Department of ECONOMICS NCR

Syllabus for
BA (Economics, Political Science/Honours/Honours with Research)
Academic Year  (2023)

 
1 Semester - 2023 - Batch
Course Code
Course
Type
Hours Per
Week
Credits
Marks
BBA141B MARKETING AND SELLING SKILLS Multidisciplinary Courses 3 3 50
BBA141C GROUP AND TEAM EFFECTIVENESS Multidisciplinary Courses 3 3 50
BBA141D TALENT MANAGEMENT Multidisciplinary Courses 3 3 50
COM143 ENTREPRENEURSHIP DEVELOPMENT AND SMALL BUSINESS MANAGEMENT Multidisciplinary Courses 3 3 100
COM146 INTRODUCTION TO EXCEL FOR MANAGERS Multidisciplinary Courses 3 3 100
DSC142 PYTHON PROGRAMMING FOR DATA SCIENCE Multidisciplinary Courses 3 3 100
ECO002-1N FUNDAMENTALS OF ECONOMICS Bridge Courses 15 0 20
ECO101-1 INTRODUCTORY MICROECONOMICS Major Core Courses-I 4 4 100
ECO161-1 BASIC DATA ANALYSIS WITH EXCEL Skill Enhancement Courses 3 3 50
ENG181-1 ENGLISH Ability Enhancement Compulsory Courses 2 2 50
EST144-1N CRIME FICTION: AN INTRODUCTION Multidisciplinary Courses 3 3 50
LAW144 ENVIRONMENTAL LAW Multidisciplinary Courses 3 3 100
LAW150 CORPORATE SOCIAL RESPONSIBILITY AND HUMAN RIGHTS Multidisciplinary Courses 2 2 100
MED141-1N MEDIA AND SOCIAL MOVEMENTS Multidisciplinary Courses 3 3 50
POL001 -1N FUNDAMENTALS OF POLITICAL SCIENCE AND INTERNATIONAL POLITICS Bridge Courses 4 1 20
POL101-1N INTRODUCTION TO POLITICAL THEORY Major Core Courses-I 4 4 100
POL141-1N GANDHIAN THOUGHT Multidisciplinary Courses 3 3 50
POL142-1N GLOBAL POWER AND POLITICS Multidisciplinary Courses 3 3 50
POL461-1N POLITICAL LEADERSHIP AND COMMUNICATION Skill Enhancement Courses 2 2 100
SOC141-1N YOUTH AND POPULAR CULTURE Multidisciplinary Courses 3 3 50
SOC142-1N DIGITAL TECHNOLOGY AND URBAN TRANSFORMATIONS Multidisciplinary Courses 3 3 50
STA142 DATA ANALYSIS USING EXCEL Multidisciplinary Courses 3 3 100
2 Semester - 2023 - Batch
Course Code
Course
Type
Hours Per
Week
Credits
Marks
BBA142AN ADVERTISING AND SALES PROMOTION TECHNIQUES Multidisciplinary Courses 3 3 50
BBA142DN WEALTH MANAGEMENT Multidisciplinary Courses 3 3 50
BBA142FN FINANCIAL EDUCATION Multidisciplinary Courses 3 3 100
CSC151N VISUALIZATION TECHNIQUES USING EXCEL Multidisciplinary Courses 3 3 100
ECO101-2 INTRODUCTORY MACROECONOMICS Major Core Courses-I 60 4 100
ECO102-2 STATISTICAL METHODS FOR ECONOMICS Major Core Courses-I 4 4 100
ENG181-2 ENGLISH Ability Enhancement Compulsory Courses 3 2 100
LAW143N LABOUR AND SOCIAL WELFARE Multidisciplinary Courses 3 3 100
LAW146N LAW AND PRACTICE OF INTELLECTUAL PROPERTY Multidisciplinary Courses 3 3 100
POL102-2N INDIAN GOVERNMENT AND POLITICS: STRUCTURE AND PROCESS Major Core Courses-II 4 4 100
POL103-2N POLITICAL IDEOLOGIES Major Core Courses-II 4 4 100
POL144 INTRODUCTION TO AFRICAN POLITICS AND KEY IDEOLOGIES Multidisciplinary Courses 3 3 50
POL145 AMBEDKAR IN CONTEMPORARY TIMES Multidisciplinary Courses 3 3 50
POL146 UNITED NATIONS AND SUSTAINABLE DEVELOPMENT Multidisciplinary Courses 3 3 50
PSY159N PSYCHOLOGY OF LEADERSHIP Multidisciplinary Courses 3 3 100
STA142N DATA ANALYSIS USING EXCEL Multidisciplinary Courses 3 3 100
      

    

Department Overview:

The Department of Economics, CHRIST (Deemed to be University) Delhi NCR Campus, formed in 2019 consists of a faculty pool with rich experience in teaching, research and consultancy. The Department have ten full-time faculty members with specialisation in Development Economics, Gender Economics, Rural and Health Economics, Quantitative Economics, Resource Economics, Institutional Economics, and is involved in advanced research.

Mission Statement:

Vision- Achieving excellence, broadening horizons, building competencies and developing a sustainable education model through critical thinking, ethical grounded and commitment to society.

Mission-Equip students with advanced knowledge and skill sets to address real world economic problems and undertake cutting edge research on contemporary economic issues.

Introduction to Program:

The combined majors in economics and political science offers students the opportunity to integrate the study of economics with politics and government. Students will complete the core courses in political science which cover a range of perspectives in political theory, ideologies, and practices, both at national and global levels along with core courses in economics with macroeconomic and microeconomic perspectives. The course is structured to ensure that students develop extensive knowledge of political systems, economic policies, and implementation of state policies towards nation building and international relations. Students will be better equipped to gain in depth knowledge of the international world systems led and affected by political and economic interests in a constantly changing world.   

Program Objective:

Programme Outcome/Programme Learning Goals/Programme Learning Outcome:

PO1: Explain the fundamental and applied concepts from a pluralistic approach by examining new frontiers in knowledge that cuts across disciplinary boundaries

PO2: Critically evaluate economic theory, developmental policies and outcomes, political theories, ideas and ideology, social systems and interventions to promote a just and humane society.

PO3: Demonstrate ethical thinking by raising and encouraging normative questions and positions.

PO4: Demonstrate effective communication skills through group discussions, oral and written presentations.

PO5: Engage in problem solving from multidisciplinary perspectives by recognising and comprehending that economic problems are not only situated in an economy but also in society and polity.

Assesment Pattern

CIA- 50% ESE - 50%

Examination And Assesments

CIA- 50% ESE - 50%

BBA141B - MARKETING AND SELLING SKILLS (2023 Batch)

Total Teaching Hours for Semester:45
No of Lecture Hours/Week:3
Max Marks:50
Credits:3

Course Objectives/Course Description

 

Course Description

This is the basic course in Marketing and Selling Skills where students will get the exposure of Marketing and sales. The subject gives them a vast and wide insight of the traditional and contemporary aspects in Marketing and sales. The input of basic fundamentals, coupled with the practical knowledge will be given to the students to help them in understanding and designing the sales & marketing tactics and strategies.

 

Course Objective:

      To understand and appreciate the concept of marketing & sales in theory and practice

      To evaluate the environment of marketing and develop a feasible marketing &selling plan 

      To understand and apply the STP of marketing (segmentation, targeting, positioning)

      To have an elementary knowledge of consumer behaviour its determinants and selling skills

Learning Outcome

CO1: Demonstrate a comprehensive understanding of marketing and sales principles, theories, and their practical applications (RBTL 2)

CO2: Identify the key elements of the marketing environment and their impact on marketing and selling activities. (RBTL 3)

CO3: Apply segmentation techniques to categorize target market segments effectively. (RBTL 3)

CO4: Demonstrate basic selling skills, such as effective communication and relationship building, through practical exercises and simulations. (RBTL 2)

Unit-1
Teaching Hours:8
Unit 1: An Introduction to Marketing
 

Introduction, genesis & evolution of marketing in society, Importance and Scope of Marketing, Elements of Marketing – Need, Want, Demand, Desire, Marketing Philosophies, Mccarthy’s 4P classification, Lauterborn’s 4C’s classification & 4A’s Framework of rural marketing, Product service continuum.

Unit-2
Teaching Hours:6
Marketing Environment ? An Understanding
 

Basics of Marketing Environment, Factors Affecting Marketing Environment, Environmental analysis – SWOT & PESTLE, Marketing Environment in India, Legal & regulatory framework in India, Marketing Mix (Four Ps of Marketing).

Unit-3
Teaching Hours:8
Unit 3: Segmentation, Targeting and Positioning
 

Market Segmentation, Basis of segmentation & its types - Demographic, Geographic, Psychographic and behavioral Segmentation etc, Targeting- Five Patterns of Target Market Selection, Positioning-Concept of Positioning, Perceptual Mapping.

Unit-4
Teaching Hours:6
Unit 4: Product Life Cycle and Consumer Behaviour
 

Product Life Cycle concept, marketing implications of PLC stages, corresponding strategies, dealing with competition, Perceptual Mapping, Consumer Behaviour – Rational V/s Emotional, Consumer proposition & acquisition process, buying motives, its types, Consumer Behaviour process

Unit-5
Teaching Hours:10
Unit 5: Selling ? An Introduction
 

Nature, Meaning and Significance of Sales Management and Personal selling; Evolution of Sales Management, Role of Selling in Marketing, Characteristics of a successful Salesman; Types of Selling, Selling Functions, Sales Funnel; Process of Effective Selling: Sales strategies; Prospecting: Meaning, process & methods; Ways to approach a customer

Unit-6
Teaching Hours:7
Unit 6: Effective Sales management and Sales Force Organisation
 

Sales presentation; Handling objections; Closing a sale; Current issues in sales management; Case lets and applications, Meaning of Sales Force Management; Determining the sales force and size of the sales force, Introduction to: Sales organization concepts; Sales territories

Text Books And Reference Books:

Text Books: 

  1. Kotler, P., & Keller, K. (2015). Marketing management 15th edition. Prentice Hall.
  2. Kotler, P. (2013). Marketing management: A south Asian perspective.  13th edition, Pearson Education India.
  3. Panda, T. K., & Sahadev, S. (2nd Edition, 2011). Sales and distribution management. Oxford Publication.
  4. Spiro, R. L., Rich, G. A., & Stanton, W. J. (12th Edition, 2008). Management of a sales force. McGraw-Hill/Irwin.

 

 

 

Essential Reading / Recommended Reading

Suggested Readings: 

  1. Ramaswami, S., Namakumari. S,(2013) marketing management–Global Perspective Indian Context, Macmillan Publishers India Ltd, 5th Edition
  2. Rajan Saxena, Marketing Management, (2009) 4th edition, Tata McGraw-Hill Education
  3. Etzel M.J., Walker B.J. and Stanton William J - Marketing concept & Cases special Indian 14th Edition Tata Mc Graw Hill.
  4. Czinkota, Kotabe, Marketing Management, II edition, Thomson Publications.
  5. Still, R. R., Cundiff, E. W., & Govoni, N. A. (1988). Sales management: decisions, strategies, and    cases, New Jersey: Prentice-Hall.
  6. Coughlan, A. T., Anderson, E., Stern, L. W., & Adel, I. (2006). El-Ansary. Marketing Channels. Prentice-Hall.
  7. Jobber, D., & Lancaster, G. (2007). Selling and sales management. Painos. Harlow: Pearson Education.
  8. Cron, Decarlo T. E. (2016). Sales Management concepts and cases: Wiley India
  9. Pingali Venugopal (2008). Sales and Distribution Management, Sage Publication 
Evaluation Pattern

CIA 1: 20 MARKS ( LATER CONVERTED TO 10 MARKS)

CIA 2: 20 MARKS ( LATER CONVERTED TO 10 MARKS)

CIA 3: 50 MARKS ( LATER CONVERTED TO 25 MARKS)

Attendance 5 marks 

Total 50 marks 

BBA141C - GROUP AND TEAM EFFECTIVENESS (2023 Batch)

Total Teaching Hours for Semester:45
No of Lecture Hours/Week:3
Max Marks:50
Credits:3

Course Objectives/Course Description

 

The success of organizations are predominantly determined by the effectiveness of it people resources. To succeed in this global competition, it is imperative for the organizations to build hig performing teams. The core of building high performing teams is to understand team dynamics and build collaboration within teams, between teams and work as a team of teams. The course will enable the students to understand the nuances of team dynamics, experience the power of synergy working as a team and collaborate effectively for the benefit of personal, organizational and societal growth.

The course aims: 

        To facilitate better understanding of group and phases of group development

        To provide a deeper understanding of team dynamics and qualities of being a good team player

        Resolve team conflicts and build synergy

        Build trust, offer constructive feedback, coach and mentor others

To inculcate the spirit of working as a team

Learning Outcome

CO1: Define the concept of groups and stages of group development

CO2: Understand the nuances of working as a team and qualities of a good team player

CO3: Build teams, achieve synergy and resolve team conflicts.

CO4: Analyze and offer constructive feedback, coaching and mentoring.

CO5: Choose to collaborate effectively and work as a team

Unit-1
Teaching Hours:9
Group Dynamics
 

 

Concept of Groups, why people join groups, Phases of Group Development, Group Cohesiveness, Group Think, Group Decision Making, Techniques.

Unit-2
Teaching Hours:9
Understanding Teams
 

Concept of Team, Significance of working as Team, Difference between Work Groups and Work Teams, Types of Teams, Team Effectiveness, Qualities of a good Team Player, Self-Managed Teams.

Unit-3
Teaching Hours:9
Team Building
 

Concept of Team Building, Barriers to Team Building, Resolving Team Conflicts, Achieving Synergy through team work.

Unit-4
Teaching Hours:9
High Performing Teams
 

Building Trust and Credibility, Constructive Feedback, Coaching and Mentoring.

Unit-5
Teaching Hours:9
Outdoor Experiential Learning Activities
 

Bonding, Team Building, Trust Building, Team Competitive Games, Group Dynamics, Identifying High Performing Teams and Achieving Team Effectiveness.

Text Books And Reference Books:

Robbins, P.S. (2022) Organizational Behavior: International Version. 19th Edition, Pearson

Higher Education

 Leadership: Enhancing the lessons of experience by Hughes, R.L., Ginnett, R.C., & Curphy, G.J. (2019), 9th Edition, McGraw Hill Education, Chennai, India.

Essential Reading / Recommended Reading

       https://hbr.org/2016/06/the-secrets-of-great-teamwork

       https://www.forbes.com/sites/forbeshumanresourcescouncil/2020/09/16/14-characteristics-of-high-performing-teams/?sh=4708d51316c6

https://hbr.org/2021/10/5-things-high-performing-teams-do-differently

.

Evaluation Pattern

CIA 1- 10 MARKS

CIA 2- 10 MARKS

CIA3- 25 MARKS

ATTENDANCE- 5 MARKS

BBA141D - TALENT MANAGEMENT (2023 Batch)

Total Teaching Hours for Semester:45
No of Lecture Hours/Week:3
Max Marks:50
Credits:3

Course Objectives/Course Description

 

Human Resource is considered as a valuable resource in every organization. The world class companies compete among themselves to attract the best talent across the globe.  They view talent as competitive differentiator and one where the acquisition, engagement, development and retention of talent is considered as a strategic priority of business.  This course exposes the students to methods and practices to acquire, engage and develop talent, focus on development of strategic leaders within an organization and also deals with how talent and knowledge can be managed effectively for the development of the organization

Learning Outcome

CO 1: 1. Demonstrate an understanding of key concepts, principles and models related to talent and knowledge management

CO 2: 2. Evaluate the importance of talent management in developing organizations

CO 3: 3. Learn to apply the theories and concepts studied in the classroom to practical situations

CO 4: 4. Analyse the various talent and knowledge management practices and their value to organizations

CO 5: 5. Solve the issues pertaining to talent and knowledge management

Unit-1
Teaching Hours:7
Introduction to Talent Management
 

Meaning and concept of talent management, need and scope for talent management, Talent vs Knowledge, Talent management models: Process and Integrated model, Talent management initiatives, Techniques for potential appraisal, Talent management grid, Benefits of talent management.

Unit-2
Teaching Hours:7
Creating Talent Management Systems
 

Building blocks for talent management strategy, Developing and implementing Effective Talent Management System, Measuring the effectiveness of talent management, creating talent management system for organizational excellence.

Unit-3
Teaching Hours:7
Competency mapping and approaches to talent management
 

Competency Mapping- Meaning, Importance and Steps in competency mapping, Competency model, Role of leaders and HR in talent management, Talent Management Approaches, Mapping Business Strategies and Talent Management Strategies, Achieving competitive advantage, Best practices in talent management- Case studies

Unit-4
Teaching Hours:7
Integrating Talent and Knowledge Management
 

Introduction to knowledge management, types of knowledge, Benefits of Knowledge Management, Integrating talent management and knowledge management, Role of Information technology in talent and knowledge management.

Unit-5
Teaching Hours:7
Recent Trends and Best Practices in Talent Management
 

Introduction, Use of Technology in Talent Management, Use of AI in Talent Management, Talent Management using Design Thinking

Unit-6
Teaching Hours:10
Project Work: Field study & Report Submission
 

Experiential Learning Activity: Identifying any one organization in the manufacturing or service sector- Interacting, observing and conducting interviews with their senior HR leaders to understand how they manage and retain talent in their organizations.  

Text Books And Reference Books:

       Lance A. Berger, Dorothy Berger (2017): Talent management handbook, McGraw Hill New York.

 

       Mohapatra.M & Dhir.S (2022); Talent Management-A contemporary perspective (2022), Sage Publications

Essential Reading / Recommended Reading

       Mark Wilcox (2016), Effective Talent Management: Aligning strategy, people and performance, (1st ed.), Routledge Taylor and Francis Group.

       Marshal Gold Smith and Louis Carter (2018): Best practices in talent management, A Publication of the practice institute, Pfeiffer, A Wiley Imprint.

       Atheer Abdullah Mohammed (2019), Integrating Talent and Knowledge Management: Theory and practice, Lamber Publishing co.,

       Cappeli Peter: Talent on Demand –Managing Talent in an age of uncertainty, Harvard Business press.

Sphr Doris Sims, Sphr Matthew Gay(2007),Building Tomorrow’s Talent : A Practitioner’s Guide to Talent Management and Succession Planning, Author House

Evaluation Pattern

Component

 

Maximum marks

Weightage

Total Marks in Final Grade

CIA1

20

50%

10

CIA2

20

50%

10

CIA3

50

50%

25

Attendance

5

100 %

05

Total = 50

 

COM143 - ENTREPRENEURSHIP DEVELOPMENT AND SMALL BUSINESS MANAGEMENT (2023 Batch)

Total Teaching Hours for Semester:45
No of Lecture Hours/Week:3
Max Marks:100
Credits:3

Course Objectives/Course Description

 

Entrepreneurship is not just about start-ups: it is a topic that is rapidly growing in importance in government policy and in the behaviour of established firms. The course provides students with an understanding of the role and personality of the entrepreneur, and a range of skills aimed at successful planning of entrepreneurial ventures. Material covered includes fostering creativity and open-mindedness, knowledge acquisition and management, innovation systems, screening and evaluating new venture concepts, market evaluation and developing a marketing plan, legal Issues Including intellectual property, preparation of venture budgets, and raising finance. The major piece of assessment is the writing of a comprehensive business plan for a new venture.

Learning Outcome

CO 1: Discuss the fundamental concept and emerging trends of entrepreneurship.

CO 2: Elaborate the entrepreneurial process and classify the different styles of thinking.

CO 3: Develop and summarize the creative problem-solving technique and types of innovation.

CO 4: Compile the legal and regulatory framework and social responsibility relating to entrepreneur.

CO 5: Create a business model for a start-up.

CO 6: Build competence to identify the different sources of finance available for a start-up and relate their role in different stages of business.

Unit-1
Teaching Hours:9
Introduction to Entrepreneurship
 

Evolution, Characteristics, Nature of Entrepreneurship, Types, Functions of Entrepreneur, Distinction between an Entrepreneur and a Manager, Concept, Growth of Entrepreneurship in India, Role of Entrepreneurship in Economic Development, Emerging trends of contemporary entrepreneurship – Information and Communication Technology (ICT), Globalisation, changing demands, unemployment, changing demographics, Institutional support, ease of entry in the informal sector

Unit-2
Teaching Hours:9
The Entrepreneurial Process
 

Steps in the Entrepreneurial Process: Generating Ideas, Opportunity Identification, Business concepts, Businessconcepts,Resources(Financial,PhysicalandHuman), Implementing and managing the venture, Harvesting the venture, Design Thinking, Systems Thinking, Agile thinking and Lean thinking Blue Ocean Strategy, Role and relevance of mentors, Incubation cell, Methods of brainstorming ideas.

 

Unit-3
Teaching Hours:9
Creativity and Innovation
 

Creativity, Principles of creativity, Source of New Idea, Ideas into Opportunities. CreativeProblemSolving:Heuristics,Brainstorming,Synectics, ValueAnalysisInnovationandEntrepreneurship: Profits and Innovation, Principles of Innovation, Disruptive, Incrementaland Open innovations, Nurturing and Managing Innovation, Globalization, Concept andModelsofInnovation, MethodsofprotectingInnovationandcreativity,SignificanceofIntellectualPropertyRights,Patents & Copy right, Business Model Canvas, and Lean Management. 

