Syllabus for
Bachelor of Arts (English, Political Science, History)
Academic Year  (2022)

The EPH (English, Political Science and History) program at the department integrates multi-disciplinary approaches to the Humanities and Social Sciences. It reinforces the symbiotic relationship between social and political histories, philosophies of the State and nationhood, varied discourses of culture, and the relevance of narrativizing these elements through the process of reading and writing literature. This combination of subjects, offered over 3 years of the B.A. Course, aims to equip students with the ability to address critical questions concerning contemporary social and political thought, comprehend and challenge established notions of the historical interventions into questions of individual and collective identities, and deploy literary readings and theoretical concepts in a wide array of careers ranging from creative and research writing to administration, political reform, public policy intervention and activism.

Programme Outcome/Programme Learning Goals/Programme Learning Outcome:

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

PO3: Apply critical thinking skills based on academic inquiry.

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

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

PO6: Demonstrate awareness of the environment and sustainable practices.

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

The assessment methods developed by the course instructor (sometimes in consultation with the students) include three internal assessments, a mid-semester examination and an end-semester examination. Some papers also provide for flexibility in the structure and the mode of administering these assessments. Details of such testing patterns will be available through the respective course instructors as well as the syllabus for the papers. Feedback would be provided to students on their internal assessment which will enable them to build on their knowledge of the specific papers.

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

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

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

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

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

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

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

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

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.

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

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. 

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

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

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. 

Midterm exam: 25

CIA 3: 20

Endterm exam: 30

Attendance: 5

Course Description:

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

Course Objectives:

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

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

Establishment of the kingdom-Administration and Management principles

Marriage to Draupadi- An event study approach.

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

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

Exile and return- Risks and costs of strategic alliances

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

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

The reunion Organizing- Choosing the organizational structure

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

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

Source: Jaya - An Illustrated Retelling of the Mahabharata

MSE   30 Marks

CIA 3 10 Marks

End Assesment 50 Marks

Course Description

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

Course Objectives

This course aims to help students to:

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

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

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

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

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

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

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. Institutions, Institutional Change and Economic Performance. New York: Cambridge University Press.

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

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

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

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

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

Mid Semester Examination

End Semester Examination

Course Description:

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

 Course Objectives:

This course will help students to:

1. acquaint with significant debates about transparency, competition and privatization and their relevance to corruption;

2. analyse corruption in emerging economies through various case studies;

3. discuss issues from various perspectives, such as viewing corruption as erosion of trust and abuse of power;
4. train the students to hone their writing and presentation skills to effectively discuss complex ideas.

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

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

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

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

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

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

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

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

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

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.

Mid Semester Examination

End Semester Examination

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

Course Objectives

The purpose of the course is to:

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

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

1. Introduction to Rhetoric and Rhetorical Situation.

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

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

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

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

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

a. Ethos

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

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

b. Logos

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

c. Pathos

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

d. Combining Ethos, Logos, and Pathos

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

1. Understanding Argument

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

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

3. Using Visual text for Argument

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

4. Using sources to inform an Argument

5. Using Sources to Appeal to Audience

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

CIA 2; Mid-semester Assessment Submission: 25 marks

End Semester Submission (Practical) : 50 marks

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.

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

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

• Isaac Asimov short story “Reason”

• Select Episodes of the series Stranger Things

• The Matrix

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

• Aldous Huxley, Brave New World

• William Gibson, Neuromancer

• Margaret Atwood, Oryx and Crake

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

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

• Vandana Singh “Delhi”

• Sumit Basu, Turbulence

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

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

Attendance: 5 marks

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

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

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

• Open-mindedly consider different viewpoints in moral controversies.

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

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

• Formulate and critically assess personal positions/convictions.

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

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

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

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

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

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

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

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

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

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

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

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

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

Attendance: 5 marks

Course description: This course has been conceptualised in order to introduce students of English Studies to the domain of English and English Studies across the globe. 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 conceptualise 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 within the nation and globally, equipping them to be global citizens.

Course Objectives:

This course will engage students to

● Understand English Studies as a disciplinary domain

● Recognize the idea of a ‘text’ and its context

● Grapple with conceptual understandings of the genres of literature

● Negotiate with notions of canon and its contestations

● Recognize their positionality as new English students today within their local, regional, national and global context.

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

“What Is Literature, What is a Text?” An Introduction to Literary Studies, by Mario Klarer, Routledge, Taylor & Francis Group, 2013, pp.1-9.

Eagleton, Terry. “What is Literature?” Literary Theory: An Introduction; with a New Preface, University of Minnesota Press, 2008, pp.1-14

“From Work to Text.” The Rustle of Language, by Roland Barthes and Richard Howard, University of California Press, 2010, pp.49-76.

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

● Music

● Film

● Poetry

● Drama

● Fiction

● Electronic Literatures

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

Abrams, M. H., and Geoffrey Harpham. “Canonical Literature”, A Glossary of Literary Terms, 11 ed. Cengage Learning,

2014.

