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  (2022)

 
1 Semester - 2022 - 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 4 4 100
BBLA131 CRITICAL THINKING Core Courses 4 4 100
BBLA132 HISTORY OF IDEAS Core Courses 4 4 100
BBLA133 COMPUTATIONAL THINKING AND PYTHON PROGRAMMING Skill Enhancement Course 4 4 100
BBS161A COURTESY AND ETIQUETTES Generic Elective 3 3 100
BBS161B A LIFE WORTH LIVING-FROM HEALTH TO WELL BEING Generic Elective 3 3 100
BBS161C MAHABHARATHA AND MODERN MANAGEMENT Generic Elective 3 3 100
BECO161A INSTITUTIONS AND INFORMAL ECONOMY Generic Elective 3 3 100
BECO161B ECONOMICS OF CORRUPTION Generic Elective 3 3 100
BENG161A READING TECHNOLOGY IN/AND SCIENCE FICTION Generic Elective 3 3 100
BENG161B GLOBAL ETHICS FOR CONTEMPORARY SOCIETIES Generic Elective 3 3 100
BHIS161A ENCOUNTERING HISTORIES: THE FUTURE OF THE PAST Generic Elective 3 3 100
BHIS161B THE HISTORY OF URBAN SPACE AND EVOLUTION OF CITY FORMS Generic Elective 3 3 100
BMED151B UNDERSTANDING THE VISUAL LANGUAGE OF CINEMA Generic Elective 3 3 100
BMED161A MEDIA LITERACY Generic Elective 3 3 100
BPOL161A PEACE AND CONFLICT MANAGEMENT Generic Elective 3 3 100
BPOL161B GLOBAL POWER POLITICS Generic Elective 3 3 100
BPSY161A SCIENCE OF WELLNESS Generic Elective 3 3 100
BPSY161B ADVERTISEMENT PSYCHOLOGY Generic Elective 3 3 100
SDEN111 SOCIAL SENSITIVITY SKILLS Skill Enhancement Course 2 0 50
2 Semester - 2022 - Batch
Course Code
Course
Type
Hours Per
Week
Credits
Marks
BBLA211 PERFORMATIVE ARTS-II - 3 3 100
BBLA221 ENGLISH LANGUAGE AND COMPOSITION-II - 4 4 100
BBLA231 BASIC STATISTICAL METHODS USING MS-EXCEL - 4 4 100
BBLA232 READING INDIA - 5 4 100
BBLA233 APPLICATION DEVELOPMENT IN PYTHON - 4 4 100
BBS261A CONSUMPTION AND CULTURE IN INDIA - 3 3 100
BBS261B GLOBAL LEADERSHIP AND CULTURE - 3 3 100
BBS261C TOURISM, CULTURE AND SUSTAINABLE DEVELOPMENT - 3 3 100
BECO261A ECONOMICS AND LITERATURE - 3 3 100
BECO261B DESIGNING POLICIES FOR SUSTAINABLE DEVELOPMENT - 3 3 100
BENG261A READING CITYSCAPES: BANGALORE HISTORIES - 3 3 100
BENG261B READING THE CYBERSPACE: PUBLIC AND THE PRIVATE - 3 3 100
BHIS261A THE POLITICS OF MEMORY: THE MAKINGS OF GENOCIDE - 3 3 100
BHIS261B RELIGION: PHILOSOPHY AND POLITICS THROUGH AGES - 3 3 100
BMED251B AUDIO CONSUMPTION IN EVERYDAY LIFE - 3 3 100
BMED261A INTER-CULTURAL COMMUNICATION - 3 3 100
BPOL261A POLITICS IN INDIA - 3 3 100
BPOL261B STATE AND TERRORISM - 3 3 100
BPSY261A APPRECIATING AESTHETICS - 3 3 100
BPSY261B HUMAN ENGINEERING AND ERGONOMICS - 3 3 100
SDEN211 SOCIAL SENSITIVITY SKILLS - 2 2 100
3 Semester - 2021 - 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 50
BBLA331D PSYCHOLOGICAL PROCESSES Core Courses 5 5 100
BBLA331E INDIAN CONSTITUTIONALISM Core Courses 5 5 100
BBLA331F AGENTS AND INSTITUTIONS Core Courses 5 5 100
BBLA331G TOURISM FOR SDGS Core Courses 5 5 100
BBLA332A Literary Criticism and 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 50
BBLA332D DEVELOPMENTAL PSYCHOLOGY Core Courses 5 5 100
BBLA332E MODERN INDIAN POLITICAL THOUGHT Core Courses 5 5 100
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 0 2 100
BECH341A HEALTH ECONOMICS: THEORY AND APPLICATION Discipline Specific Elective 4 4 100
BECH341B FOUNDATIONS OF BEHAVIOURAL ECONOMICS Discipline Specific Elective 4 4 100
BECH361A INDIAN GOVERNMENT AND POLITICS Discipline Specific Elective 4 3 100
BECH361B ESSENTIALS OF ACCOUNTING Discipline Specific Elective 4 4 100
BECH362A CONSUMER PSYCHOLOGY Discipline Specific Elective 4 4 100
BECH362B EDUCATION AND DEVELOPMENT Discipline Specific Elective 4 4 100
BECH541A FOUNDATIONS OF AGRICULTURAL ECONOMICS Discipline Specific Elective 4 4 100
BECH541B ADVANCED ECONOMETRICS Discipline Specific Elective 4 4 100
BECH542A ENVIRONMENTAL ECONOMICS: THEORY AND APPLICATION Discipline Specific Elective 4 4 100
BECH542B INDUSTRIAL ECONOMICS Discipline Specific Elective 4 4 100
BENG161 CONSTRUCT OF MODERNITY Discipline Specific Elective 4 4 100
BENG341B AMERICAN LITERATURES-I Discipline Specific Elective 4 4 100
BENG341C NARRATIVES OF MOBILITY Discipline Specific Elective 4 4 100
BENG343A CONTEMPORARY INDIAN DEBATES Discipline Specific Elective 4 4 100
BENG343B VISUAL CULTURE STUDIES Discipline Specific Elective 4 4 100
BENG343C FANDOM AND CELEBRITY CULTURE STUDIES Discipline Specific Elective 4 4 100
BENG343D ORALITY AND ORAL NARRATIVES Discipline Specific Elective 4 4 100
BHIS341A TOWARDS MODERNITY Discipline Specific Elective 3 3 50
BHIS341B GENDERED HISTORIES Discipline Specific Elective 3 3 50
BJOH341A ADVERTISING AND PUBLIC RELATION Discipline Specific Elective 4 4 100
BJOH342 MEDIA ANALYSIS Discipline Specific Elective 4 4 100
BPOL131 POLITICAL THEORY Discipline Specific Elective 5 4 100
BPSY541A HEALTH PSYCHOLOGY Discipline Specific Elective 5 5 100
BPSY541B AVIATION PSYCHOLOGY Discipline Specific Elective 5 5 100
BPSY542A NEUROPSYCHOLOGY Discipline Specific Elective 5 5 100
BPSY542B SPORTS PSYCHOLOGY Discipline Specific Elective 5 5 100
SDEN311 KNOWLEDGE APPLICATION SKILLS Skill Enhancement Course 2 0 50
4 Semester - 2021 - Batch
Course Code
Course
Type
Hours Per
Week
Credits
Marks
BBH434 INFORMATION SYSTEMS AND E-BUSINESS - 4 4 100
BBLA431A LITERARY AND CULTURAL THEORY - 5 5 100
BBLA431B MEDIA INDUSTRIES - 5 5 100
BBLA431C READING INTERFAITH RELATIONS: PHILOSOPHY, POLITICS AND POLICIES THROUGH THE AGES - 5 5 50
BBLA431E INDIAN POLITICAL INSTITUTIONS AND GOVERNANCE - 5 5 100
BBLA431F THE ECONOMICS OF AGGREGATES - 5 5 100
BBLA431G PEOPLE MANAGEMENT IN THE DIGITAL AGE - 5 3 100
BBLA432A EDITING AND CONTENT WRITING - 5 5 100
BBLA432B MEDIA, WAR AND PEACE - 5 5 100
BBLA432C THE EMERGING GLOBAL ORDER: UNDERSTANDING MODERNITY - 5 5 50
BBLA432E SOCIAL MOVEMENTS AND SOCIAL CHANGE - 5 5 100
BBLA432F URBAN DEVELOPMENT AND ENVIRONMENTAL ECONOMICS - 5 5 100
BBLA432G SUSTAINABLE MARKETING PRACTICES - 5 5 100
BECH441A ECONOMIC SOCIOLOGY - 4 4 100
BECH441B LABOUR ECONOMICS - 4 4 100
BECH461A INTERNATIONAL RELATIONS - 4 4 100
BECH461B CORPORATE FINANCE - 4 4 100
BECH462A INDUSTRIAL PSYCHOLOGY - 4 4 100
BECH462B URBAN PLANNING AND DEVELOPMENT - 4 4 100
BECH641A ECONOMICS OF LAW - 4 4 100
BECH641B FINANCIAL ECONOMICS - 4 4 100
BECH642A MONEY AND BANKING - 4 4 60
BECH642B GAME THEORY - 4 4 100
BENG441A AMERICAN LITERATURES-II - 4 4 100
BENG441B FOLKLORE: TRADITION AND RECONFIGURATION - 4 4 100
BENG441C FANTASY LITERATURES - 4 4 100
BENG443A READING WEB NARRATIVES - 4 4 100
BENG443B TRAVEL AND CITY NARRATIVES - 4 4 100
BHIS441 HISTORIOGRAPHY AND RESEARCH METHODS - 3 3 50
BHIS631 ARCHAEOLOGY:AN INTRODUCTION - 4 4 50
BJOH252 AUDIO-VISUAL PRODUCTION - 4 4 100
BJOH452 DOCUMENTARY PRODUCTION - 5 5 100
BPSY431 CLINICAL PSYCHOLOGY - 5 5 100
BPSY432 COGNITIVE PSYCHOLOGY - 5 5 100
BPSY433 PSYCHOPATHOLOGY - 5 5 100
BPSY434 QUALITATIVE RESEARCH METHODOLOGY - 5 5 100
BPSY461 GENETICS & BIO-INFORMATICS - 4 4 100
BPSY641A COMMUNITY PSYCHOLOGY - 5 5 100
BPSY641B SCHOOL PSYCHOLOGY - 5 5 100
BPSY642A FORENSIC PSYCHOLOGY - 5 5 100
BPSY642B HUMAN RESOURCE MANAGEMENT - 5 5 100
BPSY642C ENVIRONMENTAL PSYCHOLOGY - 5 5 100
SDEN411 KNOWLEDGE APPLICATION SKILLS - 2 0 50
5 Semester - 2020 - Batch
Course Code
Course
Type
Hours Per
Week
Credits
Marks
BBA531 STRATEGIC MANAGEMENT Discipline Specific Elective 4 4 100
BBLA531A POSTCOLONIAL LITERATURES Core Courses 5 5 100
BBLA531B HUMANIZING MULTIMEDIA Core Courses 5 5 100
BBLA531C INEQUALITY THROUGH THE AGES: TALES OF HIERARCHIES Core Courses 5 5 100
BBLA531D COGNITIVE PSYCHOLOGY Core Courses 5 5 100
BBLA531E SUSTAINABLE DEVELOPMENT GOALS AND INTERNATIONAL INSTITUTIONS Core Courses 5 5 100
BBLA531F IDEAS AND ISSUES IN DEVELOPMENT Core Courses 5 5 100
BBLA531G FINANCE IN THE GLOBAL MARKET Core Courses 5 5 100
BBLA532A FOOD POLITICS IN THE GLOBAL SOUTH Core Courses 5 5 100
BBLA532B CONNECTING HUMANS: NETWORK AND VIRTUAL COMMUNITIES Core Courses 5 5 100
BBLA532C ECOLOGICAL CONCERNS, RIGHTS AND ENVIRONMENTAL STUDIES Core Courses 5 5 100
BBLA532D PSYCHOPATHOLOGY Core Courses 5 5 100
BBLA532E PUBLIC ADMINISTRATION AND MANAGEMENT Core Courses 5 5 100
BBLA532F ECONOMIC DATA, ANALYSIS AND INTERPRETATION Core Courses 5 5 100
BBLA532G NEW VENTURE PLANNING AND DEVELOPMENT Core Courses 5 5 100
BBLA561 RESEARCH METHODS Discipline Specific Elective 4 4 100
BBLA581 INTERNSHIP Skill Enhancement Course 6 2 100
BECH341A HEALTH ECONOMICS: THEORY AND APPLICATION Discipline Specific Elective 4 4 100
BECH341B FOUNDATIONS OF BEHAVIOURAL ECONOMICS Discipline Specific Elective 4 4 100
BECH361A INDIAN GOVERNMENT AND POLITICS Discipline Specific Elective 4 4 100
BECH361B ESSENTIALS OF ACCOUNTING Discipline Specific Elective 4 4 100
BECH362A CONSUMER PSYCHOLOGY Discipline Specific Elective 4 4 100
BECH362B EDUCATION AND DEVELOPMENT Discipline Specific Elective 4 4 100
BECH541A FOUNDATIONS OF AGRICULTURAL ECONOMICS Discipline Specific Elective 4 4 100
BECH541B ADVANCED ECONOMETRICS Discipline Specific Elective 4 4 100
BECH542A ENVIRONMENTAL ECONOMICS: THEORY AND APPLICATION Discipline Specific Elective 4 4 100
BECH542B INDUSTRIAL ECONOMICS Discipline Specific Elective 4 4 100
BENG541A INDIAN LITERATURES: PROBLEMS AND PERSPECTIVES Discipline Specific Elective 4 4 100
BENG541B REVISITING INDIAN EPICS Discipline Specific Elective 4 4 100
BENG541C REVISITING EUROPEAN MYTHOLOGY Discipline Specific Elective 4 4 100
BENG542A TRANSLATION STUDIES Discipline Specific Elective 4 4 100
BENG542B ENGLISH, INDIA AND ITS DISCONTENTS Discipline Specific Elective 4 4 100
BENG543A READING GRAPHIC NARRATIVES Discipline Specific Elective 4 4 100
BENG543B READING SCIENCE FICTION Discipline Specific Elective 4 4 100
BENG543C CULTURAL STUDIES Discipline Specific Elective 4 4 100
BHIS541A MILITARY HISTORIES Discipline Specific Elective 4 4 100
BHIS541B SPORTS HISTORIES Discipline Specific Elective 4 4 100
BHIS541C POST-COLONIAL ASIA Discipline Specific Elective 4 4 100
BJOH531 MARKETING COMMUNICATION Discipline Specific Elective 4 4 100
BPOL541B CONCEPTS AND THEORIES OF PUBLIC ADMINISTRATION Discipline Specific Elective 4 4 100
BPSY541A HEALTH PSYCHOLOGY Discipline Specific Elective 5 5 100
BPSY541B AVIATION PSYCHOLOGY Discipline Specific Elective 5 5 100
BPSY542A NEUROPSYCHOLOGY Discipline Specific Elective 5 5 100
BPSY542B SPORTS PSYCHOLOGY Discipline Specific Elective 5 5 100
SDEN511 KNOWLEDGE APPLICATION SKILLS Skill Enhancement Course 4 2 100
6 Semester - 2020 - Batch
Course Code
Course
Type
Hours Per
Week
Credits
Marks
BBA632 BUSINESS LAWS - 4 4 100
BBLA631A LITERARY DISABILITY STUDIES - 5 5 100
BBLA631B CASTE, GENDER AND MEDIA - 5 5 100
BBLA631C STATE, POWER AND THE SOVEREIGN - 5 5 100
BBLA631E POPULAR CULTURE AND WORLD POLITICS - 5 5 100
BBLA631G ENTREPRENEURSHIP DEVELOPMENT - 5 5 100
BBLA632A DALIT STUDIES - 5 5 100
BBLA632B MEDIA AND POPULAR CULTURE - 5 5 100
BBLA632C SCIENCE, TECHNOLOGY AND MEDICAL TRADITIONS - 5 5 100
BBLA632E POLICY ADVOCACY AND DELIVERY - 5 5 100
BBLA632G PRODUCTION AND OPERATIONS MANAGEMENT - 5 5 100
BBLA661 RESEARCH ANALYSIS - 4 4 100
BECH441A ECONOMIC SOCIOLOGY - 4 4 100
BECH441B LABOUR ECONOMICS - 4 4 100
BECH461A INTERNATIONAL RELATIONS - 4 4 100
BECH461B CORPORATE FINANCE - 4 4 100
BECH462A INDUSTRIAL PSYCHOLOGY - 4 4 100
BECH462B URBAN PLANNING AND DEVELOPMENT - 4 4 100
BECH641A ECONOMICS OF LAW - 4 4 100
BECH641B FINANCIAL ECONOMICS - 4 4 100
BECH642A MONEY AND BANKING - 4 4 60
BECH642B GAME THEORY - 4 4 100
BENG641A CONTEMPORARY AMERICAN NOVEL - 4 4 100
BENG641B ROMANTIC POETRY - 4 4 100
BENG641C NARRATIVE APPROACHES TO TRAUMA - 4 4 100
BENG643A POPULAR CULTURE - 4 4 100
BENG643B FILM STUDIES - 4 4 100
BENG643C HORROR NARRATIVES - 4 4 100
BHIS631 ARCHAEOLOGY:AN INTRODUCTION - 4 4 100
BHIS641A POST WAR DISCOURSES - 4 4 100
BHIS641B ECOLOGY AND ENVIRONMENTAL HISTORY - 4 4 100
BHIS641C ART AND ARCHITECTURAL IDENTITIES - 4 4 100
BJOH631 COMMUNICATING SCIENCE: UNPACKING POLITICS, HISTORY, AND PROGRESS - 4 4 100
BPOL631 ISSUES IN INTERNATIONAL RELATIONS - 4 4 100
BPSY641A COMMUNITY PSYCHOLOGY - 5 5 100
BPSY641B SCHOOL PSYCHOLOGY - 5 5 100
BPSY642A FORENSIC PSYCHOLOGY - 5 5 100
BPSY642B HUMAN RESOURCE MANAGEMENT - 5 5 100
BPSY642C ENVIRONMENTAL PSYCHOLOGY - 5 5 100
    

