CHRIST (Deemed to University), Bangalore

DEPARTMENT OF ECONOMICS

School of Social Sciences

Syllabus for
Bachelor of Arts (Economics Honours)
Academic Year  (2022)

 
1 Semester - 2022 - Batch
Course Code
Course
Type
Hours Per
Week
Credits
Marks
BBS161A COURTESY AND ETIQUETTES Generic Elective 3 3 100
BBS161B A LIFE WORTH LIVING-FROM HEALTH TO WELL BEING Generic Elective 3 3 100
BBS161C MAHABHARATHA AND MODERN MANAGEMENT Generic Elective 3 3 100
BECH131 Microeconomics-I Core Courses 5 5 100
BECH132 MATHEMATICAL ECONOMICS-I Core Courses 5 5 100
BECH133 ECONOMIC HISTORY OF INDIA FROM 1750 TO 1947 Core Courses 5 5 100
BECH141 INTRODUCTION TO THE PHILOSOPHY OF ECONOMICS Discipline Specific Elective 3 3 100
BECO161A INSTITUTIONS AND INFORMAL ECONOMY Generic Elective 3 3 100
BECO161B ECONOMICS OF CORRUPTION Generic Elective 3 3 100
BENG121 ENGLISH LANGUAGE AND COMPOSITION-I Ability Enhancement Compulsory Course 3 3 100
BENG161A READING TECHNOLOGY IN/AND SCIENCE FICTION Generic Elective 3 3 100
BENG161B GLOBAL ETHICS FOR CONTEMPORARY SOCIETIES Generic Elective 3 3 100
BHIS161A ENCOUNTERING HISTORIES: THE FUTURE OF THE PAST Generic Elective 3 3 100
BHIS161B THE HISTORY OF URBAN SPACE AND EVOLUTION OF CITY FORMS Generic Elective 3 3 100
BMED151B UNDERSTANDING THE VISUAL LANGUAGE OF CINEMA Generic Elective 3 3 100
BMED161A MEDIA LITERACY Generic Elective 3 3 100
BPOL161A PEACE AND CONFLICT MANAGEMENT Generic Elective 3 3 100
BPOL161B GLOBAL POWER POLITICS Generic Elective 3 3 100
BPSY161A SCIENCE OF WELLNESS Generic Elective 3 3 100
BPSY161B ADVERTISEMENT PSYCHOLOGY Generic Elective 3 3 100
SDEH111 SOCIAL SENSITIVITY SKILLS Skill Enhancement Course 2 2 100
2 Semester - 2022 - Batch
Course Code
Course
Type
Hours Per
Week
Credits
Marks
BBS261A CONSUMPTION AND CULTURE IN INDIA - 3 3 100
BBS261B GLOBAL LEADERSHIP AND CULTURE - 3 3 100
BBS261C TOURISM, CULTURE AND SUSTAINABLE DEVELOPMENT - 3 3 100
BECH231 MACROECONOMICS-I - 5 5 100
BECH232 MATHEMATICAL ECONOMICS-II - 5 5 100
BECH233 BASIC STATISTICAL METHODS USING MS-EXCEL - 5 5 100
BECH241 GENDER ECONOMICS - 3 3 100
BECO261A ECONOMICS AND LITERATURE - 3 3 100
BECO261B DESIGNING POLICIES FOR SUSTAINABLE DEVELOPMENT - 3 3 100
BENG221 ENGLISH LANGUAGE AND COMPOSITION-II - 3 3 100
BENG261A READING CITYSCAPES: BANGALORE HISTORIES - 3 3 100
BENG261B READING THE CYBERSPACE: PUBLIC AND THE PRIVATE - 3 3 100
BHIS261A THE POLITICS OF MEMORY: THE MAKINGS OF GENOCIDE - 3 3 100
BHIS261B RELIGION: PHILOSOPHY AND POLITICS THROUGH AGES - 3 3 100
BMED251B AUDIO CONSUMPTION IN EVERYDAY LIFE - 3 3 100
BMED261A INTER-CULTURAL COMMUNICATION - 3 3 100
BPSY261A APPRECIATING AESTHETICS - 3 3 100
BPSY261B HUMAN ENGINEERING AND ERGONOMICS - 3 3 100
SDEH211 SKILL DEVELOPMENT - 2 2 100
3 Semester - 2021 - Batch
Course Code
Course
Type
Hours Per
Week
Credits
Marks
BECH331 MICROECONOMICS-II Core Courses 5 5 100
BECH332 MACROECONOMICS-II Core Courses 5 5 100
BECH333 ADVANCED STATISTICAL METHODS USING SPSS Core Courses 5 5 100
BECH341A HEALTH ECONOMICS: THEORY AND APPLICATION Discipline Specific Elective 4 4 100
BECH341B FOUNDATIONS OF BEHAVIOURAL ECONOMICS Discipline Specific Elective 4 4 100
BECH361A INDIAN GOVERNMENT AND POLITICS Discipline Specific Elective 4 3 100
BECH361B ESSENTIALS OF ACCOUNTING Discipline Specific Elective 4 4 100
BECH362A CONSUMER PSYCHOLOGY Discipline Specific Elective 4 4 100
BECH362B EDUCATION AND DEVELOPMENT Discipline Specific Elective 4 4 100
SDEH311 SKILL DEVELOPMENT Skill Enhancement Course 2 2 100
4 Semester - 2021 - Batch
Course Code
Course
Type
Hours Per
Week
Credits
Marks
BECH431 FUNDAMENTALS OF ECONOMIC GROWTH AND DEVELOPMENT - 5 5 100
BECH432 RESEARCH METHODOLOGY - 5 5 100
BECH433 INTRODUCTION TO ECONOMETRICS - 5 5 100
BECH441A ECONOMIC SOCIOLOGY - 4 4 100
BECH441B LABOUR ECONOMICS - 4 4 100
BECH461A INTERNATIONAL RELATIONS - 4 4 100
BECH461B CORPORATE FINANCE - 4 4 100
BECH462A INDUSTRIAL PSYCHOLOGY - 4 4 100
BECH462B URBAN PLANNING AND DEVELOPMENT - 4 4 100
SDEH412 SKILL DEVELOPMENT - 2 2 100
5 Semester - 2020 - Batch
Course Code
Course
Type
Hours Per
Week
Credits
Marks
BECH531 INDIAN ECONOMY Core Courses 5 5 5
BECH532 INTERNATIONAL ECONOMICS Core Courses 5 5 100
BECH533 FINANCIAL ECONOMICS Core Courses 5 5 100
BECH541A FOUNDATIONS OF AGRICULTURAL ECONOMICS Discipline Specific Elective 4 4 100
BECH541B ADVANCED ECONOMETRICS Discipline Specific Elective 4 4 100
BECH542A ENVIRONMENTAL ECONOMICS: THEORY AND APPLICATION Discipline Specific Elective 4 4 100
BECH542B INDUSTRIAL ECONOMICS Discipline Specific Elective 4 4 100
BECH581 FORMATIVE WORK FOR DISSERTATION Core Courses 2 2 50
BECH582 INTERNSHIP Skill Enhancement Course 0 2 50
SDEH512 SKILL DEVELOPMENT Skill Enhancement Course 1 1 50
6 Semester - 2020 - Batch
Course Code
Course
Type
Hours Per
Week
Credits
Marks
BECH631 PUBLIC ECONOMICS - 5 5 100
BECH632 HISTORY OF ECONOMIC THOUGHT - 5 5 100
BECH641A ECONOMICS OF LAW - 4 4 100
BECH641B POLITICAL ECONOMY OF INDIA - 4 4 100
BECH642A MONEY AND BANKING - 4 4 60
BECH642B GAME THEORY - 4 4 100
BECH681 DISSERTATION - 3 3 50
SDEH612 SKILL DEVELOPMENT - 1 1 50
      

    

Department Overview:

The Department of Economics at the Bannerghatta Road campus is functioning under the School of Social Sciences in CHRIST (Deemed to be University). Established in the year 2016 with the commencement of the new Campus at Bannerghatta Road, the department has the representation of faculty from all cultures and regions in India and with qualifications from the top institutions in the country and abroad. Together with rich experience in teaching, research and consultancy, they specialise in Monetary and Financial Economics, Environmental Economics, Behavioural Economics, Industrial Economics, Informal Economy and so on, involved in advanced research.

