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1 Semester - 2021 - Batch | Course Code |
Course |
Type |
Hours Per Week |
Credits |
Marks |
BBS191A | SUSTAINABLE DEVELOPMENT | Generic Elective Courses | 3 | 3 | 100 |
BBS191B | A LIFE WORTH LIVING - FROM HEALTH TO WELL BEING | Generic Elective Courses | 3 | 3 | 100 |
BBS191C | MAHABHARATHA AND MODERN MANAGEMENT | Generic Elective Courses | 3 | 3 | 100 |
BBS191D | CYBER SECURITY FOR THE MILLENNIAL GENERATION | Generic Elective Courses | 3 | 3 | 100 |
BECH191A | INSTITUTIONS AND INFORMAL ECONOMY | Core Courses | 3 | 3 | 100 |
BECH191B | ECONOMICS OF CORRUPTION | Generic Elective Courses | 3 | 3 | 100 |
BECJ161 | INDIAN ECONOMY | Generic Elective Courses | 4 | 4 | 100 |
BENG121 | ENGLISH LANGUAGE AND COMPOSITION-I | Ability Enhancement Compulsory Courses | 3 | 3 | 100 |
BENG191A | READING TECHNOLOGY IN/AND SCIENCE FICTION | Generic Elective Courses | 3 | 3 | 100 |
BENG191B | GLOBAL ETHICS FOR CONTEMPORARY SOCIETIES | Generic Elective Courses | 3 | 3 | 100 |
BHIS191A | ENCOUNTERING HISTORIES: THE FUTURE OF THE PAST | Generic Elective Courses | 3 | 3 | 100 |
BHIS191B | THE HISTORY OF URBAN SPACE AND EVOLUTION OF CITY FORMS | Generic Elective Courses | 3 | 3 | 100 |
BJOH131 | INTRODUCTION TO MASS COMMUNICATION | Core Courses | 20 | 5 | 100 |
BJOH132 | PRINT JOURNALISM | Core Courses | 5 | 5 | 100 |
BJOH151 | PHOTOGRAPHY | Core Courses | 4 | 4 | 100 |
BMED191A | MEDIA LITERACY | Generic Elective Courses | 3 | 3 | 100 |
BMED191B | UNDERSTANDING THE VISUAL LANGUAGE OF CINEMA | Generic Elective Courses | 3 | 3 | 100 |
BPOL162 | INDIAN POLITICAL SYSTEM | Generic Elective Courses | 3 | 3 | 100 |
BPOL191A | PEACE AND CONFLICT MANAGEMENT | Generic Elective Courses | 3 | 3 | 100 |
BPOL191B | GLOBAL POWER POLITICS | Generic Elective Courses | 3 | 03 | 100 |
BPSY191B | ADVERTISEMENT PSYCHOLOGY | Generic Elective Courses | 3 | 3 | 100 |
SDMS111 | SOCIAL SENSITIVITY SKILLS | Skill Enhancement Courses | 1 | 1 | 50 |
2 Semester - 2021 - Batch | Course Code |
Course |
Type |
Hours Per Week |
Credits |
Marks |
BBS291A | APPLIED ETHICS-A MULTICULTURAL APPROACH | Generic Elective Courses | 3 | 3 | 100 |
BBS291B | GLOBAL LEADERSHIP AND CULTURE | Generic Elective Courses | 3 | 3 | 100 |
BBS291C | COURTESY AND ETIQUETTES | Generic Elective Courses | 3 | 3 | 100 |
BBS291D | MAHATMA AND MANAGEMENT | Generic Elective Courses | 3 | 3 | 100 |
BBS291E | SACRED GAMES AND THE RULE OF LAW | Generic Elective Courses | 2 | 3 | 100 |
BBS291F | CONSUMPTION AND CULTURE IN INDIA | Generic Elective Courses | 3 | 3 | 100 |
BECH291A | ECONOMICS AND LITERATURE | Generic Elective Courses | 3 | 3 | 100 |
BECH291B | DESIGNING POLICIES FOR SUSTAINABLE DEVELOPMENT | Generic Elective Courses | 3 | 3 | 100 |
BENG221 | ENGLISH LANGUAGE AND COMPOSITION-II | Ability Enhancement Compulsory Courses | 3 | 3 | 100 |
BENG291A | READING CITYSCAPES: BANGALORE HISTORIES | Generic Elective Courses | 3 | 3 | 100 |
BENG291B | READING THE CYBERSPACE: PUBLIC AND THE PRIVATE | Generic Elective Courses | 3 | 3 | 100 |
BHIS291A | THE POLITICS OF MEMORY: THE MAKINGS OF GENOCIDE | Generic Elective Courses | 3 | 3 | 100 |
BHIS291B | RELIGION: PHILOSOPHY AND POLITICS THROUGH AGES | Generic Elective Courses | 3 | 3 | 100 |
BJOH231 | MEDIA, CULTURE AND SOCIETY | Core Courses | 5 | 5 | 100 |
BJOH241 | JOURNALISTIC ETHICS | Core Courses | 15 | 4 | 100 |
BJOH251 | WRITING FOR PRINT MEDIA | Core Courses | 5 | 5 | 100 |
BJOH252 | AUDIO-VISUAL PRODUCTION | Core Courses | 4 | 4 | 100 |
BJOH261 | DYNAMIC INDIA: RETHINKING HISTORY, REFRAMING IDENTITY | Generic Elective Courses | 5 | 5 | 100 |
BMED291A | INTER-CULTURAL COMMUNICATION | Generic Elective Courses | 3 | 2 | 100 |
BMED291B | AUDIO CONSUMPTION IN EVERYDAY LIFE | Generic Elective Courses | 3 | 3 | 100 |
BPOL291A | POLITICS IN INDIA | Generic Elective Courses | 3 | 3 | 100 |
BPOL291B | STATE AND TERRORISM | Generic Elective Courses | 3 | 3 | 100 |
BPSY291A | APPRECIATING AESTHETICS | Generic Elective Courses | 3 | 3 | 100 |
BPSY291B | HUMAN ENGINEERING AND ERGONOMICS | Generic Elective Courses | 3 | 3 | 100 |
SDMS211 | EXPRESSIVE SKILLS | Skill Enhancement Courses | 1 | 1 | 50 |
3 Semester - 2020 - Batch | Course Code |
Course |
Type |
Hours Per Week |
Credits |
Marks |
BJOH331 | COMMUNITY JOURNALISM | Core Courses | 4 | 5 | 100 |
BJOH341A | ADVERTISING AND PUBLIC RELATION | Discipline Specific Elective Courses | 4 | 05 | 100 |
BJOH342 | MEDIA ANALYSIS | Discipline Specific Elective Courses | 4 | 4 | 100 |
BJOH351 | BROADCAST MEDIA | Core Courses | 5 | 5 | 100 |
BJOH352 | AUDIO-VISUAL PRODUCTION | Core Courses | 4 | 4 | 100 |
BJOH381 | INTERNSHIP-I | Skill Enhancement Courses | 0 | 02 | 50 |
SDMS311 | KNOWLEDGE ACQUISITION SKILLS | Skill Enhancement Courses | 1 | 1 | 50 |
SEL311 | SERVICE LEARNING-I | Skill Enhancement Courses | 2 | 2 | 50 |
4 Semester - 2020 - Batch | Course Code |
Course |
Type |
Hours Per Week |
Credits |
Marks |
BJOH431 | DEVELOPMENT COMMUNICATION | Core Courses | 5 | 5 | 100 |
BJOH432 | RESEARCH METHODS | Core Courses | 4 | 4 | 100 |
BJOH442 | INTRODUCTION TO MEDIA PSYCHOLOGY | Generic Elective Courses | 4 | 4 | 100 |
BJOH451 | REPORTING SOUTH ASIA | Core Courses | 4 | 4 | 100 |
BJOH452 | DOCUMENTARY PRODUCTION | Core Courses | 5 | 5 | 100 |
SDMS411 | KNOWLEDGE APPLICATION SKILLS | Skill Enhancement Courses | 1 | 1 | 50 |
SEL411 | SERVICE LEARNING-II | Core Courses | 2 | 2 | 50 |
5 Semester - 2019 - Batch | Course Code |
Course |
Type |
Hours Per Week |
Credits |
Marks |
BJOH531 | GLOBAL MEDIA AND POLITICS | Core Courses | 5 | 5 | 100 |
BJOH532 | MEDIA LAW | Core Courses | 5 | 5 | 100 |
BJOH533 | NEW MEDIA JOURNALISM | Core Courses | 5 | 5 | 100 |
BJOH541A | FILM APPRECIATION | Discipline Specific Elective Courses | 4 | 4 | 100 |
BJOH541B | SPORTS JOURNALISM | Discipline Specific Elective Courses | 4 | 4 | 100 |
BJOH551 | DIGITAL MEDIA PRODUCTION | Core Courses | 4 | 4 | 100 |
BJOH581 | INTERNSHIP-II | Skill Enhancement Courses | 0 | 2 | 50 |
BJOH582 | DISSERTATION/PROJECT I | Skill Enhancement Courses | 5 | 4 | 100 |
SDMS511 | SELF ENHANCEMENT SKILLS | Skill Enhancement Courses | 1 | 1 | 50 |
6 Semester - 2019 - Batch | Course Code |
Course |
Type |
Hours Per Week |
Credits |
Marks |
BJOH631 | PRINCIPLES OF MARKETING | Core Courses | 5 | 5 | 100 |
BJOH634 | MEDIA ECONOMICS | Core Courses | 4 | 4 | 100 |
BJOH642A | MEDIA AND HUMAN RIGHTS | Discipline Specific Elective Courses | 5 | 4 | 100 |
BJOH642B | MEDIA AND GENDER | Discipline Specific Elective Courses | 5 | 5 | 100 |
BJOH651 | DATA JOURNALISM | Core Courses | 4 | 4 | 100 |
BJOH681 | DISSERTATION/PROJECT II | Core Courses | 3 | 3 | 100 |
SDMS611 | CAREER ORIENTED SKILLS | Skill Enhancement Courses | 1 | 1 | 50 |
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Introduction to Program: | |
The syllabus for this programme is designed to give the students a theoretical and practical base to specialise in Journalism and Media industry. In the first two semesters, the emphasis is to locate Journalism in the broader field of communication and provide a background in the social sciences: political science, psychology, marketing, economics and sociology. The course in its first year emphasises on writing, reporting and editing that is aimed at strengthening the knowledge base and imparting skills necessary to survive in the field of written communication. Special emphasis is given in the second year to the fields of broadcast. In the final year, the course focuses on digital and new media aspects of communication. The field of journalism has seen many changes in recent years. With globalisation, there has been an exponential growth of educational institutions offering Journalism as part of their curriculum. The Department of Media Studies at Bannerghatta Road campus have streamlined the courses to align with industrial expectations as well as provide intellectual and critical growth to our students. | |
Programme Outcome/Programme Learning Goals/Programme Learning Outcome: PO2: Demonstrate proficiency in written and visual communication.PO3: Exhibit teamwork, leadership and communication skills PO4: Display competence in interpersonal and intercultural communication. PO5: Demonstrate awareness of local, regional, national, and global issues and engage within their socio-cultural contexts along with environmental needs and concerns. PO6: Analyze and critique media content to demonstrate media literacy. PO7: Identify and interpret trends and dynamics that drive media industries regionally, nationally and globally. PO8: Analyze and present critical perspectives on social issues through an interdisciplinary lens | |
Assesment Pattern | |
The Continuous Internal Assessment (CIA) will be assessed for seventy per cent weightage and the End Semester Examination (ESE) for thirty per cent weightage. For Theory Courses: CIA 1 (20 MARKS), MSE* (50 MARKS Written Exam) CIA 3 (20 MARKS) and ESE* (50 Marks Written Examination) Attendance 5 Marks. Question Paper Pattern: MSE and ESE (Max. Marks = 50)
All practical courses have cumulative assessement based on submissions. For Practical Papers : Assessment outline Internal assessment: Over all CIA submission for 70 marks | |
Examination And Assesments | |
The evaluation is divided in to two components: Continuous Internal Assessment (CIA) including Mid Semester Examination (MSE), and the End Semester Examination (ESE). Mid Semester Exam: The student will be required to take a midterm exam which will cover units from the beginning of the semester up until the time of the exam. End Semester Examination: ESEs will be conducted for both theory and practical courses at the end of semster. |
BBS191A - SUSTAINABLE DEVELOPMENT (2021 Batch) | |
Total Teaching Hours for Semester:45 |
No of Lecture Hours/Week:3 |
Max Marks:100 |
Credits:3 |
Course Objectives/Course Description |
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To create a sense of ownership of issues related to CSR, Environment and sustainability of businesses. Understand the basic concept of Sustainable Development (SD), the environmental, social and economic dimensions. To teach how to critically analyze, evaluate and judge competing perspectives on the challenge of creating a sustainablefuture. To understand the Sustainable development challenge for companies, their responsibility and their potentials for action. |
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Course Outcome |
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CO1: Concern for society and nature
CO2: Ability to create sustainable organizations
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Unit-1 |
Teaching Hours:7 |
Sustainability
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Meaning and Scope, Corporate Social Responsibility, Sustainability, Sustainability Terminologies and Meanings, why is Sustainability an Imperative, Sustainability Case Studies, Triple Bottom Line (TBL) | |
Unit-2 |
Teaching Hours:7 |
Is it possible to combine sustainability and business success?
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Reasons to adopt sustainable strategy by firms, tools used by the firm to implement their sustainable development strategies, evaluation of firm’s commitment to sustainable strategies by the stakeholders. | |
Unit-3 |
Teaching Hours:7 |
Environmental Management Systems
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Using Standards, Certification and other Systems to further SD goals Introduction, Global management systems exist to guide firms in establishing and implementing a strategy,how do these various approaches, including certification, encourage sustainable business practices. | |
Unit-4 |
Teaching Hours:8 |
Taking charge and working together to change the future
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Establishing priorities for sustainable future, Role of women in sustainability, Challenge of creating a green economy, Sustainability crisis in 21st century, failures of global capitalism, transforming global capitalism, creating a restorative economy. | |
Unit-5 |
Teaching Hours:8 |
Corporate Sustainability Reporting Frameworks
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Global Reporting Initiative Guidelines, National Voluntary Guidelines on Social, Environmental and Economic Responsibilities of, Business, International Standards, Sustainability Indices, Principles of Responsible Investment, Challenges in Mainstreaming Sustainability Reporting, Sustainability Reporting Case Studies | |
Unit-6 |
Teaching Hours:8 |
Legal framework, conventions, treaties on Environmental and social aspects
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United Nations Conference on Human Environment, United Nations Environment Programme Brundtland Commission United Nations Conference on Environment and Development Agenda 21, Rio Declaration on Environment and Development, Statement of Forest Principles United Nations Framework Convention on climate change, Convention on Biological Diversity, Kyoto Protocol, Bali Roadmap, United Nations Conference on Sustainable Development, Rio+20, Millennium Development Goals to Sustainable Development Goals. | |
Text Books And Reference Books: 1. Balachandran V, & Chandrashekharan V, (2011). Corporate Governance, Ethics and social responsibility, PHI. 2. Concepts of Environmental Management for Sustainable Development 3. Baxi C. V & Rupamanjari Sinha Ray, (2012). Corporate Social Responsibility: A Study of CSR Practices in Indian Industry, Vikas Publishing House. 4. Corporate Goverance – Badi N. V, Vrinda Publications, 2012. 5. Fernando A. C, (2011). Corporate Governance: principles, policies and practices, Pearson. 6. Ghosh B. N, (2012). Business Ethics and Corporate Governance , Tata McGraw-Hill. 7. Keshoo Prasad, Corporate Governance -, PHI. 8. Lawrence and Weber, (2010). Business and Society, Tata McGraw-Hill. | |
Essential Reading / Recommended Reading 1. Balachandran V, & Chandrashekharan V, (2011). Corporate Governance, Ethics and social responsibility, PHI. 2. Concepts of Environmental Management for Sustainable Development 3. Baxi C. V & Rupamanjari Sinha Ray, (2012). Corporate Social Responsibility: A Study of CSR Practices in Indian Industry, Vikas Publishing House. 4. Corporate Goverance – Badi N. V, Vrinda Publications, 2012. 5. Fernando A. C, (2011). Corporate Governance: principles, policies and practices, Pearson. 6. Ghosh B. N, (2012). Business Ethics and Corporate Governance , Tata McGraw-Hill. 7. Keshoo Prasad, Corporate Governance -, PHI. 8. Lawrence and Weber, (2010). Business and Society, Tata McGraw-Hill. | |
Evaluation Pattern CIA 1 - Written assignment on cases relating to sustainability practices followed in any country. (No country should be repeated) (20 marks) CIA 2 - Mid sem Class exam (25 marks) CIA 3 - Group presentation and report for pre allotted topics.(20 marks) End sem - Class exam (30 marks) | |
BBS191B - A LIFE WORTH LIVING - FROM HEALTH TO WELL BEING (2021 Batch) | |
Total Teaching Hours for Semester:45 |
No of Lecture Hours/Week:3 |
Max Marks:100 |
Credits:3 |
Course Objectives/Course Description |
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To examine health in its truest sense, one must explore beyond the limits of medicine to engage a much wider set of questions embracing social, cultural, political, economic, moral and spiritual aspects of human experience. The course focuses on the knowledge and skills that students require to lead a healthy, productive and balanced life.
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Course Outcome |
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1: Demonstrate an understanding of what is valuable in life 2: Self-administer and assess their profile and understand their self with respect to emotional health, mental health, happiness and psychological well-being 3: Demonstrate an understanding of a life worth living 4: Demonstrate an understanding of various health components and methods and practices to improve them 5: Build knowledge and skills to lead a healthy, productive and balanced life |
Unit-1 |
Teaching Hours:6 |
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Introduction to health
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Unit-2 |
Teaching Hours:6 |
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Food and Values
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Unit-3 |
Teaching Hours:6 |
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Nutrition
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Balanced diet & Nutrition, Macro and micro nutrients – Nutritive and non nutritive components of diet – Eating for weight control – healthy weight – The pitfalls of dieting – food intolerance and food myths – Food supplements for adolescents. | ||
Unit-4 |
Teaching Hours:6 |
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Physical Education
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Unit-5 |
Teaching Hours:6 |
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Sleep
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What is sleep? – The phylogeny of sleep – Developmental course of sleep – Dreams- Functions of sleep – Daytime sleepiness and alertness – Sleep disorders. | ||
Unit-6 |
Teaching Hours:6 |
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Safety education and health promotion
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Unit-7 |
Teaching Hours:9 |
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Spirituality, Religion and Social Change
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Text Books And Reference Books: Indian Journals of health and well being | ||
Essential Reading / Recommended Reading As prescribed by the facilitator | ||
Evaluation Pattern CIA 1, Mid sem, CIA 3, End sem - 100 Marks | ||
BBS191C - MAHABHARATHA AND MODERN MANAGEMENT (2021 Batch) | ||
Total Teaching Hours for Semester:45 |
No of Lecture Hours/Week:3 |
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Max Marks:100 |
Credits:3 |
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Course Objectives/Course Description |
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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:
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Course Outcome |
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CO1: Discuss the epic by summarizing the various parvas/units in class in accordance with the management concept CO2: Review and make a critical estimate of the epic with a focus on morals, ethics, legal and management concepts CO3: To develop competencies and knowledge of students to become effective professionals |
Unit-1 |
Teaching Hours:9 |
Introduction to Mahabharatha
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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
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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
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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
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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
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The end of the Pandavas- Succession Planning,Authority and Responsibility The reunion Organizing- Choosing the organizational structure
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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
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Essential Reading / Recommended Reading C Rajagopalachari (2017). Mahabharata (63rdedition), Mumbai: Bharatiya Vidya Bhavan.
