History of Electronics and Communication Engineering in Christ University

Register Number:1447203

Electronics and Communication Engineering denotes a spectrum of technological fields like Microelectronics, signal processing, telecommunication, control systems and automation. The electronics engineers design and test, analog and digital circuits. The electromagnetic properties of the components help in parametric estimation. The input data given to the circuit will be digitized and pre-processed for different telecommunication and automation applications.

Christ University, formerly Christ College (Autonomous) affiliated to Bangalore University was established in July 1969. The first institution in Karnataka to be accredited by National Assessment and Accreditation Council (NAAC) UGC for quality education. In 2004, the University became autonomous and in 2005, it was reaccredited with A+ by NAAC. UGC identified it as an Institution with Potential for Excellence in 2006.On July 22, 2008, the Ministry of Human Resources Development, Union Government of India, under Section 3 of the UGC Act, 1956, vide Notification No. F. 9-34/2007-U.3 (A), declared it a Deemed to be University, in the name and style of Christ University.

 

In the year 2009, Christ University Faculty of Engineering was established with two departments Electronics and Communication Engineering and Computer Science Engineering. As the faculty strength, lab facility and students strength was improving drastically, M.Tech Communication Systems was introduced in the year 2011.Now our department has Doctoral programme also.

With all conventional laboratory facilities, department also caters to research through Photonics laboratory and Hardware software co-design lab.UG and PG students take up their final year project using this lab facilities. The department promotes internship to students through research lab and it aims at offering internship to the students of other institutions too. With good faculty strength department caters to the thrust area of research like non-invasive technology to detect cancer, Microstrip antenna design, beam forming for smart antennas, seizure detection using EEG, speech enhancement of disordered speech and green network.

 

To promote student activities, CUESTIC, a technical club was inaugurated in the year 2012 and Source CODE is the mega intra departmental competition organised through that. This year windmill prototype design competition was organised .As a result of it student designed 250W wind plus solar hybrid power generator is to be erected in the month of April 2015 in the campus to illuminate the path way.




 

ECONOMICS IN CHRIST UNIVERSITY: AN EXPERIENTIAL CHRONICLE

                                                               Marie Joseph Gerard Rassindren

Reg. No. 1444401

Every branch of knowledge acquires its content, methodology and form through a process of accretion over time and is eventually transacted in the context of institutional arrangements.  The accumulation of its content takes place predominantly through renowned personalities that are the stalwarts of the intellectual component of any discipline.  But even they function through institutions and not independently.  So the entire evolution and transmission of any body of knowledge operates through institutions, which is none other than universities.  This essay intends to trace the progress of Economics as a branch of knowledge within the institutional framework of Christ University.  It will be covered by achieving two objectives namely by first tracing very briefly the evolution of Christ University from an affiliated college to a deemed university and second by the movements as well as shifts that have occurred in the content and position of economics in the institution through its transition. 

Christ University now officially designated as a 'deemed to be university', began as a college affiliated to Bangalore University in 1969.  Historically while the idea of affiliated colleges under a state university had been borrowed from model of the University of London, the choice of offering triple major courses at the undergraduate level was an adaptation of the Cambridge Tripos model.  At the post graduate level it is single subject majoring courses. So while at the undergraduate level a student can choose between programmes offering a B A in History, Economics and Political Science or B A in Economics, Political Science and Sociology, when it comes to post graduate programmes it is single majoring courses like M A. in Applied Economics or an M A in Applied Sociology etc. 

When the institution was an affiliated college the content of Economics was prescribed by Bangalore University.  Any creativity was possible only in the manner in which the content was taught in the class room.  If any modification to the content of the syllabus was sought to be done, it would have go through the rather circuitous process dictated by the university.  Collegiate teachers in the field could not exert any significant influence to modify as well as update the content of economics education in the affiliated institutions including Christ University then called Christ College.  However this trend underwent its first major shift when the Ministry of Human Resource Development, Government of India, initiated in a very proactive manner the granting of autonomy to affiliated colleges if they fulfill certain criteria.  An autonomous college would now have the liberty to modify 20% of the syllabus content and the state university would continue to be the degree awarding body.  It would have to be ratified by a Board of Studies consisting of the members of the subject department, in this case the department of economics, and two external subject experts along with a representative from the university.  This process was introduced into the Indian education system as a corollary to the larger paradigmatic shift in state policy in the 1990s, from being an interventionist state to a facilitating state that propagates greater freedom of markets and initiatives in the private domain.  In line with this paradigmatic change in the policy of the state, many changes were introduced into the economics syllabus at Christ since it was given autonomous status in 2005. 