Mission Statement:

Department Vision:

“Excellence in teaching and research in economics and service to the society”

Programme Vision:

“An Economics Honours programme of the highest excellence”

MISSION

Department Mission:

The Department of Economics, CH

Introduction to Program:

The BA Economics Honours Programme with non-core subjects Psychology and Political Science and integrated courses in Sociology and History is designed to produce graduates trained in the application of knowledge in economics to real-life economic, financial, ethical and analytical problems encountered in the economy. It is structured to provide the students with the skills and professional acumen to become key players in the economy irrespective of their future job places and task diversification they would take up. The programme may enable the students to effectively apply their knowledge and skills to situations of economic, institutional and policy making both in governance and industry.

 

The programme has a rigorous focus on quantitative techniques and research methods which will orient the students in dealing with economic problems with a practical and analytical approach. The diversity and the spread of the programme ensure that the students receive sufficient experience of the current issues and crises of the world, especially that of the emerging economies.

Program Objective:
PO1: Identify and explain economic concepts and theories, and create models that connect to a wide variety of interdisciplinary and real-life contexts

PO2: Apply knowledge and skills in economics, mathematics, statistics, and analytical software for conducting original and independent social science research.

PO3: Demonstrate the traits of an ethical global citizen by bringing in various perspectives, interests and biases, and articulate their effects in shaping, forming and manipulating worldviews in a cross-cultural environment

PO4: Analyse and present critical perspectives on social issues, especially related to gender and environment, through an interdisciplinary lens

PO5: Develop and demonstrate employability and entrepreneurial skills to explore their own innovative competence and integrate their lived experiences into becoming effective leaders

PO6: Exhibit self-motivation, adaptability and respect for peers in personal and professional engagements.

PO7: Demonstrate proficiency in both the use of formal written English (including correct use of referencing styles, such as APA) and the ability to deliver formal presentations before a variety of audiences.

PO8: Demonstrate social sensitivity and Develop social awareness through activities such as service-learning and formulate constructive ways of engaging with different communities

PO9: Engage in effective dissemination of knowledge through research publications and presentations at various forums such as seminars and conferences.

Assesment Pattern

Course Code

Course Title

Assessment Details

BECH131

Microeconomics – I

CIA 1

MSE (CIA 2)

CIA 3

ESE

Attendance

BECH132

Mathematical Economics-I

20 Marks

25 Marks

20 Marks

30 Marks

05 Marks

BECH231

Macroeconomics -I

BECH232

Mathematical Economics-I

Individual Assignment

Written Exam

Individual/

Group Assignment

Written Exam

 

 

 

BECH232

Microeconomics-II

BECH332

Macroeconomics -II

  

Section A:

5 x 2 = 10 Marks

Section B:

6 x 5 = 30 Marks

Section C:

1 x 10 = 10 Marks

 

 

Section A:

5 x 2 = 10 Marks

Section B:

6 x 5 = 30 Marks

Section C:

1 x 10 = 10 Marks

 

 

BECH341 B

Foundations of Behavioural Economics

BECH341A

Health Economics: Theory and Application

BECH361 B

Essentials of Accounting

BECH361A

Indian Government and Politics

BECH362 B

Education and Development

BECH431

Fundamentals of Economic Growth and Development

BECH432

Research Methodology

BECH433

Introduction to Econometrics

BECH441B

Labour Economics

BECH461 B

Corporate Finance

BECH462B

Urban studies and planning

BECH531

Indian Economy

BECH532

International Economics

BECH541A

Foundations of Agricultural Economics

BECH542 B

Industrial Economics

BECH542A

Environmental Economics- Theory and Applications

BECH533

Political Economy of India

BECH631

Public Economics

BECH632

History of Economic Thought

BECH641 B

Financial Economics

BECH642 A

Money and Banking

BECH642 B

Game Theory

BECH133

 

Economic History of India from 1750 to 1947

 

Section A: 

5 x 2 = 10 Marks

Section B: 

6 x 5 = 30 Marks

Section C: 

1 x 10 = 10 Marks

 

 

Section A:

5 x 2 = 10 Marks

Section B:

6 x 5 = 30 Marks

Section C:

1 x 10 = 10 Marks

 

BECH141

 

 

Introduction to the Philosophy of Economics.

 

CIA 1

CIA 2

CIA 3

CIA 4

Attendance

25 Marks

25 Marks

25 Marks

25 Marks

05 Marks

Individual Assignment

Individual Assignment

Individual Assignment

Individual Assignment

 

BECH191 A

BECH191 B

BECH291 A

BECH291 A

Institutions of Informal Economy

Economics of Corruption

Economics and Literature

Designing Policies for Sustainable Development

MSE

ESE

Attendance

45 Marks

50 marks

05 mark

Research-based submission

Research-based submission

 

BECH233

 

BECH333

 

BECH541 B

 

BECH241

Basic Statistical Methods Using MS-Excel

Advanced Statistical Methods Using SPSS

Econometric Analysis and Application

Gender Economics

 

CIA 1

MSE

(CIA 2)

CIA 3

ESE

Attendance

20 Marks

25 Marks

20 Marks

30 Marks

05 Marks

Individual Assignment

Written Exam

Group Assignment

Submission based evaluation

05 Marks

 

Section A:

5 x 2 = 10 Marks

Section B:

6 x 5 = 30 Marks

Section C:

1 x 10 = 10 Marks

 

 

 

 

BECH362A

 

BECH462 A

Consumer Psychology

 

Industrial Psychology

CIA 1

MSE

(CIA 2)

CIA 3

ESE

Attendance

20 Marks

25 Marks

20 Marks

30 Marks

05 Marks

Individual Assignment

Written Exam

Group Assignment

Written Exam

 

 

Section A: 

5 x 8 = 40 Marks

Section B: 

1 x 10 =10 Marks

 

 

Section A: 

5 x 8 = 40 Marks

Section B: 

1 x 10 =10 Marks

 

BECH441 A

 

BECH461 A

 

Economic Sociology

 

International Relations

 

CIA 1

MSE

(CIA 2)

CIA 3

ESE

Attendance

20 Marks

25 Marks

20 Marks

30 Marks

05 Marks

Individual Assignment

Written Exam

Group Assignment

Written Exam

 

 

Section A:

3 x 5 = 15 Marks

Section B:

2 x 10 = 20 Marks

Section C:

1 x 15 = 15 Marks

 

Section A: 

3 x 5 = 15 Marks

Section B: 

2 x 10 = 20 Marks

Section C: 

1 x 15 = 15 Marks

 

