CHRIST (Deemed to University), Bangalore

DEPARTMENT OF media-studies

school-of-arts-and-humanities

Syllabus for
Bachelor of Arts (Journalism, Psychology, English)
Academic Year  (2020)

 
1 Semester - 2020 - Batch
Course Code
Course
Type
Hours Per
Week
Credits
Marks
AEN121 ADDITIONAL ENGLISH Ability Enhancement Compulsory Courses 3 3 100
ENG122 DEVELOPING ACADEMIC SKILLS - I Ability Enhancement Compulsory Courses 3 2 50
EST131 BRITISH LITERATURE: ANGLO SAXON TO EARLY VICTORIAN Core Courses 5 4 100
FRN121 FRENCH Ability Enhancement Compulsory Courses 3 3 100
HIN121 HINDI Ability Enhancement Compulsory Courses 3 3 50
JOU131 INTRODUCTION TO JOURNALISM Core Courses 4 4 100
JOU151 ESSENTIALS OF WRITING Skill Enhancement Courses 3 2 100
KAN121 KANNADA Ability Enhancement Compulsory Courses 3 03 100
PSY131 BASIC PSYCHOLOGICAL PROCESSES - I Core Courses 5 5 100
SAN121 SANSKRIT Ability Enhancement Compulsory Courses 3 3 100
TAM121 TAMIL Ability Enhancement Compulsory Courses 3 3 100
2 Semester - 2020 - Batch
Course Code
Course
Type
Hours Per
Week
Credits
Marks
AEN221 ADDITIONAL ENGLISH Ability Enhancement Compulsory Courses 3 3 100
ENG222 DEVELOPING ACADEMIC SKILLS - II Ability Enhancement Compulsory Courses 3 2 50
EST231 BRITISH LITERATURE: LATE VICTORIAN TO THE PRESENT Core Courses 5 4 100
FRN221 FRENCH Ability Enhancement Compulsory Courses 3 3 100
HIN221 HINDI Ability Enhancement Compulsory Courses 3 3 50
JOU231 CONTEMPORARY INDIA - POLITICS, ECONOMY AND SOCIETY Core Courses 4 4 100
JOU232 REPORTING AND EDITING - I Core Courses 4 4 100
KAN221 KANNADA Ability Enhancement Compulsory Courses 3 03 100
PSY231 BASIC PSYCHOLOGICAL PROCESSES - II Core Courses 5 5 100
SAN221 SANSKRIT Ability Enhancement Compulsory Courses 3 3 100
TAM221 TAMIL Ability Enhancement Compulsory Courses 3 3 100
3 Semester - 2019 - Batch
Course Code
Course
Type
Hours Per
Week
Credits
Marks
AEN321 ADDITIONAL ENGLISH Ability Enhancement Compulsory Courses 3 3 100
ENG322 PROFESSIONAL COMMUNICATION - I Ability Enhancement Compulsory Courses 3 2 100
EST331 AMERICAN LITERATURES Core Courses 5 4 100
FRN321 FRENCH Ability Enhancement Compulsory Courses 3 3 100
HIN321 HINDI Ability Enhancement Compulsory Courses 3 2 50
JOU331 INDIAN POLITY AND GOVERNMENT Core Courses 4 4 100
JOU351 REPORTING AND EDITING-II Skill Enhancement Courses 2 2 100
KAN321 KANNADA Ability Enhancement Compulsory Courses 3 03 100
PSY331 LIFE SPAN DEVELOPMENT Core Courses 5 5 100
PSY351 PSYCHOLOGICAL STATISTICS AND EXPERIMENTS - I Ability Enhancement Compulsory Courses 2 2 50
SAN321 SANSKRIT Ability Enhancement Compulsory Courses 3 3 100
TAM321 TAMIL Ability Enhancement Compulsory Courses 3 2 50
4 Semester - 2019 - Batch
Course Code
Course
Type
Hours Per
Week
Credits
Marks
AEN421 ADDITIONAL ENGLISH Ability Enhancement Compulsory Courses 3 3 100
ENG422 PROFESSIONAL COMMUNICATION - II Ability Enhancement Compulsory Courses 3 2 100
EST431 INTRODUCTION TO LITERARY THEORY Core Courses 5 4 100
FRN421 FRENCH Ability Enhancement Compulsory Courses 3 3 100
HIN421 HINDI Ability Enhancement Compulsory Courses 3 2 50
JOU431 MEDIA LAW, ETHICS AND ISSUES Core Courses 4 4 100
JOU451A BROADCAST JOURNALISM - TV AND RADIO Discipline Specific Elective Courses 4 4 100
JOU451B PHOTO AND DOCUMENTARY JOURNALISM Discipline Specific Elective Courses 4 4 100
KAN421 KANNADA Ability Enhancement Compulsory Courses 3 03 100
PSY431 BASIC SOCIAL PSYCHOLOGY Core Courses 5 5 100
PSY451 PSYCHOLOGICAL STATISTICS AND EXPERIMENTS - II Ability Enhancement Compulsory Courses 2 2 50
SAN421 SANSKRIT Ability Enhancement Compulsory Courses 3 3 100
TAM421 TAMIL Ability Enhancement Compulsory Courses 3 3 100
5 Semester - 2018 - Batch
Course Code
Course
Type
Hours Per
Week
Credits
Marks
EST531 POSTCOLONIAL LITERATURES Core Courses 4 04 100
EST532 INDIAN LITERATURES: THEMES AND CONCERNS Core Courses 5 4 100
JOU531 MEDIA RESEARCH Core Courses 4 4 100
JOU551 SERVICE LEARNING Skill Enhancement Courses 2 2 50
JOU572 NEW MEDIA JOURNALISM Core Courses 4 4 100
PSY531 ABNORMAL PSYCHOLOGY Core Courses 4 4 100
PSY541A INDUSTRIAL AND ORGANIZATIONAL PSYCHOLOGY Discipline Specific Elective Courses 4 4 100
PSY541B SCHOOL AND EDUCATIONAL PSYCHOLOGY Discipline Specific Elective Courses 4 4 100
PSY541C SPORTS PSYCHOLOGY Discipline Specific Elective Courses 4 4 100
PSY541D CULTURAL PSYCHOLOGY Discipline Specific Elective Courses 4 4 100
PSY541E INTRODUCTION OF NEUROPSYCHOLOGY Discipline Specific Elective Courses 4 4 100
PSY551 PSYCHOLOGICAL RESEARCH METHODS AND ASSESSMENT-I Ability Enhancement Compulsory Courses 2 2 50
6 Semester - 2018 - Batch
Course Code
Course
Type
Hours Per
Week
Credits
Marks
EST631 INTRODUCTION TO WORLD LITERATURES Core Courses 5 4 100
EST641A CULTURAL STUDIES Discipline Specific Elective Courses 4 04 100
EST641B ENGLISH LANGUAGE TEACHING Discipline Specific Elective Courses 4 04 100
EST641C INTRODUCTION TO SHORT STORY Discipline Specific Elective Courses 4 04 100
EST641D INTRODUCTION TO FILM STUDIES Discipline Specific Elective Courses 4 04 100
EST641E ECOLOGICAL DISCOURSES AND PRACTICES Discipline Specific Elective Courses 4 4 100
EST641F REVISITING INDIAN EPICS Discipline Specific Elective Courses 4 4 100
JOU611 FILM APPRECIATION Skill Enhancement Courses 2 2 100
JOU612 ENVIRONMENTAL JOURNALISM Skill Enhancement Courses 2 2 100
JOU631 DEVELOPMENT JOURNALISM Core Courses 4 4 100
PSY632 HEALTH AND WELLNESS Core Courses 4 4 100
PSY641A POSITIVE PSYCHOLOGY Discipline Specific Elective Courses 4 4 100
PSY641B MEDIA PSYCHOLOGY Discipline Specific Elective Courses 4 4 100
PSY641C ARTIFICIAL INTELLIGENCE AND HUMAN-MACHINE INTERFACE Discipline Specific Elective Courses 4 4 100
PSY641D CONSUMER BEHAVIOUR Discipline Specific Elective Courses 4 4 100
PSY641E INTRODUCTION TO FORENSIC PSYCHOLOGY Discipline Specific Elective Courses 4 4 100
PSY651 PSYCHOLOGICAL RESEARCH METHODS AND ASSESSMENT-II Ability Enhancement Compulsory Courses 2 2 50
    

    

Introduction to Program:
The BA in JPE is a multidisciplinary programme that introduces the students to the domains of Journalism, Psychology and English Studies. The journalism courses lay a foundation for the students to either foray into the professional practice of journalism or pursue it at the postgraduate level. English Studies offers insights into the worldviews of different societies and gives an overview of literature from aesthetic, linguistic, socio-political and cultural contexts. The discipline of Psychology is aimed at introducing students to the fundamental processes underlying human behavior.

Programme Outcome/Programme Learning Goals/Programme Learning Outcome:

PO1: Exhibit journalistic skills in the form of reporting, editing, design in the print, broadcast and digital media.

PO2: Demonstrate knowledge and understanding of theory and research in the domain of Journalism.

PO3: Demonstrate awareness about contemporary socio-political and economic issues and challenges in the society

PO4: Reason critically, write cogently, construct and deconstruct ideas and arguments, and verbalise opinions and judgments

PO5: Participate in initiatives aimed at the welfare of the society.

PO6: Work as a responsible journalist in accordance with Constitutional values

PO7: Work as a socially responsible media professional.

PO8: Exhibit ethical standards in the chosen profession.

PO9: Engage in lifelong learning and have the ability to adapt to changing needs in the field of media.

PO10: Collaborate with other media professionals from different social and cultural backgrounds.

PO11: Reflect critically about their role in addressing ecological issues and challenges to sustainable development.

PO12: Demonstrate a coherent understanding and comprehensive knowledge of the fundamental process underlying human behavior in the multidisciplinary learning context

PO13: Demonstrate critical thinking, scientific inquiry, and sensitivity to diversity while applying psychological concepts to everyday life and real-world situations.

PO14: Design, conduct and communicate basic psychological research following fundamental methods and ethical standards

PO15: Use the knowledge of psychology to enhance self-awareness, well-being, interpersonal relationships, career-decision making, and social responsibility in personal and professional domains

Assesment Pattern

 

Most of the assessments are formative, building on the learning contexts enabled by the curriculum. Feedback is ensured in most of the contexts. Assessment models are chosen to assess and ensure the learning outcomes.

 

Examination And Assesments

Continuous assessments would be carried out for all courses. Considering the learning requirements of the students, a variety of evaluation practices will be put to use. Assessments like regular written exams, viva voce, online submissions, demonstration-based assessments, etc. would be used.  

AEN121 - ADDITIONAL ENGLISH (2020 Batch)

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

Course Objectives/Course Description

 

The Additional English course is offered as a second language course and seeks to introduce the students to the nuances of English literature in its varied forms and genres. The students who choose Additional English are generally proficient in the English language. Hence, instead of focusing on introducing them to language, challenging texts in terms of ideas, form, and technique are chosen. Additional English as a course is designed for students in place of a regional language. Non-Resident Indians (NRIs), foreign nationals and students who have not taken Hindi, Kannada, Tamil or French at the Plus 2 or Class XII levels are eligible to choose Additional English. The course is taught for students from different streams, namely, BA, BSc, BCom, and BBA in the first year and for BA, BSc and BCom (Regular) in the second year.

The first year syllabus is an attempt by the Department of English, Christ University to recognize and bring together the polyphonic Indian and Indian sub-continental voices in English in English translation for the Additional English students of the first year. This effort aims to familiarize the students with regional literatures in translation, Indian Writing in English (IWE) and literatures from Pakistan, Nepal and Srilanka, thereby, enabling the students to learn more about Indian culture and ethos through writings from different regions of the country. We have tried to represent in some way or the other the corners of India and the Indian sub-continent in this microcosmic world of short stories, poems and essays

 

There is a prescribed text bookfor the first year students, compiled by the Department of English, Christ University and intended for private circulation.

The first semester has a variety of writing from India, Pakistan and Nepal. The various essays, short stories and poems deal with various socio-economic, cultural and political issues that are relevant to modern day India and the Indian sub-continent and will enable students to comprehend issues of identity-politics, caste, religion, class, and gender. All of the selections either in the manner of their writing, the themes they deal with or the ideologies that govern them are contemporary in relevance and sensibility, whether written by contemporary writers or earlier writers. An important addition to this syllabus is the preponderance of North-Eastern writing which was hitherto not well represented. Excerpts from interviews, autobiographical writings, sports and city narratives are added to this section to introduce students to the varied genres of literature.

The objectives of this course are

to expose students to the rich literary and cultural diversity of  Indian literatures

to sensitise students on the social, political, historical and cultural ethos that has shaped the nation- INDIA

to enable to grasp and appreciate the variety and abundance of Indian writing, of which this compilation is just a passing glance

to learn and appreciate India through association of ideas in the texts and the external contexts (BhashaUtsav will be an intrinsic help in this endeavour)

  

 

Course Outcome

CO1: Understand the cultural, social, religious and ethnic diversities of India

CO2: students will be able to be analytical and critical of the pluralistic society they live in through the activities and assignments conducted

CO3: Students will be to comprehend the dynamics of gender, identity, communalism and politics of this vast nation through its literature.

Unit-1
Teaching Hours:10
Poetry
 

1.      Keki N Daruwala     “Migrations”

 

2.      Kamala Das            “Forest Fire”

 

3.      Agha Shahid Ali      “Snow on the Desert”

 

4.      Eunice D Souza       “Marriages are Made”

Unit-2
Teaching Hours:15
Short Stories
 

1.      Rabindranath Tagore    “Babus of Nayanjore”

 

2.      Ruskin Bond  “He said it with Arsenic”

 

3.      Bhisham Sahni       “The Boss Came to Dinner”

 

4.      N. Kunjamohan Singh    “The Taste of Hilsa”

 

5.      Mohan Thakuri                “Post Script”

Unit-3
Teaching Hours:20
Essays
 

1.      Mahatma Gandhi       “What is True Civilization?” (Excerpts from Hind Swaraj)

 

2.      Ela Bhatt                    “Organising for Change”

 

3.      Sitakant Mahapatra     “Beyond the Ego: New Values for a Global Neighborhood

 

4.      B R Ambedkar             “Waiting for A Visa”

 

Text Books And Reference Books:

Contemporary knowledge of the soci-political situation in the sub-continent

The text book copy "Reading Diversity"

Essential Reading / Recommended Reading

On-line resources to appreciate the text through the Comprehension Questions

Evaluation Pattern

CIA 1:  Classroom assignment for 20 marks keeping in mind the objectives and learning outcomes of the course.

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 mind the objectives and learning outcomes of the course.

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

ENG122 - DEVELOPING ACADEMIC SKILLS - I (2020 Batch)

Total Teaching Hours for Semester:45
No of Lecture Hours/Week:3
Max Marks:50
Credits:2

Course Objectives/Course Description

 

Academic Skills are a blend of theoretical ability to recognize the nuances of language aspects and hands-on training to exercise the acquired knowledge in reasoning, reading and writing. Academic Skills focus on developing research skills through careful reading and critical writing that are considered foundational and crucial in textual scholarship and knowledge production. The participants of this course will determine their areas of interest in conceptualizing their seminal work and constructing a reasoned argument. This course prompts the participants to take their learning-receptive skills and productive skills in a purpose-driven and practice-oriented mode on a contextual basis.

The course deals with receptive skills (reading) and productive skills (writing). In fact listening and speaking skills are not directly involved but act as a higher cognitive process. This course facilitates the participants with varied practices, tasks, exemplars, sample papers to practice with context-driven reading material. It runs for one full academic year with specific learning outcomes which are two-fold – conceptual grasp and textual application. The whole course and its structure involve Bloom’s taxonomy of knowledge, comprehension, application, analysis, evaluation and synthesis.

Objectives

To enable the learner

       acquire higher order receptive and productive skills

       develop reading skills at the higher education level

       be aware of functional grammar to improve research writing skills

       grasp and apply the mechanics in academic writing skills

       use study skills for research-based knowledge dissemination (writing a paper or presentation)

 

 

Course Outcome

Successful completion of the course will equip the participants in the following ways:

       Awareness of different approaches to knowledge, critical and creative bent of mind that leads to content-based investigation. 

       Working knowledge of different purposes of writing, especially persuasive (argumentative), analytical, and informative writings paving the way for research-based reading and writing.

       Application of functional grammar and mechanics that enhance conceptual clarity, communicative style and style of writing

       Hands on experience in research culture which is discipline specific in nature

       Experiential learning through participatory learning and service learning

       Awareness of problem-based learning and need-based learning

 

Unit-1
Teaching Hours:6
Basic skills
 

To enable learners to fine tune their expressions through better choice of words and sentence structures with clarity of idea.

       Expanding vocabulary, spelling nuances, refreshing grammar, avoiding common errors and pitfalls, learning sentence structures, and use of punctuation (mechanics).

       Use of dictionary

       Use of Word document tools

       Use of Library resources

       Concept mapping- mind mapping

 

 

Unit-2
Teaching Hours:6
Reading skills
 

To enable students to develop appropriate reading comprehension skills through nuanced understanding of reading techniques.

       Previewing

       Reading for Main Ideas

       Using Contexts for Vocabulary

       Skimming/Scanning for Details

       Making Inferences

       Restating

       Phrasing

                                                                       

Unit-3
Teaching Hours:6
Study Skills
 

To enable students to use basic study skills to organize knowledge received and to streamline their ideas into appropriate academic discourse.

 

       Understanding the text

       Critical thinking

       Mnemonics

o   Introduction to the need for mnemonics?

o   Memory organisation through pegging practices

o    Word, acronym, models, note cards, images, etc

 

 

 

Unit-4
Teaching Hours:10
Language skills
 

to enable students to understand and appreciate different kinds of literature and express their understanding in the form of short paragraphs or essays

       Language focus

       Literary appreciation- language devices-literary devices

       Grammar-university grammar (functional grammar)

       Sentence structure

       Vocabulary

       Use of Formal and informal language

 

Unit-5
Teaching Hours:6
Listening Skills
 

To enable students to listen to lectures and take notes and organize these to discuss or write about concepts or show application of knowledge

       Listening Skills

       Concept Building

       Approaches to LS

       Features of LS

       Function

       Importance of LS at university level education

       Practical sessions

 

 

Unit-6
Teaching Hours:7
Critical Reading
 

To enable students to develop the art of critical reading through close reading formulas

 

       Pre-reading

       Annotating

       Outlining

       Summarizing

       Finding oppositions

       Inventoring

       Identifying thesis and related arguments

 

Unit-7
Teaching Hours:4
portfolio organisation
 

Set of hours for application

Exemplars

(Self Study Learning, Portfolio Building, teaching on Formative and Summative assessment mode, Problem Based Learning modules and project Submission)

Text Books And Reference Books:

1.      Langan, J. (1995). English Skills With Reading (3rd Ed.). McGraw Hill. New York.

2.      Osmond, A. (2013). Academic Writing and Grammar for Students. Sage. Los Angeles.

3.      Robitaille, J. and Connelly, R. (2002).  Writer’s Resource: From Paragraph to Essay. Thomson Heinle. Australia.

Please note that the teacher in charge will also be bringing in authentic material to the class apart from the books mentioned in the reference.

 

Essential Reading / Recommended Reading

Please note that the teacher in charge will also be bringing in authentic material to the class apart from the books mentioned in the reference. (through google classroom) 

 

Evaluation Pattern

CIA (weightage) = 50 marks

 

ESE (weight) = 50 marks

 

 

CIA I – 20 MARKS- Tasks done in the portfolio based on Unit I

CIA II- 50 Marks- Tasks done in the portfolio based on Unit I and II

CIA III- 20 Marks- Tasks done in the portfolio based on Unit III

Internal Assessment Breakup:

CIA I -10 Marks

CIA II- 25 Marks

CIA III- 10 Marks

Attendance- 5 Marks

End Sem- 50 Marks Portfolio Submission

 

EST131 - BRITISH LITERATURE: ANGLO SAXON TO EARLY VICTORIAN (2020 Batch)

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

Course Objectives/Course Description

 

Course Description:

This course will serve as an introductory course for British Literature. The course will locate the texts in their respective socio-political and historical contexts. The selection aims to introduce different genres of British literature.

 

Course Objectives

 

  • To introduce  students to the socio-political, religious, cultural, and linguistic aspects of the UK through English literary texts
  • To help students understand texts as products of a historical, political and cultural processes
  • To enable students to identify different forms, genres and subgenres in literature
  • To sensitize students to human values through an exposure to socio-historical concerns of subjectivity, identity, community and nationhood.
  • To sharpen critical appreciation and analytical writing skills through an introduction to models of literary criticism

Course Outcome

CO1: Students will be able to discern the socio-political, religious, cultural, and linguistic aspects of the UK through English literary texts

CO2: Students will be able to analyse and critique texts as products of a historical, political and cultural processes

CO3: Students will be able to identify different forms, genres and subgenres in literature

Unit-1
Teaching Hours:5
The Anglo-Saxon Period and The Medieval Period
 

Emergence of English language, History of England from 42 BC to Norman Conquest- salient features

 Impact of Norman rule on English social structure, English language in the medieval period,mystery, morality plays and miracle plays, feudalism 

Unit-2
Teaching Hours:20
The Renaissance Period and after
 

Protestantism, Bible translation, religious literature, humanism, English Renaissance, Baroque and Rococo Styles

Unit-3
Teaching Hours:25
Reformation, Restoration and after
 

Metaphysical Poetry, Epic conventions, Mock epic, Puritanism, Restoration, Rise of the novel, the English novel in the eighteenth century, Gunpowder plot, Oliver Cromwell,

 

Dissolving the parliament, Periodical essays, empiricism, Influence of French culture through restoration, the enlightenment 

Unit-4
Teaching Hours:25
Romantic and early Victorian Age
 

Romanticism, notion of literary creation and poets, closet drama, the French Revolution, Victorian morality, industrial revolution, utilitarianism, rise of nation-states, impact of colonialism on England, emergence of universal education in England 

Text Books And Reference Books:

Chaucer: The Prioress from Prologue to The Canterbury Tales

William Shakespeare:          

Sonnet 116

‘O that this too solid flesh would melt” Soliloquy by Hamlet in Hamlet Act 1 Scene 2

‘To Be or Not To Be’ Soliloquy by Hamlet in Hamlet Act 3 Scene 1

 

Francis Bacon: “Of Truth”

John Donne: “Canonization”

 

John Milton: Excerpt from Satan’s speech in Book 1, Paradise Lost

John Dryden:  First three stanzas of “Mac Flecknoe”

Alexander Pope: Belinda’s Boudoir from The Rape of the Lock

Addison and Steele: “Character of Will Wimble”

Oliver Goldsmith: “Beau Tibbs”

 

Oliver Goldsmith: She Stoops to Conquer / Christopher Marlowe: Dr. Faustus 

William Wordsworth: “Lines Written in Early Spring”

S.T. Coleridge: “Christabel”

Shelley: “Ode to the Westwind”

Keats: “La Belle Dame Sans Merci”

Charles Lamb: “Dream Children”

Mary Shelley: Frankenstein

Essential Reading / Recommended Reading

Abrams, M.H. A Glossary of Literary Terms. 8th Ed. New York: Wardworth, 2005. Print.

Ferguson, Margaret, Mary Jo Salter and Jon Stallworthy. Eds. The Norton Anthology of Poetry. 4th Ed. New York: WW Norton, 1996. Print

Gordden, Malcom, and Michael Lapidge. The Cambridge Companion to Old English Literature. Rpt Cambridge: CUP, 2006. Print.

Gupta, Ambika Sen. Selected College Poems. Rpt. Hyderabad: Orient Longman,   1999.

Herman, Daniel. The Cambridge Companion to Narrative. Cambridge: CUP, 2007. Print.

John, Eileen, and Dominic McIver Lopes. Philosophy of Literature: Contemporary and Classic Readings. Oxford: Blackwell, 2004. Print

Maxwell, Richard, and Katie Trumpener. The Cambridge Companion to Fiction in the Romantic Period. Cambridge: CUP, 2008. Print

Sampson, George.The Concise Cambridge History of English Literature, 3rd Ed. Cambridge: CUP, 2005. Print

Ramarao, Vimala. Ed.Explorations. Vol I. Bangalore: Prasaranga, Bangalore University, 2004. Print

 

Shingle, Michael. Daniel Defoe Robinson Crusoe. New York: WW Norton, 1994. Print

Evaluation Pattern

CIA I

  1. group presentations on topics relevant to British literature/Art and literary movements
  2. an exhibition/display based on different eras, movements and literary and non-literary genres

 

CIA III will be a moddle test on the Novel

 

These are suggested examples of CIAs. However, during the course of teaching, there could be other suggestions, and CIAs could be slightly modified based on class dynamics and calibre of students.

 

Selected Texts chosen to be taught may be revised / used as extended reading which may be tested in CIA 1, 2 or 3. Example : only 1 soliloquy may be taught.

 

Mid Semester Examination CIA II: 2 Hours

 

Section A: Short Notes – 5x3 marks= 15 (5 questions out of 7)

Section B: Essay Questions – 2x10 marks = 20 (2 questions out of 3)

Section C: Long Essay Questions – 1x15 marks = 15 (1 question out of 2)

 

Total: 50 Marks

 

End Semester Examination: 3 Hours

 

Section A: Short Notes – 10x3 marks = 30 (10 questions out of 12)

Section B: Essay Questions – 4x10 marks = 40 (4 questions out of 6)

Section C: Long Essay Questions – 2x15 marks = 30 (2 questions out of 4)

 

 

Total: 100 Marks

FRN121 - FRENCH (2020 Batch)

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

Course Objectives/Course Description

 

French as second language for the UG program

Course Outcome

CO1: Ability to develop linguistic competencies

CO2: Proficiency in application of correct grammar components in simple and complex sentences

CO3: capability to communicate through small conversations

CO4: knowledge of appropriate vocabulary in written tasks

CO5: Knowledge of french expressions and ability to translate small texts

Unit-1
Teaching Hours:5
Chapter 1- I Discover
 

Lesson 1: Good Morning, How are you?

Unit-2
Teaching Hours:5
Chapter 1 - I discover
 

Lesson 2: Hello, My name is Agnes.

Unit-3
Teaching Hours:5
Chapter 2- Culture : Physical and Political france
 

Lesson 1: Who is it?

Unit-4
Teaching Hours:5
Chapter 2- Culture: Physical and Political France
 

Lesson 2: In my bag , I have......

Unit-5
Teaching Hours:5
Les Fables de la Fontaine
 

1. La cigale et la fourmis

Unit-6
Teaching Hours:5
Visual Text
 

A French Film 

Unit-7
Teaching Hours:5
Chapter 3- Viideo Workshop: He is cute!
 

Lesson 1 : How is he?

Unit-8
Teaching Hours:5
Les Fables de la Fontaine
 

2. Le renard et le corbeau

Unit-9
Teaching Hours:5
Chapter 3- Video Workshop: He is cute
 

Lesson 2: Hello?

Text Books And Reference Books:

1.      Cocton, Marie-Noelle. Génération A1. Paris : Didier, 2016 

2.      De Lafontaine, Jean. Les Fables de la Fontaine. Paris, 1668

 

Essential Reading / Recommended Reading

1. Thakker, Viral. Plaisir d’écrire. New Delhi : Langers International Pvt. Ltd., 2011

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

Evaluation Pattern

 

Assessment Pattern

CIA (Weight)

ESE (Weight)

CIA 1 – Assignment & MOODLE Testing (Quiz)

10%

 

CIA 2 –Mid Sem Exam

25%

 

CIA 3 – Role Play / Theatre and DELF Pattern: Reading & Writing

10%

 

Attendance

05%

 

End Sem Exam

 

50%

Total

50%

50%

 

HIN121 - HINDI (2020 Batch)

Total Teaching Hours for Semester:45
No of Lecture Hours/Week:3
Max Marks:50
Credits:3

Course Objectives/Course Description

 

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

Course Outcome

CO1: To understand the nuances of Hindi poetry and Hindustani classical music.

CO2: To acquire translation skills.

CO3: To recognize the cultural heritage of our nation.

CO4: To get sensitized on the various social issues

CO5: To Improve communication skills.

Unit-1
Teaching Hours:20
Samakaleen Hindi Kavitha (Collection of contemporary Hindi Poems),Kabir Ke Dohe and Sur Ke Pad.
 

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

 

Level of knowledge: Analytical

 

Unit-2
Teaching Hours:10
Translation-Theory and Practice
 

                                                                                            

                                      

                                          

                                           

         

Translation-Practice                English to Hindi and vice- versa.

Unit-3
Teaching Hours:10
Bharath ki pramukh sanskruthic kalayen-
 

Ramleela,Krishnaleela,Yakshagaana,kathakali.

Unit-4
Teaching Hours:5
Hindusthani Sangeeth-parampara evam pramukh kalakar
 

Utbhav,Vikas aur paramparaein

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

Text Books And Reference Books:

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

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.

                                                                 

Evaluation Pattern

CIA-1(Digital learning-Editing of Hindi article in Hindi Wikipedia )-20 marks

CIA-2(Mid semester examination)-50 marks

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

End sem examination-50 marks

JOU131 - INTRODUCTION TO JOURNALISM (2020 Batch)

Total Teaching Hours for Semester:60
No of Lecture Hours/Week:4
Max Marks:100
Credits:4

Course Objectives/Course Description

 

An introductory paper that gives a broad overview of journalism. The course provides a clear but brief insight into the domain of journalism. 

The paper is aimed at introducing the student to the historical growth of journalism and its evolution over a period of time. Basically the student understands what his/her role would be if he/she were to be a part of journalism. 

Course Outcome

  1. The Student will have commendable knowledge about journalism-important milestones, contributions made by different individuals, events/dates.

The Student will know the causative factors for the changes that have taken place in journalism & the impact of the same both in India and other countries

Unit-1
Teaching Hours:15
Introduction to Journalism history
 

A brief history of journalism before printing, The advent of printing, its Implications. 

Renaissance, reformation, scientific revolution - History of journalism in Asia and Europe

Unit-2
Teaching Hours:15
History of Indian Journalism
 

Press and National Movement

Role of B.G. Tilak, Gandhi, Aurobindo, T.S Ramachandra Rao and Subramanya Bharathi as journalists

Indian language press, Emergency and censorship

Press laws, Pre-independence and Post-independence.

Unit-3
Teaching Hours:15
Functions, principles and scope of journalism
 

 

 Functions, principles and scope of journalism – role of press in democracy – Theories of press - Constitutional guarantee of freedom of speech and expression and restrictions.  Media Theories - Magic bullet theory, Two Step flow theory, Multi step flow theory, Uses and gratification theory , Cultivation theory

 

 

Unit-4
Teaching Hours:15
Forms of journalism
 

Print journalism, broadcast journalism, 

Photojournalism, documentary, online,

New media and mobile journalism.

Text Books And Reference Books:

1. Briggs, Asa (2009) A Social History of the Media. Cambridge, UK

2.  Mehta, D.S. (1982). Mass Communication and Journalism in India. Allied Publications, New Delhi.

 

3.  Parthasarthy, Rangaswami. (1989). Journalism in India. Sterling Publications Pvt. Ltd. New Delhi.

 

Essential Reading / Recommended Reading

1. Jeffery, Robin. (2000). India’s Newspaper Revolution. Oxford University Press, New Delhi.

2. MacBride, Sean (Ed). (1982). Many Voices, One World. Oxford &IBH Publishing Co., New Delhi.                                                                                                                               

3. Siebert, Peterson and Schramm. (1978). Four Theories of the Press. University of Illinois Press, USA.

Evaluation Pattern

CIA1: Written assignment/Objective test based on multiple choice answers 

CIA2: Exams-centralised (25)

CIA3: Group Presentation

End-semester exam: Exams-centralised (50)

Attendance: (5)

JOU151 - ESSENTIALS OF WRITING (2020 Batch)

Total Teaching Hours for Semester:45
No of Lecture Hours/Week:3
Max Marks:100
Credits:2

Course Objectives/Course Description

 

Writing is a fundamental skill for a student of Journalism. This course is meant for those journalism students who have a reasonable command over their writing in English, and need guidance and support for a reflective and journalism-specific writing process.  The course is designed to address the cognitive aspects of writing, matching to different journalistic demands.

Course Outcome

 

  • Reflect on the purpose of writing
  • Follow the prewriting process
  • Ability to identify right and rich sources
  • Organise Ideas
  • Write grammatically correct articles
  • Employ apt leads and headlines for the right context
  • Deploy apt headlines
  • Avoid legal and grammatical pitfalls in writing
  • Choose and deploy the type of writing that matches different journalistic contexts

Unit-1
Teaching Hours:7
Understanding Writing
 

Understanding Writing; Distinguishing Journalistic Writing from other forms of Writing;

Understanding Context and Audience; The Prewriting Process: Source Identification, Search Engine Optimisation, Diversifying sources, Eliminating Irrelevant and Misleading Sources, identifying key points, choosing style, organising ideas

Unit-2
Teaching Hours:7
Ensuring Grammatical Precision
 

Ensuring Grammatical Precision: Punctuation, Preposition, Tenses, Correctness of Usage,

Factual Accuracy; Fairness; Clarity; Right Attribution

Unit-3
Teaching Hours:7
Writing Leads
 

Writing Leads; Types of Leads: Straight Leads, Question Leads, Punch Leads, Direct Quotation Lead, Contrast Lead, Freak Lead, Descriptive Lead, Bullet Lead; Organising Paragraphs, Working on Transitions, Reviewing, Re-Writing, Writing Headlines, Upstyle, Downstyle, Types of Headlines: Banner Headlines, End-to-End Headlines, Hammers, Kickers, Tripods, Side Saddles

Unit-4
Teaching Hours:12
Types of writing
 

Types of Writing: Descriptive, Narrative, Argumentative, Persuasive; Pitfalls to avoid: Contempt of Court, Trespassing, Sedition, Libel, Invasion of Privacy, Breach of Contract, Plagiarism, Fabrication, Lapses in Ethics, Bias, Bad Taste, Blunders and Bloopers

Unit-5
Teaching Hours:12
Writing across journalistic platforms
 

Writing across journalistic platforms: Newspaper, Magazine, Online, Mobile

 

Text Books And Reference Books:

1.     Hamp-Lyons, Liz, and Ben Heasley (2006). Study Writing: A Course in Writing Skills for Academic Purposes. Cambridge: Cambridge UP. Print.

2.     Knight, Robert M.(2010). Journalistic Writing: Building the Skills, Honing the Craft. Portland, Or.: Marion Street. Print.

Evaluation Pattern

CIA I: Objective test on grammatical skills

CIA II: Portfolio Submission (Covering assignments till unit III)

CIA III:  Writing same story for different journalistic platforms

End Semester: Portfolio Submission (Covering all units)

KAN121 - KANNADA (2020 Batch)

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

Course Objectives/Course Description

 

Selections from Old Kannada, Medieval Kannada and Modern Kannada Literature are introduced for I Semester BA/ BSc. courses in the syllabus. This will enrich the students Language and Communication skills, and also their critical and analytical skills.  This will help them to enhance their social sensitivity.  

