Syllabus for
Bachelor of Arts (Economics Honours)
Academic Year  (2020)

The BA Economics Honours Programme with non-core subjects Psychology and Political Science and integrated courses in Sociology and History, is designed to produce graduates trained in the application of knowledge in economics to real-life economic, financial, ethical and analytical problems encountered in the economy. It is structured to provide the students with the skills and professional acumen to become key players in the economy irrespective of their future job places and task diversification they would take up. The programme may enable the students to effectively apply their knowledge and skills to situations of economic, institutional and policy making both in governance and industry. The progamme has a rigorous focus on quantitative techniques and research methods which will orient the students in dealing with economic problems with a practical and analytical approach. The diversity and the spread of the programme ensure that the students receive sufficient experience of the current issues and crises of the world especially that of the emerging economies.

Programme Outcome/Programme Learning Goals/Programme Learning Outcome:

PO2: Apply knowledge and skills in economics, mathematics, statistics, and analytical software for conducting original and independent social science research.

PO3: Demonstrate the traits of an ethical global citizen by bringing in various perspectives, interests and biases, and articulate their effects in shaping, forming and manipulating worldviews in a cross-cultural environment

PO4: Analyse and present critical perspectives on social issues, especially related to gender and environment, through an interdisciplinary lens

PO5: Develop and demonstrate employability and entrepreneurial skills to explore their own innovative competence and integrate their lived experiences into becoming effective leaders

PO6: Exhibit self-motivation, adaptability and respect for peers in personal and professional engagements.

PO7: Demonstrate proficiency in both the use of formal written English (including correct use of referencing styles, such as APA) and the ability to deliver formal presentations before a variety of audiences.

PO8: Demonstrate social sensitivity and Develop social awareness through activities such as service-learning and formulate constructive ways of engaging with different communities

The evaluation is divided into two components: Continuous Internal Assessment (CIA) including Mid Semester Examination (MSE), and the End Semester Examination (ESE).

To create a sense of ownership of issues related to CSR, Environment and sustainability of businesses.

Understand the basic concept of Sustainable Development (SD), the environmental, social and economic dimensions.

To teach how to critically analyze, evaluate and judge competing perspectives on the challenge of creating a sustainablefuture.

To understand the Sustainable development challenge for companies, their responsibility and their potentials for action.

Ability to create sustainable organizations

Meaning and Scope, Corporate Social Responsibility, Sustainability, Sustainability Terminologies and Meanings, why is Sustainability an Imperative, Sustainability Case Studies, Triple Bottom Line (TBL)

Reasons to adopt sustainable strategy by firms, tools used by the firm to implement their sustainable development strategies, evaluation of firm’s commitment to sustainable strategies by the stakeholders.

Using Standards, Certification and other Systems to further SD goals Introduction, Global management systems exist to guide firms in establishing and implementing a strategy,how do these various approaches, including certification, encourage sustainable business practices.

Establishing priorities for sustainable future, Role of women in sustainability, Challenge of creating a green economy, Sustainability crisis in 21^st century, failures of global capitalism, transforming global capitalism, creating a restorative economy.

Global Reporting Initiative Guidelines, National Voluntary Guidelines on Social, Environmental and Economic Responsibilities of, Business, International Standards, Sustainability Indices, Principles of Responsible Investment, Challenges in Mainstreaming Sustainability Reporting, Sustainability Reporting Case Studies

2.      Concepts of Environmental Management for Sustainable Development

3.      Baxi C. V & Rupamanjari Sinha Ray, (2012). Corporate Social Responsibility: A Study of CSR Practices in Indian Industry, Vikas Publishing House.

4.      Corporate Goverance – Badi N. V, Vrinda Publications, 2012.

5.      Fernando A. C, (2011). Corporate Governance: principles, policies and practices, Pearson.

6.      Ghosh B. N, (2012). Business Ethics and Corporate Governance , Tata McGraw-Hill.

7.      Keshoo Prasad, Corporate Governance -, PHI.

8.      Lawrence and Weber, (2010). Business and Society, Tata McGraw-Hill.

CIA 2 - Mid sem Class exam (25 marks)

CIA 3 - Group presentation and report for pre allotted topics.(20 marks)

End sem - Class exam (30 marks)

To examine health in its truest sense, one must explore beyond the limits of medicine to engage a much wider set of questions embracing social, cultural, political, economic, moral and spiritual aspects of human experience. The course focuses on the knowledge and skills that students require to lead a healthy, productive and balanced life.

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

Balanced diet & Nutrition, Macro and micro nutrients – Nutritive and non nutritive components of diet – Eating for weight control – healthy weight – The pitfalls of dieting – food intolerance and food myths – Food supplements for adolescents. 

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

Course Description:

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

Course Objectives:

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

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

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

Establishment of the kingdom-Administration and Management principles

Marriage to Draupadi- An event study approach.

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

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

Exile and return- Risks and costs of strategic alliances

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

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

The reunion Organizing- Choosing the organizational structure

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

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

Source: Jaya - An Illustrated Retelling of the Mahabharata

MSE   30 Marks

CIA 3 10 Marks

End Assesment 50 Marks

Any individual can have a real-time video conversation with someone on the other side of the planet, one can send and receive money without even taking out their wallet, and even can post content online that reaches millions of people in a matter minutes. Unfortunately, the same technology that enables all this new freedom and convenience also exposes us to new security threats that we've never encountered. Malware that infects your computer and watches everything you do, phishing scams that steal private information from millions of people - today's digital world is a criminal's playground. It makes the process of stealing money or even stealing someone's entire identity way more efficient. Hence it becomes very important to protect yourself and your private data from cyber intruders. This course outlines a step-by-step roadmap that one can follow to build a tight wall of security around your digital life.

