To, The Principal Secretary Rajbhavan, Bihar, Patna Sub.- Regarding submission of proposed course structure and uniform syllabus of «Pcl APA Meee for 1% and 2 Semester of 4-Year undergraduate. Ref.- Letter No-BSU(UGC)-02/2023-871/GS(1), Dated-09-06-2023 Sir, In Compliance with your letter no.-BSU(UGC)-02/2023-871/GS(1), dated 09-06-2023 followed by above mentioned letter no, we are submitting the proposed course structure and syllabus of .. Pi Isa bAcy a. for 1* and 2 semester of the 4 year under graduate course @stem as per UGC regulations. Yours fail Enclosed-as above ie 612 CRajeok Kean Suiph) aptrrs?3 Spaces Kem cr ung 2047 an - HK Ir og-250% ( Karat kumar, aa) Mop. BISlota ges 17797 89 7900) aR Sted)PHILOSOPHY (A) Major core Courses SLNo. | Sem | Type OF ‘Name of Course Credits Marks Course i MIC-1 Deduetive Togie é 100 2 ez Scientific Method 6 100 3 [Mics Indian Philosophy 3 100 4 Te-a Indian Ethics 4 100 3 Ww Mies ‘Western Philosophy 3 100. 6 Tw Mic-6 ‘Westem Ethics 5 100 7 ]Iv__{Mic-7 Basic Concepts of 3 100 Phitosoph sv Mics Philosophy of Religion 5 100 9 vies Social and Cultural 5 100 Philosophy jo eto Political Philosophy 4 100) nv PMc Contemporary Indian 5 100 Philosophy 12 [wi Pica ‘Trends of Youic-Philosophy [5 100 137 [vit ica3 Schools of Buddhism 5 100 1g vit | ic-a Research Methodology 5 100 1S Vn Mics Contemporary Western 6 100 Philosophy. 16 [Vi | MiC-16 Indian Logic and Indian | 4 EpistemologyPHILOSOPHY SEMESTER -1 MJC-1: DEDUCTIVE LOGIC Objectives: After the completion of the course, the students will be able to: 1+ Develop the ability of logical aptitude and reasoning in resolving the various isues and to ascertain the truth of life, Get rid of Superstitions,dogmas and illusions, Pevelop understanding related to right belie, ith and reality in socio-religious realm of life, Remeve the ambiguity and vagueness of language and reach the clasty of thought and vision, Develop potentiality towards logical argumentation. MJC-1: DEDUCTIVE LOGIC (Theory: 6 credits) No. of Hours T 1. Subject-Matter and Branches of Logie 10 Nature and classification of Term, Proposition and Argument 3. Truth and Validity. Unit] Topics tobe covered A 1.” Symbolisation of Propositions. 10 2. A. Statement and statement forms B. Argument and argument forms. 3. Test of Truth and Validity through truth table. 3 1. Classification of Categorical Propositions according to Quality and Quantity 2. Distribution of Terms and Square of opposition 3. Immediate inference : Conversion and Obversion q 1. Categorical Syllogism 15 2. Syllogistic Rules and Fallacies 5. | | Bullean Interpretation of Propositions: Venn Diagram Technique of Testing he 5 Validity of Syllogism TOTAL oo Outcome: To attain error-free knowledge, Reading List: 1. Copi, LM. Introduction to Logie, New Delhi: Pearson, 2014, 2017, 2. Copi, LM. Introduction to Symbolic Logic 3. Cohen, Morris and Emst Nagel, Introduction to Logic and ScienificMethod, Delhi, Allied Publishers, 1968. z Gangadutta Jha, Nigaman Tarkashastra, Students Friends, 1988, ‘Ashok Kumar Verma, Nigaman Tarkashastra, Motilal Banarsidas, Patna Basson And O'connaor, Introduction To Symbolic Logic. Dr Kedamath Tiwari- Tarkshastra Parichaya(An introduction to logic) Prof Ashok kumar verma, Pratikatmak Tarkshastra BIN Roy, Text Book of Deductive Logic. ree /) A ee SEAS BA Ae aPHILOSOPHY Semester-2 MJC-2 : Scientific Method Objectives: After the completion of the course, the students will be able to: | Differentiate between sciemttic and popular ways of reasoning 5 Enhance the reasoning skils and develop grounds for rejecting the wrong arguments, > Evolve grounds forthe elimination of superstitious belits and to formulate ways er strong arguments, MIC: Scientific Method (Theory: 6 credits) Unit _| Topies to be covered No. of Hours 1 1.” Nature and Scope of Scientific Method 15 2. Postulates of Induction, 3. Explanations : Scientific and Unscientific 2 1. Analogy 10 2. Mill's Experimental Methods 3 1. "Nature and scope of hypothesis in scientific method 15 2. Classification of hypothesis | 3. Conditions ottypohen 4. Proofs of hypothesis 4 | Statistical Methods 20 1, Nature and need of Statistical Methods 2. General Method: A. Collection of data, B. Tabulation of data C. Average-Mean,Median,Mode and Deviation. D. Correlation, 3. Personal Equation. 4. Probable errors in Statistical Methods fi TOTAL oa] Outcome: To attain objectivity and highest probability of truth in knowledge, Reading List : 1. Cohen, Morris and Emst Nagel, An Intraduction to Logic and ScienficMethod, Delhi, Allied Poblishers, 1968. Tr. Purnchandra Jain, Tarkshastra and Vaigyanik Pranali(Vol Ht) Madhya Pradesh Hindi Granth Akadamy. Cop, Irving M. Carl Cohen and Kenneth McMahon, Introduction o Logic, Delhi, Pearson, 2016. Gangadutta Jha, Agaman Tarkshastra,Student’s Friends, 1996 Ashok Kumar Verma, Agaman Tarkshastra Motilal Banarsidas, Patna, Dr Kedamath Tiwari, Tarkshastra Evam Vaigyanik Paddhati B.N.Roy, Text Book of Inductive Logic ‘ Neer \ ue? SAR a \arePHILOSOPHY (B)Minor Courses to be offered by the Department for students of other Departments of Humanities SLNo.| Sem | Type Of] Nameof Course Credits] Marks Course 1 | wii Deanaie Toe z 108 2 Tit [mic seieniie Merhe 3 100 3 mH MIC-3 Indian Philosophy 3 100 Tv [ics Tinian thes 3 100 5 v MIC-5 Western Philosophy 3 100 6 vo MIC-6 Westem Ethics 3 100 7 VI MIC-7 Basic Concepts of 3 100 Philosophy 8 VI MIC-8 Philosophy of Religion 3 100. 9 [Vil | MIG: Social and Culteat 4 100 Philosophy (ova [aie-10 — Potten Phitosoam i 0 Sub Totl= 32 Note, The Department may reduce the syllabus of the Minor Courses as per the ereditlstribution. The Department concemed may also decide practical courses f wy, Nee 5] ox, aoe \4SEMESTER ~1 MIC-1 : DEDUCTIVE LOGIC Objectives: After the completion of the course, the students will be able to: i Revelep the ability of logical aptitude and reasoning in resolving the various issues and to ascertain the truth in if, Get tid of Superstitions, dogmas and illusions Develop understanding related to right belief, faith and realty in socio-teligious realm of life. Remove the ambiguity and vagueness of language and to reach the clarity of thought and von, Develop potentiality towards logical argumentation MIC-T: DEDUCTIVE LOGIC (Theory: 3 credits) Unit | Topics to be covered No.of ours Subject-Matter and Branches of Logic 10 2. Nature and classification of Term, Proposition and Argument 3. Truth and Validity, 1. Classification of Categorical Propositions according to Quality and 10 Quantity 2. Distribution of Terms and Square of opposition Iromediate Inference : Conversion and Obversion w 1. Categorical Syllogism i0 2. Syllogistic Rules and Fallacies [TOTAL 30 Outcome: To attain error-free knowledge. Reading List : 1. Copi, LM. tniroduction to Logic, New Delhi: Pearson, 2014, 2017. 