CHRIST (Deemed to University), Bangalore

DEPARTMENT OF ENGLISH AND CULTURAL STUDIES

School of Arts and Humanities

Syllabus for
Bachelor of Arts (Liberal Arts)
Academic Year  (2021)

 
1 Semester - 2021 - Batch
Course Code
Course
Type
Hours Per
Week
Credits
Marks
BBLA111 PERFORMATIVE ARTS-I - 3 3 100
BBLA121 ENGLISH LANGUAGE AND COMPOSITION-I Ability Enhancement Compulsory Course 5 5 100
BBLA131 CRITICAL THINKING Core Courses 5 5 100
BBLA132 HISTORY OF IDEAS Core Courses 5 5 100
BBS191A SUSTAINABLE DEVELOPMENT Generic Elective 3 3 100
BBS191B A LIFE WORTH LIVING - FROM HEALTH TO WELL BEING Generic Elective 3 3 100
BBS191C MAHABHARATHA AND MODERN MANAGEMENT Generic Elective 3 3 100
BBS191D CYBER SECURITY FOR THE MILLENNIAL GENERATION Generic Elective 3 3 100
BECH191A INSTITUTIONS AND INFORMAL ECONOMY Generic Elective 3 3 100
BECH191B ECONOMICS OF CORRUPTION Generic Elective 3 3 100
BENG191A READING TECHNOLOGY IN/AND SCIENCE FICTION Generic Elective 3 3 100
BENG191B GLOBAL ETHICS FOR CONTEMPORARY SOCIETIES Generic Elective 3 3 100
BHIS191A ENCOUNTERING HISTORIES: THE FUTURE OF THE PAST Generic Elective 3 3 100
BHIS191B THE HISTORY OF URBAN SPACE AND EVOLUTION OF CITY FORMS Generic Elective 3 3 100
BMED191A MEDIA LITERACY Generic Elective 3 3 100
BMED191B UNDERSTANDING THE VISUAL LANGUAGE OF CINEMA Generic Elective 3 3 100
BPOL191A PEACE AND CONFLICT MANAGEMENT Generic Elective 3 3 100
BPOL191B GLOBAL POWER POLITICS Generic Elective 3 03 100
BPSY191B ADVERTISEMENT PSYCHOLOGY Generic Elective 3 3 100
SDEN111 SOCIAL SENSITIVITY SKILLS Skill Enhancement Course 2 0 50
2 Semester - 2021 - Batch
Course Code
Course
Type
Hours Per
Week
Credits
Marks
BBLA211 PERFORMATIVE ARTS-II Skill Enhancement Course 3 3 100
BBLA221 ENGLISH LANGUAGE AND COMPOSITION-II Ability Enhancement Compulsory Course 5 5 100
BBLA231 COMPUTATIONAL THINKING AND CODING Core Courses 5 5 100
BBLA232 READING INDIA Core Courses 5 5 100
BBS291A APPLIED ETHICS-A MULTICULTURAL APPROACH Generic Elective 3 3 100
BBS291B GLOBAL LEADERSHIP AND CULTURE Generic Elective 3 3 100
BBS291C COURTESY AND ETIQUETTES Generic Elective 3 3 100
BBS291D MAHATMA AND MANAGEMENT Generic Elective 3 3 100
BBS291E SACRED GAMES AND THE RULE OF LAW Generic Elective 2 3 100
BBS291F CONSUMPTION AND CULTURE IN INDIA Generic Elective 3 3 100
BECH291A ECONOMICS AND LITERATURE Generic Elective 3 3 100
BECH291B DESIGNING POLICIES FOR SUSTAINABLE DEVELOPMENT Generic Elective 3 3 100
BENG291A READING CITYSCAPES: BANGALORE HISTORIES Generic Elective 3 3 100
BENG291B READING THE CYBERSPACE: PUBLIC AND THE PRIVATE Generic Elective 3 3 100
BHIS291A THE POLITICS OF MEMORY: THE MAKINGS OF GENOCIDE Generic Elective 3 3 100
BHIS291B RELIGION: PHILOSOPHY AND POLITICS THROUGH AGES Generic Elective 3 3 100
BMED291A INTER-CULTURAL COMMUNICATION Generic Elective 3 2 100
BMED291B AUDIO CONSUMPTION IN EVERYDAY LIFE Generic Elective 3 3 100
BPOL291A POLITICS IN INDIA Generic Elective 3 3 100
BPOL291B STATE AND TERRORISM Generic Elective 3 3 100
BPSY291A APPRECIATING AESTHETICS Generic Elective 3 3 100
BPSY291B HUMAN ENGINEERING AND ERGONOMICS Generic Elective 3 3 100
SDEN211 EXPRESSIVE SKILLS Skill Enhancement Course 2 0 50
3 Semester - 2020 - Batch
Course Code
Course
Type
Hours Per
Week
Credits
Marks
BBH335 INDIAN FINANCIAL SYSTEM Discipline Specific Elective 4 4 100
BBLA331A READING AND ENGAGING WITH TEXTS Core Courses 5 5 100
BBLA331B UNDERSTANDING MEDIA Core Courses 5 5 100
BBLA331C THE ECHOES OF LIFE: BECOMING HUMAN Core Courses 5 5 100
BBLA331D PSYCHOLOGY OF SUSTAINABLE DEVELOPMENT Core Courses 5 5 100
BBLA331E INDIAN CONSTITUTIONALISM Core Courses 4 4 100
BBLA331F AGENTS AND INSTITUTIONS Core Courses 5 5 100
BBLA331G TOURISM FOR SDGS Core Courses 5 5 100
BBLA332A LITERARY AND CULTURAL THEORY Core Courses 5 5 100
BBLA332B MEDIA AND SOCIAL CHANGE Core Courses 5 5 100
BBLA332C SOUTH ASIAN HISTORIES AND CULTURES: LEGACIES AND MEMORIES Core Courses 5 5 100
BBLA332D PERSONALITY FOR SUSTAINABLE ACTION Core Courses 5 5 100
BBLA332E MODERN INDIAN POLITICAL THOUGHT Core Courses 4 4 100
BBLA332F ETHICS AND ECONOMICS Core Courses 5 5 100
BBLA332G MANAGING BUSINESS IN THE VUCA WORLD Core Courses 5 5 100
BBLA381 IMMERSIVE PROJECT Skill Enhancement Course 5 5 100
BECH341A HEALTH ECONOMICS: THEORY AND APPLICATION Discipline Specific Elective 4 4 100
BENG543C CULTURAL STUDIES Discipline Specific Elective 4 4 100
BHIS541B SPORTS HISTORIES Discipline Specific Elective 4 4 50
BJOH352 AUDIO-VISUAL PRODUCTION Discipline Specific Elective 4 4 100
BPOL131 POLITICAL THEORY Discipline Specific Elective 5 4 100
BPSY541A HEALTH PSYCHOLOGY Discipline Specific Elective 5 5 100
SDEN311 KNOWLEDGE ACQUISITION SKILLS Skill Enhancement Course 2 0 50
4 Semester - 2020 - Batch
Course Code
Course
Type
Hours Per
Week
Credits
Marks
BBH434 INFORMATION SYSTEMS AND E-BUSINESS Discipline Specific Elective 4 4 100
BBLA431A RESEARCH WRITING FOR ENGLISH STUDIES Core Courses 5 5 100
BBLA431B MEDIA INDUSTRIES Core Courses 5 5 100
BBLA431C READING INTERFAITH RELATIONS: PHILOSOPHY, POLITICS AND POLICIES THROUGH THE AGES Core Courses 5 5 100
BBLA431D PRO-ENVIRONMENTAL BEHAVIOUR Core Courses 5 5 100
BBLA431E INDIAN POLITICAL INSTITUTIONS AND GOVERNANCE Core Courses 4 4 100
BBLA431F THE ECONOMICS OF AGGREGATES Core Courses 5 5 100
BBLA431G PEOPLE MANAGEMENT IN THE DIGITAL AGE Core Courses 5 5 100
BBLA432A ECOLOGICAL DISCOURSES AND PRACTICES Core Courses 5 5 100
BBLA432B MEDIA, WAR AND PEACE Core Courses 5 5 100
BBLA432C THE EMERGING GLOBAL ORDER: UNDERSTANDING MODERNITY Core Courses 5 5 100
BBLA432D TOWARDS SUSTAINABLE COMMUNITIES Core Courses 5 5 100
BBLA432E SOCIAL MOVEMENTS AND SOCIAL CHANGE Core Courses 4 4 100
BBLA432F URBAN DEVELOPMENT AND ENVIRONMENTAL ECONOMICS Core Courses 5 5 100
BBLA432G SUSTAINABLE MARKETING PRACTICES Core Courses 5 5 100
BECH441A ECONOMIC SOCIOLOGY Discipline Specific Elective 4 4 100
BECO431 INDIAN ECONOMY Discipline Specific Elective 4 4 100
BEST631 READING DISSENT Discipline Specific Elective 5 4 100
BHIS461 GENDERED STUDIES Discipline Specific Elective 3 3 100
BJOH452 DOCUMENTARY PRODUCTION Discipline Specific Elective 5 5 100
BPSY641A COMMUNITY PSYCHOLOGY Discipline Specific Elective 5 5 100
BPSY641B SCHOOL PSYCHOLOGY Discipline Specific Elective 5 5 100
FIB465 INTERNATIONAL RELATIONS Discipline Specific Elective 3 3 100
SDEN411 KNOWLEDGE APPLICATION SKILLS Skill Enhancement Course 2 0 50
      

    

Department Overview:

The department’s academic work began at the Bannerghatta Road Campus in May 2016. With academic programs that have been designed to provide a comprehensive learning environment through faculty members trained in institutions of various national and international repute, the department provides a holistic approach to engaging with language, literature and culture. The department promotes an intellectual climate of critical and creative ideation that aims to inculcate among its students a critical reading of the word and the world alike. It has geared its academic engagements towards moulding students into responsible and socially sensitive citizens through programs that are designed to facilitate holistic development. The academic programs seek to build academic, social and professional competencies along with an ethical outlook. The academic programs offered by the department are aligned with the University’s vision and mission. Offering programs at the undergraduate, postgraduate, and research levels, the core areas of enquiry range from domain in language and literature, to those in and around culture. Programs currently offered include BA English (Hons); BA (Liberal Arts); MA (English and C

Mission Statement:

Vision: To enable critical and creative reflection of the self and the world.

Mission: The Department of English and Cultural Studies works towards advancement of knowledge through creative and critical modes of enquiry that w

Introduction to Program:

The BA in Liberal Arts is a cross-disciplinary degree that draws on the combined expertise of the faculties of Historical Studies, Arts, Business and Industries, Media Studies, Global Economics, Law and Political Science. It is an interdisciplinary program stemming from the philosophy of Humanities, exploring global issues from political science, economic, sociological, and historical lens – especially keeping the extraordinary times we live in. It is designed keeping the Sustainable Development Goals of the United Nations in mind - Building on the principle of ‘leaving no one behind’, emphasizes a holistic approach to achieving sustainable development for all.

The Program also emphasizes on a research orientation in the syllabus, pedagogy and all other initiatives. The core strength is to make students of the program, high value candidates in the placement sector and in centers of advanced learning too.

Program Objective:

 

PROGRAM OBJECTIVES

The Program will

  1. Engage students in the foundational concepts in socio-political, economical and historical enquiry such as fact, fiction, truth, narrative, memory, conservationism and counterfactuals – in the creation of any global narrative.

  2. Enable students to be conscious of the importance of social awareness to arrive at independent and informed opinion and contribute meaningfully in local and global affairs and debates.

  3. Explore the memories of violence and war, communal clashes and ethnic conflict – as culturally-specific memory devices and contested sites for historical memory, in turn leading to the construction of any identity – global or national.

  4. Engage with issues of religious diversity and politicization, as it becomes a topic of enormous contemporary relevance, with implications for the construction of national/international identity and responsibilities.

  5. Consider the moral and ethical choices made by the individuals/institutions/nations involved in planning, perpetrating, witnessing, ignoring, or being victimized during any conflict situation arising out of marginalized societies – and the repercussions of the same globally

 

At the conclusion of the Program, the student will

Liberal Arts BoS 2021

  1. Demonstrate competency and knowledge in multiple fields; develop and exhibit abilities to make interdisciplinary connections between two or more disciplinary areas.

  2. Demonstrate Critical Thinking and problem-solve using evidence-based reasoning to make informed decisions.

  3. Conduct themselves as social scientists with a strong grounding in logical reasoning, sensitive to multiple narratives and ethical

    concerns, and historical consciousness.

  4. Reflect on Pluralism and Cultural Legacies; understand and appreciate human cultural, historical and social experiences, and

    demonstrate the same by relating them to individual choices and experiences.

  5. Engage in active collaboration with advisors, faculty, and fellow students and effectively develop the ability to value multiple and

    differing perspectives

  6. Employ effective written communication and disseminate knowledge acquired to both academic and non-academic communities the

    value of an individual voice, opinion, their education, and their cultural experiences through multiple mediums.

  7. Prepare for a Global Citizenship by being self-aware, socially responsible, and cultivate a sense of life-long learning

    Apply an interdisciplinary approach acquired from the disciplines to different socio-political context, processes and events, by generating theoretical and practical understandings of the processes involved in analysing and critiquing cultural, socio-political and historical phenomena.
    Generate effective research works by employing appropriate research methods and methodology from varied interdisciplinary vantage points

    Critique and evaluate discourses of identity, citizenship, nation-state and surveillance through an interdisciplinary approach.
    Identify and evaluate the rationality, humanistic concern, ethics and values that underpin the philosophies of each discipline that the students specialises in.
    Critique the dynamics of power and the politics of negotiations, and exhibit a sensitivity towards positional privileges and the role it plays in the shaping of narratives.
    Analyse individual and ground identities that are formulated through various socio-political and historical movements and knowledge formations.

    Identify and explore the history of various socio-political and cultural movements that enabled discussions on environment and sustainability . 

 

Assesment Pattern

Course Specific

Examination And Assesments

Assessment methods of the BA Liberal Arts Program is focused on improving student motivation and learning with the goal of producing higher- quality work or thinking abilities. It is designed to look at whether a student has achieved the desired learning goals or met standards. Towards this end, the assessments are designed in such a way that questions set during Mid or End Semester examinations, or even the assignments given to them, go beyond ‘mastering’ content at the level of memorizing events, names, and facts, as they are seen to be less likely to be building students’ thinking skills than tests that ask students to reflect and write about big conflicts or themes that recur over time.

Key Components of the Assessment:

  • ●  Useful – the assessment must be tied to the learning goals the course has and those learning goals must be important – and not unimportant or trivial concepts without really looking at the events or people critically in terms of relevance, historicity and development of thought process.

  • ●  Valid – the assessment must measure what it is supposed to measure. It must be more a measure of student persistence than a measure of their knowledge of the content.

  • ●  Reliable – it has to do with the extent to which the score that is given to a student on a particular assessment is influenced by unsystematic factors. These factors are things that can fluctuate from one testing or grading situation to the next or from one student to the next in ways that are unrelated to students’ actual achievement level (e.g., luck in guessing the right answer, lack of time to complete the assessment on a particular day, teacher bias or inconsistency in scoring of essays across students or from one test to the next). Thinking about how to reduce these factors such that the scores given are likely to be the most accurate reflection of students’ true achievement levels on the task or test should be an ongoing process for teachers.

  • ●  Fair – the assessment must give the same chance of success to all students.

    Anatomy of an Assessment

    The assessments are designed in such a manner that these four questions are answered

1. What do you want students to know or be able to do? (the purpose or goal of the learning and, hopefully, by extension, the purpose of the assessment)

  1. What is the best assessment method to use given your instructional goals? (the kind of assessment)

  2. How are you going to evaluate the students’ responses? (the analysis of the results)

  3. What are you going to do with the information? (pre-determined use for the assessments)

These questions are asked or are deemed important because we want them to have

  1. Knowledge of facts, themes, and ideas

  2. Critical reasoning—ability to analyze, synthesize, and evaluate any given evidence.

  3. Communication of any kind of knowledge and reasoning to a wider audience

We Want our Students to Learn:

I. Chronological thinking or the ability to understand time in relation to history.
II. Critical comprehension, which includes understanding and evaluation of any facts generated and any form of documentation that exists. This includes understanding the context behind the document and the perspectives of individuals who wrote the document.
III. Critical analysis and interpretation. This includes students being able to use the skills of comprehension to analyze evidence and draw conclusions based on that evidence. As part of this, students also must recognize that written history is tentative and changing.
IV. Research capabilities, which includes the ability to formulate questions, and obtain and interpret information.
V. Issues-analysis and decision-making, which includes the ability to examine issues in the past (and present) and make informed decisions about them.

Methods:

  • ●  Selected response —The most common type of assessment, these include in class activities, where questionnaires with multiple-choice, true false, and matching questions, as well as short answer questions where students select an answer from a bank, or respond to are given and after answering they are asked to reflect on their own answers with their peers.

  • ●  Dialogue and Oral Responses — This includes conversations, seminars, question and answer sessions, and interviews.

