Department of PSYCHOLOGY NCR

Syllabus for
BSc (Psychology/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
BPSY101-1 PSYCHOLOGICAL PROCESSES Major Core Courses-I 4 4 100
BPSY102-1 BASIC STATISTICS IN PSYCHOLOGY Major Core Courses-I 4 4 100
BPSY121-1 FUNDAMENTALS OF HUMAN ANATOMY AND PHYSIOLOGY Allied Core Courses 4 4 100
BPSY161-1 ACADEMIC WRITING-I Skill Enhancement Courses 2 2 50
BPSY411-1 EXPERIMENTAL PSYCHOLOGY-I Skill Enhancement Courses 2 2 50
COM143 ENTREPRENEURSHIP DEVELOPMENT AND SMALL BUSINESS MANAGEMENT Multidisciplinary Courses 3 3 100
COM144 FINANCIAL LITERACY Multidisciplinary Courses 3 03 100
DSC142 PYTHON PROGRAMMING FOR DATA SCIENCE Multidisciplinary Courses 3 3 100
ECO141-1N MARKET AND ECONOMY Multidisciplinary Courses 3 3 100
ENG184-1 ENGLISH LANGUAGE AND COMPOSITION 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
POL141-1N GANDHIAN THOUGHT Multidisciplinary Courses 3 3 50
POL142-1N GLOBAL POWER AND POLITICS Multidisciplinary Courses 3 3 50
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
BBA142BN EMOTIONAL INTELLIGENCE AND MANAGERIAL EFFECTIVENESS Multidisciplinary Courses 3 3 100
BBA142DN WEALTH MANAGEMENT Multidisciplinary Courses 3 3 50
BBA142FN FINANCIAL EDUCATION Multidisciplinary Courses 3 3 100
BPSY101-2 HISTORY AND SYSTEMS OF PSYCHOLOGY Major Core Courses-I 4 4 100
BPSY121-2 MEDICINAL CHEMISTRY Allied Core Courses 4 4 100
BPSY201-2 QUANTITATIVE RESEARCH METHODS Major Core Courses-I 4 4 100
BPSY411-2 EXPERIMENTAL PSYCHOLOGY-II Major Core Courses-I 2 2 50
BPSY461-2 NEUROANATOMY LAB Skill Enhancement Courses 2 2 50
COM148N PERSONAL TAX PLANNING Multidisciplinary Courses 3 3 100
COM149N INVESTMENTS AND TRADING STRATEGIES Multidisciplinary Courses 3 3 100
COM151N DIGITAL MARKETING Multidisciplinary Courses 3 3 100
CSC151N VISUALIZATION TECHNIQUES USING EXCEL Multidisciplinary Courses 3 3 100
CSC153N INTRODUCTION TO DATABASE MANAGEMENT SYSTEMS (DBMS) Multidisciplinary Courses 3 03 100
ECO141 GLOBALISATION Multidisciplinary Courses 3 3 50
ENG184-2 LANGUAGE AND CONTEMPORARY SOCIETY Ability Enhancement Compulsory Courses 2 2 50
ENG242 MYTHOLOGY IN POSTMODERN INDIAN LITERATURE Multidisciplinary Courses 3 3 50
LAW143N LABOUR AND SOCIAL WELFARE Multidisciplinary Courses 3 3 100
LAW146N LAW AND PRACTICE OF INTELLECTUAL PROPERTY Multidisciplinary Courses 3 3 100
MED142 DIGITAL STORYTELLING TECHNIQUES Multidisciplinary Courses 3 3 50
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
SOC142 ARTIFICIAL INTELLIGENCE AND SOCIETY Multidisciplinary Courses 3 3 100
STA142N DATA ANALYSIS USING EXCEL Multidisciplinary Courses 3 3 100

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

 

BPSY101-1 - PSYCHOLOGICAL PROCESSES (2023 Batch)

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

Course Objectives/Course Description

 

Course Description 

This course is about the study of basic psychological processes. It is an introductory paper that gives an overall understanding of the field of Psychology. It also introduces students to the key concepts, perspectives, theories, and subfields in psychology. It focuses on various mechanisms underlying human behavior. 

Learning Outcome

CO1: Comprehend the characteristics that make psychology a science.

CO2: Analyze the process of sensation and perception through various theoretical frameworks.

CO3: Interpret fundamental processes underlying human behavior through case studies, role play, etc.

CO 4: Relate and apply various psychological concepts and approaches to their real life situations.

CO 5: Reflect and evaluate individual differences.

Unit-1
Teaching Hours:8
Introduction to Psychology
 

Definition and goals of Psychology; Psychology as a science; Historical foundations of Psychology; Contemporary perspectives in psychology; Methods of research; Ethics in psychological research.

Unit-2
Teaching Hours:15
Consciousness, Sensation and Perception
 

Consciousness – Definition; Sleep and dreams; Altering consciousness – hypnosis, meditation, biofeedback and drugs;

Definitions; Absolute and difference threshold; Signal detection theory; Sensory adaptation;Perception: Understanding perception, Gestalt laws of organization, Perceptual constancy - depth perception, size perception, perception of movement;

Various sensory modalities; Extrasensory perception.

Unit-3
Teaching Hours:13
Learning
 

Learning – Definitions; Classical conditioning – experiments, extinction, spontaneous recovery, generalization, discrimination, higher order conditioning; Operant conditioning – Thorndike’s law of effect, basics of operant conditioning, Reinforcement and Punishment, Schedules of reinforcement; Cognitive learning: Latent learning, Observational learning and Insight learning.

Unit-4
Teaching Hours:12
Motivation and Emotion
 

Motivation –Meaning, Approaches: instinct, drive reduction, arousal, incentive, cognitive, humanistic;

Types of motivation - physiological Motivation (Hunger, Thirst, Sex)and psychological motivation (Achievement, Affiliation and Power) Emotion: Meaning, Physiological basis of emotions; Theories – James-Lange Theory, Cannon-Bard theory, Cognitive theory;

Emotional expression, facial feedback hypothesis, facial-affect programme.

Unit-5
Teaching Hours:12
Psychology of Individual Differences
 

Concepts and nature of Individual differences; Nature vs. nurture;

Gender Difference in cognitive processes and social behavior;

Intelligence – Definition, Contemporary theories of intelligence; Tests of intelligence;

Emotional, Social and Spiritual intelligence.

Text Books And Reference Books:

Baron, R. A. (2001). Psychology. New Delhi: Pearson Education India.

Nolen-Hoeksema, S., Fredrickson, B.L. & Loftus, G.R. (2014). Atkinson & Hilgard's Introduction to Psychology. 16th Ed. United Kingdom: Cengage Learning.

Essential Reading / Recommended Reading

Feldman, R. S. (2011). Understanding Psychology. New Delhi: Tata McGraw Hill.

Morgan, C. T., King, R. A., & Schopler, J. (2004). Introduction to Psychology. New Delhi: Tata McGraw Hill.

Kalat, J. W. (2016). Understanding Psychology. New York: Cengage Learning.

Evaluation Pattern

CIA 1

CIA 2

CIA 3

Attd

ESE

20

25

20

05

30

 

 

CIA 1: Individual Assignments (Reflective essays, Scrap books, Report Writings, etc.)

 

CIA 2: Mid-Semester Examination(Written Examination)

Pattern:  Section A    5 x 02 = 10 marks (out of 6)

                Section B    4 x 05 = 20 marks (out of 5)

                Section C   1 x 10 = 10 marks (out of 2)

            Section D   1 x 10 = 10 marks (Compulsory)

 

CIA 3: Group Assignments (Research proposals,Surveys, Field Studies, Interventions,Exhibitions, etc.)

 

ESE: End Semester Examination (Written Examination)

Pattern:  Section A    5 x 02 = 10 marks (out of 6)

                Section B    4 x 05 = 20 marks (out of 5)

                Section C   1 x 10 = 10 marks (out of 2)

                Section D   1 x 10 = 10 marks (Compulsory)

BPSY102-1 - BASIC STATISTICS IN PSYCHOLOGY (2023 Batch)

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

Course Objectives/Course Description

 

The purpose of this course is to provide an introduction to statistics in psychology. Statistics are essential in allowing us to assess whether or not an observed phenomenon might have occurred by chance alone. Additionally, we will read psychological journal articles that utilize the statistics we are learning so that we can see how psychologists use and write about statistics. Students will learn how to manually calculate, interpret and present data.

Learning Outcome

CO1: Understand and explain basic concepts of statistics.

CO2: Describe the nature, purposes, and limitations of descriptive statistical techniques and manually calculate/draw and interpret.

CO3: Explain the concepts of inferences, hypothesis testing, and measures of statistical significance and manually calculate and interpret data using inferential statistics.

CO4: Describe the nature, purposes, and limitations of correlational and regression techniques and explain the nature, purposes, and limitations of various nonparametric statistical techniques and manually calculate and interpret various statistical techniques.

Unit-1
Teaching Hours:10
Introduction to Statistics
 

Statistics: definition, functions, and uses in research; Basic concepts: variables; levels of measurement, hypotheses; The Normal Curve: characteristics, applications, Skewness, Kurtosis; population, and sampling.

Unit-2
Teaching Hours:15
Descriptive Statistics
 

Frequency distributions; Graphical representation – Bar graph, Pie chart, Line graphs, Histogram, Frequency polygon, Frequency curve, Ogive; Measures of Central Tendency: mean, median, mode – calculation, interpretation, uses; Measures of Variability: Range, Quartile Deviation, Average Deviation, Variance, Standard Deviation - calculation, interpretation, use.

Unit-3
Teaching Hours:15
Inferential Statistics
 

Hypothesis/Significance Testing; Errors in Significance Testing; Measuring Statistical Significance: Variance, Standard Deviation, Standard Error, Z-scores; t-test – One-sample t-test, Independent samples t-test, Paired samples t-test; One-way Analysis of Variance (ANOVA).

Unit-4
Teaching Hours:20
Correlational and Non-parametric Statistics
 

Correlation and correlation coefficient; Scatter plot; Correlation methods: Pearson’s correlation, and Spearman’s rank correlation – Assumptions and Calculation; Overview of Regression analysis: Simple Linear Regression – calculation, interpretation, uses, Multiple Linear Regression, Logistic Regression. Difference between parametric and non-parametric statistics; Assumptions for non-parametric techniques; Types of Non-parametric tests: Chi-square test, Mann-Whitney U test, Wilcoxon Signed Rank test, Kruskal-Wallis test, Friedman’s test.

Text Books And Reference Books:

Gravetter, F. J., & Wallnau, L. B. (2014). Essentials of Statistics for the Behavioral Sciences (8th ed.). Wadsworth Cengage Learning.

Aron, A., Coups, E. J., & Aron, E. N. (2014). Statistics for Psychology (6th ed.). Pearson.

 

Essential Reading / Recommended Reading

Howell, D. C. (2013). Statistics Methods for Psychology (8th ed.). Wadsworth Cengage Learning.

Evaluation Pattern

CIA 1

CIA 2

CIA 3

Attendance

ESE

20

25

20

05

30

 

BPSY121-1 - FUNDAMENTALS OF HUMAN ANATOMY AND PHYSIOLOGY (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 will provide a basic overview of human anatomy and physiology and how the various systems of the body function together. Taking an organ system approach, this course will highlight the structure-function relationships that maintain homeostasis in a healthy human body.  

