CHRIST (Deemed to University), Bangalore

DEPARTMENT OF ECONOMICS

School of Social Sciences

Syllabus for
Bachelor of Arts (Media Studies, Economics, Political Science)
Academic Year  (2021)

 
1 Semester - 2021 - Batch
Course Code
Course
Type
Hours Per
Week
Credits
Marks
BBS191A SUSTAINABLE DEVELOPMENT Generic Elective 3 3 100
BBS191B A LIFE WORTH LIVING - FROM HEALTH TO WELL BEING Generic Elective 3 3 100
BBS191C MAHABHARATHA AND MODERN MANAGEMENT Generic Elective 3 3 100
BBS191D CYBER SECURITY FOR THE MILLENNIAL GENERATION Generic Elective 3 3 100
BECH191A INSTITUTIONS AND INFORMAL ECONOMY Generic Elective 3 3 100
BECH191B ECONOMICS OF CORRUPTION Generic Elective 3 3 100
BECO131 PRINCIPLES OF MICROECONOMICS Core Courses 5 4 100
BECO161 INTRODUCTION TO DEVELOPMENT STUDIES Generic Elective 3 3 100
BENG121 ENGLISH LANGUAGE AND COMPOSITION-I Ability Enhancement Compulsory Course 3 3 100
BENG191A READING TECHNOLOGY IN/AND SCIENCE FICTION Generic Elective 3 3 100
BENG191B GLOBAL ETHICS FOR CONTEMPORARY SOCIETIES Generic Elective 3 3 100
BHIS191A ENCOUNTERING HISTORIES: THE FUTURE OF THE PAST Generic Elective 3 3 100
BHIS191B THE HISTORY OF URBAN SPACE AND EVOLUTION OF CITY FORMS Generic Elective 3 3 100
BMED191A MEDIA LITERACY Generic Elective 3 3 100
BMED191B UNDERSTANDING THE VISUAL LANGUAGE OF CINEMA Generic Elective 3 3 100
BMST131 INTRODUCTION TO MASS COMMUNICATION Core Courses 4 4 100
BPOL131 POLITICAL THEORY Core Courses 5 4 100
BPOL191A PEACE AND CONFLICT MANAGEMENT Generic Elective 3 3 100
BPOL191B GLOBAL POWER POLITICS Generic Elective 3 03 100
BPSY191B ADVERTISEMENT PSYCHOLOGY Generic Elective 3 3 100
SDEM111 SKILL DEVELOPMENT Skill Enhancement Course 1 1 50
2 Semester - 2021 - Batch
Course Code
Course
Type
Hours Per
Week
Credits
Marks
BBS291A APPLIED ETHICS-A MULTICULTURAL APPROACH Generic Elective 3 3 100
BBS291B GLOBAL LEADERSHIP AND CULTURE Generic Elective 3 3 100
BBS291C COURTESY AND ETIQUETTES Generic Elective 3 3 100
BBS291D MAHATMA AND MANAGEMENT Generic Elective 3 3 100
BBS291E SACRED GAMES AND THE RULE OF LAW Generic Elective 2 3 100
BBS291F CONSUMPTION AND CULTURE IN INDIA Generic Elective 3 3 100
BECH291A ECONOMICS AND LITERATURE Generic Elective 3 3 100
BECH291B DESIGNING POLICIES FOR SUSTAINABLE DEVELOPMENT Generic Elective 3 3 100
BECO231 PRINCIPLES OF MACROECONOMICS Core Courses 5 4 100
BENG221 ENGLISH LANGUAGE AND COMPOSITION-II Ability Enhancement Compulsory Course 3 3 100
BENG291A READING CITYSCAPES: BANGALORE HISTORIES Generic Elective 3 3 100
BENG291B READING THE CYBERSPACE: PUBLIC AND THE PRIVATE Generic Elective 3 3 100
BHIS291A THE POLITICS OF MEMORY: THE MAKINGS OF GENOCIDE Generic Elective 3 3 100
BHIS291B RELIGION: PHILOSOPHY AND POLITICS THROUGH AGES Generic Elective 3 3 100
BMED291A INTER-CULTURAL COMMUNICATION Generic Elective 3 2 100
BMED291B AUDIO CONSUMPTION IN EVERYDAY LIFE Generic Elective 3 3 100
BMST241 MEDIA ANALYSIS Core Courses 3 3 100
BMST251 WRITING FOR MASS MEDIA Generic Elective 5 4 100
BPOL231 MAJOR POLITICAL IDEOLOGIES Core Courses 5 5 100
BPOL291A POLITICS IN INDIA Generic Elective 3 3 100
BPOL291B STATE AND TERRORISM Generic Elective 3 3 100
BPSY291A APPRECIATING AESTHETICS Generic Elective 3 3 100
BPSY291B HUMAN ENGINEERING AND ERGONOMICS Generic Elective 3 3 100
SDEM211 SKILL DEVELOPMENT Skill Enhancement Course 1 1 50
3 Semester - 2020 - Batch
Course Code
Course
Type
Hours Per
Week
Credits
Marks
BECO331 FUNDAMENTALS OF ECONOMIC GROWTH AND DEVELOPMENT Core Courses 5 5 100
BECO341A MATHEMATICAL METHODS FOR ECONOMICS Discipline Specific Elective 4 3 100
BECO341B ENVIRONMENTAL ECONOMICS Discipline Specific Elective 4 4 100
BMST341 MEDIA AND HUMAN RIGHTS Discipline Specific Elective 4 4 100
BMST351 MULTIMEDIA COMMUNICATION Core Courses 5 5 100
BPOL331 INDIAN GOVERNMENT AND POLITICS-I Core Courses 5 5 100
BPOL341 INTRODUCTION TO PUBLIC POLICY Discipline Specific Elective 4 4 100
SDEM311 SKILL DEVELOPMENT Skill Enhancement Course 1 1 50
4 Semester - 2020 - Batch
Course Code
Course
Type
Hours Per
Week
Credits
Marks
BECO431 INDIAN ECONOMY Core Courses 4 4 100
BECO441 STATISTICS AND ECONOMETRIC METHODS FOR DATA ANALYSIS Discipline Specific Elective 4 3 100
BEMP441A RESEARCH METHODOLOGY Discipline Specific Elective 4 3 100
BEMP441B RESEARCH METHODOLOGY Discipline Specific Elective 4 3 100
BEMP441C RESEARCH METHODOLOGY Discipline Specific Elective 3 3 100
BMST451 AUDIO VISUAL PRODUCTION Core Courses 5 4 100
BPOL431 INDIAN GOVERNMENT AND POLITICS-II Core Courses 5 5 100
BPOL441 POLICY ANALYSIS Discipline Specific Elective 3 3 100
SDEM411 SKILL DEVELOPMENT Skill Enhancement Course 1 1 50
5 Semester - 2019 - Batch
Course Code
Course
Type
Hours Per
Week
Credits
Marks
BECO531 PUBLIC ECONOMICS Core Courses 4 4 100
BECO541 LABOUR ECONOMICS Discipline Specific Elective 4 4 100
BEMP581 INTERNSHIP Skill Enhancement Course 0 2 50
BMST531 MEDIA, GENDER AND SOCIETY Core Courses 4 4 100
BMST541 MARKETING COMMUNICATION Core Courses 4 3 100
BPOL531 INTRODUCTION TO INTERNATIONAL RELATIONS Core Courses 4 4 100
BPOL541A WESTERN POLITICAL THOUGHT Discipline Specific Elective 4 4 100
BPOL541B CONCEPTS AND THEORIES IN PUBLIC ADMINISTRATION Discipline Specific Elective 4 4 100
SDEM511 SKILL DEVELOPMENT Skill Enhancement Course 1 1 50
6 Semester - 2019 - Batch
Course Code
Course
Type
Hours Per
Week
Credits
Marks
BECO631 INTERNATIONAL ECONOMICS Core Courses 4 4 100
BECO641 FINANCIAL ECONOMICS Discipline Specific Elective 4 4 100
BEMP681 DISSERTATION Core Courses 0 4 100
BMST631 ADVERTISING AND PUBLIC RELATIONS Core Courses 5 05 100
BMST641 FILM STUDIES Discipline Specific Elective 4 3 100
BPOL631 ISSUES IN INTERNATIONAL RELATIONS Core Courses 4 4 100
BPOL641A COMPARATIVE POLITICAL SYSTEMS: UK, USA, SWITZERLAND AND CHINA Discipline Specific Elective 4 4 100
BPOL641B PRINCIPLES AND PRACTICES IN PUBLIC ADMINISTRATION Discipline Specific Elective 4 4 100
SDEM611 SKILL DEVELOPMENT Skill Enhancement Course 1 1 50
    

