Vide Item No 55 N11072022 Postgraduate Diploma in Disability Studies Sem I II CBCS_1 Syllabus Mumbai University by munotes
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AC – 11/07/2022
Item No. – 5.5 (N)
University of Mumbai
Syllabus for Postgraduate Diploma in Disability Studies
Semester – I & II
(Choice Based Credit System)
(Introduced from the academic year 2023 -24)
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Date: 30/04/2022 University of Mumbai
Signature: Signature:
(Dr. Sudhir Nikam)
Chairman, Board of Studies Faculty of Dean
O:6813 Title of Course
Postgraduate Diploma in Disability Studies
O:6814 Eligibility Graduates in Arts / Science / Commerce or
equivalent examination
R:9585 Duration of Course
One Year
R: 9586 Intake Capacity
40 Students per batch
R:9587 Scheme of Examination Theory Examination + Internal Evaluation
(60+40)
R: 9588 Standards of Passing
The candidate must obtain 40 % of the total
marks in external and internal examination
to pass the course
No. of years/Semesters: One Year -Two Semesters
Level: P.G. / U.G. / Diploma / Certificate
Pattern: Yearly / Semester
Status: New / Revised
To be implemented from Academic
Year : From Academic Year 2023 -2024
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University of Mumbai
Postgraduate Diploma in Disability Studies
(With effect from the academic year 2023 -2024)
Board of Studies in English
Dr. Sudhir Nikam (Chairperson)
Dr. Rajesh Karankal (Member) Dr. Santosh Rathod (Member)
Dr. Bhagyashree Varma (Member) Dr. Deepa Mishra (Member)
Dr. B. N. Gaikwad (Member) Dr. Dattaguru Joshi (Member)
Dr. Satyawan Hanegave (Member) Dr. Deepa Murdeshwar -Katre (Member)
Dr Mrs Michelle Philip (Convenor): Associate Professor, Dept of English, Wilson College
Mahesh Deshmukh (Member): Assistant Professor, Department of English, Sonopant
Dandekar College
Dr Mayurakshi Mitra (Member): Assistant Professor, Department of English, Maharashtra
College.
Dr Shubhada Deshpande (Member): Associate Professor, Vikas College of Arts, Science
and Commerce
Dr Yogesh Anvekar (Member): Head, Department of English, G.N. Khalsa College
Dr Harini C. (Member): Assistant Professor, Department of Psychology, SIES College of
Commerce and Economics
Syllabus Sub-Committee
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Preamble
Introduction:
The current consciousness of what constitutes disability makes Disability Studies is the need
of the hour to sensitize learners to the conditions that lead to marginalization and
discrimination of the differently abled. Learners of varied disciplines are introduced to the
discourse of disabilities. An understanding of disability not only as a medical condition but as
an outcome of interlapping physical, cultural and political interactions is explained to
learners. The various tools to understand the concept of disabili ty draws on the frameworks
of disciplines making it a multidisciplinary field. The course acquaints learners with the
rights of Persons with Disabilities and provides for the role and scope of greater inclusion in
all works of life. Incorporating the psycho -social, cultural and political perspectives, learners
are encouraged to consider terms of subjectivity, theories of disability, challenges of growing
with disabilities, care-giving, gender, and culture as also an engagement with transformation
and orientation towards equity.
Objectives of the course:
1. To explore the concept of disabilities, its definition, the consequences of impairment
and sensitize people to the idea of disability as diversity
2. To generate awareness of medical, legal and administrative frameworks surrounding
disabilities
3. To explore the cultural perspectives of disabilities
4. To raise awareness that ‘normal’ is only temporary - able-bodied -ness
Course Outcomes:
CO 1: Learners will successfully sensitize themselves, their families, friends, relatives and
the societies against every form of visible and invisible forms of violence.
CO 2: Learners will possess the skills to empower PwD.
CO 3: Learners will be able understand the need to provide inclusive environments to live
and work.
CO 4: Learners will be gaining insights into the idea of mutual growth.
