Department of
MEDIA STUDIES






Syllabus for
Bachelor of Arts (Journalism, Psychology, English)
Academic Year  (2023)

 
3 Semester - 2022 - Batch
Paper Code
Paper
Hours Per
Week
Credits
Marks
AEN321 ADDITIONAL ENGLISH 3 3 100
ENG322 PROFESSIONAL COMMUNICATION - I 3 2 100
EST331 AMERICAN LITERATURES 5 4 100
FRN321 FRENCH 3 3 100
HIN321 HINDI 3 3 100
JOU331 MEDIA LAW, ETHICS AND ISSUES 4 4 100
JOU351 FUNDAMENTALS OF NEWSPAPER DESIGN AND LAYOUT 2 2 100
JOU352 BUSINESS JOURNALISM 2 2 100
KAN321 KANNADA 3 03 50
PSY331 LIFE SPAN DEVELOPMENT 5 5 100
PSY351 PSYCHOLOGICAL STATISTICS AND EXPERIMENTS - I 2 2 100
SAN321 SANSKRIT 3 3 100
TAM321 TAMIL 3 3 100
4 Semester - 2022 - Batch
Paper Code
Paper
Hours Per
Week
Credits
Marks
AEN421 ADDITIONAL ENGLISH 3 3 100
CSC989 GOOGLE WORKSPACE (L1) 1 1 50
ENG422 PROFESSIONAL COMMUNICATION - II 3 2 100
EST431 INTRODUCTION TO LITERARY THEORY 5 4 100
FRN421 FRENCH 3 3 100
HIN421 HINDI 3 3 100
JOU431 MEDIA RESEARCH 4 4 100
JOU451A BROADCAST JOURNALISM 4 4 100
JOU451B PHOTO AND DOCUMENTARY JOURNALISM 4 4 100
KAN421 KANNADA 3 03 50
PSY431 BASIC SOCIAL PSYCHOLOGY 5 5 100
PSY451 PSYCHOLOGICAL STATISTICS AND EXPERIMENTS - II 2 2 100
SAN421 SANSKRIT 3 3 100
TAM421 TAMIL 3 3 100
5 Semester - 2021 - Batch
Paper Code
Paper
Hours Per
Week
Credits
Marks
EST531 POSTCOLONIAL LITERATURES 4 04 100
EST532 INDIAN LITERATURES: THEMES AND CONCERNS 5 4 100
JOU531 DEVELOPMENT JOURNALISM 4 4 100
JOU551 NEW MEDIA JOURNALISM 4 4 100
JOU552 SERVICE LEARNING 2 2 50
JOU581 INTERNSHIP 8 2 50
PSY531 ABNORMAL PSYCHOLOGY 4 4 100
PSY541A SCHOOL AND EDUCATIONAL PSYCHOLOGY 4 4 100
PSY541B SPORTS PSYCHOLOGY 4 4 100
PSY541C CULTURAL PSYCHOLOGY 4 4 100
PSY541D INTRODUCTION OF NEUROPSYCHOLOGY 4 4 100
PSY551 PSYCHOLOGICAL RESEARCH METHODS AND ASSESSMENT-I 2 2 100
6 Semester - 2021 - Batch
Paper Code
Paper
Hours Per
Week
Credits
Marks
EST631 INTRODUCTION TO WORLD LITERATURES 5 4 100
EST631E ECOLOGICAL DISCOURSES AND PRACTICES 4 4 100
EST641A CULTURAL STUDIES 4 04 100
EST641B INTRODUCTION TO ENGLISH LANGUAGE TEACHING 4 04 100
EST641C INTRODUCTION TO SHORT STORY 4 04 100
EST641D INTRODUCTION TO FILM STUDIES 4 04 100
EST641F REVISITING INDIAN EPICS 4 4 100
JOU611 ENVIRONMENTAL JOURNALISM 2 2 100
JOU612 RESEARCH PAPER 2 2 50
JOU631 INDIAN POLITY AND GOVERNMENT 4 4 100
JOU651 LIFESTYLE JOURNALISM 2 2 100
PSY631 INDUSTRIAL AND ORGANIZATIONAL PSYCHOLOGY 4 4 100
PSY641A POSITIVE PSYCHOLOGY 4 4 100
PSY641B MEDIA PSYCHOLOGY 4 4 100
PSY641C ARTIFICIAL INTELLIGENCE AND HUMAN-MACHINE INTERFACE 4 4 100
PSY641D CONSUMER BEHAVIOUR 4 4 100
PSY641E INTRODUCTION TO FORENSIC PSYCHOLOGY 4 4 100
PSY641F HEALTH AND WELLBEING 4 4 100
PSY641G COMMUNITY PSYCHOLOGY 4 4 100
PSY651 PSYCHOLOGICAL RESEARCH METHODS AND ASSESSMENT-II 2 2 100

AEN321 - ADDITIONAL ENGLISH (2022 Batch)

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

Course Objectives/Course Description

 

Course Description

 

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

 

and BCom. If the first year syllabus is an attempt by the Department of English, Christ

 

University to recognize and bring together the polyphonic Indian voices in English and Indian

 

regional literatures in translation for the Additional English students of the first year, the

 

second year syllabus intends to take that project a little further and open up the engagement

 

of the students to texts from across the world. The syllabus - selection of texts will

 

concentrate on readings from South Asian, Latin American, Australian, Canadian, and Afro-

 

American. It will voice subaltern concerns of identity, gender, race, ethnicity and problems of

 

belongingness experienced by humanity all over the globe.

 

The syllabus will extend the concerns of nation and nationality and marginalization,

 

discussed within the Indian context to a more inclusive and wider global platform. We have

 

consciously kept out ‘mainstream’ writers and concentrated on the voices of the subalterns

 

from across the world. There is an implicit recognition in this project that though the aspects

 

of marginalization and the problems facing subalterns are present across cultures and

 

nations, the experiences, expressions and reflections are specific to each race and culture.

 

The course will address these nuances and specificities and enable our students to become

 

more aware and sensitive to life and reality around them. This will equip the students, who

 

are global citizens, to understand not just the Indian scenario, but also situate themselves

 

within the wider global contexts and understand the spaces they will move into and negotiate

 

in their future.

 

There is a prescribed text book Blends: Voices from Margins for the second year students,

 

compiled by the Department of English, Christ University and intended for private circulation.

Course Objectives

 

The course objectives are

 

 to enable students to look at different cultures through Literature

 

 to help students develop an understanding of subaltern realities and identity politics

 

 to inculcate literary sensibility/taste among students across disciplines

 

 to improve language skills –speaking, reading, writing and listening

 

 to equip the students with tools for developing lateral thinking

 

 to equip students with critical reading and thinking habits

 

 to reiterate the study skills and communication skills they developed in the previous

 

year and extend it.

Learning Outcome

CO1: it will enable students to understand and analyse the nuances of cultures, ethnicities and other diversity around them and become sensitive towards them.

CO2 : They will be able to critique literature from a cultural, ethical, social and political perspectives

Unit-1
Teaching Hours:12
Children?s Novel
 

TetsukoKuroyanagi: Tottochan: The Little Girl at the Window12

Unit-2
Teaching Hours:12
Short Story
 

Liliana Heker : “The Stolen Party

 

 Higuchi Ichiyo: “Separate Ways”

 

 Harukki Murakami "Birthday Girl"

 

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

 

Unit-3
Teaching Hours:12
Poetry
 

Poetry 12 Hrs

 

 Silvio Curbelo: “Summer Storm”

 

 Nancy Morejon: “Black Woman”

 

 Ruben Dario: “To Roosevelt”

 

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

Unit-4
Teaching Hours:9
Essay
 

Essay 9Hrs

 

 Amy Tan: “Mother Tongue

 

 Linda Hogan: “Waking Up the Rake”

 

 Isabelle Allande: “Open Veins of Latin America”

Text Books And Reference Books:

Blends Book II

Essential Reading / Recommended Reading

Oxford Encyclopeadia on Latin American History

Children's Literature -  Kimberley Reynolds (CUP)

Evaluation Pattern

Evaluation Pattern

 

CIA 1: A written test for 20 marks. It can be an Open Book test, a classroom assignment, an

 

objective or descriptive test pertaining to the texts and ideas discussed in class.

 

CIA2: Mid-semester written exam for 50 works

 

CIA 3: This is to be a creative test/ project in small groups by students. They may do

 

Collages, tableaus, skits, talk shows, documentaries, Quizzes, presentations, debates,

 

charts or any other creative test for 20 marks. This test should allow the students to explore

 

their creativity and engage with the real world around them and marks can be allotted to

 

students depending on how much they are able to link the ideas and discussions in the texts

 

to the world around them.

 

Question Paper Pattern

 

Mid Semester Exam: 2 hrs

 

Section A: 4x5= 20

 

Section B: 2x15=30

 

Total 50

 

End Semester Exam: 3 hrs

 

Section A: 4 x 5 = 20

 

Section B: 2 x 15= 30

 

Total 50

ENG322 - PROFESSIONAL COMMUNICATION - I (2022 Batch)

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

Course Objectives/Course Description

 

Objectives

·         To enable learners to understand the basic nuances of communication

·         To enable learners to judge audience perception in communication

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

·         To enable learners to write for various purposes of communication

·         To enable leaners to use appropriate means of oral communication

Learning Outcome

CO1: ability to judge audience requirements in oral and written communication and communicate accordingly

CO2: ability to use specific styles in communication to be effective

CO3: ability to understand workplace structures and requirements to communicate

CO4: ability to handle difficulties and challenges in communication

Unit-1
Teaching Hours:15
Basics of Professional Communication
 

 

Scope

Objectives

Methods (oral, written and non-verbal)

Barriers

Audience psychology

Perception, attitudes, beliefs, values, norms and experiences

Types (vertical, horizontal, diagonal and grapevine)

Importance of listening

Empathy and emotional intelligence

Gender

 

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

Unit-2
Teaching Hours:15
Oral Communication
 

Meetings and minutes writing

Teleconference and conference

Negotiation

Telephone conversation

Impression management

Conflict management

Corporate governance

 

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

Unit-3
Teaching Hours:15
Written communication
 

Business communication

Job application and resumes

Testimonials

Notification and agenda

Memos

Circulars

Brochures and pamphlets

Tenders

Email writing

User manual

 

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

Text Books And Reference Books:

Reading List

13. Communication Goals and Approaches – Ronald Adler

14. The Interpersonal Communication - Joseph A Devito

15. Business Networking: The Survival Guide - Will Kintish

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

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

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

 

19. Conflict 101 - Susan H. Shearouse

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

Essential Reading / Recommended Reading

1. Communication Skills.         -  Leena Sen.

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

3. Business Communication.     - Prakash Singh & Meenakshi Raman

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

5. Essentials of business Communication –Mary Ellen Guffey.

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

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

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

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

10. Basic Business Communication   - Lesikar & Flatley

11.  Emotional Intelligence – Daniel Goleman

12. Emotional Intelligence at Work - Dalip Singh

Evaluation Pattern

Examination & Assessments

CIA (weight) = 50 marks

ESE (weight) = 50 marks

 

CIA 1= 20 marks (weightage 10%)

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

 

CIA 2= 50 marks (weightage 25%)

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

 

CIA 3 =20 marks (weightage 10%)

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

 

Attendance = 5%

 

ESE = 50 marks

Portfolio Submission

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

EST331 - AMERICAN LITERATURES (2022 Batch)

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

Course Objectives/Course Description

 

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

Learning Outcome

CO1: Identify different influences on American literature & Provide an account of European colonization of American

CO2: Demonstrate a familiarity with native America literature

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

CO4: Trace the development of American literature through different eras

Unit-1
Teaching Hours:10
Beginnings to 1700
 

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

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

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

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

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

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

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

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

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

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

Text compiled for internal circulation

Essential Reading

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

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

Assessment Pattern

 

CIA (Weight)

ESE (Weight)

Individual or group work

20+20

50

                

Question Paper Pattern

Mid Semester Exam

 Module

Section A

10 marks

Section B

20 marks

Module I

1

1

Module II

1

 

Module III

1

 

Module IV

 

 

 End Semester Exam

 Module

Section A

15 marks

Section B

20 marks

 

Module I

1

 

 

Module II

1

1

 

Module III

1

1

 

Module IV

1

 

 

 

Section A – 15x4 = 60

Section B – 20x2 = 40

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

 

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

FRN321 - FRENCH (2022 Batch)

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

Course Objectives/Course Description

 

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

Learning Outcome

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

CO 2: Proficiency in literary analysis, appreciation and review of poems,play ,films and fables

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

CO 4: Ability to do formal and informal, oral and written communication.

CO 5: Overall knowledge on functional and communicative aspects and get through a2 level exams.

Unit-1
Teaching Hours:9
Dossier 1
 

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

Unit-2
Teaching Hours:9
Dossier 2
 

Towards a working life

Unit-3
Teaching Hours:9
Dossier 3
 

France Seen by...

Unit-4
Teaching Hours:9
Dossier 4
 

Mediamania

Unit-5
Teaching Hours:9
Le Bourgeois Gentilhomme
 

Act 1, 2 & 3

Text Books And Reference Books:

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

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

Essential Reading / Recommended Reading

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

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

Evaluation Pattern

Assessment Pattern

CIA (Weight)

ESE (Weight)

CIA 1 – Assignments / Letter writing / Film review

10%

 

CIA 2 –Mid Sem Exam

25%

 

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

10%

 

Attendance

05%

 

End Sem Exam

 

50%

Total

50%

50%

HIN321 - HINDI (2022 Batch)

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

Course Objectives/Course Description

 

 

Course Description:

The detailed text book “Shambook” is a Khanda Kavya written by Jagdeesh Gupta. To improve the creative writing skills, Nibandh, Kahani and Kavitha lekhan are included.Bharathiya chitrakala is also a part of the syllabus to improve the knowledge aboutIndian paintings.

Course Objectives:

Students are exposed to different forms of poetry especially, Khanda Kavya. It will help them to understand the contemporary socio-political issues.By learning about the tradition of Indian painting and legendary painters of India , students get to know about the richness and culture  of the Indian paintings. Creative writing sharpens their thinking, analytical  and writing skills 

Learning Outcome

CO1: By the end of the course the student should be able to: ● CO1: Improve their writing skill in literary Hindi by doing asynchronous session assignments and CIAs. ● CO2: Improve their analytical skills through critical analysis of the poetry. ● CO3: Will be able to learn the different aspects of Official correspondence. ● CO4: To improve their basic research skills while doing the CIAs. By the end of the course the student should be able to: ● CO1: Improve their writing skill in literary Hindi by doing assignments and CIAs

CO2: Improve their analytical skills through critical analysis of the poetry.

CO3: To improve their basic research skills while doing the CIAs

CO4: To understand the contributions of painters to Indian painting.

Unit-1
Teaching Hours:15
Shambooh
 

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

 

Level of knowledge:Analitical    

Unit-2
Teaching Hours:15
Creative writing
 

Nibandh lekhan, Katha lekhan, Kavitha lekhan.

Level of knowledge:Conceptual

Unit-3
Teaching Hours:15
Bharathiya chithrakala -parampara evam pramukh kalakar
 

Utbhav, vikas aur pramukh shailiyam

pramukh kalakar-1.M F Hussain 2.Ravindranath Tagore 3.Raja Ravi Varma 4.Jamini Roy.

Level of knowledge: Conceptual

Text Books And Reference Books:

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

.1. Sugam Hindi Vyakaran – Prof. Vamsidhar and Dharampal Shastry, SikshaBharathi,New Delh

2. Essentials of Screen writing: The art, craft and business of film and television writing

By: Walter Richard.

3. Writing and Script: A very short introduction

By: Robinson, Andrew.

4 .Creative writing By John Singleton

5. Adhunik  Hindi Nibandh By Bhuvaneshwarichandran Saksena.

Evaluation Pattern

CIA-1(Digital learning-wikipedia)

CIA-2(Mid sem examination)

CIA-3(wikipedia article creation)

End semester examination

JOU331 - MEDIA LAW, ETHICS AND ISSUES (2022 Batch)

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

Course Objectives/Course Description

 

 

This course has been conceptualized in order to ensure a grounding in law and an understanding of ethics which is an important prerequisite for all journalists.

Learning Outcome

CO1: Demonstrate clear understanding of media laws

CO2: Interpret and analyse laws pertaining to the media industry.

CO3: Evaluate the existing legal framework related to media industry

CO4: Be able to take ethical stands on controversial issues

Unit-1
Teaching Hours:10
Introduction to Law
 

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

Unit-2
Teaching Hours:10
Constitutional and Legal Perspectives
 

 

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

Unit-3
Teaching Hours:15
Regulatory Bodies and Acts
 

 

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

Unit-4
Teaching Hours:15
Internet and law
 

 

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

Unit-5
Teaching Hours:10
Case Studies
 

Judgments on Freedom of Speech and expression - Case Studies

Text Books And Reference Books:

Bhatia, G. (2018). Offend shock or distrub: Free speech under the indian constition. New Delhi: Oxford University Press.

Duggal Pavan. (2016). Textbook on Cyber Law (2nd ed.). Gurgaon: Lexis Nexis.

Gupta Ruchika. (2015). Media laws and ethics. New Delhi: Rajat Publications.

Jethmalani,Ram. (2014). Media Law (2nd ed.). New Delhi: Thomson Reuters.

Neelamalar M. (2010). Media Law and Ethics. New Delhi: PHI Learning.

Sethy, N. (2017). Press and Media Laws. New Delhi: Regal Publications.

https://rsf.org/en/ranking.

 

Judgements (thehoot.org)

Essential Reading / Recommended Reading

Chander, H. (2012). Cyber Laws and IT Protection. New delhi: PHI Learning

Hakemulder, J. R., Jonge, F. A. D., & Singh, P. P. (2005). Media Ethics and Laws. New Delhi: Anmol Publications Pvt.Ltd.

Evaluation Pattern

CIA 1: 20 marks

An objective test conducted to test the students awareness and knowledge about basic concepts related to media law.

 

CIA 2: 50 Marks

Centralised Mid Sem exam

 

CIA 3: Project (Group Work)

Students have to do a project which will reflect on the the

state of news media currently

 

ESE: 100 Marks

 

Centralised written exam

 

JOU351 - FUNDAMENTALS OF NEWSPAPER DESIGN AND LAYOUT (2022 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 in order to introduce newspaper and magazine layout and design concepts.

This course will introduce students to the basics of newspaper design and layout.

Students will learn about the different elements of design, such as typography, color, white space, etc.

Learning Outcome

CO1: Students will be able to demonstrate the skills related to designing a layout for a newspaper and magazine.

CO2: Students will be able to apply the aesthetics of design in newspaper and magazine layouts.

CO3: Students will be able to learn the work in teams as in a newsroom.

CO4: Students will be able to identify the different types of newspaper layouts and their purposes

CO5: In the end, students will be able to apply the whole production process of newspaper publishing by producing lab journals/newspapers.

Unit-1
Teaching Hours:10
Understanding Design and Layout
 
  • Visualizing and planning of a newspaper/magazine, News selection and Placement,

  • Newspaper format: Full format, Tabloid and Magazine

  • Design for Newspapers & Magazines - Trends.

  • Elements of Newspaper Design: Shape, Colour, Texture; Aesthetics- Balance, Contrast, Rhythm, Unity, Harmony, Typography - principles, types and uses of fonts, Colour and Visual representation, Rules: Column Rule, Cut off Rule, Window, White spaces, character count. 

  • Layout: Importance, types; elements, contemporary styles vs traditional styles, Technicalities: Paper sizes, grids, margins, columns, left and right flush, centering, justification, rulers, scaling, page numbering, texture, colour.

Unit-2
Teaching Hours:20
Software for Layout and Design
 
  • Basic understanding of softwares for print.
  • Front Page Design /Functional Design /Horizontal design, Modular design, Total page design /Single-theme design, 

  • Preparing Dummy of Newspaper and its different pages

  • Principles of Graphics and their Importance.

Text Books And Reference Books:

Frost, Chris (2017). Designing for Newspapers and Magazines (2nd Edition). Routledge

Essential Reading / Recommended Reading

 Errea, Javier (2018). Newspaper Design: Editorial Design from the World's Best Newsrooms. Gestalten

Schindler, J., & Müller, P. (2018). Does design follow politics? The visualization of political orientation in newspaper page layout. Visual Communication, 17(2), 141-161.

Holmberg, N. (2004). Eye movement patterns and newspaper design factors: An experimental approach.

Harrower, T., & Elman, J. M. (1995). The newspaper designer's handbook (p. 224). WCB, Brown & Benchmark Publishers.

Somuah, E. (2015). The Impact of Layout and Design in Newspapers on Readers: A Study of the Daily Graphic (Doctoral dissertation, Ghana Institute of Journalism).

 

 

Evaluation Pattern

The course shall not have a regular CIA- MSE -ESE model. Instead, the students will report stories, edit and design newsletters and newspapers using softwares both individually and in teams.

Assignments include:

  • Research on Newspaper Layout & Design
  • Newsletter submission 
  • Lab journals

JOU352 - BUSINESS JOURNALISM (2022 Batch)

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

Course Objectives/Course Description

 

 

Business Journalism is an introductory course designed to equip aspiring journalists with the basic understanding of India's economy, business environment - both domestic and global and skills and knowledge necessary to appreciate what it takes to be a business reporter. It offers a practical and theoretical foundation, covering topics such as understanding financial markets, analysing corporate organisations, conducting interviews with business leaders, and writing stories on business-related issues. This course also  helps them learn how to make sense of the world of business news, interpret data, and convey the stories behind the numbers effectively to a wide audience to keep them aware of the business affairs in the world and in-turn holding corporations accountable.

Learning Outcome

CO1:: understand key business concepts, such as finance, economics, new age economy and apply them while writing business stories

CO2:: demonstrate reporting and writing skills necessary for business journalism, including sourcing, researching, interviewing, fact-checking, and storytelling techniques

Unit-1
Teaching Hours:15
Understanding the world of business
 
  • Making sense of macro and micro economy

Government policies
Consumer markets, demand and supply

  • Understanding a business organisation and the basics of what makes a balance sheet and a profit and loss statement
  • Indian capital markets

Public markets - stock markets, listing, IPO & FPOs, BSE, NSE

Private markets - funding stages, valuation, VCs/PEs, etc

Stocks, bonds, currencies and commodities

  • Banking

RBI - monetary policies, MPCs

PSUs and private banking

  • Beat reporting 

Technology/Pharma/Retail/Energy

New economy/Internet Tech/startups

Pitching stories and Reporting Practice

Unit-2
Teaching Hours:15
Writing business stories
 

How to find good business stories?

  • Tracking news
  • Key events (macro and micro)
  • Filings

How to take effective notes?

  • Flagging
  1. Key points
  2. Interesting story ideas
  3. Follow up
  • Timestamp

How to write compelling business stories?