    

Introduction to Program:

BA in Economics, Media Studies and Political Science (EMP) is programme is a flagship triple main programme offered by the Department of Political Science and History in association with Media Studies and Economics in the School of Social Sciences, CHRIST (Deemed to be University), BGR Campus. The programme offers Economics, Media Studies and Political Science courses in equal weightage of core and elective subjects. The programme is designed to produce graduates trained in all the three disciples with strong theoretical foundations and knowledge of their applications. The programme shall enable students to identify the synergy of the three disciplines and conduct independent research enquiries while applying the same in real-world situations. The programme provides a unique opportunity to understand one discipline through the spectrum of the other.

Programme Outcome/Programme Learning Goals/Programme Learning Outcome:

PO1: Demonstrate a holistic understanding through interdisciplinary inquiry.

PO2: Exhibit academic rigor in the discipline by engaging in scholarly work

PO3: Cultivate critical thinking and engage in academic inquiry.

PO4: Develop effective communication to operate in multicultural spaces.

PO5: Act with an informed awareness of issues that encourage equity and growth for all along with environmental needs and concerns.

PO6: Respect different social value systems and the norms of academic integrity.

PO7: Demonstrate awareness of local, regional, national, and global issues and engage within their socio-cultural contexts.

PO8: Develop career-enhancement skills according to changing professional and societal needs.

Assesment Pattern

The Continuous Internal Assessment (CIA) will be assessed for seventy per cent weightage and the End Semester Examination (ESE) for thirty per cent weightage. The practical courses and the common core courses will be assessed out of hundred marks in various components including attendance. The Mid Semester and End Semester written examination question pattern consists of questions divided into two or three sections with short answers, short essays and long essays.

Examination And Assesments

The evaluation is divided into two components: Continuous Internal Assessment (CIA) including Mid Semester Examination (MSE), and the End Semester Examination (ESE).

BBS191A - SUSTAINABLE DEVELOPMENT (2021 Batch)

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

Course Objectives/Course Description

 

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

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

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

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

Course Outcome

CO1: Concern for society and nature

CO2: Ability to create sustainable organizations

Unit-1
Teaching Hours:7
Sustainability
 

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

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

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

Unit-3
Teaching Hours:7
Environmental Management Systems
 

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

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

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

Unit-5
Teaching Hours:8
Corporate Sustainability Reporting Frameworks
 

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

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

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

Text Books And Reference Books:

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

2.      Concepts of Environmental Management for Sustainable Development

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

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

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

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

7.      Keshoo Prasad, Corporate Governance -, PHI.

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

Essential Reading / Recommended Reading

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

2.      Concepts of Environmental Management for Sustainable Development

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

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

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

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

7.      Keshoo Prasad, Corporate Governance -, PHI.

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

Evaluation Pattern

CIA 1 - Written assignment on cases relating to sustainability practices followed in any country. (No country should be repeated) (20 marks)

CIA 2 - Mid sem Class exam (25 marks)

CIA 3 - Group presentation and report for pre allotted topics.(20 marks)

End sem - Class exam (30 marks)

BBS191B - A LIFE WORTH LIVING - FROM HEALTH TO WELL BEING (2021 Batch)

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

Course Objectives/Course Description

 

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

 

Course Outcome

1: Demonstrate an understanding of what is valuable in life

2: Self-administer and assess their profile and understand their self with respect to emotional health, mental health, happiness and psychological well-being

3: Demonstrate an understanding of a life worth living

4: Demonstrate an understanding of various health components and methods and practices to improve them

5: Build knowledge and skills to lead a healthy, productive and balanced life

Unit-1
Teaching Hours:6
Introduction to health
 

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

Unit-2
Teaching Hours:6
Food and Values
 

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

Unit-3
Teaching Hours:6
Nutrition
 

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

Unit-4
Teaching Hours:6
Physical Education
 

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

Unit-5
Teaching Hours:6
Sleep
 

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

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

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

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

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

Text Books And Reference Books:

Indian Journals of health and well being

Essential Reading / Recommended Reading

As prescribed by the facilitator

Evaluation Pattern

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

BBS191C - MAHABHARATHA AND MODERN MANAGEMENT (2021 Batch)

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

Course Objectives/Course Description

 

Course Description:

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

Course Objectives:

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

Course Outcome

CO1: Discuss the epic by summarizing the various parvas/units in class in accordance with the management concept

CO2: Review and make a critical estimate of the epic with a focus on morals, ethics, legal and management concepts

CO3: To develop competencies and knowledge of students to become effective professionals

Unit-1
Teaching Hours:9
Introduction to Mahabharatha
 

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

Establishment of the kingdom-Administration and Management principles

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

Marriage to Draupadi- An event study approach.