Learning Outcome

CO1: Elaborate the understanding of structural organization of maintaining life and homeostasis and communicate effectively in class discussions.

CO2: Demonstrate knowledge of the structure and function of different systems and disease related to it orally and written.

CO3: Explain differences in 4 basic tissue types in order to be able to predict tissue and organ function based on structure individually.

Unit-1
Teaching Hours:12
Levels of Organization
 

Cell and organelles, plasma membrane, mitochondria, golgi bodies, endoplasmic reticulum, lysosomes, centrioles, nucleus, ribosomes. Membrane transport, tissue, organ, and organism levels of organization.

Unit-2
Teaching Hours:12
Introduction to biomolecules and Metabolism
 

Carbohydrates, lipids, proteins, NA, vitamins & minerals, Enzymes – classification, models of action, enzyme activity, Carbohydrate metabolism: glycolysis, TCA, electron transport chain, Amino acid metabolism (transamination, deamination, decarboxylation), Fatty acid metabolism (digestion, cholesterol metabolism)

Unit-3
Teaching Hours:12
Systems of the body
 

Circulatory and lymphatic systems: Blood formed elements and functions, plasma and platelets; cardiovascular system, regulation of arterial blood pressure; lymphatic system, lymph nodes, thymus and spleen; body defenses and immunity, non-specific Immunity, specific Immunity and transfusion reactions. Digestive, Respiratory, and excretory system: Stages of digestion and absorption of nutrients, digestive enzymes, digestive pathway, and accessory organs. Physiology of respiration, control of breathing, lungs, gaseous exchange and transport. Excretory system and the kidneys, filtration, reabsorption, and secretion. 

Unit-4
Teaching Hours:12
Support and movement
 

Skin, Muscle and Skeletal Systems; Skin – injuries wounds and aging; skeletal and muscle organization and physiology 

Unit-5
Teaching Hours:12
Neuroendocrinology
 

Neurotransmitters, receptors, signaling, and synapse. Hormones, functions, and homeostasis 

Text Books And Reference Books:

 Agarwal, Cell Biology, Genetics, Molecular Biology, Evolution and Ecology. S Chand publicating, 2004. ISBN: 8121924421, 9788121924429

Sherwood, L. (2007). Human Physiology: From cells to systems. Sydney, Australia

Mader. S.S.(2004). Understanding human anatomy and physiology. McGraw-Hill Publication. Sue Longenbake

Essential Reading / Recommended Reading

 

U. Satyanarayana and U. Chakrapani, Biochemistry. 3rd Ed. Books and Allied (P). Ltd. 1999.

B.Alberts, Molecular Biology of the Cell 5th ed., Garland Science, 2008, 608pp

Thomson/Brooks/Cole. Moini, J. (2012). Anatomy and physiology for health professionals.

 Sudbury, MA:  Martini, F. H., Nath, J. L., & Bartholomew, E. F. (2005). Anatomy and physiology. New York: Prentice Hall. 

 Dale Purves et al. Neuroscience. 5th Ed. Sinauer Associates, Inc. Publishers, MA, USA.

 

Siegel. Essential Neuroscience. 3rd Ed. Wolters Kluwer. PA, USA.

G.K.Pal (2017). Comprehensive text book of Medical Physiology. Vol.The Health Sciences Publisher. New Delhi.

 

 

 

Evaluation Pattern

CIA I

MSE

CIA III

ESE

Attendance

20

30

20

25

5%

Individual Assignment - CIA – I (20 Marks)

Assignment description: Class test – 10 marks MCQs and 10 marks short answers

 

Group Assignment - CIA - III

Assignment description: Exhibition/ Model making/ posters

Illustration of hormonal / neurochemical component and discuss its significance in the context of the various systems of the body and their role in its function and dysfunction. To understand the significance of biomolecules/ neurochemicals in the structural and functional organization and homeostasis of the systems of the human body.

To appreciate their contribution in disease.

CIA 2: Mid-Semester Examination (Written Examination)

Pattern: Section A 5x02=10marks (outof 6)

             Section B 4x05=20marks (out of 5)

             Section C 1x10=10marks (out of 2)

             Section D 1x10=10marks (Compulsary)

ESE: End Semester Examination (Written Examination)

Pattern: Section A 5x02=10marks (outof 6)

             Section B 4x05=20marks (out of 5)

             Section C 1x10=10marks (out of 2)

 

             Section D 1x10=10marks (Compulsary)

 

BPSY161-1 - ACADEMIC WRITING-I (2023 Batch)

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

Course Objectives/Course Description

 

This course aims to improve students' scientific writing skills and presentation skills. To that end, students will work on article-based writing assignments, following the guidelines of the 7th edition of the American Psychological Association (APA) Publication Manual. Also, students will work on journal articles and poster-making presentation assignments.

Learning Outcome

CO1: Read research articles accurately, being able to abstract their essential ideas and understand their implications.

CO2: Write concisely and objectively using APA format, the standard of our field.

Unit-1
Teaching Hours:10
Organizing and Developing Your Ideas and Writing
 

Formulating your ideas; Assessing your sources; How to conduct a literature search; How to read and summarize a Journal Article.

Unit-2
Teaching Hours:20
Scholarly Writing and Elements of Style
 

Types of Articles and Papers; Ethical, Legal and Professional standards in Publishing; Paper Elements and Format; Effective Scholarly Writing; Grammar and Usage. Bias-free Language guidelines; Mechanics of Style; Tables and Figures; Works Credited in the Text; Reference List and Examples.

Text Books And Reference Books:

American Psychological Association. (2019). Publication manual of the American Psychological Association (7th ed.). Washington, DC: American Psychological Association.

Beins, B. C., & Beins, A. M. (2020). Effective writing in psychology: Papers, posters, and presentations (3rd ed.). John Wiley & Sons.

Essential Reading / Recommended Reading

Hartley, J. (2008). Academic Writing and Publishing: A Practical Guide, New York: Taylor and Francis.

Evaluation Pattern

Assignment worksheet/Lab reports

Case study/Exhibition/Activity

Presentation/Quiz/Objective tests/worksheets

15

15

20

 

 

BPSY411-1 - EXPERIMENTAL PSYCHOLOGY-I (2023 Batch)

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

Course Objectives/Course Description

 

Course Description: This course will introduce students to various famous experiments used in the field of psychology such as, psychophysics, intelligence, learning and sensation perception. It will make students understand how experimental methods are applied to study psychological phenomena and the processes that underlie it. They will learn how to conduct experiments in a controlled setting and write accurate reports.

 

Course Objectives: By the end of the course the learner should be able to:

CO1: Understand various experiments in psychology.

CO2: Demonstrate effective conduction of experiments.

CO3: Prepare reports for experiments

Learning Outcome

CO1: Understand various experiments in psychology.

CO2: Demonstrate effective conduction of experiments.

CO3: Prepare reports for experiments.

Unit-1
Teaching Hours:6
Introduction to Experimental Psychology
 

Definition of experimental psychology; History and evolution of experimental psychology; Experiment conduction skills; Report writing.

Unit-2
Teaching Hours:24
Conduction of Experiments and Report Writing
 

Sensation: Method of Minimal Changes to determine AL (Two Point Threshold)

Perception: Method of Average Error: Muller -Lyer Illusion

Learning: Bilateral Transfer Learning: Whole vs Partial Learning

Memory: Level of Processing

Memory: Serial Position Curve

Text Books And Reference Books:

Myers, A., & Hansen, C. (2006). Experimental psychology. Thomson Wadsworth.

Manual: Method of limits Method of Minimal Changes to determine AL (Two Point Threshold)

Manual: Muller-Lyer illusion

Manual: Bilateral Transfer

Manual: Whole vs Partial Learning

Manual: Level of Processing

Manual: Serial Position Curve

 

 

Essential Reading / Recommended Reading

Feldman, R. S. (2011). Understanding Psychology. Tata McGraw Hill.

Evaluation Pattern

 

Continous Internal Report

Conduction 

Viva

20

20

10

 

Each report for experiment would be given 10 marks. 

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 

COM144 - FINANCIAL LITERACY (2023 Batch)

Total Teaching Hours for Semester:45
No of Lecture Hours/Week:3
Max Marks:100
Credits:03

Course Objectives/Course Description

 

The course aims at enhancing their financial skills as well as training the students to be financial educators with family and friends. There is a need for students to effectively plan and monitor their spending. The course aims at effectively training students and equipping them with the knowledge and tools to manage their finances and also teach others the same.

Learning Outcome

CO1: Understand the basic concepts of financial literacy.

CO2: Apply financial planning and budgeting decisions on a personal and professional front.

CO3: Understand the purpose and functions of the Banking system.

CO4: Understand the role and importance of financial instruments and insurance products.

Unit-1
Teaching Hours:6
Introduction to Financial Literacy
 

Introduction, Evolution, Meaning and importance of -  Income, Expenses, Savings, Budget, Money, Currency, Bank account, savings investment, JAM-balance sheet – purpose features, format – Technology in finance – FinTech, TechFin, Regtech, sandox, Mobile-based Banking – post offices – Savings vs investments – Power of Compounding – risk and Return-Time Value of Money- Simple Interest-Compound Interest-

 

Unit-2
Teaching Hours:5
Planning and Budgeting
 

Introduction to Financial Planning - Analysing the resources of the person - Concepts in Financial Planning:The time value of money, Diversification - 'spreading risk', Investment Timing - Financial Products for Savers: Financial Products options for savers, personal budget – family budget – financial planning procedure.

Unit-3
Teaching Hours:12
Banking Products and Services
 

Introduction and evolution of Banking – Banking in India – RBI – Role of RBI in India– Savings and Deposits – Deposits, Accounts, KYC,e/v KYC Types of Deposits - Saving Bank Accounts, Fixed Deposit Accounts, Recurring Deposit Account, Special Term Deposit Schemes, Loans and Types of loan advanced by Banks and Other secondary functions of Bank – PAN, NSDL: PAN, Meaning of Cheque and types of cheques – CTS_MICR-IFSC – e- Banking – ATM, Debit, Credit, Smart Card, UPI, e-Wallets, Payment Banks-NPCI: Products and role in regulating the online payments, CIBIL – Banking complaints and Banking Ombudsman. Mutual Funds_ Types of Mutual Funds-NAV. Digital Currency-Bitcoin- NFO

Unit-4
Teaching Hours:12
Post Office Products, Retirement planning and Investment Avenues
 

Post Office Savings Account(SB)​​​​​, National Savings Recurring Deposit Account (RD)​​, ​National Savings Time Deposit Account (TD), National Savings Monthly Income Account (MIS), Senior Citizens Savings Scheme Account (SCSS)​, Public Provident Fund Account (PPF)​, Sukanya Samriddhi Account (SSA)​, National Savings Certificates (VIIIth Issue) (NSC), Kisan Vikas Patra (KVP), PM CARES for Children Scheme, 2021, Interest rates (New)​, How to avail services, Schedule of Fee – IPBS – KYC. Employees Provident Fund (EPF) - Public Provident Fund (PPF), Superannuation Fund, Gratuity, Other Pension Plan, and Post-retire Counselling-National Pension Scheme(NPS)

 

Unit-5
Teaching Hours:10
Life Insurance and Related Services
 

Life Insurance Policies: Life Insurance, Term Life Insurance, Pension Policies, ULIP, Health Insurance, Endowment Policies, Property Insurance: Policies offered by various general insurance companies. Post office life Insurance Schemes: Postal Life Insurance and Rural Postal Life Insurance (PLI/RPLI). Housing Loans: Institutions providing housing loans, loans under Pradhan Mantri Awas Yojana – Rural and Urban-Atal Pension Yojana (APS),

Text Books And Reference Books:
  1. Chandra, P. (2012). Investment Game: How to Win. New Delhi: Tata McGraw Hill Education
Essential Reading / Recommended Reading

 

  1. Mittra, S., Rai, S. K., Sahu, A. P., & Starn, H. J. (2015). Financial Planning. New Delhi: Sage Publications India Pvt. Ltd.
  2. https://rbidocs.rbi.org.in/rdocs/content/pdfs/GUIDE310113_F.pdf

 

Evaluation Pattern

CIA1 25 marks

CIA2  25 marks 

ESE  50 marks 

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%

ECO141-1N - MARKET AND ECONOMY (2023 Batch)

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

Course Objectives/Course Description

 

The course –Market and Economy – covers the pertinent themes in both Microeconomics and Macroeconomics. It aims at providing a systematic introduction to mainstream approaches to the study of economics and enable students to understand the basic concepts of economic development.