  • Building sources
  • Maintaining balance in stories
  • Addressing key arguments
  • Setting context

 

 

 

 

Text Books And Reference Books:

Reading of Business Dailies like Business Standard, The Mint, The Financial Times etc.

Essential Reading / Recommended Reading

 

  • Venkateswaran, R.J.(2000).How to Excel in Business Journalism. New Delhi: Sterling Publishers Private ltd.
  • Arora, D.D. (2003). Business Journalism.New Delhi Saloni Publishing House 
  • Hayes, Keith (2014). Business Journalism: How to Report on Business and Economics. Apress; 1st ed. edition
Evaluation Pattern

CIA Overall (50) + ESE (50)

CIA Overall: (10+20+20) = 50

ESE: 25 + 25 =50

KAN321 - KANNADA (2022 Batch)

Total Teaching Hours for Semester:45
No of Lecture Hours/Week:3
Max Marks:50
Credits:03

Course Objectives/Course Description

 

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

 

Course Objectives:

Understand and appreciate poetry as a literary art form.

Analyse the various elements of Poetry, such as diction, tone, form, genre, imagery, symbolism, theme, etc.

Appreciates to  learn the elements of autobiography.

Learning Outcome

CO 1: Able to define autobiography

CO2: Outline a personal autobiography

CO3: Delineate different types of autobiography

CO 4: Proficiency in communication skills

CO5 : Understand the principles of translation

Unit-1
Teaching Hours:15
Modern Kannada Poetry
 

1. Kariheggadeya Magalu- B.M.Sri

2. Hunnime Ratri- Kuvempu

3. Anna Yagna-Bendre

4.Mankuthimmana Kagga-D.V.G

5.Ikkala- K.S. Narasimha Swamy

6. Kannad padgol- G.P.Rajarathnam

7.Hanathe hachchuttene- G.S.S

8.Adugemane Hudugi-Vaidehi

9. Nehru Nivruttaraguvudilla- Adgaru

10. Nanna Janagalu.-Siddalingaiah

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

Text: Uchalya

Author:Lakshman Gayekwad

Translation: Chandrakantha Pokle

 

Unit-3
Teaching Hours:10
Creative Writings
 

 

1 Dialogue Writing

2 Essay writing

3 short story building

Text Books And Reference Books:

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

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

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

4. Hosagannadada Arunodaya- Srinivasa  Havanuru

Essential Reading / Recommended Reading

1. Hosagannda Sahitya- L.S. Sheshagiri Rao

2. Kannada Sahitya Sameekshe- G. S. Shivarudrappa

3. Bhavageethe- Dr. S. Prabhushankara

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

5. Ouru Keri- Siddalingaiah

Evaluation Pattern
 
Evaluation Pattern
 

CIA-1 Wikipedia Assignments- 20 Marks

CIA-2 Mid Semsester Examination- 50 Marks

CIA-3 Wikipedia Assignment-20 Marks

Attendance -10 Marks

End Semester Examination- 50 Marks

 
   

PSY331 - LIFE SPAN DEVELOPMENT (2022 Batch)

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

Course Objectives/Course Description

 

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

Learning Outcome

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

CO2: Explain human development as progressing through different stages and domains.

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

CO4: Explain scientific research methods used to study human development.

Unit-1
Teaching Hours:15
Introduction
 

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

Unit-2
Teaching Hours:15
Physical Development
 

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

Unit-3
Teaching Hours:15
Cognitive Development
 

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

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

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

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

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

Text Books And Reference Books:

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

Essential Reading / Recommended Reading

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

Evaluation Pattern

CIA (Continuous Internal Assesment) - Total Marks - 50    

  • CIA I   – Activity-based Individual Assignment  - 10 Marks    
  • CIA II  – Mid Semester Examination- Case/Scenario-based Questions- 25 Marks; Department Level                  
  • CIA III – Individual Assignment                        - 10 Marks
  • Attendance                                     = 5 Marks 

ESE (End Semester Examination) : Total Marks - 50, 02 Hours

Question paper pattern

  • Section A (Short Answers)                 2 Marks x 5Qs = 10 Marks
  • Section B (Essay Type)                      10 Marks x 3Qs = 30 Marks
  • Section C (Compulsory: Case Study)  10Marks x 1Qs = 10 Marks

PSY351 - PSYCHOLOGICAL STATISTICS AND EXPERIMENTS - I (2022 Batch)

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

Course Objectives/Course Description

 

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

Learning Outcome

CO1: Understand the basic principles of experimental psychology.

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

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

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

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

Unit-2
Teaching Hours:14
Psychological Experiments
 

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

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

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

 

Unit-3
Teaching Hours:12
Introduction to Statistics
 

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

 

Text Books And Reference Books:

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

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

Essential Reading / Recommended Reading

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

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

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

Evaluation Pattern

CIA (Continuous Internal Evaluations) – Total Marks - 100 

  • CIA 1: Lab Report (20 marks) + Class participation and Supervisor Feedback (05 marks) = 25 Marks 

  • CIA 2: Lab Report (20 marks) + Class participation and Supervisor Feedback (05 marks) = 25 Marks 

  • CIA 3: Department Level Exam =  50 marks 

SAN321 - SANSKRIT (2022 Batch)

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

Course Objectives/Course Description

 

Sundara Kanda is the only chapter of the Ramayana in which the hero is not Rama, but rather Hanuman. The work depicts the adventures of Hanuman and his selflessness, strength, and devotion to Rama are emphasized in the text. Bhoja only wrote 5 kāṇdas (up to the Sundarakāṇda), and there is a story about this: that he was inspired to write this work the night before a battle, that as he finished the Sundarakāṇda it was time to go, and that he announced that the Yuddhakāṇda would be enacted in the battlefield against the invader, but sadly he never returned. Others have composed a Yuddhakāṇda to complete the work.

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

The Origin and development of the Champu.

Learning Outcome

CO1: To analyse the content of the text in detail with examples

CO2: To Deliberate the classification and characters of the epic

CO3: To understand the delight of the text.

CO4: To demonstrate an increased ability to read and understand Sanskrit texts

CO5: To understand the prefixes and suffixes and changing the sentences in grammar.

Unit-1
Teaching Hours:35
champu
 

Origin and developmetn of Champu kavyas

Five Important Champus

Level of knowledge: Basic/conceptual/ Analytical

Shlokas 1 -60 Hnumantha¨s voyage to Lanka and searching for Seetha Description of city Lanka , Characters of Champu Kavya 

Unit-2
Teaching Hours:5
Grammar
 

Prayogas and Krudantha

Unit-3
Teaching Hours:5
Language skills
 

Translation of Given passage from English to Sanskrit 

Writing composition in sanskrit on the given topic in Sanskrit

Text Books And Reference Books:

Sundarakanda from Bhaja´s Champu Ramayana 

Chitrakalayaa: ugagamam vikaasam ca

origin and development of painting through Vedas and Puranas

 

Essential Reading / Recommended Reading

   

Reference Books:-

 

1)      Sundarakanda from “Champuramayana of Bhoja  

2)      Sanskrit Grammar by M.R. Kale.

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

4)       History of Sanskrit literature by Krishnamachari.

 

 

Evaluation Pattern

CIA 1 Wikipedia assignment

CIA 2 mid semester examination

CIA 3 Wikipedia assignment

TAM321 - TAMIL (2022 Batch)

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

Course Objectives/Course Description

 

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

India 2020- Abdul Kalam

 

 

Learning Outcome

CO1: Recall and categorize the concepts of literature.

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

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

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

Unit-1
Teaching Hours:10
Ara illakiyam
 

1. Thirukural

2. Avvai kural

Unit-2
Teaching Hours:10
Bhakthi illakiyam
 

1. Thiru vasagam

2. Kambar andhadhi

 

Unit-3
Teaching Hours:10
Ik kaala illakiyam
 

Naatu pura padalgal

Unit-4
Teaching Hours:10
Prose
 

India 2020- Dr. Abdul Kalam

Unit-5
Teaching Hours:3
Common Topic and visual text
 

1. Common topic: Oviyam

2. Visual text : nattupuviyal

Unit-6
Teaching Hours:2
Grammer
 

Sollu illakanam

Text Books And Reference Books:

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

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

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

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

 

 

Essential Reading / Recommended Reading

 

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

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

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

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

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

 

 

 

 

Evaluation Pattern

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

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



AEN421 - ADDITIONAL ENGLISH (2022 Batch)

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

Course Objectives/Course Description

 

This course is taught in the second year for students from different streams, namely BA, BSc and B Com. If the first year syllabus is an attempt by the Department of English, Christ University to recognize and bring together the polyphonic Indian voices in English and Indian regional literatures in translation for the Additional English students of the first year, the second year syllabus intends to take that project a little further and open up the engagement of the students to texts from across the world. The syllabus - selection of texts will concentrate on readings from South Asian, Latin American, Australian, Canadian, and Afro-American. It will voice subaltern concerns of identity, gender, race, ethnicity and problems of belongingness experienced by humanity all over the globe.

The syllabus will extend the concerns of nation and nationality and marginalization, discussed within the Indian context to a more inclusive and wider global platform. We have consciously kept out ‘mainstream’ writers and concentrated on the voices of the subalterns from across the world. There is an implicit recognition in this project that though the aspects of marginalization and the problems facing subalterns are present across cultures and nations, the experiences, expressions and reflections are specific to each race and culture. The course will address these nuances and specificities and enable our students to become more aware and sensitive to life and reality around them. This will equip the students, who are global citizens, to understand not just the Indian scenario, but also situate themselves within the wider global contexts and understand the spaces they will move into and negotiate in their future.

 

There is a prescribed text book Blends: Voices from Margins for the second year students, compiled by the Department of English, Christ University and intended for private circulation. 

The course objectives are

·         to introduce the students to look at different cultures through Literature

·         to help students develop an understanding of subaltern realities and identity politics

·         to inculcate literary sensibility/taste among students across disciplines

·         to improve language skills –speaking, reading, writing and listening

·         to equip the students with tools for developing lateral thinking

·         to equip students with critical reading and thinking habits

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

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

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

 

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

Learning Outcome

CO1 : CO1: To understand the socio- political concerns in various literatures through short stories, poems and essays

CO2: CO2: To critically read and articulate the non- canonised literatures

CO3: CO3: To analyse and apply these textual themes in a multi- cultural, global and professional space

Unit-1
Teaching Hours:12
Novella
 

Unit 1: Novella

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

 

 

Unit-2
Teaching Hours:12
Short Stories
 

Short Story                                                                                                    

·         Anton Chekov: “The Avenger”

·         Chinua Achebe: “Marriage is a Private Affair”

·         Nadine Gordimer: “Train from Rhodesia”

 

·         Wakako Yamuchai: “And the Soul Shall Dance”

Unit-3
Teaching Hours:12
Poetry
 

Poetry                                                                                                             12 hrs

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

·         Jamaica Kincaid: “Girl”

·         Derek Walcott: “A Far Cry from Africa”    

 

·         Joseph Brodsky: “Freedom”

Unit-4
Teaching Hours:9
Essays
 

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

·         Hannah Arendt: “Men in Dark Times”

Dalai Lama Nobel Acceptance Speech

 

 

 

 

Text Books And Reference Books:

Blends Book II

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

Essential Reading / Recommended Reading

Elie Wiesel "Night"

Diary of Anne Frank

Famous Nobel Lectures

Evaluation Pattern

CIA 1:  A written test for 20 marks. It can be an Open Book test, a classroom assignment, an objective or descriptive test pertaining to the texts and ideas discussed in class.  

CIA2: Mid-semester written exam for 50 works

 

CIA 3: This is to be a creative test/ project in small groups by students. They may do Collages, tableaus, skits, talk shows, documentaries, Quizzes, presentations, debates, charts or any other creative test for 20 marks. This test should allow the students to explore their creativity and engage with the real world around them and marks can be allotted to students depending on how much they are able to link the ideas and discussions in the texts to the world around them.

CSC989 - GOOGLE WORKSPACE (L1) (2022 Batch)

Total Teaching Hours for Semester:15
No of Lecture Hours/Week:1
Max Marks:50
Credits:1

Course Objectives/Course Description

 

Course Description

 

The main objective of this course is to introduce the fundamentals of cloud computing and best practices to use the cloud services for scalable application development and deployment.

 

Course Objectives​

 

  • Describe basic characteristics of cloud computing

  • Demonstrate application development using fundamental cloud services

Learning Outcome

CO1: Understand the applications of google work space

CO2: Apply the various tools in google workspace for collaborative work.

CO3: Create google space contents for effective office management..

Unit-1
Teaching Hours:3
Chrome Browser, Drive, Calendar and Gmail
 

GOOGLE WORKSPACE: Chrome Browser - Browser settings  - Browser Extensions- Chrome Apps. GMail - Communicate with Gmail - Mail , Chat , Spaces , Meet - Basic Settings  - Advanced settings  - Labeling / Grouping Emails - Scheduling an Email, Confidential Email - Search Email -Task in Gmail - Templates / Signature - Cancel / Undo the sent email 

 

Calendar - Basic settings - Organize your Events  - Setup- Notifications - Add       task  Video Conferencing Meeting / Study Groups - Share calendar / Add calendar (Co-workers)  - Book an appointment. Drive - Cloud storage - opening Drive - through email / direct link - Create Folder - Upload Files / Folder - Share the file / Collaborate – settings - Create Files / Folder (color the folder) - Delete Files.

Unit-2
Teaching Hours:4
GOOGLE DOCS
 

GOOGLE DOCS - Basic Docs  - Template -add style to your text - font , style , alignment - enhance your document - Image / Table / Drawing / Link/ chart / bookmark / table of Content  - share your document / collaborate with your team - Voice input/ @ options  / Comments / Explore options  - citations - building blocks / emoji/ dropdown / watermark / equation - export the document - docx, PDF, Publish to web -shortcuts

Unit-3
Teaching Hours:4
GOOGLE SHEETS
 

GOOGLE SHEETS: Basic Sheets / Spreadsheets  - Create New file  - Import data / Work with data - Format data / Publish data - Manage data in Sheets - Basic operations - search for data - Restrict data sharing - keyboard shortcuts. Analyse the data - Add charts - Get automatic charts - add chart to docs and slides - Function in sheets - add pivot tables - get automatic pivot tables. Export sheets - Export to excel / PDF - download in different formats - Make a copy  - Email a copy

Unit-4
Teaching Hours:4
GOOGLE SLIDES
 

GOOGLE SLIDES: Basics of Presentation / Slides - Create a basic presentation - Add/ edit images - add flowchart / diagram - insert / edit charts  - Import Powerpoint slides - use theme  - collaborate / share / download different formats /  set expiry date for access  - embed presentation / Publish for web - Presentation with Q&A option 

 

Explore option to make your presentation professional 

Text Books And Reference Books:

GOOGLE WORKSPACE FOR BEGINNERS: The Complete User Guide from Beginner to Expert Level with Useful Tips & Tricks to Master Google Cloud Computing & Collaborative Apps in Less Than 7 Days, By TABINA HENDRICK

Essential Reading / Recommended Reading

https://workspace.google.com/intl/en_in

Evaluation Pattern

CIA - 50

ENG422 - PROFESSIONAL COMMUNICATION - II (2022 Batch)

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

Course Objectives/Course Description

 

Objectives

·         To enable learners to write for various purposes

·         To enable learners to make presentation of various kinds

·         To enable learners to develop content for various contexts

·         To enable learners to develop technical writing skills

·         To enable leaners to use appropriate means of oral communication

Learning Outcome

CO1: ability to judge audience requirements in oral and written communication and communicate accordingly

CO2: ability to use specific styles in communication to be effective

CO3: ability to understand workplace structures and requirements to communicate

CO4: ability to use written form of communication appropriately

Unit-1
Teaching Hours:10
Report Writing
 

 

-          Paragraphing

-          Editing

-          Ethics of writing

 

 

Case study report

Evaluative report

Operation report

Inspection report

Analytical report

Newspaper reports

Unit-2
Teaching Hours:15
Content writing
 

 

-          Web content writing

-          Scientific Writing

-          Copy writing

-          Travel Writing

-          Medical Writing

-          Article Writing

-          Web Copy writing

-          Copy Editing

-          Blog writing

 

Unit-3
Teaching Hours:5
Review writing
 

 

-Film review

-Book review

-Gadget review

Unit-4
Teaching Hours:10
Presentation skills
 

 

 

-preparation

-performance

-response

 

 Difference between talks and speeches

Seminar presentation

Elevator pitch presentation

Unit-5
Teaching Hours:5
Interview skills
 

 

 

-Job interviews

-Promotion interviews

-Exit interviews

-Reprimand interviews

-Stress interviews

-Media interviews

-Appraisal interviews

Text Books And Reference Books:

1. Confessions of a Public Speaker- Scott Berkun

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

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

 

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

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

 

6. Professional Presentations – Malcolm Goodale

 

7. Group Discussion and Interview Skills – Priyadarshi Patnaik

 

8. Using Newspapers in the Classroom – Paul Sanderson

 

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

 

10. Business Benchmark – Upperintermediate – Guy Brook- Hart

 

Evaluation Pattern

Examination & Assessments

CIA (weight) = 50 marks

ESE (weight) = 50 marks

 

CIA 1= 20 marks

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

 

CIA 2= 50 marks

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

 

CIA 3 =20 marks

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

 

ESE = 50 marks

EST431 - INTRODUCTION TO LITERARY THEORY (2022 Batch)

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

Course Objectives/Course Description

 

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

Learning Outcome

CO1: Display familiarity with basic theories in literature

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

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

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

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

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

I.1 What is Literature?

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

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

(An Overview of the development of theory)

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

II. 1. Structuralism

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

II. 2 Poststructuralism

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

III. 1 Psychoanalysis:

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

III. 2 Feminism:

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

IV. 1 Ideology and Discourse:

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

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

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

V. 1 Postmodernism: Knowledge and Glocalization

a. What is Modernism and Postmodernism?

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

V.2 Ecocriticism: Green Studies and Sustainability

a. What is Ecocriticism?

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

V. 3 Narratology: Telling and Retelling Stories

a. What is Narratology ?

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

Text Books And Reference Books:

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

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

CIA II: Mid Semester 

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

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

Total = 50.

 

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

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

 

End Semester Pattern

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

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

 

Total 100

FRN421 - FRENCH (2022 Batch)

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

Course Objectives/Course Description

 

French as a second language in the UG program. The method Génération A2 consists of a student's book and an activity book, both included in the digital manual. It consists of 6 units preceded by an initial section of 'Welcome'. Continuing from where A1 left, it aims to enhance learning skills further. The structure of each unit marks a real learning journey into different aspects of the French language and culture.

 

Course Objectives

·       To develop linguistic competencies and sharpen oral and written communicative skills further

·       To enhance awareness of different aspects of francophone civilization.

·       To enrich the learner’s vocabulary

·       To enable learners to engage in and discuss simple topics with ease

 

Learning Outcome

CO1: To familiarize students with the French culture and traditions.

CO 2: To equip students with correct grammar, vocabulary and pronunciation.

CO3: To enhance communicative skills.

CO 4: To make them well versed in all the four language skills.

CO5: To make them ready for A2 level Exams.

Unit-1
Teaching Hours:10
Festivals and traditions in France
 

Lesson 1: Let’s do the housework!

Lexicon – Lodging, the house, rooms

Grammar – The progressive present tense , possessive pronouns, negative form

Speech act – Protesting and reacting

 Lesson 2: About lodging

Lexicon – Furniture and equipment, household tasks

Grammar – Some adjectives and indefinite pronouns, verbs ‘to read, to break up

                   and to complain’

Speech act – Expressing interest and indifference

Unit-2
Teaching Hours:5
Drama
 

Molière’ s L’Avare – Français facile -Act III Sc 8 onwards

Unit-3
Teaching Hours:10
Culture and tradition
 

Lesson 1: All in form!

Lexicon – The human body: exterior / interior, sickness and medicines

Grammar – Simple past tense and imperfect, recent past, expression of duration

Speech act – Narrating in the past tense

Lesson 2: Accidents and catastrophes

Lexicon – Accidents, natural catastrophes

Grammar – Adjectives and indefinite pronouns: nothing, no one, verbs ‘to say,  to run, to die’

Speech act – Expressing fear and reassuring

 

Unit-4
Teaching Hours:5
Drama
 

Molière’ s L’Avare – Français facile -Act IV

Unit-5
Teaching Hours:10
French outside of France
 

Lesson 1: Studying abroad, Happy journey

Lexicon – The educational system, formalities to go abroad

Grammar – Demonstrative pronouns, simple future tense, situating in time

Speech act – Expressing one’s opinion,

 Lesson 2: The weather

Lexicon – The weather

Grammar –Me too, not me, impersonal verbs, verbs ‘ to believe, to follow and to rain’

Speech act – Speaking about the weather, speaking about the future

Unit-6
Teaching Hours:5
Drama
 

Molière’ s  L’Avare – Français facile -Act V

 

Text Books And Reference Books:

1.    Cocton, Marie-Noelle. Génération A2. Paris : Didier, 2016 

2.     Molière, L’Avare – Français facile

 

Essential Reading / Recommended Reading

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

 

Evaluation Pattern

Assessment Pattern

CIA (Weight)

ESE (Weight)

CIA 1 – Assignments / Letter writing / Film review

10%

 

CIA 2 –Mid Sem Exam

25%

 

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

10%

 

Attendance

05%

 

End Sem Exam

 

50%

Total

50%

50%

HIN421 - HINDI (2022 Batch)

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

Course Objectives/Course Description

 

Course Description:

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

Course Objectives:

Through the prescribed play and the theatre performance, students can go through the process of experiential learning. Study of Mass media enables them to get practical training. Phrases, idioms, technical and scientific terminology sharpen the language skills of the students.  

 

Learning Outcome

CO1 : Understand the nuances of Hindi theatre.

CO2: Create awareness of the social issues.

CO3: Improve the skill of critical analysis.

CO4: Develop the writing skills for media.

Unit-1
Teaching Hours:15
Natak- Ashad Ka Ek Din (Play) by Mohan Rakesh
 

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

Level of knowledge: Analitical

Unit-2
Teaching Hours:15
SancharMadhyam
 

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

Level of knowledge: Conceptual

Unit-3
Teaching Hours:15
Phrases, Idioms. and Scientific and Technical Terminology
 

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

2. 100 Nos. (Hindi equivalent)

Level of knowledge: Basic

Text Books And Reference Books:

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

 1. News reporting and writing:          By Mencher,Melvin..

2. Hindi PatrakaritakaIthihas:By Jagadeesh Prasad Chaturvedi

3. HindiPatrakaritaSwaroopEvamSandarbh:                          By Vinod Godare

4. Media Interview:                     By Philip Bell,Theovanleeuwen.

 

Evaluation Pattern

CIA-1(Digital learning)

CIA-2(Mid sem exam)

CIA-3((Wikipedia-Article creation)

End sem exam

JOU431 - MEDIA RESEARCH (2022 Batch)

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

Course Objectives/Course Description

 

Course Description: This course has been conceptualised in order to introduce the students to social research and specifically to media research, its process and the methods with the aim of making them familiar with media studies research.