Course Objectives:

This course gives the background needed to understand basic cyber security. Students will be introduced to the world of spyware, phishing, malware, spam, social engineering, hacking and other common internet spying techniques. Students will also learn the intervention methods in securing themselves in cyber space.

Why security matters – The importance of multi-layer security – the most common security threats – The dark side of Internet – The world of malware – phishing – social engineering – scams – hacking –cyber warfare.

Developing the right mindset and habits for security – the importance of skepticism – avoiding malicious sites and applications – Tools needed to browse the Internet securely - why software updates matter – knowing (and limiting yourself).

Why mobile security matters – setting up a passcode lock –importance of password security – best practices – using password manager- managing third-party app permissions – locating a lost or stolen smartphone.

Framework – types of mobile two-factor authentication – Two-Factor authentication: Google, Facebook, Twitter and other services - danger of rogue connected apps – managing connected apps on Google and Facebook – managing browser extensions/add-ons – staying secure with connected apps and extensions.

Encryption definition – How SSL (HTTPS) protects your passwords and private data - encrypting your web traffic with a virtual private network (VPN) – encrypting computer's hard drive – encrypting smartphone – firewalls – antivirus.

·        Arora, A. (2014). Information Warfare and Cyber Security. Jaipur: Book Enclave.

·       Santanam, R., Sethumadhavan, M., & Virendra, M. (2011). Cyber security, cybercrime and cyber forensics: Applications and perspectives. Hershey, PA: Information Science Reference.

·         Ahamad, F. (2013). Cyber Law and Information Security. New Delhi: Dreamtech Press.

CIA II - 25 marks

CIA III - 20 marks

End Semester - 30 marks

Attendance - 05 marks

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

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

• To use Tourism as an instrument to bring individuals and human communities into contact
• To understand the role of cultures and civilizations in facilitating dialogue among cultures
• To recognise the capacity of Tourism in assisting the world’s inhabitants to live better together and thereby contribute to the construction of peace in the minds of men and women

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

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

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

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

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

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

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

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

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

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

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

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

Case Studies on Sao Paulo’s Green Belt Biosphere Reserve

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

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

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

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

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

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

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

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

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

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

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

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

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

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

CIA 2 - Mid Semester Examination (25 Marks)

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

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

This course deals with interaction between technology, its transformation and the impact it has in today's society. an interdisciplinary course giving overview about the various business models, platforms companies use for creating values among the people and initiatives taken by government related to technology for nation building. This course engage the students to confront the realities brought by disruptive technologies and the change in lifestyle of society.

COURSE OBJECTIVE

 This course attempts to be more effective in dealing with digital transformation and its impact on society.

Digital Transformation in the global enterprise, Digital business ecosystem, Multi-sided platform Business- Two sided platform Mediated Networks, Management challenges for Networked Business, Difference between platform and merchant models-Digital Business Models, Value co-creation, Data Business, Data Security.

Disruptive innovation-Transformation enabled by business analytics, Machine learning management, Internet of Things-AI& Human Intelligence, Cloud computing, Social media and social content strategies, Digital transformation in selected industry sectors.

Enterprise system-business achieving operational excellence, business achieving customer intimacy, challenges faced by enterprise application, next generation enterprise applications.

Indian government DST Agenda, Major development programs in technology in India, Contribution of technology in leveraging nation development.

Information technology and society- an introduction, Social shaping of Technology, Globalization and domestication, Social implications of online data, IT intervention and changes in lifestyle-Baby boomers, GenX, GenY, GenZ.

CIA II - 25 marks

CIA III - 20 marks

End Semester - 30 marks

Attendance - 05 marks

Technological development has contributed many innovations and ease of life for the human beings. However it has also generated problems .This course is offered to provide the basic knowledge of technology and the uses of technology in different areas of life basically hospitals and banks. The course focuses on identifying the technological benefits and finding solutions to the challenges generated by the technology in daily life. The course will be offered with an intention of enabling the students to visit the different institutions and to identify the technological needs and develops .Finally the course creates awareness about the dangerous of continuous usage of technology.

Course Objectives:

·         To know the history of technological developments in the daily life.

·         To Understand the impact of technology in different areas  of society

·         To identify the technological progress in the health care centre of Bangalore City.

·         To identify the technological progress in the Financial Institutions functioning in   Bangalore.

·         To find the solutions to the tech based problems of day to day life.

·         Practical knowledge of technological developments in the health and banking sector

·         Solution to the problems originated by the tech addiction.

Meaning- Definitions- evolution of technology-growth in the use of technology in daily life. Disruptive technologies transforming life, business and global economy- Disruptive technology trends in recent years. live reports and cases

Overview of Impact of technology on- Business-Society-Education-Agriculture-Banking-Health Care –Positive and negative impacts

Instruments requited in the field of Hospitals-Identify the different technologies used in the different hospitals –Need for new technology and the Plans of the Institutions to acquire-Identifying the affordable health services from the perspective of individuals.

Introduction to the different digital services offered by the banks and financial institution- Identify the different technologies used in the city- most demanded services-scope for introduction of new technical support by the banks and financial institutions

Themes about the future of well-being and digital life-The benefits of digital life

Concerns over harms-Effects on technology on the youths of today-Tech Experts big predications-Solutions to the technology driven daily life problems

Course Description

This course is designed to expose the students to the basic principles of microeconomic theory. The emphasis will be on thinking like an economist and the course will illustrate how microeconomic concepts can be applied to analyze real-life situations.

