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SEMESTER III

ZOB 301: Basic Genetics and Evolution & Developmental Biology (Credit 4)

Section-A: Basic Genetics and Evolution (Credit 2)

1.   Elements of heredity and variation                                                                                   4

      1.1  Mendel’s laws of inheritance

      1.2  Chromosomal basis of inheritance

      1.3   Application of laws of probability to Mendelian inheritance

      2.   Extension of Mendelism                                                                                         4

      2.1   Dominance relationships 

      2.2   Multiple allelism

      2.3   Lethal alleles

      2.4   Pleiotropy

      2.5   Epistasis

      2.6   Penetrance and expressivity

      2.7   Phenocopy

      2.8   Polygenic inheritance

      3.  Organelle inheritance (Mitochondrial)                                                                  1

      4.  Linkage and crossing-over                                                                                                      1

      5.  Sex chromosomes and sex-linkage                                                                                        2

                    5.1           Sex chromosome systems: XX/XO, XX/XY, ZZ/ZW and haploidy/diploidy types

      5.2   Sex-linkage

      6.  Structural and numerical alterations of chromosomes; meiotic consequences                                   2          in structural heterozygotes                                                                      

      7.  Human genetics                                                                                                                    4

      7.1 Pedigree analysis   

      7.2 Karyotype, banding and nomenclature of chromosome subdivisions

      7.3 Genetic disorders 

                    7.3.1 Chromosomal aneuploidy (Down, Turner and Klinefelter syndromes)

        7.3.2 Chromosome translocation (chronic myeloid leukemia) and deletion

                  (“cry of cat” syndrome)

        7.3.3 Gene mutation (sickle cell anemia)

                    7.4           Genetic counseling

      8.   Concept of organic evolution                                                                                              1

      9.   Evidence of organic evolution                                                                                             3            

            9.1   Comparative anatomy

            9.2  Comparative embryology

            9.3  Palaeontology

            9.4  Biochemistry and genetics

            9.5  Zoogeography

      10. Theories of organic evolution                                                                                                3

            10.1  Lamarckism

            10.2  Darwinism

            10.3  Development and concept of synthetic theory

            10.4  Natural selection in action (industrial melanism, antibiotic and DDT resistance)

            11. Human evolution

Exercises 5 and 6 of Map Projections

Biochemistry lecture presentations for MBBS, BDS, BSc (Nursing) and BPT/BOT courses.

I hope you have able to understand previous two lectures.

Read lecture notes and attached five papers for the topic #6. You may need basic knowledge of chemistry, maths and physics as and when needed while reading the papers.

In case you have problem, let me know.                                                                                     

 

 

References for further reading:

Unfortunately I am not able to send the .pdfs at present, will try later

(Bond and Bergstrom, 2006; Bond et al., 2013; Fuzzi et al., 2006; Fuzzi et al., 2015; Pöschl, 2005; Ramanathan et al., 2001)

Bond, T.C. and Bergstrom, R.W., 2006. Light absorption by carbonaceous particles: An investigative review. Aerosol Sci. Technol., 40(1): 27-67.

Bond, T.C., Doherty, S.J., Fahey, D.W., Forster, P.M., Berntsen, T., DeAngelo, B.J., Flanner, M.G., Ghan, S., Kärcher, B., Koch, D., Kinne, S., Kondo, Y., Quinn, P.K., Sarofim, M.C., Schultz, M.G., Schulz, M., Venkataraman, C., Zhang, H., Zhang, S., Bellouin, N., Guttikunda, S.K., Hopke, P.K., Jacobson, M.Z., Kaiser, J.W., Klimont, Z., Lohmann, U., Schwarz, J.P., Shindell, D., Storelvmo, T., Warren, S.G. and Zender, C.S., 2013. Bounding the role of black carbon in the climate system: A scientific assessment. Journal of Geophysical Research: Atmospheres, 118: 5380–5552.

Fuzzi, S., Andreae, M.O., Huebert, B.J., Kulmala, M., Bond, T.C., Boy, M., Doherty, S.J., Guenther, A., Kanakidou, M., Kawamura, K., Kerminen, V.M., Lohmann, U., Russell, L.M. and Poschl, U., 2006. Critical assessment of the current state of scientific knowledge, terminology, and research needs concerning the role of organic aerosols in the atmosphere, climate, and global change. Atmospheric Chemistry and Physics: 2017-2038.

Fuzzi, S., Baltensperger, U., Carslaw, K., Decesari, S., Denier van der Gon, H., Facchini, M.C., Fowler, D., Koren, I., Langford, B., Lohmann, U., Nemitz, E., Pandis, S., Riipinen, I., Rudich, Y., Schaap, M., Slowik, J.G., Spracklen, D.V., Vignati, E., Wild, M., Williams, M. and Gilardoni, S., 2015. Particulate matter, air quality and climate: lessons learned and future needs. Atmos. Chem. Phys., 15(14): 8217-8299.

Pöschl, U., 2005. Atmospheric Aerosols: Composition, Transformation, Climate and Health Effects. Angewandte Chemie International Edition, 44(46): 7520-7540.

Ramanathan, V., Crutzen, P.J., Kiehl, J.T. and Rosenfeld, D., 2001. Atmosphere: Aerosols, climate, and the hydrological cycle. Science, 294(5549): 2119-2124.

 

This section is created to collect assignments for the Unit signal transduction which is part of ZOM 402E course at Department of zooogy

Data collection, analysis and interpretation are the core part of the research work. This module explains the data collection process, data analysis and writing the findings.

CS202: Data Structures and Algorithms

Defining a Data Structure: Notion of DFA triplet, Types of Data Structures. Linear Structures: Array, List, Stack, Queue, Applications of arrays, lists, stacks and queues. Non-Linear Data Structures: Tree, Tree Traversals, Binary Tree, Applications of Trees, Binary Search Tree, Graph, Hashing and Collision Resolution Techniques. Searching and Sorting: Linear Search, Binary Search, Selection Sort, Insertion Sort and Shell Sort.


Introduction to Algorithm Analysis and Design: Time Complexity Analysis, Asymptotic Notations, Introduction to Design Techniques such as Divide and Conquer, Dynamic Programming, Greedy algorithms Backtracking, Branch and Bound.


Suggested Readings:
1. Lipshutz, Data Structure, McGraw Hill.
2. Standish, Data Structure, Addison-Wesley.
3. B. Salzberg, File Structures - An Analytic Approach, Prentice-Hall.
4. A. M. Tennenbaum, Y. Langsam and M. J. Augenstein, Data Structures using C, PHI.
5. D. E. Knuth, Fundamental Algorithms, Narosa Publication.
6. N. Wirth, Algorithms+Data Structures= Program, Prentice Hall.