 

Learning Outcome

Unit-1
Teaching Hours:15
Introduction to Research
 

Social Research: Concept - Nature and Scope - Research steps and their types. Objectivity Reliability and Validity in Research - Variables, Hypothesis and Research Questions. Type of

hypothesis, Characteristics of good hypothesis, Hypothesis testing.

Unit-2
Teaching Hours:15
Media Research Process
 

Communication research - Media research- Behaviourist School and Critical School of Research- Audience Reception studies, Media Technology studies, Political Economy of Media. The theoretical framework for media research- case studies.

Unit-3
Teaching Hours:15
Research Methodology
 

Research design: Survey Research, Content analysis, Market and Advertising research, Case study method, Semiotics and Digital Ethnography. Sampling and its types, Tools and Techniques of Data Collection, Questionnaire Schedule, Interview and Observation mode.

Unit-4
Teaching Hours:15
Analysis Writing and Research
 

Data processing, Analysis, Presentation and interpretation of data, Use of graphics in data presentation, Research writing, Research proposal, Research report: Components and style,

Preparation of Bibliography, Index.

Text Books And Reference Books:

Babbie, Earl. (2013). The Practice of Social Research: By Earl Babbie (13th ed.). New Delhi:Rawat Publications.

 

Berger, A. A. (2016). Media and communication research methods: An introduction to qualitative and quantitative approaches (Fourth Edition.). New Delhi: Sage.

 

Kothari, C. R., & Garg, G. (2014). Research Methodology (3rd ed.). New Delhi: New Age International Publishers.

 

Wimmer, R. D., & Dominick, J. R. (2011). Mass Media Research An Introduction (9th ed.). New Delhi: Cengage Learning.

Essential Reading / Recommended Reading

Kumar Dibyanshu. (2014). Research Methodology and Techniques in Journalism. New Delhi: Centrum Press.

Evaluation Pattern

This course will not follow the regular MSE and ESE pattern. A series of CIAs will be given to students in identifying the research problems, doing a review of the literature, constructing the research framework and design and finally submit a research proposal.

JOU451A - BROADCAST JOURNALISM (2022 Batch)

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

Course Objectives/Course Description

 

This course has been conceptualized in order to enable the students to learn all of the different aspects of the news media, with a central focus on video production, broadcast journalism, and media literacy. They will also learn the various phases of television production and gain hands-on experience with professional equipment and mobile technology. Students will learn the process of scriptwriting, storytelling, editing and how to capture the images that tell a story to the viewer.

Learning Outcome

CO1: Evaluate and critique broadcast and production practices both holistically and in terms of their component parts, namely: audio, video, scripting, production, and editing.

CO2: Write effectively for broadcast media as well as other forms and styles appropriate for the communications professions and audiences they serve

Unit-1
Teaching Hours:10
The Principles of Broadcast Journalism
 

Introduction to Broadcast media, Why Broadcast Journalism matters? What makes Broadcast News?

Different types of News.24-Hour News channel, Preparing Bulletins, News Programs,

Newsmakers and their skills. People involved in Broadcast Media. Their roles and responsibilities.

Unit-2
Teaching Hours:10
Choosing and Chasing the story
 

Writing basics, writing for a mass audience, News angles, multi-angled stories, News package, Copy tasting, Balance of News, The Angle, Staged News Conference, Setting up the interview, preparing for the interview. The interviewer’s skill, different types of interview, being interviewed yourself.

Unit-3
Teaching Hours:10
Preparation for news
 

Broadcast News Stylebook, News anchors, and presenters, qualities of a news caster, breathing, reading speed, projection, emphasis, pitch, mic positions, teleprompter, noise, bringing the story to life.

Unit-4
Teaching Hours:15
Production Techniques
 

Television news production- three stages of production – TV newsroom technology -organising materials from user generated content (UGC) and citizen journalism- reporting and video journalism – sound recording- pocket news, getting the shots- shoot for impact- capturing ‘B -Roll’ shots (Insert shots)- Cut-in and cut-away shots – Continuity.

Unit-5
Teaching Hours:15
Finalising the Package
 

Editing the Pictures and sound- Sequence of shots-shot length- Editing types, style – editing software – Data – graphics and visuals – synchronizing audio with visuals, titles – exporting the sequence- publishing.

Text Books And Reference Books:
  1. Rowlands, G. H. S. (2007). The Broadcast Journalism Handbook Pearson Longman Publication.
  2. Diefenbach, D. L. (2007). Video production techniques theory and practice from concept to screen, Routledge.
  3. Spann, R. D. a. T. (2010). Fundamentals of TV Production. New Delhi: Surjeet Publications
  4. Zettl, H. (2012). TV production Handbook: Thomas Wardsworth Publishing
Essential Reading / Recommended Reading

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

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

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

4.      Shyles, Leonard. Art of Video Production.

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

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

Evaluation Pattern

Components

Details of the assignment

Marks (%)

Project 1 

Two Person Interview for 10-20 minutes

20

Project 2 

Vox pop - 5 minutes

20

Project 3, 4 & 5

PSA for 90 sec & Gadget review for 5 minutes & MOJO reporting for 3 -5 minutes

60

End Semester Examination

CCTV submissions and other projects done by students

100

Attendance

-

5

Total

Overall CIA and portfolio submissions will be converted to 100 marks at the end

200

JOU451B - PHOTO AND DOCUMENTARY JOURNALISM (2022 Batch)

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

Course Objectives/Course Description

 

This course has been conceptualised in order to :

● Acquire the necessary skills to work as a photojournalist and Video Producer.

● Learn fundamental principles of news applied in choosing a photography medium.

● Attempt to introduce photography as a form of documentary.

Learning Outcome

CO1: Produce technical and aesthetic photographs, create photo stories and essays

CO2: Develop news articles in the form of audio and video documentaries

CO3: Create a Script, shoot and edit short videos (non-fiction)

Unit-1
Teaching Hours:10
Photography basics
 

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

 

Unit-2
Teaching Hours:15
Art and photojournalism
 

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

 

Unit-3
Teaching Hours:20
Introduction to Documentary (Audio/Video)
 

History, evolution of documentaries as a genre, early silent films, evolution of audio documentary, Need for audio documentary, Key audio/radio journalists working in the field. Audio fundamentals: Definition, properties and characteristics of sound, Representation of sound - sound waves, evolution of sound recording, understanding the nuances of sound: sound spectrum, decibel, range of human hearing, threshold, distortion, echo, acoustic, reflection and refraction of sound, reverberation, ambient sound. Studio and on location recording of sound.

Unit-4
Teaching Hours:15
Creating short documentaries
 

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

Text Books And Reference Books:

1. Boon, T., & Rotha, P. (2008). Films of fact: A history of science in documentary films and television;

written to mark the centenary of Paul Rotha, documentarist, 1907-1984. London: Wallflower Press.

2. Rosenthal, Alan (1996) Writing, Directing, and Producing Documentary Films and Videos. Carbondale,

IL: Southern Illinois University Press.

3. Grant, B. K., & Hillier, J. (2009). 100 documentary films. Basingstoke: Palgrave Macmillan.Martin,

4. J. R., & Martin, A. J. H. (2014). Create documentary films, videos and multimedia: A comprehensive

guide to using documentary storytelling techniques for film, video, Internet and digital media projects.

Orlando, Florida : Real Deal Press, [2014] ©2014

5. Jag, M., & India. (1990). Documentary films and national awakening. New Delhi: Publications Division,

 

Ministry of Information and Broadcasting, Govt. of India.

 
Essential Reading / Recommended Reading
  • Jag, M., & India. (1990). Documentary films and national awakening. New Delhi: Publications Division, Ministry of Information and Broadcasting, Govt. of India.
Evaluation Pattern

The course shall not have a regular CIA- MSE -ESE model. Department level Submissions.

Sample Assignments:

Creating a photostory with only 4 images

Writing for Sound

Make a trailer for any one of the TV shows

End Semester Submission:

Make a video documentary or an audio documentary on any topic.

KAN421 - KANNADA (2022 Batch)

Total Teaching Hours for Semester:45
No of Lecture Hours/Week:3
Max Marks:50
Credits:03

Course Objectives/Course Description

 

The course introduces the rich Kannada language and helps students to read and write the Regional language effectively. The prescribed text ‘Kalagnani Kanaka’ (Kanaka, the visionary) is all about 15th century poet, saint and philosopher of the Haridasa Bhakti tradition. “Kanaka’s writings touch on all aspects of truth and social reality’ said K.R. Nagaraj, literary critic and the author of the Kalagnani Kanaka play. “Kanaka’s poetry is dense with rhyme, rhythm, meter and rich descriptions. He upholds social justice while addressing the issues of the time-caste and class differentiation and gender oppression, for example. Contrary to popular belief, he never confined himself to any one philosophical tradition- Advaita, Dwaita or Vishistadwaitha” ‘Kannadada Moovattu Kathegalu’ is another prescribed text. Through this text the students are exposed to the writings of Koradkal Sreenivasa Rao, K. P. Poornachandra Tejaswi, Masti Venkatesha Iyengar, G. P. Basavaraj and others. Short stories help students in harnessing creative writing skills.

Learning Outcome

CO1: Reflects the tradition of old & the new

CO2: Helps to create dialogue writing

CO3: Identify key points in stories

CO4: Understand the ideologies during British rule

CO5: Expose to Dasa Sahitya movement

Unit-1
Teaching Hours:20
Kalagnani Kanaka- K.R. Nagaraj
 

Act- 1

Act- 2 

Act- 3 

Act- 4 

Act- 5

Act- 6

Unit-2
Teaching Hours:20
Selected short stories (Kannadada Moovatttu Kathegalu) Edited by: Fakir Mohammed katpadi, Krishnamurthy Hanur Publication: Sahitya Academy,2018
 

1.      Dhaniyara Sathyanarayana-Koradkal Sreenivasa Rao

2.      Thabarana Kate- K. P. Poornachandra Tejaswi

3.      Gowthami Helida Kathe- Masti Venkatesha Iyengar

4.      Raja mattu Hakki- G. P. Basavaraj

Unit-3
Teaching Hours:5
Language Skills
 

Essay Writing/ Letter Writing/ Dialogue writing 

Text Books And Reference Books:

1.      Adhunika Kannada Nataka: K.M. Marualasiddappa

2.      Kannada Rangabhoomi; L.S. Shesshagiri Rao

3.      Kannada Sanna Kathegala Olavu- Giradi Govinda Raju

4.      Tabarana Kathe- Kannada Screen play by Girish Kasaravalli

 

Essential Reading / Recommended Reading

1.      Adhunika Kannada Nataka: K.M. Marualasiddappa

2.      Kannada Rangabhoomi; L.S. Shesshagiri Rao

3.      Kannada Sanna Kathegala Olavu- Giradi Govinda Raju

4.      Tabarana Kathe- Kannada Screen play by Girish Kasaravalli

 

Evaluation Pattern

CIA- Wikipedia Article writing -20 marks

CiA-2 Mid Semester Exams- 50 marks

CIA-3 Wikipedia Article writing- 20 marks

End Semester Exams- 50 marks

PSY431 - BASIC SOCIAL PSYCHOLOGY (2022 Batch)

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

Course Objectives/Course Description

 

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

Learning Outcome

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

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

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

Unit-1
Teaching Hours:11
Introduction
 

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

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

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

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

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

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

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

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

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

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

Text Books And Reference Books:

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

Essential Reading / Recommended Reading

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

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

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

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

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

Evaluation Pattern

CIA       CIA (Continuous Internal Assessment)-Total Marks- 50 

CIA-1: Activity-based Individual Assignment- 10 Marks 
CIA-2: Mid sem Exam-Case/Scenario-based Question- 25 Marks; Department level 
CIA-3: Individual Assignment- 10 Marks 
Attendance- 5 Marks 

ESE Pattern      ESE (End Semester Examination) Total Marks- 50 , 02 HOURS

Question paper pattern
Section A- (Short Answers) 02 marks x5Qs =10 Marks
Section B- (Essay Type) 10 marks x 3Qs = 30 Marks
Section C-(Compulsory: Case Study) 10 marks x 1Q =10 Marks

PSY451 - PSYCHOLOGICAL STATISTICS AND EXPERIMENTS - II (2022 Batch)

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

Course Objectives/Course Description

 

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

Learning Outcome

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

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

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

Unit-1
Teaching Hours:14
Advanced Psychological Experiments
 

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

Topics: Memory, Concept Formation, Creativity, Learning

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

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

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

Text Books And Reference Books:

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

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

Essential Reading / Recommended Reading

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

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

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

Evaluation Pattern

Continuous Internal Evaluations (CIAs) – 100 Marks

  • CIA 1: Lab Report (20 marks) + Class participation and Supervisor Feedback (5 marks)-  25 Marks 
  • CIA 2: Lab Report (20 marks) + Class participation and Supervisor Feedback (5 marks)-  25 Marks 
  • CIA 3: Department Level Exam- 50 Marks 

SAN421 - SANSKRIT (2022 Batch)

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

Course Objectives/Course Description

 

Avimarakam by Bhasa is the drama  prescribed as a text and approved in the B.O.S.  It is sociological drama which explains about the society.  . This drama is an imaginary composition of Bhasa . The concept and drama skills expresses the beauty of the style of the author Bhasa.  He creates the characters and the incidents are naturally created. Grammar will also be studied.

Learning Outcome

CO1: To Understand the style and development of the play

CO2: To learn the linguistic skills of the drama.

CO3: To Deliberate the classification and characteristics of the play

CO4: To Understand the features of play

CO5: To understand the basic structural nuances of Panini?s grammar

Unit-1
Teaching Hours:35
Canto 1-5
 

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

             Level of knowledge: Basic/conceptual/ Analytical

Avimaraka meeting kurangi and Avimaraka engtering into the mansion of  Kurangi

Unit-2
Teaching Hours:5
Grammar
 

Karaka prakaranam 

Vykarana vishesha 

Unit-3
Teaching Hours:5
Language skills
 

Translation of given passage from English to Sanskrit

Writing an article in Sanskrit on the given topics

Text Books And Reference Books:

Avimarakam  by Balagovind jha 

Essential Reading / Recommended Reading

            

Books for Reference: -

1.      “Avimarakam” by Balagovinda Jha

2.      Basanatakachakram  of choukamba edition.

3.      Sanskrit dramas by a.B.Keith

4.      Sanskrit grammar by M.R.Kale.

Evaluation Pattern

CIA 1 Wikipedia assignments

CIA 2 Mid semester examinations

CIA 3 Wikipedia assignments

TAM421 - TAMIL (2022 Batch)

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

Course Objectives/Course Description

 

A new concept, cultural studies, will take the students beyond prescribed syllabus to include music, theatre, painting, and films out of which the art form of music is taken up for the first semester.  Aram poetry- Ara nericharam specifies life discipline and standards, which would pave a successful life for the students. 

Bhakthi ilakiya- them bhavani, cheerapuranam, thirumandiram is inclined towards ritual practices. Kaapiyam with its historical values provides an understanding about life in a mature way.



Learning Outcome

CO1: Recall and categorize the concepts of literature.

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

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

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

Unit-1
Teaching Hours:10
Kappiyam
 

seevaga sindhamani.

Thirumular Thirumandhiram

These topics coherently plays a significant role in inclination towards spiritual aspects of life. It puts for the religious beliefs and entitles each one to understand the rituals and practices.

Unit-2
Teaching Hours:10
Ara illakiyam
 

Aranericharam- Munai padaiyaar

The text acustoms the core values and ethics with the ideological guidelines and ways of living.

Unit-3
Teaching Hours:10
Bakthi illakiyam
 

Thembavani

Seera puranam

Thiru mular, thiru mandhiram

The text elicits the importance of rituals and beliefs. 

 

Unit-4
Teaching Hours:10
Prose
 

Nadagam

1. Irakam yenge- C N Anna Dhorai

2. Theervu - Indhra partha sarathi

3. Soothradharam- Puvi Arasu

4. Karumbum Kalliyum- Komal saminadhan

5. Palaavku thookigal - Dr. A. Ramasamy

6. Pei ottam- Dr. K A Guna Sekaran

 

Unit-5
Teaching Hours:1
Grammer
 

Vetrumai orupugal

Unit-6
Teaching Hours:4
Common topic
 

Tamizhil pudhirgalum, pazhamozhigalum

Text Books And Reference Books:

1. Neethi book, Manikkavasakar pathippakam, paarimunai, Chennai -08 

2. Tamil paa thirattu - prasaranga pub. Bangalore university, Bangalore 

3. Kappiya noolkal-manikkavasakar pathippakam, Chennai -08 

4. Madagascar kalanchiyam - van a thing pathippakam

 

Essential Reading / Recommended Reading

1. Thamil paa thirattu - prasaranga pub. Bangalore university, Bangalore 

2. Mozhi varalaru - Dr. My. Varatharajan - kazhaka pub. Chennai- 01 

3. Aranerichaaram-Munaipatiyaar 

4. Kazhaka pub. Thirunelveli, thenninthiya saivachiththantha noorpathippu kazhaka, Ltd., Chennai 01 

5. Thirumoor thirumandiram-Thiruvaavatuthurai aathinam, Thiruvaavatuthurai Nadagam, Education in karnataka Bangalore 01. 

6. Madras university , etaikkala illakkiyam, Chennai -01 

7. Thamizh pazhamozhikal, janaral pub. Mylappur, Chennai -04 

8. Thamizhil puthirkal our aayivu-Aaru. Ramanadan, Manikkavasakar niilakam, Chennai -01

 

Evaluation Pattern

 

 

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

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

 

EST531 - POSTCOLONIAL LITERATURES (2021 Batch)

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

Course Objectives/Course Description

 

Objectives:

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

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

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

Learning Outcome

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

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

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

CO4: Interdisciplinary scope for application of postcolonial frameworks to contemporary local and global concerns such as cultural hybridity, ecological consciousness and trans-national concerns of identity

Unit-1
Teaching Hours:20
Terms of Postcolonialism
 

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

·         Centre/margin

·         Colonialism/imperialism

·         Decolonisation

·         Mimicry/hybridity

·         Post-colonialism/postcolonialism 

Savage/civilised

Unit-2
Teaching Hours:15
Poetry
 

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

·         A Lament for Confederation - Chief Dan George 

·         I Lost My Talk - Rita Joe

·         The Dodo – Hilaire Belloc

·         Buffalo Dusk – Carl Sandburg

·       Zong - Nourbese Philip

 

·       The Sea is History – Derek Walcott

 

 

·     

Unit-3
Teaching Hours:15
Novel
 

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

The team will discuss and select from the following texts. 

 

·       The Coming be the Christ Child -  Bessie Head

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

·       My Son, the Fanatic – Hanif Kureishi

·       Doris Lessing - Grass is Singing

·       Michael Oondatje - Running in the family

·       Naipaul - House for Mr Biswas or Miguel Street

·       Jamaica Kincaid - Lucy or A Small Place 

Unit-4
Teaching Hours:10
Short Story
 

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

·         The Coming be the Christ Child -  Bessie Head

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

·         My Son, the Fanatic – Hanif Kureishi

Text Books And Reference Books:

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

Essential Reading / Recommended Reading

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

 

Evaluation Pattern

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

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

 

For CIA III, the students can be asked

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

 

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

Mid Semester Exam Question Paper Pattern (50 Marks)

 

Number of

Answers

Marks

Total

Short Notes

4

5

20

Essay Questions

3

10

30

Total

7

 

50

 

End Semester Exam Question Paper Pattern (100 Marks)

 

Number of

Answers

Marks

Total

Short Notes

5

8

40

Descriptive/long questions

4

15

60

Total

9

 

100

EST532 - INDIAN LITERATURES: THEMES AND CONCERNS (2021 Batch)

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

Course Objectives/Course Description

 

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

 

Objectives

 

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

Learning Outcome

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

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

 

 

Unit-1
Teaching Hours:20
Essays
 

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

Unit-2
Teaching Hours:15
Poetry
 

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

Unit-3
Teaching Hours:13
Play
 

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

Unit-4
Teaching Hours:12
Short stories
 

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

Unit-5
Teaching Hours:15
Novel and Graphic Novel
 

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

Text Books And Reference Books:

Unit I: Essays                                                                                                20 Hrs

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

 

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

 

Unit II: Poetry                                                                                               15 Hrs

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

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

·         Rukmini Bhaiyya Nayar "Gender Role"  

·         Jayanta Mahapatra"Hunger"

 

Unit III: Play                                                                                                  13 Hrs

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

Daaham (Thirst) – Vinodini

 

Unit IV: Short stories                                                                                     12 Hrs

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

 

Pudumaipitthan “Deliverance from Curse’’

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

Saadat Hasan Manto: “Dog of Tithwal”

A K Ramanujan's Annayya's Anthropology

 

Urvashi Butalia: “Blood” 

 

 

Unit V: Novel and Graphic Novel                                                                15 Hrs

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

 

  • Arundati Roy, The God of Small Things

or

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

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

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

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

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

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

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

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

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

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

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

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

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

Tendulkar, Vijay. Five Plays. Bombay: 1992.OUP. 2007, New Delhi.

 

Tamil Poetry Today, K.S. Subramanian (ed). International Institute for Tamil Studies, Chennai 2007. 

Evaluation Pattern

CIA II

  • Comparative Study of the issues of any one prescribed piece with another one piece from any Indian language
  • Written assignment on any of the typical Indian issues discussed as part of the syllabus.        

CIA III

  • could be a Translation Assignment of any contemporary literary work

(Poems or Short Stories).

 

  • written assignment on any prescribed piece bringing out the problems of translation
  • If the students do not know how to read a regional language, they can listen to a story/poem from the oral tradition and translate that.
  • Some students might not have the linguistic competence to translate then, they can learn a folk art form/gather some folk, oral narratives, recipes, sports and analyze them.

JOU531 - DEVELOPMENT JOURNALISM (2021 Batch)

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

Course Objectives/Course Description

 

This course has been conceptualized in order to offer a deeper understanding of writing and reporting on marginalised communities and the social issues of our times - caste, inequality, gender, resistance and more.

 

Learning Outcome

CO1: Demonstrate a clear understanding of the concept of development.

CO2: Identify broad areas for development, problematise

CO3: Analyse government schemes which can make an impact at grassroots level

Unit-1
Teaching Hours:15
Introduction to development journalism
 

1. Understanding the concept of development

2. Defining development in the journalistic space

3. Grassroot development -  Panchayati Raj System in India

Unit-2
Teaching Hours:15
Alternate Communication
 

1. PARI, Swaraj, Counter currents, Down to Earth

2. Need and demand for alternative media platforms

3. Writing style for alternative media platforms. 

Unit-3
Teaching Hours:30
Key Areas of Development Journalism - Reporting
 

1. ‘Right’ approach

2. Migration, religion, caste, status of women, agricultural crisis, rural issues, health, water, sanitation, documenting communities and cultures.

