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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 |
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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.
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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 |
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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)
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Course Outcome |
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CO1: Understand the cultural, social, religious and ethnic diversities of India |
Unit-1 |
Teaching Hours:10 |
Poetry
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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
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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
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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”
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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 |
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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)
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Course Outcome |
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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
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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
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Unit-2 |
Teaching Hours:6 |
Reading skills
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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
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Unit-3 |
Teaching Hours:6 |
Study Skills
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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
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Unit-4 |
Teaching Hours:10 |
Language skills
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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
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Unit-5 |
Teaching Hours:6 |
Listening Skills
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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
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Unit-6 |
Teaching Hours:7 |
Critical Reading
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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
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Unit-7 |
Teaching Hours:4 |
portfolio organisation
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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.
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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)
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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
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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 |
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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
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Course Outcome |
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CO1: Students will be able to discern the socio-political, religious, cultural, and linguistic aspects of the UK through English literary texts |
Unit-1 |
Teaching Hours:5 |
The Anglo-Saxon Period and The Medieval Period
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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
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Protestantism, Bible translation, religious literature, humanism, English Renaissance, Baroque and Rococo Styles | |
Unit-3 |
Teaching Hours:25 |
Reformation, Restoration and after
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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
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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
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 |
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French as second language for the UG program |
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Course Outcome |
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CO1: Ability to develop linguistic competencies |
Unit-1 |
Teaching Hours:5 |
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Chapter 1- I Discover
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Lesson 1: Good Morning, How are you? | ||||||||||||||||||||||
Unit-2 |
Teaching Hours:5 |
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Chapter 1 - I discover
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Lesson 2: Hello, My name is Agnes. | ||||||||||||||||||||||
Unit-3 |
Teaching Hours:5 |
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Chapter 2- Culture : Physical and Political france
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Lesson 1: Who is it? | ||||||||||||||||||||||
Unit-4 |
Teaching Hours:5 |
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Chapter 2- Culture: Physical and Political France
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Lesson 2: In my bag , I have...... | ||||||||||||||||||||||
Unit-5 |
Teaching Hours:5 |
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Les Fables de la Fontaine
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1. La cigale et la fourmis | ||||||||||||||||||||||
Unit-6 |
Teaching Hours:5 |
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Visual Text
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A French Film | ||||||||||||||||||||||
Unit-7 |
Teaching Hours:5 |
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Chapter 3- Viideo Workshop: He is cute!
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Lesson 1 : How is he? | ||||||||||||||||||||||
Unit-8 |
Teaching Hours:5 |
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Les Fables de la Fontaine
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2. Le renard et le corbeau | ||||||||||||||||||||||
Unit-9 |
Teaching Hours:5 |
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Chapter 3- Video Workshop: He is cute
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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
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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
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HIN121 - HINDI (2020 Batch) | ||||||||||||||||||||||
Total Teaching Hours for Semester:45 |
No of Lecture Hours/Week:3 |
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Max Marks:50 |
Credits:3 |
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Course Objectives/Course Description |
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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:
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Course Outcome |
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CO1: To understand the nuances of Hindi poetry and Hindustani classical music. |
Unit-1 |
Teaching Hours:20 |
Samakaleen Hindi Kavitha (Collection of contemporary Hindi Poems),Kabir Ke Dohe and Sur Ke Pad.
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’ Samakaleen Hindi Kavitha (Collection ofcontemporary Poems) Edited By: Mahendra Kulashreshta Rajpal and Son’s, New Delhi
Level of knowledge: Analytical
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Unit-2 |
Teaching Hours:10 |
Translation-Theory and Practice
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Translation-Practice English to Hindi and vice- versa. | |
Unit-3 |
Teaching Hours:10 |
Bharath ki pramukh sanskruthic kalayen-
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Ramleela,Krishnaleela,Yakshagaana,kathakali. | |
Unit-4 |
Teaching Hours:5 |
Hindusthani Sangeeth-parampara evam pramukh kalakar
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Utbhav,Vikas aur paramparaein Pramukh Sangeethkar-1.Bhimsen Joshi 2.Gulam Ali 3.Pandit Ravishankar 4. Bismillah Khan. | |
Text Books And Reference Books:
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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.
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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 |
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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. |
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Course Outcome |
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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
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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
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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
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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
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Unit-4 |
Teaching Hours:15 |
Forms of journalism
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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.
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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 |
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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. |
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Course Outcome |
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Unit-1 |
Teaching Hours:7 |
Understanding Writing
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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
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Ensuring Grammatical Precision: Punctuation, Preposition, Tenses, Correctness of Usage, Factual Accuracy; Fairness; Clarity; Right Attribution | |
Unit-3 |
Teaching Hours:7 |
Writing Leads
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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
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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
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Writing across journalistic platforms: Newspaper, Magazine, Online, Mobile
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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. | |
Essential Reading / Recommended Reading
1. http://bighow.com/journalism 3. http://www.bbc.co.uk/academy/journalism/article/art20130702112133610 | |
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 |
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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. |
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Course Outcome |
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CO1: Develop effective communicative skills |
Unit-1 |
Teaching Hours:20 |
Old , Medieval and Modern Kannada Literature
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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
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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
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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
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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 |
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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
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Course Outcome |
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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. |
Unit-1 |
Teaching Hours:15 |
History and Schools of Thought
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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.