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

Unit-3
Teaching Hours:9
The Big Game
 

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

Exile and return- Risks and costs of strategic alliances

Unit-4
Teaching Hours:9
The battle at Kurukshetra
 

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

Unit-5
Teaching Hours:9
Post Kurukshetra
 

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

The reunion Organizing- Choosing the organizational structure

 

Text Books And Reference Books:

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

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

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

Source: Jaya - An Illustrated Retelling of the Mahabharata

 

 

Essential Reading / Recommended Reading

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

 

Evaluation Pattern

CIA 1 10 Marks

MSE   30 Marks

CIA 3 10 Marks

End Assesment 50 Marks

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

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

Course Objectives/Course Description

 

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

Course Objectives:

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

Course Outcome

CO1: Students will understand how to identify online scams.

CO2: Students will develop the right mindset and habits for securing themselves from intruders.

CO3: Students will learn how to secure their online browsing

CO4: Students will learn how to create super passwords and how to manage them.

CO5: Students will practice cyber security skills in real world scenarios.

Unit-1
Teaching Hours:9
Introduction to Cyber security
 

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

Unit-2
Teaching Hours:9
Mindset and Habits
 

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

Unit-3
Teaching Hours:9
Smartphone security
 

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

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

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

Unit-5
Teaching Hours:9
Encryption
 

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

Text Books And Reference Books:

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

Essential Reading / Recommended Reading

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

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

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

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

Evaluation Pattern

CIA I - 20 marks

CIA II - 25 marks

CIA III - 20 marks

End Semester - 30 marks

Attendance - 05 marks

BECH191A - INSTITUTIONS AND INFORMAL ECONOMY (2021 Batch)

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

Course Objectives/Course Description

 

Course Description: 

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

Course Objectives: 

The course aims to help students to: 

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

Course Outcome

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

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

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

CO4: Demonstrate their research findings through written and oral presentation

Unit-1
Teaching Hours:10
Institutions and Institutional Change
 

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

Unit-2
Teaching Hours:12
Elements of Institutional Economics
 

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

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

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

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

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

Text Books And Reference Books:

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

Essential Reading / Recommended Reading

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

Evaluation Pattern

 

Course title

MSE (Weight)

ESE (Weight)

Attendance

Institutions and Informal Economy

45%

50%

5%

Mid Semester Examination

Group/Individual Assignment

45 Marks

End Semester Examination

Group/Individual Assignment

50 Marks

BECH191B - ECONOMICS OF CORRUPTION (2021 Batch)

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

Course Objectives/Course Description

 

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

This course will:

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

Course Outcome

CO1: appreciate those nuances in the way corruption is defined and understood in different economies

CO2: analyse the cause and consequences of corruption

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

CO4: investigate some impacts of corruption on emerging economies

CO5: effectively communicate complex ideas through written and oral presentations.

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

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

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

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

Unit-3
Teaching Hours:15
Tackling Corruption
 

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

Text Books And Reference Books:

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

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

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

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

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

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

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

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

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

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

Essential Reading / Recommended Reading

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

Evaluation Pattern

Course title

MSE (Weight)

ESE (Weight)

Attendance

The Economics of Corruption

45%

50%

5%

Mid Semester Examination

Group/Individual Assignment

45 Marks

End Semester Examination

Group/Individual Assignment

50 Marks

 

BECO131 - PRINCIPLES OF MICROECONOMICS (2021 Batch)

Total Teaching Hours for Semester:75
No of Lecture Hours/Week:5
Max Marks:100
Credits:4

Course Objectives/Course Description

 

Course Description

This course is designed to provide exposure to students, even for beginners, into the world of economics and to some of the basic principles of microeconomic theory. The course begins with discussions on the basic definitions and concepts in Economics. Students are then taught to read and interpret tables, graphs, and equations. The theoretical discussions on microeconomics begin from the law of demand and supply and extend to the discussions on efficiency and consumer choice. The students are then introduced to the production and cost theories followed by a detailed discussion of price and output determination under various market structures. The course concludes with a discussion on the new frontiers in the field of microeconomics.

Course Objectives

This course has been conceptualized in order to provide the learner with:

  • a comprehensive introduction to the fundamental concepts and definitions in Economics.
  • training to read and interpret tables, graphs, and equations.
  • basic understanding of consumer behaviour, behaviour of firms under various market structures and market equilibrium.
  • an insight into the new frontiers of microeconomics.

Course Outcome

CO1: define and explain the fundamental economic concepts.

CO2: create and interpret graphs, summarise tables, and explain equations.

CO3: relate the behaviour of consumers and firms to the market equilibrium.

CO4: perceive the new challenges related to asymmetric information, political economy, and behavioural economics, through the understanding of microeconomics.

Unit-1
Teaching Hours:10
Introduction to Economics
 

Economics: definitions and scope; methodology of economics; The economic problems of scarcity and choice: the questions of what to produce, how to produce, and how to distribute output; Reading and interpreting tables, graphs, and equations; Input and Output: Circular flow, factors of production, and factor payments; The production-possibility frontier.

Unit-2
Teaching Hours:15
Demand and Supply
 

Law of demand, demand schedule and demand curve, exceptions to the law of demand, shifts in demand curve; Elasticity of Demand: Price elasticity of demand, Income elasticity of demand and Cross elasticity demand; Law of supply, supply schedule and supply curve, shifts in supply curve, price elasticity of supply; Consumers, Producers and the Efficiency of Markets: Consumers’ surplus, Producers’ surplus and Market efficiency; Externalities and Market inefficiency; Public goods and common resources.

Unit-3
Teaching Hours:10
Theory of Consumer Choice
 

The Indifference Curve: properties of indifference curves, the law of substitution, the indifference map; The budget constraint; the Consumer equilibrium; Deriving the demand curve; the price, income and substitution effects.

Unit-4
Teaching Hours:15
Theory of Production and Cost
 

Production function: Law of Variable proportions; Laws of returns, Economies of scale; Producer’s Equilibrium with the help of iso-quants and iso-cost lines. Cost function: Important cost concepts; Short-run and long-run cost analysis: traditional and Modern theory of cost; Long run and short run Revenue analysis: AR and MR.

Unit-5
Teaching Hours:20
Product Pricing and Factor Pricing
 

Market structures: Pure and Impure; Perfect competition: Price and output determination, Role of time element in market price determination; Monopoly: Price and output determination, Price discrimination; Monopolistic Competition: Price and Output determination, Selling costs, Product differentiation; Oligopoly: Price determination (collusive pricing and price leadership), Economics of Cooperation.

