Blog on The definition of a tragedy according to Artistotle and the The tragedies of Oedipus Rex and Medea.

Tragedy

-Shreya Shyamsunder

"A tragedy, then, is the imitation of an action that is serious and also, as having magnitude, complete in itself; in language with pleasurable acces­sories, each kind brought in separately in the parts of the work; in a dramatic, not in a narrative form; with in­cidents arousing pity and fear, wherewith to accomplish its catharsis of such emotions."

"Tragedy, then, is an imitation of an action of high importance, complete and of some ampli­tude; in language enhanced by distinct and varying beauties; acted not narrated; by means of pity and fear effectuating its purgation of these emotions." (L. J. Potts: 24).

            Excepting the famous concepts of "unit of time" (or length of tragedy) and "character's flaw" (or hamartia), probably there's not other concept or part in Aristotle's Poetics as puzzling and celebrated as the famous definition of tragedy.

In his Poetics, Aristotle outlined the ingredients necessary for a good tragedy, and based his formula on what he considered to be the perfect tragedy, Sophocles's Oedipus the King. According to Aristotle, a tragedy must be an imitation of life in the form of a serious story that is complete in itself; in other words, the story must be realistic and narrow in focus.

A good tragedy will evoke pity and fear in its viewers, causing the viewers to experience a feeling of catharsis. Catharsis, in Greek, means "purgation" or "purification"; running through the gamut of these strong emotions will leave viewers feeling elated, in the same way we often claim that crying might ultimately make you feel better.

Aristotle also outlined the characteristics of an ideal tragic hero. He must be "better than we are," a man who is superior to the average man in some way. In Oedipus's case, he is superior not only because of social standing, but also because he is smart: he is the only person who could solve the Sphinx's riddle. At the same time, a tragic hero must evoke both pity and fear, and Aristotle claims that the best way to do this is if he is imperfect. A character with a mixture of good and evil is more compelling that a character who is merely good. And Oedipus is far from perfect; although a clever man, he is blind to the truth and stubbornly refuses to believe Teiresias's warnings. Although he is a good father, he unwittingly fathered children in incest. A tragic hero suffers because of his hamartia, a Greek word that is often mistakenly translated as "tragic flaw" but really means "mistake". Oedipus' mistake - killing his father at the crossroads - is made unknowingly. Indeed, for him, there is no way of escaping his fate.

Hubris is translated as excessive pride. This term inevitably comes up almost every time you talk about a piece of ancient Greek literature. There's no denying that Oedipus is a proud man. Of course, he's got pretty good reason to be. He's the one that saved Thebes from the Sphinx. If he hadn't come along and solved the Sphinx's riddle, the city would still be in the thrall of the creature. It seems that Oedipus rightly deserves the throne of Thebes.

 

As far as heroic or non heroic behaviour is concerned the battle between good and evil seems to always be waged. In contrasting Oedipus and Medea we see this battle again, but with a twist because the tales both end in tragedy. The question is, however, in keeping with our discussion of heroes, whether or not a heroic behaviour is displayed by either Oedipus or Medea during the battles. The answer is yes and no. There are many differences between Oedipus and Medea but in the end they ultimately destroy everything around them that they love the most because of the wrong choices they make in the face of anger. First of all however Medea does display some heroic qualities by showing that she is willing to do whatever is necessary to get the job done. In this case it was to be with Jason. As discussed before heroes are clever and resourceful. Medea certainly was both. Instead of using brut force to accomplish her plans, Medea uses her mind instead. Physical strength is always impressive but Medea uses cleverness and intelligence which are more impressive as heroic qualities. Things change a bit though when she poisons the King of Corinth with the poison gifts taken to him by her children. This plan makes Medea into the perfect villain. In this role of villain Medea's behaviour is then seen as cunning and manipulative and alternates between rational and irrational, and in the end is just plain evil. On the other hand Oedipus' downfall was his heroic quality of always seeking the truth no matter the cost. It was the need for truth that caused him to consult the oracle and learn about 

the prophecy. This need for truth caused his sins to be revealed to the world. As with all heroes he would not stop until he had what he was after. He was not to be stopped until he had it. He sought the truth in the end though it was his pride that was responsible for his downfall. Pride was responsible for him not stepping aside at the crossroads. Heroes need to know when to use good judgment. Oedipus did not use good judgment. He let pride over ride that. It was pride that caused him to want to solve sphinx's riddle which helped fulfill the second part of the tragic prophecy. Also his pride played a part in his eagerness to find Laius's killer, believing that he was the only one who could do it and he wanted to show it off. Both Medea and Oedipus' downfalls were also pushed by the lack of good judgment in making the right choices and extreme anger to the point of rage when things did not go as they were suppose to. They were both placed in situations where they reacted with such rage it clouded their judgment. Fate was also a huge part of it seemingly. But as far as fate goes, it seems like Oedipus was forever running away from his fate by trying to escape the oracle's prophecy. One the other hand Medea was generally cold, manipulative and ruthless; She knew her mind well and did exactly what she wanted; she was leaving nothing to fate. Oedipus and Medea proved in both situations that in the end any action or choice comes with responsibility and consequences. 

Blog on The definition of a tragedy according to Artistotle and the The tragedies of Oedipus Rex and Medea.

Tragedy and Greek Tragedy

The most cited definition of tragedy is that by Aristotle in his "Poetics". "Tragedy, then, is an imitation of an action that is serious, complete and of certain magnitude;in language embellished with each kind of artistic ornamnent, the several kinds being found in separate parts of the play; in the form of action, not of narrative; through pity and fear effecting the proper purgation of these emotions."  [cnr.edu]

Drama in the Greek is 'action' - generally surrounding men. Aristotle describes these men as imitation of real men as is applied to any writing or art (mimesis). These imitations of men, Aristotle points out is either better than reality, the same as in reality, or much worse. Depending on the imitation, the drama becomes a tragedy (men perceived/ represented as better) or a comedy (men perceived/represented as worse).