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Unit-2 |
Teaching Hours:15 |
Biological basis of behaviour
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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.
Laboratory Demonstration: Biofeedback/ EEG/ Eye-tracking | |
Unit-3 |
Teaching Hours:15 |
Learning
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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
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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.
Laboratory Demonstration: Sentence completion test, NEO-PI, Type A/B | |
Unit-5 |
Teaching Hours:15 |
Motivation and Emotion
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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.
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)
End Semester Examination : Total Marks=100=50 Question paper pattern
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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 |
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The I semeste B.A/B.Sc students are prescribed wih the text " Ruthusamharam" Strotra shithya |
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Course Outcome |
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CO1: To analyze and appreciate poetic language |
Unit-1 |
Teaching Hours:30 |
test
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poery Buddhacharitham III canto, up to 52 stanzas. Level of Knowledge: Conceptual/ descriptive/ Analytical. | |
Unit-1 |
Teaching Hours:35 |
Ruthusamharam
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Ruthusamharam Strotra sahithya | |
Unit-2 |
Teaching Hours:5 |
Grammar
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Grammar Grammer- Sandhis and lakaras Level of Knowledge: Analytical /Conceptual | |
Unit-3 |
Teaching Hours:5 |
. Language component.
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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
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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 |
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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. |
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Course Outcome |
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CO1: To recall and caregorize the concepts of literature. |
Unit-1 |
Teaching Hours:15 |
Modern Poetry
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Poems of Bharathiyar, Bharathidasan and women poets | |
Unit-2 |
Teaching Hours:5 |
Practical Grammar
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2 Grammar as reflected in the poems | |
Unit-3 |
Teaching Hours:15 |
Contemporary Cultural Issues
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Prose including reference to contemporary literary issues | |
Unit-4 |
Teaching Hours:10 |
Language Skills
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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
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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
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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 |
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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)
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Course Outcome |
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CO1: Understand the cultural, social, religious and ethnic diversities of India |
Unit-1 |
Teaching Hours:10 |
Poetry
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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
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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
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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.
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
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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 |
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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)
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Course Outcome |
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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
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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
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Unit-2 |
Teaching Hours:6 |
Reading skills
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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
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Unit-3 |
Teaching Hours:6 |
Study Skills
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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
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Unit-4 |
Teaching Hours:10 |
Language skills
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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
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Unit-5 |
Teaching Hours:6 |
Listening Skills
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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
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Unit-6 |
Teaching Hours:7 |
Critical Reading
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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
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Unit-7 |
Teaching Hours:4 |
portfolio organisation
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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.
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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)
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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
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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 |
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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
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Course Outcome |
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CO1: Students will be able to discern the socio-political, religious, cultural, and linguistic aspects of the UK through English literary texts |
Unit-1 |
Teaching Hours:30 |
Middle, Late Victorian Age and After
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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
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Modernism, The World Wars, The Boer war, Russian revolution, Surrealism, Cubism, Expressionism | |
Unit-3 |
Teaching Hours:20 |
Late Twentieth Century to the Present Day
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British Beat Generation, Performance Poetry, Postmodernism, Diaspora, Multiculturalism, Hybridity
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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:
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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 |
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French as second language for the UG program |
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Course Outcome |
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CO1: Ability to develop linguistic competencies |
Unit-1 |
Teaching Hours:5 |
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Chapter 4- Culture: A country of Vacations
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Lesson 1: Hobbies | ||||||||||||||||||||||
Unit-2 |
Teaching Hours:5 |
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Chapter 4- Culture: A country of Vacations
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Lesson 2: The routine | ||||||||||||||||||||||
Unit-3 |
Teaching Hours:5 |
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Poem
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1. Demain dès l'aube - Victor Hugo | ||||||||||||||||||||||
Unit-4 |
Teaching Hours:5 |
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Chapter 5 - I discover
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Lesson 1 : Where to shop? | ||||||||||||||||||||||
Unit-5 |
Teaching Hours:5 |
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Chapter 5: I discover
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Lesson 2: Discover and Taste | ||||||||||||||||||||||
Unit-6 |
Teaching Hours:5 |
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Visual Text
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A French Film | ||||||||||||||||||||||
Unit-7 |
Teaching Hours:5 |
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Chapter 6- Culture: Gourmet Countries
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Lesson 1: Everyone is having fun | ||||||||||||||||||||||
Unit-8 |
Teaching Hours:5 |
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Poem
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2. Le Lac - Alphonse de Lamartine | ||||||||||||||||||||||
Unit-9 |
Teaching Hours:5 |
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Chapter 6- Culture: Gourmet countries
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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
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HIN221 - HINDI (2020 Batch) | ||||||||||||||||||||||
Total Teaching Hours for Semester:45 |
No of Lecture Hours/Week:3 |
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Max Marks:50 |
Credits:3 |
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Course Objectives/Course Description |
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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. |
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Course Outcome |
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CO1: To expose the world of Hindi fiction to the students. |
Unit-1 |
Teaching Hours:25 |
Samakaleen Kahaniyam
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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
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Level of knowledge: Conceptual | |
Unit-3 |
Teaching Hours:10 |
Conversation Writing
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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 |
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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. |
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Course Outcome |
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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
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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
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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
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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
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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
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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
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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 |
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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. |
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Course Outcome |
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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
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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)
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Unit-2 |
Teaching Hours:15 |
Concept of news
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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
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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
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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:
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Essential Reading / Recommended Reading
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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 |
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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. |
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Course Outcome |
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CO1: Enhances dialougue writing |
Unit-1 |
Teaching Hours:20 |
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Text-1 AMRAPALI- DR. S. PRABHUSHANKARA
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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
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Unit-2 |
Teaching Hours:15 |
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Text-2 selection of short stories, essays and academic science writings.
