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1 Semester - 2024 - Batch | Course Code |
Course |
Type |
Hours Per Week |
Credits |
Marks |
BBA141A | DIGITAL FINANCE | Multidisciplinary Courses | 3 | 3 | 50 |
BBA141B | MARKETING AND SELLING SKILLS | Multidisciplinary Courses | 3 | 3 | 100 |
BBA141D | TALENT MANAGEMENT | Multidisciplinary Courses | 3 | 3 | 50 |
BBA141E | UNDERSTANDING OF FINANCIAL STATEMENTS | Multidisciplinary Courses | 3 | 3 | 50 |
BBA141F | SUSTAINABILITY?AND GREEN MARKETING | Multidisciplinary Courses | 3 | 3 | 50 |
BIF101-1 | FINANCIAL ACCOUNTING AND REPORTING - I | Major Core Courses | 4 | 4 | 100 |
BIF103-1 | BUSINESS ECONOMICS | Major Core Courses | 4 | 4 | 100 |
BLS143 | AN INTRODUCTION TO CLIMATE CHANGE | Multidisciplinary Courses | 3 | 03 | 100 |
DMT141 | DANCE MOVEMENT THERAPY | Multidisciplinary Courses | 3 | 3 | 100 |
DMT143 | INTRODUCTION TO ACTING | Multidisciplinary Courses | 2 | 3 | 100 |
DPS01-01 | BRIDGE COURSE IN ACCOUNTING | Bridge Courses | 4 | 0 | 50 |
DPS02-01 | BRIDGE COURSE IN ECONOMICS | Bridge Courses | 4 | 0 | 50 |
DPS102-1 | BUSINESS MANAGEMENT AND ORGANIZATIONAL BEHAVIOUR | Major Core Courses | 4 | 4 | 100 |
DPS161-1 | ORGANISATIONAL STUDY | Skill Enhancement Courses | 2 | 3 | 100 |
DSC142 | PYTHON PROGRAMMING FOR DATA SCIENCE | Multidisciplinary Courses | 3 | 3 | 50 |
ECO143 | DEMOCRACY AND ECONOMY | Multidisciplinary Courses | 3 | 3 | 50 |
ECO144 | GLOBALISATION AND DEVELOPMENT | Multidisciplinary Courses | 3 | 3 | 50 |
ECO145 | ECOLOGY AND DEVELOPMENT | Multidisciplinary Courses | 3 | 3 | 100 |
ENG001 | ACADEMIC WRITING FOR UNIVERSITY | Bridge Courses | 4 | 0 | 50 |
ENG181-1 | ENGLISH | Ability Enhancement Compulsory Courses | 2 | 2 | 50 |
EST141 | TRAVEL AND TRAVEL NARRATIVES | Multidisciplinary Courses | 3 | 3 | 100 |
EST144 | DESIGN THINKING AND SOCIAL ENTREPRENEURSHIP | Multidisciplinary Courses | 45 | 3 | 100 |
EST145 | POETICS , POLITICS AND PIVOTAL PEOPLE OF ROCK N ROLL | Multidisciplinary Courses | 3 | 3 | 50 |
EST150 | OCEANSCAPES : EXPLORING CINEMA THROUGH BLUE HUMANITIES | Multidisciplinary Courses | 3 | 3 | 50 |
FRE181-1 | FRENCH | Ability Enhancement Compulsory Courses | 2 | 2 | 50 |
GER181-1 | GERMAN | Ability Enhancement Compulsory Courses | 2 | 2 | 50 |
HIN182-1 | HINDI | Ability Enhancement Compulsory Courses | 2 | 02 | 50 |
HIS141 | HISTORY AND CINEMA | Multidisciplinary Courses | 3 | 3 | 100 |
KAN182-1 | KANNADA | Ability Enhancement Compulsory Courses | 2 | 2 | 50 |
LAW141 | CYBER LAW | Multidisciplinary Courses | 4 | 3 | 100 |
LAW143 | LABOUR AND SOCIAL WELFARE | Multidisciplinary Courses | 3 | 3 | 100 |
LAW145 | PARLIAMENTARY PROCEDURE AND PRACTICE | Multidisciplinary Courses | 3 | 3 | 50 |
MAT141 | FOUNDATIONS OF MATHEMATICS | Multidisciplinary Courses | 3 | 3 | 100 |
MED141 | MEDIA AND POLITICS | Multidisciplinary Courses | 3 | 3 | 100 |
MED143 | CELEBRITY PR | Multidisciplinary Courses | 3 | 3 | 100 |
MED145 | SOCIAL MEDIA | Multidisciplinary Courses | 3 | 3 | 100 |
PHY142 | ANALOG AND DIGITAL ELECTRONICS | Multidisciplinary Courses | 3 | 3 | 100 |
PHY143 | JOURNEY THROUGH THE COSMOS | Multidisciplinary Courses | 3 | 3 | 100 |
POL141 | DEMOCRACY AND ETHICAL VALUES | Multidisciplinary Courses | 2 | 2 | 100 |
POL144 | INDIA AND THE WORLD | Multidisciplinary Courses | 3 | 2 | 100 |
PSY156 | PSYCHOLOGY OF RELATIONSHIPS | Multidisciplinary Courses | 3 | 3 | 100 |
PSY157 | SCIENCE OF WELL-BEING | Multidisciplinary Courses | 3 | 3 | 100 |
SOC142 | CONTEMPORARY SOCIAL PROBLEMS AND CHALLENGES | Multidisciplinary Courses | 3 | 3 | 50 |
SOC143 | SOCIOLOGY THROUGH CINEMA | Multidisciplinary Courses | 3 | 3 | 50 |
SPA181-1 | SPANISH | Ability Enhancement Compulsory Courses | 2 | 2 | 50 |
STA142 | DATA ANALYSIS USING EXCEL | Multidisciplinary Courses | 3 | 3 | 50 |
SW141 | INTRODUCTION TO SOCIAL WORK AND SOCIAL WELFARE | Multidisciplinary Courses | 3 | 3 | 100 |
SW142 | INTRODUCTION TO ORGANISATIONAL BEHAVIOUR | Multidisciplinary Courses | 3 | 3 | 50 |
SW143 | INTRODUCTION TO HUMAN RESOURCE MANAGEMENT | Multidisciplinary Courses | 3 | 3 | 50 |
2 Semester - 2024 - Batch | Course Code |
Course |
Type |
Hours Per Week |
Credits |
Marks |
BBA141A | DIGITAL FINANCE | - | 3 | 3 | 50 |
BBA141B | MARKETING AND SELLING SKILLS | - | 3 | 3 | 100 |
BBA141D | TALENT MANAGEMENT | - | 3 | 3 | 50 |
BBA141E | UNDERSTANDING OF FINANCIAL STATEMENTS | - | 3 | 3 | 50 |
BBA141F | SUSTAINABILITY?AND GREEN MARKETING | - | 3 | 3 | 50 |
BIF101-2 | COST ACCOUNTING | - | 4 | 4 | 100 |
BIF201-2 | FINANCIAL ACCOUNTING AND REPORTING - II | - | 4 | 4 | 100 |
BIF202-2 | QUANTITATIVE METHODS | - | 4 | 4 | 100 |
BLS143 | AN INTRODUCTION TO CLIMATE CHANGE | - | 3 | 03 | 100 |
CSC141 | PROGRAMMING IN C | - | 3 | 3 | 100 |
CSC143 | WEB DESIGNING USING HTML, PHP AND MYSQL | - | 3 | 3 | 100 |
CSC147 | MANAGEMENT INFORMATION SYSTEM (MIS) | - | 3 | 3 | 100 |
CSC151 | PYTHON FROM SCRATCH | - | 3 | 3 | 100 |
CSC154 | CYBER SECURITY AND ETHICS | - | 3 | 3 | 100 |
DMT141 | DANCE MOVEMENT THERAPY | - | 3 | 3 | 100 |
DMT143 | INTRODUCTION TO ACTING | - | 2 | 3 | 100 |
DPS161-2 | SERVICE LEARNING | - | 2 | 3 | 100 |
DSC142 | PYTHON PROGRAMMING FOR DATA SCIENCE | - | 3 | 3 | 50 |
DSC143 | DATA VISUALIZATION | - | 3 | 3 | 50 |
ECO143 | DEMOCRACY AND ECONOMY | - | 3 | 3 | 50 |
ECO144 | GLOBALISATION AND DEVELOPMENT | - | 3 | 3 | 50 |
ECO145 | ECOLOGY AND DEVELOPMENT | - | 3 | 3 | 100 |
ECO146 | GENDER AND DEVELOPMENT | - | 3 | 2 | 50 |
ECO147 | THINKING THROUGH THE ENVIRONMENT | - | 3 | 3 | 100 |
ENG181-2 | ENGLISH | - | 3 | 2 | 100 |
EST141 | TRAVEL AND TRAVEL NARRATIVES | - | 3 | 3 | 100 |
EST144 | DESIGN THINKING AND SOCIAL ENTREPRENEURSHIP | - | 45 | 3 | 100 |
EST145 | POETICS , POLITICS AND PIVOTAL PEOPLE OF ROCK N ROLL | - | 3 | 3 | 50 |
EST146 | FOOD AND LITERATURE | - | 3 | 3 | 50 |
EST148 | INTRODUCTION TO SCREEN WRITING FOR FILMS | - | 3 | 2 | 100 |
EST150 | GENDER AND POPULAR CULTURE | - | 3 | 3 | 50 |
EST153 | PARTITION NARRATIVES | - | 3 | 3 | 50 |
EST160 | EXPLORING INDIAN MYTHOLOGIES: STORIES, SYMBOLS, AND SOCIETAL REFLECTIONS | - | 3 | 3 | 50 |
FRE281-2 | FRENCH | - | 2 | 2 | 50 |
GER281-2 | GERMAN | - | 2 | 2 | 100 |
HIN282-2 | HINDI | - | 2 | 02 | 50 |
HIS141 | HISTORY AND CINEMA | - | 3 | 3 | 100 |
HIS144 | AESTHETICS OF ANCIENT INDIAN ART AND ARCHITECTURE | - | 3 | 3 | 50 |
KAN282-2 | KANNADA | - | 2 | 2 | 50 |
LAW141 | CYBER LAW | - | 4 | 3 | 100 |
LAW143 | LABOUR AND SOCIAL WELFARE | - | 3 | 3 | 100 |
LAW145 | PARLIAMENTARY PROCEDURE AND PRACTICE | - | 3 | 3 | 50 |
LAW146 | LAW AND PRACTICE OF INTELLECTUAL PROPERTY | - | 3 | 03 | 50 |
LAW148 | LEGAL DIMENSIONS OF MARKETING | - | 3 | 3 | 50 |
MAT141 | MATHEMATICS FOR MANAGERIAL DECISIONS | - | 3 | 3 | 50 |
MAT142 | APPLIED ARITHMETICS | - | 3 | 3 | 100 |
MAT143 | MATHEMATICS FOR ECONOMICS AND BUSINESS | - | 3 | 3 | 100 |
MED141 | MEDIA AND POLITICS | - | 3 | 3 | 100 |
MED143 | CELEBRITY PR | - | 3 | 3 | 100 |
MED145 | SOCIAL MEDIA | - | 3 | 3 | 100 |
MED147 | MIDDLE CINEMA IN INDIA | - | 3 | 3 | 100 |
MED148 | LANGUAGE OF CINEMA: A VISUAL APPROACH | - | 45 | 3 | 100 |
MED149 | INTRODUCTION TO SEMIOTICS | - | 45 | 3 | 100 |
PHY142 | ANALOG AND DIGITAL ELECTRONICS | - | 3 | 3 | 100 |
PHY143 | JOURNEY THROUGH THE COSMOS | - | 3 | 3 | 100 |
POL141 | DEMOCRACY AND ETHICAL VALUES | - | 2 | 2 | 100 |
POL144 | INDIA AND THE WORLD | - | 3 | 2 | 100 |
POL243 | POLITICS AND SOCIETY OF INDIA AFTER INDEPENDENCE | - | 3 | 3 | 100 |
PSY156 | PSYCHOLOGY OF RELATIONSHIPS | - | 3 | 3 | 100 |
PSY157 | SCIENCE OF WELL-BEING | - | 3 | 3 | 100 |
PSY158 | STRESS MANAGEMENT | - | 3 | 3 | 100 |
PSY160 | UNDERSTANDING ADDICTION AND SUBSTANCE USE | - | 3 | 3 | 100 |
SOC141 | INTRODUCTION TO WOMEN?S STUDIES | - | 3 | 3 | 50 |
SOC142 | CONTEMPORARY SOCIAL PROBLEMS AND CHALLENGES | - | 3 | 3 | 50 |
SOC143 | SOCIOLOGY THROUGH CINEMA | - | 3 | 3 | 50 |
SPA281-2 | SPANISH | - | 2 | 2 | 50 |
STA141 | DATA ANALYSIS USING R PROGRAMMING | - | 3 | 3 | 50 |
STA142 | DATA ANALYSIS USING EXCEL | - | 3 | 3 | 50 |
SW141 | INTRODUCTION TO SOCIAL WORK AND SOCIAL WELFARE | - | 3 | 3 | 100 |
SW142 | INTRODUCTION TO ORGANISATIONAL BEHAVIOUR | - | 3 | 3 | 50 |
SW143 | INTRODUCTION TO HUMAN RESOURCE MANAGEMENT | - | 3 | 3 | 50 |
THE305 | STAGING A MUSICAL: PERFORMANCE AND PRODUCTION | - | 15 | 3 | 100 |
3 Semester - 2023 - Batch | Course Code |
Course |
Type |
Hours Per Week |
Credits |
Marks |
BIF101-3 | BUSINESS LAW | Major Core Courses | 4 | 4 | 100 |
BIF201-3 | FINANCIAL ACCOUNTING AND REPORTING- III | Major Core Courses | 4 | 4 | 100 |
BIF202-3 | FINANCIAL MANAGEMENT | Major Core Courses | 4 | 4 | 100 |
BIF203-3 | ETHICAL STANDARDS | Major Core Courses | 4 | 4 | 100 |
DPS162-3 | ENTREPRENEURSHIP | Skill Enhancement Courses | 3 | 3 | 100 |
4 Semester - 2023 - Batch | Course Code |
Course |
Type |
Hours Per Week |
Credits |
Marks |
BIF201-4 | MACRO ECONOMICS | - | 3 | 3 | 100 |
BIF301-4 | FINANCIAL ACCOUNTING AND REPORTING- IV | - | 4 | 4 | 100 |
BIF302-4 | EQUITY INVESTMENTS | - | 4 | 4 | 100 |
BIF303-4 | FIXED-INCOME INVESTMENTS | - | 4 | 4 | 100 |
BIF304-4 | DERIVATIVES AND ALTERNATIVE INVESTMENTS | - | 4 | 4 | 100 |
BIF305-4 | PORTFOLIO MANAGEMENT AND WEALTH PLANNING | - | 4 | 4 | 100 |
DPS261A-4 | EXCEL APPLICATIONS IN FINANCE | - | 2 | 2 | 50 |
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Introduction to Program: | |
BCOM (International Finance) focuses on the areas of accounting and financial analysis. With this unique blend, the programme enables students to propel their careers as wealth creators and managers both in corporate and merchant banking domains. The programme, with an underlying focus on ethical code of professional conduct, strives to create meaningful and thoroughbred finance professionals. With a comprehensive understanding of international laws and financial reporting standards, BCOM (International Finance) students can seamlessly fit into and effectively contribute in international work environments too. As forward thinking and trustworthy business partners, BCOM (International Finance) students are well equipped to serve global organizations and society at large. | |
Programme Outcome/Programme Learning Goals/Programme Learning Outcome: PO1: Apply Financial Accounting and Reporting Principles and Standards (US GAAP and IFRS) in creation and interpretation of Financial statementsPO2: Analyze global financial markets and exhibit expertise in investment, financing and dividend decisions PO3: Apply ethical and corporate governance standards and adhere to the legal, and regulatory and taxation framework governing business environment. PO4: Demonstrate leadership traits, communication skills, digital proficiency with innovative and entrepreneurial mindset for optimal performance in personal, professional, societal and environmental domains PO5: Exhibit social sensitivity to embrace diversity and inclusion and function as ethically responsible individuals with integrity and tolerance to contribute effectively to society PO6: Demonstrate decision making skills and critical thinking through practical application of knowledge and skills in experiential learning PO7: Apply research skills and conduct independent research and thereby monitor and forecast future trends Programme Specific Outcome: 0: NAProgramme Educational Objective: PEO1: To create professionals with global mindset and with advanced knowledge in accounting and finance occupying strategic positions in the industry in the areas of Accounting, Taxation, Finance and wealth management in different sectorsPEO2: To be conversant with the broad legal and regulatory framework governing international business activity. PEO3: To equip the students to evaluate macro-economic factors and environmental factors that influence business operation with strong conceptual understanding of preparation and interpretation of financial statements. PEO4: To create strong, globally recognized professionals with unique blend of accounting and finance proficiency. PEO5: To provide an environment that fosters continuous student interaction with Industry professionals in order to accelerate their learning and enable them to be industry-ready on completing the programme. PEO6: To introduce and develop research culture amongst students and to equip them with research skills necessary to conduct a structured and systematic research. PEO7: Sensitize students towards ethical issues arising out of business and society interface. | |
Assesment Pattern | |
Department of Professional Studies follows a rigorous system of continuous evaluation, and the assessment events include quizzes, tests, assignments, mid-term and end-term exams, individual/group project work, presentations etc. Students are evaluated for each course on the basis of written examination and continuous internal assessments. Each paper carries maximum of 100 marks and is evaluated as follows: End Semester Examination (ESE) 50% Mid Semester Examination (CIA-2) 25% Continuous Internal Assessment (CIA - 1 & 3) 20% Attendance 05% Total 100%
Written Examinations consists of: Mid Semester Exam – 50 Marks (2 hours duration) End Semester Exam – 100 Marks (3 hours duration) A student should secure a minimum of 40% Marks in the ESE to pass in that paper. In aggregate for each paper, for internal and end semester put together, at least 40 Marks out of 100 must be secured to pass in that paper. | |
Examination And Assesments | |
