Report

on
Humanity & Social Science

S.E. [Computer Engineering]

Submitted By
Name: Anubhav Kishor Patil
ROLL NO: 22122

Under the guidance of

Ms. Shwetkranti N. Taware

Academic Year: 2024-2025

Department of Computer Engineering

Shree Chanakya Education Society’s
Indira College of Engineering and Management

Parandwadi, Near Somatne phata, Maval, Pune – 410 506

Affiliated to Savitribai Phule Pune University — Approved by AICTE, DTE Maharashtra
— NAAC Accredited
Pune - 410506
INDIRA COLLEGE OF ENGINEERING AND MANAGEMENT, MAVAL,
PUNE

DEPARTMENT OF COMPUTER ENGINEERING

CERTIFICATE

This is to certify that Anubhav Kishor Patil from Second Year

Computer Engineering has successfully completed his term
work entitled “Humanity & Social Science” at Indira College
of Engineering and Management, Pune in the partial
fulfillment of the Bachelor’s Degree in Engineering.

Ms.Shwetkranti Taware Dr.Soumitra Das Dr. Nilesh Uke

Course Coordinator HOD Comp Dept. Principal

Date:Pune
Place:28-10-
2024
 ACKNOWLEDGEMENT

With immense pleasure, I am submitting this Humanity & Social Science report as part of
the curriculum of S.E. Computer Engineering. I wish to thank all the people who gave me
an unending support right from the stage the idea was conceived.

We take this opportunity to convey our sincere thanks to our beloved principal Dr.
Nilesh Uke sir for his continual support and encouragement that made the Seminar a
great success.

We express our profound thanks to our respected Head of the Department, Dr.
Soumitra Das sir whose advice and valuable guidance helped us in making this
Seminar interesting and successful one.

We are appreciative to our Course Coordinator Ms. Shwetkranti Taware madam for
her great support throughout the course of our Seminar.

We also thank all those who have directly or indirectly guided and helped us in the
preparation of this report.

Last but not least we thank our beloved parents, friends and well-wishers who helped us
to do this report with their kind help and assistance.

Name: Anubhav Patil

Roll no: 22122
Batch: A1
SE Computer
AY: 2024-25
 Contents

CERTIFICATE
Acknowledgement

List of Photos

List of Indoor and Outdoor Activities

 Activity No:01
Public speaking

Syllabus
1. Public Speaking
1.1. Overview of Activity……………………………………………………………
1.2. Purpose of Activity
1.3. Method of Activity
1.4. Summary of Activity
1.5. Outcome of Activity
1.6. Photos of Activity
1.1 Overview of Activity

This activity was designed to enhance participants speaking skills and boost their confidence in
delivering presentations. This overview highlights the main aspects of the activity, including its
objectives, execution, and outcomes.

Description of the Activity

 What: A activity focused on developing public speaking skills through interactive sessions
and practice exercises.
 When: 17 July
 Who: Organized by Prof. Shwetkranti Taware

Objectives

The activity aimed to:

1. Improve participants public speaking and presentation skills.

2. Provide practical tools and techniques for effective communication.
3. Build confidence in speaking before an audience.

Key Points

 Process: The activity included a mix of theoretical and practical components. Participants
engaged in exercises such as speech delivery, impromptu speaking, and audience interaction.
 Highlights: Notable moments included a mock presentation session where participants
applied the skills learned and a Q&A segment where effective communication strategies were
shared.

1.2 Purpose of Activity

The purpose of the Public Peaking Activity is to empower individuals with the skills and
confidence necessary to effectively communicate their ideas and messages in front of an audience.
This activity aims to:

1. Enhance Communication Skills: Develop participants abilities to articulate their thoughts

clearly and persuasively, using effective verbal and non-verbal communication techniques.
2. Boost Confidence: Help individuals overcome public speaking anxiety by providing them
with practical tools and strategies to feel more comfortable and self-assured when addressing
an audience.
3. Improve Presentation Techniques: Offer hands-on practice and feedback to refine
participants presentation skills, including structuring content, engaging the audience, and
delivering impactful speeches.
4. Facilitate Personal Growth: Encourage personal development through self-assessment and
constructive feedback, fostering growth in both professional and personal contexts.
5. Promote Effective Interaction: Teach participants how to handle various speaking scenarios,
including answering questions, managing audience interaction, and adapting to different
speaking environments.