Course Outcome

CO1: Develop effective communicative skills

CO2: Increase the ability of critical thinking

CO3: Art of comparing and understanding various features of literature

CO4: To enable skill development approach

CO5: Application of grammar concepts in Language

Unit-1
Teaching Hours:20
Old , Medieval and Modern Kannada Literature
 

1. Raghavanka- Harishchandra Kavya. Selected chapter( Purada Punyam Purusha Roopinde Pooguthide) 

2. Vachanas- Devara Dasimayya, Basavanna, Akkamahadevi, Aydakki Lakkamma, Gajesha Masanaiah.

    Keerthanegalu: Purandaradasa, Kanakadasa

3. Modern Kannada poetry: Mumbai Jataka, Kari Heggadeya Magalu

Unit-2
Teaching Hours:15
Prose- Selected Short Stories
 

1. Dheera Kumara- A Folk tale

2. Mandannana Marriage- (An episode in Novel Karvalo) K. P. Poornachandra Tejaswi

3. Gili Kathe-(Translation) -  Ravindranath Tagore

Unit-3
Teaching Hours:10
Grammar- Folk Art forms
 

1. Differences in Prounounciation ( L-l) (A-H) 

2. Change of meanings

3. Report Writing

4. Folk Art forms of Karnataka ( Dollu Kunitha, Pooja Kunitha, Goravara Kunitha, Patada Kunitha ) 

Text Books And Reference Books:

       1. Adipurana- Pampa

       2. Yashodhara Charite- Janna

       3. Harishchandra Kavya- Raghavanka

       4. Shree Sahitya- B M Shreekantaiah

       5. Janapada Kathegalu- Jee sham paramashivaiah

Essential Reading / Recommended Reading

1. Pampa Ondu Adhyayana- G S Shivarudrappa

2. Vachana Chandrike- L Basavaraju

3. Purandara Sahitya Darshana- S K Ramachandra Rao

4. Kanakadasa- Basrur Subba Rao

5. Samagra Kannada Sahitya Charithre- Ed. G.S Shivarudrappa

 

 

Evaluation Pattern

CIA-1 Written Assignments- 20 Marks

CIA-2 Mid Semsester Examination- 50 Marks

CIA-3 Translation Assignment- English to Kannada -20 Marks

Attendance -05 Marks

End Semester Examination- 50 Marks

PSY131 - BASIC PSYCHOLOGICAL PROCESSES - I (2020 Batch)

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

Course Objectives/Course Description

 

This course is an introduction to the study of basic psychological processes offered to the first-semester undergraduate students of psychology. It is an introductory paper that gives an understanding of the field of psychology, scope, and multiple perspectives and disciplines that provide a holistic picture of human behaviour. Students will learn the key concepts, classic examples, and modern and practical applications of fundamental psychological theories, methods, and tools. Emphasis is on the basic psychological processes of personality, learning, consciousness, motivation and emotion. This course allows them to learn the basics and demonstrate the skills that a student needs to move on to the more specific and in-depth psychology courses that follow. This course will help the learner to learn about

  • The world of Psychology with a brief historical sketch of the science of psychology, multiple perspectives and recent trends in the field.
  • The biological basis of behaiour
  • The fundamental processes underlying human behaviour such as learning, motivation, emotion, personality
  • Ethics in studying human behaviour and using them in academic assignments. Students will have an opportunity to develop skills such as writing, making presentations and using technology for academic purposes and teamwork.

Course Outcome

CO1: Explain fundamental concepts, principles, theoretical perspectives, and arguments from across a range of psychology content domains like learning, personality, motivation and emotion to various situations and contexts.

CO2: Critically evaluate the different schools of thought in psychology

CO3: Define the basic biological process that influence behaviour

CO4: Analyze methods of scientific inquiry, evidence-based thinking, and critical thinking skills to psychological phenomena and examples of psychological science

CO5: Write assignments and make presentations demonstrating basic knowledge of APA (American Psychological Association) style.

Unit-1
Teaching Hours:15
History and Schools of Thought
 

In this unit, we will examine the history of Western psychological theorizing from its beginnings in ancient Greece, through to the schools and perspectives of psychology including Structuralism, Functionalism, Psychodynamic, Biological, Behavioristic, Gestalt, Cognitive, Cross-cultural, Humanistic and Evolutionary. The aim is both to build a familiarity with psychology’s intellectual origins and to foster an awareness of its many false steps, dead-ends, and alternative pathways to gain a better appreciation of the social, cultural, and, above all, psychological influences on the theorizing of psychologists. Students will be able to define psychology and understand what psychologists do and identify the major fields of study and theoretical perspectives within psychology and know their similarities and differences. In the end, students will gain a better appreciation of why contemporary psychology takes the shape it does.

  1. Describe the evolution of psychology and the major pioneers in the field
  2. Identify the various approaches, fields, and subfields of psychology along with their major concepts and important figures
  3. Describe the value of psychology and possible careers paths for those who study psychology
Unit-2
Teaching Hours:15
Biological basis of behaviour
 

Explain the biological perspective of psychology as it applies to the role of the nervous system and endocrine system in regard to behaviour and mental processes. Identify and describe the important structures of these systems. It is an introductory survey of the relationship between human behaviour and brain function.

  1. The interaction between biological factors and experience
  2. Methods and issues related to biological advances
  3. To develop an understanding of the influence of behaviour, cognition, and the environment on the bodily systems.
  4. To develop an appreciation of the neurobiological basis of psychological function and dysfunction. 

Laboratory Demonstration: Biofeedback/ EEG/ Eye-tracking

Unit-3
Teaching Hours:15
Learning
 
This unit introduces students to the principles of learning and how those principles can be used to modify human behaviour. Explain the behavioural perspective of psychology and relate classical and operant conditioning concepts to student-generated scenarios. The course emphasizes the application of learning theories and principles. Topics include reinforcement, extinction, punishment, schedules of reinforcement, stimulus discrimination, prompting and fading, stimulus-response chaining, generalization, modelling, rule-governed behaviour, problem-solving, latent learning, observational learning, insight learning, concept learning, general case instruction, and stimulus equivalence.  
 
Laboratory Demonstration: Trial and Error learning, Habit Interference, Maze Learning 
Unit-4
Teaching Hours:15
Personality
 

This unit is an introduction to the psychological study of human personality, broadly speaking and more specifically in terms of how we may understand individual differences in personality and the personalities of individual persons. Personality psychologists use empirical methods of behavioural and clinical science to understand people in biological, social, and cultural contexts. Students will learn the strengths and weaknesses of the major personality theories, as well as how to assess, research and apply these theories. As much as possible, application to real-life situations will be discussed.

  1. Identify the various perspectives that are common in the area of personality psychology and critically evaluate each in terms of its explanatory and predictive power.
  2. Theories and perspectives of personality development: psychoanalytic, humanistic, trait, and social-cognitive.
  3. Understand classic and current empirical measurement tools and approaches to investigation for personality assessment in psychological and clinical science
  4. To develop an understanding of the concept of individual differences with the goal to promote self-reflection and understanding of self and others.

 Laboratory Demonstration: Sentence completion test, NEO-PI, Type A/B

Unit-5
Teaching Hours:15
Motivation and Emotion
 

The unit will explain how behaviour is energized and directed by the complex mixture of motives and emotions and describe the various theories that have been developed to explain motivation and emotion.

  1. Explain motivation, how it is influenced, and major theories about motivation
  2. Describe hunger and eating in relation to motivation, obesity, anorexia, and bulimia
  3. Describe sexual behaviour and research about sexuality
  4. Explain theories of emotion and how we express and recognise emotion

Laboratory Demonstration: Level of motivation, Achievement motivation, 

Text Books And Reference Books:

 Weiten, W. (2014). Psychology: Themes and Variations (Briefer Version, 9th edition). Belmont, CA: Wadsworth/Cengage Learning.

Essential Reading / Recommended Reading

King, L. A. (2010). Experience Psychology. McGraw-Hill.

Gazzaniga, Heatherton, Halpern (2015). Psychological Science, 5th Edition, Norton.

Feldman.S.R.(2009).Essentials of understanding psychology ( 7th Ed.) Tata Mc Graw Hill.

Baron, R.A and Misra, G. (2014). Psychology (Indian Subcontinent Edition).Pearson Education Ltd.

Evaluation Pattern

 CIA (CONTINUOUS INTERNAL ASSESSMENT)    

  •  CIA I –Written Assignment /Individual Assignment  - Total Marks 20     
  •  CIA II – Mid Semester Examination                        - Total marks 50                          
  •  CIA III –Activity-based Assignment                        - Total marks 20
  •   CIA I + II + III                                                      = 90 /100 = 45/50 
  •   Attendance                                                            = 5 marks 
  •  Total                                                                      = 100 = 50 

End Semester Examination : Total Marks=100=50

Question paper pattern

  •  Section A        Brief, concepts, definitions, applications               2 marks x 10 = 20
  •  Section B         Short Answers: Conceptual/Application                5 marks x 4   = 20
  •  Section C        Essay Type: Descriptive/Conceptual                       15 marks x 3 = 45
  •  Section D        Compulsory: Case Study (Application)                    15 X 1           = 15

SAN121 - SANSKRIT (2020 Batch)

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

Course Objectives/Course Description

 

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

Strotra shithya 

Course Outcome

CO1: To analyze and appreciate poetic language

CO2: To develop communication skill

CO3: To understand the thematic of epics

CO4: To develop linguistic skills

CO5: To understand the grammar patterns

Unit-1
Teaching Hours:30
test
 

poery Buddhacharitham III canto, up to 52 stanzas.

Level of Knowledge: Conceptual/ descriptive/ Analytical.

Unit-1
Teaching Hours:35
Ruthusamharam
 

Ruthusamharam

Strotra sahithya 

Unit-2
Teaching Hours:5
Grammar
 

Grammar

Grammer- Sandhis and lakaras                                                          

 Level of Knowledge:  Analytical /Conceptual

Unit-3
Teaching Hours:5
. Language component.
 

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

Text Books And Reference Books:

Ruthusamharam

 Strotra sahitya : Madhurashtaka and Geeta govinda                                    

                            M.S. Subbalakshmi , Balamurali Krishna 

Essential Reading / Recommended Reading

1) Ruthusamharam- Shivaprasad Dvivedi

2) Ruthusamharam- Dr. K . Narayanabhatta

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

4) Sanskrt Grammar Kannada version by Hegde. 

Evaluation Pattern

CIA 1  Wikipedia  assignment   Evaluated for 20 marks

CIA 2 Midsemester examination   Evaluated for 50 marks

CIA 3  Wikipedia assignment   Evaluated for 20 marks

          End semester   Evaluated for 50 marks

 

TAM121 - TAMIL (2020 Batch)

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

Course Objectives/Course Description

 

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 by Ambai offers a matured vision of life through a varied characters and situatins. A new concept, Cultural Studies, will take the students beyond prescribed syllabus to include music, theatre, painting and films out of whcih the art form of music is taken up for the first semester.

Course Outcome

CO1: To recall and caregorize the concepts of literature.

CO2: To understand the true essence of the texts, and inculcate them in their daily lives.

CO3: Recognize and apply the moral values and ethics in their learning.

CO4: Comprehend the concepts in literature and appreciate the literary text.

CO5: Proficiency in language

Unit-1
Teaching Hours:15
Modern Poetry
 

Poems of Bharathiyar, Bharathidasan and women poets

Unit-2
Teaching Hours:5
Practical Grammar
 

2  Grammar as reflected in the poems

Unit-3
Teaching Hours:15
Contemporary Cultural Issues
 

Prose including reference to contemporary literary issues

Unit-4
Teaching Hours:10
Language Skills
 

Language Skills:  Piramozhichorkal

Text Books And Reference Books:

 

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

     ‘Oru Karuppuchilanthiyudan Or Iravu’ by Ambai,

 

      published by Kalachuvadu Publications, Nagercoil, 2014

 

 

 

 

Essential Reading / Recommended Reading

 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

 

Evaluation Pattern

With a total of 100 marks, 50 marks will come from Continuous Internal Assessment (CIA) and the remaining 50 marks will come from end semester exanination. While the end semester examination will be fully theory based the CIA will consist of Wikipedia entries, assignments, theatre production, book review and other activities

AEN221 - ADDITIONAL ENGLISH (2020 Batch)

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

Course Objectives/Course Description

 

The second semester has a variety of writing from India, Pakistan and Srilanka. The various essays, short stories and poems deal with various socio-economic, cultural and political issues that are relevant to modern day India and the Indian sub-continent and will enable students to comprehend issues of identity-politics, caste, religion, class, and gender. All of the selections either in the manner of their writing, the themes they deal with or the ideologies that govern them are contemporary in relevance and sensibility, whether written by contemporary writers or earlier writers. Excerpts from interviews, autobiographical writings, sports and city narratives are added to this section to introduce students to the varied genres of literature.

The objectives of this course are

to expose students to the rich literary and cultural diversity of  Indian literatures

to sensitise students on the social, political, historical and cultural ethos that has shaped the nation- INDIA

to enable to grasp and appreciate the variety and abundance of Indian writing, of which this compilation is just a passing glance

 

to learn and appreciate India through association of ideas in the texts and the external contexts (BhashaUtsav will be an intrinsic help in this endeavour)

 

Course Outcome

CO1: Understand the cultural, social, religious and ethnic diversities of India

CO2: students will be able to be analytical and critical of the pluralistic society they live in through the activities and assignments conducted

CO3: Students will be to comprehend the dynamics of gender, identity, communalism and politics of this vast nation through its literature.

Unit-1
Teaching Hours:10
Poetry
 

1.      Jayanta Mahapatra    “Grandfather”

 

2.      Meena Alexander    “Rites of Sense”

 

3.      K.Satchidanandan      “Cactus”

 

4.      Jean Arasanayagam   “Nallur”

Unit-2
Teaching Hours:15
Short Stories
 

1.      Temsula Ao             “The Journey”

 

2.      A. K Ramanujan       “Annaya’s Anthropology”

 

3.      Sundara Ramswamy   “Waves”

 

4.      Ashfaq Ahmed            “Mohsin Mohalla”

 

5.      T.S Pillai                      “In the Floods”

Unit-3
Teaching Hours:20
Essays
 

1.      Salman Rushdie        “Gandhi Now”

 

2.      Amartya Sen             “Sharing the World”

 

3.      Suketu Mehta            “Country of the No”

 

4.      Rahul Bhattacharya     “Pundits From Pakistan” (An Excerpt)

Text Books And Reference Books:

The textbook "Reading Diversity"

Essential Reading / Recommended Reading

Online references for Comprehension Questions in the textbook

Evaluation Pattern

Evaluation Pattern

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.


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: 5 x 5 = 25

Section B: 5 x 15= 75

Total                   100

 

 

 

 

 

 

 

 

 

ENG222 - DEVELOPING ACADEMIC SKILLS - II (2020 Batch)

Total Teaching Hours for Semester:45
No of Lecture Hours/Week:3
Max Marks:50
Credits:2

Course Objectives/Course Description

 

Academic Skills are a blend of theoretical ability to recognize the nuances of language aspects and hands-on training to exercise the acquired knowledge in reasoning, reading and writing. Academic Skills focus on developing research skills through careful reading and critical writing that are considered foundational and crucial in textual scholarship and knowledge production. The participants of this course will determine their areas of interest in conceptualizing their seminal work and constructing a reasoned argument. This course prompts the participants to take their learning-receptive skills and productive skills in a purpose-driven and practice-oriented mode on a contextual basis.

The course deals with receptive skills (reading) and productive skills (writing). In fact listening and speaking skills are not directly involved but act as a higher cognitive process. This course facilitates the participants with varied practices, tasks, exemplars, sample papers to practice with context-driven reading material. It runs for one full academic year with specific learning outcomes which are two-fold – conceptual grasp and textual application. The whole course and its structure involve Bloom’s taxonomy of knowledge, comprehension, application, analysis, evaluation and synthesis.

Objectives

To enable the learner

       acquire higher order receptive and productive skills

       develop reading skills at the higher education level

       be aware of functional grammar to improve research writing skills

       grasp and apply the mechanics in academic writing skills

       use study skills for research-based knowledge dissemination (writing a paper or presentation)

 

 

Course Outcome

Successful completion of the course will equip the participants in the following ways:

       Awareness of different approaches to knowledge, critical and creative bent of mind that leads to content-based investigation. 

       Working knowledge of different purposes of writing, especially persuasive (argumentative), analytical, and informative writings paving the way for research-based reading and writing.

       Application of functional grammar and mechanics that enhance conceptual clarity, communicative style and style of writing

       Hands on experience in research culture which is discipline specific in nature

       Experiential learning through participatory learning and service learning

       Awareness of problem-based learning and need-based learning

 

Unit-1
Teaching Hours:6
Basic skills
 

To enable learners to fine tune their expressions through better choice of words and sentence structures with clarity of idea.

       Expanding vocabulary, spelling nuances, refreshing grammar, avoiding common errors and pitfalls, learning sentence structures, and use of punctuation (mechanics).

       Use of dictionary

       Use of Word document tools

       Use of Library resources

       Concept mapping- mind mapping

 

 

Unit-2
Teaching Hours:6
Reading skills
 

To enable students to develop appropriate reading comprehension skills through nuanced understanding of reading techniques.

       Previewing

       Reading for Main Ideas

       Using Contexts for Vocabulary

       Skimming/Scanning for Details

       Making Inferences

       Restating

       Phrasing

                                                                       

Unit-3
Teaching Hours:6
Study Skills
 

To enable students to use basic study skills to organize knowledge received and to streamline their ideas into appropriate academic discourse.

 

       Understanding the text

       Critical thinking

       Mnemonics

o   Introduction to the need for mnemonics?

o   Memory organisation through pegging practices

o    Word, acronym, models, note cards, images, etc

 

 

 

Unit-4
Teaching Hours:10
Language skills
 

to enable students to understand and appreciate different kinds of literature and express their understanding in the form of short paragraphs or essays

       Language focus

       Literary appreciation- language devices-literary devices

       Grammar-university grammar (functional grammar)

       Sentence structure

       Vocabulary

       Use of Formal and informal language

 

Unit-5
Teaching Hours:6
Listening Skills
 

To enable students to listen to lectures and take notes and organize these to discuss or write about concepts or show application of knowledge

       Listening Skills

       Concept Building

       Approaches to LS

       Features of LS

       Function

       Importance of LS at university level education

       Practical sessions

 

 

Unit-6
Teaching Hours:7
Critical Reading
 

To enable students to develop the art of critical reading through close reading formulas

 

       Pre-reading

       Annotating

       Outlining

       Summarizing

       Finding oppositions

       Inventoring

       Identifying thesis and related arguments

 

Unit-7
Teaching Hours:4
portfolio organisation
 

Set of hours for application

Exemplars

(Self Study Learning, Portfolio Building, teaching on Formative and Summative assessment mode, Problem Based Learning modules and project Submission)

Text Books And Reference Books:

1.      Langan, J. (1995). English Skills With Reading (3rd Ed.). McGraw Hill. New York.

2.      Osmond, A. (2013). Academic Writing and Grammar for Students. Sage. Los Angeles.

3.      Robitaille, J. and Connelly, R. (2002).  Writer’s Resource: From Paragraph to Essay. Thomson Heinle. Australia.

Please note that the teacher in charge will also be bringing in authentic material to the class apart from the books mentioned in the reference.

 

Essential Reading / Recommended Reading

Please note that the teacher in charge will also be bringing in authentic material to the class apart from the books mentioned in the reference. (through google classroom) 

 

Evaluation Pattern

CIA (weightage) = 50 marks

 

ESE (weight) = 50 marks

 

 

CIA I – 20 MARKS- Tasks done in the portfolio based on Unit I

CIA II- 50 Marks- Tasks done in the portfolio based on Unit I and II

CIA III- 20 Marks- Tasks done in the portfolio based on Unit III

Internal Assessment Breakup:

CIA I -10 Marks

CIA II- 25 Marks

CIA III- 10 Marks

Attendance- 5 Marks

End Sem- 50 Marks Portfolio Submission

 

EST231 - BRITISH LITERATURE: LATE VICTORIAN TO THE PRESENT (2020 Batch)

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

Course Objectives/Course Description

 

Course Description:

This course will build on the previous course and continue the objectives of the previous course. The completion of this course should provide sufficientground to introduce literary theory in their fourth semester and postcolonial studies in the later semesters.

 

Course Objectives

 

  • To introduce  students to the socio-political, religious, cultural, and linguistic aspects of the UK through English literary texts
  • To help students understand texts as products of a historical, political and cultural processes
  • To enable students to identify different forms, genres and subgenres in literature
  • To sensitize students to human values through an exposure to socio-historical concerns of subjectivity, identity, community and nationhood.
  • To sharpen critical appreciation and analytical writing skills through an introduction to models of literary criticism

Course Outcome

CO1: Students will be able to discern the socio-political, religious, cultural, and linguistic aspects of the UK through English literary texts

CO2: Students will be able to analyse and critique texts as products of a historical, political and cultural processes

CO3: Students will be able to identify different forms, genres and subgenres in literature

Unit-1
Teaching Hours:30
Middle, Late Victorian Age and After
 

Darwin and the publication of Origin of Species, Victorian morality, utilitarianism, working class struggles, realism, naturalism, neorealism, Marxism 

Unit-2
Teaching Hours:25
Early Twentieth Century
 

Modernism, The World Wars, The Boer war, Russian revolution, Surrealism, Cubism, Expressionism

Unit-3
Teaching Hours:20
Late Twentieth Century to the Present Day
 

British Beat Generation, Performance Poetry, Postmodernism, Diaspora, Multiculturalism, Hybridity

 

 

Text Books And Reference Books:

Alfred Lord Tennyson: “Ulysses”

Robert Browning: “Porphyria’s Lover”

Gerald Manley Hopkins: “TheWindhover”

Charles Dickens: Great Expectations/David Copperfield/Tale of Two Cities

Bernard Shaw: Pygmalion

W B Yeats: “Easter 1916”

T.S. Eliot: “The Love Song of J. Alfred Prufrock”

James Joyce: “The Dead”

Katherine Mansfield: “A Cup of Tea”

 Harold Pinter: The Birthday Party

Adrien Mitchell: “The Question”

Ted Hughes: “Hawk Roosting”

Benjamin Zephaniah: “Dis Poetry”

Neil Gaiman: Coraline

Essential Reading / Recommended Reading

Abrams, M.H. A Glossary of Literary Terms. 8th Ed. New York: Wardworth, 2005. Print.

Corcoran, Neil. The Cambridge Companion to Twentieth-CenturyEnglish Poetry. Cambridge: CUP, 2007. Print

Davis, Alex, and Lee M Jenkins. The Cambridge Companion to Modernist Poetry. Cambridge: CUP, 2007. Print

Ferguson, Margaret, Mary Jo Salter and Jon Stallworthy. Eds. The Norton Anthology of Poetry. 4th Ed. New York: WW Norton, 1996. Print

Gupta, Ambika Sen. Selected College Poems. Rpt. Hyderabad: Orient Longman,1999. Print

The Cambridge Companion to Narrative. Cambridge: CUP, 2007.Print.

John, Eileen, and Dominic McIver Lopes. Philosophy of Literature: Contemporary and Classic Readings. Oxford: Blackwell, 2004. Print

Kaplan, Fred, and Monod, Sylvere. Hard Times. New York: WW Norton, 2002. Print

Sampson, George. The Concise Cambridge History of English Literature, 3rd Ed. Cambridge: CUP, 2005. Print

 

 Ramarao, Vimala,. Ed. Explorations. Vol II. Bangalore: Prasaranga, Bangalore. Print

Evaluation Pattern

CIA I

 

1. A class test / presentation / exhibition/ performance based on the texts prescribed

 

CIA III

 

       1. A moodle test on the play / short stories/ age

 

These are a few suggested CIAs. However, during the course of teaching, there could be other suggestions, and CIAs could be slightly modified based on class dynamics and calibre of students.

 

Selected Texts chosen to be taught may be revised / used as extended reading which may be tested in CIA 1, 2 or 3.

 

Mid Semester Examination CIA II: 2 hrs

 

Section A: Short Notes – 5x3 marks= 15 (5 questions out of 7)

Section B: Essay Questions – 2x10 marks = 20 (2 questions out of 3)

Section C: Long Essay Questions – 1x15 marks = 15 (1 question out of 2)

 

Total: 50 Marks

 

End Semester Examination Pattern

 

Section A: Short Notes – 10x3 marks = 30 (10 questions out of12)

Section B: Essay Questions – 4x10 marks = 40 (4 questions out of 6)

Section C: Long Essay Questions – 2x15 marks = 30 (2 questions out of 4)

 

Total: 100 Marks

 

Notes:

 

  1. For all texts Norton Editions are to be treated as the official prescribed editions.
  2. For critical material The Cambridge Companion Series of CUP, Case Book Series of Macmillan and Palgrave, and Norton series of WW Norton are officially prescribed.

FRN221 - FRENCH (2020 Batch)

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

Course Objectives/Course Description

 

French as second language for the UG program

Course Outcome

CO1: Ability to develop linguistic competencies

CO2: Proficiency in application of correct grammar components in simple and complex sentences

CO3: capability to communicate through small conversations

CO4: knowledge of appropriate vocabulary in written tasks

CO5: Knowledge of french expressions and ability to translate small texts

Unit-1
Teaching Hours:5
Chapter 4- Culture: A country of Vacations
 

Lesson 1: Hobbies

Unit-2
Teaching Hours:5
Chapter 4- Culture: A country of Vacations
 

Lesson 2: The routine

Unit-3
Teaching Hours:5
Poem
 

1. Demain dès l'aube - Victor Hugo

Unit-4
Teaching Hours:5
Chapter 5 - I discover
 

Lesson 1 : Where to shop?

Unit-5
Teaching Hours:5
Chapter 5: I discover
 

Lesson 2: Discover and Taste

Unit-6
Teaching Hours:5
Visual Text
 

A French Film

Unit-7
Teaching Hours:5
Chapter 6- Culture: Gourmet Countries
 

Lesson 1: Everyone is having fun

Unit-8
Teaching Hours:5
Poem
 

2. Le Lac - Alphonse de Lamartine

Unit-9
Teaching Hours:5
Chapter 6- Culture: Gourmet countries
 

Lesson 2: Daily routine of Teenagers

Text Books And Reference Books:

1.  Cocton, Marie-Noelle. Génération A1. Paris : Didier, 2016 

2.   Poèmes : Demain dès l'aube par Victor Hugo & Le Lac par Alphonse de Lamartine (contenu rédigé sur ligne)

Essential Reading / Recommended Reading

1.      Thakker, Viral. Plaisir d’écrire. New Delhi : Langers International Pvt. Ltd., 2011

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

Evaluation Pattern

Assessment Pattern

CIA (Weight)

ESE (Weight)

CIA 1 – Assignment & MOODLE Testing (Quiz)

10%

 

CIA 2 –Mid Sem Exam

25%

 

CIA 3 –DELF Pattern: Listening and Speaking /Role Play / Theatre

10%

 

Attendance

05%

 

End Sem Exam

 

50%

Total

50%

50%

HIN221 - HINDI (2020 Batch)

Total Teaching Hours for Semester:45
No of Lecture Hours/Week:3
Max Marks:50
Credits:3

Course Objectives/Course Description

 

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.

Course Outcome

CO1: To expose the world of Hindi fiction to the students.

CO2: To improve the analytical skills.

CO3: To know about the thematic aspects of Cinema.

CO4: To Improve the communication skills.

CO5: To develop creative skills.

Unit-1
Teaching Hours:25
Samakaleen Kahaniyam
 

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

Unit-2
Teaching Hours:10
Film Studies
 

  • 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

Unit-3
Teaching Hours:10
Conversation Writing
 

At least 10 exchanges each on the given context.                                                                                                                                                                               

Level of knowledge: Basic

Text Books And Reference Books:

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

Level of knowledge: Analytical

Essential Reading / Recommended Reading

‘Samakaleen kahaniyam

Evaluation Pattern

CIA-1(Digital learning-wikipedia)

CIA-2(Mid semester examination(

CIA-3(Digital learning-Wikipedia)

End semester examination

JOU231 - CONTEMPORARY INDIA - POLITICS, ECONOMY AND SOCIETY (2020 Batch)

Total Teaching Hours for Semester:60
No of Lecture Hours/Week:4
Max Marks:100
Credits:4

Course Objectives/Course Description

 

 

This paper is introduced to give students, who intend to pursue a career in journalism, an insight into the various aspects that are dealt with in daily journalism. Without an understanding of Politics, Economics and Society, journalism would be shallow to say the least.

Course Outcome

The students will have a thorough understanding of the socio-economic and political issues, both national and international. A journalist must not only be able to report but contextualize the incident/issue.

Unit-1
Teaching Hours:12
Politics
 

 

Politics: Parliamentary Democracy - Merits and de merits, A case for Presidential system?, Issues - language, religion, caste, regionalism and corruption. Elections and State funding of elections. Debate on Nationalism and secularism.

Unit-2
Teaching Hours:12
Economy
 

Economics: Basic concepts - GDP, GNP, HDI, Inflation, Deflation, Hyperinflation, BoP and BoT. Introduction to ideologies - Liberalism, Socialism, Marxism Gandhism. Nehruvian socialism and five year plans, state of economy before and after 1991. Media Industry after 1991. Concept of Development and models of development.

Unit-3
Teaching Hours:12
Society
 

Indian Society:  Colonialism, caste system, multicultural and multilingual, urban-rural divide, illiteracy, gender inequality. Modernization- problems in modern families, joint family to nucleus family, westernization, changing morals, question of Indian culture.  

Unit-4
Teaching Hours:12
Events
 

Events in the Indian context- Partition, Indo-Pak and Indo - China wars, Kashmir Issue, North-Eastern Issues, Punjab Insurgency of 80s, Mandal Reservation Bill, 1990; Communal riots, Inter-state river issues, Left wing extremism.

Unit-5
Teaching Hours:12
India and the World
 

 

India and World: Basic tenets of India's foreign policy, NAM, SAARC and BRICS. India’s bid for permanent member in UNSC.

Text Books And Reference Books:

 1. Dutt, Ruddar and K.P.M. Sundaram. Indian Economy.

2. Srinivas, M.N. Collected Essays (2002). Oxford University Press: New Delhi.

3. Lahiri, Chandi. Since Freedom (1994). New Central Book Agency: New Delhi,

4.  Dutta, V. P. (2005) India’s Foreign Policy in a Changing World. Vikas: New Delhi,

5. Guha, Ramachandra.(2010)Makers of modern India . Penguin Books India

6. Guha, Ramachandra.( 2007) India after Gandhi. Picador, India

7.  Palmer, Norman D; Perkins, Howard C (2002).International RelationsDelhi A.I.T.B.S. Publishers

 

 

 

Essential Reading / Recommended Reading

1. Economic and Political Weekly (EPW).

 

2. Frontline, Seminar

3. The Hindu, Indian Express

4. Scroll.in, the wire.in

Evaluation Pattern

CIA 1 - 20 Marks

CIA 2 - Mid Semester - 50 Marks

CIA 3 - 20 Marks

ESE - 100 Marks

JOU232 - REPORTING AND EDITING - I (2020 Batch)

Total Teaching Hours for Semester:60
No of Lecture Hours/Week:4
Max Marks:100
Credits:4

Course Objectives/Course Description

 

Course Description: An insight into the process of reporting as well as editing that is core to the journalist’s skills.

 

Course Objectives: Reporting is, of course, a core paper for the journalism students. Here there is an attempt to introduce the students to the various aspects of reporting. From understanding how news is constructed, to how to report various news stories, the paper gives an overview of the subject. Editing is also part of this paper that goes along with Reporting. Editing deals with how the news flows in the newspaper organization, what changes are done to it and finally how the various elements, including news and photos are presented in a pleasing manner through page design.

Course Outcome

 

Students will imbibe the skill to report events/incidents and be able to edit articles and news stories, befitting the medium.

Unit-1
Teaching Hours:10
Reporting
 

 Reporter- functions, attributes, and responsibilities, qualifications and traits of a reporter. functional differences of a reporter(Special correspondents, foreign correspondents, columnists, freelancers and stringers) - Types of reporting. Reporting for newspapers and magazines- News agencies (Indian and Foreign)

 

 

Unit-2
Teaching Hours:15
Concept of news
 

 

 Structure of news report - asking and answering the 5Ws and 1 H; lead; body of the story; background and quotes; inverted pyramid structure; chronology - Identifying news sources and  Importance of attribution - Beats: crime, health local bodies, assembly, political  parties - Interview and the art of interviewing.

Unit-3
Teaching Hours:15
Editing
 

 

 Meaning and purpose, functional differences of editors. News flow and copy editing, rewriting stories - style sheet: Guidelines for editing, importance of headline, typography, style and language - Opinion and editorial writing. Readability tests.

Unit-4
Teaching Hours:20
Newspaper Style
 

 

 meaning; various aspects of style; Style of Indian newspapers. Page design: typography; different typefaces; page makeup styles; principles of design, Analysis of a typical newspaper design.

Text Books And Reference Books:

 

  1. Prasad, Baba M. (1991). Reporting- Principles & Practice. Wordmakers, Bangalore.

  2. Stephens, Mitchell & Gerald Lanson. (1986). Writing & Reporting the News. Harcourt Bruce Jovanovich College Publications, USA.

  3. Mencher, Melvin. (1977). News Reporting & Writing. W.C.Brown Co. Publications, USA.

Essential Reading / Recommended Reading

 

  1. Parthasarthy, Rangaswami. (1996). Here is the News! Reporting for the Media. Sterling Publishing Pvt. Ltd. New Delhi.

  2. Westley, Bruce (1980). News Editing (3rd Edition). IBH Publications, New Delhi.

  3. Garst, Robert & Theodore Bernstein (1982). Headlines and Deadlines (4th Edition). Columbia University Press, New York, USA.

  4. Baskette, Sissors & Brooks (1992). The Art of Editing (5th Edition). Macmillan Publishing Co. New York.

  5. French, Christopher (Ed) (1987). The AP Style Book & Libel Manual. Addison-Wesley Publication Co, Inc, USA.

Evaluation Pattern

The students will be evaluated on their understanding of the field of reporting and editing. Continuous internal assessment will test their knowledge and ability to apply their skills in bring out lab journals. The end semester will have a written exam spread over three hours to check their grasp of the paper and analytical skills.

 

CIA1: Written assignment (10)

 

CIA2: Mid-sem exam: centralized (25)

 

CIA3: Presentation/Project (10)

 

End-semester exam: centralized (50)

 

 

Attendance: (5)

KAN221 - KANNADA (2020 Batch)

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

Course Objectives/Course Description

 

Course Description: Two texts are prescribed for this course. The one is a Play (AMRAPALI) written by a famous Kannada writer Dr. Prabhushankar, and the other one is a selection of short stories, essays and academic science writings.

The Legend of Amrapali originated in the Buddhist Jataka Tales some 1500 years ago. Amrapali is a great character in the Indian history. She was known as a dancer and also a philosophical thoughts oriented woman. A key goal of this course will be to familiarize students with the basic techniques of analysing written drama and its stages performances. The selected prose will extend the concerns of Environment, Current Marketing trend, Folk beliefs and social justice.

Course Objectives: Students will be able to read drama scripts in Kannada and understand main ideas and details in different kinds of dramatic scripts.  The Play improves listening comprehension of different types of spoken texts-for main ideas, details and speakers’ attitude and emotions. It helps in develop and use language learning strategies for all language skills.

Course Outcome

CO1: Enhances dialougue writing

CO2: Able to compose short stories

CO3: Expose to theatrical skills

CO4: Ability to read dialogues

CO5: Proficiency in voice modulations

Unit-1
Teaching Hours:20
Text-1 AMRAPALI- DR. S. PRABHUSHANKARA
 

Act-1 ( Scene-1 ) Pages 07-13

Act-1 ( Scene-2 ) Pages 13-19

Act-1 ( Scene-3 ) Pages 19-28

Act-1 ( Scene-4 ) Pages 20-42

Act-2 ( Scene-1 ) Pages 42-50

Act-2 ( Scene-2 ) Pages 50-58

Act-2 ( Scene-2 ) Pages 59-65

Act-2 ( Scene-2 ) Pages 66-70

 

Unit-2
Teaching Hours:15
Text-2 selection of short stories, essays and academic science writings.
 

1.     

