Course Objectives

The objectives of this course are

 to introduce the students to look at India and the Indian subcontinent through Literature

 to inculcate literary sensibility/taste among students across curriculum

 to improve language skills – reading, writing and listening

 to enable students to grasp and appreciate the variety and abundance of Indian writing,

of which this compilation is just a passing glance.

 initiated into becoming more culturally, ethically, socially and politically aware

 able to engage with cultural, social, religious and ethnic diversities in India and around.

Poetry (Any 4 of these) 11 hours

1. Meena Kandasamy: “Algorithm for Converting a Shudra into a Brahmin”

2. Salma: “New Bride, New Night”

3. Kamala Das: “Punishment in Kindergarten”

4. Thangjam Ibopishak: “I Want to be Killed by an Indian Bullet”

5. Sarojini Naidu: “Palanquin Bearers”

6. Sitakant Mahapatra: “The Election”

7. Jean Arasanayakam: “Nallur” (Srilanka)

8. Nissim Ezekiel: “Goodbye Party to Miss Pushpa T S”

Essays (Any 4 of these)

1. Devdutt Patnaik: Introduction to Myth=Mithya

2. Jawaharlal Nehru: “Tryst with Destiny”. August 15, 1947

3. U R Ananthamurthy: “What Type of Reservation Do We Need? Or “The Sacrificial Ritual

of Equal Opportunity to Education in Common Schools”

4. Suketu Mehta: “Bhopal Lives”

5. Ruskin Bond: “Escape from Java” or “Voting at Barlowganj”

6. Romesh Gunasekara: “Mess” (Sri Lanka)

Short Stories (Any 4 of these)

1. Sadat Hassan Manto: “Toba Tek Singh”

2. Mamang Dai: “Travel the Road”

3. Folktale told by Ruskin Bond: “How a Tribal Boy became a King”

4. Manoj Das: “The Crocodile’s Lady”

5. Temsula Ao: “The Journey”

6. Thakazhi Shivashankara Pillai: “In the Flood”

Novella (Any one of these)

1. Anita Desai: “The Museum of Final Journeys” or

2. Irawathi Karve: “Draupadi” from Yuganta: The End of an Epoch

CIA 1: A written test for 20 marks. It can be an Open Book test, a

classroom assignment, an objective or descriptive test pertaining to

the texts and ideas discussed in class.

CIA2: Mid-semester written exam for 50 marks

CIA 3: This is to be a creative test/ project in small groups by

students. They may do Collages, tableaus, skits, talk shows,

documentaries, quizzes, presentations, debates, charts or any other

creative test for 20 marks. This test should allow the students to

explore their creativity and engage with the real world around them

and marks can be allotted to students depending on how much they

are able to link the ideas and discussions in the texts to the world

around them.

Question Paper Pattern

Mid Semester Exam: 2 hrs

Section A 4x5= 20

Section B 2x15=30

Total 50

End Semester Exam: 2 hrs

Section A 4 x 5 = 20

Section B 2x 15= 30

Total 50

Develop the conceptual foundations and analytical methods used in micro economics; Familiarize the students with the basics of consumer behaviour, behaviour of firms and market equilibrium; Analyse the market structures of perfect competition, oligopoly and monopolies; Introduce the game theory and welfare economics

• Understand the role of prices in allocating scarce resources in market economies and explain the consequences of government policies in the form of price controls.

• Appreciate positive as well as normative view points on concepts of market failure and the need for government intervention.

Ten principles of economics: How people make decisions, how people interact and how the economy as a whole works- Role of observations and theory in economics- Role of assumptions- Role of Economic models- Wants and resources; Problem of choice, Production Possibility Frontier; Opportunity costs.

Law of demand, Reasons for the downward slope of the demand curve. Exceptions to the law; Changes in demand; Elasticity of Demand- Degrees of price elasticity with diagrams; Factors determining price elasticity, methods of measurement. Income elasticity demand; Cross elasticity demand; Laws of supply, Changes in supply- Consumers, Producers and the Efficiency of the Markets: Consumer‟s surplus (Marshall), Producer surplus and Market efficiency- Externalities and Market inefficiency- Public goods and common resources.

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

Market structure. Perfect competition, Price and output determination. Monopoly- Price output determination, Price discrimination Monopolistic Competition. Price and Output determination. Selling costs. Product differentiation. Wastes in monopolistic competition. Oligopoly Price determination (collusive pricing, price leadership)- Features of Duopoly

Cardinal utility analysis; Consumer's surplus (Marshall), Ordinal utility analysis. Indifference curves- Properties, consumer's equilibrium, Price effect, Income Effect, and substitution effect. New Frontiers in Microeconomics: Introduction to concepts of Asymmetric Information, Political economy, Behavioral Economics.

2. Lipsey, R.G. and K.A. Chrystal (1999), Principles of Economics (IX Ed.), Oxford University Press, Oxford.

2. Pindyck and Rubinfield (2009), Micro Economics (VII edition), Pearson Education.

3. Ray,N.C.(1975), An Introduction to Micro economics, Macmillan company of India Ltd, New Delhi.

4. Samuelson, P.A. and W.D. Hague (1972), A textbook of Economic Theory, ELBS Longman group, London.

5. H.L. Ahuja, Principles ofMicroeconomics, S.Chand, New Delhi.

CIA - 2: Mid Semester Examination - 50 marks; 2 hours.

CIA - 3: 20 marks.

• To expose learners to variety of texts to interact with them
• To help learners classify ideologies and be able to express the same
• To expose learners to visual texts and its reading formulas
• To help learners develop a taste to appreciate works of literature through the organization of language
• To help develop critical thinking
• To help learners appreciate literature and the language nuances that enhances its literary values

• To help learners understand the relationship between the world around them and the text/literature

·         To help improve their communication skills for larger academic purposes and vocational ppurposes

·         Develop an analytical and critical bent of mind to compare and analyze the various literature they read and discuss in class

·         Develop a more humane and service oriented approach to all forms of life around them.  

·         Rudyard Kipling – “Gunga Din”  

Ø  Skill focus

Adjectives/ adverbs

Sentence structures

Clauses

·         The Black Cat – Edgar Allan Poe

Ø  Skill focus

Verb use

Sentence structures

·         William Blake – “London”

Ø  Skill focus

Verb use advanced

Clause types

·         Santosh Desai – The death penalty as a sign of the times ©

Ø  Skill focus

Rhetorical questions

Types of sentences

·         John Donne – “Death, Be Not Proud”

Ø  Skill focus

Word use

Sentence structure

·         Monkey’s Paw – W W Jacobs

Ø  Skill focus

Direct speech

Reported speech

Para structures

·          Ruskin Bond – 'The Photograph' ©

Ø  Skill focus

Types of sentences

Cohesions

Para structure

Personal essay

·         Sylvia Plath-   ‘Surgeon at 2 AM’

Ø  Skill focus

Imagery use

Creative writing

Visual Text: The Great Indian Railways

Ø  Skill focus

Reading and appreciating visual text

CIA 2=50 ( 20 marks online vocabulary and grammar test and 30 marks written exam based on syllabus)