By achieving these objectives, the activity aims to prepare participants to communicate more
effectively, whether in professional settings, public forums, or everyday interactions.
1.3 Method of Activity

1. Preparation

 Pre-Activity Assessment: Prior to the activity, participants give a brief self-introduction to

gauge their current public speaking skills and identify personal goals for the workshop.
 Material Preparation: A detailed schedule is created to ensure all sessions are well-
organized and timely.

2. Session Structure

 Registration and Introduction: The introduction session outlines the objectives, agenda, and
expectations for the day, helping participants understand the structure and goals of the
activity.
 Theoretical Foundation:
 Presentation: This includes key principles such as speech structure, effective communication
techniques, and common public speaking challenges.
 Interactive Discussion: Participants engage in a discussion about their experiences and
concern related to public speaking, which helps tailor the contents to their needs.

3. Delivery Practice:

 Individual Presentations: Each participant delivers their speech in front of the group,
applying the skills learned during the workshop. This session emphasizes real-time
application and practice.
 Feedback Session: Facilitators and peers provide constructive feedback, focusing on
strengths and areas for improvement. Participants are encouraged to reflect on the feedback
and adjust their delivery accordingly.

4. Final Application:

 Revised Presentations: Participants revise their speeches based on feedback and

present them again. This reinforces learning and provides additional practice.

1.4Summary of Activity

Key Components:

1. Introduction and Theoretical Foundation:

 The workshop began with a welcome session and an overview of public speaking
fundamentals. Participants learned about speech structure, effective communication
techniques, and strategies to overcome speaking anxiety.
 2. Introduction and Theoretical Foundation:
 The workshop began with a welcome session and an overview of public speaking
fundamentals. Participants learned about speech structure, effective communication
techniques, and strategies to overcome speaking anxiety.

3. Practical Exercises:
 Participants engaged in activities to craft and practice speeches. They received hands-on
experience through group exercises and individual presentations, with constructive feedback
provided by peers and facilitators.

4. Advanced Techniques and Q&A:

 The workshop included a segment on advanced public speaking techniques, addressing
common challenges and offering strategies for managing stage fright and engaging diverse
audiences. A Q&A session allowed participants to seek tailored advice on their specific
concerns.

5. Final Presentations and Wrap-Up:

 Participants delivered revised speeches, applying feedback received earlier in the workshop.
The day concluded with reflections on key takeaways and the distribution of participation
certificates.

1.3 Outcome of Activity

The activity successfully met its objectives, with participants demonstrating significant
improvement in their public speaking skills. Feedback was overwhelmingly positive, highlighting
the effectiveness of the practical exercises and the relevance of the advanced techniques covered.
Attendees left with increased confidence and a clearer understanding of how to communicate
effectively in public settings.
Activity No: 2
Tree Plantation

Syllabus
Topic: Tree Plantation
2.1Overview of Activity……………………………………………………………
2.2Purpose of Activity
2.3Method of Activity
2.4Summary of Activity
2.5Outcome of Activity
2.6Photos of Activity
2.1 Overview of Activity

The Indira college organized a tree plantation drive on Churai Hills The activity encouraged
community engagement, teamwork, and personal growth, highlighting how individual efforts can lead
to significant environmental benefits.
The tree plantation activity aimed to promote environmental consciousness and foster a positive
mindset among participants.
Description of the Activity

 What: Activity to create awareness about environment

 When: 24 July
 Who: Organized by Prof. Shwetkranti Taware

Objectives:
The activity aimed to:
1)To create awareness in public about environment
2)TO create a Greenland area for public picnic by planting a different types of trees

2.2purpose of Activity

Enhance understanding of the ecological benefits of trees. Foster community spirit through collective
action. Promote personal growth and responsibility. Support local biodiversity by planting native
species
The activity aimed to:
1) Environmental Awareness: Educate participants about the ecological benefits of trees, such as
reducing air pollution and supporting wildlife.
2) Community Engagement: Strengthen community bonds by working together towards a common
goal.
3) Personal Development: Promote a sense of achievement and responsibility among participants,
fostering a positive mindset.
4) Biodiversity Support: Contribute to local biodiversity by planting native species that support
local ecosystems.
2.3 Method of Activity:
The activity was organized through a structured approach:
1. Planning Phase:
o Site Selection: Choosing a suitable location that would benefit from tree planting.