Learning Outcome

CO1: Have an overview of the basic concepts in microeconomics.

CO2: Develop a comprehensive view of the dynamics of markets and factors controlling the markets.

Unit-1
Teaching Hours:12
Micro Economics and the Theory of Consumption
 

Ten Principles of Economics, Market, People and Economy: How people make decisions, how people interact and how the economy as a whole works State and Economy, Models and Theories in Economics: Role of Assumptions and Economic Models, Wants and Resources, Problem of Choice, Production Possibility Frontier, Opportunity Costs

Unit-2
Teaching Hours:16
Demand and Supply
 

Law of demand, Reasons for the downward slope of the demand curve, Exceptions to the law; Changes in demand; Elasticity of Demand; Degrees of price elasticity with diagrams; Factors determining price elasticity, methods of measurement. Income elasticity demand; Cross elasticity demand, Laws of supply, Changes in supply- Consumers, Producers, and the Efficiency of the Markets: Consumer’s surplus (Marshall), Producer surplus and Market efficiency- Externalities and Market inefficiency; Market Equilibrium; Public goods and common resources.

Unit-3
Teaching Hours:17
The Households
 

The consumption decision - budget constraint, consumption and income/price changes, demand for all other goods and price changes; description of preferences (representing preferences with indifference curves); properties of indifference curves; consumer‘s optimum choice; income and substitution effects; labour supply and savings decision - choice between leisure and consumption.

Text Books And Reference Books:

1.     Case, K. E., Fair, R. C., &Oster, S. M. (2013). Principles of Microeconomics (11th ed.). London: Pearson Education Inc.

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

3.     Ahuja, H.L. (2016). Principles of Microeconomics. New Delhi: S. Chand

Essential Reading / Recommended Reading

1.     Pindyck, R. S., &Rubinfeld, D. L. (2013). Microeconomics (8th ed.). New York: Pearson Education.

2.     Mankiw, N. G. (2011). Economics: Principles and Applications (10th ed.). MA: Cengage Learning.

Evaluation Pattern

3 CIAs 

30 Marks Each 

Attendance 

05 marks 

Class Participation

05 marks 

ENG184-1 - ENGLISH LANGUAGE AND COMPOSITION (2023 Batch)

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

Course Objectives/Course Description

 

This course is an intensive program for two semesters for all the students of the BA/BSc programmes (ENGH, ECOH, JOUH, PSYH, EPH and EMP) that introduces students to a wide range of expository works in order to develop their knowledge of rhetoric and make them aware of the power of language. The course is designed to meet the rigorous requirements of graduate-level courses and therefore includes expository, analytical, personal, and argumentative texts from a variety of authors and historical contexts. It would allow students to work with the rhetorical situation, examining the authors’ purposes as well as the audiences and subjects in texts. The course is designed to engage students with rhetoric in multiple mediums, including visual media such as photographs, films, advertisements, comic strips, music videos, and TED talks; students would develop a sense to comprehend how a resource of language operates in any given text. In the semester the course focuses on famous rhetorical pieces from across the world to familiarise the learners with various techniques and principles.

The objective of the course is to

● Introduce learners to various types of rhetorical pieces - written, oral text and visual texts.

● Provide an understanding of various rhetorical strategies in various compositional pieces

● Famarlize learners with various strategies of reading and writing by exposing them to effective and ineffective rhetorical pieces.

Learning Outcome

CO1: Analyse and interpret samples of good writing by identifying and explaining an author?s use of rhetorical strategies and techniques.

CO2: Evaluate both visual and written texts and determine if it is effective or ineffective rhetoric.

CO3: Create and sustain arguments by applying effective strategies and techniques in their own writing

CO4: Demonstrate their knowledge in the form of cogent well-written report.

Unit-1
Teaching Hours:10
Language of Composition
 

The unit will focus on understanding rhetoric and various rhetorical situations. The aim is to assert the idea that rhetoric is always contextual and there is a link between the speaker, audience and what the content of the text is. This will enable students to understand the significance of context whether local, regional, national or global while analysing and composing a text. The unit deals with human values. 

1. 1. Introduction to Rhetoric and Rhetorical Situation.

a. Lou Gehrig (1939) “Farewell Speech” (Speech) https://www.lougehrig.com/farewell/

2. SOAP Analysis: Through the analysis of the text the aim is to look at the mode in which various factors like subject, occasion, audience and purpose impact rhetoric. 

a. George W. Bush (2001) “9/11 Address to the Nation” (Speech) http://www.americanrhetoric.com/speeches/gwbush911addresstothenation.htm

b. Jawaharlal Nehru (1947) “Tryst with Destiny” (Speech) http://www.americanrhetoric.com/speeches/jawaharlalnehrutrystwithdestiny.htm

 

3. Ethos, Pathos and Logos: Understanding Aristotle’s concept of Ethos, Pathos and Logos is significant in understanding effective rhetoric. By looking at some of the famous rhetorical works the aim is to understand how the writer’s/ orators of some of the famous rhetorical pieces have used these elements to persuade the reader/ audience.

a. Ethos: i. King George VI (1939) “The King’s Speech” (Speech, can play part of the movie) https://www.awesomestories.com/asset/view/George-VI-King-s-Speech-September-3-1939

ii. Judith Ortiz Cofer (1992) “The Myth of Latin Women: I Just met a Girl Named Maria” (Essay) https://www.quia.com/files/quia/users/amccann10/Myth_of_a_Latin_Woman

b. Logos: i. Alice Waters (2006) “Slow Food Nation” (Essay) https://www.thenation.com/article/slow-food-nation/

c. Pathos: i. Dwight D. Eisenhower (1944) “Order of the Day” (Speech) https://www.whatsoproudlywehail.org/curriculum/the-american-calendar/order-ofthe-day-6-June-19

d. Combining Ethos, Logos, and Pathos

i. Rabindranath Tagore (1941) “Crisis of Civilization” https://www.scribd.com/doc/163829907/Rabindranath-Tagore-The-Crisis-of-Civilization

Unit-2
Teaching Hours:10
Reading Written and Visual Texts
 

This unit will focus on introducing the students to multiple ways of analysis, close reading, and usage of argumentative statements and diction. In addition to that the unit will focus on how to read visual texts from a global, national and regional perspective and the impact it has on the audience. The unit enhances the reading and comprehension skills of students and prepare them to get employed in content creation.

1. Virginia Woolf (1942) “The Death of the Moth” (Essay)

https://www.sanjuan.edu/cms/lib8/CA01902727/Centricity/Domain/3981/Death%20of%20A%20Moth-Virginia%20Woolf%20copy.pdf

2. Groucho Marx (2006) “Dear Warner Brothers” (Letter) https://archive.org/details/Groucho_Marx_Letter_to_Warner_Brothers

3. ACLU (2000) “The Man on the Left” (Advertisement) https://www.mansonblog.com/2016/10/aclu-charles-manson-martin-luther-king.html

4. R. K. Laxman Political cartoons (Cartoon)

http://webneel.com/rk-lakshman-editorial-cartoons-indian-cartoonist (Political Cartoons)

5. Times of India (2017) ISRO launch cartoon (Cartoon)

https://www.tatacliq.com/que/isro-launch-breaks-record-memes/ISROLaunch

https://indianexpress.com/article/trending/trending-in-india/times-of-india-isro-104-satellite-launch-in-response-to-new-york-times-mangalyaan-cartoon-twitter-reactions-4529893

Unit-3
Teaching Hours:10
Determining Effective and Ineffective Rhetoric
 

The unit will engage with the questions on why few texts are effective rhetorical pieces as opposed to others. A few texts will be analysed to look at different rhetorical situations, and how it is effective and ineffective in persuading the audience/ reader. The selected texts deal with the issues of animal rights, nuclear rights, food crisis, and holocaust (human values) and help the students to engage with global scenario of the issues concerned. Any five of the suggested topics can be taken in class.

1. PETA, Feeding Kids Meat Is Child Abuse (Advertisement) https://www.peta.org/wp-content/uploads/2010/07/childabuseBB72.jpg

2. Anne Applebaum (2011) “If the Japanese Can’t Build a Safe Reactor, Who Can?” (Essay) https://www.washingtonpost.com/opinions/if-the-japanese-cant-build-a-safe-reactor-who-can/2011/03/14/ABCJvuV_story.html?utm_term=.8

3. Simon Lancaster (2016) Ted Talk: Speak Like a Leader (Speech) https://www.youtube.com/watch?v=bGBamfWasNQ

4. Understanding Argument: Csalexander03 (2012) Why Investing in Fast Food May Be a Good Thing by Amy Domini (Essay) https://csalexander03.wordpress.com/2012/12/04/why-investing-in-fast-food-may-be-a-good-thing-by-amy-domini/

5. The New York Times (2004) Felons and the Right to Vote (Essay) http://www.nytimes.com/2004/07/11/opinion/felons-and-the-right-to-vote.html

6. Using Visual text for Argument: Objevit.cz (2017) “Holocaust + Selfie Culture = ‘Yolocaust’” (Video) https://www.youtube.com/watch?v=mjjV_X5re4g

Text Books And Reference Books:

Texts prescribed for study in each unit. 

Essential Reading / Recommended Reading

Kubota, R., & Lehner, A. (2004). Toward critical contrastive rhetoric. Journal of Second Language Writing, 13(1), 7-27.

Seaboyer, J., & Barnett, T. (2019). New perspectives on reading and writing across the disciplines. Higher Education Research and Development, 38(1), 1-10.

Evaluation Pattern

CIA 1- 5 marks 

MSE- 10 marks 

CIA 3-  5 marks 

ESE- 25 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

 

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)

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

BBA142BN - EMOTIONAL INTELLIGENCE AND MANAGERIAL EFFECTIVENESS (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: Emotional intelligence is considered to be a pertinent skill and it influences the way we act and react in any given situation in our lives. It helps to understand the emotion of self and others, which paves the way for coping up with one's challenges, maintain good social relationships and remain successful in one's own endeavors and goals.