3.Ethical guidelines/ concerns in reporting traditional practices and local ethos.

4. Attitude informs your story, so how to build the right attitude. 

 

Text Books And Reference Books:

Jain, R. (2003). Communicating Rural Development: Strategies and Alternatives. New Delhi: Rawat.

Khemchand, R. (2000). Journalism and Human Development (1st Ed.). New Delhi: Dominant Publishers and Distributors.

Shekh,Jamal. (2013). Development Communication and Journalism. New Delhi: Centrum Press.

Essential Reading / Recommended Reading

Raghavan, G. N. S. (2004). Development and Communication in India: Elicit Growth and Mass Deprivation. New Delhi: Gian Publishing House.

Evaluation Pattern

The course shall not have a regular CIA- MSE -ESE model. Instead, the student will be given a series of assignments spread across the semester, leading to a final portfolio/article/multimedia blog on submission model. The teaching facilitator will consider the level of intelligibility in the class and the learning needs of the students and decide what assignment to be given on a regular basis.

Sample Assignments:

  1. Reporting on civic issues

  2. Interviews with communities

JOU551 - NEW MEDIA JOURNALISM (2021 Batch)

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

Course Objectives/Course Description

 

An understanding of new media technologies. New media journalism introduces the student to the varied possibilities of presenting news in different formats through new media platforms.

Students will learn about various types of new media and the skills needed to work with those platforms.

Students will learn about the ethical and legal issues concerned with media.

Learning Outcome

CO1: Demonstrate a clear understanding of new media and the various platforms it affords.

CO2: Review and analyse the readings on new media technologies.

CO3: Apply the skills needed to develop content for different genres of journalism.

CO4: Create multimedia news and features content.

CO5: Use different types of new media to communicate and create content.

Unit-1
Teaching Hours:15
Introduction to new media
 

Computer revolution and the emergence of new media

Brief history of new media technologies

What is new media, how is it different from existing media?

Theorizing new media- hyper-textuality, multi-mediality and interactivity

McLuhan’s Technological determinism and Castells’ Soft determinism

Distribution platforms

Tool for social change

Unit-2
Teaching Hours:15
Writing for new media
 

Approaches to writing

Writing for an audience

Research for ideas

Building contacts

Ethics for online journalists

Blogs- political bloggers

Social media platforms

Online Newspapers

 

Unit-3
Teaching Hours:15
Making of new media journalist
 

Writing exercises

Editing exercises

Photographs        

Videos

Ingredients of a well-designed blog

Hosting and maintaining a Multimedia Blog

Unit-4
Teaching Hours:15
Readings on new media
 

Fraser, Nancy. “Rethinking the public sphere: a contribution to the critique of actually existing democracy.”

Agre, Philip E. “Growing a democratic culture: John Commons on the wiring of civil society.” Democracy and New Media.

Gillespie, Tarleton. “The Politics of ‘Platforms.”

Citizen Journalism-https://www.youtube.com/watch?v=kY-l9UQpf0Y

 

Text Books And Reference Books:

1.         Fenton, Natalie. New Media, Old News: Journalism and Democracy in the Digital Age. Sage Publications, 2009.

2.         Foust, James. Online Journalism: Principles and Practices of News for the Web. Routledge, 2011.

3.         The Huffington Post Complete Guide to Blogging. Editors of The Huffington Post, Arianna Huffington.

Essential Reading / Recommended Reading

1.         Gillmor, Dan. We the Media. O’Reilly, 2004.

2.         Craig, Richard. Online Journalism: Reporting, Writing and Editing for New Media. Wadsworth Publishing Co Inc, 2005.

3.         McBride, Kelly and Rosenstiel, Tom. The New Ethics of Journalism: Principles for the 21st Century. Poynter, 2013.

4.         Newman, Nic. Journalism, Media, and Technology Trends and Predictions 2017. Digital News Project 2017. Reuters Institute, 2017.

Evaluation Pattern

The students will be evaluated on their understanding of the basic concepts of new media. They will also be tested on their ability to apply the learnings in starting, running and maintaining a multimedia blog. The end semester submission will be the new media platform that the student has designed, populated with multimedia content and run for a month.

CIA1: Written assignment/Quiz (10)

Practical component: Writing and posting a Blog post (10)

CIA2: Mid-sem exam: centralized (25)

Practical component: Analyzing a professional Blog (25)

CIA3:Presentation (10)

Practical component: Design a Blog (10)

End-semester exam:

Practical- Multimedia Blog- design and content along with comments from classmates (50)

Theory- Viva to check the learnings from the course (50)

Attendance: (5)

JOU552 - SERVICE LEARNING (2021 Batch)

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

Course Objectives/Course Description

 

This course has been conceptualised in order to make students socially responsible and contribute to the development of the society. The students get an exposure to difficulties faced by socially and economically underprivileged sections of society and hence reflect on ways to alleviate their problems.

Learning Outcome

Unit-1
Teaching Hours:15
Unit I
 
  • What is News
  • What are newspapers and newsletters? It’s role in the society
  • Methods of gathering news and reporting news
Unit-2
Teaching Hours:15
Unit II
 
  • Basics of design
  • Tools for designing
  • Designing a newsletter
Text Books And Reference Books:

NA

Essential Reading / Recommended Reading

NA

Evaluation Pattern

Assessment Outline:

Students will be assessed on the basis of their report they submit after each visit and also based on their reflection about the nature of work they do in the field.

JOU581 - INTERNSHIP (2021 Batch)

Total Teaching Hours for Semester:60
No of Lecture Hours/Week:8
Max Marks:50
Credits:2

Course Objectives/Course Description

 

This course has been conceptualized in order to get hands - on experience in reporting and editing in print/broadcast/online platforms. This course helps students in applying the skills they have learnt in the classroom over the semester to put into practice.

Total number of hours:8hours/day

26 working days

Learning Outcome

Demonstrate skills required for career in Print/Broadcast/Online platforms

Exhibit ethical standards to become a responsible media professional

Develop professional skills 

Choose a career of his/her interest 

 

Unit-1
Teaching Hours:1
Guidelines
 

Internship Guidelines

 

The students of the Journalism programme (IV, semester) are required to undertake an internship of not less than 26 working days in print media, at any newspaper or magazine. The internship is to be undertaken during the second semester break.

  • The internship is a mandatory requirement for the completion of the Journalism programme.

  • About a month before the end of the second semester, students will be given a letter  from the University so that they can approach media organizations for their internships.

  • The coordinator of the programme in consultation with the HOD will assign faculty members from the department as guides at least two weeks before the end of the second semester.

  • The students have to write a detailed account of their daily work in the weekly report(Google classroom). Weekly report have to be submitted on time.

  • The students will have to be in touch with the guides during the internship period either by meeting them in person, speaking over the phone or through the mail.

  • The students will have to submit the guide weekly reports of the work they have done at the organization. Even if the teacher concerned does not reply, it is the responsibility of the student to keep sending the regular weekly report.

  • At the place of internship, the students are advised to be in constant touch with their mentors. The students should work towards creating a portfolio that includes reports, features, interviews, reviews, or any other work that they have done for the media organisation.

  • At the end of the required period of internship the students will submit a  final report of their internship. The report should be submitted online when the University opens for the V  semester.

  • The report should also contain a letter and an evaluation form in a sealed envelope from the organization, evaluating the student's’ work.

  • If the guide decides he/she can also send the evaluation letter directly to the mentor by email.

 

 

  •  Note- If the organization does not permit students to keep copies of their work (some client work may be confidential), a letter describing the work done by the student must be provided by the organization. The students must discuss what can be procured as appendix, and the work/soft skills for which evidence is not available with the guide. If the guide approves, only then a letter can be considered; only a letter from the organisation in lieu of any appendix cannot be considered.

Unit-2
Teaching Hours:1
Report Format
 

Format of weekly report to be emailed regularly to the guide

Joining report:

Personal Details

·         Your contact no (mobile):

·         Your personal email:

·         Your current address:

·         Home Phone:

 

Organisation Details

·         Name:

·         Address:

·         Phone:

·         Mail:

Job Details

·         Department in which you are appointed:

·         Job profile:

·         Working Hours:

·         Name of your immediate boss:

·         Email of your boss:

·         Mobile no of your Mentor

 

I  weekend report

Please include whatever is relevant out of the following details in this report. A brief write-up on each topic is fine:

  • Rough organizational structure. (Owner, MD, Heads,.....)

  • Your time schedule

  • Details of your responsibility in the organization

  • Projects you are  working on

  • New learnings from the organization

  • Plan for the next week, if any

  • Any other relevant detail

 

II weekend report

Please include whatever is relevant out of the following details in this report. A brief write-up on each topic is fine:

·         Project done/in progress (Include the links/evidence of your projects/article (if any)

·         Challenges/difficulties that you are facing in the organisation/team if any.

·         some details on next project/s

·         Any other relevant detail

 

III  weekend report

Please include whatever is relevant out of the following details in this report. A brief write-up on each topic is fine:

  • Project done/in progress (Include the links/evidence of your projects/article (if any)

  • How do you compare the classroom learning (theory and practical) with industry exposure

  • Any other relevant detail.

 

Things that you need to get from the organization

  • Notes,

  • Rough draft of work done

  • Cuttings of printed articles

  • Photographs

  • Proof of ideas/your contribution

Note- If the organization does not permit students to keep copies of their work (some client work may be confidential), a letter describing the work done by the student must be provided by the organization.

  • In case, evidence is not available for the work/soft skills, the student shall get letters duly signed from the mentor or persons under which they have worked. For this the student needs to consult with the guide.

  • Your internship diary must be maintained everyday according to the format given and duly signed by your mentor every day. In case getting a signature everyday is difficult get it signed at the end of each week.

  • The report along with other mention items should also contain a letter in a sealed envelope from the organization, evaluating the student's’ work. So please remember to get a letter from the organization before you leave.

 

Font- Times New Roman, size 12, double spacing.

Headings- size 16, in bold.

 

Format of the Report

The report shall have the following parts.

·         Title Page

·         Declaration of the Guide

·         Declaration of the Student

·         Certificate from Organization

·         Acknowledgments

·         Introduction to the Course

·         Aims and Objectives of the Internship

·         Profile of the Organization / Organisational Structure

·         Reasons for choosing the organization

·         Job Description

·         Tasks undertaken

·         Task Analysis

·         Challenges/limitations of the Internship

·         Conclusion

·         Appendix (Attested portfolio of work done in the organization)

·         Letter from Organization 

On-the-job training reports for JPE

First draft due on………………….

 

Final Reports due on..............................

Text Books And Reference Books:

-

Essential Reading / Recommended Reading

-

Evaluation Pattern

Assessment by Mentor in the organisation: 25 Marks

Assessment by guide based on timely submission of the reports and according to the format: 25 Marks

PSY531 - ABNORMAL PSYCHOLOGY (2021 Batch)

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

Course Objectives/Course Description

 

The abnormal psychology course aims to sensitize the students about the existence of abnormal behaviour in order to develop greater social responsibility. The course coupled with the social psychology course of the previous semester and other courses from sociology, specifically with regard to social problems, would create a holistic understanding of the individual and their society. Further, the course would enable the student to develop a cultural understanding of abnormal behaviour within the Indian context and specifically to Bangalore. In Bangalore, there is a noticeable increase in the mental health issues faced by the population and the need for mental health practitioners who understand the difference between abnormal behaviour and distressing behaviour is a major requirement and the course would be the first step towards that direction. This course has been conceptualized in order to help the students develop an understanding of the historical development of the study of abnormal behaviour.  The specific course aim is to create an understanding of the criteria and perspectives in abnormal behaviour, common classification systems, and range of disorders including anxiety disorders, mood disorders, schizophrenia, somatic symptom disorders generally observed at childhood and adolescence, and personality disorders. 

Learning Outcome

CO1: Differentiate between the different types of abnormal behavior

CO2: Discern clinically diagnosable psychopathology from deviant behavior

CO3: Identify the causes of abnormal behavior

CO4: Chart out the chronological progression of the changes in the classification and nomenclature of abnormal behavior

Unit-1
Teaching Hours:12
Introduction and Theoretical Perspective
 

Defining Abnormal Behaviour, Criteria of Abnormal Behaviour, Brief Mention of DSM 5 and ICD 10 classification systems, Causes of Abnormal Behaviour – Necessary, Predisposing, Precipitating and Reinforcing Causes.

Psychoanalytic (only Freud), Behaviouristic, Cognitive - Behavioral, Humanistic, Interpersonal Perspectives (Student Effort Hours

Unit-2
Teaching Hours:12
Neurodevelopmental disorders
 

Intellectual disability - Definition, Levels of MR, Clinical Types and Causal Factors;

Autism spectrum disorders - Clinical Picture and Causal Factors;

Specific Learning disorder - Clinical Picture and Causal Factors; Attention-Deficit/Hyperactivity Disorder (Student Effort Hours)

Unit-3
Teaching Hours:12
Anxiety and Somatic symptom Disorders
 

Brief Description: Panic Disorder, Generalized Anxiety Disorder, Phobic Disorder with Causal Factors.

Somatic symptom disorder, Functional neurological symptom disorder with Symptoms and Causal Factors.

Illness anxiety disorder (Student Effort Hours) 

Unit-4
Teaching Hours:12
Bipolar disorders, depressive disorders and Schizophrenia
 

Cyclothymic Disorder, Bipolar I Disorder, Bipolar II Disorder.

Dysthymic Disorder, Major Depressive Disorder with Psychosocial Causal Factors.

Schizophrenia: Meaning, Clinical Picture.

Psychosocial Causal Factors (Student Effort Hours)

Unit-5
Teaching Hours:12
Personality Disorders and Gender Dysphoria
 

Introduction - Clinical Features and Brief Descriptions of Cluster A, B, and C Personality Disorders with Psychosocial Causal Factors.

Gender dysphoria in children and gender dysphoria in adults (Student Effort Hours)

Text Books And Reference Books:

Barlow, D.H. & Durand, M.V. (2015). Abnormal Psychology. 7th Edition. Thomson Publication.

Butcher, J.N, Mineka, S. & Hooley, J.M (2016). Abnormal Psychology. 16th Edition. Pearson Education

Kring, A. M., Davison, G. C., Neale, J. M., & Johnson, S. L. (2012). Abnormal psychology (12th ed.). John Wiley & Sons Inc.

Essential Reading / Recommended Reading

American Psychiatric Association. (2013). Diagnostic and statistical manual of mental disorders (5h edition). 

World Health Organization (2004). ICD-10: International statistical classification of diseases and related health problems (10th Rev. ed.). 

Nevid, J. S., Rathus, S. A., & Greene, B. (2018). Abnormal psychology in a changing world. 10th ed. Prentice-Hall.World Health Organization. 

Evaluation Pattern
CIA (CONTINUOUS INTERNAL ASSESSMENT)    
 CIA I –Written Assignment /Individual Assignment  - Total Marks 20    
 CIA II – Mid Semester Examination                        - Total marks 50           
CIA III –Activity-based Assignment                        - Total marks 20
  CIA I + II + III                                                      = 90 /100 = 45/50
  Attendance                                                            = 5 marks
  Total                                                                      = 100 = 50
 
End Semester Examination: Total Marks=100=Reduced to 50; 3 hours 
Question paper pattern
 Section A   Brief, concepts, definitions, applications    2 marks x 10 = 20
 Section B   Short Answers: Conceptual/Application     5 marks x 4   = 20
 Section C   Essay Type: Descriptive/Conceptual        15 marks x 3 = 45
 Section D   Compulsory: Case Study (Application)     15 X 1 = 15
 

PSY541A - SCHOOL AND EDUCATIONAL PSYCHOLOGY (2021 Batch)

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

Course Objectives/Course Description

 

This introductory course is designed for final year Psychology students to explore the field of School and Educational Psychology and related career options such as school counselling, career guidance, and teaching, should they choose to specialize further after their graduation. The course will build on previously learned knowledge in Psychology such as various schools of thought in Psychology, and basic theories of learning, development, and motivation with the goal of exposing students to different areas of specialization within the field of educational psychology.

Learning Outcome

CO1: Explain the meaning, scope, current trends and theories in educational psychology.

CO2: Evaluate different teaching-learning, assessment, and classroom management practices employed in schools and higher education.

CO3: Apply the knowledge of psychology to understand and respond to the diverse needs of learners.

CO4: Evaluate various approaches to career education and guidance.

Unit-1
Teaching Hours:12
Introduction
 

Nature, scope and functions of educational psychology; Careers in educational psychology- teaching-related, counseling-related (career guidance, mental health)

Unit-2
Teaching Hours:12
Theories in Education Psychology
 

Overview of theories of learning, development and motivation in an educational context (behaviourism, cognitivism, constructivism, social constructivism)

Unit-3
Teaching Hours:12
Teaching and Learning
 

Teaching and learning strategies, assessment and measurements, classroom management strategies

Unit-4
Teaching Hours:12
Differentiating instruction to respond to differences among learners
 

Learners with disabilities and gifted learners, Differentiating instruction to respond to differences among learners: Socioeconomic and cultural differences among learners

Unit-5
Teaching Hours:12
Career Education and School Counselling
 

Careers education: Theories and case studies from the field; : School Counselling: Mental health, life skills education or psychoeducation

Text Books And Reference Books:

Woolfolk, A. (2016). Educational psychology (12th Edition). Pearson.
Patel, V., Aronson, L., & Divan, G. (2013). A School Counsellor Casebook. Byword Books Private Limited.
Tomlinson, C. A. (2014). The differentiated classroom: Responding to the needs of all learners. ASCD.
Athanasou, J. A., & Van Esbroeck, R. (2008). International handbook of career guidance (pp. 695-709). Springer.

Essential Reading / Recommended Reading

Ranganathan, N. & Wadhwa, T. (2019). Guidance and counselling for children and adolescents in schools. SAGE.
Kumashiro, K. K. (2015). Against common sense: Teaching and learning toward social justice. Routledge.

Evaluation Pattern

CIA CIA (Continuous Internal Assessment)-Total Marks- 50 

CIA-1: Activity-based Individual Assignment- 20 Marks 
CIA-2: Mid sem Exam-Case/Scenario-based Question- 50 Marks
CIA-3: Individual Assignment- 20 Marks 
Attendance- 5 Marks 

ESE PatternESE (End Semester Examination) Total Marks- 100 , 03 HOURS

Question paper pattern

Section A- (Very Short Answers) 02 marks x10Qs =20 Marks
Section B- (Short Answers) 05 marks x 4 Qs= 20 Marks 
Section B- (Essay Type) 15 marks x 3Qs = 45 Marks
Section C-(Compulsory: Case Study) 15 marks x 1Q =15 Marks

PSY541B - SPORTS PSYCHOLOGY (2021 Batch)

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

Course Objectives/Course Description

 

This course is provided in the fifth semester for students from the psychology triple major combinations (JPENG, PSENG, PSECO, CEP) at CHRIST (Deemed to be University). The course aims at introducing learners to the basic concepts of sports psychology, the scope of sports psychology and various issues the sports persons experience (gender, culture, etc.), and the application of psychological principles in the sports setting. The course also introduces the students to various factors influencing performance and performance enhancement techniques. The students should thoroughly understand the basic psychological process as a prerequisite since this programme mainly focuses on applying those principles in sports.

Course Objectives

o  To introduce learners to sports psychology's origin, scope and perspectives.

o  To enhance learners’ knowledge concerning gender and culture in sports.

o  To equip the learners to differentiate between intrinsic and extrinsic motivation  

o  To impart ways to enhance individual and team performance using mental training.

Learning Outcome

CO1: Describe the nature and evolution of sports psychology.

CO2: Distinguish between intrinsic and extrinsic motivation and how mental training can be used for performance.

CO3: Design a comprehensive goal-setting program for individuals and teams.

Unit-1
Teaching Hours:10
Introduction
 

Definition and History of sports psychology; Role of a sports psychologist; Ethics in sports psychology; Issues related to gender, race, ethnicity, socio-economic status, language, nationality, and culture.

Unit-2
Teaching Hours:13
Motivation in Sports and Exercise
 

Motivation in Sports and Exercise – Attribution Model; competitive situations; attribution training; Self-confidence and Intrinsic Motivation - Models of Self-Confidence; Integrated theory of motivation in sport and exercise; Goal Perspective Theory – Achievement Goal Orientation; Developmental Nature of Goal Orientation; Goal Involvement; Motivational Climate; Goal Orientation and Moral Functioning; Characteristics of Task and Ego Goal Orientations; Interaction between Goal Orientation and Motivational Climate.

Unit-3
Teaching Hours:13
Personal and Social Factors in Sporting Performance
 

Personality, Aggression, and Violence in Sport; Social Facilitation; Self-presentation effects in sport; Characteristics of Team Cohesion; Measurement, Determinants, and Consequences of Team Cohesion; Negative effects of Team membership; Developing Team Cohesion; Theories of Leadership; Coach-Athlete Compatibility and Communication.

Unit-4
Teaching Hours:12
Arousal, Anxiety, and Stress in Sports
 

Definition of the concepts; Neurophysiology of Arousal; Attention and Concentration in Sport; Factors inducing anxiety and stress; Arousal and Performance Relationship; Anxiety and Performance Relationship; Stress Management.

Unit-5
Teaching Hours:12
Cognitive and Behavioural Interventions
 

Coping Strategies in Sport; Self-Talk; Relaxation Strategies and Arousal Energizing Strategies; Goal Setting; Imagery; Hypnosis; Psychological Skills Training.

Text Books And Reference Books:

Cox, R. (2011). Sports Psychology: Concepts and Applications (7th ed.). McGraw-Hill Education.

Jarvis, M. (2009). Sports Psychology: A Student’s Handbook. Routledge.

Thatcher, J., Day, M., & Rahman, R. (2011). Sport and Exercise Psychology. Learning Matters.

Essential Reading / Recommended Reading

Arnold, D.L.U. & Nation, J. R. (1989). Sports Psychology. Nalson-Hall.

Cratty, B. J. (1989). Psychology in contemporary sports. Prentice Hall.

Horn, T. S (Ed) (1992). Advances in sports psychology.  Herman Kinetics.

Lynch, J. (2001). Creative coaching. Human Kinetics.

Mohan, J. (1996). Recent advances in sports psychology. Friends.

Murphy, E. (1995). Advances in sports psychology. Human Kinetics.

Murphy, S. M. (1995). Sports Psychological Interventions. Herman Kinetics.

Sandhu, G. S. (1992). Psychology in sports: A contemporary perspective. Friends.

Weinberg, R. S. & Gould, D. (2007). Foundations of Sport and Exercise Psychology (4th ed.). Humans Kinetics.

