Syllabus for
BBA (Finance and Marketing Analytics/Honours/Honours with Research)
Academic Year  (2023)

Types of Programming Language- History of C, Features of C , C Tokens, variables and keywords and identifiers ,Types of C constants and variables, Rules for constructing variable names, Structure of C program, Input /output statements in C

Data Types, Type declaration, Different Operators in C - Arithmetic, Logical, Relational, Bitwise, Conditional, Expressions, Hierarchy of operations.

Control structures

Decision control statements-if, switch, go to statement, conditional operator statement. Loop control structures- while, do-while, for loop, Break statement, Continue statement.

Introduction, function definition and prototyping, Types of functions, passing values to function, recursion, passing arrays to functions. I/O functions- formatted & unformatted console I/O functions Storage classes in C- Automatic, Register, Extern and Static Variables.

One dimensional and multidimensional arrays, Declaration, initialization, Reading values into an array, Displaying array contents and Array Manipulations. String-Basic Concepts, Library Functions

Definition, notation, pointer and arrays, pointers and functions-call by value and call by reference.

Understand the fundamental concepts of Database Management Systems (DBMS), including the role of administrators, designers, and end users in managing data effectively.

Gain proficiency in data modelling techniques and grasp the significance of data independence and the Three Schema Architecture in DBMS.

Develop the skills to design and normalize relational databases, perform basic relational algebra operations, and use queries, views, and subqueries for data retrieval and manipulation.

Data, Database, Database management system(DBMS), Characteristics of the database approach, Role of Database administrators, Role of Database Designers, End Users,  Types of DBMS, Applications of  DBMS,  Advantages of Using a DBMS and When not to use a DBMS

Data Models – Categories of data models, Schemas, Instances, and Database state.  DBMS Architecture and Data Independence – The Three schema architecture, Data independence.  DBMS Languages and Interfaces.  

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

Relation, Integrity constraints - domain, entity and Referential integrity constraints, Basic Relational Algebra operations, select, project and join operations. Functional dependencies and Normalization for Relational Databases - Normalization concepts, first, second, third normal forms, Boyce-Codd normal form.

Queries, sub queries, correlated sub query, views, updation of a database through views, Update, Delete. Hands on Experience.

•       Silberschatz, Korth, Sudarshan, “Database System Concepts”, 4^th Edition, Mc Graw Hill

The primary aim of this course is to introduce students to the concept of institutions and the informal economy in a global context. The discourse examines the informal economy through the lens of institutional economics. The aim is to acquaint students with significant discourses and issues in policy design and intervention.

The objectives of the course are to make students:

·       Become acquainted with the concepts of formal and informal institutions

·       Develop an understanding of formal and informal sector

• Develop and understanding of institutions shape informal sector

Concept of institutions, Formal and informal institutions, Coordination, cooperation and redistribution problem, The relations of Institutions, Politics and Culture. 

Contracts and Property Rights: the concepts of exchange and property, a critique of the utilitarian calculus; Transaction Costs, Bargaining Power; Markets as Institutions; Firms and Markets.

Informal Economy: An introduction; The Relevance of the Concepts of Formality and Informality: A Theoretical Appraisal; Formal and Informal Enterprises: Concepts, Definition, and Measurement Issues in India; Informality and decent work conditions; How institutions shape the informal economy

The Impact of Regulation on Growth and Informality: Cross-Country Evidence; Blocking Human Potential: How Formal Policies Block the Economy in the Maputo Corridor; Enforcement and Compliance in Lima’s Street Markets: The Origins and Consequences of Policy Incoherence towards Informal Traders, Social Institutions help the survival of informal sector: the case of small household enterprises in India

Harriss, J. (2008). Explaining economic change: The relations of Institutions, Politics and Culture. The Institutions of the Market: Organizations, Social Systems, and Governance, 309-327. New York: Oxford University Press

Mehta, P. B., & Kapur, D. (2005). Public Institutions in India: Performance and Design.

Nayyar, D. (Ed.). (2002). Governing Globalization: Issues and Institutions. Oxford University Press on Demand.

Course Description

This course is aimed at undergraduate students to introduce to them the prominent debates in the economics of corruption. The course discusses how corruption acts as a constraint on economic growth using the theoretical constructs in Political Economy. It allows students to delve into the causes and consequences of corruption. In particular, the course will examine how corruption affects the emerging economies. The course will consider some of the seminal papers on the economics of corruption.

Course Objectives

 1. to create an understanding of the economic issues associated with corruption

 2. to enhance the student's understanding of the effect of corruption on growth and development

 3. to provide insights into the effect of corruption on emerging countries 

Causes and Consequences of Corruption: What do we know from a cross-section of countries? Democratic Institutions and Corruption: Incentives and Constraints in Politics, Bargaining for Bribes: The Role of Institutions.

The Privatization of Rent-Generating Industries and Corruption; Corruption in Private Sector, Why the private sector is likely to lead the next stage in the global fight against corruption.

Corruption and Policy Reform; Anti-Corruption Authorities: An Effective Tool to Curb Corruption?  Corruption and Competition: Fair Markets as an Anti-Corruption Device.

Burger, E. S., & Holland, M. S. (2006). Why the private sector is likely to lead the next stage in the global fight against corruption. Fordham International Law Journal, 30, 45.

Meschi, P. X. (2009). Government Corruption and Foreign Stakes in International Joint Ventures in Emerging Economies. Asia Pacific Journal of Management, 26(2), 241-261.

Meyer, K. E., Estrin, S., Bhaumik, S. K., & Peng, M. W. (2009). Institutions, Resources, and Entry Strategies in Emerging Economies. Strategic Management Journal, 30(1), 61-80.

