AUDIT 1 and 2: ENGLISH FOR RESEARCH PAPER WRITING

Course objectives:
Students will be able to:
1. Understand that how to improve your writing skills and level of readability
2. Learn about what to write in each section
3. Understand the skills needed when writing a Title Ensure the good quality of paper at very first-
time submission

Syllabus
Units CONTENTS Hours
1 Planning and Preparation, Word Order, Breaking up long sentences, 4
Structuring Paragraphs and Sentences, Being Concise
and Removing Redundancy, Avoiding Ambiguity and Vagueness
2 Clarifying Who Did What, Highlighting Your Findings, Hedging and 4
Criticising, Paraphrasing and Plagiarism, Sections of a Paper,
Abstracts. Introduction
3 Review of the Literature, Methods, Results, Discussion, 4
Conclusions, The Final Check.
4 key skills are needed when writing a Title, key skills are needed when 4
writing an Abstract, key skills are needed when writing an
Introduction, skills needed when writing a Review of the Literature,
5 skills are needed when writing the Methods, skills needed when writing the 4
Results, skills are needed when writing the Discussion,
skills are needed when writing the Conclusions
6 useful phrases, how to ensure paper is as good as it could possibly 4
be the first- time submission

Suggested Studies:
1. Goldbort R (2006) Writing for Science, Yale University Press (available on Google Books)
2. Day R (2006) How to Write and Publish a Scientific Paper, Cambridge University Press
3. Highman N (1998), Handbook of Writing for the Mathematical Sciences, SIAM.
Highman’sbook .
4. Adrian Wallwork , English for Writing Research Papers, Springer New York Dordrecht
Heidelberg London, 2011
 AUDIT 1 and 2: DISASTER MANAGEMENT

Course Objectives: -Students will be able to:

1. learn to demonstrate a critical understanding of key concepts in disaster risk reduction and
humanitarian response.
2. critically evaluate disaster risk reduction and humanitarian response policy and practice from
multiple perspectives.
3. develop an understanding of standards of humanitarian response and practical relevance in specific
types of disasters and conflict situations.
4. critically understand the strengths and weaknesses of disaster management approaches, planning
and programming in different countries, particularly their home country or the countries
they work in

Syllabus
Units CONTENTS Hours
1 Introduction 4
Disaster: Definition, Factors And Significance; Difference Between Hazard
And Disaster; Natural And Manmade Disasters: Difference,
Nature, Types And Magnitude.
2 Repercussions Of Disasters And Hazards: Economic Damage, Loss Of 4
Human And Animal Life, Destruction Of Ecosystem.
Natural Disasters: Earthquakes, Volcanisms, Cyclones, Tsunamis, Floods,
Droughts And Famines, Landslides And Avalanches, Man- made disaster:
Nuclear Reactor Meltdown, Industrial Accidents, Oil Slicks And Spills,
Outbreaks Of Disease And Epidemics, War And
Conflicts.
3 Disaster Prone Areas In India 4
Study Of Seismic Zones; Areas Prone To Floods And Droughts, Landslides
And Avalanches; Areas Prone To Cyclonic And Coastal Hazards With Special
Reference To Tsunami; Post-Disaster Diseases
And Epidemics
4 Disaster Preparedness And Management 4
Preparedness: Monitoring Of Phenomena Triggering A Disaster Or Hazard;
Evaluation Of Risk: Application Of Remote Sensing, Data From
Meteorological And Other Agencies, Media Reports:
Governmental And Community Preparedness.
5 Risk Assessment 4
Disaster Risk: Concept And Elements, Disaster Risk Reduction, Global And
National Disaster Risk Situation. Techniques Of Risk Assessment, Global Co-
Operation In Risk Assessment And Warning, People’s
Participation In Risk Assessment. Strategies for Survival.
6 Disaster Mitigation 4
Meaning, Concept And Strategies Of Disaster Mitigation, Emerging
Trends In Mitigation. Structural Mitigation And Non-Structural Mitigation,
Programs Of Disaster Mitigation In India.