 

 

 

 

 

 

 

BECH582

Internship

BLUE-BOOK (50 % Weightage)

VIVA-VOCE EXAM (50 % Weightage)

Nature of work

Effective usage of Blue Book (Internship Diary)

Effective usage of time / Mentor’s Evaluation

Internship Certificate (Completion Certificate)

Presentation

Learning outcome(s) / Skill set(s) acquired

Final report

Q&A

 

10 Marks

5 Marks

5 Marks

5 Marks

10 Marks

5

Marks

5

Marks

5

Marks

 

BECH641A

Economics of Law

CIA 1

MSE

(CIA 2)

CIA 3

ESE

Attendance

20 Marks

25 Marks

20 Marks

30 Marks

05 Marks

Individual Assignment

Written Exam

Group Assignment

Written Exam

 

 

Section A: 

5 x 5 = 25 Marks

Section B: 

1 x 10 = 10 Marks

Section C: 

1 x 15 = 15 Marks

 

Section A: 

5 x 5 = 25 Marks

Section B: 

1 x 10 = 10 Marks

Section C: 

1 x 15 = 15 Marks

 

 

                       

 

 

BECH581

Formative work for Dissertation

Submission of RoL

Proposal

Interaction

with the guide

Dissertation

Diary

15 Marks

20 Marks

10 Marks

05 Marks

BECH681

Dissertation

Interim Presentation

Thesis

Defense

Interaction

with the guide

10 Marks

20 Marks

15 Marks

05 Marks

Examination And Assesments

Candidates who have not passed in at least 50% of the courses of the previous semesters are not promoted to the next year.

The pass criteria for the successful completion of the BA Economics (Hon) programme, shall be as follows:

a. Minimum of 40% aggregate marks in the CIA of a course

b. Minimum of 40% in the ESE of a course.

c. Minimum 50% aggregate in each Semester.

BBS161A - COURTESY AND ETIQUETTES (2022 Batch)

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

Course Objectives/Course Description

 

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

 

Course Outcome

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

CO2: Describes ways to apply proper courtesy in different situations

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

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

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

Unit-2
Teaching Hours:10
Manners and civility
 

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

Unit-3
Teaching Hours:10
Etiquette
 

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

Unit-4
Teaching Hours:8
Business Etiquette
 

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

Unit-5
Teaching Hours:7
Personal and professional Presentation
 

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

Text Books And Reference Books:

Books on Common etiquettes

Essential Reading / Recommended Reading

Etiquette books

Evaluation Pattern

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

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

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

Course Objectives/Course Description

 

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

To examine health in its truest sense, one must explore beyond the limits of medicine to engage a much wider set of questions embracing social, cultural, political, economic, moral and spiritual aspects of human experience. 

Course Outcome

CLO1: Explain health as a multi-dimensional and dynamic concept, which necessarily integrates individual, societal, biomedical, spiritual, cultural and historical influences, and how this relates to health issues encountered in everyday life.

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

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

Unit-1
Teaching Hours:9
Introduction to health
 

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

Unit-2
Teaching Hours:9
Food and Values
 

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

Unit-3
Teaching Hours:9
Nutrition
 

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

Unit-4
Teaching Hours:9
Physical Education
 

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

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

Unit-5
Teaching Hours:9
Spirituality, Religion and Social Change
 

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

Text Books And Reference Books:

Indian Journals of health and well being

Essential Reading / Recommended Reading

Indian Journals of health and well being

Evaluation Pattern

CIA1: 20 marks

Midterm exam: 25

CIA 3: 20

Endterm exam: 30

Attendance: 5

 

BBS161C - MAHABHARATHA AND MODERN MANAGEMENT (2022 Batch)

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

Course Objectives/Course Description

 

Course Description:

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

Course Objectives:

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

Course Outcome

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

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

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

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

Unit-1
Teaching Hours:9
Introduction to Mahabharatha
 

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

Establishment of the kingdom-Administration and Management principles

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

Marriage to Draupadi- An event study approach.

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

Unit-3
Teaching Hours:9
The Big Game
 

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

Exile and return- Risks and costs of strategic alliances

Unit-4
Teaching Hours:9
The battle at Kurukshetra
 

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

Unit-5
Teaching Hours:9
Post Kurukshetra
 

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

The reunion Organizing- Choosing the organizational structure

 

Text Books And Reference Books:

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

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

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

Source: Jaya - An Illustrated Retelling of the Mahabharata

 

 

Essential Reading / Recommended Reading

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

 

Evaluation Pattern

CIA 1 10 Marks

MSE   30 Marks

CIA 3 10 Marks

End Assesment 50 Marks

BECH131 - Microeconomics-I (2022 Batch)

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

Course Objectives/Course Description

 

Course Description

This course is designed to expose the students to the basic principles of microeconomic theory. The emphasis will be on thinking like an economist and the course will illustrate how microeconomic concepts can be applied to analyse real-life situations.

Course Objectives

The course has been conceptualised in order to help students:

  • to understand how decisions related to allocation of scarce resources and trade-offs are made.
  • to analyse the market for goods & services and output-price determination.
  • to understand the role of government policies regulating market outcome.
  • to demonstrate understanding of how rational consumers make their choice to optimize utility.
  • to analyse the dynamics of factors of the production market.

Course Outcome

CO1: summarize how decisions related to allocation of scarce resources and trade-offs are made.

CO2: examine the role of demand and supply in allocating economic welfare

CO3: explain the role of government policies in regulating the market outcomes

CO4: illustrate how consumers optimize the utility given the limited resources

CO5: illustrate and explain the market dynamics of factors of production and impact of policy regulation on allocation of such inputs in the market.

Unit-1
Teaching Hours:9
Exploring the Subject Matter of Economics
 

Why study economics? Scope and method of economics; the economic problem: scarcity and choice; the question of what to produce, how to produce and how to distribute output; science of economics; the basic competitive model; prices, property rights and profits; incentives and information; rationing; opportunity sets; economic systems; reading and working with graphs. 

Unit-2
Teaching Hours:15
Supply and Demand: How Markets Work, Markets and Welfare
 

Markets and competition; determinants of individual demand/supply; demand/supply schedule and demand/supply curve; market versus individual demand/supply; shifts in the demand/supply curve, demand and supply together; how prices allocate resources; elasticity and its application; controls on prices; taxes and the costs of taxation; consumer surplus, producer surplus and the efficiency of the markets.

Unit-3
Teaching Hours:15
The Households
 

The consumption decision - budget constraint, consumption and income/price changes, demand for all other goods and price changes; description of preferences (representing preferences with indifference curves); properties of indifference curves; consumer‘s optimum choice; income and substitution effects; labour supply and savings decision - choice between leisure and consumption.

Unit-4
Teaching Hours:12
The Firm and Perfect Market Structure
 

Behaviour of profit maximizing firms and the production process; short run costs and output decisions; costs and output in the long run.

Unit-5
Teaching Hours:12
Imperfect Market Structure
 

Monopoly and antitrust policy; government policies towards competition; imperfect competition.

Unit-6
Teaching Hours:12
Input Markets
 

Labour and land markets - basic concepts (derived demand, productivity of an input, marginal productivity of labour, marginal revenue product); demand for labour; input demand curves; shifts in input demand curves; competitive labour markets; and labour markets and public policy; New Frontiers in Microeconomics.

