|
|
|
|
|
| |
Assesment Pattern | |
CIA 1 - 20 M CIA 2 - 50 M CIA 3 - 20 M End Semester - 50 M | |
Examination And Assesments | |
CIA 1 - 20 M CIA 2 - 50 M CIA 3 - 20 M End Semester - 50 M | |
Department Overview: | |
The programmes offered under the department include Bachelor of Business Administration (BBA) (Finance and International Business/Honours/Honours with Research), Bachelor of Business Administration (BBA) (Finance and Economics/Honours/Honours with Research), Bachelor of Business Administration (BBA) (Finance and Marketing Analytics/Honours/Honours with Research), Bachelor of Business Administration (BBA) (Strategy and Business Analytics/Honours/Honours with Research), Bachelor of Business Administration (BBA) (Honours/Honours with Research) and a doctoral program in Management. The department typically encompasses a wide range of disciplines, providing students with a comprehensive understanding of organizational dynamics, strategic decision-making, leadership, finance, marketing, human resources, anlytics and more. We are committed to the overall development of an individual through academic excellence, professional competence, as well as personal, interpersonal and societal skills. We lay a strong emphasis on research and development. | |
Mission Statement: | |
VISION Our Vision is to be an Institution of excellence developing leaders serving enterprises and society globally MISSION Our Mission is to develop socially responsible business leaders with the spirit of inquiry through academic and industry engagement | |
Introduction to Program: | |
The course offers the students opportunity to learn various aspects of finance and marketing analytics which has a define edge related to specialization in analytics which provides a meaningful insight for decision making. The program makes the students analyse finance and marketing data and take effective decision on the challenges of the global economy. Students will acquire the skill and acquire the skills and knowledge to meet the challenges of the changing business environment embedded with courses like Business analytics, Python, Data mining etc.
| |
Program Objective: | |
Programme Outcome/Programme Learning Goals/Programme Learning Outcome: PLG1: PLG1 Social Responsibility and Ethical Sensitivity Our students will be aware of and sensitive to social and ethical issues in the worldPLG2: PLG2 Functional Knowledge and Application Our students will be able to demonstrate knowledge of business from a holistic and cross-functional perspective PLG3: PLG3 Communication Our students will be able to communicate in a professional manner PLG4: PLG4 Problem Solving (UG) Our students will be equipped to solve problems in a scientific manner PLG5: PLG5 Data-driven business proficiency Programme Specific Outcome: PSO1: Demonstrate the ability to collect, analyze, and interpret complex data sets across domainsProgramme Educational Objective: PEO1: Master the techniques for analyzing financial data, enabling strategic financial decision-making within organizations. | |
BBA101-1 - MANAGEMENT AND BEHAVIOURAL PROCESS (2024 Batch) | |
Total Teaching Hours for Semester:60 |
No of Lecture Hours/Week:4 |
Max Marks:100 |
Credits:4 |
Course Objectives/Course Description |
|
Course Description: The dynamic business environment, compels managers to perform a challenging role in steering the organizations’ success to new heights. This comprehensive introductory course has been designed to provide valuable insights into the functions of modern-day managers. It focuses on developing an understanding about managing human behaviour at the workplace, across individual, group and organizational levels. By focusing on the challenges and opportunities relating to organizational behaviour, it enables the learners to cater to local, regional and global needs, and gather skills that upholds professional ethics and ensures employability in the corporate world. Course Objectives:
|
|
Learning Outcome |
|
CO1: Summaries the essential concepts and theories in management.
CO2: Examine the managerial functions having an impact on organizational effectiveness.
CO3: Evaluate the impact of challenges posed by diversity and ethics on organizational effectiveness.
CO4: Examine the work behaviours in the context of personality, learning, attitude, perception, motivation and leadership styles.
CO5: Assess group behavioural practices for a positive organizational culture. |
Unit-1 |
Teaching Hours:10 |
INTRODUCTION TO MANAGEMENT
|
|
Definition – nature, process and significance of management – Role of managers – Managerial Skills – Theories of Management: Classical Management Theories – F.W. Taylor’s Theory of Scientific Management, Fayol’s 14 Principles of Management; Behavioural Management Theory – Hawthorne Studies; Systems Theory, Contingency Theory - Functions of Management.
| |
Unit-1 |
Teaching Hours:10 |
INTRODUCTION TO MANAGEMENT
|
|
Definition – nature, process and significance of management – Role of managers – Managerial Skills – Theories of Management: Classical Management Theories – F.W. Taylor’s Theory of Scientific Management, Fayol’s 14 Principles of Management; Behavioural Management Theory – Hawthorne Studies; Systems Theory, Contingency Theory - Functions of Management.
| |
Unit-1 |
Teaching Hours:10 |
INTRODUCTION TO MANAGEMENT
|
|
Definition – nature, process and significance of management – Role of managers – Managerial Skills – Theories of Management: Classical Management Theories – F.W. Taylor’s Theory of Scientific Management, Fayol’s 14 Principles of Management; Behavioural Management Theory – Hawthorne Studies; Systems Theory, Contingency Theory - Functions of Management.
| |
Unit-1 |
Teaching Hours:10 |
INTRODUCTION TO MANAGEMENT
|
|
Definition – nature, process and significance of management – Role of managers – Managerial Skills – Theories of Management: Classical Management Theories – F.W. Taylor’s Theory of Scientific Management, Fayol’s 14 Principles of Management; Behavioural Management Theory – Hawthorne Studies; Systems Theory, Contingency Theory - Functions of Management.
| |
Unit-1 |
Teaching Hours:10 |
INTRODUCTION TO MANAGEMENT
|
|
Definition – nature, process and significance of management – Role of managers – Managerial Skills – Theories of Management: Classical Management Theories – F.W. Taylor’s Theory of Scientific Management, Fayol’s 14 Principles of Management; Behavioural Management Theory – Hawthorne Studies; Systems Theory, Contingency Theory - Functions of Management.
| |
Unit-1 |
Teaching Hours:10 |
INTRODUCTION TO MANAGEMENT
|
|
Definition – nature, process and significance of management – Role of managers – Managerial Skills – Theories of Management: Classical Management Theories – F.W. Taylor’s Theory of Scientific Management, Fayol’s 14 Principles of Management; Behavioural Management Theory – Hawthorne Studies; Systems Theory, Contingency Theory - Functions of Management.
| |
Unit-1 |
Teaching Hours:10 |
INTRODUCTION TO MANAGEMENT
|
|
Definition – nature, process and significance of management – Role of managers – Managerial Skills – Theories of Management: Classical Management Theories – F.W. Taylor’s Theory of Scientific Management, Fayol’s 14 Principles of Management; Behavioural Management Theory – Hawthorne Studies; Systems Theory, Contingency Theory - Functions of Management.
| |
Unit-1 |
Teaching Hours:10 |
INTRODUCTION TO MANAGEMENT
|
|
Definition – nature, process and significance of management – Role of managers – Managerial Skills – Theories of Management: Classical Management Theories – F.W. Taylor’s Theory of Scientific Management, Fayol’s 14 Principles of Management; Behavioural Management Theory – Hawthorne Studies; Systems Theory, Contingency Theory - Functions of Management.
| |
Unit-1 |
Teaching Hours:10 |
INTRODUCTION TO MANAGEMENT
|
|
Definition – nature, process and significance of management – Role of managers – Managerial Skills – Theories of Management: Classical Management Theories – F.W. Taylor’s Theory of Scientific Management, Fayol’s 14 Principles of Management; Behavioural Management Theory – Hawthorne Studies; Systems Theory, Contingency Theory - Functions of Management.
| |
Unit-1 |
Teaching Hours:10 |
INTRODUCTION TO MANAGEMENT
|
|
Definition – nature, process and significance of management – Role of managers – Managerial Skills – Theories of Management: Classical Management Theories – F.W. Taylor’s Theory of Scientific Management, Fayol’s 14 Principles of Management; Behavioural Management Theory – Hawthorne Studies; Systems Theory, Contingency Theory - Functions of Management.
| |
Unit-1 |
Teaching Hours:10 |
INTRODUCTION TO MANAGEMENT
|
|
Definition – nature, process and significance of management – Role of managers – Managerial Skills – Theories of Management: Classical Management Theories – F.W. Taylor’s Theory of Scientific Management, Fayol’s 14 Principles of Management; Behavioural Management Theory – Hawthorne Studies; Systems Theory, Contingency Theory - Functions of Management.
| |
Unit-1 |
Teaching Hours:10 |
INTRODUCTION TO MANAGEMENT
|
|
Definition – nature, process and significance of management – Role of managers – Managerial Skills – Theories of Management: Classical Management Theories – F.W. Taylor’s Theory of Scientific Management, Fayol’s 14 Principles of Management; Behavioural Management Theory – Hawthorne Studies; Systems Theory, Contingency Theory - Functions of Management.
| |
Unit-1 |
Teaching Hours:10 |
INTRODUCTION TO MANAGEMENT
|
|
Definition – nature, process and significance of management – Role of managers – Managerial Skills – Theories of Management: Classical Management Theories – F.W. Taylor’s Theory of Scientific Management, Fayol’s 14 Principles of Management; Behavioural Management Theory – Hawthorne Studies; Systems Theory, Contingency Theory - Functions of Management.
| |
Unit-1 |
Teaching Hours:10 |
INTRODUCTION TO MANAGEMENT
|
|
Definition – nature, process and significance of management – Role of managers – Managerial Skills – Theories of Management: Classical Management Theories – F.W. Taylor’s Theory of Scientific Management, Fayol’s 14 Principles of Management; Behavioural Management Theory – Hawthorne Studies; Systems Theory, Contingency Theory - Functions of Management.
| |
Unit-1 |
Teaching Hours:10 |
INTRODUCTION TO MANAGEMENT
|
|
Definition – nature, process and significance of management – Role of managers – Managerial Skills – Theories of Management: Classical Management Theories – F.W. Taylor’s Theory of Scientific Management, Fayol’s 14 Principles of Management; Behavioural Management Theory – Hawthorne Studies; Systems Theory, Contingency Theory - Functions of Management.
| |
Unit-1 |
Teaching Hours:10 |
INTRODUCTION TO MANAGEMENT
|
|
Definition – nature, process and significance of management – Role of managers – Managerial Skills – Theories of Management: Classical Management Theories – F.W. Taylor’s Theory of Scientific Management, Fayol’s 14 Principles of Management; Behavioural Management Theory – Hawthorne Studies; Systems Theory, Contingency Theory - Functions of Management.
| |
Unit-1 |
Teaching Hours:10 |
INTRODUCTION TO MANAGEMENT
|
|
Definition – nature, process and significance of management – Role of managers – Managerial Skills – Theories of Management: Classical Management Theories – F.W. Taylor’s Theory of Scientific Management, Fayol’s 14 Principles of Management; Behavioural Management Theory – Hawthorne Studies; Systems Theory, Contingency Theory - Functions of Management.
| |
Unit-1 |
Teaching Hours:10 |
INTRODUCTION TO MANAGEMENT
|
|
Definition – nature, process and significance of management – Role of managers – Managerial Skills – Theories of Management: Classical Management Theories – F.W. Taylor’s Theory of Scientific Management, Fayol’s 14 Principles of Management; Behavioural Management Theory – Hawthorne Studies; Systems Theory, Contingency Theory - Functions of Management.
| |
Unit-1 |
Teaching Hours:10 |
INTRODUCTION TO MANAGEMENT
|
|
Definition – nature, process and significance of management – Role of managers – Managerial Skills – Theories of Management: Classical Management Theories – F.W. Taylor’s Theory of Scientific Management, Fayol’s 14 Principles of Management; Behavioural Management Theory – Hawthorne Studies; Systems Theory, Contingency Theory - Functions of Management.
| |
Unit-2 |
Teaching Hours:10 |
PLANNING AND ORGANISING
|
|
Planning - Nature and Importance of Planning- Types of Plans - Levels of Planning - Steps in planning - Management By Objective (MBO)–Management By Exception (MBE) - Organizing - Nature and purpose - Principles of Organization - Delegation, Centralization, Decentralization - Organizational Structure – Concept and Types – Simple, Functional, Line and Staff, Matrix, Boundaryless, Team, Virtual.
| |
Unit-2 |
Teaching Hours:10 |
PLANNING AND ORGANISING
|
|
Planning - Nature and Importance of Planning- Types of Plans - Levels of Planning - Steps in planning - Management By Objective (MBO)–Management By Exception (MBE) - Organizing - Nature and purpose - Principles of Organization - Delegation, Centralization, Decentralization - Organizational Structure – Concept and Types – Simple, Functional, Line and Staff, Matrix, Boundaryless, Team, Virtual.
| |
Unit-2 |
Teaching Hours:10 |
PLANNING AND ORGANISING
|
|
Planning - Nature and Importance of Planning- Types of Plans - Levels of Planning - Steps in planning - Management By Objective (MBO)–Management By Exception (MBE) - Organizing - Nature and purpose - Principles of Organization - Delegation, Centralization, Decentralization - Organizational Structure – Concept and Types – Simple, Functional, Line and Staff, Matrix, Boundaryless, Team, Virtual.
| |
Unit-2 |
Teaching Hours:10 |
PLANNING AND ORGANISING
|
|
Planning - Nature and Importance of Planning- Types of Plans - Levels of Planning - Steps in planning - Management By Objective (MBO)–Management By Exception (MBE) - Organizing - Nature and purpose - Principles of Organization - Delegation, Centralization, Decentralization - Organizational Structure – Concept and Types – Simple, Functional, Line and Staff, Matrix, Boundaryless, Team, Virtual.
| |
Unit-2 |
Teaching Hours:10 |
PLANNING AND ORGANISING
|
|
Planning - Nature and Importance of Planning- Types of Plans - Levels of Planning - Steps in planning - Management By Objective (MBO)–Management By Exception (MBE) - Organizing - Nature and purpose - Principles of Organization - Delegation, Centralization, Decentralization - Organizational Structure – Concept and Types – Simple, Functional, Line and Staff, Matrix, Boundaryless, Team, Virtual.
| |
Unit-2 |
Teaching Hours:10 |
PLANNING AND ORGANISING
|
|
Planning - Nature and Importance of Planning- Types of Plans - Levels of Planning - Steps in planning - Management By Objective (MBO)–Management By Exception (MBE) - Organizing - Nature and purpose - Principles of Organization - Delegation, Centralization, Decentralization - Organizational Structure – Concept and Types – Simple, Functional, Line and Staff, Matrix, Boundaryless, Team, Virtual.
| |
Unit-2 |
Teaching Hours:10 |
PLANNING AND ORGANISING
|
|
Planning - Nature and Importance of Planning- Types of Plans - Levels of Planning - Steps in planning - Management By Objective (MBO)–Management By Exception (MBE) - Organizing - Nature and purpose - Principles of Organization - Delegation, Centralization, Decentralization - Organizational Structure – Concept and Types – Simple, Functional, Line and Staff, Matrix, Boundaryless, Team, Virtual.
| |
Unit-2 |
Teaching Hours:10 |
PLANNING AND ORGANISING
|
|
Planning - Nature and Importance of Planning- Types of Plans - Levels of Planning - Steps in planning - Management By Objective (MBO)–Management By Exception (MBE) - Organizing - Nature and purpose - Principles of Organization - Delegation, Centralization, Decentralization - Organizational Structure – Concept and Types – Simple, Functional, Line and Staff, Matrix, Boundaryless, Team, Virtual.
| |
Unit-2 |
Teaching Hours:10 |
PLANNING AND ORGANISING
|
|
Planning - Nature and Importance of Planning- Types of Plans - Levels of Planning - Steps in planning - Management By Objective (MBO)–Management By Exception (MBE) - Organizing - Nature and purpose - Principles of Organization - Delegation, Centralization, Decentralization - Organizational Structure – Concept and Types – Simple, Functional, Line and Staff, Matrix, Boundaryless, Team, Virtual.
| |
Unit-2 |
Teaching Hours:10 |
PLANNING AND ORGANISING
|
|
Planning - Nature and Importance of Planning- Types of Plans - Levels of Planning - Steps in planning - Management By Objective (MBO)–Management By Exception (MBE) - Organizing - Nature and purpose - Principles of Organization - Delegation, Centralization, Decentralization - Organizational Structure – Concept and Types – Simple, Functional, Line and Staff, Matrix, Boundaryless, Team, Virtual.
| |
Unit-2 |
Teaching Hours:10 |
PLANNING AND ORGANISING
|
|
Planning - Nature and Importance of Planning- Types of Plans - Levels of Planning - Steps in planning - Management By Objective (MBO)–Management By Exception (MBE) - Organizing - Nature and purpose - Principles of Organization - Delegation, Centralization, Decentralization - Organizational Structure – Concept and Types – Simple, Functional, Line and Staff, Matrix, Boundaryless, Team, Virtual.
| |
Unit-2 |
Teaching Hours:10 |
PLANNING AND ORGANISING
|
|
Planning - Nature and Importance of Planning- Types of Plans - Levels of Planning - Steps in planning - Management By Objective (MBO)–Management By Exception (MBE) - Organizing - Nature and purpose - Principles of Organization - Delegation, Centralization, Decentralization - Organizational Structure – Concept and Types – Simple, Functional, Line and Staff, Matrix, Boundaryless, Team, Virtual.
| |
Unit-2 |
Teaching Hours:10 |
PLANNING AND ORGANISING
|
|
Planning - Nature and Importance of Planning- Types of Plans - Levels of Planning - Steps in planning - Management By Objective (MBO)–Management By Exception (MBE) - Organizing - Nature and purpose - Principles of Organization - Delegation, Centralization, Decentralization - Organizational Structure – Concept and Types – Simple, Functional, Line and Staff, Matrix, Boundaryless, Team, Virtual.
| |
Unit-2 |
Teaching Hours:10 |
PLANNING AND ORGANISING
|
|
Planning - Nature and Importance of Planning- Types of Plans - Levels of Planning - Steps in planning - Management By Objective (MBO)–Management By Exception (MBE) - Organizing - Nature and purpose - Principles of Organization - Delegation, Centralization, Decentralization - Organizational Structure – Concept and Types – Simple, Functional, Line and Staff, Matrix, Boundaryless, Team, Virtual.
| |
Unit-2 |
Teaching Hours:10 |
PLANNING AND ORGANISING
|
|
Planning - Nature and Importance of Planning- Types of Plans - Levels of Planning - Steps in planning - Management By Objective (MBO)–Management By Exception (MBE) - Organizing - Nature and purpose - Principles of Organization - Delegation, Centralization, Decentralization - Organizational Structure – Concept and Types – Simple, Functional, Line and Staff, Matrix, Boundaryless, Team, Virtual.
| |
Unit-2 |
Teaching Hours:10 |
PLANNING AND ORGANISING
|
|
Planning - Nature and Importance of Planning- Types of Plans - Levels of Planning - Steps in planning - Management By Objective (MBO)–Management By Exception (MBE) - Organizing - Nature and purpose - Principles of Organization - Delegation, Centralization, Decentralization - Organizational Structure – Concept and Types – Simple, Functional, Line and Staff, Matrix, Boundaryless, Team, Virtual.
| |
Unit-2 |
Teaching Hours:10 |
PLANNING AND ORGANISING
|
|
Planning - Nature and Importance of Planning- Types of Plans - Levels of Planning - Steps in planning - Management By Objective (MBO)–Management By Exception (MBE) - Organizing - Nature and purpose - Principles of Organization - Delegation, Centralization, Decentralization - Organizational Structure – Concept and Types – Simple, Functional, Line and Staff, Matrix, Boundaryless, Team, Virtual.
| |
Unit-2 |
Teaching Hours:10 |
PLANNING AND ORGANISING
|
|
Planning - Nature and Importance of Planning- Types of Plans - Levels of Planning - Steps in planning - Management By Objective (MBO)–Management By Exception (MBE) - Organizing - Nature and purpose - Principles of Organization - Delegation, Centralization, Decentralization - Organizational Structure – Concept and Types – Simple, Functional, Line and Staff, Matrix, Boundaryless, Team, Virtual.
| |
Unit-2 |
Teaching Hours:10 |
PLANNING AND ORGANISING
|
|
Planning - Nature and Importance of Planning- Types of Plans - Levels of Planning - Steps in planning - Management By Objective (MBO)–Management By Exception (MBE) - Organizing - Nature and purpose - Principles of Organization - Delegation, Centralization, Decentralization - Organizational Structure – Concept and Types – Simple, Functional, Line and Staff, Matrix, Boundaryless, Team, Virtual.
| |
Unit-3 |
Teaching Hours:5 |
CONTROLLING
|
|
Controlling - Concept, Nature and Importance - Essentials of Control - Requirements of an Effective Control System – Techniques of Managerial Control.
| |
Unit-3 |
Teaching Hours:5 |
CONTROLLING
|
|
Controlling - Concept, Nature and Importance - Essentials of Control - Requirements of an Effective Control System – Techniques of Managerial Control.
| |
Unit-3 |
Teaching Hours:5 |
CONTROLLING
|
|
Controlling - Concept, Nature and Importance - Essentials of Control - Requirements of an Effective Control System – Techniques of Managerial Control.
| |
Unit-3 |
Teaching Hours:5 |
CONTROLLING
|
|
Controlling - Concept, Nature and Importance - Essentials of Control - Requirements of an Effective Control System – Techniques of Managerial Control.
| |
Unit-3 |
Teaching Hours:5 |
CONTROLLING
|
|
Controlling - Concept, Nature and Importance - Essentials of Control - Requirements of an Effective Control System – Techniques of Managerial Control.
| |
Unit-3 |
Teaching Hours:5 |
CONTROLLING
|
|
Controlling - Concept, Nature and Importance - Essentials of Control - Requirements of an Effective Control System – Techniques of Managerial Control.
| |
Unit-3 |
Teaching Hours:5 |
CONTROLLING
|
|
Controlling - Concept, Nature and Importance - Essentials of Control - Requirements of an Effective Control System – Techniques of Managerial Control.
| |
Unit-3 |
Teaching Hours:5 |
CONTROLLING
|
|
Controlling - Concept, Nature and Importance - Essentials of Control - Requirements of an Effective Control System – Techniques of Managerial Control.
| |
Unit-3 |
Teaching Hours:5 |
CONTROLLING
|
|
Controlling - Concept, Nature and Importance - Essentials of Control - Requirements of an Effective Control System – Techniques of Managerial Control.
| |
Unit-3 |
Teaching Hours:5 |
CONTROLLING
|
|
Controlling - Concept, Nature and Importance - Essentials of Control - Requirements of an Effective Control System – Techniques of Managerial Control.
| |
Unit-3 |
Teaching Hours:5 |
CONTROLLING
|
|
Controlling - Concept, Nature and Importance - Essentials of Control - Requirements of an Effective Control System – Techniques of Managerial Control.
| |
Unit-3 |
Teaching Hours:5 |
CONTROLLING
|
|
Controlling - Concept, Nature and Importance - Essentials of Control - Requirements of an Effective Control System – Techniques of Managerial Control.
| |
Unit-3 |
Teaching Hours:5 |
CONTROLLING
|
|
Controlling - Concept, Nature and Importance - Essentials of Control - Requirements of an Effective Control System – Techniques of Managerial Control.
| |
Unit-3 |
Teaching Hours:5 |
CONTROLLING
|
|
Controlling - Concept, Nature and Importance - Essentials of Control - Requirements of an Effective Control System – Techniques of Managerial Control.
| |
Unit-3 |
Teaching Hours:5 |
CONTROLLING
|
|
Controlling - Concept, Nature and Importance - Essentials of Control - Requirements of an Effective Control System – Techniques of Managerial Control.
| |
Unit-3 |
Teaching Hours:5 |
CONTROLLING
|
|
Controlling - Concept, Nature and Importance - Essentials of Control - Requirements of an Effective Control System – Techniques of Managerial Control.
| |
Unit-3 |
Teaching Hours:5 |
CONTROLLING
|
|
Controlling - Concept, Nature and Importance - Essentials of Control - Requirements of an Effective Control System – Techniques of Managerial Control.
| |
Unit-3 |
Teaching Hours:5 |
CONTROLLING
|
|
Controlling - Concept, Nature and Importance - Essentials of Control - Requirements of an Effective Control System – Techniques of Managerial Control.
| |
Unit-3 |
Teaching Hours:5 |
CONTROLLING
|
|
Controlling - Concept, Nature and Importance - Essentials of Control - Requirements of an Effective Control System – Techniques of Managerial Control.
| |
Unit-4 |
Teaching Hours:8 |
INTRODUCTION TO ORGANISATIONAL BEHAVIOUR
|
|
Definition of Organizational Behaviour, Applications of management principles in OB, Contribution from other disciplines, OB Model - Individual, Group and Organisational Level. Challenges and Opportunities in organizational behaviour, Ethical behaviour at workplace.
| |
Unit-4 |
Teaching Hours:8 |
INTRODUCTION TO ORGANISATIONAL BEHAVIOUR
|
|
Definition of Organizational Behaviour, Applications of management principles in OB, Contribution from other disciplines, OB Model - Individual, Group and Organisational Level. Challenges and Opportunities in organizational behaviour, Ethical behaviour at workplace.
| |
Unit-4 |
Teaching Hours:8 |
INTRODUCTION TO ORGANISATIONAL BEHAVIOUR
|
|
Definition of Organizational Behaviour, Applications of management principles in OB, Contribution from other disciplines, OB Model - Individual, Group and Organisational Level. Challenges and Opportunities in organizational behaviour, Ethical behaviour at workplace.
| |
Unit-4 |
Teaching Hours:8 |
INTRODUCTION TO ORGANISATIONAL BEHAVIOUR
|
|
Definition of Organizational Behaviour, Applications of management principles in OB, Contribution from other disciplines, OB Model - Individual, Group and Organisational Level. Challenges and Opportunities in organizational behaviour, Ethical behaviour at workplace.
| |
Unit-4 |
Teaching Hours:8 |
INTRODUCTION TO ORGANISATIONAL BEHAVIOUR
|
|
Definition of Organizational Behaviour, Applications of management principles in OB, Contribution from other disciplines, OB Model - Individual, Group and Organisational Level. Challenges and Opportunities in organizational behaviour, Ethical behaviour at workplace.
| |
Unit-4 |
Teaching Hours:8 |
INTRODUCTION TO ORGANISATIONAL BEHAVIOUR
|
|
Definition of Organizational Behaviour, Applications of management principles in OB, Contribution from other disciplines, OB Model - Individual, Group and Organisational Level. Challenges and Opportunities in organizational behaviour, Ethical behaviour at workplace.
| |
Unit-4 |
Teaching Hours:8 |
INTRODUCTION TO ORGANISATIONAL BEHAVIOUR
|
|
Definition of Organizational Behaviour, Applications of management principles in OB, Contribution from other disciplines, OB Model - Individual, Group and Organisational Level. Challenges and Opportunities in organizational behaviour, Ethical behaviour at workplace.
| |
Unit-4 |
Teaching Hours:8 |
INTRODUCTION TO ORGANISATIONAL BEHAVIOUR
|
|
Definition of Organizational Behaviour, Applications of management principles in OB, Contribution from other disciplines, OB Model - Individual, Group and Organisational Level. Challenges and Opportunities in organizational behaviour, Ethical behaviour at workplace.
| |
Unit-4 |
Teaching Hours:8 |
INTRODUCTION TO ORGANISATIONAL BEHAVIOUR
|
|
Definition of Organizational Behaviour, Applications of management principles in OB, Contribution from other disciplines, OB Model - Individual, Group and Organisational Level. Challenges and Opportunities in organizational behaviour, Ethical behaviour at workplace.
| |
Unit-4 |
Teaching Hours:8 |
INTRODUCTION TO ORGANISATIONAL BEHAVIOUR
|
|
Definition of Organizational Behaviour, Applications of management principles in OB, Contribution from other disciplines, OB Model - Individual, Group and Organisational Level. Challenges and Opportunities in organizational behaviour, Ethical behaviour at workplace.
| |
Unit-4 |
Teaching Hours:8 |
INTRODUCTION TO ORGANISATIONAL BEHAVIOUR
|
|
Definition of Organizational Behaviour, Applications of management principles in OB, Contribution from other disciplines, OB Model - Individual, Group and Organisational Level. Challenges and Opportunities in organizational behaviour, Ethical behaviour at workplace.
| |
Unit-4 |
Teaching Hours:8 |
INTRODUCTION TO ORGANISATIONAL BEHAVIOUR
|
|
Definition of Organizational Behaviour, Applications of management principles in OB, Contribution from other disciplines, OB Model - Individual, Group and Organisational Level. Challenges and Opportunities in organizational behaviour, Ethical behaviour at workplace.
| |
Unit-4 |
Teaching Hours:8 |
INTRODUCTION TO ORGANISATIONAL BEHAVIOUR
|
|
Definition of Organizational Behaviour, Applications of management principles in OB, Contribution from other disciplines, OB Model - Individual, Group and Organisational Level. Challenges and Opportunities in organizational behaviour, Ethical behaviour at workplace.
| |
Unit-4 |
Teaching Hours:8 |
INTRODUCTION TO ORGANISATIONAL BEHAVIOUR
|
|
Definition of Organizational Behaviour, Applications of management principles in OB, Contribution from other disciplines, OB Model - Individual, Group and Organisational Level. Challenges and Opportunities in organizational behaviour, Ethical behaviour at workplace.
| |
Unit-4 |
Teaching Hours:8 |
INTRODUCTION TO ORGANISATIONAL BEHAVIOUR
|
|
Definition of Organizational Behaviour, Applications of management principles in OB, Contribution from other disciplines, OB Model - Individual, Group and Organisational Level. Challenges and Opportunities in organizational behaviour, Ethical behaviour at workplace.
| |
Unit-4 |
Teaching Hours:8 |
INTRODUCTION TO ORGANISATIONAL BEHAVIOUR
|
|
Definition of Organizational Behaviour, Applications of management principles in OB, Contribution from other disciplines, OB Model - Individual, Group and Organisational Level. Challenges and Opportunities in organizational behaviour, Ethical behaviour at workplace.
| |
Unit-4 |
Teaching Hours:8 |
INTRODUCTION TO ORGANISATIONAL BEHAVIOUR
|
|
Definition of Organizational Behaviour, Applications of management principles in OB, Contribution from other disciplines, OB Model - Individual, Group and Organisational Level. Challenges and Opportunities in organizational behaviour, Ethical behaviour at workplace.
| |
Unit-4 |
Teaching Hours:8 |
INTRODUCTION TO ORGANISATIONAL BEHAVIOUR
|
|
Definition of Organizational Behaviour, Applications of management principles in OB, Contribution from other disciplines, OB Model - Individual, Group and Organisational Level. Challenges and Opportunities in organizational behaviour, Ethical behaviour at workplace.
| |
Unit-4 |
Teaching Hours:8 |
INTRODUCTION TO ORGANISATIONAL BEHAVIOUR
|
|
Definition of Organizational Behaviour, Applications of management principles in OB, Contribution from other disciplines, OB Model - Individual, Group and Organisational Level. Challenges and Opportunities in organizational behaviour, Ethical behaviour at workplace.
| |
Unit-5 |
Teaching Hours:10 |
UNDERSTANDING INDIVIDUAL BEHAVIOUR
|
|
Personality - Meaning, Determinants of Personality, The Big Five Personality Model, Learning: Meaning of Learning; Theories of Learning- Classical Conditioning, Operant Conditioning, Cognitive Theory, Social Learning Theory, Attitude-Components of Attitude- ABC model, Work Attitudes - Job Satisfaction and Organisational Commitment and its dimensions, Fostering positive attitude. Perception: Meaning, Perceptual Process; Common Shortcuts in Judging Others.
| |
Unit-5 |
Teaching Hours:10 |
UNDERSTANDING INDIVIDUAL BEHAVIOUR
|
|
Personality - Meaning, Determinants of Personality, The Big Five Personality Model, Learning: Meaning of Learning; Theories of Learning- Classical Conditioning, Operant Conditioning, Cognitive Theory, Social Learning Theory, Attitude-Components of Attitude- ABC model, Work Attitudes - Job Satisfaction and Organisational Commitment and its dimensions, Fostering positive attitude. Perception: Meaning, Perceptual Process; Common Shortcuts in Judging Others.
| |
Unit-5 |
Teaching Hours:10 |
UNDERSTANDING INDIVIDUAL BEHAVIOUR
|
|
Personality - Meaning, Determinants of Personality, The Big Five Personality Model, Learning: Meaning of Learning; Theories of Learning- Classical Conditioning, Operant Conditioning, Cognitive Theory, Social Learning Theory, Attitude-Components of Attitude- ABC model, Work Attitudes - Job Satisfaction and Organisational Commitment and its dimensions, Fostering positive attitude. Perception: Meaning, Perceptual Process; Common Shortcuts in Judging Others.