Course Objectives

• Understand that economics is about the allocation of scarce resources and how that results in trade-offs.
• Understand the role of prices in allocating scarce resources in market economies and explain the consequences of government policies in the form of price controls.
• Appreciate positive as well as normative view points on concepts of market failure and the need for government intervention.

• The students will acquainted with the basic principles of microeconomic theory.
• They will be able to think like economists.

Why study economics? Scope and method of economics; the economic problem: scarcity and choice; the question of what to produce, how to produce and how to distribute output; science of economics; the basic competitive model; prices, property rights and profits; incentives and information; rationing; opportunity sets; economic systems; reading and working with graphs.

Markets and competition; determinants of individual demand/supply; demand/supply schedule and demand/supply curve; market versus individual demand/supply; shifts in the demand/supply curve, demand and supply together; how prices allocate resources; elasticity and its application; controls on prices; taxes and the costs of taxation; consumer surplus; producer surplus and the efficiency of the markets.

The consumption decision - budget constraint, consumption and income/price changes, demand for all other goods and price changes; description of preferences (representing preferences with indifference curves); properties of indifference curves; consumer‘s optimum choice; income and substitution effects; labour supply and savings decision - choice between leisure and consumption.

Behaviour of profit maximizing firms and the production process; short run costs and output decisions; costs and output in the long run.

Monopoly and anti-trust policy; government policies towards competition; imperfect competition.

Labour and land markets - basic concepts (derived demand, productivity of an input, marginal productivity of labour, marginal revenue product); demand for labour; input demand curves; shifts in input demand curves; competitive labour markets; and labour markets and public policy; New Frontiers in Microeconomics.

Mankiw, N. G.  (2017). Principles of Microeconomics (8th ed.). Cengage Learning.

Stiglitz, J. E., & Walsh, C. E. (2006). Principles of Microeconomics (4th ed.). W.W. Norton & Company, Inc., New York, International Student Edition.

Mankiw, N. G. (2011). Economics: Principles and Applications (10th ed.). MA: Cengage Learning.

Pindyck, R. S., & Rubinfeld, D. L. (2013). Microeconomics (8th ed.). New York: Pearson Education.

Ray, N.C. (1975). An Introduction to Microeconomics. New Delhi: Macmillan Company of India Ltd.

Salvatore, D. (2011). Managerial Economics in a Global Economy (7th ed.). Oxford: Oxford University Press.

Samuelson, P. A., & Nordhaus, W.D. (2010). Economics (19th ed.). New Delhi:  McGraw-Hill Companies.

 Question Paper Pattern: MSE and ESE (Max. Marks = 50)

Course Description

This is the first of a compulsory two-course sequence. The objective of this sequence is to transmit the body of basic mathematics that enables the study of economic theory at the undergraduate level, specifically the courses on microeconomic theory, macroeconomic theory, statistics and econometrics set out in this syllabus. In this course, particular economic models are not the ends, but the means for illustrating the method of applying mathematical techniques to economic theory in general. The level of sophistication at which the material is to be taught is indicated by the contents of the prescribed textbook.

Course Objectives

• To introduce the students to the basic concepts, procedures and techniques of mathematical economics
• To enable the students to apply mathematical techniques to economic theory in general.
• To create analytical ability among students by using Mathematical techniques and decision making ability. 

Elements of logic and proof; Sets and Set operations; Relations; Equations: Linear and Quadratic; Simultaneous Equations; Functions: quadratic, polynomial, exponential, logarithmic; Graphs, Slopes and Intercept; Economic Application of Graphs and Equations: Iso-cost Lines, Supply and Demand Analysis, Income determination models.

Limits; Continuity; Curvilinear Functions; the Derivative; Rules of Differentiation; Higher-order Derivatives; Optimisation; Uses of the Derivatives in Economics: Increasing and Decreasing Functions, Concavity and Convexity, Inflection points, Optimisation of Economic Functions, Relationship among Total, Marginal and Average Concepts.

Multivariable Functions and Partial Derivatives; Rules of Partial Differentiation; Second and Higher-order differentials; Optimisation; Constrained optimisation with Lagrange Multipliers; Implicit functions; Application of Partial Derivatives in Economics: Utility Maximisation, Marginal Productivity, Elasticity, Producers Equilibrium, Optimisation of Cobb Douglas and CES Production Function.

Exponential and Logarithmic Functions; Solving Natural Exponential and Logarithmic Functions; Logarithmic transformation of Nonlinear Functions; Rules of Differentiation; Higher-order Derivatives, Partial Derivatives; Optimisation of Exponential and Logarithmic Functions; Logarithmic differentiation; Application in Economics: Elasticity, Alternative measures of growth, Optimal Timing, Derivation of Cobb Douglas Production Function.

Sydsaeter, K. &   Hammond, P. (2016). Mathematics for Economic Analysis. New Delhi: Pearson Education Inc.

Dowling, E.  T. (2012). Schaum’s Outlines-Introduction to Mathematical Economics. (3rd ed.).  New York: McGraw Hill.

Renshaw, G. (2011). Maths for Economics. (4th ed.).  Oxford: Oxford University Press.

Roser, M. (2003). Basic Mathematics for Economists. (2nd ed.). New York: Routledge.

Course Description

This course traces the evolution of the modern Indian Economy. It places the phenomenon of India’s economic development within the compulsions of colonial rule.  Therefore, it serves as a background course for the study of Indian Economic issues and the Political Economy of India.