    

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. 1.2 PROGRAMME 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 globalization have led to increasing questions on the relevance and the value of the past – indeed a denial even. The Liberal Arts Program refers to the concept of globalization in all its forms – including political, biological, digital, cultural, economic, and most importantly – historical. This will be an interdisciplinary exploration of a set of global issues through a very comprehensive lens and will delve into people, commodities, ideas, heritage and even diseases moving around the world - with a focus shifting to integrate mathematical, logical, analytical and creative skills in higher education. The Liberal Arts Program is meant to foster innovative problem solving by providing students with a variety of methods and analytic tools. We at Christ, firmly believe that new ideas come from ‘thinking outside the box’ and developing new perspectives that combine diverse ways of knowing the world. And with our enabling environment, empowered leadership and governance structure, we are breaking away from the pattern of conventional and rigid program and creating student-centric, flexible learning systems, and allow students to explore and curate their own visions and aspirations – incorporating creative expressions like music, theatre, art and sports into the curriculum as well.

 

Assesment Pattern

Course-specific 

Examination And Assesments

Will be specific to the discipline and clusters the student chooses.

BBLA111 - PERFORMATIVE ARTS-I (2022 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

CO1: Demonstrate the importance performative arts has to maintain the history and understanding of a country?s citizens.

CO2: Critically reflect on the valuable life skills gained, by learning the importance of feedback, both positive and constructive.

CO3: 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.

CO4: Learn to understand the world uniquely, preparing them to navigate the challenges after school.

CO5: 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 (2022 Batch)

Total Teaching Hours for Semester:60
No of Lecture Hours/Week:4
Max Marks:100
Credits:4

Course Objectives/Course Description

 

Course Description:

English Language and Composition course is an intensive program for two semesters for all the students of the BA/BSc programmes (ENGH, ECOH, JOUH, PSYH, EPH and EMP) 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 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. In the semester the course focuses on the famous rhetorical pieces from across the world to familiarise the learners with various techniques and principles.

