BA Journalism, Psychology, English is a three- year triple major programme. The discipline of Journalism aims at nourishing students with skills and knowledge necessary for a career in journalism. Students get exposed to Developmental Psychology, Social Psychology, Abnormal Psychology and have elective options. Literature as an important cultural product of the society, offers insights into the worldviews of different societies. Students will be introduced to diverse literary and cultural texts and ideas.

Programme Outcome/Programme Learning Goals/Programme Learning Outcome:

PO2: Demonstrate knowledge and understanding of theory and research in the domain of Journalism.

PO3: Demonstrate awareness about contemporary socio-political and economic issues and challenges in the society

PO4: Reason critically, write cogently, construct and deconstruct ideas and arguments, and verbalise opinions and judgments

PO5: Participate in initiatives aimed at the welfare of the society.

PO6: Work as a responsible journalist in accordance with Constitutional values

PO7: Work as a socially responsible media professional.

PO8: Exhibit ethical standards in the chosen profession.

PO9: Engage in lifelong learning and have the ability to adapt to changing needs in the field of media.

PO10: Collaborate with other media professionals from different social and cultural backgrounds.

PO11: Reflect critically about their role in addressing ecological issues and challenges to sustainable development.

PO12: Demonstrate a coherent understanding and comprehensive knowledge of the fundamental process underlying human behavior in the multidisciplinary learning context

PO13: Demonstrate critical thinking, scientific inquiry, and sensitivity to diversity while applying psychological concepts to everyday life and real-world situations.

PO14: Design, conduct and communicate basic psychological research following fundamental methods and ethical standards

The students will have a mix of written tests, oral assessments, submissions, demonstrations etc. which attempt to assess the level of learning outcome attained.

The Additional English course is offered as a second language course and seeks to introduce the students to the nuances of English literature in its varied forms and genres. The students who choose Additional English are generally proficient in the English language. Hence, instead of focusing on introducing them to language, challenging texts in terms of ideas, form, and technique are chosen. Additional English as a course is designed for students in place of a regional language. Non-Resident Indians (NRIs), foreign nationals and students who have not taken Hindi, Kannada, Tamil or French at the Plus 2 or Class XII levels are eligible to choose Additional English. The course is taught for students from different streams, namely, BA, BSc, BCom, and BBA in the first year and for BA, BSc and BCom (Regular) in the second year.

The first year syllabus is an attempt by the Department of English, Christ University to recognize and bring together the polyphonic Indian and Indian sub-continental voices in English in English translation for the Additional English students of the first year. This effort aims to familiarize the students with regional literatures in translation, Indian Writing in English (IWE) and literatures from Pakistan, Nepal and Srilanka, thereby, enabling the students to learn more about Indian culture and ethos through writings from different regions of the country. We have tried to represent in some way or the other the corners of India and the Indian sub-continent in this microcosmic world of short stories, poems and essays

There is a prescribed text bookfor the first year students, compiled by the Department of English, Christ University and intended for private circulation.

The first semester has a variety of writing from India, Pakistan and Nepal. The various essays, short stories and poems deal with various socio-economic, cultural and political issues that are relevant to modern day India and the Indian sub-continent and will enable students to comprehend issues of identity-politics, caste, religion, class, and gender. All of the selections either in the manner of their writing, the themes they deal with or the ideologies that govern them are contemporary in relevance and sensibility, whether written by contemporary writers or earlier writers. An important addition to this syllabus is the preponderance of North-Eastern writing which was hitherto not well represented. Excerpts from interviews, autobiographical writings, sports and city narratives are added to this section to introduce students to the varied genres of literature.

The objectives of this course are

to expose students to the rich literary and cultural diversity of  Indian literatures

to sensitise students on the social, political, historical and cultural ethos that has shaped the nation- INDIA

to enable to grasp and appreciate the variety and abundance of Indian writing, of which this compilation is just a passing glance

to learn and appreciate India through association of ideas in the texts and the external contexts (BhashaUtsav will be an intrinsic help in this endeavour)

1.      Keki N Daruwala     “Migrations”

2.      Kamala Das            “Forest Fire”

3.      Agha Shahid Ali      “Snow on the Desert”

4.      Eunice D Souza       “Marriages are Made”

1.      Rabindranath Tagore    “Babus of Nayanjore”

2.      Ruskin Bond  “He said it with Arsenic”

3.      Bhisham Sahni       “The Boss Came to Dinner”

4.      N. Kunjamohan Singh    “The Taste of Hilsa”

5.      Mohan Thakuri                “Post Script”

1.      Mahatma Gandhi       “What is True Civilization?” (Excerpts from Hind Swaraj)

2.      Ela Bhatt                    “Organising for Change”

3.      Sitakant Mahapatra     “Beyond the Ego: New Values for a Global Neighborhood

4.      B R Ambedkar             “Waiting for A Visa”

The text book copy "Reading Diversity"

CIA 2: Mid-semester written exam for 50 marks

CIA 3: Collage, tableaus, skits, talk shows, documentaries, Quizzes or any proactive            creative assignments that might help students engage with India as a cultural space. This is to be done keeping in mind the objectives and learning outcomes of the course.