CIA – 1 and 3 : Continuous Internal Assessment Written (reports) – Group or Individual, Understanding of the subjects, Participative learning, Presentation and VIVA, Quiz, Multiple choice based test etc. CIA – 2: Continuous Internal Assessment - Mid Semester Exam (MSE) Mid Semester Exam marks will be taken for Internal Assessment. MSE marks will be reduced to 25 for this purpose. Attendance: The marks distribution for attendance is as follows: 95 – 100% - 5 marks 90 – 94% - 4 marks 85 – 89% - 3 marks 80 – 84% - 2 marks 76 – 79% - 1 mark |
BBA141A - DIGITAL FINANCE (2024 Batch) | ||
Total Teaching Hours for Semester:45 |
No of Lecture Hours/Week:3 |
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Max Marks:50 |
Credits:3 |
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Course Objectives/Course Description |
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Course Description This course provides the participants with a bird’s-eye view of the FinTech landscape and an appreciation of the history of financial innovation. The course examines the technology fundamentals driving the FinTech revolution to develop an appreciation of their application in a comprehensive array of financial sectors. This course builds on the foundation of elementary financial theory and complements financial intermediation and capital market courses with a unique yet essential technology and innovation perspective.
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Course Outcome |
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CLO1: Develop an overview of Digital Finance and its trend CLO2: Differentiate among various digital payment methods and functionalities CLO3: Identify and comprehend the diverse applications of digitalization in financing and investing. CLO4: Evaluate contemporary issues and challenges within digital finance. |
Unit-1 |
Teaching Hours:6 |
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Digital Finance -An Introduction
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Overview of Digital Finance, Evolution of Digital Finance, Importance and Benefits of Digital Finance. Regulatory Framework in Digital Finance | |||||
Unit-2 |
Teaching Hours:7 |
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Digital Payment Systems
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Types of Digital Payment Systems, Payment Gateways and Processors, Mobile Wallets and E-Wallets. Cryptocurrency and Blockchain Technology in Payments. Evolution from credit card to CBDC, B2B, B2C, C2C payment mechanisms, EMV, NFC, Tokenization, Mobile wallet, UPI, QR code, Cross-border digital payments, Payment pl | |||||
Unit-3 |
Teaching Hours:7 |
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Digital Lending and Crowdfunding
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Peer-to-Peer (P2P) Lending Platforms, Online Microfinance and Consumer Lending Crowdfunding Models and Platforms, Risk Assessment and Management in Digital Lending
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Unit-4 |
Teaching Hours:8 |
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Digital Banking and Personal Finance Management
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Online Banking Services, Mobile Banking Applications, Budgeting and Expense Tracking Apps Investment and Wealth Management Platforms, | |||||
Unit-5 |
Teaching Hours:8 |
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Digital Trading and Investment
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Online Trading Platforms, Robo-Advisors and Algorithmic Trading, Cryptocurrency Exchanges and Trading Strategies, Regulatory Considerations in Digital Trading | |||||
Unit-6 |
Teaching Hours:8 |
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Fintech Innovation and Future Trends
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Emerging Technologies in Finance (AI, IoT, Big Data), Fintech Startups and Incubators Regulatory Challenges and Opportunities, Future Trends and Predictions in Digital Finance
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Text Books And Reference Books: Lynn, T., Mooney, J.G., & Rosati, P., & Cummins, M. (2019). Disrupting Finance: FinTech and Strategy in the 21st Century. (DF) | |||||
Essential Reading / Recommended Reading 1. Cheun, D.L.K. (2015). Handbook of Digital Currency, Bitcoin, Innovation, Financial Instruments, and Big Data. Elsevier. 2. Chishti, S., & Barberis, J. (2016). The FinTech book: the financial technology handbook for investors, entrepreneurs and visionaries. John Wiley & Sons. 3. Chishti, S., & Puschmann, T. (2018). The Wealthtech Book: The FinTech Handbook for Investors, Entrepreneurs and Finance Visionaries. John Wiley & Sons. 4. Loesch, S. (2018). A Guide to Financial Regulation for Fintech Entrepreneurs. John Wiley & Sons. 5. Metawa, N., Elhoseney, M., Hassanein, A.E., & Hassan, M.K.H. (2019). Expert Systems in Finance: Smart Financial Applications in Big Data Environments. Routledge. 6. Sironi, P. (2016). FinTech Innovation, From Robo-Advisors to Goal Based Investing and Gamification. 7. VanderLinden, S. L., Millie, S. M., Anderson, N., & Chishti, S. (2018). The INSURTECH Book: The Insurance Technology Handbook for Investors, Entrepreneurs and FinTech Visionaries. John Wiley & Sons. | |||||
Evaluation Pattern
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BBA141B - MARKETING AND SELLING SKILLS (2024 Batch) | |||||
Total Teaching Hours for Semester:45 |
No of Lecture Hours/Week:3 |
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Max Marks:100 |
Credits:3 |
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Course Objectives/Course Description |
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Course Description This is the basic course in Marketing and Selling Skills, where students will get exposure to Marketing and Sales. The subject gives them a vast and wide insight into the traditional and contemporary aspects of Marketing and sales. The input of basic fundamentals, coupled with the practical knowledge, will be given to the students to help them in understanding and designing the sales & marketing tactics and strategies. Course Objective:
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Course Outcome |
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CO1: Demonstrate a comprehensive understanding of marketing and sales principles, theories, and their practical applications (RBTL 2) CO2: Identify the key elements of the marketing environment and their impact on marketing and selling activities. (RBTL 3) CO3: Apply segmentation techniques to categorize target market segments effectively. (RBTL 3) CO4: Demonstrate basic selling skills, such as effective communication and relationship building, through practical exercises and simulations. (RBTL 2) |
Unit-1 |
Teaching Hours:8 |
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An Introduction to Marketing
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Introduction, genesis & evolution of marketing in society, Importance and Scope of Marketing, Elements of Marketing – Need, Want, Demand, Desire, Marketing Philosophies, Mccarthy’s 4P classification, Lauterborn’s 4C’s classification & 4A’s Framework of rural marketing, Product service continuum. | |||||||||||||||||||||||||||||||
Unit-2 |
Teaching Hours:6 |
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Marketing Environment - An Understanding
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Basics of Marketing Environment, Factors Affecting Marketing Environment, Environmental analysis – SWOT & PESTLE, Marketing Environment in India, Legal & regulatory framework in India, Marketing Mix (Four Ps of Marketing)
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Unit-3 |
Teaching Hours:8 |
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Unit 3: Segmentation, Targeting and Positioning
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Market Segmentation, Basis of segmentation & its types - Demographic, Geographic, Psychographic and behavioral Segmentation etc, Targeting- Five Patterns of Target Market Selection, Positioning-Concept of Positioning, Perceptual Mapping. | |||||||||||||||||||||||||||||||
Unit-4 |
Teaching Hours:6 |
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Product Life Cycle and Consumer Behaviour
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Product Life Cycle concept, marketing implications of PLC stages, corresponding strategies, dealing with competition, Perceptual Mapping, Consumer Behaviour – Rational V/s Emotional, Consumer proposition & acquisition process, buying motives, its types, CB process | |||||||||||||||||||||||||||||||
Unit-5 |
Teaching Hours:10 |
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Selling - An Introduction
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Nature, Meaning and Significance of Sales Management and Personal selling; Evolution of Sales Management, Role of Selling in Marketing, Characteristics of a successful Salesman; Types of Selling, Selling Functions, Sales Funnel; Process of Effective Selling: Sales strategies; Prospecting: Meaning, process & methods; Ways to approach a customer | |||||||||||||||||||||||||||||||
Unit-6 |
Teaching Hours:7 |
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Effective Sales management and Sales Force Organization
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Sales presentation; Handling objections; Closing a sale; Current issues in sales management; Case lets and applications, Meaning of Sales Force Management; Determining the sales force and size of the sales force, Introduction to: Sales organization concepts; Sales territories
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Text Books And Reference Books:
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Essential Reading / Recommended Reading
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Evaluation Pattern
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BBA141D - TALENT MANAGEMENT (2024 Batch) | |||||||||||||||||||||||||||||||
Total Teaching Hours for Semester:45 |
No of Lecture Hours/Week:3 |
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Max Marks:50 |
Credits:3 |
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Course Objectives/Course Description |
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Human Resource is considered as a valuable resource in every organization. The world class companies compete among themselves to attract the best talent across the globe. They view talent as competitive differentiator and one where the acquisition, engagement, development and retention of talent is considered as a strategic priority of business. This course exposes the students to methods and practices to acquire, engage and develop talent, focus on development of strategic leaders within an organization and also deals with how talent and knowledge can be managed effectively for the development of the organization. Course Objectives: This course intends ● To provide an outline about the concepts, principles and models of talent management ● To understand the importance of talent management in developing the organizations. ● To enable the students to apply the concepts, principles and models of talent management in real time scenario. ● To evaluate the various process, approaches and strategies for managing and retaining talent in organizations. ● To provide solutions to issues pertaining to managing talent and knowledge |
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Course Outcome |
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CLO1: Demonstrate the understanding of key concepts, principles and models related to talent and knowledge management CLO2: Evaluate the importance of talent management in developing organizations CLO3: Learn to apply the theories and concepts studied in the classroom to practical situations CLO4: Analyse the various talent and knowledge management practices and their value to organizations CLO5: Solve the issues pertaining to talent and knowledge management |
Unit-1 |
Teaching Hours:8 |
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Introduction to Talent Management
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Meaning and concept of talent management, need and scope for talent management, Talent vs Knowledge, Talent management initiatives, Techniques for potential appraisal, Talent management grid, Benefits of talent management. | |||||||||||||||||||||||||||||||||||||||||||
Unit-2 |
Teaching Hours:8 |
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Creating Talent Management System
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Components of talent management system/process- recruitment, employee onboarding, performance management, learning and professional development, compensation management, and succession planning. Designing Job description and specification. | |||||||||||||||||||||||||||||||||||||||||||
Unit-3 |
Teaching Hours:8 |
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Competency mapping and approaches to talent management
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Competency Mapping- Meaning, Importance and Steps in competency mapping, Competency model, Role of leaders and HR in talent management, Talent Management Approaches, Mapping Business Strategies and Talent Management Strategies, Achieving competitive advantage, Best practices in talent management- Case studies.