At this time the Masters programme in Economics was started.  One additional element to the background of the starting of the post graduate studies in economics in Christ College was that the college already had a very vibrant Masters in Business Administration (MBA) programme which had two full courses in Economics.  Further it was also a time when the MBA course was perceived very positively by the public of the city as a professional course capable of creating employability in individuals.  It created a mood of trepidation as to whether the M A Economics programme could attain popularity and so be sought after, considering the public affinity to management courses.  So within the masters in economics programme a management stream of specialisation courses was introduced.  But over time the department began to acquire good quality and young human resources which enabled it to shed away its dependence on typical management courses for its academic and market standing and this was institutionalised by Christ College being granted the 'deemed to be university' status by the government of India in 2008.  With the academic freedom this structural institutional change provided, two specialisation streams, one focusing on finance and the other on development studies were put into the postgraduate economics programme.  In the last three years two important changes were also brought in – induction of cutting edge courses in the domain of political economy and institutional analysis. 

Parallel to these trajectories taking place at the post graduate level, the undergraduate syllabus also experienced transformation.  One of the most important has been the introduction of an honours stream in the final year of the undergraduate programme.  Students would be selected through a rigorous selection process from the triple major programmes of history-economics-political science, economics-political science-sociology and psychology-sociology-economics.  The number of student intake was limited to 40 and this programme eventually became a competitive branch of the undergraduate programmes in the institution.  In fact following the lead taken by the Department of Economics, other departments such as psychology and English began to adopt the model.  The unique proposition in this programme has been the introduction of a thesis as a full-fledged paper in an undergraduate programme, which would have to be defended by the student in an open defense observed and evaluated by an external research expert. 

A few years after the honours stream was introduced some major changes have been made to the traditional triple major programmes having economics as one of the subjects.  While the traditional courses that transact the dominant received knowledge in economics have been retained, new skill and research based courses have been brought in specifically for the senior third year undergraduate students.  The undergraduate students in Christ have been enduring a disadvantage with respect to their quantitative capability in comparison to students in the rest of the country.  At the same time the faculty of the department knew that although quantitative capability helps to capture evidence for claims made in economics, it is not economic theory.  It means quantitative capability does not have an independent existence but is useful within a framework of organised search i.e. within a research paradigm.   So a super specialisation course called Health Economics was replaced with another compulsory course - Research Methodology along with Statistics.  As this course is compulsory it would benefit all students who take up the undergraduate economics programme.  Further to enable some students who may develop a fascination for computational economics through these experiences, two new specialisation optional courses are being offered and they are Econometrics and Financial Economics.  At the pedagogic domain many new initiatives have been started such as guided library reading, journal writing, course work assignments and tutorials for weak students.

Thus the discipline of Economics in Christ University has passed through several milestones and transformational shifts in its evolution.  It has moved from a very mundane area of study to a vibrant domain of intellectual engagement.  One of the most vital reasons for this is the innate desire and passion for teaching as well as research that members of the faculty possess.  The hope is this transformation in the academic components of economics in Christ University will begin to inform serious research questions in the future and eventually contribute to elevating the Department of Economics into a School of Economics.

Note: The above essay has been written as a chronicle of experiences in the evolution and movement of Economics as a discipline of knowledge in Christ University.  The traditional form of date based chronological chronicling has not been used.  Dates have been very sparsely used.

History of Electrical and Electronics Engg. at Christ University

Roll no:1447401

Electrical and Electronics Engineering concerns itself with practical applications of  both high and low currents. The comparative strength of the electric current used makes the distinction of higher current applications as electrical and lower current applications as electronics.With progress in technology, applications became dependant. Electrical Engineering today has become an amalgamation of high current applications with low current devices.

In many Universities around the world, study of Electrical Engineering or Electronic Engineering is treated as simply specializations of same discipline- Electrical Engineering. Universities in India shifted from conventional name of Electrical Engineering to Electrical and Electronics to bring to the forefront the integration of applications.

