{"id":1884,"date":"2022-08-25T11:10:00","date_gmt":"2022-08-25T11:10:00","guid":{"rendered":"https:\/\/www.embibe.com\/in-bn\/?p=1884"},"modified":"2022-08-25T11:10:02","modified_gmt":"2022-08-25T11:10:02","slug":"wbchse-higher-secondary-class-12-syllabus","status":"publish","type":"post","link":"https:\/\/www.embibe.com\/in-bn\/wbchse-higher-secondary-class-12-syllabus\/","title":{"rendered":"\u0989\u099a\u09cd\u099a \u09ae\u09be\u09a7\u09cd\u09af\u09ae\u09bf\u0995 \u09b8\u09bf\u09b2\u09c7\u09ac\u09be\u09b8 2023: \u09ac\u09bf\u09b8\u09cd\u09a4\u09be\u09b0\u09bf\u09a4\u09ad\u09be\u09ac\u09c7 \u099c\u09c7\u09a8\u09c7 \u09a8\u09be\u0993"},"content":{"rendered":"\n

\u09b6\u09bf\u0995\u09cd\u09b7\u09be \u099c\u09c0\u09ac\u09a8\u09c7\u09b0 \u09aa\u09cd\u09b0\u09a5\u09ae \u09ac\u09a1\u09bc \u09aa\u09b0\u09c0\u0995\u09cd\u09b7\u09be \u09b9\u09b2 \u09ae\u09be\u09a7\u09cd\u09af\u09ae\u09bf\u0995\u0964 \u09a4\u09be\u09b0\u09aa\u09b0\u09c7\u0987 \u09ac\u09bf\u09a6\u09cd\u09af\u09be\u09b2\u09af\u09bc (\u09b8\u09cd\u0995\u09c1\u09b2) \u09b8\u09cd\u09a4\u09b0\u09c7\u09b0 \u09b8\u09b0\u09cd\u09ac\u09b6\u09c7\u09b7 \u09ac\u09a1\u09bc \u09aa\u09b0\u09c0\u0995\u09cd\u09b7\u09be \u09b9\u09b2 \u0989\u099a\u09cd\u099a \u09ae\u09be\u09a7\u09cd\u09af\u09ae\u09bf\u0995\u0964 \u098f\u0987 \u09aa\u09b0\u09c0\u0995\u09cd\u09b7\u09be\u09b0 \u09b8\u09ae\u09cd\u09aa\u09c2\u09b0\u09cd\u09a3 \u09b8\u09bf\u09b2\u09c7\u09ac\u09be\u09b8 \u09ac\u09be \u09ac\u09bf\u09b7\u09af\u09bc\u09b8\u09c2\u099a\u09bf \u09b8\u09ae\u09cd\u09aa\u09b0\u09cd\u0995\u09c7 \u0985\u09ac\u09b9\u09bf\u09a4 \u09a5\u09be\u0995\u09be \u098f\u0995\u099f\u09bf \u0997\u09c1\u09b0\u09c1\u09a4\u09cd\u09ac\u09aa\u09c2\u09b0\u09cd\u09a3 \u09ac\u09bf\u09b7\u09af\u09bc\u0964 \u098f\u0995\u09cd\u09b7\u09c7\u09a4\u09cd\u09b0\u09c7 \u09aa\u09cd\u09b0\u09a5\u09ae\u09c7\u0987 \u09ae\u09a8\u09c7 \u09b0\u09be\u0996\u09a4\u09c7 \u09b9\u09ac\u09c7 \u09af\u09c7 \u0989\u099a\u09cd\u099a \u09ae\u09be\u09a7\u09cd\u09af\u09ae\u09bf\u0995 \u09b8\u09cd\u09a4\u09b0 \u09a5\u09c7\u0995\u09c7 \u09ac\u09bf\u09b7\u09af\u09bc \u09b8\u09c2\u099a\u09bf\u0995\u09c7 \u0995\u09b2\u09be \u09ac\u09bf\u09ad\u09be\u0997, \u09ac\u09bf\u099c\u09cd\u099e\u09be\u09a8 \u09ac\u09bf\u09ad\u09be\u0997 \u0993 \u09ac\u09be\u09a3\u09bf\u099c\u09cd\u09af \u09ac\u09bf\u09ad\u09be\u0997 – \u098f\u0987 \u09a4\u09bf\u09a8 \u0995\u09cd\u09b7\u09c7\u09a4\u09cd\u09b0\u09be\u09a8\u09c1\u09b8\u09be\u09b0\u09c7 \u09ad\u09be\u0997 \u0995\u09b0\u09be \u09b9\u09af\u09bc\u0964 \u09ac\u09bf\u09b7\u09af\u09bc\u09b8\u09c2\u099a\u09bf\u09b0 \u0996\u09c1\u0981\u099f\u09bf\u09a8\u09be\u099f\u09bf \u09b8\u09ae\u09cd\u09aa\u09b0\u09cd\u0995\u09c7 \u099c\u09c7\u09a8\u09c7 \u09a8\u09c7\u0993\u09af\u09bc\u09be \u09af\u09be\u0995\u0964 \u098f\u0987 \u09a8\u09bf\u09ac\u09a8\u09cd\u09a7 \u09a5\u09c7\u0995\u09c7 \u0989\u099a\u09cd\u099a \u09ae\u09be\u09a7\u09cd\u09af\u09ae\u09bf\u0995 \u09aa\u09b0\u09c0\u0995\u09cd\u09b7\u099c\u09be\u09b0\u09cd\u09a5\u09c0\u09b0\u09be \u0989\u099a\u09cd\u099a \u09ae\u09be\u09a7\u09cd\u09af\u09ae\u09bf\u0995 \u09b8\u09bf\u09b2\u09c7\u09ac\u09be\u09b8 2023 (West Bengal HS Syllabus 2023) <\/strong>\u09b8\u09ae\u09cd\u09aa\u09b0\u09cd\u0995\u09c7 \u09ac\u09bf\u09b8\u09cd\u09a4\u09be\u09b0\u09bf\u09a4\u09ad\u09be\u09ac\u09c7 \u099c\u09c7\u09a8\u09c7 \u09a8\u09bf\u09a4\u09c7 \u09aa\u09be\u09b0\u09ac\u09c7\u0964<\/p>\n\n\n\n

\u0989\u099a\u09cd\u099a \u09ae\u09be\u09a7\u09cd\u09af\u09ae\u09bf\u0995 \u09b8\u09bf\u09b2\u09c7\u09ac\u09be\u09b8 2023<\/strong> : \u0986\u09b0\u09cd\u099f\u09b8\/ \u0995\u09b2\u09be \u09ac\u09bf\u09ad\u09be\u0997 (Humanities \/ Arts) : \u09ac\u09bf\u09b7\u09af\u09bc\u09b8\u09c2\u099a\u09bf (\u09b8\u09bf\u09b2\u09c7\u09ac\u09be\u09b8)<\/strong><\/h2>\n\n\n\n

History (HIST)(\u0987\u09a4\u09bf\u09b9\u09be\u09b8)<\/strong><\/h3>\n\n\n\n

Theory-80 marks,  Project-20 marks<\/em><\/strong><\/p>\n\n\n\n

1. Remembering the past <\/strong>(<\/strong>\u0985\u09a4\u09c0\u09a4\u0995\u09c7 \u09b8\u09cd\u09ae\u09b0\u09a3)<\/strong><\/p>\n\n\n\n

A: Imagine the past: myths, legends and folk-tales, memory and oral traditions.<\/p>\n\n\n\n

B: Inheritance of the past: the colonial constructions, Indigenous imaginations.<\/p>\n\n\n\n

C: Importance of History as a professional discipline- Methods of \u201cModern\u201d History writing.<\/p>\n\n\n\n

I. Museums as institutions of organizing the past.<\/em><\/p>\n\n\n\n

II. Brief outline of the development of museums and different types of museums,<\/em><\/p>\n\n\n\n

private collections<\/em>.<\/p>\n\n\n\n

2. Situating colonialism and imperialism in the 19th & 20th Centuries (\u0989\u09a8\u09ac\u09bf\u0982\u09b6 \u0993 \u09ac\u09bf\u0982\u09b6 \u09b6\u09a4\u0995\u09c7 \u0994\u09aa\u09a8\u09bf\u09ac\u09c7\u09b6\u09bf\u0995\u09a4\u09be\u09ac\u09be\u09a6 \u0993 \u09b8\u09be\u09ae\u09cd\u09b0\u09be\u099c\u09cd\u09af\u09ac\u09be\u09a6\u09c7\u09b0 \u09aa\u09cd\u09b0\u09b8\u09be\u09b0)<\/strong><\/p>\n\n\n\n

A. Brief overview of 7th & 18th century colonisation in Asia & the New World.<\/p>\n\n\n\n

B. Economic Dynamics of Imperialism and Colonialism; from Mercantile Capital to Industrial<\/p>\n\n\n\n

& Finance Capital. Hobson – Lenin thesis on Colonialism and Imperialism.<\/p>\n\n\n\n

