CHRIST (Deemed to University), Bangalore DEPARTMENT OF PSYCHOLOGY School of Social Sciences
Syllabus for BA (Psychology, English/Honours/Honours with Research) Academic Year (2023)

1 Semester - 2023 - Batch
Course Code	Course	Type	Hours Per Week	Credits	Marks
BBA141B	MARKETING AND SELLING SKILLS	Multidisciplinary Courses	3	3	50
BBA141D	TALENT MANAGEMENT	Multidisciplinary Courses	3	3	50
BBA141E	UNDERSTANDING OF FINANCIAL STATEMENTS	Multidisciplinary Courses	3	3	50
BLS141	INTRODUCTION TO BIOLOGY	Multidisciplinary Courses	3	03	100
BLS142	PRINCIPLES OF FORENSIC SCIENCE	Multidisciplinary Courses	3	3	100
COM142	BRAND MANAGEMENT	Multidisciplinary Courses	3	3	100
COM143	ENTREPRENEURSHIP DEVELOPMENT AND SMALL BUSINESS MANAGEMENT	Multidisciplinary Courses	3	3	100
COM144	FINANCIAL LITERACY	Multidisciplinary Courses	3	03	100
COM145	CREATIVE ADVERTISEMENT	Multidisciplinary Courses	45	3	100
CSC141	PROGRAMMING IN C	Multidisciplinary Courses	3	3	100
DMT141	DANCE MOVEMENT THERAPY	Multidisciplinary Courses	2	3	100
DMT142	INTRODUCTION TO CARNATIC MUSIC	Multidisciplinary Courses	3	3	100
DMT143	INTRODUCTION TO ACTING	Multidisciplinary Courses	2	3	100
ECO143	DEMOCRACY AND ECONOMY	Multidisciplinary Courses	3	3	100
ECO145	ECOLOGY AND DEVELOPMENT	Multidisciplinary Courses	3	3	100
ENG182-1	DEVELOPING ACADEMIC SKILLS - I	Ability Enhancement Compulsory Courses	2	2	50
EST101-1	LITERARY STUDIES: IDEAS AND GENRES	Major Core Courses-I	4	4	100
HIS141	HISTORY AND CINEMA	Multidisciplinary Courses	3	3	100
LAW141	CYBER LAW	Multidisciplinary Courses	3	4	100
LAW143	LABOUR AND SOCIAL WELFARE	Multidisciplinary Courses	3	3	100
LAW144	ENVIRONMENTAL LAW	Multidisciplinary Courses	3	3	100
MED141	MEDIA AND POLITICS	Multidisciplinary Courses	3	3	50
MED142	AUDIO AND VIDEO PRODUCTION TECHNIQUES	Multidisciplinary Courses	3	3	50
MED143	CELEBRITY PR	Multidisciplinary Courses	3	2	50
MED144	HARRY POTTER AND CONTEMPORARY ISSUES	Multidisciplinary Courses	3	3	50
MED146	PUBLIC SPEAKING	Multidisciplinary Courses	3	3	50
PHY141	FUNDAMENTAL OF FORENSIC PHYSICS	Multidisciplinary Courses	3	3	100
POL141	DEMOCRACY AND ETHICAL VALUES	Multidisciplinary Courses	2	2	100
POL142	SCIENCE, TECHNOLOGY AND INNOVATION IN INTERNATIONAL RELATIONS	Multidisciplinary Courses	3	3	100
POL143	SUBALTERN STUDIES: NARRATIVES OF THE COMMUNITIES	Multidisciplinary Courses	3	3	100
PSY101-1	INTRODUCTION TO PSYCHOLOGY	Major Core Courses-I	4	4	100
PSY161-1	LIFE-SKILL EDUCATION	Skill Enhancement Courses	3	3	100
SOC141	WOMEN'S ISSUES	Multidisciplinary Courses	3	3	50
SOC142	CONTEMPORARY SOCIAL PROBLEMS AND CHALLENGES	Multidisciplinary Courses	3	3	50
SOC143	SOCIOLOGY THROUGH CINEMA	Multidisciplinary Courses	3	3	50
THE141	THEATRE APPRECIATION	Multidisciplinary Courses	3	3	100
THE142	IMPROVISATION AND DEVISED THEATRE	Multidisciplinary Courses	3	3	100
2 Semester - 2023 - Batch
Course Code	Course	Type	Hours Per Week	Credits	Marks
BBA142B	EMOTIONAL INTELLIGENCE AND MANAGERIAL EFFECTIVENESS	-	3	3	100
BBA142C	FUNDAMENTALS OF DIGITAL MARKETING	-	3	3	100
BBA142F	FINANCIAL EDUCATION	-	3	3	100
BLS143	PRINCIPLES OF HORTICULTURAL TECHNIQUES	-	3	4	100
BLS144	PRINCIPLES OF AYURVEDA	-	3	3	100
CHE141	CHEMISTRY IN ACTION	-	3	3	100
COM147	E-COMMERCE	-	3	3	100
COM148	PERSONAL TAX PLANNING	-	3	3	100
COM150	FINANCIAL LITERACY	-	3	3	100
DSC143	DATA VISUALIZATION	-	3	3	50
ECO143	DEMOCRACY AND ECONOMY	-	3	3	100
ECO146	GENDER AND DEVELOPMENT	-	3	2	50
ECO147	THINKING THROUGH THE ENVIRONMENT	-	3	2	50
ENG182-2	DEVELOPING ACADEMIC SKILLS - II	Ability Enhancement Compulsory Courses	2	2	50
EST103-2	INTRODUCTION TO CULTURAL STUDIES	Major Core Courses-II	4	4	100
EST201-2	POETRY AND PROSE	Major Core Courses-II	4	4	100
LAW144	ENVIRONMENTAL LAW	-	3	3	100
LAW146	LAW AND PRACTICE OF INTELLECTUAL PROPERTY	-	3	2	100
LAW148	LEGAL DIMENSIONS OF MARKETING	-	3	2	100
LAW149	LEGAL ASPECTS OF HUMAN RESOURCE MANAGEMENT	-	3	2	100
LAW150C	CORPORATE SOCIAL RESPONSIBILITY AND HUMAN RIGHTS	-	3	3	100
MAT141	MATHEMATICS FOR MANAGERIAL DECISIONS	-	3	3	50
MED147	MIDDLE CINEMA IN INDIA	-	3	3	100
MED148	LANGUAGE OF CINEMA: A VISUAL APPROACH	-	45	3	100
MED149	INTRODUCTION TO SEMIOTICS	-	45	3	100
MED150	ARTS APPROACHES TO PEACEBUILDING	-	3	3	100
PHY141A	INTRODUCTION TO ASTRONOMY AND ASTROPHYSICS	-	3	3	100
PHY141B	RENEWABLE ENERGY	-	3	3	100
POL141	DEMOCRACY AND ETHICAL VALUES	-	2	2	100
POL143	POLITICS AND SOCIETY OF INDIA SINCE INDEPENDENCE	-	3	3	100
POL144	INDIA AND THE WORLD	-	3	2	100
PSY201-2	PERSONALITY AND INDIVIDUAL DIFFERENCES	Major Core Courses-I	4	4	100
PSY202-2	BRAIN AND BEHAVIOUR	Major Core Courses-I	4	4	100
SOC141	WOMEN'S ISSUES	-	3	3	50
SOC142	CONTEMPORARY SOCIAL PROBLEMS AND CHALLENGES	-	3	3	50
SOC143	SOCIOLOGY THROUGH CINEMA	-	3	3	50
SW141	INTRODUCTION TO SOCIAL WORK AND SOCIAL WELFARE	-	3	3	50
SW142	INTRODUCTION TO ORGANISATIONAL BEHAVIOUR	-	3	3	50
THE144	ACTING FOR MEDIA	-	3	3	100


Introduction to Program:
Psychology Majors: Psychology is offered as a major in BA dual majors programmes with an option of doing a Honours in Psychology with or without research in the fourth year of the undergraduate programme. The psychology courses aim to introduce students to the fundamental processes underlying human behaviour and familiarise them with a few emerging fields and branches of psychology. There are also practicum and skill-building courses like experimental psychology practicum and life-skills education as part of psychology majors. Students can take specialised electives from the fifth semester onwards from a pool of courses. Students can undertake research projects and internships for the four-year BA programme. English Majors: The double major programmes offered to undergraduate students is to open options and to graduate in any one major of their choice. The English Studies course is combined with Psychology, Communication and Journalism to offer a wider perspective of all these courses through an intersection of these majors at all levels. (certificate level, diploma level, degree and honours). The English major will largely include courses from literary and cultural studies which is a wide spectrum of domains like gender studies, culture studies, colonial and postcolonial literatures to name a few.
Programme Outcome/Programme Learning Goals/Programme Learning Outcome: PO1: Demonstrate a coherent understanding and comprehensive knowledge of the fundamental theories and concepts in the discipline of psychology in a multidisciplinary learning context. PO2: Demonstrate critical thinking, scientific inquiry and problem-solving skills by applying psychological theories and research to real-world scenarios. PO3: Demonstrate understanding of appropriate values and ethical standards in research, practice, and academic contexts. PO4: Demonstrate communication skills, digital and psychological literacy to achieve personal, professional, and community goals. PO5: Demonstrate an understanding of literatures in English and translation and appreciate the role that historical context plays in the creation and interpretation of literary works. PO6: Apply critical and theoretical approaches to the reading and analysis of literary and cultural texts in multiple genres. PO7: Develop critical thinking and imagination through fiction and nonfiction and to familiarize students with cultural diversity. PO8: Analyze the role that intersections among race, gender, class, sexuality, and/or national or global history play in literary studies.
Assesment Pattern
As detailed in the University student handbook
Examination And Assesments
CIA I,II, III and ESE As detailed in the University student handbook

BBA141B - MARKETING AND SELLING SKILLS (2023 Batch)

Total Teaching Hours for Semester:45

No of Lecture Hours/Week:3

Max Marks:50

Credits:3

Course Objectives/Course Description

Course Description

This is the basic course in Marketing and Selling Skills where students will get the exposure of Marketing and sales. The subject gives them a vast and wide insight of the traditional and contemporary aspects in Marketing and sales. The input of basic fundamentals, coupled with the practical knowledge will be given to the students to help them in understanding and designing the sales & marketing tactics and strategies.

Course Objective:

● To understand and appreciate the concept of marketing & sales in theory and practice

● To evaluate the environment of marketing and develop a feasible marketing &selling plan

● To understand and apply the STP of marketing (segmentation, targeting, positioning)

● To have an elementary knowledge of consumer behaviour its determinants and selling skills

Course Outcome

CO1: Demonstrate a comprehensive understanding of marketing and sales principles, theories, and their practical applications (RBTL 2)

CO2: Identify the key elements of the marketing environment and their impact on marketing and selling activities. (RBTL 3)

CO3: Apply segmentation techniques to categorize target market segments effectively. (RBTL 3)

CO4: Demonstrate basic selling skills, such as effective communication and relationship building, through practical exercises and simulations. (RBTL 2)

Unit-1	Teaching Hours:8
Unit 1: An Introduction to Marketing
Introduction, genesis & evolution of marketing in society, Importance and Scope of Marketing, Elements of Marketing – Need, Want, Demand, Desire, Marketing Philosophies, Mccarthy’s 4P classification, Lauterborn’s 4C’s classification & 4A’s Framework of rural marketing, Product service continuum.
Unit-2	Teaching Hours:6
Marketing Environment ? An Understanding
Basics of Marketing Environment, Factors Affecting Marketing Environment, Environmental analysis – SWOT & PESTLE, Marketing Environment in India, Legal & regulatory framework in India, Marketing Mix (Four Ps of Marketing).
Unit-3	Teaching Hours:8
Unit 3: Segmentation, Targeting and Positioning
Market Segmentation, Basis of segmentation & its types - Demographic, Geographic, Psychographic and behavioral Segmentation etc, Targeting- Five Patterns of Target Market Selection, Positioning-Concept of Positioning, Perceptual Mapping.
Unit-4	Teaching Hours:6
Unit 4: Product Life Cycle and Consumer Behaviour
Product Life Cycle concept, marketing implications of PLC stages, corresponding strategies, dealing with competition, Perceptual Mapping, Consumer Behaviour – Rational V/s Emotional, Consumer proposition & acquisition process, buying motives, its types, Consumer Behaviour process
Unit-5	Teaching Hours:10
Unit 5: Selling ? An Introduction
Nature, Meaning and Significance of Sales Management and Personal selling; Evolution of Sales Management, Role of Selling in Marketing, Characteristics of a successful Salesman; Types of Selling, Selling Functions, Sales Funnel; Process of Effective Selling: Sales strategies; Prospecting: Meaning, process & methods; Ways to approach a customer
Unit-6	Teaching Hours:7
Unit 6: Effective Sales management and Sales Force Organisation
Sales presentation; Handling objections; Closing a sale; Current issues in sales management; Case lets and applications, Meaning of Sales Force Management; Determining the sales force and size of the sales force, Introduction to: Sales organization concepts; Sales territories
Text Books And Reference Books: Text Books: Kotler, P., & Keller, K. (2015). Marketing management 15th edition. Prentice Hall. Kotler, P. (2013). Marketing management: A south Asian perspective. 13^th edition, Pearson Education India. Panda, T. K., & Sahadev, S. (2^nd Edition, 2011). Sales and distribution management. Oxford Publication. Spiro, R. L., Rich, G. A., & Stanton, W. J. (12^th Edition, 2008). Management of a sales force. McGraw-Hill/Irwin.
Essential Reading / Recommended Reading Suggested Readings: Ramaswami, S., Namakumari. S,(2013) marketing management–Global Perspective Indian Context, Macmillan Publishers India Ltd, 5th Edition Rajan Saxena, Marketing Management, (2009) 4th edition, Tata McGraw-Hill Education Etzel M.J., Walker B.J. and Stanton William J - Marketing concept & Cases special Indian 14^th Edition Tata Mc Graw Hill. Czinkota, Kotabe, Marketing Management, II edition, Thomson Publications. Still, R. R., Cundiff, E. W., & Govoni, N. A. (1988). Sales management: decisions, strategies, and cases, New Jersey: Prentice-Hall. Coughlan, A. T., Anderson, E., Stern, L. W., & Adel, I. (2006). El-Ansary. Marketing Channels. Prentice-Hall. Jobber, D., & Lancaster, G. (2007). Selling and sales management. Painos. Harlow: Pearson Education. Cron, Decarlo T. E. (2016). Sales Management concepts and cases: Wiley India Pingali Venugopal (2008). Sales and Distribution Management, Sage Publication
Evaluation Pattern CIA 1: 20 MARKS ( LATER CONVERTED TO 10 MARKS) CIA 2: 20 MARKS ( LATER CONVERTED TO 10 MARKS) CIA 3: 50 MARKS ( LATER CONVERTED TO 25 MARKS) Attendance 5 marks Total 50 marks
BBA141D - TALENT MANAGEMENT (2023 Batch)
Total Teaching Hours for Semester:45	No of Lecture Hours/Week:3
Max Marks:50	Credits:3
Course Objectives/Course Description
Human Resource is considered as a valuable resource in every organization. The world class companies compete among themselves to attract the best talent across the globe. They view talent as competitive differentiator and one where the acquisition, engagement, development and retention of talent is considered as a strategic priority of business. This course exposes the students to methods and practices to acquire, engage and develop talent, focus on development of strategic leaders within an organization and also deals with how talent and knowledge can be managed effectively for the development of the organization
Course Outcome
CO 1: 1. Demonstrate an understanding of key concepts, principles and models related to talent and knowledge management CO 2: 2. Evaluate the importance of talent management in developing organizations CO 3: 3. Learn to apply the theories and concepts studied in the classroom to practical situations CO 4: 4. Analyse the various talent and knowledge management practices and their value to organizations CO 5: 5. Solve the issues pertaining to talent and knowledge management

Unit-1

Teaching Hours:7

Introduction to Talent Management

Meaning and concept of talent management, need and scope for talent management, Talent vs Knowledge, Talent management models: Process and Integrated model, Talent management initiatives, Techniques for potential appraisal, Talent management grid, Benefits of talent management.

Unit-2

Teaching Hours:7

Creating Talent Management Systems

Building blocks for talent management strategy, Developing and implementing Effective Talent Management System, Measuring the effectiveness of talent management, creating talent management system for organizational excellence.

Unit-3

Teaching Hours:7

Competency mapping and approaches to talent management

Competency Mapping- Meaning, Importance and Steps in competency mapping, Competency model, Role of leaders and HR in talent management, Talent Management Approaches, Mapping Business Strategies and Talent Management Strategies, Achieving competitive advantage, Best practices in talent management- Case studies

Unit-4

Teaching Hours:7

Integrating Talent and Knowledge Management

Introduction to knowledge management, types of knowledge, Benefits of Knowledge Management, Integrating talent management and knowledge management, Role of Information technology in talent and knowledge management.

Unit-5

Teaching Hours:7

Recent Trends and Best Practices in Talent Management

Introduction, Use of Technology in Talent Management, Use of AI in Talent Management, Talent Management using Design Thinking

Unit-6

Teaching Hours:10

Project Work: Field study & Report Submission

Experiential Learning Activity: Identifying any one organization in the manufacturing or service sector- Interacting, observing and conducting interviews with their senior HR leaders to understand how they manage and retain talent in their organizations.

Text Books And Reference Books:

● Lance A. Berger, Dorothy Berger (2017): Talent management handbook, McGraw Hill New York.

● Mohapatra.M & Dhir.S (2022); Talent Management-A contemporary perspective (2022), Sage Publications

Essential Reading / Recommended Reading

● Mark Wilcox (2016), Effective Talent Management: Aligning strategy, people and performance, (1^st ed.), Routledge Taylor and Francis Group.

● Marshal Gold Smith and Louis Carter (2018): Best practices in talent management, A Publication of the practice institute, Pfeiffer, A Wiley Imprint.

● Atheer Abdullah Mohammed (2019), Integrating Talent and Knowledge Management: Theory and practice, Lamber Publishing co.,

● Cappeli Peter: Talent on Demand –Managing Talent in an age of uncertainty, Harvard Business press.

Sphr Doris Sims, Sphr Matthew Gay(2007),Building Tomorrow’s Talent : A Practitioner’s Guide to Talent Management and Succession Planning, Author House

Evaluation Pattern

Component	Maximum marks	Weightage	Total Marks in Final Grade
CIA1	20	50%	10
CIA2	20	50%	10
CIA3	50	50%	25
Attendance	5	100 %	05
Total = 50

BBA141E - UNDERSTANDING OF FINANCIAL STATEMENTS (2023 Batch)

Total Teaching Hours for Semester:45

No of Lecture Hours/Week:3

Max Marks:50

Credits:3

Course Objectives/Course Description

Course Description: This course aims at understanding the financial statements published by Indian companies and make a meaningful understanding of the same. The course gives the initiation towards terminology in accounting and takes the readers through Income statement and Balance sheet. The interpretation of the cash flow, Income statement and Balance sheet gives the reader an understanding of fundamentals of the company and gives a sense of financial soundness or not of any company. The growing need of adherence to rules and practice of ethics in accounting in its various aspects from public practice to reporting with case studies will explain the profoundness of Ethics in Accounting and corporate reporting.

Course Outcome

1: Relate to accounting terminologies

2: Explain the components of Financial statements

3: Interpret financial statements

4: Realise the importance of ethics in accounting practices

Unit-1	Teaching Hours:5
Terminologies in Financial Statement
Assets- Current assts and fixed assets, Non-current Liabilities, current liabilities, Owners Equity, shareholders fund, External equity, Return on investment, operating expenses, Normal profit, Earnings per share private -Public Investors-Income Statement-Revenue-Expenses-Profit/loss-Balance sheet- Dual aspects of the balance sheet, Significant accounting policies and principles- Full Disclosure-Standalone statements-consolidated statements.
Unit-2	Teaching Hours:10
Understanding Income Statement and Balance sheet
Meaning and Purpose of Income statement- Cost of goods Sold-Gross profit, Operating Income-EBITDA-EBIT-EBT-Depreciation-Tax provisions made-Deferred Taxation- EPS: Basic and Diluted- Purpose of Balance sheet- Share capital- Net Worth-Shareholders fund- Book value of assets-Face value of shares-Current and non-current liabilities and assets- Amortisation and Depreciation-Notes to accounts.
Unit-3	Teaching Hours:10
Cash Flow statements and Notes to accounts
Meaning and Purpose of cash flow statements- Meaning of cash flow, sources of cash flow, Operating, Investing and Finance activities- Inflow and outflow of cash- Indirect method-Interpreting company growth rate from cash flow stage-Positive and Negative cash flow-Effect of changes in cash flow on performance – Interpretation of high cash balances-Exhibit of cash flow statements of Indian companies- Schedules or notes to accounts- preparation and relevance- interpretation of schedules.
Unit-4	Teaching Hours:10
Interpretation of Financial Statements
Year On Year (YoY) comparison of Income statement and Balance sheet-Common size comparison-Interpreting EPS, DPS, MPS, PE Ratio, Intrinsic value, Liquidity ratio, Current ratio, Debt Equity Ratio- Dividend payout- Ascertaining performance of a company through exhibit of annual report of Indian companies
Unit-5	Teaching Hours:10
: Ethics in Accounting
Compliance of accounting standard in letter vs true spirit- window dressing- effects of unethical practices and non-disclosures-case study ethics in public practice of accounting, ethics in compliance, ethics in corporate reporting, ethics in non-profit organisations.
Text Books And Reference Books: Gupta, A. (2020). Financial Accounting for Management: An Analytical Perspective, Noida, Pearson Education. Raman, B. S. (2014). Financial Accounting (1^stedi).I & II, New Dehli:United Publishers. Porter, G.A., & Norton, C.L. (2013). Financial Accounting (IFRS update)( 6^thedi), Cengage Learning. Jawahar Lal & Seema Srivastava (2013). Financial Accounting New Delhi:Himalaya Publishing House. Sharma & Sashi Gupta (2020) Management Accounting, Kalyani Publishers I M Pandey (2020) Management Accounting, Vikas Publishers
Essential Reading / Recommended Reading Financial Accounting By SP JAIN & NArang , Kalyani Publishers, Noida
Evaluation Pattern Total 50 marks . CIA-1 20 marks (weightage 50% ie 10 marks ) CIA-2 20 marks(weightage 50% ie 10 marks ) CIA-3 - 50 marks (weightage 50% ie 25 marks ) For attendance 5marks This is a Submission paper .There is no MSE or ESE
BLS141 - INTRODUCTION TO BIOLOGY (2023 Batch)
Total Teaching Hours for Semester:45	No of Lecture Hours/Week:3
Max Marks:100	Credits:03
Course Objectives/Course Description
This course introduces students to the basic principles of biology. Students will learn about the organization of life, including the cell theory and taxonomy, the chemistry of life, genetics, evolution, and ecology. The course will also cover current issues in biology such as biotechnology and environmental sustainability.
Course Outcome
CO1: Students will be able to describe the fundamental principles and concepts of biology, including the organization of life and the chemistry of living systems. CO2: Students will be able to explain the role of genetics in inheritance, diversity, and evolution. CO3: Students will be able to analyze the impact of human activities on the environment and the measures that can be taken to promote sustainability. CO4: Students will be able to evaluate the ethical implications of advances in biotechnology and their impact on society.

Unit-1	Teaching Hours:15
Introduction to Biology
The scientific method and experimental design; The organization of life: cells, tissues, organs, and organ systems; Taxonomy and the diversity of life; Chemical elements and molecules essential to living systems
Unit-2	Teaching Hours:10
Genetics and Evolution
Mendelian genetics and inheritance patterns; DNA structure and function, gene expression and regulation; Genetic diversity and evolution; Natural selection and adaptation
Unit-3	Teaching Hours:10
Ecology and Environmental Biology
Ecosystems and biomes; Population dynamics and community interactions; Biodiversity and conservation; Human impact on the environment and sustainability
Unit-4	Teaching Hours:10
Biotechnology and Ethics
Applications of biotechnology in medicine, agriculture, and industry, Ethical issues related to biotechnology; The impact of biotechnology on society; Regulations and policies related to biotechnology
Text Books And Reference Books: Campbell, N. A., & Reece, J. B. (2018). Biology (11th ed.). Pearson. Freeman, S., Quillin, K., Allison, L., Black, M., Taylor, E., & Podgorski, G. (2017). Biological Science (6th ed.). Pearson.
Essential Reading / Recommended Reading Begon, M., Townsend, C. R., & Harper, J. L. (2006). Ecology: From Individuals to Ecosystems (4th ed.). Blackwell Publishing. Ricklefs, R. E., & Relyea, R. A. (2019). The Economy of Nature (8th ed.). W.H. Freeman. Kuby, J., Owen, J., & Kindt, T. J. (2019). Kuby Immunology (8th ed.). W.H. Freeman. Thompson, P. B., & Kaplan, D. M. (2019). Encyclopedia of Food and Agricultural Ethics (2nd ed.). Springer.
Evaluation Pattern Attendance and Class Participation- 10% Midterm Examination- 30% Review paper/Research Paper- 20% Seminar presentation – 10% Final Examination - 30%
BLS142 - PRINCIPLES OF FORENSIC SCIENCE (2023 Batch)
Total Teaching Hours for Semester:45	No of Lecture Hours/Week:3
Max Marks:100	Credits:3
Course Objectives/Course Description
Forensic science is the application of scientific principles and techniques to the investigation of crimes and legal issues. This course covers the fundamental principles of forensic science, including various scientific analysis techniques used in criminal investigations, legal and ethical issues, and types of evidence collected at crime scenes.
Course Outcome
CO1: Students will be able to Understand the principles and techniques used in forensic science investigations CO2: Students will be able to describe the legal and ethical considerations associated with forensic science. CO3: Students will be able to identify and analyze different types of evidence collected at crime scenes CO4: Students will be able to evaluate scientific evidence in a legal context using proper documentation and reporting techniques

Unit-1	Teaching Hours:15
Introduction to Forensic Science
Introduction to forensic science; Historical development of forensic science; Branches and applications of forensic science; Legal and ethical issues in forensic science
Unit-2	Teaching Hours:10
Physical Evidence
Types of physical evidence; Collection and preservation of physical evidence; Analysis of physical evidence; Interpretation and evaluation of physical evidence
Unit-3	Teaching Hours:10
Biological Evidence
Types of biological evidence; DNA analysis; Serology analysis; Analyzing and interpreting biological evidence
Unit-4	Teaching Hours:10
Digital Forensics
Digital forensic investigations; Evidence collection in digital forensics; Analyzing and interpreting digital evidence; Legal and ethical considerations in digital forensics
Text Books And Reference Books: Saferstein, R. (2019). Forensic science: From the crime scene to the crime lab. Pearson Education. Criminal Justice & Forensics. (2017). Cengage. Fisher, B. A. (2019). Techniques of crime scene investigation. Taylor & Francis Group. Richard Saferstein, R. (2018). Criminalistics: An Introduction to Forensic Science. Pearson Education. Houck, M. M., & Siegel, J. A. (2010). Fundamentals of forensic science. Academic Press. Casey, E. (2018). Digital evidence and computer crime: Forensic science, computers, and the internet. Academic Press. Nelson, B., Phillips, A., & Steuart, C. (2016). Guide to computer forensics and investigations. Cengage
Essential Reading / Recommended Reading Lee, H. C. (2016). Forensic science : an illustrated dictionary. CRC Press. Barry, J., & Cooper, J. (2018). Introduction to forensic science. Routledge. Houck, M. (2018). Trace evidence analysis: More cases in mute witnesses. Academic Press. Brown, T. W. (2018). Handbook of Forensic Pathology, Second Edition. CRC Press. Barbara, J. (2011). Forensic anthropology: An introduction. CRC Press. Hall, M. (2017). Current practice in forensic medicine. John Wiley & Sons. Sammons, J., & Jenks, M. (2017). Digital forensics trial graphics: Teaching the jury through effective use of visual aids. Academic Press.
Evaluation Pattern Attendance and Class Participation- 10% Midterm Examination- 30% Review paper/Research Paper- 20% Seminar presentation – 10% Final Examination - 30%
COM142 - BRAND MANAGEMENT (2023 Batch)
Total Teaching Hours for Semester:45	No of Lecture Hours/Week:3
Max Marks:100	Credits:3
Course Objectives/Course Description
Brand Management course will enable student to have a fundamental understanding of how to build, measure, and manage a brand.
Course Outcome
CO1: Demonstrate concepts, principles, techniques and application of contemporary branding management process. CO2: Evaluate the taxonomy in designing brands. CO3: Summarise the measures and manage brand-equity and extension.

Unit-1

Teaching Hours:10

Strategic Brand Management Process

Brands – Brands Vs Products – Different Product Levels - Things that can be branded

Branding Challenges and Opportunities – Strategic Brand Management Process, PRACTICAL: SBM Process, Trends and innovations in brand management, Emerging technologies and their impact on branding

Unit-2

Teaching Hours:10

Branding identity, architecture and taxonomy

Brand Image, Developing a brand identity, Brand Identity – Kapferer’s Brand Identity Prism, Creating a brand positioning statement, Understanding the importance of brand consistency, Developing a brand architecture strategy, Managing brand portfolios, Brand extensions and sub-brands. Criteria for choosing brand elements – Brand Names – Landor’s Brand Name Taxonomy – Brand Name Linguistic Characteristics – Trademark Issues and Concerning Names – PRACTICAL: Naming Hypothetical Brands

Unit-3

Teaching Hours:10

Brand Messaging, Designing and Aesthetics

Developing a brand messaging strategy, Creating effective brand communications, Managing brand reputation, URLs – Logos and Symbols – Characters – Slogans and Jingles – Packaging and Signage – PRACTICAL: Creating Logos and Mascots for Hypothetical Brands. Impact of digital technologies on brand management, Developing digital branding strategies, Managing online brand reputation

Unit-4

Teaching Hours:10

Brand Equity & Brand Communication

Customer Based Brand Equity – CBBE Pyramid – PRACTICAL: Constructing CBBE Pyramid. Understanding the impact of consumer behavior on brand management, Consumer decision-making process, Building brand relationships with consumers, Understanding the role of advertising in brand management, Developing effective advertising campaigns, Measuring and analyzing advertising effectiveness

Unit-5

Teaching Hours:5

Brand Extension & International Brand Management

Brand Extension - Merits and Demertis of Extension – Types of Brand Extension. Building brand loyalty, Measuring and analyzing brand equity and brand loyalty, Understanding the challenges of international brand management, Adapting branding strategies for international markets, Managing global brand portfolios

Text Books And Reference Books:

1. Keller, M. (Latest Edition). Brand Management. Delhi: Pearson Education India.

Essential Reading / Recommended Reading

Rajagopal, M. (Latest Edition). Brand Management. New York: Nova Science Publisher

Evaluation Pattern

CIA I MCQ (5 Marks)

Google Form/Google Classroom based Quiz consisting of MCQs to test the basic concepts relating to Unit 1 and 2. This would be an individual assessment with a set of 10 questions, 5 each from unit 1 and 2. The details of this assignment, and the penalties for not attending shall be posted in the Google Classroom.