CIA 3= 20 

ESE= 50 

French as second language for the UG program

1.      First and Last Names of French Families

2.      Few French and International personalities

1.      Greetings- Usage of “tu” and “Vous”

2.      Telephone Numbers in France 

3.      Some cultural / festive events in Paris- The Francophone

1.      Pontoise and Ile de France- The City

2.      Annecy- Youth hostel and accommodation

3.      The wording of address in France- postal codes and departments

1.      The French and sports- The Reality shows

2.      New ways of meeting- The Differences men/ women

3.      Surnames of married women/ children- Announcements and family functions

1.      Rhythm of Life and Rhythm of the city- Internet and media in daily life

2.      The Outings 

3.      Family life and Household chores- Routine and change in rhythm

1.      The tooth of the cat – Renaud FABBRI 

2.      The Princess and the pea- Odile THIEVENAZ

2.      Krishnan, Chitra. De Bouche à Oreille. New Delhi : Langers International Pvt Ltd., 2009

2. French websites like Bonjour de France, Fluent U French, Learn French Lab, Point du FLE etc.

The detailed text book “Samakaleen Hindi Kavitha” edited by Dr.N Mohanan is an anthology of contemporary Hindi Poems written by representative poets of Hindi Literature. From the medieval poetry ' Kabir Ke Dohe and Sur ke pad 'is also included.  The poets reflect on the social, cultural and political issues which are prevalent in our society since the medieval period. Hindusthani sangeeth-parampara eva kalakar is one of the module. Since translation is a significant area in language and literature, emphasis is being given on it in the syllabus.Bharath ki pramukh sanskruthik kalayein  Yakshagana,Kathakali,Ram Leela,Krishna Leela etc. included in the syllabus to enrich cultural values among students.

Course Objectves:

• to impart the knowledge of poetics
• to acquire translation skills
• to expose students to veriety of texts to interact with them
• to help students develop a taste to appreciate works of literature through the organisation of language
• to help students understand the relationship between the world around them and the text
• to improve their oral and written skills
• to expose them to the world of music

Students will be exposed to the world of poetry and Music. Through translation and cultural studies, students can understand different languages, literature and culture. Grammar portions will help the students to develop their language proficiency.

’  Samakaleen Hindi Kavitha (Collection ofcontemporary Poems)  Edited By: Mahendra Kulashreshta Rajpal and Son’s, New Delhi

Level of knowledge: Analytical

Translation-Practice                English to Hindi and vice- versa.

Ramleela,Krishnaleela,Yakshagaana,kathakali.

Utbhav,Vikas aur paramparaein

Pramukh Sangeethkar-1.Bhimsen Joshi 2.Gulam Ali 3.Pandit Ravishankar 4. Bismillah Khan.

1. 'Samakaleen Hindi Kavitha’ (Collection of Poems) Edited By: Dr.N Mohanan,  Rajpal and Son’s,New Delhi.

1. A Hand Book of Translation Studies         By: Das Bijay Kumar.               

2. Saral Subodh Hindi Vyakaran,                 By: Motilal Chaturvedi. Vinod pustak mandir, Agra-2

3. Anuvad Evam Sanchar –                         Dr Pooranchand Tantan, Rajpal and Son’s, Kashmiri

4. Anuvad Vignan                                       By: Bholanath Tiwar

5. Anuvad Kala                                           By: N.E Vishwanath Iyer.

CIA-2(Mid semester examination)-50 marks

CIA-3(Digital learning-article creation in Hindi Wikipedia)-20 marks

End sem examination-50 marks

The main objective of this paper is to examine the history of the Indian subcontinent when it was a British colony. The idea is to understand and trace the emergence of modern India from 19^th century onwards. The emphasis in understanding is on concepts, ideas and movements rather than events.

a)      The Unit  begins with an introduction to several concepts in Modern India course such as Colonialism, Mercantilism, Imperialism. There is also an extensive discussion on British revenue policies – The Permanent Zamindari Settlement, The Mahalwari System – The Ryatwari System – Ruralization & disintegration of Village Economy and Commercialization of agriculture  & Deindustrialization.

a)     This Unit traces the beginigs of resistence ton colonization and the colonial policies. The unit traces the out break of resistence movements at both micro and macro levels starting from  Civil Rebellions & Tribal Uprisings  - Bengal, East India & South India. The Revolt of 1857 – Historiographical writings – Nature, Course & impact.is a major focus in this unit.  The Development of Famine Policy – Famines during Colonial India –Strachey Commission of 1880 – MacDonnell  Commission – Bengal Famine of 1942-43.are other areas discussed.

a)     This unit deals with  Cultural Encounters and Social change – English education Woods Dispatch, Orientalist Vs Anglicist, Development of Vernacular Education, Wardha Scheme of Basic Education. Since the press played a major role during this period, the Press and its impact – Early History of Press in India – Print Nationalism forms an important part of the syllabus. Social reforms in Modern India – Phule, Narayan Guru, Periyar and Ambedkar are an attempt to move away from the main stream articulations of the social reform movements of 20th century

a)      The unit traces the growth of National Consciousness – The Indian National Congress, Myth and Reality – Economic Nationalism and Swadeshi – The  Congress from 1885 to 1919 –The Ghadr Movement. Gandhiji and anti colonial struggles –1919 – 1922, 1930-1934, 1942 – The Cabinet mission plan – The Mountbatten plan 1947, forms the mass movement. The left movements in India – Telangana Movement – Trade Union Movement – I world war, Left awakening and organized Trade Unionism – Impact of II World War, are the other themes.

2.      K.N.Panikkar - Culture, Ideology, Hegemony:  Intellectuals and Social Conscious in Colonial India, Tulika Books, Delhi, 1998.

3.      Irfan Habib - Indian Economy, 1858-1914, A people’s History of India, Vol.28, Tulika Books, Delhi 2006.

4.      Aparna Basu - The Growth of Education and Political Development in India 1898-1920, Oxford University Press, Delhi 1974.

5.      A.R.Desai - Peasant Struggles in India, Oxford University Press, Delhi 1979.

6.      K.N. Panikkar(ed) - National Left Movements in India Vikas, New Delhi 1980

7.      Sabyasachi Bhattacharya - Development of Modern Indian thought & the Social Sciences

8.      Peter Heels - Nationalism, Terrorism, Communalism, Essays in Modern Indian History – Oxford University Press  2000

9.      Bidyuk Chakraborthy, Rajendra Kumar Pandey - Modern Indian political thought: text and context, Sage publications 2009.

10.  Donald Anthony Low - Congress and the Raj; facts of Indian Struggle 1947-47 – Oxford University Press  2004.

11.  Mridula Mukherjee - Peasants in India’s non-violent revolution; practice and theory, Sage publications 2004.

12.  Rakesh Batabyal - Communalism in Bengal; from famine to Noakhali, 1943-47, Sage Publications 2005.

13.  Herman Kulke - A history of India – Routledge 1998

14.  Burton Stein - History of India Oxford University Press 1998.

15.  Erwin Neumayer & Christine Schelberger - Bharatmata; India’s Freedom movement in Popular art – Oxford University Press 2008

16.  Sekhar Bandyopadhyay - From Plassey to Partition; a history of modern India – Orient Longman 2004.

2.      B.L.Groover, Alka Mehta – A new look at Modern Indian History (From 1707 to the Modern Times)   - S.Chand & Company – 2010.

