CHRIST (Deemed to University), Bangalore

DEPARTMENT OF MEDIA STUDIES

School of Arts and Humanities

Syllabus for
Bachelor of Arts (Journalism Honours)
Academic Year  (2021)

 
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
    

    

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. 
(*Mid Semester examination will be conducted for 50 marks and converted to 25 marks
*End Semester examination will be conducted for 50 marks and converted to 30 marks)

Question Paper Pattern: MSE and ESE (Max. Marks = 50)

  

Section A

Section B

Section C

5 x 3 = 15 Marks

10 x 2 = 20 Marks

1 x 15 Marks

 

All practical courses have cumulative assessement based on submissions.

For Practical Papers : Assessment outline

Internal assessment: Over all CIA submission for 70 marks
Project I: 20 Marks 
Project II: 30 Marks
Project III: 20 Marks
End semester Submission: Project IV: 50 Marks* (End semester submission and viva)
End Semester submission will be conducted for 50 marks and converted to 30 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

 

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

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

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

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

Course Outcome

CO1: Concern for society and nature

CO2: Ability to create sustainable organizations

Unit-1
Teaching Hours:7
Sustainability
 

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

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

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

Unit-3
Teaching Hours:7
Environmental Management Systems
 

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

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

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

Unit-5
Teaching Hours:8
Corporate Sustainability Reporting Frameworks
 

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

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

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

Text Books And Reference Books:

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

2.      Concepts of Environmental Management for Sustainable Development

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

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

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

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

7.      Keshoo Prasad, Corporate Governance -, PHI.

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

Essential Reading / Recommended Reading

 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

 

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

 

Course Outcome

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
Introduction to health
 

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

Unit-2
Teaching Hours:6
Food and Values
 

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

Unit-3
Teaching Hours:6
Nutrition
 

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

Unit-4
Teaching Hours:6
Physical Education
 

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

Unit-5
Teaching Hours:6
Sleep
 

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

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

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

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

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

Text Books And Reference Books:

Indian Journals of health and well being

Essential Reading / Recommended Reading

As prescribed by the facilitator

Evaluation Pattern

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

BBS191C - MAHABHARATHA AND MODERN MANAGEMENT (2021 Batch)

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

Course Objectives/Course Description

 

Course Description:

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

Course Objectives:

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

Course Outcome

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
 

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

Establishment of the kingdom-Administration and Management principles

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

Marriage to Draupadi- An event study approach.

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

Unit-3
Teaching Hours:9
The Big Game
 

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

Exile and return- Risks and costs of strategic alliances

Unit-4
Teaching Hours:9
The battle at Kurukshetra
 

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

Unit-5
Teaching Hours:9
Post Kurukshetra
 

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

The reunion Organizing- Choosing the organizational structure

 

Text Books And Reference Books:

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

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

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

Source: Jaya - An Illustrated Retelling of the Mahabharata

 

 

Essential Reading / Recommended Reading

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

 

Evaluation Pattern

CIA 1 10 Marks

MSE   30 Marks

CIA 3 10 Marks

End Assesment 50 Marks

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

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

Course Objectives/Course Description

 

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

Course Objectives:

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

Course Outcome

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
 

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

Unit-2
Teaching Hours:9
Mindset and Habits
 

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

Unit-3
Teaching Hours:9
Smartphone security
 

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

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

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

Unit-5
Teaching Hours:9
Encryption
 

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

Text Books And Reference Books:

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

Essential Reading / Recommended Reading

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

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

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

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

Evaluation Pattern

CIA I - 20 marks

CIA II - 25 marks

CIA III - 20 marks

End Semester - 30 marks

Attendance - 05 marks

BECH191A - INSTITUTIONS AND INFORMAL ECONOMY (2021 Batch)

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

Course Objectives/Course Description

 

Course Description: 

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

Course Objectives: 

The course aims to help students to: 

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

Course Outcome

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

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

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

CO4: Demonstrate their research findings through written and oral presentation

Unit-1
Teaching Hours:10
Institutions and Institutional Change
 

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

Unit-2
Teaching Hours:12
Elements of Institutional Economics
 

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

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

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

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

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

Text Books And Reference Books:

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

Essential Reading / Recommended Reading

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

Evaluation Pattern

 

Course title

MSE (Weight)

ESE (Weight)

Attendance

Institutions and Informal Economy

45%

50%

5%

Mid Semester Examination

Group/Individual Assignment

45 Marks

End Semester Examination

Group/Individual Assignment

50 Marks

BECH191B - ECONOMICS OF CORRUPTION (2021 Batch)

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

Course Objectives/Course Description

 

This course is aimed at undergraduate students to introduce to them the prominent debates in the economics of corruption. The course discusses how corruption acts as a constraint on economic growth using the theoretical constructs in Political Economy. It allows students to delve into the causes and consequences of corruption. In particular, the course will examine how corruption affects the emerging economies.

This course will:

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

Course Outcome

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
Corruption, Poor Governance and Institutional Structure
 

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

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

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

Unit-3
Teaching Hours:15
Tackling Corruption
 

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

Text Books And Reference Books:

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

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

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

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

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

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

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

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

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

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

Essential Reading / Recommended Reading

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

Evaluation Pattern

Course title

MSE (Weight)

ESE (Weight)

Attendance

The Economics of Corruption

45%

50%

5%

Mid Semester Examination

Group/Individual Assignment

45 Marks

End Semester Examination

Group/Individual Assignment

50 Marks

 

BECJ161 - INDIAN ECONOMY (2021 Batch)

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

Course Objectives/Course Description

 

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.

  • To give an overall understanding of major challenges faced by Indian economy.
  • To facilitate students to understand state wise key economic issues related with economic growth and development.

Course Outcome

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
India as a Developing Economy
 

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
Sectoral Growth and Private-Public Sectors
 

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
External Sector
 

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
Macroeconomic Performance and Policies
 

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
An Overview of Karnataka Economy- Policies, Prospects and Challenges
 

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

Evaluation Pattern

CIA1

MSE (CIA2)

CIA3

ESE

Attendance

Weightage

20

25

20

30

05

 

BENG121 - ENGLISH LANGUAGE AND COMPOSITION-I (2021 Batch)

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

Course Objectives/Course Description

 

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

The 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.

Course Outcome

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
 

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

 

Unit-2
Teaching Hours:10
Reading Written Texts
 

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

 

1.   Ralph Ellison, 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
 

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.

 

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

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

1.  PETA, Feeding Kids Meat Is Child Abuse (advertisement) 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
 

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. 

 

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

 

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

Objectives:

       To introduce students to the field of science fiction

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

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

Course Outcome

CO1: By the end of the course the learner should be able to: 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
 

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

Unit-2
Teaching Hours:15
Negotiating ?Reason?
 

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

       Isaac Asimov short story “Reason”

       Select Episodes of the series Stranger Things

       The Matrix

Unit-3
Teaching Hours:15
SF and technology
 

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

       Aldous Huxley Brave New World

       William Gibson, Neuromancer

       Margaret Atwood, Oryx and Crake

       “Hated in the Nation” from Black Mirror Season 3

Unit-4
Teaching Hours:10
Indian Science Fiction
 

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

       Vandana Singh “Delhi”

       Sumit Basu Turbulence

Text Books And Reference Books:

Compilation

Essential Reading / Recommended Reading

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

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

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

Evaluation Pattern

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

BENG191B - GLOBAL ETHICS FOR CONTEMPORARY SOCIETIES (2021 Batch)

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

Course Objectives/Course Description

 

Course Description:  

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

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

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

Course Outcome

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
Introduction
 

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

Unit-2
Teaching Hours:10
Ethical Theories
 

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

Unit-3
Teaching Hours:10
Applying Ethical Theories
 

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

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

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

Unit-5
Teaching Hours:10
Ethics of International Law
 

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

Text Books And Reference Books:

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

 

Essential Reading / Recommended Reading

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

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

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

Evaluation Pattern

Evaluation Pattern

Total

CIA (Weight)

ESE (Weight)

Attendance

100

45%

50%

5%

 

Mid Semester Examination

Group/Individual Assignment

45 Marks

 

End Semester Examination

Group/Individual Assignment

50 Marks

 

BHIS191A - ENCOUNTERING HISTORIES: THE FUTURE OF THE PAST (2021 Batch)

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

Course Objectives/Course Description

 

Course Description:

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

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

Course Objectives:

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

 

 

 

Course Outcome

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
The Many Pasts
 

a)     Doing History - The Place of the Past.

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

 

 

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

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

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

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

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

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

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

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

 

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

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

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

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

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

 

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

Text Books And Reference Books:

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

Essential Reading / Recommended Reading

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

Evaluation Pattern

CIA - Evaluation Pattern

Assignment 1

Assignment 2

Total

20

20

40

 

Mid Semester Examination

Submission

Presentation

Total

30

20

50

 

End Semester Examination

Submission

Presentation

Total

30

20

50

 

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

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

Course Objectives/Course Description

 

Course Description:

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

Course Objectives:

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

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

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

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

Course Outcome

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
What is Urban History?
 

Level of Knowledge: Conceptual

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

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

c)                   Urbanism and Modernity

d)     Urban Histories and the ‘Cultural Turn

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

Level of Knowledge: Analytical

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

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

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

Unit-3
Teaching Hours:10
Colonial Cities
 

Level of Knowledge: Conceptual

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

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

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

Unit-4
Teaching Hours:10
Themes on Modern Cities
 

 Level of Knowledge: Analytical

 

a)                  Space and Urban Theory- Materialities-Knowledge

 

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

 

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

Text Books And Reference Books:

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

 

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

BHIS 191 B

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

CIA

20 Marks 

MSE

 

CIAII

20 Marks 

ESE 

50 Marks

Group Assignment

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

Submission Paper

Individual

Assignment 

Submission  paper

(Research based)

BJOH131 - INTRODUCTION TO MASS COMMUNICATION (2021 Batch)

Total Teaching Hours for Semester:75
No of Lecture Hours/Week:20
Max Marks:100
Credits:5

Course Objectives/Course Description

 

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:

  • To historicise and trace how media became what they are today and their futures

  • To understand how the political economy of media industries impacts media content

  • To be able to reflect upon and critically understand media consumption as an individual and thereby connect with group media consumption patterns.

  • To study the historical developments of each of the major media, from print to satellite technology, major inventors, market leaders and their contribution in terms of nation-building.

  • Demonstrate how media message design draws from intrapersonal, interpersonal and public communication, as well as traditions in folk theatre and folklore.

Course Outcome

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
 

 

  • Introduction to Communication Studies

  • Forms/Stages of Communication (Verbal Communication)

  • Forms/Stages of Communication (Non-verbal Communication) Forms/Stages of Communication (Interpersonal Communication)

  • Communication and Perception 

  • Barriers to Effective Communication

  • Structure and Function of Communication

Unit-2
Teaching Hours:20
Mass Media: History
 

 

  • Broadcast Media: Radio- Early developments of Radio in India, AIR and its role in Post-independence India

  • Case Study of Prasar Bharati and LPG policy

  • Introduction to Private FM

  • Television (Doordarshan – History- SITE Experiment)

  • Indian Programming needs from Buniyaad till Balika Vadhu

Unit-3
Teaching Hours:20
Mass Media: Practices and Values
 
  • Folk Media in India
  • Integrated use of Folk Media and Mass Media

  • History, performance, and relevance to the current scenario

  • Popular folk forms in India/ folk media as mass media

Unit-4
Teaching Hours:15
Processes and Theories of Mass Communication
 
  • Models of Communicative Efficiency
  •  Framing, Agenda Setting & Priming

  • Cultivation Theory

  • Limited Effects Theory

  • Propaganda Model

  • Spiral of Silence Theory

  • Theories of Media Processing and Effects (Bullet Theory, Dependency Theory, and Uses and Gratification theory)

  • Cognitive Theories of Communication

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

 

Course Code

Course Title

Assessment Details

BJOH 131

INTRODUCTION TO MASS COMMUNICATION

CIA 1

MSE

(CIA 2)

CIA 3

ESE

Attendance

20

Marks

25

Marks

20

Marks

30

Marks

05

Marks

Individual Assignment

Written Exam

Group Assignment

Written Exam

 
     

Section A: 

5 x 10 = 50 Marks

 

Section A: 5 x 10 = 50 Marks

 

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

 

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:

  • Construct a strong foundation in understanding the myriad facets of print journalism in the world and India
  • Interface a clear perspective about the historicity associated with the subject.

Course Outcome

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
 

 

  • A brief history of journalism
  • It's meaning and scope
  • Functions and principles of journalism
  • The advent of printing
  • World Scenario
  • News-sheets in Europe
  • British Journalism
  • American streams of journalism
  • Indian Scenario
Unit-2
Teaching Hours:15
Print Journalism in India
 

 

  • Journalism in India :James Augustus Hickey, 
  • The early newspapers of Calcutta, Bombay and Madras
  • Growth of Indian language press
  • Special emphasis on Kannada Journalism
  • Indian press during pre-independence years 
  • Role of press in freedom struggle
  • Press after independence
  • Emergency and media
  • Present issues and problems facing the press
Unit-3
Teaching Hours:15
Kannada Journalism
 

 

  • Kannada Journalism: Origin and growth of Kannada journalism,
  •  Pioneers of Kannada journalism, 
  • Role of Kannada press in  freedom struggle, 
  • Post independence scene in Karnataka; 
  • Beginning of magazines in Kannada; 
  • Localization of news; 
  • Issues and problems faced by Kannada newspapers and magazines.
Unit-4
Teaching Hours:15
Role of Press in Democracy
 

 

  • Role of Press in Democracy: Freedom of the press concept
  • Constitutional guarantee of Freedom of the Press, Art 19(1)(a) and Art 19(2) 
  • Four theories of press
  • Modern press theories
  • Freedom of the press and social responsibility

Unit-5
Teaching Hours:15
Basics of Newspaper
 

  • Anatomy of a newspaper
  • Basic terminologies- lead, body, copy, by-lines, exclusives etc
  • Newspaper and globalization: 
  • Newspapers on the internet;
  • Press during elections: Polls and public opinion 
  • Types of News Stories: Hard and soft news
  • Editorials and op-editorial
  • The present trends: Sting journalism, Yellow journalism
Text Books And Reference Books:

Fred, Seaton Siebert, Peterson,Theodore & Schramm, Wilbur. (1978). Four Theories of the Press.USA: University of Illinois Press.
Hargreaves, I. (2014). Journalism: A Very Short Introduction (Second edition.). UK: Oxford University Press.
Jeffery , Robin.(2000). India’s Newspaper Revolution. New Delhi: Oxford University Press.
Kovach, B., & Rosenstiel, T. (2014). The elements of journalism: What newspeople should know and the public should expect. Three Rivers Press (CA).
Pape, S., Featherstone, S., & Featherstone, S. (2005). Newspaper journalism: A practical introduction. Sage.
Parthasarthy, Rangaswami. (1989). Journalism in India. New Delhi :  Sterling Publications Pvt. Ltd

Essential Reading / Recommended Reading

Cole, P., & Harcup, T. (2009). Newspaper journalism. Sage.
Gilmore, Dan. (2004).We the Media: Grassroots journalism by the people, for the people.New York,NY: O’Reilly.
Harrower, T., & Elman, J. M. (1995). The newspaper designer's handbook. WCB, Brown & Benchmark Publishers
Kamath, M. V. (2004). Professional journalism. New Delhi: Vikas Publishing House.
Mazumdar, A. (1993). Indian press and freedom struggle, 1937-42. New Delhi: Orient Longman.
McQuail, D. (1987). Mass communication theory: An introduction. Sage Publications, Inc.
Mehta, M. D. (1979). Mass communication and journalism in India (Vol. 1). Allied Publishers.
Minattur, J. (2012). Freedom of the press in India: constitutional provisions and their application. Springer.
Natarajan, J. (1955). History of Indian Journalism. Publications Division Ministry of Information & Broadcasting.
Randall, D. (2016). The Universal Journalist - Fifth Edition. London: Pluto Press.
Stephens, M. (2007). A history of news. New York: Oxford University Press.
Venkatramaiah, Jus. E.S. (1987).  Freedom of the Press- Some Recent Trends. New Delhi: B.R. Publications.

