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CHRIST (Deemed to University), Bangalore

DEPARTMENT OF COMMERCE
SCHOOL OF COMMERCE, FINANCE AND ACCOUNTANCY

Syllabus for
BCom (Strategic Finance/Honours/Honours with
Research)
Academic Year (2023)

1 Semester - 2023 - Batch

Hours
Course
Course Type Per Credits Marks
Code
Week
Multidisciplinary
BBA141A DIGITAL FINANCE 3 3 50
Courses
Multidisciplinary
BBA141D TALENT MANAGEMENT 3 3 50
Courses
UNDERSTANDING OF Multidisciplinary
BBA141E 3 3 50
FINANCIAL STATEMENTS Courses
SUSTAINABILITY?AND GREEN Multidisciplinary
BBA141F 3 3 50
MARKETING Courses
Multidisciplinary
BLS141 INTRODUCTION TO BIOLOGY 3 03 100
Courses
PRINCIPLES OF FORENSIC Multidisciplinary
BLS142 3 3 100
SCIENCE Courses
Multidisciplinary
CHE141A CHEMISTRY AND SOCIETY 3 3 100
Courses
INTRODUCTION TO
COM001-1 Bridge Courses 4 0 0
ACCOUNTANCY
COM101-1 LEGAL ASPECTS OF BUSINESS Major Core Courses-I 4 4 100
COM102-1 BUSINESS ECONOMICS Major Core Courses-I 4 4 100
CORPORATE
Skill Enhancement
COSF161-1 COMMUNICATIONS AND 3 3 100
Courses
ETIQUETTES
EXTERNAL FINANCIAL
COSF201-1 Major Core Courses-I 4 4 100
REPORTING
Multidisciplinary
CSC141 PROGRAMMING IN C 3 3 100
Courses
WEB DESIGNING USING HTML, Multidisciplinary
CSC143 3 3 100
PHP AND MYSQL Courses
INTRODUCTION TO DATA Multidisciplinary
CSC149 3 3 100
SCIENCE Courses
INTRODUCTION TO CARNATIC Multidisciplinary
DMT142 3 3 100
MUSIC Courses
Multidisciplinary
DSC141 PRINCIPLES OF DATA SCIENCE 3 3 100
Courses
Multidisciplinary
ECO143 DEMOCRACY AND ECONOMY 3 3 100
Courses
GLOBALISATION AND Multidisciplinary
ECO144 3 3 100
DEVELOPMENT Courses
ECOLOGY AND Multidisciplinary
ECO145 3 3 100
DEVELOPMENT Courses

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Ability Enhancement
ENG181-1 ENGLISH 2 2 50
Compulsory Courses
READING SPORTS AND Multidisciplinary
EST142 3 3 100
LITERATURE Courses
STORYTELLING, GAMES AND Multidisciplinary
EST143 3 3 50
ETHICS Courses
DESIGN THINKING AND Multidisciplinary
EST144 45 3 100
SOCIAL ENTREPRENEURSHIP Courses
POETICS , POLITICS AND
Multidisciplinary
EST145 PIVOTAL PEOPLE OF ROCK N 3 3 50
Courses
ROLL
Multidisciplinary
EST147 HISTORY OF INDIAN BUSINESS 3 3 100
Courses
THE OCEANS IN CINEMA: A Multidisciplinary
EST148 3 3 100
BLUE HUMANITIES READING Courses
Multidisciplinary
HIS141 HISTORY AND CINEMA 3 3 100
Courses
Multidisciplinary
LAW141 CYBER LAW 3 4 100
Courses
Multidisciplinary
LAW142 RIGHT TO INFORMATION 3 3 100
Courses
LABOUR AND SOCIAL Multidisciplinary
LAW143 3 3 100
WELFARE Courses
Multidisciplinary
LAW144 ENVIRONMENTAL LAW 3 3 100
Courses
QUANTITAIVE TECHNIQUES Multidisciplinary
MAT142 3 3 100
FOR MANAGERS Courses
Multidisciplinary
MED141 MEDIA AND POLITICS 3 3 50
Courses
Multidisciplinary
MED143 CELEBRITY PR 3 2 50
Courses
HARRY POTTER AND Multidisciplinary
MED144 3 3 50
CONTEMPORARY ISSUES Courses
Multidisciplinary
MED145 SOCIAL MEDIA 3 3 50
Courses
Multidisciplinary
MED146 PUBLIC SPEAKING 3 3 50
Courses
DEMOCRACY AND ETHICAL Multidisciplinary
POL141 2 2 100
VALUES Courses
SUBALTERN STUDIES:
Multidisciplinary
POL143 NARRATIVES OF THE 3 3 100
Courses
COMMUNITIES
ARTIFICIAL INTELLIGENCE
Multidisciplinary
PSY143 AND HUMAN-MACHINE 3 3 100
Courses
INTERACTION
Multidisciplinary
PSY155 PSYCHOLOGY OF GENDER 3 3 100
Courses
PSYCHOLOGY OF Multidisciplinary
PSY156 3 3 100
RELATIONSHIPS Courses
Multidisciplinary
PSY157 SCIENCE OF WELLBEING 3 3 100
Courses
Multidisciplinary
PSY159 PSYCHOLOGY OF LEADERSHIP 3 3 100
Courses
CONTEMPORARY SOCIAL Multidisciplinary
SOC142 3 3 50
PROBLEMS AND CHALLENGES Courses
Multidisciplinary
THE141 THEATRE APPRECIATION 3 3 100
Courses
2 Semester - 2023 - Batch
Hours
Course
Course Type Per Credits Marks
Code
Week
EMOTIONAL INTELLIGENCE
BBA142B AND MANAGERIAL - 3 3 100
EFFECTIVENESS

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FUNDAMENTALS OF DIGITAL
BBA142C - 3 3 100
MARKETING
BBA142D WEALTH MANAGEMENT - 3 03 100
WORKING WITH SPREAD
BBA142E - 3 3 100
SHEETS
BBA142F FINANCIAL EDUCATION - 3 3 100
GROUP AND TEAM
BBA142G - 3 3 100
EFFECTIVENESS
PRINCIPLES OF
BLS143 HORTICULTURAL - 3 4 100
TECHNIQUES
BLS144 PRINCIPLES OF AYURVEDA - 3 3 100
PRACTICES OF BANKING AND
COM101-2 - 4 4 100
INSURANCE
CORPORATE LAW AND
COM102-2 - 4 4 100
ADMINISTRATION
FINANCIAL MARKETS,
COSF101-2 - 4 4 100
INSTITUTIONS AND SERVICES
COSF161-2 COMPUTERISED ACCOUNTING - 4 3 100
FINANCIAL PLANNING AND
COSF201-2 PERFORMANCE - 4 4 100
MANAGEMENT
INTRODUCTION TO
CSC152 - 3 4 100
BLOCKCHAIN
INTRODUCTION TO DATABASE
CSC153 MANAGEMENT SYSTEMS - 3 3 100
(DBMS)
DSC143 DATA VISUALIZATION - 3 3 50
ECO143 DEMOCRACY AND ECONOMY - 3 3 100
THINKING THROUGH THE
ECO147 - 3 2 50
ENVIRONMENT
ENG181-2 ENGLISH - 3 2 100
COMPARATIVE PHILOSOPHY:
EST151 - 3 2 50
DARSANA AND PHILOSOPHY
SKILLS FOR PROFESSIONAL
EST152 - 3 2 50
DEVELOPMENT
EST153 PARTITION NARRATIVES - 3 3 50
LITERATURE FROM THE
EST154 - 3 3 50
NORTHEAST
FORENSIC LINGUISTICS
EST155 - 3 3 50
THROUGH CASE STUDIES
RETELLING OF EPICS IN
EST156 - 3 3 50
INDIAN LITERATURE
LAW142 RIGHT TO INFORMATION - 3 3 100
LAW144 ENVIRONMENTAL LAW - 3 3 100
LAW AND PRACTICE OF
LAW146 - 3 2 100
INTELLECTUAL PROPERTY
LAW147 CORPORATE LAW - 3 2 50
LEGAL ASPECTS OF HUMAN
LAW149 - 3 2 100
RESOURCE MANAGEMENT
CORPORATE SOCIAL
LAW150C RESPONSIBILITY AND HUMAN - 3 3 100
RIGHTS
MATHEMATICS FOR
MAT141 - 3 3 50
MANAGERIAL DECISIONS
MATHEMATICS FOR
MAT143 - 3 3 100
ECONOMICS AND BUSINESS
ARTS APPROACHES TO
MED150 - 3 3 100
PEACEBUILDING
INTRODUCTION TO
PHY141A ASTRONOMY AND - 3 3 100
ASTROPHYSICS
PHY141B RENEWABLE ENERGY - 3 3 100

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DEMOCRACY AND ETHICAL

POL141 - 2 2 100
VALUES
POL144 INDIA AND THE WORLD - 3 2 100
BASICS OF CONSUMER
PSY144 - 3 3 100
BEHAVIOUR
PSY155 PSYCHOLOGY OF GENDER - 3 3 100
PSY158 STRESS MANAGEMENT - 3 3 100
UNDERSTANDING ADDICTION
PSY160 - 3 3 100
AND SUBSTANCE USE
SOC141 WOMEN'S ISSUES - 3 3 50
STA141 ELEMENTS OF STATISTICS - 3 3 100
INTRODUCTION TO SOCIAL
SW141 - 3 3 50
WORK AND SOCIAL WELFARE

Introduction to Program:

Assessment Pattern (

Students are evaluated for each paper on the basis of written examination
and continuous internal assessment (CIA). Each paper carries maximum of
100 marks and is evaluated as follows:

a) For Core and DSE courses Internal Assessment and End Semester
ratio- 70:30. Languages, and Generic Elective courses the
Internal Assessment and End Semester Ratio is 50:50.

b) For all papers minimum pass percentage 50 %. (Aggregate of Internal + End

Semester marks)

c) For CMA integrated papers

- CIA 1 and 3 Case analysis, Quiz, MCQs

- CIA 2 (MSE and ESE – Lab based Online examinations)

d) For other papers the Assessment is as follows:

Assessment Description
Component
Weightage
CIA I Quizzes, role plays, objective type tests, written 20%
assignments,

discussion forums, article reviews, case analysis etc.

CIA II Mid semester written examination conducted for 2 hours 25%
duration
CIA III Group work consisting of presentations, viva voce, and 20%
report

submission.
ESE Written examination conducted for 2 hours duration 30%

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Attendance 05%
Total 100%

Examination And Assesments

Question Paper Pattern –MSE/CIA 2 and ESE (Other than integrated courses) (Max
marks 50)

The question paper pattern will be as specified below:

Sections Type Marks

A Short Answer Questions- Answer any 5 questions out of 7 5 x 2 = 10
B Conceptual / Descriptive Type questions- Answer any 2 2 x 5 = 10
questions out of 3
C Analytical / Essay Type Questions- Answer any 2 questions 2 x 10 =
out of 3 20
D Case Study-Compulsory question 1 x 10 =
10

Question paper pattern for online MSE/CIA 2 and ESE (Integrated Courses) (Max marks 50)

Sections Type Marks

A Conceptual MCQs - 14 Questions 14 x 1= 14
B Problem based MCQS 16 Questions 16 x 1.5 =
24
C Essay - 1 question 1 x 12 =
12

BBA141A - DIGITAL FINANCE (2023 Batch)

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

Course Objectives/Course Description

Course Description

This course provides the participants with a bird’s-eye view of the FinTech landscape
and an appreciation of the history of financial innovation. The course examines the
technology fundamentals driving the FinTech revolution to develop an appreciation of
their application in a comprehensive array of financial sectors. This course builds on
the foundation of elementary financial theory and complements financial intermediation
and capital market courses with a unique yet essential technology and innovation
perspective.

Course Objective:

CO1: To give an overview of digital finance, Fintech, and its trend.

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CO2: To understand the role of Fintech in the financial system.

CO3: To give awareness about the application of Fintech in various fields of Finance.

CO4:To give an understanding of contemporary issues related to FinTech

Course Outcome

CO1: Develop an overview of Digital Finance and its trend

CO2: Develop an appreciation of the global FinTech landscape

CO3: Understands the application of fintech in various fields

CO4: Develops insight into contemporary issues related to digital finance

Unit-1 Teaching Hours:6

Digital Finance ?An Introduction

Digital Finance meaning, Landscape of digital finance, Ecosystem of digital finance, Digital Financial
Services, Benefits of DFS, Importance of digital financial transformation. Types of Digital Finance
Services, Evolution and Trend of digital finance in India. Case -Study

Unit-2 Teaching Hours:8

Overview of FinTech

Definition of Fintech, Traditional financial services vs. today, History of FinTech,.

Fintech trends. Factors driving Evolution of FinTech, Overview of Fintech Ecosystem.
Fintech applications, Machine Learning and AI: AI/ML Introduction, Application,
Changing Business Landscape, Cloud Computing:

Unit-3 Teaching Hours:8

Digitalisation of Payment System

Evolution from credit card to CBDC, B2B, B2C, C2C payment mechanisms, EMV,
NFC, Tokenization, Mobile wallet, UPI, QR code, Cross-border digital payments,
Payment platforms & Ecosystem, Open/Neo banking, ..Digital Payment system of
India – Case Study

Unit-4 Teaching Hours:10

Bitcoin and Blockchains.

Introduction:4the economic function of currency in the economy. Problems with

issuer¿s credibility. Analysis of bitcoin as a currency. The blockchain as a registration
mechanism. The integration of bitcoin and blockchain and issuer’s incentive problems.
Possible alternative uses of blockchain technology in the economy and difficulties in its
implementation. Use of bitcoin in money laundering. The regulatory debate, CBDC.
Current status of blockchain & CBDC in India
Unit-5 Teaching Hours:8
Regtech, Insurtech and BancTec

Insurtech: How does InsurTech work, Business model disruption, Aggregators, AI/ML
in InsurTech, IoT, and InsurTech, Risk Modelling, Fraud Detection, Processing claims,
and Underwriting, Innovations in Insurance Services.

Banktech: Regulatory Framework for Product Pricing, loan origination, and servicing, Social media-based
profiling, comparison tools and aggregators, Dynamic credit rating, Risk management & underwriting,
Using Credit Counsellor Robo/Bot for faster approvals & funding, Utilizing data science tools and machine
learning for data mining/ cross sale, Hybrid Lending Products

Unit-6 Teaching Hours:5

The Future of Data-Driven Finance

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Introduction. Contemporary issues in digital finance and fintech, Fintech Big trends-
looking forward. Case study
Text Books And Reference Books:

Lynn, T., Mooney, J.G., & Rosati, P., & Cummins, M. (2019). Disrupting Finance:
FinTech and Strategy in the 21st Century. (DF)
Essential Reading / Recommended Reading

1. Cheun, D.L.K. (2015). Handbook of Digital Currency, Bitcoin, Innovation, Financial

Instruments, and Big Data. Elsevier.

2. Chishti, S., & Barberis, J. (2016). The FinTech book: the financial technology
handbook for investors, entrepreneurs and visionaries. John Wiley & Sons.

3. Chishti, S., & Puschmann, T. (2018). The Wealthtech Book: The FinTech Handbook
for Investors, Entrepreneurs and Finance Visionaries. John Wiley & Sons.

4. Loesch, S. (2018). A Guide to Financial Regulation for Fintech Entrepreneurs. John

Wiley & Sons.

5. Metawa, N., Elhoseney, M., Hassanein, A.E., & Hassan, M.K.H. (2019). Expert
Systems in Finance: Smart Financial Applications in Big Data Environments.
Routledge.

6. Sironi, P. (2016). FinTech Innovation, From Robo-Advisors to Goal Based Investing

and Gamification.
7. VanderLinden, S. L., Millie, S. M., Anderson, N., & Chishti, S. (2018). The INSURTECH Book: The
Insurance Technology Handbook for Investors, Entrepreneurs and FinTech Visionaries. John Wiley & Sons.

Evaluation Pattern
Evaluation Pattern
CIA 1: 20 MARKS ( LATER CONVERTED TO 10 MARKS)

CIA 2: 20 MARKS ( LATER CONVERTED TO 10 MARKS)

CIA 3: 50 MARKS ( LATER CONVERTED TO 25 MARKS)

Attendance 5 marks

Total 50 marks

BBA141D - TALENT MANAGEMENT (2023 Batch)

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

Course Objectives/Course Description

Human Resource is considered as a valuable resource in every organization. The world class
companies compete among themselves to attract the best talent across the globe. They view talent
as competitive differentiator and one where the acquisition, engagement, development and
retention of talent is considered as a strategic priority of business. This course exposes the
students to methods and practices to acquire, engage and develop talent, focus on development of
strategic leaders within an organization and also deals with how talent and knowledge can be
managed effectively for the development of the organization

Course Outcome

CO 1: 1. Demonstrate an understanding of key concepts, principles and models related

to talent and knowledge management

CO 2: 2. Evaluate the importance of talent management in developing organizations

CO 3: 3. Learn to apply the theories and concepts studied in the classroom to practical

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situations

CO 4: 4. Analyse the various talent and knowledge management practices and their
value to organizations

CO 5: 5. Solve the issues pertaining to talent and knowledge management

Unit-1 Teaching Hours:7

Introduction to Talent Management

Meaning and concept of talent management, need and scope for talent management, Talent vs
Knowledge, Talent management models: Process and Integrated model, Talent management
initiatives, Techniques for potential appraisal, Talent management grid, Benefits of talent
management.

Unit-2 Teaching Hours:7

Creating Talent Management Systems

Building blocks for talent management strategy, Developing and implementing Effective Talent
Management System, Measuring the effectiveness of talent management, creating talent
management system for organizational excellence.

Unit-3 Teaching Hours:7

Competency mapping and approaches to talent
management

Competency Mapping- Meaning, Importance and Steps in competency mapping, Competency

model, Role of leaders and HR in talent management, Talent Management Approaches, Mapping
Business Strategies and Talent Management Strategies, Achieving competitive advantage, Best
practices in talent management- Case studies

Unit-4 Teaching Hours:7

Integrating Talent and Knowledge Management

Introduction to knowledge management, types of knowledge, Benefits of Knowledge

Management, Integrating talent management and knowledge management, Role of Information
technology in talent and knowledge management.
Unit-5 Teaching Hours:7
Recent Trends and Best Practices in Talent
Management

Introduction, Use of Technology in Talent Management, Use of AI in Talent Management, Talent

Management using Design Thinking

Unit-6 Teaching Hours:10

Project Work: Field study & Report Submission

Experiential Learning Activity: Identifying any one organization in the manufacturing or service
sector- Interacting, observing and conducting interviews with their senior HR leaders to
understand how they manage and retain talent in their organizations.
Text Books And Reference Books:
● Lance A. Berger, Dorothy Berger (2017): Talent management handbook, McGraw Hill
New York.

● Mohapatra.M & Dhir.S (2022); Talent Management-A contemporary perspective (2022),

Sage Publications

Essential Reading / Recommended Reading

● Mark Wilcox (2016), Effective Talent Management: Aligning strategy, people and
performance, (1st ed.), Routledge Taylor and Francis Group.
● Marshal Gold Smith and Louis Carter (2018): Best practices in talent management, A
Publication of the practice institute, Pfeiffer, A Wiley Imprint.
● Atheer Abdullah Mohammed (2019), Integrating Talent and Knowledge Management:
Theory and practice, Lamber Publishing co.,

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● Cappeli Peter: Talent on Demand –Managing Talent in an age of uncertainty, Harvard

Business press.

Sphr Doris Sims, Sphr Matthew Gay(2007),Building Tomorrow’s Talent : A Practitioner’s Guide
to Talent Management and Succession Planning, Author House

Evaluation Pattern
Component Maximum Weightage Total
marks Marks
in
Final
Grade
CIA1 20 50% 10
CIA2 20 50% 10
CIA3 50 50% 25
Attendance 5 100 % 05
Total = 50
BBA141E - UNDERSTANDING OF FINANCIAL
STATEMENTS (2023 Batch)
No of Lecture Hours/Week:
Total Teaching Hours for Semester:45
3
Max Marks:50 Credits:3

Course Objectives/Course Description

Course Description: This course aims at understanding the financial statements published by Indian
companies and make a meaningful understanding of the same. The course gives the initiation towards
terminology in accounting and takes the readers through Income statement and Balance sheet. The
interpretation of the cash flow, Income statement and Balance sheet gives the reader an understanding of
fundamentals of the company and gives a sense of financial soundness or not of any company. The growing
need of adherence to rules and practice of ethics in accounting in its various aspects from public practice to
reporting with case studies will explain the profoundness of Ethics in Accounting and corporate reporting.

Course Outcome

1: Relate to accounting terminologies

2: Explain the components of Financial statements

3: Interpret financial statements

4: Realise the importance of ethics in accounting practices

Unit-1 Teaching Hours:5

Terminologies in Financial Statement

Assets- Current assts and fixed assets, Non-current Liabilities, current liabilities,
Owners Equity, shareholders fund, External equity, Return on investment, operating
expenses, Normal profit, Earnings per share private -Public Investors-Income
Statement-Revenue-Expenses-Profit/loss-Balance sheet- Dual aspects of the balance
sheet, Significant accounting policies and principles- Full Disclosure-Standalone
statements-consolidated statements.

Unit-2 Teaching Hours:10

Understanding Income Statement and Balance
sheet

Meaning and Purpose of Income statement- Cost of goods Sold-Gross profit, Operating
Income-EBITDA-EBIT-EBT-Depreciation-Tax provisions made-Deferred Taxation-
EPS: Basic and Diluted- Purpose of Balance sheet- Share capital- Net Worth-
Shareholders fund- Book value of assets-Face value of shares-Current and non-current
liabilities and assets- Amortisation and Depreciation-Notes to accounts.

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Unit-3 Teaching Hours:10

Cash Flow statements and Notes to accounts

Meaning and Purpose of cash flow statements- Meaning of cash flow, sources of cash flow, Opera�ng,
Inves�ng and Finance ac�vi�es- Inflow and ou�low of cash- Indirect method-Interpre�ng company growth
rate from cash flow stage-Posi�ve and Nega�ve cash flow-Effect of changes in cash flow on performance –
Interpreta�on of high cash balances-Exhibit of cash flow statements of Indian companies- Schedules or
notes to accounts- prepara�on and relevance- interpreta�on of schedules.

Unit-4 Teaching Hours:10

Interpretation of Financial Statements

Year On Year (YoY) comparison of Income statement and Balance sheet-Common size
comparison-Interpreting EPS, DPS, MPS, PE Ratio, Intrinsic value, Liquidity ratio,
Current ratio, Debt Equity Ratio- Dividend payout- Ascertaining performance of a
company through exhibit of annual report of Indian companies
Unit-5 Teaching Hours:10
: Ethics in Accounting

Compliance of accounting standard in letter vs true spirit- window dressing- effects of

unethical practices and non-disclosures-case study ethics in public practice of
accounting, ethics in compliance, ethics in corporate reporting, ethics in non-profit
organisations.

Text Books And Reference Books:

1. Gupta, A. (2020). Financial Accounting for Management: An Analytical
Perspective, Noida, Pearson Education.

2. Raman, B. S. (2014). Financial Accounting (1stedi).I & II, New Dehli:United

Publishers.
3. Porter, G.A., & Norton, C.L. (2013). Financial Accounting (IFRS update)(
6thedi), Cengage Learning.
4. Jawahar Lal & Seema Srivastava (2013). Financial Accounting New
Delhi:Himalaya Publishing House.
5. Sharma & Sashi Gupta (2020) Management Accounting, Kalyani Publishers
6. I M Pandey (2020) Management Accounting, Vikas Publishers

Essential Reading / Recommended Reading

Financial Accounting By SP JAIN & NArang , Kalyani Publishers, Noida

Evaluation Pattern

Total 50 marks .

CIA-1 20 marks (weightage 50% ie 10 marks )

CIA-2 20 marks(weightage 50% ie 10 marks )

CIA-3 - 50 marks (weightage 50% ie 25 marks )

For attendance 5marks

This is a Submission paper .There is no MSE or ESE

BBA141F - SUSTAINABILITY?AND GREEN MARKETING

(2023 Batch)
Total Teaching Hours for Semester:45 No of Lecture Hours/Week:3
Max Marks:50 Credits:3

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Course Objectives/Course Description

The course is designed to understand the importance of Sustainability and Green Marketing on consumer
satisfaction and environmental safety. Green revolution, going green, environment protection, and
sustainable development have become the buzz words today. Consumers are gradually becoming conscious
buying eco-friendly products. This course aims at understanding the concept of Green Products and
Marketing. This course also revisits the factors that affect consumers’ purchase decision in general. This
course will lead the exploration of the leading edge of this paradigm shift that is now underway. This course
introduces students to the concepts and processes of Green marketing and takes them deeper into the world
of Green marketing.

Course Objectives: This course intends

•
To examine green marketing and its importance from the perspective of consumers and
businesses.

•
To evaluate evidence of emerging green consumer segments and how marketers address
those needs.

•
To explain the current state of the environment resulting from past and present human
consumption practices.

•
To elaborate on opportunities, challenges, and issues in designing and implementing
sustainable green marketing strategies.

Course Outcome

CLO1: Analyze green marketing and its importance from the perspective of consumers
and businesses.

CLO2: Assess evidence of emerging green consumer segments and how marketers
address those needs.

CLO3 : Interpret the current state of the environment resulting from past and present
human consumption practices.

CLO4: Discuss the opportunities, challenges, and issues in designing and implementing
sustainable green marketing strategies.

Unit-1 Teaching Hours:10

Introduction to Sustainability and Fundamentals of
Green Marketing
Meaning, Concept and Evolution of Sustainability, Green Marketing, Types of Green Marketing,
Difference between Marketing and Green Marketing, Green Product, Green Marketing, Importance of
Green Marketing, Benefits of Green Marketing, Adoption of Green Marketing, Green Marketing Mix,
Strategies for Green Marketing

Unit-2 Teaching Hours:10

Segmentation of Green Marketing

Green Spinning, Green Selling, Green Harvesting, Enviropreneur Marketing, Compliance Marketing,
Green Washing, Climate Performance Leadership Index, Promotional Channels of Green Marketing.

Unit-3 Teaching Hours:10

Green Marketing Initiatives

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Green Firms, HCL’s Green Management Policy, IBM’s Green Solutions, IndusInd Bank’s Solar Powered
ATMs, ITCs Paperkraft, Maruti’s Green Supply Chain, ONCGs Mokshada Green Crematorium, Reva’s
Electric Car, Samsung’s Eco-friendly handsets, Wipro Infotech’s Eco-friendly computer peripherals

Unit-4 Teaching Hours:10

Environmental consciousness

Introduction to Environment, Importance of environmentalism, Environmental movement, Benefits of

green environment to society, E-waste exchange, Extended Producer Responsibility Plan, Guidelines for
Collection and Storage of E-Waste, Guidelines for Transportation of E-Waste, Guidelines for
Environmentally Sound Recycling of E-Waste

Unit-5 Teaching Hours:5

Socially Responsible Marketing

Sustainable Marketing, Social Criticisms of Marketing, Marketing’s Impact on Individuals, Marketing’s

Impact on Society as a Whole, Marketing’s Impact on Other Businesses, Actions to Promote Sustainable
Marketing, Business Actions Toward Sustainable Marketing, Principles and Marketing Ethics.

Text Books And Reference Books:

1.

Ottman, J. A. (2011). The new rules of Green Marketing: Strategies, tools, and inspiration for
Sustainable Branding. Barrett-Koehler Publisher.

2.
Ottman, J. A. (2001). Green Marketing: Opportunity for Innovation. NTC Business Books.

3. Dahlstrom, R. (2011). Green Marketing Management. South-Western Cengage Learning.

Essential Reading / Recommended Reading
1.

Esty, D. C., & Simmons, P. J. (2011). The green to gold business playbook: How to implement
sustainability practices for bottom-line results in every business function. Wiley.

2. Grant, J. (2009). The Green Marketing Manifesto. Wiley.

Evaluation Pattern
CIA 1: 20 MARKS ( LATER CONVERTED TO 10 MARKS)
CIA 2: 20 MARKS ( LATER CONVERTED TO 10 MARKS)
CIA 3: 50 MARKS ( LATER CONVERTED TO 25 MARKS)
Attendance 5 marks
Total 50 marks

BLS141 - INTRODUCTION TO BIOLOGY (2023 Batch)

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

Course Objectives/Course Description

This course introduces students to the basic principles of biology. Students will learn about the
organization of life, including the cell theory and taxonomy, the chemistry of life, genetics,
evolution, and ecology. The course will also cover current issues in biology such as biotechnology
and environmental sustainability.

Course Outcome

CO1: Students will be able to describe the fundamental principles and concepts of
biology, including the organization of life and the chemistry of living systems.

CO2: Students will be able to explain the role of genetics in inheritance, diversity, and

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evolution.

CO3: Students will be able to analyze the impact of human activities on the
environment and the measures that can be taken to promote sustainability.

CO4: Students will be able to evaluate the ethical implications of advances in

biotechnology and their impact on society.

Unit-1 Teaching Hours:15

Introduction to Biology

The scientific method and experimental design; The organization of life: cells, tissues, organs, and
organ systems; Taxonomy and the diversity of life; Chemical elements and molecules essential to
living systems

Unit-2 Teaching Hours:10

Genetics and Evolution

Mendelian genetics and inheritance patterns; DNA structure and function, gene expression and
regulation; Genetic diversity and evolution; Natural selection and adaptation

Unit-3 Teaching Hours:10

Ecology and Environmental Biology

Ecosystems and biomes; Population dynamics and community interactions; Biodiversity and
conservation; Human impact on the environment and sustainability

Unit-4 Teaching Hours:10

Biotechnology and Ethics

Applications of biotechnology in medicine, agriculture, and industry, Ethical issues related to

biotechnology; The impact of biotechnology on society; Regulations and policies related to
biotechnology

Text Books And Reference Books:

1. Campbell, N. A., & Reece, J. B. (2018). Biology (11th ed.). Pearson.

2. Freeman, S., Quillin, K., Allison, L., Black, M., Taylor, E., & Podgorski, G. (2017).
Biological Science (6th ed.). Pearson.

Essential Reading / Recommended Reading

1. Begon, M., Townsend, C. R., & Harper, J. L. (2006). Ecology: From Individuals to
Ecosystems (4th ed.). Blackwell Publishing.
2.
Ricklefs, R. E., & Relyea, R. A. (2019). The Economy of Nature (8th ed.). W.H. Freeman.

3.
Kuby, J., Owen, J., & Kindt, T. J. (2019). Kuby Immunology (8th ed.). W.H. Freeman.

4.
Thompson, P. B., & Kaplan, D. M. (2019). Encyclopedia of Food and Agricultural Ethics
(2nd ed.). Springer.

Evaluation Pattern
Attendance and Class Participation- 10%
Midterm Examination- 30%

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Review paper/Research Paper- 20%

Seminar presentation – 10%
Final Examination - 30%

BLS142 - PRINCIPLES OF FORENSIC SCIENCE (2023 Batch)

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

Course Objectives/Course Description

Forensic science is the application of scientific principles and techniques to the investigation of
crimes and legal issues. This course covers the fundamental principles of forensic science,
including various scientific analysis techniques used in criminal investigations, legal and ethical
issues, and types of evidence collected at crime scenes.

Course Outcome

CO1: Students will be able to Understand the principles and techniques used in forensic
science investigations

CO2: Students will be able to describe the legal and ethical considerations associated
with forensic science.

CO3: Students will be able to identify and analyze different types of evidence collected
at crime scenes

CO4: Students will be able to evaluate scientific evidence in a legal context using
proper documentation and reporting techniques

Unit-1 Teaching Hours:15

Introduction to Forensic Science

Introduction to forensic science; Historical development of forensic science; Branches and

applications of forensic science; Legal and ethical issues in forensic science

Unit-2 Teaching Hours:10

Physical Evidence

Types of physical evidence; Collection and preservation of physical evidence; Analysis of physical
evidence; Interpretation and evaluation of physical evidence

Unit-3 Teaching Hours:10

Biological Evidence

Types of biological evidence; DNA analysis; Serology analysis; Analyzing and interpreting
biological evidence

Unit-4 Teaching Hours:10

Digital Forensics

Digital forensic investigations; Evidence collection in digital forensics; Analyzing and

interpreting digital evidence; Legal and ethical considerations in digital forensics

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Text Books And Reference Books:

1.
Saferstein, R. (2019). Forensic science: From the crime scene to the crime lab. Pearson
Education.

2.
Criminal Justice & Forensics. (2017). Cengage.

3.
Fisher, B. A. (2019). Techniques of crime scene investigation. Taylor & Francis Group.

4.
Richard Saferstein, R. (2018). Criminalistics: An Introduction to Forensic Science. Pearson
Education.

5.
Houck, M. M., & Siegel, J. A. (2010). Fundamentals of forensic science. Academic Press.

6.
Casey, E. (2018). Digital evidence and computer crime: Forensic science, computers, and
the internet. Academic Press.

7.
Nelson, B., Phillips, A., & Steuart, C. (2016). Guide to computer forensics and
investigations. Cengage

Essential Reading / Recommended Reading

1.
Lee, H. C. (2016). Forensic science : an illustrated dictionary. CRC Press.

2.
Barry, J., & Cooper, J. (2018). Introduction to forensic science. Routledge.

3.
Houck, M. (2018). Trace evidence analysis: More cases in mute witnesses. Academic
Press.

4.
Brown, T. W. (2018). Handbook of Forensic Pathology, Second Edition. CRC Press.

5.
Barbara, J. (2011). Forensic anthropology: An introduction. CRC Press.

6.
Hall, M. (2017). Current practice in forensic medicine. John Wiley & Sons.

7.
Sammons, J., & Jenks, M. (2017). Digital forensics trial graphics: Teaching the jury
through effective use of visual aids. Academic Press.

Evaluation Pattern
Attendance and Class Participation- 10%
Midterm Examination- 30%
Review paper/Research Paper- 20%
Seminar presentation – 10%

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Final Examination - 30%

CHE141A - CHEMISTRY AND SOCIETY (2023 Batch)

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

Course Objectives/Course Description

Course Description: This course gives an insight into the implications of chemistry
in daily life. This course will equip the students with better understanding of how
the different forms of matter influences human lives. This also sensitizes them on
the judicious use and safe handling of chemicals.

Course Objectives: Non Science students get to know about the various constituents
present in household chemicals and use them judiciously.

Course Outcome

CO1:: Ability to identify the influence of different chemical substances in daily lives

CO2:: Evaluate the judicious use of different chemicals and their safe handling in day
today life

CO3: Ability to analyse the environmental issues and adopt sustainable practices

Unit-1 Teaching Hours:2

Introduction

Explanation of terms like Poison, toxic, irritant, flammable liquid, combustible

liquid, corrosive, solvents, etc.

Unit-2 Teaching Hours:6

Environmental chemistry

Air quality, air pollution, green house effect, acid rain, destruction of ozone layer,
control of air pollution. Water pollution, Water quality criteria for domestic and
industrial uses, soil pollution and its causes. Pollution abatement methods.

Unit-3 Teaching Hours:8

Energy and environment

Mention the following- Mineral resources – Metals and non-metals Fuel and
energy resources, different energy sources, Wood, Petroleum and natural gas Nuclear
energy – Solar energy –energy sources of tomorrow and green energy sources. Batteries
and fuel cells.

Unit-4 Teaching Hours:7

House hold chemicals and its impact on
environment

Ecofriendly chemicals, biodegradable and non degradable chemicals. (Bleach,

ammonia, disinfectants, carpet freshener, air freshener, window cleaner, furniture
polish, etc). Laundry products (laundry detergent, fabric softener, etc) Soaps,
Detergents and special cleaners.

Unit-5 Teaching Hours:2

Polymers

Classification, uses. Recycling of polymers.

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Unit-6 Teaching Hours:3

Acids and Bases

Acid and bases, their general characteristics. Household uses of acids and bases.

Unit-7 Teaching Hours:3

Biomolecules

Carbohydrates, proteins, Vitamins and minerals – Sources and Deficiency diseases.

Unit-8 Teaching Hours:3

Preservatives and additives

Chemicals used as colouring agents and as preservatives. Food adulteration.

Unit-9 Teaching Hours:5

Drugs and cosmetics

Analgesics, antivirals, antibiotics-examples. Health and beauty products (hairspray,

hair remover, nail polish, nail polish remover, hair colouring products, talcum powder,
lipstick etc).

Unit-10 Teaching Hours:6

Home maintenance

Paint, varnish, oils and stain removers. Garden chemicals (fertilizers,

pesticides, insec�cides, herbicides etc.) examples, advantages and disadvantages.

Text Books And Reference Books:

[1] A. K. De,. Environmental Chemistry 6 th ed, New Age International Pvt Ltd
Publishers;2006.

[2] J. Toedt, D. Koza and K. Van Cleef-ToedChemical Composition of Everyday

Products 2005.

Essential Reading / Recommended Reading

[1] Kerry k. Karukstis and Gerald R. Van Hecke Chemistry Connections, The Chemical
Basis

of Everyday phenomena, 2 nd Ed., 2003.

[2] J. Schwarcz, All new commentaries on the science of everyday food and life, 2005.

[3] Raymond Chang Chemistry, 8 th Ed. Tata Mc Graw-Hill, 2005.

[4] Sriram and P.Yogeeswari, Dorling Medicinal Chemistry, Kindersley Pvt. Ltd., 2007.

Evaluation Pattern

Total Marks for each Semester – 100

1. CIA -1 ………………………. 25Marks

2. Mid-term Test (CIA-2)……………………… 25 Marks

3. End-semester examination ………………… 50 Marks

TOTAL 100 Marks

COM001-1 - INTRODUCTION TO ACCOUNTANCY (2023 Batch)

Total Teaching Hours for Semester:30 No of Lecture Hours/Week:4

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Max Marks:0 Credits:0

Course Objectives/Course Description

This course is designed to impart basic knowledge of accounting to non-commerce student who have taken up Bachelor of
Commerce in their graduation. Detail about the Basic fundamentals and concept of accounting will be covered along with passing
of journal entries for different type of transactions and posting them in the ledger accounts. Preparation of subsidiary books and
trial balance will also be taught to students so that they will be able to prepare different types of books. The course ends with the
preparation of financial statements by calculating gross profit, net profit and finally preparing balance sheet involving different
types of adjustments.

Course Outcome

CO1: Recall the basic fundamental concepts of accounting and understand some of the
basic terminologies used in accounting.

CO2: Pass journal entries for different type of transactions and post them in ledger
account.

CO3: Differentiate between trial balance and ledger accounts and prepare a trial
balance.

CO4: Ascertain gross profit and net profit by allocating different income and expenses.

CO5: Prepare financial statements of an organization.

Unit-1 Teaching Hours:5

Introduction to Accounting
Accounting – Meaning, Objectives, Internal and External users of accounting information and their needs, Basic Accounting Terms
– Asset, Liability, Capital, Expense, Income, Expenditure, Revenue, Debtors, Creditors, Goods, Cost, Gain, Stock, Purchase, Sales,
Loss, Profit, Voucher, Discount, Transaction, Drawings.

Unit-2 Teaching Hours:5

Subsidiary Books
Introduction, Objectives, advantages & limitations of subsidiary books, preparation of cash book, purchase book, sales book,
purchase return books, sales return books, Bills receivables book, bills payable book.

Unit-3 Teaching Hours:5

Journal entries
Meaning, features and importance of journal entries, passing of journal entries for different type of transactions.

Unit-4 Teaching Hours:5

Preparation of Ledger Accounts
Meaning, definition, features, objectives, advantages and preparation of different types of ledger accounts, difference between
subsidiary books and ledger accounts.

Unit-5 Teaching Hours:10

Financial statements
Meaning, features, objectives, advantages and limitation of financial statements, preparation of trading account, objectives of
trading account, profit & loss account, objectives of profit & loss account, Balance sheet, objectives of balance sheet, preparation of
balance sheet, classification of assets, classification of liabilities, adjustment relating to outstanding expenses, Prepaid expenses,
Accrued income, Income received in advance, Depreciation, Bad debts, Provision for doubtful debts etc.

Text Books And Reference Books:

• Jain S.P. &Narang K.L (2019). Corporate Accounting. New Delhi: Kalyani

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Publishers, REP/Edition

Essential Reading / Recommended Reading

• Jain S.P. &Narang K.L (2019). Corporate Accounting. New Delhi: Kalyani
Publishers, REP/Edition

Evaluation Pattern

The students are assessed at the end of the bridge course to compare with entry level
assessment scores.

COM101-1 - LEGAL ASPECTS OF BUSINESS (2023 Batch)

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

Course Objectives/Course Description

In the ever changing dynamic business environment, it is important that students are
aware of the laws of the land, legislative systems and relevant applications of the
provisions of the law. This course enables students to recognize, appreciate and apply
the relevant provisions of the legislations in business.

Course Outcome

CO1: Recognize the relevant legislation in business and the applicability of its relevant
provisions.

CO2: Comprehend provisions and applicability of the Sale of Goods Act and The
Insolvency Introduction, need and objective of Information Technology Act,
Definitions, Cyber Law in India, Cyber Crimes and its meaning and types, offences and
penalties, Cyberspace, digital and Bankruptcy Code.

CO3: Familiarize the aspects of IT Act and its relevance and applicability in the present
environment.

CO4: Comprehend the Companies Act for its application in the current business
environment.

CO5: Acquire the knowledge and understand the applicability of competition and
consumer laws.

