Department of INTERNATIONAL STUDIES, POLITICAL SCIENCE AND HISTORY

Syllabus for
Bachelor of Arts (English, Political Science, History)
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
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
BEST131 ENGAGING WITH TEXTS Core Courses 5 4 100
BHIS131 TRACING HISTORIES: THE PAST AS PROLOGUE Skill Enhancement Course 5 5 100
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
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
SDEN111 SOCIAL SENSITIVITY SKILLS Skill Enhancement Course 2 0 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
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
BEST231 LITERATURES ACROSS THE BORDERS Core Courses 5 4 100
BHIS231 THE FOSSIL TRAIL: TRACING HUMAN EVOLUTIONARY HISTORY Core Courses 5 5 100
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
BPOL231 MAJOR POLITICAL IDEOLOGIES Core Courses 5 4 100
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
SDEN211 EXPRESSIVE SKILLS Skill Enhancement Course 2 0 50
3 Semester - 2020 - Batch
Course Code
Course
Type
Hours Per
Week
Credits
Marks
BEST331 LITERARY CRITICISM AND THEORY Core Courses 5 4 100
BEST341 CULTURAL STUDIES Discipline Specific Elective 3 3 100
BHIS331 CONCEPTUAL APPROACHES TO ANCIENT INDIAN HISTORY Core Courses 5 5 100
BHIS341 TOWARDS MODERNITY Skill Enhancement Course 3 3 100
BPOL331 INDIAN GOVERNMENT AND POLITICS-I Core Courses 5 4 100
BPOL341 POLITICS OF DEMOCRACY Discipline Specific Elective 3 3 100
SDEN311 KNOWLEDGE ACQUISITION SKILLS Skill Enhancement Course 2 0 50
4 Semester - 2020 - Batch
Course Code
Course
Type
Hours Per
Week
Credits
Marks
BEMP441C RESEARCH METHODOLOGY - 3 3 100
BEST431 RESEARCH WRITING FOR ENGLISH STUDIES Core Courses 5 4 50
BEST441 VISUAL CULTURE STUDIES Discipline Specific Elective 4 3 100
BHIS431 THE PANORAMA OF MEDIEVAL INDIAN HISTORY Core Courses 5 5 100
BHIS441 HISTORIOGRAPHY AND RESEARCH METHODS Discipline Specific Elective 3 3 100
BHIS461 GENDERED STUDIES Skill Enhancement Course 3 3 100
BPOL431 INDIAN GOVERNMENT AND POLITICS-II Core Courses 5 4 100
SDEN411 KNOWLEDGE APPLICATION SKILLS Skill Enhancement Course 2 0 50
5 Semester - 2019 - Batch
Course Code
Course
Type
Hours Per
Week
Credits
Marks
BEST531 POSTCOLONIAL LITERATURES Core Courses 5 4 100
BEST541A UNDERSTANDING WAR LITERATURES Discipline Specific Elective 4 4 100
BEST541C FOOD POLITICS IN GLOBAL SOUTH ASIA Discipline Specific Elective 4 4 100
BEST581 INTERNSHIP Skill Enhancement Course 0 2 50
BHIS531 TOWARDS A MODERN WORLD Core Courses 4 4 100
BHIS541A MILITARY HISTORIES Discipline Specific Elective 4 4 100
BHIS541B SPORTS HISTORIES Discipline Specific Elective 4 4 50
BPOL531 INTRODUCTION TO INTERNATIONAL RELATIONS Core Courses 5 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
SDEN511 SELF-ENHANCEMENT SKILLS-I Skill Enhancement Course 2 0 50
6 Semester - 2019 - Batch
Course Code
Course
Type
Hours Per
Week
Credits
Marks
BEST631 READING DISSENT Core Courses 5 4 100
BEST641C INTRODUCTION TO FILM STUDIES Discipline Specific Elective 4 4 100
BEST641E GENDER STUDIES Discipline Specific Elective 4 4 100
BEST681 DISSERTATION Skill Enhancement Course 2 2 100
BHIS631 ARCHAEOLOGY:AN INTRODUCTION Core Courses 4 4 100
BHIS641 A POST WAR DISCOURSES Discipline Specific Elective 4 4 100
BHIS641 B ECOLOGY AND ENVIRONMENTAL HISTORY Discipline Specific Elective 4 4 100
BHIS641 C ART AND ARCHITECTURAL IDENTITIES Discipline Specific Elective 4 4 100
BHIS681 DISSERTATION Skill Enhancement Course 2 4 100
BPOL631 ISSUES IN INTERNATIONAL RELATIONS Core Courses 5 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
BPOL641C PUBLIC ADMINISTRATION AND POLICY Discipline Specific Elective 4 4 100
BPOL681 DISSERTATION Skill Enhancement Course 2 2 100
SDEN612 SELF-ENHANCEMENT SKILLS-II Skill Enhancement Course 2 0 50
      

