HONS

Scheme of Examination and Courses of
Reading for B.Com. (Hons.) based on NEP
SEMESTER-II
SCHOOL OF OPEN LEARNING

University of Delhi
Syllabus Applicable for the students seeking admission to

B.Com.(Hons.) Course from 2022-2023 onwards
B.COM. (HONS.) SEMESTER-II
CORE COURSE (DSC)

(All are compulsory)
DSC-4 : Corporate Accounting
DSC-5 : Company Law
DSC-6 : Human Resource Management
GENERIC ELECTIVE (GE)
(Choose Any One)
BBA (FIA) : Essentials of Financial Investment
OR
Fundamentals of Econometrics
BMS : Ethics and Governance in Business
OR
Family Business and Management
Economics : Principles of Macroeconomics I
English : Individual and Society
History : Delhi Through the Ages from Colonial to Contemporary Times
Mathematics : Introduction to Linear Algebra
Political Science : Introduction to the Indian Constitution
ABILITY ENHANCEMENT COURSE (AEC)
(Choose Any One)
Assamese : AEC (A)-I : Translation and Interpretation in Assamese (For students who have studied the
language upto class VIII and above)
AEC (B)-I: Basic Assamese (For students who have not studied the language)
Bengali : AEC (A)-I : Translation and Interpretation in Bengali (For students who have studied the
AEC (B)-I: Basic Bengali (For students who have not studied the language)
Hindi A – Hindi Bhasha : Sampreshan aur Sanchar (for students who studied Hindi upto 12th std.)
Hindi B – Hindi Aupcharik Lekhan (for students who studied Hindi upto 10th std.)
Hindi C – Social Media Aur Blog Lekhan (for students who studied Hindi upto 8 th std.)
Punjabi : Punjabi Bhasha Da Mudhla Padhar
Sanskrit: A – Advance Niti Literature in Sanskrit (for students who studied Sanskrit upto 12th std.)
Sanskrit: B – Introductory Upanishad and Gita (for students who studied Sanskrit upto 10th std.)
Sanskrit: C – Introduction to Sanskrit Language (for students who studied Sanskrit upto 8th std.)
Tamil AEC (A)-I : Translation and Interpretation in Tamil (For students who have studied the language
upto class VIII and above)
AEC (B)-I: Basic Tamil (For students who have not studied the language)
Telugu AEC (A)-I : Translation and Interpretation in Telugu (For students who have studied the
AEC (B)-I: Basic Telugu (For students who have not studied the language)
Urdu-A (for students who studied Urdu upto 12th std.)
Urdu-B (for students who studied Urdu upto 10th std.)
SKILL ENHANCEMENT COURSE (SEC)
(Any one other than opted in Sem-I)
Commerce: Finance for Everyone
English: Communication in Everyday Life
Hindi: रं गमंच
VALUE ADDED COURSE (VAC)
(Any one other than opted in Sem-I)
English: Reading Indian Fiction in English
Hindi: भारतीय भि त परं परा और मानव मू य
Political Science:
Constitutional Values and Fundamental Duties
Sanskrit: Yoga : Philosophy and Practice
Discipline Specific Core Course- Commerce
DSC-4 : Corporate Accounting
CREDIT DISTRIBUTION, ELIGIBILITY AND PRE-REQUISITES OF THE
COURSE
Course Credits Credit distribution of the course Eligibility Pre-requisite

title & criteria of the course
Code Lecture Tutorial Practical/ (if any)
Practice
Corporate 4 3 1 0 Pass in XII Pass in

Accounting Financial
DSC- 2.1 Accounting
(DSC-1.3)
Learning Objectives
The course aims to help learners to acquire conceptual knowledge of corporate accounting
systems and to learn the techniques of preparing the financial statements of companies.
Learning Outcomes
After completion of the course, learners will be able to:
1. Analyse the matters related to issues of share capital, debentures, bonus shares, redemption
of preference shares and debentures of a company.
2. Prepare financial statements of companies manually as well as using online software.
3. Interpret the valuation of intangible assets and shares.
4. Describe accounting for Amalgamation and Internal Reconstruction of Companies.
5. Prepare Annual Reports of companies and analyse the voluntary and mandatory
information contained in them.
SYLLABUS OF DSC-2.1
Unit 1: Accounting for Share Capital and Debentures (6 hours)
Types of shares; Accounting for Share Capital, Issue of Rights and Bonus Shares; ESOPs and
Buy-Back of shares; Issue and Redemption of preference Shares and Debentures. Underwriting
of Shares and Debentures. [In reference to Relevant Accounting Standards (AS and Ind AS)
and Guidance Notes as applicable.]
1
Unit 2: Financial Statements of Companies (12 hours)
Preparation of financial statements of corporate entities including one Person Company
(excluding calculation of managerial remuneration) as per Division I and II of Schedule III of
the Companies Act 2013; Related Parties as per AS-18, Preparation of Statement of Profit and
Loss, Balance Sheet, Statement of Equity and Cashflow Statement manually and
using appropriate software. Interpreting the ratios calculated as per Schedule III of the
Companies Act 2013 [with reference to Relevant Accounting Standards (AS and Ind AS) and
the relevant provisions of The Companies Act, 2013, as applicable.]. Calculation of EPS as
per AS 20.
Unit 3: Valuation of Intangible Assets and Shares (9 hours)

Valuation of Intangible Assets and Shares. Value Added Statement, Economic Value Added,
Market Value Added, and Shareholder Value Added.
Unit 4: Amalgamation of Companies and Internal Reconstruction (9 hours)
(a) Accounting for Amalgamation of Companies (excluding inter-company holdings)

applying AS 14/Ind AS 103.
(b) Accounting for Different forms of Internal Reconstruction (excluding drafting of Internal
Reconstruction Scheme).
Unit 5: Corporate Financial Reporting (9 hours)
Meaning, need and objectives; Constituents of Annual Report and how it is different from
financial statements; Contents of report of the Board of Directors; XBRL Reporting. Drafting
of Notes to Accounts. Segment Reporting as per AS - 17, Sustainability Reporting, Triple
Bottom Line Reporting, CSR Reporting.
Notes:
1. The relevant Accounting Standards (both AS & Ind AS) for all of the above topics should
be covered.
2. Any revision of the relevant Indian Accounting Standards/Accounting Standards would
become applicable.
3. The relevant provisions of The Companies Act, 2013, as applicable for all of the above
topics should be covered.
Practical Exercises:
The learners are required to:
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1. Collect prospectus issued by reputed companies, and examine the matters related to issue
of shares.
2. Prepare financial statements of companies manually as well as using appropriate software.
3. Examine the annual reports of business organisations to find out whether applicable
accounting standards (AS and Ind AS) are complied with or not.
4. Value Intangible Assets and Shares of a company.
5. Collect information from business newspapers, periodicals, print and digital media on the
amalgamation of companies and prepare a report.
6. Download annual reports of reputed companies from the websites and analyse the
voluntary and mandatory information contained in these statements.
7. Download and analyse notes on accounts from the annual reports of reputed companies
from the websites.
Suggested Readings
● Bergeron, B. (2003). Essentials of XBRL: Financial Reporting in the 21st Century. (1st
Ed.). New Jersey: John Wiley & Sons.
● Dam, B. B., & Gautam, H. C. (2019). Corporate Accounting. Guwahati: Gayatri
Publications.
● Goyal, B. K. (2021). Corporate Accounting. (7th Ed.). New Delhi: Taxmann Publication.
● Goyal, V. K., & Goyal, R. (2012). Corporate Accounting. (3rd Ed.). New Delhi: PHI
Learning.
● Jain, S. P., & Narang, K. L. (2015). Corporate Accounting. New Delhi: Kalyani Publishers.
● Kumar, A. (2021). Corporate Accounting. (7th Ed.). New Delhi: Singhal Publications.
● Maheshwari, S. N., Maheshwari, S. K.,& Maheshwari, S. K. (2018). Corporate
Accounting. (6th Ed.). New Delhi: Vikas Publishing House.
● Monga, J. R,& Bahadur, R. (2022). Fundamentals of Corporate Accounting. (27th Ed.).
New Delhi: Scholar Tech Press.
● Mukherjee, A., & Hanif, M. (2017). Corporate Accounting. (2nd Ed.). New Delhi: Tata
McGraw Hill Education.
● Mukherjee, S., & Mukherjee, A. (2019). Corporate Accounting. (1st Ed.). New Delhi:
Oxford University Press.
● Sah, R.K. (2019). Concept Building Approach to Corporate Accounting. (2nd Ed.).
Cengage.
● Sehgal, A. (2012). Fundamentals of Corporate Accounting.(3rdEd.). New Delhi:Taxmann
Publication.
● Shukla, M. C., Grewal, T. S., & Gupta, S. C. (2016). Advanced Accounts. Vol.-II. (19th
Ed.). New Delhi: S. Chand Publishing.
● Tulsian, P. C., & Tulsian, B. (2008). Corporate Accounting. (Rev. Ed.). New Delhi: S.
Chand Publishing.
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Additional Resources
● Accounting Standards at the Website of the Institute of Chartered Accountants of India.

● Indian Accounting Standards at the Website of the Ministry of Corporate Affairs.
● The Companies Act, 2013 as amended from time to time.
Note: Suggested readings will be updated by the Department of Commerce and

uploaded on the Department's website.
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DSC-5 : Company Law
COURSE

Practice
Company 4 3 1 0 Pass in XII NIL

Law
DSC- 2.2
Learning Objectives
The course aims to develop and comprehend business and its processes in accordance with the
provisions of the Companies Act, 2013 while analysing case laws.
Learning Outcomes
After completion of the course, learners will be able to:
1. Analyse the regulatory aspects and the broader procedural aspects involved in different
types of companies covering the Companies Act, 2013 and Rules.
2. Prepare the basic legal documents required for formation of a company.
3. Analyse the process and documents required for raising capital for the company.
4. Analyse the managerial composition of companies and examine the process of company
meetings.
5. Evaluate the framework of dividend distribution and develop understanding of the winding
up process including Insolvency Resolution.
SYLLABUS OF DSC-2.2
Unit 1: Introduction (9 hours)
Meaning and characteristics of a company; Lifting of corporate veil; Overview of
administration of Company Law; Types of companies including private and public company,
government company, foreign company, one person company, small company, associate
company, dormant company and producer company; Association not for profit; Illegal
association.
Unit 2: Formation and Incorporation documents (9 hours)

Formation of company, promoters, their legal position and pre-incorporation contracts; Online
registration of a company. Memorandum of Association and its alteration, Articles of
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Association and its alteration, Doctrine of constructive notice, Doctrine of ultra vires and
indoor management.
Unit 3: Share Capital (9 hours)

Prospectus, Shelf and Red herring prospectus, misstatement in prospectus; Book building.
Allotment and Forfeiture of share, Sweat Equity, ESOPs, Bonus issue, and Further issue of
shares, buyback, split of sharers and provisions regarding buyback; Transfer and transmission
of shares; Demat system.
Unit 4: Management and Meetings (9 hours)

Directors: Legal position, Disqualifications, Director Identification Number (DIN);
Classification of directors-Additional, Alternate and Casual directors, Women directors,
Independent director, small shareholder’s director; Appointment, Removal of directors;
Powers and Duties; Key managerial personnel (KMP); Board Meetings; Shareholders’
meetings: AGM and EGM. Convening and conduct of meetings: Requisites of a valid meeting;
Resolutions (Virtual meetings); Postal ballot; e-voting.
Unit 5: Dividends, Audit and Winding up (9 hours)

Provisions relating to payment of Dividend. Company Audit: auditor’s qualification and
disqualifications, Auditor’s appointment, rotation and removal, Secretarial Audit. Winding Up:
Concept and Modes of Winding Up; Provisions of winding up under Insolvency and
Bankruptcy Code 2016.
Practical Exercises
1. Identify the type of company based on information available on NSE/BSE website and then
analyse the regulatory and procedural aspects covering the Companies Act, 2013.
2. Fill dummy SPICe+ form for incorporation of a company.
3. Write about the timeline and details of the book building process of an actual IPO/FPO.
4. Identify the actual composition of the Board of Directors and examine the minutes of
AGM/EGM of listed companies.
5. Analyse a case study on the winding up of a company.
Suggested Readings
● Jagota, R. (2021). Corporate Laws. New Delhi: Taxmann Pvt Ltd.

● Kapoor, N. D. (2022). Corporate Laws. New Delhi: Sultan Chand.
● Kaur. H. (2022). Company Law. New Delhi: Kitab Mahal.
● Kuchhal, M. C. & Kuchhal, A. (2013). Company Law, Mahavir Publications.
● Kumar, A. (2021). Corporate Laws. New Delhi: Taxmann Pvt. Ltd.
● Maheshwari, S. N., & Maheshwari, S. K. (2015). Elements of Corporate Laws. New
Delhi: Himalaya Publishing House Pvt. Ltd.
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● Maheshwari, S. N., & Maheshwari, S. K. (2019). Company Law. New Delhi: Himalaya
Publishing House Pvt. Ltd.
● Ramaiya, A. (2020). A Guide to Companies Act. India: LexisNexis.
Additional Resources
● Hanningan, B. (2021). Company Law. UK: Oxford University Press.

● Sharma, J. P. (2020). An Easy Approach to Corporate Laws. New Delhi: Ane Books Pvt.
Ltd.

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DSC-6 : Human Resource Management

COURSE

Practice
Human 4 3 1 0 Pass in XII NIL

Resource
Management
DSC- 2.3
Learning Objectives
The course aims to acquaint the learners with the techniques and principles to manage human
resources of an organisation for better performance and workplace environment.
Learning Outcomes
After the completion of the course, the learners will be able to:
1. Evaluate the importance of contemporary and emerging HR issues.

2. Analyse the concept and sources of recruitment and selection process.
3. Devise employee training and development programs.
4. Design performance appraisal techniques and compensation schemes.
5. Design HR policies for employee engagement and experience; grievance redressal,
employee health, safety, welfare, social security, and stress-free work life balance.
SYLLABUS OF DSC-2.3
Unit 1: Introduction to Human Resource Management (9 hours)
Concept and functions; Role, status and competencies of HR manager; HR policies; Evolution
of HRM; Emerging challenges of HRM- Workplace diversity, empowerment, downsizing,
VRS, work life balance.
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Unit 2: Procurement of Human Resource (9 hours)
Human resource planning- Quantitative and qualitative dimensions; Job analysis – Job
description and job specification; Recruitment – concept and sources; Selection – concept and
process; Test and interview; Placement, induction and socialization; Retention of employees.
Unit 3: Upgrading Employees: Training and Development (9 hours)
A. Concept and significance; Role specific and competency-based training; Training and
development methods – Apprenticeship, understudy, job rotation, vestibule training, case
study, role playing, hands on, shadowing, e-learning, sensitivity training, In-basket,
management games, conferences and seminars, coaching and mentoring, management
development programs; Training process outsourcing.
B. Scope of training; On board, soft skills, technical skills, product & service, quality, anti-
harassment, legal.
Unit 4: Performance Appraisal and Compensation Management (9 hours)
Performance appraisal- Nature, objectives and process; Performance management; Methods of

performance appraisal; Potential appraisal; Employee counselling; Job Transfer and
promotion.
Compensation - Concept and policies, Base and supplementary compensation; Individual,

group and organisation incentive plans; Fringe benefits; Performance linked compensation;
Employee stock option; Pay band compensation system; Job evaluation.
Unit 5: Employee Maintenance, Engagement and Emerging Horizons (9 hours)
Employee health and safety; Employee welfare; Social security (excluding legal provisions);
Employer-employee relations; Grievance handling and redressal; Industrial disputes: Causes

and settlement machinery, Stress-free environment, Rejuvenation breaks and leisure activities.
Emerging Horizons; Redundant manpower, e-HRM; Human Resource Information System

(HRIS); HR Audit, Emerging job opportunities, Talent management, Employee burnout, Work
life balance, Work from Home.
Practical Exercises

1. Design a human resource plan with a focus on contemporary and emerging HR issues.
2. Perform a role play and conduct an orientation cum induction programme for new recruits.
3. Design a training and development plan for a hypothetical organisation.
4. Design performance appraisal techniques and compensation schemes for a hypothetical
organisation.
5. Design employee welfare scheme for a hypothetical organisation.
Suggested Readings
● Aswathappa, K. & Dash, S. (2021). Human Resource Management-Text and cases (9th Ed.),
Tata McGraw-Hill.
9
● Chhabra, T. N. & Chhabra, M. (2020). Human Resource Management. New Delhi: Sun
India Publications.
● Decenzo, D. A., & Robbins, S. P. (2009). Fundamental of Human Resource Management,
New Jersey: Wiley.
● Dessler G. & Varrkey B. (2020). Human Resource Management, Sixteenth Edition, Pearson
Paperback.
● French, W. L. (2006). Human Resource Management. Boston: Houghton Mifflin.
● Gupta, C. B. (2018). Human Resource Management. New Delhi: Sultan Chand & Sons.
● Pattanayak, B. (2019). Human Resource Management (6th ed.). PHI learning
● Prasad, L. M. (2018). Human Resource Management. New Delhi: Sultan Chand & Sons
● Rao, V. S. P. (2020). Human Resource Management (2nd Ed.). New Delhi: Taxmann Pvt.
Ltd.
● Sengupta, A. (2018). Human Resource Management, Sage Textbook.