Unit-1 Teaching Hours:20

The Indian Contract Act, 1872

Introduction and Salient Features Nature of contract and essential elements of valid
contract, Offer - General offer- Specific offer, Acceptance- essentials of acceptance,
Consideration, Misrepresentation, Free consent, Fraud, Mistake -Types. Minor agreements
Special Contracts – Indemnity and guarantee, Contracts of Bailment, Pledge and Agency -
Breach of Contracts – Remedies for Breach of Contracts. (Relevant case laws)

Unit-2 Teaching Hours:8

The Sale of Goods Act Law and Insolvency

The Sale of Goods Act, 1930: Formation of the contract of sale, Conditions and Warranties,
Transfer of property, Finder of goods, Performance of contract of sale, Rights of an unpaid
seller.

Unit-3 Teaching Hours:10

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The Information Technology Act 2000

Introduction, need and objective of Information Technology Act, Definitions, Cyber Law in
India, Cyber Crimes – meaning and types, offences and penalties, Cyber space, digital
signature, private key, public key, encryption, digital signature certificate, Cyber regulations
appellate tribunal – Role and authority (Relevant case laws)

Unit-4 Teaching Hours:12

Competition and Consumer Laws

Competition Act 2002 – Objectives, Features, Competition Appellate Tribunal, Offences

and Penalties under this Act, Competition Commission of India - Powers and Duties.

Consumer Protection Act 1986 – Introduction, objectives and need of the act, Definitions of
Consumer, Consumer Dispute, Defect, Deficiency, Unfair Trade Practices and Services.
Rights of Consumer, Consumer Redressal Agencies- District Forum, State Commission and
National Commission.

Unit-5 Teaching Hours:10

Prevention of Money Laundering Act, 2002

Concept and Definitions, Offence of money laundering, Attachment, adjudication and

confiscation - Obligations of Banking companies, Financial Institutions and Intermediaries
– Summons, Search and Seizure – Appellate Tribunal (Relevant case laws)

Text Books And Reference Books:

1. Maheshwari SN and Maheshwari SK. (2018). Business Law, National Publishing House,
New Delhi.

Essential Reading / Recommended Reading

1.Kapoor N.D. (2019). Mercantile Law, Sultan Chand & Sons

2.Tulsian P C and Tulsian Bharat. (2018). Business Law, McGraw Hill Education

3.Sharma, J.P. and Kanojia Sunaina. (2018) Business Laws, Ane Books Pvt. Ltd., New,
Delhi

4.Mulla. (2017). The Law of Insolvency in India, 6th ed., Lexis-Nexis.

Evaluation Pattern

Students are evaluated for each paper on the basis of written examination and
continuous internal assessment (CIA). Each paper carries maximum of 100 marks
and is evaluated as follows:

Assessment Description Weightage

Component
Quizzes, role plays, objective type tests, written assignments,
CIA I 10%
discussion forums, article reviews, case analysis etc.

Mid semester written examination conducted for 2 hours

CIA II 25%
duration
Group work consisting of presentations, viva voce, and report
CIA III 10%
submission.

ESE Written examination conducted for 3 hours duration 50%

Attendance 05%
TOTAL 100%

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COM102-1 - BUSINESS ECONOMICS (2023 Batch)

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

Course Objectives/Course Description

The modules incorporated in this paper deal with the nature and scope of
economics, the theory of consumer behaviour, analysis of production function and
equilibrium of a producer, the price formation in different market structures and
the equilibrium of a firm and industry. In addition to this, students get acquainted
with the trade policy, the fiscal policy, and monetary policy within the context of a
country.

Course Outcome

CO1: Develop the conceptual foundations and analytical methods used in micro economics.

CO2: Develop the ability to understand and appreciate the economic theories and their
application in real economic life.

CO3: Understand the role of prices in allocating scarce resources in market economies and
explain the consequences of government policies in the form of price controls.

CO4: Appraise the monetary policy and fiscal policy prevalent within a country.

Unit-1 Teaching Hours:15

Demand and supply Analysis and Applications

Economic models- Production Possibility Frontier; Demand Analysis: Law of demand,

Exceptions to the law; Changes in demand, Elasticity of Demand: Definition, degrees and
measurement - Supply Analysis: Laws of supply, Changes in supply, and elasticity of
supply - Market equilibrium, Applications in real life: Price Ceiling and Price Floor and
Extrality - Consumer’s surplus (Marshall) and Producer surplus.

Unit-2 Teaching Hours:8

Theory of Consumer Choice

The Budget Constraint: What the Consumer Can Afford, Preferences: What the Consumer
Wants, Indifference curves- Properties, Optimization: What the Consumer Chooses,
Decomposition of Price Effect into Income and Substitution Effects

Unit-3 Teaching Hours:10

Theory of Production and Cost

Producer’s Equilibrium with the help of iso-quants and iso-cost lines, Cost
FunctionImportant cost concepts. Short run and long run cost analysis (traditional theory)
Modern theory of cost- Revenue analysis. TR, AR and MR.

Unit-4 Teaching Hours:12

Market Structure

Market structure- Perfect competition, Price and output determination- Monopoly- Price
output determination, Price discrimination Monopolistic Competition. Price and Output
determination. Selling costs. Product differentiation- oligopoly; Price determination – Non
Collusive: Kinked Demand Curve and Collusive Oligopoly: Cartel and price leadership.

Unit-5 Teaching Hours:5

Measuring Nation's Income and Cost of Living

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Measuring GDP - Real and Nominal GDP and GDP Deflator – Inflation: Consumer Price
Index, Comparison of CPI an GDP Deflator and Adjusting economic variables to inflation
– Money Supply Measures

Unit-6 Teaching Hours:10

Economic Fluctuations and Keynesian Economics

Economic Fluctuations and its features – Modelling Short Run Fluctuations: Aggregate
Demand and Aggregate Supply – Influence of Monetary and Fiscal Policies on AD and As
- Multiplier and Crowding Out Effects – Balance of Payments Accounts and Exchange
Rate.

Text Books And Reference Books:

1. Gregory Mankiw, N. (2022). Principles of Economics, 8th Edition, Cengage Learning

India.

2. Pindyk and Rubinfeld (2017). - Microeconomics (Pearson Education), Eighth Edition

3. Maheshwari, Yogesh (2012). Managerial Economics, New Delhi: PHI Learning Pvt. Ltd.

Essential Reading / Recommended Reading

1. CORE’s The Economy (https://www.core-econ.org/)

2. CORE’s The Economy: A South Asian Perspective

3. Lipsey, R.G. and K.A. Chrystal (2011). Principles of Economics (IX ed.). Oxford
University Press: Oxford

4. Ramsfield, E. (2012). Micro Economics (IX ed.). New York: W.W Norton and company.

5. Ray, N.C. (2014). An introduction to Microeconomics, Macmillan Company of India

Ltd: Delhi.

Evaluation Pattern
Assessment Pattern

Students are evaluated for each paper on the basis of written examination and
continuous internal assessment (CIA). Each paper carries maximum of 100 marks
and is evaluated as follows:

Assessment Description Weightage

Component
Quizzes, role plays, objective type tests, written assignments,
CIA I 10%
discussion forums, article reviews, case analysis etc.

Mid semester written examination conducted for 2 hours

CIA II 25%
duration
Group work consisting of presentations, viva voce, and report
CIA III 10%
submission.

ESE Written examination conducted for 3 hours duration 50%

Attendance 05%
TOTAL 100%

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COSF161-1 - CORPORATE COMMUNICATIONS AND

ETIQUETTES (2023 Batch)
Total Teaching Hours for Semester:45 No of Lecture Hours/Week:3
Max Marks:100 Credits:3

Course Objectives/Course Description

Business communication improvises the person’s overall personality,

simultaneously helping them in business correspondence. Business etiquette, on
the other hand, ensures that people are on their best behaviour in the formal setup.
Having good communication skills and mannerism helps people achieve success in
their life. This course is offered in the first semester. The subject will help the
students to enhance their listening, speaking, and writing skills. They will also get
acquainted with writing various types and styles of business letters and report
writing. They will be given a general idea of group discussions, interviews, and
drafting CVs and resumes. They will also be acquainted with body language and
the role of Nonverbal communication in business dealings. Overall, they will be
prepared for better conduct and dealing in the corporate environment. As a
prerequisite, students should have written and spoken communication skills in the
English language and should have basic knowledge about different types of
correspondence in business.

Course Outcome

CO1: Recall the objectives, importance, and principles of effective communication in

business.

CO2: Illustrate the etiquettes required in different business settings.

CO3: Function better in business with the use of effective listening, speaking, and writing.

CO4: Demonstrate appropriate and acceptable ways of dealing with modern

communication.

Unit-1 Teaching Hours:10

Unit 1: Introduction to Basics of Communication

Level of Knowledge: Basic, Descriptive and Conceptual

Communication: Definition - objectives of communication, the importance of

communication means and modes – process - principles. Essentials of effective
communication. Classification of communication. Barriers to communication,
Ways to overcome barriers, Cross-cultural communication, Gender roles/
differences in communication.

Unit-2 Teaching Hours:10

Unit 2: Business Etiquette

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Level of Knowledge: Basic, Descriptive and Conceptual

Introduction to Business Etiquettes, Etiquettes of communication, creating the

first impression, Office etiquette, email etiquettes, Dressing Etiquettes, Dining
Etiquettes, Telephonic Etiquettes, Multicultural Etiquette, Global Business
Etiquette.

Appraise the importance of Non-Verbal communication

Unit-3 Teaching Hours:8

Unit 3: Effective listening and effective speaking

Level of Knowledge: Basic, Descriptive and Conceptual

Listening - Art of listening – Principles of listening, types of listening, Process of

listening - guidelines for effective listening, types of listeners, the difference
between hearing and listening, qualities for a good listener. Techniques of
effective speech. Interpersonal communication; Negotiation skills; Group
discussion - Definition, process, guidelines, and evaluation. Interview, Types of
interviews; Techniques of the interview, Interview Etiquettes, Networking.

Unit-4 Teaching Hours:8

Unit 4: Non-Verbal communication

Level of Knowledge: Basic, Descriptive and Conceptual

Introduction to Non-verbal communication, Semiotics – the study of signs and

symbols and their interpretation, Paralanguage – Volume, Speed, Accent, Stress
on a particular word, Fillers, Silence. Kinesics- Emblems- Replace verbal
Illustrators- Enhance emblems, Regulators, Adaptors. Gesture & Posture, Facial
Expression. Oculesics, Haptics, Proxemics, Chronemics. Non-verbal
components in written communication.

Unit-5 Teaching Hours:5

Unit 5: Effective Writing and Business
Correspondence

Level of Knowledge: Basic, Descriptive and Conceptual

Meaning and objectives of written communication. Business Letter: Essentials of

a business letter, layout, and parts of a business letter. Report writing – Process
of writing, Types of reports, graphical representation of data and interpretation.
Complaint letters, claims and adjustments and follow-up, Sales pitch- sales
letter, sales blogs, social media pages, Vlogs. Office communication - internal
memos, office circulars. Notice, agenda, and minutes of meetings. Personal
Correspondence: Preparation of curriculum vitae, job application, appointment
letters, and interview letters. Art of presentations – tools and techniques (e.g.,
PowerPoint, canvas, google slides etc.)

Unit-6 Teaching Hours:4

Unit 6: Essentials of modern communication

Level of Knowledge: Basic, Descriptive and Conceptual

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Impacts of technology in communication, Effective e-communications,

Communication in global virtual teams, Importance of symmetrical dialogue,
social media – influences on communication, fake news and spamming in social
media, social media addictions, Plagiarism, and piracy. Communication games-
learning communication through games, netiquettes- social media etiquettes
and other online platforms (e.g., WhatsApp, Hangout etc.), mobile etiquettes.

Text Books And Reference Books:

1. Raman, Meenakshi, & Sharma, Sangeeta. (2017). Technical

Communication - Principles and practice (2 ed.). Delhi: Oxford University
Press.

Essential Reading / Recommended Reading

1. R.C. Sharma & Krishna Mohan Business Correspondence and Report

Writing. Tata McGraw Hill Publishing Company Limited.

1. K.K. Sinha, Business Communication, Galgotia Publishing Co., Karol

Bagh, New Delhi.
2. Rajendra Pal and J. S. Korlahalli, Business communications.
3. UrmilaRai and SM Rai (2023). Business communication (2 Ed.).
Himalayas Publishing House.
4. Dr Partho Pratim Roy: Business Communication – The basics, Himalayas
Publishing House.
5. C.S. Rayudu (2015), Communication (9 ed.), Himalayas Publishing House.

Evaluation Pattern

Assessment Pattern

Students are evaluated for each paper on the basis of written

examination and continuous internal assessment (CIA). Each paper
carries maximum of 100 marks and is evaluated as follows:
a) For Core and DSE courses Internal Assessment and End
Semester ratio- 70:30. Languages, and Generic Elective
courses the Internal Assessment and End Semester Ratio
is 50:50.

b) For all papers minimum pass percentage 50 %. (Aggregate of Internal +

End Semester marks)

c) For CMA integrated papers

- CIA 1 and 3 Case analysis, Quiz, MCQs
- CIA 2 (MSE and ESE – Lab based Online examinations)
d) For other papers the Assessment is as follows:
Assessment Description
Component
Weightage
CIA I Quizzes, role plays, objective type tests, written 20%
assignments,

discussion forums, article reviews, case analysis

etc.
CIA II Mid semester written examination conducted for 2 25%
hours duration
CIA III Group work consisting of presentations, viva voce, 20%
and report

submission.
ESE Written examination conducted for 2 hours 30%
duration

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Attendance 05%
Total 100%

COSF201-1 - EXTERNAL FINANCIAL REPORTING (2023 Batch)

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

Course Objectives/Course Description

Management accountants must understand the four financial statements - balance sheets, Income
statements, statements of changes in equity and statements of cash flows. This course deals with
the concepts underlying financial statements, which include recognition, measurement, valuation
and disclosure.

Course Outcome

CO1: Prepare financial statements according to US GAAP and IFRS.

CO2: Evaluate the effect of using different methods of depreciation on the financial
statements.

CO3: Account and report liabilities.

CO4: Analyse the effect of stock dividends and stock splits on shareholders? equity and
retained earnings.

CO5: Apply revenue recognition principles to various types of transactions.

Unit-1 Teaching Hours:15

Unit 1: Financial statements

Level of Knowledge: Conceptual and Working

Income statement - Statement of comprehensive income - Balance sheet -

Statement of changes in equity - Statement of cash flows - Notes to the financial
statements

Unit-2 Teaching Hours:15

Unit 2: Asset valuation

Level of Knowledge: Conceptual and Working

Fair value standards and measurements - Accounts receivable - Inventory – Investment in

marketable securities - Property, plant & equipment - Depreciation Methods - Impairment -
Intangible assets - Deferred tax assets - Leasehold assets
Unit-3 Teaching Hours:10
Unit 3: Valuation of liabilities

Level of Knowledge: Conceptual and Working

Current liabilities - Contingencies - Long-term liabilities and bonds payable – Warranties - Off-
balance sheet financing - Deferred tax liabilities - Lease liabilities
Unit-4 Teaching Hours:10

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Unit 4: Equity transactions

Level of Knowledge: Conceptual and Working

Paid-in capital - Retained earnings - Accumulated other comprehensive income - Stock

dividends and stock splits - Stock options.
Unit-5 Teaching Hours:10
Unit 5: Revenue recognition

Level of Knowledge: Conceptual and Working

Revenue recognition principles - Percentage-of-completion versus completed-contract method -

Matching principle - Comprehensive income - Major differences between US GAAP and IFRS
Text Books And Reference Books:
1. Wiley CMA excel Learning System, Part 1: Financial Reporting, Planning, Performance &
Control

Essential Reading / Recommended Reading

1. Kieso, Donald E., Weygandt, Jerry J., Warfield, Terry D., Intermediate Accounting,
16thedition, Wiley & Sons, Hoboken, NJ, 2011.
2. Nikolai, Loren A., Bazley John D., and Jones, Jefferson P., Intermediate Accounting,
11thedition, South-Western Cengage Learning, Mason, OH, 2010.

3. Hoyle, Joe B., Schaefer Thomas F., and Doupnik Timothy S., Advanced
Accounting,11thedition, McGraw Hill, New York, NY, 2013.
Evaluation Pattern

Assessment Pattern

Students are evaluated for each paper on the basis of written

examination and continuous internal assessment (CIA). Each paper
carries maximum of 100 marks and is evaluated as follows:
a) For Core and DSE courses Internal Assessment and End
Semester ratio- 70:30. Languages, and Generic Elective
courses the Internal Assessment and End Semester Ratio
is 50:50.

b) For all papers minimum pass percentage 50 %. (Aggregate of Internal +

End Semester marks)

c) For CMA integrated papers

- CIA 1 and 3 Case analysis, Quiz, MCQs
- CIA 2 (MSE and ESE – Lab based Online examinations)
d) For other papers the Assessment is as follows:
Assessment Description
Component
Weightage
CIA I Quizzes, role plays, objective type tests, written 20%
assignments,

discussion forums, article reviews, case analysis

etc.
CIA II Mid semester written examination conducted for 2 25%
hours duration
CIA III Group work consisting of presentations, viva voce, 20%
and report

submission.
ESE Written examination conducted for 2 hours 30%
duration

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Attendance 05%
Total 100%

CSC141 - PROGRAMMING IN C (2023 Batch)

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

Course Objectives/Course Description

This course introduces students to the C programming language, covering its history,
features, data types, and program structure. Students will learn to apply decision control
and loop structures, along with various operators, to create basic programs. Additionally,
the course covers functions, recursion, arrays, and pointers to provide a solid foundation
for C programming and problem-solving.

Course Outcome

CO1: Understand the fundamentals of C programming, including its history, features,

variables, and data types.

CO2: Apply decision control statements, loop control structures, and various operators
to write basic C programs.

CO3: Analyze and design functions, including recursion and passing values/arrays, and
understand storage classes in C.

Unit-1 Teaching Hours:9

Introduction to C

Types of Programming Language- History of C, Features of C , C Tokens, variables and

keywords and identifiers ,Types of C constants and variables, Rules for constructing
variable names, Structure of C program, Input /output statements in C

Unit-2 Teaching Hours:9

Data types and Control Structures

Data Types, Type declaration, Different Operators in C - Arithmetic, Logical,

Relational, Bitwise, Conditional, Expressions, Hierarchy of operations.

Control structures

Decision control statements-if, switch, go to statement, conditional operator statement.

Loop control structures- while, do-while, for loop, Break statement, Continue
statement.

Unit-3 Teaching Hours:9

Function

Introduction, function definition and prototyping, Types of functions, passing values to

function, recursion, passing arrays to functions. I/O functions- formatted & unformatted
console I/O functions Storage classes in C- Automatic, Register, Extern and Static
Variables.

Unit-4 Teaching Hours:9

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Arrays

One dimensional and multidimensional arrays, Declaration, initialization, Reading

values into an array, Displaying array contents and Array Manipulations. String-Basic
Concepts, Library Functions

Unit-5 Teaching Hours:9

Pointers

Definition, notation, pointer and arrays, pointers and functions-call by value and call by
reference.

Text Books And Reference Books:

[1] Balagurusamy, E. Programming in ANSI C 4th Edition. Tata McGraw-Hill, 2010.

Essential Reading / Recommended Reading

[1] Kanetkar, Yashavant. Let Us C. 4th Edition. BPB Publications, 2012.

Evaluation Pattern

CIA 50%

ESE 50%

CSC143 - WEB DESIGNING USING HTML, PHP AND

MYSQL (2023 Batch)
Total Teaching Hours for Semester:45 No of Lecture Hours/Week:3
Max Marks:100 Credits:3

Course Objectives/Course Description

This course covers the fundamentals of HTML and PHP for web development. Students
will learn HTML tags for content structuring and essential PHP scripting concepts,
including variables, conditional statements, and error handling. Additionally, they will
explore form handling, loops, and MySQL database interactions using PHP. By the end,
students will be equipped to create dynamic web applications and understand the
essentials of web programming.

Course Outcome

CO1: Understand and apply HTML basics, including tags for structure, lists, images,
hyperlinks, and tables.

CO2: Develop PHP scripts with variables, data types, conditional statements, and error
handling techniques.

CO3: Utilize PHP for form handling, switch-case statements, loop structures, and
working with arrays in MySQL database.

Unit-1 Teaching Hours:9

Unit-1

Basic HTML tags- HTML, HEAD, BODY, TITLE, Paragraphs, Headings, Line Breaks,
Dividers- P, H1, …H6, BR, HR, Character Entity References- Quotes, ampersands,
angle brackets, and non-breaking spaces Lists- OL, UL, DL, Formatting-URL and

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Paths, Images- IMG, Hyperlinks, Table-TABLE, TR, TD, TH, Form-FORM, INPUT,
TEXTAREA, SELECT, OPTION, Frames-FRAMESET, FRAME

Unit-2 Teaching Hours:9

PHP Basic

Writing PHP scripts - Writing PHP scripts, learn about PHP code structure, how to
write and execute a simple PHP script and to add comments within your code.

Variables and Data Types- Learn about Variables, values and Data Types in PHP:
boolean, integer, float, string, array, object, Resource, null.

Numbers and mathematical Operators- Introducing Numbers and mathematical

0perators, some PHP functions for more complex operations with numbers.

PHP Strings- Working with strings, using simple and double quotes, escaping quotes
and other characters, concatenating strings, some functions for strings.

Constants- Introducing Constants, syntax for defining constants, differences between

variables and defined constants.

PHP Error Handling and Debugging-Error Handling, debugging and trigger errors and
how to adjust the level of error reporting, handling exceptions.

If ... Else conditionals, Comparative and Logical operators - Make PHP script takes
decisions with If, Else, Elseif conditional statements. Compare two values with
Comparative and Logical operators. The ternary operator.

Unit-3 Teaching Hours:9

Unit-3

Using HTML Forms - Using HTML Forms, PHP form handling, get data sent from
form fields through GET and POST method, form validation.

$_GET, $_POST Variables - How to send data with get and post methods to a PHP
script and access it with superglobal $_GET, $_POST variables.

Switch ... Case ... - PHP MySQL course - Switch ... Case ... conditional statement,
switch with break and default instructions.

While Loops - Using While and Do Wile Loops. End the While loops with the break
instruction. Syntax and examples.

For and For each Loops - Using for () and for each () Loops. End the "For" loops with
the break instruction. Syntax and examples.

PHP Arrays - Creating Numeric (indexed) Arrays and Associative arrays. Accessing,
modifying and traversing array elements.

Unit-4 Teaching Hours:9

Unit-4

PHP MySQL Introduction, Data Types - PHP MySQL Introduction, database structure,
tables. MySQL naming rules, and column's data types.

PHP MySQL - INSERT INTO - Insert data in MySQL table, INSERT INTO query.
Insert data from a form into a database.

PHP MySQL - SELECT, ORDER BY - Retrieve and display data from a MySQL table,

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SELECT SQL command. Determine the number of records. Sort query results with
ORDER BY clause (ASC and DESC).

Unit-5 Teaching Hours:9

Unit-5

PHP MySQL - WHERE and LIKE - Selecting specific data from a database with the
WHERE clause and Conditionals. Check for string matching with LIKE and NOT
LIKE terms.

PHP MySQL – UPDATE - UPDATE query to edit / change existing records in MySQL
table.

PHP MySQL – DELETE - The DELETE statement, used to entirely remove records
from a database table.

Text Books And Reference Books:

[1] Powell, HTML & XHTM: The Complete Reference, 4th Edition, Tata McGraw-Hill
Edition
[2] Steven Holzner, PHP: The Complete Reference, McGraw-Hill Higher Education,
2008

Essential Reading / Recommended Reading

[1] Robin Nixon, Learning PHP, My SQL and Java Script, Kindle Edition, O'Reilly
Media 2009.

Evaluation Pattern

CIA 50%

ESE 50%

CSC149 - INTRODUCTION TO DATA SCIENCE (2023 Batch)

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

Course Objectives/Course Description

Introductory-level training will be given software and tools for solving data science
problems.

This course is designed to provide the theoretical foundations of data science.

Standard problems in data science, such as pre-processing, classification, clustering,

and visualization, will be addressed.

Practical sessions will provide demonstrations, training, and discussions on results and
interpretation methods.

Course Outcome

CO1: Collect the data from various sources.

CO2: Understand the problem scenario.

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CO3: Solve data science problems with appropriate tools.

CO4: Interpret the results through visualizations.

Unit-1 Teaching Hours:6

UNIT 1

Introduction – Concept data – types of data – sources of data – data sets – terminologies
– pre-processing – classification – clustering – association rule mining – visualization –
approaches – statistics – machine learning and soft computing.

Unit-2 Teaching Hours:6

Preprocessing & Data Transformation:

Data cleaning – handling missing values – errors and outliers

Unit-2 Teaching Hours:6

Classification

Decision trees – naïve based methods – neural networks – SVM.

Unit-2 Teaching Hours:6

Data Transformation

Application of normalization methods – min-max method –

Unit-3 Teaching Hours:6

Clustering

K-Means – Distance-based methods – Association Rules – finding frequent itemsets –

apriori method.

Unit-4 Teaching Hours:6

Post-processing

Performance metrics of tasks – drawing various charts from the results – interpretation
of results.

Unit-5 Teaching Hours:6

Tools for data science

Exploring the open source tools: Weka, Orange, Rapid Miner.

Text Books And Reference Books:

1. Data Mining: Concepts and Techniques, Han, Kamber and Pei, 2013

2. Data Mining and Predictive Analytics, Daniel T. Larose & ChantalD Lorose,
Wiley Publisher, 2017

Essential Reading / Recommended Reading

1. Data Mining and Analysis Fundamental Concepts and Algorithms, Zaki and Meira,
MK Publisher, 2014.

2. Data Mining: The Text Book, Aggarwal, Springer, 2015.

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Evaluation Pattern

CIA 50%

ESE 50%

DMT142 - INTRODUCTION TO CARNATIC MUSIC (2023 Batch)

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

Course Objectives/Course Description

Introduction to Carnatic music focus on the basic fundamentals of Carnatic music. This
course helps to improve the vocal quality as the lessons works as voice culture to the
begginner.

Course Outcome

CO1: Ability to render the Swara-s in three speeds

CO2: Ability to identify and render the 7 Swara-s

CO3: Ability to render Sarala, Janta, Dhatu, Tarasthayi, and Alankara-s in three speeds.

Unit-1 Teaching Hours:10

Svaravali varisas and Janti varisas

Lessons in three speeds

Unit-2 Teaching Hours:10

Tarasthayi and Dhattu varisas

All the lessons in to three speeds

Unit-3 Teaching Hours:10

Alankaras and Geethams

Sapta tala alankaras and any for geethams

Text Books And Reference Books:

Carnatic music reader by Panchapakesha Iyer

Essential Reading / Recommended Reading

Ganamrutha Bodhini

Evaluation Pattern

Final assessment for 100 Marks

DSC141 - PRINCIPLES OF DATA SCIENCE (2023 Batch)

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

Course Objectives/Course Description

To provide a strong foundation for data science and the application area
related to it, train toexplore the process of data pre-processing and
machine learning, and to inculcate the importanceof ethics while
handling data and problems in data science. To provide students with a

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fundamental understanding of the digital computing concepts from a

hardware and software perspective.

Course Outcome

CO1: Understand the fundamental concepts of data science.

CO2: Explore the concepts of data pre-processing and visualization.

CO3: Learn the basic concepts of machine learning.

CO4: Practice the ethics while handling data

Unit-1 Teaching Hours:14

Introduction
INTRODUCTION TO DATA SCIENCE

What is data science? – Why data science? – Data science venn diagram –
Terminologies – Application case studies. Types of data – Structured vs unstructured
data – Quantitative vs qualitative data – Four levels of data.

Data Science Ethics – Doing good data science – Owners of the data - Valuing different
aspects of privacy - Getting informed consent - The Five Cs – Diversity – Inclusion –
Future Trends.

Unit-2 Teaching Hours:18

Data Science process and Machine Learning
DATA SCIENCE PROCESS

Five steps of data science – Ask an interesting question? – Obtain the data - Explore the data – Model
the data – Communicate and visualize results – Basic question for data explorations – case studies for
EDA

Machine Learning

Machine learning – Modeling Process – Training model – Validating model – Predicting new
observations –Supervised learning algorithms-– Unsupervised learning algorithms.

Unit-3 Teaching Hours:13

Data Visualization

DATA VISUALISATION

Communicating data – Identifying visualization – Importance of graphs and statistics –

Verbal communication – The why, how and what strategy of presenting.

Text Books And Reference Books:

[1]Sinan Ozdemir, Principles of Data Science learn the techniques and math you need to start making
sense of your data. Birmingham Packt December, 2016.

[2]Davy Cielen and Arno Meysman, Introducing Data Science. Simon and Schuster, 2016.

Essential Reading / Recommended Reading

[1]M. Loukides, H. Mason, and D. Patil, Ethics and Data Science. O’Reilly Media, 2018.

Evaluation Pattern

CIA 100%

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ECO144 - GLOBALISATION AND DEVELOPMENT (2023 Batch)

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

Course Objectives/Course Description

Liberalisation policies being pursued by most national economies in the world today,
including India creates the need to acquire knowledge and comprehension of
Globalisation as ideology along with its practical dynamics. The course intends to
provide a sound understanding about the various components, and issues of this
ideology at an introductory level. The methodology will be learning centered and so
will be one of intensive facilitation by faculty of the reading to be done by students.

Course Outcome

CO1: Describe the various facets of globalisation.

CO2: Explain the various challenges of globalisation.

Unit-1 Teaching Hours:15

Introduction

Globalisation: Brief History – The Marrakesh Meet – Globalisation as a contested

concept – Debate of Globalisation as a new phenomenon

Unit-2 Teaching Hours:10

The Political Economy of Globalisation

Political Economy Debate of Comparative Advantage versus Imperialism –

Introduction to Globalisation and the Political Economy of the External Sector.

Unit-3 Teaching Hours:10

Dimensions of Globalisation

The Economics Dimension – The Political Dimension – The Cultural Dimension

Unit-4 Teaching Hours:10

Ideology

The Ideological Dimension of Globalisation – Challenges to Globalism – Assessing the

Future of Globalisation.

Text Books And Reference Books:

1. Manfred Steger ‘Globalisation the new Market Ideology’.

2. Joseph Stiglitz ‘Discontents of Gloablisaton’

Essential Reading / Recommended Reading

Justin Ervin, Zachary A Smith "Globalisation: A Reference Hand Book."

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Evaluation Pattern

CIA I - 25 Marks

CIA II - 25 Marks

ESE - 50 Marks

ECO145 - ECOLOGY AND DEVELOPMENT (2023 Batch)

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

Course Objectives/Course Description

This course aims to provide a holistic and a deeper understanding of the trade-off
between ecology and development. Through an inter-disciplinary lens an organic
approach is adopted to understand the trade-off. This course, therefore, seeks to
cultivate not only the moral and ethical thinking of the ecology but also it tries to put
forth an action plan from a policy front.

Course Outcome

CO1: To evoke a sense of deep ecology and social justice.

CO2: To familiarize the students with the development paradigms and how it affects the
ecology.

CO3: To examine the problems behind value designations

Unit-1 Teaching Hours:12

Ecology and Value

The Value Problem in Ecological Economics- Values in Ecological Value Analysis:

What Should We Be Learning from Contingent Valuation Studies? - Natural Capital in
Ecological Economics-Entropy in Ecological Economics.

Unit-2 Teaching Hours:12

Ecology and Development

The environmental impact of land development-Development of water resources-Development

and changing air quality- Urban development and environmental change-Environmental
economics and ecological economics: Where they can converge?- Power Inequality and the
Environment.

Unit-3 Teaching Hours:10

Ecofeminism and Ecocriticism

Gender and environment; Ecofeminism; androcentrism; Deep ecology – ecofeminism debate;

Ecocriticism; Nature writings; Thinking like a mountain; The forgetting and remembering of the
air - The Varna Trophic System An Ecological Theory of Caste Formation.

Unit-4 Teaching Hours:11

Action Plans

Reading Ecology, Reinventing Democracy-Scientists or Spies?- Revisiting the Debates

on Man-Nature Relation- Lecture of Medha Patkar- Ecological Fiscal Transfers and
State-level Budgetary Spending in India- -Bourgeois Environmentalism, the State, the
Judiciary, Urban Poor, Significance of Silent Valley- Silent Valley: A controversy that
focused global attention on a rainforest 40 years ago- Equity and Justice

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Text Books And Reference Books:

1. 1. Burkett, Paul. (2006). Marxism and Ecological Economics. Brill

2.Daly & Farley. (2011). Ecological Economics (Principles and Applications). Island
Press

3.Pepper, D. (2002). Eco-socialism: from deep ecology to social justice. Routledge

1. 4.Gupta, Avijit. (1998).Ecology and Development in Third World. Routledge

4. Patel, S. (1997). Ecology and Development. Economic and Political Weekly,

2388-2391.

5. Sankar, U. (ed.) (2000). Environmental Economics. Oxford University Press

6. Burkett, Paul. (2006). Marxism and Ecological Economics. Brill

7.Venkatachalam, L. (2007). Environmental economics and ecological economics:

Where they can converge?. Ecological economics, 61(2-3), 550-558.

Essential Reading / Recommended Reading

1. 1. Plumwood, V. (1993). Feminism and the Mastery of Nature. London: Routledge

2. Warren, K.J. (ed), (1994). Ecological Feminism. London: Routledge.

3.Shiva, V. (2016). Staying alive: Women, ecology, and development. North Atlantic
Books.

4.Kavoori, P. S. (2002). The Varna Trophic system: an ecological theory of

caste formation. Economic and Political Weekly, 1156-1164.

5.Gill, K. (2009). Bourgeois environmentalism’, the State, the Judiciary, and the ‘urban
poor’: The political mobilization of a scheduled caste market. Of Poverty and Plastic
(Oxford, UK: Oxford University Press, 2010), 209.

6. Kaur, A., Mohanty, R. K., Chakraborty, L., & Rangan, D. (2021). Ecological fiscal
transfers and state-level budgetary spending in India: Analyzing the flypaper
effects. Levy Economics Institute, Working Papers Series July.

7.Parameswaran, M. P. (1979). Significance of Silent Valley. Economic and Political

Weekly, 1117-1119.

8. Lewis, M. (2002). Scientists or spies? Ecology in a climate of Cold War

suspicion. Economic and Political Weekly, 2323-2332.

Evaluation Pattern

CIA 1 - 25 Marks

CIA 2- 25 Marks

CIA 3- 50 Marks

ENG181-1 - ENGLISH (2023 Batch)

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

Course Objectives/Course Description

• To expose learners to a variety of texts to interact with

• To help learners classify ideologies and be able to express the same
• To expose learners to visual texts and its reading formulas

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• To help learners develop a taste to appreciate works of literature through the organization of
language
• To help develop critical thinking
• To help learners appreciate literature and the language nuances that enhances its literary
values

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

• To help learners negotiate with content and infer meaning contextually

• To help learners understand logical sequencing of content and process information

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

� To enable learners to learn the contextual use of words and the generic meaning

� To enable learners to listen to audio content and infer contextual meaning

� To enable learners to be able to speak for various purposes and occasions using context specific
language and expressions

� To enable learners to develop the ability to write for various purposes using suitable and precise
language.

Course Outcome

CO1: Understand how to engage with texts from various countries, historical, cultural
specificities, and politics and develop the ability to reflect upon and comment on texts
with various themes

CO2: Develop an analytical and critical bent of mind to compare and analyze the
various literature they read and discuss in class

CO3: Develop the ability to communicate both orally and in writing for various
purposes

Unit-1 Teaching Hours:7

1. The Happy Prince- Oscar Wilde 2. Sonnet 18-
William Shakespeare

• 1. The Happy Prince- Oscar Wilde

• 2. Sonnet 18- William Shakespeare

Unit-1 Teaching Hours:7

Language

Common errors- subject-verb agreement, punctuation, tense errors Just a minute talk,
cubing

Unit-2 Teaching Hours:6

1. Why We Travel-Pico Iyer

Why We Travel-Pico Iyer

Unit-2 Teaching Hours:6

language

Sentence fragments, dangling modifiers, faulty parallelism,

Unit-3 Teaching Hours:4

1. Thinking Like a Mountain By Aldo Leopold

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Thinking Like a Mountain By Aldo Leopold

Unit-3 Teaching Hours:4

language

Note taking

Unit-4 Teaching Hours:5

Aarushi-Hemraj Murder Article

Aarushi-Hemraj Murder Article

Unit-4 Teaching Hours:5

Language

Newspaper report

Unit-5 Teaching Hours:4

1. My Story- Nicole DeFreece

My Story- Nicole DeFreece

Unit-5 Teaching Hours:4

Language

Essay writing

Unit-6 Teaching Hours:4

Language

Paraphrasing and interpretation skills

Unit-6 Teaching Hours:4

Casey at the Bat- Ernest Lawrence Thayer

• Casey at the Bat- Ernest Lawrence Thayer

Text Books And Reference Books:

ENGlogue 1

Essential Reading / Recommended Reading

Additional material as per teacher manual will be provided by the teachers

Evaluation Pattern

CIA 1=20

CIA 2=50

CIA 3= 20

ESE= 50 marks

EST142 - READING SPORTS AND LITERATURE (2023 Batch)

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

Course Objectives/Course Description

Reading Sports and Literature

Course Description: The Sports and Literature course aims to explore the relationship
between sports and literature through the analysis of various literary works. By
examining texts that center around sports themes, this course will delve into the
cultural, social, and personal aspects of sports as portrayed in literature. Students will
develop critical thinking, analytical, and communication skills as they engage with a
diverse range of texts, including novels, short stories, poems, and essays. Through class
discussions, readings, and written assignments, students will gain a deeper
understanding of the literary representation of sports and its significance in society.

Course Objectives:

To analyze and interpret literary works that feature sports themes.

To examine the portrayal of sports in literature and its reflection of cultural and social
values.

To explore the personal and psychological dimensions of sports as depicted in

literature.

To develop critical thinking and analytical skills through textual analysis.

To enhance written and oral communication skills through class discussions and written
assignments.

Course Outcome

CO1: To analyze and interpret literary works that feature sports themes.

CO2: To examine the portrayal of sports in literature and its reflection of cultural and
social values.

CO3: To explore the personal and psychological dimensions of sports as depicted in

literature.

CO4: To develop critical thinking and analytical skills through textual analysis.

CO5: To enhance written and oral communication skills through class discussions and
written assignments.

Unit-1 Teaching Hours:8

Introduction to Sports and Literature

Defining the relationship between sports and literature

Historical perspectives on sports in literature

The role of sports in society and culture

Unit-2 Teaching Hours:8

The Heroic Athlete

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Exploring the archetype of the hero in sports literature

Analysis of sports heroes and their portrayal in literary works

Themes of triumph, perseverance, and sacrifice

Unit-3 Teaching Hours:8

Gender and Sports

Gender representation in sports literature

Examination of gender roles and expectations in athletic contexts

Sports as a means of empowerment and resistance

Unit-4 Teaching Hours:8

Sports and Identity

Sports as a vehicle for personal and collective identity

Intersectionality and the portrayal of race, ethnicity, and class in sports literature

The relationship between sports and national identity

Unit-5 Teaching Hours:5

Sports and Coming-of-Age

Analysis of sports as a backdrop for personal growth and maturation

The challenges and conflicts faced by young athletes in literature

Themes of ambition, dreams, and disillusionment

Unit-6 Teaching Hours:8

Sports and Society

Unit 6: Sports and Society

Critical examination of the social issues depicted in sports literature

Sports as a reflection of broader societal dynamics

Ethics, values, and controversies in the world of sports

Text Books And Reference Books:

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"The Natural" by Bernard Malamud

"Friday Night Lights" by H.G. Bissinger

"The Art of Fielding" by Chad Harbach

"Seabiscuit: An American Legend" by Laura Hillenbrand

"The Contender" by Robert Lipsyte

"The Loneliness of the Long-Distance Runner" by Alan Sillitoe

"A Fan's Notes" by Frederick Exley

"The Boys of Summer" by Roger Kahn

"The Sportswriter" by Richard Ford

"Open" by Andre Agassi

"Fever Pitch" by Nick Hornby

"The Crossover" by Kwame Alexander (young adult literature)

"The Runner" by Cynthia Voigt (young adult literature)

"The Absolutely True Diary of a Part-Time Indian" by Sherman Alexie (young

adult literature)

"The Fighter" by Michael Farris Smith

Essential Reading / Recommended Reading

"The Boxer" by Joyce Carol Oates

"The Runner" by Don DeLillo

"Blindside" by Michael Lewis

"The Tennis Partner" by Abraham Verghese

"Basketball" by John Updike

"The Chariot" by Ray Bradbury

"The Trophy" by Alberto Alvaro Ríos

"The Catch" by W.P. Kinsella

"In the Ring" by Andre Dubus

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"Roller Derby Queen" by Margot Livesey

Evaluation Pattern

CIA 1-20

CIA 2- MSE 50

CIA 3- 30

ESE- 50

EST143 - STORYTELLING, GAMES AND ETHICS (2023 Batch)

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

Course Objectives/Course Description

Course Description: In the last 20-25 years the field of game studies has evolved significantly. It
is globally recognised. Video games have been studied using inter, multi and transdisciplinary
methods to understand culture, identity, media, narration and communication. The course will
provide a historical, social, cultural and critical foundation about games, digitality, storytelling and
its moral and ethical world. This will enable students to understand the connection between
identities, moralities and our current engagement with the gaming world. This will help in
broadening the interdisciplinary focus and assessment of storytelling in diverse forms and connect
it with the ethical issues of the contemporary world.

Course Objectives: The course will survey the evolution of ideas connecting storytelling, gaming
and ethics and morality. It will introduce the latest research in gaming and ethics as evidenced in
the globalised world. It will provide a methodology for students to assess and critically evaluate
the meaning, content, intent, narration (compared to other broader media), ideology and ethical
implications of gaming in the contemporary world.

