Syllabus for
Bachelor of Arts (English, Political Science, History)
Academic Year  (2021)

Programme Outcome/Programme Learning Goals/Programme Learning Outcome:

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

PO3: Apply critical thinking skills based on academic inquiry.

PO4: Engage in effective communication and social interaction in multicultural spaces.

PO5: Develop self-awareness and adaptability through theoretical and practical knowledge.

PO6: Demonstrate awareness of the environment and sustainable practices.

PO7: Engage in continual self-directed learning and develop career enhancement skills.

The assessment methods developed by the course instructor (sometimes in consultation with the students) include three internal assessments, a mid-semester examination and an end-semester examination. Some papers also provide for flexibility in the structure and the mode of administering these assessments. Details of such testing patterns will be available through the resp

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.

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

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.

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.

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

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

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.

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.

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.

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)

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.

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. 

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

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

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

Establishment of the kingdom-Administration and Management principles

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

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

Exile and return- Risks and costs of strategic alliances

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

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

The reunion Organizing- Choosing the organizational structure

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.(1^st Edition) oriental publishing co.

Source: Jaya - An Illustrated Retelling of the Mahabharata

MSE   30 Marks

CIA 3 10 Marks

End Assesment 50 Marks

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.

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.

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).

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.

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.

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.

·        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.

CIA II - 25 marks

CIA III - 20 marks

End Semester - 30 marks

Attendance - 05 marks

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.

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

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

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

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

Mid Semester Examination

End Semester Examination

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.

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.

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.

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

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.

Mid Semester Examination

End Semester Examination

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.

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

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/

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.

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

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.

The compilation will be shared with the class. 

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.

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. 

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.

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.

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

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

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

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.

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.  

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

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

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)  

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) 

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 

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

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

Mid Semester Examination

End Semester Examination

Course description: This course has been conceptualized in order to introduce students of English Studies to the domain of English and English studies. It will introduce students to literary genres in general and more importantly introduce students to read and engage with signifying fields like literature and other ‘texts’. It will help them reconceptualise their understanding of ‘texts’ and contexts. It will introduce them to the politics of the canon and canon formation and will introduce the students to contestations of the canon and  give them an overview of English Studies in India and the possibilities of English Studies.

Course Objectives: This course aims to:

●       Introduce students to English Studies as a disciplinary domain

●       Introduce students to the idea of a ‘text’ and its context

●       Enable conceptual understandings of the genres of literature

●       Introduce students to notions of a canon and its contestations   

• Position the new English student today 

This unit will attempt to enable students to understand what a ‘text’ is and how important it is to engage with it. I will equip them to understand all signifying systems as ‘texts’.

●       Mario Klarer: “What is Literature, What is a text?”

●      Terry Eagleton: “What is Literature?”  

●      Excerpts from Roland Barthes” “From Work to Text”

This unit will enable the student to understand how to engage with and read various ‘texts’.

●      Music

●      Film

●      Poetry

●      Fiction

●      Drama

This unit will introduce the student to the hierarchy of the canon and also equip them with the tools to destabilize the canon.

●      M H Abrams: “Canonical Literature”

●      Notions on the canon: Samuel Johnson, Matthew Arnold, F R Leavis and T S Eliot

●      Sam Sacks: “Canon Fodder: Denouncing the Classics”

●      Jane Austen: Pride and Prejudice

• Gurinder Chadda: Bride and Prejudice

This unit aims to enable students to situate themselves within the domain of English studies and understand their role and their possibilities, enabling them to see where they are and where they are going as students of English Studies

●      Tory Young: “The New English Student”

●      Susie Tharu: “Government, Binding and Unbinding: Alienation and the Subject of Literature”

●      Rajeshwari Sunder Rajan: English Studies via Women’s Studies”

●      Terry Eagleton: “The Rise of English”

Bourdieu, Pierre. The Field of Cultural Production: Essays on Art and Literature. Polity Press, 1993.

Calvino, Italo. The Literature Machine: Essays. RHUK, 1997.

Day, Gary. The British Critical Tradition: A Re-evaluation. Palgrave, 1992.

Eco, Umberto. On Literature. RHUK, 2006.