Question Paper Pattern

Mid Semester Exam: 2 hrs

Section A: 4x5= 20

Section B: 2x15=30

Total                  50

End Semester Exam: 2 hrs

Section A: 4 x 5 = 20

Section B: 2 x 15= 30

Total                   50

Academic Skills are a blend of theoretical ability to recognize the nuances of language aspects and hands-on training to exercise the acquired knowledge in reasoning, reading and writing. Academic Skills focus on developing research skills through careful reading and critical writing that are considered foundational and crucial in textual scholarship and knowledge production. The participants of this course will determine their areas of interest in conceptualizing their seminal work and constructing a reasoned argument. This course prompts the participants to take their learning-receptive skills and productive skills in a purpose-driven and practice-oriented mode on a contextual basis.

The course deals with receptive skills (reading) and productive skills (writing). In fact listening and speaking skills are not directly involved but act as a higher cognitive process. This course facilitates the participants with varied practices, tasks, exemplars, sample papers to practice with context-driven reading material. It runs for one full academic year with specific learning outcomes which are two-fold – conceptual grasp and textual application. The whole course and its structure involve Bloom’s taxonomy of knowledge, comprehension, application, analysis, evaluation and synthesis.

Objectives

To enable the learner

•       acquire higher order receptive and productive skills

•       develop reading skills at the higher education level

•       be aware of functional grammar to improve research writing skills

•       grasp and apply the mechanics in academic writing skills

•       use study skills for research-based knowledge dissemination (writing a paper or presentation)

To enable learners to fine tune their expressions through better choice of words and sentence structures with clarity of idea.

•       Expanding vocabulary, spelling nuances, refreshing grammar, avoiding common errors and pitfalls, learning sentence structures, and use of punctuation (mechanics).

•       Use of dictionary

•       Use of Word document tools

•       Use of Library resources

•       Concept mapping- mind mapping

To enable students to develop appropriate reading comprehension skills through nuanced understanding of reading techniques.

•       Previewing

•       Reading for Main Ideas

•       Using Contexts for Vocabulary

•       Skimming/Scanning for Details

•       Making Inferences

•       Restating

•       Phrasing

To enable students to use basic study skills to organize knowledge received and to streamline their ideas into appropriate academic discourse.

•       Understanding the text

•       Critical thinking

•       Mnemonics

o   Introduction to the need for mnemonics?

o   Memory organisation through pegging practices

o    Word, acronym, models, note cards, images, etc

to enable students to understand and appreciate different kinds of literature and express their understanding in the form of short paragraphs or essays

•       Language focus

•       Literary appreciation- language devices-literary devices

•       Grammar-university grammar (functional grammar)

•       Sentence structure

•       Vocabulary

•       Use of Formal and informal language

To enable students to listen to lectures and take notes and organize these to discuss or write about concepts or show application of knowledge

•       Listening Skills

•       Concept Building

•       Approaches to LS

•       Features of LS

•       Function

•       Importance of LS at university level education

•       Practical sessions

To enable students to develop the art of critical reading through close reading formulas

•       Pre-reading

•       Annotating

•       Outlining

•       Summarizing

•       Finding oppositions

•       Inventoring

•       Identifying thesis and related arguments

Set of hours for application

Exemplars

(Self Study Learning, Portfolio Building, teaching on Formative and Summative assessment mode, Problem Based Learning modules and project Submission)

1.      Langan, J. (1995). English Skills With Reading (3^rd Ed.). McGraw Hill. New York.

2.      Osmond, A. (2013). Academic Writing and Grammar for Students. Sage. Los Angeles.

3.      Robitaille, J. and Connelly, R. (2002).  Writer’s Resource: From Paragraph to Essay. Thomson Heinle. Australia.

Please note that the teacher in charge will also be bringing in authentic material to the class apart from the books mentioned in the reference.