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University of Mumbai
Postgraduate Diploma in Critical Diversity Studies
Semester I
Course: Theory
Course Title: Disability Studies, An Introduction: The Notion of Temporarily Abled -
Bodies
Paper: I
(With effect from the academic year 2023 -2024)
01
i Syllabus as per Choice
Based Credit System
Name of the Program
Diploma in Disability Studies
ii Course Code
iii
Course Title Disability Studies, An Introduction: The Notion
of Temporarily Abled -Bodies
iv Course Contents Enclosed the copy of syllabus
v References and Additional
References Enclosed in the Syllabus
vi Credit Structure (No. of
Credits) 04
vii No. of lectures per Unit 15
viii No. of lectures per week 04
ix No. Tutorials per week 00
x Total Marks 100
02 Scheme of Examination Theory Examination + Internal
Evaluation (60+40)
03 Special notes, if any No
04 Eligibility, if any Graduate of any faculty
05 Fee Structure As per University Structure
06 Special Ordinances /
Resolutions if any No
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Unit I: Historical and Socio -cultural Aspects of Disability 10 lectures
a. Historicizing Disability and Disability Studies
b. Portrayal of Disabilities in Myth
c. Emergence of Disability Studies
Unit II: Theories of Disability 10 lectures
a. Crip Theory
b. Critical Disability Theory
c. Feminist Perspectives and Disability Theory
Unit III: Models of Disability 10 lectures
a. Medical Model of Disability
b. Social Model of Disability
c. Psychological Model of Disability
Unit IV: Disability and Community 10 lectures
a. Family and Institutional Care
b. Role of NGO and other agencies
c. Study of Programmes for mutual support
Evaluation Pattern:
Internal Assessment (40 Marks):
Sr. No. Particulars Marks
1 Classroom Attendance & Participation 10
2. Oral Presentation (10 Minutes with or without PowerPoint) 10
3 Written Assignment 20
Suggested Topics for Internal Assessment:
1. The topics of internal assessments will be collaboratively decided by the teachers and the
students. Semester I – Paper 1
Title – Disability Studies, An Introduction: The Notion of Temporarily Abled -Bodies
Page 9
2. The topics for presentation and assignments should be decided in such a manner so that the
students can connect the varied theoretical arguments with their real life experiences.
3. The marking criteria will be shared with the students prior to the assessments.
Semester End Examination (60 Marks):
The Semester End Examination for 60 marks will have four questions of 15 marks each (with
internal choice):
Question 1 Objective (15/20) 15 Marks
Question 2 Short Notes (3/5) 15 Marks
Question 3 Short Answer (3/5) 15 Marks
Question 4 Application/Long answer (2/3) 15 Marks Evaluation: Semester End Examination Pattern 60 Marks Hours: 02
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University of Mumbai
Diploma in Disability Studies
Semester I
Course: Theory
Course Title: Disability, Identity and Society
Paper: II
(With effect from the academic year 2023 -2024)
01 Syllabus as per Choice Based Credit
System
i Name of the Program Postgraduate Diploma in Disability
Studies
ii Course Code
iii Course Title Disability, Identity and Society
iv Course Contents Enclosed a copy of the syllabus
v References and Additional References Enclosed in the Syllabus
vi Credit Structure (No. of Credits) 04
vii No. of Learning Hours 60
viii No. Tutorials per week 01
ix Total Marks 100
02 Scheme of Examination Theory Examination + Internal Evaluation
(60+40)
03 Special notes, if any No
04 Eligibility, if any Graduate of any stream or Equivalent
Certificate
05 Fee Structure As per University Structure
06 Special Ordinances / Resolutions if
any No
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Unit I: Disability in Culture and Society 10 lectures
a. Stigma Theory and the Concept of Otherness
b. Social Normativity, Body Image and Internalization of Negative Social Perspectives
c. Inclusion/Exclusion: An Analysis of Historical and Cultural Meanings: Reading Jean -
Francois Ravaud and Henri -Jacques Stiker
Unit II: Disabled Women: Exclusionist Agenda in the Indian Feminist Context
10 lectures
a. The Indian Context and the Disability Movement
b. Reasons for Exclusion
c. Expectations from Feminism
Unit III: Disability and Gender 10 lectures
a. Body politics and construction of Identity
b. Deconstructing stereotypes
c. Compulsory Able -Bodiedness and Queer/Disabled Existence - Robert McRuer (The
disability studies reader (2nd ed.) Editor - Davis, Lennard, J. pp. 301-308)
Unit IV: Disability and Intersectionality 10 lectures
a. Caste and its impediments to an inclusive model
b. Religion -created prejudices towards disability
c. Class and disability
Evaluation Pattern:
Internal Assessment (40 Marks):
Sr. No. Particulars Marks
1 Classroom Attendance & Participation 10
2. Oral Presentation (10 Minutes with or without PowerPoint) 10
3 Written Assignment 20 Semester I – Paper 2
Title – Disability, Identity and Society
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Suggested Topics for Internal Assessment:
Topics for internal assessment: -
1. The topics of internal assessments will be collaboratively decided by the teachers and the
students.