Mapping competency for various job roles according to level of knowledge. | |||||||||||||||||||||||||||||||||||||||||||
Unit-4 |
Teaching Hours:8 |
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Integrating Talent and performance Management
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Introduction to performance management: types of PM methods-checklist, graphic rating scale, Behavioural observation scale and BARS. Designing the Performa of PM | |||||||||||||||||||||||||||||||||||||||||||
Unit-5 |
Teaching Hours:5 |
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Recent Trends and Best Practices in Talent Management
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Introduction, Use of Technology in Talent Management, Use of AI in Talent Management, Talent Management using Design Thinking. | |||||||||||||||||||||||||||||||||||||||||||
Unit-6 |
Teaching Hours:8 |
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Project Work: Field study & Report Submission
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Experiential Learning Activity: Identifying any one organization in manufacturing or service sector- Interacting, observing and conducting interviews with their senior HR leaders, understand how they manage and retain talent in their organizations. | |||||||||||||||||||||||||||||||||||||||||||
Text Books And Reference Books: ● Lance A. Berger, Dorothy Berger (2017): Talent management handbook, McGraw Hill New York.
● Mohapatra.M & Dhir.S (2022); Talent Management-A contemporary perspective (2022), Sage Publications | |||||||||||||||||||||||||||||||||||||||||||
Essential Reading / Recommended Reading ● Mark Wilcox (2016), Effective Talent Management: Aligning strategy, people and performance, (1st ed.), Routledge Taylor and Francis Group. ● Marshal Gold Smith and Louis Carter (2018): Best practices in talent management, A Publication of the practice institute, Pfeiffer, A Wiley Imprint. ● Atheer Abdullah Mohammed (2019), Integrating Talent and Knowledge Management: Theory and practice, Lamber Publishing co.,
● Cappeli Peter: Talent on Demand –Managing Talent in an age of uncertainty, Harvard Business press. | |||||||||||||||||||||||||||||||||||||||||||
Evaluation Pattern
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BBA141E - UNDERSTANDING OF FINANCIAL STATEMENTS (2024 Batch) | |||||||||||||||||||||||||||||||||||||||||||
Total Teaching Hours for Semester:45 |
No of Lecture Hours/Week:3 |
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Max Marks:50 |
Credits:3 |
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Course Objectives/Course Description |
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Course Description: This course aims to understand the financial statements published by Indian companies and make a meaningful understanding. The course gives the initiation towards terminology in accounting and takes the readers through Income statements and Balance sheet. The interpretation of the cash flow, Income statement, and Balance sheet gives the reader an understanding of the company's fundamentals. It gives a sense of financial soundness or not of any company. The growing need for adherence to rules and practice of ethics in accounting in its various aspects from public practice to reporting with case studies will explain the profoundness of Ethics in Accounting and corporate reporting. |
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Course Outcome |
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CO1: Relate to accounting terminologies CO2: Explain the components of Financial statements CO3: Interpret financial statements CO4: Realise the importance of ethics in accounting practices |
Unit-1 |
Teaching Hours:5 |
Terminologies in Financial Statement
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Assets- Current assts and fixed assets, Non-current Liabilities, current liabilities, Owners Equity, shareholders fund, External equity, Return on investment, operating expenses, Normal profit, Earnings per share private -Public Investors-Income Statement-Revenue-Expenses-Profit/loss-Balance sheet- Dual aspects of the balance sheet, Significant accounting policies and principles- Full Disclosure-Standalone statements-consolidated statements.
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Unit-2 |
Teaching Hours:10 |
Understanding Income Statement and Balance sheet
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Meaning and Purpose of Income statement- Cost of goods Sold-Gross profit, Operating Income-EBITDA-EBIT-EBT-Depreciation-Tax provisions made-Deferred Taxation- EPS: Basic and Diluted- Purpose of Balance sheet- Share capital- Net Worth-Shareholders fund- Book value of assets-Face value of shares-Current and non-current liabilities and assets- Amortisation and Depreciation-Notes to accounts. | |
Unit-3 |
Teaching Hours:10 |
Cash Flow statements and Notes to accounts
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Meaning and Purpose of cash flow statements- Meaning of cash flow, sources of cash flow, Operating, Investing and Finance activities- Inflow and outflow of cash- Indirect method-Interpreting company growth rate from cash flow stage-Positive and Negative cash flow-Effect of changes in cash flow on performance – Interpretation of high cash balances-Exhibit of cash flow statements of Indian companies- Schedules or notes to accounts- preparation and relevance- interpretation of schedules. | |
Unit-4 |
Teaching Hours:10 |
Interpretation of Financial Statements
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Year On Year (YoY) comparison of Income statement and Balance sheet-Common size comparison-Interpreting EPS, DPS, MPS, PE Ratio, Intrinsic value, Liquidity ratio, Current ratio, Debt Equity Ratio- Dividend payout- Ascertaining performance of a company through exhibit of annual report of Indian companies | |
Unit-5 |
Teaching Hours:10 |
: Ethics in Accounting
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Compliance of accounting standard in letter vs true spirit- window dressing- effects of unethical practices and non-disclosures-case study ethics in public practice of accounting, ethics in compliance, ethics in corporate reporting, ethics in non-profit organisations.
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Text Books And Reference Books:
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Essential Reading / Recommended Reading Financial Accounting By SP JAIN & NArang , Kalyani Publishers, Noida | |
Evaluation Pattern Total 50 marks . CIA-1 20 marks (weightage 50% ie 10 marks ) CIA-2 20 marks(weightage 50% ie 10 marks ) CIA-3 - 50 marks (weightage 50% ie 25 marks ) For attendance 5marks This is a Submission paper. There is no MSE or ESE | |
BBA141F - SUSTAINABILITY?AND GREEN MARKETING (2024 Batch) | |
Total Teaching Hours for Semester:45 |
No of Lecture Hours/Week:3 |
Max Marks:50 |
Credits:3 |
Course Objectives/Course Description |
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The course is designed to understand the importance of Sustainability and Green Marketing on consumer satisfaction and environmental safety. Green revolution, going green, environment protection, and sustainable development have become the buzz words today. Consumers are gradually becoming conscious buying eco-friendly products. This course aims at understanding the concept of Green Products and Marketing. This course also revisits the factors that affect consumers’ purchase decision in general. This course will lead the exploration of the leading edge of this paradigm shift that is now underway. This course introduces students to the concepts and processes of Green marketing and takes them deeper into the world of Green marketing. |
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Course Outcome |
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CO1: Explain green marketing and its importance to the environment from the perspective of consumers and businesses CO2: Students will be able to describe the current state of the environment resulting from the past and present practices of the human consumption CO3: To understand the opportunities, challenges, and issues in designing and implementing green marketing strategies. CO4: Demonstrate evidence of emerging green consumer segments and how marketers are addressing those needs |
Unit-1 |
Teaching Hours:10 |
Introduction to Sustainability and Fundamentals of Green Marketing
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Meaning & Concept & Evolution of Sustainability, Green Marketing, Types of Green Marketing, Difference between Marketing & Green Marketing, Green Product - Green Marketing – Importance of Green Marketing - Importance of green marketing - Benefits of Green Marketing, Adoption of Green Marketing- Green Marketing Mix – Strategies to Green Marketing | |
Unit-2 |
Teaching Hours:10 |
Segmentation of Green Marketing
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Green Spinning – Green Selling – Green Harvesting – Enviropreneur Marketing - Compliance Marketing – Green Washing – Climate Performance Leadership Index- Promotional Channels of Green Marketing. | |
Unit-3 |
Teaching Hours:10 |
Green Marketing initiatives
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Green Firms – HCL’s Green Management Policy – IBM’s Green Solutions – IndusInd Bank’s Solar Powered ATMs – ITCs Paperkraft – Maruti’s Green Supply Chain – ONCGs Mokshada Green Crematorium – Reva’s Electric Car – Samsung’s Eco-friendly handsets- Wipro Infotech’s Eco-friendly computer peripherals | |
Unit-4 |
Teaching Hours:10 |
Environmental consciousness
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Introduction of Environment - Importance of environmentalism - Environmental movement - Benefits of green environment to the society - E-waste exchange - Extended Producer Responsibility Plan - Guidelines for Collection and Storage of E-Waste - Guidelines for Transportation of E-Waste - Guidelines for Environmentally Sound Recycling of E-Waste Types of pricing, Pricing strategies: New product pricing strategies, Product mix pricing strategies, Price adjustment strategies, Price changes, Public policy and pricing. | |
Unit-5 |
Teaching Hours:5 |
Socially Responsible Marketing
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Sustainable Marketing, Social Criticisms of Marketing, Marketing’s Impact on Individual, Marketing’s Impact on Society as a Whole, Marketing’s Impact on Other Businesses, Actions to Promote Sustainable Marketing, Business Actions Toward Sustainable Marketing, Principles and Marketing Ethics. | |
Text Books And Reference Books:
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Essential Reading / Recommended Reading
Edition.
