{"id":1296,"date":"2022-01-02T16:11:08","date_gmt":"2022-01-02T16:11:08","guid":{"rendered":"https:\/\/hindu.jfn.ac.lk\/?page_id=1296"},"modified":"2022-11-23T10:04:47","modified_gmt":"2022-11-23T10:04:47","slug":"hindu-civilization","status":"publish","type":"page","link":"https:\/\/hindu.jfn.ac.lk\/?page_id=1296","title":{"rendered":"Level I"},"content":{"rendered":"\t\t
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Level I – Semester I<\/strong><\/h2>\n\n\n\n

<\/p>\n\t\t\t\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/section>\n\t\t\t\t

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\n\t\t\t\t\t\t\t\t\t\t\t\t\t\n\t\t\t\t\t\t\t\t\t\t\t\t\t\t\t<\/i><\/span>\n\t\t\t\t\t\t\t\t<\/i><\/span>\n\t\t\t\t\t\t\t\t\t\t\t\t\t\t<\/span>\n\t\t\t\t\t\t\t\t\t\t\t\tHHCC 11013: Introduction to Hindu Civilization<\/a>\n\t\t\t\t\t<\/div>\n\t\t\t\t\t
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Course Code <\/strong><\/p>\n<\/td>\n

\n

HHCC 11013<\/strong><\/p>\n<\/td>\n<\/tr>\n

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Course Title<\/strong><\/p>\n<\/td>\n

\n

Introduction to Hindu Civilization<\/strong><\/p>\n<\/td>\n<\/tr>\n

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Credit Value<\/strong><\/p>\n<\/td>\n

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03 Credits<\/strong><\/p>\n<\/td>\n<\/tr>\n

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Core\/Optional<\/strong><\/p>\n<\/td>\n

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Core<\/strong><\/p>\n<\/td>\n<\/tr>\n

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Pre-requisite\u00a0\u00a0 <\/strong><\/p>\n<\/td>\n

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None<\/strong><\/p>\n<\/td>\n<\/tr>\n

\n

Notional Hours<\/strong><\/p>\n<\/td>\n

\n

150 Hours
Interactive sessions Lectures – 30 hours, Group discussion – 25 hours.\u00a0 Field Visit – 10 hours.\u00a0 Library Learning \u2013 20 hours. E \u2013 learning \u2013 22 hours. Exam Preparation \u2013 25 hours, In – Course Assessments ; Formative Quiz \u2013 1 hour, Assignment \u2013 4 hours, Group Presentation – 10 hours, Summative – 3 Hours<\/p>\n<\/td>\n<\/tr>\n

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Course Objective<\/strong><\/p>\n

To impart the fundamental principles and features of Hindu Civilization<\/p>\n<\/td>\n<\/tr>\n

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Intended Learning outcome<\/strong><\/p>\n

\u00b7\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Define the concepts of Culture, Civilization and Cultural Plurality<\/p>\n

\u00b7\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Describe the multifaceted character of Hindu Civilization and its historical background<\/p>\n

\u00b7\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Analyze, the art and literary aspects of Hindu Civilization<\/p>\n

\u00b7\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Compare the uniqueness of different regional religious beliefs<\/p>\n

\u00b7\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Discuss\u00a0 the important aspects of Hindu Doctrines<\/p>\n<\/td>\n<\/tr>\n

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Course Content<\/strong><\/p>\n

Definitions of\u00a0 \u201cCulture \u201cand \u201cCivilization\u201d Concept of \u201cHindu\u201d, Theories related to Culture, Vedic religion and society,\u00a0\u00a0 Components of Vedic Scriptures, Religious\u00a0 beliefs and Rituals, Philosophical Thoughts, Social life in Vedic Society, Social changes in post Maryan India: of Religious and Cultural development pluralism, Revival of Hindu Civilization in Gupta Dynasty, Hindu Civilization in Post Gupta period, Origin and evolution of Hinduism in South India\u00a0 Up to the Pallava-Pandya period, Folk religious sects\u00a0 of\u00a0 Srilanka\u00a0 (selected study), The Pattini cult, The cult of Annamar,\u00a0 The cults of Vatanamar, Nagatampiran &Periyatampiran; The religious traditions of the Veddhars.<\/p>\n<\/td>\n<\/tr>\n

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Teaching and Learning Methods<\/strong><\/p>\n

Lecture, Discussion , Presentation, Group work<\/p>\n<\/td>\n<\/tr>\n

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Evaluation Methods <\/strong><\/p>\n<\/td>\n<\/tr>\n

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1. Formative Assessment \u2013 30%<\/strong><\/p>\n<\/td>\n<\/tr>\n

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Presentation\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0<\/p>\n<\/td>\n

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\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 10%<\/p>\n<\/td>\n

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\u00a0<\/p>\n

\u00a0<\/p>\n

30 %<\/p>\n<\/td>\n<\/tr>\n

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Assignment\u00a0\u00a0 I\u00a0 \u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0<\/p>\n<\/td>\n

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05 %<\/p>\n<\/td>\n<\/tr>\n

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Field Report<\/p>\n<\/td>\n

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10 %<\/p>\n<\/td>\n<\/tr>\n

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Assignment – II<\/p>\n<\/td>\n

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05 %<\/p>\n<\/td>\n<\/tr>\n

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1.\u00a0\u00a0\u00a0\u00a0\u00a0 <\/strong>Summative Assessment<\/strong><\/p>\n

Written examination (3hours) : Structured Question, Short Notes and Essay Questions (Expected to answer 05 questions out of 08) :05 Questions x 100Marks =500Marks<\/p>\n<\/td>\n

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\u00a0<\/p>\n

\u00a0<\/p>\n

70 %<\/p>\n<\/td>\n<\/tr>\n

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Recommended Readings<\/strong><\/p>\n

Basham, A.L., (1954), The Wonder that was India<\/strong>, London.<\/p>\n

Bhargava, P.L., (1971), India in the Vedic Age<\/strong>, Lucknow , India.<\/p>\n

Elmore, W.T., (1984), Dravidian Gods in Hinduism<\/strong>, New Delhi.<\/p>\n

Flood, Gavin, (1996), An Introduction to Hinduism<\/strong>, Cambridge University press, UK.<\/p>\n

Geertz, Cl, ford, ( 1969), Religion as cultural system<\/strong>, London.<\/p>\n

Majumdar, R.C., (1949), An Advanced History of India, Volume 1<\/strong>,\u00a0 Macmillan, London.<\/p>\n

Winternitz, M.A., (1907), History of Indian Literature<\/strong>, Oriental books, New Delhi.<\/p>\n

The Spiritual Heritage of India<\/strong>,Vedanta press, India.<\/p>\n<\/td>\n<\/tr>\n<\/tbody>\n<\/table><\/div>\n\t\t\t\t<\/div>\n\t\t\t\t\t\t\t

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\n\t\t\t\t\t\t\t\t\t\t\t\t\t\n\t\t\t\t\t\t\t\t\t\t\t\t\t\t\t<\/i><\/span>\n\t\t\t\t\t\t\t\t<\/i><\/span>\n\t\t\t\t\t\t\t\t\t\t\t\t\t\t<\/span>\n\t\t\t\t\t\t\t\t\t\t\t\tHSNC 11013: Sanskrit Literature and Language<\/a>\n\t\t\t\t\t<\/div>\n\t\t\t\t\t
\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n
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Course Code<\/strong><\/p>\n<\/td>\n

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HSNC 11013<\/strong><\/p>\n<\/td>\n<\/tr>\n

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Course Title<\/strong><\/p>\n<\/td>\n

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Sanskrit Literature and Language<\/strong><\/p>\n<\/td>\n<\/tr>\n

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Credit<\/strong><\/p>\n<\/td>\n

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03 Credits<\/strong><\/p>\n<\/td>\n<\/tr>\n

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Core\/Optional<\/strong><\/p>\n<\/td>\n

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Core<\/strong><\/p>\n<\/td>\n<\/tr>\n

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Pre-requisite<\/strong><\/p>\n<\/td>\n

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None <\/strong><\/p>\n<\/td>\n<\/tr>\n

\n

Notional Hours<\/strong><\/p>\n<\/td>\n

\n

150 Hours<\/p>\n

Interactive sessions Lectures – 30 hours, Group discussion – 25 hours.\u00a0 Field Visit – 10 hours.\u00a0 Library Learning \u2013 20 hours. E \u2013 learning \u2013 22 hours. Exam Preparation \u2013 25 hours, In – Course Assessments: \u00a0Formative Quiz \u2013 1 hour, Assignment \u2013 4 hours.\u00a0 Group Presentation – 10 hours.\u00a0 Hour, Summative – 3 Hours<\/p>\n<\/td>\n<\/tr>\n

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Course <\/strong>Objective<\/strong><\/p>\n

To divulge the structure and characteristics of Sanskrit Language, Classical literature in general and Epics as special<\/p>\n<\/td>\n<\/tr>\n

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Intended Learning Outcomes <\/strong><\/p>\n

\u00b7\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Describe the background of Sanskrit Language and literature<\/p>\n

\u00b7\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Discuss the general backround of Classical Sanskrit language and literature<\/p>\n

\u00b7\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Recite Epics and Puranic background of classical Sanskrit literature<\/p>\n

\u00b7\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Translate the selected passages from the original text to Tamil<\/p>\n

\u00a0<\/strong><\/p>\n<\/td>\n<\/tr>\n

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Course Content <\/strong><\/p>\n

Historical Evaluation of Classical Sanskrit, Sanskrit Kavya tradition, the contribution of Valmiki, and other poets. Prose works, Didactic fables, Sanskrit Drama, and Later works. First conjugation (Root classes 1, 4, 6&10) in the present system, Declension of nouns ending in vowels and pronouns Sandhi Rules- Regular & Irregular forms.<\/p>\n<\/td>\n<\/tr>\n

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Teaching \u2013Learning Method<\/strong><\/p>\n

Lecture, Discussion , Presentation, Group work\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0<\/p>\n<\/td>\n<\/tr>\n

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Evaluation Methods <\/strong><\/p>\n<\/td>\n<\/tr>\n