    

Department Overview:

The department’s academic work began at the Bannerghatta Road Campus in May 2016. With academic programs that have been designed to provide a comprehensive learning environment through faculty members trained in institutions of various national and international repute, the department provides a holistic approach to engaging with language, literature and culture. The department promotes an intellectual climate of critical and creative ideation that aims to inculcate among its students a critical reading of the word and the world alike. It has geared its academic engagements towards moulding students into responsible and socially sensitive citizens through programs that are designed to facilitate holistic development. The academic programs seek to build academic, social and professional competencies along with an ethical outlook. The academic programs offered by the department are aligned with the University’s vision and mission. Offering programs at the undergraduate, postgraduate, and research levels, the core areas of enquiry range from domain in language and literature, to those in and around culture. Programs currently offered include BA English (Hons); BA (Liberal Arts); MA (English and Cultural Studies), and PhD (Cultural Studies). The Department of English and Cultural Studies (BGR Campus) has consistently worked towards evolving novel and pertinent

Mission Statement:

Vision: To enable reflective, critical and creative engagement with our immediate socio-cultural contexts. Mission: The English and Cultural Studies Department works towards advancement of knowledge through creative and critical methods that would equip the student to be socially, critically and ethically aware and responsible.

Introduction to Program:

 

Literature, art and culture are indispensable components for the existence and development of a society. Hence, the study of literature, art and culture offers insights into the world-views of different societies. English Studies offered to students of B.A. English, Political Science, and History begins with an introduction to reading and engaging with literary texts and the world as a ‘text’ at large. It will also enable the student to recognise their role as a new English student and the politics of English Studies. With the History Major, the emphasis is on providing a nuanced understanding of the often legitimizing discourse of arguing History to be a Truth 'making' Discourse. With the Political Science Major, the courses in the programme are structured in such a way that each needs the other. All three <

Program Objective:

Program Specific Outcomes

This program will enable the student to:

PSO1 : Exhibit knowledge of various theories and concepts in English, Political Science and History .
PSO2: Apply an interdisciplinary approach acquired from the disciplines to different socio-political context, processes and events. PSO3: Generate effective research works by employing appropriate research methods and methodology from varied

interdisciplinary vantage points
PSO4: Generate theoretical and practical understandings of the processes involved in analysing and critiquing cultural,

socio-political and historical phenomena.

 

PSO5: Critique and evaluate discourses of citizenship, nation-state and surveillance through an interdisciplinary approach. PSO6: Effectively communicate and disseminate knowledge acquired to both academic and non-academic community
PSO7: Collaborate with peers and engage in both academic and non-academic projects.
PSO8: Identify and evaluate the humanistic concern and values that underpin the philosophies of each disciplines - EPH PSO9: Exhibits the skills of leadership, diplomacy and problem solving by participating in communities like DebSoc,Thinktanks

and events like MUN.
PSO10: Recognise and evaluate diversity in perspectives, identity and socio-political views
PSO11: Critique the power and power politics and exhibit a sensitivity towards positional privileges and its problematics.
PSO 12: Analyse individual and ground identities that are formulated through various socio-political and historical movements

and knowledge formations
PSO13: Practice integrity in all aspects of academics and the everyday
PSO14: Identify and explore the history of various socio-political and cultural movements that enabled discussions on environment and sustainability.

PSO15: Develop themselves into social scientists with a strong grounding in critical thinking, sensitivity to multiple narratives, and

historical consciousness.