Unit-4
Teaching Hours:9
Entrepreneurship Practice
 

EssentialsofBusinessOwnership:Typesofventures,RiskandBenefits,LegalandRegulatoryFramework,EthicsandSocialResponsibility,MarketResearch(ventureopportunityscreening), Feasibility Analysis, Introduction to the Business Plan, Developing the BusinessModel for starting a new venture, E-Commerce and Growing the Venture: The Internet andits impact on venture development

Approaches to E-Commerce, Strategies for E-CommerceSuccess,The nature of international entrepreneurship and their importance

Unit-5
Teaching Hours:9
Sources of raising capital
 

Different sources of financing for start-ups, stages of financing involve in start-ups, advantages and disadvantages of the different sources of financing, Mezzanine finance, Specific financial assistance from government and financial institutions to promote entrepreneurship, Venture Valuation Methods

Text Books And Reference Books:
  1. Allen,K.R.(2011), “LaunchingNewVentures:AnEntrepreneurialApproach”,6thEdition.Mason,Ohio: South-WesternCengage Learning.
  2. Kuratko,DonaldF.Entrepreneurship:(2010) Theory,Process,Practice9thEdition.Mason,Ohio: South-WesternCengage Learning
Essential Reading / Recommended Reading
  1. Scarborough,N.M.(2011),“EssentialsofEntrepreneurshipandSmallBusinessManagement”,6thEdition. NewJersey:PrenticeHall.
  2. Verstraete,T.and Jouioson-Laffitte,E.(2012),“ABusinessModelforEntrepreneurship”,
  3. Cheltenham:EdwardElgarPublishingLtd.
  4. Poornima Charantimath,(2007) “EntrepreneurshipDevelopment-SmallBusinessEnterprise”,Pearson Education.
  5. RoberDHisrich,MichaelPPeters,DeanAShepherd,(2007), Entrepreneurship,(6ed.), The McGraw-Hillcompanies.
  6. RajivRoy,(2011),Entrepreneurship,(2ed.)OxfordUniversityPress
Evaluation Pattern

CIA I (a) Multiple Choice Questions (MCQ)

CIA I (b) Video Content Creation

 

CIA II Case Study Analysis

 

CIA III (a) Multiple Choice Questions(MCQ)

CIA III (b) Business Plan Creation + VIVA

 

CIA I (a): Week 1 & 2: MCQ (5 Marks)


Google Form/Google Classroom based Quiz consisting of MCQs to test the basic concepts relating to Unit 1 and 2. The date of examination is on or before 05-08-2023.  This would be an individual assessment with a set of 10 questions, 5 each from unit 1 and 2.  The details of this assignment, and the penalties for not attending shall be posted in the Google Classroom.

 

CIA I (b) Preparing a video interview of an Entrepreneur (Individual Assignment) 10 marks

Every student shall identify an entrepreneur and prepare a 15 minutes video interview on them.  Orientation about the video preparation shall be given by the respective faculty in the first week of the semester itself. Later a Google spreadsheet of students list shall be sent to the students.  Within a week the students need to enter the name of the entrepreneurs identified so as to avoid repetition in their selections and start preparing the interview. Once the entrepreneur is finalized, an orientation about plagiarism policies shall be given by the faculty.  The last date of the video submission is 10-08-2023, before 06:00 PM.  Inability to submit the video on or before the due date should be priorly intimated to the faculty.  Any delay in submission without prior consent or approval shall lead to a penalty of marking the student ZERO in this component. 

 

The video shall be assessed based on the following rubrics. Report submitted will be valued for 10 marks.

More details of the report:

 

  1. The video should include genesis, growth, management contributions, challenges, how they overcome, achievements, major entrepreneurship inferences.
  2. References and sources should be mentioned as per APA 6th Edition, towards the end of the video.
  3. The video interview should be a minimum of 15 minutes.
  4. Last date for submission 10th August 2023, late submission within two days of the scheduled date, will carry a penalty deduction of two marks. 

 

CIA II - Case Study (15 marks)

Group of not more than six members in a team will be formed randomly in the class based on the subject teacher’s discretion. Each group shall gather content and solve the assigned case study and submit a written report of the same. Report shall include the introduction to the case, highlights and objectives, conceptual definitions, detailed analysis, findings and suggestion, conclusion.  Groups are free to use all authentic sources to gather information. Once the case study is finalized, an orientation about case analysis, report writing, and plagiarism policies shall be given by the faculty.  The last date of the case analysis report submission is 30-09-2022, before 06:00 PM.  The report can be supported with article reviews, statistical facts and examples and book references.


More Details of the Report:

1.      Case Study has to be based on growth of Entrepreneurship in India or Emerging trends of contemporary entrepreneurship.

 

  1. References as per APA 6th Edition, and Appendix.
  2. Detailed analysis of the problem and alternatives available should form part of the report.
  3. The written report should be a minimum of 6 pages.
  4. Last date for submission 30th September, 2023, late submission within two days of the scheduled date, will carry a penalty deduction of two marks. 

 

CIA III (a): Week 15 & 16: MCQ (5 Marks)

 


Google Form/Google Classroom based Quiz consisting of MCQs to test the basic concepts relating to Unit 1 and 2. The date of examination is on or before 02-11-2023.  This would be an individual assessment with a set of 10 questions, 5 each from Units 1 and 2.  The details of this assignment, and the penalties for not attending shall be posted in the Google Classroom.

 

CIA III (b) Business Plan and viva-voce (10 marks)


The same group allotted for Case Study report shall continue. Once the idea for the business plan is finalized, an orientation about various components of the business plan, report writing, and plagiarism policies shall be given by the faculty. However, every student shall contribute in the construction of a
creative and technical business plan in detail consisting details from idea to implementation stage. The report will be valued for 10 marks by a panel of three external reviewers. The assessment criteria shall be discussed and finalized before the final submission and in consonance with the inputs and suggestions 
of the reviewers identified.  This criterion shall also be presented and discussed with the students prior to the final submission.  Though this is a group assignment, the assessment of the contribution of each student would be done individually.

More Details of the Report:

§  The report shall include details on value proposition, business and revenue model, sustainability

§  The written report should be a minimum of 10 pages.

§  References as per APA 6th Edition, and Appendix.

Last date for submission 5th November 2023, late submission within two days of the scheduled date, will carry a penalty deduction of two mark 

COM146 - INTRODUCTION TO EXCEL FOR MANAGERS (2023 Batch)

Total Teaching Hours for Semester:45
No of Lecture Hours/Week:3
Max Marks:100
Credits:3

Course Objectives/Course Description

 

This course provides the knowledge base for understanding the workings of Excel. The primary objective of the course is to familiarize the students with the basics of Microsoft excel. The course introduces the students to financial analysis. Further, the course also deals with the practical application of Microsoft Excel in day-to-day business activities. As a prerequisite, the students should have basic knowledge of computers and MS Office.

Learning Outcome

CO1: To provide students with the fundamental knowledge of the use of computers in business.

CO2: To provide exposure to the students on MS Office Excel.

CO3: To apply MS excel functions in business.

Unit-1
Teaching Hours:12
Introduction to Excel
 

Understanding the concept of a spreadsheet - Identifying the components of a spreadsheet

 

Navigating the Excel interface – Comparison of various version of Microsoft excel - Creating a new spreadsheet- Entering data into cells - Formatting data (fonts, colors, borders) - Adjusting column width and row height - Merging and splitting cells - Basic Excel functions: Structure of an excel function, functions such as SUM (), MIN (), MAX (), AVERAGE (), COUNT (), AUTOSUM, AUTOFILL. Working with an Excel List: Understanding Excel List Structure, Sorting a List Using Single Level Sort, Sorting a List Using Multi-Level Sorts, Using Custom Sorts in an Excel List, Filter an Excel List Using the AutoFilter, Creating Subtotals in a List, Format a List as a Table, Using Conditional Formatting to Find Duplicates, Removing Duplicates.

Unit-2
Teaching Hours:2
Validation
 

Excel Data Validation: Understanding the Need for Data Validation, Creating a Validation. List, Adding a Custom Validation Error, Dynamic Formulas by Using Validation Techniques – Protecting range, formula, entire workbook – inserting header and footer

Unit-3
Teaching Hours:6
Excel PivotTables
 

Understanding Excel PivotTables, Creating an Excel PivotTable, Modifying Excel PivotTable Calculations, Grouping PivotTable Data, Formatting PivotTable Data, Drilling Down into PivotTable Data, Creating Pivot Charts, Filtering PivotTable Data, Filtering with the Slicer Tool

Unit-4
Teaching Hours:9
Conditional Functions and Working with Large Excel Data Sets
 

Conditional Functions: Working with Excel Name Ranges, Using Excel's IF () Function, Nesting Functions, Using Excel's COUNTIF () Function, Using Excel's SUMIF () Function, Using Excel's IFERROR () Function. Working with Large Sets of Excel Data: Using the Freeze Panes Tool, Grouping Data (Columns and/or Rows), Consolidating Data from Multiple Worksheets. Printing of excel worksheet – alignment, printing of selection, range, entire workbook – mail merge using excel

Unit-5
Teaching Hours:9
LookUp, Text Based Function and financial function
 

Excel's Lookup Functions: Using Excel's VLOOKUP() Function, Using Excel's HLOOKUP() Function, Using Excel's INDEX() and MATCH() Functions. Excel's Text-Based Functions: Using Excel's functions such as LEFT(), RIGHT() and MID(), LEN(), SEARCH(), CONCATENATE(). Time value of money - present value of money - capital budgeting, Net present value, Internal rate of return. Statistical function - Introduction to macros. Creation of simple macro functions

Text Books And Reference Books:

Microsoft Excel 2016 Step by Step Curtis Frye, Microsoft Press, A division of Microsoft Corporation, 2015 edition.

Essential Reading / Recommended Reading

Microsoft Excel Essential Hints and Tips Fundamental hints and tips to kick start your Excel skills By Diane Griffiths Published, 2015 edition

 

Excel 2010 Formulas, by Wiley Publishing, 2010 Edition.

Evaluation Pattern

MCQ Test and Practical excercise 

DSC142 - PYTHON PROGRAMMING FOR DATA SCIENCE (2023 Batch)

Total Teaching Hours for Semester:45
No of Lecture Hours/Week:3
Max Marks:100
Credits:3

Course Objectives/Course Description

 

This course covers the programming paradigms associated with Python. It provides a comprehensive understanding of Python data types, functions and modules with a focus on modular programming.

Learning Outcome

CO1: Understand and apply core programming concepts.

CO2: Demonstrate significant experience with python program development environment.

CO3: Design and implement fully-functional programs using commonly used modules and custom functions.

Unit-1
Teaching Hours:12
INTRODUCTION
 

INTRODUCING PYTHON

Introduction, Python Fundamentals, Features of Python, Components of a Python Program, Understanding the interpreter.

Python basics:

Identifiers, Basic Types, Operators, Precedence and Associativity, Decision Control Structures, Looping Structures, Console input, output.

Practical Exercises:

1.Implement Basic data types, Control structures and operators.

2.Exercise on console input and output.

Unit-2
Teaching Hours:18
Programming Fundamentals
 

PYTHON DATA TYPES

Strings,Lists:Accessingelements,Basic List operations, Built-in methods

Tuples: working with elements, Basic Tuple operation, Tuple methods and Type of Tuples 

Sets: Definition, Set Elements, Built-in methods, basic set operations, Mathematical Set operation, Variety of Sets.

Dictionaries: Defining a dictionary, accessing elements, basic operations, methods.

COMPREHENSIONS and FUNCTIONS

 Comprehensions:ListComprehensions, Set Comprehension, Dictionary Comprehension.

Functions: Defining a function, Types of arguments, unpacking arguments.

Recursive functions.Main module, built-in, custommodules, importing a module.

 

Practical Exercises:

    1. Implement Tuples

    2. Implement Dictionary

    3. Implement Set

    4.ImplementList, Set and Dictionary Comprehensions

    5.Implement Recursive function

 

Unit-3
Teaching Hours:15
Introduction to NUMPY AND PANDAS
 

NUMPY 

Introduction to NumPy, Aggregations Computation on Arrays, Comparisons, Sorting Arrays.

PANDAS

Introduction to Pandas: Data indexing and Selection, Operating on Data, Handling Missing Data.

 

Text Books And Reference Books:

 

[1]Martin Brown, Python:The Complete Reference,     McGraw Hill Publications,4th Edition March 2018.

[2]Yashavant Kanetkar,Aditya Kanetkar, Let Us Python, BPB Publications ,4th Edition 2022.

 

Essential Reading / Recommended Reading

[1]Reema Thareja ,Python Programming using problem solving Approach , Oxford University, Higher Education Oxford University Press, 2017

[2]Zhang.Y      ,An      Introduction     to         Pythonand      Computer            Programming,Springer Publications,2015

Evaluation Pattern

CIA 100%

ECO002-1N - FUNDAMENTALS OF ECONOMICS (2023 Batch)

Total Teaching Hours for Semester:15
No of Lecture Hours/Week:15
Max Marks:20
Credits:0

Course Objectives/Course Description

 

It is a comprehensive program designed to introduce incoming students to understand economics and provide them with a solid foundation in the subject. Specially designed to accommodate individuals with varying levels of prior knowledge, this course serves as a bridge between high school and higher education, equipping students with the necessary skills and understanding to excel in their undergraduate studies in the field of economics.

Learning Outcome

CO1: To be able to understand the meaning and other aspects of Economics as disciplines.

CO2: To be able to understand the basic principles and theories of microeconomics and macroeconomic.

CO3: To be able to use supply and demand to determine changes in market equilibrium (price and output), to understand the changes in welfare, and analyze impact of governmental policies.

CO4: To understand the basic concepts, procedures and techniques of mathematical economics.

CO5: To be able to summarize the data and to obtain its salient features from the vast mass of original data.

Unit-1
Teaching Hours:5
Introduction to Economics
 

Microeconomics: Exploring the subject matter of Economics, Relevance & scope of Economics, Methods & models in Economics, Microeconomic tools.   

Macro Economics: Relevance of macroeconomics, National Income Accounting, Money and Banking, Government Budget and the Economy, Various school of thought in Macroeconomics.

Unit-2
Teaching Hours:5
Mathematics for Economics
 

Elements of logic and proof, Sets and Set operations, Equations: Linear and Quadratic, Simultaneous Equations, Functions: quadratic, polynomial, exponential, logarithmic.

Unit-3
Teaching Hours:5
Statistics
 

Meaning and Scope of Statistics, Importance and Limitations of Statistics, Census Method and Sampling Method- An overview, Introduction to Data in Statistics, Data Collection Techniques.

Text Books And Reference Books:

Mankiw, N. G. (2017). Principles of Microeconomics (8th ed.). MA: Cengage Learning.

Mankiw, N. G. (2015). Macroeconomics (9 th ed.). USA: Worth Publishers

Essential Reading / Recommended Reading

Chiang, A.C. & Wainwright, K. (2013). Fundamental Methods of Mathematical Economics. (4th ed.). McGraw Hill Education (India) Private Limited.

Goon, A.M., Gupta M.K. and Dasgupta, B. (2002). Fundamentals of Statistics, Vol. I, 8th Ed. The World Press, Kolkata.

 

Evaluation Pattern

The evaluation for the Bridge Course is designed to assess students' comprehension of the course material and their ability to apply the knowledge gained. The evaluation consists of a set of 20 Multiple Choice Questions (MCQs) totaling 20 marks. Those who fail in the first attempt should be given reassessment after remedial classes within two weeks after the regular attempt.  

ECO101-1 - INTRODUCTORY MICROECONOMICS (2023 Batch)

Total Teaching Hours for Semester:60
No of Lecture Hours/Week:4
Max Marks:100
Credits:4

Course Objectives/Course Description

 

This course is designed to familiarise the students with the basic principles of microeconomic theory. The course will illustrate how microeconomic concepts can be applied to analyze real-life situations. The course has been conceptualized in order to help students:

  • To understand how decisions related to the allocation of scarce resources and trade-offs are made.
  • To understand the role of government policies regulating market outcomes.
  • To analyze the market for goods and services and output-price determination.
  • To demonstrate an understanding of how rational consumers make their choice to optimize utility.

Learning Outcome

CO1: Summarize how decisions related to the allocation of scarce resources and trade-offs are made.

CO2: Understand the role of demand and supply in allocating economic welfare.

CO3: Explain the role of government policies in regulating market outcomes.

CO4: Illustrate how consumers optimize the utility given the limited resources.

CO5: Analyze the market dynamics of factors of production and the impact of policy regulation on the allocation of such inputs in the market.

Unit-1
Teaching Hours:8
Introduction
 

Nature and scope of economics, opportunity cost, scarcity, production possibility frontier, market system, welfare state, Microeconomics Vs Macroeconomics, Ten principles of economics.

Unit-2
Teaching Hours:15
Demand, Supply and Market Equilibrium
 

Demand and supply schedules, functions and curves, Law of demand, Exceptions to the law of demand, Law of supply, Exceptions to the law of supply, Market equilibrium, Movement along a demand and supply curve, shifts in demand and supply curves, Types of elasticities and their applications, Relationship between price elasticity and total revenue, Backward bending labour supply curve, Consumer and producer surplus and the efficiency of the markets.

Unit-3
Teaching Hours:17
Theory of Consumer Behaviour
 

Cardinal and Ordinal utility, Law of diminishing marginal utility, Water-diamond paradox, Indifference curves, indifference schedule, marginal rate of substitution, price line, consumer’s equilibrium, and comparative statics, Samuelson’s revealed preference theory, Income and substitution effects (Slutsky’s and Hicks’ equations)

 

Unit-4
Teaching Hours:20
Theory of Production and Cost
 

Production Function-One input model, law of diminishing marginal product, total, marginal, and average products, Two-input model: isoquants and isocost lines, producers’ equilibrium, expansion path, Cost analysis: Types of total and unit costs, and relationships among unit costs in the short run, long run cost analysis: behaviour of long run average and marginal costs, Behaviour of long run average cost, economies and diseconomies of scale, Laws of returns to scale.

Text Books And Reference Books:

1. Mankiw, G. N., “Principles of Microeconomics”, Cengage Learning India Pvt Ltd.

2.  Varian, H. R., “Intermediate Microeconomics: A Modern Approach."

Essential Reading / Recommended Reading

1.  Pindyck, R. S. and Rubinfeld D. L., “Microeconomics”, Pearson Edu Inc.

2. Koutsoyiannis, A., “Modern Microeconomics”, Palgrave Macmillan.

Evaluation Pattern

CIA 1- 20 Marks

CIA II - 50 Marks'

CIA III - 20 Marks 

ESE - 100 Marks 

ECO161-1 - BASIC DATA ANALYSIS WITH EXCEL (2023 Batch)

Total Teaching Hours for Semester:45
No of Lecture Hours/Week:3
Max Marks:50
Credits:3

Course Objectives/Course Description

 

Course Description

Microsoft Excel is a tool for the statistical analysis of data. It allows to perform a wide variety of statistical procedures. Main purpose of the course is to provide students with a basic knowledge of managing and analyzing data.

 

Course Objectives

The aim of this course is to provide skills and knowledge which will allow the students to learn basics of MS Excel, perform basic calculations using formulas and functions, professionally format spreadsheets and create data visualizations using charts and graphs, perform advanced data operations using PivotTables.

 

Learning Outcome

CO1: Examine spreadsheet concepts like create, open, view, enter and edit data

CO2: Learn to use functions and formulas

CO3: Create and edit charts and graphics

CO4: Understand the application VLOOKUP functions and PivotTables in Economics.

Unit-1
Teaching Hours:10
Getting to Know Excel
 

The Ribbon, The Work Surface, Navigation, Creating File, Formatting, Basic mathematics including multiplication and division; Charting: Bar, Line, Pie, Column, Area, Scatter.

Unit-2
Teaching Hours:10
Essential Formula Knowledge
 

Formula anatomy; Cell referencing theory and practice: absolute and relative; Function anatomy; Math functions: SUM, ROUND, AND SUBTOTAL; Basic statistics: COUNT, COUNTA, AVERAGE, MAX, MIN, MEDIAN AND MODE; Logic Functions: logical IF functions; Text functions: LEFT, RIGHT, MID, FIND AND SEARCH functions; Understanding dates: TODAY, YEAR, MONTH, DAY, and DATE functions; Understanding TIME.

Unit-3
Teaching Hours:12
Intermediate Formula Knowledge
 

Conditional mathematics: SUMIF, COUNTIF, and SUMIFS; VLOOKUP with approximate match; VLOOKUP with exact match; Other Lookup methods: INDEX, MATCH and HLOOKUP as alternatives to the VLOOKUP function.

Unit-4
Teaching Hours:13
Data Analysis
 

Creating PivotTables; Formatting PivotTables; Calculated Fields in PivotTables; What-If Analysis.

Text Books And Reference Books:

Curtis frye (2015), Microsoft Excel 2016: Step by Step, Microsoft Press, Washington.

