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1 Semester - 2023 - Batch | Course Code |
Course |
Type |
Hours Per Week |
Credits |
Marks |
CSC996 | VISUALIZING DATA | - | 2 | 2 | 50 |
MSA131 | CLASSICAL SOCIAL THEORIES | Core Courses | 4 | 4 | 100 |
MSA132 | GENDER STUDIES | Core Courses | 4 | 4 | 100 |
MSA133 | SOCIAL RESEARCH METHODS | Core Courses | 4 | 4 | 100 |
MSA134 | APPROACHES TO THE STUDY OF INDIAN SOCIETY | Core Courses | 4 | 4 | 100 |
MSA135 | SOCIAL DEMOGRAPHY | Core Courses | 4 | 4 | 100 |
2 Semester - 2023 - Batch | Course Code |
Course |
Type |
Hours Per Week |
Credits |
Marks |
CSC996 | VISUALIZING DATA | - | 2 | 2 | 50 |
MAIS291 | INTERNATIONAL ORGANIZATIONS | Interdisciplinary Elective Courses | 4 | 4 | 100 |
MCN291 | ECOLOGY AND MEDIA DISCOURSES | Interdisciplinary Elective Courses | 4 | 4 | 100 |
MEL291 | BORDERS,MIGRATIONS,IDENTITIES | Interdisciplinary Elective Courses | 4 | 4 | 100 |
MSA231 | ADVANCED SOCIAL THEORIES | Core Courses | 4 | 4 | 100 |
MSA232 | SOCIAL STATISTICS | Core Courses | 4 | 4 | 100 |
MSA233 | QUALITATIVE RESEARCH METHODS | Core Courses | 4 | 4 | 100 |
MSA234 | CORPORATE SOCIOLOGY | Core Courses | 4 | 4 | 100 |
MSA291 | CORPORATE SOCIAL RESPONSIBILITY | Interdisciplinary Elective Courses | 60 | 4 | 100 |
3 Semester - 2022 - Batch | Course Code |
Course |
Type |
Hours Per Week |
Credits |
Marks |
MSA331 | SOCIAL PSYCHOLOGY | Core Courses | 4 | 4 | 100 |
MSA332 | SOCIOLOGY OF CHANGE AND DEVELOPMENT | Core Courses | 4 | 4 | 100 |
MSA333 | SOCIOLOGY OF HEALTH | Core Courses | 4 | 4 | 100 |
MSA334 | CULTURE AND POLITICS | Core Courses | 4 | 4 | 100 |
MSA335 | PUBLIC RELATIONS | Core Courses | 4 | 4 | 100 |
MSA381 | DISSERTATION - I | Core Courses | 2 | 2 | 50 |
MSA382 | INTERNSHIP | Core Courses | 0 | 4 | 100 |
4 Semester - 2022 - Batch | Course Code |
Course |
Type |
Hours Per Week |
Credits |
Marks |
MSA431 | SOCIAL WELFARE ADMINISTRATION AND NGO MANAGEMENT | Core Courses | 4 | 4 | 100 |
MSA432 | SOCIOLOGY OF MEDIA | Core Courses | 4 | 4 | 100 |
MSA433 | SOCIAL GERONTOLOGY | Core Courses | 4 | 4 | 100 |
MSA441A | SOCIAL MOVEMENTS AND SOCIAL CHANGE | Discipline Specific Elective Courses | 4 | 4 | 100 |
MSA441B | SOCIOLOGY OF DIASPORA | Discipline Specific Elective Courses | 4 | 4 | 100 |
MSA441C | HUMAN RIGHTS AND SOCIOLOGY OF LAW | Discipline Specific Elective Courses | 4 | 4 | 100 |
MSA481 | DISSERTATION II | Core Courses | 2 | 2 | 50 |
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Introduction to Program: | |
The Masters Programme in Applied Sociology is conceived as one providing a sound theoretical base for the understanding of contemporary social phenomena in conjunction with the skills necessary to apply this knowledge in various fields such as in the Government sector, Human Resources, NGO sector, Research and Project Management.
The programme provides equal importance to classical and contemporary theories on one hand and a number of special fields of empirical Sociological studies on the other. It balances courses which offer a strong grounding in theory and methods with others which impart skills.
The programme also incorporates an Internship in either an NGO or in the corporate sector and a Dissertation, completion of which are deemed necessary for successful completion. | |
Programme Outcome/Programme Learning Goals/Programme Learning Outcome: PO1: Demonstrate knowledge about the dynamics of social systems.PO2: Apply sociological theories and perspectives to social reality. PO3: Analyze and engage with the social surroundings, problematise and raise questions and apply their knowledge for welfare initiatives. PO4: Demonstrate awareness of local, regional, national and global socio-cultural environmental needs and concerns. PO5: Engage in lifelong learning. PO6: Conduct social research by mastering technical skills. PO7: Exhibit academic writing skills. PO8: Demonstrate soft skills such as presentation skills, interpersonal skills and exhibit lateral and analytical thinking skills. | |
Assesment Pattern | |
PATTERN FOR CONTINUOUS INTERNAL ASSESSMENT (CIA) CIA constitutes a total of 50 marks for a four-credit paper. The distribution is as follows CIA I - Mid semester Examination conducted for a total weightage of 25 marks CIA II - CIA II carries 10 marks and involves the adoption of any one or two of the following methods: written Assignment, Book/Article review, group presentations, symposium, group task, Individual seminars, Quiz, and class test. CIA III - CIA III also carries 10 marks and involves the adoption of any one or two of the above said methods. Attendance - Attendance carries 5 marks
The course teacher would decide the internal assessment methods to be adopted for a given semester and would incorporate them in the course plan for validation which will be circulated among the students in the beginning of each semester. QUESTION PAPER PATTERN FOR END SEMESTER EXAMINATION (ESE)
ESE is conducted as a three-hour paper which carries 50 per cent weightage. Examination is conducted out of 100 marks and later reduced to 50 marks. The exam is conducted for 3 hours. Model- 1
Section 1 Short Answer Questions 8 X 5=40 This section will have a total of eight questions out of which five to be answered. Each question carries Eight marks and hence a total of 40 Marks. Attention will be paid to have at least two questions from each module of the syllabus. Students will be expected to answer these questions in not more than 200 words.
Section II Essay Questions 15 X 4=60 This section will have a total of six questions out of which four to be answered. Each question carries Fifteen marks and hence a total of 60 Marks. Attention will be paid to have at least one question from each module of the syllabus. Students will be expected to answer these questions in not more than 500 words. OR
Model- 2
5 Essays 20 x 5 = 100
There will be a total of 8 questions of which any 5 have to be answered. Each question carries 20 marks.
OR
Model -3
Section 1 Essay Questions 10 x 5 = 50 This section will have a total of seven questions out of which five to be answered. Each question carries TEN marks and hence a total of 50Marks. This section will have smaller essay questions, with a little of analyses and concepts.
Section II Essay Questions 15 x 2=30 This section will have a total of three questions out of which two to be answere1d. Each question carries Fifteen marks and hence a total of 30 Marks. This section will have slightly difficult analytical questions. Section III Compulsory Question 20 x 1 =20 This section will be a compulsory question as this is an application-based syllabus the questions in this section will be application-based questions on either case studies or live scenarios | |
Examination And Assesments | |
ASSESSMENT PATTERN FOR INTERNSHIP: 1. Reflective weekly Journal 040 marks 2. Report on Internship 030 marks 3. Presentation 010 marks 4. Viva 020 marks Total 100 marks
ASSESSMENT PATTERN FOR DISSERTATION:
III SEMESTER 1. Proposal 20 marks 2. Proposal Presentation 10 marks 3. Colloquium I 20 marks Total 50 marks
IV SEMESTER 1. Colloquium II 10 marks 2. Dissertation 30 marks 3. Viva 10 marks Total 50 marks |
MSA131 - CLASSICAL SOCIAL THEORIES (2023 Batch) | |
Total Teaching Hours for Semester:60 |
No of Lecture Hours/Week:4 |
Max Marks:100 |
Credits:4 |
Course Objectives/Course Description |
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Course Description:This course aims at making students capable of appreciating theory from a historical perspective and trace continuities in the accumulation of knowledge. It helps them to understand theory as systematically organized, law-like propositions about society that can be supported by evidence. This course covers an important phase in the development of sociological theories when the three fundamental traditions i.e. Structural Functionalism, Conflict Theory and Interactionist Theory took shape. It also introduces the students to the major proponents of these traditions.
Course Objectives :
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Course Outcome |
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CO1: Students will be able to understand social phenomena from different perspectives. CO2: Students will be able to look at the contemporary happenings through a sociological eye.
CO3: Students will acquire the skills and knowledge to understand social phenomena systematically without individual bias. CO4: Students will be able to approach social issues from a scientific perspective rather than taking a common sensical approach.
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Unit-1 |
Teaching Hours:10 |
Nature of Sociological Perspectives
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1. Sociological perspectives: Introduction 2. Concepts, theories and paradigms 3. Theory and Social Reality
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Unit-2 |
Teaching Hours:10 |
Structural Functionalism
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1. Structural Functionalism: Emergence a. Comte, Spencer, Durkheim 2. The Analytical Functionalism of Talcott Parsons 3. The structure of Social Action 4. The Empirical Functionalism of R. K Merton a. Merton’s Paradigm for Functional analysis 5. Applications of functional analysis
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Unit-3 |
Teaching Hours:15 |
Conflict Theory
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1. Conflict as a perspective: the contribution of Karl Marx 2. The Dialectical conflict theory of Dahrendorf 3. The conflict Functionalism of Lewis Coser 4. Conflict Sociology – Randal Collins
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Unit-4 |
Teaching Hours:15 |
Symbolic Interactionism
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1. Introduction 2. Weber, Social Action, Ideal Type 3. Cooley- Looking Glass Self 4. Mead – Development of Self 5. Blumer – Sociological Analysis of the Variable
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Unit-5 |
Teaching Hours:10 |
Social Exchange Perspective
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1. Structural Exchange theory of Peter M. Blau 2. Exchange Network Theory of Richard Emerson
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Text Books And Reference Books:
Abraham M, F.(2008).Modern Sociological Theory. New York: Oxford University Press. Birks, M. (2011). Grounded Theory: A Practical Guide. Los Angeles: Sage. Collins, R. (1997). Theoretical Sociology. Jaipur: Rawat Publications. Joas, H. (2009). Social Theory: Twenty Introductory Lectures. New York: CUP Jonathan, H T. (1987). Structure of Sociological Theory. Jaipur: Rawat Publications. Parsons, T. (1964). Social Structure and Personality. Free Press. Ritzer, G. (1988). Contemporary Sociological Theory. New Jersey: MGH. Smelser, N. J. (1959). Social Change in the Industrial Revolution. London: Routledge | |
Essential Reading / Recommended Reading
1. Allan, K. (2011). A Social Lens an Invitation to Social and Sociological Theory. Los Angeles: Sage. 2. Baldwin, J.D (1986). George Herbert Mead: A Unifying Theory for Sociology. New Delhi:Sage. 3. Becker, H. (1971). Sociological Work: Method and Substance. Allen Lane. 4. Furedi, F. (2013). Authority: A Sociological History. New York: CUP 5. Jones, P. (2005). Introducing Social Theory. Cambridge: Polity Press. 6. Visvanathan, S. (2009). Structure and Transformation: Theory and Society in India. New Delhi: OUP.
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Evaluation Pattern Evaluation Pattern
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MSA132 - GENDER STUDIES (2023 Batch) | |
Total Teaching Hours for Semester:60 |
No of Lecture Hours/Week:4 |
Max Marks:100 |
Credits:4 |
Course Objectives/Course Description |
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Course Description: This is a programme focused on understanding the impact of gender on the world around us and on power hierarchies that structure it. It is important therefore to build awareness about these issues into the academic curriculum. This will enable students to critically engage with their lived reality and also empower them with the necessary tools for building a more gender just and egalitarian society.
Course Objectives:
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Course Outcome |
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CO1: To explain the concepts and theories related to gender and sexuality. CO2: Critically evaluate the historical, cultural and political contexts that shaped our basic
understandings of gender and sexuality CO3: To discuss the structural power dynamics in society through a gender sensitive lens. |
Unit-1 |
Teaching Hours:10 |
Concepts for studying men and women
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Unit-2 |
Teaching Hours:20 |
Feminist Theories
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1. Liberal Feminism and Marxist Feminism
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Unit-3 |
Teaching Hours:10 |
Gender Stereotypes
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Unit-4 |
Teaching Hours:10 |
Gender and the Work Sphere (Field Exposure)
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Unit-5 |
Teaching Hours:10 |
Gender & Society: Applications of Gender Stereotypes
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Text Books And Reference Books:
Pal.M, P. b. (2011). Gender and Discrimination. New Delhi : Oxford University Press. Ray, R. (2012). Handbook of Gender. New Delhi : Oxford University . Tapan, B. (2007). Human Rights and Environment. New Delhi : Viva Books Private Limited. John, Mary E. (2008). Women’s Studies in India: A Reader. New Delhi:Penguin Books. Jackson, Stevi & Jackie Jones (ed). (1998). Contemporary Feminist Theories, Edinburgh: University Press Kamla Bhasin. (1994). Patriarchy. New Delhi: Kali for Women.
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Essential Reading / Recommended Reading
Kimmel, M S. (2010). The Gendered Society, (4thed.), Oxford University Press. Kristof, N., & Wu Dunn, S. (2009) Half the Sky, Vintage Press. Chapter 7 Leonhardt, D. (2006), Gender Pay Gap, Once Narrowing, Is Stuck in Place. The New York Times. Parrot, A. and Cummings, N. (2006) Forsaken females: The global brutalization of women, Rowman and Littlefield. Chapter 1. Roscoe, W. (1992) Zuni Man/Woman. University of New Mexico Press. Chapter 1 Towle, E. B, & Morgan, L. M (2002) Romancing the Transgender Native: Rethinking the Use of the "Third Gender" Concept GLQ: A Journal of Lesbian and Gay Studies, 8, (4) 469-497. Radha Kumar. (1998). History of Doing, Kali for Women. Butler, Judith (1990). Gender Trouble: Feminism and the Subversion of Identity. New York: Routledge. | |
Evaluation Pattern CIA 1 - 10 CIA 2 Mid Sem Exam25 CIA 3 - 10 Attendance - 5 Endsem exam - 50 20 X 5=100 | |
MSA133 - SOCIAL RESEARCH METHODS (2023 Batch) | |
Total Teaching Hours for Semester:60 |
No of Lecture Hours/Week:4 |
Max Marks:100 |
Credits:4 |
Course Objectives/Course Description |
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This course seeks to train students to conceptualize and carry out social research. It introduces students to the various stages of research, equipping them with the necessary skills to collect data, analyse data and present the findings in a report format. |
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Course Outcome |
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CO1: Students will be aware of the various philosophical standpoints on research. CO2: They will acquire with the necessary skills to conceive and conduct sociological research. CO3: Through various assignments, they will be able to demonstrate practical knowledge of conducting research. CO4: This course will also help them to do their dissertation systematically during the fourth semester. |
Unit-1 |
Teaching Hours:10 |
Social Research: An Introduction
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Unit-2 |
Teaching Hours:15 |
Social Research: Basic Postulates
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1. Types of research: a. Exploratory – Descriptive –Explanatory- Experimental. b. Quantitative and Qualitative c. Pure and Applied, Action and participatory, evaluative d. Conceptual research 2. Types of Data: Primary and Secondary, Quantitative and Qualitative, Sources of Data 3. Reliability and Validity in Social Research Ethical concerns in social research | |
Unit-3 |
Teaching Hours:10 |
Steps in Social Research, Research Design and Sampling
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Unit-4 |
Teaching Hours:10 |
Data Collection
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Unit-5 |
Teaching Hours:15 |
Data Processing & Presentation
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Text Books And Reference Books: Andres, L. (2012). Designing and Doing Survey Research. London: Sage. Babbie, E. (2002). The Basics of Social Research. London: Wadsworth Publications. Bryman, A. (2012). Social Research Methods (4thed.). New York: OUP. Creswell, J. (2009). Research Designs. New Delhi: Sage Publications. Goode, W. & Paul K. H. (1981). Methods in Social Research. New York: McGraw Hill. Hammersley, M. (2012). Ethics in Qualitative Research. New Delhi: Sage. Packer, M. (2011). The Science of Qualitative Research. New York: CUP. | |
Essential Reading / Recommended Reading Kerlinger, F.N.(2004). Foundations of Behavioural Research. Delhi, Surjeet Publications. Wheeldon, J. (2012). Visualizing Social Science Research: Maps, Methods and Meaning. Los Angeles: Sage. Young, P. (1996). Scientific Social Survey and Research. New York: Prentice Hall. | |
Evaluation Pattern CIA 1 - 10 CIA 2 Mid Sem-25 CIA 3 - 10 Attendance - 5 Endsem exam - 50 | |
MSA134 - APPROACHES TO THE STUDY OF INDIAN SOCIETY (2023 Batch) | |
Total Teaching Hours for Semester:60 |
No of Lecture Hours/Week:4 |
Max Marks:100 |
Credits:4 |
Course Objectives/Course Description |
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Course Description: This course focuses on the development of sociology in India, its relationship to colonial anthropology, Orientalism and Indology and the approaches that emerged in Indian sociology over the years. It introduces the learner to the counter influences of power and knowledge especially during the time of colonialism. The paper begins with an introduction to the theoretical foundations of empirical, structural, Marxist and subaltern approaches to the study of Indian society. It then introduces a number of seminal works in various areas of study such as the study of caste, family, village and tribe in India which have utilized these different perspectives. The readings for most of these units will be shared in class. Course Objectives:
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Course Outcome |
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CO1: Explain the approaches to the study of caste system in India. CO2: Discuss the approaches to the study of villages in India.
CO3: Analyse the approaches to the study of family, kinship and religion in India.
CO4: Analyse the approaches to the study of tribes in India. |
Unit-1 |
Teaching Hours:20 |
Caste
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Unit-2 |
Teaching Hours:10 |
Village Studies
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Unit-3 |
Teaching Hours:10 |
Religion
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Unit-4 |
Teaching Hours:10 |
Family and Kinship
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Unit-5 |
Teaching Hours:10 |
Tribe
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Text Books And Reference Books: Cohn, B. S. (2017). Notes on the History of the Study of Indian Society and Culture. In Structure and change in Indian society(pp. 3-28). Routledge. Desai, A. R. (1994). Rural sociology in India. Popular Prakashan. Desai, A. R. (2005). Social Background Of Indian Nationalism (6Th-Edn). Popular Prakashan. Guha, R. (Ed.). (1997). A subaltern studies reader, 1986-1995. U of Minnesota Press. Gupta, D. (Ed.). (1992). Social stratification (p. 15). Bombay, India: Oxford University Press. Said, E. (1978). Orientalism: Western representations of the Orient. New York: Pantheon. Srinivas, M. N. (2009). The Oxford India Srinivas. New Delhi: Oxford University Press. | |
Essential Reading / Recommended Reading Cohn, B. S. (2017). Notes on the History of the Study of Indian Society and Culture. In Structure and change in Indian society(pp. 3-28). Routledge. Desai, A. R. (1994). Rural sociology in India. Popular Prakashan. Desai, A. R. (2005). Social Background Of Indian Nationalism (6Th-Edn). Popular Prakashan. Guha, R. (Ed.). (1997). A subaltern studies reader, 1986-1995. U of Minnesota Press. Gupta, D. (Ed.). (1992). Social stratification (p. 15). Bombay, India: Oxford University Press. Said, E. (1978). Orientalism: Western representations of the Orient. New York: Pantheon. Srinivas, M. N. (2009). The Oxford India Srinivas. New Delhi: Oxford University Press. | |
Evaluation Pattern The evaluation pattern is as follows: CIA 1: 20 Marks CIA 2: Mid-semester exam 50 Marks CIA 3: 20 Marks Attendance: 5 Marks End semester exam: 100 Marks
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MSA135 - SOCIAL DEMOGRAPHY (2023 Batch) | |
Total Teaching Hours for Semester:60 |
No of Lecture Hours/Week:4 |
Max Marks:100 |
Credits:4 |
Course Objectives/Course Description |
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Course Description: Social Demography attempts to study the population, its size, structure, characteristics and the processes operating within it, using a sociological perspective. This course attempts to introduce the students to this discipline and enable them to understand the impact that society and its various institutions have on the population and its demographic processes. The course will cover the characteristics of the population and tools used to measure and study the same, such as the Census of India, theories of population, the various population processes and an examination of the changes in the policies relating to population over the past 50 years in India. It also enables the student to comprehend the significance of demography in diverse areas such as public planning and policy, market research, healthcare and politics.
Course Objectives:
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Course Outcome |
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CO1: Examine the significance of Social Demography CO2: Analyse the study of the population in India, population composition, and the various processes involved CO3: Apply theories related to demography to examine their application to demographic data CO4: Critically examine current policies relating to social demography |
Unit-1 |
Teaching Hours:15 |
Social Demography: An Introduction
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Unit-2 |
Teaching Hours:15 |
Theoretical Perspectives
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Unit-3 |
Teaching Hours:25 |
Population Processes
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Unit-4 |
Teaching Hours:5 |
Areas of Application
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Text Books And Reference Books:
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Essential Reading / Recommended Reading
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Evaluation Pattern CIA 1 - 10 CIA 2 Mid Sem-25 CIA 3 - 10 Attendance - 5 Endsem exam - 50 | |
CSC996 - VISUALIZING DATA (2023 Batch) | |
Total Teaching Hours for Semester:15 |
No of Lecture Hours/Week:2 |
Max Marks:50 |
Credits:2 |
Course Objectives/Course Description |
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Course Description
Data visualization package for the statistical programming language R. It starts with simple datasets and then graduates to case studies about world health, economics, and infectious disease trends in the United States. This course starts with fundamental computational concepts underlying most programming languages and also the solution of small problems using a programming language.
Course Objectives
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Course Outcome |
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CO1: Understand the applications of tableau CO2: Apply fundamental concepts in tableau basic reports CO3: Analyze the applications of tableau calculations and filters. |
Unit-1 |
Teaching Hours:5 |
Introducing Tableau
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Introduction to Tableau: What is TABLEAU? Why Data Visualization - Unique Features compared to Traditional BI Tools - TABLEAU Overview & Architecture - File Types & Extensions - Start Page, Show Me, Connecting to Excel Files, Connecting to Text Files, Connect to Microsoft SQL Server, Connecting to Microsoft Analysis Services, Creating and Removing Hierarchies - Bins, Joining Tables, Data Blending. | |
Unit-2 |
Teaching Hours:5 |
Tableau Basic Reports
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Parameters - Set - Combined Sets - Creating a First Report - Data Labels - Create Folders - Sorting Data - Add Totals, Subtotals and Grand Totals to Report. Types of charts. | |
Unit-3 |
Teaching Hours:5 |
Tableau Calculations & Filters
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Calculated Fields - Basic Approach to Calculate Rank, Advanced Approach to Calculate Rank , Calculating Running Total - Filters Introduction - Quick Filters - Filters on Dimensions - Conditional Filters - Top and Bottom Filters - Filters on Measures - Context Filters - Slicing Filters - Data Source Filters - Extract Filters | |
Text Books And Reference Books: Milligan, Joshua N., and Guillevin, Tristan. Tableau 10 Complete Reference: Transform Your Business with Rich Data Visualizations and Interactive Dashboards with Tableau 10. United Kingdom, Packt Publishing, 2018. | |
Essential Reading / Recommended Reading Milligan, Joshua N., and Guillevin, Tristan. Tableau 10 Complete Reference: Transform Your Business with Rich Data Visualizations and Interactive Dashboards with Tableau 10. United Kingdom, Packt Publishing, 2018. | |
Evaluation Pattern MCQ: 25 Assignment: 15 Attendance: 10 | |
MAIS291 - INTERNATIONAL ORGANIZATIONS (2023 Batch) | |
Total Teaching Hours for Semester:60 |
No of Lecture Hours/Week:4 |
Max Marks:100 |
Credits:4 |
Course Objectives/Course Description |
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The goal of this course is to help the students develop a theoretical understanding of international organizations (IOs) and the global problems they attempt to address. Upon completion of the course, students should be able to articulate why IOs exist, its role, functions and challenges facing IOs. students should bre able to relate to the contemporary issues and debates on international and regional organisations. |
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Course Outcome |
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CO1: To discuss the historical evolution and growth of international organizations CO2: To give an introduction to the conceptual and theoretical aspects of International Organization CO3: To familiarize students with the challenges facing the role and working of univerdsal and regional organisations. |
Unit-1 |
Teaching Hours:15 |
Introduction
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Definition, Characteristics and Classification of international organizations, Theories of International Organizations | |
Unit-2 |
Teaching Hours:10 |
HISTORICAL PROGRESSION OF IO'S
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Origins of International Institutions; Treaty of Westphalia, Congress of Vienna, League of Nations, Evolution of Bretton wood Institutions.
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Unit-3 |
Teaching Hours:10 |
UNITED NATIONS INSTITUTIONS and WORLD
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United Nations, Principle structures of United Nations, Reform of United Nation. | |
Unit-4 |
Teaching Hours:10 |
Regional Organizations: Beyond the Nation-State
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EU, BRICS, SCO, GCC, SAARC ASEAN, BIMSTEC. | |
Unit-5 |
Teaching Hours:8 |
Foreign Aid and Development
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Politics of Foreign Aid and Development by International Financial Institutions, WTO: Issues and Reforms. | |
Unit-6 |
Teaching Hours:7 |
FUTURE OF GLOBAL GOVERNANCE
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Issues of Global Governance: Peace and Security, Human Rights, Environment. Role of Non- State Actors. Challenges to global governance- Legitimacy, Accountability, Effectiveness | |
Text Books And Reference Books:
1. Margaret Karns and Karen Mingst, International Organizations: The Politics and Process of Global Governance. Boulder: Lynne Reinner Publishers. 2009 2. Clive Archer, International Organizations, 3rd edn.London.Routledge.2011 3. Michael Barnett and Martha Finnemore, Rules for the World: International Organizations in Global Politics. Ithaca: Cornell UP. 2004 4. Paul Kennedy, The Parliament of Man: The Past, Present, and Future of the United Nations. Toronto: Harper Collins. 2006 5. Thomas D. Zweifel, International Organizations and Democracy: Accountability, Politics, and Power, Lynne Rienner Publishers.2006. 6. Inis Claude Jr. From Swords into Ploughshares: The Problems and Progress of International Organization, 4th edn, New York Random House. 7. Thomas G Weiss and Sam Daws (eds) The Oxford Handbook on the United Nations, New York, Oxford University Press.2007. | |
Essential Reading / Recommended Reading
1. Margaret Karns and Karen Mingst, International Organizations: The Politics and Process of Global Governance. Boulder: Lynne Reinner Publishers. 2009 2. Clive Archer, International Organizations, 3rd edn.London.Routledge.2011 3. Michael Barnett and Martha Finnemore, Rules for the World: International Organizations in Global Politics. Ithaca: Cornell UP. 2004 4. Paul Kennedy, The Parliament of Man: The Past, Present, and Future of the United Nations. Toronto: Harper Collins. 2006 5. Thomas D. Zweifel, International Organizations and Democracy: Accountability, Politics, and Power, Lynne Rienner Publishers.2006. 6. Inis Claude Jr. From Swords into Ploughshares: The Problems and Progress of International Organization, 4th edn, New York Random House. 7. Thomas G Weiss and Sam Daws (eds) The Oxford Handbook on the United Nations, New York, Oxford University Press.2007. | |
Evaluation Pattern SCHEME OF VALUATION 1. CIA I – Class Test / Assignment / Presentation – 10% 2. CIA II – Mid Semester Examination – 25% 3. CIA III – Research Topic – 10% 4. Attendance – 05%
5. End Semester Examination – 50% | |
MCN291 - ECOLOGY AND MEDIA DISCOURSES (2023 Batch) | |
Total Teaching Hours for Semester:60 |
No of Lecture Hours/Week:4 |
Max Marks:100 |
Credits:4 |
Course Objectives/Course Description |
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Rampant exploitation of natural resources, increasing levels of pollution, intensifying human-animal conflicts, climate emergency, etc. have made ecology one of the prime subjects of discussion in recent decades. While engagements with ecology are most often taken up from a life sciences perspective, there is a felt need to approach ecology from a humanities and social sciences perspective. This course addresses that need. After laying the terms and concepts in the field as the foundation, the course progresses to engage with some of the key issues in the domain and ends with some of the media texts on ecology. |
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Course Outcome |
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CO1: Engage with ecological concerns from a Humanities and Social Sciences perspective CO2: Demonstrate interdisciplinary knowledge of Ecology CO3: Analyse diverse contexts and concerns of ecology CO4: Exercise ecological consciousness |
Unit-1 |
Teaching Hours:10 |
Introduction to Ecology
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This unit is a platform that enables the entrant to pick up key vocabulary, and attain conceptual clarity regarding the discourse of ecology. | |
Unit-2 |
Teaching Hours:10 |
The Idea of Nature
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This unit presents some of the key discourses on nature that circulate both in the popular and in the theoretical domains. | |
Unit-3 |
Teaching Hours:10 |
Ecology: Contexts, Concerns
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This unit presents some of the prime ecological concerns that haunt our lives and a few contexts that are detrimental in deciding the course of our earth’s ecological well-being. | |
Unit-4 |
Teaching Hours:10 |
Limits to Growth
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This unit highlights how our finite world is plundered by indiscriminate looting and infinite demands. | |
Unit-5 |
Teaching Hours:10 |
Field Visits
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Field visits are to enable the student to gain an experiential sense of biodiversity, forest life, eco initiatives and ecological stress. | |
Unit-6 |
Teaching Hours:10 |
Ecology and Media Discourses
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This Unit exhibits how the media could play a proactive role in promoting ecological awareness. | |
Text Books And Reference Books:
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Essential Reading / Recommended Reading
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Evaluation Pattern Students need to take four-levels of evaluation.
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MEL291 - BORDERS,MIGRATIONS,IDENTITIES (2023 Batch) | |
Total Teaching Hours for Semester:60 |
No of Lecture Hours/Week:4 |
Max Marks:100 |
Credits:4 |
Course Objectives/Course Description |
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Course Description
This course introduces the students to the notions and concepts of borders, bordering, territorialization and its implications on the understanding of nation, identities, geopolitics, and geoeconomics. The course provides a wide range of topics in an interdisciplinary way in order to understand the multiple manifestations of borders at the global, national, and local level. This course combines rigorous theoretical framework to analyze borders with the requirements of empirical research work. Fieldwork is an integral component of the course.
Course Objectives
· To introduce learners to the theorizations of borders, migration, and identities in various aspects of socio-cultural practices. · To acquaint learners to the diverse areas in which theories and methods of borders, migration, and identities can be analytically applied. · To enable learners to develop complex framework of analysis of everyday practices of borders, migration, and identities in a multidisciplinary framework.
CourseOutcomes · CO 1: Define, describe, summarize, and interpret concepts and theories of borders, migration, and identity.
· CO 2: Contrast, connect, and correlate various concepts and theories of borders, migration, and identity with textual, audio-visual, and empirical data.
· CO 3: Reframe the concepts through analytically criticizing textual, audio-visual, and empirical data on the basis of readings prescribed in the syllabus. |
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Course Outcome |
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CO1: Define, describe, summarize, and interpret concepts and theories of borders, migration, and identity. CO2: Contrast, connect, and correlate various concepts and theories of borders, migration, and identity with textual, audio-visual, and empirical data. CO3: Reframe the concepts through analytically criticizing textual, audio-visual, and empirical data on the basis of readings prescribed in the syllabus.
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Unit-1 |
Teaching Hours:10 |
Conceptualizing Borders and Global Bordering Practices
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Unit Description: This unit will introduce the students to the concepts used in the larger field of Border Studies. The unit is designed to acquaint the students of the various approaches in studying borders. | |
Unit-2 |
Teaching Hours:10 |
Migration as Border Crossing Practice
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Unit Description: This unit is designed to make students aware of the phenomena of crossing national and international borders as an everyday practice that redefines the notion and practices of nationhood, subjecthood, and citizenship. | |
Unit-3 |
Teaching Hours:10 |
Margins of Identities
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Unit Description: This unit acquaints the students with the complexities that surrounds the issue of identity, care, and welfare when looked through the lens of borders. Identities in this unit is studied as a bordering practice that constitutes caste, race, gender, and biopolitics. | |
Unit-4 |
Teaching Hours:10 |
Geopolitics and Geoeconomics in a Bordered World
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Unit Description: This unit serves as an introduction to the interdisciplinary relation and interface between political economy, international relations, and political theory. | |
Unit-5 |
Teaching Hours:10 |
Cultural Representations of Border
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Unit Description: Borders and bordering practices have left an indelible mark on the culture and art of nations and communities. This unit through analysis of films, literature, and popular culture discusses aesthetic representation of borders. | |
Unit-6 |
Teaching Hours:10 |
Fieldwork
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This unit will be a guided introduction to qualitative research methods in the studying of border at various scales-municipal, city, district, state, and nation. | |
Text Books And Reference Books: Unit 1 10 hrs Conceptualizing Borders and Global Bordering Practices
Unit Description: This unit will introduce the students to the concepts used in the larger field of Border Studies. The unit is designed to acquaint the students of the various approaches in studying borders.
Vaughan-Williams, N. (2016) ‘Borders’, in Ni Mhurchu, A. and Shindo, R. (eds.), Critical Imaginations in International Relations, London: Routledge, pp 11-27
Rumford, Chris (2012) ‘Towards a Multiperspectival Study of Borders‘ Geopolitics, 17:4 pp 887-902
Mezzadra S, Neilson B (2012). “Between Inclusion and Exclusion: On the Topology of Global Space and Borders.” Theory, Culture & Society. 29(4-5):58-75. doi:10.1177/0263276412443569
(2019) Bordering Through Place/s, Difference/s, and Language/s: Intersections of Border and Feminist Theories, Women's Studies in Communication, 42:2, 120-124, DOI: 10.1080/07491409.2019.1605131
Walia, Harsha (2021) Border and Rule: Global Migration, Capitalism, and the Rise of Racist Nationalism
Unit 2 10 hrs Migration as Border Crossing Practice
Unit Description: This unit is designed to make students aware of the phenomena of crossing national and international borders as an everyday practice that redefines the notion and practices of nationhood, subjecthood, and citizenship.
Mountz, A. (2015) ‘In/visibility and the Securitization of Migration: Shaping Publics through Border Enforcement on Islands’, Cultural Politics, Volume 11, Number 2: pp. 184-200.
Samaddar, Ranabir (2020). Borders of an Epidemic: Covid-19 and Migrant Workers.
Samaddar, Ranabir (1999). “Shefali” in The Marginal Nation: Transborder Migration from Bangladesh to West Bengal
Gloria E. Anzaldúa (1987). Borderlands/La Frontera: The New Mestiza
Foucault, Michel (2003) Society Must Be Defended: Lectures at the College de France, 1975-76, edited by Mauro Bertani and Alessandro Fontana. New York: Picador
Unit 3 10 hrs Margins of Identities
Unit Description: This unit acquaints the students with the complexities that surrounds the issue of identity, care, and welfare when looked through the lens of borders. Identities in this unit is studied as a bordering practice that constitutes caste, race, gender, and biopolitics.
Mbembe, Achille (2003) ‘Necropolitics’ Public Culture 15.1 11-40.
Tyler, Imogen (2018) ‘The hieroglyphics of the border: racial stigma in neoliberal Europe,' Ethnic and Racial Studies, Vol 41 Issue 10, pp. 1783-1801.
Ritu Menon (2003). “Birth of Social Security Commitments-What Happened in the West.”
Farhana Ibrahim (2005). "Defining a Border: Harijan Migrants and the State in Kachchh." Economic and Political Weekly , Apr. 16-22, 2005, Vol. 40, No. 16 (Apr. 16-22, 2005), pp. 1623-1630
Fernandez, B. 2017. “Queer Border Crossers: Pragmatic Complicities, Indiscretions and Subversions”
Unit 4 10 hrs Geopolitics and Geoeconomics in a Bordered World
Unit Description: This unit serves as an introduction to the interdisciplinary relation and interface between political economy, international relations, and political theory.
Brian Kahin and Charles Nesson (1999). Borders in Cyberspace: Information Policy and the Global Information Infrastructure
Michael G. Plummer, Peter J. Morgan and Ganeshan Wignaraja (2016). Connecting Asia Infrastructure for Integrating South and Southeast Asia
Hillman, Jonathan E (2020). The Emperor’s New Road: China and the Project of the Century. New Haven, CT: Yale University Press.
Schmitt, Carl (2003) The Nomos of the Earth: In the International Law of the Jus Publicum Europaeum
Unit 5 10 hrs Cultural Representations of Border
Unit Description: Borders and bordering practices have left an indelible mark on the culture and art of nations and communities. This unit through analysis of films, literature, and popular culture discusses aesthetic representation of borders.
Saadat Hasan Manto- “Toba Tek Singh” and “The Dog of Tetwal.” (Literature)
No Man’s Land (Film)
This Side, That Side (Graphic Narratives)
Partition Museums (Museum)
Unit 6 10 hrs Fieldwork
This unit will be a guided introduction to qualitative research methods in the studying of border at various scales-municipal, city, district, state, and nation.
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Essential Reading / Recommended Reading Refer the readings in the unit. | |
Evaluation Pattern
CIA I: For CIA 1, written examination based on prescribed readings, (20 marks).
CIA II - Mid Semester Examination: Section A (10X5=50 marks) – Centralized. These will be written examination to test conceptual understanding of the units.
CIA III: Presentation followd by Q&A. (20 marks)
End Semester Examination: Centralized examination of 100 marks. | |
MSA231 - ADVANCED SOCIAL THEORIES (2023 Batch) | |
Total Teaching Hours for Semester:60 |
No of Lecture Hours/Week:4 |
Max Marks:100 |
Credits:4 |
Course Objectives/Course Description |
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Course Description: Students are expected to have an understanding of the underlying principles of Neo Marxism, Phenomenology, Ethnomethodology, Structuralism and post structural theories through the contributions of respective theorists. The applicability of these theories in understanding contemporary social reality is also emphasized. Course Objectives: ● To help students gain an advanced knowledge about sociological concepts and theories ● To apply this knowledge in understanding the contemporary forms of human existence ● To visualize the possibilities of sociological projects in the light of knowledge thus gained |
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Course Outcome |
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CO1: To incorporate theories and perspectives in their research projects, dissertations, term papers etc. CO2: To understand the trends in social theories with respect to their social canvass CO3: To critically reengage with their surroundings and go past the immediate common sense CO4: To apply their knowledge of major sociological perspectives to the contemporary social context drawing on appropriate studies and research evidence. |
Unit-1 |
Teaching Hours:20 |
Neo Marxism & Critical Theory
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1. Gramsci – Role of Ideology, Hegemony 2. Lucaks – Reification and class consciousness 3. Habermas – Public sphere. 4. Bourdieu – Field, Habitus and Social Capital. | |
Unit-2 |
Teaching Hours:15 |
Phenomenology and Ethnomethodology? An Introduction
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1. Alfred Schutz – Typification, Common sense world and inter subjectivity a. Phenomenology as a theory as well as a methodological approach 2. Peter Berger &Thomas Luckman - Social Construction of Reality 3. “Social Construction of What”? Ian Hacking 4. Ethnomethodology a. Harrold Garfinkel i. Conversation analysis ii. Breaching Experiment b. Stanley Milgram’s experiment | |
Unit-3 |
Teaching Hours:10 |
Introduction to Structuralism
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1. Levi Strauss: Structural Analysis
a. Study of myth
2. Althusser – Structural Marxism
a. Ideological and Repressive state apparatus
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Unit-4 |
Teaching Hours:15 |
Post Structuralism and Postmodernism
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1. Foucault –
a. Power and Knowledge - The Panopticon
b. Biopower
2. Baudrillard
a. Simulacra, Simulacrum and the age of Hyper reality
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Text Books And Reference Books: Appelrouth, S. & Edles, L Desfor. (2011). Sociological Theory in the Contemporary Era. New Delhi : Sage Publications. Best, S & Kellner, D. (1999). Post Modern Theory: Critical Interrogation. London: Mac Millan Publications. Foucault, M. (2008). “Panopticism” from “Discipline & Punish: The Birth of the Prison.” Race/Ethnicity: Multidisciplinary Global Contexts, 2(1), 1–12. http://www.jstor.org/stable/25594995 Giddens, Anthony. (1987). Social Theory and Modern Sociology. Stanford: Sanford University Press. Ritzer, G. (2011). Sociological Theory (8th ed.). New York: Mc Grow Hill. Seidman S. (1994). The Postmodern Turn. London: Cambridge Publications. Turner, J., Contemporary Sociological Theory (2012) SAGE Publications, Inc. Ritzer, George. (2000). Blackwell companion to Major contemporary social scientists. USA: Blackwell Mills, Sara (2007). Michel Foucault. London: Routledge. Sutton, P. (2015). Endangered Species? In R. G. Smith & D. B. Clarke (Eds.), Jean Baudrillard: From Hyperreality to Disappearance: Uncollected Interviews (pp. 122–131). Edinburgh University Press. http://www.jstor.org/stable/10.3366/j.ctt1g09zct.18 | |
Essential Reading / Recommended Reading Lawler S., (2007) Identity: Sociological Perspectives, (1st ed.), Polity Publications. Morris, L. (2006), Rights : Sociological Perspectives,(1st ed.), Routledge Publications. Vannini P., Waskul D., Gottschalk S. (2011), The Senses in Self, Society and Culture : A Sociology of the Senses, Routledge Publications. Wilcox, M. M., (2012), Religion in Today’s World, Routledge Publications. Baudrillard, Jean. (1994). Simulacra and Simulation, California: The University of Michigan Press | |
Evaluation Pattern CIA 1 - 10 CIA 2 Mid Sem-25 CIA 3 - 10 Attendance - 5 End sem exam - 50
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MSA232 - SOCIAL STATISTICS (2023 Batch) | |
Total Teaching Hours for Semester:60 |
No of Lecture Hours/Week:4 |
Max Marks:100 |
Credits:4 |
Course Objectives/Course Description |
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Course Description:This course seeks to develop the necessary statistical competence with the students in order to make them to acquire with the necessary skills to undertake quantitative analysis of data. Apart from basic statistical tools and measures, students will also be trained in the use of SPSS software for data analysis.
Course Objectives:
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Course Outcome |
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1: Students acquired basic knowledge about social statistics and the role it plays in quantitative Sociology 2: Students understood the appropriate statistical tests to be applied for a given set of data and interpret the same. 3: Students developed the ability to understand the nuances of the statistical description of data in research and government reports. |
Unit-1 |
Teaching Hours:10 |
Introduction to Social Statistics
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1. Meaning, Nature, Characteristics, Functions 2. Relevance and Scope of Social Statistics 3. Limitations of Statistics 4. Sociology and Social Statistics
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Unit-2 |
Teaching Hours:20 |
Measures of Central Tendency and Dispersion
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1. Meaning, Nature, Purpose 2. Kinds of Central Tendency: Mean (Arithmetic & Geometric) – Median – Mode 3. Merits and Limitations 4. Significance of Central Tendency in Social Research 5. Measures of Dispersion- Meaning, Nature, Purpose 6. Kinds of Dispersion: Range, Mean Deviation, Standard 7. Deviation, Quartile Deviation. 8. Merits and Demerits of each Measurement. 9. Significance of dispersion in Social Research
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Unit-3 |
Teaching Hours:20 |
Correlation and Tests of Significance
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1. Correlation: a. Types – Means of Computing Correlation and Interpretation. b. Karl Pearson’s Coefficient of Correlation, (Spearman’s) Rank Correlation. 2. Tests of Significance a. Chi-Squar, ‘t’ Test, ‘F’ Test. b. Importance of Correlation and Tests of Significance in Social Research.
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Unit-4 |
Teaching Hours:10 |
Social Research & SPSS
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1. Meaning – Scope for the Application of SPSS 2. Role of SPSS in Social Research 3. Application of SPSS in Social Research 4. Practical Application Classes
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Text Books And Reference Books:
1. Argyrous, G. (2011). Statistics for Research with a Guide to SPSS. London: Sage. 2. Babbie, E. (2000). Adventures in Social Research. London: Sage, 3. Blalock, H. M. (1985). Social Statistics, London: McGraw-Hill. 4. Bryman, A., & Duncan, C. (1999). Quantitative Data Analysis with SPSS Release 8 for Windows. London: Rutledge. 5. Gupta, S. C. (1996). Fundamentals of Statistics. Delhi: Himalaya Publishing House. 6. Khalid M M. (2012). Advanced Statistical Methods in Economics. New Delhi: Advanced Research Publications. 7. Majumdar P. K. (2002). Statistics: A tool for Social Sciences, Jaipur: Rawat Publishers. 8. Wilcox, R. R. (2011). Modern Statistics for the Social and Behavioral Sciences. London: Tylor & Francis.
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Essential Reading / Recommended Reading
1. Timothy, J., and O’Leary L. (1995). Microcomputing. New York: McGraw-Hill. 2. Tolwer. R. et.al. (2000). Microsoft Office 2000. New York: Addison Wesley. 3. Walker, J. et.al. (2013). Understanding Statistics for the Social Sciences, Criminal Justice and Criminology. Burlington: Jones & Bartlett. 4. Yadav, S. S., & K.N.S. Yadav. (1995). Statistical Analysis for Social Sciences. Manak Publications.
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Evaluation Pattern CIA 1 - 10 CIA 2 Mid Sem-25 CIA 3 - 10 Attendance - 5 Endsem exam - 50 | |
MSA233 - QUALITATIVE RESEARCH METHODS (2023 Batch) | |
Total Teaching Hours for Semester:60 |
No of Lecture Hours/Week:4 |
Max Marks:100 |
Credits:4 |
Course Objectives/Course Description |
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Course Description: This course offers a general introduction to the qualitative methods in social research. It looks at the philosophical traditions of qualitative research, its strategies, data collection, data analysis and reporting. The students will also be exposed to the methodology to conduct Action research.
Course Objectives: ● To introduce students to the larger array of methodological paradigms in social research ● To help them connect between methods and theories while consolidating research projects ● To expose them to the multiple genres in social research including conceptual, empirical and action research. |
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Course Outcome |
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CO1: Identify appropriate qualitative methods and tools in social research. CO2: Explain the various traditions and approaches of qualitative methodologies in doing sociological research. CO3: Apply qualitative methods in conducting social science research. |
Unit-1 |
Teaching Hours:20 |
Introduction to Qualitative Research
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1. Defining qualitative research, nature and goals. 2. The Basic principles & methodological stances associated with Qualitative Research. 3. Historical development of qualitative research. 4. Traditions of qualitative research- Grounded theory approach/Phenomenology/narrative/ethnography/discourse | |
Unit-2 |
Teaching Hours:15 |
Designing Qualitative Research
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1. Theory and concepts 2. Literature Review 3. Framing Research problem 4. Operationalisation and conceptualisation 5. Setting and population appropriateness 6. Sampling strategies 7. Data collection & organisation 8. Data analysis, report and dissemination
9. Reliability, Validity and Ethical Issues | |
Unit-3 |
Teaching Hours:15 |
Analytical Styles and Methods in Qualitative Research
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1. Qualitative interviewing 2. Focus Group Interviewing 3. Historiography & Oral Tradition 4. Case Studies 5. Content Analysis | |
Unit-4 |
Teaching Hours:10 |
Introduction to Action Research
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1. Meaning, characteristics 2. Identifying the research question(s) 3. Gathering information based on action research requirements and its distinctiveness 4. Analyzing and interpreting the information 5. Sharing the results with the participants 6. The Action Researcher’s role and the reflexive role 7. Types of Action Research
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Text Books And Reference Books:
1. Berg, L.B. (2001).Qualitative Research Methods for the Social Sciences (4th edition). Boston: Allyn and Bacon. Charmaz, K. (2014). Constructing Grounded Theory. New Delhi: Sage. Creswell, J.W. (2007).Qualitative Inquiry and Research Design: Choosing among Five Approaches (2nded.). Thousand Oaks CA: Sage. Geertz, C. (1973). The Interpretation of Cultures. New York: Basic Books. Given, L.M. (2008).The Sage Encyclopedia of Qualitative Research Methods.Los Angeles: Sage. Hammersley, M. (2013).What is Qualitative Research?. London: Bloomsbury. Tracy, J.S. (2013).Qualitative Research Methods. West Sussex: Wiley-Blackwell. Uwe, F. (2007).Designing Qualitative Research.London: Sage. Willis, J. W. (2007). Fundamentals of Qualitative Research: Interpretive and Critical Approaches. New Delhi: Sage.
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Essential Reading / Recommended Reading
1. David, S. (2006). Qualitative Research: Theory, Method and Practice. London: Sage Denzin, N and Y Lincoln. (2005). The Handbook of Qualitative Research. CA: Sage Glassner, Barry and Rosanna Hertz. (2003). Our studies, ourselves: sociologists' lives and work. New York: Oxford University Press Maxwell, J. A. (2005). Qualitative Research Design: An Interactive Approach. Thousand Oaks: Sage. | |
Evaluation Pattern CIA 1 - 10 CIA 2 Mid Sem-25 CIA 3 - 10 Attendance - 5 Endsem exam - 50 | |
MSA234 - CORPORATE SOCIOLOGY (2023 Batch) | |
Total Teaching Hours for Semester:60 |
No of Lecture Hours/Week:4 |
Max Marks:100 |
Credits:4 |
Course Objectives/Course Description |
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Course Description: This course provides a comprehensive analysis of individual and group behaviour in organizations and the basic tenets of Human Resource Management.. Its purpose is to provide knowledge and understanding of how organizations can be managed more effectively and at the same time enhance the quality of employees' work life. |
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Course Outcome |
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CO1: Identify key facets of Organizational culture and organizational behaviour CO2: Discuss the principles of Human Resource Management (HRM) CO3: Apply relevant theories to understand and analyze the processes of HRM CO4: Evaluate the efficacy of HRM practices |
Unit-1 |
Teaching Hours:15 |
Organisations, organizational behavior, organizational culture and Introduction to Human Resource Management
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Unit-2 |
Teaching Hours:15 |
Motivation and performance
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Unit-3 |
Teaching Hours:15 |
Leadership and team development
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Unit-4 |
Teaching Hours:15 |
HRM Practices
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Text Books And Reference Books:
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Essential Reading / Recommended Reading
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Evaluation Pattern The Students will be evaluated through Continuous Internal Assessment (CIA) and End Semester Examinations (ESE)
CIA pattern CIA constitutes a total of 50 marks for a four-credit paper. The distribution is as follows CIA I - CIA I carries 10 marks and involves the adoption of any one or two of the following methods: written Assignment, Book/Article review, group presentations, symposium, group task, Individual seminars, Quiz, or class test. CIA II - Mid semester Examination conducted for a total weightage of 25 marks CIA III - CIA III also carries 10 marks and involves the adoption of any one or two of the above said methods. Attendance - Attendance carries 5 marks
ESE pattern ESE is conducted as a three hour paper which carries 50 per cent weightage. Examination is conducted out of 100 marks and is later reduced to 50 marks. Section A will have two compulsory questions and three questions with internal choice. Students are expected to answer all questions. | |
MSA291 - CORPORATE SOCIAL RESPONSIBILITY (2023 Batch) | |
Total Teaching Hours for Semester:60 |
No of Lecture Hours/Week:60 |
Max Marks:100 |
Credits:4 |
Course Objectives/Course Description |
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Course Description: This course introduces the idea of CSR from a conceptual, historical and theoretical perspective and also addresses the ongoing debates. Detailed analysis of the policies and frameworks related to CSR implementation in India is made considering the employability of CSR professionals. While discussing the scope of CSR for sustainable development, references will be made to SDG goals.
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Course Outcome |
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CO1: Explain the conceptual and theoretical framework of CSR. CO2: Explain the history and evolution of the concept of CSR and the debates around it both at the global and national levels. CO3: Discuss the legal framework for CSR implementation in India. CO4: Evaluate the potential of CSR to meet the SDGs. |
Unit-1 |
Teaching Hours:20 |
Introduction to CSR
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1. CSR: Definition, Concepts, Elements of Social Responsibility, drivers of CSR, CSR Pyramid (AB Carroll) 2. History and Evolution of CSR (International) 3. History and Evolution of CSR (India) 4. CSR in Global Context - Norms and principles, codes of conduct, certification and labelling, reporting, management standards, social investment, lending, governmental actions. | |
Unit-2 |
Teaching Hours:10 |
Theoretical Foundations of CSR
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1. Instrumental theories: Maximizing the shareholder value, strategies for achieving competitive advantage, cause related marketing 2. Political theories: corporate constitutionalism, integrative social contract theory, corporate citizenship 3. Integrative theories: Issues management, principle of public responsibility, stakeholder management, corporate social performance 4. Ethical theories: Normative stakeholder theories, the common good approach, universal good and sustainable development | |
Unit-3 |
Teaching Hours:15 |
CSR and Sustainable Development Goals
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1. CSR as a tool to achieve SDGs : CSR and social value creation 2.CSR and Inclusive Growth (SDGs 1,2,4,5,9) 3. SR and Environmental Sustainability ( SDGs 13,14,15) 4. CSR and Labour Related Issues (SDG 8) 5. CSR and Public health : Responses during Covid-19 (SDGs 3,6)C 5. Ethical and Governance Issues related to CSR : good vs bad industries (case study: tobacco companies and CSR) | |
Unit-4 |
Teaching Hours:15 |
Implementation and Governance of CSR in India
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1. Evolution of Indian CSR Framework -Pre Companies Bill 2012 2. Companies Act 2013 3. Amendments to Companies Act Section 135 4. Case studies on CSR implementation – Agencies, Models & Best practices | |
Text Books And Reference Books: Agarwal, S. (2008).Corporate Responsibility in India.New Delhi: Sage. Crane, A. (ed.). (2008). The Oxford handbook of Corporate Social Responsibility.Oxford Handbooks Online. Crowther, D., &Guler A. (2008).Corporate Social Responsibility.Ventus Publishing House. GoI (2011).National Voluntary Guidelines. New Delhi: Ministry of Corporate Affairs. GoI (2013).Companies Act. New Delhi: Ministry of Corporate Affairs. Maira, A.(2013). India’s 2% CSR Law.Economic and Political Weekly, 48 (38) Mele, D., &Garriga, E. (2004).Corporate Responsibility Theories: Mapping the Territory. In Journal of Business Ethics. 51-71. Netherlands: Kluwer Academic Publishers. | |
Essential Reading / Recommended Reading Baxi, C.V &Rupamanjri S R. (2012).Corporate Social Responsibility. New Delhi: Vikas Publishing House. Bob &Hartsuikar. (2007). Theory of CSR: Its Evolutionary Path and Road Ahead.Oxford :Blackwell. Brammer, S., Jackson &Matton. (2012). Corporate Social Responsibility And Institutional Theory: New Perspectives On Private Governance. Socio-Economic Review.3-28. Burchell, J. (2008). The Corporate Social Responsibility Reader. New York: Routledge. ElAlfy, A. (2020). Redefining strategic corporate social responsibility (CSR) in the sustainable development goals (SDGs) world. Mullerat, R. (2010). International Corporate Social Responsibility: the role of corporations in the economic order of the 21st century. Austin: Aspen Publishers Prasad, K. (2009). Corporate Governance. New York: Prentice Hall India. | |
Evaluation Pattern PATTERN FOR CONTINUOUS INTERNAL ASSESSMENT (CIA)
CIA 1 - 10 CIA 2 Mid Sem-25 CIA 3 - 10 Attendance - 5 Endsem exam - 50 | |
MSA331 - SOCIAL PSYCHOLOGY (2022 Batch) | |
Total Teaching Hours for Semester:60 |
No of Lecture Hours/Week:4 |
Max Marks:100 |
Credits:4 |
Course Objectives/Course Description |
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Course Description: The paper emphasizes sociological work in the field; in particular, the effect of larger social-structural conditions on individuals and groups, and introduces theories/perspectives from both microsociology and macrosociology on topics ranging from identification of one’s self and with regard to collective behavior. Course Objectives:
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Course Outcome |
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1: Students are able to incorporate elements of social psychology in their sociological imagination. 2: They are able to build a capacity to engage deeply with the question of subjectivity in socio cultural contexts. 3: They are able to understand the importance of the social environment in the development of self. |
Unit-1 |
Teaching Hours:10 |
Social Psychology
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1. Social Psychology: Nature – Scope - Features 2. Perspectives in Sociological Social Psychology: Social Interactionism - The Sociological Imagination Interrelationship between Sociology and Social Psychology | |
Unit-2 |
Teaching Hours:20 |
Individual and Society
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1. Developing the Self: Stages of Development - The Role of the Other 2. The Life Course: The Sociology of Childhood - Adult Socialization 3. Agents of Socialization - Group Processes and Socialization 4. Finding Socialization in Group Processes - Social Structure and Deviant Behavior 5. Assessing the Effects of Socialization | |
Unit-3 |
Teaching Hours:10 |
Attitudes, Values, and Behavior
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1. Attitudes, Values and Behaviour: Nature – Characteristics 2. Construction of Attitudes - Dimensions 3. Linking Attitudes and Behaviour: Prejudice – Discrimination 4. Changing Prejudicial Attitudes | |
Unit-4 |
Teaching Hours:20 |
Collective Behavior
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1. Collective Behavior: Meaning – Characteristics 2. Theories of Collective Behavior: Mass Hysteria Theory - Emergent Norm Theory – Contagion Theory 3. Types & Varieties of Collective Behavior: Crowd and Public – Public Opinion – Propaganda - Mass Hysteria – Rumors - Social Movements | |
Text Books And Reference Books:
Allport,G.W.(1937). Personality, a Psychological Interpretation. New York: Henry Holt andCo. Armistead, Nigel (Ed.). (1974). Reconstructing Social Psychology. Penguin Books. Bhatia, H. (1970). Elements of Social Psychology. Bombay: Somaiyya Publications Pvt. Ltd. David,Rohall. Melissa Milkie&Jeffrey Lucas.(2010). Social Psychology-Sociological Perspectives.Delhi: Pearson. Fox, Dennis, Prilleltensky, Isaac, & Austin, Stephanie (2009).Critical Psychology: An Introduction (2nd ed.). London: Sage Publications. Kakar, Sudhir&Kakar, Katharina (2007). The Indians: Portrait of a People. New Delhi: Penguin Books. Krech, D. and Richard.S.C.(1948). Theory and problems of Social Psychology. New York: McGrawHill Book Company Inc. Mill, C.W. (2000). The Sociological Imagination.USA :OUP. Sanderson.(2010). Social Psychology. New York: John Wiley. Smith, J. (2012). Social Psychology: Revisiting the Classic Studies. Los Angeles: Sage. Young, K.(2001). Handbook of Social Psychology. London: Routledge and Kegal Paul Ltd. | |
Essential Reading / Recommended Reading
Gergen, K.J (2009) An Invitation to Social Construction. New Delhi: Sage Publications. Ginsberg, M.(1969).Psychology of Society. London: University paperbacks. Kinch, J.(1973). Social Psychology. New York: McGrawHill Book Company Inc. | |
Evaluation Pattern CIA 1 -10 Marks CIA 2 -25 Marks Mid Sem Exam CIA 3 -10 Marks Attendance - 5 Marks End Semester Exam 50 Marks | |
MSA332 - SOCIOLOGY OF CHANGE AND DEVELOPMENT (2022 Batch) | |
Total Teaching Hours for Semester:60 |
No of Lecture Hours/Week:4 |
Max Marks:100 |
Credits:4 |
Course Objectives/Course Description |
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Course Description: This paper intends to give a broad based overview of the conceptual framework of ‘Development’. It seeks to combine theoretical approaches with the reality at the grassroots. This paper familiarizes the learner with the debates associated with development in India, its different models and the emerging focus on Sustainability. The service learning component of the paper enables the students to engage with the issues that they are dealing with in their classrooms and to experience the work being done on the field. Learning Objectives: This paper will provide
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Course Outcome |
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CO1: Demonstrate their comprehension of the processes of social change and development CO2: Critically examine the process of change CO3: Apply Sociological theories to analyse social reality CO4: Critically analyse development programs CO5: Synthesise and evaluate the efficacy of the same |
Unit-1 |
Teaching Hours:5 |
Concepts of change and Development
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Unit-2 |
Teaching Hours:15 |
Theoretical and Methodological foundations
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Unit-3 |
Teaching Hours:10 |
Social Capital
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Unit-4 |
Teaching Hours:20 |
Organizational effectiveness
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Unit-5 |
Teaching Hours:10 |
Community Effectiveness
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Text Books And Reference Books: Cudden, D. (1992). India’s Development regime. Drèze, J & A Sen. (1998). Economic Developments and Social Opportunities. New Delhi, Clarendon Press. E. F. Schumacher, (1975/2009), Small is Beautiful: a study of economics as if people mattered. Ruth Pearson. Mc Michael.P. (1996). Development and Social change: A global perspective. California Thousand Oaks. Roy, B. (2011) Learning from a Barefoot Movement. TED Talk TED talks Webster, A. (1997) Introduction to the Sociology of Development. New Jersey, Palgrave Macmillan. | |
Essential Reading / Recommended Reading Escobar, A.(1995) Encountering Development. The making and unmaking of the third world. New Jersey, Princeton University press. Hozelitz. (1995). Aspects of Economic development, Chicago Press. Mahatma Gandhi National Rural Employment Guarantee Act, 2005. (2013). Ministry of Rural Development, GOI Zygmunt, B. (2002). Liquid Modernity. New Delhi, Polity Press. | |
Evaluation Pattern The Students will be evaluated through Continuous Internal Assessment (CIA) and End Semester Examinations (ESE)
CIA pattern CIA constitutes a total of 50 marks for a four-credit paper. The distribution is as follows CIA I - CIA I carries 10 marks and involves the adoption of any one or two of the following methods: written Assignment, Book/Article review, group presentations, symposium, group task, Individual seminars, Quiz, or class test. CIA II - Mid semester Examination conducted for a total weightage of 25 marks CIA III - CIA III also carries 10 marks and involves the adoption of any one or two of the above said methods. Attendance - Attendance carries 5 marks
ESE pattern ESE is conducted as a three hour paper which carries 50 per cent weightage. Examination is conducted out of 100 marks and is later reduced to 50 marks. Section A will have two compulsory questions and three questions with internal choice. Students are expected to answer all questions.
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MSA333 - SOCIOLOGY OF HEALTH (2022 Batch) | |
Total Teaching Hours for Semester:60 |
No of Lecture Hours/Week:4 |
Max Marks:100 |
Credits:4 |
Course Objectives/Course Description |
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Course Description: This Paper examines the social construction of health and illness that varies across societies. It endeavours to enable the student to understand how health and illness are defined, various methods of treatment and healthcare facilities. It provides an overview of global health systems, frameworks and the organization of healthcare systems in India. It also looks at the inequalities associated with health care and the implications of caste, class, gender on the same. The section on epidemics and pandemics provides a public health approach to Covid- 19. Course Objectives: ● To introduce the students to the sociological approaches of health ● To help students conceptualize ‘health’ as a sociological phenomenon going beyond the biological notions ● To understand the networks of public health institutions and the interventions of state and non-state agencies |
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Course Outcome |
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CO1: Examine the social determinants of health. CO2: Apply theoretical perspectives of health to analyse public health scenarios
CO3: Distinguish between medical and social models of health. CO4: Examine the impact of pandemics on global health system
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Unit-1 |
Teaching Hours:15 |
Introduction to Sociology of Health
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Unit-2 |
Teaching Hours:15 |
Theoretical Frameworks
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1. Sociological Approaches to Health & Illness: Functionalist (Parsonian); Marxist & Feminist approaches. 2. Foucault’s Sociology of Health & Healthcare 3. Medicine and the Body a. Zygmunt Bauman: consuming bodies – on difference between fitness & health b. Merleau-Ponty 4. Jurgen Habermas: Politics & morality in Health & Medicine Bourdieu: Impact of health & illness in the lifeworld | |
Unit-3 |
Teaching Hours:20 |
Health Scenario in India
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Unit-4 |
Teaching Hours:10 |
Epidemics and Pandemics
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1. Epidemics and Pandemics: Concepts, types 2. Zoonotic diseases 3. One Health; Manhattan principles 4. Public health approach to pandemics: Case study of Covid-19 | |
Text Books And Reference Books: Baum F. (2008). The New Public Health (3rd ed.). South Melbourne: Oxford University Press. Cockerham. (1998). Medical Sociology. New Jersey: Prentice Hall Dingwall,R.Lily M Hoffman and Karen Staniland. (2013). ‘Introduction: why a Sociology of Pandemics?’ in Sociology of Health and Illness.35(2): 167-73. Scambler, G.(2012).Contemporary Theorists for Medical Sociology. NewYork:Routledge. Wainwright.(2008). Sociology of Health. London; Sage Publications. Weitz, Rose.(2004).Sociology of Health, Illness and Health Care: A Critical Approach. Arizona: Arizona State University White, Kevin. (2002/2009). An Introduction to the Sociology of Health and Illness. 2nd edition. London: Sage | |
Essential Reading / Recommended Reading Barry, A M & Chris Yuill. (2002/2008).Understanding the Sociology of Health: An Introduction. Delhi: Sage. Brown, A.V, (2004). Sustainability and Heath: Supporting Global Ecological Integrity in Public Health. London: Earthscan. Coe, Rodney. (1970). Sociology of Medicine. New York: McGraw Hill, Dalal.A.K &Subha Ray. (eds). (2005). Social Dimensions of Health. Delhi: Rawat. Ernst, W. (2012).Mad Tales From the Raj.Delhi:Anthem Press. Ghosh, B. (2000). Health Implications of Public Policy: Case Studies, Modules and Methodologies. Bangalore: India Capital Bureau. Hanefeld, Johanna. (2015/2017). Globalization and Health.2nd edition. New Delhi: Rawat Harold J C. et.al.(2009). History of the Social Determinants of Health. Hyderabad: Orient Black Swan. Illich, Ivan.(1977). The Limits to Medicine. New Delhi : Rupa Klinoubol.K. (1999) Public Health development and Administration. New Delhi :Deep & Deep Publications. Lee, L. M. (2010). Principles and Practice of Public Health Surveillance. Baltimore: John Hopkins University Press. Madan, T.N.(1980).Doctors and Society – Three Asian Case Studies. Delhi: Vikas Nandy, Ashis and Shiv Viswanathan. (1990). Modern Medicine and Its Non-Modern Critics: A Study in Discourse in Marglin & Marglin (eds) Dominating Knowledge: Development, Culture and Resistance. Oxford Scholarship Online. DOI:10.1093/acprof:oso/9780198286943.003.0005 Palit, C. (2005). History of Medicine in India. New Delhi: Kalpaz Publications. Parsons, Talcott. (1951). ‘The Sick Role’, in The Social System. Glencoe: The Free Press. Pramukh. K. E. R. (2009). Health, illness and healing: Themes and issues in Medical Anthropology. New Delhi: Serials Publications. Preker, S.A. (2004). Innovations in Health Services Delivery: The Corporatization of Public Hospitals. Washington D C: The World Bank. Rao, Sujatha. (2017). Do we Care? India’s Health System.Delhi: OUP Scambler.G. (2002).Health and social change; A critical theory. Buckingham: Open University Press. Sodani P R. (2010). Managing Quality in Health Care. Jaipur: Rawat Publications | |
Evaluation Pattern CIA 1 -20 Marks CIA 2 -50Marks Mid Sem Exam CIA 3 -20 Marks Attendance - 5 Marks End Semester Exam 100 Marks | |
MSA334 - CULTURE AND POLITICS (2022 Batch) | |
Total Teaching Hours for Semester:60 |
No of Lecture Hours/Week:4 |
Max Marks:100 |
Credits:4 |
Course Objectives/Course Description |
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This course intends to provide students with a preliminary understanding of the deeper interconnections between culture and politics. It invites the student to engage with these two terms, culture and politics, and see how their interplay has larger implications for our perceptions of reality. Culture, a term often loaded with a sense of aesthetics and performance, is looked upon here as constituted within circuits of ideologies which are, time and again, heavily contested and given way to various claims. The course engages briefly with certain familiar paradigms as nationalism, modernity, state and so on to equip the student with a critical insight about their existence. Course Objective: ● To help student gain a basic understanding about the dynamic connections between culture and politics. ● To introduce students to the larger discourses that permit ● To introduce them to the networks of power and ideology in societies |
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Course Outcome |
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CO1: Students will have developed a critical vision of the construction of our everyday reality, CO2: Students will be able to analyse the role of ideologies in even some of the basic cultural presumptions CO3: Students will have an understanding about the subtlety of politics and its role in shaping the world of culture and vice versa. |
Unit-1 |
Teaching Hours:15 |
Introduction
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1) “Culture” in Social Sciences: Mapping the genealogy from 19th century E B Taylor, Franz Boas, B Malinowski, Ruth Benedict and Margaret Mead 2) The postmodern shift in Understanding Culture 3) Politics as Culture and Culture as Politics | |
Unit-2 |
Teaching Hours:15 |
Postcolonialism
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1) The Cultural Politics of Colonialism 2) Introducing Orientalism: A case in view 3) Colonialism, Nation and Gender in 19th Century India 4) Subaltern Studies – Emergence to the end | |
Unit-3 |
Teaching Hours:15 |
Body Politics
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1) Technologies of Body2) Gender Performativity3) LGBTQI Identity politics in India - | |
Unit-4 |
Teaching Hours:15 |
Politics of Language
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1) The Global Hegemony of Language 2) Colonialism and Linguistic Imperialism 3) The Death of Vernaculars | |
Text Books And Reference Books: Ahmad, Aijaz. (1999). The Politics of Culture. Social Scientist, 27(9/10), 65-69. doi:10.2307/3518104 Eagleton, T. (2000). The Idea of Culture. Malden, MA: Blackwell. Greenfield, Liah. 2013. Mind, Modernity, Madness: the impact of culture on human experience. Cambridge: Harvard University Press. Chatterjee, P. (1989). Colonialism, Nationalism, and Colonialized Women: The Contest in India. American Ethnologist, 16(4), 622-633. Retrieved from http://www.jstor.org/stable/645113 Chaterjee, Partha. (2012). “After Subaltern Studies”. EPW 47 (35). 44-49 Mani, L. (1987). Contentious Traditions: The Debate on Sati in Colonial India. Cultural Critique, (7), 119-156. doi:10.2307/1354153 Goldstein, L. (1957). On Defining Culture. American Anthropologist, 59(6), new series, 1075-1081. Retrieved from http://www.jstor.org/stable/666466 Phillipson, R. (2009). Linguistic imperialism continued. New York, NY: Routledge. Khubchandani L M. (1975). “Language Planning in Modern India”, in Language Planning Newsletter, Honolulu, Hawaii: East-West Centre. Loomba, A. (2005). Colonialism/postcolonialism (2nd ed.). London ; New York: Routledge. Nayar, P. K. (2010). Postcolonialism: A guide for the perplexed. London ; New York: Continuum. Chatterjee Partha 1993, ‘Nation and its fragments’ Oxford University Press, New Delhi. Skutnabb-Kangas, T. (2000). Linguistic Genocide in Education: Or World Wide Diversity and Human Rights? New Delhi: Orient Longman Publications. | |
Essential Reading / Recommended Reading Guha, Ranajit et al. (1982). Subaltern studies: Writings on South Asian History and Society. Delhi ; New York: Oxford University Press. Eagleton, Terry. (2016). Culture. London: Yale University Press. Said, Edward. (1977). Orientalism. Khumchandani L M. (1972). “Language Policy for a Plural Society”, In S. Saberwal (ed), Towards a Cultural Policy for India, Delhi: Vikas Publishing House. Mallon, F. (2005). “Subalterns and the Nation”. Dispositio, 25(52), 159-178. Retrieved from http://www.jstor.org/stable/41491794 Spivak, Gayatri (1988). ‘Can the Subaltern Speak?’ in Cary Nelson and Lawrence Grossberg (eds) Marxism and the Interpretation of Culture, London: Macmillan, 1988. Retrieved rom http://jan.ucc.nau.edu/~sj6/Spivak%20CanTheSubalternSpeak.pdf on Dec 8, 2018 Kaviraj, Sudipto (1998). ‘On the structure of developing a Nationalist Discourse’ in Satya Murthy (ed) State and Nation in the context of Social Change’ Oxford University Press, New Delhi. Chakrabarty, Dipesh. (1989). Rethinking Working class History: Bengal 1890-1940 (Delhi: Oxford University Press, 1989) | |
Evaluation Pattern CIA 1 -10 Marks CIA 2 -25 Marks Mid Sem Exam CIA 3 -10 Marks Attendance - 5 Marks End Semester Exam 50 Marks | |
MSA335 - PUBLIC RELATIONS (2022 Batch) | |
Total Teaching Hours for Semester:60 |
No of Lecture Hours/Week:4 |
Max Marks:100 |
Credits:4 |
Course Objectives/Course Description |
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Course Description: This paper will enable the students to undertake public relations research, planning and implementation. The students will also be familiarized with concerns surrounding ethics in public relations plans and be equipped to assess and evaluate different plans. Students will also engage with various styles strategies and tools of communication and assessment of its impact through the case studies and visits that the students are exposed to. Course Objectives:
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Course Outcome |
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CO1: The students will exhibit knowledge of the origins, philosophy and practice of Public Relations. CO2: They will develop the ability to apply social theories in the research and practice of Public Relations. CO3: Students will be able to analyse the role of public relations in various sectors. CO4: Students will demonstrate the skills of Public Relations in their everyday life. |
Unit-1 |
Teaching Hours:15 |
Introducing Public Relations
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Unit-2 |
Teaching Hours:15 |
Public Relations: Social Theories
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Unit-3 |
Teaching Hours:15 |
The Practice of Public Relations
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Unit-4 |
Teaching Hours:5 |
Tools of PR
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Unit-5 |
Teaching Hours:10 |
PR Agencies and Case Studies
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Text Books And Reference Books:
1. Daymon C.; (2002). Qualitative Research Methods in Public Relations and Marketing Communications, Immy Holloway.Routledge. Cutlip, S.M, Allen H. Center, and Glen M. B. (2005). Effective Public Relations.Pearson Education. Johnston J.; Zawawi C. (2009) Public Relations: Theory and Practice, Allen & Unwin, (3rded.) Krishnamurthy S.; (2003) The Global Public Relations Handbook: Theory, Research, and Practice, DejanVerČiČ. Lawrence Erlbaum Associates. Holtz, Shel. 1999. Public Relations on the Net. AMACOM- American Management Association, New York. Seitel, Fraser P. & John Doorley. 2012. Rethinking Reputation: How PR Trumps Marketing and Advertising in the New Media World. Palgrave Macmillan USA. Smith, Ron. 2014. Public Relations: The Basics. Routledge: London and New York (Special Indian Edition) Ihlen, Oyvind, Betteke van Ruler and Magnus Fredriksson. 2009. Public Relations and Social Theory: Key Figures and Concepts. Routledge: London and New York. | |
Essential Reading / Recommended Reading
1. Lamb F. L; K. Brittain McKee (2005) Applied Public Relations: Cases in Stakeholder Management, Lawrence Erlbaum Associates. Lattimore, D., Otis B., S.T. Heiman, and E. Toth. (2012). Public Relations: The Profession and the Practice.4e. McGraw-Hill. Dilenschneider R. L. (2010). The AMA Handbook of Public Relations, American Management Association. Bruning, S., D.; Ledingham, A.J. (2000). Public Relations as Relationship Management: A Relational Approach to the Study and Practice of Public Relations. Lawrence Erlbaum Associates. Mickey, J. T. (2003) Deconstructing Public Relations: Public Relations Criticism. Lawrence Erlbaum Associates. | |
Evaluation Pattern
PATTERN FOR CONTINUOUS INTERNAL ASSESSMENT (CIA) CIA constitutes a total of 50 marks for a four-credit paper. The distribution is as follows CIA I - carries 10 marks and involves the adoption of any one or two of the following methods: written Assignment, Book/Article review, group presentations, symposium, group task, Individual seminars, Quiz, and class test. CIA II - Mid semester Examination conducted for a total weightage of 25 marks CIA III - CIA III also carries 10 marks and involves the adoption of any one or two of the above said methods.
Attendance - Attendance carries 5 marks End Semester Examination (ESE) is conducted at the end of the semester. This is a 3 hour long 100 mark exam that contributes 50% of the final grade for the course. The pattern for the exam is given below: Section A: Attempt any 5 questions out of the 8 options given. Each question carries 20 marks. | |
MSA381 - DISSERTATION - I (2022 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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Masters dissertation is a first-hand opportunity for students to familiarize with the different facets of social research. Starting from proposal until the final dissertation the dissertation supervisor walks the student through the various stages of research including conceptualizing the research, stating the research problem and/or giving a hypothesis, literature review, methodology, collection and analysis of data. During the third semester, students are required to conceive a research topic, conceptualize it and work towards a research proposal. The proposal should reveal a clear plan of research and a neat lay out under all necessary headings. Research of different varieties are encouraged by the department including theoretical and applied, qualitative and quantitative, empirical and non-empirical, ethnographic and so on. Students should, depending upon the nature and character of research, choose their tools for collecting and interpreting data. The process culminates in the fourth semester with students preparing the final report in the form of a dissertation and giving an oral defense before the dissertation committee in an open platform. Students can opt to work on dissertations individually or in groups forming joint dissertations. Students who wish to work towards a joint dissertation should form groups with other students with similar interests, generate a common topic and approach the respective faculties. Faculty members intending to supervise such joint dissertations need to take prior approval of the Head of the Department (HOD). The HoD can take a decision depending upon factors involved such as the capacity of students, feasibility of the proposed topic, faculty expertise etc. Joint dissertations must possess higher standards and are expected to be published in good journals. Alternatively the department can also come up with a publication plan of its own if there are more good papers available in the same academic year. Such publications will have the student as the first authors and the faculty supervisor as the co-author. |
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Course Outcome |
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CO1: to familiarise with different facets of social research |
Unit-1 |
Teaching Hours:30 |
Dissertation I
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Masters dissertation is a first-hand opportunity for students to familiarise with the different facets of social research. Starting from proposal until the final dissertation the dissertation supervisor walks the student through the various stages of research including conceptualizing the research, stating the research problem and/or giving a hypothesis, literature review, methodology, collection and analysis of data. During the third semester, students are required to conceive a research topic, conceptualise it and work towards a research proposal. The proposal should reveal a clear plan of research and a neat lay out under all necessary headings. Researches of different variety are encouraged by the department including theoretical and applied, qualitative and quantitative, empirical and non-empirical, ethnographic and so on. Students should, depending upon the nature and character of research, chose their tools for collecting and interpreting data. The process culminates in the fourth semester with students preparing the final report in the form of a dissertation and giving an oral defence before the dissertation committee in an open platform.
Students can opt to work on dissertations individually or in groups forming joint dissertations. Students who wish to work towards a joint dissertation should form groups with other students with similar interests, generate a common topic and approach the respective faculties. Faculty members intending to supervise such joint dissertations need to take prior approval of the Head of the Department (HOD). The HoD can take a decision depending upon factors involved such as the capacity of students, feasibility of the proposed topic, faculty expertise etc. Joint dissertations must possess higher standards and are expected to be published in good journals. Alternatively the department can also come up with a publication plan of its own if there are more good papers available in the same academic year. Such publications will have the student as the first authors and the faculty supervisor as the co-author. | |
Text Books And Reference Books: - | |
Essential Reading / Recommended Reading - | |
Evaluation Pattern This course does not have an examination but evaluation will take place through the assessment of the dissertation and the presentations made by the student through the Dissertation Colloquia. OVERVIEW OF ASSESSMENT PATTERN: III SEMESTER 1. Proposal 20 marks 2. Proposal Presentation 10 marks 3. Colloquium I 20 marks Total 50 marks | |
MSA382 - INTERNSHIP (2022 Batch) | |
Total Teaching Hours for Semester:0 |
No of Lecture Hours/Week:0 |
Max Marks:100 |
Credits:4 |
Course Objectives/Course Description |
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The students will be expected to take up a 4 – 6 week Internship in a location of their choice. This internship is to be undertaken with an institution of their choice as the aim is to enhance the learning process and advance career goals. This internship can thus be taken up with an academic/research organization, an NGO or with the Corporate Sector. The students are encouraged to intern in the areas of Project planning and management, Human Resources, Corporate Social Responsibility or Global Citizenship, Public Relations, Administration, media and academic research. This internship has to have a minimum duration of 4 weeks. Course Objectives:
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Course Outcome |
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CO1: Students will be able to demonstrate their ability to apply theories. CO2: Students will acquire professional skills to deal with practical issues. |
Unit-1 |
Teaching Hours:0 |
Internship
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The students will be expected to take up a 4 – 6 week Internship in a location of their choice. This internship is to be undertaken with an institution of their choice as the aim is to enhance the learning process and advance career goals. This internship can thus be taken up with an academic/research organization, an NGO or with the Corporate Sector. The students are encouraged to intern in the areas of Project planning and management, Human Resources, Corporate Social Responsibility or Global Citizenship, Public Relations, Administration, media and academic research. This internship has to have a minimum duration of 4 weeks. | |
Text Books And Reference Books: - | |
Essential Reading / Recommended Reading - | |
Evaluation Pattern Evaluation will include the following: 1. Reflective weekly Journal 040 marks 2. Report on Internship 030 marks 3. Presentation 010 marks 4. Viva 020 marks Total 100 marks | |
MSA431 - SOCIAL WELFARE ADMINISTRATION AND NGO MANAGEMENT (2022 Batch) | |
Total Teaching Hours for Semester:60 |
No of Lecture Hours/Week:4 |
Max Marks:100 |
Credits:4 |
Course Objectives/Course Description |
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Course Description: This course provides a comprehensive and critical understanding of the welfare programmes, governmental legislations and civic responsibility in various fields of education, work, health, wellbeing etc. Course Objectives: This course provides:
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Course Outcome |
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CO1: Understand the history and evolution of the welfare states.
CO2: Demonstrate the ability to critically analyse the importance of social policies and governmental interventions for the welfare state. CO3: Demonstrate the skills to analyse and understand the role of Non-Governmental Organisations and Community Participation for social development
CO4: Exhibit skills and suitable attitudes required for the effective management of social welfare services and NGO management. |
Unit-1 |
Teaching Hours:15 |
Unit I: Social Welfare Administration
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1. 1. Definition, Historical Development, Purpose, Principles, Functions. Areas-Central and State- Ministries. Central Social Welfare Boards and other National Institutions. Changing concepts and practices of social welfare in relation to social, economic and industrial development. New Public Management: a paradigm shift
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Unit-2 |
Teaching Hours:15 |
Unit II: Social Welfare Programmes, Models and Policies
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1 1. Social Welfare Models: The Familial Model, The Residual Model, The Mixed Economy Model, Model of State control. Social Welfare Programs: Health & Family welfare, marriage counseling, Women and Children, Labor Welfare, Old age care, Welfare of Disabled, Disaster relief, Community development, Juvenile Justice. Global Universal policies: Organizations such as World Bank, WHO, UNICEF, UNDP and their role. Social Auditing and the role of civic society.
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Unit-3 |
Teaching Hours:15 |
Unit III: Introduction and Legal Framework to NGO Management
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1. NGO’s: Meaning, Definition, Types, Functions, Approaches and Models -Role of NGO’s in Community Development- Legal rational structure of Non-profit organizations -Income Tax Exemption Rules and Regulation - Resource Mobilization - Methods and Techniques of Fund Raising at International, National and Local Levels | |
Unit-4 |
Teaching Hours:15 |
Unit IV: Management of NGOs and Projects
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1. Practice of Human resources Management in NGO’s - Leadership in the NGO’s- Staffing, recruiting, induction and training- Project Dimensions –Need based assessment – Result based management – Logical Framework Approach (LFA) - Project Proposal - Project Planning Matrix - Project Cycle Management - Formulation of Projects Report - SWOC Analysis - Project Appraisal.
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Text Books And Reference Books:
Sachdeva D.R; (2013) Social Welfare Administration in India, Allahabad, Kitab Mahal Chaturvedi, T.N. and Chandra S. K. (ed) (1980): Social Administration, Development and Change, New Delhi, Indian Institute of Public Administration David Lewis and N. Ravichandran (Eds.) 2008, NGOs and Social welfare: New Research Approaches., Rawat publications, New Delhi Ovasdi, J. M ( 2006) Management of Non-Governmental Organisations : towards a developed civil society. New Delhi : Macmillan Chaudhari, D. Paul (1983) Social Welfare Administration, Delhi: Atma Ram & Sons Goel, S.L. & Jain R. K. (1988) .Social Welfare Administration: Theory and Practice, Vol.- I & II, New Delhi: Deep and Deep Publications Goel, B.B. (2002).Project Management: A Development Perspective, New Delhi: Deep & Deep Publication Pruthi.Rajkumar (2000) Manual of Ngo`s - How to Manage, New Delhi Crest Clifford F. Gray & Erik W. Larson. (2011). Project Management: The managerial process. Tata Mc Graw Hill. Fabozzi, F., and Nevitt, P.K. (2006). Project financing (7thedition). London: Euromone. | |
Essential Reading / Recommended Reading
1. Chandra, P.Projects - Planning, Analysis, Selection, Financing, Implementation and Review – CFM -TMH Professional series in finance. Joel S.G.R Bhose. (2003). NGO’s and Rural Development Theory and Practice. New Delhi: Concept. Julie Fisher. (2003). Non-Governments–NGO’s and the Political development of the Third World. New Delhi: Rawat. Roy, S, M. (2002). Project Planning and Management: Focusing on Proposal Writing. Secunderabad: CHAI. Sarda and Patel. (1991).Handbook on Project appraisal and Follow-up - A practical Guide. Govind Prakashan. Yescombe, E.R. (2002). Principles of project finance. San Diego, CA: Academic Press | |
Evaluation Pattern CIA 1 -20 Marks CIA 2 -50 Marks Mid Sem Exam CIA 3 -20 Marks Attendance - 5 Marks End Semester Exam 100 Marks | |
MSA432 - SOCIOLOGY OF MEDIA (2022 Batch) | |
Total Teaching Hours for Semester:60 |
No of Lecture Hours/Week:4 |
Max Marks:100 |
Credits:4 |
Course Objectives/Course Description |
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Course Description: This course introduces the students to the sociological interpretation of the media which they encounter every step of their way. This course will begin with an overview of what constitutes media and a brief history which will be followed by an analysis of popular culture and ideology and its intersection with the media which will include debates on the rise of global media. The course will culminate in a study on the media’s impact on Indian society such as through the portrayals of the minorities by the media.
Course Objectives:
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Course Outcome |
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CO1: Describe different types of media CO2: Apply theoretical frameworks to analyse various types of media and audience research. CO3: Critically evaluate representations in various cultural and media texts |
Unit-1 |
Teaching Hours:5 |
Introduction to Sociology of Media
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1. Introducing Sociology of Media and Communication 2. Concepts: Mass Media, New Media (ICTs), Mass Culture and Popular Culture | |
Unit-2 |
Teaching Hours:20 |
Theories Related To Media and Popular Culture
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1. Theories of Mass Media and Communication: U&G, Effects studies, Cultural Studies to Reception Analysis 2. Theories of media and popular culture: Marxism, Structuralism, Post-structuralism, Modernism, Post-modernism, 3. The feminist media studies | |
Unit-3 |
Teaching Hours:10 |
Television Studies
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1. Audience and meaning construction 2. Changing Identities and Emerging Conflicts | |
Unit-4 |
Teaching Hours:10 |
Youth Subculture
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1. Globalization, 2. Localization, 3. Glocalization: Music Video, Shopping Mall | |
Unit-5 |
Teaching Hours:15 |
Popular Cinema, Popular Literature and Gender
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1. Utopia & dystopia 2. Constructing national culture 3. Popular Literature: Reading Romance Novels 4. Gendered Responses | |
Text Books And Reference Books:
1. Adorno and Horkheimer. (1993). ‘The Culture Industry’ in Simon During (ed.) The Cultural Studies Reader. London and New York: Routledge,pp. 41-60. 2. Ang, Ien. (1985). Watching Dallas: soap opera and the melodramatic imagination. London and New York: Routledge. 3. Ang, Ien. & Seiter Joke Hermes. (1991). ‘Gender and/in Media Consumption’ in James Curran and Michael Gurevitch (ed.) Media, Culture and Society. London, New York, Sydney and Auckland: Edward Arnold Press, pp. 307-328. 4. During, S. (1993). The Cultural Studies Reader. London and New York: Routledge. 5. Hall, S. (1993). ‘Encoding/ Decoding’, in Simon During (ed.) The Cultural Studies Reader. London and New York: Routledge,pp. 90-105. 6. Modleski,T. (1984). ‘Search for Tomorrow in Today’s Soap Opera’, in P. Marris and S.Thornham (ed.) Media Studies: a Reader. New York: New York University Press, pp-583-595. 7. Monteiro, A and K.P. Jayasankar. (2000). ‘Between the Normal and the Imaginary: The Spectator- Self, the Other and Satellite Television in India’, in Ingunn Hagen and Janet Wasko (ed.) Consuming Audience?Production and Reception. Cresskill, New Jersey: Hampton Press Inc, pp. 8. Monteiro, A. (1998). ‘Official television and unofficial fabrications of the self: The Spectator as Subject’ in AshisNandy (ed.) The Secret Politics of Our Desires: Innocence, Culpability and Indian Popular Cinema. New Delhi: Oxford, pp.157-207. 9. Punwani, J. (1988). ‘The portrayal of women on Indian television’, in Rehana Ghadially (ed.) Women in Indian society. New Delhi: Sage Publication, pp. 224-232. 10. Radway, J. (1984). Reading the Romance. Chapel Hill: University of North Carolina Press. 11. Srinivas, S.V. (2003). ‘Film Culture, Politics and Industry’, in Seminar 525, pp. 47-51. 12. Story, J. (1993). An Introductory Guide to Cultural Theory and Popular Culture. Athens: University of Georgia Press. 13. Uberoi, P. (1994). Family, Kinship and Marriage in India. Delhi, Bombay, Calcutta, Madras: Oxford University Press. 14. Uberoi, P. (1997). ‘Dharma and Desire, Freedom and Destiny: Rescripting the Man-Woman Relationship in Popular Hindi Cinema’, in Meenakshi Thapan (ed.) Embodiment: Essays on Gender and Identity. New Delhi: Oxford University Press, pp. 145-171. 15. Uberoi, P. (2001). ‘Imagining the Family: An Ethnography of viewing Hum Aapke Hain Kaun…’ in Rachel Dwyer and Christopher Pinney (ed.) Pleasure and the Nation: The History, Politics and Consumption of Public Culture in India. UK: Oxford University Press. | |
Essential Reading / Recommended Reading
1. Mankekar, P. (1999). Screening Culture, Viewing Politics. New Delhi: Oxford University Press. 2. Mattelart, M. (1986). ‘Women and the Cultural Industry’, in Richard Collins et. al. (ed.) Media, Culture and Society: A Critical Reader. London, Beverly Hills, Newbury Park, New Delhi: Sage Publication, pp. 63-81. 3. McQuail, D. (1987). Mass Communication Theory: An Introduction. London, Newbury Park, Beverly Hills, and New Delhi: Sage Publications.
Visual Texts: 1. Dutt, G., Alvi, A., (1962), Sahib BibiAur Ghulam, [Motion Picture], India. 2. Johanna Blakley: Social media and the end of gender (2011) 3. Kavithalayaa Productions Pyramid, Mani Ratnam, (August 15, 1992), Roja[Motion Picture], India. 4. Khan, A. & Khan, M., Gowariker, A, (June 15, 2001), Lagaan [Motion Picture], India. 5. Rajshri Productions, Barjatya S.R. (August 5, 1994). Hum Aapke Hain Koun..! [Motion picture]. India. 6. TED Talks on Cultural Theories | |
Evaluation Pattern The distribution of the weightage of marks will be as follows:
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MSA433 - SOCIAL GERONTOLOGY (2022 Batch) | |
Total Teaching Hours for Semester:60 |
No of Lecture Hours/Week:4 |
Max Marks:100 |
Credits:4 |
Course Objectives/Course Description |
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Course Description: According to the United Nations, in 2017 approximately 13 % of the world was over the age of 60. This is part of the demographic transition being experienced by countries across the world where the proportion of the population that is over 60 is increasing at a pace that is often faster than that experienced by all other age groups. This course introduces the learner to an emerging field in sociology, Social gerontology, which focuses on the social aspects of growing old. Course Objectives:Through this course the learner will be able to:
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Course Outcome |
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CO1: Demonstrate an understanding of the scope of social gerontology CO2: Examine the relevance of ageing in the context of the demographic transition CO3: Apply the theories of ageing to analyse available demographic data CO4: Analyse the challenges posed by ageing within specific socio cultural contexts CO5: Evaluate the interventions adopted by the State and NGOs |
Unit-1 |
Teaching Hours:10 |
Social Gerontology
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Unit-2 |
Teaching Hours:15 |
Ageing
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Unit-3 |
Teaching Hours:20 |
Challenges of ageing
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Unit-4 |
Teaching Hours:15 |
State and the elderly
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Text Books And Reference Books: Cox, H. G. (2015). Later life: The realities of ageing. Routledge. World Health Organization. (2011). Global health and ageing. Geneva: World Health Organization, 1-32. | |
Essential Reading / Recommended Reading Hooyman, Nancy R. and H. Asuman Kiyak (10th Edition), 2018. Social Gerontology: A multidisciplinary perspective.
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Evaluation Pattern The Students will be evaluated through Continuous Internal Assessment (CIA) and End Semester Examinations (ESE)
CIA pattern CIA constitutes a total of 50 marks for a four-credit paper. The distribution is as follows CIA I - CIA I carries 10 marks and involves the adoption of any one or two of the following methods: written Assignment, Book/Article review, group presentations, symposium, group task, Individual seminars, Quiz, or class test. CIA II - Mid semester Examination conducted for a total weightage of 25 marks CIA III - CIA III also carries 10 marks and involves the adoption of any one or two of the above said methods. Attendance - Attendance carries 5 marks
ESE pattern ESE is conducted as a three hour paper which carries 50 per cent weightage. Examination is conducted out of 100 marks and is later reduced to 50 marks. Section A will have two compulsory questions and three questions with internal choice. Students are expected to answer all questions. | |
MSA441A - SOCIAL MOVEMENTS AND SOCIAL CHANGE (2022 Batch) | |
Total Teaching Hours for Semester:60 |
No of Lecture Hours/Week:4 |
Max Marks:100 |
Credits:4 |
Course Objectives/Course Description |
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This paper intends to give a broad based overview of the conceptual framework of ‘Development’. It seeks to combine theoretical approaches with the reality at the grassroots. This paper familiarizes the learner with the debates associated with development in India, its different models and the emerging focus on Sustainability. The service learning component of the paper enables the students to engage with the issues that they are dealing with in their classrooms and to experience the work being done on the field. This course will introduce
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Course Outcome |
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CO1: Acquire the skills and knowledge to understand social movements both the contemporary and past ones, in the proper context. CO2: Will be able to analyse and understand the contemporary social movements in its historical context. CO3: Will understand the dynamics of social change through social movements. |
Unit-1 |
Teaching Hours:5 |
Concepts of change and Development
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1. Concept of social change 2. Concept of development, progress, growth 3. Concept of sustainable development 4. Component for Self Study: Reading of Schumacher’s Small is Beautiful, Selected essays | |
Unit-2 |
Teaching Hours:15 |
Theoretical and Methodological foundations
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1. Theories of social change 2. Modernization theory 3. Dependency theory 4. Neo-liberalism | |
Unit-3 |
Teaching Hours:10 |
Social Capital
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1. The Concept of social capital 2. Social capital in the creation of Human capital in India-Case studies Self Learning Unit | |
Unit-4 |
Teaching Hours:20 |
Organizational effectiveness
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1. Rural and Urban Development strategies adopted by India 2. Factors contributing to effectiveness in sustainable development in India 3. Beneficiary participation in development projects | |
Unit-5 |
Teaching Hours:10 |
Community Effectiveness
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1. Case studies of failure in rural and urban development in India 2. Self Learning Unit 3. NREGA, Urban Renewal Missions 4. NGO’S, Voluntary Organizations | |
Text Books And Reference Books: Andrew, W. (1997) Introduction to the Sociology of Development. New Jersey, Palgrave Macmillan. Cudden, D. (1992). India’s Development regime. Drèze, J & A Sen. (1998). Economic Developments and Social Opportunities. New Delhi, Clarendon Press. E. F. Schumacher, (1975/2009), Small is Beautiful: a study of economics as if people mattered Ruth Pearson. Mc Michael.P. (1996). Development and Social change: A global perspective. California Thousand Oaks. Roy,B. (2011) Learning from a Barefoot Movement. TED Talk TED talks | |
Essential Reading / Recommended Reading . | |
Evaluation Pattern CIA 1 -10 Marks CIA 2 -25 Marks Mid Sem Exam CIA 3 -10 Marks Attendance - 5 Marks End Semester Exam 50 Marks | |
MSA441B - SOCIOLOGY OF DIASPORA (2022 Batch) | |
Total Teaching Hours for Semester:60 |
No of Lecture Hours/Week:4 |
Max Marks:100 |
Credits:4 |
Course Objectives/Course Description |
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Course Description: In an increasingly globalized world, the study of diasporic populations is highly significant. The eighteen million strong Indian diaspora has become one of the largest and influential global communities today. This course attempts to introduce the students to the concept of diaspora and to the Indian diaspora in particular. It will begin with an examination of the term diaspora and look at the theories associated with the study of the same. It will also examine the construction of the Indian diaspora and its representation in some forms of contemporary popular culture as well as at the interrelationship between India and her diaspora today. |
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Course Outcome |
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CO1: Demonstrate an understanding of the global diaspora, its formation and contemporary significance CO2: Explain how global historical forces have shaped the formation of the Indian diaspora CO3: Apply theoretical frameworks to examine the diaspora CO4: Analyse the representation of the Indian diaspora in popular culture CO5: Evaluate its significance in the economy, polity, and other social institutions |
Unit-1 |
Teaching Hours:5 |
Diaspora
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Unit-2 |
Teaching Hours:20 |
Indian diaspora
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Unit-3 |
Teaching Hours:20 |
Representation of the Indian diaspora in Literature, Cinema and other forms of popular culture
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Unit-4 |
Teaching Hours:15 |
India and the Indian diaspora
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Text Books And Reference Books: Anteby-Yemini, L., & Berthomière, W. (2005). Diaspora: A look back on a concept. Bulletin du Centre de recherche français à Jérusalem, (16), 262-270. Bauböck, R., & Faist, T. (2010). Diaspora and transnationalism: Concepts, theories and methods (p. 360). Amsterdam University Press. (Selected Essays) Chatterji, J., & Washbrook, D. A. (Eds.). (2018). Bollywood's Empire: Indian Cinema and the Diaspora. In 1144320563 861126351 R. Dwyer (Author), Routledge handbook of the South Asian diaspora. London: Routledge. Jayaram, N. (Ed). (2004). The Indian Diaspora: Dynamics of Migration. New Delhi: Sage. Jayaram, N. (Ed). (2011). Diversities in the Indian Diaspora: Nature, implications, responses. New Delhi: OUP. Jayawardena, C. (1968). “Migration and Social Change: A Survey of Indian Communities Overseas.” Geographical Review 58.3: 426-449. Kapur, D. (2003). Indian diaspora as a strategic asset. Economic and Political Weekly, 445-448. Lahiri, J. (1999). The Interpreter of Maladies. USA: Mariner Books. Robertson, S.L. (2006) Brain drain, brain gain and brain circulation, in Globalisation, Societies and Education, 4:1, 1-5, DOI: 10.1080/14767720600554908 Safran, W. (1991). Diasporas in modern societies: Myths of homeland and return. Diaspora: A journal of transnational studies, 1(1), 83-99. Sahoo, A. K., & Maharaj, B. (2006). Sociology of Diaspora: A Reader. India: Rawat Publications. Tumbe, C. (2016, September). Migration and Remittances in India. Retrieved January 4, 2021, from https://www.eximbankindia.in/Assets/Dynamic/PDF/Publication-Resources/ ResearchPapers/54file.pdf Tumbe, C. (2018). India moving: A history of migration. Penguin Random House India Private Limited. Uberoi, P. (2006). Freedom and Destiny: Gender, Family and Popular Culture in India (Chapter 6). New Delhi: OUP | |
Essential Reading / Recommended Reading Bandyopadhyay, R. (2008). Nostalgia, identity and tourism: Bollywood in the Indian diaspora. Journal of Tourism and Cultural Change, 6(2), 79-100. Bates, C. (Ed). (2001). Community, Empire and Migration: South Asians in Diaspora. Orient Longman. Dudrah, R K. (2006).Bollywood: Sociology goes to the Movies. New Delhi: Sage Publications. Kadekar, L. N., Sahoo, A. K., & Bhattacharya, G. (Eds.). (2009). The Indian Diaspora: Historical and Contemporary Context: Essays in Honour of Professor Chandrashekhar Bhat. Rawat Publications. Gautam, M K. (2013).Indian Diaspora: Ethnicity and Diasporic Identity. CARIM-India Project Jain, R.K. Working Paper on the Indian Diaspora. Lal, B V. (2006). Encyclopedia of Indian Diaspora, OUP Naipaul, S. (1976). The Adventures of Gurudeva and other Stories, Buffalo Books. Overseas Indian Facilitation Centre. (2009). Remittances from Indian Diaspora: A Report | |
Evaluation Pattern CIA 1 -10 Marks CIA 2 -25 Marks Mid Sem Exam CIA 3 -10 Marks Attendance - 5 Marks End Semester Exam 50 Marks | |
MSA441C - HUMAN RIGHTS AND SOCIOLOGY OF LAW (2022 Batch) | |
Total Teaching Hours for Semester:60 |
No of Lecture Hours/Week:4 |
Max Marks:100 |
Credits:4 |
Course Objectives/Course Description |
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Course Description: The course provides an introduction to basic human rights philosophy, principles, instruments and institutions, and also an overview of current issues and debates in the field. The course also introduces the domain of sociology of law and its scope in modern India Course Objectives: The course ● Introduces the students to the themes of human rights and sociology of Law ● Gives them an overview of constitutional provisions of human right laws and their implications ● Explains the theoretical perspectives in understanding law. |
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Course Outcome |
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CO1: Demonstrate their understanding of the conceptual and constitutional grounding of human rights by tracing the historical evolution. CO2: Analyze the implications of Human Rights for the Constitution of India and the legal framework CO3: Critically evaluate law?s intersection with other socio-cultural structures. CO4: Discuss how law engages with the issues of women, children, minorities, Dalits, and tribes. |
Unit-1 |
Teaching Hours:15 |
Introduction to Human Rights
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1.Concept of Human Rights 2.Historical Background: Global and Indian context 3.Human Rights in India: Constitutional Provisions (Fundamental Rights, Directive Principles, Fundamental Duties, Constitutional Rights); Legal Rights 4.Human Rights and Community: ( RTI, PIL, ,Lokpal Act, Habeas Corpus) 5.Human Rights and State:Land Acquisition Act,Criminal Laws Amendment Act, POCSO, Child Labour Bill, Micro Finance Bill, Food Security Act, AFSPA, Unlawful Activities Prevention Act, CAA | |
Unit-2 |
Teaching Hours:15 |
Sociology of Law
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1.The Nature, Domain and Scope of Law 2.Law and Society in Modern India- Marc Galanter, Upendra Baxi 3.Law and Institutions: Religion, Education, Health, Family 4.Law and Environment | |
Unit-3 |
Teaching Hours:15 |
Theoretical Perspectives
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1.Law in Classical Theories: Marx, Durkheim, Weber 2.Towards the Juridical Field: Bourdieu 3.Critical Legal Studies: Foucault 4.Feminist Jurisprudence: Feminist Philosophy of Law | |
Unit-4 |
Teaching Hours:15 |
Law and the Disadvantaged Groups
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1. Women and Law 2. Children and Law 3. Law and Minorities 4. Dalits and Law 5. Tribes and law | |
Text Books And Reference Books: Baxi, Upendra. (1985). Towards a Sociology of Indian Law. New Delhi: Satvahan Publications Bhat, P. Ishwara. (2009). Law and Social Transformation. Lucknow: Eastern Book Co. Bourdieu, Pierre. (1987) ‘ The Force of law: Toward a Sociology of the Juridical Field.’ Hastings Law Journal. 38: 805-853 Foucault, Michel. (1975/77). Discipline and Punish: The Birth of the Prison. Trans.A. Sheridan. New York: Vintage Books pp 73-131. Trubek, David, M. (1972). ‘Max Weber on Law and the Rise of Capitalism’. Wisconsin Law Review. 1972: 720:753 | |
Essential Reading / Recommended Reading Baxi, Upendra. (2006). The Future of Human Rights. 2 nd edition. Oxford: Oxford University Press. Bhat, P. Ishwara, (2009). Law and Social Transformation. Lucknow: Eastern Book Co. Flavia Agnes, Sudhir Chandra, et.al. (eds.) (2004) Women & law in India. New Delhi: Oxford University Press. G. Indira Priya Darsini, K. Uma Devi. (2010). Environmental Law & Sustainable Development. New Delhi:Regal Pub. Tripathi, G.P. (2012). Law and Social Transformation. Allahabad: Central Law Publications Williams, Lucy (ed). (2003). Law and Poverty: The Legal System and Poverty Reduction. London: Zed Books. Chiranjivi.N 2002. Human Rights in India: Historical, Social and Political Perspectives. Oxford University Press. Bartlett T.K & R Kennedy. (eds) 2019. Feminist Legal Theory: New Perspectives on Law, Culture and Society. Routledge New York. Galanter.M 1993. Law and Society in Modern India. Oxford University Press, India | |
Evaluation Pattern CIA 1 -10 Marks CIA 2 -25 Marks Mid Sem Exam CIA 3 -10 Marks Attendance - 5 Marks End Semester Exam 50 Marks | |
MSA481 - DISSERTATION II (2022 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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The students are required conceptualize a research problem and prepare a synopsis. This synopsis must cover the entire research design including the statement of the Problem, review of literature and methodology. Students are expected to prepare the tools of data collection, carry out data collection, analyze the data and prepare the report in the form of a thesis. Students are to present the final report at an open seminar. |
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Course Outcome |
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CO1: A clear understanding about the various processes involved in Social research, including conceptualizing, theorizing, writing etc. CO2: A clear idea about the significance of methodology, the different methods available and their practical application in Social research. CO3: Attained a level of articulation in terms of presenting ideas and arguments in a comprehensive manner CO4: Attained a level of maturity to plan and design a research project and carry it successfully to the final stages in a time bound manner CO5: A clear idea about the significance of knowledge production and the excitement and difficulties involved in it. |
Unit-1 |
Teaching Hours:30 |
Dissertation
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Masters dissertation is a first-hand opportunity for students to familiarise with the different facets of social research. Starting from proposal until the final dissertation the dissertation supervisor walks the student through the various stages of research including conceptualizing the research, stating the research problem and/or giving a hypothesis, literature review, methodology, collection and analysis of data. During the third semester, students are required to conceive a research topic, conceptualise it and work towards a research proposal. The proposal should reveal a clear plan of research and a neat lay out under all necessary headings. Researches of different variety are encouraged by the department including theoretical and applied, qualitative and quantitative, empirical and non-empirical, ethnographic and so on. Students should, depending upon the nature and character of research, chose their tools for collecting and interpreting data. The process culminates in the fourth semester with students preparing the final report in the form of a dissertation and giving an oral defence before the dissertation committee in an open platform.
Students can opt to work on dissertations individually or in groups forming joint dissertations. Students who wish to work towards a joint dissertation should form groups with other students with similar interests, generate a common topic and approach the respective faculties. Faculty members intending to supervise such joint dissertations need to take prior approval of the Head of the Department (HOD). The HoD can take a decision depending upon factors involved such as the capacity of students, feasibility of the proposed topic, faculty expertise etc. Joint dissertations must possess higher standards and are expected to be published in good journals. Alternatively the department can also come up with a publication plan of its own if there are more good papers available in the same academic year. Such publications will have the student as the first authors and the faculty supervisor as the co-author. | |
Text Books And Reference Books: - | |
Essential Reading / Recommended Reading - | |
Evaluation Pattern This course does not have an examination but evaluation will take place through the assessment of the dissertation and the presentations made by the student through the Dissertation Colloquia. OVERVIEW OF ASSESSMENT PATTERN: IV SEMESTER 4. Colloquium II 10 marks 5. Dissertation 30 marks 6. Viva 10 marks
Total 50 marks |