CIA 2 (a) Video Content Creation 10 marks

Every student shall for a group of four members and they need to identify a brand and prepare a 10 minutes video. Later a Google spread sheet of students list shall be sent to the students. Within a week the students need to enter the name of the brand identified so as to avoid repetition in their selections and start preparing the video. The video shall discuss the history of the chosen brand and discuss the possibilities of changing different attributes of the brand for positive outcome. The video needs to describe and display the new brand. Any delay in submission without prior consent or approval shall lead to a penalty of marking the student ZERO in this component. The video shall be assessed based on the following rubrics. Report submitted will be valued for 10 marks.

CIA 2(b) - Case Study (5 marks)

The same group formed for video assignment shall identify a case study related to brand extension. The group shall prepare a presentation regarding the case. They shall develop questions related to the case and also provide answers. The group also needs to provide references for their case study and Q&A.

CIA III Written Examination (25 marks)

Every student shall sit for a written examination of marks covering all the units. The students will be evaluated based on their understanding and learning about different concepts of branding. The higher order thinking is assessed by one case analysis included in the question paper. There will be 7 questions of 2 marks each and the case analysis will be of 6 marks.

COM143 - ENTREPRENEURSHIP DEVELOPMENT AND SMALL BUSINESS MANAGEMENT (2023 Batch)

Total Teaching Hours for Semester:45

No of Lecture Hours/Week:3

Max Marks:100

Credits:3

Course Objectives/Course Description

Entrepreneurship is not just about start-ups: it is a topic that is rapidly growing in importance in government policy and in the behaviour of established firms. The course provides students with an understanding of the role and personality of the entrepreneur, and a range of skills aimed at successful planning of entrepreneurial ventures. Material covered includes fostering creativity and open-mindedness, knowledge acquisition and management, innovation systems, screening and evaluating new venture concepts, market evaluation and developing a marketing plan, legal Issues Including intellectual property, preparation of venture budgets, and raising finance. The major piece of assessment is the writing of a comprehensive business plan for a new venture.

Course Outcome

CO 1: Discuss the fundamental concept and emerging trends of entrepreneurship.

CO 2: Elaborate the entrepreneurial process and classify the different styles of thinking.

CO 3: Develop and summarize the creative problem-solving technique and types of innovation.

CO 4: Compile the legal and regulatory framework and social responsibility relating to entrepreneur.

CO 5: Create a business model for a start-up.

CO 6: Build competence to identify the different sources of finance available for a start-up and relate their role in different stages of business.

Unit-1	Teaching Hours:9
Introduction to Entrepreneurship
Evolution, Characteristics, Nature of Entrepreneurship, Types, Functions of Entrepreneur, Distinction between an Entrepreneur and a Manager, Concept, Growth of Entrepreneurship in India, Role of Entrepreneurship in Economic Development, Emerging trends of contemporary entrepreneurship – Information and Communication Technology (ICT), Globalisation, changing demands, unemployment, changing demographics, Institutional support, ease of entry in the informal sector
Unit-2	Teaching Hours:9
The Entrepreneurial Process
Steps in the Entrepreneurial Process: Generating Ideas, Opportunity Identification, Business concepts, Businessconcepts,Resources(Financial,PhysicalandHuman), Implementing and managing the venture, Harvesting the venture, Design Thinking, Systems Thinking, Agile thinking and Lean thinking Blue Ocean Strategy, Role and relevance of mentors, Incubation cell, Methods of brainstorming ideas.
Unit-3	Teaching Hours:9
Creativity and Innovation
Creativity, Principles of creativity, Source of New Idea, Ideas into Opportunities. CreativeProblemSolving:Heuristics,Brainstorming,Synectics, ValueAnalysisInnovationandEntrepreneurship: Profits and Innovation, Principles of Innovation, Disruptive, Incrementaland Open innovations, Nurturing and Managing Innovation, Globalization, Concept andModelsofInnovation, MethodsofprotectingInnovationandcreativity,SignificanceofIntellectualPropertyRights,Patents & Copy right, Business Model Canvas, and Lean Management.
Unit-4	Teaching Hours:9
Entrepreneurship Practice
EssentialsofBusinessOwnership:Typesofventures,RiskandBenefits,LegalandRegulatoryFramework,EthicsandSocialResponsibility,MarketResearch(ventureopportunityscreening), Feasibility Analysis, Introduction to the Business Plan, Developing the BusinessModel for starting a new venture, E-Commerce and Growing the Venture: The Internet andits impact on venture development Approaches to E-Commerce, Strategies for E-CommerceSuccess,The nature of international entrepreneurship and their importance
Unit-5	Teaching Hours:9
Sources of raising capital
Different sources of financing for start-ups, stages of financing involve in start-ups, advantages and disadvantages of the different sources of financing, Mezzanine finance, Specific financial assistance from government and financial institutions to promote entrepreneurship, Venture Valuation Methods
Text Books And Reference Books: Allen,K.R.(2011), “LaunchingNewVentures:AnEntrepreneurialApproach”,6thEdition.Mason,Ohio: South-WesternCengage Learning. Kuratko,DonaldF.Entrepreneurship:(2010) Theory,Process,Practice9thEdition.Mason,Ohio: South-WesternCengage Learning
Essential Reading / Recommended Reading Scarborough,N.M.(2011),“EssentialsofEntrepreneurshipandSmallBusinessManagement”,6thEdition. NewJersey:PrenticeHall. Verstraete,T.and Jouioson-Laffitte,E.(2012),“ABusinessModelforEntrepreneurship”, Cheltenham:EdwardElgarPublishingLtd. Poornima Charantimath,(2007) “EntrepreneurshipDevelopment-SmallBusinessEnterprise”,Pearson Education. RoberDHisrich,MichaelPPeters,DeanAShepherd,(2007), Entrepreneurship,(6ed.), The McGraw-Hillcompanies. RajivRoy,(2011),Entrepreneurship,(2ed.)OxfordUniversityPress
Evaluation Pattern CIA I (a) Multiple Choice Questions (MCQ) CIA I (b) Video Content Creation CIA II Case Study Analysis CIA III (a) Multiple Choice Questions(MCQ) CIA III (b) Business Plan Creation + VIVA CIA I (a): Week 1 & 2: MCQ (5 Marks) Google Form/Google Classroom based Quiz consisting of MCQs to test the basic concepts relating to Unit 1 and 2. The date of examination is on or before 05-08-2023. This would be an individual assessment with a set of 10 questions, 5 each from unit 1 and 2. The details of this assignment, and the penalties for not attending shall be posted in the Google Classroom. CIA I (b) Preparing a video interview of an Entrepreneur (Individual Assignment) 10 marks Every student shall identify an entrepreneur and prepare a 15 minutes video interview on them. Orientation about the video preparation shall be given by the respective faculty in the first week of the semester itself. Later a Google spreadsheet of students list shall be sent to the students. Within a week the students need to enter the name of the entrepreneurs identified so as to avoid repetition in their selections and start preparing the interview. Once the entrepreneur is finalized, an orientation about plagiarism policies shall be given by the faculty. The last date of the video submission is 10-08-2023, before 06:00 PM. Inability to submit the video on or before the due date should be priorly intimated to the faculty. Any delay in submission without prior consent or approval shall lead to a penalty of marking the student ZERO in this component. The video shall be assessed based on the following rubrics. Report submitted will be valued for 10 marks. More details of the report: The video should include genesis, growth, management contributions, challenges, how they overcome, achievements, major entrepreneurship inferences. References and sources should be mentioned as per APA 6^th Edition, towards the end of the video. The video interview should be a minimum of 15 minutes. Last date for submission 10^th August 2023, late submission within two days of the scheduled date, will carry a penalty deduction of two marks. CIA II - Case Study (15 marks) Group of not more than six members in a team will be formed randomly in the class based on the subject teacher’s discretion. Each group shall gather content and solve the assigned case study and submit a written report of the same. Report shall include the introduction to the case, highlights and objectives, conceptual definitions, detailed analysis, findings and suggestion, conclusion. Groups are free to use all authentic sources to gather information. Once the case study is finalized, an orientation about case analysis, report writing, and plagiarism policies shall be given by the faculty. The last date of the case analysis report submission is 30-09-2022, before 06:00 PM. The report can be supported with article reviews, statistical facts and examples and book references. More Details of the Report: 1. Case Study has to be based on growth of Entrepreneurship in India or Emerging trends of contemporary entrepreneurship. References as per APA 6^th Edition, and Appendix. Detailed analysis of the problem and alternatives available should form part of the report. The written report should be a minimum of 6 pages. Last date for submission 30^th September, 2023, late submission within two days of the scheduled date, will carry a penalty deduction of two marks. CIA III (a): Week 15 & 16: MCQ (5 Marks) Google Form/Google Classroom based Quiz consisting of MCQs to test the basic concepts relating to Unit 1 and 2. The date of examination is on or before 02-11-2023. This would be an individual assessment with a set of 10 questions, 5 each from Units 1 and 2. The details of this assignment, and the penalties for not attending shall be posted in the Google Classroom. CIA III (b) Business Plan and viva-voce (10 marks) The same group allotted for Case Study report shall continue. Once the idea for the business plan is finalized, an orientation about various components of the business plan, report writing, and plagiarism policies shall be given by the faculty. However, every student shall contribute in the construction of a creative and technical business plan in detail consisting details from idea to implementation stage. The report will be valued for 10 marks by a panel of three external reviewers. The assessment criteria shall be discussed and finalized before the final submission and in consonance with the inputs and suggestions of the reviewers identified. This criterion shall also be presented and discussed with the students prior to the final submission. Though this is a group assignment, the assessment of the contribution of each student would be done individually. More Details of the Report: § The report shall include details on value proposition, business and revenue model, sustainability § The written report should be a minimum of 10 pages. § References as per APA 6^th Edition, and Appendix. Last date for submission 5^th November 2023, late submission within two days of the scheduled date, will carry a penalty deduction of two mark
COM144 - FINANCIAL LITERACY (2023 Batch)
Total Teaching Hours for Semester:45	No of Lecture Hours/Week:3
Max Marks:100	Credits:03
Course Objectives/Course Description
The course aims at enhancing their financial skills as well as training the students to be financial educators with family and friends. There is a need for students to effectively plan and monitor their spending. The course aims at effectively training students and equipping them with the knowledge and tools to manage their finances and also teach others the same.
Course Outcome
CO1: Understand the basic concepts of financial literacy. CO2: Apply financial planning and budgeting decisions on a personal and professional front. CO3: Understand the purpose and functions of the Banking system. CO4: Understand the role and importance of financial instruments and insurance products.

Unit-1	Teaching Hours:6
Introduction to Financial Literacy
Introduction, Evolution, Meaning and importance of - Income, Expenses, Savings, Budget, Money, Currency, Bank account, savings investment, JAM-balance sheet – purpose features, format – Technology in finance – FinTech, TechFin, Regtech, sandox, Mobile-based Banking – post offices – Savings vs investments – Power of Compounding – risk and Return-Time Value of Money- Simple Interest-Compound Interest-
Unit-2	Teaching Hours:5
Planning and Budgeting
Introduction to Financial Planning - Analysing the resources of the person - Concepts in Financial Planning:The time value of money, Diversification - 'spreading risk', Investment Timing - Financial Products for Savers: Financial Products options for savers, personal budget – family budget – financial planning procedure.
Unit-3	Teaching Hours:12
Banking Products and Services
Introduction and evolution of Banking – Banking in India – RBI – Role of RBI in India– Savings and Deposits – Deposits, Accounts, KYC,e/v KYC Types of Deposits - Saving Bank Accounts, Fixed Deposit Accounts, Recurring Deposit Account, Special Term Deposit Schemes, Loans and Types of loan advanced by Banks and Other secondary functions of Bank – PAN, NSDL: PAN, Meaning of Cheque and types of cheques – CTS_MICR-IFSC – e- Banking – ATM, Debit, Credit, Smart Card, UPI, e-Wallets, Payment Banks-NPCI: Products and role in regulating the online payments, CIBIL – Banking complaints and Banking Ombudsman. Mutual Funds_ Types of Mutual Funds-NAV. Digital Currency-Bitcoin- NFO
Unit-4	Teaching Hours:12
Post Office Products, Retirement planning and Investment Avenues
Post Office Savings Account(SB), National Savings Recurring Deposit Account (RD), National Savings Time Deposit Account (TD), National Savings Monthly Income Account (MIS), Senior Citizens Savings Scheme Account (SCSS), Public Provident Fund Account (PPF), Sukanya Samriddhi Account (SSA), National Savings Certificates (VIIIth Issue) (NSC), Kisan Vikas Patra (KVP), PM CARES for Children Scheme, 2021, Interest rates (New), How to avail services, Schedule of Fee – IPBS – KYC. Employees Provident Fund (EPF) - Public Provident Fund (PPF), Superannuation Fund, Gratuity, Other Pension Plan, and Post-retire Counselling-National Pension Scheme(NPS)
Unit-5	Teaching Hours:10
Life Insurance and Related Services
Life Insurance Policies: Life Insurance, Term Life Insurance, Pension Policies, ULIP, Health Insurance, Endowment Policies, Property Insurance: Policies offered by various general insurance companies. Post office life Insurance Schemes: Postal Life Insurance and Rural Postal Life Insurance (PLI/RPLI). Housing Loans: Institutions providing housing loans, loans under Pradhan Mantri Awas Yojana – Rural and Urban-Atal Pension Yojana (APS),
Text Books And Reference Books: Chandra, P. (2012). Investment Game: How to Win. New Delhi: Tata McGraw Hill Education
Essential Reading / Recommended Reading Mittra, S., Rai, S. K., Sahu, A. P., & Starn, H. J. (2015). Financial Planning. New Delhi: Sage Publications India Pvt. Ltd. https://rbidocs.rbi.org.in/rdocs/content/pdfs/GUIDE310113_F.pdf
Evaluation Pattern CIA1 25 marks CIA2 25 marks ESE 50 marks
COM145 - CREATIVE ADVERTISEMENT (2023 Batch)
Total Teaching Hours for Semester:45	No of Lecture Hours/Week:45
Max Marks:100	Credits:3
Course Objectives/Course Description
The main objective of this course is to enable students to develop creative concepts for advertising of any product or service.
Course Outcome
CO1: To understand the critical role of creativity in advertising and develop creative strategies to be able to position the product/service. CO2: To become familiar with the approaches and forms of advertising CO3: To gain technical knowledge in the development of advertising for a company CO 4: To learn to empathize with the client's needs and create content that meets the purpose in a creative manner.

Unit-1

Teaching Hours:10

Creativity and Aesthetics

Introduction to Creativity- The creativity process- Difference between a creative mind and non creative mind- Patterns of thoughts indicating creativity- How to bring out your creative genius- Philosophy of Aesthetics - Introduction to Creative works of the century

Unit-1

Teaching Hours:10

Syllabus Unit Mapping

1.Development Needs:Global,

2.Skill Focused:Employability,

3.Integration of Cross Cutting Issues:Environment,Professional Ethics,

Creativity and Aesthetics

Unit-2

Teaching Hours:10

Functions and Forms of Advertising

Types of advertisement, Ethics in advertisement, Position of Products/Services, Interplay of Branding and Advertising- Meaning of Advertising, Creative Ad makers and Advertising Agencies in India and World - Indian and Foreign creative advertisements, the controversial advertisements- The most memorable advertisements - Highly impactful and Creative advertisements.

Unit-2

Teaching Hours:10

Syllabus Unit Mapping

1.Development Needs:Global,

2.Skill Focused:Employability,

3.Integration of Cross Cutting Issues:Professional Ethics,Environment,

Functions and Forms of Advertising

Unit-3

Teaching Hours:10

Advertising and campaign Planning

Marketing strategy and situation analysis; Advertising plan; Advertising objectives; DAGMAR approach; Advertising campaign planning process. The art of copywriting; Advertising copy testing; Creativity in communication; motivational approaches; types of appeals used in advertising; Advertising budget process.

Unit-4

Teaching Hours:5

Syllabus Unit Mapping

1.Development Needs:Global,

2.Skill Focused:Employability,

3.Integration of Cross Cutting Issues:Professional Ethics,Environment,

Elements and Principles of Design

Principles of Design- Lines, Scale, Color, Repetition, Negative Space, Symmetry,

Transparency, Texture, Balance, Hierarchy, Contrast, Framing, Grid, Randomness, Direction, Rules, Movement, Depth, Typography, Composition.

Unit-4

Teaching Hours:5

Elements and Principles of Design

Principles of Design- Lines, Scale, Color, Repetition, Negative Space, Symmetry,

Transparency, Texture, Balance, Hierarchy, Contrast, Framing, Grid, Randomness, Direction, Rules, Movement, Depth, Typography, Composition.

Unit-5

Teaching Hours:10

Syllabus Unit Mapping
1.Development Needs:Global,
2.Skill Focused:Employability,
3.Integration of Cross Cutting Issues:Professional Ethics,

Designing Advertisements
Creative brief - Value Questions -Research -Conceptual framework- Development of multiple ideas- Creative concept development process- creative brainstorming- creative differences- editing -refining creative concepts- concept presentation to the client- Appeals in advertising copy writing-print copy elements, headlines-body copy-slogans - Designing print ad- choosing –-choosing layout- -choosing Typefaces
Unit-5	Teaching Hours:10
Designing Advertisements
Creative brief - Value Questions -Research -Conceptual framework- Development of multiple ideas- Creative concept development process- creative brainstorming- creative differences- editing -refining creative concepts- concept presentation to the client- Appeals in advertising copy writing-print copy elements, headlines-body copy-slogans - Designing print ad- choosing –-choosing layout- -choosing Typefaces
Text Books And Reference Books: Batra, A. M. (2010). Advertising Management. Delhi: Pearson Education.
Essential Reading / Recommended Reading Chunawala, S .A.(2015). Advertising Management. Mumbai: Himalaya Publishers. Moriarty, W. B. (2020). Advertising Principles and Practices. New Delhi: Prentice Hall of India.
Evaluation Pattern 100 marks divided into 20 marks each assignment.
CSC141 - PROGRAMMING IN C (2023 Batch)
Total Teaching Hours for Semester:45	No of Lecture Hours/Week:3
Max Marks:100	Credits:3
Course Objectives/Course Description
This course introduces students to the C programming language, covering its history, features, data types, and program structure. Students will learn to apply decision control and loop structures, along with various operators, to create basic programs. Additionally, the course covers functions, recursion, arrays, and pointers to provide a solid foundation for C programming and problem-solving.
Course Outcome
CO1: Understand the fundamentals of C programming, including its history, features, variables, and data types. CO2: Apply decision control statements, loop control structures, and various operators to write basic C programs. CO3: Analyze and design functions, including recursion and passing values/arrays, and understand storage classes in C.

Unit-1	Teaching Hours:9
Introduction to C
Types of Programming Language- History of C, Features of C , C Tokens, variables and keywords and identifiers ,Types of C constants and variables, Rules for constructing variable names, Structure of C program, Input /output statements in C
Unit-2	Teaching Hours:9
Data types and Control Structures
Data Types, Type declaration, Different Operators in C - Arithmetic, Logical, Relational, Bitwise, Conditional, Expressions, Hierarchy of operations. Control structures Decision control statements-if, switch, go to statement, conditional operator statement. Loop control structures- while, do-while, for loop, Break statement, Continue statement.
Unit-3	Teaching Hours:9
Function
Introduction, function definition and prototyping, Types of functions, passing values to function, recursion, passing arrays to functions. I/O functions- formatted & unformatted console I/O functions Storage classes in C- Automatic, Register, Extern and Static Variables.
Unit-4	Teaching Hours:9
Arrays
One dimensional and multidimensional arrays, Declaration, initialization, Reading values into an array, Displaying array contents and Array Manipulations. String-Basic Concepts, Library Functions
Unit-5	Teaching Hours:9
Pointers
Definition, notation, pointer and arrays, pointers and functions-call by value and call by reference.
Text Books And Reference Books: [1] Balagurusamy, E. Programming in ANSI C 4th Edition. Tata McGraw-Hill, 2010.
Essential Reading / Recommended Reading [1] Kanetkar, Yashavant. Let Us C. 4th Edition. BPB Publications, 2012.
Evaluation Pattern CIA 50% ESE 50%
DMT141 - DANCE MOVEMENT THERAPY (2023 Batch)
Total Teaching Hours for Semester:45	No of Lecture Hours/Week:2
Max Marks:100	Credits:3
Course Objectives/Course Description
Course description: This course has been conceptualized in order to Understanding and exploring theory and practice as two sides of the same coin for academic excellence in Performing Arts. Benchmarking quality, understanding and exploring adaptability to situations and taking leadership tasks. Maintaining emotional and aesthetics sensitivity in verbal and non-verbal communication
Course Outcome
CO1: To work on the body schema, body image and physical self-concept To examine the concept of creativity and imagination. CO2: To understand and gain practical understanding about the human body expression through the Gross Motor Skills Development, the Global Motor Coordination Schemes according Bartenieff, the Effort/Shape system of movement analysis according Laban. CO3: To gain the ability to express emotions To improved confidence and self-esteem CO4: To analyse and to gain practical understanding about the concept of Dance: from ancient social function to performance, from performance to therapy. To learn how Dance Movement Therapy dances with life: instances of different social areas in which Dmt is practised.

Unit-1

Teaching Hours:20

Introduction on Dance Movement

Definition of Dance and its history

Definition of creativity

History of Dance Movement Therapy theory

To understand and to gain practical understanding about the human body expression

the Gross Motor Skills Development,

the Global Motor Coordination Schemes according Bartenieff,

the Effort/Shape system of movement analysis according Laban.

Unit-2

Teaching Hours:25

Practice

Explore the body: The warm –up in Dance Movement Therapy

The social function of the dance

Text Books And Reference Books:

Essential references: (in APA format)

- Bellia , V. (2020). A body among other bodies. Relational Expressive Dance Movement Therapy. Catania A&G

- Hackney, P. (1998). Making connections. Total body integration through Barrtenieff Fundamentals. Routledge, New York.

- Laban R. (1950). The mastery of movement on the stage. McDonald & Evans, London

- Laban R., Lawrence F.C. (1947). Effort. McDonald & Evans, London

- Schilder P., (1935) The image and appearance of the human body. Taylor & Francis

Essential Reading / Recommended Reading

Essential references: (in APA format)

- Bellia , V. (2020). A body among other bodies. Relational Expressive Dance Movement Therapy. Catania A&G

- Hackney, P. (1998). Making connections. Total body integration through Barrtenieff Fundamentals. Routledge, New

- Schilder P., (1935) The image and appearance of the human body. Taylor & Francis

Evaluation Pattern

Evaluation patterns - final assessment 100 marks

DMT142 - INTRODUCTION TO CARNATIC MUSIC (2023 Batch)

Total Teaching Hours for Semester:45

No of Lecture Hours/Week:3

Max Marks:100

Credits:3

Course Objectives/Course Description

Introduction to Carnatic music focus on the basic fundamentals of Carnatic music. This course helps to improve the vocal quality as the lessons works as voice culture to the begginner.

Course Outcome

CO1: Ability to render the Swara-s in three speeds

CO2: Ability to identify and render the 7 Swara-s

CO3: Ability to render Sarala, Janta, Dhatu, Tarasthayi, and Alankara-s in three speeds.

Unit-1	Teaching Hours:10
Svaravali varisas and Janti varisas
Lessons in three speeds
Unit-2	Teaching Hours:10
Tarasthayi and Dhattu varisas
All the lessons in to three speeds
Unit-3	Teaching Hours:10
Alankaras and Geethams
Sapta tala alankaras and any for geethams
Text Books And Reference Books: Carnatic music reader by Panchapakesha Iyer
Essential Reading / Recommended Reading Ganamrutha Bodhini
Evaluation Pattern Final assessment for 100 Marks
DMT143 - INTRODUCTION TO ACTING (2023 Batch)
Total Teaching Hours for Semester:45	No of Lecture Hours/Week:2
Max Marks:100	Credits:3
Course Objectives/Course Description
This introductory course explores fundamental acting techniques, including character development, improvisation, and emotional expression. Engage in various acting exercises and scene work to enhance students' understanding of the craft. This course further develops confidence and creativity as the students delve into the art of storytelling through performance.
Course Outcome
CO1: Recognise and explain the basics of acting. CO2: Demonstrate and interpret the interrelationship between speech, movement and text. CO3: Relate and experiment with the interconnection between text and acting design. CO4: Apprise and critique the role of the actor as a performing medium. CO5: Design and develop original piece of work.

Unit-1	Teaching Hours:15
Voice and Speech
This unit delves into the artistry of vocal expression and its profound impact on theatrical performance. Through rigorous vocal exercises and comprehensive training, students will develop various vocal techniques, mastering the nuances of pitch, tone, resonance, and articulation. Emphasizing voice integration with the actor's body and emotions, this transformative learning experience empowers students to deliver compelling, authentic, and emotionally resonant performances on stage and beyond.
Unit-2	Teaching Hours:15
Actor and the Stage
This unit delves into the essence of captivating stage presence, refining students' gestures and body language skills. Participants will learn to create profound connections with their co-actors through immersive exercises, fostering authentic and compelling performances. Embark on a transformative journey, honing acting prowess and embracing the art of storytelling.
Unit-3	Teaching Hours:15
Actor and the Text
This unit delves into captivating interplay between the actor and the text. Explore the essence of character portrayal through an in-depth analysis of themes, situations, and scenes within various dramatic texts. Uncover the art of embodying diverse roles, harnessing emotional depth, and expressing emotions.
Text Books And Reference Books: Stanislavski, C. (1989). Actor Prepares. Taylor & Francis Group. Chekhov, M. (1953). To the actor: On the technique of acting. Harper & Row.
Essential Reading / Recommended Reading Merlin, B. (2017). Acting: The Basics. Taylor & Francis Group. Kahan, S. (1991). Introduction to acting (3rd ed.). Allyn and Bacon.
Evaluation Pattern Mode of Assessment - Final Assessment Performance Presentation - 100 Marks
ECO143 - DEMOCRACY AND ECONOMY (2023 Batch)
Total Teaching Hours for Semester:45	No of Lecture Hours/Week:3
Max Marks:100	Credits:3
Course Objectives/Course Description
This course is aimed at undergraduate students to introduce to them the prominent debates on democracy and emerging issues in economies. The course discusses how various socioeconomic factors act as constraints on economic growth and development. This basic framework allows a student to delve into the causes and consequences of various strategies/methods taken/applied by policymakers and practitioners and how it affects the overall objective of the state/economy through a trifocal analysis of the economy, society, and market keeping the central theme of ‘Democracy.’This course will introduce students to: Growing crisis of wealth distribution and income inequality. Sectoral significance and state intervention in policy making. Informal sector and labor market participation and rights. Analyze corruption in emerging economies through various case studies. Discuss the informal economy through concepts, theory, and measurement.
Course Outcome
CO1: Recognise the growing crisis of wealth and income inequality among the members of the economy. CO2: Understand the economic crisis in different sectors and government interventions in practices. CO3: Get familiar informal sector and labour market participation and rights. CO4: Understand debates about transparency, competition and privatization and its relevance to corruption. CO5: Investigate issues from various perspectives, such as, viewing challenges in economies through the lens of democracy.