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Evaluation Pattern CIA 1 10 Marks MSE 30 Marks CIA 3 10 Marks End Assesment 50 Marks | |
BBS191D - CYBER SECURITY FOR THE MILLENNIAL GENERATION (2021 Batch) | |
Total Teaching Hours for Semester:45 |
No of Lecture Hours/Week:3 |
Max Marks:100 |
Credits:3 |
Course Objectives/Course Description |
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Any individual can have a real-time video conversation with someone on the other side of the planet, one can send and receive money without even taking out their wallet, and even can post content online that reaches millions of people in a matter minutes. Unfortunately, the same technology that enables all this new freedom and convenience also exposes us to new security threats that we've never encountered. Malware that infects your computer and watches everything you do, phishing scams that steal private information from millions of people - today's digital world is a criminal's playground. It makes the process of stealing money or even stealing someone's entire identity way more efficient. Hence it becomes very important to protect yourself and your private data from cyber intruders. This course outlines a step-by-step roadmap that one can follow to build a tight wall of security around your digital life. Course Objectives: This course gives the background needed to understand basic cyber security. Students will be introduced to the world of spyware, phishing, malware, spam, social engineering, hacking and other common internet spying techniques. Students will also learn the intervention methods in securing themselves in cyber space. |
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Course Outcome |
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CO1: Students will understand how to identify online scams. CO2: Students will develop the right mindset and habits for securing themselves from intruders. CO3: Students will learn how to secure their online browsing CO4: Students will learn how to create super passwords and how to manage them. CO5: Students will practice cyber security skills in real world scenarios. |
Unit-1 |
Teaching Hours:9 |
Introduction to Cyber security
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Why security matters – The importance of multi-layer security – the most common security threats – The dark side of Internet – The world of malware – phishing – social engineering – scams – hacking –cyber warfare. | |
Unit-2 |
Teaching Hours:9 |
Mindset and Habits
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Developing the right mindset and habits for security – the importance of skepticism – avoiding malicious sites and applications – Tools needed to browse the Internet securely - why software updates matter – knowing (and limiting yourself). | |
Unit-3 |
Teaching Hours:9 |
Smartphone security
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Why mobile security matters – setting up a passcode lock –importance of password security – best practices – using password manager- managing third-party app permissions – locating a lost or stolen smartphone. | |
Unit-4 |
Teaching Hours:9 |
Multi-factor authentication and Connected apps
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Framework – types of mobile two-factor authentication – Two-Factor authentication: Google, Facebook, Twitter and other services - danger of rogue connected apps – managing connected apps on Google and Facebook – managing browser extensions/add-ons – staying secure with connected apps and extensions. | |
Unit-5 |
Teaching Hours:9 |
Encryption
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Encryption definition – How SSL (HTTPS) protects your passwords and private data - encrypting your web traffic with a virtual private network (VPN) – encrypting computer's hard drive – encrypting smartphone – firewalls – antivirus. | |
Text Books And Reference Books: · Graham,James., Howard,Richard., & Olson,Ryan. (2011). Cyber Security Essentials. USA: CRC Press. | |
Essential Reading / Recommended Reading · Lalit,Gulab Chandra. (2014). Cyber security threats: An emerging challenge. New Delhi: Mohit Publications. · Arora, A. (2014). Information Warfare and Cyber Security. Jaipur: Book Enclave. · Santanam, R., Sethumadhavan, M., & Virendra, M. (2011). Cyber security, cybercrime and cyber forensics: Applications and perspectives. Hershey, PA: Information Science Reference. · Ahamad, F. (2013). Cyber Law and Information Security. New Delhi: Dreamtech Press. | |
Evaluation Pattern CIA I - 20 marks CIA II - 25 marks CIA III - 20 marks End Semester - 30 marks Attendance - 05 marks | |
BECH191A - INSTITUTIONS AND INFORMAL ECONOMY (2021 Batch) | |
Total Teaching Hours for Semester:45 |
No of Lecture Hours/Week:3 |
Max Marks:100 |
Credits:3 |
Course Objectives/Course Description |
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Course Description: The primary aim of this course is to introduce students to the concept of institutions and the informal economy in a global context. The discourse examines the informal economy through the lens of institutional economics. The aim is to acquaint students with significant discourses and issues in policy design and intervention. Course Objectives: The course aims to help students to:
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Course Outcome |
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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 |
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Institutions and Institutional Change
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Institutions, Economic Theory and Economic Performance; Informal Constraints; Formal Constraints; The Path of Institutional Change | |||||||||||||
Unit-2 |
Teaching Hours:12 |
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Elements of Institutional Economics
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Contracts and Property Rights: the Concepts of Exchange and Property, Critique of the Utilitarian Calculus; Transaction Costs, Bargaining Power; Markets as Institutions; Firms and Markets | |||||||||||||
Unit-3 |
Teaching Hours:10 |
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Informality: Concepts, Theory and Measurement
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Bureaucratic Form and the Informal Economy; Formal and Informal Enterprises: Concepts, Definition, and Measurement Issues; Linking the Formal and Informal Economy. | |||||||||||||
Unit-4 |
Teaching Hours:13 |
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Empirical Studies in Institutional Change and Informality
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CASE STUDIES: The Impact of Regulation on Growth and Informality: Cross-Country Evidence; Blocking Human Potential: How Formal Policies Block the Economy in the Maputo Corridor; Enforcement and Compliance in Lima’s Street Markets: The Origins and Consequences of Policy Incoherence towards Informal Traders | |||||||||||||
Text Books And Reference Books: Alston, L. J., Eggertsson, T., & North, D. C. (Eds.). (1996). Empirical Studies in Institutional Change. Cambridge: Cambridge University Press. | |||||||||||||
Essential Reading / Recommended Reading Arias, O., Fajnzylber, P., Maloney, W., Mason, A., Perry, G., & Saavedra - Chanduvi, J. (2007). Informality: Exit and Exclusion. Washington: The World Bank. | |||||||||||||
Evaluation Pattern
Mid Semester Examination
End Semester Examination
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BECH191B - ECONOMICS OF CORRUPTION (2021 Batch) | |||||||||||||
Total Teaching Hours for Semester:45 |
No of Lecture Hours/Week:3 |
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Max Marks:100 |
Credits:3 |
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Course Objectives/Course Description |
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This course is aimed at undergraduate students to introduce to them the prominent debates in the economics of corruption. The course discusses how corruption acts as a constraint on economic growth using the theoretical constructs in Political Economy. It allows students to delve into the causes and consequences of corruption. In particular, the course will examine how corruption affects the emerging economies. This course will:
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Course Outcome |
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CO1: appreciate those nuances in the way corruption is defined and understood in different economies CO2: analyse the cause and consequences of corruption CO3: examine some of the policies and reforms aimed at tackling corruption CO4: investigate some impacts of corruption on emerging economies CO5: effectively communicate complex ideas through written and oral presentations. |
Unit-1 |
Teaching Hours:15 |
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Corruption, Poor Governance and Institutional Structure
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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 |
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Corruption and the Private Sector
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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 |
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Tackling Corruption
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Corruption and Policy Reform; Anti-Corruption Authorities: An Effective Tool to Curb Corruption? Corruption and Competition: Fair Markets as an Anticorruption Device. | |||||||||||||
Text Books And Reference Books:
Auriol, E., & Straub, S. (2011). Privatization of Rent-generating Industries and Corruption. In S. Rose-Ackerman & T. Søreide, (Eds.). International Handbook on the Economics of Corruption, (Vol. 2). Cheltenham: Edward Elgar Pub. Burger, E. S., & Holland, M. S. (2006). Why the private sector is likely to lead the next stage in the global fight against corruption. Fordham International Law Journal, 30, 45. Cartier-Bresson, J. (2000). Economics of corruption. Organisation for Economic Cooperation and Development. The OECD Observer, (220), 25. Jain, A. K. (2001). Corruption: A Review. Journal of Economic Surveys, 15(1), 71-121. Jain, A. K. (Ed.). (2012). Economics of Corruption (Vol. 65). Springer Science & Business Media. Meschi, P. X. (2009). Government Corruption and Foreign Stakes in International Joint Ventures in Emerging Economies. Asia Pacific Journal of Management, 26(2), 241-261. Meyer, K. E., Estrin, S., Bhaumik, S. K., & Peng, M. W. (2009). Institutions, Resources, and Entry Strategies in Emerging Economies. Strategic Management Journal, 30(1), 61-80. Nowakowski, K. (2010). Corruption in Private Sector.Economics and Law, 6(1), 345-360. Rose-Ackerman, S. (1975). The Economics of Corruption. Journal of Public Economics, 4(2), 187-203. Uhlenbruck, K., Rodriguez, P., Doh, J., & Eden, L. (2006). The Impact of Corruption on Entry Strategy: Evidence from Telecommunication Projects in Emerging Economies. Organization Science, 17(3), 402-414. | |||||||||||||
Essential Reading / Recommended Reading Cartier-Bresson, J. (2000). Economics of corruption. Organisation for Economic Cooperation and Development. The OECD Observer, (220), 25. | |||||||||||||
Evaluation Pattern
Mid Semester Examination
End Semester Examination
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BECJ161 - INDIAN ECONOMY (2021 Batch) | |||||||||||||
Total Teaching Hours for Semester:60 |
No of Lecture Hours/Week:4 |
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Max Marks:100 |
Credits:4 |
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Course Objectives/Course Description |
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This paper aims at initiating among the students discussion on some of the key issues of Indian economy. It also aims at making the students understand the macroeconomic challenges and policy management in India with special reference to Karnataka. This paper exposes the students to the quantitative data on various economic aspects and policies in India and Karnataka as well.
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Course Outcome |
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CO1: The student is able to understand the features and structural changes of Indian economy and compare with the growth pattern and challenges of other economies.
CO2: The course enables the student to apply the theoretical knowledge in the actual working of Indian economy. |
Unit-1 |
Teaching Hours:12 |
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India as a Developing Economy
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India and the global economy; emerging issues of development; economic planning- broad objectives, targets, strategies, NITI AAYOG : Structure , role and functions , Vision document of planning in India; India’s human development in global perspective. | |||||||||||||
Unit-2 |
Teaching Hours:12 |
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Sectoral Growth and Private-Public Sectors
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Growth trends of primary, secondary and tertiary sectors, state wise comparison, comparison with other countries, low productivity issues, challenges and prospects; changes in occupational structure and employment ; privatization and disinvestment policies; public sector, sick units in public sector, strategy for revival of sick public sector units, private vs. public sector, small scale industries. | |||||||||||||
Unit-3 |
Teaching Hours:12 |
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External Sector
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External sector and its significance, movement of capital, manpower and goods, recent trends in BOPs and exchange rate fluctuations, WTO requirements; foreign trade- composition, direction and organization, India’s trade policy and tariff policy; external debt and fiscal reforms, India and regional integration. | |||||||||||||
Unit-4 |
Teaching Hours:12 |
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Macroeconomic Performance and Policies
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Recent economic reforms; changing role of RBI-, recent changes in monetary and fiscal policy and their effectiveness,; Federal finance, Finance Commissions, black money - estimates, genesis, consequences and remedies and comparison with other countries, Evaluation of recent development programmes in India. | |||||||||||||
Unit-5 |
Teaching Hours:12 |
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An Overview of Karnataka Economy- Policies, Prospects and Challenges
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Trends and growth pattern of SGDP and human development in Karnataka, comparison with other Indian states; sectoral performance, industrial and agricultural policies, problems and prospects of different sectors; State planning process- planning objectives and strategies, decentralized planning, intra-state disparities; education, health and housing, budgetary trends; Evaluation of recent development programmes in Karnataka. | |||||||||||||
Text Books And Reference Books: Datt, G., & Mahajan, A. (2016). Indian economy. (72nd ed.). New Delhi: S.Chand&Company Pvt. Ltd. Iteshamul, H. (2015). A Handbook of Karnataka. Government of Karnataka, Bangalore, A Government of Karnataka Publication. Kapila, U. (2016). Indian Economy – Performance and Policies (17thed.). New Delhi: Academic Foundation. Misra, S. K., &Puri, V. K. (2011). Indian economy (34thed.). Delhi: Himalaya Publishing House. | |||||||||||||
Essential Reading / Recommended Reading Aiyar, S. S., &Mody, A. (2011). The demographic dividend: Evidence from the Indian states. Balakrishnan, P. (2007). The recovery of India: Economic growth in the Nehru Era. Economic and Political Weekly, 52-66. Baru, R., Acharya, A., Acharya, S., Kumar, A. S., &Nagaraj, K. (2010). Inequities in access to health services in India: caste, class and region. Economic and Political Weekly, 49-58. Basu, K. (2009). China and India: idiosyncratic paths to high growth. Economic and Political Weekly, 43-56. Deaton, A., &Drèze, J. (2009). Food and nutrition in India: facts and interpretations. Economic and political weekly, 42-65. Drèze, J., & Sen, A. (2013). An uncertain glory: India and its contradictions. Princeton University Press. Dyson, T. (2013). Population and development: the demographic transition. Zed Books Ltd Economic survey of India, 2016-17.[New Delhi]. Economic Survey of Karnataka 2016-17.[Bangalore] Himanshu, R., & Sen, A. (2010). Towards new poverty lines for India. Economic & Political Weekly, 45(1), 2-8. Himanshu. (2011). Employment Trends in India: A Re-examination. Economic and Political Weekly, 43-59. James, K. S. (2008). Glorifying Malthus: Current debate on'demographicdividend'in India. Economic and Political Weekly, 63-69. Kapila, U. (Ed.). (2009). Indian economy since independence. Academic Foundation Meti, T. K. (1976). The Economy of Karnataka: An Analysis of Development and Planning. New Delhi: Oxford & IBH Publishing Company. Mohan, R. (2008). Growth record of the Indian economy, 1950-2008: A story of sustained savings and investment. Economic and Political Weekly, 61-71. Narayana, M. R. (2004). An Overview of the Karnataka Economy'. Chapter One in Karnataka Development Report, Institute for Social and Economic Change. Shetty, S. L. (2007). India’s Savings Performance since the Advent of Planning’. Institutions and Markets in India’s Development. Somasekhara, N. (1978). Planning and Development in Karnataka: Targets, Allocations, and Perspectives. Geetha Book House. Vaidyanathan, A., & Krishna, K. L. (Eds.). (2007). Institutions and Markets in India's Development: Essays for KN Raj. Oxford. | |||||||||||||
Evaluation Pattern
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BENG121 - ENGLISH LANGUAGE AND COMPOSITION-I (2021 Batch) | |||||||||||||
Total Teaching Hours for Semester:45 |
No of Lecture Hours/Week:3 |
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Max Marks:100 |
Credits:3 |
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Course Objectives/Course Description |
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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 purpose of the course is to enable students to read analytically, formulate arguments based on the readings, and respond by composing articulate essays that utilize advanced elements of sentence structure, syntax, style, purpose, and tone. Thus, by the use of rhetorical principles, students will learn how to become critical thinkers, and apply that knowledge to their writing by revising and improving their essays, as well as critiquing and editing peer essays. In addition, students will be required to thoroughly research relevant topics, synthesize information from a variety of sources, and document their knowledge in a cogent well written report. Also, as the course is designed to engage students with rhetoric in multiple mediums, including visual media such as photographs, films, advertisements, comic strips, music videos, and TED talks; students would develop a sense to comprehend how a resource of language operates in any given text. While the first semester focuses on understanding principles of rhetoric through multiple texts, the second semester is more thematic in nature familiarizing students with texts from multiple disciplines, especially in the context of India. |
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Course Outcome |
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CO1: Analyse and interpret samples of good writing by identifying and explaining an author?s use of rhetorical strategies and techniques
CO2: Analyze both visual and written texts. CO3: Apply effective strategies and techniques in their own writing CO4: Create and sustain arguments based on reading, research, and/or personal experience. |
Unit-1 |
Teaching Hours:10 |
Language of Composition
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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’s Farewell 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. a. Letter to Einstein and Reply. http://www.lettersofnote.com/2012/05/dear-einstein-do-scientists-pray.html b. George W. Bush 9/11 speech http://www.americanrhetoric.com/speeches/gwbush911addresstothenation.htm c. Tryst with Destiny by Jawaharlal Nehru
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 an 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. - Ethos King George VI King’s Speech (Can play part of the movie https://www.awesomestories.com/asset/view/George-VI-King-s-Speech-September-3-1939 The Myth of Latin Women: I Just met a Girl Named Maria https://www.quia.com/files/quia/users/amccann10/Myth_of_a_Latin_Woman Quit India Speech by Gandhi - Logos SlowFood Nation by Alice Watershttps://www.thenation.com/article/slow-food-nation/ My Vision For India by Abdul Kalam. - Pathos a. Richard Nixon, from The Checkers Speech http://watergate.info/1952/09/23/nixon-checkers-speech.html b. Dwight D. Eisenhower, Order of the Day https://www.whatsoproudlywehail.org/curriculum/the-american-calendar/order-of-the-day-6-june-1944 c .Bal Gangadhar Tilak http://speakola.com/political/bal-gangadhar-tilak-freedom-is-my-birthright-1917
4. Combining Ethos, Logos, and Pathos a. Toni Morrison, Dear Senator Obama http://observer.com/2008/01/toni-morrisons-letter-to-barack-obama/ b. Crisis of Civilization by Rabindranath Tagore
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Unit-2 |
Teaching Hours:10 |
Reading Written Texts
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Focus of the unit would be to introduce multiple ways of analysis, close reading, and usage of argumentative statements and diction.
1. Ralph Ellison, from On Bird, Bird-Watching and Jazz http://www.unz.org/Pub/SaturdayRev-1962jul28-00047 2. Virginia Woolf, The Death of the Moth 3. Groucho Marx, Dear Warner Brotherhttps://archive.org/details/Groucho_Marx_Letter_to_Warner_Brothers 4. Christopher Morley, On Lazinesshttp://essays.quotidiana.org/morley/laziness/ | |
Unit-3 |
Teaching Hours:10 |
Reading Visual Texts
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The unit will focus on how to read visual text and the impact it has on the audience. 1. ACLU, The Man on the Left(advertisement) 2. Tom Toles,Rosa Parks (cartoon) http://thenexthurrah.typepad.com/the_next_hurrah/2005/10/rosa_parks.html 3. http://webneel.com/rk-lakshman-editorial-cartoons-indian-cartoonist (Political Cartoons) India 4. https://www.tatacliq.com/que/isro-launch-breaks-record-memes/ ISRO Launch (Times) 5. Analysing Advertisements ( Fair and Lovely,…) , gender stereotypes in ads.
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Unit-4 |
Teaching Hours:5 |
Determining Effective and Ineffective Rhetoric
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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) 25 2. Anne Applebaum, If the Japanese Can’t Build a Safe Reactor,Who Can? 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. Stop for Pedestrians (advertisement) 4. The Times, Man Takes First Steps on the Moon 5. William Safire, In Event of Moon Disaster http://mentalfloss.com/article/57908/event-moon-disaster-white-house-speech-worst-case-scenario 6. Herblock, Transported (cartoon) 7. Ted Talk: Speak Like a Leader https://www.youtube.com/watch?v=bGBamfWasNQ | |
Unit-5 |
Teaching Hours:10 |
From Reading to Writing
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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 https://csalexander03.wordpress.com/2012/12/04/why-investing-in-fast-food-may-be-a-good-thing-by-amy-domini/ 2. http://www.nytimes.com/2004/07/11/opinion/felons-and-the-right-to-vote.html 3. Using Visual text for Argument 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:
The compilation will be shared with the class.
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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. Taylor and Francis 38(1), 1-10. | |
Evaluation Pattern
Teachers would take to class some of the selected texts from each unit for discussion. Few texts can be used to test students for CIA 1 and 3. This is to be decided at the meetings beginning in the semester.2. In order to access the prescribed texts for the course an online repository would be shared with the students. 3. A Journal to be maintained as part of the course, which learners will submit at the end of the course as End semester submission. | |
BENG191A - READING TECHNOLOGY IN/AND SCIENCE FICTION (2021 Batch) | |
Total Teaching Hours for Semester:45 |
No of Lecture Hours/Week:3 |
Max Marks:100 |
Credits:3 |
Course Objectives/Course Description |
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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. |
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Course Outcome |
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CO1: By the end of the course the learner should be able to:
Make clear and well-informed points about understanding science fiction as a reflection of the human condition today
CO2: Recognise the issues and debates raised as being interdisciplinary in nature, and hence engage with the form at a more critical level CO3: Read and appreciate the literary aspects of science fiction CO4: Reflect on the implications of science fiction in the contemporary times and show it in their writings. |
Unit-1 |
Teaching Hours:5 |
Introduction
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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?
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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
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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
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This unit will engage with the science fiction in the Indian context. One of the main points of discussion would be to understand how Indian SF writers have engaged with tropes of SF that we are familiar with and what kind of an ‘India’ is imagined thereof which has implications socially, politically and culturally. • Vandana Singh “Delhi” • Sumit Basu Turbulence | |
Text Books And Reference Books: Compilation | |
Essential Reading / Recommended Reading Bell, David and Barbara M. Kennedy. Eds. The Cybercultures Reader. Routledge, 2000. (Excerpts) Carey, Peter. What is Post-humanism? Minneapolis, University of Minnesota Press, 2010. Hollinger, Veronica. “Contemporary Trends in Science Fiction.” Science Fiction Studies.No. 78, Vol. 26, 1999. | |
Evaluation Pattern This course is an instructor-based assessment design. A total of 95 marks will be distributed across various tasks. 5 marks will be collected through attendance. The outline of the assessment will be provided by the course instructor in the student course plans. | |
BENG191B - GLOBAL ETHICS FOR CONTEMPORARY SOCIETIES (2021 Batch) | |
Total Teaching Hours for Semester:45 |
No of Lecture Hours/Week:3 |
Max Marks:100 |
Credits:3 |
Course Objectives/Course Description |
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Course Description: This course will introduce students to the major theoretical and applied debates as well as major moral puzzles and challenges in the field of global ethics. Ethics is gaining ground as an important humanities intervention in a fast-changing world. A course one thics is often an added advantage for students as it helps them shape a socially awre perspective of the social reality. Drawing on interdisciplinary perspectives and thematic issues in the fields of international politics, business, communications and law, the course will challenge students to reflect on major ethical theories and traditions as well as core problems such as corporate governance, global distributive justice, the ethics of making and sustaining peace, media ethics and legal dimensions of ethics. By combining the works of both classic and contemporary philosophers with contemporary applied global issues, students will be able to critically reflect on fundamental normative questions from an interdisciplinary perspective and reflect on the rights, responsibilities and challenges of ‘good global citizenship’. Learning Objectives: On completing the course, students will be able to: ● Open-mindedly consider different viewpoints in moral controversies. ● Identify the strengths and weaknesses of different philosophical and popular arguments on the various topics. ● Demonstrate understanding of the major moral philosophical approaches and techniques in moral reasoning. ● Formulate and critically assess personal positions/convictions. |
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Course Outcome |
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CO1: At the completion of this course, the students would be able to:
Analyse various ethical dilemmas present in the society and efficiently present it in form of classroom debates and discussions. CO2: Demonstrate a clear understanding of various school of thoughts in the domain of ethics through their assignments.
Appraise their views on various aspects of ethics and present it with clarity through multiple engagements in the classroom. CO3: Appraise their views on various aspects of ethics and present it with clarity through multiple engagements in the classroom. |
Unit-1 |
Teaching Hours:5 |
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Introduction
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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 |
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Ethical Theories
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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 |
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Applying Ethical Theories
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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 |
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Ethics of Making and Sustaining Peace
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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 |
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Ethics of International Law
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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
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Essential Reading / Recommended Reading Copp, D. (ed.) The Oxford Handbook of Ethical Theory, Oxford: OUP Graham, G. (2008) Ethics and International Relations, 2nd Edition. Malden, MA: Blackwell. LaFollette, H. (ed.) (2003) The Oxford Handbook of Ethical Practice, Oxford: OUP | |||||||||||||
Evaluation Pattern Evaluation Pattern
Mid Semester Examination
End Semester Examination
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BHIS191A - ENCOUNTERING HISTORIES: THE FUTURE OF THE PAST (2021 Batch) | |||||||||||||
Total Teaching Hours for Semester:45 |
No of Lecture Hours/Week:3 |
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Max Marks:100 |
Credits:3 |
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Course Objectives/Course Description |
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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:
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Course Outcome |
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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: Apply how issues of identity and memory factor into our historical understandings and how this can condition present
day policies and decision-making. |
Unit-1 |
Teaching Hours:10 |
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The Many Pasts
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a) Doing History - The Place of the Past. b) Facts, Fiction and Lies: Interrogating evidence - paintings, films, novels.
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Unit-2 |
Teaching Hours:15 |
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The Use and Abuse of History
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a) Voice and the Subject: Narratives and Counter-narratives – Winston Churchill, Velupillai Prabhakaran, Pirates of the Caribbean, Tom and Jerry b) Locating the Popular: Historical Fiction or Fictionalised History– Exploring the Fantasy Worlds of Ice Age, Hogwarts, Narnia, Westeros and Middle-earth. c) The Past Today: The Ayodhya Debate and the Ram Janmbhoomi issue, Dwarka, Kapilavastu. d) Historical Monuments and their Authorship/Ownership: The Temple Mount and Taj Mahal. | |||||||||||||||||||
Unit-3 |
Teaching Hours:10 |
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Locating Sources: The Historian's Voice
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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 |
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Memory, Commemoration, and Silence
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a) Memory and History: Power and the Production of History –Museums and Memorials. b) ‘Truth’ and ‘myth’: History as Conspiracy – Insider and Outsider Perspectives – the Aryan Debate, Hindutva Ideology and Neo-Nazis. c) Private Lives and Public Affairs: The British Monarchy, the Nehru-Edwina Affair.
d) Suppressing the Text: State Secrets and Declassification – Wikileaks and the Netaji Files. | |||||||||||||||||||
Text Books And Reference Books: · Davis, Natalie Z. 1981. The Possibilities of the Past, Journal of Interdisciplinary History, Vol. 12, No.2, The New History: The 1980s and beyond II, pp. 267-275. | |||||||||||||||||||
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. | |||||||||||||||||||
Evaluation Pattern CIA - Evaluation Pattern
Mid Semester Examination
End Semester Examination
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BHIS191B - THE HISTORY OF URBAN SPACE AND EVOLUTION OF CITY FORMS (2021 Batch) | |||||||||||||||||||
Total Teaching Hours for Semester:45 |
No of Lecture Hours/Week:3 |
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Max Marks:100 |
Credits:3 |
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Course Objectives/Course Description |
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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
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Course Outcome |
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CO1: Identify and deploy various approaches to comparatively analyzing cities, using critical thinking to analyze urban 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 |
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What is Urban History?
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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 |
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Approaches to the study of Ancient and Medieval urban centres
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Level of Knowledge: Analytical a) The Harappan Cities-Between the Harappan and the Early Historic: An Absence of Cities? The Early Historic Cities-Early Historic Cities in Texts-Understanding Early Historic Urbanisation b) Idea of Medieval Cities of Europe- the spread of urbanism and emergence of town planning- urban revival in western Europe c) Perceptions on Medieval Indian Cities-Commercially and Politically Charged Urbanism- Urbanism and Sufi and Bhakti Spaces-Poliscracy- Portuguese Cities: Polisgarchic-‘City-States Of Medieval India | |||||||||||
Unit-3 |
Teaching Hours:10 |
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Colonial Cities
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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 |
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Themes on Modern Cities
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Level of Knowledge: Analytical
a) Space and Urban Theory- Materialities-Knowledge
b) Science, Planning and Expertise- Connections and Flows of modern cities
c) Emerging concepts- Global City, Inclusive City, Liveable City, Safe City, Future City – Impact of new town movement on post-independent Indian city planning -beginning of modern town planning in India | |||||||||||
Text Books And Reference Books: ● Adams R. McC., (1966) The Evolution of Urban Society: Early Mesopotamia and PrehispanicMexico (Chicago: Aldine). ● Basant, P. K., (2012) The City and the Country in Early India: A Study of Malwa (Delhi: Primus Books). ● Ballhatchet, Kenneth, (1980) Race, Sex, andClass under theRaj:ImperialAttitudes and Policies and Their Critics, 1793-1905 ( London: Weidenfeld and Nicolson, 1980). ● Chandavarkar, Rajnarayan, (2009) History, Culture and the Indian City (Delhi: Cambridge UniversityPress). ● Bayly, C. A., (1992) Rulers, Townsmen and Bazaars: North Indian Society in the Age of British Expansion, 1770-1870 (Delhi: Oxford University Press). ● Banga Indu (ed.), (1991) City in Indian History: Urban demography, Society and Politics (Delhi: Manohar). ● Chattopadhyaya,B., (2003) ‘The City in Early India: Perspectives from Texts’, in B. Chattopadhyaya, Studying Early India: Archaeology, Texts, and Historical Issues (Delhi: Permanent Black), pp. 105-34. ● Edward Soja (2000): Postmetropolis, Critical Studies of cities and Regions, Blackwell Publisher Ltd. 17. ● Fischer, Claude S. 1975 Towards a subcultural theory of urbanism, Reprinted in J.J. Macionis and N. Benokraitis (ed.) 1989 Seeing Ourselves (pp 367-373). ● Frykenberg, R.E., (1986) Delhi Through Ages: Selected Essays in Urban History, Culture and Society (New Delhi: Oxford University Press) ● G. P. Chapman, A.K. Dutt and R.W. Bradnock (ed.) (1999): Urban growth & Development in Asia, Vol.2: Living in the Cities, Ashgate Publishing Ltd. ● Marshall, P.J., (2000),The White Town ofCalcutta under the Rule of the East India Company‟, Modern Asian Studies, Vol. 34, No. 2 (May), pp. 307-331. ● Prentice Hall, Englewood Cliffs, New Jersey. Hayden, Dolores, (1996) The Power of Place: Urban Landscapes as Public History (Cambridge, MA: MIT Press). ● Pirenne, Henri, (1969) Medieval Cities: Their Origins and the Revival of Trade (Princeton: Princeton University Press). ● Shane, Ewen, (2016) What is Urban History? (Cambridge: Polity Press). Southall, Aidan, (1998) The City in Time and Space (Cambridge: Cambridge University Press).