Assesment Pattern

Assessment Pattern

 

CIA + ESE

CIA (Weight)

ESE (Weight)

 

70

30

 

 

3 Credit Course:

Credits

3

Contact Hours

45

Individual Work

20

Group Work

10

Self Study

15

Total Study Hours

90 Hrs

 

 

4 Credit Course:

Credits

4

Contact Hours

60

Individual Work

25

Group Work

20

Self Study

25

Total Study Hours

130 Hrs

 

5 Credit Course:

Credits

5

Contact Hours

75

Individual Work

25

Group Work

20

Self Study

30

Total Study Hours

150 Hrs

Examination And Assesments

Assessment

 

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

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

Concern for society and nature

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

Andrew Crane & Dirk Matten (2010). Business ethics, Oxford.

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

On completing the course, students will be able to:

  • Explain health as a multi-dimensional and dynamic concept, which necessarily integrates individual, societal, biomedical, spiritual, cultural and historical influences, and how this relates to health issues encountered in everyday life.
  • Assess the inter-relatedness of health perceptions and practices across cultures.

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

Course Learning Outcome: Students will get to know team work and group dynamics

  • Students will get to know determination and hard work and its implication on business decision
  • Students will be able to appreciate the role of general management for the success of an organization.
  • This subject will enable them to enhance their Moral, social, ethical and professional skills
  • To understand the manner in which strategic and competitive advantage is developed

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

  • To understand how to identify online scams.
  • To develop the right mindset and habits for securing themselves from intruders.
  • To learn how to secure their online browsing.
  • To learn how to create super passwords and how to manage them.
  • To 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

Course Learning Outcomes: 

At the end of the course, the student will be able to: 

  • illustrate the major concepts and explain some of the theoretical discourses in the  study of institutional change and the informal economy;
  • examine how the formal and informal economies are no longer separate watertight  compartments but function together as an interactive system; 
  • apply these complex ideas of property rights and transaction costs to their own research 
  • 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

By the end of the course, students will be able to:

  • appreciate that nuances in the way corruption is defined and understood in different economies
  • analyse the cause and  consequences of corruption
  • examine some of the policies reforms aimed at tackling corruption
  • investigate some impacts of corruption on emerging economies
  • effectively communicate complex ideas through written and oral presentation.

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

 

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

By the end of the course the learner should be able to:

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

        Analyze both visual and written texts.

        Apply effective strategies and techniques in their own writing

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

       Demonstrate understanding and mastery of English Language as well as stylistic maturity in their own writings

       Produce expository, analytical, and argumentative compositions that introduce a complex central idea and develop it with appropriate evidence drawn from primary and/or secondary source material, cogent explanations, and clear transitions;

       Move effectively through the stages of the writing process with careful attention to inquiry and research, drafting, revising, editing, and review;

       Write thoughtfully about their own process of composition.

         Revise a work to make it suitable for a different audience

 

       Communicate effectively in different medium by developing their LSRW skills

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.

  1. Ethos
    1.  
    2. King George VI King’s Speech (Can play part of the movie
    3. https://www.awesomestories.com/asset/view/George-VI-King-s-Speech-September-3-1939
    4. 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
    5. Quit India Speech by Gandhi
  2.  Logos
    1. SlowFood Nation by Alice Watershttps://www.thenation.com/article/slow-food-nation/
    2.  My Vision For India by Abdul Kalam.
  3. 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

  1. 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

       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

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

       Read and appreciate the literary aspects of science fiction.

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

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

       Provide an inter-disciplinary perspective towards analysing science fiction.

Unit-1
Teaching Hours:5
Introduction
 

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

Unit-2
Teaching Hours:15
Negotiating ?Reason?
 

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

       Isaac Asimov short story “Reason”

       Select Episodes of the series Stranger Things

       The Matrix

Unit-3
Teaching Hours:15
SF and technology
 

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

       Aldous Huxley Brave New World

       William Gibson, Neuromancer

       Margaret Atwood, Oryx and Crake

       “Hated in the Nation” from Black Mirror Season 3

Unit-4
Teaching Hours:10
Indian Science Fiction
 

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

       Vandana Singh “Delhi”

       Sumit Basu Turbulence

Text Books And Reference Books:

Compilation

Essential Reading / Recommended Reading

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

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

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

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.
  • 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.