Course Objectives:

The purpose of the course is to:

  • Introduce learners to various types of rhetorical pieces - written, oral text and visual texts.
  • Provide an understanding of various rhetorical strategies in various compositional pieces
  • Famarlize learners with various strategies of reading and writing by exposing them to effective and ineffective rhetorical pieces.
  • Promote analytical reading and formulate arguments based on the readings.
  • Enable learners to employ rhetorical strategies in their own writing

Course Outcome

CO1: Introduce learners to various types of rhetorical pieces - written, oral text and visual texts.

CO2: Provide an understanding of various rhetorical strategies in various compositional pieces

CO3: Familiarize learners with various strategies of reading and writing by exposing them to effective and ineffective rhetorical pieces.

CO4: Promote analytical reading and formulate arguments based on the readings.

CO5: Enable learners to employ rhetorical strategies in their own writing

Unit-1
Teaching Hours:15
Language of Composition
 

The unit will focus on understanding rhetoric and various rhetorical situations. The aim is to assert the idea that rhetoric is always contextual and there is a link between the speaker, audience and what the content of the text is. This will enable students to understand the significance of context while analysing and composing a text.

1. Introduction to Rhetoric and Rhetorical Situation. 

a. Lou Gehrig (1939) “Farewell Speech” (Speech) https://www.lougehrig.com/farewell/

2. SOAP Analysis: Through the analysis of the text the aim is to look at the mode in which various

factors like subject, occasion, audience and purpose impact rhetoric. l

a. George W. Bush (2001) “9/11 Address to the Nation” (Speech) http://www.americanrhetoric.com/speeches/gwbush911addresstothenation.htm

b. Jawaharlal Nehru (1947) “Tryst with Destiny” (Speech) http://www.americanrhetoric.com/speeches/jawaharlalnehrutrystwithdestiny.htm

3. Ethos, Pathos and Logos: Understanding Aristotle’s concept of Ethos, Pathos and Logos is significant in understanding effective rhetoric. By looking at some of the famous rhetorical works the aim is to understand how the writer’s/ orators of some of the famous rhetorical pieces have used these elements to persuade the reader/ audience.

a. Ethos

i. King George VI (1939) “The King’s Speech” (Speech, can play part of the movie) https://www.awesomestories.com/asset/view/George-VI-King-s-Speech-September-3-1939

ii. Judith Ortiz Cofer (1992) “The Myth of Latin Women: I Just met a Girl Named Maria” (Essay) https://www.quia.com/files/quia/users/amccann10/Myth_of_a_Latin_Woman

b. Logos

i. Alice Waters (2006) “Slow Food Nation” (Essay) https://www.thenation.com/article/slow-food-nation/

c. Pathos

i. Dwight D. Eisenhower (1944) “Order of the Day” (Speech) https://www.whatsoproudlywehail.org/curriculum/the-american-calendar/order-ofthe-day-6-June-1944

d. Combining Ethos, Logos, and Pathos

i. Rabindranath Tagore (1941) “Crisis of Civilization” https://www.scribd.com/doc/163829907/Rabindranath-Tagore-The-Crisis-of-Civilization

Unit-2
Teaching Hours:15
Reading Written Texts
 

Focus of the unit would be to introduce multiple ways of analysis, close reading, and usage of argumentative statements and diction.

1. Ralph Ellison (1962) “On Bird, Bird-Watching and Jazz” (Essay) http://www.unz.org/Pub/SaturdayRev-1962jul28-00047

2. Virginia Woolf (1942) “The Death of the Moth” (Essay) https://www.sanjuan.edu/cms/lib8/CA01902727/Centricity/Domain/3981/Death%20of%20A%20Moth-Virginia%20Woolf%20copy.pdf

3. Groucho Marx (2006) “Dear Warner Brothers” (Letter) https://archive.org/details/Groucho_Marx_Letter_to_Warner_Brothers

Unit-3
Teaching Hours:10
Reading Visual Texts
 

The unit will focus on how to read a visual text and the impact it has on the audience.

1. ACLU (2000) “The Man on the Left” (Advertisement) https://www.mansonblog.com/2016/10/aclu-charles-manson-martin-luther-king.html

2. R. K. Laxman Political cartoons (Cartoon) http://webneel.com/rk-lakshman-editorial-cartoons-indian-cartoonist (Political Cartoons)

3. Times of India (2017) ISRO launch cartoon (Cartoon) https://www.tatacliq.com/que/isro-launch-breaks-record-memes/ISROLaunch

https://indianexpress.com/article/trending/trending-in-india/times-of-india-isro-104-satellite-launch-in-response-to-new-york-times-mangalyaan-cartoon-twitter-reactions-4529893

Analysing Advertisements (Fair and Lovely,…), gender stereotypes in ads

Unit-4
Teaching Hours:5
Determining Effective and Ineffective Rhetoric
 

The unit will engage with the questions on why few texts are effective rhetorical pieces as opposed to others. A few texts will be analysed to look at different rhetorical situations, and how it is effective and ineffective in persuading the audience/ reader.

1. PETA, Feeding Kids Meat Is Child Abuse (Advertisement) https://www.peta.org/wp-content/uploads/2010/07/childabuseBB72.jpg

2. Anne Applebaum (2011) “If the Japanese Can’t Build a Safe Reactor, Who Can?” (Essay) https://www.washingtonpost.com/opinions/if-the-japanese-cant-build-a-safe-reactor-who-can/2011/03/14/ABCJvuV_story.html?utm_term=.8

3. Simon Lancaster (2016) Ted Talk: Speak Like a Leader (Speech) https://www.youtube.com/watch?v=bGBamfWasNQ

Unit-5
Teaching Hours:15
From Reading to Writing
 

By carefully reading the viewpoints of others and considering a range of ideas on an issue, one develops a clearer understanding of our own beliefs — a necessary foundation to writing effective arguments. The unit will focus on analysing elements of argument as a means of critical thinking and an essential step toward crafting argumentative essays. The unit will focus on making an argument and supporting it by synthesising multiple sources.

1. Understanding Argument

Csalexander03 (2012) Why Investing in Fast Food May Be a Good Thing by Amy Domini (Essay) https://csalexander03.wordpress.com/2012/12/04/why-investing-in-fast-food-may-be-a-good-thing-by-amy-domini/

2. The New York Times (2004) Felons and the Right to Vote (Essay) http://www.nytimes.com/2004/07/11/opinion/felons-and-the-right-to-vote.html

3. Using Visual text for Argument

Objevit.cz (2017) “Holocaust + Selfie Culture = ‘Yolocaust’” (Video) https://www.youtube.com/watch?v=mjjV_X5re4g

4. Using sources to inform an Argument

5. Using Sources to Appeal to Audience

Text Books And Reference Books:

ACLU. (2000). The man on the left. The Manson family blog. https://www.mansonblog.com/2016/10/aclu-charles-manson-martin-luther-king.html

Adhwaryu, S. (2017). ISRO launch cartoon. Times of India. https://www.tatacliq.com/que/isro-launch-breaks-record-memes/ISROLaunch or

https://indianexpress.com/article/trending/trending-in-india/times-of-india-isro-104-satellite-launch-in-response-to-new-york-times-mangalyaan-cartoon-twitter-reactions-4529893

Applebaum, A. (2011). If the Japanese can’t build a safe reactor, who can? Washington Post. https://www.washingtonpost.com/opinions/if-the-japanese-cant-build-a-safe-reactor-who-can/2011/03/14/ABCJvuV_story.html?utm_term=.8

Bush, G. W. (2001). 9/11 address to the nation. American Rhetoric: Rhetoric of 9/11. https://www.americanrhetoric.com/speeches/gwbush911addresstothenation.htm

Cofer, J. O. (1992) The myth of Latin women: I just met a girl named Maria. Many Voices, Many Lives. https://www.quia.com/files/quia/users/amccann10/Myth_of_a_Latin_Woman

Csalexander03. (2012). Why investing in fast food may be a good thing by Amy Domini. Csalexander03 blog. https://csalexander03.wordpress.com/2012/12/04/why-investing-in-fast-food-may-be-a-good-thing-by-amy-domini/

Ellison, R. (1962). On bird, bird-watching and jazz. The Saturday Review, 47-49. http://www.unz.org/Pub/SaturdayRev-1962jul28-00047

Gehrig, L. (1939). Farewell speech. Lou Gehrig. https://www.lougehrig.com/farewell/

King George VI King’s speech. (1939). Awesome Stories. https://www.awesomestories.com/asset/view/George-VI-King-s-Speech-September-3-1939

Laxman, R. K. (n.d.) Political cartoons. Webneel. http://webneel.com/rk-lakshman-editorial-cartoons-indian-cartoonist

Marx, G. (2006). Dear Warner Brothers. Archive,org. https://archive.org/details/Groucho_Marx_Letter_to_Warner_Brothers

McGeveran, T. (2008). Toni Morrison's letter to Barack Obama. Observer. http://observer.com/2008/01/toni-morrisons-letter-to-barack-obama/

Nehru, J. (1947). Tryst with Destiny. American Rhetoric: Online speech bank. http://www.americanrhetoric.com/speeches/jawaharlalnehrutrystwithdestiny.htm

Nixon, R. (1952). Checkers speech. Watergate. http://watergate.info/1952/09/23/nixon-checkers-speech.html

Objevit.cz. (2017, Jan. 28). Holocaust + selfie culture = ‘yolocaust’ [Video]. YouTube. https://www.youtube.com/watch?v=mjjV_X5re4g

PETA. (2010). Feeding kids meat is child abuse. https://www.peta.org/wp-content/uploads/2010/07/childabuseBB72.jpg

Tagore, R. (1941). Crisis of civilization. Scribd. https://www.scribd.com/doc/163829907/Rabindranath-Tagore-The-Crisis-of-Civilization

Tedx Talks. (2016, May 23). Speak like a leader-Simon Lancaster-TEDxVerona [Video]. YouTube. https://www.youtube.com/watch?v=bGBamfWasNQ

Waters, A. (2006) Slow food nation. The Nation. https://www.thenation.com/article/slow-food-nation/

Woolf, V. (1942). The death of the moth. In V. Woolf, The death of the moth and other essays (pp. 1-3). Harcourt Inc. https://www.sanjuan.edu/cms/lib8/CA01902727/Centricity/Domain/3981/Death%20of%20A%20Moth-Virginia%20Woolf%20copy.pdf

Essential Reading / Recommended Reading

Kubota, R., & Lehner, A. (2004). Toward critical contrastive rhetoric. Journal of Second Language Writing, 13(1), 7-27.