Suggested Readings:
1. R. Nishith, Singh AK, “Disaster Management in India: Perspectives, issues and strategies
“’New Royal book Company.
2. Sahni, PardeepEt.Al. (Eds.),” Disaster Mitigation Experiences And Reflections”, Prentice Hall
Of India, New Delhi.
3. Goel S. L. , Disaster Administration And Management Text And Case Studies” ,Deep &Deep
Publication Pvt. Ltd., New Delhi.
 AUDIT 1 and 2: SANSKRIT FOR TECHNICAL KNOWLEDGE

Course Objectives
1. To get a working knowledge in illustrious Sanskrit, the scientific language in the world
2. Learning of Sanskrit to improve brain functioning
3. Learning of Sanskrit to develop the logic in mathematics, science & other subjects
enhancing the memory power
4. The engineering scholars equipped with Sanskrit will be able to explore the huge
knowledge from ancient literature

Syllabus

Unit Content Hours

1 Alphabets in Sanskrit, 4
Past/Present/Future Tense,
Simple Sentences
2 Order 4
Introduction of roots
Technical information about Sanskrit Literature
3 Technical concepts of Engineering-Electrical, 4

4 Technical concepts of Engineering - Mechanical. 4

5 Technical concepts of Engineering - Architecture. 4

6 Technical concepts of Engineering – Mathematics. 4

Suggested reading
1. “Abhyaspustakam” – Dr.Vishwas, Samskrita-Bharti Publication, New Delhi
2. “Teach Yourself Sanskrit” Prathama Deeksha-Vempati Kutumbshastri, Rashtriya Sanskrit
Sansthanam, New Delhi Publication
3. “India’s Glorious Scientific Tradition” Suresh Soni, Ocean books (P) Ltd., New Delhi.

Course Output
Students will be able to
1. Understanding basic Sanskrit language
2. Ancient Sanskrit literature about science & technology can be understood
3. Being a logical language will help to develop logic in students
 AUDIT 1 and 2: VALUE EDUCATION

Course Objectives
Students will be able to
1. Understand value of education and self- development
2. Imbibe good values in students
3. Let the should know about the importance of character

Syllabus

Unit Content Hours

1 Values and self-development –Social values and individual attitudes. Work ethics, 4
Indian vision of humanism.
Moral and non- moral valuation. Standards and principles.
Value judgements
2 Importance of cultivation of values. 4
Sense of duty. Devotion, Self-reliance. Confidence, Concentration. Truthfulness,
Cleanliness.
Honesty, Humanity. Power of faith, National Unity.
Patriotism.Love for nature ,Discipline
3 Personality and Behavior Development - Soul and Scientific attitude. Positive 4
Thinking. Integrity and discipline.
Punctuality, Love and Kindness.
Avoid fault Thinking.
4 Free from anger, Dignity of labour. 4
Universal brotherhood and religious tolerance.
True friendship.
Happiness Vs suffering, love for truth.
Aware of self-destructive habits.
Association and Cooperation.
Doing best for saving nature
5 Character and Competence –Holy books vs Blind faith. 4
Self-management and Good health.
Science of reincarnation.
Equality, Nonviolence ,Humility, Role of Women.
6 All religions and same message. 4
Mind your Mind, Self-control.
Honesty, Studying effectively

Suggested reading
1 Chakroborty, S.K. “Values and Ethics for organizations Theory and practice”, Oxford
University Press, New Delhi
Course outcomes
Students will be able to 1.Knowledge of self-development
2.Learn the importance of Human values 3.Developing the overall personality
 AUDIT 1 and 2: CONSTITUTION OF INDIA

