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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 | 4 | 4 | 100 |
BPSY102-1 | BASIC STATISTICS IN PSYCHOLOGY | Major Core Courses | 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 | 4 | 4 | 100 |
BPSY121-2 | MEDICINAL CHEMISTRY | Allied Core Courses | 4 | 4 | 100 |
BPSY201-2 | QUANTITATIVE RESEARCH METHODS | Major Core Courses | 4 | 4 | 100 |
BPSY411-2 | EXPERIMENTAL PSYCHOLOGY-II | Major Core Courses | 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 |
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Max Marks:50 |
Credits:3 |
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Course Objectives/Course Description |
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Learning Outcome |
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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
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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
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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
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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
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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
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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
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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:
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Essential Reading / Recommended Reading Suggested Readings:
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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 |
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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 |
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Learning Outcome |
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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 |
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Group Dynamics
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Concept of Groups, why people join groups, Phases of Group Development, Group Cohesiveness, Group Think, Group Decision Making, Techniques. | ||
Unit-2 |
Teaching Hours:9 |
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Understanding Teams
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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 |
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Team Building
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Concept of Team Building, Barriers to Team Building, Resolving Team Conflicts, Achieving Synergy through team work. | ||
Unit-4 |
Teaching Hours:9 |
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High Performing Teams
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Building Trust and Credibility, Constructive Feedback, Coaching and Mentoring. | ||
Unit-5 |
Teaching Hours:9 |
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Outdoor Experiential Learning Activities
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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
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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 |
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Max Marks:50 |
Credits:3 |
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Course Objectives/Course Description |
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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 |
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Learning Outcome |
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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 |
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Introduction to Talent Management
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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 |
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Creating Talent Management Systems
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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 |
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Competency mapping and approaches to talent management
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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 |
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Integrating Talent and Knowledge Management
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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 |
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Recent Trends and Best Practices in Talent Management
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Introduction, Use of Technology in Talent Management, Use of AI in Talent Management, Talent Management using Design Thinking | |||||||||||||||||||||||||||||||
Unit-6 |
Teaching Hours:10 |
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Project Work: Field study & Report Submission
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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
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BPSY101-1 - PSYCHOLOGICAL PROCESSES (2023 Batch) | |||||||||||||||||||||||||||||||
Total Teaching Hours for Semester:60 |
No of Lecture Hours/Week:4 |
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Max Marks:100 |
Credits:4 |
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Course Objectives/Course Description |
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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. |
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Learning Outcome |
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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 |
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Introduction to Psychology
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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 |
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Consciousness, Sensation and Perception
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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 |
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Learning
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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 |
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Motivation and Emotion
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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 |
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Psychology of Individual Differences
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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: 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 |
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Max Marks:100 |
Credits:4 |
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Course Objectives/Course Description |
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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. |
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Learning Outcome |
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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 |
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Introduction to Statistics
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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 |
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Descriptive Statistics
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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 |
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Inferential Statistics
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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 |
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Correlational and Non-parametric Statistics
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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.
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Essential Reading / Recommended Reading Howell, D. C. (2013). Statistics Methods for Psychology (8th ed.). Wadsworth Cengage Learning. | |||||||||||
Evaluation Pattern
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BPSY121-1 - FUNDAMENTALS OF HUMAN ANATOMY AND PHYSIOLOGY (2023 Batch) | |||||||||||
Total Teaching Hours for Semester:60 |
No of Lecture Hours/Week:4 |
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Max Marks:100 |
Credits:4 |
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Course Objectives/Course Description |
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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. |
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Learning Outcome |
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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 |
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Levels of Organization
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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 |
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Introduction to biomolecules and Metabolism
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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 |
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Systems of the body
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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 |
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Support and movement
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Skin, Muscle and Skeletal Systems; Skin – injuries wounds and aging; skeletal and muscle organization and physiology | |||||||||||
Unit-5 |
Teaching Hours:12 |
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Neuroendocrinology
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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.
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Evaluation Pattern
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)
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BPSY161-1 - ACADEMIC WRITING-I (2023 Batch) | |||||||||||
Total Teaching Hours for Semester:30 |
No of Lecture Hours/Week:2 |
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Max Marks:50 |
Credits:2 |
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Course Objectives/Course Description |
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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. |
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Learning Outcome |
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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 |
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Organizing and Developing Your Ideas and Writing
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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 |
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Scholarly Writing and Elements of Style
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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
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BPSY411-1 - EXPERIMENTAL PSYCHOLOGY-I (2023 Batch) | |||||||
Total Teaching Hours for Semester:30 |
No of Lecture Hours/Week:2 |
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Max Marks:50 |
Credits:2 |
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Course Objectives/Course Description |
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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 |
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Learning Outcome |
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CO1: Understand various experiments in psychology. CO2: Demonstrate effective conduction of experiments. CO3: Prepare reports for experiments. |
Unit-1 |
Teaching Hours:6 |
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Introduction to Experimental Psychology
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Definition of experimental psychology; History and evolution of experimental psychology; Experiment conduction skills; Report writing. | |||||||
Unit-2 |
Teaching Hours:24 |
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Conduction of Experiments and Report Writing
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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
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Essential Reading / Recommended Reading Feldman, R. S. (2011). Understanding Psychology. Tata McGraw Hill. | |||||||
Evaluation Pattern
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 |
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Max Marks:100 |
Credits:3 |
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Course Objectives/Course Description |
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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. |
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Learning Outcome |
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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
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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
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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.