  • ●  Essays and open-ended responses — These are extended open-ended written responses, such as essays. They also may include creation

    of a graphical organizer or a diagram as well as short answers with no word bank.

  • ●  Projects and investigations — Students engage in in-depth activities to explore and respond to a particular situation.

  • ●  Case Study method – Where the students are encouraged to get involved in real time cases as well as cases from a different time period

    to be able to develop and test their problem solving as well as analytical skills.

  • ●  Primary Sources Analysis – They are assessed on their ability to comprehend and contextualize different kinds of primary source

    materials, as well as on their ability to grasp the multiple layers of meanings and meaning-making strategies.

BBLA111 - PERFORMATIVE ARTS-I (2021 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 is a foundation course for students of the Liberal Arts program. One of the reasons why a performing arts course was seen to be foundational in the program, is because it is seen as an important component of our educational philosophy - as we believe that performing arts teach us about our history and educate us in ways, which enable us to become well-rounded and sensitive members of society. It helps us to understand the people around us and how they might be expected to react in certain situations. 

Above all else, the performing arts are about being creative. Without a creative voice, a society may become all but dead inside, and a social group without any creativity is likely to be repressive and tyrannical rather than a force for good. The importance of having people in society who can express themselves creatively is without a doubt. It can be reasonably argued that the formation of creativity was the most important step in human development and that society cannot move forward without creative people.

Spread across two semesters, and informed by the Sustainable Development Goals of the UN, the student will accrue 6 credits throughout its administration. Designed completely as per the workshop-model, the course intends students to develop their critical, creative and analytical skills, while also honing their personal and interpersonal skills which they may carry forward into the rest of the course of their program. This amalgamation of Art, theatre, music and dance will culminate in a production at the end of the second semester, completely stage-managed by the students. 

 Course Objectives:

  • To enable students to hone their creative, critical and analytical skills
  • To help students understand the use of their body in everyday practices
  • To develop the interpersonal skills that will help them carry forward into other domains of their curriculum
  • To enable students to use theatre, dance and other performing arts as an effective way to express themselves, and to sensitise them with the possibility that it can also be a tool through which people with disabilities can communicate. 
  • Performing arts are also an extremely useful way of helping students get over hesitations and gradually become more confident as they find ways to communicate. 
  • In addition to teaching self-expression, the performing arts help society as a whole in self-knowledge and understanding. Theatre and the performing arts teach society about itself, hoping to point out the attitudes and mindsets of current society. It can be a tool used to educate people about their current conditions.
  • To provide a space for students to engage in self-reflection – a vital skill for life after school.

Course Outcome

At the end of the two semesters, the student should be able to:

  • Demonstrate the importance performative arts has to maintain the history and understanding of a country’s citizens.
  • Critically reflect on the valuable life skills gained, by learning the importance of feedback, both positive and constructive.
  • Become effective collaborators, as Performing arts is a discipline that encourages teamwork, whether that is in writing, creating or during the act of performing. Students have the opportunity to engage in creative collaboration, a skill they have limited chance to develop outside of a rehearsal space.
  • Learn to understand the world uniquely, preparing them to navigate the challenges after school. 
  • Develop the ability to learn, and use communication skills, as students learn to use verbal and non-verbal techniques in new ways to deliver their message. 

Unit-1
Teaching Hours:5
Introduction to Performance Studies
 

Introduction and Overview: What is Performance Studies? Why study performance as part of the humanities? Why study performance as artists? What is the connection between performance and everyday life?

Unit-2
Teaching Hours:5
Introduction to Natyashastra
 

Introduction to the treatise and brief knowledge of dramatic composition, musical scales, body movements, types of acting; dramatic composition, division of stage space, costumes, make-up, properties and musical instruments etc.

Unit-3
Teaching Hours:10
Classical and Traditional Performing Art Forms
 

These perspectives will be discussed with reference to Dance, Music and Theatre

Unit-4
Teaching Hours:15
Practical and Theoretical Perspectives of Performance Studies I
 

This unit can be used to understand practical and theoretical aspects of Dance, Music and Theatre. (Three workshops for Dance, Music and Theatre to be conducted – 5 Hours each)

Unit-5
Teaching Hours:10
Self-Assessment
 

Students will be guided to prepare a presentation with a set of ritual behaviors that one performs on a regular basis, whether it is getting ready for school or a work, the preparation of food, or spiritual or religious practice. They may choose something which is comfortable sharing with peers. (In this exercise the students should be encouraged to identify their preferred mode of presentation from among the various performing arts that they would be required to develop further for the second semester presentation.)

Text Books And Reference Books:

Depending on the workshop being conducted the module instructor will be assigning readings for the class to do

Essential Reading / Recommended Reading

Depending on the workshop being conducted the module instructor will be assigning readings for the class to do

Evaluation Pattern

The evaluation will be done at the end of the next semester, as the credits will be evaluated cumulatively (total of 6 credits)

BBLA121 - ENGLISH LANGUAGE AND COMPOSITION-I (2021 Batch)

Total Teaching Hours for Semester:75
No of Lecture Hours/Week:5
Max Marks:100
Credits:5

Course Objectives/Course Description

 

Course Description:

This course is a foundation course for students of the Liberal Arts program. It will explore issues about the nature and techniques of critical thought, viewed as a way to establish a reliable basis for our claims, beliefs, and attitudes about the world. We will explore multiple perspectives, placing established facts, theories, and practices in tension with alternatives to see how it could be otherwise. Views about observation and interpretation, reasoning and inference, valuing and judging, and the production of knowledge in its social context will be considered. Special attention will be given to translating what is learned into strategies, materials, and interventions for use in students' own educational and professional settings.

Course Objectives:

  • The aim of Critical Thinking is to promote independent thinking, personal autonomy and reasoned judgment in thought and action. This involves two related dimensions, and this course aims to do so: 

1.     the ability to reason well and  

2.     the disposition to do so.

  • This course will acquaint students to logic as well as creativity. It will involve inductive and deductive reasoning, analysis and problem-solving as well as creative, innovative and complex approaches to the resolution of issues and challenges.
  • One of the major objectives is to create independent centres of consciousness among the students, with the fundamental ability to determine the contours of their own minds and lives.
  • To prepare learners for self-direction and not pre-conceived roles. It is, therefore, essential that learners be prepared for thinking their way through the maze of challenges that life will present independently.
  • And finally, acquaint students to the 3 fundamentals of Critical Thought - Thinking, Reasoning and Analysis - because clear thinking, careful analysis, and reasoned deliberation are fundamental to democracy and democratic life.

Course Outcome

By the end of the semester, the student will have:

  • a set of tools, experiences, activities, knowledge of publications, and an enhanced disposition to self­-directed lifelong inquiry around:

·       their own critical thinking, i.e., scrutinizing the assumptions, reasoning, and evidence brought to bear on an issue ­by others and by themselves, where such scrutiny is enhanced by placing ideas and practices in tension with alternatives; and

·       what is needed to teach or guide others regarding the above in ways that might depart markedly from their previous schooling and experience.

  • a critical understanding of collaborative explorations and allied approaches to project-­based learning in relation to participants re­engaging with themselves as avid learners and inquirers.
  • A basis/foundation on multidisciplinary as an approach, especially on how disciplines add value to one another in the road towards a resolution/solution.
  • Developed the ability to critically reflect on the valuable life skills gained, by learning the importance of feedback, both positive and constructive.

Unit-1
Teaching Hours:15
Critical Thought and Thinking
 

)    What is thinking – key principals of thought and thinking process? Who is a critical thinker?

b)    What is an argument and why arguments matter?

c)    Arguments: how to evaluate one (validity/soundness/tangents and repetition), how to recognise one, how to interpret one?

d)    Foundations of arguments – cognitive biases, facts vs opinions, logical fallacies and constructing an argument.

Unit-2
Teaching Hours:20
Critical Thinking - Skills
 

a)    Analysis, Interpretation, Inference, Explanation, Self-regulation, Open-mindedness, Problem solving

b)    Critical Thinking Strategies - Cognitive Dissonance, Fundamental Attribution Error, State-Dependent recall etc. (can be subject specific)

c)     Downsides of failing to think critically (Historic groupthink type cases, Student relevant examples, current events)

d)    Distinction between ability and willingness to think critically (Keith Stanovich’s notion of dysrationalia)

e)    Good thinking is more than being critical (Debates), Creative and Constructive thinking, Motivation for seeking out competing/Plausible alternatives

f)     Split Mind Strategy- Agreeing (Extending, Applying, Making Connections, refuting Criticisms) Disagreeing (Questioning, thinking of counter examples, Problems)

Unit-3
Teaching Hours:20
Values and Ethics
 

a)    Ethics – The price that we pay

b)    Value Assumptions, Conflicts and Ethics – Ideal versus Real – decision making process

c)     Assumptions – reality of assumptions, detecting assumptions (using Case Studies)

d)    Deductive and Inductive Reasoning – usage of Ethics and Values in reasoning

e)    Evidence, truths, half-truths and distortions – stereotyping – generalizations (bringing Hume and Mill)

Unit-4
Teaching Hours:20
Power of Language
 

a)    The idea of Power and Authority – Use and Abuse

b)    Reasoning – errors of perceptions, judgement and reaction

c)     Denotation and Connotation – Reification

d)    Vagueness – Ambiguity – Weasel words – Double speak

e)    People and Meanings – Can words take on more power than in reality?

Unit-5
Teaching Hours:20
Power of Suggestion
 

a)    The idea of Suggestion – Use and Abuse

b)    Power of Media to shape information – Television and print marketing and advertising tricks

c)     Storytelling as persuasion and suggestion – citizens, consumers and relationships in the age of technology

d)    Nation and Government – policies and idea of suggestion

e)    Suggestion and the influence of Ideas - Big Data Analytics, Artificial Intelligence, Assimov’s Laws

Text Books And Reference Books:

 

·      Diestler, Sherry. 2011. Becoming a Critical Thinker, Prentice Hall.

·      Ruggiero, VR. 2009. Becoming a Critical Thinker.Boston: New York.

Essential Reading / Recommended Reading

 

Different readings will be given to the students, from time to time (mostly on a weekly basis), depending on the Case studies being discussed in class, as part of their assignments.

Evaluation Pattern

Evaluation Pattern

 

Assignment 1

Assignment 1

Total

20

20

40

 

Mid Semester Examination

Section A

Section B

Section C

Total

3X5=15

2X10=20

1x15=15

50

 

End Semester Examination

Section A

Section B

Section C

Total

3X5=15

2X10=20

1x15=15

50

BBLA131 - CRITICAL THINKING (2021 Batch)

Total Teaching Hours for Semester:75
No of Lecture Hours/Week:5
Max Marks:100
Credits:5

Course Objectives/Course Description

 

Course Description:

This course is a foundation course for students of the Liberal Arts program. It will explore issues about the nature and techniques of critical thought, viewed as a way to establish a reliable basis for our claims, beliefs, and attitudes about the world. We will explore multiple perspectives, placing established facts, theories, and practices in tension with alternatives to see how it could be otherwise. Views about observation and interpretation, reasoning and inference, valuing and judging, and the production of knowledge in its social context will be considered. Special attention will be given to translating what is learned into strategies, materials, and interventions for use in students' own educational and professional settings.

Course Objectives:

  • The aim of Critical Thinking is to promote independent thinking, personal autonomy and reasoned judgment in thought and action. This involves two related dimensions, and this course aims to do so: 

1.     the ability to reason well and  

2.     the disposition to do so.

  • This course will acquaint students to logic as well as creativity. It will involve inductive and deductive reasoning, analysis and problem-solving as well as creative, innovative and complex approaches to the resolution of issues and challenges.
  • One of the major objectives is to create independent centres of consciousness among the students, with the fundamental ability to determine the contours of their own minds and lives.
  • To prepare learners for self-direction and not pre-conceived roles. It is, therefore, essential that learners be prepared for thinking their way through the maze of challenges that life will present independently.
  • And finally, acquaint students to the 3 fundamentals of Critical Thought - Thinking, Reasoning and Analysis - because clear thinking, careful analysis, and reasoned deliberation are fundamental to democracy and democratic life.

Course Outcome

By the end of the semester, the student will have:

  • a set of tools, experiences, activities, knowledge of publications, and an enhanced disposition to self­-directed lifelong inquiry around:

·       their own critical thinking, i.e., scrutinizing the assumptions, reasoning, and evidence brought to bear on an issue ­by others and by themselves, where such scrutiny is enhanced by placing ideas and practices in tension with alternatives; and

·       what is needed to teach or guide others regarding the above in ways that might depart markedly from their previous schooling and experience.

  • a critical understanding of collaborative explorations and allied approaches to project-­based learning in relation to participants re­engaging with themselves as avid learners and inquirers.
  • A basis/foundation on multidisciplinary as an approach, especially on how disciplines add value to one another in the road towards a resolution/solution.
  • Developed the ability to critically reflect on the valuable life skills gained, by learning the importance of feedback, both positive and constructive.

Unit-1
Teaching Hours:15
Critical Thought and Thinking
 

)    What is thinking – key principals of thought and thinking process? Who is a critical thinker?

b)    What is an argument and why arguments matter?

c)    Arguments: how to evaluate one (validity/soundness/tangents and repetition), how to recognise one, how to interpret one?

d)    Foundations of arguments – cognitive biases, facts vs opinions, logical fallacies and constructing an argument.

Unit-2
Teaching Hours:20
Critical Thinking - Skills
 

a)    Analysis, Interpretation, Inference, Explanation, Self-regulation, Open-mindedness, Problem solving

b)    Critical Thinking Strategies - Cognitive Dissonance, Fundamental Attribution Error, State-Dependent recall etc. (can be subject specific)

c)     Downsides of failing to think critically (Historic groupthink type cases, Student relevant examples, current events)

d)    Distinction between ability and willingness to think critically (Keith Stanovich’s notion of dysrationalia)

e)    Good thinking is more than being critical (Debates), Creative and Constructive thinking, Motivation for seeking out competing/Plausible alternatives

f)     Split Mind Strategy- Agreeing (Extending, Applying, Making Connections, refuting Criticisms) Disagreeing (Questioning, thinking of counter examples, Problems)

Unit-3
Teaching Hours:20
Values and Ethics
 

a)    Ethics – The price that we pay

b)    Value Assumptions, Conflicts and Ethics – Ideal versus Real – decision making process

c)     Assumptions – reality of assumptions, detecting assumptions (using Case Studies)

d)    Deductive and Inductive Reasoning – usage of Ethics and Values in reasoning

e)    Evidence, truths, half-truths and distortions – stereotyping – generalizations (bringing Hume and Mill)

Unit-4
Teaching Hours:20
Power of Language
 

a)    The idea of Power and Authority – Use and Abuse

b)    Reasoning – errors of perceptions, judgement and reaction

c)     Denotation and Connotation – Reification

d)    Vagueness – Ambiguity – Weasel words – Double speak

e)    People and Meanings – Can words take on more power than in reality?

Unit-5
Teaching Hours:20
Power of Suggestion
 

a)    The idea of Suggestion – Use and Abuse

b)    Power of Media to shape information – Television and print marketing and advertising tricks

c)     Storytelling as persuasion and suggestion – citizens, consumers and relationships in the age of technology

d)    Nation and Government – policies and idea of suggestion

e)    Suggestion and the influence of Ideas - Big Data Analytics, Artificial Intelligence, Assimov’s Laws

Text Books And Reference Books:

 

·      Diestler, Sherry. 2011. Becoming a Critical Thinker, Prentice Hall.

·      Ruggiero, VR. 2009. Becoming a Critical Thinker.Boston: New York.

Essential Reading / Recommended Reading

 

Different readings will be given to the students, from time to time (mostly on a weekly basis), depending on the Case studies being discussed in class, as part of their assignments.

Evaluation Pattern

Evaluation Pattern

 

Assignment 1

Assignment 1

Total

20

20

40

 

Mid Semester Examination

Section A

Section B

Section C

Total

3X5=15

2X10=20

1x15=15

50

 

End Semester Examination

Section A

Section B

Section C

Total

3X5=15

2X10=20

1x15=15

50

BBLA132 - HISTORY OF IDEAS (2021 Batch)

Total Teaching Hours for Semester:75
No of Lecture Hours/Week:5
Max Marks:100
Credits:5

Course Objectives/Course Description

 

Course Description:

This course is a foundation course for students of the Liberal Arts program. Ideas shape the world we live in—from why we get married, to what we believe will happen after we die, to why we support a particular political party, to what we believe will make us more prosperous. These ideas have trajectories in the past - histories. What we believe is not the same as what other people in other places and other times have believed in. And this is where the course stems from - Why is this the case? Why have some ways of knowing come to dominate in some periods and places, and not in others? Why and how have certain notions about politics, economics, culture, and the natural world pushed aside competing claims? What roles have intellectuals played in creating and disseminating important ideas? How do particular frames of reference shape our understandings of history? What is the relationship between material conditions and the development of a robust intellectual culture? 