Nowakowski, K. (2010). Corruption in the Private Sector. Economics and Law, 6(1), 345-360.

Uhlenbruck, K., Rodriguez, P., Doh, J., & Eden, L. (2006). The Impact of Corruption on Entry Strategy: Evidence from Telecommunication Projects in Emerging Economies. Organization Science, 17(3), 402-414.

Jain, A. K. (2001). Corruption: A Review. Journal of Economic Surveys, 15(1), 71-121.

Jain, A. K. (Ed.). (2012). Economics of Corruption (Vol. 65). Springer Science & Business Media.

Rose-Ackerman, S. (1975). The Economics of Corruption. Journal of Public Economics, 4(2), 187-203.

Liberalisation policies being pursued by most national economies in the world today, including India creates the need to acquire knowledge and comprehension of Globalisation as ideology along with its practical dynamics. The course intends to provide a sound understanding about the various components, and issues of this ideology at an introductory level. The methodology will be learning centered and so will be one of intensive facilitation by faculty of the reading to be done by students.

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

Political Economy Debate of Comparative Advantage versus Imperialism – Introduction to Globalisation and the Political Economy of the External Sector.

The Economics Dimension – The Political Dimension – The Cultural Dimension

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

2. Joseph Stiglitz ‘Discontents of Gloablisaton’

CIA II - 25 Marks

ESE - 50 Marks

This course aims to provide a holistic and a deeper understanding of the trade-off between ecology and development. Through an inter-disciplinary lens an organic approach is adopted to understand the trade-off. This course, therefore, seeks to cultivate not only the moral and ethical thinking of the ecology but also it tries to put forth an action plan from a policy front. 

The Value Problem in Ecological Economics- Values in Ecological Value Analysis: What Should We Be Learning from Contingent Valuation Studies? - Natural Capital in Ecological Economics-Entropy in Ecological Economics.

The environmental impact of land development-Development of water resources-Development and changing air quality- Urban development and environmental change-Environmental economics and ecological economics: Where they can converge?- Power Inequality and the Environment.

Gender and environment; Ecofeminism; androcentrism; Deep ecology – ecofeminism debate; Ecocriticism; Nature writings; Thinking like a mountain; The forgetting and remembering of the air - The Varna Trophic System An Ecological Theory of Caste Formation. 

Reading Ecology, Reinventing Democracy-Scientists or Spies?- Revisiting the Debates on Man-Nature Relation- Lecture of Medha Patkar- Ecological Fiscal Transfers and State-level Budgetary Spending in India- -Bourgeois Environmentalism, the State, the Judiciary, Urban Poor, Significance of Silent Valley- Silent Valley: A controversy that focused global attention on a rainforest 40 years ago- Equity and Justice

2.Daly & Farley. (2011). Ecological Economics (Principles and Applications). Island Press

3.Pepper, D. (2002). Eco-socialism: from deep ecology to social justice. Routledge

1.      4.Gupta, Avijit. (1998).Ecology and Development in Third World. Routledge

4. Patel, S. (1997). Ecology and Development. Economic and Political Weekly, 2388-2391.

5. Sankar, U. (ed.) (2000). Environmental Economics. Oxford University Press

6. Burkett, Paul. (2006). Marxism and Ecological Economics. Brill

7.Venkatachalam, L. (2007). Environmental economics and ecological economics: Where they can converge?. Ecological economics, 61(2-3), 550-558.

2. Warren, K.J. (ed), (1994).  Ecological Feminism. London: Routledge.

3.Shiva, V. (2016). Staying alive: Women, ecology, and development. North Atlantic Books.

4.Kavoori, P. S. (2002). The Varna Trophic system: an ecological theory of caste formation. Economic and Political Weekly, 1156-1164. 

5.Gill, K. (2009). Bourgeois environmentalism’, the State, the Judiciary, and the ‘urban poor’: The political mobilization of a scheduled caste market. Of Poverty and Plastic (Oxford, UK: Oxford University Press, 2010), 209.

6. Kaur, A., Mohanty, R. K., Chakraborty, L., & Rangan, D. (2021). Ecological fiscal transfers and state-level budgetary spending in India: Analyzing the flypaper effects. Levy Economics Institute, Working Papers Series July.

7.Parameswaran, M. P. (1979). Significance of Silent Valley. Economic and Political Weekly, 1117-1119.

8. Lewis, M. (2002). Scientists or spies? Ecology in a climate of Cold War suspicion. Economic and Political Weekly, 2323-2332.

CIA 2- 25 Marks

CIA 3- 50 Marks 

• To expose learners to a variety of texts to interact with
• To help learners classify ideologies and be able to express the same
• To expose learners to visual texts and its reading formulas
• To help learners develop a taste to appreciate works of literature through the organization of language
• To help develop critical thinking
• To help learners appreciate literature and the language nuances that enhances its literary values

• To help learners understand the relationship between the world around them and the text/literature
• To help learners negotiate with content and infer meaning contextually
• To help learners understand logical sequencing of content and process information

