Latest news with #Scopus-indexed
India Gazette
05-07-2025
- Business
- India Gazette
DU Academic Council adopts 4th Year UG research guidelines amid faculty concerns over workload, funding
New Delhi [India], July 5 (ANI): The Delhi University Academic Council on Friday approved new guidelines for final-year undergraduate research and projects, even as faculty concerns over workload, funding, and unrealistic expectations. The Academic Council, DU's top academic decision-making body, cleared the framework to regulate the dissertation, academic project, and entrepreneurship tracks being introduced in the final year of UG courses. These guidelines were necessary as the first batch under the UGCF has now entered its fourth year. The proposal will now be presented before the Executive Council for final approval. According to the approved guidelines, every student opting for one of the three tracks will work under a faculty supervisor. Dissertations must be done individually, while academic projects may be pursued solo or in small groups. Entrepreneurship projects will require students to have studied two specific elective courses. Faculty members -- including those without PhDs -- will be eligible to supervise, with a maximum of 10 students per teacher, unless otherwise approved by the college's Research Committee. A monthly progress report must be submitted to the Subject Research Committee, and every student must present their progress before an Advisory Committee for Research. Each college is expected to form a three-tier research supervision structure: a College Research Committee (RCC), Subject Research Committee (SRC), and an Advisory Committee for Research (ACR). Funding for student research may be sourced from internal college funds, alumni, CSR grants, or industry collaborations. Colleges must also maintain a research repository and ensure anti-plagiarism checks. Faculty are to undergo training in research supervision, and students will receive orientation on ethics and citation practices. However, several elected members of the Academic Council, including Monami Sinha, Jitendra Meena, Anumeha Mishra, and Sanjeev Kaushal, submitted a note of concern, calling the proposal 'flawed in both design and delivery.' They argued that while the university expects high-level research outputs -- such as book chapters, Scopus-indexed articles, and patents -- it offers no institutional support on the input side. 'The University has made no attempt to rationalise direct teaching hours to include dissertation supervision, even as it keeps a very high demand on the output side,' the note said. The teachers pointed out that DU's own 2022 workload notification for postgraduate courses included supervision time in direct teaching hours -- and the same must apply at the UG level. They also criticised the guideline allowing faculty to supervise up to 10 students. 'Even 3-4 is a stretch when you factor in classroom duties and administrative workload,' said Dr Anumeha Mishra. Further, they questioned how faculty would mentor students with backlogs or poor academic performance if promoted to the research-intensive fourth year. Clause 4 of the document -- which permits research funding from student welfare funds, college service charges, CSR or alumni -- drew strong opposition. 'This amounts to shifting the financial burden of NEP implementation onto students. Costly research infrastructure, particularly for science, must be publicly funded,' said Dr Jitendra Meena. The note also flagged a lack of lab staff and the absence of any plan to expand infrastructure or personnel. The faculty members demanded revisions to committee structures, including the ACR, to make them more inclusive and feasible. They also objected to placing responsibility for plagiarism on faculty supervisors in an era of AI tools. 'This should be the student's responsibility and part of their academic assessment,' they said. (ANI)
Time of India
13-06-2025
- Entertainment
- Time of India
Internal and external readings tools of film: Viewing from within and beyond
Dr. Nithin Kalorth is an Associate Professor of Film and Animation at Bahrain Polytechnic, Kingdom of Bahrain, with over 15 years of experience in teaching, research, and media production. He holds a PhD in Mass Communication and Journalism, specializing in screen media, film studies, and visual culture from Mahatma Gandhi University, Kerala. His teaching spans digital filmmaking, editing, and documentary production, with a strong foundation in visual communication and digital media theory. Dr. Kalorth's research focuses on OTT media, rural digital literacy, media pedagogy, and the intersection of technology and culture. He has edited multiple Scopus-indexed books and led funded research projects supported by ICSSR and Internews. His scholarly work contributes to film studies, global conversations on platform studies, digital inclusion, and visual communication. Actively engaged in institutional development, Dr. Kalorth was part of the founding faculty teams at the media schools of Bennett University and Mahindra University, where he played a key role in curriculum design and academic planning. He also contributes to quality assurance initiatives in higher education. He has served as a subject matter expert and curriculum consultant for both industry and academia, including organizations such as TCS and BITS. He is a jury member at international school film festivals, including in Oman, and is affiliated with networks like South Asian Media Studies and