 

There are many ways to approach the history of ideas, ideologies, and intellectuals and in this particular course we will focus on the history of philosophy, science, religion, political and economic thought, as well as broader social ideas. Some units will focus on intellectuals and the development of particular schools of thought; others will seek to put the realm of ideas into a range of social, economic or political contexts. The course will mix discussions of theoretical approaches with practical application of the concepts and theories. As such, typical classes involve case analysis, group problem solving, analysis of relevant materials (movies, podcasts, pictures etc.) and debate.

 

Course Objectives:

  • One of the main objectives is to trace the human intellectual past – its ideological foundations and historical evolution from earliest experiences to the 21stcentury. 
  • The course’s focal point would be emphasizing discourses on communities, uniqueness and exceptionality, including the myths of origin and of cultural exclusivity, narratives of national history and even pantheons of heroes, in the creation of human memory and identity through ideas.
  • To help the students ask and evaluate questions like – What factors shape our identities? What dilemmas arise when others view us differently than we view ourselves? How do our identities influence our choices? And what role does ‘Ideas’ play in all of this?
  • To enable the students to realise that understanding the trajectory of ideas in the creation of identity is not only valuable for their own social, moral, and intellectual development, it also serves as a foundation for examining the choices made by individuals and groups in the past as well as in the present.
  • Acquaint the students with diversity of ideas and its politicization, as it becomes a topic of enormous contemporary relevance, with implications for the construction of national/international identity and responsibilities.
  • Further, to educate students on the dangers of ideas when misused in the construction of national and other group identities – especially when religion and politics are intermixed, and ‘us and them’ dichotomies of difference are created and mobilized in mass atrocities.
  • And finally, to make the student aware of the complexities in reconstructing the past of a nation on the basis of a trajectory of ‘ideas’ and to enable the learner to problematize the past as a non-monolithic entity.

Course Outcome

Upon completion of the course students should be able to:

  • Critically engage with representations of the past in the present and use the evidence in interrogating historical accounts and memory.
  • Evaluate how issues of identity and memory, which are formulated through ideas, factor into our historical understandings and how this can condition present day policies and decision-making.
  • Critically reflect and engage with the interface between the past and the present, fostering a healthy appreciation for history and its imprint on our present world.
  • Analyze how ideas shape historical memory and identity and then how they in turn are shaped by states, organizations, and individuals. 
  • Trace the evolution and interaction between history, memory and politics when following the news and in examining historical cases.
  • Examine the memories of their own past and its multiple perspectives, which will enable them to read, write and reflect on the ideas of the past; or in other words, make it more difficult

Unit-1
Teaching Hours:15
Histories of Ideas ? Whats and Whys
 

a)  An Idea - The Many Pasts; The Historiography of Ideas, Precept and Practice.

b)What Happened to An Idea: Adventures of the Dialectic – The Greeks (Nature and Value), Christianity and Historiography, threshold of Scientific notions of Idea – Romanticism, Kant, Hegel, Positivism

c)So Many Lies, So Little Time: Interrogating an Idea – Reality, Representation to Truths and Narratives through Thought, Knowledge, Imagination and Evidence.

Unit-2
Teaching Hours:20
Beginnings of the ?Idea?: Perspectives from East and the West
 

a)   The Grand Narratives: Teleologies; Evolution and Culture; Marx, Nietzsche, and Foucault

b)  Legitimization of Power and the idea of Polity: Nascent Stages and Beyond.

c)   The early ideas of Polity - Origins, monarchy, oligarchy, presto-republicanism

d) Beginnings of the Idea of Rights and Duties of Citizens: From the Cyrus Cylinder (6th Cent. BCE), Magna Carta (1215 CE), to the English Bill of Rights (1689), the French Declaration on the Rights of Man and Citizen (1789), and the US Constitution and Bill of Rights (1791) 

Unit-3
Teaching Hours:20
Idea: The Many After-lives
 

a)   Idea of the Individual – Renaissance, Enlightenment, Utilitarianism, and Logical Positivism. 

b)  Asia Imperium: Gunpowder Empires – Ottoman, Safavid, Mughals; Japan, China, and Korea.

c)     Ideas that refashioned the World: Industrial Revolution; Capitalism – Imperialism – Colonialism; The Original Manifesto. 

d)    White Man’s Burden: Clashing Visions and Consequences of Modernity; The Idea of French and British Colonial ‘Modern’ Identity.

 

Unit-4
Teaching Hours:20
Legacies and Memory: Ideas for Whom?
 

a)   The Idea and the experience of Liberty: Negative and Positive liberties

b)  The Idea and the experience of Equality and Rights: Absolute vs Practical equality.

c)   Naturalistic theory (Individual self-interest (evolution) vs societal interest; Humanism.

d)  Need for Revisionism of Ideas; Affecting and Effecting the Future: Justice and its Maxims; the Idea of Redistribution?

e)   The Relevance of Ideas in the Era of Deep AI

Text Books And Reference Books:

·    Lovejoy, Arthur O. 1960. Essays in the History of Ideas, Capricorn.

·    Gaddis, John Lewis. 2002. The Landscape of History: How Historians Map the Past, New York:  Oxford University Press.

·    Beker, Avi. 2008. The Chosen: The History of an Idea, and the Anatomy of an Obsession, Palgrave Macmillan.

·    Gathercole, Peter and David Lowenthal (eds.) 1994. The Politics of the Past, New York: Routledge.

·    Kumar, Ravinder 1989. The Past and the Present: An Indian Dialogue, Daedalus, Vol. 118, No.4, pp. 27-49.

·    Thapar, Romila. 2000. History and Beyond, New Delhi: Oxford University Press.

·    Thapar, Romila. 2013. The Past Before Us: Historical Traditions of Early North India, New Delhi: Permanent Black.

·    Thompson, Willie. 2000. What Happened to History. London: Pluto Press.

Essential Reading / Recommended Reading

·      Banerjee, Sumanta, 2003. Ayodhya: A future bound by the past, Economic and Political Weekly, Vol. 38, No. 27, pp. 2795-2796.

·      Carr, E.H. 1967. What is History, Vintage.

·      Chalcraft, David et.al. 2008. Max Weber Matters: Interweaving Past and Present, Ashgate.

·      Chapman, James 2005. Past and Present: National Identity and the British Historical Film, I.B.Tauris.

·      Chatterjee, Partha. 1993. The Nation and its Fragments: Colonial and Postcolonial Histories. Princeton, New Jersey: Princeton University Press.

·      Chatterjee, Partha. 2012. The Black Hole of Empire: History of a Global Practice of Power, Princeton and Oxford: Princeton University Press.

·      Fawcett, Bill (ed). 2007. You Said What: Lies and Propaganda Throughout History, Harper Collins E-books.

·      Fowler, Don D. 1987. Uses of the past: Archaeology in the service of the state, American Antiquity, Vol. 52, No. 2, pp. 229-248.

·      Galgano, Michael J., J. Chris Arndt, Raymond M. Hyser. 2007. Doing History: Research and Writing in the Digital Age. Boston: Wadsworth Publishing.

·      Gardiner, Juliet (eds). 1988. What is History Today, London: Macmillan Education UK.

·      Morris, Ian. 2010. Why the West Rules – for Now: The Patterns of History, and What They Reveal About the Future, London and New York: Profile Books and Farrar, Straus and Giroux.

·      Muller, Jan-Werner 2004. Memory and Power in Post-War Europe: Studies in the presence of the past, Cambridge Univ. Press.

·      Piercey, Robert 2009. The Uses of the Past from Heidegger to Rorty: Doing Philosophy Historically, Cambridge Univ. Press.

·      Shrimali, K.M. 1998. A Future for the Past? Social Scientist, Vol. 26, No. 9, pp. 26-51.

·      Southgate, Beverley C. 2005. What is History For? New York: Routledge.

·      Thapar, Romila, Harbans Mukhia, Bipan Chandra. 1969. Communalism and the Writing of Indian History, New Delhi: People's Publishing House.

·      Thapar, Romila. 1979. Dissent in the Early Indian Tradition, Volume 7 of M.N. Roy memorial lecture, New Delhi: Indian Renaissance Institute.

·     Walsh, Kevin 1992. The Representation of the Past: Museums and heritage in the post-modern world, Routledge.

Evaluation Pattern

Evaluation Pattern

 

Assignment 1

Assignment 1

Total

20

20

40

 

Mid Semester Examination

Section A

Section B

Section C

Total

3X5=15

2X10=20

1x15=15

50

 

End Semester Examination

Section A

Section B

Section C

Total

3X5=15

2X10=20

1x15=15

50

 

BBS191A - SUSTAINABLE DEVELOPMENT (2021 Batch)

Total Teaching Hours for Semester:45
No of Lecture Hours/Week:3
Max Marks:100
Credits:3

Course Objectives/Course Description

 

To create a sense of ownership of issues related to CSR, Environment and sustainability of businesses.

Understand the basic concept of Sustainable Development (SD), the environmental, social and economic dimensions.

To teach how to critically analyze, evaluate and judge competing perspectives on the challenge of creating a sustainablefuture.

To understand the Sustainable development challenge for companies, their responsibility and their potentials for action.

Course Outcome

Concern for society and nature

Ability to create sustainable organizations

Unit-1
Teaching Hours:7
Sustainability
 

Meaning and Scope, Corporate Social Responsibility, Sustainability, Sustainability Terminologies and Meanings, why is Sustainability an Imperative, Sustainability Case Studies, Triple Bottom Line (TBL)

Unit-2
Teaching Hours:7
Is it possible to combine sustainability and business success?
 

Reasons to adopt sustainable strategy by firms, tools used by the firm to implement their sustainable development strategies, evaluation of firm’s commitment to sustainable strategies by the stakeholders.

Unit-3
Teaching Hours:7
Environmental Management Systems
 

Using Standards, Certification and other Systems to further SD goals Introduction, Global management systems exist to guide firms in establishing and implementing a strategy,how do these various approaches, including certification, encourage sustainable business practices.

Unit-4
Teaching Hours:8
Taking charge and working together to change the future
 

Establishing priorities for sustainable future, Role of women in sustainability, Challenge of creating a green economy, Sustainability crisis in 21st century, failures of global capitalism, transforming global capitalism, creating a restorative economy.

Unit-5
Teaching Hours:8
Corporate Sustainability Reporting Frameworks
 

Global Reporting Initiative Guidelines, National Voluntary Guidelines on Social, Environmental and Economic Responsibilities of, Business, International Standards, Sustainability Indices, Principles of Responsible Investment, Challenges in Mainstreaming Sustainability Reporting, Sustainability Reporting Case Studies

Unit-6
Teaching Hours:8
Legal framework, conventions, treaties on Environmental and social aspects
 

United Nations Conference on Human Environment, United Nations Environment Programme Brundtland Commission United Nations Conference on Environment and Development Agenda 21, Rio Declaration on Environment and Development, Statement of Forest Principles United Nations Framework Convention on climate change, Convention on Biological Diversity, Kyoto Protocol, Bali Roadmap, United Nations Conference on Sustainable Development, Rio+20, Millennium Development Goals to Sustainable Development Goals.

Text Books And Reference Books:

1.      Balachandran V, & Chandrashekharan V, (2011). Corporate Governance, Ethics and social responsibility, PHI.

2.      Concepts of Environmental Management for Sustainable Development

3.      Baxi C. V & Rupamanjari Sinha Ray, (2012). Corporate Social Responsibility: A Study of CSR Practices in Indian Industry, Vikas Publishing House.

4.      Corporate Goverance – Badi N. V, Vrinda Publications, 2012.

5.      Fernando A. C, (2011). Corporate Governance: principles, policies and practices, Pearson.

6.      Ghosh B. N, (2012). Business Ethics and Corporate Governance , Tata McGraw-Hill.

7.      Keshoo Prasad, Corporate Governance -, PHI.

8.      Lawrence and Weber, (2010). Business and Society, Tata McGraw-Hill.

Essential Reading / Recommended Reading
Evaluation Pattern

CIA 1 - Written assignment on cases relating to sustainability practices followed in any country. (No country should be repeated) (20 marks)

CIA 2 - Mid sem Class exam (25 marks)

CIA 3 - Group presentation and report for pre allotted topics.(20 marks)

End sem - Class exam (30 marks)

BBS191B - A LIFE WORTH LIVING - FROM HEALTH TO WELL BEING (2021 Batch)

Total Teaching Hours for Semester:45
No of Lecture Hours/Week:3
Max Marks:100
Credits:3

Course Objectives/Course Description

 

To examine health in its truest sense, one must explore beyond the limits of medicine to engage a much wider set of questions embracing social, cultural, political, economic, moral and spiritual aspects of human experience. The course focuses on the knowledge and skills that students require to lead a healthy, productive and balanced life.

 

Course Outcome

On completing the course, students will be able to:

  • Explain health as a multi-dimensional and dynamic concept, which necessarily integrates individual, societal, biomedical, spiritual, cultural and historical influences, and how this relates to health issues encountered in everyday life.
  • Assess the inter-relatedness of health perceptions and practices across cultures.

Unit-1
Teaching Hours:6
Introduction to health
 

Health of individuals and communities – The significance of determinants of health and how these raise or lower the health of individuals and communities - Health promotion to improve health - Personal and popular attitudes and beliefs and their impact on decision making - self-management - interpersonal and key consumer health skills - Factors influencing health, and actions and strategies to protect and promote health, through investigation and inquiry processes.

Unit-2
Teaching Hours:6
Food and Values
 

Philosophy of food, Values – Three different types of values, Meat – Is it wrong to eat animals?Hunger – Do we have a duty to help starving people? - Drugs – Why is it wrong to take drugs? - GM food – How should food technology be regulated? - Capitalism – Food, globalization, and equality - Art – Can food be art? What is art? - Taste – Is taste entirely subjective? - Science – Can science explain conscious taste experiences? -Eating – Eat to live, or live to eat

Unit-3
Teaching Hours:6
Nutrition
 

Balanced diet & Nutrition, Macro and micro nutrients – Nutritive and non nutritive components of diet – Eating for weight control – healthy weight – The pitfalls of dieting – food intolerance and food myths – Food supplements for adolescents. 

Unit-4
Teaching Hours:6
Physical Education
 

Concept of physical education – Meaning – definition – aims – objectives of physical education and fitness – Need & importance of fitness – Types of fitness – Health related physical fitness – performance related physical fitness – physical activities and health benefits - Activities for developing physical fitness

Unit-5
Teaching Hours:6
Sleep
 

What is sleep? – The phylogeny of sleep – Developmental course of sleep – Dreams- Functions of sleep – Daytime sleepiness and alertness – Sleep disorders.

Unit-6
Teaching Hours:6
Safety education and health promotion
 

Principles of accident prevention – health and safety in daily life – health and safety at work – first aid and emergency care – common injuries and their management

Unit-7
Teaching Hours:9
Spirituality, Religion and Social Change
 

Meaning of life - Meaning of death- Indian Rituals, symbols, and myths - Spirituality, altruism and moral justice - Resources to deal with stress, temptations, disappointments and failures, social oppression, the loss of possessions and of loved ones, and with one’s own death. 

Text Books And Reference Books:

Indian Journals of health and well being

Essential Reading / Recommended Reading

As prescribed by the facilitator

Evaluation Pattern

CIA 1, Mid sem, CIA 3, End sem - 100 Marks

BBS191C - MAHABHARATHA AND MODERN MANAGEMENT (2021 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 Mahabharata of the great Maharishi Veda Vyasa is a treasure trove of knowledge, principles and paradigms. It is written that what is not in the Mahabharata will not be found elsewhere. Written nearly thousands of years ago, the Mahabharata is as yet a source of knowledge, especially modern management principles.In essence it highlights the victory of Dharma in times of Adharma.This subject is a comprehensive learning on management lessons which can be inferred from the great epic. It gives a clear understanding and comparison of management Principles, practices and the various functions of management with the epic. The syllabus is structured to provide basic conceptual knowledge on the principles of management. It also deals with behavioral issues in the individual processes, group and interpersonal processes.

Course Objectives:

  •  Discuss the epic by summarizing the various parvas/units in class in accordance with the management concept
  •  Review and make a critical estimate of the epic with a focus on morals, ethics, legal and management concepts
  • To develop competencies and knowledge of students to become effective professionals

Course Outcome

Course Learning Outcome: Students will get to know team work and group dynamics

  • Students will get to know determination and hard work and its implication on business decision
  • Students will be able to appreciate the role of general management for the success of an organization.
  • This subject will enable them to enhance their Moral, social, ethical and professional skills
  • To understand the manner in which strategic and competitive advantage is developed

Unit-1
Teaching Hours:9
Introduction to Mahabharatha
 

The older generations-The Pandava and Kaurava princes- Lakshagraha (the house of lac)

Establishment of the kingdom-Administration and Management principles

Unit-2
Teaching Hours:9
Marriage and Building of New city
 

Marriage to Draupadi- An event study approach.