2. Copi, LM. Introduction to Symbolic Logie 3. Cohen, Morris and Emst Nagel, An Introduction to Logic and ScientcMethod, Delhi, Alied Publishers, 1968. Gangadutta sha, Nigaman Tarka Shastra, Students Friends,1988, Ashok Kumar Verma, Nigaman Tarka Shastra, Motilal Banarsidas, Patna Basson And O’connor, Introduction To Symbolic Logic Dr Kedarnath Tiwari- Tarkshastra Parichaya(An introduction to logic) Prof Ashok kumar verma, Pratikatmak Tarkshastra, B.N.Roy, Text Book of Deductive Logic. Fas Gee Geko ately 23 _k8 CONauASemester-2 MIC-2 : Scientific Method Objectives: After the completion of the course, the students will be able } Differentiate between scientific and popular ways of reasoning. 3 Enance the reasoning skills and develop grounds for rejecting the wrong arguments > Fvolve grounds forthe elimination of supersitous beliefs and to formulate ways for strong arguments, MIC-2 : Scientific Method (Theory: 3 credits) Unit _| Topics to be covered No. of Hours 1 1.” Nature and Scope of Scientific Method 10 2. Postulates of Induction, 3. Explanations : Scientific and Unscientific L 2 1. Analogy, 10 2. Mill’s Experimental Methods, 3 1. Nature and scope of hypothesis in scientific method 10 2. Classification of hypothesis, 3. Conditions of hypothesis 4. Proofs of hypothesis, [TOTAL 30 Qutcome: To attain objectivity and highest probability of truth in knowledge. Reading Lis 1 Cohen, Morris and Emst Nagel, An Introduction to Logic and ScieniicMethod, Delhi, Allied fablishers, 1968. Tr. Purnchandra Jain, Tarkshastra and Vaigyanik Pranali(Volt,i) Madhya Pradesh Hindi Granth Akadamy, Copi, Irving M., Carl Cohen and Kenneth McMahon, Introduction to Logie, Delhi, Pearson, 2016, Gangadutta Jha, Agaman TarkshastraStudent’s Friends, 1996 ‘Ashok Kumar Verma, Agaman Tarkshastra,Motilal Banarsidas, Patna, Dr Kedarnath Tiwari, Tarkshastra Evam Vaigyanik Paddhati \ B.NRoy, Text Book of Inductive Logic, onaw de wr? \ \ vid? \ (Grd eePHILOSOPHY Y Fol COURSE Question Pattern Total Marks - 100 1. CIA Examination by the Department - 30 marks 2. University Examination: -70 marks Part-A Ten Compulsory Multiple Choice/Objective Questions — each carrying two marks =10 x 2 =20 marks Part- B Short answer type questions Four questions to be answered out of six— each carrying Five Marks= 04 x 05 =20 marks Part-C Long answer type questions Three questions to be answered out of five~ each carrying Ten Marks = 03 x 10 =30 marks a ue? el te ind D> . el”Proposed Course Structure for 4 Year Undergraduate Programme under CBCS System ‘Skill Enhancement Course (SEC) ‘Semester — I (SEC- 1) Science Social Science/Arts Commerce le Advance Spreadsheet Tools ¢ Advance Spreadsheet Tools. |e Advance Spreadsheet Tools | ‘+ Basic IT Tolls = Public Speaking in English |e Digital Marketing ‘+ Creative Writing Language & Leadership ‘+ Creative Writing '* Communication in Everyday |» Creative Writing ‘+ Communication in Everyday lite /* Communication in Everyday live i lite | Semester —II (SEC- 2) Science Social Seience/Arts Commerce ‘© Big Data Analysis © Big Data Analysis /* Big Data Analysis * Beginners Course to Calligraphy «Beginners Course to je Beginners Course to '* Introduction to Cloud Calligraphy Calligraphy Computing (AWS) * Personality Development & Business Communication + Personality Development & ‘Communication Personality Development & | Communication 2 Tew ae Communication | ‘Semester — II (SEC- 3) Science Social Science/Arts Commerce Prospecting E-waste for > Personal Financial Planning |» Prospecting E-waste for | sustainability ‘© Visual Communication & sustainability '+ Visual Communication & Photography © Sustainable Ecotourism & Photography /* Statistical Software Package ‘Entepreneurship Ege Pas. Asimation /s Comminication in Professional |» Visual Communication & | © Statistic re Package tee — Communication in Professional | MY fede el Life je eure deat _ onerure | ‘+ Communication in Professional eo eria ee Gow! as Page 1 of 44 6 GamLIST OF SKILL ENHANCEMENT COURSES (SEC) Total Marks se Course Title me No. tle 1 | Advance Spreadsheet Tools ols 3a | 2 | Basie rr Tots ofa] 3 3 | Beginners Course w Callganhy of3| 3 4 | Big Deta Analysis ols] 3 5 | Business Communication of3 |] 3 6 | Communication in Everyday life ofa] 3 7. | Communication in Professional Life of3] 3 8 | Creative Writing of3/ 3 |# 2 9 | Digital Marketing wst>o lf # ee KH E 3 11 | Introduction to Cloud Computing (AWS) o| 3 3 EB g a rt | [13 _ | Personality Development & Communication of3[ 3 |é& i 14 | Prospeeting E-waste for sustainability of[3]/ 3 |B = 15 _ | Public Speaking in English Language & Leadership ofa] 3 16 _| Statistic! Software Package of3] 3 17-_| Sustsinsble Eootoursm & Entrepreneurship e[3| 3 118 | Visust Communication & Photography ofa] 3 19 | see aera of 3 | 3 20 | rein ofa] 3 o[3s] 3 Sut @late Poge 2 of 44Skill Enhancement Course (SEC) * Course Title - Advance Spreadsheet Tools Learning Objectives ‘The Leaming Objectives of this course aro as follows: + To enable the students to use Excel for advanced data analysis + To equip the students to with automation skills on excel + To enable the students to use excel for informed decision making. Learning outcomes ‘The Learning Outcomes of this course are as follows: + By studying this course, students will be able to make meaningfol representations of data in the form of charts and pivot tables. + By studying this course, students will be able to draw analysis on data using spreadsheets and use interpretation to make decisions, + By studying this course, students will be able to generate word documents with appropriate formatting, layout, proofing. + By studying this course, students will be able to manage data for generating queries, forms and reports in a database. ‘SYLLABUS Unit I: Excel Advanced Techniques ‘Templates, Efficiency, aud Risk (Standard Deviation, Variance, and Coetficient of Variation), Data Validation; *Fusetions and Power functions, Array Fonmulae (Frequency Distribution, modesmutt, mode.sng)), Tables, Advanced Range Names, Whatitanalysis: Goalseek, Data tables, and Scenario Manager; Data analysis ToolPak: Descriptive Statistics, Moving averages, Histogram, Covariance, correlation, and Regression analysis (anly for projection); solver add in, Problem Solving using Solver (optimal product mix, workforce