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

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

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

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

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

• 1. The Happy Prince- Oscar Wilde
• 2. Sonnet 18- William Shakespeare

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

 Why We Travel-Pico Iyer 

Sentence fragments, dangling modifiers, faulty parallelism,

Thinking Like a Mountain  By Aldo Leopold

Note taking

Aarushi-Hemraj Murder Article 

Newspaper report

 My Story- Nicole DeFreece

Essay writing

Paraphrasing and interpretation skills

• Casey at the Bat-  Ernest Lawrence Thayer

CIA 2=50 

CIA 3= 20 

ESE= 50 marks

Poetry has always been intimately connected with performance. In fact, this association was central to the very idea of poetry in most cultures for much of human history. Their performative basis meant that the bards, and in an extended sense the playwrights too, were judged almost spontaneously by their public. The criteria employed were rooted in the specific contexts of each performance. In other words, they were not universal. With the coming of modernity, and with it the means of mass production, the burden of judgement was assumed by a professional body called the critics, and the mode of their response was no longer spontaneous or instantaneous. It took the form of delayed and reasoned articulations based on analysis of the text in question. Now the public domain was no longer characterized by immediate appreciation or rejection of texts in performance but by a circulation of printed texts, which provided a novel context of poetic reception. This change in the context of reception inevitably led to a change in the way poetry itself was composed. It was no longer meant to be sung or recited in front of a live and perceptive audience but to be consumed in the solitude of individual readers. Spoken word had made way for the printed one; the voice and gesture of the bard had made way for mute signs on a page. With the arrival of social media and its opening up of new spaces of articulation, one could see a kind of return of the spontaneity and instantaneity of the pre-modern ways of appreciating poetic compositions, and this, once again, has led to novel ways of creating poetry. Not only that, given its multimedial nature, a variety of responses can be accommodated there, ranging from gestural approval or disapproval to well-articulated critical responses. It is this long history of the relationship between poetry and the public domain in different cultures that this course emphasises in order to understand the place of poetry in the contemporary, social media obsessed world. The course will involve reading, critiquing, appreciating and writing of poetry. Please note that this is going to be a reading intensive course, and that only those who are serious and interested in such matters, preferably with an aptitude for research, must apply. 

Course Objectives

• 1.      Inform students of the historically performative nature of poetry within public domains
• 2.      Understand the changes made to poetry writing following the changes made to poetry reception among readers.
• 3.    Appreciate poetry and its performative nature by attempting to discursively engaging with the same. 

“Homeric Contest” by Nietzsche

‘The Origins of Criticism’ by Andrew Ford “Introduction”

Excerpts from Homer

Excerpts from Pindar

Appreciation of select Folk Poetry (rhymes)

“Defence of Poetry” by P.B. Shelley

A discussion on the phenomenon of the Poet Laureate

Select Sonnets by William Shakespeare

Select Poems of E. E. Cummings

Select Poems of Apollinaire

Select Poems of Wordsworth (solitude/ individual/ reading) 

“Stopping by the Woods on a Snowy Evening” by Robert Frost

“Medium as Metaphor” by Neil Postman

Bob Dylan’s Nobel Speech

‘It’s alright, Ma’ by Bob Dylan

Select essays of Jerome Rothenberg

Excerpts from ‘Howl’ (involve a screening of its reading)

“Dis Poetry” by Benjamin Zephaniah

Select Button Poetry

Select Haikus as the model for modern short poetry

Select Instagram posts

Select poems of Rupi Kaur

Ferguson, Margaret, Mary Jo Salter and Jon Stallworthy. Eds. The Norton Anthology of Poetry. 4^th Ed. New York: WW Norton, 1996. Print

Gupta, Ambika Sen. Selected College Poems. Rpt. Hyderabad: Orient Longman,   1999.

Herman, Daniel. The Cambridge Companion to Narrative. Cambridge: CUP, 2007. Print.

Individual, written assignemnet demonstrating understanding of  literary and non-literary genres.

CIA II

Individual assignment performance poetry

CIA III

Portfolio submission 

The course aims to provide a basic introduction to understanding discourses of science and technology as represented in select science fiction narratives. The course will help students understand some of the basic questions about the human condition that are raised, debated, and negotiated in and through representative fiction that addresses global and national concerns. Keeping the contemporaneity of issues today, the course will also emphasize how there is a crucial intersection of various ideas that cut across several disciplines with regard to technology and life, thereby making it crucially relevant to engage with it in the contemporary context. Anyone interested in questions of science, fiction, and the human condition and the cross-cutting issues of gender, environment, technology, ethics, sustainability, etc may choose this course. The course will help develop theoretical knowledge about the genre, critical reading skills, and creative writing skills through class engagements and assignments.

Objectives:

• To introduce students to the field of science fiction

• Help students identify and raise questions through these works of fiction some relevant questions in the contemporary context

• To direct students towards realising the intersection of various issues raised across different disciplines.

This unit will provide students with a basic overview of science fiction through some critical and conceptual lenses that are commonly identified across SF narratives globally. The New Critical Idiom Series: Science Fiction, would be used here to introduce aspects of SF that touch upon human values and concerns such as gender, environment, ethics, technology, etc. Locating the interdisciplinarity of the domain would be central to this module and will build theoretical knowledge and critical reading skills.

1. History of Science Fiction

2. Common Terminologies

3. Critical Concerns about Technology for Humanity

Essential readings:

1. Hollinger, Veronica. “Contemporary Trends in Science Fiction.” Science Fiction Studies. No. 78, Vol. 26, 1999.

2. Mendlesohn, Farah, and Edward James. The Cambridge companion to science fiction. Cambridge University Press, 2003.

3. Nicholls, Peter, and John Clute. "New Encyclopaedia of Science Fiction." (1999).

This unit will engage with how technology becomes a crucial part of negotiating contemporary existence as represented through SF. What are the fundamental concerns that Sf raises regarding technology and the human condition? How does technology come to be framed within SF? How are gender and sexuality framed within the discourses of SF? How SF addresses the anxieties of technology and the future would be some of the questions engaged with here. Critical reading skills and creative writing exercises will enable students to develop creative and critical skills.