Evaluation Pattern

CIA CIA (Continuous Internal Assessment)-Total Marks- 50 

CIA-1: Activity-based Individual Assignment- 20 Marks 
CIA-2: Mid sem Exam-Case/Scenario-based Question- 50 Marks
CIA-3: Individual Assignment- 20 Marks 
Attendance- 5 Marks 

ESE PatternESE (End Semester Examination) Total Marks- 100 , 03 HOURS

Question paper pattern

Section A- (Very Short Answers) 02 marks x10Qs =20 Marks
Section B- (Short Answers) 05 marks x 4 Qs= 20 Marks 
Section B- (Essay Type) 15 marks x 3Qs = 45 Marks
Section C-(Compulsory: Case Study) 15 marks x 1Q =15 Marks

PSY541C - CULTURAL PSYCHOLOGY (2021 Batch)

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

Course Objectives/Course Description

 

Course description: This course has been conceptualized in order to provide a comprehensive introduction to general theories and methods related to cultural psychology. The course will focus on specific topics that bridge cultural psychology and identity, including group and identity formation, and multiculturalism. Special emphasis will be placed on critically examining how cultural norms influence the way individuals think, feel, and behave. 

Learning Outcome

CO1: Explain fundamental concepts, theories, and methods in cultural psychology.

CO2: Explain theoretical perspectives on what culture is and how it may influence the ?self? of the individual and various psychological processes.

CO3: Analyze social and ethnic diversities and experiences through the lens of culture.

CO4: Apply knowledge of cultural psychology to real-world contexts

Unit-1
Teaching Hours:12
Introduction to Cultural Psychology
 

What is culture? What is cultural psychology? Scope of cultural psychology. Research Methods: How do we study culture? Review of literature on culture and cognition; culture and emotion; and culture and mental health.

Unit-2
Teaching Hours:12
Culture and Self
 

Universal and divergent aspects of self. Two construals of the self: Independent and interdependent and their consequences. Implications of culture on personality. Influence of culture on morality and values. Value pluralism and comparative morality.

Unit-3
Teaching Hours:12
Culture and Psychological Processes
 

Culture and cognition, culture and emotion, culture and motivation, culture and social behaviour, culture and mental health. Gender, sexuality and culture.

Unit-4
Teaching Hours:12
Acculturation
 

Acculturation; difference between socialisation, enculturation and acculturation; domains of acculturationcultural practices, cultural values, cultural identification; measurement of acculturation; acculturation strategies, multiculturalism.

Unit-5
Teaching Hours:12
Psychological and Sociological Perspective of Ethnic Identification
 

Ethnic identity, role of “relational self” in ethnic identification, identity threat, ethnic boundaries, ethnic identity construction and Identity Process theory, Intersectionality.

Text Books And Reference Books:

Matsumoto, D., & Juang, L. (2016). Culture and Psychology (6th edition). Wadsworth Publishing.

Heine, S. J. (2015). Cultural Psychology (3rd edition). W. W. Norton & Company.

Purdie-Vaughns, V., & Eibach, R. P. (2008). Intersectional Invisibility: The Distinctive Advantages and Disadvantages of Multiple Subordinate-Group Identities. Sex Roles, 59, 377–391. doi:10.1007/s11199-008-9424- 4 

Essential Reading / Recommended Reading

Gelfand, M. J., Raver, J. L., Nishii, L., Leslie, L. M., Lun, J., Lim, B. C., ... & Aycan, Z. (2011). Differences between tight and loose cultures: A 33-nation study. Science, 332, 1100-1104.

Islam, M. R., & Hewstone, M. (1993). Dimensions of Contact as Predictors of Intergroup Anxiety, Perceived OutGroup Variability, and Out-Group Attitude: An Integrative Model. Personality and Social Psychology Bulletin, 19, 700–710. doi:10.1177/0146167293196005

Plaut, V. C. (2010). Diversity Science: Why and How Difference Makes a Difference. Psychological Inquiry, 21(2), 77–99. doi:10.1080/10478401003676501 

Evaluation Pattern

CIA CIA (Continuous Internal Assessment)-Total Marks- 50 

CIA-1: Activity-based Individual Assignment- 20 Marks 
CIA-2: Mid sem Exam-Case/Scenario-based Question- 50 Marks
CIA-3: Individual Assignment- 20 Marks 
Attendance- 5 Marks 

ESE PatternESE (End Semester Examination) Total Marks- 100 , 03 HOURS

Question paper pattern

Section A- (Very Short Answers) 02 marks x10Qs =20 Marks
Section B- (Short Answers) 05 marks x 4 Qs= 20 Marks 
Section B- (Essay Type) 15 marks x 3Qs = 45 Marks
Section C-(Compulsory: Case Study) 15 marks x 1Q =15 Marks

PSY541D - INTRODUCTION OF NEUROPSYCHOLOGY (2021 Batch)

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

Course Objectives/Course Description

 

 This undergraduate course will be a comprehensive introduction to human neuropsychology structured to provide students with a basic understanding of the relationship between brain and behaviour. Topics covered will include foundations of neuropsychology, the structure of the nervous system, functional specialization of the brain, cognitive functions, and assessments of brain disorders.

Learning Outcome

CO1: Understand the basic terminology and clinic-neuropsychological concepts

CO2: Recognize the organization of the nervous system through a systematic review of researches carried out

CO3: Identify the structure of brain systems and associated cognitive functions

CO4: Integrate principles towards the understanding of brain disorders through reviewing disease models.

Unit-1
Teaching Hours:12
Introduction
 

Definition, Nature and Scope of clinical neuropsychology. Functions of Neuropsychologists. History, Branches of Neuropsychology. Methods of study of research in neuropsychology-Neurohistology, Radiologic Procedures, Electrophysiologic Procedures, Imaging of Brain metabolism, Magnetic Imaging. Ethical issues in research

Unit-2
Teaching Hours:12
Developmental Neuropsychology
 

Introduction to developmental psychology; Brain development; Neuropsychology of mental development; Neuropsychology of developmental abnormalities; Neuropsychology of remediation of children.

Unit-3
Teaching Hours:12
Cognitive Neuropsychology
 

Cerebral Specialization; Neuropsychology of Memory; Neuropsychology of Attention and Executive Functioning; Neuropsychology of Emotion; Neuropsychology of Language; Neuropsychology of Consciousness.

Unit-4
Teaching Hours:12
Neuropsychology of basic psychiatric conditions
 

Schizophrenia; Dementia: Alzheimer’s disease, Parkinson’s, Huntington’s and Creutzfeldt-Jakob disease; Anxiety and mood disorders.

Unit-5
Teaching Hours:12
Neuropsychological assessment
 

The practice of neuropsychological assessment; Basic concepts, Neuropsychological examination procedures; Neuropsychological assessment interpretation; important neuropsychological tests.

Text Books And Reference Books:

Kandel, E.R. Schwartz, J.H. &Jessel, T.M. (2000). Principles of neural science (4th .ed.), McGraw-Hill.

Zillmer, E.A., Spiers, M.V. & Culbertson (2008). Principles of Neuropsychology (2nd ed.). Cengage Learning.

 Blackmore, S. (2003). Consciousness: An introduction. Hodder & Stoughton.

Essential Reading / Recommended Reading

 Walsh K. (2008). Neuropsychology. B.I. Churchill Livingstone Pvt. Ltd

Evaluation Pattern

CIA CIA (Continuous Internal Assessment)-Total Marks- 50 

CIA-1: Activity-based Individual Assignment- 20 Marks 
CIA-2: Mid sem Exam-Case/Scenario-based Question- 50 Marks
CIA-3: Individual Assignment- 20 Marks 
Attendance- 5 Marks 

ESE PatternESE (End Semester Examination) Total Marks- 100 , 03 HOURS

Question paper pattern

Section A- (Very Short Answers) 02 marks x10Qs =20 Marks
Section B- (Short Answers) 05 marks x 4 Qs= 20 Marks 
Section B- (Essay Type) 15 marks x 3Qs = 45 Marks
Section C-(Compulsory: Case Study) 15 marks x 1Q =15 Marks

PSY551 - PSYCHOLOGICAL RESEARCH METHODS AND ASSESSMENT-I (2021 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 capstone experience for psychology undergraduates, in which students identify a research topic, conduct comprehensive literature reviews, and then develop a substantial written small empirical research project. The paper aims to help students collaborate and complete psychological research projects with their peers. This course is planned to also provide a framework for the development of assessment practices. Attention will be given to issues of identifying and selecting test instruments, conducting the assessment process in an ethical and considerate manner, interpreting norm references and criterion-referenced test scores and writing APA formatted reports. The program is designed to enable students to complete a group research project under the supervision of a faculty. The students would develop and defend the research proposal in the semester.

Learning Outcome

CO1: Apply the knowledge of basic research and literature review methods in psychology to develop a research idea and proposal

CO2: Develop, present, and defend a research proposal following APA and ethical guidelines

CO3: Administer psychological scales to a subject, make interpretations and draw conclusions based on the norms given in the manual

Unit-1
Teaching Hours:12
Introduction to research in Psychology
 

Basics of Research in Psychology: What is Psychological Research? The Goals of Psychological Research, Principles of Good Research; Ethics in Psychological Research.  Research Traditions: Quantitative & Qualitative orientations towards research & their steps, Comparing Qualitative & Quantitative Research Traditions. Review of literature: databases, search strategy, critical evaluation of an article.

Unit-2
Teaching Hours:12
Proposal Writing
 

Elements of proposal writing: Formulating a problem & developing a testable research question/research hypothesis, developing a rationale, aims, and objectives.  Research Designs: Identifying an appropriate research design and methods for a given research question/hypothesis. Sample and sampling: Probability & Nonprobability sampling methods; Methods of data collection- Case study, Observation, Interview & Focus group discussion, Survey. Protocols in data collection.

Unit-3
Teaching Hours:6
Psychological testing
 

Selecting a psychological test, Characteristics of a test – standardization, Reliability and validity of tests, norms, scoring, applications and cultural adaptability. 

Administer any two psychological assessments on an individual subject using any of the following tests- one personality test (NEOPI, 16PF, Eysenck Personality Questionnaire, Type A/B behaviour pattern) and one intelligence test (Ravens Test, Bhatia’s Battery of Intelligence) and write a report

Text Books And Reference Books:

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

Coolican, H. (2014). Research Methods and Statistics in Psychology, Sixth Edition. Taylor and Francis.

Essential Reading / Recommended Reading

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

https://christuniversity.in/uploads/userfiles/CRCE.pdf. CHRIST (Deemed to be University) Institutional Ethics Documentation

Evaluation Pattern

Continuous Internal Evaluations (CIAs) – 100 Marks

  • CIA 1: Individual Assignment (20 marks) + Class participation & Supervisor Feedback (05 marks) - Total 25 Marks 
  • CIA 2: Individual Assignment (20 marks) + Class participation & Supervisor Feedback (05 marks) - Total 25 Marks 
  • CIA 3: Department level Exam/Viva- 50 marks 

EST631 - INTRODUCTION TO WORLD LITERATURES (2021 Batch)

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

Course Objectives/Course Description

 

Course Description: This paper is informed by David Damrosch’s understanding that world literature is not a canon of Western master works but a mode of cross cultural reading. So the selection reflects similar themes of gender, race, being responsible citizen in oppressive conditions which the students have encountered in their earlier semester. While these themes have been discussed earlier in specific nationalistic contexts, this paper draws on that awareness and brings in comparative approach for analysis.

 

Objectives:

To introduce students to methods of studying literature and culture across national and linguistic boundaries

 

To understand the nature and function of literature from global perspective

Learning Outcome

CO1: Display a basic understanding of historical and cultural contexts of world literatures

CO2: To identify and respond to the ways in which literary texts from diverse cultures, time are interconnected

CO3: Compare and contrast significant similarities and differences between various literary forms, periods, histories in both western and non-western writings

CO4: Will demonstrate tools of literary analysis including appropriate literary terminology for writing analysis of the texts

CO5: Will be able to examine reading experiences, culture from multiple frames of references, specifically frames that define world literatures

CO6: To enhance textual appreciation and writing skills

Unit-1
Teaching Hours:10
Unit 1
 

--

Unit-2
Teaching Hours:20
Poetry
 

--

Unit-3
Teaching Hours:20
Unit 3
 

--

Unit-4
Teaching Hours:10
Play
 

--

Text Books And Reference Books:

·          ‘Frames for World Literatures’, David Damrosch

 

·         Essays on Art, Literature – Tolstoy, Nabakov, Naipaul, Borges

·         Anna Akhamatova – Requiem (Russia)

·         Constantine Cavafy – The City (Greek)

·         Rainer Maria Rilke – Spanish dancer (Czech Republic)

·         Nazik al-Mala'ika - Love Song for Words (Iraq)

·         Imtiaz Dharkar – Purdha I (Pakistan)

·         Ashraful Musaddeq - Cyber Love (Bangladesh)

·         Miriam Wei Wei Lo - Bumboat Cruise on the Singapore River (Singapore)

·         Octavio Paz - Listen to the Rain

 

·         Federico Garcia Lorca - City that Does Not Sleep

Fyodor Dostoevsky – Notes From the Underground

 

Che Guevara - The Motorcycle Diaries

Sophocles – Antigone 

 

 

 

Essential Reading / Recommended Reading

Amichai, Yehudi. The Slected Poetry of Yehuda Amichai. USA: University of California, 1996. . Print.

“Even A Fist Was Once an Open Palm With Fingers” the Selected Poetry of Yahudi AmichaiPoetry in Translation Trans. Bloch, Chana and Mitchell, Stephen.

 http:// www-english.tamu.edu/pers/fac/myers/default.html. Web.

Arendt, Hannah. Eichmann in Jerusalem. New York: Viking, 1963.

Bauman, Zygmunt,Life in Fragments: Essays in Postmodern Morality, Oxford: Blackwell. Print.

Calvino, Italo, The Literature Machine. London: Vintage, 1987. Print.

Cargas, Harry James, ed. Telling the Tale: A Tribute to Elie Wiesel – Saint Louis.

Damrosch, David. What is World Ltierature? Princeton University Press, 2003. Print.

Eco, Umberto,The Role of the Reader.Bloomington: Indiana University Press.

Eco, Umberto, On Literature. London: Vintage, 2005. Print.

Farah, Nuruddin. Links. Penguin.Yesterday, Tomorrow: Voices from the Somali Diaspora. London and New York, Cassell, 2000. Print.

Forsdick, Charles. “‘Worlds in Collision:’The Languages and Locations of World Literature”.  A Companion to Comparative Literature. Eds. Ali Behdad and Dominic Thomas. Oxford: Blackwell, 2011. 473–89. Print

Fromm, Erich. Escape from Freedom. New York: Rinehart, 1941. Print.

Ghosh, Amitav. Sea of Poppies. Macmillan.A Guide to twentieth-century literature in English. Ed. Harry Blamires. London; New York: Methuen, 1983. Print.

Lifton, Robert J.  The Nazi Doctors: Medical Killing and the Psychology of Genocide. New York: Basic, 1986.Print.

M. Hollington, Günter Grass: The Writer in a Pluralist Society.  1980.Print.

Moretti, Franco. “Conjectures on World Literature,” New Left Review 1 (January–February2000): 54-64. Print.

Victor Frankl, From Death-Camp to Existentialism. New York: Alfred A. Knopf, 1979.

 

Villet, John. The Theatre of Bertolt Brecht, A Study from Eight Aspects. Print.

Evaluation Pattern

CIA 1 and 3: Tests on prescribed texts. Five marks are reserved for active classroom participation.

 

Question Paper Pattern

Mid Semester 

 

 

Number of

questions

Number of

questions to

be answered

 

Marks

Total

marks

Section A

One compulsory

annotation

6

4

5

20

Section B

4

3

10

30

 

 

 

 

50

 

End Semester 

 

 

5x20 =100 choosing one question each from Poetry, Drama, Essay & Novel and one additional question.

EST631E - ECOLOGICAL DISCOURSES AND PRACTICES (2021 Batch)

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

Course Objectives/Course Description

 

Description: This paper is conceptualised to address one of the pressing concerns of our times – Ecology. The paper gives an introduction to the various discourses that surround the ecological movements of the past and present and the ground work they have laid to avoid a perilous future. The paper also critically looks at certain cultural phenomenon like Anthropocentricism and emphasises the urgent need for Eco Activism and cultivation of an Ecological Self. Since the paper does not just aim at getting the students familiarised with theory, it also includes field visit as an integral part.

 

Objectives:

  • To help students understand the complex and various representations of nature in literature and other cultural artefacts
  • To explore an interdisciplinary engagement with Ecology and introduce ecological concerns to the student of English Studies
  • To examine diverse contexts and concerns in the field
  • To promote ecological consciousness
  • To acknowledge field work-based learning as an important academic practice

Learning Outcome

CO1: Analyse the different debates and discourses on ecology

CO2: Understand the role of us in responding to contemporary ecological crises

CO3: to develop a critical understanding of the nature, self and the urgent need to nurture an ecological self

Unit-1
Teaching Hours:10
THE SOUTHERN CHALLENGE
 

The postmaterialist hypothesis is challenged; The Environmentalism of the poor – Social Action among the desperately disadvantaged in the Third World; An India/Brazil Comparison – ecological degradation and environmental protest in two large and important countries; A Chipko/Chico Comparison – the parallels between two famous forest movements; Redefining Development – bringing back nature and the people

William Cronon's The Trouble with Wilderness; or, Getting Back to the Wrong Nature

Unit-1
Teaching Hours:10
Introduction
 

This unit introduces the students to the important debates in the field of ecology and familiarises them to the terms and concepts related to the field.

Nobody Was Supposed to Survive by Alice Walker

Terms and Concepts: Altruism, Ecology, Environment, Biodiversity, Biocentrism, Anthropocentricism, Conservation, Climate Change, Cloning, Food Chain, Carbon Food Print, Ecosystem, Eco-psychology, Ecofeminism, Ecocriticism, Environmental Ethics, Environmental Philosophy, Gaia Theory, Deep Ecology, MOVE, Behavioural Ecology, Genetics, Habitats and Niches, Biomes, Political Ecology, Postmodern Environmentalism, Sustainability, Symbiosis, Environmental Overkill, Ecocreation, Eco-Warrior, Social Ecology, Ecotopian Discourse, Ecological Philosophy, Ecological Self, Romanticism, Utilitarianism

The ECOLOGY OF AFFLUENCE:

The significance of Silent Spring – how a book by a woman scientist changed the world; The Environmental Debate – Science and the discourse of ecological crisis; The Environmental Movement – Environmental Action in Europe and the United States; Radical American Environmentalism – the competing claims of Deep Ecology and Environmental Justice; The German Greens – how a protest movement became a political party.

Unit-2
Teaching Hours:10
A History of Anthropocentric Cultural Practices
 

This section introduces the students to the root of the problem in our conception of culture and development and how it impacts our ecology.

 

· Unearthing the Roots of Colonial Forest Laws: Iron Smelting and the State in Pre- and Early-Colonial India by Sashi Sivramkrishna

·  Flowering Tree – Introduction and Short Story by A. K. Ramanujam

· The Great Derangement by Amitav Ghosh

· Excerpts from The Sixth Extinction: An Unnatural History by Elizabeth Colbert

Unit-3
Teaching Hours:15
Eco Activism
 

This section presents students a selection of texts that bring cases and contexts of eco-activism from across the globe.

· “Integrated Study Needed for Ghats,” an interview with Professor Madhav Gadgil, by Lyla Bavdam

· “Protecting Urban Diversity” by Harini Nagendra

· Kolbert, Elizabeth. “The Lost World: Fossils of the Future”. The New Yorker, December 23, 2013. http://www.newyorker.com/magazine/2013/12/23/the-lost-world-3

· The One Straw Revolution: Introduction to Natural Farming by Masanobu Fukuoka

· Mother Forest: The Unfinished Story of CK Janu by CK Janu

Unit-4
Teaching Hours:10
Ecological Self
 

This section presents students with texts that argue for the need to have an ecological self as the only option to ensure a sustainable future.

·  Where I Lived, and What I Lived for, Excerpts from Walden by Thoreau

· “Greenspace: Tree Man” – by M J Prabhu

·  Irada by Aparnaa Singh

·  Haraway, Donna. “Playing String Figures with Companion Species” in Staying with the Trouble: Making Kin in the Chthulucene. Durham: Duke University Press, 2016 (9-29).

· McGregor, Fiona. Indelible Ink. Melbourne: Scribe, 2010.

Unit-5
Teaching Hours:15
Field Visits and Library work
 

Field visits are to enable the student to gain an experiential sense of biodiversity, forest life, and city ecology.

One hour of library work per week, adding up to 15 at the end of semester is part of the curriculum. This is aimed at enabling the student to freely explore the domain without any teacherly regulation.

Text Books And Reference Books:

·Bavadam, Lyla. “Integrated Study Needed for Ghats.” Interview with Madhav Gadgil. Frontline: 28 July, 2012. Print.

·Bindra, Prerna Singh. Voices in the Wilderness. Rupa & Co. 2010. Print.

·Benton, L.M. and J.R. Short. Environmental Discourse and Practice. Oxford. 1998. Print.

·Guha, Ramachandra. Environmentalism: A Global History. Longman. 2000. Print.

·Nagendra, Harini. “Protecting Urban Diversity.” The Hindu: Survey of Environment 2010: 7-30. Print.

·Ramanujam A.K. A Flowering Tree and Other tales from India. 1997. Print.

·Sivramakrishna, Sashi. “Production Cycles and Decline in Traditional Iron Smelting in Maidan, Southern India, C. 1750-1950: An Environmental History Perspective” Environment and History (2009): 163-97. Print.

Essential Reading / Recommended Reading

·Bavadam, Lyla. “Integrated Study Needed for Ghats.” Interview with Madhav Gadgil. Frontline: 28 July, 2012. Print.

·Bindra, Prerna Singh. Voices in the Wilderness. Rupa & Co. 2010. Print.

·Benton, L.M. and J.R. Short. Environmental Discourse and Practice. Oxford. 1998. Print.

·Guha, Ramachandra. Environmentalism: A Global History. Longman. 2000. Print.

·Nagendra, Harini. “Protecting Urban Diversity.” The Hindu: Survey of Environment 2010: 7-30. Print.

·Ramanujam A.K. A Flowering Tree and Other tales from India. 1997. Print.

·Sivramakrishna, Sashi. “Production Cycles and Decline in Traditional Iron Smelting in Maidan, Southern India, C. 1750-1950: An Environmental History Perspective” Environment and History (2009): 163-97. Print.

Evaluation Pattern

CIA II: A written test on Unit I

Mid Semester: Written test. 5 out of 7 to be answered. Maximum mark per question: 10.

CIA III: Field Work and Library work based assessment

End Semester: Written test. 5 out of 7 to be answered. Maximum mark per question: 20.