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Formative Assessment-\u00a0 30%<\/p>\n<\/td>\n<\/tr>\n

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Presentation\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0<\/p>\n<\/td>\n

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10%<\/p>\n<\/td>\n

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\u00a0<\/strong><\/p>\n

\u00a0<\/strong><\/p>\n

\u00a0<\/strong><\/p>\n

30%<\/strong><\/p>\n<\/td>\n<\/tr>\n

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Assignment\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0<\/p>\n<\/td>\n

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05%<\/p>\n<\/td>\n<\/tr>\n

\n

Debate\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0<\/p>\n<\/td>\n

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10%<\/p>\n<\/td>\n<\/tr>\n

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Quiz\u00a0<\/p>\n<\/td>\n

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05 %<\/p>\n<\/td>\n<\/tr>\n

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\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 2. Summative Assessment<\/strong><\/p>\n

Written examination (3hour) :Structured Question, Short Notes and Essay Questions (Expected to answer 05 questions out of 08) :05 Questions x 100Marks =500Marks<\/p>\n<\/td>\n

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\u00a0<\/p>\n

\u00a0<\/p>\n

70 %<\/strong><\/p>\n<\/td>\n<\/tr>\n

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Recommended Readings <\/strong><\/p>\n

\u0b95\u0bc8\u0bb2\u0bbe\u0b9a\u0ba8\u0bbe\u0ba4\u0b95\u0bcd \u0b95\u0bc1\u0bb0\u0bc1\u0b95\u0bcd\u0b95\u0bb3\u0bcd.\u0b95\u0bbe, (1962), \u0bb5\u0b9f\u0bae\u0bca\u0bb4\u0bbf \u0b87\u0bb2\u0b95\u0bcd\u0b95\u0bbf\u0baf \u0bb5\u0bb0\u0bb2\u0bbe\u0bb1\u0bc1, \u0bae\u0bc1\u0ba4\u0bb1\u0bcd\u0baa\u0bbe\u0b95\u0bae\u0bcd, \u0b95\u0bca\u0bb4\u0bc1\u0bae\u0bcd\u0baa\u0bc1.<\/p>\n

\u0ba8\u0b9f\u0bb0\u0bbe\u0b9c\u0ba9\u0bcd. \u0b9a\u0bcb, (1967),\u0bb5\u0b9f\u0bae\u0bca\u0bb4\u0bbf \u0b87\u0bb2\u0b95\u0bcd\u0b95\u0bbf\u0baf \u0bb5\u0bb0\u0bb2\u0bbe\u0bb1\u0bc1-\u0b9a\u0bc6\u0bae\u0bcd\u0bae\u0bca\u0bb4\u0bbf\u0b95\u0bcd\u0b95\u0bbe\u0bb2\u0bae\u0bcd,\u0b9a\u0bc6\u0ba9\u0bcd\u0ba9\u0bc8.<\/p>\n

\u0bb5\u0bc8\u0baf\u0bbe\u0baa\u0bc1\u0bb0\u0bbf\u0baa\u0bcd\u0baa\u0bbf\u0bb3\u0bcd\u0bb3\u0bc8.\u0b8e\u0bb8\u0bcd, (1956),\u0b87\u0bb2\u0b95\u0bcd\u0b95\u0bbf\u0baf \u0b89\u0ba4\u0baf\u0bae\u0bcd, 2\u0bae\u0bcd \u0baa\u0bbe\u0b95\u0bae\u0bcd, \u0b9a\u0bc6\u0ba9\u0bcd\u0ba9\u0bc8.<\/p>\n

\u0b9a\u0bbf\u0bb5\u0b9a\u0bbe\u0bae\u0bbf.\u0bb5\u0bbf, (1989),\u0b9a\u0bae\u0bcd\u0bb8\u0bcd\u0b95\u0bbf\u0bb0\u0bc1\u0ba4 \u0b87\u0bb2\u0b95\u0bcd\u0b95\u0bbf\u0baf\u0b9a\u0bcd \u0b9a\u0bbf\u0ba8\u0bcd\u0ba4\u0ba9\u0bc8\u0b95\u0bb3\u0bcd, \u0baf\u0bbe\u0bb4\u0bcd\u0baa\u0bcd\u0baa\u0bbe\u0ba3\u0bae\u0bcd.<\/p>\n

Keith. A.B, (1953), A History of Classical Sanskrit Literature<\/strong>, Oxford.<\/p>\n

Macdonall.A.A, (1962), History of Sanskrit Literature, <\/strong>Delhi.<\/p>\n

\u00a0<\/p>\n<\/td>\n<\/tr>\n<\/tbody>\n<\/table><\/div>\n\t\t\t\t<\/div>\n\t\t\t\t\t\t\t

\n\t\t\t\t\t
\n\t\t\t\t\t\t\t\t\t\t\t\t\t\n\t\t\t\t\t\t\t\t\t\t\t\t\t\t\t<\/i><\/span>\n\t\t\t\t\t\t\t\t<\/i><\/span>\n\t\t\t\t\t\t\t\t\t\t\t\t\t\t<\/span>\n\t\t\t\t\t\t\t\t\t\t\t\tHSSC 11013: Introduction to Indian Philosophy<\/a>\n\t\t\t\t\t<\/div>\n\t\t\t\t\t
\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n
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Course Code <\/strong><\/p>\n<\/td>\n

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HSSC 11013<\/strong><\/p>\n<\/td>\n<\/tr>\n

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Course Title<\/strong><\/p>\n<\/td>\n

\n

Introduction to Indian Philosophy<\/strong><\/p>\n<\/td>\n<\/tr>\n

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Credit Value<\/strong><\/p>\n<\/td>\n

\n

03 Credits<\/strong><\/p>\n<\/td>\n<\/tr>\n

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Core \/ Optional <\/strong><\/p>\n<\/td>\n

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Core<\/strong><\/p>\n<\/td>\n<\/tr>\n

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Pre – requisite<\/strong><\/p>\n<\/td>\n

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None<\/strong><\/p>\n<\/td>\n<\/tr>\n

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Notional Hours<\/strong><\/p>\n<\/td>\n

\n

150 Hours<\/p>\n

Interactive sessions Lectures and Tutorials – 45h, Library learning – 20 h, Group work \u2013 10h,\u00a0 E \u2013 learning – 20h, Exam Preparation – 20h, In – Course Assessments: Take Home assignments \u2013 07h, Quizzes \u2013 05h, Presentation \u2013 20h, Summative \u2013 03h.<\/p>\n<\/td>\n<\/tr>\n

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Course Objective<\/strong><\/p>\n

To impart living philosophy regulating the social and individual life of man which makes philosophy in practice<\/p>\n<\/td>\n<\/tr>\n

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Intended Learning outcomes<\/strong><\/p>\n

\u00b7\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Differentiate philosophy, Indian philosophy and its elements<\/p>\n

\u00b7\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Describe the physical and metaphysical thoughts in Indian philosophy<\/p>\n

\u00b7\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Assess the strengths and weaknesses of Indian philosophies<\/p>\n

\u00b7\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Discuss the contemporary issues related to the Schools of Indian Philosophy<\/p>\n<\/td>\n<\/tr>\n

\n

Course Content
<\/strong>Nature and scope of Indian Philosophy; Origin of Indian Philosophical thoughts; Salient feature of six systems of the Indian Philosophy: Samkya, Yoga, Nyaya, Vaisesika, Purva mimamsa and Uttara mimamsa; Non Vedic system and their impact of Indian philosophy; Buddhism, Jainism, Logayata and Ajivaka;\u00a0 Idealistic, Materialistic and realistic approach in theIndianPhilosophical tradition; Ethics in Indian Philosophy; Contemporary developments in Indian Philosophy.<\/p>\n<\/td>\n<\/tr>\n

\n

Teaching and Learning Methods<\/strong><\/p>\n

Lectures, Assessment, Tutorial discussions, Individual or Group Presentations, recitation of oral questions.<\/p>\n<\/td>\n<\/tr>\n

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Evaluation Methods <\/strong><\/p>\n<\/td>\n<\/tr>\n

\n

1. Formative Assessment \u2013 30%<\/strong><\/p>\n<\/td>\n<\/tr>\n

\n

Presentation\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0<\/p>\n<\/td>\n

\n

10 %<\/p>\n<\/td>\n

\n

\u00a0<\/p>\n

\u00a0<\/p>\n

30 %<\/p>\n<\/td>\n<\/tr>\n

\n

Assignment I\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0<\/p>\n<\/td>\n

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05 %<\/p>\n<\/td>\n<\/tr>\n

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Open book Exam<\/p>\n<\/td>\n

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10 %<\/p>\n<\/td>\n<\/tr>\n

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Quiz\u00a0<\/p>\n<\/td>\n

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05 %<\/p>\n<\/td>\n<\/tr>\n

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\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 2. Summative Assessment<\/strong><\/p>\n

Written examination (3hours) : Structured Question, Short Notes and Essay Questions (Expected to answer 05 questions out of 08) :05 Questions x 100 Marks = 500 Marks<\/p>\n<\/td>\n

\n

\u00a0<\/p>\n

\u00a0<\/p>\n

70 %<\/p>\n<\/td>\n<\/tr>\n

\n

Recommended Readings<\/strong><\/p>\n

\u0b85\u0bb0\u0bc1\u0ba3\u0bc8 \u0bb5\u0b9f\u0bbf\u0bb5\u0bc7\u0bb2\u0bcd \u0bae\u0bc1\u0ba4\u0bb2\u0bbf\u0baf\u0bbe\u0bb0\u0bcd, \u0b9a\u0bbf., (1974), \u0b9a\u0bbf\u0ba4\u0bcd\u0ba4\u0bbe\u0ba8\u0bcd\u0ba4\u0ba4\u0bcd \u0ba4\u0bc6\u0bb3\u0bbf\u0bb5\u0bbf\u0baf\u0bb2\u0bcd, \u0ba4\u0bb0\u0bc1\u0bae\u0bc8\u0baf\u0bbe\u0ba4\u0bc0\u0ba9\u0bae\u0bcd, \u0ba4\u0bae\u0bbf\u0bb4\u0bcd\u0ba8\u0bbe\u0b9f\u0bc1.<\/p>\n

