Third International Conference on

Computational Intelligence in Communications and Business Analytics (CICBA-2021)

Accepted And Presented Papers Will Be Published With Springer In Their Communications In Computer And Information Science Series


Publish Your Research with Premium Publisher.

JANUARY 7-9, 2021


Listen from Pioneer Speakers.

JANUARY 7-9, 2021


Meet Fabulous Personalities.

JANUARY 7-9, 2021

List of Accepted Papers List of Rejected Papers


Third International Conference on Computational Intelligence in Communications and Business Analytics (CICBA - 2021) aims to carry together researchers, engineers, developers and practitioners from academia and industry working in all major areas and interdisciplinary areas of computational intelligence, communications, and analytics to share their experience, and exchange and synthesize their ideas. CICBA 2021 will be organized by Department of Computer & System Sciences, Visva-Bharati University, during January 7-9, 2021. CICBA 2017 and CICBA 2018 were organized by Calcutta Business School, Kolkata and Kalyani Government Engineering College, Kalyani, respectively. Like this year, all the previous series of this international conference have been organized in association with Computer Society of India. The previous series of this conference constituted a collection of high-quality peer-reviewed research papers received from all over the world. The chairs and co-chairs of different committees consisted of international academic and industrial luminaries, and the Technical Program Committee comprised around 250 technical experts, in both the series. The proceedings publication partner was Springer Nature in CCIC series.
CICBA 2020 will cover all aspects of Computational intelligence, Communications and Business Analytics in computer science and engineering, general science, educational research and management science. This international conference will provide a platform to the participants to share their views and ideas on latest technological developments in an inter and intra disciplinary perspective.

Visva-Bharati University

Founded by the first non-European Nobel Laureate Rabindranath Thakur (popularly known as Tagore) in 1921, Visva-Bharati was declared to be a central university and an institution of national importance by an Act of Parliament in 1951. The President of India is the Paridarsaka (Visitor) of the University, the Governor of West Bengal is the Pradhana (Rector), and the Prime Minister of India acts as the Acharya (Chancellor). The President of India appoints the Upacharya (Vice-chancellor) of the University. In May 1951, Visva-Bharati was declared to be a Central University and "An Institution of National Importance" by an Act of Parliament. It was granted the status of a unitary, teaching and residential university. The status and function of all the major institutions have been redefined in successive Amendments.

A study of the evolution of Visva-Bharati during the lifetime of its founder, Rabindranath Tagore, offers an insight into what this institution was intended to achieve. Rabindranath founded a school for children at Santiniketan and it was around this nucleus that the structure of an unconventional university developed through careful planning. In 1863, on a seven-acre plot at the site of the present institution, Debendranath Tagore, the poet's father, had built a small retreat for meditation, and in 1888 he dedicated, the land and buildings, towards establishment of a Brahmavidyalaya and a library. Rabindranath's school Brahmacharyasrama which started functioning formally from December 22, 1901 with no more than five students on the roll, was, in part, a fulfilment of the wishes of his father who was a considerable figure of his time in the field of educational reforms. From 1925 this school came to be known as Patha-Bhavana. The school was a conscious repudiation of the system introduced in India by the British rulers and Rabindranath initially sought to realize the intrinsic values of the ancient education in India. The school and its curriculum, therefore, signified a departure from the way the rest of the country viewed education and teaching. Simplicity was a cardinal principle. Classes were held in open air in the shade of trees where man and nature entered into an immediate harmonious relationship. Teachers and students shared the single integral socio-cultural life. The curriculum had music, painting, dramatic performances and other performative practices. Beyond the accepted limits of intellectual and academic pursuits, opportunities were created for invigorating and sustaining the manifold faculties of the human personality.


Number of Unique Visitors: PHP Hits Count