Course Objectives:
Students will be able to:
1. Understand the premises informing the twin themes of liberty and freedom from a civil rights
perspective.
2. To address the growth of Indian opinion regarding modern Indian intellectuals’ constitutional
role and entitlement to civil and economic rights as well as the emergence of nationhood in the
early years of Indian nationalism.
3. To address the role of socialism in India after the commencement of the Bolshevik Revolution
in 1917 and its impact on the initial drafting of the Indian Constitution.
Syllabus
Units Content Hours
History of Making of the Indian Constitution:
1 History 4
Drafting Committee, ( Composition & Working)
Philosophy of the Indian Constitution:
2 Preamble Salient Features 4
Contours of Constitutional Rights & Duties:
Fundamental Rights
Right to Equality
Right to Freedom
3 Right against Exploitation 4
Right to Freedom of Religion
Cultural and Educational Rights
Right to Constitutional Remedies
Directive Principles of State Policy
Fundamental Duties.
Organs of Governance:
Parliament
Composition
Qualifications and Disqualifications
Powers and Functions
4 Executive 4
President
Governor
Council of Ministers
Judiciary, Appointment and Transfer of Judges, Qualifications
Powers and Functions
Local Administration:
District’s Administration head: Role and Importance,
5 Municipalities: Introduction, Mayor and role of Elected Representative, CE of
Municipal Corporation. 4
Pachayati raj: Introduction, PRI: ZilaPachayat.
Elected officials and their roles, CEO ZilaPachayat: Position and role.
Block level: Organizational Hierarchy (Different departments),
Village level: Role of Elected and Appointed officials,
Importance of grass root democracy
Election Commission:
Election Commission: Role and Functioning.
6 Chief Election Commissioner and Election Commissioners. 4
State Election Commission: Role and Functioning.
Institute and Bodies for the welfare of SC/ST/OBC and women.
Suggested reading
1. The Constitution of India, 1950 (Bare Act), Government Publication.
2. Dr. S. N. Busi, Dr. B. R. Ambedkar framing of Indian Constitution, 1st Edition, 2015.
3. M. P. Jain, Indian Constitution Law, 7th Edn., Lexis Nexis, 2014.
4. D.D. Basu, Introduction to the Constitution of India, Lexis Nexis, 2015.
Course Outcomes:

Students will be able to:

1. Discuss the growth of the demand for civil rights in India for the bulk of Indians before the
arrival of Gandhi in Indian politics.
2. Discuss the intellectual origins of the framework of argument
that informed the conceptualization of social reforms leading to revolution in
India.
3. Discuss the circumstances surrounding the foundation of the Congress Socialist Party
[CSP] under the leadership of Jawaharlal Nehru and the eventual failure of the proposal of
direct elections through adult suffrage in the Indian Constitution.
4. Discuss the passage of the Hindu Code Bill of 1956.
 AUDIT 1 and 2: PEDAGOGY STUDIES

Course Objectives:
Students will be able to:
4. Review existing evidence on the review topic to inform programme design and policy
making undertaken by the DfID, other agencies and researchers.
5. Identify critical evidence gaps to guide the development.
Syllabus
Units Content Hours
Introduction and Methodology:
Aims and rationale, Policy background, Conceptual framework and terminology
1 Theories of learning, Curriculum, Teacher education. 4
Conceptual framework, Research questions.
Overview of methodology and Searching.

Thematic overview: Pedagogical practices are being used by teachers in formal

2 and informal classrooms in developing countries. 4
Curriculum, Teacher education.
3 Evidence on the effectiveness of pedagogical practices
Methodology for the in depth stage: quality assessment of included studies.
How can teacher education (curriculum and practicum) and the school curriculum
and guidance materials best support effective pedagogy?
4
Theory of change.
Strength and nature of the body of evidence for effective pedagogical practices.
4 Pedagogic theory and pedagogical approaches. 4
Teachers’ attitudes and beliefs and Pedagogic strategies.
Professional development: alignment with classroom practices and follow-up
support
Peer support 4
5 Support from the head teacher and the community.
Curriculum and assessment
Barriers to learning: limited resources and large class sizes
6 Research gaps and future directions 4
Research design
Contexts
Pedagogy
Teacher education
Curriculum and assessment
Dissemination and research impact.
Suggested reading

1. Ackers J, Hardman F (2001) Classroom interaction in Kenyan primary schools, Compare,

31 (2): 245-261.
2. Agrawal M (2004) Curricular reform in schools: The importance of evaluation, Journal of
Curriculum Studies, 36 (3): 361-379.
3. Akyeampong K (2003) Teacher training in Ghana - does it count? Multi-site teacher
education research project (MUSTER) country report 1. London: DFID.
4. Akyeampong K, Lussier K, Pryor J, Westbrook J (2013) Improving teaching and learning
of basic maths and reading in Africa: Does teacher preparation count? International Journal
Educational Development, 33 (3): 272–282.
5. Alexander RJ (2001) Culture and pedagogy: International comparisons in primary
education. Oxford and Boston: Blackwell.
6. Chavan M (2003) Read India: A mass scale, rapid, ‘learning to read’ campaign.
7. www.pratham.org/images/resource%20working%20paper%202.pdf.