| |
Unit-5 |
Teaching Hours:10 |
UNDERSTANDING INDIVIDUAL BEHAVIOUR
|
|
Personality - Meaning, Determinants of Personality, The Big Five Personality Model, Learning: Meaning of Learning; Theories of Learning- Classical Conditioning, Operant Conditioning, Cognitive Theory, Social Learning Theory, Attitude-Components of Attitude- ABC model, Work Attitudes - Job Satisfaction and Organisational Commitment and its dimensions, Fostering positive attitude. Perception: Meaning, Perceptual Process; Common Shortcuts in Judging Others.
| |
Unit-5 |
Teaching Hours:10 |
UNDERSTANDING INDIVIDUAL BEHAVIOUR
|
|
Personality - Meaning, Determinants of Personality, The Big Five Personality Model, Learning: Meaning of Learning; Theories of Learning- Classical Conditioning, Operant Conditioning, Cognitive Theory, Social Learning Theory, Attitude-Components of Attitude- ABC model, Work Attitudes - Job Satisfaction and Organisational Commitment and its dimensions, Fostering positive attitude. Perception: Meaning, Perceptual Process; Common Shortcuts in Judging Others.
| |
Unit-5 |
Teaching Hours:10 |
UNDERSTANDING INDIVIDUAL BEHAVIOUR
|
|
Personality - Meaning, Determinants of Personality, The Big Five Personality Model, Learning: Meaning of Learning; Theories of Learning- Classical Conditioning, Operant Conditioning, Cognitive Theory, Social Learning Theory, Attitude-Components of Attitude- ABC model, Work Attitudes - Job Satisfaction and Organisational Commitment and its dimensions, Fostering positive attitude. Perception: Meaning, Perceptual Process; Common Shortcuts in Judging Others.
| |
Unit-5 |
Teaching Hours:10 |
UNDERSTANDING INDIVIDUAL BEHAVIOUR
|
|
Personality - Meaning, Determinants of Personality, The Big Five Personality Model, Learning: Meaning of Learning; Theories of Learning- Classical Conditioning, Operant Conditioning, Cognitive Theory, Social Learning Theory, Attitude-Components of Attitude- ABC model, Work Attitudes - Job Satisfaction and Organisational Commitment and its dimensions, Fostering positive attitude. Perception: Meaning, Perceptual Process; Common Shortcuts in Judging Others.
| |
Unit-5 |
Teaching Hours:10 |
UNDERSTANDING INDIVIDUAL BEHAVIOUR
|
|
Personality - Meaning, Determinants of Personality, The Big Five Personality Model, Learning: Meaning of Learning; Theories of Learning- Classical Conditioning, Operant Conditioning, Cognitive Theory, Social Learning Theory, Attitude-Components of Attitude- ABC model, Work Attitudes - Job Satisfaction and Organisational Commitment and its dimensions, Fostering positive attitude. Perception: Meaning, Perceptual Process; Common Shortcuts in Judging Others.
| |
Unit-5 |
Teaching Hours:10 |
UNDERSTANDING INDIVIDUAL BEHAVIOUR
|
|
Personality - Meaning, Determinants of Personality, The Big Five Personality Model, Learning: Meaning of Learning; Theories of Learning- Classical Conditioning, Operant Conditioning, Cognitive Theory, Social Learning Theory, Attitude-Components of Attitude- ABC model, Work Attitudes - Job Satisfaction and Organisational Commitment and its dimensions, Fostering positive attitude. Perception: Meaning, Perceptual Process; Common Shortcuts in Judging Others.
| |
Unit-5 |
Teaching Hours:10 |
UNDERSTANDING INDIVIDUAL BEHAVIOUR
|
|
Personality - Meaning, Determinants of Personality, The Big Five Personality Model, Learning: Meaning of Learning; Theories of Learning- Classical Conditioning, Operant Conditioning, Cognitive Theory, Social Learning Theory, Attitude-Components of Attitude- ABC model, Work Attitudes - Job Satisfaction and Organisational Commitment and its dimensions, Fostering positive attitude. Perception: Meaning, Perceptual Process; Common Shortcuts in Judging Others.
| |
Unit-5 |
Teaching Hours:10 |
UNDERSTANDING INDIVIDUAL BEHAVIOUR
|
|
Personality - Meaning, Determinants of Personality, The Big Five Personality Model, Learning: Meaning of Learning; Theories of Learning- Classical Conditioning, Operant Conditioning, Cognitive Theory, Social Learning Theory, Attitude-Components of Attitude- ABC model, Work Attitudes - Job Satisfaction and Organisational Commitment and its dimensions, Fostering positive attitude. Perception: Meaning, Perceptual Process; Common Shortcuts in Judging Others.
| |
Unit-5 |
Teaching Hours:10 |
UNDERSTANDING INDIVIDUAL BEHAVIOUR
|
|
Personality - Meaning, Determinants of Personality, The Big Five Personality Model, Learning: Meaning of Learning; Theories of Learning- Classical Conditioning, Operant Conditioning, Cognitive Theory, Social Learning Theory, Attitude-Components of Attitude- ABC model, Work Attitudes - Job Satisfaction and Organisational Commitment and its dimensions, Fostering positive attitude. Perception: Meaning, Perceptual Process; Common Shortcuts in Judging Others.
| |
Unit-5 |
Teaching Hours:10 |
UNDERSTANDING INDIVIDUAL BEHAVIOUR
|
|
Personality - Meaning, Determinants of Personality, The Big Five Personality Model, Learning: Meaning of Learning; Theories of Learning- Classical Conditioning, Operant Conditioning, Cognitive Theory, Social Learning Theory, Attitude-Components of Attitude- ABC model, Work Attitudes - Job Satisfaction and Organisational Commitment and its dimensions, Fostering positive attitude. Perception: Meaning, Perceptual Process; Common Shortcuts in Judging Others.
| |
Unit-5 |
Teaching Hours:10 |
UNDERSTANDING INDIVIDUAL BEHAVIOUR
|
|
Personality - Meaning, Determinants of Personality, The Big Five Personality Model, Learning: Meaning of Learning; Theories of Learning- Classical Conditioning, Operant Conditioning, Cognitive Theory, Social Learning Theory, Attitude-Components of Attitude- ABC model, Work Attitudes - Job Satisfaction and Organisational Commitment and its dimensions, Fostering positive attitude. Perception: Meaning, Perceptual Process; Common Shortcuts in Judging Others.
| |
Unit-5 |
Teaching Hours:10 |
UNDERSTANDING INDIVIDUAL BEHAVIOUR
|
|
Personality - Meaning, Determinants of Personality, The Big Five Personality Model, Learning: Meaning of Learning; Theories of Learning- Classical Conditioning, Operant Conditioning, Cognitive Theory, Social Learning Theory, Attitude-Components of Attitude- ABC model, Work Attitudes - Job Satisfaction and Organisational Commitment and its dimensions, Fostering positive attitude. Perception: Meaning, Perceptual Process; Common Shortcuts in Judging Others.
| |
Unit-5 |
Teaching Hours:10 |
UNDERSTANDING INDIVIDUAL BEHAVIOUR
|
|
Personality - Meaning, Determinants of Personality, The Big Five Personality Model, Learning: Meaning of Learning; Theories of Learning- Classical Conditioning, Operant Conditioning, Cognitive Theory, Social Learning Theory, Attitude-Components of Attitude- ABC model, Work Attitudes - Job Satisfaction and Organisational Commitment and its dimensions, Fostering positive attitude. Perception: Meaning, Perceptual Process; Common Shortcuts in Judging Others.
| |
Unit-5 |
Teaching Hours:10 |
UNDERSTANDING INDIVIDUAL BEHAVIOUR
|
|
Personality - Meaning, Determinants of Personality, The Big Five Personality Model, Learning: Meaning of Learning; Theories of Learning- Classical Conditioning, Operant Conditioning, Cognitive Theory, Social Learning Theory, Attitude-Components of Attitude- ABC model, Work Attitudes - Job Satisfaction and Organisational Commitment and its dimensions, Fostering positive attitude. Perception: Meaning, Perceptual Process; Common Shortcuts in Judging Others.
| |
Unit-5 |
Teaching Hours:10 |
UNDERSTANDING INDIVIDUAL BEHAVIOUR
|
|
Personality - Meaning, Determinants of Personality, The Big Five Personality Model, Learning: Meaning of Learning; Theories of Learning- Classical Conditioning, Operant Conditioning, Cognitive Theory, Social Learning Theory, Attitude-Components of Attitude- ABC model, Work Attitudes - Job Satisfaction and Organisational Commitment and its dimensions, Fostering positive attitude. Perception: Meaning, Perceptual Process; Common Shortcuts in Judging Others.
| |
Unit-5 |
Teaching Hours:10 |
UNDERSTANDING INDIVIDUAL BEHAVIOUR
|
|
Personality - Meaning, Determinants of Personality, The Big Five Personality Model, Learning: Meaning of Learning; Theories of Learning- Classical Conditioning, Operant Conditioning, Cognitive Theory, Social Learning Theory, Attitude-Components of Attitude- ABC model, Work Attitudes - Job Satisfaction and Organisational Commitment and its dimensions, Fostering positive attitude. Perception: Meaning, Perceptual Process; Common Shortcuts in Judging Others.
| |
Unit-6 |
Teaching Hours:10 |
MOTIVATION AND LEADERSHIP
|
|
Motivation- Meaning, Basic Motivational Process, Motivation Theories- Maslow’s Need Hierarchy, Dual Factor Theory, Victor Vroom’s Expectancy Model. Leadership and Management, Trait Perspective of Leadership, Behavioural Perspective- Managerial Grid; Situational Leadership, Contemporary Perspectives-Transformational, Transactional, Charismatic Leadership, Servant leadership, Shared Leadership.
| |
Unit-6 |
Teaching Hours:10 |
MOTIVATION AND LEADERSHIP
|
|
Motivation- Meaning, Basic Motivational Process, Motivation Theories- Maslow’s Need Hierarchy, Dual Factor Theory, Victor Vroom’s Expectancy Model. Leadership and Management, Trait Perspective of Leadership, Behavioural Perspective- Managerial Grid; Situational Leadership, Contemporary Perspectives-Transformational, Transactional, Charismatic Leadership, Servant leadership, Shared Leadership.
| |
Unit-6 |
Teaching Hours:10 |
MOTIVATION AND LEADERSHIP
|
|
Motivation- Meaning, Basic Motivational Process, Motivation Theories- Maslow’s Need Hierarchy, Dual Factor Theory, Victor Vroom’s Expectancy Model. Leadership and Management, Trait Perspective of Leadership, Behavioural Perspective- Managerial Grid; Situational Leadership, Contemporary Perspectives-Transformational, Transactional, Charismatic Leadership, Servant leadership, Shared Leadership.
| |
Unit-6 |
Teaching Hours:10 |
MOTIVATION AND LEADERSHIP
|
|
Motivation- Meaning, Basic Motivational Process, Motivation Theories- Maslow’s Need Hierarchy, Dual Factor Theory, Victor Vroom’s Expectancy Model. Leadership and Management, Trait Perspective of Leadership, Behavioural Perspective- Managerial Grid; Situational Leadership, Contemporary Perspectives-Transformational, Transactional, Charismatic Leadership, Servant leadership, Shared Leadership.
| |
Unit-6 |
Teaching Hours:10 |
MOTIVATION AND LEADERSHIP
|
|
Motivation- Meaning, Basic Motivational Process, Motivation Theories- Maslow’s Need Hierarchy, Dual Factor Theory, Victor Vroom’s Expectancy Model. Leadership and Management, Trait Perspective of Leadership, Behavioural Perspective- Managerial Grid; Situational Leadership, Contemporary Perspectives-Transformational, Transactional, Charismatic Leadership, Servant leadership, Shared Leadership.
| |
Unit-6 |
Teaching Hours:10 |
MOTIVATION AND LEADERSHIP
|
|
Motivation- Meaning, Basic Motivational Process, Motivation Theories- Maslow’s Need Hierarchy, Dual Factor Theory, Victor Vroom’s Expectancy Model. Leadership and Management, Trait Perspective of Leadership, Behavioural Perspective- Managerial Grid; Situational Leadership, Contemporary Perspectives-Transformational, Transactional, Charismatic Leadership, Servant leadership, Shared Leadership.
| |
Unit-6 |
Teaching Hours:10 |
MOTIVATION AND LEADERSHIP
|
|
Motivation- Meaning, Basic Motivational Process, Motivation Theories- Maslow’s Need Hierarchy, Dual Factor Theory, Victor Vroom’s Expectancy Model. Leadership and Management, Trait Perspective of Leadership, Behavioural Perspective- Managerial Grid; Situational Leadership, Contemporary Perspectives-Transformational, Transactional, Charismatic Leadership, Servant leadership, Shared Leadership.
| |
Unit-6 |
Teaching Hours:10 |
MOTIVATION AND LEADERSHIP
|
|
Motivation- Meaning, Basic Motivational Process, Motivation Theories- Maslow’s Need Hierarchy, Dual Factor Theory, Victor Vroom’s Expectancy Model. Leadership and Management, Trait Perspective of Leadership, Behavioural Perspective- Managerial Grid; Situational Leadership, Contemporary Perspectives-Transformational, Transactional, Charismatic Leadership, Servant leadership, Shared Leadership.
| |
Unit-6 |
Teaching Hours:10 |
MOTIVATION AND LEADERSHIP
|
|
Motivation- Meaning, Basic Motivational Process, Motivation Theories- Maslow’s Need Hierarchy, Dual Factor Theory, Victor Vroom’s Expectancy Model. Leadership and Management, Trait Perspective of Leadership, Behavioural Perspective- Managerial Grid; Situational Leadership, Contemporary Perspectives-Transformational, Transactional, Charismatic Leadership, Servant leadership, Shared Leadership.
| |
Unit-6 |
Teaching Hours:10 |
MOTIVATION AND LEADERSHIP
|
|
Motivation- Meaning, Basic Motivational Process, Motivation Theories- Maslow’s Need Hierarchy, Dual Factor Theory, Victor Vroom’s Expectancy Model. Leadership and Management, Trait Perspective of Leadership, Behavioural Perspective- Managerial Grid; Situational Leadership, Contemporary Perspectives-Transformational, Transactional, Charismatic Leadership, Servant leadership, Shared Leadership.
| |
Unit-6 |
Teaching Hours:10 |
MOTIVATION AND LEADERSHIP
|
|
Motivation- Meaning, Basic Motivational Process, Motivation Theories- Maslow’s Need Hierarchy, Dual Factor Theory, Victor Vroom’s Expectancy Model. Leadership and Management, Trait Perspective of Leadership, Behavioural Perspective- Managerial Grid; Situational Leadership, Contemporary Perspectives-Transformational, Transactional, Charismatic Leadership, Servant leadership, Shared Leadership.
| |
Unit-6 |
Teaching Hours:10 |
MOTIVATION AND LEADERSHIP
|
|
Motivation- Meaning, Basic Motivational Process, Motivation Theories- Maslow’s Need Hierarchy, Dual Factor Theory, Victor Vroom’s Expectancy Model. Leadership and Management, Trait Perspective of Leadership, Behavioural Perspective- Managerial Grid; Situational Leadership, Contemporary Perspectives-Transformational, Transactional, Charismatic Leadership, Servant leadership, Shared Leadership.
| |
Unit-6 |
Teaching Hours:10 |
MOTIVATION AND LEADERSHIP
|
|
Motivation- Meaning, Basic Motivational Process, Motivation Theories- Maslow’s Need Hierarchy, Dual Factor Theory, Victor Vroom’s Expectancy Model. Leadership and Management, Trait Perspective of Leadership, Behavioural Perspective- Managerial Grid; Situational Leadership, Contemporary Perspectives-Transformational, Transactional, Charismatic Leadership, Servant leadership, Shared Leadership.
| |
Unit-6 |
Teaching Hours:10 |
MOTIVATION AND LEADERSHIP
|
|
Motivation- Meaning, Basic Motivational Process, Motivation Theories- Maslow’s Need Hierarchy, Dual Factor Theory, Victor Vroom’s Expectancy Model. Leadership and Management, Trait Perspective of Leadership, Behavioural Perspective- Managerial Grid; Situational Leadership, Contemporary Perspectives-Transformational, Transactional, Charismatic Leadership, Servant leadership, Shared Leadership.
| |
Unit-6 |
Teaching Hours:10 |
MOTIVATION AND LEADERSHIP
|
|
Motivation- Meaning, Basic Motivational Process, Motivation Theories- Maslow’s Need Hierarchy, Dual Factor Theory, Victor Vroom’s Expectancy Model. Leadership and Management, Trait Perspective of Leadership, Behavioural Perspective- Managerial Grid; Situational Leadership, Contemporary Perspectives-Transformational, Transactional, Charismatic Leadership, Servant leadership, Shared Leadership.
| |
Unit-6 |
Teaching Hours:10 |
MOTIVATION AND LEADERSHIP
|
|
Motivation- Meaning, Basic Motivational Process, Motivation Theories- Maslow’s Need Hierarchy, Dual Factor Theory, Victor Vroom’s Expectancy Model. Leadership and Management, Trait Perspective of Leadership, Behavioural Perspective- Managerial Grid; Situational Leadership, Contemporary Perspectives-Transformational, Transactional, Charismatic Leadership, Servant leadership, Shared Leadership.
| |
Unit-6 |
Teaching Hours:10 |
MOTIVATION AND LEADERSHIP
|
|
Motivation- Meaning, Basic Motivational Process, Motivation Theories- Maslow’s Need Hierarchy, Dual Factor Theory, Victor Vroom’s Expectancy Model. Leadership and Management, Trait Perspective of Leadership, Behavioural Perspective- Managerial Grid; Situational Leadership, Contemporary Perspectives-Transformational, Transactional, Charismatic Leadership, Servant leadership, Shared Leadership.
| |
Unit-6 |
Teaching Hours:10 |
MOTIVATION AND LEADERSHIP
|
|
Motivation- Meaning, Basic Motivational Process, Motivation Theories- Maslow’s Need Hierarchy, Dual Factor Theory, Victor Vroom’s Expectancy Model. Leadership and Management, Trait Perspective of Leadership, Behavioural Perspective- Managerial Grid; Situational Leadership, Contemporary Perspectives-Transformational, Transactional, Charismatic Leadership, Servant leadership, Shared Leadership.
| |
Unit-6 |
Teaching Hours:10 |
MOTIVATION AND LEADERSHIP
|
|
Motivation- Meaning, Basic Motivational Process, Motivation Theories- Maslow’s Need Hierarchy, Dual Factor Theory, Victor Vroom’s Expectancy Model. Leadership and Management, Trait Perspective of Leadership, Behavioural Perspective- Managerial Grid; Situational Leadership, Contemporary Perspectives-Transformational, Transactional, Charismatic Leadership, Servant leadership, Shared Leadership.
| |
Unit-7 |
Teaching Hours:7 |
GROUP DYNAMICS & CULTURE
|
|
Group – Meaning, Types, Functions, Tuckman’s Model, Group Dynamics, Threats to Group Effectiveness- Organizational culture- meaning – Quinn and Cameron’s Organizational culture types - ways to learn organizational culture - Creating positive organizational culture. | |
Unit-7 |
Teaching Hours:7 |
GROUP DYNAMICS & CULTURE
|
|
Group – Meaning, Types, Functions, Tuckman’s Model, Group Dynamics, Threats to Group Effectiveness- Organizational culture- meaning – Quinn and Cameron’s Organizational culture types - ways to learn organizational culture - Creating positive organizational culture. | |
Unit-7 |
Teaching Hours:7 |
GROUP DYNAMICS & CULTURE
|
|
Group – Meaning, Types, Functions, Tuckman’s Model, Group Dynamics, Threats to Group Effectiveness- Organizational culture- meaning – Quinn and Cameron’s Organizational culture types - ways to learn organizational culture - Creating positive organizational culture. | |
Unit-7 |
Teaching Hours:7 |
GROUP DYNAMICS & CULTURE
|
|
Group – Meaning, Types, Functions, Tuckman’s Model, Group Dynamics, Threats to Group Effectiveness- Organizational culture- meaning – Quinn and Cameron’s Organizational culture types - ways to learn organizational culture - Creating positive organizational culture. | |
Unit-7 |
Teaching Hours:7 |
GROUP DYNAMICS & CULTURE
|
|
Group – Meaning, Types, Functions, Tuckman’s Model, Group Dynamics, Threats to Group Effectiveness- Organizational culture- meaning – Quinn and Cameron’s Organizational culture types - ways to learn organizational culture - Creating positive organizational culture. | |
Unit-7 |
Teaching Hours:7 |
GROUP DYNAMICS & CULTURE
|
|
Group – Meaning, Types, Functions, Tuckman’s Model, Group Dynamics, Threats to Group Effectiveness- Organizational culture- meaning – Quinn and Cameron’s Organizational culture types - ways to learn organizational culture - Creating positive organizational culture. | |
Unit-7 |
Teaching Hours:7 |
GROUP DYNAMICS & CULTURE
|
|
Group – Meaning, Types, Functions, Tuckman’s Model, Group Dynamics, Threats to Group Effectiveness- Organizational culture- meaning – Quinn and Cameron’s Organizational culture types - ways to learn organizational culture - Creating positive organizational culture. | |
Unit-7 |
Teaching Hours:7 |
GROUP DYNAMICS & CULTURE
|
|
Group – Meaning, Types, Functions, Tuckman’s Model, Group Dynamics, Threats to Group Effectiveness- Organizational culture- meaning – Quinn and Cameron’s Organizational culture types - ways to learn organizational culture - Creating positive organizational culture. | |
Unit-7 |
Teaching Hours:7 |
GROUP DYNAMICS & CULTURE
|
|
Group – Meaning, Types, Functions, Tuckman’s Model, Group Dynamics, Threats to Group Effectiveness- Organizational culture- meaning – Quinn and Cameron’s Organizational culture types - ways to learn organizational culture - Creating positive organizational culture. | |
Unit-7 |
Teaching Hours:7 |
GROUP DYNAMICS & CULTURE
|
|
Group – Meaning, Types, Functions, Tuckman’s Model, Group Dynamics, Threats to Group Effectiveness- Organizational culture- meaning – Quinn and Cameron’s Organizational culture types - ways to learn organizational culture - Creating positive organizational culture. | |
Unit-7 |
Teaching Hours:7 |
GROUP DYNAMICS & CULTURE
|
|
Group – Meaning, Types, Functions, Tuckman’s Model, Group Dynamics, Threats to Group Effectiveness- Organizational culture- meaning – Quinn and Cameron’s Organizational culture types - ways to learn organizational culture - Creating positive organizational culture. | |
Unit-7 |
Teaching Hours:7 |
GROUP DYNAMICS & CULTURE
|
|
Group – Meaning, Types, Functions, Tuckman’s Model, Group Dynamics, Threats to Group Effectiveness- Organizational culture- meaning – Quinn and Cameron’s Organizational culture types - ways to learn organizational culture - Creating positive organizational culture. | |
Unit-7 |
Teaching Hours:7 |
GROUP DYNAMICS & CULTURE
|
|
Group – Meaning, Types, Functions, Tuckman’s Model, Group Dynamics, Threats to Group Effectiveness- Organizational culture- meaning – Quinn and Cameron’s Organizational culture types - ways to learn organizational culture - Creating positive organizational culture. | |
Unit-7 |
Teaching Hours:7 |
GROUP DYNAMICS & CULTURE
|
|
Group – Meaning, Types, Functions, Tuckman’s Model, Group Dynamics, Threats to Group Effectiveness- Organizational culture- meaning – Quinn and Cameron’s Organizational culture types - ways to learn organizational culture - Creating positive organizational culture. | |
Unit-7 |
Teaching Hours:7 |
GROUP DYNAMICS & CULTURE
|
|
Group – Meaning, Types, Functions, Tuckman’s Model, Group Dynamics, Threats to Group Effectiveness- Organizational culture- meaning – Quinn and Cameron’s Organizational culture types - ways to learn organizational culture - Creating positive organizational culture. | |
Unit-7 |
Teaching Hours:7 |
GROUP DYNAMICS & CULTURE
|
|
Group – Meaning, Types, Functions, Tuckman’s Model, Group Dynamics, Threats to Group Effectiveness- Organizational culture- meaning – Quinn and Cameron’s Organizational culture types - ways to learn organizational culture - Creating positive organizational culture. | |
Unit-7 |
Teaching Hours:7 |
GROUP DYNAMICS & CULTURE
|
|
Group – Meaning, Types, Functions, Tuckman’s Model, Group Dynamics, Threats to Group Effectiveness- Organizational culture- meaning – Quinn and Cameron’s Organizational culture types - ways to learn organizational culture - Creating positive organizational culture. | |
Unit-7 |
Teaching Hours:7 |
GROUP DYNAMICS & CULTURE
|
|
Group – Meaning, Types, Functions, Tuckman’s Model, Group Dynamics, Threats to Group Effectiveness- Organizational culture- meaning – Quinn and Cameron’s Organizational culture types - ways to learn organizational culture - Creating positive organizational culture. | |
Unit-7 |
Teaching Hours:7 |
GROUP DYNAMICS & CULTURE
|
|
Group – Meaning, Types, Functions, Tuckman’s Model, Group Dynamics, Threats to Group Effectiveness- Organizational culture- meaning – Quinn and Cameron’s Organizational culture types - ways to learn organizational culture - Creating positive organizational culture. | |
Text Books And Reference Books:
| |
Essential Reading / Recommended Reading
| |
Evaluation Pattern CIA1 20 Marks CIA2 25 Marks CIA3 20 Marks ESE 30 Marks Attendance 5 Marks | |
BBA102-1 - FINANCIAL ACCOUNTING (2024 Batch) | |
Total Teaching Hours for Semester:60 |
No of Lecture Hours/Week:4 |
Max Marks:50 |
Credits:4 |
Course Objectives/Course Description |
|
Course Description: This course intends to introduce basic accounting principles and practices essential for managing business finances effectively and provide an overview of accounting standards and IFRS. It also deals with subsidiary books maintained in business organizations. The students will have knowledge about the fundamental accounting processes such as journalizing, ledger posting, preparation of trial balance and final accounts in sole trading business. Along with the practical application of the accounting process, the students will also learn the computerized system of preparing the accounts and accounting process on the Tally software. This course will be useful for all those who are desirous of having an understanding and application of financial dynamics of the business and become successful financial managers/entrepreneurs. Course Objectives: 1. To understand principles and concepts of accounting and outline the need of accounting standards/IFRS. 2. To demonstrate knowledge of the accounting cycle process and its step-by-step preparation. 3. To extend the knowledge of systematic maintenance of books of accounts to real-life business. 4. To interpret Annual Financial statements of Sole proprietorship form of business. 5. To prepare accounts and accounting processes using Tally software. |
|
Learning Outcome |
|
CO1: Identifies the application of various principles and standards in preparing accounting statements. CO2: Demonstrates knowledge of the accounting cycle process. / Analyze and record accounting transactions using appropriate methods. CO3: Extend the knowledge of systematic maintenance of books of accounts to real-life business. CO4: Interpret Annual Financial statements of Sole proprietorship form of business./ Create Trading and Profit and Loss accounts and Balance Sheets for sole trading concerns. CO5: Preparation of accounts and accounting processes using Tally software. |
Unit-1 |
Teaching Hours:9 |
Introduction to Accounting
|
|
Level of Knowledge: Conceptual
Accounting Concepts and Conventions, Accounting Practices, Generally Accepted Accounting Principles, Nature of Accounting, Accounting equation - Systems of Accounting, Process of Accounting transactions- types of Accounts, Rules of Accounting. Types of Accounting standards Need for IFRS, Ind AS and IFRS. | |
Unit-1 |
Teaching Hours:9 |
Introduction to Accounting
|
|
Level of Knowledge: Conceptual
Accounting Concepts and Conventions, Accounting Practices, Generally Accepted Accounting Principles, Nature of Accounting, Accounting equation - Systems of Accounting, Process of Accounting transactions- types of Accounts, Rules of Accounting. Types of Accounting standards Need for IFRS, Ind AS and IFRS. | |
Unit-1 |
Teaching Hours:9 |
Introduction to Accounting
|
|
Level of Knowledge: Conceptual
Accounting Concepts and Conventions, Accounting Practices, Generally Accepted Accounting Principles, Nature of Accounting, Accounting equation - Systems of Accounting, Process of Accounting transactions- types of Accounts, Rules of Accounting. Types of Accounting standards Need for IFRS, Ind AS and IFRS. | |
Unit-1 |
Teaching Hours:9 |
Introduction to Accounting
|
|
Level of Knowledge: Conceptual
Accounting Concepts and Conventions, Accounting Practices, Generally Accepted Accounting Principles, Nature of Accounting, Accounting equation - Systems of Accounting, Process of Accounting transactions- types of Accounts, Rules of Accounting. Types of Accounting standards Need for IFRS, Ind AS and IFRS. | |
Unit-1 |
Teaching Hours:9 |
Introduction to Accounting
|
|
Level of Knowledge: Conceptual
Accounting Concepts and Conventions, Accounting Practices, Generally Accepted Accounting Principles, Nature of Accounting, Accounting equation - Systems of Accounting, Process of Accounting transactions- types of Accounts, Rules of Accounting. Types of Accounting standards Need for IFRS, Ind AS and IFRS. | |
Unit-1 |
Teaching Hours:9 |
Introduction to Accounting
|
|
Level of Knowledge: Conceptual
Accounting Concepts and Conventions, Accounting Practices, Generally Accepted Accounting Principles, Nature of Accounting, Accounting equation - Systems of Accounting, Process of Accounting transactions- types of Accounts, Rules of Accounting. Types of Accounting standards Need for IFRS, Ind AS and IFRS. | |
Unit-1 |
Teaching Hours:9 |
Introduction to Accounting
|
|
Level of Knowledge: Conceptual
Accounting Concepts and Conventions, Accounting Practices, Generally Accepted Accounting Principles, Nature of Accounting, Accounting equation - Systems of Accounting, Process of Accounting transactions- types of Accounts, Rules of Accounting. Types of Accounting standards Need for IFRS, Ind AS and IFRS. | |
Unit-1 |
Teaching Hours:9 |
Introduction to Accounting
|
|
Level of Knowledge: Conceptual
Accounting Concepts and Conventions, Accounting Practices, Generally Accepted Accounting Principles, Nature of Accounting, Accounting equation - Systems of Accounting, Process of Accounting transactions- types of Accounts, Rules of Accounting. Types of Accounting standards Need for IFRS, Ind AS and IFRS. | |
Unit-1 |
Teaching Hours:9 |
Introduction to Accounting
|
|
Level of Knowledge: Conceptual
Accounting Concepts and Conventions, Accounting Practices, Generally Accepted Accounting Principles, Nature of Accounting, Accounting equation - Systems of Accounting, Process of Accounting transactions- types of Accounts, Rules of Accounting. Types of Accounting standards Need for IFRS, Ind AS and IFRS. | |
Unit-1 |
Teaching Hours:9 |
Introduction to Accounting
|
|
Level of Knowledge: Conceptual
Accounting Concepts and Conventions, Accounting Practices, Generally Accepted Accounting Principles, Nature of Accounting, Accounting equation - Systems of Accounting, Process of Accounting transactions- types of Accounts, Rules of Accounting. Types of Accounting standards Need for IFRS, Ind AS and IFRS. | |
Unit-1 |
Teaching Hours:9 |
Introduction to Accounting
|
|
Level of Knowledge: Conceptual
Accounting Concepts and Conventions, Accounting Practices, Generally Accepted Accounting Principles, Nature of Accounting, Accounting equation - Systems of Accounting, Process of Accounting transactions- types of Accounts, Rules of Accounting. Types of Accounting standards Need for IFRS, Ind AS and IFRS. | |
Unit-1 |
Teaching Hours:9 |
Introduction to Accounting
|
|
Level of Knowledge: Conceptual
Accounting Concepts and Conventions, Accounting Practices, Generally Accepted Accounting Principles, Nature of Accounting, Accounting equation - Systems of Accounting, Process of Accounting transactions- types of Accounts, Rules of Accounting. Types of Accounting standards Need for IFRS, Ind AS and IFRS. | |
Unit-1 |
Teaching Hours:9 |
Introduction to Accounting
|
|
Level of Knowledge: Conceptual
Accounting Concepts and Conventions, Accounting Practices, Generally Accepted Accounting Principles, Nature of Accounting, Accounting equation - Systems of Accounting, Process of Accounting transactions- types of Accounts, Rules of Accounting. Types of Accounting standards Need for IFRS, Ind AS and IFRS. | |
Unit-1 |
Teaching Hours:9 |
Introduction to Accounting
|
|
Level of Knowledge: Conceptual
Accounting Concepts and Conventions, Accounting Practices, Generally Accepted Accounting Principles, Nature of Accounting, Accounting equation - Systems of Accounting, Process of Accounting transactions- types of Accounts, Rules of Accounting. Types of Accounting standards Need for IFRS, Ind AS and IFRS. | |
Unit-1 |
Teaching Hours:9 |
Introduction to Accounting
|
|
Level of Knowledge: Conceptual
Accounting Concepts and Conventions, Accounting Practices, Generally Accepted Accounting Principles, Nature of Accounting, Accounting equation - Systems of Accounting, Process of Accounting transactions- types of Accounts, Rules of Accounting. Types of Accounting standards Need for IFRS, Ind AS and IFRS. | |
Unit-1 |
Teaching Hours:9 |
Introduction to Accounting
|
|
Level of Knowledge: Conceptual
Accounting Concepts and Conventions, Accounting Practices, Generally Accepted Accounting Principles, Nature of Accounting, Accounting equation - Systems of Accounting, Process of Accounting transactions- types of Accounts, Rules of Accounting. Types of Accounting standards Need for IFRS, Ind AS and IFRS. | |
Unit-1 |
Teaching Hours:9 |
Introduction to Accounting
|
|
Level of Knowledge: Conceptual
Accounting Concepts and Conventions, Accounting Practices, Generally Accepted Accounting Principles, Nature of Accounting, Accounting equation - Systems of Accounting, Process of Accounting transactions- types of Accounts, Rules of Accounting. Types of Accounting standards Need for IFRS, Ind AS and IFRS. | |
Unit-1 |
Teaching Hours:9 |
Introduction to Accounting
|
|
Level of Knowledge: Conceptual
Accounting Concepts and Conventions, Accounting Practices, Generally Accepted Accounting Principles, Nature of Accounting, Accounting equation - Systems of Accounting, Process of Accounting transactions- types of Accounts, Rules of Accounting. Types of Accounting standards Need for IFRS, Ind AS and IFRS. | |
Unit-1 |
Teaching Hours:9 |
Introduction to Accounting
|
|
Level of Knowledge: Conceptual
Accounting Concepts and Conventions, Accounting Practices, Generally Accepted Accounting Principles, Nature of Accounting, Accounting equation - Systems of Accounting, Process of Accounting transactions- types of Accounts, Rules of Accounting. Types of Accounting standards Need for IFRS, Ind AS and IFRS. | |
Unit-2 |
Teaching Hours:8 |
Accounting cycle & process
|
|
Level of Knowledge: Analytical
Journal - Meaning, features, simple and compound entries, Including recording of GST transactions, Capital and revenue expenditures, Capital and revenue receipts, Contingent assets and contingent liabilities, Preparation of ledgers and Trial balance. | |
Unit-2 |
Teaching Hours:8 |
Accounting cycle & process
|
|
Level of Knowledge: Analytical
Journal - Meaning, features, simple and compound entries, Including recording of GST transactions, Capital and revenue expenditures, Capital and revenue receipts, Contingent assets and contingent liabilities, Preparation of ledgers and Trial balance. | |
Unit-2 |
Teaching Hours:8 |
Accounting cycle & process
|
|
Level of Knowledge: Analytical
Journal - Meaning, features, simple and compound entries, Including recording of GST transactions, Capital and revenue expenditures, Capital and revenue receipts, Contingent assets and contingent liabilities, Preparation of ledgers and Trial balance. | |
Unit-2 |
Teaching Hours:8 |
Accounting cycle & process
|
|
Level of Knowledge: Analytical
Journal - Meaning, features, simple and compound entries, Including recording of GST transactions, Capital and revenue expenditures, Capital and revenue receipts, Contingent assets and contingent liabilities, Preparation of ledgers and Trial balance. | |
Unit-2 |
Teaching Hours:8 |
Accounting cycle & process
|
|
Level of Knowledge: Analytical
Journal - Meaning, features, simple and compound entries, Including recording of GST transactions, Capital and revenue expenditures, Capital and revenue receipts, Contingent assets and contingent liabilities, Preparation of ledgers and Trial balance. | |
Unit-2 |
Teaching Hours:8 |
Accounting cycle & process
|
|
Level of Knowledge: Analytical
Journal - Meaning, features, simple and compound entries, Including recording of GST transactions, Capital and revenue expenditures, Capital and revenue receipts, Contingent assets and contingent liabilities, Preparation of ledgers and Trial balance. | |
Unit-2 |
Teaching Hours:8 |
Accounting cycle & process
|
|
Level of Knowledge: Analytical
Journal - Meaning, features, simple and compound entries, Including recording of GST transactions, Capital and revenue expenditures, Capital and revenue receipts, Contingent assets and contingent liabilities, Preparation of ledgers and Trial balance. | |
Unit-2 |
Teaching Hours:8 |
Accounting cycle & process
|
|
Level of Knowledge: Analytical
Journal - Meaning, features, simple and compound entries, Including recording of GST transactions, Capital and revenue expenditures, Capital and revenue receipts, Contingent assets and contingent liabilities, Preparation of ledgers and Trial balance. | |
Unit-2 |
Teaching Hours:8 |
Accounting cycle & process
|
|
Level of Knowledge: Analytical
Journal - Meaning, features, simple and compound entries, Including recording of GST transactions, Capital and revenue expenditures, Capital and revenue receipts, Contingent assets and contingent liabilities, Preparation of ledgers and Trial balance. | |
Unit-2 |
Teaching Hours:8 |
Accounting cycle & process
|
|
Level of Knowledge: Analytical
Journal - Meaning, features, simple and compound entries, Including recording of GST transactions, Capital and revenue expenditures, Capital and revenue receipts, Contingent assets and contingent liabilities, Preparation of ledgers and Trial balance. | |
Unit-2 |
Teaching Hours:8 |
Accounting cycle & process
|
|
Level of Knowledge: Analytical
Journal - Meaning, features, simple and compound entries, Including recording of GST transactions, Capital and revenue expenditures, Capital and revenue receipts, Contingent assets and contingent liabilities, Preparation of ledgers and Trial balance. | |
Unit-2 |
Teaching Hours:8 |
Accounting cycle & process
|
|
Level of Knowledge: Analytical
Journal - Meaning, features, simple and compound entries, Including recording of GST transactions, Capital and revenue expenditures, Capital and revenue receipts, Contingent assets and contingent liabilities, Preparation of ledgers and Trial balance. | |
Unit-2 |
Teaching Hours:8 |
Accounting cycle & process
|
|
Level of Knowledge: Analytical
Journal - Meaning, features, simple and compound entries, Including recording of GST transactions, Capital and revenue expenditures, Capital and revenue receipts, Contingent assets and contingent liabilities, Preparation of ledgers and Trial balance. | |
Unit-2 |
Teaching Hours:8 |
Accounting cycle & process
|
|
Level of Knowledge: Analytical
Journal - Meaning, features, simple and compound entries, Including recording of GST transactions, Capital and revenue expenditures, Capital and revenue receipts, Contingent assets and contingent liabilities, Preparation of ledgers and Trial balance. | |
Unit-2 |
Teaching Hours:8 |
Accounting cycle & process
|
|
Level of Knowledge: Analytical
Journal - Meaning, features, simple and compound entries, Including recording of GST transactions, Capital and revenue expenditures, Capital and revenue receipts, Contingent assets and contingent liabilities, Preparation of ledgers and Trial balance. | |
Unit-2 |
Teaching Hours:8 |
Accounting cycle & process
|
|
Level of Knowledge: Analytical
Journal - Meaning, features, simple and compound entries, Including recording of GST transactions, Capital and revenue expenditures, Capital and revenue receipts, Contingent assets and contingent liabilities, Preparation of ledgers and Trial balance. | |
Unit-2 |
Teaching Hours:8 |
Accounting cycle & process
|
|
Level of Knowledge: Analytical
Journal - Meaning, features, simple and compound entries, Including recording of GST transactions, Capital and revenue expenditures, Capital and revenue receipts, Contingent assets and contingent liabilities, Preparation of ledgers and Trial balance. | |
Unit-2 |
Teaching Hours:8 |
Accounting cycle & process
|
|
Level of Knowledge: Analytical
Journal - Meaning, features, simple and compound entries, Including recording of GST transactions, Capital and revenue expenditures, Capital and revenue receipts, Contingent assets and contingent liabilities, Preparation of ledgers and Trial balance. | |
Unit-2 |
Teaching Hours:8 |
Accounting cycle & process
|
|
Level of Knowledge: Analytical
Journal - Meaning, features, simple and compound entries, Including recording of GST transactions, Capital and revenue expenditures, Capital and revenue receipts, Contingent assets and contingent liabilities, Preparation of ledgers and Trial balance. | |
Unit-3 |
Teaching Hours:10 |
Subsidiary books
|
|
Level of Knowledge: Analytical Conceptual introduction to subsidiary books - Sales book, Sales return book, Purchases book, Purchase returns book, receivable book, payable book. Practical problems in Cash Book- Single column, double column, and three-columnar cash books.