Christ University is situated in Bangalore,India.Christ University came in to existence in the year 1969 and is managed by the priests of Carmelite of Mary Immaculate. The University began its journey as Christ College and it was granted the status of Deemed University under Section 3 of the UGC Act 2008. Faculty of Engineering at Christ University started in 2009 and the Dept of EEE (Electrical and Electronics Engineering) came in to the existence in the year 2011. The goal of the Department is to create Engineers of high technical skills in the Electrical & Electronics field suitable for employment in reputed firms and for higher studies. The Department caters to the ever increasing needs of technical brilliance in all areas of Electrical and Electronics Engineering such as Power Systems,Power Electronics,Integrated Electronics & Circuits, Telecommunications and Control & Automation

The Department has witnessed substantial growth in all areas of activity since its inception. The rapid technological advancement in the field makes it increasingly difficult to be rigid in terms of course curriculum and teaching methodologies.  The curriculum prescribed by the department has gone through reviews and revisions to reflect the developments in the field of Electrical and Electronics Engineering. The Department also offers today the M.Tech Programme in Power Systems. Well equipped laboratories, for both under graduate and post graduate programmes have been established in four years of its inception. Research activities have also evolved in the Department as minor research projects and monographs funded by the University. Renewable Energy and High Voltage Engineering are  areas of ongoing  research work  at the University.

The discipline EEE stands for Electrical and Electronics Engineering and the department itself believes in EEE- 'Enrich, Energize and Excel '

 

 

Assignment on the History of Psychology discipline in Christ University

                                        Renny.P.P.Reg.No.1444203

The History of Psychology discipline in Christ University

Introduction

The greatest discovery of my generation is that human beings can alter their lives by altering their attitudes of mind. - William James. The department of psychology is a part of Christ University and accredited by UGC and NAAC. One of the first departments to be founded in Christ University, the Department of Psychology has grown in leaps and bounds with innovations in curriculum, pedagogy and ground-breaking initiatives.  The vision of the department of the psychology is to promote high academic standards and scholarship in psychology, by creating an optimal and enriching learning environment, fostering ongoing professional and personal development and contributing effectively to certificate course, undergraduate programmes, post graduate programmes and research degrees in psychology (M.phil. and Ph.D.). The programmes integrate scholarship with professional practise and offer courses that are cutting edge in the field of psychology. Students who complete programmes in Psychology from the University demonstrate high degrees of self-awareness are service oriented and are encouraged to embrace humane values in their vocation. Through these programmes psychology department encourage students to consider careers and life missions that integrate psychological understanding to life.

The Psychology subject seeks to introduce the students to various psychological processes and familiarize them with different branches of psychology with a view to developing a holistic outlook towards life and prepare them for a great career ahead. Specialization in Abnormal Psychology and Organizational Behavior, which widens the student's scope for further studies. Imparting the basic skills required for a counselor. Application of Psychology to industrial problems through the use of intelligence and aptitude tests as used in selection and training. Studying the effects of group membership on individual behavior.

History of the curriculum happened

Psychology is one of the major subjects offered at the undergraduate level as part of the triple major programme. It is a three year full time course aimed at introducing students to the fundamental processes underlying human behavior and familiarize them with a few emerging fields and branches of psychology such as Developmental Psychology, Social Psychology, Abnormal Psychology, Industrial Psychology & Consumer Behavior, Health Psychology and Positive Psychology. The course also includes two papers of Practical, Statistics and Group Research Projects. The course is part of PSENG (Psychology, Sociology, English) , PSECO (Psychology, Sociology, Economics), CEP (Communicative English, English, Psychology) , JPENG (Journalism , Psychology, English) and PEP (Performing Arts, English, Psychology).DoctoralProgrammes(PhD),MPhilProgrammes,PostgraduateProgrammes,UndergraduateProgrammes, Diploma Programmes, Certificate Courses in Even Semester, Certificate Courses (Even & Odd Semester).

 Seminars/Workshops/Conferences.

National

The Department organises an annual National Conference in the months of January - February that provides Post Graduate students and Honours students an opportunity to interact with experts and peers around the world.

International
International Conference is organized once in three years. The conference addresses global themes of relevance in the field of Psychology and provides an intellectual milieu for the Exchange of professional and research expertise.

The Department of Psychology offers a two-year full-time M Sc program in Psychology with specialization in Clinical Psychology. Keeping pace with the disciplinary advances the program would address knowledge about psychological functioning at individual and social levels in an all-encompassing manner. With the goal of acquiring specialized knowledge, the program would allow students to nurture their academic interest in clinical psychology, along with personal growth and awareness.