C. The Political Basis of Colonialism: The necessity of controlling areas on which the<\/p>\n\n\n\n

imperialist country was economically dependent.<\/p>\n\n\n\n

D. The Question of Race and its Impact of Colonial Societies.<\/p>\n\n\n\n

3. The Nature of the Colonial Dominance: formal and Informal Empires <\/strong><\/p>\n\n\n\n

(<\/strong>\u0994\u09aa\u09a8\u09bf\u09ac\u09c7\u09b6\u09bf\u0995 \u0995\u09b0\u09cd\u09a4\u09c3\u09a4\u09cd\u09ac\u09c7\u09b0 \u09aa\u09cd\u09b0\u0995\u09c3\u09a4\u09bf : \u09a7\u09be\u09b0\u09be\u09b8\u09ae\u09cd\u09ae\u09a4 \u0993 \u09a7\u09be\u09b0\u09be\u09ac\u09b0\u09cd\u099c\u09bf\u09a4 \u09b8\u09be\u09ae\u09cd\u09b0\u09be\u099c\u09cd\u09af<\/strong>)<\/strong><\/p>\n\n\n\n

A. Case Study 1: India- as a \u2018colonised\u2019 state<\/em><\/p>\n\n\n\n

???? How political hegemony was established<\/p>\n\n\n\n

???? The instruments of control: Legislature \/ Bureaucracy \/ Police \/ Army<\/p>\n\n\n\n

???? The economy of the colonial state: revenue collection — trade patterns — Deindustrialisation<\/p>\n\n\n\n

Introduction of the railways — late and selective industrialization<\/p>\n\n\n\n

???? Intellectual justification of the Empire : Mill, Macaulay an the Utilitarian<\/p>\n\n\n\n

B Case Study 2 : China – where economic exploitation flourished without formal<\/em><\/p>\n\n\n\n

political control of the imperialist countries<\/p>\n\n\n\n

???? Domination through economic exploitation – mining rights — unequal treaties —<\/p>\n\n\n\n

— the Canton trade<\/p>\n\n\n\n

???? A comparative study of the Indian and Chinese experiences<\/p>\n\n\n\n

4. Reaction to Imperialistic Hegemony (\u09b8\u09be\u09ae\u09cd\u09b0\u09be\u099c\u09cd\u09af\u09ac\u09be\u09a6\u09c0 \u0995\u09b0\u09cd\u09a4\u09c3\u09a4\u09cd\u09ac\u09c7\u09b0 \u09ac\u09bf\u09b0\u09c1\u09a6\u09cd\u09a7\u09c7 \u09aa\u09cd\u09b0\u09a4\u09bf\u0995\u09cd\u09b0\u09bf\u09af\u09bc\u09be)<\/strong><\/p>\n\n\n\n

A : India<\/p>\n\n\n\n

???? The rise of a middle class – its features — its acceptance of Western education — its<\/p>\n\n\n\n

attitudes to traditional concepts in the social and religious context — social reform<\/p>\n\n\n\n

movements and leaders in Bengal — Narayan Gure, Veersalingam and others outside<\/p>\n\n\n\n

Bengal, Sir S.A. Khan and the Aligarh movement.<\/p>\n\n\n\n

???? Change and transformation in society as a result of the above factors.<\/p>\n\n\n\n

???? Proliferation of the rural elite: Patidars, Sahukars, money-lenders and middlemen-greater<\/p>\n\n\n\n

fragmentation of rural classes due to economic reasons.<\/p>\n\n\n\n

???? The emergence of a new rural elite: patidars, Sahukars, money-lenders and middlemengreater<\/p>\n\n\n\n

fragmentation of rural classes due to economic reasons.<\/p>\n\n\n\n

???? The emergence of an industrial force<\/p>\n\n\n\n

???? Subaltern groups : Adivasis, Dalits.<\/p>\n\n\n\n

???? Western ideas and the Indian response:<\/p>\n\n\n\n

a. The aspiration of the middle coass and its fall outs.<\/p>\n\n\n\n

b. Regional cultural responses, in partivular, the \u2018Bengal Renaissance\u2019<\/p>\n\n\n\n

c. How Western concepts of \u2018time\u2019, \u2018health and \u2018labour for wages\u2019 brought<\/p>\n\n\n\n

about a change in Indian society and the local mindset.<\/p>\n\n\n\n

B: China<\/p>\n\n\n\n

???? Emergence of a Western educated class- the influence of Christianity — the scholars\u2019<\/p>\n\n\n\n

response- May Fourth Movement.<\/p>\n\n\n\n

C: Migration of indentured labourers: formation of the Indian and Chinese Diaspora.<\/p>\n\n\n\n

5. Governing the Colonial State India <\/strong>(\u0994\u09aa\u09a8\u09bf\u09ac\u09c7\u09b6\u09bf\u0995 \u09ad\u09be\u09b0\u09a4\u09c7\u09b0 \u09b6\u09be\u09b8\u09a8)<\/strong> <\/strong><\/p>\n\n\n\n

???? Govt. of India Acts of 1909, 1919, and 1935 at tools for limiting franchise, introducing<\/p>\n\n\n\n

communal electorates, maintaining administrative control and British hegemony<\/p>\n\n\n\n

???? The state machinery for suppressing freedom of expression e.g. the Rowlett Act and<\/p>\n\n\n\n

military \/ police control:<\/p>\n\n\n\n

???? The Jalianwala Bagh incident \/ the Meerut Conspiracy Case<\/p>\n\n\n\n

???? Divide and Rule policy: using community\/caste\/perceived\/ ethnic groupings to divide and<\/p>\n\n\n\n

anti-colonial movement, e.g., supporting the demands of the Muslim League; the<\/p>\n\n\n\n

Communal Award of 1932; interfering in caste politics such as the temple entre issue<\/p>\n\n\n\n

???? The Princely states and the British Government: the creation of an alternative loyalist base<\/p>\n\n\n\n

???? Economic policies from 1914 to 1945 e.g. limited industrialisation; currency regulation after<\/p>\n\n\n\n

the First World War; high taxation even in famine conditions: (Gujarat, 1918,1928): the<\/p>\n\n\n\n

Bengal Famine<\/p>\n\n\n\n

6. The Second World War and the Colonies <\/strong>(\u09a6\u09cd\u09ac\u09bf\u09a4\u09c0\u09af\u09bc \u09ac\u09bf\u09b6\u09cd\u09ac\u09af\u09c1\u09a6\u09cd\u09a7 \u0993 \u0989\u09aa\u09a8\u09bf\u09ac\u09c7\u09b6\u09b8\u09ae\u09c2\u09b9)<\/strong><\/p>\n\n\n\n

A: India, 1940-46<\/p>\n\n\n\n

Linlithgow Offer — Cripps Mission — the Indian response and the Quit India Movement-<\/p>\n\n\n\n

Subhas Bose and the INA – INA Trials — RIN Revolt – the backdrop to the Transfer of<\/p>\n\n\n\n

Power: The British government\u2019s role: Cabinet Mission – Constituent Assembly –<\/p>\n\n\n\n

Mountbatten\u2019s negotiations – Mountbatten Award – Transfer of power – The Indian<\/p>\n\n\n\n

response.<\/p>\n\n\n\n

B: Japan and the Second World War<\/p>\n\n\n\n

\u2018Asia for Asians\u201d— Japan and China – Japanese advance through South-East Asia and<\/p>\n\n\n\n

the consequent linking up with the INA.<\/p>\n\n\n\n

C: Changed situation in the European colonial in S.E. Asia, e.g. Indochina and Indonesia.<\/p>\n\n\n\n

7. The Era of the Cold War <\/strong>(\u09a0\u09be\u09a3\u09cd\u09a1\u09be \u09b2\u09a1\u09bc\u09be\u0987\u09af\u09bc\u09c7\u09b0 \u09af\u09c1\u0997)<\/strong><\/p>\n\n\n\n

A: The Cold War<\/p>\n\n\n\n

Theoretical basis — inception—developments from 1942 to 1948 — the Truman Doctrine and the<\/p>\n\n\n\n

Marshall Plan — the military alliances — Impact—the Berlin Crisis—Eastern Europe under the<\/p>\n\n\n\n

U.S.S.R. —Suez Crisis—Cuban Missile Crisis—Korea and Vietnam<\/p>\n\n\n\n

B: The Nuclear Arms Race and Peace Initiatives<\/p>\n\n\n\n

C: Non-Alignment<\/p>\n\n\n\n

The Political Background —its principles —building up the movement —Bandung, Belgrade and<\/p>\n\n\n\n

subsequent conference —an evaluation<\/p>\n\n\n\n

D: The Arab World: Israel vs. the Arab World —Oil Diplomacy<\/p>\n\n\n\n

E: People\u2019s Republic of China: Its rise and plae in World Politics.<\/p>\n\n\n\n

8. Decolonisation <\/strong>(\u0985\u09ac-\u0989\u09aa\u09a8\u09bf\u09ac\u09c7\u09b6\u09c0\u0995\u09b0\u09a3 )<\/strong><\/p>\n\n\n\n

A: Defination of the term; social, political and economic implications manifestations; development<\/p>\n\n\n\n

programmes and Nation building.<\/p>\n\n\n\n

B: Africa: case study – Algeria.<\/p>\n\n\n\n

C: South-east Asia: case study – Indonesia.<\/p>\n\n\n\n

D: Nation building in South Asia<\/p>\n\n\n\n

???? Varying political experiences in South Asia – Emergence of Bangladesh – a brief study of<\/p>\n\n\n\n

political systems in India, Pakistan and Bangladesh.<\/p>\n\n\n\n

???? The economic organization of India – economic planning – heavy industries and<\/p>\n\n\n\n

technological advances – socialist underpinnings of economic planning – liberalization,<\/p>\n\n\n\n

how successful.<\/p>\n\n\n\n

???? Regional co-operation – SAARC.<\/p>\n\n\n\n

9. The New World <\/strong>(\u09a8\u09a4\u09c1\u09a8 \u09ac\u09bf\u09b6\u09cd\u09ac)<\/strong><\/p>\n\n\n\n

(For Project Work-on any one topic, 750-800 words)<\/p>\n\n\n\n

A: Interaction Of Centripetal and Centrifugal Forces:<\/p>\n\n\n\n

Transition from a bi-polar to a unipolar world – its political fallout—Globalization—the \u201cClash of<\/p>\n\n\n\n