1.      Pashchimaghattagala Patana- Nagesh Hegde

2.      Aeroplane mattu Chitte- K.P. Poornachandra Tejaswi

3.      Dheerakumara- Ed. Gee Sham Paramashiviah

4.      Post Master- Ravindranath Tagore (Translated by Ahobala Shankara)

 

Unit-3
Teaching Hours:10
Writing Skills
 
  1. Essay Writing
  2. Conversation Writing
  3. Letter Writing
Text Books And Reference Books:

1. Adhunika Kannada Nataka- K. Marulasiddappa

2. Kannada Sahitya Charithre- Rum Shri Mugali

3. Ranga prapancha- K.V. Akshara

4. Kannadada Hadu Padu: K.C. Shivareddy

Essential Reading / Recommended Reading

1. Yajamanya Sankathana- T. Venkateshmuthy

2. Desheeya Chinthana- Chandrashekara Kambara

3. Yugadharma hagu Sahitya Darshana- Keerthinatha Kurthukoti

Evaluation Pattern
 

 

CIA-1 Book Review - 20 Marks

CIA-2 Mid Semsester Examination- 50 Marks

CIA-3 Written Assignments - 20 Marks

End Semester Examination- 50 Marks

Attendance: 05 Marks 

PSY231 - BASIC PSYCHOLOGICAL PROCESSES - II (2020 Batch)

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

Course Objectives/Course Description

 

This course is conceptualised to help students understand basic cognitive processes as they affect the individual. The course introduces students about different cognitive concepts such as perception, memory, attention, intelligence, language and thought in the various manifestations of the study of mind and behaviour. It introduces the basic framework on how psychologists scientifically study and understand the cognitive processes through various quantitative and qualitative methods of inquiry. The course also takes through the various applications on how the human mind works in different situations and in our everyday life such as the applications of human memory in the use of Artificial Intelligence (AI) and modern machines. Students will have the opportunity to examine these concepts from multiple psychological perspectives and to reflect upon the applicability of these concepts. This course will help the learner learn about

  1. How people perceive, learn, represent, remember and use information.
  2. To develop an understanding of the influence of behaviour, cognition, and states of consciousness and behaviour.
  3. To appreciate the use of various models, theories and methods in understanding cognitive processes.

Course Outcome

CO1: Define the basic cognitive process that influence behaviour

CO2: Explain how the influence of behaviour, cognition, and the environment affects behaviour.

CO3: Compare and contrast various models, theories and methods in understanding cognitive processes.

CO4: Apply these concepts to explain everyday life events and situation.

Unit-1
Teaching Hours:15
Sensation and Perception
 

An introduction to the study of the human senses and perceptual processes. We will trace what happens to the physical stimulus as our sensory systems analyze it to produce complicated perceptions of the world around us. We will explore the fact that many complex perceptual phenomena draw upon explanations at the physiological, psychological, and cognitive levels. Topics on sensory perception in non-human animals may also be covered. Data gathered from psychophysical research and studies of both humans, and other animals will be discussed. The unit will review the mechanisms and principles of operation of vision, hearing, touch, taste and smell.

  1. Differentiate between sensation and perception
  2. Explain the process of vision and how people see colour and depth
  3. Explain the basics of hearing, taste, smell, touch, pain, and the vestibular sense
  4. Define perception and give examples of gestalt principles and multimodal perception

 Laboratory Demonstration: Illusion experiment, Depth Perception, Colour Blindness test, Dexterity test 

Unit-2
Teaching Hours:15
Memory and Forgetting
 

The unit is designed to provide a comprehensive account of modern experimental and theoretical approaches to the study of human memory. The course integrates experimental findings with neuropsychological and neurophysiological data and illustrates how basic concepts can illuminate phenomena such as organic and functional amnesia, childhood memory, and everyday forgetting.

  1. Describe and differentiate the various types of learning and memory and the brain regions that underlie these different processes.
  2. Evaluate their understanding of course materials through tests and assignments
  3. Discuss empirical research in the field of memory.
  4. Evaluate their own learning and understand how to improve their learning and memory in different settings.

Laboratory Demonstration: Digit Span, Memory Drum

Unit-3
Teaching Hours:15
Intelligence
 

The unit will help the student explain how psychologists approach the study of intelligence, how intelligence is defined and measured, the problems associated with measurement and how heredity and environment affect intelligence.

  1. The measurement and assessment of intelligence.
  2. Biological and environmental influences on intelligence.
  3. Concepts and nature of Individual differences
  4. Describe intelligence theories and intelligence testing

Laboratory Demonstration: Ravens Test for Intelligence, Creativity

 

Unit-4
Teaching Hours:15
Cognitive Processes
 

The unit introduces the basic cognitive perspective of psychology and describes key aspects that represent cognition. Contemporary theory and research are surveyed in such areas as attention, pattern and object recognition, knowledge representation, language acquisition and use, reasoning, decision making, problem-solving, and creativity. Applications in artificial intelligence and human/technology interaction are also considered. Students will learn to apply and evaluate the different problem-solving strategies, and different types of psychological assessments study cognitive process. They will be able to outline the strengths and limitations of each concept.

  1. Define cognition and explain the role of concept formation, problem-solving, reasoning
  2. Describe the role language plays in communication and thought
  3. Human Information Processing and Artifical Intelligence

Laboratory Demonstration: Concept formation, Creativity,

Unit-5
Teaching Hours:15
States of Consciousness
 

Describe different states of consciousness and how these can vary across different situations (i.e., higher-level consciousness, lower-level consciousness, altered state of consciousness, and no consciousness). Topics including sleep, meditation, dreams, jet-lang and drug abuse will be discussed to illustrate the states of consciousness. Outline the different parts of sleep. Apply and evaluate strategies for getting a better night’s sleep.

  1. Describe consciousness and biological rhythms
  2. Describe what happens to the brain and body during sleep
  3. Explain how drugs affect consciousness
Text Books And Reference Books:

Weiten, W. (2014). Psychology: Themes and Variations (Briefer Version, 9th edition). Belmont, CA: Wadsworth/Cengage Learning.

Essential Reading / Recommended Reading

King, L. A. (2010). Experience Psychology. McGraw-Hill.

Gazzaniga, Heatherton, Halpern (2015). Psychological Science, 5th Edition, Norton.

Feldman.S.R.(2009).Essentials of understanding psychology ( 7th Ed.) Tata Mc Graw Hill.

Baron, R.A and Misra, G. (2014). Psychology (Indian Subcontinent Edition).Pearson Education Ltd.

Evaluation Pattern

CIA (CONTINUOUS INTERNAL ASSESSMENT)    

  •  CIA I –Written Assignment /Individual Assignment  - Total Marks 20     
  •  CIA II – Mid Semester Examination                        - Total marks 50                          
  •  CIA III –Activity-based Assignment                        - Total marks 20
  •   CIA I + II + III                                                      = 90 /100 = 45/50 
  •   Attendance                                                            = 5 marks 
  •  Total                                                                      = 100 = 50 

End Semester Examination : Total Marks=100=50

Question paper pattern

  •  Section A        Brief, concepts, definitions, applications               2 marks x 10 = 20
  •  Section B         Short Answers: Conceptual/Application                5 marks x 4   = 20
  •  Section C        Essay Type: Descriptive/Conceptual                       15 marks x 3 = 45
  •  Section D        Compulsory: Case Study (Application)                    15 X 1           = 15

SAN221 - SANSKRIT (2020 Batch)

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

Course Objectives/Course Description

 

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

Course Outcome

CO1: To Specify the classification and characteristics of fables

CO2: To Understand in details with application

CO3: To Learn in depth the morals of the fables

CO4: To Deliberate the characteristics

CO5: To learn human actions and reactions.

Unit-1
Teaching Hours:3
Origin and development of prose
 

  Origin and development of prose and Introduction to different prose forms     

   Level of knowledge: Basic/conceptual.

Unit-2
Teaching Hours:30
Mithralabha from Hitopadesha
 

Mithralabha from Hitopadesha of Narayanapanditha

             Level of knowledge: Basic/conceptual/ Analytical

Unit-3
Teaching Hours:10
Grammar
 

Samasa prakaranam grammatically recognize.      

    conceptual/ Analytical

Unit-4
Teaching Hours:2
language component
 

Composition in sanskrit on the general topics                   

conceptual/ Analytical

Translation of unseen Sanskrit to English                         

            Conceptual/ Analytical

           Comprehension in sanskrit.                                               

conceptual/ Analytical

Text Books And Reference Books:

Essential Reading :Mithralabha from Hithopadesha of Naraya Panditha

Visual Text : Shankaracharya

Essential Reading / Recommended Reading

            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

            

Evaluation Pattern

CIA 1  Wikipedia assignment    evaluated for 20 marks

CIA 2  Mid-semester examination   Evaluated for 50 marks

CIA 3  Wikipedia assignment     Evaluated for 20 marks

           End semester evaluated for 50 Marks

TAM221 - TAMIL (2020 Batch)

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

Course Objectives/Course Description

 

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 mixing  intelligence with creativity. The unconventional and unorthodox views of life seen through theological eyes of Siddhas are included. It also introduces the power of oral tradition through a collection of interviews recorded and transcribed. These voices are from the marginalized communities which had no opportunity to voice out their pains and sorrows.. Students will be exposed to the art form of theatre through self experiece using internet resources like You Tube 

Course Outcome

CO1: To recall and caregorize the concepts of literature.

CO2: To understand the true essence of the texts, and inculcate them in their daily lives.

CO3: Recognize and apply the moral values and ethics in their learning.

CO4: Comprehend the concepts in literature and appreciate the literary text.

CO5: Proficiency in language

Unit-1
Teaching Hours:15
Medieval Literature
 

Poems of Avvaiyar, Kalamegam and Siddhas

Unit-2
Teaching Hours:10
Advanced Grammar
 

Grammar as reflected in the poems

Unit-3
Teaching Hours:10
Instilling Social Consciousness
 

Prose for Social consciousness/remembering the  past

Unit-4
Teaching Hours:10
Refining Language Skills
 

Language Skills: Thodarpizhai Neekkam

Text Books And Reference Books:

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

 'Vai mozhi varalaru’ Ed: Vi.Arasu and Ki. ParthibhaRaja,Thannanaane Publications, Chennai, 2001

Essential Reading / Recommended Reading

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

 

Evaluation Pattern

 

With a total of 100 marks,

 50 Marks will come from Continuous Internal Assessment (CIA) and

the remaining 50 marks will come from end semester examination.

 While the end semester examination will be fully theory based the CIA will consist of Assignments, theatre production, Book review and other activities.

 

AEN321 - ADDITIONAL ENGLISH (2019 Batch)

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

Course Objectives/Course Description

 

Course Description

 

This course 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.

Course Outcome

CO1: The students will understand the dynamics of culture, ethnicities, social and political differences in a global learning environment.

CO2: will enable students to identify and differentiate of the nuances of cultures, ethnicities and other diversity around them and become sensitive towards them.

Unit-1
Teaching Hours:12
Children?s Novel
 

TetsukoKuroyanagi: Tottochan: The Little Girl at the Window12

Unit-2
Teaching Hours:12
Short Story
 

Liliana Heker : “The Stolen Party

 

 Higuchi Ichiyo: “Separate Ways”

 

 Harukki Murakami "Birthday Girl"

 

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

 

Unit-3
Teaching Hours:12
Poetry
 

Poetry 12 Hrs

 

 Silvio Curbelo: “Summer Storm”

 

 Nancy Morejon: “Black Woman”

 

 Ruben Dario: “To Roosevelt”

 

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

Unit-4
Teaching Hours:9
Essay
 

Essay 9Hrs

 

 Amy Tan: “Mother Tongue

 

 Linda Hogan: “Waking Up the Rake”

 

 Isabelle Allande: “Open Veins of Latin America”

Text Books And Reference Books:

Blends Book II

Essential Reading / Recommended Reading

Oxford Encyclopeadia on Latin American History

Diary of Anne Frank

Elie Wiesel "Night"

Evaluation Pattern

Evaluation Pattern

 

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

ENG322 - PROFESSIONAL COMMUNICATION - I (2019 Batch)

Total Teaching Hours for Semester:45
No of Lecture Hours/Week:3
Max Marks:100
Credits:2

Course Objectives/Course Description

 

Objectives

·         To enable learners to understand the basic nuances of communication

·         To enable learners to judge audience perception in communication

·         To enable learners to understand basic psychological aspects required in communication

·         To enable learners to write for various purposes of communication

·         To enable leaners to use appropriate means of oral communication

Course Outcome

Learning Outcome

Successful completion of the course will equip the participants in the following ways:

·         ability to judge audience requirements in oral and written communication and communicate accordingly

·         ability to use specific styles in communication to be effective

·         ability to understand workplace structures and requirements to communicate

·         ability to handle difficulties and challenges in communication

Unit-1
Teaching Hours:15
Basics of Professional Communication
 

 

Scope

Objectives

Methods (oral, written and non-verbal)

Barriers

Audience psychology

Perception, attitudes, beliefs, values, norms and experiences

Types (vertical, horizontal, diagonal and grapevine)

Importance of listening

Empathy and emotional intelligence

Gender

 

(A set of case studies must be used to enable learners to understand the above topics)

Unit-2
Teaching Hours:15
Oral Communication
 

Meetings and minutes writing

Teleconference and conference

Negotiation

Telephone conversation

Impression management

Conflict management

Corporate governance

 

(To be taught using sample videos, case studies and sample practice in class)

Unit-3
Teaching Hours:15
Written communication
 

Business communication

Job application and resumes

Testimonials

Notification and agenda

Memos

Circulars

Brochures and pamphlets

Tenders

Email writing

User manual

 

(To be taught using samples of the above mentioned categories and through case studies)

Text Books And Reference Books:

Reading List

13. Communication Goals and Approaches – Ronald Adler

14. The Interpersonal Communication - Joseph A Devito

15. Business Networking: The Survival Guide - Will Kintish

16. The Definitive Book of Body Language - Barbara and Allan Pease

17. Active Listening 101: How to Turn Down Your Volume to Turn Up Your Communication Skills - Emilia Hardman

18.  Power Listening: Mastering the Most Critical Business Skill of All - Bernard T. Ferrari

 

19. Conflict 101 - Susan H. Shearouse

20. Shine: How to Survive and Thrive at Work - Chris Baréz-Brown

Essential Reading / Recommended Reading

1. Communication Skills.         -  Leena Sen.

2. Technical Communication: Principles & practice   -Meenakshi Raman & Sangeetha Sharma.

3. Business Communication.     - Prakash Singh & Meenakshi Raman

4. Business Communication       - Jain V.K   & O.P.Biyani 

5. Essentials of business Communication –Mary Ellen Guffey.

6. Excellence in Business Communication – John Thill & Courtland.L.Bovee

7. Business Communication - Kitty .O.Locker & Stephen Kyo.

8. Successful Writing at work – Philip.C. Kolin

9. Business Communication for Success – Scott.Mc Lean.

10. Basic Business Communication   - Lesikar & Flatley

11.  Emotional Intelligence – Daniel Goleman

12. Emotional Intelligence at Work - Dalip Singh

Evaluation Pattern

Examination & Assessments

CIA (weight) = 50 marks

ESE (weight) = 50 marks

 

CIA 1= 20 marks (weightage 10%)

The assignment could be based on case study analysis or video analysis of a certain aspect in communication

 

CIA 2= 50 marks (weightage 25%)

The CIA 2 would be a submission assignment based on the topics covered. The teachers may choose one or more combinations of the communication aspects covered and provide a single topic or multiple sub-topics for the written submission.

 

CIA 3 =20 marks (weightage 10%)

This assignment can be an oral task to ensure the oral communication section is tested. The task maybe done in groups to check various aspects covered under the unit.

 

Attendance = 5%

 

ESE = 50 marks

Portfolio Submission

The learners are expected to file every class assignment and tasks done during the semester. The portfolio must have at least one assignment for every main topic covered under each unit.

EST331 - AMERICAN LITERATURES (2019 Batch)

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

Course Objectives/Course Description

 

  • To introduce the students to the socio-political, religious and cultural aspects of America through literary texts
  • To enable students to  read texts as products of  historical, political and cultural context
  • To provide insights into different styles of writing over different centuries
  • To encourage clear understanding of different genres and prosody/forms/literary devices.
  • To enable learners to give their perspective on the texts prescribed
  • To brainstorm learners to use their knowledge of History, Psychology, Sociology, etc to read literary works

Course Outcome

CO1: Identify different influences on American literatures

CO2: Demonstrate a familiarity with native America literature and Trace the development of American literature through different eras

CO3: Use American history to analyze different pieces of American literature

Unit-1
Teaching Hours:10
Beginnings to 1700
 

Description: This unit will introduce American History and literature. An outline of important events would be briefed.

  • The Navajo Creation Story
  • John Smith- The New Land
  • Anne Bradstreet – In Honour of that Highness
Unit-2
Teaching Hours:10
1700-1820
 

Description: This unit will move further into specific texts relevant to the century and sensitize learners in that direction. 

  • Doctor Richard Shuckburgh- Yankee Doodle (popular version)
  • Benjamin Franklin- Rules by which a Great Empire...
  • Sarah Wentworth Morton- Stanzas to a Husband Recently United
Unit-3
Teaching Hours:25
1820- 1900
 

Description: This unit will provide a variety in terms of different kinds of literature that the particular century has produced and provide contexts as and when required

  • James Lowell- Stanzas on Freedom
  • Washington Irving- Rip Van Winkle
  • Emerson- I Become a Transparent Eyeball/Brahma
  • Hawthorne- Young Goodman Brown
  • Martin Luther King- I have a Dream (speech)
  • Longfellow- My Lost youth
  • Douglas- What the Black Man Wants
  • Whitman- A noiseless Patient Spider
  • Dickinson- I years had been from Home
  • Harriet Beecher Stowe- Excerpts- Uncle Tom’s Cabin
  • Kate Chopin- Lilacs
Unit-4
Teaching Hours:15
1900-1945
 

Description: This unit will provide a variety in terms of different kinds of literature that the particular century has produced and provide contexts as and when required.

  • Hemingway- The Snows of Kilimanjaro
  • Frost- Meeting and Passing
  • Ezra Pound- An Immorality
  • Langston Hughes- Daybreak in Alabama
  • Fitzgerald- The Curious Case of Benjamin Button
  • Cummings- Even a Pencil has Fear to
  • Ginsberg- Howl or A Supermarket in California
  • Eugene O Neill- The Emperor Jones or Hairy Ape
Unit-5
Teaching Hours:15
1945- Contemporary
 

Description: This unit will introduce war and the effect of it on the minds of American writers and the society. It will also take the learners through different styles of writing.

  • Alice Walker- The Color Purple
  • Sylvia Plath- Gold Mouths Cry
  • William Burroughs- Naked Lunch
  • James Thurber- A Couple of Hamburgers
Text Books And Reference Books:

Text compiled for internal circulation

Essential Reading

  1. Roger Williams: from A Key into the Language of America
  2. Anne Bradstreet: from Contemplations
  3. Context: Cultures in Contact: Voices from Anglo-American’s “New” World (17C)]
  4. Sarah Kemble Knight (1666-1727)
  5. The journal of Madame Knight
  6. Context: Tradition and Change in Anglo-America
  7. Philip Freneau (1752-1832)
  8. The Indian Student or Force of Nature
  9. Washington Irving (1783-1859)
  10. From A History of New York
  11. James Fenimore Cooper (1789-1851)
  12. From The Last of the Mohicans
  13. William Apess (1798-?)
  14. An Indian’s Looking-Glass for the White Man
  15. Context: Indian Voices
  16. Herman Melville (1819-1891)
  17. TheParadise of Bachelors and The Tartarus of Maids
  18. Sarah Margaret Fuller (1810-1850)
  19. From Woman in the Nineteenth Century
  20. From American Literature; Its position in the present time, and prospects for the future
  21. Sojourner Truth (1797
  22. Address to the first Annual Meeting of the American Equal Rights Association
  23. Frances Ellen Watkins Harper (1825-1911)
  24. The colored people in America
  25. Context: Literature and the “Woman Question”
  26. Mariano Guadalupe Vallejo (1808-1890)
  27. An account of the Gold Rush
  28. Context: Voices from the Southwest
  29. Lydia Howard Huntley Sigourney (1791-1865)
  30. The suttee
  31. Sherwood Anderson
  32. From Winesburg, Ohio
  33. John Dos Passos
  34. From U.S.A
  35. Elizabeth Bishop
  36. In the waiting room
  37. Tennessee Williams
  38. Portrait of a Madonna
  39. Sylvia Plath
  40. Lady Lazarus
  41. Robert Lowell
  42. Skunk hour
  43. Alice Walker
  44. The child who favoured daughter
  45. Adrienne Rich
  46. Upper Broadway
  47. Gary Snyder
  48. Sixth-month song in the foothills
  49. Vladimir Nabokov
  50. From Lolita
  51. Ralph Ellison
  52. From Invisible Man
  53. Thomas Pynchon
  54. Entropy
Essential Reading / Recommended Reading

  1. Abel, Darrel. American Literature, Volume 1: Colonial and Early National Writing, (ed)
  2. Abel, Darrel. American Literature, Volume 2: Literature of the Atlantic Culture, (ed) Abel, Darrel.
  3. Recent American Literature to 1930, (ed) Heiney and Downs Lenthiel H, Volume 3; Barron’s Educational Series
  4. Recent American Literature After 1930, (ed) Heiney and Downs, Lenthiel H. Volume 4; Barron’s Educational Series
  5. Literary History of The United States:  (ed) Spiller, Thorp, Johnson, Canby, Ludwig, Third Edition: Revised; Amerind Publishing Co. Pvt. Ltd.
  6. The Heath Anthology of American Literature, Volume 1, Second Edition; (ed) Lauter, Yarborough et al, Heath
  7. The Harper American Literature, Compact Edition; (ed) McQuade, Atwan et al, Harper and Row
Evaluation Pattern

Assessment Pattern

 

CIA (Weight)

ESE (Weight)

Individual or group work

20+20

50

                

Question Paper Pattern

Mid Semester Exam

 Module

Section A

10 marks

Section B

20 marks

Module I

1

1

Module II

1

 

Module III

1

 

Module IV

 

 

 End Semester Exam

 Module

Section A

15 marks

Section B

20 marks

 

Module I

1

 

 

Module II

1

1

 

Module III

1

1

 

Module IV

1

 

 

 

Section A – 15x4 = 60

Section B – 20x2 = 40

The prescribed texts could form the subject matter of CIA 1 as well as CIA 3.

 

In particular, the texts could be extended to meet CIA 3 requirements.  

FRN321 - FRENCH (2019 Batch)

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

Course Objectives/Course Description

 

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

Course Outcome

CO1: Ability to communicate with native speakers and make presentations on small topics

CO2: Proficiency in literary analysis,appreciation and review of poems,play ,films and fables

CO3: Acquaintance of culture,civilisation,social values and etiquettes,and gastronomical richness

CO4: Ability to do formal and informal, oral and written communication

CO5: Overall knowledge on functional and communicative aspects and get through a2 level exams.

Unit-1
Teaching Hours:9
Dossier 1
 

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

Unit-2
Teaching Hours:9
Dossier 2
 

Towards a working life

Unit-3
Teaching Hours:9
Dossier 3
 

France Seen by...

Unit-4
Teaching Hours:9
Dossier 4
 

Mediamania

Unit-5
Teaching Hours:9
Le Bourgeois Gentilhomme
 

Act 1, 2 & 3

Text Books And Reference Books:

1.        Berthet, Annie, Catherine Hugot et al. Alter Ego + A2. Paris : Hachette, 2012

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

Essential Reading / Recommended Reading

1.      Lichet, Raymond., Puig Rosado. Ecrire à tout le monde. Paris : Hachette, 1980

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

Evaluation Pattern

Assessment Pattern

CIA (Weight)

ESE (Weight)

CIA 1 – Assignments / Letter writing / Film review

10%

 

CIA 2 –Mid Sem Exam

25%

 

CIA 3 – Quiz / Role Play / Theatre / Creative projects 

10%

 

Attendance

05%

 

End Sem Exam

 

50%

Total

50%

50%

HIN321 - HINDI (2019 Batch)

Total Teaching Hours for Semester:45
No of Lecture Hours/Week:3
Max Marks:50
Credits:2

Course Objectives/Course Description

 

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.

Course Outcome

CO1: To expose the different forms of Hindi poetry to the students.

CO2: To understand the contemporary socio-political issues.

CO3: To learn about the tradition and richness of Fine Arts of India.

CO4: To know about the renowned Indian painters.

CO5: To improve creative writing skills.

Unit-1
Teaching Hours:25
Shambooh
 

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

 

Level of knowledge:Analitical    

Unit-2
Teaching Hours:10
Creative writing
 

Nibandh lekhan, Katha lekhan, Kavitha lekhan.

Level of knowledge:Conceptual

Unit-3
Teaching Hours:10
Bharathiya chithrakala -parampara evam pramukh kalakar
 

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

Text Books And Reference Books:

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

  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.
Evaluation Pattern

CIA-1(Digital learning-wikipedia)

CIA-2(Mid sem examination)

CIA-3(wikipedia article creation)

End semester examination

JOU331 - INDIAN POLITY AND GOVERNMENT (2019 Batch)

Total Teaching Hours for Semester:60
No of Lecture Hours/Week:4
Max Marks:100
Credits:4

Course Objectives/Course Description

 

The paper deals with the development of Indian Constitution and various aspects of it .

This paper is introduced to give students, who intend to pursue a career in journalism, a complete overview of the Constitution and its functioning. It’s important for a journalist to be aware of the articles in the Constitution and how it’s been interpreted.

Course Outcome

The students will have a thorough understanding of the Indian Constitution. A journalist must not only be able to quote the articles in the Constitution but also to interpret it.

Unit-1
Teaching Hours:10
Evolution of Constitution
 

Constitutional Development of India: Govt of India Act, 1858, Queen's proclamation, Indian Councils Act 1861, 1892, Minto Morley Reforms, Montague Chelmsford Reforms, The Simon Commission, The Government of India Act 1935, August Offer 1940, Cripps proposal 1942, Wavell Plan 1945, Cabinet Mission Plan 1946, Mountbatten Plan 1947, Indian Independence Act 1947.

The Constituent Assembly of India: Meaning, evolution, composition and working of Constituent Assembly, Drafting committees, framers of the constitution. Controversial issues, criticism of the Constituent Assembly, It’s perception of the future Indian polity.

Unit-2
Teaching Hours:10
Basic Structure:
 

Preamble, Fundamental Rights, Directive principles of State Policy, Fundamental Duties, Emergency provisions.

Unit-3
Teaching Hours:10
Centre-State Relations
 

Federalism: structure and process, centre -state legislative, administrative and financial relations, politics of Presidents rule, Centre -State relations: areas of conflict, Commission's on Centre - State relations.

Unit-4
Teaching Hours:10
Legislature and Executive
 

Indian Parliament - role,functions and working, office of the president, powers and position - The Prime Minister: Office and powers, Council of Ministers - The State legislature, Governor, Chief Minister, Council of Ministers 

Unit-5
Teaching Hours:10
Judiciary
 

Supreme Court - organisation and powers, context of judicial review and judicial activism, The High courts - organisation and powers

Unit-6
Teaching Hours:10
Indian party system
 

Nature of the party system - Bi-party vs Multi Party system, National and Regional parties - Pressure groups-Election Commission, Electoral Reforms, Power politics.

Text Books And Reference Books:

Indian Government and Politics: B L Fadia

Introduction to the Constitution: D D Basu

Essential Reading / Recommended Reading

Indian Government and Politics: B L Fadia

Recommended periodicals:

 

The Hindu, EPW, Scroll.in, The Indian Express, Frontline

 

Evaluation Pattern

CIA1: 20 Marks

CIA2: 50 marks

CIA3: 20 marks

End-semester exam: 100 marks

 

JOU351 - REPORTING AND EDITING-II (2019 Batch)

Total Teaching Hours for Semester:30
No of Lecture Hours/Week:2
Max Marks:100
Credits:2

Course Objectives/Course Description

 

Course Objectives: Reporting is, of course, a core paper for the journalism students. Here there is an attempt to introduce the students to the various aspects of reporting. From understanding how news is constructed, to how to report various news stories, the paper gives an overview of the subject. Editing is also part of this paper that goes along with reporting. Editing deals with how the news flows in the newspaper organization, what changes are done to it and finally how the various elements, including news and photos are presented in a pleasing manner through page design.

Course Outcome

A student will imbibe the skill to report events/incidents and be able to edit articles and news stories as befits the medium

Unit-1
Teaching Hours:10
Reporting
 

Reporting: Reporter- functions, attributes, and responsibilities. Qualifications and traits of a reporter. News writing structures: Asking and answering the 5 Ws and 1 H; lead; body of the story; background and quotes; inverted pyramid structure; chronology; equal-facts story, etc. Writing the news lead- purpose, types of leads.           

Reporting stories: Crime; speech; legislature; society; sports; politics and accidents. Interviewing techniques: what and how of interviews; preparing for the interview; asking the right questions; writing the interview.

Unit-2
Teaching Hours:10
Editing
 

Introduction to Editing Desk: purpose of editing; sub editor- traits and functions; principles of editing; chief sub-editor and news editor.

Headlines: what is a headline; purpose; principles of writing headlines; different types of headlines.

Rewriting copy- principles of rewriting.

Translation- basic principles of translation.

Unit-3
Teaching Hours:10
Page Layout and Design
 

An overview of the process of laying out pages and designing of newspaper using software like Quark Xpress. Newspaper Style: meaning; various aspects of style; AP stylebook, Style of Indian newspapers. Page design: typography; different typefaces; page makeup styles; principles of design, Analysis of a typical newspaper design.

Text Books And Reference Books:
  1. Stephens, Mitchell & Gerald Lanson. (1986). Writing & Reporting the News. Harcourt Bruce Jovanovich College Publications, USA.
  2. Mencher, Melvin. (1977). News Reporting & Writing. W.C.Brown Co. Publications, USA.
Essential Reading / Recommended Reading
  1. Westley, Bruce (1980). News Editing (3rd Edition). IBH Publications, New Delhi.
  2. Garst, Robert & Theodore Bernstein (1982). Headlines and Deadlines (4th Edition). Columbia University Press, New York, USA.
  3. Baskette, Sissors & Brooks (1992). The Art of Editing (5th Edition). Macmillan Publishing Co. New York.

 

Evaluation Pattern

CIA1: Written assignment (10)

CIA2: Mid-sem exam: Submission (25)

CIA3: Written Assignment (10)

End-semester exam: Submission (50)

Attendance: (5)

KAN321 - KANNADA (2019 Batch)

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

Course Objectives/Course Description

 

Course Description: Language Kannada is offered to students of third Semester BA/B.Sc as Second language for fifty marks. The students who choose Kannada as second language are generally studied language Kannada at Pre University level. Samples of all genres of Kannada literature, are equally distributed to all four semesters. Students of this semester will study an anthology of Modern Kannada Poetry and an Autobiography of Laxman Gaikwad. This course prepares the students to understand the new era. At the dawn of the twentieth century, B.M. Srikantiah, regarded as the “Father of modern Kannada Literature”, called for a new era of writing original works in modern Kannada while moving away from archaic Kannada forms. Students will study modern Kannada poetry from B.M.Sri to Dalit poet Dr. Siddalingiah. An anthology of modern poetry is selected to understand the beauty of modern Kannada poets through their writings. Uchalya is an autobiographical novel that carries the memories of Laxman Gaikwad right from his childhood till he became an adult. Laxman Gaikwad took birth in a criminal tribe of India belonging to Orissa/ Maharastra. The original text is translated to Kannada by Chandrakantha Pokale.

 

Course Objectives:

The objective is to understand and appreciate poetry as a literary art form. Students will also analyse the various elements of Poetry, such as diction, tone, form, genre, imagery, symbolism, theme, etc. In the text Uchalya students will learn the elements of autobiography.

Course Outcome

CO1: Able to appreciate Modern Kannada poetry

CO2: To Ignite critical skills

CO3: To improve creative skills

CO4: To know more about modern kannada poets

CO5: To improve the art of writing skills

Unit-1
Teaching Hours:25
Modern Kannada Poetry
 

1. Kariheggadeya Magalu- B.M.Sri

2. Hunnime Ratri- Kuvempu

3. Anna Yagna-Bendre

4.Mankuthimmana Kagga-D.V.G

5.Ikkala- K.S. Narasimha Swamy

6. Kannad padgol- G.P.Rajarathnam

7.Hanathe hachchuttene- G.S.S

8.Adugemane Hudugi-Vaidehi

9. Nehru Nivruttaraguvudilla- Adgaru

10. Nanna Janagalu.-Siddalingaiah

Unit-2
Teaching Hours:20
Autobiography- Uchalya- Lakshman Gayekwad (Marathi)
 

Text: Uchalya

Author:Lakshman Gayekwad

Translation: Chandrakantha Pokle

 

Text Books And Reference Books:

1. English Geethegalu- Sri, Publishers: B.M.Sri Smarka Prathistana, Bangalore-19 (2013)

2. Kannada Sahitya Charithre- Volumes 1-4, Editor: G. S. Shivarudrappa, Prasaranga, Bangalore Univeristy.

3. Hosagannada Kavitheya Mele English Kavyada Prabhava- S. Ananthanarayana

4. Hosagannadada Arunodaya- Srinivasa  Havanuru

Essential Reading / Recommended Reading

1. Hosagannda Sahitya- L.S. Sheshagiri Rao

2. Kannada Sahitya Sameekshe- G. S. Shivarudrappa

3. Bhavageethe- Dr. S. Prabhushankara

4. My Experiments with Truth- M.K. Gandhi

5. Ouru Keri- Siddalingaiah

Evaluation Pattern
 
Evaluation Pattern
 

CIA-1 Written Assignments- 20 Marks

CIA-2 Mid Semsester Examination- 50 Marks

CIA-3 Translation Assignment- English to Kannada -20 Marks

Attendance -05 Marks

End Semester Examination- 50 Marks

 
   

PSY331 - LIFE SPAN DEVELOPMENT (2019 Batch)

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

Course Objectives/Course Description

 

This course has been conceptualized in order to provide a general introduction to various developmental concepts across the different stages of the lifespan, with the nature versus nurture debate as a concurrent theme. The course is described through three perspectives: physical, cognitive, and psychosocial. Emphasis will be on the major transitions from fetal development through death in the physical, cognitive, social, and emotional domains. Research methods in developmental psychology are addressed explicitly and are also addressed alongside each major research study and theory discussed. This course includes discussion on the influences of cultural issues and technological advancements. This course addresses classic developmental theories and research as well as provides an overview of current developmental topics across the lifespan.

This course will help the learner to gain familiarity with:

  • The nature of human development, the issues and debates and theoretical perspectives in the various domains of development.
  • How physical development proceeds from the prenatal period till late adulthood and the various physical changes, conditions and risks associated with each period of development.
  • How cognitive development proceeds across the lifespan, from the Piagetian and Vygotskian theoretical perspectives,  with an emphasis on language, reasoning, categorization, numbers and abstraction.
  • How psychosocial development proceeds across the lifespan with regard to temperament, attachment, development of emotions, self-concept, identity, self-esteem, play, prosocial behaviour and aggression.
  • How cultural and contextual factors play a role in relationships and parenting as well as crucial issues related to mid-life and ageing.

Course Outcome

CO1: Define basic concepts, issues, debates and theories in the field of developmental psychology.

CO2: Explain human development as progressing through different stages and domain areas

CO3: Identify the role of family, peers and community in influencing development at different stages

CO4: Explain scientific research methods used in studying human development

Unit-1
Teaching Hours:15
Introduction
 

Importance of Life-span Development; Historical Perspective; Characteristics of Life-span Development; Nature of Development; Overview of Theories of Development: Freud, Erikson, Piaget, Vygotsky, Information processing, Behavioural, Socio-Cognitive, Ethological and Ecological theories; Major Issues and Debates in Developmental Psychology; Studying Development - Sequential, Cross-sectional and Longitudinal approaches.          