EST641A - CULTURAL STUDIES (2021 Batch)

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

Course Objectives/Course Description

 

  • To provide the opportunity to develop and critically apply knowledge
  • To understand theoretical and critical debates and key historical developments in Cultural Studies

Learning Outcome

CO1: Create awareness of approaches to reading cultures and society

CO2: Demonstrate cross-cultural sensitivity

CO3: Understand of the contexts which influence the relationship between spatiality and cultural studies

Unit-1
Teaching Hours:10
Introduction
 

Ashis Nandy, The Twentieth Century:  The Ambivalent Homecoming of Homo Psychologicus

Henry Giroux, et al.  “The Need for Cultural Studies: Resisting Intellectuals and Oppositional Public Spheres”

Richard Howells “Semiotics”

Roland Richard Howells “Ideology”

CSCS. “Femininity -Masculinity”

CSCS. “Imagining the Nation”

Unit-2
Teaching Hours:15
City
 

Ravi S. Vasudevan. “The Cities of Everyday Life”

Nitin Govil. “The Metropolis and Mental Strife: The city in science fiction cinema”

Joy Chatterjee. “Long Bus Drive”

Veena Das. “Violence and Translation”;

Rana Dasgupta. “The Face of the Future: Biometric surveillance and progress”

Shuddhabrata Sengupta. “Everyday Surveillance: ID cards, cameras and the database of ditties”

Sam de Silva. “Blind Intelligence”

David Lyon. “Surveillance: After September 11, 2001” 

---  “Urban Transformations and Media Piracy”

---- “Obscenity, Decency and Morality”

Unit-3
Teaching Hours:15
Cinema
 

Pramod Nayar, “Screen Culture”

Ashis Nandy. “Introduction: Indian Popular Cinema as the Slum’s Eye View of Politics”

 

Unit-4
Teaching Hours:10
Cyber culture
 

Warwick Mules. “Cyberculture”

Mark Poster. “Postmodern Virtualities”

Manuel Castells “The Network Society and Organizational Change”

Manuel Castells “Identity in the Network Society”

 

Unit-5
Teaching Hours:10
Research method in cultural studies
 

Research method in Cultural Studies

Text Books And Reference Books:

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

Essential Reading / Recommended Reading

Barthes, Roland. Mythologies.Trs Annette Lavers. London: Vintage, 1993. Print.

Castells, Manuel “The Network Society and Organizational Change.” Conversations with History Institute of International Studies, UC Berkeley, 2001. Print.

---  “Identity in the Network Society.” Conversations with History Institute of International Studies, UC Berkeley, 2001. Print.

CSCS. “Femininity – Masculinity”  http://courses.cscsarchive.org/courses/ugdip05/paper1/mod8/ >

--- “Imagining the Nation”. Web. <http://courses.cscsarchive.org/courses/ugdip05/paper1/mod5/>

---. “Legal Identity and Culture”. Web. <http://courses.cscsarchive.org/courses/ugdip05/paper1/mod9/>

Giroux, Henry, David Shumway, Paul Smith, and James Sosnoski, “The Need for Cultural Studies: Resisting Intellectuals and Oppositional Public Spheres”. http://theory.eserver.org/need.html. Web.

Howells, Richard. Visual Culture. Cambridge: Polity, 2003.Print.

Liang, Lawrence. “Obscenity, Decency and Morality” http://courses.cscsarchive.org/courses/ugdip05/paper%202/mod%206/.Web.

Liang, Lawrence. “Urban Transformations and Media Piracy” http://courses.cscsarchive.org/courses/ugdip05/paper%202/mod%2010/.Web.

Liang, Lawrence. “The Black and White (And Grey) of Copyright.”. ‘World Information City’.  Bangalore: 14-20 Nov 2005, p 2. Print.

Lyotard, Jean-Francois. The Postmodern Condition: A Report on Knowledge. University of Minnesota Press, 1985. Print.

Mark Poster. The Second Media Age Blackwell 1995 http://www.hnet.uci.edu/mposter/writings/internet.html. Web

Mulvey, Laura. “Visual Pleasure and Narrative Cinema” (1975) http://www.nwe.ufl.edu/~lhodges/vpnc.html. Web.

Nandi, Ashish ed. The Secret Politics of Our Desires: Innocence, Culpability and Indian Popular Cinema. Delhi: OUP, 1998. Print.

Nayar, Pramod K. Reading Culture: Theory, Praxis, Politics. New Delhi: Sage, 2006. Print.

Ramanujan, A.K “Introduction” Folktales from India, New Delhi: Penguin, 1994.Print.

Thwites, Tony, Lloyd Davis, and Warwick Mules. Introducing Cultural and Media Studies: A Semiotic Approach. New York: Palgrave, Rpt 2005. Print.

Vasudevan, Ravi S. et al. SARAI Reader 02. Delhi/Amsterdam: SARAI, 2002. Print.

 

 

Evaluation Pattern

 

Examination and Assessment

 

 CIA 1: Class Test

 

CIA 2: Mid-Sem Exam for 50 marks

 

CIA 3: Class Presentations / Submissions

 

 

 

End Semester: Exam for 100 marks

 

There will be a written end-semester exam for 100 marks whereby the students will assessed on the basis of their understanding of the basic concepts discussed in the class.

 

EST641B - INTRODUCTION TO ENGLISH LANGUAGE TEACHING (2021 Batch)

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

Course Objectives/Course Description

 

  • To demonstrate a thorough grasp of the main phonological, lexical, syntactical, and other aspects of English, with particular reference to its roles as a means of communication.
  • Predict with reasonable accuracy the learning needs of any group of learners and to modify and update such a needs analysis in the light of observation and testing.
  • Write instructional objectives and prepare appropriate lesson plans.
  • Discuss intelligently lesson forms.
  • Monitor his or her effectiveness as a teacher of English to speakers of other languages.
  • Introduce and nurture familiarity with current methodology.
  • Foster awareness of language structures and ability to teach English language skills (grammar, speaking, listening, reading, writing and pronunciation) .
  • Explore a variety of textbooks and teaching materials; determine how to best utilize these within a curricular framework.
  • Review and practice developing and using a variety of assessment instruments
  • Practice implementing new techniques and materials.

Learning Outcome

CO1: Ability to use theoretical knowledge of various schools of thoughts to understand principles of language learning and teaching

CO2: Ability to create lesson plans with clear outcomes and well defined strategies for teaching

CO3: Ability to develop tasks and activities for reading, writing, speaking, listening, grammar and vocabulary

Unit-1
Teaching Hours:10
Introduction
 

General Linguistics: the science of language; describing language; the functions of language; the structure of language; Linguistics; psycholinguistics; sociolinguistics.

Phonetics and Phonology: the international phonetic alphabet; phonetic transcription; articulatory phonetics; word and sentence stress; vowel sound and articulation of vowels and diphthongs; intonation patterns; presenting the sounds of English to learners; remediation; mother tongue influence and accent neutralization.

Linguistics/ Phonetics and Language Teaching

Unit-2
Teaching Hours:15
Language Acquisition/ Learning theories
 

B.F.Skinner, Noam Chomsky, Vygotsky, Krashen, Jean Piaget ( in detail)

Factors affecting Second language acquisition.

Unit-3
Teaching Hours:15
Skills
 

Receptive Skills: reading and listening materials; reasons and strategies for reading; reading speed; intensive and extensive reading and listening; reading development; reasons and strategies for listening; listening practice materials and listening development.

Productive Skills: speaking and writing; skimming, scanning, taking notes from lectures and from books; reasons and opportunities for speaking; development of speaking skills; information-gap activities; simulation and role-play; dramatization; mime-based activity; relaying instructions; written and oral communicative activities.

Vocabulary: choice of words and other lexical items; active and passive vocabulary; word formation; denotative, connotative meanings.

Unit-4
Teaching Hours:20
Application
 

Testing and Assessment: value of errors; problems of correction and remediation; scales of attainment.

Lesson Planning: instructional objectives and the teaching-learning process; writing a lesson plan; the class, the plan, stages and preparation; teacher-student activities; writing concept questions; teacher-student talking time; classroom language; class management and organization.

Text Books And Reference Books:

Essential Reading / Recommended Reading

 

Bailey, Richard W. Images of English. A Cultural History of the Language. Cambridge:

CUP, 1991. . Print.

Bayer, Jennifer. Language and social identity. In: Multilingualism in India. Clevedon:              Multilingual Matters Ltd: 101-111. 1990. Print.

Cheshire, Jenny. Introduction: sociolinguistics and English around the world. In Cheshire: 1-12. 1991.Print.

Crystal, David. The Cambridge Encyclopedia of the English Language. Cambridge: CUP. 1995. Print.

Ellis, R. Understanding Second Language Acquisition. Oxford:OUP. 1991.Print.

Gardner, R.C. Social Psychology and Second Language Learning. The Role of Attitude and Motivation. London: Edward Arnold Ltd. 1985.Print.

Holmes, Janet. An Introduction to Sociolinguistics. London: Longman Group UK Ltd. 1992.Print.

Kachru, Braj B. The Indianization of English. The English Language in India. Oxford: OUP. 1983. Print.

Loveday, Leo. The Sociolinguistics of Learning and Using a Non-Native Language. Oxford: Pergamon Press Ltd. 1982. Print.

Richards Jack C.Curriculum Development in Language Teaching. Cambridge University Press. 2001.Print.

Richards Jack C. and Rodgers Theodore S. Approaches and Methods in Language Teaching. Cambridge University Press.1986. Print.

Richards Jack C. and Graves Kathleen. Teachers as course developers. Cambridge University Press.1996. Print.

Webster's Encyclopedic Unabridged Dictionary of the English Language. (2nd ed.) New York: Gramercy Books. 1996. Print.

Widdowson, H G. Teaching Language as Communication. Oxford University Press.1978. Print.

Essential Reading / Recommended Reading

Bailey, Richard W. Images of English. A Cultural History of the Language. Cambridge:

CUP, 1991. . Print.

Bayer, Jennifer. Language and social identity. In: Multilingualism in India. Clevedon:              Multilingual Matters Ltd: 101-111. 1990. Print.

Cheshire, Jenny. Introduction: sociolinguistics and English around the world. In Cheshire: 1-12. 1991.Print.

Crystal, David. The Cambridge Encyclopedia of the English Language. Cambridge: CUP. 1995. Print.

Ellis, R. Understanding Second Language Acquisition. Oxford:OUP. 1991.Print.

Gardner, R.C. Social Psychology and Second Language Learning. The Role of Attitude and Motivation. London: Edward Arnold Ltd. 1985.Print.

Holmes, Janet. An Introduction to Sociolinguistics. London: Longman Group UK Ltd. 1992.Print.

Kachru, Braj B. The Indianization of English. The English Language in India. Oxford: OUP. 1983. Print.

Loveday, Leo. The Sociolinguistics of Learning and Using a Non-Native Language. Oxford: Pergamon Press Ltd. 1982. Print.

Richards Jack C.Curriculum Development in Language Teaching. Cambridge University Press. 2001.Print.

Richards Jack C. and Rodgers Theodore S. Approaches and Methods in Language Teaching. Cambridge University Press.1986. Print.

Richards Jack C. and Graves Kathleen. Teachers as course developers. Cambridge University Press.1996. Print.

Webster's Encyclopedic Unabridged Dictionary of the English Language. (2nd ed.) New York: Gramercy Books. 1996. Print.

Widdowson, H G. Teaching Language as Communication. Oxford University Press.1978. Print.

Evaluation Pattern

Testing Pattern

The students will have to take a semester end examination of 50 marks for 2 hours. They will be assessed for the other 50 marks on a submission of a report and a viva-voce based on the work done by them individually in terms of research or field study.

CIA 1 will be based on demonstration classes taking into consideration classroom aids, teaching methodology and activities.

CIA 3 will be based on blog articles written by students, classroom presentations will also be part of this cia.

Mid Semester Exam

 

Case Study for 50 marks

 

End Semester Exam

Project Work for 100 marks. The project will be practice oriented. Students will earn their marks by preparing or designing a set of course materials for teaching a target adult learner group. The course materials maybe presented in the forms of text books, workbooks, worksheets, audio/cd tapes; visual aids (charts, pictures, cds etc.)

 

EST641C - INTRODUCTION TO SHORT STORY (2021 Batch)

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

Course Objectives/Course Description

 

 ·     Course Description: This paper introduces the short story as a non-literary and literary form. The paper also tries to trace the evolution of short story form and critically appreciate important practitioners of short story as a literary form across the world.

Objectives:

·       To understand short story as a non-literary and literary form

·       To read short stories in an analytical manner

·       To use critical vocabulary while discussing/writing about short stories

Learning Outcome

CO1: Recognize the different elements of short story and Write about short stories using the rhetoric of fiction

CO2: Course would help students to engage with the genre in a more holistic manner (In reading stories as literary and non-literary form)

CO3: Students would acquire basic prerequisites to do analysis of short stories academically

CO4: The course will ensure the use critical vocabulary in the process of analysis of stories

Unit-1
Teaching Hours:10
Introduction to short story
 

·         Different forms of short story – non-literary and literary; brief history of short story

·         Elements of short story

Unit-2
Teaching Hours:20
Story telling before the emergence of short story
 

·         Origin myths – Greek, Nigerian, Indian, Inca

·         Fairy tales – 5 versions of Cinderella – Chinese, German, Kannada, English, Scottish

·         Folk tales – selection from The Flowering Tree and Other Stories

Unit-3
Teaching Hours:30
Modern short stories across the world
 

·         O. Henry – The Last Leaf

·         Amy Tan – A pair of Tickets

·         Tolstoy – How Much Land does a Man Need?

·         D. H. Lawrence- The Rocking – Horse Winner

·         Jamaica Kincaid – Girl

·         William Faulkner – A Rose for Emily

·         Gabriel Garcia Marquez – A very old man with enormous wings

·         Lalithambika  Antharjanam –  Admission of Guilt

·         Pratibha Ray – Salvation 

Text Books And Reference Books:

Course pack compiled by the Dept of English for private circulation

Essential Reading / Recommended Reading

Cassill, R V. The Norton Anthology of Short Fiction, New York: W.W.Norton & Company, 1995

Carle Bain, Jermoe Beaty,  J Paul Hunter, The Norton Introduction to Literature,  New York: W.W.Norton & Company, 1986

Wayne C Booth, The Rhetoric of Fiction, Penguin, 1991

Ann Charters, The Story and Its Writer: An Introduction to Short Fiction, Sixth Edition, Bedford/St. Martin’s, 2003.

Evaluation Pattern

 

Testing Pattern:

 

CIAs could be

 

·         reading a short story with a focus on structural elements

 

·         retelling a story from a different cultural perspective or to a different audience – to children or a children’s story to adult audience

 

·         converting a short story into a graphic novel form

 

Mid Sem Exam – 50 marks

 

·         Two hour exam, questions based on module I and II

 

·         5 questions to be answered from 8 questions 

 

·         10x5 = 50

 

End Sem Exam – 100 marks

 

·         Three hour exam, questions based on all modules

 

·         5 questions to be answered from 8 questions ; questions will not just test the comprehension of the elements of short story but the ability of the student to analyse, compare different stories – thematically/ structurally

 

·         20x5 = 100

 

EST641D - INTRODUCTION TO FILM STUDIES (2021 Batch)

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

Course Objectives/Course Description

 

This introductory course to Film Studies aims to:

·         Enable students to appreciate, understand and read films as audio-visual texts.

·         Help students learn the key concepts of cinema and analyze films in a better light

·         Equip students  to read and write critically about and on films

·         Initiate them to the diverse forms and types of cinemas

Learning Outcome

CO1: Closely read films as audio-visual texts to understand the language and grammar of cinema

CO2: Appreciate and analyze films using the concepts

CO3: Recognize and understand the processes of production and reception of films over the years

Unit-1
Teaching Hours:10
Film as an Art
 

o   Nature of Art

o   Ways of Looking at Art

o   Film and the Other Arts

o   Structure of Art

o   Narrative

o   Character

o   Point of View

Unit-2
Teaching Hours:10
Film Aesthetics : Formalism and Realism
 

o   Mise-en-scene

o   Mise-en-shot

Unit-3
Teaching Hours:10
Film Authorship
 

o   Filmmakers

o   Auteurs

Unit-4
Teaching Hours:10
Film Genres
 

o   Defining genres

o   Theory

o   Problems

Unit-5
Teaching Hours:10
Non-fiction films
 

o   Documentary

Unit-6
Teaching Hours:10
Film Reception
 

o   Review

o   Evaluation and Criticism

Text Books And Reference Books:

Films will be screened regularly to explain the concepts to students. The films screened will be the primary texts and not mere contexts to teach the concepts. Therefore due importance will be given to all the films selected for the paper.

Texts for detailed reference

How to read a Film – James Monaco

Understand Film Studies – Warren Buckland

Essential Reading / Recommended Reading

How to read a Film – James Monaco

Film Art: An Introduction - David Bordwell and Kristin Thompson

Introduction to Film Studies – Jill Nelmes

Cinema Studies: Key Concepts – Susan Hayward

Short Guide to Writing about Film – Timothy Corrigan

Evaluation Pattern

Description of the CIA:

CIA I:   A class test based on audio-visual clippings from movies and film posters - 20 marks

The class test will help assess their understanding of the basic concepts and their application in the respective films.

 

·         CIA II:  Mid-semester examination – 50 marks

Question paper pattern -

Section A:  4 x 5 – 20 marks

Section B: 10 x 3 – 30 marks

 

·         CIA III: Reflective journal / scrapbook using fact finder model to read and closely analyze the films of any one filmmaker or study any movement in film history – 20 marks

This will be intimated to them at the beginning of the course so that the CIA submission will be a cumulative of their work throughout the semester. This will help them closely study the features of a movement or films of any one filmmaker off their choice.

 

Objectives of the CIA: To enable students to critically apply knowledge (theoretical) in the understanding of the films and thereby read the films as audio-visual texts to understand their signification clearly.

 

End-Semester Exam: Written examination - 100 marks

Question paper pattern -

Section A: 4 x 5 – 20

Section B: 4 x 20 – 80

 

 

 
     
 

EST641F - REVISITING INDIAN EPICS (2021 Batch)

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

Course Objectives/Course Description

 

General Description: This paper will re-visit the two popular Indian epics – the Mahabharata and the Ramayana. The Mahabharata and the Ramayana are not mere literary texts in India; no Indian reader reads them for the first time. As Prof Anantamurthy points out they function as languages and prompt new narratives in literary traditions.

The paper intends to read the critical discussions and creative re-presentations of the epics – The Mahabharata and the Ramayana. The essays will probe the posited meanings in the tellings of the epics. The other two modules will look at the creative interpretations, re-presentations of certain episodes, marginal characters from the epics.

As we read, discuss the re-visited tellings of the epics, we would need a specific telling to refer to. C Rajagopalachari’s telling of the Mahabharata, The Epic and The Ramayana can be considered as a reference point. Pertinent episodes can be read or discussed in class or if time permits the entire narrative can be read/discussed in class.      

 

Objective

  1. To study the two Indian epics and literary works based on them
  2. To understand the process of re-visioning a text
  3. To understand the contexts that prompts the re-visioning of an epic

Learning Outcome

CO1: To study the two Indian epics and literary works based on them

CO2: To understand the process of re-visioning a text

CO3: To understand the contexts that prompts the re-visioning of an epic

Unit-1
Teaching Hours:15
Essays
 

U. R. Ananthamurthy. “Towards the Concept of a New Nationhood: Languages and Literatures in India” ((Talk delivered at Institute of Physics, Bhubaneswar, India on 3 September, 2006)

Sheldon Pollock. “Ramayana and Political Imagination in India”, The Journal of Asian Studies, Vol. 52, No. 2 (May, 1993), pp. 261-297

 

V. S. Sukthankar. “The Mahabharata and its Critics”, On the Meaning of the Mahabharata.

 

Bimal Krishna Matilal. “Moral Dilemmas: Insights from Indian Epics”, Ethics and Epics: The Collected Essays of Bimal Krishna Matilal. New Delhi: OUP, 2002.

Unit-2
Teaching Hours:15
Ramayana
 

Sara Joseph’s Stories –Tr. VasantiSankranarayanan, Retelling the Ramayana: Voices from Kerala, New Delhi: Oxford Unviersity Press, 2005

 

S. Sivasekaram, “The nature of Stone: Ahalya” Tr. Lakshmi Holmstorm Ramayana Stories in Modern South India, compiled and edited by Paula Richman, Bloomington: Indiana University Press, 2008

 

Buddhadeva Bose, “The Example of Ram”, Tr. Sujit Mukherjee. The Book of Yudhisthir: A Study of the Mahabharata of Vyas. Hyderabad: Sangam Books, 1986.

Unit-3
Teaching Hours:20
Mahabharata
 

Bhima: Lone Warrier – M.T.Vasudevan Nair

Parva– S L Byrappa

Unit-4
Teaching Hours:10
Library Guided Reading
 

 15 hours of guided library reading.

Text Books And Reference Books:

Paula Richman.(ed) Many Ramayanas: The Diversity of a Narrative Tradition in South Asia. New Delhi: Oxford University Press, 1991

Nick Allen. “Just war in the Mahabharata” in The Ethics of War: Shared Problems in Different Traditions (eds) Richard Sorabji and David Rodin, Ahsgate. 2006/7

Bimal Krishna Matilal. “Krishna: In Defence of a Devious Divinity” & “The Throne: Was Duryodhana Wrong?” in Ethics and Epics edited by JonardanGaneri. New York: Oxford University Press, 2002

Velcheru Narayana Rao. “A Ramayana of their own: Women’s Oral Tradition in Telugu” in Paula Richman edsMany Ramayanas. Berkeley: University of California Press, 1991

Alf Hiltebietel. “The Epic of Pabuji” &  “Draupadi Becomes Bela, Bela Becomes Sati” in Rethinking India’s Oral and Classical Epics: Draupadi among Rajputs, Muslims, and Dalits. Chicago: The University of Chicago Press, 1999

Marie Gillsepie. “The Mahabharata: From Sanskrit to Sacred Soap. A case study of the Reception of Two Contemporary Televisual Versions” in “Reading audiences Young People and the Media” Manchester and New York: Manchester University Press, 1993

Laurie J. Sears. “Mysticism and Islam in Javanese Ramayana Tales”. Mandakranta Bose. The Ramayana Revisited. New York: Oxford University Press, 2004.

Julie B. Mehta. “The Ramayana in the Arts of Thailand and Cambodia”. Mandakranta Bose. The Ramayana Revisited. (New York: Oxford University Press, 2004.

KapilaVatsyayan. “The Ramayana Theme in the Visual Arts of South and Southeast Asia” in Mandakranta Bose. The Ramayana Revisited. New York: Oxford University Press, 2004.

Malashri Lal and NamitaGokhale. In Search of Sita: Revisiting Mythology. New Delhi: Penguin Books, 2009.