Course Objectives: Through the course, the instructor aims to

 

1. Introduce learners to the need and importance of Emotionally Intelligent behaviours at the workplace

 

2. Familiarize learners with contemporary scientific theories regarding emotions and emotional intelligence

 

3.Equip learners with skills needed for emotional awareness and emotional regulation

 

4.Give an overview of the utility of EI in personal and professional growth

Learning Outcome

CO1: Explain the role of EI at the workplace

CO2: Identify triggers in self and others that can precipitate emotional deregulation

CO3: Examine reasons for interpersonal conflict at the workplace

CO4: Select emotionally intelligent behaviours in personal and professional interactions

Unit-1
Teaching Hours:8
Introduction to Emotions
 

Emotions: Definition, Types, Purpose, Basic Theory & Dimension Theory of Emotions; Affect-circumflex model of emotions, Myths associated with emotions. Emotional Intelligence (EI): Definition, components and importance of EI in personal and professional life. 

Unit-2
Teaching Hours:8
Emotional Awareness and Regulation
 

Culture and Emotional Regulation and Emotional Expression. Developing Emotional Literacy Tools for Emotional Regulation: Mindfulness, Training students in mindfulness. 

Unit-3
Teaching Hours:8
Understanding the Self
 

Examining "Success":   Relationship between Self concept, self esteem, self efficacy with Emotional Regulation; Relationship with core beliefs and values and Emotional expression and regulation; Relationship between Personality and Emotional expression and regulation; Indigenous (Non-western) conceptualization of Self and its importance in Emotional Regulation 

Unit-4
Teaching Hours:8
Interpersonal Success & Empathy
 

 Interpersonal effectiveness: Interpersonal orientation; Effective Communication in cross cultural contexts, Conflict: Types, Process of Conflict Resolution, Role of EI in Conflict Resolution; Empathy: Definition, types, and importance. Empathetic listening, empathetic body language, tactics for empathetic connection.    

Unit-5
Teaching Hours:8
EI at the workplace
 

EI at the Workplace; Impact of Emotionally Intelligent behaviour at the workplace - for individuals, teams and organizations.   Developing Emotionally Intelligent Teams; Being a Emotionally Intelligent Leader

Unit-6
Teaching Hours:8
EI for Lifelong learning
 

Contemporary science of EI; EI training for teams: Methods, activities and assessment 

Text Books And Reference Books:

1.     King Jacob (2019): Master Your Emotions: Practical Guide to Manage Feelings, Overcome Negativity, Stress, Anxiety, Anger and Depression, and Change Your Life Developing Emotional Intelligence and Positive Thinking.

2.     The EQ Edge: Emotional Intelligence and Your Success – Steve J. Stein & Howard E. Book.

3.     www.6seconds.org

4.     Cowen A (2018) How Many Different Kinds of Emotion are There?. Front. Young Minds. 6:15. doi: 10.3389/frym.2018.00015.

Posner, J., Russell, J. A., & Peterson, B. S. (2005). The circumplex model of affect: an integrative approach to affective neuroscience, cognitive development, and psychopathology. Development and psychopathology17(3), 715–734. https://doi.org/10.1017/S0954579405050340

Essential Reading / Recommended Reading

1.     King Jacob (2019): Master Your Emotions: Practical Guide to Manage Feelings, Overcome Negativity, Stress, Anxiety, Anger and Depression, and Change Your Life Developing Emotional Intelligence and Positive Thinking.

2.     The EQ Edge: Emotional Intelligence and Your Success – Steve J. Stein & Howard E. Book.

3.     www.6seconds.org

4.     Cowen A (2018) How Many Different Kinds of Emotion are There?. Front. Young Minds. 6:15. doi: 10.3389/frym.2018.00015.

Posner, J., Russell, J. A., & Peterson, B. S. (2005). The circumplex model of affect: an integrative approach to affective neuroscience, cognitive development, and psychopathology. Development and psychopathology17(3), 715–734. https://doi.org/10.1017/S0954579405050340

Evaluation Pattern

CIA 1-30 Marks

CIA 2-30 Marks

CIA 3-30 Marks

Class Participation -10 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

BPSY101-2 - HISTORY AND SYSTEMS OF PSYCHOLOGY (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 aims to introduce the emergence of Psychology as a separate discipline. Students will study the philosophical, and scientific background led to the development of Psychology as a formal discipline. Once they are familiar with the foundation, this course allows students to learn the systems in Psychology and examine the differences between each system. Finally, it takes students to identify the significance of indigenization and diversities when applying psychological knowledge, where a special focus is given to Psychology in India.

Learning Outcome

CO1: Demonstrate an understanding of the philosophical foundations of psychology.

CO2: Demonstrate the knowledge of scientific foundations of Psychology and apply it in psychological experiments.

CO3: Integrate the philosophical and Scientific understanding of psychology for a deeper understanding of the systems in Psychology.

CO4: Understand the status and the need for of Psychology in India.

Unit-1
Teaching Hours:13
Philosophical Foundations of Psychology
 

Psychology: An introduction to the subject and its historical philosophical foundation

The Eastern Philosophical roots: Persia and Middle East, India, and China

The Western Philosophical roots: The Greek and Roman traditions; Influences from the Middle Ages and Renaissance.

Eastern versus Western influences

Unit-2
Teaching Hours:20
Psychology: Scientific foundation
 

Science: Introduction

Scientific foundations of Psychology: The emergence of Science; The French, The British and The German tradition

Scientific movements of 19th century: Physiology, Psychophysics and Evolution

An introduction to the Human models of Psychology

Unit-3
Teaching Hours:20
Major Systems in Psychology
 

Structuralism, Functionalism, Gestalt psychology, Psychoanalysis, Behaviorism, Humanistic Psychology

Unit-4
Teaching Hours:7
Psychology in the contemporary world
 

History of Psychology in India

Philosophical Roots of Indian Psychology

Why indigenization matters? Diversity, Gender, Globalization

Current trends and Status of Psychology in India

Text Books And Reference Books:

Brennan, J.F. (2003). History and systems of psychology (6thEdn.).New Delhi: Pearson Education Inc.

Hergenhahn, B.R. & Henley, T. (2013). An Introduction to the History of Psychology. Belmont, CA: Cengage Learning.

Essential Reading / Recommended Reading

Mishra, A. K., & Padalia, D. (2021). Re-envisioning psychology: A critical history of psychology in India. Psychology in modern India: Historical, methodological, and future perspectives, 163-201.

Dalal, A. K. (2014). A journey back to the roots: Psychology in India. Foundations and applications of Indian psychology, 18-39.

Evaluation Pattern

CIA 1

CIA 2

CIA 3

Attd

ESE

20

25

20

05

30

 

 

CIA 1: Individual Assignments (Reflective essays, Report Writings, etc.)

 

CIA 2: Mid-Semester Examination(Written Examination)

Pattern:  Section A    5 x 02 = 10 marks (out of 6)

                Section B    4 x 05 = 20 marks (out of 5)

                Section C   1 x 10 = 10 marks (out of 2)

            Section D   1 x 10 = 10 marks (Compulsory)

 

CIA 3: Group Assignments (Research proposals,Surveys, Field Studies, Interventions,Exhibitions, etc.)

 

ESE: End Semester Examination (Written Examination)

Pattern:  Section A    5 x 02 = 10 marks (out of 6)

                Section B    4 x 05 = 20 marks (out of 5)

                Section C   1 x 10 = 10 marks (out of 2)

                Section D   1 x 10 = 10 marks (Compulsory)

BPSY121-2 - MEDICINAL CHEMISTRY (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 gives an insight about pharmacological management of various diseases and effects of various drugs on the human system through introduction to medicinal chemistry.

Learning Outcome

Unit-1
Teaching Hours:15
Introduction to Medicinal Chemistry
 

Chemotherapy,Drugdevelopmentprocess,generalprinciplesofdosageform,drugdesignandmodes of drug administration, pharmacokinetics, pharmacodynamics, pro-drugs, me too drugs,Theoriesofdrugactivity:Occupancytheory,ratetheory,andinducedfittheory,greenchemistryinthemanufactureofdrugs.

Unit-2
Teaching Hours:20
Classification of Drugs and types of drugs
 

Sources,indication,mechanismofaction,andadversereactionsof-antipyretics,analgesicsandAnti-inflammatoryDrugs(Aspirin,paracetamol,ibuprofen),Antibiotics (Penicillin-G,Sulphonamides,quinolones, dapsone, amino-salicylic acid, isoniazid, chloramphenicol, tetracycline, rifampicin),Antihistamines (Methapyrilene, chlorpheniramine),Antiviral (Acyclovir, Amantadine), Anti-fungal(griseofulvin), Cardio and cerebro-vascular drugs (Amyl nitrite, sorbitrate,levodopa, methyldopa),Antidiabetics(Insulinandoralhypoglycaemicagents),Cholesterolloweringdrugs(statins).

Unit-3
Teaching Hours:12
Psychoactive drugs- the chemotherapy of the mind
 

CNSDepressants:Barbiturates(Phenobarbital,Thiopentalsodium),Benzodiazepines,(Diazepam,Alprazolam, Chlordiazepoxide),Anticonvulsants-(Phenytoin,Trimethadione,Ethosuximide),Meprobamate,Pethidine,Methadone,Glutethimide,Chlorpromazine.

Unit-4
Teaching Hours:13
Psychoactive drugs: Drugs of abuse
 

Physiologyofaddiction,Drugsofabuse–Alcohol,Nicotine,Marijuana,Cocaine,Heroin,MDMA,Amphetamine,Hallucinogens,LSD,Opioids,Cannabinoids,Biological,behaviouralandsocialeffectsofdrugaddiction,Combatingsubstanceabuse andDeaddiction.

Text Books And Reference Books:

Foye,W.O.(2008).Foye'sprinciplesofmedicinalchemistry. LippincottWilliams&WilkinsKar,A.&Wiley (2018).MedicinalChemistry.NewAge InternationalPublishers.

S.C.SharmaandJyotsanaChaturvedi(2016),MedicinalChemistry,VishalPublishingCo.

Essential Reading / Recommended Reading

Gareth Thomas (2003), Fundamentals of Medicinal Chemistry.

Evaluation Pattern

CIA 1

CIA 2

CIA 3

Attd

ESE

20

25

20

05

30

BPSY201-2 - QUANTITATIVE RESEARCH METHODS (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 provides an introduction to quantitative research methods and its application in psychology. It gives a comprehensive overview of the sampling techniques, methods of data collection, and different types of research designs. The process of quantitative research with special emphasis on experimental designs and developmental research designs will be covered in this course.

Learning Outcome

CO1: Understand and describe basic concepts in research

CO2: Define and explain basic concepts of quantitative research methods

CO3: Identify and describe experimental and developmental research designs and design a psychological study

CO4: Evaluate and report psychological research in relation to the APA Ethical Code in the conduct of human and animal research

Unit-1
Teaching Hours:10
Foundations of Quantitative Research
 

Definition of scientific research; Research Questions – types; Methods of Inquiry; Sources of research ideas; Philosophical roots of research; Ontology and epistemology; Research types: Fundamental, Action, Experimental, Exploratory, and Descriptive research.

Unit-2
Teaching Hours:15
Process of Quantitative Research
 

Causality and experimentation; Definition and nature of variables; Operationally defining variables; Independent variables; Dependent variables; Extraneous variables; Formulation of research problems and hypothesis ; Different types of hypothesis: null and directional; Experimental manipulation and control of variables; Steps in quantitative research; Sampling techniques: probability and non-probability sampling; Methods of data collection: observational methods, surveys, questionnaires, and psychometric tests.