| |
Unit-3 |
Teaching Hours:10 |
Subsidiary books
|
|
Level of Knowledge: Analytical Conceptual introduction to subsidiary books - Sales book, Sales return book, Purchases book, Purchase returns book, receivable book, payable book. Practical problems in Cash Book- Single column, double column, and three-columnar cash books.
| |
Unit-3 |
Teaching Hours:10 |
Subsidiary books
|
|
Level of Knowledge: Analytical Conceptual introduction to subsidiary books - Sales book, Sales return book, Purchases book, Purchase returns book, receivable book, payable book. Practical problems in Cash Book- Single column, double column, and three-columnar cash books.
| |
Unit-3 |
Teaching Hours:10 |
Subsidiary books
|
|
Level of Knowledge: Analytical Conceptual introduction to subsidiary books - Sales book, Sales return book, Purchases book, Purchase returns book, receivable book, payable book. Practical problems in Cash Book- Single column, double column, and three-columnar cash books.
| |
Unit-3 |
Teaching Hours:10 |
Subsidiary books
|
|
Level of Knowledge: Analytical Conceptual introduction to subsidiary books - Sales book, Sales return book, Purchases book, Purchase returns book, receivable book, payable book. Practical problems in Cash Book- Single column, double column, and three-columnar cash books.
| |
Unit-3 |
Teaching Hours:10 |
Subsidiary books
|
|
Level of Knowledge: Analytical Conceptual introduction to subsidiary books - Sales book, Sales return book, Purchases book, Purchase returns book, receivable book, payable book. Practical problems in Cash Book- Single column, double column, and three-columnar cash books.
| |
Unit-3 |
Teaching Hours:10 |
Subsidiary books
|
|
Level of Knowledge: Analytical Conceptual introduction to subsidiary books - Sales book, Sales return book, Purchases book, Purchase returns book, receivable book, payable book. Practical problems in Cash Book- Single column, double column, and three-columnar cash books.
| |
Unit-3 |
Teaching Hours:10 |
Subsidiary books
|
|
Level of Knowledge: Analytical Conceptual introduction to subsidiary books - Sales book, Sales return book, Purchases book, Purchase returns book, receivable book, payable book. Practical problems in Cash Book- Single column, double column, and three-columnar cash books.
| |
Unit-3 |
Teaching Hours:10 |
Subsidiary books
|
|
Level of Knowledge: Analytical Conceptual introduction to subsidiary books - Sales book, Sales return book, Purchases book, Purchase returns book, receivable book, payable book. Practical problems in Cash Book- Single column, double column, and three-columnar cash books.
| |
Unit-3 |
Teaching Hours:10 |
Subsidiary books
|
|
Level of Knowledge: Analytical Conceptual introduction to subsidiary books - Sales book, Sales return book, Purchases book, Purchase returns book, receivable book, payable book. Practical problems in Cash Book- Single column, double column, and three-columnar cash books.
| |
Unit-3 |
Teaching Hours:10 |
Subsidiary books
|
|
Level of Knowledge: Analytical Conceptual introduction to subsidiary books - Sales book, Sales return book, Purchases book, Purchase returns book, receivable book, payable book. Practical problems in Cash Book- Single column, double column, and three-columnar cash books.
| |
Unit-3 |
Teaching Hours:10 |
Subsidiary books
|
|
Level of Knowledge: Analytical Conceptual introduction to subsidiary books - Sales book, Sales return book, Purchases book, Purchase returns book, receivable book, payable book. Practical problems in Cash Book- Single column, double column, and three-columnar cash books.
| |
Unit-3 |
Teaching Hours:10 |
Subsidiary books
|
|
Level of Knowledge: Analytical Conceptual introduction to subsidiary books - Sales book, Sales return book, Purchases book, Purchase returns book, receivable book, payable book. Practical problems in Cash Book- Single column, double column, and three-columnar cash books.
| |
Unit-3 |
Teaching Hours:10 |
Subsidiary books
|
|
Level of Knowledge: Analytical Conceptual introduction to subsidiary books - Sales book, Sales return book, Purchases book, Purchase returns book, receivable book, payable book. Practical problems in Cash Book- Single column, double column, and three-columnar cash books.
| |
Unit-3 |
Teaching Hours:10 |
Subsidiary books
|
|
Level of Knowledge: Analytical Conceptual introduction to subsidiary books - Sales book, Sales return book, Purchases book, Purchase returns book, receivable book, payable book. Practical problems in Cash Book- Single column, double column, and three-columnar cash books.
| |
Unit-3 |
Teaching Hours:10 |
Subsidiary books
|
|
Level of Knowledge: Analytical Conceptual introduction to subsidiary books - Sales book, Sales return book, Purchases book, Purchase returns book, receivable book, payable book. Practical problems in Cash Book- Single column, double column, and three-columnar cash books.
| |
Unit-3 |
Teaching Hours:10 |
Subsidiary books
|
|
Level of Knowledge: Analytical Conceptual introduction to subsidiary books - Sales book, Sales return book, Purchases book, Purchase returns book, receivable book, payable book. Practical problems in Cash Book- Single column, double column, and three-columnar cash books.
| |
Unit-3 |
Teaching Hours:10 |
Subsidiary books
|
|
Level of Knowledge: Analytical Conceptual introduction to subsidiary books - Sales book, Sales return book, Purchases book, Purchase returns book, receivable book, payable book. Practical problems in Cash Book- Single column, double column, and three-columnar cash books.
| |
Unit-3 |
Teaching Hours:10 |
Subsidiary books
|
|
Level of Knowledge: Analytical Conceptual introduction to subsidiary books - Sales book, Sales return book, Purchases book, Purchase returns book, receivable book, payable book. Practical problems in Cash Book- Single column, double column, and three-columnar cash books.
| |
Unit-4 |
Teaching Hours:8 |
Bank reconciliation statement
|
|
Level of Knowledge: Analytical Need for reconciliation and preparation of bank reconciliation statements.
| |
Unit-4 |
Teaching Hours:8 |
Bank reconciliation statement
|
|
Level of Knowledge: Analytical Need for reconciliation and preparation of bank reconciliation statements.
| |
Unit-4 |
Teaching Hours:8 |
Bank reconciliation statement
|
|
Level of Knowledge: Analytical Need for reconciliation and preparation of bank reconciliation statements.
| |
Unit-4 |
Teaching Hours:8 |
Bank reconciliation statement
|
|
Level of Knowledge: Analytical Need for reconciliation and preparation of bank reconciliation statements.
| |
Unit-4 |
Teaching Hours:8 |
Bank reconciliation statement
|
|
Level of Knowledge: Analytical Need for reconciliation and preparation of bank reconciliation statements.
| |
Unit-4 |
Teaching Hours:8 |
Bank reconciliation statement
|
|
Level of Knowledge: Analytical Need for reconciliation and preparation of bank reconciliation statements.
| |
Unit-4 |
Teaching Hours:8 |
Bank reconciliation statement
|
|
Level of Knowledge: Analytical Need for reconciliation and preparation of bank reconciliation statements.
| |
Unit-4 |
Teaching Hours:8 |
Bank reconciliation statement
|
|
Level of Knowledge: Analytical Need for reconciliation and preparation of bank reconciliation statements.
| |
Unit-4 |
Teaching Hours:8 |
Bank reconciliation statement
|
|
Level of Knowledge: Analytical Need for reconciliation and preparation of bank reconciliation statements.
| |
Unit-4 |
Teaching Hours:8 |
Bank reconciliation statement
|
|
Level of Knowledge: Analytical Need for reconciliation and preparation of bank reconciliation statements.
| |
Unit-4 |
Teaching Hours:8 |
Bank reconciliation statement
|
|
Level of Knowledge: Analytical Need for reconciliation and preparation of bank reconciliation statements.
| |
Unit-4 |
Teaching Hours:8 |
Bank reconciliation statement
|
|
Level of Knowledge: Analytical Need for reconciliation and preparation of bank reconciliation statements.
| |
Unit-4 |
Teaching Hours:8 |
Bank reconciliation statement
|
|
Level of Knowledge: Analytical Need for reconciliation and preparation of bank reconciliation statements.
| |
Unit-4 |
Teaching Hours:8 |
Bank reconciliation statement
|
|
Level of Knowledge: Analytical Need for reconciliation and preparation of bank reconciliation statements.
| |
Unit-4 |
Teaching Hours:8 |
Bank reconciliation statement
|
|
Level of Knowledge: Analytical Need for reconciliation and preparation of bank reconciliation statements.
| |
Unit-4 |
Teaching Hours:8 |
Bank reconciliation statement
|
|
Level of Knowledge: Analytical Need for reconciliation and preparation of bank reconciliation statements.
| |
Unit-4 |
Teaching Hours:8 |
Bank reconciliation statement
|
|
Level of Knowledge: Analytical Need for reconciliation and preparation of bank reconciliation statements.
| |
Unit-4 |
Teaching Hours:8 |
Bank reconciliation statement
|
|
Level of Knowledge: Analytical Need for reconciliation and preparation of bank reconciliation statements.
| |
Unit-4 |
Teaching Hours:8 |
Bank reconciliation statement
|
|
Level of Knowledge: Analytical Need for reconciliation and preparation of bank reconciliation statements.
| |
Unit-5 |
Teaching Hours:8 |
Rectification of Errors
|
|
Level of Knowledge: Analytical
Need for rectification of errors, types of errors, process of rectification, and accounting entries of rectification | |
Unit-5 |
Teaching Hours:8 |
Rectification of Errors
|
|
Level of Knowledge: Analytical
Need for rectification of errors, types of errors, process of rectification, and accounting entries of rectification | |
Unit-5 |
Teaching Hours:8 |
Rectification of Errors
|
|
Level of Knowledge: Analytical
Need for rectification of errors, types of errors, process of rectification, and accounting entries of rectification | |
Unit-5 |
Teaching Hours:8 |
Rectification of Errors
|
|
Level of Knowledge: Analytical
Need for rectification of errors, types of errors, process of rectification, and accounting entries of rectification | |
Unit-5 |
Teaching Hours:8 |
Rectification of Errors
|
|
Level of Knowledge: Analytical
Need for rectification of errors, types of errors, process of rectification, and accounting entries of rectification | |
Unit-5 |
Teaching Hours:8 |
Rectification of Errors
|
|
Level of Knowledge: Analytical
Need for rectification of errors, types of errors, process of rectification, and accounting entries of rectification | |
Unit-5 |
Teaching Hours:8 |
Rectification of Errors
|
|
Level of Knowledge: Analytical
Need for rectification of errors, types of errors, process of rectification, and accounting entries of rectification | |
Unit-5 |
Teaching Hours:8 |
Rectification of Errors
|
|
Level of Knowledge: Analytical
Need for rectification of errors, types of errors, process of rectification, and accounting entries of rectification | |
Unit-5 |
Teaching Hours:8 |
Rectification of Errors
|
|
Level of Knowledge: Analytical
Need for rectification of errors, types of errors, process of rectification, and accounting entries of rectification | |
Unit-5 |
Teaching Hours:8 |
Rectification of Errors
|
|
Level of Knowledge: Analytical
Need for rectification of errors, types of errors, process of rectification, and accounting entries of rectification | |
Unit-5 |
Teaching Hours:8 |
Rectification of Errors
|
|
Level of Knowledge: Analytical
Need for rectification of errors, types of errors, process of rectification, and accounting entries of rectification | |
Unit-5 |
Teaching Hours:8 |
Rectification of Errors
|
|
Level of Knowledge: Analytical
Need for rectification of errors, types of errors, process of rectification, and accounting entries of rectification | |
Unit-5 |
Teaching Hours:8 |
Rectification of Errors
|
|
Level of Knowledge: Analytical
Need for rectification of errors, types of errors, process of rectification, and accounting entries of rectification | |
Unit-5 |
Teaching Hours:8 |
Rectification of Errors
|
|
Level of Knowledge: Analytical
Need for rectification of errors, types of errors, process of rectification, and accounting entries of rectification | |
Unit-5 |
Teaching Hours:8 |
Rectification of Errors
|
|
Level of Knowledge: Analytical
Need for rectification of errors, types of errors, process of rectification, and accounting entries of rectification | |
Unit-5 |
Teaching Hours:8 |
Rectification of Errors
|
|
Level of Knowledge: Analytical
Need for rectification of errors, types of errors, process of rectification, and accounting entries of rectification | |
Unit-5 |
Teaching Hours:8 |
Rectification of Errors
|
|
Level of Knowledge: Analytical
Need for rectification of errors, types of errors, process of rectification, and accounting entries of rectification | |
Unit-5 |
Teaching Hours:8 |
Rectification of Errors
|
|
Level of Knowledge: Analytical
Need for rectification of errors, types of errors, process of rectification, and accounting entries of rectification | |
Unit-5 |
Teaching Hours:8 |
Rectification of Errors
|
|
Level of Knowledge: Analytical
Need for rectification of errors, types of errors, process of rectification, and accounting entries of rectification | |
Unit-6 |
Teaching Hours:12 |
Final Accounts
|
|
Level of Knowledge: Analytical
Preparation of Trading and Profit and Loss account and Balance Sheet of sole trading concerns. | |
Unit-6 |
Teaching Hours:12 |
Final Accounts
|
|
Level of Knowledge: Analytical
Preparation of Trading and Profit and Loss account and Balance Sheet of sole trading concerns. | |
Unit-6 |
Teaching Hours:12 |
Final Accounts
|
|
Level of Knowledge: Analytical
Preparation of Trading and Profit and Loss account and Balance Sheet of sole trading concerns. | |
Unit-6 |
Teaching Hours:12 |
Final Accounts
|
|
Level of Knowledge: Analytical
Preparation of Trading and Profit and Loss account and Balance Sheet of sole trading concerns. | |
Unit-6 |
Teaching Hours:12 |
Final Accounts
|
|
Level of Knowledge: Analytical
Preparation of Trading and Profit and Loss account and Balance Sheet of sole trading concerns. | |
Unit-6 |
Teaching Hours:12 |
Final Accounts
|
|
Level of Knowledge: Analytical
Preparation of Trading and Profit and Loss account and Balance Sheet of sole trading concerns. | |
Unit-6 |
Teaching Hours:12 |
Final Accounts
|
|
Level of Knowledge: Analytical
Preparation of Trading and Profit and Loss account and Balance Sheet of sole trading concerns. | |
Unit-6 |
Teaching Hours:12 |
Final Accounts
|
|
Level of Knowledge: Analytical
Preparation of Trading and Profit and Loss account and Balance Sheet of sole trading concerns. | |
Unit-6 |
Teaching Hours:12 |
Final Accounts
|
|
Level of Knowledge: Analytical
Preparation of Trading and Profit and Loss account and Balance Sheet of sole trading concerns. | |
Unit-6 |
Teaching Hours:12 |
Final Accounts
|
|
Level of Knowledge: Analytical
Preparation of Trading and Profit and Loss account and Balance Sheet of sole trading concerns. | |
Unit-6 |
Teaching Hours:12 |
Final Accounts
|
|
Level of Knowledge: Analytical
Preparation of Trading and Profit and Loss account and Balance Sheet of sole trading concerns. | |
Unit-6 |
Teaching Hours:12 |
Final Accounts
|
|
Level of Knowledge: Analytical
Preparation of Trading and Profit and Loss account and Balance Sheet of sole trading concerns. | |
Unit-6 |
Teaching Hours:12 |
Final Accounts
|
|
Level of Knowledge: Analytical
Preparation of Trading and Profit and Loss account and Balance Sheet of sole trading concerns. | |
Unit-6 |
Teaching Hours:12 |
Final Accounts
|
|
Level of Knowledge: Analytical
Preparation of Trading and Profit and Loss account and Balance Sheet of sole trading concerns. | |
Unit-6 |
Teaching Hours:12 |
Final Accounts
|
|
Level of Knowledge: Analytical
Preparation of Trading and Profit and Loss account and Balance Sheet of sole trading concerns. | |
Unit-6 |
Teaching Hours:12 |
Final Accounts
|
|
Level of Knowledge: Analytical
Preparation of Trading and Profit and Loss account and Balance Sheet of sole trading concerns. | |
Unit-6 |
Teaching Hours:12 |
Final Accounts
|
|
Level of Knowledge: Analytical
Preparation of Trading and Profit and Loss account and Balance Sheet of sole trading concerns. | |
Unit-6 |
Teaching Hours:12 |
Final Accounts
|
|
Level of Knowledge: Analytical
Preparation of Trading and Profit and Loss account and Balance Sheet of sole trading concerns. | |
Unit-6 |
Teaching Hours:12 |
Final Accounts
|
|
Level of Knowledge: Analytical
Preparation of Trading and Profit and Loss account and Balance Sheet of sole trading concerns. | |
Unit-7 |
Teaching Hours:5 |
Computerised Accounting
|
|
Level of Knowledge: Application
Introduction to the interface of Tally Prime, Creation of company, Creation of inventory groups and ledgers, voucher, types, and voucher entry, Creation of various accounting ledgers, Generating Trial Balance, income statement, and Balance sheet. | |
Unit-7 |
Teaching Hours:5 |
Computerised Accounting
|
|
Level of Knowledge: Application
Introduction to the interface of Tally Prime, Creation of company, Creation of inventory groups and ledgers, voucher, types, and voucher entry, Creation of various accounting ledgers, Generating Trial Balance, income statement, and Balance sheet. | |
Unit-7 |
Teaching Hours:5 |
Computerised Accounting
|
|
Level of Knowledge: Application
Introduction to the interface of Tally Prime, Creation of company, Creation of inventory groups and ledgers, voucher, types, and voucher entry, Creation of various accounting ledgers, Generating Trial Balance, income statement, and Balance sheet. | |
Unit-7 |
Teaching Hours:5 |
Computerised Accounting
|
|
Level of Knowledge: Application
Introduction to the interface of Tally Prime, Creation of company, Creation of inventory groups and ledgers, voucher, types, and voucher entry, Creation of various accounting ledgers, Generating Trial Balance, income statement, and Balance sheet. | |
Unit-7 |
Teaching Hours:5 |
Computerised Accounting
|
|
Level of Knowledge: Application
Introduction to the interface of Tally Prime, Creation of company, Creation of inventory groups and ledgers, voucher, types, and voucher entry, Creation of various accounting ledgers, Generating Trial Balance, income statement, and Balance sheet. | |
Unit-7 |
Teaching Hours:5 |
Computerised Accounting
|
|
Level of Knowledge: Application
Introduction to the interface of Tally Prime, Creation of company, Creation of inventory groups and ledgers, voucher, types, and voucher entry, Creation of various accounting ledgers, Generating Trial Balance, income statement, and Balance sheet. | |
Unit-7 |
Teaching Hours:5 |
Computerised Accounting
|
|
Level of Knowledge: Application
Introduction to the interface of Tally Prime, Creation of company, Creation of inventory groups and ledgers, voucher, types, and voucher entry, Creation of various accounting ledgers, Generating Trial Balance, income statement, and Balance sheet. | |
Unit-7 |
Teaching Hours:5 |
Computerised Accounting
|
|
Level of Knowledge: Application
Introduction to the interface of Tally Prime, Creation of company, Creation of inventory groups and ledgers, voucher, types, and voucher entry, Creation of various accounting ledgers, Generating Trial Balance, income statement, and Balance sheet. | |
Unit-7 |
Teaching Hours:5 |
Computerised Accounting
|
|
Level of Knowledge: Application
Introduction to the interface of Tally Prime, Creation of company, Creation of inventory groups and ledgers, voucher, types, and voucher entry, Creation of various accounting ledgers, Generating Trial Balance, income statement, and Balance sheet. | |
Unit-7 |
Teaching Hours:5 |
Computerised Accounting
|
|
Level of Knowledge: Application
Introduction to the interface of Tally Prime, Creation of company, Creation of inventory groups and ledgers, voucher, types, and voucher entry, Creation of various accounting ledgers, Generating Trial Balance, income statement, and Balance sheet. | |
Unit-7 |
Teaching Hours:5 |
Computerised Accounting
|
|
Level of Knowledge: Application
Introduction to the interface of Tally Prime, Creation of company, Creation of inventory groups and ledgers, voucher, types, and voucher entry, Creation of various accounting ledgers, Generating Trial Balance, income statement, and Balance sheet. | |
Unit-7 |
Teaching Hours:5 |
Computerised Accounting
|
|
Level of Knowledge: Application
Introduction to the interface of Tally Prime, Creation of company, Creation of inventory groups and ledgers, voucher, types, and voucher entry, Creation of various accounting ledgers, Generating Trial Balance, income statement, and Balance sheet. | |
Unit-7 |
Teaching Hours:5 |
Computerised Accounting
|
|
Level of Knowledge: Application
Introduction to the interface of Tally Prime, Creation of company, Creation of inventory groups and ledgers, voucher, types, and voucher entry, Creation of various accounting ledgers, Generating Trial Balance, income statement, and Balance sheet. | |
Unit-7 |
Teaching Hours:5 |
Computerised Accounting
|
|
Level of Knowledge: Application
Introduction to the interface of Tally Prime, Creation of company, Creation of inventory groups and ledgers, voucher, types, and voucher entry, Creation of various accounting ledgers, Generating Trial Balance, income statement, and Balance sheet. | |
Unit-7 |
Teaching Hours:5 |
Computerised Accounting
|
|
Level of Knowledge: Application
Introduction to the interface of Tally Prime, Creation of company, Creation of inventory groups and ledgers, voucher, types, and voucher entry, Creation of various accounting ledgers, Generating Trial Balance, income statement, and Balance sheet. | |
Unit-7 |
Teaching Hours:5 |
Computerised Accounting
|
|
Level of Knowledge: Application
Introduction to the interface of Tally Prime, Creation of company, Creation of inventory groups and ledgers, voucher, types, and voucher entry, Creation of various accounting ledgers, Generating Trial Balance, income statement, and Balance sheet. | |
Unit-7 |
Teaching Hours:5 |
Computerised Accounting
|
|
Level of Knowledge: Application
Introduction to the interface of Tally Prime, Creation of company, Creation of inventory groups and ledgers, voucher, types, and voucher entry, Creation of various accounting ledgers, Generating Trial Balance, income statement, and Balance sheet. | |
Unit-7 |
Teaching Hours:5 |
Computerised Accounting
|
|
Level of Knowledge: Application
Introduction to the interface of Tally Prime, Creation of company, Creation of inventory groups and ledgers, voucher, types, and voucher entry, Creation of various accounting ledgers, Generating Trial Balance, income statement, and Balance sheet. | |
Unit-7 |
Teaching Hours:5 |
Computerised Accounting
|
|
Level of Knowledge: Application
Introduction to the interface of Tally Prime, Creation of company, Creation of inventory groups and ledgers, voucher, types, and voucher entry, Creation of various accounting ledgers, Generating Trial Balance, income statement, and Balance sheet. | |
Text Books And Reference Books:
| |
Essential Reading / Recommended Reading
| |
Evaluation Pattern Internal Assessment - 70% CIA I & II - 20 Marks Mid Semester Examination - 50 Marks End Semester Examination - 30% Examination - 50 Marks | |
BFMA101-1 - FOUNDATIONS OF BUSINESS ANALYTICS (2024 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 provides the knowledge base for understanding the principles, concepts, tools and techniques of business analytics for effective decision making by creating insights from data. The objectives of the course are to equip learners in understanding data attributes, data visualization and deriving insights through both descriptive and predictive analytical tools/frameworks. The course also investigates the functional applications of analytics.