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GENERIC ELECTIVE (GE)-BBA (FIA)
ESSENTIALS OF FINANCIAL INVESTMENTS
Credit distribution, Eligibility and Pre-requisites of the Course
Course title & Credits Credit distribution of the Eligibility Pre- Department
Code course criteria requisite offering the
Lecture Tutorial Practical/ of the course
Practice course
Essentials of 4 3 1 0 Class XII NA Department
Financial Pass of Finance
Investments and
(GE-5) Business
Economics
Learning Objectives
The Learning Objectives of this course are as follows:
• To familiarize students with the essential concepts and fundamentals of financial
investments.
• The course will enable them to understand and make informed choice about the various
available financial investment alternatives.
Learning Outcomes
On successful completion of his course, the students will be able to:
• Understand the fundamentals of financial investments and the investment decision process.
• Able to compute various measures of risk and return, and understand their role for evaluating
investments.
• Understand and carry out security analysis using different approaches.
• Learn basic approaches to valuation of securities and carry out portfolio analysis.
SYLLABUS OF GE-5
Unit 1: Investments – An Overview

Concept of Investment, Financial Investment Vs. Real Investment, Investment Vs Speculation,
Objectives or Features of Investment, Risk Return Trade Off, Investment Environment –
Overview of Securities Market and Different Types of Financial Investment. Investment
Decision Process, Direct Investing Vs Indirect Investing, Approaches to Investing – Active Vs
Passive. Diversification, Hedging and Arbitrage.
Unit 2: Risk – Return Analysis

Concepts of Return and Risk, Types of Return - their Calculation & Utility: Absolute
Return, Average Return, Expected Return, Portfolio Return, Holding Period Return, Effective
Annualized
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Return, Risk-Adjusted Return. Causes (or Sources) and Types of Risk – Systematic and
Unsystematic Risk, Components of Systematic and Unsystematic Risk, Calculation of Total,
Systematic and Unsystematic Risk. Impact of Taxes and Inflation on Investment – Computation
of Post Tax and Real Returns.
Unit 3: Security Analysis

Approaches to Security Analysis – Fundamental Analysis, Technical Analysis, and Efficient
Market Hypothesis (EMH). Fundamental Analysis – EIC Framework, Economic Analysis, Industry
Analysis, and Company Analysis. Technical Analysis – Basic Tenets of Technical Analysis, Tool of
Technical Analysis – Charts, and Technical Indicators, Limitations of Technical Analysis.
Difference between Fundamental Analysis and Technical Analysis. Efficient Market Theory
(EMH) – Concept, Forms of Market Efficiency, Weak Form Hypothesis, Semi Strong Form,
and Strong Form of Market Efficiency. Implications of EMH.
Unit 4: Fundamentals of Valuation and Portfolio Analysis

Valuation of Equity Shares – Peculiar features of Equity Shares, Dividend Discount Model,
Earning Multiplier or Price-Earnings (P/E) Model, and Capital Asset Pricing Model (CAPM).
Valuation of Fixed Income Securities – Bond Fundamentals, Types of Bonds, Bond Valuation.
Portfolio Analysis – Portfolio Management Process, Portfolio Analysis – Markowitz Model,
Portfolio Risk, Portfolio Return.
Practical component (if any) - NIL
Essential/Recommended Readings:
1. Tripathi, Vanita: Security Analysis and Portfolio Management. Taxmann Publications.

2. Chandra, Prasanna: Investment Analysis and Portfolio Management. McGraw Hill Education.
Suggestive Readings:
1. Rustagi, R.P., Investment Management. Sultan Chand Publications.
2. Reilly, F. K. & Brown, K.C. Analysis of Investments and Management of Portfolios, Cengage
India Pvt. Ltd.
Note: Examination scheme and mode shall be as prescribed by the Examination Branch,
University of Delhi, from time to time.
12
GENERIC ELECTIVE (GE)-BBA (FIA)
FUNDAMENTALS OF ECONOMETRICS
Course title & Credits Credit distribution of the Eligibility Pre- Department
Code course criteria requisite offering the
Lecture Tutorial Practical/ of the course
Practice course
FUNDAMENTALS 4 3 0 1 Class XII NA Department
OF Pass of Finance
ECONOMETRICS and
(GE-4) Business
Economics
Learning Objectives
• This course provides a comprehensive introduction to basic econometric concepts and
techniques.
• It covers estimation and diagnostic testing of simple, multiple regression models, panel data
models, and dummy variable regression with qualitative response regression models.
Learning Outcomes
The Learning Outcomes of this course are as follows:
• Understanding of basic econometrics and its assumptions and the impact of violations of
classical assumptions.
• Interpretation of functional forms of regression model.
• Understanding of models using dummy variables and Qualitative Response Regression
Models.
SYLLABUS OF GE-4
Unit 1
Introduction to Econometrics and an overview of its applications; Simple Regression
with Classical Assumptions; Least Square Estimation and BLUE, Properties of estimators,
Multiple Regression Model and Hypothesis Testing Related to Parameters – Simple and Joint.
Functional forms of regression models.
Unit 2
Violations of Classical Assumptions: multicollinearity, heteroscedasticity, autocorrelation, and
model specification errors, their identification, their impact on parameters; tests related to
13
parameters and impact on the reliability and the validity of inferences in case of violations of
Assumptions; methods to take care of violations of assumptions.
Unit 3
Understanding the impact of change in scale of variables on output. Understanding and
calculation of information criteria for model selection: AIC, BIC, and HQC. Understanding and
calculation of R Square and adjusted R Square. Understanding of outliers and their impact on
the model’s output.
Unit 4
Dummy variables: Intercept dummy variables, slope dummy variables, Interactive dummy
variables, Use of Dummy Variables to model qualitative/Binary/Structural changes, Other
Functional Forms, Qualitative Response Regression Models or Regression Models with Limited
Dependent Variables - Use of Logit, and Probit Models.
Practical component (if any) – Recommendation Computer Package to be Used: Use of

softwares like E-Views, R, and STATA to solve real-life problems and check assumptions, taking
care of assumption violations, and test goodness of fit, and for estimation of Logit, and Probit
Models is recommended.
Essential/Recommended Readings:
1. Christopher Dougherty. Introductory Econometrics. Oxford University Press.
2. Gujarati, N. Damodar. Basic Econometrics. New Delhi: McGraw Hill.
3. Gujarati, N. Damodar. Econometrics by Examples. New Delhi: McGraw Hill.
Suggestive Readings:
1. Pindyck, Robert S. and Daniel L. Rubinfeld Econometric Models and Economic Forecasts.
Singapore: McGraw Hill.
2. Ramanathan, Ramu (2002). Introductory Econometrics with Applications (5th ed.). Thomson
South-Western.
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GENERIC ELECTIVE (GE)-BMS
ETHICS AND GOVERNANCE IN BUSINESS
Course Credit Credit distribution of the Eligibility Pre-requisite Department

title & s course criteria of the course offering the
Code Lectur Tutoria Practical/ course
e l Practice
Ethics 4 3 1 NIL CLASS XII NIL Department
and PASS of Finance
Governan and
ce in Business
Business Economics
(GE 12)
Learning Objectives
● The objective of this paper is to develop skills for recognizing and analyzing ethical issues
in business and to equip students with moral reasoning for ethical decision making.
● The course aims to acquaint the students with basic concept and standards of corporate
governance.
Learning outcomes
● Determining ethical dilemmas in common business situation and finding ways to solve it.
● Examine the role of ethics in different functional areas of business.
● Understand the importance of corporate governance in ensuring fairness, accountability
and transparency in the organization.
SYLLABUS OF GE-12
Unit -1: Business Ethics
Introduction, meaning of ethics, moral and ethics, types of business ethical issues, why
ethical problems occur in business, ethical dilemmas in business; Normative theories
– Egoism, Utilitarianism, Ethics of duty, Ethics of rights and justice, Virtue ethics and ethics
of care; Gandhian Ethics and its relationship with normative theories.
Unit -2: Ethical Issues in Functional Areas of Business

Finance: ethical issues in accounting, finance, banking, takeovers; Whistle blowing: kinds of
whistle blowing, whistle blowing as morally prohibited, permitted and required, corporate
disclosure; Insider trading.
15
HRM: Discrimination, affirmative action and reverse discrimination; Inclusion and preferential
hiring; Sexual harassment.
Marketing: Green marketing; Product recalls; Ethics and Advertising.
Production: Safety and acceptable risk;, Product safety and corporate liability; Green
production..
Information technology : Cyber-crime; Privacy and internet ethics
Unit -3: Corporate Governance

Concept, need to improve corporate governance standards, pillars of good governance; Role
played by the Government as a regulator to improve corporate governance with reference to
provisions introduced in the Companies Act. 2013; Board of Directors and their role in
governance; Duties and responsibilities of auditors; Rights and privileges of shareholders,
investor’s problem and protection; Corporate governance rating process and parameters.
Unit -3: Corporate Governance Models and Committees

Models of corporate governance; Committees on Corporate Governance: UK scenario
(Cadbury Committee), US scenario (Sarbanes Oxley Act), OECD principles; Indian experience:
An overview of recommendations of corporate governance committees in India - CII Code of
Best Practices, Kumar Mangalam Birla Committee, Naresh Chandra Committee, Narayan
Murthy Committee, Kotak Committee, SEBI (Listing Obligations and Disclosure
Requirements) Regulations, 2015 with reference to composition and role of Board of
Directors, and Role of independent directors
Essential/recommended readings
1. Fernando, A.C., “Business Ethics and Corporate Governance”, Pearson Education India.
(Chapter 1, 2)
2. Velasquez, Manuel G.,“Business Ethics- Concepts and Cases”, PHI. (Chapter 1, 2)
3. Fernando, A.C., “Business Ethics – An Indian Perspective”, Pearson. (Chapter 1 to, 4; 9 to
12, 14,15,18))
4. Crane, Andrew and Matten, Dirk., “Business Ethics”, Oxford. (Chapter 1, 7, 8)
5. Ghosh, B N.,“Business Ethics and Corporate Governance,” Mc Graw Hill. (Chapter 8, 9,
11)
6. De George, Richard T., “Business Ethics”, Pearson. (Chapter 3, 4, 13 to 16)
7. Sharma, J. P.,“Corporate Governance, Business Ethics and CSR”, Ane Books. (Chapter 12)
8. Stanwick, Peter and Stanwick, Sarah, “ Understanding Business Ethics”, Sage
Publications. (Chapter 10)
9. Arnold, Denis G., Beauchamp, Tom L., and Bowie, Norman E., “ Ethical Theory and
Business”, Pearson Education ( Chapter 7)
Suggestive readings
1. Fernando, A.C.- Business Ethics, Prentice Hall, Latest Edition.
2. Crane, Andrew and Matten, Dirk - Business Ethics, Oxford Publications.
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3. Davies, Adrain – Best Practices in Corporate Governance (Gower), Latest Edition.
4. Fernando, A.C. – Corporate Governance :Principles, Policies, and Practices (Pearson
Education).
University of Delhi, from time to time
17
GENERIC ELECTIVE (GE)-BMS
FAMILY BUSINESS AND MANAGEMENT
Course title Cre Credit distribution of the Eligibili Pre- Department

& Code dit course ty requisite offering the
s Lectu Tutorial Practical/ criteria of the course
re Practice course
Family 4 3 1 NIL CLASS NIL Department of
Business XII Finance and
and PASS Business
Manageme Economics
nt (GE 7)
Learning Objectives
● Students will develop an understanding of the dynamics of joining a family firm
● Explore and secure values and opportunities within the family business.
Learning outcomes
● To understand the various concepts of family business.
● Plan the growth and sustainability of family business.
● Describe the government support available for business.
SYLLABUS OF GE-7
Unit - 1: Family-Owned Business

Define family-owned business, nature, importance, and uniqueness of family
business. Classic systems of a family enterprise (the family system, the ownership
system, the enterprise system). Governance systems (enterprise governance,
family governance - family council, owner governance - ownership form);
creating a governance structure. Systems approach to family interaction (triangle,
scapegoat, homeostasis, boundaries). Great families in business: building trust and
commitment.
Unit -2: Diagnosing Family Entanglements
Family genogram. Developing Business family’s genogram, the role of genograms and
family messages to understand the family system. Using the Genogram to identify
family scripts and themes. Family emotional intelligence - The ECI-U Model.
Circumplex model of marriage and family systems (understanding family cohesion and
family flexibility), Application of circumplex model, clinical rating scale and developing
circumplex model.
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Unit - 3: Family-Owned Business and Readiness
Personal Readiness (Identity, Change in Capacity, Temperament, Health), System
Readiness – Family (Spouse, Children, Extended Family), System Readiness – Business
(Enterprise Itself, Owners, Successors), System Readiness – Social and Cultural Context
(Community and Cultural Norms).
Unit - 4: Succession Planning in Family-Owned Business
Succession Planning. Advice to successes and successor. Moores and Barrett’s 4L

framework of family business leadership. the future of family business: new leaders of
the evolution - three states of evolution - continuity and culture - changing the culture
- commitment planning - organic competencies and business’s future - thriving
through competition - institutionalizing the change.
1. Leach, P.: Family Business: The Essentials, Profile Books Ltd.
2. Sudipt Dutta, Family Business in India, Sage Publications, 1997.
Suggestive readings
1. DeVries, M. F. K., & Carlock, R. S. (2010). Family Business on the Couch: A
Psychological Perspective. John Wiley & Sons.
2. Hall, A. (2012). Family business dynamics: a role and identity-based perspective.
Edward Elgar Publishing.
3. Gimeno, A., Bualenas, G. and Coma-Cros, J., Family Business Models.
4. De Pontet, S. B. (2017). Transitioning from the Top: Personal Continuity Planning
for the Retiring Family Business Leader. Springer.
5. Liebowitz, B. (2011). The family in business: The dynamics of the family-owned
firm. Business Expert Press.
19
GENERIC ELECTIVE (GE):
Economics : Principles of Macroeconomics I
CREDIT DISTRIBUTION, ELIGIBILITY AND PRE-REQUISITES OF THE COURSE
Course title & Code Credits Credit distribution of the Eligibility Pre-requisite
course criteria of the course
Lecture Tutorial Practical/