Course Objectives

To train students to:

• Understand the importance of contextualising the discipline in historical terms.
• Analyse the economic conditions of India, before and during the British rule and how it might have contributed to changing the patterns of production and consumption in the region.
• Emphasise the role of historical factors that led to the changing distribution of the gains and losses associated with economic growth.

• Students will be able to understand and examine the importance of studying Economic History to gain a deeper understanding of the interplay between institutional change and economic growth.
• Students will be able to analyse and argue how certain historical events from before and during the British colonial rule in India may have given rise to the patterns of economic choices that followed in the long run.
• Students will be able to examine and evaluate if the explanation for increasing economic inequality can be found in the specific manner in which these forces of imperialism and globalisation acted in South Asia or if the explanation lies in how other factors (geographical constraints or social institutions) interacted with these forces.

Globalisation and colonialism; Theories of Economic History; Market Formation, Institutions, Class, Political Power and Resource Endowments; Colonial Narratives of India and beyond.

Empires; Economic Conditions: Property, Village Community, Industry and Foreign Trade; Institutional Changes in Property Rights and its consequences; Patterns of Ownership, Tax, Tenancy and Land Markets.

Ruling groups on the move; Religious and social organisation outside the village; Sects, towns and traders; Artisans, traders and urban stability; Two case studies of adaptation – grain and salt; The re-orientation of trade routes and merchant communities.

The Agricultural Production Function; Trends in output and income, Factor, Credit and Product Market; Effects of Market Expansion and Stagnation.

Types and patterns of Industrialization; Conditions of Small Scale Industry; Textiles and Handicrafts; Large Scale Industry; Pre-war to World War II; Two major Industries; Cotton Textile and Jute; Industrial Organization: Structure, Labour and Finance.

Drivers of Infrastructure Investments; Irrigation; Railways; Roads and Inland Waterways; Post and Telegraph; Education and Health Care; Fiscal and Monetary System.

Roy, T. (2011). The Economic History of India. (3rd ed.).New Delhi: Oxford University Press.

Habib, I. (2006). Indian Economy: 1858 – 1914. New Delhi: Tulika Books.

Stein, B. (1998). A History of India (2nd ed.). London: Wiley-Blackwell.

Tomlinson, B. R. (1993).  The Economy of Modern India: 1860 – 1970. Cambridge: Cambridge University Press.

 Question Paper Pattern: MSE and ESE (Max. Marks = 50)

Course Description

Economics and philosophy overlap in three major areas. These are the ontology and epistemology of Economics, rationality, and welfare and justice. The course first touches upon the fundamental ontological questions such as, what is Economics, what is utility, and how do economists measure it.  Does evidence of widespread `irrationality’ from behavioural economics undermine standard microeconomic theory?  It then discusses the epistemological problems such as if economic models are literally false representations of reality, how can they aid understanding or action.  Finally the course also introduces students to the questions about welfare, justice, liberty and rights, at least insofar as these are connected to features of economic institutions, processes, or outcomes.

Course Objectives

The objectives of offering this course are:

• To provide students a philosophical platform for carrying out discussions on Economic theories and models
• To introduce students to the rational-choice theory
• To make students understand the philosophical nature of the fundamental debates in Economic methodology
• To sketch the fundamental questions concerning ethics of economic policy decisions and to develop your abilities to present and to criticize arguments both in discussion and in writing.

At the end of the course, a student should be able to:

• Understand the philosophical foundation of economics;
• Incorporate the results of economic analysis in the philosophical analysis of social phenomena;
• Understand how the insights of philosophers have encouraged the development of elements of economics.

Ontology of Economics: Individual and Collective Rationality, Bounded Rationality; The assumption of Ceteris Paribus, Friedman and defence of unrealistic assumption.

Positivism vs Normativism; Reasons vs Causes; Social Scientific Naturalism; Abstraction and Idealisation in Economics; Economic Causation; Structure and Strategy of Economics: Paradigms.

Scientific Realism; Thomas Kuhn’s scientific revolutions and paradigm shift; Karl Popper’s falsificationism; Putnam’s critique of Positivism; Fraassen’s Constructive empiricism.

Welfare; efficiency; individualism; utilitarianism; libertarianism; Egalitarianism and economic justice.

Blaug, M. (1992). The Methodology of Economics: Or, How Economists Explain, Cambridge: Cambridge University Press,

Hausman, D. M. (ed.) (2008).The Philosophy of Economics: An Anthology, 3rd ed. Cambridge: Cambridge University Press.

Reiss, J., (2013).The Philosophy of Economics: A Contemporary Introduction, London: Routledge.

Ross, D. (2016). Philosophy of Economics, London: Palgrave Macmillan.

Friedman, M. (1999). Reconsidering Logical Positivism. Cambridge: Cambridge University Press.

Hausman, D M., Philosophy of Economics, The Stanford Encyclopaedia of Philosophy retrieved from<https://plato.stanford.edu/entries/economics/#RealEconMeth>

Kuhn, T. S. (1962). The Structure of Scientific Revolutions. Chicago: University of Chicago Press.

Popper, K. (1963). Science: Conjectures and Refutations, in Conjectures and Refutations. London: Routledge and Kegan Paul, pp. 33-58.

Sen, A. (1990). Justice: Means versus Freedoms, Philosophy & Public Affairs, 19(2), pp. 111-121.

Evaluation Pattern:

The evaluation of the course is by submission. There will be four submissions as per the following suggested pattern.