Evaluation Pattern

 

Course Code

Course Title

Assessment Details

BJOH 132

PRINT JOURNALISM

CIA 1

MSE

(CIA 2)

CIA 3

ESE

Attendance

20

Marks

25

Marks

20

Marks

30

Marks

05

Marks

Individual Assignment

Written Exam

Group Assignment

Written Exam

 
     

Section A: 

5 x 10 = 50 Marks

 

Section A: 

5 x 10 = 50 Marks

 

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

 

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:

  • Acquire visual and technical skills necessary to pursue and appreciate photography as art and profession. 
  • Be exposed to a variety of historical and contemporary photographers
  • Familiarize with issues and theories within photography
  • Attain technical control into accord with artistic vision.

 

Course Outcome

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
 
  • Human eye and the camera
  • Photographic camera types
  • Understanding camera interface
  • Changing Technology in Photography: Film and digital photography
  • Camera lenses: Choosing camera lenses, Defects of images formed by lens, Chromatic and spherical aberration, curvature, distortion; Methods of reducing the above defects
  • Digital Photography fundamentals: Camera operation and handling
  • Exposure Triangle: Aperture, Shutter Speed, ISO
  • Depth of Field, Motion Blur and Noise
  • Metering modes
  • Understanding Light and color for photography

 

Unit-2
Teaching Hours:15
Elements of Design and Composition
 
  • Six Elements of Design: Line, Shape, Form, Texture, Pattern and Color
  • Understanding Composition: Framing, Angles and Perspective, Leading lines, Golden ratio, Rule of thirds, foreground and background, 
  • Light and composition; Learning different compositional styles from the works of great photographers

 

Unit-3
Teaching Hours:15
Genres and Subjects
 
  • A brief introduction to genres in photography
  • Photojournalism/ Documentary Photography
  • Night Photography
  • Aerial
  • People
  • Landscape
  • Natural History
  • Architecture
  • Still Life
  • Sports
  • Using Mobile Phones for Photography

 

Unit-4
Teaching Hours:15
Post-Processing of Digital Images
 
  • Introduction of some software and tools used in digital image post-processing including Adobe Bridge, Adobe Photoshop, Adobe Lightroom; Software Interfaces and workflow, open source applications 
  • File Formats
  • Image Processing
  • Printing
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

 

Evaluation Pattern

 

Course Code

Course Title

Assessment Details

BJOH151

Photography

Project 1

Project 2

Project 3

Project 4

 

20

Marks

20

Marks

30

Marks

30

Marks

 

Individual Assignment

Individual Assignment

Individual Assignment

Individual Assignment

 

BMED191A - MEDIA LITERACY (2021 Batch)

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

Course Objectives/Course Description

 

Course Description:

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

 

Course Objectives:

 

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

Course Outcome

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
 
  • Understanding what is media literacy?

  • The Power of Media Literacy 

  • Conditions for Media Learning

  • Media Literacy Skills

 

 

Unit-2
Teaching Hours:15
Approaches to Media Literacy
 

 

  • Key Concepts of Media Literacy

  • The Media Triangle

  • Surveys, Media logs and historical perspectives

  • Understand, analyze and evaluate- finding hidden messages

  • Digital Citizenship

Unit-3
Teaching Hours:15
Media Analysis
 

 

  • Deconstructing Ads

  • Detecting Bias in News

  • Critical Reading of Websites

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

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

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

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

 

 

Essential Reading / Recommended Reading
Evaluation Pattern

CIA 1: Submissions for 20 marks

Mid Semester Submission: 25 marks

CIA 3: Submissions 20 marks

End Semester Submission: Submission for 30 marks

 

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

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

Course Objectives/Course Description

 

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

  • Appreciate cinematography as a combination of artistic and technological endeavours

  • Understand the basics concepts of cinematography and shot design

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

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

Course Outcome

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
 

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

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

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

Unit-3
Teaching Hours:10
Visualising and Shot Design
 

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

Unit-4
Teaching Hours:10
Camera Placement and Movement
 

 

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

Text Books And Reference Books:

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

 

Essential Reading / Recommended Reading

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

Evaluation Pattern

CIA 1: Submissions for 20 marks

Mid Semester Submission: 25 marks

CIA 3: Submissions 20 marks

End Semester Submission: Submission for 30 marks

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

 

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.

Course Outcome

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
Political Systems: Basics
 

Meaning, Functions, and Types of Political Systems - Totalitarian system, Oligarchy and Aristocracy, Monarchy, Dictatorship, Democratic system, and Communism.



Unit-2
Teaching Hours:10
Constitutionalism
 

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
Important organs of the State
 

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
Party System in India
 

Features of Party System. Anti-Defection Law. Election Commission of India. Pressure Groups.

Unit-5
Teaching Hours:7
Indian Judicial System
 

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.

 

Evaluation Pattern

 

CIA - Evaluation Pattern

Assignment

Case Study

Presentation

Test

Mid Semester

20

10

10

10

25

 

Mid Semester Examination

Section A

Section B

Section C

Total

3X5=15

2X10=20

1X15=15

50

 

End Semester Examination

Section A

Section B

Section C

Total

3X5=15

2X10=20

1X15=15

50

 

BPOL191A - PEACE AND CONFLICT MANAGEMENT (2021 Batch)

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

Course Objectives/Course Description

 

Course Description 

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

Course Objectives

The course aims to help students to:

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

Course Outcome

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

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

CO3: Examine the study of conflict management and peace studies and understand how this subject has prompted enormous scholarly debate and disagreement both in history and other fields

Unit-1
Teaching Hours:9
Introduction
 

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

 

Unit-2
Teaching Hours:12
Conflict Management
 

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

Unit-3
Teaching Hours:12
Peace building
 

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

Unit-4
Teaching Hours:12
Challenges for conflict management
 

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

Text Books And Reference Books:

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

Essential Reading / Recommended Reading

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

Evaluation Pattern

Assessment Outline:

Course Code

Course Title

Assessment Details

BPOL191 A

Peace and Conflict Management

CIA 1

MSE

(CIA 2)

CIA 3

ESE

Attendance

20

Marks

20

Marks

20

Marks

30

Marks

05

Marks

Assignment

Written Exam

Assignment

Written Exam

 

 

 

 

Section A:

3 x 5 = 15 Marks

Section B:

2 x 10 = 20 Marks

Section C:

1 x 15 = 15 Marks

 

Section A:

3 x 5 = 15 Marks

Section B:

2 x 10 = 20 Marks

Section C:

1 x 15 = 15 Marks

 

 

 

BPOL191B - GLOBAL POWER POLITICS (2021 Batch)

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

Course Objectives/Course Description

 

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

Course Objectives

The course aims to:

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

Course Outcome

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
Introduction to International Relations
 

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

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

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

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

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

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

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

Text Books And Reference Books:

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

Essential Reading / Recommended Reading

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

Evaluation Pattern

 

Course Code

Course Title

Assessment Details

BPOL191B

Global Power Politics

CIA 1

MSE

(CIA 2)

CIA 3

ESE

Attendance

20

Marks

25

Marks

20

Marks

30

Marks

05

Marks

Individual Assignment

Written Exam

Group Assignment

Written Exam

 
     

Section A: 

3 x 5 = 15 Marks

Section B: 

2 x 10 = 20 Marks

Section C: 

1 x 15 = 15 Marks

 

Section A: 

3 x 5 = 15 Marks

Section B: 

2 x 10 = 20 Marks

Section C: 

1 x 15 = 15 Marks

 

BPSY191B - ADVERTISEMENT PSYCHOLOGY (2021 Batch)

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

Course Objectives/Course Description

 

Course Description

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

Course Objectives

This course aims to:

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

Course Outcome

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

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

CO3: Develop the ability to make applications based on understanding of marketing strategies.

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

Introduction to advertisements; its objectives and importance;

Types and forms of advertising;

Effects of advertisements - a psychological perspective;

Classic and contemporary approaches of classifying advertisement effectiveness.

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

Influence of advertisements on buying behaviors;

Dynamics of Attention, Comprehension, Reasoning for advertisements;

Attitudes and attitude changes with the influence of advertisements;

Principles of persuasion and attitude change;

Achieving advertisement compliance without changing attitude.   

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

Emergence of International Advertising;

Advertising in Multicultural Environment;

Ethics in Advertising;

Integrated marketing communication and marketing mix.

Text Books And Reference Books:

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

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

Essential Reading / Recommended Reading

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

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

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

Evaluation Pattern

 

 

Individual Assignment

Mid-Semester Exam

Group Assignment

Attendance

25

45

25

05

SDMS111 - SOCIAL SENSITIVITY SKILLS (2021 Batch)

Total Teaching Hours for Semester:15
No of Lecture Hours/Week:1
Max Marks:50
Credits:1

Course Objectives/Course Description

 

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:

 

  • Develop discipline-specific skills for professional and personal growth.

  • Provide a platform to nurture and hone skills necessary for professional development

Course Outcome

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
 

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. 

 

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

Attendance

Submitting report

40 % weightage

60 % weightage

 

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

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

Course Objectives/Course Description

 

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

 

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

·         Appreciate multicultural perspectives of ethics

·         Make informed decisions on issues which involve ethical dilemma    

Course Outcome

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
 

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
 

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
 

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
 

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
 

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.

 

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

 

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 

Course Outcome

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
 

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

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

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

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

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

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

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

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

Lessons from CEOs, description of competencies, framework.

Text Books And Reference Books:

Kaitholil,GeorgeMake leadership your target, Bombay Better Yourself Books 
Sethi & Rajiv, Tips for effective leadership, Beacon books

Marshal & 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

 

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

 

Course Outcome

CO1: 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
 

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
 

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

Unit-3
Teaching Hours:10
Etiquette
 

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

Unit-4
Teaching Hours:8
Business Etiquette
 

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

Unit-5
Teaching Hours:7
Personal and professional Presentation
 

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

Text Books And Reference Books:

Books on Common etiquettes

Essential Reading / Recommended Reading

Etiquette books

Evaluation Pattern

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

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

 

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:

  • To have an overview on the life and message of Mahatma Gandhi.
  • To understand the Gandhian ways of management and leadership.
  • To practice the Gandhian model of conflict resolution.
  • To inculcate high ethical and moral standards for the betterment of the society at large.

 

Course Outcome

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
 

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.

 

Unit-2
Teaching Hours:9
Management
 

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.

 

 

Unit-3
Teaching Hours:9
Principle Centered Leadership
 

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
 

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
 

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

 

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. 

 

 

Course Outcome

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
 

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
 

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
 

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
 

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
 

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)

 

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

 

 

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. 

 

Course Outcome

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

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

CO3: Examine the consumption with regard to lifestyle, consumer subjectivity, meaning making and resistance, keeping in mind that identity (race, class, 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
 

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

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

 

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

 

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

 

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

 

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

 

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

 

Unit-5
Teaching Hours:9
Consumption Ethics
 

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

Text Books And Reference Books:

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

Essential Reading / Recommended Reading

 

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

 

Evaluation Pattern

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

 

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

 

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:

  • acquaint students to significant discourses in literature that deal with the portrayal of  economic issues
  • help them understand how ideology, interests and power influence economic narratives in society
  • through class discussions help students analyse fictional events and themes such as the Arbitristas´ campaign against idleness, the idle and those unproductively employed, or the debate on individual versus regulatory ethics
  • train students to hone their writing and presentation skills to effectively discuss complex ideas.

Course Outcome

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
Shelley's Radicalism: The Poet as Economist
 

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
The Invisible Man and the Invisible Hand: H.G. Wells' Critique of Capitalism
 

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
The Capitalist Road: The Riddle of the Market from Karl Marx to Ben Okri
 

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

Course title

MSE (Weight)

ESE (Weight)

Attendance

Economics and Literature

45%

50%

5%

 Mid Semester Examination

Individual Assignment

45 Marks

 End Semester Examination

Group/Individual Assignment

50 Marks

BECH291B - DESIGNING POLICIES FOR 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

 

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: 

  • outline significant discourses and issues in policy design and intervention with regards to sustainable development;
  • demonstrate how political ideology, interests and power influence economic actions,  processes and planning at the macro level. 
  • through class, discussions appraise ideas, such as agenda-setting and policy dynamics in the context of sustainable development goals (SDGs). 
  • train students to hone their writing and presentation skills to effectively discuss complex ideas.

Course Outcome

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
 

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
 

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
 

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
Bellinger, W. K. (2007). The Economic Analysis of Public Policy. Routledge.
Griggs, D., Stafford-Smith, M., Gaffney, O., Rockström, J., Öhman, M. C., Shyamsundar, P., ... & Noble, I. (2013). Policy: Sustainable Development Goals for People and Planet. Nature, 495(7441), 305-307.
Hausman, D. M., & McPherson, M. S. (2006). Economic Analysis, Moral Philosophy, and Public Policy. Cambridge: Cambridge University Press.
Kates, R. W., Parris, T. M., &Leiserowitz, A. A. (2005). What is Sustainable Development? Goals, Indicators, Values, and Practice. Environment(Washington DC), 47(3), 8-21.
Mehta, A. K. (2002). Chronic Poverty in India: Overview Study. CPRC Working Paper 7. Retrieved from http://www.chronicpoverty.org/uploads/publication_files/CRPC-IIPA_2.pdf
Sachs, J. D. (2012). From Millennium Development Goals to Sustainable Development Goals. The Lancet, 379(9832), 2206-2211.

Evaluation Pattern

Evaluation Pattern

Course title

MSE (Weight)

ESE (Weight)

Attendance

Designing Policies for Sustainable Development

45%

50%

5%

Mid Semester Examination

Group/Individual Assignment

45 Marks

End Semester Examination

Group/Individual Assignment

50 Marks

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

 

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.

Course Outcome

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
 

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
 

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
 

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
 

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
 

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
 

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
 

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

 

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:

  • To introduce students to the idea of the city.
  • To introduce students to narratives as told by monumental and representational cultures of cities.
  • To make students reflect on how cosmopolitanism and diversity are expressed in urban environments.
  • How Urban space mediate transnational and global links.
  • Help students identify and raise questions through these debates and ask some relevant questions in the contemporary context.

 

Course Outcome

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
 

·         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.
 

·         “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.
 