Practice
Principles of 4 3 1 0 Class XII NIL
Macroeconomics I pass
ECON026
Learning Objectives

• This course introduces the basic concepts in Macroeconomics both in closed and open
economy. It deals with the behaviour and characteristics of aggregate economy. This
course introduces the definition, measurement of the macroeconomic variables like GDP,
consumption, savings, investment and balance of payments. The course also discusses
various theories and approaches of determining GDP.
Learning outcomes

• The students will learn the broad understanding of macroeconomic variables and their
measurement issues like GDP, inflation, money supply, interest rate and their inter-
linkages. It will also allow them to critically evaluate various macroeconomic policies
and their effects on output and interest rate in the economy.
SYLLABUS OF GE-4
UNIT – I: Introduction (05 Hours)

What is macroeconomics? Macroeconomic issues in an economy
UNIT – II: National Income Accounting (10 Hours)

Concepts of GDP and National Income; measurement of national income and related aggregates;
nominal and real income; limitations of the GDP concept
UNIT – III: Determination of GDP (10 Hours)
Actual and potential GDP; aggregate expenditure; consumption function; invest-
ment function; equilibrium GDP; concepts of MPS, APS, MPC, APC; autonomous expenditure;
Concept of multiplier
20
UNIT – IV: National Income Determination in an Open Economy with Government (10 Hours)
Income determination; Fiscal Policy: impact of changes in government expenditure and taxes;
net exports function; net exports and equilibrium national income.
UNIT – V: Money in a Modern Economy (10 Hours)

Concept of money in a modern economy; monetary aggregates; demand for money; quantity
theory of money; liquidity preference and rate of interest; money supply and credit creation;
monetary policy.
– Andrew Abel, Ben Bernanke and Dean Croushore (2011). Macroeconomics (7th
edition). Pearson
– Richard T. Froyen (2013). Macroeconomics: Theories and Policies (10th ed.),
Pearson.
– Blanchard, O. (2018). Macroeconomics (7th edition). Pearson
– Blanchard, O. (2006). Macroeconomics (6th edition). Pearson
– Dornbusch, R., and S. Fischer. (1994). Macroeconomics (6th edition). McGraw- Hill
– R. Dornbusch, S. Fischer and R. Startz. (2018). Macroeconomics (12th edition).
McGraw-Hill
University of Delhi, from time to time.
21
English : The Individual and Society

Course Credits Credit distribution of the Eligibility Pre-requisite

title & course criteria of the course
Code Lecture Tutorial Practical/
Practice
GE-16 4 3 1 0 Passed Class NIL
Individual XII
and
Society
Learning Objectives

• To study the ways in which individual and society engage with each other
across socio political and geopolitical contexts
• To analyze the texts and contexts that that enable such an engagement and
continue to shape the world
Learning outcomes
• By studying this course, students will be able to inculcate an ability to evaluate the
continuing significance of identity-construction and aesthetic representation.
• Students will be able to appreciate the way in which different modes of
narratives reconfigure the relationships between individual and society.
SYLLABUS OF GE- 16
UNIT – I (15 Hours)

UNIT I: Caste and Class
1. Sood, Vinay, ed. Chapters 1-6, The Individual and Society: Essays, Stories and Poems.
Delhi: Pearson, 2005.
22
UNIT – II (15 Hours)
UNIT II: Violence and War
2. Sood, Vinay, ed. Chapters 21-26, The Individual and Society: Essays, Stories and
Poems. Delhi: Pearson, 2005.
UNIT – III (15 Hours)
UNIT III: Living in a Globalized World
3. Sood, Vinay, ed. Chapters 29-34. The Individual and Society: Essays, Stories and
Poems. Delhi: Pearson, 2005.
Essential/recommended readings- as listed in the units
Suggestive readings:
1. Béteille, André. Caste, Class, and Power. University of California Press, 1969.
2. Sharma, Kanhaiya Lal (ed.). Caste and Class in India. India, Rawat
Publications, 1994.
3. Malešević, Siniša. The Sociology of War and Violence. United Kingdom: Cambridge
University Press, 2010.
4. Karatzogianni, Athina (ed.). Violence and War in Culture and the Media: Five
Disciplinary Lenses. United Kingdom: Taylor & Francis, 2013.
5. Held, David (ed.). A Globalizing World? Culture, Economics, Politics. United

Kingdom: Routledge, 2000.
6. Yoshida, David, et al. Living in a Globalized World. Canada: Oxford University
Press, 2007.
Note: Examination scheme and mode shall be as prescribed by the Examination

Branch, University of Delhi, from time to time.
23
History : Delhi through the Ages: From Colonial to Contemporary Times
Course title & Credits Credit distribution of the Eligibility Pre-requisite of

Code course criteria the course
Practice
Delhi through 4 3 1 0 12th Pass Should have
the Ages: From studied
Colonial to Delhi through
Contemporary the Ages: The
Times Making of its
Early Modern
History
Learning Objectives
This course examines the physical and social transformation of Delhi from colonial to
contemporary times. Focusing on the echoes of political developments on urban form and social
experience, it aims to explore the historical antecedents of some of the capital’s contemporary
dilemmas.
Learning outcomes
Upon completion of this course the student shall be able to:

• Analyse the political developments and their legacy for the shaping of the city.
• Discern the importance of ‘local’ social, ecological and cultural processes that shape
and reshape the city
• Explain the historical roots of the problems of sustainable urbanization with regard to
Delhi.
SYLLABUS OF GE-1
Unit I: Delhi in the 19th Century - Mughal Court, Company Raj, 1857 and its Aftermath
(16 Hours)
Unit II: Building New Delhi - Imperial Ideology and Urban Morphology (12 Hours)
Unit III: Delhi in 1947- Partition and its Aftermath (16 Hours)
Unit IV: Making of Contemporary Delhi – Spaces, Politics and Socialites (16 Hours)
24
Essential Readings
Unit I. This unit should familiarise students with the city in light of the colonial past and the
present. It will also help them locate the political developments for shaping of the
city. The unit examine political developments and their legacy during 1857 and how
the rebellion in Delhi influenced its evolution.
• Gupta, Narayani. (1999). Delhi between the Empires: 1803-1931. Delhi: OUP, pp. 1-
20
• Farooqui, Amar. (2013). Zafar and the Raj: Anglo-Mughal Delhi, 1800-1850, Delhi:
Primus Books, pp.106-133, (chap. 6: “The Palace and the City”)
• Farooqui, Mahmod. (2006). Ghadar. Sarai Reader, 2006, pp. 254-270
• C. M. Naim. (2004). ‘Ghalib’s Delhi: A Shamelessly Revisionist Look at Two
Popular Metaphors,” in Urdu Texts and Contexts: The Selected Essays of C. M.
Naim, Delhi: Permanent Black, pp. 250-279.
• Gail Minault. (2003). “Master Ramchandra of Delhi College: Teacher, Journalist, and
Cultural Intermediary,” Annual of Urdu Studies, Vol. 18, pp. 95-104
• --- ; (1999). Delhi between the Empires: 1803-1931. Delhi: Oxford University Press,
pp. 20-31, 50-66
• Lahiri, Nayanjot. (2003). “Commemorating and Remembering 1857: The Revolt in
Delhi and its Afterlife,’ World Archaeology, vol. 35, no.1, pp. 35-60 .
• Dalrymple, William, (2006). The Last Mughal: The Fall of a Dynasty, Delhi:
Penguin/Viking, pp. 193-229, 346-392. (Chap 6 “The Day of Ruin and Riot” and
Chap. 10 “To Shoot Every Soul”.
• Verma, Pavan K. (2008). Ghalib: The Man, the Times, Penguin India.
Unit II. This segment enquires into the historical antecedents of some of the capital’s
contemporary issues. The section should apprise the students of the historical roots of
the problems of sustainable urbanization with regard to Delhi.
• Metcalf, Thomas. (1989). Imperial Visions. Delhi: Oxford University Press, pp. 211-
239, (Ch. 7 ‘New Delhi: The Beginning of the End’).
• Johnson, David A. (2015). New Delhi: The Last Imperial City. Basingstoke: Palgrave
2015. (Chap. 8, “Land Acquisition, Landlessness and the Building of New Delhi”).
• Johnson, David. A (2008). A British Empire for the Twentieth century: The
inauguration of New Delhi, 1931. Urban History 35, 3, Cambridge University Press,
U.K.
• Mann, Michael. (2007). “Delhi's Belly: On the Management of Water, Sewage and
Excreta in a Changing Urban Environment during the Nineteenth Century, “Studies in
History, Vol. 23:1, pp. 1-30
• Liddle, Swapna (2017). Chandni Chowk: The Mughal City of Old Delhi, Speaking
Tree Publications, Pvt. LTD. pp. 25-121.
Unit III. This section explores and reflects Delhi during and post-Partition. It examines
physical and social transformation of Delhi from the colonial to the contemporary
times.
• Pandey, Gyan. (2001). Remembering Partition, Cambridge: Cambridge University

Press. (Chapter 6: Folding the National into the Local: Delhi 1947-1948, pp. 121-151)
• Datta, V N. (1986). “Punjabi Refugees and the Urban Development of Greater Delhi,’
in Robert Frykenberg(ed), Delhi Through the Ages: Essays in Urban History Culture
and Society. Delhi: OUP, pp 442-462.
25
• Kaur, Ravinder (2008). Narrative absence: An ‘Untouchable’ account of Partition
Migration. In Contribution to Indian Sociology (no.) 42, 2: Sage Publications, pp.
281-306.
• Tan, Tai Yong and Gyanesh Kudaisya. (2000). The Aftermath of Partition in South
Asia.
• New York: Routledge, pp 193-200, (Chap. 7, “Capitol Landscapes”)
Unit IV. The unit examines and locate ‘local’ social, ecological and cultural processes that
shape and reshape the city.
• Emma. Tarlo. (2000). “Welcome to History: A Resettlement Colony in the Making,’
in Veronique Dupont et al ed. Delhi: Urban Spaces and Human Destinies. Delhi:
Manohar, pp. 75-94
• Soni, Anita. (2000). “Urban Conquest of Outer Delhi: Beneficiaries, Intermediaries
and Victims”, in Veronique Dupont et al (Ed.). Delhi: Urban Spaces and Human
Destinies, Delhi: Manohar, pp. 75-94
• Ghosh, Amitav. (1985)., ‘The Ghosts of Mrs Gandhi,’ The New Yorker, (Available
online: https://www.amitavghosh.com/essays/ghost.html
• Beg, Mirza Farhatullah. (2012). Bahadur Shah and the Festival of Flower-Sellers, tr.,
Mohammed Zakir, Hyderabad: Orient Blackswan.
• Basu, Aparna. (1986). “The Foundations and Early History of Delhi University,” in
Robert Frykenberg ed, Delhi Through the Ages: Essays in Urban History Culture and
Society, Delhi: Oxford University Press, pp 401-430
• Gupta, Narayani. (1994). ‘From Kingsway to Rajpath-the Democratization of
Lutyens’ New Delhi,’ in C. Asher and T.R. Metcalf, eds. Perceptions of South Asia’s
Visual Past. Delhi: Oxford University Press
• Sharma, Ravikant. (2016). “Architecture of intellectual sociality: Tea and
coffeehouses in post-colonial Delhi, “City, Culture and Society, vol.7, 275-28
Suggestive readings
• Farooqui, Mahmood. (2013). Besieged: Voices from Delhi, 1857. Delhi: Penguin.
(Dateline pp. xix-xxvii; In the Name of the Sarkar, pp 407-432.)
• Mann, Michael and Samiksha Sehrawat. (2009). “A City with a View: The
Afforestation of the Delhi Ridge, 1883-1913”, Modern Asian Studies, Vol. 43, No. 2,
pp. 543-570
• Mann, Michael. (2005). ‘Turbulent Delhi: Religious Strife, Social Tension and
Political Conflicts, 1803-1857,’ South Asia: Journal of South Asian Studies, vol.28,
no.1, pp. 5-34
• Pilar, Maria Guerrieri, (2017). ‘The Megacity of Delhi: Colonies, Hybridisation and
Old New Paradigms,’ in Rethinking, Reinterpreting and Restructuring Composite
Cities edited by GülsünSağlamer, Meltem Aksoy, Fatima Erkök, Cambridge:
Cambridge Scholars Publishing, pp. 18-33
• Russell, Ralph. (1998). “Ghalib: A Self Portrait”, in Ralph Russell, Ghalib: The Poet
and His Age. Delhi: OUP. Also available at:
http://www.columbia.edu/itc/mealac/pritchett/00ghalib/texts/txt_ralphrussell_1972.pd
f
• Vazira, Fazila Yacoobali Zamindar. (2007). The Long Partition and the Making of
South Asia: Refugees, Boundaries, Histories. New York: Columbia University Press.
(Chapter I: Muslim Exodus from Delhi.)

26
Mathematics : Introduction to Linear Algebra

Course title Credits Credit distribution of the course Eligibility Pre-requisite

& Code Lecture Tutorial Practical/ criteria of the course
Practice
Introduction 4 3 1 0 Class XII NIL
to Linear pass with
Algebra Mathematic
s
Learning Objectives: The objective of the course is:

● To introduce the concept of vectors in 𝑅𝑅 𝑛𝑛 .
● Understand the nature of solution of system of linear equations.
● To view the 𝑚𝑚 × 𝑛𝑛 matrices as a linear function from 𝑅𝑅 𝑛𝑛 to 𝑅𝑅 𝑚𝑚 and vice versa.
● To introduce the concepts of linear independence and dependence, rank and linear
transformations has been explained through matrices.
Learning Outcomes: This course will enable the students to:

● Visualize the space 𝑅𝑅 𝑛𝑛 in terms of vectors and the interrelation of vectors with
matrices.
● Understand important uses of eigenvalues and eigenvectors in the diagonalization of
matrices.
● Familiarize with concepts of bases, dimension and minimal spanning sets in vector
spaces.
● Learn about linear transformation and its corresponding matrix.
SYLLABUS OF GE-2(ii)
UNIT – I: Vectors and Matrices (18 hours)
𝑛𝑛
Fundamental operations and properties of vectors in 𝑅𝑅 , Linear combinations of vectors, Dot
product and their properties, Cauchy-Schwarz and triangle inequality, Orthogonal and parallel
vectors; Solving system of linear equations using Gaussian elimination, and Gauss-Jordan row
reduction, Reduced row echelon form; Equivalent systems, Rank and row space of a matrix;
Eigenvalues, eigenvectors and characteristic polynomial of a square matrix; Diagonalization.
UNIT – II: Vector Spaces (12 hours)

Definition, examples and some elementary properties of vector spaces; Subspaces, Span,
Linear independence and dependence; Basis and dimension of a vector space; Diagonalization
and bases.
UNIT – III: Linear Transformations (15 hours)