The spirit of interdisciplinary growth is kept in view while conceptualizing a three-tier system- A) CORE COURSES in the first three PG semesters (courses, which can be considered to be fundamental in giving PG students a larger perspective of Psychology as a social science discipline, irrespective of specialization); B) SPECIALIZATION COURSES (specific theory courses within the subject of Clinical Psychology); and C) ELECTIVE COURSES ( a wide variety, across all disciplinary specializations, primarily conceptualized by individual faculties (based on their own interest/expertise), offered from time to time and chosen by students according to their preference. The program would strive to prepare competent professional psychologists who would excel in knowledge, orientation, and practice in psychology, with high ethical standards and social relevance.

 

 

assignmet on history of my discipline

History of Physics Department of Carmel Matha, Kanyakumari

    Education is the all-round development of a child. It should change the attitude and behavior of a child. They should be empowered to be global citizens. And should have the intellectual, social scientific and human outlook. Education is not only to impart knowledge but also to impart the values like charity, tolerance, kindness, Duty conscious, self-confidence, truthfulness etc. This purpose of education is carrying out by the institution of Carmel Matha ,Kanyakumari.       

                                                            Carmel Matha ,Kanyakuamari is run by CMC sisters who dedicate their lives for the uplift and the wholesome formation of our fellow men especially women and children. The total formation of the human person has always been the priority in the educational endeavors of CMC.            

                                             The department of physics in CarmemMatha has its own identity and history. The department of  physics started in the academic year 2004-'05. The physics department has a unique way of teaching and learning techniques. The curriculum has a creative and innovative method and a strategic plan to accomplish in every year.

The department takes interest to train the children to think creatively and helps in bringing out the best of the students. It also provides ample opportunities to face the challenges of day to day life. The department aims at the integral development of the personality of the students to fulfill a noble role in life. Hence the intellectual, cultural, physical, psychological and moral advancement receives the utmost care for the initial stages of the academic career. Enabling the students to collaborate with the new digital world the department renewed the curriculum and pedagogy with needs of the time. The system of education is a blend of theory and practice in the right proportion. To arrive at a comprehensive curriculum there is a satisfying feeling to see evidence of stability and sustainability, both in academic and administrative processes. The classes are computerized and teaching learning process is done by e-technology -smart class

History

2004 – Opening of the department

2005- Renewal of the curriculum

2009-Started seminar presentation and workshops by the students

2008- Renovation of the labs, Installation of Smart class

2010- Installation of Next education equipment

2012-Holistic education is adapted in the curriculum

2013-Term wise Monitoring and evaluation system is amended

Objectives

   The basic objective of the physics department is to make the students to equip with the growing generation. The following are the objectives of the department.

 

·       To improve the quality of education

·       To provide health education

·       To improve the social attitude

·       To provide spiritual & mental capability

·       To improve the involvement of the parents with the management

Empowering programs

Teaching faculty

    The teachers were attending and participating the national and international seminars and workshop other than the refreshment courses conducted by the educational department The Management is also very interested to occupy the teachers fit to the progress of the modern scientific world.

Our teachers attended various seminars and conferences which included

·       Value orientation classes

·       Leadership skill training

·       Computer technology & smart class training

·       counseling &guidance course

·       Enriching programmes

·       Quality education

·       Effective interaction and child psychology

·       Making education succeed in a fast paced world

·       New challenges in the classroom

 

These seminars and conferences help our teachers to be familiar and updated with the new trends in the educational sector. The students also get ample scenarios to be invested and enhanced in learning process.

Students

·       Personality development training

·       Life orientation camp

·       Spiritual animation retreats

·       Science exhibition

·       Maths work shop

·       Seminar presentation

·       Science quiz competition

·       E-learning workshops

                         The Department functions with the target to fulfill the vision of the institution  and to attain the objectives in order to Universalize and Equalize Qualitative Educational Opportunities. The Structure of education in the state is based on the national pattern. On completion of Higher level students are eligible to pursue their higher studies in the general academic streams and in the technical and professional courses. We take this opportunity to commit ourselves to do our best to serve this locality through quality education. We seek the blessing from the God Almighty to help and guide us in the future in the right direction.