\u0b86\u0bb2\u0ba9\u0bcd \u0b89\u0b9f\u0bcd\u0bb8\u0bcd, (2018) \u0ba4\u0ba4\u0bcd\u0ba4\u0bc1\u0bb5\u0ba4\u0bcd\u0ba4\u0bbf\u0ba9\u0bcd \u0bb5\u0bb0\u0bb2\u0bbe\u0bb1\u0bc1, \u0bb5\u0bbf\u0b9f\u0bbf\u0baf\u0bb2\u0bcd \u0baa\u0ba4\u0bbf\u0baa\u0bcd\u0baa\u0b95\u0bae\u0bcd, \u0b9a\u0bc6\u0ba9\u0bcd\u0ba9\u0bc8.<\/p>\n

\u0b87\u0bb0\u0bbe\u0bae\u0ba8\u0bbe\u0ba4\u0ba9\u0bcd, \u0b95., (2003), \u0b9a\u0bc8\u0bb5\u0b9a\u0bbf\u0ba4\u0bcd\u0ba4\u0bbe\u0ba8\u0bcd\u0ba4 \u0bae\u0bc6\u0baf\u0bcd\u0baa\u0bcd\u0baa\u0bca\u0bb0\u0bc1\u0bb3\u0bbf\u0baf\u0bb2\u0bcd, \u0b85\u0ba9\u0bcd\u0ba9\u0bae\u0bcd \u0bb5\u0bc6\u0bb3\u0bbf\u0baf\u0bc0\u0b9f\u0bc1 \u0ba4\u0bbe\u0bb5\u0b9f\u0bbf, \u0baf\u0bbe\u0bb4\u0bcd\u0baa\u0bcd\u0baa\u0bbe\u0ba3\u0bae\u0bcd.<\/p>\n

\u0b9a\u0b9f\u0bcd\u0b9f\u0bcb\u0baa\u0bbe\u0ba4\u0bcd\u0baf\u0bbe\u0baf \u0ba4\u0bc7\u0bb5\u0bbf\u0baa\u0bbf\u0bb0\u0b9a\u0bbe\u0ba4\u0bcd, (2016), \u0b87\u0ba8\u0bcd\u0ba4\u0bbf\u0baf \u0ba4\u0ba4\u0bcd\u0ba4\u0bc1\u0bb5 \u0b87\u0baf\u0bb2\u0bbf\u0bb2\u0bcd \u0ba8\u0bbf\u0bb2\u0bc8\u0ba4\u0bcd\u0ba4\u0bbf\u0bb0\u0bc1\u0baa\u0bcd\u0baa\u0ba9\u0bb5\u0bc1\u0bae\u0bcd \u0b85\u0bb4\u0bbf\u0ba8\u0bcd\u0ba4\u0ba9\u0bb5\u0bc1\u0bae\u0bcd, \u0bb5\u0bbf\u0b9f\u0bbf\u0baf\u0bb2\u0bcd \u0baa\u0ba4\u0bbf\u0baa\u0bcd\u0baa\u0b95\u0bae\u0bcd, \u0b95\u0bcb\u0bb5\u0bc8.<\/p>\n

Data Chatterjee, (1968), An Introduction to Indian Philosophy<\/strong>, University of Calcutta, India.<\/p>\n

Hospers, John, (1973), An Introduction to Philosophical Analysis<\/strong>, Routedge & Kegan Publishers Ltd, London.<\/p>\n

Kumar Lal, B., (1999), Contemporary Indian Philosophy<\/strong>, Motilal Banarasidasn New Delhi.<\/p>\n

Sahakian, W.S., (1968), Outline \u2013 History of Philosophy<\/strong>. Barnes & Noble, New York.<\/p>\n

Scruton, Roger, (1981), From Descartes to Wittgenstein \u2013 A short Histroy of Modern Philosophy<\/strong>, Routedge & Kegan Publishers Ltd. London.
Sivaraman, K., (1973), Saivism in Philosophical Perspective,<\/strong> Motilal Banarasidass, India.<\/p>\n<\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n

\u00a0<\/p><\/div>\n\t\t\t\t<\/div>\n\t\t\t\t\t\t\t

\n\t\t\t\t\t
\n\t\t\t\t\t\t\t\t\t\t\t\t\t\n\t\t\t\t\t\t\t\t\t\t\t\t\t\t\t<\/i><\/span>\n\t\t\t\t\t\t\t\t<\/i><\/span>\n\t\t\t\t\t\t\t\t\t\t\t\t\t\t<\/span>\n\t\t\t\t\t\t\t\t\t\t\t\tHEGEN 11013 : English for Communication-I<\/a>\n\t\t\t\t\t<\/div>\n\t\t\t\t\t
\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n
\n

Course Code<\/strong><\/p>\n<\/td>\n

\n

HEGEN 11013<\/strong><\/p>\n<\/td>\n<\/tr>\n

\n

Course\u00a0 Title<\/strong><\/p>\n<\/td>\n

\n

English for\u00a0 Communication -I<\/strong><\/p>\n<\/td>\n<\/tr>\n

\n

Credit Value<\/strong><\/p>\n<\/td>\n

\n

3 Credits<\/strong><\/p>\n<\/td>\n<\/tr>\n

\n

Course Objectives <\/strong><\/p>\n

\u00b7\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Develop learners\u2019 ability to use English effectively for the purpose of practical communication.<\/p>\n

\u00b7\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Promote inter personal communication skills of the students.<\/p>\n

\u00b7\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Prepare students to function in different environments while enhancing their communicative skills.<\/p>\n<\/td>\n<\/tr>\n

\n

Intended Learning <\/strong><\/p>\n

Outcome<\/strong><\/p>\n

At the end of the course, students will be able to<\/p>\n

\u00b7\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Comprehend simple authentic materials of different genres<\/p>\n

\u00b7\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Apply complex punctuation marks, identify negation, simple passive structure and basic modals<\/p>\n

\u00b7\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Construct simple sentences in simple tenses<\/p>\n

\u00b7\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Describe people, places and objects<\/p>\n

\u00b7\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Create and respond to multiple context of discourses<\/p>\n

\u00b7\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Apply cohesive devices appropriately in verbal communication<\/p>\n

\u00b7\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 \u00a0Identify key ideas of a short audio\/audio visual text<\/p>\n

\u00b7\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Recognize internal cohesion of a longer text and follow instructions<\/p>\n

\u00a0<\/p>\n

\u00a0<\/p>\n

\u00a0<\/p>\n<\/td>\n<\/tr>\n

\n

Course Content<\/strong><\/p>\n

Reading: <\/strong>Short and simple authentic reading texts relevant to the course of study, letters, emails, advertisements, charts, web pages, magazines, research articles, reports, etc.

<\/p>\n

Writing: <\/strong>Introduction of structural elements, formation of simple sentences,\u00a0 describing people, places and objects using appropriate tenses, short essays,\u00a0 emails, note writing, invitations to parties and functions, letter of condolences, small ads, writing agenda for meetings and functions, leaflets, etc. gap filling exercise with blanks, sentences-completion, sentence-reordering, filling various forms, writing instructions. (Grammar integrated)<\/p>\n

\u00a0<\/p>\n

Speaking: <\/strong>Making simple commands, asking for and giving directions, introducing self and others, describing events and explaining the functions of objects, asking for things, making inquiries using yes\/no questions and wh-questions, making telephone calls, making short speeches, expressing and responding to opinions\/personal feelings and attitudes, involving in conversations on particular topics and contexts, etc.<\/p>\n

\u00a0<\/p>\n

Listening: <\/strong>Short extracts and longer texts (lectures, dialogues, announcements, talks, news etc.) to identify key ideas; understand internal cohesion; following instruction regarding processes (cookery, production process etc.)<\/p>\n<\/td>\n<\/tr>\n

\n

Teaching – Learning Methods<\/strong><\/p>\n

CLT based illustrated lectures, presentations with interaction\/feedback, interactive speaking activities, peer activities for writing.<\/p>\n<\/td>\n<\/tr>\n

\n

Evaluation<\/strong><\/p>\n<\/td>\n

\n

In Course Assignments<\/p>\n<\/td>\n

\n

Written Assignment<\/p>\n<\/td>\n

\n

05 %<\/p>\n<\/td>\n

\n

30%<\/p>\n<\/td>\n<\/tr>\n

\n

Reading Assignment<\/p>\n<\/td>\n

\n

05%<\/p>\n<\/td>\n<\/tr>\n

\n

Speaking Assignment<\/p>\n<\/td>\n

\n

05%<\/p>\n<\/td>\n<\/tr>\n

\n

Listening Assignment<\/p>\n<\/td>\n

\n

05%<\/p>\n<\/td>\n<\/tr>\n

\n

Mid Semester Examination<\/p>\n<\/td>\n

\n

10%<\/p>\n<\/td>\n<\/tr>\n

\n

Written Examination<\/strong>:<\/p>\n

The question paper for the written examination contains 3 parts based on the reading, grammar and written component. The duration of the paper is 3hours and the students are expected to answer all the questions on the paper itself.<\/p>\n

Part I: Reading- choosing sub titles for paragraphs, true or false, matching words with similar meanings, skimming and scanning questions, transfer of information, etc. \u2013 35 Marks.<\/p>\n

Part II:\u00a0 Grammar \u2013 tenses, prepositions, word order, use of adjectives and adverbs, etc. –\u00a0 25Marks<\/p>\n

Part III: Writing \u2013describing people, places objects, profile writing, note writing, invitations, emails, writing condolence messages, short essays &letters small ads, agenda for meetings , leaflets etc. – 40 Marks.<\/p>\n

Total marks: 100 Marks.<\/p>\n

(100 marks will be converted to 70 Marks)<\/strong><\/p>\n<\/td>\n

\n

70%<\/p>\n<\/td>\n<\/tr>\n

\n

Recommended Readings<\/strong><\/p>\n

Adrian, D. and Christopher, J. (2004). Listening 1 and 2. Ninth Imprint.\u00a0 Cambridge: Cambridge University Press.<\/p>\n