·         “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

 

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

Course Outcome

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
 

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
 

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
 

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
 

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.

 

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

 

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.

  • To critically assess the study of genocide and how this subject has prompted enormous scholarly debate and disagreement both in history and other fields. 

Course Outcome

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-à-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
Memory, History, Violence and 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

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
Empires and Race
 

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
Patterns of Memory
 

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
Peace and Justice in Collective Memory
 

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.

  • Tom Fawthrop and Helen Jarvis, Getting Away with Genocide: Elusive Justice and the Khmer Rouge Tribunal, Pluto Press, 2004.
Evaluation Pattern

Course Code 

Course Title

Assessment Details 

BHIS 291 A

Politics of Memory

CIA

20 Marks 

MSE

 

CIAII

20 Marks 

ESE 

50 Marks

Group Assignment

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

Submission Paper

Individual

Assignment 

Submission  paper

(Research based)

BHIS291B - RELIGION: PHILOSOPHY AND POLITICS THROUGH AGES (2021 Batch)

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

Course Objectives/Course Description

 

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 

 

 

Course Outcome

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
What is Religion? Theories and Sources
 

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

 

Unit-2
Teaching Hours:9
Divination: The Western World
 

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

 

Unit-3
Teaching Hours:12
Indic and Ethnic Religions: The Eastern World
 

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

 

Unit-4
Teaching Hours:13
Power, Politics, Conflicts and Peace
 

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

 

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.

  • Wainright, William. 2005. Religion and Morality. London and New York: Routledge. (Part I & Part II)
  • Ramaswamy, Vijaya. (Ed) 2014.  Devotion and Dissent In Indian History. New Delhi: Cambridge University Press.

 

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.      

  • Ramaswamy, Vijaya. 2007. Walking Naked: Women, Society, Spirituality in South India. University of Michigan and Shimla: Indian Institute of Advanced Study.
Evaluation Pattern

Course Code 

Course Title 

Assessment Details 

 

BHIS 291B

      

Religion: Philosophy and Politics Through Ages

 

CIA I

20 Marks

MSE

50 Marks

CIA III

20 Marks

ESE

Group 

Assignment

MSE - Submission paper

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

 

Individual Assignment  

Submission paper

(Research based)

BJOH231 - MEDIA, CULTURE AND SOCIETY (2021 Batch)

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

Course Objectives/Course Description

 

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

  • To help students understand the role of media in society.
  • To enable the students to become more effective media watchers, consumers, and practitioners.
  • To understand the impact and implications of media content.

Course Outcome

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
 
  • Culture and society; Cultural values, cultural norms and cultural diversity
  • Culture: High culture, low culture and popular culture; Cultural capital: Bourdieu’s Framework: Minority representation in media (gender, differently abled, communities)
Unit-2
Teaching Hours:15
Critical Theories and Cultural Studies
 
  • Frankfurt school of thought: Marxism (alienation, false consciousness)
  • Culture industries; Hegemony
  • Birmingham school of thought
  • Political economy of media
  • Media Representation of genderand Feminist theory
Unit-3
Teaching Hours:20
National Cultures
 
  • Idea of nationhood; Nationhood and gender
  • Indian Cinema
  • Cultural imperialism: Reasons and Implications
  • Composite culture versus puritanical culture
Unit-4
Teaching Hours:20
Global Cultures
 
  • Domination of American Culture
  • Global culture: Cultural diffusion
  • Role of mass media in disseminating global culture
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.

 

Evaluation Pattern

 

Course Code

Course Title

Assessment Details

BJOH231

MEDIA, CULTURE AND SOCIETY

CIA 1

MSE

(CIA 2)

CIA 3

ESE

Attendance

20

Marks

25

Marks

20

Marks

30

Marks

05

Marks

Individual Assignment

Written Exam

Section A: 5x10=50

Individual

Assignment 

Written Exam

Section A: 5x10=50

 

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

 

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:

  • Familiarize students with the entire gamut of media jurisprudence in India 

  • Enables the student to get a clear picture of how the media functions against the backdrop of legalities.

Course Outcome

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
 
  • Definition: Truth and Accuracy
  • Independence in Reporting

  • Fairness and Impartiality

  • Accountability

  • Objectivity

  • Truthfulness

  • Moral rights and responsibility

Unit-2
Teaching Hours:15
Newsgathering and rights
 
  • News sources
  • Anonymous source

  • Corrupted information and half-truths

  • Sensationalization; Reconstruction

  • News “in public interest” and “interest to the public”

  • Norms for sting operation

Unit-3
Teaching Hours:15
Personal and professional behavior
 
  • Media responses to the society
  • Right to Privacy

  • Reputation

  • Cheque book journalism

  • Paid news

  • Opaque private treaties

  • Blatant blackmail

  • Political involvement

Unit-4
Teaching Hours:15
Code of Ethics for Journalists
 
  • Fundamental principles of journalistic ethics
  • Violation of journalistic ethics

  • PCI norms for journalistic conduct

  • Ethics for a digital journalist

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

 

Course Code

Course Title

Assessment Details

 

BJOH241

JOURNALISTIC ETHICS

CIA 1

MSE 2

CIA III

ESE 

Attendance

20

Marks

25

Marks

20

Marks

30

Marks

5

Individual Assignment

Written Exam

Section A: 5x10=50

Individual

Assignment 

Written Exam

Section A: 5x10=50

 

 

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

 

 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:

  • This paper is intended to give a broad perspective of Print Journalism  
  • This paper mostly caters to the aspirations of a  journalist providing knowledge about various stages involved in the process of reporting and editing
  • Understand fundamentals of graphic design for Print Media

Course Outcome

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

Unit-1
Teaching Hours:15
News
 
  • News values, choice of news items, choice and placement of photographs and editorial content for print
  • Contemporary changes and problems in the field of Journalism. Difference between reporting for Print, Electronic and Online Medium
  • Sources of News: meaning; types of sources; cultivating sources; using and attributing sources in stories, research methods
Unit-2
Teaching Hours:15
Reporting
 
  • Reporter: functions, attribute, responsibilities
  • News writing structures: Asking and answering the  5Ws and 1H and beyond 5W’s and 1H, lead
  • Body of the story; background and quotes
  • Pyramid, inverted pyramid, Hourglass and other structures of writing news stories
  • Writing the news lead- purpose, types of leads
Unit-3
Teaching Hours:15
Headlines
 
  • What is a headline
  • Purpose; principles of writing headlines 
  • Different types of headlines 
  • Translation: basic principles of translation; Newspaper Style: meaning
  • AP stylebook, comparison between styles of Indian and foreign  newspapers
Unit-4
Teaching Hours:15
Reporting stories
 
  • Reporting on Crime, Speech and Public Programs, Legislature; 
  • Interviewing techniques: research, interview schedules and conducting interviews writing an interview; 
  • Different kinds of news articles-opinion pieces, editorials, obits, features, interviews, profiles, middle pieces; 
  • Compare and contrast different newspapers- national and local newspaper, regional and English newspapers
Unit-5
Teaching Hours:15
Print Design
 
  • Basic elements of design: design principles and colour theory.
  • Textual elements of design: fonts, typography and spacing.  
  • Newspaper and Magazine design.
  • Introduction to Adobe InDesign: workspace, pages, tools, colour palette, character & paragraph formatting, alignment, transforming objects, grid, links and packaging.
  • Introduction to Adobe Photoshop
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:

 

Course Code

Course Title

Assessment Details

BJOH2251

WRITING FOR PRINT MEDIA

Project 1

Project 2

Project 3

Project 4

20

Marks

30

Marks

20

Marks

30

Marks

Group Assignment

Departmental Level Assessment

Group

Assignment 

Departmental Level Assessment

   

The students will be evaluated on the basis of their understanding of the fundamentals of reporting and editing techniques. Continuous internal assessment will test their knowledge and ability to apply the skills in reporting and editing stories.

All the evaluations will be department level.

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

 

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: 

  • Apply the basic steps inherent in the audio and video production processes.
  • Demonstrate awareness of Audio and Video production career opportunities.
  • Demonstrate basic audio and video production knowledge, and terminology. 
  • Demonstrate knowledge of a variety of digital acquisition hardware, digital cameras, digital storage media, samplers, microphones, etc.
  • Demonstrate an understanding of multi-track/MIDI digital audio recording utilizing a computer and audio production software.
  • Demonstrate an understanding of basic digital video as it relates to the non-linear and post-production process.

Course Outcome

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
 

 

  • Equipment
  • Microphones
  • Mixers and Consoles
  • Analog and Digital Recording
  • Signal Processing
  • Loudspeakers 
  • Production
  • Synchronization
  • Studio Production
  • Field Production
  • Staged Production
  • Post Production: Dialogue & Sound Effects
  • Sound Editing
  • Mixing and Recording
Unit-2
Teaching Hours:15
Introduction to Video Production
 

 

  • Step 1-Research
  • Step 2 - Pre-Production
  • Script/ Storyboard
  • Allocating Equipment
  • Production Personnel 
  • Permits/Permissions/Release Forms
  • Step 3 - Production
  • How to set up a shoot
  • Lighting
  • Audio
  • 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 exporting
Unit-3
Teaching Hours:15
Introduction to Script writing
 

 

  • Identify the story.
  • Seven plot points.
  • Audio and video script.
  • Script and screenwriting.
  • Script Formats.
Unit-4
Teaching Hours:15
Introduction to Video editing
 

 

  • Shot to shot transition
  • Analyse the different juxtaposition of shots 
  • Basic techniques of building a scene: Continuity, matching, overlapping 
  • Pace and Time: Techniques of pace and time manipulation during editing. 
  • Rough cut and Final Cut.
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

 

Course Code

Course Title

Assessment Details

BJOH352

AUDIO-VISUAL PRODUCTION (Practical paper)

Project 1

Project 2

Project 3

Project 4

20

Marks

30

Marks

20

Marks

30

Marks

Individual Assignment

Individual/Group Assignment

Group Assignment

VIVA and Final Submission

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

 

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

  • The course’s focal point would be emphasizing discourses on communities, uniqueness and exceptionality, including the myths of origin and of cultural exclusivity, narratives of national history and even pantheons of national heroes, in the creation of an Indian memory and identity.
  • It will then move on to empire and post-coloniality, (post)socialism and (neo)liberalism as equally distinct forms of historical memory organization, with their own repertoires of referential imagery and understandings of boundaries.
  • It will also explore the issues of memory of war, communal clashes and ethnic conflict. Archive, film, body and material objects, including buildings, are approached as culturally-specific memory devices and contested sites for historical memory, in turn leading to the construction of the said Indian identity.
  • They are to trace the Indian past – its ideological foundations and historical evolution from Colonial experience to the 21st century. 
  • Within which they will be acquainted with religious diversity and politicization, as it becomes a topic of enormous contemporary relevance, with implications for the construction of national/international identity and responsibilities.
  • The objective was to make students consider the moral and ethical choices made by the individuals/institutions involved in planning, perpetrating, witnessing, ignoring, or being victimized during mass atrocities. 
  • Further, this course was also designed to educate students on the dangers of history when misused in the construction of national and other group identities – especially when religion and politics are intermixed, and ‘us and them’ dichotomies of difference are created and mobilized in genocides.
  • Students will further identify social and cultural factors that help shape our identities by analyzing firsthand reflections and creating their own personal identity charts.
  • To make students understand that deconstructing the Indian identity is not only valuable for their own social, moral, and intellectual development, it also serves as a foundation for examining the choices made by individuals and groups in the past as well as in the present.

Course Outcome

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.

Unit-1
Teaching Hours:20
Colonization: The Many Afterlives
 
  • Colonizing Knowledges: Racializing the ‘Other’; Latent and Manifest Orientalism.
  • Tryst with Destiny: Formation of ‘National Identity’; Burgeoning of the Press; a New Social Order.
  • Birth of a Nation: Making of Indian Identity; Struggling for Independence; Experiencing Freedom.
Unit-2
Teaching Hours:21
Leaders and Legacies: Framing Identities
 
  • Unstuck in Time: Taste of Independence in a Valley of Blood; Indian Constitution and the Exercise of Democracy.
  • A Tough Neighborhood: Wars with China (1962); Wars with Pakistan (1948, 1965, 1999); The Bangladesh Crisis (1971)
  • The New Leaders: Nehru – the Promised Leader; Indira – Autumn of the Matriarch; Rajiv – the Prodigal Son.
Unit-3
Teaching Hours:14
Geographies of Violence: The Haunting
 
  • Tracing the Ghost: Drawing the New Map – Hyderabad, Kashmir & Junagadh; Peace in Our Time – The Language Question and Organization of States.
  • Living with the Ghosts: Indira and the Emergency Chronicles; Operation Blue Star and Aftermath; IPKF and Assassination of Rajiv Gandhi; Insurgencies of Northeast; Gujarat Riots.
Unit-4
Teaching Hours:20
Unnatural Nation: Politics of Memory
 
  • Leftward Turns: Agrarian Struggles; Land Ceiling & Bhoodan Movement; Green Revolution.
  • Minding the Minorities: Dalits; Muslims; Tribal Groups; Gender Rights.
  • Decolonizing the Memory: India – The Death and the Everlasting Life of a Nation – Voices of Empowerment today.
Text Books And Reference Books:

Bose, Sugata, Ayesha Jalal. 1998. Modern South Asia: History, Culture, Political Economy, 2nd Edition, New York: Routledge.
Brass, Paul R. 1993. The Politics of India since Independence. London: Cambridge University Press.
Chandra, Bipan, Mridula Mukherjee, Aditya Mukherjee, K.N. Panikkar, and Sucheta Mahajan. 1989. India’s Struggle for Independence, New Delhi: Penguin.
Chandra, Bipan, Mridula Mukherjee, and Aditya Mukherjee. 1999. India After Independence 1947 – 2000, New Delhi: Penguin.
Corbridge, Stuart, Glyn Williams, René Véron and Manoj Srivastava. 2005. Seeing the State: Governance and Governmentality in India. New York: Cambridge University Press.
Guha, Ramachandra. 2011. India After Gandhi, New Delhi: Macmillan.
Metcalf, Barbara D., Thomas R. Metcalf. 2006. A Concise History of Modern India. 2nd Edition, New York: Cambridge University Press.
Sarkar, Sumit. 2002. Modern India, 1885-1947, New Delhi: Macmillan India.