The six elements of tragedy include: Plot (mythos), Character (ethos), Thought (dianoia), Diction (lexis), Melody (melos) and Spectacle (ohsis).

However, the modern understanding of tragedy has invariably changed. With a diversified timespan and setting, tragedy since before Shakespeare didn't necessarily have to have one timespan, one setting, one story, etc. as it did during the times of Aristotle. Greek tragedy also accepted that drama can only surround, great men (exaggerated if they had to be), however modern tragedy takes this as characteristic and not necessarily personality - that the men need not be great or powerful, but could have great ambition - separate from their character.

The modern tragedy defies unities of space and time, but maintains the fatal fall, with or without the "tragic flaw" - hamartia. The element of tragedy that has survived since Greek tragedies then is the tragic end as opposed to comedy or other forms of mimesis.

***

Oedipus Rex is a Greek tragedy by Sophocles. This play arouses feelings of pity and fear towards the protagonist's life. Oedipus' tragic flaw has multiple theories about it. Certain critics go on to argue, that there was no real hamartia present in Oedipus and that Aristotle's hamartia in light of this tragedy implied a flaw in judgement rather than character. Other critics claim that Oedipus' hamartia was the 'hubris' which translates to excessive pride. His denial of his fate led him to do what he feared and that was to fulfill the predictions made, that he would kill his father and marry his mother. Along with him, his entire kingdom suffered.

Personally I find Oedipus' hamartia to be his ignorance. His ignorance of a prophecy (even if not consciously), his ignorance of his fate and his ignorance of checking who he ended up marrying. Eventually, Oedipus blinding himself works as a metaphor for his ignorance, voluntary and otherwise. 

Medea is another Greek tragedy by Euripides the Greek playwright. Medea was a woman who only cared for her feelings and would destroy everything around her even her sons because of the wrong choices she made in anger. Lack of good judgement and growing anger within them when things would not go their way led to their downfall.

The reason Aristotle considered Oedipus Rex as the perfect tragedy over Medea is perhaps the tragic hero being male in Oedipus Rex as opposed to the female (and primarily flawed) being that was Medea. 

by

Kalansh Gala

Tragedy

Aristotle identifies tragedy as the most refined version of poetry dealing with lofty matters and comedy as the most refined version of poetry dealing with base matters.

 "Tragedy, then, is an imitation of an action that is serious, complete, and of a certain magnitude; in language embellished with each kind of artistic ornament, the several kinds being found in separate parts of the play; in the form of action, not of narrative; with incidents arousing pity and fear, wherewith to accomplish its Catharsis of such emotions. . . . Every Tragedy, therefore, must have six parts, which parts determine its quality—namely, Plot, Characters, Diction, Thought, Spectacle, and Melody."

Tragedy is the "imitation of an action" (mimesis) according to "the law of probability or necessity." Aristotle indicates that the medium of tragedy is drama, not narrative; tragedy "shows" rather than "tells." According to Aristotle, tragedy is higher and more philosophical than history because history simply relates what has happened while tragedy dramatizes what may happen, "what is possible according to the law of probability or necessity." History thus deals with the particular, and tragedy with the universal. Events that have happened may be due to accident or coincidence; they may be particular to a specific situation and not be part of a clear cause-and-effect chain. Therefore they have little relevance for others. Tragedy, however, is rooted in the fundamental order of the universe; it creates a cause-and-effect chain that clearly reveals what may happen at any time or place because that is the way the world operates. Tragedy therefore arouses not only pity but also fear, because the audience can envision themselves within this cause-and-effect chain.

In his Poetics, Aristotle outlined the ingredients necessary for a good tragedy, and he based his formula on what he considered to be the perfect tragedy, Sophocles's Oedipus the King. According to Aristotle, a tragedy must be an imitation of life in the form of a serious story that is complete in itself; in other words, the story must be realistic and narrow in focus. A good tragedy will evoke pity and fear in its viewers, causing the viewers to experience a feeling of catharsis. Catharsis, in Greek, means "purgation" or "purification"; running through the gamut of these strong emotions will leave viewers feeling elated, in the same way we often claim that "a good cry" will make one feel better. 

Aristotle also outlined the characteristics of a good tragic hero. He must be "better than we are," a man who is superior to the average man in some way. In Oedipus's case, he is superior not only because of social standing, but also because he is smart? He is the only person who could solve the Sphinx's riddle. At the same time, a tragic hero must evoke both pity and fear, and Aristotle claims that the best way to do this is if he is imperfect. A character with a mixture of good and evil is more compelling that a character who is merely good. And Oedipus is definitely not perfect; although a clever man, he is blind to the truth and refuses to believe Teiresias's warnings. Although he is a good father, he unwittingly fathered children in incest. A tragic hero suffers because of his Hamartia, a Greek word that is often translated as "tragic flaw" but really means "error in judgement." Often this flaw or error has to do with fate? A character tempts fate, thinks he can change fate or doesn't realize what fate has in store for him. In Oedipus the King, fate is an idea that surfaces again and again. The focus on fate reveals another aspect of a tragedy as outlined by Aristotle: dramatic irony. Good tragedies are filled with irony. The audience knows the outcome of the story already, but the hero does not, making his actions seem ignorant or inappropriate in the face of what is to come. Whenever a character attempts to change fate, this is ironic to an audience who knows that the tragic outcome of the story cannot be avoided.