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Unit-3 |
Teaching Hours:10 |
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Writing Skills
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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
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PSY231 - BASIC PSYCHOLOGICAL PROCESSES - II (2020 Batch) | |||
Total Teaching Hours for Semester:75 |
No of Lecture Hours/Week:5 |
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Max Marks:100 |
Credits:5 |
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Course Objectives/Course Description |
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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
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Course Outcome |
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CO1: Define the basic cognitive process that influence behaviour |
Unit-1 |
Teaching Hours:15 |
Sensation and Perception
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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.
Laboratory Demonstration: Illusion experiment, Depth Perception, Colour Blindness test, Dexterity test | |
Unit-2 |
Teaching Hours:15 |
Memory and Forgetting
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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.
Laboratory Demonstration: Digit Span, Memory Drum | |
Unit-3 |
Teaching Hours:15 |
Intelligence
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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.
Laboratory Demonstration: Ravens Test for Intelligence, Creativity
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Unit-4 |
Teaching Hours:15 |
Cognitive Processes
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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.
Laboratory Demonstration: Concept formation, Creativity, | |
Unit-5 |
Teaching Hours:15 |
States of Consciousness
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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.
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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)
End Semester Examination : Total Marks=100=50 Question paper pattern
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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 |
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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 |
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Course Outcome |
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CO1: To Specify the classification and characteristics of fables |
Unit-1 |
Teaching Hours:3 |
Origin and development of prose
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Origin and development of prose and Introduction to different prose forms Level of knowledge: Basic/conceptual. | |
Unit-2 |
Teaching Hours:30 |
Mithralabha from Hitopadesha
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Mithralabha from Hitopadesha of Narayanapanditha Level of knowledge: Basic/conceptual/ Analytical | |
Unit-3 |
Teaching Hours:10 |
Grammar
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Samasa prakaranam grammatically recognize. conceptual/ Analytical | |
Unit-4 |
Teaching Hours:2 |
language component
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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 |
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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 |
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Course Outcome |
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CO1: To recall and caregorize the concepts of literature. |
Unit-1 |
Teaching Hours:15 |
Medieval Literature
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Poems of Avvaiyar, Kalamegam and Siddhas | |
Unit-2 |
Teaching Hours:10 |
Advanced Grammar
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Grammar as reflected in the poems | |
Unit-3 |
Teaching Hours:10 |
Instilling Social Consciousness
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Prose for Social consciousness/remembering the past | |
Unit-4 |
Teaching Hours:10 |
Refining Language Skills
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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, 1965Varadarajan, Mu. Thamil Illakkia Varalaru . New Delhi:Sahitya Akademi, 2008Gopalakrishnan.S., Pathinen Siddhar Varalaru, Chennai: Mullai Pathippagam, 2012 Stephen,G (ed). Ayothidasar Sindhanaigal, Thirunelveli: St.Xavier’s College, 1999Theodore, Baskaran, Thamil Cinema Or Arimugam. Chennai: Kilakku Pathippagam, 2012 Pavendan, Dhiravida Cinema, Chennai: Kayal Kavin Books, 2013
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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.
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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 |
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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. |
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Course Outcome |
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CO1: The students will understand the dynamics of culture, ethnicities, social and political differences in a global learning environment. |
Unit-1 |
Teaching Hours:12 |
Children?s Novel
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TetsukoKuroyanagi: Tottochan: The Little Girl at the Window12 | |
Unit-2 |
Teaching Hours:12 |
Short Story
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Liliana Heker : “The Stolen Party
Higuchi Ichiyo: “Separate Ways”
Harukki Murakami "Birthday Girl"
Luisa Valenzuela: “I’m your Horse in the Night”
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Unit-3 |
Teaching Hours:12 |
Poetry
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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
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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 |
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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 |
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Course Outcome |
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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
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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
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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
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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 Kintish16. 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 |
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Course Outcome |
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CO1: Identify different influences on American literatures |
Unit-1 |
Teaching Hours:10 |
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Beginnings to 1700
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Description: This unit will introduce American History and literature. An outline of important events would be briefed.
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Unit-2 |
Teaching Hours:10 |
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1700-1820
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Description: This unit will move further into specific texts relevant to the century and sensitize learners in that direction.
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Unit-3 |
Teaching Hours:25 |
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1820- 1900
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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
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Unit-4 |
Teaching Hours:15 |
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1900-1945
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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.
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Unit-5 |
Teaching Hours:15 |
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1945- Contemporary
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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.