Civilisations\u201d<\/p>\n\n\n\n

B: Movements of Protest and Dissent<\/p>\n\n\n\n

???? The Peace Movements: the students\u2019 movements of the \u201860s and others<\/p>\n\n\n\n

???? Democratic and Civil Right Movements: USA\/anti-apartheid movement in South Africa\/<\/p>\n\n\n\n

movements for universal adult franchise \/ present-day turmoil in the Arab world, Libya,<\/p>\n\n\n\n

Egypt etc.<\/p>\n\n\n\n

???? The movement for women\u2019s rights<\/p>\n\n\n\n

???? Environmental movements —Chipko, Tehri-Garhwal, Narmada Banchao. Keeping alive<\/p>\n\n\n\n

the conflict between the First and Third Worlds over environmental issues.<\/p>\n\n\n\n

???? New Social Movements.<\/p>\n\n\n\n

???? The new economic order (the depression of 2008-11- a crisis of capitalism? —the emergence<\/p>\n\n\n\n

of BRIC.)<\/p>\n\n\n\n

<\/p>\n\n\n\n

HOME MANAGEMENT & FAMILY RESOURCE MANAGEMENT (HMFR) (\u0997\u09c3\u09b9 \u0993 \u09aa\u09be\u09b0\u09bf\u09ac\u09be\u09b0\u09bf\u0995 \u09b8\u09ae\u09cd\u09aa\u09a6 \u09aa\u09b0\u09bf\u099a\u09be\u09b2\u09a8\u09be)<\/strong><\/h3>\n\n\n\n

Full Marks 100<\/strong><\/p>\n\n\n\n

Theory Marks – 70<\/strong><\/p>\n\n\n\n

Unit-I The Management Process in Family Living<\/strong><\/p>\n\n\n\n

A. The process of management<\/p>\n\n\n\n

???? Steps in management process \u2013 planning, organizing, controlling and<\/p>\n\n\n\n

evaluating.<\/p>\n\n\n\n

???? Management process applied to homemaking activities<\/p>\n\n\n\n

B. Decision making<\/p>\n\n\n\n

???? Importance of decision making in Home Management<\/p>\n\n\n\n

???? Process of Decision Making<\/p>\n\n\n\n

???? Types of decisions<\/p>\n\n\n\n

Unit- II Work Management<\/strong><\/p>\n\n\n\n

A. Management of Time<\/p>\n\n\n\n

???? Its importance, steps in time management<\/p>\n\n\n\n

???? Time plans \u2013 steps in making daily and weekly time plans<\/p>\n\n\n\n

B. Management of Energy<\/p>\n\n\n\n

???? Its importance<\/p>\n\n\n\n

???? Energy requirements for living and household tasks<\/p>\n\n\n\n

???? Fatigue \u2013 types of fatigue, reducing fatigue<\/p>\n\n\n\n

C. Work simplification<\/p>\n\n\n\n

???? Definition and its importance<\/p>\n\n\n\n

???? Mundel\u2019s classes of change<\/p>\n\n\n\n

Unit-III Management of Family Income<\/strong><\/p>\n\n\n\n

???? Definition of family income<\/p>\n\n\n\n

???? Types of income<\/p>\n\n\n\n

???? Family budget \u2013 importance, types, steps in making budget, factors<\/p>\n\n\n\n

affecting budget<\/p>\n\n\n\n

???? Account keeping \u2013 systems guidelines in keeping accounts<\/p>\n\n\n\n

A. Savings<\/p>\n\n\n\n

???? Objectives of savings<\/p>\n\n\n\n

???? Types of savings \u2013 compulsory (GPF, CPF) and voluntary (PPF, P.O,<\/p>\n\n\n\n

savings, banks, LIC policies, LIC schemes, bonds, UTI schemes etc.)<\/p>\n\n\n\n

B. Investments<\/p>\n\n\n\n

???? Types of investment<\/p>\n\n\n\n

???? Principles involved in investments<\/p>\n\n\n\n

C. Fundamentals of banking<\/p>\n\n\n\n

???? Opening and operating a bank account, types of cheques, fillings a<\/p>\n\n\n\n

deposit slip, procedure for making a Demand Draft, use of ATM, debit<\/p>\n\n\n\n

& Credit cards<\/p>\n\n\n\n

D. Credit<\/p>\n\n\n\n

???? Meaning and sources<\/p>\n\n\n\n

???? Types \u2013 charge account, mortgage, installment, sales contract<\/p>\n\n\n\n

???? Wise use of credit<\/p>\n\n\n\n

Unit- IV Adolescence & Adulthood<\/strong><\/p>\n\n\n\n

???? Physical development during adolescence. Physical development during<\/p>\n\n\n\n

puberty and adolescence; changes in body proportions and its effects;<\/p>\n\n\n\n

influence of sports and exercise on physical fitness.<\/p>\n\n\n\n

???? Cognitive development and language. Language and communication<\/p>\n\n\n\n

\u2013 development of language; influence on language development;<\/p>\n\n\n\n

development of ways in which adolescents obtain information,<\/p>\n\n\n\n

remember it and utilize it for problem solving and reasoning.<\/p>\n\n\n\n

???? Social and emotional. Socio-cultural influences on the adolescents \u2013<\/p>\n\n\n\n

teenagers are influenced by social relationships in the family,<\/p>\n\n\n\n

neighborhood, community, country and the world.<\/p>\n\n\n\n

???? The family and socialization \u2013 patterns of parenting, parental control<\/p>\n\n\n\n

techniques; role of siblings and grandparents. Development of peer<\/p>\n\n\n\n

relationship and friendship patterns.<\/p>\n\n\n\n

???? Development of gender roles and stereotypes. Role of school and<\/p>\n\n\n\n

teachers on the social and emotional development of the teenager.<\/p>\n\n\n\n

???? Some problem of adolescence; awkwardness due to growth spurt,<\/p>\n\n\n\n

freedom and control; depression, alcohol, drugs and smoking,<\/p>\n\n\n\n

delinquency, problem related to sex, ignorance and increased curiosity,<\/p>\n\n\n\n

prevention of HIV\/AIDS and other sexually transmitted diseases.<\/p>\n\n\n\n

???? Perspectives on Adult Development: meaning of adulthood. Transition<\/p>\n\n\n\n

to adulthood and accepting related responsibilities, dimensions of<\/p>\n\n\n\n

adulthood (premarital counselling, interpersonal relationship in a family<\/p>\n\n\n\n

life, concept of family planning and personal health),<\/p>\n\n\n\n

???? Issues of increasing life expectancy, sensitizing students to the needs<\/p>\n\n\n\n

and care of the elderly.<\/p>\n\n\n\n

Unit \u2013 V Meal planning for the family<\/strong><\/p>\n\n\n\n

???? Objection of meal planning. Nutritional adequacy, food groups. Self \u2013<\/p>\n\n\n\n

explanatory.<\/p>\n\n\n\n

???? Factors affecting food selection. An understanding of how food<\/p>\n\n\n\n

consumption varies from one family to another; how food selected by<\/p>\n\n\n\n

families is affected by various factors like age, occupation, gender,<\/p>\n\n\n\n

physiological conditions, personal likes and dislikes, tradition, seasonal<\/p>\n\n\n\n

availability, economic considerations, religious beliefs, family size and<\/p>\n\n\n\n

composition.<\/p>\n\n\n\n

???? Balance diet.<\/p>\n\n\n\n

???? Meal planning for various age groups; preschool children, school- age<\/p>\n\n\n\n

children, adolescents, pregnant and lactating women, old age. Making<\/p>\n\n\n\n

meal plans for these age groups based on their nutritional requirement<\/p>\n\n\n\n

and RDA.<\/p>\n\n\n\n

???? Developing good food habits- importance of breakfast, following regular<\/p>\n\n\n\n

meal patterns, avoiding junk food and skipping meals.<\/p>\n\n\n\n

Unit- VI Clothing Management<\/strong><\/p>\n\n\n\n

???? Selection of clothing: clothing and its relation to personality; elements<\/p>\n\n\n\n

of line , colour, texture; elements of design \u2013 balance, rhythm, proportion,<\/p>\n\n\n\n

harmony, emphasis, age, climate, occupation, figure, occasion, fashion,<\/p>\n\n\n\n

purpose, quality, cost, season, reliable shop.<\/p>\n\n\n\n

???? Care of clothes: general principles and precautions to the followed while<\/p>\n\n\n\n

removing stains and washing: dry cleaning agents: soaps and detergents<\/p>\n\n\n\n

(basic differences).<\/p>\n\n\n\n

???? Storage of clothes.<\/p>\n\n\n\n

Unit- VII The organisation of work in the home<\/strong><\/p>\n\n\n\n

???? Daily, weekly and periodic cleaning<\/p>\n\n\n\n

???? List of cleaning equipment and materials<\/p>\n\n\n\n

???? The operation, maintenance and care of household equipment- solar<\/p>\n\n\n\n

cooker, pressure cooker, toasters, mixers, oven, iron, refrigerators.<\/p>\n\n\n\n