CIA (weightage) = 50 marks

ESE (weight) = 50 marks

CIA I – 20 MARKS- Tasks done in the portfolio based on Unit I

CIA II- 50 Marks- Tasks done in the portfolio based on Unit I and II

CIA III- 20 Marks- Tasks done in the portfolio based on Unit III

Internal Assessment Breakup:

CIA I -10 Marks

CIA II- 25 Marks

CIA III- 10 Marks

Attendance- 5 Marks

End Sem- 50 Marks Portfolio Submission

Course Description:

This course will serve as an introductory course for British Literature. The course will locate the texts in their respective socio-political and historical contexts. The selection aims to introduce different genres of British literature.

Course Objectives

• To introduce  students to the socio-political, religious, cultural, and linguistic aspects of the UK through English literary texts
• To help students understand texts as products of a historical, political and cultural processes
• To enable students to identify different forms, genres and subgenres in literature
• To sensitize students to human values through an exposure to socio-historical concerns of subjectivity, identity, community and nationhood.
• To sharpen critical appreciation and analytical writing skills through an introduction to models of literary criticism

Emergence of English language, History of England from 42 BC to Norman Conquest- salient features

 Impact of Norman rule on English social structure, English language in the medieval period,mystery, morality plays and miracle plays, feudalism 

Protestantism, Bible translation, religious literature, humanism, English Renaissance, Baroque and Rococo Styles

Metaphysical Poetry, Epic conventions, Mock epic, Puritanism, Restoration, Rise of the novel, the English novel in the eighteenth century, Gunpowder plot, Oliver Cromwell,

Dissolving the parliament, Periodical essays, empiricism, Influence of French culture through restoration, the enlightenment 

Romanticism, notion of literary creation and poets, closet drama, the French Revolution, Victorian morality, industrial revolution, utilitarianism, rise of nation-states, impact of colonialism on England, emergence of universal education in England 

William Shakespeare:          

Sonnet 116

‘O that this too solid flesh would melt” Soliloquy by Hamlet in Hamlet Act 1 Scene 2

‘To Be or Not To Be’ Soliloquy by Hamlet in Hamlet Act 3 Scene 1

Francis Bacon: “Of Truth”

John Donne: “Canonization”

John Milton: Excerpt from Satan’s speech in Book 1, Paradise Lost

John Dryden:  First three stanzas of “Mac Flecknoe”

Alexander Pope: Belinda’s Boudoir from The Rape of the Lock

Addison and Steele: “Character of Will Wimble”

Oliver Goldsmith: “Beau Tibbs”

Oliver Goldsmith: She Stoops to Conquer / Christopher Marlowe: Dr. Faustus 

William Wordsworth: “Lines Written in Early Spring”

S.T. Coleridge: “Christabel”

Shelley: “Ode to the Westwind”

Keats: “La Belle Dame Sans Merci”

Charles Lamb: “Dream Children”

Mary Shelley: Frankenstein

Ferguson, Margaret, Mary Jo Salter and Jon Stallworthy. Eds. The Norton Anthology of Poetry. 4^th Ed. New York: WW Norton, 1996. Print

Gordden, Malcom, and Michael Lapidge. The Cambridge Companion to Old English Literature. Rpt Cambridge: CUP, 2006. Print.

Gupta, Ambika Sen. Selected College Poems. Rpt. Hyderabad: Orient Longman,   1999.

Herman, Daniel. The Cambridge Companion to Narrative. Cambridge: CUP, 2007. Print.

John, Eileen, and Dominic McIver Lopes. Philosophy of Literature: Contemporary and Classic Readings. Oxford: Blackwell, 2004. Print

Maxwell, Richard, and Katie Trumpener. The Cambridge Companion to Fiction in the Romantic Period. Cambridge: CUP, 2008. Print

Sampson, George.The Concise Cambridge History of English Literature, 3^rd Ed. Cambridge: CUP, 2005. Print

Ramarao, Vimala. Ed.Explorations. Vol I. Bangalore: Prasaranga, Bangalore University, 2004. Print

Shingle, Michael. Daniel Defoe Robinson Crusoe. New York: WW Norton, 1994. Print

1. group presentations on topics relevant to British literature/Art and literary movements
2. an exhibition/display based on different eras, movements and literary and non-literary genres

CIA III will be a moddle test on the Novel

These are suggested examples of CIAs. However, during the course of teaching, there could be other suggestions, and CIAs could be slightly modified based on class dynamics and calibre of students.