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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).
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Evaluation Pattern
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BJOH131 - INTRODUCTION TO MASS COMMUNICATION (2021 Batch) | |||||||||||
Total Teaching Hours for Semester:75 |
No of Lecture Hours/Week:20 |
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Max Marks:100 |
Credits:5 |
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Course Objectives/Course Description |
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This course is designed to enable students to critically survey, examine and analyze the mass media with an emphasis on mass media in India. The course aims to enable the students to understand the most recent changes in the mass communication process, to increase awareness of their roles as both media consumers and contributors, and to develop media literacy skills necessary to make sense of and control their media environment. Students will be encouraged to view Indian folk media as an effective tool of mass communications. Course Objectives:
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Course Outcome |
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CO%: Be able to write a critical review of a news article. CO1: Analyze how technology and other trends in mass media are transforming traditional conceptions of the mass communication process. CO2: Examine aspects of the mass media and traditional folk form as part of media literacy. CO3: Explore how the media are used to construct meaning and/or to persuade masses. CO4: Apply mass media theories to day to day examples from mass media. |
Unit-1 |
Teaching Hours:20 |
Introduction to Communication
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Unit-2 |
Teaching Hours:20 |
Mass Media: History
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Unit-3 |
Teaching Hours:20 |
Mass Media: Practices and Values
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Unit-4 |
Teaching Hours:15 |
Processes and Theories of Mass Communication
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Text Books And Reference Books: Baran, S.J. (2013). Introduction to Mass Communication Theory (5th ed.). Wadsworth. Kumar, J. K. (2012). Mass Communication in India (4th ed.), Jaico Publishing House. McQuail, D. (2012). McQuail's mass communication theory Los Angeles: SAGE. | |
Essential Reading / Recommended Reading Baran, S. J. & Davis, D.K. (1999). Mass Communication and Man - Mass Communication Theory (2nd ed.). USA: Thomson/Wadsworth. MacBride, S. (Eds.). (1982). Many Voices, One World. New Delhi: Oxford & IBH Publishing Co. Narula, U. (2008). Mass Communication: Theory and Practice. Haranand Publications Pvt Ltd. | |
Evaluation Pattern
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BJOH132 - PRINT JOURNALISM (2021 Batch) | |
Total Teaching Hours for Semester:75 |
No of Lecture Hours/Week:5 |
Max Marks:100 |
Credits:5 |
Course Objectives/Course Description |
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This introductory course gives a broad overview of the field of print journalism. The course is aimed at introducing the student to the historical growth of the print media, the auxiliary areas and the scope they have before them. The student understands how communication works and what their role could be in the field of journalism with class project assignment. Course Objectives The course aims to help students to:
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Course Outcome |
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CO1: Asses a thorough understanding of the field of journalism CO2: Outline a basic understanding of the skills required for the profession CO3: Relate the knowledge of the state of journalism at three levels: international, national and regional. CO4: Interpret the basic knowledge of the use of software for the designing of a newspaper |
Unit-1 |
Teaching Hours:15 |
Introduction to Journalism
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Unit-2 |
Teaching Hours:15 |
Print Journalism in India
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Unit-3 |
Teaching Hours:15 |
Kannada Journalism
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Unit-4 |
Teaching Hours:15 |
Role of Press in Democracy
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Unit-5 |
Teaching Hours:15 |
Basics of Newspaper
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Text Books And Reference Books: Fred, Seaton Siebert, Peterson,Theodore & Schramm, Wilbur. (1978). Four Theories of the Press.USA: University of Illinois Press. | |
Essential Reading / Recommended Reading Cole, P., & Harcup, T. (2009). Newspaper journalism. Sage. | |
Evaluation Pattern
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BJOH151 - PHOTOGRAPHY (2021 Batch) | |
Total Teaching Hours for Semester:60 |
No of Lecture Hours/Week:4 |
Max Marks:100 |
Credits:4 |
Course Objectives/Course Description |
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This course provides an overview of the technical and professional aspects of photography while developing their artistic skills in the process. The students are acquainted with camera operation, exposure control, framing and composition. They are also introduced to creative and professional digital image manipulation using software. The students will work on a documentary photography project over the course of the semester. At the end of the course they will come up with a portfolio of their best works. Course Objectives The course aims to help students to:
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Course Outcome |
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CO1: conduct research to carry out long term photography projects CO3: explain photographs and photography in words CO4: create photo essays on socially relevant topics CO5: edit photographs and create a professional portfolio using industry standard software CO12: create effective photographs with an understanding of composition and aesthetics |
Unit-1 |
Teaching Hours:15 |
Understanding the Camera
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Unit-2 |
Teaching Hours:15 |
Elements of Design and Composition
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Unit-3 |
Teaching Hours:15 |
Genres and Subjects
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Unit-4 |
Teaching Hours:15 |
Post-Processing of Digital Images
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Text Books And Reference Books: Freeman, M. (2017). The photographer's eye: composition and design for better digital photos. Routledge. Sontag, S. (2001). On photography (Vol. 48). Macmillan. | |
Essential Reading / Recommended Reading Craven, G. M. (1990). Object and Image, An Introduction to Photography. New Jersey: Prentice-Hall Hunter, F., Fuqua, P & Biver, S. (2013). Light: Science and Magic: An Introduction to Photographic Lighting. Taylor and Francis. Peterson, B.(2010) Understanding Exposure: How to Shoot Great Photographs with a Film or Digital Camera. Amphoto Books. Schaefer, J. P.(1992). Basic Techniques of Photography: Ansel Adams Guide. Boston: Little Brown and Company
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Evaluation Pattern
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BMED191A - MEDIA LITERACY (2021 Batch) | |
Total Teaching Hours for Semester:45 |
No of Lecture Hours/Week:3 |
Max Marks:100 |
Credits:3 |
Course Objectives/Course Description |
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Course Description: Media literacy is designed to help students develop an informed and critical understanding of the nature of an ever expanding and increasingly dominating mass media –as information sources, as entertainment, and as an industry–as well as to examine, interpret, and evaluate the messages contained within, and their social, cultural and political implications. This course exposes the student to the base complexities of media literacy, develop critical thinking skills, the provides the methods of analysis necessary to interpret media content as well as methods of critical writing appropriate to media analysis.
Course Objectives:
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Course Outcome |
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CO1: To lay the foundation of Public Relations practice CO2: To train the students in media relations CO3: To introduce the concept of Corporate Communication CO4: To familiarize the students with concepts like propaganda, public opinion, advertising, and public relations. |
Unit-1 |
Teaching Hours:15 |
Introduction to Media Literacy
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Unit-2 |
Teaching Hours:15 |
Approaches to Media Literacy
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Unit-3 |
Teaching Hours:15 |
Media Analysis
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Text Books And Reference Books:
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Essential Reading / Recommended Reading
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Evaluation Pattern CIA 1: Submissions for 20 marks Mid Semester Submission: 25 marks CIA 3: Submissions 20 marks End Semester Submission: Submission for 30 marks
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BMED191B - UNDERSTANDING THE VISUAL LANGUAGE OF CINEMA (2021 Batch) | |
Total Teaching Hours for Semester:45 |
No of Lecture Hours/Week:3 |
Max Marks:100 |
Credits:3 |
Course Objectives/Course Description |
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Cinema emerged as a major form of entertainment in the 20th century. Ever since its invention it has striven to captivate people and has evolved as a means for people to engage with themselves as well as the world. Over the years it has also evolved a language of its own.This course would provide students a thorough knowledge of the conceptual and practical aspects of storytelling in films. cinematography through engagement with works of eminent cinematographers from around the world.
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Course Outcome |
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CO1: To appreciate cinematography and understand its technicalities CO2: To understand the basic design and concepts of cinematography CO3: To understand the basic design and concepts of cinematography CO4: To familiarize with concepts of effective storytelling |
Unit-1 |
Teaching Hours:10 |
Introduction to the language of cinema
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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
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Light , Camera, Lenses, Basics of Lighting; Various types of light sources and their practical application;Colour temperature, Lens Choice, Lens filters, Exposure/F‐Stop/Shutter/ISO; Depth of field Camera operating; Hands‐on introduction to camera equipment | |
Unit-3 |
Teaching Hours:10 |
Visualising and Shot Design
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Composition & Framing; Types of Shots; Shot design for single camera and multi camera productions | |
Unit-4 |
Teaching Hours:10 |
Camera Placement and Movement
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Camera Placement -how does it affect the meaning; Motivated Camera Movement. | |
Text Books And Reference Books: Block, B. (2013). The visual story: Creating the visual structure of film, TV and digital media. Routledge.
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Essential Reading / Recommended Reading Alton, J. (2013). Painting with light. Univ of California Press. | |
Evaluation Pattern CIA 1: Submissions for 20 marks Mid Semester Submission: 25 marks CIA 3: Submissions 20 marks End Semester Submission: Submission for 30 marks | |
BPOL162 - INDIAN POLITICAL SYSTEM (2021 Batch) | |
Total Teaching Hours for Semester:45 |
No of Lecture Hours/Week:3 |
Max Marks:100 |
Credits:3 |
Course Objectives/Course Description |
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A political system is a complete set of formal institutions and interest groups and deals with the relationships among political institutions through political norms and rules that govern their functions (constitution, election law). This course examines the nature, structure, and functional aspects of the Indian political system. The course includes a detailed understanding of the Indian Constitution that governs the political system. The course also explains structural and functional equations when the important organs of the state. Specifically, it provides a debate on the principles of separation of powers by equating among the legislature, executive, and judiciary. Course Objectives · To demonstrate an understanding of the nature, structure, and working of the Indian Political System · To develop an ability in understanding the functional implication involved in the working of the Indian Constitution. · To outline contemporary issues and debates of Indian politics. |
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Course Outcome |
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CO1: Examine how constitutionalism evolved. CO2: Compare and contrast the relationship between the legislature, executive and judiciary, and relate those to various constitutional factors CO3: Develop an understanding on the role of legislature, executive and judiciary in handling the state affairs. |
Unit-1 |
Teaching Hours:8 |
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Political Systems: Basics
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Meaning, Functions, and Types of Political Systems - Totalitarian system, Oligarchy and Aristocracy, Monarchy, Dictatorship, Democratic system, and Communism. | |||||||||||||||||||||||||||
Unit-2 |
Teaching Hours:10 |
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Constitutionalism
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Meaning, purpose and Philosophy of the Constitution; Basic Structure and Salient Features of the Constitution [Fundamental Rights; Fundamental Duties; Directive Principles of State Policy and Citizenship] | |||||||||||||||||||||||||||
Unit-3 |
Teaching Hours:10 |
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Important organs of the State
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Legislative System: Parliament: composition, Powers and Functions (Lok Sabha and Rajya Sabha) Executive System: (Union level: President, Union council of Ministers; State Level: Governor, State Council of Ministers) | |||||||||||||||||||||||||||
Unit-4 |
Teaching Hours:10 |
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Party System in India
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Features of Party System. Anti-Defection Law. Election Commission of India. Pressure Groups. | |||||||||||||||||||||||||||
Unit-5 |
Teaching Hours:7 |
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Indian Judicial System
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Judicial Restraint, Judicial Review, Judicial Activism, Public Interest Litigation and Judicial Reforms | |||||||||||||||||||||||||||
Text Books And Reference Books: Basu DD (2018). Introduction to the Constitution of India. New Delhi: LexisNexis Butterworths Wadhwa. Fadia, B.L. (2017). Indian Government and Politics. Agra: Sahitya Bhawan. Ghai, K.K. (2012). Indian Government and Politics. Noida: Kalyani. Ghosh, P. (2012). Indian Government and Politics. New Delhi: PHI Learning. Avasthi, AP. (2012). Indian Government and Politics. Agra: Lakshmi Narain Agarwal | |||||||||||||||||||||||||||
Essential Reading / Recommended Reading Anand, C.L. (2008). Constitutional Law and History of Government of India. New Delhi: Universal Law. Kashyap, S. (2011). Our Parliament. New Delhi: National Book Trust. Prasad, A. and Singh, C.P. (2012). Judicial Power and Judicial Review. Lucknow: Eastern Book Company. Pylee, M.V. (2012). Constitutional Amendments in India. New Delhi: Universal Law. Constituent Assembly Debates. New Delhi: Lok Sabha Secretariat. Saxena, R. and Singh, M.P. (2011). Indian Politics: Constitutional Foundations and Institutional Functioning. New Delhi: PHI Learning. Chakrabarty, B. and Pandey, R.K. (2008). Indian Government and Politics. New Delhi: Sage. Hassan, Z. (Ed.) (2006). Parties and Party Politics in India. New Delhi: OUP. Kumar, B.V. (2009). Electoral reforms in India: Current Discourses. Jaipur: Rawat. Johari, J.C. (2004). The Constitution of India: A Politico-Legal Study. New Delhi: Sterling. Sundar Ram, D. (Ed.). (2007). Federal System and Coalition Government in India: Conflict and Consensus in Centre-State Relations. New Delhi: Kanishka.
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Evaluation Pattern
CIA - Evaluation Pattern
Mid Semester Examination
End Semester Examination
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BPOL191A - PEACE AND CONFLICT MANAGEMENT (2021 Batch) | |||||||||||||||||||||||||||
Total Teaching Hours for Semester:45 |
No of Lecture Hours/Week:3 |
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Max Marks:100 |
Credits:3 |
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Course Objectives/Course Description |
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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:
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Course Outcome |
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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 |
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Introduction
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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
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Unit-2 |
Teaching Hours:12 |
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Conflict Management
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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 |
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Peace building
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Understanding Peace Process; Stages in the Peace Process; Peace-making, Peacekeeping and Peacebuilding; Negotiation and Mediation; Arbitration and Adjudication | ||||||||||||||||||||||||||||||||
Unit-4 |
Teaching Hours:12 |
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Challenges for conflict management
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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 | ||||||||||||||||||||||||||||||||
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. | ||||||||||||||||||||||||||||||||
Evaluation Pattern Assessment Outline:
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BPOL191B - GLOBAL POWER POLITICS (2021 Batch) | ||||||||||||||||||||||||||||||||
Total Teaching Hours for Semester:45 |
No of Lecture Hours/Week:3 |
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Max Marks:100 |
Credits:03 |
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Course Objectives/Course Description |
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The global balance of power is changing dramatically. As the world seems to be moving away from American Hegemony, the question of where power lies in global politics is becoming ever more significant. Great powers remain as the critical actors in the international system and the nature of the international order is determined by their interactions in war and peace. This course focuses on the transformation of the global power politics particularly focusing on the power shifts in the post-cold war international system. The course will also introduce students to the emergence of new powers such as China, India, Brazil and South Africa and the changing dynamics of the international system. The course will examine whether great powers can cooperate in addressing the consequential challenges in the new century; climate change, nuclear proliferation, refugee crisis, international terrorism and other issues. The course will also analyze the competition among the great powers in the South and East China Sea, and the West Asian region. Course Objectives The course aims to:
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Course Outcome |
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CO1: Analyse global power politics in the twenty-first century CO2: Demonstrate the major contemporary challenges and issues in global politics CO3: Evaluate the changing power dynamics and power shifts in international relations |
Unit-1 |
Teaching Hours:9 |
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Introduction to International Relations
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International Relations: Meaning, nature and scope of international relations; Key Concepts of International Relations: Sovereignty (territorial sovereignty), Balance of Power, National Power, Security and Globalization. | ||||||||||||||||||||||||||||||||
Unit-2 |
Teaching Hours:12 |
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Theorization of Great Power in International Relations
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Theories of International Relations: Realism (Classical Realism and Neo-Realism), Liberalism (Neoliberalism), Constructivism. | ||||||||||||||||||||||||||||||||
Unit-3 |
Teaching Hours:12 |
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Great Power Politics in the Cold War era
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First World War, Second World War: Causes and Consequences, dynamics of strategic interaction between the great powers including the alliances, Inter war period (multipolarity), the Cold War (bipolarity) and the post-Cold War period (unipolarity and multipolarity). | ||||||||||||||||||||||||||||||||
Unit-4 |
Teaching Hours:12 |
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Globalization and Great Power Politics
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Power shifts in the post-Cold War international system, Great Powers: traditional and non-traditional security threats, Emergence of new powers (rise of China and India as a challenge to the West). | ||||||||||||||||||||||||||||||||
Text Books And Reference Books: Mearsheimer, J.J.(2014) , 'The Tragedy of Great Power Politics', updated ed. New York: Norton. | ||||||||||||||||||||||||||||||||
Essential Reading / Recommended Reading Brown, C and Kirsten Ainley(2005), ‘Understanding International Relations’ 3rd edition, Palgrave Macmillan New York. | ||||||||||||||||||||||||||||||||
Evaluation Pattern
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BPSY191B - ADVERTISEMENT PSYCHOLOGY (2021 Batch) | ||||||||||||||||||||||||||||||||
Total Teaching Hours for Semester:45 |
No of Lecture Hours/Week:3 |
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Max Marks:100 |
Credits:3 |
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Course Objectives/Course Description |
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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:
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Course Outcome |
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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.
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Unit-1 |
Teaching Hours:15 |
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Unit I: Introduction to advertisement psychology
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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 |
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Unit II: Cognitive processing of advertisements
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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 |
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Unit III: International Advertising and Creating Brand
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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
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SDMS111 - SOCIAL SENSITIVITY SKILLS (2021 Batch) | |||||||||
Total Teaching Hours for Semester:15 |
No of Lecture Hours/Week:1 |
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Max Marks:50 |
Credits:1 |
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Course Objectives/Course Description |
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Course Description The course aims to impart effective academic writing and communication skills which are crucial for academic endeavors. The theme identified for the first and second semesters is Academic writing and professional communication. The set of topics identified under the theme will allow students to achieve the highest academic skills throughout their professional career. Course Objectives The course aims to:
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Course Outcome |
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CO1: To demonstrate academic writing skills required for professional development CO2: To apply professional communication skills in multiple domains in order to achieve their personal and professional goals. |
Unit-1 |
Teaching Hours:15 |
Academic writing and Communication skills
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Students must choose MOOC courses offered by various online platforms in the specific theme given for the first and second semesters. This consists of building personal brand, personal statement writing, report writing, formatting, APA style, public speaking skills, mind mapping, decision-making skills, and deductive reasoning, visual presentation skills, quality control, note-taking skills, group discussion skills and panel discussion. | |
Text Books And Reference Books: The student has to follow the references given in the MOOC which they have chosen in the online course.
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Essential Reading / Recommended Reading The student has to follow the references given in the MOOC which they have chosen in the online course.
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Evaluation Pattern
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BBS291A - APPLIED ETHICS-A MULTICULTURAL APPROACH (2021 Batch) | |
Total Teaching Hours for Semester:45 |
No of Lecture Hours/Week:3 |
Max Marks:100 |
Credits:3 |
Course Objectives/Course Description |
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Ethics or moral philosophy is a branch of philosophy that involves systematizing, defending, and recommending concepts of right and wrong conduct. While it is easy to argue that what is right and wrong should be the same across all cultures, surprisingly it is not. This course is an attempt to enable students understand that moral principles though expected to be universal, have deep rooted connotations that make them unique in each culture.
Learning Objectives: On completing the course, students will be able to: · Appreciate multicultural perspectives of ethics · Make informed decisions on issues which involve ethical dilemma |
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Course Outcome |
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CO1: Define the key concepts used in philosophical discussions of moral issues. CO2: Demonstrate an understanding of arguments, problems, and basic terminology in applied ethics. CO3: Examine the differences, similarities and connections between different views within applied ethics. CO4: Apply ethical concepts and principles to address moral concerns. CO5: Appreciate multicultural perspectives of applied ethics. |
Unit-1 |
Teaching Hours:9 |
Human Rights
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United nations universal declaration of human rights, articles of the declaration, women’s rights as human rights, political implications, practical approaches, women’s rights as political and civil rights, democracy as a universal value, the Indian experience, democracy and economic development, functions of democracy, universality of values. | |
Unit-2 |
Teaching Hours:9 |
Racial and Ethnic Discrimination
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Philosophical and social implications of Race, scientific literacy about race, race and social construction, social justice implications, collective responsibility and multiple racial, the over lapping characteristics approach defining a community, two general norms to assess collective responsibility ethnic and cultural identities, the color blind principle, color blind and color conscious policies, the responsibility criterion. | |
Unit-3 |
Teaching Hours:9 |
Gender roles and morality
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Introduction, kinds of social construction, construction of ides, concepts and objects, Gender and social construction, intrinsic inclinations, explaining gender and sexual diversity, domestic violence against women and autonomy. | |
Unit-4 |
Teaching Hours:9 |
Abortion
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Moral and legal status, defining human, moral community, right to life, the problem of coerced abortion in China and the morality of abortion in Japan (case studies) | |
Unit-5 |
Teaching Hours:9 |
Euthanasia
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Active and passive euthanasia, intentional termination of life, risks and objections to the institutionalization of euthanasia, conceptualizing euthanasia in the context of the US, Netherlands and Germany, a critique on such practices. | |
Text Books And Reference Books:
Lawrence and Weber, (2015). Business and Society, Tata McGraw-Hill.
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Essential Reading / Recommended Reading Prakash Pillappa, (2015). Civic Sense, Excel Books. | |
Evaluation Pattern
CIA 1: Group discussion for 20 marks Mid Semester exam: Exhibition for 50 marks CIA 3: Group presentations 20 marks End Semester exam: Written exam and Movie review for 50 marks ESE: Section A: 5X5 =25 marks Movie review (Group work) =25 marks | |
BBS291B - GLOBAL LEADERSHIP AND CULTURE (2021 Batch) | |
Total Teaching Hours for Semester:45 |
No of Lecture Hours/Week:3 |
Max Marks:100 |
Credits:3 |
Course Objectives/Course Description |
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Leadership and the ability to lead is an important concept within our world of work. Though It has been studied and analysed 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.