1. The Matrix

2. Select Episodes of the series Stranger Things

3. Margaret Atwood, The Handmaid’s Tale

4. Any episode of Black Mirror

Essential readings:

● Ryder, W., Harbour, D. and Modine, M., 2016. Stranger Things | Netflix. [online] Netflix.com. Available at: <https://www.netflix.com/watch/80077368?trackId=200257859> [Accessed 8 November 2016].

● Wachowski, Andy, et al. Matrix. Burbank, CA: Warner Home Video, 1999.

● Atwood, Margaret. The Handmaid's Tale. New York: Everyday Library, 2006.

● “Hated in the Nation.” Black Mirror, season 3, episode 6, 21 Oct. 2016. Netflix.

This unit will engage with science fiction in the Indian context. One of the main points of

discussion would be to understand how SF writers from India have engaged with tropes of SF that we are

familiar with and what kind of an ‘India’ is imagined thereof which has implications socially, politically,

21

 and culturally. The unit enables critical insights into the concerns around human and non-human and the intersectionalities of it in the Indian context.

1. Vandana Singh “Delhi”

2. Manjula Padmanabhan, “Harvest”

3. Cargo

Essential readings:

1. Padmanabhan, Manjula. Harvest. Hachette UK, 2017.

2. Singh, Vandana. “Delhi.” Lightspeed, June, 2016, Delhi - Lightspeed Magazine. Accessed on 4 March 2023.

3. Kadav, Arati. Cargo. Mumbai: Fundamental Pictures, 2019. Netflix

2. Mendlesohn, Farah, and Edward James. The Cambridge companion to science fiction. Cambridge University Press, 2003.

3. Nicholls, Peter, and John Clute. "New Encyclopaedia of Science Fiction." (1999).

4. Ryder, W., Harbour, D. and Modine, M., 2016. Stranger Things | Netflix. [online] Netflix.com. Available at: <https://www.netflix.com/watch/80077368?trackId=200257859> [Accessed 8 November 2016].

5 Wachowski, Andy, et al. Matrix. Burbank, CA: Warner Home Video, 1999.

6 Atwood, Margaret. The Handmaid's Tale. New York: Everyday Library, 2006.

7 “Hated in the Nation.” Black Mirror, season 3, episode 6, 21 Oct. 2016. Netflix.

Howell, Amanda. "Breaking silence, bearing witness, and voicing defiance: the resistant female voice in the transmedia storyworld of The Handmaid’s Tale." Continuum 33.2 (2019): 216-229.

Barnett, P. Chad. "Reviving cyberpunk:(Re) constructing the subject and mapping cyberspace in the Wachowski Brother's film The Matrix." Extrapolation (pre-2012) 41.4 (2000): 359.

Wetmore Jr, Kevin J., ed. Uncovering Stranger Things: Essays on eighties nostalgia, cynicism and innocence in the series. McFarland, 2018.

MSE 30 MARKS 

ESE 35 MARKS 

ATTENDANCE 5 MARKS 

This course is designed to create a foundational knowledge in language and linguistics. It

introduces the students to the theories of the origin, features and development of language,

including the sound patterns of language. This course delves further into the historical and sociological aspects of language.

This unit will introduce the students to language as a discipline in terms of its evolution and

features.

1. Introduction

2. Origin of language

3. Design Features of language

4. Animal Communication

5. Competence and Performance

This unit will introduce the students to the various theories and debates on the origin of

language.

1. Divine source

2. Onomatopoeia

3. Social interaction

4. Physical adaptations

5. Lowering of larynx

6. Language gene

This unit introduces students to Phonetics and the speech sounds of world languages.

1. The study of speech sounds

2. Speech organs

3. Glottis and voicing

4. Consonants and vowels of languages

5. Place of articulation

6. Manner of articulation

7. IPA chart

8. Vowel chart

9. Suprasegmentals

10. Cardinal vowels

This unit will introduce students to historical linguistics. Theories of language change will be

discussed.

1.Family tree

2. Major language families of the world

3. Major language families in India

4. Language change

5. Comparative reconstruction

6. Cognates

7. Endangered languages

8. Language documentation

9. Language death

This unit will introduce students to sociolinguistics. Theories on the social, cultural and

regional aspects of language will be discussed.

 1. Standard language 

2. Dialects and accent

3. Diglossia

4. Social class and speech style

5. Pidgins and creoles

6. Speech accommodation

7. Registers, jargon, slang

8. Prestige and power

9. Kinship terms

10. Language and gender

Introduction to Language and Communication. Cambridge, Massachusetts: The MIT Press.

Balasubramanian, T. (1981). A Textbook of English Phonetics to Indian Students. Macmillan

Balasubramanian, T. (1981). A Textbook of English Phonetics to Indian Students. Macmillan

Brown, G., Brown, G. D., Yule, G., Brown, G. R., &amp; Gillian, B. (1983). Discourse analysis.

Cambridge university press.

Chomsky, N. (1959). &quot;A Review of B. F. Skinner&#39;s Verbal Behavior&quot;. Language. 35 (1):

26–58.

Chomsky, N. (1975). Reflections on Language. New York: Pantheon Books.

Crystal, D. (1998). Language Play.London: Penguin.

Crystal, D. (2000). Language Death. Cambridge University Press.

Crystal, D. (2001). Language and the Internet. Cambridge University Press.

Crystal, D. (2004). The Language Revolution. Cambridge: Polity Press

Crystal, D. (2006). The Fight for English. Oxford: Oxford University Press.

Crystal, D. (2006). How Language Works: How Babies Babble, Words Change Meaning, and

Languages Live or Die. London: Penguin.

Crystal, D. (2008). Txtng: The Gr8 Db8. Oxford: Oxford University Press.