scheduling, transportation, ‘capital budgeting, financial planning), Integrating excel with other tools: MS word, outlook, PowerPoint, Access, Power BI. Unit 2: Excel Interactivity and Automation Index and Match, Offset, Dynamic Charting, Database functions, Text functions, and Error functions: Iftrror, IsEnror, Aggregate, Circular Reference, Formule Auditing, Floating-Point Enors, Form Controls (Button, Combo, Check box, Spinner, List, Option), Visual Basie (enly basic). Recording Macros, Absolute and relative macros, editing macros, Use of spinner bbttons and command buttons; Sub Procedure, Function Procedure (creating New Functions); Working with Loops: De_while loop, For Next loop; Creating User Forms: Message Box, Input Box; If_Then Else. Unit 3: Introduction to VBA ‘Conditional Formatting, Charts that Inspire (Waterfall, Column, Line, Combo, Thermometer, Seater, Histogram) Sheers, Sparklines, Graphics Tricks and Techniques, Worksheet, Automation using Macros: Absolute and relative macros, editing macros, Creating new functions using macros, Use of spinner buttons and command buttous. Qe ee Be 8 fa-74 Page 3 of 44‘Unit 4: Data Analysis and Decision-Making Working with External Data, Advanced Uses of PivotTables, PowerPivot, Reporting with PowerPivot, Power query, Dashboard, Creating spreadsheet in the area of! Loan and Lease statement; Ratio Analysis; Payroll Accounting; Capital Budgeting (NPV & IRR), Portfolio Management, Breakeven analysis, and Sensitivity analysis; Operations Management: Constraint, Forecasting & Trend Analysis optimization, Assignment Problems; Depreciation Accounting (Single Method); Graphical representation of data; Frequency distribution and its statistical parameters; Conelation and Regression Analysis Essential/recommended readings + Excel 2016 Power Programming with VBA, Michael Alexander, Dick Kusleika, Wiley. + Financial Analysis and Modelling Using Excel and VBA, Chandan Sengupta, ‘Second Edition, Wiley Student Edition, + MS Excel 2016, Data Analysis & Business Modelling, Wayne Winston, PHI. Suggestive readings Microsoft Excel 2016 - Data Analysis and Business Modelling Paperback - | May 2017 Wayne L. Winston, Microsoft Press. ‘Microsoft Excel Practical Formulae: From Basic Data Analysis to Advanced Formulae : Manipulation Diane Griffiths. G@ t4=-% Page 4 of 44© Course Title — Basic IT Tools Learning Objectives ‘The Leaming Objectives of this course are as follows: To enable students develop IT skills that are a pre-requisite in today’s work envizonment. To equip them with besic computing skills that will enhance their employability in general, To enable the student to analyse and present information in a meaningful manner. Learning outcomes ‘The Leaming Outcomes of this course are as fellows: By studying this course, students will be able to use word-processor to generate gecamens with appropriate formating layout review and eftrencing By studying this course, students will be able to manage data in worksheets and ‘workbooks and analyze it using spreadsheet functions and inbuilt formulas. By studying this course, students will be able to draw analysis on data using spreadsheets to make decisions. By studying this course, studens will be able to make meaningful representations of data in the form of charts and pivot tables. ‘By studying this couse, students will be able to manage data in database tables and use ‘the same for generating queries, forms and reports, SYLLABUS, Course Contents: Unit 1: Introduction ¢o Spreadsheets Spreadsheets: Concept of worksheets and workbooks, creating, opening, closing and saving workbooks, moving, copying, inserting, deleting and renaming worksheets, working with ‘mukiple worksheets and multiple workbooks, controlling worksheet views, naming cells using name box, name cteate and name define; Exchanging data using clipboard, object linking and. embedding; Printing and Protecting worksheets: Adjusting margins, creating headers. and {boters, setting page breaks, changing orientation, creating portable documents and printing, data ‘and formulae; Implementing file level security and protecting data within the worksheet Understanding absolute, relative and mixed referencing in formulas, referencing cells in other worksheets and workbooks, comeeting common formula errs, working with inbuilt function ‘categories lke mathematical, statistical, text, lookup, information, logical, database, date and ‘ime and basic financial functions. Unit 2: Data Analysis in Spreadsheets Consolidating worksheets and workbooks using formmilae and data consolidate command; ‘Choosing a chart type, understanding data points and dala series, editing and formatting chart elements, and creating sparkline graphics, Analysing data using pivot tables: Creating, formatting and modifying a pivot table, sorting, filtering and grouping items, creating calculated field and caleulsted item, creating pivot table charts, producing a report with pivot tables Introduction to recording and execution of macros. Sr etebh Oe sys Page 5 of 44Unit 3: Word Processing Inwoduction: Creating and saving your document, displaying different views, working with siyles aud character formating, working with paragraph formatting techniques using indents, ‘abs, aligament, spacing, bullets end numbering and ereating borders; Page setup and sections: Setting page margins, orientation, headers and footers, end notes and footnotes, creating section breaks and page borders: Working with tables: Creating tables, modifying table layout and design, sorting, inserting graphics in a table, wble math, converting text to table aud vice versa; CCeeate newspaper columns, indexes and table of contents, Spell check your document using inbuilt and custom dictionaries, checking grammar and style , using thesaurus and finding snd replacing text Create bookmarks, ceptions and cross referencing, adding hyperiinks, adding sources and compiling and bibliography; Mail merge: Creating and editing your main document and data souce, sorting and filtering merged documents and using merge instructions like ask, filhin and if-then-else: Linking and embedding to keep things together. Unit 4: Databases Introduction to Database Development: Database Terminology, Objects, Creating Tables, ‘working with fields, understanding Data types, Changing table design, Assigning Field Properties, Setting Primary Keys, using field validation and record validation rules, Indexing, working with mukiple tables, Relationships & Integrity Rules, Join Properties, Record manipulation, Sorting & Filtering: Select data with queries: Creating