o Species Selection: Consulting with local environmental experts to select native

species that thrive in the area.
2. Preparation:
o Gathering Resources: Assembling tools, saplings, and educational materials.

o Workshops: Conducting brief workshops on the importance of trees and proper

planting techniques to prepare participants.
3. Execution:
o Team Formation: Dividing participants into teams, each responsible for specific
planting areas.
o Planting Process: Detailed instructions were given, emphasizing techniques like
digging holes, positioning saplings correctly, and watering.
4. Follow-Up:
o Maintenance Schedule: Setting up a calendar for participants to return for watering
and monitoring the growth of the trees.
o Feedback Mechanism: Gathering feedback from participants on their experiences
and suggestions for future activities.
Challenges Encountered
Discuss potential challenges faced during the activity, such as weather conditions, lack of resources,
or participant engagement, and how they were addressed.

2.4 Summary of Activity

The tree plantation activity was a meaningful experience for all involved, promoting environmental
values and unity within the A1 batch:
 All Indira computer department boys and girls seen actively participated in every step,
working together to plant and care for the saplings, strengthening teamwork and
collaboration.
 The initiative provided practical experience in environmental stewardship, reinforcing the
ecological principles taught in class.
Each participant learned about the significant impact trees have on the environment and the
importance of maintaining a healthy ecosystem.
2.5 Outcome of Activity
The outcomes of the tree plantation activity were overwhelmingly positive:
1. Trees Planted: 100 trees were successfully planted, contributing to local biodiversity.
2. Participant Feedback: Gathered through surveys or informal discussions, indicating a high
level of satisfaction and a desire for future involvement also it is covered by a news channel
to produce more awareness and student give feedback to them.
3. Skill Development:
1. Teamwork and Coordination: The event fostered collaboration and communication
skills among students.
2. Environmental Responsibility: Participants felt a greater commitment to protecting
and caring for the environment.
4. Community Engagement: The activity sparked interest among community members,
leading to inquiries about future initiatives and their involvement.

2.2 Photos of Activity:

Activity No:03
Group Discussion

Syllabus
3.Group Discussion
3.1Overview of Activity……………………………………………………………
3.2Purpose of Activity
3.3Method of Activity
3.4Summary of Activity
3.5Outcome of Activity
3.6Photos of Activity
Group Discussion

3.1 Overview of Activity

The HHS group discussion on "Unemployment" was a classroom activity aimed at improving public
speaking, critical thinking, and teamwork skills. The issue of unemployment is highly relevant today,
affecting both developed and developing countries, making it an ideal topic for debate.
Participants were divided into two teams:

 Team A:
o Pritesh
o Amit
o Abhishek
o Pooja
 Team B:
o Niranjan
o Anand
o Sai
o Sarvesh

Each team was asked to present their views on the causes of unemployment, its effects on society, and
potential solutions that could help reduce it. After the presentations, there was a round of rebuttals
where teams challenged each other's arguments.

3.2 Purpose of Activity

The group discussion had multiple goals:

1.Improving Public Speaking: Participants had to present their views clearly and confidently in
front of their peers
.
2.Developing Critical Thinking: The teams had to think deeply about the issue of
unemployment, analyze it from different angles, and come up with thoughtful solutions.

3.Enhancing Teamwork: The activity required each team member to work with others to ensure
a cohesive and well-structured argument.

4.Understanding a Real-World Issue: Unemployment is a serious issue that affects millions of

people. This discussion helped students better understand its causes and consequences
.
5.Building Debate and Rebuttal Skills: In addition to presenting their views, students had to
respond to critiques from the opposing team, making the debate dynamic and interactive.

3.3 Method of Activity

The group discussion followed a well-defined structure:

1Preparation Phase:

o Both teams were given 30 minutes to gather their thoughts and prepare their
arguments. They could use facts, figures, and examples to strengthen their points.
o Each team divided the topic among its members so that every participant covered a
different aspect of unemployment, such as causes, effects, and solutions.
 2.Presentation Phase:

o Team A presented first, with each member speaking for about 3-5 minutes. They
presented a detailed analysis of unemployment in India and globally, discussing the
reasons behind it, including technological changes and education gaps.
o Team B followed, giving their perspective on the issue. Their focus was on rural
unemployment, underemployment, and how global factors like economic recessions
contribute to job loss.
o
1Rebuttal Phase:

o After the presentations, both teams had a chance to respond to the other team's points.
This phase was meant to challenge the arguments made by the opposing team, ask
questions, and defend their own viewpoints.