Unit-1	Teaching Hours:10
Democracy, Democratization and Society
Theories of Democratization; Democratic and Undemocratic States; Measuring Democracy and Democratization; The Global Wave of Democratization; Causes and Dimensions of Democratization: The Political Economy of Democracy; Political Culture, Mass Beliefs and Value Change; Gender and Democratization; Social Capital and Civil Society; Social Movements and Contention in Democratization Processes: Role, impact on policy reforms and cultural change.
Unit-1	Teaching Hours:10
Democracy, Democratisation and Society
Theories of Democratisation; Democratic and Undemocratic States; Measuring Democracy and Democratisation; The Global Wave of Democratisation; Causes and Dimensions of Democratisation: The Political Economy of Democracy: Political Culture, Mass Beliefs, and Value Change; Gender and Democratisation; Social Capital and Civil Society; Social Movements and Contention in Democratisation Processes: Role, Impact on Policy Reforms and Cultural Change
Unit-2	Teaching Hours:8
Actors and Institutions
Conventional Citizen Participation; Institutional Design in New Democracies; Gender and Democratization; A Decade of Democratic Decline and Stagnation.
Unit-2	Teaching Hours:8
Actors and Institutions
Conventional Citizen Participation; Institutional Design in New Democracies; Gender and Democratisation; A Decade of Democratic Decline and Stagnation.
Unit-3	Teaching Hours:8
Democracy and Redistribution
A Theory of political transitions: Choice of the economic and political regime; Theoretical extensions: growth, trade, political institutions; Democracy and the public sector; the state, the treat of expropriation and the possibility of development: Social and economic wellbeing and policy reforms.
Unit-3	Teaching Hours:8
Democracy and Redistribution
A Theory of Political Transitions: Choice of Economic and Political Regime; Theoretical Extensions: Growth, Trade, Political Institutions; Democracy and the Public Sector; the State, the Threat of Expropriation and the Possibility of Development: Social and Economic Wellbeing and Policy Reforms
Unit-4	Teaching Hours:9
Democracy and Economic Growth and Development
A Marxian theory of democracy; The Importance of Social Class in Historical Comparative Perspective; Dependency and Development; Democracy in Developing Countries; Transitions from Authoritarian Rule: Tentative Conclusions about Uncertain Democracies.
Unit-4	Teaching Hours:10
Democracy and Economic Development
A Marxian Theory of Democracy; The Importance of Social Class in Historical Comparative Perspective; The Case Study of India; Dependency and Development; Democracy in Developing Countries; Transitions from Authoritarian Rule: Tentative Conclusions about Uncertain Democracies
Unit-5	Teaching Hours:10
Democracy and Economic Growth and Development Indian Experience
India’s Tryst with Destiny; Democracy, Inequality, and Public Reasoning; A case study on Gujarat experience of development: Approaches, impact, and outcome; Kerala experience of development: Approaches, impact, and outcome.
Unit-5	Teaching Hours:10
Democracy and Economic Development: Indian Experience
India's Tryst with Destiny; Democracy, Inequality and Public Reasoning, A Case Study on Gujarat's Experience of Development: Approaches, Impact and Outcome; Kerala's Experience of Development: Approaches, Impact and Outcome
Text Books And Reference Books: Bhagwati, J. N., & Panagariya, A. (2012). India's Tryst with Destiny: Debunking Myths that Undermine Progress and Addressing New Challenges. HarperCollins Publishers.
Essential Reading / Recommended Reading Boix, C. (2003). Democracy and Redistribution. Cambridge University Press. Drèze, J., & Sen, A. (2015). An Uncertain Glory: India and Its Contradictions. Economics Books.
Evaluation Pattern CIA 1: 20 marks CIA 2: 20 Marks CIA 3: 45 Marks Attendance: 5 Marks
ECO145 - ECOLOGY AND DEVELOPMENT (2023 Batch)
Total Teaching Hours for Semester:45	No of Lecture Hours/Week:3
Max Marks:100	Credits:3
Course Objectives/Course Description
This course aims to provide a holistic and a deeper understanding of the trade-off between ecology and development. Through an inter-disciplinary lens an organic approach is adopted to understand the trade-off. This course, therefore, seeks to cultivate not only the moral and ethical thinking of the ecology but also it tries to put forth an action plan from a policy front.
Course Outcome
CO1: To evoke a sense of deep ecology and social justice. CO2: To familiarize the students with the development paradigms and how it affects the ecology. CO3: To examine the problems behind value designations

Unit-1	Teaching Hours:12
Ecology and Value
The Value Problem in Ecological Economics- Values in Ecological Value Analysis: What Should We Be Learning from Contingent Valuation Studies? - Natural Capital in Ecological Economics-Entropy in Ecological Economics.
Unit-2	Teaching Hours:12
Ecology and Development
The environmental impact of land development-Development of water resources-Development and changing air quality- Urban development and environmental change-Environmental economics and ecological economics: Where they can converge?- Power Inequality and the Environment.
Unit-3	Teaching Hours:10
Ecofeminism and Ecocriticism
Gender and environment; Ecofeminism; androcentrism; Deep ecology – ecofeminism debate; Ecocriticism; Nature writings; Thinking like a mountain; The forgetting and remembering of the air - The Varna Trophic System An Ecological Theory of Caste Formation.
Unit-4	Teaching Hours:11
Action Plans
Reading Ecology, Reinventing Democracy-Scientists or Spies?- Revisiting the Debates on Man-Nature Relation- Lecture of Medha Patkar- Ecological Fiscal Transfers and State-level Budgetary Spending in India- -Bourgeois Environmentalism, the State, the Judiciary, Urban Poor, Significance of Silent Valley- Silent Valley: A controversy that focused global attention on a rainforest 40 years ago- Equity and Justice
Text Books And Reference Books: 1. 1.Burkett, Paul. (2006). Marxism and Ecological Economics. Brill 2.Daly & Farley. (2011). Ecological Economics (Principles and Applications). Island Press 3.Pepper, D. (2002). Eco-socialism: from deep ecology to social justice. Routledge 1. 4.Gupta, Avijit. (1998).Ecology and Development in Third World. Routledge 4. Patel, S. (1997). Ecology and Development. Economic and Political Weekly, 2388-2391. 5. Sankar, U. (ed.) (2000). Environmental Economics. Oxford University Press 6. Burkett, Paul. (2006). Marxism and Ecological Economics. Brill 7.Venkatachalam, L. (2007). Environmental economics and ecological economics: Where they can converge?. Ecological economics, 61(2-3), 550-558.
Essential Reading / Recommended Reading 1. 1. Plumwood, V. (1993). Feminism and the Mastery of Nature. London: Routledge 2. Warren, K.J. (ed), (1994). Ecological Feminism. London: Routledge. 3.Shiva, V. (2016). Staying alive: Women, ecology, and development. North Atlantic Books. 4.Kavoori, P. S. (2002). The Varna Trophic system: an ecological theory of caste formation. Economic and Political Weekly, 1156-1164. 5.Gill, K. (2009). Bourgeois environmentalism’, the State, the Judiciary, and the ‘urban poor’: The political mobilization of a scheduled caste market. Of Poverty and Plastic (Oxford, UK: Oxford University Press, 2010), 209. 6. Kaur, A., Mohanty, R. K., Chakraborty, L., & Rangan, D. (2021). Ecological fiscal transfers and state-level budgetary spending in India: Analyzing the flypaper effects. Levy Economics Institute, Working Papers Series July. 7.Parameswaran, M. P. (1979). Significance of Silent Valley. Economic and Political Weekly, 1117-1119. 8. Lewis, M. (2002). Scientists or spies? Ecology in a climate of Cold War suspicion. Economic and Political Weekly, 2323-2332.
Evaluation Pattern CIA 1 - 25 Marks CIA 2- 25 Marks CIA 3- 50 Marks
ENG182-1 - DEVELOPING ACADEMIC SKILLS - I (2023 Batch)
Total Teaching Hours for Semester:30	No of Lecture Hours/Week:2
Max Marks:50	Credits:2
Course Objectives/Course Description
Academic Skills are a blend of theoretical ability to recognize the nuances of language aspects and hands-on training to exercise the acquired knowledge in reasoning, reading and writing. Academic Skills focus on developing research skills through careful reading and critical writing that are considered foundational and crucial in textual scholarship and knowledge production. The participants of this course will determine their areas of interest in conceptualizing their seminal work and constructing a reasoned argument. This course prompts the participants to take their learning-receptive skills and productive skills in a purpose-driven and practice-oriented mode on a contextual basis. The course deals with receptive skills (reading) and productive skills (writing). In fact listening and speaking skills are not directly involved but act as a higher cognitive process. This course facilitates the participants with varied practices, tasks, exemplars, sample papers to practice with context-driven reading material. It runs for one full academic year with specific learning outcomes which are two-fold – conceptual grasp and textual application. The whole course and its structure involve Bloom’s taxonomy of knowledge, comprehension, application, analysis, evaluation and synthesis. Objectives To enable the learner • acquire higher order receptive and productive skills • develop reading skills at the higher education level • be aware of functional grammar to improve research writing skills • grasp and apply the mechanics in academic writing skills • use study skills for research-based knowledge dissemination (writing a paper or presentation)
Course Outcome
CO1: Different approaches to knowledge, critical and creative bent of mind, that leads to content-based investigation. Integration of problem-based learning and need-based learning CO2: Working knowledge of different purposes of writing, especially persuasive (argumentative), analytical, and informative writings paves the way for research-based reading and writing. CO3: Application of functional grammar and mechanics that enhance conceptual clarity, communicative style, and style of writing. Experiential learning through participatory learning and service learning CO4: Hands-on experience in a research culture which is discipline-specific in nature

Unit-1	Teaching Hours:5
Basic skills
To enable learners to fine tune their expressions through better choice of words and sentence structures with clarity of idea. Introduction to the course Developing Academic Skills Vocabulary nuances (verb and noun forms) Subject-verb agreement Literary devices Figures of speech Concept mapping
Unit-2	Teaching Hours:5
Reading skills
To enable students to develop appropriate reading comprehension skills through nuanced understanding of reading techniques. Previewing Reading for Main Ideas Active and Passive reading Skimming/Scanning for Details
Unit-3	Teaching Hours:5
Study Skills
To enable students to use basic study skills to organize knowledge received and to streamline their ideas into appropriate academic discourse. Annotation Outlining Summarising Paraphrasing
Unit-4	Teaching Hours:5
Listening skills
to enable students to understand and appreciate different kinds of literature and express their understanding in the form of short paragraphs or essays Approaches to LS Features of LS Importance of LS at university level education Practical sessions
Unit-5	Teaching Hours:5
Language Skills
To enable students to listen to lectures and take notes and organize these to discuss or write about concepts or show application of knowledge Note taking types Note making Introduction to Mnemonics Types of mnemonics
Unit-6	Teaching Hours:4
Critical Reading
To enable students to develop the art of critical reading through close reading formulas Finding oppositions Critical Appreciation Developing an argument
Unit-7	Teaching Hours:1
portfolio organisation
Set of hours for application Exemplars (Self Study Learning, Portfolio Building, teaching on Formative and Summative assessment mode, Problem Based Learning modules and project Submission)
Text Books And Reference Books: 1. Langan, J. (1995). English Skills With Reading (3^rd Ed.). McGraw Hill. New York. 2. Osmond, A. (2013). Academic Writing and Grammar for Students. Sage. Los Angeles. 3. Robitaille, J. and Connelly, R. (2002). Writer’s Resource: From Paragraph to Essay. Thomson Heinle. Australia. Please note that the teacher in charge will also be bringing in authentic material to the class apart from the books mentioned in the reference.
Essential Reading / Recommended Reading Please note that the teacher in charge will also be bringing in authentic material to the class apart from the books mentioned in the reference. (through google classroom)
Evaluation Pattern CIA I – 20 MARKS- Tasks done in the portfolio based on Unit I CIA II- 50 Marks- Tasks done in the portfolio based on Unit I and II CIA III- 20 Marks- Tasks done in the portfolio based on Unit III ESE Portfolio Submission
EST101-1 - LITERARY STUDIES: IDEAS AND GENRES (2023 Batch)
Total Teaching Hours for Semester:60	No of Lecture Hours/Week:4
Max Marks:100	Credits:4
Course Objectives/Course Description
Course Description: This course offers an understanding to literary movements and genres. The focus is on form, structure and terminologies in literature. It enables students to interpret and critique texts and to understand that literature is representational. This course also examines texts in their socio-political context to engage with the historical context and cultural production of literature. Course Objectives: This course aims to 1. offer a comprehensive understanding of the text and the contexts. 2. develop analytical and critical reading strategies 3. enhance students to understand texts from multiple perspectives. 4. develop analytical writing skills and to understand methods of interpretation 5. acquire a literary vocabulary to read and write academic essays
Course Outcome
CO1: Students will be able - to articulate and analyze literary texts critically CO2: to apply multiple interpretative methods CO3: to analyze texts from different perspectives CO4: to write academic essays using the acquired literary vocabulary

Unit-1	Teaching Hours:15
Classical and Medieval Literature
Evolution from myths and folk tales Ovid Metamorphoses (Book I excerpts) Caedmon’s Hymn (Excerpts) Geoffrey Chaucer – Prologue to Canterbury Tales (excerpts) Thomas Malory - Morte Darthur (excerpts)
Unit-2	Teaching Hours:20
Literary Renaissance
The Revival of Learning and Bible Translations Johannes Gutenberg and the Print Culture William Caxton and the English Press Mystery, miracle and morality plays (festival of Corpus Christi) Emergence of tragedies and comedies – from translations to English plays Thomas More- Utopia (excerpts) Francis Bacon - Essays, or Counsels Civil and Moral (excerpts) William Shakespeare – King Lear
Unit-3	Teaching Hours:10
The Enlightenment Period
Voltaire’s - Letters on the English (excerpts) Rousseau – Discourse on Inequality (excerpts) Thomas Paine – Rights of Man (excerpts)
Unit-4	Teaching Hours:15
The Romantic Period/ American Transcendentalism
Preface to Lyrical Ballads (excerpts) Maria Edgeworth - Letters for Literary Ladies (excerpts) Shelley – To Skylark R W Emerson – Self- reliance Nathaniel Hawthorne – The Scarlett Letter
Unit-5	Teaching Hours:10
Modernism
William Faulkner - The Sound and The Fury Virginia Woolf - A Room of One’s Own T.S Eliot – Ash Wednesday
Text Books And Reference Books: Ovid Metamorphoses (Book I excerpts) Caedmon’s Hymn (Excerpts) Geoffrey Chaucer – Prologue to Canterbury Tales (excerpts) Thomas Malory - Morte Darthur (excerpts) Thomas More- Utopia (excerpts) Francis Bacon - Essays, or Counsels Civil and Moral (excerpts) William Shakespeare – King Lear Voltaire’s - Letters on the English (excerpts) Rousseau – Discourse on Inequality (excerpts) Thomas Paine – Rights of Man (excerpts) Preface to Lyrical Ballads (excerpts) Maria Edgeworth - Letters for Literary Ladies (excerpts) Shelley – To Skylark R W Emerson – Self- reliance Nathaniel Hawthorne – The Scarlett Letter William Faulkner - The Sound and The Fury Virginia Woolf - A Room of One’s Own T.S Eliot – Ash Wednesday
Essential Reading / Recommended Reading M. H. A. Abrams, A Glossary of Literary Terms, 7th edition (1999) The Penguin Dictionary of Literary Terms and Literary Theory, 4th edition (1999) The Norton Anthology of Poetry, 5th edition An Outline History of English Literature, William Henry Hudson (1999)
Evaluation Pattern Examination & Assessment CIA I - 20 Marks 1. A class test based on the text 2. Essay on concepts and its application 3. A book/film/media review CIA III - 20 Marks, the students can be asked 1. To prepare group presentations on topics relevant to the units 2. To put up an exhibition/display of MSE - 50 Marks - Centralized Exam (5 out of 7) x 10=50 Marks ESE - 50 Marks - Centralized Exam (5 out of 7) x 10=50 Marks
HIS141 - HISTORY AND CINEMA (2023 Batch)
Total Teaching Hours for Semester:45	No of Lecture Hours/Week:3
Max Marks:100	Credits:3
Course Objectives/Course Description
This course attempts to map out the connection between history and cinema. It aims to look at how cinema can be treated as a visual text and a source for understanding history.
Course Outcome
CO1: To enhance and deepen the understanding of history through cinema. CO2: To enable the students to develop their understanding and awareness of the rich possibilities of cinema and its connection with history. CO3: To enhance the analytical skills of students and develop an understanding of how cinema engages with socio-cultural and political concerns, by placing the cinema in their historical context and engage with the current debates and future challenges with cinema as a medium.

Unit-1	Teaching Hours:10
Unit 1
a) History as a narrative – History and Truth Contested Notions –Ideology, Sources and Historian b) Multiple Identities and Histories – History as a point of reference – Issues of Legitimacy & Justification.
Unit-2	Teaching Hours:10
Unit 2
a) Cinema as a narrative – Words and Images – Genre- Representation Vs. Reality – Propaganda – selling History. b) Language of Cinema- Color – Angles – Movement
Unit-2	Teaching Hours:10
UNIT 2
a) Cinema as a narrative – Words and Images – Genre- Representation Vs. Reality – Propaganda – selling History. b) Language of Cinema- Color – Angles – Movement
Unit-3	Teaching Hours:10
Unit 3
a) Between History and Cinema: The problem of linear narratives and flash back – questions of authenticity – definition of authenticity. b) Cinema as a political, social and historical text.
Text Books And Reference Books: Chapman, J. (2003). Cinemas of the World: Film and Society from 1895 to the Present. Reaktion Books. Chapman, J., Glancy, M., & Harper, S. (Eds.). (2007). The new film history: sources, methods, approaches. Springer. Ferro, M. (1988). Cinema and history. Wayne State University Press. Chapman, J. (2005). Past and present: national identity and the British historical. London: IB Tauris. Miskell, P. (2004). Historians and film. In Making History (pp. 253-264). Routledge. Nowell-Smith, G. (Ed.). (1996). The Oxford history of world cinema. OUP Oxford. Raghavendra, M. K. (2014). Seduced by the Familiar: Narration and Meaning in Indian Popular Cinema. Oxford University Press.
Essential Reading / Recommended Reading Chapman, J. (2013). Cinema, propaganda and national identity: British film and the Second World War. In British Cinema, Past and Present (pp. 213-226). Routledge. Miskell, P. (2005). Seduced by the silver screen: Film addicts, critics and cinema regulation in Britain in the 1930s and 1940s. Business History, 47(3), 433-448. Sedgwick, J., Miskell, P., & Nicoli, M. (2019). The market for films in postwar Italy: Evidence for both national and regional patterns of taste. Enterprise & Society, 20(1), 199-228. Raghavendra, M. K. (2011). Bipolar identity: Region, nation, and the Kannada language film. Oxford University Press. Raghavendra, M. K. (2014). The Politics of Hindi Cinema in the New Millennium: Bollywood and the Anglophone Indian Nation. Sanyal, D. (2021). MK Raghavendra, “Locating World Cinema: Interpretations of Film as Culture” (Bloomsbury Academic India, 2020).
Evaluation Pattern CIA 1: 10 Marks CIA 2: Mid Semester Examinations 25 Marks CIA 3: 10 Marks End semester examination: 50 Marks Attendance: 5 Marks
LAW141 - CYBER LAW (2023 Batch)
Total Teaching Hours for Semester:45	No of Lecture Hours/Week:3
Max Marks:100	Credits:4
Course Objectives/Course Description
Cyber law has emerged as a medium for growth with immense potential for solving many new and interesting challenges. The course aims at appreciating one of the important emerging areas of law and the nitty-gritty involved in it. This introduces the students to the underlying philosophy of the subject and its relation to other areas focusing on human rights. UNIT 1 is designed to introduce students to the role of law in technology, especially the internet and is designed to give a brief overview of the historical aspects of the internet. UNIT 2 acquaints the students with the regulation of cyberspace. UNIT 3 deals with digital contracts and information technology, while UNIT 4 deals entirely on cyber crimes which are rampant in the digital era. UNIT 5 issues in E-commerce. Unit 6 deals with IPR issues in cyberspace and UNIT 7 deals with international regulation of cyberspace.
Course Outcome
CO1: Gain an understanding of the underlying philosophy of cyber law and its relation to information technology. CO2: Facilitate an overall understanding on needs for regulation of information technology in India CO3: Impart basic idea of information technology and its relation with digital signature CO4: Acquaint with legal challenges arising out of privacy issues awareness about the various kinds of cyber crimes and legal issues and cases

Unit-1	Teaching Hours:3
UNIT 1 FUNDAMENTALS OF CYBER LAW
An overview of cyber world – Jurisprudence of cyber law – Scope of cyber law – Introduction to Indian cyber law
Unit-2	Teaching Hours:2
UNIT 2 CYBERSPACE
Meaning, nature and emergence of cyberspace – Attributes of cyberspace – Classification of cyberspace – Legal framework for cyberspace
Unit-3	Teaching Hours:2
UNIT 3 DIGITAL CONTRACTS
Law of digital contracts – Functions of digital signature – Electronic and digital signature – procedural and functional issues – Legal issues of digital signatures – Certifying authority – Regulatory framework of digital signatures
Unit-4	Teaching Hours:2
UNIT 4 CYBER CRIMES
Salient features – Cyber crime and related concepts – Types of crimes – Regulation of cyber crime – International perspective
Unit-5	Teaching Hours:2
UNIT 5 E-COMMERCE
Emerging significant of – e-Commerce – Transactions and Technology of e-Commerce – e-Commerce Contracts – Legal Issues of e-Commerce and Case Laws – e-Commerce Legislations
Unit-6	Teaching Hours:2
UNIT 6 IPR ISSUES
IPR - An overview – Copyright issues in Cyberspace – Trademark issues in Cyberspace – Computer software and related IPR issues – Domain names and related issues
Unit-7	Teaching Hours:2
UNIT 7 INTERNATIONAL SCENARIO IN CYBER LAWS
European convention of Cyber Crimes – UNCITRAL Model Law on e-commerce 1996 – International Legal Regime relating to IPR – Berne Convention, Rome Convention, WIPO Copyright, UDRP, OECD Convention on Database Protection – Domestic legal regime – Information Technology Act , 2000.
Text Books And Reference Books: Seth Karnika, Computers Internet and New Technology Laws. Gurgaon: Lexis Nexis, 2013 Cyber Security & Cyber Laws - by Nilakshi Jain & Ramesh Menon, Wiley 2020 Cyber Crimes & Law - by Dr Vishwanath Paranjepe, 2nd Edtn 2019, Central Law Agency
Essential Reading / Recommended Reading Cyber Crimes & Law - by Dr Vishwanath Paranjepe, 2nd Edtn 2019, Central Law Agency
Evaluation Pattern CIA-I: Assessment Description: Class test for 20 marks on assessing the understanding of the fundamentals of Cyber law. It is a class room test. 2 questions for 25 marks each carrying 12.5 marks. CIA-II: Oral Presentation, shall be accompanied by PPT by a group of 5 students for maximum of 15 minutes on any Cyber law issues. CIA-III: Students will be given a specific topic or case law. They are required to identify the research issues and find an answer to it by analysing the available literature.
LAW143 - LABOUR AND SOCIAL WELFARE (2023 Batch)
Total Teaching Hours for Semester:45	No of Lecture Hours/Week:3
Max Marks:100	Credits:3
Course Objectives/Course Description
It is a solitary principle of industrial relations that a happy and content labourer is an indispensable asset for any employer. However, labourers have not received their due on account of historical wrongs, and in this era of a market economy, labourers do not seem to get the minimum standards of social security. As a result, industrial peace and harmony have remained a distant dream. Hence, constant efforts are being made by the governments to ameliorate the working conditions of labour in order to ensure minimum welfare for the workers.
Course Outcome
CO 1 : Explain the general concept of labour social welfare and also the constitutional foundation of the same CO 2 : Analyse the role of the International Labour Organisation in the protection of Labour Welfare CO 3 : Describe existing provisions relating to the working conditions of Labourers CO 4 : Describe the legal provisions relating to the health, safety, and welfare conditions of the employees. CO 5 : Analyze the legal provisions relating to Maternity benefits in workplaces CO 6: Describe the legal provisions relating to and regulation of Contractual employment in India

Unit-1	Teaching Hours:9
INTRODUCTION
Meaning and nature of social security; Public assistance v. Public insurance; Constitutional foundations and the role of ILO
Unit-2	Teaching Hours:9
HEALTH, SAFETY AND WELFARE OF WORKERS
Introduction; Manufacturing and hazardous processes; Health, safety and welfare in factories; Working hours and employment of young persons
Unit-3	Teaching Hours:9
EMPLOYEES' INSURANCE
Introduction; Important definitions; ESI Corporation; Various benefits
Unit-4	Teaching Hours:9
MATERNITY BENEFIT
Introduction; Employment of or work by women; Right to payment of maternity benefit; Dismissal and deduction of wages
Unit-5	Teaching Hours:9
CONTRACT LABOUR
Introduction: nature and meaning; Licensing of contractors; Regulation and abolition of Contract Labour
Text Books And Reference Books: Industrial Jurisprudence: A Critical Commentary by Dr EM Rao., Lexis Nexis., Second Edition 2015 p. 14-21 Labour and Industrial Law by H.L.Kumar., Universal Law Publishing Co., 2 volumes 15th edition 2010.,p.2082-2125 P.L.Malik‟s Industrial Law 2 Volumes., Eastern Book Company., 23rd Edition 2011.,p.2398-2405 Pai, G. B. Labour Law in India. New Delhi: Butterworth, 2001. Rao, E. M. Industrial Jurisprudence, New Delhi: LexisNexis (India), 2004.
Essential Reading / Recommended Reading Industrial Jurisprudence: A Critical Commentary by Dr EM Rao., Lexis Nexis., Second Edition 2015 p. 14-21 Labour and Industrial Law by H.L.Kumar., Universal Law Publishing Co., 2 volumes 15th edition 2010.,p.2082-2125 P.L.Malik‟s Industrial Law 2 Volumes., Eastern Book Company., 23rd Edition 2011.,p.2398-2405 Pai, G. B. Labour Law in India. New Delhi: Butterworth, 2001. Rao, E. M. Industrial Jurisprudence, New Delhi: LexisNexis (India), 2004.
Evaluation Pattern Assessment outline: There are in all 3 components in the scheme of evaluation. Weightage for the components is indicated in percentage. CIA I- Class Test carrying 25 marks CIA II – Class Test carrying 25 marks CIA III – Class Test carrying 50 marks
LAW144 - ENVIRONMENTAL LAW (2023 Batch)
Total Teaching Hours for Semester:45	No of Lecture Hours/Week:3
Max Marks:100	Credits:3
Course Objectives/Course Description
The present decline in environmental quality calls for a stricter enforcement of laws relating to protection of environment. The objective of this course is to give an insight into various legislations that has been enacted in our country for protection of environment and also to create awareness among the citizens of the country about the duties cast on them under various legislations in relation to protection of environment. Course Objectives: To impart an in-depth knowledge of environmental legislations to students from diverse backgrounds. To interpret, analyse and make a critique of the legislations and Case laws relating to environment To provide a brief understanding of various developments that has taken place at international level to check various environmental harms.
Course Outcome
CO1: learn about environmental law C02: make students environmentally conscious

Unit-1	Teaching Hours:5
INTRODUCTION
INTRODUCTION
Unit-2	Teaching Hours:5
INDIAN CONSTITUTION AND ENVIRONMENT
INDIAN CONSTITUTION AND ENVIRONMENT
Unit-3	Teaching Hours:5
JUDICIAL REMEDIES AND PROCEDURES AVAILABLE FOR ABATEMENT OF ENVIRONMENTAL POLLUTION
JUDICIAL REMEDIES AND PROCEDURES AVAILABLE FOR ABATEMENT OF ENVIRONMENTAL POLLUTION
Unit-4	Teaching Hours:5
ENVIRONMENT (PROTECTION) ACT, 1986
ENVIRONMENT (PROTECTION) ACT, 1986
Unit-5	Teaching Hours:5
ENVIRONMENT (PROTECTION) ACT, 1986
ENVIRONMENT (PROTECTION) ACT, 1986
Unit-6	Teaching Hours:5
WATER (PREVENTION AND CONTROL OF POLLUTION) ACT 1974
WATER (PREVENTION AND CONTROL OF POLLUTION) ACT 1974
Unit-7	Teaching Hours:5
FORESTS AND CONSERVATION LAWS
FORESTS AND CONSERVATION LAWS
Unit-8	Teaching Hours:5
WILD LIFE PROTECTION AND THE LAW
WILD LIFE PROTECTION AND THE LAW
Unit-9	Teaching Hours:5
INTERNATIONAL DEVELOPMENTS FOR PROTECTION OF ENVIRONMENT
INTERNATIONAL DEVELOPMENTS FOR PROTECTION OF ENVIRONMENT
Text Books And Reference Books: MC Mehta Enviromental Law Book
Essential Reading / Recommended Reading MC Mehta Enviromental Law Book
Evaluation Pattern Class Discussion: 50 Marks MCQ exam: 50 Marks
MED141 - MEDIA AND POLITICS (2023 Batch)
Total Teaching Hours for Semester:45	No of Lecture Hours/Week:3
Max Marks:50	Credits:3
Course Objectives/Course Description
This course 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.
Course Outcome
CO1: To understand the concepts and theories that inform us about the role of news media in society. CO2: To be able to critically analyse the role of Indian media in shaping public opinion. CO3: To attempt a deconstruction of the role social media plays in shaping the fortunes of politicians. CO4: To apply this understanding to further greater political participation among students.

Unit-1	Teaching Hours:15
Media & Politics: A Theoretical Perspective
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
Unit-2	Teaching Hours:15
Media & Politics: Dynamics
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
Unit-3	Teaching Hours:3
Media & Politics: A Critical Appraisal
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
Text Books And Reference Books: Politics of Media, 1st Edition by Ranjith Thankappan, 2016.
Essential Reading / Recommended Reading Making Sense of Media and Politics: Five Principles in Political Communication, 2nd Edition by Gadi Wolfsfeld, 2022. Political Communication and Mobilisation: The Hindi Media in India, by Taberez Neyazi, 2018.
Evaluation Pattern Blog (weekly posts)- reflections on issues in the news media CIA 1- MCQ CIA 2- Class test CIA 3- Group presentation ESE- Written exam
MED142 - AUDIO AND VIDEO PRODUCTION TECHNIQUES (2023 Batch)
Total Teaching Hours for Semester:45	No of Lecture Hours/Week:3
Max Marks:50	Credits:3
Course Objectives/Course Description
Course description: This 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.
Course Outcome
CO1: Students will be able to identify different types of media software and their uses in the media industry. CO2: Students will be able to describe the features and functions of software tools used for media production, editing, and distribution. CO3: Students will be able to use media software tools to create and edit media content.

Unit-1	Teaching Hours:20
Introduction to 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
Unit-2	Teaching Hours:20
Video Production Techniques
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
Unit-3	Teaching Hours:5
Advanced Audio and Video Production
Creating soundscapes and sound effects Advanced camera techniques and shot composition Motion graphics and visual effects
Text Books And Reference Books: "The Filmmaker's Handbook: A Comprehensive Guide for the Digital Age" by Steven Ascher and Edward Pincus. "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
Essential Reading / Recommended Reading "The Filmmaker's Handbook: A Comprehensive Guide for the Digital Age" by Steven Ascher and Edward Pincus "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
Evaluation Pattern CIA 1 – Interview Project - Students could work in groups to produce a video where they interview employees of a local business or organization. The video could showcase the company culture and highlight different aspects of the business. (15Marks) 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
MED143 - CELEBRITY PR (2023 Batch)
Total Teaching Hours for Semester:30	No of Lecture Hours/Week:3
Max Marks:50	Credits:2
Course Objectives/Course Description
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.
Course Outcome
CO1: Will be able to understand the concept of celebrity PR CO2: Will be able to understand the role of celebrity presence in the success of a film

Unit-1	Teaching Hours:10
Understanding PR as Strategic Communication
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.
Unit-2	Teaching Hours:10
Celebrity PR and Bollywood
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*
Unit-3	Teaching Hours:10
Celebrity PR Responsibilities & Activities
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
Text Books And Reference Books: Barron, Lee. (2015). Celebrity Cultures: An Introduction. SAGE Publications Ltd. Bräu, Marlena. (2013), Twitter Kills The Publicity Star? How social media is influencing the business of Celebrity PR. Grin Verlag Publishing, Germany. Jonas, C Priyanka. (2021). Unfinished: A Memoir. Penguin Viking.
Essential Reading / Recommended Reading Raju, J Jeetu. (2020). Escape the rat race. Google Books, Thames Publication. Stewart, B James and Abrams, Rachel. (2023). Unscripted: The Epic Battle for a Hollywood Media Empire. Penguin Books.
Evaluation Pattern Single assessment of 50 marks
MED144 - HARRY POTTER AND CONTEMPORARY ISSUES (2023 Batch)
Total Teaching Hours for Semester:45	No of Lecture Hours/Week:3
Max Marks:50	Credits:3
Course Objectives/Course Description
This course will provide students the opportunity to apply a variety of interdisciplinary approaches on popular young adult narratives. Students will be exposed to the real -world culture and physical environment that produced, shaped, and continues to inform the Harry Potter series, giving students greater insight into the importance of textual awareness and analysis.
Course Outcome
CO1: Explore the socio-cultural, historical, and technological perspectives behind Harry Potter phenomenon. CO2: Develop critical thinking skills

Unit-1	Teaching Hours:15
History of wizards in cinema
History of wizards in cinema – P L Travers, Disney era, rise of Nanny McPhee, Arrival of Harry potter in bookstores, narrative development of book 1 – Harry Potter and the Sorcerer’s Stone, Deconstruction of characters, significance of four houses, potions, beasts and spells.
Unit-2	Teaching Hours:15
Hogwarts a world class school
Hogwarts a world class school – dynamics of homework, relationship, bullying, teachers, team spirits and opponents, wizards and other, Debates on Morality, Technology and Media in Potter world, Privacy concerns with magical objects, Cultural Hegemony, Case Study on Snape and Dumbledore
Unit-3	Teaching Hours:10
Sociological perspective
Sociological perspective – idea of home, community, clan and society, class struggle and dynamics, Aurora and Azkaban, Representation of Gender, Idea of family and institution, construction of power structures
Unit-4	Teaching Hours:5
Film Screening
Screening of First and Last Harry Potter films
Text Books And Reference Books: Harry Potter and Sorcerer’s Stone, J. K. Rowling (ISBN 978-0590353427) Harry Potter and the Chamber of Secrets, J. K. Rowling (ISBN 978-0439064873) Harry Potter and the Prisoner of Azkaban, J. K. Rowling (ISBN 978-0439136365) Harry Potter and the Goblet of Fire, J. K. Rowling (ISBN 978-0439139601) Harry Potter and the Order of the Phoenix, J. K. Rowling (ISBN 978-0439358071) Harry Potter and the Half-Blood Prince, J. K. Rowling (ISBN 978-0439785969) Harry Potter and the Deathly Hallows, J. K. Rowling (ISBN 978-0545139700)
Essential Reading / Recommended Reading Whited, L A & Grimes, K. (2015). Critical Insights: The Harry Potter Series. Salem Books. Bell, C E (2018). Inside the World of Harry Potter: Critical Essays on the Books and Films.McFarland Publishers.
Evaluation Pattern Assignments will be done through Google Classroom CIA -1 – Class Test– 20 marks CIA 2 – – 50 marks CIA 3 – Group Assignment – 20 marks End Semester - Project – 50 marks
MED146 - PUBLIC SPEAKING (2023 Batch)
Total Teaching Hours for Semester:45	No of Lecture Hours/Week:3
Max Marks:50	Credits:3
Course Objectives/Course Description
Public Speaking is an essential skill in the twenty first century that offers a lot of benefits for thos excel in it. Thise who have the gift of the gab are bound to interact with people with a lot of confidence and exert influence on how others respond. It boosts the chances of anyone to build their professional profile. Apart from these obvious positives in the personal and interpersonal spheres, those with Public Speaking skills are often seen as potential leaders. This course on Public Speaking aims to provide a solid conceptual foundation and a lot of opportunities for the participants to build their public speaking skills and excel at different levels.
Course Outcome
CO1: The student will be able to demonstrate one's capacity to positively manage stage fright. CO2: The student will be able to organise the content of one's speech strategically. CO3: The student will be able to speak confidently and employ different mechanisms to create an impact on the audience.