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

 

BEST131 - ENGAGING WITH TEXTS (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 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 

Course Outcome

 By the end of the course the learner should be able to: 

 

        Generate readings and interpretations of ‘texts’

 

        Understand the various genres of literature

 

        Develop interpretive skills

 

        Evaluate the politics of ‘texts’ and their interpretations

 

        Analyse the texts, forms and the contexts in which readings and interpretations are generated

  • Create well-informed, critically aware positions about the reading culture and ‘texts

Unit-1
Teaching Hours:20
What is a Text?
 

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”

Unit-2
Teaching Hours:15
Reading Texts
 

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

      Music

      Film

      Poetry

      Fiction

      Drama

Unit-3
Teaching Hours:25
Reading and Contesting the Canon
 

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
Unit-4
Teaching Hours:15
The Politics of English Studies
 

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”

Text Books And Reference Books:

The Compilation will be shared with the class. 

Essential Reading / Recommended Reading

Abrams, M H and Geoffrey Galt Harpham. A Glossary of Literary Terms. 11the Edn. Cengage Learning, 2015.

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.

Evaluation Pattern

CIA 1 (20 marks)

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

Individual Assignment

Group Assessment

Mid Semester

20

20

25

Mid Semester Examination

Section A

Section B

Section C

Total

2X10=20

1X15=15

1X15=15

50

End Semester Examination

Section A

Section B

Section C

Total

2X10=20

1X15=15

1X15=15

50

BHIS131 - TRACING HISTORIES: THE PAST AS PROLOGUE (2021 Batch)

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

Course Objectives/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 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.

 

Course Outcome

At the end of the course the students will  

●Identify and use basic tools, equipment & materials in undertaking historical analysis.

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

●Critically engage with representations of the past in the present to enable them to analyse and use evidence in interrogating historical accounts.

●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.

●Engage with how historical narratives are shaped by states, organizations, and individuals. 

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

●Engage with and analyse 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:15
The Place of the Past
 

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.

 

Unit-2
Teaching Hours:20
Rhetoric of the Past: Whose 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.

 

Unit-3
Teaching Hours:20
Locating Sources: The Many After-lives
 

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.

 

Unit-4
Teaching Hours:20
Legacies and Memory: Haunted by 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?

 

Text Books And Reference Books:

●Donnelly, Mark and Claire Norton. 2011. Doing History, New York: Routledge.

●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

 

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.

●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.

 

Evaluation Pattern

Course Code 

Course Title

Assessment Details 

BHIS131

Tracing Histories: The Past as Prologue  

CIA

20 Marks 

MSE

50 Marks

CIAII

20 Marks 

ESE 

50 Marks

Group Assignment 

Written Exam

 

Section A 3x5 = 15

Section B 2x10 = 20

Section C 1x15 = 15

Individual

Assignment 

Written Exam

 

Section A 3x5 = 15

Section B 2x10 = 20

Section C 1x15 = 15

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

 

  • Students will discover how and why historians debate issues of evidence and interpretation and learn to distinguish between various schools or styles of academic history.
  • Students will learn to critically engage with representations of the past in the present to enable them to analyze and use evidence in interrogating historical accounts.
  • Students will be able to 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.
  • Students will understand how historical narratives are shaped by states, organizations, and individuals. 
  • Students will better analyze the interaction between history and politics when following the news and in examining historical cases.
  • Students will appreciate 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

Course Outcomes:

At the end of the course the students will 

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

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

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

  • 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

 

  • To lay the foundation of Public Relations practice
  • To train the students in media relations
  • To introduce the concept of Corporate Communication
  • 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

  • To appreciate cinematography and understand its technicalities

  • To understand the basic design and concepts of cinematography.

  • To appreciate the importance of cinematography in cinema

  • 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

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

At the end of the course, the student will be able to:

  • Demonstrate knowledge of the nature, scope and relevance of studying politics and different approaches through which political phenomenon can be studied.
  • Define the key concepts in political science and be ableto 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
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