Learning Objectives: On completing the course, students will be able to: · Understand the complications involved in leadership across cultures · Appreciate the need to lead people differently in different cultures · Inculcate decision making |
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Course Outcome |
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1: Differentiate the competencies needed for global leadership compared to generic leadership 2: Understand the indicators based on which one can understand a particular culture 3: Develop culture sensitive knowledge and awareness of various cultural practices and values 4: Understand the complications involved in leadership across cultures and develop global leadership skills 5: Analyze and appreciate the need to lead people differently in different cultures 6: Develops decision making skill-sets in a multi-cultural environment |
Unit-1 |
Teaching Hours:9 |
Introduction
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Culture, systems approach to culture, key cultural terminology, cultural understanding and sensitivity, global transformation. | |
Unit-2 |
Teaching Hours:9 |
Global leaders and intercultural communication
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Introduction, intercultural communication process, models, non verbal communication, guidelines. | |
Unit-3 |
Teaching Hours:9 |
Global leaders learning in response to change
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Introduction, aspects of organizational learning, management mindsets and learning, individual learning | |
Unit-4 |
Teaching Hours:9 |
Women leaders in global business
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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
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Lessons from CEOs, description of competencies, framework. | |
Text Books And Reference Books:
Kaitholil,GeorgeMake leadership your target, Bombay Better Yourself BooksSethi & Rajiv, Tips for effective leadership, Beacon booksMarshal & Tom, Understanding leadership, Sovereign World Ltd | |
Essential Reading / Recommended Reading
Abramson N R & Moran R T (2016) Managing cultural differences-Global leadership for 21st century: Routledge | |
Evaluation Pattern
CIA 1: Class Test for 25 marks Mid Semester exam: Written exam for 50 marks CIA 3:Presentation/Group discussion 25 marks End-of Semester exam: Written exam for 50 marks | |
BBS291C - COURTESY AND ETIQUETTES (2021 Batch) | |
Total Teaching Hours for Semester:45 |
No of Lecture Hours/Week:3 |
Max Marks:100 |
Credits:3 |
Course Objectives/Course Description |
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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.
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Course Outcome |
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CO1: Students will practice critical thoughts in comprehending the notion of culture, its relationship with language, Etiquettes and the key concepts of cross ?cultural Communication. It also describes ways to apply proper courtesy in different situations. It will also help to better understand the change that constantly undergoes in personal and social use. |
Unit-1 |
Teaching Hours:10 |
Introduction: Greetings and Courtesy
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Greeting a person, - the different ways of greeting, saying good bye 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 environment,Classroom Etiquette and Student Behavior Guidelines, The guidelines for maintaining a civil classroom environment: | |
Unit-2 |
Teaching Hours:10 |
Manners and civility
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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
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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
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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
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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 | |
BBS291D - MAHATMA AND MANAGEMENT (2021 Batch) | |
Total Teaching Hours for Semester:45 |
No of Lecture Hours/Week:3 |
Max Marks:100 |
Credits:3 |
Course Objectives/Course Description |
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Course Description: Business leaders across the globe have heralded Mahatma Gandhi, the Father of the Indian Nation as a Management Guru. The Mahatma is now being rediscovered as more than just a political leader who gained independence for the country but is being looked upon as a master strategist and an exemplary leader whose ideas and strategies have great meaning for the corporate world. His high moral standards are what leaders today should strive to achieve. The syllabus is devised to enable students to understand the Gandhian principles and its relevance in the field of modern management.
Course Objectives:
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Course Outcome |
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CO1: Enable students to understand Mahatma and his way of life. CO2: Facilitate in assimilating and practicing the Gandhian ways of management and principle-centered leadership. CO3: Enable students to be better citizens upholding Mahatma?s high ethical and moral standards. |
Unit-1 |
Teaching Hours:9 |
Introduction to Mahatma
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Level of knowledge: Basic Understanding Gandhi: Childhood to adulthood transformation, influence of Books, Individuals, Religion, Family, and Social factors. Gandhi as rebel, as lawyer, as a political leader and reformer.
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Unit-2 |
Teaching Hours:9 |
Management
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Level of knowledge: Basic Concept of Modern Management, Gandhian Concept of Management - Self Management, Emotional Intelligence, Social Inclusion, Communication; Different facets of Gandhiji - as a planner, organizer and administrator.
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Unit-3 |
Teaching Hours:9 |
Principle Centered Leadership
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Level of knowledge: Basic Characteristics of Principle-Centered Leaders - Understanding the seven deadly sins - Importance of building human relations - Pursuance of truth and nonviolence, openness, transparency, love and kindness in handling relationship. | |
Unit-4 |
Teaching Hours:9 |
Conflict Resolution
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Level of knowledge: Conceptual and Analytical Gandhi as a Conflict Resolver and Problem Solver- Gandhian concept of Development and Conflict Management - Conflict resolution practices, art of forgiveness and reconciliation and Shanti Sena. | |
Unit-5 |
Teaching Hours:9 |
Trusteeship Management
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Level of knowledge: Conceptual and Analytical Salient features of Trusteeship Management - Personnel Management in Trusteeship, Examples of Trusteeship Management - Experiments of Sarvodaya Sanghs, Sarva Seva Sangh, ASSEFA and other Gandhian/Sarvodaya Organizations. | |
Text Books And Reference Books: M.K. Gandhi, (2012) An Autobiography or The Story of My Experiments with Truth, Navajivan Publishing House, Ahmedabad. | |
Essential Reading / Recommended Reading B.R. Nanda. (2011) Mahatma Gandhi: A Biography, Allied Publishers Private Ltd., New Delhi. Louis Fisher (2010) Gandhi: His Life and Message Bose, Nirmal Kumar, (1948), Gandhiji’s Concept of Trusteeship, Bhangiya Pradeshik Chatra Samshid, Calcutta. Bose, D. C. (2012). Principles of management and administration. PHI Learning Pvt. Ltd. Covey, S. R. (1992). Principle centered leadership. Simon and Schuster. Films: Richard Attenborough, Gandhi. Syam Benegal, The Making of Mahatma. Anupam P. Kher, Mine Gandhi Ko Nahin Mara. Peter Ackerman and Jack Duvall, A Force More Powerful. | |
Evaluation Pattern CIA1 10 Marks MSE 30 Marks CIA3 10 Marks End Assessment 50 Marks | |
BBS291E - SACRED GAMES AND THE RULE OF LAW (2021 Batch) | |
Total Teaching Hours for Semester:45 |
No of Lecture Hours/Week:2 |
Max Marks:100 |
Credits:3 |
Course Objectives/Course Description |
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Course Description:
Mankind has always improved its mental and physical potential under the garb of sporting activities. Hence, Sports and Games has evolved with the society and has became a major part of our every day lives. With increasingly commercialisation of sports today, its challenges have become multifaceted. This course is trying to analyse and assess this relationship of Sports and society through multiple lenses of Law and its systems.
* Disclaimer: This course is not associated with any piece of entertainment/ work of art with similar title.
Course Objectives:
This course intends to familiarise the role of sports in society beyond entertainment. It tries to locate Sports and gaming’s position in contemporary legal system in India and the world.
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Course Outcome |
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CO1: To provide exposure of evolution of Sports and Law along with their relationships. CO2: To familiarize the students with the rising ethical and moral questions in sports. CO3: To orient the students with the knowledge and skills required to take up challenges and exploit opportunities in the Business of sports |
Unit-1 |
Teaching Hours:7 |
Introduction to Sports and Law
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History of Sports and its relationship with the law, Sports Law and the Rise of International Autonomous Sports Law bodies, EU law and Sport, Indian Law and Sport, US Law and Sport. Sports Laws in India, National Sports Policy, 1984/2001, Sports governing bodies in India, Recommendations by several committee. | |
Unit-2 |
Teaching Hours:10 |
Sports Governance and Discipline
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Global Governance of Sports Law, Sporting bodies, Organisational structure; setting up a club, Taxation of sports organisations, Funding and grant applications; lottery licences, Player and management liability. Disciplinary codes: Internal disciplinary procedures, On-field offences, Dispute resolution bodies, Role of courts in the governance of sport and how courts gain jurisdiction to get involved in the affairs of sports governing bodies, Arbitration in sport (ADR), Court of Arbitration for Sport, Suspensions and appeals, Challenging decisions. | |
Unit-3 |
Teaching Hours:10 |
Sports and Business
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Sponsorship agreements, Ambush marketing, Broadcasting, Ticketing, Merchandising. Sports Marketing: Trends and strategies. Sports communication: Social media, Crisis communication, Celebrity handling. | |
Unit-4 |
Teaching Hours:10 |
Ethics and Sports
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What is Doping?, World Anti-Doping Code, Purpose and scope of World Anti-Doping Agency, Responsibilities of Sportsperson, Identify the various violations under the World Anti-Doping Code (WADA), Therapeutic use:exemptions to anti-doping regulation, sanctions for anti-doping rule violations. Match-Fixing, Betting and Gambling. The treatment of gambling laws in various jurisdictions. The applicable Indian law on Match-Fixing and Spot-Fixing, Indian Criminal Law and Spot-Fixing. International Cricket Council's Anti-Corruption Code and compare it with football's response. Protection of players. Club policies and procedures. Social media policies. Data protection. Equality and discrimination, Gender Discrimination. Sexual Harassment Issues in Sports. Corruption in sport, Violence in sport, Concussion; second impact syndrome, Gambling and manipulation of sports, Sport and technology, Application of the WADA Code, Therapeutic use exemption, Testing and exemptions, Sanctions. | |
Unit-5 |
Teaching Hours:8 |
Sports and Intellectual Property
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Concept of Intellectual Property. IP and media rights, Image and player rights, Player contracts and rights protection, The role of Trade Mark law, The role of Intellectual Property Rights, Competition Law and Sports, Team Owners and IP, Olympic Games and Intellectual Property, Case Studies: English Premier League, Indian Premier League, Pro Kabaddi, etc. | |
Text Books And Reference Books: Dasgupta and Shameek Sen, Sports Law in India: Policy, Regulation and Commercialisation, SAGE Publications Pvt. Ltd; First edition (15 June 2018) | |
Essential Reading / Recommended Reading Gardiner, John O'Leary, Roger Welch Simon Boyes, Urvasi Naidoo, Sports Law, Routledge; 4 edition (7 December 2011)
Mudgal and Vidushpat Singhania, Law & Sports In India- Developments, Issues And Challenges, Lexis Nexis; Fifth edition (24 December 2015)
Katarina Pijetlovic, EU Sports Law and Breakaway Leagues in Football (ASSER International Sports Law Series), Springer Nature; 2015 edition (25 February 2015)
Andre M. Louw, Ambush Marketing & the Mega-Event Monopoly: How Laws are Abused to Protect Commercial Rights to Major Sporting Events (ASSER International Sports Law Series), T.M.C. Asser Press; 2012 edition (18 July 2014)
Frans de Weger, The Jurisprudence of the FIFA Dispute Resolution Chamber: 0 (ASSER International Sports Law Series), Asser Press; 1st edition (19 June 2008)
Russell Hoye, Aaron C.T. Smith, Matthew Nicholson and Bob Stewart. Sport Management: Principles and Applications (Sport Management Series), Routledge; 5 edition (12 January 2018)
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Evaluation Pattern CIA 1- MCQs and Written assignments (Topics covered in the class) 30 Marks
CIA 2- Presentations (Sporting events) 40 Marks
CIA 3- Presentations (Ethics and Sports) 30 Marks | |
BBS291F - CONSUMPTION AND CULTURE IN INDIA (2021 Batch) | |
Total Teaching Hours for Semester:45 |
No of Lecture Hours/Week:3 |
Max Marks:100 |
Credits:3 |
Course Objectives/Course Description |
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This course provides an opportunity for the students to 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 the 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. This course also addresses national and global needs related to consumption.
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Course Outcome |
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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, and gender) 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
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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
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Exchanging Things: The Economy and Culture, Capital, Class, and Consumer Culture. Taste & Life style and Consumer Culture. Making Sense of Shopping, Conspicuous consumption.
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Unit-3 |
Teaching Hours:9 |
: Branding, Gender and Consumer Subjectivity
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Brands: Markets, Media and Movement. Circuit of Culture and Economy: Gender, Race and Reflexivity.
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Unit-4 |
Teaching Hours:9 |
Nation, Religion and Politics
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Identities as a multimedia spectacle, Consume culture identity and politics. Consumer Culture on the border
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Unit-5 |
Teaching Hours:9 |
Consumption Ethics
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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)
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Evaluation Pattern Continuous Internal Assessment -1 : 20 marks Continuous Internal Assessment -2 : 25 marks Continuous Internal Assessment -3 : 20 marks End-semester Exam: 30 marks Attendance: 5 marks
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BECH291A - ECONOMICS AND LITERATURE (2021 Batch) | |
Total Teaching Hours for Semester:45 |
No of Lecture Hours/Week:3 |
Max Marks:100 |
Credits:3 |
Course Objectives/Course Description |
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Course Description This course is aimed at undergraduate students to introduce to them the idea literature and economics are closely intertwined. The course discusses how literature is not just a reflection of the society; it is also a powerful tool for furthering the public debate on socio-economic issues. In that, literature is both influenced by economics and influences economics. The course will examine selected works of literature to analyse the characters and plots from the point of view of economics. Course Objectives This course will:
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Course Outcome |
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CO1: Appreciate that fictional literature captures and discusses some of the most pressing socio-economic issues in our society C02: Identify economic perspectives of literary works. C03: Interpret the interplay between economics and literature and how that has in the past influenced the decisions of the state/monarchy. C04: Effectively communicate complex ideas through written and oral presentation. |
Unit-1 |
Teaching Hours:15 |
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Shelley's Radicalism: The Poet as Economist
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Reading works such as ‘The Mask of Anarchy‘ and ‘The Revolt of Islam‘, where the poet Percy Bysshe Shelley explicitly satirises the government and calls for a radical transformation of society. In ‘An Address to the Irish People‘, which opposed the huge divide between rich and poor in society. His writings have had a huge impact on the society then inspiring working class to organise mass movements against the oppression and hypocrisy of the ruling order. | |||||||||||||
Unit-2 |
Teaching Hours:15 |
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The Invisible Man and the Invisible Hand: H.G. Wells' Critique of Capitalism
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First published in 1897, H.G. Wells' The Invisible Man has given birth to innumerable literary imitations, film adaptations, and even a couple of television series, thus becoming a kind of modern myth. But as often happens in Wells' work, the science-fiction situation in The Invisible Man provides a vehicle for exploring a larger set of economic and political problems that preoccupied him throughout his career. In particular, although Griffin's invisibility has scientific causes, it largely has economic effects, above all, on the movement and transfer of money. | |||||||||||||
Unit-3 |
Teaching Hours:15 |
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The Capitalist Road: The Riddle of the Market from Karl Marx to Ben Okri
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In spite of the refutation of Marxism in practice (and Marxism, remember, claimed to be above all a practical philosophy), and its repudiation by all who had any experience of the consequences of its grip on material life, it continues to exercise a significant influence among the denizens of one corner of the academy: in literary criticism. To be sure, not all are unreconstructed Marxists (indeed, some have been deconstructed and then constructed anew); and not all are Marxists of the same stripe. Yet they remain Marxists nonetheless. | |||||||||||||
Text Books And Reference Books:
Cantor, P., & Cox, S. (2009). Literature and the Economics of Liberty: Spontaneous Order in Culture. Ludwig von Mises Institute. | |||||||||||||
Essential Reading / Recommended Reading The additional reading materials as would be suggested by the faculty when the course is offered, may have to be gone through. | |||||||||||||
Evaluation Pattern The evaluation of the course is by submission as per the following suggested pattern
Mid Semester Examination
End Semester Examination
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BECH291B - DESIGNING POLICIES FOR SUSTAINABLE DEVELOPMENT (2021 Batch) | |||||||||||||
Total Teaching Hours for Semester:45 |
No of Lecture Hours/Week:3 |
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Max Marks:100 |
Credits:3 |
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Course Objectives/Course Description |
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Course Description: This course is aimed at undergraduate students to introduce to them the idea of sustainable development and social/public policies within that context. The course discusses the challenges of sustainable development, and of designing policies for it, in a global setting. It examines the interplay of politics and economics, with emphasis on modes and instruments of producing public policy. Course Objectives: The course aims to help students to:
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Course Outcome |
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CO1: demonstrate a conceptual understanding of development goals and the emergence of SDGs. CO2: identify and examine some of the major themes in public policy intervention and measurement of SDGs; CO3: analyse the interplay between politics and economics and how that influences the decisions at the state level; CO4: apply these complex ideas to their own small-scale research project CO5: demonstrate their research findings through written and oral presentations. |
Unit-1 |
Teaching Hours:12 |
Institutional and Historical Background
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The Historical Roots of the Field; Emergence of Schools of Public Policy; Sustainable Development Goals – the Concept | |
Unit-2 |
Teaching Hours:15 |
Modes of Policy Analysis
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Policy Analysis as Puzzle Solving; Policy Analysis as Critique; The Tools of Government in the Information Age; | |
Unit-3 |
Teaching Hours:18 |
Producing Public Policy: Process, Challenges and Constraints
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Agenda Setting; Arguing, Bargaining and Getting Agreement; Reframing Problematic Policies; Challenges of achieving the SDGs in the context of Economic Constraints on Public Policy; Political Feasibility: Interests and Power; and Institutional Constraints on Policy. | |
Text Books And Reference Books: Moran, M., Rein, M., & Goodin, R. E. (2006). The Oxford Handbook of Public Policy. Oxford University Press. | |
Essential Reading / Recommended Reading Addison, T., Harper, C., Prowse, M., Shepherd, A., Armando Barrientos, with, Braunholtz-Speight, T., … Zohir, S. (2009). The Chronic Poverty Report 2008–09. Retrieved from https://www.odi.org/sites/odi.org.uk/files/odi-assets/publications-opinion-files/2566.pdf | |
Evaluation Pattern Evaluation Pattern Mid Semester Examination End Semester Examination | |
BENG221 - ENGLISH LANGUAGE AND COMPOSITION-II (2021 Batch) | |
Total Teaching Hours for Semester:45 |
No of Lecture Hours/Week:3 |
Max Marks:100 |
Credits:3 |
Course Objectives/Course Description |
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Course description: English Language and Composition is an intensive program for two semesters for all the students of the BA/BSc programmes (ENGH, ECOH, EPH, EMP, JOUH, PSYH) that introduces students to a wide range of expository works in order to develop their knowledge of rhetoric and make them aware of the power of language. The course is designed to meet the rigorous requirements of graduate level courses and therefore includes expository, analytical, personal, and argumentative texts from a variety of authors and historical contexts. It would provide students with the opportunity to work with the rhetorical situation, examining the authors’ purposes as well as the audiences and the subjects in texts. The purpose of the course is to enable students to read analytically, formulate arguments based on the readings, and respond by composing articulate essays that utilise advanced elements of sentence structure, syntax, style, purpose, and tone. Thus, by the use of rhetorical principles, students will learn how to become critical thinkers and apply that knowledge to their writing by revising and improving their essays, as well as critiquing and editing peer essays. In addition, students will be required to thoroughly research relevant topics, synthesise information from a variety of sources, and document their knowledge in a cogent well written report. Also, as the course is designed to engage students with rhetoric in multiple mediums, including visual media such as photographs, films, advertisements, comic strips, music videos, and TED talks; students would develop a sense to comprehend how a resource of language operates in any given text. While the first semester focuses on understanding principles of rhetoric through multiple texts, the second semester is more thematic in nature familiarising students with texts from multiple disciplines, especially in the context of India. The skills acquired in the first semester 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. As part of the course students are expected to maintain a writing journal to monitor their progress in writing. |
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Course Outcome |
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CO1: Analyse and interpret samples of good writing by identifying and explaining an author?s use of rhetorical strategies and techniques. CO2: Analyze both visual and written texts. CO3: Apply effective rhetorical strategies and techniques in their own writing. CO4: Create and sustain arguments based on reading, research, and/or personal experience, especially in the Indian contexts. |
Unit-1 |
Teaching Hours:5 |
The Question of Knowledge: The Education System
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The unit engages with some of the significant rhetorics within the field of Education India. It also brings into discussion how the education system is imagned and what are some of the problems in such an imagination. 1. Composition item - Different types of claims and fallacies in presenting evidence. 2. Rethinking Education: Why Education System is Ripe for Disruption by Naveen Jain. https://www.forbes.com/sites/naveenjain/2013/03/24/disrupting-education/#3721fe4523ef. 3. For the Record: Dear Minister. http://indianexpress.com/article/opinion/columns/satyapal-singh-darwin-evolution-theory-scientists-pm-modi-dear-minister-5035204/ | |
Unit-2 |
Teaching Hours:5 |
Individual and Society
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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. “Go Kiss the World” by Subrotobagchi http://subrotobagchi.mindtree.com/iim-bangalore-speech/ 2. Sky Baba Vegetarians Only. http://www.anveshi.org.in/vegetarians-only-a-short-story-by-sky-baba/ | |
Unit-3 |
Teaching Hours:5 |
Economy and Materialism
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The unit brings into discussion some the correlation between rhetoric of economy and nation - empire building. 1. Shashi Tharoor’s speech in Oxford. http://www.ibtimes.co.in/shashi-tharoor-garners-appreciation-his-spirited-argument-oxford-union-debate-full-text-640299 2. On Anti- National Economics by Jayanthi Gosh. http://www.frontline.in/columns/Jayati_Ghosh/antinational-economics/article8356541.ece | |
Unit-4 |
Teaching Hours:10 |
Society and Social Issues
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Some of the emerging rhetorics on gender, environment, caste and class in India become the focus on discussion in the chapter. 1. Ramachandra Guha. When eleven women of Bengal Took on Gandhi http://ramachandraguha.in/archives/when-eleven-women-of-bengal-took-on-gandhi-the-telegraph.html 2. Caste Culture at IIT Madras by Anjatha Subrmaninan. http://www.openthemagazine.com/article/open-essay/an-anatomy-of-the-caste-culture-at-iit-madras. 3. Politics of Intimate https://medium.com/@pallavirao84/politics-of-the-intimate-pt-3-the-brahmin-mistress-and-the-bahujan-maid-6becf6e2fbcb 4. The brown manÂ’s counter-apartheid https://www.india-seminar.com/2006/558/558%20chandra%20bhan%20prasad.htm | |
Unit-5 |
Teaching Hours:5 |
Sports and the Other
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The unit brings into discussion some of the debate within the context of sports. 1. Chak de, no more: What went wrong with Indian hockey? By Debayan Sen https://www.espn.in/field-hockey/story/_/id/29221695/chak-de-no-more-steep-decline-indian-hockey 2. The gender pay gap: Why are Smriti Mandhana and India’s women cricketers afraid of asking for more? By Ashih Magotra https://scroll.in/field/950806/the-gender-pay-gap-why-are-smriti-mandhana-and-indias-women-cricketers-afraid-of-asking-for-more 3. India’s intersex athletes – speculation, discrimination and rejection http://hinterlandmag.com/voices/indias-intersex-athletes-speculation-discrimination-and-rejection/ | |
Unit-6 |
Teaching Hours:10 |
Politics and Propaganda
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The unit engages with rhetoric in visual contest and digital experience. It also makes students aware of the rhetorical intent of fake news and its correlation with propaganda. 1. Who is Afraid of Caricature by S. PrassannaRajan http://www.openthemagazine.com/article/locomotif/who-s-afraid-of-a-caricature 2. Politics as Costume Drama by Sunanda K Datta Ray. http://www.openthemagazine.com/article/open-essay/politics-as-costume-drama 3. Net Neutrality and Freedom of expressions by Karan Lihari and Chtanyabalkrishnan http://www.openthemagazine.com/article/open-essay/net-neutrality-the-net-worth-of-freedom 4. The State and The Selfie. By Suchitra Vijayan http://www.suchitravijayan.com/archives/396 | |
Unit-7 |
Teaching Hours:5 |
The politics of Language
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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. How a Bihari Lost his mother Tongue to Hindi by Roshan Kishore http://www.livemint.com/Leisure/Nl73WC1JA8d6KVybBycNlM/How-a-Bihari-lost-his-mother-tongue-to-Hindi.html 2. Hail English, The Dalit Goddess by Chandra Bhan Prasad http://www.anveshi.org.in/hail-english-the-dalit-goddess/ | |
Text Books And Reference Books: Compiled Texts | |
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. Taylor and Francis 38(1), 1-10. | |
Evaluation Pattern This is a submission based course with all assessments designed to evaluate the student’s ability to read, generate and critique rhetoric in language use. The assessments would be designed and shared with students at the beginning of the semester by respective course instructors. CIA 1: 20 marks CIA 2: MSE Submission 50 Marks CIA 3: 20 Marks ESE: Submission 50 mark | |
BENG291A - READING CITYSCAPES: BANGALORE HISTORIES (2021 Batch) | |
Total Teaching Hours for Semester:45 |
No of Lecture Hours/Week:3 |
Max Marks:100 |
Credits:3 |
Course Objectives/Course Description |
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The urban spaces of India have transformed immensely with increased global influences. This course attempts to explore various of aspects of cultural identity and compare those identities formed, represented and reproduced in the metropolitan context of Bangalore. The course enables students to think of the concept of 'the city' as a dynamic entity and analyse how our understanding of, and interaction with, the city produces knowledge of space, subjectivity and the “Other”. The city will be examined as a physical and socio-political structure.