Frangoise, G. (2012).Developing Reading Skills: A Practical Guide to Reading Comprehension Exercises. United Kingdom: Cambridge University Press.<\/p>\n

Joanne, C. and Stephen,S. (2003). Speaking 1 and 2 (Eleventh Imprint). Cambridge: Cambridge University Press.<\/p>\n

John, S. (2013). The Oxford Guide to Effective Writing and Speaking. 3rd Edition. Oxford: Oxford University Press.<\/p>\n

Raymond, M. (2012). English Grammar in Use Book with Answer: A Self-Study Reference and Practice Book for Intermediate Learners of English.\u00a0 Cambridge: Cambridge University Press.<\/p>\n

Richard, H. (2011). Headway Academic Skills: 3: Listening, Speaking, and Study Skills Student’s Book. Oxford: Oxford University Press.<\/p>\n

Sarah, P. and Lesley, C, (2013). Headway Academic Skills: 3: Reading, Writing, and Study Skills Student’s Book.Oxford:Oxford University Press.<\/p>\n

Thomson, V. and Martinet,J. (2009). A Practical English Grammar. ELBS.<\/p>\n

Tricia, H. (2005). Writing.Oxford:Oxford University Press.<\/p>\n

Handbook to be prepared by the DELT.<\/p>\n<\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n

\u00a0<\/p><\/div>\n\t\t\t\t<\/div>\n\t\t\t\t\t\t\t

\n\t\t\t\t\t
\n\t\t\t\t\t\t\t\t\t\t\t\t\t\n\t\t\t\t\t\t\t\t\t\t\t\t\t\t\t<\/i><\/span>\n\t\t\t\t\t\t\t\t<\/i><\/span>\n\t\t\t\t\t\t\t\t\t\t\t\t\t\t<\/span>\n\t\t\t\t\t\t\t\t\t\t\t\tHHRA11012: Management and Leadership<\/a>\n\t\t\t\t\t<\/div>\n\t\t\t\t\t
\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n
\n

Course Code <\/strong><\/p>\n<\/td>\n

\n

HHRA 11012<\/strong><\/p>\n<\/td>\n<\/tr>\n

\n

Course Title<\/strong><\/p>\n<\/td>\n

\n

Management and Leadership<\/p>\n<\/td>\n<\/tr>\n

\n

Credit Value<\/strong><\/p>\n<\/td>\n

\n

02 Credits<\/p>\n<\/td>\n<\/tr>\n

\n

Course Objective<\/strong><\/p>\n

The aim of this course is to provide the students with the basic concepts, principles and practices in of management and leadership.<\/p>\n<\/td>\n<\/tr>\n

\n

Intended Learning outcome<\/strong><\/p>\n

\u00a0<\/strong><\/p>\n

At the end of the course Students should be able to:<\/p>\n

\u00b7\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Define the term management and its process<\/p>\n

\u00b7\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Describe the evolution of management thoughts and categories of different approaches to management.<\/p>\n

\u00b7\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Describe the managerial roles, levels and skills.<\/p>\n

\u00b7\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Discuss the major functions of management<\/p>\n

\u00b7\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Explain the theories of leadership<\/p>\n

\u00b7\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Explain different leadership styles and critically evaluate the styles<\/p>\n

\u00b7\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Propose the ways to develop leadership skills<\/p>\n

\u00b7\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Evaluate the theories and their applications in Sri Lankan organizations.<\/p>\n<\/td>\n<\/tr>\n

\n

Course Content<\/strong><\/p>\n

Introduction to Management, basic concepts and principles, managerial levels, skills and roles, evolution of management thoughts, functions of management, essentials of planning, planning process, decision making, organizing and organizational structure, leading, controlling, theories of leadership, leadership styles, developing leadership skills, personality and leadership, applications of theories and principles in Sri Lankan organizations.<\/p>\n<\/td>\n<\/tr>\n

\n

Teaching and Learning Methods<\/strong><\/p>\n

Lectures, Online resources using LMS, group discussions, presentations and case studies<\/p>\n<\/td>\n<\/tr>\n

\n

Evaluation Methods <\/strong><\/p>\n<\/td>\n<\/tr>\n

\n

1. Formative Assessment <\/strong><\/p>\n<\/td>\n<\/tr>\n

\n

Assignment<\/p>\n<\/td>\n

\n

10%<\/p>\n<\/td>\n

\n

\u00a0<\/p>\n

30%<\/p>\n<\/td>\n<\/tr>\n

\n

Quiz\u00a0<\/p>\n<\/td>\n

\n

10 %<\/p>\n<\/td>\n<\/tr>\n

\n

Mid Semester Exam<\/p>\n<\/td>\n

\n

10 %<\/p>\n<\/td>\n<\/tr>\n

\n

\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 2. Summative Assessment<\/strong><\/p>\n

I.\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Written examination (2 hour) that has been expected to answer the question in following manner for a total of 100 Marks.<\/p>\n

II.\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Structured Question, Short Notes and Essay Questions<\/p>\n

\u00a0(Expected to answer 04 questions out of 06) :<\/p>\n

\u00a004 Questions x 25Marks =100Marks<\/p>\n<\/td>\n

\n

\u00a0<\/p>\n

\u00a0<\/p>\n

70 %<\/p>\n<\/td>\n<\/tr>\n

\n

Recommended Readings<\/strong><\/p>\n

1.\u00a0\u00a0\u00a0\u00a0 \u0bb0\u0bb5\u0bc0\u0ba8\u0bcd\u0ba4\u0bbf\u0bb0\u0ba9\u0bcd, \u0ba4. \u0bb0\u0bc2 \u0b9a\u0bb0\u0bb5\u0ba3\u0baa\u0bb5\u0ba9\u0bcd, \u0b86. (2021). \u0bae\u0bc1\u0b95\u0bbe\u0bae\u0bc8\u0ba4\u0bcd\u0ba4\u0bc1\u0bb5 \u0b9a\u0bc6\u0baf\u0bcd\u0bae\u0bc1\u0bb1\u0bc8. \u0b95\u0bca\u0bb4\u0bc1\u0bae\u0bcd\u0baa\u0bc1, \u0b87\u0bb2\u0b99\u0bcd\u0b95\u0bc8: \u0b9a\u0bc7\u0bae\u0bae\u0b9f\u0bc1 \u0baa\u0ba4\u0bbf\u0baa\u0bcd\u0baa\u0b95\u0bae\u0bcd;<\/p>\n

2.\u00a0\u00a0\u00a0\u00a0 \u0bb0\u0ba4\u0bbf\u0bb0\u0bbe\u0ba3\u0bbf, \u0baf\u0bcb. (2011). \u0bae\u0bc1\u0b95\u0bbe\u0bae\u0bc8\u0ba4\u0bcd\u0ba4\u0bc1\u0bb5 \u0ba4\u0ba4\u0bcd\u0ba4\u0bc1\u0bb5\u0b99\u0bcd\u0b95\u0bb3\u0bcd. \u0b95\u0bca\u0bb4\u0bc1\u0bae\u0bcd\u0baa\u0bc1, \u0b87\u0bb2\u0b99\u0bcd\u0b95\u0bc8: \u0b95\u0bc1\u0bae\u0bb0\u0ba9\u0bcd \u0baa\u0bc1\u0ba4\u0bcd\u0ba4\u0b95 \u0b87\u0bb2\u0bcd\u0bb2\u0bae\u0bcd<\/p>\n

3.\u00a0\u00a0\u00a0\u00a0\u00a0 \u0ba4\u0bc7\u0bb5\u0bb0\u0bbe\u0b9c\u0bbe, \u0b95. (2000). \u0bae\u0bc1\u0b95\u0bbe\u0bae\u0bc8\u0ba4\u0bcd\u0ba4\u0bc1\u0bb5\u0bae\u0bcd. \u0baf\u0bbe\u0bb4\u0bcd\u0baa\u0bcd\u0baa\u0bbe\u0ba3\u0bae\u0bcd, \u0b87\u0bb2\u0b99\u0bcd\u0b95\u0bc8<\/p>\n<\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n

\u00a0<\/p><\/div>\n\t\t\t\t<\/div>\n\t\t\t\t\t\t\t\t<\/div>\n\t\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/section>\n\t\t\t\t

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<\/p>\n

Level I – Semester II<\/strong><\/h2>\n

<\/p>\n

<\/p>\n

<\/p>\t\t\t\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/section>\n\t\t\t\t

\n\t\t\t\t\t\t
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\n\t\t\t\t\t\t\t\t\t\t\t\t\t\n\t\t\t\t\t\t\t\t\t\t\t\t\t\t\t<\/i><\/span>\n\t\t\t\t\t\t\t\t<\/i><\/span>\n\t\t\t\t\t\t\t\t\t\t\t\t\t\t<\/span>\n\t\t\t\t\t\t\t\t\t\t\t\tHHCC 12013: Cultural Heritage of Hindu Society<\/a>\n\t\t\t\t\t<\/div>\n\t\t\t\t\t
\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n
\n

Course Code <\/strong><\/p>\n<\/td>\n

\n

HHCC 12013<\/strong><\/p>\n<\/td>\n<\/tr>\n

\n

Course Title<\/strong><\/p>\n<\/td>\n

\n

Cultural Heritage of Hindu Society<\/strong><\/p>\n<\/td>\n<\/tr>\n

\n

Credit Value<\/strong><\/p>\n<\/td>\n

\n

03 Credits<\/strong><\/p>\n<\/td>\n<\/tr>\n

\n

Core\/Optional<\/strong><\/p>\n<\/td>\n

\n

Core<\/strong><\/p>\n<\/td>\n<\/tr>\n

\n

Pre-requisite\u00a0\u00a0 <\/strong><\/p>\n<\/td>\n

\n

None<\/strong><\/p>\n<\/td>\n<\/tr>\n

\n

Notional Hours<\/strong><\/p>\n<\/td>\n

\n

150 Hours<\/p>\n

Interactive sessions Lectures – 30 hours, Group discussion- 20 hours. Field Visit- 40 hours, Library Learning \u2013 10 hours, E \u2013 learning \u2013 10 hours, Exam Preparation \u2013 22 hours, In – Course Assessments ; Formative Quiz \u2013 1 hour, Assignment \u2013 4 hours, Group Presentation \u2013 10 hours, Summative – 3 Hours.<\/p>\n<\/td>\n<\/tr>\n