Unit-6
Teaching Hours:5
New Frontiers in Microeconomics
 

New Frontiers in Microeconomics: Introduction to concepts of Asymmetric Information, Political economy, Behavioural Economics.

Text Books And Reference Books:

Mankiw, N. G. (2015). Principles of Microeconomics (7th ed.). Cengage Learning India.
Salvatore, D. (2009). Principles of Microeconomics (International student ed.). Oxford University Press.
Samuelson, P. A., & Nordhaus, W. D. (2019). Economics (20th ed.). McGraw-Hill.

Essential Reading / Recommended Reading

Acemoglu, D., Laibson, D. & List, J. (2019). Microeconomics. Pearson Education.
Koutsoyiannis, A. (1975). Modern Microeconomics (2nd ed.). Palgrave Macmillan.
Pindyck, R. S., & Rubinfeld, D. L. (2017). Microeconomics. (8th ed.). Pearson Education.
Case, K. E, Fair, R. C., & Oster, S. E. (2019). Principles of Microeconomics (12th ed.). Pearson Education.

Evaluation Pattern

Evaluation Pattern

CIA1

MSE* (CIA2)

CIA3

ESE**

Attendance

Weightage

20

25

20

30

05

* Mid Semester Exam      ** End Semester Exam

BECO161 - INTRODUCTION TO DEVELOPMENT STUDIES (2021 Batch)

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

Course Objectives/Course Description

 

This course is designed to introduce the students to concepts and issues with respect to economic and political development as also the development in the realm of communication. The economic development studies module deals with the concept of development and the significance of the same in the current global scenario. Political perspective broadens one's competence to include interdisciplinary knowledge of how different factors interrelate in processes of development. The development of communication approach highlights information as an essential tool for empowerment and its dissemination through various media as the centre of the dynamic process of development.

 Course Objectives

  • The course aims to help students to:
  • introduce the basic concepts and issues pertaining to economic development studies in a globalised context and identify the challenges and opportunities therein.
  • orient on the political agents, processes, and challenges that influence the development process by referring to empirical knowledge of the Third World countries.
  • Explain concepts, theories and models of development communication that guide the use of media for positive social change through empowerment.

Course Outcome

CO1: Illustrate the evolving issues with respect to development on account of globalization and the new age solutions to the same.

CO2: Evaluate the use of tools of communication in social development.

CO3: Defines the general questions and debates in relation to actors of politics, the politics of development, debates and challenges.

Unit-1
Teaching Hours:15
Introduction to Economic Development Studies
 

Concept of economic development –Dimensions, paradigms and its evolution with globalization. Issues in development: environment and development; poverty, inequality, and development; food crisis; migration, displacement, urbanization and development; gender and development. Role of institutions in economic development. Some discussions on issues and opportunities in emerging economies and in the Indian context.

Unit-2
Teaching Hours:15
Introduction to Development Communication
 

Defining Development Communication; Evolution of the idea of Development Communication; Theories of Development Communication; The Role of Media in Empowerment; Technology, Institutions, Communication and Development

Unit-3
Teaching Hours:15
Politics and Development
 

Meanings of Development; State and Development, Modernization Theory of Development; Politics of Development- Left Vs Right; Development Vs Human Rights; Critical perspectives of Development

Text Books And Reference Books:

Reyes, G. E.  (2001). Four Main Theories of Development: Modernization, Dependency, World System and Globalization, University of Pittsburgh, USA.  
Levy, Brian. (2011). The Politics of Development. Development Outreach. World Bank.
Melkote, S. R., & Steeves, H. L. (2015). Communication for development: Theory and practice for empowerment and social justice. SAGE Publications India.
Myrdal, G. (1968). Asian drama: An inquiry into the poverty of nations. New York: Pantheon.
Pattanaik, B. K (2017).Issues and Challenges of Development: An Introduction. SAGE Publications Private Limited.
Schramm, W. (1964). Mass media and national development: The role of information in developing countries (Vol. 25). Stanford, CA: Stanford University Press.

Essential Reading / Recommended Reading

Almond, G. A. (2016). Politics of the developing areas. Princeton, NJ: Princeton University Press.
Almond, G. A., & Powell, G. B. (1966). Comparative politics: A developmental approach. Boston: Little, Brown.
Blomström, M., & Hettne, B. (1984). Development theory in transition: The dependency debate and beyond: Third World responsesNJ: US distributor, Biblio Distribution Center.
Deneulin, S., & Shahani, L. (eds,) (2009). An Introduction to the Human Development and Capability Approach, Earthscan, UK.
Drèze, J., & Sen, A. (1998). Indian development: Selected regional perspectives. Delhi: Oxford University Press. 
Haslam, P. A., Schafer, J., & Beaudet, P. (2012). Introduction to international development: approaches, actors, and issues. Don Mills: Oxford University Press.
Levy, Brian. (2011). The Politics of Development. Development Outreach. World Bank.
Melkote, S. R., & Steeves, H. L. (2015). Communication for development: Theory and practice for empowerment and social justice. SAGE Publications India.
Myrdal, G. (1968). Asian drama: An inquiry into the poverty of nations. New York: Pantheon.
OlleTornquist, (1999). Politics and Development: A Critical Introduction, Sage Publications. 
Pattanaik, B.K. (2016). Introduction to Development Studies. Sage Publications Private Limited.
Sen, A (2001). Development as Freedom. Alfred A. Knopf Press.
Willis, K., Williams, G., & Meth, P. (2014). Geographies of developing areas: The Global South in a changing world. Routledge.

Evaluation Pattern

Evaluation Pattern

CIA1

MSE*(CIA2)

CIA3

ESE**

Attendance

Weightage

20

25

20

30

05

* Mid Semester Examination will be in the form of seminar presentation

** End Semester Examination will be submissions of a research paper of 3000 words along with viva-voce.

 

 

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

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

Course Objectives/Course Description

 

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

The purpose of the course is to enable students to read analytically, formulate arguments based on the readings, and respond by composing articulate essays that utilize advanced elements of sentence structure, syntax, style, purpose, and tone. Thus, by the use of rhetorical principles, students will learn how to become critical thinkers, and apply that knowledge to their writing by revising and improving their essays, as well as critiquing and editing peer essays. In addition, students will be required to thoroughly research relevant topics, synthesize information from a variety of sources, and document their knowledge in a cogent well written report. Also, as the course is designed to engage students with rhetoric in multiple mediums, including visual media such as photographs, films, advertisements, comic strips, music videos, and TED talks; students would develop a sense to comprehend how a resource of language operates in any given text. While the first semester focuses on understanding principles of rhetoric through multiple texts, the second semester is more thematic in nature familiarizing students with texts from multiple disciplines, especially in the context of India.