3.      Sumit Sarkar - Modern India, 1885-1947, Macmillan India 2002

CIA  1 – Project Work/ Exhibition on History and the Self -   20 marks

CIA  2    Mid Semester  Examinations                                         50 marks

CIA  3   Critical writing on Cinema and History                       20 marks

Attendance                                                                                      10 marks.

       Total                                                                                                 100 marks

Visual text as CIA

-       End Semester Exams                                                                   100 mark

          Question paper pattern for mid semester Examination.

               Section A – Essay                              2 out of 4      15x 2 = 30

               Section B – Short Essay                    2 out of 4     10 x 2 = 20

               Total                                                                                       50

          Question paper pattern for end semester examination.

     Section A – Essay                       2 out of 4                      15 x 2 = 30

Section B – Short Notes            6 out of 8                      10 x 6 = 60

Section C – Objective type       5 out of 8                            2 x 5 = 10

Total                                                                                              100

A 10 hour orientation course on “Cinematic medium and historical narratives” for students composed of

1) Issues of Language

2) Representation

3) Dichotomies

Course Description

Selected Vachanas Tripadi’s and Keerthanas of the Medieval Kannada Literature are introduced for I Semester B.com-Regular /B.com Hon./ B.com F&A/ BBA & BBA-Honorus in the syllabus. This will enrich the Language skills of the students.   Famous cultural art forms of Karnataka are also included in this semester. Writing  skills can be improved by giving focus on Grammar and Comprehension.

Course Objectives

• To expose learners to variety of texts to interact with them
• To help learners develop a taste to appreciate works of Literature through the organization of Language
• To help learners understand the relationship between the world around them and the text
• To help lerarners to improve their oral and written skills for their respective career goals
• To help improve their communiction skills for larger academic purposes and vocational purposes

•  Develop an analytical and critical bent of mind to compare and analize the various literature they read and discuss  in class
  
• Develop a more humane and service orented aproach to all forms of life around them
• Ability to communicate effectively in speech and in writing
• Ability to use better language to communicate effectively

1. Devara Dasimayya

2. Basavanna

3. Allamaprabhu

4. Akkamahadevi

5. Ambigara chowdiah

6. Ayadakki Lakkamma 

7. Sarvagna

8. Kanakadasa

9. Kumaravyasa

10. Hindustani/ Karnatak - Music and Musicians

(A).Dollu Kunita  (B). Pooja Kunita  (C). Somana Kunita  (D). Goravara Kunita

1.      Translation Theory and Practice

2.      Usage of alphabets in different contexts:  

3.      l & L

4.      a  & H

5.      n & N

6.      Hrasva and Deergha  alphabets.

7.   Importance of Ottakshara

Text Book: Kannada Sahitya Darshana - Bhaga-1               

Reference Books

•  Basavannana vachangalu: L. Basavarjaju
• Vachana Chandrike - D. Javaregowda
• Vachana Kammata- K.R. Nagaraj & K.M. Marulasiddappa
• Purandara Sahitya Darshana- S.K. Ramachandra Rao

Recommended Redading

1.      A comparative study of Sarana and Dasa literature, P. S Srinivasa,University of Madras (1981)

2.      Vyavaharika Kannada: H. S.  Krishnaswami Iyengar

3.      Dr. Thipperudraswamy : Sharanara Anubhava Sahitya

4.  Kiryar Vishwakosha; L.S. Sheshagiri Rao, Hampi  Kannada University, Hampi

CIA-1 Digital Learning - Wikipedia- 20 Marks

CIA-2 Mid Semsester Examination- 50 Marks

CIA-3 Digitization of Kannada Books - 20 Marks

End Semester Examination- 50 Marks

To introduce the students to:

The concepts of Political Science and Politics

Relevance of the core concepts in the context of modern governance

Important political ideologies and their relevance

Contemporary ideological debates

It will help the student to develop and understand the basic concept, principle and Approaches of Political Science.Further, how the different theories are used to develop the concept

Political Science: Meaning, Nature and Scope. Approaches to the study of Political Science: Normative and Empirical, Behaviouralism and Post-Behaviouralism.

State: Meaning, Nature and Elements of State. Theories of Origin of State: Evolutionary Divine, Social Contract. State and Civil Society.

Sovereignty: Meaning, Characteristics and Kinds. Theories: Monism and Pluralism.

Law: meaning, Source and Kind

Equality, Liberty and Justice: Meaning, Dimensions and Inter-relationship

Rights: Meaning and Kind. Human Rights and their safeguards

Power, Authority and Legitimacy

Liberalism, Socialism, Fascism, Feminism, Gandhism. End of Ideology debate.

Colonialism, Imperialism, Neo-Imperialism, Decolonization, Globalization.

Democracy: Evolution, Types: Direct and Representative (Territorial, Minority, Proportional, Functional). Challenges before Democracy

Johari, J.C. (2012). Contemporary Political Theory. New Delhi: Sterling.

Heywood, A. (2007). Political Ideologies. New Delhi: Palgrave Macmillan.

Heywood, A. (2007). Politics. New York: Palgrave Macmillan.

Essential Readings

Johari, J.C. (2012). Contemporary Political Theory. New Delhi: Sterling.

Heywood, A. (2007). Political Ideologies. New Delhi: Palgrave Macmillan.

Heywood, A. (2007). Politics. New York: Palgrave Macmillan.

Vinod, M.J. and Deshpande, M. (2013). Contemporary Political Theory. New Delhi: PHI Learning.

Additional Readings

Bhagwan, V. and Bhushan, V.  (2011). Principles and Concepts of Political Theory. Noida: Kalyani.

Mahajan, V.D. (2010). Political Theory. New Delhi: S Chand.

Singhal, SC. (2009). Political Theory. Agra: Lakshmi Narain Agarwal.

Sabine, G.H. and Thorson, T.L. (1973). A History of Political Theory. New Delhi: OUP and IBH.

Mc Kinnon, C. (2008). Issues in Political Theory. New York: OUP.

20% of the marks for Interpretation, Analysis 

10% of the marks for Writing style that includes grammer, vocabulary, spelling, presentation  

The I semeste B.A/B.Sc students are prescribed wih the text " Ruthusamharam"

Strotra shithya 

The students will have exposure for the  style of poetry. Ruthusamhara is the work based on the nature which makes the students to understand about changes in nature

Ruthusamharam

Strotra sahithya 

poery Buddhacharitham III canto, up to 52 stanzas.

Level of Knowledge: Conceptual/ descriptive/ Analytical.

Grammar

Grammer- Sandhis and lakaras                                                          

 Level of Knowledge:  Analytical /Conceptual

language component.

Translation from Sanskrit to english                                                     

Level of Knowledge:  Analytical/. Conceptual

Composition to write in Sanskrit                                                              

Level of Knowledge:  Analytical/. Conceptual

Comprehension in Sanskrit                                                                     

Level of Knowledge:  Analytical/. Conceptual

Ruthusamharam

 Strotra sahitya : Madhurashtaka and Geeta govinda                                    

                            M.S. Subbalakshmi , Balamurali Krishna 

2) Ruthusamharam- Dr. K . Narayanabhatta

3) sanskrit grammar Translation from English to Sanskrit by M.R.Kale

4) Sanskrt Grammar Kannada version by Hegde. 