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Evaluation Pattern CIA 1 10 marks CIA 2 10 marks CIA 3 25 marks ATTENDANCE 5 marks | |
BIF101-1 - FINANCIAL ACCOUNTING AND REPORTING - I (2024 Batch) | |
Total Teaching Hours for Semester:60 |
No of Lecture Hours/Week:4 |
Max Marks:100 |
Credits:4 |
Course Objectives/Course Description |
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This course is the first of four courses which cover accounting principles and presentation of financial statements as per US Generally Accepted Accounting Principles. This course introduces students to Standard Setting Procedures and Standard Setting Bodies and prcedures followed. The coverage includes flow of transaction from Books of Account through Financial Statements. The course also covers Accounting Cycle and the different types of Financial Statements issued by a company |
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Course Outcome |
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CO1: Explain fundamental accounting concepts, principles and conventions as per US GAAP CO2: Prepare and/or review source documents including account classification, and enter data into subsidiary and general ledgers CO3: Understand and apply the conceptual framework in preparation of financial statements. CO4: Prepare a for-profit entity's financial statements; make needed adjustments; and perform basic financial analysis CO5: Calculate required adjustments to financial statements and/or note disclosures based on identified subsequent events |
Unit-1 |
Teaching Hours:6 |
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Unit 1: Financial Accounting and Accounting Standards
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Financial reporting environment, parties involved in standard setting, generally accepted accounting principles (FASB codification), major challenges in financial reporting | |||||||||||
Unit-2 |
Teaching Hours:12 |
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Preparatory Procedures for Financial Statement Preparation
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Basic accounting procedure: journal entries, ledgers, subsidiary books, cash book, capital and revenue expenditure/receipts, rectification of errors, trial balance, bank reconciliation statement | |||||||||||
Unit-3 |
Teaching Hours:8 |
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Conceptual Framework for Financial Reporting
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Conceptual framework for financial accounting and reporting by business entities. Fundamental concepts, Assumptions, Measurement, Recognition, and Disclosure Concepts. | |||||||||||
Unit-4 |
Teaching Hours:18 |
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Financial Reporting, Presentation and Disclosures in General-Purpose Financial Statements
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Financial Statements for a Merchandising Company. Balance sheet / Statement of financial position; Single Step and Multi Step Income statement / Statement of profit or loss; Statement of comprehensive income; Statement of changes in equity; Statement of cash flows (Direct and Indirect method); Notes to financial statements; SEC Reporting Requirements (e.g., Form 10-Q, 10-K). Adjusting entries. | |||||||||||
Unit-5 |
Teaching Hours:10 |
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Financial Statement Analysis and Metrics
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Compute and interpret financial statement ratios | |||||||||||
Unit-6 |
Teaching Hours:6 |
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Specific Transactions, Events and Disclosures: Recognition, Measurement, Valuation, Calculation, Presentation, and Disclosures
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Discontinued Operations; Going Concern; Fair Value Measurements, Disclosures, and Reporting; Segment Reporting; Subsequent Events | |||||||||||
Text Books And Reference Books: 1. O. Ray Whittington. Financial Accounting & Reporting. John Wiley & Sons - Wiley CPAexcel Course Study Guide 2. Donald E. Kieso, Jerry J. Weygandt, Terry D. Warfield. Financial Accounting, 18th Edition. John Wiley & Sons | |||||||||||
Essential Reading / Recommended Reading 1. Joe Ben Hoyle, Thomas Schaefer, Timothy Doupnik.. Advanced Accounting. McGraw-Hill/Irwin 2. Carl S. Warren, James M. Reeve, Jonathan Duchac. . Financial Accounting. Cengage Learning. Richard H. Gesseck, Lawrence Gamling. . U.S. Master GAAP Guide. CCH Inc | |||||||||||
Evaluation Pattern
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BIF103-1 - BUSINESS ECONOMICS (2024 Batch) | |||||||||||
Total Teaching Hours for Semester:60 |
No of Lecture Hours/Week:4 |
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Max Marks:100 |
Credits:4 |
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Course Objectives/Course Description |
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This course is designed to familiarize students with the basic concepts, theories and models of economics, which are relevant to business |
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Course Outcome |
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CO1: Differentiate basic concepts of Economics applicable to business CO2: Interpret key factors affecting/ determining economic variables such as demand, supply, price of products and factors of products CO3: Compare different market types and their functioning CO4: Appraise theories of consumer behaviour, production and factor price determination CO5: Discuss demand and supply analysis |
Unit-1 |
Teaching Hours:12 |
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Business Economics and Consumption Analysis
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Meaning- characteristics – distinction between business economics and pure economics – scope of business economics – uses/objectives of business economics Approaches to the study of consumer behaviour - cardinal approach - law of Equi-marginal utility, ordinal approach - indifference curve analysis - properties – consumer surplus – meaning - analysis – limitations | |||||||||||
Unit-2 |
Teaching Hours:10 |
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Demand and Supply (Market) analysis ? I
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Demand (Determinants, Demand function) - Law of Demand – Variations in demand, Supply (Determinants, Supply function) – Law of Supply –Variations in Supply, Market equilibrium and changes in equilibrium (reference to product markets & factor markets), Interference with market prices - Minimum price & Maximum price and its effect, Market failure – meaning & types - Public goods – Externalities - Merit goods - Demerit goods | |||||||||||
Unit-3 |
Teaching Hours:11 |
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Demand and Supply (Market) analysis - II
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Demand: Elasticity of Demand – Price elasticity of demand –factors determining elasticity of demand – its measurement and its application in business decisions, concepts of Income& Cross-Promotional elasticity of demand, Supply: Elasticity of Supply – factors determining elasticity of supply, Demand forecasting- Survey and statistical methods | |||||||||||
Unit-4 |
Teaching Hours:8 |
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Production Analysis
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Production, Firm and Industry, Production function, Production runs or Periods (short run and long run), Production in the short run, Law of variable proportions, Production in the long run, Returns to scale (increasing, constant and decreasing returns to scale), Economies of scale and Diseconomies of scale, Factor Pricing: Rent, Wages, Interest and Profit. | |||||||||||
Unit-5 |
Teaching Hours:6 |
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Cost & Revenue Analysis
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Cost - Cost concepts (Absolute cost and opportunity cost, Accounting cost and Economic cost) – Fixed and Variable cost – TC, AC & MC, Cost-output relationship in the short run - Cost-output relationship in the long run. Revenue – TR, AR & MR - Revenue with no change in price – Revenue with change in price. | |||||||||||
Unit-6 |
Teaching Hours:13 |
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Firm and Market Structure
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Perfect Competition: Assumptions, price and output decisions. Equilibrium of the firm and the industry in the short and the long runs, including industry’s long run supply, producer surplus. Shut down point under perfect competition market, Monopoly: Behaviour of a monopolist in the short and the long run. Price discrimination by a monopolist-1st degree, 2nd degree and 3rd degree. Monopolistic competition, concept of excess capacity Oligopoly- Collusive & Non-collusive models of Oligopoly | |||||||||||
Text Books And Reference Books:
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Essential Reading / Recommended Reading
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Evaluation Pattern
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BLS143 - AN INTRODUCTION TO CLIMATE CHANGE (2024 Batch) | |||||||||||
Total Teaching Hours for Semester:45 |
No of Lecture Hours/Week:3 |
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Max Marks:100 |
Credits:03 |
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Course Objectives/Course Description |
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This course aims to provide “almost everything you would like to know” about the basics of climate change. It covers climate change science, impacts, implications and solutions. It includes a legal and policy section as well as a practical class activity. The course is designed in six units. The first part has five units of explanatory classes, each taking 6 hours to complete; and the second part has one unit of exploratory classes comprising a total of 15 hours. |
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Course Outcome |
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CO1: Students will be able to explain the fundamentals of climate change science.
CO2: Students will be able to understand relevant international framework and explore key issues under negotiation.
CO3: Students will be able to Explain the anticipated impacts of climate change and various adaptation measures.
CO4: Students will be able to Understand the urgency of climate change mitigation and propose actions.
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Unit-1 |
Teaching Hours:6 |
Up in the air: the science
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What is climate change? What are climate projections? How do scientists study climate? What causes climate change? What are the impacts? | |
Unit-2 |
Teaching Hours:6 |
Breaking bad: Legal and normative framework to deal with global warming
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An outline of the normative, legal and policy aspects of climate action. The last three hours will be dedicated to national and relevant state policies.
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Unit-3 |
Teaching Hours:6 |
Adjust, transition, or transform: Climate change adaptation options
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Necessity of adaptation in the face of extreme weather, uncertainties, disasters, livelihood stresses, and various adaptation measures that people take. The life sciences aspects, including ecological and biodiversity stresses and solutions will get special attention.
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Unit-4 |
Teaching Hours:6 |
Cutting carbon: climate change mitigation
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This unit will explore zero carbon, smart and renewable solutions and practices. Particular focus will be given to Indian and Bangalore initiatives that might be relevant to future research and career of students. Unit 4 will also include a planning session for the unit 6 class projects.
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Unit-5 |
Teaching Hours:6 |
Money, money, money: Climate change finance
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The focus here is on how climate action is funded. The classes will explore various funding avenues and what is possible closer to home, including within campus.
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Unit-6 |
Teaching Hours:15 |
Getting your feet wet: designing your own climate action
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This is the students’ chance to put their knowledge into action. In groups, the students will explore a climate adaptation, mitigation or policy activity. The task is to design a rigorous, creative, workable plan with realistic resources and timeline. It could be the design for a small rain harvesting system, a balcony forest, or a weather news website or Facebook page. This is envisaged as a drawing-board activity – however if a micro-scale project includes field demonstration (eg. a bird feeder with a clear biodiversity/adaptation rationale), it may be allowed based on practicality, and assessed on par with other designs.
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Text Books And Reference Books:
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Essential Reading / Recommended Reading
| |
Evaluation Pattern Attendance and Class Participation- 10% Midterm Examination- 30% Review paper/Research Paper- 20% Seminar presentation – 10% Final Examination - 30%
| |
DMT141 - DANCE MOVEMENT THERAPY (2024 Batch) | |
Total Teaching Hours for Semester:45 |
No of Lecture Hours/Week:3 |
Max Marks:100 |
Credits:3 |
Course Objectives/Course Description |
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This course has been conceptualized in order to understand and explore Dance Movement Therapy, a discipline that is supported by a solid theoretical and technical background. It has huge applicability: it works in the clinical, social, educational, and artistic fields. At the same time, the different matrices, like artistic, anthropology, psychiatric, and psychodynamic – make Dance Movement Therapy one of the most holistic disciplines for the ability to combine and include elements from different subjects. |
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Course Outcome |
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CO1: Demonstrate practical understandings about dance: from ancient social function to performance, from performance to therapy CO2: Demonstrate human body expression through the Gross Motor Skills Development, and the Global Motor Coordination Schemes according to Bartenieff, the Effort/Shape system of movement analysis according Laban. CO3: Demonstrate how to work on the body schema, body image, and physical self-concept. CO4: Apply the body schema, body image and physical self-concepts to express emotion through dance approaches, improving confidence and self-esteem. CO5: Discuss how Dance Movement Therapy deals with life: instances of different social areas in which DMT is practiced |
Unit-1 |
Teaching Hours:15 |
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Introduction, Outline, and Overview
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Brief history of Dance Movement Therapy history and different methodologies
To understand and to gain practical understanding about the human body expression through the Gross Motor Skills Development through specific dance patterns of movement
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Unit-2 |
Teaching Hours:15 |
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Human Body Expressions
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Exploration of the Six Fundamentals of Bartenieff Rhythmic in a structured and semi-structured warm-up Structured warm -up Imitative warm-up Which music for Dance Movement Therapy Size and dynamic of different groups: small, medium, large group | |||||||||||||||||||||
Unit-3 |
Teaching Hours:15 |
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Human Body Expression
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Introduction to some of the props used in Dance Movement Therapy: strings, sticks, balls. | |||||||||||||||||||||
Unit-4 |
Teaching Hours:10 |
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The Artistic Matrix of Dance Movement
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How to create sequence of dance choreography | |||||||||||||||||||||
Text Books And Reference Books: A body among other bodies. Relational Expressive Dance Movement Therapy, A&G CUECM, 2020 | |||||||||||||||||||||
Essential Reading / Recommended Reading Bartenieff I., Lewis D., Body Movement : Coping with the Environment. Gordon and Breach, 1980. | |||||||||||||||||||||
Evaluation Pattern
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DMT143 - INTRODUCTION TO ACTING (2024 Batch) | |||||||||||||||||||||
Total Teaching Hours for Semester:45 |
No of Lecture Hours/Week:2 |
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Max Marks:100 |
Credits:3 |
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Course Objectives/Course Description |
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This introductory course explores fundamental acting techniques, including character development, improvisation, and emotional expression. Engage in various acting exercises and scene work to enhance students' understanding of the craft. This course further develops confidence and creativity as the students delve into the art of storytelling through performance. |
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Course Outcome |
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CO1: Recognise and explain the basics of acting. CO2: Demonstrate and interpret the interrelationship between speech, movement and text. CO3: Relate and experiment with the interconnection between text and acting design. CO4: Apprise and critique the role of the actor as a performing medium. CO5: Design and develop original piece of work. |
Unit-1 |
Teaching Hours:15 |
Voice and Speech
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This unit delves into the artistry of vocal expression and its profound impact on theatrical performance. Through rigorous vocal exercises and comprehensive training, students will develop various vocal techniques, mastering the nuances of pitch, tone, resonance, and articulation. Emphasizing voice integration with the actor's body and emotions, this transformative learning experience empowers students to deliver compelling, authentic, and emotionally resonant performances on stage and beyond. | |
Unit-2 |
Teaching Hours:15 |
Actor and the Stage
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This unit delves into the essence of captivating stage presence, refining students' gestures and body language skills. Participants will learn to create profound connections with their co-actors through immersive exercises, fostering authentic and compelling performances. Embark on a transformative journey, honing acting prowess and embracing the art of storytelling. | |
Unit-3 |
Teaching Hours:15 |
Actor and the Text
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This unit delves into captivating interplay between the actor and the text. Explore the essence of character portrayal through an in-depth analysis of themes, situations, and scenes within various dramatic texts. Uncover the art of embodying diverse roles, harnessing emotional depth, and expressing emotions. | |
Text Books And Reference Books: Stanislavski, C. (1989). Actor Prepares. Taylor & Francis Group. Chekhov, M. (1953). To the actor: On the technique of acting. Harper & Row.
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Essential Reading / Recommended Reading Merlin, B. (2017). Acting: The Basics. Taylor & Francis Group. Kahan, S. (1991). Introduction to acting (3rd ed.). Allyn and Bacon.
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Evaluation Pattern Mode of Assessment - Final Assessment
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DPS01-01 - BRIDGE COURSE IN ACCOUNTING (2024 Batch) | |
Total Teaching Hours for Semester:15 |
No of Lecture Hours/Week:4 |
Max Marks:50 |
Credits:0 |
Course Objectives/Course Description |
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The bridge course aims to act as a buffer for the new entrants with an objective to provide adequate time for the transition to hard core of degree courses. This gives them a breather, to prepare themselves before the onset of courses for first year degree programme. During this interaction of fifteen hours with the faculty and their classmates the students will be equipped with the knowledge and the confidence needed to take on bigger challenges in future. The main objective of the course is to bridge the gap between subjects studied at Pre-university level and subjects they would be studying in commerce. A Bridge course aims to cover the gap between the understanding level of the high school courses and higher educational courses and to examine their proficiency in the stream of Accounting. Bridge courses are the tool to help students to success in their graduate level studies. 1. To give the idea about basic Book Keeping and Accountancy to the under-graduate students admitted to the Department of Professional Studies. 2. To provide the knowledge about recording of Journal Entries and Ledger posting. 3. To gives details of Preparation of Trial Balance, balance sheet, rectify the errors and the final accounts of a sole proprietorship. |
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Course Outcome |
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CO1: To make the students familiar with the basic concepts of Accounting. CO2: To encourage and motivate the Students for the commerce Education. CO3: To make the students aware towards the various branches of commerce for example, Accounts and its fundamentals. |
Unit-1 |
Teaching Hours:4 |
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Accounting - An Introduction
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Unit-2 |
Teaching Hours:3 |
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Accounting System Components
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Unit-3 |
Teaching Hours:8 |
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Accounting Errors and Final Accounts
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Text Books And Reference Books:
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Essential Reading / Recommended Reading
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Evaluation Pattern
The course consists of fifteen hours of interactive sessions and an internal examination designed by the department which is compulsory for all those who are not successful in the proficiency test and also meant for non-commerce students to acquaint themselves in the chosen stream of learning. Hence, all UG first year students to undergo this proficiency test and to secure the cut-off marks set by the Department year-on-year basis. After the bridge course class sessions an internal examination will be conducted and the student need to score 40% of 50 Marks. Otherwise those students need to appear for a supplementary exam till they clear. Students’ performance will be graded on a pass/fail basis and will not carry any credits. | |||||
DPS02-01 - BRIDGE COURSE IN ECONOMICS (2024 Batch) | |||||
Total Teaching Hours for Semester:15 |
No of Lecture Hours/Week:4 |
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Max Marks:50 |
Credits:0 |
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Course Objectives/Course Description |
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The bridge course aims to act as a buffer for the new entrants with an objective to provide adequate time for the transition to hard core of degree courses. This gives them a breather, to prepare themselves before the onset of courses for first year degree programme. During this interaction of fifteen hours with the faculty and their classmates the students will be equipped with the knowledge and the confidence needed to take on bigger challenges in future. The objective of bridge course is to act as a cushion to improve and orient the subject knowledge keeping in mind the students coming from different streams. This gives them an overview and acquaints them with the basics of the subject before the classes start in full swing. It bridges the gap between subjects studied at Pre-university level and subjects they would be studying in commerce.