 

Essential Reading / Recommended Reading

Walkenbach, John (2005),  Favourite Excel Tips and Tricks, Wiley India, New Delhi  

Evaluation Pattern

CIA1 for 20 Marks

CIA 2 for 10 Marks 

CIA3 for 20 Marks 

ENG181-1 - ENGLISH (2023 Batch)

Total Teaching Hours for Semester:30
No of Lecture Hours/Week:2
Max Marks:50
Credits:2

Course Objectives/Course Description

 
  • To expose learners to a variety of texts to interact with
  • To help learners classify ideologies and be able to express the same
  • To expose learners to visual texts and its reading formulas
  • To help learners develop a taste to appreciate works of literature through the organization of language
  • To help develop critical thinking
  • To help learners appreciate literature and the language nuances that enhances its literary values
  • To help learners understand the relationship between the world around them and the text/literature
  • To help learners negotiate with content and infer meaning contextually
  • To help learners understand logical sequencing of content and process information

·         To help improve their communication skills for larger academic purposes and vocational purposes

·         To enable learners to learn the contextual use of words and the generic meaning

·         To enable learners to listen to audio content and infer contextual meaning

·         To enable learners to be able to speak for various purposes and occasions using context specific language and expressions

·         To enable learners to develop the ability to write for various purposes using suitable and precise language.

Learning Outcome

CO1: Understand how to engage with texts from various countries, historical, cultural specificities, and politics and develop the ability to reflect upon and comment on texts with various themes

CO2: Develop an analytical and critical bent of mind to compare and analyze the various literature they read and discuss in class

CO3: Develop the ability to communicate both orally and in writing for various purposes

Unit-1
Teaching Hours:7
1. The Happy Prince- Oscar Wilde 2. Sonnet 18- William Shakespeare
 
  • 1. The Happy Prince- Oscar Wilde
  • 2. Sonnet 18- William Shakespeare

Unit-1
Teaching Hours:7
Language
 

Common errors- subject-verb agreement, punctuation, tense errors  Just a minute talk, cubing

Unit-2
Teaching Hours:6
1. Why We Travel-Pico Iyer
 

 Why We Travel-Pico Iyer 

Unit-2
Teaching Hours:6
language
 

Sentence fragments, dangling modifiers, faulty parallelism,

Unit-3
Teaching Hours:4
1. Thinking Like a Mountain By Aldo Leopold
 

Thinking Like a Mountain  By Aldo Leopold

Unit-3
Teaching Hours:4
language
 

Note taking

Unit-4
Teaching Hours:5
Aarushi-Hemraj Murder Article
 

 

Aarushi-Hemraj Murder Article 

Unit-4
Teaching Hours:5
Language
 

Newspaper report

Unit-5
Teaching Hours:4
1. My Story- Nicole DeFreece
 

 

 My Story- Nicole DeFreece

 

Unit-5
Teaching Hours:4
Language
 

Essay writing

Unit-6
Teaching Hours:4
Language
 

Paraphrasing and interpretation skills

Unit-6
Teaching Hours:4
Casey at the Bat- Ernest Lawrence Thayer
 
  • Casey at the Bat-  Ernest Lawrence Thayer
Text Books And Reference Books:

ENGlogue 1

Essential Reading / Recommended Reading

Additional  material as per teacher manual will be provided by the teachers

Evaluation Pattern

CIA 1=20 

CIA 2=50 

CIA 3= 20 

ESE= 50 marks

EST144-1N - CRIME FICTION: AN INTRODUCTION (2023 Batch)

Total Teaching Hours for Semester:45
No of Lecture Hours/Week:3
Max Marks:50
Credits:3

Course Objectives/Course Description

 

This is an introductory course to understanding the emergence and development of crime fiction as a literary genre. Once considered as popular literature insignificant to the canon, crime fiction exists as a genre that is relevant to the current times, especially to understand the society in which we live in today. This course will engage discussions on the concepts of crime and justice, and enable students to identify how crime impacts individuals and communities. Certain discourses will include socio-cultural understanding of crime and punishment, role of detectives and police officers and their interactions with civilians, and how gender, race, class, religion play a role in these narratives. Through this course, students will critically analyse textual works in the form of short stories, chapters, essays, novels, along with visual sources such as documentaries, films, television and web series and animated works.

 

 

 

 

Course Objectives

 

The objective of this course is to:

 

      Sensitise students to the real-world scenario of conflict and violence and its consequence thereof.

 

      Introduce crime fiction and its sub-genres

 

      Study the impact of crime on literature and society.

 

      Explore different forms of crime fiction from across the globe.

 

      Identify works of crime fiction that are yet unexplored such as regional works with linguistic variabilities.

 

Learning Outcome

CO1: Define crime fiction and identify its sub genres

CO2: Understand the evolution of crime fiction from mystery and puzzle stories

CO3: Contextually place the given work to comprehend the society, history and culture.

CO4: Engage with the emerging regional, national and global crime literature in the textual and digital space.

Unit-1
Teaching Hours:10
Background
 

This unit will focus on understanding how we define crime. It will look into various instances of crimes such as homicide, war crimes, white collar crime, physical assault, terrorism and so on, across societies in history. The unit will include how punishment and torture were used as tools to persuade the masses to follow law and order. Prison systems based on the panopticon will also be considered. This unit aims at understanding the society around us and how incidences of crime shapes our lives today.

Topics for Discussion:

 

 

 

      Crime

 

      War Crimes (Jews genocide, Russia Ukraine War, Kashmiri Pundit genocide)

 

      Homicide (Jack the Ripper murder case)

 

      Rape and assault (December 16th; Partition narratives)

 

      White Collar crimes (Frank Abagnale Jr, Harshad Mehta)

 

      Terrorism (9/11, 26/11)

 

      Punishment

 

      Torture Instruments

 

      Prisons (Panopticon: Cellular Jail)

 

 

 

Readings:

 

 

 

      Beccaria, C. (1764). An essay on crime and punishments. The Portable Enlightenment Reader, 525-532. Ed. Isaac Kramnick. USA: Penguin Books, 1995. Print.

 

      Bentham, J. (1789). Cases unmeet for punishment. The Portable Enlightenment Reader, 541-546. Ed. Isaac Kramnick. USA: Penguin Books, 1995. Print.

Suggested Reading

 

      Althusser, Louis. "Ideology and ideological state apparatuses (notes towards an investigation) (1970)." Cultural theory: an Anthology (2010): 204-222.

 

      Foucault, Michel. “Discipline and Punish”.  Readings in the Theory of Religion. Routledge, 2016. 549-566.

 

      Dostoevsky.  Crime and Punishment.

 

 

 

Unit-2
Teaching Hours:15
Defining Crime Fiction and its Sub-genres
 

This unit will focus on the emergence of crime fiction from mystery stories, riddles and puzzles. It will explore how crime fiction has developed over a period of time into different sub-genres.

 

 

 

Topics for Discussion:

 

 

 

      Definition of crime fiction

 

      Sub-genres of crime fiction

 

      Rules of writing crime fiction

 

 

 

Readings:

 

      Todorov, Tzvetan. “The Typology of Detective Fiction”. Poetics of Prose. 1966.

 

      Edgar Allan Poe. “The Murders in the Rue Morgue”. 1841.

 

      Arthur Conan Doyle. “A Scandal in Bohemia”. 1891.

 

 

 

Suggested Readings:

 

      SS Van Dine’s “Twenty Rules of Writing Detective Stories” (1928)

 

      Sophocles’ Oedipus Rex

 

      Select folk tales of Charles Perrault and Grimm Brothers.

 

      Arthur Conan Doyle “The Red Headed League”. 1891. ​The Adventures of Sherlock Holmes. Project Gutenberg, EBook, 2002. 18-33

 

      Scaggs, John. Crime Fiction: A New Critical Idiom. Oxon: Routledge, 2005

 

      Wilder, Ursula M. “Odysseus, the Archetypal Spy”. International Journal of Intelligence and CounterIntelligence, 2021, pp. 1–17. DOI: 10.1080/08850607.2020.1847517.

 

      Auden, W. H. “The Guilty Vicarage: Notes on the Detective Story, by an Addict”. Harper’s Magazine. May 1948 issue. Web. https://harpers.org/archive/1948/05/the-guiltyvicarage/

 

      Kayman, Martin A. “The Short Story from Poe to Chesterton”. The Cambridge Companion to Crime Fiction. Ed. Martin Priestman. New York: Cambridge University Press, 2003, pp. 41–58.

 

      Seed, David. “Spy Fiction”. The Cambridge Companion to Crime Fiction. Ed. Martin Priestman. New York: Cambridge University Press, 2003, pp. 115–134.

 

Unit-3
Teaching Hours:10
From the Private to the Public Eye/I
 

From short stories to the novel form, crime fiction has become more elaborate in terms of how it reflects the society and culture of its setting. This unit delves into the emergence of the police officers in crime fiction narrative as a public figure as opposed to the private detective. Concepts of policing system and jurisprudence will be discussed here along with social issues related to race, gender, class as reflected in the texts.

 

 

 

Reading:

 

 

 

      Keigo Higashino. Malice. 1996.

 

 

 

Suggested Readings

 

 

 

      Rendell, Ruth. Simisola. New York: Kingsmarkham Enterprises Ltd, Dell Publishing, 1995.

 

      Dove, George N. The Police Procedural. Ohio: Bowling Green University Popular Press, 1982.

 

      James, P.D. “The Art of the Detective Novel”. Journal of the Royal Society of Arts, vol. 133, no. 5349, 1985, pp. 637–649. Web. https://www.jstor.org/stable/41374015

 

      ---, Talking About Detective Fiction. New York: Vintage Books, 2009.

 

      ---, “P.D. James: ‘Some People Find Conventions Liberating’”. Interview by Sarah Crown. YouTube, uploaded by The Guardian, 6 August 2010. Web. https://www.youtube.com/watch?v=EAECcqmDTaM

 

      Knight, Stephen. Crime Fiction, 1800-2000: Detection, Death, Diversity. New York: Palgrave Macmillan, 2004.

 

      Effron, Malcah. “Fictional Murders in Real “Mean Streets”: Detective Narratives and Authentic Urban Geographies”. Journal of Narrative Theory, vol. 39, no. 3, 2009, pp. 330–346. JSTOR: http://www.jstor.org/stable/41427212.

 

      Porter, Dennis. “The Private Eye”. The Cambridge Companion to Crime Fiction. Ed. Martin Priestman. New York: Cambridge University Press, 2003, pp. 95–114.

 

      Kadonaga, Lisa. “Strange Countries and Secret Worlds in Ruth Rendell’s Crime Novels”. Geographical Review, vol. 88, no. 3, 1998, pp. 413–428. Web. http://www.jstor.org/stable/216017.

 

      Erdmann, Eva. “Nationality International: Detective Fiction in the Late Twentieth Century”. Investigating Identities: Questions of Identity in Contemporary International Crime Fiction. Eds. Marieke Krajenbrink and Kate M. Quinn. Amsterdam: Rodopi, 2009, pp. 11–26.

 

      Mills, Rebecca. “Victims”. The Routledge Companion to Crime Fiction. Eds. Janice Allan, Jesper Gulddal, Stewart King and Andrew Pepper. London and New York: Routledge, 2020, pp. 149–158

 

      Close, Glen S. Female Corpses in Crime Fiction: A Transatlantic Perspective. USA: Palgrave Macmillan, 2018. DOI: 10.1007/978-3-319-99013-2.

 

      Lloyd, Joanne Reardon. “Talking to the Dead – The Voice of the Victim in Crime Fiction”. New Writing: The International Journal for the Practice and Theory of Creative Writing, vol. 11, no. 1, 2014, pp. 100–108. DOI: 10.1080/14790726.2013.871295.

 

Unit-4
Teaching Hours:10
Crime Fiction and the Digital Space
 

Crime Fiction has transcended space in terms of geographies and become a global literature, but has also grown beyond the textual space to the digital. Many of them include adaptations of novels. The genre is gaining popularity in the form of films, television and web series and is widely watched on OTT platforms today.

 

 

 

Content:

 

 

 

      Alfred Hitchcock’s Rear Window

 

      Animated Series: Tantei Gauken Kyu (select episodes)

 

      Web series: Paatal Lok (select episodes)

 

 

 

 

 

Suggested Content

 

      Jonathan Demme’s Silence of the Lambs (1991)

 

      Steven Spielberg’s Catch me if you can (2002)

 

      The Pink Panther series

 

      David Fincher’s The Girl with a Dragon Tattoo (2011) (Adaptation of Steig Larsson)

 

      Abrid Shine’s Action Hero Biju (2016)

 

      Byomkesh Bakshi series

 

      The Godfather Trilogy

 

      Scorsese’s Goodfellas (1990)

 

 

 

Suggested Reading

 

      Unur, Ayşegül Kesirli. “Representing Female Detectives in Turkish Police Procedurals”. Television in Turkey: Local Production, Transnational Expansion and Political Aspirations. Eds. Yeşim Kaptan and Ece Algan. Switzerland: Palgrave Macmillan, 2020, pp. 125–148. DOI: 10.1007/978-3-030-4601-8_7

 

      Berglund, Karl. “With a Global Market in Mind: Agents, Authors, and the Dissemination of Contemporary Swedish Crime Fiction.” In Crime Fiction as World Literature, edited by Louise Nilsson, David Damrosch, and Theo D’haen. New York: Bloomsbury, 2017.

 

      Boltanski, Luc. Mysteries and Conspiracies: Detective Stories, Spy Novels and the Making of Modern Societies. Translated by Catherine Porter. Cambridge: Polity, 2014.

 

      Charlotte Beyer. ““Death of the Author”: Maj Sjöwall and Per Wahlöö’s Police Procedurals”. Cross-Cultural Connections in Crime Fictions. Ed. Vivien Miller and Helen Oakley. UK: Palgrave Macmillan, 2012, pp. 141–159. DOI: 10.1057/978117016768.

 

      Farish, Matthew. “Cities in Shade: Urban Geography and the Uses of Noir”. Environment and Planning D: Society and Space, vol 23, 2005, pp. 95–118. DOI: 10.1068/d185

 

      Schmid, David. “From the Locked Room to the Globe: Space in Crime Fiction”. Cross Cultural Connections in Crime Fiction. Eds. Miller V and Oakley H. London: Palgrave Macmillan, 2012, pp. 7–23. DOI: https://doi.org/10.1057/9781137016768_2

 

Text Books And Reference Books:

      Beccaria, C. (1764). An essay on crime and punishments. The Portable Enlightenment Reader, 525-532. Ed. Isaac Kramnick. USA: Penguin Books, 1995. Print.

 

      Bentham, J. (1789). Cases unmeet for punishment. The Portable Enlightenment Reader, 541-546. Ed. Isaac Kramnick. USA: Penguin Books, 1995. Print.

      Todorov, Tzvetan. “The Typology of Detective Fiction”. Poetics of Prose. 1966.

 

      Edgar Allan Poe. “The Murders in the Rue Morgue”. 1841.

 

      Arthur Conan Doyle. “A Scandal in Bohemia”. 1891.

      Keigo Higashino. Malice. 1996.

      Alfred Hitchcock’s Rear Window

 

      Animated Series: Tantei Gauken Kyu (select episodes)

      Web series: Paatal Lok (select episodes)

 

Essential Reading / Recommended Reading

      Althusser, Louis. "Ideology and ideological state apparatuses (notes towards an investigation) (1970)." Cultural theory: an Anthology (2010): 204-222.

 

      Foucault, Michel. “Discipline and Punish”.  Readings in the Theory of Religion. Routledge, 2016. 549-566.

 

      Dostoevsky.  Crime and Punishment.

      SS Van Dine’s “Twenty Rules of Writing Detective Stories” (1928)

 

      Sophocles’ Oedipus Rex

 

      Select folk tales of Charles Perrault and Grimm Brothers.

 

      Arthur Conan Doyle “The Red Headed League”. 1891. ​The Adventures of Sherlock Holmes. Project Gutenberg, EBook, 2002. 18-33

 

      Scaggs, John. Crime Fiction: A New Critical Idiom. Oxon: Routledge, 2005

 

      Wilder, Ursula M. “Odysseus, the Archetypal Spy”. International Journal of Intelligence and CounterIntelligence, 2021, pp. 1–17. DOI: 10.1080/08850607.2020.1847517.

 

      Auden, W. H. “The Guilty Vicarage: Notes on the Detective Story, by an Addict”. Harper’s Magazine. May 1948 issue. Web. https://harpers.org/archive/1948/05/the-guiltyvicarage/

 

      Kayman, Martin A. “The Short Story from Poe to Chesterton”. The Cambridge Companion to Crime Fiction. Ed. Martin Priestman. New York: Cambridge University Press, 2003, pp. 41–58.

 

      Seed, David. “Spy Fiction”. The Cambridge Companion to Crime Fiction. Ed. Martin Priestman. New York: Cambridge University Press, 2003, pp. 115–134.

 

 

      Rendell, Ruth. Simisola. New York: Kingsmarkham Enterprises Ltd, Dell Publishing, 1995.

 

      Dove, George N. The Police Procedural. Ohio: Bowling Green University Popular Press, 1982.

 

      James, P.D. “The Art of the Detective Novel”. Journal of the Royal Society of Arts, vol. 133, no. 5349, 1985, pp. 637–649. Web. https://www.jstor.org/stable/41374015

 

      ---, Talking About Detective Fiction. New York: Vintage Books, 2009.

 

      ---, “P.D. James: ‘Some People Find Conventions Liberating’”. Interview by Sarah Crown. YouTube, uploaded by The Guardian, 6 August 2010. Web. https://www.youtube.com/watch?v=EAECcqmDTaM

 

      Knight, Stephen. Crime Fiction, 1800-2000: Detection, Death, Diversity. New York: Palgrave Macmillan, 2004.

 

      Effron, Malcah. “Fictional Murders in Real “Mean Streets”: Detective Narratives and Authentic Urban Geographies”. Journal of Narrative Theory, vol. 39, no. 3, 2009, pp. 330–346. JSTOR: http://www.jstor.org/stable/41427212.

 

      Porter, Dennis. “The Private Eye”. The Cambridge Companion to Crime Fiction. Ed. Martin Priestman. New York: Cambridge University Press, 2003, pp. 95–114.

 

      Kadonaga, Lisa. “Strange Countries and Secret Worlds in Ruth Rendell’s Crime Novels”. Geographical Review, vol. 88, no. 3, 1998, pp. 413–428. Web. http://www.jstor.org/stable/216017.

 

      Erdmann, Eva. “Nationality International: Detective Fiction in the Late Twentieth Century”. Investigating Identities: Questions of Identity in Contemporary International Crime Fiction. Eds. Marieke Krajenbrink and Kate M. Quinn. Amsterdam: Rodopi, 2009, pp. 11–26.

 

      Mills, Rebecca. “Victims”. The Routledge Companion to Crime Fiction. Eds. Janice Allan, Jesper Gulddal, Stewart King and Andrew Pepper. London and New York: Routledge, 2020, pp. 149–158

 

      Close, Glen S. Female Corpses in Crime Fiction: A Transatlantic Perspective. USA: Palgrave Macmillan, 2018. DOI: 10.1007/978-3-319-99013-2.

 

      Lloyd, Joanne Reardon. “Talking to the Dead – The Voice of the Victim in Crime Fiction”. New Writing: The International Journal for the Practice and Theory of Creative Writing, vol. 11, no. 1, 2014, pp. 100–108. DOI: 10.1080/14790726.2013.871295.

      Unur, Ayşegül Kesirli. “Representing Female Detectives in Turkish Police Procedurals”. Television in Turkey: Local Production, Transnational Expansion and Political Aspirations. Eds. Yeşim Kaptan and Ece Algan. Switzerland: Palgrave Macmillan, 2020, pp. 125–148. DOI: 10.1007/978-3-030-4601-8_7

 

      Berglund, Karl. “With a Global Market in Mind: Agents, Authors, and the Dissemination of Contemporary Swedish Crime Fiction.” In Crime Fiction as World Literature, edited by Louise Nilsson, David Damrosch, and Theo D’haen. New York: Bloomsbury, 2017.

 

      Boltanski, Luc. Mysteries and Conspiracies: Detective Stories, Spy Novels and the Making of Modern Societies. Translated by Catherine Porter. Cambridge: Polity, 2014.

 

      Charlotte Beyer. ““Death of the Author”: Maj Sjöwall and Per Wahlöö’s Police Procedurals”. Cross-Cultural Connections in Crime Fictions. Ed. Vivien Miller and Helen Oakley. UK: Palgrave Macmillan, 2012, pp. 141–159. DOI: 10.1057/978117016768.

 

      Farish, Matthew. “Cities in Shade: Urban Geography and the Uses of Noir”. Environment and Planning D: Society and Space, vol 23, 2005, pp. 95–118. DOI: 10.1068/d185

 

      Schmid, David. “From the Locked Room to the Globe: Space in Crime Fiction”. Cross Cultural Connections in Crime Fiction. Eds. Miller V and Oakley H. London: Palgrave Macmillan, 2012, pp. 7–23. DOI: https://doi.org/10.1057/9781137016768_2

 

Evaluation Pattern

CIA 1: Assignment (20 marks)

 

CIA 2: Presentation (20 marks)

 

CIA 3: Term Paper Submission (50 marks)

LAW144 - ENVIRONMENTAL LAW (2023 Batch)

Total Teaching Hours for Semester:45
No of Lecture Hours/Week:3
Max Marks:100
Credits:3

Course Objectives/Course Description

 

The present decline in environmental quality calls for a stricter enforcement of laws relating to protection of environment. The objective of this course is to give an insight into various legislations that has been enacted in our country for protection of environment and also to create awareness among the citizens of the country about the duties cast on them under various legislations in relation to protection of environment.