CIA 2 Midsemester examination   Evaluated for 50 marks

CIA 3  Wikipedia assignment   Evaluated for 20 marks

Poems of Bharatiyar and Bharatidasan and poems by women poets with feminine sensibilities  will initiate the students into the modern period with all its complexities. The short stories of Chandra with its contemporary style and texture offer  a glimpse of an amazing variety of characters going through the riddles of human existence. A new concept, Cultural Studies, will take the students beyond prescribed syllabus to include the architecture, customs, beliefs and faiths of Indian society.

To make the students experience the impact made by Bharathiyar and Bharathidasan during the 20^th century and to bring them to the realities of 21^st century. They will also learn, on their own, the significance of festivals celebrated across the country

Poems of Bharathiyar, Bharathidasan and women poets

2  Grammar as reflected in the poems

Prose including reference to contemporary literary issues

Language Skills:  Piramozhichorkal

Malliga, R et al (ed).Thamilppathirattu I.Bangalore: Prasaranga,2011

Chandra. Alagamma, published by Uyireluthu Pathippagam, Trichy, 2011

Varadarajan, Mu.  Thamil Ilakkia Varalaru . New Delhi:Sahitya Akademi, 2008

Sivathambi, Ka.Thamil Sirukathaiyin Thorramum Valarchiyum.Coimbatore: NCBH, 2009

Ragunathan,C.Bharathi: Kalamum Karuthum, Chennai:NCBH, 1971

Ramakrishnan S 100 Sirantha Sirukathaigal, Chennai: Discovery Books, 2013

Course Objectives

The objectives of this course are

 to introduce the students to look at India and the Indian subcontinent through Literature

 to inculcate literary sensibility/taste among students across curriculum

 to improve language skills – reading, writing and listening

 to enable students to grasp and appreciate the variety and abundance of Indian writing,

of which this compilation is just a passing glance.

 to actively engage with the Indian sub-continent as a cultural and social space (to be

facilitated through proactive CIAs which help students to interact and engage with the

realities they face every day and have come across in these text

 to learn and appreciate India through association of ideas in the texts and the external

contexts (Bhasha Utsav will be an intrinsic help in this endeavour)

 more aware culturally, ethically, socially and politically

 sensitive towards cultural, social, religious and ethnic diversities

 critical participants in their everyday culture

Poetry (Any 4 of these)

1. Kutti Revathi: “Stone Goddesses”

2. Sukirtharani: “Infant Language” or “I Speak up Bluntly”

3. Taslima Nasrin: “India” or “Border”

4. Lalrinmawii Khiangte: “For a Better Tomorrow”

5. Desomond Kharmawphlang: “Poems during November”

6. Keki Daruwalla: “Boat-Ride Along the Ganga”

7. Anand Mahanand: “The Day Mother Sold Her Ornaments”

8. Habib Jalib: “Dastoor” (Pakistan)

Essays (Any 4 of these)

1. Amartya Sen: “Democracy as Public Reasoning”

2. Sitakant Mahapatra: “Beyond the Ego: New Values for a Global Neighbourhood”

3. Amitav Ghosh: The Ghosts of Mrs Gandhi” or “The Diaspora in Indian Culture”

4. Rahul Dravid: Speech at Sir Donald Bradman Oration

5. Ramachandra Guha: Excerpts from “How Much Should a Person Consume?”

6. A K Ramanujan: “Telling Tales”

7. Manjushree Thapa: “Women Have No Rights”

Short Stories (Any 4 of these) 12 Hours

1. U R Ananthamurthy: “A Horse for the Sun”

2. Shama Futehally: “Photographs”

3. Dilip Purushottam Chitre: “Scorpio”

4. Sushmita Rath: “Touch”

5. Bimal Choudhury: “Riot”

6. Liaozhai: “Ruiyun, a Famous Courtesan”

7. Arun Joshi: “The Homecoming”

8. Mohsin Hamid: “Air Conditioning” (Pakistan)

9. Ashfaq Ahmed: “Mohsin Mohalla” (Pakistan)

Graphic Narrative (Any one of these)

1. Art -Durgabai Vyamand Subhash Vyam; Story- Srividya Natarajan and S Anand:

Bhimayana: Incidents in the Life of Bhimrao Ambedkar

2. Sita Sings the Blues

3. Luv and Kush (Pen Movies animated movie)

Folk art forms in India

CIA 1: Classroom assignment/test for 20 marks keeping in tune with the course objectives and

learning outcomes.

CIA 2: Mid-semester written exam for 50 marks

CIA 3: Collage, tableaus, skits, talk shows, documentaries, Quizzes or any proactive

creative assignments that might help students engage with India as a cultural space. This is to

be done keeping in tune with the course objectives and learning outcomes.

Christ University, Bengaluru

Question Paper Pattern

Mid Semester Exam: 2 Hrs

Section A: 4x5= 20

Section B: 2x15=30

Total 50

End Semester Exam: 2 hrs

Section A: 4 x 5 = 20

Section B: 2 x 15= 30

Total 50

It aims at providing a systematic introduction to mainstream approaches to the study of macroeconomics in the current century. It has been designed in such a way that it stimulates awareness on macroeconomic challenges and policy management in progressive nations. It also aims at developing the ability for objective reasoning about macroeconomic issues.

• It provides the student a strong foundation in macroeconomics and helps in understanding the policy implications in emerging economies.

• It helps in understanding the contribution of various macroeconomic schools and in evaluating their policy prescriptions.

• It enables the student to evaluate the pros and cons of different macroeconomic policies in real situations.

Economy’s Income and Expenditure: Measurement of GDP, components of GDP, real versus nominal GDP, the GDP Deflator. The Consumer Price Index: calculation of CPI, GDP deflator versus the CPI, correcting the economic variables for the effects of inflation, real versus nominal interest rates

Saving and Investment in the National Income Accounts. The Market for Loanable Funds; Policy changes and impact on the market for loanable funds. Meaning and functions of Money. Banks and Money supply; Money creation with 100 per cent Reserve Banking and Fractional Reserve Banking. Central Bank tools of Monetary Control. Classical Theory of Inflation; Classical Dichotomy and Monetary Neutrality. Velocity and Quantity Equation; Fisher Effect. Costs of Inflation.

Three key facts about economic fluctuations. Short run Economic Fluctuations: Aggregate Demand Curve, Aggregate Supply Curve and the two causes of economic fluctuations. Monetary Policy influence on Aggregate Demand. The Theory of Liquidity Preference. Fiscal Policy influence Aggregate Demand: The Multiplier Effect and Crowding – out Effect.  Stabilisation Policy and Active versus Automatic Stabilisers.

Philips Curve and shifts in Philips Curve: The Role of Expectations, shifts in Philips Curve and the Role of Supply Shocks. The Cost of reducing Inflation. Rational Expectations and the possibility of costless disinflation.

Monetary and Fiscal Policy – pros and cons. Handling Recession: higher spending versus tax cuts. Monetary Policy: rule versus discretion; Central Bank: zero inflation. Balanced Budget debate. Tax Law reformation for savings debate.