Unit-2
Teaching Hours:15
Physical Development
 

Stages of prenatal development; Teratogens and prenatal environment; Birth, newborn appearance, reflexes, assessment and states; Physical and motor development - in childhood: cephalocaudal and proximodistal pattern, gross and fine motor skills and handedness; Puberty and adolescent changes: Meaning of  puberty, biological changes, sexual maturation, growth spurt, primary and secondary sexual characteristics; Adult development and Ageing - Biological; Assessments in studying development.

Unit-3
Teaching Hours:15
Cognitive Development
 

Stages of Cognitive Development - Piaget's Theory: Milestones and Mechanisms; Vygotsky’s Theory; Language development; Observations & Experiment Methods in studying development.

Unit-4
Teaching Hours:15
Psycho-social development (Development of self)
 

Emotions; Temperament; Development of self-concept; Play; Aggression and altruism; Moral Development: Kohlberg’s theory; Development of identity: Erikson and Marcia’s views; Gender differences and gender role standards; Use of field experiments to study development.

Unit-5
Teaching Hours:15
Psycho-social Development (Socio- cultural Influences)
 

Development of Attachment: Bowlby’s theory; Adolescent relationships: Family, peers, adult society, adult life; Vocational adjustment; Foundations of intimate relationships: friendship, love, and sexuality; Marriage: Marital adjustment and conditions influencing it; Parenthood and parenting styles: adjustment to parenthood; Coping with Mid-life crisis, changes in relationship; Ageing and theories of ageing; Coping with death, stages and patterns of grieving; Cultural differences: Indian philosophy- four stages of a life and expectations; Use of questionnaires and interviews to study development; Ethical considerations in developmental research.

Text Books And Reference Books:

Santrock, J. W. (2018). A Topical Approach to Life-span Development (9th Ed.). McGraw-Hill Education.
Berk, L. C. (2008). Child Development. Prentice Hall of India (Pvt) Ltd.

Essential Reading / Recommended Reading

 Papalia, D. E. (2004). Human Development (9th Ed.). Tata McGraw Hill.

Evaluation Pattern

CIA (CONTINUOUS INTERNAL ASSESSMENT)    

  • CIA I   – Written Assignment /Individual Assignment  - Total Marks 20     
  • CIA II  – Mid Semester Examination                          - Total Marks 50                          
  • CIA III – Activity-based Assignment                          - Total Marks 20
  • CIA I + II + III                              = 90 /100 = 45/50 
  • Attendance                                     = 5 Marks 
  • Total Marks                                     = 100 = 50 

End Semester Examination : Total Marks=100=50

Question paper pattern

  • Section A        Brief, concepts, definitions, applications              2 Marks x 10 = 20
  • Section B        Short Answers: Conceptual/Application               5 Marks x 4 = 20
  • Section C        Essay Type: Descriptive/Conceptual                   15 Marks x 3 = 45
  • Section D        Compulsory: Case Study (Application)                15 Marks X 1 = 15

PSY351 - PSYCHOLOGICAL STATISTICS AND EXPERIMENTS - I (2019 Batch)

Total Teaching Hours for Semester:30
No of Lecture Hours/Week:2
Max Marks:50
Credits:2

Course Objectives/Course Description

 

The coursework aims to provide undergraduate psychology students the knowledge and hands-on practice of experimental psychology and statistics. The course imparts training in classic as well as contemporary experiments in the field of Psychology. Students will conduct experiments in the field of Psychology from the domains of learning and cognition. In the process, they will be provided an understanding of central concepts in the field such as designing an experiment, variables, hypothesis etc. This course is planned to provide a framework for the development of assessment practices. Attention will be given to issues of identifying and selecting test instruments, conducting the assessment process in an ethical and considerate manner, interpreting norm-referenced and criterion-referenced test scores and writing APA style reports. The course introduces students to computer-assisted experiments. The course would help students to evaluate, modify and develop psychological experiments. Statistical techniques covered will include descriptive statistics including the concept of normality, measures of central tendency and dispersion, and pie charts and graphs, as well as the use of a common statistical program (SPSS) to analyze data. Laboratory periods stress the techniques of data analysis using computers.

Course objectives: This course will help the learner to learn about

  1. The difference between true and quasi-experiments, and lab and field experiments
  2. The ethical concerns while using this method in research
  3. Conducting actual experiments, and writing reports with conceptual clarity.
  4. Basic statistical principles and techniques to analyze and interpret quantitative data

Course Outcome

CO1: Understand the basic principles of experimental psychology

CO2: Conduct, Score, Interpret and Report psychological experiments following ethical protocols and APA guidelines.

CO3: Analyze experimental data with the knowledge of basic statistical techniques and software packages like SPSS, MS-Excel or JAMOVI

Unit-1
Teaching Hours:4
Ethical Standards in Psychological Testing
 

Ethical issues in research (APA)- consent, confidentiality, Standards of reporting, Plagiarism, Ethical issues in report writing for tests and experiments, style of writing (scientific, unbiased, objective)

Unit-2
Teaching Hours:14
Psychological Experiments
 

This module will draw a sketch of the movement of Experimental Psychology in the disciplinary history, highlight and discuss some distinctive features of conducting experiments in human subjects including use of theories, establishing a hypothesis and designing experiments. The module also critically looks at the ethicality and contemporary understanding of this method. The student would conduct a minimum six experiments including at least two computer-assisted experiments. Computer-assisted include but not limited to PEBL, E-Prime, Z-tree.

Topics: Perception, Illusion, Dexterity, Attention, Reaction time 

Suggested Experiments and tools for Demonstration/ to conduct: Size weight Illusion, Finger and tweezer Dexterity, Depth Perception, tachistoscope, Reaction time apparatus, colour blindness, Muller-lyer, Minnesota Rate of Manipulation Test (MRMT), Stroop test, division of attention,

Unit-3
Teaching Hours:12
Introduction to Statistics
 

Relevance of Statistics in Psychological Research; Descriptive Statistics; Variables and Constants; Scales of Measurement, Normality, Presentation of data: Graphs (Bar diagram, Pie chart, Histogram) Group and Ungrouped data: Mean, Median, Mode. Introduction to Statistical packages; Data analysis (SPSS/ Excel/ Word)

Text Books And Reference Books:

American Psychological Association (2002). Ethical Principles of Psychologists and Code of Conduct. www.apa.org/ethics/code2002.html (Standard 9:Assessment)

Cohen, R. J. & Swerdlik, M. E. (2013). Psychological Testing and Assessment: An Introduction to Tests and Measurement (Eighth Edition). McGraw-Hill.

Essential Reading / Recommended Reading

Coolican, H. (2006). Introduction to Research Methodology in Psychology. Hodder Arnold.

Gravetter, F.J. &Wallnau, L.B. (2009).Statistics for the Behavioral Sciences (9th Ed.). Cengage Learning.

Martin, D. W. (2008). Doing psychology experiments. Thomson-Wadsworth.

Evaluation Pattern

Continuous Internal Evaluations (CIAs) – 50 Marks

  • CIA 1: Lab Report (3 x 5 marks each) =  15 marks
  • CIA 2: Lab Reports (3 x 5 marks each) =  15 marks
  • CIA 3: Review of Ethics, Statistics and Demo =  15 marks
  • Class participation and Supervisor Feedback=05 marks

Department Level End Semester Examination (ESE)- 50 Marks

  • Two hours written exam on ethics, statistics and experiments.

CIAs (50 marks) + ESE (50 Marks) = 100 Marks /2 = 50 Marks

SAN321 - SANSKRIT (2019 Batch)

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

Course Objectives/Course Description

 

Samskrutha Prathibha” introduces a mixture of prose and poetry as champu, and its origin. Sundarakanda from Bhoja´s Cahmpu Ramayana introduces the blend of  prose and poetry to the studnets .

The main objective of the students is to understand the champu Kavyas based on the sam.  

The Origin and development of the Champu.

Course Outcome

CO1: To Deliberate the classification and characteristics of the epic

CO2: To analyse in detail with examples.

CO3: To Deliberate in depth epic

CO4: To understand the poetic delight

CO5: To learn language skills

Unit-1
Teaching Hours:2
champu
 

Origin and developmetn of Champu kavyas

Five Important Champus

Level of knowledge: Basic/conceptual/ Analytical

Unit-2
Teaching Hours:30
Sundarakanda of Bhoja´s Champu Ramayana
 


  Sundarakanda of Bhoja´s Champu Ramayana                    

Level of knowledge: Basic/conceptual/ Analytical.

                                                                                                                                                                           

Unit-3
Teaching Hours:10
Grammer
 

Grammer-Prayogas and Krudanta prakaranam                                        

Level of knowledge: Basic/conceptual/ Analytical

Unit-4
Teaching Hours:3
. Language component.
 

language component

Translation Sanskrit to English                                              

Level of knowledge: Basic/conceptual/ Analytical

Composition to write in Sanskrit                                                          

 Level of knowledge: Basic/conceptual/ Analytical

Comprehension in Sanskrit                                                          

  Level of knowledge: Basic/conceptual/ Analytical

 

Text Books And Reference Books:

Sundarakanda from Bhaja´s Champu Ramayana 

Chitrakalayaa: ugagamam vikaasam ca

origin and development of painting through Vedas and Puranas

 

Essential Reading / Recommended Reading

   

Reference Books:-

 

1)      Sundarakanda from “Champuramayana of Bhoja  

2)      Sanskrit Grammar by M.R. Kale.

3)       History of Sanskrit literature by Dr.M.S. Shivakumaraswamy.

4)       History of Sanskrit literature by Krishnamachari.

 

 

Evaluation Pattern

CIA 1 Wikipedia assignment

CIA 2 mid semester examination

CIA 3 Wikipedia assignment

TAM321 - TAMIL (2019 Batch)

Total Teaching Hours for Semester:45
No of Lecture Hours/Week:3
Max Marks:50
Credits:2

Course Objectives/Course Description

 

Araillakiyam, bakthi illakiyam, ikala illakiyamn the major allakiyams.The influence myths and puranas are delineated through the good deeds for a better lifestyle.The  Cultural Studies part will have an overview of Indian painting both traditional and modern with special reference to mythology and literature

India 2020- Abdul Kalam

 

 

Course Outcome

CO1: To recall and caregorize the concepts of literature.

CO2: To understand the true essence of the texts, and inculcate them in their daily lives.

CO3: Recognize and apply the moral values and ethics in their learning.

CO4: Comprehend the concepts in literature and appreciate the literary text.

CO5: Proficiency in language

Unit-1
Teaching Hours:20
Epic Poetry and Mythological poems
 

Indian literature has epics from the pan-Indian perspectives and from individual cultures. This unit will focus on the uniqueness various ellaikyams.

Text Books And Reference Books:

Thirukkural-Bhoombugar pathipagam- puliyur kesigan urai, Chennai- 08

Kammbarin Ainthu noolgal- Vanathi pathupagam- Dr. R. Rajagopalachariyar,  Chennai- 18

Nathu pura illakiyam- Ki Va jaganathan- malai aruvi- Monarch achagam- chennai

India 2020- APJ Abdul kalam- puthaiyuram aandugaluku aga oru thoali nooku,  New century book house, chennai

 

 

Essential Reading / Recommended Reading

 

Thirukkural-Bhoombugar pathipagam- puliyur kesigan urai, Chennai- 08

Kammbarin Ainthu noolgal- Vanathi pathupagam- Dr. R. Rajagopalachariyar,  Chennai- 18

Nathu pura illakiyam- Ki Va jaganathan- malai aruvi- Monarch achagam- chennai

India 2020- APJ Abdul kalam- puthaiyuram aandugaluku aga oru thoali nooku,  New century book house, chennai

Tamizhar nattup padagal - N Vanamamalai, New century book house, Chennai

 

 

 

 

Evaluation Pattern

EXAMINATION AND  ASSIGNMENTS:  There is a continuous evaluation both at the formal and informal levels. The language skills and the ability to evaluate a text will be assessed

This paper will have a total of 50 marks shared equally by End Semester Exam (ESE) and Continuous Internal Assessment (CIA) While the ESE is based on theory the CIA will assess the students' critical thinking, leadership qualities, language skills and creativity

AEN421 - ADDITIONAL ENGLISH (2019 Batch)

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

Course Objectives/Course Description

 

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

The course objectives are

·         to introduce the 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 enable them to grasp and appreciate the variety and abundance of subaltern writing, of which this compilation is just a glimpse 

·         to actively engage with the world as a cultural and social space (to be facilitated through proactive CIAs which help students to interact and engage with the realities they face everyday and have come across in these texts)

·         to learn and appreciate India and its place in the world through association of ideas in the texts and the external contexts

 

·         to reiterate the study skills and communication skills they developed in the previous year and extend it.  

Course Outcome

CO1: The students will understand the dynamics of culture, eth nicities, social and political differences in a global learning environment.

CO2: will enable students to identify and differentiate of the nuances of cultures, ethnicities and other diversity around them and become sensitive towards them.

Unit-1
Teaching Hours:12
Novella
 

Unit 1: Novella

·         Viktor Frankl: “Man’s Search for Meaning”(Excerpts)                                       

 

 

Unit-2
Teaching Hours:12
Short Stories
 

Short Story                                                                                                    

·         Anton Chekov: “The Avenger”

·         Chinua Achebe: “Marriage is a Private Affair”

·         Nadine Gordimer: “Train from Rhodesia”

 

·         Wakako Yamuchai: “And the Soul Shall Dance”

Unit-3
Teaching Hours:12
Poetry
 

Poetry                                                                                                             12 hrs

·         Octavio Paz: “As One Listens to the Rain”

·         Jamaica Kincaid: “Girl”

·         Derek Walcott: “A Far Cry from Africa”    

 

·         Joseph Brodsky: “Freedom”

Unit-4
Teaching Hours:9
Essays
 

·         Alice Walker: Excerpts from “In Search of My Mother’s Gardens”

·         Hannah Arendt: “Men in Dark Times”

Dalai Lama Nobel Acceptance Speech

 

 

 

 

Text Books And Reference Books:

Blends Book II

Viktor Frankl's "Man's Search for Meaning"

Essential Reading / Recommended Reading

Elie Wiesel "Night"

Diary of Anne Frank

Famous Nobel Lectures

Evaluation Pattern

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.

ENG422 - PROFESSIONAL COMMUNICATION - II (2019 Batch)

Total Teaching Hours for Semester:45
No of Lecture Hours/Week:3
Max Marks:100
Credits:2

Course Objectives/Course Description

 

Objectives

·         To enable learners to write for various purposes

·         To enable learners to make presentation of various kinds

·         To enable learners to develop content for various contexts

·         To enable learners to develop technical writing skills

·         To enable leaners to use appropriate means of oral communication

Course Outcome

Learning Outcome

Successful completion of the course will equip the participants in the following ways:

·         ability to judge audience requirements in oral and written communication and communicate accordingly

·         ability to use specific styles in communication to be effective

·         ability to understand workplace structures and requirements to communicate

·         ability to use written form of communication appropriately

Unit-1
Teaching Hours:10
Report Writing
 

 

-          Paragraphing

-          Editing

-          Ethics of writing

 

 

Case study report

Evaluative report

Operation report

Inspection report

Analytical report

Newspaper reports

Unit-2
Teaching Hours:15
Content writing
 

 

-          Web content writing

-          Scientific Writing

-          Copy writing

-          Travel Writing

-          Medical Writing

-          Article Writing

-          Web Copy writing

-          Copy Editing

-          Blog writing

 

Unit-3
Teaching Hours:5
Review writing
 

 

-Film review

-Book review

-Gadget review

Unit-4
Teaching Hours:10
Presentation skills
 

 

 

-preparation

-performance

-response

 

 Difference between talks and speeches

Seminar presentation

Elevator pitch presentation

Unit-5
Teaching Hours:5
Interview skills
 

 

 

-Job interviews

-Promotion interviews

-Exit interviews

-Reprimand interviews

-Stress interviews

-Media interviews

-Appraisal interviews

Text Books And Reference Books:

1. Confessions of a Public Speaker- Scott Berkun

2. Communication Skills for Project and Programme Managers -Melanie Franklin & Susan Tuttle

3. Crucial Conversations: Tools for Talking When Stakes Are High - Kerry Patterson, Joseph Grenny, Ron McMillan, and Al Switzler

 

4. Difficult Conversations: How to Have Conversations that Matter the Most - Douglas Stone, Bruce Patton, Sheila Heen, and Roger Fisher

Essential Reading / Recommended Reading
 5. Words That Work In Business: A Practical Guide to Effective Communication in the Workplace - Ike Lasater and Julie Stiles

 

6. Professional Presentations – Malcolm Goodale

 

7. Group Discussion and Interview Skills – Priyadarshi Patnaik

 

8. Using Newspapers in the Classroom – Paul Sanderson

 

9. Business Benchmark – Pre-Intermediate to Intermediate – Norman Whitby

 

10. Business Benchmark – Upperintermediate – Guy Brook- Hart

 

Evaluation Pattern

Examination & Assessments

CIA (weight) = 50 marks

ESE (weight) = 50 marks

 

CIA 1= 20 marks

The assignment could be a written task based on unit 1. Students maybe encouraged to write for newspapers or to write reports for any University events that maybe documented in the website. Students could also be encouraged to assist in writing reports for departments.

 

CIA 2= 50 marks

The CIA 2 would be a submission assignment based on the topics covered. The teachers may choose one or more combinations of the communication aspects covered and provide a single topic or multiple sub-topics for the written submission. The students could be encouraged to write based on topics covered in Unit 2.

 

CIA 3 =20 marks

This assignment can be an oral task to ensure the oral communication section is tested. The task maybe done in groups to check various aspects covered under the unit.

 

ESE = 50 marks

EST431 - INTRODUCTION TO LITERARY THEORY (2019 Batch)

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

Course Objectives/Course Description

 

This course aims to introduce the students to concepts, concerns, critical debates in theorising literary texts and expose them to the applicability of these theoretical frameworks. It will enable students to critically perceive and engage with the production of meanings, significations and negotiations. This paper  will act as a bridge to Cultural Studies; Popular Culture; Indian Literatures; Postcolonial Studies; Ecological Studies and other studies that will be introduced in the final year and English Honours.

Course Outcome

CO1: Display familiarity with basic theories in literature

CO2: Apply theories as frameworks to analyze literary and other texts

CO3: Debate on the feasibility of theory in application to lived reality

CO4: Demonstrate an understanding of the arguments and limitations of different theoretical perspectives

CO5: Argue for their takes on several theoretical positions with justification

Unit-1
Teaching Hours:10
Introducing Theory: Literature and the Need for Criticism and Theory
 

I.1 What is Literature?

I.2 What is Literary Criticism; Literary/Critical Theory?

1.3 Literary Criticism/Theory: Key Ideas: Plato to Leavis 

(An Overview of the development of theory)

Unit-1
Teaching Hours:10
Introducing Theory: Literature and the Need for Criticism and Theory
 

I.1 What is Literature?

I.2 What is Literary Criticism; Literary/Critical Theory?

1.3 Literary Criticism/Theory: Key Ideas: Plato to Leavis 

(An Overview of the development of theory)

Unit-2
Teaching Hours:20
The Linguistic and Inter-disciplinary Turn
 

II. 1. Structuralism

  1. What is Structuralism?
  2. The Project of the Structuralists.
  3. Key Ideas/Theorists: Ferdinand de Saussure and Claude Levi-Strauss

II. 2 Poststructuralism

  1. What is Poststructuralism?
  2. The Project of the Poststructuralists
  3. Key Ideas/Theorist: Deconstruction and Jacques Derrida
Unit-2
Teaching Hours:20
The Linguistic and Inter-disciplinary Turn
 

II. 1. Structuralism

  1. What is Structuralism?
  2. The Project of the Structuralists.
  3. Key Ideas/Theorists: Ferdinand de Saussure and Claude Levi-Strauss

II. 2 Poststructuralism

  1. What is Poststructuralism?
  2. The Project of the Poststructuralists
  3. Key Ideas/Theorist: Deconstruction and Jacques Derrida
Unit-3
Teaching Hours:25
The Pattern of the Mind, Language and Literature
 

III. 1 Psychoanalysis:

  1. What is Psychoanalysis?
  2. The Project of Psychoanalysis and its working in Literature.
  3. Key Ideas/Theorists: Sigmund Freud and Jacques Lacan

III. 2 Feminism:

  1. What is Feminism?
  2. Pre-poststructuralist’ Feminist Literary Theory
  3. Poststructuralist Feminist Theory      
  4. Key Ideas/Theorists: Virginia Woolf, Elaine Showalter, Helene Cixous and Julia Kristeva
Unit-3
Teaching Hours:25
The Pattern of the Mind, Language and Literature
 

III. 1 Psychoanalysis:

  1. What is Psychoanalysis?
  2. The Project of Psychoanalysis and its working in Literature.
  3. Key Ideas/Theorists: Sigmund Freud and Jacques Lacan

III. 2 Feminism:

  1. What is Feminism?
  2. Pre-poststructuralist’ Feminist Literary Theory
  3. Poststructuralist Feminist Theory      
  4. Key Ideas/Theorists: Virginia Woolf, Elaine Showalter, Helene Cixous and Julia Kristeva
Unit-4
Teaching Hours:10
Ideology and the Subject: Freedom of Mind and Expression
 

IV. 1 Ideology and Discourse:

  1. What is Ideology?
  2. Key Ideas/Theorists: Karl Marx; Louis Althusser; and Antonio Gramsci
  3. What is Discourse and it implications?
  4. Key Ideas/Theorists:Michel Foucault; New Historicism; Mikhail Bakhtin; Raymond Williams and Cultural Materialism

IV. 2 Race and Postcolonialism: Nations, Nationalisms and Identity

  1. What is Postcolonialism?
  2. The Project of Postcolonialism
  3. Key Ideas/Theorists: Franz Fanon; Homi K Bhabha; Partha Chatterjee
Unit-4
Teaching Hours:10
Ideology and the Subject: Freedom of Mind and Expression
 

IV. 1 Ideology and Discourse:

  1. What is Ideology?
  2. Key Ideas/Theorists: Karl Marx; Louis Althusser; and Antonio Gramsci
  3. What is Discourse and it implications?
  4. Key Ideas/Theorists:Michel Foucault; New Historicism; Mikhail Bakhtin; Raymond Williams and Cultural Materialism

IV. 2 Race and Postcolonialism: Nations, Nationalisms and Identity

  1. What is Postcolonialism?
  2. The Project of Postcolonialism
  3. Key Ideas/Theorists: Franz Fanon; Homi K Bhabha; Partha Chatterjee
Unit-5
Teaching Hours:10
Theory and Beyond
 

V. 1 Postmodernism: Knowledge and Glocalization

a. What is Modernism and Postmodernism?

b. Key Ideas/Theorists: Jean Baudrillard; Jean-François Lyotard; Giles Deleuze and Felix Guattari

V.2 Ecocriticism: Green Studies and Sustainability

a. What is Ecocriticism?

b. Key Ideas/Theorists: Cheryl Glotfelty and Harold Fromm

V. 3 Narratology: Telling and Retelling Stories

a. What is Narratology ?

b. Key Ideas/Theorists: Gerard Gennette and Vladimir Propp

Unit-5
Teaching Hours:10
Theory and Beyond
 

V. 1 Postmodernism: Knowledge and Glocalization

a. What is Modernism and Postmodernism?

b. Key Ideas/Theorists: Jean Baudrillard; Jean-François Lyotard; Giles Deleuze and Felix Guattari

V.2 Ecocriticism: Green Studies and Sustainability

a. What is Ecocriticism?

b. Key Ideas/Theorists: Cheryl Glotfelty and Harold Fromm

V. 3 Narratology: Telling and Retelling Stories

a. What is Narratology ?

b. Key Ideas/Theorists: Gerard Gennette and Vladimir Propp

Text Books And Reference Books:

  1. Peter Barry: Beginning Theory: An Introduction to Literary and Cultural Theory.
Essential Reading / Recommended Reading

  1. Abrams, M.H. A Glossary of Literary Terms. 8th ed. New York: Wardworth, 2005.
  2. Ahmand, Aijaz. In Theory: Classes, Nations, Literatures. Rpt. New Delhi: OUP, 2006.
  3. Culler, Jonathan. The Pursuit of Signs: Semiotics, literature, deconstruction. London/New York: Routledge, 2001. Print.
  4. Devy, G.N., ed. Indian Literary Criticism: Theory and Interpretation. Rpt. Hyderabad: Orient Longman, 2007. Print.
  5. Eagleton, Terry. Literary Theory: An Introduction. 2nd ed. Oxford: Blackwell, 2008
  6. ---. The Function of Criticism. London: Verso, 2005. Print.
  7. Gurrin, Wilfred L, et al. A Handbook of Critical Approaches to Literature. 5th ed.New York: OUP, 2005. Print.
  8. Habib, M.A.R., ed. A History of Literary Criticism and Theory: From Plato to the Present. Oxford: Blackwell, 2008. Print.
  9. John, Eileen and Dominic McIver Lopes, eds. Philosophy of Literature: Contemporary and Classic Readings. Oxford: Blackwell, 2004. Print.
  10. John, Eileen and Dominic McIver Lopes. Philosophy of Literature: Contemporary and Classic Readings. Oxford: Blackwell, 2004.
  11. Kapoor, Kapil. Literary Theory: Indian Conceptual Framework. New Delhi: Affiliated East-West Press, 1998. Print.
  12. Klages, Mary. Literary Theory: A Guide for the Perplexed. London: Continuum, 2006
  13. Leitch, Vincent B., ed. The Norton Anthology of Theory and Criticism. New York:Norton, 2001. Print.
  14. Rice, Philip and Patricia Waugh. Modern Literary Theory. 4th ed. London: Hodder Arnold, 2001. Print.
  15. Rivkin, Julie, Michael Ryan, eds. Literary Theory: An Introduction. Rev ed. Oxford: Blackwell, 2003. Print.
  16. Rooney, Ellen ed. Feminist Literary Theory. Cambridge: CUP, 2006. Print.
  17. Waugh, Patricia. Literary Theory and Criticism: An Oxford Guide. Oxford: OUP, 2006. Print
Evaluation Pattern

CIA II: Mid Semester 

Section A: Any 3 questions out of 5. (3x10=30) (Conceptual Questions)

Section B: 1x 20=20. Application question. Compulsory no choice.

Total = 50.

 

CIA I: A class test (open book or otherwise on concepts and application) for 20 marks

CIA III: Any creative test that is application based for 20 marks.

 

End Semester Pattern

Section A: 5x10 =50 (Answer any 5 out of 7) Conceptual Questions alone

Section B: 2x25 = 50 (Answer any 2 out of 3) Application based

 

Total 100

FRN421 - FRENCH (2019 Batch)

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

Course Objectives/Course Description

 

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

Course Outcome

CO1: Ability to communicate with native speakers and make presentations on small topics

CO2: Proficiency in literary analysis,appreciation and review of poems,play ,films and fables

CO3: Acquaintance of culture,civilisation,social values and etiquettes,and gastronomical richness

CO4: Ability to do formal and informal, oral and written communication

CO5: Overall knowledge on functional and communicative aspects and get through a2 level exams.

Unit-1
Teaching Hours:9
Dossier 5
 

Leisure Time

Unit-2
Teaching Hours:9
Dossier 6
 

The world is ours

Unit-3
Teaching Hours:9
Dossier 7
 

News

Unit-4
Teaching Hours:9
Dossier 8
 

Educ- actions

Unit-5
Teaching Hours:9
Le Bourgeois Gentilhomme
 

Act 4 & 5

Text Books And Reference Books:

1.        Berthet, Annie, Catherine Hugot et al. Alter Ego + A2. Paris : Hachette, 2012

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

Essential Reading / Recommended Reading

1.      Lichet, Raymond., Puig Rosado. Ecrire à tout le monde. Paris : Hachette, 1980

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

Evaluation Pattern

Assessment Pattern

CIA (Weight)

ESE (Weight)

CIA 1 – Assignments / Letter writing / Film review

10%

 

CIA 2 –Mid Sem Exam

25%

 

CIA 3 – Quiz / Role Play / Theatre / Creative projects 

10%

 

Attendance

05%

 

End Sem Exam

 

50%

Total

50%

50%

HIN421 - HINDI (2019 Batch)

Total Teaching Hours for Semester:45
No of Lecture Hours/Week:3
Max Marks:50
Credits:2

Course Objectives/Course Description

 

The detailed text-book "Ashad ka ek din” is a drama by Mohan Rakeshi, one of the eminent writers of modern Hindi Literature. Hindi journalismis is one of the major unit of this semester. Phrases, idioms, technical and scientific terminology are included in this semester to improve the literary skills.

Course Outcome

CO1: To impart experiential learning through Hindi play.

CO2: To know about the thematic aspects of Hindi theatre.

CO3: To learn about journalism and media in Hindi

CO4: To improve language usage skills.

CO5: To improve critical and analytical skills.

Unit-1
Teaching Hours:30
Natak- Ashad Ka Ek Din (Play) by Mohan Rakesh
 

Madhavi (Play) ByBhishma Sahni. Rajpal and Sons, New Delhi - 110006 

Level of knowledge: Analitical

Unit-2
Teaching Hours:20
SancharMadhyam
 

  •  Report writing,
  • Media Interview                                                                    
  •  Hindi Journalism 
  • Electronic media and Hindi,
  • Print media                                    

Level of knowledge: Conceptual

Unit-3
Teaching Hours:10
Phrases, Idioms. and Scientific and Technical Terminology
 

1. 50 Nos. Phrases and Idioms for writing the meaning and sentence formation.  

2. 100 Nos. (Hindi equivalent)

Level of knowledge: Basic

Text Books And Reference Books:

  1.   "Ashad ka ek din ” is a drama by Bhisma Sahni. Rajpal and Sons, New Delhi - 110006
Essential Reading / Recommended Reading

  1. News reporting and writing: By Mencher, Melvin..       
  2. Hindi patrakarita ka Ithihas: By Jagadeesh Prasad Chaturvedi
  3. Hindi patrakarita swaroop evam sandarbh: By Vinod Godare
  4. Media Interview: By Philip Bell, Theovanleeuwen.
Evaluation Pattern

CIA-1(Digital learning)

CIA-2(Mid sem exam)

CIA-3((Wikipedia-Article creation)

End sem exam

JOU431 - MEDIA LAW, ETHICS AND ISSUES (2019 Batch)

Total Teaching Hours for Semester:60
No of Lecture Hours/Week:4
Max Marks:100
Credits:4

Course Objectives/Course Description

 

This is a core paper for prospective practitioners of journalism that provides a grounding in law and an understanding of ethics is an important prerequisite for all journalists, without which the practice of journalism would be of poor quality, covered with legal and ethical pitfalls.

Course Outcome

Students will have a clear understanding of laws pertaining to the media industry, enabling them to respect and appreciate the laws that govern the working of media professionals.

Unit-1
Teaching Hours:15
Introduction to Law
 

Law- meaning, definition, evolution. Law and morality. Kinds of law- civil and criminal, English common law, need for law in today’s society. Press Legislation - Brief overview of press legislation in India from the British rule to the present. Indian Penal Code, Official Secrets Act, Vernacular Press Act, Censorship and Film Censorship.     

Unit-2
Teaching Hours:15
Constitutional and Legal Perspectives
 

Indian Constitution- Preamble & Fundamental Rights. Freedom of the Press in India, Constitutional guarantee of Press Freedom under Art. 19(1)(a). Reasonable restrictions under Art 19(2) and Art 19(6). Interpretation of Press Freedom by the Supreme Court. Legislative Privileges- Tension between the legislature and press. Defamation: meaning, definition, civil and criminal defamation, test of defamation, defenses and punitive actions. Libel and Slander. Contempt of Court:  Civil and criminal contempt. Defenses for contempt. Right to Information Act

Unit-3
Teaching Hours:15
Regulatory Bodies and Acts
 

 

Need for a code of conduct, Press Commission's, PCI - role and Functions, The Working Journalist Act,  Prasar Bharati Act, Self regulation, Source protection, Ownership patterns. The Cinematograph Act, Copyrights Act, Whistleblower protection Act, Intellectual Property Rights in India.

Unit-4
Teaching Hours:15
Internet and Laws
 

Cyber laws - Information Technology (Amendment) Act 2008, Information Technology (Information Security Practices and Procedures for Protected System) Rules 2018, cyberspace and censorship, political pressure and media independence.  Supreme Court’s Aadhar Judgement and the Right to Privacy, Personal Data Protection Bill - 2018.                       

               

Text Books And Reference Books:
  1. Basu, Durga Das. (1998). Law of the Press (4th Edition). Prentice Hall, New Delhi.
  2. Bhatia, Sita (1999). Freedom of the Press. Rawat Publications, New Delhi.
  3. Ravindran, R.K (1999). Press Laws and Ethics. Anmol Publications, New Delhi
  4. Day, Louis Alvin (2003). Ethics in Media Communications- Cases and Controversies (4th Edition). Wadsworth, USA.
  5. Srivastava, K.M. (1992). Media Issues. Sterling Publications Pvt. Ltd., New Delhi.
  6. Dennis, Everette and John Merrill (2002). Media Debates- Great Issues for the Digital Age. Wadsworth, USA.
Essential Reading / Recommended Reading
  1. Overbeck, Wayne (2004). Major Principles of Media Law. Wadsworth, USA.
  2. Padhy K.S. (1994). The Muzzled Press- Introspect and Retrospect. Kanishka Publications, Delhi.
  3. Olen, Jeffrey (1988). Ethics in Journalism. Prentice Hall, New Jersey.
  4. Venkatramiah, Jus. E.S. (1987).  Freedom of the Press- Some Recent Trends. B.R. Publications, Delhi.
  5. Singh, S. Nihal (1992). Your Slip is showing. UBS Publications, New Delhi.
  6. Lambert, B. Edmund (Ed) (1986). Committed Journalism- An Ethic for the Profession (2nd Edition). Indiana University Press, Indianapolis.
Evaluation Pattern

The students will be evaluated on their understanding of the various laws that impact media professionals and the ethical considerations. Continuous internal assessment will test their knowledge and ability to apply their analytical abilities in sizing the situation. The end semester will have a written exam spread over three hours to check their grasp of the paper and analytical skills.

CIA1: Written assignment/Quiz (10)

CIA2: Mid-sem exam: centralized (25)

CIA3: Presentation/Project (10)

End-semester exam: centralized (50)

Attendance: (5)

JOU451A - BROADCAST JOURNALISM - TV AND RADIO (2019 Batch)

Total Teaching Hours for Semester:60
No of Lecture Hours/Week:4
Max Marks:100
Credits:4

Course Objectives/Course Description

 

Students will learn all of the different aspects of the news media, with a central focus on video production, broadcast journalism, and media literacy. They will also learn the various phases of television production and gain hands-on experience with professional equipment and mobile technology. You will learn the process of scriptwriting, storytelling, editing and how to capture the images that tell a story viewers will remember.

Course Outcome

Apply effective and collaborative team communication and management skills to complete the video process from pre-production script development through the production capture of quality video image and audio.

Unit-1
Teaching Hours:15
Introduction to still photography
 

shot composition and photo editing. Introduction to video camera, Parts of video camera and their functions, Camera movement

Composition – different types of shots, camera angles and camera movements

Aesthetics in visual composition. Lighting, Lights and its properties, Different types of lights

Other tools used in lighting – diffusers, reflectors, cutters & gels. Basic lighting techniques

 

Audio fundamentals

Various audio elements used in video programs - lip synchronized sound, voice,

music, ambience, sound effects, Types of microphones, Use of audio mixers for recording & amp; editing of sound, Different audio equipment for studio and location recording.

Unit-2
Teaching Hours:15
Different stages of production
 

Idea generation, research, planning, budgeting, paper work, discussions, casting,

storyboard and screenplay, location selection, set creation and management,

script/shot breakdown, shooting/editing schedules, liaison (News Programme).