Inorganic Chemistry Sem-IV

Kinetic Theory:
Maxwell’s speed distribution, Mean free path, Elementary treatment of transport phenomena,
Viscous flow and Thermal conducion in gases. Real gases, Andrew’s curves, Equation of state,
Virial coefficients, Van der Waals equation, Critica constants.
Thermodynamics:
Reversible and irreversible processes, Examples of thermal, mechanical and chemical
irreversibility, Carnot’s cycle and Carnot’s theorem. Second law of thermodynamics,
Thermodynamic scale of temperature.
Concept of entropy, Entropy change in reversible and irreversible processes. Entropy and
disorder, Principle of increase of entropy, Entropy and unavailable energy, Entropy of ideal
gases, Entropy as a thermodynamic variable, S-T diagram.
Thermodynamic functions, Internal energy, Enthalpy, Helmholtz function and Gibb’s free energy,
Maxwell’s thermodynamical equations and their applications, TdS equations, Energy and heat
capacity equations Clapeyron equations.
Application to sublimation, vaporization and freezing processes, Heat capacity of saturated
vapours, Thermodynamics of liquid surfaces and paramagnetic solids. Adiabatic demagnetization,
Third law of thermodynamics, Nernst heat theorem.
Criterion of equilibrium of a system, Isolated system, System in contact with constant temperature
reservoir. System in contact with constant temperature and pressure reservoir, Phase transition,
Coexistence of phases, Triple point.
Joule-Thomson effect, Thermodynamic analysis, Inversion temperature, Thermodynamic
equations for a Van der Waals gas. Liquefaction of gases. Regenerative principle, Properties of
liquid helium, Introduction to superfluidity and superconductivity.
Radiation:
The blackbody spectrum, Wien’s displacement law, Rayleigh-Jean’s law, Planck’s quantum theory
of radiation


The learning outcomes of the course will be hands-on experience in cutting and emerging technologies.

Learning outcome:

Unit wise details, broader topics:

Reading List:

This paper is a core paper for FYBA second semester and is designed to support the students with structural exercises. 

Ancillary Physics-II course for B.Sc. Semester IV Non-Physics students

Ancillary Chemistry -Sem II

This course offers to the Master of Library & Information Science Second Semester Students.

 

An Elective course in M. Sc. in Physics

Analytical Chemistry - II

A special paper for M.Sc. in Physics with Specialization in Space Physics

Title of the Course: Literary periods II

 Unit 1

 Die Weimarer Klassik: Goethe, Schiller, Hölderlin, Lenz

Auszüge aus “Iphigenie”,  “Das Lied der Glocke”/ Gedichte  

                                         

Unit 2

 Hölderlin – Leben und Werk,  Lenz – Leben und Werk, Excerpts from texts

 Unit 3:

 Romantik: Theory, representatives,  movement and its places, Friedrich Schlegel u. universale Poesie  

 Unit 4

 Eichendorff – Gedichte/ ETA Hoffmann

Heine – Gedichte, travelogues, politische and journalistic literature

 Unit 5:

 French revolution and its impact on Germany, German Literature, Jakobinism

 Reading List

 1. Lechner, Hermann: Literaturgeschichte des deutschen Sprachraums, Limassol 1995

2. Martini, Fritz: Deutsche Literaturgeschichte von Anfängen bis zur Gegenwart, Stuttgart 1955

3. Fricke/ Klotz: Geschichte der deutschen Dichtung. Hamburg, 1968

This course aims at providing the geographical features and its linkages with tourism. This course is offered to MTTM II Semester students. 

A special paper on Munshi Premchand for MA fourth semester students

Vedas are regarded to be the oldest, most authentic and scientific repository of knowledge available in the form of oral tradition as well as in the form of written literature in the world. With that, the very origin of the Vedic wisdom, in the form of divine speech, is as eternal as the true existence of that supreme one. The vast Vedic and Agamic literature forms the principal source of Indian tradition. Sanskrit, Prakrit, Pali, and the country's various regional languages are repositories of knowledge in various elements of civilization such as spirituality, culture, philosophy, art, aesthetics, trade, management, human health, law, material sciences, etc. This knowledge is enriched through “shruti” and “Smriti” and subsequently transferred to generations in oral as well as written form.

Traditionally, the Sanskrit word used for “law” has been Dharma; however, the concept of dharma and law are not entirely commensurate. Gautama dharma sutra, says that the Veda is the source of Dharma and tradition. Dharma is one of those Sanskrit words that defy all attempts at an exact reading in english or any other language/tongue. The dictionaries set out various meaning of Dharma such as ordinance, usage, duty, right, justice, morality, virtue, religion and good work. Para and Apara vidya are two major classifications of the ancient knowledge system, and they collectively represent the entire wisdom of India. Para leads to the spiritual enlightenment and liberation (mukti), and Apara to the enjoyment of worldly pleasure by practicing Dharma. In Indian tradition Dharma possessed different meanings but the most prominent meaning from our perspective is the privileges, duties and obligation of a man, his standard of conduct as a member of the community and fixed principles or rules of conduct. According to Manu, “Veda, tradition, the conduct of good people, and what is pleasing to oneself is the source of law.” Hindu jurisprudence is based on principles which have come to us in the form of Vedas. The assumption is that the later development, the Smritis, the Digests and Commentaries are nothing but the expositions of the sacred law contained in the Vedas which are considered to be the source of all knowledge.

In ancient India, we not only find the development of mathematics, astronomy, medicine, grammar, philosophy, literature, etc., but there was also tremendous development of law. This is evident from the large number of legal treatises written in ancient India. Only a very small fraction of this total legal literature survived the ravages of time, but even what has survived is eye-opener. All laws were originally customary laws, and there was no statutory law in ancient India, and the simple reason is that there was no parliament or legislature in those times. The separation of law from religion, morality, etc. was carried further by Narada and Brihaspati, who in their Smritis confine themselves entirely to law, particularly in civil law.

Although Indian culture has a long and glorified intellectual tradition, the education system prevalent in India fails to impress, encourage and provide the needed clarity to Indians with information about their roots, traditions, culture and sciences. The academic courses in India taught us about Plato, Socrates, Aristotle, Thomas Aquinas, John Locke, Immanuel Kant, Bentham, Aust Patanjali, Veda Vyasa, Baudhayana, Kanada, Aryabhata, Bhaskara, Varahamihira, Brahmagupta, Chanakya and many others. Western philosophers are associated with Apara vidya but life is not only material per se. Human life is originally spiritual one therefore the synthesis of Para and Apara vidya requires to be developed, for the betterment of the humanity.

 

This course is for preparation of UGC NET in Physical Education

Romantic Poetry: : Wordsworth & Shelley

GRM 204A_ Resource Planning is a Elective Paper under Applied Geography at MA/MSc Sem II level. It is divided into 4 credits and  covers 100 marks (70+30).

Syllabus: The course is classified into four units covering all aspects of Resource Planning.

Unit I: 

Basic Framework: Meaning, purpose and scope of resource planning; Methods and techniques of resource appraisal; Concepts and approaches of sustainable development; Human resource development.

Unit II:

Resource Conservation: Principles of resource conservation; Resource management; Conservation and planning of resources: land, water, forest, and minerals (with special reference to India).

Unit III:

Indian Perspective: Resource utilization and development; Impact of resource utilization on environment; Environmental planning and policy in India; Resource potentials and resource regions; Agriculture region; Population resource region.

Unit IV:

UNIT IV

Case Study of India: Resource planning units and development strategies: Damodar Valley and National Capital Region (NCR).

 

It is a core paper of MA/MSc IV Sem students. It has 4 credits and is divided into four units covering the various aspects of environmental problems and their planning.

The syllabus of the paper is divided into four units:

Unit I: 

Basic concepts: Meaning, types and components of environment; Principles and approaches to environmental studies; sustainable development; Biodiversity: concept, extinction and conservation.

Unit II:

Ecosystem: Concept, classification and components of ecosystem; Energy flow in ecosystem: food chain, food web and ecological succession; Geo-biochemical cycles: carbon, nitrogen and phosphorus; Biomes of the world.

Unit III:

Environmental Problems: Types and causes of environmental degradation; Pollution: air, water, and solid waste; Hazards: natural (flood, earthquake) and anthropogenic; green house effect; ozone depletion.

Unit IV:

Environmental Management: Concept of environmental management; environmental monitoring and standards; Environmental Impact Assessment (EIA); Environmental policies and legislations in India: Environmental Protection Act, 1986, Biological Diversity Act, 2002.