the Asian Australian Research Studies Network. LESS ... MORE During film scholarship, one often begins by asking: How do I study a film? Is it through its story, characters, editing, and cinematography? Or is it through its relation to the world outside the screen — the people who made it, their social positions, or the cultural climate it emerges from? Both paths are valid. Both are necessary. But they serve different purposes and stem from different methodological commitments. This blog is an attempt to provide a short guide for early film scholars on how to approach a film through internal and external readings — and how balancing the two can enrich our critical understanding, while also posing certain challenges. Internal reading: Textual and narrative study An internal reading focuses on what is inside the film — its narrative structure, cinematic language, mise-en-scène, sound design, representation, and genre conventions. This kind of analysis treats the film as a self-contained text, asking questions such as: What story is the film telling, and how? How are characters represented in terms of gender, class, race, or power? What creative choices contribute to the film's tone or message? How does editing, camera movement, and sound create meaning? This method is often grounded in textual analysis, structuralism, or auteur theory, where the emphasis is on the artistry and internal logic of the film itself. It gives us tools to interpret how meaning is constructed cinematically, independent of external references. External reading: Contextual and cultural study On the other hand, an external reading steps outside the film's diegesis and narrative. It is concerned with the people and structures that create and circulate the film—production background, industry dynamics, sociopolitical climate, or the personal histories of those involved. Here, the scholar may examine: Who are the filmmakers, and what histories or ideologies do they bring? How does the film respond to current events or social movements? What is the role of the audience and reception in understanding the film? Does the inclusion of certain actors, creators, or settings carry symbolic meaning beyond the narrative? For example, a filmmaker may cast a particular figure as a symbolic act of solidarity or critique — and this casting might hold meaning regardless of the story being told. This external lens can bring forward symbolic justice, political commentary, or industrial critique that the narrative itself may not explicitly articulate. When the two merge (or collide) In practice, many scholars blend internal and external approaches — a hybrid mode that tries to contextualize films both as texts and cultural artifacts. This is often encouraged in academic study because it allows for richer, multi-layered analysis. The social media posts and comments on a film often encounter this merging which results in many 'ifs and buts' – which is fine for social media or general writing. But for a serious film researcher, it presents a risk: the lack of a clear methodological stance. Jumping between internal and external readings without a guiding framework can weaken the argument, leading to interpretations that feel speculative or inconsistent. A film may be politically radical in its story but conservative in its production context — or vice versa. As a scholar, the challenge is to acknowledge these tensions without reducing the film to either its text or its context alone. Why this distinction matters Understanding whether you're doing an internal or external reading — or deliberately combining both — is important for several reasons: It helps clarify your critical position. It keeps your methodology accountable. It prevents the erasure of material realities in the name of pure aesthetics. It allows room for ethical or political interpretations without overshadowing formal analysis. Influences and related theoretical work While this framework may seem intuitive, it resonates with some established scholarly traditions: Cultural Studies (particularly work from the Birmingham School) has long argued that films cannot be separated from their social context and audience reception. Laura Mulvey's feminist film theory bridges internal form (the gaze) and external ideology. Reception Studies and Paratextual Theory (as seen in the work of Jonathan Gray) emphasize that meaning extends beyond the text. Auteur theory, in contrast, places emphasis on internal coherence shaped by the filmmaker's signature but is now often critiqued for neglecting broader context. However, this precise formulation — the division of internal and external film readings as two distinct but equally valid methodologies — is still underexplored in contemporary pedagogy. Framing it clearly can help students better organize their critical thought. Final thoughts: A starting point, not a rule Internal and external readings are not opposing camps. They are tools. One looks at the world within the film, the other looks at the film within the world. Early film scholars can benefit from experimenting with both approaches — but should always be conscious of why they choose one over the other, and what assumptions come with each. Understanding this balance is not only an academic exercise. It is a political one. It shapes how we write about films, teach them, and engage with them as cultural texts. Let this distinction be your starting point, not your boundary. Facebook Twitter Linkedin Email Disclaimer Views expressed above are the author's own.