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Text Books And Reference Books:
Text compiled for internal circulation Essential Reading
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Essential Reading / Recommended Reading
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Evaluation Pattern Assessment Pattern
Question Paper Pattern Mid Semester Exam
End Semester Exam
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 |
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Max Marks:100 |
Credits:3 |
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Course Objectives/Course Description |
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French as second language for the Arts, Science and Commerce UG program |
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Course Outcome |
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CO1: Ability to communicate with native speakers and make presentations on small topics |
Unit-1 |
Teaching Hours:9 |
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Dossier 1
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To perform a tribute: artist, work, you are going to….. | ||||||||||||||||||||||
Unit-2 |
Teaching Hours:9 |
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Dossier 2
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Towards a working life | ||||||||||||||||||||||
Unit-3 |
Teaching Hours:9 |
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Dossier 3
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France Seen by... | ||||||||||||||||||||||
Unit-4 |
Teaching Hours:9 |
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Dossier 4
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Mediamania | ||||||||||||||||||||||
Unit-5 |
Teaching Hours:9 |
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Le Bourgeois Gentilhomme
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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
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HIN321 - HINDI (2019 Batch) | ||||||||||||||||||||||
Total Teaching Hours for Semester:45 |
No of Lecture Hours/Week:3 |
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Max Marks:50 |
Credits:2 |
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Course Objectives/Course Description |
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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. |
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Course Outcome |
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CO1: To expose the different forms of Hindi poetry to the students. |
Unit-1 |
Teaching Hours:25 |
Shambooh
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Khanda Kavya “Shambook” [Poetry] By:Jagdeesh Gupta. Pub: Raj Pal & SonsLevel of knowledge:Analitical | |
Unit-2 |
Teaching Hours:10 |
Creative writing
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Nibandh lekhan, Katha lekhan, Kavitha lekhan. Level of knowledge:Conceptual | |
Unit-3 |
Teaching Hours:10 |
Bharathiya chithrakala -parampara evam pramukh kalakar
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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:
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Essential Reading / Recommended Reading
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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 |
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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. |
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Course Outcome |
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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
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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:
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Preamble, Fundamental Rights, Directive principles of State Policy, Fundamental Duties, Emergency provisions. | |
Unit-3 |
Teaching Hours:10 |
Centre-State Relations
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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
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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
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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
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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
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Evaluation Pattern CIA1: 20 Marks CIA2: 50 marks CIA3: 20 marks End-semester exam: 100 marks
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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 |
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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. |
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Course Outcome |
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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
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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
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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
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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:
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Essential Reading / Recommended Reading
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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 |
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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. |
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Course Outcome |
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CO1: Able to appreciate Modern Kannada poetry |
Unit-1 |
Teaching Hours:25 |
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Modern Kannada Poetry
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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 |
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Autobiography- Uchalya- Lakshman Gayekwad (Marathi)
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Text: Uchalya Author:Lakshman Gayekwad Translation: Chandrakantha Pokle
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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
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PSY331 - LIFE SPAN DEVELOPMENT (2019 Batch) | ||||||||||||||
Total Teaching Hours for Semester:75 |
No of Lecture Hours/Week:5 |
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Max Marks:100 |
Credits:5 |
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Course Objectives/Course Description |
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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:
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Course Outcome |
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CO1: Define basic concepts, issues, debates and theories in the field of developmental psychology. |
Unit-1 |
Teaching Hours:15 |
Introduction
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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
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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
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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)
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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)
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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. | |
Essential Reading / Recommended Reading Papalia, D. E. (2004). Human Development (9th Ed.). Tata McGraw Hill. | |
Evaluation Pattern CIA (CONTINUOUS INTERNAL ASSESSMENT)
End Semester Examination : Total Marks=100=50 Question paper pattern
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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 |
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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
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Course Outcome |
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CO1: Understand the basic principles of experimental psychology |
Unit-1 |
Teaching Hours:4 |
Ethical Standards in Psychological Testing
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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
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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
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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
Department Level End Semester Examination (ESE)- 50 Marks
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 |
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“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. |
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Course Outcome |
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CO1: To Deliberate the classification and characteristics of the epic |
Unit-1 |
Teaching Hours:2 |
champu
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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
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Level of knowledge: Basic/conceptual/ Analytical. | |
Unit-3 |
Teaching Hours:10 |
Grammer
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Grammer-Prayogas and Krudanta prakaranam Level of knowledge: Basic/conceptual/ Analytical | |
Unit-4 |
Teaching Hours:3 |
. Language component.
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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
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Text Books And Reference Books:
Sundarakanda from Bhaja´s Champu Ramayana Chitrakalayaa: ugagamam vikaasam ca origin and development of painting through Vedas and Puranas
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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.