This course is offered to students of BA Vocational (Tourism & Travel Management) IV Semester. It includes domestic air ticketing process, railways and its role in tourism, road transport and water transport systems of India.

Class: BA in Economics (6th Sem)

Paper: ECB-605D-Banking & Insurance-II

सघन पाठ अध्ययन/पाठालोचन/संदर्भ सामग्री 

1.La théorie interprétative de la traduction

2.La sémantique interprétative et la molécule sémique, l'hypallage, isotopie-allotopie

3.Connotation et Dénotation

4.Compréhension et Déverbalisation

BAI- 325, Landmarks of Indian Art

Topics:

(A)   Aesthetics:

  1. Art and Society
  2. Art and Subconscious
  3. Absolute Idealism – Kant, Hegel and Croce
  4. Principles of Art Criticism

(B)    Contemporary Indian Art

(a)    Indian Painting

(1)   Revivalist Trend in Indian Painting – (Artists) - Raja Ravi Verma, Abanindra Nath Tagore, Nandlal Bose, Kshitindra Nath Majumdar, Shailendra Nath Day, Asit Kumar Haldar

(2)   Contemporary Trends in Indian Painting - An Overview – (Artists)- Rabindra Nath Tagore, Jamini Roy, Amrita Sher Gil

(b)   Indian Sculpture

(1)   The Academic and Revivalist Tradition

(2)   Contemporary Trends in Indian Sculpture - An Overview – (Artists)- Devi Prasad Ray Choudhury, Ram Kinkar Baij, Pradosh Das Gupta, Dhanraj Bhagat

(c)    Ceramic Art

*Studio Potters and their Contribution – (Artists)- Sardar Gurucharan Singh, Devi Prasad, K.V.Jena

Suggested books and websites:

Mamta Chaturvedi- Saundarya Shastra (in Hindi), Samakalina Bhartiya Kala (in Hindi); R.A.Agrawal- Kala Vilas (in Hindi); B.L.Malla- Beauty in Indian Art; Balaram Srivastava- Nature of Indian Aesthetics; A.K.Coomaraswamy- The Dance of Shiva, Transformation of  Nature into Art, Rajendra Bajpai- Saundrya (in Hindi); K.C. Pandey- Svatantrakala Shastra (part 2, in Hindi), Aesthetics; M.L.Ahuja- Eminent Indians: Ten Great Artists; Parasram Mangharam- Raja Ravi Verma (The Painter – 1848-1906); J.I.S.O.A.- special issue on Abnindra Nath Tagore,  Manifestations (Indian Art in the 20th century); Manifestations (100 Artists); Krishna Chaitnya- Indian Painting – Modern period; Vivan Sundaram and others- Amrita Sher Gil; Lalit Kala Academy Monographs on Indian Modern Painters, Sculptors & Potters; Marg, Vol. 16, Dec.-Sept. 1962-63; Nirmala Patwardhan- Handbook for Potters; David Leach- Pottery and the Legacy of Sardar Gurucharn Singh; Samakalina Kala (journal of Lalit Kala Academy), special issue on Indian Pottery & Ceramics, Vol. 30 (July-Oct. 2006).

https://www.theoryofknowledge.net/areas-of-knowledge/the-arts/what-is-the-relationship-between-art-and-society/

https://en.wikipedia.org/wiki/Absolute_idealism

https://en.wikipedia.org/wiki/Raja_Ravi_Varma

https://en.wikipedia.org/wiki/Bengal_School_of_Art

https://en.wikipedia.org/wiki/Abanindranath_Tagore

https://en.wikipedia.org/wiki/Nandalal_Bose

https://murshidabad.net/people/kshitindranath-majumdar.htm

https://en.wikipedia.org/wiki/Sailendra_Nath_Roy

https://en.wikipedia.org/wiki/Asit_Kumar_Haldar

https://en.wikipedia.org/wiki/Rabindranath_Tagore

https://en.wikipedia.org/wiki/Jamini_Roy

https://en.wikipedia.org/wiki/Amrita_Sher-Gil

https://en.wikipedia.org/wiki/D._P._Roy_Choudhury

https://en.wikipedia.org/wiki/Ramkinkar_Baij

https://prinseps.com/research/prodosh-dasgupta-sculpture-work-style-biography/

https://www.differenttruths.com/travel-getaways/history-culture/people/padma-shri-sardar-gurcharan-singh-father-of-studio-pottery-in-india/

https://en.wikipedia.org/wiki/Nirmala_Patwardhan

MFA (Previous), IInd semester, code – MFA-521

Course – Aesthetics and Principles of Art Appreciation (Common for all the Five Disciplines)

Topics:                                                                                   

  1. Art as form of Social Consciousness and reality, Personality, Class, Nationality and Environmental Factors
  2. Psychology of Artistic Perception
  3. Psychological Mechanism of Artistic Creation
  4. Art as an object of Perception

Suggested books & websites:

K.C.Pandey-Western Aesthetics, Vol.2; P.K.Agrawala- Indian Aesthetics; B.L.Malla- Beauty in Indian Art; Balaram Srivastava- Nature of Indian Aesthetics; A.K.Coomaraswamy- The Dance of Shiva, Transformation of  Nature into Art, Rajendra Bajpai- Saundrya (in Hindi); K.C. Pandey- Svatantrakala Shastra (part 2, in Hindi); Kumar Vimal- Kala Vivechan (in Hindi), Ram Chandra Shukla- Kala Ka Darshan (in Hindi).

http://www.independent-academy.net/science/library/borev_est_eng/psychology_of_perception.html

http://www.independent-academy.net/science/library/borev_est_eng/psychology_of_creation.html

http://www.independent-academy.net/science/library/borev_est_eng/art_as_the_object_of_perception.html

  1. Artist on Art (Indian)– Rabindra Nath Tagore, Abanindra Nath Tagore, Nandlal Bose, Binod Bihari Mukherjee, K.G.Subramanyam
  2. Artist on Art (Western)– Claude Monet, Paul Cezanne, Paul Gaugin, Vincent Van Gogh, Henri Matisse, Pablo Picasso, Paul Klee, Wassily Kandinsky

Suggested books & websites:

M.L.Ahuja- Eminent Indians: Ten Great Artists; J.I.S.O.A.- special issue on Abnindra Nath Tagore,  Manifestations (Indian Art in the 20th century); Manifestations (100 Artists); Krishna Chaitnya- Indian Painting – Modern period; Lalit Kala Academy Monographs on Indian Modern Painters; K.G.Subramanyam- The Living Tradition, Moving Focus; B.B.Mukherjee- Chitrakara the Artist; Nandlal Bose- Drishti O Shristhi (tr. In Hindi by P.Agrawal), Shilpakatha-Shilpacharcha (in Bangala); R.N.Tagore- The Meaning of Art; A.N.Tagore- Bageshvari Shilpa-Prabandhvali (in Bangla); Dinkar Kowshik- Nandlal Bose (in Hindi), Monographs on Western Modern Painters; Herbert Read- Philosophy of Modern Art; Jon Russell- The World of Matisse; Ram Chandra Shukla- Pashchaty Kala (in Hindi); Adhunik Chitrakala Ka Itihas (in Hindi)

https://en.wikipedia.org/wiki/Rabindranath_Tagore

https://en.wikipedia.org/wiki/Abanindranath_Tagore

https://en.wikipedia.org/wiki/Nandalal_Bose

https://en.wikipedia.org/wiki/Benode_Behari_Mukherjee

https://en.wikipedia.org/wiki/K._G._Subramanyan

https://en.wikipedia.org/wiki/Claude_Monet

https://en.wikipedia.org/wiki/Paul_C%C3%A9zanne

https://en.wikipedia.org/wiki/Paul_Gauguin

https://en.wikipedia.org/wiki/Vincent_van_Gogh

https://en.wikipedia.org/wiki/Henri_Matisse

https://en.wikipedia.org/wiki/Pablo_Picasso

https://en.wikipedia.org/wiki/Paul_Klee

https://en.wikipedia.org/wiki/Wassily_Kandinsky

Topics:

  1. Egyptian Pottery
  2. Sumerian Pottery
  3. Aegean Pottery (Minoan, Mycenae, Create)
  4. Greek Pottery
  5. Roman Pottery

Suggested books & websites:

Robert J.Charleston- World Ceramic; Eva Strommenger- The Art of Mesopotamia, Mamta Chaturvedi- Pashchatya Kala (in Hindi); Ernst Kjellbery and Gosta Saflund- Greek and Roman Art; Paolino Mingazzini- Greek Pottery Painting

https://en.wikipedia.org/wiki/Ancient_Egyptian_pottery

https://en.wikipedia.org/wiki/Art_of_Mesopotamia

https://en.wikipedia.org/wiki/Aegean_art

https://en.wikipedia.org/wiki/Pottery_of_ancient_Greece

https://en.wikipedia.org/wiki/Ancient_Roman_pottery

  1. Mexican  and Pre-Columbian Pottery
  2. Chinese Pottery
  3. Japanese Pottery
  4. Korean Pottery
  5. Contribution of Potters

a)      Dutch

b)      German

c)      French

d)     English

 

Suggested books & websites:

Robert J. Charleston- World Ceramic; Hirendra Nath Bose- Mrttika Udhyog (in Hindi); Grace Mosley- Pre-Columbian Art; Paolino Mingazzini- Korean Pottery; J.E.Blacker- Collecting Old English Pottery; Bernard Leach- A Potters Book; Frang Feuchtwanger- The Art of Ancient Mexico.

https://en.wikipedia.org/wiki/Mexican_ceramics

https://en.wikipedia.org/wiki/Chinese_ceramics

https://en.wikipedia.org/wiki/Japanese_pottery_and_porcelain

https://en.wikipedia.org/wiki/Korean_pottery_and_porcelain

 https://en.wikipedia.org/wiki/Delftware

https://en.wikipedia.org/wiki/West_German_Art_Pottery

https://en.wikipedia.org/wiki/Category:English_potters

This course is created for the students of Library & Information Science. To be more precise especially for MLIS 2nd semester students for learning the Remaining topic that is Unit 5 of paper seven entitled "Information Sources & Services" syllabus of your course is attached below.

 

This paper covers a range of issues related to Indian society including religion, caste, family and marriage. The thrust is particularly on understanding the genesis of contemporary social problems and the ways forward.

In this course, we'll discuss the English drama after Shakespeare. Plays, which shall be analysed, include Oliver Goldsmith's She Stoops to Conquer; G B Shaw's Arms and the Man; Synge's Riders to the Sea; and Osborne's Look Back in Anger

 

The paper is offered to BA IV semester students. It aims at aquainting the students with the nuances of people's movements which is a modern public method of dealing with differences, developmental unevenness and an aspirational generation. It involves a post partemanalysis of multiple Indian social movements of varying size, scope and impact.  

Modern Western Art

This course offers the survey of Modern Western Art from Neo-Classicism to Popular Art. The Art movements that happened during the mid 19th to mid 20th century. The topics include Neo-Classicism, Romanticism, Realism, Impressionism, Post Impressionism, Fauvism, Expressionism, Cubism, Futurism, Abstract Expressionism, Dadaism, Surrealism, Optical and Popular Art 

This presentation is outline describing basic functions of a travel agency. It is designed for BA and Diploma level students. The first part deals with Travel Agency related activities while second part will highlight Tour Operators functions.

Transport is an integral part of the tourism industry. This course aims at providing a description of different modes of transport, its evolution and development, present status and discusses the major issues pertaining to this field. This course is offered to IV Semester students of Master of Tourism and Travel Management as an elective course. 

This course is for the students of Physical Education who are pursuing their Master in Physical Education Semester-II 

This Paper is a core paper for FYBA Second semester. It is designed as communicative in content keeping the EU norms in mind. It's equivalent to A2 level - a level where one has the ability to take part in a simple conversation and can express oneself in familiar contexts    

An analysis

An analysis

This course is an elective paper of BPEd IV Semester 

An analysis

Classical Dance -Bharatnatyam 

हिंदी एमए-छायावादोत्तर कविता

The following texts are prescribed:

Mulk Raj Anand: Untouchable; Raja Rao: Kanthapura;Shashi Deshpande: That Long Silence; R. K. Narayan: Astrologer’s Day, A Horse and Two Goats; Jawaharlal Nehru: An Autobiography (Chapter L: ‘A Visit to Gandhiji’)

The main purpose of the course is to understand the Coinage of Early Medieval Period. Along with the north Indian coins of the paper will also focus to study the coins of south India. Further, the student is required to decipher coins as well. 

BAE 323: Linguistics and the Structure of English Language II (3 credits) A. (i) Morpheme, Allomorph and Word (ii) Inflection and Derivation (iii) Compounding, Conversion, Borrowing, Blending. B. (i) The Structure of Noun Phrase, Verb Phrase, Adjective Phrase and Adverb Phrase in English (ii) Basic Sentence Patterns in English C. Semantics and Pragmatics: Conceptual and Associative Meaning; Lexical Relations; Deictic Expressions; Speech Acts.

MTTM : CRS -Amadeus

Chap. 1 Neutral Availability

https://www.loom.com/share/80f63b53434942aeb4a129b2065e2416

Molecular Biology for MBBS and BDS students

CHICKENPOX (VARICELLA)

Causal agent: Varicella-zoster, human herpesvirus  

Epidemiology: Humans are The source of infection. Peak occurrence is in the late fall, winter, and spring. Maternal antibodies disappear 2–3 months after birth.

Transmission: Direct contact of the virus to the mucous membranes or conjunctiva primarily through airborne secretions and sometimes with lesion contact.

Incubation period: 14–21 days.

Period of communicability: Most contagious 1–2 days

before the rash to shortly after onset of rash. Contagious

until all lesions are crusted over. Contagious state may be prolonged after passive immunization or in immunodeficient children.

Clinical Manifestations

Acute onset of mild fever, malaise, anorexia, headache, mild

abdominal pain, and irritability occurs before and with eruption.

Begins as a macular rash that progresses to a papule, then clear fluid-filled vesicle before crusting. Rash erupts for 1–5 days, and up to 250–500 lesions of all stages may be present at any one time. Crusts

may remain for 1–3 weeks. Lesions begin on the trunk, scalp, and face, and spread to the rest of the body. Mucous membranes may have ulcerative lesions. Mouth lesions may lead to decreased fluid intake.

Complications: Complications are rare but can include secondary infection (cellulitis, local abscesses, sepsis, meningitis, encephalitis, pneumonia), thrombocytopenia, and Reye syndrome.

 

 

 

Diagnostic testing: Polymerase chain reaction or direct fluorescent antibody testing of fluid from vesicle or scab.

 

Medical management: Supportive care. IV acyclovir is used for immunocompromised clients and those on highdose corticosteroids . Give varicellazoster immune globulin as soon as possible (within 10 days) to newborns of infected mothers, hospitalized premature neonates, and immunocompromised, unimmunized children

 

Nursing Management

 

• Use airborne and contact  precautions.

 

• Isolate all hospitalized children with a recent exposure to varicella to protect newborns and immunocompromised clients. Nurses caring for the child should have documented immunity.