Definition, examples and elementary properties of linear transformations; The matrix of a
linear transformation; Kernel and range of a linear transformation, The dimension theorem,
one-to-one and onto linear transformations.
27
Essential Reading
1. Andrilli, S., & Hecker, D. (2016). Elementary Linear Algebra (5th ed.). Elsevier India.
Suggestive Reading
● Kolman, Bernard, & Hill, David R. (2001). Introductory Linear Algebra with Applications
(7th ed.). Pearson Education, Delhi. First Indian Reprint 2003.
28
Political Science : Introduction to the Indian Constitution
Course title & Credits Credit distribution of the course Eligibility Pre-
Code Lecture Tutorial Practical/ criteria requisite of
Practice the course
Introduction to 4 3 1 0 12th Pass NIL
the Indian
Constitution
GE-2
Learning Objectives
The course aims to introduce the students to the foundational text of constitutional democracy
in India - the Indian Constitution. By providing an overview of the socio-political context of
its origin and its basic tenets, which provide the organizing framework for democracy in
India, the course expects to bring historical insights in making the constitutional text
comprehensible. The course traces the history of the Constitution both in the colonial
legislations and in the declaration and reports produced in the course of the Indian National
Movement. It focuses on the creation and the working of the Constituent Assembly as part of
a transformative vision for independent India. The basic features of the Constitution form the
core themes of the course introducing students to the philosophy behind them and the final
form in which they were adopted in the Indian Constitution to make it a document for social
revolution. The course aims at providing students with both a textual and a contextual
introduction to the Indian Constitution.
Learning outcomes
On successful completion of the course, the students will demonstrate
• Knowledge of the origin and contents of the Indian Constitution
• Awareness of the rights and duties of the citizens and the obligations of the state
• Familiarity with the functioning of constitutional governance in India and the division
of power between different tiers of the government.
SYLLABUS OF GE-2
UNIT – I (8 Hours)
Constitutional antecedents and the making of the Constitution of India
UNIT – II (7 Hours)
Basic features of the Indian Constitution
UNIT – III (8 Hours)
Fundamental Rights
UNIT – IV (7 Hours)
Obligations of State and Duties of Citizens
UNIT – V (8 Hours)
29
Organs of Constitutional Governance- Legislature, Executive and Judiciary
UNIT – VI (7 Hours)
Centre-State Relations and Decentralization
Readings:
1. Constitutional antecedents and the making of the Constitution of India
(a) Constitutional antecedents
Shibani Kinkar Chaube, 2010, Pre History, in The Making and Working of the Indian
Constitution, NBT, India.
Arun Thiruvengadam, 2018, Origin and Crafting of the Constitution (pp. 11 to 26), in The
Constitution of India, a Contextual Analysis, Hart Publishing.
D D Basu, 2011, The Historical background, in Introduction to the Constitution of India
(20thed.). Lexis Nexis, India.
(b) Making of the Constitution of India
Shibani Kinkar Chaube, 2000, Birth of the Constituent Assembly, in Constituent Assembly of
India: Springboard of Revolution, Manohar.
Granville Austin, 1966, The Constituent Assembly- Microcosm in Action, in Indian
Constitution, Cornerstone of a Nation, OUP.
Subhash Kashyap, 1994, Making of the Constitution, in Our Constitution: An Introduction to

India's Constitution and Constitutional Law, NBT, India.
2. Basic Features of the Indian Constitution
B R Ambedkar, 2010, Basic features of the Indian Constitution, in Valerian Rodrigues (ed),
The essential writings of BR Ambedkar. Oxford University Press, India.
D D Basu, 2011, Outstanding Feature of Our Constitution, in Introduction to the Constitution
of India (20thed.). Lexis Nexis, India.
Ivor Jennings, 1953, Introduction, in Some Characteristics of Indian Constitution, G
Cumberlege and Oxford University Press.
3. Fundamental Rights
Primary text: Article 14- 32, Part III, The Constitution of India
Granville Austin, 1966, The Conscience of the Constitution- Fundamental Rights and
Directive Principles of State Policy- I (pp. 63-94), in Indian Constitution, Cornerstone of a
Nation, OUP
Shibani Kinkar Chaube, 2010, Rights of Indians, in The Making and Working of the Indian
Constitution, NBT, India.
D D Basu, 2011, Fundamental Rights and Duties (pp. 79- 142),in Introduction to the
Constitution of India (20thed.). Lexis Nexis, India.
Arun Thiruvengadam, 2018, Fundamental rights, Directive Principles and the Judiciary (pp.
118-137), in The Constitution of India, a Contextual Analysis, Hart Publishing.
4. Obligations of State and Duties of Citizens
Primary text: Article 36- 51A, Part IV and IVA, The Constitution of India
30
Shibani Kinkar Chaube, 2010, Duties of State and Citizens, in The Making and Working of
the Indian Constitution, NBT, India.
D D Basu, 2011, Directive Principles of State Policy (pp. 79- 142), in Introduction to the
Constitution of India (20th ed.). Lexis Nexis, India.
Gautam Bhatia, 2016, Directive Principles of State Policy, in Sujit Choudhry, et al, The
Oxford Handbook of the Indian Constitution, New Delhi: OUP
Ivor Jennings, 1953, Directives of Social Policy, in Some Characteristics of Indian
Constitution, G Cumberlege and Oxford University Press.
5. Organs of Constitutional Governance- Legislature, Executive and Judiciary
Primary Text: Part V, The Constitution of India
S.K. Chaube, Union Government- 1: The Executive, in The Making and Working of Indian
Constitution, NBT, India
S.K. Chaube, Union Government 2: The Legislature, in The Making and Working of Indian
Constitution, NBT, India
Granville Austin, 1966, Indian Constitution, Cornerstone of a Nation, OUP, pp. 145- 230.
Arun Thiruvengadam, 2018, The Executive and the Parliament, in The Constitution of India,
a Contextual Analysis, Hart Publishing
M.R. Madhavan, 2017, Parliament, in D. Kapur, P.B. Mehta and M Vaishnav (eds.),
Rethinking Public Institutions in India, Oxford University Press
D.D. Basu, 2011, The Judicature (pp. 299- 313), in Introduction to the Constitution of India
(20thed.). Lexis Nexis, India.
Pratap Bhanu Mehta, 2005, India's Judiciary: the Promise of Uncertainty, in Public
Institutions in India: Performance and Design, OUP, India.
Punam S Khanna, 2008, The Indian Judicial system, in K Sankaran and U K Singh (eds),
Towards Legal Literacy: An Introduction to Law in India, OUP.
6. Centre-State Relations and Decentralization
D D Basu, 2011, Distribution of Legislative and Executive Powers, in Introduction to the
Constitution of India (20thed.). Lexis Nexis, India.
M.P. Singh and Rekha Saxena, 2013, Asymmetrical Federalism, in Federalising India in the
Age of Globalisation, Primus
Ivor Jennings, 1953, Indian Federalism, in Some Characteristics of Indian Constitution, G
Cumberlege and Oxford University Press.
S.K. Chaube, Local Government, in The Making and Working of Indian Constitution, NBT,
India.

31
ABILITY ENHANCEMENT COURSE (A) - ASSAMESE
(For students who have studied the language upto class VIII and above)
AEC (A)-I: Translation and Interpretation in Assamese

Course title & Credits Credit distribution of the Eligibility criteria Pre-
Code course requisite
of the
course
Practice
Translation and 02 2 0 0 (for students who NIL
Interpretation have studied the
in Assamese language up to Class
VIII & above)
Learning Objectives : The course aims to prepare bilingual and multilingual students proficient
in translation and interpretation, have sufficient knowledge of at least two languages, the source
and the target language, and apply them adequately for all practical purposes. Besides, it also aims
to build cross-cultural communications and enables the students to use different skills effectively
to prepare themselves to take jobs in translation and interpretation.
Learning outcomes: : Students will be able to build various professional, technical, and linguistic
skills to take the job of translation and interpretation. Their knowledge in various fields in both the
source and the target languages will help them translate in multiple areas and take interpretation
jobs for the different target groups; the translator works with the written material/texts; the
interpreter will mediate between languages orally.
Allotted classes: 30 hours Credits: 02

Marks: 50
SYLLABUS :
Unit -I
Translation and Interpretation: Introduction

- Basic requirements: Knowledge of SL and TL, grammar, vocabulary, usages, and sentence
structures
32
- Types: Literary, administrative, legal, technical, and others
- Target groups: Translation - Readers from different fields
Interpretation – Person/group from different profession
Unit -II
- Methods of Translation and Interpretation

- Review of sample translations
Unit -III
- Practical Translation: Assamese to other languages and vice versa

- Interpretation practice: Assamese to other languages and vice versa
Essential/recommended readings:
Bezborah, Nirajana Mahanta. Anubad: Tattva aru Prayog, Dibrugarh: Banalata, 2009.
Kotoky, Prafulla. Tulanamulak Sahitya aru Anubad Bicar, Guwahati: Jyoti Prakasan, 1989.
Sarma, Madan. Anuvad Adhyayan: Tatva aru Prayog. Guwahati: Bandhav Prakasan, 2019.
Examination scheme and mode: Subject to directions from the Examination

Branch/University of Delhi from time to time.
33
ABILITY ENHANCEMENT COURSE (B) - ASSAMESE
( for those students who have not studies the language)
AEC (B)-I: Basic Assamese
Course title & Credit Credit distribution of the Eligibility Pre-

Code s course criteria requisite
of the
course
Practice
Basic Assamese 02 2 0 0 NIL
(for students who
have not studied
the language)
Learning Objectives : Since this course of study is offered to students who don’t have prior
knowledge of Assamese language hence, to give a basic over view of Assamese language is the
main objective of this course. During this course students will be introduced to Assamese sounds
and letters and numbering system as well as they will be taught about word formation and framing
simple sentences. In this process they will learn how to read, speak, listen and write in that
language. Apart from this, this course of study would help the students to learn in multi-lingual
background and environment.
Learning outcomes: This course of study will introduce students to a language other than
their native language as well as this will increase their multi-lingual abilities. Further this
course will lead the learners to study Assamese language in a detailed manner in future which
will ultimately help in their professional and technical career.

Marks: 50
Unit -I Introduction to sounds and letters
• Vowels & Vowel signs

• Consonants & Consonant Clusters
34
• Syllable
• Numerical digits
• Framing words
Unit -II
Parts of Speech & Framing Sentences
• Introduction to parts of speech
• Framing basic sentences for communication
• Introduction to Punctuation marks
Unit -III
Vocabulary Three Weeks
• Everyday vocabulary
• Reading & writing
Essential/ recommended readings:

Das Gupta, Bindu Bhusan. Assamese Self-Taught. Kolkata: Das Gupta Prakashan. 1956.
Dutta Barua, Lohit. Learning Assamese Language: A Brief Handbook. Guwahati: Spandan
Prakash. 2021
Dutta Baruah, P.N. An Intensive Course in Assamese. Mysore: CIIL. 1996
Assamese-English Dictionary
Deka, Pranav Jyoti. Jyoti-Dviashik Abhidhan. Guwahati: Assam Book Dipot. 2011.
https://dsal.uchicago.edu/dictionaries/candrakanta/
www.xobdo.org

35
ABILITY ENHANCEMENT COURSE (A) - BENGALI
AEC (A)-I: Translation and Interpretation in Bengali
of the
course
Practice
in Bengali language up to
Class VIII &
above)
Allotted classes: 30 hours

Credits: 02 Marks: 50
Unit -I
Translation and Interpretation: Introduction
- Basic requirements: Knowledge of SL and TL, grammar, vocabulary, usages, and sentence
structures
- Types: Literary and Non-Literary
Interpretation – Person/group from different profession
36
Unit -II
Unit -III
- Practical Translation: Bengali to other languages and vice versa
Study material prepared by the Department.
Singha, Uday Narayan. Anubad Tattwer Bhumika, Kolkata: Bangabidya Granthamala, 2022

37
ABILITY ENHANCEMENT COURSE - BENGALI
(for students who have not studied the language)
AEC (B)-I: Basic Bengali
Course title & Credit Credit distribution of the Eligibility criteria Pre-
Code s course requisite
of the
course
Practice
Basic Bengali 02 2 0 0 NIL
(for students who
have not studied
the language)
Learning outcomes: Students will be able to build various professional, technical, and linguistic

Marks: 50
Unit -I
Introduction to sounds along with sound-images (alphabets and numbers)
Unit -II
Introduction to Noun, Pronoun, Prepositions
38
Unit -III
Everyday Vocabulary

Mahapatra,Tushar Kanti.Bengali for Non Bengalis. Kolkata : Shishu Sahitya sang shod. August
1999.
Mahapatra,Tushar Kanti.Bengali for Beginners Kolkata : Shishu Sahitya sang shod. August 1999.

39
ABILITY ENHANCEMENT COURSE -HINDI
AEC 1:�हन्द� भाषा: सम्प्रेषण और संचार (�हन्द� क)
Course Credits Credit distribution of the course Eligibility Pre-requisite of

title & criteria the course
Code
Practice
�हन्द� 02 2 -- --- �हंद� - क �हंद� - क (उन
भाषा: (उन �वद्या�थर्य� के
सम्प्रेषण �वद्या�थर्य� �लए िजन्ह�ने 12
और संचार के �लए वीं क�ा तक �हंद�
िजन्ह�ने 12 पढ़� है ।)
वीं क�ा तक
�हंद� पढ़� है ।)
पाठ्यक्रम का उद्दे श्य (Learning Objectives)
● सम्प्रेषण के स्वरूप और �सद्धांत� से �वद्या�थर्य� को प�र�चत कराना

● सम्प्रेषण के �व�भन्न माध्यम� क� जानकार� दे ना
● प्रभावी सम्प्रेषण का गुण �वक�सत करना
● �वद्याथ� क� भाषाई द�ता और भाषा कौशल को बढ़ावा दे ना
● संचार माध्यम� के �लए लेखन कौशल का �वकास
पाठ्यक्रम अ�धगम प्र�तफल (Learning outcomes)
● संप्रेषण क� अवधारणा और प्र�क्रया से प�र�चत हो सक�गे

● संप्रेषण क� तकनीक और कायर्शैल� क� बहुआयामी समझ का �वकास
● प्रभावी सम्प्रेषण करना सीख�गे
40
● पत्र-लेखन, प्र�तवेदन, अनच्
ु छे द लेखन क� व्यावहा�रक जानकार� प्राप्त कर सक�गे
● मी�डया के �व�वध रूप� के �लए लेखन करना
SYLLABUS OF AEC-1
इकाई 1: सम्प्रेषण: सामान्य प�रचय
● सम्परेषण क� अवधारणा
● सम्परेषण क� पर�करया
● सम्परेषण के �व�वध आयाम
● सम्परेषण और संचार
इकाई 2 : सम्प्रेषण और संचार के �व�वध रूप
● सम्परेषण के परकार
● सव��ण आधा�रत �रपोटर तैयार करना संभा�वत �वषय: (कोरोना और मान�सक सवास्थय,
जागरूकता संबंधी अ�भयान, कूड़ा �नसतारण योजना)
● अनुचछेद लेखन, संवाद लेखन, डायर� लेखन
● बलॉग लेखन, समपादक�य लेखन
सहायक पुस्तक� :
1. नए जनसंचार माधयम और �हनद�: सुधीश पचौर�, अचला

शमार
2. सूचना और सम्परेषण: तकनीक� क� समझ: िसमता �मशर
3. सम्परेषण: �चनतन और द�ता: मंजु मुकुल
4. संवाद पथ प�तरका: केनद्र�य �हनद� संसथान
5. �हनद� का सामािजक सनदभर: रवीन्द्रनाथ शरीवासतव
6. सम्परेषणपरक वयाकरण: �सद्धांत और सवरूप: सुरश
े कुमार
मल्
ू यांकन पद्ध�त: (Assessment Method)
● कुल अंक : 50
● �ल�खत पर��ा : 38 अंक
● आंत�रक मल्
ू यांकन: 12 अंक