Time Business News
09-06-2025
- Science
- Time Business News
Why Scopus-Indexed Journals Matter and How You Can Get Published
So, you have been working for months, researching, writing, and editing your scholarly paper. Despite all this effort, it remained unread on your computer. Now consider your work being cited, read, and appreciated by scholars worldwide. This is the power of publishing in Scopus-indexed journals. Academic publishing has never been more competitive than in 2025. Researchers are not only hoping to publish but are also eager to publish in reputable, high-value venues. Scopus is one of the biggest and most studied databases. Publishing your research in a journal in Scopus has a significant effect on your career. It will help you gain visibility, opportunities, and a strong reputation. But how are you going to deal with this complicated pro? This guide will help you make your manuscript the best of your academic career. Keep scrolling this step-by-step guide on why Scopus-indexed journals publication are important and how you can get published in them. Whether you are an experienced researcher or just starting, it is essential to understand the process to ensure your academic success. A journal is a special platform. It is filled with insightful writing by students, teachers, and scientists. People write about new ideas, facts, and research. But not every journal is good. Some journals are not checked well. They may have made mistakes or copied work. So, we need a way to find the best ones. That is where Scopus-indexed journal publication comes in. Scopus is like a big library list. It only shows good, trusted journals. These journals are called Scopus-indexed journals. Being in Scopus means: The journal is of high-quality The information is checked The work is helpful and important Therefore, if your work is published in a Scopus journal, it will be a significant achievement. Scopus journals are not just any journals. They are the best of the best. If you publish in one, many good things can happen: People will know you are smart You might win school or science prizes Your teachers and schools will be proud Later, you can secure good jobs or attend great colleges. Even large companies and universities consult these journals. They use them to identify talented students and innovative ideas. So, when your name is in a Scopus journal, it's a big win. Here's a table to help you understand: Journal Name Is Scopus-Indexed? Journal A yes Journal B no Journal C yes Only journals marked 'Yes' are Scopus-indexed. These are the ones people trust the most. So, always submit your reputable work to journals like Journal A or C. Now, let's see a graph. Imagine this is a big pizza cut into two slices. One slice is for Scopus journals. The other is for other journals. Scopus Journals – 70% Other Journals – 30% Most good and proper research is in Scopus journals. So, if you want your work to shine, aim for the bigger slice. You can write your research draft. It just takes time, learning, and help. Let's break it into simple steps. Still, if doing it on your own feels like an uphill task, then you may look for a professional Manuscript Writing Service. There are numerous service providers helping people write a manuscript that stands out. Pick something you enjoy. In this way, you won't get bored. You can write about: Your pet Pollution and Saving the Earth The stars and space Technology and mobile phones Clean water Your school science project When you love your topic, it becomes enjoyable. Before writing, it is best to read more. Find facts from books, school lessons, or trusted websites. Ask questions like: Why is this important? Who does it help? What can we do about it? Take notes. Draw diagrams or charts if you want. Understanding comes first. Now, start writing your ideas. Use small, clear sentences. Don't try to make it sound too fancy. Just be honest, transparent, and straightforward. Example: The bad sentence is 'This phenomenon explains the planetary behavior.' A good sentence is, 'Planets move around the sun. This is called orbiting.' Always check spelling and grammar. Ask a teacher or parent to read it, too. A mentor is someone who helps and guides you. They could be: Your school teacher A college student A science fair judge A family member who knows the topic Mentors help fix mistakes. They make your work better and know which journals to send your writing to. Send Your Work to a Journal Once your work is ready, it's time to send it. You usually send it through: Email A website form You will also need to write a small message. Example: 'Hello, I am sharing my article about clean water. I hope you like it. Thank you' Then you wait. Sometimes they say YES. Sometimes, they say NO. But that's completely fine. Keep trying and learning. It will get better with time. If the journal accepts your work, it will be published. That means: Your name will be on a journal page People around the world can read your work You will be called an author You can print your work and show it to your teacher, friends, and family You can add this to your school file or resume when you're older. Smart Tips for Young Writers Here are some tips just for you: Ask questions often Read books and fun articles Watch science videos Try new school projects Don't copy others and write in your own words Keep a notebook of ideas Talk to teachers Never give up Every prominent writer started small, just like you. You don't have to be a grown-up to do amazing things. Even young students can be authors and scholars. One day, your name could be in a prominent, critical journal. Scopus journals are the best place to share your innovative ideas. All you need to do is start small, stay curious, ask for help, and never stop to learn. Perhaps you're unaware, but your words hold power. Use your words to change the world. TIME BUSINESS NEWS