Selected Texts chosen to be taught may be revised / used as extended reading which may be tested in CIA 1, 2 or 3. Example : only 1 soliloquy may be taught.

Mid Semester Examination CIA II: 2 Hours

Section A: Short Notes – 5x3 marks= 15 (5 questions out of 7)

Section B: Essay Questions – 2x10 marks = 20 (2 questions out of 3)

Section C: Long Essay Questions – 1x15 marks = 15 (1 question out of 2)

Total: 50 Marks

End Semester Examination: 3 Hours

Section A: Short Notes – 10x3 marks = 30 (10 questions out of 12)

Section B: Essay Questions – 4x10 marks = 40 (4 questions out of 6)

Section C: Long Essay Questions – 2x15 marks = 30 (2 questions out of 4)

Total: 100 Marks

French as a second language in the UG program. The method Génération A1 consists of a student's book and an activity book, both included in the digital manual. It consists of 6 units preceded by an initial section of 'Welcome'. The structure of each unit marks a real learning journey.

Course Objectives

·       To develop linguistic competencies and sharpen oral and written communicative skills

·       To familiarize learners to certain aspects of francophone civilization.

·       To enable learners to engage in simple everyday situations

 Lexicon – Countries and nationalities, domestic animals, days of the week

 Grammar -Subject pronouns, verbs ‘to be’ and ‘to have’, definite and indefinite articles

 Speech acts – Greeting, asking how one is

Lesson 2: Hello, my name is Agnes.

Lexicon – Months of the year, numbers 0-69, the family

Grammar – Formation of the feminine / plural, possessive adjectives

Speech acts -Introducing oneself and others, asking and saying dates

La cigale et la fourmis (The grasshopper and the ant)

Le renard et le corbeau (The fox and the crow)

A French movie

      2.  De Lafontaine, Jean. Les Fables de la Fontaine.

           Paris, 1668

Course Description

The detailed text book “Samakaleen Hindi Kavitha” edited by Dr.N Mohanan is an anthology of contemporary Hindi Poems written by representative poets of Hindi Literature. From the medieval poetry ' Kabir Ke Dohe and Sur ke pad 'is also included.  The poets reflect on the social, cultural and political issues which are prevalent in our society since the medieval period. Hindusthani sangeeth-parampara eva kalakar is one of the module. Since translation is a significant area in language and literature, emphasis is being given on it in the syllabus.Bharath ki pramukh sanskruthik kalayein  Yakshagana,Kathakali,Ram Leela,Krishna Leela etc. included in the syllabus to enrich cultural values among students.

Course Objectves: 

Students will be exposed to read, analyse and appreciate poems by learning poetry. Through translation, students will be able to develop translation skills while translating from other language articles. Students will be able to analyses critically the different cultural art forms by learning about the Famous cultural art forms of India.

’  Samakaleen Hindi Kavitha (Collection ofcontemporary Poems)  Edited By: Mahendra Kulashreshta Rajpal and Son’s, New Delhi

Level of knowledge: Analytical

Translation-Practice                English to Hindi and vice- versa.

Ramleela,Krishnaleela,Yakshagaana,kathakali.

Utbhav,Vikas aur paramparaein

Pramukh Sangeethkar-1.Bhimsen Joshi 2.Gulam Ali 3.Pandit Ravishankar 4. Bismillah Khan.

1. 'Samakaleen Hindi Kavitha’ (Collection of Poems) Edited By: Dr.N Mohanan,  Rajpal and Son’s,New Delhi.

1. A Hand Book of Translation Studies         By: Das Bijay Kumar.               

2. Saral Subodh Hindi Vyakaran,                 By: Motilal Chaturvedi. Vinod pustak mandir, Agra-2

3. Anuvad Evam Sanchar –                         Dr Pooranchand Tantan, Rajpal and Son’s, Kashmiri

4. Anuvad Vignan                                       By: Bholanath Tiwar

5. Anuvad Kala                                           By: N.E Vishwanath Iyer.

CIA-2(Mid semester examination)-50 marks

CIA-3(Digital learning-article creation in Hindi Wikipedia)-20 marks

End sem examination-50 marks

This course offers the student an introduction to the profession of journalism as a whole. It begins with a brief overview of journalism, acquainting students with the history and foundation of writing for the news industry. The development of the newspaper, particularly as it relates to India and a general overview on the practice of journalism in other countries - Europe, America, China and Middle-East. The student is then reminded of the obligations of the journalist to their craft and the public, and the types of stories they should pursue.