Branch/University of Delhi from time to time
41
AEC 2 : �हंद� औपचा�रक लेखन (�हंद� ख)
Course title Credits Credit distribution of the course Eligibility Pre- Department
& Code criteria requisite Offering
of the the Course
Lecture Tutorial Practical/ course
Practice
�हंद� 02 2 -- --- �हंद� – ख �हंद� – ख �हन्द�
औपचा�रक (उन (उन
लेखन �वद्या�थर्य� �वद्या�थर्य�
के �लए के �लए
िजन्ह�ने 10 िजन्ह�ने
वीं क�ा 10 वीं
तक �हंद� क�ा तक
पढ़� है ।) �हंद� पढ़�
है ।)
पाठ्यक्रम का उद्दे श्य (Course Objectives)
● �वद्याथ� क� भाषाई द�ता और लेखन-कौशल को बढ़ावा दे ना

● कायार्लयी और व्यावसा�यक �हंद� क� समझ �वक�सत करना
● �हंद� भाषा द�ता और तकनीक के अंतः संबंध को रे खां�कत करना
● कायार्लय� म� व्यावहा�रक कायर् के �व�भन्न प�� से अवगत कराना
● �हन्द� प्रयोग से जुड़े फ�ल्ड वकर् आधा�रत �वश्लेषण और लेखन पर बल
पाठ्यक्रम अ�धगम प्र�तफल (Course Learning Outcomes)
● �वद्याथ� कायार्लयी और व्यावसा�यक �हंद� क� �वशेषताओं से प�र�चत ह�गे
42
● कायार्लय� म� होने वाले व्यावहा�रक कायर् का �ान
● सच
ू ना के अ�धकार के �लए लेखन करना सक�गे
● माक�ट सव��ण हे तु प्रश्नावल� का �नमार्ण तथा उसका �वश्लेषण करना जान�गे
● �वद्याथ� �टप्पण, प्रारूपण, प्र�तवेदन, �व�िप्त तैयार करना सीख सक�गे
SYLLABUS OF AEC-2
इकाई- 1: लेखन द�ता का �वकास (1-7 सप्ताह)
● कायार्लयी �हंद�
● व्यावसा�यक �हंद�
● �टप्पण और प्रारूपण : सामान्य प�रचय
● प्र�तवेदन और �व�िप्त का महत्व
इकाई- 2: औपचा�रक लेखन के प्रकार (8-15 सप्ताह)
● स्वव�
ृ लेखन
● सूचना के अ�धकार के �लए लेखन
● कायार्लयी और व्यावसा�यक पत्र लेखन
● �कसी व्यावसा�यक कायर्क्रम के संदभर् म� प्रेस �व�िप्त तैयार करना
सहायक पुस्तक�:
1. प्रयोजनमूलक और कायार्लयी �हन्द�: कृष्णकुमार गोस्वामी

2. प्रयोजनमूलक �हन्द� क� नई भू�मका: कैलाशचन्द्र पाण्डेय
3. प्रयोजनमूलक �हन्द�: �सद्धांत और प्रयोग: दं गल झाल्टे
4. प्रशास�नक �हन्द�: ह�रमोहन, त��शला प्रकाशन
5. राजभाषा �हद� और उसका �वकास: ह�रालाल बाछो�तया, �कताबघर प्रकाशन
43
AEC 3 : सोशल मी�डया और लॉग लेखन (�हंद� ग)
Course Credits Credit distribution of the course Eligibility Pre- Department

title & criteria requisite of Offering
Code the course the Course
Practice
सोशल 02 2 -- --- �हंद� – ग �हंद� – ग �हन्द�
मी�डया (उन (उन
और ब्लॉग �वद्या�थर्य� �वद्या�थर्य�
लेखन के �लए के �लए
िजन्ह�ने 8 िजन्ह�ने 8 वीं
वीं क�ा क�ा तक
तक �हंद� �हंद� पढ़� है ।)
पढ़� है ।)
पाठ्यक्रम का उद्दे श्य (Course Objectives)
● �हंद� सोशल मी�डया के �व�भन्न माध्यम� क� जानकार�

● सोशल मी�डया क� कायर्शैल� क� समझ
● सोशल मी�डया के महत्व और प्रभाव से मल्
ू यांकन
● ब्लॉग बनाना और लेखन
● सोशल मी�डया का व्यावहा�रक �ान
पाठ्यक्रम अ�धगम प्र�तफल (Course Learning Outcomes):
● सोशल मी�डया प्लेटफॉमर् क� जानकार� �मलेगी।

● सोशल मी�डया क� कायर्-शैल� क� समझ �वक�सत होगी।
● ब्लॉग लेखन करने के साथ �हंद� के प्रमुख ब्लॉग� का अध्ययन और �वश्लेषण कर सक�गे।
● सोशल मी�डया के महत्व और उसक� भू�मका को रे खां�कत कर सक�गे।
44
● �वद्याथ� सोशल मी�डया पर कायर् करना सीख सक�गे
SYLLABUS OF AEC-3
इकाई 1. सोशल मी�डया और ब्लॉग

• सोशल मी�डया : अथर् और प�रभाषा
• सोशल मी�डया का प्रभाव और महत्व
• सोशल मी�डया के प्रकार (�वक�पी�डया, ब्लॉग, सोशल नेटव�क�ग साइट्स, ट्�वटर,यूट्यूब,इन्स्टाग्राम
आ�द )
• ब्लॉग लेखन: सामान्य प�रचय
इकाई 2: सोशल मी�डया का व्यावहा�रक प�
• �कसी सामािजक अ�भयान के प्रचार के �लए सोशल मी�डया हे तु एक �व�ापन तैयार करना
• अपना �नजी ब्लॉग तैयार करने क� प्र�क्रया
• सोशल मी�डया से बनने वाल� �कसी खबर पर �रपोटर् तैयार करना
• सोशल मी�डया से सम्बिन्धत �व�वध �वषय� पर आलेख तैयार करना
सहायक पस्
ु तक� :
1.सामािजक मी�डया और हम: रवीन्द्र प्रभात, नोशन प्रेस

2.सोशल मी�डया: स्वणर् सुमन, हापर्र कॉ�लन्स पिब्लशर इिण्डया
3.भूमंडल�करण और मी�डया: कुमुद शमार्
4.मी�डया और �हन्द�: बदलती प्रव�ृ तयाँ: र�वन्द्र जाधव, वाणी प्रकाशन
5.रे �डयो लेखन, मधुकर गंगाधर, �बहार �हंद� ग्रंथ अकादमी, पटना, प्रथम संस्करण- 1974
6.रे �डयो वातार् �शल्प, �सद्धनाथ कुमार, राधाकृष्ण प्रकाशन, नई �दल्ल�, प्रथम प्रकाशन- 1992
45
ABILITY ENHANCEMENT COURSE -PUNJABI
PUNJABI BHASHA DA MUDHLA PADHAR
Course title & Credits Credit distribution of the Eligibility Pre-requisite

Code course criteria of the course
Lecture Tutorial Practical/ (if any)
Practice
Punjabi Bhasha da 2 2 0 0 Class 12th NIL

pass in any
Mudhla Padhar
subject
(AEC-1)
Credits: 2 L/T/P= 2/0/0
LEARNING OBJECTIVES:
• This Course is designed for the students who couldn’t opt Punjabi as a subject at any
level in school.
• This Course will help to enhance the ability of the students in speaking, listening, reading
and writing Punjabi Language.
• This course will develop the ability of word formation and vocabulary practice amongst
students.
• Students will learn meaning of words, phrases and sentences of Punjabi language.
• This course will develop communication skills and understanding of social interaction
amongst students of Multi-lingual societies.
LEARNING OUTCOMES:
• After completing this course, the students will be able to read, write, speak and
understand the Punjabi language.
• The students will be able to learn basic Punjabi word and sentence formation and
practical use of it.
• Students will improve their speaking ability in Punjabi both in terms of fluency and
comprehensibility.
• Students will increase their reading speed and comprehension of Punjabi language. They
will be able to read News Papers, Magazines and Literature etc.
46
Unit-I: ਿਲਪੀ ਬੋਧ
(Lipi Bodh) (4 Weeks)
• ਗੁਰਮੁਖੀ ਿਲਪੀ ਨਾਲ ਮੁਢਲੀ ਜਾਣ-ਪਛਾਣ
Gurmukhi Lipi naal Mudhli Jaan-Pachhaan
• ਪ�ਤੀ ਅੱ ਖਰੀ ਅਤੇ ਪੈਰ ਿਬੰ ਦੀ ਵਾਲੇ ਵਰਨ� ਦਾ ਉਚਾਰਨ ਅਤੇ ਸੁੰ ਦਰ ਿਲਖਾਈ ਦਾ ਅਿਭਆਸ
Painti Akhri ate Pair-bindi vale varnada Ucharan ate Sunder Likhai da Abhiyaas
• ਲਗ�-ਮਾਤਰਾਵ� ਅਤੇ ਲਗਾਖਰ� ਦੀ ਵਰਤ�
Lagan-Matravan ate Lgakhran di Varton
Unit-II: ਸ਼ਬਦ ਬੋਧ

(Shabad Bodh) (4 Weeks)
• ਿਬਨਾ ਲਗ ਵਾਲੇ , ਇਕ ਲਗ ਵਾਲੇ , ਦੋ ਲਗ ਅਤੇ ਦੋ ਤ� ਵੱ ਧ ਲਗ ਵਾਲੇ ਸ਼ਬਦ� ਦਾ ਉਚਾਰਨ ਅਤੇ ਿਲਖਣ ਅਿਭਆਸ
Binan Lag Vale, Ik Lag Vale, Do Lag Vale ate Do ton vadh lag Vale Shabadan da
Ucharan ate Likhan Abhiyaas
• ਿਲੰਗ ਅਤੇ ਵਚਨ ਦੀ ਵਰਤ�
Ling ate Vachan di Varton
• ਅਗੇਤਰ ਅਤੇ ਿਪਛੇਤਰ ਦੀ ਵਰਤ�
Agetar ate Pichhetar di Varton
Unit III: ਅਰਥ ਬੋਧ

(Arth Bodh) (4 Weeks)
• ਸਮ�, ਿਦਨ�, ਦੇਸੀ ਮਹੀਿਨਆਂ, ਰੁੱ ਤ�, ਿਦਸ਼ਾਵ�, ਿਗਣਤੀ, ਜਾਨਵਰ�, ਪੰ ਛੀਆਂ, ਕੀੜੇ-ਮਕੌ ੜੇ, ਸਰੀਰ ਦੇ ਅੰ ਗ�, ਸਬਜ਼ੀਆਂ,
ਫਲ� ਨਾਲ ਸਬੰ ਧਤ ਸ਼ਬਦਾਵਲੀ ਦਾ ਉਚਾਰਨ ਅਤੇ ਿਲਖਣ ਅਿਭਆਸ
Samey, Dinan, Desi Mahinian, Ruttan, Dishaavan, Ginti, Janavran, Panchhian, Keerhe-
Makaurhe, Sareer de Angaan, Sabziaan, Phalaan naal Sambandhat Shabdaavli da
Ucharan ate likhan Abhiyaas
• ਘਰ ਦੇ ਕੰ ਮ-ਧੰ ਦੇ, ਰਸੋਈ ਦਾ ਸਮਾਨ, ਪਿਹਰਾਵੇ, ਖਾਣ-ਪੀਣ, ਲੋ ਕ ਿਕੱ ਿਤਆਂ, ਖੇਤੀ-ਬਾੜੀ, ਿਤੱ ਥ�-ਿਤਉਹਾਰ�,
ਦਰੱ ਖਤ� ਨਾਲ ਸੰ ਬੰ ਧਤ ਸ਼ਬਦਾਵਲੀ ਦਾ ਉਚਾਰਨ ਅਤੇ ਿਲਖਣ ਅਿਭਆਸ
Ghar de Kamm-Dhande, Rasoi da Samaan, Pehraave, Khaan-Peen, Lok Kittean, Kheti-
Barhi, Tithaan-Teoharan, Darakhtaan naal Sambandhat Shabdaavli da Ucharan ate likhan
Abhiyaas
• ਸਮਾਨਾਰਥਕ ਸ਼ਬਦ, ਿਵਰੋਧਾਰਥਕ ਸ਼ਬਦ, ਬਹੁਅਰਥਕ ਸ਼ਬਦ ਅਤੇ ਬਹੁਤੇ ਸ਼ਬਦ� ਦੀ ਥ� ਇਕ ਸ਼ਬਦ ਦਾ
ਉਚਾਰਨ ਅਤੇ ਿਲਖਣ ਅਿਭਆਸ
Samanarthak Shabad, Virodharthak Shabad, Bahuarthak Shabad ate Bahute Shabdan di thaan
ik Shabad da Ucharan ate likhan Abhiyaas
47
Unit IV: ਵਾਕ ਬੋਧ
(Vaak Bodh) (3 Weeks)
• ਸਧਾਰਨ ਵਾਕ, ਪ�ਸ਼ਨ ਵਾਚਕ ਵਾਕ ਅਤੇ ਨ�ਹ ਵਾਚਕ ਵਾਕ ਦੀ ਪਛਾਣ ਅਤੇ ਿਲਖਣ ਦਾ ਅਿਭਆਸ
Sadharan Vaak, Prashan Vaachak Vaak ate Nahn Vaachak Vaak di Pachhaan ate Likhan
da Abhiyaas
• ਆਮ ਬੋਲ-ਚਾਲ, ਦਫ਼ਤਰੀ ਕੰ ਮ-ਕਾਜ, ਖ਼ਰੀਦੋ-ਫ਼ਰੋਖਤ ਨਾਲ ਸੰ ਬੰ ਧਤ ਸੰ ਵਾਦ ਦਾ ਵਾਕ ਿਲਖਣ ਅਿਭਆਸ
Aam Bol-chal, Daftri Kamm-kaaj, Kharido-Pharokhat naal Sambandhat Sanvaad da Vaak
Likhan Abhiyaas
• ਸ਼ੁੱ ਧ ਵਾਕ ਿਲਖਣ ਦਾ ਅਿਭਆਸ
Shudh Vaak Likhan da Abhiyaas
ESSENTIAL READINGS
• Adhunik Punjabi Viakaran ate lekh rachna (2019), Punjab School Sikkhia Board,
Sahibzada Ajeet Singh Nagar.
• Punjabi Path Pustak-4 (Dooji Bhasha) (2020), Punjab School Sikkhia Board, Sahibzada
Ajeet Singh Nagar.
• Teja, Charnjit Singh (Eds.) (2017), Pehli Kitab, Sann Santali Publication, Amritsar.
SUGGESTED READINGS:
• Brar, Boota Singh, Nachhattar Singh (2015), Punjabi Bhasha lipi ate Viakaran, Arsee
Publishers, New Delhi.
• Duggal, Narinder Singh (Dr.) (2000), Punjabi Viakaran te Rachnavali, New Book
Company, Jalandhar.
• Harkirat Singh (2004), Saadi Bhasha, Punjabi University, Patiala.
• Harkirat Singh te Giani Lal Singh (1999), Punjabi Viakaran, Punjab State University Text
Book Board, Chandigarh.
• Harkirat Singh (1988), Punjabi Baare, Punjabi University, Patiala.
• Teja Singh (1947), Punjabi Kiven Likhiye (Second Edition), Hind Publishers Limited,
Jalandhar.
INTERNET RESOURCES:
• http://www.learnpunjabi.org/pr.aspx
*(Note: Teachers are free to recommend additional related standard source books, if required so.)