Course Outcome

CO1: Analyse and interpret samples of good writing by identifying and explaining an author?s use of rhetorical strategies and techniques

CO2: Analyze both visual and written texts.

CO3: Apply effective strategies and techniques in their own writing

CO4: Create and sustain arguments based on reading, research, and/or personal experience.

Unit-1
Teaching Hours:10
Language of Composition
 

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

1. Introduction to Rhetoric and Rhetorical Situation.

a. Lou Gehrig’s Farewell Speech https://www.lougehrig.com/farewell/

 

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

a. Letter to Einstein and Reply. http://www.lettersofnote.com/2012/05/dear-einstein-do-scientists-pray.html

b. George W. Bush 9/11 speech http://www.americanrhetoric.com/speeches/gwbush911addresstothenation.htm

c. Tryst with Destiny by Jawaharlal Nehru

 

http://www.americanrhetoric.com/speeches/jawaharlalnehrutrystwithdestiny.htm

 

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

- Ethos

King George VI King’s Speech (Can play part of the movie

https://www.awesomestories.com/asset/view/George-VI-King-s-Speech-September-3-1939

The Myth of Latin Women: I Just met a Girl Named Maria https://www.quia.com/files/quia/users/amccann10/Myth_of_a_Latin_Woman

Quit India Speech by Gandhi

-  Logos

SlowFood Nation by Alice Watershttps://www.thenation.com/article/slow-food-nation/

My Vision For India by Abdul Kalam.

-  Pathos

a. Richard Nixon, from The Checkers Speech http://watergate.info/1952/09/23/nixon-checkers-speech.html

b. Dwight D. Eisenhower, Order of the Day

https://www.whatsoproudlywehail.org/curriculum/the-american-calendar/order-of-the-day-6-june-1944

c .Bal Gangadhar Tilak http://speakola.com/political/bal-gangadhar-tilak-freedom-is-my-birthright-1917

 

4. Combining Ethos, Logos, and Pathos

a. Toni Morrison, Dear Senator Obama http://observer.com/2008/01/toni-morrisons-letter-to-barack-obama/

b. Crisis of Civilization by Rabindranath Tagore

 

Unit-2
Teaching Hours:10
Reading Written Texts
 

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

 

1.   Ralph Ellison, from On Bird, Bird-Watching and Jazz http://www.unz.org/Pub/SaturdayRev-1962jul28-00047

2.   Virginia Woolf, The Death of the Moth

3.   Groucho Marx, Dear Warner Brotherhttps://archive.org/details/Groucho_Marx_Letter_to_Warner_Brothers

4.   Christopher Morley, On Lazinesshttp://essays.quotidiana.org/morley/laziness/

Unit-3
Teaching Hours:10
Reading Visual Texts
 

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

1.   ACLU, The Man on the Left(advertisement)

2.   Tom Toles,Rosa Parks (cartoon) http://thenexthurrah.typepad.com/the_next_hurrah/2005/10/rosa_parks.html

3.   http://webneel.com/rk-lakshman-editorial-cartoons-indian-cartoonist (Political Cartoons) India

4.   https://www.tatacliq.com/que/isro-launch-breaks-record-memes/ ISRO Launch (Times)

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

 

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

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

1.  PETA, Feeding Kids Meat Is Child Abuse (advertisement) 25

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

3.  Stop for Pedestrians (advertisement)

4.  The Times, Man Takes First Steps on the Moon

5.  William Safire, In Event of Moon Disaster http://mentalfloss.com/article/57908/event-moon-disaster-white-house-speech-worst-case-scenario

6.  Herblock, Transported (cartoon)

7.  Ted Talk: Speak Like a Leader https://www.youtube.com/watch?v=bGBamfWasNQ

Unit-5
Teaching Hours:10
From Reading to Writing
 

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

1.   Understanding Argument https://csalexander03.wordpress.com/2012/12/04/why-investing-in-fast-food-may-be-a-good-thing-by-amy-domini/

2.   http://www.nytimes.com/2004/07/11/opinion/felons-and-the-right-to-vote.html

3.   Using Visual text for Argument https://www.youtube.com/watch?v=mjjV_X5re4g

4.   Using sources to inform an Argument

 

5.   Using Sources to Appeal to Audience.

Text Books And Reference Books:

The compilation will be shared with the class. 

 

Essential Reading / Recommended Reading

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

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

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

Evaluation Pattern

Teachers would take to class some of the selected texts from each unit for discussion. Few texts can be used to test students for CIA 1 and 3. This is to be decided at the meetings beginning in the semester.2. In order to access the prescribed texts for the course an online repository would be shared with the students. 3. A Journal to be maintained as part of the course, which learners will submit at the end of the course as End semester submission. 

BENG191A - READING TECHNOLOGY IN/AND SCIENCE FICTION (2021 Batch)

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

Course Objectives/Course Description

 

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

Objectives:

       To introduce students to the field of science fiction

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

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

Course Outcome

CO1: By the end of the course the learner should be able to: Make clear and well-informed points about understanding science fiction as a reflection of the human condition today

CO2: Recognise the issues and debates raised as being interdisciplinary in nature, and hence engage with the form at a more critical level

CO3: Read and appreciate the literary aspects of science fiction

CO4: Reflect on the implications of science fiction in the contemporary times and show it in their writings.

Unit-1
Teaching Hours:5
Introduction
 

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

Unit-2
Teaching Hours:15
Negotiating ?Reason?
 

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

       Isaac Asimov short story “Reason”

       Select Episodes of the series Stranger Things

       The Matrix

Unit-3
Teaching Hours:15
SF and technology
 

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

       Aldous Huxley Brave New World

       William Gibson, Neuromancer

       Margaret Atwood, Oryx and Crake

       “Hated in the Nation” from Black Mirror Season 3

Unit-4
Teaching Hours:10
Indian Science Fiction
 

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

       Vandana Singh “Delhi”

       Sumit Basu Turbulence

Text Books And Reference Books:

Compilation

Essential Reading / Recommended Reading

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

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

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

Evaluation Pattern

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

BENG191B - GLOBAL ETHICS FOR CONTEMPORARY SOCIETIES (2021 Batch)

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

Course Objectives/Course Description

 

Course Description:  

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

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

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

Course Outcome

CO1: At the completion of this course, the students would be able to: Analyse various ethical dilemmas present in the society and efficiently present it in form of classroom debates and discussions.