Mohr, K. A., & Mohr, E. S. (2017). Understanding Generation Z students to promote a contemporary learning environment. Journal on Empowering Teaching Excellence, 1(1), 84-94.

Seaboyer, J., & Barnett, T. (2019). New perspectives on reading and writing across the disciplines. Higher Education Research and Development, 38(1), 1-10.

Evaluation Pattern

CIA 1, Individual Assignment: 20 marks

CIA 2, Mid-Semester Submission: 25 marks

End Semester Submission: 50 marks

BBLA131 - CRITICAL THINKING (2022 Batch)

Total Teaching Hours for Semester:60
No of Lecture Hours/Week:4
Max Marks:100
Credits:4

Course Objectives/Course Description

 

Course Description:

This course 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

CO1: a set of tools, experiences, activities, knowledge of publications, and an enhanced disposition to self­-directed lifelong inquiry around

CO2: 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

CO3: 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.

CO4: A basis/foundation on multidisciplinary as an approach, especially on how disciplines add value to one another in the road towards a resolution/solution.

CO5: 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:10
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:15
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)    Split Mind Strategy- Agreeing (Extending, Applying, Making Connections, refuting Criticisms) Disagreeing (Questioning, thinking of counter examples, Problems)

Unit-3
Teaching Hours:15
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:10
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:10
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 (2022 Batch)

Total Teaching Hours for Semester:60
No of Lecture Hours/Week:4
Max Marks:100
Credits:4

Course Objectives/Course Description

 

Course Description:

This course 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

CO1: Critically engage with representations of the past in the present and use the evidence in interrogating historical accounts and memory.

CO2: 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.

CO3: 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.

CO4: Analyze how ideas shape historical memory and identity and then how they in turn are shaped by states, organizations, and individuals.

CO5: Trace the evolution and interaction between history, memory and politics when following the news and in examining historical cases

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:15
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:15
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:15
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

 

BBLA133 - COMPUTATIONAL THINKING AND PYTHON PROGRAMMING (2022 Batch)

Total Teaching Hours for Semester:60
No of Lecture Hours/Week:4
Max Marks:100
Credits:4

Course Objectives/Course Description

 

Course Description:

This course 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. It introduces them to Python, as a foundational step towards the course, Application Development in Python, in their second semester.

Course Objectives:

The course aims at enabling students to:

·      Understand the history of computing

·      Develop an interest into new technologies with a critical eye

·      Get started with programming using Python

Course Outcome

CO1: Critically think about technology

CO2: Inculcate computational thinking in their approach to solving problems

CO3: Have a foundational knowledge of Python as a programming language

CO4: Describe the history of computer programming

CO5: Analyze and interpret everyday technology in terms of computational thinking

CO6: Discover interest in emerging trends such as NFTs, BlockChain and other applicable fields

Unit-1
Teaching Hours:15
Computing and Programming Languages
 
  • History of Computers
  • What was Computing like in earlier days?
  • Evolution of Computers - Then vs Now
  • Features of Modern Computers
  • What is Computing? Technology in everyday use, why do we need it?
  • Introduction to Programming Languages
  • Programming terminology - Code, Bugs, Debug, Test
  • How is Computational Thinking and Problem Solving beneficial to you?
Unit-2
Teaching Hours:15
Bitcoin, Block Chain, NFTs and Metaverse
 
  • History of Money
  • Currency and Ledgers
  • What is Bitcoin?
  • Block Chains
  • Non Fungible Tokens
  • Metaverse
Unit-3
Teaching Hours:30
Getting started with Python
 
  • What is programming?
  • Why do we need it?
  • Why Python?
  • Introduction to Python
  • Applications of Python
  • Python Installation and Setup
  • Basic Input/output
  • Variables
  • Comments
  • Mini-Project using Python

 

Text Books And Reference Books:

This will be based on the elements being taught and discussed in class - as this is a Practical Paper

Essential Reading / Recommended Reading

This will be based on the elements being taught and discussed in class - as this is a Practical Paper

Evaluation Pattern

This will be Project based Submission paper

BBS161A - COURTESY AND ETIQUETTES (2022 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 examines the relationship between language use, enormous variety of language experiences, belief systems, and behavioral patterns. On the other hand Etiquette helps smooth the path of our daily activities, whether it's meeting others in our daily interactions talking to someone on the phone, offering condolences properly or understanding how to talk to colleagues at a business conference. Being aware of the beliefs attitudes and etiquettes of individuals will help one to become more tolerant from one individual to the next and from one group to the next.

 

Course Outcome

CO1: Able to practice critical thoughts in comprehending the notion of culture, its relationship with language, Etiquettes and the key concepts of cross ?cultural Communication.

CO2: Describes ways to apply proper courtesy in different situations

CO3: Understand the change that constantly undergoes in personal and social use.

Unit-1
Teaching Hours:10
Introduction: Greetings and Courtesy
 

Greeting a person, - the different ways of greeting, saying goodbye to another person, Thank You, Excuse me, Introduction to oneself, Yawning, Coughing, Interrupting, Offering assistance/ help, refusing help, requesting privacy, speaking in a low voice,(speaking etiquette) waiting for help, accepting or declining an invitation, expressing admiration, The key principles of common courtesy, professional manners and the Golden Rule as they are practiced in the workplace environmentClassroom Etiquette and Student Behavior Guidelines, The guidelines for maintaining a civil classroom environment

Unit-2
Teaching Hours:10
Manners and civility
 

Introduction to adjusting to a new culture, Theories on second language and culture acquisition, communication, National Standards, Culture acquisition through family and Homestays, Distinguish among the three main forms of communication in the workplace: verbal, nonverbal, and virtual. Proper and improper uses of workplace communication, the potential repercussions of poor listening in the workplace, the proper and improper use of technology in the workplace

Unit-3
Teaching Hours:10
Etiquette
 

Why Etiquette Matters, Identify common cultural differences, taboos, and customs that may be practiced in the workplace, Discuss ways to navigate and honor cultural differences in the workplace, Describe how to express an appropriate awareness of international and other customs. The Common Courtesies of Life, Polite Conversation, Telephone Etiquette, Correspondence, Basic Table Manners, Overnight Guests, Wedding Etiquette, Moments of Sorrow, Appropriate Behavior for Children, Gift Giving Guidelines.

Unit-4
Teaching Hours:8
Business Etiquette
 

Introduction to Modern Etiquette, The Rules of the Workplace, Meetings and Introductions, Conversation and Listening Skills, Telephone/Cell Phone, Texting, Emailing and Internet Etiquette, Etiquette in Public Places, Employment/Volunteer Etiquette, Dining Etiquette, Social Gathering Etiquette (Guest and Host/Hostess), School Etiquette, Confidence Without Arrogance

Unit-5
Teaching Hours:7
Personal and professional Presentation
 

Restaurant Etiquette, Cellphone Etiquette, Voice Mail Etiquette, Air Travel Etiquette, Cocktail Party Etiquette, Office Gossip Etiquette, Business Dress Etiquette, Email Etiquette, Social Media Etiquette, Job Interview Etiquette, International Etiquette

Text Books And Reference Books:

Books on Common etiquettes

Essential Reading / Recommended Reading

Etiquette books

Evaluation Pattern

Students are evaluated on the basis of class performance and they have to do CIAs and exclusive Class presentations and workshops to create awarness on the etiquettes they have learned in the class

BBS161B - A LIFE WORTH LIVING-FROM HEALTH TO WELL BEING (2022 Batch)

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

Course Objectives/Course Description

 

The course focuses on the knowledge and skills that students require to lead a healthy, productive and balanced life.

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. 

Course Outcome

CLO1: 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.

CLO2: Assess the inter-relatedness of health perceptions and practices across cultures.

CLO3: Discuss personal responsibilities towards achieving well being in a rational way and how this contributes to the individual, community and global good

Unit-1
Teaching Hours:9
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:9
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:9
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:9
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

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

Unit-5
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

Indian Journals of health and well being

Evaluation Pattern

CIA1: 20 marks

Midterm exam: 25

CIA 3: 20

Endterm exam: 30

Attendance: 5

 

BBS161C - MAHABHARATHA AND MODERN MANAGEMENT (2022 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

CO1: Explain the fundamentals of management, its functions and the utilization of critical thinking skills in relation to principles, and theories.

CO2: Explain the structure and the operations of management by citing relevant situation/instances from the epic

CO3: Develop an understanding of moral, ethical & legal dimension before any decision by citing relevant situation/instances from the epic

CO4: Express the literary beauty and cultural significance of Mahabharata and to reflect the relevant content to the issues of our own times

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

BECO161A - INSTITUTIONS AND INFORMAL ECONOMY (2022 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 to significant discourses and issues in policy design and intervention.  

 

Course Objectives

This 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

CO1: Illustrate the major concepts and explain some of the theoretical discourses in the study of institutional change and the informal economy.

CO2: Examine how the formal and informal economies are no longer separate watertight compartments but function together as an interactive system

CO3: Apply these complex ideas of property rights and transaction costs to their own research

CO4: 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:9
Informality: Concepts, Theory and Measurement
 

Bureaucratic Form and the Informal Economy; The Relevance of the concepts of formality and informality : A Theoretical Appraisal; Formal and Informal Enterprises: Concepts, Definition, and Measurement Issues in India

Unit-4
Teaching Hours:6
Linking the Formal and Informal Economy
 

Rethinking Informal Economy: Linkages with the Formal Economy and the Formal Regulatory Environment; Technology and Informality

Unit-5
Teaching Hours:8
Empirical Studies in Institutional Change and Informality
 

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:

Essential Readings

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 PerformanceInstitutions, Institutional Change and Economic Performance. New York: Cambridge University Press.

Essential Reading / Recommended Reading

Recommended Readings

Arias, O., Fajnzylber, P., Maloney, W., Mason, A., Perry, G., & Saavedra-Chanduvi, J. (2007). Informality: Exit and Exclusion. Washington: The World Bank.

Harris, J. (2006). Power Matters: Essays on Institutions, Politics, and Society in India. New York: Oxford University Press.