Course Outcome

CO1: ? will be able to understand the narrative conventions of gaming, their uses and
ideological effects

CO2: ?will evaluate how narrative choices reflect ethical contextualisation

CO3: ?will be able to analyse and evaluate contemporary social, cultural and political
issues and perspectives reflected in games

Unit-1 Teaching Hours:10

Unit I: What is gaming ? Basic introduction

While gaming has been popular, studying games with its historical, social and cultural context
requires a foundation in history of games. Locating games within cultures of social transactions
and strategic implications will provide the required base to begin the course.

Unit-2 Teaching Hours:15

Unit II: Gaming, Society and Narration

This unit is divided into three smaller subunits. The students will be divided into smaller groups in
class and asked to explore the following blog to choose any one area of interest within the
subcategories mentioned. The class will progress accordingly. They have to choose between games
and colonialism, games and gender, games and philosophy (utopia/dystopia).

Unit-3 Teaching Hours:15

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Unit III: Games and Ethics

This unit is focussed on ethical framework of games.

Unit-4 Teaching Hours:5

Unit IV: Storyboard ? design a game (basic story
line)

The students are expected to narrate and design a basic concept for a game to respond to the
questions raised in the course.

Text Books And Reference Books:

Unit I: What is gaming – Basic introduction (10 hours)

While gaming has been popular, studying games with its historical, social and cultural context
requires a foundation in history of games. Locating games within cultures of social transactions
and strategic implications will provide the required base to begin the course.

1. Roberts, J. M., Arth, M. J., & Bush, R. R. (1959). Games in culture. American
anthropologist, 61(4), 597-605.

2. Chapter 1 from Grace, L. D. (2019). Doing things with games: Social impact through play. CRC
Press.

Unit II: Gaming, Society and Narration (15 hours)

This unit is divided into three smaller subunits. The students will be divided into smaller groups in
class and asked to explore the following blog to choose any one area of interest within the
subcategories mentioned. The class will progress accordingly. They have to choose between games
and colonialism, games and gender, games and philosophy (utopia/dystopia).

https://coe-gamecult.org/

Reading: Shaw, A. (2010). What is video game culture? Cultural studies and game studies. Games
and culture, 5(4), 403-424.

Salter, A., & Blodgett, B. (2017). Toxic Geek Masculinity: Sexism, Trolling, and Identity
Policing (Cham: Springer International Publishing, 2017), 73-99.

Case study: Hellblade: Senua’s Sacrifice

Unit III: Games and Ethics (15 hours)

Kowert, R., & Quandt, T. (Eds.). (2015). The video game debate: Unravelling the
physical, social, and psychological effects of video games. Routledge. (Chapter 2/4/5).

Gotterbarn, D. The ethics of video games: Mayhem, death, and the training of the next
generation. Inf Syst Front 12, 369–377 (2010). https://doi.org/10.1007/
s10796-009-9204-x

Schrier, K. (2015). EPIC: A framework for using video games in ethics education. Journal of
Moral Education, 44(4), 393-424.

Sicart, M. (2015). Playing the good life: Gamification and ethics. The gameful world: Approaches,
issues, applications, 225-244.

Unit IV: Storyboard – design a game (basic story line)

The students are expected to narrate and design a basic concept for a game to respond to the
questions raised in the course.

1. Workshop by gaming planner/designer

2. https://www.pluralsight.com/blog/film-games/creating-game-concept-first-step-getting-game-
ground

3. https://uxdesign.cc/a-board-game-design-process-a-game-is-a-system-5469dfa4536

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Essential Reading / Recommended Reading

Recommended readings:

Bolter, J. et al. (1999). Remediation. Understanding New Media. Cambridge, MA: The MIT Press,
20-52; 88-102.

Burrill, D. A. (2008). Die tryin': videogames, masculinity, culture (Vol. 18). Peter Lang. (13-44).

Mukherjee, S. (2017). Videogames and Postcolonialism. New York: Palgrave

Macmillan, 1-52. (Rise of the Tomb Raider).

Schrier, K. (2017). Designing role-playing video games for ethical

thinking. Educational Technology Research and Development, 65(4), 831-868.

Sicart, M. (2013). Beyond choices: The design of ethical gameplay. MIT Press.

Zhang, Y. (2009). Ian Bogost, Persuasive Games: The Expressive Power of Videogames.

Evaluation Pattern
Examination and Assessment

Assessment Pattern

20 (CIA 1) 20 (CIA 3) 50 (CIA 2) 50 (End Semester)

Evaluation Pattern

CIA I and III can be either written analysis/presentation of an author, book review, narrative
analysis of a dominant idea of the contemporary time, debates or seminar/panel discussions.

Mid semester exam (class test) – A written paper on the modules covered for 50 marks. Section A
(10 marks) will have objective questions (20, ½ marks each). Section B will have 4 questions (10
marks each) to assess conceptual clarity. Section B will have one compulsory question which will
be analytical.

End-semester exam (class test) – Three sections: Section A (10 marks) will have objective
questions (20, ½ marks each). Section B will have 1 conceptual question (10 marks each). They
will be conceptual. Section C (15 marks each) will be having two case studies - one purely based
on identification of features, styles, and narrative devices, and second question will be evaluative
and analytical.

Consolidated marks will be sent after the final examination.

EST144 - DESIGN THINKING AND SOCIAL

ENTREPRENEURSHIP (2023 Batch)
Total Teaching Hours for Semester:45 No of Lecture Hours/Week:45
Max Marks:100 Credits:3

Course Objectives/Course Description

Course Description

Rural India comprises 66.46% of India’s population and contributes to a large portion of India’s
GDP by way of agriculture, services, skilled and non-skilled labour. Rural India suffers from
socio-economic distress due to several factors, small land holding, rain dependent agriculture, and
lack of alternative sources of income, migration to urban centers and due to several sociological
factors.

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Rural India in its diverse geographies has a huge potential to provide solutions to some of the
gravest global challenges pertaining to environment and sustainable development and which
remains largely untapped. This calls for a focused approach in exploring the potential
opportunities through a scientific approach of critical thinking and creativity, pro-active
engagement of rural communities, creating effective structures to implement and create global
visibility for the proprietary products and services created. Such an approach will substantially
mitigate socio-economic distress in rural communities by providing them income generating
opportunities by engaging social enterprises and also contribute to the sustainability goals of the
UN.

The course of Social Innovation and Entrepreneurship for students of English Language and
Literature seeks to sensitise students with an on field immersion with rural India and explore
possibilities for enterprise through case studies on innovative rural enterprises. The course seeks
to apply their finer eye for aesthetics and culture and

Course Objectives

• To familiarize students with the Sustainability goals envisioned by UN and motivate them
to proactively contribute towards its attainment.

• To create a firsthand awareness of rural India and challenges which can be translated into
entrepreneurial opportunities.

• To study and analyze different Social Enterprise models and their relative outcomes

• To gain an understanding of the challenges of running a social enterprise.

• To give students a firsthand experience of understanding the challenges of capacity

building and leadership creation in rural communities for an enterprise and engage them
proactively in building a sustainable business.

• To stimulate curiosity in students to identify the areas of gaps in products and services and
come up with creative solutions which can be translated into profitable enterprises.

• To help students develop ethical business models founded on the principles of equity and
fair play vis-à-vis the engagement of rural and grass root communities

• To enable students to curate branding and market strategies for products and services
emerging from a social enterprise to make them profitable and sustainable

Course Outcome

CO1: Students will have a comprehensive understanding of the U N Sustainability

goals and get engaged in it proactively.

CO2: Students will have gained a firsthand awareness of rural India and challenges
which can be translated into entrepreneurial opportunities.

CO3: Students will be exposed to different Social Enterprise models and their relative
outcomes

CO4: Students will have envisaged the challenges of running a social enterprise.

CO5: Students will have gained on-field experience of engaging with rural
communities for capacity building and leadership

CO6: Students will have envisaged the challenges of running a social enterprise.

CO7: Students will have identified at least one problem/gap area in a product or service
and will have come up with creative solutions as part of their project.

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CO8: Students will develop business models founded on the principles of equity and
fair play vis-à-vis the engagement of rural and grass root communities

CO9: Students will develop branding and market strategies for products and services
which they will have developed as part of their project work.

Unit-1 Teaching Hours:4

Understanding UN Sustainability Development Goals

Session on 17 UN Sustainability Development Goals. After the disucssion, students

are asked to identify any two sustainability goals and asked to suggest any action steps
that can be taken at the community level to reach the goals. Students present their
ideas.

Unit-2 Teaching Hours:8

Understanding Rural India

Field visit and online interaction with members of rural communities to understand how
political, societal, and domestic realities vary among different geographies and how
they impact life and living of rural communities.

Unit-2 Teaching Hours:8

Understanding Rural India

Field Visit and online interactive session

Students visit a village near Bangalore and interact with the communities. Students
also have online interactive sessions with women groups in three villages one each in
Karnataka, Kerala, and Tamil Nadu.

Students study how political, societal, and domestic spheres vary in different
geographies of India and how they impact their life and living.

Student groups present their finidings.

Unit-3 Teaching Hours:6

Rural Enterprise: Case Study

Student groups identify one Social Entrepreneur in India and analyze their social
enterprise vis-a-vis problem identified and addressed, understanding how they
converted the problem into a viable business, the business model, challenges and
opportunities.

Student groups make their presentation

Unit-4 Teaching Hours:8

Grassroots Innovation: Problem Identification and
Building the Value Proposition Canvas

Student groups are given the task of identifying one problem/gap in service which can
be converted into an opportunity.

Students are taught how to build the value proposition around a problem or gap in
service by identifying the pain points and possible gain creators which can result in a
business opportunity

Unit-5 Teaching Hours:8

Buildling Proof of Concept, Prototyping/Piloting

Students are taught how to iterate and build a proof of concept of their solution.
Students are facilitated to prototype their products/pilot their innovative solutions i

Unit-6 Teaching Hours:9

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Business Model Canvas/Pitch Deck/Presentation

Students are taught to build a Business Model Canvas of their solution, and prepare a
pitch deck and make their final business presentation

Text Books And Reference Books:

Frugal Innovation: How to Do More With Less: Navi Radjou Jaideep Prabhu

• Jugaad Innovation: Navi Radjou, Jaideep Prabhu, Simone Ahuja

• Poor Economics: Abhijit Bannerjee, Esther Duflo

• The Open Book of Social Innovation: Geoff Mulgan, Robin Murray

• The 22 Immutable Laws of Branding: Al Ries

• Marketing Strategy- A Decision-Focused Approach: Walker, Mullins

Essential Reading / Recommended Reading

A Handbook of Rural India (Readings on Economy, Polity and Society) Surinder S Jodka

• Women in Rural India: Vani Prabhakar

• Rural Development in India Strategies and Processes: G Sreedhar and D Rajasekar

• Communication for Rural Innovation: Cees Leeuwis, A. W. van den ban

Evaluation Pattern

Two Case Studies-40 Marks

Live Project-40 Marks

Presentation-20 Marks

EST145 - POETICS , POLITICS AND PIVOTAL PEOPLE OF

ROCK N ROLL (2023 Batch)
No of Lecture Hours/
Total Teaching Hours for Semester:45
Week:3
Max Marks:50 Credits:3

Course Objectives/Course Description

Course Description

Rock Music is a sound and dissonance rich discourse with its own socio-cultural practices and
aesthetics. This course is an academic introduction to this space and its role in the identity
formation of a generation, of a people and a Nation in motion.

Course Objectives

• To engage with popular music as aural texts

• To study the popular music practitioner as an activist and artist
• To appreciate the significance of social critique and a counter cultural aesthetic

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Course Outcome

CO1: ? To critically appreciate characteristics and concerns of popular music

CO2: To read popular music as cultural artefact and socio-political entities

CO3: ? To regard popular music as the voice and identity of a generation and locate its
historical trajectory

CO4: ? To engage with artists and performances as cultural texts

Unit-1 Teaching Hours:10

A brief history of Popular Music before the Beatles

Tin Pan Alley and song pluggers, World War II

Sheet Music

Swing and ragtime

Vaudeville

Frank Sinatra: My Way. Strangers in The Night, New York, New York

Nashville, Music Row, Elvis Presley

Unit-2 Teaching Hours:15

Birth of a Genre (From Gospel to Rock)

Bill Haley

Chuck Berry

Buddy Holly

Unit-3 Teaching Hours:15

Classic Rock and the British Invasion

The Beatles and Beatlemania

Establishing an aesthetic of Mod

TV and bands

The Rolling Stones

Unit-4 Teaching Hours:15

Art Rock and the Album Era: Concept Albums and Album
Art

Bands as Artists

Beatles / Sgt Pepper’s

Pink Floyd /The Wall

The Who / Tommy

Unit-5 Teaching Hours:15

The Politics of Rock n Roll Folk rock: People power;
Guerrilla Minstrels Folksong as Protest

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Counter Culture: Vietnam, Draft, Gender, the Mystic East, Woodstock, Ban the Bomb

Woody Guthrie

Bob Dylan

Joan Baez

Janis Joplin

Simon and Garfunkel

Jimi Hendrix

Pearl Jam

Riot bands
Text Books And Reference Books:

Whats that sound? An introduction to Rock and its history .

Jon CovachUniversity of Rochester

and the Eastman School of Music

Andrew Flory

Carleton College

W. W. NORTON AND COMPANY

NEW YORK • LONDON

fifth Edition

Essential Reading / Recommended Reading

Baugh, Bruce. “Prolegomena to Any Aesthetics of Rock Music”. The Journal of

Aesthetics and Art Criticism, Vol. 51, No. 1 (Winter, 1993): 23-29. JSTOR. The
American Society for Aesthetics. Web. 26Jul, 2016. < http://www.jstor.org/
stable/431967>

Camilleri, Lelio. “Shaping Sounds, Shaping Spaces”. Popular Music, Vol. 29, No. 2
(May 2010): 199-211. JSTOR. Cambridge University Press. Web. 16August,
2016. <http://www.jstor.org/stable/40926918>

Chrysalis, Thanos. “Spatio-Aural Terrains”. Leonardo Music Journal, Vol. 16, Noises
Off: Sound Beyond Music (2006):40-42. JSTOR. The MIT Press. Web. 29 April,
2015. http://www.jstor.org/stable/4540592

Denisoff R.S. The Sounds of Social Change: Studies in Popular USA Culture. 1972.
Rand Mcnally& Co.

Denisoff, R. S. Great Day Coming. 1991. Ann Arbor, MI: U-M-I Out-of-Print Books
on Demand.

Denisoff, R. S. "Sing a Song of Social Significance": Political Consciousness and the

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Song of Persuasion. 1972. Ohio: Bowling Green State University Popular Press.

Denisoff, R. S. Solid Gold Popular Record Industry. 1975. New Brunswick, New
Jersey Transactions Inc

Ewen, D. Great Men of American Popular Song: The History of the American Popular
Song told through the Lives, Careers, Achievements, and Personalities of its
Foremost Composers and Lyricists--from William Billings of the Revolutionary
War through Bob Dylan, Johnny Cash, Burt Bacharach. 1972. Englewood Cliffs,
NJ, New Jersey: Prentice-Hall.

Forcucci, S. L. A Folk Song History of America: America through its Songs. 1984.
Englewood Cliffs, NJ: Prentice-Hall

Fox, Aaron A.. “The Jukebox of History: Narratives of Loss and Desire in the
Discourse of Country Music”. Popular Music, Vol. 11, No. 1 (Jan,1992): 53-72.
JSTOR, Cambridge University Press. Web. 18March, 2011. < http://
www.jstor.org/stable/853227 >

Ganchrow, Raviv. “Perspectives on Sound-Space: The Story of Acoustic Defense”.

Leonardo Music Journal, Vol. 19, Our Crowd—Four Composers Pick Composers
(2009): 71-75. JSTOR. The MIT Press. Web. 29April, 2015. <http://
www.jstor.org/stable/40926354>

Hamm, C. Music in the New World. 1983. New York: W.W. Norton and Company.

Hampton, W. Guerrilla Minstrels. 1986. Knoxville: University of Tennessee Press.

Kingman, D. American Music: A Panorama. 1979. New York: Schirmer books.

Klonsky, M. “Down in The Village: A Discourse on Hip”. New American Review, 13.
1971. New York: Simon and Schuster.

Kostelanetz, Richard. “Text-Sound Art: A Survey (Concluded)”. Performing Arts

Journal, Vol. 2, No. 3 (Winter, 1978): 71-84. JSTOR. Performing Arts Journal,
Inc. Web. 16 August,2016. <http://www.jstor.org/stable/3245364 >

Kramer, Lawrence. “Music, Metaphor and Metaphysics”. The Musical Times, Vol.
145, No. 1888 (Autumn, 2004): 5-18. JSTOR. Musical Times Publications Ltd.
Web. 26 March,2011. < http://www.jstor.org/stable/4149109>

Kun, Josh D. “The Aural Border”. Theatre Journal, Vol. 52, No. 1, Latino Performance
(March. 2000): 1-21. The John Hopkins University Press. Web. 18March, 2011.
< http://www.jstor.org/stable/25068738 >

Poulin, A. The American Folk Scene: Dimensions of the Folksong Revival. 1967. New
York: Dell Pub. Co.

Qureshi, Regula Burckhardt. “Music Anthropologies and Music Histories: A Preface

and an Agenda”. Journal of the American Musicology Society, Vol. 48, No. 3
(Autumn 1995): 331-342. JSTOR. University of California Press. Web.
18March, 2011. < http://www.jstor.org/stable/3519830 >

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Račić, Ladislav. “On the Aesthetics of Rock Music”. International Review of the
Aesthetics and Sociology of Music, Vol. 12, No. 2 (Dec.1981): 199-202. JSTOR.
Croatian Musicological Society. Web. 1Dec., 2017. < http://www.jstor.org/stable/
836562>

Ricks, C. The Force of Poetry. 1995. Oxford University Press.

Rodnitzky, J. L. Minstrels of the Dawn: The Folk-Protest Singer as a Cultural Hero.

1976. Chicago: Nelson-Hall.

Tagg, Philip. “Analyzing popular music: theory, method and practice.” Popular Music 1
(1979): 68-70. Web.

Evaluation Pattern
Assessment: (20 marks).

Choose a song that has been an effective anthem for a cause or genre and analyse it in about
500-750 words.

CIA II: (Mid Sem 50 marks) Choose a pivotal figure from Rock history and trace their career and
impact on society. Consider image and sound in the construction of this image.

CIA III:(20marks) The class in groups of 5-6 will anthologise a series of songs, artists and their
work.

Archiving:

End Semester:

Identify a Bangalore based band or genre of popular music with approval of your course instructor
. Conduct a study of their work and evolution and impact on the city and vice versa. Use data
beyond library sources and provide due evidence. Your archive entry must include a
750-1000word reflective essay that validates your choice of artist, understanding of the form and
significance of the work. You must also identify, interview and record these interactions. Provide
clips from concerts duly cited. Include memorabilia like tickets, album art, newspaper or magazine
clips

EST147 - HISTORY OF INDIAN BUSINESS (2023 Batch)

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

Course Objectives/Course Description

The course seeks to historically explore the features, activities, phenomenon that shaped the Indian
Business. Focus of the course is on history that has influenced and informed the contours of
modern Indian business not to emphasize the capitalistic foundation of any business. The course
traces the interaction between Europe and pre-colonial Indian approaches, caste system
influencing the business, impact of Globalisation leading to the fourth industrial revolution
shaping the businesses in India.

Objectives:

� To trace the historical phenomenon influencing the Indian business

� To understand that business responds to different political, social, cultural aspects of a society, not
a-historical money-making venture

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Course Outcome

CO1: Students will be familiar with the different business practices such as business
communities/groups and multinational firms

CO2: Students will have ?historical? approach and understand the importance of
historical sensibility in Management Studies

Unit-1 Teaching Hours:5

Introduction to Business History: Meaning and
Scope

� What is Business History?

� Contours of Indian Business History

Unit-2 Teaching Hours:10

Beginning of Indian Business

� Precolonial trade in India - a. Agency Houses b. Opium Trade c. Banking Houses d. Anglo-Bania
Alliance

� European trading interests in India The East India Company and the manufactures upto 1757
British private trade in eighteenth century East India Company’s trade, 1757-1833

� European Agency Houses Currency credit and indigenous bankers, 1800-1850 Origins and growth
of Managing Agencies- new industries and technology

Unit-3 Teaching Hours:10

Transition to Industrial Capitalism

� The East India Company

� The Industrial Revolution & Railroads

� Entrepreneurship and Rise of the Industrial Elite

Unit-4 Teaching Hours:10

Second Industrial Revolution

� The growth of big business in India and abroad

� Mergers in the 19th and early 20th century

� Family oriented firms and practices

Unit-5 Teaching Hours:10

Business in Post-independent and Globalising
India

� Government industrial policy Growth of Business: 1947-1990

� Technical innovations

� Multinationals

� Shifts in the policy and their critique

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Text Books And Reference Books:

� Tripathi, Dwijendra & Jumani, Jyoti. 2013. The Oxford History of Contemporary Indian Business.
New Delhi: Oxford University Press

� Roy, Tirthankar. 2011. The Economic History of India, 1857-1947. New Delhi: OUP.

� Lectures delivered at Godrej Archives, Mumbai

Essential Reading / Recommended Reading

Roy, Tirthankar. Company of Kinsmen: Enterprise and Community in South Asian History
1700-1940

A Pictorial History of Indian Bussiness

Evaluation Pattern

2 Class tests to assess the concepts discussed in class for 20 marks each

Compiling the history of a Bangalore based family business; write a narrative based on
the changes that the business has adopted to survive and responded to the changing
business environment - 30 marks

Select a woman entreprenuer who is running a bussiness for the past 10years in
Bangalore. Interview her to understand the business from its inception, her business
philosophy and her journey as a business woman. Video record the interview. The
interview should be atleast for 20min. The video should be accompanied by a reflective
essay. - 30marks

EST148 - THE OCEANS IN CINEMA: A BLUE HUMANITIES

READING (2023 Batch)
Total Teaching Hours for Semester:45 No of Lecture Hours/Week:3
Max Marks:100 Credits:3

Course Objectives/Course Description

Moving from land to ocean marks a shift in our understanding with fluidity as the focal point.
‘Blue Humanities’ or ‘Blue Cultural Studies’ uses the ocean as the lens to foreground diverse
historical, social, cultural, economic and political aspects. The expansive field of Blue Humanities
adopts a multidisciplinary approach, weaving together insights from environmental studies,
oceanography, marine studies, cultural studies, film studies, history, etc. The course specifically
focuses on revisiting the cliched conceptualization of the ocean as vast, alien, terra nullis and
ahistorical. The ‘Oceanic Turn’ transitions from the surface to the depths below to explore the
three-dimensional ocean through socio-cultural representations. Reading the ocean and the sea
through cinema from across the world will help understand how the ocean is portrayed in myriad
ways ‘foregrounding and problematizing issues connected to gender, race, pollution, social justice,
maritime activities, privatization, globalization, capitalism ontologies’ to revisit our established
thought regimes.

Course Outcome

CO1: ? Appreciate and interpret the ocean in the light of Blue Humanities

CO2: ? Analyze and understand the changing relationships between societies and the
ocean through the cinematic representations

CO3: ? Rethink and initiate action towards oceanic thinking and sustainability

Unit-1 Teaching Hours:12

Knowing the Ocean: Re-visiting History and
Origins

The unit will provide an alternative reading of our established understanding of ‘Origins’ with
reference to the ocean – formation of the earth, the oceans, plants and animals and human beings.

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Destabilizing the pre-set reading of the formation of the world and prioritizing the land over the
sea, the unit will help refocus the establishment of life in the Universe.

� Excerpts from Rachel Carson, The Sea Around Us

� Steve Mentz, “Two Origins: Alien or Core?”

� Philip E. Steinberg and Kimberley Peters, “Wet Ontologies, Fluid Spaces: Giving Depth to Volume
Through Oceanic Thinking”

Unit-2 Teaching Hours:13

Mapping the Ocean: Reading through Blue
Humanities

The unit will throw light on the field of Ecocriticism with specific focus on Blue Humanities and
its emerging engagement with the oceans around the world. The unit will help position the study
of the oceans in the field of Humanities with specific reference to Cultural studies to frame the
Blue Cultural Studies.

� Excerpts from Sidney I. Dobrin, “Unearthing Ecocriticism”

� John R. Gillis – “The Blue Humanities”https://www.neh.gov/humanities/2013/mayjune/feature/

the-blue-humanities

� Helen M Rozwadowski, Oceans in three Paradoxes: Knowing the Blue through Humanities –
Virtual Exhibition https://www.environmentandsociety.org/exhibitions/oceans-three-paradoxes

Unit-3 Teaching Hours:20

Seeing the Ocean: Re-viewing the ocean through
cinema

The unit will probe into pivotal aspects surrounding the construction of the ocean space through
filmic representations of the ocean. The intent is to analyze through a range of issues informing the
oceanic representations in films to unearth the pluri-focussed politics, both explicit and otherwise,
manoeuvring through them - Maritime histories and activities, Aquatic world, Disasters,
Conquests, Wars, Exploration, Adventure, Folk Tales and Myths, Colonialism and
Postcolonialism, Gender, Race, Capitalism, International Relations, Globalization, Ecology and
Medical Humanities.

� James L. Smith and Steve Mentz - Learning an Inclusive Blue Humanities: Oceania and Academia
through the Lens of Cinema

� Stefan Helmreich, “Massive movie waves and the Anthropic Ocean”

� Dilip M Menon, “Sea-Ing Malayalam Cinema”

� Rie Karatsu, “The Representation of the Sea and the Feminine in Takeshi Kitano's A Scene at the
Sea (1991) and Sonatine (1993)” (SLA)

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Text Books And Reference Books:

Carson, Rachel. The Sea Around Us. Canongate, 2021

Dobrin, Sidney I. Blue Ecocriticism and the Oceanic Imperative. Routledge, 2021.

Mentz, Steve. An Introduction to Blue Humanities. Routledge, 2023.

Essential Reading / Recommended Reading

� Blum, Hester. “Introduction: Oceanic Studies.” Atlantic Studies, vol. 10, no. 2, June 2013, pp.
151–55.

� Chen, Cecilia, Janine MacLeod, and Astrida Neimanis, editors. Thinking with Water. McGill-
Queens Univ. Press, 2013.

� DeLoughrey, Elizabeth. “Toward a Critical Ocean Studies for the Anthropocene.” English
Language Notes, vol. 57, no. 1, Apr. 2019, pp. 21–36.

� Di Leo, Jeffrey R., editor. “Blue Humanities,” Symploke, vol. 27 no. 1, 2019, pp. 7-10. �

� Gillis, John R. “The Blue Humanities.” HUMANITIES, vol. 34, no. 3, May/June 2013.

� Jue, Melody. Wild Blue Media: Thinking through Seawater. Duke Univ. Press, 2020.

� Mentz, Steve. “Toward a Blue Cultural Studies: The Sea, Maritime Culture, and Early Modern
English Literature.” Literature Compass, vol. 6, no. 5, Sept. 2009, pp. 997–1013.

� Mentz, Steve. Ocean. Bloomsbury Academic, 2020.

� Mentz, Steve. Shipwreck Modernity: Ecologies of Globalization, 1550-1719. Univ. of Minnesota

Press, 2016.

� Raban, Jonathan, editor. The Oxford Book of the Sea. Oxford Univ. Press, 1993.

� Roorda, Eric. The Ocean Reader: History, Culture, Politics. Duke Univ. Press, 2020.

� Steinberg, Philip E. The Social Construction of the Ocean. Cambridge Univ. Press, 2001.

Evaluation Pattern
As the course is multidisciplinary, the assessments will be done periodically to gauge the student’s
level of understanding and learning. Review writing, weaving together a scrapbook, review tests
and photo essays will form part of the assessment.

End semester evaluation will be based on students setting up an online archive. They shall create
an online archive selecting topics and presenting them by blending texts, theory and research. The
submission will also have a viva component.
HIS141 - HISTORY AND CINEMA (2023 Batch)
Total Teaching Hours for Semester:45 No of Lecture Hours/Week:3
Max Marks:100 Credits:3

Course Objectives/Course Description

This course attempts to map out the connection between history and cinema. It aims to look at
how cinema can be treated as a visual text and a source for understanding history.

Course Outcome

CO1: To enhance and deepen the understanding of history through cinema.

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CO2: To enable the students to develop their understanding and awareness of the rich
possibilities of cinema and its connection with history.

CO3: To enhance the analytical skills of students and develop an understanding of how
cinema engages with socio-cultural and political concerns, by placing the cinema in
their historical context and engage with the current debates and future challenges with
cinema as a medium.

Unit-1 Teaching Hours:10

Unit 1

a) History as a narrative – History and Truth Contested Notions –Ideology, Sources

and Historian

b) Multiple Identities and Histories – History as a point of reference – Issues of

Legitimacy & Justification.

Unit-2 Teaching Hours:10

Unit 2

a) Cinema as a narrative – Words and Images – Genre- Representation Vs. Reality –

Propaganda – selling History.

b) Language of Cinema- Color – Angles – Movement

Unit-2 Teaching Hours:10

UNIT 2

a) Cinema as a narrative – Words and Images – Genre- Representation Vs. Reality –

Propaganda – selling History.

b) Language of Cinema- Color – Angles – Movement

Unit-3 Teaching Hours:10

Unit 3

a) Between History and Cinema: The problem of linear narratives and flash back –
questions of authenticity – definition of authenticity.

b) Cinema as a political, social and historical text.

Text Books And Reference Books:

Chapman, J. (2003). Cinemas of the World: Film and Society from 1895 to the Present.
Reaktion Books.

Chapman, J., Glancy, M., & Harper, S. (Eds.). (2007). The new film history: sources,
methods, approaches. Springer.

Ferro, M. (1988). Cinema and history. Wayne State University Press.

Chapman, J. (2005). Past and present: national identity and the British historical. London:
IB Tauris.

Miskell, P. (2004). Historians and film. In Making History (pp. 253-264). Routledge.

Nowell-Smith, G. (Ed.). (1996). The Oxford history of world cinema. OUP Oxford.

Raghavendra, M. K. (2014). Seduced by the Familiar: Narration and Meaning in Indian

Popular Cinema. Oxford University Press.

Essential Reading / Recommended Reading

Chapman, J. (2013). Cinema, propaganda and national identity: British film and the
Second World War. In British Cinema, Past and Present (pp. 213-226). Routledge.

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Miskell, P. (2005). Seduced by the silver screen: Film addicts, critics and cinema
regulation in Britain in the 1930s and 1940s. Business History, 47(3), 433-448.

Sedgwick, J., Miskell, P., & Nicoli, M. (2019). The market for films in postwar Italy:
Evidence for both national and regional patterns of taste. Enterprise & Society, 20(1),
199-228.

Raghavendra, M. K. (2011). Bipolar identity: Region, nation, and the Kannada language film.
Oxford University Press.

Raghavendra, M. K. (2014). The Politics of Hindi Cinema in the New Millennium:

Bollywood and the Anglophone Indian Nation.

Sanyal, D. (2021). MK Raghavendra, “Locating World Cinema: Interpretations of Film as

Culture” (Bloomsbury Academic India, 2020).

Evaluation Pattern

CIA 1: 10 Marks

CIA 2: Mid Semester Examinations 25 Marks

CIA 3: 10 Marks

End semester examination: 50 Marks

Attendance: 5 Marks

LAW141 - CYBER LAW (2023 Batch)

Total Teaching Hours for Semester:45 No of Lecture Hours/Week:3
Max Marks:100 Credits:4

Course Objectives/Course Description

Cyber law has emerged as a medium for growth with immense potential for solving many new and
interesting challenges. The course aims at appreciating one of the important emerging areas of law
and the nitty-gritty involved in it. This introduces the students to the underlying philosophy of the
subject and its relation to other areas focusing on human rights.

UNIT 1 is designed to introduce students to the role of law in technology, especially the internet
and is designed to give a brief overview of the historical aspects of the internet. UNIT 2 acquaints
the students with the regulation of cyberspace. UNIT 3 deals with digital contracts and
information technology, while UNIT 4 deals entirely on cyber crimes which are rampant in the
digital era. UNIT 5 issues in E-commerce. Unit 6 deals with IPR issues in cyberspace and UNIT
7 deals with international regulation of cyberspace.

Course Outcome

CO1: Gain an understanding of the underlying philosophy of cyber law and its relation
to information technology.

CO2: Facilitate an overall understanding on needs for regulation of information

technology in India

CO3: Impart basic idea of information technology and its relation with digital signature

CO4: Acquaint with legal challenges arising out of privacy issues awareness about the
various kinds of cyber crimes and legal issues and cases

Unit-1 Teaching Hours:3

UNIT 1 FUNDAMENTALS OF CYBER LAW
An overview of cyber world – Jurisprudence of cyber law – Scope of cyber law – Introduction to
Indian cyber law

Unit-2 Teaching Hours:2

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UNIT 2 CYBERSPACE

Meaning, nature and emergence of cyberspace – Attributes of cyberspace – Classification

of cyberspace – Legal framework for cyberspace

Unit-3 Teaching Hours:2

UNIT 3 DIGITAL CONTRACTS
Law of digital contracts – Functions of digital signature – Electronic and digital signature –
procedural and functional issues – Legal issues of digital signatures – Certifying authority –
Regulatory framework of digital signatures

Unit-4 Teaching Hours:2

UNIT 4 CYBER CRIMES
Salient features – Cyber crime and related concepts – Types of crimes – Regulation of cyber crime
– International perspective

Unit-5 Teaching Hours:2

UNIT 5 E-COMMERCE
Emerging significant of – e-Commerce – Transactions and Technology of e-Commerce – e-
Commerce Contracts – Legal Issues of e-Commerce and Case Laws – e-Commerce Legislations

Unit-6 Teaching Hours:2

UNIT 6 IPR ISSUES

IPR - An overview – Copyright issues in Cyberspace – Trademark issues in Cyberspace –

Computer software and related IPR issues – Domain names and related issues

Unit-7 Teaching Hours:2

UNIT 7 INTERNATIONAL SCENARIO IN CYBER
LAWS

European convention of Cyber Crimes – UNCITRAL Model Law on e-commerce 1996 –

International Legal Regime relating to IPR – Berne Convention, Rome Convention, WIPO
Copyright, UDRP, OECD Convention on Database Protection – Domestic legal regime –
Information Technology Act , 2000.

Text Books And Reference Books:

Seth Karnika, Computers Internet and New Technology Laws. Gurgaon: Lexis Nexis, 2013

Cyber Security & Cyber Laws - by Nilakshi Jain & Ramesh Menon, Wiley 2020

Cyber Crimes & Law - by Dr Vishwanath Paranjepe, 2nd Edtn 2019, Central Law Agency

Essential Reading / Recommended Reading

Cyber Crimes & Law - by Dr Vishwanath Paranjepe, 2nd Edtn 2019, Central Law Agency

Evaluation Pattern
CIA-I: Assessment Description: Class test for 20 marks on assessing the understanding of the
fundamentals of Cyber law. It is a class room test. 2 questions for 25 marks each carrying 12.5
marks.

CIA-II: Oral Presentation, shall be accompanied by PPT by a group of 5 students for maximum of
15 minutes on any Cyber law issues.

CIA-III: Students will be given a specific topic or case law. They are required to identify the
research issues and find an answer to it by analysing the available literature.

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LAW143 - LABOUR AND SOCIAL WELFARE (2023 Batch)

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

Course Objectives/Course Description

It is a solitary principle of industrial relations that a happy and content labourer is an

indispensable asset for any employer. However, labourers have not received their due
on account of historical wrongs, and in this era of a market economy, labourers do not
seem to get the minimum standards of social security. As a result, industrial peace and
harmony have remained a distant dream. Hence, constant efforts are being made by the
governments to ameliorate the working conditions of labour in order to ensure
minimum welfare for the workers.

Course Outcome

CO 1 : Explain the general concept of labour social welfare and also the constitutional
foundation of the same

CO 2 : Analyse the role of the International Labour Organisation in the protection of

Labour Welfare

CO 3 : Describe existing provisions relating to the working conditions of Labourers

CO 4 : Describe the legal provisions relating to the health, safety, and welfare
conditions of the employees.

CO 5 : Analyze the legal provisions relating to Maternity benefits in workplaces

CO 6: Describe the legal provisions relating to and regulation of Contractual

employment in India

Unit-1 Teaching Hours:9

INTRODUCTION

Meaning and nature of social security; Public assistance v. Public insurance;

Constitutional foundations and the role of ILO

Unit-2 Teaching Hours:9

HEALTH, SAFETY AND WELFARE OF
WORKERS

Introduction; Manufacturing and hazardous processes; Health, safety and welfare in

factories; Working hours and employment of young persons

Unit-3 Teaching Hours:9

EMPLOYEES' INSURANCE

Introduction; Important definitions; ESI Corporation; Various benefits

Unit-4 Teaching Hours:9

MATERNITY BENEFIT

Introduction; Employment of or work by women; Right to payment of maternity

benefit; Dismissal and deduction of wages

Unit-5 Teaching Hours:9

CONTRACT LABOUR

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Introduction: nature and meaning; Licensing of contractors; Regulation and abolition of

Contract Labour

Text Books And Reference Books:

Industrial Jurisprudence: A Critical Commentary by Dr EM Rao., Lexis Nexis., Second

Edition 2015 p. 14-21

Labour and Industrial Law by H.L.Kumar., Universal Law Publishing Co., 2 volumes
15th edition 2010.,p.2082-2125

P.L.Malik‟s Industrial Law 2 Volumes., Eastern Book Company., 23rd Edition 2011.,p.
2398-2405

Pai, G. B. Labour Law in India. New Delhi: Butterworth, 2001. Rao, E. M. Industrial
Jurisprudence, New Delhi: LexisNexis (India), 2004.

Essential Reading / Recommended Reading

Industrial Jurisprudence: A Critical Commentary by Dr EM Rao., Lexis Nexis., Second

Edition 2015 p. 14-21

Labour and Industrial Law by H.L.Kumar., Universal Law Publishing Co., 2 volumes
15th edition 2010.,p.2082-2125

P.L.Malik‟s Industrial Law 2 Volumes., Eastern Book Company., 23rd Edition 2011.,p.
2398-2405

Pai, G. B. Labour Law in India. New Delhi: Butterworth, 2001. Rao, E. M. Industrial
Jurisprudence, New Delhi: LexisNexis (India), 2004.

Evaluation Pattern

Assessment outline: There are in all 3 components in the scheme of evaluation.

Weightage for the components is indicated in percentage.

CIA I- Class Test carrying 25 marks

CIA II – Class Test carrying 25 marks

CIA III – Class Test carrying 50 marks

MAT142 - QUANTITAIVE TECHNIQUES FOR MANAGERS

(2023 Batch)
No of Lecture Hours/Week:
Total Teaching Hours for Semester:45
3
Max Marks:100 Credits:3

Course Objectives/Course Description

Course Description:

This skill-based course aims at imparting theoretical knowledge of optimization techniques. These
techniques are widely used in the industry to optimize available resources. This will help the
student to apply the mathematical techniques to real life situations.

Course Objectives: This course will help the learner to

COBJ1. Acquire problem solving skills in Linear Programing and its related problems
COBJ2. Gain proficiency in implementing the algorithms for solving Transportation and
Assignment Problems.
COBJ3. Demonstrate the methods of solving Two-Person Zero-Sum Games

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Course Outcome

CO1: Formulate and solve Linear Programming Problems using graphical and simplex
method.

CO2: Solve Transportation problems by using Modified distribution method.

CO3: Solve assignment problems by using Hungarian technique.

CO4: Solve simple two person zero sum games.

Unit-1 Teaching Hours:17

Linear Programming

Definitions of O.R.- Definition of Linear Programming Problem (L.P.P) - Formulation of L.P.P. – Linear Programming in
Matrix Notation – Graphical Solution of L.P.P – Simplex Method – Big M Technique – Two Phase Method.

Unit-2 Teaching Hours:15

Transportation and Assignment Problems

Introduction to Transportation Problem – Initial Basic Feasible solution – Moving towards Optimality – Degeneracy in
Transportation Problems – Unbalanced Transportation Problem – Assignment Problems.

Unit-3 Teaching Hours:13

Game Theory

Games and Strategies – Introduction – Two person zero sum games – Maximin and Minimax Principles – Games without
saddle point – mixed strategies – Solution of 2 x 2 rectangular games – Graphical method – Dominance Property –
Algebraic Method for m x n games.

Text Books And Reference Books:

K. Swarup, P. K. Gupta, and Man Mohan, Operations Research-Principles and Practice, 10th edition, New Delhi, India:
Sultan Chand & Sons, 2004.

Essential Reading / Recommended Reading

1. G. Hadley, Linear Programming, Reprint, New Delhi: Narosa Publishing House, 2002.
2. K. V. Mittal and C. Mohan, Optimization Methods in Operation Research and System Analysis, 3rd ed., New Delhi:
New Age International Pvt. Ltd., 2008.
3. H. A Taha, Operations Research- an introduction, 8th ed., New Delhi: Prentice Hall of India, 2009.

Evaluation Pattern
This course is completely depending upon the CIAs, which will be evaluated through assignments and tests/
examinations.

The component-wise evaluation pattern is given below:

Component Mode of Assessment Parameters Points

CIA I Test and written assignment Basic, conceptual, and 25
analytical knowledge of the
subject.
CIA II Test and written assignment Application of core concepts 30
and problem solving skills.
CIA III Comprehensive Examination Comprehensive knowledge 40
of the subject and Problem
solving skills.
Attendance Attendance Regularity and Punctuality. 05

MED141 - MEDIA AND POLITICS (2023 Batch)

Total Teaching Hours for Semester:45 No of Lecture Hours/Week:3

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Max Marks:50 Credits:3

Course Objectives/Course Description

This course considers the degree to which media influences political opinion and actions and also its impact on public
policy in the Indian context. In other words, the course examines the role of news media in the Indian political process
from both behavioural and institutional perspectives.