CO2: Demonstrate a clear understanding of various school of thoughts in the domain of ethics through their assignments. Appraise their views on various aspects of ethics and present it with clarity through multiple engagements in the classroom.

CO3: Appraise their views on various aspects of ethics and present it with clarity through multiple engagements in the classroom.

Unit-1
Teaching Hours:5
Introduction
 

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

Unit-2
Teaching Hours:10
Ethical Theories
 

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

Unit-3
Teaching Hours:10
Applying Ethical Theories
 

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

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

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

Unit-5
Teaching Hours:10
Ethics of International Law
 

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

Text Books And Reference Books:

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

 

Essential Reading / Recommended Reading

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

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

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

Evaluation Pattern

Evaluation Pattern

Total

CIA (Weight)

ESE (Weight)

Attendance

100

45%

50%

5%

 

Mid Semester Examination

Group/Individual Assignment

45 Marks

 

End Semester Examination

Group/Individual Assignment

50 Marks

 

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

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

Course Objectives/Course Description

 

Course Description:

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

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

Course Objectives:

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

 

 

 

Course Outcome

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

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

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

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

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

CO6: Apply how issues of identity and memory factor into our historical understandings and how this can condition present day policies and decision-making.

Unit-1
Teaching Hours:10
The Many Pasts
 

a)     Doing History - The Place of the Past.

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

 

 

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

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

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

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

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

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

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

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

 

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

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

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

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

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

 

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

Text Books And Reference Books:

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

Essential Reading / Recommended Reading

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

Evaluation Pattern

CIA - Evaluation Pattern

Assignment 1

Assignment 2

Total

20

20

40

 

Mid Semester Examination

Submission

Presentation

Total

30

20

50

 

End Semester Examination

Submission

Presentation

Total

30

20

50

 

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

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

Course Objectives/Course Description

 

Course Description:

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

Course Objectives:

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

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

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

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

Course Outcome

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

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

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

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

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

Level of Knowledge: Conceptual

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

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

c)                   Urbanism and Modernity

d)     Urban Histories and the ‘Cultural Turn

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

Level of Knowledge: Analytical

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

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

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

Unit-3
Teaching Hours:10
Colonial Cities
 

Level of Knowledge: Conceptual

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

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

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

Unit-4
Teaching Hours:10
Themes on Modern Cities
 

 Level of Knowledge: Analytical

 

a)                  Space and Urban Theory- Materialities-Knowledge

 

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

 

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

Text Books And Reference Books:

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

 

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

BHIS 191 B

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

CIA

20 Marks 

MSE

 

CIAII

20 Marks 

ESE 

50 Marks

Group Assignment

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

Submission Paper

Individual

Assignment 

Submission  paper

(Research based)

BMED191A - MEDIA LITERACY (2021 Batch)

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

Course Objectives/Course Description

 

Course Description:

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

 

Course Objectives:

 

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

Course Outcome

CO1: To lay the foundation of Public Relations practice

CO2: To train the students in media relations

CO3: To introduce the concept of Corporate Communication

CO4: To familiarize the students with concepts like propaganda, public opinion, advertising, and public relations.

Unit-1
Teaching Hours:15
Introduction to Media Literacy
 
  • Understanding what is media literacy?

  • The Power of Media Literacy 

  • Conditions for Media Learning

  • Media Literacy Skills

 

 

Unit-2
Teaching Hours:15
Approaches to Media Literacy
 

 

  • Key Concepts of Media Literacy

  • The Media Triangle

  • Surveys, Media logs and historical perspectives

  • Understand, analyze and evaluate- finding hidden messages

  • Digital Citizenship

Unit-3
Teaching Hours:15
Media Analysis
 

 

  • Deconstructing Ads

  • Detecting Bias in News

  • Critical Reading of Websites

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

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

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

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

 

 

Essential Reading / Recommended Reading
Evaluation Pattern

CIA 1: Submissions for 20 marks

Mid Semester Submission: 25 marks

CIA 3: Submissions 20 marks

End Semester Submission: Submission for 30 marks

 

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

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

Course Objectives/Course Description

 

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

  • Appreciate cinematography as a combination of artistic and technological endeavours

  • Understand the basics concepts of cinematography and shot design

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

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

Course Outcome

CO1: To appreciate cinematography and understand its technicalities

CO2: To understand the basic design and concepts of cinematography

CO3: To understand the basic design and concepts of cinematography

CO4: To familiarize with concepts of effective storytelling

Unit-1
Teaching Hours:10
Introduction to the language of cinema
 

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

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

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

Unit-3
Teaching Hours:10
Visualising and Shot Design
 

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

Unit-4
Teaching Hours:10
Camera Placement and Movement
 

 

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

Text Books And Reference Books:

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

 

Essential Reading / Recommended Reading

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

Evaluation Pattern

CIA 1: Submissions for 20 marks

Mid Semester Submission: 25 marks

CIA 3: Submissions 20 marks

End Semester Submission: Submission for 30 marks

BMST131 - INTRODUCTION TO MASS COMMUNICATION (2021 Batch)

Total Teaching Hours for Semester:75
No of Lecture Hours/Week:4
Max Marks:100
Credits:4

Course Objectives/Course Description

 

This course is designed to enable students to survey, examine, and analyze the mass media with an emphasis on India and the globe. To understand the most recent changes in the mass communication process, to increase awareness of their roles as both media consumers and contributors, and to develop media literacy skills necessary to make sense of their media environment.

CourseObjectives

The course aims to help students to: 

  • To enable students to critically survey, examine and analyze the mass media with an emphasis on mass media in India and globally.

  • To understand the most recent changes in the mass communication process.

  • To increase the awareness of their roles as both media consumers and contributors.

  • To develop media literacy skills necessary to make sense of their media environment

Course Outcome

CO1: To analyze how technological and other trends in mass media are transforming traditional conceptions of the mass communication process.

CO2: To analyze how technological and other trends in mass media are transforming traditional conceptions of the mass communication process.

CO3: To explore how the media are used to construct meaning and/or to persuade.

CO4: Apply mass media theories to day to day examples from mass media

CO5: Be able to write a critical review of a news article

Unit-1
Teaching Hours:14
Mass Communication
 

Introduction to Communication and Mass Communication; Evolution of communication; Definitions, functions of Communication; Elements of Communication; Source, Message, Channel, Receiver, Noise, Feedback and Effect; Seven C’s for Effective Communication

Unit-2
Teaching Hours:16
Forms and Models of Communication
 

Verbal and Nonverbal Communication; Intrapersonal, Interpersonal, Group, Mass Communication; Levels of Communication; Barriers to Communication; Aristotle Model,Shannon and Weaver, David Berlo, Harold Lasswell, Charles Osgood, Wilbur Schramm; HUB model, Agenda Setting, Gatekeeping.