Objectives:
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Course Outcome |
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CO1: At the completion of this course, the students would be able to:
Recognize the various politics that constitute the notion of city.
CO2: Reconstruct the idea of city spaces and reflect upon it in forms of various classroom engagements. CO3: Critically appreciate the plurality of contemporary cosmopolitan spaces through various classroom engagements. CO4: Appraise and evaluate the city of Bangalore in lines of their learnings. |
Unit-1 |
Teaching Hours:20 |
This Unit attempts to look at the histories of Bangalore from cultural, literary and socio-political aspects. The discussions in classrooms may begin with a city walk from fresh lens. This exercise will make students aware of the lived experience tha
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· City Walk · “Majestic: The Place of Constant Return” Zac O’Yeah · From “Multiple City: Writings on Bangalore” Aditi De · From “The Promise of the Metropolis: Bangalore's Twentieth Century” Janaki Nair | |
Unit-2 |
Teaching Hours:20 |
This Unit looks at the sense of the city in the Digital Age and how the city is formed of politically aware people making it a public space of contestations and demonstrations.
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· “Reading the City in a Global Digital Age: The Limits of Topographic Representation” Saskia Sassen · “The Problem” Michael Goldman, Vinay Gidwani, Carol Upadhya · “The City as Dichotomy” Sharadini Rath · “Contestations Over Public Spaces” Lekha Adavi, Darshana Mitra And Vinay Sreenivasa | |
Unit-3 |
Teaching Hours:5 |
This unit tries to look at how the city has come to be from its time of conception. Karnad toasts to 'Bendakalooru', the place of boiled beans.
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· “Boiled Beans on Toast: A Play” Girish Karnad | |
Text Books And Reference Books: Compilation | |
Essential Reading / Recommended Reading Doreen Massey at al (eds.) (1999). City Worlds. Fran Tonkiss (2006). Space, the City and Social Theory. Diarmit Mac Giolla Chriost (2007). Language and the City. Deborah Stevenson (2003). Cities and Urban Cultures. Michael Peter Smith (2001). Transnational Urbanism Locating Globalization. Gary Bridge and Sophie Watson (2010). The Blackwell City Reader | |
Evaluation Pattern This course is an instructor-based assessment design. A total of 95 marks will be distributed across various tasks. 5 marks will be collected through attendance. The outline of the assessment will be provided by the course instructor in the student course plans. | |
BENG291B - READING THE CYBERSPACE: PUBLIC AND THE PRIVATE (2021 Batch) | |
Total Teaching Hours for Semester:45 |
No of Lecture Hours/Week:3 |
Max Marks:100 |
Credits:3 |
Course Objectives/Course Description |
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We become savvy about the world on a daily basis. Cyberspace aided by the internet is one agency that enables our knowledge and entertainment production, dissemination and consumption. We interact with the virtual space much more than we often interact with the real to the extent that the simulacra we live in have become more real/hyperreal than the real itself. In this scenario, it is important to read, understand, critique and reorient our relationship with the cyberworld we live in and breathe through. The course will also deal with aspects of the public as personal and the personal as public. This course is an attempt to engage with these aspects by negotiating with the virtually real.
Course Objectives: · Introduce students to the critical evaluation of the digital space · Reconfigure the confluences and disjuncture of cyberspace · To orient students towards recognising the nebulous division between the public and the private in digital spaces |
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Course Outcome |
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CO1: By the end of the course the student should be able to:
Assess the notion of cyberspace and its contemporary implication and present it through classroom debates and discussions. CO2: Distinguish between the virtual and the real and present it in their writings and discussions.
CO3: Raise awareness about the contemporary problems pertaining to this field through multiple engagements.
CO4: Assess and evaluate the use of social media for promoting various social and cultural issues. |
Unit-1 |
Teaching Hours:10 |
Introduction to Cyberculture and the Cyberspace
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General introduction to the key concepts related to cyberculture 1. Lister et al. : “New Media in Everyday Life” 2. Pramod K Nayar: “Reading” Cybercultures | |
Unit-2 |
Teaching Hours:10 |
Cyberliteratures
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This unit will attempt to enable students to deal with new forms of literature enabled by the cyberspace. It will look at how the internet and the cyberworld has reconfigured language, grammar, meaning, form and content for the digital native cyborg who seamlessly traverse the real and the virtual, the banal and the political. This section will deal with genres and the student and faculty can mutually decide on select examples from each genre. · Terribly Tiny Tales · Fan fiction · Hypertext Poetry · Slam Poetry · Twitterature | |
Unit-3 |
Teaching Hours:15 |
Social Networking and Online Shopping
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This unit will discuss aspects of freedom and the empowerment of communities through the cyberspace be it through social networking sites, online shopping, youtubing, Netflix, vlogging and blogging. It will look at how choices are mediated in the name of empowering the common public and how a certain hegemony gets constructed through manipulated consent. 1. Lloyd Morrisset: “Technologies of Freedom” 2. Film: The Social Network 3. Drama: An episode from Black Mirror 4. Andrei Gornyk: “From Youtube to Ru Tube, or How I Learnt to Love All Tubes” 5. Netflix 6. Vlogging and Blogging 7. Online Shopping – Amazon/Flipkart | |
Unit-4 |
Teaching Hours:10 |
Surveillance and Knowledge Systems
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This unit will attempt to look at the various aspects of surveillance that the digital and cybertechnology has equipped us with. It will examine how this constructs discourses of the body, gender and selfhood. This unit will also look at the manner in which knowledge and information has also been reconfigured and appropriated through digital and cybertechnology. 1. Pramod K Nayar: Biometric Surveillance 2. Swati Chaturvedi: I am a Troll: Inside the Secret World of the BJP’s Digital Army.
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Text Books And Reference Books: Reading Compilation | |
Essential Reading / Recommended Reading Bell, D. (2001). An introduction to cybercultures. London: Routledge. Lister, M., Dovey, J., Giddings, S., Grant, I., & Kelly, K. (2010). New media: A critical introduction. London: Routledge. Nayar, P. K. (2010). An introduction to new media and cybercultures. Malden, MA: Wiley-Blackwell. Snickars, Pelle and Patrick Vonderau, eds. The Youtube Reader. National Library of Sweden, 2009. | |
Evaluation Pattern This course is an instructor-based assessment design. A total of 95 marks will be distributed across various tasks. 5 marks will be collected through attendance. The outline of the assessment will be provided by the course instructor in the student course plans. | |
BHIS291A - THE POLITICS OF MEMORY: THE MAKINGS OF GENOCIDE (2021 Batch) | |
Total Teaching Hours for Semester:45 |
No of Lecture Hours/Week:3 |
Max Marks:100 |
Credits:3 |
Course Objectives/Course Description |
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Course Description: The course will look at the narrative of Memory - and how over periods of history, memory has been used as a tool for not only peace, cultural awakening, but also violence and various other atrocities – trace its ideological foundations and historical evolution from antiquity to the late 20th century. Memory, and the politics of it is a topic of enormous contemporary relevance, with implications for the construction of national identity and the responsibilities of the international community. While the focus will be on the creation, and the application of Memory (or Holocaust) due to its centrality within Historical Studies, the course will also look at American, Asian and African cases. The analysis will be focused on the historical, cultural and social contexts along with the spatial, cultural and political memories they engender.
The students will also analyze how the memory of genocide has been used and abused for political and other ends. This course is designed to challenge and enhance students pre-existing historiographical skills and encourage interdisciplinary awareness. The course concludes by asking students whether historical understanding can help us to prevent genocide in the future. Course Objectives: ● To investigate the ideological, cultural, social, and economic causes of persecution, including but not limited to genocide according to strict legalistic definitions. ● To examine the strategies that victims and perpetrators have used to cope at the time and afterwards with the moral issues involved. ● To consider the moral and ethical choices made by the individuals/institutions involved in planning, perpetrating, witnessing, ignoring, or being victimized during genocides and mass atrocities. ● To prod students to consider the uses and abuses of genocide history, such as genocide memorials and Holocaust denial. ● To analyse the influence of political memory and the role it plays in making of and deciding genocide.
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Course Outcome |
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CO1: Develop an awareness and sensitivity towards the importance and limitations of history as an academic discipline,
and the dangers of history when misused in the construction of national and other group identities. CO2: Enable them to identify the nature of ethnic cleansing and genocide and to discover the common historical, political and sociological threads that unite these tragedies. CO3: Critically analyse a series of case studies including, among others: the near extermination of First Nations people by
colonizers of the New World, the Armenian genocide, the man-made famines, the Holocaust, the displacement of
peoples in the aftermath of the Second World War in Europe and Africa, and the case of ethnic cleansing and genocide during the wars. CO4: Reflect on the multiple narratives and memories of what constitutes Historical narratives, and multiple pasts. CO5: Engage and confront core disciplinary issues related to the construction of political memory through their study of the
makings of Genocide vis-Ã -vis the attempt to annihilate people because of their membership of a real or perceived group. CO6: Demonstrate an ability to engage with narratives of the adequacies and shortcomings in the historians? tools to
address this phenomenon, compare episodes of genocide, relate to the disagreements over the fundamental
definition of genocide, how societies have constructed ?us and them? dichotomies of difference and how these been
mobilized in genocidal projects. CO7: Develop a different perspective on world history and human society. |
Unit-1 |
Teaching Hours:9 |
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Memory, History, Violence and Peace
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Level of Learning: Conceptual a) Memory studies: Why study it? - The approach towards History and Narratives b) Approaches to Violence and Peace – From definition to process. c) Antiquity of Violence – Perspectives on Peace Level of Learning: Conceptual a) Memory studies: Why study it? - The approach towards History and Narratives b) Approaches to Violence and Peace – From definition to process. c) Antiquity of Violence – Perspectives on Peace d) Case Studies - Carthage, General Ran Min, Albigensian Crusade, Genghis Khan and the Mongol hordes | |||||||||||||||||
Unit-2 |
Teaching Hours:12 |
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Empires and Race
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Level of Learning: Analytical a) Empire Building and the Roots of Colonization. b) Ideologies and Memory c) The Economics of Violence and Peace Case Studies - a) Spanish Colonization of Americas; Congo ‘rubber terror’; Armenian Genocide b) Nazism, Stalinism, Maoism, Taliban c) Colonization of Australia and Tasmania; French Conquest of Algeria; Namibian Herero | |||||||||||||||||
Unit-3 |
Teaching Hours:12 |
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Patterns of Memory
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Level of Learning: Conceptual/Interpretative a) Memory and Morality b) War and Violence c) Recently Disturbed Peace d) Fallout of Violence – Internal refugee crisis, loss of valuable resources. Case Studies - a) Great Irish Famine and famines in British India; Crisis of East Pakistan; Civil War in Sri Lanka b) Soviets in Afghanistan; The Japanese in East and South-East Asia; USA in Indochina c) Hazaras and the Taliban; Rwanda; Bosnia and Kosovo | |||||||||||||||||
Unit-4 |
Teaching Hours:12 |
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Peace and Justice in Collective Memory
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Level of Learning: Conceptual/Interpretative a) Peace and the (Im)Balance of Justice b) The Strategic Logic of Mass Killing: Struggle over Historical Memory - Are we using the term too lightly? c) The Labyrinthine Road Map: Standing ‘Peace’ Army; Living with the Memory d) Challenge of Acceptance and Redressals - The road ahead to Peace and prevention of Violence.
Case Studies - a) Leipzig, Constantinople, Nuremberg, Tokyo; International Criminal Tribunals – Yugoslavia and Rwanda | |||||||||||||||||
Text Books And Reference Books: ● Adam Jones, Genocide: A Comprehensive Introduction, Routledge, 2006. ● Donald Bloxham and A. Dirk Moses (ed.), The Oxford Handbook of Genocide Studies, Oxford University Press, 2010. ● Edward S. Herman and David Peterson, The Politics of Genocide, Monthly Review Press, 2011. ● Graham C. Kinloch and Raj P. Mohan (eds) Genocide: Approaches, Case Studies, and Responses, Algora Publishing, 2005. | |||||||||||||||||
Essential Reading / Recommended Reading ● Adam LeBor, “Complicity with Evil”: The United Nations in the Age of Modern Genocide, Yale University Press, 2006. ● Alan S. Rosenbaum (ed) Is the Holocaust Unique? Perspectives on Comparative Genocide (Third Edition), Westview, 2008. ● Dinah L. Shelton (ed) Encyclopedia of Genocide and Crimes Against Humanity, Vol. 1-3, MacMillan Library Reference, 2004. ● Donald Bloxham, Genocide on Trial: War Crimes Trials and the Formation of Holocaust History and Memory, Oxford University Press, 2001. ● Donald Bloxham, The Great Game of Genocide: Imperialism, Natinalism, and the Destruction of the Ottoman Armenians, Oxford University Press, 2005. ● Donald G. Dutton, The Psychology of Genocide, Massacres, and Extreme Violence: Why “Normal” People Come to Commit Atrocities, Praeger Security International, 2007. ● Helmut Dubiel and Gabriel Motzkin (ed.), The Lesser Evil: Moral Approaches to Genocide Practices, Routledge, 2004. ● Howard ball, Genocide: A Reference Handbook, ABC-Clio, 2011. ● Jay Winter (ed), America and the Armenian Genocide of 1915, Cambridge University Press, 2003. ● John Laband (ed.), Daily Lives of Civilians in Wartime Africa: From Slavery Days to Rwandan Genocide, Greenwood Press, 2007. ● The Great Irish Famine Reader, Prepared by the Irish Famine Curriculum Committee, 1998.
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Evaluation Pattern
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BHIS291B - RELIGION: PHILOSOPHY AND POLITICS THROUGH AGES (2021 Batch) | |||||||||||||||||
Total Teaching Hours for Semester:45 |
No of Lecture Hours/Week:3 |
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Max Marks:100 |
Credits:3 |
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Course Objectives/Course Description |
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Humankind is rich with tales of belief systems, practices and customs of various religions and inter relations and complexities of the same. This course aims to provide a comprehensive understanding of interfaith relations of the world, which will deal with significant religious philosophies from not only the Indian subcontinent but also the world. This introduces the students to the ancient western religions, the concepts like paganism, animism and totemism, theoretical framework of religion and aspects of divination. This aims at familiarising students with the basic ideologies of the religions like Jainism, Buddhism, Hinduism and elements of power and politics associated with them - and how our ideas and philosophies of sustainability and development have been shaped and influenced heavily over the ages by them. Course Objectives: ● To introduce the students to various philosophies of religions of the world ● To familiarise the students with indegenous religious traditions and practices ● To provide an overview of interfaith relations of the world and the power dynamics associated with that ● To engage the students in discussion of selected case studies thereby sharpening their analytical and critical thinking skills ●To familiarise students with the beginnings of religions of the world and their possible traceable transitions
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Course Outcome |
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CO1: Critically analyse the diverse religious ideologies of the world CO2: Apply the concepts/ideas/theories of religion in their everyday engagement with topics related to world religions CO3: Identify local and indegenous religious systems, ethnic and folk religions and practices CO4: Critically analyse the various religious conflicts of the world that are ongoing with a lens of objectivity and logic CO5: Apply ideas of interfaith relations and analyse the relations of power play, sovereignty, status quo and marginalisation |
Unit-1 |
Teaching Hours:11 |
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What is Religion? Theories and Sources
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Level of Knowledge: Conceptual a)Theories of religion- Tylar and Frazer, Freud, Durkheim, Marx, Weber b)Sources of religion - Scriptures, Symbols, Practices and Traditions c)Paganism-Animism-Totemism-Shamanism
d)The institutionalised religion - Code of conduct, Administration, Hierarchy
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Unit-2 |
Teaching Hours:9 |
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Divination: The Western World
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Level of Knowledge: Conceptual/Interpretative a)Myth and the mystic - Omens, Oracles and Prophecies b)Early Pagan Religion in Mesopotamia - Ancient Egypt c)Olympian deities and funerary practices in Greece - Rome and Ancestor Worship d)The world of Abrahamism and Semitic religions - Judaism, Christianity, Islam
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Unit-3 |
Teaching Hours:12 |
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Indic and Ethnic Religions: The Eastern World
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Level of Knowledge: Conceptual/Interpretative
a)Confucianism- Taoism- Zoroastrianism b)Vedic Hinduism- Philosophy, Traditions,Rituals and Practices c)The heterodox philosophies- Buddhism, Jainism, Sikhism d)Ethnic religions and Folk religions
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Unit-4 |
Teaching Hours:13 |
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Power, Politics, Conflicts and Peace
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Level of Knowledge: Analytical a)Politics and Religion - The symbiotic bond and Power nexus b)Gendering the institutions - Women and positions of power, The laity and follower c)The popular - The Village deities and Family deities; The celebrations of faith - Festivals, fairs, songs d)Case studies of Syria, Iraq, Nigeria, Myanmar
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Text Books And Reference Books: ● Ali, Daud & Pandian, Anand. 2010. Ethical Life in South Asia. Indiana, US: Indiana University Press. ● Hinnells.J (Ed.) 2010. The Routledge Companion to the Study of Religion. New York: Routledge. ● Mc Cutcheon,R.T. 1999. The Insider/ Outsider Problem in the Study of Religion: A Reader. London: Cassell ● Popkin. Richard.H. (Ed) 1998. Hume, David. Dialogues Concerning Natural Religion. Cambridge: Hackett Publishing Company. ● Tweed, Thomas.A. 2006. Crossing and Dwelling: a theory of Religion. Cambridge and London: Harvard University Press.
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Essential Reading / Recommended Reading ● Ames. Roger T. & Rosemont Jr., Henry. 1999. The Analects of Confucius: A Philosophical Translation. New York. Ballantine Books. ● Boyce, Mary. 2000. Zoroatrians: Their religious beliefs and practices. New York: Routledge. ● Brown.P. 1992. Power and Persuasion in Late Antiquity: ● Towards a Christian Empire. Madison, WI: University of Wisconsin Press. ● Chakrabarti, Kunal. 2018. Religious Process: The Puranas and the making of a Regional Tradition. New Delhi: Oxford University Press. ● De Lange, N.R.M. 2000. An Introduction to Judaism. Cambridge: Cambridge University Press ● Doniger, Wendy. 2014. On Hinduism, USA: Oxford University Press. ● Eidinow, Esther & Kindt, Julia. 2015. The Oxford Handbook of Ancient Greek Religion. New York: Oxford University Press. ● Glasenapp, Helmuth Von. 1999. Jainism An Indian Religion of Salvation. Delhi: Motilal Banarsidass Publishers. ● Grant,R.M. & Tracy, D.A. 1984. A Short History of the Interpretation of the Bible. London: SCM. ● Hart, David Bentley. 2014. The Experience of God, Being, Consciousness, Bliss. New Haven: Yale. ● Higginbotham, Joyce & Higginbotham, River. 2002. Paganism: An Introduction to Earth Centered Religions. Woodbury, Minnesota: Llewellyn Publications. ● Lipner.J.J. 1994. Hindus: Their Religious Beliefs and Practices. London: Routledge. ● Mahalakshmi.R. 2011. The Making of the Goddess: Korravai-Dugra in the Tamil Traditions. New Delhi: Penguin Books. ● Mahalakshmi.R. 2019. Art and History: Texts, Contexts and Visual Representations in Ancient and Early Medieval India. New York: Bloomsbury Academic India. ● Ramaswamy, Vijaya. 1996. Divinity and Deviance- Women in Virasaivism. New Delhi: Oxford University Press.
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Evaluation Pattern
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BJOH231 - MEDIA, CULTURE AND SOCIETY (2021 Batch) | |||||||||||||||||
Total Teaching Hours for Semester:75 |
No of Lecture Hours/Week:5 |
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Max Marks:100 |
Credits:5 |
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Course Objectives/Course Description |
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The synergy between media and culture will be explored in this course. To train students such that they are not only be able to appreciate but also criticize media and in shaping varied perspectives with the help of cultural concepts and theories. Course Objective
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Course Outcome |
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CO1: Articulate concepts, concerns, critical debates in Media Studies. CO2: Demonstrate an ability to critically perceive and engage with production, signification and negotiation of meanings in media. |
Unit-1 |
Teaching Hours:20 |
Introduction to Culture
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Unit-2 |
Teaching Hours:15 |
Critical Theories and Cultural Studies
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Unit-3 |
Teaching Hours:20 |
National Cultures
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Unit-4 |
Teaching Hours:20 |
Global Cultures
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Text Books And Reference Books: Berger, A. (2012). Media, myth, and society. (Ed. 1). Palgrave. Behl, N. (1988). Equalizing status: television and tradition in an Indian village. Equalizing status: television and tradition in an Indian village., 136-157. Cunningham, S. (2001). Popular media as public ‘sphericules’ for diasporic communities. International Journal of Cultural Studies, 4(2), 131-147. Croteau, D., & Hoynes, W. (2013). Media/society: Industries, images, and audiences. Sage Publications. Dahlgren, P. (1995). Television and the public sphere: Citizenship, democracy and the media. Sage. | |
Essential Reading / Recommended Reading Hartley, J. (2019). Communication, cultural and media studies: The key concepts. Routledge. Salzmann, Z., Stanlaw, J., & Adachi, N. (2014). Language, culture, and society: An introduction to linguistic anthropology. Westview Press. Wiggins, B. E. (2019). The discursive power of memes in digital culture: Ideology, semiotics, and intertextuality. Routledge. Miyake, E. (2018). The Gendered Motorcycle: Representations in Society, Media and Popular Culture. Bloomsbury Publishing. Geraghty, L. (Ed.). (2015). Popular media cultures: Fans, audiences and paratexts. Springer.