 

Essential Reading / Recommended Reading

Paula Richman.(ed) Many Ramayanas: The Diversity of a Narrative Tradition in South Asia. New Delhi: Oxford University Press, 1991

Nick Allen. “Just war in the Mahabharata” in The Ethics of War: Shared Problems in Different Traditions (eds) Richard Sorabji and David Rodin, Ahsgate. 2006/7

Bimal Krishna Matilal. “Krishna: In Defence of a Devious Divinity” & “The Throne: Was Duryodhana Wrong?” in Ethics and Epics edited by JonardanGaneri. New York: Oxford University Press, 2002

Velcheru Narayana Rao. “A Ramayana of their own: Women’s Oral Tradition in Telugu” in Paula Richman edsMany Ramayanas. Berkeley: University of California Press, 1991

Alf Hiltebietel. “The Epic of Pabuji” &  “Draupadi Becomes Bela, Bela Becomes Sati” in Rethinking India’s Oral and Classical Epics: Draupadi among Rajputs, Muslims, and Dalits. Chicago: The University of Chicago Press, 1999

Marie Gillsepie. “The Mahabharata: From Sanskrit to Sacred Soap. A case study of the Reception of Two Contemporary Televisual Versions” in “Reading audiences Young People and the Media” Manchester and New York: Manchester University Press, 1993

Laurie J. Sears. “Mysticism and Islam in Javanese Ramayana Tales”. Mandakranta Bose. The Ramayana Revisited. New York: Oxford University Press, 2004.

Julie B. Mehta. “The Ramayana in the Arts of Thailand and Cambodia”. Mandakranta Bose. The Ramayana Revisited. (New York: Oxford University Press, 2004.

KapilaVatsyayan. “The Ramayana Theme in the Visual Arts of South and Southeast Asia” in Mandakranta Bose. The Ramayana Revisited. New York: Oxford University Press, 2004.

Malashri Lal and NamitaGokhale. In Search of Sita: Revisiting Mythology. New Delhi: Penguin Books, 2009.

 

Evaluation Pattern

CIA I: A written assignment for 20 Marks

Mid Semester: Written test for 50 Marks

CIA III: Field Work and Library work based assessment

End Semester: Written test for 100 Marks

JOU611 - ENVIRONMENTAL JOURNALISM (2021 Batch)

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

Course Objectives/Course Description

 

This paper is conceptualised to address arguably the biggest concerns of our times – Ecology. Ecology is no more a fringe issue that could be brushed aside to the inside pages of our newspapers or to the margins of our online news portals. The Paris Summit, Fukushima Nuclear Disaster, the Marathwada Water Crisis, The Pope's Encyclical on the Environmental Crisis or just a sample of how ecology has become central in our day-to-day affairs. Ecology is rapidly emerging as top news, compelling news organisations to have their special correspondents on ecology and acknowledge environmental beat as a regular. This course, hopes to introduce the discerning student to the intensity of the ecological crises and the urgency to initiate journalistic action.

Objectives:

  • To introduce ecological concerns to the student of Journalism
  • To examine diverse contexts and concerns in the field of ecology
  • To put ecologically-informed perspectives into journalistic action

Learning Outcome

CO1: Demonstrate one's knowledge about different forms of ecological crises

CO2: Report environmental stories from an informed perspective

Unit-1
Teaching Hours:5
Introduction
 

Terms and Concepts: Altruism, Ecology, Environment, Biodiversity, Biocentrism, Anthropocentrism, Conservation, Climate Change, Cloning, Food Chain, Carbon Food Print, Ecosystem, Ecopsychology, Ecofeminism, Ecocriticism, Environmental Ethics, Environmental Philosophy, Gia Theory, Deep Ecology, MOVE, Behavioural Ecology, Genetics, Habitats and Niches, Biomes, Political Ecology, Postmodern Environmentalism, Sustainability, Symbiosis, Environmental Overkill, Eco-Warrior, Social Ecology, Ecotopian Discourse, Ecological Philosophy, Ecological Self, Romanticism, Utilitarianism, Virtual Water.

Unit-2
Teaching Hours:10
Key People, Movements, Contexts
 
  • People: Medha Patkar; Arne Naess; Rachel Carson; Trimates/Leakey Angels: Jane Goodall, Dian Fossey, and Birutė Galdikas; Wangari Maathai; D V Girish; Vandana Shiva; C K Janu, Julia Butterfly Hill
  • Contexts: Industrialisation, Nuclear Proliferation, Kyoto Protocol, Rio Climate Summit, Paris Climate Change Summit, Gadgil Report, and Kasturirangan Report
  • Movements: Chipko Movement, Green Revolution, Chipko Movement, German Green Movement, Narmada Bachao Andolan
Unit-3
Teaching Hours:15
Practising Environmental Journalism
 
  • Identifying environment-specific story ideas
  • Choosing apt news sources
  • Gathering diverse and relevant data
  • Working on the specific purpose of the news story
  • Sharpening news angles
  • Understanding audience needs
  • Choosing the right platform
  • Getting the ideal structure
  • Employing effective tone
  • Ensuring an organised presentation
  • Following up
Text Books And Reference Books:
  • India Environment Portal Knowledge for change. (n.d.). Retrieved from http://www.indiaenvironmentportal.org.in/ 

  • Reporter's Toolbox. (2017, March 01). Retrieved from http://www.sej.org/publications/reporters-toolbox 

  • What is an Environmental Writer? (n.d.). Retrieved from https://www.environmentalscience.org/career/environmental-writer

Essential Reading / Recommended Reading
  1. www.conservationindia.org
  2. www.mongabay.org

  3. www.asknature.org

Evaluation Pattern

Series of assignments will be given which will culminate in a portfolio Submission for ESE

JOU612 - RESEARCH PAPER (2021 Batch)

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

Course Objectives/Course Description

 

This course was introduced with the aim of motivating students to publish/present their research paper in a seminar or conference after the approval by the concerned faculty. This course is not mandatory and only optional for students. Students who opt for this have to work on the research proposal they submitted in semester 5 for the course Media Research (JOU431). If they successfully complete the research paper, they will be awarded with two credits.

Interested students have to meet the programme coordinator and they will be assigned to faculty members to guide them.

Learning Outcome

CO1: Present a research paper

CO2: Publish a research paper

Unit-1
Teaching Hours:4
Problem Identification
 
  • Finalizing the problem and submitting the proposal
Unit-2
Teaching Hours:8
Writing review of literature
 
  • Drafting the review of literature
Unit-3
Teaching Hours:6
Writing Research Framework and Design
 
  • Finalizing and drafting Research Framework and Design
Unit-4
Teaching Hours:8
Writing Analysis & Results
 
  • Writing Analysis & Results
Unit-5
Teaching Hours:4
Identification of the journal and paper submission
 
  • Drafting the research paper for sumission
Text Books And Reference Books:

Babbie,Earl. (2013). The Practice of Social Research: By Earl Babbie (13th ed.). New Delhi: Rawat Publications.

Berger, A. A. (2016). Media and communication research methods: An introduction to qualitative and quantitative approaches (Fourth Edition.). New Delhi: Sage.

Kothari, C. R., & Garg, G. (2014). Research Methodology (3rd ed.). New Delhi: New Age International Publishers.

Wimmer, R. D., & Dominick, J. R. (2011). Mass Media Research An Introduction (9th ed.). New Delhi: Cengage Learnig.

Essential Reading / Recommended Reading

Babbie,Earl. (2013). The Practice of Social Research: By Earl Babbie (13th ed.). New Delhi: Rawat Publications.

Berger, A. A. (2016). Media and communication research methods: An introduction to qualitative and quantitative approaches (Fourth Edition.). New Delhi: Sage.

Kothari, C. R., & Garg, G. (2014). Research Methodology (3rd ed.). New Delhi: New Age International Publishers.

Wimmer, R. D., & Dominick, J. R. (2011). Mass Media Research An Introduction (9th ed.). New Delhi: Cengage Learnig.

Evaluation Pattern

This course will not follow the regular MSE and ESE pattern. Marks will be awarded based on full research paper submission, presentation in conferences and submission of manuscripts to peer reviewed research journals.

JOU631 - INDIAN POLITY AND GOVERNMENT (2021 Batch)

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

Course Objectives/Course Description

 

This course has been conceptualized in order to introduce students to the evolution and development of Indian Constitution. This course will enable students to understand the various provisions in the Constitution and how it can be related to the field of Journalism.

Learning Outcome

CO1: Examine the factors behind the framing of the Constitution

CO2: Interpret and analyse the current socio-political scenario with reference to provisions in the Constitution

CO3: Critically evaluate the role played by the Constitutional bodies

Unit-1
Teaching Hours:12
Evolution and development of Indian Constitution
 

Govt of India Act, 1858, Queen's proclamation, Indian Councils Act 1861, 1892, Minto Morley Reforms, Montague Chelmsford Reforms, The Simon Commission, The Government of India Act 1935, August Offer 1940, Cripps proposal 1942, Wavell Plan 1945, Cabinet Mission Plan 1946, Mountbatten Plan 1947, Indian Independence Act 1947. The Constituent Assembly of India: Meaning, evolution, composition and working of Constituent Assembly, Drafting committees, framers of the constitution. Controversial issues, criticism of the Constituent Assembly, It’s perception of the future Indian polity.

Unit-2
Teaching Hours:12
Basic Structure
 

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

Unit-3
Teaching Hours:12
Centre-State Relations
 

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

Unit-4
Teaching Hours:12
Legislature and Executive
 

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

Unit-5
Teaching Hours:12
Judiciary
 

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

Text Books And Reference Books:

Basu,Durga Das. (2011). Indian Constitutional Law (3rd ed.). Kolkata: Kamal Law House.

Fadia,B.L., & Fadia,Kuldeep. (2017). Indian Government and Politics. New Delhi: Sahitya Bhawan

Kashyap, S. C. (2010). Indian constitution: Conflicts and controversies. New Delhi: Vitasta Pub..

Essential Reading / Recommended Reading

Austin, G. (1999). The Indian Constitution: Cornerstone of a nation. Oxford ; New York: Oxford University Press.

Evaluation Pattern

CIA 1: 20 marks

An objective test conducted to test the students awareness

and knowledge about Indian Constitutional development

CIA 2: 50 Marks

Centralised Mid Sem exam

CIA 3: Project (Group Work)

Students have to do a project which will reflect on the

contemporary issues in the society

ESE: 100 Marks

Centralised written exam

JOU651 - LIFESTYLE JOURNALISM (2021 Batch)

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

Course Objectives/Course Description

 

In the past two decades or so, lifestyle journalism has witnessed an enormous growth, with increased focus being given on ifestyle stories, comprising of culture, race and economic equality. Combining practical skills and conceptual understanding, this course will explore the relevance of this type of journalism in the 21st century. The course will train students how to carry out the art of lifestyle journalism with integrity and explore the diverse world of the same. 

 

Course Objectives:

1. To provide an understanding of the beat of lifestyle journalism

2. To help students to gain experience in the form of writing on lifestyle issues

3. To train students to produce multimedia journalistic content in the beat of lifestyle journalism

Learning Outcome

CO1: Understand the lifestyle beat, issues, economics, culture and diversity, and ethics

CO2: Demonstrate multimedia reporting and writing skills in lifestyle journalism

Unit-1
Teaching Hours:15
Introduction to lifestyle journalism
 
  • How is lifestyle journalism soft news? how is a disruptive/different form of storytelling?
  • Reflecting on Infotainment & Democracy
  • Theoretical and contextual issues relating to Lifestyle Journalism- globalisation, consumption, representation, diversity, travel, aesthetics, and taste.
  • Different genres of lifestyle journalism (Travel, films, art, food, health and well-being, technology, fashion, gaming, culture), 
  • Basic writing of lifestyle articles (News articles on the aforementioned genres,Lifestyle journalists have a very niche audience. Who are we writing for?)
  • Writing for magazines/Writing a feature story (how to write a comprehensive magazine feature story), How is it different from writing reports for newspapers, Developing a style of writing for magazines, long form journalism
  • Writing Reviews (Critique and review content, such as movies, theater productions, and music. 

 

Unit-2
Teaching Hours:15
Creating lifestyle-centric multimedia content
 
  • Making a lifestyle video/talk show- Script, direct and shoot review videos (film reviews, gadget reviews, lifestyle reviews), talk shows, news stories. Software used: Da Vinci Resolve/ Premiere Pro
  • Creating various other types of media content
  • Vlogging, podcasts and other upcoming trends in lifestyle content creation- create content in the form of vlogs and podcasts (scripting, production, post-production), Interviews-Tips and Techniques

 

Text Books And Reference Books:

Lifestyle Journalism (Journalism Studies) by Folker Hanusch, Lifestyle Journalism, Media Consumption and Experience, 1st Edition edited by Lucia Vodanovic

Essential Reading / Recommended Reading

Lifestyle Journalism by Jean Ann Colbert in: Encyclopedia of Journalism, Feature Writing (A Practical Introduction) by Susan Pape and Sue Featherstone

Evaluation Pattern

CIA Overall (CIA I +2 +3) = 50

ESE = 50

50 + 50 = 100

PSY631 - INDUSTRIAL AND ORGANIZATIONAL PSYCHOLOGY (2021 Batch)

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

Course Objectives/Course Description

 

Course description: This course has been conceptualized to provide the learners with an overview of I/O Psychology by describing the various individual, group, and organizational processes/behaviour at work. This paper also intends at enhancing the understanding of the learner about the world of work and related concerns. The areas covered in the paper include recruitment, employee selection, training and development, performance appraisal, motivation, leadership, organizational communication, group behaviour, and culture. The paper will provide a scientific basis of human behaviour at work which will build a sound background towards the application of the learning acquired.

Learning Outcome

CO1: Identify the relevance of I/O Psychology at the workplace

CO2: Apply the understanding of theories and research findings in individual and group behaviour at work

CO3: Differentiate the processes involved in human resource planning and development

CO4: Evaluate the role of culture and effectiveness of communication in various organizational processes

Unit-1
Teaching Hours:12
Introduction
 

Definition, goals, key forces, and fundamental concepts, History of industrial psychology, Major Fields of I/O Psychology

Unit-2
Teaching Hours:12
Individual at workplace
 

Personality- Definition, personality traits relevant at the workplace, 

Motivation- Definition, Types, Application of theories of motivation at the workplace (early and contemporary theories)

Job satisfaction- Definition, Factors affecting Job Satisfaction, Consequences

Unit-3
Teaching Hours:12
Planning and Development of human resources
 

Job Analysis- Definition, Purpose, Types, Process, Methods, Recent Developments

Recruitment and Selection- Nature and objectives, Sources- Internal and External, Process, Definition and steps in the selection process

Performance Management- Definition, Scope, Process, Tools

Training and Development- Meaning and nature, Objectives, Methods- on the job and off the job, Training and Analysis

Unit-4
Teaching Hours:12
The Group
 

Group- definition, types, stages of group development, characteristics of groups

Group decision making, techniques of decision making

Teams- definition, types, the difference between groups and teams

Leadership - Definition, Leadership Styles, Approaches to Leadership

Unit-5
Teaching Hours:12
Communication and Organizational culture
 

Communication- definition, functions, process, types, barriers to effective communication

 Organizational Culture- definition, characteristics, strong v/s weak culture, positive organizational culture

Text Books And Reference Books:

Schultz, D. P., & Schultz, E. S. (2008). Psychology and Work today. New York: Mac Milan publishing company.

Robbins, S. P. & Judge, T.A.(2013). Organizational behaviour. Pearson Education.

Essential Reading / Recommended Reading

Singh, N. (2011). Industrial Psychology. Delhi, India:  TataMc Graw hill Education private limited.

Evaluation Pattern

CIA       CIA (Continuous Internal Assessment)-Total Marks- 50 

CIA-1: Activity-based Individual Assignment- 10 Marks 
CIA-2: Mid sem Exam-Case/Scenario-based Question- 25 Marks; Department level 
CIA-3: Individual Assignment- 10 Marks 
Attendance- 5 Marks 

ESE Pattern      ESE (End Semester Examination) Total Marks- 50 , 02 HOURS

Question paper pattern
Section A- (Short Answers) 02 marks x5Qs =10 Marks
Section B- (Essay Type) 10 marks x 3Qs = 30 Marks
Section C-(Compulsory: Case Study) 10 marks x 1Q =10 Marks

PSY641A - POSITIVE PSYCHOLOGY (2021 Batch)

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

Course Objectives/Course Description

 

This course introduces undergraduate students a strength-based approach in understanding human behaviour. Each unit is designed with personal mini-experiments which have personal implications. The course brings in an understanding about the basic principles of Positive Psychology. The significance of this course lies in orienting the students in applying these principles for self-regulation and personal goal setting. 

Learning Outcome

CO1: Explain basic assumptions, principles and concepts of positive psychology

CO2: Critically evaluate positive psychology theory and research

CO3: Apply positive psychology principles in a range of environments to increase individual and collective wellbeing

Unit-1
Teaching Hours:12
Introduction
 

Positive psychology: Definition; goals and assumptions; Relationship with health psychology, developmental psychology, clinical psychology Activities: Personal mini-experiments; Collection of life stories from magazines, websites, films etc and discussion in the class

Unit-2
Teaching Hours:12
Positive emotions, Well-being and Happiness
 

 Positive emotions: Broaden and build theory; Cultivating positive emotions; Happiness- hedonic and Eudaimonic; Well- being: negative v/s positive functions; Subjective well –being: Emotional, social and psychological well-being; Model of complete mental life Test: The positive and negative affect schedule (PANAS-X); The satisfaction with life scale (Diener et al, 1985); Practice ‘Be happy’ attitude

Unit-3
Teaching Hours:12
Self control, Regulation and Personal goal setting
 

The value of self-control; Personal goals and self-regulation; Personal goal and well-being; goals that create self-regulation; everyday explanations for self-control failure problems Activity: SWOT analysis

Unit-4
Teaching Hours:12
Positive Cognitive States and Processes
 

Resilience: Developmental and clinical perspectives; Sources of resilience in children; Sources of resilience in adulthood and later life; Optimism- How optimism works; variation of optimism and pessimism; Spirituality: the search for meaning(Frankl); Spirituality and well-being; Forgiveness and gratitude Test: Mental well-being assessment scale; Test: Signature strength

Unit-5
Teaching Hours:12
Applications of Positive Psychology
 

Positive schooling: Components; Positive coping strategies; Gainful employment Mental health: Moving toward balanced conceptualization; Lack of a developmental perspective. Activity: An action plan for coping Test: Brief COPE assessment scale

Text Books And Reference Books:

Baumgardner, S.R & Crothers, M.K.(2014). Positive Psychology. U.P: Dorling Kindersley Pvt Ltd.

Carr, A. (2004). Positive psychology, The science of happiness and human strengths.New York: Routledge.

Essential Reading / Recommended Reading

Singh, A.(2013).Behavioral science: Achieving behavioral excellence for success. New Delhi: Wiley India Pvt ltd.
Snyder, C.R. & Lopez, S.J. (2007). Handbook of positive psychology. (eds.). New York: Oxford University Press.

Evaluation Pattern

CIA CIA (Continuous Internal Assessment)-Total Marks- 50 

CIA-1: Activity-based Individual Assignment- 20 Marks 
CIA-2: Mid sem Exam-Case/Scenario-based Question- 50 Marks
CIA-3: Individual Assignment- 20 Marks 
Attendance- 5 Marks 

ESE PatternESE (End Semester Examination) Total Marks- 100, 03 HOURS

Question paper pattern

Section A- (Very Short Answers) 02 marks x10Qs =20 Marks
Section B- (Short Answers) 05 marks x 4 Qs= 20 Marks 
Section B- (Essay Type) 15 marks x 3Qs = 45 Marks
Section C-(Compulsory: Case Study) 15 marks x 1Q =15 Marks

 

 

PSY641B - MEDIA PSYCHOLOGY (2021 Batch)

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

Course Objectives/Course Description

 

Course description: Media psychology is the application of psychological theory and research to the analysis of media and technology use, development and impact. The idea is that it will spark an interest where the student might want to continue future exploration in both the fields, Media and Psychology. The main purpose of this course is to provide students with an overview of the ways in which the media—primarily electronic media-affect the viewer psychologically. A second purpose is to examine how the science of psychology is presented in the media. An examination will be made of several psychological theories that help to explain media effects. A particular emphasis will be placed upon the following media psychology-related topics: Aggression, advertising, news, portrayals of minorities, emotion, and health behaviours. 

Learning Outcome

CO1: Identify the benefits of applying media psychology

CO2: Evaluate media, media contents, literacy and their psychological implications

CO3: Explain media applications in educational, entertainment, health services, commercial or public policy environments

CO4: Examine the implications of media sources, usage and processes on the cognitive, emotional, motivational, behavioural and social realms

Unit-1
Teaching Hours:12
Introduction to Media Psychology
 

What is Media Psychology; Implications; Understanding the history and emergence of Media Psychology; TV as an emotional medium. Media issues, misrepresentation, roles of media psychologists. Methods for studying media and psychology; Theory, Research and Application Theories of Media Psychology: Media character and enjoyment: Affective Disposition Theory (ADT), Simulation Disposition Theory (ST), Psychological Theory of Play

Unit-2
Teaching Hours:12
Psychological Process and Media
 

Media and Emotion: Three-factor Theory of Emotion and Empathy, Excitation Transfer Theory; Motivation: Approach and avoidance motivation and achievement goals. Self-determination theory and the facilitation of intrinsic motivation, social development, and wellbeing; Attention.  Attention and Television viewing, Media attention, media exposure, and media effects, Measuring attention to mediated messages; Cognitive processing of mediated message- Media effects: Advances in theory and research, Media, Mind and Brain, Media Withdrawal

Unit-3
Teaching Hours:12
Developmental Psychological Issues with Respect to Media
 

Young children and media – Socialization through media. Media use and influence during adolescence. Media violence, heroes, addiction, Aggression, Violence, Video Games, Cyber-Bullying & Fear: media and persuasion/body image, eating disorders and the media/media and advertising, Classical Conditioning and Advertising; Bandura’s Social Cognitive theory. Modelling and Operant Conditioning

Unit-4
Teaching Hours:12
Social Psychology of the Media
 

 Attitude Formation – Theories, cognitive dissonance, role of media in attitude formation  Persuasion  Prejudice; Gender representation in media, Representation of minority groups  Media representation of disability  Media representation of mental health  Audience participation and reality T.V. media and culture, Media and cultural contexts.

Unit-5
Teaching Hours:12
Trends in Media Psychology
 

Media and politics, media and the audience, celebrity and parasocial relationships; Audience participation media; Theory of Planned Behavior Action and Social norms-lifestyle concerns, global movements, social media, telehealth, sports, environment and climate change; Psychology of film analysis

Text Books And Reference Books:

Rutledge, P. B. (2013). Arguing for Media Psychology as a Distinct Field. In K. Dill (Ed.), Oxford Handbook of Media Psychology, Oxford University Press. 