Essential Reading / Recommended Reading

Bandyopadhyay, Sekhar. 2004. From Plassey to Partition: A History of Modern India. New Delhi: Orient Longman.
Batabyal, Rakesh. 2005. Communalism in Bengal: From Famine to Noakhali, 1943-47, New Delhi: Sage Publications.
Chakraborty, Bidyut, Rajendra Kumar Pandey. 2009. Modern Indian Political Thought: Text and Context, New Delhi: Sage Publications.
Chakraborty, Bidyut. 2008. Indian Politics and Society since Independence: Events, Processes and Ideology. New York: Routledge.
Chatterjee, Partha. 1993. The Nation and its Fragments: Colonial and Postcolonial Histories. Princeton, New Jersey: Princeton University Press.
Chatterjee, Partha. 2012. The Black Hole of Empire: History of a Global Practice of Power, Princeton and Oxford: Princeton University Press.
Desai, A.R. 1979. Peasant Struggles in India, Delhi: Oxford University Press, Delhi.
Dhar, P.N. 2001. Indira Gandhi, the Emergency and Indian Democracy, New Delhi: Oxford University Press.
Dube, Saurab. 2005. Postcolonial Passage, Contemporary History Writing on India, New Press: Oxford University Press.
George, K.M. 1993. Modern India and Literature: An Anthology of Fiction, Vol. 2, New Delhi: Sahitya Academy Press.
Gopal, S. 1980. Nehru an Anthology, New Delhi: Oxford University Press.
Habib, Irfan. 2006. Indian Economy, 1858-1914, A People’s History of India, Vol. 28, Delhi: Tulika Books.
Harison, Selig S., Paul H. Kriesberg, Dennis Kun (eds). 1999. India and Pakistan: The First Fifty Years, London: Cambridge University Press.
Hasan, Mushirul. 2002. The Partition Omnibus, New Delhi: Oxford University Press.
Heels, Peter. 2000. Nationalism, Terrorism, Communalism, Essays in Modern Indian History. London: Oxford University Press.
Kaarsholm, Preben and Menaka Bisvasa. 2004. City Flicks: Indian Cinema and the Urban Experience, New Delhi: Seagull Books.
Kulke, Herman. 1998. A History of India. New Delhi: Routledge.
Mukherjee, Mridula. 2004. Peasants in India’s Non-violent Revolution: Practice and Theory, New Delhi: Sage Publications.
Neumayer, Erwin and Christine Schelberger. 2008. Bharatmata: India’s Freedom Movement in Popular Art. London: Oxford University Press.
Panikkar, K.N. (ed). 1980. National Left Movements in India, New Delhi: Vikas.
Panikkar, K.N. 1998. Culture, Ideology, Hegemony:  Intellectuals and Social Conscious in Colonial India, Delhi: Tulika Books.
Ranjan, Sudarshan. 2002. Jayaprakash Narayan: Prophet of People’s Power, New Delhi: National Book Trust.
Raychaudhari, Tapan. 1999. Perceptions, Emotions, Sensibilities: Essays on India’s Colonial and Post-colonial Experiences, New Delhi: Oxford University Press.
Sen, Amartya. 2005. The Argumentative Indian: Writings on Indian History, Culture and Identity, New Delhi: Penguin Books Ltd.
Srivastava, C.P. 1995. Lal Bahadur Shastri, New Delhi: Oxford University Press.
Stein, Burton. 1998. History of India, London: Oxford University Press.

Evaluation Pattern

CIA - Evaluation Pattern

Assignment 1

Assignment 2

Total

20

20

40

 

Mid Semester Examination

Section A

Section B

Section C

Total

3x5=15

2X10=20

1x15=15

50

 

End Semester Examination

 

Section A

Section B

Section C

Total

3x5=15

2X10=20

1x15=15

50

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

 

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:

 

  • Identify and explain basic theories of human interaction within multi-cultural environments.

  • Understand  basic principles of communication within various cultural settings.

  • Identify and explain the specific culturally oriented communication needs of a variety of marginal or sub-cultural groups

Course Outcome

CO1: Apply principles of human communication in cross-cultural settings

CO2: Create media content for cross cultural communication

Unit-1
Teaching Hours:10
Introduction
 

 

  • Definitions and a basic understanding of cross-culture communication

  • Differences between cross culture and intercultural communication

  • Dimensions & Models for Cultural Analysis- Popular models of cross cultural communication.

Unit-2
Teaching Hours:10
Context, Culture and Identity
 

 

  • Context, Situation & Action Chains- Culture, Technology

  • Workforce and environment, 

  • Countering oppression through inclusion

  • Culture & Identity - Educational attainment, Geographical locations, ethnicity.

Unit-3
Teaching Hours:10
Global Identity
 

 

  • Intercultural Relations & Globalization (Case Study Work)

  • Global Identity; Communicating with a Cross-Cultural Audience

  • Reading: Cross-cultural conflict by Kevin Avruch (UNESCO EOLSS (Encyclopedia of life support systems).

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

 

Course Code

Course Title

Assessment Details

BJOH291A

INTERCULTURAL COMMUNICATION

Project 1

Project 2

Project 3

Project 4

20

Marks

30

Marks

20

Marks

30

Marks

Individual Assignment

Individual/Group Assignment

Group Assignment

Final Submission

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

 

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:

 

  • How sound & listening can serve as foundational elements for studying society
  • How sound & listening habits are present in our daily (urban) lives, and what are the implications of this fact
  • How we can use everyday sounds to reflect on the present and conceive alternative futures

Course Outcome

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
 
  • Importance of sound 
  • Introduction to studying sound
  • Understand the concept of sound
  • Importance of using sound as an effective medium
  • Sound and its impact.
Unit-2
Teaching Hours:15
Importance of Sound in Mass Media
 
  • Usage of sounds in mass media; Radio (music, silence, BGM, signature tunes etc) ; Television, Films (BGM/BGS, Soundtracks, music etc.)
  • How to use sounds to aid visuals
  • Techniques of using sound to get the audience’s attention
  • Folk Media and Theater (Puppetry, Street plays, Dance, Mime etc.)
Unit-3
Teaching Hours:20
Understanding Sound (Practical Component)
 
  • Recording Sounds, analyzing sounds, creating visuals with usage of sounds (Silent Films) 
  • Podcasts
  • Radio Jingles
  • Promos
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.

 

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

 

Course Code

Course Title

Assessment Details

BJOH291B

AUDIO CONSUMPTION IN EVERYDAY LIFE

Project 1

Project 2

Project 3

Project 4

Attendance

15

Marks

30

Marks

20

Marks

30

Marks

5

Marks

Individual Assignment

Individual/Group Assignment

Group Assignment

Final Submission

 

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

 

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:

  • To introduce students to the political processes, fault lines and institutions in India
  • To make them understand the relationships between these processes and institutions
  • To acquaint them with the dominant debates and pressing issues lying before Indian political system

Course Outcome

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.

Unit-1
Teaching Hours:6
Introduction and Background
 

Colonial State and Economy; Development of India’s Constitution

Unit-2
Teaching Hours:15
Institutions and Structures
 

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
The Processes and Fault lines
 

Elections in India; Movements in India; Communalism and Secularism; Caste and Reservations

Unit-4
Teaching Hours:9
Policies and Problems
 

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.
Jayal, Niraja Gopal and Mehta, Pratap Bhanu (eds.), 2019. Politics in India, New Delhi: OUP.
Roy, Himanshu and Singh, Mahendra Prasad (eds.), 2018. Indian Political System, New Delhi: Pearson.

Essential Reading / Recommended Reading

Bhargava, Ashutosh and Acharya, Ashok (eds.), 2017. Poltical Theory: An Introduction, New Delhi: Pearson
Austin, Granville, 2014. The Indian Constitution: Cornerstone of a Nation, New Delhi: Oxford University Press.

Evaluation Pattern

 

Evaluation Pattern

CIA1

MSE* (CIA2)

CIA3

ESE**

Attendance

Weightage

20

25

20

30

05

* Mid Semester Exam      ** End Semester Exam

 

BPOL291B - STATE AND TERRORISM (2021 Batch)

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

Course Objectives/Course Description

 

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: 

  • understand the ambiguities surrounding the definition of terrorism.
  • develop enhanced understanding of the causes, motivations of terrorism, rationales of individuals and organizations using terrorism. 
  • analyze the rationale behind the strategies and the effectiveness of the strategy adopted by the states to counter terrorism

Course Outcome

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
 

What Is Terrorism; Debates on definition of terrorism

Evolution of terrorism

Motivations causes of terrorism

Unit-2
Teaching Hours:12
Terrorist Groups and Organizations
 

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
 

Terrorism and the media

Methods, tactics, tradecraft, techniques, technologies

Unit-4
Teaching Hours:12
State and Terrorism
 

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.
Crenshaw, M. (1981). The causes of terrorism. Comparative politics, 13(4), 379-399
Crenshaw, M. (2008). The debate over “new” vs.“old” terrorism. In Values and Violence (pp. 117-136). Springer, Dordrecht.
Griset, P. L., Mahan, S., & Griset, P. L. (2003). Terrorism in perspective. Thousand Oaks: Sage Publications.
Laqueur, W. (1986). Reflections on terrorism. Foreign Affairs., 65, 86.
Miller, A. H. (Ed.). (1982). Terrorism, the Media and the Law(p. 58). Dobbs Ferry, NY: Transnational Publishers.

Essential Reading / Recommended Reading

Brown, C. (2007). The new terrorism debates. Alternatives: Turkish Journal of International Relations, 6(3&4).
Dreher, A., Gassebner, M., & Siemers, L. H. (2010). Does terrorism threaten human rights? Evidence from panel data. The Journal of Law and Economics, 53(1),65-93.
Gearson, J. (2002). The nature of modern terrorism. The Political Quarterly, 73, 7-24.
Hoffman, P. (2004). Human rights and terrorism. Hum. Rts. Q., 26, 932.
Levitt, G. M. (1988). The western response to state supported terrorism. Studies in Conflict & Terrorism, 11(1), 53-62.
Rapoport, D. C. (2013). The four waves of modern terrorism: David C. Rapoport. In Terrorism Studies (pp. 63-82). Routledge.
Tilly, C. (2004). Terror, terrorism, terrorists. Sociological Theory, 22(1), 5-13.

Evaluation Pattern

Assessment Outline:

Course Code

Course Title

Assessment Details

BPOL291B

State and Terrorism

CIA 1

MSE

(CIA 2)

CIA 3

ESE

Attendance

20

Marks

25

Marks

20

Marks

30

Marks

05

Marks

Individual Assignment

Written Exam

Group Assignment

Written Exam

 
     

Section A: 

3 x 5 = 15 Marks

Section B: 

2 x 10 = 20 Marks

Section C: 

1 x 15 = 15 Marks

 

Section A: 

3 x 5 = 15 Marks

Section B: 

2 x 10 = 20 Marks

Section C: 

1 x 15 = 15 Marks

 

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

 

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:

  • Understand the philosophy behind aesthetics
  • Understand human perception of aesthetics
  • Appreciate morality and aesthetic judgements
  • Take cognizance of the influence of technology on aesthetics

 

 

Course Outcome

CO1: Discuss about the philosophy behind human aesthetics

CO2: Appreciate aesthetics from multiple perspectives

CO3: Create aesthetically appealing products

Unit-1
Teaching Hours:20
Aesthetica
 

Origin of modern aesthetics; the philosophy behind Aesthetics

Unit-2
Teaching Hours:15
Aesthetic Mind
 

Psychology of Aesthetics; morality; aesthetic judgements; appreciation of the environment

Unit-3
Teaching Hours:10
Functional Aesthetics
 

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

Individual Assignment

Mid-Semester Exam

Group Assignment

Attendance

25

45

25

05

BPSY291B - HUMAN ENGINEERING AND ERGONOMICS (2021 Batch)

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

Course Objectives/Course Description

 

Course Description: This course will 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:

  • Understand resultant factors of man-machine interaction.
  • Cognize with pertinent factors related to increasing the efficiency of people in their working environment.
  • Develop the competency of theoretical understanding for human engineering and ergonomics.

Course Outcome

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
Introduction to Human Engineering and Ergonomics
 

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
Job, Equipment, Workplace and Environmental Design
 

Task design and motivation; Job and team design; Workplace design;

Sound and noise; Illumination.

Unit-3
Teaching Hours:15
Design for Health, Safety and Comfort
 

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

Individual Assignment

Mid-Semester Exam

Group Assignment

Attendance

25

45

25

05

SDMS211 - EXPRESSIVE SKILLS (2021 Batch)

Total Teaching Hours for Semester:15
No of Lecture Hours/Week:1
Max Marks:50
Credits:1

Course Objectives/Course Description

 

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:

  • Develop discipline-specific skills for professional and personal growth.

  • Provide a platform to nurture and hone skills necessary for professional development.

Course Outcome

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
 

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.

 

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

 

Attendance

Submitting report

40 % weightage

60 % weightage

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

 

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:`

  • Develop the  listening and observational skills for the community
  • Interpret the  relevant resources and present it in a  story to community setup
  • Outline the understanding of various community media
  • Examine the understanding the norms of  community journalist

Course Outcome

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
 
  • Defining the Community
  • Introduction to concepts of community journalism
  • Public Journalism
  • Civic journalism,  
  • Advocacy journalism:  Definition, issues and concepts 
  • Origin and development of citizen journalism in global context.
Unit-2
Teaching Hours:15
Understanding History and Content of community media
 
  • The Evolution of Community Journalism as an International phenomenon
  • The state and role of community journalism in India
  • Critical analysis of community media
  • Community Radio in Indian perspective
  • Community Newspaper
  • News Sites
  • Community video
Unit-3
Teaching Hours:15
Reporting for the Community
 
  • Reporting and writing for: The community radio, 
  • Newspaper, 
  • Magazine and 
  • websites; 
  • Reporting the community beat:
  • Local and government stories,
  • Education
  • Health
  • Environment
  • Water and Sanitation
Unit-4
Teaching Hours:15
Ethics in community journalism
 
  • Factors driving citizen journalism practice
  • Outcome of citizen journalism practice
  • The future of citizen journalism
  • Ethical issues that arise in community reporting
  • Social media and community journalism 
Text Books And Reference Books:

Abernathy, P. M. (2014). Saving community journalism: The path to profitability. UNC Press Books. 
Biswal, S. K. (2019). Exploring the role of citizen journalism in rural India. Media Watch, 10, 43-54.
Bromley, M., & Romano, A. (Eds.). (2012). Journalism and democracy in Asia. Routledge. 
Lauterer, J. (2006). Community journalism: Relentlessly local. Univ of North
Carolina Press.
Nah, S., & Chung, D. S. (2020). Understanding citizen journalism as civic participation. Routledge.
Reader, B., & Hatcher, J. A. (Eds.). (2011). Foundations of community journalism. SAGE Publications.

Essential Reading / Recommended Reading

Adria, M., & Mao, Y. (Eds.). (2016). Handbook of research on citizen engagement and
public participation in the era of new media. IGI Global.
Allan, S., & Thorsen, E. (Eds.). (2009). Citizen journalism: Global perspectives (Vol. 1). Peter Lang.
Lauterer, J. (2005). Community journalism: A personal approach. Marion Street Press, Inc..
Ranganathan, M., & Rodrigues, U. M. (2010). Indian media in a globalised world. SAGE Publications India.
Rao, S., & Mudgal, V. (Eds.). (2018). Journalism, Democracy and Civil Society in India. Routledge.
Thomas, P. N. (2011). Negotiating communication rights: Case studies from India. SAGE Publications India.
Wall, M. (2018). Citizen journalism: Practices, propaganda, pedagogy. Routledge.