Course Outcome

CO1: To understand the concepts and theories that inform us about the role of news media in society.

CO2: To be able to critically analyse the role of Indian media in shaping public opinion.

CO3: To attempt a deconstruction of the role social media plays in shaping the fortunes of politicians.

CO4: To apply this understanding to further greater political participation among students.

Unit-1 Teaching Hours:15

Media & Politics: A Theoretical Perspective
Theories of news media
Media as fourth estate of democracy
Media and civic engagement
Politics and social media: Issues and debates

Media regulation and politics

Unit-2 Teaching Hours:15
Media & Politics: Dynamics
Media and the political communication process
Media and its impact on public opinion
Sociology of news construction
Media’s role in the empowerment of social movements
Role of media in elections- campaigns, strategies and advertisement
Media role in exposing political scandals

Media as spaces for dissent, marginal voices and alternative platforms

Unit-3 Teaching Hours:3
Media & Politics: A Critical Appraisal
The corporate world, media conglomerates and politics interface
Media’s role in manufactured consent giving
Visual media and political communication
Role of social media in image building

Case study- Rebranding of PM Modi

Text Books And Reference Books:

Politics of Media, 1st Edition by Ranjith Thankappan, 2016.

Essential Reading / Recommended Reading
Making Sense of Media and Politics: Five Principles in Political Communication, 2nd Edition by
Gadi Wolfsfeld, 2022.

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Political Communication and Mobilisation: The Hindi Media in India, by Taberez Neyazi, 2018.
Evaluation Pattern
Blog (weekly posts)- reflections on issues in the news media
CIA 1- MCQ
CIA 2- Class test
CIA 3- Group presentation

ESE- Written exam

MED143 - CELEBRITY PR (2023 Batch)
Total Teaching Hours for Semester:30 No of Lecture Hours/Week:3
Max Marks:50 Credits:2

Course Objectives/Course Description

The course attempts to understand the nature, process and issues related to celebrity
actors and their presence, which inadvertently contribute to the success of films.

Course Outcome

CO1: Will be able to understand the concept of celebrity PR

CO2: Will be able to understand the role of celebrity presence in the success of a film

Unit-1 Teaching Hours:10

Understanding PR as Strategic Communication

PR concept, role and relevance in selling goods/services; Brief history & evolution of PR. Competing
forces for PR-Advertising, Publicity, Marketing/Sales. PR as distinct from spin, hype & exaggeration. Top
Bollywood PR firms in India-Dale Bhagwagar PR, Raindrops, Spice PR, Aspire PR.

Unit-2 Teaching Hours:10

Celebrity PR and Bollywood

Bollywood and the need and emergence ofCelebrity PR, early beginnings, and present status. Acquiring and
sustaining celebrity status through PR, Celebrity brand building & nurturing. PR in celebrity reputation
management. Building the celebrity profile through analysis and research. Case Study-The making of
Shilpa Shetty (UK's Big Brother Reality TV), Amitabh Bachchan and KBC, Aamir Khan and Satyameva
Jayate

Unit-3 Teaching Hours:10

Celebrity PR Responsibilities & Activities

Interviews, Press conferences,Rejoinders,Official comments/no comments. Organising events-Public 'meet

and greet', Social events of significance, Public gatherings-award functions, airport meets. Helping to
manage crisis--damaging details from celebrity past, social media criticism and backlash, dealing with
success and failure with grace and dignity, Helping deal with paparazzi encounter

Text Books And Reference Books:

Barron, Lee. (2015). Celebrity Cultures: An Introduction. SAGE Publications Ltd.

Bräu, Marlena. (2013), Twitter Kills The Publicity Star? How social media is
influencing the business of Celebrity PR. Grin Verlag Publishing, Germany. Jonas, C
Priyanka. (2021). Unfinished: A Memoir. Penguin Viking.

Essential Reading / Recommended Reading

Raju, J Jeetu. (2020). Escape the rat race. Google Books, Thames Publication. Stewart,
B James and Abrams, Rachel. (2023). Unscripted: The Epic Battle for a Hollywood
Media Empire. Penguin Books.

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Evaluation Pattern

Single assessment of 50 marks

MED144 - HARRY POTTER AND CONTEMPORARY ISSUES

(2023 Batch)
Total Teaching Hours for Semester:45 No of Lecture Hours/Week:3
Max Marks:50 Credits:3

Course Objectives/Course Description

This course will provide students the opportunity to apply a variety of interdisciplinary approaches
on popular young adult narratives. Students will be exposed to the real -world culture and physical
environment that produced, shaped, and continues to inform the Harry Potter series, giving
students greater insight into the importance of textual awareness and analysis.

Course Outcome

CO1: Explore the socio-cultural, historical, and technological perspectives behind

Harry Potter phenomenon.

CO2: Develop critical thinking skills

Unit-1 Teaching Hours:15

History of wizards in cinema

History of wizards in cinema – P L Travers, Disney era, rise of Nanny McPhee, Arrival of Harry
potter in bookstores, narrative development of book 1 – Harry Potter and the Sorcerer’s Stone,
Deconstruction of characters, significance of four houses, potions, beasts and spells.

Unit-2 Teaching Hours:15

Hogwarts a world class school

Hogwarts a world class school – dynamics of homework, relationship, bullying, teachers, team
spirits and opponents, wizards and other, Debates on Morality, Technology and Media in Potter
world, Privacy concerns with magical objects, Cultural Hegemony, Case Study on Snape and
Dumbledore

Unit-3 Teaching Hours:10

Sociological perspective

Sociological perspective – idea of home, community, clan and society, class struggle and
dynamics, Aurora and Azkaban, Representation of Gender, Idea of family and institution,
construction of power structures

Unit-4 Teaching Hours:5

Film Screening

Screening of First and Last Harry Potter films

Text Books And Reference Books:

Harry Potter and Sorcerer’s Stone, J. K. Rowling (ISBN 978-0590353427)

Harry Potter and the Chamber of Secrets, J. K. Rowling (ISBN 978-0439064873)

Harry Potter and the Prisoner of Azkaban, J. K. Rowling (ISBN 978-0439136365)

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Harry Potter and the Goblet of Fire, J. K. Rowling (ISBN 978-0439139601)

Harry Potter and the Order of the Phoenix, J. K. Rowling (ISBN 978-0439358071)

Harry Potter and the Half-Blood Prince, J. K. Rowling (ISBN 978-0439785969)

Harry Potter and the Deathly Hallows, J. K. Rowling (ISBN 978-0545139700)

Essential Reading / Recommended Reading

Whited, L A & Grimes, K. (2015). Critical Insights: The Harry Potter Series. Salem Books.

Bell, C E (2018). Inside the World of Harry Potter: Critical Essays on the Books and
Films.McFarland Publishers.

Evaluation Pattern

Assignments will be done through Google Classroom

CIA -1 – Class Test– 20 marks

CIA 2 – – 50 marks

CIA 3 – Group Assignment – 20 marks

End Semester - Project – 50 marks

MED145 - SOCIAL MEDIA (2023 Batch)

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

Course Objectives/Course Description

The Social Media course is designed as an engaging and comprehensive undergraduate

elective that explores the dynamic and influential world of social media. In this course,
students will gain a critical understanding of the social media , their impact on society,
and their role in shaping communication and democracy.

Course Outcome

CO1: Develop a comprehensive critical understanding of social media.

CO2: Identify the strengths and weaknesses of social media platforms.

CO3: Critically create social media content.

Unit-1 Teaching Hours:15

Introduction to Social Media
Definition and characteristics of social media
Evolution and historical context of social media for democracy

Key technological features and functionalities.

Unit-2 Teaching Hours:15
Social media for democracy

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Cultural implications of social media use

Social media's impact on political mobilization and activism

Utilizing social media for positive social change and advocacy

Unit-3 Teaching Hours:15
Social media and individual
Agency and social media
Personal data and issues

Identity and Social media

Text Books And Reference Books:

Digital Disconnect: How Capitalism Is Turning the Internet Against Democracy by Robert W.
McChesney

Essential Reading / Recommended Reading

The Social Media Reader by Michael Mandiber

Evaluation Pattern

CIA 1 – Submission of social media platform introduction video (5 marks)

CIA 2 –Submission of 3 Instagram posts and reels based on the class discussions (15Marks)
CIA 3 – Submission of 3 Snaps based on a critical view of social media. (15 Marks)
CIA4- Submission of 3 Tweets, A Facebook post, and Instagram Live on social media &
democracy (15 Marks)
All CIAs – Department level only; All submissions.

MED146 - PUBLIC SPEAKING (2023 Batch)

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

Course Objectives/Course Description

Public Speaking is an essential skill in the twenty first century that offers a lot of
benefits for thos excel in it. Thise who have the gift of the gab are bound to interact
with people with a lot of confidence and exert influence on how others respond. It
boosts the chances of anyone to build their professional profile. Apart from these
obvious positives in the personal and interpersonal spheres, those with Public Speaking
skills are often seen as potential leaders. This course on Public Speaking aims to
provide a solid conceptual foundation and a lot of opportunities for the participants to
build their public speaking skills and excel at different levels.

Course Outcome

CO1: The student will be able to demonstrate one's capacity to positively manage stage
fright.

CO2: The student will be able to organise the content of one's speech strategically.

CO3: The student will be able to speak confidently and employ different mechanisms to
create an impact on the audience.

Unit-1 Teaching Hours:15

Public Speaking - Basics

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Why Public Speaking?

Sample Public Speeches

Understanding the Psychological and Physiological states while speaking

Overcoming Stage Fright

Understanding context, objectives and the audience

Unit-2 Teaching Hours:15

Manner of speaking

In this unit, the students will learn how to speak.

Voice and delivery: Volume, texture, pauses, pace, variance

Body language: Gestures, postures, movement

Stage Presence: Using the mike, the podium and the rostrum; positioning, spatial
interactions

Unit-3 Teaching Hours:15

Matter of speaking

Organisation: Beginning, middle and ending

Working on the desired impact

Practice and feedback

Text Books And Reference Books:

Gallo, C. (2017). Talk like TED. Pan Books.

Acker, M. (2019). Speak with no fear: Go from a Nervous, Nauseated, and Sweaty Speaker to an
Excited, Energized, and Passionate Presenter. Advance, Coaching and Consulting.

Essential Reading / Recommended Reading

Gallo, C. (2017). Talk like TED. Pan Books.

Acker, M. (2019). Speak with no fear: Go from a Nervous, Nauseated, and Sweaty Speaker to an
Excited, Energized, and Passionate Presenter. Advance, Coaching and Consulting.

Evaluation Pattern

Evaluation 1: One-minute self introduction

Evaluation 2: three-minute speech on one's chosen topic

Evaluation 3: five-minute speech on a given topic

POL143 - SUBALTERN STUDIES: NARRATIVES OF THE

COMMUNITIES (2023 Batch)
Total Teaching Hours for Semester:45 No of Lecture Hours/Week:3
Max Marks:100 Credits:3

Course Objectives/Course Description

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Subaltern Studies emerged as an intellectual project to counter the elitism prevailing in dominant
historical narratives. This project aimed at giving voice to the people’s autonomous agency and
struggles against the dominant forces. They offered a new outlook to narratives of Peasant,
Adivasi and Woman’s movements in history. Over time, subaltern perspective was adopted to
understand several issues concerning India and it still holds significant relevance in shedding light
on contemporary issues. This course aims to introduce the students to subaltern studies and
cultivate a new standpoint to understand and interpret the world.

Course Outcome

CO 1: Demonstrate knowledge about subaltern studies, its foundations, relevance

methodology, and critique

CO 2: Analyse various narratives of communities, avenues of their struggles against the

dominance

CO 3: Develop a sensibility to view the world from a subaltern perspective

Unit-1 Teaching Hours:6

Introduction to Subaltern Studies

Foundation of Subaltern Studies Collective, Ranajit Guha, Need of subaltern studies, Resources,
Subaltern life narratives

Unit-2 Teaching Hours:6

Communities Countering the Dominance

State and subaltern citizens, Dominance without Hegemony, Peasant rebellions, Dalit and Adivasi
Assertion, Indian Nationalism, Women’s question and the emergence of counter narratives

Unit-3 Teaching Hours:6

Contemporary Avenues of subaltern struggles

Cricket and caste, Environmental movements, political and social mobilization of marginalized
classes, public theatre and reclaiming dignity

Unit-4 Teaching Hours:6

Subaltern Narratives in Film, Fiction and Folklore

- Films: Laggan, Karnan, and The Discreet Charm of the Savarnas

- Fiction: Subaltern in Mahasweta Devi’s stories (Jamunabati’s Mother, and Mother of

1084)

- Folklore: Folktales from India, “So Many Words, So many sounds”: An Interview

- People’s Archive of Rural India

Unit-5 Teaching Hours:6

Critiquing the subaltern studies

- Exploring the Relevance and Irrelevance of subaltern studies

- Adding new locations? Or After subaltern studies?

Text Books And Reference Books:

Guha, R. (1982). Preface. In R. Guha (Ed.), Subaltern Studies I (pp. vii–viii). Oxford University
Press

Guha, R. (1982). On Some Aspects of the Historiography of Colonial India. In R. Guha

(Ed.), Subaltern Studies I (pp. 1–8). Oxford University Press.

Kumar, R. (2021). Police Matters: The Everyday State and Caste Politics in South India, 1900–

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1975. Cornell University Press.

Guha, R. (2005). ‘The Moral that can be Safely Drawn from the Hindus’ Magnificent Victory’:
Cricket, Caste and the Palwankar Brothers. In J. H. Mills (Ed.), Subaltern Sports: Politics and
Sport in South Asia (pp. 83–106). Anthem Press.

Ahuja, A. (2019). Mobilizing the Marginalized. Oxford University Press.

Chatterjee, P. (2012). After subaltern studies. In Economic and Political Weekly (Vol. 47, Issue 35).

Ramanujan, A. K. (2009). Folktales From India. Penguin India.

Essential Reading / Recommended Reading

Bhadra, G. (1983). Two Frontier Uprisings in Mughal India. In R. Guha (Ed.), SS II (pp. 43–59).
Oxford University Press.

Berg, D. E. (2021).Casteism and the Tsundur Atrocity. In Dynamics of Caste and Law (pp. 127–149).
Cambridge University Press.

Chemmencheri, S. R. (2015). State, social policy and subaltern citizens in adivasi India. Citizenship
Studies, 19(3–4), 436–449.

Das, A. N. (1983). Agrarian Change from Above and Below: Bihar 1947-78. In Ranajit Guha (Ed.), SS
II (pp. 180–227). Oxford University Press.

Devi, M. (2005). Jamunabati’s Mother. In In the Name of the Mother. Seagull Books.

Devi, M. (2008). Mother of 1084. Seagull Books.

Guha, R. (1995). Review: Subaltern and Bhadralok Studies. Economic and Political Weekly, 30(33),
2056–2058.

Guha, R. (1996). The Small Voice of History. In Amin & Chakrabarty (Ed.), SS IX (pp. 1–12). Oxford
University Press.

“So Many Words, So many sounds”: An Interview. (2004). In Romtha. Seagull Books.

Evaluation Pattern

CIA I-25 Marks

CIA II-25 Marks

CIA III-50 Marks

PSY143 - ARTIFICIAL INTELLIGENCE AND HUMAN-

MACHINE INTERACTION (2023 Batch)
Total Teaching Hours for Semester:45 No of Lecture Hours/Week:3
Max Marks:100 Credits:3

Course Objectives/Course Description

Artificial intelligence (AI) is the basis for all human-machine interfaces and learning,
and it is the future of all complex decision-making across diverse sectors. Students will
explore the concepts of HMI and AI and become aware of advances in Artificial
Intelligence. Case studies and workshops will allow students to consider how human
factors and design thinking are applied in designing an interface and the ethical issues
and implications of preserving human values. Through discussion, analysis, and
workshops, students move towards designing or modifying a user-centric interface
considering any sustainable development goal.

Course objectives:

• To explain Human-Machine Interactions and Artificial Intelligence and their

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applications in daily life.

• To identify the importance and application of human factors and design thinking
in interface design.
• To evaluate a user-centric interface considering any sustainable development goal.

Course Outcome

CO1: Explain Human-Machine Interactions and Artificial Intelligence and their

applications in daily life.

CO2: Identify the importance and application of human factors and design thinking in
interface design.

CO3: Evaluate a user-centric interface considering sustainable development goals.

Unit-1 Teaching Hours:15

Introduction to AI and HMI

Introduction to AI and HMI, Types of AI and HMI, Machine and Deep Learnings and
their applications, Current trends and development.

Unit-2 Teaching Hours:15

Human factors & AI

Human factors - Sensation, Perception, Apperception, Working Memory, Decision-

making, and Design Thinking.

Unit-3 Teaching Hours:15

Principles of interface Design and Application of
AI

Schneiderman’s eight golden rules, Norman’s model of interaction, Neilson’s

Heuristics, Designing for people across the lifespan, and the Application of AI in
health, aviation, and the workplace.

Text Books And Reference Books:

Dix, A., Dix, A. J., Finlay, J., Abowd, G. D., & Beale, R. (2003). Human-computer
interaction. Pearson Education.

Tenner, E. (2015). The Design of Everyday Things by Donald Norman. Technology and
Culture, 56(3), 785-787.

Essential Reading / Recommended Reading

Burnett, B., & Evans, D. (2016). Designing your life: How to build a well-lived, joyful
life. Knopf.

Gassmann, O., & Reepmeyer, G. (2008). Universal design–innovations for all ages. In
The silver market phenomenon (pp. 125-140). Springer, Berlin, Heidelberg.

Davenport, T., & Kalakota, R. (2019). The potential for artificial intelligence in
healthcare. Future healthcare journal, 6(2), 94.

Evaluation Pattern

CIA1 will be an individual assignment.

CIA2 will be a group assignment with individual components for evaluation.

CIA3 will be a written exam for 2 hours and 50 Marks. CIA3 will have Section- A and
Section - B.

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Section A (Essay questions). 10 Marks X 3 Questions=30 Marks

Section B (Case study). 20 Marks x 1Q= 20 Marks

PSY156 - PSYCHOLOGY OF RELATIONSHIPS (2023 Batch)

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

Course Objectives/Course Description

Course Description: Understanding close relationships is among the central goals of

social psychology. Close relationships range from family ties to friendships to romantic
and sexual relationships. Our main purpose will be on learning about the life cycle of
adult intimate (i.e., romantic) relationships, ranging from stages of initial attraction and
relationship initiation to growth and maintenance of the relationship, and in some cases,
dissolution. Although other close relationships such as close friendships, family, and
work relationships will also be addressed and integrated into the course, they will be of
secondary importance. Class meetings will consist mainly of facilitated discussions and
student-led presentations on topics such as the biological bases of attraction and love,
commitment and interdependence, relationship cognition, attachment, communication,
sexuality, relational interaction patterns, relationship satisfaction, and the social context
of relationships (e.g., the influence of others) conflict, relationship dissolution, and
relationship maintenance.

CO1: Understand the major concepts and models of interpersonal relationships.

CO2: Evaluate the different types of relationships and their impact on one's life.

CO3: Use strategies to enhance everyday life challenges and sustain effective
relationships

Course Outcome

CO1: Understand the major concepts and models of interpersonal relationships.

CO2: Evaluate the different types of relationships and their impact on one's life.

C03: Use strategies to enhance everyday life challenges and sustain effective
relationships

Unit-1 Teaching Hours:15

Understand the major concepts and models of
interpersonal relationships.

Introduction to key theories and concepts in relationship psychology (attachment

theory, social exchange theory, equity theory, interdependence theory, etc.), theories of
attraction (evolutionary, social, and cognitive perspectives), historical perspectives on
the study of relationships, Ethical considerations in relationships.

Unit-2 Teaching Hours:15

Evaluate the different types of relationships and their
impact on one's life.

Different types of relationship: childhood relationship (parent, teacher, caregiver), adult relationship,
friendship and workplace relationships, emerging trends in relationships such as virtual relationship, long
distance relationship, cohabitation, post- divorce relationship, friendships and social networks – benefits,
types and maintenance. Social media and its influence on relationship formation and maintenance

Unit-3 Teaching Hours:15

Use strategies to enhance everyday life challenges and
sustain effective relationships

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Effective communication strategies,

Active listening skills and empathetic communication,

Conflict resolution techniques and managing relationship disagreements, developing

self-awareness, empathy, emotional intelligence, and applying psychological principles
to real-life relationship scenarios.

Text Books And Reference Books:

Baron, R.A., Byrne, D. & Bhardwaj, G. (2010). Social Psychology (12th Ed.). New
Delhi: Pearson.

Miller, Chapter 1: The Building Blocks of Relationships Reis, H. T. (2012).

A history of relationship research in social psychology. In A.W. Kruglanski & W

Stroebe (Eds.), Handbook of the history of social psychology (pp. 213- 232). New
York: Psychology Press.

Essential Reading / Recommended Reading

Graziano, W. G., & Bruce, J. W. (2008). Attraction and the initiation of relationships: A
review of the empirical literature. In S. Sprecher, A. Wenzel, & J. Harvey (Eds),
Handbook of relationship initiation, pp. 269-295. New York: Psychology Press.

Cameron, J. J., Stinson, D. A., & Wood, J. V. (2013). The bold and the bashful:
Selfesteem, gender, and relationship initiation. Social Psychological and Personality
Science, 4, 685-692. https://doi.org/10.10 02/9780470939338

Finkel, E.J., Eastwick, P.W., Karney, B.R., Reis, H. T., & Sprecher, S. (2012). Online
dating: A critical analysis from the perspective of psychological science. Psychological
Science in the Public Interest, 13, 3– 66.

Emery, L. F., Muise, A., Dix, E. L., & Le, B. (2014). Can you tell that I’m in a
relationship? Attachment and relationship visibility on Facebook. Personality and
Social Psychology Bulletin, 40, 1466–1479.

Vanden Abeele, M., Schouten, A. P., & Antheunis, M. L. (2017). Personal, editable, and
always accessible: An affordance approach to the relationship between adolescents’
mobile messaging behavior and their friendship quality. Journal of Social and Personal
Relationships.

Sbarra, D. A., & Beck, C. J. A. (2013). Divorce and close relationships: Findings,
themes, and future directions. In J. A. Simpson & L. Campbell (Eds.), The Oxford
handbook of close relationships (pp. 795-822). Oxford, UK: Oxford University Press.
Lewandowski, G. W., Aron, A., Bassis, S. & Kunak, J. (2006). Losing a selfexpanding
relationship: Implications for the selfconcept. Personal Relationships, 13, 317-331

Evaluation Pattern

CIA 1:Individual assignment – Video presentations

The students are required to make individual video presentations on the basis of the
topics that will be given to them. Submission will be based on one of the different
topics through a Video PPT (The feature is available in PPT software) Topics:
Example: theories of relationship psychology; theories of attraction Number of Slides:
Maximum 9 slides (excluding the Title slide) Duration: 3 minutes

Test details: ● Total Marks: 20 marks ● Date of Submission: 31st August

Evaluation Criteria: Organization of the content Quality of the information

Research citations Creativity Personal Learnings

CIA 2: Group Presentation (with viva)

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This is a group assignment and the groups will be divided into groups of five. The
faculty in charge will be giving each group a movie (based on relationships). Each
group will be given one movie/short film to watch and a week long time shall be given
for the same. In the following Thursday, 2 hours shall be given to the group to prepare a
presentation (5 Slides in 5 Minutes) on the basis of guiding questions and will have to
present the same in 5 mins in the next class. Individually group members shall answer
facilitator’s questions. Post the presentation each member of the group will write a
reflective note on their experience working on the topics and submit the same on
moodle. Students can be creative in making their ppts and adding audio-visuals etc but
should be able to cover within the specified time limit. PPT submission pre presentation
mandatory and individual reflective notes submission post presentation is mandatory.
The presentation might primarily include : Different types of relationships portrayed
in the film Their own perception as to whether the relationships has been portrayed
accurately in the film or not. Conflict resolution strategies in relationships that were
used in the film vs what they would have used.

Details: Total marks: 20 ● Date of Allotment of their Movie/Documentary: 12th

September ● Date of Group Discussion/Planning: 21st September ● Date of
Presentation – 28th September

Evaluation Criteria:

Pre- Presentation: ● 1. Timely Submission

Individual contribution: ● a. Organization and Flow of the content ● b. Relevance of

the content ● c. Reference

Presentation: ● 3. Delivery and presentation of information ● 4. Organization of the

slides 5. Group effort and team spirit 6. Time Management 7. Q & A (one question to
per person)

Post Presentation 8. Depth of Individual Reflections / Learnings

CIA 3: In class written exam

This will be an in class written exam. It will consist of two parts – Part A and Part B.
Part-A is for a total of 30 marks. Part A will consist of five 10-mark questions. Out of
five, students will answer three questions (each question carries ten marks). Part - B is
for 20 marks. It is a compulsory case study that the students need to answer. There is no
choice. Total marks: 50 marks Date of examination: 26th October An Assessment
scheme will be created for the paper

PSY157 - SCIENCE OF WELLBEING (2023 Batch)

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

Course Objectives/Course Description

This multidisciplinary course will focus on those aspects that help individuals thrive.
The course sheds its light on well-being and its components and also clears all the
misconceptions revolving around it. The students will be exposed to certain theories,
concepts and practice procedures of well-being and its components. This programme
will help the students to reflect on their life experiences on these dimensions and to
know how to improve them and flourish in their life.

Course Outcome

CO1: Explain the concept of well-being and its components

CO2: Analyze the role of happiness and emotions in enhancing well-being using
relevant theories

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CO3: Apply various concepts of well-being on the life experiences of students

Unit-1 Teaching Hours:10

Well-being

Well-being - components of well-being: subjective happiness and life satisfaction

Unit-1 Teaching Hours:10

Well-being - components of well-being

subjective happiness and life satisfaction

Unit-2 Teaching Hours:10

Happiness & Emotion

Happiness - Definition, Significance Misconceptions, types and interventions Emotion

- types, emotion regulation

Unit-2 Teaching Hours:10

Happiness

Definition, Significance Misconceptions, types and interventions Emotion - types,

emotion regulation

Unit-3 Teaching Hours:10

Mindfulness- components

Mindfulness- components: gratitude, forgiveness, kindness-compassion

Unit-3 Teaching Hours:25

Mindfulness components

Gratitude, forgiveness, kindness-compassion

Text Books And Reference Books:

� Carr, A. (2004). Positive Psychology. New York: Routldge.

� Hupper, F. A., Baylis, N., & Keverne, B. (2005). The science of well-being. Oxford
Scholarship.

� Hupper, F. A., Baylis, N., & Keverne, B. (2005). The science of well-being. Oxford
Scholarship.

� Ivtzan, I. & Lomas, T.(Ed.) (2016) Mindfulness in Positive Psychology. New York:
Routldge.

� Kabat-Zinn, J. (2012). Mindfulness for beginners: reclaiming the present moment—and

your life. Boulder, CO, Sounds True.

� Linley, P. A., & Joseph, S. (Eds.). (2004). Positive psychology in practice. John Wiley
& Sons, Inc.. https://doi.org/10.10 02/9780470939338

� Maddux, J. E. (2018). Subjective Wellbeing and Life Satisfaction. New York: Routldge.

Essential Reading / Recommended Reading

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Evaluation Pattern

CIA1 CIA2 CIA3 Class attendance &

Participation
20 marks 20 marks 50 marks 10
PSY159 - PSYCHOLOGY OF LEADERSHIP (2023 Batch)
Total Teaching Hours for Semester:45 No of Lecture Hours/Week:3
Max Marks:100 Credits:3

Course Objectives/Course Description

This multidisciplinary course examines the concept of leadership and the psychological and social
processes that characterize leadership. We will explore the qualities of effective leadership and the
role of situational factors that make some forms of leadership more effective than others. We will
explore paradox and complexity in discussions of leadership and will explore the dynamics of
identity and power in the unfolding of leadership. In this course, students will not only learn about
leadership in traditional ways, such as readings and discussion, but will explore their personal
leadership style and plan their goals for personal leadership growth.

Course Objectives:

- To understand and differentiate leadership models, styles, and functions.

- To enhance learners’ knowledge about leading and sustaining diverse teams under diverse
circumstances.

- To develop a personal leadership plan using leadership models.

Course Outcome

CO1: Understand and differentiate leadership models, styles, and functions.

CO2: Enhance learners? knowledge about leading and sustaining diverse teams under
diverse circumstances.

CO3: Develop a personal leadership plan using leadership models.

Unit-1 Teaching Hours:15

Understanding Leadership

Introduction, Functions of a leader, Models, and theories of leadership, Styles in leadership, and
Qualities of effective leadership.

Unit-2 Teaching Hours:15

Factors Influencing Leadership

Leadership and Power, Leadership and Gender, Leadership and Personality, Leadership and EQ,
Leadership and Morals. Leadership and Decision making.

Unit-3 Teaching Hours:15

Personal Leadership Development

Personal leadership development models, self analysis and strength mapping, goal setting models.

Text Books And Reference Books:

Haslam, S. A., Reicher, S. D. & Platow, M. J. (2020): The New Psychology of Leadership: Identity,
Influence and Power. Routledge

Barling, J. (2014). Science of leadership. Oxford: Oxford University Press.

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Rowe, W. G., & Guerrero, L. (2016). Cases in leadership (4th ed.). Sage.

Essential Reading / Recommended Reading

Kotter, J.P. (2012). Leading Change. Harvard Business Review

Northouse, P.G. (2022). Leadership Theory and Practice. ISE Sage.

Evaluation Pattern

CIA1 will be an individual assignment.

CIA2 will be a group assignment with individual components for evaluation.

CIA3 will be a written exam for 2 hours and 50 Marks. CIA3 will have Section- A and Section -
B.

Section A (Essay questions). 10 Marks X 3 Questions=30 Marks

Section B (Case study). 20 Marks x 1Q= 20 Marks

SOC142 - CONTEMPORARY SOCIAL PROBLEMS AND

CHALLENGES (2023 Batch)
Total Teaching Hours for Semester:45 No of Lecture Hours/Week:3
Max Marks:50 Credits:3

Course Objectives/Course Description

This course discusses various social issues which are of relevance for contemporary world. These
issues surround the broad themes of population, health, development. In relation to population and
health this course would cover issues like aging, reproductive health, HIV AIDS, euthanasia, drug
abuse, etc. In relation to development this course would look into issues like urban land use,
farmer’s suicide, displacement, etc.

Course Objective:

Students shall be able to identify and analyze contemporary social problems. They will be able to
apply interdisciplinary approach to relevant policies at local, national, and international levels.

Course Outcome

Unit-1 Teaching Hours:5

Sociological Analysis of Social Problems

1. Study of ‘Social Problems’

2. Characteristics, Stages and Reactions

Unit-1 Teaching Hours:5

Sociological Analysis of Social Problems

1. Study of ‘Social Problems’

2. Characteristics, Stages and Reactions

Unit-2 Teaching Hours:15

Population and Health and Social Problems

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1. Demographic Transition
2. HIV AIDS and societal alienation
3. Drug Abuse

Unit-2 Teaching Hours:15

Population and Health and Social Problems

1. Demographic Transition
2. HIV AIDS and societal alienation
3. Drug Abuse

Unit-3 Teaching Hours:10

Development and social problems

1. Poverty
2. Corruption
3. Development induced displacement

Unit-3 Teaching Hours:10

Development and social problems

1. Poverty
2. Corruption
3. Development induced displacement

Unit-4 Teaching Hours:15

Human Rights Issues

1. Covenants
2. Human Rights Organizations
3. Domestic Violence and child abuse

Unit-4 Teaching Hours:15

Human Rights Issues

1. Covenants
2. Human Rights Organizations
3. Domestic Violence and child abuse

Text Books And Reference Books:

Alavi, H.D and Shanin, T. (Ed.) (1982). Introduction to the Sociology of Developing Societies,
London: MacMillan.
Ahuja R. (2014). Social problems in India. New Delhi: Rawat Publication.
Merton, R. and Nisbet. (1966). Contemporary Social Problems, New York: Harcourt, Brace and
World.
Shah, G. (2001). Cultural Subordination & Dalit Challenge. Vol. II
Weeks, J. (2011). Population: An Introduction to Concepts and Issues. Wadsworth Publishing
Company, California.

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Essential Reading / Recommended Reading

Alavi, H.D and Shanin, T. (Ed.) (1982). Introduction to the Sociology of Developing Societies,
London: MacMillan.
Ahuja R. (2014). Social problems in India. New Delhi: Rawat Publication.
Merton, R. and Nisbet. (1966). Contemporary Social Problems, New York: Harcourt, Brace and
World.
Shah, G. (2001). Cultural Subordination & Dalit Challenge. Vol. II
Weeks, J. (2011). Population: An Introduction to Concepts and Issues. Wadsworth Publishing
Company, California.
Evaluation Pattern
CIA 1 10 marks (conducted out of 20 )
CIA 2 10 marks (conducted out of 20 )

CIA 3 25 marks (conducted out of 50 )

Attendance 5 marks

THE141 - THEATRE APPRECIATION (2023 Batch)

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

Course Objectives/Course Description

This course is a participatory practice course, which makes Theatre appreciation

applicable to all. It includes different Theoretical, Interactive and Participatory sessions
from experts in the cultural industry. It also envisages witnessing live performances and
digital performances to enhance the knowledge of the domain, which supports learning
with clarity.

This course deals with five strands; Plays, Players, Places, Playgoers, and Performance
practice.

Course Outcome

CO1: Able to appreciate the Theatre Art form as a whole.

CO2: Able to analyse and understand the aesthetics of the Theatre Performances.

CO3: Able to appreciate the performer's practices and the audience's reception.

CO4: Able to critically review live and digital Theatre performances.

Unit-1 Teaching Hours:5

Plays

Focus on Author and Texts.

Theatre Plays, Theatre text, What is Plays, Play style, Author, Dramatic text, Play text.

So, here is Talk, Play Reading

Unit-2 Teaching Hours:5

Players

Focus on Acting practices and training.

How the plays can be played by players-who are the Players-Players are nothing but
Actors/Performers, all Players are Directors cum Practitioners.

How these players Enact, Perform, Prepare, and how these Players are subjected to
Acting training.

Players' concept -Acting, Directing, Design.

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Players are playing a play.

So here is a workshop model planning.

Unit-3 Teaching Hours:5

Places

Focus Design concept.

What are the places where the Act happens -different stages, different Theatre, practice,
live, video.

How places interact, Act happens, Events take place, What are the different
Stage places, and how places connect with the significant aspects of the design; in this
liveness, the video presentation will be there to make them understand different kinds
of places and events.

Unit-4 Teaching Hours:15

Playgoers

Focus on Audience appreciation and participation of the audience.

Devising plays, Theatre dimension, Performance Devise, Analyse the Process.

How Playgoers or the Audience appreciate, involve, interact and immersively

participate in the Theatre practice.

So there we devise practices.

Unit-5 Teaching Hours:10

Performance practice

Focus on Theatre practice and performance.

Where a play or Devised Theatre performance will be done with the Students/
Participants.

Text Books And Reference Books:

Theatre: The Lively Art, 11th Edition By Edwin Wilson and Alvin Goldfarb,2022

Essential Reading / Recommended Reading

Theatre, Brief, 13th Edition,By Robert Cohen, Donovan Sherman and Michelle Liu Carriger,2023

Evaluation Pattern

Evaluation CIAs :2 Hrs

Writing assignments, Live performance watching, and review writing.

Evaluation ESE :3 Hrs

End Semester Exam will be a performance and submission of journals.

BBA142B - EMOTIONAL INTELLIGENCE AND

MANAGERIAL EFFECTIVENESS (2023 Batch)
Total Teaching Hours for Semester:45 No of Lecture Hours/Week:3
Max Marks:100 Credits:3

Course Objectives/Course Description

Emotional intelligence is considered to be a pertinent skill and it influences the way we act and
react in any given situation in our lives. It helps to understand the emotion of self and others,
which paves the way for coping up with one's challenges, maintain good social relationships and
remain successful in one's own endeavors and goals.

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Course Objectives: Through the course, the instructor aims to

1. Introduce learners to the need and importance of Emotionally Intelligent behaviours at

the workplace
2. Familiarize learners with contemporary scientific theories regarding emotions and
emotional intelligence
3.Equip learners with skills needed for emotional awareness and emotional regulation
4.Give an overview of the utility of EI in personal and professional growth

Course Outcome

CO1: Explain the role of EI at the workplace

CO2: Familiarize learners with contemporary scientific theories regarding emotions and
emotional intelligence

CO3: Equip learners with skills needed for emotional awareness and emotional
regulation

CO4: Give an overview of the utility of EI in personal and professional growth

Unit-1 Teaching Hours:8

Introduction to Emotions
Emotions: Definition, Types, Purpose, Basic Theory & Dimension Theory of Emotions; Affect-
circumflex model of emotions, Myths associated with emotions. Emotional Intelligence (EI):
Definition, components and importance of EI in personal and professional life.
Unit-2 Teaching Hours:8
Emotional Awareness and Regulation
Culture and Emotional Regulation and Emotional Expression. Developing Emotional Literacy
Tools for Emotional Regulation: Mindfulness, Training students in mindfulness.
Unit-3 Teaching Hours:8
Understanding the Self
Examining "Success": Relationship between Self concept, self esteem, self efficacy with
Emotional Regulation; Relationship with core beliefs and values and Emotional expression and
regulation; Relationship between Personality and Emotional expression and regulation; Indigenous
(Non-western) conceptualization of Self and its importance in Emotional Regulation
Unit-4 Teaching Hours:8
Interpersonal Success & Empathy

Interpersonal effectiveness: Interpersonal orientation; Effective Communication in cross cultural

contexts, Conflict: Types, Process of Conflict Resolution, Role of EI in Conflict Resolution;
Empathy: Definition, types, and importance. Empathetic listening, empathetic body language,
tactics for empathetic connection.

Unit-5 Teaching Hours:8

EI at the workplace

EI at the Workplace; Impact of Emotionally Intelligent behaviour at the workplace - for

individuals, teams and organizations. Developing Emotionally Intelligent Teams; Being a
Emotionally Intelligent Leader

Unit-6 Teaching Hours:5

EI for Lifelong learning
Contemporary science of EI; EI training for teams: Methods, activities and assessment
Text Books And Reference Books:

1. King Jacob (2019): Master Your Emotions: Practical Guide to Manage Feelings,
Overcome Negativity, Stress, Anxiety, Anger and Depression, and Change Your
Life Developing Emotional Intelligence and Positive Thinking.

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Essential Reading / Recommended Reading

1. The EQ Edge: Emotional Intelligence and Your Success – Steve J. Stein & Howard
E. Book.

2. www.6seconds.org

3. Cowen A (2018) How Many Different Kinds of Emotion are There?. Front. Young
Minds. 6:15. doi: 10.3389/frym.2018.00015.

4. Posner, J., Russell, J. A., & Peterson, B. S. (2005). The circumplex model of affect: an
integrative approach to affective neuroscience, cognitive development, and
psychopathology. Development and psychopathology, 17(3), 715–734. https://doi.org/10.1017/
S0954579405050340

Evaluation Pattern

CIA 1- 20 marks

CIA 2- 20 marks

CIA 3- 50 marks

BBA142C - FUNDAMENTALS OF DIGITAL MARKETING (2023

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

Course Objectives/Course Description

Course Description:

This course will be a base for the students to understand the various facets of Digital Marketing. The course
is a foundation stone for students to get motivated and start a career in Digital Marketing. The course will
facilitate any novice student to understand and use digital marketing platforms.

Course Objectives:

1. To understand the role of digital marketing in driving business growth

2. To get familiarized with the various modes of getting business online
3. To use E-Marketing Campaigns effectively
4. To leverage the benefits of Social Media Marketing
5. To get insights on various digital marketing strategies

Course Outcome

CO1: Understand about Digital Marketing

CO2: Analyse various Content Management System to select the appropriate one for
Website Design

CO3: Design E-Mail marketing campaigns

CO4: Analyse the potential of Social Media Marketing

CO5: Analyse and select appropriate digital marketing strategies

Unit-1 Teaching Hours:8

Introduction to Digital Marketing

Digital Marketing: Introduction, Significance, Growth. Traditional vs Digital

Marketing, Digital Marketing Mix, The 7Cs, Drafting Digital Marketing Plan
Unit-2 Teaching Hours:8

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Online Presence

Launching Business Online: Local Listings, Websites, Social Media. Websites:

Components, Layout. Utility of Content Management Softwares in Website Design,
Selecting Domain, Hosting Services and Plans
Unit-3 Teaching Hours:8
E-Mail Marketing

E-Mail Marketing: Significance, Process, E-Mail Marketing Strategy, E-Mail

Marketing Campaign with MailChimp
Unit-4 Teaching Hours:8
Social Media Marketing

Overview of Social Media Platforms, Selecting Channels, Publishing Content, Twitter

Marketing, LinkedIn Marketing, YouTube Marketing
Unit-5 Teaching Hours:8
Digital Marketing Strategies

Content Marketing, Video Marketing, Affiliate Marketing, Web Remarketing, Podcast

Marketing
Unit-6 Teaching Hours:5
Practical / Hands on Sessions

Content Creation - Digital Content Creation – hands on tools training for crating Post- Story- Reels-
Shorts. Multiple tools strategy- #tag strategy- Email marketing- email content. Blog creation [ Canva /
creative cloud express / Figma / Adobe XD ]

Strategy for Campaign - Strategy for Twitter Ad- Linked-in Ad- Instagram ad- Facebook ad- Google ad-
Virtual campaigns

Text Books And Reference Books:

1. Seema Gupta, “Digital Marketing, 3rd edition”, McGraw Hill (2022)
2. Jeremy Kagan , Siddharth Shekhar Singh, “Digital Marketing: Strategy &
Tactics”, Wiley (2020)
3. Puneet Bhatia, “Fundamentals of Digital Marketing, 2nd Edition”, Pearson (2019)
4. Ryan Deiss, Russ Henneberry, “Digital Marketing for Dummies”, Wiley (2020)
5. Simon Kingsnorth, “Digital Marketing Strategy: An Integrated Approach to
Online Marketing” Kogan Page

Essential Reading / Recommended Reading

1. Seema Gupta, “Digital Marketing, 3rd edition”, McGraw Hill (2022)

Evaluation Pattern

1. Evaluation Pattern
CIA 1- 20 marks

CIA 2- 20 marks

CIA 3- 50 marks

BBA142D - WEALTH MANAGEMENT (2023 Batch)

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

Course Objectives/Course Description

This course examines the investment and financial issues arising from personal wealth
management activities. The course commences with an introduction to the financial

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planning industry and the regulatory framework. It then covers various topics required
for constructing a comprehensive financial plan, including identifying client financial
status and goals, asset allocation, securities trading, managed funds, superannuation,
estate planning, and social security. This course focuses on understanding the nature,
usage, and regulations of the advice of various financial products and legal instruments
for developing personal wealth management plans.