Course Objectives: ● To understand the requirements for data preparation ● To understand the various analytical tools available for decision making ● To gain exposure to various visualization tools ● To understand concepts and application of predictive modeling techniques ● To identify applications for analytics in various domains/industries |
|
Learning Outcome |
|
CO1: Prepare data for analysis CO2: Assess datasets and apply relevant analytical tools to derive insights CO3: Visualize data in an effective manner that facilitates decision-making. CO4: Build predictive models using relevant analytical tools CO5: Develop models/solutions for business problems associated with specific domains/industries. |
Unit-1 |
Teaching Hours:10 |
INTRODUCTION TO ANALYTICS
|
|
Data – information – intelligence – knowledge approach, What is analytics, types of analytics, organization and source of data, the importance of data quality, popular tools used for analytics, Role of Data Scientist in Business & Society, Analytics Methodology. | |
Unit-1 |
Teaching Hours:10 |
INTRODUCTION TO ANALYTICS
|
|
Data – information – intelligence – knowledge approach, What is analytics, types of analytics, organization and source of data, the importance of data quality, popular tools used for analytics, Role of Data Scientist in Business & Society, Analytics Methodology. | |
Unit-2 |
Teaching Hours:8 |
DATA PREPARATION (MS Excel)
|
|
Data types – data collection – structured/unstructured data sources – government & private data resources/repositories - data scraping – data scrubbing- removing duplicates, treating missing values, identification & treatment of outliers – data cleaning – identification of primary key & foreign key - file formats for various analytical tools. | |
Unit-2 |
Teaching Hours:8 |
DATA PREPARATION (MS Excel)
|
|
Data types – data collection – structured/unstructured data sources – government & private data resources/repositories - data scraping – data scrubbing- removing duplicates, treating missing values, identification & treatment of outliers – data cleaning – identification of primary key & foreign key - file formats for various analytical tools. | |
Unit-3 |
Teaching Hours:8 |
DESCRIPTIVE ANALYTICS (MS Excel)
|
|
Descriptive statistics, Measures of Central Tendency, Measures of Dispersion, Skewness, Kurtosis, Pivot tables, and Cross tabulation. | |
Unit-3 |
Teaching Hours:8 |
DESCRIPTIVE ANALYTICS (MS Excel)
|
|
Descriptive statistics, Measures of Central Tendency, Measures of Dispersion, Skewness, Kurtosis, Pivot tables, and Cross tabulation. | |
Unit-4 |
Teaching Hours:10 |
DATA VISUALIZATION (MS Excel)
|
|
Visualization tools, Tables, Charts, Advanced Data Visualization, Data Dashboards. | |
Unit-4 |
Teaching Hours:10 |
DATA VISUALIZATION (MS Excel)
|
|
Visualization tools, Tables, Charts, Advanced Data Visualization, Data Dashboards. | |
Unit-5 |
Teaching Hours:8 |
PREDICTIVE MODELING (MS Excel)
|
|
Simple linear regression model, assumptions, testing for normality, multicollinearity, Time Series Pattern, forecast, accuracy, moving averages, seasonality. | |
Unit-5 |
Teaching Hours:8 |
PREDICTIVE MODELING (MS Excel)
|
|
Simple linear regression model, assumptions, testing for normality, multicollinearity, Time Series Pattern, forecast, accuracy, moving averages, seasonality. | |
Unit-6 |
Teaching Hours:8 |
APPLICATIONS OF ANALYTICS
|
|
Marketing Analytics, Finance Analytics, HR Analytics, Operation Analytics, tools and case studies. | |
Unit-6 |
Teaching Hours:8 |
APPLICATIONS OF ANALYTICS
|
|
Marketing Analytics, Finance Analytics, HR Analytics, Operation Analytics, tools and case studies. | |
Unit-7 |
Teaching Hours:8 |
DECISION ANALYSIS (MS Excel)
|
|
Problem formulation - payoff tables, decision trees; Decision analysis without probabilities : optimistic approach, conservative approach and mini-max regret approach; Decision analysis with probabilities : expected value approach, risk analysis and sensitivity analysis; Decision analysis with sample information - expected value of sample information and expected value of perfect information. | |
Unit-7 |
Teaching Hours:8 |
DECISION ANALYSIS (MS Excel)
|
|
Problem formulation - payoff tables, decision trees; Decision analysis without probabilities : optimistic approach, conservative approach and mini-max regret approach; Decision analysis with probabilities : expected value approach, risk analysis and sensitivity analysis; Decision analysis with sample information - expected value of sample information and expected value of perfect information. | |
Text Books And Reference Books:
| |
Essential Reading / Recommended Reading
| |
Evaluation Pattern CIA 1 20 Marks CIA 2 Mid Semester Exam 25 Marks CIA 3 20 Marks End Semester Exam Practicals | |
BFMA161-1 - INTRODUCTION TO STATISTICAL ANALYSIS (2024 Batch) | |
Total Teaching Hours for Semester:30 |
No of Lecture Hours/Week:2 |
Max Marks:50 |
Credits:2 |
Course Objectives/Course Description |
|
Business Statistics helps us to make business decisions under uncertainties. Such decisions must be objective and unbiased and based on quantitative data. This necessitates an analysis of data as well as understanding of statistical tools and models. With the business entities keen on making data-driven decisions it is essential for individuals working in this environment to possess skills to use appropriate statistical tools and techniques in order to make decisions backed by data. |
|
Learning Outcome |
|
CO1: Demonstrate data handling skills with clarity. CO2: Outline the relevant concepts of Statistics to a given context/business scenario CO3: Organize a problem/business data and conduct statistical treatment. CO4: Evaluate data with appropriate statistical techniques. CO5: Explain the correlation and regression coefficients |
Unit-1 |
Teaching Hours:4 |
Introduction to Statistics
|
|
Importance and limitations of statistics. Meaning and difference between primary and secondary data, data collection methods. Methods of classifying data - quantitative, qualitative, geographical, chronological, Discrete and continuous frequency distribution. | |
Unit-1 |
Teaching Hours:4 |
Introduction to Statistics
|
|
Importance and limitations of statistics. Meaning and difference between primary and secondary data, data collection methods. Methods of classifying data - quantitative, qualitative, geographical, chronological, Discrete and continuous frequency distribution. | |
Unit-2 |
Teaching Hours:5 |
Measures of Central Tendency
|
|
Meaning, measures of Central Tendency- Arithmetic Mean, Weighted Arithmetic Mean, median, mode, geometric mean and harmonic mean (only theory) and partition values- quartiles, deciles, percentiles. | |
Unit-2 |
Teaching Hours:5 |
Measures of Central Tendency
|
|
Meaning, measures of Central Tendency- Arithmetic Mean, Weighted Arithmetic Mean, median, mode, geometric mean and harmonic mean (only theory) and partition values- quartiles, deciles, percentiles. | |
Unit-3 |
Teaching Hours:6 |
Measures of Dispersion and Skewness
|
|
Properties of dispersion - Range, Quartile Deviation, Mean Deviation from Mean and Median, Standard Deviation and coefficient of variation. Skewness-meaning, difference between dispersion and skewness, Karl Pearson’s measures of skewness (Calculations in Excel/SPSS). | |
Unit-3 |
Teaching Hours:6 |
Measures of Dispersion and Skewness
|
|
Properties of dispersion - Range, Quartile Deviation, Mean Deviation from Mean and Median, Standard Deviation and coefficient of variation. Skewness-meaning, difference between dispersion and skewness, Karl Pearson’s measures of skewness (Calculations in Excel/SPSS). | |
Unit-4 |
Teaching Hours:5 |
Correlation and Regression
|
|
Meaning, Definition and Use of Correlation, Scatter diagram, Types of correlation, Karl Pearson’s correlation coefficient, Spearman’s Rank correlation, Probable Error. Regression- Meaning and utility of Regression analysis, Comparison between Correlation and Regression, regression lines –X on Y, Yon X, Regression Equations and Regression Coefficients (Calculations in Excel/SPSS). | |
Unit-4 |
Teaching Hours:5 |
Correlation and Regression
|
|
Meaning, Definition and Use of Correlation, Scatter diagram, Types of correlation, Karl Pearson’s correlation coefficient, Spearman’s Rank correlation, Probable Error. Regression- Meaning and utility of Regression analysis, Comparison between Correlation and Regression, regression lines –X on Y, Yon X, Regression Equations and Regression Coefficients (Calculations in Excel/SPSS). | |
Unit-5 |
Teaching Hours:10 |
Sampling Distribution and Introduction to Inferential statistics
|
|
Introduction to testing of Hypothesis: Procedure for testing hypothesis - Setting of Hypothesis -Null and alternative hypotheses, Estimation, Computation of Test statistics, - Types of errors in hypothesis testing - Level of significance - Critical region and value - Decision making. Test of significance for Large and small sample tests, Z and t tests for mean and proportion, one-way ANOVA, Chi-square test for goodness of fit (Calculations in Excel/SPSS). | |
Unit-5 |
Teaching Hours:10 |
Sampling Distribution and Introduction to Inferential statistics
|
|
Introduction to testing of Hypothesis: Procedure for testing hypothesis - Setting of Hypothesis -Null and alternative hypotheses, Estimation, Computation of Test statistics, - Types of errors in hypothesis testing - Level of significance - Critical region and value - Decision making. Test of significance for Large and small sample tests, Z and t tests for mean and proportion, one-way ANOVA, Chi-square test for goodness of fit (Calculations in Excel/SPSS). | |
Text Books And Reference Books: Sharma J.K (2020) Business Statistics 5th edition Delhi: Vikas Publishing House | |
Essential Reading / Recommended Reading 1. Levin R. I.& Rubin D. S. (2014). Statistics for Management. Delhi: Pearson. 2. Pillai & Bagavathi (2016) Statistics, Theory and Practice, S Chand Publishing 3. SP Gupta (2017).Statistical Methods, Sultan Chand and Sons
4. SC Gupta (2018). Fundamentals of Statistics, Himalaya Publishing House | |
Evaluation Pattern Assignment / Submission | |
ENG181-1 - ENGLISH (2024 Batch) | |
Total Teaching Hours for Semester:30 |
No of Lecture Hours/Week:2 |
Max Marks:50 |
Credits:2 |
Course Objectives/Course Description |
|
· To help improve their communication skills for larger academic purposes and vocational purposes · To enable learners to learn the contextual use of words and the generic meaning · To enable learners to listen to audio content and infer contextual meaning · To enable learners to be able to speak for various purposes and occasions using context specific language and expressions · To enable learners to develop the ability to write for various purposes using suitable and precise language. |
|
Learning Outcome |
|
CO1: Understand how to engage with texts from various countries, historical, cultural specificities, and politics and develop the ability to reflect upon and comment on texts with various themes CO2: Develop an analytical and critical bent of mind to compare and analyze the various literature they read and discuss in class CO3: Develop the ability to communicate both orally and in writing for various purposes
|
Unit-1 |
Teaching Hours:7 |
1. The Happy Prince- Oscar Wilde 2. Sonnet 18- William Shakespeare
|
|
| |
Unit-1 |
Teaching Hours:7 |
Language
|
|
Common errors- subject-verb agreement, punctuation, tense errors Just a minute talk, cubing | |
Unit-1 |
Teaching Hours:7 |
1. The Happy Prince- Oscar Wilde 2. Sonnet 18- William Shakespeare
|
|
| |
Unit-1 |
Teaching Hours:7 |
Language
|
|
Common errors- subject-verb agreement, punctuation, tense errors Just a minute talk, cubing | |
Unit-1 |
Teaching Hours:7 |
1. The Happy Prince- Oscar Wilde 2. Sonnet 18- William Shakespeare
|
|
| |
Unit-1 |
Teaching Hours:7 |
Language
|
|
Common errors- subject-verb agreement, punctuation, tense errors Just a minute talk, cubing | |
Unit-1 |
Teaching Hours:7 |
1. The Happy Prince- Oscar Wilde 2. Sonnet 18- William Shakespeare
|
|
| |
Unit-1 |
Teaching Hours:7 |
Language
|
|
Common errors- subject-verb agreement, punctuation, tense errors Just a minute talk, cubing | |
Unit-1 |
Teaching Hours:7 |
1. The Happy Prince- Oscar Wilde 2. Sonnet 18- William Shakespeare
|
|
| |
Unit-1 |
Teaching Hours:7 |
Language
|
|
Common errors- subject-verb agreement, punctuation, tense errors Just a minute talk, cubing | |
Unit-1 |
Teaching Hours:7 |
1. The Happy Prince- Oscar Wilde 2. Sonnet 18- William Shakespeare
|
|
| |
Unit-1 |
Teaching Hours:7 |
Language
|
|
Common errors- subject-verb agreement, punctuation, tense errors Just a minute talk, cubing | |
Unit-1 |
Teaching Hours:7 |
1. The Happy Prince- Oscar Wilde 2. Sonnet 18- William Shakespeare
|
|
| |
Unit-1 |
Teaching Hours:7 |
Language
|
|
Common errors- subject-verb agreement, punctuation, tense errors Just a minute talk, cubing | |
Unit-1 |
Teaching Hours:7 |
1. The Happy Prince- Oscar Wilde 2. Sonnet 18- William Shakespeare
|
|
| |
Unit-1 |
Teaching Hours:7 |
Language
|
|
Common errors- subject-verb agreement, punctuation, tense errors Just a minute talk, cubing | |
Unit-1 |
Teaching Hours:7 |
1. The Happy Prince- Oscar Wilde 2. Sonnet 18- William Shakespeare
|
|
| |
Unit-1 |
Teaching Hours:7 |
Language
|
|
Common errors- subject-verb agreement, punctuation, tense errors Just a minute talk, cubing | |
Unit-1 |
Teaching Hours:7 |
1. The Happy Prince- Oscar Wilde 2. Sonnet 18- William Shakespeare
|
|
| |
Unit-1 |
Teaching Hours:7 |
Language
|
|
Common errors- subject-verb agreement, punctuation, tense errors Just a minute talk, cubing | |
Unit-1 |
Teaching Hours:7 |
1. The Happy Prince- Oscar Wilde 2. Sonnet 18- William Shakespeare
|
|
| |
Unit-1 |
Teaching Hours:7 |
Language
|
|
Common errors- subject-verb agreement, punctuation, tense errors Just a minute talk, cubing | |
Unit-1 |
Teaching Hours:7 |
1. The Happy Prince- Oscar Wilde 2. Sonnet 18- William Shakespeare
|
|
| |
Unit-1 |
Teaching Hours:7 |
Language
|
|
Common errors- subject-verb agreement, punctuation, tense errors Just a minute talk, cubing | |
Unit-1 |
Teaching Hours:7 |
1. The Happy Prince- Oscar Wilde 2. Sonnet 18- William Shakespeare
|
|
| |
Unit-1 |
Teaching Hours:7 |
Language
|
|
Common errors- subject-verb agreement, punctuation, tense errors Just a minute talk, cubing | |
Unit-1 |
Teaching Hours:7 |
1. The Happy Prince- Oscar Wilde 2. Sonnet 18- William Shakespeare
|
|
| |
Unit-1 |
Teaching Hours:7 |
Language
|
|
Common errors- subject-verb agreement, punctuation, tense errors Just a minute talk, cubing | |
Unit-1 |
Teaching Hours:7 |
1. The Happy Prince- Oscar Wilde 2. Sonnet 18- William Shakespeare
|
|
| |
Unit-1 |
Teaching Hours:7 |
Language
|
|
Common errors- subject-verb agreement, punctuation, tense errors Just a minute talk, cubing | |
Unit-1 |
Teaching Hours:7 |
1. The Happy Prince- Oscar Wilde 2. Sonnet 18- William Shakespeare
|
|
| |
Unit-1 |
Teaching Hours:7 |
Language
|
|
Common errors- subject-verb agreement, punctuation, tense errors Just a minute talk, cubing | |
Unit-1 |
Teaching Hours:7 |
1. The Happy Prince- Oscar Wilde 2. Sonnet 18- William Shakespeare
|
|
| |
Unit-1 |
Teaching Hours:7 |
Language
|
|
Common errors- subject-verb agreement, punctuation, tense errors Just a minute talk, cubing | |
Unit-1 |
Teaching Hours:7 |
1. The Happy Prince- Oscar Wilde 2. Sonnet 18- William Shakespeare
|
|
| |
Unit-1 |
Teaching Hours:7 |
Language
|
|
Common errors- subject-verb agreement, punctuation, tense errors Just a minute talk, cubing | |
Unit-1 |
Teaching Hours:7 |
1. The Happy Prince- Oscar Wilde 2. Sonnet 18- William Shakespeare
|
|
| |
Unit-1 |
Teaching Hours:7 |
Language
|
|
Common errors- subject-verb agreement, punctuation, tense errors Just a minute talk, cubing | |
Unit-1 |
Teaching Hours:7 |
1. The Happy Prince- Oscar Wilde 2. Sonnet 18- William Shakespeare
|
|
| |
Unit-1 |
Teaching Hours:7 |
Language
|
|
Common errors- subject-verb agreement, punctuation, tense errors Just a minute talk, cubing | |
Unit-1 |
Teaching Hours:7 |
1. The Happy Prince- Oscar Wilde 2. Sonnet 18- William Shakespeare
|
|
| |
Unit-1 |
Teaching Hours:7 |
Language
|
|
Common errors- subject-verb agreement, punctuation, tense errors Just a minute talk, cubing | |
Unit-1 |
Teaching Hours:7 |
1. The Happy Prince- Oscar Wilde 2. Sonnet 18- William Shakespeare
|
|
| |
Unit-1 |
Teaching Hours:7 |
Language
|
|
Common errors- subject-verb agreement, punctuation, tense errors Just a minute talk, cubing | |
Unit-1 |
Teaching Hours:7 |
1. The Happy Prince- Oscar Wilde 2. Sonnet 18- William Shakespeare
|
|
| |
Unit-1 |
Teaching Hours:7 |
Language
|
|
Common errors- subject-verb agreement, punctuation, tense errors Just a minute talk, cubing | |
Unit-1 |
Teaching Hours:7 |
1. The Happy Prince- Oscar Wilde 2. Sonnet 18- William Shakespeare
|
|
| |
Unit-1 |
Teaching Hours:7 |
Language
|
|
Common errors- subject-verb agreement, punctuation, tense errors Just a minute talk, cubing | |
Unit-1 |
Teaching Hours:7 |
1. The Happy Prince- Oscar Wilde 2. Sonnet 18- William Shakespeare
|
|
| |
Unit-1 |
Teaching Hours:7 |
Language
|
|
Common errors- subject-verb agreement, punctuation, tense errors Just a minute talk, cubing | |
Unit-1 |
Teaching Hours:7 |
1. The Happy Prince- Oscar Wilde 2. Sonnet 18- William Shakespeare
|
|
| |
Unit-1 |
Teaching Hours:7 |
Language
|
|
Common errors- subject-verb agreement, punctuation, tense errors Just a minute talk, cubing | |
Unit-1 |
Teaching Hours:7 |
1. The Happy Prince- Oscar Wilde 2. Sonnet 18- William Shakespeare
|
|
| |
Unit-1 |
Teaching Hours:7 |
Language
|
|
Common errors- subject-verb agreement, punctuation, tense errors Just a minute talk, cubing | |
Unit-1 |
Teaching Hours:7 |
1. The Happy Prince- Oscar Wilde 2. Sonnet 18- William Shakespeare
|
|
| |
Unit-1 |
Teaching Hours:7 |
Language
|
|
Common errors- subject-verb agreement, punctuation, tense errors Just a minute talk, cubing | |
Unit-1 |
Teaching Hours:7 |
1. The Happy Prince- Oscar Wilde 2. Sonnet 18- William Shakespeare
|
|
| |
Unit-1 |
Teaching Hours:7 |
Language
|
|
Common errors- subject-verb agreement, punctuation, tense errors Just a minute talk, cubing | |
Unit-1 |
Teaching Hours:7 |
1. The Happy Prince- Oscar Wilde 2. Sonnet 18- William Shakespeare
|
|
| |
Unit-1 |
Teaching Hours:7 |
Language
|
|
Common errors- subject-verb agreement, punctuation, tense errors Just a minute talk, cubing | |
Unit-1 |
Teaching Hours:7 |
1. The Happy Prince- Oscar Wilde 2. Sonnet 18- William Shakespeare
|
|
| |
Unit-1 |
Teaching Hours:7 |
Language
|
|
Common errors- subject-verb agreement, punctuation, tense errors Just a minute talk, cubing | |
Unit-1 |
Teaching Hours:7 |
1. The Happy Prince- Oscar Wilde 2. Sonnet 18- William Shakespeare
|
|
| |
Unit-1 |
Teaching Hours:7 |
Language
|
|
Common errors- subject-verb agreement, punctuation, tense errors Just a minute talk, cubing | |
Unit-1 |
Teaching Hours:7 |
1. The Happy Prince- Oscar Wilde 2. Sonnet 18- William Shakespeare
|
|
| |
Unit-1 |
Teaching Hours:7 |
Language
|
|
Common errors- subject-verb agreement, punctuation, tense errors Just a minute talk, cubing | |
Unit-1 |
Teaching Hours:7 |
1. The Happy Prince- Oscar Wilde 2. Sonnet 18- William Shakespeare
|
|
| |
Unit-1 |
Teaching Hours:7 |
Language
|
|
Common errors- subject-verb agreement, punctuation, tense errors Just a minute talk, cubing | |
Unit-1 |
Teaching Hours:7 |
1. The Happy Prince- Oscar Wilde 2. Sonnet 18- William Shakespeare
|
|
| |
Unit-1 |
Teaching Hours:7 |
Language
|
|
Common errors- subject-verb agreement, punctuation, tense errors Just a minute talk, cubing | |
Unit-1 |
Teaching Hours:7 |
1. The Happy Prince- Oscar Wilde 2. Sonnet 18- William Shakespeare
|
|
| |
Unit-1 |
Teaching Hours:7 |
Language
|
|
Common errors- subject-verb agreement, punctuation, tense errors Just a minute talk, cubing | |
Unit-1 |
Teaching Hours:7 |
1. The Happy Prince- Oscar Wilde 2. Sonnet 18- William Shakespeare
|
|
| |
Unit-1 |
Teaching Hours:7 |
Language
|
|
Common errors- subject-verb agreement, punctuation, tense errors Just a minute talk, cubing | |
Unit-1 |
Teaching Hours:7 |
1. The Happy Prince- Oscar Wilde 2. Sonnet 18- William Shakespeare
|
|
| |
Unit-1 |
Teaching Hours:7 |
Language
|
|
Common errors- subject-verb agreement, punctuation, tense errors Just a minute talk, cubing | |
Unit-1 |
Teaching Hours:7 |
1. The Happy Prince- Oscar Wilde 2. Sonnet 18- William Shakespeare
|
|
| |
Unit-1 |
Teaching Hours:7 |
Language
|
|
Common errors- subject-verb agreement, punctuation, tense errors Just a minute talk, cubing | |
Unit-1 |
Teaching Hours:7 |
1. The Happy Prince- Oscar Wilde 2. Sonnet 18- William Shakespeare
|
|
| |
Unit-1 |
Teaching Hours:7 |
Language
|
|
Common errors- subject-verb agreement, punctuation, tense errors Just a minute talk, cubing | |
Unit-1 |
Teaching Hours:7 |
1. The Happy Prince- Oscar Wilde 2. Sonnet 18- William Shakespeare
|
|
| |
Unit-1 |
Teaching Hours:7 |
Language
|
|
Common errors- subject-verb agreement, punctuation, tense errors Just a minute talk, cubing | |
Unit-1 |
Teaching Hours:7 |
1. The Happy Prince- Oscar Wilde 2. Sonnet 18- William Shakespeare
|
|
| |
Unit-1 |
Teaching Hours:7 |
Language
|
|
Common errors- subject-verb agreement, punctuation, tense errors Just a minute talk, cubing | |
Unit-1 |
Teaching Hours:7 |
1. The Happy Prince- Oscar Wilde 2. Sonnet 18- William Shakespeare
|
|
| |
Unit-1 |
Teaching Hours:7 |
Language
|
|
Common errors- subject-verb agreement, punctuation, tense errors Just a minute talk, cubing | |
Unit-1 |
Teaching Hours:7 |
1. The Happy Prince- Oscar Wilde 2. Sonnet 18- William Shakespeare
|
|
| |
Unit-1 |
Teaching Hours:7 |
Language
|
|
Common errors- subject-verb agreement, punctuation, tense errors Just a minute talk, cubing | |
Unit-1 |
Teaching Hours:7 |
1. The Happy Prince- Oscar Wilde 2. Sonnet 18- William Shakespeare
|
|
| |
Unit-1 |
Teaching Hours:7 |
Language
|
|
Common errors- subject-verb agreement, punctuation, tense errors Just a minute talk, cubing | |
Unit-1 |
Teaching Hours:7 |
1. The Happy Prince- Oscar Wilde 2. Sonnet 18- William Shakespeare
|
|
| |
Unit-1 |
Teaching Hours:7 |
Language
|
|
Common errors- subject-verb agreement, punctuation, tense errors Just a minute talk, cubing | |
Unit-1 |
Teaching Hours:7 |
1. The Happy Prince- Oscar Wilde 2. Sonnet 18- William Shakespeare
|
|
| |
Unit-1 |
Teaching Hours:7 |
Language
|
|
Common errors- subject-verb agreement, punctuation, tense errors Just a minute talk, cubing | |
Unit-1 |
Teaching Hours:7 |
1. The Happy Prince- Oscar Wilde 2. Sonnet 18- William Shakespeare
|
|
| |
Unit-1 |
Teaching Hours:7 |
Language
|
|
Common errors- subject-verb agreement, punctuation, tense errors Just a minute talk, cubing | |
Unit-1 |
Teaching Hours:7 |
1. The Happy Prince- Oscar Wilde 2. Sonnet 18- William Shakespeare
|
|
| |
Unit-1 |
Teaching Hours:7 |
Language
|
|
Common errors- subject-verb agreement, punctuation, tense errors Just a minute talk, cubing | |
Unit-1 |
Teaching Hours:7 |
1. The Happy Prince- Oscar Wilde 2. Sonnet 18- William Shakespeare
|
|
| |
Unit-1 |
Teaching Hours:7 |
Language
|
|
Common errors- subject-verb agreement, punctuation, tense errors Just a minute talk, cubing | |
Unit-1 |
Teaching Hours:7 |
1. The Happy Prince- Oscar Wilde 2. Sonnet 18- William Shakespeare
|
|
| |
Unit-1 |
Teaching Hours:7 |
Language
|
|
Common errors- subject-verb agreement, punctuation, tense errors Just a minute talk, cubing | |
Unit-1 |
Teaching Hours:7 |
1. The Happy Prince- Oscar Wilde 2. Sonnet 18- William Shakespeare
|
|
| |
Unit-1 |
Teaching Hours:7 |
Language
|
|
Common errors- subject-verb agreement, punctuation, tense errors Just a minute talk, cubing | |
Unit-1 |
Teaching Hours:7 |
1. The Happy Prince- Oscar Wilde 2. Sonnet 18- William Shakespeare
|
|
| |
Unit-1 |
Teaching Hours:7 |
Language
|
|
Common errors- subject-verb agreement, punctuation, tense errors Just a minute talk, cubing | |
Unit-1 |
Teaching Hours:7 |
1. The Happy Prince- Oscar Wilde 2. Sonnet 18- William Shakespeare
|
|
| |
Unit-1 |
Teaching Hours:7 |
Language
|
|
Common errors- subject-verb agreement, punctuation, tense errors Just a minute talk, cubing | |
Unit-1 |
Teaching Hours:7 |
1. The Happy Prince- Oscar Wilde 2. Sonnet 18- William Shakespeare
|
|
| |
Unit-1 |
Teaching Hours:7 |
Language
|
|
Common errors- subject-verb agreement, punctuation, tense errors Just a minute talk, cubing | |
Unit-1 |
Teaching Hours:7 |
1. The Happy Prince- Oscar Wilde 2. Sonnet 18- William Shakespeare
|
|
| |
Unit-1 |
Teaching Hours:7 |
Language
|
|
Common errors- subject-verb agreement, punctuation, tense errors Just a minute talk, cubing | |
Unit-1 |
Teaching Hours:7 |
1. The Happy Prince- Oscar Wilde 2. Sonnet 18- William Shakespeare
|
|
| |
Unit-1 |
Teaching Hours:7 |
Language
|
|
Common errors- subject-verb agreement, punctuation, tense errors Just a minute talk, cubing | |
Unit-1 |
Teaching Hours:7 |
1. The Happy Prince- Oscar Wilde 2. Sonnet 18- William Shakespeare
|
|
| |
Unit-1 |
Teaching Hours:7 |
Language
|
|
Common errors- subject-verb agreement, punctuation, tense errors Just a minute talk, cubing | |
Unit-1 |
Teaching Hours:7 |
1. The Happy Prince- Oscar Wilde 2. Sonnet 18- William Shakespeare
|
|
| |
Unit-1 |
Teaching Hours:7 |
Language
|
|
Common errors- subject-verb agreement, punctuation, tense errors Just a minute talk, cubing | |
Unit-1 |
Teaching Hours:7 |
1. The Happy Prince- Oscar Wilde 2. Sonnet 18- William Shakespeare
|
|
| |
Unit-1 |
Teaching Hours:7 |
Language
|
|
Common errors- subject-verb agreement, punctuation, tense errors Just a minute talk, cubing | |
Unit-1 |
Teaching Hours:7 |
1. The Happy Prince- Oscar Wilde 2. Sonnet 18- William Shakespeare
|
|
| |
Unit-1 |
Teaching Hours:7 |
Language
|
|
Common errors- subject-verb agreement, punctuation, tense errors Just a minute talk, cubing | |
Unit-2 |
Teaching Hours:6 |
language
|
|
Sentence fragments, dangling modifiers, faulty parallelism, | |
Unit-2 |
Teaching Hours:6 |
1. Why We Travel-Pico Iyer
|
|
Why We Travel-Pico Iyer | |
Unit-2 |