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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 |
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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
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Course Outcome |
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CO1: To recall and caregorize the concepts of literature. |
Unit-1 |
Teaching Hours:20 |
Epic Poetry and Mythological poems
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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
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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
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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 |
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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. |
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Course Outcome |
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CO1: The students will understand the dynamics of culture, eth nicities, social and political differences in a global learning environment. |
Unit-1 |
Teaching Hours:12 |
Novella
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Unit 1: Novella · Viktor Frankl: “Man’s Search for Meaning”(Excerpts)
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Unit-2 |
Teaching Hours:12 |
Short Stories
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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
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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
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· Alice Walker: Excerpts from “In Search of My Mother’s Gardens” · Hannah Arendt: “Men in Dark Times” Dalai Lama Nobel Acceptance Speech
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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 |
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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 |
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Course Outcome |
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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
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- 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
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- Web content writing - Scientific Writing - Copy writing - Travel Writing - Medical Writing - Article Writing - Web Copy writing - Copy Editing - Blog writing
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Unit-3 |
Teaching Hours:5 |
Review writing
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-Film review -Book review -Gadget review | |
Unit-4 |
Teaching Hours:10 |
Presentation skills
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Unit-5 |
Teaching Hours:5 |
Interview skills
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-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 Berkun2. Communication Skills for Project and Programme Managers -Melanie Franklin & Susan Tuttle
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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
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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 |
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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. |
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Course Outcome |
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CO1: Display familiarity with basic theories in literature |
Unit-1 |
Teaching Hours:10 |
Introducing Theory: Literature and the Need for Criticism and Theory
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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
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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
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II. 1. Structuralism
II. 2 Poststructuralism
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Unit-2 |
Teaching Hours:20 |
The Linguistic and Inter-disciplinary Turn
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II. 1. Structuralism
II. 2 Poststructuralism
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Unit-3 |
Teaching Hours:25 |
The Pattern of the Mind, Language and Literature
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III. 1 Psychoanalysis:
III. 2 Feminism:
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Unit-3 |
Teaching Hours:25 |
The Pattern of the Mind, Language and Literature
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III. 1 Psychoanalysis:
III. 2 Feminism:
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Unit-4 |
Teaching Hours:10 |
Ideology and the Subject: Freedom of Mind and Expression
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IV. 1 Ideology and Discourse:
IV. 2 Race and Postcolonialism: Nations, Nationalisms and Identity
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Unit-4 |
Teaching Hours:10 |
Ideology and the Subject: Freedom of Mind and Expression
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IV. 1 Ideology and Discourse:
IV. 2 Race and Postcolonialism: Nations, Nationalisms and Identity
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Unit-5 |
Teaching Hours:10 |
Theory and Beyond
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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
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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:
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Essential Reading / Recommended Reading
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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 |
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French as second language for the Arts, Science and Commerce UG program |
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Course Outcome |
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CO1: Ability to communicate with native speakers and make presentations on small topics |
Unit-1 |
Teaching Hours:9 |
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Dossier 5
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Leisure Time | ||||||||||||||||||||||
Unit-2 |
Teaching Hours:9 |
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Dossier 6
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The world is ours | ||||||||||||||||||||||
Unit-3 |
Teaching Hours:9 |
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Dossier 7
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News | ||||||||||||||||||||||
Unit-4 |
Teaching Hours:9 |
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Dossier 8
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Educ- actions | ||||||||||||||||||||||
Unit-5 |
Teaching Hours:9 |
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Le Bourgeois Gentilhomme
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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
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HIN421 - HINDI (2019 Batch) | ||||||||||||||||||||||
Total Teaching Hours for Semester:45 |
No of Lecture Hours/Week:3 |
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Max Marks:50 |
Credits:2 |
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Course Objectives/Course Description |
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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. |
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Course Outcome |
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CO1: To impart experiential learning through Hindi play. |
Unit-1 |
Teaching Hours:30 |
Natak- Ashad Ka Ek Din (Play) by Mohan Rakesh
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Madhavi (Play) ByBhishma Sahni. Rajpal and Sons, New Delhi - 110006 Level of knowledge: Analitical | |
Unit-2 |
Teaching Hours:20 |
SancharMadhyam
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Level of knowledge: Conceptual | |
Unit-3 |
Teaching Hours:10 |
Phrases, Idioms. and Scientific and Technical Terminology
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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:
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Essential Reading / Recommended Reading
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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 |
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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. |
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Course Outcome |
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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
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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
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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
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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
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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.
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Text Books And Reference Books:
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Essential Reading / Recommended Reading
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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 |
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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. |
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Course Outcome |
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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 |
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Introduction to still photography
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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 |
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Different stages of production
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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 |
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Television studio set up
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Television studio set up - Shooting and recording equipment, cameras and VTRs, analog and digital video, video standards | ||||||||||||||||||||||
Unit-4 |
Teaching Hours:15 |
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Different types of video programme
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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
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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
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JOU451B - PHOTO AND DOCUMENTARY JOURNALISM (2019 Batch) | ||||||||||||||||||||||
Total Teaching Hours for Semester:60 |
No of Lecture Hours/Week:4 |
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Max Marks:100 |
Credits:4 |
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Course Objectives/Course Description |
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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. |
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Course Outcome |
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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
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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.