2. The topics for presentation and assignments should be decided in such a manner so that the
students can connect the varied theoretical arguments with their real life experiences.
3. The marking criteria will be shared with the students prior to the assessments.
Semester End Examination (60 Marks):
The Semester End Examination for 60 marks will have four questions of 15 marks each (with
internal choice):
Question 1 Objective (15/20) 15 Marks
Question 2 Short Notes (3/5) 15 Marks
Question 3 Short Answer (3/5) 15 Marks
Question 4 Application/Long answer (2/3) 15 Marks
Recommended Readings: - (For Semester -I):
a) Routledge Handbook of Disability (2012). Studies Editors, Nick Watson, Alan
Roulstone and Carol Thomas, Routledge, London and New York
b) The Disability Studies Reader (2006) (2nd ed.) Edited by Lennard J. Davis, Routledge,
London and New York
c) Dan Goodley (2011) Disability Studies: An interdisciplinary Introduction Sage
Publications
d) Disability Studies in India Global Discourses, Local Realities Editor Renu Addlakha
e) The Disability Studies Reader . Taylor & Francis, 2006.
f) Mehrotra, Nilika. “Disability Rights Movements in India: Politics and Practice.”
Economic and Political Weekly , vol. 46, no. 6, 2011, pp. 65–72.
g) Tremain, Shelley Lynn, editor. Foucault and the Government of Disability . 1st
edition, University of Michigan Press, 2005. Evaluation: Semester End Examination Pattern 60 Marks Hours: 02
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h) Understanding Disabled Families: replacing tales of burden with ties of
interdependency Janice McLaughlin
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University of Mumbai
Diploma in Disability Studies
Semester II
Course: Theory
Course Title: Disability Studies: Legal Perspectives
Paper: III
(With effect from the academic year 2023 -2024)
01 Syllabus as per Choice Based Credit
System
i Name of the Program Postgraduate Diploma in Disability
Studies
ii Course Code
iii Course Title Disability Studies: Legal Perspectives
iv Course Contents Enclosed a copy of the syllabus
v References and Additional References Enclosed in the Syllabus
vi Credit Structure (No. of Credits) 04
vii No. of Learning Hours 60
viii No. Tutorials per week 01
ix Total Marks 100
02 Scheme of Examination Theory Examination + Internal Evaluation
(60+40)
03 Special notes, if any No
04 Eligibility, if any Graduate of any stream or Equivalent
Certificate
05 Fee Structure As per University Structure
06 Special Ordinances / Resolutions if
any No
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Unit I: UN Convention on Rights of Persons with Disabilities (CRPD) 10 lectures
a. Preamble and Guiding Principles of the Convention (Articles 1- 18)
b. Implementation and Monitoring
c. Incheon Strategy
Unit II: National Policies and Laws governing Persons with Disabilities (PwDs)
10 lectures
a. PwDs Act 1995 and Proclamation of Equality Rights & Full Participation of People
with Disabilities in the Asian & Pacific Region
b. The Rights of Persons with Disabilities Act, 2016
c. National Trust for the Welfare of Persons with Autism, Cerebral Palsy, Mental
Retardation and Multiple Disabilities Act, 1999
d. Rehabilitation Council of India Act, 1992
Unit III: Policies for children with disabilities 10 lectures
a. International human rights discourse - Children
b. Right to Education, 2009 vis-à-vis Children with disabilities and the need for
inclusive models in education
c. National Education Policy, 2020 vis-à-vis Children with disabilities
Unit IV: Movements of Self Organisation 10 lectures
a. Barriers to self Organisation
b. Growing social movements of disabled people
c. Self Organisation by disabled persons
Evaluation Pattern:
Internal Assessment (40 Marks):
Sr. No. Particulars Marks
1 Classroom Attendance & Participation 10
2. Oral Presentation (10 Minutes with or without PowerPoint) 10
3 Written Assignment 20 Semester II – Paper III
Title – Disability Studies: Legal Perspectives
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Suggested Topics for Internal Assessment:
Topics for internal assessment: -
1. The topics of internal assessments will be collaboratively decided by the teachers and
the students.