 

Post production

        Video Editing

        Basic of Video editing- video for TV and Web

       Sound Recording, Mixing

       Out Broadcasting

        Mastering, preview, publicity and marketing

Unit-3
Teaching Hours:15
Television studio set up
 

Television studio set up - Shooting and recording equipment, cameras and VTRs, analog and digital video, video standards

Unit-4
Teaching Hours:15
Different types of video programme
 

Television News Programme - CCTV (Compulsory weekly project)

2.      Hyperlapse

3.      Public Service Announcement

4.      Television/Radio Interview

5.      Radio News

6.      Radio Jingle

7.      Vox Populi

 

Text Books And Reference Books:

1.      Ralph Donald, Thomas Spann Fundamentals of TV Production, Surjeet Publications, New Delhi

2.      Herbert Zettl, TV production Handbook, Thomas Wardsworth Publishing.

3.      Bernard, Sheila Curran , Documentary Story Telling for Video and Film Makers.

4.      Shyles, Leonard. Art of Video Production.

5.      Bernard, Sheila Curran. Documentary Story Telling for Video and Film Makers.

6.      Rea, Peter W ; Irving, David K . Producing and directing the short film and video.

7.      Diefenbach, Donald L . Video production techniques : theory and practice from concept to screen.

Essential Reading / Recommended Reading

1.      Ralph Donald, Thomas Spann Fundamentals of TV Production, Surjeet Publications, New Delhi

2.      Herbert Zettl, TV production Handbook, Thomas Wardsworth Publishing.

3.      Bernard, Sheila Curran , Documentary Story Telling for Video and Film Makers.

4.      Shyles, Leonard. Art of Video Production.

5.      Bernard, Sheila Curran. Documentary Story Telling for Video and Film Makers.

6.      Rea, Peter W ; Irving, David K . Producing and directing the short film and video.

7.      Diefenbach, Donald L . Video production techniques : theory and practice from concept to screen.

Evaluation Pattern

Components

Details of the assignment

Marks (%)

CIA 1 (07/12/2018)

Two Person Interview for 10 minutes

10

CIA 2 (Mid Semester)

Practical Exam (Vox pop for 3 minutes with promo for 20 seconds)

25

CIA 3 (30/01/2019)

PSA for 90 seconds

10

End Semester Examination

CCTV submissions

50

Attendance

-

5

Total

Overall CIA and portfolio submissions

100

JOU451B - PHOTO AND DOCUMENTARY JOURNALISM (2019 Batch)

Total Teaching Hours for Semester:60
No of Lecture Hours/Week:4
Max Marks:100
Credits:4

Course Objectives/Course Description

 

This course offers a distinction between journalistic pictures and other forms of photography. It also enables a student to document photographs using the gadgets they have.

Course Outcome

The  photography course provides a basic understanding of the visual and technical skills necessary to pursue and appreciate photography as a Fine Art.            In addition, the class will introduce a variety of historical and contemporary photographers as well as issues and theories within photography. With these theoretical and technical knowledge they possess, they will be able to produce pictures suitable for journalistic needs

Unit-1
Teaching Hours:15
Photography basics
 

History, evolution and analysing pictures. Difference between Aesthetics and photojournalism, understanding journalistic photography, Photography for Print media (Newspapers and Magazine) and online media.leading lines, rule of thirds, frames, foreground and background, S-curves, patterns, light and shadow. Learning different compositional styles of great photographers.

 

Unit-2
Teaching Hours:15
Art and photojournalism
 

 

Aesthetics and Originality, Visual Feature Extraction by light, color, saturation, hue, familiarity, texture, size, aspect ratio, composition, depth of field, shape, feature - selection, classification, regression, Attaining Right Exposure, long exposure, Exposure Compensation, Precaution on choosing the background, Open softwares, creating photostories, Photo editing software, converting pictures to infographic materials and mobile journalism.

Unit-3
Teaching Hours:15
Introduction to documentary (Audio/video)
 

 

History, evolution of documentaries as a genre, early silent films, evolution of audio documentary, Need for audio documentary, Key audio/radio journalists working in the field.

Unit-4
Teaching Hours:15
Creating short documentaries
 

 

Brief introduction to stages of production, understanding documentary spaces, creating feature stories in the form of short documentaries, Process of producing an audio documentary

Text Books And Reference Books:

The Photographer's Eye by Michael Freeman

 
Essential Reading / Recommended Reading
  1. Techniques of Natural Light Photography by Zuckerman, Jim.
  2. Travel Photography / A Complete Guide to How to Shoot and Sell by Cartney, M
  3. Photography by Warren, Bruce.
Evaluation Pattern

Evaluation Pattern:

CIA 1 -  Presentation

CIA 2 - Submission

CIA 3 - Project

ESE - Individual Submission

KAN421 - KANNADA (2019 Batch)

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

Course Objectives/Course Description

 

This course explores the short story and play as meaningful literary forms, with emphasis on structure and technique. The course is designed to learn more about language, literature and culture of the Medieval Kannada literary period. A Play and a few selected short stories are prescribed to understand the literary trends of the time. 

Text-1 Kalagnani Kanaka, a play written by well-known critic and thinker Prof. K.R. Nagaraj. Kanakadasa was a poet-saint of the Haridasa Bhakthi tradition of the mid-16th century. Though of ‘low’ birth- Kanakadasa was a chieftain of the shepherd community- he became one the most celebrated Bhakthi poets of his time, forcing recognition from the Brahmin-dominated religious establishment for the literary and philosophical merit of his writings. His poetry- written in simple and spoken Kannada – reflects his belief that devotion to Gd lies beyond the artificial hierarchies imposed by caste, and orthodoxy. “Kanaka’s writings touch on all aspects of truth and social reality”.

Text-2 Kannadada Moovathu Kahegalu- (Ed). Phakeer Mohamad Katpadi & Krishnamurthy Hanur . 

In the above selected short stories the students will learn the essential elements of short story writing such as plot and structure, dialogue, characterisation, setting, tense, viewpoint, and much more.

Course Outcome

CO1: To understand the features of the play

CO2: To explore theatrical skills

CO3: To improve language usage skills

CO4: To learn more about the play wrights

CO5: To improve writing skills

Unit-1
Teaching Hours:25
Play
 

Text: 1 Kalagnani Kanaka

By

K.R. NagaraJ

Publishers: Anktha Book House

Gandhi Bazar, Bengaluru

Unit-2
Teaching Hours:20
Text-2 Kannadada Moovathu Kahegalu- (Ed). Phakeer Mohamad Katpadi & Krishnamurthy Hanur
 

1. Dhaniyara Sathyanarayana-Koradkal Sreenivasa Rao

2. Thabarana Kahte- K. P. Poornachandra Tejaswi

3. Gowthami Helida Kathe- Masti Venkatesha Iyengar

4. Raja mattu Hakki- G. P. Basavaraj

Text Books And Reference Books:

1. Adhunika Kannada Nataka- K. Marulasiddappa

2. Yugadharma hagu sahitya darshana- Keerthinatha kurthukoti

3. kannada sahitya charithre- R. S. Mugali

4. Kannada Rangabhoomi- K.V. Akshara 

Essential Reading / Recommended Reading

1. Kanakadasa: Basrur Subba Rao

2. The servant of Lord Hari- Basavaraj Naikar 

3. Kannada Sanna Kathegala Olavu- Giradddi Govindaraj

Evaluation Pattern

CIA-1 Written Assignment

CIA-2 Mid Semsester Examination

CIA-3 Book Review

End Semester Examination

PSY431 - BASIC SOCIAL PSYCHOLOGY (2019 Batch)

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

Course Objectives/Course Description

 

This course has been conceptualized in order to understand the historical and scientific origin as well as the development of the field in the western and Indian context. The course will help the student understand the development of the self and the dynamics of interpersonal attraction, prosocial behaviour, aggression, prejudice, group processes and attitude formation and change in a social context.

This course will help the learner understand 

  • The relationship between the individual and the society with reference to specific behaviours

  • The use of scientific methods that are employed to study social behaviour

Course Outcome

CO1: Chart the linear progression of the development of social psychology as a discipline

CO2: Critique research methods employed in developing concepts and theoretical models

CO3: Apply the concepts to understand social situations and monitor their own behaviour accordingly.

Unit-1
Teaching Hours:11
Introduction
 

What is Social Psychology? Brief History of Social Psychology, Social Psychology in India, Recent advances in Social Psychology: Role of Emotions, Social Neuroscience, Implicit (non-conscious) processes, Multicultural perspective. Role of Theory in social psychology; Methods of Social Psychology: Systematic Observation, Survey, Experimental Method, Qualitative research: Interviewing, Participant observation, Diaries, Focus groups, Discourse analysis, Archival research.

Unit-2
Teaching Hours:16
Social cognition, self and attitudes
 

Definition, Heuristics, Schemas, Automatic and controlled processing, Potential sources of error in social cognition, Affect and cognition; Definition of self, Self-concept – Beginnings, Formation, Self- schemas. Culture and Self. Self- presentation - False modesty, Self-handicapping, Impression management. Self-esteem - Development and Consequences. Perceiving persons- Attribution theories, Attribution biases - Fundamental attribution error, Actor-observer effect; Definition of attitudes and its components, Attitude: Formation, Relationship with behaviour; How Attitudes Are Changed - Persuasion, Theory of Cognitive Dissonance.

Unit-3
Teaching Hours:16
Pro-social Behavior and Interpersonal Relations
 

Motives of Prosocial behaviour: Evolutionary perspective, Social Exchange perspective, Empathy-altruism hypothesis, Negative-state relief, Empathic joy, Defensive helping, guilt and shame, The Role of Social Norms. Emergency Responses: Understanding the Bystander Effect, Influences on Helping – Positive Emotions, Group membership, Social Exclusion, Darkness, Putting an economic value on one’s time and effort. The effects of being helped;

Interpersonal attraction and affiliation –Internal Sources of Attraction: The Role of Needs and Emotions, External Sources of Attraction: The Effects of Proximity and Physical Beauty, Factors Based on Social Interaction: Similarity and Mutual Liking, Close Relationships: Foundations of Social Life. 

Unit-4
Teaching Hours:16
Prejudice, Stereotypes and Discrimination
 

The nature and origins of stereotyping: Definition, Aspects, Illusory correlation, Outgroup homogeneity; Prejudice: What is the problem? Contrasting perspectives on origins of prejudice:  Prejudiced Personality, Threat to self-esteem, Rationalizations for oppression, Competition for resources, Social categorization. Ways to reduce prejudice: Contact, Re-categorization, Superordinate goals; Discrimination: Hostile and Benevolent sexism, Glass cliff effect, Glass ceiling effect, Modern Racism, Casteism in the Indian context.

Unit-5
Teaching Hours:16
Social Influence: changing others behavior
 

Definition, Aspects, Conformity: Asch’s Research on Conformity; Compliance; Symbolic Social Influence;  Obedience to Authority: Milgram’s research; Tyranny: Zimbardo’s Stanford Prison study, Reicher and Haslam’s BBC prison study.

Text Books And Reference Books:

Baron, R.A & Branscombe, N.R (2012). Social Psychology, (13th Ed). Pearson education.

Essential Reading / Recommended Reading

Brehm, S.S. & Kassin, SN. (1996). Social Psychology, (3rd ed.). Houghton Mifflin Company.

Crisp, R.J. & Turner, R.N. (2007). Essential Social Psychology. Sage Publications India Pvt Ltd.

Misra, G. & Dalal, A.K. (2001). Social Psychology in India: Evolution and Emerging trends. (in Eds) Ajit. K. Dalal and Girishwar Misra. New Directions in Indian Psychology, Volume I: Social Psychology. Sage Publications India Pvt. Ltd.

Myers, D.G (2002) Social Psychology, (7th International Ed). McGraw Hill Companies.

Taylor ,S .E, Peplau, L.A & Sears, D.O. (2006) Social Psychology, (12th Ed). Pearson Prentice-Hall of India Pvt. Ltd.

Evaluation Pattern

CIA (CONTINUOUS INTERNAL ASSESSMENT)    

  •  CIA I –Written Assignment /Individual Assignment  - Total Marks 20     
  •  CIA II – Mid Semester Examination                        - Total marks 50                          
  •  CIA III –Activity-based Assignment                        - Total marks 20
  •   CIA I + II + III                                                      = 90 /100 = 45/50 
  •   Attendance                                                            = 5 marks 
  •  Total                                                                      = 100 = 50 

 End Semester Examination : Total Marks=100=50

Question paper pattern

  •  Section A        Brief, concepts, definitions, applications               2 marks x 10 = 20
  •  Section B         Short Answers: Conceptual/Application                5 marks x 4   = 20
  •  Section C        Essay Type: Descriptive/Conceptual                       15 marks x 3 = 45
  •  Section D        Compulsory: Case Study (Application)                    15 marks X 1 = 15

PSY451 - PSYCHOLOGICAL STATISTICS AND EXPERIMENTS - II (2019 Batch)

Total Teaching Hours for Semester:30
No of Lecture Hours/Week:2
Max Marks:50
Credits:2

Course Objectives/Course Description

 

This course is the next phase of Psychological experiments and statistics-1 completed in the third semester. Students will examine the connection between experimental psychology and society. Much of the course will involve students considering directly how to create/develop lab and field experiments. Other portions of this course are directed at developing skills in data analysis, including the use of the statistical software package SPSS (all students are expected to have had previous exposure to SPSS or comparable statistical software in semester three). Students will perform experiments and analyze data from these experiments both individually and as part of a group. Students will also learn how to disseminate the results of their experiments orally and in the form of an APA-format report. 

Objective: This course will help the learner to

  • Gain firsthand experience with psychological experiments and data analysis.
  • Design and modify psychological experiments 

Course Outcome

CO1: Generate hypotheses and identify ways to test these hypotheses for a given problem

CO2: Conduct, interpret and report psychological experiments following ethical protocols and APA format

CO3: Analyze experimental data with the knowledge of statistical techniques and software packages like SPSS, MS-Excel or JAMOVI

Unit-1
Teaching Hours:14
Advanced Psychological Experiments
 

Developing and Conducting Experiments- computer-assisted and classic experiments, Variables, hypothesis, analysis, report writing and presenting the findings. Steps involved in designing an experiment.

Topics: Memory, Concept Formation, Creativity, Learning

Suggested Experiments and tools for Demonstration/ to conduct - digit span, memory drum, bi-lateral transfer of learning, cueing on recall, paired associate learning, habit formation, concept formation task

Unit-2
Teaching Hours:16
Introduction to Inferential Statistics and Hypothesis Testing
 

Difference between Two Independent Means, Two Dependent (Correlated) Means and nonparametric Approaches to Data. Correlation: The meaning of Statistical Inference and Hypothesis Testing; Null and the Alternative Hypotheses, A Statistically Significant Difference versus a Practically Important Difference; Levels of Significance versus p-Values. Hypothesis Testing About the Difference between. Presentation of tables: Correlation, t-test, (in APA style) Software packages: SPSS, MS Word (Tables)

Text Books And Reference Books:

American Psychological Association. (2020). Publication manual of the American Psychological Association (7th Ed.).https://doi.org/10.1037/0000165-000

Cohen, R. J. & Swerdlik, M. E. (2013). Psychological testing and assessment: An introduction to tests and measurement (Eighth Edition). McGraw-Hill.

Essential Reading / Recommended Reading

Field, A. (2009). Discovering statistics using SPSS (3rd Ed). Sage.

King, B.M. & Minium, E.W. (2007).Statistical reasoning in the behavioral sciences (5th Ed). John Willey.

Morling, B. (2012). Research methods in psychology: Evaluating a world of information. (1st Ed).  W. W. Norton & Company, Inc.

Evaluation Pattern

Continuous Internal Evaluations (CIAs) – 50 Marks

  • CIA 1: Lab Report (2 x 5 marks each) =  10 marks
  • CIA 2: Lab Reports (2 X 5 marks each) and Introduction (5 marks)- 15 marks
  • CIA 3: Proposal of a Potential Experiment- 20 Marks
  • Class participation and Supervisor Feedback- 5 marks

Department Level End Semester Examination (ESE)- 50 Marks

  • Two hours exam on statistics and experiments.

 CIAs (50 marks) + ESE (50 Marks) = 100 Marks /2 = 50 Marks

SAN421 - SANSKRIT (2019 Batch)

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

Course Objectives/Course Description

 

Origin and development of Nataka to understand the different theories and original nature of Sanskrit dramas. Avimarakam  by Balagovind jha  provides an insight to sociological life .Basic grammer only rules are given for usage in composition. Language component will help for proper usage of Sanskrit language.

Course Outcome

CO1: To Understand the style and development of the play

CO2: To analyse in detail with examples.

CO3: To Understand the features of play

CO4: To understand the nuances of the play in depth

CO5: To Deliberate the classification and characteristics of the play

Unit-1
Teaching Hours:32
AVIMARAKAM
 

Avimarakam of Balagovindaha  Jha Origin and development of Nataka to understand the different theories and original nature of Sanskrit dramas. Avimarakam  by Balagovind jha  provides an insight to sociological life .Basic grammer only rules are given for usage in composition. Language component will help for proper usage of Sanskrit language.

             Level of knowledge: Basic/conceptual/ Analytical

Unit-2
Teaching Hours:10
Grammar
 

Karakas and Upapadavibakti 

    conceptual/ Analytical

Unit-3
Teaching Hours:3
language component
 

Composition in sanskrit on the general topics                   

conceptual/ Analytical

Translation of unseen Sanskrit to English                         

            Conceptual/ Analytical

           Comprehension in sanskrit.                                               

conceptual/ Analytical

Text Books And Reference Books:

Avimarakam  by Balagovind jha 

Essential Reading / Recommended Reading

            

Books for Reference: -

1.      “Avimarakam” by Balagovinda Jha

2.      Basanatakachakram  of choukamba edition.

3.      Sanskrit dramas by a.B.Keith

4.      Sanskrit grammar by M.R.Kale.

Evaluation Pattern

CIA 1 Wikipedia assignments

CIA 2 Mid semester examinations

CIA 3 Wikipedia assignments

TAM421 - TAMIL (2019 Batch)

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

Course Objectives/Course Description

 

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 by Ambai offers a matured vision of life through a varied characters and situatins. A new concept, Cultural Studies, will take the students beyond prescribed syllabus to include music, theatre, painting and films out of whcih the art form of music is taken up for the first semester.

Course Outcome

CO1: To recall and caregorize the concepts of literature.

CO2: To understand the true essence of the texts, and inculcate them in their daily lives.

CO3: Recognize and apply the moral values and ethics in their learning.

CO4: Comprehend the concepts in literature and appreciate the literary text.

CO5: Proficiency in language

Unit-1
Teaching Hours:15
Modern Poetry
 

Poems of Bharathiyar, Bharathidasan and women poets

Unit-2
Teaching Hours:5
Practical Grammar
 

2  Grammar as reflected in the poems

Unit-3
Teaching Hours:15
Contemporary Cultural Issues
 

Prose including reference to contemporary literary issues

Unit-4
Teaching Hours:10
Language Skills
 

Language Skills:  Piramozhichorkal

Text Books And Reference Books:

 

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

     ‘Oru Karuppuchilanthiyudan Or Iravu’ by Ambai,

 

      published by Kalachuvadu Publications, Nagercoil, 2014

 

 

 

 

Essential Reading / Recommended Reading

 


Tamizh  ilaakkiya varalaaru , Mu. Varadarajan, New Delhi, Sahitya Akademi, 2008

Tamizh illakkiya varalaaru  Dr. S. Anandan Kanmani pathippakam Trichy-02

Tamizh sirukathaiyin thorramum valarchiyum, Dr. Ka. Sivathambi, Coimbatore:NCBH 2009

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

100 sirantha sirukathaigal, S. Ramakrishnan, Chennai: Discovery Books, 2013

 

 

 

Evaluation Pattern

With a total of 100 marks, 50 marks will come from Continuous Internal Assessment (CIA) and the remaining 50 marks will come from end semester exanination. While the end semester examination will be fully theory based the CIA will consist of Wikipedia entries, assignments, theatre production, book review and other activities

EST531 - POSTCOLONIAL LITERATURES (2018 Batch)

Total Teaching Hours for Semester:60
No of Lecture Hours/Week:4
Max Marks:100
Credits:04

Course Objectives/Course Description

 

Objectives:

·         To introduce students to few key terms of colonialism and postcolonialism

·         To enable close reading of texts in their socio/political/cultural contexts, specifically colonisation

·         To make students use critical vocabulary of the critical framework while discussing and writing

Course Outcome

CO1: To make learners sensitive to the historical factors of colonisation

CO2: Basic knowledge and application of key terms in Postcolonial Literature and Theory

CO3: To enhance student ability to engage with social/cultural, political debates with historical consciousness

Unit-1
Teaching Hours:20
Terms of Postcolonialism
 

Terms chosen will introduce the key issues of colonialism and postcolonial literatures as a foundation to the rest of the paper. The reference text is Key Concepts in Post-Colonial Studies, Bill Ashcroft, Gareth Griffiths and Helen Tiffin, will offer focus to the discussions.

·         Centre/margin

·         Colonialism/imperialism

·         Decolonisation

·         Mimicry/hybridity

·         Post-colonialism/postcolonialism 

Savage/civilised

Unit-2
Teaching Hours:15
Poetry
 

The poems chosen are response to colonisation from America, Srilanka, England, Canada  and Caribbean. The selection aims at introducing the resistance to colonisation articulated by indigenous community, Anglo-French community and the migrant slaves.

·         A Lament for Confederation - Chief Dan George 

·         I Lost My Talk - Rita Joe

·         The Dodo – Hilaire Belloc

·         Buffalo Dusk – Carl Sandburg

·       Zong - Nourbese Philip

 

·       The Sea is History – Derek Walcott

 

 

·     

Unit-3
Teaching Hours:15
Novel
 

Novel is one of the major genres borrowed from the West and appropriated to narrate the nation. This module aims to introduce the form and the process in the Indian context.   

The team will discuss and select from the following texts. 

 

·       The Coming be the Christ Child -  Bessie Head

·       Is There Nowhere Else Where We Can Meet? – Nadine Gordimer

·       My Son, the Fanatic – Hanif Kureishi

·       Doris Lessing - Grass is Singing

·       Michael Oondatje - Running in the family

·       Naipaul - House for Mr Biswas or Miguel Street

·       Jamaica Kincaid - Lucy or A Small Place 

Unit-4
Teaching Hours:10
Short Story
 

Postcolonial short story is one genre that has articulated thoughts of resistance very effectively. This module introduces conventional short story, autobiographical narrative – one of the major forms of fiction to students.

·         The Coming be the Christ Child -  Bessie Head

·         Is There Nowhere Else Where We Can Meet? – Nadine Gordimer

·         My Son, the Fanatic – Hanif Kureishi

Text Books And Reference Books:

Course pack compiled by the Dept of English, Christ University, for private circulation

Essential Reading / Recommended Reading

Adam, Ian. "Oracy and Literacy: A Postcolonial Dilemma?" The Journal of Commonwealth Literature 31.1 (1996): 97-109.

Ashcroft, William D., Gareth Griffith, and Helen Tiffin, eds. The Empire Writes Back: Theory and Practice in Post-Colonial Literatures. London: Routledge, 1989.

_____. Key Concepts in Post-Colonial Studies. London: Routledge, 1998.

_____. The Post-Colonial Studies Reader. London: Routledge, 1995.

Brydon, Diana. "The Myths That Write Us: Decolonising the Mind." Commonwealth 10.1 (1987): 1-14.

_____. "Re-writing The Tempest." World Literature Written in English. 23.1 (1984): 75-88.

Brydon, Diana, and Helen Tiffin, eds. Decolonising Fictions. Sydney, Austral.: Dangaroo P, 1993.

Chambers, Lain, and Lidia Curti, eds. The Post-Colonial Question: Common Skies, Divided Horizons. London: Routledge, 1996.

Said, Edward. Beginnings: Intention and Method. New York: Basic Books, 1975

_____. Culture and Imperialism. New York: Vintage Books, 1994.

_____. Nationalism, Colonialism and Literature. Derry, Ireland: Field Day, 1988.

_____. Orientalism. New York: Pantheon Books, 1978.

_____. "Representing the Colonized: Anthropology's Interlocutors." Critical Inquiry 15.2 (1989): 205-25

_____. Representations of the Intellectual. New York: Vintage Books, 1996.

_____. The World, the Text, and the Critic. London: Faber and Faber, 1984.

Viswanathan, Gauri. Masks of Conquest: Literary Study and British Rule in India. New York: Columbia UP, 1989

 

Evaluation Pattern

Since CIA I insists on individual testing, there could be three ways of testing the students

  1. A class test based on the text
  2. A movie review
  3. A book review           

 

For CIA III, the students can be asked

  1. To prepare group presentations on topics relevant to postcolonial literature
  2. To put up an exhibition/display of the literature/paintings/other art productions of the formerly colonized countries.

 

These are a few ideas, however, during the course of teaching, there could be other suggestions, and CIA’s could be slightly modified.

Mid Semester Exam Question Paper Pattern (50 Marks)

 

Number of

Answers

Marks

Total

Short Notes

4

5

20

Essay Questions

3

10

30

Total

7

 

50

 

End Semester Exam Question Paper Pattern (100 Marks)

 

Number of

Answers

Marks

Total

Short Notes

5

8

40

Descriptive/long questions

4

15

60

Total

9

 

100

EST532 - INDIAN LITERATURES: THEMES AND CONCERNS (2018 Batch)

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

Course Objectives/Course Description

 

This paper introduces students to key themes and concerns in Indian Literatures. This is a survey course that serves as an introduction to main issues and concepts in Indian Literatures. The paper is a mix of traditional as well as contemporary literatures written both in English as well as other regional languages translated into English.

 

Objectives

 

  • To understand the complexities of cultural, economic, political and social forces and their impact on the production of literatures in India of different classes and backgrounds
  • To understand the religious, caste, gender, colonial, national constructs in India through its literatures and thereby develop sensitivity and add to the core value of love for fellow beings
  • To become aware of methods interpreting literary texts in the contemporary context  

Course Outcome

CO1: Students will be able to understand the religious, caste, gender, colonial, national constructs in India

CO2: Students will be comprehend the complexities of cultural, economic, political and social forces and their impact on the production of literatures in India of different classes and backgrounds

CO3: Students will be able to relate key themes and concerns in Indian Literatures

Unit-1
Teaching Hours:20
Essays
 

This module will introduce students to the category of Indian Literatures, its survey of different aspects of the body of writing as well as a critical understanding of the knowledge systems indigenous to India. 

Unit-2
Teaching Hours:15
Poetry
 

This module surveys select poetry from contemporary India. It surveys cities, people and ideas like faith and non-violence located within the Indian context. 

Unit-3
Teaching Hours:13
Play
 

This module introduces students to caste and its underpinnings through a translated Dalit Drama by Vinodini. It will also introduce the Subaltern as a conceptual category and interrogate questions of caste within gender, class and other hierarchic strcutures.

Unit-4
Teaching Hours:12
Short stories
 

This selection of short stories introduces students to a variety of readings about the nation, partition, women and their social roles as well as resistance to established traditions.

Unit-5
Teaching Hours:15
Novel and Graphic Novel
 

This section introduces the novel form or the graphic novel as appropriated in the Indian context. The module will aim to familiazrize students to Indian writing in English and bring forth important questions with regard to English and India apart from discussing the thematic concerns in the text. Any one of the novels may be taken to class. Understanding ‘India’ in the contemporary context through the form of the novel will be the focus of this module. A thematic reading of the novel will also be done in class. (One of the two novels could be considered).

Text Books And Reference Books:

Unit I: Essays                                                                                                20 Hrs

This module will introduce students to the category of Indian Literatures, its survey of different aspects of the body of writing as well as a critical understanding of the knowledge systems indigenous to India.

 

  • P P Raveendran: “Genealogies of Indian Literatures”, Economic and Political Weekly (June 24, 2006)
  • Amitav Ghosh: “Ghost of Mrs Gandhi”
  • Excerts from Argumentative Indian by Amartya Sen

 

Unit II: Poetry                                                                                               15 Hrs

This module surveys select poetry from contemporary India. It surveys cities, people and ideas like faith and non-violence located within the Indian context.

  • K Satchidanandan “A Man with a Door”
  • Mirza Ghalib “Be Merciful and Send for Me”
  • Bonsai God by Temsula Ao
  • Basavanna Vachana “Cripple me, father”/ Akkamahadevi’s “Akka Kelavva”
  • Sangam Poetry Ilam Peruvatuti “This World Lives Because”

·         Rukmini Bhaiyya Nayar "Gender Role"  

·         Jayanta Mahapatra"Hunger"

 

Unit III: Play                                                                                                  13 Hrs

This module introduces students to caste and its underpinnings through a translated Dalit Drama by Vinodini. It will also introduce the Subaltern as a conceptual category and interrogate questions of caste within gender, class and other hierarchic strcutures.                                                                                                  

Daaham (Thirst) – Vinodini

 

Unit IV: Short stories                                                                                     12 Hrs

This selection of short stories introduces students to a variety of readings about the nation, partition, women and their social roles as well as resistance to established traditions.

 

Pudumaipitthan “Deliverance from Curse’’

Ambai: “A Kitchen in the Corner of a House”

Saadat Hasan Manto: “Dog of Tithwal”

A K Ramanujan's Annayya's Anthropology

 

Urvashi Butalia: “Blood” 

 

 

Unit V: Novel and Graphic Novel                                                                15 Hrs

This section introduces the novel form or the graphic novel as appropriated in the Indian context. The module will aim to familiazrize students to Indian writing in English and bring forth important questions with regard to English and India apart from discussing the thematic concerns in the text. Any one of the novels may be taken to class. Understanding ‘India’ in the contemporary context through the form of the novel will be the focus of this module. A thematic reading of the novel will also be done in class. (One of the two novels could be considered).

 

  • Arundati Roy, The God of Small Things

or

  • Chetan Bhagat: Five Point Someone
  • Sarnath Banerjee Corridor
Essential Reading / Recommended Reading

Chakrovorty - Spivak, Gayatri. The politics of Translation  Tutun Mukherjee, Lawrence Venuti. (ed). Translation Studies Reader. London/New York; Routeldge, 2003.

Studies in Culture and Translation. Vol. 2 ‘Translating Caste’Basu, Tapan. Katha, 2002. New Delhi.

Das, Kamala. The Sandal Trees and Other Stories. Disha Books. 1995, New Delhi.

Fresh Fictions, Folk Tales, Plays and Novellas from the North East. Katha. New    Delhi, 2005

Indian Short Stories. 1900-2000. Ramakrishnan, E.V. (ed). Sahithya Academy New Delhi, 2003.

Indian Literature, Sahithya Academy, bi-monthly journal. Vol.167, New Delhi, 1995.

Indian Literature, Sahithya Academy, bi-monthly journal. Vol .168, New Delhi, 1995.

Indian Literature, Sahithya Academy, bi-monthly journal. Vol.169, New Delhi, 1995.

Journal of Literature and Aesthetics. Vol.7, Numbers1 & 2 Jan- Dec.2007.Kollam, 2008.

Nandy, Ashis. The Intimate Enemy, New Delhi: O.U.P. 1989.

Short Fiction from South India, Krishna Swami, Subasree. Sreelatha.K (ed), New Delhi: Oxford University Press, 2008.

Stuart Blackburn and Vasudha Dalmia (ed). India’s Literary History. Essays on the Nineteenth Century. New Delhi: Permanent Black, 2008.

Tendulkar, Vijay. Five Plays. Bombay: 1992.OUP. 2007, New Delhi.

 

Tamil Poetry Today, K.S. Subramanian (ed). International Institute for Tamil Studies, Chennai 2007. 

Evaluation Pattern

CIA II

  • Comparative Study of the issues of any one prescribed piece with another one piece from any Indian language
  • Written assignment on any of the typical Indian issues discussed as part of the syllabus.        

CIA III

  • could be a Translation Assignment of any contemporary literary work

(Poems or Short Stories).

 

  • written assignment on any prescribed piece bringing out the problems of translation
  • If the students do not know how to read a regional language, they can listen to a story/poem from the oral tradition and translate that.
  • Some students might not have the linguistic competence to translate then, they can learn a folk art form/gather some folk, oral narratives, recipes, sports and analyze them.

JOU531 - MEDIA RESEARCH (2018 Batch)

Total Teaching Hours for Semester:60
No of Lecture Hours/Week:4
Max Marks:100
Credits:4

Course Objectives/Course Description

 

Introduce the students to research and its methods in a bid to approach things in a systematic manner.

            Familiarize students with the process of research

           To sharpen their investigative capacities

           To educate them about data collection and how to analyze data.

 

Course Outcome

To be able to work on a research project while applying the knowledge of research process.

Unit-1
Teaching Hours:15
Introduction
 

Social Research: Concept - Nature and Scope - Research steps . Objectivity, Reliability and Validity in Research - Variables and Hypothesis: Type of hypothesis  Characteristics of good hypothesis -Hypothesis testing - Communication research - Media research- Basic elements of research

Unit-2
Teaching Hours:15
Process
 

Research designs: Survey research, Content analysis,Market and Advertising research,Case study method

Source Analysis, Message Analysis, Channel analysis, Audience Analysis, Effect Analysis

Sampling and its types, Tools and Techniques of Data Collection, Questionnaire, Schedule    Interview and Observation

Unit-3
Teaching Hours:15
Statistical Analysis
 

Measures of central tendency (mean, mode and medium), measures of dispersion(standard deviation), correlation and chi square, Level of Measurements, Nominal, Ordinal, Ratio and Interval.

Unit-4
Teaching Hours:15
Writing
 

Data processing, Analysis,  Presentation and interpretation of data,  Use of graphics in data presentation, Research writing, Research proposal, Research report: Components and style    Preparation of Bibliography, Index.

Text Books And Reference Books:

1.      C.R. Khotari. Reseach Methodology Methods and Techniques.

2.      Rogers D. Wimmer and Joseph R, Dominic. Mass Media Research: An Introduction.  Wadeworth Pub. Company, Belmount.

Essential Reading / Recommended Reading

1.      Introduction to Mass Communication Research, Ralph. O. Nafziger and David M. Greenwood Press New York.

2.      Media Research: Cross Sectional Analysis, Author Press, New Delhi.

3.      Media Research Methods: Measuring audience reactions and impact, Barrie Gunter, Sage Publication – New Delhi.

4.      Research and Report writing, P. SaravanaVel, V.K. Publishing House.

 

Evaluation Pattern

The students will be evaluated on their understanding of the basic concepts of media research. Continuous internal assessment will test their knowledge and ability to understand the subject. And end semester will be a project submission and presentation.

CIA1: Written assignment (10)

CIA2: Mid-sem exam: submission (25)

CIA3: Project proposal Presentation (10)

End-semester exam: Submission (50)

Attendance: (5)

JOU551 - SERVICE LEARNING (2018 Batch)

Total Teaching Hours for Semester:30
No of Lecture Hours/Week:2
Max Marks:50
Credits:2

Course Objectives/Course Description

 

The paper aimed at empowering High school level student’s skills in the area of design. A school has been identified in the area of CSA adopted locality to execute this service learning component. By the end of this exposure, the targeted community will be able to publish their own school journals. If nurtured further, such students will be acquiring the necessary skills to become professional designers.

Course Outcome

In-house school journal publication

 

Unit-1
Teaching Hours:14
Introduction to Newspapers and Newsletters
 
    • What is News
    • What are Newspapers and Newsletters
    • Importance and Relevance of Newspapers, Newsletters and print media in today’s society
    • Types of News writing
    • Storytelling and its role in News
    • Methods of Newsgathering
Unit-2
Teaching Hours:16
Designing a Newsletter
 
  • Introduction to different Designing software, such as Microsoft word, PowerPoint,         QuarkXpress, Indesign (optional)
  • Basic   tools-selection, copy, paste, creating a layout, measurements, sizes, importing, cropping images, working with texts-basics of           Typography, compositional rules
  • Practical application of Newsletters and Designing them             

 

Text Books And Reference Books:

NA

Essential Reading / Recommended Reading

NA

Evaluation Pattern

A report and group presentation of reflection will be carried to access student’s learning. The quality of the published school letters will be considered for the evaluation.