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Course Outcome |
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CO1: To make the students familiar with the basic concepts of Economics. CO2: To encourage and motivate the Students for the commerce Education. CO3: To bridge the gap between knowledge levels apparent in higher secondary and the prescribed university curriculum CO4: To help students get equipped with the requisite knowledge and confident to learn further. |
Unit-1 |
Teaching Hours:3 |
Economics - An Introduction
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Meaning- characteristics, distinction between business economics and pure economics, scope of business economics, uses/objectives of business economics | |
Unit-2 |
Teaching Hours:5 |
Economic Forces
|
|
Consumer surplus, meaning, analysis, limitations, Demand (Determinants, Demand function), Law of Demand, Variations in demand, Supply (Determinants, Supply function), Law of Supply, Variations in Supply, Market equilibrium and changes in equilibrium (reference to product markets & factor markets). | |
Unit-3 |
Teaching Hours:2 |
Production Function
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Production, Firm and Industry, Production function, Production runs or Periods (short run and long run), Production in the short run, Law of variable proportions, Production in the long run | |
Unit-4 |
Teaching Hours:5 |
Cost Aspects and Equilibrium
|
|
Cost - Cost concepts (Absolute cost and opportunity cost, Accounting cost and Economic cost) – Fixed and Variable cost – TC, AC & MC. | |
Text Books And Reference Books:
| |
Essential Reading / Recommended Reading
| |
Evaluation Pattern
The course consists of fifteen hours of interactive sessions and an internal examination designed by the department which is compulsory for all those who are not successful in the proficiency test and also meant for non-commerce students to acquaint themselves in the chosen stream of learning. Hence, all UG first year students to undergo this proficiency test and to secure the cut-off marks set by the Department year-on-year basis. After the bridge course class sessions an internal examination will be conducted and the student need to score 40% of 50 Marks. Otherwise those students need to appear for a supplementary exam till they clear. Students’ performance will be graded on a pass/fail basis and will not carry any credits. | |
DPS102-1 - BUSINESS MANAGEMENT AND ORGANIZATIONAL BEHAVIOUR (2024 Batch) | |
Total Teaching Hours for Semester:60 |
No of Lecture Hours/Week:4 |
Max Marks:100 |
Credits:4 |
Course Objectives/Course Description |
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This paper intends to develop conceptual knowledge of Business Management and Organizational Behaviour. The study approach enables students to understand and analyse practical aspects of management and Organizational Behaviour to become skilled at the art of getting things done through people in a corporate business scenario |
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Course Outcome |
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CO1: Discuss different schools of management thoughts. CO2: Understand the various functions of management and motivational theories CO3: Understand the concept of strategic management and explore the importance of change management CO4: Discuss the various perception models and personality theories CO5: Explore the concept of group dynamics, theories of leadership and understand the concept of organisational structure and various cultures.
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Unit-1 |
Teaching Hours:10 |
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Introduction to Management
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Unit-2 |
Teaching Hours:10 |
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Functions of Management
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Unit-3 |
Teaching Hours:8 |
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Strategic Management
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Strategic Planning Process - Environmental analysis (SWOT Analysis, PESTEL Analysis) - Setting organizational objectives - Formulating strategies (Corporate, business, and functional strategies) - Strategy Implementation - Organizational structure and design - Resource allocation and management - Change management and innovation | |||||||||||
Unit-4 |
Teaching Hours:12 |
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Individual Behaviour in Organization
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Overview of Individual Behavior in Organizations: Perception: Definition, Process, and Influencing Factors - Personality: Theories - Big Five, MBTI, Traits, and Assessment – Learning Theories and their Applications - Attitude and Job Satisfaction: Understanding Attitudes in the Workplace - Factors Influencing Attitudes and Job Satisfaction - Managing and Improving Employee Job Satisfaction | |||||||||||
Unit-5 |
Teaching Hours:10 |
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Group Dynamics and Leadership
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Understanding Groups and Teams: Types of Groups: Formal, Informal, Work Teams - Group Formation and Development - Group Dynamics: Cohesion, Norms, Roles - Leadership and Communication in Teams - Leadership Styles and Theories – Leadership effectiveness and situational factors - Effective Team Communication Strategies - Managing Conflict and Promoting Collaboration in Teams | |||||||||||
Unit-6 |
Teaching Hours:10 |
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Organisational Culture and change
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Organizational Culture - Definition and elements of organizational culture - Types of organizational culture- clan, adhocracy, market, hierarchy culture - Managing cultural diversity and inclusivity - Managing Organizational Change - Theories of organizational change - Lewin's Change Model, Kotter's 8-Step Model - Resistance to change and strategies for overcoming it - Implementing and sustaining change initiatives | |||||||||||
Text Books And Reference Books:
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Essential Reading / Recommended Reading
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Evaluation Pattern
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DPS161-1 - ORGANISATIONAL STUDY (2024 Batch) | |||||||||||
Total Teaching Hours for Semester:30 |
No of Lecture Hours/Week:2 |
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Max Marks:100 |
Credits:3 |
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Course Objectives/Course Description |
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Organisational study is offered in the first semester UG programme of Department of Professional Studies, CHRIST (Deemed to be University). The course is run on a self-study mode where in students visit a large manufacturing/service organisation and study in detail about the functioning of the chosen organisation. This is a 30 hours on-site study which aims to familiarize the students with the day-to-day functions and challenges faced by a business. The key points to be focused on the study include industry profile, company and product profile, mission, vision, objectives and strategies of the organization, organization chart - design & structure, policies and procedures followed, functions of various departments and their managers, SWOT analysis, key result areas (KRAs), significant factors for success, competitor analysis, system of accounting followed, product promotional measures, HR Policy, training and appraisal measures , financial highlights and future plans for growth of the organization. The study may also include relevant digital tools/software/platforms used in the organization. This course familiarizes the students with real world functions, practices and challenges of a specific business as well as the industry in which the business operates. |
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Course Outcome |
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CO1: Discuss the structure, functions, policies and procedures followed by a large business organization. CO2: Evaluate the strengths, weaknesses, opportunities and threats of a business CO3: Recognize the key result areas and significant factors of success of a business CO4: Demonstrate the application of knowledge and skill sets acquired from the course in the assigned job function |
Unit-1 |
Teaching Hours:30 |
Organisation Study
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Industry profile, company and product profile, mission, vision, objectives and strategies of the organization, organization chart - design & structure, policies and procedures followed, functions of various departments and their managers, SWOT analysis, key result areas (KRAs), significant factors for success, competitor analysis, system of accounting followed, product promotional measures, HR Policy, training and appraisal measures , financial highlights and future plans for growth of the organization. The study may also include relevant digital tools/software/platforms used in the organization. This course familiarizes the students with real world functions, practices and challenges of a specific business as well as the industry in which the business operates. | |
Text Books And Reference Books: - | |
Essential Reading / Recommended Reading - | |
Evaluation Pattern This course has 3 credits and carries 100 marks. The marks are awarded as follows: 1. Project Report : 40 2. Presentation and Viva: 50 3. Regular Interaction with the guide: 10 (Total : 100 marks) | |
DSC142 - PYTHON PROGRAMMING FOR DATA SCIENCE (2024 Batch) | |
Total Teaching Hours for Semester:45 |
No of Lecture Hours/Week:3 |
Max Marks:50 |
Credits:3 |
Course Objectives/Course Description |
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The Python Programming covers the programming paradigms associated with python. This course covers the programming paradigms associated with Python. It provides a comprehensive understanding of Python data types, functions and modules with a focus on modular programming. |
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Course Outcome |
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CO1: Understand and apply core programming concepts. CO2: Demonstrate significant experience with python program development environment. |
Unit-1 |
Teaching Hours:12 |
Introducing Python
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Introduction, Python Fundamentals, Features of Python Components of a Python Program, Understanding the interpreter.
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Unit-2 |
Teaching Hours:9 |
Python basics
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Identifiers, Basic Types, Operators, Precedence and Associativity Decision Control Structures, Looping Structures, Console input, output. | |
Unit-3 |
Teaching Hours:9 |
Programming Fundamentals: - PYTHON DATA TYPES
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Strings, Lists: Accessing elements, Basic List operations, Built-in methods Tuples: working with elements, Basic Tuple operation, Tuple methods and Type of Tuples Sets: Definition, Set Elements, Built-in methods, basic set operations, Mathematical Set operation, Variety of Sets. Dictionaries: Defining a dictionary, accessing elements, basic operations, methods. | |
Unit-4 |
Teaching Hours:9 |
COMPREHENSIONS and FUNCTIONS
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Comprehensions: List Comprehensions, Set Comprehension, Dictionary Comprehension. Functions: Defining a function, Types of arguments, unpacking arguments. Recursive functions. Main module, built-in, custom modules, importing a module. | |
Unit-5 |
Teaching Hours:12 |
Introduction to NUMPY AND PANDAS
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NUMPY Introduction to NumPy, Aggregations Computation on Arrays, Comparisons, Sorting Arrays. PANDAS: Introduction to Pandas: Data indexing and Selection, Operating on Data. Handling Missing data Practice Questions | |
Text Books And Reference Books: [1]Martin Brown, Python:The Complete Reference, McGraw Hill Publications,4th Edition March 2018. | |
Essential Reading / Recommended Reading [1]Reema Thareja ,Python Programming using problem solving Approach , Oxford University, Higher Education Oxford University Press, 2017 | |
Evaluation Pattern CIA - 100% | |
ECO143 - DEMOCRACY AND ECONOMY (2024 Batch) | |
Total Teaching Hours for Semester:45 |
No of Lecture Hours/Week:3 |
Max Marks:50 |
Credits:3 |
Course Objectives/Course Description |
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This course is aimed at undergraduate students to introduce to them the prominent debates on democracy and emerging issues in economies. The course discusses how various socio-economic factors acts as constraints on economic growth and development. This basic framework allows a student to delve into the causes and consequences of various strategies/methods taken/applied by policy makers and practitioners, and how it affects the overall objective of the state/economy through trifocal analysis of economy, society and market keeping the central theme of ‘Democracy’. |
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Course Outcome |
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CO1: recognise the growing crisis of wealth and income inequality among the members of the economy. CO2: understand the economic crisis in different sectors and government interventions in practices. CO3: get familiar informal sector and labour market participation and rights. CO4: understand debates about transparency, competition and privatization and its relevance to corruption. CO5: investigate issues from various perspectives, such as, viewing challenges in economies through the lens of democracy. |
Unit-1 |
Teaching Hours:11 |
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Democracy, Democratization and Society
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Theories of Democratization; Democratic and Undemocratic States; Measuring Democracy and Democratization; The Global Wave of Democratization; Causes and Dimensions of Democratization: Social Movements and Contention in Democratization Processes: Role, impact on policy reforms and cultural change. | |||||||||
Unit-2 |
Teaching Hours:8 |
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Actors and Institutions
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Conventional Citizen Participation; Institutional Design in New Democracies; Gender and Democratization; A Decade of Democratic Decline and Stagnation | |||||||||
Unit-3 |
Teaching Hours:8 |
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Democracy and Redistribution
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Democracy and the public sector; the state, the treat of expropriation and the possibility of development: Social and economic wellbeing and policy reforms. | |||||||||
Unit-4 |
Teaching Hours:8 |
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Democracy and Economic growth and development
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Democracy and Development; Democracy in Developing Countries; Transitions from Authoritarian Rule: Tentative Conclusions about Uncertain Democracies | |||||||||
Unit-5 |
Teaching Hours:10 |
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Democracy and Economic growth and development: Indian experience
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India’s Tryst with Destiny; Democracy, Inequality and Public Reasoning; A case study on Gujarat experience of development: Approaches, impact and outcome; Kerala experience of development: Approaches, impact and outcome. | |||||||||
Text Books And Reference Books: Bhagwati, J. N., & Panagariya, A. (2012). India's tryst with destiny: debunking myths that undermine progress and addressing new challenges. HarperCollins Publishers. Boix, C. (2003). Democracy and redistribution. Cambridge University Press. Drèze, J., & Sen, A. (2015). An uncertain glory: India and its contradictions. Economics Books. | |||||||||
Essential Reading / Recommended Reading Giugni, M. G., McAdam, D., & Tilly, C. (Eds.). (1998). From contention to democracy. Rowman & Littlefield Publishers. Hirway, I. (1995). Selective development and widening disparities in Gujarat. Economic and Political weekly, 2603-2618. Hirway, I., Kashyap, S. P., & Shah, A. (Eds.). (2002). Dynamics of development in Gujarat. Concept Publishing Company Kollmeyer, C. (2015). Globalization and income inequality: How public sector spending moderates this relationship in affluent countries. International Journal of Comparative Sociology, 56(1), 3-28. Munck, G. L. (1992). Capitalism and Democracy: The Importance of Social Class in Historical Comparative Perspective. Journal of Interamerican Studies and World Affairs, 34(4), 225-244. Parayil, G. (Ed.). (2000). Kerala: the development experience: reflections on sustainability and replicability. Zed Books. Prakash, B. A. (Ed.). (1994). Kerala's economy: Performance, problems, prospects. SAGE Publications Pvt. Limited. Sambandan, V. S. (2013). Bhagwati, Sen and India’s fight against poverty. The Hindu. Welzel, C., Haerpfer, C. W., Bernhagen, P., & Inglehart, R. F. (Eds.). (2018). Democratization. Oxford University Press, USA | |||||||||
Evaluation Pattern
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ECO144 - GLOBALISATION AND DEVELOPMENT (2024 Batch) | |||||||||
Total Teaching Hours for Semester:45 |
No of Lecture Hours/Week:3 |
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Max Marks:50 |
Credits:3 |
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Course Objectives/Course Description |
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Liberalisation policies being pursued by most national economies in the world today, including India creates the need to acquire knowledge and comprehension of Globalisation as ideology along with its practical dynamics. The course intends to provide a sound understanding about the various components, and issues of this ideology at an introductory level. The methodology will be learning centered and so will be one of intensive facilitation by faculty of the reading to be done by students |
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Course Outcome |
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CO1: In depth knowledge of globalisation and development CO2: The students will be able to strengthen the knowledge of important development issues in India |
Unit-1 |
Teaching Hours:15 |
Globalisation
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Globalisation: Brief History – The Marrakesh Meet – Globalisation as a contested concept – Debate of Globalisation as a new phenomenon | |
Unit-2 |
Teaching Hours:15 |
Dimensions of Globalisation
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Dimensions of Globalisation: The Economics Dimension – The Political Dimension – The Cultural Dimension | |
Unit-3 |
Teaching Hours:15 |
Ideology
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Ideology: The Ideological Dimension of Globalisation – Challenges to Globalism – Assessing the Future of Globalisation. | |
Text Books And Reference Books: Stiglitz, J. E. (2002). Globalization and its discontents. W.W. Norton & Company. Lora, E. (Ed.). (2005). Globalization and development: A Latin American and Caribbean perspective. Inter-American Development Bank. Hettne, B. (Ed.). (2007). Globalization and development: Themes and concepts in current research. Springer.