Eckert, P. (1983). The paradox of national language movements. Journal of Multilingual &amp; Multicultural

Development, 4(4), 289-300.

Fairclough, N. (2013). Critical discourse analysis. In The Routledge handbook of discourse

analysis (pp. 9-20). Routledge.

Fromkin, V et al.(2013). An Introduction to Language. Melbourne: Cengage Learning. 

Hockett, C.F. (1958). A Course in Modern Linguistics. The Macmillan Company: New York.

Co.

Akmajian, A., R.A. Demers, A.K. Farmer, &amp; R.M. Harnish. (2001). Linguistics: An

Introduction to Language and Communication. Cambridge, Massachusetts: The MIT Press.  

Balasubramanian, T. (1981). A Textbook of English Phonetics to Indian Students. Macmillan

Brown, G., Brown, G. D., Yule, G., Brown, G. R., &amp; Gillian, B. (1983). Discourse analysis.

Cambridge university press.

Chomsky, N. (1959). &quot;A Review of B. F. Skinner&#39;s Verbal Behavior&quot;. Language. 35 (1):

26–58.

Chomsky, N. (1975). Reflections on Language. New York: Pantheon Books.

Crystal, D. (1998). Language Play.London: Penguin.

Crystal, D. (2000). Language Death. Cambridge University Press.

Crystal, D. (2001). Language and the Internet. Cambridge University Press.

Crystal, D. (2004). The Language Revolution. Cambridge: Polity Press

Crystal, D. (2006). The Fight for English. Oxford: Oxford University Press.

Crystal, D. (2006). How Language Works: How Babies Babble, Words Change Meaning, and

Languages Live or Die. London: Penguin.

Crystal, D. (2008). Txtng: The Gr8 Db8. Oxford: Oxford University Press.

Eckert, P. (1983). The paradox of national language movements. Journal of Multilingual &amp; Multicultural

Development, 4(4), 289-300.

Fairclough, N. (2013). Critical discourse analysis. In The Routledge handbook of discourse

analysis (pp. 9-20). Routledge.

Fromkin, V et al.(2013). An Introduction to Language. Melbourne: Cengage Learning. 

Harris, M. (1992). Language Experience and Early Language Development: From Input To

Uptake. UK: Psychology Press. 

Hockett, C.F. (1958). A Course in Modern Linguistics. The Macmillan Company: New York.

Lenneberg, E. (1967). Biological Foundations of Language. New York: Wiley.

Pinker, S. (2007). The Language Instinct: How the Mind Creates Language (P.S.). Harper

Perennial Modern Classics.

CIA 2 - 25 marks - In-class test based on Unit 3. 

CIA 3 -  25 marks - Presentation based on Units 4-5.

CIA 4 - 25 marks - Written submission based on Units 4-5.

This course explores the intersection between literature and technology and evaluates the impact of technology on the creation, consumption and critical analysis of literary texts in the contemporary context, where the dominance of listening and watching challenges the very act of reading; it is pertinent to analyse how technology has shaped literary production and reception throughout various historical periods. For this reason, any discourse on reading in the age of watching is complete, including the technological dimensions of literary studies. 

Technological determinism - Print culture - Oral and written traditions - Mechanization of writing - Media ecology - Digital Archives and Literary Preservation 

Prescribed Texts

1.“Print Culture: From Steam Press to Ebook” by Frances Robertson

        2.    “Track Changes: A Literary History of Word Processing” by Matthew G. Kirschenbaum

Hypertext and interactivity - Transmedia storytelling - Electronic poetry - Augmented and virtual reality literature  - Gaming and narrative - AI and Machine Learning in Literature 

Prescribed Texts

1.“The New Digital Storytelling: Creating Narratives with New Media” by Bryan Alexander

        2.  “Digital Poetics: The Making of E-Poetries” by Loss Pequeño Glazier

Surveillance and privacy - Social media and identity -Posthumanism and cyborg literature-  Algorithmic bias and representation  - Ecological sustainability, and technology influenced eco-literary practices

Prescribed Texts 

1. “Cyborgs, Cyberspace, and Science Fiction: Consciousness and the Posthuman” by William S. Haney II
2. “Hamlet's BlackBerry: Building a Good Life in the Digital Age” by William Powers

1.“Print Culture: From Steam Press to Ebook” by Frances Robertson

2.    “Track Changes: A Literary History of Word Processing” by Matthew G. Kirschenbaum

Unit 2

1.“The New Digital Storytelling: Creating Narratives with New Media” by Bryan Alexander

2.  “Digital Poetics: The Making of E-Poetries” by Loss Pequeño Glazier

Unit 3 

1. “Cyborgs, Cyberspace, and Science Fiction: Consciousness and the Posthuman” by William S. Haney II

2. “Hamlet's BlackBerry: Building a Good Life in the Digital Age” by William Powers

2.“Electronic Literature: New Horizons for the Literary” edited by N. Katherine    Hayles and Jessica Pressman

3.“The Cambridge Companion to Electronic Literature” edited by Scott Rettberg

4.“Frankenstein” by Mary Shelley

5.“Brave New World” by Aldous Huxley

6.“The Circle” by Dave Eggers

7.“Neuromancer” by William Gibson

8.“The Shallows: What the Internet Is Doing to Our Brains” by Nicholas Carr

Attendance: 5 marks  

CIA I - 20 Marks

CIA II - 50 Marks 

CIA III - 25 Marks 

This Course aims at exploring the phenomenon of aesthetics and society from a multi-disciplinary perspective. Further, it helps the students to be exposed to multi-disciplinary appraoch of understanding realities of life through the appreciation of literature and aesthetics. 