Giles, D, (2010). Psychology of the Media. Palgrave Macmillan. 

Brewer, G, (2011). Media Psychology. Palgrave Macmillan.

Essential Reading / Recommended Reading

Chaffee, S. H., & Berger, C. R. (1987). What do communication scientists do? In C. R. Berger & S. H. Chaffee (Eds.), Handbook of communication science. Sage. 

Bandura, A. (2001). Social Cognitive Theory of Mass Communication. Media Psychology, 3(3), 265-299

Gee, J. P. (2007). What Video Games Have to Teach Us About Learning and Literacy (Revised & Updated) (2nd ed.). Palgrave Macmillan.

Giles, D. C. (2010). Psychology of the Media. Palgrave Macmillan.

Baym, Nancy  K. (2010). Personal Connections in the Digital Age.  Digital Media and Society Series. Polity.

 Weinschenk, S. M. (2009). Neuro Web Design: What Makes Them Click?. New Riders

Evaluation Pattern

CIA CIA (Continuous Internal Assessment)-Total Marks- 50 

CIA-1: Activity-based Individual Assignment- 20 Marks 
CIA-2: Mid sem Exam-Case/Scenario-based Question- 50 Marks
CIA-3: Individual Assignment- 20 Marks 
Attendance- 5 Marks 

ESE PatternESE (End Semester Examination) Total Marks- 100, 03 HOURS

Question paper pattern

Section A- (Very Short Answers) 02 marks x10Qs =20 Marks
Section B- (Short Answers) 05 marks x 4 Qs= 20 Marks 
Section B- (Essay Type) 15 marks x 3Qs = 45 Marks
Section C-(Compulsory: Case Study) 15 marks x 1Q =15 Marks

PSY641C - ARTIFICIAL INTELLIGENCE AND HUMAN-MACHINE INTERFACE (2021 Batch)

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

Course Objectives/Course Description

 

Course description: This course has been conceptualized to help the learner understand the complex dynamics that underlie a human-machine interface, critically evaluate the design components and design an effective interface. This course helps introduce students to ways of thinking about how Artificial Intelligence will and has impacted humans, and how we can design interactive intelligent systems that are usable and beneficial to humans, and respect human values. 

Learning Outcome

CO1: Identify problems where artificial intelligence techniques are applicable

CO2: Apply selected basic AI techniques; judge applicability of more advanced techniques.

CO3: Critically evaluate existing interface designs and to improve them

CO4: Design user-centric interfaces keeping in mind cultural, environmental, and individual factors.

Unit-1
Teaching Hours:10
Introduction to Artificial Intelligence (AI) and Human Machine Interface (HMI)
 

 History and Classic studies, Introduction to Artificial Intelligence (AI) and Human Machine Interface (HMI), Types of Human Machine Interfaces; Artificial intelligence and computational approaches, Machine reasoning: Logical reasoning and decision making by machines., 

Unit-2
Teaching Hours:15
Human factors fundamentals
 

Sensation, Perception, Apperception
Information Processing
Working memory and situational awareness
Decision-making models

Unit-3
Teaching Hours:15
Design Guidelines and Design Thinking
 

Schneiderman’s eight golden rules of design
Norman’s model of interaction 
Nielsen’s ten heuristics 
Human Errors in HMI

Unit-4
Teaching Hours:10
Applications of HMI
 

Design for individual differences: Individuals with functional limitations, Design for Ageing, Design for children, connect psychological theories to underlying standards and heuristics in interface design, explain how knowledge of human characteristics affects the design of technical systems, ethical issues 

Unit-5
Teaching Hours:10
Applications of HMI
 

Applications of HMI: Health, Aviation, Artificial Intelligence; professionals in the field, challenges, Current trends and development

Text Books And Reference Books:

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

Norman, D. A. (1988). The psychology of everyday things. Basic books.

Guastello, S. J. (2014). Human factors engineering and ergonomics. Florida: Taylor & Francis Group.

Essential Reading / Recommended Reading

Amershi, S., Weld, D., Vorvoreanu, M., Fourney, A., Nushi, B., Collisson, P., Suh, J., Iqbal, S. T., Bennett, P., Inkpen, K., Teevan, J., Kikin-Gil, R., and Horvitz, E. (2019) Guidelines for Human-AI Interaction. 

Lazar, J., Feng, J. H., & Hochheiser, H. (2017). Research methods in human-computer interaction. Morgan Kaufmann.

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

Evaluation Pattern

CIA CIA (Continuous Internal Assessment)-Total Marks- 50 

CIA-1: Activity-based Individual Assignment- 20 Marks 
CIA-2: Mid sem Exam-Case/Scenario-based Question- 50 Marks
CIA-3: Individual Assignment- 20 Marks 
Attendance- 5 Marks 

ESE PatternESE (End Semester Examination) Total Marks- 100, 03 HOURS

Question paper pattern

Section A- (Very Short Answers) 02 marks x10Qs =20 Marks
Section B- (Short Answers) 05 marks x 4 Qs= 20 Marks 
Section B- (Essay Type) 15 marks x 3Qs = 45 Marks
Section C-(Compulsory: Case Study) 15 marks x 1Q =15 Marks

PSY641D - CONSUMER BEHAVIOUR (2021 Batch)

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

Course Objectives/Course Description

 

Course description: This course has been conceptualized in order to enable students to develop an appreciation for the influence consumer behaviour has on various marketing efforts.  Students apply psychological and social concepts to consumer decision making. Topics include the importance of consumer behaviour and research; internal influences such as motivation, personality, self-concept, learning, information processing, and attitude formation and change; external influences such as social class, reference groups and family, and consumer decision making.

Learning Outcome

CO1: Understand the concepts related to consumer behaviour and the factors that influence market segmentation

CO2: Understand the scope and current trends in consumer psychology

CO3: Evaluate the consumer decision-making process and choices using psychological theories and concepts

Unit-1
Teaching Hours:12
Introduction to Consumer Behaviour
 

Definition, Significance, Applying consumer behaviour knowledge, Consumer decision-making model

Unit-2
Teaching Hours:12
Understanding consumers and market segments
 

Market segmentation, bases of market segmentation, product positioning and repositioning

Unit-3
Teaching Hours:12
Determinants of consumer behaviour
 

Personality and self-concept, Motivation, Information processing, Learning in understanding consumer behaviour

 Influence of groups and social media, online consumer behaviour

Unit-4
Teaching Hours:12
Attitudes and persuasive communication
 

ABC model of attitude, the formation of attitude, the role of persuasion in changing consumer attitudes

Unit-5
Teaching Hours:12
Consumer Decision processes
 

Types of consumer decisions, problem recognition, information search process, information- evaluation process, purchasing processes- choosing a store, in-store purchasing behaviour, nonstore purchasing process, purchasing patterns, post-purchase behaviour

Text Books And Reference Books:

Loudon, D. L., & Della, B. A. J. (2010). Consumer behavior: Concepts and applications. McGraw-Hill.

Solomon, M.R. (2018). Consumer Behavior: Buying, Having and, Being. Pearson Education Limited.

Essential Reading / Recommended Reading

Schiffman, L. G., Kanuk, L. L., S, R. K., & Wisenblit, J. (2010). Consumer behaviour. Pearson publications

Evaluation Pattern

CIA CIA (Continuous Internal Assessment)-Total Marks- 50 

CIA-1: Activity-based Individual Assignment- 20 Marks 
CIA-2: Mid sem Exam-Case/Scenario-based Question- 50 Marks
CIA-3: Individual Assignment- 20 Marks 
Attendance- 5 Marks 

ESE PatternESE (End Semester Examination) Total Marks- 100, 03 HOURS

Question paper pattern

Section A- (Very Short Answers) 02 marks x10Qs =20 Marks
Section B- (Short Answers) 05 marks x 4 Qs= 20 Marks 
Section B- (Essay Type) 15 marks x 3Qs = 45 Marks
Section C-(Compulsory: Case Study) 15 marks x 1Q =15 Marks

PSY641E - INTRODUCTION TO FORENSIC PSYCHOLOGY (2021 Batch)

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

Course Objectives/Course Description

 

The course is intended to develop a basic understanding among the students about criminal behaviour and to the field of Forensic Psychology.

Learning Outcome

CO1: Outline the basics of forensic psychology, crime and criminal behaviour through case analysis

CO2: Identify the role of a forensic psychologist in crime scene analysis, offender profiling, and eye witness testimony

Unit-1
Teaching Hours:12
Introduction to Forensic Psychology
 

Forensic Sciences; Forensic Psychology: Past and Present; Psychology & Law; Psychologist as an Expert Witness.

Unit-2
Teaching Hours:12
Understanding Crime & Criminal Behaviour
 

 Psychology of Crime; Determinants of Criminal Behavior: Biological, Psychological, Neuropsychological and Social.

Unit-3
Teaching Hours:12
Forensic Psychology in Crime Investigation
 

 Psychological Examination of Crime Scene; Offender Profiling; Forensic Interviewing; Eye-Witness Testimony; Examination of High-risk offenders.

Unit-4
Teaching Hours:12
Forensic Psychology as an Aid to Investigation
 

 Psychological Profiling; Detection of Deception: Polygraph Examination, fMRI, Lie Detection, Brain Electrical Oscillation Signature Profiling, Narcoanalysis, Forensic Hypnosis, Voice-stress Analysis;  Theories, Techniques, Instrumentation, Methodology, Procedure & Critical Evaluation.

Unit-5
Teaching Hours:12
Forensic Psychology as a Profession
 

In Criminal Proceedings: Competency to stand trial, Criminal Responsibility, Diminished Capacity, Risk Assessment, Eye-Witness Testimony.

 In Civil Proceedings: Domestic Law & Rights of Adults, Children;  Civil Competency, Personal Injury Evaluations, Work-related Compensation, Evaluation of Disabilities, Trauma Due to Abuse. Forensic Psychology as a profession; For Social & Individual Protection; Professional Issues: Licensing, Advocacy, liaisoning and Ethical Considerations.

Text Books And Reference Books:

Fulero, S,& Wrightsman, L, (2014). Forensic Psychology. Wadsworth Publishers.

Goldstein A.M (2012) Forensic Psychology: Emerging Topics and Expanding Roles. John Wiley

Essential Reading / Recommended Reading

Bartol, C., &Bartol, A. (2008). Introduction to Forensic Psychology: Research and Application (Second ed.). SAGE.

Haward, L. R. (1981). Forensic psychology (pp. 56-57). Batsford Academic and Educational.

Weiner, I. B., & Hess, A. K. (Eds.). (2006). The handbook of forensic psychology. John Wiley & Sons.

Evaluation Pattern

CIA CIA (Continuous Internal Assessment)-Total Marks- 50 

CIA-1: Activity-based Individual Assignment- 20 Marks 
CIA-2: Mid sem Exam-Case/Scenario-based Question- 50 Marks
CIA-3: Individual Assignment- 20 Marks 
Attendance- 5 Marks 

ESE PatternESE (End Semester Examination) Total Marks- 100, 03 HOURS

Question paper pattern

Section A- (Very Short Answers) 02 marks x10Qs =20 Marks
Section B- (Short Answers) 05 marks x 4 Qs= 20 Marks 
Section B- (Essay Type) 15 marks x 3Qs = 45 Marks
Section C-(Compulsory: Case Study) 15 marks x 1Q =15 Marks

PSY641F - HEALTH AND WELLBEING (2021 Batch)

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

Course Objectives/Course Description

 

Health is defined as an optimal state of physical, emotional, mental, social and spiritual wellbeing.  The same explanation applies to wellbeing. This course is designed for college students to understand the need for maintaining a healthy lifestyle.  We will explore personal health, health-related attitudes and beliefs, individual health behaviours and impact of drugs, alcohol, tobacco; diet, nutrition; infectious diseases, cancer, cardiovascular disease, personal care; exercise, consumer health; and several other topics related to maintaining a healthy lifestyle.  The course focuses on current research and the latest trends in health and wellbeing.

Learning Outcome

CO1: Understand the basic components and models of health and wellbeing

CO2: Explain the role of biological, physical, social, and psychological factors and their interconnectedness on health and wellbeing

CO3: Evaluate policies and interventions to enhance health and wellbeing

CO4: Apply the knowledge to manage and enhance personal health and well-being, and in a wide range of real life issues

Unit-1
Teaching Hours:12
Introduction to Health and Wellbeing
 

Introduction - the concept of health, wellbeing and wellness,illness- wellness continuum,Historical development - of health and wellness and wellbeing, Models and theories of health and wellbeing – Bio medical model,Bio-psycho-social model of health, the theory of planned behavior, health belief model -  Protection motivation theory, Determinants and Components of wellness (WHO) and wellbeing and the role of psychology in health

Assessment: General wellbeing scale: administration and interpretation.

Unit-2
Teaching Hours:12
Physical Health
 

Stress its impact on health and wellbeing, mechanisms to deal with stress; theories on stress – Fight/flight, GAS, Tend and Befriend, Theory of appraisal, psychoneuro immunology, body image issues and sexual health; Definition, types of pain, physiology of pain psychological factors affecting pain; Lifestyles-sleep, food habits, adverse physical environment, health-enhancing behaviors-dieting, exercise, yoga – management of stress and pain

Assessment: Physical health Questionnaire

Unit-3
Teaching Hours:12
Mental and Social health
 

Introduction to Mental and social health – Status of mental health Services,  the role of  mental health professionals, Barries acessing mental health services, stigma, discrimination and labelling, Mental health: Moving toward balanced conceptualization (from languishing to flourishing); Trauma, suicide and mental health; Risks factors to mental health- adverse childhood experiences, disability, ageing, workplace, family history of mental illness, psychos social issues; Pathways to mental health care (including cultural and traditional beliefs and practices). Interpersonal relationships and its impact on health and wellbeing, need for cultivating positive emotions and attending to healthy relationships and self-care

Assessment: WHO Mental health Inventory

Unit-4
Teaching Hours:12
Health compromising behaviors & Illness
 

Health compromising behaviors: Smoking, Alcoholism and substance abuse, Illness – acute and chronic, CHD and Strokes, Cancer, HIV – AIDS, Diabetes, psychosocial interventions for illness and health compromising behaviors

Assessment: Adolescent risk behavior assessments 

Unit-5
Teaching Hours:12
Policies, programs and current trends
 

Evaluating existing policies and programs; mental health act, PWD act, Community mental health programmes - National mental health Program (NMHP), District Mental Health Program (DMHP);  Developing health and wellness interventions, awareness programs, Promoting Environmental Health, Making Smart Health Care Choices, public health measures, need for Awareness and Lifestyle Impact programs; current trends in health and wellbeing- yoga, mindfulness-based interventions and others. 

Text Books And Reference Books:

Anspaugh, D.J., Hamrick, M.H., & Rosato, F.D. (2009).  Wellness: Concepts and Applications, 7th ed., McGraw-Hill.

Donatelle, R. J., & Davis, L. G. (2011). Health: the basics. Benjamin Cummings.

Edlin, G., & Golanty, E. (2007). Health and wellness (9th ed.). Jones & Bartlett Publishers. 

Hoeger, W.K.& Hoeger, S.A. (2015). Lifetime Physical Fitness and Wellness. (13th Ed.) Cengage Learning.

 

Essential Reading / Recommended Reading

Insel, P.M., & Roth, W.T. (2002). Core concepts in health (9th ed.). McGraw- Hill.

Powers, S.K., & Dodd, S.L. (2003). Total fitness and wellness (3rd ed.).Benjamin Cummings.

Siegel, B. S. (1998). Prescriptions for living. Harper Collins.

Taylor, S.E. (2006). Health Psychology. Tata Mc Graw-Hill

Sarafino, E.P. & Smith, T.W. (2012). Health Psychology: Biopsychosocial interventions. Wiley

Evaluation Pattern

CIA CIA (Continuous Internal Assessment)-Total Marks- 50 

CIA-1: Activity-based Individual Assignment- 20 Marks 
CIA-2: Mid sem Exam-Case/Scenario-based Question- 50 Marks
CIA-3: Individual Assignment- 20 Marks 
Attendance- 5 Marks 

ESE PatternESE (End Semester Examination) Total Marks- 100 , 03 HOURS

Question paper pattern

Section A- (Very Short Answers) 02 marks x10Qs =20 Marks
Section B- (Short Answers) 05 marks x 4 Qs= 20 Marks 
Section B- (Essay Type) 15 marks x 3Qs = 45 Marks
Section C-(Compulsory: Case Study) 15 marks x 1Q =15 Marks

PSY641G - COMMUNITY PSYCHOLOGY (2021 Batch)

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

Course Objectives/Course Description

 

The course offers an introduction to the concepts and techniques of community psychology practice. The areas covered in this paper span across identifying community needs using community participation techniques and eliciting community participation and cooperation through the application of community-focused models and theories. The paper would lead the learner through the widening scope of community psychology in an Indian context. 

Learning Outcome

By the end of the course the learner will be able:

  1. Understand the relevance and practice of community psychology in different field settings.
  2. Demonstrate knowledge and skills related to community needs identification and working through the felt needs of the community.
  3. Design community based prevention or promotion strategies.

Unit-1
Teaching Hours:12
Introduction
 

Origins of Community Psychology; Understanding Community dynamics; Roles of psychologists working with communities; Multicultural issues in community; Ethical alignments while working in a community; Scope of Community Psychology.

 

Unit-2
Teaching Hours:12
Principles and Practices
 

Principles of community level practices; Needs assessment and Participatory Rural Appraisal (PRA) techniques; Community Resource Mapping; Reinforcement and Modelling strategies while working in Communities; Challenges in Community Practice and working with challenges.

Unit-3
Teaching Hours:12
Theories and Models
 

Ecological Perspective; Empowerment Theory; Social Development Model; Theory of Social Change; Social Action Model; Sense of Community Theory; Social Climate Theory; Community Engagement Model.

Unit-4
Teaching Hours:12
Application
 

Application of psychosocial practices in Schools; NGOs; Rural/Tribal areas; Working with vulnerable groups; Appreciating indigenous approaches in mental health promotion; Use of Technology in Community Psychology

Unit-5
Teaching Hours:12
Recent trends and status in India
 

Community Mental Health Model of NIMHANS; Community based health intervention models; Total Health Programme in Schools; KAVAL - Work with Children in Conflict with Law; Gatekeeper Training; TTK’s model for working with persons with substance use; Parenting Skill Training

Text Books And Reference Books:

Rappaport, J., & Seidman, E. (Eds.). (2000). Handbook of community psychology. Springer Science & Business Media.

Spielberger, C. D. (Ed.). (2013). Current Topics in Clinical and Community Psychology: Volume 1 (Vol. 1). Academic Press.

Moritsugu, J., Vera, E., Wong, F. Y., & Duffy, K. G. (2019). Community psychology. Routledge.

 

Essential Reading / Recommended Reading

Reich, S., Riemer, M., Prilleltensky, I., & Montero, M. (2007). International community psychology. New York: Springer Science+ Business Media, LLC.

Nelson, G., & Prilleltensky, I. (Eds.). (2010). Community psychology: In pursuit of liberation and well-being. Macmillan International Higher Education.

Orford, J. (2008). Community psychology: Challenges, controversies and emerging consensus. John Wiley & Sons.

Viola, J. J., & Glantsman, O. (Eds.). (2017). Diverse careers in community psychology. Oxford University Press.

Evaluation Pattern

CIA CIA (Continuous Internal Assessment)-Total Marks- 50

CIA-1: Activity-based Individual Assignment- 20 Marks 
CIA-2: Mid sem Exam-Case/Scenario-based Question- 50 Marks
CIA-3: Individual Assignment- 20 Marks 
Attendance- 5 Marks 

ESE PatternESE (End Semester Examination) Total Marks- 100 , 03 HOURS

Question paper pattern

Section A- (Very Short Answers) 02 marks x10Qs =20 Marks
Section B- (Short Answers) 05 marks x 4 Qs= 20 Marks 
Section B- (Essay Type) 15 marks x 3Qs = 45 Marks
Section C-(Compulsory: Case Study) 15 marks x 1Q =15 Marks

PSY651 - PSYCHOLOGICAL RESEARCH METHODS AND ASSESSMENT-II (2021 Batch)

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

Course Objectives/Course Description

 

Course description: This course has been conceptualized in order to capstone experience for psychology undergraduates, in which students identify a research topic, conduct comprehensive literature reviews, and then develop a substantial written small empirical research project. The paper aims to help students collaborate and complete psychological research projects with their peers. The program is designed to enable students to complete a group research project under the supervision of a faculty. They are expected to conduct the research and submit the final research report. The Research report will be in the form of a professional journal article manuscript, though it is not required to submit it to a journal. Students are expected to do a presentation of the research findings as a poster or oral presentation at the undergraduate research conference.

Learning Outcome

CO1: Collect, Organise, analyze, and interpret data as per ethical guidelines

CO2: Write a research project manuscript, appropriate for submission to a professional journal in psychology or a related discipline

CO3: Present their research findings as scientific poster format in a coherent and concise manner.

CO4: Administer psychological scales to a subject, make interpretations and draw conclusions based on the norms given in the manual

Unit-1
Teaching Hours:12
Data Analysis and Interpretation
 

Ethical issues in data collection and recording, organization of data collection process, dissemination, the concept of data audit Data organization and audit. Hypothesis testing/evaluating the research questions, data analysis and reporting results, discussing the findings with research evidence

Unit-2
Teaching Hours:10
Report Writing and Dissemination of Research findings
 

APA styles of writing the project report, elements of a research project, referencing, plagiarism, doing peer review and feedback. Abstract writing, Publication in journal/ newspapers, selecting a journal, oral presentation and poster presentation; participating in research forums/seminars.

Unit-3
Teaching Hours:8
Psychological Assessments
 

Develop a profile for an individual based on a minimum of three to a maximum of five psychological assessments and a brief interview that would help the individual gain positive insights about themselves. The profile would be on the career or healthy living and assessments used may include Career assessments, DBDA, Interest inventory, learning styles, academic adjustment, quality of life, happiness index, PANAS, character strengths or motivation, personal value inventory/ locus of control; students would learn elements of a client profile report, writing a report without biases and being professional in writing and communicating reports

Text Books And Reference Books:

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

Coolican, H. (2014). Research Methods and Statistics in Psychology, Sixth Edition. Taylor and Francis.

Essential Reading / Recommended Reading

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

https://christuniversity.in/uploads/userfiles/CRCE.pdf. CHRIST (Deemed to be University) Institutional Ethics Documentation

Evaluation Pattern

Continuous Internal Evaluations (CIAs) – 100 Marks 

CIA 1: Individual Assignment (20 marks) + Class participation & Supervisor Feedback (05 marks) - Total 25 Marks 
CIA 2: Individual Assignment (20 marks) + Class participation & Supervisor Feedback (05 marks) - Total 25 Marks 
CIA 3: Department level Exam/Viva- 50 marks