Teaching Hours:6 |
language
|
|
Sentence fragments, dangling modifiers, faulty parallelism, | |
Unit-2 |
Teaching Hours:6 |
1. Why We Travel-Pico Iyer
|
|
Why We Travel-Pico Iyer | |
Unit-2 |
Teaching Hours:6 |
language
|
|
Sentence fragments, dangling modifiers, faulty parallelism, | |
Unit-2 |
Teaching Hours:6 |
1. Why We Travel-Pico Iyer
|
|
Why We Travel-Pico Iyer | |
Unit-2 |
Teaching Hours:6 |
language
|
|
Sentence fragments, dangling modifiers, faulty parallelism, | |
Unit-2 |
Teaching Hours:6 |
1. Why We Travel-Pico Iyer
|
|
Why We Travel-Pico Iyer | |
Unit-2 |
Teaching Hours:6 |
language
|
|
Sentence fragments, dangling modifiers, faulty parallelism, | |
Unit-2 |
Teaching Hours:6 |
1. Why We Travel-Pico Iyer
|
|
Why We Travel-Pico Iyer | |
Unit-2 |
Teaching Hours:6 |
language
|
|
Sentence fragments, dangling modifiers, faulty parallelism, | |
Unit-2 |
Teaching Hours:6 |
1. Why We Travel-Pico Iyer
|
|
Why We Travel-Pico Iyer | |
Unit-2 |
Teaching Hours:6 |
language
|
|
Sentence fragments, dangling modifiers, faulty parallelism, | |
Unit-2 |
Teaching Hours:6 |
1. Why We Travel-Pico Iyer
|
|
Why We Travel-Pico Iyer | |
Unit-2 |
Teaching Hours:6 |
language
|
|
Sentence fragments, dangling modifiers, faulty parallelism, | |
Unit-2 |
Teaching Hours:6 |
1. Why We Travel-Pico Iyer
|
|
Why We Travel-Pico Iyer | |
Unit-2 |
Teaching Hours:6 |
language
|
|
Sentence fragments, dangling modifiers, faulty parallelism, | |
Unit-2 |
Teaching Hours:6 |
1. Why We Travel-Pico Iyer
|
|
Why We Travel-Pico Iyer | |
Unit-2 |
Teaching Hours:6 |
language
|
|
Sentence fragments, dangling modifiers, faulty parallelism, | |
Unit-2 |
Teaching Hours:6 |
1. Why We Travel-Pico Iyer
|
|
Why We Travel-Pico Iyer | |
Unit-2 |
Teaching Hours:6 |
language
|
|
Sentence fragments, dangling modifiers, faulty parallelism, | |
Unit-2 |
Teaching Hours:6 |
1. Why We Travel-Pico Iyer
|
|
Why We Travel-Pico Iyer | |
Unit-2 |
Teaching Hours:6 |
language
|
|
Sentence fragments, dangling modifiers, faulty parallelism, | |
Unit-2 |
Teaching Hours:6 |
1. Why We Travel-Pico Iyer
|
|
Why We Travel-Pico Iyer | |
Unit-2 |
Teaching Hours:6 |
language
|
|
Sentence fragments, dangling modifiers, faulty parallelism, | |
Unit-2 |
Teaching Hours:6 |
1. Why We Travel-Pico Iyer
|
|
Why We Travel-Pico Iyer | |
Unit-2 |
Teaching Hours:6 |
language
|
|
Sentence fragments, dangling modifiers, faulty parallelism, | |
Unit-2 |
Teaching Hours:6 |
1. Why We Travel-Pico Iyer
|
|
Why We Travel-Pico Iyer | |
Unit-2 |
Teaching Hours:6 |
language
|
|
Sentence fragments, dangling modifiers, faulty parallelism, | |
Unit-2 |
Teaching Hours:6 |
1. Why We Travel-Pico Iyer
|
|
Why We Travel-Pico Iyer | |
Unit-2 |
Teaching Hours:6 |
language
|
|
Sentence fragments, dangling modifiers, faulty parallelism, | |
Unit-2 |
Teaching Hours:6 |
1. Why We Travel-Pico Iyer
|
|
Why We Travel-Pico Iyer | |
Unit-2 |
Teaching Hours:6 |
language
|
|
Sentence fragments, dangling modifiers, faulty parallelism, | |
Unit-2 |
Teaching Hours:6 |
1. Why We Travel-Pico Iyer
|
|
Why We Travel-Pico Iyer | |
Unit-2 |
Teaching Hours:6 |
language
|
|
Sentence fragments, dangling modifiers, faulty parallelism, | |
Unit-2 |
Teaching Hours:6 |
1. Why We Travel-Pico Iyer
|
|
Why We Travel-Pico Iyer | |
Unit-2 |
Teaching Hours:6 |
language
|
|
Sentence fragments, dangling modifiers, faulty parallelism, | |
Unit-2 |
Teaching Hours:6 |
1. Why We Travel-Pico Iyer
|
|
Why We Travel-Pico Iyer | |
Unit-2 |
Teaching Hours:6 |
language
|
|
Sentence fragments, dangling modifiers, faulty parallelism, | |
Unit-2 |
Teaching Hours:6 |
1. Why We Travel-Pico Iyer
|
|
Why We Travel-Pico Iyer | |
Unit-2 |
Teaching Hours:6 |
language
|
|
Sentence fragments, dangling modifiers, faulty parallelism, | |
Unit-2 |
Teaching Hours:6 |
1. Why We Travel-Pico Iyer
|
|
Why We Travel-Pico Iyer | |
Unit-2 |
Teaching Hours:6 |
language
|
|
Sentence fragments, dangling modifiers, faulty parallelism, | |
Unit-2 |
Teaching Hours:6 |
1. Why We Travel-Pico Iyer
|
|
Why We Travel-Pico Iyer | |
Unit-2 |
Teaching Hours:6 |
language
|
|
Sentence fragments, dangling modifiers, faulty parallelism, | |
Unit-2 |
Teaching Hours:6 |
1. Why We Travel-Pico Iyer
|
|
Why We Travel-Pico Iyer | |
Unit-2 |
Teaching Hours:6 |
language
|
|
Sentence fragments, dangling modifiers, faulty parallelism, | |
Unit-2 |
Teaching Hours:6 |
1. Why We Travel-Pico Iyer
|
|
Why We Travel-Pico Iyer | |
Unit-2 |
Teaching Hours:6 |
language
|
|
Sentence fragments, dangling modifiers, faulty parallelism, | |
Unit-2 |
Teaching Hours:6 |
1. Why We Travel-Pico Iyer
|
|
Why We Travel-Pico Iyer | |
Unit-2 |
Teaching Hours:6 |
language
|
|
Sentence fragments, dangling modifiers, faulty parallelism, | |
Unit-2 |
Teaching Hours:6 |
1. Why We Travel-Pico Iyer
|
|
Why We Travel-Pico Iyer | |
Unit-2 |
Teaching Hours:6 |
language
|
|
Sentence fragments, dangling modifiers, faulty parallelism, | |
Unit-2 |
Teaching Hours:6 |
1. Why We Travel-Pico Iyer
|
|
Why We Travel-Pico Iyer | |
Unit-2 |
Teaching Hours:6 |
language
|
|
Sentence fragments, dangling modifiers, faulty parallelism, | |
Unit-2 |
Teaching Hours:6 |
1. Why We Travel-Pico Iyer
|
|
Why We Travel-Pico Iyer | |
Unit-2 |
Teaching Hours:6 |
language
|
|
Sentence fragments, dangling modifiers, faulty parallelism, | |
Unit-2 |
Teaching Hours:6 |
1. Why We Travel-Pico Iyer
|
|
Why We Travel-Pico Iyer | |
Unit-2 |
Teaching Hours:6 |
language
|
|
Sentence fragments, dangling modifiers, faulty parallelism, | |
Unit-2 |
Teaching Hours:6 |
1. Why We Travel-Pico Iyer
|
|
Why We Travel-Pico Iyer | |
Unit-2 |
Teaching Hours:6 |
language
|
|
Sentence fragments, dangling modifiers, faulty parallelism, | |
Unit-2 |
Teaching Hours:6 |
1. Why We Travel-Pico Iyer
|
|
Why We Travel-Pico Iyer | |
Unit-2 |
Teaching Hours:6 |
language
|
|
Sentence fragments, dangling modifiers, faulty parallelism, | |
Unit-2 |
Teaching Hours:6 |
1. Why We Travel-Pico Iyer
|
|
Why We Travel-Pico Iyer | |
Unit-2 |
Teaching Hours:6 |
language
|
|
Sentence fragments, dangling modifiers, faulty parallelism, | |
Unit-2 |
Teaching Hours:6 |
1. Why We Travel-Pico Iyer
|
|
Why We Travel-Pico Iyer | |
Unit-2 |
Teaching Hours:6 |
language
|
|
Sentence fragments, dangling modifiers, faulty parallelism, | |
Unit-2 |
Teaching Hours:6 |
1. Why We Travel-Pico Iyer
|
|
Why We Travel-Pico Iyer | |
Unit-2 |
Teaching Hours:6 |
language
|
|
Sentence fragments, dangling modifiers, faulty parallelism, | |
Unit-2 |
Teaching Hours:6 |
1. Why We Travel-Pico Iyer
|
|
Why We Travel-Pico Iyer | |
Unit-2 |
Teaching Hours:6 |
language
|
|
Sentence fragments, dangling modifiers, faulty parallelism, | |
Unit-2 |
Teaching Hours:6 |
1. Why We Travel-Pico Iyer
|
|
Why We Travel-Pico Iyer | |
Unit-2 |
Teaching Hours:6 |
language
|
|
Sentence fragments, dangling modifiers, faulty parallelism, | |
Unit-2 |
Teaching Hours:6 |
1. Why We Travel-Pico Iyer
|
|
Why We Travel-Pico Iyer | |
Unit-2 |
Teaching Hours:6 |
language
|
|
Sentence fragments, dangling modifiers, faulty parallelism, | |
Unit-2 |
Teaching Hours:6 |
1. Why We Travel-Pico Iyer
|
|
Why We Travel-Pico Iyer | |
Unit-2 |
Teaching Hours:6 |
language
|
|
Sentence fragments, dangling modifiers, faulty parallelism, | |
Unit-2 |
Teaching Hours:6 |
1. Why We Travel-Pico Iyer
|
|
Why We Travel-Pico Iyer | |
Unit-2 |
Teaching Hours:6 |
language
|
|
Sentence fragments, dangling modifiers, faulty parallelism, | |
Unit-2 |
Teaching Hours:6 |
1. Why We Travel-Pico Iyer
|
|
Why We Travel-Pico Iyer | |
Unit-2 |
Teaching Hours:6 |
language
|
|
Sentence fragments, dangling modifiers, faulty parallelism, | |
Unit-2 |
Teaching Hours:6 |
1. Why We Travel-Pico Iyer
|
|
Why We Travel-Pico Iyer | |
Unit-2 |
Teaching Hours:6 |
language
|
|
Sentence fragments, dangling modifiers, faulty parallelism, | |
Unit-2 |
Teaching Hours:6 |
1. Why We Travel-Pico Iyer
|
|
Why We Travel-Pico Iyer | |
Unit-2 |
Teaching Hours:6 |
language
|
|
Sentence fragments, dangling modifiers, faulty parallelism, | |
Unit-2 |
Teaching Hours:6 |
1. Why We Travel-Pico Iyer
|
|
Why We Travel-Pico Iyer | |
Unit-2 |
Teaching Hours:6 |
language
|
|
Sentence fragments, dangling modifiers, faulty parallelism, | |
Unit-2 |
Teaching Hours:6 |
1. Why We Travel-Pico Iyer
|
|
Why We Travel-Pico Iyer | |
Unit-2 |
Teaching Hours:6 |
language
|
|
Sentence fragments, dangling modifiers, faulty parallelism, | |
Unit-2 |
Teaching Hours:6 |
1. Why We Travel-Pico Iyer
|
|
Why We Travel-Pico Iyer | |
Unit-2 |
Teaching Hours:6 |
language
|
|
Sentence fragments, dangling modifiers, faulty parallelism, | |
Unit-2 |
Teaching Hours:6 |
1. Why We Travel-Pico Iyer
|
|
Why We Travel-Pico Iyer | |
Unit-2 |
Teaching Hours:6 |
language
|
|
Sentence fragments, dangling modifiers, faulty parallelism, | |
Unit-2 |
Teaching Hours:6 |
1. Why We Travel-Pico Iyer
|
|
Why We Travel-Pico Iyer | |
Unit-2 |
Teaching Hours:6 |
language
|
|
Sentence fragments, dangling modifiers, faulty parallelism, | |
Unit-2 |
Teaching Hours:6 |
1. Why We Travel-Pico Iyer
|
|
Why We Travel-Pico Iyer | |
Unit-2 |
Teaching Hours:6 |
language
|
|
Sentence fragments, dangling modifiers, faulty parallelism, | |
Unit-2 |
Teaching Hours:6 |
1. Why We Travel-Pico Iyer
|
|
Why We Travel-Pico Iyer | |
Unit-2 |
Teaching Hours:6 |
language
|
|
Sentence fragments, dangling modifiers, faulty parallelism, | |
Unit-2 |
Teaching Hours:6 |
1. Why We Travel-Pico Iyer
|
|
Why We Travel-Pico Iyer | |
Unit-2 |
Teaching Hours:6 |
language
|
|
Sentence fragments, dangling modifiers, faulty parallelism, | |
Unit-2 |
Teaching Hours:6 |
1. Why We Travel-Pico Iyer
|
|
Why We Travel-Pico Iyer | |
Unit-2 |
Teaching Hours:6 |
language
|
|
Sentence fragments, dangling modifiers, faulty parallelism, | |
Unit-2 |
Teaching Hours:6 |
1. Why We Travel-Pico Iyer
|
|
Why We Travel-Pico Iyer | |
Unit-2 |
Teaching Hours:6 |
language
|
|
Sentence fragments, dangling modifiers, faulty parallelism, | |
Unit-2 |
Teaching Hours:6 |
1. Why We Travel-Pico Iyer
|
|
Why We Travel-Pico Iyer | |
Unit-2 |
Teaching Hours:6 |
language
|
|
Sentence fragments, dangling modifiers, faulty parallelism, | |
Unit-2 |
Teaching Hours:6 |
1. Why We Travel-Pico Iyer
|
|
Why We Travel-Pico Iyer | |
Unit-2 |
Teaching Hours:6 |
language
|
|
Sentence fragments, dangling modifiers, faulty parallelism, | |
Unit-2 |
Teaching Hours:6 |
1. Why We Travel-Pico Iyer
|
|
Why We Travel-Pico Iyer | |
Unit-2 |
Teaching Hours:6 |
language
|
|
Sentence fragments, dangling modifiers, faulty parallelism, | |
Unit-2 |
Teaching Hours:6 |
1. Why We Travel-Pico Iyer
|
|
Why We Travel-Pico Iyer | |
Unit-2 |
Teaching Hours:6 |
language
|
|
Sentence fragments, dangling modifiers, faulty parallelism, | |
Unit-2 |
Teaching Hours:6 |
1. Why We Travel-Pico Iyer
|
|
Why We Travel-Pico Iyer | |
Unit-2 |
Teaching Hours:6 |
language
|
|
Sentence fragments, dangling modifiers, faulty parallelism, | |
Unit-2 |
Teaching Hours:6 |
1. Why We Travel-Pico Iyer
|
|
Why We Travel-Pico Iyer | |
Unit-2 |
Teaching Hours:6 |
language
|
|
Sentence fragments, dangling modifiers, faulty parallelism, | |
Unit-2 |
Teaching Hours:6 |
1. Why We Travel-Pico Iyer
|
|
Why We Travel-Pico Iyer | |
Unit-2 |
Teaching Hours:6 |
language
|
|
Sentence fragments, dangling modifiers, faulty parallelism, | |
Unit-2 |
Teaching Hours:6 |
1. Why We Travel-Pico Iyer
|
|
Why We Travel-Pico Iyer | |
Unit-2 |
Teaching Hours:6 |
language
|
|
Sentence fragments, dangling modifiers, faulty parallelism, | |
Unit-2 |
Teaching Hours:6 |
1. Why We Travel-Pico Iyer
|
|
Why We Travel-Pico Iyer | |
Unit-3 |
Teaching Hours:4 |
language
|
|
Note taking | |
Unit-3 |
Teaching Hours:4 |
1. Thinking Like a Mountain By Aldo Leopold
|
|
Thinking Like a Mountain By Aldo Leopold | |
Unit-3 |
Teaching Hours:4 |
language
|
|
Note taking | |
Unit-3 |
Teaching Hours:4 |
1. Thinking Like a Mountain By Aldo Leopold
|
|
Thinking Like a Mountain By Aldo Leopold | |
Unit-3 |
Teaching Hours:4 |
language
|
|
Note taking | |
Unit-3 |
Teaching Hours:4 |
1. Thinking Like a Mountain By Aldo Leopold
|
|
Thinking Like a Mountain By Aldo Leopold | |
Unit-3 |
Teaching Hours:4 |
language
|
|
Note taking | |
Unit-3 |
Teaching Hours:4 |
1. Thinking Like a Mountain By Aldo Leopold
|
|
Thinking Like a Mountain By Aldo Leopold | |
Unit-3 |
Teaching Hours:4 |
language
|
|
Note taking | |
Unit-3 |
Teaching Hours:4 |
1. Thinking Like a Mountain By Aldo Leopold
|
|
Thinking Like a Mountain By Aldo Leopold | |
Unit-3 |
Teaching Hours:4 |
language
|
|
Note taking | |
Unit-3 |
Teaching Hours:4 |
1. Thinking Like a Mountain By Aldo Leopold
|
|
Thinking Like a Mountain By Aldo Leopold | |
Unit-3 |
Teaching Hours:4 |
language
|
|
Note taking | |
Unit-3 |
Teaching Hours:4 |
1. Thinking Like a Mountain By Aldo Leopold
|
|
Thinking Like a Mountain By Aldo Leopold | |
Unit-3 |
Teaching Hours:4 |
language
|
|
Note taking | |
Unit-3 |
Teaching Hours:4 |
1. Thinking Like a Mountain By Aldo Leopold
|
|
Thinking Like a Mountain By Aldo Leopold | |
Unit-3 |
Teaching Hours:4 |
language
|
|
Note taking | |
Unit-3 |
Teaching Hours:4 |
1. Thinking Like a Mountain By Aldo Leopold
|
|
Thinking Like a Mountain By Aldo Leopold | |
Unit-3 |
Teaching Hours:4 |
language
|
|
Note taking | |
Unit-3 |
Teaching Hours:4 |
1. Thinking Like a Mountain By Aldo Leopold
|
|
Thinking Like a Mountain By Aldo Leopold | |
Unit-3 |
Teaching Hours:4 |
language
|
|
Note taking | |
Unit-3 |
Teaching Hours:4 |
1. Thinking Like a Mountain By Aldo Leopold
|
|
Thinking Like a Mountain By Aldo Leopold | |
Unit-3 |
Teaching Hours:4 |
language
|
|
Note taking | |
Unit-3 |
Teaching Hours:4 |
1. Thinking Like a Mountain By Aldo Leopold
|
|
Thinking Like a Mountain By Aldo Leopold | |
Unit-3 |
Teaching Hours:4 |
language
|
|
Note taking | |
Unit-3 |
Teaching Hours:4 |
1. Thinking Like a Mountain By Aldo Leopold
|
|
Thinking Like a Mountain By Aldo Leopold | |
Unit-3 |
Teaching Hours:4 |
language
|
|
Note taking | |
Unit-3 |
Teaching Hours:4 |
1. Thinking Like a Mountain By Aldo Leopold
|
|
Thinking Like a Mountain By Aldo Leopold | |
Unit-3 |
Teaching Hours:4 |
language
|
|
Note taking | |
Unit-3 |
Teaching Hours:4 |
1. Thinking Like a Mountain By Aldo Leopold
|
|
Thinking Like a Mountain By Aldo Leopold | |
Unit-3 |
Teaching Hours:4 |
language
|
|
Note taking | |
Unit-3 |
Teaching Hours:4 |
1. Thinking Like a Mountain By Aldo Leopold
|
|
Thinking Like a Mountain By Aldo Leopold | |
Unit-3 |
Teaching Hours:4 |
language
|
|
Note taking | |
Unit-3 |
Teaching Hours:4 |
1. Thinking Like a Mountain By Aldo Leopold
|
|
Thinking Like a Mountain By Aldo Leopold | |
Unit-3 |
Teaching Hours:4 |
language
|
|
Note taking | |
Unit-3 |
Teaching Hours:4 |
1. Thinking Like a Mountain By Aldo Leopold
|
|
Thinking Like a Mountain By Aldo Leopold | |
Unit-3 |
Teaching Hours:4 |
language
|
|
Note taking | |
Unit-3 |
Teaching Hours:4 |
1. Thinking Like a Mountain By Aldo Leopold
|
|
Thinking Like a Mountain By Aldo Leopold | |
Unit-3 |
Teaching Hours:4 |
language
|
|
Note taking | |
Unit-3 |
Teaching Hours:4 |
1. Thinking Like a Mountain By Aldo Leopold
|
|
Thinking Like a Mountain By Aldo Leopold | |
Unit-3 |
Teaching Hours:4 |
language
|
|
Note taking | |
Unit-3 |
Teaching Hours:4 |
1. Thinking Like a Mountain By Aldo Leopold
|
|
Thinking Like a Mountain By Aldo Leopold | |
Unit-3 |
Teaching Hours:4 |
language
|
|
Note taking | |
Unit-3 |
Teaching Hours:4 |
1. Thinking Like a Mountain By Aldo Leopold
|
|
Thinking Like a Mountain By Aldo Leopold | |
Unit-3 |
Teaching Hours:4 |
language
|
|
Note taking | |
Unit-3 |
Teaching Hours:4 |
1. Thinking Like a Mountain By Aldo Leopold
|
|
Thinking Like a Mountain By Aldo Leopold | |
Unit-3 |
Teaching Hours:4 |
language
|
|
Note taking | |
Unit-3 |
Teaching Hours:4 |
1. Thinking Like a Mountain By Aldo Leopold
|
|
Thinking Like a Mountain By Aldo Leopold | |
Unit-3 |
Teaching Hours:4 |
language
|
|
Note taking | |
Unit-3 |
Teaching Hours:4 |
1. Thinking Like a Mountain By Aldo Leopold
|
|
Thinking Like a Mountain By Aldo Leopold | |
Unit-3 |
Teaching Hours:4 |
language
|
|
Note taking | |
Unit-3 |
Teaching Hours:4 |
1. Thinking Like a Mountain By Aldo Leopold
|
|
Thinking Like a Mountain By Aldo Leopold | |
Unit-3 |
Teaching Hours:4 |
language
|
|
Note taking | |
Unit-3 |
Teaching Hours:4 |
1. Thinking Like a Mountain By Aldo Leopold
|
|
Thinking Like a Mountain By Aldo Leopold | |
Unit-3 |
Teaching Hours:4 |
language
|
|
Note taking | |
Unit-3 |
Teaching Hours:4 |
1. Thinking Like a Mountain By Aldo Leopold
|
|
Thinking Like a Mountain By Aldo Leopold | |
Unit-3 |
Teaching Hours:4 |
language
|
|
Note taking | |
Unit-3 |
Teaching Hours:4 |
1. Thinking Like a Mountain By Aldo Leopold
|
|
Thinking Like a Mountain By Aldo Leopold | |
Unit-3 |
Teaching Hours:4 |
language
|
|
Note taking | |
Unit-3 |
Teaching Hours:4 |
1. Thinking Like a Mountain By Aldo Leopold
|
|
Thinking Like a Mountain By Aldo Leopold | |
Unit-3 |
Teaching Hours:4 |
language
|
|
Note taking | |
Unit-3 |
Teaching Hours:4 |
1. Thinking Like a Mountain By Aldo Leopold
|
|
Thinking Like a Mountain By Aldo Leopold | |
Unit-3 |
Teaching Hours:4 |
language
|
|
Note taking | |
Unit-3 |
Teaching Hours:4 |
1. Thinking Like a Mountain By Aldo Leopold
|
|
Thinking Like a Mountain By Aldo Leopold | |
Unit-3 |
Teaching Hours:4 |
language
|
|
Note taking | |
Unit-3 |
Teaching Hours:4 |
1. Thinking Like a Mountain By Aldo Leopold
|
|
Thinking Like a Mountain By Aldo Leopold | |
Unit-3 |
Teaching Hours:4 |
language
|
|
Note taking | |
Unit-3 |
Teaching Hours:4 |
1. Thinking Like a Mountain By Aldo Leopold
|
|
Thinking Like a Mountain By Aldo Leopold | |
Unit-3 |
Teaching Hours:4 |
language
|
|
Note taking | |
Unit-3 |
Teaching Hours:4 |
1. Thinking Like a Mountain By Aldo Leopold
|
|
Thinking Like a Mountain By Aldo Leopold | |
Unit-3 |
Teaching Hours:4 |
language
|
|
Note taking | |
Unit-3 |
Teaching Hours:4 |
1. Thinking Like a Mountain By Aldo Leopold
|
|
Thinking Like a Mountain By Aldo Leopold | |
Unit-3 |
Teaching Hours:4 |
language
|
|
Note taking | |
Unit-3 |
Teaching Hours:4 |
1. Thinking Like a Mountain By Aldo Leopold
|
|
Thinking Like a Mountain By Aldo Leopold | |
Unit-3 |
Teaching Hours:4 |
language
|
|
Note taking | |
Unit-3 |
Teaching Hours:4 |
1. Thinking Like a Mountain By Aldo Leopold
|
|
Thinking Like a Mountain By Aldo Leopold | |
Unit-3 |
Teaching Hours:4 |
language
|
|
Note taking | |
Unit-3 |
Teaching Hours:4 |
1. Thinking Like a Mountain By Aldo Leopold
|
|
Thinking Like a Mountain By Aldo Leopold | |
Unit-3 |
Teaching Hours:4 |
language
|
|
Note taking | |
Unit-3 |
Teaching Hours:4 |
1. Thinking Like a Mountain By Aldo Leopold
|
|
Thinking Like a Mountain By Aldo Leopold | |
Unit-3 |
Teaching Hours:4 |
language
|
|
Note taking | |
Unit-3 |
Teaching Hours:4 |
1. Thinking Like a Mountain By Aldo Leopold
|
|
Thinking Like a Mountain By Aldo Leopold | |
Unit-3 |
Teaching Hours:4 |
language
|
|
Note taking | |
Unit-3 |
Teaching Hours:4 |
1. Thinking Like a Mountain By Aldo Leopold
|
|
Thinking Like a Mountain By Aldo Leopold | |
Unit-3 |
Teaching Hours:4 |
language
|
|
Note taking | |
Unit-3 |
Teaching Hours:4 |
1. Thinking Like a Mountain By Aldo Leopold
|
|
Thinking Like a Mountain By Aldo Leopold | |
Unit-3 |
Teaching Hours:4 |
language
|
|
Note taking | |
Unit-3 |
Teaching Hours:4 |
1. Thinking Like a Mountain By Aldo Leopold
|
|
Thinking Like a Mountain By Aldo Leopold | |
Unit-3 |
Teaching Hours:4 |
language
|
|
Note taking | |
Unit-3 |
Teaching Hours:4 |
1. Thinking Like a Mountain By Aldo Leopold
|
|
Thinking Like a Mountain By Aldo Leopold | |
Unit-3 |
Teaching Hours:4 |
language
|
|
Note taking | |
Unit-3 |
Teaching Hours:4 |
1. Thinking Like a Mountain By Aldo Leopold
|
|
Thinking Like a Mountain By Aldo Leopold | |
Unit-3 |
Teaching Hours:4 |
language
|
|
Note taking | |
Unit-3 |
Teaching Hours:4 |
1. Thinking Like a Mountain By Aldo Leopold
|
|
Thinking Like a Mountain By Aldo Leopold | |
Unit-3 |
Teaching Hours:4 |
language
|
|
Note taking | |
Unit-3 |
Teaching Hours:4 |
1. Thinking Like a Mountain By Aldo Leopold
|
|
Thinking Like a Mountain By Aldo Leopold | |
Unit-3 |
Teaching Hours:4 |
language
|
|
Note taking | |
Unit-3 |
Teaching Hours:4 |
1. Thinking Like a Mountain By Aldo Leopold
|
|
Thinking Like a Mountain By Aldo Leopold | |
Unit-3 |
Teaching Hours:4 |
language
|
|
Note taking | |
Unit-3 |
Teaching Hours:4 |
1. Thinking Like a Mountain By Aldo Leopold
|
|
Thinking Like a Mountain By Aldo Leopold | |
Unit-3 |
Teaching Hours:4 |
language
|
|
Note taking | |
Unit-3 |
Teaching Hours:4 |
1. Thinking Like a Mountain By Aldo Leopold
|
|
Thinking Like a Mountain By Aldo Leopold | |
Unit-3 |
Teaching Hours:4 |
language
|
|
Note taking | |
Unit-3 |
Teaching Hours:4 |
1. Thinking Like a Mountain By Aldo Leopold
|
|
Thinking Like a Mountain By Aldo Leopold | |
Unit-3 |
Teaching Hours:4 |
language
|
|
Note taking | |
Unit-3 |
Teaching Hours:4 |
1. Thinking Like a Mountain By Aldo Leopold
|
|
Thinking Like a Mountain By Aldo Leopold | |
Unit-3 |
Teaching Hours:4 |
language
|
|
Note taking | |
Unit-3 |
Teaching Hours:4 |
1. Thinking Like a Mountain By Aldo Leopold
|
|
Thinking Like a Mountain By Aldo Leopold | |
Unit-3 |
Teaching Hours:4 |
language
|
|
Note taking | |
Unit-3 |
Teaching Hours:4 |
1. Thinking Like a Mountain By Aldo Leopold
|
|
Thinking Like a Mountain By Aldo Leopold | |
Unit-3 |
Teaching Hours:4 |
language
|
|
Note taking | |
Unit-3 |
Teaching Hours:4 |
1. Thinking Like a Mountain By Aldo Leopold
|
|
Thinking Like a Mountain By Aldo Leopold | |
Unit-3 |
Teaching Hours:4 |
language
|
|
Note taking | |
Unit-3 |
Teaching Hours:4 |
1. Thinking Like a Mountain By Aldo Leopold
|
|
Thinking Like a Mountain By Aldo Leopold | |
Unit-3 |
Teaching Hours:4 |
language
|
|
Note taking | |
Unit-3 |
Teaching Hours:4 |
1. Thinking Like a Mountain By Aldo Leopold
|
|
Thinking Like a Mountain By Aldo Leopold | |
Unit-3 |
Teaching Hours:4 |
language
|
|
Note taking | |
Unit-3 |
Teaching Hours:4 |
1. Thinking Like a Mountain By Aldo Leopold
|
|
Thinking Like a Mountain By Aldo Leopold | |
Unit-3 |
Teaching Hours:4 |
language
|
|
Note taking | |
Unit-3 |
Teaching Hours:4 |
1. Thinking Like a Mountain By Aldo Leopold
|
|
Thinking Like a Mountain By Aldo Leopold | |
Unit-3 |
Teaching Hours:4 |
language
|
|
Note taking | |
Unit-3 |
Teaching Hours:4 |
1. Thinking Like a Mountain By Aldo Leopold
|
|
Thinking Like a Mountain By Aldo Leopold | |
Unit-4 |
Teaching Hours:5 |
Language
|
|
Newspaper report | |
Unit-4 |
Teaching Hours:5 |
Aarushi-Hemraj Murder Article
|
|
Aarushi-Hemraj Murder Article | |
Unit-4 |
Teaching Hours:5 |
Language
|
|
Newspaper report | |
Unit-4 |
Teaching Hours:5 |
Aarushi-Hemraj Murder Article
|
|
Aarushi-Hemraj Murder Article | |
Unit-4 |
Teaching Hours:5 |
Language
|
|
Newspaper report | |
Unit-4 |
Teaching Hours:5 |
Aarushi-Hemraj Murder Article
|
|
Aarushi-Hemraj Murder Article | |
Unit-4 |
Teaching Hours:5 |
Language
|
|
Newspaper report | |
Unit-4 |
Teaching Hours:5 |
Aarushi-Hemraj Murder Article
|
|
Aarushi-Hemraj Murder Article | |
Unit-4 |
Teaching Hours:5 |
Language
|
|
Newspaper report | |
Unit-4 |
Teaching Hours:5 |
Aarushi-Hemraj Murder Article
|
|
Aarushi-Hemraj Murder Article | |
Unit-4 |
Teaching Hours:5 |
Language
|
|
Newspaper report | |
Unit-4 |
Teaching Hours:5 |
Aarushi-Hemraj Murder Article
|
|
Aarushi-Hemraj Murder Article | |
Unit-4 |
Teaching Hours:5 |
Language
|
|
Newspaper report | |
Unit-4 |
Teaching Hours:5 |
Aarushi-Hemraj Murder Article
|
|
Aarushi-Hemraj Murder Article | |
Unit-4 |
Teaching Hours:5 |
Language
|
|
Newspaper report | |
Unit-4 |
Teaching Hours:5 |
Aarushi-Hemraj Murder Article
|
|
Aarushi-Hemraj Murder Article | |
Unit-4 |
Teaching Hours:5 |
Language
|
|
Newspaper report | |
Unit-4 |
Teaching Hours:5 |
Aarushi-Hemraj Murder Article
|
|
Aarushi-Hemraj Murder Article | |
Unit-4 |
Teaching Hours:5 |
Language
|
|
Newspaper report | |
Unit-4 |
Teaching Hours:5 |
Aarushi-Hemraj Murder Article
|
|
Aarushi-Hemraj Murder Article | |
Unit-4 |
Teaching Hours:5 |
Language
|
|
Newspaper report | |
Unit-4 |
Teaching Hours:5 |
Aarushi-Hemraj Murder Article
|
|
Aarushi-Hemraj Murder Article | |
Unit-4 |
Teaching Hours:5 |
Language
|
|
Newspaper report | |
Unit-4 |
Teaching Hours:5 |
Aarushi-Hemraj Murder Article
|
|
Aarushi-Hemraj Murder Article | |
Unit-4 |
Teaching Hours:5 |
Language
|
|
Newspaper report | |
Unit-4 |
Teaching Hours:5 |
Aarushi-Hemraj Murder Article
|
|
Aarushi-Hemraj Murder Article | |
Unit-4 |
Teaching Hours:5 |
Language
|
|
Newspaper report | |
Unit-4 |
Teaching Hours:5 |
Aarushi-Hemraj Murder Article
|
|
Aarushi-Hemraj Murder Article | |
Unit-4 |
Teaching Hours:5 |
Language
|
|
Newspaper report | |
Unit-4 |
Teaching Hours:5 |
Aarushi-Hemraj Murder Article
|
|
Aarushi-Hemraj Murder Article | |
Unit-4 |
Teaching Hours:5 |
Language
|
|
Newspaper report | |
Unit-4 |
Teaching Hours:5 |
Aarushi-Hemraj Murder Article
|
|
Aarushi-Hemraj Murder Article | |
Unit-4 |
Teaching Hours:5 |
Language
|
|
Newspaper report | |
Unit-4 |
Teaching Hours:5 |
Aarushi-Hemraj Murder Article
|
|
Aarushi-Hemraj Murder Article | |
Unit-4 |
Teaching Hours:5 |
Language
|
|
Newspaper report | |
Unit-4 |
Teaching Hours:5 |
Aarushi-Hemraj Murder Article
|
|
Aarushi-Hemraj Murder Article | |
Unit-4 |
Teaching Hours:5 |
Language
|
|
Newspaper report | |
Unit-4 |
Teaching Hours:5 |
Aarushi-Hemraj Murder Article
|
|
Aarushi-Hemraj Murder Article | |
Unit-4 |
Teaching Hours:5 |
Language
|
|
Newspaper report | |
Unit-4 |
Teaching Hours:5 |
Aarushi-Hemraj Murder Article
|
|
Aarushi-Hemraj Murder Article | |
Unit-4 |
Teaching Hours:5 |
Language
|
|
Newspaper report | |
Unit-4 |
Teaching Hours:5 |
Aarushi-Hemraj Murder Article
|
|
Aarushi-Hemraj Murder Article | |
Unit-4 |
Teaching Hours:5 |
Language
|
|
Newspaper report | |
Unit-4 |
Teaching Hours:5 |
Aarushi-Hemraj Murder Article
|
|
Aarushi-Hemraj Murder Article | |
Unit-4 |
Teaching Hours:5 |
Language
|
|
Newspaper report | |
Unit-4 |
Teaching Hours:5 |
Aarushi-Hemraj Murder Article
|
|
Aarushi-Hemraj Murder Article | |
Unit-4 |
Teaching Hours:5 |
Language
|
|
Newspaper report | |
Unit-4 |
Teaching Hours:5 |
Aarushi-Hemraj Murder Article
|
|