Esslin, Martin. An Anatomy of Drama. Hill and Wang, 1977.

Foster, Thomas C. How to Read Literature Like a Professor. Harper Perennial, 2014.

Klarer, Klarer. An Introduction to Literary Studies. Routledge, 2013.

MacCaw, Neil. How to Read Texts. Continuum, 2013.

Monaco, James. How to Read a Film. Oxford UP, 2009.

Sartre, Jean Paul. What is Literature? Rpt. Routledge, 2010.

Van Doren, Charles and Mortimer J Adler. How to Read a Book. 1940. Touchstone, 2011.

Any assignment that would enable students to understand the idea of a ‘text’ and that enables them to engage with it in a politically engaging manner. It should also involve library work.

CIA 2- MSE- Written Exam for 50 marks

CIA 3- Library work submission and a creative assignment that would enable students to produce and interpret a text (20 marks)

CIA - Evaluation Pattern

Mid Semester Examination

End Semester Examination

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 is a skill enhancement course, which will introduce students to the methodological as well as 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. After the completion of this Course, the student will have hands-on experience of how to engage with historical narratives, as well as have the skills required to undertake critical analysis of different kinds of sources. 

Course Objectives: 

●To familiarise 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.

Theory:

a)Doing History - The Many Pasts; From Carr and Elton, to Rorty and White.

b)What Happened to History: Adventures of the Dialectic – Continuing Revolution or Counter-Revolution?

c)So Many Lies, So Little Time: Interrogating Evidence – Reality, Representation to Truths and Narratives

Practical:

a)Doing History – Bringing Case studies from everyday life, to enable the students to apply the Historical theories.

b)What Happened to History – Using Excepts from an Epic, to engage and enable the students in applying objectivity/subjectivity in History

c)So Many Lies, So Little Time: Interrogating Evidence from that day’s headlining news, and how it is making history.

Theory:

a)The Grand Narratives: Teleologies; Evolution and Culture

b)Voice and the Subject: How to determine ‘Who is Right?’ 

c)Locating the Popular: Historical Fiction or Fictionalized History

d)The dangers of abusing History.

Practical:

a)The Grand Narratives – Applying through gameplay and applications the ideas of Marx, Nietzsche and Foucault

b)Voice and the Subject – Using speeches, letters, interviews of historical personalities like Stalin, Winston Churchill, Gandhi-Nehru-Ambedkar to enable the students to use communication as historical sources

c)Locating the Popular – Using historical events and advertising/propaganda campaigns like Julius Caesar and the Gallic Wars, Cleopatra: Looks were not Deceiving, The New York Times’s Khmer Rouge Story, Smoking is Good for You to enhance the skill of the student to determine Historical Fiction or aspects of Fictionalized History.

d)The dangers of abusing History – Using contemporary case studies like the Ayodhya Debate and the Ram Janmabhoomi issue, The Kashmir Issue, Israeli-Palestinian Conflict to enable the student to determine how historical facts can be used and abused.

Theory:

a)History and the Visual

b)Historical Monuments and Re-enactments

c)Alternate Histories

Practical:

a)History and the Visual: Using old and contemporary Paintings/Drawings/Sketches, Cartoons, Sculptures, Maps, Photographs and Films to enhance the skill of the student to engage and apply these sources in historical analysis. 

b)Historical Monuments and Re-enactments: Using Case Studies of Taj Mahal, Sanchi Stupa, Light and Sound Shows at Golconda, Red Fort and Khajuraho in order to apply them as sources in History.

c)Alternate Histories: Using local Oral Histories, regional Landscape Histories, Sports Histories, Graphic Novels, Public Histories, and Political Cartoons in order to enhance the skill of the student to apply them as regular sources of history.