Text Books And Reference Books:

Case, K. E., Fair, R. C., & Oster, S. M. (2013). Principles of Microeconomics (11th ed.). London: Pearson Education Inc.
Mankiw, N. G. (2017). Principles of Microeconomics (8th ed.). MA: Cengage Learning.
Stiglitz, J. E., & Walsh, C. E. (2006). Principles of Microeconomics (4th ed.). New York: W.W. Norton & Company Inc., International Student Edition.

Essential Reading / Recommended Reading

Lipsey, R. G., & Chrystal, K. A. (1999). Principles of Economics (9th ed.). Oxford: Oxford University Press.
Mankiw, N. G. (2011). Economics: Principles and Applications (10th ed.). MA: Cengage Learning.
Pindyck, R. S., & Rubinfeld, D. L. (2013). Microeconomics (8th ed.). New York: Pearson Education.
Ray, N.C. (1975). An Introduction to Microeconomics. New Delhi: Macmillan Company of India Ltd.
Salvatore, D. (2011). Managerial Economics in a Global Economy (7th ed.). Oxford: Oxford University Press.
Samuelson, P. A., & Nordhaus, W.D. (2010). Economics (19th ed.). New Delhi: McGraw-Hill Companies.

Evaluation Pattern

 

Evaluation Pattern

CIA1

MSE* (CIA2)

CIA3

ESE**

Attendance

Weightage

20

25

20

30

05

* Mid Semester Exam      ** End Semester Exam

BECH132 - MATHEMATICAL ECONOMICS-I (2022 Batch)

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

Course Objectives/Course Description

 

Course Description

This is the first of a compulsory two-course sequence. The objective of this sequence is to transmit the body of basic mathematics that enables the study of economic theory at the undergraduate level, specifically the courses on microeconomic theory, macroeconomic theory, statistics and econometrics set out in this syllabus. In this course, particular economic models are not the ends, but the means for illustrating the method of applying mathematical techniques to economic theory in general. The level of sophistication at which the material is to be taught is indicated by the contents of the prescribed textbook.

Course Objectives

The course aims to help students to:

● understand the basic concepts, procedures and techniques of mathematical economics
● apply mathematical techniques to economic theory in general.

Course Outcome

CO1: apply mathematical techniques and models for a deeper understanding of economics, especially the branches of microeconomics, macroeconomics and econometrics.

CO2: build economic problems in a multivariable model and yield valuable insight about optimizing human behaviour

Unit-1
Teaching Hours:15
Preliminaries
 

Elements of logic and proof; Sets and Set operations; Relations; Equations: Linear and Quadratic; Simultaneous Equations; Functions: quadratic, polynomial, exponential, logarithmic; Graphs, Slopes and Intercept; Economic Application of Graphs and Equations: Iso-cost Lines, Supply and Demand Analysis, Income determination models.

Unit-2
Teaching Hours:20
Differential Calculus: Single Independent Variable Functions
 

Limits; Continuity; Curvilinear Functions; the Derivative; Rules of Differentiation; Higher-order Derivatives; Optimisation; Uses of the Derivatives in Economics: Increasing and Decreasing Functions, Concavity and Convexity, Inflection points, Optimisation of Economic Functions, Relationship among Total, Marginal and Average Concepts.

Unit-3
Teaching Hours:20
Differential Calculus: Multivariable Functions
 

Multivariable Functions and Partial Derivatives; Rules of Partial Differentiation; Second and Higher-order differentials; Optimisation; Constrained optimisation with Lagrange Multipliers; Implicit functions; Application of Partial Derivatives in Economics: Utility Maximisation, Marginal Productivity, Elasticity, Producers Equilibrium, Optimisation of Cobb Douglas and CES Production Function.

Unit-4
Teaching Hours:20
Differential Calculus: Exponential and Logarithmic Functions
 

Exponential and Logarithmic Functions; Solving Natural Exponential and Logarithmic Functions; Logarithmic transformation of Nonlinear Functions; Rules of Differentiation; Higher-order Derivatives, Partial Derivatives; Optimisation of Exponential and Logarithmic Functions; Logarithmic differentiation; Application in Economics: Elasticity, Alternative measures of growth, Optimal Timing, Derivation of Cobb Douglas Production Function.

Text Books And Reference Books:

Chiang, A.C. & Wainwright, K.  (2013). Fundamental Methods of Mathematical Economics. (4th ed.). McGraw Hill Education (India) Private Limited.
Sydsaeter, K. &   Hammond, P. (2016). Mathematics for Economic Analysis. New Delhi: Pearson Education Inc.

Essential Reading / Recommended Reading

Bradley, T.  (2013). Essential Mathematics for Economics and Business. London: John Wiley & Sons.
Dowling, E.  T. (2012). Schaum’s Outlines-Introduction to Mathematical Economics. (3rd ed.).  New York: McGraw Hill.
Renshaw, G. (2011). Maths for Economics. (4th ed.).  Oxford: Oxford University Press.
Roser, M. (2003). Basic Mathematics for Economists. (2nd ed.). New York: Routledge.

Evaluation Pattern

EvaluationPattern

CIA1

MSE* (CIA2)

CIA3

ESE**

Attendance

Weightage

20

25

20

30

05

* Mid Semester Exam      ** End Semester Exam

BECH133 - ECONOMIC HISTORY OF INDIA FROM 1750 TO 1947 (2022 Batch)

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

Course Objectives/Course Description

 

Course Description

This course traces the evolution of the modern Indian Economy. It places the phenomenon of India’s economic development within the compulsions of colonial rule.  Therefore, it serves as a background course for the study of Indian Economic issues and the Political Economy of India.

Course Objectives

To train students to:

  • Understand the importance of contextualising the discipline in historical terms.
  • Analyse the economic conditions of India, before and during the British rule and how it might have contributed to changing the patterns of production and consumption in the region.
  • Emphasise the role of historical factors that led to the changing distribution of the gains and losses associated with economic growth.

Course Outcome

CO1: explain the importance of studying Economic History to gain a deeper understanding of the interplay between institutional change and economic growth.

CO2: examine and argue how certain historical events from before and during the British colonial rule in India may have given rise to the patterns of economic choices that followed in the long run.

CO3: evaluate and explain if the explanation for increasing economic inequality can be found in the specific manner in which these forces of imperialism and globalisation acted in South Asia or if the explanation lies in how other factors (geographical constraints or social institutions) interacted with these forces.

Unit-1
Teaching Hours:9
Economic History: An Introductory Perspective
 

Globalisation and colonialism; Theories of Economic History; Market Formation, Institutions, Class, Political Power and Resource Endowments; Colonial Narratives of India and beyond.

Unit-2
Teaching Hours:12
India in 1750
 

Empires; Economic Conditions: Property, Village Community, Industry and Foreign Trade; Institutional Changes in Property Rights and its consequences; Patterns of Ownership, Tax, Tenancy and Land Markets.

Unit-3
Teaching Hours:15
Stability and Change in the Cities (1770-1810)
 

Ruling groups on the move; Religious and social organisation outside the village; Sects, towns and traders; Artisans, traders and urban stability; Two case studies of adaptation – grain and salt; The re-orientation of trade routes and merchant communities.

Unit-4
Teaching Hours:12
Agriculture
 

The Agricultural Production Function; Trends in output and income, Factor, Credit and Product Market; Effects of Market Expansion and Stagnation.

Unit-5
Teaching Hours:15
Industry
 

Types and patterns of Industrialization; Conditions of Small Scale Industry; Textiles and Handicrafts; Large Scale Industry; Pre-war to World War II; Two major Industries; Cotton Textile and Jute; Industrial Organization: Structure, Labour and Finance.