1. Mankiw, Gregory N (2012). Principles of Macroeconomics, 6th Edition, Cengage Learning India.

1. Sloman, John, (2006). Economics, 6th Ed., Pearson Education.
2. Ackley,  G.  (1976). Macroeconomics, Theory  and  Policy, Macmillan Publishing Company, New York.
3. Day.A.C.L.(1960). Outline of Monetary Economics, Oxford University Press, New Delhi.
4. Heijdra,B.J. and F.V.Ploeg (2001). Foundations of Modern Macro economics, Oxford University Press, Oxford.
5. Lewis, M.K. and P.D. Mizan (2000). Monetary Economics, Oxford University Press, New Delhi.
6. Shapiro, E. (1996). Macro economics Analysis, Galgotia Publications, NewDelhi.
7. Dillard, D.(1960), The Economics of John Maynard Keynes, Crossby Lockwood and Sons, London.
8. Hanson, A.H. (1963). A Guide to Keynes, McGraw Hill, New York.
9. Keynes, J.M. (1936). The General Theory of Employment, Interest and Money, Macmillan, London.
10. Farmer, Roger.(2001). Macro economics, II Edition. ISBN.
11. Stanley Fischer and Rudiger Dornbusch. Macro Economics, London. MacGraw-Hill.

CIA II : 50 Marks (Mid Semester Examination).  Time: 2 Hours

CIA III : 20 Marks

ESE      : 100 Marks (End Semester Examination).  Time: 3 Hours

• To expose learners to variety of texts to interact with them
• To help learners classify ideologies and be able to express the same
• To expose learners to visual texts and its reading formulas
• To help learners develop a taste to appreciate works of literature through the organization of language
• To help develop critical thinking
• To help learners appreciate literature and the language nuances that enhances its literary values

• To help learners understand the relationship between the world around them and the text/literature

·         To help improve their communication skills for larger academic purposes and vocational ppurposes

·         Develop an analytical and critical bent of mind to compare and analyze the various literature they read and discuss in class

·         Develop a more humane and service oriented approach to all forms of life around them.  

·         Rudyard Kipling – “Gunga Din”  

Ø  Skill focus

Adjectives/ adverbs

Sentence structures

Clauses

·         The Black Cat – Edgar Allan Poe

Ø  Skill focus

Verb use

Sentence structures

·         William Blake – “London”

Ø  Skill focus

Verb use advanced

Clause types

·         Santosh Desai – The death penalty as a sign of the times ©

Ø  Skill focus

Rhetorical questions

Types of sentences

·         John Donne – “Death, Be Not Proud”

Ø  Skill focus

Word use

Sentence structure

·         Monkey’s Paw – W W Jacobs

Ø  Skill focus

Direct speech

Reported speech

Para structures

·          Ruskin Bond – 'The Photograph' ©

Ø  Skill focus

Types of sentences

Cohesions

Para structure

Personal essay

·         Sylvia Plath-   ‘Surgeon at 2 AM’

Ø  Skill focus

Imagery use

Creative writing

Visual Text: The Great Indian Railways

Ø  Skill focus

Reading and appreciating visual text

CIA 2= 50 (20 MARKS ONLINE EXAM ON VOCABULARY AND GRAMMAR AND 30 MARKS WRITTEN EXAM BASED ON SYLLABUS)

CIA 3=20

ESE= 50

French as second language for the UG program

1.      Festivals and rituals in France

2.      Telephone conversations- Social network- Guide and Forum of Travel

3.      People magazines and the life of celebrities.

1.      Montreal- the seasons, the weather

2.      Overseas France and the Reunion

3.      Brussels, European capital

1.      National health nutrition program and the week of taste – the typical meal and food habits in France

2.      The great designers and the high fashion- Fashion and personal Image

3.      Online shopping – Gift occasions

1.      Big stores and Purchase of current consumption- The Means of payment

2.      The great chefs and the gastronomic guides - Restaurant critics

3.      Memories of a place of life- The neo- rural

1.      The preferences of the French concerning their house

2.      The look for accommodation- Alternative and atypic housing

3.    Sharing accommodation

1.      The fountain of the fairies- Raymond RICHELOT

2.      The gallery hunting- Simon LAMBERT

2.      French websites like Bonjour de France, Fluent U French, Learn French Lab, Point du FLE etc.

2.      Krishnan, Chitra. De Bouche à Oreille. New Delhi : Langers International Pvt Ltd., 2009

The text book ”Samakaleen Kahaniyam is a story collection edited by Dr.Vanaja  Published by Rajpal and sons, New Delhi.  In this semester Film appreciation is also included along with Conversation Writing.

Students are exposed to the world of Hindi fiction particularly short stories. Film appreciation helps them to improve their writing and analytical skills and know more about the thematic and technical aspects of Cinema. Conversation writing will enhance their Oral,written as wellas the communication skills..

The text book “  Samakaleen Kahaniyam    ” is a story collection edited by Dr. Vanaja from contemporary writers of Hindi Literature.

• Theesari Kasam,, English-Vinglish,Dangal and Ankur.                                           ,
• Bharathiya cenema ke vikhyath kalakar,
• Satyajit Roy,Girish Kasaravalli,Dadasaheb Phalke,Shyam Benegal and Adoor Gopalakrishnan.
• Movie review.                                             

Level of knowledge: Conceptual

At least 10 exchanges each on the given context.                                                                                                                                                                               

Level of knowledge: Basic

Story Collection‘Samakaleen kahaniyam’ (Full Text) Edited By: Dr. Vanaja Published By: Rajpal and Sons Kashmiri Gate, New Delhi-6.

Level of knowledge: Analytical

CIA-2(Mid semester examination(

CIA-3(Digital learning-Wikipedia)

End semester examination

The main objective of this paper is to understand the formation of national identity in India in the post colonial period. The attempt here is to trace the emergence of social, political, economic, literary ideologies that together formulated the historical identity of the nation.

This course assists in placing many of the issues of Contemporary India in a balanced  perspective by providing the historical background of their  origin.

Level of Knowledge: Basic

a)     1)  The Legacy of National movement – 1950 Constitution – Historiographical trends, the Subalterns – Lohia.

b)    2)   Integration & Consolidation of National Identities – Linguistic, Tribals, Regions (Hyderabad, Kashmir & Junagadh).

c)      Nehruvian Socialism – Planning & Public sector – Agriculture and Industries in the first three  five year plans  – Foreign Policy, Non-alignment – India & the World- The Korean war, Crisis at Congo, Relations with USA and USSR.

Level of Knowledge: Analytical

a)    1)   Period of Transition – 1964 to 1969, Internal Conflicts in the Congress.

b)    2)   Politics & political parties from 1969 to 1977 – Issues of Legitimacy, Administration and popular Anti – Government movement. Turmoil in Congress Hegemony, The Bangladesh Crisis, Sampooran Kranti, Emergency.

c)    3)  Political Formulations from 1977 to 2000  - Technology Missions – Social Turmoil – Foreign Policy initiatives

Level of Knowledge: Conceptual

a)    1)   Assertions of Regions - Tamil Nadu and Andhra Pradesh.

b)     2) Regional Identities – West Bengal & Assam.

c)      3) Crisis of National Unity – Punjab.