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Unit-2 |
Teaching Hours:15 |
Art and photojournalism
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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)
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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
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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:
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Essential Reading / Recommended Reading
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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 |
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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. |
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Course Outcome |
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CO1: To understand the features of the play |
Unit-1 |
Teaching Hours:25 |
Play
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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
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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 |
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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
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Course Outcome |
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CO1: Chart the linear progression of the development of social psychology as a discipline |
Unit-1 |
Teaching Hours:11 |
Introduction
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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
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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
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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
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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
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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)
End Semester Examination : Total Marks=100=50 Question paper pattern
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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 |
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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
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Course Outcome |
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CO1: Generate hypotheses and identify ways to test these hypotheses for a given problem |
Unit-1 |
Teaching Hours:14 |
Advanced Psychological Experiments
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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
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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
Department Level End Semester Examination (ESE)- 50 Marks
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 |
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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. |
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Course Outcome |
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CO1: To Understand the style and development of the play |
Unit-1 |
Teaching Hours:32 |
AVIMARAKAM
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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
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Karakas and Upapadavibakti conceptual/ Analytical | |
Unit-3 |
Teaching Hours:3 |
language component
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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 |
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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. |
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Course Outcome |
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CO1: To recall and caregorize the concepts of literature. |
Unit-1 |
Teaching Hours:15 |
Modern Poetry
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Poems of Bharathiyar, Bharathidasan and women poets | |
Unit-2 |
Teaching Hours:5 |
Practical Grammar
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2 Grammar as reflected in the poems | |
Unit-3 |
Teaching Hours:15 |
Contemporary Cultural Issues
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Prose including reference to contemporary literary issues | |
Unit-4 |
Teaching Hours:10 |
Language Skills
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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
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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
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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 |
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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 |
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Course Outcome |
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CO1: To make learners sensitive to the historical factors of colonisation |
Unit-1 |
Teaching Hours:20 |
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Terms of Postcolonialism
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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 |
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Poetry
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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
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Unit-3 |
Teaching Hours:15 |
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Novel
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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 |
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Short Story
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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
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Evaluation Pattern Since CIA I insists on individual testing, there could be three ways of testing the students
For CIA III, the students can be asked
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)
End Semester Exam Question Paper Pattern (100 Marks)
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EST532 - INDIAN LITERATURES: THEMES AND CONCERNS (2018 Batch) | |||||||||||||||||||||||||||||||||
Total Teaching Hours for Semester:75 |
No of Lecture Hours/Week:5 |
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Max Marks:100 |
Credits:4 |
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Course Objectives/Course Description |
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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
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Course Outcome |
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CO1: Students will be able to understand the religious, caste, gender, colonial, national constructs in India |
Unit-1 |
Teaching Hours:20 |
Essays
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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
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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
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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
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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
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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.
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.
· 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).
or
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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
CIA III
(Poems or Short Stories).
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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 |
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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.
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Course Outcome |
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To be able to work on a research project while applying the knowledge of research process. |
Unit-1 |
Teaching Hours:15 |
Introduction
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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
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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
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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
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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.
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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 |
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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. |
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Course Outcome |
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In-house school journal publication |
Unit-1 |
Teaching Hours:14 |
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Introduction to Newspapers and Newsletters
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Unit-2 |
Teaching Hours:16 |
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Designing a Newsletter
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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.
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JOU572 - NEW MEDIA JOURNALISM (2018 Batch) | |||||||||||||||||||||||||||||||
Total Teaching Hours for Semester:60 |
No of Lecture Hours/Week:4 |
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Max Marks:100 |
Credits:4 |
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Course Objectives/Course Description |
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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. |
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Course Outcome |
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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
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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
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Approaches to writing Writing for an audience Research for ideas Building contacts Ethics for online journalists Blogs- political bloggers Social media platforms Online Newspapers
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Unit-3 |
Teaching Hours:15 |
Making of new media journalist
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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
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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
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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 |
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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
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Course Outcome |
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CO1: Learn to appreciate the dimenstional view of normality and abnormality. |
Unit-1 |
Teaching Hours:12 |
Introduction and Theoretical Perspective
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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
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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
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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
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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
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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)
End Semester Examination : Total Marks=100=50 Question paper pattern
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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 |
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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
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Course Outcome |
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CO1: Identify the relevance of I/O Psychology at the workplace |
Unit-1 |
Teaching Hours:12 |
Introduction
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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
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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
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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
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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
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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 End Semester Examination : Total Marks=100=50 Question paper pattern Section A Brief, concepts, definitions, applications 2 marks x 10 = 20 | |
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 |
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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
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Course Outcome |
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CO1: Explain the meaning, scope, current trends and theories in educational psychology |
Unit-1 |
Teaching Hours:12 |
Introduction
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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
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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
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Teaching and learning strategies, assessment and measurements, classroom management strategies | |
Unit-4 |