Print History – Renaissance, Reformation and Scientific Revolution

History of Journalism in Asia, America, Europe, China and Middle East

Contemporary debates in global Media

History of Indian. Journalism – Journalism during colonial era, Journalism in Independent India – Indian Constitution and role of press in democracy, Emergency and recent history of Indian media 

Media Theories - Magic bullet theory, Two Step flow theory, Multi step flow theory, Uses and gratification theory , Cultivation theory 

Print journalism, broadcast journalism, photojournalism, documentary, online, new media and mobile journalism. Functions, principles and scope of journalism 

1. Briggs, A., & Burke, P. (2009). A social history of the media: From Gutenberg to the Internet. Polity.

2. Parthasarthy, R. (1989). Journalism in India. New Delhi: Sterling Publishers Private Limited.

3. Rasmussen, A. B. (2010). The Death and Life of American Journalism. By Robert McChesney and John Nichols. Ahaheder. dk.

4. Rao, S. (Ed.). (2018). Indian Journalism in a New Era: Changes, Challenges, and Perspectives. Oxford University Press.

5. Robin, J. (2000). India's Newspaper Revolution: Capitalism Politics and the Indian-language Press 1977-99.

 The course shall not have a regular CIA- MSE -ESE model. Instead, the student will be given a series of assignments spread across the semester, leading to a final portfolio/article/content collective on submission model. The teaching facilitator will consider the level of intelligibility in the class and the learning needs of the students and decide what assignment to be given on a regular basis.

Writing is a fundamental skill for a student of Journalism. This course is meant for those journalism students who have a reasonable command over their writing in English, and need guidance and support for a reflective and journalism-specific writing process. The course is designed to address the cognitive aspects of writing, matching to different journalistic demands. 

Distinguishing Journalistic Writing from other forms of Writing; Understanding Context and Audience; The Prewriting Process: Source Identification, Search Engine Optimisation, Diversifying sources, Eliminating Irrelevant and Misleading Sources, identifying key points, choosing style, organising ideas 

Punctuation, Preposition, Tenses, Correctness of Usage, Factual Accuracy; Fairness; Clarity; Right Attribution

Types of Leads: Straight Leads, Question Leads, Punch Leads, Direct Quotation Lead, Contrast Lead, Freak Lead, Descriptive Lead, Bullet Lead; Organising Paragraphs, Working on Transitions, Reviewing, Re-Writing, Writing Headlines, Upstyle, Downstyle, Types of Headlines: Banner Headlines, End-to-End Headlines, Hammers, Kickers, Tripods, Side Saddles 

Descriptive, Narrative, Argumentative, Persuasive; Pitfalls to avoid: Contempt of Court, Trespassing, Sedition, Libel, Invasion of Privacy, Breach of Contract, Plagiarism, Fabrication, Lapses in Ethics, Bias, Bad Taste, Blunders and Bloopers

Newspaper, Magazine, Online, Mobile 

1. Bighow Online Journalism Handbook | Bighow news. (n.d.). Www.Bighow.Com. Retrieved February 21, 2021, from https://bighow.com/journalism

2. Hamp-Lyons, Liz, and Ben Heasley (2006). Study Writing: A Course in Writing Skills  for Academic Purposes. Cambridge: Cambridge UP. Print. 

3. Knight, Robert M.(2010). Journalistic Writing: Building the Skills, Honing the Craft. Portland, Or.: Marion Street. Print. 

The Hindu | The Deccan Herald |The New Indian Express | Scroll.in | Article-14.com | The Print | The Wire | The Quint | Mojo | The Frontline | The Guardian | Washington Post | Aljazeera | Huffington Post | Twitter

Assignments will be on grammar, writing letters to the editor, different forms of journalistic writing, news reporting, interviewing and tweeting.

Selections from Old Kannada, Medieval Kannada and Modern Kannada Literature are introduced for I Semester BA/ BSc. courses in the syllabus. This will enrich the students' Language and Communication skills, and also their critical and analytical skills.  This will help them to enhance their social sensitivity.  The rhythm of poetry helps the students to acquire natural speech rhythm.