48
ABILITY ENHANCEMENT COURSE - SANSKRIT
AEC 1: Sanskrit A: Advance Neeti Literature in Sanskrit
Course title & Code Credits Credit distribution of the

Eligibility Pre-
course criteria requisite
Lecture Tutorial Practical/ of the
Practice course
Sanskrit A: Advance 02 02 00 NA 12th Pass Nil
Neeti Literature in with
Sanskrit Sanskrit
Learning Objectives
This course aims at making the students acquainted with general outline of Sanskrit literature. This
course will help the learners be familiar with the tradition of Prose literature with some focus on
individual contributors of Sanskrit prose writing.
Learning outcomes
• The students will learn the advance form of Sanskrit language

• The stories and verses prescribed in the course will help the learners develop an
understanding of the moral and ethical values that will be useful in their day-to-day
life.
• They will be familiar with the rich history of Sanskrit Literature.
• This course will enhance their skills of chaste Sanskrit pronunciation as well as
competence and performance of the language.
• This will help them translate and explain the prescribed Sanskrit texts in their native
language.
SYLLABUS OF AEC-1 (Sanskrit A)
Unit: I
Course Content/Prescribed Books
Origin and development of Nītikāvya: Kathāsaritsāgara, Paňcatantra, Hitopadeśa,
Cāņakyanīti.
49
Unit: II
Pancatantra, First Story, Verses: 1-35

(Translation, Explanation and Grammar)
• Pancatantra, Subodh Publications, ISBN: 9788170780403, 8170780403, 2017
• Pancatantra, Prashant Acharya, Notion Press Media Pvt Ltd., ISBN: 9798885915229
• Pancatantra,
Suggested readings
1. शमार्, उमाशं कर ऋिष: सं �ृ त सािह� का इितहास, चौख�ा भारती अकादमी, वाराणसी

2. उपा�ाय, बलदेव: सं �ृ त सािह� का इितहास, शारदा िनके तन, वाराणसी
3. प्रीितप्रभा, गोयल: सं �ृ त सािह� का इितहास, राज�ानी ग्र�गार, जोधपुर
4. ित्रपाठी, राधाव�भ: सं �ृ त सािह� का अ�भनव इितहास, िव�िवद्यालय प्रकाशन, वाराणसी
5. Keith, A.B., History of Classical Sanskrit Literature, MLBD, Delhi, िह�ी अनुवाद सिहत, मं गलदे व
शा�ी, मोतीलाल बनारसीदास, िद�ी
6. M. Krishnamachariyar Shastri: History of Classical Sanskrit Literature, MLBD, Delhi
7. Gaurinath Shastri: A Concise History of Sanskrit Literature, MLBD, Delhi

50
AEC 1: Sanskrit B: Introductory Upanishad and Geeta
Course title & Code Credits Credit distribution of theEligibility Pre-

course criteria requisite
of the
Practice
Sanskrit B: 02 02 00 NA Class X -
Introductory Pass with
Upanishad and Sanskrit
Geeta
Learning Objectives
This course aims at making

• the students acquainted with general outline of Sanskrit literature.
• the learners be familiar with the tradition of Indian Philosophical literature
• with some focus on individual contributors of Sanskrit prose writing.
Learning outcomes
The students will learn

• the teachings of Upanisads and Gita
• three major knowledge systems of Traditional Indian Philosophy
• the mantras and verses, prescribed in the course, will help the learners to develop an
understanding of the moral and ethical values that will be useful in their day-to-day life.
• They will be familiar with the rich history of Sanskrit Literature.
• This course will enhance their skills of chaste Sanskrit pronunciation as well as competence
and performance of the language also.
• This will help them translate and explain the prescribed Sanskrit texts in their native language.
SYLLABUS OF AEC-1
Unit: I
General Introduction to Upanisads
Text Introduction to Ishavasyopanishad- Karma, Vidya-Avidya, Satya, Atman
51
Unit: II
Introduction to Geeta: Background, Purpose,
Gyanyoga
Karmayoga
Bhaktiyoga
1. भगव�ीता, शाङ्करभाष्य अनुवाद स�हत, अनुवादक श्रीह�रकृष्णदास गोयन्दका, गीता
प्रैस, गोरखपुर
2. Valmiki Ramayana – Valmiki.iitk.ac.in
3. गीताभाष्यनवाम्बरा- डॉ० �शवनारायण शास्त्री
4. Ishavasyopnishad- Geeta Press, Gorakhpur, 1992
5. Ishavasyopnishad- Swami Sharvananda, Shri RamKrishna Math, Mylapur, Madras,
1943
6. Ishavasyopnishad, Dr. Shashi Tiwari, Bhartiya Vidya Prakashan, Delhi, 1997
Suggested readings
1. Bhagawadgita with the commentary of Shankaracharya – A.K. Warrior,

2. Bhagawadgita – Dr. S. Radhakrishnan
3. Śrimadbhagavadgītā, The Scripture of Mankind, text in Devanagari with
transliteration in English and notes by Swami Tapasyananda, Sri Ramakrishna
Math, 1984

52
AEC 1: Sanskrit C: Introduction to Sanskrit Language
Course title & Credits Credit distribution of the Eligibility Pre-

Code course criteria requisite
of the
Practice
Sanskrit C: 02 02 00 NA 12th Pass Nil
Introduction students who
to Sanskrit never studied
Language Sanskrit OR
Studied it
upto Class
VIII only.
Learning Objectives
This course aims at making the students acquainted with general outline of Sanskrit Grammar and
Composition. This course will enhance their skills of chaste Sanskrit pronunciation as well as
competence and performance of the language.
Learning outcomes
• The students will learn the basic Sanskrit language.

• They will learn to create and understand this Language independently.
• This course will enhance the ability to understand classical Sanskrit texts.
• Through the practice of this prescribed syllabus, students will be able to enhance their
knowledge of structural patterns of Sanskrit.
53
Unit: I
Basic Sanskrit Sentence Formation (Active Voice) using the following:

कारक एवं �वभिक्त: क�ार्, कमर् एवं करण
वचन एवं �लङ्ग:
शब्दरूप: राम, बालक, लता, अस्मद्, युष्मद्, तत ्, इदम ्, �कम ्, सवर्, ह�र, म�त, जल, फल,
पुष्प, �ान, भोजन, धन, गरु
ु
�क्रयारूप: �नम्न�ल�खत धातुओं का केवल लट्, लट्
ृ एवं लङ् लकार म� रूप:
भ,ू पठ्, �लख ्, खाद्, चल ्, गम ् (गच्छ्), हस ्, वद्, पा (�पब ्), अस ्, गै (गाय), भ्रम ्,
स्था (�तष्ठ्), दृश ् (पश्य ्), पच ्, वष,्र् दा (यच्छ्)
शब्दकोश: संस्कृत सामान्य शब्द� के �लए शब्दकोश
यत्र, तत्र, कुत्र, श्व, अद्य, कथम ्, यथा, तथा, च, अथवा
Unit: II
व्यावहा�रक वाक्य संरचना
• पाण्डेय, राधामोहन: संस्कृत सहचर, स्टूड�ट्स फ्र�ड्स पटना, �बहार
• नौ�टयाल, चक्रधर: बहृ द् अनुवाद चिन्द्रका, मोतीलाल बनारसीदास, �दल्ल�
• रूपचिन्द्रका, डॉ० ब्रह्मानन्द �त्रपाठ� , चौखम्बा सुरभारती प्रकाशन, वाराणसी
Suggested readings

54
ABILITY ENHANCEMENT COURSE - TAMIL
AEC (A)-I: Translation and Interpretation in Tamil
of the
course
Practice
in Tamil language up to
Class VIII &
above)
interpreter will mediate between languages orally. The course will equip the students with the
theories of translation as techniques of translation well as practical aspects of translation.

Marks: 50
Unit -I
Translation and Interpretation: Introduction:

- History of Tamil Translation & Interpretation, qualities of Translator & Interpreter.
- Purpose, Problems & Usages of Translation & Interpretation.
- Basic requirements: Knowledge of Source Language (SL) and Target Language (TL)
55
- Interpretation - Person/group from different profession
Unit -II
Methods, Types and Review:

- Types: Literary, Administrative, Legal, Technical, and Knowledge based etc.
Unit -III
Practical Translation & Interpretation:
- Practical Translation: Tamil to other languages and vice versa
- Interpretation practice: Tamil to other languages and vice versa
Aranamuruval & Amarantha, 2005. Mozhipeyarppu-k-Kalai Intru, Chennai: Paavai

Publications.
Murugesapandian. N. 2016. Mozhipeyarppiyal, Chennai : NCBH
Pattabiraman.K. 2012. Mozhpeyarppu-k-Kalai, Chennai : NCBH
Sivakami, 2004. Mozhipeyarppu-th- Thamizh, Chennai: IITS.
Sherif Mohamed, 1997. Mozhipeyarppukkalum Vaayppukkalaum, Neyveli: Verkal Ilakkiya
Iyakkaham.

56
ABILITY ENHANCEMENT COURSE - TAMIL
(For students who have not studied the language)
AEC (B)-I: Basic Tamil
of the
course
Practice
Basic Tamil 02 2 0 0 NIL
(for students who
have not studied the
language)
Learning Objectives : The primary objective of this Course is to facilitate Non-Tamil

students to acquire fully well the four skills (speaking, listening, reading & Writing) of the written,
spoken & varieties of triglossic Tamil Language for day-to-day conversation and to provide a
wider knowledge of Tamil Language, literature and society of Tamil Nadu, India & Abroad.
Marks: 50
Unit -I
- Introduction to sounds along with sound –images (Alphabets and Numbers)

- Script introduction
- Introduction of Numerals (up to 100 )
Unit -II
- Introduction to Noun, Pronoun & Prepositions
- Introducing basic simple Tamil sentence formation
e.g.: Noun Phrase- Noun Phrase construction (NP – NP structure)
57
Unit –III
Everyday Vocabulary:
1. Arokianathan, S. Spoken Tamil for Foreigners, (Lesson 1-5) A-team Info Media
Publishers Pvt. Ltd, Chennai. 2012.
2. Tamil Alphabet in Hart, Kausalya. Tamil for Beginners Part I & II, (Lesson 1- 5 & 10)
Centre for South and South East Asia, University of California at Berkeley, 1992.
3. Hart, Kausalya. Tamil for Beginners Part I & II, (Lesson 1- 5 & 10) Centre for South and
South East Asia, University of California at Berkeley, 1992.
4. Asher, R.E. Colloquial Tamil, Routledge (Lesson 1), London. 2002.
5. Karunakaran, K. & Balakrishnan.R. Elementry Tamil (Introductory Course),
Sabanayagam Printers, Chidambaram, 2001.
6. Rajaram, S. An Intensive Course in Tamil (Unit. 4), CIIL, Mysore, 1987.
7. Arangarajan. Maruthur. Thavarinrrith Thamizh Ezhutha, Ainthinaip Pathippagam,
Chennai, 2007
*********
58
ABILITY ENHANCEMENT COURSE - TELUGU
AEC (A)-I: Translation and Interpretation in Telugu
of the
course
Practice
Translation and 02 2 0 0 For students who NIL
in Telugu language up to Class
VIII & above)
Learning Objectives :
The course aims the students an idea about the practical problems of translation and its
interpretation in Telugu. It is prepared for bilingual and multilingual students proficient in
translation and interpretation, who have sufficient knowledge of at least two languages, the source
This paper contains three units, namely, translation and interpretation: an introduction, translation
theories, methods and problems of translation and practical and machine translation and
interpretation practice. The first unit focuses on the translator, features of the translator, basic
grammar, vocabulary, etc. Unit two emphasises different translation theories, methods and
problems of translation. The last unit aims for problems in contemporary practical translation, the
role of digital tools in translation and its advantages, problems in the contemporary era etc.
Learning outcomes:
Students will be able to build various professional, technical, and linguistic skills to take the job
of translation and interpretation. Their knowledge in various fields in both the source and the target
languages will help them translate in multiple areas and take interpretation jobs for the different
target groups; the translator works with the written material/texts; the interpreter will mediate
between languages orally.
SYLLABUS OF AEC (A)-I: (Marks: 50)
59
Unit -I Translation and Interpretation: An introduction
- Translator, features of the translator, advantages of the translation

- Basic requirements: Knowledge of source language and target language, basic grammar,
vocabulary, usages, and sentence structures
- Types: Literary, administrative, legal, technical and others
- Interpretation – Person/group from different profession
Unit -II Translation Theories, Methods and Problems of translation
- History of translation in Telugu

- Different translation theories
- Methods of translation and interpretation
- Problems with translation
Unit -III Practical and Machine Translation and Interpretation practice
- Practical Translation: Telugu to other languages and vice versa

- Use of digital tools in Translation: Telugu to other languages and vice versa
- Interpretation practice: Telugu to other languages and vice versa
Akki Reddy, S. Nirmaladevi, P. Nalini, G. Anuvada Siddhantalu. Madras: Samatha Publications,

1989.
Bhargavi Rao, P. (Ed.) Sahityanuvadam: Samalochanam. Hyderabad: Andhra Saraswata Parishat,
2007.
Bhargavi Rao. Anuvada Sahityamu: Oka Parisheelana. Hyderabad. Panchajanya Publications,
1996.
Gurudatta, Pradhana. Anuvada Kala. (Tran. Sadanandam), Kuppam: Dravida Vishwavidyalam,
2009.
Nirmal, Bheemsen. Anuvada Shastram. Hyderabad: Telugu Akademy, 2000.
Ramachandra Reddy, Rachamallu. 1987: AnuvadaSamasyalu. Visalandhra Publishing House,
Hyderabad.
Ramarao, V.V.B. Anuvada Darshini. New Delhi: Vadapalli Ramani, 2005.

60
ABILITY ENHANCEMENT COURSE - TELUGU
(For students who have not studied the language)
AEC (B)-I: Basic Telugu
Course Credits Credit distribution of the Eligibility criteria Pre-

title & course requisite
Code of the
Practice
Basic 02 02 0 0 For students who have NIL
Telugu not studied the
language
Learning Objectives
The course aims to teach basic language skills in Telugu, and it intends to facilitate students in
acquiring foundational skills of reading, writing and speaking in Telugu along with synonyms to
expand vocabulary. This course is divided into three units, and it will cover the basic language
structures, the activities and functions generally explored by a beginners’ syllabus, i.e. learning
Telugu syllables, making simple sentence construction and using the same sentences with fellow
students; it goes further, covering situations such as working, studying and including materials
focused on the Telugu media, i.e., cinema, television, the press and advertising. Regarding
grammar structures, the exercises are at the primary level only.
Learning outcomes:
The course will enable the students to obtain the basic skills of reading, writing and speaking in
Telugu, along with building a primary vocabulary. After completing the course, they can read and
construct simple Telugu sentences, figure out words with conjunct characters, and learn functional,
everyday conversation in different language usage situations. Students interact with classmates by
using simple sentences about their daily routine matters on official and informal occasions.
SYLLABUS OF AEC –(B)-I (Marks-50)
Unit -I
61
Introduction to Telugu Vowel & Consonant sounds & along with the sound-image
Script introduction
Introduction of Numerals (up to 100 )
Unit -II
Introduction to Telugu Noun & Pronoun, its Subjunctives

Telugu qualifiers/adjectives
Telugu prepositions
Conjunctions and their usage
Introduction to Verb & Time/Tense
Conjugation of different verbs
Unit -III
Making simple sentences in Telugu (basic syntactical rules)

Making Negative sentences in Telugu
Making Interrogative sentences in Telugu
Arden, A H. A progressive grammar of the Telugu language. 2nd ed. Madras: Society for promoting
Christian knowledge, 1905.
Krishnamurti, B. and Gwynn, J. P. L. A Grammar of Modern Telugu. USA: Oxford University

Press, 1986.
Parandhama Reddy, M. and Venkateswara Shastri,J. Telugu Velugu- I. . Mysore: Central Institute
of Indian Languages, 1997.
Ramanarasimham, Parimi. An Intensive Course in Telugu. Mysore: Central Institute of Indian

Languages, 1985.
Sanjay, D. Spoken Telugu for Absolute Beginners. ______: ________, 2019.
Venkatavadhani, Divakarla. Telugu in Thirty Days. Hyderabad. Andhra Pradesh Sahitya

academy, 2017.