Philosophy and Aesthetics

The Yellow Wallpaper

Migrant Mother

Bhima Jewllers

Kodaikanal Wont

Yolocaust

Memoirs of a Geisha 

Charlie Chaplin

Mistress of Spices

Coco

Ratatouille

Migrant Mother - Picture

Rap Song - Video

Bhima Jewllers Ad - Video

Yolocaust = Video

The Yellow Wall Paper - Animation

Memoirs of a Geisha - Text and Movie

Charlie Chaplin - Movie

Ratatouille - Movie

Coco - Movie

CIA II : 50 Marks

CIA III: 25 Marks

Attendance: 5 Marks

Total: 100 Marks

Moving from land to ocean marks a shift in our understanding with fluidity as the focal point. ‘Blue Humanities’ or ‘Blue Cultural Studies’ uses the ocean as the lens to foreground diverse historical, social, cultural, economic and political aspects. The expansive field of Blue Humanities adopts a multidisciplinary approach, weaving together insights from environmental studies, oceanography, marine studies, cultural studies, film studies, history, etc. The course specifically focuses on revisiting the cliched conceptualization of the ocean as vast, alien, terra nullis and ahistorical. The ‘Oceanic Turn’ transitions from the surface to the depths below to explore the three-dimensional ocean through socio-cultural representations. Reading the ocean and the sea through cinema from across the world will help understand how the ocean is portrayed in myriad ways ‘foregrounding and problematizing issues connected to gender, race, pollution, social justice, maritime activities, privatization, globalization, capitalism ontologies’ to revisit our established thought regimes. 

The unit will provide an alternative reading of our established understanding of ‘Origins’ with reference to the ocean – formation of the earth, the oceans, plants and animals and human beings. Destabilizing the pre-set reading of the formation of the world and prioritizing the land over the sea, the unit will help refocus the establishment of life in the Universe.

·       Excerpts from Rachel Carson, The Sea Around Us

·       Steve Mentz, “Two Origins: Alien or Core?”

·       Philip E. Steinberg and Kimberley Peters, “Wet Ontologies, Fluid Spaces: Giving Depth to Volume Through Oceanic Thinking”

The unit will throw light on the field of Ecocriticism with specific focus on Blue Humanities and its emerging engagement with the oceans around the world. The unit will help position the study of the oceans in the field of Humanities with specific reference to Cultural studies to frame the Blue Cultural Studies.

·       Excerpts from Sidney I. Dobrin, “Unearthing Ecocriticism”

·       John R.  Gillis – “The Blue Humanities”https://www.neh.gov/humanities/2013/mayjune/feature/the-blue-humanities

·       Helen M Rozwadowski, Oceans in three Paradoxes: Knowing the Blue through Humanities – Virtual Exhibition https://www.environmentandsociety.org/exhibitions/oceans-three-paradoxes

The unit will probe into pivotal aspects surrounding the construction of the ocean space through filmic representations of the ocean. The intent is to analyze through a range of issues informing the oceanic representations in films to unearth the pluri-focussed politics, both explicit and otherwise, manoeuvring through them - Maritime histories and activities, Aquatic world, Disasters, Conquests, Wars, Exploration, Adventure, Folk Tales and Myths, Colonialism and Postcolonialism, Gender, Race, Capitalism, International Relations, Globalization, Ecology and Medical Humanities.

·       James L. Smith and Steve Mentz - Learning an Inclusive Blue Humanities: Oceania and Academia through the Lens of Cinema

·       Stefan Helmreich, “Massive movie waves and the Anthropic Ocean”

·       Dilip M Menon, “Sea-Ing Malayalam Cinema”

·       Rie Karatsu, “The Representation of the Sea and the Feminine in Takeshi Kitano's A Scene at the Sea (1991) and Sonatine (1993)” (SLA)

Dobrin, Sidney I. Blue Ecocriticism and the Oceanic Imperative. Routledge, 2021.

Mentz, Steve. An Introduction to Blue Humanities. Routledge, 2023.

·       Chen, Cecilia, Janine MacLeod, and Astrida Neimanis, editors. Thinking with Water. McGill-Queens Univ. Press, 2013. 

·       DeLoughrey, Elizabeth. “Toward a Critical Ocean Studies for the Anthropocene.” English Language Notes, vol. 57, no. 1, Apr. 2019, pp. 21–36.

·       Di Leo, Jeffrey R., editor. “Blue Humanities,” Symploke, vol. 27 no. 1, 2019, pp. 7-10. · 

·       Gillis, John R. “The Blue Humanities.” HUMANITIES, vol. 34, no. 3, May/June 2013.

·       Jue, Melody. Wild Blue Media: Thinking through Seawater. Duke Univ. Press, 2020.

·       Mentz, Steve. “Toward a Blue Cultural Studies: The Sea, Maritime Culture, and Early Modern English Literature.” Literature Compass, vol. 6, no. 5, Sept. 2009, pp. 997–1013. 

·       Mentz, Steve. Ocean. Bloomsbury Academic, 2020.

·       Mentz, Steve. Shipwreck Modernity: Ecologies of Globalization, 1550-1719. Univ. of Minnesota Press, 2016.

·       Raban, Jonathan, editor. The Oxford Book of the Sea. Oxford Univ. Press, 1993.

·       Roorda, Eric. The Ocean Reader: History, Culture, Politics. Duke Univ. Press, 2020. 

·       Steinberg, Philip E. The Social Construction of the Ocean. Cambridge Univ. Press, 2001.

 End semester evaluation will be based on students setting up an online archive. They shall create an online archive selecting topics and presenting them by blending texts, theory and research. The submission will also have a viva component.  