Query by design & by wizard (Select, Make Table, Append, Delete, Cross Tab, Update, Parameterized Query, Find Duplicate and Find Unmatched), Creating multi table quetes, creating & working with table Joins. Using operators & expressions: Creating simple & advance cxteria; Working with fomms: Creating Basic forms, working with bound, unbound and calculated controls, understanding property sheet, Working with Data on Forms: Changing Layout, creating Sub Forms, creating list box, combo box and option groups; Working with Repors: Creating Basie Reports, Creating Header & Footer, Placing Comms on report, sorting & grouping, Creating Sub reports. EssentiaVrecommended readings + Swinford, E., Dodge, M, Couch, A., Melion, B.A. (2013). Microsoft Office Profesional 2013. United States: OReilly Media + Wang, W. (2018). Oiice 2019 For Dummies. United States: Wiley. Microsoft Lambert, J. 2019), Microsoft Word 2019 Step by Step. Unied States: Pearson Education, Suggestive readings Jefe, B. 2013). Excel 2013 Charts and Graphs. United Kingdom: Que. ‘Alexander, M, Jelen,B. 2013). Excel 2013 Pivot Table Data Crunching. United ‘+ Kingdom: Pearson Education Alexander, M., Kusleika, R. (2018). Access 2019 Bible. United Kingdon: Wiley. Row ebm BG ty Page 6 of 44+ Course Title — Beginners Course to Calligraphy Learning Objectives ‘The Leaming Objectives ofthis course are as follows: + To teach students the art of Calligraphy. + To make suadents beter at handwiting and embellish the scripts. + To ielp the students communicate with creativity Learning outcomes The Leaming Outcomes of this course are as follows: Students willbe skilled in calligraphy scrips, ‘Leeming flourishing will help to develep good waiting Practice sessions will further project a the end of semester Will induce skills vo setup a busines, too, SYLLABUS ‘Ua: imroduton te Calligraphy *+ "Definition, History of calligraphy, Calligraphy atthe Global level, Types of Calligraphy:Classical Calligraphy & Modem Calligraphy + Practice Sessions: Inoducing smidents o Calligraphy and is types through images,videos and animations. ‘Unit 2: Introduction to the Writing fools + Tool Kit, Different Types of Pens, Different Types of Nibs, Different Types of Brushes, Different Types of Inks + Practice Sessions: Display of Wiring items, Discussion on the usage of different types ‘of pens, nis and brashes through hands-on activities Unit 3: Foundation to Calligraphy + How to write lelters?, Majuscules, Miniscules, Numbers, Learning Strokes, Sans SerifB- point, Celtic, Italian Script, Roman Script, Gothic Script + Practice Sessions: Learning and practicing srokes- Upstroke, Downstroke, Overtum, Underura, Compound curve, Oval, Ascending loop + Hands-on activities and Assessment on Sans Serif B-point, Celtic, Italian ‘Script Roman Seript, Gothic Seript, Flourishing ‘EssentiaV/recommended readings + Suepsuan, PA. (2021), Start Calligraphy The Right way to write: Leam Calligraphy ‘The Complete Book - Modem Calligraphy Pen For Beginners, Learning Resources Sie By Sep Number Line, Maserng Moser Calirapy. nkpndety * C,&Co,, TP. (2020). Modern Calligraphy Set for Beginners: A Creative Craft Kit for Adults featuring Hand Lettering 101 Book, Brush Pens, Calligraphy Pens, and More. Paige Tate & Co. Page 7 of 44‘* Course Title - Big Data Analytics Learning Objectives ‘The Leaming Objectives of this couse are as follows: ‘To Understand the Big Data Platform and its Uses Provide an overview of Apache Hadoop Provide HDFS Concepts and Interfacing with HDFS, Provide hands on Hadoop Eco System To understand spark framework Learning outcomes ‘The Learning Outcomes ofthis course are as follows: + After studying this course, students will be able to identify Big Data and its Business Implications. + Aller studying this course, stidents will be able wo list the components of Hadoop ‘and Hailoop Eco-System. ‘Aer suing this course, students will be able to access and process data on distributed file system, + After studying this course, students will be able to manage job execution in Hadoop environment. + After studying this course, students will beable to develop Big Data Solutions using Hadoop Eco System. SYLLABUS, Unit 1: Fundamentals of Rig Data Analysis Data Storage and Analysis, Characteristics of Big Data, Big Data Analytics, Typical Analytical Architecture, Requirement for new analytical architecture, Challenges in Big ‘Data Analytics - Need of big data frameworks ‘Unit 2: Hadoop Framework Hadoop, Requirement of Hadoop Framework, Design principle of Hadoop -Comparison ‘with other system, Hadoop Components - Hadoop 1 vs Hadoop 2, Hadoop Daemoi’s - HDFSCommands, Map Reduce Programming: VO formals, Map side join, Reduce Side Join, Secondary sorting, Pipelining Map Reduc jobs Unit 3: HDF (ladoop Distbuted Fie System) ‘The Design of HDFS, HDES Concepts, Command Line Interface, Hadoop file system interfaces, Data flow. Data Ingest with Flume and Scoop and Hadoop archives, Hadoop ‘Compression, Serialization, Avro and File-Based Data structures, ‘Unit 4: Spark Framework and Data Analysis with Spark Shell Introduction to GPU Computing, CUDA Programming Model, CUDA API, Simple Masix, Mukiplication in CUDA, CUDA Memory Model, Shared Memory Metrix Makipication, Additional CUDA’ API Features. Writing Spark Application ~ Spark Programming in Scala, Pylon, R. Java - Application Execution. Ret QF CG £4 Page 8 of 44Practical Exersises + Downloading and installing Hadoop. + Understanding different Hadoop modes. Starup scripts, Configuration files. + Hadoop Implementation of file management tasks, such as Adding files and directories, rewieving files and Deleting files. + Rum abasic word count Map reduce program to understand map reduce paradigm: "To count words in given file, to view the output fle, and to calculate the execution time, + Map Reduce Program to analyse time-temperature statistics and generote report with may/min temperature, + Implement of Matrix Multiplication with Hadoop Map Redues. + Implementation of K-means clustering using Map Reduce + Tostudy and implement basic fimctions and commands in R programming. + To build Word cloud, a text mining method using R for easy to understand and visualization than a table data * To implement clustering program using R programming . ellappan, "Big Data Analytics" Wiley 2015. + Mike Frampton, “Mastering Apache Spark”, Packt Publishing, 2015, + Tom White, “Hadoop:TheDefinitiveGuide”,0”Reilly-4thEdition 2015. + Nick Pentreath, Machine Leaming with Spark, PacktPublishing 2015, *+ Mohammed Gulle, Big Data Analytics with Spark, Apress.2015. + Donald