Mehta, P. B., & Kapur, D. (2005). Public Institutions in India: Performance and Design. New Delhi: Oxford University Press.

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

Oviedo, A. M. (2009). Economic Informality: Causes, Costs, and Policies: A Literature Survey of International Experience. Country Economic Memorandum (CEM).

Evaluation Pattern

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

 

BECO161B - ECONOMICS OF CORRUPTION (2022 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 aimed at undergraduate students to introduce to them the prominent debates in the economics of corruption. The course discusses how corruption acts as a constraint on economic growth using the theoretical constructs in Political Economy. It allows students to delve into the causes and consequences of corruption. In particular, the course will examine how corruption affects the emerging economies. The course will consider some of the seminal papers on the economics of corruption.

 Course Objectives:

This course will help students to:

  1. acquaint with significant debates about transparency, competition and privatization and their relevance to corruption;
  1. analyse corruption in emerging economies through various case studies;
  1. discuss issues from various perspectives, such as viewing corruption as erosion of trust and abuse of power;
  2. train the students to hone their writing and presentation skills to effectively discuss complex ideas.

Course Outcome

CO1: identify the nuances in the way corruption is defined and interpreted in different economies.

CO2: investigate some impacts of corruption on emerging economies.

CO3: analyse the cause and consequences of corruption and examine some of the policies and reforms aimed at tackling corruption

CO4: present complex ideas through written and oral presentations.

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 Anti-Corruption 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.

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

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

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

Uhlenbruck, K., Rodriguez, P., Doh, J., & Eden, L. (2006). The Impact of Corruption on

Entry Strategy: Evidence from Telecommunication Projects in Emerging Economies. Organization Science, 17(3), 402-414. 

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

 

 

BENG161A - READING TECHNOLOGY IN/AND SCIENCE FICTION (2022 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 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

CO1: By the end of the course the learner should be able to: Recognise the issues and debates raised as being interdisciplinary in nature, and hence engage with the form at a more critical level

CO2: Reflect on the implications of science fiction in the contemporary times and show it in their writings.

CO3: Debate about various issues related to the portrayal of humanity in science fictions.

CO4: Provide an inter-disciplinary perspective towards analyzing 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.

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

Assignments: 95 marks

Attendance: 5 marks

BENG161B - GLOBAL ETHICS FOR CONTEMPORARY SOCIETIES (2022 Batch)

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

Course Objectives/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 on ethics is often an added advantage for students as it helps them shape a socially-aware 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

CO1: On the completion of the course, students will be equipped with: The general ability to critically compare, contrast and synthesise major theories and concepts and to apply them in a creative manner to conceptual debates and real-life ethical challenges; critically reflect on fundamental normative questions from an interdisciplinary perspective and reflect on the rights, responsibilities and challenges of ?good global citizenship?. CO2: Analyse various ethical dilemmas present in the society and efficiently present it in form of classroom debates and discussions. CO3: Demonstrate a clear understanding of various school of thoughts in the domain of ethics through their assignments. CO4: Appraise their views on various aspects of ethics and present it with clarity through multiple engagements in the classroom.

CO2: Analyse various ethical dilemmas present in the society and efficiently present it in form of classroom debates and discussions.

CO3: Demonstrate a clear understanding of various school of thoughts in the domain of ethics through their assignments.

CO4: 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

Assignments: 95 marks

Attendance: 5 marks

BHIS161A - ENCOUNTERING HISTORIES: THE FUTURE OF THE PAST (2022 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

CO1: Discover how and why historians debate issues of evidence and interpretation and learn to distinguish between various schools or styles of academic history.

CO2: Critically engage with representations of the past in the present to enable them to analyze and use evidence in interrogating historical accounts.

CO3: 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.

CO4: Apply how historical narratives are shaped by states, organizations, and individuals.

CO5: Analyze the interaction between history and politics when following the news and in examining historical cases.

CO6: Analyze the interaction between history and politics when following the news and in examining historical cases.

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.

 Level of Learning: Practical/Application

c) Facts, Fiction and Lies: Interrogating evidence - paintings, films, novels-Students will take any work of Historical fiction, Historical Films as case studies and analyse the element of fact and fiction

 

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.

Level of Learning: Practical/Application

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.

 

Screening of Documentaries, Speeches and Films followed by Student-led panel discussion

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.

Level of Learning: Practical/Application

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

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

c) Case study of various Print mediums which have discussed these issues to analyse how media is responsible for creating various memory narratives.

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

 

BHIS161B - THE HISTORY OF URBAN SPACE AND EVOLUTION OF CITY FORMS (2022 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 students how modern notions of urban development emerged and the various trends of the modern urban development

Course Outcome

CO1: Identify and deploy various approaches to comparatively analyzing cities, using critical thinking to analyze urban space and urban life from multiple perspectives

CO2: Recognise and engage with the role of cities, suburbs, and urbanization in historical narratives

CO3: Demonstrate an ability to negotiate with ideas of immigration, migration, and economic and technological change, and how they have shaped cities through history

CO4: 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 Centers
 

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

Skill-Based

●Students will create two models of urban layout: Indian and western.

●They will have an exhibition of their model layouts, where they will introduce their peers about the traits and differences of these two layouts.

 

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, Livable City, Safe City, Future City – Impact of new town movement on post-independent Indian city planning -beginning of modern town planning in India

Skill-Based

 ●Students will create posters of these different kind of urban layouts and organize mock classrooms, where they will address the class with their teaching props.                                 

Text Books And Reference Books:

Essential References:

●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

Course Code 

Course Title

Assessment Details 

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)

BMED151B - UNDERSTANDING THE VISUAL LANGUAGE OF CINEMA (2022 Batch)

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

Course Objectives/Course Description

 

The course would provide students with a thorough knowledge of the conceptual and practical aspects of digital cinematography through engagement with works of eminent cinematographers from around the world and the equipment.


The course aims to help students to:

  • Appreciate cinematography as a combination of artistic and technological endeavors
  • 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

CO1: Identify and describe the visual elements in cinematography.

CO2: Demonstrate understanding of different tools of cinematography.

CO3: Apply knowledge of cinematography techniques to create films.

CO4: Use cinematography skills to make films on social issues.

Unit-1
Teaching Hours:10
Introduction to Cinematography
 
  • 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
Camera placement and Shot Design
 
  • Composition & Framing
  • Types of Shots
  • Shot design for single camera and multi camera productions
  • Camera Placement -how does it affect the meaning
  • Motivated Camera Movement.
Unit-4
Teaching Hours:10
Video editing
 
  • Introduction to video editing application
  • Video editing on smartphone
  • Editing on Adobe Premiere Pro-creating projects, workspaces and workflows, capturing and importing, video effects and transitions, graphics, titles, and animation, compositing, colour correction and grading, improving performance and troubleshooting.
Text Books And Reference Books:

Pro, A. P. (2010). Adobe Premiere Pro.
Team, A. C. (2012). Adobe Premiere Pro CS6 Classroom in a Book: Adobe Prem Pro CS6 Classro_p1. Adobe Press.

Essential Reading / Recommended Reading

Block, B. (2013). The visual story: Creating the visual structure of film, TV and digital media. CRC Press.
Alton, J. (2013). Painting with light. University of California Press.
 

Evaluation Pattern

Overall end-semester evaluation for 95 marks
Project I: 20 Marks 
Project II: 25 Marks
Project III: 20 Marks
End semester Submission Project IV: 30 Marks. Attendance 5 Marks

BMED161A - MEDIA LITERACY (2022 Batch)

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

Course Objectives/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, provides the methods of analysis necessary to interpret media content as well as methods of critical writing appropriate for media analysis.

Course Objectives

The course aims to help students to:

  • Think critically about the role of the media in human rights promotion;
  • Identify ethical dilemmas facing journalists, filmmakers and other media professionals.
  • Understand the historical and contemporary perspective of human rights
  • Use analytical tools to examine pertinent case studies and relevant global trends.
  • Assess and examine what human rights are in terms of its relationship to media production.

Course Outcome

CO1: Analyse and critically appraise various media products for specific audiences

CO2: Develop critical media literacy and skills to analyse media content

CO3: Critically assess and improve their own texts

CO4: Develop an understanding of ideology in the context of our media system

CO5: Develop skills pertaining to act responsibly in Online environment

Unit-1
Teaching Hours:15
Introduction to Media Literacy
 

Understanding what is media literacy? 
Media Literacy Skills and key concepts 
Conditions for Media Learning
Deconstructing media and literacy expectations  

Unit-2
Teaching Hours:15
Media and the Social World
 

The Media Triangle
Media logs and historical perspectives
Understand, analyze and evaluate- finding hidden messages
Fake News, Deep Fakes 

Unit-3
Teaching Hours:15
Uses and abuses of Digital Media
 

Understanding Web 2.0: Understanding digital information literacy
Digital Storytelling 
Online Learning Communities & Connectivism

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
Potter, J (2013). Media Literacy. Sage Publication, New Delhi

Essential Reading / Recommended Reading

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).

Evaluation Pattern

Assessment outline
Overall end-semester evaluation for 95 marks
Project I: 20 Marks 
Project II: 25 Marks
Project III: 20 Marks
End semester Submission Project IV: 30 Marks. Attendance 5 Marks

BPOL161A - PEACE AND CONFLICT MANAGEMENT (2022 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

CO1: identify the importance of, and the ability of using communication and information exchange in conflict and negotiation contexts.

CO2: apply concepts in handling conflicts with employers, colleagues, customers, business partners, and clients from different cultural/country backgrounds.

CO3: 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

BPOL161B - GLOBAL POWER POLITICS (2022 Batch)

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

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 examine the competition among the great powers in the South and East China Sea, and the West Asian region.

 

CourseObjectives:

The course aims to help students to:

  • introduce to the key concepts and theories of international relations.
  • examine the key issues pertaining to great power politics in the twenty first century. 
  • outline 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. 
  • develop an understanding of the great power dynamics, the use of power by great powers in international relations.

Course Outcome

CO1: Analyze the global power politics in the twenty-first century

CO2: Examine the major contemporary issues and challenges in global politics

CO3: Evaluate the changing power dynamics and power shifts in international relations

Unit-1
Teaching Hours:10
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:11
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).