\n

Course Objective
<\/strong>To acquire the salient features of Hindu Cultural Heritage<\/p>\n<\/td>\n<\/tr>\n

\n

Intended Learning outcomes<\/strong><\/p>\n

\u00b7\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Explain the Salient features of Hindu Social Theories<\/p>\n

\u00b7\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Appraise the uniqueness of Hindu ethics and ethos\u00a0\u00a0<\/p>\n

\u00b7\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Discuss the Judicial System of ancient Hindu Society<\/p>\n

\u00b7\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Determine\u00a0 the factors instrumental to the emergence of modern institutions for the reformation of Hindu religion and society<\/p>\n

\u00b7\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Assess the contemporary Social issues of the Hindu Society<\/p>\n<\/td>\n<\/tr>\n

\n

Course Content<\/strong><\/p>\n

Introduction to Hindu Social Theories, Religious Change and Social Change, Hindu Marriage and family ethics, Gender issues in Hindu Society, Introduction to State and state formation theories in Hindu Heritage, judicial System of ancient Hindu Society, Basic Philosophical inquires reveled in Hindu Heritage, Management strategies of Hindu Temples.<\/p>\n<\/td>\n<\/tr>\n

\n

Teaching and Learning Methods<\/strong><\/p>\n

Lecture, Discussion , Presentation, Group work<\/p>\n<\/td>\n<\/tr>\n

\n

Evaluation Methods <\/strong><\/p>\n<\/td>\n<\/tr>\n

\n

1. Formative Assessment \u2013 30%<\/strong><\/p>\n<\/td>\n<\/tr>\n

\n

Presentation\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0<\/p>\n<\/td>\n

\n

05%<\/p>\n<\/td>\n

\n

Presentation\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0<\/p>\n

Assignment\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 \u00a0\u00a0<\/p>\n

Group Presentation<\/p>\n

MCQ<\/p>\n<\/td>\n<\/tr>\n

\n

Assignment\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0<\/p>\n<\/td>\n

\n

10 %<\/p>\n<\/td>\n<\/tr>\n

\n

Group Presentation<\/p>\n<\/td>\n

\n

05 %<\/p>\n<\/td>\n<\/tr>\n

\n

MCQ<\/p>\n<\/td>\n

\n

10 %<\/p>\n<\/td>\n<\/tr>\n

\n

\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 2.Summative Assessment<\/strong><\/p>\n

Written examination (3hour) : Structured Question, Short Notes and Essay Questions (Expected to answer 05 questions out of 08) :
05 Questions x 100 Marks = 500 Marks<\/p>\n<\/td>\n

\n

\u00a0<\/p>\n

\u00a0<\/p>\n

\u00a0<\/p>\n

70 %<\/p>\n<\/td>\n<\/tr>\n

\n

Recommended Readings<\/strong><\/p>\n

\u0b9a\u0bc6\u0ba8\u0bcd\u0ba4\u0bbf\u0bb2\u0bcd\u0ba8\u0bbe\u0ba4\u0ba9\u0bcd,\u0b9a. , (1973) , \u0b87\u0ba8\u0bcd\u0ba4\u0bc1\u0b9a\u0b9f\u0bcd\u0b9f\u0bae\u0bcd, \u0ba4\u0bae\u0bbf\u0bb4\u0bcd\u0ba8\u0bbe\u0b9f\u0bcd\u0b9f\u0bc1\u0baa\u0bcd \u0baa\u0bbe\u0b9f\u0ba8\u0bc2\u0bb2\u0bcd \u0ba8\u0bbf\u0bb1\u0bc1\u0bb5\u0ba9\u0bae\u0bcd, \u0ba8\u0bbf\u0baf\u0bc2\u0b9f\u0bc6\u0bb2\u0bcd\u0bb2\u0bbf.<\/p>\n

\u0baa\u0ba4\u0bcd\u0bae\u0ba8\u0bbe\u0ba4\u0ba9\u0bcd, \u0b9a\u0bbf. , (2005) , \u0b87\u0bb2\u0b99\u0bcd\u0b95\u0bc8\u0baf\u0bbf\u0bb2\u0bcd \u0b87\u0ba8\u0bcd\u0ba4\u0bc1 \u0b9a\u0bae\u0baf\u0bae\u0bcd, \u0b95\u0bc1\u0bae\u0bb0\u0ba9\u0bcd \u0baa\u0bc1\u0ba4\u0bcd\u0ba4\u0b95 \u0b87\u0bb2\u0bcd\u0bb2\u0bae\u0bcd, \u0b95\u0bca\u0bb4\u0bc1\u0bae\u0bcd\u0baa\u0bc1 – \u0b9a\u0bc6\u0ba9\u0bcd\u0ba9\u0bc8.<\/p>\n

\u0bae\u0bc1\u0b95\u0bc1\u0ba8\u0bcd\u0ba4\u0ba9\u0bcd, \u0b9a. , (2014) , \u0b87\u0ba8\u0bcd\u0ba4\u0bc1 \u0b87\u0bb2\u0b95\u0bcd\u0b95\u0bbf\u0baf\u0b99\u0bcd\u0b95\u0bb3\u0bbf\u0bb2\u0bcd \u0b85\u0bb0\u0b9a\u0bbf\u0baf\u0bb2\u0bcd – \u0baa\u0bca\u0bb0\u0bc1\u0bb3\u0bbf\u0baf\u0bb2\u0bcd \u0ba8\u0bc0\u0ba4\u0bbf\u0baa\u0bb0\u0bbf\u0baa\u0bbe\u0bb2\u0ba9\u0bae\u0bcd, \u0baa\u0bc2\u0baa\u0bbe\u0bb2\u0b9a\u0bbf\u0b99\u0bcd\u0b95\u0bae\u0bcd \u0baa\u0ba4\u0bbf\u0baa\u0bcd\u0baa\u0b95\u0bae\u0bcd. \u0baf\u0bbe\u0bb4\u0bcd\u0baa\u0bcd\u0baa\u0bbe\u0ba3\u0bae\u0bcd.<\/p>\n

\u0bb0\u0bae\u0ba3\u0bb0\u0bbe\u0b9c\u0bbe, \u0b9a\u0bbf. , 2020, \u0baf\u0bbe\u0bb4\u0bcd\u0baa\u0bcd\u0baa\u0bbe\u0ba3\u0ba4\u0bcd\u0ba4\u0bbf\u0bb2\u0bcd \u0bb5\u0bc0\u0bb0\u0b9a\u0bc8\u0bb5\u0bae\u0bcd: \u0bb5\u0bb0\u0bb2\u0bbe\u0bb1\u0bc1\u0bae\u0bcd \u0baa\u0ba3\u0bcd\u0baa\u0bbe\u0b9f\u0bc1\u0bae\u0bcd, \u0b87\u0ba8\u0bcd\u0ba4\u0bc1 \u0ba8\u0bbe\u0b95\u0bb0\u0bbf\u0b95\u0ba4\u0bcd\u0ba4\u0bc1\u0bb1\u0bc8, \u0b87\u0ba8\u0bcd\u0ba4\u0bc1\u0b95\u0bcd\u0b95\u0bb1\u0bcd\u0b95\u0bc8\u0b95\u0bb3\u0bcd \u0baa\u0bc0\u0b9f\u0bae\u0bcd, \u0baf\u0bbe\u0bb4\u0bcd\u0baa\u0bcd\u0baa\u0bbe\u0ba3\u0baa\u0bcd \u0baa\u0bb2\u0bcd\u0b95\u0bb2\u0bc8\u0b95\u0bcd\u0b95\u0bb4\u0b95\u0bae\u0bcd.<\/p>\n

\u0bb5\u0bbf\u0b95\u0bcd\u0ba9\u0bc7\u0bb8\u0bcd\u0bb5\u0bb0\u0bbf,\u0baa. , (2019) , \u0b87\u0ba8\u0bcd\u0ba4\u0bc1\u0b95\u0bcd\u0b95\u0bb3\u0bc1\u0bae\u0bcd \u0ba8\u0bb5\u0b95\u0bcd\u0b95\u0bbf\u0bb0\u0b95 \u0bb5\u0bb4\u0bbf\u0baa\u0bbe\u0b9f\u0bc1\u0bae\u0bcd, \u0b85\u0ba9\u0bcd\u0bb0\u0bbe \u0baa\u0ba4\u0bbf\u0baa\u0bcd\u0baa\u0b95\u0bae\u0bcd, \u0b95\u0bca\u0b95\u0bcd\u0b95\u0bc1\u0bb5\u0bbf\u0bb2\u0bcd.<\/p>\n

Chakladar, H.C., (1929), Social Life in Ancient India<\/strong>, Greater Indian Society, Calcutta.<\/p>\n

Percy Brown, (1956) ,Indian Architecture<\/strong>, (Buddhist & Hindu Philosophy) Taraporavala Sons& Co., Bombay.<\/p>\n

Sarkar, S.C., (1920), Some aspects of the Earliest Social History of India, Pre-Buddhistic Ages<\/strong>, O.U.P., London,<\/p>\n<\/td>\n<\/tr>\n<\/tbody>\n<\/table><\/div>\n\t\t\t\t<\/div>\n\t\t\t\t\t\t\t

\n\t\t\t\t\t
\n\t\t\t\t\t\t\t\t\t\t\t\t\t\n\t\t\t\t\t\t\t\t\t\t\t\t\t\t\t<\/i><\/span>\n\t\t\t\t\t\t\t\t<\/i><\/span>\n\t\t\t\t\t\t\t\t\t\t\t\t\t\t<\/span>\n\t\t\t\t\t\t\t\t\t\t\t\tHSNC 12013: Prescribed Text and Elements of Sanskrit Grammar<\/a>\n\t\t\t\t\t<\/div>\n\t\t\t\t\t
\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n
\n