Unit-6
Teaching Hours:12
Infrastructure and Economic Management
 

Drivers of Infrastructure Investments; Irrigation; Railways; Roads and Inland Waterways; Post and Telegraph; Education and Health Care; Fiscal and Monetary System.

Text Books And Reference Books:

Bayly, C. A. (2012). Rulers, Townsmen, and Bazaars: North Indian Society in the Age of British Expansion. Oxford: Oxford University Press.

Roy, T. (2011). The Economic History of India. (3rd ed.).New Delhi: Oxford University Press.

Essential Reading / Recommended Reading

Bandyopadhyay, S. (2004). From Plassey to Partition: A History of Modern India. New Delhi: Orient Longman Private Limited.

Habib, I. (2006). Indian Economy: 1858 – 1914. New Delhi: Tulika Books.

Stein, B. (1998). A History of India (2nd ed.). London: Wiley-Blackwell.

Tomlinson, B. R. (1993).  The Economy of Modern India: 1860 – 1970. Cambridge: Cambridge University Press.

Evaluation Pattern

Evaluation Pattern

Evaluation Pattern

CIA1

MSE* (CIA2)

CIA3

ESE**

Attendance

Weightage

20

25

20

30

05

* Mid Semester Exam      ** End Semester Exam

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

Section A

Section B

Section C

5 x 2 = 10 Marks

6 x 5 = 30 Marks

1 x 10 = 10 Marks

BECH141 - INTRODUCTION TO THE PHILOSOPHY OF ECONOMICS (2022 Batch)

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

Course Objectives/Course Description

 

Course Description

Economics and philosophy overlap in three major areas. These are the ontology and epistemology of Economics, rationality, and welfare and justice. The course first touches upon the fundamental ontological questions such as, what is Economics, what is utility, and how do economists measure it.  Does evidence of widespread `irrationality’ from behavioural economics undermine standard microeconomic theory?  It then discusses the epistemological problems such as if economic models are literally false representations of reality, how can they aid understanding or action.  Finally the course also introduces students to the questions about welfare, justice, liberty and rights, at least insofar as these are connected to features of economic institutions, processes, or outcomes.

Course Objectives

The objectives of offering this course are:

  • to demonstrate students a philosophical platform for carrying out discussions on economic theories and models.
  • to introduce students to the rational-choice theory.
  • to develop the philosophical nature of the fundamental debates in economic methodology.
  • to outline the fundamental questions concerning ethics of economic policy decisions and to develop the students’ abilities to present and to criticize arguments both in discussion and in writing.

Course Outcome

CO1: To provide students a philosophical platform for carrying out discussions on economic theories and models.

CO2: To introduce students to the rational-choice theory.

CO3: To create a firm grounding in the philosophical nature of the fundamental debates in economic methodology.

CO4: To outline the fundamental questions concerning ethics of economic policy decisions and to develop the students? abilities to present and to criticize arguments both in discussion and in writing.

Unit-1
Teaching Hours:6
Introduction
 

Ontology of Economics: Individual and Collective Rationality, Bounded Rationality; The assumption of Ceteris Paribus, Friedman and defence of unrealistic assumption.

Unit-2
Teaching Hours:12
Six central methodological problems
 

Positivism vs Normativism; Reasons vs Causes; Social Scientific Naturalism; Abstraction and Idealisation in Economics; Economic Causation; Structure and Strategy of Economics: Paradigms.

Unit-3
Teaching Hours:18
Influential Approaches to Economic Methodology
 

Scientific Realism; Thomas Kuhn’s scientific revolutions and paradigm shift; Karl Popper’s falsificationism; Putnam’s critique of Positivism; Fraassen’s Constructive empiricism.

Unit-4
Teaching Hours:9
Economics and Ethics
 

Welfare; efficiency; individualism; utilitarianism; libertarianism; Egalitarianism and economic justice.

Text Books And Reference Books:

Blaug, M. (1992). The Methodology of Economics: Or, How Economists Explain, Cambridge: Cambridge University Press,
Hausman, D. M. (ed.) (2008).The Philosophy of Economics: An Anthology, 3rd ed. Cambridge: Cambridge University Press.
Reiss, J., (2013).The Philosophy of Economics: A Contemporary Introduction, London: Routledge.
Ross, D. (2016). Philosophy of Economics, London: Palgrave Macmillan.

Essential Reading / Recommended Reading

Friedman, M., (1953). The Methodology of Positive Economics, Essays in Positive Economics, Chicago: University of Chicago Press, pp. 3–43.
Friedman, M. (1999). Reconsidering Logical Positivism. Cambridge: Cambridge University Press.
Hausman, D M., Philosophy of Economics, The Stanford Encyclopaedia of Philosophy retrieved from<https://plato.stanford.edu/entries/economics/#RealEconMeth>
Kuhn, T. S. (1962). The Structure of Scientific Revolutions. Chicago: University of Chicago Press.
Popper, K. (1963). Science: Conjectures and Refutations, in Conjectures and Refutations. London: Routledge and Kegan Paul, pp. 33-58.
Sen, A. (1990). Justice: Means versus Freedoms, Philosophy & Public Affairs, 19(2), pp. 111-121.

Evaluation Pattern

The evaluation of the course is by submission. There will be four submissions as per the following suggested pattern.

 

Evaluation Pattern

CIA1

CIA2

CIA3

CIA 4

Attendance

Weightage

20

25

20

30

05

 

BECO161A - INSTITUTIONS AND INFORMAL ECONOMY (2022 Batch)

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

Course Objectives/Course Description

 

Course Description

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

 

Course Objectives

This course aims to help students to:

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

Course Outcome

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

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

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

CO4: Demonstrate their research findings through written and oral presentation

Unit-1
Teaching Hours:10
Institutions and Institutional Change
 

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

Unit-2
Teaching Hours:12
Elements of Institutional Economics
 

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

Unit-3
Teaching Hours:9
Informality: Concepts, Theory and Measurement
 

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

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

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

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

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

Text Books And Reference Books:

Essential Readings

Alston, L. J., Eggertsson, T., & North, D. C. (Eds.). (1996). Empirical Studies in Institutional Change. Cambridge: Cambridge University Press.

Guha-Khasnobis, B., Kanbur, R., & Ostrom, E. (Eds.). (2006). Linking the Formal and Informal Economy: Concepts and Policies. Oxford: Oxford University Press.

Misztal, B. (2002). Informality: Social theory and Contemporary Practice. Routledge.

North, D. (1990). Institutions, Economic Theory and Economic PerformanceInstitutions, Institutional Change and Economic Performance. New York: Cambridge University Press.

Essential Reading / Recommended Reading

Recommended Readings

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

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

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

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

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

Evaluation Pattern

Evaluation Pattern

Course title

MSE (Weight)

ESE (Weight)

Attendance

Institutions and Informal Economy

45%

50%

5%

 

Mid Semester Examination

Group/Individual Assignment

45 Marks

 

End Semester Examination

Group/Individual Assignment

50 Marks

 

BECO161B - ECONOMICS OF CORRUPTION (2022 Batch)

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

Course Objectives/Course Description

 

Course Description:

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

 Course Objectives:

This course will help students to:

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

Course Outcome

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

CO2: investigate some impacts of corruption on emerging economies.

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

CO4: present complex ideas through written and oral presentations.