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Essential Reading / Recommended Reading Nissanke, M., & Thorbecke, E. (2006). Globalization and its impact on the poverty of developing countries. Routledge. Dapice, D. J., & Vu, T.-M. (Eds.). (2015). Globalization and development in the Mekong economies. Palgrave Macmillan. | |
Evaluation Pattern CIA 1-20 Marks CIA 2- 20 Marks CIA 3- 50 Marks
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ECO145 - ECOLOGY AND DEVELOPMENT (2024 Batch) | |
Total Teaching Hours for Semester:45 |
No of Lecture Hours/Week:3 |
Max Marks:100 |
Credits:3 |
Course Objectives/Course Description |
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This course aims to provide a holistic and a deeper understanding of the very trade-off between ecology and development. Through an inter-disciplinary lens an organic approach is adopted to understand the trade-off. This course therefore seeks to cultivate not only the moral and ethical thinking of the ecology but also it tries to put forth an action plan from a policy front. |
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Course Outcome |
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CO1: To evoke a sense of deep ecology and social justice. CO2: To provoke students with the development paradigms and how it affects the ecology. This would subsequently make them fit to propose an action plan. CO3: To understand the problematic behind value designations. |
Unit-1 |
Teaching Hours:12 |
Ecology and Value
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The Value Problem in Ecological Economics- Values in Ecological Value Analysis: What Should We Be Learning from Contingent Valuation Studies? - Natural Capital in Ecological Economics-Entropy in Ecological Economics | |
Unit-2 |
Teaching Hours:12 |
Ecology and Development
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The environmental impact of land development-Development of water resources-Development and changing air quality- Urban development and environmental change-Environmental economics and ecological economics: Where they can converge?- Power Inequality and the Environment | |
Unit-3 |
Teaching Hours:10 |
Ecofeminism and Ecocriticism
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Gender and environment; Ecofeminism; androcentrism; Deep ecology – ecofeminism debate; Ecocriticism; Nature writings; Thinking like a mountain; The forgetting and remembering of the air - The Varna Trophic System An Ecological Theory of Caste Formation | |
Unit-4 |
Teaching Hours:11 |
Action Plans
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Reading Ecology, Reinventing Democracy-Scientists or Spies?- Revisiting the Debates on Man-Nature Relation- Lecture of Medha Patkar- Ecological Fiscal Transfers and State-level Budgetary Spending in India- -Bourgeois Environmentalism, the State, the Judiciary, Urban Poor, Significance of Silent Valley-Silent Valley: A controversy that focused global attention on a rainforest 40 years ago- Equity and Justice
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Text Books And Reference Books: 1. Burkett, Paul. (2006). Marxism and Ecological Economics. Brill 2. Daly & Farley. (2011). Ecological Economics (Principles and Applications). Island Press Pepper, D. (2002). Eco-socialism: from deep ecology to social justice. Routledge. 1. Gupta, Avijit. (1998).Ecology and Development in Third World. Routledge 2. Patel, S. (1997). Ecology and Development. Economic and Political Weekly, 2388-2391. 3. Sankar, U. (ed.) (2000). Environmental Economics. Oxford University Press 4. Burkett, Paul. (2006). Marxism and Ecological Economics. Brill Venkatachalam, L. (2007). Environmental economics and ecological economics: Where they can converge?. Ecological economics, 61(2-3), 550-558. 1. Plumwood, V. (1993). Feminism and the Mastery of Nature. London: Routledge 2. Warren, K.J. (ed), (1994). Ecological Feminism. London: Routledge. 3. Shiva, V. (2016). Staying alive: Women, ecology, and development. North Atlantic Books. Kavoori, P. S. (2002). The Varna Trophic system: an ecological theory of caste formation. Economic and Political Weekly, 1156-1164 1. Gill, K. (2009). Bourgeois environmentalism’, the State, the Judiciary, and the ‘urban poor’: The political mobilization of a scheduled caste market. Of Poverty and Plastic (Oxford, UK: Oxford University Press, 2010), 209. 2. Kaur, A., Mohanty, R. K., Chakraborty, L., & Rangan, D. (2021). Ecological fiscal transfers and state-level budgetary spending in India: Analyzing the flypaper effects. Levy Economics Institute, Working Papers Series July. 3. Parameswaran, M. P. (1979). Significance of Silent Valley. Economic and Political Weekly, 1117-1119. 4. Lewis, M. (2002). Scientists or spies? Ecology in a climate of Cold War suspicion. Economic and Political Weekly, 2323-2332. 5. Viswanathan.S &Palmer. (2022). Reading Ecology, Reinventing Democracy The Gadgil Report on the Western Ghats. Economic and Political Weekly 6. On the road to equity and Justice – Medha Patkarhttps://youtu.be/Gca-BlALkt0 | |
Essential Reading / Recommended Reading G. Tyler Miller and Scott Spoolman (2018) “Living in the Environment”, International Edition Eldon D. Enger (2016) “Environmental Science: A study of interrelationships” Richard T. Wright, Dorothy F. Boorse (2017) Environmental Science: Toward A Sustainable Future, Pearson, 13th Edition | |
Evaluation Pattern CIA I and CIA 2 These are assessments to check the general and up to date knowledge that students possess on the ecology and development front. These assessments intend to drive students to look at ecology from a inter-disciplinary background keeping the contemporary nature of development very much in the loop. As a result it will provide the students a platform to bridge the theoretical contours of ecology and development explained through classroom lectures with practical knowledge of theirs with their own everyday lived life and media reports. CIA 3 This will be an assessment based on a question paper formulated on the basis of classroom lectures following the syllabus for 50 marks. Certain questions on the contemporary environment debates also will be included. | |
ENG001 - ACADEMIC WRITING FOR UNIVERSITY (2024 Batch) | |
Total Teaching Hours for Semester:20 |
No of Lecture Hours/Week:4 |
Max Marks:50 |
Credits:0 |
Course Objectives/Course Description |
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Learning at the University is demonstrated and assessed through written assignments. It is important that the learners indicate understanding of the expectations, disciplinary context, use appropriate structure, style, incorporate relevant sources, express their individual voice in the writing. The bridge course relies on two beliefs – 1) academic writing can be taught; 2) academic writing is a process. The modules illustrate the process and thinking required for writing rather than reinforcing grammar. |
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Course Outcome |
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CO1: Understand the rhetorical situation. Recognize specific keywords to decide the structure of the response
CO2: Write critically, clearly and precisely
CO3: Use source material/avoid plagiarism CO4: Develop academic vocabulary. Find individual voice
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Unit-1 |
Teaching Hours:3 |
Module 1
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· Understanding context | |
Unit-2 |
Teaching Hours:4 |
Module 2
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· Writing process · Writing critically · Using sources Ethics of writing | |
Unit-3 |
Teaching Hours:4 |
Module 3
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· Significance of finding one’s voice · Demonstrating individual voice in writing | |
Unit-4 |
Teaching Hours:4 |
Module 4
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· Writing for an audience · Creating a clear assignment structure · Developing individual writing style · Using words precisely | |
Text Books And Reference Books: · Writing for University, Jeanne Godfrey, London: Bloomsbury Academic, 2022 (A softcopy will be provided) · | |
Essential Reading / Recommended Reading Student Phrasebook: Vocabulary for writing at university, Jeanne Godfrey, London: Red Globe Press, 2020 | |
Evaluation Pattern 5 Assignments - 15 marks each 1 Assignment - 25 marks (Final) | |
ENG181-1 - ENGLISH (2024 Batch) | |
Total Teaching Hours for Semester:30 |
No of Lecture Hours/Week:2 |
Max Marks:50 |
Credits:2 |
Course Objectives/Course Description |
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· To help improve their communication skills for larger academic purposes and vocational purposes · To enable learners to learn the contextual use of words and the generic meaning · To enable learners to listen to audio content and infer contextual meaning · To enable learners to be able to speak for various purposes and occasions using context specific language and expressions · To enable learners to develop the ability to write for various purposes using suitable and precise language. |
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Course Outcome |
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CO1: Understand how to engage with texts from various countries, historical, cultural specificities, and politics and develop the ability to reflect upon and comment on texts with various themes CO2: Develop an analytical and critical bent of mind to compare and analyze the various literature they read and discuss in class CO3: Develop the ability to communicate both orally and in writing for various purposes
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Unit-1 |
Teaching Hours:7 |
1. The Happy Prince- Oscar Wilde 2. Sonnet 18- William Shakespeare
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Unit-1 |
Teaching Hours:7 |
Language
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Common errors- subject-verb agreement, punctuation, tense errors Just a minute talk, cubing | |
Unit-2 |
Teaching Hours:6 |
language
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Sentence fragments, dangling modifiers, faulty parallelism, | |
Unit-2 |
Teaching Hours:6 |
1. Why We Travel-Pico Iyer
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Why We Travel-Pico Iyer | |
Unit-3 |
Teaching Hours:4 |
language
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Note taking | |
Unit-3 |
Teaching Hours:4 |
1. Thinking Like a Mountain By Aldo Leopold
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Thinking Like a Mountain By Aldo Leopold | |
Unit-4 |
Teaching Hours:5 |
Language
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Newspaper report | |
Unit-4 |
Teaching Hours:5 |
Aarushi-Hemraj Murder Article
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Aarushi-Hemraj Murder Article | |
Unit-5 |
Teaching Hours:4 |
1. My Story- Nicole DeFreece
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My Story- Nicole DeFreece
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Unit-5 |
Teaching Hours:4 |
Language
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Essay writing | |
Unit-6 |
Teaching Hours:4 |
Language
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Paraphrasing and interpretation skills | |
Unit-6 |
Teaching Hours:4 |
Casey at the Bat- Ernest Lawrence Thayer
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Text Books And Reference Books: ENGlogue 1 | |
Essential Reading / Recommended Reading Additional material as per teacher manual will be provided by the teachers | |
Evaluation Pattern CIA 1=20 CIA 2=50 CIA 3= 20 ESE= 50 marks | |
EST141 - TRAVEL AND TRAVEL NARRATIVES (2024 Batch) | |
Total Teaching Hours for Semester:45 |
No of Lecture Hours/Week:3 |
Max Marks:100 |
Credits:3 |
Course Objectives/Course Description |
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Travel Literature is one of the most popular areas of study and research today. Theoretical and practical understanding of travel and Travel Literature has evolved a lot in its journey to the present. We discuss journeys at multiple levels; physical, philosophical, psychological, religious, internal, external etc. The involvement of multidisciplinary perspectives has enriched the whole understanding of travel. Questions like why people travel and what happens when one sets out on a journey becomes so pertinent to the whole discipline. This course will try to engage with the ideas of travel and writing on travel from a chronological and historical perspective. This course will also provide students with a modern and comprehensive way of understanding the world of travel and travel narratives.