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

Sacks, Sam. “Canon Fodder: Denouncing the Classics.” The New Yorker, https://www.newyorker.com/books/page-turner/canon-fodder-denouncing-the-classics. Accessed on 12/03/2022.

Austen, Jane. Pride and Prejudice. Penguin Classics, 2003.

Chadda, Gurinder. “Bride and Prejudice.” Youtube, https://www.youtube.com/watch?v=O6cs4hUxSAc. Accessed on

12/03/2022.

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.

Young,Tory.“The New English Student.” Studying English Literature: A Practical Guide, Cambridge University Press, 2008, pp. 27–35.

Sunder Rajan, Rajeswari. “English Literary Studies, Women's Studies and Feminism in India,” Economic and Political Weekly. Vol. 43, Issue No. 43, 2008.

“The Rise of English.” Literary Theory: An Introduction: Anniversary Edition, by Terry Eagleton, Blackwell Pub.,2008, pp. 15–46.

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

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.

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

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

The students can be tested through the writing of argumentative essays, critical analysis of essays, class presentations, group discussions, creative writing, creative visualisations either as individual or group work.

CIA 2: MSE – 50 Marks

Pattern

Section A: 2x10=20

Section B: 1x15=15

Section C: 1x15=15

Students will be tested on their conceptual clarity, theoretical engagements, application and analysis of given texts and contexts through means that the facilitator deems appropriate and suitable for the students.

CIA 3: 20 marks

The students can be evaluated through exhibitions, visual essays or visual stories, mini-documentaries, performances, creating social media content and promotions, cumulative portfolios, docudramas and other modes of creative evaluation suitable for the course.

ESE: 50 marks (Centralised exam)

Pattern

Section A: 2x10=20

Section B: 1x15=15

Section C: 1x15=15

Students will be tested on their conceptual clarity, theoretical engagements, application and analysis of given texts and contexts.

Theory:

a)The Grand Narratives: Teleologies; Evolution and Culture

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

c)Locating the Popular: Historical Fiction or Fictionalized History

d)The dangers of abusing History.

Practical:

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

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

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

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

Theory:

a)History and the Visual

b)Historical Monuments and Re-enactments

c)Alternate Histories

Practical:

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

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

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

Theory:

a)Contested Place of History

b)Hidden Agendas 

c)What is History For: Need for Revisionism

d)Affecting and Effecting the Future

Practical:

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

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

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

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

Course Description:

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

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

Course Objectives:

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

a)     Doing History - The Place of the Past.

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

 Level of Learning: Practical/Application

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

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

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

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

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

Level of Learning: Practical/Application

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

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

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

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

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

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

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

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

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

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

Level of Learning: Practical/Application

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

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

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

Mid Semester Examination

End Semester Examination

Course Description:

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

Course Objectives:

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

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

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

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

Level of Knowledge: Conceptual

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

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

c) Urbanism and Modernity

d)Urban Histories and the ‘Cultural Turn’

Level of Knowledge: Analytical

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

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

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

Skill-Based

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

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

Level of Knowledge: Conceptual

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

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

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

Level of Knowledge: Analytical

a)Space and Urban Theory- Materialities-Knowledge

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

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

Skill-Based

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

●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).

●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).

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

The course aims to help students to:

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

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

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

• Composition & Framing
• Types of Shots
• Shot design for single camera and multi camera productions
• Camera Placement -how does it affect the meaning
• Motivated Camera Movement.

• Introduction to video editing application
• Video editing on smartphone
• Editing on Adobe Premiere Pro-creating projects, workspaces and workflows, capturing and importing, video effects and transitions, graphics, titles, and animation, compositing, colour correction and grading, improving performance and troubleshooting.

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

Course Objectives

The course aims to help students to:

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

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

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

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

Course Description

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

 Course Objectives 

The course aims to help students to:

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

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

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

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

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

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

Course Description 

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

Course Objectives

The course aims to help students to:

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

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

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

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

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

CIA 2 (Mid sem) - 25

ESE - 45

Attendance- 5

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

CourseObjectives:

The course aims to help students to:

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

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

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

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

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

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

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

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

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

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

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

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

Course Description

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

Course Objectives

This course aims to:

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

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

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

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

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

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

Course Description

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

Course Objectives

This course aims to:

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

Introduction to advertisements; its objectives and importance;

Types and forms of advertising;

Effects of advertisements - a psychological perspective;

Classic and contemporary approaches of classifying advertisement effectiveness.

Influence of advertisements on buying behaviors;

Dynamics of Attention, Comprehension, Reasoning for advertisements;

Attitudes and attitude changes with the influence of advertisements;

Principles of persuasion and attitude change;

Achieving advertisement compliance without changing attitude.   