Evaluation Pattern

 

Course Code

Course Title

Assessment Details

BJOH 331

COMMUNITY JOURNALISM

CIA 1

MSE

(CIA 2)

CIA 3

ESE

Attendance

20

Marks

25

Marks

20

Marks

30

Marks

05

Marks

Individual Assignment

Written Exam

Group Assignment

Written Exam

 
     

Section A: 

5 x 10 = 50 Marks

 

Section A: 

5 x 10 = 50 Marks

 

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

 

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:

  • To equip students with the latest concepts and techniques of advertising
  • To understand market insights into strategies that attract eyeballs
  • To equip students with the recent concepts and practices in public relations
  • To understand the relevance of public relations  

Course Outcome

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
 
  • Advertising Importance and Functions
  • Advertising as a tool of communication,
  • Role of Advertising in Marketing mix
  • Types of advertising and New trends
Unit-2
Teaching Hours:15
Advertising Theories & Regulation
 
  • PR Advertising Theories and Models
  • AIDA model
  • DAGMAR Model
  • Maslow’s Hierarchy Model
  • Communication theories applied to advertising
Unit-3
Teaching Hours:20
Advertising and Ethics
 
  • Advertising through Print, electronic and online media
  • Ethical & Regulatory Aspects of Advertising
  • Ape`x Bodies in Advertising
  • AAAI
  • ASCI
Unit-4
Teaching Hours:20
Understanding Public Relations
 
  • Concepts and practices
  • Introduction to Public Relations
  • Growth and development of PR Importance
  • Role and Functions of PR Principles
  • Tools of Public relations
  • PR-Publics and campaigns
  • Research for PR Managing promotions and functions.
Text Books And Reference Books:

David, O. (1985). Ogilvy on Advertising. USA: Crown Publishers.
Frank, J. (1990). Advertising Made Simple. London: Made Simple Books.
Williams, R.(1980). Advertising: The Magic System, in Problems in Materialism and Culture. London: Verso, 170–195.
Chunawalla, S.A., Kumar, K.J. & Sethia, K.C. (2015). Advertising Theory And Practice. New Delhi: Himalaya Publishing House Pvt. Ltd.
Jethwaney, J. & Jain S. (2006). Advertising Management. Oxford University Press

Essential Reading / Recommended Reading

Jefkins, F. (1999). Public Relation Techniques. Butterworth-Heinemann.
Heath, R. L. (Eds.). (2000), Handbook of Public Relations. USA: Sage Publications.
Wilcox, D. L., Cameron, G. T. & Reber, B.H. (2015). Public Relations: Strategies & Techniques (11th ed.). England, UK: Pearson Education Ltd.
Cutlip, S.M. & Center, A.H. (1985). Effective Public Relations: Prentice Hall.
Kaul, J.M. (1976). Public Relation in India. India: Naya Prokash
Sampson, H. (1874). A History of Advertising from the Earliest Times. London: Chatto and Windus.

Evaluation Pattern

 

Course Code

Course Title

Assessment Details

BJOH341A

Advertising and Public Relation

CIA 1

MSE

(CIA 2)

CIA 3

ESE

Attendance

20

Marks

25

Marks

20

Marks

30

Marks

05

Marks

Individual 

Assignment

Written Exam

Group Assignment

Written Exam

 
     

Section A: 

5 x 10 = 50 Marks

 

Section A: 

5 x 10 = 50 Marks

 

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

 

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:

  • Be able to define “semiotics” and give a detailed explanation of its concepts and methods.

  • Be able to effectively identify and analyze media discourses 

  • Conduct systematic content analysis of media texts

Course Outcome

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
 

 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
 

Analyzing structures;  Textual interactions; 

Language and analysis of social laws; Criticisms of semiotic analysis

Unit-3
Teaching Hours:15
Discourse analysis
 

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
 

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.

 

Evaluation Pattern
 

Evaluation

Pattern

CIA1

MSE*

CIA3

ESE**

Attendance

Weightage 

20

25 (Departmental Level Assessment)

20

30

05

*MSE – Mid Semester Exam      **ESE – End Semester Exam

 

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

 

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: 

  • Expose students to the fundamentals of communicating through electronic media
  • Understand the nature of broadcast and techniques of writing news stories 
  • Familiarise with voice and articulation improvement and interviewing techniques
  • Enable students to demonstrate production practices of equipment and studio dynamics

Course Outcome

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.

Unit-1
Teaching Hours:20
Introduction to Radio Broadcasting
 
  • Growth of radio as a broadcast medium
  • Development of radio in India
  • Present status: Radio as a medium of communication
  • Broadcasting formats
  • Broadcast journalism: Yesterday, today and the future.
Unit-2
Teaching Hours:20
Writing for Radio
 
  • Writing for Radio
  • Elements of spoken word
  • Conceptual process
  • Production Techniques for Radio
  • Principles of Script Writing
  • Types of Scripts
  • Script Formats
  • Creativity in Scripting and Editing for Radio
  • Program genre
  • Types of programmes
  • Production
  • Talks, Interviews 
  • Discussions, Drama
  • Features
  • News
  • Special Audience Programmes
  • Sports
Unit-3
Teaching Hours:15
Television News Production
 
  • Television News Production
  • Single camera production
  • Characteristics of Single camera production
  • Team and their responsibilities
  • Production process
  • Development stage pre production stage
  • Production stage
  • Post production stage
  • News gathering techniques: ENG, SENG, DN and OB Production
  • Radio and television news.
Unit-4
Teaching Hours:20
News Bulletin Production
 
  • Basic Television news production techniques
  • Production of news bulletin magazine
  • Electronic News Gathering
  • Mobile Journalism
  • PTC and Sound byte
  • Current affair programs
  • News interviews
  • Production
  • Control room
  • Studio Floor
Text Books And Reference Books:

Agarwal, Vir Bala and V. S. Gupta (2001) “Handbook of Journalism and Mass 
Communication.” Concept Pub. Co. New Delhi. 
De Jonge, Fay A.C, Hakemulder and others. Radio and Television Journalism. Delhi. Anmol.
Hyde, S. A. (2013). Television and Radio Announcing, 12th Edition (12th ed.). Pearson.
Belavadi, V. (2021). Video Production . Oxford University Press; 2 edition.

Essential Reading / Recommended Reading

Parthasarathy, Rangaswami. (1998) Here is the News! Reporting for the Media. Sterling Publications..
Srampickal, Jacob, (1998) Communication and Media in India Today. Media House. New Delhi. 
White, Ted, (1996) Broadcast News Writing, Reporting, and Producing.  2nd ed., Boston., Focal Press.

Evaluation Pattern

 

Course Code

Course Title

Assessment Details

BJOH351

BROADCAST MEDIA (PRACTICAL PAPER)

Project 1

Project 2

Project 3

Project 4

20

Marks

30

Marks

20

Marks

30

Marks

Individual Assignment

Individual/Group Assignment

Group Assignment

VIVA and Final Submission

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

 

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.

  • Apply the basic steps inherent in the audio and video production processes.
  • Demonstrate awareness of Audio and Video production career opportunities.
  • Demonstrate basic audio and video production knowledge, and terminology. 
  • Demonstrate knowledge of a variety of digital acquisition hardware, digital cameras, digital storage media, samplers, microphones, etc.
  • Demonstrate an understanding of multi-track/MIDI digital audio recording utilizing a computer and audio production software.
  • Demonstrate an understanding of basic digital video as it relates to the non-linear and post-production process.

Course Outcome

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
 

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
 

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
 

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
 

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

 

Evaluation

Pattern

CIA1

CIA2

CIA3

CIA4

Weightage 

20

30 (Departmental Level Assessment)

20

30 (Departmental Level Assessment)

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

 

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:

  • Broader knowledge
  • Skill development
  • Personal Development
  • Cultural Competence

Course Outcome

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
 
  • First weekly report about the tasks undertaken in the week; 
  • For example, the daily task is given by the mentor, and your effort to full fill the task, homework, reading, collecting the material, and execution of your idea should be refect in your weekly report through the course of the internship. 
  • Internship summary that is typed and submitted at the end of each week of Internship as a weekly report
  • Word limit: Minimum 350 words and maximum 500 words. (Per week report)
Unit-2
Teaching Hours:0
Weekly Report 2
 
  • Second weekly report about the tasks undertaken in the week; 
  • For example, the daily task is given by the mentor, and your effort to full fill the task, homework, reading, collecting the material, and execution of your idea should be refect in your weekly report through the course of the internship. 
  • Internship summary that is typed and submitted at the end of each week of Internship as a weekly report
  • Word limit: Minimum 350 words and maximum 500 words. (Per week report)
Unit-3
Teaching Hours:0
Weekly Report 3
 
  • Third weekly report about the tasks undertaken in the week; 
  • For example, the daily task is given by the mentor, and your effort to full fill the task, homework, reading, collecting the material, and execution of your idea should be refect in your weekly report through the course of the internship. 
  • Internship summary that is typed and submitted at the end of each week of Internship as a weekly report
  • Word limit: Minimum 350 words and maximum 500 words. (Per week report)
Unit-4
Teaching Hours:0
Weekly report 4
 
  • Fourth weekly report about the tasks undertaken in the week; 
  • For example, the daily task is given by the mentor, and your effort to full fill the task, homework, reading, collecting the material, and execution of your idea should be refect in your weekly report through the course of the internship. 
  • Internship summary that is typed and submitted at the end of each week of Internship as a weekly report
  • Word limit: Minimum 350 words and maximum 500 words. (Per week report)
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: 

  • The internship has to be undertaken by the student for a period of four weeks (minimum 24 days);
  • A Daily work report has to be maintained by the student through the course of the internship. This should be submitted weekly to the faculty mentor.
  • A Consolidated Internship Report has to be submitted by the student to the department post the completion of the four-week internship; [FINAL REPORT]
  • A Certificate or a Letter of Completion of internship issued by the organization has to be submitted to the department by the student.

 Evaluation Pattern:

The students need to provide: 

  • Weekly report about the tasks undertaken that week; 
  • A consolidated report of all the activities that the students undertook with evidence and certification/letter of the same; 
  • Department Level Assessment

  

Evaluation

Pattern

Blue Book

(Work Done Diary & Final Internship Report)

Department Level Assessment 

Total 

Weightage 

25

25

50

*The Blue Book has to be submitted with a final consolidated report of the internship along with the certificate or letter provided by the organisation stating the completion of the internship. 

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

 

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:

  • Develop discipline specific skills for professional and personal growth.
  • Provide a platform to nurture and hone skills necessary for professional development.

 

Course Outcome

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
 

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

Attendance

Submitting report

40 % weightage

60 % weightage

 

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

 

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: 

  • Apply the academic learning to community service
  • Demonstrate awareness of Digital Media tools 
  • Understand the area and functions of service-learning.

Course Outcome

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
 
  • Service-Learning
  • The Role of Education in a Democracy
  • Becoming Community
Unit-2
Teaching Hours:9
Learning landscape
 
  • Communication in groups
  • Group Cohesion
  • Creating cultural connection
Unit-3
Teaching Hours:9
Investigation and Needs assessment
 
  • Identifying the NGO’s
  • Needs assessment of the NGO
  • Developing the concept
Unit-4
Teaching Hours:6
Planning and Design
 
  • Creating the concept note
  • Developing the Training modules
  • Scheduling
Text Books And Reference Books:

Development, Alexandria, Va. (1995). Enriching the Curriculum Through Service Learning. Association for Supervision and Curriculum Development.
Kinsley, C. W. E., Mcpherson, K. E., & Association for Supervision and Curriculum 
McDonald, T. (2011). Social responsibility and sustainability: Multidisciplinary perspectives through service learning. Sterling, Va: Stylus Pub.
Rhoads, R. A. (1997). Community service and higher learning: Explorations of the caring self. Albany: State University of New York Press.

Essential Reading / Recommended Reading

Stahly, G. B., Corrigan, R. A., & Eisman, G. S. (2011). Gender Identity, Equity, and 
Violence: Multidisciplinary Perspectives Through Service Learning. Place of publication not identified: Stylus Publishing.
Virginia Polytechnic Institute and State University. (1995). Service-learning: Students through service. Blacksburg, Va: Service-Learning Center, Virginia Tech.

Evaluation Pattern

Course Code

Course Title

Assessment Details

SEL311

SERVICE-LEARNING - I

(Practical paper)



Project 1

Project 2

Project 3

10

Marks

20

Marks

20

Marks

Individual/Group Assignment

Individual/Group Assignment

VIVA and Final Submission

 

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

 

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: 

  • Relate the nature and potential of communication for holistic social development
  • Analyze the contribution of different organization for development
  • Formulate the strategy for a development communication project
  • Discuss the different  case studies of development communication

Course Outcome

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
 
  • Definition of Development communication
  • Concept of Development
  • Philosophy of Development Communication
  • Problems of Underdevelopment
  • Reasons for Development Communication 
  • Characteristics of Development communication
  • Approaches to development communication: UNICEF, UNDP
Unit-2
Teaching Hours:20
Theories on Development from Indian and Western perspective
 
  • Theories and Models of Communication for Development: Daniel Lerner, Everett M. Rogers, Wilbur Schramm; 
  • Models of development; 
  • Interdependent Model of communication; 
  • Dependency model of Communication; 
  • Gandhian meta model of development; 
  • Communication-Based assessment of Development Programs: Strategy design, Implementation, monitoring, evaluation
Unit-3
Teaching Hours:20
Role of Media in Development
 
  • Components of Communication for Development: 
  • Print Media, 
  • Electronic Media, 
  • Social Marketing
  • Social Advertising 
  • Behavioural Change, 
  • Social Activism; 
  • People’s Media: Folk/Traditional Media, 
  • Street Theater; 
  • Case studies of experiments in development communication: Chatera, Jhabua experiments.
Unit-4
Teaching Hours:15
Contextualization of media in various development activities
 
  • Media’s coverage on contemporary developmental issues: Case studies  
  • Environment, 
  • Health, 
  • Child Development, 
  • Maternal Care, 
  • Population, 
  • Women Empowerment; 
  • Designing Development communication programs and Projects; 
  • Research approaches in Development Communication
Text Books And Reference Books:

Jain, R. (2003). Communicating rural development: Strategies and alternatives. Jaipur: Rawat Publications.
Mefalopulos, P. (2008). Development communication sourcebook: Broadening the boundaries of communication. The World Bank.
Melkote, S. R., & Steeves, H. L. (2014). Communication for Development in the Third  World. New Delhi: SAGE Publications.
Narula, U. (2016). Development Communication. New Delhi: Har Anand Publication Pvt Ltd.
Servaes, J. (Ed.). (2007). Communication for development and social change. SAGE Publications India.
Vilanilam, J. V. (2009). Development communication in practice: India and the millennium development goals. New Delhi : Thousand Oaks, Calif.: SAGE Publications India ; SAGE.

Essential Reading / Recommended Reading

Chauhan, Meenakshi R. (1995). Advertising- The Social Ad Changes. New Delhi: Ammol  Publications Pvt Ltd. 
Epskamp, C. P., & Epskamp, K. (2006). Theatre for development: An introduction to context, applications and training (Vol. 1, No. 84277-84735). Zed Books
Madhusudan, K. (2006). Traditional Media and Development Communication. New Delhi: Kanishka Publishers.
Mathur, K. B. (1994). Communication for Development and Social Change. New Delhi: Allied Publications.
Mc Phail, T. L. (2009). Development communication: Reframing the role of the media. Chichester, U.K. ; Malden, MA: Wiley-Blackwell.
Sheikh,Jamal. (2013). Development Communication and Journalism. New Delhi: Centrum Press.
Sinha, D. (2013). Development Communication: Contexts for the Twenty-first Century. New Delhi: Orient BlackSwan.