Course Code<\/strong><\/p>\n<\/td>\n

\n

HSNC 12013<\/strong><\/p>\n<\/td>\n<\/tr>\n

\n

Course Title<\/strong><\/p>\n<\/td>\n

\n

Prescribed Text and Elements of Sanskrit\u00a0 Grammar<\/strong><\/p>\n<\/td>\n<\/tr>\n

\n

Credit<\/strong><\/p>\n<\/td>\n

\n

03 Credits<\/strong><\/p>\n<\/td>\n<\/tr>\n

\n

Core\/Optional<\/strong><\/p>\n<\/td>\n

\n

Core<\/strong><\/p>\n<\/td>\n<\/tr>\n

\n

Pre-requisite<\/strong><\/p>\n<\/td>\n

\n

None <\/strong><\/p>\n<\/td>\n<\/tr>\n

\n

Notional Hours<\/strong><\/p>\n<\/td>\n

\n

150 Hours<\/p>\n

Interactive sessions Lectures – 30 hours, Group discussion – 25 hours.\u00a0 Field Visit – 10 hours.\u00a0 Library Learning \u2013 20 hours. E \u2013 learning \u2013 22 hours. Exam Preparation \u2013 25 hours, In – Course Assessments: Formative Quiz \u2013 1 hour, Assignment \u2013 4 hours, Group Presentation – 10 hours, Hour, Summative – 3 Hours<\/p>\n<\/td>\n<\/tr>\n

\n

Course Objective<\/strong><\/p>\n

To be acquainted with Classical Sanskrit literature and provide knowledge the basis Sanskrit Grammar<\/p>\n<\/td>\n<\/tr>\n

\n

Intended Learning outcomes <\/strong><\/p>\n

\u00b7\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Describe the background of Sanskrit language<\/p>\n

\u00b7\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Apply the grammatical structure of the classical language of Sanskrit<\/p>\n

\u00b7\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Illustrate the Epic and Puranic background of classical Sanskrit<\/p>\n

\u00b7\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Translate the selected sentences and fable forms from Sanskrit to Tamil<\/p>\n

\u00b7\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Construct sentences in Tamil to Sanskrit<\/p>\n<\/td>\n<\/tr>\n

\n

Course Content <\/strong><\/p>\n

Introduction to Classical Sanskrit Literature \u2013 , Prescribed Texts: Raguvamsa Mahakavya, <\/strong>I. <\/strong>1-20, Svapnavasavadatta-Act 1, Pancatantra-3, Rtusamhara i.1-15, ,Nalopakhyana.<\/strong>Chapters1-4, Sivanandalahari,<\/strong>1-25, Sanskrit Grammar.<\/p>\n<\/td>\n<\/tr>\n

\n

Teaching \u2013Learning Method<\/strong><\/p>\n

Lecture, Discussion , Presentation, Group work<\/p>\n<\/td>\n<\/tr>\n

\n

Evaluation Methods <\/strong><\/p>\n<\/td>\n<\/tr>\n

\n

Formative Assessment\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 30%<\/p>\n<\/td>\n<\/tr>\n

\n

Presentation\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0<\/p>\n<\/td>\n

\n

10%<\/p>\n<\/td>\n

\n

30%<\/strong><\/p>\n

\u00a0<\/strong><\/p>\n

\u00a0<\/strong><\/p>\n<\/td>\n<\/tr>\n

\n

Assignment\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0<\/p>\n<\/td>\n

\n

05%<\/p>\n<\/td>\n<\/tr>\n

\n

Open book Test\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0<\/p>\n<\/td>\n

\n

05%<\/p>\n<\/td>\n<\/tr>\n

\n

Quiz\u00a0<\/p>\n<\/td>\n

\n

10 %<\/p>\n<\/td>\n<\/tr>\n

\n

2. Summative Assessment<\/strong>:<\/p>\n

Written examination (3hour) : Structured Question, Short Notes and Essay Questions (Expected to answer 05 questions out of 06) : 05 Questions x 100Marks =500Marks<\/p>\n<\/td>\n

\n

70%<\/strong><\/p>\n<\/td>\n<\/tr>\n

\n

Recommended Readings <\/strong><\/p>\n

Kale.M.R(Ed), (1961), Rtusamhara,<\/strong> Motilal Banarsidas, Delhi.<\/p>\n

Narayana Ram Acarya, (1940), Svapnavasavadattam<\/strong>, Bombai.<\/p>\n

\u0b9a\u0bc1\u0baa\u0bcd\u0baa\u0bbf\u0bb0\u0bae\u0ba3\u0bbf\u0baf \u0b90\u0baf\u0bb0\u0bcd (\u0b85\u0ba3\u0bcd\u0ba3\u0bbe), (1982), \u0b9a\u0bbf\u0bb5\u0bbe\u0ba9\u0ba8\u0bcd\u0ba4\u0bb2\u0bb9\u0bb0\u0bbf,\u0b9a\u0bcb\u0ba4\u0bbf\u0b9f\u0baa\u0bb0\u0bbf\u0baa\u0bbe\u0bb2\u0bbf\u0ba9\u0bbf \u0bb5\u0bc6\u0bb3\u0bbf\u0baf\u0bc0\u0b9f\u0bc1, \u0baf\u0bbe\u0bb4\u0bcd\u0baa\u0bcd\u0baa\u0bbe\u0ba3\u0bae\u0bcd.<\/p>\n

\u0ba4\u0bbf\u0baf\u0bbe\u0b95\u0bb0\u0bbe\u0b9c \u0b90\u0baf\u0bb0\u0bcd (\u0ba4\u0bca\u0b95\u0bc1\u0baa\u0bcd\u0baa\u0bc1), (1964), \u0ba8\u0bb3\u0bcb\u0baa\u0bbe\u0b95\u0bcd\u0b95\u0bbf\u0baf\u0bbe\u0ba9\u0bae\u0bcd, \u0b9a\u0bbf\u0bb5\u0bbe\u0ba9\u0ba8\u0bcd\u0ba4 \u0bb5\u0bbf\u0ba4\u0bcd\u0ba4\u0bbf\u0baf\u0bbe\u0bb2\u0baf\u0bae\u0bcd , \u0bae\u0b9f\u0bcd\u0b9f\u0b95\u0bcd\u0b95\u0bb3\u0baa\u0bcd\u0baa\u0bc1.<\/p>\n

Dasgupta De.K,(1969), History of Classical Sanskrit Literature, <\/strong>Vol I, Calcutta.<\/p>\n

Kale.M.R,(Ed), (1961), Raguvamsa Mahakavya,<\/strong> Motilal Banarsidas, Delhi.<\/p>\n<\/td>\n<\/tr>\n<\/tbody>\n<\/table><\/div>\n\t\t\t\t<\/div>\n\t\t\t\t\t\t\t

\n\t\t\t\t\t
\n\t\t\t\t\t\t\t\t\t\t\t\t\t\n\t\t\t\t\t\t\t\t\t\t\t\t\t\t\t<\/i><\/span>\n\t\t\t\t\t\t\t\t<\/i><\/span>\n\t\t\t\t\t\t\t\t\t\t\t\t\t\t<\/span>\n\t\t\t\t\t\t\t\t\t\t\t\tHSSC 12013: Basic Doctrines of Saiva Siddhanta<\/a>\n\t\t\t\t\t<\/div>\n\t\t\t\t\t
\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n
\n

Course Code <\/strong><\/p>\n<\/td>\n

\n

HSS<\/strong>C 12013<\/strong><\/p>\n<\/td>\n<\/tr>\n

\n

Course Title<\/strong><\/p>\n<\/td>\n

\n

Basic Doctrines of Saiva Siddhanta<\/strong><\/p>\n<\/td>\n<\/tr>\n

\n

Credit Value<\/strong><\/p>\n<\/td>\n

\n

03 Credits<\/strong><\/p>\n<\/td>\n<\/tr>\n

\n

Core \/ Optional <\/strong><\/p>\n<\/td>\n

\n

Core<\/strong><\/p>\n<\/td>\n<\/tr>\n

\n

Pre-requisite<\/strong><\/p>\n<\/td>\n

\n

None<\/strong><\/p>\n<\/td>\n<\/tr>\n

\n

Notional Hours<\/strong><\/p>\n<\/td>\n

\n

150 Hours <\/strong><\/p>\n

Interactive sessions Lectures and Tutorials – 45h, Library learning – 20 h, ,Group work \u2013 10h,\u00a0 E \u2013 learning -20h, Exam Preparation – 20h, In – Course Assessments: Take Home assignments \u2013 07h, Quizzes \u2013 05h, Presentation \u2013 20h, Summative \u2013 3h.<\/p>\n<\/td>\n<\/tr>\n

\n

Course Objective<\/strong><\/p>\n

To make conversant with the history and the concept of Saiva Siddhanta as evidenced by various sources<\/p>\n<\/td>\n<\/tr>\n

\n

Intended Learning outcomes<\/strong><\/p>\n

\u00b7\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Explain the unique character\u00a0 of Saiva Siddhanta<\/p>\n

\u00b7\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Describe the historical development of Saiva Siddhanta philosophy<\/p>\n

\u00b7\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Categorize the concept Mupporul <\/em><\/p>\n

\u00b7\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Discuss the importance of Saiva Siddhanta for the wellbeing of human life<\/p>\n

\u00b7\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Discover a comprehensive knowledge of the sources of Saiva Siddhanta<\/p>\n<\/td>\n<\/tr>\n

\n

Course Content<\/strong><\/p>\n

Formative Concepts and factors; Meaning of Saiva Siddhanta; Origin of Saiva Siddhanta thought; Sources of the Saiva Siddhanta – Vedas, Agamas and Puranas; Saiva Siddhanta thoughts expounded in Early Tamil literature; Saiva Siddhanta thoughts in Thirumurais; Thoughts in Gnanamirtham; Saiva Siddhanta Alavai; Mupporul Unmai- Concepts of God, Creation of the world and Satkariyaveda, The Soul, Three Malas and Liberation; Spiritual life as means; Saiva Siddhanta Ethics.<\/p>\n<\/td>\n<\/tr>\n