62
ABILITY ENHANCEMENT COURSE -URDU
(AEC) 1: URDU-A
CREDIT DISTRIBUTION, ELIGIBILITY AND PRE-REQUISITES OF

THE COURSE
Credit distribution of the Pre-

course Eligibility requisite
Course title &Code Credits
Practical/ criteria of the
Lecture Tutorial course
Practice
12th Pass
Urdu-A, Ability
02 2 - N. A. with
Enhancement Course (AEC)
URDU
Learning Objectives

• To give knowledge of contemporary society of India through Urdu Poetry.
• To give a glimpse of modern literature with special reference to Urdu Poetry.
Learning outcomes
The learning outcomes of this course are as follows:

• Understanding of concepts.
• Exercising concepts through writings.
• Demonstrating conceptual and textual understanding in test and exam.
SYLLABUS OF AEC-1
UNIT-I- (8-Hours) Hissa-e-Nasr
1. Ghalib key Khotut (Ghalib)

2. AikKhutba-e-Sadarat (MaulanaAbulKalam Azad)
3. Poos kiRaat (Parem Chand)
UNIT-II- (8-Hours) Hissa-e-Nazm (Gazaliayat)
63
1. Mir Taqi Mir
o HastiApniHababkisihai
o Chalteho to chamankochaliyesunteyhainkibaharaanhai
2. Mirza Asadullah Khan Ghalib
o Aahkochahiyeekumrasar hone tak

o Nokta chin haigham-e-diluskosunayenabaney
3. Momin Khan Momin
o Agar ghaflat se bazaayajafaki

o Asaruskozranahihota
UNIT-III- (7-Hours) Hissa-e-Nazm (Manzoomat)
1. Banjara Nama (NazeerAkbarabadi)

2. Murgh-e-Aseerkinasihat (Daya Shankar Nasim)
3. Taraqqikirahein (MaulanAltaf Husain Hali)
UNIT-IV- (7-Hours) Qawaa-e-d
o Tashbih, Isteaarah, Sanaat-e-Tazaad, Sanaat-e-Talmeeh, Sanaat-e-Husn-e-Taalil,

Sanaat-e-Moraat-un-Nazeer, Sanaat-e-Tajnees, Sanaat-e-Laff-o-Nashr
Practical component (if any) –
Suggested readings
Examination scheme and mode: Subject to directions from the Examination Branch/University
of Delhi from time to time
64
(AEC) 1: URDU-B
Credit distribution of the Pre-

course
Eligibility requisite
Course title &Code Credits
Practical/ criteria of the
Lecture Tutorial course
Practice
10th Pass
Urdu-B, Ability
02 2 - N. A. with
Enhancement Course (AEC)
URDU
Learning Objectives

• This Ability Enhancement course prepared for those students who have studied Urdu upto
class 10th.
• This course will provide a perspective about reality of life and world.
Learning outcomes
This Ability Enhancement course prepared for those students who have studied Urdu upto class
10th and also this course will providea perspective about reality of life and world.
SYLLABUS OF AEC-1
Unit 1
Hissa Nasar:
1. Sware jo Kal Aankh Meri Khuli (Patras Bukhari)
2. Lajwanti (Rajinder Singh Bedi)
Unit 2
3. Naya Kanoon (Saadat Hasan Manto)
Unit 3
Hissa Nazam:
Ghazaliyat
1. Fani Badayuni Ek Muamma hai samjhne ka na samjhane ka
Aqal se Kaam bhi le Isq pe Iman bhi la
65
2. Hasrat Mohani Apna Shauq Auron Mein Layen Kahan se Hum
Main Hoon Kya Meri Muhabbat Ki Haqiqat Kya hai
3. Majrooh Sultan Puri Jab ho Irfan to Ghum Ara Jaan Banta Gaya
Hum ko Janoo kya sikhlate ho hum the pareshan tum se ziyada
Unit 4
Manzoomat :
1. Haqiqat-e-Husn (Allama Iqbal)
2. Tuta hua Sitara (sardar Jaafri)
3. Chaand Taroon Ka Ban, (Makhdoom Mahi Uddin)
Unit 5
Quaid :
Ghazal aur Inshayee Ki tareef
References
Nisabi Kitab
Practical component (if any) –
Suggested readings
Examination scheme and mode: Subject to directions from the Examination Branch/University
of Delhi from time to time
66
Skill Enhancement Course (SEC)
Commerce - Finance for Everyone
Credits: 2
Learning Objectives

• To offer an integrated approach to the understanding of concepts and applications of
financial planning.
• To help the students in their financial planning.
Learning outcomes

• After studying this course, students will be able to understand the importance of
financial literacy and the institutions providing financial services.
• After studying this course, students will be able to prepare a financial plan, budget
and manage personal finances.
• After studying this course, students will be able to open, avail and manage services
offered by banks.
• After studying this course, students will be able to open, avail and manage services
offered by post offices.
• After studying this course, students will be able to plan for life insurance and
property insurance.
• After studying this course, students will be able to choose instruments for
investment in shares.
Unit 1: Introduction, Financial Planning and Budgeting

Meaning, importance and scope of financial literacy; Prerequisites of financial literacy – level
of education, numerical and communication ability; Various financial institutions – banks,
insurance companies, post offices, mobile app based services. Need of availing of financial
services from banks, insurance companies and postal services. Concept of economic wants
and means for satisfying these needs; Balancing between economic wants and resources;
Meaning, importance and need for financial planning; Personal budget, family budget,
business budget and national budget; Procedure for financial planning and preparing a budget;
Budget surplus and budget deficit, Avenues for savings from surplus, Sources for meeting the
deficit.
67
Unit 2: Banking Services
Types of banks; Banking products and services – Various services offered by banks; Types of
bank deposit accounts – savings bank account, term deposit, current account, recurring
deposit; pan card, address proof, KYC norm; Various types of loans – education loan,
consumer durable loan, vehicle loan, housing loan, short term, medium term, long
term, microfinance, bank overdraft, cash credit, mortgage, reverse mortgage,
hypothecation, pledge, Agricultural and related interest rates offered by various
nationalized banks; Cashless banking, e-banking, check counterfeit currency; CIBIL, ATM, net
banking, RTGS, NEFT, IMPS, electronic clearance services (ECS), debit and credit card, app
based payment system, bank draft and pay order; banking complaints and ombudsman.
Unit 3: Financial Services from India Post Office
Post office savings schemes: savings bank, recurring deposit, term deposit, monthly income
scheme, kisan vikas patra, NSC, PPF, senior citizen savings scheme , sukanya samriddhi
yojana ; india post payments bank. money transfer: money order, e-money order. instant
money order, collaboration with the western union financial services; mo videsh,
international money transfer service, money gram international money transfer, indian
postal order.
Unit 4: Insurance Services
Life insurance policies: life insurance, term life insurance, endowment policies, pension
policies, ULIP, health insurance plans, comparison of policies offered by various life
insurance companies, comparison of policies offered by various health insurance
companies. Property insurance policies. Post office life insurance schemes: postal life
insurance and rural postal life insurance.
Unit 5: Stock Markets – Some Basic Concepts
Terms used in stock markets: SENSEX, NIFTY, primary markets, secondary markets, initial
public offering(IPO), follow-on public offering (FPO), offer for sale (OFS), block deal, equity
shares, preference shares, debentures, bonus shares, stock split, dividend, buyback, DEMAT
account, trading account, delivery instruction slip (DI Slips), blue chips, defensive stocks, face
value, market value, market capitalisation, pre-opening session, trading session, opening
price, closing price, business days, bull, bear, bull market, bear market, risk, stop loss,
derivatives, call option, put option, hedge, holding period; Tax on short term capital gains
and long-term capital gains, Mutual Fund and its various schemes.
Practical Exercises:
• visit banks, post offices, and insurance companies to collect information and required
documents related to the services offered by these institutions and to know the
procedure for availing of these services.
• carry out the comparative analysis of different types of life insurance policies.
• carry out the comparative analysis of different types of health insurance policies.
• prepare a personal and family budget for one/six/ twelve months on imaginary figures.
68
Suggested Readings:
● Avadhani, V. A. “Investment Management” Himalaya Publishing House Pvt. Ltd.,
Mumbai.
● Batra, J.K., Accounting and Finance for Non-finance Managers, Sage Textbook
● Chandra, P. “Investment Game: How to Win” Tata McGraw Hill Education, New
Delhi.
● Kothari, R. “Financial Services in India-Concept and Application” Sage
Publications India Pvt. Ltd., New Delhi.
● Milling, B. E. “The Basics of Finance: Financial Tools for Non-Financial Managers”
Universe Company, Indiana,
● Mittra, S., Rai, S. K., Sahu, A. P., & Starn, H. J. “Financial Planning” Sage
Publications India Pvt. Ltd., New Delhi.
● Zokaityte, A. “Financial Literacy Education” Palgrave Macmillan, London.
Note: Learners are advised to use the latest edition of readings.
Examination scheme and mode:

Total Marks: 100
Internal Assessment: 25 marks
Practical Exam (Internal): 25 marks
End Semester University Exam: 50 marks
The Internal Assessment for the course may include Class participation, Assignments, Class
tests, Projects, Field Work, Presentations, amongst others as decided by the faculty.
69
English : Communication in Everyday Life

Credits: 2
Learning Objectives

 To lay down a basic foundation for basic communication that is a part of a student's
everyday life.
 To inculcate the fundamentals of communication with the aim to enhance listening,
speaking and writing skills.
 To hone practical skills that can be used in day-to-day affairs.
Learning outcomes
 After studying this course, students will be able to improve mediation skills.
 After studying this course, students will be able to building human relationships.
 After studying this course, students will be able to foster societal understanding &
develop an independent perspective.
 After studying this course, students will be able to enhance social communication
skills of students.
SYLLABUS OF SEC-1
THEORY
UNIT 1
Theory of Communication
 Meaning, Features, Uses, Cycle, Feedback, Advantages
 Barriers
 7 C’s of Communication
UNIT 2
Reading Skills
 Close Reading
 Skimming
 Scanning
UNIT 3
Writing Skills
 Summarising
 Paraphrasing
 Note-making
 Essays- Expository Essay, Descriptive Essay, Narrative Essay
 Letter Writing- Formal Letter, Informal Letter
70
PRACTICE SESSIONS
Speaking Skills
 Oral Presentation- Audio-Visual aids, Audience & Feedback, Delivery of
Presentation, Handling Questions (3 hrs.)
 Group Discussion- Culture & History, Current Affairs, Society-related (3 hrs.)
 Public Speaking- Public Speech, Extempore (3 hrs.)
 Interview- Personal, Conversational, Public (3 hrs.)
Listening Skills
 Netiquettes (1 hr.)
 Audio-book Listening & Discussions (3 hrs.)
 Note-taking (1 hr.)
Writing Skills
 Reports- Incidence, Newspaper, Organisational Report (3 hrs.)
 Analysis & Interpretation- Textual (2 hrs.)
 Intra & Inter-personal Skills - Monologue, Dialogue (2 hrs.)
Total Hours for Theory= 8
Total Hours for Practice Sessions= 24
Total Hours of classes= 32
Suggested Readings
 Chaudhary, Shoma. “Understanding Interviews, Billy Elliot is my Story, Only Less

Happy”. Tehelka: The People’s Paper, 18 February 2006.
 Kumar, Dinesh. “Understanding Values, Our Muddled Generation”. The Hindu, 26
March 2006.
 Learning to Write I, “Free Writing”. In Fluency in English II, ed. Varma, Pramodini
and Mukti Sanyal, pp. 1-5, Oxford, New Delhi, 2015.
 Learning to Write II, “Editing”. In Fluency in English II, ed. Varma, Pramodini and
Mukti Sanyal, pp. 25-27, Oxford, New Delhi, 2015.
 Learning to Write III, “What makes Good Writing Good”. In Fluency in English II,
ed. Varma, Pramodini and Mukti Sanyal, pp. 48-51, Oxford, New Delhi, 2015.
Examination scheme and mode:

Total Marks: 100
The Internal Assessment for the course may include Class participation, Assignments,
Class tests, Projects, Field Work, Presentations, amongst others as decided by the faculty.
71
Hindi : Rangmanch
Credits: 2
Course Objective:
• हिन्दी रं गमंच का सामान्य पररचय कराना l
• नाट्य-प्रस्तुहि की प्रहिया की जानकारी दे ना l
• अहिनय के हिहिन्न पक्षं से अिगि कराना l
• रं गमंच के खेलषं और गहिहिहियषं से अिगि कराना l
Course Learning Outcomes:

• नाट्य-प्रस्तुहि की प्रहिया से हिद्यार्थी अिगि िष सकेगा l
• रं गमंच की सामान्य जानकारी हमलने के उपरान्त इस क्ेत्र में हिद्यार्थी के हलए रषजगार
की संिािनाएँ बनेंगी l
• रं गमंचीय गहिहिहियषं से हिद्यार्थी के व्यक्तित्व का हिकास िष सकेगा l
• हिद्यार्थी में अहिव्यक्ति कौशल का हिकास िष सकेगा l
यूनिट 1
• िरि मुहन कृि नाट्यशास्त्र (संहक्प्त पररचय)

• हिन्दी का पारं पररक रं गमंच (संहक्प्त पररचय)
यूनिट 2
प्रस्तुहि-प्रहिया: आलेख का चयन, अहिनेिाओं का चयन, दृश्य-पररकल्पना (ध्वहन-संगीि-नृत्य-प्रकाश),
पूिााभ्यास
यूनिट 3
अहिनय की िैयारी: िाहचक, आं हगक, आिाया, साक्तत्वक
यूनिट 4
आशु अहिनय, हर्थएटर गेम्स, संिाद-िाचन, शारीररक अभ्यास, सीन िका
यूनिट 5
मंच प्रबंिन: सेट, रं ग-सामग्री, प्रचार-प्रसार, ब्रषशर-हनमाा ण
सन्दर्भ पुस्तकें:
72
सन्दभर् पस्
ु तक� :
• संहक्प्त नाट्यशास्त्रम् - रािािल्लि हत्रपाठी, िाणी प्रकाशन, हदल्ली, 2009
• रं ग स्र्थापत्य: कुछ हटप्पहणयाँ – एच. िी. शमाा राष्ट्रीय नाट्य हिद्यालय प्रकाशन, हदल्ली,
2004
• पारं पररक िारिीय: रं गमंच अनंििाराएँ – कहपला िात्स्यायन, अनुिाद – बदी उज़म्मा,
नेशनल बुक टर स्ट, हदल्ली, 1995
• हिंदी रं गमंच का लषकपक्, सं प्रष. रमेश गौिम, स्वराज प्रकाशन, हदल्ली 2020
• मंच आलषकन – जी. एन. दासगुप्ता, अनुिाद – अजय मलकानी, नेशनल बुक टर स्ट,
हदल्ली, 2006
• रं गमंच के हसद्ांि – सं मिेश आनंद, दे िेन्द्र राज अंकुर, राजकमल प्रकाशन, हदल्ली
2008
Examination Scheme & Mode:

Total Marks: 100
The Internal Assessment for the course may include Class participation, Assignments, Class tests,
Projects, Field Work, Presentations, amongst others as decided by the faculty.
73
Value Addition Course (VAC)
English : Reading Indian Fiction in English
Course Title and Credits Credit Distribution of the Course Eligibility Prerequisite
Code Criteria of the
Lecture Tutorial Practical/Practice Course
Reading Indian 02 1 0 1 Pass in NIL
Fiction in English Class 12th
Course Objectives
● Acquaint students with Indian Fiction in English.