The tragic flaw in Oedipus Rex's character is Hubris which translates to excessive pride.

There are many differences between Oedipus and Medea but in the end they ultimately destroy everything around them that they love the most because of the wrong choices they make in the face of anger. First of all however Medea does display some heroic qualities by showing that she is willing to do whatever is necessary to get the job done. In this case it was to be with Jason. As discussed before heroes are clever and resourceful. Medea certainly was both. Instead of using brute force to accomplish her plans, Medea uses her mind instead. Physical strength is always impressive but Medea uses cleverness and intelligence which are more impressive as heroic qualities. Things change a bit though when she poisons the King of Corinth with the poison gifts taken to him by her children. This plan makes Medea into the perfect villain. In this role of villain Medea's behaviour is then seen as cunning and manipulative and alternates between rational and irrational, and in the end is just plain evil. On the other hand Oedipus' downfall was his heroic quality of always seeking the truth no matter the cost. It was the need for truth that caused him to consult the oracle and learn about 

the prophecy. This need for truth caused his sins to be revealed to the world. As with all heroes he would not stop until he had what he was after. He was not to be stopped until he had it. He sought the truth in the end though it was his pride that was responsible for his downfall. Pride was responsible for him not stepping aside at the crossroads. Heroes need to know when to use good judgment. Oedipus did not use good judgment. He let pride over ride that. It was pride that caused him to want to solve sphinx's riddle which helped fulfil the second part of the tragic prophecy. Also his pride played a part in his eagerness to find Laius's killer, believing that he was the only one who could do it and he wanted to show it off. Both Medea and Oedipus' downfalls were also pushed by the lack of good judgment in making the right choices and extreme danger to the point of rage when things did not go as they were supposed to. They were both placed in situations where they reacted with such rage it clouded their judgment. Fate was also a huge part of it seemingly. But as far as fate goes, it seems like Oedipus was forever running away from his fate by trying to escape the oracle's prophecy. One the other hand Medea was generally cold, manipulative and ruthless; She knew her mind well and did exactly what she wanted; she was leaving nothing to fate. Oedipus and Medea proved in both situations that in the end any action or choice comes with responsibility and consequences. Both were tragic.

 

-Ninad Samaddar

Assignment on tragedy

Dear Sir,

The document of submission has been attached to this mail. 

Thanking you,

Yours Sincerely

Ninad Samaddar

1414006

Tragedy, Oedipus Rex and Medea

A tragedy according to Aristotle in his book 'Poetics' is an enactment of a deed that is important and complete, and of certain magnitude, by means of language enriched with ornaments each used separately in the different parts of the play. It is enacted, not merely recited and through pity and fear it effects relief i.e. catharsis to such and similar emotions. It's origin lie in the theatre of ancient Greece. Works that have survived through 2500 years are those of Aeschylus, Sophocles and Euripides. Shakespeare as well as several playwrights have used this form of drama. Tragedy consists of six important elements they are: Plot (mythos), Character (ethos), Thought (dianoia), Diction (lexis), Melody (melos) and Spectacle (ohsis).
Oedipus Rex is a tragedy by Sophocles. The play is considered a tragedy as it arouses editions of pity and fear. The protagonist undergoes catharsis and suffers due to hamartia (tragic error). The play also shows a downfall of the protagonist due to his pride. The tragic flaw of Oedipus is his hubris (excessive pride). His unwillingness to accept his fate to kill his father and then marry his mother led him to do the thing he feared the most.
Medea is a Greek tragedy by Euripides.The reversal of mood is an important part of the play.
This play is different from Oedipus Rex as Medea does not feel guilty after she kills many people including her sons. Her main aim is revenge no matter who the person is. She commits crime so that her husband Jason may suffer in grief. Her hamartia is passionate vengefulness because in the end everyone suffers except her whereas in Oedipus Rex the tragic hero Oedipus suffers along with his entire kingdom.

By Daphne Pearl De Souza

A brief introduction to the history and evolution of Strategy as an academic discipline

A brief introduction to the history and evolution of Strategy as an
academic discipline

Twenty four centuries ago a Chinese war advisor and philosopher, Sun
Tzu, wrote to explain what we today understand as Strategy in his
famous work 'The Art of War'. In his work he not only spoke about the
importance of positioning, which he terms as 'Shih'- a place where the
forces (army) have to be deployed so that it automatically gains an
advantage over its rivals, but also the idea of 'preparedness' to win
a war. There are so many statements and quotes of Sun Tzu that one
could get to read on the internet each explaining and exploring a
different dimension that can be readily compared to the nuances of
elements constituting today's business and policy studies.

One of the statements that is made in 'Art of War' goes "The best way
to win a war; is never to fight one". With such statements Sun Tzu
shifts the focus from the euphoria of war to resource acquisition and
retention. In all the thirty one principles, Sun Tzu discusses the
importance of resource management. Another important statement that is
mentioned in the 'Art of War'- "What everyone can see are my tactics
and what no one can identify are my strategies" throws light on
another important concept of strategy which is that it is made of a
series of carefully designed tactics.

Between 350BC and 270BC, a professor from Takshashila University named
Vishnusharma or kautilya who was also known popularly as Chanakya
wrote in his famous work- Arthashastra, tenets that can easily be
considered as ingredients of strategy. Kautilya brought together
knowledge from polity, administration, war sciences, commerce and
economics to demonstrate comprehensive understanding of knowledge of
strategy. This clearly shows the importance of cross functional
(disciplinary) relevance the subject strategy has if one needs to
understand it in its entirety. Kautilya, with his abundant knowledge,
helped Maurya dynasty to be formed and achieve the peak of its
prosperity and glory.
Much like Sun Tzu's art of war Von Clausewitz, a major general in the
German army writes in his book 'On War', in 1930, the importance of
avoiding a war. His influence can be seen in the American nuclear
deterrence under the belief that the best way to avoid a nuclear war
is to have the ability to engage in one. This approach of wanting to
avoid a major disaster by engaging in research and development to
acquire the required capability and resources to do so continues to
influence many countries as a part of their military strategy even
now.