) Cinema – Issues of Diaspora, inter and intra.

     2) Literature – Concerns of Linguistic identities and sub nationalism in Hindi,  

         Kannada, and English and Urdu writings.

3)      Media and communications – Media in Free India Issues of Patronage, Prioritization and Publicity.

Self Study Topics.

1)      Agriculture and Industries in the first three five year Plans.

2)      Non- Alignment, India and the world.

3)   Zamindari abolition and Tenancy reforms, Green Revolution, Telangana Peasant struggle.

a)     1)  Land Reforms – Zamindari Abolition & Tenancy reforms – Land ceiling & Bhoodan Movement – Green revolution.

b)    2)  Agrarian struggle since independence – Telangana peasant struggle – Naxalite Peasant movement – Srikakulam struggle

c)        3)  New Farmers movement with special reference to Karnataka

1.      Paul R.Brass - The politics of India since Independence – Cambridge University Press, 1993

   2.      Bipan Chandra (Mridula Mukherjee, Aditya Mukherjee) - India after independence 1947 – 2000, Penguin publication 1999

    

1. 1.      Chandi Lahiri - Since freedom, New Central Book Agency 1994      

   2.      Selig S.Harison Paul H.Kriesberg & Dennis Kun (ed) - India & Pakistan the first fifty years, Cambridge University Press 1999

   3.      C.P.Srivastava  - Lal Bahadur Shastri, Oxford University Press, 1995        

   4.      Arun Shourie - Mrs Gandhi’s Second Reign, Vikas publishing, 1983

   5.      S.Gopal - Nehru an Anthology, Oxford University Press 1980                     

   6.      K.M. George - Modern India & Literature an Anthology Fiction Vol.2 Sahitya Academy 1993      

   7.      P.N.Dhar - Indira Gandhi, the Emergency and Indian Democracy Oxford University Press  2001

   8.      Tapan Raychaudhari - Perceptions, emotions, sensibilities; essays on India’s Colonial & Post colonial experiences – Oxford University Press  1999

   9.      Preben Kaarsholm, Menaka Bisvasa -City flicks; Indian Cinema & the urban experience Seagull books 2004           

   10.  Brian Z Tamanaha - On the rule of Law, history, politics, theory Cambridge University Press  2004

   11.  Mushirul Hasan - The Partition Omnibus – Oxford University Press 2002

   12.  Sudarshan Ranjan - Jayaprakash Narayan; Prophet of People’s Power National Book Trust, New Delhi 2002

   13.  Sugata Bose, Ayesha Jalal - Modern South Asian History, Culture, political Economy – Routledge, New York 2004

   14.  Saurab Dube - Postcolonial passage, contemporary history writing on India Oxford University Press 2005

   15.  Priya Jaikumar - Cinema at the end of empire, a politics of transition in Britain & India – Duke University Press 2006

   16.  Madhubala Sinha - Encyclopedia of Kannada Literature Anmol Publications 2009

   17.  G.S.Amura - Adhunika Kannada Vimarshe  Swapna Book house 2008

    

Course Description  : The course is taught in the Second Semester for B.Com students. The selected shortstories  of Masti,Tejaswi, Jahnavi etc., are prescribed in the semester.The syllabus will extend the concerns of family, family relationship, social justice and marginalization.

Jnanapeetha awardee Dr. Girish Karnad’s Play Yayathi is one of the units. The Mythological play narrates the racial and ethnic discrimination.

Course Objective:

• To expose learners to the Modern short story writing
• To expose learners to visual text and its reading formulas
• To help develop critical thinking
• To inculcate literary sensibility/ taste among students across disciplines

Yayathi- Girish Karnad 

1.      1. Masti Venkatesha Iyengar- Venkatashamiya Pranaya

2.     2.  Sediyapu Krishnabhatta- Nagarabetta

3.      3. K.P. Poornachandra Tejaswi- Tukkoji

4.     4.  B.T. Jahnavi- Kalluballi

5.      5. Vasudhendra- Head Hunter

• Essay Writing
• Conversation Writing
•  Kannada Journalism

2. Kannada Play: Yayathi- Girish Karnad

•   Masti Samagra Kathegalu

• Shatamanada Kannada Kavithegalu, Karnataka Sahitya Academ

• Samagra Kannada Sahitya Charithre, Prasaranga, Bangalore University.
• Adhunika Kannada Nataka- K. Marulasiddappa 

5.   

CIA-1 Digital Learning - Wikipedia - 20 Marks

CIA-2 Mid Semsester Examination- 50 Marks

CIA-3 Digitization of Kannada Novels - 20 Marks

End Semester Examination- 50 Marks

The course offers different traditions of political philosophy with a view to creating analytical skills in students in understanding various concepts, theories, categories and ideologies in the contemporary period. The students are expected to learn the dominant political discourses of various political thinkers- classical and modern- in a critical perspective so that the scope and limits of such traditions can be ascertained, both theoretically and historically.

Problems of Political Philosophy, Plato- Justice, Education and Ideal State, Aristotle-Theory of State, Constitutions, Law and Revolution. Confucius- Virtuous, Role of Government.  Cicero-  Mixed form of Government, and the Laws. Machiavelli- State, Religion and Ethics.

Social Contractualists: Thomas Hobbes, John Lock and Rousseau.  Montesquieu- Separation of Powers. Utilitarianism-  Jeremy Bentham. Individiualism -John Stuart Mill, Conservatism- Edmund Burke.

Immanuel Kant- Ideal State. Karl Marx- Hegalean Dialectics,  Dialectical Materialism, Class struggle and Dictatorship of the Proletariat.  Harold Laski- Pluralism.  Joseph Proudhon- Anarchism. Bertrand Russell- State and Freedom

Classical Indian Political Philosophy: Manu and Kautilya

Modern Indian Thinkers Aurobindo, BalgangadaraTilak, MN Roy, and Subhash Chandra Bose.

      Gokhale  Syed Ahmed Khan,Ambedkar and Jawaharlal Nehru

Sabine, George H. (1961): A History of Political Theory , New York: Holt Rinehart and Winston

Chakrabarty, Bidyut and Rajendra Kumar Pandey (2009): Modern Indian Political Thought: Text and Context, New Delhi: Sage.

Das P.G. (2011):  History of Political Thought , New Delhi: New Central Book Agency.

Essential Reading

Sabine, George H. (1961): A History of Political Theory , New York: Holt Rinehart and Winston

Chakrabarty, Bidyut and Rajendra Kumar Pandey (2009): Modern Indian Political Thought: Text and Context, New Delhi: Sage.

Das P.G. (2011):  History of Political Thought , New Delhi: New Central Book Agency.

Suggested Readings

Barker, Ernest (2010): Greek Political Theory: Plato and His Predecessors , New York: Routledge.

Dunning W.A. (1988): A History of Political Theory: Rousseau to Spencer, Allahabad: Central Book Depot.

Dunning W.A. (2000): History of Political Theories, New Delhi: S. Chand & Company.