Miner, Adem Shock, “Map Reduce Design Pattom”, O'Reilly, 2012 Qa G& Page 9 of 44© Course Title - Business Communication Learning Objectives ‘The Leaming Objectives ofthis course are as follows: + To train students to enhance written 3s well as otal communication inthe corporate world, + To help students in understanding the principles and techniques of business communication. + To understand the use of electronic media for communication. ‘Learning outcomes “The Leaming Outcomes of this course areas fllows: + Alter studying this course, students will be able to explain the need for communication in management + After smying this course, students wil be able t appreciate the need of effective ‘weting for commusication. + After suedying this course, studenis will beable vo demenstate the skil of effective ‘eport waiting and summaizing ennval reports. + After sudying this course, students willbe able analyse business correspondence and *+ After studying this course, stadents will be able to appreciate oral presentations, ‘SYLLABUS Unit 1: Introduction tothe essentials of Business Communication Meaning, process and fimetions. Need and importance. Medium: verbal & non-verbal communication. Channels: formal & informal. Levels of communication, Direction of communication: downward, upward, lateral, & diagonal, Effective communication: Gificuliestberiers and soltions. Interactive and non-interactive techniques of communication. Listening asa tool of communication, Guidlines for effective listening, Unit 2: Effective Writing Guidelives for clear writing. References, bibliographical research tools. Citing methods, foomotes, discussion foomotes. Use of library and internet for collection, classification and interpretation of data and information, Unit 3: Report Writing ‘Types of reports. Formal report: components and purpose. Organising information: outlining .& numbering sections, section headings, sub-headings, & presentation, Writing reports on field work/visits to industries, business concems. Surmarising anal reports of companies: ‘Purpose structure and principles. Drafting minutes. Unit 4: Business Correspondence and E-Correspondence ‘Need and importance of business leters. Office memorandum, office circulars, notices and orders. Technology for communication. Effective IT communication tools, Electronic: mail ‘advantages, safety and smartness in email. E-mail etiquettes, Unit : Spoken English and Oral Presentation Effective negotiation: elements, process and general guidelines, Telephonic conversation. Conducting & facing interviews. Conducting & participating in group decisions. Making Presentations: content and organising. Features of a good presentation, Delivering a Page 10 of 4aPractical Exercises: ‘The leamers are required 1: ‘Team how to summarise ennual reports of companies. + prepare presentations using power-point + participate in Group discussions and mock interviews, + smartly draft business emails EssentiaVrecommended readings + CB.Gupta (2019), Esseatials of Business Communication, Sultan Chand & Sons. + Kaul, A. Effective Business Communication, 2nd ed. PHI leaming + Lesikar, RLV. & Flaley, M.E. (2001), Basic Business Communication Skis for Empowering the Intemet Generation, Tata McGraw Hill Publishing Company Ltd. ‘New Delhi, + Ludlow, R. & Panton, F(1992). The Esseace of Effective Communications, Prentice Hall of India Pvt. Lad, New Deli + Meyer C,Dev(2021). Communicating for Results, Oxford University Press * Quintanilla, Kelly M, (2021), Business and Professional Communieaton, 42, Sage Textbook + R.C. Bhatia (2008), Business Communication, Ane Books Pvt Ltd, New Delhi. + Raman and Singh(2012). Business Communication, Oxford University Press + Scot, O., Contemporary Business Communication, Biziantra, New Delhi Cor een Spat eeensennnans Page 11 of 44© Course Title — Communication in Everyday Life Learning Objectives ‘The Leaming Objectives of this course are as follows: + To lay down a basic foundation for basic communicetion that is a part of a student severyday life. + Toinculcate the fundamentals of communication with the aim to enance listening,speaking and writing skills. + Tohhone practical skills that can he used in day-to-day affairs. ‘Learning outcomes ‘The Leaming Outcomes of this course are as follows: ‘After studying this course, students will be able to improve mediation skills. ‘After studying this course, students willbe able to building buman relationships. Afer studying this course, students will be abl to foster societal understanding develop aa independent perspective. After sindying this course, students willbe able to enhance social Communication skils of smdeats, SYLLABUS. UNIT ‘Theory of Communication + Meaning, Features, Uses, Cycle, Feedback, Advantages + Baxtiess + 7C@sof Communication unir2 Listening Skis + Netiquettes + Andio-book Listening & Diseussions + Note-king Spain Sth ‘Oral Presentation- Audio-Visual aids, Audicace & Feedback, Delivery ofPresentation, Handling Questions + Group Discussion- Cutan & History, Curent Affairs, Socicty-elated + Public Speaking- Public Speech, Extempore + Interview Personal, Conversational, Public * Noemaking + Essays- Expository Essay, Descriptive Essay, Namative Essay eter i iy Page 12 of 44+ Reports- Incidence, Newspape, Organisational Report + Analysis & Interpretation- Textual + nts & inter-personal Skills - Monologue, Dialogue Saggested Readings * Chaudhary, Shoma. “Understanding Interviews, Billy Elliot is my Story, Only LLessHappy”. Tehelka: The People’s Paper, 18 February 2006. + Kumar, Dinesh. “Understanding Values, Our Muddled Generation”. The Hindu, 26March 2006. + Leaming to Write 1, “Free Writing”. In Fluency in English 1, ed. Varma, Pramodinind Maki Sanyal, pp. 1, Oxford, New Delhi, 2015. + Leaming to Write I, “Eating”. n Flueaey in English I, ed. Varma, Pramodini ‘andMulai Sanyal, pp. 25-27, Oxford, New Delhi, 2015. + Leaming to Write Il, “What makes Good Writing Good”. In Fhuency in English T, ed. Varma, Pramodini and Mukti Sanyal, pp. 48-51, Oxford, New Delhi, 2015. So eb Page 13 of 44Course Title - Communication in Professional Life Learning Objectives ‘The Leaming Objectives of this course are as follows: ‘To prepare the students for their upcoming professional fields. To inculcate the fandamentals of professional and business communication. To leam aspects of global communication, ‘To enhance employability skills of the learners by enabling them to waite effective resumes and face interviews with confidence ‘Learning outcomes ‘The Learning Outcomes ofthis course are os follows: * After studying this course, students will be able to improve presentation skis to be lecamt by effective use of verbal and non-verbal communication for the professional field * Afr studying this course, students Will be able to acquire practical employability skills to be disseminated through focused sessions on practical employable knowleds *+ After studying this course, students will be able to enhance professional communication. + After studying this couse, studcats will be able to improve persuasion and ‘negotiation skills which will be usefl forthe professional field. UNITL ‘Theory of Business Communication Introduction ‘What is Business Communication? Language of Business Communication ‘Cultural Components Cross-Cultural Communication, Cultural Shock, Ethnocentism Stereotyping, ; + Miscommunication & Effective Communication UNIT? Listening Skins + Netiquettes + Audio-book Listening & Discussions + Note-aking: UNIT Speaking Skills *+ Presentation Skill- Oral Presentation, Ppt. Preparation, Ppt. Presentation Group Discussion ‘Talks- Domain specific, Tod-Talks, Business Meets, Motivational Talks Telephoaic Skills Persuasion Skills Meeting & Negotiation Interview. Prototion Interview, Job Interview, Business Interview ‘Functions and activites of PR Rot OA fr Page 24 of 44‘Summarising & Paraphrasing Job-Oriented Skills- CV, Resume & Bio- Data, Job Application Letter Documentation +. Advensements & Invitation Report Analytical Report, Project Report Digital Communication in Social Spare- Social Media Posts (Twitter, Facebook), Blog ‘Writing, Review Writing + Advertisement Invitation Poster Designing- Canva/MS Word/Coral + Memo, Office Order, Minutes + Making Online Acadeenic/Work Profile- Linkedin Suggested Readings + Kaushik, J.C. and KK. Sinha ods., English for Students of Commerce, OxfontLiniversity Press, New Delhi. + Sethi, Anjane & Bhavana Adhikari, Business Communication, Tata McGraw Hill, * Anjan Neira Dev, et.al, eds. Business English, Department of English, Page 15 of 44Course Title — Communication in Professional Life Learning Objectives The Leaming Objectives of this couse are as follows: + To build creative writing skils of students in the main inodes of creative writing vvizpoetry, fiction (novel, short stories), non-fiction (life narratives, autobiographies andbiographies) and drama. + To inculcate practical skills in students by mapping their creative talent which ‘bebeneficial for employability too, + To perform hands-on-activities ip students to develop theit creative skills throughprsctieal sessions. ‘Learning outcomes ‘The Leaming Outeomes ofthis course are as follows: + After studying this course, students will be able tobe sensitive t the texture offterary language. + After smidying this course, students will be able to develop craft in ereative writing. + After studying this couse, students will beable to develop sense of cexpressingthemselves through poetryishortstorybiography. + Affersuidying this course, students will be abl to induce an understanding of| ‘herelationship between a1 individual and society. + Afr studying this course, students will be able to get into different fields andpursve versatile career opportunities, + Afler studying ths course, shidents wl beable to develop an understanding of {heat and performance through drama will also help thom to develop ‘observatoryand bebavioural shall, + _Afler studying this cours, sidents will beable to develop critical thought processand a knack in puting it in words. Students may aso utilis the learnings ‘of proofreading and editing for their academic and professional growth. + After stadying this couse, students will be able to go for publishing their own work. ‘+ After studying this course, stadents will be able to waite « book and submit SYLLABUS. UNITE *+ Introduction o Creative Wrting- Meaning, importance + Imagination & Writing. Peer interaction, Activities on Imagination *+ Tropes, Motifs and Figuces- Leaming tropes, moti nd figures though videos, Discussion on the findings + Craft of Writing. Figure of Speect, Word Play, Character Creation *+ Character Creation Dialogue Enaction, Leaming Characters through discussien on farnous writings, Character Analysis, Writing actvities on ereating diferent eypes ofeharacters(genderfeceal backgroundethniciy ete) UNE: + Close Reading + Analysis and Interpretation- Reading different works in Literatur, Disevssionin small groups, Practice Weiting Sess + Proofieading & Editing: Practice sessions on Proofreading & Eéting of different types of writing earl CL Bg) Page 16 of aaUNIT + Steps of Creative Writing: Pre-Writing, Writing, Post- Writing Final Draft + ‘Types of Creative Whiting- Poetry, Fiction, Non-Fiction (Life Naratives), Drama + Greative Writing & Media- Film Review, Book Review, Other Writings in Media, Submission, Publication + Leaming to write Poetry- Reading & understanding Poetry; Practising tone, rhyme, ‘mete, verses; Writing sessions *+ Learning to write Fition- Reading & understanding Fiction; Practicing diferent Fit India ‘© Panchakosha: Holistic je q ‘© Panchakosha: Holistic ‘Development of Personality Development of Personality Development of Personality © Culture & Communication eo amefe afar cere ate am ge ly ‘Culture & Communication Semester - HI (VAC- 2) Science Social Seience/Arts ‘Commerce © Vedic Mathematics «Vedic Mathematics ¢ Vedic Mathematics ‘+ Emotional Intelligence ‘+ Emotional Intelligence '¢ Emotional Intelligence + Yoga Philosophy & Practice 4 Yoga Philosophy & Practice |* Yoga Philosophy & Practice J+ Ethics & Values in Ancient |g Ethics Values in Ancien’ |/® Fthics & Values in Ancient Indian Tradition i Teas Indian Tradition '¢ Constitutional Values & Fitatic © Constitutional Values & Fundamental Duties low Fundamental Duties © Social & Emotional Leaming J® Social & Emotional " * Social & Emotional Learning '* Eoology & Literature ° — —_- j> Ecology & Literature Sse ~— 4, Ee 4 Page 1 of 62List of Value-Added Course (VAC) TF SL.No. Course Title Distribucion of Fol Total Marks = the Course. ‘Credits: 100 4+ 1 ‘Art of Being Happy 1 0 ] 3 3 2 ‘Ayurveda & Nutrition: 1 0 3 3 3 era Vas & Fatman Balas | | 83 7] alae & Conon Toray 3 5 Bigia Eapowemet Tests 7 Beer Tisai rasp 7 ‘Emotional Intelligence 1 0 3 3 8 ‘Ethies and Culture 1 0 3 3 7 a iamemnaTe Te Eg 10) Financial Titeraay TPepsy 3 |& 3 ir Fit india 1 oO 3 3 i ‘ 12 | Gandhi & Etcation TTeT3s}-3—] 8 i Parchakoaas Holisie Development of f 6G B ; rfofa] 3s |& i Personality z z 13] Soa etal Tag Tops | par re Tops 6) Sac ra Topsy s 17 | Vedic Mathematics T os 3 18 “Yoga