 

• At home, isolate the child from susceptible individuals (medically fragile and immunocompromised children or adults, and women early in pregnancy). Notify the school or childcare facility of the child’s illness.

 

• Secondary cases are often more severe than the primary case. The child with

atopic eczema or sunburn may have a more severe rash.

 

• Give acetaminophen or ibuprofen to control fever.

 

• Control itching with oral antihistamines, soothing oatmeal and Aveeno baths,

   or Caladryl lotion.

 

• Keep the child’s fingernails trimmed and clean. Place soft cotton mittens over the hands of young children when itching cannot be controlled.

 

• Change bed linens frequently.

 

• Reassure the child that the lesions are temporary and will go away.

 

• Monitor for signs of complications (e.g., drowsiness, meningeal signs,

 

 respiratory distress, and dehydration). Disorientation and restlessness may

indicate viral encephalitis.

 

• Monitor for acyclovir side effects. Monitor renal function if the child has renal

insufficiency.

Biochemistry lectures for MBBS, BDS, Nursing, BPT-BOT courses.

Ocular trauma is a major, under recognized and preventable cause of monocular, non congenital visual impairment and blindness world wide.

The Scientific study of ocular trauma needs a standardized ocular trauma classification system. A classification system helps in communicating clinical findings, comparability of data and to evaluate the efficacy of treatment modalities. Ocular trauma was classified by different ophthalmologist in different ways.After completion of e-learning modules of ocular trauma  student will understand standardized classification, diagnosis of ocular trauma patient and he can manage traumatized patient in a scientific manner.

Entrepreneurship is basically the state of mind of an individual, if you wish, you can be an entrepreneur. The idea of the development of entrepreneurship in agriculture and allied sciences becomes more relevant because, in the Indian context, we have accepted agriculture as part of our culture. In the changed scenario, it has taken the shape of business rather than culture, hence Indian farmers and agricultural practitioners should develop entrepreneurial skills to be the global player. Looking into the potential, the government is promoting entrepreneurship in agriculture among farmers, students, professionals etc., through various programmes, projects, and institutions. This course deals with conceptual issues in entrepreneurship, types, forms, frameworks of entrepreneurship, various institutions providing a platform and opportunities for farmers and professionals etc. An entrepreneur has to be a good communicator. Hence the importance of communication for entrepreneurs will be discussed in the course. There are various theories and models in operation which will be dealt for an understanding of a potential entrepreneur. Appropriate success stories of entrepreneurs will be discussed for better understanding of a concept and for development of conviction among budding entrepreneurs.

The paper seeks to understand the ongoing processes of rural changes and achieve a validation of existing body of concepts like depeasantisation, parochialisation, sankritisation.

Main areas to be covered under this course includes general livestock management, fodder production and conservation, zoo animals production management, animal welfare, poultry production management, diversified poultry production and hatchery management, laboratory or rabbit or pet animal production management, swine or equine or camel, yak and mithun production management.

Livestock Production Management- 

General Principles of Livestock Management

Cattle/ Buffalo/ Sheep/ Goat Production & Management

Clean Milk Production

Economic Traits of Dairy Cattle & Reproductive Efficiency

Equine Management

Swine Management

Lab animal & pet animal management

Wild life & zoo management

Animal welfare

Other Livestock/ pet/ lab animal management

Nutritional Management

Housing Managaement

Reproductive Management

Ayurveda, the science of life and arts of living is one of the most ancient systems of medicine in the world. It imparts knowledge about the dravya (substances of plant, animal and mineral origin) along with their properties and actions. Dravya is being used in the form of diet and drug to achieve healthy wellbeing and cure disease. Dravyaguna deals with the identification, properties, actions and uses of dravya, which pervades all the branches of Ancient Ashtanga (8 branches) Ayurveda. With the invention of new concept and technology in drug research and development, the scholars felt the importance of exploring different aspects of dravya scattered in ancient Ayurvedic literatures in systemic way for the service of humanity. As a result, it becomes an independent branch of Shodashanga (16 branches) Ayurveda. Pharmacotherepeutics (Prayoga Vigyana) is one of the important divisions of Dravyaguna, which deals with the knowledge of external and internal application (yoga), combination (samyoga) and rational administration (prayoga) of the dravya according to place, time and individual constitution. Pharmacotherapeutics is very important as success or failure in treatment depends on it. A dravya is either used as a single drug or in a compound formulation. Thus synergism or inhibitory effect influences the drug efficacy due to combination. In this course, plants or plant parts those applied preferably as single drug therapy will be discussed on the basis of classical references.

It is a cutting edge course that provides the most demanded aspect of a married couple for giving birth to a well cultured, vigorous, virtuous, healthy, beautiful child with a divine soul and high IQ, EQ, PQ and SQ. As 70% of brain development of a child takes place intra-uterine during pregnancy, so this is the most important period for nurturing the fetus with all desirable qualities. Scientifically it is a proven fact that external stimuli and hormonal release from the mother has a strong effect on the intra-uterine fetus. Intra-uterine fetus is just like a wet clay which can mould into desirable form.

Ayurveda has a very strong Holistic approach of irrigating the best qualities into the intra-uterine fetus and than help to prepare in advance for the best results. Ayurveda emphasizes on “Pregnancy by choice not by chance” so preparing the expecting couple for intra-uterine parenting by garbha sanskar.

It is well said that -

“Mother’s womb is the First University”, so let’s start training and parenting for getting a sarvagunasampanna child.

Target group- UG (BAMS, MBBS, BHMS, BUMS), PG Medical students, Research scholars, General practitioners, Men and Women.

This course is created with special concern to Pre-Conceptional Care in Ayurveda (PCC-Ay). Pre-conceptional care is the provision of biomedical, behavioural and social health interventions to women and couples before conception occurs. It aims at improving their health status and reducing behaviours and individual and environmental factors that contribute to poor maternal and child health, in both the short and long term (WHO). Hence the goal of pre-conceptional care is health education and promotion, risk assessment and intervention before pregnancy to reduce the chances of poor perinatal outcomes. Preventive aspect of health care system always plays an important role in health economy of a country. Even though pre-conceptional care aims primarily at improving the maternal and fetal or child health aspect. It also has a health benefits for adolescents, women and men in terms of prevention and control of diseases irrespective of their plans to become parents. As 4 out of 10 women report that their pregnancies are unplanned so the primary interventions needed are too late in 40% of the cases on average.

Ayurveda stresses on “Pregnancy by choice not by chance”. Ayurveda is one of the most ancient health care systems. It plays an important role in preventative rather than curative aspect of health. So the very aim of Ayurveda is “Swasthasya swāsthyarakshanam….” (CS.Su. 30/26) and it emphasizes on Prashasta garbha prāpti (conceiving optimum quality progeny) with every detailed description in Pre-conceptional care.

Target Group- UG, PG medical students, researchers, adolescent group, men, women and general practitioner.

2 years P.G. Diploma in Sangyaharan – Anesthesiology

Degree: Diploma in Sangyaharan –D.A. (AY.) [Diploma in Anesthesiology-Ay.]

Aims and objective :The course is designed for AYUSH practitioner to update them with Ayurvedic Pain Modalities as well as to integrate with Pain modalities of other systems.

The sole aim of this Course is to enhance the skills of AYUSH practitioners who are working in the field of  Medicine so that patient care can be standardized and good quality  Pain Management  can be provided to the patients.

Duration of the course: Two years

Duration : Two Years for BAMS candidates.

Intake: Minimum-1(one) and Maximum 2(Two)

Course Fee: Rs. 300000/-(Three Lac) per year.

Eligibility: 50% Aggregate marks in BAMS and Registered with Councils.