So what brings these thoughts and ideas about war so close to
businesses that in every board room discussion, the main agenda always
revolves around this enigmatic, often misunderstood term called
strategy? Well there are many reasons that show a similarity in the
way world is perceived during war time and the way the world of
business is perceived today. One of the most important reasons among
them is the complexity associated with decision making. The dynamics
involved in a war situation is not very different from the dynamics of
a market place. In both situations, recalling a decision is almost
impossible and even if it is done, is very expensive. Imagine a
situation in the battlefield when a particular troop is ordered to
attack and immediately ordered to retreat. Sounds much like a company
deciding to penetrate the market fully and the very next year deciding
to find a niche for itself.

With this background, now let us try to look at academic developments
that have happened in the area of strategy in business for the last
six to four decades. One particular school of thought that was
primarily advocated during 1960s is the positioning school of thought.
Here the practitioners as well as literati focused on opportunities
that organizations can identify and specify and enable itself to
capitalize on the same. Much like 'Art of War', here too strategy was
looked at a process or an approach to achieve that competitive
positioning. Some of the thinkers who contributed to this era are Igor
Ansoff, Chandler and Andrews.

During 1970s and 80s the idea of strategy graduated from being focused
on the reason behind strategizing to the content and process of
strategy. This time period is when the structure of strategic
management process was deliberated upon. There was a lot of emphasis
given to implementation of strategy and the way these initiatives were
reviewed and controlled. Although people such as Igor Ansoff continued
to contribute to the body of knowledge of strategy, some notable
thinkers like Henry Mintzberg and Michael Porter made remarkable
contribution that would stand relevant even today. Mintzberg's
emergent strategy and Michael Porter's notion of competitive advantage
are some of the most important aspects of discussion even in today's
business world and academia.

During the late 1980s and early 1990s saw a paradigm shift in the way
strategy was understood, taught and practiced. The idea of resource
based view; logical incrementalism took the subject of strategy into a
different direction. Some of the notable works that came during this
era are the concepts of core competence, value system and game theory.
Apart from Michael Porter and Ansoff who continued to contribute to
the area of study, this era saw thinkers such as Sumantra Goshal, C K
Prahalad, Gary Hamel and Jay Barney. The focus in this era was given
to internal capabilities and resources and ideas such as unrelated
diversification and asset acquisition were highly criticized.

2000 and onwards has seen new ideas and theories in the area of
strategy that has much to do with intangibles and the organizations'
take on managing these intangibles. Both from the firm point of view
as well as the industry point of view, thinkers have contributed to
the notion of intangibility that is associated with making a firm's
competitive advantage sustainable. While Prahalad and Hamel continued
to work on the idea of core competence, Andy Grove presented the
notion of inflection point. Much focus was given to the big term
called 'Innovation'. Along with innovation taking the front seat in
most of the novel thoughts presented by thinkers of strategy, there
are others such as 'dynamic capability', knowledge and process
management which were also widely discussed.

This note, as suggested in the beginning, provides a snapshot of
history of strategy as a discipline and brings together some of the
notable contributions in this area over the years very briefly. To get
a deeper understanding of the process of evolution, one must of course
look individually into all the aspects and identify possible linkages
between these nodes more strategically.




Dilipchandra S
Institute of Management, Christ University
+919742070817
+918040129518

MBA department history

The genesis of the MBA department at Christ University (CU), earlier known as Christ College, was the result of AICTE's purpose to promote management education. In 1997, AICTE permitted Christ college to offer the MBA course under Bangalore University. The programme was offered by the Department of Commerce with dual specialization. The first batch began with about 20 students and the student number doubled in the following year. From the start, the department focused on making the programme unique by initiating activities such as Organization Structure Training (OST), Book Review and Dissertation apart from the mandatory Summer Internship Project. The OST was the first glimpse of an organization for an incumbent in the MBA programme. Since the class was a diverse mix of students from different educational background streams, it was pertinent to orient them to management thinking and philiosophy and this led to the launch of another important co-curricular activity, the book review. These flagship activities continue to make the MBA programme unique.

Over the years the student strength increased gradually and the MBA programme was managed by its own department. One of the first strategic shifts occurred in 2007 when Christ College was granted the autonomy to design its own curriculum. The department also initiated the single specialization programme by offering a choice of Finance, Marketing and Human Resources specialization courses. During the same year the MBA department signed an MOU with FHWS, Germany for a twinning programme.

Another turning point in the department was in 2009 when Christ College (Autonomous) was granted the deemed university status. There were several other key events that contributed to the growth of the department. The department signed another MOU with Virginia Commonwealth University (VCU), USA for a twinning programme. The university launched MBA programme in another campus in the city of Bangalore. The following year one more specialization stream, Lean Operations and Management was offered to the students. In 2013, General Management was offered as another specialization stream.

Over the years the student numbers grew exponentially which also made it vital to increase the faculty strength. The demand for the MBA programme offered by the University is a testimonial that the brand has established itself in the market. The brand started as an unknown entity and in a decade and half, it became a brand that was reckoned by several companies from across industries for prospective employees.