Course Description

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

Course Objectives

This course will:

• introduce students to the institutions and institutional change through major concepts in institutional economics;

• discuss the informal economy through concepts, theory and measurement;

• examine the linkages of formal and informal economy;

• train students to hone their writing and presentation skills to effectively discuss these complex ideas.

• understand the concepts and some of the theoretical discourses in the study of institutional change and informal economy;

• examine how the formal and informal economies are no longer separate watertight compartments but function together as an interactive system;

• effectively communicate these complex ideas through written and oral presentation.

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

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

Bureaucratic Form and the Informal Economy; Formal and Informal Enterprises: Concepts, Definition, and Measurement Issues; Linking the Formal and Informal Economy.

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

Alston, L. J., Eggertsson, T., & North, D. C. (Eds.). (1996). Empirical Studies in Institutional Change. Cambridge: Cambridge University Press.

Guha-Khasnobis, B., Kanbur, R., & Ostrom, E. (Eds.). (2006). Linking the Formal and Informal Economy: Concepts and Policies. Oxford: Oxford University Press.

Misztal, B. (2002). Informality: Social theory and Contemporary Practice. Routledge.

North, D. (1990). Institutions, Economic Theory and Economic Performance. Institutions, Institutional Change and Economic Performance. New York: Cambridge University Press.

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

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

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

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

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

Mid Semester Examination

End Semester Examination

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

This course will:

• consider some of the seminal papers on the economics of corruption
• acquaint students to significant debates about transparency, competition and privatization and its relevance to corruption
• analyse corruption in emerging economies through various case studies
• discuss issues from various perspectives, such as, viewing corruption as erosion of trust and abuse of power
• train students to hone their writing and presentation skills to effectively discuss complex ideas.

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

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

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

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

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

Auriol, E., & Straub, S. (2011). Privatization of Rent-generating Industries and Corruption. In S. Rose-Ackerman & T. Søreide, (Eds.). International Handbook on the Economics of Corruption, (Vol. 2). Cheltenham: Edward Elgar Pub.

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

Cartier-Bresson, J. (2000). Economics of corruption. Organisation for Economic Cooperation and Development. The OECD Observer, (220), 25.

Jain, A. K. (2001). Corruption: A Review. Journal of Economic Surveys, 15(1), 71-121.

Jain, A. K. (Ed.). (2012). Economics of Corruption (Vol. 65). Springer Science & Business Media.

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

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

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

Rose-Ackerman, S. (1975). The Economics of Corruption. Journal of Public Economics, 4(2), 187-203.

Uhlenbruck, K., Rodriguez, P., Doh, J., & Eden, L. (2006). The Impact of Corruption on Entry Strategy: Evidence from Telecommunication Projects in Emerging Economies. Organization Science, 17(3), 402-414.

Mid Semester Examination

End Semester Examination

English Language and Composition course is an intensive program for two semesters for all the students of the BA/BSc programmes  (ENGH, EPH, ECOH, JOUH, PSYH, MEP) that introduces students to a wide range of expository works in order to develop their knowledge of rhetoric and make them aware of the power of language. The course is designed to meet the rigorous requirements of a graduate level courses and therefore includes expository, analytical, personal, and argumentative texts from a variety of authors and historical contexts. It would provide students with the opportunity to work with the rhetorical situation, examining the authors’ purposes as well as the audiences and the subjects in texts.

The purpose of the course is to enable students to read analytically, formulate arguments based on the readings, and respond by composing articulate essays that utilize advanced elements of sentence structure, syntax, style, purpose, and tone. Thus, by the use of rhetorical principles, students will learn how to become critical thinkers, and apply that knowledge to their writing by revising and improving their essays, as well as critiquing and editing peer essays. In addition, students will be required to thoroughly research relevant topics, synthesize information from a variety of sources, and document their knowledge in a cogent well written report. Also, as the course is designed to engage students with rhetoric in multiple mediums, including visual media such as photographs, films, advertisements, comic strips, music videos, and TED talks; students would develop a sense to comprehend how resource of language operates in any given text. While the first semester focusses on understanding principles of rhetoric through multiple texts, the second semester is more thematic in nature familiarizing students with texts from multiple disciplines, especially in the context of India.

As part of the course students are expected to maintain a writing journal to monitor their progress in writing.

Course Objectives

To enable students to:

•       Enable students to become Independent critical thinker, who are aware of the power of language.

•       Enable students to become excellent communicators of the language.

•       Equip students with necessary skills for graduate course and for career.

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

•       Analyze both visual and written texts.

•       Apply effective strategies and techniques in their own writing

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

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

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

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

•       Write thoughtfully about their own process of composition

•       Revise a work to make it suitable for a different audience

•       Communicate effectively in different media by developing their LSRW skills.

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

1.     Introduction to Rhetoric and Rhetoric Situation.

Lou Gehrig’s Farewell Speech https://www.lougehrig.com/farewell/

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

Letter to Einstein and Reply. http://www.lettersofnote.com/2012/05/dear-einstein-do-scientists-pray.html

George W. Bush 9/11 speech http://www.americanrhetoric.com/speeches/gwbush911addresstothenation.htm

Tryst with Destiny by Jawaharlal Nehru

http://www.americanrhetoric.com/speeches/jawaharlalnehrutrystwithdestiny.htm

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

Ethos

a)King George VI King’s Speech (Can play part of the movie)https://www.awesomestories.com/asset/view/George-VI-King-s-Speech-September-3-1939

b) The Myth of Latin Women: I Just met a Girl Named Maria https://www.quia.com/files/quia/users/amccann10/Myth_of_a_Latin_Woman

c) Quit India Speech by Gandhi

Logos

a)SlowFood Nation by Alice Watershttps://www.thenation.com/article/slow-food-nation/

b) My Vision For India by Abdul Kalam.