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Evaluation Pattern
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BJOH241 - JOURNALISTIC ETHICS (2021 Batch) | |
Total Teaching Hours for Semester:60 |
No of Lecture Hours/Week:15 |
Max Marks:100 |
Credits:4 |
Course Objectives/Course Description |
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This paper introduces the students to the Indian ethical boundary for journalists. The aim of the paper is to make the students know their role, responsibilities, freedom, ethics, and imitations as a journalist. Every unit of this paper will be focusing on case studies. CourseObjectives The course aims to help students to:
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Course Outcome |
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CO1: Apply journalistic code of ethics CO2: Make decisions about reporting truthfully and objective
CO3: Manage news sources |
Unit-1 |
Teaching Hours:15 |
Principles of Journalism
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Unit-2 |
Teaching Hours:15 |
Newsgathering and rights
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Unit-3 |
Teaching Hours:15 |
Personal and professional behavior
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Unit-4 |
Teaching Hours:15 |
Code of Ethics for Journalists
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Text Books And Reference Books: Basu, D. D. (2002). Law of the Press. New Delhi: Prentice Hall of India Pvt Ltd. Day, L. A. (2005). Ethics in media communications: Cases and controversies. Nelson Education. Philip S. & Kathy F. (2000). Journalism Ethics, New York: Harcourt Brace College Publishers | |
Essential Reading / Recommended Reading Hanson, R. E. (2016). Mass communication: Living in a media world. Sage Publications. Kumar, K. J. (2005). Mass Communication in India. Hyderabad: Jaico Publishing House Powe, L. A. (1992). The fourth estate and the constitution: freedom of the Press in America. University of California Press. Sarkar, R. C. S. (1984). The press in India. New Delhi: S. Chand. Schmuhl, R. (1984). The responsibilities of journalism. Notre Dame, IN: University of Notre Dame Press | |
Evaluation Pattern
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BJOH251 - WRITING FOR PRINT MEDIA (2021 Batch) | |
Total Teaching Hours for Semester:75 |
No of Lecture Hours/Week:5 |
Max Marks:100 |
Credits:5 |
Course Objectives/Course Description |
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This course is designed to teach basic reporting, writing, and editing skills required in any news organization. The course covers topics like news and its placement, how to write news stories, editing news stories and print design. CourseObjectives The course aims to help students to:
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Course Outcome |
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CO1: To fine tune the skills of reporting on varied subjects for various platform CO2: Learning the craft of editing copy to make it perfect for printing CO3: Design newspaper and magazine on Adobe InDesign application
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Unit-1 |
Teaching Hours:15 |
News
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Unit-2 |
Teaching Hours:15 |
Reporting
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Unit-3 |
Teaching Hours:15 |
Headlines
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Unit-4 |
Teaching Hours:15 |
Reporting stories
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Unit-5 |
Teaching Hours:15 |
Print Design
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Text Books And Reference Books: Rich, C. (2010). News Reporting and Editing. New Delhi: Cengage. Olterman, P. (Ed). (2009). How to write. London: Guardian Books. | |
Essential Reading / Recommended Reading Brooks, B., Jack & Baskette, F..K. (1992). The Art of Editing (5th ed.). New York,NY: Macmillan Publishing Co. French, C (EdS.) (1987). The AP Style Book & Libel Manual. USA:Addison-Wesley Publication Co, Inc. Garst, R, & Theodore Bernstein (1982). Headlines and Deadlines (4th ed.). New York, NY: Columbia University Press. Parthasarthy, R. (1996). Here is the News! Reporting for the Media. New Delhi :Sterling Publishing Pvt. Ltd. Westley, B(1980). News Editing (3rd ed). New Delhi : IBH Publications. | |
Evaluation Pattern Assessment Outline:
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BJOH252 - AUDIO-VISUAL PRODUCTION (2021 Batch) | |
Total Teaching Hours for Semester:60 |
No of Lecture Hours/Week:4 |
Max Marks:100 |
Credits:4 |
Course Objectives/Course Description |
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This course is to provide students with the opportunity to explore a wide range of audio and visual production technologies and techniques. It is a technical course supported by a selection of written and oral presentation activities. Students work individually as well as in small teams as they proceed through production exercises and projects. Over the course, they will create an assortment of audio and video production projects. The equipment used will include (digital) video cameras; lights; microphones; computers; audio and video digitizers; and a variety of video production support equipment. Software utilized in the course will introduce students to storyboarding; video editing; digital effects; image manipulation and audio production. CourseObjectives The course aims to help students to:
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Course Outcome |
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CO1: To learn how to make audio production CO2: Familiarise with video with a theoretical and practical orientation. CO3: Produce a short single camera video production. CO4: Produce a 30-60 sec. TV or Radio Commercial. |
Unit-1 |
Teaching Hours:15 |
Introduction to Audio Production
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Unit-2 |
Teaching Hours:15 |
Introduction to Video Production
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Unit-3 |
Teaching Hours:15 |
Introduction to Script writing
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Unit-4 |
Teaching Hours:15 |
Introduction to Video editing
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Text Books And Reference Books: Belavadi, V. (2013). Video production. New Delhi: Oxford University Press. Musburger, R. B., & Ogden, M. R. (2014). Single-camera video production. New York : Focal Press. | |
Essential Reading / Recommended Reading Millerson, G., & Millerson, G. (2013). Lighting for television and film. Oxford: Focal Press. Millerson, G. (2015). Video camera techniques. Oxford: Focal Press. Owens, J. (2016). Television production. New York, NY: Focal Press. Stinson, J. (2007). Video communication & production. Tinley Park, IL: Goodheart-Willcox. | |
Evaluation Pattern
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BJOH261 - DYNAMIC INDIA: RETHINKING HISTORY, REFRAMING IDENTITY (2021 Batch) | |
Total Teaching Hours for Semester:75 |
No of Lecture Hours/Week:5 |
Max Marks:100 |
Credits:5 |
Course Objectives/Course Description |
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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
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Course Outcome |
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CO1: Students will learn to critically engage with representations of the Indian past in the present to enable them to analyze and use evidence in interrogating historical accounts and memory of the present Nation. CO2: They will be able to relate to 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: Students will appreciate how issues of identity and memory factor into our historical understandings and how this can condition present day policies and decision-making. CO4: Students will be able to critically reflect and engage with the interface between the past and the present, fostering a healthy appreciation for history and its imprint on our present world. CO5: Students will understand how historical memory and thereby identity are shaped by states, organizations, and individuals. CO6: Students will understand how historical memory and thereby identity are shaped by states, organizations, and individuals.
CO7: The student will develop the ability to generate concepts and theoretical models, to test new methods and tools for professional and research-based activities.
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Unit-1 |
Teaching Hours:20 |
Colonization: The Many Afterlives
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Unit-2 |
Teaching Hours:21 |
Leaders and Legacies: Framing Identities
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Unit-3 |
Teaching Hours:14 |
Geographies of Violence: The Haunting
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Unit-4 |
Teaching Hours:20 |
Unnatural Nation: Politics of Memory
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Text Books And Reference Books: Bose, Sugata, Ayesha Jalal. 1998. Modern South Asia: History, Culture, Political Economy, 2nd Edition, New York: Routledge. | |
Essential Reading / Recommended Reading Bandyopadhyay, Sekhar. 2004. From Plassey to Partition: A History of Modern India. New Delhi: Orient Longman. | |
Evaluation Pattern CIA - Evaluation Pattern
Mid Semester Examination
End Semester Examination
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BMED291A - INTER-CULTURAL COMMUNICATION (2021 Batch) | |
Total Teaching Hours for Semester:45 |
No of Lecture Hours/Week:3 |
Max Marks:100 |
Credits:2 |
Course Objectives/Course Description |
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Course Description The aim of the course is to offer students the opportunity to understand, explore and appreciate the nature of human diversity and globalization by providing a direct international experience in a virtual collaborative learning environment with students. It aims to form an intercultural perspective, provide knowledge of communication and behaviour within and between different cultures. Course Objectives The course aims to help students to:
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Course Outcome |
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CO1: Apply principles of human communication in cross-cultural settings CO2: Create media content for cross cultural communication |
Unit-1 |
Teaching Hours:10 |
Introduction
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Unit-2 |
Teaching Hours:10 |
Context, Culture and Identity
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Unit-3 |
Teaching Hours:10 |
Global Identity
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Text Books And Reference Books: Adler, R. B., Rodman, G. R., & Du Pré, A. (2016). Understanding human communication (Vol. 13). Oxford: Oxford University Press. Condon, E. C. (1973). Introduction to cross cultural communication. Rutgers University. | |
Essential Reading / Recommended Reading Adorno, Theodor W. and Horkheimer, Max. 1972. “The Culture Industry: Enlightenment as Mass Deception”. Dialectic of Enlightenment (trans. John Cumming). New York: Herder and Herder, 120-167. Gudykunst, W. B. (2003). Cross-cultural and intercultural communication. Sage. Ting-Toomey, S., & Chung, L. C. (2005). Understanding intercultural communication. New York: Oxford University Press. | |
Evaluation Pattern
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BMED291B - AUDIO CONSUMPTION IN EVERYDAY LIFE (2021 Batch) | |
Total Teaching Hours for Semester:45 |
No of Lecture Hours/Week:3 |
Max Marks:100 |
Credits:3 |
Course Objectives/Course Description |
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This course deals with the understanding of sound and its importance in mass media. This course is audio‐visual friendly, and requires an active engagement with listening and viewing materials. Each session will feature listening, understating, and analyzing sounds and their importance. CourseObjectives The course aims to help students to appreciate and understand:
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Course Outcome |
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CO1: To understand the importance of sound CO2: To examine different aspects of sounds and emotions. CO3: To analyze the importance of sounds in mass media. CO4: To create evocative media content using sound |
Unit-1 |
Teaching Hours:15 |
Introduction to Sound
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Unit-2 |
Teaching Hours:15 |
Importance of Sound in Mass Media
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Unit-3 |
Teaching Hours:20 |
Understanding Sound (Practical Component)
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Text Books And Reference Books: *Besides the following references, other readings will be provided by the faculty Bull, M., Back, L., & Howes, D. (Eds.). (2015). The auditory culture reader. Bloomsbury Publishing. Sterne, J. (2003). The audible past: Cultural origins of sound reproduction. Duke University Press.
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Essential Reading / Recommended Reading Adorno, T. W. (2002). On popular music Essays on music,(transl. Susan H. Gillespie) Berkeley, Los Angeles, London: California University Press, 437-469 | |
Evaluation Pattern
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BPOL291A - POLITICS IN INDIA (2021 Batch) | |
Total Teaching Hours for Semester:45 |
No of Lecture Hours/Week:3 |
Max Marks:100 |
Credits:3 |
Course Objectives/Course Description |
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India is the largest democracy of the world and its diverse society, vast geographical expanse and different cultural-social values make it an extremely complex political system. How does politics in a country like this operate? What are the historical influences and their impact on the modern democratic institutions of India? How has modern India managed to accommodate or shed off its century’s old traditional values in the clash between tradition and modernity? How have modern democratic institutions in India evolved, what are the pressures working upon them and how have these institutions performed till now? How does developmental state in India device and run welfare policies, maintain legitimacy and respond to crisis? The present course will give the students a basic understanding of all these aspects so that they can make sense of the ways in which democracy and political system operates in the country. Course Objectives The objectives of offering this course are:
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Course Outcome |
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CO1: Relate to the fundamental aspects of Indian Political System.
CO2: Examine the politics in India through study of its strengths and fault lines.
CO3: Assess how democracy and democratic institutions function and are challenged in India.
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Unit-1 |
Teaching Hours:6 |
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Introduction and Background
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Colonial State and Economy; Development of India’s Constitution | |||||||||||||||||||
Unit-2 |
Teaching Hours:15 |
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Institutions and Structures
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The Indian Parliament; The Judicial System of India; Union and State Executive, Office of the Governor and Bureaucracy; Federalism; Party System in India. | |||||||||||||||||||
Unit-3 |
Teaching Hours:15 |
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The Processes and Fault lines
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Elections in India; Movements in India; Communalism and Secularism; Caste and Reservations | |||||||||||||||||||
Unit-4 |
Teaching Hours:9 |
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Policies and Problems
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Public Policy; Foreign Policy; Regionalism and Terrorism | |||||||||||||||||||
Text Books And Reference Books: Chatterjee, Partha (ed.), 1997. State and Politics in India, New Delhi: Oxford University Press. | |||||||||||||||||||
Essential Reading / Recommended Reading Bhargava, Ashutosh and Acharya, Ashok (eds.), 2017. Poltical Theory: An Introduction, New Delhi: Pearson | |||||||||||||||||||
Evaluation Pattern
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BPOL291B - STATE AND TERRORISM (2021 Batch) | |||||||||||||||||||
Total Teaching Hours for Semester:45 |
No of Lecture Hours/Week:3 |
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Max Marks:100 |
Credits:3 |
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Course Objectives/Course Description |
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Terrorism has become one of the most important security issues in the contemporary world politics. The course explores the debates surrounding on the ambiguities in the definition of terrorism. The course will examine the motivations and causes of terrorism, terrorist ideology, types of terror groups, radicalization, recruitment in the terrorist groups, and internationalization of terrorism. The course will further analyze the international response and counter terrorist policies adopted by states in their efforts to combat terrorism. Course Objectives: The course aims to help students to:
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Course Outcome |
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CO1: analyze the ambiguities surrounding the definition of terrorism CO2: assess a range of causes of terrorism, strategies and tactics of terrorist groups CO3: identify the important terrorist groups, their strengths, weaknesses and limitations of terrorist groups in the Middle East, South Asia Region CO4: evaluate the key limitations in the current approaches to terrorism and counterterrorism, both domestically and internationally |
Unit-1 |
Teaching Hours:10 |
Introduction
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What Is Terrorism; Debates on definition of terrorism Evolution of terrorism Motivations causes of terrorism | |
Unit-2 |
Teaching Hours:12 |
Terrorist Groups and Organizations
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Internationalization of terrorism Designated terrorist groups and targeted sanctions Al Qaeda, Islamic State (ISIS/ISIL), Terrorist groups in South Asia | |
Unit-3 |
Teaching Hours:11 |
Strategies in Modern Terrorism
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Terrorism and the media Methods, tactics, tradecraft, techniques, technologies | |
Unit-4 |
Teaching Hours:12 |
State and Terrorism
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State sponsored terrorism Counter terrorism and human rights Issues in Counter terrorism International response to terrorism | |
Text Books And Reference Books: Bjørgo, T. (Ed.). (2004). Root Causes of Terrorism: Myths, reality and ways forward, Routledge. | |
Essential Reading / Recommended Reading Brown, C. (2007). The new terrorism debates. Alternatives: Turkish Journal of International Relations, 6(3&4). | |
Evaluation Pattern Assessment Outline: | |
BPSY291A - APPRECIATING AESTHETICS (2021 Batch) | |
Total Teaching Hours for Semester:45 |
No of Lecture Hours/Week:3 |
Max Marks:100 |
Credits:3 |
Course Objectives/Course Description |
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This course aims to explore the phenomenon of aesthetics from a multidisciplinary perspective. Further, it helps the students to get exposed to a multidisciplinary approach to understanding realities.
Course Objectives: At the end of the course, students will be able to:
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Course Outcome |
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CO1: Discuss about the philosophy behind human aesthetics CO2: Appreciate aesthetics from multiple perspectives CO3: Create aesthetically appealing products |
Unit-1 |
Teaching Hours:20 |
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Aesthetica
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Origin of modern aesthetics; the philosophy behind Aesthetics | |||||||||
Unit-2 |
Teaching Hours:15 |
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Aesthetic Mind
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Psychology of Aesthetics; morality; aesthetic judgements; appreciation of the environment | |||||||||
Unit-3 |
Teaching Hours:10 |
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Functional Aesthetics
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Globalization and Technological influence on Aesthetics; digital interface; military; fashion; culture; art and architecture | |||||||||
Text Books And Reference Books: Carlson, A. (2002). Aesthetics and the environment: The appreciation of nature, art and architecture. Psychology Press. Schellekens, E., & Goldie, P. (Eds.). (2011). The aesthetic mind: Philosophy and psychology. Oxford University Press. | |||||||||
Essential Reading / Recommended Reading Kivy, P. (Ed.). (2009). The Blackwell guide to aesthetics. John Wiley & Sons. Hughes, F. (2009). Kant's Critique of Aesthetic Judgement': A Reader's Guide. Bloomsbury Publishing. | |||||||||
Evaluation Pattern
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BPSY291B - HUMAN ENGINEERING AND ERGONOMICS (2021 Batch) | |||||||||
Total Teaching Hours for Semester:45 |
No of Lecture Hours/Week:3 |
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Max Marks:100 |
Credits:3 |
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Course Objectives/Course Description |
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Course Description: This course will cover topics related to human engineering and ergonomics more from a psychological perspective. Students will get to learn cognitive, social, organizational and safety aspects of the result of man-machine interaction. This course provides an overview of the systems design and strategies for effective understanding of man-machine interface.
Course Objectives: To enable students:
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Course Outcome |
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CO1: Explain how man-machine interaction is an important aspect to work upon for increasing the efficiency of the people. CO2: Outline factors which are important for making an optimum working space and conditions. CO3: Translate theoretical knowledge of human engineering and ergonomics related factors in day-to-day settings. |
Unit-1 |
Teaching Hours:15 |
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Introduction to Human Engineering and Ergonomics
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Introduction to human engineering and ergonomics; Human factors engineering and systems design; Sensation and perception; Cross-cultural design; Mental workload and situation awareness. | |||||||||
Unit-2 |
Teaching Hours:15 |
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Job, Equipment, Workplace and Environmental Design
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Task design and motivation; Job and team design; Workplace design; Sound and noise; Illumination. | |||||||||
Unit-3 |
Teaching Hours:15 |
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Design for Health, Safety and Comfort
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Health and safety management: Organization and public spaces; Warnings and hazard communications; Design for people with functional limitations; Design for aging. | |||||||||
Text Books And Reference Books: Salvendy, G. (Ed.). (2012). Handbook of human factors and ergonomics. John Wiley & Sons, Inc. Helander, M. (2006). A Guide to Human factors and ergonomics. Taylor & Francis. | |||||||||
Essential Reading / Recommended Reading Hancock, Peter. A. (Ed.). (1999). Human performance and ergonomics. Academic Press. Lee, J. D., Wickens, C. D., Liu, Y. & Boyle, L. N. (2017). Designing for people: An introduction to human factors engineering. CreateSpace. Guastello, S. J. (2014). Human factors engineering and ergonomics. CRC Press. | |||||||||
Evaluation Pattern
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SDMS211 - EXPRESSIVE SKILLS (2021 Batch) | |||||||||
Total Teaching Hours for Semester:15 |
No of Lecture Hours/Week:1 |
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Max Marks:50 |
Credits:1 |
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Course Objectives/Course Description |
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Course Description The course aims to impart effective academic writing and communication skills which are crucial for academic endeavors. The theme identified for the first and second semesters is Academic writing and professional communication. The set of topics identified under the theme will allow students to achieve the highest academic skills throughout their professional career. Course Objectives The course aims to:
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Course Outcome |
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CO1: To demonstrate academic writing skills required for professional developmen CO2: To apply professional communication skills in multiple domains in order to achieve their personal and professional goals. |
Unit-1 |
Teaching Hours:15 |
Academic writing and Communication skills
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Students must choose MOOC courses offered by various online platforms in the specific theme given for the first and second semesters. This consists of building personal brand, personal statement writing, report writing, formatting, APA style, public speaking skills, mind mapping, decision-making skills, and deductive reasoning, visual presentation skills, quality control, note-taking skills, group discussion skills, and panel discussion. | |
Text Books And Reference Books: The student has to follow the references given in the MOOC which they have chosen in the online course.
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Essential Reading / Recommended Reading The student has to follow the references given in the MOOC which they have chosen in the online course.
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Evaluation Pattern
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BJOH331 - COMMUNITY JOURNALISM (2020 Batch) | |
Total Teaching Hours for Semester:60 |
No of Lecture Hours/Week:4 |
Max Marks:100 |
Credits:5 |
Course Objectives/Course Description |
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Community Journalism, also known as public journalism or civic journalism, comprises a wide range of practices designed to give news organizations greater insight into the communities they cover. This course explores the history, principles and the role of community journalism in society. Students will explore community journalism through field-based project assignments where the emphasis will be on writing community-based stories for newspapers or news sites. Course Objectives The course aims to help students to:`
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Course Outcome |
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CO1: Relate the understanding the dynamics of a community journalism CO2: Summarize appreciating student role as a participant in civic life CO3: Adapt an appreciating the responsibility of fairly and accurately reporting for media CO4: Formulate an appreciating the role of diversity in the community |
Unit-1 |
Teaching Hours:15 |
Introduction to Community Journalism
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Unit-2 |
Teaching Hours:15 |
Understanding History and Content of community media
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Unit-3 |
Teaching Hours:15 |
Reporting for the Community
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Unit-4 |
Teaching Hours:15 |
Ethics in community journalism
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Text Books And Reference Books: Abernathy, P. M. (2014). Saving community journalism: The path to profitability. UNC Press Books. | |
Essential Reading / Recommended Reading Adria, M., & Mao, Y. (Eds.). (2016). Handbook of research on citizen engagement and | |
Evaluation Pattern
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BJOH341A - ADVERTISING AND PUBLIC RELATION (2020 Batch) | |
Total Teaching Hours for Semester:60 |
No of Lecture Hours/Week:4 |
Max Marks:100 |
Credits:05 |
Course Objectives/Course Description |
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This course is designed to enable students to understand marketing today. Marketing has truly become a battleground. Integrated marketing communication is the strategic weapon which fights competition and yields a ‘top-of-the-mind-recall’ to the brand. On one hand, consumers are becoming more and more demanding with lots of brands to choose from. On the other their attention spans have significantly reduced due to clutter, chaos and time poverty. In a scenario like this, advertising and public relations are strategic tools which if used smartly can earn mind space. With the advent of digital space and information access to the consumer, these weapons can backfire if not used properly. Therefore, an organization aims at strategically using these weapons in order to generate returns on marketing investment Objectives:
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Course Outcome |
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CO1: To gain a working knowledge of the advertising business CO2: To understand the role of advertising and its relationship to marketing. CO3: To learn how advertising plans are developed from initial concepts to finished creatives and media plans. CO4: To introduce the concept of Corporate Communication CO5: To familiarize the students with concepts like propaganda, public opinion, advertising, and public relations CO6: Understand the nuances of what it takes to be a public relations person. |
Unit-1 |
Teaching Hours:20 |
Introduction to Advertising Meaning and History
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Unit-2 |
Teaching Hours:15 |
Advertising Theories & Regulation
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Unit-3 |
Teaching Hours:20 |
Advertising and Ethics
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Unit-4 |
Teaching Hours:20 |
Understanding Public Relations
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Text Books And Reference Books: David, O. (1985). Ogilvy on Advertising. USA: Crown Publishers. | |
Essential Reading / Recommended Reading Jefkins, F. (1999). Public Relation Techniques. Butterworth-Heinemann. | |
Evaluation Pattern
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BJOH342 - MEDIA ANALYSIS (2020 Batch) | |
Total Teaching Hours for Semester:60 |
No of Lecture Hours/Week:4 |
Max Marks:100 |
Credits:4 |
Course Objectives/Course Description |
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This course primarily engages with different approaches to media analysis. It comprehensively covers media analysis techniques and methodologies. Semiotics, the study of signs and sign systems is covered in the first two units. These two units focus on the visual elements in photography, film, television, and sub-culture. Discourse analysis focuses on written and spoken texts. Critical discourse analysis is a crucial component of the unit, which offers critical perspective to students on the role of media and culture in the larger social structures. The last component, Content Analysis teaches systematic methods of analyzing media texts in conjunction with seminal theories of media analysis. Course Objective: Towards the end of the course the students should be capable enough to:
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Course Outcome |
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CO1: Understand the major debates in the application of semiotics to photography, film, and television, as well as the strengths and weaknesses of this approach CO2: Students will be able to undertake a semiotic analysis of an object of their choosing CO3: Apply media analysis techniques to develop their own research frameworks |
Unit-1 |
Teaching Hours:15 |
Semiotics Part I
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Sign, signifier, signified; Index - icon and symbol, Props functions of folklore, Code, connotation, denotation; Encoding, decoding; Lexical, Modality, Representation; Syntagmatic, paradigmatic | |
Unit-2 |
Teaching Hours:15 |
Advanced semiotics
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Analyzing structures; Textual interactions; Language and analysis of social laws; Criticisms of semiotic analysis | |
Unit-3 |
Teaching Hours:15 |
Discourse analysis
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Defining discourse analysis; Spoken and written discourse;
Styles of spoken and written discourse; Critical discourse analysis | |
Unit-4 |
Teaching Hours:15 |
Content and Frame Analysis
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Types of content analysis: qualitative and quantitative; Method of content analysis: what to count?, identifying categories, creating coding manual, analysis, role of theory in content analysis, Agenda setting, Framing, Priming;
Process of content and frame analysis; Content analysis of different media texts | |
Text Books And Reference Books: Barthes, R. (2012). Mythologies. New York: Hill & Wang. Chandler, D. (2007). Semiotics: The Basics (2nd ed.) New York, USA: Routledge. Oswald, L. (2015). Creating value: The theory and practice of marketing semiotics research. Oxford University Press. Saussure, de F. (1959). A Course in General Linguistics. New York: The Philosophical Library Inc. Wollen, P. (1972). Signs and Meaning in the Cinema. Bloomington: Indiana University Press. Hebdige, D. (2002). Subculture: The Meaning of Style. New Delhi: Taylor & Francis Berger, A. A. (2017). Media analysis techniques. Sage Publications.
Krippendorff, K. (2018). Content analysis: An introduction to its methodology. Sage publications. | |
Essential Reading / Recommended Reading Benjamin, W. (1969). Illuminations (trans., 1968) . London: The Bodley Head. Althusser, L. (2006). Lenin and Philosophy, and Other Essays (1969, trans. 1971). New Delhi: Aakar Books. Raymond, W. (1983). Culture and Society, 1780-1950. New Delhi: Columbia University Press. Raymond, W. (2009). Marxism and Literature (1977). London: Oxford University Press. Hall, S., Hobson, D., Lowe, A., & Wilis, P. (2005). Culture, Media, Language (1980). Birmingham: Routledge. Jameson, F. (1974). Marxism and Form (1971). New Jersey: Princeton University Press. Eagleton, T. (2006). Criticism and Ideology: A Study in Marxis Literary Theory. New York, USA: Verso. Harvey, D. (2000). The Condition of Postmodernity. USA: Blackwell Publishers Ltd.