\n

Teaching and Learning Methods<\/strong><\/p>\n

Lecture, Discussion, Presentation, Group work.<\/p>\n<\/td>\n<\/tr>\n

\n

Evaluation Methods <\/strong><\/p>\n<\/td>\n<\/tr>\n

\n

1. Formative Assessment \u2013 30%<\/strong><\/p>\n<\/td>\n<\/tr>\n

\n

Presentation\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0<\/p>\n<\/td>\n

\n

10 %<\/p>\n<\/td>\n

\n

\u00a0<\/p>\n

\u00a0<\/p>\n

30 %<\/p>\n<\/td>\n<\/tr>\n

\n

Assignment \u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0<\/p>\n<\/td>\n

\n

05 %<\/p>\n<\/td>\n<\/tr>\n

\n

MCQ<\/p>\n<\/td>\n

\n

05 %<\/p>\n<\/td>\n<\/tr>\n

\n

Drama<\/p>\n<\/td>\n

\n

\u00a0\u00a0\u00a0 10 %<\/p>\n<\/td>\n<\/tr>\n

\n

\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 2. Summative Assessment<\/strong><\/p>\n

Written Examination (3Hours) : Structured questions, Essay questions, Short notes(Expected to answer 5 questions out of 8) 05 Questions x 100 Marks= 500 Marks.<\/p>\n<\/td>\n

\n

\u00a0<\/p>\n

\u00a0<\/p>\n

70 %<\/p>\n<\/td>\n<\/tr>\n

\n

Recommended Readings<\/strong><\/p>\n

\u0b95\u0bb2\u0bc8\u0bb5\u0bbe\u0ba3\u0bbf \u0b87\u0bb0\u0bbe\u0bae\u0ba8\u0bbe\u0ba4\u0ba9\u0bcd, (1992) , \u0bb5\u0bc7\u0ba4\u0baa\u0bbe\u0bb0\u0bae\u0bcd\u0baa\u0bb0\u0bbf\u0baf\u0bae\u0bc1\u0bae\u0bcd \u0b9a\u0bc8\u0bb5\u0b9a\u0bbf\u0ba4\u0bcd\u0ba4\u0bbe\u0ba8\u0bcd\u0ba4\u0bae\u0bc1\u0bae\u0bcd, \u0b9a\u0bbf\u0bb1\u0bbf\u0bb0\u0bc6\u0b99\u0bcd\u0b95\u0bbe \u0baa\u0bbf\u0bb1\u0bbf\u0ba9\u0bcd\u0b9f\u0bc7\u0bb0\u0bcd\u0bb8\u0bcd, \u0bae\u0ba4\u0bc1\u0bb0\u0bc8.<\/p>\n

\u0b9e\u0bbe\u0ba9\u0b95\u0bc1\u0bae\u0bbe\u0bb0\u0ba9\u0bcd, \u0ba8\u0bbe. , (1994) , \u0b9a\u0bc8\u0bb5\u0b9a\u0bbf\u0ba4\u0bcd\u0ba4\u0bbe\u0ba8\u0bcd\u0ba4\u0ba4\u0bcd \u0ba4\u0bc6\u0bb3\u0bbf\u0bb5\u0bc1, \u0b9a\u0bc6\u0bb2\u0bcd\u0bb5\u0bae\u0bcd \u0bb5\u0bc6\u0bb3\u0bbf\u0baf\u0bc0\u0b9f\u0bc1, \u0baa\u0bb0\u0bc1\u0ba4\u0bcd\u0ba4\u0bbf\u0ba4\u0bcd\u0ba4\u0bc1\u0bb1\u0bc8.<\/p>\n

Pandey Kantichandra, (1986), An outline History of Saiva Philosophy<\/strong>, Mothilal Banarsidoss, Delhi.<\/p>\n

Siddalingaiah, T.B., (1979), Origin and Development of Saiva Siddhanta upto 14th Century<\/strong>, Nepolean Press, Madurai.<\/p>\n<\/td>\n<\/tr>\n<\/tbody>\n<\/table><\/div>\n\t\t\t\t<\/div>\n\t\t\t\t\t\t\t

\n\t\t\t\t\t
\n\t\t\t\t\t\t\t\t\t\t\t\t\t\n\t\t\t\t\t\t\t\t\t\t\t\t\t\t\t<\/i><\/span>\n\t\t\t\t\t\t\t\t<\/i><\/span>\n\t\t\t\t\t\t\t\t\t\t\t\t\t\t<\/span>\n\t\t\t\t\t\t\t\t\t\t\t\tHEGEN 12013: English for Communication-II<\/a>\n\t\t\t\t\t<\/div>\n\t\t\t\t\t
\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n
\n

Course Code<\/strong><\/p>\n<\/td>\n

\n

HEGEN 1<\/strong>2<\/strong>0<\/strong>1<\/strong>3<\/strong><\/p>\n<\/td>\n<\/tr>\n

\n

Course\u00a0 Title<\/strong><\/p>\n<\/td>\n

\n

English for\u00a0 Communication -II<\/strong><\/p>\n<\/td>\n<\/tr>\n

\n

Credit Value<\/strong><\/p>\n<\/td>\n

\n

03<\/strong><\/p>\n<\/td>\n<\/tr>\n

\n

Objectives <\/strong><\/p>\n

\u00b7\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Develop learners\u2019 ability to function effectively in the advanced\u00a0\u00a0\u00a0\u00a0 communicative context<\/p>\n

\u00b7\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Enable the students to create a text and make notes effectively in the relevant context<\/p>\n

\u00b7\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Prepare the students to respond to fairly complex discourses<\/p>\n

\u00b7\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Develop learners\u2019 ability to comprehend short academic texts and cope with features of spontaneous speech<\/p>\n<\/td>\n<\/tr>\n

\n

Intended Learning Outcome<\/strong><\/p>\n

At the end of the course, students will be able to<\/p>\n

\u00b7\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Recognize the main ideas from the complex texts.<\/p>\n

\u00b7\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Construct meaning of the text using contextual, structural and morphological clues to infer meaning of unfamiliar words\/phrases of the texts.<\/p>\n

\u00b7\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Construct more compound and complex sentences using relative pronouns and subordinate and coordinate conjunctions.<\/p>\n

\u00b7\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Summarize long texts on familiar subjects with accuracy.<\/p>\n

\u00b7\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Utilize more complex questions in dialogue \/ conversation \/ discussion on different familiar topics and respond to them.<\/p>\n

\u00b7\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 \u00a0Comprehend short academic texts and build up notes from the texts.<\/p>\n

\u00b7\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Identify the features of spontaneous speech and comprehend the discussion and conversation.<\/p>\n<\/td>\n<\/tr>\n

\n

Content<\/strong><\/p>\n

Reading: <\/strong>Complex authentic reading materials to identify the main ideas from reports, feature articles, magazines, gazette notices, web-pages, research articles, etc.<\/p>\n

Writing: <\/strong>\u00a0\u00a0Introduction of structural elements to make compound and complex sentences, guided composition, writing notes, notice, message etc., composition based on a verbal and \/ or visual stimulus such as an advertisement; notice, newspaper cutting, table, diary extracts, notes, letters (formal\/informal) or other forms of correspondence, composition based on a verbal and \/ or visual stimulus such as a diagram, picture, graph, map, cartoon, or flowchart. (Grammar integrated)<\/p>\n

\u00a0<\/p>\n

Speaking: <\/strong>Responding to complex questions ( with reasonable accuracy)<\/p>\n

\u00a0(e.g. discussions or dialogue\/conversation on different familiar topics, answering telephone calls, describing graphs and charts, casual chats at social gatherings); Expressing opinions on familiar topics with reasonable degree of fluency and accuracy (debates, impromptu speeches, presentations).<\/p>\n

\u00a0<\/p>\n

Listening: <\/strong>Short academic texts (presentations, lectures, talks etc.); comprehending fairly complex questions with modals and embedding (discussions, conversations); coping with features of spontaneous speech (false starts, fillers, hesitation, rephrasing etc.)<\/p>\n

\u00a0<\/p>\n<\/td>\n<\/tr>\n

\n

Teaching and Learning Methods<\/strong><\/p>\n

CLT based illustrated lectures, presentations with interaction \/ feedback<\/p>\n<\/td>\n<\/tr>\n

\n

Recommended Readings<\/strong><\/p>\n

Adrian, D. and Christopher, J. (2004). Listening 1 and 2<\/em>. Ninth Imprint.\u00a0 Cambridge: Cambridge University Press. <\/a><\/p>\n

Beglar, D. (2011). Advanced Listening and note Taking Skills<\/em>. 2nd<\/sup> Edition. Mac Grow Hill.<\/p>\n

Frangoise, G. (2012).Developing Reading Skills: A Practical Guide to Reading Comprehension Exercises<\/em>. Cambridge: Cambridge University Press.<\/p>\n

Harmer, J and Arnold, J. (2008). Advanced Speaking Skills<\/em>. Longman.<\/p>\n

Joanne, C. and Stephen, S. (2003). Speaking 1 and 2. <\/em>Eleventh Imprint. Cambridge: Cambridge University Press. <\/a><\/p>\n

John, S. (2013). The Oxford Guide to Effective Writing and Speaking<\/em>. 3rd <\/sup>Edition. Oxford: Oxford University Press.<\/p>\n

Raymond, M. (2012). <\/a>English Grammar in Use Book with Answer: A Self-Study Reference and Practice Book for Intermediate Learners of English<\/em>.\u00a0 Cambridge: Cambridge University Press. <\/a><\/p>\n

Richard, H. (2011). <\/a>Headway Academic Skills: 3: Listening, Speaking, and Study Skills Student’s Book<\/em>. Oxford: Oxford University Press. <\/a><\/p>\n

Sarah. P. <\/a>andL esley, C. (2013). <\/a>Headway Academic Skills: 3: Reading, Writing, and Study Skills Student’s Book<\/em>. Oxford: Oxford University Press.<\/p>\n