2.Judging:

o The judges evaluated the teams on various criteria, including how well they presented
their arguments, the clarity of their speech, their ability to address counter-arguments,
and how well the team worked together.

3.4 Summary of Activity

Team A’s Key Points:

 Pritesh: Began by outlining the main causes of unemployment, particularly focusing on the
mismatch between the skills people acquire through education and what the job market
demands. He also spoke about the impact of automation and how technological advancements
are making some jobs obsolete while creating new opportunities for those with the right skills
.
 Amit: Concentrated on the link between population growth and unemployment, especially in
developing countries like India. He stressed that while the workforce is growing, the number
of available jobs isn’t keeping pace, creating a major issue. Amit also discussed how
government programs focused on skill development and entrepreneurship could be part of the
solution
.
 Abhishek: Delved into the social impacts of unemployment, especially how it affects
individuals' mental health and leads to social problems like crime and instability. He pointed
out that unemployed graduates face significant stress, often feeling underutilized or rejected
by the job market.

 Pooja: Highlighted the gender disparity in unemployment, emphasizing that women are more
likely to be unemployed than men due to various factors, including societal expectations, lack
of opportunities, and lower representation in certain industries. She suggested that creating
more opportunities for women and encouraging female entrepreneurship could help balance
the scales.
Team B’s Key Points:

 Niranjan: Focused on underemployment, where people are working in jobs below their
qualification or skills level. He argued that creating more jobs isn’t enough; the jobs need to
be of better quality and offer fair wages. He also touched on job insecurity, especially in
sectors affected by seasonal changes or economic downturns.
  Anand: Emphasized the role of education in tackling unemployment. He argued that the
current education system is too focused on theoretical knowledge and doesn't provide enough
practical skills that employers are looking for. He advocated for education reforms that
include vocational training and more partnerships between industries and educational
institutions.

 Sai: Discussed rural unemployment and how migration to cities in search of jobs is leading to
overcrowded urban areas. He argued that more attention should be given to rural areas,
especially in developing agricultural and cottage industries, which could create jobs where
people live rather than forcing them to move to cities.

 Sarvesh: Brought in a global perspective by discussing how economic recessions and global
events like the COVID-19 pandemic have led to widespread unemployment. He argued that
countries should work together to create better economic policies and trade agreements that
can help reduce unemployment worldwide.

3.5 Outcome of Activity

The group discussion provided a platform for students to improve their public speaking and debating
skills. It was an engaging session that not only taught participants how to present their views clearly
but also helped them understand the complex issue of unemployment in greater depth.

 Winning Team:
o Team A won the discussion because of their detailed approach and practical
solutions. They focused more on the Indian context, which resonated well with the
judges.
o
 Skills Developed:

o Public Speaking: All participants gained confidence in speaking in front of an

audience, presenting their views clearly and convincingly.
o Critical Thinking: The activity encouraged students to think critically about
unemployment, analyzing its causes and proposing potential solutions.
o Teamwork: Each team member had to collaborate with their peers, ensuring that
their points were aligned with the team's overall argument.
o Rebuttal Skills: Participants learned how to address counter-arguments and respond
to critiques in a respectful and thoughtful manner.
o Outcome of Activity

3.6 Photo of Activity

Activity No: 4
Street Play
Syllabus
Topic: Street play
4.1Overview of Activity……………………………………………………………
4.2Purpose of Activity
4.3Method of Activity
4.4Summary of Activity
4.5Outcome of Activity
4.6Photos of Activity
 4.1Overview of Activity

Gender equality is a pressing social issue worldwide. The street play explores the impact of
gender discrimination, cultural stereotypes, and the path towards equality. Using characters
with varied perspectives, the play aims to reflect societal attitudes and stimulate
thought and discussion.

Team Members:
 Amit– Lead Performer and Narrator
 Pritesh –side roll
 Pooja – Main Female Character
 Anand – Friend and Ally
 Niranjan – Teacher and Mentor

Each member played specific roles to highlight different facets of women’s experiences,
emphasizing themes like education, gender equality, family roles, and support from allies.