 

Course Objectives:

  • To impart an in-depth knowledge of environmental legislations to students from diverse backgrounds.
  • To interpret, analyse and make a critique of the legislations and Case laws relating to environment
  • To provide a brief understanding of various developments that has taken place at international level to check various environmental harms.

Learning Outcome

CO1: learn about environmental law

C02: make students environmentally conscious

Unit-1
Teaching Hours:5
INTRODUCTION
 

INTRODUCTION

Unit-2
Teaching Hours:5
INDIAN CONSTITUTION AND ENVIRONMENT
 

INDIAN CONSTITUTION AND ENVIRONMENT

Unit-3
Teaching Hours:5
JUDICIAL REMEDIES AND PROCEDURES AVAILABLE FOR ABATEMENT OF ENVIRONMENTAL POLLUTION
 

JUDICIAL REMEDIES AND PROCEDURES AVAILABLE FOR ABATEMENT OF ENVIRONMENTAL POLLUTION

Unit-4
Teaching Hours:5
ENVIRONMENT (PROTECTION) ACT, 1986
 

ENVIRONMENT (PROTECTION) ACT, 1986

Unit-5
Teaching Hours:5
ENVIRONMENT (PROTECTION) ACT, 1986
 

ENVIRONMENT (PROTECTION) ACT, 1986

Unit-6
Teaching Hours:5
WATER (PREVENTION AND CONTROL OF POLLUTION) ACT 1974
 

WATER (PREVENTION AND CONTROL OF POLLUTION) ACT 1974

Unit-7
Teaching Hours:5
FORESTS AND CONSERVATION LAWS
 

FORESTS AND CONSERVATION LAWS

Unit-8
Teaching Hours:5
WILD LIFE PROTECTION AND THE LAW
 

 WILD LIFE PROTECTION AND THE LAW

Unit-9
Teaching Hours:5
INTERNATIONAL DEVELOPMENTS FOR PROTECTION OF ENVIRONMENT
 

INTERNATIONAL DEVELOPMENTS FOR PROTECTION OF ENVIRONMENT

Text Books And Reference Books:

MC Mehta Enviromental Law Book

Essential Reading / Recommended Reading

MC Mehta Enviromental Law Book

Evaluation Pattern

Class Discussion: 50 Marks

MCQ exam: 50 Marks

LAW150 - CORPORATE SOCIAL RESPONSIBILITY AND HUMAN RIGHTS (2023 Batch)

Total Teaching Hours for Semester:30
No of Lecture Hours/Week:2
Max Marks:100
Credits:2

Course Objectives/Course Description

 

This course, thus, has been specifically designed for the non-law people. It aims to address the linkages between the corporate and the human rights in the form of CSR. It critically analyses one significant question – whether the issues of human rights should be addressed by the corporate sector mandatorily or voluntarily, in different social contexts? The strengths and weaknesses of the CSR initiatives in India and other countries are analysed. Also, the international commitments, with special reference to the role of United Nations are seen.

Course Objectives: Corporate Social Responsibility or CSR, as it is popularly referred to, is a combination of ethical, philanthropic, legal and economic responsibilities of a corporate organization towards the social transformation by addressing the social issues in collaboration with Government and NGOs. The corporate entities are more into profit making business and in this race, they often forget that their activities are causing harm to and not protecting the environment as well as human rights of the people.

Learning Outcome

CO1: Analyze the concept of Corporate Social Responsibility and the laws related to it

CO2: Understand the national and international laws related to regulate the CSR activities of the company and organizations.

CO3: Evaluate the contemporary position and explain how it is related to the protection of the Human rights.

Unit-1
Teaching Hours:6
INTRODUCTION
 

Meaning and origin of CSR; Meaning of human rights; Linkage between human rights and CSR

Unit-2
Teaching Hours:6
INDIA AND OTHER COUNTRIES
 

CSR by companies in India affecting human rights; CSR and the provisions of the Companies Bill, 2012; CSR by companies in other countries affecting human rights

Unit-3
Teaching Hours:6
INTERNATIONAL LAW
 

United Nations commitments on CSR relating to human rights; other international commitments on CSR affecting human rights

Unit-4
Teaching Hours:6
CONTEMPORARY POSITION
 

Strengths and weakness of CSR in terms of promotion of human rights in India as well as globally

Unit-5
Teaching Hours:6
RECOMMENDATIONS
 

Suggestions to improve upon the weaknesses of the CSR for the protection of human rights

Text Books And Reference Books:

"Human Rights and Business: Direct Corporate Accountability for Human Rights"-  Lara Blecher and Nancy Kaymar Stafford,  1st edition, Routledge publication.

"Business and Human Rights: From Principles to Practice"-  Dorothée Baumann-Pauly and Justine Nolan, 1st edition, Routledge publication

"Corporate Social Responsibility: An Ethical Approach"- Mark S. Schwartz, 1st edition, Broadview Press

Essential Reading / Recommended Reading

"Corporate Social Responsibility: Readings and Cases in a Global Context" by Andrew Crane, Dirk Matten, and Laura J. Spence.

"The Responsibility to Protect: Human Rights and the New Global Moral Compact" by Ramesh Thakur and William Maley.

Evaluation Pattern

Assessment details

CIA 1 - 25 marks. 

CIA 2   - 25 Marks 

CIA 3 -  50 marks.

Students must bring their own sheets, stapler and necessary stationery with them on the date of the exam.

MED141-1N - MEDIA AND SOCIAL MOVEMENTS (2023 Batch)

Total Teaching Hours for Semester:45
No of Lecture Hours/Week:3
Max Marks:50
Credits:3

Course Objectives/Course Description

 

 

This course explores the intricate relationship between media and social movements, examining how media platforms and technologies have shaped the formation, mobilization, and impact of contemporary social movements. Through an interdisciplinary lens, students will analyze the role of media in fostering collective action, amplifying marginalized voices, and challenging power structures. They will critically examine various forms of media, including traditional news outlets, social media platforms, and alternative media, and investigate their influence on activism, protest, and social change. Drawing on case studies from around the world, students will gain insights into the complexities of media representation, framing, and manipulation, as well as strategies employed by social movements to harness media for their causes. By the end of the course, students will develop a nuanced understanding of the dynamic interplay between media and social movements in the contemporary global context.

Learning Outcome

CO1: Understand the theoretical frameworks and key concepts related to media and its role in social movements, including media framing, agenda-setting, and the construction of collective identities.

CO2: Analyze the ways in which traditional media outlets, social media platforms, and alternative media contribute to the formation, mobilization, and impact of social movements.

CO3: Critically evaluate the relationship between media representation and social movements exploring issues of visibility, inclusion, and the amplification of marginalized voices.

CO4: Examine case studies of successful and unsuccessful media strategies employed by social movements, and assess their effectiveness in achieving their goals

CO5: Develop the skills to analyze and interpret media content, including news articles, documentaries, and social media campaigns, to identify biases, manipulation, and alternative narratives surrounding social movements.

Unit-1
Teaching Hours:12
Media and Society
 

This chapter defines the symbiotic relationship between media and society. Though the relevance of contemporary media activism has its roots back over a half-century or more, they each have a unique essence in today’s emerging ‘global’ era. The initial restrictions on media activism have not altogether diminished but these restrictions have been transformed by the ever-expanding possibilities of connection and coordination. Media activism today emerges as a global phenomenon in a newer form that involves synchronized protests worldwide for global inclusive justice involving diverse lengths of movements. In this increasingly globalization of mass media be it television, press or digital media, the information flow of ideas is gigantic marked by the proliferation of the internet offering newer means of opportunities and modes of direct communication to the social and political actors.

  • Media and the Global Public Sphere
  • Representation of Gender, Public Sphere, Ethnicity and Subaltern groups
  • Ideology and Hegemony in Media
  • Media and Globalization: Trends and Challenges.
Unit-2
Teaching Hours:12
Media and Social Activism
 

In the first decade of the twenty-first century, global politics seem to be provoked due to the aggressive encounter between authoritative states and armed groups.The veil behind these conflicts consists of several kinds of actors at work in society all over the world. Forms of peaceful protests marked by social and political changes have permeated all spaces and spheres of social life across regions. Activism involves both local and international power structures and attempts to offer recourse to the politics of oppression.

Activist politics are spread across various forms of movements, networks, organizations and websites. They persuade ‘mainstream’ politics over significant global issues like trade, gender relations and the environment.  It is this relationship among actors, agency and structure that has been the focus of study of this chapter.

  • Media as an Advocacy and Campaign Tool
  • Global Activism and Activist Media 
  • Use of Traditional/Folk Media for Advocacy/Campaigns
  • Activism in the Print and Electronic Platforms 
  • Activism in the Digital Space
Unit-3
Teaching Hours:12
Media and Social Movements-Case Studies
 

We live in a period where politics is communication, be it politicians’ manifestos, pressure groups propaganda or peaceful protests - all make their attempts to gear their communication in reaching people as a mass. All political conflicts occur majorly within and through organized media of communication, but these are much more diverse than the term ‘mass media’ implies. Direct communication takes place from political actors to audiences in media that actors themselves define. It is indirect, when it travels through formal media institutions. In the twenty-first century, transformations of communications technology offer many radical new possibilities of communication between these varied forms of actors and the masses. The chapter undertakes all the diverse case studies in media activism in relation to democracy, corruption, gender equality, race, economic justice, and environmental issues.

  • Arab Spring
  • India Against Corruption
  • #MeToo
  • #BlackLivesMatter
  • Occupy Wall Street
  • Greta Thunberg
  • Malala Yousafzai
Unit-4
Teaching Hours:9
Project Management and Presentation
 

 

  • Planning, Scheduling, and Budgeting for Digital/Social Media Campaigns
  • Networking for Social Media Campaigns
  • Final Project and Presentation (Students will undertake a social media campaign on a local/regional social/development issue and present their work)
Text Books And Reference Books:
  • Castells, M. (2015). Networks of outrage and hope: Social movements in the Internet age. John  Wiley & Sons.
  • Della Porta, D., & Diani, M. (2015). Social movements: An introduction. John Wiley & Sons.
  • Earl, J., & Kimport, K. (2011). Digitally enabled social change: Activism in the Internet age. MIT  Press.
  • McCurdy, P. (2019). Social media and social movements: The transformative power of hashtag  activism. Rowman & Littlefield.
Essential Reading / Recommended Reading
  • Bennett, W. L., & Segerberg, A. (2012). The logic of connective action: Digital media and the personalization of contentious politics. Information, Communication & Society, 15(5), 739-768.
  • Gerbaudo, P. (2012). Tweets and the streets: social media and contemporary activism. Pluto Press.
  • Couldry, N., & Cammaerts, B. (2018). Global voices: Media and social change. Routledge.
  • Gerhards, J., & Schäfer, M. S. (2010). Is the Internet a better public sphere? Comparing old and new media in the US and Germany. New Media & Society, 12(1), 143-160.
  • Jenkins, H., Ford, S., & Green, J. (2013). Spreadable media: Creating value and meaning in a  networked culture. NYU Press.
  • Tilly, C. (2015). Contentious performances. Cambridge University Press.
Evaluation Pattern
  • CIA 1   Assignment    10 marks (conducted out of 20 )
  • CIA 2   Presentation  10 marks (conducted out of 20 )
  • CIA 3   Project            25 marks (conducted out of 50 ) 
  • Attendance 5 marks (system calculate out of 10)
  • Total 50 Marks

 

POL001 -1N - FUNDAMENTALS OF POLITICAL SCIENCE AND INTERNATIONAL POLITICS (2023 Batch)

Total Teaching Hours for Semester:16
No of Lecture Hours/Week:4
Max Marks:20
Credits:1

Course Objectives/Course Description

 

The course on - Fundamentals of Political Science and International Politics is aimed to  introduce students to the concepts of politics, theories and traditions. Enhance understanding of the relevance of core concepts such as liberty, equality, justice, rights and duties in the context of modern governance, and contemporary ideological debates emerging from abstract political concepts to articulation and actualization of these concepts in practice in National and International Politics. 

Learning Outcome

CO1 : Enhanced awareness of the historical development of political ideas and their evolutionary direction.

CO2: Demonstrate the ability to outline and defend a vision of politics in areas such as justice, liberty and equality.

CO3: Distinguish systematic normative inquiry from other kinds of inquiry within the discipline of political science.

Unit-1
Teaching Hours:4
Introducing Political Science
 
  • What is Political Science? 
  • Emergence of Political Science as a Discipline 
  • What is Political Theory? 
  • Key Concepts in Political Science/ Theory - State, Liberty, Equality, Justice
Unit-2
Teaching Hours:4
Indian Constitution and Governance
 
  • Indian Constitution: An Introduction
  • Salient Features of the Indian Constitution
  • Preamble and Basic Structure
  • Objectives of the Indian Constitution
  • Citizenship, Rights, Duties and Grass-root Democracy
Unit-3
Teaching Hours:4
Understanding Political Thought
 
  • What is Political Thought?
  • Relationship between Political Thought and Political Science 
  • How to study Political Thought?
  • Major Themes in Western Political Thought
  • Major Themes in Indian Political Thought
Unit-4
Teaching Hours:4
Unit - 4 Introduction to Global Politics
 
  • Importance of Understanding Global Politics
  • Global Politics and its relation with everyday life. 
  • Introducing the concept of Global governance.
  • Global and regional institutions.  
Text Books And Reference Books:

NCERT – Political Theory – XI Class

NCERT – Politics in India Since Independence – XI Class

NCERT – Contemporary World Politics    - XII Class

Essential Reading / Recommended Reading

Heywood, Andrew (2015), Political Theory: An Introduction, London: Palgrave Macmillan.

Sushila Ramaswamy (2010).  Political Theory : Ideas And Concepts, PHI Learning

Evaluation Pattern

Out of 20 

POL101-1N - INTRODUCTION TO POLITICAL THEORY (2023 Batch)

Total Teaching Hours for Semester:60
No of Lecture Hours/Week:4
Max Marks:100
Credits:4

Course Objectives/Course Description

 

The course on introduction to political theory will introduce students to the concepts of politics, theories and traditions. Enhance understanding of the relevance of core concepts such as liberty, equality, justice, rights and duties in the context of modern governance, and contemporary ideological debates emerging from abstract political concepts to articulation and actualization of these concepts in practice. 

Learning Outcome

CO1 : Enhanced awareness of the historical development of political ideas and their evolutionary direction.

CO2: Demonstrate the ability to apply abstract theory to concrete problems by using the ideas of political theorists to address contemporary political and social issues.

CO3: Demonstrate the ability to outline and defend a vision of politics in areas such as justice, liberty and equality.

CO4 : Distinguish systematic normative inquiry from other kinds of inquiry within the discipline of political science.

Unit-1
Teaching Hours:15
Introduction to Political Theory
 

1.1 What is Political Theory?

1.2 Approaches to Political Theory : Normative, Historical, Behavioralism and Post- Behavioralism

1.3 Critical Theorists : Feminists and Marxists

Unit-2
Teaching Hours:15
State and Sovereignty
 

2.1 State: Meaning, Theories and Elements of State - Evolutionary, Divine, Social Contract.

2.2 Rise and Growth of Modern Nation State

2.3 Sovereignty: Meaning, Characteristics and Challenges to Modern Nation States

2.4 Theories: Monism and Pluralism.

Unit-3
Teaching Hours:20
Political Concepts
 

3.1 Liberty

3.2 Equality

3.3 Justice

3.4 Rights: Meaning and Dimensions

3.5 Duties  - Political Obligation

3.5 Power, Authority and Legitimacy

Unit-4
Teaching Hours:10
Democracy
 

4.1 Democracy: Meaning, Evolution and Types (Direct and Indirect  Democracy)

4.2 Challenges to Democracy – Current Debates

Text Books And Reference Books:

Bhagwan, V. and Bhushan, V. (2011). Principles and Concepts of Political Theory. Noida:

Kalyani.

Gauba, O.P. (2003), An Introduction to Political Theory, New Delhi: Macmillan.

Mahajan, V.D. (2010). Political Theory. New Delhi: S Chand.

M.J. Vinod and Meera Deshpandey (2013). Contemporary Political Theory, PHI Learning Private Limited.

Singhal, SC. (2009). Political Theory. Agra: Lakshmi Narain Agarwal.

Sabine, G.H. and Thorson, T.L. (1973). A History of Political Theory. New Delhi: OUP and IBH.

Mc Kinnon, C. (2008). Issues in Political Theory. New York: OUP.

Niraja Gopal Jayal and P.B Mehta (2014) The Oxford Companion to Politics in India. Oxford University Press.

Heywood, Andrew (2015), Political Theory: An Introduction, London: Palgrave Macmillan.

Levitsky, S., & Ziblatt, D. (2019). How democracies die. Crown.

Alam, J. Who wants Democracy (2004). New Delhi.

Sushila Ramaswamy (2010).  Political Theory : Ideas And Concepts, PHI Learning

Essential Reading / Recommended Reading

Johari, J.C. (2012). Contemporary Political Theory. New Delhi: Sterling.

Bhargava, Rajeev and Acharya, Ashok. (eds.) Political Theory: An Introduction. New

Delhi: Pearson Longman.

Chowdhury, D. R., & Keane, J. (2021). To Kill a Democracy: India's Passage to Despotism. Oxford University Press.

Evaluation Pattern

 

Mode of Examination

Weightage (%)

CIA 1

Assignment/Class Test

10

CIA 2

Mid-Semester Examination

25

CIA 3

Assignment/Class Test

10

Attendance

 

05

ESE

End Semester Examination (Written)

50

 

Total

100

POL141-1N - GANDHIAN THOUGHT (2023 Batch)

Total Teaching Hours for Semester:45
No of Lecture Hours/Week:3
Max Marks:50
Credits:3

Course Objectives/Course Description

 

Popularly known as ‘Father of the Nation,’ Mahatma Gandhi was the leading figure of

India’s freedom movement. It was his mass-based mobilization and campaign marked by the

method of non-violence and Satyagraha which changed the course of the movement. His

guiding method and principles continue to fascinate and inspire many both in India and

around the world. Gandhi elevated pacifism to an empowering political force, which inspired

world leaders like Martin Luther King, Nelson Mandela, Walesa, etc. His views – although

developed in the context of a struggle in South Africa and India many years ago – Gandhi's

ideology has influenced myriad spheres of human experience: politics, economics, education,

nation-building etc. The course seeks to introduce to the students the ideas and thought of

Gandhi and why the interest on him has only increased.

 

Course Objectives

 The course is designed to acquaint the students with the life and works of Mahatma

Gandhi and also to make them understand how M.K. Gandhi transformed from a

lawyer to a Mahatma?

 To introduce the political thought of Mahatma Gandhi and his non-violent protest.

 The significance and Relevance of Gandhian values in the contemporary world.

Learning Outcome

CO1: Develop an appreciation of Gandhi?s contribution to India?s freedom struggle and the influence of his ideas and thought around the globe particularly relating to peace and non-violence movements for justice and equality.

CO2: Explain the central tenets of Gandhi?s thought and political practice such as satyagraha, ahimsa, and Swaraj and their significance in the contemporary world.

Unit-1
Teaching Hours:8
MAKING OF GANDHI
 

Introducing Gandhi

Formative Years

Indian Influences: Epics, Narratives, Gita, Raichand Bhai, Folklore

Western Influences: Ruskin, Thoreau, Tolstoy, Quakers

Unit-2
Teaching Hours:6
GANDHI AND MASS STRUGGLES
 

Gandhi in South Africa

Return of Gandhi

Khilafat and Non-Cooperation Movement

Civil Disobedience Movement of 1930.

Unit-3
Teaching Hours:8
TOWARDS FREEDOM
 

Communal Award and Poona Pact

Constructive Programme

Gandhi and the Quit India Movement

Partition of India

Unit-4
Teaching Hours:8
GANDHI, HIS CRITIQUES AND LEGACY
 

Moderates, Extremists and Revolutionaries

Religious Nationalists

Tagore, Nehru and Ambedkar

Gandhi and the Left

Text Books And Reference Books:

Ambedkar, B R. What Congress and M.K. Gandhi have done to the Untouchables. Kalpaz

Publications, 2017. (Chapter X- What do the Untouchables say? Beware of Gandhi!).

Bhattacharya, Sabyasachi, ed. "The mahatma and the poet: Letters and debates between

Gandhi and Tagore, 1915-1941." National Book Trust.

Gandhi, M.K, Hind Swaraj (Ahmedabad: Navajivan Publishing House), 1999.

Gandhi, M.K. An Autobiography or The Story of My Experiments with Truth (Ahmedabad:

Navajivan Publishing House), 2001.

Gandhi, M.K. Hind Swaraj and other Writings, edited by Anthony J. Parel. Cambridge

University Press, 1997.

Gandhi, M.K. Satyagraha in South Africa (Ahmedabad: Navajivan Publishing House), 1992.