Unit-1	Teaching Hours:15
Public Speaking - Basics
Why Public Speaking? Sample Public Speeches Understanding the Psychological and Physiological states while speaking Overcoming Stage Fright Understanding context, objectives and the audience
Unit-2	Teaching Hours:15
Manner of speaking
In this unit, the students will learn how to speak. Voice and delivery: Volume, texture, pauses, pace, variance Body language: Gestures, postures, movement Stage Presence: Using the mike, the podium and the rostrum; positioning, spatial interactions
Unit-3	Teaching Hours:15
Matter of speaking
Organisation: Beginning, middle and ending Working on the desired impact Practice and feedback
Text Books And Reference Books: Gallo, C. (2017). Talk like TED. Pan Books. Acker, M. (2019). Speak with no fear: Go from a Nervous, Nauseated, and Sweaty Speaker to an Excited, Energized, and Passionate Presenter. Advance, Coaching and Consulting.
Essential Reading / Recommended Reading Gallo, C. (2017). Talk like TED. Pan Books. Acker, M. (2019). Speak with no fear: Go from a Nervous, Nauseated, and Sweaty Speaker to an Excited, Energized, and Passionate Presenter. Advance, Coaching and Consulting.
Evaluation Pattern Evaluation 1: One-minute self introduction Evaluation 2: three-minute speech on one's chosen topic Evaluation 3: five-minute speech on a given topic
PHY141 - FUNDAMENTAL OF FORENSIC PHYSICS (2023 Batch)
Total Teaching Hours for Semester:45	No of Lecture Hours/Week:3
Max Marks:100	Credits:3
Course Objectives/Course Description
This course introduces the students to the fundamentals of forensic science. Student will be introduced to the different analytical tool to analyse the results. They will also learn the physics behind investigative method used to gather evident. Finally, students will study emerging use of nanotechnology in forensic science.
Course Outcome
CO1: Understand the different technique to analyse the results. CO2: Understand the basic science underlying the motion of bullets, collisions, explosion and blood dynamics. CO3: Learn about the advantage of nanotechnology in forensic science.

Unit-1	Teaching Hours:15
Analytical instruments and techniques of forensic physics
Introduction, electromagnetic spectrum, sources of radiation, their utility and limitations, refractive index, interaction of light with matter, idea on instrumentation and results analysis.
Unit-2	Teaching Hours:15
Forensic physics
Scope and significance of forensic physics, basic physics in solving crime, motion of bullet and other projectile, vehicular collisions, blood stain analysis using fluid mechanics, physics of explosions, development and identification of latent fingerprints using optics.
Unit-3	Teaching Hours:15
Nanotechnology in forensic science
Nanotechnology, utilization of nanotechnology in analysis of physical evidence, applications of nanotechnology in forensic evidence analysis, introduction to nanomaterials, types of nanomaterials.
Text Books And Reference Books: B.B. Nanda and R.K Tiwari, Forensic Science in India: A vision for the Twenty First Centrury, select publishers, New Delhi (2001) CM Hussain, D Rawtani, G Pandey, M Tharmavaram, Handbook of Analytical Techniques for Forensic Samples: Current and Emerging Developments, ISBN: 978-0-12-822300-0, Elsevier, 2020 M.K Bhasin and S.Nath, Role of Forensic Science in the New Millenium, University of Delhi, Delhi(2002). S.H James and J.J Nordby, Forensic Science :An introduction to scientific and Investigative Techniques, 2nd Edition, CRC Press, Boca Raton(2005)
Essential Reading / Recommended Reading W.G. Eckert and R.K. Wright in Introduction to Forensic Sciiences, 2nd Edition, W.G. Eckert (ED), CRC Press, Boca Raton(1997). R. Saferstein, M.L. Hastrup and C.Hald, Fisher’s Techniques of Crime scene Investigation, CRC Press, Boca Raton (2013) W.J. Tilstone, M.L. Hastrup and C.Hald, Fisher’s Techniques of Crime Scene Investigation, CRC Press, Boca Raton (2013)
Evaluation Pattern Evaluation will be based on presentations by each student and class work.
POL141 - DEMOCRACY AND ETHICAL VALUES (2023 Batch)
Total Teaching Hours for Semester:30	No of Lecture Hours/Week:2
Max Marks:100	Credits:2
Course Objectives/Course Description
This course has been conceptualized to introduce and discuss the moral foundations of democracy in principle, and democratic institutions, in particular. The students are initiated to various types of moral discourses in political philosophy. Further, this course looks at the development of democracy, in the global as well as the national realm. Democracy as an ideal gets fructified in the form of a government, which in turn is based on the principles of justice, freedom, equality, and fraternity. Ethics acts as the premise on which a successful democracy rests.
Course Outcome
CO1: By the end of the course the learner should be able to: Demonstrate civic and political consciousness CO2: To have a dedicated and empathetic band of students who would act as agents of change in society.

Unit-1	Teaching Hours:10
DEMOCRACY AND ETHICS: AN INTRODUCTION
Democracy Conceptual development of Democracy Principles of Democracy: Freedom, Equality and Fraternity Ethics Concept of Values, Morals and Ethics Democracy vis-a-vis Ethics Government by Consent Constitutional Government and Rule of Law Democracy and Human Rights
Unit-1	Teaching Hours:10
DEMOCRACY AND ETHICS: AN INTRODUCTION
Democracy Conceptual development of Democracy Principles of Democracy: Freedom, Equality and Fraternity Ethics Concept of Values, Morals and Ethics Democracy vis-a-vis Ethics Government by Consent Constitutional Government and Rule of Law Democracy and Human Rights
Unit-2	Teaching Hours:10
PERSPECTIVES ON ETHICS
Western Thought Duty Ethic Utilitarianism Indian Thought a. Hindu Tradition: Dharma and Karma, Purusharthas b. Buddhist Tradition: Four Noble Truths and Eight-fold Path c. Indian syncretic traditions-Ashoka, Kabir and Akbar
Unit-2	Teaching Hours:10
PERSPECTIVES ON ETHICS
Western Thought Duty Ethic Utilitarianism Indian Thought a. Hindu Tradition: Dharma and Karma, Purusharthas b. Buddhist Tradition: Four Noble Truths and Eight-fold Path c. Indian syncretic traditions-Ashoka, Kabir and Akbar
Unit-3	Teaching Hours:10
CHALLENGES TO INDIAN DEMOCRACY
Institutional Free and fair elections Ethical Code of Conduct for Politicians Character record of members of the legislature Ethical use of majority in parliament Avoidance of ‘floor crossing’ and defection Alliance of political parties to form brittle governments Independence of judiciary and media Safeguard national history and avoid distortion Political neutrality in educational institutions. Judicious allocation of central funds to states Freedom of Press Citizen Centric Free speech and Expression Right to dissent Preventive detention and Sedition
Unit-3	Teaching Hours:10
CHALLENGES TO INDIAN DEMOCRACY
Institutional Free and fair elections Ethical Code of Conduct for Politicians Character record of members of the legislature Ethical use of majority in parliament Avoidance of ‘floor crossing’ and defection Alliance of political parties to form brittle governments Independence of judiciary and media Safeguard national history and avoid distortion Political neutrality in educational institutions. Judicious allocation of central funds to states Freedom of Press Citizen Centric Free speech and Expression Right to dissent Preventive detention and Sedition
Text Books And Reference Books: Christiano, Thomas, ed., Philosophy and Democracy, Oxford: Oxford University Press, 2002. Dewey, John, “Philosophy and Democracy” [1919] and “The Ethics of Democracy” [1888] in The Political Writings, ed. D. Morris, I. Shapiro, Indianapolis: Hackett, 1993. Finnis, John. Fundamentals of Ethics. Oxford: Clarendon Press, 1983. Gandhi, M. K. An Autobiography or The Story of My Experiments with Truth. Ahmedabad: Navajivan Mudranalaya, 1927. Granville, Austin, The Indian Constitution: Cornerstone of a Nation. New Delhi: Oxford University Press, 2000. Jain, Subhash, The Constitution of India: Select Issues and Perceptions. New Delhi: Taxmann, 2000. Walzer, Michael, “Philosophy and Democracy”, Political Theory, Vol.9, No.3, 1981, 379-399.
Essential Reading / Recommended Reading Locke, John, Second Treatise on Civil Government, (1690), ed. C. B. MacPherson, Indianapolis, IN: Hackett, 1980. Kant, Immanuel. Foundations of the Metaphysics of Morals. trans. Lewis White Beck, Indianapolis: Bobbs-Merril, 1959. Kant, Immanuel, Critique of Practical Reason, trans. Lewis White Beck, Indianapolis: Bobbs-Merril, 1956. Machiavelli, The Prince [1513], ed. Q. Skinner, Cambridge, Cambridge University Press, 1988. Plato, The Republic, revised/trans. by Desmond Lee, Harmondsworth, UK: Penguin Books, 1974. Rawls, John, Political Liberalism, New York: Columbia University Press, 1996 Sandel, Michael (ed.), Justice—A Reader, Oxford University Press, 2007. Singer, Peter, Democracy and Disobedience, Oxford: Oxford University Press, 1973.
Evaluation Pattern CIA 1-25 CIA 2-25 CIA 3-50
POL142 - SCIENCE, TECHNOLOGY AND INNOVATION IN INTERNATIONAL RELATIONS (2023 Batch)
Total Teaching Hours for Semester:45	No of Lecture Hours/Week:3
Max Marks:100	Credits:3
Course Objectives/Course Description
The main objectives of the course are to: ● Present an overview of the major concepts, debates, and historical facets of STI in IR. ● Create a foundation for the students to pursue further research in various aspects of STI in IR, and provide a systemic understanding of its impact on the economy, politics, culture, society, and foreign relations of India and other countries. Providing an academic understanding in the current context of emerging technologies, its impact and influences in the society, as well as create avenues for interdisciplinary understanding and research.
Course Outcome
CO1: - Understand the nature, scope and significance of STI in International Relations (IR). - Understand the concepts, ideas, and debates in Science, Technology and Innovation vis-a-vis International Relations. CO2: - Learn to use conceptual tools to understand new developments which of Science, Technology and Innovation in International Relations. - Analyze the major theories/approaches of Science, Technol-ogy and Innovation. - Develop a critical perspective on the major international regimes/ issues in STI in International Relations. CO3: - Develop a thorough understanding on the scientific, technological and innovation-related process in major powers and national economies, especially India. - Explore the ways and Science, Technology and Innovation issues confronted by the world from a foreign policy perspective.

Unit-1	Teaching Hours:6
Introduction
Science, Technology and Innovation (STI) in International Relations; History and Evolution of STI in International Relations; STI and Globalization; STI and Diplomacy; State, non-State actors and Stakeholders; STI and International Institutions; International Scientific Relations (ISR)
Unit-2	Teaching Hours:6
Basic Concepts and Theories:
Digital Westphalia, Technonationalism, Cyberspace and related facets of sovereignty, warfare, security, espionage, terrorism, and crime; Data sovereignty, Technocolonialism; Digital imperialism, Security v Privacy debate, STI and Sustainable Development Goals (SDGs)
Unit-3	Teaching Hours:6
Global STI Landscape
History and Evolution of Global STI Landscape; Fourth Industrial Revolution; Knowledge Economy; STI and Human Capital; International Political Economy of STI
Unit-4	Teaching Hours:6
India:
India’s STI Policies: history, evolution, implementation and challenges; Spin-offs: civilian, military; Research and Development (R&D); Political Economy of India’s STI Ecosystem; Institutions and Organisations
Unit-5	Teaching Hours:6
Case Studies:
STI landscape in countries: Emergent Technologies and Institutions, Internet of Things; Artificial Intelligence; Big Data; Blockchain
Text Books And Reference Books: Aghion, P., David, P.A. and Foray, D. (2008). Science, Technology and Innovation for Economic Growth: Linking Policy Research and Practice in 'Stig Systems'. Research Policy 38(4): 681-693. Del Canto Viterale, F. (2021). International Scientific Relations: Science, Technology and Innovation in the International System of the 21st Century. Anthem Press. Ogburn, W.F. (1949). Technology and international relations. Chicago: The University of Chicago Press. Colglazier, E.W. and Montgomery, K. (2022). Opportunities and Challenges for Science Diplomacy. Science & Diplomacy. Hieronymi, O. (1987). Technology and International Relations. London: Palgrave Macmillan. Leijten, J. Innovation policy and international relations: directions for EU diplomacy. Eur J Futures Res 7, 4 (2019). M. Mayer, M. Carpes, & R. Knoblich. (eds.). (2014). The Global Politics of Science and Technology - Vol. 1. Springer Berlin, Heidelberg. Ruffini, P.-B. (2017). Science and Diplomacy: A New Dimension of International Relations. Paris: Springer International Publishing AG. Klein, U. (2020). Technoscience in History: Prussia, 1750-1850. MIT: The MIT Press. McIlwain, C.H. (1933). A Fragment on Sovereignty. Political Science Quarterly, Vol. 48(1), pp. 94-106. Negroponte, N. (1995). Being Digital. Hodder and Stoughton: Great Britain. Reghunadhan, R. (2022). Cyber Technological Paradigms and Threat Landscape in India. First Edition., Palgrave Macmillan, Springer Singapore, ISBN: 978-981-1691-27-0. Office of the United States Trade Representative (USTR). (2017a). Findings of The Investigation into China’s Acts, Policies, and Practices Related to Technology Transfer, Intellectual Property, and Innovation Under Section 301 of The Trade Act of 1974. https://ustr.gov/sites/default/files/Section%20301%20FINAL.PDF: 3-18 Schmidt, J.C. (2021). Philosophy of Interdisciplinarity: Studies in Science, Society and Sustainability. History and Philosophy of Technoscience. Oxford: Routledge. Schultz, T.W. (1961). Investment in Human Capital. The American Economic Review 51(1): 1-17. Trencher, G. (2018). Towards the smart city 2.0: Empirical evidence of using smartness as a tool for tackling social challenges, Technological Forecasting and Social Change 142: 117-128. Suttmeier, R.P., Cao, C. and Simon, D.F. (2006). China’s Innovation Challenge and the Remaking of the Chinese Academy of Sciences. Innovations: Technology, Governance, Globalization 1(3d): 78-97. Landes, D. (2006). Why Europe and the West? Why Not China? The Journal of Economic Perspectives 20(2): 3-22. M. Z. Taylor. (2016). The Politics of Innovation: Why Some Countries Are Better Than Others at Science and Technology. Oxford: Oxford University Press Villa-Henriksen, A., Edwards, G.T.C., Pesonen, L.A., Green, O. and Sørensen, C.A.G. (2020). Internet of Things in arable farming: implementation, applications, challenges and potential. Biosys. Eng. 191: 60–84 Zhang, W. (2019). Constitutional Governance in India and China and Its Impact on National Innovation. In Liu, K-C. and Racheria, U. (eds.). Innovation, Economic Development, and Intellectual Property in India and China. ARCIALA Series on Intellectual Assets and Law in Asia. Springer Singapore: Singapore: 39-67. Department of Science and Technology (DST). (2020). Science, Technology, and Innovation Policy. Government of India. https://dst.gov.in/sites/default/files/STIP_Doc_1.4_Dec2020.pdf Reghunadhan, R. (2022). Cyber Technological Paradigms and Threat Landscape in India. First Edition., Palgrave Macmillan, Springer Singapore, ISBN: 978-981-1691-27-0. Kharbanda and Ashok Jain. (eds.). Science and Technology Strategies: for Development in India and China. New Delhi: Har-Anand Publications Pvt Ltd: 93-134. P.K. Pattnaik et al. (eds). IoT and Analytics for Agriculture, Volume 3. Studies in Big Data, vol 99, Singapore: Springer, pp. 201-225, ISBN: 978-981-16-6210-2. Krishnan Saravanan et al. (eds.). Handbook of Research on Blockchain Technology, London: Academic Press (Elsevier), pp. 1-34, ISBN: 9780128198162.
Essential Reading / Recommended Reading Department of Science and Technology (DST). (2020). Science, Technology, and Innovation Policy. Government of India. https://dst.gov.in/sites/default/files/STIP_Doc_1.4_Dec2020.pdf Reghunadhan, R. (2022). Cyber Technological Paradigms and Threat Landscape in India. First Edition., Palgrave Macmillan, Springer Singapore, ISBN: 978-981-1691-27-0. Kharbanda and Ashok Jain. (eds.). Science and Technology Strategies: for Development in India and China. New Delhi: Har-Anand Publications Pvt Ltd: 93-134.
Evaluation Pattern Written analyses in about 800-1500 words submitted Multiple Choice Questions (MCQs) covering wide range of facets that focus on knowledge, skill and attitude of the student and their understanding on the topic. Subjective type question(s): Understanding the emerging complexities and dynamics in the region Application of the understanding to the situation Solutions to the problems given
POL143 - SUBALTERN STUDIES: NARRATIVES OF THE COMMUNITIES (2023 Batch)
Total Teaching Hours for Semester:45	No of Lecture Hours/Week:3
Max Marks:100	Credits:3
Course Objectives/Course Description
Subaltern Studies emerged as an intellectual project to counter the elitism prevailing in dominant historical narratives. This project aimed at giving voice to the people’s autonomous agency and struggles against the dominant forces. They offered a new outlook to narratives of Peasant, Adivasi and Woman’s movements in history. Over time, subaltern perspective was adopted to understand several issues concerning India and it still holds significant relevance in shedding light on contemporary issues. This course aims to introduce the students to subaltern studies and cultivate a new standpoint to understand and interpret the world.
Course Outcome
CO 1: Demonstrate knowledge about subaltern studies, its foundations, relevance methodology, and critique CO 2: Analyse various narratives of communities, avenues of their struggles against the dominance CO 3: Develop a sensibility to view the world from a subaltern perspective

Unit-1	Teaching Hours:6
Introduction to Subaltern Studies
Foundation of Subaltern Studies Collective, Ranajit Guha, Need of subaltern studies, Resources, Subaltern life narratives
Unit-2	Teaching Hours:6
Communities Countering the Dominance
State and subaltern citizens, Dominance without Hegemony, Peasant rebellions, Dalit and Adivasi Assertion, Indian Nationalism, Women’s question and the emergence of counter narratives
Unit-3	Teaching Hours:6
Contemporary Avenues of subaltern struggles
Cricket and caste, Environmental movements, political and social mobilization of marginalized classes, public theatre and reclaiming dignity
Unit-4	Teaching Hours:6
Subaltern Narratives in Film, Fiction and Folklore
- Films: Laggan, Karnan, and The Discreet Charm of the Savarnas - Fiction: Subaltern in Mahasweta Devi’s stories (Jamunabati’s Mother, and Mother of 1084) - Folklore: Folktales from India, “So Many Words, So many sounds”: An Interview - People’s Archive of Rural India
Unit-5	Teaching Hours:6
Critiquing the subaltern studies
- Exploring the Relevance and Irrelevance of subaltern studies - Adding new locations? Or After subaltern studies?
Text Books And Reference Books: Guha, R. (1982). Preface. In R. Guha (Ed.), Subaltern Studies I (pp. vii–viii). Oxford University Press Guha, R. (1982). On Some Aspects of the Historiography of Colonial India. In R. Guha (Ed.), Subaltern Studies I (pp. 1–8). Oxford University Press. Kumar, R. (2021). Police Matters: The Everyday State and Caste Politics in South India, 1900–1975. Cornell University Press. Guha, R. (2005). ‘The Moral that can be Safely Drawn from the Hindus’ Magnificent Victory’: Cricket, Caste and the Palwankar Brothers. In J. H. Mills (Ed.), Subaltern Sports: Politics and Sport in South Asia (pp. 83–106). Anthem Press. Ahuja, A. (2019). Mobilizing the Marginalized. Oxford University Press. Chatterjee, P. (2012). After subaltern studies. In Economic and Political Weekly (Vol. 47, Issue 35). Ramanujan, A. K. (2009). Folktales From India. Penguin India.
Essential Reading / Recommended Reading Bhadra, G. (1983). Two Frontier Uprisings in Mughal India. In R. Guha (Ed.), SS II (pp. 43–59). Oxford University Press. Berg, D. E. (2021).Casteism and the Tsundur Atrocity. In Dynamics of Caste and Law (pp. 127–149). Cambridge University Press. Chemmencheri, S. R. (2015). State, social policy and subaltern citizens in adivasi India. Citizenship Studies, 19(3–4), 436–449. Das, A. N. (1983). Agrarian Change from Above and Below: Bihar 1947-78. In Ranajit Guha (Ed.), SS II (pp. 180–227). Oxford University Press. Devi, M. (2005). Jamunabati’s Mother. In In the Name of the Mother. Seagull Books. Devi, M. (2008). Mother of 1084. Seagull Books. Guha, R. (1995). Review: Subaltern and Bhadralok Studies. Economic and Political Weekly, 30(33), 2056–2058. Guha, R. (1996). The Small Voice of History. In Amin & Chakrabarty (Ed.), SS IX (pp. 1–12). Oxford University Press. “So Many Words, So many sounds”: An Interview. (2004). In Romtha. Seagull Books.
Evaluation Pattern CIA I-25 Marks CIA II-25 Marks CIA III-50 Marks
PSY101-1 - INTRODUCTION TO PSYCHOLOGY (2023 Batch)
Total Teaching Hours for Semester:60	No of Lecture Hours/Week:4
Max Marks:100	Credits:4
Course Objectives/Course Description
This 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.
Course Outcome
CO1: Explain the fundamental concepts, principles, and scientific approaches in psychology. CO2: Evaluate the history of psychology and how it has impacted today?s society. CO3: Reflect on the different career paths, roles, challenges, and responsibilities of a psychologist CO4: Critically analyse psychological research and different psychological issues with evidence-based reasoning.

Unit-1	Teaching Hours:15
CO1. Explain the fundamental concepts, principles and scientific approaches in psychology.
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
Unit-2	Teaching Hours:15
CO2. Evaluate the history of psychology and how it has impacted today?s society.
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)
Unit-3	Teaching Hours:15
CO3. Reflect on the different roles, challenges and responsibilities of the psychologist
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.
Unit-4	Teaching Hours:15
CO4: Critically analyse psychological research and different psychological issues with evidence-based reasoning
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.
Text Books And Reference Books: Feldman, R. S. (2011). Understanding Psychology. Tata McGraw Hill. 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
Essential Reading / Recommended Reading Ciccarelli, S.K. & White, J. N. (2012). Psychology (3rd edition). Pearson Education. 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
Evaluation Pattern 5 marks for attendance as per University Policy 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
PSY161-1 - LIFE-SKILL EDUCATION (2023 Batch)
Total Teaching Hours for Semester:45	No of Lecture Hours/Week:3
Max Marks:100	Credits:3
Course Objectives/Course Description
This paper is offered to undergraduate students as a skill-enhancement course. Basically, the course follows the WHO life skills model. Where life skills education is well developed and practised, it enhances the well-being of young minds and promotes a positive outlook and healthy behaviour. The life skills model facilitates the overall development of the individual, and this course will help the learner to translate knowledge, attitude, skills, and values into action. Hence the course adopts an experiential learning pedagogy providing students with an opportunity for personal development.
Course Outcome
CO1: Explain the significance and major aspects of Life Skills Education CO2: Apply life skills in their day-to-day life situations

Unit-1	Teaching Hours:15
CO1: Explain the significance and major aspects of Life Skill Education
Definition and Importance of life skills, life skills approach and Life skill education, Core life skills according to WHO - Personal/social Skills, Cognitive skills and Coping skills, quality education and life skills; Life skills for self and others
Unit-2	Teaching Hours:30
CO2: Apply life skills in their day-to-day life situations
Interpersonal Skills and Conflict Resolution, multicultural awarenessSWOC analysis, Johari window, -Discuss issuesBehave responsibly and which leads to healthy living; Promote risk-free behaviour. Effective communication and listening skills, Emotional Intelligence, Conflict resolution strategies, and Teamwork. Life Skills for self-development- Improve self-perception through building self-confidence, self-esteem and self-worth Stress management and strategies, mindfulness and relaxation technique
Text Books And Reference Books: WHO (1997). Life Skills for Children and Adolescents. WHO (1999). Partners in Life Skills Education: Conclusions from a United Nations Inter-Agency Meeting, WHO, Geneva.
Essential Reading / Recommended Reading UNESCO (2005). Quality Education and Life Skills: Darkar Goals, UNESCO, Paris.
Evaluation Pattern CIA 1 & 2 will be individual assignments; 5 marks class engagement and supervisor feedback - Total 50 marks CIA 3- Department level -submission, viva/presentation - Total 50 marks
SOC141 - WOMEN'S ISSUES (2023 Batch)
Total Teaching Hours for Semester:45	No of Lecture Hours/Week:3
Max Marks:50	Credits:3
Course Objectives/Course Description
Course Description: This course aims at enabling the student to study and understand the problems and issues relating to women in Indian society in the context of wider social forces. This course will sensitize students on the issues of subjugation of and oppression prevalent against women in Indian society and enhance their understanding of the various social problems that women face in the society. Course objectives : ● To introduce the students to social issues relating to women ● To explore gender relations from an interdisciplinary perspective
Course Outcome

Unit-1	Teaching Hours:10
Unit I: Sociological Understanding of Social Problem with a Gender Perspective
Conceptualization of a social problem Structural and functional perspective, cultural roots, and critical analysis of social issues under power, ideology, and hegemony. Understanding Gender and subjugation of gender.
Unit-1	Teaching Hours:10
Unit I: Sociological Understanding of Social Problem with a Gender Perspective
Conceptualization of a social problem Structural and functional perspective, cultural roots, and critical analysis of social issues under power, ideology, and hegemony. Understanding Gender and subjugation of gender.
Unit-2	Teaching Hours:12
Unit II: Problems of Inequality
Poverty - Concept of poverty, its multidimensional manifestations, Feminization of Poverty. Caste Inequality - Concept of caste, nature of inequality and position of women within it.
Unit-2	Teaching Hours:12
Unit II: Problems of Inequality
Poverty - Concept of poverty, its multidimensional manifestations, Feminization of Poverty. Caste Inequality - Concept of caste, nature of inequality and position of women within it.
Unit-3	Teaching Hours:15
Unit III: Problems of Violence and Discrimination
Violence against Women: Cultural setting, Dowry, acid attacks, physical and sexual abuse, Global Sex Market. Missing Millions- Skewed sex ratio, son preference
Unit-3	Teaching Hours:15
Unit III: Problems of Violence and Discrimination
Violence against Women: Cultural setting, Dowry, acid attacks, physical and sexual abuse, Global Sex Market. Missing Millions- Skewed sex ratio, son preference
Unit-4	Teaching Hours:8
Unit IV: Problem of Personal Well-being
Women and Health : Reproductive health Aging and women
Unit-4	Teaching Hours:8
Unit IV: Problem of Personal Well-being
Women and Health : Reproductive health Aging and women
Text Books And Reference Books: Bhasin, K. (1994). What is Patriarchy? New Delhi: Kali for Women. Beteille, A. (1990). Race, Caste and Gender. Man, 25(3), 489–504. https://doi.org/10.2307/2803715 John, Mary E. (2008). Women’s Studies in India: A Reader. New Delhi:Penguin Books. Krishnaraj, M. (2007). Understanding Violence against Women. Economic and Political Weekly, 42(44), 90–91. http://www.jstor.org/stable/40276750 Kotiswaran, P. (2008). Born Unto Brothels: Toward a Legal Ethnography of Sex Work in an Indian Red-Light Area. Law & Social Inquiry, 33(3), 579–629. http://www.jstor.org/stable/20108776 KUMAR, A. K. S. (2013). The Neglect of Health, Women and Justice. Economic and Political Weekly, 48(23), 25–27. http://www.jstor.org/stable/23527205 Karkal, M. (1999). Ageing and Women in India. Economic and Political Weekly, 34(44), WS54–WS56. http://www.jstor.org/stable/4408566 Merton, R and Nisbet. (1966). Contemporary Social Problems, New York: Harcourt, Brace and World.
Essential Reading / Recommended Reading Bhasin, K. (1994). What is Patriarchy? New Delhi: Kali for Women.
Evaluation Pattern Internal Assessment: CIA 1 10 marks (conducted out of 20 )- Class Presentations CIA 2 10 marks (conducted out of 20 )- Article Review CIA 3 25 marks (conducted out of 50 ) - Prferably an exam Attendance 5 marks
SOC142 - CONTEMPORARY SOCIAL PROBLEMS AND CHALLENGES (2023 Batch)
Total Teaching Hours for Semester:45	No of Lecture Hours/Week:3
Max Marks:50	Credits:3
Course Objectives/Course Description
This course discusses various social issues which are of relevance for contemporary world. These issues surround the broad themes of population, health, development. In relation to population and health this course would cover issues like aging, reproductive health, HIV AIDS, euthanasia, drug abuse, etc. In relation to development this course would look into issues like urban land use, farmer’s suicide, displacement, etc. Course Objective: Students shall be able to identify and analyze contemporary social problems. They will be able to apply interdisciplinary approach to relevant policies at local, national, and international levels.
Course Outcome