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Unit-3 |
Teaching Hours:9 |
Creativity and Innovation
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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
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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
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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:
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Essential Reading / Recommended Reading
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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)
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:
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.
1. Case Study has to be based on growth of Entrepreneurship in India or Emerging trends of contemporary entrepreneurship.
CIA III (a): Week 15 & 16: MCQ (5 Marks)
CIA III (b) Business Plan and viva-voce (10 marks) 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 |
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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. |
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Learning Outcome |
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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
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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-
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Unit-2 |
Teaching Hours:5 |
Planning and Budgeting
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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
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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
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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)
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Unit-5 |
Teaching Hours:10 |
Life Insurance and Related Services
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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:
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Essential Reading / Recommended Reading
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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 |
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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. |
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Learning Outcome |
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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
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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
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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
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Unit-3 |
Teaching Hours:15 |
Introduction to NUMPY AND PANDAS
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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.
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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.
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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 |
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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. |
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Learning Outcome |
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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.
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Unit-1 |
Teaching Hours:12 |
Micro Economics and the Theory of Consumption
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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
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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
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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 | |
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 |
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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. |
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Learning Outcome |
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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
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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
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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
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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
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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 |
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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.
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Learning Outcome |
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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
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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.
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Unit-2 |
Teaching Hours:15 |
Defining Crime Fiction and its Sub-genres
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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.
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Unit-3 |
Teaching Hours:10 |
From the Private to the Public Eye/I
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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.
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Unit-4 |
Teaching Hours:10 |
Crime Fiction and the Digital Space
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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
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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
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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:
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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
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|
INDIAN CONSTITUTION AND ENVIRONMENT | |
Unit-3 |
Teaching Hours:5 |
JUDICIAL REMEDIES AND PROCEDURES AVAILABLE FOR ABATEMENT OF ENVIRONMENTAL POLLUTION
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JUDICIAL REMEDIES AND PROCEDURES AVAILABLE FOR ABATEMENT OF ENVIRONMENTAL POLLUTION | |
Unit-4 |
Teaching Hours:5 |
ENVIRONMENT (PROTECTION) ACT, 1986
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ENVIRONMENT (PROTECTION) ACT, 1986 | |
Unit-5 |
Teaching Hours:5 |
ENVIRONMENT (PROTECTION) ACT, 1986
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ENVIRONMENT (PROTECTION) ACT, 1986 | |
Unit-6 |
Teaching Hours:5 |
WATER (PREVENTION AND CONTROL OF POLLUTION) ACT 1974
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WATER (PREVENTION AND CONTROL OF POLLUTION) ACT 1974 | |
Unit-7 |
Teaching Hours:5 |
FORESTS AND CONSERVATION LAWS
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FORESTS AND CONSERVATION LAWS | |
Unit-8 |
Teaching Hours:5 |
WILD LIFE PROTECTION AND THE LAW
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WILD LIFE PROTECTION AND THE LAW | |
Unit-9 |
Teaching Hours:5 |
INTERNATIONAL DEVELOPMENTS FOR PROTECTION OF ENVIRONMENT
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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 |
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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 |
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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
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Meaning and origin of CSR; Meaning of human rights; Linkage between human rights and CSR | |
Unit-2 |
Teaching Hours:6 |
INDIA AND OTHER COUNTRIES
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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
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United Nations commitments on CSR relating to human rights; other international commitments on CSR affecting human rights | |
Unit-4 |
Teaching Hours:6 |
CONTEMPORARY POSITION
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Strengths and weakness of CSR in terms of promotion of human rights in India as well as globally | |
Unit-5 |
Teaching Hours:6 |
RECOMMENDATIONS
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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. |
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Learning Outcome |
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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
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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.
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Unit-2 |
Teaching Hours:12 |
Media and Social Activism
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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.
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Unit-3 |
Teaching Hours:12 |
Media and Social Movements-Case Studies
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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.
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Unit-4 |
Teaching Hours:9 |
Project Management and Presentation
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|
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Text Books And Reference Books:
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Essential Reading / Recommended Reading
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Evaluation Pattern
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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 |
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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
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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
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Gandhi in South Africa Return of Gandhi Khilafat and Non-Cooperation Movement Civil Disobedience Movement of 1930. | |
Unit-3 |
Teaching Hours:8 |
TOWARDS FREEDOM
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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
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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:
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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 |
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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
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International Relations: Meaning, nature and scope of international relations; |