4.2. Purpose of Activity

The primary objectives of the street play were to:

1. Spread Awareness: To make people conscious of the struggles women face due to social
and cultural limitations.

2. Promote Women’s Rights and Equality: To show that empowering women benefits all
aspects of society, from family life to economic growth.

3. Encourage Public Engagement: The play aimed to spark conversations among the
audience, encouraging them to reflect on their own attitudes toward women.

Empower Participants: This experience allowed team members to enhance their skills in public
speaking, collaboration, and acting

4.3 Method of Activity

The street play followed a structured storyline that was easy for the audience to follow and
designed to emotionally resonate with them. The play was divided into five acts:

 Act 1 - Introduction:
o Pritesh as the narrator introduced the audience to the topic of women
empowerment, setting the stage by sharing statistics and stories of struggles faced
by women globally and locally.
o
 Act 2 - Barriers and Struggles:
o Pooja portrayed a young woman who aspired to pursue higher education, while
Amit acted as a conservative family member discouraging her, representing the
societal constraints often imposed on women.
o Anand supported Pooja’s character, acting as a friend who motivated her to follow
her dreams despite obstacles.
o
 Act 3 - Workplace and Gender Bias:
o This act depicted Pooja in a workplace setting where she faced discrimination and
 unequal treatment compared to her male colleagues.
o Niranjan played a teacher/mentor who highlighted the importance of fair
treatment, equal pay, and respect for women in the workplace
.
 Act 4 - Support from Society:
o In this act, the play demonstrated the positive impact that family and community
support can have on empowering women. Anand’s character provided
encouragement, depicting the role allies play in a woman’s life.
o Pritesh narrated the significance of men supporting gender equality initiatives and
uplifting women.

 Act 5 - Empowerment and Progress:

o The final act showcased a future where Pooja’s character achieved her goals with
the help of her supportive community. This act symbolized the potential of women
to contribute meaningfully to society when they are empowered.

Each act was accompanied by background music and expressions to create an emotional connection
with the audience, helping them to relate to the struggles shown.

4.4 Summary of Activity

Key Points Highlighted in Each Role:

 Amit (Narrator): Framed the narrative by presenting real-life stories and data to reinforce
the message of women empowerment, emphasizing how equal opportunities benefit all of
society.

 Pritesh (Family Member): Represented the traditional mindsets that often discourage
women from pursuing their ambitions, showing the challenges many women face at home.

 Pooja (Main Character): Illustrated the inner strength and resilience of women as they
strive to overcome obstacles, embodying the aspirations of many women today.

 Anand (Friend and Ally): Represented the role of supportive friends and allies,
demonstrating that encouragement and advocacy are essential for empowering women.

 Niranjan (Teacher/Mentor): Conveyed the importance of education and equal

opportunities, advocating for a supportive environment in professional and educational
settings.

The street play created a lasting impact on both the audience and the participants, achieving its
intended outcomes:

 Audience Engagement and Feedback:

o The audience actively participated in the post-play discussion, sharing their own
experiences and perspectives on women empowerment.
o Several attendees expressed how the play opened their eyes to the everyday
struggles of women and made them more aware of the role they can play in
 supporting gender equality.

 Personal Development of Participants:

o Communication Skills: Participants reported feeling more confident in their

speaking and acting abilities, as they had to project their voices and emotions
effectively in a public setting.
o Teamwork: Working closely together, the team learned how to coordinate their
roles to create a cohesive narrative.
o Awareness and Empathy: Performing on the topic deepened the team’s own
understanding of women’s issues and inspired them to be advocates for gender
equality in their lives.
o
 Community Impact:

o The play served as a conversation starter on women’s rights and empowerment,

encouraging the audience to reflect on the social norms they uphold and consider
changes that could lead to a fairer society.

4.6 photos of Activity:

Activity NO: 5
Quiz
Title: Public Hygiene awareness

Syllabus
2. Quiz
2.1. Overview of Activity……………………………………………………………
2.2. Purpose of Activity
2.3. Method of Activity
2.4. Summary of Activity
2.5. Outcome of Activity
2.6. Photos of Activity
5.1 overview of Activity:
The quiz on "Public Hygiene Awareness" was conducted as an interactive educational activity to
raise awareness about the importance of hygiene in daily life. Hygiene is crucial for maintaining
health and preventing diseases, especially in community settings. By using a quiz format,
participants were encouraged to engage with the subject actively, making learning more impactful
and memorable.