Unit-3
Teaching Hours:15
Experimental and Developmental Research Designs
 

Experimental research designs; Types of experimental design based on subjects and factors; Within subjects, between subjects, single subject, single factor, and factorial design; Sources of error variance and its management in the various types of experimental designs; Quasi-experimental design; Mixed design; Case-control design; Developmental research designs; How to write a research proposal.

Unit-4
Teaching Hours:20
Ethical Issues in Quantitative Research
 

Reliability and validity of psychological measurements: Types and threats; Ethical issues in psychological research: evolution; human participants; animal research; APA guidelines. Institutional Human and Animal Ethical Committees and the process of review; Report writing.

Text Books And Reference Books:

Bordens, K.S., & Abbott, B.B. (2006). Research and design methods: A process approach (6th ed.). New Delhi: Tata McGraw-Hill.

 

Singh, A.K. (2019). Test, measurements and research methods in behavioural sciences. Patna: Bharathi Bhavan Publishers and Distributors.

Essential Reading / Recommended Reading

Gravetter, F. J., & Forzana, L. A. B. (2009). Research methods for behavioral sciences. Wordsworth Cengage learning.

Kerlinger, N. (1996). Foundations of behavioural research. India: Prentice Hall

 

 

Evaluation Pattern

CIA 1

CIA 2

CIA 3

Attendance

ESE

20

25

20

05

30

 

BPSY411-2 - EXPERIMENTAL PSYCHOLOGY-II (2023 Batch)

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

Course Objectives/Course Description

 

This course will introduce students to various famous experiments used in the field of psychology such as, psychophysics, intelligence, learning and sensation perception. It will make students understand how experimental methods are applied to study psychological phenomena and the processes that underlie it. They will learn how to conduct experiments in a controlled setting and write accurate reports. 

Course Outcomes: By the end of the course the learner should be able to:

CO1: Understand various experiments in psychology.

CO2: Demonstrate effective conduction of experiments.

CO3: Prepare reports for experiments  

Learning Outcome

CO1: Understand various experiments in psychology.

CO2: Demonstrate effective conduction of experiments.

CO3: Prepare reports for experiments.

Unit-1
Teaching Hours:6
Introduction to Experimental Psychology
 

History and evolution of experiments

Unit-2
Teaching Hours:24
Conduction of Experiments and Report Writing
 

Perception: Method of Constant Stimuli to determine DL (Weber’s Law)

Learning: Transfer of Learning (Maze learning)

Memory: Verbal Working Memory

Thinking: Tower of London

Thinking: Level of Categorization

Text Books And Reference Books:

Myers, A., & Hansen, C. (2006). Experimental psychology. Thomson Wadsworth.

Manual: Method of Constant Stimuli to determine DL (Weber’s Law)

Manual: Transfer of Learning (Maze learning)

Manual: Verbal Working Memory

Manual: Tower of London

Manual: Level of Categorization 

Essential Reading / Recommended Reading

Feldman, R. S. (2011). Understanding Psychology. Tata McGraw Hill.

Evaluation Pattern

 

Continous Internal Report

Conduction 

Viva

20

20

10

 

Each report for experiment would be given 10 marks.

 

BPSY461-2 - NEUROANATOMY LAB (2023 Batch)

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

Course Objectives/Course Description

 

This lab is designed to offer students an opportunity to develop an academic and professional ‘toolbox’. To accomplish this objective, the students will be given insights, experiences, and challenges to cultivate their research prowess in quantitative research methods.

Learning Outcome

CO1: Demonstrate skills in data management and choosing appropriate statistical techniques.

CO2: Demonstration of data analysis skills using a real-time data and statistical analysis package (JAMOVI/JASP or R).

Unit-1
Teaching Hours:15
Data Collection and Preliminary Analysis
 

Preparing the data file; Creating a data file and entering data; Screening and cleaning the data. Tests of Normality

Unit-2
Teaching Hours:15
Descriptive and Inferential Statistics
 

Descriptive statistics; Correlation, Partial correlation,Regression; t-tests, independent, paired; ANOVA, one-way, two-way, Factorial ANOVA; Non-parametric statistics. (JAMOVI or R Studio).

Text Books And Reference Books:

Gravetter, F. J., & Wallnau, L. B. (2014). Essentials of Statistics for the Behavioral Sciences (8th ed.). Wadsworth Cengage Learning.

 

Aron, A., Coups, E. J., & Aron, E. N. (2014). Statistics for Psychology (6th ed.). Pearson.

Essential Reading / Recommended Reading

Howell, D. C. (2013). Statistics Methods for Psychology (8th ed.). Wadsworth Cengage Learning.

Evaluation Pattern

Assignment Worksheets 

 Calculation Activity

Presentation /Quiz/ Objective Tests

15

15

20

 

COM148N - PERSONAL TAX PLANNING (2023 Batch)

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

Course Objectives/Course Description

 

The course provides an overview of Income-tax Law. The course intends to provide a basic understanding of various concepts under the taxation system in India. It familiarises students with the multiple heads of income, deductions under each head, deductions from gross total income and computation of Gross Total Income. The course provides basic knowledge on the calculation of the income of individuals and also gives an insight into the tax planning that arises to reduce tax liability.

Learning Outcome

CO1: Recall concepts of assessee and income as defined under the Act

CO2: Recall the due dates for filing income tax returns and time limits for completion of assessments

CO3: Determine the deductions applicable for individuals and determine the amount of deduction.

CO4: Determine the deductions applicable for individuals and determine the amount of deduction.

CO5: Compute the tax liability of individuals

CO6: Design a tax planning mechanism to reduce the tax payable to the individual taxpayer

Unit-1
Teaching Hours:5
Basic Concepts
 

Basic concepts: Assessment year, previous year, person, assessee, Income, charges on income, gross total income, capital and revenue receipts, and residential status.

Unit-2
Teaching Hours:10
Income from Salary and House Property
 

Brief note /provisions on various heads/sources of Income-Income from Salary - Definition; Characteristics of Salary Income; Deduction from Gross Salary u/s 16 – Computation of income from salary. Income from House property - Computation of Income from Let-Out House Property, Income from Self Occupied House Property.

Unit-3
Teaching Hours:10
Income from Business, Capital Gain and Other Sources
 

Business income, capital gains & income from other sources

Unit-4
Teaching Hours:7
Deductions from Gross Total Income
 

Permissible deductions –under Chapter VI-A -Claim of Deductions under section 80 for Individual Assesses- 80C, 80D,80DD,80DDB, 80E, 80G

Unit-5
Teaching Hours:8
Computation of Tax Liability
 

Computation of Tax liability for individuals – old and new regime, slab rates for different age groups, surcharge and cess rates.

Unit-6
Teaching Hours:5
Return of Income and Procedure for Filing
 

Procedure for filing Tax Returns, types of returns, Requirement of PAN, form 16 and 16A, ITR -1 and ITR- 2

Text Books And Reference Books:

Income tax Law and practice (2023). Dr.Vinod K Singhania and Dr Monica Singhania. New Delhi: Taxman Publications.

Essential Reading / Recommended Reading

1. Garg, G. A.(2023).Income tax. New Delhi: Kalyani Publications.

2. Dr.V.Rajesh Kumar and Dr.R.K.Sreekantha: Income Tax – I, Vittam Publications

3. Dr. Mehrotra and Dr. Goyal: Direct Taxes – Law and Practice, Sahitya Bhavan Publication

Evaluation Pattern

 

Components of assessment

Components

CIA I

CIA II

CIA III

CIA IV

Attendance

TOTAL

Marks/Percentage

25%

25%

30%

15%

05%

100%

COM149N - INVESTMENTS AND TRADING STRATEGIES (2023 Batch)

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

Course Objectives/Course Description

 

The course provides basic knowledge of investment alternatives available for individuals and outlines the functioning of primary and secondary markets. It also focuses on giving exposure to students on stock market trading and strategies.

 

Learning Outcome

CO1: Understand the various investment options available to investor.

CO2: Apply various techniques used by professionals for analyzing and valuing investment options.

CO3: Make a good investment plan.

CO4: Analyze past price movement of securities and predict future price movement.

CO5: Understand the trading strategies in both stock and derivatives segments of trading.

Unit-1
Teaching Hours:7
Introduction to Investment
 

Investment meaning- definitions- Investment v/s speculation- Investment process- investment categories- characteristics of investments- objectives of investments- types of investors- Hedging- Financial instruments – Risk and Return – Introduction to Portfolio Management

Unit-2
Teaching Hours:7
Capital Market in India
 

Indian Market-overview – players-participants and stock exchanges – Primary and Secondary market – SEBI and its functions - Functioning of stock exchange in India – stock market index

Unit-3
Teaching Hours:7
Trading in Secondary market
 

Terms relating to trading in cash market – stock market indices – stock symbols - Types of order – market order – limit order – stop loss order – stop limit order – trailing stop order - Method of placing an order- Inter day and intraday trading in cash market

Unit-4
Teaching Hours:8
Fundamental Analysis
 

EIC analysis- Economic analysis- tools for economic analysis- Industry analysis- standard industrial classification- tools for industry analysis- quantitative industry analysis- company analysis- tools for company analysis.

Unit-5
Teaching Hours:8
Technical Analysis
 

Meaning of Technical analysis and basic principles of technical analysis- Trends and Chart patterns -Eliot wave theory - Dow Theory, support and resistance level - different types of Charts - Mathematical indicators and Market indicators. Fundamental Vs technical analysis.

Unit-6
Teaching Hours:8
Derivatives market
 

Introduction to Derivatives Trading – Terms relating to Derivatives – Types of Derivatives – Forward – Future – Option – Swap – Derivative markets in India – stock exchanges trading derivative instruments. 

 

Text Books And Reference Books:

Punithavathy Pandian (2021). Security analysis and portfolio management Vikas publishing house Pvt Ltd.

Essential Reading / Recommended Reading
  1. Bhalla, V. (20188). Investment Management. New Delhi: Sultan Chand Publications 

 

Evaluation Pattern

CIA-1=25 Marks

CIA-2=25 Marks

CIA-3=30 Marks

Viav-Voce= 15 Marks

Attendance= 5 Marks

Total= 100 Marks

 

COM151N - DIGITAL MARKETING (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 aims to help learners build Online business strategies through Digital Marketing. The course provides conceptual knowledge on basics of marketing, fundamentals of Digital Marketing, subject related jargons and application of marketing in an online platform; it also enables an understanding of optimization of a website through SEO; and attraction traffic through Google AdWords campaigns as well as social media campaigns. The course ensures to provide working knowledge of tools such as Google AdSense; Google Ad creation; Blog creation, embed Google Analytics in a webpage or in a blog to understand the performance of the online business, its ads, its traffic and to plan online business strategies.