Unit-3
Teaching Hours:16
History of Print and Broadcast Media
 

Print Media, History of Print (From Gutenberg to the Internet); Press in India; Brief history and Overview of growth and developments of newspapers in India; Broadcast Media, Early Days of Broadcasting in India, the Growth of AIR and FM Radio, Prasar Bharti, Community Radio, Online Broadcasting; Origin and Growth of Television Broadcasting in India- SITE Experiment, Development of Private Television Channels in India

Unit-4
Teaching Hours:16
History of Folk, Film and Online Media
 

Historical Background of Folk Media; Popular Folk forms in India; Performance, relevance and current scenario; Integrated use of Folk Media and Mass Media; Film as Mass Media, Growth and Development of Films in India; Issues and Problems of Indian Cinema; Evolution of the Internet; Origin and Development of Online Journalism; Characteristics of Online Journalism, EPaper, News Portals.

Unit-5
Teaching Hours:13
Effects of Mass Communication
 

Role of media in a democratic society; Media and violence; Obscenity in media; Role of media in everyday life; Media, children’s and impact; Discussions about mediated and non-mediated communication

Text Books And Reference Books:

Baran, S. J., & Davis, D. K. (2015). Mass Communication Theory: Foundations, Ferment, and Future (7th Edition). USA: CENGAGE Learning.

McQuail, D. (2010). McQuail's Mass Communication Theory (6th edition). London: SAGE Publications Ltd.

Essential Reading / Recommended Reading

Aggarwal, R. (2003). Effective Communication Skills. Jaipur: Subline Publications.

Goel, S. K. (1999). Communication Tomorrow. Delhi: Commonwealth Publishers.

Hakemulder, J. R., Jonge, F. A., & Singh, S. (1998). Mass Media. New Delhi: Anmol Publications Pvt Ltd.

Joseph, M. K. (2000). Modern Media and Communication. New Delhi: Anmol Publications.

Kamath, M. V. (1995). The Journalist's Handbook. New Delhi: Vikas Publishing House.

Kumar , K. J. (2012). Mass Communication in India (4th Edition). Mumbai: Jaico Publishing House.

Narula, U. (2010). Mass Communication: Theory And Practice. New Delhi: Har-Anand Publications Pvt. Limited.

Roy, B. (2000). Beginners Guide to Journalism. Barun Roy: Pustak Mahal.

Sharma, M. S. (2002). Handbook of Journalism. New Delhi: Mohit Publications.

Evaluation Pattern

 

Course Code

Course Title

Assessment Details

BMST131

INTRODUCTION TO MASS COMMUNICATION

CIA 1

MSE

(CIA 2)

CIA 3

ESE

Attendance

20

Marks

25

Marks

20

Marks

30

Marks

05

Marks

Individual Assignment

Written Exam

Group Assignment

Written Exam

 
     

Section A: 

5 x 10 = 50 Marks

 

Section A: 

5 x 10 = 50 Marks

 

BPOL131 - POLITICAL THEORY (2021 Batch)

Total Teaching Hours for Semester:75
No of Lecture Hours/Week:5
Max Marks:100
Credits:4

Course Objectives/Course Description

 

Course Description

This is an introductory course to political science. Students will be introduced to the discipline of political science, by learning its history and approaches, and an assessment of its critical and contemporary trends. The course helps the students familiarize with the basic normative concepts of political theory. Each concept is related to a crucial political issue that requires analysis with the aid of our conceptual understanding.

 Course Objectives 

The course aims to help students to:

  • Understand the fundamental concepts of political theory
  • Critically reflect on the political concepts relating with contemporary politics
  • Develop conceptual framework for understanding the political praxis

Course Outcome

CO1: Interpret of the nature, scope and relevance of studying politics and different approaches through which political phenomenon can be studied.

CO2: Define the key concepts in political science and be able to use the conceptual framework to analyse the political phenomena around us.

Unit-1
Teaching Hours:16
Political Theory
 

Political Theory: Meaning, Nature and Characteristics, Approaches to Political Theory, Political Theory Distinguished from Political Thought, Political philosophy and Political Ideology, Uses of Political Theory, Political theory in the twenty-first century

Unit-2
Teaching Hours:18
State and Sovereignty
 

State: Meaning, Nature and Elements of State. Theories of Origin of State: Divine, Social Contract, Evolutionary. Sovereignty: Meaning, Characteristics and Kinds. Theories – Monism and Pluralism. State Sovereignty in the age of globalisation.

Unit-3
Teaching Hours:19
Equality, Liberty and Justice
 

Equality: Meaning, Dimensions: Equality of opportunity, Debate on Egalitarianism. Liberty: Meaning, Nature and Types. Justice: Meaning and Dimensions, Procedural and substantive justice

Unit-4
Teaching Hours:12
Rights and Duties
 

Rights and Duties: Meaning. Kinds – Political, Economic and Civil. Human Rights and their safeguards. Duties of citizens towards the State. Freedom: Positive and Negative freedom, Emancipation and Development

Unit-5
Teaching Hours:10
Law and Authority
 

Law: Meaning, Sources and kinds: Rule of Law and Due Process of Law. Political Power, Political Authority, Political Legitimacy, Political Obligation

Text Books And Reference Books:

Heywood, A. (2014). Politics. New York: Palgrave Macmillan.
Johari, J.C. (2015). Contemporary Political Theory. New Delhi: Sterling.
Vinod, M.J. and Deshpande, M. (2013). Contemporary Political Theory. New Delhi: PHI Learning.
Bhargava, R and Acharya, A. (2008), Political Theory: An Introduction. New Delhi: Pearson Longman

Essential Reading / Recommended Reading

Appadorai, A. (2005). The Substance of Politics. New Delhi: OUP.
Bhagwan, V. and Bhushan, V. (2011). Principles and Concepts of Political Theory. Noida: Kalyani.
Cohen, M. and Fermon, N. (Eds.). (1996). Princeton Readings in Political Thought: Essential Texts Since Plato. New Jersey: Princeton University Press.
Gokhale, B.K. (2006). Political Science: Theory and Governmental Machinery. Mumbai: Himalaya Publishing House.
Hay, C. et al. (Eds.). (2006). The State: Theories and Issues. New York: Palgrave Macmillan.
Heywood, A. (2007). Political Ideologies. New Delhi: Palgrave Macmillan.
Kapur, A.C. (2006). Principles of Political Science. New Delhi: S. Chand.
Laski, H.J. (2007). Grammar of Politics. New Delhi: Surjeet.
MacIver, R.M. (2006). The Modern State. New Delhi: Surjeet.
Mahajan, V.D. (2010). Political Theory. New Delhi: S Chand.
Marsh, D. and Stoker, G. (Eds.). (2002). Theory and Methods in Political Science. New York: Palgrave Macmillan.
Mc Kinnon, C. (2008). Issues in Political Theory. New York: OUP.
Ray, B.N. (2009) Foundations of Western Political Thought. New Delhi: Kaveri Books.
Sabine, G.H. and Thorson, T.L. (1973). A History of Political Theory. New Delhi: OUP
Singhal, SC. (2009). Political Theory. Agra: Lakshmi Narain Agarwal.
Wanlass, L.C. (2006). Gettell’s History of Political Thought. New Delhi: Surjeet.