 

Evaluation Pattern

 

Course Code

Course Title

Assessment Details

BJOH431

DEVELOPMENT COMMUNICATION

CIA 1

MSE

(CIA 2)

CIA 3

ESE

Attendance

20

Marks

25

Marks

20

Marks

30

Marks

05

Marks

Individual Assignment

Written Exam

Group Assignment

Written Exam

 
     

Section A: 

5 x 10 = 50 Marks

 

Section A: 

5 x 10 = 50 Marks

 

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

 

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:

  • To familiarize students with the process of research

  • To sharpen their investigative capacities

  • To educate them about data collection and how to analyse data.

 

 

Course Outcome

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
 

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
 

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
 

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
 

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

Evaluation

Pattern

CIA1

MSE*

CIA3

ESE**

Attendance

 

Weightage

20

25

20

30

05

 

*MSE – Mid Semester Exam      **ESE – End Semester Exam

 

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

 

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:

  • To develop discussion and development of theoretical frameworks for the study and practice of media psychology.
  • To encourage students the effective and ethical uses of media to inform the public about the science and profession of psychology and the impact of media on individuals and society.
  • To create awareness among students on the importance of applying psychological knowledge in the development and use of positive and pro-social media.

Course Outcome

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
 
  • Media psychology: Definition, Importance, Scope and Practice
  • Basics of Psychology for media professionals
  • Sensation and Perception, Learning, Memory, attention, language, motivation, personality
Unit-2
Teaching Hours:15
Theoretical issues in media research and its contribution to media psychology
 
  • Early approaches to media, McLuhan and Postmodernism
  • Early studies of Psychology and Media
  • Behaviourism and media research
  • Cognitive psychology and media research
  • Cultivation theory and media research
  • Gratification theory and media research
  • Expectancy value theory and media
  • Audience research and media psychology
Unit-3
Teaching Hours:15
The Social Psychology of the media
 
  • Social thinking: self, social beliefs, attitudes, impression formation
  • Social influence: conformity, persuasion, group influence
  • Social relation: interpersonal relations, prejudice, aggression, conflict and peacemaking
  • Representation of social groups in media: Gender, Minorities, Disabilities Internet
  • Social relations: Online persona, group dynamics on internet
  • Psychology of online aggression
  • Psychology of interpersonal online attraction and dating, altruism on the net
  • Psychology of online gaming, gender issues and sexuality in internet.
Unit-4
Teaching Hours:15
Psychological Effects and Influence of Media
 
  • Negative effect and influence of media
  • Media and Violence
  • Influence of Pornography and Erotica
  • Cognitive and Behavioural Effects of Advertising
Text Books And Reference Books:

Giles, D. (2003). Media Psychology. London: Routledge. 
Kalat, J. W. (2014). Introduction to Psychology. Boston: Cengage Learning.   
Santrock, J,W. (2011). LifeSpan Development. New Delhi:  Tata McGraw Hill.

Essential Reading / Recommended Reading

Myers, D,G. (2011). Social Psychology. New Delhi:  Tata McGraw Hill.
Wallace,P. (2015). Psychology of the Internet. New York:  Cambridge University Press

Evaluation Pattern

 

Course Code

Course Title

Assessment Details

BJOH442

INTRODUCTION TO MEDIA PSYCHOLOGY

CIA 1

MSE

(CIA 2)

CIA 3

ESE

Attendance

20

Marks

25

Marks

20

Marks

30

Marks

05

Marks

Individual Assignment

Written Exam

Group Assignment

Written Exam

 
     

Section A: 

5 x 10 = 50 Marks

 

Section A: 

5 x 10 = 50 Marks

 

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

 

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:

  • To understand the social, political and cultural milieu in South Asia
  • To be able to critically comprehend the caste, class, political, gender and religious dynamics that are unique to South Asia
  • To be able to report objectively and collaboratively  about social, political and cultural issues in South Asia

Course Outcome

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
 
  • Definition 
  • Historical connotations of caste
  • Structural inequalities 
  • Mechanisms, Genesis and development of caste
  • Cross - comparison with race using Isabel Wilkerson’s book ‘Caste: The Origin of our Discontents’ 
  • Critical reading of Ambedkar’s works
Unit-2
Teaching Hours:20
Understanding Gender
 
  • Concepts of sex and gender
  • Gender identity
  • Gender expression
  • Transgender and transsexual 
  • History of gender issues and feminism
  • Feminist theory
Unit-3
Teaching Hours:20
Understanding Politics in South Asia
 
  • Political culture and heritage
  • Government structure and institutions
  • Political parties and leaders
  • Conflict and resolution, and Modernization and development
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:

 

Course Code

Course Title

Assessment Details

BJOH2

451

REPORTING SOUTH ASISA

Project 1

Project 2

Project 3

Project 4

20

Marks

30

Marks

20

Marks

30

Marks

Group Assignment

Departmental Level Assessment

Group

Assignment 

Departmental Level Assessment

   

All the evaluations will be department level.

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

 

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:

  • Tell socially engaging stories through documentaries.
  • Research, develop and produce a documentary film. 
  • Understand the current context of documentary filmmaking by examining the history of the genre and its different forms.

Course Outcome

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
Understanding the Documentary
 

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
Documentary Research and Pre-production
 

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
Documentary Storytelling and Production
 

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
Post Production & Final Production
 

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:
  • Barnouw, E., & Krishnaswamy, S. (1963). Indian film. London: Columbia University Press.
  • Grant, B. K., & Hillier, J. (2009). 100 documentary films. Basingstoke: Palgrave Macmillan.Martin, J. R., & Martin, A. J. H. (2014). Create documentary films, videos and multimedia: A comprehensive guide to using documentary storytelling techniques for film, video, Internet and digital media projects. Orlando, Florida : Real Deal Press, [2014] ©2014
  • Jag, M., & India. (1990). Documentary films and national awakening. New Delhi: Publications Division, Ministry of Information and Broadcasting, Govt. of India.
Essential Reading / Recommended Reading
  • Boon, T., & Rotha, P. (2008). Films of fact: A history of science in documentary films and television; written to mark the centenary of Paul Rotha, documentarist, 1907-1984. London: Wallflower Press.
  • In Renov, M. (2015). Theorizing documentary. London ; New York : Routledge, Taylor & Francis Group, 2015
  • Trisha Das How to Write a Documentary Double Take by PSBT
  • Rosenthal, Alan (1996) Writing, Directing, and Producing Documentary Films and Videos. Carbondale, IL: Southern Illinois University Press.
Evaluation Pattern

 

Evaluation

Pattern

CIA1  

CIA-2 (MSE)

CIA3

CIA-4 (ESE)

Weightage

20

30

(Departmental Level Assessment)

20

30

(Departmental Level Assessment)

No written examination. Departmental level assessment will be conducted

SDMS411 - KNOWLEDGE APPLICATION SKILLS (2020 Batch)

Total Teaching Hours for Semester:15
No of Lecture Hours/Week:1
Max Marks:50
Credits:1

Course Objectives/Course Description

 

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:

  • Develop discipline specific skills for professional and personal growth.
  • Provide a platform to nurture and hone skills necessary for professional development.

 

Course Outcome

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
 

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

Attendance

Submitting report

40 % weightage

60 % weightage

 

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

 

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:

  • To make students aware of how community systems work.
  • To make them understand community related issues.
  • To develop skills of students in relating with local community members.

Course Outcome

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.

Unit-1
Teaching Hours:10
Implementation of the Modules
 
  • Service: Learning through a practical approach
  • Learning by doing
  • Implementing the modules
Unit-2
Teaching Hours:10
Community Service and Social Action
 

 

  • Communication among groups
  • Understanding the process
  • Assessing the implementation
Unit-3
Teaching Hours:10
Reflections and Outcome
 

 

  • Participant verification of representation
  • Field Reflection
  • Transformational Learning
  • Critical Inquiry
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.
McDonald, T. (2011). Social responsibility and sustainability: Multidisciplinary perspectives through service learning. Sterling, Va: Stylus Pub.
Rhoads, R. A. (1997). Community service and higher learning: Explorations of the caring self. Albany: State University of New York Press.

 

Essential Reading / Recommended Reading

Stahly, G. B., Corrigan, R. A., & Eisman, G. S. (2011). Gender Identity, Equity, and 
Violence: Multidisciplinary Perspectives Through Service Learning. Place of publication not identified: Stylus Publishing.
Virginia Polytechnic Institute and State University. (1995). Service-learning: Students learning through service. Blacksburg, Va: Service-Learning Center, Virginia Tech.

 

Evaluation Pattern

Course Code

Course Title

Assessment Details

SEL411

SERVICE-LEARNING - II

(Practical paper)



Project 1

Project 2

Project 3

10

Marks

20

Marks

20

Marks

Individual/Group Assignment

Individual/Group Assignment

VIVA and Final Submission

 

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

 

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:

  • To critically evaluate the evolution of global media from newspapers to new media looking at developments in the political and social sphere.
  • Engage with different empirical and theoretical approaches to the analysis of mass media and public opinion  
  • Identify causal mechanisms by which media coverage can (and cannot) shape public opinion on global issues and foreign policy  
  • Compare and analyse the sources of influence on media coverage of international politics  Understand and articulate the effects of media framing and agenda-setting on contemporary climate change and immigration debate.

Course Outcome

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
 
  • Media and international communication
  • The advent of popular media
  • A brief overview Nazi propaganda in the inter-war years
Unit-2
Teaching Hours:20
Global Media
 
  • Global Conflict and Global Media: 
  • World Wars and Media Coverage post 1990 
  • Rise of Al Jazeera, The Gulf Wars: CNN’s satellite transmission
  • Embedded Journalism
  • 9/11 and implications for the media
Unit-3
Teaching Hours:20
Media and Globalization
 
  • Media and Cultural Globalization
  • Cultural Imperialism
  • Cultural politics: media hegemony and Global cultures
  • Homogenization, the English language Local/Global, Local/Hybrid 
Unit-4
Teaching Hours:20
Global Market Discourses
 
  • Media and the Global market
  • Discourses of Globalisation: barrier–free economy, multinationals, technological developments 
  • Digital divide Media conglomerates and monopolies: Ted Turner/Rupert Murdoch
  • Global and regional integrations
Text Books And Reference Books:

Daya, K. (2003) International Communication: Continuity and Change, Oxford University Press .
Yahya, R.K. & Snow, N. (2004) War, Media and Propaganda-A Global Perspective, Rowman and Littlefield Publishing Group.

 

Essential Reading / Recommended Reading

Choudhary, K. (2007) Globalisation, Governance Reforms and Development in India, Sage, New Delhi.
Lyn, G and David, M. (2009)Media and Society into the 21st Century: A Historical Introduction. (2nd Edition) Wiley-Blackwell, pp.82-135, 208-283.
Monroe, P (2002). Media Globalisation’ Media and Sovereignty, MIT press, Cambridge.
Patnaik, B.N & Imtiaz H (ed). (2006) Globalisation: language, Culture and Media, Indian Institute of Advanced Studies, Shimla.
Singh, Y. (2000). Culture Change in India: Identity and Globalisation, Rawat, Publication, New Delhi.

 

Evaluation Pattern

 

Course Code

Course Title

Assessment Details

BJOH531

GLOBAL MEDIA AND POLITICS

CIA 1

MSE

(CIA 2)

CIA 3

ESE

Attendance

20

Marks

25

Marks

20

Marks

30

Marks

05

Marks

Individual Assignment

Written Exam

Group Assignment

Written Exam

 
             

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

 

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: 

  • Know the freedom of the press and constitutional rights
  • Outline the historical perspective of mass media laws
  • Apply the different media related act in professional life
  • Relate the role of RTI in media profession

Course Outcome

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

Unit-1
Teaching Hours:15
Introduction to the Constitution of India
 

 

  • Indian Constitution - Preamble
  • Salient features of the Indian Constitution
  • Fundamental Rights, Duties  
  • Directive Principles
  • Constitutional Provisions for the freedom of speech and expression:
  • Article 19(1) (a)Reasonable restrictions
  • Article 19 (2) Supreme Court Cases Related to Article 19
Unit-2
Teaching Hours:15
History of Press Law
 

 

  • A Brief Historical Perspective of Mass Media Laws in India; 
  • Press and Registration of Books Act 1867
  • Official Secrets Act 1923
  • Working Journalists Act 1955
  • Parliamentary Proceedings (Protection of Publication) Act 1956 
  • Legislative Privileges and Contempt of Legislature 
  • Sedition
Unit-3
Teaching Hours:15
Legal Issues and Media
 

 

  • Brief introduction of Judicial System in India
  • Contempt of Court Act
  • Law of Defamation
  • Cinematography Act; Film Censorship; 
  • Copyright Act; 
  • Law of Obscenity;
  • Information Technology Act; 
  • Cyber laws; 
  • Video piracy; 
  • Right to Information Act
Unit-4
Teaching Hours:15
Legal and Ethical Aspects of Media
 
  • Legal and ethical aspects of radio and television broadcasting; 
  • Photography 
  • Advertising laws in India: 
  • AIR and DD Codes for Commercial Advertising,  
  • Political, Corporate, Social, Religious Advertisers and Lobbies pressures on media; Intellectual Property Rights; 
  • Cable TV Network Act
Unit-5
Teaching Hours:15
The Legal Regime
 

 

  • Recommendation of First and Second Press Communications; 
  • Structure and Functions of PCI
  • Prasar Bharati Act 1990; 
  • Self-Regulation for media organisations; 
  • Professional code of conduct for media
Text Books And Reference Books:

Basu, D. D. (2002). Law of the Press. New Delhi: Prentice Hall of India Pvt Ltd.
Louis D A. (2005) Ethics in Media Communications, USA: Thomson Wadsworth
Madhavi G.D (2006) Facets of Media Law, Lucknow: Eastern Book Company
Minattur, J. (2012). Freedom of the press in India: constitutional provisions and their application. Springer.
Philip S. & Kathy F. (2000). Journalism Ethics, New York: Harcourt Brace College Publishers
 
 

Essential Reading / Recommended Reading

Bhattacharjee, S. (2005). Media and Mass Communication An Introduction. Delhi: Kanishka Publishers and Distributors.
Hakemulder, J. R. (1998). Mass Media. Mumbai: Anord Publication Pvt Ltd.
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.
Manna, B. (2003). Mass Media and Related Laws in India. Academic Publishers.
Powe, L. A. (1992). Fourth Estate Constitution:P Freedom of the Press in America. New Delhi: Affiliated East West Press Pvt Ltd.
Rayudu, C. S., & Rao, N. S. (1995). Mass Media Laws and Regulation. New Delhi: Himalaya Publishing House.
Schmuhl, R. (1984). The Responsibilities of Journalism. New Delhi: Affiliated East West Press Pvt Ltd.
Singh, J. K. (2002). Media Culture and Communication. Jaipur: Mangal Deep Publications.