Pathos

a) Richard Nixon, from The Checkers Speech http://watergate.info/1952/09/23/nixon-checkers-speech.html

Dwight D. Eisenhower, Order of the Day

b) https://www.whatsoproudlywehail.org/curriculum/the-american-calendar/order-of-the-day-6-june-1944

c) Bal Gangadhar Tilak http://speakola.com/political/bal-gangadhar-tilak-freedom-is-my-birthright-1917

Combining Ethos, Logos, and Pathos

a)              Toni Morrison, Dear Senator Obama http://observer.com/2008/01/toni-morrisons-letter-to-barack-obama/

b)             Crisis of Civilization by Rabindranath Tagore

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

1.     Queen Elizabeth, Speech to the Troops at Tilburyhttp://www.luminarium.org/renlit/tilbury.htm

2.     Winston Churchill, Blood, Toil, Tears, and Sweat. https://www.winstonchurchill.org/resources/speeches/1940-the-finest-hour/blood-toil-tears-and-sweat-2/

3.     Ralph Ellison, from On Bird, Bird-Watching and Jazz http://www.unz.org/Pub/SaturdayRev-1962jul28-00047

4.     Joan Didion, The Santa Ana Winds https://tywls12ela.wikispaces.com/file/view/Didion+Los+Angeles+Notebook.pdf

5.      Virginia Woolf, The Death of the Moth

6.     Groucho Marx, Dear Warner Brotherhttps://archive.org/details/Groucho_Marx_Letter_to_Warner_Brothers

7.     Christopher Morley, On Lazinesshttp://essays.quotidiana.org/morley/laziness/

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

1.     ACLU, The Man on the Left(advertisement)

2.     Tom Toles, Rosa Parks (cartoon) http://thenexthurrah.typepad.com/the_next_hurrah/2005/10/rosa_parks.html

3.     http://webneel.com/rk-lakshman-editorial-cartoons-indian-cartoonist (Political Cartoons) India

4.     https://www.tatacliq.com/que/isro-launch-breaks-record-memes/ ISRO Launch (Times)

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

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

1.     Jane Austen, from Pride and Prejudice

2.     PETA, Feeding Kids Meat Is Child Abuse (advertisement) 25

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

4.     Stop for Pedestrians (advertisement)

5.     The Times, Man Takes First Steps on the Moon

6.     William Safire, In Event of Moon Disaster http://mentalfloss.com/article/57908/event-moon-disaster-white-house-speech-worst-case-scenario

7.     Herblock, Transported (cartoon)

8.     Ted Talk: Speak Like a Leader https://www.youtube.com/watch?v=bGBamfWasNQ

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

1.     Understanding Argument https://csalexander03.wordpress.com/2012/12/04/why-investing-in-fast-food-may-be-a-good-thing-by-amy-domini/

2.     http://www.nytimes.com/2004/07/11/opinion/felons-and-the-right-to-vote.html

3.     Using Visual text for Argument

https://www.youtube.com/watch?v=mjjV_X5re4g

4.     Using sources to inform an Argument

5.     Using Sources to Appeal to Audience.

The compilation will be shared with the class. 

CIA - Evaluation Pattern

Mid Semester Examination

End Semester Examination

Course Description:  

This course will introduce students to the major theoretical and applied debates as well as major moral puzzles and challenges in the field of global ethics. Ethics is gaining ground as an important humanities intervention in a fast-changing world. A course one thics is often an added advantage for students as it helps them shape a socially awre perspective of the social reality. Drawing on interdisciplinary perspectives and thematic issues in the fields of international politics, business, communications and law, the course will challenge students to reflect on major ethical theories and traditions as well as core problems such as corporate governance, global distributive justice, the ethics of making and sustaining peace, media ethics and legal dimensions of ethics. By combining the works of both classic and contemporary philosophers with contemporary applied global issues, students will be able to critically reflect on fundamental normative questions from an interdisciplinary perspective and reflect on the rights, responsibilities and challenges of ‘good global citizenship’.  

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

● Open-mindedly consider different viewpoints in moral controversies. ● Identify the strengths and weaknesses of different philosophical and popular arguments on the various topics. ● Demonstrate understanding of the major moral philosophical approaches and techniques in moral reasoning. ● Formulate and critically assess personal positions/convictions.  

• Analyse various ethical dilemmas present in the society and efficiently present it in form of classroom debates and discussions.
• Demonstrate a clear understanding of various school of thoughts in the domain of ethics through their assignments.
• Appraise their views on various aspects of ethics and present it with clarity through multiple engagements in the classroom.

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

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

Ethics of International Aid and Development: Humanitarian Aid in Conflict Zones Global Distributive Justice and Global Poverty: Models for International Economic Justice Ethics of War: Torture in Abu Ghraib (Case Study)  

Rohingya Issues: Are humanitarian interventions justified? The case study of Myanmar/Burma Global Environmental and Climate Ethics: Trade Agreements and Global Environmental Ethics Global Business Ethics and Arms Trade: The Ethics of Capitalism (Film Inside Job) 

Natural Resources Extraction from the Kimberley process towards universal legislation (Movie: Blood Diamond),  Global Journalism Ethics, Digital Media Ethics and Whistleblowing Practices: Snowden and Whistleblowing Ethical Implications of Emerging Technologies: Genetics, stem cell and embryo research: Embryo research and women’s rights 

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

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

Mid Semester Examination

End Semester Examination

This common core course aims to provide a basic introduction to understanding the discourses of science and technology as represented in select science fiction. The course will help students understand some of the basic questions about the human condition that are raised, debated, and negotiated in and through representative fiction. Keeping the contemporaneity of issues today, the course will also emphasize how there is a crucial intersection of various ideas that cut across several disciplines with regard to technology and life, thereby making it crucially relevant to engage with it in the contemporary context. Anyone interested in questions of science, fiction, and human condition may choose this course.