Course Outcome

CO1: Demonstrate an understanding of the theories and concepts of the financial

planning process and wealth creation

CO2: Create a personal financial plan

CO3: Analyse the risk-return characteristics of different asset classes available to

individuals for investing

CO4: Create portfolio for a client based on their risk tolerance, constraints and unique
life circumstances

CO5: Evaluate different types of life insurance policies for the selection of the best one

CO6: Construct a succession plan

Unit-1 Teaching Hours:5

Introduction to Wealth management and Financial
Planning

Meaning and objectives, Steps in financial planning

Personal Financial Planning Process, Service of Financial Consultant (5

Hours)
Unit-2 Teaching Hours:5
Economy & Wealth Management

Financial Planning to Wealth Management, Economic Cycles and Indicators - Lag

Indicators - Co-incident Indicators - Lead Indicators, Interest Rate Views, Currency
Exchange Rate. SIP, AWP and Systematic Transfer.
( 5 Hours)
Unit-3 Teaching Hours:20
Investment & Risk Management

Investment Avenues: Equity, Debts & Alternative Assets, Active and Passive
Exposures, Deposits and Debt Securities, Credit Exposure and Debt Investments,
Concentration Risk, Passive Investments in Debt, Alternative Assets Investment
Routes, Public provident Fund Employees Provident Fund

Alternative Assets returns from Gold, Real Estate, Role of Real Estate, Real Estate
Investment Routes, Real Estate Indices – Assets and liabilities
Portfolio Management

Unit-4 Teaching Hours:5

Insurance and Risk Management

Life insurance policies

Health Insurance and Property Insurance

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Unit-5 Teaching Hours:5

Retirement Planning and wealth management

Introduction to Retirement Planning - Types of Retirement Plans – Defined Benefit and Defined
Contribution plan, Superannuation and other retirement plans, Group Life and Health Insurance; Retirement
planning and Strategies.

Unit-6 Teaching Hours:5

Succession Management

Nomination, Inheritance Law, Will & Trust, ( 5 Hours)

succession plan for the family business

Text Books And Reference Books:

Sankaran,Sundar, Wealth Engine: Indian Financial Planning & Wealth Management

Handbook,

[Vision Books, 2012]

Essential Reading / Recommended Reading
1. Harols R. Evensky & Stephen M. Horan (2011). The New Wealth Management:
The Financial Advisors Guide to Managing and Investing Client Assets. New
Delhi. McGraw – Hill.
2. S. K. Bagchi (2009). Wealth Management. New Delhi. Jaico Publishing House.
3. Mark Diehl (2011). The Wealth Management Manual. New Delhi. Aventine Press.
4. Dun & Bradstreet (2009). Wealth Management, New Delhi. Tata McGraw Hills
Publications.
5. Kapoor Jack R, Dlabay L R, Huges R J (2008). Personal Finance. New Delhi:
Tata Mc-Graw Hills Publications
6. NCFM Wealth Management Module

Evaluation Pattern

CIA-1 20 MARKS

CIA-2 20 MARKS

CIA-3 50 MARKS

BBA142E - WORKING WITH SPREAD SHEETS (2023 Batch)

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

Course Objectives/Course Description

Course Description: In this course, you will learn the basic and advanced functions of excel through
guided demonstration. Each week you will build on your excel skills and be provided with an opportunity
to practice what you’ve learned. Finally, you will have a chance to put your knowledge to work in a mini-
project. Please note, the content in this course was developed using a Windows version of Excel 2013 and
2016.

Course Objectives:

● To demonstrate simple arithmetic calculations directly in a cell as well as by

referring to another cell.
● To compare and contrast formulas and functions in Excel.
● To examine, interpret and analyse data using the database functions of Excel.

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• To model the chart function of Excel to represent numeric data in multiple formats.

Course Outcome

CLO1: Students are able to demonstrate simple arithmetic calculations directly in a cell
as well as by referring to another cell.

CLO2: Students are able to compare and contrast between formulas and functions in
Excel.

CLO3: Students are able to examine and interpret data using the database functions of
Excel.

CLO4: Students are able to model the chart function of Excel to represent numeric data
in multiple formats.

Unit-1 Teaching Hours:7

Introduction to Spread Sheet Level of Knowledge:
Application

Understanding Microsoft Excel, Excel Workbook Windows, Basic Spreadsheet Skills,

Excel Help System, Opening and Closing Workbooks, Understanding Workbook File
Formats, Creating New Workbooks, Selecting Cells, Auto Sum and Auto Fill Function,
Cell Referencing and Request, Formatting Cells, Formatting Numbers, Placing Cell
Alignment, Cell, Rows and Columns, Understanding Worksheets, Editing, Copying and
Moving Cells, Page Layouts in Excel, Proofing Workbook, Basic Options, Ribbons and
Toolbar, AutoFilter, Advanced Filters, Managing Windows, Multiple Windows,
Splitting Windows, Freezing Panes, Linking Data, Basics’ Assessment

Unit-2 Teaching Hours:7

Fundamental tools in Spreadsheet Level of Knowledge:
Application

Introduction to Excel Spreadsheet Intermediate Level, Defining Names in Excel,

Sorting Data, Using Excel Tables, Filtering Data in Excel, Find and Replace, Headers
and Footers, Adding Comment, Conditional Formatting, Understand Charts, Chart
Design Options and Tools, Chart Format Tools, Combo Charts

Unit-3 Teaching Hours:7

Functions in Spreadsheet Level of Knowledge:
Application

Functions within Excel, Understanding Date Function, Super Power, Array Formulae,
Advanced Range Names, What If function? Information Functions, Logical Functions,
Using Text to Columns, the Paste Special Function, Tracking Changes in Excel,
Merging and Compare Excel Workbooks, Data Validation, Subtotals and Grouping,
Consolidating Data

Unit-4 Teaching Hours:8

Spreadsheet for Analysis Level of Knowledge:
Application

Scenario Analysis, Data Tables in Scenario Analysis, What-if Analysis, Mats and Trig
Functions, Text Functions in Excel, Using Lookup Functions, Vlookups, HLookups,
Using Statistical Functions, Database Functions, Formula Auditing and Error Tracing,
Hyperlinks in Excel, Linking Data

Unit-5 Teaching Hours:8

Data Visualization using tables and charts Level of
Knowledge: Application

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Understanding Pivot Tables, Using Pivot Charts, Workbook Properties, Protecting and
Sharing Worksheets, Understanding to Macros, Custom Number Formats in Excel,
Using Custom Lists, Working with Templates, Data Encrypting and Finalising
Workbooks, Data analysis in Excel using classic tools, such as pivot tables, pivot
charts, and slicers, on data that is already in a worksheet / grid data, Excel data model,
DAX expression

Unit-6 Teaching Hours:8

Foundations of SQL

Power Query add-in in Excel 2013, build an Excel data model from a single flat table,
import multiple tables from a SQL database, Create a mash-up between data from text-
files and data from a SQL database. Cube functions, Timelines, Hierarchies, Slicer and
Assessment (MCQ)

Text Books And Reference Books:

1. “Microsoft Excel 2019: Data Analysis and Business Model” by L. Winston
Wayne, PHI Learning Publishers, ISBN: 978-9389347180.
2. “Excel 2019 All-in-One: Master the new features of Excel 2019/Office 365”, by
Lokesh Lalwani, ISBN: 978-9388511582.

Essential Reading / Recommended Reading

1. https://www.tutorialspoint.com/advanced_excel/index.htm
2. https://www.reed.co.uk/courses/microsoft-excel-3-course-bundle--basic-intermediate-advanced-courses-
only-24/67735

Evaluation Pattern

CIA DETAILS MARKS DETAILS

CIA 1 20

CIA II 20

CIA III 50
Attendance marks will be added as per the attendance policy

BBA142F - FINANCIAL EDUCATION (2023 Batch)

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

Course Objectives/Course Description

The course covers topics such as income, expenditure, savings & investment avenues,
borrowing, managing risk, budgeting, etc. Participants would also learn about various
financial institutions and in what ways they can benefit from these institutions. The
course helps participants to become aware of different products through which they can
meet their financial needs and learn about the benefits of prudent financial behavior.

Course Outcome

CO1: Demonstrate an understanding of key concepts, principles, and models related to

financial education.

CO2: Evaluate the importance of financial education in personal life.

CO3: Learn to apply the theories and concepts of finance to practical situations

CO4: Analyze various investment avenues that are suitable for personal financial goals.

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Unit-1 Teaching Hours:7

Introduction to Financial Education
Need for Financial Literacy, Role of financial education in achieving financial well-
being, Importance of Financial Planning, Key concepts of Personal Finance: Savings,
Investment, Borrowing, Income and Expenses, Surplus/Deficit, Assets and Liabilities,
Inflation, Time Value of Money, Active and Passive Income, Instant and Delayed
Gratification, etc. Power of compounding and Rule of 72, Concept of Rupee Cost
Averaging.

Unit-2 Teaching Hours:7

Financial Planning and Budgeting

Define Financial Planning, Financial Planning Process, Steps involved in Financial

Planning Process, SMART financial goals, and three pillars of investments. Concepts of
risk and return, Budgeting and its importance in financial planning.

Unit-3 Teaching Hours:7

Savings-related products

Types of bank accounts: Savings account, Current account, fixed deposits, recurring
deposits. Various modes of transfer through banking channels: NEFT, RTGS, IMPS, UPI.
Account opening process and importance of KYC norms. Do’s and don’ts while using
digital payments. Credit cards and Debit cards. Role of Reserve Bank of India.

Unit-4 Teaching Hours:10

Investment in Securities Market

Investment avenues offered by Securities Markets, Primary Market

and Secondary Market, Operational aspects of securities markets: placement of
orders, contract note, pay-in, and pay-out, trading and settlement cycle. Various
risks involved in investing in securities markets. Benefits of investing through
Mutual Funds. Mutual Fund categorization and product labeling of mutual funds.
Systematic Investment Plan (SIP) and its advantages. The role played by
Commodity Derivatives markets in the hedging of commodity price risk. Products
traded in Commodity Derivatives Exchanges and their usefulness to various
stakeholders.

Unit-5 Teaching Hours:7

Insurance-related Products and Pension Planning

Role of Insurance as a risk management tool, various types of Insurance products

and their key features. Regulatory role of IRDAI. Importance of Pension and its
Role in providing financial security in old age. National Pension System (NPS).

Unit-6 Teaching Hours:7

Borrowing Related Products

Borrowing, Collateral and Equated Monthly Instalments (EMI). Documents

required for obtaining Loans. Various loan products offered by Financial
Institutions and their key features. 5Cs of Credit. Credit Information
Organizations and Credit Score.

Text Books And Reference Books:

• Zvi Bodie;Alex Kane;Alan J. Marcus;Pitabas Mohanty. (2019): Investments, Pearson

Publications, New Delhi.

Essential Reading / Recommended Reading

• RBI Financial Education Handbook

• NSE Knowledge Hub, an AI-powered Learning Experience Platform for BFSI
• NSE Academy Certification in Financial Markets (NCFM) Modules.

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Evaluation Pattern
CIA DETAILS MARKS DETAILS
CIA 1 20

CIA II 20

CIA III 50

Attendance marks will be added as per the attendance policy

BBA142G - GROUP AND TEAM EFFECTIVENESS (2023 Batch)

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

Course Objectives/Course Description

The success of organizations is predominantly determined by the effectiveness of their people resources. To
succeed in this global competition, organizations must build high-performing teams. The core of building
high-performing teams is to understand team dynamics and build collaboration within teams, between
teams and work as a team of teams. The course will enable the students to understand the nuances of team
dynamics, experience the power of synergy working as a team and collaborate effectively for the benefit of
personal, organizational and societal growth.

The course aim at

• To facilitate a better understanding of the group and the phase of group development
• To provide a deeper understanding of team dynamics and qualities of being a good team
player.
• To learn to resolve team conflicts and build synergy.
• Build trust, offer constructive feedback, coach and mentor others.
• To inculcate the spirit of working as a team player.

Course Outcome

CO1: Define the concept of groups and stages of group development.

CO2: List the nuances of working as a team and the qualities of a good team player.

CO3: Build teams, achieve synergy and resolve team conflicts.

CO4: Analyze and offer constructive feedback, coaching and mentoring.

CO5: Choose to collaborate effectively and work as a team

Unit-1 Teaching Hours:9

Understanding Group Dynamics
Concept of Groups, Types of Groups, Reasons People Join Groups, Phases of Group
Development, Group Cohesiveness, Group Think, Group Decision Making, Techniques.
Unit-2 Teaching Hours:9
Managing Teams

Concept of Team, the Significance of working as a Team, the Difference between Work Groups and Work
Teams, Types of Teams, Team Effectiveness, Qualities of a good Team Player, and Self-Managed Teams

Unit-3 Teaching Hours:9

Team Building
Concept of Team Building, Barriers to Team Building, Resolving Team Conflicts, Achieving
Synergy through Teamwork.
Unit-4 Teaching Hours:9
High Performing Teams
Building Trust and Credibility, Constructive Feedback, Coaching and Mentoring.
Unit-5 Teaching Hours:9

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Experiential Learning

Bonding, Team Building, Trust Building, Team Competitive Games, Group Dynamics, Identifying High
Performing Teams and Achieving Team Effectiveness

Text Books And Reference Books:

� Robbins, P.S. (2022) Organizational Behavior: International Version. 19th Edition,
Pearson Higher Education.

� Leadership: Enhancing the lessons of experience by Hughes, R.L., Ginnett, R.C., & Curphy,
G.J. (2019), 9th Edition, McGraw Hill Education, Chennai, India.
Essential Reading / Recommended Reading
� https://hbr.org/2016/06/the-secrets-of-great-teamwork

� https://www.forbes.com/sites/forbeshumanresourcescouncil/2020/09/16/14-characteristics-of-
high-performing-teams/?sh=4708d51316c6
https://hbr.org/2021/10/5-things-high-performing-teams-do-differently

Evaluation Pattern

CIA 1 20 Marks

CIA 2 20 Marks

CIA 3 50 Marks

Marks for attendance will be addedd as per University policy.

BLS143 - PRINCIPLES OF HORTICULTURAL TECHNIQUES

(2023 Batch)
Total Teaching Hours for Semester:45 No of Lecture Hours/Week:3
Max Marks:100 Credits:4

Course Objectives/Course Description

This course introduces students to the principles and techniques of horticulture. Students will learn
the basics of plant growth, propagation, and cultivation. The course will cover soil management,
irrigation, pruning, pest control, and greenhouse production. Students will also explore sustainable
horticultural practices and their applications in various horticultural settings.

Course Outcome

CO1: Explain the principles and practices of plant growth and development.

CO2: Demonstrate proficiency in plant propagation techniques.

CO3: Apply soil management and irrigation techniques to promote plant growth and
health

CO4: Design and implement a pest management plan for a horticultural operation.

Unit-1 Teaching Hours:15

Introduction to Horticulture
• Principles and practices of horticulture
• Plant anatomy and physiology
• Plant propagation techniques: seed, cuttings, and grafting
• Introduction to sustainable horticulture practices

Unit-2 Teaching Hours:10

Soil Management and Irrigation
• Soil properties and nutrient management
• Soil fertility and composting
• Irrigation principles and techniques

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• Greenhouse production and management

Unit-3 Teaching Hours:10

Pruning and Pest Control
• Pruning techniques and tools
• Insect and disease management
• Integrated pest management (IPM)
• Biological control of pests

Unit-4 Teaching Hours:10

Sustainable Horticulture Practices
• Sustainable practices in horticulture
• Environmental stewardship in horticulture
• Marketing sustainable horticulture products
• Horticultural entrepreneurship

Text Books And Reference Books:

1. Hartmann, H. T., Kester, D. E., Davies Jr, F. T., & Geneve, R. L. (2014). Plant propagation:
Principles and practices (9th ed.). Prentice Hall.
2. Grubinger, V. (2002). Introduction to sustainable horticulture. University of Vermont
Extension.

Essential Reading / Recommended Reading

• Lambers, H., Chapin III, F. S., & Pons, T. L. (2008). Plant physiological ecology (2nd ed.).
Springer.
• Stanghellini, C. (2004). Greenhouse production science in horticulture. CRC Press.

Evaluation Pattern
Attendance and Class Participation- 10%

Midterm Examination- 30%

Review paper/Research Paper- 20%

Seminar presentation – 10%

Final Examination - 30%

BLS144 - PRINCIPLES OF AYURVEDA (2023 Batch)

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

Course Objectives/Course Description

This course is an introduction to Ayurveda, the traditional Indian system of medicine. The course
covers topics such as the history and philosophy of Ayurveda, principles of Ayurvedic diagnosis
and treatment, and the use of Ayurveda in maintaining health and preventing disease. Students will
also learn about the role of Ayurveda in contemporary medicine and the current state of Ayurvedic
research.

Course Outcome

CO1: Understand the history and philosophy of Ayurveda.

CO2: Identify the basic principles of Ayurvedic diagnosis and treatment

CO3: Apply Ayurvedic principles in maintaining health and preventing disease

CO4: Evaluate the role of Ayurveda in contemporary medicine

Unit-1 Teaching Hours:12

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Introduction to Ayurveda
• History and philosophy of Ayurveda
• Basic principles of Ayurveda
• Doshas and their functions
• The importance of digestion in Ayurveda

Unit-2 Teaching Hours:11

Ayurvedic Diagnosis and Treatment
• Pulse diagnosis in Ayurveda
• Ayurvedic herbs and their uses
• Ayurvedic therapies, including Panchakarma
• Yoga and Ayurveda

Unit-3 Teaching Hours:11

Ayurveda for Health and Wellness
• Ayurvedic diet and nutrition
• Ayurvedic lifestyle practices
• Ayurvedic approaches to mental health
• Ayurveda and women's health

Unit-4 Teaching Hours:11

Ayurveda in Contemporary Medicine
• The role of Ayurveda in integrative medicine
• The regulation of Ayurvedic products and practices
• The current state of Ayurvedic research
• The future of Ayurveda

Text Books And Reference Books:

1. Lad, V. (1998). The complete book of Ayurvedic home remedies. Harmony.
2. Frawley, D., & Ranade, S. (2001). Ayurveda, nature's medicine. Lotus Press.

Essential Reading / Recommended Reading

1. Sharma, H. (2011). Ayurvedic healing: A comprehensive guide. Singing Dragon.
2. Svoboda, R. (1999). Prakriti: Your Ayurvedic constitution. Lotus Press.

Evaluation Pattern
� Attendance and Class Participation- 10%

� Midterm Examination- 30%

� Review paper/Research Paper- 20%

� Seminar presentation – 10%

� Final Examination - 30%

COM101-2 - PRACTICES OF BANKING AND INSURANCE

(2023 Batch)
Total Teaching Hours for Semester:60 No of Lecture Hours/Week:4
Max Marks:100 Credits:4

Course Objectives/Course Description

This course introduces the students to basic Concepts of banking - its various
segmentsfunctioning- activities and regulations. It also introduces the student to the
basic principles of insurance- types of insurance and its legal framework in India.
Through this course the student gets an understanding of both the sectors and learns to
appreciate the importance of these sectors in the growth of the Economy.

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Course Outcome

CO1: Explain the origin and history of banking in India and classify the different types
of accounts and the roles played by the banks.

CO2: Identify various negotiable instruments and different E-payment methods

available in our market.

CO3: Describe the significance of Principles of Insurance and classify the various types
of insurance available in our market.

CO4: Explain the regulation and legal framework of the Indian banking and insurance
system.

Unit-1 Teaching Hours:12

Introduction to Banking

Origin of banking: Definition –Development of Banking in India- banker and customer

relationship - General and special types of customers - Types of deposits - Deposit
Accounts - Opening Operations and Closure of Fixed Deposit Account - Recurring
Account - Savings Account -Current Account - Deposit Schemes for NRIs - Types of
banks - Commercial Banks- Origin and growth of commercial banks in India -
Functions of Commercial Banks - Cooperative Banks- Regional Rural Banks-
Agriculture and Rural Development Banks - Development Banks and NBFCs -
Financial Services offered by banks - Changing role of commercial banks - Reserve
Bank of India - Powers & Functions – Monetary Policy – Credit Control Measures.

Unit-2 Teaching Hours:6

Negotiable Instrument Act

Negotiable Instruments Act –Meaning-Characteristics- Types if NI- Cheques - Meaning

- Precautions before honouring a cheque-Circumstances under which a cheque can be
dishonoured – Crossing and endorsement - meaning- definitions- types and rules of
crossing. Endorsement – Definition - Kinds of endorsement – Significance of
endorsement – Paying Banker - Duties and Protection to paying bankers- Collecting
bankers – Duties - Statutory protection for holders in due course- Concept of
negligence.

Unit-3 Teaching Hours:12

Bank Lending, Banking Sector Reforms & Trends

Types of Loans and Advances - Principles of Sound lending - Secured vs. Unsecured
Advances - Advances against various securities – Priority sector lending - Basel Norms
I, II & III-Non-Performing Assets – SARFAESI Act- Banking Sector Reforms. Recent
trends - Digital Banking - Meaning- Benefits- Home banking- Mobile banking- Virtual
banking- Payment Banking-E-payments- ATM Card/Biometric card- Debit/Credit card-
Smart card- Prepaid Instruments- NEFT- RTGS- ECS (credit/debit)- E-money-
Electronic purse- Digital cash – Impact of IT on Banks- Soft banks- payment banks-e-
wallet.

Unit-4 Teaching Hours:12

Introduction to Insurance

Basic concept of risk- Types of business risk- Risk and return relationship - Assessment
and transfer- Basic principles of utmost good faith- Indemnity- Economic function-
Proximate cause- Subrogation and contribution, Mitigation of Loss –Insurance
Terminology - Underwriting - Online Insurance -– Insurance Intermediaries -
Reinsurance- Present State of Insurance Industry in India – Careers in Insurance
Industry; Rural and Social Sector obligations in Insurance Sector

Unit-5 Teaching Hours:6

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Types of Insurance

Types of Insurance: Life and Non-life - Fire – Marine – Miscellaneous – Motor -

Personal Accident – Health – Liability – Engineering – Aviation -– New Insurance
Products

Unit-6 Teaching Hours:12

Regulation & Legal Framework

Power, functions and Role of IRDA - Essentials of General Contract under Indian
Contract Act,1872- Essential Feature of Insurance Contracts-Salient Features of
Insurance Act,1938- LIC Act,1956- GIC Act,1972- IRDA Act,1999 – Agency Law -
Consumer Protection Act(COPA),1986 - The Insurance Ombudsman

Text Books And Reference Books:

1. Gordon, E., Gupta, P.K. (2018). Banking and Insurance (1st ed.) Mumbai: Himalaya
Publishing House.

2. Murali,S. & Subbakrishna, K.R. (2019).Bank Credit Management. Mumbai:

Himalaya Publishing House.

Essential Reading / Recommended Reading

1. Mishra, & Sukhwinder (2019) Banking Law and Practice. New Delhi: S.Chand
Publications

2. Periasamy,P. (2019) Principles and Practice of Insurance. Mumbai: Himalaya

Publishing.

3. Bodla, B.S., Garg, M.C., Singh, K.P.,(2010) Insurance Fundamentals, Environment

and Procedures. New Delhi : Deep & Deep Publications

4. IC - 01 – PRINCIPLES OF INSURANCE – Year of Edition 2010 (Revised)

Evaluation Pattern
Students are evaluated for each paper on the basis of written examination and continuous internal
assessment (CIA). Each paper carries maximum of 100 marks and is evaluated as follows:
Assessment Component Description Weightage
CIA I Quizzes, role plays, objective type tests, written 10%
assignments, discussion forums, article reviews,
case analysis etc.
CIA II Mid semester written examination conducted for 25%
2 hours duration
CIA III Group work consisting of presentations, viva 10%
voce, and report submission.
ESE Written examination conducted for 3 hours 50%
duration
Attendance 05%
TOTAL 100%

COM102-2 - CORPORATE LAW AND ADMINISTRATION (2023

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

Course Objectives/Course Description

The course intends to provide in-depth and comprehensive understanding of regulatory

aspects of companies. The course enables students to acquire knowledge on district
characteristic features of corporate form of organization and administrative aspects. The
course also provides hands-on practical inputs on incorporation procedures, drafting

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MOA, AOA . minutes of meeting, drafting resolutions and other Documents

Course Outcome

CO1: Demonstrate comprehensive and understanding of those areas of the concept of

the Companies (Private and Public) and its inherent characteristics that makes it
different from other forms of organizations.

CO2: Discuss the various legal and regulatory rules about the genesis of a company,
shareholders, directors, documents

CO3: Discuss and apply the law governing various role played by different people like
Promoters, Directors, Key Managerial Personnel (KMP?s) and Company Secretaries in
the successful functioning of a Company

CO4: Discuss and explain the regulatory framework, mechanisms and laws relating to
Meetings

CO5: Discuss and apply the law governing corporate rescue and winding-up

Unit-1 Teaching Hours:15

Introduction and Jurisprudence of Company Law

History of Company Law and scope ;Company and its Characteristics; types of companies
including one-person company, Conversion of private company to One Person company,
small company and dormant company; association not for profit; illegal association and
Limited Liability Partnership (LLP); formation of company and LLP, on-line filing of
documents, promoters, their legal position, pre-incorporation contract; on-line registration
of a company; Administration of Company Law [including National Company Law
Tribunal (NCLT), National Company Law Appellate Tribunal (NCLAT), Special Courts].

Unit-2 Teaching Hours:15

Documents

Memorandum of association and its contents; Articles of association and its contents;
Entrenchment clause, Doctrine of Ultravires, Doctrine of Constructive Notice and Doctrine
of Indoor management, prospectus and its types; Misstatement in prospectus; liability for
misstatements.

Unit-3 Teaching Hours:16

Management

Management: Director and its Classification including Women directors, Independent

director, Small shareholder’s director; Disqualifications, Director Identification Number
(DIN); Their appointment; Legal positions, powers and duties; removal of directors; Key
Managerial Personnel.

Meetings: Meetings of shareholders and board; Types of meeting, convening and conduct
of meetings, Quorum,Agenda, proxy forms, Minutes book and Voting Methods including
postal ballot, Ordinary and Special resolution,, drafting of resolutions, Circular Resolution,
e-voting; Corporate Governance and Committee, Committees of Board of Directors - Audit
Committee, Nomination and Remuneration Committee, Stakeholders Relationship
Committee, Corporate Social Responsibility Committee, Grievance Redressal Committee.

Unit-4 Teaching Hours:7

Dividends, Secretarial Audit and Reports

Dividends, Accounts, Audit: Provisions relating to payment of Dividend, Interim dividend,

Declaration of dividend out of reserves, provisions relating to Unpaid and unclaimed
dividend, Provisions relating to Books of Account, IEPF with relation to Dividends;
Secretarial Audit and report; Board’s Report.

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Unit-5 Teaching Hours:7

Insolvency and Bankruptcy Code

Introduction to Insolvency and Bankruptcy Code: Historical Background; Need for the
Insolvency and Bankruptcy Code, 2016; Overall scheme of the Insolvency and Bankruptcy
Code; Important Definitions; Institutions under Insolvency and Bankruptcy Code, 2016.
(Relevant case laws); Concept and modes of Winding Up.

Text Books And Reference Books:

1.Kapoor, N.D. (2020). Company Law & Secretarial Practice (13th ed.). New Delhi: Sultan
Chand & Sons

Essential Reading / Recommended Reading

1.Company Law Study Material – Institute of Company Secretaries of India

2.MC Kuchhal.(20) Modern Indian Company Law. Delhi:ShriMahavir Book Depot

(Publishers)

3.GK Kapoor and Sanjay Dhamija. (2014) Company Law. Delhi. Bharat Law House

4.Anil Kumar. (2013) CorporateLaw.Delhi: Indian Book House

5.ReenaChadha and SumantChadha (2014).CorporateLaws.Delhi: Scholar Tech Press

6.Avtar Singh.(2014) Introduction to Company Law.Eastern Book Company

Evaluation Pattern

Students are evaluated for each paper on the basis of written examination and
continuous internal assessment (CIA). Each paper carries maximum of 100 marks
and is evaluated as follows:

Assessment Description Weightage

Component
Quizzes, role plays, objective type tests, written assignments,
CIA I 10%
discussion forums, article reviews, case analysis etc.
Mid semester written examination conducted for 2 hours
CIA II 25%
duration
Group work consisting of presentations, viva voce, and report
CIA III 10%
submission.

ESE Written examination conducted for 3 hours duration 50%

Attendance 05%
TOTAL 100%

COSF101-2 - FINANCIAL MARKETS, INSTITUTIONS AND

SERVICES (2023 Batch)
Total Teaching Hours for Semester:60 No of Lecture Hours/Week:4
Max Marks:100 Credits:4

Course Objectives/Course Description

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The paper is offered to provide wide knowledge of the financial markets,

Institutions and services available in India. It also equips students with a sound
understanding of the Financial systems in India. As a prerequisite, students should
be familiar with the conceptual understanding of the financial system in the
economy. It helps to learn about different financial institutions, services and
products. The students will also learn how the financial system works and the
innovative products and services offered by them.

Course Outcome

CO1: Evaluate the role of the financial system and services in the country for economic
development

CO2: Value financial institutions, instruments, participants and how the money market and
capital market function.

CO3: Appraise the functions of different financial institutions and various reforms.

CO4: Judge the various financial services and new products available in the financial
service market

CO5: Value in-depth knowledge of all aspects of Merchant banking and Mutual Funds in
India

CO6: Select good investment decisions through venture capital and value the role of
factoring and credit rating agencies in India.

Unit-1 Teaching Hours:10

Unit 1: Introduction
Level of Knowledge: Basic and Conceptual

The Indian Financial System- Formal and Informal Financial Sectors-

Components of Formal Financial system- Functions-Nature and Role of
Financial Institutions and Financial Markets-Money Market- Functions-Benefits-
Role of RBI in the Money Market-Steps to Develop-Money market centers-
Instruments-Capital Market-History- Primary market and secondary Market-
Reforms in capital Market-Regulation – Functions of Stock Exchanges – Listing
– Formalities –-New Financial Instruments-Securities Scams-(Harshad Mehta
and Ketan Parek Scams)
Unit-2 Teaching Hours:10
Unit 2: Financial Institutions
Level of Knowledge: Basic Understanding

Introduction-Evolution of Development Banks-Changing Role-Policy Measures-

Commercial Banks-Cooperative Banks-RRB’s-NBFC-IFCI-SDBI-IDFCL-SFC’s-
EXIM Bank of India-NABARD-IIBIL-SIDC.
Unit-3 Teaching Hours:10
Unit 3: Financial Services
Level of Knowledge: Basic Understanding

Meaning-features of financial services-Classification-scope-Fund-Based

Activities-Non-fund- based Activities- Modern Activities -Sources of Revenue-
causes of Financial Innovation – Financial Services and promotions of Industries
– Innovation in finance – Fintech – Insuretech – Regtech - Regulatory Sandbox

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of RBI and IRDAI - Treds Platform- Distributed Ledger Technology/Artificial

Intelligence in financial service – Automated wealth management/Robo-
advisors - Challenges Facing the Financial Service sector-Present Scenario.
Unit-4 Teaching Hours:10
Unit 4: Merchant Banking
Level of Knowledge: Conceptual

Definition- origin merchant banking in India-merchant banks vs commercial

banks – services of merchant banks-qualities required of merchant bankers –
merchant bankers as lead managers-guidelines-merchant bankers commission –
Scope of Merchant Banking in India – Prohibition of Fraudulent and Unfair
Trade Practices Relating to the Securities- Market regulation- Prohibition on
Dealing /Communicating/Counselling on Matters Relating to Insider Trading-
Issue of capital and Disclosure Requirements Regulations - SEBI Issue and
Listing of Debt Securities Regulation (Latest amendment)
Unit-5 Teaching Hours:10
Unit 5: Investment Trusts and Mutual Funds
Level of Knowledge: Conceptual

Investment Trusts-Development-types-future-meaning of MF- Concept-Types-

Advantages-Mutual Fund in India-problems-constitution and management of
mutual funds-sponsor-trustee-AMC-Custodian-Designing and marketing of
MF-Evaluation of MF Schemes-Investment objectives and valuations policies
with simple problems.
Unit-6 Teaching Hours:10
Unit 6: Venture Capital, Factoring and Credit Rating
Level of Knowledge: Conceptual

Concept - Meaning-Features- Activities of VC Funds- Scope of Venture capital -

Importance- Origin- Factoring in India - Venture Capital Guidelines - Methods
of Venture Financing - Factoring-Meaning - Modus Operandi-Terms and
Conditions-Functions-Types of factoring- Factoring Vs Discounting –-
International Factoring. Securitization of Debt. Credit Rating in India. Credit
Rating agencies in India.
Text Books And Reference Books:
1. Bharathi V Pathak, Pearson Publications (2022), New Delhi

Essential Reading / Recommended Reading

1. Shashi K. Gupta & Nisha Agarwal. (2021). Financial Services. Kalyani
Publishing. India
2. M Y Khan (2022). Financial Services. India: Tata McGraw-Hill Education
India
3. Gordon & Natarajan. (2022), Financial Markets and Services, Himalaya
Publishing House. India

Evaluation Pattern

Assessment Pattern

Students are evaluated for each paper on the basis of written

examination and continuous internal assessment (CIA). Each paper
carries a maximum of 100 marks and is evaluated as follows:
a) For Core and DSE courses Internal Assessment and End
Semester ratio- 70:30. Languages, and Generic Elective
courses, the Internal Assessment and End Semester Ratio

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is 50:50.

b) For all papers minimum pass percentage 50 %. (Aggregate of Internal +

End Semester marks)

c) For CMA integrated papers

- CIA 1 and 3 Case analysis, Quiz, MCQs
- CIA 2 (MSE and ESE – Lab based Online examinations)
d) For other papers, the Assessment is as follows:

Assessment Description
Component
Weightage
CIA I Quizzes, role plays, objective type tests, written 20%
assignments,

discussion forums, article reviews, case analysis

etc.
CIA II Mid semester written examination conducted for 2 25%
hours duration
CIA III Group work consisting of presentations, viva voce, 20%
and report

submission.
ESE Written examination conducted for 2 hours 30%
duration
Attendance 05%
Total 100%

COSF161-2 - COMPUTERISED ACCOUNTING (2023 Batch)

Total Teaching Hours for Semester:45 No of Lecture Hours/Week:4
Max Marks:100 Credits:3

Course Objectives/Course Description

This course is designed to educate the concepts of digital accounting and its
importance inthe Business world. It highlights the components of computer
and accounting software which are needed for efficient methods of recording
the accounts data in the digital platform. It gives a practical explanation of
computerized management of employee payroll, digital e-filling of financial
data and preparation of various reports. It also covers the usage of Microsoft
excel for business purposes like calculating time value of money, NPV and
others.

Course Outcome

CO1: Understand the importance of the digitalized accounting system and the Tally
software

CO2: Examine the concept of accounting software and preparation of accounts using
Tally.

CO3: Use, process and manage business data through MS Excel

CO4: Demonstrate the ability to work with the computer efficiently and develop
effective data processing skills.

Unit-1 Teaching Hours:5

Unit 1: Introduction to Computerized Accounting

Level of Knowledge: Conceptual and Practical

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Computerised Accounting using Tally ERP - Tally ERP 9 – Fundamentals of

Tally.ERP9 – Creation of company, features and configurations, creating
accounting ledgers and groups, inventory master creation.

Unit-2 Teaching Hours:5

Unit 2: Recording of Transactions

Level of Knowledge: Conceptual and Practical

Vouchers – voucher entries, creating new voucher types, creating item and
account invoices, cost centre and cost categories, and order processing.

Unit-3 Teaching Hours:10

Unit 3: Payroll Administration

Level of Knowledge: Conceptual and Practical

Advanced features of Tally in accounting – Payroll administration,

configuration and recording TDS transactions, E-Filing of TDS returns, Emailing
in Tally.

Unit-4 Teaching Hours:13

Unit 4: Business Data Processing I (Using Ms Excel)

Level of Knowledge: Basic and Application Oriented

Concepts: Spreadsheets, Workbook, Cell Referencing, Cell Addressing. Primary

Menus:

Clipboard, Font, Alignment, Number, Styles, Cells, Editing, Pivot Tables,

Illustrations, Charts, Sparklines, Slicer, Proofing, Language, Comments,
Changes, Macros Data Menu: Converting Text to Columns, Removing
Duplicates, Data Validation, Consolidation, Grouping and Ungrouping, What-If
Analysis: Data Table, Goal Seek, Scenario Manager.

Practical Exercises: Pivot Tables, Filters, Charts, Conditional Formatting,

Macros, Data Table, Goal Seek, Scenario Manager.

Unit-5 Teaching Hours:12

Unit 5: Business Data Processing II (USING MS
EXCEL)

Level of Knowledge: Basic and Application Oriented

Financial Functions: Depreciation (DB, DDB, VDB), Simple Interest (PMT,

NPER, INTRATE) - Present Value, Net Present Value, Future Value ( PV, NPV,
FV) - Internal Rate of Return (IRR, MIRR); Logical Functions: AND, OR, NOT,
IF, TRUE; Text Functions: UPPER, LOWER, LEFT, RIGHT, TRIM, T, TEXT,
LEN, DOLLAR, EXACT; Statistical Functions: Mean, Median, Mode, Standard

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Deviation, Skewness, Correlation and Regression; Date & Time Functions:

DATE, DATEVALUE, DAY, DAYS360, NOW, TIME, TIMEVALUE,
WORKDAY, WEEKDAY,YEAR; Lookup and Reference Functions: HLOOKUP,
VLOOKUP, TRANSPOSE, GETPIVOTDATA, HYPERLINK.

Text Books And Reference Books:

1. Learn Tally. ERP 9 with GST and E-way bill, Rajesh Chedda, Ane Books
Pvt. Ltd. 3rd Edn
2. Joan Lambert and Curtis Frye; “MS Office, Step by Step’’, Microsoft press,
(2016).

Essential Reading / Recommended Reading

1. Oleksandr Melnychenko, Blockchain technology in accounting and

auditing, Kindle edition.

Evaluation Pattern

Assessment Pattern

Students are evaluated for each paper on the basis of written

examination and continuous internal assessment (CIA). Each paper
carries maximum of 100 marks and is evaluated as follows:
a) For Core and DSE courses Internal Assessment and End
Semester ratio- 70:30. Languages, and Generic Elective
courses the Internal Assessment and End Semester Ratio
is 50:50.

b) For all papers minimum pass percentage 50 %. (Aggregate of Internal +

End Semester marks)

c) For CMA integrated papers

- CIA 1 and 3 Case analysis, Quiz, MCQs
- CIA 2 (MSE and ESE – Lab based Online examinations)
d) For other papers the Assessment is as follows:

Assessment Description
Component
Weightage
CIA I Quizzes, role plays, objective type tests, written 20%
assignments,

discussion forums, article reviews, case analysis

etc.
CIA II Mid semester written examination conducted for 2 25%
hours duration
CIA III Group work consisting of presentations, viva voce, 20%
and report

submission.
ESE Written examination conducted for 2 hours 30%
duration
Attendance 05%
Total 100%

COSF201-2 - FINANCIAL PLANNING AND PERFORMANCE

MANAGEMENT (2023 Batch)
No of Lecture Hours/Week:
Total Teaching Hours for Semester:60
4
Max Marks:100 Credits:4

Course Objectives/Course Description

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Management accountants should be able to understand, plan and execute the

information required to prepare a company’s overall strategy and short-term
and long-term goals. The goal of this course is to help the student understand
strategic planning, basic budgeting concepts and forecasting techniques. It also
describes tools that incorporate both financial and non-financial measures to aid
an organization in matching its planning to its overall strategy.

Course Outcome

CO1: Recall the basic concepts of business planning, supply chain management,
technology, data analytics and performance management.

CO2: Apply the concepts of business planning, supply chain management, technology,
data analytics and performance management to various business situations.

CO3: Identify, Compare and propose strategies and business plans for improving the
overall performance of the organization.