Ebenstein (2007): Great Political Thinkers (Plato to Present), New Delhi: Sterling

Varma, V. P. (1974) Studies in Hindu Political Thought and Its Metaphysical Foundations,  Delhi: MotilalBanarsidass.

Kangle, R. P. (1997) Arthashastra of Kautilya-Part-III: A Study . Delhi: MotilalBanarsidass

Wayper C.L. (1986): Political Thought , New Delhi: BI Publications.

Mahajan. V D (1990), Recent Poltical Thought, S. Chand & Co, New Delhi

Mehta, V.R. and Thomas Pantham,(ed.)(2006): Political Ideas in Modern India: Thematic Explorations, New Delhi: Sage.

Singh, Aakash, SilikaMohapatra (2010): Indian Political Thought, A Reader, New Delhi: Routledge.

 Continuous Internal Assessment                                                  100 marks

CIA 1 Class test/Assignmet/Review of one or two chapters etc.  20 marks

 CIA 2   Mid Semester Examinations                                            50 marks

 CIA 3   Presentations of Assignments                                           20 marks

 Attendance                                                                                     10 marks.

 Total                                                                                              100 marks

 Scheme of Evaluation:70% of the marks for Factual writing, 20% of the marks for Interpretation, Analysis, 10% of the marks for Writing style that includes grammar, vocabulary, spelling, presentation.

Origin and development of Prose to understand the different theories and original nature of Sanskrit literature.Mithralabha from Hithopadesha of Narayana panditha

To develop moral and ethics in the mind of the students

Origin and development of sanskrit prose and important literary works  

Appreciate the works in Sanskrit .  The study will have impact on the students.

  Origin and development of prose and Introduction to different prose forms     

   Level of knowledge: Basic/conceptual.

Mithralabha from Hitopadesha of Narayanapanditha

             Level of knowledge: Basic/conceptual/ Analytical

Samasa prakaranam grammatically recognize.      

    conceptual/ Analytical

Composition in sanskrit on the general topics                   

conceptual/ Analytical

Translation of unseen Sanskrit to English                         

            Conceptual/ Analytical

           Comprehension in sanskrit.                                               

conceptual/ Analytical

Essential Reading :Mithralabha from Hithopadesha of Naraya Panditha

Visual Text : Shankaracharya

            Recommended Reading : -

1. "Mithralabha from Hitopadesha" of Narayana Panditha - Srivishwanathasharmana

2. Samskruta shityaparampare by Acharya Baladeva Upadyaya translated by Ramachandra shastri.

3. Sanskrit grammar by M.R. Kale.

4.Samskrutha sahithya parampare by Acharya baladeva upadyaya translatedby Ramachandra shastri.

5. Sanskrit grammar by M.R. Kale

CIA 2  Mid-semester examination   Evaluated for 50 marks

CIA 3  Wikipedia assignment     Evaluated for 20 marks

This paper has a few collections from the ‘Individual Poems’ of Avvaiyar and Kalamegam to show the students the ingenuity with the poets of the period mixed intelligence with creativity. The unconventional and unorthodox views of life seen through theological eyes of Siddhas are included. It also introduces the writings of the forgotten activists like Ayothidasar whose voices were muffled. Students will be exposed to the art form of theatre through self experiece using internet resources like You Tube 

The way in which the Tamil society has engaged modernity through  aesthetic experience and social consciousness is the concern of this package.

Poems of Avvaiyar, Kalamegam and Siddhas

Grammar as reflected in the poems

Prose for Social consciousness/remembering the  past

Language Skills: Thodarpizhai Neekkam

Malliga, R et al (ed).Thamilppathirattu.Vol.I Bangalore: Prasaranga,2011

 Gauthama Sanna,  Ayothidasa Pandithar  Sahitya Akademi, New Delhi, 2007

Meenakshisundaram T P,  A History of Tamil Literature, Annamalainagar, Annamalai University, 1965

Varadarajan, Mu.  Thamil Illakkia Varalaru . New Delhi:Sahitya Akademi, 2008

Gopalakrishnan.S., Pathinen Siddhar Varalaru, Chennai: Mullai Pathippagam, 2012

Stephen,G (ed). Ayothidasar Sindhanaigal, Thirunelveli: St.Xavier’s College, 1999

Theodore, Baskaran, Thamil Cinema Or Arimugam. Chennai: Kilakku Pathippagam, 2012

Pavendan, Dhiravida Cinema, Chennai: Kayal Kavin Books, 2013

Course Description

This course is taught in the second year for students from different streams, namely BA, BSc

and BCom. If the first year syllabus is an attempt by the Department of English, Christ

University to recognize and bring together the polyphonic Indian voices in English and Indian

regional literatures in translation for the Additional English students of the first year, the

second year syllabus intends to take that project a little further and open up the engagement

of the students to texts from across the world. The syllabus - selection of texts will

concentrate on readings from South Asian, Latin American, Australian, Canadian, and Afro-

American. It will voice subaltern concerns of identity, gender, race, ethnicity and problems of

belongingness experienced by humanity all over the globe.

The syllabus will extend the concerns of nation and nationality and marginalization,

discussed within the Indian context to a more inclusive and wider global platform. We have

consciously kept out ‘mainstream’ writers and concentrated on the voices of the subalterns

from across the world. There is an implicit recognition in this project that though the aspects

of marginalization and the problems facing subalterns are present across cultures and

nations, the experiences, expressions and reflections are specific to each race and culture.

The course will address these nuances and specificities and enable our students to become

more aware and sensitive to life and reality around them. This will equip the students, who

are global citizens, to understand not just the Indian scenario, but also situate themselves

within the wider global contexts and understand the spaces they will move into and negotiate

in their future.

There is a prescribed text book Blends: Voices from Margins for the second year students,

compiled by the Department of English, Christ University and intended for private circulation.

Course Objectives

The course objectives are

 to enable students to look at different cultures through Literature

 to help students develop an understanding of subaltern realities and identity politics

 to inculcate literary sensibility/taste among students across disciplines

 to improve language skills –speaking, reading, writing and listening

 to equip the students with tools for developing lateral thinking

 to equip students with critical reading and thinking habits

 to reiterate the study skills and communication skills they developed in the previous

year and extend it.

 more culturally, ethically, socially and politically aware citizens of the world..

 it will enable students to become aware of the nuances of cultures, ethnicities and

other diversity around them and become sensitive towards them.

TetsukoKuroyanagi: Tottochan: The Little Girl at the Window12

Liliana Heker : “The Stolen Party

 Higuchi Ichiyo: “Separate Ways”

 Denise Chavez: “The Sleep Walker”

 Luisa Valenzuela: “I’m your Horse in the Night”

Poetry 12 Hrs

 Silvio Curbelo: “Summer Storm”

 Nancy Morejon: “Black Woman”

 Ruben Dario: “To Roosevelt”

 Mina Asadi: “A Ring to me is a Bondage”

Essay 9Hrs

 Amy Tan: “Mother Tongue

 Linda Hogan: “Waking Up the Rake”

 Isabelle Allande: “Open Veins of Latin America”

Diary of Anne Frank

Elie Wiesel "Night"

CIA 1: A written test for 20 marks. It can be an Open Book test, a classroom assignment, an

objective or descriptive test pertaining to the texts and ideas discussed in class.