Unit-1
Teaching Hours:15
Corruption, Poor Governance and Institutional Structure
 

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

 

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

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

Unit-3
Teaching Hours:15
Tackling Corruption
 

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

Text Books And Reference Books:

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

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

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

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

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

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

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

Essential Reading / Recommended Reading

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

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

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

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

Evaluation Pattern

 

Course title

MSE (Weight)

ESE (Weight)

Attendance

The Economics of Corruption

45%

50%

5%

Mid Semester Examination

Group/Individual Assignment

45 Marks

End Semester Examination

Group/Individual Assignment

50 Marks

 

 

BENG121 - ENGLISH LANGUAGE AND COMPOSITION-I (2022 Batch)

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

Course Objectives/Course Description

 

English Language and Composition course is an intensive program for two semesters for all the students of the BA/BSc programmes (ENGH, ECOH, JOUH, PSYH, EPH and EMP) that introduces students to a wide range of expository works in order to develop their knowledge of rhetoric and make them aware of the power of language. The course is designed to meet the rigorous requirements of graduate-level courses and therefore includes expository, analytical, personal, and argumentative texts from a variety of authors and historical contexts. It would provide students with the opportunity to work with the rhetorical situation, examining the authors’ purposes as well as the audiences and the subjects in texts. The course is designed to engage students with rhetoric in multiple mediums, including visual media such as photographs, films, advertisements, comic strips, music videos, and TED talks; students would develop a sense to comprehend how a resource of language operates in any given text. In the semester the course focuses on the famous rhetorical pieces from across the world to familiarise the learners with various techniques and principles.

Course Objectives

The purpose of the course is to:

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

Course Outcome

CO 1 : Analyse and interpret samples of good writing by identifying and explaining an author's use of rhetorical strategies and techniques.

CO2: Evaluate both visual and written texts and determine if it is effective or ineffective rhetoric.

CO3: Create and sustain arguments by applying effective strategies and techniques in their own writing.

CO4: Communicate effectively in different mediums by developing their LSRW skills.

CO5: Demonstrate their knowledge in the form of cogent well-written report.

Unit-1
Teaching Hours:10
Language of Composition
 

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

1. Introduction to Rhetoric and Rhetorical Situation.

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

2. SOAP Analysis: Through the analysis of the text the aim is to look at the mode in which various factors like subject, occasion, audience and purpose impact rhetoric. 

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

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

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

a. Ethos

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

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

b. Logos

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

c. Pathos

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

d. Combining Ethos, Logos, and Pathos

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

Unit-2
Teaching Hours:10
Reading Written Texts
 

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

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

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

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

Unit-3
Teaching Hours:10
Reading Visual Texts
 

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

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

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

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

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

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

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

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

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

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

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

Unit-5
Teaching Hours:10
From Reading to Writing
 

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

1. Understanding Argument

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

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

3. Using Visual text for Argument

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

4. Using sources to inform an Argument

5. Using Sources to Appeal to Audience

Text Books And Reference Books:

ACLU. (2000). The man on the left. The Manson family blog.

https://www.mansonblog.com/2016/10/aclu-charles-manson-martin-luther-king.html

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

Essential Reading / Recommended Reading

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

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

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

Evaluation Pattern

CIA 1; Individual Assignment: 20 marks

CIA 2; Mid-semester Assessment Submission: 25 marks

End Semester Submission (Practical) : 50 marks

BENG161A - READING TECHNOLOGY IN/AND SCIENCE FICTION (2022 Batch)

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

Course Objectives/Course Description

 

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

Objectives:

• To introduce students to the field of science fiction

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

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

Course Outcome

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

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

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

CO4: Provide an inter-disciplinary perspective towards analyzing science fiction.

Unit-1
Teaching Hours:5
Introduction
 

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

Unit-2
Teaching Hours:15
Negotiating 'Reason'
 

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

• Isaac Asimov short story “Reason”

• Select Episodes of the series Stranger Things

The Matrix

Unit-3
Teaching Hours:15
SF and Technology
 

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

• Aldous Huxley, Brave New World

• William Gibson, Neuromancer

• Margaret Atwood, Oryx and Crake

• “Hated in the Nation” from Black Mirror Season 3

Unit-4
Teaching Hours:10
Indian Science Fiction
 

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

• Vandana Singh “Delhi”

• Sumit Basu, Turbulence

 

Text Books And Reference Books:

Compilation

Essential Reading / Recommended Reading

Bell, David and Barbara M. Kennedy. Eds. The Cybercultures Reader. Routledge, 2000. (Excerpts) Carey, Peter. What is Post-humanism? Minneapolis, University of Minnesota Press, 2010.

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

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

Evaluation Pattern

Assignments: 95 marks

Attendance: 5 marks

BENG161B - GLOBAL ETHICS FOR CONTEMPORARY SOCIETIES (2022 Batch)

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

Course Objectives/Course Description

 

This course will introduce students to the major theoretical and applied debates as well as major moral puzzles and challenges in the field of global ethics. Ethics is gaining ground as an important humanities intervention in a fast-changing world. A course on ethics is often an added advantage for students as it helps them shape a socially-aware perspective of the social reality.

Drawing on interdisciplinary perspectives and thematic issues in the fields of international politics, business, communications and law, the course will challenge students to reflect on major ethical theories and traditions as well as core problems such as corporate governance, global distributive justice, the ethics of making and sustaining peace, media ethics and legal dimensions of ethics. By combining the works of both classic and contemporary philosophers with contemporary applied global issues, students will be able to critically reflect on fundamental normative questions from an interdisciplinary perspective and reflect on the rights, responsibilities and challenges of ‘good global citizenship’.

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

• Open-mindedly consider different viewpoints in moral controversies.

• Identify the strengths and weaknesses of different philosophical and popular arguments on the various topics.

• Demonstrate understanding of the major moral philosophical approaches and techniques in moral reasoning.

• Formulate and critically assess personal positions/convictions.

Course Outcome

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

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

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

CO4: Appraise their views on various aspects of ethics and present it with clarity through multiple engagements in the classroom.

Unit-1
Teaching Hours:5
Introduction
 

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

Unit-2
Teaching Hours:10
Ethical Theories
 

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

Unit-3
Teaching Hours:10
Applying Ethical Theories
 

Ethics of International Aid and Development: Humanitarian Aid in Conflict Zones

Global Distributive Justice and Global Poverty: Models for International Economic Justice

Ethics of War: Torture in Abu Ghraib (Case Study)

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

Rohingya Issues: Are humanitarian interventions justified? The case study of Myanmar/Burma

Global Environmental and Climate Ethics: Trade Agreements and Global Environmental Ethics

Global Business Ethics and Arms Trade: The Ethics of Capitalism (Film Inside Job)

Unit-5
Teaching Hours:10
Ethics of International Law
 

Natural Resources Extraction from the Kimberley process towards universal legislation (Movie: Blood Diamond),

Global Journalism Ethics, Digital Media Ethics and Whistleblowing Practices: Snowden and Whistleblowing

Ethical Implications of Emerging Technologies: Genetics, stem cell and embryo research: Embryo research and women’s rights

Text Books And Reference Books:

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

Essential Reading / Recommended Reading

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

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

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

Evaluation Pattern

Assignments: 95 marks

Attendance: 5 marks

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

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

Course Objectives/Course Description

 

Course Description:

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

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

Course Objectives:

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

 

 

 

Course Outcome

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

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

CO3: Critically reflect and engage with the interface between the past and the present, fostering a healthy appreciation for history and its imprint on our present world.