Unit-4
Teaching Hours:12
Power shifts in the Post-Cold War
 

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:

Baylis, J. and Smith, S. (eds.) (2011), The Globalization of World Politics. An Introduction to International Relations, London: OUP.

Heywood, A (2014), Global Politics, Palgrave Foundation.

John J. Mearsheimer, The Tragedy of Great Power Politics, updated ed. (New York: Norton, 2014).

Martin Griffiths and Terry O Callaghan (2002) ‘International Relations: The Key Concepts’.     Routledge London and New York.

 

Essential Reading / Recommended Reading

Barry Buzan and Ole Weaver (2003), ‘Regions and Powers: The structure of International Security’ Cambridge.

Ikenberry, G. John, Ed. 2002. America Unrivaled: The Future of the Balance of Power, Ithaca, NY: Cornell University Press.  

Devatak, D, Anthony Burke and Jim George (2007), ‘An Introduction to International Relations: Australian Perspectives’, Cambridge University Press.

Hans J Morgenthau (1948). Politics among Nations: The Struggle for Power and Peace, Alfred A Knopf, New York.

Kenneth Waltz (1979) ‘Theory of International Politics’. Addison-Wesley Publications.

 

Evaluation Pattern

Assessment Outline:

Course Code

Course Title

Assessment Details

BPOL161B

Global Power and 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 25= 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:

2x 10 = 20 Marks

Section C:

1 x 15 = 15 Marks

 

BPSY161A - SCIENCE OF WELLNESS (2022 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 heralds the emergence of a new field of science that endeavours to understand how individuals and societies thrive and flourish, and how this new knowledge can be applied to foster happiness, health and fulfillment. Taking a dynamic, cross-disciplinary approach, the course explores the most promising routes to well-being, derived from the latest research in psychology, neuroscience, economics, and the effects of our natural environment. The course provides an overview of the latest insights and strategies for enhancing our individual well-being, or the well-being of the communities in which we live and work

Course Objectives

This course aims to:

  • Understand the evolution and development of health and well-being
  • Develop a holistic approach to living life well
  • Create optimal programs for individuals and populations

Course Outcome

CO1: Analyze various perspectives from the latest research in psychology, neuroscience, economics, and the effects of our natural environment on well being

CO2: Develop a holistic perspective on wellbeing

CO3: Design interventions to enhance positive mental health in individuals and populations

Unit-1
Teaching Hours:15
Introduction to Well-Being
 

Well being as a concept, happiness, and subjective well-being, Expanding the repertoire of positive emotions: The broaden-and-build theory of positive emotions; Relationship with reality and its role in the well-being of young adults; Increasing happiness in life, Positive mental health in individuals and populations

Unit-2
Teaching Hours:15
Well-being across life-span
 
Living well at every stage of life: Resilience in childhood, positive youth development, life tasks of adulthood and successful aging; Role of meaningful relationships: infant attachment, adult attachment, love and flourishing relationships; Seeing the future through self efficacy and optimism; Role of Self efficacy in life arenas, learned optimism.
Unit-3
Teaching Hours:15
Socio-cultural and Economic Considerations
 

The relevance of subjective well-being to social policies: optimal experience and tailored intervention; The social context of well-being; Does money buy happiness?; A well-being manifesto for a flourishing society.  

Text Books And Reference Books:

Huppert, Baylis, & Keverne (2005). The Science of Well-Being.  Oxford  University Press.

Synder, & Lopez (2007). Positive Psychology. New Delhi: Sage Publishing House

Essential Reading / Recommended Reading

Coan, R. W. (1977). Hero, artist, sage, or saint? A survey of what is variously called mental health, normality, maturity, self-actualization, and human fulfillment. New York: Columbia University Press.

Boniwell, I. (2012). Positive Psychology In a Nutshell: The Science of Happiness (3rd edition). London: Mc Graw Hill.

Bradburn, N. M. (1969). The structure of psychological well-being. Chicago, IL: Aldine.

Evaluation Pattern

 

Individual Assignment

Group Assignment

End semester

Attendance

25

25

45

05

BPSY161B - ADVERTISEMENT PSYCHOLOGY (2022 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

CO1: Apply the psychological perspectives of advertisements in the real life setting.

CO2: Integrate different domains such as cognitive, affective and behavioral responses in the field of advertisement.

CO3: 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 (2022 Batch)

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

Course Objectives/Course Description

 

Course Description

This course 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

CO1: At the completion of the course, the students would be able to: Display cross-cultural interaction abilities

CO2: Conduct several activities which have a positive social impact

CO3: Construct arguments, activities, and exercises which display a thorough understanding of the best practices in multiple domains

Unit-1
Teaching Hours:30
Skill Development
 

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 department of political science and history 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.

 

Mode of Facilitation

All the clubs associated with Political Science, will be responsible for skill development sessions across all semesters.

The student-instructors would be responsible for conducting the classes as well as evaluation in consultation with the academic mentors of the cluster. They are required to send across the scores obtained after conducting and evaluating each of the assignments as a google spreadsheet to the faculty-in-charge of the Skill Development Program. The faculty-in-charge is responsible for maintaining a continuous record of the scores thereby making the task of collation and consolidation easier at the end of the semester.

The student-instructors would be further accompanied in the classes by a faculty from the Political Science from whom they can seek help and support as and when required. 

 

Text Books And Reference Books:

-

Essential Reading / Recommended Reading

-

Evaluation Pattern

The evaluation will be based on the assessments formulated by the 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 (2022 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

CO1: Demonstrate the importance performative arts has to maintain the history and understanding of a country?s citizens.

CO2: Critically reflect on the valuable life skills gained, by learning the importance of feedback, both positive and constructive.

CO3: 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.

CO4: Learn to understand the world uniquely, preparing them to navigate the challenges after school.

CO5: 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 (2022 Batch)

Total Teaching Hours for Semester:60
No of Lecture Hours/Week:4
Max Marks:100
Credits:4

Course Objectives/Course Description

 

English Language and CompositionEnglish Language and Composition course is an intensive program for two semesters for students of BA (Liberal Arts) that introduces 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 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 to read, analyse and produce rhetoric would help students to critically engage with rhetoric within the context of contemporary India and critically respond to the same.

The purpose of the course is to 

 

  • Provide an advanced understanding of language usage and structuring 

  • Familiarizing learners with various rhetorical strategies and compositions 

  • Enable the learner to effectively formulate arguments and respond effectively to compositions.

  • Promote critical thinking by closely engaging with language use, syntax and tone in rhetorical pieces produced within the context of India 

  • Engage learners in composition tasks that would enable them to research and synthesis information effectively. 

  • Enable learns to reflect on their writing through revision, reflection and peer editing.

Course Outcome

CO1: By the end of the course the learner will be able to: Critically engage with some of the existing rhetorics within the socio-political and cultural context of India through class discussion and task given as part of the portfolio.

CO2: Produce expository, analytical, and argumentative compositions that introduce a complex central idea as part of the task given in the portfolio.

CO3: Demonstrate the ability to move effectively through the stages of the writing process with careful attention to inquiry and research, drafting, revising, editing, and review through tasks given as part of the portfolio.

CO4: Write thoughtfully about their own process of composition and revise work to make it suitable for a different audience through tasks given as part of the portfolio.

Unit-1
Teaching Hours:10
The Question of Knowledge: The Education System
 

The unit engages with some of the significant rhetorics within the field of education in India. It also brings into discussion how the education system is imagined and what are some of the problems in such an imagination.

  1. Composition item - different types of claims and fallacies in presenting evidence 

  2. Naveen Jain (2013) “Rethinking Education: Why Our Education System is Ripe for Disruption” (Essay)

https://www.forbes.com/sites/naveenjain/2013/03/24/disrupting-education/#3721fe4523ef

 

  1. Indian Express (2018) “For the Record: Dear Minister” (Newspaper Article) http://indianexpress.com/article/opinion/columns/satyapal-singh-darwin-evolution-theory-scientists-pm-modi-dear-minister-5035204/

Unit-2
Teaching Hours:10
Individual and Society
 

The unit engages with discussion on individuals' interaction and engagement with society. In doing so the unit explores some of the significant rhetorics on Identity politics.

  1. Subroto Bagchi (2008) “Go Kiss the World” (Speech) 

https://speakola.com/grad/subroto-bagchi-go-kiss-the-world-iim-2006

  1. Sky Baba (2013) “Vegetarians Only” (Short Story) http://www.anveshi.org.in/vegetarians-only-a-short-story-by-sky-baba/

Unit-3
Teaching Hours:10
Economy and Materialism
 

The unit brings into discussion some the correlation between the rhetoric of economy and nation-empire building.

  1. Shashi Tharoor (2015) Speech in Oxford (Speech) 

http://www.ibtimes.co.in/shashi-tharoor-garners-appreciation-his-spirited-argument-oxford-union-debate-full-text-640299

 

  1. Jayati Ghosh (2016) On Anti-National Economics (Essay) http://www.frontline.in/columns/Jayati_Ghosh/antinational-economics/article8356541.ece

Unit-4
Teaching Hours:10
Society and Social Issues
 
  1. Ramachandra Guha (2017) “When Eleven Women of Bengal Took on Gandhi” (Essay) http://ramachandraguha.in/archives/when-eleven-women-of-bengal-took-on-gandhi-the-telegraph.html

  2. Anjatha Subrmaninan (2015) “An Anatomy of the Caste Culture at IIT-Madras” (Essay) http://www.openthemagazine.com/article/open-essay/an-anatomy-of-the-caste-culture-at-iit-madras

  3. Pallavi Rao (2017) “Politics of the Intimate Pt. 3: The Brahmin Mistress and the Bahujan Maid” (Essay) https://medium.com/@pallavirao84/politics-of-the-intimate-pt-3-the-brahmin-mistress-and-the-bahujan-maid-6becf6e2fbcb

  4. Chandra Bhan Prasad (2006) “The Brown Man’s Counter-Apartheid” (Essay) https://www.india-seminar.com/2006/558/558%20chandra%20bhan%20prasad.htm

Unit-5
Teaching Hours:5
Sports and the Other
 

The unit brings into discussion some of the debate within the context of sports.