A SL journal will be maintained by every student and has to produce by the end of the semester.

 

                                               

Date

                                               

Activity

                                               

Sign of school authority                 

     
     
     
     
     
     
     
     
     



SL journal (to be produced in hard copy individually)

JOU572 - NEW MEDIA JOURNALISM (2018 Batch)

Total Teaching Hours for Semester:60
No of Lecture Hours/Week:4
Max Marks:100
Credits:4

Course Objectives/Course Description

 

An understanding of new media technologies. New media journalism introduces the student to the varied possibilities of presenting news in different formats through new media platforms.

New media as a new method of providing news and comments to the public.

New media as a better option to mass media platforms.

Course Outcome

The student will be able to gain knowledge about new media platforms and be able to utilize the skills necessary to present news and comments using one or more of the platforms.

Unit-1
Teaching Hours:15
Introduction to new media
 

Computer revolution and the emergence of new media

Brief history of new media technologies

What is new media, how is it different from existing media?

Theorizing new media- hyper-textuality, multi-mediality and interactivity

McLuhan’s Technological determinism and Castells’ Soft determinism

Distribution platforms

Tool for social change

Unit-2
Teaching Hours:15
Writing for new media
 

Approaches to writing

Writing for an audience

Research for ideas

Building contacts

Ethics for online journalists

Blogs- political bloggers

Social media platforms

Online Newspapers

 

Unit-3
Teaching Hours:15
Making of new media journalist
 

Writing exercises

Editing exercises

Photographs        

Videos

Ingredients of a well-designed blog

Hosting and maintaining a Multimedia Blog

Unit-4
Teaching Hours:15
Readings on new media
 

Fraser, Nancy. “Rethinking the public sphere: a contribution to the critique of actually existing democracy.”

Agre, Philip E. “Growing a democratic culture: John Commons on the wiring of civil society.” Democracy and New Media.

Gillespie, Tarleton. “The Politics of ‘Platforms.”

Citizen Journalism-https://www.youtube.com/watch?v=kY-l9UQpf0Y

 

Text Books And Reference Books:

1.         Fenton, Natalie. New Media, Old News: Journalism and Democracy in the Digital Age. Sage Publications, 2009.

2.         Foust, James. Online Journalism: Principles and Practices of News for the Web. Routledge, 2011.

3.         The Huffington Post Complete Guide to Blogging. Editors of The Huffington Post, Arianna Huffington.

Essential Reading / Recommended Reading

1.         Gillmor, Dan. We the Media. O’Reilly, 2004.

2.         Craig, Richard. Online Journalism: Reporting, Writing and Editing for New Media. Wadsworth Publishing Co Inc, 2005.

3.         McBride, Kelly and Rosenstiel, Tom. The New Ethics of Journalism: Principles for the 21st Century. Poynter, 2013.

4.         Newman, Nic. Journalism, Media, and Technology Trends and Predictions 2017. Digital News Project 2017. Reuters Institute, 2017.

Evaluation Pattern

The students will be evaluated on their understanding of the basic concepts of new media. They will also be tested on their ability to apply the learnings in starting, running and maintaining a multimedia blog. The end semester submission will be the new media platform that the student has designed, populated with multimedia content and run for a month.

CIA1: Written assignment/Quiz (10)

Practical component: Writing and posting a Blog post (10)

CIA2: Mid-sem exam: centralized (25)

Practical component: Analyzing a professional Blog (25)

CIA3:Presentation (10)

Practical component: Design a Blog (10)

End-semester exam:

Practical- Multimedia Blog- design and content along with comments from classmates (50)

Theory- Viva to check the learnings from the course (50)

Attendance: (5)

PSY531 - ABNORMAL PSYCHOLOGY (2018 Batch)

Total Teaching Hours for Semester:60
No of Lecture Hours/Week:4
Max Marks:100
Credits:4

Course Objectives/Course Description

 

The abnormal psychology course aims to sensitize the students about the existence of abnormal behaviour in order to develop greater social responsibility. The course coupled with the social psychology course of the previous semester and other courses from sociology, specifically with regard to social problems, would create a holistic understanding of the individual and their society. Further, the course would enable the student to develop a cultural understanding of abnormal behaviour within the Indian context and specifically to Bangalore. In Bangalore, there is a noticeable increase in the mental health issues faced by the population and the need for mental health practitioners who understand the difference between abnormal behaviour and distressing behaviour is a major requirement and the course would be the first step towards that direction. This course has been conceptualized in order to help the students develop an understanding of the historical development of the study of abnormal behaviour.  The specific course aim is to create an understanding of the criteria and perspectives in abnormal behaviour, common classification systems, and range of disorders including anxiety disorders, mood disorders, schizophrenia, somatic symptom disorders generally observed at childhood and adolescence, and personality disorders. This course will help the learner understand

  • Abnormal behaviour: criteria, classifications and types
  • The historical development in the study of abnormal behaviour

Course Outcome

CO1: Learn to appreciate the dimenstional view of normality and abnormality.

CO2: Identify the empirically proven causes of abnormal behaviour.

CO3: Learn the classification systems in abnormal psychology.

CO4: Identify the symptom presentaion of different diagnostic categories and distinguish them from each other.

Unit-1
Teaching Hours:12
Introduction and Theoretical Perspective
 

Defining Abnormal Behaviour, Criteria of Abnormal Behaviour, Brief Mention of DSM 5 and ICD 10 classification systems, Causes of Abnormal Behaviour – Necessary, Predisposing, Precipitating and Reinforcing Causes.

Psychoanalytic (only Freud), Behaviouristic, Cognitive - Behavioral, Humanistic, Interpersonal Perspectives (Student Effort Hours

Unit-2
Teaching Hours:12
Neurodevelopmental disorders
 

Intellectual disability - Definition, Levels of MR, Clinical Types and Causal Factors;

Autism spectrum disorders - Clinical Picture and Causal Factors;

Specific Learning disorder - Clinical Picture and Causal Factors; Attention-Deficit/Hyperactivity Disorder (Student Effort Hours)

Unit-3
Teaching Hours:12
Anxiety and Somatic symptom Disorders
 

Brief Description: Panic Disorder, Generalized Anxiety Disorder, Phobic Disorder with Causal Factors.

Somatic symptom disorder, Functional neurological symptom disorder with Symptoms and Causal Factors.

Illness anxiety disorder (Student Effort Hours) 

Unit-4
Teaching Hours:12
Bipolar and related disorders, depressive disorders and Schizophrenia
 

Cyclothymic Disorder, Bipolar I Disorder, Bipolar II Disorder.

Dysthymic Disorder, Major Depressive Disorder with Psychosocial Causal Factors.

Schizophrenia: Meaning, Clinical Picture.

Psychosocial Causal Factors (Student Effort Hours)

Unit-5
Teaching Hours:12
Personality Disorders and Gender Dysphoria
 

Introduction - Clinical Features and Brief Descriptions of Cluster A, B, and C Personality Disorders with Psychosocial Causal Factors.

Gender dysphoria in children and gender dysphoria in adults (Student Effort Hours)

Text Books And Reference Books:

Barlow, D.H. & Durand, M.V. (2015). Abnormal Psychology. 7th Edition. Thomson Publication.

Butcher, J.N, Mineka, S. & Hooley, J.M (2016). Abnormal Psychology. 16th Edition. Pearson Education

Carson, R.C., Butcher, J.N & Mineka, S. (2004). Abnormal psychology. 13th Edition. Pearson Education.

Kring, A. M., Davison, G. C., Neale, J. M., & Johnson, S. L. (2012). Abnormal psychology (12th ed.). John Wiley & Sons Inc.

Essential Reading / Recommended Reading

American Psychiatric Association. (2013). Diagnostic and statistical manual of mental disorders (45h edition). 

World Health Organization (2004). ICD-10: International statistical classification of diseases and related health problems (10th Rev. ed.). 

Nevid, J. S., Rathus, S. A., & Greene, B. (2018). Abnormal psychology in a changing world. 10th ed. Prentice-Hall.World Health Organization. 

Evaluation Pattern

CIA (CONTINUOUS INTERNAL ASSESSMENT)    

  •  CIA I –Written Assignment /Individual Assignment  - Total Marks 20     
  •  CIA II – Mid Semester Examination                        - Total marks 50                          
  •  CIA III –Activity-based Assignment                        - Total marks 20
  •   CIA I + II + III                                                      = 90 /100 = 45/50 
  •   Attendance                                                            = 5 marks 
  •  Total                                                                      = 100 = 50 

 End Semester Examination : Total Marks=100=50

Question paper pattern

  •  Section A        Brief, concepts, definitions, applications               2 marks x 10 = 20
  •  Section B         Short Answers: Conceptual/Application                5 marks x 4   = 20
  •  Section C        Essay Type: Descriptive/Conceptual                       15 marks x 3 = 45
  •  Section D        Compulsory: Case Study (Application)                    15 X 1           = 15

PSY541A - INDUSTRIAL AND ORGANIZATIONAL PSYCHOLOGY (2018 Batch)

Total Teaching Hours for Semester:60
No of Lecture Hours/Week:4
Max Marks:100
Credits:4

Course Objectives/Course Description

 

Course description: This course has been conceptualized to provide the learners with an overview of I/O Psychology by describing the various individual, group, and organizational processes/behaviour at work. This paper also intends at enhancing the understanding of the learner about the world of work and related concerns. The areas covered in the paper include recruitment, employee selection, training and development, performance appraisal, motivation, leadership, organizational communication, group behaviour, and culture. The paper will provide a scientific basis of human behaviour at work which will build a sound background towards the application of the learning acquired.

Course objectives: This course will help the learner

  • To understand the origins of I-O Psychology and the major fields related to it 

  • To understand the individual determinants that influence workplace behaviour

  • To develop an understanding of how theory and research are applied to work settings

  • To learn the process involved in human resource planning and development

  • To learn how organizations can create a supportive work environment by understanding the functioning of groups and leadership roles 

  • To learn the role and importance of communication in organizations 

  • To understand how culture plays a role in individuals and groups at the workplace

Course Outcome

CO1: Identify the relevance of I/O Psychology at the workplace

CO2: Apply the understanding of theories and research findings in individual and group behaviour at work

CO3: Differentiate the processes involved in human resource planning and development

CO4: Evaluate the role of culture and effectiveness of communication in various organizational processes

Unit-1
Teaching Hours:12
Introduction
 

Definition, goals, key forces, and fundamental concepts, History of industrial psychology, Major Fields of I/O Psychology

Unit-2
Teaching Hours:12
Individual at workplace
 

Personality- Definition, personality traits relevant at the workplace, 

Motivation- Definition, Types, Application of theories of motivation at the workplace (early and contemporary theories)

Job satisfaction- Definition, Factors affecting Job Satisfaction, Consequences

Unit-3
Teaching Hours:12
Planning and Development of human resources
 

Job Analysis- Definition, Purpose, Types, Process, Methods, Recent Developments

Recruitment and Selection- Nature and objectives, Sources- Internal and External, Process, Definition and steps in the selection process

Performance Management- Definition, Scope, Process, Tools

Training and Development- Meaning and nature, Objectives, Methods- on the job and off the job, Training and Analysis

Unit-4
Teaching Hours:12
The Group
 

Group- definition, types, stages of group development, characteristics of groups

Group decision making, techniques of decision making

Teams- definition, types, the difference between groups and teams

Leadership - Definition, Leadership Styles, Approaches to Leadership

Unit-5
Teaching Hours:12
Communication and Organizational culture
 

Communication- definition, functions, process, types, barriers to effective communication

 Organizational Culture- definition, characteristics, strong v/s weak culture, positive organizational culture

Text Books And Reference Books:

Schultz, D. P., & Schultz, E. S. (2008). Psychology and Work today. New York: Mac Milan publishing company.

Robbins, S. P. & Judge, T.A.(2013). Organizational behaviour. Pearson Education.

Singh, N. (2011). Industrial Psychology. Delhi, India:  TataMc Graw hill Education private limited.

Essential Reading / Recommended Reading

Landy F.J & Conte J.M. (2016). Work in the 21st century: an introduction to industrial and organizational psychology. John Wiley & Sons, Inc.

Aamodt, M.G. (2016). Industrial/ organizational psychology: an applied approach. Wadsworth publishing group 

Evaluation Pattern

CIA (CONTINUOUS INTERNAL ASSESSMENT)    

 CIA I –Written Assignment /Individual Assignment  - Total Marks 20     
 CIA II – Mid Semester Examination                        - Total marks 50                          
 CIA III –Activity-based Assignment                        - Total marks 20
  CIA I + II + III                                                      = 90 /100 = 45/50 
 Attendance                                                            = 5 marks
 Total                                                                      = 100 = 50 

 End Semester Examination : Total Marks=100=50

Question paper pattern

 Section A        Brief, concepts, definitions, applications               2 marks x 10 = 20
 Section B         Short Answers: Conceptual/Application                5 marks x 4   = 20
 Section C        Essay Type: Descriptive/Conceptual                       15 marks x 3 = 45
 Section D        Compulsory: Case Study (Application)                    15 X 1           = 15

PSY541B - SCHOOL AND EDUCATIONAL PSYCHOLOGY (2018 Batch)

Total Teaching Hours for Semester:60
No of Lecture Hours/Week:4
Max Marks:100
Credits:4

Course Objectives/Course Description

 

This introductory course is designed for final year Psychology students to explore the field of School and Educational Psychology and related career options such as school counselling, career guidance, and teaching, should they choose to specialize further after their graduation. The course will build on previously learned knowledge in Psychology such as various schools of thought in Psychology, and basic theories of learning, development, and motivation with the goal of exposing students to different areas of specialization within the field of educational psychology.

Course objectives: This course will help the learner

  • To get a broad understanding of the importance of educational psychology as a field, and its scope. 
  • Get a theoretical and practical exposure to specific areas of specialization in educational psychology such as teaching and learning including assessments and classroom management, differentiating instruction for diverse learners (learners with disabilities, gifted learners, learners from diverse socioeconomic and cultural backgrounds), careers and life skills or psychosocial education, and mental health in education.

Course Outcome

CO1: Explain the meaning, scope, current trends and theories in educational psychology

CO2: Evaluate different teaching-learning, assessment, and classroom management practices employed in schools and higher education

CO3: Apply the knowledge of psychology to understand and respond to diverse needs of learners

CO4: Evaluate various approaches to careers education and guidance

Unit-1
Teaching Hours:12
Introduction
 

Nature, scope and functions of educational psychology; Careers in educational psychology- teaching-related, counseling-related (career guidance, mental health)

Unit-2
Teaching Hours:12
Theories in Education Psychology
 

Overview of theories of learning, development and motivation in an educational context (behaviourism, cognitivism, constructivism, social constructivism)

Unit-3
Teaching Hours:12
Teaching and Learning
 

Teaching and learning strategies, assessment and measurements, classroom management strategies

Unit-4
Teaching Hours:12
Differentiating instruction to respond to differences among learners
 

Learners with disabilities and gifted learners, Differentiating instruction to respond to differences among learners: Socioeconomic and cultural differences among learners

Unit-5
Teaching Hours:12
Career Education and School Counselling
 

Careers education: Theories and case studies from the field; : School Counselling: Mental health, life skills education or psychoeducation

Text Books And Reference Books:

Woolfolk, A. (2016). Educational psychology (12th Edition). Pearson.
Patel, V., Aronson, L., & Divan, G. (2013). A School Counsellor Casebook. Byword Books Private Limited.
Tomlinson, C. A. (2014). The differentiated classroom: Responding to the needs of all learners. ASCD.
Athanasou, J. A., & Van Esbroeck, R. (2008). International handbook of career guidance (pp. 695-709). Springer.

Essential Reading / Recommended Reading

Ranganathan, N. & Wadhwa, T. (2019). Guidance and counselling for children and adolescents in schools. SAGE.
Kumashiro, K. K. (2015). Against common sense: Teaching and learning toward social justice. Routledge.

Evaluation Pattern

CIA (CONTINUOUS INTERNAL ASSESSMENT)    

  •  CIA I –Written Assignment /Individual Assignment  - Total Marks 20     
  •  CIA II – Mid Semester Examination                        - Total marks 50                          
  •  CIA III –Activity-based Assignment                        - Total marks 20
  •   CIA I + II + III                                                      = 90 /100 = 45/50 
  •  Attendance                                                            = 5 marks
  •  Total                                                                      = 100 = 50 

 End Semester Examination : Total Marks=100=50

Question paper pattern

  •  Section A        Brief, concepts, definitions, applications               2 marks x 10 = 20
  •  Section B         Short Answers: Conceptual/Application                5 marks x 4   = 20
  •  Section C        Essay Type: Descriptive/Conceptual                       15 marks x 3 = 45
  •  Section D        Compulsory: Case Study (Application)                    15 Marks X 1 = 15

PSY541C - SPORTS PSYCHOLOGY (2018 Batch)

Total Teaching Hours for Semester:60
No of Lecture Hours/Week:4
Max Marks:100
Credits:4

Course Objectives/Course Description

 

An introductory course in sports psychology aims at appraising students about the basic concepts related to applying psychological principles in sports.

This course will help the learner to gain familiarity with

  • Understand the scope and perspectives of sports psychology.
  • Explain issues of race, gender in sports.
  • Understand the cognitive and social psychological dimensions in sports.
  • Learn ways to enhance individual and team performance.

Course Outcome

CO1: Describe the nature and evolution of sports psychology.

CO2: Distinguish the difference between Intrinsic and Extrinsic motivation and how mental training can be used for performance.

CO3: Design a comprehensive goal-setting program for Individuals and teams.

Unit-1
Teaching Hours:10
Introduction
 

Definition and History of sports psychology; Role of a sports psychologist; Ethics in sports psychology; Multicultural issues that relate to race and gender.

Unit-2
Teaching Hours:13
Motivation in Sports and Exercise
 

Causal Attribution in Sport – Attribution Model; competitive situations; attribution training; Self-confidence and Intrinsic Motivation - Models of Self-Confidence; Integrated theory of motivation in sport and exercise; Goal Perspective Theory – Achievement Goal Orientation; Developmental Nature of Goal Orientation; Goal Involvement; Motivational Climate; Goal Orientation and Moral Functioning; Characteristics of Task and Ego Goal Orientations; Interaction between Goal Orientation and Motivational Climate. 

Unit-3
Teaching Hours:13
Social Factors in Sporting Performance
 

Aggression and Violence in Sport; Social Facilitation; Self-presentation effects in sport; Characteristics of Team Cohesion; Measurement, Determinants and Consequences of Team Cohesion; Negative effects of Team membership; Developing Team Cohesion; Theories of Leadership; Coach-Athlete Compatibility and Communication.

Unit-4
Teaching Hours:12
Arousal, Anxiety and Sporting Performance
 

Definition – Arousal, Anxiety and Stress; Neurophysiology of Arousal; Attention and Concentration in Sport; Factors inducing anxiety and stress; Arousal and Performance Relationship; Anxiety and Performance Relationship; Stress Management.

Unit-5
Teaching Hours:12
Cognitive and Behavioral Interventions
 

Coping Strategies in Sport; Self-Talk; Relaxation Strategies and Arousal Energizing Strategies; Goal Setting; Imagery; Hypnosis; Psychological Skills Training.

Text Books And Reference Books:

Cox, R. (2011). Sports Psychology: Concepts and Applications (7th ed.). McGraw-Hill Education.

Jarvis, M. (2009). Sports Psychology: A Student’s Handbook. Routledge.

Thatcher, J., Day, M., & Rahman, R. (2011). Sport and Exercise Psychology. Learning Matters.

Essential Reading / Recommended Reading

Arnold, D.L.U. & Nation, J. R. (1989). Sports Psychology. Nalson-Hall.

Cratty, B. J. (1989). Psychology in contemporary sports. Prentice Hall.

Horn, T. S (Ed) (1992). Advances in sports psychology.  Herman Kinetics.

Lynch, J. (2001). Creative coaching. Human Kinetics.

Mohan, J. (1996). Recent advances in sports psychology. Friends.

Murphy, E. (1995). Advances in sports psychology. Human Kinetics.

Murphy, S. M. (1995). Sports Psychological Interventions. Herman Kinetics.

Sandhu, G. S. (1992). Psychology in sports: A contemporary perspective. Friends.

Weinberg, R. S. & Gould, D. (2007). Foundations of Sport and Exercise Psychology (4th ed.). Humans Kinetics.

Evaluation Pattern

CIA (CONTINUOUS INTERNAL ASSESSMENT)    

  • CIA I   – Written Assignment /Individual Assignment  - Total Marks 20     
  • CIA II  – Mid Semester Examination                          - Total Marks 50                          
  • CIA III – Activity-based Assignment                          - Total Marks 20
  • CIA I + II + III                              = 90 /100 = 45/50 
  • Attendance                                     = 5 Marks 
  • Total Marks                                     = 100 = 50 

 End Semester Examination : Total Marks=100=50

Question paper pattern

  • Section A        Brief, concepts, definitions, applications              2 Marks x 10 = 20
  • Section B        Short Answers: Conceptual/Application               5 Marks x 4 = 20
  • Section C        Essay Type: Descriptive/Conceptual                   15 Marks x 3 = 45
  • Section D        Compulsory: Case Study (Application)                15 Marks X 1 = 15

PSY541D - CULTURAL PSYCHOLOGY (2018 Batch)

Total Teaching Hours for Semester:60
No of Lecture Hours/Week:4
Max Marks:100
Credits:4

Course Objectives/Course Description

 

Course description: This course has been conceptualized in order to provide a comprehensive introduction to general theories and methods related to cultural psychology. The course will focus on specific topics that bridge cultural psychology and identity, including group and identity formation, and multiculturalism. Special emphasis will be placed on critically examining how cultural norms influence the way individuals think, feel, and behave. 

Course objectives: This course will help the learner to 

  • Gain familiarity with concepts, theories and research methods of cultural psychology
  • Understand how individuals are influenced by their cultural context
  • Learn about how culture shapes an individual’s concept of self and perception of others and appreciate debates about psychological universality versus diversity. 

Course Outcome

CO1: Explain fundamental concepts, theories, and methods in cultural psychology

CO2: Explain theoretical perspectives on what culture is and how it may influence the self of the individual and various psychological process

CO3: Analyze social and ethnic diversities and experiences through the lens of culture

CO4: Apply knowledge of cultural psychology to real-world contexts

Unit-1
Teaching Hours:12
Introduction to Cultural Psychology
 

What is culture? What is cultural psychology? Scope of cultural psychology. Research Methods: How do we study culture? Review of literature on culture and cognition; culture and emotion; and culture and mental health.

Unit-2
Teaching Hours:12
Culture and Self
 

Universal and divergent aspects of self. Two construals of the self: Independent and interdependent and their consequences. Implications of culture on personality. Influence of culture on morality and values. Value pluralism and comparative morality.

Unit-3
Teaching Hours:12
Culture and Psychological Processes
 

Culture and cognition, culture and emotion, culture and motivation, culture and social behaviour, culture and mental health. Gender, sexuality and culture.

Unit-4
Teaching Hours:12
Acculturation
 

Acculturation; difference between socialisation, enculturation and acculturation; domains of acculturationcultural practices, cultural values, cultural identification; measurement of acculturation; acculturation strategies, multiculturalism.

Unit-5
Teaching Hours:12
Psychological and Sociological Perspective of Ethnic Identification
 

Ethnic identity, role of “relational self” in ethnic identification, identity threat, ethnic boundaries, ethnic identity construction and Identity Process theory, Intersectionality.

Text Books And Reference Books:

Matsumoto, D., & Juang, L. (2016). Culture and Psychology (6th edition). Wadsworth Publishing.

Heine, S. J. (2015). Cultural Psychology (3rd edition). W. W. Norton & Company.

Purdie-Vaughns, V., & Eibach, R. P. (2008). Intersectional Invisibility: The Distinctive Advantages and Disadvantages of Multiple Subordinate-Group Identities. Sex Roles, 59, 377–391. doi:10.1007/s11199-008-9424- 4 

Essential Reading / Recommended Reading

Gelfand, M. J., Raver, J. L., Nishii, L., Leslie, L. M., Lun, J., Lim, B. C., ... & Aycan, Z. (2011). Differences between tight and loose cultures: A 33-nation study. Science, 332, 1100-1104.

Islam, M. R., & Hewstone, M. (1993). Dimensions of Contact as Predictors of Intergroup Anxiety, Perceived OutGroup Variability, and Out-Group Attitude: An Integrative Model. Personality and Social Psychology Bulletin, 19, 700–710. doi:10.1177/0146167293196005

Plaut, V. C. (2010). Diversity Science: Why and How Difference Makes a Difference. Psychological Inquiry, 21(2), 77–99. doi:10.1080/10478401003676501 

Evaluation Pattern

CIA (CONTINUOUS INTERNAL ASSESSMENT)    

 CIA I –Written Assignment /Individual Assignment  - Total Marks 20     
 CIA II – Mid Semester Examination                        - Total Marks 50                          
 CIA III –Activity-based Assignment                        - Total Marks 20
  CIA I + II + III                                                    = 90 /100 = 45/50 
 Attendance                                                           = 5 Marks
 Total                                                                     = 100 = 50 

 End Semester Examination : Total Marks=100=50

Question paper pattern

 Section A        Brief, concepts, definitions, applications               2 Marks x 10 = 20
 Section B         Short Answers: Conceptual/Application                5 Marks x 4   = 20
 Section C        Essay Type: Descriptive/Conceptual                      15 Marks x 3 = 45
 Section D        Compulsory: Case Study (Application)                   15 X 1           = 15

PSY541E - INTRODUCTION OF NEUROPSYCHOLOGY (2018 Batch)

Total Teaching Hours for Semester:60
No of Lecture Hours/Week:4
Max Marks:100
Credits:4

Course Objectives/Course Description

 

Course description: This undergraduate course will be a comprehensive introduction to human neuropsychology structured to provide students with a basic understanding of the relationship between brain and behaviour. Topics covered will include foundations of neuropsychology, the structure of the nervous system, functional specialization of the brain, cognitive functions, and assessments of brain disorders.

Course objectives: This course will help the learner

  • To understand the fundamental concepts of neuropsychology.
  • Recognize the organization of the nervous system
  • Identify the structure of brain systems and associated cognitive functions
  • Integrate principles towards the understanding of brain disorders

Course Outcome

CO1: Understand the basic terminology and clinic-neuropsychological concepts

CO2: Recognize the organization of the nervous system through a systematic review of researches carried out

CO3: Identify the structure of brain systems and associated cognitive functions

CO4: Integrate principles towards the understanding of brain disorders through reviewing disease models.

Unit-1
Teaching Hours:12
Introduction
 

Definition, Nature and Scope of clinical neuropsychology. Functions of Neuropsychologists. History, Branches of Neuropsychology. Methods of study of research in neuropsychology-Neurohistology, Radiologic Procedures, Electrophysiologic Procedures, Imaging of Brain metabolism, Magnetic Imaging. Ethical issues in research

Unit-2
Teaching Hours:12
Developmental Neuropsychology
 

Introduction to developmental psychology; Brain development; Neuropsychology of mental development; Neuropsychology of developmental abnormalities; Neuropsychology of remediation of children.

Unit-3
Teaching Hours:12
Cognitive Neuropsychology
 

Cerebral Specialization; Neuropsychology of Memory; Neuropsychology of Attention and Executive Functioning; Neuropsychology of Emotion; Neuropsychology of Language; Neuropsychology of Consciousness.

Unit-4
Teaching Hours:12
Neuropsychology of basic psychiatric conditions
 

Schizophrenia; Dementia: Alzheimer’s disease, Parkinson’s, Huntington’s and Creutzfeldt-Jakob disease; Anxiety and mood disorders.

Unit-5
Teaching Hours:12
Neuropsychological assessment
 

The practice of neuropsychological assessment; Basic concepts, Neuropsychological examination procedures; Neuropsychological assessment interpretation; important neuropsychological tests.

Text Books And Reference Books:

Kandel, E.R. Schwartz, J.H. &Jessel, T.M. (2000). Principles of neural science (4th .ed.), McGraw-Hill.

Zillmer, E.A., Spiers, M.V. & Culbertson (2008). Principles of Neuropsychology (2nd ed.). Cengage Learning.

 Blackmore, S. (2003). Consciousness: An introduction. Hodder & Stoughton.

Essential Reading / Recommended Reading

 Walsh K. (2008). Neuropsychology. B.I. Churchill Livingstone Pvt. Ltd

Evaluation Pattern

CIA (CONTINUOUS INTERNAL ASSESSMENT)    

 CIA I –Written Assignment /Individual Assignment  - Total Marks 20     
 CIA II – Mid Semester Examination                        - Total marks 50                          
 CIA III –Activity-based Assignment                        - Total marks 20
  CIA I + II + III                                                      = 90 /100 = 45/50 
 Attendance                                                            = 5 marks
 Total                                                                      = 100 = 50 

 End Semester Examination : Total Marks=100=50

Question paper pattern

 Section A        Brief, concepts, definitions, applications               2 marks x 10 = 20
 Section B         Short Answers: Conceptual/Application                5 marks x 4   = 20
 Section C        Essay Type: Descriptive/Conceptual                       15 marks x 3 = 45
 Section D        Compulsory: Case Study (Application)                    15 X 1           = 15

PSY551 - PSYCHOLOGICAL RESEARCH METHODS AND ASSESSMENT-I (2018 Batch)

Total Teaching Hours for Semester:30
No of Lecture Hours/Week:2
Max Marks:50
Credits:2

Course Objectives/Course Description

 

Course description: This course has been conceptualized to capstone experience for psychology undergraduates, in which students identify a research topic, conduct comprehensive literature reviews, and then develop a substantial written small empirical research project. The paper aims to help students collaborate and complete psychological research projects with their peers. This course is planned to also provide a framework for the development of assessment practices. Attention will be given to issues of identifying and selecting test instruments, conducting the assessment process in an ethical and considerate manner, interpreting norm references and criterion-referenced test scores and writing APA formatted reports. The program is designed to enable students to complete a group research project under the supervision of a faculty. The students would develop and defend the research proposal in the semester.

Course objectives: This course will help the learner to gain knowledge with the process and the methods of quantitative and qualitative psychological research traditions.

Course Outcome

CO1: Apply the knowledge of basic research and literature review methods in psychology to develop a research idea and proposal

CO2: Develop, present, and defend a research proposal following APA and ethical guidelines

CO3: Administer psychological scales to a subject, make interpretations and draw conclusions based on the norms given in the manual.

Unit-1
Teaching Hours:12
Introduction to research in Psychology
 

Basics of Research in Psychology: What is Psychological Research? The Goals of Psychological Research, Principles of Good Research; Ethics in Psychological Research.  Research Traditions: Quantitative & Qualitative orientations towards research & their steps, Comparing Qualitative & Quantitative Research Traditions. Review of literature: databases, search strategy, critical evaluation of an article.

Unit-2
Teaching Hours:12
Proposal Writing
 

Elements of proposal writing: Formulating a problem & developing a testable research question/research hypothesis, developing a rationale, aims, and objectives.  Research Designs: Identifying an appropriate research design and methods for a given research question/hypothesis. Sample and sampling: Probability & Nonprobability sampling methods; Methods of data collection- Case study, Observation, Interview & Focus group discussion, Survey. Protocols in data collection.

Unit-3
Teaching Hours:6
Psychological testing
 

Selecting a psychological test, Characteristics of a test – standardization, Reliability and validity of tests, norms, scoring, applications and cultural adaptability. 

Administer any two psychological assessments on an individual subject using any of the following tests- one personality test (NEOPI, 16PF, Eysenck Personality Questionnaire, Type A/B behaviour pattern) and one intelligence test (Ravens Test, Bhatia’s Battery of Intelligence) and write a report

Text Books And Reference Books:

Cohen, R. J., & Swerdlik, M. E. (2013). Psychological testing and assessment: an introduction to tests and measurement. Eighth edition. McGraw-Hill Education.

Coolican, H. (2014). Research Methods and Statistics in Psychology, Sixth Edition. Taylor and Francis.

Essential Reading / Recommended Reading

American Psychological Association. (2020). Publication manual of the American Psychological Association (7th Ed.).https://doi.org/10.1037/0000165-000

https://christuniversity.in/uploads/userfiles/CRCE.pdf. CHRIST (Deemed to be University) Institutional Ethics Documentation

Evaluation Pattern

Continuous Internal Evaluations (CIAs) – 50 Marks

  • CIA 1:Individual Assignment and lab reports- 15 marks
  • CIA 2: In-class activity, feedback, and evaluation of proposal writing- 15 marks
  • CIA 3: Final proposal submission and Presentation (15 marks)
  • Class participation and Supervisor Feedback- 5 marks

Department Level End Semester Examination (ESE)- 50 Marks

Examination pattern: Duration of the exam – 2 hours individual written exam/viva on research methods and testing.

CIAs (50 marks) + ESE (50 Marks) = 100 Marks /2 = 50 Marks

EST631 - INTRODUCTION TO WORLD LITERATURES (2018 Batch)

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

Course Objectives/Course Description

 

Course Description: This paper is informed by David Damrosch’s understanding that world literature is not a canon of Western master works but a mode of cross cultural reading. So the selection reflects similar themes of gender, race, being responsible citizen in oppressive conditions which the students have encountered in their earlier semester. While these themes have been discussed earlier in specific nationalistic contexts, this paper draws on that awareness and brings in comparative approach for analysis.

 

Objectives:

To introduce students to methods of studying literature and culture across national and linguistic boundaries

 

To understand the nature and function of literature from global perspective

Course Outcome

CO1: Display a basic understanding of historical and cultural contexts of world literatures

CO2: To identify and respond to the ways in which literary texts from diverse cultures, time are interconnected

CO3: Compare and contrast significant similarities and differences between various literary forms, periods, histories in both western and non-western writings

CO4: Will demonstrate tools of literary analysis including appropriate literary terminology for writing analysis of the texts

CO5: Will be able to examine reading experiences, culture from multiple frames of references, specifically frames that define world literatures

Unit-1
Teaching Hours:10
Unit 1
 

--

Unit-2
Teaching Hours:20
Poetry
 

--

Unit-3
Teaching Hours:20
Unit 3
 

--

Unit-4
Teaching Hours:10
Play
 

--

Text Books And Reference Books:

·          ‘Frames for World Literatures’, David Damrosch

 

·         Essays on Art, Literature – Tolstoy, Nabakov, Naipaul, Borges

·         Anna Akhamatova – Requiem (Russia)

·         Constantine Cavafy – The City (Greek)

·         Rainer Maria Rilke – Spanish dancer (Czech Republic)

·         Nazik al-Mala'ika - Love Song for Words (Iraq)

·         Imtiaz Dharkar – Purdha I (Pakistan)

·         Ashraful Musaddeq - Cyber Love (Bangladesh)

·         Miriam Wei Wei Lo - Bumboat Cruise on the Singapore River (Singapore)

·         Octavio Paz - Listen to the Rain

 

·         Federico Garcia Lorca - City that Does Not Sleep

Fyodor Dostoevsky – Notes From the Underground

 

Che Guevara - The Motorcycle Diaries

Sophocles – Antigone 

 

 

 

Essential Reading / Recommended Reading

Amichai, Yehudi. The Slected Poetry of Yehuda Amichai. USA: University of California, 1996. . Print.

“Even A Fist Was Once an Open Palm With Fingers” the Selected Poetry of Yahudi AmichaiPoetry in Translation Trans. Bloch, Chana and Mitchell, Stephen.

 http:// www-english.tamu.edu/pers/fac/myers/default.html. Web.

Arendt, Hannah. Eichmann in Jerusalem. New York: Viking, 1963.

Bauman, Zygmunt,Life in Fragments: Essays in Postmodern Morality, Oxford: Blackwell. Print.

Calvino, Italo, The Literature Machine. London: Vintage, 1987. Print.