Philosophy & Practice 1 0 + 3 3 19 ance, fee, RT GR Ae ET 1 o]3 3 | SSRIS Sey ao aay + 1 o|3 ? Gav 4B ae Page 2 of 62Value Added Courses (VAC) Course Title — Arts of Being Happy Course Objectives © To synthesize the insights developed by Human Development experts, Psychologists, Anthropologists on one hand, and the intellectual traditions of Vedantic Philosophy and Indology on the other towards the experience of happiness, © To illustrate various factors that determine the subjective experience of happiness in a cross cultural context, Learning Outcomes ‘© The students shall be able to evaluate the factors contributing to the phenomenon of ‘happiness in the personal, familial and community life of an individual in different ‘cultures in the Indian context. © They will be able to develop healthy interpersonal relationships and wellbeing, cherishing the values of Indian culture and philosophy. © They will be able to relate to the global phenomenon of sustainable development and ‘become sensitive to the needs of the planet. ¢ They will be able to apply the experience of Aananeda at a personal level. Syllabus of The Art of Being Happy Unit I:Human Ecology and Happiness © Definitions‘Factors of Happiness: Environmental and Social © Physica, emotional and psychological ‘well-being for happiness © Physiological and hormonal basis of happiness © Coping with Stress: A life saving skill Unit 2:tndotogical Theories of Happiness © Pune Kush Vary & lew ol Well Heong, © Iden af Self and other ¢ Hierarchy and stages of happiness. 13Unit 3 : Happiness: Cross-cultural Contexts © Culnure and Happiness © Interpersonal Relationship: Comparative Perspective © Towards Self-Actualization Unit 4:Local and Global Perspective of Happiness © Measuring happiness: Key indicators ‘© Happiness Index © India in Global Happiness Indices Practical Practice Component ‘The course will be based on students’ identification and operationalization of the concept of ‘happiness and well-being. Students will explore the indicators and actualization of these concepts in everyday life ‘* Community surveys on the facilities promoting positive mental health practices such, as Youa and Meditation Centres, Recreation ctubs, and Parks for youth and senior citizens shall be carried out by the students. Extending help and social service by visiting old age homes/ hospital/slum areas or any other disadvantaged proups. © Smdents can undertake 3 field work / project independently or work as an Intem ‘with NGOs working in the area of happiness and well-being. + Critical appreciation of a documentary/ film based on Happmess and Well-being can be undertaken by the students. ‘© Workshops’ Sessions for the actualization of innate creative potential: ( Music, Drawing, Calligraphy, Dramatics) ‘© Hands-on Happiness: Gardening, Cleaning, Washing, Cooking, eto. required, students ean shace theiy experiences in the form of a Project Report Students may share their experiences in the form of Audio-video presentations of 15-20 minutes, © Any other Practical/Practice as decided from time to time Essential Readings + Hunavatly, Vaniyachanter & Choutry, Anuradha, (2013). Uindwretunding Happinces: A ‘Vedantic Perspective. Psychological Studies. 59. 141-152. 10.1007412646-013-0230-x. ‘* Leontiey, Dmnity. (2012). Anthropology of Happiness: the stale of Well-Being and the way of Joy.Tn SocialScinnce sVold3 No ? PQ}=I0, Snyder CK. SJ. Lopez & JT, Pedrott. (2015). Positive Psychology (The Scientific and Practical Explorations of Human Strengths): Sage Publication. (Chapter 5: Subjective Well-being: The Science of Happiness and Life Satisfaction, Page 63 to 73) © WorldDevelopmentindicators2016. (2016) United States: World Bank Publications. © Zelenski, John, (2019), 5 Se “ So Page 4 of 62Suggested Readings © Baumgardner S&Crothers.M.(2014) Positive Psychology. New Delhi: Pearson © Goleman,D.(2007) Sociat intetligence:The new science of human relationships, RUUK © Mathews, Gordoa and Carolina Izquierdo, (eds). (2010), Pursuits of Happiness: Well being in Anthropological Perspective. Berghan Books ‘Seligman.M.(2002). Authentic happiness: Using the new positive psychology to realize your potential for lasting fulfillment New York:FreePress. ‘© Sri Aurobindo, The Synthesis of Yoga, Part Three: The Yoga of Divine Love, (Chapter 7, The Ananda Brahman, pp. 569-570 ‘+ PositivePsychology: TheScienceof Well-Being, CarletonUniversity, Ottawa, Canada, ‘Sage Publications Chapter3:Happiness:page 77 to 110) Page 5 of 62Course Title — Ayurveda and Nutrition COURSE OBJECTIVES: ‘© Toiintroduce the basic principles of nutrition in Ayurveda © Tolink the Ayurvedic nutrition with modem dietary practices for health ‘* Toanalyse basic tenets of traditional diets and health recipes ¢ To understand the contemporary food babits in everyday life LEARNING OUTCOMES: © Awareness of traditional food cultures of India ‘© Evaluate changing food patterns and lifestyle over the years © Understand Indian Knowledge Systems (IKS) and key Vedic principles with respect +o Food and Nutrition © Apply basie tenets of traditional diets for health and disease © Prepare selected healthy rocipes based on Ayurvedic principles. Syllabus of Ayurveda and Nutrition Unit 1: Introduction to Ayurvedic Nutrition ‘© Ayurveda and Indian food cultures ‘© Nutrition and lifestyle transition over the years ‘© Regional Food Traditions of India Unit Il: Basic principles of Food and Nutrition and Avurveda © Understanding rich sources of nutrients © Concept of Doshas & assessment © Ayurvedic Principles of food hnbits and factors determining quality of food (Ahara vidhi visheshaayarana) # FSSAl regulations on Ayurvedic Aahar Unit Hi: Ayurvedic Diets © Principles of Dict Aharavidhi vidhan, Sativic, Rajast Tamasic foods © Incompatible food (Virudiha Ahara), Pathya; Apathya; Piprita Ahaar ‘Lifestyle Management with Dincharya and Ritucharya Application of Ayurvedic dicts to stress linked food behaviour Cys = or yy 7 C Page 6 of 62Practical Practice Component © Visityour local market and cl Rajasi, Tamasicfoods ¢ Conducta survey of 10-15 hovscholdsin your locality: ‘+ To study food behaviour and analyse them in light of Ayurvediedietary principles of Sattvic, Rajast, Tamasie + To study the food consumption pattems and intake of incompatible food ViruddhaAhara, Pathya; Apathya; Vipritadhaar + Toknow about their adopted lifestyle Dincharya and Ritucharya ‘the available food items according to Sanmvic, ‘Students are required to visit available e-resources of University of Delhi, Ministry of + Ayushwith regard to Ayurvedaand Nutition. © Ifrequired, students can share their experiences in the form of a Project Report. © The students may share their experiences in the form of audio-visual presentations of 15-30 minutes. © Any other Practical/Practiceas decided ftom time to time Essential Readings * Rastogi $ (2014) AyurvedicScience of Food and Nutrition. ASIN: BOOHWMV094, Springer: ISBN-13:978- 1461496274 ¢ Rastogi $ (2010) Building bridges between Ayurveda and modem science, Int J AyurvedaRes. 