CIA2: Mid-semester written exam for 50 works

CIA 3: This is to be a creative test/ project in small groups by students. They may do

Collages, tableaus, skits, talk shows, documentaries, Quizzes, presentations, debates,

charts or any other creative test for 20 marks. This test should allow the students to explore

their creativity and engage with the real world around them and marks can be allotted to

students depending on how much they are able to link the ideas and discussions in the texts

to the world around them.

Question Paper Pattern

Mid Semester Exam: 2 hrs

Section A: 4x5= 20

Section B: 2x15=30

Total 50

End Semester Exam: 3 hrs

Section A: 4 x 5 = 20

Section B: 2 x 15= 30

Total 50

The course is intended to give an understanding of the theoretical perceptions of economic growth and development together with the forces bringing about them. It also helps to broaden the awareness of the challenges in the developmental process and thus motivate the students towards the thought process of alternative solutions.

1. Gain conceptual base in Economic Dvelopment and Growth.

2. Familiarise with key models and theories in Dvelopment and Growth.

3. Gain insight in to the key issues of economic development.

4. Get awareness of the approaches to development efforts.

Distinction between Growth and Development; PQLI; Human Development Index; Gender Development Index; Sen’s Capabilities Approach; Environmental Sustainability and Development; Common Characteristics of Developing Nations; Alternative Measures of Development.

The Harrod-Domar model; the Solow model and its variants; Theories of endogenous growth with special reference to Romer’s model; the Big Push Theory and Lebenstence Theory of Critical Minimum Efforts.

Balanced and Unbalanced Growth; Low Income Equilibrium Trap; Dual Economy Models of Lewis

Measurement of Poverty – Absolute and Relative; Head-Count Index and Poverty Gap Indices; Policy options for Alleviation of Poverty; Measurement of Income Inequality; Economic Growth and Income Inequality – Kuznet’s Inverted Hypothesis, Impact of Inequality on Development.

Causes and effects of urbanization; Harris-Todaro Model of Rural-Urban Migration; Migration and Development; Policies for the Urban Informal Sector; Women in the Informal Sector; the Microfinance Revolution.

Economic planning; Shadow prices, project evaluation and cost-benefit analysis; Concept of capital output ratio; Economic planning and price mechanism.

1. Todaro, Michael, P. and Stephen. C. Smith, (2015). Economic Development, Pearson Education, (Singapore) Pvt. Ltd., Indian Branch, Delhi.
2. Ray, Debraj (2014), Development Economics, Seventh impression, Oxford University Press, New Delhi.
3. Lekhi, R. K. (2016), The Economics of Development and Planning, Kalyani Publishers, New Delhi.

• To expose learners to variety of texts to interact with them
• To help learners classify ideologies and be able to express the same
• To expose learners to visual texts and its reading formulas
• To help learners develop a taste to appreciate works of literature through the organization of language
• To help develop critical thinking
• To help learners appreciate literature and the language nuances that enhances its literary values

• To help learners understand the relationship between the world around them and the text/literature

·         To help improve their communication skills for larger academic purposes and vocational purposes

·         To help learners to improve their oral and written skills for their respective career goals

·         To train learners to use appropriate communication skills for various official contexts

·         To train learners to enrich their vocabulary and language use to suit various needs

·         Develop an analytical and critical bent of mind to compare and analyze the various literature they read and discuss in class

·         Develop a more humane and service oriented approach to all forms of life around them. 

·         Ability to communicate effectively in speech and in writing

·         Ability to use better language to communicate effectively

1.      Graham Greene – The Case for the Defense

Report writing type 1

2.      W H Auden – The Unknown Citizen

Analytical writing style

3.      R K Narayanan – The Hungry Child

Notice

k     Mahapatra – The Election

Memo

5.      Katherine Mansfield – Garden Party

Brochures and pamphlets

6.      Fritz Karinthy- Refund

User Manual

      Sudha Murthy – Appro JRD

Minutes

8.      Lewis Carroll – Jabberwocky

Argumentative  writing style

9.      R N Tagore – The Parrot’s Training

Review

CIA 1: Classroom assignment/test for 20 marks keeping in tune with the course objectives and learning outcomes.

CIA 2: Mid-semester written exam for 50 marks.

CIA 3: Collage, tableaus, skits, talk shows, documentaries, Quizzes or any creative assignments.

Question Paper Pattern        

Mid Semester Exam: 2 Hrs

 Section A: 4x5= 20

                        Section B: 1x10=10

          Section C: 2x10=20

                        Total                  50

End Semester Exam: 2 hrs

Section A: 4 x 5 = 20

Section B: 1x10=10

Section C: 2x10=20

Total                   50

French as second language for the Arts, Science and Commerce UG program

To perform a tribute: artist, work, you are going to…..

Towards working life

France Seen by...

Mediamania

Act 1, 2 & 3

2.      Gonnet, Georges. Molière- Le Bourgeois Gentilhomme .Paris : Hachette, 1971

2.      French websites like Bonjour de France, FluentU French, Learn French Lab, Point du FLE etc.

The detailed text book “Shambook” is a Khanda Kavya written by Jagdeesh Gupta. To improve the creative writing skills, Nibandh, Kahani and Kavitha lekhan are included.Bharathiya chitrakala is also a part of the syllabus to improve the knowledge aboutIndian paintings.

Students will be expose to different forms of poetry especially, Khanda Kaviya and make them understand the contemporary socio-political issues. By learning about the India painting and legendary artists of Indian painting, students come across the richness of theIndian painting.Creative writing module will help the students to improve their analitical and writing skills.

Khanda Kavya “Shambook” [Poetry] By:Jagdeesh Gupta. Pub: Raj Pal & Sons

Level of knowledge:Analitical    

Nibandh lekhan, Katha lekhan, Kavitha lekhan.

Level of knowledge:Conceptual

Utbhav, vikas aur pramukh shailiyam

pramukh kalakar-1.M F Hussain 2.Ravindranath Tagore 3.Raja Ravi Varma 4.Jamini Roy.

Level of knowledge: Conceptual

1. Khanda Kavya”Shambook[Poetry] ByJagdeesh Gupta.Pub: Raj Pal & Sons

1. Sugam Hindi Vyakaran – Prof Vamsidhar and Dharampal Shastry, Siksha Bharathi, New Delhi
2. Essentials of Screen writing: The art, craft and business of film and television writing By: Walter Richard.
3. Writing and Script: A very short introduction By: Robinson, Andrew.

CIA-2(Mid sem examination)

CIA-3(wikipedia article creation)

End semester examination

Post 1990’s, the focus of World’s attention has turned towards Asia. The balance of power has shifted from Euro-American territory to strengthened economies of South-East Asia. There is a change in practice of politics & economics in West & Central Asia. Development, Political Structure, Cultural Identity are all issues that are being articulated from regional perspective, thus contesting the western notions about them. Hence it becomes imperative to engage with these issues from a historical background. This paper attempts to

(1)   Understand Asia from a post colonial world.

(2)   Trace the various binaries of positions & opinions in the process of constructing nations & national identities.

The study of this course helps the student to trace the emergence of Asia as an important player in international relations through oil politics and liberalized economies.