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Evaluation Pattern
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BJOH351 - BROADCAST MEDIA (2020 Batch) | |
Total Teaching Hours for Semester:75 |
No of Lecture Hours/Week:5 |
Max Marks:100 |
Credits:5 |
Course Objectives/Course Description |
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This course will introduce students to the building blocks of communicating through Broadcast Media. This subject examines the history and contemporary forms of broadcast television and radio, and develops an understanding of the impact of digitization, which students gained in the introductory media course. Emphasis will be on theoretical and practical components of Radio and Television broadcasting. Course Objectives The course aims to help students to:
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Course Outcome |
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CO1: Familiarise with the basic writing principles in audio and video. CO2: Understand the making of commercials, news, sports and talk shows CO3: Learn the fundamentals of developing and producing news bulletins.
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Unit-1 |
Teaching Hours:20 |
Introduction to Radio Broadcasting
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Unit-2 |
Teaching Hours:20 |
Writing for Radio
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Unit-3 |
Teaching Hours:15 |
Television News Production
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Unit-4 |
Teaching Hours:20 |
News Bulletin Production
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Text Books And Reference Books: Agarwal, Vir Bala and V. S. Gupta (2001) “Handbook of Journalism and Mass | |
Essential Reading / Recommended Reading Parthasarathy, Rangaswami. (1998) Here is the News! Reporting for the Media. Sterling Publications.. | |
Evaluation Pattern
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BJOH352 - AUDIO-VISUAL PRODUCTION (2020 Batch) | |
Total Teaching Hours for Semester:60 |
No of Lecture Hours/Week:4 |
Max Marks:100 |
Credits:4 |
Course Objectives/Course Description |
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This course is to provide students with the opportunity to explore a wide range of audio and visual production technologies and techniques. It is a technical course supported by a selection of written and oral presentation activities. Students work individually as well as in small teams as they proceed through production exercises and projects. Over the course, they will create an assortment of audio and video production projects. The equipment used will include (digital) video cameras; lights; microphones; computers; audio and video digitizers; and a variety of video production support equipment. Software utilized in the course will introduce students to storyboarding; video editing; digital effects; image manipulation and audio production.
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Course Outcome |
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CO1: To learn how to make audio production CO2: Familiarise with video with a theoretical and practical orientation. CO3: Produce a short single camera video production CO4: Produce a 30-60 sec. TV or Radio Commercial. |
Unit-1 |
Teaching Hours:15 |
Introduction to Audio Production
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Equipment: Microphones, Mixers and Consoles; Analog and Digital Recording and Signal Processing; Loudspeakers and Monitoring: Production, Synchronization, Studio Production, Field Production, Staged Production; Post Production: Dialogue & Sound Effects in post-production; Sound Editing, Mixing and Recording | |
Unit-2 |
Teaching Hours:15 |
Introduction to Video Production
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Step 1-Research; Step 2 - Pre-Production: Script/ Storyboard, Allocating Equipment, Schedules, Production Personnel and Permits/Permissions/Release Forms; Step 3 - Production: How to set up a shoot, Lighting, Audio and How to shoot (Rule of thirds, an interview and 1800 rule); Step 4- Post Production: Transfer your footage, Set up to edit, Working with Audio, music and narration, Render and export | |
Unit-3 |
Teaching Hours:10 |
Understanding the Visual
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Writing for Video: Basic Script Formats, Acoustic, Mono, Stereo and Surround sound; Editing: Selecting required shots, order of shots, Transitions and types of editing | |
Unit-4 |
Teaching Hours:20 |
Collaborative Group Project: Video making
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Students will use the theoretical knowledge to create a 40-60 seconds commercial or PSA or a 1 minute movie. | |
Text Books And Reference Books: Belavadi, V. (2013). Video production. New Delhi: Oxford University Press. Musburger, R. B., & Ogden, M. R. (2014). Single-camera video production. New York : Focal Press. Owens, J., & Millerson, G. (2012). Television production. Waltham: Focal Press, an
imprint of Elsevier. | |
Essential Reading / Recommended Reading Millerson, G., & Millerson, G. (2013). Lighting for television and film. Oxford: Focal Press. Millerson, G. (2015). Video camera techniques. Oxford: Focal Press. Stinson, J. (2007). Video communication & production. Tinley Park, IL: Goodheart-Willcox. Owens, J. (2016). Television production. New York, NY: Focal Press. | |
Evaluation Pattern
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BJOH381 - INTERNSHIP-I (2020 Batch) | |
Total Teaching Hours for Semester:0 |
No of Lecture Hours/Week:0 |
Max Marks:50 |
Credits:02 |
Course Objectives/Course Description |
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This internship is designed to sensitise our students about the functioning of the newsrooms in print news organisations. The internship needs to be conducted in a print media organisation. It allows the students to bridge the gap between theory and practice. It is a learning experience where students can apply the knowledge they acquire in the classroom in a professional setting. Course Objectives The course aims to help students to:
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Course Outcome |
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CO1: The internship should assist the students in learning: CO2: Work ethics and skill required CO3: Effectively utilise supervision CO4: Professional meetings CO5: Gain insight into the workings of the newsroom CO6: Social consciousness about issues prevalent in society. |
Unit-1 |
Teaching Hours:0 |
Weekly Report 1
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Unit-2 |
Teaching Hours:0 |
Weekly Report 2
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Unit-3 |
Teaching Hours:0 |
Weekly Report 3
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Unit-4 |
Teaching Hours:0 |
Weekly report 4
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Text Books And Reference Books: As guided by the mentor | |
Essential Reading / Recommended Reading As guided by the mentor | |
Evaluation Pattern The Students need to fulfill the following criteria for Evaluation:
Evaluation Pattern: The students need to provide:
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SDMS311 - KNOWLEDGE ACQUISITION SKILLS (2020 Batch) | |
Total Teaching Hours for Semester:15 |
No of Lecture Hours/Week:1 |
Max Marks:50 |
Credits:1 |
Course Objectives/Course Description |
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This course has been designed to promote professional skills in the students. The theme identified for the third and fourth semesters is Critical thinking and professional Development. The topics identified under the theme will enable the students to understand the challenges faced during their career and allow them to face them with necessary skills. Course objectives: The course aims to:
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Course Outcome |
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CO1: Demonstrate skills required for professional workspaces CO2: Apply academic and professional skills for self-development and organisational development.
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Unit-1 |
Teaching Hours:15 |
Unit-I
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Students must choose MOOC courses offered by various online platforms in the specific theme given for the third and fourth semesters. This consists of review of literature, reference management system, workspace etiquettes, critical analysis writing, SOP, article analysis, writing argumentative essays, resume writing, cover letters and job finding through an online portal.
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Text Books And Reference Books: The student has to follow the references given in the MOOC which they have chosen in the online course.
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Essential Reading / Recommended Reading The student has to follow the references given in the MOOC which they have chosen in the online course.
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Evaluation Pattern
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SEL311 - SERVICE LEARNING-I (2020 Batch) | |
Total Teaching Hours for Semester:30 |
No of Lecture Hours/Week:2 |
Max Marks:50 |
Credits:2 |
Course Objectives/Course Description |
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This course is to provide students with the opportunity to explore and understand the nuances of service-learning. Students work individually as well as in small teams as they proceed through exercises and projects in community development. Over the course, they train the community in various digital media tools. Course Objectives The course aims to help students to:
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Course Outcome |
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CO1: Learn how to do community service. CO2: Have practical exposure and understand the needs of the community. CO3: Demonstrate community reflections. CO4: Understand how to create modules of NGO?s |
Unit-1 |
Teaching Hours:6 |
Understanding the Service learning
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Unit-2 |
Teaching Hours:9 |
Learning landscape
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Unit-3 |
Teaching Hours:9 |
Investigation and Needs assessment
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Unit-4 |
Teaching Hours:6 |
Planning and Design
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Text Books And Reference Books: Development, Alexandria, Va. (1995). Enriching the Curriculum Through Service Learning. Association for Supervision and Curriculum Development. | |
Essential Reading / Recommended Reading Stahly, G. B., Corrigan, R. A., & Eisman, G. S. (2011). Gender Identity, Equity, and | |
Evaluation Pattern
NOTE: This is a submission paper. Marks will be consolidated to 50. | |
BJOH431 - DEVELOPMENT COMMUNICATION (2020 Batch) | |
Total Teaching Hours for Semester:75 |
No of Lecture Hours/Week:5 |
Max Marks:100 |
Credits:5 |
Course Objectives/Course Description |
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This course introduces students to the basics of development communication. Various theories and models of development communication are explored and the role of media in ‘development’ is critically and analytically dissected. Course Objectives The course aims to help students to:
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Course Outcome |
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CO1: Apply the use, concept and tools of communication in social development. CO2: Identify the structure, practice and issues of development communication CO3: Make use of the effects and role of mass media in a development communication context CO4: Design the new dimensions of research in a development communication context |
Unit-1 |
Teaching Hours:20 |
Introduction to Development Communication
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Unit-2 |
Teaching Hours:20 |
Theories on Development from Indian and Western perspective
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Unit-3 |
Teaching Hours:20 |
Role of Media in Development
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Unit-4 |
Teaching Hours:15 |
Contextualization of media in various development activities
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Text Books And Reference Books: Jain, R. (2003). Communicating rural development: Strategies and alternatives. Jaipur: Rawat Publications. | |
Essential Reading / Recommended Reading Chauhan, Meenakshi R. (1995). Advertising- The Social Ad Changes. New Delhi: Ammol Publications Pvt Ltd.
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Evaluation Pattern
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BJOH432 - RESEARCH METHODS (2020 Batch) | |
Total Teaching Hours for Semester:60 |
No of Lecture Hours/Week:4 |
Max Marks:100 |
Credits:4 |
Course Objectives/Course Description |
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Course description: Introduce the students to research concepts and methods in a bid to approach things in a systematic manner. This subject will provide an understanding of the research methods and concepts.
Course objective:
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Course Outcome |
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CO1: Students should work towards producing an original research work CO2: Familiarise students with various methods for conducting research
CO3: Understand and apply ethical means of data collection CO4: Practice academic integrity to eradicate plagiarism |
Unit-1 |
Teaching Hours:15 |
Introduction to Research
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Social Research: Concepts, Nature and Scope, epistemology, ontology; Qualitative and quantitative research; Theory in research: Positivism and interpretivism, theoretical framework, contribution to theory; Research steps and its types; Objectivity/subjectivity, Reliability and Validity in qualitative and quantitative research; Variables and Hypothesis: Type of hypothesis, Characteristics of good hypothesis, hypothesis testing.; Research questions for qualitative research; | |
Unit-2 |
Teaching Hours:20 |
Process of Research
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Research designs: Survey research, Content analysis, Textual analysis, focus groups ; Sampling and its types; Tools and Techniques of Data Collection, Questionnaire: Schedule, Interview and Observation. | |
Unit-3 |
Teaching Hours:10 |
Data Analysis
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Statistical analysis: measures of central tendency (mean, mode and medium); Measures of dispersion (standard deviation); Correlation and chi square; Level of Measurements; Nominal, Ordinal, Ratio and Interval; Transcription, coding; Thematic analysis of qualitative data | |
Unit-4 |
Teaching Hours:15 |
Research Application
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Data processing, Analysis, Presentation and interpretation of data, Use of graphics in data presentation; Research writing: Research proposal, research report: Components and style, Preparation of Bibliography, Index; Communication research, Media research, Basic elements of research. | |
Text Books And Reference Books: Kothari, C., & Garg, G. (2014). Research methodology Methods and Techniques (3rd ed). New Delhi: New Age International (P) Ltd. Wimmer, R. D., & Dominick, J. R. (2014). Mass media research: An introduction.Wadsworth Pub. Company, Belmont. | |
Essential Reading / Recommended Reading Joshi, U., Pahad, A., & Maniar, A. (2002). Media research: Cross-sectional analysis. New Delhi: Authors Press. Mukherjee, A., Goyal, P., Singh, A., Khosla, A. K., & Chand, K. K. (January 01, 2019). Pursuit of Research. Poonia, M. (2009). Media research. New Delhi: Vishva Bharati Publications. Berger, A. A. (1999). Media research techniques. Thousand Oaks, Calif: SAGE. In Sloan, L., & In Quan-Haase, A. (2017). The SAGE handbook of social media research methods. Gunter, B. (2000). Media research methods: Measuring audiences, reactions and impact. New Delhi : SAGE Publications, 2000. Menon, A (2009). Media Planning And Buying. New Delhi: Tata McGraw-Hill. | |
Evaluation Pattern The students will be evaluated on their understanding of the research process. Continuous internal assessment will test their knowledge. The dissertation will be compiled in following steps in action: Problem selection, Objectives of the study, Review of the literature, based on the objective of the study, Methodology, Data Collection Results & Findings Conclusion, Bibliography /References.
Evaluation Pattern
MSE and ESE (Max Marks = 50) The MSE and ESE will be written examinations | |
BJOH442 - INTRODUCTION TO MEDIA PSYCHOLOGY (2020 Batch) | |
Total Teaching Hours for Semester:60 |
No of Lecture Hours/Week:4 |
Max Marks:100 |
Credits:4 |
Course Objectives/Course Description |
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Media psychology is the branch of psychology that focuses on the relationships between human behaviour and the media. It uses various methods of critical analysis and investigation to develop a working model of a user's perception on media experience. These methods are used for society as a whole and on an individual basis.The course offers the basics of psychology to the media students and disseminates information related to the impact of the media on human behaviour. Course Objectives:
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Course Outcome |
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CO1: Develop theoretical frameworks for the study and practice of media psychology CO2: Analyse media texts and its effect CO3: Develop a critical awareness of the underlying psychological processes and mechanisms in media CO4: Create awareness on the importance of applying psychological knowledge in the development and use of positive and pro-social media. |
Unit-1 |
Teaching Hours:15 |
Introduction to Media Psychology
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Unit-2 |
Teaching Hours:15 |
Theoretical issues in media research and its contribution to media psychology
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Unit-3 |
Teaching Hours:15 |
The Social Psychology of the media
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Unit-4 |
Teaching Hours:15 |
Psychological Effects and Influence of Media
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Text Books And Reference Books: Giles, D. (2003). Media Psychology. London: Routledge. | |
Essential Reading / Recommended Reading Myers, D,G. (2011). Social Psychology. New Delhi: Tata McGraw Hill. | |
Evaluation Pattern
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BJOH451 - REPORTING SOUTH ASIA (2020 Batch) | |
Total Teaching Hours for Semester:60 |
No of Lecture Hours/Week:4 |
Max Marks:100 |
Credits:4 |
Course Objectives/Course Description |
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The post COVID 19 era in journalism brings its own challenges in reporting news. Although the social, political and cultural milieu in South Asia has changed irrevocably in the ‘new world’ in which we live, some of the old challenges in reporting news remain. These challenges include reporting on caste, politics, gender and religion in South Asia. These issues are so ingrained within societal structures that it is difficult to objectively report on ‘stories’ without having a deep understanding of these issues. This course through readings of texts, journal articles and application oriented reporting will offer a framework through which students can navigate these issues. Furthermore, students will learn not only how to find and interact with sources and uncover information some would prefer to keep hidden, but how to work collaboratively with a community to find accurate and trustworthy information. They will then determine the optimal form and means for presentation of the information, whether as a text story or a visual story or an event, on a website or through a social network or alternative media tool. They will learn how to create that content as appropriate for the community, the need, and the medium. CourseObjectives:
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Course Outcome |
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CO1: Knowledge about how dominant narratives are produced and communicated through various media CO2: Apply key concepts/theories about caste and gender to the analysis of media CO3: Analyze representational politics as it pertains not only to gender, but also caste, ethnicity, class, and sexuality CO4: Engage in written media criticism |
Unit-1 |
Teaching Hours:20 |
Caste
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Unit-2 |
Teaching Hours:20 |
Understanding Gender
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Unit-3 |
Teaching Hours:20 |
Understanding Politics in South Asia
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Text Books And Reference Books: Ambedkar, B. R. (2020). Annihilation of Caste. General Press. Ambedkar, B.R. (1916). Castes in India. Their mechanism, genesis and development. Paper read at Anthropology seminar, Columbia University. Beauvoir, S. . (1989). The second sex. New York: Vintage Books Foucault, Michel. (1978). The history of sexuality. New York : Pantheon Books Oberst, R. C. (2018). Government and politics in South Asia. Routledge. | |
Essential Reading / Recommended Reading Greer, G. (1999). The Whole Woman. New York: Random House. Wilkerson, I. (2020). Caste: The Origins of Our Discontents. New York: Random House. | |
Evaluation Pattern Assessment Outline:
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BJOH452 - DOCUMENTARY PRODUCTION (2020 Batch) | |
Total Teaching Hours for Semester:75 |
No of Lecture Hours/Week:5 |
Max Marks:100 |
Credits:5 |
Course Objectives/Course Description |
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This course provides an overview of various aspects of documentary video production. It combines theory, history and practice with hands-on demonstrations, workshops, screenings, readings, lectures and discussions, thus preparing students to produce documentary videos of various styles. Students gain production experience working individually and in groups. Special emphasis is placed on research, pre-planning and writing skills. Course Objective:
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Course Outcome |
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CO1: Learn the fundamentals of developing and producing documentary films individually and in teams. CO2: Analyse historical and contemporary approaches to developing documentaries, alongside ethical and cultural issues. CO3: Students showcase a thorough knowledge of the pre-production, production and post- production phases. |
Unit-1 |
Teaching Hours:20 |
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Understanding the Documentary
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Level of knowledge: Basic Introduction to the Realism Debate; Observational and Verite documentary; Introduction to Shooting styles; Introduction to Editing styles. | ||||||||||||||||
Unit-2 |
Teaching Hours:20 |
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Documentary Research and Pre-production
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Level of knowledge: Basic Researching the Documentary; Pre-Production; Research: Library, Archives, Location, life stories, ethnography; Writing a concept: telling a story, Treatment, Writing a proposal and budgeting. | ||||||||||||||||
Unit-3 |
Teaching Hours:20 |
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Documentary Storytelling and Production
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Level of knowledge: Analytical/ Application Basic elements of the documentary; Selection of story and script; Different stages of documentary production techniques; Video interviewing, narration and voice-overs; Copyright issues | ||||||||||||||||
Unit-4 |
Teaching Hours:15 |
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Post Production & Final Production
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Level of knowledge: Application Pre-production: Research, fact-finding and story development; Production: lighting, shooting, sound; Post-production: including editing, sound and finishing | ||||||||||||||||
Text Books And Reference Books:
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Essential Reading / Recommended Reading
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Evaluation Pattern
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SDMS411 - KNOWLEDGE APPLICATION SKILLS (2020 Batch) | ||||||||||||||||
Total Teaching Hours for Semester:15 |
No of Lecture Hours/Week:1 |
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Max Marks:50 |
Credits:1 |
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Course Objectives/Course Description |
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Course description: This course has been designed to promote professional skills in the students. The theme identified for the third and fourth semesters is Critical thinking and professional Development. The topics identified under the theme will enable the students to understand the challenges faced during their career and allow them to face them with necessary skills. Course objectives: The course aims to:
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Course Outcome |
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CO1: Demonstrate skills required for professional workspaces CO2: Apply academic and professional skills for self-development and organisational development. |
Unit-1 |
Teaching Hours:15 |
Unit-I
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|
Students must choose MOOC courses offered by various online platforms in the specific theme given for the third and fourth semesters. This consists of review of literature, reference management system, workspace etiquettes, critical analysis writing, SOP, article analysis, writing argumentative essays, resume writing, cover letters and job finding through an online portal.
| |
Text Books And Reference Books: The student has to follow the references given in the MOOC which they have chosen in the online course.
| |
Essential Reading / Recommended Reading The student has to follow the references given in the MOOC which they have chosen in the online course.
| |
Evaluation Pattern
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SEL411 - SERVICE LEARNING-II (2020 Batch) | |
Total Teaching Hours for Semester:30 |
No of Lecture Hours/Week:2 |
Max Marks:50 |
Credits:2 |
Course Objectives/Course Description |
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This course is to provide the students with the opportunity to explore and understand the community through real life involvement in the process. This subject is in continuation of service Learning-I, Students work in small teams as they proceed through exercises and training module implementation in the community development. It is all about reflection and demonstration of the process. Course Objectives The course aims to help students to:
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Course Outcome |
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CO1: Implement the training modules to community service and understand self-reflection and demonstration of the process. CO2: To provide exposure to various community intervention programs CO3: Provide training to the community according to their needs.
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Unit-1 |
Teaching Hours:10 |
Implementation of the Modules
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Unit-2 |
Teaching Hours:10 |
Community Service and Social Action
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Unit-3 |
Teaching Hours:10 |
Reflections and Outcome
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Text Books And Reference Books: Kinsley, C. W. E., Mcpherson, K. E., & Association for Supervision and Curriculum Development, Alexandria, Va. (1995). Enriching the Curriculum Through Service Learning. Association for Supervision and Curriculum Development.
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Essential Reading / Recommended Reading Stahly, G. B., Corrigan, R. A., & Eisman, G. S. (2011). Gender Identity, Equity, and
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Evaluation Pattern
NOTE: This is a submission paper. Marks will be consolidated to 50. | |
BJOH531 - GLOBAL MEDIA AND POLITICS (2019 Batch) | |
Total Teaching Hours for Semester:75 |
No of Lecture Hours/Week:5 |
Max Marks:100 |
Credits:5 |
Course Objectives/Course Description |
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The mass media is the primary means by which citizens learn about political issues, events and actors. While the media plays a key role in domestic politics, we should expect that the media are particularly important in informing citizens and shaping their opinions regarding issues of complex international matters where direct experience may be somewhat limited. For this reason, we investigate the effects of differential media coverage on public opinion of major contemporary global issues namely foreign policy and war, terrorism, climate change, and migration. However, many contend that the media are not simply the means by which information is transferred but constitute political actors themselves. We therefore also explore the causal factors that may shape media coverage of global affairs and how this varies across media organisations and across time and space. Course Objectives The course aims to help students to:
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Course Outcome |
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CO1: Develop an understanding of global media CO2: Critically and analytically engage with the wide array of political developments over the past century CO3: Debate if mass media has been a catalyst in these developments. |
Unit-1 |
Teaching Hours:15 |
Introduction
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Unit-2 |
Teaching Hours:20 |
Global Media
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Unit-3 |
Teaching Hours:20 |
Media and Globalization
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Unit-4 |
Teaching Hours:20 |
Global Market Discourses
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Text Books And Reference Books: Daya, K. (2003) International Communication: Continuity and Change, Oxford University Press .
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Essential Reading / Recommended Reading Choudhary, K. (2007) Globalisation, Governance Reforms and Development in India, Sage, New Delhi.