1. Raghavanka- Harishchandra Kavya. Selected chapter( Purada Punyam Purusha Roopinde Pooguthide) 

2. Vachanas- Devara Dasimayya, Basavanna, Akkamahadevi, Aydakki Lakkamma, Gajesha Masanaiah.

    Keerthanegalu: Purandaradasa, Kanakadasa

3. Modern Kannada poetry: Mumbai Jataka- Dr. G.S. Shivarudrappa, Kari Heggadeya Magalu- B.M.Sri 

1. Dheera Kumara- A Folk tale

2. Mandannana Marriage- (An episode in Novel Karvalo) K. P. Poornachandra Tejaswi

3. Gili Kathe-(Translation) -  Ravindranath Tagore

1. Differences in Prounounciation ( L-l) (A-H) 

2. Change of meanings

3. Translation: English to Kannada 

1.Folk Art forms of Karnataka

1. Dollu Kunitha

2.Pooja Kunitha

3.Goravara Kunita

4. Patada Kunitha 

       2. Yashodhara Charite- Janna (Selected Episode) 

       3. Harishchandra Kavya- Raghavanka (Selected Episode) 

       4. Shree Sahitya- B M Shreekantaiah

       5. Janapada Kathegalu- Jee sham paramashivaiah

2. Vachana Chandrike- L Basavaraju

3. Purandara Sahitya Darshana- S K Ramachandra Rao

4. Kanakadasa- Basrur Subba Rao

5. Samagra Kannada Sahitya Charithre- Ed. G.S Shivarudrappa

CIA-2 Mid Semsester Examination- 50 Marks

CIA-3 Translation Assignment- English to Kannada -20 Marks

Attendance -05 Marks

End Semester Examination- 50 Marks

This course is an introduction to the study of basic psychological processes offered to the first-semester undergraduate students of psychology. It is an introductory paper that gives an understanding of the field of psychology, scope, and multiple perspectives and disciplines that provide a holistic picture of human behaviour. Students will learn the key concepts, classic examples, and modern and practical applications of fundamental psychological theories, methods, and tools. Emphasis is on the basic psychological processes of personality, learning, consciousness, motivation and emotion. This course allows them to learn the basics and demonstrate the skills that a student needs to move on to the more specific and in-depth psychology courses that follow. This course will help the learner to learn about

• The world of Psychology with a brief historical sketch of the science of psychology, multiple perspectives and recent trends in the field.
• The biological basis of behaiour
• The fundamental processes underlying human behaviour such as learning, motivation, emotion, personality
• Ethics in studying human behaviour and using them in academic assignments. Students will have an opportunity to develop skills such as writing, making presentations and using technology for academic purposes and teamwork.

In this unit, we will examine the history of Western psychological theorizing from its beginnings in ancient Greece, through to the schools and perspectives of psychology including Structuralism, Functionalism, Psychodynamic, Biological, Behavioristic, Gestalt, Cognitive, Cross-cultural, Humanistic and Evolutionary. The aim is both to build a familiarity with psychology’s intellectual origins and to foster an awareness of its many false steps, dead-ends, and alternative pathways to gain a better appreciation of the social, cultural, and, above all, psychological influences on the theorizing of psychologists. Students will be able to define psychology and understand what psychologists do and identify the major fields of study and theoretical perspectives within psychology and know their similarities and differences. In the end, students will be ale to gain a better appreciation of why contemporary psychology takes the shape it does, describe the evolution of psychology and the major pioneers in the field, identify the various approaches, fields, and subfields of psychology along with their major concepts and important figures and describe the value of psychology and possible careers paths for those who study psychology

Explain the biological perspective of psychology as it applies to the role of the nervous system and endocrine system in regard to behaviour and mental processes. Identify and describe the important structures of these systems. It is an introductory survey of the relationship between human behaviour and brain function. Discuss the interaction between biological factors and experience, methods and issues related to biological advances, develop an understanding of the influence of behaviour, cognition, and the environment on the bodily systems, and develop an appreciation of the neurobiological basis of psychological function and dysfunction. 

Laboratory Demonstration: Biofeedback/ EEG/ Eye-tracking

This unit is an introduction to the psychological study of human personality, broadly speaking and more specifically in terms of how we may understand individual differences in personality and the personalities of individual persons. Personality psychologists use empirical methods of behavioural and clinical science to understand people in biological, social, and cultural contexts. Students will learn the strengths and weaknesses of the major personality theories, as well as how to assess, research and apply these theories. As much as possible, application to real-life situations will be discussed. Students would be able to identify the various perspectives that are common in the area of personality psychology and critically evaluate each in terms of its explanatory and predictive power, discuss theories and perspectives of personality development: psychoanalytic, humanistic, trait, and social-cognitive, understand classic and current empirical measurement tools and approaches to investigation for personality assessment in psychological and clinical science and develop an understanding of the concept of individual differences with the goal to promote self-reflection and understanding of self and others.