Age Limit: 22 to 45 years

Admission through: MERIT % of U.G. =80% and Interview 20%

Or  through Entrance Test.

This course defines glycolysis. It is a part of glucose metabolism its substrates is glucose and its product is pyruvic acid which inters into the mitochondria for further metabolism through TCA cycle. This metabolic path way is dedicated to energy production. This file contains links of E-books, PPT and video links created by me and also available in the public domain.

The objective of this course is to develop the understanding of various components of integrated supply chain. Thelearning is focused on developing the supply chain to suit not only the domestic operations but also the global operations.


Course Structure:
 The Foundation of Supply Chain Management-Overview and Evolution of Supply Chain Management; Supply
Chain Concepts and Models; Strategic Fit Concept of SCM; SCM- An Organization Spanning Activity; SCM as a
Tool to Gain Competitive Advantage.
 Key Processes of Supply Chain Management-Supply Chain Planning; Purchasing in Supply Chain; Supply Chain Network Design & Manufacturing; Inventory and Warehousing in SCM; Supply Chain Transportation Decisions.
 SCM Enablers-Tools and Techniques of Information & Communication Technology (ICT) in Supply Chain; Supply Chain Forecasting; Buyer-Supplier Partnership; Customer Relationship Issues in SCM
 SCM Administration-Supply Chain Cost Analysis & Pricing; Supply Chain Risk Management; HR Issues in SCM; Supply Chain Performance Measurement
 Contemporary Issues in SCM-The content of the unit depends upon the recent developments in the field of SCM such as Lean Approach; Green SCM; Reverse Logistics etc., which would be specifically declared by the respective faculty during the coverage of syllabus.

Course Objective

The course aims to make the learner familiar with the management of product and brands in the context of marketing. It orients the learner to carefully understand the pivotal role a product manager and the significance of product and brand related decisions.

This course is designed to develop understanding about key issues in agribusiness and rural development, actions and initiatives taken to improve the standard of living and quality of life of rural population. This course addresses key policy and management issues in rural development.

This course intends to develop familiarity with the concepts of production systems, their constraints and linkages with the overall strategic perspectives. Designing the process, analysis and improvement, operating the system and making product and preparing for success and sustainability. Interface of operations management with other managerial areas. 

S2.01: Organizational Behaviour is taught in II Semester of the Master of Personnel Management and Industrial Relations (MPMIR) Course students.

Objective of the Course

Course Objective

This course gives a comprehensive introduction to the subject of business research methods. The objective of this course is to develop the research skills of the students in investigating the business problems with a view to arrive at objective findings, interpretation of data and conclusions of their investigation in the form of systematic reports. Further, acquainting students with all modern and universally applied research concepts, tools and techniques and encouraging them to apply their acquired theoretical knowledge to real-life situations are paramount course objectives.

1. Climatology: Fundamentals of climatology; Earth’s radiation balance; latitudinal and seasonal
variation of insolation, temperature, pressure, wind belts, humidity, water balance; air
masses, monsoon, Jet streams, tropical cyclones and ENSO, classification of climates
2. Physical meteorology: Introduction to physical processes in the atmosphere, thermal
structure of the atmosphere; Laminar and turbulent flow; atmospheric turbulence;
atmospheric stability; mixing height; temperature inversion; atmospheric thermodynamics;
radiative transfer; Greenhouse effect; adiabatic process of moist air; lightning; storm; Vertical
stability of the atmosphere.
3. Cloud Physics: Cloud classification; condensation nuclei; growth of cloud drops and icecrystals; precipitation mechanisms; artificial precipitation, hail suppression, fog and cloud;
radar observation of clouds and precipitation.
4. Dynamic meteorology: Fundamental forces, pressure, gravity, centripetal and Corolis forces;
geostrophic and gradient winds; atmospheric turbulance; planetary boundary layer, plume
dispersion, meteorological models.
5. Synoptic Meteorology: Weather observations and transmission; hazardous weather elements
like thunderstorms, tornadoes. Tropical meteorology; ITCZ; monsoon depressions; western
disturbances; Indian monsoon; fronts, frontogenesis and frontolysis; cyclones and
anticyclones.
6. General Circulation: Observed zonally symmetric circulations, angular momentum and energy
budgets; east-west circulations in tropics; global wind circulation; ocean circulation; Basic
principles of general circulation modelling.
7. Numerical weather prediction: Concept of NWP, concept of parametrization, NWP equations,
vertical coordinates, resolutions, domain and boundary conditions, model errors, model
comparisons.
8. Case studies: Some specific case studies.
Suggested Reading
1. H.R. Byers (1959) General Meteorology. McGraw-Hill Publishers.
2. F.W. Cole (1975) Introduction to Meteorology. Wiley.
3. S.Q. Kidder and T.H. Vanderhaor (1995) Satellite meteorology: An introduction.
4. W. Zdunkowski and A. Bott. Dynamics of Atmosphere (2003). A course in Theoretical Meteorology.
Cambridge University Press.
5. DS Lal (2001) Climatology. Sharda Pustak Bhawan
6. J Marshall, RA Plumb (2007). Atmosphere, Ocean and Climate Dynamics: An Introductory Text. Academic
Press.


1. Introduction and overview: Understanding the concepts and definitions of hazard, disaster, and
vulnerability; Risk: types, trends, causes and consequences of disasters; Disaster profile of India.

2. Institutional framework, policy and guidelines: Evolution of disaster management in India;
Organisation and structure of disaster management in India; National policy on disaster
management; National plan on disaster management.

3. Prevention and mitigation: Prevention and mitigation; Mainstreaming of disaster risk reduction
in developmental strategy; National disaster mitigation fund

4. Preparedness and response:Disaster management cycle; Institutional arrangements; Crisis
management plan and standard operating procedures; Role of Central and State Governments,
National Emergency Operation Centre; National and State Disaster Response Force

5. Recovery, reconstruction and rehabilitation: Nature of recovery; Guiding principles for post-recovery, assessment, sustainability in recovery process; Guidance notes on recovery

6. Capacity development, financial arrangements and international cooperation: National
institutions and disaster management centres in the States; Financing the relief
expenditure;Hyogo Framework of Action; Agencies of United Nations involved in disaster
management

7. Application of Science and Technology: Use of Remote Sensing, GIS and GPS; Early warning and
disaster communication; Land use planning; Nature based solutions

Atmospheric Chemistry involves study of composition of earth’s atmosphere; Atmospheric profiles: pressure, temperature and density; Different unit systems and their application in atmospheric sciences; Chemical and dynamical lifetime of atmospheric constituents; 

 

Commerce B.Com (H) Banking and Financial Institutions

Course Code BCH 123: Banking and Financial Institutions

Course Teacher: Dr. Alok Kumar, Assistant Professor, Commerce, RGSC, BHU

The course aims to acquainting students with Banking and Financial Institutions in India as well as on global level, along with imparting an advanced understanding of their objectives, constitutions, member’s organisation and their area of operations. Other Banking and Non-Banking Institutions-related concepts included in the course’s curriculum are: Central and Commercial Banks, IMF, EXIM Bank and others NBFCs and development corporations.

Suggested Readings:

Reference Books:

B.Com IIIrd Year VI Semester

Course Code BCH 324: Principles of Insurance

Course Teacher: Dr. Alok Kumar, Assistant Professor, Commerce, RGSC, BHU

The course aims to acquainting students with insurance and its role types, significance, challenges & Prospects, insurance contracts along with imparting an advanced understanding of Life and Non-Life (Fire & Marine) Insurance practices in India, and their operations. Other insurance-related concepts included in the course’s curriculum are: ombudsman, Bancassurance, Miscellaneous Insurance: Motor Insurance, Burglary, Cattle, Crop and Health Insurance.