Aarushi-Hemraj Murder Article | |
Unit-4 |
Teaching Hours:5 |
Language
|
|
Newspaper report | |
Unit-4 |
Teaching Hours:5 |
Aarushi-Hemraj Murder Article
|
|
Aarushi-Hemraj Murder Article | |
Unit-4 |
Teaching Hours:5 |
Language
|
|
Newspaper report | |
Unit-4 |
Teaching Hours:5 |
Aarushi-Hemraj Murder Article
|
|
Aarushi-Hemraj Murder Article | |
Unit-4 |
Teaching Hours:5 |
Language
|
|
Newspaper report | |
Unit-4 |
Teaching Hours:5 |
Aarushi-Hemraj Murder Article
|
|
Aarushi-Hemraj Murder Article | |
Unit-4 |
Teaching Hours:5 |
Language
|
|
Newspaper report | |
Unit-4 |
Teaching Hours:5 |
Aarushi-Hemraj Murder Article
|
|
Aarushi-Hemraj Murder Article | |
Unit-4 |
Teaching Hours:5 |
Language
|
|
Newspaper report | |
Unit-4 |
Teaching Hours:5 |
Aarushi-Hemraj Murder Article
|
|
Aarushi-Hemraj Murder Article | |
Unit-4 |
Teaching Hours:5 |
Language
|
|
Newspaper report | |
Unit-4 |
Teaching Hours:5 |
Aarushi-Hemraj Murder Article
|
|
Aarushi-Hemraj Murder Article | |
Unit-4 |
Teaching Hours:5 |
Language
|
|
Newspaper report | |
Unit-4 |
Teaching Hours:5 |
Aarushi-Hemraj Murder Article
|
|
Aarushi-Hemraj Murder Article | |
Unit-4 |
Teaching Hours:5 |
Language
|
|
Newspaper report | |
Unit-4 |
Teaching Hours:5 |
Aarushi-Hemraj Murder Article
|
|
Aarushi-Hemraj Murder Article | |
Unit-4 |
Teaching Hours:5 |
Language
|
|
Newspaper report | |
Unit-4 |
Teaching Hours:5 |
Aarushi-Hemraj Murder Article
|
|
Aarushi-Hemraj Murder Article | |
Unit-4 |
Teaching Hours:5 |
Language
|
|
Newspaper report | |
Unit-4 |
Teaching Hours:5 |
Aarushi-Hemraj Murder Article
|
|
Aarushi-Hemraj Murder Article | |
Unit-4 |
Teaching Hours:5 |
Language
|
|
Newspaper report | |
Unit-4 |
Teaching Hours:5 |
Aarushi-Hemraj Murder Article
|
|
Aarushi-Hemraj Murder Article | |
Unit-4 |
Teaching Hours:5 |
Language
|
|
Newspaper report | |
Unit-4 |
Teaching Hours:5 |
Aarushi-Hemraj Murder Article
|
|
Aarushi-Hemraj Murder Article | |
Unit-4 |
Teaching Hours:5 |
Language
|
|
Newspaper report | |
Unit-4 |
Teaching Hours:5 |
Aarushi-Hemraj Murder Article
|
|
Aarushi-Hemraj Murder Article | |
Unit-4 |
Teaching Hours:5 |
Language
|
|
Newspaper report | |
Unit-4 |
Teaching Hours:5 |
Aarushi-Hemraj Murder Article
|
|
Aarushi-Hemraj Murder Article | |
Unit-4 |
Teaching Hours:5 |
Language
|
|
Newspaper report | |
Unit-4 |
Teaching Hours:5 |
Aarushi-Hemraj Murder Article
|
|
Aarushi-Hemraj Murder Article | |
Unit-4 |
Teaching Hours:5 |
Language
|
|
Newspaper report | |
Unit-4 |
Teaching Hours:5 |
Aarushi-Hemraj Murder Article
|
|
Aarushi-Hemraj Murder Article | |
Unit-4 |
Teaching Hours:5 |
Language
|
|
Newspaper report | |
Unit-4 |
Teaching Hours:5 |
Aarushi-Hemraj Murder Article
|
|
Aarushi-Hemraj Murder Article | |
Unit-4 |
Teaching Hours:5 |
Language
|
|
Newspaper report | |
Unit-4 |
Teaching Hours:5 |
Aarushi-Hemraj Murder Article
|
|
Aarushi-Hemraj Murder Article | |
Unit-4 |
Teaching Hours:5 |
Language
|
|
Newspaper report | |
Unit-4 |
Teaching Hours:5 |
Aarushi-Hemraj Murder Article
|
|
Aarushi-Hemraj Murder Article | |
Unit-4 |
Teaching Hours:5 |
Language
|
|
Newspaper report | |
Unit-4 |
Teaching Hours:5 |
Aarushi-Hemraj Murder Article
|
|
Aarushi-Hemraj Murder Article | |
Unit-4 |
Teaching Hours:5 |
Language
|
|
Newspaper report | |
Unit-4 |
Teaching Hours:5 |
Aarushi-Hemraj Murder Article
|
|
Aarushi-Hemraj Murder Article | |
Unit-4 |
Teaching Hours:5 |
Language
|
|
Newspaper report | |
Unit-4 |
Teaching Hours:5 |
Aarushi-Hemraj Murder Article
|
|
Aarushi-Hemraj Murder Article | |
Unit-4 |
Teaching Hours:5 |
Language
|
|
Newspaper report | |
Unit-4 |
Teaching Hours:5 |
Aarushi-Hemraj Murder Article
|
|
Aarushi-Hemraj Murder Article | |
Unit-4 |
Teaching Hours:5 |
Language
|
|
Newspaper report | |
Unit-4 |
Teaching Hours:5 |
Aarushi-Hemraj Murder Article
|
|
Aarushi-Hemraj Murder Article | |
Unit-4 |
Teaching Hours:5 |
Language
|
|
Newspaper report | |
Unit-4 |
Teaching Hours:5 |
Aarushi-Hemraj Murder Article
|
|
Aarushi-Hemraj Murder Article | |
Unit-4 |
Teaching Hours:5 |
Language
|
|
Newspaper report | |
Unit-4 |
Teaching Hours:5 |
Aarushi-Hemraj Murder Article
|
|
Aarushi-Hemraj Murder Article | |
Unit-4 |
Teaching Hours:5 |
Language
|
|
Newspaper report | |
Unit-4 |
Teaching Hours:5 |
Aarushi-Hemraj Murder Article
|
|
Aarushi-Hemraj Murder Article | |
Unit-4 |
Teaching Hours:5 |
Language
|
|
Newspaper report | |
Unit-4 |
Teaching Hours:5 |
Aarushi-Hemraj Murder Article
|
|
Aarushi-Hemraj Murder Article | |
Unit-4 |
Teaching Hours:5 |
Language
|
|
Newspaper report | |
Unit-4 |
Teaching Hours:5 |
Aarushi-Hemraj Murder Article
|
|
Aarushi-Hemraj Murder Article | |
Unit-4 |
Teaching Hours:5 |
Language
|
|
Newspaper report | |
Unit-4 |
Teaching Hours:5 |
Aarushi-Hemraj Murder Article
|
|
Aarushi-Hemraj Murder Article | |
Unit-4 |
Teaching Hours:5 |
Language
|
|
Newspaper report | |
Unit-4 |
Teaching Hours:5 |
Aarushi-Hemraj Murder Article
|
|
Aarushi-Hemraj Murder Article | |
Unit-4 |
Teaching Hours:5 |
Language
|
|
Newspaper report | |
Unit-4 |
Teaching Hours:5 |
Aarushi-Hemraj Murder Article
|
|
Aarushi-Hemraj Murder Article | |
Unit-4 |
Teaching Hours:5 |
Language
|
|
Newspaper report | |
Unit-4 |
Teaching Hours:5 |
Aarushi-Hemraj Murder Article
|
|
Aarushi-Hemraj Murder Article | |
Unit-4 |
Teaching Hours:5 |
Language
|
|
Newspaper report | |
Unit-4 |
Teaching Hours:5 |
Aarushi-Hemraj Murder Article
|
|
Aarushi-Hemraj Murder Article | |
Unit-4 |
Teaching Hours:5 |
Language
|
|
Newspaper report | |
Unit-4 |
Teaching Hours:5 |
Aarushi-Hemraj Murder Article
|
|
Aarushi-Hemraj Murder Article | |
Unit-4 |
Teaching Hours:5 |
Language
|
|
Newspaper report | |
Unit-4 |
Teaching Hours:5 |
Aarushi-Hemraj Murder Article
|
|
Aarushi-Hemraj Murder Article | |
Unit-4 |
Teaching Hours:5 |
Language
|
|
Newspaper report | |
Unit-4 |
Teaching Hours:5 |
Aarushi-Hemraj Murder Article
|
|
Aarushi-Hemraj Murder Article | |
Unit-5 |
Teaching Hours:4 |
1. My Story- Nicole DeFreece
|
|
My Story- Nicole DeFreece
| |
Unit-5 |
Teaching Hours:4 |
Language
|
|
Essay writing | |
Unit-5 |
Teaching Hours:4 |
1. My Story- Nicole DeFreece
|
|
My Story- Nicole DeFreece
| |
Unit-5 |
Teaching Hours:4 |
Language
|
|
Essay writing | |
Unit-5 |
Teaching Hours:4 |
1. My Story- Nicole DeFreece
|
|
My Story- Nicole DeFreece
| |
Unit-5 |
Teaching Hours:4 |
Language
|
|
Essay writing | |
Unit-5 |
Teaching Hours:4 |
1. My Story- Nicole DeFreece
|
|
My Story- Nicole DeFreece
| |
Unit-5 |
Teaching Hours:4 |
Language
|
|
Essay writing | |
Unit-5 |
Teaching Hours:4 |
1. My Story- Nicole DeFreece
|
|
My Story- Nicole DeFreece
| |
Unit-5 |
Teaching Hours:4 |
Language
|
|
Essay writing | |
Unit-5 |
Teaching Hours:4 |
1. My Story- Nicole DeFreece
|
|
My Story- Nicole DeFreece
| |
Unit-5 |
Teaching Hours:4 |
Language
|
|
Essay writing | |
Unit-5 |
Teaching Hours:4 |
1. My Story- Nicole DeFreece
|
|
My Story- Nicole DeFreece
| |
Unit-5 |
Teaching Hours:4 |
Language
|
|
Essay writing | |
Unit-5 |
Teaching Hours:4 |
1. My Story- Nicole DeFreece
|
|
My Story- Nicole DeFreece
| |
Unit-5 |
Teaching Hours:4 |
Language
|
|
Essay writing | |
Unit-5 |
Teaching Hours:4 |
1. My Story- Nicole DeFreece
|
|
My Story- Nicole DeFreece
| |
Unit-5 |
Teaching Hours:4 |
Language
|
|
Essay writing | |
Unit-5 |
Teaching Hours:4 |
1. My Story- Nicole DeFreece
|
|
My Story- Nicole DeFreece
| |
Unit-5 |
Teaching Hours:4 |
Language
|
|
Essay writing | |
Unit-5 |
Teaching Hours:4 |
1. My Story- Nicole DeFreece
|
|
My Story- Nicole DeFreece
| |
Unit-5 |
Teaching Hours:4 |
Language
|
|
Essay writing | |
Unit-5 |
Teaching Hours:4 |
1. My Story- Nicole DeFreece
|
|
My Story- Nicole DeFreece
| |
Unit-5 |
Teaching Hours:4 |
Language
|
|
Essay writing | |
Unit-5 |
Teaching Hours:4 |
1. My Story- Nicole DeFreece
|
|
My Story- Nicole DeFreece
| |
Unit-5 |
Teaching Hours:4 |
Language
|
|
Essay writing | |
Unit-5 |
Teaching Hours:4 |
1. My Story- Nicole DeFreece
|
|
My Story- Nicole DeFreece
| |
Unit-5 |
Teaching Hours:4 |
Language
|
|
Essay writing | |
Unit-5 |
Teaching Hours:4 |
1. My Story- Nicole DeFreece
|
|
My Story- Nicole DeFreece
| |
Unit-5 |
Teaching Hours:4 |
Language
|
|
Essay writing | |
Unit-5 |
Teaching Hours:4 |
1. My Story- Nicole DeFreece
|
|
My Story- Nicole DeFreece
| |
Unit-5 |
Teaching Hours:4 |
Language
|
|
Essay writing | |
Unit-5 |
Teaching Hours:4 |
1. My Story- Nicole DeFreece
|
|
My Story- Nicole DeFreece
| |
Unit-5 |
Teaching Hours:4 |
Language
|
|
Essay writing | |
Unit-5 |
Teaching Hours:4 |
1. My Story- Nicole DeFreece
|
|
My Story- Nicole DeFreece
| |
Unit-5 |
Teaching Hours:4 |
Language
|
|
Essay writing | |
Unit-5 |
Teaching Hours:4 |
1. My Story- Nicole DeFreece
|
|
My Story- Nicole DeFreece
| |
Unit-5 |
Teaching Hours:4 |
Language
|
|
Essay writing | |
Unit-5 |
Teaching Hours:4 |
1. My Story- Nicole DeFreece
|
|
My Story- Nicole DeFreece
| |
Unit-5 |
Teaching Hours:4 |
Language
|
|
Essay writing | |
Unit-5 |
Teaching Hours:4 |
1. My Story- Nicole DeFreece
|
|
My Story- Nicole DeFreece
| |
Unit-5 |
Teaching Hours:4 |
Language
|
|
Essay writing | |
Unit-5 |
Teaching Hours:4 |
1. My Story- Nicole DeFreece
|
|
My Story- Nicole DeFreece
| |
Unit-5 |
Teaching Hours:4 |
Language
|
|
Essay writing | |
Unit-5 |
Teaching Hours:4 |
1. My Story- Nicole DeFreece
|
|
My Story- Nicole DeFreece
| |
Unit-5 |
Teaching Hours:4 |
Language
|
|
Essay writing | |
Unit-5 |
Teaching Hours:4 |
1. My Story- Nicole DeFreece
|
|
My Story- Nicole DeFreece
| |
Unit-5 |
Teaching Hours:4 |
Language
|
|
Essay writing | |
Unit-5 |
Teaching Hours:4 |
1. My Story- Nicole DeFreece
|
|
My Story- Nicole DeFreece
| |
Unit-5 |
Teaching Hours:4 |
Language
|
|
Essay writing | |
Unit-5 |
Teaching Hours:4 |
1. My Story- Nicole DeFreece
|
|
My Story- Nicole DeFreece
| |
Unit-5 |
Teaching Hours:4 |
Language
|
|
Essay writing | |
Unit-5 |
Teaching Hours:4 |
1. My Story- Nicole DeFreece
|
|
My Story- Nicole DeFreece
| |
Unit-5 |
Teaching Hours:4 |
Language
|
|
Essay writing | |
Unit-5 |
Teaching Hours:4 |
1. My Story- Nicole DeFreece
|
|
My Story- Nicole DeFreece
| |
Unit-5 |
Teaching Hours:4 |
Language
|
|
Essay writing | |
Unit-5 |
Teaching Hours:4 |
1. My Story- Nicole DeFreece
|
|
My Story- Nicole DeFreece
| |
Unit-5 |
Teaching Hours:4 |
Language
|
|
Essay writing | |
Unit-5 |
Teaching Hours:4 |
1. My Story- Nicole DeFreece
|
|
My Story- Nicole DeFreece
| |
Unit-5 |
Teaching Hours:4 |
Language
|
|
Essay writing | |
Unit-5 |
Teaching Hours:4 |
1. My Story- Nicole DeFreece
|
|
My Story- Nicole DeFreece
| |
Unit-5 |
Teaching Hours:4 |
Language
|
|
Essay writing | |
Unit-5 |
Teaching Hours:4 |
1. My Story- Nicole DeFreece
|
|
My Story- Nicole DeFreece
| |
Unit-5 |
Teaching Hours:4 |
Language
|
|
Essay writing | |
Unit-5 |
Teaching Hours:4 |
1. My Story- Nicole DeFreece
|
|
My Story- Nicole DeFreece
| |
Unit-5 |
Teaching Hours:4 |
Language
|
|
Essay writing | |
Unit-5 |
Teaching Hours:4 |
1. My Story- Nicole DeFreece
|
|
My Story- Nicole DeFreece
| |
Unit-5 |
Teaching Hours:4 |
Language
|
|
Essay writing | |
Unit-5 |
Teaching Hours:4 |
1. My Story- Nicole DeFreece
|
|
My Story- Nicole DeFreece
| |
Unit-5 |
Teaching Hours:4 |
Language
|
|
Essay writing | |
Unit-5 |
Teaching Hours:4 |
1. My Story- Nicole DeFreece
|
|
My Story- Nicole DeFreece
| |
Unit-5 |
Teaching Hours:4 |
Language
|
|
Essay writing | |
Unit-5 |
Teaching Hours:4 |
1. My Story- Nicole DeFreece
|
|
My Story- Nicole DeFreece
| |
Unit-5 |
Teaching Hours:4 |
Language
|
|
Essay writing | |
Unit-5 |
Teaching Hours:4 |
1. My Story- Nicole DeFreece
|
|
My Story- Nicole DeFreece
| |
Unit-5 |
Teaching Hours:4 |
Language
|
|
Essay writing | |
Unit-5 |
Teaching Hours:4 |
1. My Story- Nicole DeFreece
|
|
My Story- Nicole DeFreece
| |
Unit-5 |
Teaching Hours:4 |
Language
|
|
Essay writing | |
Unit-5 |
Teaching Hours:4 |
1. My Story- Nicole DeFreece
|
|
My Story- Nicole DeFreece
| |
Unit-5 |
Teaching Hours:4 |
Language
|
|
Essay writing | |
Unit-5 |
Teaching Hours:4 |
1. My Story- Nicole DeFreece
|
|
My Story- Nicole DeFreece
| |
Unit-5 |
Teaching Hours:4 |
Language
|
|
Essay writing | |
Unit-5 |
Teaching Hours:4 |
1. My Story- Nicole DeFreece
|
|
My Story- Nicole DeFreece
| |
Unit-5 |
Teaching Hours:4 |
Language
|
|
Essay writing | |
Unit-5 |
Teaching Hours:4 |
1. My Story- Nicole DeFreece
|
|
My Story- Nicole DeFreece
| |
Unit-5 |
Teaching Hours:4 |
Language
|
|
Essay writing | |
Unit-5 |
Teaching Hours:4 |
1. My Story- Nicole DeFreece
|
|
My Story- Nicole DeFreece
| |
Unit-5 |
Teaching Hours:4 |
Language
|
|
Essay writing | |
Unit-5 |
Teaching Hours:4 |
1. My Story- Nicole DeFreece
|
|
My Story- Nicole DeFreece
| |
Unit-5 |
Teaching Hours:4 |
Language
|
|
Essay writing | |
Unit-5 |
Teaching Hours:4 |
1. My Story- Nicole DeFreece
|
|
My Story- Nicole DeFreece
| |
Unit-5 |
Teaching Hours:4 |
Language
|
|
Essay writing | |
Unit-5 |
Teaching Hours:4 |
1. My Story- Nicole DeFreece
|
|
My Story- Nicole DeFreece
| |
Unit-5 |
Teaching Hours:4 |
Language
|
|
Essay writing | |
Unit-5 |
Teaching Hours:4 |
1. My Story- Nicole DeFreece
|
|
My Story- Nicole DeFreece
| |
Unit-5 |
Teaching Hours:4 |
Language
|
|
Essay writing | |
Unit-5 |
Teaching Hours:4 |
1. My Story- Nicole DeFreece
|
|
My Story- Nicole DeFreece
| |
Unit-5 |
Teaching Hours:4 |
Language
|
|
Essay writing | |
Unit-5 |
Teaching Hours:4 |
1. My Story- Nicole DeFreece
|
|
My Story- Nicole DeFreece
| |
Unit-5 |
Teaching Hours:4 |
Language
|
|
Essay writing | |
Unit-5 |
Teaching Hours:4 |
1. My Story- Nicole DeFreece
|
|
My Story- Nicole DeFreece
| |
Unit-5 |
Teaching Hours:4 |
Language
|
|
Essay writing | |
Unit-5 |
Teaching Hours:4 |
1. My Story- Nicole DeFreece
|
|
My Story- Nicole DeFreece
| |
Unit-5 |
Teaching Hours:4 |
Language
|
|
Essay writing | |
Unit-5 |
Teaching Hours:4 |
1. My Story- Nicole DeFreece
|
|
My Story- Nicole DeFreece
| |
Unit-5 |
Teaching Hours:4 |
Language
|
|
Essay writing | |
Unit-5 |
Teaching Hours:4 |
1. My Story- Nicole DeFreece
|
|
My Story- Nicole DeFreece
| |
Unit-5 |
Teaching Hours:4 |
Language
|
|
Essay writing | |
Unit-5 |
Teaching Hours:4 |
1. My Story- Nicole DeFreece
|
|
My Story- Nicole DeFreece
| |
Unit-5 |
Teaching Hours:4 |
Language
|
|
Essay writing | |
Unit-5 |
Teaching Hours:4 |
1. My Story- Nicole DeFreece
|
|
My Story- Nicole DeFreece
| |
Unit-5 |
Teaching Hours:4 |
Language
|
|
Essay writing | |
Unit-5 |
Teaching Hours:4 |
1. My Story- Nicole DeFreece
|
|
My Story- Nicole DeFreece
| |
Unit-5 |
Teaching Hours:4 |
Language
|
|
Essay writing | |
Unit-5 |
Teaching Hours:4 |
1. My Story- Nicole DeFreece
|
|
My Story- Nicole DeFreece
| |
Unit-5 |
Teaching Hours:4 |
Language
|
|
Essay writing | |
Unit-5 |
Teaching Hours:4 |
1. My Story- Nicole DeFreece
|
|
My Story- Nicole DeFreece
| |
Unit-5 |
Teaching Hours:4 |
Language
|
|
Essay writing | |
Unit-5 |
Teaching Hours:4 |
1. My Story- Nicole DeFreece
|
|
My Story- Nicole DeFreece
| |
Unit-5 |
Teaching Hours:4 |
Language
|
|
Essay writing | |
Unit-5 |
Teaching Hours:4 |
1. My Story- Nicole DeFreece
|
|
My Story- Nicole DeFreece
| |
Unit-5 |
Teaching Hours:4 |
Language
|
|
Essay writing | |
Unit-6 |
Teaching Hours:4 |
Language
|
|
Paraphrasing and interpretation skills | |
Unit-6 |
Teaching Hours:4 |
Casey at the Bat- Ernest Lawrence Thayer
|
|
| |
Unit-6 |
Teaching Hours:4 |
Language
|
|
Paraphrasing and interpretation skills | |
Unit-6 |
Teaching Hours:4 |
Casey at the Bat- Ernest Lawrence Thayer
|
|
| |
Unit-6 |
Teaching Hours:4 |
Language
|
|
Paraphrasing and interpretation skills | |
Unit-6 |
Teaching Hours:4 |
Casey at the Bat- Ernest Lawrence Thayer
|
|
| |
Unit-6 |
Teaching Hours:4 |
Language
|
|
Paraphrasing and interpretation skills | |
Unit-6 |
Teaching Hours:4 |
Casey at the Bat- Ernest Lawrence Thayer
|
|
| |
Unit-6 |
Teaching Hours:4 |
Language
|
|
Paraphrasing and interpretation skills | |
Unit-6 |
Teaching Hours:4 |
Casey at the Bat- Ernest Lawrence Thayer
|
|
| |
Unit-6 |
Teaching Hours:4 |
Language
|
|
Paraphrasing and interpretation skills | |
Unit-6 |
Teaching Hours:4 |
Casey at the Bat- Ernest Lawrence Thayer
|
|
| |
Unit-6 |
Teaching Hours:4 |
Language
|
|
Paraphrasing and interpretation skills | |
Unit-6 |
Teaching Hours:4 |
Casey at the Bat- Ernest Lawrence Thayer
|
|
| |
Unit-6 |
Teaching Hours:4 |
Language
|
|
Paraphrasing and interpretation skills | |
Unit-6 |
Teaching Hours:4 |
Casey at the Bat- Ernest Lawrence Thayer
|
|
| |
Unit-6 |
Teaching Hours:4 |
Language
|
|
Paraphrasing and interpretation skills | |
Unit-6 |
Teaching Hours:4 |
Casey at the Bat- Ernest Lawrence Thayer
|
|
| |
Unit-6 |
Teaching Hours:4 |
Language
|
|
Paraphrasing and interpretation skills | |
Unit-6 |
Teaching Hours:4 |
Casey at the Bat- Ernest Lawrence Thayer
|
|
| |
Unit-6 |
Teaching Hours:4 |
Language
|
|
Paraphrasing and interpretation skills | |
Unit-6 |
Teaching Hours:4 |
Casey at the Bat- Ernest Lawrence Thayer
|
|
| |
Unit-6 |
Teaching Hours:4 |
Language
|
|
Paraphrasing and interpretation skills | |
Unit-6 |
Teaching Hours:4 |
Casey at the Bat- Ernest Lawrence Thayer
|
|
| |
Unit-6 |
Teaching Hours:4 |
Language
|
|
Paraphrasing and interpretation skills | |
Unit-6 |
Teaching Hours:4 |
Casey at the Bat- Ernest Lawrence Thayer
|
|
| |
Unit-6 |
Teaching Hours:4 |
Language
|
|
Paraphrasing and interpretation skills | |
Unit-6 |
Teaching Hours:4 |
Casey at the Bat- Ernest Lawrence Thayer
|
|
| |
Unit-6 |
Teaching Hours:4 |
Language
|
|
Paraphrasing and interpretation skills | |
Unit-6 |
Teaching Hours:4 |
Casey at the Bat- Ernest Lawrence Thayer
|
|
| |
Unit-6 |
Teaching Hours:4 |
Language
|
|
Paraphrasing and interpretation skills | |
Unit-6 |
Teaching Hours:4 |
Casey at the Bat- Ernest Lawrence Thayer
|
|
| |
Unit-6 |
Teaching Hours:4 |
Language
|
|
Paraphrasing and interpretation skills | |
Unit-6 |
Teaching Hours:4 |
Casey at the Bat- Ernest Lawrence Thayer
|
|
| |
Unit-6 |
Teaching Hours:4 |
Language
|
|
Paraphrasing and interpretation skills | |
Unit-6 |
Teaching Hours:4 |
Casey at the Bat- Ernest Lawrence Thayer
|
|
| |
Unit-6 |
Teaching Hours:4 |
Language
|
|
Paraphrasing and interpretation skills | |
Unit-6 |
Teaching Hours:4 |
Casey at the Bat- Ernest Lawrence Thayer
|
|
| |
Unit-6 |
Teaching Hours:4 |
Language
|
|
Paraphrasing and interpretation skills | |
Unit-6 |
Teaching Hours:4 |
Casey at the Bat- Ernest Lawrence Thayer
|
|
| |
Unit-6 |
Teaching Hours:4 |
Language
|
|
Paraphrasing and interpretation skills | |
Unit-6 |
Teaching Hours:4 |
Casey at the Bat- Ernest Lawrence Thayer
|
|
| |
Unit-6 |
Teaching Hours:4 |
Language
|
|
Paraphrasing and interpretation skills | |
Unit-6 |
Teaching Hours:4 |
Casey at the Bat- Ernest Lawrence Thayer
|
|
| |
Unit-6 |
Teaching Hours:4 |
Language
|
|
Paraphrasing and interpretation skills | |
Unit-6 |
Teaching Hours:4 |
Casey at the Bat- Ernest Lawrence Thayer
|
|
| |
Unit-6 |
Teaching Hours:4 |
Language
|
|
Paraphrasing and interpretation skills | |
Unit-6 |
Teaching Hours:4 |
Casey at the Bat- Ernest Lawrence Thayer
|
|
| |
Unit-6 |
Teaching Hours:4 |
Language
|
|
Paraphrasing and interpretation skills | |
Unit-6 |
Teaching Hours:4 |
Casey at the Bat- Ernest Lawrence Thayer
|
|
| |
Unit-6 |
Teaching Hours:4 |
Language
|
|
Paraphrasing and interpretation skills | |
Unit-6 |
Teaching Hours:4 |
Casey at the Bat- Ernest Lawrence Thayer
|
|
| |
Unit-6 |
Teaching Hours:4 |
Language
|
|
Paraphrasing and interpretation skills | |
Unit-6 |
Teaching Hours:4 |
Casey at the Bat- Ernest Lawrence Thayer
|
|
| |
Unit-6 |
Teaching Hours:4 |
Language
|
|
Paraphrasing and interpretation skills | |
Unit-6 |
Teaching Hours:4 |
Casey at the Bat- Ernest Lawrence Thayer
|
|
| |
Unit-6 |
Teaching Hours:4 |
Language
|
|
Paraphrasing and interpretation skills | |
Unit-6 |
Teaching Hours:4 |
Casey at the Bat- Ernest Lawrence Thayer
|
|
| |
Unit-6 |
Teaching Hours:4 |
Language
|
|
Paraphrasing and interpretation skills | |
Unit-6 |
Teaching Hours:4 |
Casey at the Bat- Ernest Lawrence Thayer
|
|
| |
Unit-6 |
Teaching Hours:4 |
Language
|
|
Paraphrasing and interpretation skills | |
Unit-6 |
Teaching Hours:4 |
Casey at the Bat- Ernest Lawrence Thayer
|
|
| |
Unit-6 |
Teaching Hours:4 |
Language
|
|
Paraphrasing and interpretation skills | |
Unit-6 |
Teaching Hours:4 |
Casey at the Bat- Ernest Lawrence Thayer
|
|
| |
Unit-6 |
Teaching Hours:4 |
Language
|
|
Paraphrasing and interpretation skills | |
Unit-6 |
Teaching Hours:4 |
Casey at the Bat- Ernest Lawrence Thayer
|
|
| |
Unit-6 |
Teaching Hours:4 |
Language
|
|
Paraphrasing and interpretation skills | |
Unit-6 |
Teaching Hours:4 |
Casey at the Bat- Ernest Lawrence Thayer
|
|
| |
Unit-6 |
Teaching Hours:4 |
Language
|
|
Paraphrasing and interpretation skills | |
Unit-6 |
Teaching Hours:4 |
Casey at the Bat- Ernest Lawrence Thayer
|
|
| |
Unit-6 |
Teaching Hours:4 |
Language
|
|
Paraphrasing and interpretation skills | |
Unit-6 |
Teaching Hours:4 |
Casey at the Bat- Ernest Lawrence Thayer
|
|
| |
Unit-6 |
Teaching Hours:4 |
Language
|
|
Paraphrasing and interpretation skills | |
Unit-6 |
Teaching Hours:4 |
Casey at the Bat- Ernest Lawrence Thayer
|
|
| |
Unit-6 |
Teaching Hours:4 |
Language
|
|
Paraphrasing and interpretation skills | |
Unit-6 |
Teaching Hours:4 |
Casey at the Bat- Ernest Lawrence Thayer
|
|
| |
Unit-6 |
Teaching Hours:4 |
Language
|
|
Paraphrasing and interpretation skills | |
Unit-6 |
Teaching Hours:4 |
Casey at the Bat- Ernest Lawrence Thayer
|
|
| |
Unit-6 |
Teaching Hours:4 |
Language
|
|
Paraphrasing and interpretation skills | |
Unit-6 |
Teaching Hours:4 |
Casey at the Bat- Ernest Lawrence Thayer
|
|
| |
Unit-6 |
Teaching Hours:4 |
Language
|
|
Paraphrasing and interpretation skills | |
Unit-6 |
Teaching Hours:4 |
Casey at the Bat- Ernest Lawrence Thayer
|
|
| |
Unit-6 |
Teaching Hours:4 |
Language
|
|
Paraphrasing and interpretation skills | |
Unit-6 |
Teaching Hours:4 |
Casey at the Bat- Ernest Lawrence Thayer
|
|
| |
Unit-6 |
Teaching Hours:4 |
Language
|
|
Paraphrasing and interpretation skills | |
Unit-6 |
Teaching Hours:4 |
Casey at the Bat- Ernest Lawrence Thayer
|
|
| |
Unit-6 |
Teaching Hours:4 |
Language
|
|
Paraphrasing and interpretation skills | |
Unit-6 |
Teaching Hours:4 |
Casey at the Bat- Ernest Lawrence Thayer
|
|
| |
Unit-6 |
Teaching Hours:4 |
Language
|
|
Paraphrasing and interpretation skills | |
Unit-6 |
Teaching Hours:4 |
Casey at the Bat- Ernest Lawrence Thayer
|
|
| |
Unit-6 |
Teaching Hours:4 |
Language
|
|
Paraphrasing and interpretation skills | |
Unit-6 |
Teaching Hours:4 |
Casey at the Bat- Ernest Lawrence Thayer
|
|
| |
Unit-6 |
Teaching Hours:4 |
Language
|
|
Paraphrasing and interpretation skills | |
Unit-6 |
Teaching Hours:4 |
Casey at the Bat- Ernest Lawrence Thayer
|
|
| |
Unit-6 |
Teaching Hours:4 |
Language
|
|
Paraphrasing and interpretation skills | |
Unit-6 |
Teaching Hours:4 |
Casey at the Bat- Ernest Lawrence Thayer
|
|
| |
Unit-6 |
Teaching Hours:4 |
Language
|
|
Paraphrasing and interpretation skills | |
Unit-6 |
Teaching Hours:4 |
Casey at the Bat- Ernest Lawrence Thayer
|
|
| |
Unit-6 |
Teaching Hours:4 |
Language
|
|
Paraphrasing and interpretation skills | |
Unit-6 |
Teaching Hours:4 |
Casey at the Bat- Ernest Lawrence Thayer
|
|
| |
Unit-6 |
Teaching Hours:4 |
Language
|
|
Paraphrasing and interpretation skills | |
Unit-6 |
Teaching Hours:4 |
Casey at the Bat- Ernest Lawrence Thayer
|
|
| |
Unit-6 |
Teaching Hours:4 |
Language
|
|
Paraphrasing and interpretation skills | |
Unit-6 |
Teaching Hours:4 |
Casey at the Bat- Ernest Lawrence Thayer
|
|
| |
Unit-6 |
Teaching Hours:4 |
Language
|
|
Paraphrasing and interpretation skills | |
Unit-6 |
Teaching Hours:4 |
Casey at the Bat- Ernest Lawrence Thayer
|
|
| |
Unit-6 |
Teaching Hours:4 |
Language
|
|
Paraphrasing and interpretation skills | |
Unit-6 |
Teaching Hours:4 |
Casey at the Bat- Ernest Lawrence Thayer
|
|
| |
Unit-6 |
Teaching Hours:4 |
Language
|
|
Paraphrasing and interpretation skills | |
Unit-6 |
Teaching Hours:4 |
Casey at the Bat- Ernest Lawrence Thayer
|
|
| |
Unit-6 |
Teaching Hours:4 |
Language
|
|
Paraphrasing and interpretation skills | |
Unit-6 |
Teaching Hours:4 |
Casey at the Bat- Ernest Lawrence Thayer
|
|
| |
Unit-6 |
Teaching Hours:4 |
Language
|
|
Paraphrasing and interpretation skills | |
Unit-6 |
Teaching Hours:4 |
Casey at the Bat- Ernest Lawrence Thayer
|
|
| |
Unit-6 |
Teaching Hours:4 |
Language
|
|
Paraphrasing and interpretation skills | |
Unit-6 |
Teaching Hours:4 |
Casey at the Bat- Ernest Lawrence Thayer
|
|
| |
Unit-6 |
Teaching Hours:4 |
Language
|
|
Paraphrasing and interpretation skills | |
Unit-6 |
Teaching Hours:4 |
Casey at the Bat- Ernest Lawrence Thayer
|
|
| |
Unit-6 |
Teaching Hours:4 |
Language
|
|
Paraphrasing and interpretation skills | |
Unit-6 |
Teaching Hours:4 |
Casey at the Bat- Ernest Lawrence Thayer
|
|
| |
Unit-6 |
Teaching Hours:4 |
Language
|
|
Paraphrasing and interpretation skills | |
Unit-6 |
Teaching Hours:4 |
Casey at the Bat- Ernest Lawrence Thayer
|
|
| |
Text Books And Reference Books: ENGlogue 1 | |
Essential Reading / Recommended Reading Additional material as per teacher manual will be provided by the teachers | |
Evaluation Pattern CIA 1=20 CIA 2=50 CIA 3= 20 ESE= 50 marks | |
KAN081-1Y - FOUNDATIONAL KANNADA (2024 Batch) | |
Total Teaching Hours for Semester:30 |
No of Lecture Hours/Week:2 |
Max Marks:50 |
Credits:02 |
Course Objectives/Course Description |
|
This is basically for Kannada unknown students. The non kannada speaking students are trained to speak, read and write. This course mainly focused on communication skills for their day to day life activities. It helps them to communicate in various domains and also helps them to have good relationship with the local people and enable to argue in the local court with the Kannada language |
|
Learning Outcome |
|
CO1: Able to write in Kannada Language. CO2: Develop their language skills CO3: Open to listening, speaking, reading, and writing skills. |
Unit-1 |
Teaching Hours:10 |
Introduction to Kannada Phonetics
|
|
1. Kannada Varnamale: Swaragalu, vyanjanagalu, (Vargeeya mattu Avargeeya vyanjanagalu) 2. Kaagunita 3. Ottaksharagalu ( Double Consonants) 4. Different phones to be focused on – A - Ha, O - ho, TA-ta, NA-na, LA, la. 5. Vocabulary and different meaning.