Emergence of International Advertising;

Advertising in Multicultural Environment;

Ethics in Advertising;

Integrated marketing communication and marketing mix.

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

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

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

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

Course Objectives:

The course is designed to:

• Enhance social interaction skills.
• Develop social awareness and sensitivity.
• Nurture best academic, professional, and personal practices.

The nature of the discipline (English/Political Science/History)

New Developments and its relevance 

Discipline specific career opportunities

The needs of the immediate spaces of engagement with interdisciplinary approach 

Skills required working at national and global levels

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

Course Description                                                                                         

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

Learning Objectives

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

·       To identify the economic and political environmental influences on consumption

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

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

         To study ethical consumption and anti- consumption practices.

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

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

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

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

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

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

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

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

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

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

Lessons from CEOs, description of competencies, framework.

Sethi & Rajiv, Tips for effective leadership, Beacon books

Marshal & Tom, Understanding leadership, Sovereign World Ltd

Midterm term: 30

CIA 3: 20

Endsemester exam: 30

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

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

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

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

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

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

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

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

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

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

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

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

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

Capacity Building and Youth Poverty Alleviation through Tourism and Heritage (PATH)

Case Studies on Sao Paulo’s Green Belt Biosphere Reserve

Appadurai A. (2002) Cultural Diversity: A Conceptual Platform. In K. Stenou (ed.) UNESCO Universal Declaration on Cultural Diversity. UNESCO Publishing, Paris, pp. 9-16.

Appadurai A. (2003) Modernity at Large. Cultural Dimensions of Globalization. Minneapolis, University of Minnesota Press.

Boumedine R. S. and Veirier L. (2003) Towards a Strategy for the Sustainable Development of Tourism in the Sahara in the Context of Poverty Eradication. UNESCO Publishing, Paris.

Cohen E. (2004) Contemporary Tourism. Diversity and Change. Elsevier, London.

Hemmati, M. ed. (1999) Women’s Employment and Participation in Tourism, Report for UN Commission on Sustainable Development 7th Session. UNED.

Intergovernmental Conference on Cultural Policies for Development (1998) Final Report. (Also referred to as Stockholm Action Plan). UNESCO Publishing, Paris.

International Labour Organisation (2001) Human resources development, employment and globalization in the hotel, catering and tourism sector (Report for discussion at the Tripartite Meeting on Human Resources Development, Employment and Globalization in the Hotel, Catering and Tourism Sector, Geneva, ILO).

Komla E.E. and Veirier L. (2004) Tourism, Culture and Development in West-Africa: For a Cultural Tourism Consistent with Sustainable Development. UNESCO Publishing, Paris.

Posey D.A. (Ed) (1999) Cultural and Spiritual Values of Biodiversity. A Complementary Contribution to the Global Biodiversity Assessment. Intermediate Technology Publications, London (on behalf of United Nations Environment Programme (UNEP), Nairobi).

Robertson, R. (1990) Mapping the Global Conditions: Globalization as the Central Concept. In M. Featherstone (ed.) Global Culture: Nationalism, Globalization and Modernity. Sage, London, pp. 15-30.

Steck B., Strasdas W., and Gustedt, E. (1999) Tourism in Technical Co-operation. A guide to the conception, planning and implementation of project-accompanying measures in regional rural development and nature conservation. GTZ, Eschborn.

Tour Operators’ Initiative for Sustainable Tourism Development (2004) Supply Chain Engagement for Tour Operators: Three Steps towards Sustainability. UNEP-Sustainable Tourism, Paris.

Winkin Y. (2002) Cultural Diversity: A Pool of Ideas for Implementation. In K. Stenou (ed.)

UNESCO Universal Declaration on Cultural Diversity. UNESCO Publishing, Paris, pp. 17-60.

CIA 2 - Mid Semester Examination (25 Marks)

CIA 3 - Group Activity and Written Submission on “Integrated Tourism by Mobilizing Natural Resources” (20 Marks)

Final Submission - An Individual Activity supported by Written Submission on “Designing a Structured Plan to Develop and Manage Sustainability through Tourism and Culture; An Inter-Disciplinary Perspective” (30 Marks)

Course Description:

This course is aimed at undergraduate students to introduce to them the idea literature and economics are closely intertwined. The course discusses how literature is not just a reflection of the society; it is also a powerful tool for furthering the public debate on socio-economic issues. In that, literature is both influenced by economics and influences economics. The course will examine selected works of literature to analyse the characters and plots from the point of view of economics.

Course Objectives:

This course will:

• acquaint students with significant discourses in the literature that deal with the portrayal of economic issues.
• help them understand how ideology, interests and power influence economic narratives in society.
• through class discussions help students analyse fictional events and themes such as the Arbitristas´ campaign against idleness, the idle and those unproductively employed, or the debate on individual versus regulatory ethics.
• train students to hone their writing and presentation skills to effectively discuss complex ideas.