Course Description: Latitudes 2 A2 is a communicative course that is closely linked to the CEFR, and combines language teaching with socio-cultural aspects of life in France and the Francophone countries. The course has a fluid structure with the 'learning contract' clearly outlined at the start of each unit. This makes the student aware of their learning objectives and responsible for their own development. 

Course Objectives: Latitudes 2 A2 comprises 4 modules of 3 units each. This emphasis on independent learning is further honed by the end of unit projects which are divided into stages, testing different skills, and allow the students to interact with each other and put into practice all that they have learnt through the course of the unit.

o   Expressing approval and indifference

o   Grammar ( Passe Recent, Pronom possessif, passe compose,

Imparfait)

o   To narrate a personal story

o   Replying an invitation

o   Expressing one’s concern, fear

o   Expressing one’s surprise

o   Imagine a dialogue from a given situation

o   Grammar (plus que parfait, depuis, pendant, il y a)

o   Expressing the emotions of joy and sadness

o   To compare

o   Letter writing

o   Grammar  (comparative, superlative,)

o   Expressing one’s angry, unhappy, disappointment and regrets

o   Write a letter on one’s disappointment and frustration

o   Grammar (Pronom en, y) expressions to quantify

o   Expressing and ask for opinion

o   Interrogation 

o   Writing a dialogue on a given topic

o   Understand a newspaper article

o    Expressing intention to do something

o    Explain your choice

o    Verbe conjugaison (aller, venir, revenir, retourner)

o    Neither, nor   the restriction : (ne ...que) only

Examination & Assessments – Through written assignments and different tests of linguistic skills

Question Paper Pattern

·      Section A --–10 marks

·      Section B - - 20 marks

·      Section C - – 20 marks

Course Description: This course mainly deals with the listening, speaking, writing, reading modules of basic German by using different pedagogies and effective strategies in order to meet the requirements of various situations. This course also enables the students to have cross-cultural competencies and cognitive skills.

Course Objectives:

●      To achieve language proficiency skills on the basic level

●      To develop the skills demonstrated in the ability to interpret simple texts

●      To attain some transcultural competency: an awareness of cross-cultural differences between societies.

●      To develop the ability to formulate basic questions

grüßen und verabschieden, sich und andere vorstellen, über sich und andere sprechen, Zahlen bis 20, Telefonnummer und E-mail-Adresse nennen, buchstabieren, über Länder und Sprachen sprechen

über Hobbys, sich verabreden, Berufe und Arbeitszeiten sprechen, Wochentage benennen, über Arbeit, Zahlen ab 20 nennnen, über Jahreszeiten sprechen, ein Profil im Internet erstellen. Artikel der, die, das, verben und Personalpronomen II, Ja-/Nein- Frage, Plural der Substantive, die verben haben und sein.

über Hobbys, sich verabreden, Berufe und Arbeitszeiten sprechen, Wochentage benennen, über Arbeit, Zahlen ab 20 nennnen, über Jahreszeiten sprechen, ein Profil im Internet erstellen. Artikel der, die, das, verben und Personalpronomen II, Ja-/Nein- Frage, Plural der Substantive, die verben haben und sein.

Plätze und Gebäude benennen, fragen zu Orten stellen, Texte einer Bildergeschichte zuordnen, Dinge erfragen, Verkehrsmittel benennen, nach dem Weg fragen und einen Weg beschreiben, Jahreszeiten und Monate benennen, über Hobbys sprechen, Texte mit internationalen Wörtern verstehen, Artikel lernen. Bestimmter Artikel: der, die, das, unbestimmter Artikel: ein, eine, ein, Negationsartikel: kein, keine, kein, Imperativ mit Sie.

über Freizeit sprechen, das Datum verstehen und nennen,  etwas gemeinsam planen, über Geburtstage sprechen, eine Einladung verstehen und schreiben, im Restaurant bestellen und bezahlen, über ein Ereignis sprechen, bestimmte Informationen in Texten finden, Veranstaltungstipps im Radio verstehen. Datumsangaben: am ...., trennbare Verben, Präposition für + Akkusativ mich, dich ..., Präteritum von haben und sein.

die Uhrzeit verstehen und nennen, Zeitangaben machen, über  Familie sprechen, sich verabreden, einen Termin telefonisch vereinbaren, sich für eine Verspätung entschuldigen und darauf reagieren, Zeitangaben mit am, um, von.... bis, possessiveartikel: mein, dein..., Modalverben im Satz: Satzklammer, Modalverben müssen, können und wollen.

über Freizeit sprechen, das Datum verstehen und nennen,  etwas gemeinsam planen, über Geburtstage sprechen, eine Einladung verstehen und schreiben, im Restaurant bestellen und bezahlen, über ein Ereignis sprechen, bestimmte Informationen in Texten finden, Veranstaltungstipps im Radio verstehen. Datumsangaben: am ...., trennbare Verben, Präposition für + Akkusativ mich, dich ..., Präteritum von haben und sein.

2.     Deutsch Sprachlehre für Ausländer and Glossar Deutsch-English by Heinz Griesbach-Dora Schulz, Max Hueber publishers

3.     Deutsch für den Beruf text book by adelheid h, Max Hueber publishers

4.     Deutsch für den Beruf work book by adelheid h, Max Hueber publishers

5.     Grammatik intensiv trainer A1 Deutsch – Langenscheidt by Mark lester, larry beason, langenscheid publishers

6.     Fit für Goethe Zetifikat A1 start Deutsch 1 by Johaness Gerbes, Frau ke van der Werff, Hueber publishers

7.     Learn german through games and activities level1 Deutsch als Fremdsprache/Kursbuch und Arbeitsbuch and CD by Sabine Emmerich & Federica Colombo, eli publishers

Examination &Assessments – Through written assignments and different tests of linguistic skills.