???? House pests and their control<\/p>\n\n\n\n

Unit- VIII Family Housing<\/strong><\/p>\n\n\n\n

???? Need and importance of Housing<\/p>\n\n\n\n

???? Factors influencing choice of a house<\/p>\n\n\n\n

???? Choice of furnishing materials for interiors: curtains, carpets & rugs,<\/p>\n\n\n\n

upholstery, bed, table linen.<\/p>\n\n\n\n

???? Materials used for furniture (wood, its derivatives, metals, glass, plastic,<\/p>\n\n\n\n

wicker etc.)<\/p>\n\n\n\n

???? The arrangement of furniture in different rooms<\/p>\n\n\n\n

???? Accessories in interiors: Importance and types (floor, wall and table<\/p>\n\n\n\n

top)<\/p>\n\n\n\n

Unit- IX Consumer and Extension Education<\/strong><\/p>\n\n\n\n

A. Consumer Education<\/p>\n\n\n\n

???? Meaning, problems faced by consumers<\/p>\n\n\n\n

???? Consumer protection Act and Services<\/p>\n\n\n\n

???? Consumer Aids \u2013 Labels, Standards, Advertising, Guidebooks, Leaflets<\/p>\n\n\n\n

???? Consumer Redressal Forum<\/p>\n\n\n\n

B. Extension Education<\/p>\n\n\n\n

???? Methods of communication \u2013 individual, group and mass contacts.<\/p>\n\n\n\n

Individual \u2013 verbal and written<\/p>\n\n\n\n

Group \u2013 discussions, demonstrations, field trips.<\/p>\n\n\n\n

Mass \u2013 Print and Electronic.<\/p>\n\n\n\n

Role of audio visual aids in Communication & Extension.<\/p>\n\n\n\n

Practical Marks : 30 (<\/strong>Marks Allotment: Practical 15, Viva 05, Record Book 10<\/em><\/strong>)<\/p>\n\n\n\n

1. Preparing a chart on:<\/p>\n\n\n\n

a) Activities carried out in a day by a working and non working homemaker.<\/p>\n\n\n\n

b) To prepare a daily and weekly time schedule for self.<\/p>\n\n\n\n

2. A) To collect account opening forms (savings, current, recurring) and pay- in-<\/p>\n\n\n\n

slips and to learn filling up process.<\/p>\n\n\n\n

B) To learn about writing of cheques, withdrawal forms.<\/p>\n\n\n\n

3. To prepare family budget of different income groups.<\/p>\n\n\n\n

4. Methods of keeping household accounts.<\/p>\n\n\n\n

5. Preparing reading materials i.e. colour books, alphabet books,<\/p>\n\n\n\n

Counting books, nursery rhymes books, building blocks etc. In the laboratory.<\/p>\n\n\n\n

6. Plan a balance meal for yourself.<\/p>\n\n\n\n

7. a) Removal of stains from fabrics.<\/p>\n\n\n\n

b)Principles of simple method of dyeing or printing textile in the laboratory.<\/p>\n\n\n\n

8. Cleaning and polishing of articles \u2013 metals, glass, leather.<\/p>\n\n\n\n

9. Making furniture\/floor layout for living room, dining room, bedroom, Bathroom<\/p>\n\n\n\n

and kitchen.<\/p>\n\n\n\n

10. Collect and analyze labels of various food products, medicines and anyone<\/p>\n\n\n\n

household equipment.<\/p>\n\n\n\n

<\/p>\n\n\n\n

JOURNALISM & MASS COMMUNICATION(JMCN) (\u099c\u09be\u09b0\u09cd\u09a8\u09be\u09b2\u09bf\u099c\u09ae \u098f\u09ac\u0982 \u09ae\u09be\u09b8 \u0995\u09ae\u09bf\u0989\u09a8\u09bf\u0995\u09c7\u09b6\u09a8) <\/strong><\/h3>\n\n\n\n

Full Marks: 80 (Theory)+ 20 (Project)<\/strong><\/p>\n\n\n\n

1. Editing: Principles of editing; Copy Testing; Processing Copies<\/p>\n\n\n\n

2. Making Headlines of news stories; Importance; Rules to be followed; Different types<\/p>\n\n\n\n

of Headlines<\/p>\n\n\n\n

3. Proof Reading: Symbols of Proof reading; duties & responsibilities of proof readers<\/p>\n\n\n\n

4. Copy writing: Types of Copy; How to prepare; Principles of writing, Main features<\/p>\n\n\n\n

5. Copy Writer: Qualities, duties & responsibilities<\/p>\n\n\n\n

6. Communication: Definition, Scope & Functions<\/p>\n\n\n\n

7. Mass Communication: Definition, Scope & Functions; Theories & Models<\/p>\n\n\n\n

8. Mass Media: Definition, Different types, functions, Print Media and Electronic Media<\/p>\n\n\n\n

9. Specialization in Reporting: Science, Political, Administration, Crime, Fashion,<\/p>\n\n\n\n

Financial & Agriculture journalism; Sports journalism<\/p>\n\n\n\n

10. Interpretative & Investigative reporting: Importance & Scope; Basic qualities; planning<\/p>\n\n\n\n

& style.<\/p>\n\n\n\n

Project (any one)\u201415 Marks<\/strong><\/p>\n\n\n\n

Viva-Voce\u201405 Marks<\/strong><\/p>\n\n\n\n

a) Editing news copy & Proof reading<\/p>\n\n\n\n

b) Copy writing<\/p>\n\n\n\n

c) Specialized report on any one topic from the syllabus<\/p>\n\n\n\n

<\/p>\n\n\n\n

MUSIC (MUSC)<\/strong><\/h3>\n\n\n\n

FULL MARKS – 100<\/p>\n\n\n\n

THEORETICAL – 45<\/p>\n\n\n\n

PRACTICAL – 55<\/p>\n\n\n\n

THEORETICAL- 45<\/p>\n\n\n\n

GROUP-A (MARKS-23)<\/p>\n\n\n\n

GROUP-B (MARKS-22)<\/p>\n\n\n\n

3. Definitions of: [4M]<\/p>\n\n\n\n

a) Swara<\/p>\n\n\n\n

b) Raga<\/p>\n\n\n\n

c) Murchhana<\/p>\n\n\n\n

d) Tala<\/p>\n\n\n\n

e) Shruti<\/p>\n\n\n\n

4. Knowledge of writing of Hindusthani Notation System.<\/p>\n\n\n\n

VOCAL<\/p>\n\n\n\n

Both Vilambit and Drut in Ektal and Trital respectively. [6M]<\/p>\n\n\n\n

a) Kedar<\/p>\n\n\n\n

b) Malkous<\/p>\n\n\n\n

c) Bageshri<\/p>\n\n\n\n

d) Jaunpuri<\/p>\n\n\n\n

INSTRUMENTAL<\/p>\n\n\n\n

Mashidkhani and Razzakhani Gats in Trital in the above mentioned Ragas.<\/p>\n\n\n\n

GROUP-B<\/p>\n\n\n\n

1. RABINDRA SANGEET & OTHER MUSIC<\/p>\n\n\n\n

Rabindra Sangeet:<\/p>\n\n\n\n

a) Knowledge of Akar Matrik Notation System. <\/p>\n\n\n\n

b) Life Sketch of Rabindranath Tagore (covering Music Composition) <\/p>\n\n\n\n

\u09b0\u09ac\u09c0\u09a8\u09cd\u09a6\u09cd\u09b0\u09b8\u0999\u09cd\u0997\u09c0\u09a4\u09c7 \u09b6\u09be\u09b8\u09cd\u09a4\u09cd\u09b0\u09c0\u09af\u09bc \u09b8\u0999\u09cd\u0997\u09c0\u09a4\u09c7\u09b0 \u09aa\u09cd\u09b0\u09ad\u09be\u09ac<\/p>\n\n\n\n

\u09b0\u09ac\u09c0\u09a8\u09cd\u09a6\u09cd\u09b0 \u09b8\u09c3\u09b7\u09cd\u099f\u09a4\u09be\u09b2 : \u099d\u09ae\u09cd\u09aa\u0995, \u09b7\u09b7\u09cd\u09a0\u09c0, \u09b0\u09c2\u09aa\u0995, \u09a8\u0995\u09a4\u09be\u09b2, \u098f\u0995\u09be\u09a6\u09b6\u09c0, \u09a8\u09ac\u09aa\u099e\u09cd\u099a\u09a4\u09be\u09b2<\/p>\n\n\n\n

2. OTHER TYPES OF MUSIC:<\/p>\n\n\n\n

(i) Life sketch with their Musical contribution of the following: [6M]<\/p>\n\n\n\n

a) Atul Prasad Sen<\/p>\n\n\n\n

b) Kaji Nazrul Islam<\/p>\n\n\n\n

c) Girish Chandra Ghosh<\/p>\n\n\n\n

ii) History of any one of the following:<\/p>\n\n\n\n

a) Regional folk song (Bhatiali,Baul,Jhumur,Bhawaiya).<\/p>\n\n\n\n

b) Kirtan.<\/p>\n\n\n\n

N:B: All the Talas mentioned in Practical Syllabus should be learnt with \u201c\u2019TALA-LIPI\u201d<\/p>\n\n\n\n

system.<\/p>\n\n\n\n

PRACTICAL – 55<\/p>\n\n\n\n

GROUP-A (MARKS-21)<\/p>\n\n\n\n

GROUP-B (MARKS-12)<\/p>\n\n\n\n

GROUP-C (MARKS-12)<\/p>\n\n\n\n

VIVA-VOCE-(MARKS-10)<\/p>\n\n\n\n

GROUP-A<\/p>\n\n\n\n

VOCAL<\/p>\n\n\n\n

1.Both Vilanabit and Drut in Ektal and Trital respectively (At Least two Vilambit Khayals in<\/p>\n\n\n\n