Unit-1 Teaching Hours:10

Unit 1: Strategic Planning

Level of Knowledge: Conceptual and working

Analysis of external and internal factors affecting strategy - Long-term mission
and goals - Alignment of tactics with long-term strategic goals - Strategic
planning models and analytical techniques - Characteristics of the successful
strategic planning process

Unit-2 Teaching Hours:15

Unit 2: Top Level Planning and Analysis
Level of Knowledge: Conceptual and working

Operations and performance goals - Characteristics of a successful budget

process - Resource allocation Forecasting techniques (Regression analysis,
learning curve analysis, Expected value). Annual business plans (master
budgets) - Project budgeting - Activity-based budgeting - Zero-based budgeting
Continuous (rolling) budgets - Flexible budgeting
Unit-3 Teaching Hours:10
Unit 3: Supply Chain Management and Business Process
Improvement
Level of Knowledge: Conceptual and working

Lean manufacturing - Enterprise resource planning (ERP) - Theory of

constraints and throughput costing - Capacity management and analysis -
Value chain analysis - Value-added concepts - Process analysis - Activity-based
management - Continuous improvement concepts - Best practice analysis - Cost
of quality analysis - Efficient accounting processes
Unit-4 Teaching Hours:10
Unit 4: Performance Measures

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Level of Knowledge: Conceptual and working

Product profitability analysis - Business unit profitability analysis - Customer

profitability analysis - Return on investment - Residual income - Investment
base issues - Key performance indicators (KPIs) Balanced scorecard -
Responsibility centres and reporting segments
Unit-5 Teaching Hours:15
Unit 5: Technology and Data analytics
Level of Knowledge: Conceptual and working
Information systems – Accounting information systems – Enterprise resource
planning systems – Enterprise performance management systems – Data
governance – Data policies and procedures – life cycle of data – controls against
security breaches – Technology enabled finance transformation – system
development life cycle – process automation – innovative applications - Data
analytics – Business intelligence – Data mining – Analytic tools – Data
visualization

Text Books And Reference Books:

1. Wiley CMA excel Learning System, Part 1: Financial Reporting,
Planning, Performance & Control
Essential Reading / Recommended Reading

1. Wheelen, Thomas L., et al., Strategic Management and Business Policy:

Globalization, Innovation and Sustainability,14th edition, Prentice Hall,
Upper Saddle River, NJ, 2014.
2. Blocher, Edward, J., Stout, David E., Juras, Paul E., and Cokins, Gary,
Cost Management: A Strategic Emphasis, 7th edition, McGraw Hill, New
York, NY, 2013.
3. Horngren, Charles T., Datar, Srikant, and Rajan, Madhav, Cost
Accounting: A Managerial Emphasis, 16th edition, Prentice-Hall, Upper
Saddle River, NJ, 2012.
4. Anderson, David, R., Sweeney, Dennis J., Williams, Thomas A., Camm,
Jeff, and Martin, R. Kipp, Quantitative Methods for Business, 13th
Edition, Mason, Ohio: South Western, 201

Evaluation Pattern

Assessment Pattern

Students are evaluated for each paper on the basis of written

examination and continuous internal assessment (CIA). Each paper
carries maximum of 100 marks and is evaluated as follows:
a) For Core and DSE courses Internal Assessment and End
Semester ratio- 70:30. Languages, and Generic Elective
courses the Internal Assessment and End Semester Ratio
is 50:50.

b) For all papers minimum pass percentage 50 %. (Aggregate of Internal +

End Semester marks)

c) For CMA integrated papers

- CIA 1 and 3 Case analysis, Quiz, MCQs
- CIA 2 (MSE and ESE – Lab based Online examinations)
d) For other papers the Assessment is as follows:
Assessment Description
Component
Weightage

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CIA I Quizzes, role plays, objective type tests, written 20%

assignments,

discussion forums, article reviews, case analysis

etc.
CIA II Mid semester written examination conducted for 2 25%
hours duration
CIA III Group work consisting of presentations, viva voce, 20%
and report

submission.
ESE Written examination conducted for 2 hours 30%
duration
Attendance 05%
Total 100%

CSC152 - INTRODUCTION TO BLOCKCHAIN (2023 Batch)

No of Lecture Hours/
Total Teaching Hours for Semester:45
Week:3
Max Marks:100 Credits:4

Course Objectives/Course Description

Blockchain is an emerging technology platform for developing decentralized applications and data
storage, over and beyond its role as the technology underlying cryptocurrencies. This course serves
as an introduction to the exciting new world of blockchain technologies and related applications.

Course Outcome

CO1: Students will be able to learn Blockchain basics

CO2: Understand the technologies and applications of blockchain

CO3: Understand emerging models of blockchain

Unit-1 Teaching Hours:8

INTRODUCTION & BASIC DISTRIBUTED
COMPUTING

Need for Distributed Record Keeping; Modeling faults and adversaries; Byzantine
Generals problem; Consensus algorithms and their scalability problems; Why
Nakamoto came up with Blockchain based cryptocurrency? Technologies Borrowed in
Blockchain – hash pointers, consensus, byzantine fault-tolerant distributed computing,
digital cash etc. Atomic Broadcast, Consensus, Byzantine Models of fault tolerance.

Unit-2 Teaching Hours:10

BASIC CRYPTO PRIMITIVES

Introduction to Cryptography, Cryptographic hash functions, Hash functions: SHA,

Puzzle friendly Hash, Collision resistant hash, digital signatures, public key
Cryptography, verifiable random functions, Zero-knowledge systems.

Unit-3 Teaching Hours:8

BLOCKCHAIN 1.0

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Bitcoin blockchain, the challenges, and solutions, proof of work, Proof of stake,
alternatives to Bitcoin consensus, Bitcoin scripting language and their use.

Unit-4 Teaching Hours:8

BLOCKCHAIN 2.0 & BLOCKCHAIN 3.0

Ethereum and Smart Contracts, The Turing Completeness of Smart Contract Languages
and verification challenges, Using smart contracts to enforce legal contracts, comparing
Bitcoin scripting vs. Ethereum Smart Contracts.

Case Study.Hyperledger Fabric, the plug-and-play platform and mechanisms in

permissioned blockchain

Unit-5 Teaching Hours:6

PRIVACY, SECURITY ISSUES IN BLOCKCHAIN

Pseudo-anonymity vs. anonymity, Zcash and Zk-SNARKS for anonymity preservation,

attacks on Blockchains – such as Sybil attacks, selfish mining, 51% attacks - advent of
algorand, and Sharding based consensus algorithms to prevent these.

Text Books And Reference Books:

[1] Draft version of “S. Shukla, M. Dhawan, S. Sharma, S. Venkatesan, ‘Blockchain

Technology: Cryptocurrency and Applications’, Oxford University Press, 2019.

[2] Josh Thompson, ‘Blockchain: The Blockchain for Beginnings, Guild to Blockchain
Technology and Blockchain Programming’, Create Space Independent Publishing
Platform, 2017.

Essential Reading / Recommended Reading

[1] Bikramaditya Singhal, Gautam Dhameja, Priyansu Sekhar Panda, “Beginning

Blockchain”, APress, 2018.

[2] Keizer Söze, “BLOCKCHAIN Novice to Expert”, Sabi Shepherd Ltd.

Evaluation Pattern

CIA-50%

CIA-50%

CSC153 - INTRODUCTION TO DATABASE MANAGEMENT

SYSTEMS (DBMS) (2023 Batch)
No of Lecture Hours/
Total Teaching Hours for Semester:45
Week:3
Max Marks:100 Credits:3

Course Objectives/Course Description

This course helps to understand the fundamental concepts, terminology and applica�on of databases.
This course gives knowledge of ER diagrams, Database normaliza�on, rela�onal databases and SQL
commands.

Course Outcome

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1: Understand the basic concepts of relational database model

2: Demonstrate database operations and design normalized database applications

3: Apply SQL commands to find solutions to a broad range of queries

Unit-1 Teaching Hours:9

Databases and Database Users

Data- Database- Database management system- Characteristics of the database

approach- Role of Database administrators- Role of Database Designers- End Users-
Advantages of Using a DBMS and When not to use a DBMS-Database System
Concepts and Architecture- Data Models- Categories of data models- Schemas-
Instances- and Database states- The Three schema architecture- Data independence-
DBMS Languages and Interfaces- Classification of Database Management Systems.

Unit-2 Teaching Hours:12

Basic SQL

SQL data defini�on and data types- specifying constraints in SQL- SQL func�ons- Basic queries-Filtering
data using where- Group by statements- DDL- DML- Retrieving data from mul�ple tables- Sub queries-
Concept of a view in SQL.

Unit-3 Teaching Hours:8

The Relational Algebra and Relational Calculus

Rela�onal Algebra: Unary rela�onal opera�ons; Binary rela�onal opera�ons ; Examples of queries in
rela�onal algebra, Rela�onal calculus: The Tuple rela�onal calculus; The Domain rela�onal calculus

Unit-4 Teaching Hours:8

Data Modeling using Entity-Relationship Model

Using High Level Conceptual Data Models for Database Design- Example Database applica�ons-
En�ty types- En�ty Sets-A�ributes and Keys- Rela�onships- Rela�onship types- Roles and Structural
constraints- Weak En�ty Types- Drawing E- R Diagrams.

Unit-5 Teaching Hours:8

Database Design

Functional dependencies and Normalization for Relational Databases- Normalization

concepts- Normal forms-1NF- 2NF- 3NF- BCNF- 4NF-5NF.

Text Books And Reference Books:

Fundamentals of Database Systems, Shamkanth B Navathe, Ramez Elmasri, 7th Edi�on, Pearson Educa�on,
2017.

Essential Reading / Recommended Reading

Database System Concepts, Abraham Silberschatz, Henry F Korth, S Sudarshan, McGraw Hill Educa�on, 6th
edi�on, 2017.

Evaluation Pattern

CIA -1 : 20 Marks

CIA -2 : 20 Marks

CIA -3 : 50 Marks

DSC143 - DATA VISUALIZATION (2023 Batch)

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

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Course Objectives/Course Description

Pre Requisite: As a prerequisite the students should have the fundamental knowledge of Python
programing

Course description: This course is designed to build the logical thinking ability and to provide
hands-on experience in data visualization using Python with hands-on experience. The course
provides the platform to explore various data visualization libraries and techniques used to
analyze, and interpret data visually.

Course Objectives:

1. To provide understanding about data visualization

2. To learn Python tools and libraries used for data visualization
3. To gain practical knowledge about data visualization techniques

Course Outcome

CO1: Possess hands-on experience of visualization techniques using Python.

CO2: Ability to tell a compelling story by visualizing data.

CO3: Able to analyze and interpret the data using data visualization techniques.

Unit-1 Teaching Hours:15

Introduction to Data Visualization

Introduction: Definition- Need- Advantages-Applications- Data Visualization Process-Knowing

your Data- Python as Visualization Tool-Visualization Libraries - Data Visualization techniques.

Unit-2 Teaching Hours:15

Basic and Specialized Visualization Techniques

Line Plot – Pie Charts-Histograms-Bar Charts -Box Plots- Scatter Plots – Swarm Plot - Pivot
Table-Waffle Charts - Word Cloud – regression Plot- Heat Map - Maps with Markers- Geo Spatial
Charts - Choropleth Maps

Visualization Libraries: Plotting with Matplotlib - Plotting with Seaborn

Unit-3 Teaching Hours:15

Data Story Telling with Dashboards

Dashboarding Overview -Introduction to Plotly-Introduction to Dash-Make Dashboards

Interactive -Understanding the Lab Environment.

Real world case studies using dashboard.

Text Books And Reference Books:

1. 1. Igor Milovanovic, Giuseppe Vettigli and Dimitri Foures, Python Data Visualization Cookbook,
Second-Edition, Packt Publishing Ltd., Bringham Mumbai, India 2018.

2. 2. Ossama Embarak, Data Analysis and Visualization Using Python, Apress, United States of
America, 2018.

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Essential Reading / Recommended Reading

Wes McKinney, Python for Data Analysis, Orielly, United States of America,2013

Evaluation Pattern

CIA 50%

ESE 50%

ECO143 - DEMOCRACY AND ECONOMY (2023 Batch)

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

Course Objectives/Course Description

This course is aimed at undergraduate students to introduce to them the prominent

debates on democracy and emerging issues in economies. The course discusses how
various socioeconomic factors act as constraints on economic growth and development.
This basic framework allows a student to delve into the causes and consequences of
various strategies/methods taken/applied by policymakers and practitioners and how it
affects the overall objective of the state/economy through a trifocal analysis of the
economy, society, and market keeping the central theme of ‘Democracy.’This course
will introduce students to:

• Growing crisis of wealth distribution and income inequality.

• Sectoral significance and state intervention in policy making.
• Informal sector and labor market participation and rights.
• Analyze corruption in emerging economies through various case studies.
• Discuss the informal economy through concepts, theory, and measurement.

Course Outcome

CO1: Recognise the growing crisis of wealth and income inequality among the
members of the economy.

CO2: Understand the economic crisis in different sectors and government interventions
in practices.

CO3: Get familiar informal sector and labour market participation and rights.

CO4: Understand debates about transparency, competition and privatization and its
relevance to corruption.

CO5: Investigate issues from various perspectives, such as, viewing challenges in
economies through the lens of democracy.

Unit-1 Teaching Hours:10

Democracy, Democratization and Society

Theories of Democratization; Democratic and Undemocratic States; Measuring

Democracy and Democratization; The Global Wave of Democratization; Causes and
Dimensions of Democratization: The Political Economy of Democracy; Political
Culture, Mass Beliefs and Value Change; Gender and Democratization; Social Capital
and Civil Society; Social Movements and Contention in Democratization Processes:
Role, impact on policy reforms and cultural change.

Unit-1 Teaching Hours:10

Democracy, Democratisation and Society

Theories of Democratisation; Democratic and Undemocratic States;

Measuring Democracy and Democratisation; The Global Wave of

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Democratisation; Causes and Dimensions of Democratisation: The

Political Economy of Democracy: Political Culture, Mass Beliefs, and
Value Change; Gender and Democratisation; Social Capital and Civil
Society; Social Movements and Contention in Democratisation
Processes: Role, Impact on Policy Reforms and Cultural Change

Unit-2 Teaching Hours:8

Actors and Institutions

Conventional Citizen Participation; Institutional Design in New Democracies; Gender and

Democratization; A Decade of Democratic Decline and Stagnation.
Unit-2 Teaching Hours:8
Actors and Institutions

Conventional Citizen Participation; Institutional Design in New

Democracies; Gender and Democratisation; A Decade of Democratic
Decline and Stagnation.

Unit-3 Teaching Hours:8

Democracy and Redistribution

A Theory of political transitions: Choice of the economic and political regime;

Theoretical extensions: growth, trade, political institutions; Democracy and the public
sector; the state, the treat of expropriation and the possibility of development: Social
and economic wellbeing and policy reforms.

Unit-3 Teaching Hours:8

Democracy and Redistribution

A Theory of Political Transitions: Choice of Economic and Political

Regime; Theoretical Extensions: Growth, Trade, Political Institutions;
Democracy and the Public Sector; the State, the Threat of Expropriation
and the Possibility of Development: Social and Economic Wellbeing and
Policy Reforms

Unit-4 Teaching Hours:9

Democracy and Economic Growth and Development

A Marxian theory of democracy; The Importance of Social Class in Historical

Comparative Perspective; Dependency and Development; Democracy in Developing
Countries; Transitions from Authoritarian Rule: Tentative Conclusions about Uncertain
Democracies.

Unit-4 Teaching Hours:10

Democracy and Economic Development

A Marxian Theory of Democracy; The Importance of Social Class in

Historical Comparative Perspective; The Case Study of India;
Dependency and Development; Democracy in Developing Countries;
Transitions from Authoritarian Rule: Tentative Conclusions about
Uncertain Democracies

Unit-5 Teaching Hours:10

Democracy and Economic Growth and Development
Indian Experience

India’s Tryst with Destiny; Democracy, Inequality, and Public Reasoning; A case study
on Gujarat experience of development: Approaches, impact, and outcome; Kerala
experience of development: Approaches, impact, and outcome.

Unit-5 Teaching Hours:10

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Democracy and Economic Development: Indian

Experience

India's Tryst with Destiny; Democracy, Inequality and Public

Reasoning, A Case Study on Gujarat's Experience of Development:
Approaches, Impact and Outcome; Kerala's Experience of Development:
Approaches, Impact and Outcome

Text Books And Reference Books:

Bhagwati, J. N., & Panagariya, A. (2012). India's Tryst with Destiny: Debunking Myths
that Undermine Progress and Addressing New Challenges. HarperCollins Publishers.

Essential Reading / Recommended Reading

Boix, C. (2003). Democracy and Redistribution. Cambridge University Press.

Drèze, J., & Sen, A. (2015). An Uncertain Glory: India and Its Contradictions.
Economics Books.

Evaluation Pattern

CIA 1: 20 marks

CIA 2: 20 Marks

CIA 3: 45 Marks

Attendance: 5 Marks

ECO147 - THINKING THROUGH THE ENVIRONMENT (2023

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

Course Objectives/Course Description

The natural environment necessarily lends itself to multiple disciplinary inquiries. While science
and economics provide data, systems of information, knowledge, and models of management
about the earth and its resources, environmental ethics enables one to ask ‘How then, should we
live?’ This course aims to provide a holistic and deeper understanding of the environment, its
varied interpretations, and ways of relating to it. This course also seeks to cultivate moral and
ethical thinking about the environment to develop the basics of sustainable living.

To sensitize the students and make them think critically about the environment, especially when
technology and infrastructure projects rule over the environmental spaces.

Course Outcome

CO1: Demonstrate an understanding of the various environmental consciousness and

movements across global as well as national boundaries

CO2: Critically evaluate ways by which an economist could be explained environment

CO3: Explain the nexus between gender and the environment

CO4: To value ethics as the heart of the environmental consciousness.

Unit-1 Teaching Hours:10

Environmentalism

Environmentalism – tracing the history of global environmental consciousness and movements –

Varieties of environmentalism – English love of the country – Wilderness thinking in America –

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Chipko and Silent Valley movements in India

Unit-2 Teaching Hours:15

Economics of the Environment and its Critique

Environmental Economics – resource economics – ecological economics; How economists see the
environment; Economics of renewable and exhaustible resources; Carbon trading; Economist’s
perspective on Sustainability; Concepts of environmental values – Total economic value; Standard
methods to value the environment; Reconsidering Economics; Bounded rationality and the
environment
Unit-3 Teaching Hours:10
Ecofeminism and Ecocriticism

Gender and environment; Ecofeminism; androcentrism; Deep ecology – ecofeminism debate;

Ecocriticism; Romantic ecology; Nature writings; Thinking like a mountain; The forgetting and
remembering of the air
Unit-4 Teaching Hours:10
Environmental Ethics

Environmental Ethics; An autobiography of your relationship with the earth; Environmental

justice; Discounting; Climate change debates; Environmental refugees; The inconvenient truth;
Basics of sustainable living; Know your carbon footprints
Text Books And Reference Books:
1. Abram, D. (1996). The Spell of the Sensuous: Perception and Language in a More-than-human
World. New York: Vintage Books

2. Bhattacharya, R.N. (2004). Environmental Economics. Oxford University Press

3. Clark, T. (2011). Literature and the Environment. Cambridge University Press

4. Garrard, G. (2011). Ecocriticism. Routledge

5. Guha, R. (2000). Environmentalism. Oxford University Press

6. Leopold, A. (1949). A Sand County Almanac. Oxford: Oxford University Press

7. Sankar, U. (ed.) (2000). Environmental Economics. Oxford University Press

8. Stavins, R.N. (Ed.) (2012). Economics of the Environment. New York, London: W.W. Norton

9. Carson, R. (1963). Silent Spring. London: Hamish Hamilton

10. Martinez – Alier, J. (2002). The Environmentalism of the Poor: A Study of Ecological Conflicts
and Valuation. Cheltenham: Edward Elgar

11. Plumwood, V. (1993). Feminism and the Mastery of Nature. London: Routledge

12. Warren, K.J. (ed), (1994). Ecological Feminism. London: Routledge.

Essential Reading / Recommended Reading

Bhattacharya, R.N. (2004). Environmental Economics. Oxford University Press

Sankar, U. (ed.) (2000). Environmental Economics. Oxford University Press

Guha, R. (2000). Environmentalism. Oxford University Press

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Evaluation Pattern

CIA1A-10 MARKS

CIA1B-15 MARKS

CIA2-20 MARKS

ATTENDANCE-5 MARKS

ENG181-2 - ENGLISH (2023 Batch)

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

Course Objectives/Course Description

• To expose learners to a variety of texts to interact with

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

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

• To help learners negotiate with content and infer meaning contextually

• To help learners understand logical sequencing of content and process information

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

� To enable learners to learn the contextual use of words and the generic meaning

� To enable learners to listen to audio content and infer contextual meaning

� To enable learners to be able to speak for various purposes and occasions using context specific
language and expressions

� To enable learners to develop the ability to write for various purposes using suitable and precise
language.

Course Outcome

CO1: Understand how to engage with texts from various countries, historical, cultural
specificities, and politics and develop the ability to reflect upon and comment on texts
with various themes

CO2: Develop an analytical and critical bent of mind to compare and analyze the
various literature they read and discuss in class

CO3: Develop the ability to communicate both orally and in writing for various
purposes

Unit-1 Teaching Hours:4

food
Witches’ Loaves
O Henry

Unit-1 Teaching Hours:4

language
Presentation skills

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Unit-2 Teaching Hours:6

Fashion
In the Height of Fashion-Henry Lawson
Unit-2 Teaching Hours:6
Language
Report writing
Unit-3 Teaching Hours:4
Management
The Story of Mumbai Dabbawalas- ShivaniPandita

Unit-3 Teaching Hours:4

Language
Resume Writing
Unit-4 Teaching Hours:3
Language
Interview skills and CV writing
Unit-4 Teaching Hours:3
Management
If
By Rudyard Kipling
Unit-5 Teaching Hours:4
History
Who were the Shudras?
By Dr Ambedkar

Unit-5 Teaching Hours:4

language
Developing arguments- debating
Unit-6 Teaching Hours:3
language
Developing arguments- debating
Unit-6 Teaching Hours:3
History
Dhauli

By JayantaMahapatra
Unit-7 Teaching Hours:4
language

email writing

Unit-7 Teaching Hours:4

Social Media
An Occurrence at Owl Creek Bridge by Ambrose Bierce
Unit-8 Teaching Hours:2
Social Media

Truth in the �me of Social Media' by Girish Balachandran

Text Books And Reference Books:

ENGlogue 1

Essential Reading / Recommended Reading

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teacher manual and worksheets that teachers would provide. Listening skills
worksheets.

Evaluation Pattern

CIA1- 20

MSE-50

CIA3- 20

ESE- 50

EST151 - COMPARATIVE PHILOSOPHY: DARSANA AND

PHILOSOPHY (2023 Batch)
Total Teaching Hours for Semester:45 No of Lecture Hours/Week:3
Max Marks:50 Credits:2

Course Objectives/Course Description

This paper is a short introduction to the Indo-Western philosophical traditions with the aim of
setting into an interweaving motion the dialogic and contemplative. Its purpose is not merely to
discern and register similarities and differences between the two traditions, but more importantly
to open a dialogic space in the intersection of their central concerns.

Course Objectives:

• To introduce students to the art of thinking for themselves.

• To enable students to study how humans have reflected upon the riddles of human existence.
• To encourage students to understand the course through some of the important philosophers,
their thoughts, their times and climes.
• To equip students with skills necessary for being a thinker in the field of philosophy.
• To encourage students to become citizens of the world by exposing them to ideas and events
(literary and otherwise) that shape our world.
• To develop the interest of the students in reading, appreciating and critiquing the
philosophies and societies of the world with genuine empathy.
• To develop their skills of thinking, reading, understanding and writing the Self and the world
– logos redeemed by pathos.

Course Outcome

1: Students will be able to develop a better understanding of the Self and the world
through an empathetic reading of philosophers, philosophies and contexts.

2: Students will be able to understand Philosophy as a discipline better through an acute

awareness of the various disciplinary currents and crosscurrents.

3: Students will be able to think originally with an acute awareness of various schools
of thought

4: Students will be able to demonstrate mature abilities of interpretation, discrimination

and synthesis through the course of this course.

Unit-1 Teaching Hours:5

Unit 2 - 20 Hours

Unit II 20 Hours

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Schools of Indian philosophy - Darsana

This unit focuses on some of the important schools of Indian Philosophy.

• A Critical Survey of Indian Philosophy - Chandradhar Sharma

• The Story of Indian Philosophy - Prasanna Gautam

Unit-1 Teaching Hours:5

Unit 3 - 20 Hours

Unit III 20 Hours

This unit attempts to briefly introduce some of the important currents and cross-currents in
Western Philosophy.

• The Story of Philosophy – Will Durant

• From Socrates to Sartre: The Philosophic Quest - T. Z. Lavine

Text Books And Reference Books:

Unit I 05 Hours

Philosophy: An Introduction

Key Questions and problems:

• What is Darsana - Vichara and Anviksiki?

• What is Philosophy?
• The Non-translatables

Tentative Texts:

• “On the Concept of Philosophy in India” - Mind, Language and World - Bimal Krishna
Matilal
• “Introduction” - The Story of Indian Philosophy - Prasanna Gautam
• “On the Uses of Philosophy” - The Story of Philosophy - Will Durant
• “On Thinking for Oneself” - Arthur Schopenhauer

Unit II 20 Hours

Schools of Indian philosophy - Darsana

This unit focuses on some of the important schools of Indian Philosophy.

• A Critical Survey of Indian Philosophy - Chandradhar Sharma

• The Story of Indian Philosophy - Prasanna Gautam

Unit III 20 Hours

This unit attempts to briefly introduce some of the important currents and cross-currents in
Western Philosophy.

• The Story of Philosophy – Will Durant

• From Socrates to Sartre: The Philosophic Quest - T. Z. Lavine

Tentative Additional Reading List:

• The Cultural Heritage of India: Ramakrishna Mission Institute for Culture

• Outlines of Indian Philosophy – M. Hiriyanna
• Eastern Religions and Western Thought – Sarvapalli Radhakrishnan
• The Varieties of Religious Experience: A Study in Human Nature – William James
• Great Philosophers: From Socrates to Sartre - Gary Cox
• Sophie’s World - Jostein Gaarder

Essential Reading / Recommended Reading

• The Cultural Heritage of India: Ramakrishna Mission Institute for Culture

• Outlines of Indian Philosophy – M. Hiriyanna
• Eastern Religions and Western Thought – Sarvapalli Radhakrishnan

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• The Varieties of Religious Experience: A Study in Human Nature – William James

• Great Philosophers: From Socrates to Sartre - Gary Cox
• Sophie’s World - Jostein Gaarder

Evaluation Pattern
Evaluation Pattern:

CIA I: (20 Marks)

The students have to submit an analytic essay on any of the thinkers/philosophers, philosophical
schools, ideas and contexts of their choice.

Parameters of Evaluation:

• Analytic and not Descriptive– 5 marks

• Comparative in nature – 5 marks
• Contemporary relevance – 5 marks
• Inventiveness in the use of language and grammatical correctness – 5 marks

CIA II (20 Marks)

The students have to record a two-minute audio on a philosophical concept/tradition of their

choice and upload the same on the Google Classroom platform.

• Incisive articulation - 5
• Contemporary relevance - 5
• Dialogic - 5
• Analytic argumentation - 5

The students have to debate ideas that matter.

• Analytic – 5 marks
• Comparative in nature – 5 marks
• Contemporary relevance – 5 marks
• Inventiveness in presenting and arguing philosophically – 5 marks

End-Semester Portfolio Submission (50 Marks)

The students have to write a meditative essay in about 1000-2000 words pertaining to a philosophical
idea/problem of their choice.

• Analytic
• Contemporaneity
• Originality
• Argumentative

15-20 marks – if the answer bears no connection with the question and there is no

conceptual clarity at all.

20-25 marks – if the answer is not precise, lacks conceptual clarity, ideas are not

properly organized and is technically imperfect with grammatical mistakes and spelling

errors.

25-30 marks – if the answer shows conceptual clarity but is not precise, is technically

imperfect and fraught with grammatical mistakes and spelling errors.

30 - 35 marks – if the answer is precise, shows conceptual clarity and is grammatically

and technically perfect, but ideas are not properly organized.

35-42 marks – if the answer is precise, shows conceptual clarity, ideas are properly

organized and is technically perfect without grammatical mistakes and spelling errors.

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EST152 - SKILLS FOR PROFESSIONAL DEVELOPMENT (2023

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

Course Objectives/Course Description

The course aspires to enable and equip learners with skills to develop, perform
and exhibit professional skills and competencies in a formal setup of an
organization. The course intends to make the ,earners familiar with situations
that they may come across in a workspace and the skills to deal with them for
professional success.

Course Outcome

CO1: Understand and analyse the importance of professional skills

CO2: Exhibit / Analyse and Correspond in professional environments

CO3: Demonstrate adequate professional skills to better career advancement and

growth

Unit-1 Teaching Hours:20

Professional Etiquette

Writing for Employment, Communication with Letters, E-mail and Memos,

Clear Writing, Developing Reports and Proposals, Office Etiquette and
manners, principles of work behaviour, Planning and Attending Meetings,
Multicultural Etiquette, Professional Work ethics, Developing Interpersonal
Skills, Dealing with Office politics, Planning and Managing careers

Unit-2 Teaching Hours:10

Managing Communication

Importance of Communication, Understanding Verbal Communication,

Informal Communication, Modes of Communication, Understanding and
planning Communication (Why, who, how?), Making formal presentations,
Listening Skills

Unit-3 Teaching Hours:15

Problem Solving, Decision Making & Lateral
Thinking

Identifying, Defining and finding solutions to problems, Critical Thinking,

Group Discussions for Decision Making, Group Dynamics, Building teams,
Leading Teams, Team roles and processes, Lateral Thinking

Text Books And Reference Books:

01· DuPont Kay, M. (2004). Business Etiquette & Professionalism. Crisp

Publications

02. Butterfiled, Jeff. (2014). Soft Skills for Everyone. Cengage Learning India
Private Limited.

03. Adair, John. (1986). Effective Teambuilding. Rupa paperback

04. Sloane, Paul. (2017). The Leader’s Guide to Lateral Thinking Skills, Kogan
Page

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Essential Reading / Recommended Reading

01. Bock, Laszlo.(2016). Work rules. John Murray.

02. Richardson, Tim. (2015). The Responsible Leader. Kogan Page.

03. Murray, Kevin. (20120. The Language of Leaders. Kogan Page.

Evaluation Pattern

CIA 1 -20

CIA 2 - 20

Final Submission - 50

Students will be given assignments periodically and these assignments will be

task based and activity oriented.

Based on the discussions / inputs given in the class, studenst will have to
perform / produce / create / analyse / situations, materials, portfolios, research
artcicles, case studies etc depending on the contents of the syllabus

Students will be given scores based on the quality of their performance, content,
timely submissions, and quality of work submitted or produced.

EST153 - PARTITION NARRATIVES (2023 Batch)

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

Course Objectives/Course Description

Course Description:

Partition is a significant and recurring theme in the history of many nations. It

represents not just a division of land but also a rupture in the lives of people, impacting
their identities, cultures, and relationships. Through a diverse selection of literature, this
course seeks to examine the complex, multifaceted, and often painful narratives that
emerge from partition events around the world. It is an engaging and thought-provoking
exploration of literary works that delve into the multifaceted and often traumatic
experiences of partition in various countries. This course delves into the human,
emotional, and societal consequences of dividing nations and communities, providing a
comprehensive view of this historical phenomenon. The course will journey into
different regions (with a focus on Indian Partition), exploring literary responses to
partition, both in the form of creative works such as novels, short stories, and poetry, as
well as critical essays that provide theoretical frameworks for understanding these
narratives.

Course Objectives:

CO1: To develop a nuanced understanding of the historical, cultural, and human

dimensions of partition through the study of literature from various affected countries.

CO2: To analyze and critically engage with the ways in which literature serves as a
medium for reflecting the impact of partition on individuals and societies.

Course Outcome

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CO1: Students will demonstrate an in-depth understanding of the complex historical,

social, and cultural contexts of partition in various countries.

CO2: Students will be able to critically analyze and interpret literary works that explore
the emotional, psychological, and societal ramifications of partition.

Unit-1 Teaching Hours:3

Unit 1 - Introduction

Introduction to Partition and connected themes - Identity and Belonging, Displacement

and Migration, Violence and Trauma, Loss and Grief, Family and Relationships,
Nationalism and Politics, Cultural and Social Changes, Memory and Remembrance,
Reconciliation and Healing, Borders and Geopolitics, Nation-Building, Resistance and
Resilience

Unit-2 Teaching Hours:12

Unit 2 - Short Stories

“Toba Tek Singh” – Saadat Hasan Manto

“Cranes” – Hwang Sun-Won

“East-West Tale of a Sundered City” – Jill Smolove (non-fiction)

Unit-3 Teaching Hours:6

Unit 3 - Visual/Audio Text

Earth – Deepa Mehta (movie)

“Dekh Tere Sansaar ki Haalat kya ho gayi Bhagwan”- Nastik – Pradeep (song)

The Migration Series – Jacob Lawrence (select paintings)

Unit-4 Teaching Hours:15

Unit 4 - Poetry

“Blind Smoke” – Arjan ‘Shad’ Mirchandani

“To Waris Shah” – Amrita Pritam

“Migrations” – Keki Daruwalla

“Neither an Elegey nor a Manifesto” – John Hewitt

“A Poem that Came Easily” - Yun Tongju

Unit-5 Teaching Hours:9

Unit 5 - Critical Works

"Sri Lanka: The Last Phase in Eelam War IV" - SinhaRaja Tammita-Delgoda (Case-
study)

Introduction to Remembering Partition: Violence, Nationalism, and History -

Gyanendra Pandey

“Berlin Wall anniversary: Stories from the wall from those who remember” – BBC
(video)

Text Books And Reference Books:

Lynch, Robert. The Partition of Ireland 1918-1925. Cambridge, United Kingdom,

Cambridge University Press, 2019.

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Anindya Raychaudhuri. Narrating South Asian Partition : Oral History, Literature,

Cinema. New York, Ny, Oxford University Press, 2019.

Pandey, Gyanendra. "Remembering Partition: Violence, Nationalism, and

History." Modern Asian Studies, vol. 31, no. 3, 1997, pp. 763-810.

Essential Reading / Recommended Reading

Bhalla, Alok. “Memory, History and Fictional Representations of the

Partition.” Economic and Political Weekly, vol. 34, no. 44, 1999, pp. 3119–
28. JSTOR, http://www.jstor.org/stable/4408572. Accessed 29 Oct. 2023.

Demick, Barbara. Nothing to Envy: Ordinary Lives in North Korea. Spiegel & Grau,
2009.

Khan, Yasmin. The Great Partition: The Making of India and Pakistan. Yale University
Press, 2007.

Laffan, Michael. "The Partition of Ireland: 1911-25." Irish Historical Studies, vol. 36,
no. 141, 2008, pp. 36-54.

Nico Medina, What was the Berlin Wall. Penguin Books, 2019.

Puri, Kavita, editor. Partition Voices: Untold British Stories, Bloomsbury Publishing,
2019.

Rushdie, Salman. Midnight's Children. Random House, 1981.

Schneider, Peter. The Wall Jumper. University of Chicago Press, 1983.

Sen, Sanghita and Neeta Gupta, editors. Partition: Stories of Separation. HarperCollins
India, 2017.

Sidhwa, Bapsi. Ice-Candy Man. Penguin Books, 1991.

Singh, Khushwant. Train to Pakistan. Penguin Books, 2008.

Taylor, Frederick. The Berlin Wall: A World Divided, 1961-1989. Harper, 2006.

Partition Museum - The Partition Museum

Un-Divided Identities: Unknown Stories of the Partition | Retihaas| ReReeti

BBC Radio 4 - Partition Voices

Evaluation Pattern

Continuous Internal Assessment (CIA)

CIA I – 20 Marks

Creative Writing – Partition Memoir – Write a fictional memoir/journal entries/short

story from the perspective of someone who has lived through any historical partition

CIA II (Mid Semester) – 20 Marks

1. Partition and Popular Culture – Group presentation

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

End Semester Project – 50 Marks

Partition-inspired/themed Visual Art or Multimedia Project: Choose a partition event or

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theme and create a visual art piece or multimedia project (video, photography exhibit,
or digital storyboard) that conveys the impact of partition.

EST154 - LITERATURE FROM THE NORTHEAST (2023 Batch)

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

Course Objectives/Course Description

The Northeast has been a region lying in the peripheries of the mainstream for years.
Along with politics and economy, literature from this region also has been
marginalized. This course will introduce to the students, an array of literature from
North-East India. It intends to create exposure and in-depth understanding of the
societies of Assam, Nagaland, Manipur, Mizoram, Tripura, Meghalaya, Arunachal
Pradesh, and Sikkim, through literature.

CO1: Students will gain exposure about literature from the North-East.

CO2: Students will understand and appreciate cultural differences that exists between
NE India and other regions.

CO3: Students will gain knowledge on writings and culture of various regions of NE
India.

Course Outcome

CO1: Students will have gained exposure and knowledge about literature from the NE.

CO2: Students will look at cultural differences with a more holistic and broadened
approach.

CO3: Students will have acquired knowledge and exposure about culture from various
region of NE India.

Unit-1 Teaching Hours:5

Introduction

1. Tilottoma Misra: Literary Traditions in North East India: Shrinking Frontiers

2. Vivek Menezes: Why is Writing from the North East often ignored by mainland Indian
literary culture?

Unit-2 Teaching Hours:10

Novella

1. Chetan Raj Shrestha: The King’s Harvest

Unit-3 Teaching Hours:10

Poetry

1. Guru T Ladakhi: Jhunkyang: The Last Dream

2. Saratchand Thiyam: Sister

3. Chandrakanta Murasingh: Oh, Poor Hachukrai

4. Robin Nganom: My Invented Land

5. Kynpham Sing Nongkynrih: When the Prime Minister Visits Shillong

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the Bamboos Watch in Silence

Unit-4 Teaching Hours:20

Short story

1. Janice Pariat: Laitlum

2. Indra Goswami: Sanskar

3. Temsula Ao: The Curfew Man

4. Mamang Dai: The Strange Case of Kalen, the Hunter

5. Parshu Dahal: The Lama Who Never Was

Text Books And Reference Books:

1. Tilottoma Misra: Literary Traditions in North East India: Shrinking Frontiers

2. Vivek Menezes: Why is Writing from the North East often ignored by mainland Indian
literary culture?

1. Chetan Raj Shrestha: The King’s Harvest

1. Guru T Ladakhi: Jhunkyang: The Last Dream

2. Saratchand Thiyam: Sister

3. Chandrakanta Murasingh: Oh, Poor Hachukrai

4. Robin Nganom: My Invented Land

5. Kynpham Sing Nongkynrih: When the Prime Minister Visits Shillong

the Bamboos Watch in Silence

1. Janice Pariat: Laitlum

2. Indra Goswami: Sanskar

3. Temsula Ao: The Curfew Man

4. Mamang Dai: The Strange Case of Kalen, the Hunter

Parshu Dahal: The Lama Who Never Was

Essential Reading / Recommended Reading

� Baishya, Amit. Contemporary Literature from Northeast India: Deathworlds, Terror

and Survival. Routledge, 2019

� Chowdhury, Payel Dutta. Folktales from India’s Northeast. Heritage Publishers, 2020

� Shrestha, Cgetan Raj. The King’s Harvest: Two Novellas. Aleph Book Company, New
Delhi, 2013

� Misra, Tilottoma (ed.). The Oxford Anthology of Writings from North-East India
(Volume I and II). Oxford University Press, 2010

� Ngangom, Robin S and Kynpham S Nongkynrih (ed.). Dancing Earth. Penguin Books,
2009

� Ngangom, Robin S. The Desire of Roots. Red River, 2019

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� Zama, Margaret Ch. (ed.). Emerging Literatures from North-East India: The Dynamics
of Culture, Society and Identity. Sage, 2013

� Islam, Baharul K M. Literatures from the Northeast India: Beyond the Centre-
Periphery Debate. Routledge India, 2022.

Evaluation Pattern

CIA I: 20 marks

1. Classroom participation through maintaining reflective journals

2. Essays based on the texts

3. Presentation

CIA II: 20 marks

1. Written test

2. Perspective assessment through GD

End Semester Submission: 50 marks

Video Presentation of Case Study based on the CO.

EST155 - FORENSIC LINGUISTICS THROUGH CASE

STUDIES (2023 Batch)
Total Teaching Hours for Semester:45 No of Lecture Hours/Week:3
Max Marks:50 Credits:3

Course Objectives/Course Description

This course attempts to showcase the potential of language in aiding judicial

proceedings and crime investigations through case studies. This course introduces
Forensic Linguistics by providing definitions, overview, and methods of analysis
through close reading and analysis of the case studies.

CO1 – To create an understanding of how the knowledge of linguistics can be applied

to crime investigations, jurisdictions, and law enforcement.

CO2 –To generate informed discussions on language sciences concerning

interdisciplinary studies.

Course Outcome

CO1: Students will be able to understand the potential of language in the preview of
law, crime, and investigation.

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CO2: Students will be able to understand the role of an expert in forensic linguistics.

CO3: Students will be able to identify the different types of linguistic data used as
evidence.

Unit-1 Teaching Hours:6

Introduction to Forensic Linguistics & phonetics

This unit will provide an introduction to forensic linguistics and phonetics.

Unit-1 Teaching Hours:6

An Overview of Forensic LInguistics

This unit will discuss the emergence of forensic linguistics and phonetics.

Unit-1 Teaching Hours:6

Methods and Test Materials

The data and methods that are used in the process of linguistic and phonetic analysis are
discussed.