Learning Outcome

CO1: Recall the concepts of Digital marketings

CO2: Apply digital marketing tools and gain insights on analytical tools

CO3: Evaluate different marketing strategies

CO4: Design marketing strategies for customized goods and services

Unit-1
Teaching Hours:12
Basics of Digital marketing
 

Introduction to basics of marketing - Marketing v/s Sales - Marketing Mix – Strategic Flow for Marketing Activities - Digital Marketing Fundamentals – subject related jargons of Digital Marketing, Future of Digital Marketing-Trends and innovations in digital marketing

Unit-2
Teaching Hours:12
Search Engine Optimization (SEO) and Search Engine Marketing
 

Search Results & Positioning, Benefits of Search Position, Stakeholders in Search, Mechanics of Search, On-Page Optimization -The SEO Process - Keyword Research and analysis, Research Tools & Selection of keyword - Content Updates based on the keyword,. On-page and off-page optimization techniques, Local SEO strategies, Overview of search engine marketing, Creating effective ad copy and landing pages, Measuring and analyzing campaign performance. Introduction to Content Marketing, Developing a content marketing strategy, Creating high-quality and engaging content, Measuring and analyzing content marketing performance

Unit-3
Teaching Hours:6
Implementing and managing advertisement campaign through Google AdSense
 

Introduction to online advertisement – various types of online advertisement – creation of Google Ad step by step through Google AdSense - Meaning and introduction to PPC, Strengths of Pay Per Click - Landing Pages, Campaign Management- Conversion Tracking-Conversion Metrics - CPA, CTR.

Unit-4
Teaching Hours:9
Social Media Marketing
 

Introduction to social media, role of social media in marketing success, Sentimental analysis, Hash-tags, Facebook Campaign, LinkedIn Campaign, YouTube advertising, Managing social media accounts and pages, Paid advertising on social media platforms, Measuring and analyzing social media performance

Unit-5
Teaching Hours:6
Data driven decision making using analytics and insights
 

Introduction to analytics and tools such as Google Analytics and Adobe’s site catalyst, Measuring and analyzing campaign performance, Role of analytics in marketing campaigns. Developing reports and presenting insights to stakeholders

Text Books And Reference Books:
  1. Kingsnorth, S. (2022). Digital Marketing Strategy: An integrated approach to online marketing. Kogan Page.
  2. Nargundkar, R., & Sainy, R. Digital Marketing: Cases from India. Notion Press.
Essential Reading / Recommended Reading
  1. Kingsnorth, S. (2022). Digital Marketing Strategy: An integrated approach to online marketing. Kogan Page.
  2. Nargundkar, R., & Sainy, R. Digital Marketing: Cases from India. Notion Press.
Evaluation Pattern

Marks Evaluation Scheme:

CIA I: 25%

CIA II: 25%

CIA III: 30%

Viva-Voce: 15%

ATTENDANCE: 5%

TOTAL: 100

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%

CSC153N - INTRODUCTION TO DATABASE MANAGEMENT SYSTEMS (DBMS) (2023 Batch)

Total Teaching Hours for Semester:45
No of Lecture Hours/Week:3
Max Marks:100
Credits:03

Course Objectives/Course Description

 

This course helps to understand the fundamental concepts, terminology and application of databases. This course gives knowledge of ER diagrams, Database normalization, relational databases and SQL commands.

Learning Outcome

CO1: Understand the basic concepts of relational database model

CO2: Demonstrate database operations and design normalized database applications

CO3: Apply SQL commands to find solutions to a broad range of queries

Unit-1
Teaching Hours:9
Databases and Database Users
 

Data- Database- Database management system- Characteristics of the  database  approach-  Role of Database administrators- Role of Database Designers- End Users- Advantages  of Using a DBMS and When not to use a DBMS-Database System Concepts and Architecture- Data Models- Categories of data models- Schemas- Instances- and  Database  states-  The  Three schema architecture- Data independence- DBMS Languages and Interfaces- Classification of Database Management Systems.

Unit-2
Teaching Hours:12
Basic SQL
 

SQL data definition and data types- specifying constraints in SQL- SQL functions- Basic queries-Filtering data using where- Group by statements- DDL- DML- Retrieving data from multiple tables- Sub queries- Concept of a view in SQL.

Unit-3
Teaching Hours:8
The Relational Algebra and Relational Calculus
 

Relational Algebra: Unary relational operations; Binary relational operations ; Examples of queries in relational algebra, Relational calculus: The Tuple relational calculus; The Domain relational calculus

Unit-4
Teaching Hours:8
Data Modeling using Entity-Relationship Model
 

Using  High   Level   Conceptual   Data   Models   for   Database   Design-    Example  Database applications-Entity types- Entity Sets-Attributes and Keys- Relationships- Relationship types- Roles and Structural constraints- Weak Entity Types- Drawing E- R Diagrams.

Unit-5
Teaching Hours:8
Database Design
 

Functional dependencies and Normalization for Relational Databases-  Normalization  concepts- Normal forms-1NF- 2NF- 3NF- BCNF- 4NF-5NF.

Text Books And Reference Books:

Fundamentals of Database Systems, Shamkanth B Navathe, Ramez Elmasri, 7th Edition, Pearson Education, 2017.

Essential Reading / Recommended Reading

 Database System Concepts, Abraham Silberschatz, Henry F Korth, S Sudarshan, McGraw Hill Education, 6th edition, 2017.

Evaluation Pattern

CIA 100%

ECO141 - GLOBALISATION (2023 Batch)

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

Course Objectives/Course Description

 

Liberalisation policies being pursued by most national economies in the world today, including India creates the need to acquire knowledge and comprehension of Globalisation as ideology along with its practical dynamics.

1.     To help students to develop the conceptual foundations.

2.     To familiarise the students with the basics of various dimensions of the globalisation and its impact.

3.    Understand the impact and consequences of the neo-liberal policies pursued across the globe.

Learning Outcome

CO1: Conceptual clarity on historical evolution of the process of globalisation

CO2: understanding the role and impact of the globalisation in their life

CO3: Understanding various facets of globalisation and its impact

Unit-1
Teaching Hours:15
Globalisation
 

Brief History – The Marrakesh Meet – Globalisation as a contested concept – Debate of Globalisation as a
new phenomenon

Unit-2
Teaching Hours:15
Dimensions of Globalisation
 
The Economics Dimension – The Political Dimension – The Cultural Dimension
Unit-3
Teaching Hours:15
Ideology
 

The Ideological Dimension of Globalisation – Challenges to Globalism – Assessing the Future of
Globalisation.

Text Books And Reference Books:

Manfred Steger ‘Globalisation the new Market Ideology’

Essential Reading / Recommended Reading

Joseph Stigliz ‘Discontents of Globalisaton’

Evaluation Pattern

CIA I

CIA II

CIA III

Attendance

Total

  10

  10

   25

  05

50

ENG184-2 - LANGUAGE AND CONTEMPORARY SOCIETY (2023 Batch)

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

Course Objectives/Course Description

 

Language and Contemporary Society is a course offered for the second semester students of the BA/BSc programmes (ENGH, ECOH, EPH, EMP, JOUH, PSYH) that introduces students to a wide range of expository, analytical and fictional and non-fictional works to develop their knowledge of rhetoric and make them aware of the power of language. The course is designed to meet the rigorous requirements of graduate-level courses and therefore includes expository, analytical, personal, and argumentative texts from a variety of authors and cultural contexts. It would provide students with the opportunity to work with the rhetorical situation, examining the authors’ purposes as well as the audiences and the subjects in texts. The course is designed to engage students with rhetoric in varied genres, including essays, poetry, documentary and short story. The students would develop a sense to comprehend how a resource of language operates in any given text. The course is more thematic in nature familiarising students with texts from multiple disciplines, especially in the context of India.

Learning Outcome

CO1: Critically engage with some of the existing rhetorics within the socio-political and cultural context of India.

CO2: Compose expository, analytical, and argumentative compositions that reflect divergent manifestations of the contemporary Indian socio-cultural milieu.

CO3: Demonstrate the ability to move effectively through the stages of the writing process with careful attention to inquiry and research, drafting, revising, editing, and review.

Unit-1
Teaching Hours:10
Questions of knowledge and Language
 

The unit aims to sensitise the students about the evolving politics of education in the regional, national and global contexts through expository, argumentative and analytical texts. The texts in the unit will also address larger questions of exclusion, intellectual freedom and of emerging technologies.

  1. Robert Anderson. “ The ‘Idea of a University’ today”
  2. Krishna Kumar. (2022). “Politics of Knowledge”
  3.  Chandra Bhan Prasad (2006) “Hail English, The Dalit Goddess” (Essay)

http://www.anveshi.org.in/hail-english-the-dalit-goddess/

  1. M Madhava Prasad (2015) Language, the Political Commons

https://www.anveshi.org.in/language-the-political-commons/

  1. Deutsche, Welle. (2023) “AI experts say ChatGPT is changing education. But how?” -Chat GPT and Academic Writing

https://frontline.thehindu.com/news/ai-experts-say-chatgpt-is-changing-education-but-how/article66449967.ece

Unit-2
Teaching Hours:10
Question of Margins
 

The unit will engage the students with the discourses on the cross-cutting issues of caste, gender, food and marginality through short stories and poems which bring out different manifestations of the issues in the local and national contexts.

  1. Huchangi Prasad. (2019) Children of God Tran. by Chandan Gowda
  2. Sky Baba (2013) Vegetarians only (Short Story) (Minority/Life choice/Food politics)
  3. Ranajit Das: “Sherlock Holmes India Trip” (Rural Indian poverty, questions of gender, Bengali poem in translation)
  4. Ruskin Bond (1988) “The Night Train at Deoli” (Short Story reflecting the romantic humanist attitude of the educated middle class towards the downtrodden)
  5. Pallavi Rao (2017) “Politics of the Intimate Pt. 3: The Brahmin Mistress and the Bahujan Maid”(Essay) (Caste)

https://medium.com/@pallavirao84/politics-of-the-intimate-pt-3-the-brahmin-mistress-and-the-bahujan-maid-6becf6e2fbcb

Teaching learning strategies:

Lecture, discussions and readings

Unit-3
Teaching Hours:10
Questions of Social Justice
 

The unit deals with varied questions of social justice through essays, speeches and poems. The texts are selected from global, regional and local contexts to enhance the understanding of contemporary issues of India and help the learners to gain the understanding of human values of the marginalised sections such as workers in unorganised sector, of the society.

  1. Jayati Ghosh (2016) On Anti-National Economics (Essay) (Economic policy)

http://www.frontline.in/columns/Jayati_Ghosh/antinational-economics/article8356541.ece

  1. Gopal Honnalgere: “The Convicts” (a poem on social justice in peril by Kannada poet)
  2. Sitakant Mahapatra: “The Election” (Poem on Rural India and Corrupted Politics)
  3. Ben Rowen. 2019. The Fault in Our Star Names. https://psmag.com/social-justice/the-fault-in-our-star-names
  4. P Sainath. Wrestling with the rural economy (2013)

https://ruralindiaonline.org/en/articles/wrestling-with-the-rural-economy/

Teaching learning strategies:

Reading, Debate and Discussion

Text Books And Reference Books:

Texts prescribed in the course

Essential Reading / Recommended Reading

James Lovelock. The Coming Age of Hyperintelligence. MIT, 2019.

Michio Kaku. Physics of the Future:  How Science Will Shape Human Destiny and Our Daily Lives by the Year 2100, Anchor Academic Publishing, 2012.

Roshan Kishore (2017) “How a Bihari Lost his Mother Tongue to Hindi” (Essay)

http://www.livemint.com/Leisure/Nl73WC1JA8d6KVybBycNlM/How-a-Bihari-lost-his-mother-tongue-to-Hindi.html

Sen, Orjit and Pakhi Sen (2021) “Hear of Light”. (Graphic Narrative)

https://indianculturalforum.in/2021/02/02/heart-of-light/

R. Shashank Reddy. (2017) “Why India Needs a Strategic Artificial Intelligence Vision”.

https://thewire.in/tech/india-artificial-intelligence

Hariharan, Githa and Salim Yusufji. (2019). Battling for India.  Speaking Tiger: New Delhi.