Indraprastha-A new beginning- Pressure for change – Change process, Types of change, Factors influencing change, Resistance to change

Unit-3
Teaching Hours:9
The Big Game
 

The dice game- Cooperative strategies & Reasons for strategic alliances-

Exile and return- Risks and costs of strategic alliances

Unit-4
Teaching Hours:9
The battle at Kurukshetra
 

The battle at Kurukshetra - Strategic Planning and Management- levels at which strategy operates- Event approaches to strategic decision making,

Unit-5
Teaching Hours:9
Post Kurukshetra
 

The end of the Pandavas- Succession Planning,Authority and Responsibility

The reunion Organizing- Choosing the organizational structure

 

Text Books And Reference Books:

Stoner, Freeman, Gilbert Jr. (2014). Management (6th edition), New Delhi: Prentice Hall India.

Rao, V.S.P., & Krishna, V.H., (2011). Strategic Management: Text and Cases. New Delhi: Excel Books.

Pratap Chandra Roy ,The complete Mahabharata translated into English prose directly from the original sanskrit text.(1st Edition) oriental publishing co.

Source: Jaya - An Illustrated Retelling of the Mahabharata

 

 

Essential Reading / Recommended Reading

C Rajagopalachari (2017). Mahabharata (63rdedition), Mumbai: Bharatiya Vidya Bhavan.

 

Evaluation Pattern

CIA 1 10 Marks

MSE   30 Marks

CIA 3 10 Marks

End Assesment 50 Marks

BBS191D - CYBER SECURITY FOR THE MILLENNIAL GENERATION (2021 Batch)

Total Teaching Hours for Semester:45
No of Lecture Hours/Week:3
Max Marks:100
Credits:3

Course Objectives/Course Description

 

Any individual can have a real-time video conversation with someone on the other side of the planet, one can send and receive money without even taking out their wallet, and even can post content online that reaches millions of people in a matter minutes. Unfortunately, the same technology that enables all this new freedom and convenience also exposes us to new security threats that we've never encountered. Malware that infects your computer and watches everything you do, phishing scams that steal private information from millions of people - today's digital world is a criminal's playground. It makes the process of stealing money or even stealing someone's entire identity way more efficient. Hence it becomes very important to protect yourself and your private data from cyber intruders. This course outlines a step-by-step roadmap that one can follow to build a tight wall of security around your digital life.

Course Objectives:

This course gives the background needed to understand basic cyber security. Students will be introduced to the world of spyware, phishing, malware, spam, social engineering, hacking and other common internet spying techniques. Students will also learn the intervention methods in securing themselves in cyber space.

Course Outcome

  • To understand how to identify online scams.
  • To develop the right mindset and habits for securing themselves from intruders.
  • To learn how to secure their online browsing.
  • To learn how to create super passwords and how to manage them.
  • To practice cyber security skills in real world scenarios.

Unit-1
Teaching Hours:9
Introduction to Cyber security
 

Why security matters – The importance of multi-layer security – the most common security threats – The dark side of Internet – The world of malware – phishing – social engineering – scams – hacking –cyber warfare.

Unit-2
Teaching Hours:9
Mindset and Habits
 

Developing the right mindset and habits for security – the importance of skepticism – avoiding malicious sites and applications – Tools needed to browse the Internet securely - why software updates matter – knowing (and limiting yourself).

Unit-3
Teaching Hours:9
Smartphone security
 

Why mobile security matters – setting up a passcode lock –importance of password security – best practices – using password manager- managing third-party app permissions – locating a lost or stolen smartphone.

Unit-4
Teaching Hours:9
Multi-factor authentication and Connected apps
 

Framework – types of mobile two-factor authentication – Two-Factor authentication: Google, Facebook, Twitter and other services - danger of rogue connected apps – managing connected apps on Google and Facebook – managing browser extensions/add-ons – staying secure with connected apps and extensions.

Unit-5
Teaching Hours:9
Encryption
 

Encryption definition – How SSL (HTTPS) protects your passwords and private data - encrypting your web traffic with a virtual private network (VPN) – encrypting computer's hard drive – encrypting smartphone – firewalls – antivirus.

Text Books And Reference Books:

·     Graham,James., Howard,Richard., & Olson,Ryan. (2011). Cyber Security Essentials. USA: CRC Press.

Essential Reading / Recommended Reading

·         Lalit,Gulab Chandra. (2014). Cyber security threats: An emerging challenge. New Delhi: Mohit Publications.

·        Arora, A. (2014). Information Warfare and Cyber Security. Jaipur: Book Enclave.

·       Santanam, R., Sethumadhavan, M., & Virendra, M. (2011). Cyber security, cybercrime and cyber forensics: Applications and perspectives. Hershey, PA: Information Science Reference.

·         Ahamad, F. (2013). Cyber Law and Information Security. New Delhi: Dreamtech Press.

Evaluation Pattern

CIA I - 20 marks

CIA II - 25 marks

CIA III - 20 marks

End Semester - 30 marks

Attendance - 05 marks

BECH191A - INSTITUTIONS AND INFORMAL ECONOMY (2021 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 primary aim of this course is to introduce students to the concept of institutions and the informal economy in a global context. The discourse examines the informal economy through the lens of institutional economics. The aim is to acquaint students with significant discourses and issues in policy design and intervention.  

Course Objectives: 

The course aims to help students to: 

  • outline the concept of institutions and institutional change through some of the major  theoretical constructs in institutional economics; 
  • summarize and illustrate the various mechanisms of the informal economy  connecting the theoretical concept to issues of measurement; 
  • examine the linkages of formal and informal economy; 
  • train students to hone their writing and presentation skills to effectively discuss these complex ideas.

Course Outcome

Course Learning Outcomes: 

At the end of the course, the student will be able to: 

  • illustrate the major concepts and explain some of the theoretical discourses in the  study of institutional change and the informal economy;
  • examine how the formal and informal economies are no longer separate watertight  compartments but function together as an interactive system; 
  • apply these complex ideas of property rights and transaction costs to their own research 
  • demonstrate their research findings through written and oral presentation.

Unit-1
Teaching Hours:10
Institutions and Institutional Change
 

Institutions, Economic Theory and Economic Performance; Informal Constraints; Formal Constraints; The Path of Institutional Change

Unit-2
Teaching Hours:12
Elements of Institutional Economics
 

Contracts and Property Rights: the Concepts of Exchange and Property, Critique of the Utilitarian Calculus; Transaction Costs, Bargaining Power; Markets as Institutions; Firms and Markets

Unit-3
Teaching Hours:10
Informality: Concepts, Theory and Measurement
 

Bureaucratic Form and the Informal Economy; Formal and Informal Enterprises: Concepts, Definition, and Measurement Issues; Linking the Formal and Informal Economy.

Unit-4
Teaching Hours:13
Empirical Studies in Institutional Change and Informality
 

CASE STUDIES: The Impact of Regulation on Growth and Informality: Cross-Country Evidence; Blocking Human Potential: How Formal Policies Block the Economy in the Maputo Corridor; Enforcement and Compliance in Lima’s Street Markets: The Origins and Consequences of Policy Incoherence towards Informal Traders

Text Books And Reference Books:

Alston, L. J., Eggertsson, T., & North, D. C. (Eds.). (1996). Empirical Studies in Institutional Change. Cambridge: Cambridge University Press.
Guha-Khasnobis, B., Kanbur, R., & Ostrom, E. (Eds.). (2006). Linking the Formal and Informal Economy: Concepts and Policies. Oxford: Oxford University Press.
Misztal, B. (2002). Informality: Social Theory and Contemporary Practice. Routledge.
North, D. (1990). Institutions, Economic Theory and Economic Performance. in Institutions, Institutional Change and Economic Performance. New York: Cambridge University Press.

Essential Reading / Recommended Reading

Arias, O., Fajnzylber, P., Maloney, W., Mason, A., Perry, G., & Saavedra - Chanduvi, J.  (2007). Informality: Exit and Exclusion. Washington: The World Bank. 
Harriss, J. (2008). Explaining economic change: The relations of Institutions, Politics and  Culture. The Institutions of the Market: Organizations, Social Systems, and Governance,  309-327. New York: Oxford University Press 
Mehta, P. B., & Kapur, D. (2005). Public Institutions in India: Performance and Design. Nayyar, D. (Ed.). (2002). Governing Globalization: Issues and Institutions. Oxford University  Press on Demand. 
Oviedo, A. M. (2009). Economic Informality: Causes, Costs, and Policies in A Literature Survey of International Experience. Background Paper prepared for Country Economic  Memorandum (CEM)–Informality: Causes, Consequences, Policies. 
Sengupta, A. (2007). Power Matters: Essays on Institutions, Politics, and Society in India.

Evaluation Pattern

 

Course title

MSE (Weight)

ESE (Weight)

Attendance

Institutions and Informal Economy

45%

50%

5%

Mid Semester Examination

Group/Individual Assignment

45 Marks

End Semester Examination

Group/Individual Assignment

50 Marks

BECH191B - ECONOMICS OF CORRUPTION (2021 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 in the economics of corruption. The course discusses how corruption acts as a constraint on economic growth using the theoretical constructs in Political Economy. It allows students to delve into the causes and consequences of corruption. In particular, the course will examine how corruption affects the emerging economies.

This course will:

  • consider some of the seminal papers on the economics of corruption
  • acquaint students to significant debates about transparency, competition and privatization and its relevance to corruption
  • analyse corruption in emerging economies through various case studies
  • discuss issues from various perspectives, such as, viewing corruption as erosion of trust and abuse of power
  • train students to hone their writing and presentation skills to effectively discuss complex ideas.

Course Outcome

By the end of the course, students will be able to:

  • appreciate that nuances in the way corruption is defined and understood in different economies
  • analyse the cause and  consequences of corruption
  • examine some of the policies reforms aimed at tackling corruption
  • investigate some impacts of corruption on emerging economies
  • effectively communicate complex ideas through written and oral presentation.

Unit-1
Teaching Hours:15
Corruption, Poor Governance and Institutional Structure
 

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

Unit-2
Teaching Hours:15
Corruption and the Private Sector
 

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

Unit-3
Teaching Hours:15
Tackling Corruption
 

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

Text Books And Reference Books:

Auriol, E., & Straub, S. (2011). Privatization of Rent-generating Industries and Corruption. In S. Rose-Ackerman & T. Søreide, (Eds.). International Handbook on the Economics of Corruption, (Vol. 2). Cheltenham: Edward Elgar Pub.

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

Cartier-Bresson, J. (2000). Economics of corruption. Organisation for Economic Cooperation and Development. The OECD Observer, (220), 25.

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

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

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

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

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

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

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

Essential Reading / Recommended Reading

Cartier-Bresson, J. (2000). Economics of corruption. Organisation for Economic Cooperation and Development. The OECD Observer, (220), 25.
Jain, A. K. (2001). Corruption: A Review. Journal of Economic Surveys, 15(1), 71-121.
Jain, A. K. (Ed.). (2012). Economics of Corruption (Vol. 65). Springer Science & Business Media.
Rose-Ackerman, S. (1975). The Economics of Corruption. Journal of Public Economics, 4(2), 187-203.

Evaluation Pattern

Course title

MSE (Weight)

ESE (Weight)

Attendance

The Economics of Corruption

45%

50%

5%

Mid Semester Examination

Group/Individual Assignment

45 Marks

End Semester Examination

Group/Individual Assignment

50 Marks

 

BENG191A - READING TECHNOLOGY IN/AND SCIENCE FICTION (2021 Batch)

Total Teaching Hours for Semester:45
No of Lecture Hours/Week:3
Max Marks:100
Credits:3

Course Objectives/Course Description

 

This common core course aims to provide a basic introduction to understanding discourses of science and technology as represented in select science fiction. The course will help students understand some of the basic questions about the human condition that are raised, debated and negotiated in and through the representative fiction. Keeping the contemporaneity of issues today, the course will also emphasize how there is a crucial intersection of various ideas that cut across several disciplines with regard to technology and life, thereby making it crucially relevant to engage with it in the contemporary context. Anyone interested in questions of science, fiction and human condition may choose this course.

Objectives:

       To introduce students to the field of science fiction

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

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

Course Outcome

       By the end of the course the learner should be able to:

       Make clear and well-informed points about understanding science fiction as a reflection of the human condition today

       Recognise the issues and debates raised as being interdisciplinary in nature, and hence engage with the form at a more critical level

       Read and appreciate the literary aspects of science fiction.

        Reflect on the implications of science fiction in the contemporary times and show it in their writings.

       Debate about various issues related to the portrayal of humanity in science fictions.

       Provide an inter-disciplinary perspective towards analysing science fiction.

Unit-1
Teaching Hours:5
Introduction
 

This unit will provide students a basic overview of science fiction through some critical and conceptual lens. The New Critical Idiom Series, Science Fiction, would be used here to introduce aspects of SF to students. Locating the interdisciplinarity of the domain would be central in this module. Reference material would be handed out by the course instructor.

Unit-2
Teaching Hours:15
Negotiating ?Reason?
 

This unit will raise crucial debates in and around questions of ‘science’ and ‘reason’. The unit will also help students recognize the importance of raising these questions from various disciplinary points of view, an important one being philosophy.

       Isaac Asimov short story “Reason”

       Select Episodes of the series Stranger Things

       The Matrix

Unit-3
Teaching Hours:15
SF and technology
 

This unit will engage with how technology becomes a crucial part of negotiating SF. What are the fundamental concerns that Sf raises regarding technology and the human condition? How does technology come to be framed within SF? How is gender and sexuality framed within discourses of SF? How does SF address the anxieties of technology and future would be some of the questions engaged with here. Any one of the following novels may be taken up for discussion along with the viewing suggestion given below.

       Aldous Huxley Brave New World

       William Gibson, Neuromancer

       Margaret Atwood, Oryx and Crake

       “Hated in the Nation” from Black Mirror Season 3

Unit-4
Teaching Hours:10
Indian Science Fiction
 

This unit will engage with the science fiction in the Indian context. One of the main points of discussion would be to understand how Indian SF writers have engaged with tropes of SF that we are familiar with and what kind of an ‘India’ is imagined thereof which has implications socially, politically and culturally.

       Vandana Singh “Delhi”

       Sumit Basu Turbulence

Text Books And Reference Books:

Compilation

Essential Reading / Recommended Reading

Bell, David and Barbara M. Kennedy. Eds. The Cybercultures Reader. Routledge, 2000. (Excerpts)

Carey, Peter. What is Post-humanism? Minneapolis, University of Minnesota Press, 2010.

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

Evaluation Pattern

 This course is an instructor-based assessment design. A total of 95 marks will be distributed across various tasks. 5 marks will be collected through attendance. The outline of the assessment will be provided by the course instructor in the student course plans.

BENG191B - GLOBAL ETHICS FOR CONTEMPORARY SOCIETIES (2021 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 introduce students to the major theoretical and applied debates as well as major moral puzzles and challenges in the field of global ethics. Ethics is gaining ground as an important humanities intervention in a fast-changing world. A course one thics is often an added advantage for students as it helps them shape a socially awre perspective of the social reality. Drawing on interdisciplinary perspectives and thematic issues in the fields of international politics, business, communications and law, the course will challenge students to reflect on major ethical theories and traditions as well as core problems such as corporate governance, global distributive justice, the ethics of making and sustaining peace, media ethics and legal dimensions of ethics. By combining the works of both classic and contemporary philosophers with contemporary applied global issues, students will be able to critically reflect on fundamental normative questions from an interdisciplinary perspective and reflect on the rights, responsibilities and challenges of ‘good global citizenship’.  

Learning Objectives: On completing the course, students will be able to:  

● Open-mindedly consider different viewpoints in moral controversies. ● Identify the strengths and weaknesses of different philosophical and popular arguments on the various topics. ● Demonstrate understanding of the major moral philosophical approaches and techniques in moral reasoning. ● Formulate and critically assess personal positions/convictions.  

Course Outcome

At the completion of this course, the students would be able to:

  • Analyse various ethical dilemmas present in the society and efficiently present it in form of classroom debates and discussions.
  • Demonstrate a clear understanding of various school of thoughts in the domain of ethics through their assignments.
  • Appraise their views on various aspects of ethics and present it with clarity through multiple engagements in the classroom.

Unit-1
Teaching Hours:5
Introduction
 

Global Ethics: Conceptual Definitions, Historical Origins & Present Challenges Introduction to the course Ethics, Morals and Values Cultural Relativism vs Universalism (case study) 

Unit-2
Teaching Hours:10
Ethical Theories
 

Rationalist Ethical Theories Contractualist ethics Deontological Ethics Utilitarian Ethics Discourse ethics, Alternatives to Ethical Rationalism Virtue Ethics Feminist & Care Ethics Postmodernist Ethics 

Unit-3
Teaching Hours:10
Applying Ethical Theories
 

Ethics of International Aid and Development: Humanitarian Aid in Conflict Zones Global Distributive Justice and Global Poverty: Models for International Economic Justice Ethics of War: Torture in Abu Ghraib (Case Study)  

Unit-4
Teaching Hours:10
Ethics of Making and Sustaining Peace
 

Rohingya Issues: Are humanitarian interventions justified? The case study of Myanmar/Burma Global Environmental and Climate Ethics: Trade Agreements and Global Environmental Ethics Global Business Ethics and Arms Trade: The Ethics of Capitalism (Film Inside Job) 

Unit-5
Teaching Hours:10
Ethics of International Law
 

Natural Resources Extraction from the Kimberley process towards universal legislation (Movie: Blood Diamond),  Global Journalism Ethics, Digital Media Ethics and Whistleblowing Practices: Snowden and Whistleblowing Ethical Implications of Emerging Technologies: Genetics, stem cell and embryo research: Embryo research and women’s rights 

Text Books And Reference Books:

Hutchings, K. (2010) Global Ethics. An Introduction, Polity: Cambridge  

 

Essential Reading / Recommended Reading

Copp, D. (ed.) The Oxford Handbook of Ethical Theory, Oxford: OUP 

Graham, G. (2008) Ethics and International Relations, 2nd Edition. Malden, MA: Blackwell.