Gandhi. M.K. ‘Letter to Adolf Hitler’, December 24,

1940.https://www.mkgandhi.org/letters/hitler_ltr1.htm.

Essential Reading / Recommended Reading

Brown, Judith M. “Gandhi as nationalist leader, 1915-1948,” in The Cambridge Companion

to Gandhi, edited by Judith M. Brown and Anthony Parel. Cambridge University Press, 2011.

Pp. 51-70.

Dalton, Denis. “Satyagraha Meets Swaraj: The Development of Gandhi’s Ideas, 1896-1917,”

in Mahatma Gandhi: Non-Violent Power in Action. Columbia University Press, 2012. pp. 12-

29.

Guha, Ramachandra. Gandhi before India. Penguin UK, 2013.

Guha, Ramachandra. Gandhi: The years that changed the world, 1914-1948. Vintage, 2018.

Guha, Ramachandra. Patriots and partisans. Penguin UK, 2016.

Mukherjee, Bipan Chandra Mridula and Others, India’s Struggle for Independence 1859-

1947 (New Delhi: Viking), 1998.

Parekh, Bhikhu. Gandhi: A Very Short Introduction. Oxford University Press, 1997. (Chapter

1- Life and Work, pp. 1-24).

Evaluation Pattern
Assessment pattern:
  • CIA 1  10 marks (conducted out of 20 )
  • CIA 2 10 marks (conducted out of 20 )
  • CIA 3 25 marks (conducted out of 50 ) 
  • Attendance 5 marks (system calculate out of 10)
  • Total 50 Marks

POL142-1N - GLOBAL POWER AND POLITICS (2023 Batch)

Total Teaching Hours for Semester:45
No of Lecture Hours/Week:3
Max Marks:50
Credits:3

Course Objectives/Course Description

 

This course has been conceptualized in order to introduce the students to the study of international relations. It introduces students to major theoretical approaches to understand international politics and diplomacy.

 To introduce the students to:

       The nature, scope and importance of International Relations/Politics

       The basic concepts of International Relations such as Sovereignty, Security, balance of Power etc.

       The contemporary global issues

Learning Outcome

CO1: Demonstrate an understanding of the various concepts in international relations and approaches to studying IR.

CO2: Analyze global issues by understanding the background for the issues.

CO3: Analyze the relations between nations and the formation of international organizations

CO4: Demonstrate an understanding of the impact of international issues on domestic policies.

Unit-1
Teaching Hours:10
Introduction to International Relations
 

International Relations: Meaning, nature and scope of international relations;

 

Key Concepts of International Relations: Sovereignty (territorial sovereignty), Balance of Power, National Power, Security and Globalization.

Unit-2
Teaching Hours:10
Theorization of Great Power in International Relations
 

Theories of International Relations: Realism (Classical Realism and Neo-Realism), Liberalism (Neoliberalism), Constructivism.

Unit-3
Teaching Hours:9
Great Power Politics in 20th Century
 

First World War, Second World War: Causes and Consequences, dynamics of strategic interaction between the great powers including the alliances, Inter war period (multipolarity), the Cold War (bipolarity) and the post-Cold War period (unipolarity).

Unit-4
Teaching Hours:8
Power Shifts in the Post-Cold War
 

Power shifts in the post-Cold War international system, Great Powers: traditional and non-traditional security threats, Emergence of new powers (rise of China and India as a challenge to the west).

Unit-5
Teaching Hours:8
Contemporary Global Issues
 

Environmental Issues, Terrorism, Human Security, Migration.

Text Books And Reference Books:

J. Baylis, S. Smith and P. Owens (eds.) (1997) Globalization of World Politics, New York: Oxford University Press.

Goldstein, Joshua S, and Jon C. Pevehouse. (2012) International Relations. Boston: Pearson Longman.

Basu, Rumki. (2010) International Politics: Concepts, Theories and Issues. New Delhi: SAGE Publications.

H. Andrew, Ben Whitham (2011) Global Politics, Bloomsbury.

Ghai, K.K. (2005). International Relations: Theory and Practice of International Politics. New Delhi: Kalyani.

Essential Reading / Recommended Reading

Mansbach R. and K. Taylor, (2008) Introduction to Global Politics. New York: Routledge, pp. 2-32.

Carter, N. (2007) The Politics of Environment: Ideas, Activism, Policy. Cambridge: Cambridge University Press, pp. 13-81.

Waltz, K. (1979). Theory of International Politics. Illinois: Waveland Press (reissued 2010).

Morgenthau, Hans J. (1948) Politics Among Nations: The Struggle for Power and Peace. New York: A.A. Knopf.

Evaluation Pattern
  • ·  CIA 1  10 marks (conducted out of 20 )

    ·  CIA 2 10 marks (conducted out of 20 )

    ·  CIA 3 25 marks (conducted out of 50 ) 

    ·  Attendance 5 marks (system calculate out of 10)

POL461-1N - POLITICAL LEADERSHIP AND COMMUNICATION (2023 Batch)

Total Teaching Hours for Semester:30
No of Lecture Hours/Week:2
Max Marks:100
Credits:2

Course Objectives/Course Description

 

The Political Leadership and Communication course aims to make students aware of the theoretical aspects of political leadership and communication. And pragmatic dimensions through research techniques.

Learning Outcome

CO 1: To understand the cross-cutting multidisciplinary linkage of the subject.

CO 2: To gain a basic understanding of specific concepts and critical review of political communication and election campaign studies.

CO 3: To be able to construct a linkage between political communication and leadership.

Unit-1
Teaching Hours:10
1. Explaining Political Communication
 

1.1 Meaning Nature and Scope

1.2 Evolution and Transformation.

Unit-2
Teaching Hours:10
2. Exploring Leadership
 

2.1 Theories and Typologies

2.2 Campaign Speech and Manifesto Preparation

2.3 Servant Leadership

 

Unit-3
Teaching Hours:10
3. Expanding political communication and leadership
 

3. 1 Orientation and Action

3.2  Developing communication and leadership through research

3.3  Strengthening Techniques of Communication and Leadership

Text Books And Reference Books:

Pole, A. (2010). Blogging the Political: Politics and participation in a networked society. Routledge.

Esser, F., & Pfetsch, B. (Eds.). (2004). Comparing political communication: Theories, cases, and challenges. Cambridge University Press.

Maxwell, J. C. (1993). Developing the leader within you. Harper Collins.

Prasad, K. (Ed.). (2003). Political Communication: The Indian Experience (Vol. 1). BR Publishing Corporation.

Essential Reading / Recommended Reading

Graber, D. A., & Smith, J. M. (2005). Political communication faces the 21st century. Journal of Communication, 55(3), 479-507.

Gerbner, G., Gross, L., Morgan, M., & Signorielli, N. (1982). Charting the Mainstream: Television’s contributions to political orientations. Journal of Communication, 32(2), 100-127.

Scammell, M., & Semetko, H. A. (2012). The SAGE handbook of political communication. The SAGE Handbook of Political Communication, 1-544.

Greenleaf K Robert The Servant as Leader, 1970.

Evaluation Pattern

CIA-1: 30 Marks

CIA-2: 30 Marks

CIA-3: 30 Marks

Class participation and attendance: 10 Marks

SOC141-1N - YOUTH AND POPULAR CULTURE (2023 Batch)

Total Teaching Hours for Semester:45
No of Lecture Hours/Week:3
Max Marks:50
Credits:3

Course Objectives/Course Description

 

This course is designed to address the changing ideas of the conceptualisation of youth in contemporary times in relation to popular culture. It explores the question of the formation of youth identity in popular culture and the debates challenging the dominant idea of youth identity in popular culture through the lens of gender, caste, class and minorities. The course takes up the case study of social media as the particular site mediating popular culture to explore these questions of youth identity formation as usage of social media by young people is increasing, especially in countries like India which has one of the highest populations of youth in the world. Popular culture and media are intertwined and social media has emerged as a phenomenon of popular culture which shapes youth identity either by mobilising youth in a powerful way in favour of dominant socio-political norms or social movements which challenge the dominant socio-political trends. In recent times, the participation of youth in electoral politics through social media has multiplied phenomenally in India shaping the nature of engagement of youth with popular culture. The conceptualisation of youth as a democratic dividend has implications for defining the relationship between youth and social media in relation to popular culture. Similarly, conceptualisation of youth as a subculture is constitutive of the relationship between youth and media. Thus, the case study of social media will be linking the theoretical conceptualisations with the empirical phenomena.

Learning Outcome

CO1: Students will be able to define theoretical conceptualisation of youth and its changing nature in the contemporary world in relation to popular culture

CO2: Students will be able to demonstrate critical understanding with regard to the dominant identity of youth in popular culture

CO3: Students will be able to evaluate the subculture in Indian society.

CO4: Students will be able to critically understand the role of social media in mobilising youth in favour or against the dominant socio-political norms.

CO5: Students will be able to analyse the popular culture through the lens of caste, gender, class and minority.

Unit-1
Teaching Hours:20
UNIT 1 Conceptual Issues
 

 1.1 Youth as a Cultural Category

1.2 Youth as Demographic Dividend

1.3 Youth as Democratic Dividend

1.4 Youth as Subculture

Unit-2
Teaching Hours:15
Unit II: Rethinking Youth Identity in Popular Culture
 

2.1 Caste: Dalit Youth and Popular Culture

2.2 Class: Rethinking the Youth from Class Perspective

2.3 Gender: Addressing the Gendered Idea of Youth and Popular Culture

Unit-3
Teaching Hours:10
UNIT 3 Case Study - Youth and Social Media
 

3.1 Social Media, Youth and and Dominant Socio-Political Norms

3.2 Social Media, Youth and Social Movements

Text Books And Reference Books:

·         Keniston, Kenneth (1970). Youth: A "New" Stage of life. The American Scholar, 39 (4), 631- 654.

·         Mead, M. (1928). Coming of Age in Samoa: A Psychological Study of Primitive Youth for West.

·         Chandrasekhar, C. P., J. Ghosh, & A. Roychowdhury. (2006). The 'Demographic Dividend' and Young India's Economic Future’, Economic and Political Weekly, 41 (49), 5055-5064.

·         James, K. S. (2008). Glorifying Malthus: Current Debate on 'Demographic Dividend' in India. Economic and Political Weekly, 43(25). 63-69.

·         National Population Policy of India 2000.

·         Hall, Stuart and Tony Jefferson (1976), (Ed.), Resistance through Rituals: Youth Subcultures in Post-War Britain. Routledge: London & New York. pp. 9-79.

·         Hebdige D. (1979). Subculture: the Meaning of Style. London: Methuen. pp.1-22. McRobbie, Angela (1991). Settling Accounts with Subculture: A Feminist Critique. Feminism and Youth Culture, 16-34.

·         Wyn, Johanna and White, Rob. (1997). Rethinking Youth, Allen & Unwin Pty Ltd.

·         Stephen, Cynthia. (2022). ‘Popular Culture and Caste: The Three Indias’, Economic and Political Weekly. Volume 57, Issue 9.

·         Kumar, Vijay. (2020). ‘5 Dalit Artists Challenging Casteism Through Music, Films and Literature’, Feminism in India.com (https://feminisminindia.com/2020/04/15/dalit-artists-challenging-casteism-music-films-literatur e/)

·         Kumar, Nitish. (2021). Social Media, Dalits and Politics of Presence: An Anlalysis of the Presence of Dalit Voices in the Indian Media. Social and Political Research Foundation. (https://sprf.in/wp-content/uploads/2021/12/SPRF-2021_Dalit-Media_Final.pdf)

·         Mukhopadhyay, S and Mazumdar, S. (2020). ‘Echoing Global Marginalised Voices: A Study of Rap Music in India’, Heritage Times. (https://www.heritagetimes.in/echoing-global-marginalised-voices-a-study-of-rap-music-in-india )

·         Samos, Sumeet. (2021). ‘Dalit Rap is India’s New Musical Vanguard’, Music Opinion. (https://www.frieze.com/article/dalit-rap-indias-new-musical-vanguard)

·          Ingole, Prashant. (2019). ‘Ambedkarite Protest Music and the Making of a “Counter Public”: An Overview’, Indian Cultural Forum. (https://indianculturalforum.in/2019/10/11/ambedkarite-protest-music-and-the-making-of-a-coun ter-public/)

·         Banaji, Shakuntala. (2014). ‘A Tale of Three Worlds: Young People, Media and Class in India’, LSE Research Online, http://eprints.lse.ac.uk/57563/1/__lse.ac.uk_storage_LIBRARY_Secondary_libfile_shared_repository_Content_Banaji%2C%20S_Tale%20of%20three%20worlds_Banaji%20_Tale%20of%203 %20worlds_2014.pdf

·         Cohen, P. (1972). Rethinking the Youth Question: Education, Labour and Cultural Studies. Capital & Class, 23(3), 171-173.

·         Gooptu, Nandini (ed.). 2013. Enterprise Culture in Neoliberal India: Studies in Youth, Class, Work and Media. Routledge.

·         Lukose, Ritty (2005). Consuming Globalization: Youth and Gender in Kerala, India. Journal of Social History. 38 (4), 915-935.

·         O’Connor, Laura. (2020). ‘Digital Activism and The Increased Role of Dalit Activism in Intersectional Feminism in India’, The Undergraduate Journal of Politics, Policy and Society (UJPPS), Vol. 3, No.1. (https://www.ujpps.com/index.php/ujpps/article/view/99)

·          Kujat, Christopher Norman. (2016). ‘Can the Subaltern Tweet?: A Netnography of India’s Subaltern Voices Entering the Public via Social Media’, http://www.diva-portal.org/smash/get/diva2:1483945/FULLTEXT01.pdf

·         Udupa, Sahana. (2017). ‘Gaali Cultures: The politics of abusive exchange on social media’, New Media & Society 20(4): 1506-1522.

·         Jamil, Ghazala. (2022). ‘Tech-mediated Misogyny and Communal Vitriol’, Economic and Political Weekly, Volume 57, Issue 3.

·         Kumar, Rajesh and Thapa, Devam. (2014). ‘Social media as a catalyst for civil society movements in India: A study in Dehradun city’, New Media & Society. Volume: 17 issue: 8, page(s): 1299-1316.

·         Sonkar, Madhulika; Soorma, Ishita and Akanksha, Sreshtha. (2020). ‘Social Media and the Mobilization of Collective Action on Sexual Violence against Women: A Case Study of the ‘#MeToo’ Movement in India’, Vantage: Journal of Thematic Analysis, Volume 1, Issue 1. (http://maitreyi.ac.in/Datafiles/cms/2021/vantage%202021%20new/7.%20MeToo%20paper.pdf)

Essential Reading / Recommended Reading

·         Keniston, Kenneth (1970). Youth: A "New" Stage of life. The American Scholar, 39 (4), 631- 654.

·         Mead, M. (1928). Coming of Age in Samoa: A Psychological Study of Primitive Youth for West.

·         Chandrasekhar, C. P., J. Ghosh, & A. Roychowdhury. (2006). The 'Demographic Dividend' and Young India's Economic Future’, Economic and Political Weekly, 41 (49), 5055-5064.

·         James, K. S. (2008). Glorifying Malthus: Current Debate on 'Demographic Dividend' in India. Economic and Political Weekly, 43(25). 63-69.

·         National Population Policy of India 2000.

·         Hall, Stuart and Tony Jefferson (1976), (Ed.), Resistance through Rituals: Youth Subcultures in Post-War Britain. Routledge: London & New York. pp. 9-79.

·         Hebdige D. (1979). Subculture: the Meaning of Style. London: Methuen. pp.1-22. McRobbie, Angela (1991). Settling Accounts with Subculture: A Feminist Critique. Feminism and Youth Culture, 16-34.

·         Wyn, Johanna and White, Rob. (1997). Rethinking Youth, Allen & Unwin Pty Ltd.

·         Stephen, Cynthia. (2022). ‘Popular Culture and Caste: The Three Indias’, Economic and Political Weekly. Volume 57, Issue 9.

·         Kumar, Vijay. (2020). ‘5 Dalit Artists Challenging Casteism Through Music, Films and Literature’, Feminism in India.com (https://feminisminindia.com/2020/04/15/dalit-artists-challenging-casteism-music-films-literatur e/)

·         Kumar, Nitish. (2021). Social Media, Dalits and Politics of Presence: An Anlalysis of the Presence of Dalit Voices in the Indian Media. Social and Political Research Foundation. (https://sprf.in/wp-content/uploads/2021/12/SPRF-2021_Dalit-Media_Final.pdf)

·         Mukhopadhyay, S and Mazumdar, S. (2020). ‘Echoing Global Marginalised Voices: A Study of Rap Music in India’, Heritage Times. (https://www.heritagetimes.in/echoing-global-marginalised-voices-a-study-of-rap-music-in-india )

·         Samos, Sumeet. (2021). ‘Dalit Rap is India’s New Musical Vanguard’, Music Opinion. (https://www.frieze.com/article/dalit-rap-indias-new-musical-vanguard)

·          Ingole, Prashant. (2019). ‘Ambedkarite Protest Music and the Making of a “Counter Public”: An Overview’, Indian Cultural Forum. (https://indianculturalforum.in/2019/10/11/ambedkarite-protest-music-and-the-making-of-a-coun ter-public/)

·         Banaji, Shakuntala. (2014). ‘A Tale of Three Worlds: Young People, Media and Class in India’, LSE Research Online, http://eprints.lse.ac.uk/57563/1/__lse.ac.uk_storage_LIBRARY_Secondary_libfile_shared_repository_Content_Banaji%2C%20S_Tale%20of%20three%20worlds_Banaji%20_Tale%20of%203 %20worlds_2014.pdf

·         Cohen, P. (1972). Rethinking the Youth Question: Education, Labour and Cultural Studies. Capital & Class, 23(3), 171-173.

·         Gooptu, Nandini (ed.). 2013. Enterprise Culture in Neoliberal India: Studies in Youth, Class, Work and Media. Routledge.

·         Lukose, Ritty (2005). Consuming Globalization: Youth and Gender in Kerala, India. Journal of Social History. 38 (4), 915-935.

·         O’Connor, Laura. (2020). ‘Digital Activism and The Increased Role of Dalit Activism in Intersectional Feminism in India’, The Undergraduate Journal of Politics, Policy and Society (UJPPS), Vol. 3, No.1. (https://www.ujpps.com/index.php/ujpps/article/view/99)

·          Kujat, Christopher Norman. (2016). ‘Can the Subaltern Tweet?: A Netnography of India’s Subaltern Voices Entering the Public via Social Media’, http://www.diva-portal.org/smash/get/diva2:1483945/FULLTEXT01.pdf

·         Udupa, Sahana. (2017). ‘Gaali Cultures: The politics of abusive exchange on social media’, New Media & Society 20(4): 1506-1522.

·         Jamil, Ghazala. (2022). ‘Tech-mediated Misogyny and Communal Vitriol’, Economic and Political Weekly, Volume 57, Issue 3.

·         Kumar, Rajesh and Thapa, Devam. (2014). ‘Social media as a catalyst for civil society movements in India: A study in Dehradun city’, New Media & Society. Volume: 17 issue: 8, page(s): 1299-1316.

·         Sonkar, Madhulika; Soorma, Ishita and Akanksha, Sreshtha. (2020). ‘Social Media and the Mobilization of Collective Action on Sexual Violence against Women: A Case Study of the ‘#MeToo’ Movement in India’, Vantage: Journal of Thematic Analysis, Volume 1, Issue 1. (http://maitreyi.ac.in/Datafiles/cms/2021/vantage%202021%20new/7.%20MeToo%20paper.pdf)

Evaluation Pattern
  • CIA 1  10 marks (conducted out of 20 )
  • CIA 2 10 marks (conducted out of 20 )
  • CIA 3 25 marks (conducted out of 50 ) 
  • Attendance 5 marks (system calculate out of 10)
  • Total 50 Marks

SOC142-1N - DIGITAL TECHNOLOGY AND URBAN TRANSFORMATIONS (2023 Batch)

Total Teaching Hours for Semester:45
No of Lecture Hours/Week:3
Max Marks:50
Credits:3

Course Objectives/Course Description

 

 

This course is designed to introduce students to urban transformations mediated through digital technology. The paper specifically explores the urban transformations in the economic and cultural sphere. In the economic sphere, the paper addresses the changing forms of work and labour, thereby the political economy of the digital technology mediated urban transformations will be explored. In the cultural sphere, the paper will introduce students to the changing nature of social relations induced by the technological advancements in cities. 