Evaluation Pattern

 

Course Code

Course Title

Assessment Details

BJOH532

MEDIA LAW

CIA 1

MSE

(CIA 2)

CIA 3

ESE

Attendance

20

Marks

25

Marks

20

Marks

30

Marks

05

Marks

Individual Assignment

Written Exam

Group Assignment

Written Exam

 
     

Section A: 

5 x 10 = 50 Marks

 

Section A: 

5 x 10 = 50 Marks

 

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

 

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
- To have a theoretical understanding of new media
- To familiarize with new media as an added platform for journalism

 

Course Outcome

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
 

1. What is new media? Why New Media? What is traditional media? 
2. Difference between new and traditional media. 
3. The Digital Age, the Rise of Internet, Implications for the traditional Media. 
4. Why New Media and Social Media? 
5. Ever changing nature of New Media and its effects on journalism 
6. Role of the journalist in the new media environment – Multi-tasking
7. Basic Concepts: 

- Virtual space or cyberspace
- Cyber culture, 
- Cyber journalism
- Cross-Media Journalism
- Digital divide
- Convergence
- Extreme Customization
- Audience fragmentation

Unit-2
Teaching Hours:15
New Media Tools for Journalists and Consumers
 

 
. The multimedia in New Media
. The smartphone revolution
. News apps, Animations (as a journalistic storytelling tool
. Videos & Podcasts
. Online Newspapers and Magazines
. Digital Media Feeds; Blogs, Wiki, SMS, Internet TV, Internet Radio & Memes.
. Overview on virtual reality, Augmented reality, and mixed reality, Dynamic responsive home page, significance of UX (User Experience)
. Emerging new media technologies: anti-ad blocking, automated journalism, social outreach apps, data scrollytelling/visualisation, wearable journalism, video creation technology, chatbots, drones, text to video creation

Unit-3
Teaching Hours:20
Business / Governance and social media
 

. New Media and Democracy
. E-commerce
. Consumer societies and new media
. Globalisation and new media
. Hyperlocal Journalism
. E-governance: potentials and criticism with reference to India 
. Infrastructural Requirements  
. M-Governance

Unit-4
Teaching Hours:20
Conceptualizing Websites
 

. Components of a website
. Web layout - Aesthetics for online portals: design, layout, colour, graphics, visual information. 
. Different types of websites.
. Writing and Design for online medium - Interactivity of form and content in new media
. Linear writing v. interactive writing
. Grammar of interactivity
. Multimedia storytelling
. Hypertext fiction.

Text Books And Reference Books:

Briggs, M. (2013). Journalism next: A practical guide to digital reporting and publishing. CQ Press.
Dewdney, A., & Ride, P. (2006). The Digital Media Handbook. Routledge.
Fenton, N. (2010). New media, old news: Journalism and democracy in the digital age. Sage Publications.

Essential Reading / Recommended Reading

Alred, G. J., Brusaw, C. T., & Oliu, W. E. (2009). Handbook of technical writing. Macmillan.
Anand, E. (2018). A Handbook of Journalism: Media in the Information Age. India: SAGE Publishing.
Bonime, A., & Pohlmann, K. C. (1997). Writing for New Media; The Essential Guide to  Writing for Interactive Media, Cdrom, and the Web. John Wiley & Sons
Bai, X. (2017). Exploiting search history of users for news personalization. Information Sciences, 125-137.
Benson, R. (2018). Paywalls and public knowledge: How can journalism provide quality news for everyone? Journalism, 146-149.
Chu, S. (2009). Using eye tracking technology to examine the effectiveness of design elements on news websites. Information Design Journal, 31-43.
Chung, D. S. (2008). Interactive feature of online newspapers: Identifying patterns and predicting use of engaged readers. Journal of Computer mediated communication, 658- 679.
Cornia, A. A. (2016). Private Sector Media and Digital News. Oxford: Reuters Institute for the Study of Journalism.
Delfanti, A. (2019). Introduction to Digital Media. London: John Wiley & Sons.
FICCI. (2016). The Future: Now streaming. India: KPMG.
FICCI. (2017). Media for the masses: The promise unfolds. India: KPMG.
FICCI. (2019). A billion Screens of opportunity. Kolkata: Ernst & Yound LLP.
Freidman, T. (2005). The world is flat. New York: Farrar, Straus and Giroux, 488.
Kamalipour, Y. R. (Ed.). (2007). Global communication. Wadsworth Publishing Company.
Ross-Larson, B. C. (2002). Writing for the Information Age: Light, Layered, and Linked. WW Norton & Company.
Nath, S. (2005). Assessing the State of Web Journalism. AuthorsPress.
Lee, E.‐J. (2017). When News Meets the Audience: How Audience Feedback Online Affects News Production and Consumption. Human Communication Research, 436- 449.
Nechushtai, E. (2019). ‘Stay informed’, ‘become an insider’ or ‘drive change’: Repackaging newspaper subscriptions in the digital age. Journalism, 1-18.
Newman, N. F. (2017). Reuters Institute Digital News Report 2016. Oxford: Reuters Institute for the Study of Journalism.
Scott, C. F. (2017). Time spent online: Latent profile analyses of emerging adults’ social media use. Computers in Human Behavior, 311-319.
Ward, M. (2013). Journalism online. Routledge.
Whittaker, J. (2002). Web production for writers and journalists. Psychology Press.

Zamith, F. (2012). Online news: Where is the promised context? ObCiber, 265-286.

Evaluation Pattern

 

Course Code

Course Title

Assessment Details

BJOH533

NEW MEDIA JOURNALISM

CIA 1

MSE

(CIA 2)

CIA 3

ESE

Attendance

20

Marks

25

Marks

20

Marks

30

Marks

05

Marks

Individual Assignment

Written Exam

Group Assignment

Written Exam

 
     

Section A: 

5 x 10 = 50 Marks

 

Section A: 

5 x 10 = 50 Marks

 

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

 

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:

  • explore the major aesthetic trends in the history of cinema.
  • understand the nature and process of film production.
  • learn how to read and analyze film as you would a novel, a poem or a short story
  • familiarize with certain theoretical ideas presented by major film theorists.

Course Outcome

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
 
  • The growth and development of cinema in the world
  • Film as a medium of mass communication
  • Cinema as art, industry and business
  • Important stages of development of cinema: Planning and Research, Shooting, Editing, Distribution
  • Forms of cinema: Fiction, Documentary, Educational and instructional, Animation
Unit-2
Teaching Hours:10
The language of films
 
  • Characteristic of the film medium
  • Mise-en-Scene
  • Shot composition
  • Psychological and aesthetic significance
  • Reporting about Films
Unit-3
Teaching Hours:10
Cinema and the State
 
  • Politics and Cinema
  • Sociology of cinema
  • Censorship of films
  • Pre- and post-independence Indian Cinema
  • Government bodies related to cinema
  • National and Regional Cinema.
Unit-4
Teaching Hours:10
Business of films
 
  • The Political Economy of Film
  • Film festivals and film awards
  • Corporatization of the film industry
  • Globalisation and cinema
Unit-5
Teaching Hours:15
Major film theories and movements
 
  • Criticism and review of cinema
  • New wave cinema
  • Realist Film Theory
  • Auteur theory
  • Marxist film theory
  • Formative Film Theory
Text Books And Reference Books:

Andrew, J. D. (1976). The major film theories: An introduction. Oxford University Press.
Barnouw, E. (1980). Indian film. New York: Oxford University Press.
Canudo, R. (1911). Birth of the Sixth Art
Canudo, R. (1927). Manifesto of the Seven Arts - Literature/Film Quarterly, SUMMER 1975, Vol. 3, No. 3, pp. 252-254
Gokulsing, K. M., & Dissanayake, W. (Eds.). (2013). Routledge Handbook of Indian cinemas. Routledge.
Monaco, J. (1981). How to read a film: The art, technology, language, history, and theory of film and media. New York: Oxford University Press.

Essential Reading / Recommended Reading

Bordwell, D., Thompson, K., & Smith, J. (1993). Film art: An introduction (Vol. 7). New York: McGraw-Hill
Hill, J., Gibson, P. C., Dyer, R., Kaplan, E. A., & Willemen, P. (Eds.). (1998). The Oxford guide to film studies. Oxford: Oxford University Press.

 

Evaluation Pattern

 

Course Code

Course Title

Assessment Details

BMST641

FILM STUDIES

CIA 1

MSE

(CIA 2)

CIA 3

ESE

Attendance

20

Marks

25

Marks

20

Marks

30

Marks

05

Marks

Individual Assignment

Written Exam

Group Assignment

Written Exam

 
     

Section A: 

5 x 10 = 50 Marks

 

Section A: 

5 x 10 = 50 Marks

 

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

 

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:  

  • This course will focus on writing about and reporting on amateur and professional sports.
  • As a sports journalist, we expect the studies to cover a variety of job duties such as reporting game statistics, interviewing coaches and players and offering game commentary. 
  • They will be equipped to work in a variety of media, including radio, television and print

Course Outcome

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
 
  • History of Sports Media
  • Scope and importance of sports journalism
  • Objectives and basis of physical education
  • Contents of physical education program
  • Sports coverage in media (Print/Broadcast/Online Media)

 

Unit-2
Teaching Hours:15
Understanding Sports and Sports Administrations
 
  • Understanding multiple sports and sports events
  • Rules and regulations of various sports
  • Standard requirements of various sports and sport events
  • Important Sports Organisations in the world and India
  • Important sports tournaments across the world
  • Sports Budget: Types of budgets and preparation of sports budget
  • Understanding sports audiences

 

Unit-3
Teaching Hours:15
Sports Reporting and Writing I
 
  • Fundamentals of Sports Writing for different sports events: Resources for Sports writers,Game advances, Game coverage, Maintaining statistics
  • Sports Reporting and its requirements
Unit-4
Teaching Hours:20
Sports Reporting and Writing II
 
  • Writing investigative sports articles; Writing sports stories for multiple media platforms
  • Techniques of effective endings
  • Types of article structures: Inverted pyramid and diamond structure, writing about sports injuries
  • Developing a feature from a sports event; Interviewing for sports:Types of interviews, Interviewing sports personnel
  • Ethics and professionalism in sports and sports journalism.
Text Books And Reference Books:

Raney, A. A., & Bryant, J. (2014). Handbook of sports and media. New York: Routledge, Taylor & Francis Group.
Schultz, B., & Arke, E. (2016). Sports media: Reporting, producing, and planning.

Essential Reading / Recommended Reading

Rajsekhar, T. (2007). Media and sports journalism. New Delhi: Sonali Publications.
Reinardy, S., & Wanta, W. (2015). The essentials of sports reporting and writing. New York: Routledge.
Wilstein, S. (2002). Associated Press sports writing handbook. New York: McGraw-Hill.

Evaluation Pattern

 

Evaluation

Pattern

CIA1

CIA 2

(Department Level Assessment)*

CIA3

ESE

(Department Level Assessment)*

Weightage 

20

30

20

30

*MSE and ESE are submission and Department Level Assessment

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

 

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:

  • To use the skills and knowledge to make positive contributions
  • Demonstrate an understanding of applying effective media design treatments appropriately to multimedia productions
  • To practice specialized multimedia design and production skills 
  • To Discuss current multimedia production technologies and issues.

Course Outcome

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
 
  • Introduction to concepts of digital designs
  • Visual designing for digital media
  • Digital media ecosystems
  • Principles and elements of Design
Unit-2
Teaching Hours:19
Understanding Web Designing
 
  • Basics concepts of web designing
  • Static website on Adobe Photoshop- Slice tool
  • Introduction to Adobe Dreamweaver- user interface, tools, layout-tables and forms, components of properties panel, bootstrap component/container, navigation, div tag, Cascading Style Sheet (CSS), hyperlink, HTML and file management 
  • Host website on local server-Xampp server 
  • Create responsive website on wordpress- astra theme and WIX
  • Content management systems
Unit-3
Teaching Hours:8
Introduction to Digital Production
 
  • Typography Principles & Practices
  • Typography Display & Composition
  • Selecting & Editing Visual Media
  • Integrated Composition
Unit-4
Teaching Hours:13
Publication to Digital Design: The Mechanics
 
  • Introduction to Adobe Illustrator-  workspace, tools, artboard, basic shapes & objects, vector images, layer, masks, swatches, drawing with pen tool, image trace and compounding vector shapes.
  • Designing logo, e-brochure and e-posters 
  • Institutional advertisement
Text Books And Reference Books:

Pipes, A., & In Antoniou, Z. (2011). Production for graphic designers. London: Laurence King.
Jason Whittaker. (2009). Producing For Web 2.0 A Student Guide Third Edition. Routledge.

Essential Reading / Recommended Reading

Arola, Kristin L., Sheppard, Jennifer., Ball, Cheryl E., & Lunsford, Andrea A. (2016). Writer. Bedford/st Martins.
Johansson, K., Lundberg, P., & Ryberg, R. (2012). A Guide to Graphic Print Production. Hoboken: Wiley.
McWade, J. (2009). Before and after page design. Berkeley, Calif: Peachpit.
Sherwin, D. (2011). Creative Workshop: 80 Challenges to Sharpen Your Design Skills. Cincinnati: F+W Media.

Evaluation Pattern

Course Code

Course Title

Assessment Details

BJOH551

DIGITAL MEDIA PRODUCTION(PRACTICAL PAPER)

Project 1

Project 2

Project 3

Project 4

20

Marks

30

Marks

20

Marks

30

Marks

Individual Assignment

Individual/Group Assignment

Group Assignment

VIVA and Final Submission

 

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

 

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:

  • Broader knowledge
  • Skill development
  • Personal Development
  • Cultural Competence

Course Outcome

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

Unit-1
Teaching Hours:0
Weekly Report one
 

Progress report and update the blue book.

Unit-2
Teaching Hours:0
Weekly Report Two
 

Progress report and update the blue book.

Unit-3
Teaching Hours:0
Weekly Report Three
 

Progress report and update the blue book.

Unit-4
Teaching Hours:0
Weekly Report Four
 

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

 

Course Code

Course Title

Assessment Details

BJOH581

INTERNSHIP- II

(Practical paper)



Blue Book

(Work Done Diary & Final Internship Report)

VIVA and Presentation 

25

Marks

25

Marks

Individual Assignment

VIVA and Final Submission

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

 

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: 

  • To familiarize the students with the advance element of research. 
  • To taking up an independent research dissertation project. 
  • Understand the media related research projects.

Course Outcome

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
 

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.

  • Need for the study
  • Statement of the problem/Title of the study
  • Scope of the study
  • Objectives of the study
  • Limitations of the study
Unit-2
Teaching Hours:10
Review of Literature
 

This chapter shall consist of the following sub-topics.

  • Introduction (how the chapter is presented)
  • Operational definitions/terms
  • Hypotheses(if any) 
  • Sampling size and sampling technique 
  • Data and the sources of data collection
  • Methods of data collection
  • The various techniques used in analysis of data
Unit-3
Teaching Hours:25
Research Methodology
 

 

  • Hypothesis testing: the outcome related to hypothesis testing should be mentioned.
  • Theoretical Framework
  • Research design and process
Unit-4
Teaching Hours:20
Data Analysis and interpretation
 
  • Analysis and arranging the results
  • Interpretation of results with help of tables, graphs and text 
  • The table shall be listed first, then the graph, followed by the finding and brief interpretation all fitting into one page per table. 
  • Outcome related to hypothesis testing should be mentioned and also the final conclusion of proving or disproving the null/alternative hypothesis.