LaFollette, H. (ed.) (2003) The Oxford Handbook of Ethical Practice, Oxford: OUP 

Evaluation Pattern

Evaluation Pattern

Total

CIA (Weight)

ESE (Weight)

Attendance

100

45%

50%

5%

 

Mid Semester Examination

Group/Individual Assignment

45 Marks

 

End Semester Examination

Group/Individual Assignment

50 Marks

 

BHIS191A - ENCOUNTERING HISTORIES: THE FUTURE OF THE PAST (2021 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 influence and presence of the past is felt everywhere and every day in our lives. Movies, newspapers or the internet bombard us and expose us to the past – both familiar and unfamiliar. However, the barrage of information and the forces of globalisation have led to increasing questions on the relevance and the value of the past – indeed a denial even. This course will engage the students with the myriad ways in which the past, though no longer present – is a presence in our lives today. It will introduce the students to think historically, relate to their memories of their own past and make them aware of the multiple perspectives which will enable them to read, write and reflect on the past; or in other words, make history. 

This course will introduce students to the methodological and theoretical questions that animate and inform the practice of history. How do professional historians work? What is their goal? How do they locate and analyze source materials? What kinds of arguments do historians try to make? How, ultimately, is history produced? This course will ask how (or whether) historians’ particular sources – and their location in the archives – can give voice to the ordinary and of things ‘past’. Moreover, the course will address how the advent of the information age impact upon the historians’ profession by exploring how modern technology – whether film, photography, or the internet – changed the way historians work and address their audience.

Course Objectives:

  • To familiarize the students with foundational concepts in history and historical enquiry such as fact, fiction, truth, narrative, memory, conservationism and counterfactuals.
  • To identify and make students aware of the importance of historical awareness to arrive at independent and informed opinion and contribute meaningfully in local and global affairs and debates.
  • To equip students with an understanding of ‘history’ and the characteristics of ‘the past’ in present day society.
  • To help develop proficiency in research, analysis and writing; and to encourage wide, independent, selective reading on historical subject matter to foster a sustained, reasoned, well focused argument, based on a broad selection of evidence.
  • To identify arguments in historical works in order to be able to critique evidence used in support of the arguments.
  • To interpret varied sources and place them within their proper historical context to integrate secondary sources into their own original narratives and distinguish between different kinds of history.

 

 

 

Course Outcome

 

  • Students will discover how and why historians debate issues of evidence and interpretation and learn to distinguish between various schools or styles of academic history.
  • Students will learn to critically engage with representations of the past in the present to enable them to analyze and use evidence in interrogating historical accounts.
  • Students will be able to critically reflect and engage with the interface between the past and the present, fostering a healthy appreciation for history and its imprint on our present world.
  • Students will understand how historical narratives are shaped by states, organizations, and individuals. 
  • Students will better analyze the interaction between history and politics when following the news and in examining historical cases.
  • Students will appreciate how issues of identity and memory factor into our historical understandings and how this can condition present day policies and decision-making.

 

 

 

 

 

Unit-1
Teaching Hours:10
The Many Pasts
 

a)     Doing History - The Place of the Past.

b)    Facts, Fiction and Lies: Interrogating evidence - paintings, films, novels.

 

 

Unit-2
Teaching Hours:15
The Use and Abuse of History
 

a) Voice and the Subject: Narratives and Counter-narratives – Winston Churchill, Velupillai Prabhakaran, Pirates of the Caribbean, Tom and Jerry

b) Locating the Popular: Historical Fiction or Fictionalised History– Exploring the Fantasy Worlds of Ice Age, Hogwarts, Narnia, Westeros and Middle-earth.

c) The Past Today: The Ayodhya Debate and the Ram Janmbhoomi issue, Dwarka, Kapilavastu.

d) Historical Monuments and their Authorship/Ownership: The Temple Mount and Taj Mahal.

Unit-3
Teaching Hours:10
Locating Sources: The Historian's Voice
 

a)     History and the Visual: Photography, Film and the Image – Gladiator, Schindler’s List, 300, Gone with the Wind, Jodha Akbar and Mohenjo Daro

b)    Historical Re-enactments? Light and Sound Shows at Golconda, Red Fort and Khajuraho.

 

c)     Alternate Histories: Oral Histories, Sports Histories, Graphic Novels, Caricatures and Political Cartoons.

Unit-4
Teaching Hours:10
Memory, Commemoration, and Silence
 

a)     Memory and History: Power and the Production of History –Museums and Memorials.

b)    ‘Truth’ and ‘myth’: History as Conspiracy – Insider and Outsider Perspectives – the Aryan Debate, Hindutva Ideology and Neo-Nazis.

c)     Private Lives and Public Affairs: The British Monarchy, the Nehru-Edwina Affair. 

 

d)    Suppressing the Text: State Secrets and Declassification – Wikileaks and the Netaji Files.

Text Books And Reference Books:

·    Davis, Natalie Z. 1981. The Possibilities of the Past, Journal of Interdisciplinary History, Vol. 12, No.2, The New History: The 1980s and beyond II, pp. 267-275.
·    Gaddis, John Lewis. 2002. The Landscape of History: How Historians Map the Past, New York:  Oxford Univ Press.
·    Gathercole, Peter and David Lowenthal (eds.) 1994. The Politics of the Past, New York: Routledge.
·    Hodder, Ian and Scott Hutson. 2003 (Third Edition). Reading the Past, New York: Cambridge Univ. Press.
·    Kumar, Ravinder 1989. The Past and the Present: An Indian Dialogue, Daedalus, Vol. 118, No.4, pp. 27-49.
·    Thompson, Paul. 2000. The Voice of the Past: Oral History, New York: Oxford Univ Press.

Essential Reading / Recommended Reading

·      Banerjee, Sumanta, 2003. Ayodhya: A future bound by the past, Economic and Political Weekly, Vol. 38, No. 27, pp. 2795-2796.
·      Buchli, Victor and Gavin Lucas 2001. Archaeologies of the Contemporary Past, Routledge.
·      Carr, E.H. 1967. What is History,Vintage.
·      Chalcraft, David et.al. 2008. Max Weber Matters: Interweaving Past and Present, Ashgate.
·      Chapman, James 2005. Past and Present: National Identity and the British Historical Film, I.B.Tauris.
·      Clarke, Katherine 2008. Making Time for the Past: Local History and the Polis, Oxford Univ Press.
·      Damm, Charlotte 2005. Archaeology Ethno-History and Oral Traditions: approaches to the indigenous past, Norwegian Archaeological Review, Vol. 38, No. 2, pp. 73-87.
·      Fowler, Don D. 1987. Uses of the past: Archaeology in the service of the state, American Antiquity, Vol. 52, No. 2, pp. 229-248.
·      Greene, Naomi 1999. Landscapes of Loss: the Nationalist Past in Postwar French Cinema, Princeton Univ Press.
·      Hamilakis et. al. 2001. Art and the Re-presentation of the Past, The Journal of the Royal Anthropological Institute, Vol. 7, No. 1, pp. 153-156.
·      Muller, Jan-Werner 2004. Memory and Power in Post-War Europe: Studies in the presence of the past, Cambridge Univ. Press.
·      Murray, Williamson and Richard Hart Sinnreich (eds.) 2006. The Past as Prologue: The Importance of History to the Military Profession, Cambridge Univ Press.
·      Piercey, Robert 2009. The Uses of the Past from Heidegger to Rorty:Doing Philosophy Historically, Cambridge Univ. Press.
·      Shrimali, K.M. 1998. A Future for the Past? Social Scientist, Vol. 26, No. 9, pp. 26-51.
·      Stone, Peter G. and Philippe G. Planel 1999. the Constructed Past, Routledge.
·      Walsh, Kevin 1992. The Representation of the Past: Museums and heritage in the post-modern world, Routledge

Evaluation Pattern

CIA - Evaluation Pattern

Assignment 1

Assignment 2

Total

20

20

40

 

Mid Semester Examination

Submission

Presentation

Total

30

20

50

 

End Semester Examination

Submission

Presentation

Total

30

20

50

 

BHIS191B - THE HISTORY OF URBAN SPACE AND EVOLUTION OF CITY FORMS (2021 Batch)

Total Teaching Hours for Semester:45
No of Lecture Hours/Week:3
Max Marks:100
Credits:3

Course Objectives/Course Description

 

Course Description:

A focus on urban history offers fertile territory for a variety of topics. The development and inhabitation of cities has been an important feature in Cartesian and human landscapes for thousands of years. Regardless of time and place, cities have always brought together people and the products of their labor together in relatively limited spaces. Cities have thus been incubators for experiments in social organization, policy-making, planning, environmental modification, and economic innovation. Consequently, cities are dynamic and vital centers, which inform and are shaped by human experience. Studying how cities and their inhabitants change over time—whether on a long or short horizon or on a global, national, regional, or local scale—offers an informative framework within which to consider broader historical questions, such as the relationship between people, place, work, culture, and politics. Studying cities, moreover, offers students a great opportunity to engage in comparative historical study and to work with a variety of available technologies for studying cities.

Course Objectives:

                    To deploy multiple analytical approaches to urban space, its organization, and inhabitation in order to analyze and situation urban development as a historical process that takes place within a broader historical context

                    To illustrate multiple approaches to understanding changes in economic, political, and social formations in cities over time, as an important element in developing historical knowledge

                    To acquaint the students how political development in historical context affected the rise and demise of urban centres

  • To acquaint the student how modern notions of urban development emerged and the various trends of the modern urban development 

Course Outcome

Course Outcomes:

At the end of the course the students will 

                   Identify and deploy various approaches to comparatively analyzing cities, using critical thinking to analyze urban space and urban life from multiple perspectives

                   Recognise and engage with the role of cities, suburbs, and urbanization in historical narratives

                   Demonstrate an ability to negotiate with ideas of immigration, migration, and economic and technological change, and how they have shaped cities through history

  • Reflect and analyse on the relationship of the built environment of cities with the natural environments surrounding them

Unit-1
Teaching Hours:10
What is Urban History?
 

Level of Knowledge: Conceptual

a)                  What is Urban History? Urbanism as an Interdisciplinary Project- Urbanism and Comparative Method

b)                 Historiography of Urbanism-  Modern Studies of Urbanism: Henri Pirenne and Max Weber- Study of Urbanism in the USA

c)                   Urbanism and Modernity

d)     Urban Histories and the ‘Cultural Turn

Unit-2
Teaching Hours:15
Approaches to the study of Ancient and Medieval urban centres
 

Level of Knowledge: Analytical

a)                  The Harappan Cities-Between the Harappan and the Early Historic: An Absence of Cities?  The Early Historic Cities-Early Historic Cities in Texts-Understanding Early Historic Urbanisation

b)                 Idea of Medieval Cities of Europe- the spread of urbanism and emergence of town planning- urban revival in western Europe

c)                  Perceptions on Medieval Indian Cities-Commercially and Politically Charged Urbanism- Urbanism and Sufi and Bhakti Spaces-Poliscracy- Portuguese Cities: Polisgarchic-‘City-States Of Medieval India

Unit-3
Teaching Hours:10
Colonial Cities
 

Level of Knowledge: Conceptual

a)                  Dependent Urbanisation and New Urban Forms in Colonial India-City Planning in India under British Rule-Race, Class and Ethnicity in the Colonial City

b)                 Modernity and the City in Colonial India-The City as the Site of Spectacles-The City as the Site of Movements

c)   Case Study of Colonial Cities:Calcutta, Bombay, Madras, Delhi

Unit-4
Teaching Hours:10
Themes on Modern Cities
 

 Level of Knowledge: Analytical

 

a)                  Space and Urban Theory- Materialities-Knowledge

 

b)                 Science, Planning and Expertise- Connections and Flows of modern cities

 

c)  Emerging concepts- Global City, Inclusive City, Liveable City, Safe City, Future City – Impact of new town movement on post-independent Indian city planning -beginning of modern town planning in India

Text Books And Reference Books:

                   Adams R. McC., (1966) The Evolution of Urban Society: Early Mesopotamia and PrehispanicMexico (Chicago: Aldine).

                   Basant, P. K., (2012) The City and the Country in Early India: A Study of Malwa (Delhi: Primus Books).

                   Ballhatchet, Kenneth, (1980) Race, Sex, andClass under theRaj:ImperialAttitudes and Policies and Their Critics, 1793-1905 ( London: Weidenfeld and Nicolson, 1980).

                   Chandavarkar, Rajnarayan, (2009) History, Culture and the Indian City (Delhi: Cambridge UniversityPress).

                   Bayly, C. A., (1992) Rulers, Townsmen and Bazaars: North Indian Society in the Age of British Expansion, 1770-1870 (Delhi: Oxford University Press).

                   Banga Indu (ed.), (1991) City in Indian History: Urban demography, Society and Politics (Delhi: Manohar).

                   Chattopadhyaya,B., (2003) ‘The City in Early India: Perspectives from Texts’, in B. Chattopadhyaya, Studying Early India: Archaeology, Texts, and Historical Issues (Delhi: Permanent Black), pp. 105-34.

                   Edward Soja (2000): Postmetropolis, Critical Studies of cities and Regions, Blackwell Publisher Ltd. 17.

                   Fischer, Claude S. 1975 Towards a subcultural theory of urbanism, Reprinted in J.J. Macionis and N. Benokraitis (ed.) 1989 Seeing Ourselves (pp 367-373).

                   Frykenberg, R.E., (1986) Delhi Through Ages: Selected Essays in Urban History, Culture and Society (New Delhi: Oxford University Press)

                   G. P. Chapman, A.K. Dutt and R.W. Bradnock (ed.) (1999): Urban growth & Development in Asia, Vol.2: Living in the Cities, Ashgate Publishing Ltd.

                   Marshall, P.J., (2000),The White Town ofCalcutta under the Rule of the East India Company‟, Modern Asian Studies, Vol. 34, No. 2 (May), pp. 307-331.

                   Prentice Hall, Englewood Cliffs, New Jersey. Hayden, Dolores, (1996) The Power of Place: Urban Landscapes as Public History (Cambridge, MA: MIT Press).

                   Pirenne, Henri, (1969) Medieval Cities: Their Origins and the Revival of Trade (Princeton: Princeton University Press).

                   Shane, Ewen, (2016) What is Urban History? (Cambridge: Polity Press). Southall, Aidan, (1998) The City in Time and Space (Cambridge: Cambridge University Press).

  • Trigger, B., (1972) ‘Determinants of Urban Growth in Pre-industrial Societies’ in Ucko, Ucko, P.J., Tringham R. and Dimbleby, G.W. (eds.) Man, Settlement and Urbanism (London: Duckworth Publishers).
Essential Reading / Recommended Reading

                   Braudel, Fernand, (1989) The Identity of France (London: Fontana Press).

                   Blake, Stephen, (1993) Shahjahanabad: The Sovereign City in Mughal India, 1639- 1739 (New Delhi: Cambridge University Press).

                   Braudel, Fernand (1973) Capitalism and Material Life, 1400-1800, tran. by Miriam Kochan (New York: Harper & Row).

                   Cohen, R., (1979) ‘State Origins: A Reappraisal’ in Claessen, H.J.M. and Peter Skalnik (eds.) The Early State (Hague: Mouton).

                   Champakalakshmi, R., (1996) Trade, Ideology and Urbanisation: South India, 300 BC and 1300 AD (Delhi: Oxford University Press).

                   Finley, M., (1977) ‘The ancient city: from Fustel de Coulanges to Max Weber and Beyond’ Comparative Studies in Society and History, Vol. 19.

                   Jacobsen T, Adams RMcC., (1958) ‘Salt and silt in ancient Mesopotamian agriculture’, Science, Vol. 128, pp. 1251-58. Fried, Morton, (1967) The Evolution of Political Society (New York: Random House).

                   Harvey, David, (1985) The Urbanisation of Capital : Studies in the History and Theory of Capitalist Urbanization (Baltimore: John Hopkins University Press).

                   Heitzman,James, (2008) TheCity in SouthAsia (London and NewYork: Routledge).

                   Kenoyer, J. M., (1998) Ancient Cities of the IndusValley Civilization (Karachi: Oxford University Press). Kenoyer, J. M. and K. Heuston, (2005) The Ancient South Asian World (Oxford: University Press).

                   Latham A, et.al. (2009): Key Concepts in Urban Geography, Sage, Los Angeles, London, New Delhi, Singapore, Washington.

                   Martindale, D., (1958) ‘The Theory of the City’ in Weber, Max, The City, Translated and edited by Martindale (New York: Don and Neuwirth, G. Free Press).