Course Outcomes:

Students will be able to understand:

1. What pedagogical practices are being used by teachers in formal and informal classrooms
in developing countries?
2. What is the evidence on the effectiveness of these pedagogical practices, in what
conditions, and with what population of learners?
3. How can teacher education (curriculum and practicum) and the school curriculum and
guidance materials best support effective pedagogy?
 AUDIT 1 and 2: STRESS MANAGEMENT BY YOGA

Course Objectives
1. To achieve overall health of body and mind
2. To overcome stress

Syllabus
Unit Content Hours
1 Definitions of Eight parts of yog. ( Ashtanga ) 5
2 Yam and Niyam. Do`s and Don’t’s in life. 5
Ahinsa, satya, astheya, bramhacharya and aparigraha
3 Yam and Niyam. Do`s and Don’t’s in life. 5
Shaucha, santosh, tapa, swadhyay, ishwarpranidhan
4 Asan and Pranayam 5
Various yog poses and their benefits for mind & body
5 Regularization of breathing techniques and its effects-Types of pranayam 4

Suggested reading
1. ‘Yogic Asanas for Group Tarining-Part-I” : Janardan Swami YogabhyasiMandal, Nagpur
2. “Rajayoga or conquering the Internal Nature” by Swami Vivekananda, Advaita
Ashrama (Publication Department), Kolkata

Course Outcomes:
Students will be able to:
1. Develop healthy mind in a healthy body thus improving social health also

2. Improve efficiency
 AUDIT 1 and 2: PERSONALITY DEVELOPMENT THROUGH LIFE
ENLIGHTENMENT SKILLS
Course Objectives
1. To learn to achieve the highest goal happily
2. To become a person with stable mind, pleasing personality and determination
3. To awaken wisdom in students

Syllabus
Unit Content Hours
1 Neetisatakam-Holistic development of personality 4
Verses- 19,20,21,22 (wisdom)
Verses- 29,31,32 (pride & heroism)
Verses- 26,28,63,65 (virtue)
2 Neetisatakam-Holistic development of personality 4
Verses- 52,53,59 (dont’s)
Verses- 71,73,75,78 (do’s)
3 Approach to day to day work and duties. 4
Shrimad Bhagwad Geeta : Chapter 2-Verses 41, 47,48,
4 Chapter 3-Verses 13, 21, 27, 35, Chapter 6-Verses 5,13,17, 23, 35, 4
Chapter 18-Verses 45, 46, 48.
5 Statements of basic knowledge. 4
Shrimad Bhagwad Geeta: Chapter2-Verses 56, 62, 68
Chapter 12 -Verses 13, 14, 15, 16,17, 18
6 Personality of Role model. Shrimad Bhagwad Geeta: Chapter2-Verses 4
17, Chapter 3-Verses 36,37,42,
Chapter 4-Verses 18, 38,39
Chapter18 – Verses 37,38,63

Suggested reading
1. “Srimad Bhagavad Gita” by Swami Swarupananda Advaita Ashram (Publication Department),
Kolkata
2. Bhartrihari’s Three Satakam (Niti-sringar-vairagya) by P.Gopinath, Rashtriya Sanskrit
Sansthanam, New Delhi.

Course Outcomes
Students will be able to
1. Study of Shrimad-Bhagwad-Geeta will help the student in developing his personality and
achieve the highest goal in life
2. The person who has studied Geeta will lead the nation and mankind to peace and prosperity
3. Study of Neetishatakam will help in developing versatile personality of students