Unit-1	Teaching Hours:5
Sociological Analysis of Social Problems
Study of ‘Social Problems’ Characteristics, Stages and Reactions
Unit-1	Teaching Hours:5
Sociological Analysis of Social Problems
Study of ‘Social Problems’ Characteristics, Stages and Reactions
Unit-2	Teaching Hours:15
Population and Health and Social Problems
Demographic Transition HIV AIDS and societal alienation Drug Abuse
Unit-2	Teaching Hours:15
Population and Health and Social Problems
Demographic Transition HIV AIDS and societal alienation Drug Abuse
Unit-3	Teaching Hours:10
Development and social problems
Poverty Corruption Development induced displacement
Unit-3	Teaching Hours:10
Development and social problems
Poverty Corruption Development induced displacement
Unit-4	Teaching Hours:15
Human Rights Issues
Covenants Human Rights Organizations Domestic Violence and child abuse
Unit-4	Teaching Hours:15
Human Rights Issues
Covenants Human Rights Organizations Domestic Violence and child abuse
Text Books And Reference Books: Alavi, H.D and Shanin, T. (Ed.) (1982). Introduction to the Sociology of Developing Societies, London: MacMillan. Ahuja R. (2014). Social problems in India. New Delhi: Rawat Publication. Merton, R. and Nisbet. (1966). Contemporary Social Problems, New York: Harcourt, Brace and World. Shah, G. (2001). Cultural Subordination & Dalit Challenge. Vol. II Weeks, J. (2011). Population: An Introduction to Concepts and Issues. Wadsworth Publishing Company, California.
Essential Reading / Recommended Reading Alavi, H.D and Shanin, T. (Ed.) (1982). Introduction to the Sociology of Developing Societies, London: MacMillan. Ahuja R. (2014). Social problems in India. New Delhi: Rawat Publication. Merton, R. and Nisbet. (1966). Contemporary Social Problems, New York: Harcourt, Brace and World. Shah, G. (2001). Cultural Subordination & Dalit Challenge. Vol. II Weeks, J. (2011). Population: An Introduction to Concepts and Issues. Wadsworth Publishing Company, California.
Evaluation Pattern CIA 1 10 marks (conducted out of 20 ) CIA 2 10 marks (conducted out of 20 ) CIA 3 25 marks (conducted out of 50 ) Attendance 5 marks
SOC143 - SOCIOLOGY THROUGH CINEMA (2023 Batch)
Total Teaching Hours for Semester:45	No of Lecture Hours/Week:3
Max Marks:50	Credits:3
Course Objectives/Course Description
This course will begin with a session on the Sociology of Cinema and the tools and techniques necessary to analyze the films that will be used in this course as a vehicle to examine society sociologically. This course introduces the student to the discipline of Sociology through cinema from India and elsewhere. It aims to allow students to critically examine society through cinema and its representation. Course objectives: To enable students to view cinema as a text for sociological analysis To gain an introduction to the discipline of sociology through cinema
Course Outcome

Unit-1	Teaching Hours:5
Introduction to Sociology
Sociology as a discipline Sociological Imagination Theoretical perspectives
Unit-1	Teaching Hours:5
Introduction to Sociology
Sociology as a discipline Sociological Imagination Theoretical perspectives
Unit-2	Teaching Hours:10
Social Structure
Community, Association and Institution Status and role Power and authority Films: Dor (2006), Prem Rog (1982), Roja (1992)
Unit-2	Teaching Hours:10
Social Structure
Community, Association and Institution Status and role Power and authority Films: Dor (2006), Prem Rog (1982), Roja (1992)
Unit-3	Teaching Hours:15
Culture and Socialization
Culture Socialization Conformity and Deviance Films: Taare Zameen Par (2007)
Unit-3	Teaching Hours:15
Culture and Socialization
Culture Socialization Conformity and Deviance Films: Taare Zameen Par (2007)
Unit-4	Teaching Hours:15
Social Stratification
Sex and gender Race and Ethnicity Caste and Class Films: Lajja (2001), India Untouched: Stories of a People Apart (2007)
Unit-4	Teaching Hours:15
Social Stratification
Sex and gender Race and Ethnicity Caste and Class Films: Lajja (2001), India Untouched: Stories of a People Apart (2007)
Text Books And Reference Books: Burton, E. (1988 ). Sociology and the feature film. Teaching Sociology 16: 263-271. Dudrah, R K. (2006). Bollywood: Sociology goes to the Movies. New Delhi: Sage Publications. Prendergast, C. (1986 ). Cinema Sociology: Cultivating the Sociological Imagination through Popular Film. Teaching Sociology 14: 243-248.
Essential Reading / Recommended Reading Mills, C. W. (2023). The sociological imagination. In Social Work (pp. 105-108). Routledge.
Evaluation Pattern CIA 1 10 marks (conducted out of 20 ) CIA 2 10 marks (conducted out of 20 ) CIA 3 25 marks (conducted out of 50 ) Attendance 5 marks
THE141 - THEATRE APPRECIATION (2023 Batch)
Total Teaching Hours for Semester:45	No of Lecture Hours/Week:3
Max Marks:100	Credits:3
Course Objectives/Course Description
This course is a participatory practice course, which makes Theatre appreciation applicable to all. It includes different Theoretical, Interactive and Participatory sessions from experts in the cultural industry. It also envisages witnessing live performances and digital performances to enhance the knowledge of the domain, which supports learning with clarity. This course deals with five strands; Plays, Players, Places, Playgoers, and Performance practice.
Course Outcome
CO1: Able to appreciate the Theatre Art form as a whole. CO2: Able to analyse and understand the aesthetics of the Theatre Performances. CO3: Able to appreciate the performer's practices and the audience's reception. CO4: Able to critically review live and digital Theatre performances.

Unit-1	Teaching Hours:5
Plays
Focus on Author and Texts. Theatre Plays, Theatre text, What is Plays, Play style, Author, Dramatic text, Play text. So, here is Talk, Play Reading
Unit-2	Teaching Hours:5
Players
Focus on Acting practices and training. How the plays can be played by players-who are the Players-Players are nothing but Actors/Performers, all Players are Directors cum Practitioners. How these players Enact, Perform, Prepare, and how these Players are subjected to Acting training. Players' concept -Acting, Directing, Design. Players are playing a play. So here is a workshop model planning.
Unit-3	Teaching Hours:5
Places
Focus Design concept. What are the places where the Act happens -different stages, different Theatre, practice, live, video. How places interact, Act happens, Events take place, What are the different Stage places, and how places connect with the significant aspects of the design; in this liveness, the video presentation will be there to make them understand different kinds of places and events.
Unit-4	Teaching Hours:15
Playgoers
Focus on Audience appreciation and participation of the audience. Devising plays, Theatre dimension, Performance Devise, Analyse the Process. How Playgoers or the Audience appreciate, involve, interact and immersively participate in the Theatre practice. So there we devise practices.
Unit-5	Teaching Hours:10
Performance practice
Focus on Theatre practice and performance. Where a play or Devised Theatre performance will be done with the Students/ Participants.
Text Books And Reference Books: Theatre: The Lively Art, 11th Edition By Edwin Wilson and Alvin Goldfarb,2022
Essential Reading / Recommended Reading Theatre, Brief, 13th Edition,By Robert Cohen, Donovan Sherman and Michelle Liu Carriger,2023
Evaluation Pattern Evaluation CIAs :2 Hrs Writing assignments, Live performance watching, and review writing. Evaluation ESE :3 Hrs End Semester Exam will be a performance and submission of journals.
THE142 - IMPROVISATION AND DEVISED THEATRE (2023 Batch)
Total Teaching Hours for Semester:45	No of Lecture Hours/Week:3
Max Marks:100	Credits:3
Course Objectives/Course Description
l To gain an understanding of principles and techniques of improvisation. l Develop skills in collaborative script development and performance.
Course Outcome
CO1: Apply an understanding of practical proficiency in executing the fundamental principles of a variety of devising techniques and improvised scene work in rehearsals and project development CO2: Students will showcase acquired skills through practical performances of devised and improvised live theatre

Unit-1	Teaching Hours:4
Rules of Comedy
Application of comedy rules through scene work, theatre sports, monologues, and play development
Unit-2	Teaching Hours:6
Short Form Improvisation
Concepts of endowment, justification, plot progression, and ensemble/group mind are explored through short form stage scenarios
Unit-3	Teaching Hours:7
Sketch Writing
Concept mining, plot structures, collaborative scripts, and using improvisation as a writing tool within a performance ensemble
Unit-4	Teaching Hours:7
Long Form Improvisation
Students will explore case studies and history of long form improvised performance and practice rehearsing and performing “The Harold” for test audiences
Unit-5	Teaching Hours:6
Devised Theatre Companies and Practices
Case studies of historic and contemporary devised theatre companies, paired with practical experiments in devising through imagery, text, and movement solutions
Unit-6	Teaching Hours:15
Devised Performance Scripts
Research, story development, and improvisation will result in a devised theatrical performance for a public audience that will showcase the tools and skills employed in the previous units
Text Books And Reference Books: 1. Lynn, Bill. Improvisation for Actors and Writers: A Guidebook for Improv Lessons in Comedy. Colorado Springs: Meriwether Publishing, 2004. Print 2. Halpern, Charna and Del Close. Truth in Comedy: The Manual of Improvisation. Colorado Springs: Meriwether Publishing, 1994. Print 3. Playscripts selected by instructor and actors for case study projects
Essential Reading / Recommended Reading 1. Spolin, Viola. Improvisation for the Theater. Evanston, Illinois: Northwestern University Press, 1999. Print 2. Halpern, Charna. Art by Committee: A Guide to Advanced Improvisation. Colorado Springs: Meriwether Publishing, 2004. Print
Evaluation Pattern Evaluation Pattern: Conducted internally at the departmental level Assignment 1: Quiz on Comedy Rules & Theatre Sports Practical Performance Assignment 2: Script Submission & Performance of Collaborative Comedy Sketch Assignment 3: Presentation & Student-Led Training Session from Historic Theatre Collectives Assignment 4: Actor Showcase Through Live Performances of Original Devised Theatre Pieces
BBA142B - EMOTIONAL INTELLIGENCE AND MANAGERIAL EFFECTIVENESS (2023 Batch)
Total Teaching Hours for Semester:45	No of Lecture Hours/Week:3
Max Marks:100	Credits:3
Course Objectives/Course Description
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
Course Outcome
CO1: Explain the role of EI at the workplace CO2: Familiarize learners with contemporary scientific theories regarding emotions and emotional intelligence CO3: Equip learners with skills needed for emotional awareness and emotional regulation CO4: Give an overview of the utility of EI in personal and professional growth

Unit-1	Teaching Hours:8
Introduction to Emotions
Emotions: Definition, Types, Purpose, Basic Theory & Dimension Theory of Emotions; Affect-circumflex model of emotions, Myths associated with emotions. Emotional Intelligence (EI): Definition, components and importance of EI in personal and professional life.
Unit-2	Teaching Hours:8
Emotional Awareness and Regulation
Culture and Emotional Regulation and Emotional Expression. Developing Emotional Literacy Tools for Emotional Regulation: Mindfulness, Training students in mindfulness.
Unit-3	Teaching Hours:8
Understanding the Self
Examining "Success": Relationship between Self concept, self esteem, self efficacy with Emotional Regulation; Relationship with core beliefs and values and Emotional expression and regulation; Relationship between Personality and Emotional expression and regulation; Indigenous (Non-western) conceptualization of Self and its importance in Emotional Regulation
Unit-4	Teaching Hours:8
Interpersonal Success & Empathy
Interpersonal effectiveness: Interpersonal orientation; Effective Communication in cross cultural contexts, Conflict: Types, Process of Conflict Resolution, Role of EI in Conflict Resolution; Empathy: Definition, types, and importance. Empathetic listening, empathetic body language, tactics for empathetic connection.
Unit-5	Teaching Hours:8
EI at the workplace
EI at the Workplace; Impact of Emotionally Intelligent behaviour at the workplace - for individuals, teams and organizations. Developing Emotionally Intelligent Teams; Being a Emotionally Intelligent Leader
Unit-6	Teaching Hours:5
EI for Lifelong learning
Contemporary science of EI; EI training for teams: Methods, activities and assessment
Text Books And Reference Books: 1. King Jacob (2019): Master Your Emotions: Practical Guide to Manage Feelings, Overcome Negativity, Stress, Anxiety, Anger and Depression, and Change Your Life Developing Emotional Intelligence and Positive Thinking.
Essential Reading / Recommended Reading 1. The EQ Edge: Emotional Intelligence and Your Success – Steve J. Stein & Howard E. Book. 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
Evaluation Pattern CIA 1- 20 marks CIA 2- 20 marks CIA 3- 50 marks
BBA142C - FUNDAMENTALS OF DIGITAL MARKETING (2023 Batch)
Total Teaching Hours for Semester:45	No of Lecture Hours/Week:3
Max Marks:100	Credits:3
Course Objectives/Course Description
Course Description: This course will be a base for the students to understand the various facets of Digital Marketing. The course is a foundation stone for students to get motivated and start a career in Digital Marketing. The course will facilitate any novice student to understand and use digital marketing platforms. Course Objectives: To understand the role of digital marketing in driving business growth To get familiarized with the various modes of getting business online To use E-Marketing Campaigns effectively To leverage the benefits of Social Media Marketing To get insights on various digital marketing strategies
Course Outcome
CO1: Understand about Digital Marketing CO2: Analyse various Content Management System to select the appropriate one for Website Design CO3: Design E-Mail marketing campaigns CO4: Analyse the potential of Social Media Marketing CO5: Analyse and select appropriate digital marketing strategies

Unit-1

Teaching Hours:8

Introduction to Digital Marketing

Digital Marketing: Introduction, Significance, Growth. Traditional vs Digital Marketing, Digital Marketing Mix, The 7Cs, Drafting Digital Marketing Plan

Unit-2

Teaching Hours:8

Online Presence

Launching Business Online: Local Listings, Websites, Social Media. Websites: Components, Layout. Utility of Content Management Softwares in Website Design, Selecting Domain, Hosting Services and Plans

Unit-3

Teaching Hours:8

E-Mail Marketing

E-Mail Marketing: Significance, Process, E-Mail Marketing Strategy, E-Mail Marketing Campaign with MailChimp

Unit-4

Teaching Hours:8

Social Media Marketing

Overview of Social Media Platforms, Selecting Channels, Publishing Content, Twitter Marketing, LinkedIn Marketing, YouTube Marketing

Unit-5

Teaching Hours:8

Digital Marketing Strategies

Content Marketing, Video Marketing, Affiliate Marketing, Web Remarketing, Podcast Marketing

Unit-6

Teaching Hours:5

Practical / Hands on Sessions

Content Creation - Digital Content Creation – hands on tools training for crating Post- Story- Reels- Shorts. Multiple tools strategy- #tag strategy- Email marketing- email content. Blog creation [ Canva / creative cloud express / Figma / Adobe XD ]

Strategy for Campaign - Strategy for Twitter Ad- Linked-in Ad- Instagram ad- Facebook ad- Google ad- Virtual campaigns

Text Books And Reference Books:

Seema Gupta, “Digital Marketing, 3^rd edition”, McGraw Hill (2022)

Jeremy Kagan , Siddharth Shekhar Singh, “Digital Marketing: Strategy & Tactics”, Wiley (2020)

Puneet Bhatia, “Fundamentals of Digital Marketing, 2^nd Edition”, Pearson (2019)

Ryan Deiss, Russ Henneberry, “Digital Marketing for Dummies”, Wiley (2020)

Simon Kingsnorth, “Digital Marketing Strategy: An Integrated Approach to Online Marketing” Kogan Page

Essential Reading / Recommended Reading

Seema Gupta, “Digital Marketing, 3^rd edition”, McGraw Hill (2022)

Evaluation Pattern

CIA 1- 20 marks

CIA 2- 20 marks

CIA 3- 50 marks

BBA142F - FINANCIAL EDUCATION (2023 Batch)

Total Teaching Hours for Semester:45

No of Lecture Hours/Week:3

Max Marks:100

Credits:3

Course Objectives/Course Description

The course covers topics such as income, expenditure, savings & investment avenues, borrowing, managing risk, budgeting, etc. Participants would also learn about various financial institutions and in what ways they can benefit from these institutions. The course helps participants to become aware of different products through which they can meet their financial needs and learn about the benefits of prudent financial behavior.

Course Outcome

CO1: Demonstrate an understanding of key concepts, principles, and models related to financial education.

CO2: Evaluate the importance of financial education in personal life.

CO3: Learn to apply the theories and concepts of finance to practical situations

CO4: Analyze various investment avenues that are suitable for personal financial goals.

Unit-1	Teaching Hours:7
Introduction to Financial Education
Need for Financial Literacy, Role of financial education in achieving financial well-being, Importance of Financial Planning, Key concepts of Personal Finance: Savings, Investment, Borrowing, Income and Expenses, Surplus/Deficit, Assets and Liabilities, Inflation, Time Value of Money, Active and Passive Income, Instant and Delayed Gratification, etc. Power of compounding and Rule of 72, Concept of Rupee Cost Averaging.
Unit-2	Teaching Hours:7
Financial Planning and Budgeting
Define Financial Planning, Financial Planning Process, Steps involved in Financial Planning Process, SMART financial goals, and three pillars of investments. Concepts of risk and return, Budgeting and its importance in financial planning.
Unit-3	Teaching Hours:7
Savings-related products
Types of bank accounts: Savings account, Current account, fixed deposits, recurring deposits. Various modes of transfer through banking channels: NEFT, RTGS, IMPS, UPI. Account opening process and importance of KYC norms. Do’s and don’ts while using digital payments. Credit cards and Debit cards. Role of Reserve Bank of India.
Unit-4	Teaching Hours:10
Investment in Securities Market
Investment avenues offered by Securities Markets, Primary Market and Secondary Market, Operational aspects of securities markets: placement of orders, contract note, pay-in, and pay-out, trading and settlement cycle. Various risks involved in investing in securities markets. Benefits of investing through Mutual Funds. Mutual Fund categorization and product labeling of mutual funds. Systematic Investment Plan (SIP) and its advantages. The role played by Commodity Derivatives markets in the hedging of commodity price risk. Products traded in Commodity Derivatives Exchanges and their usefulness to various stakeholders.
Unit-5	Teaching Hours:7
Insurance-related Products and Pension Planning
Role of Insurance as a risk management tool, various types of Insurance products and their key features. Regulatory role of IRDAI. Importance of Pension and its Role in providing financial security in old age. National Pension System (NPS).
Unit-6	Teaching Hours:7
Borrowing Related Products
Borrowing, Collateral and Equated Monthly Instalments (EMI). Documents required for obtaining Loans. Various loan products offered by Financial Institutions and their key features. 5Cs of Credit. Credit Information Organizations and Credit Score.
Text Books And Reference Books: Zvi Bodie;Alex Kane;Alan J. Marcus;Pitabas Mohanty. (2019): Investments, Pearson Publications, New Delhi.
Essential Reading / Recommended Reading RBI Financial Education Handbook NSE Knowledge Hub, an AI-powered Learning Experience Platform for BFSI NSE Academy Certification in Financial Markets (NCFM) Modules.
Evaluation Pattern CIA DETAILS MARKS DETAILS CIA 1 20 CIA II 20 CIA III 50 Attendance marks will be added as per the attendance policy
BLS143 - PRINCIPLES OF HORTICULTURAL TECHNIQUES (2023 Batch)
Total Teaching Hours for Semester:45	No of Lecture Hours/Week:3
Max Marks:100	Credits:4
Course Objectives/Course Description
This course introduces students to the principles and techniques of horticulture. Students will learn the basics of plant growth, propagation, and cultivation. The course will cover soil management, irrigation, pruning, pest control, and greenhouse production. Students will also explore sustainable horticultural practices and their applications in various horticultural settings.
Course Outcome
CO1: Explain the principles and practices of plant growth and development. CO2: Demonstrate proficiency in plant propagation techniques. CO3: Apply soil management and irrigation techniques to promote plant growth and health CO4: Design and implement a pest management plan for a horticultural operation.

Unit-1	Teaching Hours:15
Introduction to Horticulture
Principles and practices of horticulture Plant anatomy and physiology Plant propagation techniques: seed, cuttings, and grafting Introduction to sustainable horticulture practices
Unit-2	Teaching Hours:10
Soil Management and Irrigation
Soil properties and nutrient management Soil fertility and composting Irrigation principles and techniques Greenhouse production and management
Unit-3	Teaching Hours:10
Pruning and Pest Control
Pruning techniques and tools Insect and disease management Integrated pest management (IPM) Biological control of pests
Unit-4	Teaching Hours:10
Sustainable Horticulture Practices
Sustainable practices in horticulture Environmental stewardship in horticulture Marketing sustainable horticulture products Horticultural entrepreneurship
Text Books And Reference Books: Hartmann, H. T., Kester, D. E., Davies Jr, F. T., & Geneve, R. L. (2014). Plant propagation: Principles and practices (9th ed.). Prentice Hall. Grubinger, V. (2002). Introduction to sustainable horticulture. University of Vermont Extension.
Essential Reading / Recommended Reading Lambers, H., Chapin III, F. S., & Pons, T. L. (2008). Plant physiological ecology (2nd ed.). Springer. Stanghellini, C. (2004). Greenhouse production science in horticulture. CRC Press.
Evaluation Pattern Attendance and Class Participation- 10% Midterm Examination- 30% Review paper/Research Paper- 20% Seminar presentation – 10% Final Examination - 30%
BLS144 - PRINCIPLES OF AYURVEDA (2023 Batch)
Total Teaching Hours for Semester:45	No of Lecture Hours/Week:3
Max Marks:100	Credits:3
Course Objectives/Course Description
This course is an introduction to Ayurveda, the traditional Indian system of medicine. The course covers topics such as the history and philosophy of Ayurveda, principles of Ayurvedic diagnosis and treatment, and the use of Ayurveda in maintaining health and preventing disease. Students will also learn about the role of Ayurveda in contemporary medicine and the current state of Ayurvedic research.
Course Outcome
CO1: Understand the history and philosophy of Ayurveda. CO2: Identify the basic principles of Ayurvedic diagnosis and treatment CO3: Apply Ayurvedic principles in maintaining health and preventing disease CO4: Evaluate the role of Ayurveda in contemporary medicine

Unit-1	Teaching Hours:12
Introduction to Ayurveda
History and philosophy of Ayurveda Basic principles of Ayurveda Doshas and their functions The importance of digestion in Ayurveda
Unit-2	Teaching Hours:11
Ayurvedic Diagnosis and Treatment
Pulse diagnosis in Ayurveda Ayurvedic herbs and their uses Ayurvedic therapies, including Panchakarma Yoga and Ayurveda
Unit-3	Teaching Hours:11
Ayurveda for Health and Wellness
Ayurvedic diet and nutrition Ayurvedic lifestyle practices Ayurvedic approaches to mental health Ayurveda and women's health
Unit-4	Teaching Hours:11
Ayurveda in Contemporary Medicine
The role of Ayurveda in integrative medicine The regulation of Ayurvedic products and practices The current state of Ayurvedic research The future of Ayurveda
Text Books And Reference Books: Lad, V. (1998). The complete book of Ayurvedic home remedies. Harmony. Frawley, D., & Ranade, S. (2001). Ayurveda, nature's medicine. Lotus Press.
Essential Reading / Recommended Reading Sharma, H. (2011). Ayurvedic healing: A comprehensive guide. Singing Dragon. Svoboda, R. (1999). Prakriti: Your Ayurvedic constitution. Lotus Press.
Evaluation Pattern · Attendance and Class Participation- 10% · Midterm Examination- 30% · Review paper/Research Paper- 20% · Seminar presentation – 10% · Final Examination - 30%
CHE141 - CHEMISTRY IN ACTION (2023 Batch)
Total Teaching Hours for Semester:45	No of Lecture Hours/Week:3
Max Marks:100	Credits:3
Course Objectives/Course Description
This course deals with the abundance of elements on earth and in biological systems and their inevitable role in the functioning of the living systems and the universe This course highlights the chemistry in action in drug usage, detection of disease, infection, drunken drive, in metal extraction process, in working principle of home appliances, in recreation, in archaeology, and in human system This course deals with the application of chemistry in forensics This course emphasis the need for sustainable energy and environment. This course is intended to Evoke an understanding on the inevitable role of chemistry in biological system as well as the environment Make students appreciate chemistry in action in different fields of application and in daily life Create an awareness regarding need for sustainable energy and environment.
Course Outcome
CO1: Gains understanding on the inevitable chemistry in action in biological system CO2: Gains understanding on the abundance of different elements and their action in biological system and in the universe CO3: Able to practice the principles of sustainable chemistry and proper usage of energy in daily life

Unit-1	Teaching Hours:5
Distribution of elements on Earth and in living systems
Natural abundance of elements, Elemental composition of human body. Sodium chloride a common and important ionic compound- hydrated salts and their applications (cement). Eg.Alums, plaster of paris- 1 hr (asynchronous)
Unit-2	Teaching Hours:6
Carbon atom: The building block of life
Carbon based molecules in Biological systems-proteins, nucleic acids, carbohydrates, fats. Carbon cycle, Changes in carbon cycle. Allotropes of carbon-2 hr (asynchronous)
Unit-3	Teaching Hours:5
Design in molecules
Molecules and perception- the molecular basis of smell and taste. The design in light and Fire- (synchronous) The versatile molecule: water. The design in oxygen- (asynchronous)
Unit-4	Teaching Hours:5
Common drugs including drugs of abuse
Classification of drugs and their effects. 1. Paracetamol 2. Ibuprofen 3. botox 4. chloramphenicol (synchronous) 5. cocaine, 6. Cannabis (asynchronous)
Unit-5	Teaching Hours:5
Chemistry of Atmosphere
Phenomena in the outer layers of atmosphere, Depletion of ozone in the stratosphere, volcanoes, The greenhouse effect, Photochemical smog (synchronous) Acid rain, Indoor pollution(asynchronous)
Unit-6	Teaching Hours:4
Out of Oxygen
Industrial, commercial, medical and scientific applications of oxygen-Steel making, in rocket engines, water and waste treatment processes. Oxygen crisis-Does the earth run out of oxygen. Burning oil, coal, gas, wood or other organic materials, the O2 we breathe, to break carbon-hydrogen bonds and release energy. Combustion, carbon dioxide. The concept of oxygen bar- (synchronous)
Unit-7	Teaching Hours:5
Chemistry in Daily Life
Breath analyser, metals from sea, microwave ovens-dipole moments at work. Ice skating, desalination-reverse osmosis. Determining the age of artifacts. (synchronous) Haemoglobin, pH of blood. antacids and pH balance in stomach. How an egg shell is made ?- (asynchronous)
Unit-8	Teaching Hours:2
Chemical Mysteries
Who killed Napolean-Arsenic poisoning, Marsh test for arsenic. Gold finger printing by mass spectrometry
Unit-9	Teaching Hours:5
Future Chemistry
What is in store for the near future, Energy and environment Energy production and energy utilization. The nature of energy and types of energy. (synchronous) Radioactivity-Demand for energy (asynchronous)
Unit-10	Teaching Hours:5
Green Chemistry
Waste minimization, design of safer and more efficient processes for waste management. waste management (synchronous). Sustainable Chemistry. (asynchronous)
Text Books And Reference Books: [1] Nina Morgan Chemistry in Action: The Molecules of Everyday Life, 1 st ed, Oxford University Press, 1995. [2] John T. Moore Chemistry for Dummies 1 st ed. For Dummies, 2002.
Essential Reading / Recommended Reading [3] Raymond Chang, Chemistry. 8 th ed, Mc Graw Hill, 2002.. [4] Kirpal Singh Chemistry in Daily Life, 2 nd ed Prentice-Hall of India Private Limited, 2008.
Evaluation Pattern 1. CIA -1 ………………………. 25Marks 2. Mid-term Test (CIA-2)……………………… 25 Marks 3. End-semester examination ………………… 50 Marks TOTAL 100 Marks
COM147 - E-COMMERCE (2023 Batch)
Total Teaching Hours for Semester:45	No of Lecture Hours/Week:3
Max Marks:100	Credits:3
Course Objectives/Course Description
This course 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.
Course Outcome
CO1: To provide exposure to the students about the various avenues of e-commerce. CO2: To develop e-business plans. CO3: To understand the various principles, models and concepts of e-commerce business models and revenue models CO4: To understand, develop and apply the concepts of e-marketing strategies. CO5: To understand the various electronic payment systems available. CO6: To get equipped with the knowledge of creating simple websites.

Unit-1

Teaching Hours:10

E-Commerce Framework

E-Commerce Concepts: Electronic Commerce – Mobile Commerce - Social E-Commerce and Wisdom of Crowds – Local Commerce – Conversational Commerce; B2C, B2B – Private Industrial Network, Net Marketplace, C2C; Indian E-Commerce Environment; Creating Business Plans – Creating Business Plans for E-Business Ideas.

Practical: Creating an e-business plan through brainstorming and ideation.

Unit-2

Teaching Hours:10

Business Models and Revenue Models

Business Models: E-Tailer – Market Creator – Content Provider – Community Provider – Portal – Service Provider; Revenue Models: Advertising Revenue Model – Sales Revenue Model – Subscription Revenue Model – Freemium Revenue Model – Transaction Fee Revenue Model – Affiliate Revenue Model.

Practical: Choosing suitable e-business model and revenue model for the chosen business plan.

Unit-3

Teaching Hours:12

E-Marketing

Electronic Marketing: Traditional Marketing, Concepts of STP, Identifying Web Presence Goals, Achieving Web Presence Goals, Uniqueness of Web, Meeting the Needs of Website Visitors, E-Marketing Value Chain, Site Adhesions, Maintaining a Website. Internet Advertising: Types, Advantages, Guidelines; Push and Pull Marketing, E-Cycle of Internet Marketing, Measuring the Effectiveness of E- Advertising, E-Branding.

Practical: Designing an electronic marketing strategy for the chosen business plan.

Unit-4

Teaching Hours:8

E-Payment Systems & Website Creation

Electronic Payment Systems: Electronic Clearing System, NEFT, RTGS, Digital Cash, Currency Servers, Virtual Currencies, Bitcoins, Debit Cards, Credit Cards, Digital Credit Cards, Smart Cards, Digital Wallets, Electronic Cheques, Online Stored Valued Systems, Mobile Payment Systems, Emerging Financial Instruments.

Practical: Creating websites using online website building tools like wix.com,

godaddy.com, for the chosen business plan with appropriate electronic payment system.

Unit-5

Teaching Hours:5

Careers and Threats in E Commerce

Impact of E Commerce on Business, Banking, E Governance, Tourism, Real Estate, Book Publishing, Careers in E Commerce as Business Analyst, E Business Consultant, Customer Relationship Manager, Supply Chain Manager, Project Manager, Database Administrator. E Commerce certification courses. E-Commerce Threats and Security – Virus, Cyber Crime, Firewall, Proxy Server, Privacy and Cyber Law.

Practical: Introduction to MOOC courses in E Commerce (Coursera, edEx, Udacity, Udemy, FutureLearn)

Text Books And Reference Books:

Kamlesh.K.Bajaj and Debjani Nag, “E-Commerce: The Cutting Edge of Business”, Tata McGraw-Hill Education, (Latest Edition).