1(1):41-46. * FSSAI regulations on Ayurveda Azhar Regulations 2022. Gazette of India CG-DL-E-07052022-235642. New Delhi, Friday, May 6, 2022/ Vaisakhal6, 1944, ‘* FrawleyD (2012) Ayurvedichealing: A comprehensive guide. Lotus Press, India, ¢ bups://iksindia.org/‘Indian Knowledge Systems Suggested Readings ‘© Charaka Sambita, Charaka (1998) In: Tripathi BN (¢d) Sutra Stahan Maharashitiya Adhyay. Chaukhamba Orientelia, Varenasi. ¢ Kapoor Kapil & Singh AK Indian Knowledge Systems Volume- 1. Indian Institute of Advanced Study Shimla. Published by DK. Printworld (P) Ltd, N.Delhi. Page 7 of 62‘Course Title - Constitutional Values And Fundamental Duties ‘COURSE OBJECTIVES: © Enrich students with knowledge and relevance of the Constitution. © Develop awareness about Duties and Values. @ Inculcate a sense of Consttutionalism in thought and action. LEARNING OUTCOMES: ¢ Understand the Constitution and its relevance: © Appreciate the values and goals embedded in the Constitution. © Recognise the importance of Fundamental Duties enshrined in the Constitution. Apply the spirit of fundamental values and duties in everyday national life. Syllabus of Constitutional Values and Frndamental Duties Unit I: The Constitution of India — an Introduction © Federal Republic, Rule of Law, Separation of Powers + Sovereignty, Socialism, Democracy @ Secularism and Sarva Dharma Sama Bhava Unit T1: Constitutional Values Justice: Social, Political, Economic © Liberty: Thought, Expression, Belief, Faith, Worship © Equality : Equality before law & equal application of laws ‘© Fraternity: Dignity, Unity and Integrity Unit I: Fundamental Duties * Reflecting ow the aucient Indian notions of righteousness and ‘duty consciousness ‘© Fundamental Duties- Article SLA [(a) - ()] ‘© Legal status of Fundamental Duties - Judicial approach Cue Keb yy Page 8 of 62Pructial Practice Component Reflections on some of the constitutional values! fimdamentsl duties and its contemporary relevance in day-to-day national life through group discussions and projects. ‘© Conduct workshops to spread awareness on the Fundamental Duties and Values. © Students are required to conduct a survey (minimum 25 respondents) on assessing the awareness of the constitutional duties amongst the citizens. © Students may share their experiences on Fundamental Duties and Values in the form ofa Project Report. ‘© Any other Practical/Practice as decided from time to time ESSENTIAL READINGS: ‘© Preamble to the Constitution of India, 1950. The Constitution of India, Articles - 14, 19, 21 ¢ The Constitution of India, Fundamental Duties [Ar. 51 A (a)— (k)]. SUGGESTED READINGS © Durga Das Basu, ef al., Introduction to the Constitution of India (LexisNexis, 26° ‘edn, 2022). © Leila Seth, We, the Children of India: The Preamble to Our Constitution (New Delhi, Puffin Books, Penguin Books India, 2010). © Mahendra Pal Singh, V.N. Shukta's Constitution of India, (Eastern Book Company, Lucknow, 13* revised ecin, 2017) * BR. Ambedkar Selected Speeches, (Prasar Bharati, New Delhi, 2019) available at: hittps://prasarbharat iwhatsnew/whatsnew_653363.pat oe seevereeness Page 9 of 62,Se. CULTURE AND COMMUNICATION Learning Objectives: ‘To focus on traditional values disseminated from Indian cultural heritage. ‘To understand the interconnections between the legacy of our past and needs of our ‘contemporary society. ‘Toleam to adapt, interact and celebrate our diversity and pluralistic culture. ‘Todevelop communication skills in speaking, tstening, reading and writing and ‘apply them in our quotidian life as young citizens of contemporary India, To integrate ethical values and life skills. Corse Outcomes: Students will be able to appreciate the relevance of ancient Indian wisdom and core ethical values in our contemporary life. ‘Students will be able to engage in dialogue between the past and the present and inculcate the best principles towards a meaningfl life. ‘Students will be encouraged to involve themselves in team work and group activities to address challenges faced in metropolitan cities. ‘Students will be able to develop communication skills, that is, analytical reading, ‘empathetic listening, considerate speaking as well as informed writing, Extension activities will cquip the students, drawn from diverse backgrounds, with life skills and confidence to integrate with a multicultural environment and work towards an inclusive community. Students will be encouraged to envisage and work towards an ethically robust society ‘and thereby strengthen the nation. Page 10 of 62.Unit i: Echical Valuesfrom Indian Cuitural Heritage © VasudhaivaKutumbakam © United WeStand, Divided WeFall © EkBharat, ShreshtBharat Unit I: Developing Life Skills © Empathy © Adaptability ‘© Conservingour nanural resources Sharing knowledge resources Unit I: Effective Communication in Everyday Life © empathetic listening considerate speaking © analytical reading: © informed writing ‘Practical/ Practice Component As hands-on experience is an essential component of the course, this section will focus on the practical aspects to correlate with the fundamental principles and leanings of the theory portion. Students will be encouraged to use the communicationtools leamt through Unit3 and ‘corroborate the continuitiesof core principles studiedin Unit 1 and 2. ‘© Students will be asked to conduct surveys/interviews in their neighbourhood or ‘comniuting routes to assess the nature and quality of negotiating our cultural diversity ‘and pluralist traditions © Studeats would be assigned visits to old-age homes, hospitals, cancer wards, ete. to interact and write about their experiences with old people, caregivers, patients, nursing staff, helpers etc. staf; helpers, ete, ‘© They will also be assigned visits to historically important places and monuments within the city and also converse with the tourists in order to trace a comprehensive view of the rich cultural history of India. They may create video documentaries, take and record tourists’ interviews and/or write a jouual entry of the visit using the communication skitls leant, Sy Ql Rar Page 1 of 62 Mie