Following Ragas) <\/p>\n\n\n\n

a) Kedar<\/p>\n\n\n\n

b) Malkous<\/p>\n\n\n\n

c) Bageshri<\/p>\n\n\n\n

d) Jaunpuri<\/p>\n\n\n\n

INSTRUMENTAL<\/p>\n\n\n\n

Mashidkhani and Razzakhani Gats in Trital in the above mentioned Ragas.<\/p>\n\n\n\n

2. Any one Dhrupad with Dwigun Laya in the above mentioned Rages.<\/p>\n\n\n\n

INSTRUMENTAL:<\/p>\n\n\n\n

Any one \u2018\u2019DHUN\u2019 to be learnt from the Ragas mentioned below:<\/p>\n\n\n\n

a) Bhairabi<\/p>\n\n\n\n

b) Kafi.<\/p>\n\n\n\n

GROUP-B<\/p>\n\n\n\n

RABINDRA-SANGEET AND OTHER MUSIC<\/p>\n\n\n\n

1. RABINDRA SANGEET <\/p>\n\n\n\n

a) TYPES: Khayal.Kirtan,Bhanusingher Padabali.<\/p>\n\n\n\n

b) TALAS:Choutal,Ektal,Teora,Kaharba,Jhamptala,Rupakra,Nabatala,Trital.<\/p>\n\n\n\n

c) PARYAS: ,Prem,Prakriti and Anusthanik.<\/p>\n\n\n\n

GROUP-C<\/p>\n\n\n\n

1. OTHER TYPES OF MUSIC (May use Harmonium)<\/p>\n\n\n\n

a) Atulprasad <\/p>\n\n\n\n

or<\/p>\n\n\n\n

b) Nagrulgeeti<\/p>\n\n\n\n

c) Regional folk songs (At Least two songs) <\/p>\n\n\n\n

or<\/p>\n\n\n\n

d) Kirtan (In any tala)<\/p>\n\n\n\n

e) Songs of \u2018Theatre\u2019 or \u2018Jatra\u2019 or Songs of Salil Chowdhury<\/p>\n\n\n\n

VIVA-VOCE<\/p>\n\n\n\n

NOTATION READING <\/p>\n\n\n\n

IDENTIFICATION OF RAGA <\/p>\n\n\n\n

IDENTIFICATION OF TALA <\/p>\n\n\n\n

<\/p>\n\n\n\n

EDUCATION (EDCN)<\/strong><\/h3>\n\n\n\n

Full Marks: 100<\/em><\/strong><\/p>\n\n\n\n

Theory – 80 Marks<\/em><\/strong><\/p>\n\n\n\n

GROUP: A – Psychological and Statistical perspective<\/strong><\/p>\n\n\n\n

1.<\/strong> Learning<\/p>\n\n\n\n

2.<\/strong> Mechanisms of learning<\/p>\n\n\n\n

3. <\/strong>Statistics in education<\/p>\n\n\n\n

GROUP: B – Historical Development (Post-independent period)<\/strong><\/p>\n\n\n\n

4.<\/strong> Educational provisions in Indian constitution related to women\u2019s education,equalization of opportunity, education for minority, SC, ST<\/p>\n\n\n\n

5.<\/strong> University Education Commission (1948-49) – First Education Commission in free India, Aims of higher education and concept of Rural University<\/p>\n\n\n\n

6.<\/strong> Secondary Education Commission (1952-53), aims of secondary education, structure,seven stream system and multipurpose schools<\/p>\n\n\n\n

7.<\/strong> The Indian Education Commission or Kothari Commission (1964-66) and the modern system of education in India<\/p>\n\n\n\n

8.<\/strong> N.E.P. (1986 as reviewed in 1992) – basic features.<\/p>\n\n\n\n

GROUP:C – Current Issues in Indian education<\/strong><\/p>\n\n\n\n

9<\/strong>. Education for the differently abled children9. Education for the differently abled children<\/p>\n\n\n\n

10.<\/strong> Universalization of primary education (U.P.E.)<\/p>\n\n\n\n

GROUP: D – Education for the 21st century<\/strong><\/p>\n\n\n\n

11. <\/strong>Global vision for education – Delores commission – 4 pillars of learning- a synoptic view<\/p>\n\n\n\n

12. <\/strong>Role of technology in education<\/p>\n\n\n\n

Project work (20 Marks)<\/em><\/strong><\/p>\n\n\n\n

<\/p>\n\n\n\n

ANTHROPOLOGY (ANTH)<\/strong><\/h3>\n\n\n\n

Full Marks – 100<\/strong><\/p>\n\n\n\n

Theory- 80 Marks<\/strong><\/p>\n\n\n\n

I.<\/strong> HUMAN VARIATION<\/p>\n\n\n\n

II.<\/strong> BIOLOGICAL BASIS OF INHERITANCE IN MAN<\/p>\n\n\n\n

III.<\/strong> HUMAN GROWTH<\/p>\n\n\n\n

IV.<\/strong> SOCIETY & CULTURE<\/p>\n\n\n\n

Project – 20 Marks<\/em><\/strong><\/p>\n\n\n\n

<\/p>\n\n\n\n

NUTRITION (NUTN)<\/strong><\/h3>\n\n\n\n

Theory Marks 70, PRACTICAL Marks 30<\/strong><\/p>\n\n\n\n

Theory <\/strong><\/p>\n\n\n\n

A. Nutritive Process and concepts of Calorie<\/p>\n\n\n\n

1. Utilization of food by the body: digestion, absorption and metabolism.<\/p>\n\n\n\n

2. Energy requirement during rest, different physical activities and different physiological<\/p>\n\n\n\n

conditions, e.g. growth, pregnancy and lactation.<\/p>\n\n\n\n

B. Dietetics and Diet Planning<\/p>\n\n\n\n

1. Balance diet for pregnant and nursing mother.<\/p>\n\n\n\n

2. Feeding of infants- breast feeding vs. artificial feeding. Infant weaning food.<\/p>\n\n\n\n

3. Defective feeding of infants as a cause of malnutrition.<\/p>\n\n\n\n

4. Formulation of low cost balance diet from locally available cheap foods.<\/p>\n\n\n\n

5. Preparation of simple therapeutic diets.<\/p>\n\n\n\n

6. Methods of food preservation.<\/p>\n\n\n\n

C. Nutrition for the Community<\/p>\n\n\n\n

1. The common deficiency diseases in India: Protein calorie malnutrition, Vitamin A<\/p>\n\n\n\n

malnutrition, anemia, goiter, etc.<\/p>\n\n\n\n

2. Supplementary feeding for vulnerable groups.<\/p>\n\n\n\n

3. Nutrition education for the community including cooking demonstrations.<\/p>\n\n\n\n

4. Methods of survey of food consumptions and food habits in families.<\/p>\n\n\n\n

5. Elementary idea about the current National Nutritional Programmes in India.<\/p>\n\n\n\n

6. Use of food value tables and calculation of nutritive value of the diet.<\/p>\n\n\n\n

PRACTICAL<\/strong> <\/p>\n\n\n\n

1. Detection of carbohydrate, protein (albumin) and fat in food.<\/p>\n\n\n\n

2. Preparation of nutritious snacks for School Tiffin based on locally available food.<\/p>\n\n\n\n

3. Prepare a liquid diet to alleviate diarrhea.<\/p>\n\n\n\n

4. Prepare a day\u2019s diet for an average adult women, allowances for pregnant and<\/p>\n\n\n\n

nursing mother.<\/p>\n\n\n\n

5. Carry out diet survey in a family and interpret the results in term of adequacy<\/p>\n\n\n\n

<\/p>\n\n\n\n

PHILOSOPHY (PHIL)<\/strong><\/h3>\n\n\n\n

Group-A<\/em><\/strong><\/p>\n\n\n\n

Deductive (50 Marks)<\/strong><\/p>\n\n\n\n

1. ARGUMENT<\/p>\n\n\n\n

(a) Nature of Argument.<\/p>\n\n\n\n

(b) Distinction between deductive and inductive argument with illustrations.<\/p>\n\n\n\n

(c) Argument and Argument-form.<\/p>\n\n\n\n

(d) Validity of Arguments.<\/p>\n\n\n\n

(e) Validity and Truth.<\/p>\n\n\n\n

(f) Invalidity of Arguments.<\/p>\n\n\n\n

2. PROPOSITION<\/p>\n\n\n\n

(a) Sentence and Proposition.<\/p>\n\n\n\n

(b) Classification of Propositions according to Quality, Quantity and Relation.<\/p>\n\n\n\n