| |
Unit-1 |
Teaching Hours:10 |
Introduction to Kannada Phonetics
|
|
1. Kannada Varnamale: Swaragalu, vyanjanagalu, (Vargeeya mattu Avargeeya vyanjanagalu) 2. Kaagunita 3. Ottaksharagalu ( Double Consonants) 4. Different phones to be focused on – A - Ha, O - ho, TA-ta, NA-na, LA, la. 5. Vocabulary and different meaning.
| |
Unit-1 |
Teaching Hours:10 |
Introduction to Kannada Phonetics
|
|
1. Kannada Varnamale: Swaragalu, vyanjanagalu, (Vargeeya mattu Avargeeya vyanjanagalu) 2. Kaagunita 3. Ottaksharagalu ( Double Consonants) 4. Different phones to be focused on – A - Ha, O - ho, TA-ta, NA-na, LA, la. 5. Vocabulary and different meaning.
| |
Unit-1 |
Teaching Hours:10 |
Introduction to Kannada Phonetics
|
|
1. Kannada Varnamale: Swaragalu, vyanjanagalu, (Vargeeya mattu Avargeeya vyanjanagalu) 2. Kaagunita 3. Ottaksharagalu ( Double Consonants) 4. Different phones to be focused on – A - Ha, O - ho, TA-ta, NA-na, LA, la. 5. Vocabulary and different meaning.
| |
Unit-1 |
Teaching Hours:10 |
Introduction to Kannada Phonetics
|
|
1. Kannada Varnamale: Swaragalu, vyanjanagalu, (Vargeeya mattu Avargeeya vyanjanagalu) 2. Kaagunita 3. Ottaksharagalu ( Double Consonants) 4. Different phones to be focused on – A - Ha, O - ho, TA-ta, NA-na, LA, la. 5. Vocabulary and different meaning.
| |
Unit-1 |
Teaching Hours:10 |
Introduction to Kannada Phonetics
|
|
1. Kannada Varnamale: Swaragalu, vyanjanagalu, (Vargeeya mattu Avargeeya vyanjanagalu) 2. Kaagunita 3. Ottaksharagalu ( Double Consonants) 4. Different phones to be focused on – A - Ha, O - ho, TA-ta, NA-na, LA, la. 5. Vocabulary and different meaning.
| |
Unit-1 |
Teaching Hours:10 |
Introduction to Kannada Phonetics
|
|
1. Kannada Varnamale: Swaragalu, vyanjanagalu, (Vargeeya mattu Avargeeya vyanjanagalu) 2. Kaagunita 3. Ottaksharagalu ( Double Consonants) 4. Different phones to be focused on – A - Ha, O - ho, TA-ta, NA-na, LA, la. 5. Vocabulary and different meaning.
| |
Unit-1 |
Teaching Hours:10 |
Introduction to Kannada Phonetics
|
|
1. Kannada Varnamale: Swaragalu, vyanjanagalu, (Vargeeya mattu Avargeeya vyanjanagalu) 2. Kaagunita 3. Ottaksharagalu ( Double Consonants) 4. Different phones to be focused on – A - Ha, O - ho, TA-ta, NA-na, LA, la. 5. Vocabulary and different meaning.
| |
Unit-1 |
Teaching Hours:10 |
Introduction to Kannada Phonetics
|
|
1. Kannada Varnamale: Swaragalu, vyanjanagalu, (Vargeeya mattu Avargeeya vyanjanagalu) 2. Kaagunita 3. Ottaksharagalu ( Double Consonants) 4. Different phones to be focused on – A - Ha, O - ho, TA-ta, NA-na, LA, la. 5. Vocabulary and different meaning.
| |
Unit-1 |
Teaching Hours:10 |
Introduction to Kannada Phonetics
|
|
1. Kannada Varnamale: Swaragalu, vyanjanagalu, (Vargeeya mattu Avargeeya vyanjanagalu) 2. Kaagunita 3. Ottaksharagalu ( Double Consonants) 4. Different phones to be focused on – A - Ha, O - ho, TA-ta, NA-na, LA, la. 5. Vocabulary and different meaning.
| |
Unit-1 |
Teaching Hours:10 |
Introduction to Kannada Phonetics
|
|
1. Kannada Varnamale: Swaragalu, vyanjanagalu, (Vargeeya mattu Avargeeya vyanjanagalu) 2. Kaagunita 3. Ottaksharagalu ( Double Consonants) 4. Different phones to be focused on – A - Ha, O - ho, TA-ta, NA-na, LA, la. 5. Vocabulary and different meaning.
| |
Unit-1 |
Teaching Hours:10 |
Introduction to Kannada Phonetics
|
|
1. Kannada Varnamale: Swaragalu, vyanjanagalu, (Vargeeya mattu Avargeeya vyanjanagalu) 2. Kaagunita 3. Ottaksharagalu ( Double Consonants) 4. Different phones to be focused on – A - Ha, O - ho, TA-ta, NA-na, LA, la. 5. Vocabulary and different meaning.
| |
Unit-1 |
Teaching Hours:10 |
Introduction to Kannada Phonetics
|
|
1. Kannada Varnamale: Swaragalu, vyanjanagalu, (Vargeeya mattu Avargeeya vyanjanagalu) 2. Kaagunita 3. Ottaksharagalu ( Double Consonants) 4. Different phones to be focused on – A - Ha, O - ho, TA-ta, NA-na, LA, la. 5. Vocabulary and different meaning.
| |
Unit-1 |
Teaching Hours:10 |
Introduction to Kannada Phonetics
|
|
1. Kannada Varnamale: Swaragalu, vyanjanagalu, (Vargeeya mattu Avargeeya vyanjanagalu) 2. Kaagunita 3. Ottaksharagalu ( Double Consonants) 4. Different phones to be focused on – A - Ha, O - ho, TA-ta, NA-na, LA, la. 5. Vocabulary and different meaning.
| |
Unit-1 |
Teaching Hours:10 |
Introduction to Kannada Phonetics
|
|
1. Kannada Varnamale: Swaragalu, vyanjanagalu, (Vargeeya mattu Avargeeya vyanjanagalu) 2. Kaagunita 3. Ottaksharagalu ( Double Consonants) 4. Different phones to be focused on – A - Ha, O - ho, TA-ta, NA-na, LA, la. 5. Vocabulary and different meaning.
| |
Unit-1 |
Teaching Hours:10 |
Introduction to Kannada Phonetics
|
|
1. Kannada Varnamale: Swaragalu, vyanjanagalu, (Vargeeya mattu Avargeeya vyanjanagalu) 2. Kaagunita 3. Ottaksharagalu ( Double Consonants) 4. Different phones to be focused on – A - Ha, O - ho, TA-ta, NA-na, LA, la. 5. Vocabulary and different meaning.
| |
Unit-1 |
Teaching Hours:10 |
Introduction to Kannada Phonetics
|
|
1. Kannada Varnamale: Swaragalu, vyanjanagalu, (Vargeeya mattu Avargeeya vyanjanagalu) 2. Kaagunita 3. Ottaksharagalu ( Double Consonants) 4. Different phones to be focused on – A - Ha, O - ho, TA-ta, NA-na, LA, la. 5. Vocabulary and different meaning.
| |
Unit-1 |
Teaching Hours:10 |
Introduction to Kannada Phonetics
|
|
1. Kannada Varnamale: Swaragalu, vyanjanagalu, (Vargeeya mattu Avargeeya vyanjanagalu) 2. Kaagunita 3. Ottaksharagalu ( Double Consonants) 4. Different phones to be focused on – A - Ha, O - ho, TA-ta, NA-na, LA, la. 5. Vocabulary and different meaning.
| |
Unit-1 |
Teaching Hours:10 |
Introduction to Kannada Phonetics
|
|
1. Kannada Varnamale: Swaragalu, vyanjanagalu, (Vargeeya mattu Avargeeya vyanjanagalu) 2. Kaagunita 3. Ottaksharagalu ( Double Consonants) 4. Different phones to be focused on – A - Ha, O - ho, TA-ta, NA-na, LA, la. 5. Vocabulary and different meaning.
| |
Unit-2 |
Teaching Hours:10 |
Noun and Verb Phrase.
|
|
1. Naamapada mattu Sarvanaama 2. Linga , Vachana mattu Vibhakti Pratyayagalu 3. Kriyaa Dhaatu, Kriyaa pada with past and present tense
| |
Unit-2 |
Teaching Hours:10 |
Noun and Verb Phrase.
|
|
1. Naamapada mattu Sarvanaama 2. Linga , Vachana mattu Vibhakti Pratyayagalu 3. Kriyaa Dhaatu, Kriyaa pada with past and present tense
| |
Unit-2 |
Teaching Hours:10 |
Noun and Verb Phrase.
|
|
1. Naamapada mattu Sarvanaama 2. Linga , Vachana mattu Vibhakti Pratyayagalu 3. Kriyaa Dhaatu, Kriyaa pada with past and present tense
| |
Unit-2 |
Teaching Hours:10 |
Noun and Verb Phrase.
|
|
1. Naamapada mattu Sarvanaama 2. Linga , Vachana mattu Vibhakti Pratyayagalu 3. Kriyaa Dhaatu, Kriyaa pada with past and present tense
| |
Unit-2 |
Teaching Hours:10 |
Noun and Verb Phrase.
|
|
1. Naamapada mattu Sarvanaama 2. Linga , Vachana mattu Vibhakti Pratyayagalu 3. Kriyaa Dhaatu, Kriyaa pada with past and present tense
| |
Unit-2 |
Teaching Hours:10 |
Noun and Verb Phrase.
|
|
1. Naamapada mattu Sarvanaama 2. Linga , Vachana mattu Vibhakti Pratyayagalu 3. Kriyaa Dhaatu, Kriyaa pada with past and present tense
| |
Unit-2 |
Teaching Hours:10 |
Noun and Verb Phrase.
|
|
1. Naamapada mattu Sarvanaama 2. Linga , Vachana mattu Vibhakti Pratyayagalu 3. Kriyaa Dhaatu, Kriyaa pada with past and present tense
| |
Unit-2 |
Teaching Hours:10 |
Noun and Verb Phrase.
|
|
1. Naamapada mattu Sarvanaama 2. Linga , Vachana mattu Vibhakti Pratyayagalu 3. Kriyaa Dhaatu, Kriyaa pada with past and present tense
| |
Unit-2 |
Teaching Hours:10 |
Noun and Verb Phrase.
|
|
1. Naamapada mattu Sarvanaama 2. Linga , Vachana mattu Vibhakti Pratyayagalu 3. Kriyaa Dhaatu, Kriyaa pada with past and present tense
| |
Unit-2 |
Teaching Hours:10 |
Noun and Verb Phrase.
|
|
1. Naamapada mattu Sarvanaama 2. Linga , Vachana mattu Vibhakti Pratyayagalu 3. Kriyaa Dhaatu, Kriyaa pada with past and present tense
| |
Unit-2 |
Teaching Hours:10 |
Noun and Verb Phrase.
|
|
1. Naamapada mattu Sarvanaama 2. Linga , Vachana mattu Vibhakti Pratyayagalu 3. Kriyaa Dhaatu, Kriyaa pada with past and present tense
| |
Unit-2 |
Teaching Hours:10 |
Noun and Verb Phrase.
|
|
1. Naamapada mattu Sarvanaama 2. Linga , Vachana mattu Vibhakti Pratyayagalu 3. Kriyaa Dhaatu, Kriyaa pada with past and present tense
| |
Unit-2 |
Teaching Hours:10 |
Noun and Verb Phrase.
|
|
1. Naamapada mattu Sarvanaama 2. Linga , Vachana mattu Vibhakti Pratyayagalu 3. Kriyaa Dhaatu, Kriyaa pada with past and present tense
| |
Unit-2 |
Teaching Hours:10 |
Noun and Verb Phrase.
|
|
1. Naamapada mattu Sarvanaama 2. Linga , Vachana mattu Vibhakti Pratyayagalu 3. Kriyaa Dhaatu, Kriyaa pada with past and present tense
| |
Unit-2 |
Teaching Hours:10 |
Noun and Verb Phrase.
|
|
1. Naamapada mattu Sarvanaama 2. Linga , Vachana mattu Vibhakti Pratyayagalu 3. Kriyaa Dhaatu, Kriyaa pada with past and present tense
| |
Unit-2 |
Teaching Hours:10 |
Noun and Verb Phrase.
|
|
1. Naamapada mattu Sarvanaama 2. Linga , Vachana mattu Vibhakti Pratyayagalu 3. Kriyaa Dhaatu, Kriyaa pada with past and present tense
| |
Unit-2 |
Teaching Hours:10 |
Noun and Verb Phrase.
|
|
1. Naamapada mattu Sarvanaama 2. Linga , Vachana mattu Vibhakti Pratyayagalu 3. Kriyaa Dhaatu, Kriyaa pada with past and present tense
| |
Unit-2 |
Teaching Hours:10 |
Noun and Verb Phrase.
|
|
1. Naamapada mattu Sarvanaama 2. Linga , Vachana mattu Vibhakti Pratyayagalu 3. Kriyaa Dhaatu, Kriyaa pada with past and present tense
| |
Unit-2 |
Teaching Hours:10 |
Noun and Verb Phrase.
|
|
1. Naamapada mattu Sarvanaama 2. Linga , Vachana mattu Vibhakti Pratyayagalu 3. Kriyaa Dhaatu, Kriyaa pada with past and present tense
| |
Unit-3 |
Teaching Hours:15 |
Syntax
|
|
Sentence making 2.Question form ; Question tag 3. Negation 4. opposite words 5. Translation of simple sentences from English to Kannada and vice versa
| |
Unit-3 |
Teaching Hours:15 |
Syntax
|
|
Sentence making 2.Question form ; Question tag 3. Negation 4. opposite words 5. Translation of simple sentences from English to Kannada and vice versa
| |
Unit-3 |
Teaching Hours:15 |
Syntax
|
|
Sentence making 2.Question form ; Question tag 3. Negation 4. opposite words 5. Translation of simple sentences from English to Kannada and vice versa
| |
Unit-3 |
Teaching Hours:15 |
Syntax
|
|
Sentence making 2.Question form ; Question tag 3. Negation 4. opposite words 5. Translation of simple sentences from English to Kannada and vice versa
| |
Unit-3 |
Teaching Hours:15 |
Syntax
|
|
Sentence making 2.Question form ; Question tag 3. Negation 4. opposite words 5. Translation of simple sentences from English to Kannada and vice versa
| |
Unit-3 |
Teaching Hours:15 |
Syntax
|
|
Sentence making 2.Question form ; Question tag 3. Negation 4. opposite words 5. Translation of simple sentences from English to Kannada and vice versa
| |
Unit-3 |
Teaching Hours:15 |
Syntax
|
|
Sentence making 2.Question form ; Question tag 3. Negation 4. opposite words 5. Translation of simple sentences from English to Kannada and vice versa
| |
Unit-3 |
Teaching Hours:15 |
Syntax
|
|
Sentence making 2.Question form ; Question tag 3. Negation 4. opposite words 5. Translation of simple sentences from English to Kannada and vice versa
| |
Unit-3 |
Teaching Hours:15 |
Syntax
|
|
Sentence making 2.Question form ; Question tag 3. Negation 4. opposite words 5. Translation of simple sentences from English to Kannada and vice versa
| |
Unit-3 |
Teaching Hours:15 |
Syntax
|
|
Sentence making 2.Question form ; Question tag 3. Negation 4. opposite words 5. Translation of simple sentences from English to Kannada and vice versa
| |
Unit-3 |
Teaching Hours:15 |
Syntax
|
|
Sentence making 2.Question form ; Question tag 3. Negation 4. opposite words 5. Translation of simple sentences from English to Kannada and vice versa
| |
Unit-3 |
Teaching Hours:15 |
Syntax
|
|
Sentence making 2.Question form ; Question tag 3. Negation 4. opposite words 5. Translation of simple sentences from English to Kannada and vice versa
| |
Unit-3 |
Teaching Hours:15 |
Syntax
|
|
Sentence making 2.Question form ; Question tag 3. Negation 4. opposite words 5. Translation of simple sentences from English to Kannada and vice versa
| |
Unit-3 |
Teaching Hours:15 |
Syntax
|
|
Sentence making 2.Question form ; Question tag 3. Negation 4. opposite words 5. Translation of simple sentences from English to Kannada and vice versa
| |
Unit-3 |
Teaching Hours:15 |
Syntax
|
|
Sentence making 2.Question form ; Question tag 3. Negation 4. opposite words 5. Translation of simple sentences from English to Kannada and vice versa
| |
Unit-3 |
Teaching Hours:15 |
Syntax
|
|
Sentence making 2.Question form ; Question tag 3. Negation 4. opposite words 5. Translation of simple sentences from English to Kannada and vice versa
| |
Unit-3 |
Teaching Hours:15 |
Syntax
|
|
Sentence making 2.Question form ; Question tag 3. Negation 4. opposite words 5. Translation of simple sentences from English to Kannada and vice versa
| |
Unit-3 |
Teaching Hours:15 |
Syntax
|
|
Sentence making 2.Question form ; Question tag 3. Negation 4. opposite words 5. Translation of simple sentences from English to Kannada and vice versa
| |
Unit-3 |
Teaching Hours:15 |
Syntax
|
|
Sentence making 2.Question form ; Question tag 3. Negation 4. opposite words 5. Translation of simple sentences from English to Kannada and vice versa
| |
Unit-4 |
Teaching Hours:15 |
Conversational Kannada
|
|
1. Conversations in various contexts -Role play , Skit based activity.
| |
Unit-4 |
Teaching Hours:15 |
Conversational Kannada
|
|
1. Conversations in various contexts -Role play , Skit based activity.
| |
Unit-4 |
Teaching Hours:15 |
Conversational Kannada
|
|
1. Conversations in various contexts -Role play , Skit based activity.
| |
Unit-4 |
Teaching Hours:15 |
Conversational Kannada
|
|
1. Conversations in various contexts -Role play , Skit based activity.
| |
Unit-4 |
Teaching Hours:15 |
Conversational Kannada
|
|
1. Conversations in various contexts -Role play , Skit based activity.
| |
Unit-4 |
Teaching Hours:15 |
Conversational Kannada
|
|
1. Conversations in various contexts -Role play , Skit based activity.
| |
Unit-4 |
Teaching Hours:15 |
Conversational Kannada
|
|
1. Conversations in various contexts -Role play , Skit based activity.
| |
Unit-4 |
Teaching Hours:15 |
Conversational Kannada
|
|
1. Conversations in various contexts -Role play , Skit based activity.
| |
Unit-4 |
Teaching Hours:15 |
Conversational Kannada
|
|
1. Conversations in various contexts -Role play , Skit based activity.
| |
Unit-4 |
Teaching Hours:15 |
Conversational Kannada
|
|
1. Conversations in various contexts -Role play , Skit based activity.
| |
Unit-4 |
Teaching Hours:15 |
Conversational Kannada
|
|
1. Conversations in various contexts -Role play , Skit based activity.
| |
Unit-4 |
Teaching Hours:15 |
Conversational Kannada
|
|
1. Conversations in various contexts -Role play , Skit based activity.
| |
Unit-4 |
Teaching Hours:15 |
Conversational Kannada
|
|
1. Conversations in various contexts -Role play , Skit based activity.
| |
Unit-4 |
Teaching Hours:15 |
Conversational Kannada
|
|
1. Conversations in various contexts -Role play , Skit based activity.
| |
Unit-4 |
Teaching Hours:15 |
Conversational Kannada
|
|
1. Conversations in various contexts -Role play , Skit based activity.
| |
Unit-4 |
Teaching Hours:15 |
Conversational Kannada
|
|
1. Conversations in various contexts -Role play , Skit based activity.
| |
Unit-4 |
Teaching Hours:15 |
Conversational Kannada
|
|
1. Conversations in various contexts -Role play , Skit based activity.
| |
Unit-4 |
Teaching Hours:15 |
Conversational Kannada
|
|
1. Conversations in various contexts -Role play , Skit based activity.
| |
Unit-4 |
Teaching Hours:15 |
Conversational Kannada
|
|
1. Conversations in various contexts -Role play , Skit based activity.
| |
Text Books And Reference Books: 1. Muddu Kannada: R.L. Anantha Ramiah 2. Maggi Pustaka 3. Kannada Varna Male- Charts | |
Essential Reading / Recommended Reading
| |
Evaluation Pattern CIA 1 : Written test to test their writing ability CIA 2: Mid Semester Exams CIA 3: Oral test to test their speaking ability End Semester Exams
| |
BBA101-2 - FINANCIAL MANAGEMENT (2024 Batch) | |
Total Teaching Hours for Semester:60 |
No of Lecture Hours/Week:4 |
Max Marks:100 |
Credits:4 |
Course Objectives/Course Description |
|
Financial Management is an introductory core course that is offered with intent to equip the students with the basic knowledge of finance theory and its application to develop relevant financial strategies pertinent to profit-seeking organizations. The theme of financial management is structured around three decision making financial areas: Investment- long term as well as working capital, Financing and Dividend policy. This imbibes students with analytical and decision-making skills in managing finance through application of theoretical questions and practical problems.
Course Objectives: ● To understand the basics of finance function and the concepts of financial management ● To apply the knowledge in taking finance decisions ● To develop analytical skills to identify financial management problems and solve them. ● To analyse the relationship among capital structure, cost of capital, dividend decisions, and value of the business. To assess a firm’s requirement for long-term assets by applying capital budgeting techniques |
|
Learning Outcome |
|
CO1: Demonstrate understanding of the principles and concepts of financial management CO2: Applying time value of money concepts for informed financial decision CO3: Analyze various sources of funding available to organizations and the implication of funding combinations.
CO4: Assess investment projects to optimize capital allocation through the consideration of cost of capital and capital budgeting techniques.
CO5: Analyze dividend policy and working capital components |
Unit-1 |
Teaching Hours:6 |
Introduction to Financial Management
|
|
Meaning of finance and financial management, Types of finance, Scope of financial management, Approaches to finance function relationship of finance with other business functions, Objectives of financial management – profit maximization and wealth maximization - merits and criticisms Financial decisions, Factors influencing financial decisions, Functional areas of financial management, Functions of a finance manager, Agency Cost, Definition of ethics and the importance of ethics in Finance.
Introduction to Time Value of Money: Overview of the time value of money (TVM), Importance of TVM in finance, Future value (FV) and present value (PV), and its implication in decision making (Simple Problems) | |
Unit-1 |
Teaching Hours:6 |
Introduction to Financial Management
|
|
Meaning of finance and financial management, Types of finance, Scope of financial management, Approaches to finance function relationship of finance with other business functions, Objectives of financial management – profit maximization and wealth maximization - merits and criticisms Financial decisions, Factors influencing financial decisions, Functional areas of financial management, Functions of a finance manager, Agency Cost, Definition of ethics and the importance of ethics in Finance.
Introduction to Time Value of Money: Overview of the time value of money (TVM), Importance of TVM in finance, Future value (FV) and present value (PV), and its implication in decision making (Simple Problems) | |
Unit-1 |
Teaching Hours:6 |
Introduction to Financial Management
|
|
Meaning of finance and financial management, Types of finance, Scope of financial management, Approaches to finance function relationship of finance with other business functions, Objectives of financial management – profit maximization and wealth maximization - merits and criticisms Financial decisions, Factors influencing financial decisions, Functional areas of financial management, Functions of a finance manager, Agency Cost, Definition of ethics and the importance of ethics in Finance.
Introduction to Time Value of Money: Overview of the time value of money (TVM), Importance of TVM in finance, Future value (FV) and present value (PV), and its implication in decision making (Simple Problems) | |
Unit-1 |
Teaching Hours:6 |
Introduction to Financial Management
|
|
Meaning of finance and financial management, Types of finance, Scope of financial management, Approaches to finance function relationship of finance with other business functions, Objectives of financial management – profit maximization and wealth maximization - merits and criticisms Financial decisions, Factors influencing financial decisions, Functional areas of financial management, Functions of a finance manager, Agency Cost, Definition of ethics and the importance of ethics in Finance.
Introduction to Time Value of Money: Overview of the time value of money (TVM), Importance of TVM in finance, Future value (FV) and present value (PV), and its implication in decision making (Simple Problems) | |
Unit-1 |
Teaching Hours:6 |
Introduction to Financial Management
|
|
Meaning of finance and financial management, Types of finance, Scope of financial management, Approaches to finance function relationship of finance with other business functions, Objectives of financial management – profit maximization and wealth maximization - merits and criticisms Financial decisions, Factors influencing financial decisions, Functional areas of financial management, Functions of a finance manager, Agency Cost, Definition of ethics and the importance of ethics in Finance.
Introduction to Time Value of Money: Overview of the time value of money (TVM), Importance of TVM in finance, Future value (FV) and present value (PV), and its implication in decision making (Simple Problems) | |
Unit-1 |
Teaching Hours:6 |
Introduction to Financial Management
|
|
Meaning of finance and financial management, Types of finance, Scope of financial management, Approaches to finance function relationship of finance with other business functions, Objectives of financial management – profit maximization and wealth maximization - merits and criticisms Financial decisions, Factors influencing financial decisions, Functional areas of financial management, Functions of a finance manager, Agency Cost, Definition of ethics and the importance of ethics in Finance.
Introduction to Time Value of Money: Overview of the time value of money (TVM), Importance of TVM in finance, Future value (FV) and present value (PV), and its implication in decision making (Simple Problems) | |
Unit-1 |
Teaching Hours:6 |
Introduction to Financial Management
|
|
Meaning of finance and financial management, Types of finance, Scope of financial management, Approaches to finance function relationship of finance with other business functions, Objectives of financial management – profit maximization and wealth maximization - merits and criticisms Financial decisions, Factors influencing financial decisions, Functional areas of financial management, Functions of a finance manager, Agency Cost, Definition of ethics and the importance of ethics in Finance.
Introduction to Time Value of Money: Overview of the time value of money (TVM), Importance of TVM in finance, Future value (FV) and present value (PV), and its implication in decision making (Simple Problems) | |
Unit-1 |
Teaching Hours:6 |
Introduction to Financial Management
|
|
Meaning of finance and financial management, Types of finance, Scope of financial management, Approaches to finance function relationship of finance with other business functions, Objectives of financial management – profit maximization and wealth maximization - merits and criticisms Financial decisions, Factors influencing financial decisions, Functional areas of financial management, Functions of a finance manager, Agency Cost, Definition of ethics and the importance of ethics in Finance.
Introduction to Time Value of Money: Overview of the time value of money (TVM), Importance of TVM in finance, Future value (FV) and present value (PV), and its implication in decision making (Simple Problems) | |
Unit-1 |
Teaching Hours:6 |
Introduction to Financial Management
|
|
Meaning of finance and financial management, Types of finance, Scope of financial management, Approaches to finance function relationship of finance with other business functions, Objectives of financial management – profit maximization and wealth maximization - merits and criticisms Financial decisions, Factors influencing financial decisions, Functional areas of financial management, Functions of a finance manager, Agency Cost, Definition of ethics and the importance of ethics in Finance.
Introduction to Time Value of Money: Overview of the time value of money (TVM), Importance of TVM in finance, Future value (FV) and present value (PV), and its implication in decision making (Simple Problems) | |
Unit-1 |
Teaching Hours:6 |
Introduction to Financial Management
|
|
Meaning of finance and financial management, Types of finance, Scope of financial management, Approaches to finance function relationship of finance with other business functions, Objectives of financial management – profit maximization and wealth maximization - merits and criticisms Financial decisions, Factors influencing financial decisions, Functional areas of financial management, Functions of a finance manager, Agency Cost, Definition of ethics and the importance of ethics in Finance.
Introduction to Time Value of Money: Overview of the time value of money (TVM), Importance of TVM in finance, Future value (FV) and present value (PV), and its implication in decision making (Simple Problems) | |
Unit-1 |
Teaching Hours:6 |
Introduction to Financial Management
|
|
Meaning of finance and financial management, Types of finance, Scope of financial management, Approaches to finance function relationship of finance with other business functions, Objectives of financial management – profit maximization and wealth maximization - merits and criticisms Financial decisions, Factors influencing financial decisions, Functional areas of financial management, Functions of a finance manager, Agency Cost, Definition of ethics and the importance of ethics in Finance.