By 2015, the university offered the regular MBA programme and the PGDM programmes of FHWS and VCU under the deanery of management. The deanery continued its journey by aligning itself to the university's goal to achieve excellence and emerge as a world class institution by reengineering its courses, launching new activities, forging alliances with industry partners, emphasizing on research and striving to offer quality management education.

Compiled by Bharathi Gopal

 

 

History of Physics Department:

Tumkur University was established in 2004 in Tumkur, Karnataka, India. It was carved out of Bangalore University to accommodate the needs of the students from Tumkur district. Established under the Karnataka State Universities Act, 2000, as a multi-faculty university,

Tumkur University was previously known as The University College of Science (erstwhile Government Science College) was established in 1940. Beginning as an intermediate college, it was upgraded to a full-fledged First Grade college with Bachelors courses in various disciplines in BSc courses in different combinations such as PCM, PMG etc. were introduced.

In 2008, the Post Graduate courses were introduced in Physics, 'Prof. CNR Centre for Advanced Materials', an ambitious project was started in 2009, after which the research work has accelerated.  Under this institution many research projects are taking place in the department of physics sponsored by many government organizations such as DST, CSIR etc.

Suman G. R.

1445206.

HISTORY OF M.PHIL IN CHRIST UNIVERSITY

Christ University, formerly Christ College (Autonomous) affiliated to Bangalore University was established in July 1969. It became the most preferred educational institution in the city of Bangalore within the first three decades. From 1990 onwards it has scaled greater heights.

Christ University was born out of the educational vision of Saint Kuriakose Elias Chavara, the founder of CMI congregation. Saint Chavara was a great educationalist and a social reformer of the 19th century. He could foresee the changes in the environment and make strategic moves to build a better society based on fatherhood of God and brotherhood of humanity.Carmelites of Mary Immaculate (CMI), the first indigenous religious congregation of India with a membership of around 3000, renders its service to humanity in educational, social, health care and other activities aiming at the integral development of the society.

In 2005, it became the first College in South India to be reaccredited with A+ by NAAC. UGC identified it as an Institution with Potential for Excellence in 2006.

On July 22, 2008, a glorious day in the history of the Institution, 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.

Christ University is rooted in Gospel values, and is committed to provide Holistic education through the development of intellectual competence, personal skills, inter-personal skills and societal skills. The University welcomes to its fold students from all over the country in an environment of religious harmony and secularism.

Due to the introduction of innovative and modern curricula, insistence on academic discipline, imparting of Holistic Education, a team of creative and dedicated staff, the institution has been continually rated amongst the top 10 educational institutions of the country. It has the rare distinction of being the first institution in Karnataka to be accredited by National Assessment and Accreditation Council (NAAC) UGC for quality education. In 2004, UGC conferred Autonomy on the Institution.

Christ University offers various courses ranging from undergraduate to Doctorate. It Offers various courses in Master in Philosophy in different streams i.e. chemistry, commerce, law, philosophy, computer science, economics, education, psychology, mathematics, management, English, social work, physics, tourism, media studies and sociology. Christ University, since 1991 with a clearly defined approach for creating quality managers and entrepreneurs required to face the challenges of the corporate sector.

Master of philosophy (M.Phil) is awarded under the guidance of two departments. This course started nearly six years back i.e. 2009.

•  Institute of Management

  Christ University Institute of Management (CUIM) was established in 1994. The Management program at Christ University Institute of Management (CUIM) is a professional 2- year PG program with specialization in Marketing, Finance, General Management, Human Resource & Lean Operations. The curriculum designed by CUIM is such that it provides students the best of opportunities and a launching pad for careers.
  
  At CUIM, every student goes through a wide spectrum of experiences which include the Organization Structure Study, Outbound Training, Book Review Competition, Summer Internships, Current Affairs & Weekly Presentations and Dissertation.
  
  

• Department of Management

  The department offers undergraduate courses in Business Management and Administration and Masters Programme in Management and Finance that are challenging and specifically designed to develop and enhance career opportunities and to contribute in the dissemination of academic and applied knowledge in business management.

   

M.Phil course

The Master of Philosophy in Management is a one and half year programme designed and well-founded for smooth transition into advanced research including doctoral level (Ph. D) and suitable for academicians, researchers, corporate and others. The program is a one and half year, two semesters, and based on a credit system. The submission of a dissertation at the end of the second semester is compulsory to complete the programme. The programme equips the researcher to aspire for higher disciplinary and methodological competences in research. The program is rigorous and includes four theory papers and a dissertation. The pedagogy includes paper presentations, research colloquia, SPSS and other tools training end term exam, case study, article critique and other media. The program provides the requisite knowledge, skills and abilities for planning, designing, engaging and interpreting research data for problem solving and consultancy for researchers, academicians, practitioners, and corporate. The course also enhances the ability to think systematically, and apply quantitative methods and provide the scholars the knowledge, skills and insights in identifying and solving problems in the management area independently. The programme also focuses on creating a pool of manpower with the requisite competencies to contribute to the educational & higher learning institutes, research institutes and organizations, Government and nongovernmental organizations, Training and consultancy organizations. Ruchika Gupta 1440003

HISTORY OF COMPUTER SCIENCE AND ENGINEERING IN CHRIST UNIVERSITY

Dear Sir,

Please find below the assignment on "HISTORY OF COMPUTER SCIENCE AND ENGINEERING IN CHRIST UNIVERSITY"

HISTORY OF COMPUTER SCIENCE AND ENGINEERING IN CHRIST UNIVERSITY

 

           By,

 Sujatha A K

Reg No: 1447102

 

Introduction:

 

Computer science and Engineering is a discipline that spans theory and practice. It requires thinking both in abstract terms and in concrete terms. The practical side of computing can be seen everywhere. Nowadays, practically everyone is a computer user, and many people are even computer programmers. Getting computers to do what you want them to do requires intensive hands-on experience. But Engineering in Computer Science can be seen on a higher level, as a science of problem solving. It embodies the science and technology of design, construction, implementation, and maintenance of software and hardware components of modern computing systems and computer-controlled equipment.