Learning Outcome

CO1: Explain urban transformations in the economic and cultural sphere mediated by Technology

CO2: Apply the political economy approach in their everyday observations of digital technology mediated urban transformations

CO3: Describe the consumptions patterns and lifestyles induced by digital technologies

CO4: Evaluate the changing forms of social relations in urban areas due to digital technologies

CO5: Explain the changing forms of work in urban areas

CO6: Identify how digital technology influences identity formations in urban areas

Unit-1
Teaching Hours:20
Political Econonomy
 

- Relationship between Labour and Capital  

- Changing Forms for Work and Labour 

- Changing Forms of Unionisation in Gig Economy 

Unit-2
Teaching Hours:15
Cultural Transformations
 

- Consumption Patterns and Lifestyles 

- Changing patterns of Mobility 

- Changing patterns of Identity 

Unit-3
Teaching Hours:10
Case Study - Platform based Economy
 

- App based Transportation

- Labour Code 

Text Books And Reference Books:

 

1. Athique, Adrian & Parthsarathi, Vidbodh (Eds.). (2020). Platform  Capitalism  in India. Palgrave Macmillan

2. Fuchs, Christian. (2014). Digital Labour and Karl Marx. Routledge. 

3. Harvey, David. (1985). The Urbanization of Capital. Johns Hopkins University Press.

4. Mosco, Vincent. (2019). The Smart City in a Digital World. Emerald Publishing Limited.

5. Mukherjee, Rahul and Nizaruddin, Fathima. (2022). ‘Digital Platforms in Contemporary India: The Transformation of Quotidian Life Worlds’, Asiascape: Digital Asia, 9, page 5-18. 

6. Standing. Guy. (2011). The Precariat. Bloomsbury Academic. 

7. Woodcock, Jamie. (2021). The Fight Against Platform Capitalism: An Inquiry into the Global Struggles of the Gig Economy. University of Westminster Press. 

8. Zuboff, Shoshana (2019). The  Age  of  Surveillance  Capitalism:  The  Fight  for  a  Human  Future at the New Frontier of Power. Public Affairs.

Essential Reading / Recommended Reading

1. Chhabra, Ronak. (2022).  ‘New Labour Codes From July 1? Trade Unions Will Continue to Oppose Changes’, News Click. 

2. Ganapathy, Venkatesh. (2017). Urban Mobility in the Era of Sharing Economy: An Empirical Study of Smartphone App Based Ridesourcing Services. Journal of Global Economy, Vol.13, No.4. 

3. Hodson, Mike et. al. (Eds.). (2020). Urban Platforms and the Future City: Transformations in Infrastructure, Governance, Knowledge and Everyday Life. Routledge

4. Ilavarasan, Vigneswara et.al. ‘Sharing economy platforms as enablers of urban transport in the global south: Case of digital taxi aggregators in New Delhi, India’, In Urban Transport in the Sharing Economy Era Collaborative Cities. CIPPEC. 

5. M.G, Deepika and M. Madhusoodhan. (2022). ‘Labour Laws for Gig Workers in the Context of Labour Law Reforms’, Economic and Political Weekly, Vol.57, No.30. 

6. ‘Protecting Workers in the Digital Platform Economy: Investigating Ola and Uber Drivers' Occupational Health and Safety.’ (2020). Report prepared by Indian Federation of App-based Transport workers (IFAT) in collaboration with the International Transport Workers' Federation (ITF), New Delhi Office. 

7. Punathambekar, Aswin & Mohan, Sriram (Eds.). (2019). Global  Digital  Cultures: Perspectives from South Asia.  University of Michigan Press. 

8. Rao, Ursula & Nair, Vijayanka (2019), ‘Aadhaar: Governing with Biometrics’. Journal of South Asian Studies, , 42(3), 469–481.

9. Sundaram, Ravi (2020), ‘Hindu Nationalism’s Crisis Machine’. HAU: Journal of Ethnographic Theory, 10(3), 734–741.

10. Tarnoff, Ben. (2022). Internet for the People; The Fight for our Digital Future. New York: Verso.

11. Zuboff, Shoshana (2019). The  Age  of  Surveillance  Capitalism:  The  Fight  for  a  Human  Future at the New Frontier of Power. Public Affairs.

 

Evaluation Pattern

CIA 1 - 20 Marks (converted out of 10)

CIA 2 - 20 Marks (converted out of 10)

CIA 3 - 50 Marks (converted out of 25)

Attendance  - 10 (converted out of 5) 

STA142 - DATA ANALYSIS USING EXCEL (2023 Batch)

Total Teaching Hours for Semester:45
No of Lecture Hours/Week:3
Max Marks:100
Credits:3

Course Objectives/Course Description

 

This course is designed to build the logical thinking ability and to provide hands-on experience in solving statistical models using MS Excel with Problem based learning. To explore and visualize data using excel formulas and data analysis tool pack.

Learning Outcome

CO1: Demonstrate the logics of using excel features.

CO2: Demonstrate the building blocks of excel, excel shortcuts, sample data creation and analyzing data.

CO3: Analyze the data sets using Data Analysis Pack.

Unit-1
Teaching Hours:15
Basics
 

Introduction: File types - Spreadsheet structure - Menu bar - Quick access toolbar - Mini toolbar - Excel options - Formatting: Format painter - Font - Alignment - Number - Styles - Cells, Clear - Page layout - Symbols - Equation - Editing - Link - Filter - Charts - Formula Auditing - Overview of Excel tables and properties - Collecting sample data and arranging in definite format in Excel tables.

Unit-2
Teaching Hours:15
File exchange and Data cleaning
 

Importing data from different sources - text file - web page and XML file - Exporting data in different formats - text - csv - image -pdf etc - Creating database with the imported data - Data tools: text to column - identifying and removing duplicates - using format cell options - Application of functions - Concatenate - Upper - Lower - Trim - Repeat - Proper - Clean - Substitute - Convert - Left - Right - Mid - Len - Find - Exact - Replace - Text join - Value - Fixed etc.

Unit-3
Teaching Hours:15
Data Analysis
 

Data analysis tool pack: measures of central tendency - dispersion - skewness - kurtosis - partition values - graphical and diagrammatic representation of data: histogram - bar diagram - charts - line graphs - Ogive - covariance - correlation - linear regression.

Text Books And Reference Books:

1. Alexander R, Kuselika R and Walkenbach J, Microsoft Excel 2019 Bible, Wiley India Pvt Ltd, New Delhi, 2018. 

 2. Greg Harvey, Excel 2019 All-in-One For Dummies,for Dummies,US, 2018. 

 

 

Essential Reading / Recommended Reading

1 . Paul M, Microsoft Excel 2019 formulas and functions, Pearson Eduction, 2019

Evaluation Pattern

CIA 100%

BBA142AN - ADVERTISING AND SALES PROMOTION TECHNIQUES (2023 Batch)

Total Teaching Hours for Semester:45
No of Lecture Hours/Week:3
Max Marks:50
Credits:3

Course Objectives/Course Description

 

The course aims at imparting knowledge on Marketing Management from the perspective of Marketing Communications.Great marketing strategies can be powerful. Every year companies spend approximately $200 billion promoting their products and services – and that’s just in the United States alone! Explore how marketing campaigns, ads, and commercials are brought to life which will lead the exploration of various aspects of Advertising and sales promotion techniques which includes its objectives, classification, creative aspect and functions. This course introduces students to the concepts and processes of marketing and takes them deeper into the world of marketing.

Course Objectives: This course intends

        Describe the history of the advertising industry and its relation to today’s marketplace.
        List the roles and responsibilities of various advertising, marketing, and promotions professionals.
       Develop students’ understanding and skill in development of communication strategy of a firm, particularly with advertising and sales promotions.

 

Learning Outcome

CO1: Understand fundamental concepts of Advertisement and Sales promotion.

CO2: Understand importance of Integrated Marketing Communications strategies.

CO3: Explain about creative Process in Advertisement and Sales Promotion

CO4: Critically examine and evaluate existing marketing strategies and tactics.

CO5: Learn to use sales promotions to push sales and attract buyers.

Unit-1
Teaching Hours:8
Introduction to Marketing Communication
 

Meaning, elements, structure, and role of marketing communications. Theories of marketing communication: hierarchy of effects of communication, information processing theories, Marketing Communication Process,communication and attitude formation and change. Key communication terminologies. Miscommunication issues.

Unit-2
Teaching Hours:6
Marketing Communication Strategy
 

Marketing communication mix. Integrated marketing communication. Formulation of marketing communication strategy. Marketing communication barriers. Communication budgeting issues and methods. Promotion campaign planning and management.

Unit-3
Teaching Hours:6
Advertising
 

Meaning, elements,Functions, objectives and role of advertising. Evolution of advertising. Types of advertising. Social, ethical and legal issues of advertising.Role of Advertising in 21st Century.

Unit-4
Teaching Hours:8
Creative Process and Methods in Advertising
 

Creative process and methods. Visualization process and visualizer qualities. Message design: message theme, models, considerations. Message strategies: cognitive, affective, conative, and brand strategies. Advertising appeals. Essentials of a good appeal. Execution frameworks. Use of color in advertising.

Unit-5
Teaching Hours:10
Advertisement Development
 

Print advertising media: types of media and media choice. Copywriting for print media: types of ad copies. Ad copy objectives and requisites of a good copy. Print copy development process. Print copy elements: choice of headline, sub-heads, body copy, slogan and signature. Layout: functions, qualities of a good layout, layout principles.Television advertising:  nature, pros and cons. TVC development: script writing, story board, air-time buying and other considerations. Radio advertising: nature, pros and cons. Producing radio advertisements. Emerging advertisements: internet advertising and ambient advertising. Product placement strategies.

Unit-6
Teaching Hours:7
Sales Promotions
 

Scope and role of sales promotions. Reasons for the increased use of sales promotions. Consumer-oriented sales promotion methods: objectives and tools of consumer promotions. Trade-oriented sales promotions: objectives,tools and techniques to boost sales.

Text Books And Reference Books:
  1. Belch George and Michael Belch, Advertising and Promotion, Tata McGraw Hill.
  2. William Wells, John Burnet, and Sandra Moriarty, Adverting Principles and Practice, Prentice Hall of India.
Essential Reading / Recommended Reading
  1. Jaishri Jethwaney and Shruti Jain, Advertising Management, Oxford University Press.
  2. K. D. Koirala, Marketing Communications, Buddha Publications.
  3. Advertising, Sales and Promotion Management, S.A.Chunawalla, Himalaya.
  4. Advertising Management, Jethwaney, Jain, Oxford.

      5.Integrated Advertising, Promotion and Marketing Communications, Clow, Baack, Pearson

Evaluation Pattern

CIA I : 10 MARKS

CIA II: 10 MARKS

CIA III: 25 MARKS

ATTENDANCE :   05 MARKS

BBA142DN - WEALTH MANAGEMENT (2023 Batch)

Total Teaching Hours for Semester:45
No of Lecture Hours/Week:3
Max Marks:50
Credits:3

Course Objectives/Course Description

 

Course Description

This course examines the investment and financial issues arising from personal wealth management activities. The course commences with an introduction to the financial planning industry and the regulatory framework. It then covers various topics required for constructing a comprehensive financial plan, including identifying client financial status and goals, asset allocation, securities trading, managed funds, superannuation, estate planning, and social security. This course focuses on understanding the nature, usage, and regulations of the advice of various financial products and legal instruments for developing personal wealth management plans.

Learning Outcome

CO1: Demonstrate an understanding of the theories and concepts of the financial planning process and wealth creation

CO2: Create a personal financial plan

CO3: Analyse the risk-return characteristics of different asset classes available to individuals for investing

CO4: Create portfolio for a client based on their risk tolerance, constraints and unique life circumstances

Unit-1
Teaching Hours:9
UNIT 1: Introduction to Financial Planning
 

Concepts, Role of Financial Planner, Personal Financial Planning Process, Ethical and professional consideration in financial planning – Code of ethics, Contract and Documentation, Client Data Collection, Client Data Analysis, Life Cycle Wealth Cycle - Risk Profiling and Asset Allocation - Systematic Approach to Investing - Systematic Investment Plan (SIP) - Systematic Withdrawal Plan (SWP) - Systematic Transfer Plan (STP), Legal aspects of Financial Planning.

Unit-2
Teaching Hours:9
UNIT 2: Economy & Wealth Management       
 

Financial Planning to Wealth Management, Economic Cycles and Indicators - Lag Indicators - Co-incident Indicators - Lead Indicators, Interest Rate Views, Currency Exchange Rate, The Deficits -Revenue Deficit and Fiscal Deficit - Current Account Deficit

Unit-3
Teaching Hours:9
UNIT 3: Investment & Risk Management
 

Role of Equity, Debts & Alternative Assets, Active and Passive Exposures, Returns from Passive Exposure to S&P CNX Nifty, Sector Exposure and Diversification, Deposits and Debt Securities, Credit Exposure and Debt Investments, Concentration Risk, Passive Investments in Debt, Alternative Assets Investment Routes, Alternative Assets returns from Gold, Real Estate, Role of Real Estate, Real Estate Investment Routes, Real Estate Indices – Assets & Liabilities, Nomination, Inheritance Law, Will & Trust, Risk Management through Insurance.

Unit-4
Teaching Hours:9
Unit-4: Asset Allocation and Strategies
 

Asset allocation Decision, Equity portfolio strategies – Active Vs Passive Management strategies, Value Vs growth investing, Asset allocation Strategies – Tactical, Fixed & Flexible, , Asset Allocation Returns in Equity, Debt & Gold, Bond Portfolio Management Strategies – Passive – Buy and Hold, Indexing – Active – interest rate anticipation, Valuation analysis, Credit analysis, Yield spread analysis and Bond swaps – Core plus management strategy -Immunization strategies – Allocation to Speculation, Diversification in Perspective.  Taxation of investment products.

Unit-5
Teaching Hours:9
UNIT 5: Retirement Planning & Employee Benefits
 

Introduction to Retirement Planning - Types of Retirement Plans – Defined Benefit and Defined Contribution plan, Superannuation and other retirement plans, Group Life and Health Insurance; Retirement planning and Strategies, Post Retirement Counseling, Retirement Income Streams Pension Sector Reforms

Text Books And Reference Books:

Sankaran,Sundar, Wealth Engine: Indian Financial Planning & Wealth Management Handbook,

[Vision Books, 2012]

Essential Reading / Recommended Reading

1. Harols R. Evensky & Stephen M. Horan (2011). The New Wealth Management: The Financial Advisors Guide to Managing and Investing Client Assets. New Delhi. McGraw – Hill.

2. S. K. Bagchi (2009). Wealth Management. New Delhi. Jaico Publishing House.

3. Mark Diehl (2011). The Wealth Management Manual. New Delhi. Aventine Press.

4. Dun & Bradstreet (2009). Wealth Management, New Delhi. Tata McGraw Hills Publications.

5. Kapoor Jack R, Dlabay L R, Huges R J (2008). Personal Finance. New Delhi: Tata Mc-Graw Hills Publications

6. NCFM Wealth Management Module

Evaluation Pattern

CIA 1- 10

CIA 2 - 10

CIA 3- 25

Attendance - 5

BBA142FN - FINANCIAL EDUCATION (2023 Batch)

Total Teaching Hours for Semester:45
No of Lecture Hours/Week:3
Max Marks:100
Credits:3

Course Objectives/Course Description

 

Course Description: The course covers topics such as income, expenditure, savings & investment avenues, borrowing, managing risk, budgeting, etc. Participants would also learn about various financial institutions and in what ways they can benefit from these institutions. The course helps participants to become aware of different products through which they can meet their financial needs and learn about the benefits of prudent financial behavior.

 

Course Objectives: Through the course, the instructor aims to

1. To provide the foundations for financial decision-making.

2. To list out various saving and investment alternatives available for a common man.

3. To give a detailed overview of stock markets and stock selection.

4. To orient the learners about mutual funds and the criteria for selection.

Learning Outcome

CO1: Demonstrate an understanding of key concepts, principles, and models related to financial education.

CO2: Evaluate the importance of financial education in personal life.

CO3: Learn to apply the theories and concepts of finance to practical situations

CO4: Analyze various investment avenues that are suitable for personal financial goals.

Unit-1
Teaching Hours:7
Unit 1: Introduction to Financial Education
 

Need for Financial Literacy, Role of financial education in achieving financial well-being, Importance of Financial Planning, Key concepts of Personal Finance: Savings, Investment, Borrowing, Income and Expenses, Surplus/Deficit, Assets and Liabilities, Inflation, Time Value of Money, Active and Passive Income, Instant and Delayed Gratification, etc. Power of compounding and Rule of 72, Concept of Rupee Cost Averaging.

Unit-2
Teaching Hours:7
Unit 2: Financial Planning and Budgeting
 

Define Financial Planning, Financial Planning Process, Steps involved in Financial Planning Process, SMART financial goals, and three pillars of investments. Concepts of risk and return, Budgeting and its importance in financial planning.

Unit-3
Teaching Hours:7
Unit 3: Savings-related products
 

Types of bank accounts: Savings account, Current account, fixed deposits, recurring deposits. Various modes of transfer through banking channels: NEFT, RTGS, IMPS, UPI. Account opening process and importance of KYC norms. Do’s and don’ts while using digital payments. Credit cards and Debit cards. Role of Reserve Bank of India.

Unit-4
Teaching Hours:10
Unit 4: Investment in Securities Market
 

Investment avenues offered by Securities Markets, Primary Market and Secondary Market, Operational aspects of securities markets: placement of orders, contract note, pay-in, and pay-out, trading and settlement cycle. Various risks involved in investing in securities markets. Benefits of investing through Mutual Funds. Mutual Fund categorization and product labeling of mutual funds. Systematic Investment Plan (SIP) and its advantages. The role played by Commodity Derivatives markets in the hedging of commodity price risk. Products traded in Commodity Derivatives Exchanges and their usefulness to various stakeholders.

Unit-5
Teaching Hours:7
Unit 5: Insurance-related Products and Pension Planning
 

Role of Insurance as a risk management tool, various types of Insurance products and their key features. Regulatory role of IRDAI. Importance of Pension and its Role in providing financial security in old age. National Pension System (NPS).

Unit-6
Teaching Hours:7
Unit 6: Borrowing Related Products
 

Borrowing, Collateral and Equated Monthly Instalments (EMI). Documents required for obtaining Loans. Various loan products offered by Financial Institutions and their key features. 5Cs of Credit. Credit Information Organizations and Credit Score.

Text Books And Reference Books:

1. Zvi Bodie;Alex Kane;Alan J. Marcus;Pitabas Mohanty. (2019): Investments, Pearson Publications, New Delhi.

Essential Reading / Recommended Reading

1. RBI Financial Education Handbook

2. NSE Knowledge Hub, an AI-powered Learning Experience Platform for BFSI

3. NSE Academy Certification in Financial Markets (NCFM) Modules.

Evaluation Pattern

CIA 1 - 30 Marks

CIA 2 - 30 Marks

CIA 3 - 30 Marks

Class Participation - 10 Marks

CSC151N - VISUALIZATION TECHNIQUES USING EXCEL (2023 Batch)

Total Teaching Hours for Semester:45
No of Lecture Hours/Week:3
Max Marks:100
Credits:3

Course Objectives/Course Description

 

This course focuses on the importance of data visualization for business intelligence and decision making. The course provides a practical approach to assess and enhance the impact of visuals for the database/dataset and use  data visuals to convey distributions and relationships.To make students understand, how to compare and contrast performance measurement data using effective data visuals and also use construct effective data visuals to solve workplace problems.

Learning Outcome

CO1: Work with different types of data.

CO2: Understand the importance of data visualization to drive more effective business decisions.

CO3: Understand charts, graphs, and tools used for analytics and use them to gain valuable insights.

Unit-1
Teaching Hours:10
Introduction
 

Dashboard Basics: Introduction - What is Dashboard? - Uses of Dashboard - User Requirements - Assembling the Data - Worksheet Functions: Vloopup - Xlookup - Index and Match - Sum product Function - Tables. Pivot Table - Building the Table - Dashboard case studies.

Unit-2
Teaching Hours:9
Organizing Data
 

Separating Data Layers - Working with External Data - Power Query vs Power Pivot - Text Files - Excel Files - Access Databases - SQL Server Database - Transforming Power in Query - Managing Columns and Rows - Transforming Columns.

Unit-3
Teaching Hours:9
The Fundamentals of Visualization
 

Creating effective visualization - Driving Meaning with color - Focusing attention with Text - Non-Chart Visualization - Format - Date and Time Format - Icons - Sparklings.

 

Unit-4
Teaching Hours:9
Infographics
 

Creating Infographics using shapes - Working with shapes - Framing with Data Shapes - Creating Charts with Shapes. Visualizing Performance Comparisons - Single Measurement.

Unit-5
Teaching Hours:8
Visualizing Parts
 

Column Charts - Bullet Charts - XY charts - Bubble Charts - Dot Plot Charts - Pie Charts - Line Charts - Animated Charts - Chart Automation - Manipulating Chart Objects.

 

Text Books And Reference Books:

[1] Schwabish, Jonathan. Data Visualization in Excel: A Guide for Beginners, Intermediates, and Wonks. United States: CRC Press, 2023.

[2] Data Visualization in Excel: All Excel Charts and Graphs. United States: Packt Publishing, 2020 Academy, Start-Tech.

Essential Reading / Recommended Reading

[1] Kusleika, Dick. Data Visualization with Excel Dashboards and Reports. United States: Wiley, 2021.

 

Evaluation Pattern

CIA 100%

ECO101-2 - INTRODUCTORY MACROECONOMICS (2023 Batch)

Total Teaching Hours for Semester:4
No of Lecture Hours/Week:60
Max Marks:100
Credits:4

Course Objectives/Course Description

 

This course provides an introduction to mainstream approaches to the study of macroeconomics. The course begins by introducing students to the historicity of economics, concepts of various important macroeconomic variables, and its measurement technique. Then the course proceeds with a systematic introduction to the important macroeconomic theories adopting a chronological school-wise pattern. The introductory economics deals with a detailed discussion of classical macroeconomics, which builds the base of understanding macroeconomics. The course ends with basic open economy macroeconomics concepts with the exchange rate determination in an open economy.