Teaching Hours:12 |
Differentiating instruction to respond to differences among learners
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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
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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. | |
Essential Reading / Recommended Reading Ranganathan, N. & Wadhwa, T. (2019). Guidance and counselling for children and adolescents in schools. SAGE. | |
Evaluation Pattern CIA (CONTINUOUS INTERNAL ASSESSMENT)
End Semester Examination : Total Marks=100=50 Question paper pattern
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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 |
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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
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Course Outcome |
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CO1: Describe the nature and evolution of sports psychology. |
Unit-1 |
Teaching Hours:10 |
Introduction
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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
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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
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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
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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
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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)
End Semester Examination : Total Marks=100=50 Question paper pattern
| |
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 |
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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
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Course Outcome |
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CO1: Explain fundamental concepts, theories, and methods in cultural psychology |
Unit-1 |
Teaching Hours:12 |
Introduction to Cultural Psychology
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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
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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
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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
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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
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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 End Semester Examination : Total Marks=100=50 Question paper pattern Section A Brief, concepts, definitions, applications 2 Marks x 10 = 20 | |
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 |
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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
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Course Outcome |
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CO1: Understand the basic terminology and clinic-neuropsychological concepts |
Unit-1 |
Teaching Hours:12 |
Introduction
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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
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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
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|
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
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Schizophrenia; Dementia: Alzheimer’s disease, Parkinson’s, Huntington’s and Creutzfeldt-Jakob disease; Anxiety and mood disorders. | |
Unit-5 |
Teaching Hours:12 |
Neuropsychological assessment
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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 End Semester Examination : Total Marks=100=50 Question paper pattern Section A Brief, concepts, definitions, applications 2 marks x 10 = 20 | |
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 |
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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. |
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Course Outcome |
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CO1: Apply the knowledge of basic research and literature review methods in psychology to develop a research idea and proposal |
Unit-1 |
Teaching Hours:12 |
Introduction to research in Psychology
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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
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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
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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
Department Level End Semester Examination (ESE)- 50 MarksExamination 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 |
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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 |
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Course Outcome |
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CO1: Display a basic understanding of historical and cultural contexts of world literatures |
Unit-1 |
Teaching Hours:10 |
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Unit-2 |
Teaching Hours:20 |
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Poetry
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Unit-3 |
Teaching Hours:20 |
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Unit 3
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Unit-4 |
Teaching Hours:10 |
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Play
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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
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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 Amichai – Poetry 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
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 |
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Max Marks:100 |
Credits:04 |
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Course Objectives/Course Description |
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Course Outcome |
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CO1: Create awareness of approaches to reading cultures and society |
Unit-1 |
Teaching Hours:10 |
Introduction
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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
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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
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Pramod Nayar, “Screen Culture” Ashis Nandy. “Introduction: Indian Popular Cinema as the Slum’s Eye View of Politics”
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Unit-4 |
Teaching Hours:10 |
Cyber culture
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Warwick Mules. “Cyberculture” Mark Poster. “Postmodern Virtualities” Manuel Castells “The Network Society and Organizational Change” Manuel Castells “Identity in the Network Society”
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Unit-5 |
Teaching Hours:10 |
Research method in cultural studies
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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.
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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.
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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 |
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Course Outcome |
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CO1: Ability to use theoretical knowledge of various schools of thoughts to understand principles of language learning and teaching |
Unit-1 |
Teaching Hours:10 |
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Introduction
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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 |
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Language Acquisition/ Learning theories
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B.F.Skinner, Noam Chomsky, Vygotsky, Krashen, Jean Piaget ( in detail) Factors affecting Second language acquisition. | |||
Unit-3 |
Teaching Hours:15 |
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Skills
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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 |
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Application
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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
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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.)
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EST641C - INTRODUCTION TO SHORT STORY (2018 Batch) | |||
Total Teaching Hours for Semester:60 |
No of Lecture Hours/Week:4 |
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Max Marks:100 |
Credits:04 |
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Course Objectives/Course Description |
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· 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 |
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Course Outcome |
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CO1: Identify the different elements of short story |
Unit-1 |
Teaching Hours:10 |
Introduction to short story
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· 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
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· 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
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· 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
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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 |
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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 |
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Course Outcome |
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CO1: Closely read films as audio-visual texts to understand the language and grammar of cinema |
Unit-1 |
Teaching Hours:10 |
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Film as an Art
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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 |
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Film Aesthetics : Formalism and Realism
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o Mise-en-scene o Mise-en-shot | ||||||||||
Unit-3 |
Teaching Hours:10 |
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Film Authorship
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o Filmmakers o Auteurs | ||||||||||
Unit-4 |
Teaching Hours:10 |
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Film Genres
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o Defining genres o Theory o Problems | ||||||||||
Unit-5 |
Teaching Hours:10 |
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Non-fiction films
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o Documentary | ||||||||||
Unit-6 |
Teaching Hours:10 |
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Film Reception
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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
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EST641E - ECOLOGICAL DISCOURSES AND PRACTICES (2018 Batch) | ||||||||||
Total Teaching Hours for Semester:60 |
No of Lecture Hours/Week:4 |
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Max Marks:100 |
Credits:4 |
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Course Objectives/Course Description |
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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:
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Course Outcome |
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CO1: Understand the role of us in responding to contemporary ecological crises |
Unit-1 |
Teaching Hours:10 |
THE SOUTHERN CHALLENGE
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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
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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
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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
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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
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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
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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 |
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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
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Course Outcome |
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CO1: Understand the Indic tradition through its "two major languages" - the _Ramayana_ and the _Mahabharata_. |
Unit-1 |
Teaching Hours:15 |
Essays
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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
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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
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Bhima: Lone Warrier – M.T.Vasudevan Nair Parva– S L Byrappa | |
Unit-4 |
Teaching Hours:10 |
Library Guided Reading
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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.
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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.