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

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

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

Unit-1
Teaching Hours:10
The Many Pasts
 

a)     Doing History - The Place of the Past.

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

 Level of Learning: Practical/Application

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

 

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

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

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

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

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

Level of Learning: Practical/Application

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

 

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

 

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

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

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

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

 

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

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

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

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

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

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

Level of Learning: Practical/Application

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

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

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

Text Books And Reference Books:

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

Essential Reading / Recommended Reading

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

Evaluation Pattern

CIA - Evaluation Pattern

Assignment 1

Assignment 2

Total

20

20

40

 

Mid Semester Examination

Submission

Presentation

Total

30

20

50

 

End Semester Examination

Submission

Presentation

Total

30

20

50

 

BHIS161B - THE HISTORY OF URBAN SPACE AND EVOLUTION OF CITY FORMS (2022 Batch)

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

Course Objectives/Course Description

 

Course Description:

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

Course Objectives:

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

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

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

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

Course Outcome

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

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

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

CO4: Reflect and analyse on the relationship of the built environment of cities with the natural environments surrounding them

Unit-1
Teaching Hours:10
What is Urban History?
 

Level of Knowledge: Conceptual

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

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

c) Urbanism and Modernity

d)Urban Histories and the ‘Cultural Turn’

 

Unit-2
Teaching Hours:15
Approaches to the Study of Ancient and Medieval Urban Centers
 

Level of Knowledge: Analytical

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

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

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

Skill-Based

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

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

 

Unit-3
Teaching Hours:10
Colonial Cities
 

Level of Knowledge: Conceptual

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

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

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

 

Unit-4
Teaching Hours:10
Themes on Modern Cities
 

Level of Knowledge: Analytical

a)Space and Urban Theory- Materialities-Knowledge

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

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

Skill-Based

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

Text Books And Reference Books:

Essential References:

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

 

Essential Reading / Recommended Reading

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

 

Evaluation Pattern

Course Code 

Course Title

Assessment Details 

BHIS 191 B

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

CIA

20 Marks 

MSE

 

CIAII

20 Marks 

ESE 

50 Marks

Group Assignment

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

Submission Paper

Individual

Assignment 

Submission  paper

(Research based)

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

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

Course Objectives/Course Description

 

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


The course aims to help students to:

  • Appreciate cinematography as a combination of artistic and technological endeavors
  • Understand the basics concepts of cinematography and shot design
  • Harness the power of natural and artificial lighting  to compose powerful shots
  • Explore the creative possibilities of cinematography and understand its importance in effective storytelling.

Course Outcome

CO1: Identify and describe the visual elements in cinematography.

CO2: Demonstrate understanding of different tools of cinematography.

CO3: Apply knowledge of cinematography techniques to create films.

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

Unit-1
Teaching Hours:10
Introduction to Cinematography
 
  • Cinematography as an art
  • Art of visual storytelling
  • Evolution of cinematography
  • Eminent cinematographer’s from world cinema
  • Cinematography and effective storytelling.
Unit-2
Teaching Hours:15
The Cinematographer?s medium and Tools
 
  • Light, Camera, Lenses
  • Basics of Lighting 
  • Various types of light sources and their practical application
  • Colour temperature, Lens Choice, Lens filters, Exposure/F-stop/Shutter/ISO
  • Depth of field Camera operating
  • Hands-on introduction to camera equipment.
Unit-3
Teaching Hours:10
Camera placement and Shot Design
 
  • Composition & Framing
  • Types of Shots
  • Shot design for single camera and multi camera productions
  • Camera Placement -how does it affect the meaning
  • Motivated Camera Movement.
Unit-4
Teaching Hours:10
Video editing
 
  • Introduction to video editing application
  • Video editing on smartphone
  • Editing on Adobe Premiere Pro-creating projects, workspaces and workflows, capturing and importing, video effects and transitions, graphics, titles, and animation, compositing, colour correction and grading, improving performance and troubleshooting.
Text Books And Reference Books:

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

Essential Reading / Recommended Reading

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

Evaluation Pattern

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

BMED161A - MEDIA LITERACY (2022 Batch)

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

Course Objectives/Course Description

 

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

Course Objectives

The course aims to help students to:

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

Course Outcome

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

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

CO3: Critically assess and improve their own texts

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

CO5: Develop skills pertaining to act responsibly in Online environment

Unit-1
Teaching Hours:15
Introduction to Media Literacy
 

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

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

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

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

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

Text Books And Reference Books:

Alexander, A. & Hanson, J. (2007). Taking Sides: Clashing Views in Media and Society. 
McGraw-Hill Contemporary Learning Series: Dubuque, IA. 384 pp.
Hiassen C. (1998). Team Rodent: How Disney Devours the World. Ballantine Books. 96 pp
Potter, J (2013). Media Literacy. Sage Publication, New Delhi

Essential Reading / Recommended Reading

Kilbourne, J. (1999). Can’t Buy My Love: How Advertising Changes the Way We Think and Feel. Simon and Schuster: New York. 366 pp.
McLuhan, M. (1998) Understanding Media: The Extensions of Man. Seventh Printing. MIT Press: MA 365 pp. (orig. pub. In 1911).

Evaluation Pattern

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

BPOL161A - PEACE AND CONFLICT MANAGEMENT (2022 Batch)

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

Course Objectives/Course Description

 

Course Description 

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

Course Objectives

The course aims to help students to:

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

Course Outcome

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

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

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

Unit-1
Teaching Hours:9
Introduction
 

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

 

Unit-2
Teaching Hours:12
Conflict Management
 

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

Unit-3
Teaching Hours:12
Peace building
 

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

Unit-4
Teaching Hours:12
Challenges for conflict management
 

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

Text Books And Reference Books:
  • Baker, D. P. (2010). Conflict management for peacekeepers and peacebuilders: by Cedric de Koning and Ian Henderson
  • Galtung, Johan (1969), “Violence, Peace, and Peace Research”, Journal of Peace Research, 6(3): 167-191.
  • Bajpai, Kanti (2004), “A Peace Audit on South Asia”, in Ranabir Sammadar (ed.) Peace Studies: An Introduction to the Concept, Scope, and Themes, New Delhi: Sage.
  • Pammer, W. J., & Killian, J. (Eds.). (2003). Handbook of conflict management. CRC Press.
  • Fischer, R., Ury, W., & Patton, B. (1981). Getting to yes. Negotiating Agreement Without Giving in.
Essential Reading / Recommended Reading
  • Bercovitch, Jacob and Richard Jackson (2009), Conflict Resolution in the Twenty-first Century: Principles, Methods and Approaches, Ann Arbor (MI): University of Michigan Press.
  • Levy, Jack S. (2007), “International Sources of Interstate and Intrastate War”, in Chester
  • Crocker et al. (eds.) Leashing the Dogs of War, Washington DC: USIP.
  • Menon, Ritu (2004), “Doing Peace: Women Resist Daily Battle in South Asia”, in
  • Radhika Coomaraswamy and Dilrukshi Fonseka (eds.), eace Work: Women, Armed Conflict and Negotiation
  • Zartman, I. William (2001), “Preventing Deadly Conflict”, Security Dialogue, 32(2): 137-154.
  • Ramsbotham, Oliver et al. (2011), Contemporary Conflict Resolution, 3rd Edition.
Evaluation Pattern

CIA 1 - 25

CIA 2 (Mid sem) - 25

ESE - 45

Attendance- 5

BPOL161B - GLOBAL POWER POLITICS (2022 Batch)

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

Course Objectives/Course Description

 

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

 

CourseObjectives:

The course aims to help students to:

  • introduce to the key concepts and theories of international relations.
  • examine the key issues pertaining to great power politics in the twenty first century. 
  • outline the dynamics of strategic interaction between great powers and focuses on great power competition during World Wars, Cold War period and the post-Cold War period. 
  • develop an understanding of the great power dynamics, the use of power by great powers in international relations.