 

History of Christ University:

 

Christ University was formerly Christ College (Autonomous) affiliated to Bangalore University. Established in July 1969, Christ College became the most preferred educational institution in the city of Bangalore within the first three decades. From 1990 onwards it scaled from heights to heights. By the introduction of innovative and modern curriculum, insistence on academic discipline, imparting of Holistic Education and with the help of the creative and dedicated staff, Christ College has been continually rated among the top 10 educational institutions of the country. It has the rare distinction to be the first institution in Karnataka to be accredited by National Assessment and Accreditation Council (NAAC) UGC for quality education. On 7 October 2004, UGC has conferred Autonomy to Christ College (No.F.13-1/2004). On May 20, 2005, it became the first College in South India to be reaccredited with A+ by NAAC. UGC has identified it as an Institution with Potential for Excellence in June 2006. 
July 22, 2008 is the most glorious day in the history of the institution. Under Section 3 of the UGC Act, 1956, Ministry of Human Resources Development of the Union Government of India, vide Notification No. F. 9-34/2007-U.3 (A), has declared it a Deemed to be University, in the name and style of Christ University 

 

History of Computer Science and Engineering in Christ University:

 

The Discipline of Computer Science and Engineering, a 4 year Under Graduate Programme in Christ University was started in the year 2009 with 5 students and 1 faculty member. The initial importance of the study was on Programming Paradigms and the fundamental objective was to provide the opportunity for our students to develop a firm foundation in Mathematics, Science, and Design Methodology. The teaching pedagogy was limited to just Class Room Teaching and Power Point Presentations.

 

Later in the year 2011, 3 more programmes augmented, a 4 year Under Graduate Programme in Information technology, 2 year Post Graduate Programme in Computer Science and Engineering and a PhD programme. Also certificate programmes in Algorithms and Matlab too was included in the curriculum to enhance learning skills and to cope up with the Industry Standards. The importance of the study changed towards the soft computing skills.  In the year 2013, a Post Graduate Programme in Information Technology started.  The teaching methods evolved with the usage of Video Films on actual situations, Case Studies, Seminars, Industry visits, Poster Presentations, Projects and the MOODLE – A Learning Management System.

 

Evolution from Teacher Centric Teaching to Student Centric Teaching, The Discipline covers all fundamentals, working and expert subjects that provides enough learning environment where students understand and are able to apply the most contemporary and essential tools needed in the breadth and depth of computer science and engineering.

 

Also the department provides various skills and activities like Leadership, Management, and Placement through a common forum named ASCII (Association for Students of Computer Science and Engineering and Information Technology with Innovation). The department assist our students in developing and evaluating methods that encourage them to continue to learn after leaving the university and aims for students to become Academic Intellectual Entrepreneurs.

 

Today, the Discipline has evolved to address highly specialized and specific application needs of the world including various domains like Data Sciences, Machine Learning, Digital Image Processing, Cloud Computing and so on. Today all these programmes in the Department are aiming for  Holistic Development of an Individual and to Foster ethical computational excellence in all areas of technology and to benchmark the Institute as one of the top-notch global institutions.

 

 

 

Sujatha A K
Ph. Office: +91 - 80 - 4012 - 9907
      Mob:   +91 - 9900899330

Fwd: History of Computer science department at Christ university

History of Computer science department in Christ University.

Christ University Computer science department started in 1989 with the introduction of CMS

Later  MCA is added in 1994 and CME in1996 ,BCA 2000,Msc 2007, MSc Computer Science (Working Professionals) 2009.Syllabus constantly underwent changes and many topics added over time.1990's Software Architecture, OOAD, Embedded Systems were added, In 2000 DBA, Data Warehousing and Data Mining were added, 2010 Cloud Computing and Mobile Application,ADBMS and  NO SQL were introduced.

Major Challenges: Department boomed till 2000, 2001 it faced recession. 2009 it faced Recession again but placement the placements remain unaffected. Hence people like Christ University students.

In  2004 BCA/MSC/MCA got divided and merged as a single department in 2009.Research focused learning started from 2009

---------- Forwarded message ----------
From: BENNY THOMAS 1445001 <benny.thomas@res.christuniversity.in>
Date: Sat, Mar 28, 2015 at 8:38 AM
Subject: History of Computer science department at Christ university
To: ajpinto42.phd14@blogger.com

Department of Computer Science started in Christ University in 1989 with bachelor's degree in computer science.MCA started in Christ College by 1994. Later BCA and Mphil computer science were also introduced. Now the Computer Science department has MCA,BCA, BSC , Mphil and MSc in computer application courses. Department has nearly 30 faculties and nearly 1000students.

History of the Department of Physics in Mahatma Gandhi University

Mahatma Gandhi University was established on 2 October 1983 in Kottayam. Mahatma Gandhi University (formerly Gandhiji University), has been accredited (B+) by the National Assessment and Accreditation Council, India. The university has more than 10 affiliated colleges spread over five districts in central Kerala. The University campus is in the Priyadarsini Hills, 13 kilometers from Kottayam Railway Station and 4 kilometers from Ettumanoor.