Evaluation Pattern

CIA-Evaluation Pattern

Assignment

Presentation

Test

Mid-Semester

20

10

10

25


Mid Semester Examination

Section A

Section B

Total

2X15=30

2X10=20

50


End Semester Examination

Section A

Section B

TOTAL

2X10=20

2X15=30

50

 

BPOL191A - PEACE AND CONFLICT MANAGEMENT (2021 Batch)

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

Course Objectives/Course Description

 

Course Description 

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

Course Objectives

The course aims to help students to:

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

Course Outcome

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

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

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

Unit-1
Teaching Hours:9
Introduction
 

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

 

Unit-2
Teaching Hours:12
Conflict Management
 

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

Unit-3
Teaching Hours:12
Peace building
 

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

Unit-4
Teaching Hours:12
Challenges for conflict management
 

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

Text Books And Reference Books:

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

Essential Reading / Recommended Reading

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

Evaluation Pattern

Assessment Outline:

Course Code

Course Title

Assessment Details

BPOL191 A

Peace and Conflict Management

CIA 1

MSE

(CIA 2)

CIA 3

ESE

Attendance

20

Marks

20

Marks

20

Marks

30

Marks

05

Marks

Assignment

Written Exam

Assignment

Written Exam

 

 

 

 

Section A:

3 x 5 = 15 Marks

Section B:

2 x 10 = 20 Marks

Section C:

1 x 15 = 15 Marks

 

Section A:

3 x 5 = 15 Marks

Section B:

2 x 10 = 20 Marks

Section C:

1 x 15 = 15 Marks

 

 

 

BPOL191B - GLOBAL POWER POLITICS (2021 Batch)

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

Course Objectives/Course Description

 

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

Course Objectives

The course aims to:

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

Course Outcome

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

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

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

Unit-1
Teaching Hours:9
Introduction to International Relations
 

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

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

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

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

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

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

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

Text Books And Reference Books:

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

Essential Reading / Recommended Reading

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

Evaluation Pattern

 

Course Code

Course Title

Assessment Details

BPOL191B

Global Power Politics

CIA 1

MSE

(CIA 2)

CIA 3

ESE

Attendance

20

Marks

25

Marks

20

Marks

30

Marks

05

Marks

Individual Assignment

Written Exam

Group Assignment

Written Exam

 
     

Section A: 

3 x 5 = 15 Marks

Section B: 

2 x 10 = 20 Marks

Section C: 

1 x 15 = 15 Marks

 

Section A: 

3 x 5 = 15 Marks

Section B: 

2 x 10 = 20 Marks

Section C: 

1 x 15 = 15 Marks

 

BPSY191B - ADVERTISEMENT PSYCHOLOGY (2021 Batch)

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

Course Objectives/Course Description

 

Course Description

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

Course Objectives

This course aims to:

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

Course Outcome

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

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

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

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

Introduction to advertisements; its objectives and importance;

Types and forms of advertising;

Effects of advertisements - a psychological perspective;

Classic and contemporary approaches of classifying advertisement effectiveness.

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

Influence of advertisements on buying behaviors;

Dynamics of Attention, Comprehension, Reasoning for advertisements;

Attitudes and attitude changes with the influence of advertisements;

Principles of persuasion and attitude change;

Achieving advertisement compliance without changing attitude.   

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

Emergence of International Advertising;

Advertising in Multicultural Environment;

Ethics in Advertising;

Integrated marketing communication and marketing mix.

Text Books And Reference Books:

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

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

Essential Reading / Recommended Reading

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

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

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

Evaluation Pattern

 

 

Individual Assignment

Mid-Semester Exam

Group Assignment

Attendance

25

45

25

05

SDEM111 - SKILL DEVELOPMENT (2021 Batch)

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

Course Objectives/Course Description

 

Course Description

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

Course Objectives

The course aims to:

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

Course Outcome

CO1: To demonstrate working in discipline specific software package and database for professional development

CO2: To utilise these transferable skills which can be used in multiple domains across time.

Unit-1
Teaching Hours:15
Academic writing and Communication skills
 

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

Text Books And Reference Books:

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

Essential Reading / Recommended Reading

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

Evaluation Pattern

Attendance

Submitting report

40 % weightage

60 % weightage

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

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

Course Objectives/Course Description

 

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

 

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

·         Appreciate multicultural perspectives of ethics

·         Make informed decisions on issues which involve ethical dilemma    

Course Outcome

CO1: Define the key concepts used in philosophical discussions of moral issues.

CO2: Demonstrate an understanding of arguments, problems, and basic terminology in applied ethics.

CO3: Examine the differences, similarities and connections between different views within applied ethics.

CO4: Apply ethical concepts and principles to address moral concerns.

CO5: Appreciate multicultural perspectives of applied ethics.

Unit-1
Teaching Hours:9
Human Rights
 

United nations universal declaration of human rights, articles of the declaration, women’s rights as human rights, political implications, practical approaches, women’s rights as political and civil rights, democracy as a universal value, the Indian experience, democracy and economic development, functions of democracy, universality of values.

Unit-2
Teaching Hours:9
Racial and Ethnic Discrimination
 

Philosophical and social implications of Race, scientific literacy about race, race and social construction, social justice implications, collective responsibility and multiple racial, the over lapping characteristics approach defining a community, two general norms to assess collective responsibility ethnic and cultural identities, the color blind principle, color blind and color conscious policies, the responsibility criterion.

Unit-3
Teaching Hours:9
Gender roles and morality
 

Introduction, kinds of social construction, construction of ides, concepts and objects, Gender and social construction, intrinsic inclinations, explaining gender and sexual diversity, domestic violence against women and autonomy.

Unit-4
Teaching Hours:9
Abortion
 

Moral and legal status, defining human, moral community, right to life, the problem of coerced abortion in China and the morality of abortion in Japan (case studies)

Unit-5
Teaching Hours:9
Euthanasia