● Familiarise students with Indian ethos and values through Indian fiction.
● Analyze novels critically and in the context of their own lived situations.
Learning Outcomes
● Understanding of Indian ethos and values through Indian fiction.
● Develop creative thinking through reading of fiction..
● Realise the potential of fiction in bringing out social and cultural change.
UNIT:I
● How to Read a Novel
● Novel as Reflection of Society
UNIT II:
● Bankim Chandra Chatterjee: Anandamath (English translation by
Sri Aurobindo and Barindra K Ghosh)
Points of Discussion:
● Patriotism and Nationalism
● The song Bande Mataram
● Elements of History and Romance
● Issues of Gender
74
● Natural calamity
● Genre of Text and Feature Film
UNIT III:
● Chaman Nahal: Azadi. Houghton Mifflin publication, 1975.
Points of Discussion:
● The Story of Partition
● Violence and Trauma
● Autobiographical voices in the novel
● Elements of history, politics and art
● Personal and Political
Practical/ Practice Component (15 sessions of 2 hours each= 30 hours)
● Students may be asked to do a dramatic recitation of selected parts of a novel.

● Students may be asked to organize the major events of the plot of a novel through
different methods: graphically, making a plot outline or sketching a storyboard.
● Students may be asked to classify each instance of figurative language (simile, metaphor,
etc.) and explain its effect on that section of the text.
● Students may share their understanding of any particular aspect of the novels through a
brief write up.
● Discuss the portrayal of any major characters of the novel with reference to the central
theme of the text.
● Think about and discuss Indian fiction in relation to cultural and critical contexts.
● Any other Practical/Practice as decided from time to time
ESSENTIAL READINGS:
● Bankim Chandra Chatterjee: Anandamath (English translation by Sri Aurobindo and
Barindra K Ghosh)
● Chaman Nahal: Azadi. Houghton Mifflin publication, 1975
● E. M. Forster: Aspects of the Novel
75
SUGGESTED READINGS:
1. Srinivasa Iyengar, K. R. Indian Writing in English. India, Sterling Publishers, 1987.

2. Naik, M. K. A History of Indian English Literature. India, SahityaAkademi, 1982.
3. Nayar, Pramod K. The Indian Graphic Novel: Nation, History and Critique. India, Taylor
& Francis, 2016.
4. Gopal, Priyamvada. The Indian English Novel: Nation, History, and Narration. United
Kingdom, Oxford University Press, 2009.
Assessment Methods*
Internal Assessment: 25%
End Semester Theory Exam: 25%
Practical: 50%
*Subject to directions from the Examination Branch/University of Delhi from time to time
76
भारतीय भिक्त परं परा और मानव मल्

ू य
Code Criteria of the Course
Lecture Tutorial Practical/Practice
भारतीय भि त 02 1 0 1 Pass in NIL
परंपरा और मानव Class 12th
मल्
ू य
COURSE OBJECTIVES
● भारतीय भक्ति की महान परं परा, प्राचीनता और इसके अखिल भारतीय स्वरूप से छात्रों का
परिचय कराना
● भारतीय भक्ति परं परा के माध्यम से छात्रों में मानव मल्
ू यों और गुणों को जगाकर उनका
चारित्रिक विकास करना और एक अच्छे मनष्ु य का निर्माण करना ।
● छात्रों को भारतीय नैतिक, सांस्कृतिक और सामाजिक मल् ू यों के प्रति जागरूक करना ।
● भारतीय भक्ति परं परा के माध्यम से राष् ीयता और अखिल भारतीयता की भावना जागत ृ
करना।
LEARNING OUTCOMES
● भारतीय भक्ति परं परा के माध्यम से छात्रों में मानव मल्

ू यों और गुणों को विकास होगा और वे
एक अच्छे और चरित्रवान मनष्ु य बन सकें गे ।
● भारतीय भक्ति परं परा के सांस्कृतिक और सामाजिक पक्षों की जानकारी हो सकेगी।
● भक्ति की प्राचीनता और अखिल भारतीय स्वरूप की जानकारी से राष् ीयता और अखिल
भारतीयता की भावना जागत ृ और मजबत ू होगी।
● प्रमख
ु भक्त कवियों का परिचय और उनके विचारों की जानकारी हो सकेगी।
77
SYLLABUS
Unit I: भारतीय भि त परं परा
भक्ति: अर्थ और अवधारणा

भक्ति के विभिन्न संप्रदाय और सिद्धांत
भारत की सांस्कृतिक एकता और भक्ति
भक्ति का अखिल भारतीय स्वरूप
ु भक्त और उनके विचार

Unit II: भारत के कुछ प्रमख
संत तिरुवल्लवु र , आण्डाल, अक्कमहादे वी, ललद्यद , मीराबाई, तल ु सीदास,

कबीरदास, रै दास, गरु
ु नानक, स र
ू दास, जायसी, त क
ु ाराम, नामदे व, नरसिंह मेहता,
वेमना, कंु चन, नम्बियार, चैतन्य महाप्रभ,ु चंडीदास, सारला दास, शंकरदे व
ू य और भक्ति
Unit III: मानव मल्
मानव मल्
ू य का अर्थ
चयनित भक्त कवियों की जीवन मल्
ू यपरक कविताएँ
● पाठ्य म में उल्लिखित कवियों में से किसी एक कवि की रचनाओं में विभिन्न मानव मल् ू यों के आधार
पर प्रोजेक्ट
● वर्तमान समय में भक्ति की प्रासंगिकता को समझना; सर्वे और साक्षात्कार पद्धति के आधार पर.
● जीवन में मानव मल् ू यों के प्रतिपालन पर सर्वे और साक्षात्कार के आधार पर एक रिपोर्ट बनाना.
● उल्लिखित कवियों में से किसी एक कवि से संबधि ं त किसी मठ, आ म या मंदिर आदि, अथवा कोई
फिल्म/ डॉक्यमु ें ी के आधार पर रिपोर्ट बनाना.
● आवश्यक हो, तो छात्र प्रोजेक्ट रिपोर्ट के रूप में अपने अनभ

ु व साझा करें
Essential Readings
● ‘भक्ति का उद्भव और विकास तथा वैष्णव भक्ति के विविध रूप’, भारतीय साहित्य का समेकित
इतिहास, संपादक- डॉ नगें द्र, हिंदी माध्यम कार्यान्वयन निदे शालय, दिल्ली विश्वविद्यालय,
दिल्ली, पष्ृ ठ संख्या 215-250
● कुछ प्रमख
ु कवियों के चयनित पद
● ‘भक्ति आंदोलन और भक्ति काव्य’, शिव कुमार मि , अभिव्यक्ति प्रकाशन, इलाहाबाद, 1994
● ू य और साहित्य’, डॉ धर्मवीर भारती, भारतीय ज्ञानपीठ, नई दिल्ली,1999
‘मानव मल्
78
Suggested Readings:
● ‘भि त के आयाम’, डॉ. पी. जयरामन, वाणी काशन, नई द ल

● ‘ हंद सा ह य का इ तहास’, आचाय रामचं शु ल, लोक भारती काशन, इलाहाबाद
● ‘मध्यकालीन हिंदी काव्य का स्त्री पक्ष', डॉ. पन ू म कुमारी, अनामिका पब्लिशर्स एंड
डिस् ीब्यट
ु र्स, नई दिल्ली
● 'मध्यकालीन हिंदी भक्ति काव्य: पन ु र्मूल्यांकन के आयाम', डॉ. पन
ू म कुमारी, अनामिका
पब्लिशर्स एंड डिस् ीब्यटु र्स , नई दिल्ली
Assessment Methods*

Practical: 50%
79
Political Science: Constitutional Values and Fundamental Duties
Constitutional 02 1 0 1 Pass in NIL
Values and Class 12th
Fundamental
Duties
COURSE OBJECTIVES:
● Enrich students with knowledge and relevance of the Constitution.
● Develop awareness about Duties and Values.
● Inculcate a sense of Constitutionalism in thought and action.
LEARNING OUTCOMES:
● Understand the Constitution and its relevance
● Appreciate the values and goals embedded in the Constitution.
● Recognise the importance of Fundamental Duties enshrined in the Constitution.
● Apply the spirit of fundamental values and duties in everyday national life.
Syllabus of Constitutional Values and Fundamental Duties
Unit I: The Constitution of India – an Introduction
● Federal Republic, Rule of Law, Separation of Powers

● Sovereignty, Socialism, Democracy
● Secularism and Sarva Dharma Sama Bhava
Unit II: Constitutional Values
● Justice: Social, Political, Economic

● Liberty: Thought, Expression, Belief, Faith, Worship
● Equality : Equality before law & equal application of laws
● Fraternity: Dignity, Unity and Integrity
80
Unit III: Fundamental Duties
● Reflecting on the ancient Indian notions of righteousness and

duty consciousness
● Fundamental Duties- Article 51A [(a) – (k)]
● Legal status of Fundamental Duties - Judicial approach
● Reflections on some of the constitutional values/ fundamental duties and its

contemporary relevance in day-to-day national life through group discussions and
projects.
● Conduct workshops to spread awareness on the Fundamental Duties and Values.
● Students are required to conduct a survey (minimum 25 respondents) on assessing the
awareness of the constitutional duties amongst the citizens.
● Students may share their experiences on Fundamental Duties and Values in the form
of a Project Report.
ESSENTIAL READINGS
● Preamble to the Constitution of India, 1950.
● The Constitution of India, Articles - 14, 19, 21.
● The Constitution of India, Fundamental Duties [Ar. 51 A (a) – (k)].
SUGGESTED READINGS
● Durga Das Basu, et al., Introduction to the Constitution of India (LexisNexis, 26th
edn, 2022).
● Leila Seth, We, the Children of India: The Preamble to Our Constitution (New
Delhi, Puffin Books, Penguin Books India, 2010).
● Mahendra Pal Singh, V.N. Shukla's Constitution of India, (Eastern Book Company,
Lucknow, 13th revised edn. 2017)
● B.R. Ambedkar Selected Speeches, (Prasar Bharati, New Delhi, 2019) available at:
https://prasarbharati.gov.in/whatsnew/whatsnew_653363.pdf.
Assessment Methods*
Practical: 50%
81
Sanskrit - Yoga: Philosophy and Practice
Yoga: Philosophy 02 1 0 1 Pass in NIL
and Practice Class 12th
Course Objectives
● To learn the fundamentals of Yoga for harmonising the body, mind and emotions.
● To demonstrate the value and the practice of holistic living.
● To value the heritage of Yoga for self and society.
Learning Outcomes
● Understanding ways to harmonise the body and mind through Yoga.
● Disciplining the mind through practicing Yoga.
● Understanding of consciousness through practical training.
Syllabus of Yoga: Philosophy and Practice
Unit I: Yoga: Asana, Prāṇāyāma and Dhyana
● History of Yoga
● Significance of Asana
● Effect of Praṇayama
● Importance of Dhyana
Unit II: Patanjali’s Yogasūtra and Chakra
● Patanjali’s Yogasūtra: a summary

● First sutra
● Second sutra
● Chakras (psychic centres)
82
Unit III: Understanding Asana and Pranayama
● Asana: the basics
● SuryaNamaskara
● Nadishodhana Praṇayama
● Surya Namaskar
● Selected Asana
● Praṇayama
● Relaxation exercises for the eyes (7 steps) neck (4 steps)
● Concentration on Bhrumadhya
● Project Work (effect of everyday concentration on breath for 15 minutes: reflections

to be compiled in the form of a Project report.
Essential Readings
● Āsanas, Prāṇāyāmaand Mudra Bandh , Swami SatyanandaSaraswati, Yoga

Publications Trust, Munger, Bihar, India, 2004.
● Patanjali Yogasutras, Commentary by Swami Vivekanand, Rajyoga
Suggested Readings
● PatanjalYog Pradeep- Swami OmanandSaraswati, Gita Press, Gorakhpur, 2013.
● Science of Pranayama-Swami Sivananda, Edition by David De Angellis, 2019, All

Rights Reserved.
● Udayveer Shastri Granthavali,4, Patanjal- Yoga Darshanam, Udayavir Shastri,

Govindram Hasanand, Delhi 6.
Assessment Methods*

Practical: 50%
*Subject to directions from
the Examination Branch/University of Delhi from time to time
83

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Scheme of Examination and Courses of

Reading for B.Com. (Hons.) based on NEP

SCHOOL OF OPEN LEARNING

Syllabus Applicable for the students seeking admission to

CORE COURSE (DSC)

Course Credits Credit distribution of the course Eligibility Pre-requisite

Corporate 4 3 1 0 Pass in XII Pass in

Unit 3: Valuation of Intangible Assets and Shares (9 hours)

Unit 4: Amalgamation of Companies and Internal Reconstruction (9 hours)

(a) Accounting for Amalgamation of Companies (excluding inter-company holdings)

Unit 5: Corporate Financial Reporting (9 hours)

● Accounting Standards at the Website of the Institute of Chartered Accountants of India.

Note: Suggested readings will be updated by the Department of Commerce and

Course Credits Credit distribution of the course Eligibility Pre-requisite

Company 4 3 1 0 Pass in XII NIL

Unit 2: Formation and Incorporation documents (9 hours)

Unit 3: Share Capital (9 hours)

Unit 4: Management and Meetings (9 hours)

Unit 5: Dividends, Audit and Winding up (9 hours)

The learners are required to:

● Jagota, R. (2021). Corporate Laws. New Delhi: Taxmann Pvt Ltd.

● Hanningan, B. (2021). Company Law. UK: Oxford University Press.

Note: Suggested readings will be updated by the Department of Commerce and

DSC-6 : Human Resource Management

Course Credits Credit distribution of the course Eligibility Pre-requisite

Human 4 3 1 0 Pass in XII NIL

1. Evaluate the importance of contemporary and emerging HR issues.

Unit 1: Introduction to Human Resource Management (9 hours)

Unit 3: Upgrading Employees: Training and Development (9 hours)

Unit 4: Performance Appraisal and Compensation Management (9 hours)

Performance appraisal- Nature, objectives and process; Performance management; Methods of

Compensation - Concept and policies, Base and supplementary compensation; Individual,

Unit 5: Employee Maintenance, Engagement and Emerging Horizons (9 hours)

Employer-employee relations; Grievance handling and redressal; Industrial disputes: Causes

Emerging Horizons; Redundant manpower, e-HRM; Human Resource Information System

The learners are required to:

Note: Suggested readings will be updated by the Department of Commerce and

Unit 1: Investments – An Overview

Unit 2: Risk – Return Analysis

Unit 3: Security Analysis

Unit 4: Fundamentals of Valuation and Portfolio Analysis

Practical component (if any) - NIL

1. Tripathi, Vanita: Security Analysis and Portfolio Management. Taxmann Publications.

Practical component (if any) – Recommendation Computer Package to be Used: Use of

Credit distribution, Eligibility and Pre-requisites of the Course

Course Credit Credit distribution of the Eligibility Pre-requisite Department

Unit -2: Ethical Issues in Functional Areas of Business

Unit -3: Corporate Governance

Unit -3: Corporate Governance Models and Committees

Practical component (if any) - NIL

Course title Cre Credit distribution of the Eligibili Pre- Department

Unit - 1: Family-Owned Business

Unit - 4: Succession Planning in Family-Owned Business

Succession Planning. Advice to successes and successor. Moores and Barrett’s 4L

Practical component (if any) - NIL

Economics : Principles of Macroeconomics I

CREDIT DISTRIBUTION, ELIGIBILITY AND PRE-REQUISITES OF THE COURSE

Lecture Tutorial Practical/