  1. Debayan Sen (2020) “Chak De, No More: What Went Wrong with Indian Hockey?” (Essay) https://www.espn.in/field-hockey/story/_/id/29221695/chak-de-no-more-steep-decline-indian-hockey

  2. Ashish Magotra (2020) “The Gender Pay Gap: Why are Smriti Mandhana and India’s Women Cricketers Afraid of Asking for More?” (Essay)

https://scroll.in/field/950806/the-gender-pay-gap-why-are-smriti-mandhana-and-indias-women-cricketers-afraid-of-asking-for-more

 

  1. “India’s Intersex Athletes–-Speculation, Discrimination And Rejection" (Essay)  http://hinterlandmag.com/voices/indias-intersex-athletes-speculation-discrimination-and-rejection/

Unit-6
Teaching Hours:10
Politics and Propaganda
 

 

The unit engages with rhetoric in the visual context and digital experience. It also makes students aware of the rhetorical intent of fake news and its correlation with propaganda.

  1. S. Prassannarajan (2018) “Who is Afraid of Caricature” (Essay) http://www.openthemagazine.com/article/locomotif/who-s-afraid-of-a-caricature

  2. Sunanda K Datta-Ray (2015) “Politics as Costume Drama” (Essay) http://www.openthemagazine.com/article/open-essay/politics-as-costume-drama

  3. Karan Lahiri and Chaitanya Ramachandran (2015) “Net Neutrality and Freedom of Expressions” (Essay) 

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

  1. Suchitra Vijayan (2015) “The State and The Selfie” (Essay) 

 

http://warscapes.com/column/suchitra-vijayan/state-and-selfie-india-and-slacktivism\

Unit-7
Teaching Hours:5
The Politics of Language
 

 

Language is central to rhetorics and its strategies. The unit however explores some of the existing rhetorics in the context of language in India.

  1. Roshan Kishore (2017) “How a Bihari Lost his Mother Tongue to Hindi” (Essay) http://www.livemint.com/Leisure/Nl73WC1JA8d6KVybBycNlM/How-a-Bihari-lost-his-mother-tongue-to-Hindi.html

  2. Chandra Bhan Prasad (2006) “Hail English, The Dalit Goddess” (Essay)

http://www.anveshi.org.in/hail-english-the-dalit-goddess/

Composotion items to be focused 

 

  1. Essays in progress

  2. Developing Thesis

  3. Presenting evidence 

  4. Types of Evidence

  5. Shaping an Argument. 

  6. Writing synthesis essays 

  7. Translating visual texts to written documents

Text Books And Reference Books:

Bagchi, S. (2008). Go kiss the world. Speakola: All speeches great and small.  https://speakola.com/grad/subroto-bagchi-go-kiss-the-world-iim-2006

Datta-Ray S. K. (2015, Aug. 27). Politics as costume drama. Open. http://www.openthemagazine.com/article/open-essay/politics-as-costume-drama

Ghosh, J. (2016). On anti-national economics. Frontline. http://www.frontline.in/columns/Jayati_Ghosh/antinational-economics/article8356541.ece

Guha, R. (2017, Jan. 7). When eleven women of Bengal took on Gandhi. Ramachandra Guha. in. http://ramachandraguha.in/archives/when-eleven-women-of-bengal-took-on-gandhi-the-telegraph.html

India’s intersex athletes–speculation, discrimination and rejection. (n.d.). Hinterland. http://hinterlandmag.com/voices/indias-intersex-athletes-speculation-discrimination-and-rejection/

Indian Express. (2018, Jan. 23). For the record: Dear minister. http://indianexpress.com/article/opinion/columns/satyapal-singh-darwin-evolution-theory-scientists-pm-modi-dear-minister-5035204/

International Business Times. (2015). Shashi Tharoor's scalding Oxford union speech against colonial Britain. http://www.ibtimes.co.in/shashi-tharoor-garners-appreciation-his-spirited-argument-oxford-union-debate-full-text-640299

Jain, N. (2013, Mar. 24). Rethinking education: Why our education system is ripe for disruption.  Forbes. https://www.forbes.com/sites/naveenjain/2013/03/24/disrupting-education/#3721fe4523ef

Kishore, R. (2017, Sep. 23), How a Bihari lost his mother tongue to Hindi. Mint.  http://www.livemint.com/Leisure/Nl73WC1JA8d6KVybBycNlM/How-a-Bihari-lost-his-mother-tongue-to-Hindi.html

Lahiri, K., & and Ramachandran, C. (2015, Apr. 16). Net neutrality and freedom of expressions. Open. http://www.openthemagazine.com/article/open-essay/net-neutrality-the-net-worth-of-freedom

Magotra, A. (2020, Jan. 23). The gender pay gap: Why are Smriti Mandhana and India’s women cricketers afraid of asking for more? Scroll. https://scroll.in/field/950806/the-gender-pay-gap-why-are-smriti-mandhana-and-indias-women-cricketers-afraid-of-asking-for-more

Prasad, C. B. (2006). The brown man’s counter-apartheid. https://www.india-seminar.com/2006/558/558%20chandra%20bhan%20prasad.htm

Prasad, C. B. (2006, Oct. 28). Hail English, the dalit goddess. Anveshi: Research Centre for Women’s Studies. http://www.anveshi.org.in/hail-english-the-dalit-goddess/

Prassannarajan, S. (2018, Jan. 18). Who is afraid of caricature? Open. http://www.openthemagazine.com/article/locomotif/who-s-afraid-of-a-caricature

Rao, P. (2017). Politics of the intimate pt. 3: The brahmin mistress and the bahujan maid. Medium. https://medium.com/@pallavirao84/politics-of-the-intimate-pt-3-the-brahmin-mistress-and-the-bahujan-maid-6becf6e2fbcb

Sen, D. (2020, May 26). Chak de, no more: What went wrong with Indian hockey? ESPN. https://www.espn.in/field-hockey/story/_/id/29221695/chak-de-no-more-steep-decline-indian-hockey

Sky Baba. (2013). Vegetarians only. Anveshi: Research centre for women’s studies. http://www.anveshi.org.in/vegetarians-only-a-short-story-by-sky-baba/

Subrmaninan. A. (2015, Jun. 11). An anatomy of the caste culture at IIT-Madras.  Open.  http://www.openthemagazine.com/article/open-essay/an-anatomy-of-the-caste-culture-at-iit-madras

Vijayan, S. (2015, July 3). The state and the selfie: India and slacktivism. Warscapes. http://warscapes.com/column/suchitra-vijayan/state-and-selfie-india-and-slacktivism

Essential Reading / Recommended Reading

Kubota, R., & Lehner, A. (2004). Toward critical contrastive rhetoric. Journal of Second Language Writing, 13(1), 7-27. 

Mohr, K. A., & Mohr, E. S. (2017). Understanding Generation Z students to promote a contemporary learning environment. Journal on Empowering Teaching Excellence, 1(1), 84-94.

 

Seaboyer, J., & Barnett, T. (2019). New perspectives on reading and writing across the disciplines. Higher Education Research and Development, 38(1), 1-10.

Evaluation Pattern
Evaluation Pattern
 

CIA 1, Individual Assignment: 20 marks

CIA 2, Mid-Semester Submission: 25 marks

End Semester Submission: 50 marks

BBLA231 - BASIC STATISTICAL METHODS USING MS-EXCEL (2022 Batch)

Total Teaching Hours for Semester:60
No of Lecture Hours/Week:4
Max Marks:100
Credits:4

Course Objectives/Course Description

 

 

Course Description: 

This course on statistical methods using MS Excel begins with basic concepts and terminology related to statistical analysis and inference. Then a detailed discussion of descriptive statistics starting from measures of central tendency to skewness and kurtosis is given in the second module. A separate module has been developed to deal with identifying the nature and the extent of the relationship between variables (correlation and regression analysis). MS Excel will be used to give a practical oriented approach to the subject.

 

Course Objectives:

This course has been designed to help students to:

  • demonstrate an understanding of the basic elements of data reading and visualisation. 
  • apply summary statistics to describe the problem through data. 
  • quantify the relationship between variables to test theory(ies).

Course Outcome

CO1: explain basic elements of data reading and illustrate data through graphical representation.

CO2: apply methods related to MCT and dispersion to describe the problems through data representation.

CO3: quantify the relationship between variables using correlation and regression analyses to test theory(ies).

Unit-1
Teaching Hours:20
Introduction and Overview
 

Meaning; Scope of statistics; Importance and limitation of statistics Collection of Data: Planning and organizing a statistical enquiry; Methods of collecting primary data; Sources of secondary data; Sampling: Census method vs. sample method; Classification of data: Meaning, methods of classification; Tabulation of data: meaning, role, parts of a table; General rules of tabulation; Presentation of data; Diagrams and graphs: General rules for construction a diagram; Types of diagrams; Types of graphs; Software applications using MS-Excel. 

Unit-2
Teaching Hours:20
Measures of Central Tendency and Dispersion
 

Measures of Central Tendency: Mean, Median and Mode; Geometric and Harmonic means; Measures of Dispersion: Range, interquartile range and quartile deviation, mean deviation, standard deviation and Lorenz curve, Moments, Skewness and Kurtosis; Partition Values: Quartiles; deciles; percentiles; Software applications using MS-Excel. 

Unit-3
Teaching Hours:20
Correlation and Linear Regression Model
 

Correlation Analysis: Meaning, Types of correlation; Methods of studying correlation: Scatter diagram method, Karl Pearson’s coefficient of correlation, Spearman’s rank method, concurrent deviation method; Testing the significance of the correlation coefficient. Software applications using MS-Excel. 

Text Books And Reference Books:

 

·      Anderson, D. R., Sweeney, D. J., Williams, T. A., Camm, J. D., & Cochran, J. J. (2014). Essentials of Statistics for Business and Economics. Boston: Cengage Learning.

·      Davis, G. W., Pecar, B., & Santana, L. (2014). Statistics for the social sciences using excel: A first course for South African Students. Oxford University Press Southern Africa.

·      Field, A. (2009). Discovering Statistics using SPSS. London: Sage publications.

·      Gibbs, G. R. (2002). Qualitative Data Analysis: Explorations with NVivo. Buckingham: Open University Press Hall.

·      Levine, D. M. (2005). Statistics for Managers Using Microsoft Excel (5th ed.). New York: Prentice

·      Lind, D. A., Waite, C. A., Marchal, W. G., & Wathen, S. A. (2005). Basic Statistics for Business & Economics. New York: McGraw-Hill.