Cargas, Harry James, ed. Telling the Tale: A Tribute to Elie Wiesel – Saint Louis.

Damrosch, David. What is World Ltierature? Princeton University Press, 2003. Print.

Eco, Umberto,The Role of the Reader.Bloomington: Indiana University Press.

Eco, Umberto, On Literature. London: Vintage, 2005. Print.

Farah, Nuruddin. Links. Penguin.Yesterday, Tomorrow: Voices from the Somali Diaspora. London and New York, Cassell, 2000. Print.

Forsdick, Charles. “‘Worlds in Collision:’The Languages and Locations of World Literature”.  A Companion to Comparative Literature. Eds. Ali Behdad and Dominic Thomas. Oxford: Blackwell, 2011. 473–89. Print

Fromm, Erich. Escape from Freedom. New York: Rinehart, 1941. Print.

Ghosh, Amitav. Sea of Poppies. Macmillan.A Guide to twentieth-century literature in English. Ed. Harry Blamires. London; New York: Methuen, 1983. Print.

Lifton, Robert J.  The Nazi Doctors: Medical Killing and the Psychology of Genocide. New York: Basic, 1986.Print.

M. Hollington, Günter Grass: The Writer in a Pluralist Society.  1980.Print.

Moretti, Franco. “Conjectures on World Literature,” New Left Review 1 (January–February2000): 54-64. Print.

Victor Frankl, From Death-Camp to Existentialism. New York: Alfred A. Knopf, 1979.

 

Villet, John. The Theatre of Bertolt Brecht, A Study from Eight Aspects. Print.

Evaluation Pattern

CIA 1 and 3: Tests on prescribed texts. Five marks are reserved for active classroom participation.

 

Question Paper Pattern

Mid Semester 

 

 

Number of

questions

Number of

questions to

be answered

 

Marks

Total

marks

Section A

One compulsory

annotation

6

4

5

20

Section B

4

3

10

30

 

 

 

 

50

 

End Semester 

 

 

5x20 =100 choosing one question each from Poetry, Drama, Essay & Novel and one additional question.

EST641A - CULTURAL STUDIES (2018 Batch)

Total Teaching Hours for Semester:60
No of Lecture Hours/Week:4
Max Marks:100
Credits:04

Course Objectives/Course Description

 

  • To provide the opportunity to develop and critically apply knowledge
  • To understand theoretical and critical debates and key historical developments in Cultural Studies

Course Outcome

CO1: Create awareness of approaches to reading cultures and society

CO2: Demonstrate cross-cultural sensitivity

CO3: Understand of the contexts which influence the relationship between spatiality and cultural studies

Unit-1
Teaching Hours:10
Introduction
 

Ashis Nandy, The Twentieth Century:  The Ambivalent Homecoming of Homo Psychologicus

Henry Giroux, et al.  “The Need for Cultural Studies: Resisting Intellectuals and Oppositional Public Spheres”

Richard Howells “Semiotics”

Roland Richard Howells “Ideology”

CSCS. “Femininity -Masculinity”

CSCS. “Imagining the Nation”

Unit-2
Teaching Hours:15
City
 

Ravi S. Vasudevan. “The Cities of Everyday Life”

Nitin Govil. “The Metropolis and Mental Strife: The city in science fiction cinema”

Joy Chatterjee. “Long Bus Drive”

Veena Das. “Violence and Translation”;

Rana Dasgupta. “The Face of the Future: Biometric surveillance and progress”

Shuddhabrata Sengupta. “Everyday Surveillance: ID cards, cameras and the database of ditties”

Sam de Silva. “Blind Intelligence”

David Lyon. “Surveillance: After September 11, 2001” 

---  “Urban Transformations and Media Piracy”

---- “Obscenity, Decency and Morality”

Unit-3
Teaching Hours:15
Cinema
 

Pramod Nayar, “Screen Culture”

Ashis Nandy. “Introduction: Indian Popular Cinema as the Slum’s Eye View of Politics”

 

Unit-4
Teaching Hours:10
Cyber culture
 

Warwick Mules. “Cyberculture”

Mark Poster. “Postmodern Virtualities”

Manuel Castells “The Network Society and Organizational Change”

Manuel Castells “Identity in the Network Society”

 

Unit-5
Teaching Hours:10
Research method in cultural studies
 

Research method in Cultural Studies

Text Books And Reference Books:

Course pack compiled by the Dept of English, Christ University, for private circulation

Essential Reading / Recommended Reading

Barthes, Roland. Mythologies.Trs Annette Lavers. London: Vintage, 1993. Print.

Castells, Manuel “The Network Society and Organizational Change.” Conversations with History Institute of International Studies, UC Berkeley, 2001. Print.

---  “Identity in the Network Society.” Conversations with History Institute of International Studies, UC Berkeley, 2001. Print.

CSCS. “Femininity – Masculinity”  http://courses.cscsarchive.org/courses/ugdip05/paper1/mod8/ >

--- “Imagining the Nation”. Web. <http://courses.cscsarchive.org/courses/ugdip05/paper1/mod5/>

---. “Legal Identity and Culture”. Web. <http://courses.cscsarchive.org/courses/ugdip05/paper1/mod9/>

Giroux, Henry, David Shumway, Paul Smith, and James Sosnoski, “The Need for Cultural Studies: Resisting Intellectuals and Oppositional Public Spheres”. http://theory.eserver.org/need.html. Web.

Howells, Richard. Visual Culture. Cambridge: Polity, 2003.Print.

Liang, Lawrence. “Obscenity, Decency and Morality” http://courses.cscsarchive.org/courses/ugdip05/paper%202/mod%206/.Web.

Liang, Lawrence. “Urban Transformations and Media Piracy” http://courses.cscsarchive.org/courses/ugdip05/paper%202/mod%2010/.Web.

Liang, Lawrence. “The Black and White (And Grey) of Copyright.”. ‘World Information City’.  Bangalore: 14-20 Nov 2005, p 2. Print.

Lyotard, Jean-Francois. The Postmodern Condition: A Report on Knowledge. University of Minnesota Press, 1985. Print.

Mark Poster. The Second Media Age Blackwell 1995 http://www.hnet.uci.edu/mposter/writings/internet.html. Web

Mulvey, Laura. “Visual Pleasure and Narrative Cinema” (1975) http://www.nwe.ufl.edu/~lhodges/vpnc.html. Web.

Nandi, Ashish ed. The Secret Politics of Our Desires: Innocence, Culpability and Indian Popular Cinema. Delhi: OUP, 1998. Print.

Nayar, Pramod K. Reading Culture: Theory, Praxis, Politics. New Delhi: Sage, 2006. Print.

Ramanujan, A.K “Introduction” Folktales from India, New Delhi: Penguin, 1994.Print.

Thwites, Tony, Lloyd Davis, and Warwick Mules. Introducing Cultural and Media Studies: A Semiotic Approach. New York: Palgrave, Rpt 2005. Print.

Vasudevan, Ravi S. et al. SARAI Reader 02. Delhi/Amsterdam: SARAI, 2002. Print.

 

 

Evaluation Pattern

 

Examination and Assessment

 

 CIA 1: Class Test

 

CIA 2: Mid-Sem Exam for 50 marks

 

CIA 3: Class Presentations / Submissions

 

 

 

End Semester: Exam for 100 marks

 

There will be a written end-semester exam for 100 marks whereby the students will assessed on the basis of their understanding of the basic concepts discussed in the class.

 

EST641B - ENGLISH LANGUAGE TEACHING (2018 Batch)

Total Teaching Hours for Semester:60
No of Lecture Hours/Week:4
Max Marks:100
Credits:04

Course Objectives/Course Description

 

  • To demonstrate a thorough grasp of the main phonological, lexical, syntactical, and other aspects of English, with particular reference to its roles as a means of communication.
  • Predict with reasonable accuracy the learning needs of any group of learners and to modify and update such a needs analysis in the light of observation and testing.
  • Write instructional objectives and prepare appropriate lesson plans.
  • Discuss intelligently lesson forms.
  • Monitor his or her effectiveness as a teacher of English to speakers of other languages.
  • Introduce and nurture familiarity with current methodology.
  • Foster awareness of language structures and ability to teach English language skills (grammar, speaking, listening, reading, writing and pronunciation) .
  • Explore a variety of textbooks and teaching materials; determine how to best utilize these within a curricular framework.
  • Review and practice developing and using a variety of assessment instruments
  • Practice implementing new techniques and materials.

Course Outcome

CO1: Ability to use theoretical knowledge of various schools of thoughts to understand principles of language learning and teaching

CO2: Ability to create lesson plans with clear outcomes and well defined strategies for teaching

CO3: Ability to develop tasks and activities for reading, writing, speaking, listening, grammar and vocabulary

Unit-1
Teaching Hours:10
Introduction
 

General Linguistics: the science of language; describing language; the functions of language; the structure of language; Linguistics; psycholinguistics; sociolinguistics.

Phonetics and Phonology: the international phonetic alphabet; phonetic transcription; articulatory phonetics; word and sentence stress; vowel sound and articulation of vowels and diphthongs; intonation patterns; presenting the sounds of English to learners; remediation; mother tongue influence and accent neutralization.

Linguistics/ Phonetics and Language Teaching

Unit-2
Teaching Hours:15
Language Acquisition/ Learning theories
 

B.F.Skinner, Noam Chomsky, Vygotsky, Krashen, Jean Piaget ( in detail)

Factors affecting Second language acquisition.

Unit-3
Teaching Hours:15
Skills
 

Receptive Skills: reading and listening materials; reasons and strategies for reading; reading speed; intensive and extensive reading and listening; reading development; reasons and strategies for listening; listening practice materials and listening development.

Productive Skills: speaking and writing; skimming, scanning, taking notes from lectures and from books; reasons and opportunities for speaking; development of speaking skills; information-gap activities; simulation and role-play; dramatization; mime-based activity; relaying instructions; written and oral communicative activities.

Vocabulary: choice of words and other lexical items; active and passive vocabulary; word formation; denotative, connotative meanings.

Unit-4
Teaching Hours:20
Application
 

Testing and Assessment: value of errors; problems of correction and remediation; scales of attainment.

Lesson Planning: instructional objectives and the teaching-learning process; writing a lesson plan; the class, the plan, stages and preparation; teacher-student activities; writing concept questions; teacher-student talking time; classroom language; class management and organization.

Text Books And Reference Books:

Essential Reading / Recommended Reading

 

Bailey, Richard W. Images of English. A Cultural History of the Language. Cambridge:

CUP, 1991. . Print.

Bayer, Jennifer. Language and social identity. In: Multilingualism in India. Clevedon:              Multilingual Matters Ltd: 101-111. 1990. Print.

Cheshire, Jenny. Introduction: sociolinguistics and English around the world. In Cheshire: 1-12. 1991.Print.

Crystal, David. The Cambridge Encyclopedia of the English Language. Cambridge: CUP. 1995. Print.

Ellis, R. Understanding Second Language Acquisition. Oxford:OUP. 1991.Print.

Gardner, R.C. Social Psychology and Second Language Learning. The Role of Attitude and Motivation. London: Edward Arnold Ltd. 1985.Print.

Holmes, Janet. An Introduction to Sociolinguistics. London: Longman Group UK Ltd. 1992.Print.

Kachru, Braj B. The Indianization of English. The English Language in India. Oxford: OUP. 1983. Print.

Loveday, Leo. The Sociolinguistics of Learning and Using a Non-Native Language. Oxford: Pergamon Press Ltd. 1982. Print.

Richards Jack C.Curriculum Development in Language Teaching. Cambridge University Press. 2001.Print.

Richards Jack C. and Rodgers Theodore S. Approaches and Methods in Language Teaching. Cambridge University Press.1986. Print.

Richards Jack C. and Graves Kathleen. Teachers as course developers. Cambridge University Press.1996. Print.

Webster's Encyclopedic Unabridged Dictionary of the English Language. (2nd ed.) New York: Gramercy Books. 1996. Print.

Widdowson, H G. Teaching Language as Communication. Oxford University Press.1978. Print.

Essential Reading / Recommended Reading

Bailey, Richard W. Images of English. A Cultural History of the Language. Cambridge:

CUP, 1991. . Print.

Bayer, Jennifer. Language and social identity. In: Multilingualism in India. Clevedon:              Multilingual Matters Ltd: 101-111. 1990. Print.

Cheshire, Jenny. Introduction: sociolinguistics and English around the world. In Cheshire: 1-12. 1991.Print.

Crystal, David. The Cambridge Encyclopedia of the English Language. Cambridge: CUP. 1995. Print.

Ellis, R. Understanding Second Language Acquisition. Oxford:OUP. 1991.Print.

Gardner, R.C. Social Psychology and Second Language Learning. The Role of Attitude and Motivation. London: Edward Arnold Ltd. 1985.Print.

Holmes, Janet. An Introduction to Sociolinguistics. London: Longman Group UK Ltd. 1992.Print.

Kachru, Braj B. The Indianization of English. The English Language in India. Oxford: OUP. 1983. Print.

Loveday, Leo. The Sociolinguistics of Learning and Using a Non-Native Language. Oxford: Pergamon Press Ltd. 1982. Print.

Richards Jack C.Curriculum Development in Language Teaching. Cambridge University Press. 2001.Print.

Richards Jack C. and Rodgers Theodore S. Approaches and Methods in Language Teaching. Cambridge University Press.1986. Print.

Richards Jack C. and Graves Kathleen. Teachers as course developers. Cambridge University Press.1996. Print.

Webster's Encyclopedic Unabridged Dictionary of the English Language. (2nd ed.) New York: Gramercy Books. 1996. Print.

Widdowson, H G. Teaching Language as Communication. Oxford University Press.1978. Print.

Evaluation Pattern

Testing Pattern

The students will have to take a semester end examination of 50 marks for 2 hours. They will be assessed for the other 50 marks on a submission of a report and a viva-voce based on the work done by them individually in terms of research or field study.

CIA 1 will be based on demonstration classes taking into consideration classroom aids, teaching methodology and activities.

CIA 3 will be based on blog articles written by students, classroom presentations will also be part of this cia.

Mid Semester Exam

 

Case Study for 50 marks

 

End Semester Exam

Project Work for 100 marks. The project will be practice oriented. Students will earn their marks by preparing or designing a set of course materials for teaching a target adult learner group. The course materials maybe presented in the forms of text books, workbooks, worksheets, audio/cd tapes; visual aids (charts, pictures, cds etc.)

 

EST641C - INTRODUCTION TO SHORT STORY (2018 Batch)

Total Teaching Hours for Semester:60
No of Lecture Hours/Week:4
Max Marks:100
Credits:04

Course Objectives/Course Description

 

·         To understand short story as a form

·         To read short stories in an analytical manner

·         To use critical vocabulary while discussing/writing about short stories

Course Outcome

CO1: Identify the different elements of short story

CO2: Course would help students to engage with the genre in a more holistic manner (In reading stories as literary and non-literary form

CO3: Students would acquire basic prerequisites to do analysis of short stories academically

CO4: The course will ensure the use critical vocabulary in the process of analysis of stories

Unit-1
Teaching Hours:10
Introduction to short story
 

·         Different forms of short story – non-literary and literary; brief history of short story

·         Elements of short story

Unit-2
Teaching Hours:20
Story telling before the emergence of short story
 

·         Origin myths – Greek, Nigerian, Indian, Inca

·         Fairy tales – 5 versions of Cinderella – Chinese, German, Kannada, English, Scottish

·         Folk tales – selection from The Flowering Tree and Other Stories

Unit-3
Teaching Hours:30
Modern short stories across the world
 

·         O. Henry – The Last Leaf

·         Amy Tan – A pair of Tickets

·         Tolstoy – How Much Land does a Man Need?

·         D. H. Lawrence- The Rocking – Horse Winner

·         Jamaica Kincaid – Girl

·         William Faulkner – A Rose for Emily

·         Gabriel Garcia Marquez – A very old man with enormous wings

·         Lalithambika  Antharjanam –  Admission of Guilt

·         Pratibha Ray – Salvation 

Text Books And Reference Books:

Course pack compiled by the Dept of English for private circulation

Essential Reading / Recommended Reading

Cassill, R V. The Norton Anthology of Short Fiction, New York: W.W.Norton & Company, 1995

Carle Bain, Jermoe Beaty,  J Paul Hunter, The Norton Introduction to Literature,  New York: W.W.Norton & Company, 1986

Wayne C Booth, The Rhetoric of Fiction, Penguin, 1991

Ann Charters, The Story and Its Writer: An Introduction to Short Fiction, Sixth Edition, Bedford/St. Martin’s, 2003.

Evaluation Pattern

 

Testing Pattern:

 

CIAs could be

 

·         reading a short story with a focus on structural elements

 

·         retelling a story from a different cultural perspective or to a different audience – to children or a children’s story to adult audience

 

·         converting a short story into a graphic novel form

 

Mid Sem Exam – 50 marks

 

·         Two hour exam, questions based on module I and II

 

·         5 questions to be answered from 8 questions 

 

·         10x5 = 50

 

End Sem Exam – 100 marks

 

·         Three hour exam, questions based on all modules

 

·         5 questions to be answered from 8 questions ; questions will not just test the comprehension of the elements of short story but the ability of the student to analyse, compare different stories – thematically/ structurally

 

·         20x5 = 100

 

EST641D - INTRODUCTION TO FILM STUDIES (2018 Batch)

Total Teaching Hours for Semester:60
No of Lecture Hours/Week:4
Max Marks:100
Credits:04

Course Objectives/Course Description

 

This introductory course to Film Studies aims to:

·         Enable students to appreciate, understand and read films as audio-visual texts.

·         Help students learn the key concepts of cinema and analyze films in a better light

·         Equip students  to read and write critically about and on films

·         Initiate them to the diverse forms and types of cinemas

Course Outcome

CO1: Closely read films as audio-visual texts to understand the language and grammar of cinema

CO2: Appreciate and analyze films using the concepts

CO3: Recognize and understand the processes of production and reception of films over the years

Unit-1
Teaching Hours:10
Film as an Art
 

o   Nature of Art

o   Ways of Looking at Art

o   Film and the Other Arts

o   Structure of Art

o   Narrative

o   Character

o   Point of View

Unit-2
Teaching Hours:10
Film Aesthetics : Formalism and Realism
 

o   Mise-en-scene

o   Mise-en-shot

Unit-3
Teaching Hours:10
Film Authorship
 

o   Filmmakers

o   Auteurs

Unit-4
Teaching Hours:10
Film Genres
 

o   Defining genres

o   Theory

o   Problems

Unit-5
Teaching Hours:10
Non-fiction films
 

o   Documentary

Unit-6
Teaching Hours:10
Film Reception
 

o   Review

o   Evaluation and Criticism

Text Books And Reference Books:

Films will be screened regularly to explain the concepts to students. The films screened will be the primary texts and not mere contexts to teach the concepts. Therefore due importance will be given to all the films selected for the paper.

Texts for detailed reference

How to read a Film – James Monaco

Understand Film Studies – Warren Buckland

Essential Reading / Recommended Reading

How to read a Film – James Monaco

Film Art: An Introduction - David Bordwell and Kristin Thompson

Introduction to Film Studies – Jill Nelmes

Cinema Studies: Key Concepts – Susan Hayward

Short Guide to Writing about Film – Timothy Corrigan

Evaluation Pattern

Description of the CIA:

CIA I:   A class test based on audio-visual clippings from movies and film posters - 20 marks

The class test will help assess their understanding of the basic concepts and their application in the respective films.

 

·         CIA II:  Mid-semester examination – 50 marks

Question paper pattern -

Section A:  4 x 5 – 20 marks

Section B: 10 x 3 – 30 marks

 

·         CIA III: Reflective journal / scrapbook using fact finder model to read and closely analyze the films of any one filmmaker or study any movement in film history – 20 marks

This will be intimated to them at the beginning of the course so that the CIA submission will be a cumulative of their work throughout the semester. This will help them closely study the features of a movement or films of any one filmmaker off their choice.

 

Objectives of the CIA: To enable students to critically apply knowledge (theoretical) in the understanding of the films and thereby read the films as audio-visual texts to understand their signification clearly.

 

End-Semester Exam: Written examination - 100 marks

Question paper pattern -

Section A: 4 x 5 – 20

Section B: 4 x 20 – 80

 

 

 
     
 

EST641E - ECOLOGICAL DISCOURSES AND PRACTICES (2018 Batch)

Total Teaching Hours for Semester:60
No of Lecture Hours/Week:4
Max Marks:100
Credits:4

Course Objectives/Course Description

 

Description: This paper is conceptualised to address one of the pressing concerns of our times – Ecology. The paper gives an introduction to the various discourses that surround the ecological movements of the past and present and the ground work they have laid to avoid a perilous future. The paper also critically looks at certain cultural phenomenon like Anthropocentricism and emphasises the urgent need for Eco Activism and cultivation of an Ecological Self. Since the paper does not just aim at getting the students familiarised with theory, it also includes field visit as an integral part.

 

Objectives:

  • To help students understand the complex and various representations of nature in literature and other cultural artefacts
  • To explore an interdisciplinary engagement with Ecology and introduce ecological concerns to the student of English Studies
  • To examine diverse contexts and concerns in the field
  • To promote ecological consciousness
  • To acknowledge field work-based learning as an important academic practice

Course Outcome

CO1: Understand the role of us in responding to contemporary ecological crises

CO2: Analyse the different debates and discourses on ecology

CO3: to develop a critical understanding of the nature, self and the urgent need to nurture an ecological self

Unit-1
Teaching Hours:10
THE SOUTHERN CHALLENGE
 

The postmaterialist hypothesis is challenged; The Environmentalism of the poor – Social Action among the desperately disadvantaged in the Third World; An India/Brazil Comparison – ecological degradation and environmental protest in two large and important countries; A Chipko/Chico Comparison – the parallels between two famous forest movements; Redefining Development – bringing back nature and the people

William Cronon's The Trouble with Wilderness; or, Getting Back to the Wrong Nature

Unit-1
Teaching Hours:10
Introduction
 

This unit introduces the students to the important debates in the field of ecology and familiarises them to the terms and concepts related to the field.

Nobody Was Supposed to Survive by Alice Walker

Terms and Concepts: Altruism, Ecology, Environment, Biodiversity, Biocentrism, Anthropocentricism, Conservation, Climate Change, Cloning, Food Chain, Carbon Food Print, Ecosystem, Eco-psychology, Ecofeminism, Ecocriticism, Environmental Ethics, Environmental Philosophy, Gaia Theory, Deep Ecology, MOVE, Behavioural Ecology, Genetics, Habitats and Niches, Biomes, Political Ecology, Postmodern Environmentalism, Sustainability, Symbiosis, Environmental Overkill, Ecocreation, Eco-Warrior, Social Ecology, Ecotopian Discourse, Ecological Philosophy, Ecological Self, Romanticism, Utilitarianism

The ECOLOGY OF AFFLUENCE:

The significance of Silent Spring – how a book by a woman scientist changed the world; The Environmental Debate – Science and the discourse of ecological crisis; The Environmental Movement – Environmental Action in Europe and the United States; Radical American Environmentalism – the competing claims of Deep Ecology and Environmental Justice; The German Greens – how a protest movement became a political party.

Unit-2
Teaching Hours:10
A History of Anthropocentric Cultural Practices
 

This section introduces the students to the root of the problem in our conception of culture and development and how it impacts our ecology.

 

· Unearthing the Roots of Colonial Forest Laws: Iron Smelting and the State in Pre- and Early-Colonial India by Sashi Sivramkrishna

·  Flowering Tree – Introduction and Short Story by A. K. Ramanujam

· The Great Derangement by Amitav Ghosh

· Excerpts from The Sixth Extinction: An Unnatural History by Elizabeth Colbert

Unit-3
Teaching Hours:15
Eco Activism
 

This section presents students a selection of texts that bring cases and contexts of eco-activism from across the globe.

· “Integrated Study Needed for Ghats,” an interview with Professor Madhav Gadgil, by Lyla Bavdam

· “Protecting Urban Diversity” by Harini Nagendra

· Kolbert, Elizabeth. “The Lost World: Fossils of the Future”. The New Yorker, December 23, 2013. http://www.newyorker.com/magazine/2013/12/23/the-lost-world-3

· The One Straw Revolution: Introduction to Natural Farming by Masanobu Fukuoka

· Mother Forest: The Unfinished Story of CK Janu by CK Janu

Unit-4
Teaching Hours:10
Ecological Self
 

This section presents students with texts that argue for the need to have an ecological self as the only option to ensure a sustainable future.

·  Where I Lived, and What I Lived for, Excerpts from Walden by Thoreau

· “Greenspace: Tree Man” – by M J Prabhu

·  Irada by Aparnaa Singh

·  Haraway, Donna. “Playing String Figures with Companion Species” in Staying with the Trouble: Making Kin in the Chthulucene. Durham: Duke University Press, 2016 (9-29).

· McGregor, Fiona. Indelible Ink. Melbourne: Scribe, 2010.

Unit-5
Teaching Hours:15
Field Visits and Library work
 

Field visits are to enable the student to gain an experiential sense of biodiversity, forest life, and city ecology.

One hour of library work per week, adding up to 15 at the end of semester is part of the curriculum. This is aimed at enabling the student to freely explore the domain without any teacherly regulation.

Text Books And Reference Books:

·Bavadam, Lyla. “Integrated Study Needed for Ghats.” Interview with Madhav Gadgil. Frontline: 28 July, 2012. Print.

·Bindra, Prerna Singh. Voices in the Wilderness. Rupa & Co. 2010. Print.

·Benton, L.M. and J.R. Short. Environmental Discourse and Practice. Oxford. 1998. Print.

·Guha, Ramachandra. Environmentalism: A Global History. Longman. 2000. Print.

·Nagendra, Harini. “Protecting Urban Diversity.” The Hindu: Survey of Environment 2010: 7-30. Print.

·Ramanujam A.K. A Flowering Tree and Other tales from India. 1997. Print.

·Sivramakrishna, Sashi. “Production Cycles and Decline in Traditional Iron Smelting in Maidan, Southern India, C. 1750-1950: An Environmental History Perspective” Environment and History (2009): 163-97. Print.

Essential Reading / Recommended Reading

·Bavadam, Lyla. “Integrated Study Needed for Ghats.” Interview with Madhav Gadgil. Frontline: 28 July, 2012. Print.

·Bindra, Prerna Singh. Voices in the Wilderness. Rupa & Co. 2010. Print.

·Benton, L.M. and J.R. Short. Environmental Discourse and Practice. Oxford. 1998. Print.

·Guha, Ramachandra. Environmentalism: A Global History. Longman. 2000. Print.

·Nagendra, Harini. “Protecting Urban Diversity.” The Hindu: Survey of Environment 2010: 7-30. Print.

·Ramanujam A.K. A Flowering Tree and Other tales from India. 1997. Print.

·Sivramakrishna, Sashi. “Production Cycles and Decline in Traditional Iron Smelting in Maidan, Southern India, C. 1750-1950: An Environmental History Perspective” Environment and History (2009): 163-97. Print.

Evaluation Pattern

CIA II: A written test on Unit I

Mid Semester: Written test. 5 out of 7 to be answered. Maximum mark per question: 10.

CIA III: Field Work and Library work based assessment

End Semester: Written test. 5 out of 7 to be answered. Maximum mark per question: 20.

EST641F - REVISITING INDIAN EPICS (2018 Batch)

Total Teaching Hours for Semester:60
No of Lecture Hours/Week:4
Max Marks:100
Credits:4

Course Objectives/Course Description

 

General Description: This paper will re-visit the two popular Indian epics – the Mahabharata and the Ramayana. The Mahabharata and the Ramayana are not mere literary texts in India; no Indian reader reads them for the first time. As Prof Anantamurthy points out they function as languages and prompt new narratives in literary traditions.

The paper intends to read the critical discussions and creative re-presentations of the epics – The Mahabharata and the Ramayana. The essays will probe the posited meanings in the tellings of the epics. The other two modules will look at the creative interpretations, re-presentations of certain episodes, marginal characters from the epics.

As we read, discuss the re-visited tellings of the epics, we would need a specific telling to refer to. C Rajagopalachari’s telling of the Mahabharata, The Epic and The Ramayana can be considered as a reference point. Pertinent episodes can be read or discussed in class or if time permits the entire narrative can be read/discussed in class.      

 

Objective

  1. To study the two Indian epics and literary works based on them
  2. To understand the process of re-visioning a text
  3. To understand the contexts that prompts the re-visioning of an epic

Course Outcome

CO1: Understand the Indic tradition through its "two major languages" - the _Ramayana_ and the _Mahabharata_.

CO2: Reflect upon the idea of Self in the context of the epics by embracing the eternal questions of existence

CO3: Attend to the contemporary problems of life with reference to the epics

Unit-1
Teaching Hours:15
Essays
 

U. R. Ananthamurthy. “Towards the Concept of a New Nationhood: Languages and Literatures in India” ((Talk delivered at Institute of Physics, Bhubaneswar, India on 3 September, 2006)

Sheldon Pollock. “Ramayana and Political Imagination in India”, The Journal of Asian Studies, Vol. 52, No. 2 (May, 1993), pp. 261-297

 

V. S. Sukthankar. “The Mahabharata and its Critics”, On the Meaning of the Mahabharata.

 

Bimal Krishna Matilal. “Moral Dilemmas: Insights from Indian Epics”, Ethics and Epics: The Collected Essays of Bimal Krishna Matilal. New Delhi: OUP, 2002.

Unit-2
Teaching Hours:15
Ramayana
 

Sara Joseph’s Stories –Tr. VasantiSankranarayanan, Retelling the Ramayana: Voices from Kerala, New Delhi: Oxford Unviersity Press, 2005

 

S. Sivasekaram, “The nature of Stone: Ahalya” Tr. Lakshmi Holmstorm Ramayana Stories in Modern South India, compiled and edited by Paula Richman, Bloomington: Indiana University Press, 2008

 

Buddhadeva Bose, “The Example of Ram”, Tr. Sujit Mukherjee. The Book of Yudhisthir: A Study of the Mahabharata of Vyas. Hyderabad: Sangam Books, 1986.

Unit-3
Teaching Hours:20
Mahabharata
 

Bhima: Lone Warrier – M.T.Vasudevan Nair

Parva– S L Byrappa

Unit-4
Teaching Hours:10
Library Guided Reading
 

 15 hours of guided library reading.

Text Books And Reference Books:

Paula Richman.(ed) Many Ramayanas: The Diversity of a Narrative Tradition in South Asia. New Delhi: Oxford University Press, 1991

Nick Allen. “Just war in the Mahabharata” in The Ethics of War: Shared Problems in Different Traditions (eds) Richard Sorabji and David Rodin, Ahsgate. 2006/7

Bimal Krishna Matilal. “Krishna: In Defence of a Devious Divinity” & “The Throne: Was Duryodhana Wrong?” in Ethics and Epics edited by JonardanGaneri. New York: Oxford University Press, 2002

Velcheru Narayana Rao. “A Ramayana of their own: Women’s Oral Tradition in Telugu” in Paula Richman edsMany Ramayanas. Berkeley: University of California Press, 1991

Alf Hiltebietel. “The Epic of Pabuji” &  “Draupadi Becomes Bela, Bela Becomes Sati” in Rethinking India’s Oral and Classical Epics: Draupadi among Rajputs, Muslims, and Dalits. Chicago: The University of Chicago Press, 1999

Marie Gillsepie. “The Mahabharata: From Sanskrit to Sacred Soap. A case study of the Reception of Two Contemporary Televisual Versions” in “Reading audiences Young People and the Media” Manchester and New York: Manchester University Press, 1993

Laurie J. Sears. “Mysticism and Islam in Javanese Ramayana Tales”. Mandakranta Bose. The Ramayana Revisited. New York: Oxford University Press, 2004.

Julie B. Mehta. “The Ramayana in the Arts of Thailand and Cambodia”. Mandakranta Bose. The Ramayana Revisited. (New York: Oxford University Press, 2004.

KapilaVatsyayan. “The Ramayana Theme in the Visual Arts of South and Southeast Asia” in Mandakranta Bose. The Ramayana Revisited. New York: Oxford University Press, 2004.

Malashri Lal and NamitaGokhale. In Search of Sita: Revisiting Mythology. New Delhi: Penguin Books, 2009.

 

Essential Reading / Recommended Reading

Paula Richman.(ed) Many Ramayanas: The Diversity of a Narrative Tradition in South Asia. New Delhi: Oxford University Press, 1991

Nick Allen. “Just war in the Mahabharata” in The Ethics of War: Shared Problems in Different Traditions (eds) Richard Sorabji and David Rodin, Ahsgate. 2006/7

Bimal Krishna Matilal. “Krishna: In Defence of a Devious Divinity” & “The Throne: Was Duryodhana Wrong?” in Ethics and Epics edited by JonardanGaneri. New York: Oxford University Press, 2002

Velcheru Narayana Rao. “A Ramayana of their own: Women’s Oral Tradition in Telugu” in Paula Richman edsMany Ramayanas. Berkeley: University of California Press, 1991

Alf Hiltebietel. “The Epic of Pabuji” &  “Draupadi Becomes Bela, Bela Becomes Sati” in Rethinking India’s Oral and Classical Epics: Draupadi among Rajputs, Muslims, and Dalits. Chicago: The University of Chicago Press, 1999

Marie Gillsepie. “The Mahabharata: From Sanskrit to Sacred Soap. A case study of the Reception of Two Contemporary Televisual Versions” in “Reading audiences Young People and the Media” Manchester and New York: Manchester University Press, 1993

Laurie J. Sears. “Mysticism and Islam in Javanese Ramayana Tales”. Mandakranta Bose. The Ramayana Revisited. New York: Oxford University Press, 2004.

Julie B. Mehta. “The Ramayana in the Arts of Thailand and Cambodia”. Mandakranta Bose. The Ramayana Revisited. (New York: Oxford University Press, 2004.

KapilaVatsyayan. “The Ramayana Theme in the Visual Arts of South and Southeast Asia” in Mandakranta Bose. The Ramayana Revisited. New York: Oxford University Press, 2004.

Malashri Lal and NamitaGokhale. In Search of Sita: Revisiting Mythology. New Delhi: Penguin Books, 2009.

 

Evaluation Pattern

CIA I: A written assignment for 20 Marks

Mid Semester: Written test for 50 Marks

CIA III: Field Work and Library work based assessment

End Semester: Written test for 100 Marks

JOU611 - FILM APPRECIATION (2018 Batch)

Total Teaching Hours for Semester:30
No of Lecture Hours/Week:2
Max Marks:100
Credits:2

Course Objectives/Course Description

 

 

This course will provide an overview of historical, analytical, and theoretical approaches to cinema and introduce a basics of film forms including German Expressionism and Film Noir. Through the study of a diverse selection of films rooted in different cultures, times, and ideologies, students will begin to develop the critical means for engaging with cinema and culture in discussion, writing, and creative work.

 

Course Objectives: To provide a forum for students to watch, appreciate and articulate films. To help students get a good understanding of cinema, to enable them to be discerning viewers and appreciate films in a mature fashion thereby doing justice to the medium of cinema.

Course Outcome

Students will be able to appreciate a movie 

Unit-1
Teaching Hours:6
Historical Evolution of Cinema
 

Historical Evolution of Cinema

Early film history. Early film forms German Expressionism, Film Noir and Neo Realism,

Early Indian Cinema: From Celluloid to Virtual Reality, Understanding Cinema: Frame, Shot, Scene, Sequence.

Unit-2
Teaching Hours:6
Reading a Film
 

Understanding Cinema: Subject - camera Distance, Camera Angles, Understanding Genre, Understanding Story elements: Characters, Plot, conflict, setting.

 

Unit-3
Teaching Hours:6
Foundations to film critiquing
 

 

Foundations to film critiquing. Understanding the basics of film appreciation, Understanding the basics of film reviewing.Reflecting on genre theme, plot, characterization, representation, setting conflict, Understanding audience, platform, context.