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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 |
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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. |
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Course Outcome |
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Students will be able to appreciate a movie |
Unit-1 |
Teaching Hours:6 |
Historical Evolution of Cinema
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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
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Understanding Cinema: Subject - camera Distance, Camera Angles, Understanding Genre, Understanding Story elements: Characters, Plot, conflict, setting.
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Unit-3 |
Teaching Hours:6 |
Foundations to film critiquing
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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.
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Unit-4 |
Teaching Hours:12 |
Film Critique - Practicals
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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
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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's Guide to Movies,
Flicks, and Film. Indianapolis IN: Macmillan, 2001.
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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)
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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 |
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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:
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Course Outcome |
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To identify and write critcally on ecological concerns |
Unit-1 |
Teaching Hours:5 |
Introduction
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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
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Unit-3 |
Teaching Hours:15 |
Practising Environmental Journalism
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Text Books And Reference Books:
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Essential Reading / Recommended Reading
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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 |
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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. |
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Course Outcome |
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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
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Understanding concept of development, defining development in the journalistic space- Problems of Underdevelopment, Reasons for Development journalism, Panchayati Raj system in India.
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Unit-2 |
Teaching Hours:15 |
Key areas of development reporting
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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
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Western perspectives - Daniel Lerner, Everett M. Rogers, Positive deviance theory. Development models in India - a critique
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Unit-4 |
Teaching Hours:15 |
Alternative Communication
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Case study-PARI, Swaraj, Counter currents. Need and demand for alternative media platforms, writing style for alternative media platforms
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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
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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 |
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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:
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Course Outcome |
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CO1: Understand the basic components and models of health and wellbeing |
Unit-1 |
Teaching Hours:12 |
Introduction to Health and Wellness
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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
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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
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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
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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
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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 End Semester Examination : Total Marks=100=50 Question paper pattern Section A Brief, concepts, definitions, applications 2 marks x 10 = 20 | |
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 |
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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
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Course Outcome |
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CO1: Explain basic assumptions, principles and concepts of positive psychology |
Unit-1 |
Teaching Hours:12 |
Introduction
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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
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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
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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
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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
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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. | |
Evaluation Pattern CIA (CONTINUOUS INTERNAL ASSESSMENT)
End Semester Examination : Total Marks=100=50 Question paper pattern
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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 |
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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
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Course Outcome |
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CO1: Identify the benefits of applying media psychology |
Unit-1 |
Teaching Hours:12 |
Introduction to Media Psychology
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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
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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
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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
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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
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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 End Semester Examination : Total Marks=100=50 Question paper pattern Section A Brief, concepts, definitions, applications 2 marks x 10 = 20 | |
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 |
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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. |
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Course Outcome |
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CO1: Identify problems where artificial intelligence techniques are applicable |
Unit-1 |
Teaching Hours:10 |
Introduction to Artificial Intelligence (AI) and Human Machine Interface (HMI)
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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
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Sensation, Perception, Apperception | |
Unit-3 |
Teaching Hours:15 |
Design Guidelines and Design Thinking
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Schneiderman’s eight golden rules of design | |
Unit-4 |
Teaching Hours:10 |
Applications of HMI
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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
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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 End Semester Examination : Total Marks=100=50 Question paper pattern Section A Brief, concepts, definitions, applications 2 marks x 10 = 20 | |
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 |
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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
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Course Outcome |
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CO1: Understand the concepts related to consumer behaviour and the factors that influence market segmentation |
Unit-1 |
Teaching Hours:12 |
Introduction to Consumer Behaviour
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Definition, Significance, Applying consumer behaviour knowledge, Consumer decision-making model | |
Unit-2 |
Teaching Hours:12 |
Understanding consumers and market segments
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Market segmentation, bases of market segmentation, product positioning and repositioning | |
Unit-3 |
Teaching Hours:12 |
Determinants of consumer behaviour
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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
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ABC model of attitude, the formation of attitude, the role of persuasion in changing consumer attitudes | |
Unit-5 |
Teaching Hours:12 |
Consumer Decision processes
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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 End Semester Examination : Total Marks=100=50 Question paper pattern Section A Brief, concepts, definitions, applications 2 marks x 10 = 20 | |
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 |
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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
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Course Outcome |
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CO1: Outline the basics of forensic psychology, crime and criminal behaviour through case analysis |
Unit-1 |
Teaching Hours:12 |
Introduction to Forensic Psychology
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Forensic Sciences; Forensic Psychology: Past and Present; Psychology & Law; Psychologist as an Expert Witness. | |
Unit-2 |
Teaching Hours:12 |
Understanding Crime & Criminal Behaviour
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Psychology of Crime; Determinants of Criminal Behavior: Biological, Psychological, Neuropsychological and Social. | |
Unit-3 |
Teaching Hours:12 |
Forensic Psychology in Crime Investigation
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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
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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
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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 End Semester Examination : Total Marks=100=50 Question paper pattern Section A Brief, concepts, definitions, applications 2 marks x 10 = 20
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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 |
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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. |
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Course Outcome |
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CO1: Collect, Organise, analyze, and interpret data as per ethical guidelines |
Unit-1 |
Teaching Hours:12 |
Data Analysis and Interpretation
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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
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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
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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
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
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