C.S.V.Murthy; “E-Commerce”, Himalaya Publishing House, (2018).

Manjot Kaur; “Introduction to E-Commerce”, Kalyani Publishers, (2018).

Essential Reading / Recommended Reading

Gray P. Schneider, “E- Commerce”, Course Technology, (Latest Edition)

Henry Chan, Raymond Lee, Tharam Dillon, Elizabeth Chang, “E-Commerce: Fundamentals and Applications”, John Wiley & Sons Ltd (Latest Edition)

https://www.bplans.com/e-commerce_startup_business_plan/executive_summary_fc.php

Evaluation Pattern

CIA ONE: Caselet Presentation + MCQ

CIA TWO: Case Study Analysis

CIA THREE: Group Presentation

End Semester Examination

Learning Outcomes of the Course	CIA ONE	CIA TWO	CIA THREE	END SEMESTER EXAMINATION	ATTENDANCE
	Part A = CASELET + Part B = MCQ	CASE STUDY ANALYSIS	GROUP PRESENTATIONS	Written Examination conducated for 3 hours	As per university guidelines
CO 1: Explain basic terminologies and functionalities of E-Commerce.	5	10		20	As per university norms
CO 2: Apply the principles, models and concepts of e-commerce for meeting the requirements of business.	5	20		20	As per university norms
CO 3: Develop e-business plans with electronic marketing strategies for e-business platforms.		20	10	20	As per university norms
CO 4: Understand and embed suitable electronic payment systems for the websites.			10	20	As per university norms
CO 5: Create and maintain simple websites for business.			10	20	As per university norms

COM148 - PERSONAL TAX PLANNING (2023 Batch)

Total Teaching Hours for Semester:45

No of Lecture Hours/Week:3

Max Marks:100

Credits:3

Course Objectives/Course Description

Course Description:

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

Course Objectives

● To help students understand the concept of taxation and compute the total income of an individual taxpayer at the conceptual level.

● To enable students to compute the tax liability of an individual

● To familiarise students with different Income tax return forms and procedures for filing

Course Outcome

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

CO2: Compute income under each head as per the legal provisions

CO3: Recall the due dates for filing income tax returns and time limits for completion of assessments

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

CO5: Compute the tax liability of individuals

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

Unit-1

Teaching Hours:5

Unit- 1 Basics Concepts

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

Unit-2

Teaching Hours:10

Unit-2 Income from Salary and House Property

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

Unit-3

Teaching Hours:10

Unit-3 Income from Business, Capital Gain and Other Sources

Business income, capital gains & income from other sources

Unit-4

Teaching Hours:7

Unit-4 Deductions from Gross Total Income

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

Unit-5

Teaching Hours:8

Unit-5 Computation of tax liability

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

Unit-6

Teaching Hours:5

Unit-6 Return of Income and Procedure for Filing

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

Text Books And Reference Books:

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

Essential Reading / Recommended Reading

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

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

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

Evaluation Pattern

CIA I

CIA II

ESE

Attendance

Objective Type Test

(Covering Unit 1 only)

10%

Case Analysis

(Covering Units 2-3)

35%

Written Report Submission

(Covering Units 1-5)

50%

COM150 - FINANCIAL LITERACY (2023 Batch)

Total Teaching Hours for Semester:45

No of Lecture Hours/Week:3

Max Marks:100

Credits:3

Course Objectives/Course Description

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

Course Outcome

CO1: Understand the basic concepts of financial literacy.

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

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

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

Unit-1	Teaching Hours:6
Introduction to Financial Literacy
Introduction, Evolution, Meaning and importance of - Income, Expenses, Savings, Budget, Money, Currency, Bank account, savings investment, JAM-balance sheet – purpose features, format – Technology in finance – FinTech, TechFin, Regtech, sandox, Mobile-based Banking – post offices – Savings vs investments – Power of Compounding – risk and Return-Time Value of Money- Simple Interest-Compound Interest
Unit-2	Teaching Hours:5
Planning and Budgeting
Introduction to Financial Planning - Analysing the resources of the person - Concepts in Financial Planning:The time value of money, Diversification - 'spreading risk', Investment Timing - Financial Products for Savers: Financial Products options for savers, personal budget – family budget – financial planning procedure.
Unit-3	Teaching Hours:12
Banking Products and Services
Introduction and evolution of Banking – Banking in India – RBI – Role of RBI in India– Savings and Deposits – Deposits, Accounts, KYC,e/v KYC Types of Deposits - Saving Bank Accounts, Fixed Deposit Accounts, Recurring Deposit Account, Special Term Deposit Schemes, Loans and Types of loan advanced by Banks and Other secondary functions of Bank – PAN, NSDL: PAN, Meaning of Cheque and types of cheques – CTS_MICR-IFSC – e- Banking – ATM, Debit, Credit, Smart Card, UPI, e-Wallets, Payment Banks-NPCI: Products and role in regulating the online payments, CIBIL – Banking complaints and Banking Ombudsman. Mutual Funds_ Types of Mutual Funds-NAV. Digital Currency-Bitcoin- NFO
Unit-4	Teaching Hours:12
Post Office Products, Retirement planning and Investment Avenues
Post Office Savings Account(SB), National Savings Recurring Deposit Account (RD), National Savings Time Deposit Account (TD), National Savings Monthly Income Account (MIS), Senior Citizens Savings Scheme Account (SCSS), Public Provident Fund Account (PPF), Sukanya Samriddhi Account (SSA), National Savings Certificates (VIIIth Issue) (NSC), Kisan Vikas Patra (KVP), PM CARES for Children Scheme, 2021, Interest rates (New), How to avail services, Schedule of Fee – IPBS – KYC. Employees Provident Fund (EPF) - Public Provident Fund (PPF), Superannuation Fund, Gratuity, Other Pension Plan, and Post-retire Counselling-National Pension Scheme(NPS)
Unit-5	Teaching Hours:12
Life Insurance and Related Services
Life Insurance Policies: Life Insurance, Term Life Insurance, Pension Policies, ULIP, Health Insurance, Endowment Policies, Property Insurance: Policies offered by various general insurance companies. Post office life Insurance Schemes: Postal Life Insurance and Rural Postal Life Insurance (PLI/RPLI). Housing Loans: Institutions providing housing loans, loans under Pradhan Mantri Awas Yojana – Rural and Urban-Atal Pension Yojana (APS),
Text Books And Reference Books: Chandra, P. (2012). Investment Game: How to Win. New Delhi: Tata McGraw Hill Education Mittra, S., Rai, S. K., Sahu, A. P., & Starn, H. J. (2015). Financial Planning. New Delhi: Sage Publications India Pvt. Ltd. Websites: https://rbidocs.rbi.org.in/rdocs/content/pdfs/GUIDE310113_F.pdf
Essential Reading / Recommended Reading Chandra, P. (2012). Investment Game: How to Win. New Delhi: Tata McGraw Hill Education Mittra, S., Rai, S. K., Sahu, A. P., & Starn, H. J. (2015). Financial Planning. New Delhi: Sage Publications India Pvt. Ltd. Websites: https://rbidocs.rbi.org.in/rdocs/content/pdfs/GUIDE310113_F.pdf
Evaluation Pattern CIA-1 MCQ test, 25 Questions carrying one mark each using Google Forms CIA -2 Mid-semester Exam, 50 marks ( 5 Questions carrying 10 marks each) CIA-3 Group presentation and report submission, (10+15=25 marks)
DSC143 - DATA VISUALIZATION (2023 Batch)
Total Teaching Hours for Semester:45	No of Lecture Hours/Week:3
Max Marks:50	Credits:3
Course Objectives/Course Description
Pre Requisite: As a prerequisite the students should have the fundamental knowledge of Python programing Course description: This course is designed to build the logical thinking ability and to provide hands-on experience in data visualization using Python with hands-on experience. The course provides the platform to explore various data visualization libraries and techniques used to analyze, and interpret data visually. Course Objectives: To provide understanding about data visualization To learn Python tools and libraries used for data visualization To gain practical knowledge about data visualization techniques
Course Outcome
CO1: Possess hands-on experience of visualization techniques using Python. CO2: Ability to tell a compelling story by visualizing data. CO3: Able to analyze and interpret the data using data visualization techniques.

Unit-1	Teaching Hours:15
Introduction to Data Visualization
Introduction: Definition- Need- Advantages-Applications- Data Visualization Process-Knowing your Data- Python as Visualization Tool-Visualization Libraries - Data Visualization techniques.
Unit-2	Teaching Hours:15
Basic and Specialized Visualization Techniques
Line Plot – Pie Charts-Histograms-Bar Charts -Box Plots- Scatter Plots – Swarm Plot - Pivot Table-Waffle Charts - Word Cloud – regression Plot- Heat Map - Maps with Markers- Geo Spatial Charts - Choropleth Maps Visualization Libraries: Plotting with Matplotlib - Plotting with Seaborn
Unit-3	Teaching Hours:15
Data Story Telling with Dashboards
Dashboarding Overview -Introduction to Plotly-Introduction to Dash-Make Dashboards Interactive -Understanding the Lab Environment. Real world case studies using dashboard.
Text Books And Reference Books: 1. 1. Igor Milovanovic, Giuseppe Vettigli and Dimitri Foures, Python Data Visualization Cookbook, Second-Edition, Packt Publishing Ltd., Bringham Mumbai, India 2018. 2. 2. Ossama Embarak, Data Analysis and Visualization Using Python, Apress, United States of America, 2018.
Essential Reading / Recommended Reading Wes McKinney, Python for Data Analysis, Orielly, United States of America,2013
Evaluation Pattern CIA 50% ESE 50%
ECO146 - GENDER AND DEVELOPMENT (2023 Batch)
Total Teaching Hours for Semester:45	No of Lecture Hours/Week:3
Max Marks:50	Credits:2
Course Objectives/Course Description
This course aims to provide knowledge of the fundamental differences between genders from economic, biological, political, , psychological and feminist perspectives. It also provides the necessary analytical tools to analyze differences in bargaining positions of men and women within households alongside explaining consequences of marriage , women’s education, health, career choices and wellbeing. The course also examines developmental outcomes from a gendered lens.
Course Outcome
CO1: Demonstrate an understanding of the various disciplinary perspectives from which gender differences could be analysed such as the biological, the economic, the psychological or the feminist perspectives CO2: To understand different gender inequality index CO3: Critically evaluate ways by which women could be empowered with a focus on public policy

Unit-1	Teaching Hours:15
Introduction to Gender and Development
Basic concepts and subject matters. Gender statistics and System of gender inequality- - Impact of Economic Growth on Gender Equality -Gender Differences in Incomes, education, health and labour market- Women’s Contribution to GDP - Estimation of Women’s Unpaid Work. . Impact of Globalization on Gender Status- Globalization of the World Economy and Gender Status
Unit-2	Teaching Hours:15
Economic Growth and Gender Equality
Gender Equity Index - Gender Inequality Index of UNDP - Gender Status Index - Gender in Human Development - Gender Development Index - Gender Empowerment Measure - Gender in Social Development Indicators - the OECD Social Institutions and Gender Index (SIGI). –
Unit-3	Teaching Hours:15
Gender Development and Mainstreaming Initiatives in India
Women’s Empowerment in India-Gender Inclusive Planning -Role of Institutions in Gender Mainstreaming - Gender Sensitization of institutions and policies - Mainstreaming Gender into Development Policies - Rights Based Approach to Gender Development.
Text Books And Reference Books: 1) Eswaran, M (2014), Why Gender Matters in Economics, Princeton University, Princeton and Oxford 2) Joyce P. Jacobsen (2020), Advanced Introduction to Feminist Economics, Edward Elagar Publishing 3) Time use survey report 2019, Government of India 4) Agarwal, B., & Bina, A. (1994). A field of one's own: Gender and land rights in South Asia (No. 58).Cambridge UniversityPress. 5) Klasen S. (2006) UNDP’s Gender-Related Measures: Some Conceptual Problems and Possible Solutions, Journal of Human Development and Capabilities 7 (2), pp.243-74
Essential Reading / Recommended Reading 1. Klasen S. (2006) UNDP’s Gender-Related Measures: Some Conceptual Problems and Possible Solutions, Journal of Human Development and Capabilities 7 (2), pp.243-74 2.Book chapter: Kabeer Naila, Benevolent Dictators, Maternal Altruists and Patriarchal Contracts: Gender and Household Economics, Chapter 5 in Reversed Realities: Gender Hierarchies in Development Thought
Evaluation Pattern CIA 1 A and B for 30 marks CIA 2 A and B for 20 marks
ECO147 - THINKING THROUGH THE ENVIRONMENT (2023 Batch)
Total Teaching Hours for Semester:45	No of Lecture Hours/Week:3
Max Marks:50	Credits:2
Course Objectives/Course Description
The natural environment necessarily lends itself to multiple disciplinary inquiries. While science and economics provide data, systems of information, knowledge, and models of management about the earth and its resources, environmental ethics enables one to ask ‘How then, should we live?’ This course aims to provide a holistic and deeper understanding of the environment, its varied interpretations, and ways of relating to it. This course also seeks to cultivate moral and ethical thinking about the environment to develop the basics of sustainable living. To sensitize the students and make them think critically about the environment, especially when technology and infrastructure projects rule over the environmental spaces.
Course Outcome
CO1: Demonstrate an understanding of the various environmental consciousness and movements across global as well as national boundaries CO2: Critically evaluate ways by which an economist could be explained environment CO3: Explain the nexus between gender and the environment CO4: To value ethics as the heart of the environmental consciousness.

Unit-1	Teaching Hours:10
Environmentalism
Environmentalism – tracing the history of global environmental consciousness and movements – Varieties of environmentalism – English love of the country – Wilderness thinking in America – Chipko and Silent Valley movements in India
Unit-2	Teaching Hours:15
Economics of the Environment and its Critique
Environmental Economics – resource economics – ecological economics; How economists see the environment; Economics of renewable and exhaustible resources; Carbon trading; Economist’s perspective on Sustainability; Concepts of environmental values – Total economic value; Standard methods to value the environment; Reconsidering Economics; Bounded rationality and the environment
Unit-3	Teaching Hours:10
Ecofeminism and Ecocriticism
Gender and environment; Ecofeminism; androcentrism; Deep ecology – ecofeminism debate; Ecocriticism; Romantic ecology; Nature writings; Thinking like a mountain; The forgetting and remembering of the air
Unit-4	Teaching Hours:10
Environmental Ethics
Environmental Ethics; An autobiography of your relationship with the earth; Environmental justice; Discounting; Climate change debates; Environmental refugees; The inconvenient truth; Basics of sustainable living; Know your carbon footprints
Text Books And Reference Books: 1. Abram, D. (1996). The Spell of the Sensuous: Perception and Language in a More-than-human World. New York: Vintage Books 2. Bhattacharya, R.N. (2004). Environmental Economics. Oxford University Press 3. Clark, T. (2011). Literature and the Environment. Cambridge University Press 4. Garrard, G. (2011). Ecocriticism. Routledge 5. Guha, R. (2000). Environmentalism. Oxford University Press 6. Leopold, A. (1949). A Sand County Almanac. Oxford: Oxford University Press 7. Sankar, U. (ed.) (2000). Environmental Economics. Oxford University Press 8. Stavins, R.N. (Ed.) (2012). Economics of the Environment. New York, London: W.W. Norton 9. Carson, R. (1963). Silent Spring. London: Hamish Hamilton 10. Martinez – Alier, J. (2002). The Environmentalism of the Poor: A Study of Ecological Conflicts and Valuation. Cheltenham: Edward Elgar 11. Plumwood, V. (1993). Feminism and the Mastery of Nature. London: Routledge 12. Warren, K.J. (ed), (1994). Ecological Feminism. London: Routledge.
Essential Reading / Recommended Reading Bhattacharya, R.N. (2004). Environmental Economics. Oxford University Press Sankar, U. (ed.) (2000). Environmental Economics. Oxford University Press Guha, R. (2000). Environmentalism. Oxford University Press
Evaluation Pattern CIA1A-10 MARKS CIA1B-15 MARKS CIA2-20 MARKS ATTENDANCE-5 MARKS
ENG182-2 - DEVELOPING ACADEMIC SKILLS - II (2023 Batch)
Total Teaching Hours for Semester:30	No of Lecture Hours/Week:2
Max Marks:50	Credits:2
Course Objectives/Course Description
This course introduces the learners to six important areas: Principles of Writing, Features of Writing, Essay Organization, Précis Writing, Academic Presentation and Research Writing. The course design gives more weightage to productive skills based on their rudimentary receptive skill acquisition occurred in semester one. The participants of this course will exercise their textual scholarship and translate their areas of interest into meaningful writing. This course directs the learners to produce basic academic presentations which should be career-oriented and of social relevance. Bloom’s taxonomy of knowledge, comprehension, application, analysis, evaluation and synthesis becomes the substructure of this course instruction. Objectives • To acquire critical and creative thinking • To develop the taste for theory of knowledge • To be aware of professional and research driven presentation skills • To apply the mechanics in academic writing skills • To use research skills to take a position in writing (writing a paper or presentation)
Course Outcome
CO1: Different approaches to knowledge, critical and creative bent of mind, lead to a content-based investigation. Integration of problem-based learning and need-based learning CO2: Working knowledge of the different purposes of writing: persuasive (argumentative), analytical, and informative writings, paving the way for research-based reading and writing CO3: Awareness of academic presentation with conceptual clarity and leading to informed stances in writing

Unit-1	Teaching Hours:2
Introduction to Academic Writing
Principles of Academic Writing Features of Academic Writing
Unit-2	Teaching Hours:5
Essay Organisation
Anchoring the context Building Thesis Topic Sentences Taking a position Organising ideas Developing Paragraphs Types of essay-Formal (Expository and persuasive) and Informal Essays
Unit-3	Teaching Hours:2
Study Skills
Time management Organisation of study material Organisation of research writing works
Unit-4	Teaching Hours:5
Précis writing
• Introduction/ what is a Précis? • Essentials of a Good Précis • Methods of Compressing Passages • Features of a Good Précis/ Techniques involved in Précis writing • Step in Précis Writing/Précis in the making • Writing a Précis of a given passage • Précis of Correspondence • Précis of Speeches
Unit-5	Teaching Hours:6
Academic presentation
• Starting a Presentation; • Presentations – signposting; • Presentations – Survival Language; • Stating your purpose; • Describing change – verbs; • Describing change – adjectives; • Describing change – giving figures; • Commenting on visuals • Dealing with questions • Cause and effect
Unit-6	Teaching Hours:8
Research Skills Research Writing
• What is research • Importance of Research • Primary and Secondary Research • Research Methodology • Introduction to MLA • Introduction to APA • Plagiarism • Abstract • Literature Review • Annotated Bibliography • Writing Introductions, chapters and conclusions
Unit-7	Teaching Hours:2
Application
(Self Study Learning, Portfolio Building, teaching on Formative and Summative assessment mode, Problem Based Learning modules and project Submission) (Textual reading, Types of essays, Exemplars for all the areas and varied areas of interest in writing and reading will be part of self study learning)
Text Books And Reference Books: 1. Langan, J. (1995). English Skills With Reading (3^rd Ed.). McGraw Hill. New York. 2. Osmond, A. (2013). Academic Writing and Grammar for Students. Sage. Los Angeles. 3. Robitaille, J. and Connelly, R. (2002). Writer’s Resource: From Paragraph to Essay. Thomson Heinle. Australia.
Essential Reading / Recommended Reading 1. Langan, J. (1995). English Skills With Reading (3^rd Ed.). McGraw Hill. New York. 2. Osmond, A. (2013). Academic Writing and Grammar for Students. Sage. Los Angeles. 3. Robitaille, J. and Connelly, R. (2002). Writer’s Resource: From Paragraph to Essay. Thomson Heinle. Australia.
Evaluation Pattern The participants will take part in Formative Assessment mode. It aims at the learners’ teaching-learning process. A series of mini feedback driven practices and tasks plays a crucial role to measure their grasp of content, its application and performance. Maintaining Portfolio, Mini Project Submission, Self-paced or Time based Skill Specific Online Courses, Conceptual Presentation on Certain Areas of Interest So the evaluation would include portfolio submissions for all the three CIAs and the End Semester
EST103-2 - INTRODUCTION TO CULTURAL STUDIES (2023 Batch)
Total Teaching Hours for Semester:60	No of Lecture Hours/Week:4
Max Marks:100	Credits:4
Course Objectives/Course Description
Course Description This is an introductory course on Cultural Studies developed keeping in mind the unique requirements of BA (PE) program. The course is designed to provide a foundation of Cultural Studies as a discipline with its application in and intersection with Psychology. The course acquaints the learner with basic theoretical concepts and both textual and field methods of Cultural Studies. Subsequently, units are designed for learners majoring in Psychology and English to think through the many aspects of culture such as cinema, television, and media. Course Objectives · To introduce learners to the basic concepts and methods of cultural studies. · To acquaint learners to the diverse areas in which Cultural Studies theories and methods can be analytically applied. · To enable learners to develop basic framework of analysis of cultural practices at the intersection of Psychology and Cultural Studies.
Course Outcome
CO1: After the end of the course learners will be able to: Define, describe, summarize, and interpret basic concepts of Cultural Studies CO2: Contrast, connect, and correlate various concepts of cultural studies with textual, audio-visual, and empirical data CO3: Reframe the concepts through analytically criticizing textual, audio-visual, and empirical data.

Unit-1	Teaching Hours:12
Basics of Cultural Studies
This unit provides the learners with basic concepts used in Cultural Studies and analysis. It also defines for the learners the domain of Cultural Studies (A)- Critical Concepts. Culture; Discourse; Everyday; Experience; Globalization; Heritage; Identity; Media; Objectivity; Popular; Power; Space (From New Keywords edited by Tony Bennett, Lawrence Grossberg, and Meaghan Morris); Subjectivity (From Cultural Theory-The Key Concepts (Second Edition) edited by Andrew Edgar and Peter Sedgwick). (B)- Field and Scope of Cultural Studies Chapter 1 (page 9-43)- Cultural Studies-Theory and Practice by Chris Barker and Emma Jane
Unit-2	Teaching Hours:12
City, Economy, and Technological Aspects of Culture
The unit provides an introduction to the ways in which economy, technology, and urbanization shapes our understanding and experience of culture. (A): Social Class, Globalization, Technology Chapter 5 (page 164-203- Cultural Studies-Theory and Practice by Chris Barker and Emma Jane) (B): Urbanism Chapter 12: (page 513-548-Cultural Studies-Theory and Practice by Chris Barker and Emma Jane)
Unit-3	Teaching Hours:12
Gender, Caste, Race, and Cultures of Identities
This unit provides a basic mapping of various ways in which culture and identities intersect with each other producing complex everyday lived experiences. Chapter 9: (Page 350-377-Cultural Studies-Theory and Practice by Chris Barker and Emma Jane. Instead of examples given from page 378 onwards, instructors are advised to use illustrations from specific Indian examples and medium). Chapter 8: (Page 296-300 and 313-341-Cultural Studies-Theory and Practice by Chris Barker and Emma Jane) Essay- “Intersecting Dalit and Cultural Studies- De-brahmanising the Disciplinary Space” by Prahant Ingole
Unit-4	Teaching Hours:12
Biological, Behavioral and Cultural Processes
This unit provides the methods and frameworks to think about culture at the intersection of Cultural Studies and Psychology. Chapter 4- (Page 125-160- Cultural Studies-Theory and Practice by Chris Barker and Emma Jane) Essay- “The Influence of Culture on Cognitive Processes” by Jeanette Altarriba Essay- “Cultural Materialism and Behavior Analysis: An Introduction to Harris” by Brian Kangas
Unit-5	Teaching Hours:6
Cinema and Sports
This unit gives students the tools of Cultural Studies to analyze the psychological aspects of cinema and sports. Essay: Psychocinematics: Issues and Directions by Arthur P. Shimamura Essay: Sports Fandom as Practice of Subjectivization by Erin C. Tarver Pedagogical Note: The instructors are encouraged to connect these essays with films of their choice. In sports, illustration can be brought from the university team sports’ events and students’ participation.
Unit-6	Teaching Hours:6
Digital Cultures
This unit gives students the tools of Cultural Studies to analyze the psychological and affective impact of digital cultures on individual and society. Essay- “From Mediatized Emotion to Digital Affect Cultures: New Technologies and Global Flows of Emotion by Katrin Döveling, Anu A. Harju and Denise Sommer Essay- “The Restless Past- An Introduction to Digital Memory and Media” by Andrew Hoskins Pedagogical Note: The instructors are encouraged to use open access digital archival sources and museums to discuss these essays.
Text Books And Reference Books: Chapter 1 (page 9-43)- Cultural Studies-Theory and Practice by Chris Barker and Emma Jane Chapter 5 (page 164-203- Cultural Studies-Theory and Practice by Chris Barker and Emma Jane) Chapter 12: (page 513-548-Cultural Studies-Theory and Practice by Chris Barker and Emma Jane) Chapter 9: (Page 350-377-Cultural Studies-Theory and Practice by Chris Barker and Emma Jane. Instead of examples given from page 378 onwards, instructors are advised to use illustrations from specific Indian examples and medium). Chapter 8: (Page 296-300 and 313-341-Cultural Studies-Theory and Practice by Chris Barker and Emma Jane) Essay- “Intersecting Dalit and Cultural Studies- De-brahmanising the Disciplinary Space” by Prahant Ingole Chapter 4- (Page 125-160- Cultural Studies-Theory and Practice by Chris Barker and Emma Jane) Essay- “The Influence of Culture on Cognitive Processes” by Jeanette Altarriba Essay- “Cultural Materialism and Behavior Analysis: An Introduction to Harris” by Brian Kangas Essay: Psychocinematics: Issues and Directions by Arthur P. Shimamura Essay: Sports Fandom as Practice of Subjectivization by Erin C. Tarver Essay- “From Mediatized Emotion to Digital Affect Cultures: New Technologies and Global Flows of Emotion by Katrin Döveling, Anu A. Harju and Denise Sommer Essay- “The Restless Past- An Introduction to Digital Memory and Media” by Andrew Hoskins
Essential Reading / Recommended Reading Culture; Discourse; Everyday; Experience; Globalization; Heritage; Identity; Media; Objectivity; Popular; Power; Space (From New Keywords edited by Tony Bennett, Lawrence Grossberg, and Meaghan Morris); Subjectivity (From Cultural Theory-The Key Concepts (Second Edition) edited by Andrew Edgar and Peter Sedgwick).
Evaluation Pattern Examination & Assessment CIA I - 20 Marks 1. A class test based on the text 2. Essay on concepts and its application 3. A book/film/media review CIA III - 20 Marks, the students can be asked 1. To prepare group presentations on topics relevant to the units 2. To put up an exhibition/display of MSE - 50 Marks - Centralized Exam (5 out of 7) x 10=50 Marks ESE - 50 Marks - Centralized Exam (5 out of 7) x 10=50 Marks
EST201-2 - POETRY AND PROSE (2023 Batch)
Total Teaching Hours for Semester:60	No of Lecture Hours/Week:4
Max Marks:100	Credits:4
Course Objectives/Course Description
Course Description: This course offers an understanding to locate poetry and prose under the various literary movements studied. This also enhances a literature graduate’s understanding of the various forms of poetic and prose expressions. An analytical and critical understanding of how these forms are used in various literatures in English and their evolution over time. This course also offers insights into literary expressions as satire, protest and reactions to various socio-political incidents in history. Contemporary popular culture has also modified these forms to suit their expressions and aesthetics. Course Objectives: This course aims to Understand poetic expressions and prose deliberations as an artistic expression develop analytical and critical reading strategies of the forms of poetry and prose enhance students to understand texts from multiple perspectives. acquire a literary vocabulary to read and write academic essays on the poetic and prose forms.
Course Outcome
CO1: Students will be able - to articulate and analyze prose and poetry critically CO2: to apply multiple textual analysis to the forms CO3: to analyze texts from the contexts CO4: to write academic essays using the acquired literary vocabulary

Unit-1	Teaching Hours:10
The Epic form
The Epic form What is an Epic? (Definition and various kinds of Epic) Origin and Characteristics of an Epic (Illustrated with The Epic of Gilgamesh, Greek and Latin Epics, Old Germanic Epics, Spenserian Epics). Literary Examples Homeric Greek Epic- Excerpts from IIliad Indian Epic- Excerpts from The Mahabharata English Epic- Excerpts from Paradise Lost
Unit-2	Teaching Hours:10
The Elegy, The Ode, The Ballad
The structure, form and contexts of elegies Types of elegies Ovid (translated by Christopher Marlowe) Elegy 5 John Milton - “Lycidas” Walt Whitman – “When Lilacs Last in the Door-Yard Bloomed” Rainer Maria Rilke – “Duino Elegies” (any two) The orality and the accompaniment of a ballad form Old English and Germanic Ballads Walter Scott “Eve of St. John” Goethe “Erlkonig” (Translated Elfking) The Odes and its types Dorian/Pindaric and the regular odes – three sections Sappho – excerpts from “Ode to Aphrodite” (Fragment 1), Thomas Gray – “The Bard- A Pindaric Ode” Horatian Odes – Personal, breakaway from Pindar Alexander Pope - “Ode on Solitude” Andrew Marvell- “An Horatian Ode upon Cromwell’s Return from Ireland” (excerpts) Irregular Odes – Different from Pindaric and Horatian Odes Allen Tate – “Ode to the Confederate Dead” (excerpts) John Keats – “Ode on a Grecian Urn”
Unit-3	Teaching Hours:10
The Sonnet and other forms
The forms, structure and the kinds of Sonnets The Petrarchan and the English forms of sonnets Shakespeare – Sonnet 18 (Shall I compare…) William Wordsworth – “London” John Milton – “On His Blindness” Vikram Seth – “Golden Gate” (any two illustrations) The Villanelle The poetic form Dylan Thomas- “Do not go gentle into that good night” Free Verse as a Modern form Poems in free verse (vers libre) Emily Dickinson “Come Slowly, Eden” Langston Hughes “Harlem” The Haiku as a Japanese form Brief History and characteristics of the Haiku Problems of translating the structure Illustration from Kobayashi Issa – “All the Time I pray to Buddha”, “A Huge Frog and I” Haiku beyond Japan – influence on poets like Ezra Pound “In a station of the metro”
Unit-4	Teaching Hours:10
Prose - Essay
The forms, structure, and the kinds of prose Non-fiction Essay Francis Bacon - Of Great Place Oliver Goldsmith - Citizen of the World Charles Lamb - Dream Children: A Reverie Mark Twain - Taming the Bicycle
Unit-5	Teaching Hours:10
Famous Speeches
Chief Seattle’s Speech of 1894 Abraham Lincoln - Gettysburg Address Jawaharlal Nehru - Tryst with Destiny
Unit-6	Teaching Hours:10
Biography
Zora Neale Hurston - Barracoon: The Story of the Last “Black Cargo” Excerpts from Into the Wild - Jon Krakauer Excerpts from The Diary of a Young Girl - Anne Frank
Text Books And Reference Books: Homeric Greek Epic- Excerpts from IIliad Indian Epic- Excerpts from The Mahabharata English Epic- Excerpts from Paradise Lost Ovid (translated by Christopher Marlowe) Elegy 5 John Milton - “Lycidas” Walt Whitman – “When Lilacs Last in the Door-Yard Bloomed” Rainer Maria Rilke – “Duino Elegies” (any two) Walter Scott “Eve of St. John” Goethe “Erlkonig” (Translated Elfking) Dorian/Pindaric and the regular odes – three sections Sappho – excerpts from “Ode to Aphrodite” (Fragment 1), Thomas Gray – “The Bard- A Pindaric Ode” Alexander Pope - “Ode on Solitude” Andrew Marvell- “An Horatian Ode upon Cromwell’s Return from Ireland” (excerpts) Allen Tate – “Ode to the Confederate Dead” (excerpts) John Keats – “Ode on a Grecian Urn” Shakespeare – Sonnet 18 (Shall I compare…) William Wordsworth – “London” John Milton – “On His Blindness” Vikram Seth – “Golden Gate” (any two illustrations) Francis Bacon - Of Great Place Oliver Goldsmith - Citizen of the World Charles Lamb - Dream Children: A Reverie Mark Twain - Taming the Bicycle Chief Seattle’s Speech of 1894 Abraham Lincoln - Gettysburg Address Jawaharlal Nehru - Tryst with Destiny
Essential Reading / Recommended Reading A Glossary of Literary Terms by M.H. Abrams History of English Literature by Edward Albert An Introduction to the Social History of England by A.G. Xavier
Evaluation Pattern Examination & Assessment CIA I - 20 Marks 1. A class test based on the text 2. Essay on concepts and its application 3. A book/film/media review CIA III - 20 Marks, the students can be asked 1. To prepare group presentations on topics relevant to the units 2. To put up an exhibition/display of MSE - 50 Marks - Centralized Exam (5 out of 7) x 10=50 Marks ESE - 50 Marks - Centralized Exam (5 out of 7) x 10=50 Marks
LAW146 - LAW AND PRACTICE OF INTELLECTUAL PROPERTY (2023 Batch)
Total Teaching Hours for Semester:30	No of Lecture Hours/Week:3
Max Marks:100	Credits:2
Course Objectives/Course Description
Course Description: A clear understudying of the intellectual property system has, therefore, become a necessity for all those associated with creative and innovative endeavor from policy makers, business executives to educators as well as artists and inventors themselves. This course seeks to provide a foundation for students to understand the enormous potential and power of IP and regulatory framework in India. The major objectives of the course are to(i) To understand the niceties and complexities of the global intellectual property system and the challenges it poses to India in terms of compliance to global standards of IP protection (ii) To identify IP as an effective policy tool for national, economic, social and cultural development, especially through the use of limitations and exceptions to monopoly rights and (iii) To equip students with the knowledge of the procedural and substantive IP system in India. Course Objectives: To identify the conventional and non-conventional forms of intellectual property rights and to understand the basic differences between them. To comprehend the theoretical underpinnings of intellectual property rights protection. To understand the international instruments related to intellectual property rights protection. To equip students with the knowledge of the procedural and substantive IP system in India. To identify the limitations and exceptions to these monopoly rights.
Course Outcome
CO1: Identify the different forms of intellectual property and describe the importance of protection of IP. CO2: Understand the essential requirements of IP protection, duration, rights conferred and remedies provided. CO3: Apply the principles of IP protection to legal problems correctly. CO4: Analyze the issues related to infringement of IP. CO5: Draft legal instruments pertaining to registration and transfer of IP.