Course Objective: This course is aimed at providing a comprehensive introduction and survey on the contemporary world of travel and travel narratives. The course is aimed at providing students a direct engagement with the modern theoretical understanding of the travel narratives. |
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Course Outcome |
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CO1: Students will be able to understand the history and development of travel literature CO2: Students will be able to get an idea of Travel narratives in India CO3: This will provide an introductory peek into the theory of Travel and Travel writing CO4: Students will Will be able to critically and academically engage with travel writings |
Unit-1 |
Teaching Hours:10 |
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What is Travel ? A Basic introduction
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Travel is the buzz word of the day. In the fast-changing modern world travel plays a vital role in shaping up thoughts and aspirations of people. People travel for multiple reasons like to enjoy, to study, as a profession, etc and the theoretical understanding of travel needs to be taken into account at the beginning itself. Understanding travel in the light of modern socio-political and economic scenario is also very important in today’s global scenario. These basic positions of the course would enable students to look at travel in a broader context to create a better world with diversity and inclusivity. | |||||
Unit-2 |
Teaching Hours:15 |
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Travel Writing: An Overview
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This unit is intended to give students an over view of the evolution of the genre of Travel Writing. Some important theories of travel writing will be introduced in this module along with the evolution of travel narratives in India. | |||||
Unit-3 |
Teaching Hours:10 |
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Indian Travel Narratives
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This module focuses on the evolution of Indian Travel Narratives. | |||||
Unit-4 |
Teaching Hours:10 |
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Women and Travel Writing in India
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This unit is trying to look at the rise and development of women travellers historically and sociologically. This will enable students to critically evaluate the Indian scenario of travel narratives. | |||||
Text Books And Reference Books: Unit I: What is Travel – Basic introduction 1. Pratt, Mary Louise. Imperial Eyes: Studies in Travel Writing and Transculturation.Routledge, 1992. 2. Lislie, Debbie. The Global Politics of Contemporary Travel Writing, Cambridge University Press, 2009 Print. Unit II: Travel Writing: An Overview 1) Hulme, Peter, and Tim Youngs, eds., 2002. The Cambridge Companion to Travel Writing. Cambridge: Cambridge UP. 2) Said, Edward (1983). ‘Traveling Theory.’ The World, the Text, and the Critic. [1982]. Cambridge, MA: Harvard UP. 226–47. Unit III: Indian Travel Narratives 1) Bhattacharji, Shobhana(ed). 2008. Travel Writing in India, Sahitya Academy, New Delhi. 2) Mandal, Somadatta. Indian Travel Narratives, Rawat Publications, New Delhi. 2010. Unit IV: Women and Travel Writing in India 1. Ghose, Indira. Women Travellers in Colonial India: The Power of the Female Gaze OUP Delhi 1998 Print. Pp.1-19 2. Nath, Shivya. The Shooting Star: A girl, her backpack and the World, Penguin 2017.
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Essential Reading / Recommended Reading 1) Pratt, Mary louis. 1992. Imperial Eyes, Travel Writing and Transculturation, London: Routledge. 2) Tagore, Rabindranath. 1962. Diary of a Westward Voyage. Asia Publishing House. 3) Dalrymple, William. Nine Lives: In Search of the Sacred in Modern India. Bloomsbury, New Delhi.2010. 1. 4) Jung, Anees. Unveiling India: A Woman’s Journey, Penguin India,1986. 5) Bohls, E. A. (1995). Women travel writers and the language of aesthetics, 1716-1818 (No. 13). Cambridge University Press.
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Evaluation Pattern Examination and Assessment Assessment Pattern
CIA I and III can be either written analysis/presentation of a travel narrative analysis of a popular writer of contemporary time, debates or seminar/panel discussions. Mid semester exam – A written paper on the modules covered for 50 marks. Section A will have questions (6x5 =30 marks). Section B will have 2 analytical questions (10 marks each) to assess conceptual clarity and understanding of the domain. End-semester exam – Two sections: Section A (30 marks) will have 3 questions (10 marks each) testing the knowledge on the evolution of the genre. Section B (20 Marks)will have 2 conceptual/Analytical question (10 marks each). | |||||
EST144 - DESIGN THINKING AND SOCIAL ENTREPRENEURSHIP (2024 Batch) | |||||
Total Teaching Hours for Semester:45 |
No of Lecture Hours/Week:45 |
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Max Marks:100 |
Credits:3 |
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Course Objectives/Course Description |
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Course Description
Rural India comprises 66.46% of India’s population and contributes to a large portion of India’s GDP by way of agriculture, services, skilled and non-skilled labour. Rural India suffers from socio-economic distress due to several factors, small land holding, rain dependent agriculture, and lack of alternative sources of income, migration to urban centers and due to several sociological factors. Rural India in its diverse geographies has a huge potential to provide solutions to some of the gravest global challenges pertaining to environment and sustainable development and which remains largely untapped. This calls for a focused approach in exploring the potential opportunities through a scientific approach of critical thinking and creativity, pro-active engagement of rural communities, creating effective structures to implement and create global visibility for the proprietary products and services created. Such an approach will substantially mitigate socio-economic distress in rural communities by providing them income generating opportunities by engaging social enterprises and also contribute to the sustainability goals of the UN. The course of Social Innovation and Entrepreneurship for students of English Language and Literature seeks to sensitise students with an on field immersion with rural India and explore possibilities for enterprise through case studies on innovative rural enterprises. The course seeks to apply their finer eye for aesthetics and culture and Course Objectives
• To familiarize students with the Sustainability goals envisioned by UN and motivate them to proactively contribute towards its attainment. • To create a firsthand awareness of rural India and challenges which can be translated into entrepreneurial opportunities. • To study and analyze different Social Enterprise models and their relative outcomes • To gain an understanding of the challenges of running a social enterprise. • To give students a firsthand experience of understanding the challenges of capacity building and leadership creation in rural communities for an enterprise and engage them proactively in building a sustainable business. • To stimulate curiosity in students to identify the areas of gaps in products and services and come up with creative solutions which can be translated into profitable enterprises. • To help students develop ethical business models founded on the principles of equity and fair play vis-à-vis the engagement of rural and grass root communities • To enable students to curate branding and market strategies for products and services emerging from a social enterprise to make them profitable and sustainable |
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Course Outcome |
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CO1: Students will have a comprehensive understanding of the U N Sustainability goals and get engaged in it proactively. CO2: Students will have gained a firsthand awareness of rural India and challenges which can be translated into entrepreneurial opportunities. CO3: Students will be exposed to different Social Enterprise models and their relative outcomes CO4: Students will have envisaged the challenges of running a social enterprise. CO5: Students will have gained on-field experience of engaging with rural communities for capacity building and leadership CO6: Students will have envisaged the challenges of running a social enterprise. CO7: Students will have identified at least one problem/gap area in a product or service and will have come up with creative solutions as part of their project. CO8: Students will develop business models founded on the principles of equity and fair play vis-Ã -vis the engagement of rural and grass root communities CO9: Students will develop branding and market strategies for products and services which they will have developed as part of their project work. |
Unit-1 |
Teaching Hours:4 |
Understanding UN Sustainability Development Goals
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Session on 17 UN Sustainability Development Goals. After the disucssion, students are asked to identify any two sustainability goals and asked to suggest any action steps that can be taken at the community level to reach the goals. Students present their ideas. | |
Unit-2 |
Teaching Hours:8 |
Understanding Rural India
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Field Visit and online interactive session Students visit a village near Bangalore and interact with the communities. Students also have online interactive sessions with women groups in three villages one each in Karnataka, Kerala, and Tamil Nadu. Students study how political, societal, and domestic spheres vary in different geographies of India and how they impact their life and living. Student groups present their finidings. | |
Unit-2 |
Teaching Hours:8 |
Understanding Rural India
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Field visit and online interaction with members of rural communities to understand how political, societal, and domestic realities vary among different geographies and how they impact life and living of rural communities. | |
Unit-3 |
Teaching Hours:6 |
Rural Enterprise: Case Study
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Student groups identify one Social Entrepreneur in India and analyze their social enterprise vis-a-vis problem identified and addressed, understanding how they converted the problem into a viable business, the business model, challenges and opportunities. Student groups make their presentation | |
Unit-4 |
Teaching Hours:8 |
Grassroots Innovation: Problem Identification and Building the Value Proposition Canvas
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Student groups are given the task of identifying one problem/gap in service which can be converted into an opportunity. Students are taught how to build the value proposition around a problem or gap in service by identifying the pain points and possible gain creators which can result in a business opportunity | |
Unit-5 |
Teaching Hours:8 |
Buildling Proof of Concept, Prototyping/Piloting
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Students are taught how to iterate and build a proof of concept of their solution. Students are facilitated to prototype their products/pilot their innovative solutions i | |
Unit-6 |
Teaching Hours:9 |
Business Model Canvas/Pitch Deck/Presentation
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Students are taught to build a Business Model Canvas of their solution, and prepare a pitch deck and make their final business presentation | |
Text Books And Reference Books: Frugal Innovation: How to Do More With Less: Navi Radjou Jaideep Prabhu • Jugaad Innovation: Navi Radjou, Jaideep Prabhu, Simone Ahuja • Poor Economics: Abhijit Bannerjee, Esther Duflo • The Open Book of Social Innovation: Geoff Mulgan, Robin Murray • The 22 Immutable Laws of Branding: Al Ries • Marketing Strategy- A Decision-Focused Approach: Walker, Mullins | |
Essential Reading / Recommended Reading A Handbook of Rural India (Readings on Economy, Polity and Society) Surinder S Jodka • Women in Rural India: Vani Prabhakar • Rural Development in India Strategies and Processes: G Sreedhar and D Rajasekar • Communication for Rural Innovation: Cees Leeuwis, A. W. van den ban | |
Evaluation Pattern Two Case Studies-40 Marks Live Project-40 Marks Presentation-20 Marks | |
EST145 - POETICS , POLITICS AND PIVOTAL PEOPLE OF ROCK N ROLL (2024 Batch) | |
Total Teaching Hours for Semester:45 |
No of Lecture Hours/Week:3 |
Max Marks:50 |
Credits:3 |
Course Objectives/Course Description |
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Course Description
Rock Music is a sound and dissonance rich discourse with its own socio-cultural practices and aesthetics. This course is an academic introduction to this space and its role in the identity formation of a generation, of a people and a Nation in motion.
Course Objectives
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Course Outcome |
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CO1: To critically appreciate characteristics and concerns of popular music
CO2: To read popular music as cultural artefact and socio-political entities
CO3: To regard popular music as the voice and identity of a generation and locate its historical trajectory
CO4: To engage with artists and performances as cultural texts
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Unit-1 |
Teaching Hours:10 |
A brief history of Popular Music before the Beatles
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Tin Pan Alley and song pluggers, World War II Sheet Music Swing and ragtime Vaudeville Frank Sinatra: My Way. Strangers in The Night, New York, New York Nashville, Music Row, Elvis Presley
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Unit-2 |
Teaching Hours:15 |
Birth of a Genre (From Gospel to Rock)
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Bill Haley Chuck Berry Buddy Holly | |
Unit-3 |
Teaching Hours:15 |
Classic Rock and the British Invasion
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The Beatles and Beatlemania Establishing an aesthetic of Mod TV and bands The Rolling Stones | |
Unit-4 |
Teaching Hours:15 |
Art Rock and the Album Era: Concept Albums and Album Art
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Bands as Artists Beatles / Sgt Pepper’s Pink Floyd /The Wall The Who / Tommy
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Unit-5 |
Teaching Hours:15 |
The Politics of Rock n Roll Folk rock: People power; Guerrilla Minstrels Folksong as Protest
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Counter Culture: Vietnam, Draft, Gender, the Mystic East, Woodstock, Ban the Bomb Woody Guthrie Bob Dylan Joan Baez Janis Joplin Simon and Garfunkel Jimi Hendrix Pearl Jam Riot bands | |
Text Books And Reference Books: Whats that sound? An introduction to Rock and its history .