This report details the quiz process, objectives, structure, outcomes, and the knowledge exchange
between participants There are 5 members in our team and we have 2 opponent teams which
asking Question to us and we also ask questions to them

My Team:
Amit
Pritesh
Kaustubh
Rajvardhan
Anubhav

Opponent Team 1:
Hari
Rohit
Pratik
Omkar
Pankaj

Opponent Team 2:
Jyotsna
Pooja
Anjali
Apurva
Anushka

5.2 Purpose of Activity:

The purpose of the Public Hygiene Awareness Quiz was threefold:

1)Education: To inform participants about essential hygiene practices and their importance in
promoting health and preventing the spread of infectious diseases.

2)Engagement: To foster interaction between team members and opposing teams, creating a
collaborative and competitive learning environment.

3)Evaluation: To assess the knowledge of participants regarding public hygiene and identify areas
that may need improvement or further focus in awareness programs.

4)Promotion of Public Health: To raise awareness about the impact of hygiene on public health
and emphasize how individual practices contribute to community well-being.

5)Encouraging Behavioural Change: To motivate participants to adopt healthier hygiene habits in

their daily lives by highlighting the benefits of good hygiene.

6)Preventing Disease Spread: To educate participants on the role of hygiene in preventing the
spread of infections, especially in public and high-contact environments.
 5.3 Method of Activity:

The quiz involved two main opposing teams, each with five members. Each member of one team
posed questions related to public hygiene to a member of the opposite team. The questions covered
various aspects of public hygiene, such as personal hygiene, community sanitation, hygiene practices
in healthcare settings, and environmental cleanliness.

Methods are as follows:

1.Formation of Teams: The participants were divided into two teams. Each team prepared a set of
questions focusing on public hygiene topics.

2.Question Rounds: Each member asked a question in turn, challenging a specific member of the
opposite team. The opposing team then responded to the question within a set time limit.

3.Scoring: Points were awarded based on the accuracy and completeness of the answers. The team
with the most points at the end of the quiz was declared the winner.

4.Debriefing Session: After the quiz, both teams reviewed the answers to each question, discussing
any gaps in understanding and elaborating on best

5.4 Summary of Activity:

The quiz featured questions on a variety of hygiene-related topics, including:

Personal Hygiene: Questions on hand-washing techniques, oral hygiene, and the importance of
regular bathing.

Sanitation: Topics included waste disposal, water sanitation, and maintaining clean surroundings.

Healthcare Hygiene: This included questions on sterilization, the use of sanitizers, and the role of
hygiene in preventing healthcare-associated infections.

Participants demonstrated varying levels of knowledge, with some areas needing clarification. Team
members found the format engaging and noted it helped improve their understanding of
hygiene practices.

There are points given by a teacher to all teams which team will score more points that team will win
that means the most active and brave team will find out by it. Each group have chance to ask
questions to their opponents.
 5.5 Outcome of Activity:

The quiz achieved several key outcomes:

Increased Awareness: Participants gained a deeper understanding of public hygiene practices and
their importance in everyday life.
Identification of Knowledge Gaps: The activity highlighted specific areas where more education
was needed, particularly in healthcare hygiene practices and environmental sanitation.

Enhanced Team Collaboration: Working in teams fostered a collaborative spirit, allowing

participants to learn from each other

4)Encouragement of Best Practices: By discussing the correct answers and best practices,
participants were encouraged to implement better hygiene habits in their personal and professional
lives.

The quiz successfully met its objectives, providing a platform for learning and awareness on the topic
of public hygiene.

5.6 Photo of Activity:

Activity N0 -6
Power Of Mind and
Positivity
Syllabus

6.Power of Mind and Positivity

6.1Overview of Activity……………………………………………………………
6.2Purpose of Activity
6.3Method of Activity
6.4Summary of Activity
6.5Outcome of Activity
6.6photos of activity
 6.1Overview of Activity

This activity was make to enhance a positive mindset about our self and power of mind how can
mind helps us in crucial situation when we put our mind relax. positive thinking reduces stress
and support us in physical health.
Description of the Activity

 What: A activity focusing on how to react in different situation and to stay calm and handle
any situation.
 When:
 Who: Organized by Prof. Shwetkranti Taware

There are 8 participants were including me.