Unit-1 Teaching Hours:6

Branches of Forensic Linguistics

This unit provides a detailed list and description of various branches of forensic
linguistics and forensic phonetics

Unit-2 Teaching Hours:16

Earnest Miranda

A case study in detail. (background, people involved, data, analysis of data, approaches,
and findings)

Unit-2 Teaching Hours:16

The Lindberg Kidnapping

A case study in detail. (background, people involved, data, analysis of data, approaches,
and findings)

Unit-2 Teaching Hours:16

Derek Bentley

A case study in detail. (background, people involved, data, analysis of data, approaches,
and findings)

Unit-2 Teaching Hours:16

Paul Prinzivalli

A case study in detail. (background, people involved, data, analysis of data, approaches,
and findings)

Unit-3 Teaching Hours:16

Unabomber

A case study in detail. (background, people involved, data, analysis of data, approaches,
and findings)

Unit-3 Teaching Hours:16

The Yorkshire Ripper

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A case study in detail. (background, people involved, data, analysis of data, approaches,
and findings)

Unit-3 Teaching Hours:16

Kurt Cobain suicide letters

A case study in detail. (background, people involved, data, analysis of data, approaches,
and findings)

Unit-3 Teaching Hours:16

Timothy John Evans

A case study in detail. (background, people involved, data, analysis of data, approaches,
and findings)

Unit-4 Teaching Hours:7

Language Crime

This unit discusses various language-related crimes from real-life scenarios.

Unit-4 Teaching Hours:7

Language and Law

This unit explores the interrelatedness between Law and Language.

Unit-4 Teaching Hours:7

Discourse Analysis

This unit will focus on the examination and analysis of written and spoken language in
a forensic linguistic context.

Text Books And Reference Books:

Baldwin, J., & French, P. (1990). Forensic phonetics. Pinter.

Coulthard, M., & Johnson, A. (2017). An introduction to forensic linguistics : language

in evidence. Routledge.

Olsson, J. (2008). Forensic Linguistics. Bloomsbury Publishing.

Essential Reading / Recommended Reading

Behrens, S. J., & Parker, J. A. (2010). Language in the Real World. Routledge.

Hollien, H. (2001). Forensic speaker identification. Apuk.

Hollien, H. (2013). The Acoustics of Crime. Springer Science & Business Media.

Evaluation Pattern

CIA I

In-class or take-home assignments (20 marks)

CIA II

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Case study and analysis (500-700 words write-up/presentation) (20 marks)

CIA – III

Group projecton discourse analysis (50 marks)

EST156 - RETELLING OF EPICS IN INDIAN LITERATURE

(2023 Batch)
Total Teaching Hours for Semester:45 No of Lecture Hours/Week:3
Max Marks:50 Credits:3

Course Objectives/Course Description

Course Description

This course will explore the diverse traditions of Indian epics through retellings in Indian literature
and other art forms well into the twenty-first century. The primary interest will be understanding
the social, cultural, and political stakes attached to individual retellings of each epic. We will also
engage with the new adaptations of the epics like Indian television serials, film versions and
invocations of the epic stories in contemporary art and culture. Students will gain exposure to the
diversified social structures in India that these stories reproduce, as well as resistance to those
structures.

Course Objectives

CO1 To demonstrate a comprehensive understanding of the major Indian epics and their
historical and cultural significance.

CO2 To critically analyse and compare multiple retellings of Indian epics in different literary
forms, such as prose, poetry, drama, and visual media, highlighting variations in themes,
interpretations, and artistic choices.

CO3 To place these epics within the broader cultural and historical context of India, considering
how they have influenced and been influenced by various aspects of Indian society,
including religion, philosophy, art, and politics.

CO4 To apply their knowledge by creating their creative adaptations of Indian epics. This
includes writing, performance, or other forms of artistic expression that reflect an in-depth
understanding of the source material.

CO5 To engage in critical discourse by participating in class discussions, presenting research

findings, and writing essays demonstrating their ability to analyse, interpret, and critically
evaluate retellings of Indian epics while considering their cultural and literary implications.

Course Outcome

CO1: Students will gain a deeper understanding of Indian culture, traditions, and values
as they explore the retelling of epics. They will recognise the importance of these
narratives in shaping Indian identity and societal norms.

CO2: By critically examining various retellings of Indian epics, students will develop
advanced literary analysis skills, enabling them to dissect complex narratives, themes,
and stylistic elements in both classical and contemporary literature.

CO3: Students will acquire an interdisciplinary perspective by connecting the retellings

of Indian epics to fields such as history, philosophy, religion, and sociology. They will
appreciate how these narratives have influenced and been influenced by multiple
aspects of Indian society.

CO4: Through creating their retellings of Indian epics, students will demonstrate

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proficiency in adapting and reimagining classical narratives in a culturally sensitive and

creative manner.

CO5: Students will develop critical thinking skills as they engage in discussions and
produce written assignments that require them to reflect on the diverse interpretations
and adaptations of Indian epics. They will learn to express their ideas and arguments
coherently and persuasively.

Unit-1 Teaching Hours:15

Essays

Rohit Sharma: “The Art of Rewriting Indian Epics” (National)

A.K. Ramanujan: “Three Hundred Ramayanas: Five Examples and Three Thoughts on

Translation” (Regional)

Pradip Bhattacharya: “The Mahabharata on Screen” (National) (Skill Development)

Satya Chaitanya: “Bheel Bharath: When the Mahabharata Incarnates Down Under” (National)

Sharayu Shejale: “The Ramayana and its Retellings: Deconstructing the Myth” (National)

Unit-2 Teaching Hours:15

Literary Texts

Toru Dutt: “Lakshamana” (Poem) (National)

Sreekantan Nair: “Kanchana Sita” (Play) (Regional) (Skill Development)

M.T. Vasudevan Nair: “Bhima Lone Warrior” (Novel) (Regional)

Unit-3 Teaching Hours:15

Visual Media

Ramanand Sagar: “Ramayan” (1987 TV series) (National)

Ravi Chopra:“Mahabharat” (1988 TV series) (National)

Peter Stephen Paul Brook:“The Mahabharata” (Play) (Global) (Skill Development)

G.Aravindan: “Kanchana Sita” (Film) (Regional) (Skill Development)

Kottayam Thampuran: “Bakavadham” (The Slaying of Baka) (Kathakali) (Regional)

Text Books And Reference Books:

� Sharma, Rohit. “The Art of Rewriting Indian Epics.” Indian Literature, vol. 60, no. 2 (292), 2016, pp.
147–58. JSTOR, http://www.jstor.org/stable/44478971. Accessed 29 Oct. 2023.

� Ramanujan, A K. "Three Hundred Ramayanas: Five Examples and Three Thoughts on

Translation." The Collected Essays of A K Ramanujan. Ed. Vinay Dharwadker. New Delhi:
Oxford University Press, 1999. Print, pp 131-60.

� Pradip Bhattacharya. “The Mahabharata on Screen” Kalyan Kumar Chakravarthy (ed.), Text and
Variations of the Mahabharata: Contextual, Regional and Performance Traditions,Delhi, National
Museum for Manuscripts & Indira Gandhi Centre for the Arts, 2009. Print, pp. 247-270.

� Satya Chaitanya: “Bheel Bharath: When the Mahabharata Incarnates Down Under” Kalyan Kumar
Chakravarthy (ed.), Text and Variations of the Mahabharata: Contextual, Regional and
Performance Traditions, Delhi, National Museum for Manuscripts & Indira Gandhi Centre for the
Arts, 2009. Print, pp. 185-220.

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� Sharayu Shejale: “The Ramayana and its Retellings: Deconstructing the Myth” http://
intersections.anu.edu.au/issue45/shejale.html

� Dutt, Toru. “Ancient Ballads and Legends of Hindustan”. 1882. Open Knowledge Foundation
Network, India, 2013, https://in.okfn.org/files/2013/07/Ancient-Ballads-and-Legends-of-
Hindustan.pdf.

� Nair, Sreekantan, &Joseph, Sara. (2005). “Retelling the Ramayana: Voices from Kerala:
“Kanchana Sita” &’ Five Ramayana Stories”. OUP India.

� Nair, M. T. “Bhima Lone Warrior.” Harper Collins, 2013.

� Ravi Chopra: “Mahabharat” (1988 TV series) https://www.youtube.com/watch?

v=HnXkv_ozPQw&list=PLa6CHPhFNfadNcnVZRXa6csHL5sFdkwmV

� Ramanand Sagar: “Ramayan” (1987 TV series) https://www.youtube.com/watch?

v=vIh99bkSc_w&list=PL-nbe4FPvDBElyW0Iww5suxJqqmuGBgIH&index=3

� Peter Stephen Paul Brook: “The Mahabharata https://www.youtube.com/results?

search_query=Peter+Stephen+Paul+Brook%3A+%E2%80%9CThe+Mahabharata

� Kottayam Thampuran: “Bakavadham” https://www.youtube.com/watch?

v=LTR1nbhLPzE&t=11491s

� G.Aravindan, Kanchanasita (film), https://www.youtube.com/watch?v=d2m9n0aKgn4

� Karve, Irawati.Yuganta: The End of an Epoch. Mumbai: Orient Blackswan, 2008. Print.

� Mukherjee, Meenakshi. “Epic and Novel in India.” The Novel: Volume 1 History, Geography and
Culture. Ed. Franco Moretti. Princeton: Princeton UP, 2006. 596-631. Print.

� Weimann, Robert. “History, Appropiation, and the Uses of Representation in Modern Narrative.”
The Aims of Representation: Subject/Text/History. Ed. Murray Krieger. Stanford: Stanford UP,
1987. 175-215. Print.

� Chandra, Rai Govind. 1996.Indian Symbolism. Symbols as Sources of our Customs and Beliefs.
New Delhi: Munshiram Manoharlal.

� Cooper, J.C. 1978. An Encyclopedia of Traditional Symbols. London: Thames and Hudson.

� Dutt, Romesh Chander. 1961.The Ramayana and Mahabharata. London: J.M. Dent and Sons.

� Ganguli, Kisari Mohan, trans. 2008. The Mahabharata. Delhi: MunshiramManoharlal

� Kosambi, D D. 1983. Myth and Reality: Studies in the formation of Indian Culture. Bombay:
Popular Prakashan. (1962)

� Levi- Strauss, Claude. 1995. Myth and Meaning: Cracking the Code of Culture. Foreword by
Wendy Doniger. New York: Schocken Books. (1979).

� Segal, Robert. 2012.Myth: A Very Short Introduction. Oxford: OUP. (2004).

� Frye, Northrop. 1976.Spiritus Mundi: Essays on Literature, Myth and Society. Bloomington:
Indiana UP.

� Paula Richman, Many Ramayanas: The Diversity of a Narrative Tradition in India. Oxford
University Press. 1997.

� Satchidanandan, K. (2003). Myth in Contemporary Indian Literature. New Delhi: Sahitya

Akademi.

� Abhichandani, Param, (2005) Encyclopedia of Indian Literature 6, New Delhi: Sahitya Akademi.

� Agrawal, K. A. (2000) Indian Writing In English, New Delhi: Atlantic Publishers Ltd.

Essential Reading / Recommended Reading

� Sharma, Rohit. “The Art of Rewriting Indian Epics.” Indian Literature, vol. 60, no. 2 (292), 2016, pp.
147–58. JSTOR, http://www.jstor.org/stable/44478971. Accessed 29 Oct. 2023.

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� Ramanujan, A K. "Three Hundred Ramayanas: Five Examples and Three Thoughts on

Translation." The Collected Essays of A K Ramanujan. Ed. Vinay Dharwadker. New Delhi:
Oxford University Press, 1999. Print, pp 131-60.

� Pradip Bhattacharya. “The Mahabharata on Screen” Kalyan Kumar Chakravarthy (ed.), Text and
Variations of the Mahabharata: Contextual, Regional and Performance Traditions,Delhi, National
Museum for Manuscripts & Indira Gandhi Centre for the Arts, 2009. Print, pp. 247-270.

� Satya Chaitanya: “Bheel Bharath: When the Mahabharata Incarnates Down Under” Kalyan Kumar
Chakravarthy (ed.), Text and Variations of the Mahabharata: Contextual, Regional and
Performance Traditions, Delhi, National Museum for Manuscripts & Indira Gandhi Centre for the
Arts, 2009. Print, pp. 185-220.

� Sharayu Shejale: “The Ramayana and its Retellings: Deconstructing the Myth” http://
intersections.anu.edu.au/issue45/shejale.html

� Dutt, Toru. “Ancient Ballads and Legends of Hindustan”. 1882. Open Knowledge Foundation
Network, India, 2013, https://in.okfn.org/files/2013/07/Ancient-Ballads-and-Legends-of-
Hindustan.pdf.

� Nair, Sreekantan, &Joseph, Sara. (2005). “Retelling the Ramayana: Voices from Kerala:
“Kanchana Sita” &’ Five Ramayana Stories”. OUP India.

� Nair, M. T. “Bhima Lone Warrior.” Harper Collins, 2013.

� Ravi Chopra: “Mahabharat” (1988 TV series) https://www.youtube.com/watch?

v=HnXkv_ozPQw&list=PLa6CHPhFNfadNcnVZRXa6csHL5sFdkwmV

� Ramanand Sagar: “Ramayan” (1987 TV series) https://www.youtube.com/watch?

v=vIh99bkSc_w&list=PL-nbe4FPvDBElyW0Iww5suxJqqmuGBgIH&index=3

� Peter Stephen Paul Brook: “The Mahabharata https://www.youtube.com/results?

search_query=Peter+Stephen+Paul+Brook%3A+%E2%80%9CThe+Mahabharata

� Kottayam Thampuran: “Bakavadham” https://www.youtube.com/watch?

v=LTR1nbhLPzE&t=11491s

� G.Aravindan, Kanchanasita (film), https://www.youtube.com/watch?v=d2m9n0aKgn4

� Karve, Irawati.Yuganta: The End of an Epoch. Mumbai: Orient Blackswan, 2008. Print.

� Mukherjee, Meenakshi. “Epic and Novel in India.” The Novel: Volume 1 History, Geography and
Culture. Ed. Franco Moretti. Princeton: Princeton UP, 2006. 596-631. Print.

� Weimann, Robert. “History, Appropiation, and the Uses of Representation in Modern Narrative.”
The Aims of Representation: Subject/Text/History. Ed. Murray Krieger. Stanford: Stanford UP,
1987. 175-215. Print.

� Chandra, Rai Govind. 1996.Indian Symbolism. Symbols as Sources of our Customs and Beliefs.
New Delhi: Munshiram Manoharlal.

� Cooper, J.C. 1978. An Encyclopedia of Traditional Symbols. London: Thames and Hudson.

� Dutt, Romesh Chander. 1961.The Ramayana and Mahabharata. London: J.M. Dent and Sons.

� Ganguli, Kisari Mohan, trans. 2008. The Mahabharata. Delhi: MunshiramManoharlal

� Kosambi, D D. 1983. Myth and Reality: Studies in the formation of Indian Culture. Bombay:
Popular Prakashan. (1962)

� Levi- Strauss, Claude. 1995. Myth and Meaning: Cracking the Code of Culture. Foreword by
Wendy Doniger. New York: Schocken Books. (1979).

� Segal, Robert. 2012.Myth: A Very Short Introduction. Oxford: OUP. (2004).

� Frye, Northrop. 1976.Spiritus Mundi: Essays on Literature, Myth and Society. Bloomington:
Indiana UP.

� Paula Richman, Many Ramayanas: The Diversity of a Narrative Tradition in India. Oxford
University Press. 1997.

� Satchidanandan, K. (2003). Myth in Contemporary Indian Literature. New Delhi: Sahitya

Akademi.

� Abhichandani, Param, (2005) Encyclopedia of Indian Literature 6, New Delhi: Sahitya Akademi.

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� Agrawal, K. A. (2000) Indian Writing In English, New Delhi: Atlantic Publishers Ltd.

Evaluation Pattern
CIA I: The student will be asked to submit a proposal for a descriptive essay on any local art form,
which is a retelling of an epic. The student should have completed a pilot study of the chosen field.
It will be evaluated on the selection of the art form and the rationale of the study (20 marks).

CIA II: The student is required to submit a draft, which will include literature review and the
uniqueness of the study. (20 marks)

CIA III: Submission of the final essay (50 Marks)

LAW142 - RIGHT TO INFORMATION (2023 Batch)

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

Course Objectives/Course Description

There is no gainsaying the fact that knowledge is the paramount source of empowerment
and empowerment enriches democracy. The attributes of democracy, viz. the
government- of, by and for the people, can be realized successfully if the people are well
informed and participate in decision making.
To achieve this goal, the Parliament has enacted the Right to Information Act, 2005, and
the same has conferred, the most invaluable right to be informed, on the people. Hailed
widely as a vaccine against corruption and a multi-vitamin for nourishment of
democracy, law relating to Right to Information has become an indispensable weapon for
the citizens.

Course Outcome

CO1: To comprehensively understand the legal framework regarding the Right to

Information in India.

CO2: To contextualise Right to Information in the broader realm of public law along
with allied concepts such as open governance, rule of law, accountability, transparency
etc.

Unit-1 Teaching Hours:9

Introduction
Historical background; Shift in attitudes- secrecy, privilege, open government; Citizens’
right to know; Campaign for freedom of information; Constitutional Provisions;
Technological revolution – Information technology

Unit-2 Teaching Hours:9

Legal Framework
Right to information Act. 2005 – Overview – Objectives and reasons – Scope of the Act
and Overall Scheme of the Act – What concerned citizens will want to know – Definitions

Unit-3 Teaching Hours:9

OBLIGATIONS OF PUBLIC AUTHORITIES
Right to information; Obligations of public authorities; Public information officers;
Request for information; Disposal of request

Unit-4 Teaching Hours:9

RIGHT TO INFORMATION ? EXEMPTIONS

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Grounds for rejection to access in certain cases; Severability; Third party information;
Statutory exemptions

Unit-5 Teaching Hours:9

INFORMATION COMMISSIONS
Constitution of Central Information Commission; State information commission; Powers
and functions of commission; Appeal and Penalties; Freedom of information in
commercial disputes; Right to Privacy v Right to information

Text Books And Reference Books:

1. S����� N���, T�� R���� �� I���������� A�� 2005: A H������� (1st edition
ed. 2011).

Essential Reading / Recommended Reading

1. N. V. P��������, R���� T� I���������� L�� I� I���� (First Edition ed. 2014).

Evaluation Pattern

As per University norms

LAW144 - ENVIRONMENTAL LAW (2023 Batch)

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

Course Objectives/Course Description

The present decline in environmental quality calls for a stricter enforcement of laws relating to protection of
environment. The objective of this course is to give an insight into various legislations that has been enacted in our
country for protection of environment and also to create awareness among the citizens of the country about the duties
cast on them under various legislations in relation to protection of environment.

Course Objectives:

• To impart an in-depth knowledge of environmental legislations to students from diverse backgrounds.

• To interpret, analyse and make a critique of the legislations and Case laws relating to environment
• To provide a brief understanding of various developments that has taken place at international level to check
various environmental harms.

Course Outcome

CO1: learn about environmental law

C02: make students environmentally conscious

Unit-1 Teaching Hours:5

INTRODUCTION
INTRODUCTION

Unit-2 Teaching Hours:5

INDIAN CONSTITUTION AND ENVIRONMENT
INDIAN CONSTITUTION AND ENVIRONMENT

Unit-3 Teaching Hours:5

JUDICIAL REMEDIES AND PROCEDURES AVAILABLE
FOR ABATEMENT OF ENVIRONMENTAL POLLUTION
JUDICIAL REMEDIES AND PROCEDURES AVAILABLE FOR ABATEMENT OF ENVIRONMENTAL
POLLUTION

Unit-4 Teaching Hours:5

ENVIRONMENT (PROTECTION) ACT, 1986
ENVIRONMENT (PROTECTION) ACT, 1986

Unit-5 Teaching Hours:5

ENVIRONMENT (PROTECTION) ACT, 1986
ENVIRONMENT (PROTECTION) ACT, 1986

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Unit-6 Teaching Hours:5

WATER (PREVENTION AND CONTROL OF
POLLUTION) ACT 1974
WATER (PREVENTION AND CONTROL OF POLLUTION) ACT 1974

Unit-7 Teaching Hours:5

FORESTS AND CONSERVATION LAWS
FORESTS AND CONSERVATION LAWS

Unit-8 Teaching Hours:5

WILD LIFE PROTECTION AND THE LAW
WILD LIFE PROTECTION AND THE LAW

Unit-9 Teaching Hours:5

INTERNATIONAL DEVELOPMENTS FOR PROTECTION
OF ENVIRONMENT
INTERNATIONAL DEVELOPMENTS FOR PROTECTION OF ENVIRONMENT

Text Books And Reference Books:

MC Mehta Enviromental Law Book

Essential Reading / Recommended Reading

MC Mehta Enviromental Law Book

Evaluation Pattern

Class Discussion: 50 Marks

MCQ exam: 50 Marks

LAW146 - LAW AND PRACTICE OF INTELLECTUAL

PROPERTY (2023 Batch)
No of Lecture
Total Teaching Hours for Semester:30
Hours/Week:3
Max Marks:100 Credits:2

Course Objectives/Course Description

Course Description:

A clear understudying of the intellectual property system has, therefore, become a

necessity for all those associated with creative and innovative endeavor from policy
makers, business executives to educators as well as artists and inventors themselves.
This course seeks to provide a foundation for students to understand the enormous
potential and power of IP and regulatory framework in India. The major objectives of
the course are to(i) To understand the niceties and complexities of the global
intellectual property system and the challenges it poses to India in terms of compliance
to global standards of IP protection (ii) To identify IP as an effective policy tool for
national, economic, social and cultural development, especially through the use of
limitations and exceptions to monopoly rights and (iii) To equip students with the
knowledge of the procedural and substantive IP system in India.

Course Objectives:

To identify the conventional and non-conventional forms of intellectual property rights

and to understand the basic differences between them.

To comprehend the theoretical underpinnings of intellectual property rights protection.

To understand the international instruments related to intellectual property rights

protection.

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To equip students with the knowledge of the procedural and substantive IP system in
India.

To identify the limitations and exceptions to these monopoly rights.

Course Outcome

CO1: Identify the different forms of intellectual property and describe the importance
of protection of IP.

CO2: Understand the essential requirements of IP protection, duration, rights conferred

and remedies provided.

CO3: Apply the principles of IP protection to legal problems correctly.

CO4: Analyze the issues related to infringement of IP.

CO5: Draft legal instruments pertaining to registration and transfer of IP.

Unit-1 Teaching Hours:6

INTRODUCTION

Concept of Property, Nature and philosophy of Intellectual property, Evolution of IP

law in India and implications of TRIPS, Types of IP

Unit-2 Teaching Hours:10

COPYRIGHT

Copyright basics, Neighboring rights and digital copyright,

Protection and remedies for infringement

Unit-3 Teaching Hours:10

PATENTS

Patents – evolution, Criteria for Patentability, rights of patentee and application for
international patent under PCT

Unit-4 Teaching Hours:8

TRADEMARKS

Trademark, service mark, registration, renewal and enforcement, passing off,

Geographical indications

Unit-5 Teaching Hours:6

TRADE SECRETS

Trade secrets, common law protection , TRIPS obligation

Unit-6 Teaching Hours:5

OTHER IPRS

Industrial designs, Plant varieties, rights of indigenous people, Biological diversity

Text Books And Reference Books:

Intellectual Property Rights: Text and Cases by Anil Kumar, Vandana

Year of Publication: 2019

Publisher: Pearson Education India

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Cases and Materials on Intellectual Property by William Cornish, David Llewelyn, and
Tanya Aplin

Year of Publication: 2019

Publisher: Sweet & Maxwell

Intellectual Property: Patents, Copyrights, Trademarks & Allied Rights by N.S.

Gopalakrishnan

Year of Publication: 2019

Publisher: Eastern Book Company

Intellectual Property: Text and Essential Cases by Tanya Aplin, Jennifer Davis

Year of Publication: 2018

Publisher: Oxford University Press

Essential Reading / Recommended Reading

Global Intellectual Property Law by Graham Dutfield

Year of Publication: 2021

Publisher: Edward Elgar Publishing

Intellectual Property Law: Text, Cases, and Materials by Tanya Aplin, Jennifer Davis,
and Simon Kiddle

Year of Publication: 2020

Publisher: Oxford University Press

Intellectual Property: A Very Short Introduction by Siva Vaidhyanathan

Year of Publication: 2017

Publisher: Oxford University Press

Intellectual Property Rights and Innovation in the Fourth Industrial Revolution by

Carlos M. Correa

Year of Publication: 2020

Publisher: Cambridge University Press

Intellectual Property Rights: Legal and Economic Challenges for Development by

Mario Cimoli, Giovanni Dosi, and Keith E. Maskus

Year of Publication: 2014

Publisher: Oxford University Press

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The Oxford Handbook of Intellectual Property Law by Rochelle C. Dreyfuss and

Justine Pila

Year of Publication: 2020

Publisher: Oxford University Press

Evaluation Pattern

CIA I - 20%

CIA II - Mid Semester Examination - 50%

CIA III - 20%

LAW147 - CORPORATE LAW (2023 Batch)

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

Course Objectives/Course Description

The course covers various aspects of The Companies Act, 2013 relating to formation of
companies, documentation of companies, types of capital, issue of shares, transfer and
transmission of shares, management of company, statutory meetings and provisions
relating to meetings, winding up of a company and other latest amendments of the Act.
As a prerequisite, students should have basic knowledge about different organization
structures and also the concept of a Company (Public and Private).

Course Learning Objective: The objective of the course is to impart students the basic
knowledge of the regulatory framework of companies with reference to various
provisions of Companies Act 2013 there under including case laws.

Course Outcome

CO1: Demonstrate comprehensive and understanding of those areas of the concept of

the Companies (Private and Public) and its inherent characteristics that makes it
different from other forms of organizations.

CO2: Discuss the various legal and regulatory rules about the genesis of a company,
shareholders, directors, documents etc.

Unit-1 Teaching Hours:15

Unit 1: Introduction

Company and its Characteristics; types of companies including one-person company,

small company and dormant company; association not for profit; illegal association and
Limited Liability Partnership (LLP); formation of company and LLP, on-line filing of
documents, promoters, their legal position, pre-incorporation contract; on-line
registration of a company; Administration of Company Law [including National
Company Law Tribunal (NCLT), National Company Law Appellate Tribunal
(NCLAT), Special Courts].

Unit-2 Teaching Hours:10

Unit 2: Documents

Memorandum of association and its contents; Articles of association and its contents;
prospectus and its types; Misstatement in prospectus; Types of issue of shares for

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Public and Private companies, allotment and forfeiture of share, Transfer and
Transmission of shares; Member and their rights; Doctrine of constructive notice and
indoor management.

Unit-3 Teaching Hours:10

Unit 3: Management

Management: Director and its Classification including Women directors, Independent

director, Small shareholder’s director; Disqualifications, Director Identification Number
(DIN); Their appointment; Legal positions, powers and duties; removal of directors;
Key Managerial Personnel. Meetings: Meetings of shareholders and board; Types of
meeting, convening and conduct of meetings, Quorum, Agenda, proxy forms, Minutes
book and Voting Methods including postal ballot, Circular Resolution, e-voting;
Committees of Board of Directors - Audit Committee, Nomination and Remuneration
Committee, Stakeholders Relationship Committee, Corporate Social Responsibility
Committee, Grievance Redressal Committee.

Unit-4 Teaching Hours:10

Unit 4: Winding Up

Insider Trading, Whistle Blowing: Insider Trading; meaning & legal provisions;
Whistle blowing: Concept and Mechanism- Insolvency code.

Text Books And Reference Books:

Kapoor, N.D. (2012). Company Law & Secretarial Practice (13th ed.). New Delhi:
Sultan Chand & Sons

Essential Reading / Recommended Reading

1. Company Law Study Material – Institute of Company Secretaries of India 2. MC

Kuchhal.(2013) Modern Indian Company Law. Delhi:ShriMahavir Book Depot
(Publishers) 3. GK Kapoor and Sanjay Dhamija. (2014) Company Law. Delhi. Bharat
Law House 4. Anil Kumar. (2013) CorporateLaw.Delhi: Indian Book House 5.
ReenaChadha and SumantChadha (2014).CorporateLaws.Delhi: Scholar Tech Press 6.
Avtar Singh.(2014) Introduction to Company Law.Eastern Book Company

Evaluation Pattern

CIA I: 20 Marks

CIA II: 20 Marks

CIA III: 50 Marks

Attendance: 10 Marks

LAW149 - LEGAL ASPECTS OF HUMAN RESOURCE

MANAGEMENT (2023 Batch)
Total Teaching Hours for Semester:30 No of Lecture Hours/Week:3
Max Marks:100 Credits:2

Course Objectives/Course Description

Human resource management encompasses a wide range of responsibili�es and func�ons within
an organiza�on. In order to prac�cally avoid mistakes several HR managers makes due to limited
knowledge of their legal responsibility. This course is designed to provide a comprehensive
understanding of the legal framework governing human resources management. The course will
explore key statutes, regula�ons, and case law that impact various aspects of HR func�ons.
From the above premise, The course is divided into six (6) units:
Unit 1 deals with overview of the historical development of labour laws in India and
understanding the cons�tu�onal and statutory founda�ons of labour laws. Unit 2 willdeals
illuminate the legal issues involved in strikes and lockouts. Unit 3deals on HR Contracts and
Policies align with Labour Law and contract law. Unit 4 will provide the understanding of the Right

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and du�es of the trade unions. Unit 5 covers sexual harassment and discrimina�on on the work
place and how HR plays a huge role in dealing with this challenges. Unit 6 will make the students
understand the resolu�on process in an industrial conflict as well as alterna�ve dispute resolu�on
mechanisms.

Course Outcome

CO1: Identify and describe the concept of labour law and its implication on HR role

CO2: Apply the concepts in the present socio legal scenario

CO3: Analyse the judicial pronouncements and their effectiveness.

C04: Evaluate the current labour legislations and analyse it in accordance with the
existing labour issues.

Unit-1 Teaching Hours:3

General Introduction

Historical evolu�on of labour laws in India; cons�tu�onal and statutory founda�ons;

Understanding the legal implica�ons of the HR func�on.

Unit-2 Teaching Hours:3

Introduction of Strikes and Lock-outs

Reasons for Strikes and Lock-outs; Ramifica�ons; Legal Issues involved Strikes and Lock-out.

Unit-3 Teaching Hours:3

Ensure HR Contracts and Policies align with Labour Law
and contract law:
Introduc�on :standing order; manifesta�ons of misconduct and Principles of natural jus�ce;

Introduc�on : The legal procedures to follow when trying to dismiss an employee who is
incompetent or underperforming.

Unit-4 Teaching Hours:6

Introduction: Evolution of trade unionism

Collec�ve Bargaining; Rights and immuni�es of trade unions; Impact of trade unions on Indian
industries.

Unit-5 Teaching Hours:6

Lay-off, Retrenchment and Closure

Introduc�on - Legal Provisions; Employment ;Unfair labour prac�ces

Unit-5 Teaching Hours:6

Defining the forms of Harassment and Discrimination

Introduc�on of Sexual Harassment (Preven�on, Prohibi�on and Redressal) Act, 2013) and Ar�cle
25(2) of the Indian Cons�tu�on on discrimina�on.

Unit-6 Teaching Hours:6

Resolution of Industrial conflicts
Introduc�on; Concilia�on; Arbitra�on; Adjudica�on

Text Books And Reference Books:

- Richard Mitchell, Petra Mahy & Peter Gahan, The Evolu�on of Labour Law in India: An Overview
and Commentary on Regulatory Objec�ves and Development

- Labour and Industrial Law by H.L.Kumar

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- Administra�ve Law, by IP Massey

- Industrial Jurisprudence: A Cri�cal Commentary by Dr EM Rao

Essential Reading / Recommended Reading

1.Administra�ve Law, by IP Massey published by EBC Edi�on 2014 Pg 200-300

2.Indian Contract Act, 1872 (Termina�on of contract)
3.The Industrial Employment (Standing Orders) Act, 1946.
4.Industrial Disputes Act, 1947.
5. Principle of Natural Jus�ce (Ar�cle 14 and Ar�cle 21 of the Indian Cons�tu�on.

Evaluation Pattern
Assessment outline CIA I- MCQ Quiz CIA II: Research Paper CIA III: Final Examina�on
100 Marks 25 Marks 25 Marks 50 Marks
LAW150C - CORPORATE SOCIAL RESPONSIBILITY AND
HUMAN RIGHTS (2023 Batch)
No of Lecture Hours/
Total Teaching Hours for Semester:45
Week:3
Max Marks:100 Credits:3

Course Objectives/Course Description

Corporate Social Responsibility or CSR, as it is popularly referred to, is a

combination of ethical, philanthropic, legal and economic responsibilities of a
corporate organization towards the social transformation by addressing the
social issues in collaboration with Government and NGOs. The corporate
entities are more into profit making business and in this race, they often forget
that their activities are causing harm to and not protecting the environment as
well as human rights of the people.
This course, thus, has been specifically designed for the non-law people. It aims
to address the linkages between the corporate and the human rights in the form
of CSR. It critically analyses one significant question – whether the issues of
human rights should be addressed by the corporate sector mandatorily or
voluntarily, in different social contexts? The strengths and weaknesses of the
CSR initiatives in India and other countries are analysed. Also, the international
commitments, with special reference to the role of United Nations are seen.

Course Outcome

CO1: The students will be able to understand the meaning and origin of Corporate
Social Responsibility (CSR) and human rights and establish the linkage between the
two.

CO2: The students will be able to understand the legal regime of CSR in India and its
impact on protection of human rights.

CO3: The students will be able to analyze the CSR initiatives in India and the
International commitments thereof, with special reference to the role played by the UN.

CO4: The students will be able to evaluate the strengths and weaknesses of the CSR
initiatives in terms of promotion of Human rights, in India as well as globally.

CO5: The students will be able to suggest the various ways and methods to eliminate
the lacunas or at least improve the CSR initiatives for better protection of human rights
in India and globally as well.

Unit-1 Teaching Hours:9

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INTRODUCTION
Meaning and origin of CSR; Meaning of human rights; Linkage between
human rights and CSR
Unit-2 Teaching Hours:9
INDIA AND OTHER COUNTRIES
CSR by companies in India affecting human rights; CSR and the provisions of
the Companies Bill, 2012; CSR by companies in other countries affecting human
rights
Unit-3 Teaching Hours:9
INTERNATIONAL LEGAL REGIME
United Nations commitments on CSR relating to human rights; other
international commitments on CSR affecting human rights
Unit-4 Teaching Hours:9
CONTEMPORARY POSITION
Strengths and weakness of CSR in terms of promotion of human rights in India
as well as globally
Unit-5 Teaching Hours:9
RECOMMENDATIONS
Suggestions to improve upon the weaknesses of the CSR for the protection of
human rights
Text Books And Reference Books:

1. Corporate Social Responsibility: Doing the Most Good for Your Company and
Your Cause by Philip Kotler and Nancy Lee

2. Who’s Responsible for Corporate Social Responsibility? By Christine Bader

3. Making Sustainability Work: Best Practices in Managing and Measuring

Corporate Social, Environmental and Economic Impacts by Marc J. Epstein
and Adriana Rejc Buhovac

4. Social-Impact Efforts That Create Real Value by George Serafeim

5. Corporate Social and Human Rights Responsibilities- Global, Legal and

Management Perspectives by Karin Buhmann, Lynn Roseberry and Mette
Morsing

6. Corporate Social Responsibility in India by Sanjay Kr. Agarwal

7. Human Rights and Indian CSR Laws by Dr. Commander Bhushan Dewan

8. Universal Declaration of Human Rights, 1948

9. Constitution of India, 1950

10. Companies Act (Including all recent amendments)

Essential Reading / Recommended Reading

1. Corporate Social Responsibility: Doing the Most Good for Your Company
and Your Cause by Philip Kotler and Nancy Lee

2. Who’s Responsible for Corporate Social Responsibility? By Christine Bader

3. Making Sustainability Work: Best Practices in Managing and Measuring

Corporate Social, Environmental and Economic Impacts by Marc J. Epstein

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and Adriana Rejc Buhovac

4. Social-Impact Efforts That Create Real Value by George Serafeim

5. Corporate Social and Human Rights Responsibilities- Global, Legal and

Management Perspectives by Karin Buhmann, Lynn Roseberry and Mette
Morsing

6. Corporate Social Responsibility in India by Sanjay Kr. Agarwal

7. Human Rights and Indian CSR Laws by Dr. Commander Bhushan Dewan

8. Universal Declaration of Human Rights, 1948

9. Constitution of India, 1950

10. Companies Act (Including all recent amendments)

Evaluation Pattern

CIA I - 25%

CIA II - 25%

CIA III -50%

MAT141 - MATHEMATICS FOR MANAGERIAL DECISIONS

(2023 Batch)
Total Teaching Hours for Semester:45 No of Lecture Hours/Week:3
Max Marks:50 Credits:3

Course Objectives/Course Description

This course is designed to familiarise learners with the mathematics principles behind
effective decision making and train them in the use of mathematical models to model
the real world/practical problem and solve those problems.

This course will help the learner to gain a familiarity with

COBJ1: Mathematical foundations of decision making.

COBJ2: Theoretical background of queuing systems.

COBJ3: Mathematical background of different types of inventory systems

Course Outcome

CO1: Understand and apply mathematical foundations in decision making.

CO2: Apply and extend queuing models to analyse real world systems.

CO3: Make optimal decisions for the improvement of the inventory systems.

Unit-1 Teaching Hours:15

Decision Theory

Decision models - decision making under certainty - decision making under uncertainty
- decision making under risk - decision trees.

Unit-2 Teaching Hours:15

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Queuing Theory

Queuing models - Elements of queuing model - pure birth and death models - queuing
decision models

Unit-3 Teaching Hours:15

Inventory Control

Inventory models - Classical EOQ models - dynamic EOQ models - probabilistic

models: continuous review models - single period models - multi period models.

Text Books And Reference Books:

H. D. Taha, "Operations research: An introduction", Pearson Education, 2017.

Essential Reading / Recommended Reading

1. P. K. Gupta, D. S. Hira, "Operations research", S. Chand & Co., 2014.

2. M. W. Carter, C. C. Price, G. Rabadi, "Operations research: A practical approach",

CRC Press, 2019.

3. S. M. Ross, "Introduction to operations research", McGraw Hill, 2001.

Evaluation Pattern

CIA I - 20 Marks

CIA II - 20 Marks

CIA III - 50 Marks

Attendance - 10 Marks

It will be converted to 45(CIA)+5(Attendance) = 50

MAT143 - MATHEMATICS FOR ECONOMICS AND

BUSINESS (2023 Batch)
Total Teaching Hours for Semester:45 No of Lecture Hours/Week:3
Max Marks:100 Credits:3

Course Objectives/Course Description

Course description: This course aims as an add-on course for the students in reaching a level of
increased competence in economics and business. It is designed for students who have a basic
mathematical background. Emphasis is placed upon learning mathematical concepts through
common economics and business problems. Topics included are Functions of one variable,
Calculus and its application in economics, Limits, Maxima and minima etc.

Course objectives: This course will help the learner to

COBJ 1: Intended to increase the use of mathematical methods in Economics and Business.

COBJ 2: To get working knowledge on limits, concavity convexity and points of inflection.

COBJ 3: Learn Differentiation, Partial differentiation and its basic applications in Economics and
Business.

COBJ 4: Study the concepts of increasing and decreasing functions, maxima and minima, and
find its applications through functions familiar in Economics and Business.

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Course Outcome

CO1: Demonstrate working knowledge on limits, concavity convexity and points of

inflection and its uses in Economics and Business.

CO2: Use Differentiation and Partial differentiation in Economics and Business.

CO3: Study the concepts of increasing and decreasing functions, maxima and minima,
and find its applications through functions familiar in Economics and Business.

Unit-1 Teaching Hours:15

Introduction to Functions of one variable

Set Theory, Set Operations, Venn Diagrams, Functions of One real variables, The Domain and
Range, Graphs, Graphs of Equations in two variables, Distance formula, circles, Shifting Graphs,
Finding slopes, Linear Models, The consumption function, Graphical Solutions of Linear
Equations, Polynomials, powers and exponentials, Power and rational functions, Graph of power
function, Compound interest.
Unit-2 Teaching Hours:15
Calculus and its Applications

Meaning of derivatives, rules of differentiation, standard results. Rate of change and their
Economic Significance, Limits, Maxima and Minima, concavity, convexity and points of
inflection, elasticity of demand, Price elasticity of demand.
Unit-3 Teaching Hours:15
Integration and functions of two or more variables

Meaning, rules of integration, standard results, Integration by parts, definite integration,

Integration by substitution, Marginal cost, marginal revenue, Consumer’s surplus, producer’s
surplus, consumer’s surplus under pure competition, consumer’s surplus under monopoly.

Text Books And Reference Books:

1. K. Sydsaeter, Peter J. Hammond: Mathematics for Economic Analysis, Pearson, 1995.

2. T. Yamane, Mathematics for Economists, An Elementary Survey, PHI, New Delhi.

Essential Reading / Recommended Reading

1. V. K. Kapoor, Problems and solutions in Business Mathematics, Sulthan Chand & Sons,
Educational Publishers, New Delhi.

2. A. C. Chiang and K. Wainwright, Fundamental Methods of Mathematical Economics, 4th

Edition, McGraw-Hill, New York, 2005.

3. M. George, Thomaskutty, A Text Book of Mathematical Economics, Discovery Publishers, New

Delhi.

nd
4. E. Don and J. J. Lerner, Schaum’s outlines of Basic Business Mathematics, 2 ed., McGraw-
Hill, 2010.
Evaluation Pattern
This course is completely depending upon the CIAs, which will be evaluated through

assignments and tests/examinations. The component-wise evaluation pattern is given below

Component Mode of Assessment Parameters Points

Basic, conceptual, and
Test and written analytical knowledge
CIA I assignment of the subject 10
Applications of core
Test and written concepts and
CIA II assignment Problem solving skills 10

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Comprehensive knowledge
Comprehensive of the subject and
CIA III Examination Problem solving skills. 25
Attendance Attendance Regularity and Punctuality 5

MED150 - ARTS APPROACHES TO PEACEBUILDING (2023

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

Course Objectives/Course Description

This is a foundational course which enables the students to understand the what, why
and how of peacebuilding. Through the use of activities, lectures and case studies-based
pedagogy, students will be enabled to become familiar with the domain of peace studies
and explore the possibility of their peacebuilding contributions in conflict contexts. Case
study analysis, role plays, fish bowl activities, etc. would be used as pedagogical tools to
make students understand viewpoints from different perspectives.