·      Sharma, J. K. (2010). Fundamentals of Business Statistics. (2nd ed.). New Delhi: Vikas Publishing House.

Essential Reading / Recommended Reading

 

·      Croxton, F. E., & Cowden, D. J. (1964). Applied General Statistics. (2nd ed.). New Delhi: Prentice Hall of India Private Limited.

·      Freund, J. E., & Perles, B. M. (2007). Modern Elementary Statistics. (12th ed.). New Jersey: Prentice Hall.

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

 

BBLA232 - READING INDIA (2022 Batch)

Total Teaching Hours for Semester:75
No of Lecture Hours/Week:5
Max Marks:100
Credits:4

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

CO1: 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.

CO2: 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.

CO3: 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.

CO4: 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.

CO5: Analyze the interaction between history, memory and politics when following the news and in examining historical cases.

CO6: 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

 

BBLA233 - APPLICATION DEVELOPMENT IN PYTHON (2022 Batch)

Total Teaching Hours for Semester:60
No of Lecture Hours/Week:4
Max Marks:100
Credits:4

Course Objectives/Course Description

 

Course Description:

This course intends to introduce the students to software application development. Rather than taking a theoretical approach to teaching coding, this course takes a hands-on workshop style approach, this helps sustain interest and delivers better outcomes.

Course Objectives:

The course aims at providing students with:

1.     A non-theoretical introduction to programming

2.     A hands-on application development experience

3.   Workshop-style learning technique in computer programming to complete a major project

Course Outcome

CO1: Demonstrate an understanding of the Software Development Lifecycle

CO2: Design, develop and ideate new technological solutions impacting society

CO3: Demonstrate a foundational knowledge of Python as a programming language

Unit-1
Teaching Hours:15
Software Development lifecycle (SDLC)
 
  • Getting started with SDLC
  • Why SDLC?
  • Phases of SDLC
  • Requirements Gathering
  • Planning and Analysis
  • Design
  • Implementation(Coding)
  • Testing
  • Deploy/Launch
  • SDLC Models
Unit-2
Teaching Hours:15
Concepts in Python Programming
 
    • Conditionals in Python
    • if - elif - else statements
    • Introduction to loops
    • Types of loops
    • ‘for’ loops
    • ‘while’ loops
    • Lists in Python
    • Tuples in Python
    • Getting started with Functions
    • Built in Functions and User-Defined Functions
Unit-3
Teaching Hours:30
Web Application development using Python
 
  • Getting started with Web Development
  • Frontend - Backend
  • Introduction to Flask
  • Flask installation and Setup
  • Understanding Flask Framework
  • Routing in Flask
  • Basics of HTML
  • Developing a Website
  • Hosting Flask Application
Text Books And Reference Books:

This will be based on the elements being taught and discussed in class - as this is a Practical Paper

Essential Reading / Recommended Reading

This will be based on the elements being taught and discussed in class - as this is a Practical Paper

Evaluation Pattern

This will be Project based Submission paper

BBS261A - CONSUMPTION AND CULTURE IN INDIA (2022 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 provides an opportunity to the students engage with theories of culture through the context of consumption and contemporary consumer society. It focuses on the role of commodities and consumer practices in everyday life and in culture at large. The emphasis is given particular attention to consumption's role in the construction of social and cultural identities. Students will consider critical responses to consumer culture, including the resistance and refusal of consumption as well as the attempted mobilization of consumption toward social change. 

Learning Objectives

·       To understand the cultural, group and individual relationships on the consumption

·       To identify the economic and political environmental influences on consumption

·       To study the relationship of brands, gender and race on the consumption

·       To understand the consumer culture and consumption on the background of the political environments. 

         To study ethical consumption and anti- consumption practices.

 

Course Outcome

CO1: Enumerate the consumption as it relates to culture and individual/group/national identity

CO2: Identification of models on the economic, political and spatial effects of consumer culture

CO3: Examine the consumption with regard to lifestyle, consumer subjectivity, meaning making and resistance, keeping in mind that identity (race, class, gender, intersectionality, etc.) plays a role in determining the former.

CO4: Evaluate ethical consumption and anti-consumption practices and how counteract mainstream media and cultural tendency to consume.

Unit-1
Teaching Hours:9
Introduction to Consumption, Culture and Identity
 

Consumption and its relationship to Culture and Identity. Material culture and Consumer culture. Making sense of the Commodity. 

Unit-2
Teaching Hours:9
The Economics, Politics and Spaces for Consumer Culture
 

Exchanging Things: The Economy and Culture, Capital, Class, and Consumer Culture. Taste & Life style and Consumer Culture. Making Sense of Shopping, Conspicuous consumption.

Unit-3
Teaching Hours:9
Branding, Gender and Consumer Subjectivity
 

Brands: Markets, Media and Movement. Circuit of Culture and Economy: Gender, Race and Reflexivity

Unit-4
Teaching Hours:9
Nation, Religion and Politics
 

Identities as a multimedia spectacle, Consume culture identity and politics. Consumer Culture on the border

Unit-5
Teaching Hours:9
Consumption Ethics
 

Consuming Ethics: What goes around and comes around. Articulating the subject and Spaces of Ethical Consumption and anti-consumption practices.

Text Books And Reference Books:

Celia Lury, Consumer Culture, Second Edition (Routledge, 2011)

Essential Reading / Recommended Reading

Elizabeth Chin, My Life with Things: The Consumer Diaries (Duke University Press, 2016)

Evaluation Pattern

Component

 

Description

Units

Maximum marks

Weightage

Total Marks in Final Grade

 

CIA1

Group Assignment

1

20

20 %

20

 

CIA2

Group & Individual Assignments

2&3

30

30 %

30

 

CIA3

Group Assignment

All

15

15 %

15

 

ESA

Group & Individual Assignments

All

30

30 %

30

 

Attendance

 

 

5

5 %

5

 

TOTAL

 

 

100

 

100

BBS261B - GLOBAL LEADERSHIP AND CULTURE (2022 Batch)

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

Course Objectives/Course Description

 

Leadership and the ability to lead is an important concept within our world of work. Though it has been studied and analyzed for centuries there is no doubt that it is a complex subject. This challenge is amplified when we look at multi-cultural environments and global leadership. In recent years there has been an increasing amount of research into the role of cross-cultural leadership. However, the operationalization of global leadership differs widely from culture to culture. In Indonesia describing your past successes is an important part of motivating your team. In Japan this would be seen as bragging and be strictly frowned upon. It is evident that successful global leadership behaviours vary widely. This course is an attempt in helping students understand such diversities and help them cultivate global leadership skills.

Course Outcome

CLO1: Differentiate the competencies needed for global leadership compared to generic leadership

CLO2: Understand the indicators based on which one can understand a particular culture

CLO3: Develop culture sensitive knowledge and awareness of various cultural practices and values

CLO4: Understand the complications involved in leadership across cultures and develop global leadership skills

CLO5: Analyze and appreciate the need to lead people differently in different cultures

CLO6: Develops decision making skill-sets in a multi-cultural environment

Unit-1
Teaching Hours:9
Introduction
 

Culture, systems approach to culture, key cultural terminology, cultural understanding and sensitivity, global transformation. 

Unit-2
Teaching Hours:9
Global leaders and intercultural communication
 

Introduction, intercultural communication process, models, non-verbal communication, guidelines.

Unit-3
Teaching Hours:9
Global leaders learning in response to change
 

Introduction, aspects of organizational learning, management mindsets and learning, individual learning

Unit-4
Teaching Hours:9
Women leaders in global business
 

Current status of women global leaders, cultural stereotypes, balancing work and family, glass ceiling, company initiatives to break glass ceiling, women and overseas assignments

Unit-5
Teaching Hours:9
Leadership skills to make globalization work
 

Lessons from CEOs, description of competencies, framework.

Text Books And Reference Books:
 

Abramson N R & Moran R T (2016) Managing cultural differences-Global leadership for 21st century, Routledge

Essential Reading / Recommended Reading
Kaitholil, George Make leadership your target, Better Yourself
Sethi & Rajiv, Tips for effective leadership, Beacon books

Marshal & Tom, Understanding leadership, Sovereign World Ltd

Evaluation Pattern

CIA 1: 20

Midterm term: 30

CIA 3: 20

Endsemester exam: 30

BBS261C - TOURISM, CULTURE AND SUSTAINABLE DEVELOPMENT (2022 Batch)

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

Course Objectives/Course Description

 

The Course presents several of the operational projects implemented by, or with the support of UNESCO, to illustrate how cultural tourism policies developed in the spirit of the principles and values contained in the texts, standard-setting instruments, declarations and recommendations adopted by UNESCO, are put into practice.

To open a debate on the complex questions that surround the relations between culture and tourism, tourism and development, and tourism and dialogue among cultures.

Course Outcome

CO1: Illustrate tourism as an instrument to bring individuals and human communities into contact

CO2: Explain the role of cultures and civilizations in facilitating dialogue among cultures

CO3: Evaluate the capacity of Tourism in assisting the world?s inhabitants to live better together and thereby contribute to the construction of peace in the minds of men and women

Unit-1
Teaching Hours:8
Introduction, Key Themes and Issues in Tourism, Culture and Development
 

Finding Meaning through Tourism, Tourism as a World of Paradoxes, The Centrality of Experiences, Changing Contexts and Emerging Challenges in the Context of Development

Culture, Heritage and Diversity as Tourism Resources, Understanding Culture and Cultural Resources in Tourism, Cultural Tourism as a Means of Economic Development, Developing the Cultural Supply Chain, Exploitation of Culture

Unit-2
Teaching Hours:5
Tourism as a Vehicle for Inter-Cultural Dialogue
 

Tourist – Host Encounters, The Role of Routers / Intermediaries / Media, Tourism – Tourist Education, Cross Cultural Understanding

Unit-3
Teaching Hours:5
Tourism and Environmental Protection
 

Introduction to the Natural Environment, Tourism and the Spirit of Nature, Fragile and Vulnerable Ecosystems, Cultural Implications of Mobilizing Natural Resources for Tourism, From Ecotourism to Integrated Tourism

Unit-4
Teaching Hours:10
Issues of Governance in Tourism, Culture and Development