 Laboratory Demonstration: Sentence completion test, NEO-PI, Type A/B

The unit will explain how behaviour is energized and directed by the complex mixture of motives and emotions and describe the various theories that have been developed to explain motivation and emotion. Unit aims to explain motivation, how it is influenced, and major theories about motivation. We will describe hunger and eating in relation to motivation, obesity, anorexia, and bulimia; sexual behaviour and research about sexuality; and explain theories of emotion and how we express and recognise emotion

Laboratory Demonstration: Level of motivation, Achievement motivation, 

Gazzaniga, Heatherton, Halpern (2015). Psychological Science, 5th Edition, Norton.

Feldman.S.R.(2009).Essentials of understanding psychology ( 7th Ed.) Tata Mc Graw Hill.

•  CIA I –Written Assignment /Individual Assignment  - Total Marks 20     
•  CIA II – Mid Semester Examination                        - Total marks 50                          
•  CIA III –Activity-based Assignment                        - Total marks 20
•   CIA I + II + III                                                      = 90 /100 = 45/50 
•   Attendance                                                            = 5 marks 
•  Total                                                                      = 100 = 50 

End Semester Examination : Total Marks=100=50

Question paper pattern

•  Section A        Brief, concepts, definitions, applications               2 marks x 10 = 20
•  Section B         Short Answers: Conceptual/Application                5 marks x 4   = 20
•  Section C        Essay Type: Descriptive/Conceptual                       15 marks x 3 = 45
•  Section D        Compulsory: Case Study (Application)                    15 X 1           = 15

Janakiharana of Kumaradasa is the first Sanskrit mahakavya, so far as the extant literature goes, to deal solely with the whole of the Ramayana story. Its further interest is that it was produced in Ceylon, showing thereby the wider world over which Sanskrit had its sway. After manuscripts of the full text of the poem in twenty cantos had to come to light in South India, what is now presented was the first systematc and critical study to be undertaken to the author and the text and its position vis-a-vis other Mahakavyas. In addition to the above study and the critical edition of the cantos which were at that time unpublished the examination of the large number of extra-verses found in some MSS of the text and showing them as interpolations.

Selected shlokas 1-60 shlokas

Kumāradāsa is the author of a Sanskrit Mahākāvya called the Jānakī-haraṇa or Jānakī’s abduction. Jānakī is another name of Sita, wife of Rama. Sita was abducted by Ravana when she along with Rama, exiled from his kingdom, and Lakshmana was living in a forest which incident is taken from Ramayana ('Rama’s Journey'), the great Hindu epic written by Valmiki.

The Sinhalese translation of his work, Jānakī-haraṇa, gave credence to the belief that Kumāradāsa was King Kumāradhātusena (513-522 A.D.) of Sri Lanka but scholars do not make any such identification even though the poet at the end of his poem says that his father, Mānita, a commander of the rearguard of the Sinhalese King Kumāramaṇi, died in battle on the day he was born and that his maternal uncles, Megha and Agrabodhi, brought him up. Rajasekhara, who lived around 900 A.D., in his Kāvyamīmāmsā refers to the poet as born blind - मेधाविरुद्रकुमारदासादयः जात्यन्धाः. There is also a tradition that this poem was written by Kalidasa. Kumāradāsa came after Kalidasa and lived around 500 A.D., later than Bhāravi but before Māgha. While writing Jānakī-haraṇa, he certainly had before him Raghuvaṃśa of Kalidasa.^[1] 

Sandhis and lakaras          

Samasa prakaranam

1)      Janakiharanam of Kumaradasa edited by  C K Swaminathan

2)      Janakiharanam edited by G.R. Nandargikar

3)      Sanskrit Grammar Translation from English to Sanskrit by M.R. Kale

Sanskrit Grammar Kannada version by Satish Hegde.                                   

Champu Ramayana of Bhoja 

CIA 1 Wikipedia assignments

CIA 2 Mid semester examinations

CIA 3 Wikipedia assignments

Poems of Bharatiyar and Bharatidasan and poems by women poets with feminine sensibilities  will initiate the students into the modern period with all its complexities. The short stories by Ambai offers a matured vision of life through a varied characters and situatins. A new concept, Cultural Studies, will take the students beyond prescribed syllabus to include music, theatre, painting and films out of whcih the art form of music is taken up for the first semester.