Question paper pattern:

Section A – 10 Marks

Section B – 20 Marks

Section C – 20 Marks 

Course Description: It is a thirty hours course. Students will be exposed to the use of Kannada Language both in oral and written forms. In the introductory sessions Kannada alphabets, words, simple sentence writing and basic grammar will be taught. At the end of the course students will be able to Read, Write and Speak in Kannada Language

Course Objective:
•    To enable students to communicate in the State Language Kannada.  
•    Helps the students, particularly coming from other states in their day to day conversations.
•    The course mainly focusses on Conversational Kannada and writing Kannada.

Kannada Varnamale- Swargalu, Sandhyakshara, Anuswara & Visarga              

Vargeeya Vyanjana, Anunasikagalu 

Avargeeya Vyanjana, Ottakshargalu

Kaagunitha

1. Parts of Speech: Noun, Pronoun, Verb, Conjunction, Interjection,

Exclamatory.

Linga, Vachana, Vibhakti Pratyagalu 

Verb Root, Verb- Past and Non Past

Comprehension, Letter Writing

Sentence making, Translation & Question form, Negation, Opposite words

2. Thili Kannada - K S Madhusudana, H N  Muralidharan

3. Spoken Kannada for Absolute Beginners - Sanjay D

CIA-2 Noun, Verb, Number, Gender, Tense, Days, Name of Things. 15%

CIA-3  Conversation Practice, Vachana, Opposite Word, Sentance making (Animals, Birds, Vegetables, things) Translation, Letter Writing. 15% 

Attendance 10%

End Semester Exam:

Question Paper Pattern

·       Section A - Test of linguistic ability through grammar components –15 marks

·       Section B - Test of translating abilities and comprehension, short answers - 15 marks

·       Section C - Test of writing skills / Originality in letter writing, dialogue and essay

writing – 20 marks 

This course is designed as a foundation course in Mathematics for those who have not been exposed to any Mathematics course earlier.  This enables the students to improve their analytical, reasoning and problem solving skills. Topics included are Set Theory, Theory of Equations, Matrices and Determinants.

Set Theory – Definition – Types of Sets – Operation on sets (Union, Intersection Complement, Difference) – Venn Diagram – Application problems.

Basic linear Equations, Modeling with equations, – solution of linear equation – Quadratic equations – solutions of Quadratic equations – The equation x² + 1 = 0 and introduction to complex numbers -  Square roots, cube roots and fourth roots of unity, inequalities.

Matrices – Types of Matrices – Operations on Matrices – Expansion of 2^nd and 3^rd order Determinants – Minors – Co-factors – Adjoint – Singular and Non-singular matrices – Inverse of a matrix – Solution of systems of linear equations by matrix and determinant methods.

2.     B. G. Satyaprasad, K. Nirmala, R. G. Saha, and C. S. Anantharaman, Business Mathematics. 1^st ed., Mumbai, India: Himalaya publishing House, 2006.

2. E. Don and J. Lerner, Schaum's Outlines of Basic Business Mathematics, 2nd ed., McGraw Hill, 2000.

Course Description:

This skill-based course aims at imparting theoretical knowledge of optimization techniques.  These techniques are widely used in the industry to optimize available resources.  This will help the student to apply the mathematical techniques to real life situations.

Course Objectives: This course will help the learner to

COBJ1.   Acquire problem solving skills in Linear Programing and its related problems

COBJ2.   Gain proficiency in implementing the algorithms for solving Transportation and Assignment Problems.

COBJ3.  Demonstrate the methods of solving Two-Person Zero-Sum Games

Definitions of O.R.- Definition of Linear Programming Problem (L.P.P) - Formulation of L.P.P. – Linear Programming in Matrix Notation – Graphical Solution of L.P.P –  Simplex Method – Big M Technique – Two Phase Method.

Introduction to Transportation Problem – Initial Basic Feasible solution – Moving towards Optimality – Degeneracy in Transportation Problems – Unbalanced Transportation Problem – Assignment Problems.

Games and Strategies – Introduction – Two person zero sum games – Maximin and Minimax Principles – Games without saddle point – mixed strategies – Solution of 2 x 2 rectangular games – Graphical method – Dominance Property –  Algebraic Method for m x n   games.

The component-wise evaluation pattern is given below:

This course considers the degree to which media influences political opinion and actions and also its impact on public policy in the Indian context. In other words, the course examines the role of news media in the Indian political process from both behavioural and institutional perspectives.

Theories of news media

Media as fourth estate of democracy

Media and civic engagement

Politics and social media: Issues and debates

Media regulation and politics

Media and the political communication process

Media and its impact on public opinion

Sociology of news construction

Media’s role in the empowerment of social movements

Role of media in elections- campaigns, strategies and advertisement

Media role in exposing political scandals

Media as spaces for dissent, marginal voices and alternative platforms

The corporate world, media conglomerates and politics interface

Media’s role in manufactured consent giving

Visual media and political communication

Role of social media in image building

Case study- Rebranding of PM Modi

Politics of Media, 1st Edition by Ranjith Thankappan, 2016.

Political Communication and Mobilisation: The Hindi Media in India, by Taberez Neyazi, 2018.

CIA 1- MCQ

CIA 2- Class test

CIA 3- Group presentation

ESE- Written exam

Course description: This course will introduce students to the basic principles and techniques of audio and video production. Students will learn how to use a range of equipment and software to produce high-quality audio and video content. This course is designed for non-media students who want to acquire basic skills in audio and video production.