Theory:

a)Contested Place of History

b)Hidden Agendas 

c)What is History For: Need for Revisionism

d)Affecting and Effecting the Future

Practical:

a)Contested Place of History: Using Museums like the Jewish Museum in Berlin, Partition Museum in Amritsar; Memorials – Sabarmati Ashram, Hiroshima Peace Memorial, Lincoln Memorial to develop the skill of the student in the process of using multiple constructed narratives.

b)Hidden Agendas: enabling the student to analyse the concept of Politicization of History through Education, and developing the skill of negotiating with historical issues of identity through case studies like – European Identity 1945-Present, Immigrant Groups in USA 1800-Present, Indian Identity through Education.

c)What is History For: Using Case studies like Peter Novick and the Holocaust, Robert A. Rosenstone and Japan, Romila Thapar and the Mauryans – in enabling the student to develop the skill of how history further shapes history. 

d)Affecting and Effecting the Future: Enhancing the skill of the student in Making Choices and the Future of the Past – having panel discussions/debate on the idea – Can History Belong to any One Group?

●Gaddis, John Lewis. 2002. The Landscape of History: How Historians Map the Past, New York:  Oxford University Press.

●Gathercole, Peter and David Lowenthal (eds.) 1994. The Politics of the Past, New York: Routledge.

●Kumar, Ravinder 1989. The Past and the Present: An Indian Dialogue, Daedalus, Vol. 118, No.4, pp. 27-49.

●Thapar, Romila. 2000. History and Beyond, New Delhi: Oxford University Press.

●Thapar, Romila. 2013. The Past Before Us: Historical Traditions of Early North India, New Delhi: Permanent Black.

●Thompson, Willie. 2000. What Happened to History. London: Pluto Press

●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.

●Chatterjee, Partha. 1993. The Nation and its Fragments: Colonial and Postcolonial Histories. Princeton, New Jersey: Princeton University Press.

●Chatterjee, Partha. 2012. The Black Hole of Empire: History of a Global Practice of Power, Princeton and Oxford: Princeton University Press.

●Fawcett, Bill (ed). 2007. You Said What: Lies and Propaganda Throughout History, Harper Collins E-books.

●Fowler, Don D. 1987. Uses of the past: Archaeology in the service of the state, American Antiquity, Vol. 52, No. 2, pp. 229-248.

●Galgano, Michael J., J. Chris Arndt, Raymond M. Hyser. 2007. Doing History: Research and Writing in the Digital Age. Boston: Wadsworth Publishing.

●Gardiner, Juliet (eds). 1988. What is History Today, London: Macmillan Education UK.

●Morris, Ian. 2010. Why the West Rules – for Now: The Patterns of History, and What They Reveal About the Future, London and New York: Profile Books and Farrar, Straus and Giroux.

●Muller, Jan-Werner 2004. Memory and Power in Post-War Europe: Studies in the presence of the past, 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.

●Southgate, Beverley C. 2005. What is History For? New York: Routledge.

●Thapar, Romila, Harbans Mukhia, Bipan Chandra. 1969. Communalism and the Writing of Indian History, New Delhi: People's Publishing House.

●Thapar, Romila. 1979. Dissent in the Early Indian Tradition, Volume 7 of M.N. Roy memorial lecture, New Delhi: Indian Renaissance Institute.

●Walsh, Kevin 1992. The Representation of the Past: Museums and heritage in the post-modern world, Routledge.

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.

a)     Doing History - The Place of the Past.

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

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.

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.

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.

Mid Semester Examination

End Semester Examination

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 

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’

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

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

 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

●                   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).

●                   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).

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.

• Understanding what is media literacy?

• The Power of Media Literacy 

• Conditions for Media Learning

• Media Literacy Skills

• Key Concepts of Media Literacy

• The Media Triangle

• Surveys, Media logs and historical perspectives

• Understand, analyze and evaluate- finding hidden messages

• Digital Citizenship

• Deconstructing Ads

• Detecting Bias in News

• Critical Reading of Websites

• 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).

Mid Semester Submission: 25 marks

CIA 3: Submissions 20 marks

End Semester Submission: Submission for 30 marks

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.

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

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

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

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

Mid Semester Submission: 25 marks

CIA 3: Submissions 20 marks

End Semester Submission: Submission for 30 marks

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

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

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.

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

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

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

Mid Semester Examination

End Semester Examination

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.

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

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

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

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

 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.

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.

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

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).

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).

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 

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.

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.   

Emergence of International Advertising;

Advertising in Multicultural Environment;

Ethics in Advertising;

Integrated marketing communication and marketing mix.

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

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.