(c) Four-fold scheme of Categorical Propositions.<\/p>\n\n\n\n

(d) Proposition and Proposition-form.<\/p>\n\n\n\n

(e) Distribution of Terms.<\/p>\n\n\n\n

(f) Rules for transforming sentences into Logical Propositions.<\/p>\n\n\n\n

3. OPPOSITION OF PROPOSITIONS<\/p>\n\n\n\n

(a) Concept of Opposition of Proposition.<\/p>\n\n\n\n

(b) Traditional Square of Opposition.<\/p>\n\n\n\n

(c) Inference by Opposition.<\/p>\n\n\n\n

(d) Laws of different types of Opposition.<\/p>\n\n\n\n

4. IMMEDIATE INFERENCE<\/p>\n\n\n\n

(a) Classification of Inference into Immediate and Mediate.<\/p>\n\n\n\n

(b) Conversion as a form of Immediate Inference.<\/p>\n\n\n\n

(c) Rules of Conversion.<\/p>\n\n\n\n

(d) Simple Conversion.<\/p>\n\n\n\n

(e) Obversion as a form of Immediate Inference.<\/p>\n\n\n\n

(f) Rules of Obversion.<\/p>\n\n\n\n

5. CATEGORICAL SYLLOGISM<\/p>\n\n\n\n

(a) Nature of Categorical Syllogism.<\/p>\n\n\n\n

(b) Structure of Categorical Syllogism.<\/p>\n\n\n\n

(c) Figures of Categorical Syllogism.<\/p>\n\n\n\n

(d) Moods of Categorical Syllogism.<\/p>\n\n\n\n

(e) General rules of Syllogism.<\/p>\n\n\n\n

(f) Fallacies: 1) Illicit Major<\/p>\n\n\n\n

2) Illicit Minor<\/p>\n\n\n\n

3) Undistributed Middle<\/p>\n\n\n\n

4) Fallacy of Four Terms (ambiguous terms excluded)<\/p>\n\n\n\n

5) Fallacy of Negative Premises.<\/p>\n\n\n\n

(g) Enthymeme<\/p>\n\n\n\n

(h) Testing the validity of Syllogism.<\/p>\n\n\n\n

6. HYPOTHETICAL AND DISJUNCTIVE SYLLOGISM<\/p>\n\n\n\n

(a) Compound Arguments.<\/p>\n\n\n\n

(b) Hypothetical-Categorical Syllogism.<\/p>\n\n\n\n

(c) Rules of Hypothetical-Categorical Syllogism.<\/p>\n\n\n\n

(d) Testing the validity of Hypothetical-Categorical Syllogism.<\/p>\n\n\n\n

(e) Disjunctive-Categorical Syllogism.<\/p>\n\n\n\n

(f) Rules of Disjunctive-Categorical Syllogism (Strong sense of disjunction included).<\/p>\n\n\n\n

(g) Testing the validity of Disjunctive-Categorical Syllogism.<\/p>\n\n\n\n

7. BOOLEAN INTERPRETATION AND VENN DIAGRAM<\/p>\n\n\n\n

(a) Boolean Interpretation of Categorical Proposition.<\/p>\n\n\n\n

(b) Venn Diagram of Categorical Proposition.<\/p>\n\n\n\n

8. TRUTH FUNCTIONS<\/p>\n\n\n\n

(a) Variable and Constant.<\/p>\n\n\n\n

(b) Truth Functional Propositions: Negation, Conjunction, Disjunction, Material Equivalence.<\/p>\n\n\n\n

(c) Truth Values: Tautology, Self-Contradictory, Contingent.<\/p>\n\n\n\n

(d) Truth table method for testing Proposition-forms and Argument-forms (Not more than 2<\/p>\n\n\n\n

variables).<\/p>\n\n\n\n

Group-B<\/strong><\/p>\n\n\n\n

Inductive (30 Marks)<\/strong><\/p>\n\n\n\n

1. NATURE OF INDUCTION<\/p>\n\n\n\n

(a) Grounds of Induction: 1) Formal Grounds\u2014Law of Uniformity, Law of Causation<\/p>\n\n\n\n

2) Material Grounds\u2014Observation, Experiment<\/p>\n\n\n\n

(b) Scientific and Unscientific Induction.<\/p>\n\n\n\n

(c) Analogical Argument\u2014Criteria for Evaluating Analogical Arguments.<\/p>\n\n\n\n

2. CAUSE<\/p>\n\n\n\n

(a) Nature of Cause.<\/p>\n\n\n\n

(b) Cause as necessary condition.<\/p>\n\n\n\n

(c) Cause as sufficient condition.<\/p>\n\n\n\n

(d) Cause as necessary and sufficient condition.<\/p>\n\n\n\n

(e) Doctrine of Plurality of Causes\u2014Evaluation of the view.<\/p>\n\n\n\n

3. MILL\u2019S METHOD OF EXPERIMENTAL ENQUIRY<\/p>\n\n\n\n

(a) Principle of Elimination.<\/p>\n\n\n\n

(b) Method of Agreement, Method of Difference, Joint Method of Agreement and Difference,<\/p>\n\n\n\n

Method of Concomitant variation\u2014Definition and Explanation, Symbolic and Concrete<\/p>\n\n\n\n

Instances, Characteristics, Advantages, Disadvantages.<\/p>\n\n\n\n

(c) Testing the Inductive Arguments by applying Mill\u2019s those methods.<\/p>\n\n\n\n

4. INDUCTIVE FALLACIES<\/p>\n\n\n\n

(a) Illicit Generalisation.<\/p>\n\n\n\n

(b) Post hoc ergo propter hoc.<\/p>\n\n\n\n

(c) Taking co-effects of the same cause as causes of one another.<\/p>\n\n\n\n

(d) Taking a necessary condition as the whole cause.<\/p>\n\n\n\n

(e) Taking an irrelevant factor as a cause.<\/p>\n\n\n\n

(f) Bad Analogy.<\/p>\n\n\n\n

(g) Testing Inductive Fallacies.<\/p>\n\n\n\n

Group-C<\/strong><\/p>\n\n\n\n

Project Work (20 Marks)<\/strong><\/p>\n\n\n\n

1. Categorical Syllogism.<\/p>\n\n\n\n

2. Cause.<\/p>\n\n\n\n

3. Mill\u2019s Methods of Experimental Enquiry (Method of Residues excluded).<\/p>\n\n\n\n

4. Inductive Fallacies.<\/p>\n\n\n\n

<\/p>\n\n\n\n

HEALTH AND PHYSICAL EDUCATION (PHED)<\/strong><\/h3>\n\n\n\n

Theory – 40 Marks<\/p>\n\n\n\n

UNIT- 1: Modern concepts of Physical Education, Health & Fitness<\/strong><\/p>\n\n\n\n

1.1 Modern concept of Physical Education and Sports, Relationship of Physical<\/p>\n\n\n\n

Education with Other Disciplines Career aspects of Physical Education<\/p>\n\n\n\n

1.2 Modern Olympics: Ideals, Flag, Motto, Emblem, Oath and Organisation<\/p>\n\n\n\n

1.3 Recent concept of health and fitness, health related fitness and performance<\/p>\n\n\n\n

related fitness<\/p>\n\n\n\n

1.4 Problems of adolescents: social, psychological and physical along with suitable<\/p>\n\n\n\n

programme.<\/p>\n\n\n\n

UNIT-2: Scientific basis of Human Movement<\/strong> <\/p>\n\n\n\n

2.1 Effect of exercise on Respiratory System and Related terms<\/p>\n\n\n\n

2.2 Motion: types of motion, Newton\u2019s Laws of motion and their application in sports<\/p>\n\n\n\n

& Games<\/p>\n\n\n\n

2.3 Definition of Terms: Distance, Displacement, speed, Velocity, Acceleration and<\/p>\n\n\n\n

their application in sports and games.<\/p>\n\n\n\n

2.4 Hypokinetism, active life style and control of obesity, high blood pressure, arthritis<\/p>\n\n\n\n

and diabetes mellitus<\/p>\n\n\n\n

UNIT-3:  Psycho-Socio basis of Physical Education<\/strong><\/p>\n\n\n\n

3.1 Psycho-social unity of human being<\/p>\n\n\n\n

3.2 Socialization through Physical Education and Sports Programme<\/p>\n\n\n\n

3.3 Development of Peace and Values through Physical Education Programme<\/p>\n\n\n\n

3.4 Psychological Factors (Emotion, Motivation and Interest behind sports<\/p>\n\n\n\n

performance)<\/p>\n\n\n\n

Unit-4: Yoga and Sports Training<\/strong><\/p>\n\n\n\n

4.1 Yoga as Indian Heritage<\/p>\n\n\n\n

4.2 Benefits of Yogic Practices in Daily Life<\/p>\n\n\n\n

4.3 Warm up, Conditioning and Cooling Down<\/p>\n\n\n\n

4.4 Sports Training and its different methods (Interval and Continuous method)<\/p>\n\n\n\n

Practical – 60 Marks<\/strong><\/p>\n\n\n\n

Group- A: Formal activities- Marching, Brotachari and Callisthenics<\/strong> <\/p>\n\n\n\n

1) Marching: Stand at ease, Attention, Left Turn, Right Turn & About Turn, Mark<\/p>\n\n\n\n

Time, Quick March and Halt, Slow Marching, Flag Hoisting, Flag Bearing & Folding<\/p>\n\n\n\n

and Ceremonial Marching.<\/p>\n\n\n\n

2) Brotochari: Jari, Dhali, Chash Jodi, Chal Hoi and Brotochari Nam<\/p>\n\n\n\n

3) Calisthenics: Two tables of Exercise (8 exercises in one table with or without<\/p>\n\n\n\n

apparatus) involving entire body.<\/p>\n\n\n\n

Group- B: Athletics<\/strong> <\/p>\n\n\n\n

1) Running (block start, Techniques of Running, Finishing)<\/p>\n\n\n\n

2) Throwing Event (Putting the Shot, Discus and Javelin Throw)<\/p>\n\n\n\n

a) Putting the Shot: Holding the Shot, Placement, Initial stances, Glide,<\/p>\n\n\n\n