Time of India
31-05-2025
- Science
- Time of India
Climate change impacting cyclones, Maha agri: Study
Nagpur: Rising sea surface temperatures are spurring severe to super cyclones in the Bay of Bengal and Arabian Sea over the last two decades, finds a study, which also flagged increased adverse weather events in the latter part of North Indian Ocean because of climate change. The joint study by Dr Rizwan Ahmed, IMD scientist at RMC Nagpur, Shahenaz Mulla, a meteorologist at Climate Research Services, IMD Pune, and Prof Sudhir Kumar Singh from K Banerjee Centre for Atmospheric and Oceanic Science Studies, University of Allahabad, revealed the escalating impact of climate change on tropical cyclones in the North Indian Ocean and their devastating effects on Maharashtra's agriculture. "We found a troubling shift in cyclone patterns over the Arabian Sea driven by climate change. Cyclones are growing in intensity, lasting longer over land, and penetrating deeper inland, far beyond traditional coastal zones. This transformation is wreaking havoc on Maharashtra's agricultural sector, causing prolonged flooding, increased soil salinity, root stress, and widespread crop failure," said Dr Ahmed. Titled "Assessing the Impact of Climate Change on Land-Falling Tropical Cyclones over the North Indian Ocean and Their Effects on Coastal Agriculture in Maharashtra", the research was recently published in the Scopus-indexed journal Tropical Cyclone Research and Review, recognised by the World Meteorological Organization and ESCAP's typhoon committee. According to the study, a total of 44 severe or super cyclones occurred between 2001 and 2012 of the study period. Data analysis revealed that 35 (80%) tropical cyclones were eye pattern, which usually take a severe form. "Case studies of Cyclone Nisarga (2020) and Cyclone Tauktae (2021) highlight the scale of destruction, with Nisarga alone inflicting over Rs1,000 crore in damages, impacting 1.4 lakh homes, and ruining nearly 20,000 hectares of farmland in Raigad and Ratnagiri districts," Dr Ahmed said. The research also shows a shift in the overland duration of tropical cyclones. The Arabian Sea experienced 170 hours (7 days) of cyclones from 1982-2000, which increased to 367 hours (15.2 days) from 2001-21. Correspondingly, the cyclones reduced in the Bay of Bengal from 1295 to 1062, respectively, for the same periods. "This study demonstrates that climate change is modifying the behaviour of tropical cyclones. Their increasing strength and inland reach directly threaten coastal agricultural livelihoods in states like Maharashtra. There is an urgent need to strengthen early warning systems, adopt salt-tolerant crop varieties, and develop comprehensive coastal land-use management policies," Dr Ahmed said. Mulla added, "Vegetation indices (NDVI and EVI) quantified evidence of sharp declines in vegetation health following cyclone events. Our findings have significant policy implications for agricultural planning and the restructuring of crop insurance schemes in cyclone-prone regions." The research utilised advanced tools like INSAT-3D/3DR satellite data, Doppler weather radar, and forecasting models to track cyclone paths and intensities. Vegetation indices (NDVI and EVI) quantified post-cyclone crop and soil damage. Study Highlights - A marked increase in cyclone intensity, duration over land, and inland penetration, which now regularly extends far beyond traditional coastal impact zones - These changes in cyclone behaviour are having cascading effects on agriculture, including prolonged flooding, increased soil salinity, root stress, and crop failure in regions that were previously less exposed - Case studies of Cyclone Nisarga (2020) and Cyclone Tauktae (2021) illustrate how these systems are no longer limited to coastal disruptions but are severely affecting interior districts - Cyclone Nisarga alone caused over Rs1,000 crore in damages, affected more than 1.4 lakh homes, and damaged nearly 20,000 hectare farmland in Maharashtra's Raigad and Ratnagiri districts
New Indian Express
03-05-2025
- Science
- New Indian Express
International meeting on AI kicks off at NRIIT
VIJAYAWADA: The second International Conference on Artificial Intelligence (AI), Computational Intelligence, and Inclusive Technologies (ICRAIC2IT – 2025) began at NRI Institute of Technology in Agiripalli. Sponsored by ANRF, the event drew 284 global paper submissions, with 114 accepted for Scopus-indexed publication. Inaugurated with lamp-lighting and opening remarks by Dr D Suneetha, the event featured dignitaries including Conference Chairman and Dean, Dr KV Sambasivarao, Director (Academics) Dr G Sambasivarao, NRIIT Principal Dr C Naga Bhaskar, and Chairman R Venkat Rao. Keynote speaker Dr Dasari Ramakrishna, CEO of Efftronics, highlighted engineering-driven innovation in smart systems. He urged researchers to focus on application-oriented, deterministic solutions over probabilistic AI models. The conference includes technical sessions, keynote talks, and global networking. It continues on May 3.