The School of Pure and Applied Physics (SPAP) is the Department of Physics of Mahatma Gandhi University. The SPAP was established in 1983 along with the establishment of Mahatma Gandhi University. University Grant Commission (UGC) has identified School as a center of Potential research through SAP-DRS (Special Assistance Programme- Departmental Research Support) program and Basic Science Research (BSR) program. Department of Science and Technology (DST) has sanctioned financial assistance through Fund for Improvement of S&T Infrastructure in Universities and Higher Educational Institutions (FIST) program. Within this period the School has developed into one of the premier research and postgraduate centres of Kerala. The School offers MSc, Mphil and PhD programmes in Physics.

SPAP started the MSc course with specializations in Materials Science, Astrophysics, Applied Electronics and Theoretical Physics. Then it excluded Applied electronics and Theoretical Physics from the specialization streams. In 2014, the curriculum was modified to include Material science, Astrophysics, Theoretical physics, Photonics, and Plasma physics as specializations in MSc course. M. Sc. and M. Phil Courses follows the Credit and Semester system. The total number of seats for the MSc programme is 20, and for Mphil progranne it is 10 seats. Admission is based on written admission test and personal Interviews conducted by the Institute. The Institute also provides 100% placement for its students.

The major areas of research in School are Materials Science, Spectroscopy, Theoretical Physics, Nanomaterials and Ceramics, Biomaterials, Nanotechnology, Crystallography, Astrophysics, Cosmology, Plasma Physics, Solar Physics and Crystalline materials. The theoretical research group of SPAP includes Dr. Chandu Venugopal(Plasma Physics), Dr. K. Indulekha (Astrophysics)and Dr. S.Antony (Solar Physics). The Experimental research group of SPAP includes Dr. N. V. Unnikrishnan, Dr. C. Sudarsanakumar (Director) and Dr. K. Nandakumar, Dr. Cyriac Joseph and Dr. P. R. Biju. The research efforts of SPAP have resulted in the publication of nearly 500 research papers in internationally reputed journals.

The research facilities of the center are advanced and very comprehensive and they include the following:

X-ray Diffractometer, Spectrofluorimeter, UV-Visible Spectrophotometer, Ultrasonic Velocity Measuring System, Metallurgical Microscope, Advanced Fluorescence, Microscope, Impedance Analyzers, Microhardness Tester, keithley Electrometer, Vacuum Coating Units, Photomicrographic equipment, Programmable furnace, Crystal Cutter, Spectroradiometer, Spin Coater, Refrigerated circulator Bath. Recently (In 2014) they have installed Transmission electron microscopy (TEM) in Material science Lab.

SPAP forum:

The SPAP forum provides a common platform for former and present members of the School of Pure and Applied Physics. The activities of the forum, which were started in 1997, include creating a stage for its members to interact with eminent persons, to share ideas and work together in academic as well as other areas. Those who had worked for the early development of the School will have a lot of experience to share through the forum, which acts as a binding force. The alumni members working in National/International institutes often visit the parent department for delivering lectures and to interact with the students. The forum also plays a major role in non-academic activities in the School.

The faculty members of the School of Pure and Applied Physics are providing free consultancy services to the teachers and researchers of the nearby institutions and affiliated colleges. The School has initiated an open center for industrial consultancy and instrumentation.

Re: Ph.D. Assignment 1440005

Ph.D. Course Work

History of higher education in management in ICFAI Business School

Varsha Agarwal

1440005

The Government of India has liberalized the business education in 1990s, which has resulted in a rapid growth of Business Schools offering the programmes both at graduate & undergraduate levels. Indian B-Schools are almost a replica of US Business education particularly in the area of pedagogy, curricula, industry interface & academic research models, but it is observed that Indian B-Schools are struggling hard to introduce several adaptations because of differences in the work culture system. That made Indian Business education to face several issues in the area of academics, development of infrastructure & financial support. Business education has a long history in India, dating back to the 19^th century. Early Business-Schools were focused on the commercial side of business, seeking to fulfil the needs of the then British government. India's first B-school i.e. Commercial School of Pacchiappa Charties was set up in 1886 in the southern city of Chennai (Madras). The Indian Institute of Social Science founded in the year 1948 as India's first management program with an intention to train manpower to create & spread the knowledge required for managing industrial enterprises in India. IIM Ahmedabad was founded in 1962, pioneered the case method of teaching in India with an emphasis on Qualitative strategic-integration. The mission of IIMs was to professionalize Indian Management education through teaching, research, training, institution-building & consulting with the support of expertise developed by the pioneering IIMs.

The Institute of Chartered Financial Analysts of India (ICFAI) was established in 1984 as a not-for-profit educational society in Telangana, India. The institution has been offering quality education to students across the country through its various programs in the field of higher education. The institution was founded by pioneers in private education - N.J. Yasaswy, Besant C. Raj and Dr. Prasanna Chandra, the Director of Centre for Financial Management. With the sponsoring and establishment of eleven universities across the country, the institution today has a good national presence. Ten of these eleven universities have been established in the states of Uttarakhand, Tripura, Jharkhand, Mizoram, Nagaland, Sikkim, Meghalaya, Chhattisgarh, Rajasthan and Himachal Pradesh through acts passed by the legislative assemblies of the respective states. The eleventh university, namely the Icfai Foundation for Higher Education (IFHE), has been declared as a deemed-to-be University under Section 3 of the UGC Act, 1956. A few more university applications are at an advanced stage of processing by the respective state governments.

 

 

Thanks & Regards,

Varsha Agarwal

Research Assistant (Major Research Project)

Institute of Management, Christ University

Hosur Road, Bangalore

Extension 9545

On Sat, Mar 28, 2015 at 8:08 PM, VARSHA AGARWAL 1440005 <varsha.agarwal@res.christuniversity.in> wrote:

Dear Sir

Kindly find the attached file for assignment.