Tricia, H. (2005). Writing<\/em>. Oxford: Oxford University Press. <\/a><\/p>\n

Handbook to be prepared by the DELT.<\/p>\n<\/td>\n<\/tr>\n

\n

Evaluation<\/strong><\/p>\n<\/td>\n

\n

In Course Assignments<\/p>\n<\/td>\n

\n

Written Assessment<\/p>\n<\/td>\n

\n

05 %<\/p>\n<\/td>\n

\n

\u00a0<\/p>\n

\u00a0<\/p>\n

\u00a0<\/p>\n

30%<\/p>\n<\/td>\n<\/tr>\n

\n

Reading Assessment<\/p>\n<\/td>\n

\n

05%<\/p>\n<\/td>\n<\/tr>\n

\n

Speaking Assessment<\/p>\n<\/td>\n

\n

05%<\/p>\n<\/td>\n<\/tr>\n

\n

Listening Assessment<\/p>\n<\/td>\n

\n

05%<\/p>\n<\/td>\n<\/tr>\n

\n

Mid Semester Examination<\/p>\n<\/td>\n

\n

10%<\/p>\n<\/td>\n<\/tr>\n

\n

Written Examination:<\/p>\n

The question paper for the written examination contains 3 parts based on the reading, grammar and written components. The duration of the paper is 3 hours and the students are expected to answer all the questions on the paper itself.<\/p>\n

Part I: Reading- choosing sub titles for paragraphs, true or false, matching words with similar meanings, skimming and scanning questions, transfer of information, cloze test, etc. \u2013 35 Marks.<\/p>\n

Part II:\u00a0 Grammar \u2013 tenses, conjunctions, transformation of active & passive\u00a0\u00a0\u00a0 structures, relative pronouns\u00a0 etc. –\u00a0 25 Marks<\/p>\n

Part III: Writing \u2013 guided composition, writing notices, messages etc., advertisements, letters (formal\/informal) or other forms of correspondence, composition based on a verbal and \/ or visual stimulus such as a diagram, picture, graph, map, cartoon, or flowchart – 40 Marks.<\/p>\n

Total marks: 100 Marks.<\/p>\n

(100 marks will be converted to 70 Marks)<\/strong><\/p>\n<\/td>\n

\n

\u00a0<\/p>\n

\u00a0<\/p>\n

\u00a0<\/p>\n

70%<\/span><\/p>\n<\/td>\n<\/tr>\n<\/tbody>\n<\/table><\/div>\n\t\t\t\t<\/div>\n\t\t\t\t\t\t\t

\n\t\t\t\t\t
\n\t\t\t\t\t\t\t\t\t\t\t\t\t\n\t\t\t\t\t\t\t\t\t\t\t\t\t\t\t<\/i><\/span>\n\t\t\t\t\t\t\t\t<\/i><\/span>\n\t\t\t\t\t\t\t\t\t\t\t\t\t\t<\/span>\n\t\t\t\t\t\t\t\t\t\t\t\tHCLA 12012: Computer Literacy<\/a>\n\t\t\t\t\t<\/div>\n\t\t\t\t\t
\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n
\n

Course Code<\/strong><\/p>\n<\/td>\n

\n

HCLA 12012<\/strong><\/p>\n<\/td>\n<\/tr>\n

\n

Course Title<\/strong><\/p>\n<\/td>\n

\n

Computer Literacy<\/strong><\/p>\n<\/td>\n<\/tr>\n

\n

Credit Value<\/strong><\/p>\n<\/td>\n

\n

2<\/strong><\/p>\n<\/td>\n<\/tr>\n

\n

Core \/ Auxiliary<\/strong><\/p>\n<\/td>\n

\n

Auxiliary Course<\/strong><\/p>\n<\/td>\n<\/tr>\n

\n

Notional Hours<\/strong><\/p>\n<\/td>\n

\n

Theory<\/strong><\/p>\n<\/td>\n

\n

Practical<\/strong><\/p>\n<\/td>\n

\n

Independent Learning<\/strong><\/p>\n<\/td>\n<\/tr>\n

\n

15<\/strong><\/p>\n<\/td>\n

\n

30<\/strong><\/p>\n<\/td>\n

\n

55<\/strong><\/p>\n<\/td>\n<\/tr>\n

\n

Course Objective<\/strong><\/p>\n

Provide sufficient Knowledge and Practical Skills on ICT tools and techniques required in the present learning and working environment.<\/p>\n<\/td>\n<\/tr>\n

\n

Intended Learning Outcomes:<\/strong><\/p>\n

\u00b7\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Describe the functions of a computer, its peripherals and networking components<\/p>\n

\u00b7\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Operate a computer effectively efficiently using an operating system<\/p>\n

\u00b7\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Create documents using the word processing software<\/p>\n

\u00b7\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Design slides using the presentation software<\/p>\n

\u00b7\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Make use of spreadsheet application software for data manipulation and data visualization<\/p>\n

\u00b7\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Recognize the important security issues, legal issues in relation to copyright and data protection associated with using computers<\/p>\n<\/td>\n<\/tr>\n

\n

Course Contents<\/strong><\/p>\n

\u00b7\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 ICT in Everyday Life: Electronic World, Communication, Virtual Communities<\/p>\n

\u00b7\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Processing Data: Data Vs Information, Transforming Data Into Information<\/p>\n

\u00b7\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Evolution of Computer Systems : Brief history of computers and computer architecture<\/p>\n

\u00b7\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Computer Systems: Exploring computers and their uses<\/p>\n

\u00b7\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Hardware of a Computer System \u2013 CPU, Memory, Storage devices, Input devices, Output devices<\/p>\n

\u00b7\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Software – Operating System, Application software, File structure<\/p>\n

\u00b7\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Introducing Computer Networks: Networking Basics, Data Communications<\/p>\n

\u00b7\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Computer and Communication Systems: Major components of Communication Systems, connecting to a network and to the Internet<\/p>\n

\u00b7\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 The Internet: The Internet and Internet Services – World Wide Web, e-mail, social networking, blogs, etc.<\/p>\n

\u00b7\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Protecting Your Privacy, Your Computer and Your Data, Understanding the need for security measures and protective measures. Health and Environment<\/p>\n

\u00b7\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Word processing application: Navigating the word Document Window, Toolbar, creating, editing, formatting a document, indents, Tabs and Tables, documents with multiple columns, formatting pages, previewing and printing documents, Automating tasks, Tracking Changes, Mail merging<\/p>\n

\u00b7\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Presentation application: Creating a presentation, applying design templates, viewing and formatting, Adding and modifying slide text, animating text and objects, inserting multimedia, drawing and modifying shapes, delivering a slideshow, printing a presentation<\/p>\n

\u00b7\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Spreadsheet application: Cells and addresses, formatting cells and worksheets, formulas and functions, Creating and modifying charts, page setup and printing<\/p>\n<\/td>\n<\/tr>\n

\n

Teaching and Learning Methods:<\/strong><\/p>\n

Lecture, Laboratory practical, Discussion, tutorial classes<\/p>\n<\/td>\n<\/tr>\n

\n

Assessment Strategy:<\/strong><\/p>\n

In-Course Assessment Examination:<\/p>\n

\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Theory : 15%<\/p>\n

\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Practical\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 : 15%<\/p>\n

End of Course Examination\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 :\u00a0<\/p>\n

Theory \u2013 MCQ (50 Questions) and Structured (20 Questions) \u2013 02 hours:35%<\/p>\n

\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Practical \u2013 02 hours\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 :35%<\/p>\n<\/td>\n<\/tr>\n

\n

References:<\/strong><\/p>\n<\/td>\n<\/tr>\n

\n

\u00b7\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Pearson, Introduction to Information Technology, 2nd<\/sup> Ed., ISBN: 978-81-317-6029-1<\/p>\n

\u00b7\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 A+ Guide to Hardware: Managing, Maintaining and troubleshooting, 5th <\/sup>Ed., Jean Andrews.<\/p>\n

\u00b7\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Sara Baase, A gift of Fire: Social, Legal and Ethical Issues for Computing Technology, 4th<\/sup> ed., ISBN: 0-13-249267-9<\/p>\n<\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n

\u00a0<\/p><\/div>\n\t\t\t\t<\/div>\n\t\t\t\t\t\t\t\t<\/div>\n\t\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/section>\n\t\t\t\t<\/div>\n\t\t","protected":false},"excerpt":{"rendered":"

Level I – Semester I HHCC 11013: Introduction to Hindu Civilization Course Code HHCC 11013 Course Title Introduction to Hindu Civilization Credit Value 03 Credits Core\/Optional Core Pre-requisite\u00a0\u00a0 None Notional Hours 150 Hours Interactive sessions Lectures – 30 hours, Group discussion – 25 hours.\u00a0 Field Visit – 10 hours.\u00a0 Library Learning \u2013 20 hours. E […]<\/p>\n","protected":false},"author":1,"featured_media":0,"parent":0,"menu_order":0,"comment_status":"closed","ping_status":"closed","template":"","meta":{"footnotes":""},"class_list":["post-1296","page","type-page","status-publish","hentry"],"_links":{"self":[{"href":"https:\/\/hindu.jfn.ac.lk\/index.php?rest_route=\/wp\/v2\/pages\/1296","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/hindu.jfn.ac.lk\/index.php?rest_route=\/wp\/v2\/pages"}],"about":[{"href":"https:\/\/hindu.jfn.ac.lk\/index.php?rest_route=\/wp\/v2\/types\/page"}],"author":[{"embeddable":true,"href":"https:\/\/hindu.jfn.ac.lk\/index.php?rest_route=\/wp\/v2\/users\/1"}],"replies":[{"embeddable":true,"href":"https:\/\/hindu.jfn.ac.lk\/index.php?rest_route=%2Fwp%2Fv2%2Fcomments&post=1296"}],"version-history":[{"count":150,"href":"https:\/\/hindu.jfn.ac.lk\/index.php?rest_route=\/wp\/v2\/pages\/1296\/revisions"}],"predecessor-version":[{"id":3352,"href":"https:\/\/hindu.jfn.ac.lk\/index.php?rest_route=\/wp\/v2\/pages\/1296\/revisions\/3352"}],"wp:attachment":[{"href":"https:\/\/hindu.jfn.ac.lk\/index.php?rest_route=%2Fwp%2Fv2%2Fmedia&parent=1296"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}