                   Mumford, L., (1961) The City in History (New York: Harcourt, Brace and World). Orans, Martin, (1966) ‘Surplus’, Human Organization, Vol. 25, pp. 24-32

                   Nightingale, CarlH., (2008) „Before Race Mattered: Geographies ofthe Color Line in Early Colonial Madras and New York‟, The American Historical Review, Vol. 113, No. 1 (February), pp. 48-71

                   Peers, Douglas M., (1998) „Privates offParade: Regimenting Sexuality in the NineteenthCentury Indian Empire‟, The International History Review, Vol. 20, No. 4 (December), pp. 823-854.

                    Pieterse E, (2008): City Futures, Confronting the Crisis of Urban Development, Zed Books Ltd, London and New York.

                   Steward, J., (1968) ‘Cultural Ecology’ in The International Encyclopedia of The Social Sciences, Vol. 3. Tonkiss, Fran, (2009) Space, the City and Social Theory (Cambridge: Polity Press).

 

  • Weber, Max, (1958) The City, Translated and edited by Martindale, Don and Neuwirth, G. (New York: Free Press). Wirth, Louis, (1938) ‘Urbanism as a way of life’ Reprinted in J.J. Macionis and N. Benokraitis (ed.) (1989) Seeing Ourselves (pp.360-366) (New Jersey: Prentice Hall, Englewood Cliffs).
Evaluation Pattern

BHIS 191 B

 Urban History: The History of Urban Space and Evolution of City Forms

CIA

20 Marks 

MSE

 

CIAII

20 Marks 

ESE 

50 Marks

Group Assignment

(The Assignment will have 2 components related to each other)

Submission Paper

Individual

Assignment 

Submission  paper

(Research based)

BMED191A - MEDIA LITERACY (2021 Batch)

Total Teaching Hours for Semester:45
No of Lecture Hours/Week:3
Max Marks:100
Credits:3

Course Objectives/Course Description

 

Course Description:

Media literacy is designed to help students develop an informed and critical understanding of the nature of an ever expanding and increasingly dominating mass media –as information sources, as entertainment, and as an industry–as well as to examine, interpret, and evaluate the messages contained within, and their social, cultural and political implications. This course exposes the student to the base complexities of media literacy, develop critical thinking skills, the provides the methods of analysis necessary to interpret media content as well as methods of critical writing appropriate to media analysis.

 

Course Objectives:

 

  • Understand how media messages create meaning
  • Identify who created a particular media message
  • Recognize what the media maker wants us to believe or do
  • Name the "tools of persuasion" used
  • Recognize bias, spin, misinformation and lies
  • Discover the part of the story that's not being told
  • Evaluate media messages based on our own experiences, beliefs and values
  • Create and distribute our own media messages
  • Become advocates for change in our media system Learning Outcome.
  • Will be able to apply the principles of ethics to the subject of study (area of research), while appreciating the context in which the medium functions.

Course Outcome

 

  • To lay the foundation of Public Relations practice
  • To train the students in media relations
  • To introduce the concept of Corporate Communication
  • To familiarize the students with concepts like propaganda, public opinion, advertising, and public relations.

Unit-1
Teaching Hours:15
Introduction to Media Literacy
 
  • Understanding what is media literacy?

  • The Power of Media Literacy 

  • Conditions for Media Learning

  • Media Literacy Skills

 

 

Unit-2
Teaching Hours:15
Approaches to Media Literacy
 

 

  • Key Concepts of Media Literacy

  • The Media Triangle

  • Surveys, Media logs and historical perspectives

  • Understand, analyze and evaluate- finding hidden messages

  • Digital Citizenship

Unit-3
Teaching Hours:15
Media Analysis
 

 

  • Deconstructing Ads

  • Detecting Bias in News

  • Critical Reading of Websites

Text Books And Reference Books:
  • Alexander, A. & Hanson, J. (2007). Taking Sides: Clashing Views in Media and Society. McGraw-Hill Contemporary Learning Series: Dubuque, IA. 384 pp.

  • Hiassen C. (1998). Team Rodent: How Disney Devours the World. Ballantine Books. 96 pp

  • Kilbourne, J. (1999). Can’t Buy My Love: How Advertising Changes the Way We Think and Feel. Simon and Schuster: New York. 366 pp.

  • McLuhan, M. (1998) Understanding Media: The Extensions of Man. Seventh Printing. MIT Press: MA 365 pp. (orig. pub. In 1911).

 

 

Essential Reading / Recommended Reading
Evaluation Pattern

CIA 1: Submissions for 20 marks

Mid Semester Submission: 25 marks

CIA 3: Submissions 20 marks

End Semester Submission: Submission for 30 marks

 

BMED191B - UNDERSTANDING THE VISUAL LANGUAGE OF CINEMA (2021 Batch)

Total Teaching Hours for Semester:45
No of Lecture Hours/Week:3
Max Marks:100
Credits:3

Course Objectives/Course Description

 

Cinema emerged as a major form of entertainment in the 20th century. Ever since its invention it has striven to captivate people and has evolved as a means for people to engage with themselves as well as the world. Over the years it has also evolved a language of its own.This course would provide students a thorough knowledge of the conceptual and practical aspects of storytelling in films. cinematography through engagement with works of eminent cinematographers from around the world.

  • Appreciate cinematography as a combination of artistic and technological endeavours

  • Understand the basics concepts of cinematography and shot design

  • Harness the power of natural and artificial lighting  to compose powerful shots

  • Explore the creative possibilities of cinematography and understand its importance in effective storytelling.

Course Outcome

  • To appreciate cinematography and understand its technicalities

  • To understand the basic design and concepts of cinematography.

  • To appreciate the importance of cinematography in cinema

  • To familiarize with  concepts of effective storytelling

Unit-1
Teaching Hours:10
Introduction to the language of cinema
 

Cinematography as an art; Art of visual storytelling; Evolution of cinematography; Eminent cinematographer’s from world cinema; Cinematography and effective storytelling.

Unit-2
Teaching Hours:15
The Cinematographer?s medium and Tools
 

Light , Camera, Lenses, Basics of Lighting; Various types of light sources and their practical application;Colour temperature, Lens Choice, Lens filters, Exposure/F‐Stop/Shutter/ISO; Depth of field Camera operating; Hands‐on introduction to camera equipment

Unit-3
Teaching Hours:10
Visualising and Shot Design
 

Composition & Framing; Types of Shots; Shot design for single camera and multi camera productions

Unit-4
Teaching Hours:10
Camera Placement and Movement
 

 

Camera Placement -how does it affect the meaning; Motivated Camera Movement.

Text Books And Reference Books:

Block, B. (2013). The visual story: Creating the visual structure of film, TV and digital media. Routledge.

 

Essential Reading / Recommended Reading

Alton, J. (2013). Painting with light. Univ of California Press.

Evaluation Pattern

CIA 1: Submissions for 20 marks

Mid Semester Submission: 25 marks

CIA 3: Submissions 20 marks

End Semester Submission: Submission for 30 marks

BPOL191A - PEACE AND CONFLICT MANAGEMENT (2021 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 views conflict as an ever-present component of any decision-making environment, including Planning and Public Administration and International Relations. It offers tools for: understanding the nature of conflict at different levels and of individual and joint decision-making processes; devising individual and group strategies that minimize the destructive consequences of conflict; and, identifying solutions satisfactory to all involved. Some conflict-related concepts and processes are general and context-free, while others are specific to the planning and policy fields. Some simulation games and cases, and the students' reaction to them, will provide the basis for class discussions about the nature of various decision mechanisms and the role of perceptions in managing conflicts. The course introduces students to the key concepts and theoretical approaches employed to explain and understand conflict, and the range of policies and practices that seek to manage, resolve and transform conflicts. Case studies from South Asia and the rest of the world are used to provide empirical illustrations in class. Students will be invited to analyze the successes/failures of different techniques employed by peace activists, policy makers, and peace research scholars. 

Course Objectives

The course aims to help students to:

  • understand the concepts, theories and practices, with a focus on equipping students with toolkits of handling conflict and negotiation.
  • understand the mechanism of creating values and achieving integrative negotiation outcomes.
  • assess the debates over the main ideas that constitute the fields of conflict management and peace.

Course Outcome

At the end of the course, the student will be able to:

  • identify the importance of, and the ability of using communication and information exchange in conflict and negotiation contexts
  • apply concepts in handling conflicts with employers, colleagues, customers, business partners, and clients from different cultural/country backgrounds
  • examine the study of conflict management and peace studies and understand how this subject has prompted enormous scholarly debate and disagreement both in history and other fields.

Unit-1
Teaching Hours:9
Introduction
 

The Nature and Origins of Conflict: How and Why People Conflict; Differences, diversity and opportunity; Conflict: Meaning, Nature and types and levels of conflict; Violent and Non-Violent Conflicts; Conflict Mapping and Tracking; Conflict Management and Conflict Resolution

 

Unit-2
Teaching Hours:12
Conflict Management
 

A Holistic Approach to Conflict Management; Conflict Prevention and Preventive Diplomacy; Conflict Prevention and Early Warning; Stages in Conflict Management

Unit-3
Teaching Hours:12
Peace building
 

Understanding Peace Process; Stages in the Peace Process; Peace-making, Peacekeeping and Peacebuilding; Negotiation and Mediation; Arbitration and Adjudication 

Unit-4
Teaching Hours:12
Challenges for conflict management
 

Variation in Contexts: Culture, Religion, and Identity; Contemporary Challenges: (1) Terrorism; (2) Environmental Conflicts; Prospects for Conflict Resolution 

Text Books And Reference Books:

Baker, D. P. (2010). Conflict management for peacekeepers and peacebuilders: by Cedric de Koning and Ian Henderson
Galtung, Johan (1969), “Violence, Peace, and Peace Research”, Journal of Peace Research, 6(3): 167-191.
Bajpai, Kanti (2004), “A Peace Audit on South Asia”, in Ranabir Sammadar (ed.) Peace Studies: An Introduction to the Concept, Scope, and Themes, New Delhi: Sage.
Pammer, W. J., & Killian, J. (Eds.). (2003). Handbook of conflict management. CRC Press.
Fischer, R., Ury, W., & Patton, B. (1981). Getting to yes. Negotiating Agreement Without Giving in.

Essential Reading / Recommended Reading

Bercovitch, Jacob and Richard Jackson (2009), Conflict Resolution in the Twenty-first Century: Principles, Methods and Approaches, Ann Arbor (MI): University of Michigan Press.
Levy, Jack S. (2007), “International Sources of Interstate and Intrastate War”, in Chester
Crocker et al. (eds.) Leashing the Dogs of War, Washington DC: USIP.
Menon, Ritu (2004), “Doing Peace: Women Resist Daily Battle in South Asia”, in
Radhika Coomaraswamy and Dilrukshi Fonseka (eds.), eace Work: Women, Armed Conflict and Negotiation
Zartman, I. William (2001), “Preventing Deadly Conflict”, Security Dialogue, 32(2): 137-154.
Ramsbotham, Oliver et al. (2011), Contemporary Conflict Resolution, 3rd Edition.

Evaluation Pattern

CIA 1 - 25

CIA 2 (Mid sem) - 25

ESE - 45

Attendance- 5

BPOL191B - GLOBAL POWER POLITICS (2021 Batch)

Total Teaching Hours for Semester:45
No of Lecture Hours/Week:3
Max Marks:100
Credits:03

Course Objectives/Course Description

 

 The global balance of power is changing dramatically. As the world seems to be moving away from American Hegemony, the question of where power lies in global politics is becoming ever more significant. Great powers remain as the critical actors in the international system and the nature of the international order is determined by their interactions in war and peace. This course focuses on the transformation of the global power politics particularly focusing on the power shifts in the post-cold war international system. The course will also introduce students to the emergence of new powers such as China, India, Brazil and South Africa and the changing dynamics of the international system. The course will examine whether great powers can cooperate in addressing the consequential challenges in the new century; climate change, nuclear proliferation, refugee crisis, international terrorism and other issues. The course will also analyze the competition among the great powers in the South and East China Sea, and the West Asian region.

Course Objectives

The course aims to:

  • Introduces the students to some of the key concepts of international relations, theories of international relations and key issues pertaining to great power politics in the twenty first century. 
  • Provides the overview of the dynamics of strategic interaction between great powers and focuses on great power competition during World Wars, Cold War period and the post-Cold War period.
  • Examine the great power dynamics, the use of power by great powers in international relations.

Course Outcome

At the end of the course, the student will be able to:

  • Outline and analyze the major contemporary challenges and issues in global politics.
  • Demonstrate the dynamic role of power in international relations.
  • Develop an understanding of global power politics in the twenty-first century.

Unit-1
Teaching Hours:9
Introduction to International Relations
 

International Relations: Meaning, nature and scope of international relations; Key Concepts of International Relations: Sovereignty (territorial sovereignty), Balance of Power, National Power, Security and Globalization.

Unit-2
Teaching Hours:12
Theorization of Great Power in International Relations
 

Theories of International Relations: Realism (Classical Realism and Neo-Realism), Liberalism (Neoliberalism), Constructivism.

Unit-3
Teaching Hours:12
Great Power Politics in the Cold War era
 

First World War, Second World War: Causes and Consequences, dynamics of strategic interaction between the great powers including the alliances, Inter war period (multipolarity), the Cold War (bipolarity) and the post-Cold War period (unipolarity and multipolarity).

Unit-4
Teaching Hours:12
Globalization and Great Power Politics
 

Power shifts in the post-Cold War international system, Great Powers: traditional and non-traditional security threats, Emergence of new powers (rise of China and India as a challenge to the West).

Text Books And Reference Books:

Mearsheimer, J.J.(2014) , 'The Tragedy of Great Power Politics', updated ed. New York: Norton.
Wohlforth, W.C.(1999), 'The Stability of a Unipolar World,' International Security 24.1: 5-41.
Ikenberry, G. John, Ed.(2002), America Unrivaled: The Future of the Balance of Power, Ithaca, NY: Cornell University Press.  
Buzan , B and Ole Weaver(2003), ‘Regions and Powers: The structure of International Security’ Cambridge.
Baylis and Smith (eds)(2014), ‘The Globalization of World Politics’. Sixth edition, New York: Oxford University Press.
Heywood, A (2014), 'Global Politics,' Palgrave Foundation.
Griffiths, M and Terry O Callaghan(2002) ‘International Relations: The Key Concepts’,Routledge London and New York.

Essential Reading / Recommended Reading

Brown, C and Kirsten Ainley(2005), ‘Understanding International Relations’ 3rd edition, Palgrave Macmillan New York.
Crenshaw, M.(1981), The causes of terrorism. Comparative politics, 13(4), 379-399
Devatak, D, Anthony Burke and Jim George(2007), ‘An Introduction to International Relations: Australian Perspectives’, Cambridge University Press.
Morgenthau, H.J.(1948), 'Politics among Nations: The Struggle for Power and Peace’, Alfred A Knopf, New York.
Waltz,K.(1979) ,‘Theory of International Politics’. Addison-Wesley Publications.

Evaluation Pattern

 

Course Code

Course Title

Assessment Details

BPOL191B

Global Power Politics

CIA 1

MSE

(CIA 2)

CIA 3

ESE

Attendance

20

Marks

25

Marks

20

Marks

30

Marks

05

Marks

Individual Assignment

Written Exam

Group Assignment

Written Exam

 
     

Section A: 

3 x 5 = 15 Marks

Section B: 

2 x 10 = 20 Marks

Section C: 

1 x 15 = 15 Marks

 

Section A: 

3 x 5 = 15 Marks

Section B: 

2 x 10 = 20 Marks

Section C: 

1 x 15 = 15 Marks

 

BPSY191B - ADVERTISEMENT PSYCHOLOGY (2021 Batch)

Total Teaching Hours for Semester:45
No of Lecture Hours/Week:3
Max Marks:100
Credits:3

Course Objectives/Course Description

 

Course Description

Advertisement psychology is a branch of psychology which studies the pattern of responses by the human system to advertisement stimuli. Advertising is the art of influencing human behaviors to buy certain products. Recently  advertisers are discovering the need to know the facts which psychology can give about what attracts attention, what sticks in memory, what gives a pleasant impression, what persuades and what leads to the act of purchase. The field helps marketers and copyrighters to prepare effective advertisements.

Course Objectives

This course aims to:

  • Understand the historical and scientific origin and development of the fie
  • Learn the cognitive,affective and behavioural responses to the advertisement stimuli
  • Develop the skills to evaluate the effectiveness of advertisements from psychological perspectives 

Course Outcome

By the end of the course the learner will be able to:   

  • Apply the psychological perspectives of advertisements in the real life setting.
  • Integrate different domains such as cognitive, affective and behavioral responses in the field of advertisement.
  • Develop the ability to make applications based on understanding of marketing strategies.

Unit-1
Teaching Hours:15
Unit I: Introduction to advertisement psychology
 

Introduction to advertisements; its objectives and importance;

Types and forms of advertising;

Effects of advertisements - a psychological perspective;

Classic and contemporary approaches of classifying advertisement effectiveness.