Today’s generation is confronted with manifold challenges as a result of the rapidly changing economy and socio-political environment. As an educational institution, CHRIST (Deemed to be University) owns up to the responsibility to prepare graduates with skills which will not only make them efficient at their workplace but also nurture them as individuals who would make an effective contribution to the society. Aligning with the Christite Graduate Attributes, the English-History Cluster at the School of Business Studies and Social Sciences has drawn out an extensive series of skills that would enable them to hone their personal and professional abilities. This has been done keeping in mind the paradigm shift from knowledge-oriented-approach to learning to skill-oriented-approach that the contemporary era necessitates. The skills and the modules aligning to it  have been identified reckoning the following:

1. The nature of  the discipline;

2. The current trends in the field;

3. The prospective employment opportunities ;

4. The needs of the immediate spaces of engagement and nation at large, and

5. The global skill ecosystem.

Learning Objectives

The course aims to:

1. Equip Christites with skills to confront the challenges of a dynamic society

2. Develop necessary skills for professional and personal growth

3. Provide a platform to nurture and hone their skills

4. Enable them with the usage of transferable skills which can be used in multiple domains across time

Social Sensitivity Skills has been designed taking into consideration the need to nurture and enhance some of the skills which are necessary for a society to function and individuals to interact with their immediate spaces and society at large. This course is an amalgamation of both personal and professional aspects and therefore would engage with questions of personal and professional integrity, social interactions and harmonious living so on and so forth.

Course Objectives

The course is designed to:

1. Enhance social interaction skills

2. Develop social awareness and sensitivity

3. Nurture best academic, professional and personal practices

The unit emphasises on the emerging trends in the field of education and profession with the rapid changes owing to structural/ institutional, technological and infrastructural evolution. Therefore, there is an inevitability to change, either disruptive or productive leading to a point of the situation at “thrive or dive.” The students will be exposed to the contextual 'thrive' or 'dive' that could be better understood with the enhanced self-regulated attitudes/ approaches with the adaptability and flexibility skills either requiring appropriate cognitive, behavioural and emotional adjustments.

The unit will focus on the ethical aspects of academic research.  The unit highlights the Academic integrity as the foundation of the learning process and provides discussions on principles of honesty, academic standards, mutual trust, responsibility and respect for knowledge.

The unit is designed to help students understand the importance of academic integrity and to introduce them to the many ways of achieving and safeguarding academic integrity. The unit will also help address issues pertaining to correct citations, plagiarism, and meeting the correct standards of academic honesty.  

This unit differentiates (in definitions and practices) 'rights by law' and 'civics by virtue' which are required to form a positive force to building a salubrious society. This is possible by developing reverence towards the state's constitution and ability to critically reflect over individuals civic role in society as a citizen of the same state, acting within its legal framework.

This unit will equip students to understand some important principles, methods and guidelines that can help avoid or resolve ethical dilemmas that might occur when conducting research through methods such as focus groups, interviews and surveys. The unit will emphasize on the data analysis, data collection, social responsibility, accountability and mutual respect among researchers, plagiarism, introduction to MLA and APA formatting, integrity and transparency.

The unit will focus on the cultural diversity that the presence of multiple languages brings to a nation like India. The unit will emphasize on the role of language in shaping both individual and national identity as well as on the need for respecting linguistic differences.

This unit will equip students to understand the significance of cultural heterogeneity and communal harmony. The unit will focus on concepts such as the multi-ethnicity, cultural reciprocity and religious fundamentalism in Indian context.

This unit will equip students to understand the current concern about our impact on the environment. The unit will emphasize on the things that they do and how it affects the environment, promote green practices at college and home, sustainable environment practices, knowledge and understanding of the environment and environmental challenges. Apart from giving a global perspective the course intents to sensitize about the current situation and scenario around them.

The evaluation will be based on the assessments formulated by the PTC student-instructors who facilitate each unit in the class. A continuous evaluation pattern will be followed whereby after the completion of each unit, an assignment will follow. The assessment will be done based on predefined rubrics and the score sheet needs to be tabulated. The cumulative score sheet is to be prepared at the end of the semester and the final Skill Development Score is to be computed.

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    

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.