 

Submitted by

 Jessamma Mathew

   No.1444601

HISTORY OF EDUCATION OF SCHOOL OF EDUCATION, CHRIST UNIVERSITY, BENGALURU

The Department of Education at Christ University has a lineage of less than a decade in its functioning. The School of Education at Christ University, Bengaluru came into existence in the year 2008 with the declaration of the deemed-to-be status of Christ University. It was established erstwhile as Christ College of Education, with its first batch enunciated in the year 2005, under the jurisdiction of Bangalore University, then. Hence, the very transition from a college affiliated to a state university to the existing deemed university model brought in metamorphic changes in several aspects of teaching-learning, evaluation and curriculum. The key focus was more on 'quality oriented teaching' rather than 'quantity oriented'.

The teaching-learning process catered to aspiring student-teachers who wished to pursue the passion of teaching in several method subjects pertaining to Languages, Science and Mathematics and Art. In due course of time, it was narrowed down only to the teaching of method subjects of Social Science, Sciences, Mathematics and English. The option of Languages and Art were conveniently sidelined. The curricular reforms brought out were student-centred and were to help student-teachers focus more on the teaching-learning process and skills rather than examination oriented. Micro teaching skills encompasses mastering small skills in classroom learning for effectiveness in transacting curriculum. The theoretical aspects of Microteaching have been ruled out and it is transacted into a practical graded paper with presentations of micro teaching sessions by each student.

The importance of Socially Useful Productive Work (SUPW) was highlighted, instead of a separate hour for it, as a part of an Outreach programme in a village to a visit in Kengeri, adopted by the Centre for Social Action unit at Christ University.

In order to imbibe the spirit of theatre in pedagogy, Theatre-in-Education (TIE) has been included as a compulsory credit paper in the first semester. The three day workshop was graded by submission of a documentation followed by orienting students of a high school in the city with the principles of TIE based on a common theme. This was evident in bringing out a behavioural change in the students in preparation for their school annual day.

In the process of boosting the morale of teachers in being able to address a class, a three day workshop in Personality Development was a new area in the curricular and co curricular reforms. This has been and still continues to remain as an innovative and encouraging initiative taken by the School of Education with scores of positive feedback on the same.

Rather than enabling us to only teach subjects confined to textbooks under simulated teaching conditions, the significance of global awareness in the field of Education was highlighted. This involved the inclusion of the concept of Seminar Papers where student-teachers present emerging areas and matters of pressing concern in the field of Educational Research, Technology, Teaching-Learning, Methodologies, Management and Evaluation in the view of creating awareness among fellow teachers.

A post graduate course under the UGC enunciated with its first batch in 2011 as Masters of Arts in Education (MA in Education). This two year programme throws its eligibility open for any graduate holders enabling them to specialize in Education at the Master's level. The curriculum is on par with the Masters in Education (M.Ed) programme under the jurisdiction of the NCTE.

The School of Education, Christ University is now faced with a herculean task of undergoing a dramatic change since the insistence of the National Council for Teacher Education having declared to make the Bachelors of Education course a two year programme from now. The reforms now will encompass areas of curriculum, practice teaching, out bound and extension activities to bring about world class education for student- teachers.

                                               

                                                MINU MARY MATHEW 1444603

Global Perspectives on Family-Case of India

Dear students of Global Perspectives of family course
You can download the ppt of today's class by clicking on the following link. If have any questions you can email them to me or type them in the comment section at the end of this post.

Global Perspectives on Family-Case of India

India’s research article output best among BRIC; China trails behind: Report | India Education Review

India’s research article output best among BRIC; China trails behind: Report | India Education Review: "India’s research article output best among BRIC; China trails behind: Report"



'via Blog this'

Hanv Konkani Global Suevey

http://daijiworld.com/frm_konkaniSurvey/

http://goo.gl/U98O0H

Self-publishing an option for academics, but on periphery @insidehighered

Self-publishing an option for academics, but on periphery @insidehighered:



'via Blog this'

New study raises questions about global rankings of citations @insidehighered

New study raises questions about global rankings of citations @insidehighered:

'via Blog this'

Study examines professors' writing assignments for students @insidehighered

Study examines professors' writing assignments for students @insidehighered:



'via Blog this'

Augustine of Hippo: "On Christian Doctrine" and "The Trinity"

Dear students of 133 Literary Criticism, kindly post your responses to Augustine of Hippo to "On Christian Doctrine" and "The Trinity"  essays here. You may also post your questions, if any.