Course Outcome

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

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

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

Unit-1
Teaching Hours:10
Introduction to International Relations
 

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

Unit-2
Teaching Hours:11
Theorization of Great Power in International Relations
 

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

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

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

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

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

Text Books And Reference Books:

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

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

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

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

 

Essential Reading / Recommended Reading

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

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

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

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

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

 

Evaluation Pattern

Assessment Outline:

Course Code

Course Title

Assessment Details

BPOL161B

Global Power and Politics

CIA 1

MSE

(CIA 2)

CIA 3

ESE

Attendance

20

Marks

25

Marks

20

Marks

30

Marks

05

Marks

Individual Assignment

Written Exam

Group Assignment

Written Exam

 

 

 

 

Section A:

3 x 25= 15 Marks

Section B:

2 x 10= 20 Marks

Section C:

1 x 15 = 15 Marks

 

Section A:

3 x 5 = 15 Marks

Section B:

2x 10 = 20 Marks

Section C:

1 x 15 = 15 Marks

 

BPSY161A - SCIENCE OF WELLNESS (2022 Batch)

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

Course Objectives/Course Description

 

Course Description

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

Course Objectives

This course aims to:

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

Course Outcome

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

CO2: Develop a holistic perspective on wellbeing

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

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

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

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

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

Text Books And Reference Books:

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

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

Essential Reading / Recommended Reading

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

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

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

Evaluation Pattern

 

Individual Assignment

Group Assignment

End semester

Attendance

25

25

45

05

BPSY161B - ADVERTISEMENT PSYCHOLOGY (2022 Batch)

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

Course Objectives/Course Description

 

Course Description

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

Course Objectives

This course aims to:

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

Course Outcome

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

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

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

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

Introduction to advertisements; its objectives and importance;

Types and forms of advertising;

Effects of advertisements - a psychological perspective;

Classic and contemporary approaches of classifying advertisement effectiveness.

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

Influence of advertisements on buying behaviors;

Dynamics of Attention, Comprehension, Reasoning for advertisements;

Attitudes and attitude changes with the influence of advertisements;

Principles of persuasion and attitude change;

Achieving advertisement compliance without changing attitude.   

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

Emergence of International Advertising;

Advertising in Multicultural Environment;

Ethics in Advertising;

Integrated marketing communication and marketing mix.

Text Books And Reference Books:

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

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

Essential Reading / Recommended Reading

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

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

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

Evaluation Pattern

 

 

Individual Assignment

Mid-Semester Exam

Group Assignment

Attendance

25

45

25

05

SDEH111 - SOCIAL SENSITIVITY SKILLS (2022 Batch)

Total Teaching Hours for Semester:30
No of Lecture Hours/Week:2
Max Marks:100
Credits:2

Course Objectives/Course Description

 

Course Description

The course aims to impart effective academic writing and communication skills which are crucial for academic endeavors. The theme identified for the first and second semesters is Academic writing and professional communication. The set of topics identified under the theme will allow students to achieve the highest academic skills throughout their professional career. 

Course Objectives

The course aims to:

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

Course Outcome

CO1: to demonstrate academic writing skills required for professional development

CO2: to apply professional communication skills in multiple domains in order to achieve their personal and professional goals

Unit-1
Teaching Hours:30
Academic writing and Communication skills
 

Students must choose MOOC courses offered by various online platforms in the specific theme given for the first and second semesters. This consists of building personal brand, personal statement writing, report writing, formatting, APA style, public speaking skills, mind mapping, decision-making skills and deductive reasoning, visual presentation skills, quality control, note-taking skills, group discussion skills, and panel discussion. 

Text Books And Reference Books:

The student has to follow the references given in the MOOC which they have chosen in the online course. 

Essential Reading / Recommended Reading

The student has to follow the references given in the MOOC which they have chosen in the online course. 

Evaluation Pattern

Attendance

Submitting report

40 % weightage

60 % weightage

BBS261A - CONSUMPTION AND CULTURE IN INDIA (2022 Batch)

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

Course Objectives/Course Description

 

 

Course Description                                                                                         

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

Learning Objectives

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

·       To identify the economic and political environmental influences on consumption

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

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

         To study ethical consumption and anti- consumption practices.

 

Course Outcome

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

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

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

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

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

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

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

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

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

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

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

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

Unit-5
Teaching Hours:9
Consumption Ethics
 

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

Text Books And Reference Books:

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

Essential Reading / Recommended Reading

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

Evaluation Pattern

Component

 

Description

Units

Maximum marks

Weightage

Total Marks in Final Grade

 

CIA1

Group Assignment

1

20

20 %

20

 

CIA2

Group & Individual Assignments

2&3

30

30 %

30

 

CIA3

Group Assignment

All

15

15 %

15

 

ESA

Group & Individual Assignments

All

30

30 %

30

 

Attendance

 

 

5

5 %

5

 

TOTAL

 

 

100

 

100

BBS261B - GLOBAL LEADERSHIP AND CULTURE (2022 Batch)

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

Course Objectives/Course Description

 

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

Course Outcome

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

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

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

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

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

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

Unit-1
Teaching Hours:9
Introduction
 

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

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

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

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

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

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

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

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

Lessons from CEOs, description of competencies, framework.

Text Books And Reference Books:
 

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

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

Marshal & Tom, Understanding leadership, Sovereign World Ltd

Evaluation Pattern

CIA 1: 20

Midterm term: 30

CIA 3: 20

Endsemester exam: 30

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

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

Course Objectives/Course Description

 

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

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

Course Outcome

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

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

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

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

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

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

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

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

Unit-3
Teaching Hours:5
Tourism and Environmental Protection
 

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

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

Developing Structures to Develop and Manage Tourism and Culture, Complexities and Challenges of Policy Making in Tourism and Culture, Responsibilities / Tensions and Actions, The Gender Dimension, Stakeholders and Collaborations

Unit-5
Teaching Hours:12
Preservation and Mobilization of Cultural Resources
 

Cultural Tourism Itinerary, Raising Awareness about the Fragility of Heritage Sites, Education for Lasting Tourism

Case Studies from The Palestinian Territories, Central America, Western Africa, Mauritania and Angkor

Economic Empowerment and poverty Alleviation, Sustainable Tourism Development Strategy, Forging Innovative and Inter-Disciplinary Approaches, Indigenous Resource Management Systems, Empowering Communities through Tourism

Case Studies from The Aral Sea Basin, Local Effort in Asia and Pacific (LEAP), Mountainous Regions of Central and South Asia

Dissemination of Knowledge and Reconciliation with the Past, Local and Indigenous Knowledge Systems in a Global Society (LINKS), UNESCO’s Actions in the field of Tourism, Culture and Development

Case Studies on UNESCO’s Conventions, Seminars and Universal Declarations

Unit-6
Teaching Hours:5
Mobilizing Nature for Sustainable Tourism