 

Unit-4
Teaching Hours:12
Film Critique - Practicals
 

Film Critique - Practicals

 

Finding the auteur;s voice, building reviewer’s voice, Film Interviews, Film Review, Song review Booklet on films – A review collective.

Text Books And Reference Books:

1.  Boggs, Joseph M. The Art of Watching Films. Mountain View CA: Mayfield

Publishing, 1991

2. Giannetti, Louis. Understanding Movies, Eighth Ed. Upper Saddle River NJ:

Prentice-Hall, 1999

3. Monaco, James. How to Read a Film: The Art, Technology, Language, History,

and Theory of Film and Media. NY: Oxford University Press, 1981

 

Essential Reading / Recommended Reading

Valasek, Thomas E. Frameworks: An Introduction to Film Studies. Dubuque

IA: Wm. C. Brown Publishers, 1992.

Winokur, Mark and Bruce Holsinger. The Complete Idiot&#39;s Guide to Movies,

 

Flicks, and Film. Indianapolis IN: Macmillan, 2001.



Evaluation Pattern

CIA1: Written assignment (10)

CIA2: Select a movie based on a book, and describe the differences and ascertain whether

the movie is true to the story told by the book, and explain whether the changes made by the

movie improved the story. (25)

CIA3: Presentation (10)

 

End-semester exam: Submission of booklet (50)

 

JOU612 - ENVIRONMENTAL JOURNALISM (2018 Batch)

Total Teaching Hours for Semester:30
No of Lecture Hours/Week:2
Max Marks:100
Credits:2

Course Objectives/Course Description

 

This paper is conceptualised to address arguably the biggest concerns of our times – Ecology. Ecology is no more a fringe issue that could be brushed aside to the inside pages of our newspapers or to the margins of our online news portals. The Paris Summit, Fukushima Nuclear Disaster, the Marathwada Water Crisis, The Pope's Encyclical on the Environmental Crisis or just a sample of how ecology has become central in our day-to-day affairs. Ecology is rapidly emerging as top news, compelling news organisations to have their special correspondents on ecology and acknowledge environmental beat as a regular. This course, hopes to introduce the discerning student to the intensity of the ecological crises and the urgency to initiate journalistic action.

Objectives:

  • To introduce ecological concerns to the student of Journalism
  • To examine diverse contexts and concerns in the field of ecology
  • To put ecologically-informed perspectives into journalistic action

Course Outcome

To identify and write critcally on ecological concerns

Unit-1
Teaching Hours:5
Introduction
 

Terms and Concepts: Altruism, Ecology, Environment, Biodiversity, Biocentrism, Anthropocentrism, Conservation, Climate Change, Cloning, Food Chain, Carbon Food Print, Ecosystem, Ecopsychology, Ecofeminism, Ecocriticism, Environmental Ethics, Environmental Philosophy, Gia Theory, Deep Ecology, MOVE, Behavioural Ecology, Genetics, Habitats and Niches, Biomes, Political Ecology, Postmodern Environmentalism, Sustainability, Symbiosis, Environmental Overkill, Eco-Warrior, Social Ecology, Ecotopian Discourse, Ecological Philosophy, Ecological Self, Romanticism, Utilitarianism, Virtual Water.

Unit-2
Teaching Hours:10
Key People, Movements, Contexts
 
  • People: Medha Patkar; Arne Naess; Rachel Carson; Trimates/Leakey Angels: Jane Goodall, Dian Fossey, and Birutė Galdikas; Wangari Maathai; D V Girish; Vandana Shiva; C K Janu, Julia Butterfly Hill
  • Contexts: Industrialisation, Nuclear Proliferation, Kyoto Protocol, Rio Climate Summit, Paris Climate Change Summit, Gadgil Report, and Kasturirangan Report
  • Movements: Chipko Movement, Green Revolution, Chipko Movement, German Green Movement, Narmada Bachao Andolan
Unit-3
Teaching Hours:15
Practising Environmental Journalism
 
  • Identifying environment-specific story ideas
  • Choosing apt news sources
  • Gathering diverse and relevant data
  • Working on the specific purpose of the news story
  • Sharpening news angles
  • Understanding audience needs
  • Choosing the right platform
  • Getting the ideal structure
  • Employing effective tone
  • Ensuring an organised presentation
  • Following up
Text Books And Reference Books:
  • India Environment Portal Knowledge for change. (n.d.). Retrieved from http://www.indiaenvironmentportal.org.in/
  • Reporter's Toolbox. (2017, March 01). Retrieved from http://www.sej.org/publications/reporters-toolbox
Essential Reading / Recommended Reading
  • What is an Environmental Writer? (n.d.). Retrieved from https://www.environmentalscience.org/career/environmental-writer

 

Evaluation Pattern

CIA -50

Portfolio Submission - 50

JOU631 - DEVELOPMENT JOURNALISM (2018 Batch)

Total Teaching Hours for Semester:60
No of Lecture Hours/Week:4
Max Marks:100
Credits:4

Course Objectives/Course Description

 

This course enables students to realise the potential of reporting in social transformation.

The course offers an understanding and application of journalistic efforts in larger shifts of society.

Course Outcome

Application of communication skills in gathering and reporting development issues.

Students will exhibit a sense of social responsibility.

Unit-1
Teaching Hours:15
Journalism for Development
 

Understanding concept of development, defining development in the journalistic space- Problems of Underdevelopment, Reasons for Development journalism, Panchayati Raj system in India.

 

Unit-2
Teaching Hours:15
Key areas of development reporting
 

Urban and non-urban issues, Migration, religion, caste,Population , Status of Women, agricultural crisis, rural issues, health, water, sanitation, cultural reporting. Ethical concerns in reporting sensitive issues like farmer’s suicide, traditional practices and local ethos.

Unit-3
Teaching Hours:15
Communication for Development
 

Western perspectives - Daniel Lerner, Everett M. Rogers, Positive deviance theory. Development models in India - a critique

 

Unit-4
Teaching Hours:15
Alternative Communication
 

Case study-PARI, Swaraj, Counter currents. Need and demand for alternative media platforms, writing style for alternative media platforms

 

Text Books And Reference Books:

Exploring Journalism Practice and Perception in Developing Countries, edited by Salawu, Abiodun, Owolabi, Toyosi Olugbenga Samson, IGI Global, 2018

Development in India (India Studies in Business and Economics) Edited by S Mahendra Dev and P.G Babu, Springer, 2015

                                     

 

Essential Reading / Recommended Reading

Poverty Matters: Covering Deprivation in India (Studies in Journalism) by K.Nagaraj and Nalini Rajan, Oriental black Swan, 2017

Evaluation Pattern

CIA 1  Reporting on Development issues

CIA 2  Publishing a 2 page newsletter on development issues

CIA 3  Audio documentary/Video Documentary

 

ESE: Portfolio submission

PSY632 - HEALTH AND WELLNESS (2018 Batch)

Total Teaching Hours for Semester:60
No of Lecture Hours/Week:4
Max Marks:100
Credits:4

Course Objectives/Course Description

 

Course description: Health is defined as an optimal state of physical, emotional, mental, social and spiritual wellbeing.  The same explanation applies to wellness. This course is designed for college students to understand the need for maintaining a healthy lifestyle.  We will explore personal health, health-related attitudes and beliefs, individual health behaviours and impact of drugs, alcohol, tobacco; diet, nutrition; infectious diseases, cancer, cardiovascular disease, personal care; exercise, consumer health; and several other topics related to maintaining a healthy lifestyle.  The course focuses on current research and the latest trends in health and wellness.

Course objectives: 

  •  To understand the basic components and models of health and wellness  
  • An understanding of how psychological and emotional health is connected to our overall health and wellbeing. 

  • Demonstrate understanding of health principles incorporating a wide variety of aspects from nutrition to ageing. 

  • Demonstrate understanding of self-responsibility for personal health and wellness. 

  • Understand the implications of personal and societal behaviour on diseases and disease prevention.

Course Outcome

CO1: Understand the basic components and models of health and wellbeing

CO2: Explain the role of biological, physical, social, and psychological factors and their interconnectedness on health and wellbeing

CO3: Evaluate policies and interventions to enhance health and wellbeing

CO4: Apply the knowledge to manage and enhance personal health and well-being, and in a wide range of real life issues

Unit-1
Teaching Hours:12
Introduction to Health and Wellness
 

Introduction, scope and relevance; the concept of health, wellbeing and wellness, illness- wellness continuum; Historical development of the concept of health and wellness; Dimensions of Health and Wellness, and related risk factors, Bio-psycho-social model of health, the theory of planned action, Protection motivation theory, Components of wellness (WHO).

Assessment: General wellbeing scale: administration and interpretation.

Unit-2
Teaching Hours:12
Physical Health
 

Illness, chronic and acute; experience of pain, psychological factors affecting and physiology of pain; Stress its impact on health and wellbeing, mechanisms to deal with stress; Lifestyles-sleep, food habits, adverse physical environment,  body image issues and sexual health; health-enhancing behaviours-dieting, exercise, yoga.

Assessment: Physical health Questionnaire

Unit-3
Teaching Hours:12
Mental and Social health
 

Mental health, components of mental health, mental health professionals, role mental health in health and wellbeing, stigma about mental health, Mental health: Moving toward balanced conceptualization; developmental perspectives: Interpersonal relationships its impact on health and wellbeing, need for cultivating positive emotions and attending to mental health needs- healthy relationships and self-care

Assessment: WHO Mental health Inventory

Unit-4
Teaching Hours:12
Diseases and Drugs
 

Health compromising behaviours: Smoking, Alcoholism and substance abuse, Recognizing and Avoiding Addiction and Drug Abuse; Reducing Your Risk of Cancer and Diabetes, Protecting Against Infectious and noninfectious Diseases, Age-related illness

Assessment: Adolescent risk behaviour assessments 

Unit-5
Teaching Hours:12
Health Behaviour Interventions
 

Evaluating existing policies and programs; Developing health and wellness interventions, awareness programs, Promoting Environmental Health, Making Smart Health Care Choices, public health measures, need for Awareness and Lifestyle Impact programmes; current trends in health and wellbeing- yoga, mindfulness-based interventions and others. 

Text Books And Reference Books:

Anspaugh, D.J., Hamrick, M.H., & Rosato, F.D. (2009).  Wellness: Concepts and Applications, 7th ed., McGraw-Hill.

Donatelle, R. J., & Davis, L. G. (2011). Health: the basics. Benjamin Cummings.

Edlin, G., & Golanty, E. (2007). Health and wellness (9th ed.). Jones & Bartlett Publishers. 

Hoeger, W.K.& Hoeger, S.A. (2015). Lifetime Physical Fitness and Wellness. (13th Ed.) Cengage Learning.

Essential Reading / Recommended Reading

Insel, P.M., & Roth, W.T. (2002). Core concepts in health (9th ed.). McGraw- Hill.

Powers, S.K., & Dodd, S.L. (2003). Total fitness and wellness (3rd ed.).Benjamin Cummings.

Siegel, B. S. (1998). Prescriptions for living. Harper Collins.

Taylor, S.E. (2006). Health Psychology. Tata Mc Graw-Hill

Sarafino, E.P. & Smith, T.W. (2012). Health Psychology: Biopsychosocial interventions. Wiley

Evaluation Pattern

CIA (CONTINUOUS INTERNAL ASSESSMENT)    

 CIA I –Written Assignment /Individual Assignment  - Total Marks 20     
 CIA II – Mid Semester Examination                        - Total marks 50                          
 CIA III –Activity-based Assignment                        - Total marks 20
  CIA I + II + III                                                      = 90 /100 = 45/50 
 Attendance                                                            = 5 marks
 Total                                                                      = 100 = 50 

 End Semester Examination : Total Marks=100=50

Question paper pattern

 Section A        Brief, concepts, definitions, applications               2 marks x 10 = 20
 Section B         Short Answers: Conceptual/Application                5 marks x 4   = 20
 Section C        Essay Type: Descriptive/Conceptual                       15 marks x 3 = 45
 Section D        Compulsory: Case Study (Application)                    15 X 1           = 15

PSY641A - POSITIVE PSYCHOLOGY (2018 Batch)

Total Teaching Hours for Semester:60
No of Lecture Hours/Week:4
Max Marks:100
Credits:4

Course Objectives/Course Description

 

This course introduces undergraduate students a strength-based approach in understanding human behaviour. Each unit is designed with personal mini-experiments which have personal implications. The course brings in an understanding about the basic principles of Positive Psychology. The significance of this course lies in orienting the students in applying these principles for self-regulation and personal goal setting. This course will help the learner to

  • Understand the basic concepts of positive psychology and its relationship to other branches of psychology
  • Gain a fundamental understanding of well-being and happiness in the context of positive psychology
  • Grasp basic cognitive states and processes in positive psychology

Course Outcome

CO1: Explain basic assumptions, principles and concepts of positive psychology

CO2: Critically evaluate positive psychology theory and research

CO3: Apply positive psychology principles in a range of environments to increase individual and collective wellbeing

Unit-1
Teaching Hours:12
Introduction
 

Positive psychology: Definition; goals and assumptions; Relationship with health psychology, developmental psychology, clinical psychology Activities: Personal mini-experiments; Collection of life stories from magazines, websites, films etc and discussion in the class

Unit-2
Teaching Hours:12
Positive emotions, Well-being and Happiness
 

 Positive emotions: Broaden and build theory; Cultivating positive emotions; Happiness- hedonic and Eudaimonic; Well- being: negative v/s positive functions; Subjective well –being: Emotional, social and psychological well-being; Model of complete mental life Test: The positive and negative affect schedule (PANAS-X); The satisfaction with life scale (Diener et al, 1985); Practice ‘Be happy’ attitude

Unit-3
Teaching Hours:12
Self control, Regulation and Personal goal setting
 

The value of self-control; Personal goals and self-regulation; Personal goal and well-being; goals that create self-regulation; everyday explanations for self-control failure problems Activity: SWOT analysis

Unit-4
Teaching Hours:12
Positive Cognitive States and Processes
 

Resilience: Developmental and clinical perspectives; Sources of resilience in children; Sources of resilience in adulthood and later life; Optimism- How optimism works; variation of optimism and pessimism; Spirituality: the search for meaning(Frankl); Spirituality and well-being; Forgiveness and gratitude Test: Mental well-being assessment scale; Test: Signature strength

Unit-5
Teaching Hours:12
Applications of Positive Psychology
 

Positive schooling: Components; Positive coping strategies; Gainful employment Mental health: Moving toward balanced conceptualization; Lack of a developmental perspective. Activity: An action plan for coping Test: Brief COPE assessment scale

Text Books And Reference Books:

Baumgardner, S.R & Crothers, M.K.(2009). Positive Psychology. U.P: Dorling Kindersley Pvt Ltd.

Carr, A. (2004). Positive psychology, The science of happiness and human strengths.New York: Routledge.

Essential Reading / Recommended Reading

Singh, A.(2013).Behavioral science: Achieving behavioral excellence for success. New Delhi: Wiley India Pvt ltd.
Snyder, C.R. & Lopez, S.J. (2002). Handbook of positive psychology. (eds.). New York: Oxford University Press.

Evaluation Pattern

CIA (CONTINUOUS INTERNAL ASSESSMENT)    

  •  CIA I –Written Assignment /Individual Assignment  - Total Marks 20     
  •  CIA II – Mid Semester Examination                        - Total marks 50                          
  •  CIA III –Activity-based Assignment                        - Total marks 20
  •   CIA I + II + III                                                      = 90 /100 = 45/50 
  •   Attendance                                                            = 5 marks 
  •  Total                                                                      = 100 = 50 

 End Semester Examination : Total Marks=100=50

Question paper pattern

  •  Section A        Brief, concepts, definitions, applications               2 marks x 10 = 20
  •  Section B         Short Answers: Conceptual/Application                5 marks x 4   = 20
  •  Section C        Essay Type: Descriptive/Conceptual                       15 marks x 3 = 45
  •  Section D        Compulsory: Case Study (Application)                    15 marks X 1 = 15

PSY641B - MEDIA PSYCHOLOGY (2018 Batch)

Total Teaching Hours for Semester:60
No of Lecture Hours/Week:4
Max Marks:100
Credits:4

Course Objectives/Course Description

 

Course description: Media psychology is the application of psychological theory and research to the analysis of media and technology use, development and impact. The idea is that it will spark an interest where the student might want to continue future exploration in both the fields, Media and Psychology. The main purpose of this course is to provide students with an overview of the ways in which the media—primarily electronic media-affect the viewer psychologically. A second purpose is to examine how the science of psychology is presented in the media. An examination will be made of several psychological theories that help to explain media effects. A particular emphasis will be placed upon the following media psychology-related topics: Aggression, advertising, news, portrayals of minorities, emotion, and health behaviours. 

Course objectives: This course will help the learner

  • To give context and awareness of the theoretical tools at disposal as the students begin their journey through media psychology

  • To show the broader media landscape, across important topics including  multicultural understanding, use, influence and impact of media

  •  Finally to instil in the importance of understanding human behaviour and experience as the basis for working with media applications

  • To provide an interdisciplinary study of concepts in the field of media, communication and psychology.

Course Outcome

CO1: Identify the benefits of applying media psychology

CO2: Define media, media literacy and their psychological implications

CO3: Evaluate media contents and effects and socialization

CO4: Explain media applications in educational, entertainment, health services, commercial or public policy environments

CO5: Examine the implications of media sources, usage and processes on the cognitive, emotional, motivational, behavioural and social realms

Unit-1
Teaching Hours:12
Introduction to Media Psychology
 

What is Media Psychology; Implications; Understanding the history and emergence of Media Psychology; TV as an emotional medium. Media issues, misrepresentation, roles of media psychologists. Methods for studying media and psychology; Theory, Research and Application Theories of Media Psychology: Media character and enjoyment: Affective Disposition Theory (ADT), Simulation Disposition Theory (ST), Psychological Theory of Play

Unit-2
Teaching Hours:12
Psychological Process and Media
 

Media and Emotion: Three-factor Theory of Emotion and Empathy, Excitation Transfer Theory; Motivation: Approach and avoidance motivation and achievement goals. Self-determination theory and the facilitation of intrinsic motivation, social development, and wellbeing; Attention.  Attention and Television viewing, Media attention, media exposure, and media effects, Measuring attention to mediated messages; Cognitive processing of mediated message- Media effects: Advances in theory and research, Media, Mind and Brain, Media Withdrawal

Unit-3
Teaching Hours:12
Developmental Psychological Issues with Respect to Media
 

Young children and media – Socialization through media. Media use and influence during adolescence. Media violence, heroes, addiction, Aggression, Violence, Video Games, Cyber-Bullying & Fear: media and persuasion/body image, eating disorders and the media/media and advertising, Classical Conditioning and Advertising; Bandura’s Social Cognitive theory. Modelling and Operant Conditioning;

Unit-4
Teaching Hours:12
Social Psychology of the Media
 

 Attitude Formation – Theories, cognitive dissonance, role of media in attitude formation  Persuasion  Prejudice; Gender representation in media, Representation of minority groups  Media representation of disability  Media representation of mental health  Audience participation and reality T.V. media and culture, Media and cultural contexts.

Unit-5
Teaching Hours:12
Trends in Media Psychology
 

Media and politics, media and the audience, celebrity and parasocial relationships; Audience participation media; Theory of Planned Behavior Action and Social norms-lifestyle concerns, global movements, social media, telehealth, sports, environment and climate change; Psychology of film analysis

Text Books And Reference Books:

Rutledge, P. B. (2013). Arguing for Media Psychology as a Distinct Field. In K. Dill (Ed.), Oxford Handbook of Media Psychology, Oxford University Press. 

Giles, D, (2010). Psychology of the Media. Palgrave Macmillan. 

Brewer, G, (2011). Media Psychology. Palgrave Macmillan.

Essential Reading / Recommended Reading

Chaffee, S. H., & Berger, C. R. (1987). What do communication scientists do? In C. R. Berger & S. H. Chaffee (Eds.), Handbook of communication science. Sage. 

Bandura, A. (2001). Social Cognitive Theory of Mass Communication. Media Psychology, 3(3), 265-299

Gee, J. P. (2007). What Video Games Have to Teach Us About Learning and Literacy (Revised & Updated) (2nd ed.). Palgrave Macmillan.

Giles, D. C. (2010). Psychology of the Media. Palgrave Macmillan.

Baym, Nancy  K. (2010). Personal Connections in the Digital Age.  Digital Media and Society Series. Polity.

 Weinschenk, S. M. (2009). Neuro Web Design: What Makes Them Click?. New Riders

Evaluation Pattern

CIA (CONTINUOUS INTERNAL ASSESSMENT)    

 CIA I –Written Assignment /Individual Assignment  - Total Marks 20     
 CIA II – Mid Semester Examination                        - Total marks 50                          
 CIA III –Activity-based Assignment                        - Total marks 20
  CIA I + II + III                                                      = 90 /100 = 45/50 
 Attendance                                                            = 5 marks
 Total                                                                      = 100 = 50 

 End Semester Examination : Total Marks=100=50

Question paper pattern

 Section A        Brief, concepts, definitions, applications               2 marks x 10 = 20
 Section B         Short Answers: Conceptual/Application                5 marks x 4   = 20
 Section C        Essay Type: Descriptive/Conceptual                       15 marks x 3 = 45
 Section D        Compulsory: Case Study (Application)                    15 X 1           = 15

PSY641C - ARTIFICIAL INTELLIGENCE AND HUMAN-MACHINE INTERFACE (2018 Batch)

Total Teaching Hours for Semester:60
No of Lecture Hours/Week:4
Max Marks:100
Credits:4

Course Objectives/Course Description

 

Course description: This course has been conceptualized to help the learner understand the complex dynamics that underlie a human-machine interface, critically evaluate the design components and design an effective interface. This course helps introduce students to ways of thinking about how Artificial Intelligence will and has impacted humans, and how we can design interactive intelligent systems that are usable and beneficial to humans, and respect human values. 

Course objectives: 

1. To identify and critically analyze aspects of human-machine interface design. 

2. To understand the importance of human factors and behavioural economics in designing an interface

3. To facilitate communication between students of psychology, design, and computer science on user interface development projects.

Course Outcome

CO1: Identify problems where artificial intelligence techniques are applicable

CO2: Apply selected basic AI techniques; judge applicability of more advanced techniques

CO3: Critically evaluate existing interface designs and to improve them

CO4: Design user-centric interfaces keeping in mind cultural, environmental and individual factors

Unit-1
Teaching Hours:10
Introduction to Artificial Intelligence (AI) and Human Machine Interface (HMI)
 

 History and Classic studies, Introduction to Artificial Intelligence (AI) and Human Machine Interface (HMI), Types of Human Machine Interfaces; Artificial intelligence and computational approaches, Machine reasoning: Logical reasoning and decision making by machines., 

Unit-2
Teaching Hours:15
Human factors fundamentals
 

Sensation, Perception, Apperception
Information Processing
Working memory and situational awareness
Decision-making models

Unit-3
Teaching Hours:15
Design Guidelines and Design Thinking
 

Schneiderman’s eight golden rules of design
Norman’s model of interaction 
Nielsen’s ten heuristics 
Human Errors in HMI

Unit-4
Teaching Hours:10
Applications of HMI
 

Design for individual differences: Individuals with functional limitations, Design for Ageing, Design for children, connect psychological theories to underlying standards and heuristics in interface design, explain how knowledge of human characteristics affects the design of technical systems, ethical issues 

Unit-5
Teaching Hours:10
Applications of HMI
 

Applications of HMI: Health, Aviation, Artificial Intelligence; professionals in the field, challenges, Current trends and development

Text Books And Reference Books:

Dix, A., Dix, A. J., Finlay, J., Abowd, G. D., & Beale, R. (2003). Human-computer interaction. Pearson Education.

Donald A. Norman, “The design of everyday things”, Basic books.

 Stephen J. Guastello, “Human Factors Engineering and Ergonomics”, Second Edition

Essential Reading / Recommended Reading

Amershi, S., Weld, D., Vorvoreanu, M., Fourney, A., Nushi, B., Collisson, P., Suh, J., Iqbal, S. T., Bennett, P., Inkpen, K., Teevan, J., Kikin-Gil, R., and Horvitz, E. (2019) Guidelines for Human-AI Interaction. 

Lazar, J., Feng, J. H., & Hochheiser, H. (2017). Research methods in human-computer interaction. Morgan Kaufmann.

Tenner, E. (2015). The Design of Everyday Things by Donald Norman. Technology and Culture, 56(3), 785-787.

Evaluation Pattern

CIA (CONTINUOUS INTERNAL ASSESSMENT)    

 CIA I –Written Assignment /Individual Assignment  - Total Marks 20     
 CIA II – Mid Semester Examination                        - Total marks 50                          
 CIA III –Activity-based Assignment                        - Total marks 20
  CIA I + II + III                                                      = 90 /100 = 45/50 
 Attendance                                                            = 5 marks
 Total                                                                      = 100 = 50 

 End Semester Examination : Total Marks=100=50

Question paper pattern

 Section A        Brief, concepts, definitions, applications               2 marks x 10 = 20
 Section B         Short Answers: Conceptual/Application                5 marks x 4   = 20
 Section C        Essay Type: Descriptive/Conceptual                       15 marks x 3 = 45
 Section D        Compulsory: Case Study (Application)                    15 X 1           = 15

PSY641D - CONSUMER BEHAVIOUR (2018 Batch)

Total Teaching Hours for Semester:60
No of Lecture Hours/Week:4
Max Marks:100
Credits:4

Course Objectives/Course Description

 

Course description: This course has been conceptualized in order to enable students to develop an appreciation for the influence consumer behaviour has on various marketing efforts.  Students apply psychological and social concepts to consumer decision making. Topics include the importance of consumer behaviour and research; internal influences such as motivation, personality, self-concept, learning, information processing, and attitude formation and change; external influences such as social class, reference groups and family, and consumer decision making.

Course objectives: This course will help the learner

  •  To explain and apply the key terms, definitions, and concepts used in the study of consumer behaviour.
  • To understand the bases of segmenting consumer markets.

  • To demonstrate how knowledge of consumer behaviour concepts helps in understanding marketing efforts.

  • To critically evaluate the internal and external influences on consumer decision making.

Course Outcome

CO1: Understand the concepts related to consumer behaviour and the factors that influence market segmentation

CO2: Understand the scope and current trends in consumer psychology

CO3: Evaluate the consumer decision-making process and choices using psychological theories and concepts

Unit-1
Teaching Hours:12
Introduction to Consumer Behaviour
 

Definition, Significance, Applying consumer behaviour knowledge, Consumer decision-making model

Unit-2
Teaching Hours:12
Understanding consumers and market segments
 

Market segmentation, bases of market segmentation, product positioning and repositioning

Unit-3
Teaching Hours:12
Determinants of consumer behaviour
 

Personality and self-concept, Motivation, Information processing, Learning in understanding consumer behaviour

 Influence of groups and social media, online consumer behaviour

Unit-4
Teaching Hours:12
Attitudes and persuasive communication
 

ABC model of attitude, the formation of attitude, the role of persuasion in changing consumer attitudes

Unit-5
Teaching Hours:12
Consumer Decision processes
 

Types of consumer decisions, problem recognition, information search process, information- evaluation process, purchasing processes- choosing a store, in-store purchasing behaviour, nonstore purchasing process, purchasing patterns, post-purchase behaviour

Text Books And Reference Books:

Loudon, D. L., & Della, B. A. J. (2010). Consumer behavior: Concepts and applications. McGraw-Hill.

Solomon, M.R. (2018). Consumer Behavior: Buying, Having and, Being. Pearson Education Limited.

Essential Reading / Recommended Reading

Schiffman, L. G., Kanuk, L. L., S, R. K., & Wisenblit, J. (2010). Consumer behaviour. Pearson publications

Evaluation Pattern

CIA (CONTINUOUS INTERNAL ASSESSMENT)    

 CIA I –Written Assignment /Individual Assignment  - Total Marks 20     
 CIA II – Mid Semester Examination                        - Total marks 50                          
 CIA III –Activity-based Assignment                        - Total marks 20
  CIA I + II + III                                                      = 90 /100 = 45/50 
 Attendance                                                            = 5 marks
 Total                                                                      = 100 = 50 

 End Semester Examination : Total Marks=100=50

Question paper pattern

 Section A        Brief, concepts, definitions, applications               2 marks x 10 = 20
 Section B         Short Answers: Conceptual/Application                5 marks x 4   = 20
 Section C        Essay Type: Descriptive/Conceptual                       15 marks x 3 = 45
 Section D        Compulsory: Case Study (Application)                    15 X 1           = 15

PSY641E - INTRODUCTION TO FORENSIC PSYCHOLOGY (2018 Batch)

Total Teaching Hours for Semester:60
No of Lecture Hours/Week:4
Max Marks:100
Credits:4

Course Objectives/Course Description

 

The course is intended to develop a basic understanding among the students about criminal behaviour and to the field of Forensic Psychology.

Course objectives: This course will help the learner

  •  Understand the basics of  forensic psychology
  • Appreciate the role of forensic psychologists

  • Understand the basic techniques used in forensic psychology that help the criminal investigation

Course Outcome

CO1: Outline the basics of forensic psychology, crime and criminal behaviour through case analysis

CO2: Identify the role of a forensic psychologist in crime scene analysis, offender profiling, and eye witness testimony

CO3: Understand basic techniques used in forensic psychology that helps criminal investigation along with ethical issues, licensing and forensic psychology as a profession.

Unit-1
Teaching Hours:12
Introduction to Forensic Psychology
 

Forensic Sciences; Forensic Psychology: Past and Present; Psychology & Law; Psychologist as an Expert Witness.

Unit-2
Teaching Hours:12
Understanding Crime & Criminal Behaviour
 

 Psychology of Crime; Determinants of Criminal Behavior: Biological, Psychological, Neuropsychological and Social.

Unit-3
Teaching Hours:12
Forensic Psychology in Crime Investigation
 

 Psychological Examination of Crime Scene; Offender Profiling; Forensic Interviewing; Eye-Witness Testimony; Examination of High-risk offenders.

Unit-4
Teaching Hours:12
Forensic Psychology as an Aid to Investigation
 

 Psychological Profiling; Detection of Deception: Polygraph Examination, fMRI, Lie Detection, Brain Electrical Oscillation Signature Profiling, Narcoanalysis, Forensic Hypnosis, Voice-stress Analysis;  Theories, Techniques, Instrumentation, Methodology, Procedure & Critical Evaluation.

Unit-5
Teaching Hours:12
Forensic Psychology as a Profession
 

In Criminal Proceedings: Competency to stand trial, Criminal Responsibility, Diminished Capacity, Risk Assessment, Eye-Witness Testimony.

 In Civil Proceedings: Domestic Law & Rights of Adults, Children;  Civil Competency, Personal Injury Evaluations, Work-related Compensation, Evaluation of Disabilities, Trauma Due to Abuse. Forensic Psychology as a profession; For Social & Individual Protection; Professional Issues: Licensing, Advocacy, liaisoning and Ethical Considerations.

Text Books And Reference Books:

Fulero, S,& Wrightsman, L, (2014). Forensic Psychology. Wadsworth Publishers.

Goldstein A.M (2012) Forensic Psychology: Emerging Topics and Expanding Roles. John Wiley

Essential Reading / Recommended Reading

Bartol, C., &Bartol, A. (2008). Introduction to Forensic Psychology: Research and Application (Second ed.). SAGE.

Haward, L. R. (1981). Forensic psychology (pp. 56-57). Batsford Academic and Educational.

Weiner, I. B., & Hess, A. K. (Eds.). (2006). The handbook of forensic psychology. John Wiley & Sons.

Evaluation Pattern

CIA (CONTINUOUS INTERNAL ASSESSMENT)    

 CIA I –Written Assignment /Individual Assignment  - Total Marks 20     
 CIA II – Mid Semester Examination                        - Total marks 50                          
 CIA III –Activity-based Assignment                        - Total marks 20
  CIA I + II + III                                                      = 90 /100 = 45/50 
 Attendance                                                            = 5 marks
 Total                                                                      = 100 = 50 

 End Semester Examination : Total Marks=100=50

Question paper pattern

 Section A        Brief, concepts, definitions, applications               2 marks x 10 = 20
 Section B         Short Answers: Conceptual/Application                5 marks x 4   = 20
 Section C        Essay Type: Descriptive/Conceptual                       15 marks x 3 = 45
 Section D        Compulsory: Case Study (Application)                    15 X 1           = 15

 

 

PSY651 - PSYCHOLOGICAL RESEARCH METHODS AND ASSESSMENT-II (2018 Batch)

Total Teaching Hours for Semester:30
No of Lecture Hours/Week:2
Max Marks:50
Credits:2

Course Objectives/Course Description

 

Course description: This course has been conceptualized in order to capstone experience for psychology undergraduates, in which students identify a research topic, conduct comprehensive literature reviews, and then develop a substantial written small empirical research project. The paper aims to help students collaborate and complete psychological research projects with their peers. The program is designed to enable students to complete a group research project under the supervision of a faculty. They are expected to conduct the research and submit the final research report. The Research report will be in the form of a professional journal article manuscript, though it is not required to submit it to a journal. Students are expected to do a presentation of the research findings as a poster or oral presentation at the undergraduate research conference.

Course objectives: This course will help the learner to gain knowledge with the process and the methods of quantitative and qualitative psychological research traditions.

Course Outcome

CO1: Collect, Organise, analyze, and interpret data as per ethical guidelines

CO2: Write a research project manuscript, appropriate for submission to a professional journal in psychology or a related discipline

CO3: Present their research findings as scientific poster format in a coherent and concise manner.

CO4: Administer psychological scales to a subject, make interpretations and draw conclusions based on the norms given in the manual

Unit-1
Teaching Hours:12
Data Analysis and Interpretation
 

Ethical issues in data collection and recording, organization of data collection process, dissemination, the concept of data audit Data organization and audit. Hypothesis testing/evaluating the research questions, data analysis and reporting results, discussing the findings with research evidence

Unit-2
Teaching Hours:10
Report Writing and Dissemination of Research findings
 

APA styles of writing the project report, elements of a research project, referencing, plagiarism, doing peer review and feedback. Abstract writing, Publication in journal/ newspapers, selecting a journal, oral presentation and poster presentation; participating in research forums/seminars.

Unit-3
Teaching Hours:8
Psychological Assessments
 

Develop a profile for an individual based on a minimum of three to a maximum of five psychological assessments and a brief interview that would help the individual gain positive insights about themselves. The profile would be on the career or healthy living and assessments used may include Career assessments, DBDA, Interest inventory, learning styles, academic adjustment, quality of life, happiness index, PANAS, character strengths or motivation, personal value inventory/ locus of control; students would learn elements of a client profile report, writing a report without biases and being professional in writing and communicating reports

Text Books And Reference Books:

Cohen, R. J., & Swerdlik, M. E. (2013). Psychological testing and assessment: an introduction to tests and measurement. Eighth edition. McGraw-Hill Education.

Coolican, H. (2014). Research Methods and Statistics in Psychology, Sixth Edition. Taylor and Francis.

Essential Reading / Recommended Reading

American Psychological Association. (2020). Publication manual of the American Psychological Association (7th Ed.).https://doi.org/10.1037/0000165-000

https://christuniversity.in/uploads/userfiles/CRCE.pdf. CHRIST (Deemed to be University) Institutional Ethics Documentation

Evaluation Pattern

Continuous Internal Evaluations (CIAs) – 50 Marks 

  • CIA 1: (Individual assessment of Inclass activities) Data audit and Abstract submission- 15 marks 
  • CIA 2: Individual submission of Client Report- 15 marks
  • CIA 3: Individual assessment of Final research manuscript- 10 marks and Group Work- 5 marks 
  • Class participation and Supervisor Feedback- 5 marks

Department Level End Semester Examination (ESE)- 50 Marks

Poster presentation and viva on research methods and testing.

CIAs (50 marks) + ESE (50 Marks) = 100 Marks /2 = 50 Marks