2. The topics for presentation and assignments should be decided in such a manner so
that the students can connect the varied theoretical arguments with their real life
experiences.
3. The marking criteria will be shared prior to the assessments.
Semester End Examination (60 Marks):
The Semester End Examination for 60 marks will have four questions of 15 marks each (with
internal choice):
Question 1 Objective (15/20) 15 Marks
Question 2 Short Notes (3/5) 15 Marks
Question 3 Short Answer (3/5) 15 Marks
Question 4 Application/Long answer (2/3) 15 Marks Evaluation: Semester End Examination Pattern 60 Marks Hours: 02
Page 17
University of Mumbai
Post Graduate Diploma in Disability Studies
Semester II
Course: Project
Course Title: Disability Studies -Project
Paper: IV
(With effect from the academic year 2023 -2024)
01 Syllabus as per Choice Based Credit
System
i Name of the Program Postgraduate Diploma in Disability
Studies
ii Course Code
iii Course Title Disability Studies: Legal Perspectives
iv Course Contents Enclosed a copy of the syllabus
v References and Additional References Enclosed in the Syllabus
vi Credit Structure (No. of Credits) 04
vii No. of Learning Hours 60
viii No. Tutorials per week 01
ix Total Marks 100
02 Scheme of Examination Internal Evaluation (75+25)
03 Special notes, if any No
04 Eligibility, if any Graduate of any stream or Equivalent
Certificate
05 Fee Structure As per University Structure
06 Special Ordinances / Resolutions if any No
Page 18
Unit I: Narratives of Disability 10 lectures
a. Play: Children of a lesser God (play by Mark Meboff, 1979)
OR
b. Inspirational biographies/ autobiographies
Nancy Mairs (Multiple Sclerosis -Physically Impaired): ‘On Being a Cripple’ (Essay) -
https://docs.google.com/viewer?a=v&pid=sites&srcid=am95Y2VoYXZzdGFkLmNv
bXxjbGFzc2VzfGd4OjRlNjM2YTI5ZjIyNDRiM2M
Tasha Chemel (Visually Impaired): ‘In Search of the Ordinary’ (essay) -
http://blindnessandarts.com/papers/TashaChemel2.htm
OR
c. Life Narratives
Temple Grandin (Autistic): Thinking in Pictures: My Life with Autism (2006)
Unit II: Portrayal of Disability in Med ia and Communication 10 lectures
Stereotypes Portrayal of Disability in Advertisements, Film and other mainstream
media (Recommended for study: Margarita with a Straw, 2014 director Shonali Bose.