Unit-1	Teaching Hours:6
INTRODUCTION
Concept of Property, Nature and philosophy of Intellectual property, Evolution of IP law in India and implications of TRIPS, Types of IP
Unit-2	Teaching Hours:10
COPYRIGHT
Copyright basics, Neighboring rights and digital copyright, Protection and remedies for infringement
Unit-3	Teaching Hours:10
PATENTS
Patents – evolution, Criteria for Patentability, rights of patentee and application for international patent under PCT
Unit-4	Teaching Hours:8
TRADEMARKS
Trademark, service mark, registration, renewal and enforcement, passing off, Geographical indications
Unit-5	Teaching Hours:6
TRADE SECRETS
Trade secrets, common law protection , TRIPS obligation
Unit-6	Teaching Hours:5
OTHER IPRS
Industrial designs, Plant varieties, rights of indigenous people, Biological diversity
Text Books And Reference Books: Intellectual Property Rights: Text and Cases by Anil Kumar, Vandana Year of Publication: 2019 Publisher: Pearson Education India Cases and Materials on Intellectual Property by William Cornish, David Llewelyn, and Tanya Aplin Year of Publication: 2019 Publisher: Sweet & Maxwell Intellectual Property: Patents, Copyrights, Trademarks & Allied Rights by N.S. Gopalakrishnan Year of Publication: 2019 Publisher: Eastern Book Company Intellectual Property: Text and Essential Cases by Tanya Aplin, Jennifer Davis Year of Publication: 2018 Publisher: Oxford University Press
Essential Reading / Recommended Reading Global Intellectual Property Law by Graham Dutfield Year of Publication: 2021 Publisher: Edward Elgar Publishing Intellectual Property Law: Text, Cases, and Materials by Tanya Aplin, Jennifer Davis, and Simon Kiddle Year of Publication: 2020 Publisher: Oxford University Press Intellectual Property: A Very Short Introduction by Siva Vaidhyanathan Year of Publication: 2017 Publisher: Oxford University Press Intellectual Property Rights and Innovation in the Fourth Industrial Revolution by Carlos M. Correa Year of Publication: 2020 Publisher: Cambridge University Press Intellectual Property Rights: Legal and Economic Challenges for Development by Mario Cimoli, Giovanni Dosi, and Keith E. Maskus Year of Publication: 2014 Publisher: Oxford University Press The Oxford Handbook of Intellectual Property Law by Rochelle C. Dreyfuss and Justine Pila Year of Publication: 2020 Publisher: Oxford University Press
Evaluation Pattern CIA I - 20% CIA II - Mid Semester Examination - 50% CIA III - 20%
LAW148 - LEGAL DIMENSIONS OF MARKETING (2023 Batch)
Total Teaching Hours for Semester:30	No of Lecture Hours/Week:3
Max Marks:100	Credits:2
Course Objectives/Course Description
21st century is certainly an age of advertisements and consequent consumerism. Advertisements have occupied a large chunk of the daily lives of people, and are considered to be the major crowd-pullers for any marketing manager. Virtually, everything under the sky-- from pin to parenthood-- is within the grip of a marketing technique namely advertisements. However, with this shift in marketing strategy, complications in industry have also raised manifold. Many a time, the seemingly simple situations land up in legal disputes of vast ramifications. Hence, this Course is designed to address the various legal aspects that may arise out of marketing strategies pursued by managers. Issues pertaining to contracts, product liability, competition practices are dealt with, and legal aspects of marketing of various products and services are discussed. Course Objective of this course are – 1. To give an understanding on the concept of Marketing vis-à-vis constitutional law 2.To explain requirement of contract law in marketing 3.To give an overview of law relating to protection Consumer and product liability 4.To familiarize students with law relating competition in marketing 5. To acquaint students with various laws for the prohibition and regulation of advertisement of products and services
Course Outcome
CO1: Explain general concept of marketing and also constitutional foundation of the same CO2 : Describe existing contractual requirements in marketing CO3: Assess the nature of law relating to consumer and product liability CO4: Evaluate the concerns of competition law relating to marketing CO5: Analyze the laws which permits advertisements of certain products and services

Unit-1

Teaching Hours:3

Unit 1

Introduction

Marketing's brush with law; expanding role of marketing managers; Freedom to advertise – Constitutional framework

Unit-2

Teaching Hours:3

Unit 2

Contracts

Fundamental Principles of Contract – Offer, acceptance, Consideration, Free Consent, Capacity of the parties. Specific Contracts - Dealership agreements; Principal and agency relationship; Legal requirements

Unit-3

Teaching Hours:3

Unit 3

Consumer and Product Liability

Unit-4

Teaching Hours:3

Unit 4

Legal Aspects of Competition

Introduction; Anti-competitive agreements; Abuse of dominant position under Competition Law

Unit-5

Teaching Hours:3

Unit 5

Other marketing Issues

Role of ASCI, Products and services banned from advertisements, Regulation of advertisement of Professions

Text Books And Reference Books:

PRINCIPLESOF MARKETING, by Kotler, Philip

Indian Constitutional Law by J.N.Pandey

Facets of Media Law by Madhavi Goradia Diwan

Indian Contract act by Avtar Sing

Consumer Protection Act, by Avtar Sing

Competition law in India: Policy, Issue and development

Essential Reading / Recommended Reading

Competition law in India: Policy, Issue and development

Evaluation Pattern

Assessment outline	CIA I- MCQ Quiz	CIA II: Research Paper	CIA III: Final Examination
100 Marks	25 Marks	25 Marks	50 Marks

LAW149 - LEGAL ASPECTS OF HUMAN RESOURCE MANAGEMENT (2023 Batch)

Total Teaching Hours for Semester:30

No of Lecture Hours/Week:3

Max Marks:100

Credits:2

Course Objectives/Course Description

Human resource management encompasses a wide range of responsibilities and functions within an organization. In order to practically avoid mistakes several HR managers makes due to limited knowledge of their legal responsibility. This course is designed to provide a comprehensive understanding of the legal framework governing human resources management. The course will explore key statutes, regulations, and case law that impact various aspects of HR functions.

From the above premise, The course is divided into six (6) units:

Unit 1 deals with overview of the historical development of labour laws in India and understanding the constitutional and statutory foundations of labour laws. Unit 2 willdeals illuminate the legal issues involved in strikes and lockouts. Unit 3deals on HR Contracts and Policies align with Labour Law and contract law. Unit 4 will provide the understanding of the Right and duties of the trade unions. Unit 5 covers sexual harassment and discrimination on the work place and how HR plays a huge role in dealing with this challenges. Unit 6 will make the students understand the resolution process in an industrial conflict as well as alternative dispute resolution mechanisms.

Course Outcome

CO1: Identify and describe the concept of labour law and its implication on HR role

CO2: Apply the concepts in the present socio legal scenario

CO3: Analyse the judicial pronouncements and their effectiveness.

C04: Evaluate the current labour legislations and analyse it in accordance with the existing labour issues.

Unit-1

Teaching Hours:3

General Introduction

Historical evolution of labour laws in India; constitutional and statutory foundations; Understanding the legal implications of the HR function.

Unit-2

Teaching Hours:3

Introduction of Strikes and Lock-outs

Reasons for Strikes and Lock-outs; Ramifications; Legal Issues involved Strikes and Lock-out.

Unit-3

Teaching Hours:3

Ensure HR Contracts and Policies align with Labour Law and contract law:

Introduction :standing order; manifestations of misconduct and Principles of natural justice;

Introduction : The legal procedures to follow when trying to dismiss an employee who is incompetent or underperforming.

Unit-4

Teaching Hours:6

Introduction: Evolution of trade unionism

Collective Bargaining; Rights and immunities of trade unions; Impact of trade unions on Indian industries.

Unit-5

Teaching Hours:6

Lay-off, Retrenchment and Closure

Introduction - Legal Provisions; Employment ;Unfair labour practices

Unit-5

Teaching Hours:6

Defining the forms of Harassment and Discrimination

Introduction of Sexual Harassment (Prevention, Prohibition and Redressal) Act, 2013) and Article 25(2) of the Indian Constitution on discrimination.

Unit-6

Teaching Hours:6

Resolution of Industrial conflicts

Introduction; Conciliation; Arbitration; Adjudication

Text Books And Reference Books:

- Richard Mitchell, Petra Mahy & Peter Gahan, The Evolution of Labour Law in India: An Overview and Commentary on Regulatory Objectives and Development

- Labour and Industrial Law by H.L.Kumar

- Administrative Law, by IP Massey

- Industrial Jurisprudence: A Critical Commentary by Dr EM Rao

Essential Reading / Recommended Reading

1.Administrative Law, by IP Massey published by EBC Edition 2014 Pg 200-300

2.Indian Contract Act, 1872 (Termination of contract)

3.The Industrial Employment (Standing Orders) Act, 1946.

4.Industrial Disputes Act, 1947.

5. Principle of Natural Justice (Article 14 and Article 21 of the Indian Constitution.

Evaluation Pattern

Assessment outline	CIA I- MCQ Quiz	CIA II: Research Paper	CIA III: Final Examination
100 Marks	25 Marks	25 Marks	50 Marks

LAW150C - CORPORATE SOCIAL RESPONSIBILITY AND HUMAN RIGHTS (2023 Batch)

Total Teaching Hours for Semester:45

No of Lecture Hours/Week:3

Max Marks:100

Credits:3

Course Objectives/Course Description

Corporate Social Responsibility or CSR, as it is popularly referred to, is a combination of ethical, philanthropic, legal and economic responsibilities of a corporate organization towards the social transformation by addressing the social issues in collaboration with Government and NGOs. The corporate entities are more into profit making business and in this race, they often forget that their activities are causing harm to and not protecting the environment as well as human rights of the people.

This course, thus, has been specifically designed for the non-law people. It aims to address the linkages between the corporate and the human rights in the form of CSR. It critically analyses one significant question – whether the issues of human rights should be addressed by the corporate sector mandatorily or voluntarily, in different social contexts? The strengths and weaknesses of the CSR initiatives in India and other countries are analysed. Also, the international commitments, with special reference to the role of United Nations are seen.

Course Outcome

CO1: The students will be able to understand the meaning and origin of Corporate Social Responsibility (CSR) and human rights and establish the linkage between the two.

CO2: The students will be able to understand the legal regime of CSR in India and its impact on protection of human rights.

CO3: The students will be able to analyze the CSR initiatives in India and the International commitments thereof, with special reference to the role played by the UN.

CO4: The students will be able to evaluate the strengths and weaknesses of the CSR initiatives in terms of promotion of Human rights, in India as well as globally.

CO5: The students will be able to suggest the various ways and methods to eliminate the lacunas or at least improve the CSR initiatives for better protection of human rights in India and globally as well.

Unit-1	Teaching Hours:9
INTRODUCTION
Meaning and origin of CSR; Meaning of human rights; Linkage between human rights and CSR
Unit-2	Teaching Hours:9
INDIA AND OTHER COUNTRIES
CSR by companies in India affecting human rights; CSR and the provisions of the Companies Bill, 2012; CSR by companies in other countries affecting human rights
Unit-3	Teaching Hours:9
INTERNATIONAL LEGAL REGIME
United Nations commitments on CSR relating to human rights; other international commitments on CSR affecting human rights
Unit-4	Teaching Hours:9
CONTEMPORARY POSITION
Strengths and weakness of CSR in terms of promotion of human rights in India as well as globally
Unit-5	Teaching Hours:9
RECOMMENDATIONS
Suggestions to improve upon the weaknesses of the CSR for the protection of human rights
Text Books And Reference Books: 1. Corporate Social Responsibility: Doing the Most Good for Your Company and Your Cause by Philip Kotler and Nancy Lee 2. Who’s Responsible for Corporate Social Responsibility? By Christine Bader 3. Making Sustainability Work: Best Practices in Managing and Measuring Corporate Social, Environmental and Economic Impacts by Marc J. Epstein and Adriana Rejc Buhovac 4. Social-Impact Efforts That Create Real Value by George Serafeim 5. Corporate Social and Human Rights Responsibilities- Global, Legal and Management Perspectives by Karin Buhmann, Lynn Roseberry and Mette Morsing 6. Corporate Social Responsibility in India by Sanjay Kr. Agarwal 7. Human Rights and Indian CSR Laws by Dr. Commander Bhushan Dewan 8. Universal Declaration of Human Rights, 1948 9. Constitution of India, 1950 10. Companies Act (Including all recent amendments)
Essential Reading / Recommended Reading 1. Corporate Social Responsibility: Doing the Most Good for Your Company and Your Cause by Philip Kotler and Nancy Lee 2. Who’s Responsible for Corporate Social Responsibility? By Christine Bader 3. Making Sustainability Work: Best Practices in Managing and Measuring Corporate Social, Environmental and Economic Impacts by Marc J. Epstein and Adriana Rejc Buhovac 4. Social-Impact Efforts That Create Real Value by George Serafeim 5. Corporate Social and Human Rights Responsibilities- Global, Legal and Management Perspectives by Karin Buhmann, Lynn Roseberry and Mette Morsing 6. Corporate Social Responsibility in India by Sanjay Kr. Agarwal 7. Human Rights and Indian CSR Laws by Dr. Commander Bhushan Dewan 8. Universal Declaration of Human Rights, 1948 9. Constitution of India, 1950 10. Companies Act (Including all recent amendments)
Evaluation Pattern CIA I - 25% CIA II - 25% CIA III -50%
MAT141 - MATHEMATICS FOR MANAGERIAL DECISIONS (2023 Batch)
Total Teaching Hours for Semester:45	No of Lecture Hours/Week:3
Max Marks:50	Credits:3
Course Objectives/Course Description
This course is designed to familiarise learners with the mathematics principles behind effective decision making and train them in the use of mathematical models to model the real world/practical problem and solve those problems. This course will help the learner to gain a familiarity with COBJ1: Mathematical foundations of decision making. COBJ2: Theoretical background of queuing systems. COBJ3: Mathematical background of different types of inventory systems
Course Outcome
CO1: Understand and apply mathematical foundations in decision making. CO2: Apply and extend queuing models to analyse real world systems. CO3: Make optimal decisions for the improvement of the inventory systems.

Unit-1	Teaching Hours:15
Decision Theory
Decision models - decision making under certainty - decision making under uncertainty - decision making under risk - decision trees.
Unit-2	Teaching Hours:15
Queuing Theory
Queuing models - Elements of queuing model - pure birth and death models - queuing decision models
Unit-3	Teaching Hours:15
Inventory Control
Inventory models - Classical EOQ models - dynamic EOQ models - probabilistic models: continuous review models - single period models - multi period models.
Text Books And Reference Books: H. D. Taha, "Operations research: An introduction", Pearson Education, 2017.
Essential Reading / Recommended Reading 1. P. K. Gupta, D. S. Hira, "Operations research", S. Chand & Co., 2014. 2. M. W. Carter, C. C. Price, G. Rabadi, "Operations research: A practical approach", CRC Press, 2019. 3. S. M. Ross, "Introduction to operations research", McGraw Hill, 2001.
Evaluation Pattern CIA I - 20 Marks CIA II - 20 Marks CIA III - 50 Marks Attendance - 10 Marks It will be converted to 45(CIA)+5(Attendance) = 50
MED147 - MIDDLE CINEMA IN INDIA (2023 Batch)
Total Teaching Hours for Semester:45	No of Lecture Hours/Week:3
Max Marks:100	Credits:3
Course Objectives/Course Description
Description: Middle cinema is a specific film formation which refers to severe commercial films that capture the experiences of Indian society in transition and the attendant anguish of such change. It includes narrations about women, youth, the city and Muslims, to name a few. The idea is to watch and analyse the films that fall into the category of middle cinema to understand the issue presented and the way it is dealt with by the filmmaker. The purpose is not to pass judgements about the films or their intentions but to see how representations impact our perceptions of reality. Course Objectives: To watch and appreciate the films that fall under the category of middle cinema To understand the varied depiction of our society in these films To critically evaluate the purpose and impact of middle cinema
Course Outcome
CO1: Able to appreciate the films that fall under the middle cinema category CO2: Able to understand the varied representations of India through middle cinema CO3: Able to critically evaluate the value of middle cinema and its influence on viewers

Unit-1	Teaching Hours:15
Realism and Neo-realism in Cinema
Cinema and its purpose and influence French wave and Italian neo-realism Indian cinema Indian neo-realism Pioneers- Satyajit Ray, Mrinal Sen and Ritwik Ghatak Maters of middle cinema- Shyam Benegal, Adoor Gopalakrishnan, Girish Kasarvalli, Syed Akhtar Mirza and Sai Paranjape
Unit-2	Teaching Hours:15
Parallel cinema movement in India
Middle cinema or Parallel cinema movement in India Film society movement Government initiate- FCI, FTII, Film Division, Doordarshan Before 1991 and after Contemporary Indian parallel cinema Independent film makers (Indi films)- Nagesh Kuknoor, Govind Nihalani, Dijo Jose Antony, Johnpaul George, etc.
Unit-3	Teaching Hours:15
Parallel Cinema in Indian Languages
Watching the following films: 1. Salim Langde pe mat roh 2. Alif 3. A death in Gunj 4. Samsara 5. Trikal 6. Hyderabad Blues Discuss the film maker's method and technique of depicting Indian society- issues, groups and individuals Whether they succeeded in their endevours What is the future of middle cinema in India
Text Books And Reference Books: Sachdeva, Vivek. (2020). Shyam Benegal's India- Alternative Images. Routledge, London. Bhaskaran, Gautaman. (2017). Adoor Gopalakrishnan- A Life in Cinema. Penguin Random House, India. Ray, Sandip. (2022). Satyajit Ray Miscellany- Life, Cinema, People & Much More. Penguin Random House, India.
Essential Reading / Recommended Reading Reading materials: 1. History of Indian cinema- DAV University study material 2. Dwyer, Rachel. (2014). Bollywood's India: Hindi Cinema as a Guide to Contemporary India. Reaktion Books, India.
Evaluation Pattern Assignment 1: MCQ on Indian cinema- On January 25, 2024- 20 marks Assignment 2: Blog posts on Indian middle cinema- atleast 4 posts before 1 March 2024- 20 marks Assignment 3: Research paper on any one film maker and his/her way of representing Indian society through middle cinema- 50 marks
MED148 - LANGUAGE OF CINEMA: A VISUAL APPROACH (2023 Batch)
Total Teaching Hours for Semester:45	No of Lecture Hours/Week:45
Max Marks:100	Credits:3
Course Objectives/Course Description
As an art form, cinema possesses a language all its own—a language that transcends cultural boundaries and speaks to the universal human experience. From the evocative power of lighting to the rhythm of editing, every decision made by filmmakers contributes to the creation of meaning and emotion. Throughout this course, we will examine iconic films, analyze groundbreaking techniques, and decode the symbolism that enriches cinematic narratives. Whether you are an aspiring filmmaker, a film enthusiast, or someone eager to gain a deeper understanding of the stories unfolding on the silver screen, "The Language of Cinema" is designed to equip you with the tools to appreciate and critically engage with the diverse and dynamic world of filmmaking.
Course Outcome
CO1: Develop a comprehensive understanding of visual language and enhance visual literary CO2: Understand how filmmakers employ visual elements along with non-visual elements CO3: Sense the importance of cinematography and editing in visual narration CO4: Develop critical thinking skills in deconstructing a films CO5: Apply cinematic aesthetics in diverse creative expressions

Unit-1	Teaching Hours:15
Deconstructing visual language
Invention of camera, video camera, Narrative development and technological shifts; Composition Techniques-Application of diverse compositions in narration Camera experiments-Russian montage, Mainstream Hollywood practice, Mainstream Indian practice, Diverse and Melodramatic, Dogma 95; Movements, Appeal of reality visual construction in Indian parallel films.
Unit-2	Teaching Hours:15
Cinematic experiments
Varying focal-length, focus, aspect ratio, Lens, Shooting styles: Found footage, Single shot films, Film’s speed, PoV vs Subjective, Documentary style (Cinema Verite), Aerial view, Virtual reality, camera for green screen. Visual construction in Television, social media and web-series.
Unit-3	Teaching Hours:15
Visual Politics-Inclusion and exclusion
Framing, Framing techniques, Lighting technique, Camera script vs Shooting script, Front and backdrop for a visual, Reconstruction of Male gaze, portrayal of vulnerable, weaker and stronger characteristics, Replacing talent, camera for graphics.
Text Books And Reference Books: 5 C’s of Cinematography, Joseph V. Mascelli, Silman-James Press
Essential Reading / Recommended Reading · Cinematography: Theory and Practice: Image Making for Cinematographers and Directors by Blain Brown, Taylor and Francis · Film Lighting Talks with Hollywood's Cinematographers and Gaffers by Kris Malkiewicz, Touchstone · The Filmmaker's Handbook: A Comprehensive Guide for the Digital Age, Steven Ascher, Edward Pincus, Plume.
Evaluation Pattern Written exam and submission
MED149 - INTRODUCTION TO SEMIOTICS (2023 Batch)
Total Teaching Hours for Semester:45	No of Lecture Hours/Week:45
Max Marks:100	Credits:3
Course Objectives/Course Description
Course Description: The Department of Media Studies offers this course to introduce students from different disciplinary backgrounds to the world of signs, symbols, and icons. Besides, this course also aims to familiarise the students with the basic concepts and theories of visual culture. The visual in the forms of photographs, advertisements, and films shape our everyday experiences, so it becomes necessary to understand how these visuals could be deconstructed to identify literal, connotative, subjective, and metaphorical meanings. Further, this course will also explore the relationships among visual culture, digital media, and power. It will explore the analysis of specific visual texts and will reflect on understanding the larger cultural meanings assigned to the visual. The learning objectives are for students to develop the skills necessary to perform such critical analysis of visual texts and show an overall understanding of how the visual operates. Course Outcomes/Objectives: By the end of the course the learner will be able to: · Understand the critical and theoretical concepts relating to visual culture. · Demonstrate the process of meaning generation in visual media. · Interpret the levels of meanings in any given visual text. · Recognize the role of photographs, advertisements and films in contemporary visual culture. · Apply the theories of visual culture to interpret visual media messages and understand their relation to power.
Course Outcome
CO1: Understand the critical and theoretical concepts relating to visual culture. CO2: Demonstrate the process of meaning generation in visual media. CO3: Interpret the levels of meanings in any given visual text. CO4: Recognize the role of photographs, advertisements, and films in contemporary visual culture. CO5: Apply the theories of visual culture to interpret visual media messages and understand their relation to power.

Unit-1	Teaching Hours:15
Introduction to Visual Culture
Introduction to Visual Culture: Concept and Definition; Critical Representation of/in Visual Culture. Recent Trends in Visual Culture.
Unit-2	Teaching Hours:15
Semiotics: Semiology
Branches of Semiotics; Dyadic Model of Signs; Meaning & types of Signs. Meaning-Making Process: Seeing.
Unit-3	Teaching Hours:10
Study of selected visual texts
Levels of meanings: Denotational meaning, and Connotation meaning.
Unit-4	Teaching Hours:5
Gaze and Power
Meaning of gaze; Relation of gaze and power; Theory of Panopticism; Types of cinematic gazes, viz. male gaze, and feminist gaze.
Text Books And Reference Books: 1. Chandler, D. (2007). Semiotics: The Basics. London: Routledge. 2. Mirzoeff, N. (2012). The Visual Culture Reader (3rd ed.). London: Routledge. 3. Seppaenen, J. (2006). The Power of the Gaze: An Introduction to Visual Literacy (New Literacies and Digital Epistemologies). NY: Peter Lang Publishing.
Essential Reading / Recommended Reading ● Documentary: Ways of Seeing (Episode I, Episode II, Episode III, Episode IV), available on YouTube. ● Documentary: Abstract: The Art of Design Platon: Photography ● Documentary: Abstract: The Art of Design Tinker Hatfield: Footwear Design ● Documentary: Abstract: The Art of Design Christoph Niemann: Illustration
Evaluation Pattern Assessment Outline: The course shall not have a regular CIA- MSE -ESE model. Instead, the student will be given a series of assignments spread across the semester, leading to a building up of a holistic understanding of visual culture and how different signs, symbols, and icons operate in our day-to-day world in creating larger societal realities and worldviews. The teaching facilitator will consider the level of intelligibility in the class and the learning needs of the students and decide what assignment to give regularly. Sample Assignments: ● Summarising the four episodes of ‘Ways of Seeing’ by John Berger, and critically reflecting on the aspect of how in our day-to-day life it is contextual and relevant. ● Analyze an advertisement and present it to the class. ● Analyze a photograph and present it to the class. ● Analyze scenes of a film and present them in the class.
MED150 - ARTS APPROACHES TO PEACEBUILDING (2023 Batch)
Total Teaching Hours for Semester:45	No of Lecture Hours/Week:3
Max Marks:100	Credits:3
Course Objectives/Course Description
This is a foundational course which enables the students to understand the what, why and how of peacebuilding. Through the use of activities, lectures and case studies-based pedagogy, students will be enabled to become familiar with the domain of peace studies and explore the possibility of their peacebuilding contributions in conflict contexts. Case study analysis, role plays, fish bowl activities, etc. would be used as pedagogical tools to make students understand viewpoints from different perspectives. Suitable for: This course is suitable for students who aspire to work in the domains of international studies, psychology, law, sociology, social work, journalism, education, performing arts, literature, human resource management, etc. All those who are generally curious and interested about dealing with conflict, pursuing peace and exploring the arts are also welcome.
Course Outcome
CO1: Conceptually establish peacebuilding, peace, violence, conflict and related terms C02: Demonstrate a basic understanding of the domain of peace studies C03: Use conflict resolution models at the level of a beginner

Unit-1	Teaching Hours:5
Introduction to the Domain of Peace and Conflict
Conflict, violence, peace, durable peace, fragile peace, peacemaking, peacekeeping, peacebuilding, conflict resolution, conflict transformation, etc.
Unit-2	Teaching Hours:10
Conflict Analysis
Responses to violence, identifying structural and secondary violence, conflict analysis, why we need conflict analysis, lenses of conflict analysis, conflict analysis models - conflict tree, conflict mapping, stages and dynamics of conflict, and the onion model
Unit-3	Teaching Hours:10
Different Forms of Peace Intervention
Peacebuilding Nexus Non-violent communication (NVC), NVC and humanism, four components of NVC - observation, feeling, needs and request, cultivating listening skills Understanding Alternative Dispute Resolution Mechanism: Negotiation, Facilitation, Mediation, Arbitration, Litigation Dialogue: understanding the self before establishing a dialogue, governing principles of dialogue, phases of dialogue, practising dialogue facilitation
Unit-4	Teaching Hours:10
Basic Arts Approaches
Overcoming inhibitions, learning the fundamentals of dance, singing, storytelling, playing music, and creating fine art pieces Mobilising art approaches for self-expression, diffusing tension, healing traumatic experiences, building bridges
Unit-5	Teaching Hours:10
Student Project
Students will be formed into teams and will be asked to come up with their own arts-based peacebuilding projects for specified conflict contexts and put up a performance for the public. This shall be the basis for the final evaluation.
Text Books And Reference Books: Barash, D. P., & Webel, C. (2022). Peace and conflict studies. SAGE Publications, Inc. John Paul Lederach. (2003). The little book of conflict transformation. Good Books. Mitchell, J. P., Vincett, G., Hawksley, T., & Culbertson, H. (2020). Peacebuilding and the arts. Palgrave Macmillan.
Essential Reading / Recommended Reading Home. (2016). Home. Beyond Intractability. https://www.beyondintractability.org/ Halliday, C. (2017, June 11). Peacebuilding through art. AFRICANAH.ORG. https://africanah.org/peacebuilding-through-art/
Evaluation Pattern CIA 1: Students need to identify one case of peacemaking, peacekeeping and peacebuilding and present CIA 2: Students need to demonstrate one case where all the conflict analysis tools are used to decode a prevailing conflict ESE: Art-based Approach to address a conflict context (in groups)
PHY141A - INTRODUCTION TO ASTRONOMY AND ASTROPHYSICS (2023 Batch)
Total Teaching Hours for Semester:45	No of Lecture Hours/Week:3
Max Marks:100	Credits:3
Course Objectives/Course Description
This course presents an introduction to basic concepts in astronomy and astrophysics. The course is designed for non-science students with strong interest in astronomy, physics and mathematics. The course details some of the primary physical concepts relevant to astronomy and astrophysics and also lays the foundation for more advanced coursework in astrophysics. More importantly, to appreciate the realization that “We are all made of stardust”.
Course Outcome
CO1: Compare and contrast the various ?exotic objects? in the cosmos (Neutron Stars, Black Holes, etc.) CO2: Differentiate between different stellar types, and describe their life cycles. CO3: Compare and contrast the types of galaxies, their distribution and possible evolution.