Release Action and Recovery.<\/p>\n\n\n\n

b) Discus Throw: Holding the discus, Initial stance, Preliminary Swing,<\/p>\n\n\n\n

Release and Recovery.<\/p>\n\n\n\n

c) Javelin Throw: Holding the Javelin, Pegging, Initial Stance, Carrying the<\/p>\n\n\n\n

Javelin during running, last 5-7 strides, Release and Recovery<\/p>\n\n\n\n

3) Jumping Event (Running Broad Jump\/High Jump)<\/p>\n\n\n\n

a) Running Board Jump \u2013Approach run, Take off, Flight-in-air and Landing .<\/p>\n\n\n\n

b) High jump – Approach run, Take off ,Clearing the Bar and Landing<\/p>\n\n\n\n

Group- C: Yogasana & Gymnastics<\/strong> <\/p>\n\n\n\n

1) (a) Yogasana:<\/p>\n\n\n\n

i) Paschimottanasana, Gomukhasana, Dhanurasana, Bhadrasana,<\/p>\n\n\n\n

Vakrasana, sarvangasana, Ardha Matsyendrasana, Mayurasana,<\/p>\n\n\n\n

Bhumasana, Shirsasana and Surya Namaskara<\/p>\n\n\n\n

ii) Kriya: Agnisara and Kapalabhati<\/p>\n\n\n\n

iii) Pranayama: Anulom Vilom and Bhastrika<\/p>\n\n\n\n

iv) Trataka and Meditation<\/p>\n\n\n\n

2) (b) Gymnastics: Forward & Backward Role, Cart Wheel, T Balance, Hand<\/p>\n\n\n\n

Stand, Arch, V-Balance, Knee Balance, Leg split, Dive Roll, Split Jump and<\/p>\n\n\n\n

Cat Leap Jump<\/p>\n\n\n\n

Group- D: Team Game<\/strong> <\/p>\n\n\n\n

Handball, Netball, Football, Volleyball, Kabaddi, Kho Kho and Badminton<\/p>\n\n\n\n

Group- E: Activity based Project Report on “BMI Calculation and Physical Fitness<\/strong><\/p>\n\n\n\n

Measure (for Primary and upper-primary students)<\/p>\n\n\n\n

The students will be required to submit activity based Project report as per format<\/p>\n\n\n\n

given in Health and Physical Education book published by WBCHSE.<\/p>\n\n\n\n

<\/p>\n\n\n\n

POLITICAL SCIENCE (POLS) (\u09b0\u09be\u09b7\u09cd\u099f\u09cd\u09b0\u09ac\u09bf\u099c\u09cd\u099e\u09be\u09a8)<\/strong><\/h3>\n\n\n\n

Theory Marks- 80 +20 (Project)<\/strong><\/p>\n\n\n\n

1. International Relations<\/p>\n\n\n\n

2. International Relations in the post-second world war period<\/p>\n\n\n\n

3. Foreign Policy<\/p>\n\n\n\n

4. U.N.O.<\/p>\n\n\n\n

5. Some Major Political Doctrines<\/p>\n\n\n\n

6. Organs of Government<\/p>\n\n\n\n

7. Executive in India<\/p>\n\n\n\n

8. Legislature in India<\/p>\n\n\n\n

9. Judiciary in India<\/p>\n\n\n\n

10. Local Self- Government<\/p>\n\n\n\n

 Project (some suggested areas) (20 Marks)<\/strong><\/p>\n\n\n\n

i) Survey and observation on the functioning of Gram Panchayat, Panchayat Samiti or<\/p>\n\n\n\n

Zilla Parishad, Municipality, Borough Committee, Ward Committee etc.<\/p>\n\n\n\n

ii) Women\u2019s participation at local level politics<\/p>\n\n\n\n

iii) Functioning of legislative Assembly (If possible)<\/p>\n\n\n\n

<\/p>\n\n\n\n

PSYCHOLOGY (PSYC)(\u09ae\u09a8\u09cb\u09ac\u09bf\u099c\u09cd\u099e\u09be\u09a8)<\/strong><\/h3>\n\n\n\n

THEORETICAL \u2013 70 Marks<\/strong><\/p>\n\n\n\n

  1. INTELLIGENCE<\/li>
  2. SOCIAL INFLUENCE AND GROUP PROCESSES<\/li>
  3. ATTITUDE AND SOCIAL COGNITION<\/li>
  4. PERSONALITY<\/li>
  5. ADJUSTMENT<\/li>
  6. HEALTH PSYCHOLOGY<\/li>
  7. PSYCHOLOGICAL DISORDERS<\/li>
  8. IDENTITY DEVELOPMENT<\/li>
  9. ENVIRONMENT AND BEHAVIOUR<\/li>
  10. STATISTICS IN PSYCHOLOGY<\/li><\/ol>\n\n\n\n

    EXPERIMENTAL AND PRACTICAL WORK<\/em><\/strong><\/p>\n\n\n\n

    Problem \u2013 10 Marks<\/strong><\/p>\n\n\n\n

    Lab. Notebook \u2013 5 Marks<\/strong><\/p>\n\n\n\n

    Viva voce \u2013 5 Marks<\/strong><\/p>\n\n\n\n

    Project \u2013 10 Marks<\/strong><\/p>\n\n\n\n

    1. INTELLIGENCE<\/li>
    2. LEADERSHIP POTENTIALS<\/li>
    3. PERSONALITY<\/li>
    4. GENERAL HEALTH<\/li><\/ol>\n\n\n\n

      <\/p>\n\n\n\n

      SOCIOLOGY (SOCG)(\u09b8\u09ae\u09be\u099c\u09ac\u09bf\u09a6\u09cd\u09af\u09be)<\/strong><\/h3>\n\n\n\n

      Unit I<\/strong>: Sociology in India<\/p>\n\n\n\n

      Unit II<\/strong>: Indian Society: Structure and Process<\/p>\n\n\n\n

      Unit III<\/strong>: Changes in Social Structure<\/p>\n\n\n\n

      Unit IV<\/strong>: Contemporary Social Issues<\/p>\n\n\n\n

      Project Work: (20 marks)<\/em><\/strong><\/p>\n\n\n\n

      Suggested Areas for Assignment<\/p>\n\n\n\n

      1) Recent trends in family pattern<\/p>\n\n\n\n

      2) Caste in Literature<\/p>\n\n\n\n

      3) Corruption: Recent Legislations<\/p>\n\n\n\n

      4) Women Movements<\/p>\n\n\n\n

      5) Environmental Issues<\/p>\n\n\n\n

      6) Role of mass-media in social life<\/p>\n\n\n\n

      N.B.<\/strong> Topics for assignment should be altered every year from the suggested areas. Two assignments should be completed in each year. Size of the assignment should be around 500 words. Marks will be awarded jointly by the internal and external examiners on the basis of the written assignments and viva-voce.<\/p>\n\n\n\n

      <\/p>\n\n\n\n

      STATISTICS (STAT)<\/strong><\/h3>\n\n\n\n

      THEORY (Full Marks\u201470)<\/strong><\/p>\n\n\n\n

      1. Descriptive Statistics<\/li>
      2. Probability Distributions<\/li>
      3. Sampling and Inference<\/li>
      4. Basic Concepts of Inference<\/li>
      5. Application of Statistics II<\/li><\/ol>\n\n\n\n

        PRACTICAL Full Marks\u201430<\/strong><\/p>\n\n\n\n

        (Problems: 18, Laboratory Note Book: 4, Project work: 5, Viva-Voce: 3)<\/strong><\/p>\n\n\n\n

        <\/p>\n\n\n\n

        VISUAL ARTS (VISA)<\/strong><\/h3>\n\n\n\n

        ( PAINTING\/SCULPTURE\/DESIGN\/HANDICRAFTS)<\/strong><\/p>\n\n\n\n

        Full marks : <\/strong>100<\/p>\n\n\n\n

        Theory – <\/strong>45<\/p>\n\n\n\n

        Practical – <\/strong>55<\/p>\n\n\n\n

        Theory \/ Group A<\/strong><\/p>\n\n\n\n

        1. Indian Arts<\/li><\/ol>\n\n\n\n

          Theory \/ Group B<\/strong><\/p>\n\n\n\n

          1. Western Arts (Concept & Development)<\/li><\/ol>\n\n\n\n

            Theory \/ Group C<\/strong><\/p>\n\n\n\n

            1. Handicrafts \/ Design \/ Architecture \/ Photography Theory<\/li><\/ol>\n\n\n\n

              Practical \/ Group A<\/strong><\/p>\n\n\n\n

              1. Painting<\/li>
              2. Drawing<\/li><\/ol>\n\n\n\n

                Practical \/ Group B<\/strong><\/p>\n\n\n\n

                1. Sculpture<\/li>
                2. Design\/ Creative Handicrafts<\/li><\/ol>\n\n\n\n

                  <\/p>\n\n\n\n

                  \u0989\u099a\u09cd\u099a \u09ae\u09be\u09a7\u09cd\u09af\u09ae\u09bf\u0995 \u09b8\u09bf\u09b2\u09c7\u09ac\u09be\u09b8 2023<\/strong>: \u09ac\u09be\u09a3\u09bf\u099c\u09cd\u09af \u09ac\u09bf\u09ad\u09be\u0997 (Commerce) : \u09ac\u09bf\u09b7\u09af\u09bc\u09b8\u09c2\u099a\u09bf (\u09b8\u09bf\u09b2\u09c7\u09ac\u09be\u09b8)<\/strong><\/h2>\n\n\n\n