Teachers to select three relevant contemporary advertisements or other main stream media.)
a. Constructing Normativity
b. Accessibility of Media and Communication to PwDs
Unit III: Communication and Technology 10 lectures
Blogs: Carly Findlay, Have Wheelchair will Travel, The Wheelchair Mommy, Living with
Bob, Svayam (http://carlyfindlay.blogspot.com/, https://havewheelchairwilltravel.net/ ,
http://www.wheelchairmommy.com/ , https://bobisdysautonomia.blogspot.com/,
https://svayam.wordpress.com/ )
{All these can be read in the light of role of social media as an enablist platform}.
c. Communication models for awareness raising (media campaigns etc)
d. Social Media as an enablest platform (blogs, podcast)
Unit IV: From Disability to Differently Abled: Case Studies 10 lectures
a. Rising Flame’s Nidhi Goyal On Women With Disability, The RPWD Act, COVID -19
& More Semester II – Paper IV
Title – Project
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b. Journey into Dyslexia (Profile of dyslexic professionals, thriving students and
compassionate educators)
http://www.hbo.com/documentaries/journey -into-
dyslexia/synopsis.html#/documentaries/journey -into-dyslexia/index.html
c. Loving Lampposts (A film about children and adults “living autistic”).
http://www.imdb.com/title/tt1533081/?ref_=fn_al_tt_1
d. My Way to Olympia (A film about the Paralympics, by Niko von Glasow, the world’s
best-known disabled filmmaker).
http://www.pbs.org/pov/olympia/trailer.php#.VLRGTnuHp -0
e. No Bigger Than a Minute (Little person describes his life & societal attitudes)
http://www.nobiggerthanaminute.com/
The students may be encouraged to use strategies such as interview, online/offline survey,
field visits, collection of documents etc.
Guidelines for reporting and presenting project
The report may be submitted in Print (typewritten) format or in Non-Print (Blog/Vlog /Web -
page/documentary) format
Format of the Print Report:
The full content of the report must be bound together so that the pages cannot be
removed or replaced.
The cover of the report must contain, title, name of the candidate, name of the
Diploma course, Semester, Name of the Guide/Co -guide and the year of submission.
Page numbers must be mentioned at the bottom of each page and Margin should be
1.5” on the left and 1” on the remaining 3 sides.
Use separate index sheets for all chapters. Each chapter should begin on a new page.
Report must contain all the necessary documents such as certificate of the guide,
training completion Certificate by the institute/ organization, student declaration
certificate, acknowledgements, table of contents, bibliography, appendix (if any) etc.
Learners should use simple and good English while writing the report. Avoid
grammatical errors.
No aspects of the structure of the report should be omitted.
Guidelines for the instruction and assessment
Students may be allotted project mentors to guide them through the process.
Students may be allotted a co-guide in case of availability and necessity.
Students may be encouraged to take up a project in pair or group (depending on the
context)
Students may be trained to present final project to improve their presentation skills,
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A well-planned rubric and additional guidelines may be prepared by the study center
keeping in view the core content, quality of the project and presentation of work.
Evaluation Pattern:
Internal Assessment (100 Marks):
Sr.
No. Particulars Marks
1 Project Field Work (minimum 25 hours)
Report (Up to 5000 words) / Up to 30 pages including images, graphs,
appendix etc.) 75
2 Presentation (with the use of ICT tools) 25
Recommended Readings: -
“I hope he dies before me” unravelling the debates about ageing and people with intellectual
disability – Christine Bigby
Anita Ghai Disabled Women: An Excluded Agenda of Indian Feminism
Barker, Clare, editor. The Cambridge Companion to Literature and Disability Cambridge
University Press, 2017.
Barker, Dr Clare. Postcolonial Fiction and Disability: Exceptional Children, Metaphor and
Materiality. 2011 edition, Palgrave Macmillan, 2012.
Cho, Sumi, et al. “Toward a Field of Intersectionality Studies: Theory, Applications, and
Praxis.” Signs, vol. 38, no. 4, 2013, pp. 785–810. JSTOR, doi:10.1086/669608.
Davis, Lennard J. Enforcing Normalcy: Disability, Deafness, and the Body. First Edition,
Verso, 1995.
Race/ethnicity and disability studies: Towards an explicitly intersectional approach (PP 376-
389) Deborah Stienstra, Routledge
Sati, Someshwar, Prasad, G.J.V., Bhattacharjee, Riwick . Reclaiming the disabled subject,
ol.1.