Kakkoos (2017) by Divya Bharthi (Documentary) (Caste)

https://www.youtube.com/watch?v=-UYWRoHUpkU

Raja Rao: What does it mean to be Queer (2019)

https://www.youtube.com/watch?v=SMIuFl3m_U4

The Collected Poems of Gopal Honnalgare. Edited by K A Jayaseelan. Poetrywala, 2020

Shashi Tharoor (2015) Speech in Oxford (Speech)

http://www.ibtimes.co.in/shashi-tharoor-garners-appreciation-his-spirited-argument-oxford-union-debate-full-text-640299

Evaluation Pattern

CIA-I (10 Marks)

CIA II/MSE (50 Marks)

CIA-III (10 Marks)

ESE (50 Marks)

Attendance 5 Marks

Submission mode.

Can be an individual assignment or a group assignment with an additional individual component. Marks reduced to 5 in the final tallying.

 

 

Centralized exam.

Section A: 2x 10 marks

Section B: 1x 15 marks

Section C: 1 x 15 marks

There can be choices in Section A and B. Section C will have a compulsory question

Marks reduced to 20 in the final tallying.

Students will be tested on their conceptual clarity, theoretical engagements, application and analysis of given texts and contexts. 

Submission mode.

Can be an individual assignment or a group assignment with an additional individual component.

Marks reduced to 5 in the final tallying.

Centralized exam.

Section A: 2x 10 marks

Section B: 1x 15 marks

Section C: 1 x 15 marks

There can be choices in Section A and B. Section C will have a compulsory question.

Marks reduced to 25 in the final tallying.

Students will be tested on their conceptual clarity, theoretical engagements, application and analysis of given texts and contexts. 

Taken from KP

ENG242 - MYTHOLOGY IN POSTMODERN INDIAN LITERATURE (2023 Batch)

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

Course Objectives/Course Description

 

Indian mythologies have fascinated and captured the imagination of the mankind in general and the Indians in particular since time immemorial.In the recent past, there have emerged a generation of writers, who have begun refurnishing and repackaging the same age-old stories and the same age-old characters in their own ingenious way and have achieved remarkable success to capture and retain the imagination of the present, increasingly rational and tech-savvy, generation. The popularity and commercial success of their works is unprecedented in the Indian publishing history of fiction in English. This course will explore this vast corpus of retelling of mythical tales that have been able to create and propagate a sort of popular culture by adding a new dimension to the mythologies or, as some people argue, puranas. The objective of this course is to examine how Indian English writers in the 21st century have incorporated mythological elements and themes into their literary works. Through close reading and analysis, students will explore how authors have reimagined and recontextualized mythological narratives, characters, and symbols to address contemporary social, political, and cultural issues.

Learning Outcome

CO1: Develop an understanding of the rich and diverse mythological traditions of India

CO2: Analyze the contemporary reinterpretations of mythology in Indian English literature

CO3: Enhance literary appreciation and cross-cultural understanding

CO4: Critically evaluate the role of mythology in shaping contemporary Indian literature

CO5: Develop critical thinking and interpretation skills through textual analysis

Unit-1
Teaching Hours:10
Definition, Functions and Genres
 

This module attempts to introduce students to the fundamental ideas, key concepts, basic

issues, nomenclature and pioneers of mythology studies. It will critically engage with

the idea of  myths and their development as a genre in the 21st century Indian English literature.Introduction to the concepts of myth, mythology, mythopoeia, retelling, Archetypes, Narrative forms.

Unit-2
Teaching Hours:15
Retelling and Myth-making
 

 

This unit will explore the vast corpus of retellings of  Hindu mythology. It will primarily focus on the aspect of re-narrating/re-making of the traditional narrative in a way to retain the imagination of the present, increasingly rational and tech-savvy generation. This unit will enable students to identify and understand the recent motifs in the select texts which make this genre of retelling a success.

Unit-3
Teaching Hours:10
Feminist Lens
 

 

This unit will focus on the gynocentric retelling of the mythical stories. It will study the dynamic shift of the story telling to a female perspective and will enable students to understand the politics of gender involved in the plot. This unit will critically examine select texts with female protagonists narrating the tales of men.

Unit-4
Teaching Hours:5
Antihero
 

 

This unit will examine select texts which retell the stories of mythology from the perspective of the antihero. It will also help students to understand the theme of postmodernism in the retellings where the characters from the periphery voices out their side of the story.

Unit-5
Teaching Hours:5
Audio-Visual
 

The final will explore the vast tapestry of audio-visual elements of mythical retelling like graphic novels, movies, games and digital art. Moreover, this unit will make an attempt to identify the evolution of mythology through diverse mediums.

Text Books And Reference Books:

Beer, Gillian. “Representing Women: Re- London: Macmillan. 1989. 63-80. Print.

Frye, Northrop. “Myth, Fiction, and Displacement.” The MIT Press on behalf of American Presenting the Past.” The Feminist Reader: Essays in Gender and the Politics of Literary Criticism. Ed. Catherine Belsey and Jane Moore.

Academy of Arts and Sciences 90.3(1961): JSTOR. Web.8 Dec.2017. Girard, Rene. “Violence and Representation in the Mythical Text.” MLN 92.5 (1977): 922-944.JSTOR. Web. 15 Mar. 2011.

Karve, Irawati.Yuganta: The End of an Epoch. Mumbai: Orient Blackswan, 2008. Print.

Miller, J.Hillis. “Narrative.” Critical Terms for Literary Study. Ed. Frank Lentricchia and Thomas McLaughlin. Chicago: U of Chicago P, 1995. 66-79. Print. Mukherjee, Meenakshi. “Epic and Novel in India.” The Novel: Volume 1 History, Geography and Culture. Ed. Franco Moretti. Princeton: Princeton UP, 2006. 596-631. Print.

Essential Reading / Recommended Reading

Pattanaik,Devdutt. Myth=Mithya:A handbook of Hindu Mythology. New Delhi: Penguin India ,2006 .Print

Dowson,Jhon. A Classical Dictionary of Hindu Mythology and Religion, Geography, History and literature, London: Turner & Co 1888.Print

Jacqueline SutherenHirst. Myth and History, in “Themes and Issues in Hinduism” Edi Paul Bowen ,Cassell, New York. 1998.

Mehrotra. Arvin Krishna. Concise History of Indian literature in English. Delhi: permanent black 2010.Print

Iyengar, K.R.S., Indian Writing in English, New Delhi: Sterling Publishers,1985.

Evaluation Pattern

CIA I- 10 marks (Submission)

CIA II- 10 marks (Submission)

CIA III- 25 marks (Presentation and Submission)

Attendance- 5 marks

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

MED142 - DIGITAL STORYTELLING TECHNIQUES (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 hands-on course introduces students to the fundamentals of digital media production, providing them with the skills and knowledge needed to create compelling content in various digital formats. Through practical exercises and projects, students will learn the essentials of pre-production, production, and post-production processes in the digital media landscape. They will explore techniques for capturing and editing audio and video, designing graphics, and creating engaging multimedia content. The course will also examine the influence of digital media on society, including its impact on culture, communication, and storytelling. By the end of the course, students will be proficient in producing professional-quality digital media projects and will have a critical understanding of the broader implications of digital media production.

 

Course Objectives:
1. Design impactful stories using effective structures, engaging visuals, and multimedia elements, tailored to specific platforms and audiences.
2. Get hands-on experience with audio/video recording and editing software, graphic design principles, and popular digital media platforms to produce effective storytelling projects.
3. Evaluate digital storytelling projects, identify effective techniques, and analyze the broader impact of digital media on communication and society.
4. Utilize various storytelling methods, collaborate effectively in teams, and communicate creative vision through presentations and project critiques.
5. Apply digital media skills to various platforms and emerging technologies, adapting your approach to diverse audiences and storytelling goals.

Learning Outcome

1: Provide students with a comprehensive understanding of industry-standard digital media production tools, software, and techniques to create high-quality digital media projects.

2: Understand specific requirements and considerations for producing media content across different platforms, including web, mobile, social media, and emerging technologies.

3: Foster students' creativity and artistic abilities, so that they will be competent to conceptualize and execute visually compelling and engaging digital media content through various assignments and projects.

4: Develop critical thinking skills to analyse and evaluate digital storytelling projects and assess the effectiveness of storytelling techniques and narrative structures.

5: Develop students' collaborative and communication skills for digital media production and enable them to effectively communicate their creative choices and project outcomes to a wider audience.

Unit-1
Teaching Hours:5
Role of Digital Media in Contemporary Society
 

Exploring the evolving landscape of digital media: a catalyst for social change, a platform for self-expression, and a driver of new economic models.

Unit-1
Teaching Hours:5
Digital Storytelling: Meaning, Features, and Types (Image, Audio and Video enabled)
 

Exploring the art of digital storytelling and its diverse forms.

Unit-1
Teaching Hours:5
Impact of Digital Media on Culture, Communication, and Storytelling
 

How digital media sparks social change, ignites global movements, and amplifies the power of collective action and cultural transformation.

Unit-1
Teaching Hours:5
Overview of Digital Media Production Process
 

This topic delves into the key stages of this journey, equipping students with the knowledge and skills to navigate the dynamic world of digital content creation.

Unit-1
Teaching Hours:5
Ethical and Legal Considerations in Digital Media Production
 

This crucial topic delves into the complexities of responsible content creation, addressing issues such as:

 

  • Copyright and intellectual property: Understanding ownership rights and respecting creative boundaries in the digital realm.
  • Privacy and data protection: Balancing transparency with safeguarding personal information in a data-driven world.
  • Representation and bias: Critically examining how digital media portrays diverse identities and challenging harmful stereotypes.
  • Misinformation and manipulation: Recognizing the ethics of information sharing and navigating the challenges of fake news and online manipulation.
  • Accessibility and inclusivity: Creating content that is accessible to all and promoting fair representation in the digital sphere.
Unit-2
Teaching Hours:8
Stages of Digital Media Production
 

The topic elaborates on the different stages of production for digital media, i.e., pre production, production and post production.

Unit-2
Teaching Hours:8
Concept Development and Storytelling in Digital Media
 

The students will learn how to ideate, develop it into a concept for the visual media and inculcate the art of storytelling within it.

Unit-2
Teaching Hours:8
Scriptwriting and Storyboarding
 

Students will learn about the art and science of scriptwrtiting and storyboarding. Words for scripts and Visual frames for storyboards. This will help them develop a visual aptitude and evolve them into budding media artists.

Unit-2
Teaching Hours:8
Planning and Organizing a Digital Media Project
 

Managing a production is an integral part of any media project. This topic will entail the hows and whys of the project and will train them in the art of multitasking; and balancing the creative and commercial pursuits of the production.

Unit-3
Teaching Hours:20
Audio Production - Recording techniques for voiceovers, interviews, and ambient sound; Audio editing and mixing; Sound design for digital media projects
 

In this topic, students will get acquainted with audio recording, editing and related skills.

Unit-3
Teaching Hours:20
Video Production - Camera operation and composition techniques; Lighting principles and techniques; Video editing and post-production
 

This topic will acquaint the students on the basics of camera, its operations, lightting, video shotting and editing techniques. This will enable thier inner creative to manifest their vision on screen.