1. Kannan yen sevagan

2. Kannan yen kozhandhai

3. Kannan yen vilayatu pillai

4. Kannan yen kadhalan

5. Kannan yen kadhali

1. Kadal

2. Kundram

3. Nyaairu

4. Aal

5. Chittrur

Prose including reference to contemporary literary issues

1. Oru karupu silanthi udan oru iravu- Ambai

Cultural studies, Indian festivals

1.Ottadai -Thamarai

2. Kapinaani thozhudhal- Ponmani vairamutu

3. Yendhan tozha- Subhathra

4. Kadal konda pen puram- Andal priya dharshini

5. Pen- P. Kalpana '

Pira mozhi chorkal

Isai

Malliga, R et al (ed).Thamilppathirattu I.Bangalore: Prasaranga,2011

     ‘Oru Karuppuchilanthiyudan Or Iravu’ by Ambai,

      published by Kalachuvadu Publications, Nagercoil, 2014

 Varadarajan, Mu.  Thamil Ilakkia Varalaru . New Delhi:Sahitya Akademi, 2008

 Sivathambi, Ka.Thamil Sirukathaiyin Thorramum Valarchiyum.Coimbatore: NCBH, 2009

 Ragunathan,C.Bharathi: Kalamum Karuthum, Chennai:NCBH, 1971

Ramakrishnan S 100 Sirantha Sirukathaigal, Chennai: Discovery Books, 2013

The second semester has a variety of writing from India, Pakistan and Srilanka. The various essays, short stories and poems deal with various socio-economic, cultural and political issues that are relevant to modern day India and the Indian sub-continent and will enable students to comprehend issues of identity-politics, caste, religion, class, and gender. All of the selections either in the manner of their writing, the themes they deal with or the ideologies that govern them are contemporary in relevance and sensibility, whether written by contemporary writers or earlier writers. Excerpts from interviews, autobiographical writings, sports and city narratives are added to this section to introduce students to the varied genres of literature.

The objectives of this course are

to expose students to the rich literary and cultural diversity of  Indian literatures

to sensitise students on the social, political, historical and cultural ethos that has shaped the nation- INDIA

to enable to grasp and appreciate the variety and abundance of Indian writing, of which this compilation is just a passing glance

to learn and appreciate India through association of ideas in the texts and the external contexts (BhashaUtsav will be an intrinsic help in this endeavour)

1.      Jayanta Mahapatra    “Grandfather”

2.      Meena Alexander    “Rites of Sense”

3.      K.Satchidanandan      “Cactus”

4.      Jean Arasanayagam   “Nallur”

1.      Temsula Ao             “The Journey”

2.      A. K Ramanujan       “Annaya’s Anthropology”

3.      Sundara Ramswamy   “Waves”

4.      Ashfaq Ahmed            “Mohsin Mohalla”

5.      T.S Pillai                      “In the Floods”

1.      Salman Rushdie        “Gandhi Now”

2.      Amartya Sen             “Sharing the World”

3.      Suketu Mehta            “Country of the No”

4.      Rahul Bhattacharya     “Pundits From Pakistan” (An Excerpt)

CIA 1: Classroom assignment/test for 20 marks keeping in tune with the course objectives and learning outcomes.

CIA 2: Mid-semester written exam for 50 marks

CIA 3: Collage, tableaus, skits, talk shows, documentaries, Quizzes or any proactive            creative assignments that might help students engage with India as a cultural space. This is to be done keeping in tune with the course objectives and learning outcomes.

Question Paper Pattern        

Mid Semester Exam: 2 Hrs

Section A: 4x5= 20

Section B: 2x15=30

Total                  50

End Semester Exam: 2 hrs

Section A: 5 x 5 = 25

Section B: 5 x 15= 75

Total                   100

This course introduces the learners to six important areas: Principles of Writing, Features of Writing, Essay Organization, Précis Writing, Academic Presentation and Research Writing. The course design gives more weightage to productive skills based on their rudimentary receptive skill acquisition occurred in semester one. The participants of this course will exercise their textual scholarship and translate their areas of interest into meaningful writing. This course directs the learners to produce basic academic presentations which should be career-oriented and of social relevance. Bloom’s taxonomy of knowledge, comprehension, application, analysis, evaluation and synthesis becomes the substructure of this course instruction.

Objectives

•       To acquire critical and creative thinking

•       To develop the taste for theory of knowledge

•       To be aware of professional and research driven presentation skills

•       To apply the mechanics in academic writing skills

•       To use research skills to take a position in writing (writing a paper or presentation)

•       Cohesion

•       Clarity

•       Logical Order

•       Consistency

•       Unity

•       Conciseness

•       Completeness