Learning Outcome

CO1: Interpret the mainstream approaches to the study of macroeconomics.

CO2: Demonstrate the understanding of macroeconomic aggregates and measurement.

CO3: Explain classical theory to understand how the equilibrium level of output and employment is determined in an economy.

CO4: Analyse the dynamic interactions between macroeconomic variables and their impact on the economy

Unit-1
Teaching Hours:10
Macroeconomic Variables: An Introduction
 

Introduction of macroeconomics - a brief history of economics - Conceptualizing the macroeconomy: past and present -The macro economy as an embedded system. Concepts of National income, Measurement of GDP, Components of GDP, Real versus Nominal GDP, The GDP Deflator, The Consumer Price Index, Calculation of CPI, GDP deflator versus the CPI, Real and Nominal Interest rates; The nature of inflation in India, The limitations of national income statistics, Case studies.

Unit-2
Teaching Hours:10
Classical Macroeconomics: Output and Employment
 

The Classical Revolution; Wage, Employment and Production; Equilibrium Output and Employment, Saving, investment in national income accounts and the market for loanable funds

Unit-3
Teaching Hours:10
Classical Macroeconomics: Money, Prices, and Interest
 

Classical theory of Inflation, Classical Dichotomy and Monetary Neutrality, Velocity and Quantity equation, Fisher Effect, The Classical Theory of the Interest Rate; Policy Implications of Classical Equilibrium Model, Costs of Inflation, Sources of inflation in India.

 The meaning and functions of money, banks and money supply, the money multiplier, Tools of monetary control, The financial architecture of India, monetary transaction mechanism of RBI.

Unit-4
Teaching Hours:15
The Keynesian System
 

The Simple Keynesian Model: Equilibrium Output, the role of Fiscal Policy and Multiplier; Keynesian Theory of the Interest Rate; Money supply and Money demand in Keynesian framework

Unit-5
Teaching Hours:15
The Aggregate Demand and Supply
 

The derivation of aggregate demand and supply curves; influence of monetary and fiscal policy on AD-AS, The Keynesian aggregate demand with vertical aggregate supply curve; sources of wage rigidity and unemployment; the flexible price with fixed money wage model; labour supply and money wage; the shift in aggregate supply; Keynes vs. Classicals.

Text Books And Reference Books:

1. Alex M. Thomas (2021). Macroeconomics: An Introduction, Cambridge University Press, Cambridge, United Kingdom

2. Mankiw, N. G. (2022). Macroeconomics (9th ed.). USA: Worth Publishers.

3. Froyen, R. (2014). Macroeconomics: Theories and Policies (10th ed.). Pearson Education.

4. Dornbusch, R., Fischer, S., & Startz, R. (2015). Macroeconomics. (11th ed.). McGraw Hill Education.

 

 

Essential Reading / Recommended Reading

1.McConnell, C. R., & Brue, S. L. (2011). Macroeconomics, Principles, Problems and Policies.  New York: McGraw Hill Inc.

2. Snowden, B. & Vane, H. R. (2005). Modern Macroeconomics: Its Origins, Development and Current State. United Kingdom: Edward Elgar Publishing.

Evaluation Pattern

CIA I -20 Marks

CIA II - 50 Marks

CIA III - 20 Marks

ESE - 100 Marks 

ECO102-2 - STATISTICAL METHODS FOR ECONOMICS (2023 Batch)

Total Teaching Hours for Semester:60
No of Lecture Hours/Week:4
Max Marks:100
Credits:4

Course Objectives/Course Description

 

This course emphasizes both the theoretical and the practical aspects of statistical analysis, focusing on techniques for estimating statistical models of various kinds. The goal is to help you develop a solid theoretical background in statistics, and the ability to implement the techniques and critique empirical studies in social sciences.

Learning Outcome

CO1: Explain what is meant by descriptive statistics and inferential statistics.

CO2: Understand the characteristics, uses advantages, and disadvantages of each measure of central tendency and measure of dispersion.

CO3: Describe the classical, empirical, and subjective approaches to probability.

CO4: Describe the five-step hypothesis testing.

CO5: Calculate and interpret the coefficient of correlation, the coefficient of determination and the standard error of the estimate.

Unit-1
Teaching Hours:15
Measures of Central Tendency and Dispersion
 

Mean, median and mode - Geometric and Harmonic Means-Measures of Dispersion: Range, interquartile range and quartile deviation, mean deviation, standard deviation and Lorenz curve Moments, Skewness and Kurtosis-Partition Values-Quartiles- Deciles- Percentiles.

Unit-2
Teaching Hours:15
Index Numbers
 

Index Numbers: meaning and importance – problems in the construction of index numbers – Types of index numbers: price index – quantity index – value index – construction of price index numbers: unweighted and weighted indices – construction of quantity and value indices - tests of adequacy of index number formulae – deflating; Consumer Price Index Number: meaning and uses – problems in the construction of cost of living index number – methods of constructing cost of living index: aggregate expenditure and family budget methods – limitations of index numbers.

Unit-3
Teaching Hours:10
Probability Concepts
 

Meaning- Set theory- Permutations and Combinations- Theorems of probability- Rules of Addition- Rules of Multiplication-Probability distribution- Random Variables- Discrete Random Variable- Continuous Random Variable- Binomial -Poisson and Normal distribution.

Unit-4
Teaching Hours:10
Correlation Analysis
 

Meaning - Types of correlation - Methods of studying correlation: Scatter diagram method, Graphic method, Karl Pearson’s co-efficient of correlation, Rank method, Concurrent deviation method–The Coefficient of Determination- Partial correlation.

Unit-5
Teaching Hours:10
Testing of Hypothesis
 

Hypothesis-Null and Alternative Hypothesis- Hypothesis Testing (P-value approach and critical value approach)-Errors in testing of Hypothesis- Type I and Type II errors; power of a test-One-Tailed and Two-Tailed Tests of Significance- t Test- Z Test-Chi Square test.

Text Books And Reference Books:
  1. S. P. Gupta (2017), Statistical Methods, Sultan Chand& Sons, Revised Edition, New Delhi.
  2. J. K. Sharma (2018), Business Statistics, Vikas Publishing House Pvt Ltd, 4th Edition, New Delhi
Essential Reading / Recommended Reading
  1. Clark, Megan J. and John A. Randal (2010) A First Course in Applied Statistics, 2nd edition, Pearson Education.
  2. Lewis, Margaret (2011) Applied Statistics for Economists, Routledge
  3. Ott, Lyman R and Longnecker, Michael (2008) An Introduction to Statistical Methods and Data Analysis, Sixth Edition, Brooks/Cole, USA
  4. Moore, D. S. and McCabe, G.P. (2003) Introduction to the Practice of Statistics, W.H. Freeman & Company, New York.
Evaluation Pattern
  • CIA I (20 marks): Multiple Choice Questions
  • CIA II (50 marks): Mid-Semester Examination
  • CIA III (20 marks): Individual Assignment

 

 

ENG181-2 - ENGLISH (2023 Batch)

Total Teaching Hours for Semester:45
No of Lecture Hours/Week:3
Max Marks:100
Credits:2

Course Objectives/Course Description

 
  • To expose learners to a variety of texts to interact with
  • To help learners classify ideologies and be able to express the same
  • To expose learners to visual texts and its reading formulas
  • To help learners develop a taste to appreciate works of literature through the organization of language
  • To help develop critical thinking
  • To help learners appreciate literature and the language nuances that enhances its literary values
  • To help learners understand the relationship between the world around them and the text/literature
  • To help learners negotiate with content and infer meaning contextually
  • To help learners understand logical sequencing of content and process information

·         To help improve their communication skills for larger academic purposes and vocational purposes

·         To enable learners to learn the contextual use of words and the generic meaning

·         To enable learners to listen to audio content and infer contextual meaning

·         To enable learners to be able to speak for various purposes and occasions using context specific language and expressions

·         To enable learners to develop the ability to write for various purposes using suitable and precise language.

Learning Outcome

CO1: Understand how to engage with texts from various countries, historical, cultural specificities, and politics and develop the ability to reflect upon and comment on texts with various themes

CO2: Develop an analytical and critical bent of mind to compare and analyze the various literature they read and discuss in class

CO3: Develop the ability to communicate both orally and in writing for various purposes

Unit-1
Teaching Hours:4
food
 

Witches’ Loaves

O Henry

 

Unit-1
Teaching Hours:4
language
 

Presentation skills

Unit-2
Teaching Hours:6
Fashion
 

In the Height of Fashion-Henry Lawson

Unit-2
Teaching Hours:6
Language
 

Report writing

Unit-3
Teaching Hours:4
Management
 

The Story of Mumbai Dabbawalas- ShivaniPandita

 

Unit-3
Teaching Hours:4
Language
 

Resume Writing

Unit-4
Teaching Hours:3
Language
 

Interview skills and CV writing

Unit-4
Teaching Hours:3
Management
 

If

By Rudyard Kipling

Unit-5
Teaching Hours:4
History
 

Who were the Shudras?

By Dr Ambedkar

 

 

Unit-5
Teaching Hours:4
language
 

Developing arguments- debating

Unit-6
Teaching Hours:3
language
 

Developing arguments- debating

Unit-6
Teaching Hours:3
History
 

Dhauli

By JayantaMahapatra

Unit-7
Teaching Hours:4
language
 

email writing

Unit-7
Teaching Hours:4
Social Media
 

An Occurrence at Owl Creek Bridge by Ambrose Bierce

Unit-8
Teaching Hours:2
Social Media
 

Truth in the time of Social Media' by Girish Balachandran

Text Books And Reference Books:

ENGlogue 1

Essential Reading / Recommended Reading

teacher manual and worksheets that teachers would provide. Listening skills worksheets.

Evaluation Pattern

CIA1- 20

MSE-50

CIA3- 20

ESE- 50

LAW143N - LABOUR AND SOCIAL WELFARE (2023 Batch)

Total Teaching Hours for Semester:45
No of Lecture Hours/Week:3
Max Marks:100
Credits:3

Course Objectives/Course Description

 

 It is a solitary principle of industrial relations that a happy and content labourer is an indispensable asset for any employer. However, labourers have not received their due on account of historical wrongs, and in this era of a market economy, labourers do not seem to get the minimum standards of social security. As a result, industrial peace and harmony have remained a distant dream.

Hence, constant efforts are being made by the governments to ameliorate the working conditions of labour in order to ensure minimum welfare for the workers.

 

Learning Outcome

CO 1: To remember the labor laws.

CO 2: To understand the laws related to minimum wages

CO 3: To analyze the policies made by the government improving the social conditions of labors

Unit-1
Teaching Hours:45
CONTRACT LABOUR
 

Introduction: nature and meaning; Licensing of contractors; Regulation and abolition of Contract Labour

Unit-1
Teaching Hours:45
INTRODUCTION
 

Meaning and nature of social security; Public assistance v. Public insurance; Constitutional foundations and the role of ILO

Unit-1
Teaching Hours:45
HEALTH, SAFETY AND WELFARE OF WORKERS
 

Introduction; Manufacturing and hazardous processes; Health, safety and welfare in factories; Working hours and employment of young persons

Unit-1
Teaching Hours:45
MATERNITY BENEFIT
 

Introduction; Employment of or work by women; Right to payment of maternity benefit; Dismissal and deduction of wages

Unit-1
Teaching Hours:45
EMPLOYEES' INSURANCE
 

Introduction; Important definitions; ESI Corporation; Various benefits

Essential Reading / Recommended Reading

https://labour.gov.in/sites/default/files/labour_code_eng.pdf

Evaluation Pattern
 

Components of assessment

Components

CIA I

CIA II

CIA III

CIA IV

Attendance

Marks/Percentage

20

20

25

30

5

LAW146N - LAW AND PRACTICE OF INTELLECTUAL PROPERTY (2023 Batch)

Total Teaching Hours for Semester:45
No of Lecture Hours/Week:3
Max Marks:100
Credits:3

Course Objectives/Course Description

 

IPR have assumed increased significance in global trade. Over the last two decades IPR protection has expanded in an unprecedented pace resulting in economic growth. Understating IPR legal regime is vital for protecting innovation and creation. This course aims at providing basic working knowledge in the area of intellectual property and examines, analyzes and studies the remarkable subject of International Intellectual Property Law and how to enforce trademarks, patents and copyrights beyond national boundaries. Special emphasis will be placed on international standards for intellectual property and its implementation, application and practices in national jurisdictions. In addition the course covers the differences and similarities between the diverse national intellectual property systems.

Learning Outcome

CO1: Identify the different forms of Intellectual Property (IP)

CO2: Understand the importance of protection of IP.

CO3: Apply the principles of IP protection to the real cases or practical problems

Unit-1
Teaching Hours:5
Introduction
 

Concept of Property, Nature and philosophy of Intellectual property, Evolution of IP law in India and implications of TRIPS, Types of IP

Unit-2
Teaching Hours:8
COPYRIGHT
 

Copyright basics, Neighboring rights and digital copyright, Protection and remedies for infringement.

Unit-3
Teaching Hours:7
Patents
 


Patents – evolution, Criteria for Patentability, rights of patentee and application
for international patent under PCT

Unit-4
Teaching Hours:7
TRADEMARKS
 


Trademark, service mark, registration, renewal and enforcement, passing off,
Geographical indications

Unit-5
Teaching Hours:6
TRADE SECRETS
 

Trade secrets, common law protection , TRIPS obligation

Unit-6
Teaching Hours:6
OTHER IPRS
 

Industrial designs, Plant varieties, rights of indigenous people , Biological diversity

Text Books And Reference Books:

List of Books :

1. V.J. Taraporevala’s, Law of  Intellectual Property, Thomson Reuters, Third Edition, 2019.

2. Elizabeth Verkey, Intellectual Property, Eastern Book Company,  2015.

3. V.K. Ahuja, Intellectual Property Rights in India, Second Edition, 2015

 

List of Cases

1.Biswanath Prasad Radhey Shyam v. Hindustan Metal Industries (1979) 2 SCC 511; AIR 1982 SC 1444.

2. Novartis AG v. Union of India

3. Bayer Corporation v. Union of India (2013)

4.R. G. Anand v. Deluxe Films

5.Amarnath Sehgal v. Union of India (moral rights)

6. Durga Dutt Sharma v. Navartana Pharmaceutical

7. Yahoo Inc. v. Akash Arora

 

 

 

 

 

 

 

 

 

 

 

 

Essential Reading / Recommended Reading

1.William Fisher, Theories of Intellectual Property New Essays in the Legal and Political Theory of Property, Cambridge University Press

2.Legislative History of development of Patent Law in India, https://www.youtube.com/watch?v=yiqb_eLYc74

3.Video on ‘Evergreening of Patents’ https://youtu.be/bdzUMaxZt3g?feature=shared

4.Profiteering by Big Pharma at the cost of the lives of the poor, https://youtu.be/-z_W3yRA9I8?feature=shared

5.Copyright Amendment Bill, 2013, https://youtu.be/Kw8F7DHlBJo?feature=shared

List of Articles:

1. Sell, Susan. "Intellectual property and public policy in historical perspective: contestation and settlement." Loy. LAL Rev. 38 (2004): 267.

2. Odell, John S., and Susan K. Sell. "Reframing the issue: the WTO coalition on intellectual property and public health, 2001." Negotiating trade: Developing countries in the WTO and NAFTA 85 (2006): 96.

3. Kitching, John, and Robert Blackburn. "Intellectual property management in the small and medium enterprise (SME)." Journal of small business and enterprise development 5.4 (1998): 327-335.

4. Hughes, Justin. "The philosophy of intellectual property." Geo. LJ 77 (1988): 287.

5. Boldrin, Michele, and David Levine. "The case against intellectual property." American Economic Review 92.2 (2002): 209-212.

6. Drahos, Peter. A philosophy of intellectual property. Routledge, 2016.

 

 

 

 

 

 

 

 

 

 

 

Evaluation Pattern

CIA and Exam

POL102-2N - INDIAN GOVERNMENT AND POLITICS: STRUCTURE AND PROCESS (2023 Batch)

Total Teaching Hours for Semester:60
No of Lecture Hours/Week:4
Max Marks:100
Credits:4

Course Objectives/Course Description

 

The course on Indian Government and Politics: Structures and Process envisions to introduce students to the nature, structure and working of the Indian Political System. It will help them understand the evolution of the Indian Constitution and its working. The paper facilitates the awareness on the way organs of Indian government work-Legislature, Executive and Judiciary. Federalism being the vital part of Indian Polity is important for students to grasp a thorough understanding of it. Further, it will enrich their understanding of key issue areas of Indian polity.                                                                

Learning Outcome

CO1: To understand the evolution of the constitution in India and deals with the salient features of the Indian Constitution.

CO2: To understand the working of the major organs of the Indian Polity

CO3: To evaluate the federal and unitary features of the Indian Political System

CO4: To understand the key issue areas of the Indian Politics

Unit-1
Teaching Hours:16
The Constituent Assembly and the Indian Constitution
 

1.1. Historical Evolution of the Indian Constitution 

1.2. Philosophy of the Indian Constitution, the Preamble, and Features of the Indian Constitution

 

1.3. Fundamental Rights, Directive Principles, Fundamental Duties, Major Constitutional Amendments: 1st,24th, 25th, 42nd, 44th Constitutional Amendments.  

Unit-2
Teaching Hours:20
The Organs of the State
 

2.1. The Legislature: Parliament and the State Legislature

2.2. The Executive: President, Prime Minister and Governor

2.3. The Judiciary: Basic Structure Doctrine, Judicial Review, Judicial Activism

 

2.4. Constitutional Bodies: Election Commission and Financial Commission

Unit-3
Teaching Hours:14
Federalism and Decentralization
 

3.1. Unitary and Federal features of India Polity, Administrative and Financial Relations, State Autonomy Debates, Emergency Provisions

3.2. Panchayati Raj and Municipalities

Unit-4
Teaching Hours:10
Key issues in Indian Politics
 

4.1. Secularism and Communalism

4.2. Social Justice: Caste and Gender, Issue of Women's Reservation  

 

4.3. Regionalism and Sub-Regionalism: Regional Disparity and Divide

 

4.4. Party System and Pressure Groups

Text Books And Reference Books:

Fadia, B.L. (2013), Indian Government and Politics. Agra: Sahitya Bhawan

Ghai, K.K. (2012), Indian Government and Politics, Noida: Kalyani

Kashyap, S.C. (2011). Our Constitution. New Delhi: National Book Trust

G.  Austin,  (2010)  ‘The  Constituent  Assembly:  Microcosm  in  Action’,  in The   Indian Constitution:  Cornerstone  of  a  Nation,  New  Delhi:  Oxford  University  Press,  15th  print, pp.1-25.R.

Bhargava, (2008) ‘Introduction: Outline of a Political Theory of the Indian Constitution’, in  R.  Bhargava  (ed.) Politics  and  Ethics  of  the  Indian  Constitution,  New  Delhi:  Oxford University Press, pp. 1-40.

G. Austin, (2000) ‘The Social Revolution and the First Amendment’, in Working a Democratic Constitution,New Delhi: Oxford University Press, pp. 69-98.A. Sibal, (2010) ‘From Niti to Nyaya,’ Seminar, Issue 615, pp 28-34.

 

B. Shankar and V. Rodrigues, (2011) ‘The Changing Conception of Representation: Issues, Concerns and Institutions’, in The  Indian  Parliament:  A  Democracy  at  Work, New  Delhi: Oxford University Press, pp. 105-173.

Essential Reading / Recommended Reading

J. Manor, (2005) ‘The Presidency’, in D. Kapur and P. Mehta P. (eds.) Public Institutions in India, New Delhi: Oxford University Press, pp.105-127.

J. Manor, (1994) ‘The Prime Minister and the President’, in B. Dua and J. Manor (eds.) Nehruto  the  Nineties:  The  Changing  Office  of  the  Prime  Minister  in  India, Vancouver: University ofBritish Columbia Press, pp. 20-47

U. Baxi, (2010) ‘The Judiciary as a Resource for Indian Democracy’, Seminar,Issue 615, pp. 61-67.R. Ramachandran, (2006) ‘The Supreme Court and the Basic Structure Doctrine’ in B. Kirpal et.al (eds.) Supreme but not Infallible: Essays in Honour of the Supreme Court of India, New Delhi: Oxford University Press, pp. 107-133.

M. Singh, and R. Saxena (eds.), (2011) ‘Towards Greater Federalization,’ in Indian Politics:Constitutional  Foundations  and  Institutional  Functioning, Delhi:  PHI  Learning  Private  Ltd., pp.166-195.

V. Marwah, (1995) ‘Use and Abuse of Emergency Powers: The Indian Experience’, in B. Arora  and  D.  Verney  (eds.) Multiple  Identities  in  a  Single  State:  Indian  Federalism  in  a ComparativePerspective, Delhi: Konark, pp. 136-159.