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Thomson Garland: Extraordinary Bodies: Figuring Physical Disability in American Literature
Culture (1997)
Wappett, M., and K. Arndt, editors. Foundations of Disability Studies. 2013 edition, Palgrave
Macmillan, 2013.
Web Resources:
https://feminisminindia.com/2020/08/07/rising -flame -nidhi -goyal -interview/
Signature: Signature:
(Dr. Sudhir Nikam)
Chairman, Board of Studies Faculty of Dean
Page 22
(Appendix ‘B’)
New ordinances 6813 & 6814 relating to the
Post Graduate Diploma in Disability Studies.
1. Necessity for starting the
course: 1. The UN Convention on Rights of People with
Disabilities and the Act of 2016 and its acceptance by
countries across the work has brought about an
increasing awareness of the need for an inclusive
society; one of mutual exchange. Globally, there is an
increa sed need for qualified candidates in a wide range
of sectors from social work to mental health, education
to governance and non -profit organizations. There are,
therefore opportunities for long -term job security in this
field. Flexible work timings for tho se who prefer not to
work a 9 -5 routine is among the benefits.
The 2020 NEP 'envisages equitable and inclusive
education for all.' Following this mandate the course on
Disability Studies is committed to raising awareness
with its focus on ideation for an equitable society.
Those interested in bringing about social cha nge and
extending their services to the greater good of the wider
community will benefit from this course. Policy -
making and legislation for an inclusive discourse based
on feedback from People with disabilities is the most
urgent and pressing need of the hour.
A post graduate Diploma in Disability would
thus:
i) Provide for models of inclusiveness
ii) Bring about competency in developing models of
mutual support
iii) Enhance an understanding that normal is temporary.
iv) It would bolster networking, negotiati on and
persuasive skills enabling development of effective
Page 23
management skills in developing models of
inclusiveness
v) Create opportunities to instil confidence to face
gender/class and caste specific challenges that might
emerge in profession in the area of e mployment for
TAP and PwD.
vi) Would raise awareness regarding hidden
disabilities.
2. Whether the UGC has
recommended the course: UGC has given guidelines for introduction of career
oriented courses
(https://www.ugc.ac.in/oldpdf/xiplanpdf/revisedcareero
rientedcourses.pdf ). Universities are allowed to run the
diploma / certificate courses and with due approval of
its governing councils/ statutory council wherever
required(Ref: https://www.ugc.ac.in/faq.aspx ).
However, u/s 5(16) under Maharashtra Public
Universities Act, 2016 (Mah. Act No. VI of 2017),
Universities are empo wered to start to prescribe the
courses of instruction and studies in choice based credit
system for the various examinations leading to specific
degrees, diplomas or certificates in a stand -alone format
or joint format with other State or national or glob al
universities.
3. Whether all the courses have
commenced from the academic
year 2019 -2020 (2022 -23): The above course recommended by the BoS in English,
and further approved by the statutory bodies is to be
introduced from the Academic Year 2023 -2024.
4. The courses started by the
University are self -financed,
whether adequate number of
eligible permanent faculties
are available?: The course is purely self -financed. The
department/affiliated colleges interested in its affiliation
need to comply with the norms laid down as above
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5. To give details regarding the
duration of the Course and is it
possible to compress the
course?: The duration of the course is maximum 12 month (two
semesters) with total 60 contact hours consisting of
maximum 4 Cred its on completion of total 60 hours per
course.
6. The intake capacity of each
course and no. of admissions
given in the current academic
year: The intake capacity is set to maximum 40 students per
batch.
7. Opportunities of Employability
/ Employment available after
undertaking these courses: i) Be employed in the broad areas of social work,
community sector, and human rights
ii) Explore avenues of employment in government as
policy makers and planners
iii) Seek employment in Human Resource and
Recruitment.
iv) Be employed in the healthcare and other care
organizations.
v) Seek employment in flexi -time jobs as care -givers.
Signature:
(DrSudhirNikam)
Chairman, Board of Studies
Page 25