1)Amit- lead role

2)Pritesh- lead role

3)Abhishek- supporting role as friend

4)Jyotsna - supporting role as friend

5)Niranjan- supporting role as friend

6)Sai - supporting role as friend

7)Onkar- supporting role as friend

8)Rohit- supporting role as friend

6.2 Purpose of Activity

Here, go deeper into the objectives and anticipated lessons from the activity, connecting them to
broader themes like team-building, self-awareness, and empathy.

1.Encouraging Self-Awareness: Explain the importance of understanding one’s strengths and

weaknesses and how this was a key focus.

2.Building Empathy and Reducing Bias: Emphasize the need to reduce judgment based on single
metrics or scores and increase empathy for others' experiences and perspectives.

3.Application to Real-Life Scenarios: Discuss why recognizing unique qualities is essential not only
in group activities but also in real-world settings like workplaces, academic environments, or family
interactions.
6.3 Method of Activity:

Describe the specific steps taken during the activity, elaborating on each component like the movie
choice, the discussion process, scoring criteria, and reflection.

Methods are as follows:

1.Movie Selection and Viewing: Describe the movie in depth, focusing on key scenes, characters,
and moments that illustrate diverse qualities. Analyze the movie's plot and how it relates to real-life
challenges.

2.Reflection and Discussion Process: Outline how the discussion was structured. Was it moderated?
Did everyone get equal time to speak? Describe the group dynamics and any memorable insights that
emerged during the discussion

3.Role Assignment:

o Pritesh and Pritesh were the main actors, portraying characters who face challenges
but ultimately embrace their uniqueness
.
o Onkar and Jyotsna took on the roles of director and assistant director, managing the
scenes and coordinating the technical aspects.
o Pritesh handled the camera work and sound equipment, with assistance from the rest
of the team during scene setups.

4.valuation and Scoring: Detail the criteria used for scoring and how they may have emphasized
certain skills over others, which led to a realization about the limitations of a single metric.

5.Comparison and Analysis: Go in-depth on how scores varied and how members reacted to these
differences. Discuss how this comparison helped everyone gain insights into their skills and areas for
improvement.

Example Expansion:

"After viewing the film, each of us shared which character we related to the most and why. This
opened up a range of perspectives, revealing how our backgrounds influence our perception of
strengths and weaknesses."

6.4 Summary of Activity:

The short film activity was an enriching experience for all involved, strengthening team dynamics and
imparting valuable lessons on positivity:

 Pritesh and Amit delivered compelling performances, resonating with viewers through
authentic portrayals of individuals embracing their unique qualities.

 Onkar and Jyotsna showed remarkable leadership in directing, while Niranjan skillfully
handled technical elements, enhancing the film’s quality and coherence.

 Abhishek and others also give efforts to create a story line.

 6.5 Outcome of Activity:

1.Improved Group Dynamics: Discuss any changes in group interactions, increased support, or
improved morale. Explain how these changes manifest in future activities or group interactions.

2.Enhanced Self-Confidence and Self-Esteem: Show how members’ self-perception improved and
how each person began to recognize and value their unique strengths.

3.Broader Implications: Discuss how this understanding applies to real-world situations like
academic teamwork, sports, or career settings, and why it’s essential to value diverse skills in
all areas of life.

This activity not only improved our understanding of each other but also provided us with tools to be
more inclusive and supportive leaders. We recognized that in any team, whether in school or work,
valuing a diverse set of skills leads to greater success."

6.6 Photo of Activity:

Activity No: 7
Waste Management
and Clean Campus

Syllabus
7.Waste Management and Clean Campus
7.1 Overview of Activity……………………………………………………………
7.2 Purpose of Activity
7.3 Method of Activity
7.4 Summary of Activity
7.5 Outcome of Activity
7.6 Photos of Activity
7.1 Overview of Activity:

Waste management and maintaining a clean campus environment are essential for promoting hygiene,
sustainability, and well-being in educational institutions. Clean campuses ensure a healthier
environment for students, staff, and faculty members, and proper waste management minimizes
environmental impact, promotes recycling, and fosters eco-friendly practices. This report explores an
initiative led by the A1 batch, where they undertook a cleaning drive around the college, focusing on
waste collection, sorting, and disposal practices to contribute to a sustainable and litter-free campus

Description of the Activity

 What: A activity focused on cleaning a campus and all classrooms by throwing out garbage
in dustbin.
 When: At college Time
 Who: Organized by Prof. Shwetkranti N Taware

7.2 Purpose of Activity:

Key points:

1.To create awareness among students about the importance of cleanliness and proper waste
management.