Unit-1	Teaching Hours:15
Solar system
Astronomical coordinate systems, Kepler’s Laws of planetary motion, Newton’s Law of gravitation, Ancient astronomers, Solar system formation, Planets and associated moons, Comets and asteroids; Meteoroids, Meteors, and Meteorites; Telescopes, Multi-wavelength astronomy, Astronomy with space observatories.
Unit-2	Teaching Hours:15
Stars
Discussion of measurable physical quantities in astronomy, Distance measurement techniques, Luminosity, Brightness of stars and relation between luminosity and brightness (flux), Magnitude of a star, Filter system, Hertzsprung Russell diagram, Binary stars and measurements, Spectral type of stars, Surface temperature of stars, Star Formation: Molecular clouds, Stellar evolution- birth to death, White dwarfs, Neutron stars, and black holes.
Unit-3	Teaching Hours:15
Galaxies
The Milky Way galaxy, Structure of the Milky way, Motion of Stars in the Milky Way, Types of galaxies: Hubble tuning fork diagram, Formation and evolution of galaxies, Quasars and active galaxies, Hubble’s law and Expanding Universe, Gravitational waves, Dark Matter, Dark Energy.
Text Books And Reference Books: [1].Carroll, B. W., & Ostlie, D. A. (2007). An Introduction to Modern Astrophysics, 2nd Edn: Pearson Addison-Wesley. [2]. Pasachoff , J. M. (1998): Astronomy, from the Earth to the Universe: Saunders College Publishing. [3]. Kaler, J. B. (2016): From the Sun to the Stars: World Scientific
Essential Reading / Recommended Reading 1. Zeilik & Gregory, S. A. (1998): Introductory Astronomy and Astrophysics, Saunders College Publication. 2. Harwit, M. (1988): Astronomy Concepts: Springer-Verlag.
Evaluation Pattern Assessment outline: CIA I will be a objective-type exam to evaluate the understanding of the students from topics in Units 1 and 2. This carries 10 marks and administered in the last week of January. CIA-II will be based on presentations on specified topics. It carries 25 marks CIA III includes a written assignment on specified topics. It carries 10 marks and will be conducted during second week of February. End Semester Examination will be the descriptive exam for 50 marks. The students will be given 120 minutes to complete the exam. Assessment will be based on the knowledge, problem solving capability and their wider in-depth perspective about the subject and presentation skills.
PHY141B - RENEWABLE ENERGY (2023 Batch)
Total Teaching Hours for Semester:45	No of Lecture Hours/Week:3
Max Marks:100	Credits:3
Course Objectives/Course Description
The course Renewable energy deals with the importance of sustainable and environmentaaly friendly energy source. It gives a glimpse about various types of reneawble enery and its importance. The course also highlight the recent develoments in the sustainable energy.
Course Outcome
CO1: Students will develop a comprehensive understanding of the significance of sustainable and environmentally friendly energy sources in addressing global energy needs. CO2: Gain knowledge about various types of renewable energy sources, including solar, wind, hydro, and geothermal, and comprehend their respective technologies and applications. CO3: Acquire a fundamental understanding of emerging energy research techniques.

Unit-1	Teaching Hours:15
Solar Energy, Wind and Ocean Energy
Review of energy resources, solar energy estimation of intensity of terrestrial radiation, solar radiation on inclined plane surface, estimation of monthly average, daily total radiation and diffused radiation on horizontal surface, solar collectors. Origin of winds, Major applications of wind power, Wind turbine, Energy available in wind- power extraction- Wind turbine operation and power versus wind speed characteristics, Ocean Thermal Energy-OTEC.
Unit-2	Teaching Hours:15
Biomass and geo-thermal energy
Biomass resources-Biomass conversion Technologies. Urban waste to energy conversion. Biomass gasification. Biomass to Ethanol production. Biogas from waste Biomass. Biogas plants and operational parameters-Constant pressure and constant volume type Biogas plantsComparison. Origin and distribution of Geothermal energy. Types of Geothermal resources. Hydro-thermal resources-dry steam system-wet steam system Environmental aspects.
Unit-3	Teaching Hours:15
Fuel Cells
Fuel cell- Classification of fuel cells – Phosphoric acid Fuel cell(PAFC), Alkaline Fuel Cell(AFC) –Solid polymer Fuel cell(SPFC) Molten carbonate Fuel cell(MCFC) Solid oxide Fuel cell (SOFC)( Qualitative only) efficiency of a fuel cell Chemical polarization- resistance polarization- concentration polarization- Fuel cell power plant hydrogen energy- production- Batteries-storage conversion to energy sources and safety issues
Text Books And Reference Books: [1] B. H. Khan: Non-conventional energy resources, Tata Mc Graw-Hill, 2006.
Essential Reading / Recommended Reading [1] Rai G. D.: Non-conventional energy sources, Khanna Pub., 4 Edn, 2000. [2] Rao S. and B. B. Parulekar: Energy Technology, Non-Conventional, Renewable and Conventional, Khanna Publications, 3 edn., 1999. [3] Gupta B. R., Generation of electrical energy, Eurasia Publishing house, 1998.
Evaluation Pattern Evaluation is based on CIA-I, CIA-2 and CIA-3. Weightage of CIA-1 -20 marks Weightage of CIA-2 -20 marks Weightage of CIA-3 -50 marks Weightage of attendance -10 marks Total equivalent weightage- 100 marks CIA 1 and CIA 2 will be based on multiple choice Question/Assignments/Written test. CIA-3 will be through presentation/ written test.
POL144 - INDIA AND THE WORLD (2023 Batch)
Total Teaching Hours for Semester:45	No of Lecture Hours/Week:3
Max Marks:100	Credits:2
Course Objectives/Course Description
This is a survey course on India and its engagement with the World . Objective of this course is to introduce analytical and empirical aspects on the genesis, evolution and practice of India’s foreign policy. Students will study key relations and important themes in India’s Policy on various global issues to understand the changing positions and development of India’s role as a global player.
Course Outcome
CO1: At the end of this course students will be able to Demonstrate a basic understanding of the trajectory of Indian foreign policy identifying important changes and factors responsible for the change. CO2: Identify the key issues in Indian foreign policy and India?s national interests. CO3: Understand and appreciate India?s relations with major powers, role in global governance, India?s regional polices and Nuclear issues.

Unit-1	Teaching Hours:15
Introduction
Foreign Policy: Meaning, Making of FP, National Interest Determinants of Indian Foreign Policy: Domestic and External Principles, Objectives and Evolution of India’s Foreign Policy
Unit-2	Teaching Hours:15
Key Foreign Relations
India’s Neighborhood Policy India’s Relations with US Indian’s Relations with Russia India Relations with China
Unit-3	Teaching Hours:15
Key Issues
Look(Act) East Policy India and Global Governance India’s Nuclear Posture India’s emergence as a Global Power
Text Books And Reference Books: S. Ganguly and M. Pardesi, (2009) ‘Explaining Sixty Years of India’s Foreign Policy’, in India Review, Vol. 8 (1), pp. 4–19. J. Bandhopadhyaya, (1970) The Making Of India’s Foreign Policy, New Delhi:Allied Publishers. S. D.Muni, (2003) ‘Problem Areas in India’s Neighbourhood Policy’, in South Asian Survey,Vol. 10 (2), pp. 185-196. V. Sood, (2009) ‘India and regional security interests’, in Alyssa Ayres and C. Raja Mohan(eds), Power realignments in Asia: China, India, and the United States, New Delhi: Sage. H. Pant, (2011) ‘India’s Relations with China’, in D. Scott (ed.), Handbook of India’s International Relations, London: Routeledge, pp. 233-242. GulshanSachdeva (2011), India’s relations with Russia, in in David Scott (ed.), Handbook of India’s International Relations, London: Routeledge David Scott (2011), India’s relations with the USA, in in David Scott (ed.), Handbook ofIndia’s International Relations, London: Routeledge David Scott (2011), India’s relations with Pakistan, in in David Scott (ed.), Handbook ofIndia’s International Relations, London: Routeledge PoorviChitalkar and David M. Malone (2015), “India and Global Governance”, in David M.Malone et.al. (ed) The Oxford Handbook of Indian Foreign Policy, New Delhi: OUP Manu Bhagavan (2015), “India and the United Nations- or Things Fall Apart”, in David M.Malone et.al. (ed) The Oxford Handbook of Indian Foreign Policy, New Delhi: OUP
Essential Reading / Recommended Reading C. Rajamohan, (2013) ‘Changing Global Order: India’s Perspective’, in A. Tellis and S. Mirski (eds.), Crux of Asia: China, India, and the Emerging Global Order, Carnegie Endowment for International Peace: Washington. Chris Ogden (2011), “India and nuclear weapons” in David Scott (ed.), Handbook of India’s International Relations, London: Routledge Ashley J.Tellis (2003), Toward a ‘Force-in-Being’: The Logic, Structure, and Utility of India’s Emerging Nuclear Posture, in SumitGanguly (ed.) India as an Emerging Power, London: FRANK CASS PUBLISHERS, pp. 58-103 Ch. Ogden, (2011) ‘International ‘Aspirations’ of a Rising Power’, in David Scott (ed.), Handbook of India’s International Relations, London: Routeledge, pp.3-31
Evaluation Pattern CIA 1-25 marks CIA 2-25 marks CIA 3-50 marks
PSY201-2 - PERSONALITY AND INDIVIDUAL DIFFERENCES (2023 Batch)
Total Teaching Hours for Semester:60	No of Lecture Hours/Week:4
Max Marks:100	Credits:4
Course Objectives/Course Description
The course helps students to understand and explore views on personality and individual differences. The course poses an opportunity for students to help understand the various theoretical approaches to the concepts of personality, intelligence and learning. The students will learn the strengths and weaknesses of major theories as well as how to assess and apply these theories. With the support of psychometric tools and lab-based activities, students would be able to identify the various tools to investigate personality and intelligence and be able to better understand themselves and others.
Course Outcome
CO1: : Describe the theoretical perspectives and psychometric assessments in personality and how key assumptions in each approach differentially account for individual differences. CO2: Explain the contribution of behaviourism, cognitivism and social cognitive theory to the understanding of human learning and how it accounts for observed individual differences. CO3: Explain individual differences using various intelligence theories and tests CO4: Apply basic principles of personality and individual differences to the understanding of everyday life situations such as interpersonal relations in family, classroom and workplace.

Unit-1	Teaching Hours:15
CO 1: Describe the theoretical perspectives on personality and how key assumptions in each approach differentially account for individual differences.
Personality: Definition, myths and misconceptions, why study personality Approaches in personality–Psychodynamic - Sigmund-Freud, Carl-Jung, Adler, Caron Horney, Humanistic- Abraham Maslow, Carl Rogers, Dispositional (Type and Trait) and Social-Cognitive approach; Assessment of Personality – Questionnaires and projective tests
Unit-2	Teaching Hours:15
CO 2: Explain the contribution of behaviouris m, cognitivism and social cognitive theory on the understanding of human learning and how it accounts for observed individual differences.
Learning -classical and operant conditioning -Skinner, Pavlov -social learning theory-Abert Bandura; learned helplessness- Seligman; How motivation is a learned response.
Unit-3	Teaching Hours:15
CO 3: Explain individual differences using various intelligence theories and tests.
Intelligence: Definition and concepts: Determinants of Intelligence: Genetic, Environmental influences. Newer trends- Emotional Quotient, Social Quotient, Spiritual Quotient, Gender Difference Intelligence: Factor theories – Spearman, Cattell, Thurstone, Gardner, Guilford; Cognitive theory - Sternberg Emotional intelligence -EQ; Daniel Golman Can/should intelligence be measured? Flynn effect; concerns of cultural biases; labelling Characteristics of Intelligence tests, Types of Intelligence tests, Reliability, Validity, Norms and standardisation of psychological assessment.
Unit-4	Teaching Hours:15
CO4: Apply basic principles of personality and individual differences to the understanding of everyday life situations such as interpersonal relations in family, classroom and workplace.
Example of family, classroom and workplace, each addressing conflict and aggression, adapting to the environment- changes and challenges Can people learn? What does the understanding of individual differences account for psychologists?
Text Books And Reference Books: Weiten, W. (2014). Psychology: Themes and Variations (Briefer Version, 9th edition). Belmont, CA: Wadsworth/Ce ngage Learning. Feldman.S.R.( 2009).Essentia ls of understanding psychology ( 7th Ed.) Tata Mc Graw Hill Hall, C.S., Lindzey, G. & Camobell, J.B. (2002). Theory of personality(4t h ed.). John Wiley and Sons.
Essential Reading / Recommended Reading Funder D. C. (2019). The personality puzzle (Eighth). W. W. Norton & Company. Schultz, D.P. & Schultz, S.E. (2013). Theories of Personality (10 Ed.). Cengage Learning
Evaluation Pattern 5 marks for attendance as per University Policy CIA 1 & 3 will be individual assignments CIA2- will be mid-semester exam- 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
PSY202-2 - BRAIN AND BEHAVIOUR (2023 Batch)
Total Teaching Hours for Semester:60	No of Lecture Hours/Week:4
Max Marks:100	Credits:4
Course Objectives/Course Description
This second-semester course provides an undergraduate psychology major student with a general understanding of the biological mechanisms by which the brain, nervous system, and endocrine system mediate behaviour and mental processes. The students will be able to appreciate the role of the brain and nervous system in human behaviour and mental processes by studying normal brain functions and biological processes, including neurons and neuronal function, basic brain anatomy, and the sensory systems, as well as potential problems caused by abnormal brain functioning and processes. The course will cover a range of selected behaviours and processes that are critically related to the function of the nervous system. A special emphasis will be placed on research findings that have shed light on the intricacies of the brain-behaviour relationship
Course Outcome
CO1: Identify the structure and function of the brain and nervous system CO2: Explain the neurochemical and hormonal influences on behaviour CO3: Articulate psychophysiology of basic human drives of sleep, hunger and sex CO4: Evaluate the brain-behaviour relationship and consequences of damage to brain regions controlling complex behaviours like memory, learning and consciousness.

Unit-1	Teaching Hours:15
CO1: Identify the structure and function of the brain and nervous system
The Nervous system; Divisions and cells of the nervous system, the structure, function and types of neurons, Structure and Functions of the Central and peripheral nervous system.
Unit-2	Teaching Hours:15
CO2: Explain the neurochemical and hormonal influences on behaviour
Hormones and behaviour, Mechanism of action and effects, Major endocrine glands, Thyroid, Parathyroid, Adrenal, Pancreas, Pituitary, Gonads. Hormones of the hypothalamus. Impact of chemicals on brain and behaviour, psychoactive drugs, addiction and brain
Unit-3	Teaching Hours:15
CO3: Articulate psychophysiology of basic human drives of sleep, hunger and sex.
Physiology of sleep. With special emphasis on the mechanisms of the biological clock. Human sleep stages, Rapid Eye Movement (REM) sleep, brain structures and functions that regulate The biology of thirst and hunger, brain mechanisms of hunger, and abnormal brain chemistry in eating disorders and obesity. The discussion on reproductive behaviours would focus on the organising and activating effects of hormones and the detailed biology of gender.
Unit-4	Teaching Hours:15
CO4: Evaluate the brain-behaviour relationship and consequences of damage to brain regions controlling complex behaviours like memory, learning and consciousness.
Types of memory, the brain areas, and/ or mechanisms associated with these different types of memory and amnesia. Physiological representation of learning- engram, brain areas involved in learning and the phenomenon of long-term potentiation. How trauma impacts the brain? And how the brain can rewire -brain plasticity Role of brain in Consciousness
Text Books And Reference Books: Carlson, N. R. (2005). Foundations of physiological psychology. Pearson Education. Pinel, J. P. (2009). Biopsychology. Pearson education. Kalat, J. W. (2015). Biological psychology. Cengage Learning.
Essential Reading / Recommended Reading NIL
Evaluation Pattern 5 marks for attendance as per University Policy CIA 1 & 3 will be individual assignments CIA2- will be mid-semester exam- a 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
SW141 - INTRODUCTION TO SOCIAL WORK AND SOCIAL WELFARE (2023 Batch)
Total Teaching Hours for Semester:45	No of Lecture Hours/Week:3
Max Marks:50	Credits:3
Course Objectives/Course Description
This is the foundational paper that introduces students to the profession of Social Work. It includes the philosophical and ideological foundations of the profession. It highlights how social work has come to be called a profession. In this paper, all the fields in which social work can be practiced are introduced, and the methods of social work To help students understand the social work profession, its history and evolution. To understand the philosophy, values and principles of professional social work. To understand the basics of various methods of social work. To understand the fields of social work practice.
Course Outcome
1: Demonstrate proficiency in understanding social work and related concepts. 2: Discuss the philosophy, values, principles and skills of professional social work. 3: Demonstrate proficiency in understanding the methods of social work.

Unit-1	Teaching Hours:15
Introduction to Social Work:
Social work: Definition, Concept, Objectives, Similarities and dissimilarities of Concepts related to Social Work, Social Service, Social Welfare. Philosophy of Social Work, Values of Social Work, Principles of Social Work, Goals and Scope. History of Social Work in the West and in India
Unit-2	Teaching Hours:15
Introduction to the Methods of Social Work
Case Work, Group Work, Community Organization, Social Work Research, Social Welfare Administration, and Social Action
Unit-3	Teaching Hours:15
Fields of Social Work
Fieldsof Social Work. Code of ethics. Skill Lab: Active Listening. Negotiation. Preparation and Planning. Understanding self through a SWOT. Presentation
Text Books And Reference Books: Batra, N. (2004). Dynamics of social work in India. New Delhi: Raj Publishing. House, B. (2006). Values & ethics in social work: An introduction. London: Routledge publication. Bhattacharya, S. (2004). Social work: An integrated approach. New Delhi: Deep & Deep Publications. Chris, L. C. (2000). Social work ethics: Politics, principles and practice. Exeter: Learning Matters. Crawford, K. (2004). Social work and human development: Transforming social work practice. Exeter: Learning Matters. Desai, M. (2004). Methodology of progressive social work education. Jaipur: Rawat. Publication. Desai, M. (2004). Ideologies and social work: Historical and contemporary analyses. Jaipur: Rawat. Publication. Horner, N. (2006). What is social work? Context and perspectives. London: Routledge publication. National Association of Social Workers (2000). Policy statements 2000-2003, Social work speaks. National Association of Social Workers Policy Statements 2000- 2003. New York: Palgrave Macmillan. Payne, M. (2007). What is professional social work? Jaipur:Rawat Publications. 381Pease, B. (1999).Transforming social work practice: Postmodern critical perspectives polity press. Jaipur: Rawat Publications. Morales, A. (2004). Social work. Boston: Pearson Education. Timms, N. (1970).Social work. London: Routledge publishers. World Bank (2005). Putting social development to work for the poor: An OED review of world bank activities. New York: World Bank.
Essential Reading / Recommended Reading Banks, S. (1995). Ethics and values in social work. Hound Mills: MacMillan Publishers. Gore, M.S. (1965). Social work education. New Delhi: Asia Publishing House. Shaw, I., & Lishman, J. (1990). Evaluation and social work practice. London: Sage publishers. Singh R.R. (1985).Fieldwork in social work education (ed). New Delhi: Concept Publishers. Stroup, H.H. (1960). Social work education – An introduction to the field. New Delhi: Eurasia Publishing. Wadia, A. & Hormasji, N. (1968). History and philosophy of social work in India (2nd ed). Bombay: Allied publishers
Evaluation Pattern CIA 1 10 marks (conducted out of 20 ) CIA 2 10 marks (conducted out of 20 ) CIA 3 25 marks (conducted out of 50 )
SW142 - INTRODUCTION TO ORGANISATIONAL BEHAVIOUR (2023 Batch)
Total Teaching Hours for Semester:45	No of Lecture Hours/Week:3
Max Marks:50	Credits:3
Course Objectives/Course Description
Course Description: The course introduces students to theories associated with organizational behavior, facilitating their comprehension of individual and group behavior within an organization. Additionally, this paper equips students with essential knowledge of personality, motivation, theories, and leadership, establishing a foundational background in these areas. Course Objectives: To develop familiarity with the origins and evolution of organizational behavior (OB). To comprehend the concept of motivation through the exploration of various theories. To gain theoretical andpractical knowledge and tools for implementing organizational development interventions.
Course Outcome
CO1: Exhibit proficiency in comprehending human behaviour within the workplace. CO2: Apply interpretive and practical skills in utilizing various theories of Individual and group behaviour. CO3: Demonstrate a solid understanding of the principles and theories of organizational development and change.

Unit-1	Teaching Hours:15
Organisation Behaviour
Definition and scope-approaches to Organizational Behaviour- Elements of Organizational Behaviour- Hawthorne studies-classical and modern approaches to Management- Human Relations movement and Behavioural systems approach to OB, OB Model- Definition, Developing OB model- Inputs, process, outcomes- Roles and challenges of OB- Skills of OB Manager
Unit-2	Teaching Hours:15
Individual and Group Behaviour
Personality- Definition, Determinants and Theories of Personality-psychoanalytic theories, socio-psychological theories, trait theories and holistic theories- Personality and Organizational Behaviour, Motivation: Meaning of Motivation, Motivation-Traditional Theories of Work Motivation; Maslow’s hierarchy of needs - Herzberg Two Factor theory, , McGregor ‘s Theory X-and Adam ‘s Equity Theory of Work Motivation. Group Behaviour- Definition, Classification and stages, Techniques in decision making, Effective Team Building, Leadership- Definition, Types
Unit-3	Teaching Hours:15
Organizational Development and Change
Organizational Development- Definition- Scope of Organizational Development- Characteristics of OD, OD Interventions-Management By Objectives Organizational change, forces of change; Resistance to change; Managing planned change, approaches to organizational change Organizational Culture-Key cultures [Power culture, people/person culture. Task culture, role culture]- How culture is created- How culture is sustained Organizational Climate- methods to study organizational climate
Text Books And Reference Books: Bhattacharyya Dipik Kumar. (2014).Organizational behaviour. New Delhi; Oxford University Press. Gupta, Ananda Das. (2014). Organizational behaviour design, structure and culture. Delhi: Biztantra. King, D., & Lawley, S. (2012). Organizational behaviour. Oxford: Oxford University Press. Luthans, F. (2011). Organizational behaviour (12th ed.). New York: McGraw-Hill International. Robbins, Judge and Vohra (2012). Organizational behaviour. New Delhi: Pearson. Robbins, S. P., Judge, T.A. & Vohra, N. (2012). Organizational behaviour, Pearson.
Essential Reading / Recommended Reading Luthans (2011). Organizational behaviour. 12/e, McGraw Hill International Raisa Arvinen-Muondo. (2013). Organizational behaviour: People, process, work and human resource management. London: Kogan Page. Schermerhorn, J. R & Osborn, R. N. (2012). Organizational behaviour (12th ed.).New Delhi Wiley. Seijts, Gerard H. (2006).Cases in Organizational behaviour. New Delhi: Sage. Singh,Kavita.(2010). Organizational behaviour: Text and cases. New Delhi: Perason Publication. Thomas Kalliath,Paula Brough,Michael O'Driscoll, Manimala & Oi-Ling Siu (2011). Organizational behaviour: A psychological perspective. Australia: McGraw-Hill. Weber, Emma, Phillips, Patricia Pulliam &; Phillips, Jack J. (2016). Making change work: How to create behavioural change in organizations to drive impact and ROI. London: Kogan Page.
Evaluation Pattern CIA 1 10 marks (conducted out of 20 ) CIA 2 10 marks (conducted out of 20 ) CIA 3 25 marks (conducted out of 50 ) Attendance 5 marks
THE144 - ACTING FOR MEDIA (2023 Batch)
Total Teaching Hours for Semester:45	No of Lecture Hours/Week:3
Max Marks:100	Credits:3
Course Objectives/Course Description
This programme is designed for Students who want to explore various acting career opportunities in Media. The course includes practice-based training blended with a challenging range of acting practice possibilities in different Media platforms. A wide range of production and performance prospects enhances the scope of this programme. The course is grounded in basic acting training methods constructed with theatre techniques and applied in different visual media contexts like Stage/ Film/TV/New Media and other Communicative visual contexts. It encompasses different interactive and participatory sessions for cultivating body, voice, and mind through creativity. Additionally, the programme provides insights into personality makeovers through costume, make-up, and styling and prepares you for auditions and building your actors' portfolio. Objectives: To introduce the concept of Acting for Media. To provide an overview of the different media and its various components. To provide practical training and exercises to help to gain hands-on experience in Acting for Media. To equip learners with a solid foundation in Acting for Media.
Course Outcome
CO1: To understand the concept of Acting for Media and its importance. CO2: To articulate a comprehensive understanding of the media and its various components. CO3: Apply practical skills and techniques to create compelling performances for media. CO4: Develop a greater appreciation for the art of Acting for Media. CO5: Exhibit the learning experiences through practical, creative work.

Unit-1	Teaching Hours:5
Learning to Act
Everyone can Act- Developing acting skills through relaxation, movements, improvisation, space exploration and empowering self through evaluation and challenges.
Unit-2	Teaching Hours:8
Acting for Theatre.
Actor preparation and training: Improvisation, role, character, scene and creative body movement, Yoga, Kalari, modern dance movements.
Unit-3	Teaching Hours:12
Acting in front of the Camera.
Introduction to film acting, Actor-creator, Visual life and language, scene work for the camera and acting techniques. Art of auditioning, projection and intonation of character. The Inner Discipline of Camera Acting, Four Types of Outer Action, Blocking for the Camera.
Unit-4	Teaching Hours:10
Acting for TV and other digital media.
Introduction to TV/Media, developing skills for the Media, Specific scene work and evaluation. Anchoring and media presentation skills, Dialogue and speech, and voice culture. Other skills –Sight reading, accents and dialects, safe voice practice, Dubbing for the roles and animation, Rhythm and movement skills.
Unit-5	Teaching Hours:5
Personality makeover: through costume, make-up and styling.
It is understanding the basic makeover through make-up and costume. Body language involves gestures, mannerisms, and other bodily signs—transforming oneself into a star.
Unit-6	Teaching Hours:5
Acting as a profession.
Preparing for Audition, Actors' workbook, Actors' portfolio.
Text Books And Reference Books: Konstantin Stanislavsky - An actor prepares-Routledge (1989) Cathy Haase - Acting for Film-Allworth Press (2003)
Essential Reading / Recommended Reading Janet Wilcox - Mastering Monologues and Acting Sides_ How to Audition Successfully for Both Traditional and New Media-Skyhorse Publishing (2011) Benedetti, Jean_Stanislavsky, Konstantin - An actor's work on a role-Routledge (2010) John Sudol - Acting Face to Face 2_ Emotional Alignment_ _ How to Create Genuine Emotion For TV and Film (2015)
Evaluation Pattern Evaluation CIAs: Assignments, including television commercials, films, voiceover work, scene work/reels/standup comedy/camera work/writing/portfolio Evaluation ESE : The end Semester Examination will create a different media presentation and submit a portfolio.

CHRIST (Deemed to University), Bangalore

DEPARTMENT OF PSYCHOLOGY

School of Social Sciences

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

The main objectives of the course are to:

● Present an overview of the major concepts, debates, and historical facets of STI in IR.

● Create a foundation for the students to pursue further research in various aspects of STI in IR, and provide a systemic understanding of its impact on the economy, politics, culture, society, and foreign relations of India and other countries.

Providing an academic understanding in the current context of emerging technologies, its impact and influences in the society, as well as create avenues for interdisciplinary understanding and research.

Theatre: The Lively Art, 11th Edition​ By Edwin Wilson and Alvin Goldfarb,2022

Theatre, Brief, 13th Edition​,​By Robert Cohen, Donovan Sherman and Michelle Liu Carriger​,2023

1. Corporate Social Responsibility: Doing the Most Good for Your Company and Your Cause by Philip Kotler and Nancy Lee

2. Who’s Responsible for Corporate Social Responsibility? By Christine Bader

3. Making Sustainability Work: Best Practices in Managing and Measuring Corporate Social, Environmental and Economic Impacts by Marc J. Epstein and Adriana Rejc Buhovac

4. Social-Impact Efforts That Create Real Value by George Serafeim

5. Corporate Social and Human Rights Responsibilities- Global, Legal and Management Perspectives by Karin Buhmann, Lynn Roseberry and Mette Morsing

6. Corporate Social Responsibility in India by Sanjay Kr. Agarwal

7. Human Rights and Indian CSR Laws by Dr. Commander Bhushan Dewan

8. Universal Declaration of Human Rights, 1948

9. Constitution of India, 1950

10. Companies Act (Including all recent amendments)

1. Corporate Social Responsibility: Doing the Most Good for Your Company and Your Cause by Philip Kotler and Nancy Lee

2. Who’s Responsible for Corporate Social Responsibility? By Christine Bader

3. Making Sustainability Work: Best Practices in Managing and Measuring Corporate Social, Environmental and Economic Impacts by Marc J. Epstein and Adriana Rejc Buhovac

4. Social-Impact Efforts That Create Real Value by George Serafeim

5. Corporate Social and Human Rights Responsibilities- Global, Legal and Management Perspectives by Karin Buhmann, Lynn Roseberry and Mette Morsing

6. Corporate Social Responsibility in India by Sanjay Kr. Agarwal

7. Human Rights and Indian CSR Laws by Dr. Commander Bhushan Dewan

8. Universal Declaration of Human Rights, 1948

9. Constitution of India, 1950

10. Companies Act (Including all recent amendments)

Course Description:

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

Theatre: The Lively Art, 11th Edition By Edwin Wilson and Alvin Goldfarb,2022

Theatre, Brief, 13th Edition,By Robert Cohen, Donovan Sherman and Michelle Liu Carriger,2023