Suitable for: This course is suitable for students who aspire to work in the domains of
international studies, psychology, law, sociology, social work, journalism, education,
performing arts, literature, human resource management, etc. All those who are generally
curious and interested about dealing with conflict, pursuing peace and exploring the arts
are also welcome.

Course Outcome

CO1: Conceptually establish peacebuilding, peace, violence, conflict and related terms

C02: Demonstrate a basic understanding of the domain of peace studies

C03: Use conflict resolution models at the level of a beginner

Unit-1 Teaching Hours:5

Introduction to the Domain of Peace and Conflict

•
Conflict, violence, peace, durable peace, fragile peace, peacemaking, peacekeeping,
peacebuilding, conflict resolution, conflict transformation, etc.

Unit-2 Teaching Hours:10

Conflict Analysis

•
Responses to violence, identifying structural and secondary violence, conflict
analysis, why we need conflict analysis, lenses of conflict analysis, conflict analysis
models - conflict tree, conflict mapping, stages and dynamics of conflict, and the
onion model

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Unit-3 Teaching Hours:10

Different Forms of Peace Intervention

• Peacebuilding Nexus
•
Non-violent communication (NVC), NVC and humanism, four components of
NVC - observation, feeling, needs and request, cultivating listening skills

•
Understanding Alternative Dispute Resolution Mechanism: Negotiation,
Facilitation, Mediation, Arbitration, Litigation

•
Dialogue: understanding the self before establishing a dialogue, governing
principles of dialogue, phases of dialogue, practising dialogue facilitation

Unit-4 Teaching Hours:10

Basic Arts Approaches

•
Overcoming inhibitions, learning the fundamentals of dance, singing, storytelling,
playing music, and creating fine art pieces

•
Mobilising art approaches for self-expression, diffusing tension, healing traumatic
experiences, building bridges

Unit-5 Teaching Hours:10

Student Project

Students will be formed into teams and will be asked to come up with their own arts-
based peacebuilding projects for specified conflict contexts and put up a performance for
the public. This shall be the basis for the final evaluation.

Text Books And Reference Books:

•

Barash, D. P., & Webel, C. (2022). Peace and conflict studies. SAGE Publications, Inc.

•
John Paul Lederach. (2003). The little book of conflict transformation. Good Books.

Mitchell, J. P., Vincett, G., Hawksley, T., & Culbertson, H. (2020). Peacebuilding and the arts.
Palgrave Macmillan.

Essential Reading / Recommended Reading

•
Home. (2016). Home. Beyond Intractability. https://www.beyondintractability.org/

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•
Halliday, C. (2017, June 11). Peacebuilding through art. AFRICANAH.ORG. https://
africanah.org/peacebuilding-through-art/

Evaluation Pattern
CIA 1:

•
Students need to identify one case of peacemaking, peacekeeping and
peacebuilding and present

CIA 2:

•
Students need to demonstrate one case where all the conflict analysis tools are
used to decode a prevailing conflict

ESE:

•
Art-based Approach to address a conflict context (in groups)

PHY141A - INTRODUCTION TO ASTRONOMY AND

ASTROPHYSICS (2023 Batch)
Total Teaching Hours for Semester:45 No of Lecture Hours/Week:3
Max Marks:100 Credits:3

Course Objectives/Course Description

This course presents an introduction to basic concepts in astronomy and astrophysics.

The course is designed for non-science students with strong interest in astronomy,
physics and mathematics. The course details some of the primary physical concepts
relevant to astronomy and astrophysics and also lays the foundation for more advanced
coursework in
astrophysics. More importantly, to appreciate the realization that “We are all made of
stardust”.

Course Outcome

CO1: Compare and contrast the various ?exotic objects? in the cosmos (Neutron Stars,
Black Holes, etc.)

CO2: Differentiate between different stellar types, and describe their life cycles.

CO3: Compare and contrast the types of galaxies, their distribution and possible
evolution.

Unit-1 Teaching Hours:15

Solar system

Astronomical coordinate systems, Kepler’s Laws of planetary motion, Newton’s Law of

gravitation, Ancient astronomers, Solar system formation, Planets and associated
moons, Comets
and asteroids; Meteoroids, Meteors, and Meteorites; Telescopes, Multi-wavelength

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astronomy,
Astronomy with space observatories.

Unit-2 Teaching Hours:15

Stars

Discussion of measurable physical quantities in astronomy, Distance measurement

techniques,
Luminosity, Brightness of stars and relation between luminosity and brightness (flux),
Magnitude of a star, Filter system, Hertzsprung Russell diagram, Binary stars and
measurements,
Spectral type of stars, Surface temperature of stars, Star Formation: Molecular clouds,
Stellar
evolution- birth to death, White dwarfs, Neutron stars, and black holes.

Unit-3 Teaching Hours:15

Galaxies

The Milky Way galaxy, Structure of the Milky way, Motion of Stars in the Milky Way,
Types of
galaxies: Hubble tuning fork diagram, Formation and evolution of galaxies, Quasars
and active
galaxies, Hubble’s law and Expanding Universe, Gravitational waves, Dark Matter,
Dark
Energy.

Text Books And Reference Books:

[1].Carroll, B. W., & Ostlie, D. A. (2007). An Introduction to Modern Astrophysics,

2nd Edn:
Pearson Addison-Wesley.
[2]. Pasachoff , J. M. (1998): Astronomy, from the Earth to the Universe: Saunders
College
Publishing.
[3]. Kaler, J. B. (2016): From the Sun to the Stars: World Scientific

Essential Reading / Recommended Reading

1. Zeilik & Gregory, S. A. (1998): Introductory Astronomy and Astrophysics, Saunders

College Publication.

2. Harwit, M. (1988): Astronomy Concepts: Springer-Verlag.

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Evaluation Pattern
Assessment outline:

• CIA I will be a objective-type exam to evaluate the understanding of the students from topics in Units 1 and 2.
This carries 10 marks and administered in the last week of January.

• CIA-II will be based on presentations on specified topics. It carries 25 marks

• CIA III includes a written assignment on specified topics. It carries 10 marks and will be conducted during second
week of February.

• End Semester Examination will be the descriptive exam for 50 marks. The students will be given 120 minutes to
complete the exam.

• Assessment will be based on the knowledge, problem solving capability and their wider in-depth perspective
about the subject and presentation skills.

PHY141B - RENEWABLE ENERGY (2023 Batch)

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

Course Objectives/Course Description

The course Renewable energy deals with the importance of sustainable and
environmentaaly friendly energy source. It gives a glimpse about various types of

reneawble enery and its importance. The course also highlight the recent develoments
in the sustainable energy.

Course Outcome

CO1: Students will develop a comprehensive understanding of the significance of

sustainable and environmentally friendly energy sources in addressing global energy
needs.

CO2: Gain knowledge about various types of renewable energy sources, including
solar, wind, hydro, and geothermal, and comprehend their respective technologies and
applications.

CO3: Acquire a fundamental understanding of emerging energy research techniques.

Unit-1 Teaching Hours:15

Solar Energy, Wind and Ocean Energy

Review of energy resources, solar energy estimation of intensity of terrestrial radiation,

solar radiation on inclined plane surface, estimation of monthly average, daily total
radiation and diffused radiation on horizontal surface, solar collectors. Origin of winds,
Major applications of wind power, Wind turbine, Energy available in wind- power
extraction- Wind turbine operation and power versus wind speed characteristics, Ocean
Thermal Energy-OTEC.

Unit-2 Teaching Hours:15

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Biomass and geo-thermal energy

Biomass resources-Biomass conversion Technologies. Urban waste to energy

conversion. Biomass gasification. Biomass to Ethanol production. Biogas from waste
Biomass. Biogas plants and operational parameters-Constant pressure and constant
volume type Biogas plantsComparison. Origin and distribution of Geothermal energy.
Types of Geothermal resources. Hydro-thermal resources-dry steam system-wet steam
system Environmental aspects.

Unit-3 Teaching Hours:15

Fuel Cells

Fuel cell- Classification of fuel cells – Phosphoric acid Fuel cell(PAFC), Alkaline Fuel
Cell(AFC) –Solid polymer Fuel cell(SPFC) Molten carbonate Fuel cell(MCFC) Solid
oxide Fuel cell (SOFC)( Qualitative only) efficiency of a fuel cell Chemical
polarization- resistance polarization- concentration polarization- Fuel cell power plant
hydrogen energy- production- Batteries-storage conversion to energy sources and safety
issues

Text Books And Reference Books:

[1] B. H. Khan: Non-conventional energy resources, Tata Mc Graw-Hill, 2006.

Essential Reading / Recommended Reading

[1] Rai G. D.: Non-conventional energy sources, Khanna Pub., 4 Edn, 2000.

[2] Rao S. and B. B. Parulekar: Energy Technology, Non-Conventional, Renewable and

Conventional, Khanna Publications, 3 edn., 1999.

[3] Gupta B. R., Generation of electrical energy, Eurasia Publishing house, 1998.

Evaluation Pattern

Evaluation is based on CIA-I, CIA-2 and CIA-3.

Weightage of CIA-1 -20 marks

Weightage of CIA-2 -20 marks

Weightage of CIA-3 -50 marks

Weightage of attendance -10 marks

Total equivalent weightage- 100 marks

CIA 1 and CIA 2 will be based on multiple choice Question/Assignments/Written test.

CIA-3 will be through presentation/ written test.

POL141 - DEMOCRACY AND ETHICAL VALUES (2023 Batch)

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

Course Objectives/Course Description

This course has been conceptualized to introduce and discuss the moral foundations of
democracy in principle, and democratic institutions, in particular. The students are
initiated to various types of moral discourses in political philosophy. Further, this course
looks at the development of democracy, in the global as well as the national realm.
Democracy as an ideal gets fructified in the form of a government, which in turn is based

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on the principles of justice, freedom, equality, and fraternity. Ethics acts as the premise on
which a successful democracy rests.

Course Outcome

CO1: By the end of the course the learner should be able to: Demonstrate civic and
political consciousness

CO2: To have a dedicated and empathetic band of students who would act as agents of
change in society.

Unit-1 Teaching Hours:10

DEMOCRACY AND ETHICS: AN
INTRODUCTION

1. Democracy
a. Conceptual development of Democracy
b. Principles of Democracy: Freedom, Equality and Fraternity
2. Ethics
a. Concept of Values, Morals and Ethics
3. Democracy vis-a-vis Ethics
a. Government by Consent
b. Constitutional Government and Rule of Law
c. Democracy and Human Rights

Unit-1 Teaching Hours:10

DEMOCRACY AND ETHICS: AN
INTRODUCTION

1. Democracy
a. Conceptual development of Democracy
b. Principles of Democracy: Freedom, Equality and Fraternity
2. Ethics
a. Concept of Values, Morals and Ethics
3. Democracy vis-a-vis Ethics
a. Government by Consent
b. Constitutional Government and Rule of Law
c. Democracy and Human Rights

Unit-2 Teaching Hours:10

PERSPECTIVES ON ETHICS

1. Western Thought
a. Duty Ethic
b. Utilitarianism
2. Indian Thought

a. Hindu Tradition: Dharma and Karma, Purusharthas

b. Buddhist Tradition: Four Noble Truths and Eight-fold Path

c. Indian syncretic traditions-Ashoka, Kabir and Akbar

Unit-2 Teaching Hours:10

PERSPECTIVES ON ETHICS

1. Western Thought
a. Duty Ethic
b. Utilitarianism
2. Indian Thought

a. Hindu Tradition: Dharma and Karma, Purusharthas

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b. Buddhist Tradition: Four Noble Truths and Eight-fold Path

c. Indian syncretic traditions-Ashoka, Kabir and Akbar

Unit-3 Teaching Hours:10

CHALLENGES TO INDIAN DEMOCRACY

1. Institutional
a. Free and fair elections
b. Ethical Code of Conduct for Politicians
c. Character record of members of the legislature
d. Ethical use of majority in parliament
e. Avoidance of ‘floor crossing’ and defection
f. Alliance of political parties to form brittle governments
g. Independence of judiciary and media
h. Safeguard national history and avoid distortion
i. Political neutrality in educational institutions.
j. Judicious allocation of central funds to states
k. Freedom of Press
2. Citizen Centric
a. Free speech and Expression
b. Right to dissent
c. Preventive detention and Sedition

Unit-3 Teaching Hours:10

CHALLENGES TO INDIAN DEMOCRACY

1. Institutional
a. Free and fair elections
b. Ethical Code of Conduct for Politicians
c. Character record of members of the legislature
d. Ethical use of majority in parliament
e. Avoidance of ‘floor crossing’ and defection
f. Alliance of political parties to form brittle governments
g. Independence of judiciary and media
h. Safeguard national history and avoid distortion
i. Political neutrality in educational institutions.
j. Judicious allocation of central funds to states
k. Freedom of Press
2. Citizen Centric
a. Free speech and Expression
b. Right to dissent
c. Preventive detention and Sedition

Text Books And Reference Books:

1. Christiano, Thomas, ed., Philosophy and Democracy, Oxford: Oxford University

Press, 2002.
2. Dewey, John, “Philosophy and Democracy” [1919] and “The Ethics of
Democracy” [1888] in The Political Writings, ed. D. Morris, I. Shapiro,
Indianapolis: Hackett, 1993.
3. Finnis, John. Fundamentals of Ethics. Oxford: Clarendon Press, 1983.
4. Gandhi, M. K. An Autobiography or The Story of My Experiments with Truth.
Ahmedabad: Navajivan Mudranalaya, 1927.
5. Granville, Austin, The Indian Constitution: Cornerstone of a Nation. New Delhi:
Oxford University Press, 2000.
6. Jain, Subhash, The Constitution of India: Select Issues and Perceptions. New
Delhi: Taxmann, 2000.
7. Walzer, Michael, “Philosophy and Democracy”, Political Theory, Vol.9, No.3,
1981, 379-399.

Essential Reading / Recommended Reading

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1. Locke, John, Second Treatise on Civil Government, (1690), ed. C. B.

MacPherson, Indianapolis, IN: Hackett, 1980.
2. Kant, Immanuel. Foundations of the Metaphysics of Morals. trans. Lewis White
Beck, Indianapolis: Bobbs-Merril, 1959.
3. Kant, Immanuel, Critique of Practical Reason, trans. Lewis White Beck,
Indianapolis: Bobbs-Merril, 1956.
4. Machiavelli, The Prince [1513], ed. Q. Skinner, Cambridge, Cambridge
University Press, 1988.
5. Plato, The Republic, revised/trans. by Desmond Lee, Harmondsworth, UK:
Penguin Books, 1974.
6. Rawls, John, Political Liberalism, New York: Columbia University Press, 1996

7. Sandel, Michael (ed.), Justice—A Reader, Oxford University Press, 2007.

8. Singer, Peter, Democracy and Disobedience, Oxford: Oxford University Press,
1973.

Evaluation Pattern

CIA 1-25

CIA 2-25

CIA 3-50

POL144 - INDIA AND THE WORLD (2023 Batch)

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

Course Objectives/Course Description

This is a survey course on India and its engagement with the World .

Objective of this course is to introduce analytical and empirical aspects on the genesis,

evolution and practice of India’s foreign policy. Students will study key relations and

important themes in India’s Policy on various global issues to understand the changing

positions and development of India’s role as a global player.

Course Outcome

CO1: At the end of this course students will be able to Demonstrate a basic
understanding of the trajectory of Indian foreign policy identifying important changes
and factors responsible for the change.

CO2: Identify the key issues in Indian foreign policy and India?s national interests.

CO3: Understand and appreciate India?s relations with major powers, role in global
governance, India?s regional polices and Nuclear issues.

Unit-1 Teaching Hours:15

Introduction

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• Foreign Policy: Meaning, Making of FP, National Interest

• Determinants of Indian Foreign Policy: Domestic and External
• Principles, Objectives and Evolution of India’s Foreign Policy

Unit-2 Teaching Hours:15

Key Foreign Relations

• India’s Neighborhood Policy

• India’s Relations with US
• Indian’s Relations with Russia
• India Relations with China

Unit-3 Teaching Hours:15

Key Issues

• Look(Act) East Policy

• India and Global Governance
• India’s Nuclear Posture
• India’s emergence as a Global Power

Text Books And Reference Books:

• S. Ganguly and M. Pardesi, (2009) ‘Explaining Sixty Years of India’s Foreign

Policy’, in India Review, Vol. 8 (1), pp. 4–19.
• J. Bandhopadhyaya, (1970) The Making Of India’s Foreign Policy, New
Delhi:Allied Publishers.
• S. D.Muni, (2003) ‘Problem Areas in India’s Neighbourhood Policy’, in South
Asian Survey,Vol. 10 (2), pp. 185-196.
• V. Sood, (2009) ‘India and regional security interests’, in Alyssa Ayres and C.
Raja Mohan(eds), Power realignments in Asia: China, India, and the United
States, New Delhi: Sage.
• H. Pant, (2011) ‘India’s Relations with China’, in D. Scott (ed.), Handbook of
India’s International Relations, London: Routeledge, pp. 233-242.
• GulshanSachdeva (2011), India’s relations with Russia, in in David Scott (ed.),
Handbook of India’s International Relations, London: Routeledge
• David Scott (2011), India’s relations with the USA, in in David Scott (ed.),
Handbook ofIndia’s International Relations, London: Routeledge
• David Scott (2011), India’s relations with Pakistan, in in David Scott (ed.),
Handbook ofIndia’s International Relations, London: Routeledge
• PoorviChitalkar and David M. Malone (2015), “India and Global Governance”, in
David M.Malone et.al. (ed) The Oxford Handbook of Indian Foreign Policy, New
Delhi: OUP
• Manu Bhagavan (2015), “India and the United Nations- or Things Fall Apart”, in
David M.Malone et.al. (ed) The Oxford Handbook of Indian Foreign Policy, New
Delhi: OUP

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Essential Reading / Recommended Reading

• C. Rajamohan, (2013) ‘Changing Global Order: India’s Perspective’, in A. Tellis

and S. Mirski (eds.), Crux of Asia: China, India, and the Emerging Global Order,
Carnegie Endowment for International Peace: Washington.
• Chris Ogden (2011), “India and nuclear weapons” in David Scott (ed.), Handbook
of India’s International Relations, London: Routledge

• Ashley J.Tellis (2003), Toward a ‘Force-in-Being’: The Logic, Structure, and

Utility of India’s Emerging Nuclear Posture, in SumitGanguly (ed.) India as an
Emerging Power, London: FRANK CASS PUBLISHERS, pp. 58-103
• Ch. Ogden, (2011) ‘International ‘Aspirations’ of a Rising Power’, in David Scott
(ed.), Handbook of India’s International Relations, London: Routeledge, pp.3-31

Evaluation Pattern

CIA 1-25 marks

CIA 2-25 marks

CIA 3-50 marks

PSY144 - BASICS OF CONSUMER BEHAVIOUR (2023 Batch)
Total Teaching Hours for Semester:45 No of Lecture Hours/Week:3
Max Marks:100 Credits:3

Course Objectives/Course Description

This course is offered as a marke�ng elec�ve in the second semester. It is a three-credit course that helps
students understand the behavior of consumers before and a�er purchase. The course helps students gain
valuable conceptual knowledge of how the concepts of mo�va�on, percep�on, personality and other
behavioral studies influence the consumer in making purchase decisions. It also gives an insight to the
students about the decision-making process and the growing significance of the consumer behavior study
in various other areas of marke�ng

Course Outcome

1: Explain the scope and current trends in Consumer Psychology

2: Understand the application of consumer behavior knowledge and consumer decision

making model

3: Evaluate the concepts related to consumer behaviour and the factors that influence
consumer behavior

Unit-1 Teaching Hours:15

Unit 1

Definition, Significance,

Applying consumer behaviour knowledge, Consumer decision-making model

Unit-2 Teaching Hours:15

Unit 2

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Market segmentation, bases of market segmentation,

Product positioning and repositioning

Unit-3 Teaching Hours:15

Unit 3

Personality and self-concept, Motivation

Information processing, Learning in understanding consumer behaviour

Influence of groups and social media, online consumer behaviour

Text Books And Reference Books:

Loudon, D. L., & Della, B. A. J. (2010). Consumer behavior: Concepts and

applications. McGraw-Hill.

Essential Reading / Recommended Reading

Blackwell,Roger D. (2000). Consumer Behavior / By Roger D.Blackwell - New
Delhi: Cengage Learning, - 784p
Evaluation Pattern

Total Credits: 03
Total Teaching Hours: 45
Attendance marks will be added as per the
attendance policy
SN CIA Details Marks Details
1 CIA I 20
2 CIA II 20
3 CIA III 50
PSY155 - PSYCHOLOGY OF GENDER (2023 Batch)
Total Teaching Hours for Semester:45 No of Lecture Hours/Week:3
Max Marks:100 Credits:3

Course Objectives/Course Description

This course has been conceptualized to help learners in

delving into the conversation between gender and
psychology. Through the lens of socio-historico location of
an individual an attempt will be made to locate gender,
cognize the spaces of performing, reproducing and
perpetuating gender. Looking through psychological and
feminist theoretical lenses, the course will analyze the
connection of the psychology of gender to the discourse of
power and socio-political economical structures. Learners
are encouraged to evaluate and envision possible new
grounds for a better world, considering the changing
cultural diversity in the present Indian society, therefore,
reinforcing them to approach gendered issues through
cultural, social constructionist and post-structuralist lens
to analyze its implications.

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Course Outcome

1: Examine the accounts of the production, reproduction and perpetuation of gendered

and sexual identities, spaces and subjectivities and related psychological concepts.

2: Discuss gender roles and intersectional nature of identity in everyday life and
experience, using psychological, feminist and post-feminist lenses.

3: Demonstrate psychological literacy and problem-solving abilities by suggesting

possible counters to the critical gendered issues in personal, interpersonal, social,
emotional, cultural, political and professional domains in a multicultural context

Unit-1 Teaching Hours:15

Introduction
Describing the spectrum and gender-diverse identities.
Classical
psychoanalytic theories on masculinity and
feminity, analyses
through feminist, queer and trans readings of psychoanalytic
theories.
Feminist theories
Male gender role stress Gender and space -
secondarity,
performativity,
multiplicity, trans
community and mental health.
Body, identity and
subjectivity -
psychological and
philosophical readIngs
Unit-1 Teaching Hours:15
Unit 1

Describing the spectrum and gender-diverse identities. Classical psychoanalytic

theories on masculinity and feminity, are Analyses through feminist, queer and trans
readings of psychoanalytic theories. Feminist theories Male gender role stress Gender
and space - secondarity, performativity, multiplicity, trans-community and
mental health. Body, identity and subjectivity - psychological and philosophical
readings

Unit-2 Teaching Hours:15

Theories
Queer and trans theories, Political Economy of Sex Gender and life-space- psychology,
feminism, architecture, history & philosophy.
Gender and Bodies; Gender and Violence; Gender and Media
Gender and Work; Gender and Parenthood; Gender and Mental Health
Gender and Indian Law: LGBTQIA+ RightS
Unit-2 Teaching Hours:15
Unit 2

Queer and trans theories, Political Economy of Sex; Gender and life-space
psychology, feminism, architecture, history & philosophy. Gender and Bodies; Gender
and Violence; Gender and Media; Gender and Work; Gender and Parenthood;
Gender and Mental Health; Gender and Indian Law: LGBTQIA+ Rights

Unit-3 Teaching Hours:15

Project Work

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Project-work:
Examine various sites of the performance and perpetuation of gender and Gendered
discrimination–
Through field work, that shows its
Production in everyday spaces and at the
Intersections of social, cultural, politcal Location marked
Discourses of gender.
Unit-3 Teaching Hours:15
Unit 3

Project-work: Examine various sites of the performance and perpetuation of gender and
Gendered discrimination– Through fieldwork,

that shows its Production in everyday spaces and at the Intersections of social, cultural,
political. Location marked. Discourses of gender

Text Books And Reference Books:

RUDMAN, L. A. (2021). Social Psychology of gender: How Power and Intimacy

Shape Gender Relations (2nd ed.). GUILFORD.

Matlin, M. (2011). Potential Problems and Biases in Current Research in The

Psychology of Women (pp. 20-27). Nelson Education.

Fine, C. (2010). Delusions of gender: How our minds, society, and neurosexism
create difference. WW Norton & Company.

Matlin, M. (2011).The Psychology of Women. Nelson Education.

Essential Reading / Recommended Reading

Webb, D. (2023). LGBTQ rights in India. AEA Randomized Controlled Trials. https://
doi.org/10.1257/rct.10953-1.0

Irigaray(1995)-The Question of the Other Foucault(1976)-The Will to Knowledge:

History of Sexuality (Vol 1)

Kristeva (1980) - Powers of Horror: An Essay on Abjection; Tans. (1992) by L. S.

Roudiez.

Gayle (1975). “The Traffic in Women: Notes on a Political Economy of Sex.” In Rayna
R. Reiter (ed.), Toward an Anthropology of Women. Monthly Review Press. pp.
157--210

(1975)

Stryker (2004) - Transgender Studies: Queer Theories Evil Twin.

Nagoshi et al. (2010)- Transgender Theories: Embodying Research &

Practice Fieldwork and Project-based learning

Evaluation Pattern

Assessment Outline:

CIA 1 and CIA 2 is a 20 mark assignment

CIA 3 is a 50 mark complex assignment

PSY158 - STRESS MANAGEMENT (2023 Batch)

Total Teaching Hours for Semester:45 No of Lecture Hours/Week:3

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Max Marks:100 Credits:3

Course Objectives/Course Description

Stress is a common word used today in everyday walks of life. This course is designed
to enable students to understand the nature of stress and stressors at theoretical and
Practical level. to understand the impact of stress on health and wellbeing and To
analyse the maladaptive and adaptive coping strategies in developing a self-plan to
manage stress effec�vely in a life long process.

Course Outcome

CO1: Explain the nature of stress, long-term effects and illnesses that can result from
stressors at physiological, Psychological and behavioural levels

CO2: Evaluate personal stressors at various domains of life

CO3: Use various stress management techniques to achieve and maintain well-being.

Unit-1 Teaching Hours:15

Understanding the Meaning and Nature of Stress
Explain the nature of stress, long-term effects and illnesses that can result from stressors
at physiological, Psychological and behavioural levels
Unit-1 Teaching Hours:15
Understanding the Meaning and Nature of Stress: (15 hours)

Types and Sources of Stress,

Theories and Models of Stress,

Stressors at the workplace,

Stressors unique to age and gender.

Stress and Health: Life style diseases Psychological - Irritability, Depression,

Anxiety, Eating disorders, Insomnia

Behavioural - Maladaptive, risky

behaviours.

related to stress –

Cardiovascular Disorder, Allergies,

Digestive System Disorder, Recurrent

Head ache and Cancer.

Unit-2 Teaching Hours:10

Coping Strategies

Evaluate personal stressors at various domains of life

Unit-2 Teaching Hours:10

Coping Strategies (10 hours) Styles of Coping

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Maladaptive Coping Behaviors,

Maladaptive Cognitive Coping - addiction, abuse, violence, irrational thought process.

Individual differences in Coping

Adaptive Coping

Assessment of stress and wellbeing;

self-reflec�on

Unit-3 Teaching Hours:20

Stress Management Approaches

Use various stress management techniquesto achieve and maintain well-being.

Unit-3 Teaching Hours:20

Stress Management Approaches (20 hrs)

Breathing Exercise;

Systematic Desensitization;

Progressive Muscle Relaxation Techniques;

Meditation;

Mindfulness, yoga.

Care of the Self:

Nutrition and Other Lifestyle Issues

Develop a personal stress management plan;

suggest stress

management

techniques for various

contexts like academic,

workplace etc

Text Books And Reference Books:

Health Psychology by Taylor; Control your Stress by Piperopoulus Dutta, P,K, (2010) Stress management Himalaya,
Himalaya Publishing House Baron .L & Feist.J (2000) Health Psychology 4th edition, USA Brooks/Cole

Essential Reading / Recommended Reading

The Stress Management Handbook by Selhub Olpin, M. & Hesson, M. (2015). Stress Management for Life:

A Research-Based Experiential Approach. 4th edition. Wadsworth Publishing. Cooper,C,& Palmer,S, (2000)Conquer
Your tress, London: Institute of personal development Universities Press. Dutta, P,K, (2010) Stress management
Himalaya, Himalaya Publishing House. Lee, K. (2014). Reset: Make the Most of Your Stress: Your 24-7 Plan for Well-
being. Universe Publishing.

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Evaluation Pattern
CIA 1 CIA 2 CIA 3 Attn+CP

20 marks 20 marks 50 marks 10 marks

PSY160 - UNDERSTANDING ADDICTION AND SUBSTANCE USE (2023 Batch)

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

Course Objectives/Course Description

This course will focus on understanding addiction through a biopsychosocial and ecological lens in order to address the need for awareness about
substance use, behavioural and digital media addictions. The topics will empower students to become ambassadors of change, who can educate
and provide peer support. This course will also enable students to learn about community projects, policies, governmental and non governmental
programs and resources related to reducing drug use and implications of use.

Course Outcome

CO1: Explain about the phenomenon of addiction using diverse perspectives (biological, psychosocial and ecological)

CO2: Describe and distinguish between different kinds of addictions

CO3: Describe and compare existing frameworks/programs for addiction prevention and management.

CO4: Demonstrate a capacity to create awareness programs on impact of addiction and preventative strategies that can
empower the youth and community to embrace wellness.

Unit-1 Teaching Hours:15

Integrating perspectives on Addiction:

Biological (brain development), Psychosocial (cognitive, emotional, family and peer influence) and
Ecological perspectives. Types of addictions – substance, digital media and behavioural; Protective,
potentiating and risk factors in a lifespan perspective.

Unit-2 Teaching Hours:15

Current trends & frameworks of management of
Addiction

Current trends in substance and other addictions – a global comparative understanding, Exploring the
Impact of addiction on individuals and society; Existing frameworks and programs for addiction treatment
and intervention, and awareness programs.

Unit-3 Teaching Hours:20

Creating Awareness among peers and community

Building community awareness on addictions with activities and events. Understanding the local needs
across different cohorts and demographics on Awareness, Prevention and Treatment of substance and other
addictions.

Text Books And Reference Books:

Svanberg, J. (2018). The Psychology of Addiction. https://doi.org/
10.4324/9781315462653
Alavi, S. S. (2012). Behavioural Addiction versus Substance Addiction, Int J Prev Med, 3(4), 290-294.
https://www.ncbi.nlm.nih.gov/pmc/articles/PMC3354400/

Ambekar, A. et al. (2019). Magnitude of Substance Use in India. https://www.lgbrimh.gov.in/resources/

Addiction_Medicine/elibrary/magnitude_substance_abuse_india.pdf
Sloboda, Z., & Bukoski, W. J. (Eds.). (2007). Handbook of drug abuse prevention. Springer.

Scheier, L. M. (Ed.). (2015). Handbook of Adolescent Drug Use Prevention: Research, Intervention
Strategies, and Practice. American Psychological Association. http://www.jstor.org/stable/j.ctv1chs715

E-Handbook by UNODC https://www.unodc.org/documents/drug-prevention-and-treatment/

E_handbook.pdf

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Essential Reading / Recommended Reading

Veach, L. J., & Moro, R. R. (2017). The spectrum of addic�on: Evidence-based assessment,
preven�on, and treatment across the lifespan. SAGE Publica�ons.
Evaluation Pattern
CIA1 CIA2 CIA3
Course outcomes
(Total 20 marks) (Total 20 marks) (Total 50 marks)

CO1: 10 10
CO2: 10 5 5
CO3: 15 5
CO4: 30
Note (if any):

SOC141 - WOMEN'S ISSUES (2023 Batch)

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

Course Objectives/Course Description

Course Description: This course aims at enabling the student to study and understand the
problems and issues relating to women in Indian society in the context of wider social forces. This
course will sensitize students on the issues of subjugation of and oppression prevalent against
women in Indian society and enhance their understanding of the various social problems that
women face in the society.
Course objectives :
● To introduce the students to social issues relating to women
● To explore gender relations from an interdisciplinary perspective

Course Outcome

Unit-1 Teaching Hours:10

Unit I: Sociological Understanding of Social Problem
with a Gender Perspective

1. Conceptualization of a social problem

2. Structural and functional perspective, cultural roots, and critical analysis of social issues
under power, ideology, and hegemony.
3. Understanding Gender and subjugation of gender.

Unit-1 Teaching Hours:10

Unit I: Sociological Understanding of Social Problem
with a Gender Perspective

1. Conceptualization of a social problem

2. Structural and functional perspective, cultural roots, and critical analysis of social issues
under power, ideology, and hegemony.
3. Understanding Gender and subjugation of gender.

Unit-2 Teaching Hours:12

Unit II: Problems of Inequality

1. Poverty - Concept of poverty, its multidimensional manifestations, Feminization of Poverty.

2. Caste Inequality - Concept of caste, nature of inequality and position of women within it.

Unit-2 Teaching Hours:12

Unit II: Problems of Inequality

1. Poverty - Concept of poverty, its multidimensional manifestations, Feminization of Poverty.

2. Caste Inequality - Concept of caste, nature of inequality and position of women within it.

Unit-3 Teaching Hours:15

Unit III: Problems of Violence and Discrimination

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1. Violence against Women: Cultural setting, Dowry, acid attacks, physical and sexual abuse,
Global Sex Market.
2. Missing Millions- Skewed sex ratio, son preference

Unit-3 Teaching Hours:15

Unit III: Problems of Violence and Discrimination

1. Violence against Women: Cultural setting, Dowry, acid attacks, physical and sexual abuse,
Global Sex Market.
2. Missing Millions- Skewed sex ratio, son preference

Unit-4 Teaching Hours:8

Unit IV: Problem of Personal Well-being

1. Women and Health : Reproductive health

2. Aging and women

Unit-4 Teaching Hours:8

Unit IV: Problem of Personal Well-being

1. Women and Health : Reproductive health

2. Aging and women

Text Books And Reference Books:

Bhasin, K. (1994). What is Patriarchy? New Delhi: Kali for Women.
Beteille, A. (1990). Race, Caste and Gender. Man, 25(3), 489–504. https://doi.org/
10.2307/2803715
John, Mary E. (2008). Women’s Studies in India: A Reader. New Delhi:Penguin Books.
Krishnaraj, M. (2007). Understanding Violence against Women. Economic and Political Weekly,
42(44), 90–91. http://www.jstor.org/stable/40276750
Kotiswaran, P. (2008). Born Unto Brothels: Toward a Legal Ethnography of Sex Work in an Indian
Red-Light Area. Law & Social Inquiry, 33(3), 579–629. http://www.jstor.org/stable/
20108776
KUMAR, A. K. S. (2013). The Neglect of Health, Women and Justice. Economic and Political
Weekly, 48(23), 25–27. http://www.jstor.org/stable/23527205

Karkal, M. (1999). Ageing and Women in India. Economic and Political Weekly, 34(44), WS54–
WS56. http://www.jstor.org/stable/4408566

Merton, R and Nisbet. (1966). Contemporary Social Problems, New York: Harcourt, Brace and
World.

Essential Reading / Recommended Reading

Bhasin, K. (1994). What is Patriarchy? New Delhi: Kali for Women.

Evaluation Pattern
Internal Assessment:
CIA 1 10 marks (conducted out of 20 )- Class Presentations
CIA 2 10 marks (conducted out of 20 )- Article Review
CIA 3 25 marks (conducted out of 50 ) - Prferably an exam
Attendance 5 marks

STA141 - ELEMENTS OF STATISTICS (2023 Batch)

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

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Course Objectives/Course Description

This course offers a fundamental grasp of statistical concepts and their practical applications. It
covers the meaning, scope, and significance of statistics, and measures of central tendency. The
curriculum includes dispersion measures, correlation, regression analysis, index numbers, and data
presentation techniques. Students develop crucial skills in statistical analysis, critical thinking, and
data interpretation through theory and practice.

Course Outcome

CO1: Demonstrate a deep understanding of the foundational concepts and significance

of statistics.

CO2: Apply measures of central tendency and dispersion, correlation and regression
accurately for effective data analysis

CO3: Construct and interpret index numbers, demonstrating practical skills in real-
world scenarios.

Unit-1 Teaching Hours:15

Fundamentals of Statistics and Descriptive
Statistics

Meaning, definition, significance, scope, and limitations of Statistics, Measurement of

central tendency – mean, median, quartile, mode, geometric mean, and harmonic mean.
Absolute and relative measures of dispersion (range, standard deviation, and variance)
with simple Applications.

Unit-2 Teaching Hours:15

Correlation and Regression Analysis:

Correlation meaning, definition, type and degree of correlation, methods of correlation,

regression analysis meaning uses the difference between correlation and regression,
linear regression equation, calculation of the coefficient of regression.

Unit-3 Teaching Hours:15

Index Numbers and Data Presentation:

Index number meaning characterizes importance and use. Construction of index

number, cost of living index, fishers ideal index number. Diagrammatic and graphical
presentation of data.

Text Books And Reference Books:

Gupta S.C and Kapoor V.K, Fundamentals of Mathematical Statistics, 12th edition, Sultan Chand
& Sons, New Delhi, 2020.

Essential Reading / Recommended Reading

[1] P., Mukhopadhyay, Mathematical Statistics, Books and Allied (P) Ltd, Kolkata, 2018.
[2] R.E. Walpole, R.H. Myers and S.L Myers, Probability and Statistics for Engineers
and Scientists, Pearson, New Delhi, 2017.
[3] D.C. Montgomery and G.C. Runger, Applied Statistics and Probability
for Engineers, 7th Edition, Wiley India, New Delhi, 2018.
[4] B.L Agarwal, Basic Statistics, 6th Edition, New Age International (P) Limited
Publishers, 2018.

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Evaluation Pattern
CIA :50%

ESE:50%

SW141 - INTRODUCTION TO SOCIAL WORK AND SOCIAL

WELFARE (2023 Batch)
Total Teaching Hours for Semester:45 No of Lecture Hours/Week:3
Max Marks:50 Credits:3

Course Objectives/Course Description

This is the foundational paper that introduces students to the profession of Social Work. It
includes the philosophical and ideological foundations of the profession. It highlights how social
work has come to be called a profession. In this paper, all the fields in which social work can be
practiced are introduced, and the methods of social work

1. To help students understand the social work profession, its history and evolution.
2. To understand the philosophy, values and principles of professional social work.
3. To understand the basics of various methods of social work.
4. To understand the fields of social work practice.

Course Outcome

1: Demonstrate proficiency in understanding social work and related concepts.

2: Discuss the philosophy, values, principles and skills of professional social work.

3: Demonstrate proficiency in understanding the methods of social work.

Unit-1 Teaching Hours:15

Introduction to Social Work:

Social work: Definition, Concept, Objectives, Similarities and dissimilarities of Concepts related
to Social Work, Social Service, Social Welfare. Philosophy of Social Work, Values of Social Work,
Principles of Social Work, Goals and Scope. History of Social Work in the West and in India

Unit-2 Teaching Hours:15

Introduction to the Methods of Social Work

Case Work, Group Work, Community Organization, Social Work Research, Social Welfare
Administration, and Social Action

Unit-3 Teaching Hours:15

Fields of Social Work

Fieldsof Social Work. Code of ethics. Skill Lab: Active Listening. Negotiation. Preparation and
Planning. Understanding self through a SWOT. Presentation

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Text Books And Reference Books:

Batra, N. (2004). Dynamics of social work in India. New Delhi: Raj Publishing.

House, B. (2006). Values & ethics in social work: An introduction. London: Routledge
publication.

Bhattacharya, S. (2004). Social work: An integrated approach. New Delhi: Deep & Deep
Publications.

Chris, L. C. (2000). Social work ethics: Politics, principles and practice. Exeter: Learning Matters.

Crawford, K. (2004). Social work and human development: Transforming social work practice.
Exeter: Learning Matters.

Desai, M. (2004). Methodology of progressive social work education. Jaipur: Rawat.

Publication.

Desai, M. (2004). Ideologies and social work: Historical and contemporary analyses. Jaipur:
Rawat. Publication.

Horner, N. (2006). What is social work? Context and perspectives. London: Routledge
publication.

National Association of Social Workers (2000). Policy statements 2000-2003, Social work
speaks. National Association of Social Workers Policy Statements 2000- 2003. New York:
Palgrave Macmillan.

Payne, M. (2007). What is professional social work? Jaipur:Rawat Publications.

381Pease, B. (1999).Transforming social work practice: Postmodern critical perspectives polity

press. Jaipur: Rawat Publications.

Morales, A. (2004). Social work. Boston: Pearson Education.

Timms, N. (1970).Social work. London: Routledge publishers.

World Bank (2005). Putting social development to work for the poor: An OED review of world
bank activities. New York: World Bank.

Essential Reading / Recommended Reading

Banks, S. (1995). Ethics and values in social work. Hound Mills: MacMillan Publishers.

Gore, M.S. (1965). Social work education. New Delhi: Asia Publishing House.

Shaw, I., & Lishman, J. (1990). Evaluation and social work practice. London: Sage publishers.

Singh R.R. (1985).Fieldwork in social work education (ed). New Delhi: Concept Publishers.

Stroup, H.H. (1960). Social work education – An introduction to the field. New Delhi: Eurasia
Publishing.

Wadia, A. & Hormasji, N. (1968). History and philosophy of social work in India (2nd ed).
Bombay: Allied publishers

Evaluation Pattern
CIA 1 10 marks (conducted out of 20 )
CIA 2 10 marks (conducted out of 20 )

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CIA 3 25 marks (conducted out of 50 )

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