Jon CovachUniversity of Rochester and the Eastman School of Music Andrew Flory Carleton College
W. W. NORTON AND COMPANY NEW YORK • LONDON fifth Edition | |
Essential Reading / Recommended Reading Baugh, Bruce. “Prolegomena to Any Aesthetics of Rock Music”. The Journal of Aesthetics and Art Criticism, Vol. 51, No. 1 (Winter, 1993): 23-29. JSTOR. The American Society for Aesthetics. Web. 26Jul, 2016. < http://www.jstor.org/stable/431967> Camilleri, Lelio. “Shaping Sounds, Shaping Spaces”. Popular Music, Vol. 29, No. 2 (May 2010): 199-211. JSTOR. Cambridge University Press. Web. 16August, 2016. <http://www.jstor.org/stable/40926918> Chrysalis, Thanos. “Spatio-Aural Terrains”. Leonardo Music Journal, Vol. 16, Noises Off: Sound Beyond Music (2006):40-42. JSTOR. The MIT Press. Web. 29 April, 2015. http://www.jstor.org/stable/4540592 Denisoff R.S. The Sounds of Social Change: Studies in Popular USA Culture. 1972. Rand Mcnally& Co. Denisoff, R. S. Great Day Coming. 1991. Ann Arbor, MI: U-M-I Out-of-Print Books on Demand. Denisoff, R. S. "Sing a Song of Social Significance": Political Consciousness and the Song of Persuasion. 1972. Ohio: Bowling Green State University Popular Press. Denisoff, R. S. Solid Gold Popular Record Industry. 1975. New Brunswick, New Jersey Transactions Inc Ewen, D. Great Men of American Popular Song: The History of the American Popular Song told through the Lives, Careers, Achievements, and Personalities of its Foremost Composers and Lyricists--from William Billings of the Revolutionary War through Bob Dylan, Johnny Cash, Burt Bacharach. 1972. Englewood Cliffs, NJ, New Jersey: Prentice-Hall. Forcucci, S. L. A Folk Song History of America: America through its Songs. 1984. Englewood Cliffs, NJ: Prentice-Hall Fox, Aaron A.. “The Jukebox of History: Narratives of Loss and Desire in the Discourse of Country Music”. Popular Music, Vol. 11, No. 1 (Jan,1992): 53-72. JSTOR, Cambridge University Press. Web. 18March, 2011. < http://www.jstor.org/stable/853227 > Ganchrow, Raviv. “Perspectives on Sound-Space: The Story of Acoustic Defense”. Leonardo Music Journal, Vol. 19, Our Crowd—Four Composers Pick Composers (2009): 71-75. JSTOR. The MIT Press. Web. 29April, 2015. <http://www.jstor.org/stable/40926354> Hamm, C. Music in the New World. 1983. New York: W.W. Norton and Company. Hampton, W. Guerrilla Minstrels. 1986. Knoxville: University of Tennessee Press. Kingman, D. American Music: A Panorama. 1979. New York: Schirmer books. Klonsky, M. “Down in The Village: A Discourse on Hip”. New American Review, 13. 1971. New York: Simon and Schuster. Kostelanetz, Richard. “Text-Sound Art: A Survey (Concluded)”. Performing Arts Journal, Vol. 2, No. 3 (Winter, 1978): 71-84. JSTOR. Performing Arts Journal, Inc. Web. 16 August,2016. <http://www.jstor.org/stable/3245364 >
Kramer, Lawrence. “Music, Metaphor and Metaphysics”. The Musical Times, Vol. 145, No. 1888 (Autumn, 2004): 5-18. JSTOR. Musical Times Publications Ltd. Web. 26 March,2011. < http://www.jstor.org/stable/4149109> Kun, Josh D. “The Aural Border”. Theatre Journal, Vol. 52, No. 1, Latino Performance (March. 2000): 1-21. The John Hopkins University Press. Web. 18March, 2011. < http://www.jstor.org/stable/25068738 > Poulin, A. The American Folk Scene: Dimensions of the Folksong Revival. 1967. New York: Dell Pub. Co. Qureshi, Regula Burckhardt. “Music Anthropologies and Music Histories: A Preface and an Agenda”. Journal of the American Musicology Society, Vol. 48, No. 3 (Autumn 1995): 331-342. JSTOR. University of California Press. Web. 18March, 2011. < http://www.jstor.org/stable/3519830 >
Račić, Ladislav. “On the Aesthetics of Rock Music”. International Review of the Aesthetics and Sociology of Music, Vol. 12, No. 2 (Dec.1981): 199-202. JSTOR. Croatian Musicological Society. Web. 1Dec., 2017. < http://www.jstor.org/stable/836562> Ricks, C. The Force of Poetry. 1995. Oxford University Press. Rodnitzky, J. L. Minstrels of the Dawn: The Folk-Protest Singer as a Cultural Hero. 1976. Chicago: Nelson-Hall. Tagg, Philip. “Analyzing popular music: theory, method and practice.” Popular Music 1 (1979): 68-70. Web.
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Evaluation Pattern Assessment: (20 marks). Choose a song that has been an effective anthem for a cause or genre and analyse it in about 500-750 words. CIA II: (Mid Sem 50 marks) Choose a pivotal figure from Rock history and trace their career and impact on society. Consider image and sound in the construction of this image. CIA III:(20marks) The class in groups of 5-6 will anthologise a series of songs, artists and their work.
Archiving: End Semester: Identify a Bangalore based band or genre of popular music with approval of your course instructor . Conduct a study of their work and evolution and impact on the city and vice versa. Use data beyond library sources and provide due evidence. Your archive entry must include a 750-1000word reflective essay that validates your choice of artist, understanding of the form and significance of the work. You must also identify, interview and record these interactions. Provide clips from concerts duly cited. Include memorabilia like tickets, album art, newspaper or magazine clips
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EST150 - OCEANSCAPES : EXPLORING CINEMA THROUGH BLUE HUMANITIES (2024 Batch) | |
Total Teaching Hours for Semester:45 |
No of Lecture Hours/Week:3 |
Max Marks:50 |
Credits:3 |
Course Objectives/Course Description |
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Course Description
Moving from land to ocean marks a shift in our understanding with fluidity as the focal point. ‘Blue Humanities’ or ‘Blue Cultural Studies’ uses the ocean as the lens to foreground diverse historical, social, cultural, economic and political aspects. The expansive field of Blue Humanities adopts a multidisciplinary approach, weaving together insights from environmental studies, oceanography, marine studies, cultural studies, film studies, history, etc. The course specifically focuses on revisiting the cliched conceptualization of the ocean as vast, alien, terra nullis and ahistorical. The ‘Oceanic Turn’ transitions from the surface to the depths below to explore the three-dimensional ocean through socio-cultural representations. Reading the ocean and the sea through cinema from across the world will help understand how the ocean is portrayed in myriad ways ‘foregrounding and problematizing issues connected to gender, race, pollution, social justice, maritime activities, privatization, globalization, capitalism ontologies’ to revisit our established thought regimes.
Course Objectives
· To revisit the conventional understanding of the ocean · To become familiar with important concepts in Blue Humanities · To read and analyze the cinematic representations of the ocean |
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Course Outcome |
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CO1: Appreciate and interpret the ocean in the light of Blue Humanities CO2: Analyze and understand the changing relationships between societies and the ocean through cinematic representations CO3: Rethink and initiate action towards oceanic thinking and sustainability |
Unit-1 |
Teaching Hours:12 |
Knowing the Ocean: Re-visiting History and Origins
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The unit will provide an alternative reading of our established understanding of ‘Origins’ with reference to the ocean – formation of the earth, the oceans, plants and animals and human beings. Destabilizing the pre-set reading of the formation of the world and prioritizing the land over the sea, the unit will help refocus the establishment of life in the Universe.
· Excerpts from Rachel Carson, The Sea Around Us · Steve Mentz, “Two Origins: Alien or Core?”
· Philip E. Steinberg and Kimberley Peters, “Wet Ontologies, Fluid Spaces: Giving Depth to Volume Through Oceanic Thinking” | |
Unit-2 |
Teaching Hours:13 |
Mapping the Ocean: Reading through Blue Humanities
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The unit will throw light on the field of Ecocriticism with specific focus on Blue Humanities and its emerging engagement with the oceans around the world. The unit will help position the study of the oceans in the field of Humanities with specific reference to Cultural studies to frame the Blue Cultural Studies. · Excerpts from Sidney I. Dobrin, “Unearthing Ecocriticism” · John R. Gillis – “The Blue Humanities”https://www.neh.gov/humanities/2013/mayjune/feature/the-blue-humanities
· Helen M Rozwadowski, Oceans in three Paradoxes: Knowing the Blue through Humanities – Virtual Exhibition https://www.environmentandsociety.org/exhibitions/oceans-three-paradoxes | |
Unit-3 |
Teaching Hours:20 |
Seeing the Ocean: Re-viewing the ocean through cinema
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The unit will probe into pivotal aspects surrounding the construction of the ocean space through filmic representations of the ocean. The intent is to analyze through a range of issues informing the oceanic representations in films to unearth the pluri-focussed politics, both explicit and otherwise, manoeuvring through them - Maritime histories and activities, Aquatic world, Disasters, Conquests, Wars, Exploration, Adventure, Folk Tales and Myths, Colonialism and Postcolonialism, Gender, Race, Capitalism, International Relations, Globalization, Ecology and Medical Humanities. · James L. Smith and Steve Mentz - Learning an Inclusive Blue Humanities: Oceania and Academia through the Lens of Cinema · Stefan Helmreich, “Massive movie waves and the Anthropic Ocean” · Dilip M Menon, “Sea-Ing Malayalam Cinema”
· Rie Karatsu, “The Representation of the Sea and the Feminine in Takeshi Kitano's A Scene at the Sea (1991) and Sonatine (1993)” (SLA) | |
Text Books And Reference Books: · Dobrin, Sidney I. Blue Ecocriticism and the Oceanic Imperative. Routledge, 2021. · Mentz, Steve. Ocean. Bloomsbury Academic, 2020.
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Essential Reading / Recommended Reading · Blum, Hester. “Introduction: Oceanic Studies.” Atlantic Studies, vol. 10, no. 2, June 2013, pp. 151–55. · Chen, Cecilia, Janine MacLeod, and Astrida Neimanis, editors. Thinking with Water. McGill-Queens Univ. Press, 2013. · DeLoughrey, Elizabeth. “Toward a Critical Ocean Studies for the Anthropocene.” English Language Notes, vol. 57, no. 1, Apr. 2019, pp. 21–36. · Di Leo, Jeffrey R., editor. “Blue Humanities,” Symploke, vol. 27 no. 1, 2019, pp. 7-10. · Dobrin, Sidney I. Blue Ecocriticism and the Oceanic Imperative. Routledge, 2021. · Gillis, John R. “The Blue Humanities.” HUMANITIES, vol. 34, no. 3, May/June 2013. · Jue, Melody. Wild Blue Media: Thinking through Seawater. Duke Univ. Press, 2020. · Mentz, Steve. “Toward a Blue Cultural Studies: The Sea, Maritime Culture, and Early Modern English Literature.” Literature Compass, vol. 6, no. 5, Sept. 2009, pp. 997–1013. · Mentz, Steve. Ocean. Bloomsbury Academic, 2020. · Mentz, Steve. Shipwreck Modernity: Ecologies of Globalization, 1550-1719. Univ. of Minnesota Press, 2016. · Raban, Jonathan, editor. The Oxford Book of the Sea. Oxford Univ. Press, 1993. · Roorda, Eric. The Ocean Reader: History, Culture, Politics. Duke Univ. Press, 2020. · Steinberg, Philip E. The Social Construction of the Ocean. Cambridge Univ. Press, 2001.
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Evaluation Pattern As the course is multidisciplinary, the assessments will be done periodically to gauge the student’s level of understanding and learning. Review writing, weaving together a scrap book, review tests and photo essays will form part of the assessment.
End semester evaluation will be based on students setting up an online archive. They shall create an online archive selecting topics and presenting them by blending texts, theory and research. The submission will also have a viva component.
CIA I – Reflective Writing CIA II – Test
CIA III – Submission / Exhibition – Project | |
FRE181-1 - FRENCH (2024 Batch) | |
Total Teaching Hours for Semester:30 |
No of Lecture Hours/Week:2 |
Max Marks:50 |
Credits:2 |
Course Objectives/Course Description |
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Course Description:Édito A1 is aimed at adult students wishing to achieve level A1 of the Common European Framework of Reference for Languages (CEFR). It covers level A1 of the CEFR and enables learners to prepare for the DELF A1 exam (DELF-type tasks are found throughout the units, with a mock exam at the end of the book). This manual prioritizes an approach based on authentic communicative tasks through which learners will develop interaction skills. The course caters to absolute beginners or those with minimal prior knowledge of the French language. Through a combination of interactive activities, multimedia resources, and communicative exercises, students will develop basic proficiency in listening, speaking, reading, and writing in French. Course Objectives:Édito A1 is consists of 12 units, each centred around a theme that is addressed through the four skills. The units are composed of various materials, primarily authentic instructional documents (written, audio, or video) from various French-speaking backgrounds or media, as well as recorded dialogues drawn from daily life. Special emphasis is placed on the discovery of grammar and vocabulary. At the end of each unit, "Essential" activities allow learners to review their achievements through grammatical and lexical activities. Phonetics is integrated into each unit to help learners improve their pronunciation and become aware of intonation and spelling through targeted and playful exercises. The documents on the "Civilization" pages, with insights into the French, cover many aspects of life in France and the French-speaking world: vacations, cuisine, animals, the world of work, etc. At the end of each unit, alternately, there is either a "Relaxation" page with recreational activities or a page of learning strategies and preparation for the DELF A1 exam.
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Course Outcome |
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CO1: Language Proficiency: Student will able to Communicate effectively in basic French across all four language skills: listening, speaking, reading, and writing.
Understand and comprehend simple spoken French in various contexts, including greetings, daily routines, and social interactions.
Comprehend simple written texts, including short passages, dialogues, and instructional materials, on familiar topics.
CO2: Grammar and Vocabulary Acquisition: Demonstrate understanding and application of basic grammar structures and vocabulary relevant to everyday situations. CO3: Cultural Awareness: Students will able to gain insights into French-speaking cultures, customs, and traditions, and demonstrate cultural sensitivity in communication and interaction. CO4: Independent Learning and study Skills: Helps develop effective learning strategies and study habits to support ongoing language acquisition beyond the classroom.
Prepare for and successfully complete the DELF A1 exam, including familiarization with exam formats and tasks.
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Unit-1 |
Teaching Hours:15 |
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UNITS 0,1,2
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Unit-2 |
Teaching Hours:15 |
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UNITS 3,4
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Text Books And Reference Books: Book : Édito A1 Méthod de Français | |||||||||||
Essential Reading / Recommended Reading Recommended Reading: French websites like Le Monde, France 24, Cu |