Objectives:

• To introduce students to the field of science fiction
• To help students identify and raise questions through these works of fiction some relevant questions in the contemporary context
• To direct students towards realising the intersection of various issues raised across different disciplines.

• Read and appreciate the literary aspects of science fiction.
• Reflect on the implication of science fiction in contemporary times and show in in their writings.
• Debate about various issues related to the portrayal of humanity in science fictions.
• Provide an inter-disciplinary perspective towards analysing science fiction.

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

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

·         Isaac Asimov short story “Reason”

·         Select Episodes of the series Stranger Things

·         The Matrix

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

·         Aldous Huxley Brave New World

·         William Gibson, Neuromancer

·         Margaret Atwood, Oryx and Crake

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

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

·         Vandana Singh “Delhi”

Sumit Basu Turbulence

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

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

Mid Semester Examination

End Semester Examination

Course Description:

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

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

Course Objectives:

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

• Students will discover how and why historians debate issues of evidence and interpretation and learn to distinguish between various schools or styles of academic history.
• Students will learn to critically engage with representations of the past in the present to enable them to analyze and use evidence in interrogating historical accounts.
• Students will be able to critically reflect and engage with the interface between the past and the present, fostering a healthy appreciation for history and its imprint on our present world.
• Students will understand how historical narratives are shaped by states, organizations, and individuals. 
• Students will better analyze the interaction between history and politics when following the news and in examining historical cases.
• Students will appreciate how issues of identity and memory factor into our historical understandings and how this can condition present day policies and decision-making.

a)     Doing History - The Place of the Past.

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

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

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

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

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

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

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

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

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

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

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

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

Mid Semester Examination

End Semester Examination

Course Description:

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

Course Objectives:

• Understand how media messages create meaning
• Identify who created a particular media message
• Recognize what the media maker wants us to believe or do
• Name the "tools of persuasion" used
• Recognize bias, spin, misinformation and lies
• Discover the part of the story that's not being told
• Evaluate media messages based on our own experiences, beliefs and values
• Create and distribute our own media messages
• Become advocates for change in our media system Learning Outcome.
• Will be able to apply the principles of ethics to the subject of study (area of research), while appreciating the context in which the medium functions.

• To lay the foundation of Public Relations practice
• To train the students in media relations
• To introduce the concept of Corporate Communication
• To familiarize the students with concepts like propaganda, public opinion, advertising, and public relations.

• Understanding what is media literacy?

• The Power of Media Literacy 

• Conditions for Media Learning

• Media Literacy Skills

• Key Concepts of Media Literacy

• The Media Triangle

• Surveys, Media logs and historical perspectives

• Understand, analyze and evaluate- finding hidden messages

• Digital Citizenship

• Deconstructing Ads

• Detecting Bias in News

• Critical Reading of Websites

• Hiassen C. (1998). Team Rodent: How Disney Devours the World. Ballantine Books. 96 pp

• Kilbourne, J. (1999). Can’t Buy My Love: How Advertising Changes the Way We Think and Feel. Simon and Schuster: New York. 366 pp.

• McLuhan, M. (1998) Understanding Media: The Extensions of Man. Seventh Printing. MIT Press: MA 365 pp. (orig. pub. In 1911).

Mid Semester Submission: 25 marks

CIA 3: Submissions 20 marks

End Semester Submission: Submission for 30 marks

Cinema emerged as a major form of entertainment in the 20th century. Ever since its invention it has striven to captivate people and has evolved as a means for people to engage with themselves as well as the world. Over the years it has also evolved a language of its own.This course would provide students a thorough knowledge of the conceptual and practical aspects of storytelling in films. cinematography through engagement with works of eminent cinematographers from around the world.

• Appreciate cinematography as a combination of artistic and technological endeavours

• Understand the basics concepts of cinematography and shot design

• Harness the power of natural and artificial lighting  to compose powerful shots

• Explore the creative possibilities of cinematography and understand its importance in effective storytelling.

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

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

Composition & Framing; Types of Shots; Shot design for single camera and multi camera productions

Camera Placement -how does it affect the meaning; Motivated Camera Movement.

Mid Semester Submission: 25 marks

CIA 3: Submissions 20 marks

End Semester Submission: Submission for 30 marks

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

Course Objective

● To provide a systematic introduction of concepts, theories and practices, with a focus on equipping students with toolkits of handling conflict and negotiation.

● To make students understand the mechanism of creating values and achieving integrative negotiation outcomes.

● To take an informed stand on the debates over the main ideas that constitutes the fields of conflict management and peace.

● To provide a global outlook with comfort and competence in handling conflicts with employers, colleagues, customers, business partners, and clients from different cultural/country backgrounds.

● Students will also critically assess the study of conflict management and peace studies and will analyze how this subject has prompted enormous scholarly debate and disagreement both in history and other fields.