                  BUSINESS STUDIES (BSTD)<\/strong><\/h3>\n\n\n\n

                  Full Marks 100<\/strong><\/p>\n\n\n\n

                  PART A:<\/strong> PRINCIPLES AND FUNCTIONS OF MANAGEMENT<\/p>\n\n\n\n

                  Unit-1:<\/strong> Nature and Significance of Management<\/p>\n\n\n\n

                  Unit-2:<\/strong> Principles of Management<\/p>\n\n\n\n

                  Unit-3:<\/strong> Business Environment<\/p>\n\n\n\n

                  Unit-4:<\/strong> Planning<\/p>\n\n\n\n

                  Unit-5:<\/strong> Organising<\/p>\n\n\n\n

                  Unit-6:<\/strong> Staffing<\/p>\n\n\n\n

                  Unit-7<\/strong>: Directing<\/p>\n\n\n\n

                  Unit-8:<\/strong> Controlling<\/p>\n\n\n\n

                  PART B<\/strong>: BUSINESS FINANCE AND MARKETING<\/p>\n\n\n\n

                  Unit-9<\/strong> : Financial Management<\/p>\n\n\n\n

                  Unit-10<\/strong>: Financial Markets<\/p>\n\n\n\n

                  Unit-11<\/strong>: Marketing Management<\/p>\n\n\n\n

                  Unit-12<\/strong>: Consumer Protection<\/p>\n\n\n\n

                  Unit-13: Project Work (20 marks)<\/strong><\/p>\n\n\n\n

                  File \u2013 04 marks<\/strong><\/p>\n\n\n\n

                  Written \u2013 12 marks<\/strong><\/p>\n\n\n\n

                  Viva \u2013 04 marks<\/strong><\/p>\n\n\n\n

                  <\/p>\n\n\n\n

                  ECONOMICS (ECON)<\/strong><\/h3>\n\n\n\n

                  Full Marks 100<\/strong><\/p>\n\n\n\n

                  Theory- 80 marks<\/em><\/strong><\/p>\n\n\n\n

                  GROUP – A<\/strong><\/p>\n\n\n\n

                  ECONOMIC THEORY <\/em><\/p>\n\n\n\n

                  SECTION 1. <\/em><\/strong>MICROECONOMICS<\/p>\n\n\n\n

                  SECTION 2. <\/em><\/strong>MACROECONOMICS<\/p>\n\n\n\n

                  GROUP B<\/strong><\/p>\n\n\n\n

                  INDIAN ECONOMY INCLUDING STATISTICAL TOOLS<\/em><\/p>\n\n\n\n

                  SECTION 1. <\/strong>STATISTICAL TOOLS<\/p>\n\n\n\n

                  SECTION 2. <\/strong>INDIAN ECONOMY WITH SPECIAL REFERENCE TO WEST BENGAL (Poverty, Inequality, Unemployment and Financial Sector)<\/p>\n\n\n\n

                  PROJECT<\/em><\/strong> (20 marks)<\/em><\/p>\n\n\n\n

                  There may be 2 types of Project, one based on Field Works and other based on Secondary Data<\/strong><\/p>\n\n\n\n

                  <\/p>\n\n\n\n

                  MATHEMATICS (MATH)<\/strong><\/h3>\n\n\n\n

                  Full Marks:<\/em><\/strong> 100 (80 + 20)<\/strong><\/p>\n\n\n\n

                  UNIT-I<\/strong> : RELATIONS AND FUNCTIONS<\/p>\n\n\n\n

                  UNIT-II<\/strong> : ALGEBRA<\/p>\n\n\n\n

                  UNIT-III<\/strong> : CALCULUS<\/p>\n\n\n\n

                  UNIT-IV<\/strong> : VECTORS AND THREE-DIMENSIONAL GEOMETRY<\/p>\n\n\n\n

                  UNIT-VI<\/strong> : PROBABILITY<\/p>\n\n\n\n

                  Project<\/em><\/strong> : 20 Marks<\/p>\n\n\n\n

                  <\/p>\n\n\n\n

                  AGRONOMY (AGNM)<\/strong><\/h3>\n\n\n\n

                  Full Marks 100<\/em><\/strong><\/p>\n\n\n\n

                  Theory-80 marks<\/em><\/strong><\/p>\n\n\n\n

                  1.<\/strong> Growth of crop; concept of field components; growth stages of crops; preliminary concept of the development physiology related to growth of crops such as rice, wheat, potato and jute.<\/p>\n\n\n\n

                  2. <\/strong>Major and minor plant nutrients and their availability to plants; soil organic matter and soil organisms, soil reaction and ion exchange; saline, sodic and acid soils, soil erosion and its control.<\/p>\n\n\n\n

                  3. <\/strong>Manures and fertilizers: Role of manures and fertilizers in crop production, important manures and fertilizers in crop production, important manures and fertilizers- compost, farm yard manure, green manure, oil cake, ammonium sulphate, urea, calcium ammonium nitrate, super phosphate, potassium sulphate, mixed fertilizers \u2013 their properties and uses.<\/p>\n\n\n\n

                  4.<\/strong> Crop production and propagation: cereals (rice and wheat0, sugarcane, banana, tomato, mango, brinjal.<\/p>\n\n\n\n

                  5.<\/strong> Crop protection: nature of damage due to pests, diseases and weeds, insect pests, diseases, weeds and methods of their control; protection against rodents; precautions required to handle pesticidal chemicals.<\/p>\n\n\n\n

                  6.<\/strong> Law of diminishing returns in fertilizer use, special features of rainfed and irrigated agriculture. Cost of production of crops and important farm operations like ploughing, weeding, harvesting, threshing etc.<\/p>\n\n\n\n

                  PRACTICAL (20 marks)<\/em><\/strong><\/p>\n\n\n\n

                  1.<\/strong> Identification of different manures and fertilizers. Acquaintance with different methods of<\/p>\n\n\n\n

                  fertilizer application. Study of the effect of fertilizers and other agricultural chemicals on<\/p>\n\n\n\n

                  crop growth and yield.<\/p>\n\n\n\n

                  2.<\/strong> Familiarity with different crop production operations (seedling raising, transplanting etc)<\/p>\n\n\n\n

                  in the important crops consistent to the theory course.<\/p>\n\n\n\n

                  3.<\/strong> Identification of different farm weeds, important diseases, insect pests and their damages,<\/p>\n\n\n\n

                  handling of hand sprayer and duster.<\/p>\n\n\n\n

                  4.<\/strong> Construction of manure pit. Raising of green manure crops for green manuring.<\/p>\n\n\n\n

                  5. <\/strong>Acquaintance with the cultivation of important crops according to the theory course.<\/p>\n\n\n\n

                  6. <\/strong>Students\u2019 practice of budding, inarching & Goote making<\/p>\n\n\n\n

                  <\/p>\n\n\n\n

                  COMMERCIAL LAW AND PRELIMINARIES OF AUDITING (CLPA)<\/strong><\/h3>\n\n\n\n

                  Full Marks 100<\/strong><\/p>\n\n\n\n

                  Commercial Law (40 Marks)<\/em><\/strong><\/p>\n\n\n\n

                  1.<\/strong> The Law of partnership<\/p>\n\n\n\n

                  2. <\/strong>The Law relating to Negotiable Instruments<\/p>\n\n\n\n

                  3.<\/strong> The Law of Insurance<\/p>\n\n\n\n

                  Preliminaries of Auditing (40 Marks)<\/em><\/strong><\/p>\n\n\n\n

                  Unit-1<\/strong> : New Branches of Auditing<\/p>\n\n\n\n

                  Unit-2<\/strong> : Pre-Audit Procedure<\/p>\n\n\n\n

                  Unit-3<\/strong> : Vouching of Transactions<\/p>\n\n\n\n

                  PROJECT – 20 marks<\/em><\/strong><\/p>\n\n\n\n

                  1)<\/strong> Visit an Audit Firm, collect data on the pre-audit procedure and prepare a report.<\/p>\n\n\n\n

                  2)<\/strong> Visit two partnership firms, go through their Partnership Deed and write a report<\/p>\n\n\n\n

                  <\/p>\n\n\n\n

                  COSTING AND TAXATION (CSTX)<\/strong><\/h3>\n\n\n\n

                  Full Marks 100<\/em><\/strong><\/p>\n\n\n\n

                  Costing (40 Marks)<\/strong><\/p>\n\n\n\n

                  Unit-I<\/strong> <\/p>\n\n\n\n

                  Cost of Materials-II<\/p>\n\n\n\n

                  Unit-II <\/strong><\/p>\n\n\n\n

                  1.  Cost of Labour<\/li>
                  2.  Methods of Remuneration<\/li><\/ol>\n\n\n\n

                    Unit-III<\/strong> <\/p>\n\n\n\n

                    Basic Concept of Overhead<\/p>\n\n\n\n

                    Taxation (40 Marks)<\/strong><\/p>\n\n\n\n

                    Unit-I <\/strong><\/p>\n\n\n\n

                    Income from “House Propertys”<\/p>\n\n\n\n

                    Unit-II <\/strong><\/p>\n\n\n\n