Unit-2
Teaching Hours:15
Unit II: Cognitive processing of advertisements
 

Influence of advertisements on buying behaviors;

Dynamics of Attention, Comprehension, Reasoning for advertisements;

Attitudes and attitude changes with the influence of advertisements;

Principles of persuasion and attitude change;

Achieving advertisement compliance without changing attitude.   

Unit-3
Teaching Hours:15
Unit III: International Advertising and Creating Brand
 

Emergence of International Advertising;

Advertising in Multicultural Environment;

Ethics in Advertising;

Integrated marketing communication and marketing mix.

Text Books And Reference Books:

Fennis, B. M., & Stroebe, W. (2015). The Psychology of Advertising. New York: Psychology Press.

Andrew,A. Mitchell. (1993).Advertising Exposure, Memory and Choice.Lawrence Erlbaum Associates. Hillsdale, NJ.

Essential Reading / Recommended Reading

Linda, F. Alwitt& Andrew, A. Mitchell. (1985).Psychological Processes and Advertising Effects: Theory, Research, and Applications. Lawrence Erlbaum Associates. Hillsdale, NJ. London.

Rolloph, M.E. & Miller, G.R. (Eds) (1980).Persuasion: New Directions in Theory and Research.Sage. N.Y.

Eddie. M. Clark, Timothy.C. Brock,& David W. Stewart. (1994).Attention, Attitude and Affect in Response to Advertising. Lawrence Erlbaum Associates. Hillsdale, NJ.

Evaluation Pattern

 

 

Individual Assignment

Mid-Semester Exam

Group Assignment

Attendance

25

45

25

05

SDEN111 - SOCIAL SENSITIVITY SKILLS (2021 Batch)

Total Teaching Hours for Semester:30
No of Lecture Hours/Week:2
Max Marks:50
Credits:0

Course Objectives/Course Description

 

Today’s generation is confronted with manifold challenges as a result of the rapidly changing economy and socio-political environment. As an educational institution, CHRIST (Deemed to be University) owns up to the responsibility to prepare graduates with skills which will not only make them efficient at their workplace but also nurture them as individuals who would make an effective contribution to the society. Aligning with the Christite Graduate Attributes, the English-History Cluster at the School of Business Studies and Social Sciences has drawn out an extensive series of skills that would enable them to hone their personal and professional abilities. This has been done keeping in mind the paradigm shift from knowledge-oriented-approach to learning to skill-oriented-approach that the contemporary era necessitates. The skills and the modules aligning to it  have been identified reckoning the following:

  1. The nature of  the discipline;

  2. The current trends in the field;

  3. The prospective employment opportunities ;

  4. The needs of the immediate spaces of engagement and nation at large, and

  5. The global skill ecosystem.

 

Learning Objectives

The course aims to:

 

  1. Equip Christites with skills to confront the challenges of a dynamic society

  2. Develop necessary skills for professional and personal growth

  3. Provide a platform to nurture and hone their skills

  4. Enable them with the usage of transferable skills which can be used in multiple domains across time

Social Sensitivity Skills has been designed taking into consideration the need to nurture and enhance some of the skills which are necessary for a society to function and individuals to interact with their immediate spaces and society at large. This course is an amalgamation of both personal and professional aspects and therefore would engage with questions of personal and professional integrity, social interactions and harmonious living so on and so forth.

Course Objectives

The course is designed to:

 

  1. Enhance social interaction skills

  2. Develop social awareness and sensitivity

  3. Nurture best academic, professional and personal practices

Course Outcome

At the end of the course, the students would be able to:

 

  1. Display cross-cultural interaction abilities

  2. Conduct several activities which have a positive social impact

  3. Construct arguments, activities, and exercises which display a thorough understanding of the best practices in multiple domains.

Unit-1
Teaching Hours:4
Adaptability and Flexibility Skills for success
 

 

The unit emphasises on the emerging trends in the field of education and profession with the rapid changes owing to structural/ institutional, technological and infrastructural evolution. Therefore, there is an inevitability to change, either disruptive or productive leading to a point of the situation at “thrive or dive.” The students will be exposed to the contextual 'thrive' or 'dive' that could be better understood with the enhanced self-regulated attitudes/ approaches with the adaptability and flexibility skills either requiring appropriate cognitive, behavioural and emotional adjustments.

Unit-2
Teaching Hours:4
Academic Honesty: On Research
 

The unit will focus on the ethical aspects of academic research.  The unit highlights the Academic integrity as the foundation of the learning process and provides discussions on principles of honesty, academic standards, mutual trust, responsibility and respect for knowledge.

Unit-3
Teaching Hours:4
Academic Honesty: On Plagiarism
 

The unit is designed to help students understand the importance of academic integrity and to introduce them to the many ways of achieving and safeguarding academic integrity. The unit will also help address issues pertaining to correct citations, plagiarism, and meeting the correct standards of academic honesty.  

Unit-4
Teaching Hours:4
The Virtue of Right Act: Law and Civics
 

 

This unit differentiates (in definitions and practices) 'rights by law' and 'civics by virtue' which are required to form a positive force to building a salubrious society. This is possible by developing reverence towards the state's constitution and ability to critically reflect over individuals civic role in society as a citizen of the same state, acting within its legal framework.

Unit-5
Teaching Hours:4
The Ethics of Research: Interviews, focus groups
 

 

This unit will equip students to understand some important principles, methods and guidelines that can help avoid or resolve ethical dilemmas that might occur when conducting research through methods such as focus groups, interviews and surveys. The unit will emphasize on the data analysis, data collection, social responsibility, accountability and mutual respect among researchers, plagiarism, introduction to MLA and APA formatting, integrity and transparency.

Unit-6
Teaching Hours:2
Respecting Diversity: Languages in India
 

 

The unit will focus on the cultural diversity that the presence of multiple languages brings to a nation like India. The unit will emphasize on the role of language in shaping both individual and national identity as well as on the need for respecting linguistic differences.

Unit-7
Teaching Hours:4
Respecting Diversity: Communal Harmony
 

 

This unit will equip students to understand the significance of cultural heterogeneity and communal harmony. The unit will focus on concepts such as the multi-ethnicity, cultural reciprocity and religious fundamentalism in Indian context.

Unit-8
Teaching Hours:4
Environmental Sensitivity
 

 

This unit will equip students to understand the current concern about our impact on the environment. The unit will emphasize on the things that they do and how it affects the environment, promote green practices at college and home, sustainable environment practices, knowledge and understanding of the environment and environmental challenges. Apart from giving a global perspective the course intents to sensitize about the current situation and scenario around them.

Text Books And Reference Books:

As may be suggested by the course instructors

Essential Reading / Recommended Reading

--

Evaluation Pattern

General Evaluation Pattern: Unit-Wise Continuous Evaluation

 

The evaluation will be based on the assessments formulated by the PTC student-instructors who facilitate each unit in the class. A continuous evaluation pattern will be followed whereby after the completion of each unit, an assignment will follow. The assessment will be done based on predefined rubrics and the score sheet needs to be tabulated. The cumulative score sheet is to be prepared at the end of the semester and the final Skill Development Score is to be computed.

BBLA211 - PERFORMATIVE ARTS-II (2021 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 is a foundation course for students of the Liberal Arts program. One of the reasons why a performing arts course was seen to be foundational in the program, is because it is seen as an important component of our educational philosophy - as we believe that performing arts teach us about our history and educate us in ways, which enable us to become well-rounded and sensitive members of society. It helps us to understand the people around us and how they might be expected to react in certain situations. 

Above all else, the performing arts are about being creative. Without a creative voice, a society may become all but dead inside, and a social group without any creativity is likely to be repressive and tyrannical rather than a force for good. The importance of having people in society who can express themselves creatively is without a doubt. It can be reasonably argued that the formation of creativity was the most important step in human development and that society cannot move forward without creative people.

Spread across two semesters, and informed by the Sustainable Development Goals of the UN, the student will accrue 6 credits throughout its administration. Designed completely as per the workshop-model, the course intends students to develop their critical, creative and analytical skills, while also honing their personal and interpersonal skills which they may carry forward into the rest of the course of their program. This amalgamation of Art, theatre, music and dance will culminate in a production at the end of the second semester, completely stage-managed by the students. 

 Course Objectives:

  • To enable students to hone their creative, critical and analytical skills
  • To help students understand the use of their body in everyday practices
  • To develop the interpersonal skills that will help them carry forward into other domains of their curriculum
  • To enable students to use theatre, dance and other performing arts as an effective way to express themselves, and to sensitize them with the possibility that it can also be a tool through which people with disabilities can communicate. 
  • Performing arts are also an extremely useful way of helping students get over hesitations and gradually become more confident as they find ways to communicate. 
  • In addition to teaching self-expression, the performing arts help society as a whole in self-knowledge and understanding. Theatre and the performing arts teach society about itself, hoping to point out the attitudes and mindsets of current society. It can be a tool used to educate people about their current conditions.
  • To provide a space for students to engage in self-reflection – a vital skill for life after school.

Course Outcome

At the end of the two semesters, the student should be able to:

  • Demonstrate the importance performative arts has to maintain the history and understanding of a country’s citizens.
  • Critically reflect on the valuable life skills gained, by learning the importance of feedback, both positive and constructive.
  • Become effective collaborators, as Performing arts is a discipline that encourages teamwork, whether that is in writing, creating or during the act of performing. Students have the opportunity to engage in creative collaboration, a skill they have limited chance to develop outside of a rehearsal space.
  • Learn to understand the world uniquely, preparing them to navigate the challenges after school. 
  • Develop the ability to learn, and use communication skills, as students learn to use verbal and non-verbal techniques in new ways to deliver their message. 

Unit-1
Teaching Hours:5
Performance Review
 

Students will attend one performance during the beginning of the semester. The performance should be a staged or organized event of Dance, Music or Theatre. Review should apply concepts and theories of performance studies learnt in the first semester. More details and guidelines will be provided with reference to the event.

Unit-2
Teaching Hours:5
Folk and Popular Performing Art Forms
 

These perspectives will be discussed with reference to Dance, Music and Theatre.

Unit-3
Teaching Hours:15
Practical and Theoretical Perspectives of Performance Studies II
 

This unit can be used to understand practical and theoretical aspects of Dance, Music and Theatre. (Three workshops for Dance, Music and Theatre to be conducted – 5 Hours each).

Unit-4
Teaching Hours:5
Understanding screenplay and Script Writing
 

This unit helps to understand the structure of a screenplay and the expression of movements, actions, emotions, and dialogues of the characters in the proper format.

Unit-5
Teaching Hours:15
Final Production
 

The students will use the learnings from both the semesters to explore their creative skills by performing various roles for a staged production based on the UN Sustainable Development Goals.

Text Books And Reference Books:

This is an application based practical course. If required for any module the course instructor will assign readings to do.

Essential Reading / Recommended Reading

This is an application based practical course. If required for any module the course instructor will assign readings to do.

Evaluation Pattern

The students will use the learnings from both the semesters to explore their creative skills by performing various roles for a staged production based on the UN Sustainable Development Goals. This will be the cumulative grading for both the semesters student's performance.

BBLA221 - ENGLISH LANGUAGE AND COMPOSITION-II (2021 Batch)

Total Teaching Hours for Semester:75
No of Lecture Hours/Week:5
Max Marks:100
Credits:5

Course Objectives/Course Description

 

Course Description:

English Language and Composition is an intensive program for two semesters for all the students of the BA/BSc programmes (ENGH, EPH, ECOH, JOUH, PSYH, MEP) that introduces students to a wide range of expository works in order to develop their knowledge of rhetoric and make them aware of the power of language. The course is designed to meet the rigorous requirements of graduate level courses and therefore includes expository, analytical, personal, and argumentative texts from a variety of authors and historical contexts. It would provide students with the opportunity to work with the rhetorical situation, examining the authors’ purposes as well as the audiences and the subjects in texts.

The purpose of the course is to enable students to read analytically, formulate arguments based on the readings, and respond by composing articulate essays that utilise advanced elements of sentence structure, syntax, style, purpose, and tone. Thus, by the use of rhetorical principles, students will learn how to become critical thinkers, and apply that knowledge to their writing by revising and improving their essays, as well as critiquing and editing peer essays. In addition, students will be required to thoroughly research relevant topics, synthesise information from a variety of sources, and document their knowledge in a cogent well written report. Also, as the course is designed to engage students with rhetoric in multiple mediums, including visual media such as photographs, films, advertisements, comic strips, music videos, and TED talks; students would develop a sense to comprehend how a resource of language operates in any given text.

While the first semester focuses on understanding principles of rhetoric through multiple texts, the second semester is more thematic in nature familiarising students with texts from multiple disciplines, especially in the context of India. The skills acquired in the first semester would help students to critically engage with rhetoric within the context of contemporary India and critically respond to the same.

As part of the course students are expected to maintain a writing journal to monitor their progress in writing.

Course Objectives:

To enable students to:

      To critically engage with a variety of text on multiple themes from different disciplines.

      Familiarise students with different kinds of rhetoric produced in Indian context.

      Apply the Rhetoric techniques learned in the first semester while engaging with thematic texts.

      Demonstrate understanding and mastery of English Language as well as stylistic maturity in their own writings

      Engage in critical writing on a variety of socio-political issues. 

      To enable students to be aware of the politics behind knowledge production.

      Write on multiple themes for various purpose

Course Outcome

      Analyse and interpret samples of good writing by identifying and explaining an author’s use of rhetorical strategies and techniques

      Analyze both visual and written texts.

      Apply effective strategies and techniques in their own writing

      Create and sustain arguments based on reading, research, and/or personal experience, especially in the Indian contexts;

      Demonstrate understanding and mastery of English Language as well as stylistic maturity in their own writings

       Produce expository, analytical, and argumentative compositions that introduce a complex central idea and develop it with appropriate evidence drawn from primary and/or secondary source material, cogent explanations, and clear transitions;

       Move effectively through the stages of the writing process with careful attention to inquiry and research, drafting, revising, editing, and review;

      Write thoughtfully about their own process of composition

      Revise a work to make it suitable for a different audience

      Communicate effectively in different mediums by developing their LSRW skills.

      Can effortlessly use English language for graduate courses and for career.

Unit-1
Teaching Hours:5
The Question of Knowledge: The Education System
 
Unit-2
Teaching Hours:5
Individual and Society
 

1.     “Go Kiss the World” by Subroto Bagchi http://subrotobagchi.mindtree.com/iim-bangalore-speech/

2.      Sky Baba Vegetarians Only. http://www.anveshi.org.in/vegetarians-only-a-short-story-by-sky-baba/

Unit-3
Teaching Hours:5
Economy and Materialism
 
Unit-4
Teaching Hours:15
Society and Social Issues (Gender/ environment/ class/ caste)
 

1.     Gandhian In Garhwal

2.     Ramachandra Guha. When eleven women of Bengal Took on Gandhi http://ramachandraguha.in/archives/when-eleven-women-of-bengal-took-on-gandhi-the-telegraph.html

3.     Caste Culture at IIT Madras by Anjatha Subrmaninan. http://www.openthemagazine.com/article/open-essay/an-anatomy-of-the-caste-culture-at-iit-madras.

Politics of Intimate

4.     https://medium.com/@pallavirao84/politics-of-the-intimate-pt-3-the-brahmin-mistress-and-the-bahujan-maid-6becf6e2fbcb

5.     Hagwoman by K. R Meera.

6.     Swara Bhaskar’s letter.

https://thewire.in/218456/end-magnum-opus-i-felt-reduced-vagina/

7.     Is brown man a Racist by Chandra Bhan Prasad 

http://www.india-seminar.com/2006/558/558%20chandra%20bhan%20prasad.html

Unit-5
Teaching Hours:10
Sports and the World
 

1.     Vadivaasal Novella

2.     Sports women or victim of sexual assault: Dreams Die fast in Haryana.http://indianexpress.com/article/opinion/haryana-rapes-sportswoman-police-ml-khattar-sexual-assault-5034854/

Unit-6
Teaching Hours:15
Politics and Propaganda
 

1.     Who is Afraid of Caricature by S. Prassanna Rajan http://www.openthemagazine.com/article/locomotif/who-s-afraid-of-a-caricature

2.     Politics as Costume Drama by Sunanda K Datta Ray.

http://www.openthemagazine.com/article/open-essay/politics-as-costume-drama

3.     Net Neutrality and Freedom of expressions by Karan Lihari and Chtanyabalkrishnan

http://www.openthemagazine.com/article/open-essay/net-neutrality-the-net-worth-of-freedom

4.     The State and The Selfie. By Suchitra Vijayan http://www.suchitravijayan.com/archives/396

Unit-7
Teaching Hours:5
The Politics of Language
 

1.     How a Bihari Lost his mother Tongue to Hindi by Roshan Kishore http://www.livemint.com/Leisure/Nl73WC1JA8d6KVybBycNlM/How-a-Bihari-lost-his-mother-tongue-to-Hindi.html

2.     Hail English, The Dalit Goddess by Chandra Bhan Prasadhttp://www.anveshi.org.in/hail-english-the-dalit-goddess/

Unit-8
Teaching Hours:15
Rhetoric of Discipline
 

The unit could focus on the rhetoric of construction of knowledge through disciplinary boundaries and discusses the impact of such productions. This could be done by discussion of various cases

1.     AIDS and the rhetoric of race

2.     Hysteria and rhetoric of gender

3.     Manu and Rhetoric of caste purity and hierarchy

4.     Rhetoric of Prison and Race - Angela Davis.

5.     Rhetorics of Slavery - Phillis wheatley

6.     Pandemics and rhetoric of science and pseudoscience

Text Books And Reference Books:

Readings will be assigned per unit by the Course Instructor

Essential Reading / Recommended Reading

Readings will be assigned per unit by the Course Instructor

Evaluation Pattern

This is a submission paper which requires the subject teacher to formulate the set of tasks for MSE and ESE.