Thanks & Regards,

Varsha Agarwal

Ph.D. Research Scholar & Research Assistant (Major Research Project)

Institute of Management, Christ University

Hosur Road, Bangalore

Extension 9545

History of the Department of Education in Christ University

                                                                                                                               Mary Thomas

                                                                                                                               Reg.No:  1444602                     

Write the history of your Discipline in Your Institution

    

  Christ University, formerly Christ College (Autonomous) affiliated to Bangalore University was established in 1969.  It became the most preferred educational institution in the city of Bangalore within the first three decades.  From 1990 onwards it has scaled greater heights.  Due to the introduction of innovative and modern curricula, insistence of academic discipline, imparting of Holistic Education, a team of creative and dedicated staff, the institution has been continually rated amongst top 10 educational institutions in the country.  It has the rare distinction of being the first institution in Karnataka to be accredited by National Assessment and Accreditation Council (NAAC) UGC for quality education. In 2004, UGC conferred Autonomy on the institution.  In 2005, it became the first College in South India to reaccredit with A+ by NAAC.   UGC identified it as an institution with Potential for Excellence in 2006.  In 2008 the institution was declared as Deemed University by the Ministry of Human Resources Development Union Government of India, under Section 3 of the UGC Act, 1956, with notification No. F. 9-34/2007-U.3 (A).  The university has departments like Faculty of Engineering, School of Law, Institute of Management, Commerce and Management, Sciences, Humanities and Social Sciences, School of Education and few general departments. The   School of Education, Christ University is originated in 2006 was first affiliated to Bangalore University.   The institution is dedicated to Jesus Christ, the supreme teacher, and draws inspiration from its educational visionary, Saint Kuriakose Elias Chavara, founder of the Carmelites of Mary Immaculate (CMI).  The University is rooted in gospel values, mutual respect, personal maturity and integrity, teamwork and social concern.   This article focuses on beginning and growth of the institution, addition of multiple programmes , features and activities of the Department of School of Education. 

     School of Education, Christ University is set up as a premier department for teacher training institute with multiple programmes like  B.Ed(2006), M.A (Education)(2009-11), M.Phil and PhD (2009).  Bachelor of Education (Bed) is a programme which extends over a period of two academic years consisting of 4 semesters.    It offers subjects like Physics, Chemistry, Biology, Mathematics and English.  It follows three main systems.   The institution has a well equipped with Art Library with wide range of books and electronic resources, Technology Lab, Psychology Lab, Science Labs and common facilities like Playground, Cafeteria and Kiosk, Prayer Hall, University Bus for field trips and photocopying facilities etc.   The other distinguished features are Value Addition Programmes through Centre for Education beyond Curriculum, Rural and social exposure through the Centre for Social Action, Theatre in Education, Holistic Education, Personality Development Programme and Training in Computer Assisted Instruction etc.  Master of Arts (MA) in Education has started in 2009-2011 academic year.  Its curriculum is designed to prepare competent and professional educationists, who will be able to take up diverse role in the field of education.  The two year programme aims at developing competency in research methodology, management and leadership in Educational Institutions.  Further the course aims at preparing Educationists who will innovate and deliver effective learning recourses, developing proficiency in curriculum development.  On completion of M.A Education Programme, students will understand the nature, purpose and Philosophy of Education, develop and understanding of the psychology of the learner.  The Master of Philosophy in Education programme is designed primarily for teacher educators, policy makers, researchers, and other educational personnel involved in school education, higher education, and professional education.  The M.Phil programme in Education will be conducted based on a credit system of one year and consisting of two semesters.  The candidate has to submit the Dissertation by the end of second semester, after completion of the course work.  The programme consists of four theory papers and two research papers namely: General Research Methodology and Research Methodology and Statistical Techniques in Education.  Besides this two electives can be selected from the four topics such as: Educational Leadership, Management and Organizational Development, Educational Psychology, Educational and Instructional Technology and Educational Administration and Policy Analysis.  The course aims at enhancing the capacity of professing, prospective and practicing teacher educators, education specialists, administrators and experts to conduct investigations, studies and researches that contribute to the betterment of the education system in general and teacher education in particular.  The M.Phil course is envisaged to contribute to the growth and development of the education sector of the country.  The course will create opportunities to share and disseminate educational researches and innovations by bringing about debates and discussions of topical importance to address critical educational issues.  The focus of the course is to produce high-level research manpower such as M.Phil and PhD scholars in the education sector.  PhD in Education is a magnificent endeavour of department of education.  Education is a dynamic concept and it is ever changing with the needs of the society.  This course has a wider scope for the doctoral students to undertake descriptive and experimental studies, and investigate some crucial problems in the field of education.  It suggests suitable remedies and makes significant contribution towards academic and administrative practices.  It also initiates various innovative strategies and methods to improve teaching-learning practices.   Within few years the university and the Education Department in particular have gained popularity for its technology based teacher training and its generation of knowledge through good research works.    Another attraction is its student friendly infrastructure and greenery campus that welcome students from multiple countries and cultures.  The head of the Education Department is Dr. Jose Cherian.   

     Thus we can see that the institution which has begun just 9 years ago with a single programme has proved its excellence and efficiency through multiple programmes added on course of time.  Every faculty of Christ University is highly motivated to offer their best to the growth of the institution under the great transformational leadership of the Vice Chancellor,Dr. (Fr) Thomas Chathenprambil.    No great works can be achieved by a single head whereas through clarity of vision, integrity, mutual respect and team work humans can achieve wonders.    By observing the present status of the university and the Education department in particular we can expect that Christ University will surely grow to the status of a world class university similar to Cambridge and Oxford Universities within few years.                                                              

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