Unit-5
Teaching Hours:10
Findings, suggestions and conclusion
 
  • Suggestions based on the findings should be discussed and a overall conclusion
  • Implications
  • Scope for future study

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:
  • Wimmer, Roger D & Joseph R. Dominic. (2003). Mass media Research: An introduction(7th Edition), Belmont, CA: Wadsworth.
  • California Harper and Rachal Marcus. (2003). Research for Development, New Delhi Visitor Publication.
  • Kothari, C., & Garg, G. (2014). Research methodology Methods and Techniques (3rd ed). New Delhi: New Age International (P) Ltd.


Essential Reading / Recommended Reading
  • Gunter, B. (2000). Media research methods: Measuring audiences, reactions and impact. New Delhi : SAGE Publications, 2000.
  • Krishnaswamy, O. R., & Ranganatham, M. (2018). Methodology of research in social sciences. Mumbai: Himalaya Pub. House.
  • Berger, Arthur Asa. Media and Communication Research Methods: An Introduction to Qualitative and Quantitative Approaches.Thousand Oaks, Calif: SAGE.
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

CIA1

CIA2(MSE)

CIA3

CIA4(ESE)

Weightage 

20

30

20

30

 

Question Paper Pattern: Submission based paper. 

 

CIA1: Research proposal

CIA2: Review of Literature

CIA3: Chapters Submission

CIA4: Research Design, Final dissertation 

 

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

 

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:

  • Develop discipline specific skills for professional and personal growth.

  • Provide a platform to nurture and hone skills necessary for professional development 

Course Outcome

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
 

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

Attendance

Submitting report

40 % weightage

60 % weightage

 

 

 

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

 

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

Course Outcome

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
 

- Define marketing and explain the importance of discovering and satisfying consumer needs and wants
- Marketing mix elements and environmental factors 
- Evolution of management thoughts - F.W. Taylor, Henri Fayol, Max Weber, Elton Mayo
- Management Approaches- System approach, Contingency approach

Unit-2
Teaching Hours:20
Organisational Functions
 

. Business Organisation - Types of ownership 
. Planning: Concept and purpose, 

         - Planning Process
         - Firms, and Society

Unit-3
Teaching Hours:20
Basics of Consumer Behaviours
 

. Introduction to Psychological influences affect consumer behaviour
. Major sociocultural influences on consumer behavior 
. Neuromarketing: 

                - Attention and Consciousness 
                - Sensory Neuromarketing

. Marketing Strategy Planning

Unit-4
Teaching Hours:20
Marketing Campaigns (Application)
 

. Four-step marketing research approach leading to marketing actions
. Segment consumer and organizational markets
. Focusing Marketing Strategy with Segmentation and Positioning
. Demographic Dimensions of Global Consumer Markets

Text Books And Reference Books:

 

. Irwin, Kerin, Hartley, and Rudelius, (2017). Marketing, 13th edition (looseleaf). McGraw-Hill Publications
. Ramsøy, T. Z. (2014). Selected Reading in Consumer Neuroscience and Neuromarketing (2nd Ed)

Essential Reading / Recommended Reading

. Mason, C. H. and Perreault, W. D. Jr. (2002) The Marketing Game! Third edition, McGraw-Hill, New York.
. Perreault, W. D. Jr., Cannon, J.P. and McCarthy. E. J. (2009), Basic Marketing: A Marketing Strategy and Planning Approach, 17th ed., Irwin/McGraw Hill. 
. Plassmann, H., Ramsøy, T. Z., and Milosavljevic, M. (2012). Branding the brain: A critical review and outlook, Journal of Consumer Psychology, doi:10.1016/j.jcps.2011.11.010.
. Wilson, R, J Gaines, and Hill, R P. "Neuromarketing and Consumer Free Will." Journal of Consumer Affairs 42, no. 3 (2008): 389-410.

Evaluation Pattern

 

Evaluation

Pattern

CIA1

MSE* 

CIA3 

ESE**

Attendance

Weightage 

20

25

20

30

05

*MSE – Mid Semester Exam      **ESE – End Semester Exam

 

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

 

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:

  • Define the importance of media economics 
  • Identifying the changing trends in the media market
  • Analyze the different revenue models of media economics
  • Make use of the social responsibility of media house

Course Outcome

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
 

 

  • Definition: Media economics
  • Macroeconomics and microeconomics
  • Key economic characteristics of the media 
  • Competitive market structures
  • Economies of scale and scope
  • Ownership in Media Industries: Merits and demerits
Unit-2
Teaching Hours:12
Theoretical approaches to Media Economics
 

 

  • Traditional economic theory
  • Media economics models and theories specific to mass media
  • Niche theory
  • The model of news demand
  • Theories of media management :strategic management theories
  • Technology, innovation, 
  • Creativity theories
Unit-3
Teaching Hours:12
Evolving Markets in Media Economy
 

 

  • Economics of media house: Print, Radio and Television Broadcasting, Music and  entertainment industry, Digital Media
  • Globalization and Media Economy
  • Issues in Media Convergence
  • Regulation and Media Economy: Audit Bureau of Circulation (ABC),  
  • Television Audience Measurement (TAM), 
  • Broadcast Audience Research Council (BARC), 
  • Indian Broadcasting Foundation (IBF)
Unit-4
Teaching Hours:10
Administrative Concerns
 

 

  • Economics of Public Service Broadcasting
  • Social Commitment V/s Profit Making; 
  • Social Responsibility of Media Houses; 
  • Market Driven Media
Unit-5
Teaching Hours:11
Economics of films
 

 

  • Economics of Film Industry
  • Creativity, Production
  • Marketing Distribution, Exhibition 
  • Ownership V/s Piracy
  • Problems related dubbing
  • Freelancing and Outsourcing Programs 
  • Outdoor and Indoor Shooting Plans
  • Team Building and Coordination: Program Crew
Text Books And Reference Books:

Albarran, A. B. (2010). The Media Economy. New York: Routledge.
Athique, A. (2018). The Indian media economy (First edition.). India: Oxford University Press.
Kohli, V. (2013). The Indian Media Business (Fourth Edition.). New Delhi: Sage Publications.
Picard, R. G. (2011). The economics and financing of media companies. Fordham Univ Press.
Rodrigues, U. M., & Ranganathan, M. (2015). Indian news media: From observer to participant. London: Sage.
Sharma Hemant. (2011). Encyclopaedia of media economics: Text and cases. New Delhi: Cyber tech publications.

 

Essential Reading / Recommended Reading

Albarran, A. B. (2005). Media Economics: Understanding Markets, Industries and Concepts. New Delhi: Surjeet Publications.
Eastman, S. T., & Ferguson, D. A. (2006). Media programming: Strategies and practices (7th ed.). Australia ; Belmont, CA: Thomson/Wadsworth.
Picard Robert.G. (2015). Handbook on the economics of the media. U K: Edward Elgar.
Rab, S. (2014). Media ownership and control: Law, economics and policy in an Indian and international context. Oxford: Hart Publishing.
Shaikh, J. (2014). Media Economics. New Delhi: Wisdom Press.

 

Evaluation Pattern

 

Course Code

Course Title

Assessment Details

BJOH634

MEDIA ECONOMICS

CIA 1

MSE

(CIA 2)

CIA 3

ESE

Attendance

20

Marks

25

Marks

20

Marks

30

Marks

05

Marks

Individual Assignment

Written Exam

Group Assignment

Written Exam

 
     

Section A: 

5 x 10 = 50 Marks

 

Section A: 

5 x 10 = 50 Marks

 

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

 

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

 

  • Understand key concepts on human rights

  • Discuss current topics on human rights with greater understanding and skill.

  • Students examine how audiovisual material, especially the documentary form, play a global watchdog role and both inform and persuade human rights stakeholders. "Information intervention" thus is seen through the lens of human rights principles.

Course Outcome

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
 
  • Human rights – meaning, nature, importance and scope of human rights
  • Development of human rights: Glorious revolution, bill of rights
  • The US and human rights treaties, French revolution, UN and its charter.
  • Fundamental rights and Fundamental freedom
  • Civil and Political rights, Economic, social and cultural rights.

 

Unit-2
Teaching Hours:20
Media and the Social World
 
  • Media impact on individual and society
  • Democratic Polity and mass media
  • Media and Cultural Change
  • Rural‐Urban Divide in India
  • Grass‐roots media

 

Unit-3
Teaching Hours:20
Issues and Human Rights in India
 
  • Nature and Types of human rights in India
  • Causes and Impact of Human rights violations
  • Children: Female Infanticide, child labor, child trafficking, child abuse, Child marriage, bonded labour.
  • Women: domestic violence, dowry harassment, death, violation at workplace, Denial of equal rights, measures for remedy
  • Refugee: Origin and Development of International Law, Displacement, UN high commissioner for refugees (UNHCR), Communal Violence
  • Torture and custodial death, prisoners issues
  • Terrorism, Dalits, Tribes and minorities
  • Human rights violation in India
Unit-4
Teaching Hours:20
Media and Human Rights
 
  • Human Rights and Media (Case Studies)
  • Representation of Human Rights issues and violations
  • Media: Role of mass media in the protection of human rights
  • Monitoring techniques
  • Complaint mechanism, information system, right to inspect on the spot, complaining, procedure examination of reports.

 

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.

 

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.

 

Evaluation Pattern

 

Evaluation

Pattern

CIA1

MSE

CIA2

ESE*

Attendance

Weightage

20

25

20

30

05

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

 

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

 

 

Course Outcome

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
 

 

  • Judith Lorber, “Believing is Seeing: Biology as Ideology”

  • Gaye Tuchman, “The Symbolic Annihilation of Women by the Mass Media” 

  • Laura Mulvey, “Visual Pleasure and Narrative Cinema”

  • Marita Sturken and Lisa Cartwright, “Spectatorship, Power and Desire”

  • Linda Williams, “Film Bodies: Gender, Genre, and Excess

Unit-2
Teaching Hours:20
Masculinity and the media
 

 

  • Brenda Cooper, “Boys Don’t Cry and Female Masculinity: Reclaiming a Life and Dismantling the Politics of Normative Heterosexuality”

  • Robert Walser, “Forging Masculinity: Heavy-Metal Sounds and Images of Gender” 

  • Karen Lee Ashcraft and Lisa A. Flores, “’Slaves with White Collars’: Persistent Performances of Masculinity in Crisis”

  • Henry Jenkins, “’Never Trust a Snake’: WWF Wrestling as Masculine Melodrama

Unit-3
Teaching Hours:20
Producing Gendered Media
 

 

  • Stacy Smith, “Representations of women in Hollywood

  • Elana Levine, “Fractured Fairy Tales and Fragmented Markets: Disney’s Weddings of a Lifetime and the Cultural Politics of Media Conglomeration”

  • Bell hooks, “The Oppositional Gaze: Black Female Spectators”

  • Kristen Shilt, “”I’ll Resist With Every Inch and Every Breath:’ Girls and Zine Making as a Form of Resistance”

Unit-4
Teaching Hours:20
Gender Online
 

 

  • Neils van Doorn, Sally Wyatt, and Liesbet van Zoonen, “A Body of Text: Revisiting Textual Performances of Gender and Sexuality on the Internet”

  • Sharon Cumberland, “Private Uses of Cyberspace: Women, Desire, and Fan Culture”

  • Meenakshi Gigi Durham, “Ethnic Chic and the Displacement of South Asian Female Sexuality in the U.S. Media

  • Sarah Banet-Weiser, “Branding the Post-Feminist Self: Girls’ Video Production and YouTube”

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, 

 

 

Evaluation Pattern

EVALUATION PATTERN: 

Evaluation

Pattern

CIA1  

MSE*

CIA3

ESE**

Attendance

Weightage

20

25

20

30

05

*MSE – Mid Semester Exam      **ESE – End Semester Exam

 



Question Paper Pattern:MSE and ESE (Max. Marks = 50)

 

Section A

Section B

Section C

5 x 3 = 15 Marks

10 x 2 = 20 Marks

1 x 15 Marks

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

 

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

 

Course Outcome

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
 

Why Data Journalism?

Data in the newsroom - Brief History

Characteristics of a compelling data story

 

Unit-2
Teaching Hours:15
Finding and cleaning Data
 

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

 

 

 

 

 

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

 

Course Code

Course Title

Assessment Details

BJOH651

DATA JOURNALISM

Project 1

Project 2

Project 3

Project 4

20

Marks

30

Marks

20

Marks

30

Marks

Individual Assignment

Individual/Group Assignment

Group Assignment

Final Submission

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

 

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: 

  • To familiarize the students with the advance element of research. 
  • To taking up an independent research dissertation project. 
  • Understand the media related research projects.

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.

  • Need for the study
  • Statement of the problem/Title of the study
  • Scope of the study
  • Objectives of the study
  • Limitations of the study
Unit-2
Teaching Hours:10
Review of Literature
 

This chapter shall consist of the following sub-topics.

  • Introduction (how the chapter is presented)
  • Operational definitions/terms
  • Hypotheses(if any) 
  • Sampling size and sampling technique 
  • Data and the sources of data collection
  • Methods of data collection
  • The various techniques used in analysis of data
Unit-3
Teaching Hours:10
Research Methodology
 

 

  • Hypothesis testing: the outcome related to hypothesis testing should be mentioned.
  • Theoretical Framework
  • Research design and process
Unit-4
Teaching Hours:10
Data Analysis and interpretation
 
  • Analysis and arranging the results
  • Interpretation of results with help of tables, graphs and text 
  • The table shall be listed first, then the graph, followed by the finding and brief interpretation all fitting into one page per table. 
  • Outcome related to hypothesis testing should be mentioned and also the final conclusion of proving or disproving the null/alternative hypothesis.


Unit-5
Teaching Hours:8
Findings, suggestions and conclusion
 
  • Suggestions based on the findings should be discussed and a overall conclusion
  • Implications
  • Scope for future study

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:
  • Wimmer, Roger D & Joseph R. Dominic. (2003). Mass media Research: An introduction(7th Edition), Belmont, CA: Wadsworth.
  • California Harper and Rachal Marcus. (2003). Research for Development, New Delhi Visitor Publication.
  • Kothari, C., & Garg, G. (2014). Research methodology Methods and Techniques (3rd ed). New Delhi: New Age International (P) Ltd.


Essential Reading / Recommended Reading
  • Gunter, B. (2000). Media research methods: Measuring audiences, reactions and impact. New Delhi : SAGE Publications, 2000.
  • Krishnaswamy, O. R., & Ranganatham, M. (2018). Methodology of research in social sciences. Mumbai: Himalaya Pub. House.
  • Berger, Arthur Asa. Media and Communication Research Methods: An Introduction to Qualitative and Quantitative Approaches.Thousand Oaks, Calif: SAGE.
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

CIA1

CIA2(MSE)

CIA3

CIA4(ESE)

Weightage 

20

30

20

30

 

Question Paper Pattern: Submission based paper. 

 

CIA1: Research proposal

CIA2: Review of Literature

CIA3: Chapters Submission

CIA4: Research Design, Final dissertation 

 

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:

  • Develop discipline specific skills for professional and personal growth.

  • Provide a platform to nurture and hone skills necessary for professional development 

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

Attendance

Submitting report

40 % weightage

60 % weightage