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Evaluation Pattern
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BJOH532 - MEDIA LAW (2019 Batch) | |
Total Teaching Hours for Semester:75 |
No of Lecture Hours/Week:5 |
Max Marks:100 |
Credits:5 |
Course Objectives/Course Description |
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This paper introduces the students to the Indian press laws. The aim of the paper is to make the students know their role, responsibilities, freedom and limitations as a journalist. Every press law will be followed by cases to show the intensity of the law. Course Objectives The course aims to help students to:
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Course Outcome |
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CO1: Outline the judicial system in India CO2: Make use of the freedom of the press in India CO3: Interpret the various media laws in India CO4: Summarize the landmark cases in media laws
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Unit-1 |
Teaching Hours:15 |
Introduction to the Constitution of India
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Unit-2 |
Teaching Hours:15 |
History of Press Law
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Unit-3 |
Teaching Hours:15 |
Legal Issues and Media
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Unit-4 |
Teaching Hours:15 |
Legal and Ethical Aspects of Media
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Unit-5 |
Teaching Hours:15 |
The Legal Regime
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Text Books And Reference Books: Basu, D. D. (2002). Law of the Press. New Delhi: Prentice Hall of India Pvt Ltd. | |
Essential Reading / Recommended Reading Bhattacharjee, S. (2005). Media and Mass Communication An Introduction. Delhi: Kanishka Publishers and Distributors. | |
Evaluation Pattern
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BJOH533 - NEW MEDIA JOURNALISM (2019 Batch) | |
Total Teaching Hours for Semester:75 |
No of Lecture Hours/Week:5 |
Max Marks:100 |
Credits:5 |
Course Objectives/Course Description |
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This paper introduces the students to the field of New Media and its various features. It aims to introduce students to the techniques of journalism in Digital media and offer conceptual and practical tools with which to join the fray. Objectives: - To introduce to the students the fundamentals of new media technology
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Course Outcome |
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CO 1: Learn fundamentals and use of the latest new media technologies CO 2: Understand theories of new media journalism CO 3: Develop writing skills for digital media platforms |
Unit-1 |
Teaching Hours:20 |
Introduction to New Media
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1. What is new media? Why New Media? What is traditional media? - Virtual space or cyberspace | |
Unit-2 |
Teaching Hours:15 |
New Media Tools for Journalists and Consumers
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Unit-3 |
Teaching Hours:20 |
Business / Governance and social media
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. New Media and Democracy | |
Unit-4 |
Teaching Hours:20 |
Conceptualizing Websites
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. Components of a website | |
Text Books And Reference Books: Briggs, M. (2013). Journalism next: A practical guide to digital reporting and publishing. CQ Press. | |
Essential Reading / Recommended Reading Alred, G. J., Brusaw, C. T., & Oliu, W. E. (2009). Handbook of technical writing. Macmillan. Zamith, F. (2012). Online news: Where is the promised context? ObCiber, 265-286. | |
Evaluation Pattern
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BJOH541A - FILM APPRECIATION (2019 Batch) | |
Total Teaching Hours for Semester:60 |
No of Lecture Hours/Week:4 |
Max Marks:100 |
Credits:4 |
Course Objectives/Course Description |
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Film Appreciation is the study of the production, aesthetics and history of the 20th century’s most important visual medium the cinema. As a storytelling device, as a historical document, as an expression of imagination, as an artistic object, it is unmatched as a form that is capable of capturing our interest and provoking the senses. The cinema can create worlds of magic, and fantasy just as easily as it can expose the dim reality of actually lived life. Our primary interest will be in reading, in this case, reading the language of cinema, in order to improve our critical understanding of the way texts create meaning. Course Objectives: The course aims to help students to:
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Course Outcome |
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CO 1: Recognize the formal elements of films CO 2: Analyze cinema as an art form and as a form of mass media CO 3: Assess the changes that cinema has gone through as a medium over the years CO 4: Critically review styles, concepts and techniques of filmmaking CO 5: Acquire and apply tools to carry out rigorous formal analysis of cinematic visual styles, narrative conventions, and generic trends CO 6: Explain how cinema has changed over time as an aesthetic form, as an industry, and as a social institution. |
Unit-1 |
Teaching Hours:15 |
Introduction to Cinema
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Unit-2 |
Teaching Hours:10 |
The language of films
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Unit-3 |
Teaching Hours:10 |
Cinema and the State
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Unit-4 |
Teaching Hours:10 |
Business of films
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Unit-5 |
Teaching Hours:15 |
Major film theories and movements
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Text Books And Reference Books: Andrew, J. D. (1976). The major film theories: An introduction. Oxford University Press. | |
Essential Reading / Recommended Reading Bordwell, D., Thompson, K., & Smith, J. (1993). Film art: An introduction (Vol. 7). New York: McGraw-Hill
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Evaluation Pattern
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BJOH541B - SPORTS JOURNALISM (2019 Batch) | |
Total Teaching Hours for Semester:60 |
No of Lecture Hours/Week:4 |
Max Marks:100 |
Credits:4 |
Course Objectives/Course Description |
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This course introduces the students to the best practices of sports journalism and more broadly, sports media. Journalism is no longer only the production of ink onto paper, and sports journalism is no exception in that dynamic. The moniker ‘toy department’ of journalism, which is how some would prefer to think of sports and sports coverage, belies the financial commitment made to sports and sports coverage. This paper helps to acquaint the students and allow them to deal with certain kinds of reporting in journalism through engaging them with sports. Course Objectives:
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Course Outcome |
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CO 1: Understand the specifications of sports reporting CO 2: Learn the techniques of writing for sports CO 3: Enhance skills required for understanding sports and sports people CO 4: Develop related skills like interviewing skills etc CO 5: Understand the relationship between hard-news and opinion-based presentations in sports journalism, in print and in other media |
Unit-1 |
Teaching Hours:10 |
Introduction to Sports Journalism
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Unit-2 |
Teaching Hours:15 |
Understanding Sports and Sports Administrations
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Unit-3 |
Teaching Hours:15 |
Sports Reporting and Writing I
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Unit-4 |
Teaching Hours:20 |
Sports Reporting and Writing II
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Text Books And Reference Books: Raney, A. A., & Bryant, J. (2014). Handbook of sports and media. New York: Routledge, Taylor & Francis Group. | |
Essential Reading / Recommended Reading Rajsekhar, T. (2007). Media and sports journalism. New Delhi: Sonali Publications. | |
Evaluation Pattern
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BJOH551 - DIGITAL MEDIA PRODUCTION (2019 Batch) | |
Total Teaching Hours for Semester:60 |
No of Lecture Hours/Week:4 |
Max Marks:100 |
Credits:4 |
Course Objectives/Course Description |
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This course gives students hands-on instruction in how to use digital media tools to produce interactive and rich online content. The students will also learn the key concepts and design principles. The course will enable the students to explore issues such as how to cultivate one’s academic digital identity and best practices for designing professional digital content for academic purposes. Course assignments will require one to work with new technologies and practice new digital writing and publishing skills. The approach to digital production values experimentation and problem-based learning. Course Objective:
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Course Outcome |
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CO 1: Learn how to use digital media tools effectively CO 2: Develop core skills such as graphic design and web design CO 3: Learn the tools and skills necessary to develop a digital presence |
Unit-1 |
Teaching Hours:20 |
Introduction to Digital Media
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Unit-2 |
Teaching Hours:19 |
Understanding Web Designing
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Unit-3 |
Teaching Hours:8 |
Introduction to Digital Production
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Unit-4 |
Teaching Hours:13 |
Publication to Digital Design: The Mechanics
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Text Books And Reference Books: Pipes, A., & In Antoniou, Z. (2011). Production for graphic designers. London: Laurence King. | |
Essential Reading / Recommended Reading Arola, Kristin L., Sheppard, Jennifer., Ball, Cheryl E., & Lunsford, Andrea A. (2016). Writer. Bedford/st Martins. | |
Evaluation Pattern
NOTE: This is a submission paper. Marks will be consolidated to 100. | |
BJOH581 - INTERNSHIP-II (2019 Batch) | |
Total Teaching Hours for Semester:0 |
No of Lecture Hours/Week:0 |
Max Marks:50 |
Credits:2 |
Course Objectives/Course Description |
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This internship is designed to sensitise our students about the functioning of the newsrooms in television news organisations. The internship needs to be conducted in a television news organisation. It allows the students to bridge the gap between theory and practice. It is a learning experience where students can apply the knowledge they acquire in the classroom in a professional setting. Objectives: The internship should assist the students in developing:
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Course Outcome |
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CO1: Identify the work ethics and skill required CO2: Effectively utilise supervision CO3: Assess the professional meetings CO4: Explain and gain insight into the work culture of the newsroom CO5: Apply social consciousness about issues prevalent in society
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Unit-1 |
Teaching Hours:0 |
Weekly Report one
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Progress report and update the blue book. | |
Unit-2 |
Teaching Hours:0 |
Weekly Report Two
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Progress report and update the blue book. | |
Unit-3 |
Teaching Hours:0 |
Weekly Report Three
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Progress report and update the blue book. | |
Unit-4 |
Teaching Hours:0 |
Weekly Report Four
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Progress report and update the blue book. | |
Text Books And Reference Books: The instructions will be given by the class teacher | |
Essential Reading / Recommended Reading The instructions will be given by the class teacher | |
Evaluation Pattern
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BJOH582 - DISSERTATION/PROJECT I (2019 Batch) | |
Total Teaching Hours for Semester:75 |
No of Lecture Hours/Week:5 |
Max Marks:100 |
Credits:4 |
Course Objectives/Course Description |
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The course is designed to acquire special/advanced knowledge on research, such as supplement study/support study to a project work, and the students study such a course on their own with an advisory support by a faculty member. Course Objectives:
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Course Outcome |
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CO1: Conduct research related to the media CO2: Develop their own critical perspectives on recent developments in media practices CO3: Write a research dissertation or conduct the approved project |
Unit-1 |
Teaching Hours:10 |
Introduction
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The introduction starts on a broad basis and then narrows down to your particular field of study. The introduction gives an overall view of the topic, and addresses slightly different issues from the executive summary. It works upon the principle of introducing the topic of dissertation and setting it into a broad context, gradually narrowing down to a research problem, thesis and objectives/hypothesis.
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Unit-2 |
Teaching Hours:10 |
Review of Literature
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This chapter shall consist of the following sub-topics.
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Unit-3 |
Teaching Hours:25 |
Research Methodology
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Unit-4 |
Teaching Hours:20 |
Data Analysis and interpretation
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Unit-5 |
Teaching Hours:10 |
Findings, suggestions and conclusion
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This chapter has to be stated in paragraph form. No bullets or numbering is encouraged. References (Strictly according to APA format), followed by Annexure. | |
Text Books And Reference Books:
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Essential Reading / Recommended Reading
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Evaluation Pattern The students will be evaluated on their understanding of the research process. Continuous internal assessment will test their knowledge. The dissertation will be compiled in following steps in action: Problem selection, Objectives of the study, Review of the literature, based on the objective of the study, Methodology, Data Collection Results & Findings, Conclusion, Bibliography /References.
Question Paper Pattern: Submission based paper.
CIA1: Research proposal CIA2: Review of Literature CIA3: Chapters Submission CIA4: Research Design, Final dissertation
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SDMS511 - SELF ENHANCEMENT SKILLS (2019 Batch) | |
Total Teaching Hours for Semester:15 |
No of Lecture Hours/Week:1 |
Max Marks:50 |
Credits:1 |
Course Objectives/Course Description |
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Course description: The primary objective of this course is to familiarize the database management and various discipline specific software packages to the students and help them to analyse the basic statistical methods for data analysis. The theme identified for the fifth and sixth semester is Data management and Technical Knowledge. Course objectives: The course aims to:
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Course Outcome |
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CO1: compare and contrast different perspectives and consolidate them into a single idea CO2: acquire five core skills of Critical Thinking, interpretation, analysis, evaluation, and self-regulation |
Unit-1 |
Teaching Hours:15 |
Unit-I
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Students must choose MOOC courses offered by various online platforms in the specific themes given for the Fifth and sixth semesters. This consists of various discipline software packages, related to data analysis and information management. | |
Text Books And Reference Books: As recommended by the mentor | |
Essential Reading / Recommended Reading As recommended by the mentor | |
Evaluation Pattern
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BJOH631 - PRINCIPLES OF MARKETING (2019 Batch) | |
Total Teaching Hours for Semester:75 |
No of Lecture Hours/Week:5 |
Max Marks:100 |
Credits:5 |
Course Objectives/Course Description |
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Course Description: The purpose of this course is to teach students to identify the marketing components in everyday life. The students will be familiarised with marketing activities undertaken by a company to promote the buying or selling of a product or service. Marketing will expand on advertising, selling, and delivering products to consumers or other businesses.
Course Objective: The students should be able to: - Explain the environmental and external factors that influence consumer behaviour and organizational decision-making processes - The students should understand how to outline a marketing plan and interpret marketing research data to forecast industry trends and meet customer demands |
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Course Outcome |
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CO 1: Understand customer relationships and value through marketing CO 2: Familiarise themselves with marketing and corporate strategies CO 3: Understand how consumer behaviour functions CO 4: In depth analysis of advertising, and sales promotion |
Unit-1 |
Teaching Hours:15 |
Introduction to Concepts
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- Define marketing and explain the importance of discovering and satisfying consumer needs and wants | |
Unit-2 |
Teaching Hours:20 |
Organisational Functions
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. Business Organisation - Types of ownership - Planning Process | |
Unit-3 |
Teaching Hours:20 |
Basics of Consumer Behaviours
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. Introduction to Psychological influences affect consumer behaviour - Attention and Consciousness . Marketing Strategy Planning | |
Unit-4 |
Teaching Hours:20 |
Marketing Campaigns (Application)
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. Four-step marketing research approach leading to marketing actions | |
Text Books And Reference Books:
. Irwin, Kerin, Hartley, and Rudelius, (2017). Marketing, 13th edition (looseleaf). McGraw-Hill Publications | |
Essential Reading / Recommended Reading . Mason, C. H. and Perreault, W. D. Jr. (2002) The Marketing Game! Third edition, McGraw-Hill, New York. | |
Evaluation Pattern
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BJOH634 - MEDIA ECONOMICS (2019 Batch) | |
Total Teaching Hours for Semester:60 |
No of Lecture Hours/Week:4 |
Max Marks:100 |
Credits:4 |
Course Objectives/Course Description |
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This course will cover the fundamental concepts, theories, and approaches of media economics. One will learn how to use these theoretical constructs to analyze media markets, industries, and the practices of media organizations. Moreover, you will learn how the media economy has been shaped by multiple factors, including technology, globalization, and regulation. We will also discuss the new trends in media economy, especially the rapid development of social media industries. Course Objectives The course aims to help students to:
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Course Outcome |
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CO 1: Outline the basic concepts, theories, and approaches of media economic CO 2: Utilize these constructs to analyze the media markets and industries CO 3: Relate multiple factors that shape media economy including technology, globalization, and regulation CO 4: Analyze the new trends in media industries and the driving forces underlying these new trends CO 5: Understand the business model of multi-platform media companies CO 6: Analyze the development of social media industries and its influence on media economy |
Unit-1 |
Teaching Hours:15 |
Introduction to Media Economics
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Unit-2 |
Teaching Hours:12 |
Theoretical approaches to Media Economics
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Unit-3 |
Teaching Hours:12 |
Evolving Markets in Media Economy
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Unit-4 |
Teaching Hours:10 |
Administrative Concerns
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Unit-5 |
Teaching Hours:11 |
Economics of films
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Text Books And Reference Books: Albarran, A. B. (2010). The Media Economy. New York: Routledge.
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Essential Reading / Recommended Reading Albarran, A. B. (2005). Media Economics: Understanding Markets, Industries and Concepts. New Delhi: Surjeet Publications.
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Evaluation Pattern
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BJOH642A - MEDIA AND HUMAN RIGHTS (2019 Batch) | |
Total Teaching Hours for Semester:75 |
No of Lecture Hours/Week:5 |
Max Marks:100 |
Credits:4 |
Course Objectives/Course Description |
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Course Description The course aims to make the students to understand and get familiarized with the concepts and approaches of human rights. The course facilitates the students to understand the relationship between human rights and media and enables the students to study human rights and legal mechanism of safeguarding the dignity of the individual. and, through the close study of documentary films and other audio - visual material, this course introduces the concept of human rights issues.
Course Objectives
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Course Outcome |
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CO 1: Think critically about the role of the media in human rights promotion CO 2: Identify ethical dilemmas facing journalists, filmmakers and other media professionals |
Unit-1 |
Teaching Hours:15 |
Introduction to Human Rights
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Unit-2 |
Teaching Hours:20 |
Media and the Social World
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Unit-3 |
Teaching Hours:20 |
Issues and Human Rights in India
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Unit-4 |
Teaching Hours:20 |
Media and Human Rights
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Text Books And Reference Books: Berger, A. A. (2012). Media and society: A critical perspective. Lanham: Rowman & Littlefield Publishers. Priyam, M., Menon, K., & Banerjee, M. (2009). Human rights, gender and the environment. Delhi, India. Rajagopal, A. (2009). The Indian public sphere: Readings in media history. New Delhi: Oxford University Press.
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Essential Reading / Recommended Reading STREET, J. O. H. N. (2017). MASS MEDIA, POLITICS AND DEMOCRACY: Second edition. PALGRAVE Balnaves, M., Donald, S., & Shoesmith, B. (2009). Media theories and approaches: A global perspective. Houndmills, Basingstoke: Palgrave Macmillan. Mackay, H. (2003). The media reader: Continuity and transformation. London: SAGE Publ.
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Evaluation Pattern
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BJOH642B - MEDIA AND GENDER (2019 Batch) | |
Total Teaching Hours for Semester:75 |
No of Lecture Hours/Week:5 |
Max Marks:100 |
Credits:5 |
Course Objectives/Course Description |
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This course examines various images of gender in media, using theories from cultural studies, film and gender studies, and communication studies; we will explore different processes and practices of gender, specifically in terms of media representations of femininity and masculinity. In examining cultural myths about gender as well as ongoing debates on gender construction, we will consider how gender is tied in with notions of power, identity, voice and other defining identity categories (race, socioeconomic status, sexual orientation, etc.)
Objectives The purpose of the course is to gain insight into the ways in which gender, and its intersections with race, ethnicity and class, is enacted, represented and has an impact on cultural formations and communication. We will explore the socio-cultural mechanisms that shape our individual and collective notions of identity and essentially teach us what it means to be male, female or trangender
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Course Outcome |
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CO 1: Explain how the idea of gender is produced and communicated through various media CO 2: Apply key concepts/theories about gender to the analysis of media CO 3: Analyze representational politics as it pertains not only to gender, but also race, ethnicity, class, and sexuality CO 4: Engage in written media criticism |
Unit-1 |
Teaching Hours:15 |
Gender and Media
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Unit-2 |
Teaching Hours:20 |
Masculinity and the media
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Unit-3 |
Teaching Hours:20 |
Producing Gendered Media
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Unit-4 |
Teaching Hours:20 |
Gender Online
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Text Books And Reference Books: Bell Hooks Reel to Reel: Race, Sex and Class at the Movies. New York: Routledge, 1996. De Beauvoir, Simone The Second Sex. New York: Vintage Books. 1989. De Lauretis, Teresa .Technologies of Gender: Essays on Theory’ Film and Fiction Bloomington: Indiana University Press, c1987. Dion,Mark,ed .Concrete Jungle : A Pop Media Investigation of Death and Survival in
Urban Ecosystems.1997. | |
Essential Reading / Recommended Reading Foucault,Michel. (1978).The History of Sexuality.Trans. Robert Hurley. New York: Pantheon,
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Evaluation Pattern EVALUATION PATTERN:
Question Paper Pattern:MSE and ESE (Max. Marks = 50)
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BJOH651 - DATA JOURNALISM (2019 Batch) | |
Total Teaching Hours for Semester:60 |
No of Lecture Hours/Week:4 |
Max Marks:100 |
Credits:4 |
Course Objectives/Course Description |
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With the explosion of data, journalists now more than ever need the skills to analyze and understand data to produce stories that would otherwise be hidden. This course is designed to equip the students with skills to tell compelling journalistic stories. These skills include finding and cleaning data, analysing and interpreting data and creating effective visualisations to tell the stories. Students would learn to use various tools and services used by Data Journalists. Course Objectives The course aims to help students to: enable the student to understand the functioning of data journalism as a domain give a foundational knowledge and skill base in data journalism
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Course Outcome |
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CO 1: plan a data based journalistic feature story CO 2: process relevant data gathered from reliable sources for data storytelling CO 3: identify ideas for stories in datasets CO 4: design data visualisations for various media CO 5: produce impactful data stories for various media |
Unit-1 |
Teaching Hours:15 |
Data, Journalism and Storytelling
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Why Data Journalism? Data in the newsroom - Brief History Characteristics of a compelling data story
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Unit-2 |
Teaching Hours:15 |
Finding and cleaning Data
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Sources of data Advanced Internet Searching Using Right to Information Act Using Spreadsheets - Sorting, Filtering, Summarizing data Cleaning data - tools and techniques Unit III: Data Storytelling Hours: 15 Finding stories in Data Analysis and interpretation of data Avoiding Data Pitfalls - misleading data, statistical fallacies and biases UNIT IV: Data Visualisation Hours: 20 Basic principles of visual communication Creating effective visualizations - tools and techniques Delivering Data Stories
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Text Books And Reference Books: Gray, J., Chambers, L., Bounegre, L. (2012). The Data Journalism Handbook: How journalists can use data to improve the news. Retrieved https://datajournalismhandbook.org/uploads/first_book/DataJournalismHandbook-2012.pdf Felle, T., Mair, J., Radcliff, D., (2015). Data Journalism: Inside the global chamber. New York: Abramis. | |
Essential Reading / Recommended Reading Stray, J. (2016). The Curious Journalist's Guide to Data. Columbia Journalism School. Houston, B. (2014). Computer-assisted reporting: A practical guide. Routledge. Herzog, D. (2015). Data literacy: a user's guide. SAGE Publications. Cairo, A. (2012). The Functional Art: An introduction to information graphics and visualization. New Riders. Foreman, J. W. (2013). Data smart: Using data science to transform information into insight. John Wiley & Sons. Meyer, P. (1991). The new precision journalism. Indiana University Press. | |
Evaluation Pattern
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BJOH681 - DISSERTATION/PROJECT II (2019 Batch) | |
Total Teaching Hours for Semester:45 |
No of Lecture Hours/Week:3 |
Max Marks:100 |
Credits:3 |
Course Objectives/Course Description |
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The course is designed to acquire special/advanced knowledge on research, such as supplement study/support study to a project work, and the students study such a course on their own with an advisory support by a faculty member. Course Objectives:
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|
Course Outcome |
|
CO1: Conduct research related to the media and bring out a research paper or carry out a project work CO2: Prepare a dissertation to develop their own critical perspectives on recent developments in media practices or complete a project |
Unit-1 |
Teaching Hours:7 |
Introduction
|
|
The introduction starts on a broad basis and then narrows down to your particular field of study. The introduction gives an overall view of the topic, and addresses slightly different issues from the executive summary. It works upon the principle of introducing the topic of dissertation and setting it into a broad context, gradually narrowing down to a research problem, thesis and objectives/hypothesis.
| |
Unit-2 |
Teaching Hours:10 |
Review of Literature
|
|
This chapter shall consist of the following sub-topics.
| |
Unit-3 |
Teaching Hours:10 |
Research Methodology
|
|
| |
Unit-4 |
Teaching Hours:10 |
Data Analysis and interpretation
|
|
| |
Unit-5 |
Teaching Hours:8 |
Findings, suggestions and conclusion
|
|
This chapter has to be stated in paragraph form. No bullets or numbering is encouraged. References (Strictly according to APA format), followed by Annexure. | |
Text Books And Reference Books:
| |
Essential Reading / Recommended Reading
| |
Evaluation Pattern The students will be evaluated on their understanding of the research process. Continuous internal assessment will test their knowledge. The dissertation will be compiled in following steps in action: Problem selection, Objectives of the study, Review of the literature, based on the objective of the study, Methodology, Data Collection Results & Findings, Conclusion, Bibliography /References.
Question Paper Pattern: Submission based paper.
CIA1: Research proposal CIA2: Review of Literature CIA3: Chapters Submission CIA4: Research Design, Final dissertation
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SDMS611 - CAREER ORIENTED SKILLS (2019 Batch) | |
Total Teaching Hours for Semester:15 |
No of Lecture Hours/Week:1 |
Max Marks:50 |
Credits:1 |
Course Objectives/Course Description |
|
The primary objective of this course is to familiarize the database management and various discipline specific software packages to the students and help them to analyse the basic statistical methods for data analysis. The theme identified for the fifth and sixth semester is Data management and Technical Knowledge. Course objectives: The course aims to:
|
|
Course Outcome |
|
CO1: To develop the skills of establishing the start-ups CO2: To improve the quality of writing the proposals CO3: To identify the various platform of professional network |
Unit-1 |
Teaching Hours:15 |
Unit-I
|
|
Students must choose MOOC courses offered by various online platforms in the specific themes given for the Fifth and sixth semesters. This consists of various discipline software packages, related to data analysis and information management.
| |
Text Books And Reference Books: The student has to follow the references given in the MOOC which they have chosen in the online course.
| |
Essential Reading / Recommended Reading The student has to follow the references given in the MOOC which they have chosen in the online course.
| |
Evaluation Pattern |