Unit-4
Teaching Hours:6
Graphic Design Principles for Digital Media
 

The topic is about graphic designing and its basics. Students will give form and shape to their creative thinking and complete assignments relevant to the industry.

Unit-4
Teaching Hours:6
Creating and Integrating Graphics in Digital Media Projects
 

Graphics are integral as well as supportive in all kinds of media content. This will teach the students on how to create and place graphics in their media projects.

Unit-4
Teaching Hours:6
Introduction to Animation Techniques
 

This topic will enable students to delve into the basics of animation and will give them tools to tell their stories, narratives and ideas.

Unit-5
Teaching Hours:6
Planning, Scheduling, and Budgeting for Digital Media Projects
 

Digital media has primarily been commercialized. This has brought up the need for measuing costs, profits and budgets. This topic will teach them how to plan and budget their projects, leading better outcomes.

Unit-5
Teaching Hours:6
Final Project and Presentation (Students will complete a final digital media project and present their work)
 

Students will learn how to finalise content and present it. They will also learn relevance of time, channel and audience for their produced content.

Unit-5
Teaching Hours:6
Collaboration and Teamwork in Digital Media Production
 

Collaboration is integral to any project. The topic will help students learn how to divide roles, maintain synchronicity and optimize the skills of the team.

Text Books And Reference Books:

Dariano, A. (2018). The Storyteller's Ultimate Guide to Film and Digital Media Production. Routledge.

Datta, R. (2018). The Art of Digital Storytelling: Crafting Personal Narratives in the Digital Age. HarperCollins India.

Joshi, A. (2019). Digital Storytelling: A Comprehensive Guide for Beginners. Notion Press.

Manovich, L. (2013). The language of new media. MIT Press.

Rao, S. (2020). Visual Storytelling in the Digital Era: Techniques and Strategies for Engaging Audiences. Sage Publications India.

Essential Reading / Recommended Reading

Clark, J., & Lyons, A. (2016). Visual Storytelling: The Digital Video Documentary. Cengage Learning.

Lambert, J. (2013). Digital Storytelling: Capturing Lives, Creating Community (4th ed.). Routledge.

Gitner, S. (2016). Multimedia Storytelling: For Digital Communicators in a Multiplatform World. Routledge.

Mehta, N. (2015). Journalism and the Public Sphere in the Digital Age. SAGE Publications India.

Mukherjee, R., & Chakravarty, T. (2017). Digital Discontents: Civil Society and the Media in Contemporary India. Oxford University Press.

Rabiger, M. (2015). Directing the documentary. Routledge.

Evaluation Pattern

Component of Evaluation - Mode of Examination - Weightage (%)

CIA 1 - Assignment - 10%

CIA 2 - Mid-Semester Examination (Submission) - 25%

CIA 3 - Assignment - 10%

Attendance - 05%

ESE - End Semester Examination (Submission) - 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

SOC142 - ARTIFICIAL INTELLIGENCE AND SOCIETY (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 help students understand the relationship between artificial intelligence and society and what are the various social concerns regarding this relationship. The course will introduce students to the historical development of artificial intelligence and what are various social, economic and ethical concerns raised by the increasing use of artificial intelligence. Different sociological explanations of the relationship between artificial intelligence and society will be explored in the course.

Learning Outcome

CO1: Explain the historical development of artificial intelligence

CO2: Sociological explanations of the relationship between artificial intelligence and society

CO3: Explain the impact of artificial intelligence on social relations

CO4: Explain the impact of artificial intelligence on the workplace and labour

CO5: Explain the ethical considerations with regard to the matters of privacy and surveillance

CO6: Navigate the regulatory and policy landscape

CO7: Anticipate future trends

Unit-1
Teaching Hours:20
Introduction and History of Artificial Intelligence (AI)
 

1.1 Meaning of AI

1.2 Historical context for the emergence of AI

 

1.3 Sociological explanations of AI

Unit-2
Teaching Hours:15
AI and Social Relationships
 

2.1 AI and Social Inequality 

2.2 AI, Workplace and Labour 

2.3 AI, Privacy and Governance

Unit-3
Teaching Hours:10
AI and Future Challenges
 

3.1 AI and Ethical Challenges 

3.2 AI and Regulatory Framework 

3.3 Accountability and Transparency in AI 

Text Books And Reference Books:

Abhivardhan (ed.). (2021). Artificial Intelligence and Policy in India. Indian Society of Artificial Intelligence and Law. 

 

Abhivardhan (ed.). An Indic Approach to AI Ethics. Indian Society of Artificial Intelligence and Law. 

 

Alexander, Jeffrey. (1990). ‘The Sacred and the Profane Information Machine: Discourse about the Computer as Ideology’, Archives de sciences sociales des religions, 69. 

 

Andrada, G., Clowes, R.W. & Smart, P.R. (2023). ‘Varieties of Transparency: Exploring Agency within AI Systems’, AI & Society, 38, 1321-1331. 



B.P. Bloomfield (Ed.). (1987). The Question of Artificial Intelligence: Philosophical and Sociological Perspectives. Routledge. 

 

Bainbridge,William  et.al. (1994). ‘Artificial Social Intelligence’, Annual Review of Sociology, 20: 407-436.

 

Beer, D. (2017). ‘The Social Power of Algorithms’, Information,Communication & Society, 20(1), 1–13. 

 

Berman, B.(1992). ‘Artificial Intelligence and the Ideology of Capitalist Reconstruction’, AI & Society, 6(2), 103–114.

 

Binder, Werner. (2022). ‘Technology as Dis(Enchantment): AlphaGo and the Meaning-Making of Artificial Intelligence. Cultural Sociology. https://doi.org/10.1177/17499755221138720 

 

Brynjolfsson ,E. & Mc Afee, A. (2014). The Second Machine Age: Work, Progress, and Prosperity in a Time of Brilliant Technologies. W.W. Norton & Company.

 

Bucher, T. (2018). If...Then: Algorithmic Power and Politics. Oxford University Press. 

 

Collins, H.M. (1990). Artificial Experts:Social Knowledge and Intelligent Machines. The MIT Press.

 

Elliott, A. (2019). The Culture of AI: Everyday Life and the Digital Revolution. Routledge.

 

Eubanks, V. (2017). Automating Inequality: How High‐tech  Tool Profile, Police, and Punish the Poor.  St Martin's Press. 

 

Forsythe, D. E. (1993a). ‘The Construction of Work in Artificial Intelligence’, Science, Technology & Human Values, 18(4),460–479.

 

Forsythe, D.E.(1993b). ‘Engineering knowledge: The construction of knowledge in artificial intelligence.’ Social Studies of Science, 23(3), 445–477.

 

Kaplan, J. (2016). Artificial intelligence: What Everyone Needs to Know.  Oxford University Press.

 

Liu, Zheng. (2021). ‘Sociological Perspectives on Artificial Intelligence’, Sociology Compass. 

 

McCarthy, J. (2007). What is Artificial Intelligence? Retrieved from http://www-formal.stanford.edu/jmc/whatisai.pdf.

 

Mackenzie, Donald and Wajcman, Judy. 1985. Social Shaping of Technology. Open University Press. 

 

MacKenzie, D. (2018). ‘Making', ‘Taking' and the Material Political Economy of Algorithmic Trading’, Economy and Society, 47(4), 501–523.

 

Marda, Vidushi. (2018). ‘Artificial Intelligence Policy in India: A Framework For Engaging the Limits of Data-Driven Decision Making’, The Royal Society Publishing

 

Marx, Karl. (1993). Grundrisse. Penguin Classics. Chapter on: ‘The Fragments of Machines’ 

 

McClure,P.K. (2018). ‘“You're fired,” says the Robot: The Rise of Automation in the Workplace, Technophobes, and Fears of Unemployment’, Social Science Computer Review, 36(2), 139–156. 

 

Mittelstadt, B.D., Allo, P., Taddeo, M., Wachter, S., & Floridi, L. (2016). ‘The Ethics of Algorithms: Mapping the Debate’, Big Data & Society, 3(2), 1–21.

 

Natashekara, Karthik. (2023). ‘The ChatGPT Phenomenon: Will We Become Jobless’, Economic and Political Weekly, Vol.58, No.31. 

 

Noble, S.U. (2018). Algorithms of Oppression:How Search Engines Reinforce Racism. New York University Press.

 

Pasquinelli, Matteo. 2023. The Eye of the Master: A Social History of Artificial Intelligence. Verso Books. 

 

Sanjaya, Karun and Chandra, Rushil. (2023). ‘Adapting to the AI Revolution’, Economic and Political Weekly, Vol.58, No.19. 

 

Seth, Suchana. (2017). ‘Machine Learning and Artificial Intelligence: Interactions with the Right to Privacy’, Economic and Political Weekly, Vol.52, No.51.

 

Schwartz, R.D. (1989). ‘Artificial Intelligence as a Sociological Phenomenon’, Canadian Journal of Sociology 14, 179–202.

 

Woolgar, S. 1985. ‘Why not a Sociology of Machines? The case of Sociology and Artificial Intelligence.’ Sociology 19(4), 557–572.

Essential Reading / Recommended Reading

Abhivardhan (ed.). (2021). Artificial Intelligence and Policy in India. Indian Society of Artificial Intelligence and Law. 

 

Abhivardhan (ed.). An Indic Approach to AI Ethics. Indian Society of Artificial Intelligence and Law. 

 

Alexander, Jeffrey. (1990). ‘The Sacred and the Profane Information Machine: Discourse about the Computer as Ideology’, Archives de sciences sociales des religions, 69. 

 

Andrada, G., Clowes, R.W. & Smart, P.R. (2023). ‘Varieties of Transparency: Exploring Agency within AI Systems’, AI & Society, 38, 1321-1331. 



B.P. Bloomfield (Ed.). (1987). The Question of Artificial Intelligence: Philosophical and Sociological Perspectives. Routledge. 

 

Bainbridge,William  et.al. (1994). ‘Artificial Social Intelligence’, Annual Review of Sociology, 20: 407-436.

 

Beer, D. (2017). ‘The Social Power of Algorithms’, Information,Communication & Society, 20(1), 1–13. 

 

Berman, B.(1992). ‘Artificial Intelligence and the Ideology of Capitalist Reconstruction’, AI & Society, 6(2), 103–114.

 

Binder, Werner. (2022). ‘Technology as Dis(Enchantment): AlphaGo and the Meaning-Making of Artificial Intelligence. Cultural Sociology. https://doi.org/10.1177/17499755221138720 

 

Brynjolfsson ,E. & Mc Afee, A. (2014). The Second Machine Age: Work, Progress, and Prosperity in a Time of Brilliant Technologies. W.W. Norton & Company.

 

Bucher, T. (2018). If...Then: Algorithmic Power and Politics. Oxford University Press. 

 

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Forsythe, D.E.(1993b). ‘Engineering knowledge: The construction of knowledge in artificial intelligence.’ Social Studies of Science, 23(3), 445–477.

 

Kaplan, J. (2016). Artificial intelligence: What Everyone Needs to Know.  Oxford University Press.

 

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McCarthy, J. (2007). What is Artificial Intelligence? Retrieved from http://www-formal.stanford.edu/jmc/whatisai.pdf.

 

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Evaluation Pattern

Overall CIA: 100 Marks

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%