·      CIA 1:  Task to be designed based on the unit and concepts on composition completed. 20 Marks

·      CIA 2: Task to be designed based on the unit and concepts on composition completed. 20 Marks

·      MSE: To be designed based on the larger learning objective of the course and should test student’s ability to produces rhetoric effectively on any of the themes discussed. 50 Marks

·      ESE: To be designed based on the larger learning objective of the course and should test student’s ability to write a well research paper/opinionated piece on the themes discussed. 50 Marks

BBLA231 - COMPUTATIONAL THINKING AND CODING (2021 Batch)

Total Teaching Hours for Semester:75
No of Lecture Hours/Week:5
Max Marks:100
Credits:5

Course Objectives/Course Description

 

Course Description:

This course is intended for students with little or no programming experience. It aims to provide students with an understanding of the role computation plays in this technology driven world, regardless of their major.

Although technology touches most aspects of life in a society in the modern world, a majority of people just use the technology created by a small group of companies without being curious about how the technology was built nor caring about the impact of these technologies on themselves and the society. In other words, we are creating a world of passive consumers who are divested of a basic understanding of their role in the technology world, thus handing a disproportionate amount of power to a small number of people, who learn how to make technology work for them.

In this course, students are not only taught the basics of programming, but are also encouraged to inculcate the habit of Computational Thinking (CT). CT is a way of approaching problems that enables students to use a computer or other tools to solve them. In order for the computer to be able to help solve a problem, the student will have to learn to conceptualise the problem in clear logical steps, identify patterns and think in abstract terms. This is a skill set that the course offers to its students.

Furthermore, the course declutters technology that is commonly used in everyday life and encourages students to envision new ways of contributing to society using technology. Using Python 3.5 as the programming language, the course provides a platform for students to start making technology work for them during their later semesters, as well as in their careers.

Course Objectives:

·      With Computational Thinking as the overarching theme the course will introduce learners from a non - computer science background to world of computing.

It encourages them to think critically about technology around them rather than becoming mere consumers.

Course Outcome

By the end of the course, students will be able to:

·      Critically think about technology

·      Inculcate computational thinking in their approach to solving problems

·      Have a foundational knowledge of Python as a programming language

·      Gain knowledge of connecting to external data sources, such as, Twitter.

·      This curated course will help students, regardless of their major, to apply the knowledge acquired in any stream that they choose to pursue.

·      For instance, the hands-on Coding Project using Python (Creating an interface to an external data source - Twitter) will provide a foundation to

·      Developing Social Media marketing strategies

·      Discourse Analysis for Sociological studies

·      Data Analysis for Economic studies

·      Possibility to specialize in fields such as Data Sciences, AI, Machine Learning, etc.

·      Envision new technological solutions impacting society

Unit-1
Teaching Hours:15
Introduction to Computing
 

This unit provides a brief history of computing and computers, along with introducing learners to the building blocks of computing. It also introduces students to a formal programming language - Python, which is the most widely used programming language in the world.

Unit-2
Teaching Hours:20
Algorithms
 

Algorithmic thinking is the building block of computational thinking. In this unit students are introduced to the concept of algorithms and how to apply these in practical scenarios. Indicative list of topics are:

·      Sorting and Searching

·      Ciphers and Cryptography

·      Introduction to AI

·      Machines that learn

Unit-3
Teaching Hours:20
Coding Project
 

Introduction to coding using Python as part of a mini project. This unit will introduce students to the constructs of programming and software development.

Unit-4
Teaching Hours:20
Decoding Technology
 

Technology is pervasive; people now use technology in every aspect. This unit aims to declutter technology around us so that students view technology from a critical angle rather than being mere consumers.

Indicative list of topics are:

·      Error detection and correction (ex. bar codes)

·      Data representation using Binary

·      Location based services (ex. Google Maps)

·      Data routing (How the Internet works?)

Text Books And Reference Books:

The course is an application based course. If required the course instructor will assign readings depending on the topic beig discussed

Essential Reading / Recommended Reading

The course is an application based course. If required the course instructor will assign readings depending on the topic beig discussed

Evaluation Pattern

The evaluation will be done on the basis of a Project that the student will have to submit under the supervision of the Course instructor.

BBLA232 - READING INDIA (2021 Batch)

Total Teaching Hours for Semester:75
No of Lecture Hours/Week:5
Max Marks:100
Credits:5

Course Objectives/Course Description

 

Course Description:

It can be reasonably argued that in India, from the beginning of its civilizational enterprise, nothing has remained singular for too long. Whether God or religion, philosophy or metaphysics, language or custom, cuisine or costume, every realm is marked by plurality. It is impossible, therefore, to talk about the ‘Indian’ tradition: there are multiple traditions, all authentically and robustly Indian. Central to the plural tradition, or sensibility, is the notion that there are many ways of looking at and living in the world. Plurality accommodates differences; and differences, in their turn, embody and enact dissent. Even in the ‘Nasadiya Sukta’, a major verse in the Rig Veda, the Vedic seers inserted a deeply metaphysical note of dissent – which arose because multiple perspectives on diversity was always accepted.

But despite this, our image of the present is one which is tied to a series of contemporary assumptions and as a result can become restrictive and limited – especially when we try to understand what the identity of being an Indian subscribes to, especially in the contemporary context. And this precisely where the danger of mixing faith, religion, beliefs with politics of identity begins. Especially when we keep in mind that – in this Nation – often ‘dissent’ has been either directly suppressed, by terming it anti-national, or the state has kept quiet when Dalits and minorities have been attacked, often brutally. A lot of this is sought to be justified on the grounds that Indian traditions, especially religious ones are being wrongly interpreted, and that there’s an urgent need to correct such distortions and prevent a civilizational collapse. Also central to this enterprise is propaganda and distortion of history. A massive cultural amnesia is often spread through biased, unpardonably partisan cultural events, education and media. Majority communities are told repeatedly that they have been wronged, discriminated against and unjustly treated. Selective facts and figures are being brazenly propagated by certain groups that have appropriated the right to speak for all.

Part of the problem lies in how we are educating our younger generations as well. And towards this end, this course seeks to engage the students with the myriad ways in which the past, though no longer present – is a presence in our lives today. This course is specifically designed to introduce students to methodologies that are required for understanding the Indian identity and history as a multiple, layered, and often a contested set of representations. The course is built as an in-depth series of case studies, with the aim of bringing together three distinct areas of analytical questions that are implied by its title’s key terms – ‘history’, ‘memory’ and ‘identity’. Questions like – what are main approaches to social and cultural memory of this Nation? What, and whose history is being remembered and narrated? And in this quagmire, how should the Indian identity be understood? – would be the prime focus of the course.

Course Objectives

This course attempts to

·       Emphasize discourses on communities, uniqueness and exceptionality, including the myths of origin and of cultural exclusivity, narratives of national history and even pantheons of national heroes, in the creation of an Indian memory and identity from earliest times to today.

·       Engage with the notions of empire and post-coloniality, (post)socialism and (neo)liberalism as equally distinct forms of historical memory organization, with their own repertoires of referential imagery and understandings of boundaries.

·       Explore the issues of memory of war, communal clashes and ethnic conflict. Archive, film, body and material objects, including buildings, are approached as culturally-specific memory devices and contested sites for historical memory, in turn leading to the construction of the said Indian identity.

·       Acquaint the students with religious diversity and politicization, as it becomes a topic of enormous contemporary relevance, with implications for the construction of national/international identity and responsibilities.

·       Further, to educate students on the dangers of history when misused in the construction of national and other group identities – especially when religion and politics are intermixed, and ‘us and them’ dichotomies of difference are created and mobilized in mass atrocities.

·       Make students understand that deconstructing the Indian identity is not only valuable for their own social, moral, and intellectual development, it also serves as a foundation for examining the choices made by individuals and groups in the past as well as in the present.

·       And finally, to make the student aware of the complexities in reconstructing the past of a nation and to enable the learner to problematize the past as a non-monolithic entity.

Course Outcome

At the end of the Course the students will be able to:

·      Critically engage with representations of the Indian past in the present, to enable them to analyze and use evidence in interrogating historical accounts and memory of the present Nation.

·      Examine the memories of their own past and its multiple perspectives, which will enable them to read, write and reflect on the past; or in other words, make it more difficult for them to fall prey to the dangers of rhetoric and post-truth discourses.

·      Trace the evolution of identity and memory, and how they factor into our historical understandings and thereby condition the present-day policies and decision-making.

·      Critically reflect and engage with the interface between the past and the present, fostering a healthy appreciation for history and its imprint on our present world.

·      Analyze the interaction between history, memory and politics when following the news and in examining historical cases.

·      Develop the ability to generate concepts and theoretical models, to test new methods and tools for professional and research-based activities.

Unit-1
Teaching Hours:15
Echoes of the Past: Odds and Ends
 

a)    Mapping the Terrain: India, Bhārata, Hindustan, Āryāvarta?

b)    Framing and Reframing Identity: Contested Place of Memory – Individual to Collective.

c)     Unstuck in Time: How to Narrate the Past? – Sources; Periodization; Multiple Pasts.

Unit-2
Teaching Hours:15
Turning the Time-turner: Earliest ?Indian? Memories
 

a)    Archaeological Imagination: Indus Valley Civilization – The State Conundrum in History

b)    Mind in Material: Social Formations and Transitions – Vedic Age – Which of us are Aryans?

c)     Peopling the Past: Religion and State – Asokan Legacies and the Mauryans; The Shining Golden Guptas; The Empire-building Colās.

Unit-3
Teaching Hours:15
An Era of Darkness? Life in Medieval ?India?
 

a)    Constructed Time - The Problematic Medieval; Accommodations of Difference – Medieval in North and South Indian Subcontinent.

b)    Negotiating Space: Power and Privilege of Immunity in Indian Feudal Society.

c)     The Other Empires: Age of Wrath? – The Sultanate; The Last Glorious Age? – The Mughals.

d)    The Forgotten Variable: Indian Ocean and its Many Histories.

Unit-4
Teaching Hours:15
British India: The Haunting
 

a)    Colonizing Knowledges: Racializing the ‘Other’; Latent and Manifest Orientalism.

b)    Endgames of Empire Building: British Revenue Systems; Commercialization of Agriculture, Deindustrialization; and Famines.

c)     Tryst with Destiny: Formation of ‘National Identity’; Burgeoning of the Press; a New Social Order.

d)    Birth of a Nation: Making of Indian Identity; Struggling for Independence; Experiencing Freedom.

Unit-5
Teaching Hours:15
Rhetoric of the Past: Whose History?
 

a)    Engendering the Past: The Many Voices of the Fringes.

b)    Devotion to Dissent – The Multivariate Class and Caste Movements through Ages.

c)     Re-Visioning the Silences of History: Tribal histories; Partition Narratives; Oral traditions; Folklore.

d)    Affecting and Effecting the Future: Making Choices – Can Indian Identity and History Belong to any One Group?

Text Books And Reference Books:

·      Guha, Ranajit (ed). 1997. A Subaltern Studies Reader 1986-1995, Minnesota: University of Minnesota Press.

·      Habib, Irfan. 2008. Medieval India: The Study of a Civilization, New Delhi: National Book Trust.

  • Metcalf, Barbara D., Thomas R. Metcalf. 2006. A Concise History of Modern India. 2nd Edition, New York: Cambridge University Press.

·      Roy, Kumkum (ed). 2011. Insights and Interventions: Essays in Honour of Uma Chakravarti, New Delhi: Primus Books.

  • Sarkar, Sumit. 2002. Modern India, 1885-1947, New Delhi: Macmillan India.

·      Thapar, Romila. 2003. Early India, From the Origins to AD 1300, New Delhi: Penguin.

Essential Reading / Recommended Reading

·      Alam, Muzaffar. 2014. The Languages of Political Islam in India c. 1200-1800. Ranikhet: Permanent Black.

·      Asher, C.B. and C. Talbot (eds). 2006. India before Europe, Cambridge: Cambridge University Press.

  • Bandyopadhyay, Sekhar. 2004. From Plassey to Partition: A History of Modern India. New Delhi: Orient Longman.

·      Bayly, Christopher A. 1990. Indian Society and the Making of the British Empire, (The New Cambridge History of India Series), Cambridge: Cambridge University Press.

  • Chandra, Bipan, Mridula Mukherjee, Aditya Mukherjee, K.N. Panikkar, and Sucheta Mahajan. 1989. India’s Struggle for Independence, New Delhi: Penguin.
  • Chandra, Bipan, Mridula Mukherjee, and Aditya Mukherjee. 1999. India After Independence 1947 – 2000, New Delhi: Penguin.

·      Chattopadhyaya, B.D. 1998. Representing the Other? Sanskrit Sources and the Muslims: Eighth to Fourteenth Century), Delhi: Manohar.

·      Chaudhuri, K.N. 1985. Trade and Civilisation in the Indian Ocean: An Economic History from the Rise of Islam to 1750, Cambridge: Cambridge University Press.

·      Eaton, R.M. 2000. Essays on Islam and Indian History, New Delhi: Oxford University Press.

·      Fritz, J.M. and G. Michell, (ed). 2001. New Light on Hampi: Recent Research at Vijayanagara, Mumbai: Marg Publications.

·      Guha, Ramachandra. 2011. India After Gandhi, New Delhi: Macmillan.

·      Jaiswal, Suvira. 2000. Caste: Origin, Function and Dimensions of Change, New Delhi: Manohar.

·      Kulke, Hermann. 2001. Kings and Cults: State Formation and Legitimation in India and Southeast Asia, New Delhi: Manohar.

·      Lal, Ruby. 2005. Domesticity and Power in the Early Mughal World, (Cambridge Studies in Islamic Civilization), Cambridge: Cambridge University Press.

·      Metcalf, Thomas 1995. Ideologies of the Raj, Cambridge: Cambridge University Press.

·      Pollock, Sheldon (ed). 2003. Literary Cultures in History: Reconstructions from South Asia, Berkeley: University of California Press.

·      Ratnagar, Shereen. 2002. Understanding Harappa; Civilization in the Greater Indus Valley, New Delhi: Tulika.

·      Roy, Kumkum (ed). 1999. Women in Early Indian Societies, New Delhi: Manohar.

·      Sarkar, Sumit and Tanika Sarkar (eds). 2007. Women and Social Reform in India, Vol I and II, Ranikhet: Permanent Black.

·      Sharma, R. S. 1980. Indian Feudalism (circa 300 – 1200), Manipal: Macmillan.

·      Sharma, R. S. 2007. Material Culture and Social Formations in Ancient India, 2nd Edition, New Delhi: Macmillan.

·      Thapar, Romila. 2000. History and Beyond, New Delhi: Oxford University Press.

·      Thapar, Romila. 2013. The Past Before Us: Historical Traditions of Early North India, New Delhi: Permanent Black.

Trautmann, Thomas. 2005. The Aryan Debate: Debates in Indian History and Society, New Delhi: Oxford University Press.

Evaluation Pattern

CIA - Evaluation Pattern

Assignment 1

Assignment 2

Total

20

20

40

 

Mid Semester Examination

Submission

Presentation

Total

30

20

50

 

End Semester Examination

Submission

Presentation

Total

30

20

50

 

BBS291A - APPLIED ETHICS-A MULTICULTURAL APPROACH (2021 Batch)

Total Teaching Hours for Semester:45
No of Lecture Hours/Week:3
Max Marks:100
Credits:3

Course Objectives/Course Description

 

Ethics or moral philosophy is a branch of philosophy that involves systematizing, defending, and recommending concepts of right and wrong conduct. While it is easy to argue that what is right and wrong should be the same across all cultures, surprisingly it is not. This course is an attempt to enable students understand that moral principles though expected to be universal, have deep rooted connotations that make them unique in each culture.

 

Learning Objectives: On completing the course, students will be able to:

·         Appreciate multicultural perspectives of ethics

·         Make informed decisions on issues which involve ethical dilemma    

Course Outcome

On the completion of the course, students will be equipped with:

·         Ethical decision making

·         Global mindedness

·         Critical thinking

Unit-1
Teaching Hours:9
Human Rights
 

United nations universal declaration of human rights, articles of the declaration, women’s rights as human rights, political implications, practical approaches, women’s rights as political and civil rights, democracy as a universal value, the Indian experience, democracy and economic development, functions of democracy, universality of values.

Unit-2
Teaching Hours:9
Racial and Ethnic Discrimination