2.To improve the aesthetic and environmental quality of the college campus.
To promote responsible waste disposal habits, emphasizing the need for segregation, recycling, and
waste reduction.

3.To instill a sense of responsibility among students and faculty regarding

environmental preservation.

4.Enhanced Classroom Environment: A clean and organized classroom contributes to a better

learning atmosphere and promotes focus among students.
5.Hygiene Awareness: Participants gained a clearer understanding of how personal and
environmental hygiene impacts their health.
6.Team Bonding: The teamwork involved in cleaning strengthened bonds among participants,
encouraging collaboration and mutual respect.
7.Daily Responsibility: Inspired by the activity, students felt motivated to adopt regular habits of
cleanliness and organization.
7.3 Method of Activity:

The cleaning drive was organized systematically with a clear plan, involving different steps:

1.Preparation and Team Formation: The A1 batch was divided into smaller groups, each assigned
a specific area in the college. They were equipped with cleaning tools, garbage bags, gloves, and
protective masks.

2.Area Assessment: Each team performed a preliminary survey of their assigned areas to identify the
types and amounts of waste present. The goal was to categorize waste as recyclable, non-recyclable
Garbage.
3.Collection and Segregation: Teams collected all visible garbage, paying special attention to high-
traffic areas such as classrooms, corridors, and the canteen. Waste was segregated into separate bags
for paper, plastic, metal, food waste, and other categories.
4.Disposal Process: After collection, the waste was appropriately disposed of in designated campus
dustbins and recycling bins. Non-recyclable waste was sent to municipal waste disposal, while
compostable waste was taken to the campus composting unit.

7.4 Summary of Activity:

The cleaning drive was executed over a period of one week, with students dedicating 1-2 hours daily.
This initiative was well-received by the college community, and the students actively participated,
showing enthusiasm and dedication. Key actions included:
Segregation of waste into recyclable and non-recyclable categories to streamline the disposal process.
Educating other students on the significance of waste segregation and clean surroundings through
posters and informational sessions held during the drive.
students about the importance of cleanliness and proper waste management.
To improve the aesthetic and environmental quality of the college campus.
To promote responsible waste disposal habits, emphasizing the need for segregation, recycling, and
waste reduction.

To instill a sense of responsibility among students and faculty regarding environmental preservation.
The cleaning activity was a successful initiative that emphasized teamwork, responsibility, and the
importance of maintaining a clean environment. Pritesh, Amit, Abhishek, Niranjan, Anand, and
Saikumar displayed teamwork and dedication to achieve the goal of a clean, welcoming classroom.
The activity was not only productive but also fostered a sense of pride and ownership over the shared
learning space.
7.5 Outcome of Activity:

The A1 batch’s cleaning initiative brought multiple benefits:

Cleaner and More Hygienic Campus: The initiative resulted in visibly cleaner classrooms,
corridors, and surrounding campus areas.

Environmental Awareness: The drive helped spread awareness about sustainable waste management
practices, encouraging a culture of responsibility among students and faculty.

Increased Participation in Sustainability: The activity inspired other batches to plan similar
activities, promoting a long-term culture of cleanliness and eco-consciousness.

Reduction in Waste Volume: With effective segregation, the college reduced the amount of waste
sent to landfills by approximately 20%, thanks to the recycling and composting components of the
project.

Potential for Regular Programs: Based on the success of this project, the college administration is
considering making such cleaning drives a part of the curriculum to instill environmental
values in every batch.

The A1 batch’s cleaning drive not only achieved its immediate goal of maintaining cleanliness on
campus but also initiated a sustainable practice that can be adopted for future batches. This program
highlights the importance of collective responsibility and sets a foundation for integrating
environmental practices into everyday routines, thereby contributing to a cleaner and greener
college environment.

7.6 Photo of Activity: