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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

CIA II - 50 Marks'

CIA III - 20 Marks 

ESE - 100 Marks 

Course Description

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

Course Objectives

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

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

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

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

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

CIA 2 for 10 Marks 

CIA3 for 20 Marks 

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

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

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

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

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

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

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

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

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

 Why We Travel-Pico Iyer 

Sentence fragments, dangling modifiers, faulty parallelism,

Thinking Like a Mountain  By Aldo Leopold

Note taking

Aarushi-Hemraj Murder Article 

Newspaper report

 My Story- Nicole DeFreece

Essay writing

Paraphrasing and interpretation skills

• Casey at the Bat-  Ernest Lawrence Thayer

CIA 2=50 

CIA 3= 20 

ESE= 50 marks

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

Course Objectives

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

“Homeric Contest” by Nietzsche

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

Excerpts from Homer

Excerpts from Pindar

Appreciation of select Folk Poetry (rhymes)

“Defence of Poetry” by P.B. Shelley

A discussion on the phenomenon of the Poet Laureate

Select Sonnets by William Shakespeare

Select Poems of E. E. Cummings

Select Poems of Apollinaire

Select Poems of Wordsworth (solitude/ individual/ reading) 

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

“Medium as Metaphor” by Neil Postman

Bob Dylan’s Nobel Speech

‘It’s alright, Ma’ by Bob Dylan

Select essays of Jerome Rothenberg

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

“Dis Poetry” by Benjamin Zephaniah

Select Button Poetry

Select Haikus as the model for modern short poetry

Select Instagram posts

Select poems of Rupi Kaur

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

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

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

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

CIA II

Individual assignment performance poetry

CIA III

Portfolio submission 

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

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

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

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

features.

1. Introduction

2. Origin of language

3. Design Features of language

4. Animal Communication

5. Competence and Performance

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

language.

1. Divine source

2. Onomatopoeia

3. Social interaction

4. Physical adaptations

5. Lowering of larynx

6. Language gene

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

1. The study of speech sounds

2. Speech organs

3. Glottis and voicing

4. Consonants and vowels of languages

5. Place of articulation

6. Manner of articulation

7. IPA chart

8. Vowel chart

9. Suprasegmentals

10. Cardinal vowels

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

discussed.

1.Family tree

2. Major language families of the world

3. Major language families in India

4. Language change

5. Comparative reconstruction

6. Cognates

7. Endangered languages

8. Language documentation

9. Language death

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

regional aspects of language will be discussed.

 1. Standard language 

2. Dialects and accent

3. Diglossia

4. Social class and speech style

5. Pidgins and creoles

6. Speech accommodation

7. Registers, jargon, slang

8. Prestige and power

9. Kinship terms

10. Language and gender

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

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

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

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

Cambridge university press.

Chomsky, N. (1959). "A Review of B. F. Skinner's Verbal Behavior". Language. 35 (1):

26–58.

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

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

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

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

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

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

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

Languages Live or Die. London: Penguin.

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

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

Development, 4(4), 289-300.

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

analysis (pp. 9-20). Routledge.

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

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

Co.

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

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

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

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

Cambridge university press.

Chomsky, N. (1959). "A Review of B. F. Skinner's Verbal Behavior". Language. 35 (1):

26–58.

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

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

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

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

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

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

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

Languages Live or Die. London: Penguin.

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

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

Development, 4(4), 289-300.

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

analysis (pp. 9-20). Routledge.

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

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

Uptake. UK: Psychology Press. 

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

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

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

Perennial Modern Classics.

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

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

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

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

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

Prescribed Texts

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

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

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

Prescribed Texts

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

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

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

Prescribed Texts 

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

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

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

Unit 2

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

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

Unit 3 

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

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

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

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

4.“Frankenstein” by Mary Shelley

5.“Brave New World” by Aldous Huxley

6.“The Circle” by Dave Eggers

7.“Neuromancer” by William Gibson

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

Attendance: 5 marks  

CIA I - 20 Marks

CIA II - 50 Marks 

CIA III - 25 Marks 

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

Philosophy and Aesthetics

The Yellow Wallpaper

Migrant Mother

Bhima Jewllers

Kodaikanal Wont

Yolocaust

Memoirs of a Geisha 

Charlie Chaplin

Mistress of Spices

Coco

Ratatouille

Migrant Mother - Picture

Rap Song - Video

Bhima Jewllers Ad - Video

Yolocaust = Video

The Yellow Wall Paper - Animation

Memoirs of a Geisha - Text and Movie

Charlie Chaplin - Movie

Ratatouille - Movie

Coco - Movie

CIA II : 50 Marks

CIA III: 25 Marks

Attendance: 5 Marks

Total: 100 Marks

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

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

o   Expressing approval and indifference

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

Imparfait)

o   To narrate a personal story

o   Replying an invitation

o   Expressing one’s concern, fear

o   Expressing one’s surprise

o   Imagine a dialogue from a given situation

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

o   Expressing the emotions of joy and sadness

o   To compare

o   Letter writing

o   Grammar  (comparative, superlative,)

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

o   Write a letter on one’s disappointment and frustration

o   Grammar (Pronom en, y) expressions to quantify

o   Expressing and ask for opinion

o   Interrogation 

o   Writing a dialogue on a given topic

o   Understand a newspaper article

o    Expressing intention to do something

o    Explain your choice

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

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

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

Question Paper Pattern

·      Section A --–10 marks

·      Section B - - 20 marks

·      Section C - – 20 marks

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

Course Objectives:

●      To achieve language proficiency skills on the basic level

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

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

●      To develop the ability to formulate basic questions

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

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

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

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

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

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

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

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

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

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

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

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

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

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

Question paper pattern:

Section A – 10 Marks

Section B – 20 Marks

Section C – 20 Marks 

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

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

Kannada Varnamale- Swargalu, Sandhyakshara, Anuswara & Visarga              

Vargeeya Vyanjana, Anunasikagalu 

Avargeeya Vyanjana, Ottakshargalu

Kaagunitha

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

Exclamatory.

Linga, Vachana, Vibhakti Pratyagalu 

Verb Root, Verb- Past and Non Past

Comprehension, Letter Writing

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

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

3. Spoken Kannada for Absolute Beginners - Sanjay D

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

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

Attendance 10%

End Semester Exam:

Question Paper Pattern

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

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

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

writing – 20 marks 

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

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

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

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

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

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

Course Description:

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

Course Objectives: This course will help the learner to

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

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

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

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

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

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

The component-wise evaluation pattern is given below:

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

Theories of news media

Media as fourth estate of democracy

Media and civic engagement

Politics and social media: Issues and debates

Media regulation and politics

Media and the political communication process

Media and its impact on public opinion

Sociology of news construction

Media’s role in the empowerment of social movements

Role of media in elections- campaigns, strategies and advertisement

Media role in exposing political scandals

Media as spaces for dissent, marginal voices and alternative platforms

The corporate world, media conglomerates and politics interface

Media’s role in manufactured consent giving

Visual media and political communication

Role of social media in image building

Case study- Rebranding of PM Modi

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

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

CIA 1- MCQ

CIA 2- Class test

CIA 3- Group presentation

ESE- Written exam

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

Introduction to Audio and Video Production (10 hours)

Basic principles of audio and video production

Overview of equipment used in audio and video production

Introduction to software tools used in audio and video production

Audio Production Techniques (10 hours)

Microphone selection and placement

Recording techniques and best practices

Mixing and mastering audio content

Video Production Techniques (10 hours)

Camera selection and setup

Lighting techniques and best practices

Shooting and capturing video footage

Editing Audio and Video Content (10hours)

Introduction to audio and video editing software

Editing and arranging audio and video content

Adding transitions and effects to audio and video content

Creating soundscapes and sound effects

Advanced camera techniques and shot composition

Motion graphics and visual effects

"Audio Engineering 101: A Beginner's Guide to Music Production" by Tim Dittmar

"The Art of Digital Audio Recording: A Practical Guide for Home and Studio" by Steve Savage

"Video Production Handbook" by Gerald Millerson and Jim Owens

"Pro Tools 101: An Introduction to Pro Tools 11" by Frank D. Cook

"Audio Engineering 101: A Beginner's Guide to Music Production" by Tim Dittmar

"The Art of Digital Audio Recording: A Practical Guide for Home and Studio" by Steve Savage

"Video Production Handbook" by Gerald Millerson and Jim Owens

"Pro Tools 101: An Introduction to Pro Tools 11" by Frank D. Cook

CIA 2 – Product Demo Video Project - Students could work in groups to produce a video that showcases a product or service. The video would need to be engaging and informative, and would aim to persuade the viewer to purchase or use the product or service. (20 Marks)

CIA 3 – Educational Video Project - Students could work in groups to produce an educational video on a topic of their choice. The video would need to be informative and engaging, and could cover topics like science, history, or current events. (15 Marks)

All CIAs   – Department level only

The course attempts to understand the nature, process and issues related to celebrity actors and their presence, which inadvertently contribute to the success of films.

PR concept, role and relevance in selling goods/services; Brief history & evolution of PR. Competing forces for PR-Advertising, Publicity, Marketing/Sales. PR as distinct from spin, hype & exaggeration. Top Bollywood PR firms in India-Dale Bhagwagar PR, Raindrops, Spice PR, Aspire PR.

Bollywood and the need and emergence ofCelebrity PR, early beginnings, and present status. Acquiring and sustaining celebrity status through PR, Celebrity brand building & nurturing. PR in celebrity reputation management. Building the celebrity profile through analysis and research. Case Study-The making of Shilpa Shetty (UK's Big Brother Reality TV), Amitabh Bachchan and KBC, Aamir Khan and Satyameva Jayate

Interviews, Press conferences,Rejoinders,Official comments/no comments. Organising events-Public 'meet and greet', Social events of significance, Public gatherings-award functions, airport meets.  Helping to manage crisis--damaging details from celebrity past, social media criticism and backlash, dealing with success and failure with grace and dignity, Helping deal with paparazzi encounter

This first-semester course introduces undergraduate psychology majors to the scientific study of human nature. The student would be able to understand how psychologists ask questions from several different perspectives. Students will learn about the various scientific methods psychologists use to study behaviour and become acquainted with many of psychology's important findings and theoretical approaches. Further, students will be able to appreciate the shape that contemporary psychology has taken. The aim is to build a familiarity with psychology’s intellectual origins and to foster an awareness of its many false steps, dead-ends, and alternative pathways to appreciating the social, cultural, and psychological influences on theorising in psychology. The course will equip the student with knowledge and scope for careers in psychology and develop an understanding of the professional skills required for such a career. Students will have learned to think critically about psychological evidence through journal clubs and class discussions embedded in the course.

Definition, Goals, Principles of psychology. Psychology as a science: Objectivity versus subjectivity. mind-body connection; Why study behaviour; Thinking like a psychologist about psychological information; Myths and misconceptions about psychology

Roots of psychology: Schools and perspectives of psychology, including Structuralism, Functionalism, Psychodynamic, Biological, Behaviouristic, Gestalt, Cognitive, Humanistic, Cross-cultural and Evolutionary. Eastern philosophies broader perspectives– Confucius and Taoism, Indian - Buddhism, (special comparing Eastern and Western principles in major concepts like consciousness and meditation). Psychology in modern India (Indigenous nature) 

Why study psychology? what is the scope Describe the value of psychology and possible career paths for those who study psychology? Specific focus on opportunities after BA; Allied professionals -social work, public health Broad focus on professional skills (especially as a practitioner and researcher) essential to be a psychologist and discuss the temper required to pursue psychology as a career. What can students do at BA to pursue a career in psychology? Multicultural and ethical issues; professional responsibility- Personal and professional roles.

Methods – use of scientific methods in psychology; scientific temper. How to review literature- discuss current issues and trends- Mental health literacy, psychological literacy, Current trends in Psychology, and issues discussed in CO 1,2 or 3

Writing and communicating using APA standards -Critically reviewing academic texts (books, journal articles etc.). APA style of writing Basic APA formatting for articles, APA referencing style, Academic writing skills.  

Weiten, W. (2014). Psychology: Themes and Variations (Briefer Version, 9th edition). Belmont, CA: Wadsworth/Cengage Learning. 

American Psychological Association. (2020). Publication manual of the American Psychological Association (7th Ed.).https://doi.org/10. 1037/0000165-000

Dalal, A. K., & Misra, G. (2010). The core and context of Indian psychology. Psychology and developing societies, 22(1), 121-155.

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

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

Hockenbury, D. H. & Hockenbury, S. E. (2011). Discovering Psychology (5th edition). Worth Publishers 

 Showman, A., Cat, L. A., Cook, J., Holloway, N., & Wittman, T. (2013). Five essential skills for every undergraduate researcher. Council on Undergraduate Research Quarterly, 33(3), 16+. https://link.gale.com/a pps/doc/A324399343/ AONE?u=monash&sid =googleScholar&xid= a3697d9b

CIA 1 & 3 will be individual assignments

CIA2- will be a mid-semester exam- with case study-based questions

End Semester Pattern- 2 hrs- 50 Marks

Section A (Very Short Answer). 2 Marks X 5Qs= 10 Marks

Section B (Short answers). 5 Marks X 2Qs= 10 Marks

Section C (Essay questions). 10 Marks X 2Qs= 20 Marks

Section D (Case study). 10 Marks x 1Q= 10 Marks

Course Description:  “Aula International 1” A1/A2. Is designed to develop listening, speaking, writing, and reading skills in Spanish as well as cultural competency in the Hispanic world. This course is intended for students with no prior knowledge of Spanish .This method leads easy way to communicate and to carry out tasks in Spanish. 

Course Objectives:  “Aula International 1” A1/A2’. General objective are more specific to define the linguistic knowledge with the help of which the learners will implement various skills such as to understand, to speak, to interact and to write. 

·                                                                                          7.5 hrs

o   Salutation and expressions

o    Learn to introduce ourselves and friends.

o   Alphabets

o   Profession

o   Numbers

o   Indicating the date and month

o   Fixing an appointment

o   Specifying time

o   Identifying the nouns

o   Expressing one’s wishes

o   Conversation in the market / in hypermarket

o   the demonstrative adjectives

o   Learning colors and cloths

o   Learning to introduce each other

o   identifying genders and number(singular and plural)

o   Articles(definite and indefinite)

o   Introducing group of verbs in present tense 

o   Conjugating the verbs

o   Usage of  prepositions in the phrase

o   Using subject personal pronouns with the verbs

o   Usage of comparative

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

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

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

·      Section C - Test of writing skills / Dialogue and Essay writing – 20 marks

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

 This course introduces students to the concepts and processes of marketing and takes them deeper into the world of marketing.

Course Objectives: This course intends

  Describe the history of the advertising industry and its relation to today’s marketplace.

   List the roles and responsibilities of various advertising, marketing, and promotions professionals.

Develop students’ understanding and skill in development of communication strategy of a firm, particularly with advertising and sales promotions.

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

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

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

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

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

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

1. Belch George and Michael Belch, Advertising and Promotion, Tata McGraw Hill.
2. William Wells, John Burnet, and Sandra Moriarty, Adverting Principles and Practice, Prentice Hall of India.

1. Jaishri Jethwaney and Shruti Jain, Advertising Management, Oxford University Press.
2. K. D. Koirala, Marketing Communications, Buddha Publications.
3. Advertising, Sales and Promotion Management, S.A.Chunawalla, Himalaya.
4. Advertising Management, Jethwaney, Jain, Oxford.

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

Course Objectives: Through the course, the instructor aims to 

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

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

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

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

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

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

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

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

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

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

2.     www.6seconds.org

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

4. Posner, J., Russell, J. A., & Peterson, B. S. (2005). The circumplex model of affect: an integrative approach to affective neuroscience, cognitive development, and psychopathology. Development and psychopathology, 17(3), 715–734. https://doi.org/10.1017/S0954579405050340

CIA 2- 20 marks

CIA 3- 50 marks

This course intends to make the students familiar with the essential concepts for steering business transactions through the various resources of E-Commerce. As a prerequisite, the students should be having a basic knowledge about computers, networks and information technology.