Suggested Readings: Case Studies and Examples.

 Reference Books:

1.     M. Motihar’s – “Principle of Insurance”

2.     M. N. Mishra – “Principle & Practice of Insurance”

Course introduced in BA LL.B 5 year course.

This course has been prepared for students of LLM II semester for the purpose of basic understanding of subject

This course is designed for LL.M. and PG Diploma in Corporate Governance. It will provide a basic understanding to the security laws in India and its various regulatory authorities including Securities and Exchange Board of India (SEBI). 

This Course is designed to equip the students in basic skills of legal research. This course will help the students to acquire the skills of doing research, article writing and specifically learn how to reference document by various citation system.

1- History of own Instrument in detail

2-Classification of Instruments (Tat, Sushir, Avanadh and Ghan)

3-Merits and Demerits of Vocalists

4-Life Sketch of Pt V.D. Paluskar and the notation system given by him.

5-Brief study of different types of Western notation system.

6-Definition of Shuddha, chayalag, sankeern Raga and ashraya raga.

7 Essay of 300 wordson any general topic of music. 

Topic 2

Raigadh gharana

Unit 1- Theoretical description of prescribed Ragas.

Unit 2- Notation writing of composition of maseetkhani Gat and Rajakhani Gat with four Todas/ Taans.

Unit 3-  Notation writing of Talas with  prescribed laykaries.

Unit 4- Elementary knowledge of ardhadwarshak swar and Parmel - Praveshak Raga

Unit 4- Define Gat, Vadi, Samvadi, Anuvadi, Vivadi and Laykaries

This is a core practical component of BFA-Painting (VIth Semester) Course. it deals with drawing of full human figure in pencil, crayon, charcoal or any other medium. Size 22"x30".

At the End of the semester the students need to have the knowledge
of both Practical and theoritical aspects and aquire the requisite skill in in their own instruments.
BVL – 111 - Performance of raga from the prescribed course -1.                                        6
Performance of a ‘choice- raga’ from the prescribed ragas given at the end. The performance will involve delineation of slow and fast compositions with all their major performance components. 
 BVL –112 – Critical  and comparative study of Raga -1.                      
This will be a practical cum viva-voce examination to test the knowledge of Ragas and Talas of the present year's course and previous year's course (from Diploma onwards). 
Prescribed Ragas, talas etc.

At the End of the Third Semester the students required to have 

  1. Theoritical knowledge of the prescribed ragas.
  2. Writing notation of composition along with all the practical materials.
  3. Notation of composition along with Alap, Jod, Jhala,Taan/Toda, Tihai from the raaga of the course in Bhatkhande Notation System.
  4. Knowledge of writing of Dugan, Tigun, and Chaugun of talas.
  5. Definition of Vadi, Samvadi, Anuvadi, Vivadi, Avirbhav-Tirobhav
  6. Should able to play all these prescribed ragas proficiently on their instrument.

Performance of a ‘choice- raga’ from the prescribed ragas given at the end. The performance will involve delineation of slow and fast compositions with all their major performance components.

BVL – 211 - Performance of raga from the prescribed course - 3      6 Credit

BVL –212 – Critical  and comparative study of Raga - 3.                    7 Credit

Practical  Performance                                     6

MVL-521: Raga Performance – 4 [70 marks]

  • Elaborated Trital based performance of a ‘choice- raga’ from the prescribed ragas given at the end. The performance will involve delineation of slow and fast compositions with all their major performance components.
  • Presentation of one composition in the prescribed ragas based on  Dhamar Tala.

Presentation of a Thumri / Dhun (Light Indian Classical style) in Addha and other appropriate Talas from the prescribed course.         

VIVA VOCE                                                         6

MVL-522: Critical and comparative study of Performance Components -4 (70 marks)

This will be a practical cum viva-voce exam examination to test the knowledge of Ragas and Talas of the present year's course and previous year's course (from Diploma onwards).

  1. .    Practical Performance

 MVL-421-Raga Performance – 2 [70 marks]

  •  ·         Elaborated performance of a ‘choice- raga’ from the prescribed ragas given at the end. The performance will involve delineation of slow and fast compositions with all their major performance components.
  • Presentation of one composition in the prescribed ragas based on Jhaptaal and Ada chautaal.
  •  Presentation of a Thumri / Dhun (Light Indian Classical style) in appropriate Tala from the prescribed course.
  • Term Paper (Raga Performance)                                   (30 Marks)       

MVL-422 - Critical and comparative study of Performance Components - 2 (70 marks)

This will be a practical cum viva-voce exam examination to test the knowledge of Ragas and Talas of the present year's course and previous year's course (from Diploma onwards).

At the end of the Semester Students are expected to have

  1. Theoretical knowledge of the prescribed ragas.
  2. Writing notation of composition along with all the practical materials.
  3. Notation of composition along with Alap, Jod, Jhala,Taan/Toda, Tihai from the raaga of the course in Bhatkhande Notation System.
  4. Knowledge of writing of Dugan, Tigun, and Chaugun of talas.
  5. Definition of Bandish, Masitkhani and Razakhani Gats.

Performance of a ‘choice- raga’ from the prescribed ragas given at the end. The performance will involve delineation of slow and fast compositions with all their major performance components.

BVL – 311 - Performance of raga from the prescribed course - 5.            6 Credit

BVL –312 – Critical  and comparative study of Raga - 5.                           7 Credit  

This will be a practical cum viva-voce examination to test the knowledge of Ragas and Talas of the present year's course.

1- Raga of intensive study and practice

  • Maru Bihag
  • Bhimpalasi
  • Rageshree

2- Raga of Non Detailed Study

  • Lalit
  • Basant
  • Desh

3- Raga for general and comparative study.

  • Basant - Paraj
  • Desh - Tilak Kamod
  • Rageshree - Bageshree
  • Bhimpalasi - Patdeep

4-At least one composition/Gat/Bandish should be learned in tala other then Teen taal (14 or 15 Beats)

 5- Knowledge of the following Tala's with their division. Theka (The dugun, tigun, chaugun  which has to be performed practically.)

  • Jhumara
  • Dhamar
  • Dadara
Unit 1-Study of Mela and thaat system of Raga classification and derivation of 72 mail according to Pandit VenkatMukhi
Unit 2-Definition and detailed explanation of the following term
  • Shuddh Raga Chayalag Raga Sankeerana Raga
  • Mala
  • Purvang Uttaraanga
Unit 3-Essay:
  • Indian folk music
  • Teaching of music in educational organisation

Unit 4- The time theory of Raga classification of Raga into 3 group

  • Raga with Komal Re-Dha (Sandhi Prakash Raga.
  • Raga with Shudha Re-Dha
  • Raga with Komal Ga-Ni

Unit 5- Life sketch of:

  • Ustad Ali Akbar Khan
  • Ustad Inayat Khan
 Unit 1-Theoretical description of prescribed Raga
Detailed Raga : 
  • Rgag Bihag
  • Raga Multani

Non Detailed Raga

  • Raga Kedar
  • Raga Jaijaivanti
Unit 2-Notation writing of composition of maseetkhani and Rajakhani Gat with 4 Todas
Unit 3-Notation writing of Tala with prescribed Layakaries.
  • Tala Teevra
  • Taka Jhaptala
Unit 4iElementary knowledge of the Physics of sound, definition of sound, Aandolan, Tarang and Raoao
Unit 5-Illustration and explanation of harmony and melody
 Unit VI-Definition and detailed explanation of the following term
 Varjit aswar, Alankar, Alpatva-Bahutva, Jaati ,Raga-That

 
Tabla Shastra 2                       Course code BTL : 122 Credit 3(70+30)

Unit I 
1. Study of Paluskar Tala System 
2. Principles of composing Tihai

Unit II
3. The principles of Tabla accompaniment

4. The history of percussion Instruments

Unit III
5. Brief Knowledge of “Ten Prans of Tal”

6. Life sketch and contribution to music of the following artists

(a) Ustad. Wazid  Hussain Khalifa

b) Ustad. Kadir Baksh
c) Swami Ramashankar Pagal das

(d)Pt. Kudau Singh

This topic is from Unit II (Wall Paintings). It describes the Warli paintings of Maharastra.