The Nature and Origins of Conflict: How and Why People Conflict, Differences, diversity and opportunity

Conflict: Meaning, Nature and types and levels of conflict, Violent and Non-Violent Conflicts

Conflict Mapping and Tracking

Conflict Management and Conflict Resolution

A Holistic Approach to Conflict Management

Conflict Prevention and Preventive Diplomacy

Conflict Prevention and Early Warning

Stages in Conflict Management

Understanding Peace Process

Stages in the Peace Process

Peacemaking, Peacekeeping and Peacebuilding

Negotiation and Mediation

Arbitration and Adjudication

Variation in Contexts: Culture, Religion and Identity

Contemporary Challenges: (1) Terrorism; (2) Environmental Conflicts

Prospects for Conflict Resolution

Galtung, Johan (1969), “Violence, Peace, and Peace Research”, Journal of PeaceResearch, 6(3): 167-191.

Bajpai, Kanti (2004), “A Peace Audit on South Asia”, in RanabirSammadar (ed.) Peace Studies: An Introduction to the Concept, Scope, and Themes, New Delhi: Sage.

Pammer, W. J., & Killian, J. (Eds.). (2003). Handbook of conflict management. CRC Press.

Fischer, R., Ury, W., & Patton, B. (1981). Getting to yes. Negotiating Agreement Without Giving in.

Levy, Jack S. (2007), “International Sources of Interstate and Intrastate War”, in Chester

Crocker et al. (eds.) Leashing the Dogs of War, Washington DC: USIP.

Menon, Ritu (2004), “Doing Peace: Women Resist Daily Battle in South Asia”, in

Radhika Coomaraswamy and DilrukshiFonseka (eds.), Peace Work: Women, Armed

Conflict and Negotiation, New Delhi: Women Unlimited.

Zartman, I. William (2001), “Preventing Deadly Conflict”, Security Dialogue, 32(2):

137-154.

Ramsbotham, Oliver et al. (2011), Contemporary Conflict Resolution, 3rd Edition,

Cambridge and Malden (MA): Polity

Mid sem - 25

End sem - 50

Course Description

The global balance of power is changing dramatically. As the world seems to be moving away from American Hegemony, the question of where power lies in global politics is becoming ever more significant. Great powers remain as the critical actors in the international system and the nature of the international order is determined by their interactions in war and peace.

This course focuses on the transformation of the global power politics particularly focusing on the power shifts in the post-cold war international system. The course will also introduce students to the emergence of new powers such as China, India, Brazil and South Africa and the changing dynamics of the international system. The course will examine whether great powers can cooperate in addressing the consequential challenges in the new century; climate change, nuclear proliferation, refugee crisis, international terrorism and other issues. The course will also examine the competition among the great powers in the South and East China Sea, and the West Asian region.

Course Objectives:

The Course introduces the students to some of the key concepts of international relations, theories of international relations and key issues pertaining to great power politics in the twenty first century. It provides the overview of the dynamics of strategic interaction between great powers and focus on great power competition during World Wars, Cold War period and the post Cold War period. The purpose of this course is to develop an understanding of the great power dynamics, the use of power by great powers in international relations.

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

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

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

Power shifts in the post Cold War international system, Emergence of new powers (rise of China and India as a challenge to the west), Great Powers; traditional and non-traditional security threats, Great Power Politics in the 21^st century.

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

Barry Buzan and Ole Weaver (2003), ‘Regions and Powers: The structure of International Security’ Cambridge.

William C. Wohlforth, “The Stability of a Unipolar World,” International Security 24.1 (Summer 1999): 5-41.

Mid Semester Examination

End Semester Examination

According to one definition, the domain of public policy covers everything that the governments decide to do or not do. In present times, though forces of market and globalization are exerting pressure on the state to cede ground, yet the institution of state is increasing its powers, intervening in newer areas giving greater significance to the sub discipline of public policy. The popularization of new research methods and techniques in the area of policy research and evaluation, and the increasing demand for precise, workable policy solutions for the world’s problems is further increasing relevance and legitimacy of policy sciences. This course tries to introduce the students to the world of policy sciences, how public policy emerged, what is its nature, scope, approaches and models. It also tries to make them understand the complex stages and requirements of policy making process and its evaluation. It will also acquaint them with the public policy universe in India, its rules, players, achievements and challenges.

Course Objectives

The objectives of offering this course are:

 To introduce students to the world of public policy

 To make them see its relationships to problem solving, government institutions and the people

 To make students understand the relevant debates, issues, challenges and applications of the domain of public policy

 Understand the evolution and development of the field of public policy

 Know about its fundamental features, aspects, approaches and their applications

 Understand how policies are designed, implemented and evaluated, with specific focus on India’s policy scene

Evolution, Nature, Scope

Approaches and Models on Policymaking

Policy Design, Tools and Decision Making

The Processes and Stages of Policy Making

Policy Implementation

Institutions and Non- Institutional Players with Special Reference to India

Policy Analysis: Tools, Approaches and Models

Policy Evaluation: Methods and Significance

Environmental Sector

Economy

Education, Health and General Welfare

Sapru, Radhakrishnan, 2017. Public Policy: A Contemporary Perspective, New Delhi: Sage.

Chakrabarti, Rajesh and Sanyal, Kaushiki, 2018. Public policy in India, New Delhi: OUP.

Goodin, Robert E., Moran, Michael and Rein, Martin (eds.), 2008. The Oxford Handbook of Public Policy, New Delhi: Oxford University Press

Banerjee, Abhijit V. and Duflo, Esther, 2013. Poor Economics, Noida: Penguin.

Mid sem - 25 Marks

CIA 2 - 20 Marks

End sem - 30 Marks

Attendance - 5 Marks

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

1. Understand the evolution and development of health and well-being

2.  Develop a holistic approach to living life well.

3.  Create optimal programs for individuals and populations.