P.  deSouza,  (2002)  ‘Decentralization  and  Local  Government:  The  Second  Wind  of Democracy in India’, in Z. Hasan, E. Sridharan and R. Sudarshan (eds.) India’s Living Constitution: Ideas,Practices and Controversies, New Delhi: Permanent Black, pp. 370-404.M.

John,  (2007)  ‘Women  in  Power?  Gender,  Caste  and  Politics  of  Local  Urban Governance’, in Economic and Political Weekly, Vol. 42(39), pp. 3986-3993.13

Kothari, Rajni (1970), Politics in India, Orient Blackswan.

Jayal, Nirja and Pratap Bhanu Mehta (2011), The Oxford Companion to Politics in India.

Evaluation Pattern

Componentsof Assessment

Components

CIAI

CIAII

CIAIII

ESE

Attendance

Total

Percentage of Total Marks

10%

25%

10%

50%

 

(5%)

 

 

100

Marks (For Submission/Examination)

20

50

20

100

Final Scaled Down Marks

10

25

10

50

5

POL103-2N - POLITICAL IDEOLOGIES (2023 Batch)

Total Teaching Hours for Semester:60
No of Lecture Hours/Week:4
Max Marks:100
Credits:4

Course Objectives/Course Description

 

The paper of Political Ideologies aims to impart the concepts of Ideology and Politics to students. It will focus on important political ideologies such as Liberalism, Conservatism, Marxism and Feminism and so on. The paper will also critically analyze the relevance of these ideologies in contemporary times.

Learning Outcome

CO1: To make students understand the concept of Ideology and Politics

CO2: To make students understand Liberal ideology and Conservatism

CO3: To make students understand the central features of Socialism, Communism and Marxism

CO4: To make students understand the Nationalism, Fascism and Anarchism

Unit-1
Teaching Hours:9
Concept of Ideology
 

1.1. Ideology as set of ideas- Ideology and Politics

1.2. Ideology, Types and Dissemination

1.3. End of Ideology Debate?

Unit-2
Teaching Hours:13
Liberalism and Conservatism
 

2.1. Classical, Modern and Neo-Liberalism

2.2. Conservative: Tradition, Hierarchy, Authority and Property

Unit-3
Teaching Hours:15
Socialism and Marxism
 

3.1. Socialism: Evolutionary and Revolutionary

3.2. Marxism: Historical Materialism, Class  Conflict and Theory of Surplus Value

Unit-4
Teaching Hours:15
Nationalism, Anarchism and Fascism
 

4.1. Nationalism: Liberal, Conservative and Marxist

4.2. Anarchism

4.3. Totalitarianism- Fascism

Unit-5
Teaching Hours:8
Feminism and Post-Modernism
 

5.1. Feminism: Liberal, Socialist, Radical, Black Feminism and Dalit Feminism

5.2. Post-Modernism: Power, Knowledge and Deconstruction

Text Books And Reference Books:

Heywood, Andrew (2015), Political Theory: An Introduction, London: Palgrave Macmillan.

Bhagwan, V. and Bhushan, V. (2011). Principles and Concepts of Political Theory. Noida:

Kalyani.

Mahajan, V.D. (2010). Political Theory. New Delhi: S Chand.

Singhal, SC. (2009). Political Theory. Agra: Lakshmi Narain Agarwal.

Johari, J.C. (2012). Contemporary Political Theory. New Delhi: Sterling.

 

Bhargava, Rajeev and Acharya, Ashok. (eds.) Political Theory: An Introduction. New

Delhi: Pearson Longman.

Freeden, M (2003), Ideology: A Very Short Introduction, Oxford University Press.

Essential Reading / Recommended Reading

Heywood, Andrew (2015), Political Theory: An Introduction, London: Palgrave Macmillan.

Bhagwan, V. and Bhushan, V. (2011). Principles and Concepts of Political Theory. Noida:

Kalyani.

Mahajan, V.D. (2010). Political Theory. New Delhi: S Chand.

Singhal, SC. (2009). Political Theory. Agra: Lakshmi Narain Agarwal.

Johari, J.C. (2012). Contemporary Political Theory. New Delhi: Sterling.

 

Bhargava, Rajeev and Acharya, Ashok. (eds.) Political Theory: An Introduction. New

Delhi: Pearson Longman.

Freeden, M (2003), Ideology: A Very Short Introduction, Oxford University Press.

Evaluation Pattern

 

Mode of Examination

Weightage (%)

CIA 1

Assignment/Class Test

10

CIA 2

Mid-Semester Examination

25

CIA 3

Assignment/Class Test

10

Attendance

Nil

05

ESE

End Semester Examination (Written)

50

 

Total

100

POL144 - INTRODUCTION TO AFRICAN POLITICS AND KEY IDEOLOGIES (2023 Batch)

Total Teaching Hours for Semester:45
No of Lecture Hours/Week:3
Max Marks:50
Credits:3

Course Objectives/Course Description

 

 

This course – on African Politics and Key Ideologies aims to educate students with the broader theoretical and practical framework in African politics, rise of African nationalism and independence and development of African Political System. The course introduces the students to the philosophical perspectives of African political figures and intellectuals, formation of political processes and structures in Africa. 

Learning Outcome

CO1 : To engage in informed dialogue on important topics in the study of African philosophy, struggle and politics.

CO2 : Enhance students knowledge of the pre-post colonial African Politics

CO3 : To discuss the theoretical and normative contexts that are addressed by African philosophy.

CO4 : To analyse specific ideologies and relate distinct philosophical concepts to the political initiatives taken by various African post-colonial republics.

CO5: To examine the contribution of African countries in formulation of a regional forum for integration and growth and also being part of the United Nations

Unit-1
Teaching Hours:10
Colonialism and African History
 

 

        1.1 Colonialism and Africa : Social, Political and Economic Dimensions.
        1.2 Scramble for Africa 

Unit-2
Teaching Hours:10
African Nationalism: Anti Colonial and Post Colonial nationalism -
 

2.1 Role of African Leaders – Organization and philosophy of African Unity

           2.2 Decolonization: General Overview British and French decolonization

           2.3 Democratic Decentralisation; People's Participation In Governance

           2.4 Africa’s Marginalization and Development Debate

Unit-3
Teaching Hours:15
Key concepts, ideologies and debates in Africa
 

3.1 Pan Africanism : Identity, Freedom, Humanism and Negritude.

3.2 Socialism -  form within traditional societies, African democratic and scientific socialism, Afro-Marxism.

3.3 Sovereignty & Neo-colonialism in Africa: Under Development and Dependency Theory

3.4 Politics of race, religion and ethnicity in Africa – Anti-Apartheid Struggle

 

Unit-4
Teaching Hours:10
Unit 4 Africa in Global Politics
 

          4.1 Globalization and Africa

           4.2 Role of African Union

           4.3 Africa and UN  

           4.4 India and Africa Partnership

Text Books And Reference Books:

The Basic Needs of African Socialism”, Pan Africa, April 19, 1963, pp. 13-14.

Neo-Colonialism: The Last Stages of Imperialism London, 1967.

A. Ajala, Pan Africanism: Evolution, Progress and Prospects, London, 1976

Amilcar Cabral, “Identity and Dignity in the Liberation Struggle” Africa Today XIX No. 6, Fall 1972.

Amilcar Cabral, Unity and Struggle, London, Heinman 1980.

B.G. Parinder, African Traditional Religion, London, 1962.

D. Forde (ed.) African Worlds, London 1954.

Fanon, F., ‘Toward the African Revolution: New Delhi, 1962.

Friedland William H. and Roseberg, Carl G. (eds.) ‘African Socialism’ Standford: Calif: Standford University Press, 1964.

Idris Cox, Socialist Ideas in Africa London: Lawrence and Wishert, 1966.

J.L. Humans Leopold Seedar Senghor, Biography with Text of Speeches, Edinburgh University Press, 1971.

Kaunda K.D., Humanism in Zambia Lusaka 1967.

Kobi Baabe, NKrumahism – its theory and practice, in Paul & Sigmund, ed., The Ideologies of the Developing Nations, New York 1973.

M. Fortes and G. Dieterlin (eds.), African Systems of Thought, London 1965.

Mutiso & Rohio, Readings in African Political Thought, London, 1975.

Nelson Mandela, The Struggle is my Life, IDAFSA, London, 1978.

Nkrumah, K. The Autobiography of Kwame Nkrumah New York, Nelson, 1957.

Nkrumah, K., I Speak of Freedom: A Statement of African Ideology New York: Praeger, 1961.

Essential Reading / Recommended Reading

Nyerere, Julius K. Freedom and Socialism Dar-es-Salaam, Oxford University press, 1968.

S.O. Mezu (ed.) The Philosophy of Pan-Africanism, (Washington, 1965).

Ukandi G. Damachi, Leadership, Ideology in Africa: Attitudes Towards Socio-Economic

Development, Praeger, New York, 1976.

UNESCO, Statement on Race, UNESCO 1950.

Young, Crawford, Ideology and Development in Africa. London: Yale University Press, 1982.

Kevin Shillington, History of Africa, Palgrave Macmillan 2012

Evaluation Pattern

CIA-I

10 Marks

CIA-II

10 Marks

CIA-III

25 Marks

Attendance

05 Marks

POL145 - AMBEDKAR IN CONTEMPORARY TIMES (2023 Batch)

Total Teaching Hours for Semester:45
No of Lecture Hours/Week:3
Max Marks:50
Credits:3

Course Objectives/Course Description

 

Course Description:

Dr B R Ambedkar is one of the great intellectuals who has contributed to nation-building as an anti-caste leader, ardent philosopher of social justice, political economist, and principal architect of the Indian constitution. An organic intellectual, Dr Ambedkar developed his political philosophy by critically examining his personal experiences and encompassing them with a rigorous analysis of India’s social structure and history. This course will facilitate students to broaden their understanding of the social, economic and political thoughts of Dr Ambedkar. Further, this course will engage with the critical ideas of ‘Liberty, Equality and Fraternity’ to enable young minds to examine the socio-political realities in the Indian context.

 

Course Objectives:

To engage with the intellectual legacy of Dr B R Ambedkar.

To foster a critical approach to examine the social, political, and economic inequalities with Ambedkar’s political philosophy.

Learning Outcome

CO 1: To be familiar with the life history and contribution of Dr B R Ambedkar to further examine the ideas of social justice and fundamental rights to develop a critical view of Indian social, political and economic inequalities.

CO 2: To understand and engage with everyday socio-political realities and questions related to Recognition, Redistribution and Representation, Social Exclusion, Discrimination, etc.

Unit-1
Teaching Hours:11
LIFE HISTORY OF DR. AMBEDKAR
 

1.1  The Journey to Becoming Baba Saheb: Life History and Works of Dr Ambedkar

1.2  Impact of Buddha, Kabir, Jotiba Phule and Periyar on Ambedkar

1.3  Making of an Organic Intellectual: Political and Philosophical Thoughts of Dr Ambedkar

Unit-2
Teaching Hours:11
AMBEDKAR AND HIS POLITICAL VISION
 

2.1 Parliamentary and Social Democracy

2.2 Democracy and Constitution

2.3 Empowerment of Women 

Unit-3
Teaching Hours:11
AMBEDKAR AND HIS SOCIO-ECONOMIC THOUGHTS
 

3.1 Annihilation of Caste

3.2 Emancipation of Marginalized Section

3.3 Idea of Social Justice

3.4 Ideas on Development

Unit-4
Teaching Hours:12
REVISITING AMBEDKAR AND THE CASTE QUESTION IN CONTEMPORARY TIMES
 

4.1 Everyday Exclusion and Discrimination

4.2 Debates on Equality and Merit

4.3 Reservation and Representation

Text Books And Reference Books:
  • Ambedkar, B.R. (1936), The Annihilation of Caste
  • Ambbedkar, B.R. (1948), The Untouchables: Who were they and why they became Untouchables?
  • Ambedkar, B.R. (1946), Who were the Shudras?
  • Ambedkar, B.R. (1951), “The Rise and Fall of the Hindu Woman: Who was Responsible for it?”
  • Ambedkar, B.R.  Speech in the Constituent Assembly, 25 November 1949
  • Ambedkar, “The Hindu Code Bill,” Rodrigues, Valerian, ed. The essential writings of BR Ambedkar. Oxford University Press, 2010, p. 495-516.
  • Kumar Bagesh (2021), ‘Discrimination in Indian Higher Education: Everyday Exclusion of the Dalit–Adivasi Student’. Contemporary Voice of Dalit, 15(1), 94-108.
  • Kumar, Bagesh, and Manika Bora (2023), “Learner-centred education and the possibilities of inclusion”. Creating an Equitable Space for Teaching and Learning, Routledge.
  • Omvedt, Gail (2006). Dalit visions: The anti-caste movement and the construction of an Indian identity. Orient Blackswan.
  •  Omvedt, Gail (2012) Understanding Caste, Orient Blackswan.
  • Rege, Sharmila (2013), Against Madness of Manu: B R Ambedkar’s Writings on Brahmanical Patriarchy, Navayana Publishing, New Delhi.
  • Chakravarti, Uma (2018), Gendering Caste, Sage Publications.
  • Chalam, K. S. (2007). Caste-based reservations and human development in India. SAGE Publications.
  • Rodrigues, Valerian, Ambedkar as a Political Philosopher, APRIL 15, 2017 vol liI no 15 EPW.
  • Guru Gopal (2019) EXPERIENCE, CASTE AND EVERYDAY SOCIAL, Oxford University Press
  • Rathore, Aakash Singh (2020) Ambedkar’s Preamble: A Secret History of the Constitution of India. Penguin India.
  • B.Ambedkar (2003) Dr. Babasaheb Ambedkar Writings and Speeches, all volumes.
  • S. Thorat and Aryama (eds) (2007), Ambedkar in Retrospect: Essays on Economics, Politics and Society, Delhi: Rawat Publishers
Essential Reading / Recommended Reading
  • E. Zelliot, (1996) ‘From Untouchable to Dalit: Essays on the Ambedkar Movement’, in The Leadership of Babasaheb Ambedkar, Delhi: Manohar Publication.
  • M. Gore, (1993) The Social Context of an Ideology: Ambedkar’s Political and Social Thought, Delhi: Sage Publication.
  • Mosse, D. (2018). Caste and development: Contemporary perspectives on a structure of discrimination and advantage. World Development, 110, 422–436.
  • Rohit De (2018), A People’s Constitution – The Everyday Life of Law in the Indian Republic.
  • Yendge, Suraj (2019) Caste Matters.  Penguin Viking.
Evaluation Pattern

CIA-I

10 Marks

CIA-II

10 Marks

CIA-III

25 Marks

Attendance

05 Marks

POL146 - UNITED NATIONS AND SUSTAINABLE DEVELOPMENT (2023 Batch)

Total Teaching Hours for Semester:45
No of Lecture Hours/Week:3
Max Marks:50
Credits:3

Course Objectives/Course Description

 

The course will introduce the students to how UN public policy has evolved in achieving its core mandate to maintain international peace and security through establishing cooperation among countries to address the issues without borders, towards achieving sustainable development Under the Sustainable Development Agenda with its economic, social and environmental dimensions the UN has gone beyond its earlier objective of preventing war and is ensuring human security.

Course Objectives

The course aims to help students:

 To understand the working of United Nations Organization.

 To identify the sustainable development goals and their necessity in the world

 

 To understand the various ways in which citizens can promote the SDGs

Learning Outcome

CO1: analyze the challenges to human security.

CO2: develop a broader understanding of United Nations and its involvement in the development of countries

CO3: identify and contribute in their own way to achieving SDGs

Unit-1
Teaching Hours:15
UN System: Origin, Governance, and Structure
 

United Nations –principles and organization and working

 

Global Governance

Unit-2
Teaching Hours:15
Development models and Sustainable Development
 

Human Development and security,

Meaning of Sustainable Development,

History and evolution,

Unit-3
Teaching Hours:15
Achieving Sustainable Development goals
 

17 SDGs Three principal dimensions: the ecological, the economic and the social dimension, including intergenerational justice;

(Bring in the Indian contribution to sustainability) activism through UN volunteers and UN careers,

India’s role in achieving SDGs

Text Books And Reference Books:

Baylis, J. and Smith, S. (eds.) (2011), The Globalization of World Politics. An Introduction to International Relations, London: OUP.

 

Heywood, Andrew. (2014). Global Politics. Palgrave Foundations

Essential Reading / Recommended Reading

Abbott, Kenneth and Snidal, Duncan, (1998), ‘Why States Act Through Formal International Organizations’, Journal of Conflict Resolution.

Abott, Kenneth, et.al (eds) (2015), ‘International Organizations as Orchestrators’. 

Barry Buzan and Ole Weaver (2003), ‘Regions and Powers: The structure of International Security.

Margret Karns and Karen Mingst (2009), ‘International Organizations: The Politics And Process of Global Governance’ .

Evaluation Pattern

CIA-I 10 Marks

CIA-II 10 Marks

CIA-III 25 Marks

 

Attendance- 05 Marks

PSY159N - PSYCHOLOGY OF LEADERSHIP (2023 Batch)

Total Teaching Hours for Semester:45
No of Lecture Hours/Week:3
Max Marks:100
Credits:3

Course Objectives/Course Description

 

This multidisciplinary course examines the concept of leadership and the psychological and social processes that characterize leadership. We will explore the qualities of effective leadership and the role of situational factors that make some forms of leadership more effective than others. We will explore paradox and complexity in discussions of leadership and will explore the dynamics of identity and power in the unfolding of leadership. In this course, students will not only learn about leadership in traditional ways, such as readings and discussion, but will explore their personal leadership style and plan their goals for personal leadership growth.

Learning Outcome

1: Understand and differentiate leadership models, styles, and functions.

2: Enhance learners? knowledge about leading and sustaining diverse teams under diverse circumstances.

3: Develop a personal leadership plan using leadership models.

Unit-1
Teaching Hours:15
Understand and differentiate leadership models, styles, and functions.
 

Introduction, Functions of a leader, Models, and theories of leadership, Styles in leadership, and Qualities of effective leadership.

Unit-2
Teaching Hours:15
Enhance learners? knowledge about leading and sustaining diverse teams in diverse circumstances.
 

Leadership and Power, Leadership and Gender, Leadership and Personality, Leadership and EQ, Leadership and Morals.Leadership and Decision making.

Unit-3
Teaching Hours:15
Develop a personal leadership plan using leadership models.
 

Personal leadership development models, self analysis and strength mapping, goal setting models.

Text Books And Reference Books:
  • Haslam, S. A.,Reicher, S. D. & Platow, M. J. (2020): The New Psychology of Leadership: Identity, Influence and Power. Routledge 
  • Northouse, P.G. (2022). Leadership. Written tests, Class quizzes, reflective reports. Theory and Practice. ISE Sage. 
  • Barling, J. (2014). Science of leadership. Oxford: Oxford University Press.

 

Essential Reading / Recommended Reading

Rowe, W. G., & Guerrero, L. (2016). Cases in leadership (4th ed.). Sage.

Kotter, J.P. (2012). Leading Change. Harvard Business Review

Evaluation Pattern

ASSESSMENT OUTLINE

CIA 1       CIA 2       CIA 3         Attendance + Class Participation 

20           20            50                      10

STA142N - DATA ANALYSIS USING EXCEL (2023 Batch)

Total Teaching Hours for Semester:45
No of Lecture Hours/Week:3
Max Marks:100
Credits:3

Course Objectives/Course Description

 

This course is designed to build the logical thinking ability and to provide hands-on experience in solving statistical models using MS Excel with Problem based learning. To explore and visualize data using excel formulas and data analysis tool pack.

Learning Outcome

CO1: Demonstrate the logics of using excel features.

CO2: Demonstrate the building blocks of excel, excel shortcuts, sample data creation and analyzing data.

CO3: Analyze the data sets using Data Analysis Pack.

Unit-1
Teaching Hours:15
Basics
 

Introduction: File types - Spreadsheet structure - Menu bar - Quick access toolbar - Mini toolbar - Excel options - Formatting: Format painter - Font - Alignment - Number - Styles - Cells, Clear - Page layout - Symbols - Equation - Editing - Link - Filter - Charts - Formula Auditing - Overview of Excel tables and properties - Collecting sample data and arranging in definite format in Excel tables.

Unit-2
Teaching Hours:15
File exchange and Data cleaning
 

Importing data from different sources - text file - web page and XML file - Exporting data in different formats - text - csv - image -pdf etc - Creating database with the imported data - Data tools: text to column - identifying and removing duplicates - using format cell options - Application of functions - Concatenate - Upper - Lower - Trim - Repeat - Proper - Clean - Substitute - Convert - Left - Right - Mid - Len - Find - Exact - Replace - Text join - Value - Fixed etc.

Unit-3
Teaching Hours:15
Data analysis
 

Data analysis tool pack: measures of central tendency - dispersion - skewness - kurtosis - partition values - graphical and diagrammatic representation of data: histogram - bar diagram - charts - line graphs - Ogive - covariance - correlation - linear regression.

Text Books And Reference Books:

1. Alexander R, Kuselika R and Walkenbach J, Microsoft Excel 2019 Bible, Wiley India Pvt Ltd, New Delhi, 2018.

Essential Reading / Recommended Reading

1. Paul M, Microsoft Excel 2019 formulas and functions, Pearson Eduction, 2019.

Evaluation Pattern

CIA: 100%