At the end of the Semester the students are expected to know the following Course knowledge both in Theory and Practical and should  able the Play in their own Instrument here Its Violin.

Prescribed Ragas,talas etc. To Study in the BPA SEMESTER II ,

Paper Code BVL-321 and BVL -322                             6 Credit

 

BPA SEMESTER II , Paper Code BVL-121 and BVL -122

At the end of the Semester the students are expected to know the following Course knowledge both in Theory and Practical and should  able the Play in their own Instrument, here Its Violin

At the end of the Semester the students are expected to know the following Course knowledge both in Theory and Practical and should  able the Play in their own Instrument here Its Violin

Prescribed Ragas, talas etc. To Study in the BPA SEMESTER IV ,

Paper Code -BVL-221 and BVL -222

Bachelor of Performing Arts in Dance ( Bharatnatyam ) 

BPA  II Semester

This is a core practical paper. It contains exercises related to different compositional possibilities. Students are supposed to study figures, trees, architecture and nature in composition. Besides,any traditional Indian/Western or Far-Eastern Painting should be studied. 

Expected Assignments - 3 

Tabla Shastra 4 Course code BTL: 222
Unit I

(1)  Principles of Tala Rachana 

(2)  The Study of the following Percussion Instruments:

(a) Dholak (b) Naal 

Unit II
1. Brief History and tradition of different Gharanas
Unit II

2. Life sketch and contribution in the field of music of the following artists:

(A) Pt Kishan Maharaj (b) Pt. Biru Mishra

(c) Ustad. Munir Khan (d) Pt. Nana Panse

Unit I   Brief study of Chhand

Unit II  (a) Description of the stylistic patterns and principles of

Avnaddh Vadya(Percussion Instruments) in ancient treatises.

 (b) Brief study of North Indian classical music

 Unit III  (a)  Detail study of Naad.

               (b) Analytical study of origin of Tabla Gharanas

 Unit IV (a) Principles of composing Kamali Chakkardar

             (b) Concept of Upaj

Unit V

 a. Essay – 1.The role of electronic equipment in the field of music.

                   2. The inter-relation of artists and audiences.

                   3. The study of institutionalized music education system.

b.  Life sketch and contribution in the field of music of the following artists:

(a) Ustad. Amir Hussain Khan

(b) Ustad. Zahangir Khan

(c) Pt. Parvat Singh

This is a component pertaining to history and technical theory for the MFA degree with specialization in Painting. Through this segment, analytical and critical study will be provided to the students based on the biographies and works of masters of contemporary Indian art.

This is a Core Course practical component of the BFA, 3rd Year,Sculpture (Plastic Arts). it deals with drawing of human figures from nature and nature study and portraits study in pencil, crayon, charcoal, ink or any other medium. Size 22"x15".

We have followings contents:

  • Anatomy Drawings
  • Nature Study
  • Portraits Study
  • Experimental Drawings etc.

History & Technical Theory Paper II

1. Background of Modern Painting in India- Company, Folk and Popular, Raja Ravi Varma etc.

2. Revivalism- Bengal School and Bombay School

3. Western Impact on Contemporary Indian Painting

4. Art Circles of the Mid 20th Century:

(a). Progressive Artist Group

(b). Calcutta Group

(c). Delhi Shilpi Chakra

Course Code

Course Title

Nature of Course

Credits

Assignments

Marks

 

 

Elective Course

 

 

 

 

BPVE

421

Print Making : Lithograph:  Preparation of the Stone for, Black and White Lithograph Printing 12”x15” Size

 

Core Elective Practical

2

2

100

Course Code

Course Title

Nature of Course

Credits

Assignments

Marks

 

 

Elective Course

 

 

 

 

BPVP

321

Print Making : Colograph, Various  Composition  with the Introduction of Geometrical and Organic Elements, 12”x15”

Core Elective Practical

2

2

100

Course Code

Course Title

Nature of Course

Credits

Assignments

Marks

 

 

Elective Course

 

 

 

 

BPVP

311

Print Making : Etching:Prepration of Zinc Plate, Ground, Stop out, Varnish, Methods of Dry Point and Etching and Aquatint .Size :12”x12”

 

Core Elective Practical

2

2

100

Course Code

Course Title

Nature of Course

Credits

Assignments

Marks

BPV

122

Print Making : i) Paper CutPaper stencil, Stencil Print, ii) Lino Cut/Wood Cut- Manipulation of Textures and  forms and techniques of Black & White printing from Wood block or Lino Block

 

Core Practical

1

2

100

This is an open elective offered to students of M.A. Final in Economics and students from other departments. The first two Units of this course are taught by Dr Padmini Ravindra Nath, Mahila Mahavidyalaya, Banaras Hindu University.

 Social and Political Thought of Mahatma Gandhi

1. Truth

2. Non Violence

3. Dharma

4. Satyagrah

5. State

6. Swaraj

7. Trusteeship.

 

This is a course on financial markets studied as an optional paper by Semester VI students of BA (Hons) in economics at Banaras Hindu University.

Comparative Political Institutions (U.K., U.S.A., China and Russian Federation) -II 

1. Role of Judicial System.

2. Judicial System of China.

3. Judicial System of Russia (USSR).

4. Role of Procurator General.

Pandit Madan Mohan Malviya : Dharma and Nationalism. 

Gandhian Thought : State, Satyagraha  & Trusteeship.

Class: BA 4th Sem (Sec B and C)

Paper: ECB-402: PUBLIC ECONOMICS-II

Cripps Mission 

Quit India Movement 1942

Cabinet Mission

Left Movements in India

India Independence Act 1947

 

Contents for the students of Master in Sociology Sem-II.

Class: BA (Economics)_2nd Sem (Sec B)

Paper : ECB-201: MICROECONOMICS

This paper introduces the students to a growing Global India. It attempts a nuanced understanding of Globalisation and it's far reaching consequences. Nature of the paper is distinctly discursive and touches upon some critical issues of Sustainability debates, agrarian unrest, ecological disasters etc.

This deals with important issues like administrative integrity, ethics, professionalism in civil services and the like in human resource management in government.

The course introduces to the students the idea that is the economic condition of any society which throws light upon the plight of common people. We will discuss the nature of Gupta and Early medieval economy. Along with that we will also discuss the Land Ownership and Varata: its meaning and significance. 

class XII

part A

principles and functions of management

part B

Business Finance and Marketing

The aim of the paper is to educate the students about the role of Art in creating Environmental awareness.

BHI-122 History and Theory   Credit 01

Unit I- Brief History of Indian Music from 5th century to 1300 A.D

Unit II-Elementary knowledge of the classification of Indian Musical Instruments.

Unit III - The Technique of tuning the Sitar

Unit IV - Elementary Knowledge of Gram and Moorvhana

Unit V - Essay:

  • Importance of Music in Fine Arts
  • Indian Folk Music  

Unit VI - Life sketch of:

  • Pt. Vishnu Digamber Paluskar
  • Ustad Vilayat Khab

with their contribution to Music.