Introduction to Time Value of Money: Overview of the time value of money (TVM), Importance of TVM in finance, Future value (FV) and present value (PV), and its implication in decision making (Simple Problems) | |
Unit-1 |
Teaching Hours:6 |
Introduction to Financial Management
|
|
Meaning of finance and financial management, Types of finance, Scope of financial management, Approaches to finance function relationship of finance with other business functions, Objectives of financial management – profit maximization and wealth maximization - merits and criticisms Financial decisions, Factors influencing financial decisions, Functional areas of financial management, Functions of a finance manager, Agency Cost, Definition of ethics and the importance of ethics in Finance.
Introduction to Time Value of Money: Overview of the time value of money (TVM), Importance of TVM in finance, Future value (FV) and present value (PV), and its implication in decision making (Simple Problems) | |
Unit-1 |
Teaching Hours:6 |
Introduction to Financial Management
|
|
Meaning of finance and financial management, Types of finance, Scope of financial management, Approaches to finance function relationship of finance with other business functions, Objectives of financial management – profit maximization and wealth maximization - merits and criticisms Financial decisions, Factors influencing financial decisions, Functional areas of financial management, Functions of a finance manager, Agency Cost, Definition of ethics and the importance of ethics in Finance.
Introduction to Time Value of Money: Overview of the time value of money (TVM), Importance of TVM in finance, Future value (FV) and present value (PV), and its implication in decision making (Simple Problems) | |
Unit-1 |
Teaching Hours:6 |
Introduction to Financial Management
|
|
Meaning of finance and financial management, Types of finance, Scope of financial management, Approaches to finance function relationship of finance with other business functions, Objectives of financial management – profit maximization and wealth maximization - merits and criticisms Financial decisions, Factors influencing financial decisions, Functional areas of financial management, Functions of a finance manager, Agency Cost, Definition of ethics and the importance of ethics in Finance.
Introduction to Time Value of Money: Overview of the time value of money (TVM), Importance of TVM in finance, Future value (FV) and present value (PV), and its implication in decision making (Simple Problems) | |
Unit-1 |
Teaching Hours:6 |
Introduction to Financial Management
|
|
Meaning of finance and financial management, Types of finance, Scope of financial management, Approaches to finance function relationship of finance with other business functions, Objectives of financial management – profit maximization and wealth maximization - merits and criticisms Financial decisions, Factors influencing financial decisions, Functional areas of financial management, Functions of a finance manager, Agency Cost, Definition of ethics and the importance of ethics in Finance.
Introduction to Time Value of Money: Overview of the time value of money (TVM), Importance of TVM in finance, Future value (FV) and present value (PV), and its implication in decision making (Simple Problems) | |
Unit-1 |
Teaching Hours:6 |
Introduction to Financial Management
|
|
Meaning of finance and financial management, Types of finance, Scope of financial management, Approaches to finance function relationship of finance with other business functions, Objectives of financial management – profit maximization and wealth maximization - merits and criticisms Financial decisions, Factors influencing financial decisions, Functional areas of financial management, Functions of a finance manager, Agency Cost, Definition of ethics and the importance of ethics in Finance.
Introduction to Time Value of Money: Overview of the time value of money (TVM), Importance of TVM in finance, Future value (FV) and present value (PV), and its implication in decision making (Simple Problems) | |
Unit-1 |
Teaching Hours:6 |
Introduction to Financial Management
|
|
Meaning of finance and financial management, Types of finance, Scope of financial management, Approaches to finance function relationship of finance with other business functions, Objectives of financial management – profit maximization and wealth maximization - merits and criticisms Financial decisions, Factors influencing financial decisions, Functional areas of financial management, Functions of a finance manager, Agency Cost, Definition of ethics and the importance of ethics in Finance.
Introduction to Time Value of Money: Overview of the time value of money (TVM), Importance of TVM in finance, Future value (FV) and present value (PV), and its implication in decision making (Simple Problems) | |
Unit-1 |
Teaching Hours:6 |
Introduction to Financial Management
|
|
Meaning of finance and financial management, Types of finance, Scope of financial management, Approaches to finance function relationship of finance with other business functions, Objectives of financial management – profit maximization and wealth maximization - merits and criticisms Financial decisions, Factors influencing financial decisions, Functional areas of financial management, Functions of a finance manager, Agency Cost, Definition of ethics and the importance of ethics in Finance.
Introduction to Time Value of Money: Overview of the time value of money (TVM), Importance of TVM in finance, Future value (FV) and present value (PV), and its implication in decision making (Simple Problems) | |
Unit-1 |
Teaching Hours:6 |
Introduction to Financial Management
|
|
Meaning of finance and financial management, Types of finance, Scope of financial management, Approaches to finance function relationship of finance with other business functions, Objectives of financial management – profit maximization and wealth maximization - merits and criticisms Financial decisions, Factors influencing financial decisions, Functional areas of financial management, Functions of a finance manager, Agency Cost, Definition of ethics and the importance of ethics in Finance.
Introduction to Time Value of Money: Overview of the time value of money (TVM), Importance of TVM in finance, Future value (FV) and present value (PV), and its implication in decision making (Simple Problems) | |
Unit-2 |
Teaching Hours:9 |
Sources of Finance & Capitalization
|
|
Equity shares, Preference shares Debentures & Bonds-Meaning, Types & its implication, Retained Earning-Internal financing or ploughing back of profit. Contemporary Source of Finance for Startups.
Meaning of capitalization – Theories of capitalization – cost theory and earnings theory. Over capitalization and under capitalization (Theory) – causes – effects and remedies, Watered stock, Over trading and under trading. | |
Unit-2 |
Teaching Hours:9 |
Sources of Finance & Capitalization
|
|
Equity shares, Preference shares Debentures & Bonds-Meaning, Types & its implication, Retained Earning-Internal financing or ploughing back of profit. Contemporary Source of Finance for Startups.
Meaning of capitalization – Theories of capitalization – cost theory and earnings theory. Over capitalization and under capitalization (Theory) – causes – effects and remedies, Watered stock, Over trading and under trading. | |
Unit-2 |
Teaching Hours:9 |
Sources of Finance & Capitalization
|
|
Equity shares, Preference shares Debentures & Bonds-Meaning, Types & its implication, Retained Earning-Internal financing or ploughing back of profit. Contemporary Source of Finance for Startups.
Meaning of capitalization – Theories of capitalization – cost theory and earnings theory. Over capitalization and under capitalization (Theory) – causes – effects and remedies, Watered stock, Over trading and under trading. | |
Unit-2 |
Teaching Hours:9 |
Sources of Finance & Capitalization
|
|
Equity shares, Preference shares Debentures & Bonds-Meaning, Types & its implication, Retained Earning-Internal financing or ploughing back of profit. Contemporary Source of Finance for Startups.
Meaning of capitalization – Theories of capitalization – cost theory and earnings theory. Over capitalization and under capitalization (Theory) – causes – effects and remedies, Watered stock, Over trading and under trading. | |
Unit-2 |
Teaching Hours:9 |
Sources of Finance & Capitalization
|
|
Equity shares, Preference shares Debentures & Bonds-Meaning, Types & its implication, Retained Earning-Internal financing or ploughing back of profit. Contemporary Source of Finance for Startups.
Meaning of capitalization – Theories of capitalization – cost theory and earnings theory. Over capitalization and under capitalization (Theory) – causes – effects and remedies, Watered stock, Over trading and under trading. | |
Unit-2 |
Teaching Hours:9 |
Sources of Finance & Capitalization
|
|
Equity shares, Preference shares Debentures & Bonds-Meaning, Types & its implication, Retained Earning-Internal financing or ploughing back of profit. Contemporary Source of Finance for Startups.
Meaning of capitalization – Theories of capitalization – cost theory and earnings theory. Over capitalization and under capitalization (Theory) – causes – effects and remedies, Watered stock, Over trading and under trading. | |
Unit-2 |
Teaching Hours:9 |
Sources of Finance & Capitalization
|
|
Equity shares, Preference shares Debentures & Bonds-Meaning, Types & its implication, Retained Earning-Internal financing or ploughing back of profit. Contemporary Source of Finance for Startups.
Meaning of capitalization – Theories of capitalization – cost theory and earnings theory. Over capitalization and under capitalization (Theory) – causes – effects and remedies, Watered stock, Over trading and under trading. | |
Unit-2 |
Teaching Hours:9 |
Sources of Finance & Capitalization
|
|
Equity shares, Preference shares Debentures & Bonds-Meaning, Types & its implication, Retained Earning-Internal financing or ploughing back of profit. Contemporary Source of Finance for Startups.
Meaning of capitalization – Theories of capitalization – cost theory and earnings theory. Over capitalization and under capitalization (Theory) – causes – effects and remedies, Watered stock, Over trading and under trading. | |
Unit-2 |
Teaching Hours:9 |
Sources of Finance & Capitalization
|
|
Equity shares, Preference shares Debentures & Bonds-Meaning, Types & its implication, Retained Earning-Internal financing or ploughing back of profit. Contemporary Source of Finance for Startups.
Meaning of capitalization – Theories of capitalization – cost theory and earnings theory. Over capitalization and under capitalization (Theory) – causes – effects and remedies, Watered stock, Over trading and under trading. | |
Unit-2 |
Teaching Hours:9 |
Sources of Finance & Capitalization
|
|
Equity shares, Preference shares Debentures & Bonds-Meaning, Types & its implication, Retained Earning-Internal financing or ploughing back of profit. Contemporary Source of Finance for Startups.
Meaning of capitalization – Theories of capitalization – cost theory and earnings theory. Over capitalization and under capitalization (Theory) – causes – effects and remedies, Watered stock, Over trading and under trading. | |
Unit-2 |
Teaching Hours:9 |
Sources of Finance & Capitalization
|
|
Equity shares, Preference shares Debentures & Bonds-Meaning, Types & its implication, Retained Earning-Internal financing or ploughing back of profit. Contemporary Source of Finance for Startups.
Meaning of capitalization – Theories of capitalization – cost theory and earnings theory. Over capitalization and under capitalization (Theory) – causes – effects and remedies, Watered stock, Over trading and under trading. | |
Unit-2 |
Teaching Hours:9 |
Sources of Finance & Capitalization
|
|
Equity shares, Preference shares Debentures & Bonds-Meaning, Types & its implication, Retained Earning-Internal financing or ploughing back of profit. Contemporary Source of Finance for Startups.
Meaning of capitalization – Theories of capitalization – cost theory and earnings theory. Over capitalization and under capitalization (Theory) – causes – effects and remedies, Watered stock, Over trading and under trading. | |
Unit-2 |
Teaching Hours:9 |
Sources of Finance & Capitalization
|
|
Equity shares, Preference shares Debentures & Bonds-Meaning, Types & its implication, Retained Earning-Internal financing or ploughing back of profit. Contemporary Source of Finance for Startups.
Meaning of capitalization – Theories of capitalization – cost theory and earnings theory. Over capitalization and under capitalization (Theory) – causes – effects and remedies, Watered stock, Over trading and under trading. | |
Unit-2 |
Teaching Hours:9 |
Sources of Finance & Capitalization
|
|
Equity shares, Preference shares Debentures & Bonds-Meaning, Types & its implication, Retained Earning-Internal financing or ploughing back of profit. Contemporary Source of Finance for Startups.
Meaning of capitalization – Theories of capitalization – cost theory and earnings theory. Over capitalization and under capitalization (Theory) – causes – effects and remedies, Watered stock, Over trading and under trading. | |
Unit-2 |
Teaching Hours:9 |
Sources of Finance & Capitalization
|
|
Equity shares, Preference shares Debentures & Bonds-Meaning, Types & its implication, Retained Earning-Internal financing or ploughing back of profit. Contemporary Source of Finance for Startups.
Meaning of capitalization – Theories of capitalization – cost theory and earnings theory. Over capitalization and under capitalization (Theory) – causes – effects and remedies, Watered stock, Over trading and under trading. | |
Unit-2 |
Teaching Hours:9 |
Sources of Finance & Capitalization
|
|
Equity shares, Preference shares Debentures & Bonds-Meaning, Types & its implication, Retained Earning-Internal financing or ploughing back of profit. Contemporary Source of Finance for Startups.
Meaning of capitalization – Theories of capitalization – cost theory and earnings theory. Over capitalization and under capitalization (Theory) – causes – effects and remedies, Watered stock, Over trading and under trading. | |
Unit-2 |
Teaching Hours:9 |
Sources of Finance & Capitalization
|
|
Equity shares, Preference shares Debentures & Bonds-Meaning, Types & its implication, Retained Earning-Internal financing or ploughing back of profit. Contemporary Source of Finance for Startups.
Meaning of capitalization – Theories of capitalization – cost theory and earnings theory. Over capitalization and under capitalization (Theory) – causes – effects and remedies, Watered stock, Over trading and under trading. | |
Unit-2 |
Teaching Hours:9 |
Sources of Finance & Capitalization
|
|
Equity shares, Preference shares Debentures & Bonds-Meaning, Types & its implication, Retained Earning-Internal financing or ploughing back of profit. Contemporary Source of Finance for Startups.
Meaning of capitalization – Theories of capitalization – cost theory and earnings theory. Over capitalization and under capitalization (Theory) – causes – effects and remedies, Watered stock, Over trading and under trading. | |
Unit-2 |
Teaching Hours:9 |
Sources of Finance & Capitalization
|
|
Equity shares, Preference shares Debentures & Bonds-Meaning, Types & its implication, Retained Earning-Internal financing or ploughing back of profit. Contemporary Source of Finance for Startups.
Meaning of capitalization – Theories of capitalization – cost theory and earnings theory. Over capitalization and under capitalization (Theory) – causes – effects and remedies, Watered stock, Over trading and under trading. | |
Unit-3 |
Teaching Hours:12 |
Capital Structure & Leverage
|
|
Meaning of capital structure and financial structure, principles of capital structure, Optimum Capital Structure, Determinants of capital structure, Capital Gearing-Theories of Capital Structure, Effect of Capital Structure on EPS, EBIT-EPS Analysis, Point of indifference- practical Problems. Meaning of Leverage, Types of Leverages – operating, financial and combined leverage, risk and leverage – practical problems
| |
Unit-3 |
Teaching Hours:12 |
Capital Structure & Leverage
|
|
Meaning of capital structure and financial structure, principles of capital structure, Optimum Capital Structure, Determinants of capital structure, Capital Gearing-Theories of Capital Structure, Effect of Capital Structure on EPS, EBIT-EPS Analysis, Point of indifference- practical Problems. Meaning of Leverage, Types of Leverages – operating, financial and combined leverage, risk and leverage – practical problems
| |
Unit-3 |
Teaching Hours:12 |
Capital Structure & Leverage
|
|
Meaning of capital structure and financial structure, principles of capital structure, Optimum Capital Structure, Determinants of capital structure, Capital Gearing-Theories of Capital Structure, Effect of Capital Structure on EPS, EBIT-EPS Analysis, Point of indifference- practical Problems. Meaning of Leverage, Types of Leverages – operating, financial and combined leverage, risk and leverage – practical problems
| |
Unit-3 |
Teaching Hours:12 |
Capital Structure & Leverage
|
|
Meaning of capital structure and financial structure, principles of capital structure, Optimum Capital Structure, Determinants of capital structure, Capital Gearing-Theories of Capital Structure, Effect of Capital Structure on EPS, EBIT-EPS Analysis, Point of indifference- practical Problems. Meaning of Leverage, Types of Leverages – operating, financial and combined leverage, risk and leverage – practical problems
| |
Unit-3 |
Teaching Hours:12 |
Capital Structure & Leverage
|
|
Meaning of capital structure and financial structure, principles of capital structure, Optimum Capital Structure, Determinants of capital structure, Capital Gearing-Theories of Capital Structure, Effect of Capital Structure on EPS, EBIT-EPS Analysis, Point of indifference- practical Problems. Meaning of Leverage, Types of Leverages – operating, financial and combined leverage, risk and leverage – practical problems
| |
Unit-3 |
Teaching Hours:12 |
Capital Structure & Leverage
|
|
Meaning of capital structure and financial structure, principles of capital structure, Optimum Capital Structure, Determinants of capital structure, Capital Gearing-Theories of Capital Structure, Effect of Capital Structure on EPS, EBIT-EPS Analysis, Point of indifference- practical Problems. Meaning of Leverage, Types of Leverages – operating, financial and combined leverage, risk and leverage – practical problems
| |
Unit-3 |
Teaching Hours:12 |
Capital Structure & Leverage
|
|
Meaning of capital structure and financial structure, principles of capital structure, Optimum Capital Structure, Determinants of capital structure, Capital Gearing-Theories of Capital Structure, Effect of Capital Structure on EPS, EBIT-EPS Analysis, Point of indifference- practical Problems. Meaning of Leverage, Types of Leverages – operating, financial and combined leverage, risk and leverage – practical problems
| |
Unit-3 |
Teaching Hours:12 |
Capital Structure & Leverage
|
|
Meaning of capital structure and financial structure, principles of capital structure, Optimum Capital Structure, Determinants of capital structure, Capital Gearing-Theories of Capital Structure, Effect of Capital Structure on EPS, EBIT-EPS Analysis, Point of indifference- practical Problems. Meaning of Leverage, Types of Leverages – operating, financial and combined leverage, risk and leverage – practical problems
| |
Unit-3 |
Teaching Hours:12 |
Capital Structure & Leverage
|
|
Meaning of capital structure and financial structure, principles of capital structure, Optimum Capital Structure, Determinants of capital structure, Capital Gearing-Theories of Capital Structure, Effect of Capital Structure on EPS, EBIT-EPS Analysis, Point of indifference- practical Problems. Meaning of Leverage, Types of Leverages – operating, financial and combined leverage, risk and leverage – practical problems
| |
Unit-3 |
Teaching Hours:12 |
Capital Structure & Leverage
|
|
Meaning of capital structure and financial structure, principles of capital structure, Optimum Capital Structure, Determinants of capital structure, Capital Gearing-Theories of Capital Structure, Effect of Capital Structure on EPS, EBIT-EPS Analysis, Point of indifference- practical Problems. Meaning of Leverage, Types of Leverages – operating, financial and combined leverage, risk and leverage – practical problems
| |
Unit-3 |
Teaching Hours:12 |
Capital Structure & Leverage
|
|
Meaning of capital structure and financial structure, principles of capital structure, Optimum Capital Structure, Determinants of capital structure, Capital Gearing-Theories of Capital Structure, Effect of Capital Structure on EPS, EBIT-EPS Analysis, Point of indifference- practical Problems. Meaning of Leverage, Types of Leverages – operating, financial and combined leverage, risk and leverage – practical problems
| |
Unit-3 |
Teaching Hours:12 |
Capital Structure & Leverage
|
|
Meaning of capital structure and financial structure, principles of capital structure, Optimum Capital Structure, Determinants of capital structure, Capital Gearing-Theories of Capital Structure, Effect of Capital Structure on EPS, EBIT-EPS Analysis, Point of indifference- practical Problems. Meaning of Leverage, Types of Leverages – operating, financial and combined leverage, risk and leverage – practical problems
| |
Unit-3 |
Teaching Hours:12 |
Capital Structure & Leverage
|
|
Meaning of capital structure and financial structure, principles of capital structure, Optimum Capital Structure, Determinants of capital structure, Capital Gearing-Theories of Capital Structure, Effect of Capital Structure on EPS, EBIT-EPS Analysis, Point of indifference- practical Problems. Meaning of Leverage, Types of Leverages – operating, financial and combined leverage, risk and leverage – practical problems
| |
Unit-3 |
Teaching Hours:12 |
Capital Structure & Leverage
|
|
Meaning of capital structure and financial structure, principles of capital structure, Optimum Capital Structure, Determinants of capital structure, Capital Gearing-Theories of Capital Structure, Effect of Capital Structure on EPS, EBIT-EPS Analysis, Point of indifference- practical Problems. Meaning of Leverage, Types of Leverages – operating, financial and combined leverage, risk and leverage – practical problems
| |
Unit-3 |
Teaching Hours:12 |
Capital Structure & Leverage
|
|
Meaning of capital structure and financial structure, principles of capital structure, Optimum Capital Structure, Determinants of capital structure, Capital Gearing-Theories of Capital Structure, Effect of Capital Structure on EPS, EBIT-EPS Analysis, Point of indifference- practical Problems. Meaning of Leverage, Types of Leverages – operating, financial and combined leverage, risk and leverage – practical problems
| |
Unit-3 |
Teaching Hours:12 |
Capital Structure & Leverage
|
|
Meaning of capital structure and financial structure, principles of capital structure, Optimum Capital Structure, Determinants of capital structure, Capital Gearing-Theories of Capital Structure, Effect of Capital Structure on EPS, EBIT-EPS Analysis, Point of indifference- practical Problems. Meaning of Leverage, Types of Leverages – operating, financial and combined leverage, risk and leverage – practical problems
| |
Unit-3 |
Teaching Hours:12 |
Capital Structure & Leverage
|
|
Meaning of capital structure and financial structure, principles of capital structure, Optimum Capital Structure, Determinants of capital structure, Capital Gearing-Theories of Capital Structure, Effect of Capital Structure on EPS, EBIT-EPS Analysis, Point of indifference- practical Problems. Meaning of Leverage, Types of Leverages – operating, financial and combined leverage, risk and leverage – practical problems
| |
Unit-3 |
Teaching Hours:12 |
Capital Structure & Leverage
|
|
Meaning of capital structure and financial structure, principles of capital structure, Optimum Capital Structure, Determinants of capital structure, Capital Gearing-Theories of Capital Structure, Effect of Capital Structure on EPS, EBIT-EPS Analysis, Point of indifference- practical Problems. Meaning of Leverage, Types of Leverages – operating, financial and combined leverage, risk and leverage – practical problems
| |
Unit-3 |
Teaching Hours:12 |
Capital Structure & Leverage
|
|
Meaning of capital structure and financial structure, principles of capital structure, Optimum Capital Structure, Determinants of capital structure, Capital Gearing-Theories of Capital Structure, Effect of Capital Structure on EPS, EBIT-EPS Analysis, Point of indifference- practical Problems. Meaning of Leverage, Types of Leverages – operating, financial and combined leverage, risk and leverage – practical problems
| |
Unit-4 |
Teaching Hours:12 |
Cost of Capital
|
|
Meaning of cost of capital, significance of cost of capital, components of cost of capital – Computation of Cost of capital and Weighted Average Cost of Capital, CAPM-Practical Problems. Meaning of Leverage, Types of Leverages – operating, financial and combined leverage, risk and leverage – practical problems
| |
Unit-4 |
Teaching Hours:12 |
Cost of Capital
|
|
Meaning of cost of capital, significance of cost of capital, components of cost of capital – Computation of Cost of capital and Weighted Average Cost of Capital, CAPM-Practical Problems. Meaning of Leverage, Types of Leverages – operating, financial and combined leverage, risk and leverage – practical problems
| |
Unit-4 |
Teaching Hours:12 |
Cost of Capital
|
|
Meaning of cost of capital, significance of cost of capital, components of cost of capital – Computation of Cost of capital and Weighted Average Cost of Capital, CAPM-Practical Problems. Meaning of Leverage, Types of Leverages – operating, financial and combined leverage, risk and leverage – practical problems
| |
Unit-4 |
Teaching Hours:12 |
Cost of Capital
|
|
Meaning of cost of capital, significance of cost of capital, components of cost of capital – Computation of Cost of capital and Weighted Average Cost of Capital, CAPM-Practical Problems. Meaning of Leverage, Types of Leverages – operating, financial and combined leverage, risk and leverage – practical problems
| |
Unit-4 |
Teaching Hours:12 |
Cost of Capital
|
|
Meaning of cost of capital, significance of cost of capital, components of cost of capital – Computation of Cost of capital and Weighted Average Cost of Capital, CAPM-Practical Problems. Meaning of Leverage, Types of Leverages – operating, financial and combined leverage, risk and leverage – practical problems
| |
Unit-4 |
Teaching Hours:12 |
Cost of Capital
|
|
Meaning of cost of capital, significance of cost of capital, components of cost of capital – Computation of Cost of capital and Weighted Average Cost of Capital, CAPM-Practical Problems. Meaning of Leverage, Types of Leverages – operating, financial and combined leverage, risk and leverage – practical problems
| |
Unit-4 |
Teaching Hours:12 |
Cost of Capital
|
|
Meaning of cost of capital, significance of cost of capital, components of cost of capital – Computation of Cost of capital and Weighted Average Cost of Capital, CAPM-Practical Problems. Meaning of Leverage, Types of Leverages – operating, financial and combined leverage, risk and leverage – practical problems
| |
Unit-4 |
Teaching Hours:12 |
Cost of Capital
|
|
Meaning of cost of capital, significance of cost of capital, components of cost of capital – Computation of Cost of capital and Weighted Average Cost of Capital, CAPM-Practical Problems. Meaning of Leverage, Types of Leverages – operating, financial and combined leverage, risk and leverage – practical problems
| |
Unit-4 |
Teaching Hours:12 |
Cost of Capital
|
|
Meaning of cost of capital, significance of cost of capital, components of cost of capital – Computation of Cost of capital and Weighted Average Cost of Capital, CAPM-Practical Problems. Meaning of Leverage, Types of Leverages – operating, financial and combined leverage, risk and leverage – practical problems
| |
Unit-4 |
Teaching Hours:12 |
Cost of Capital
|
|
Meaning of cost of capital, significance of cost of capital, components of cost of capital – Computation of Cost of capital and Weighted Average Cost of Capital, CAPM-Practical Problems. Meaning of Leverage, Types of Leverages – operating, financial and combined leverage, risk and leverage – practical problems
| |
Unit-4 |
Teaching Hours:12 |
Cost of Capital
|
|
Meaning of cost of capital, significance of cost of capital, components of cost of capital – Computation of Cost of capital and Weighted Average Cost of Capital, CAPM-Practical Problems. Meaning of Leverage, Types of Leverages – operating, financial and combined leverage, risk and leverage – practical problems
| |
Unit-4 |
Teaching Hours:12 |
Cost of Capital
|
|
Meaning of cost of capital, significance of cost of capital, components of cost of capital – Computation of Cost of capital and Weighted Average Cost of Capital, CAPM-Practical Problems. Meaning of Leverage, Types of Leverages – operating, financial and combined leverage, risk and leverage – practical problems
| |
Unit-4 |
Teaching Hours:12 |
Cost of Capital
|
|
Meaning of cost of capital, significance of cost of capital, components of cost of capital – Computation of Cost of capital and Weighted Average Cost of Capital, CAPM-Practical Problems. Meaning of Leverage, Types of Leverages – operating, financial and combined leverage, risk and leverage – practical problems
| |
Unit-4 |
Teaching Hours:12 |
Cost of Capital
|
|
Meaning of cost of capital, significance of cost of capital, components of cost of capital – Computation of Cost of capital and Weighted Average Cost of Capital, CAPM-Practical Problems. Meaning of Leverage, Types of Leverages – operating, financial and combined leverage, risk and leverage – practical problems
| |
Unit-4 |
Teaching Hours:12 |
Cost of Capital
|
|
Meaning of cost of capital, significance of cost of capital, components of cost of capital – Computation of Cost of capital and Weighted Average Cost of Capital, CAPM-Practical Problems. Meaning of Leverage, Types of Leverages – operating, financial and combined leverage, risk and leverage – practical problems
| |
Unit-4 |
Teaching Hours:12 |
Cost of Capital
|
|
Meaning of cost of capital, significance of cost of capital, components of cost of capital – Computation of Cost of capital and Weighted Average Cost of Capital, CAPM-Practical Problems. Meaning of Leverage, Types of Leverages – operating, financial and combined leverage, risk and leverage – practical problems
| |
Unit-4 |
Teaching Hours:12 |
Cost of Capital
|
|
Meaning of cost of capital, significance of cost of capital, components of cost of capital – Computation of Cost of capital and Weighted Average Cost of Capital, CAPM-Practical Problems. Meaning of Leverage, Types of Leverages – operating, financial and combined leverage, risk and leverage – practical problems
| |
Unit-4 |
Teaching Hours:12 |
Cost of Capital
|
|
Meaning of cost of capital, significance of cost of capital, components of cost of capital – Computation of Cost of capital and Weighted Average Cost of Capital, CAPM-Practical Problems. Meaning of Leverage, Types of Leverages – operating, financial and combined leverage, risk and leverage – practical problems
| |
Unit-4 |
Teaching Hours:12 |
Cost of Capital
|
|
Meaning of cost of capital, significance of cost of capital, components of cost of capital – Computation of Cost of capital and Weighted Average Cost of Capital, CAPM-Practical Problems. Meaning of Leverage, Types of Leverages – operating, financial and combined leverage, risk and leverage – practical problems
| |
Unit-5 |
Teaching Hours:8 |
Capital Budgeting
|
|
Meaning of Capital Budgeting, Importance, Need, Capital budgeting process, project appraisal by using traditional methods and modern methods, Practical problems on Payback Period, Net Present Value, Profitability Index, IRR and MIRR methods. | |
Unit-5 |
Teaching Hours:8 |
Capital Budgeting
|
|
Meaning of Capital Budgeting, Importance, Need, Capital budgeting process, project appraisal by using traditional methods and modern methods, Practical problems on Payback Period, Net Present Value, Profitability Index, IRR and MIRR methods. | |
Unit-5 |
Teaching Hours:8 |
Capital Budgeting
|
|
Meaning of Capital Budgeting, Importance, Need, Capital budgeting process, project appraisal by using traditional methods and modern methods, Practical problems on Payback Period, Net Present Value, Profitability Index, IRR and MIRR methods. | |
Unit-5 |
Teaching Hours:8 |
Capital Budgeting
|
|
Meaning of Capital Budgeting, Importance, Need, Capital budgeting process, project appraisal by using traditional methods and modern methods, Practical problems on Payback Period, Net Present Value, Profitability Index, IRR and MIRR methods. | |
Unit-5 |
Teaching Hours:8 |
Capital Budgeting
|
|
Meaning of Capital Budgeting, Importance, Need, Capital budgeting process, project appraisal by using traditional methods and modern methods, Practical problems on Payback Period, Net Present Value, Profitability Index, IRR and MIRR methods. | |
Unit-5 |
Teaching Hours:8 |
Capital Budgeting
|
|
Meaning of Capital Budgeting, Importance, Need, Capital budgeting process, project appraisal by using traditional methods and modern methods, Practical problems on Payback Period, Net Present Value, Profitability Index, IRR and MIRR methods. | |
Unit-5 |
Teaching Hours:8 |
Capital Budgeting
|
|
Meaning of Capital Budgeting, Importance, Need, Capital budgeting process, project appraisal by using traditional methods and modern methods, Practical problems on Payback Period, Net Present Value, Profitability Index, IRR and MIRR methods. | |
Unit-5 |
Teaching Hours:8 |
Capital Budgeting
|
|
Meaning of Capital Budgeting, Importance, Need, Capital budgeting process, project appraisal by using traditional methods and modern methods, Practical problems on Payback Period, Net Present Value, Profitability Index, IRR and MIRR methods. | |
Unit-5 |
Teaching Hours:8 |
Capital Budgeting
|
|
Meaning of Capital Budgeting, Importance, Need, Capital budgeting process, project appraisal by using traditional methods and modern methods, Practical problems on Payback Period, Net Present Value, Profitability Index, IRR and MIRR methods. | |
Unit-5 |
Teaching Hours:8 |
Capital Budgeting
|
|
Meaning of Capital Budgeting, Importance, Need, Capital budgeting process, project appraisal by using traditional methods and modern methods, Practical problems on Payback Period, Net Present Value, Profitability Index, IRR and MIRR methods. | |
Unit-5 |
Teaching Hours:8 |
Capital Budgeting
|
|
Meaning of Capital Budgeting, Importance, Need, Capital budgeting process, project appraisal by using traditional methods and modern methods, Practical problems on Payback Period, Net Present Value, Profitability Index, IRR and MIRR methods. | |
Unit-5 |
Teaching Hours:8 |
Capital Budgeting
|
|
Meaning of Capital Budgeting, Importance, Need, Capital budgeting process, project appraisal by using traditional methods and modern methods, Practical problems on Payback Period, Net Present Value, Profitability Index, IRR and MIRR methods. | |
Unit-5 |
Teaching Hours:8 |
Capital Budgeting
|
|
Meaning of Capital Budgeting, Importance, Need, Capital budgeting process, project appraisal by using traditional methods and modern methods, Practical problems on Payback Period, Net Present Value, Profitability Index, IRR and MIRR methods. | |
Unit-5 |
Teaching Hours:8 |
Capital Budgeting
|
|
Meaning of Capital Budgeting, Importance, Need, Capital budgeting process, project appraisal by using traditional methods and modern methods, Practical problems on Payback Period, Net Present Value, Profitability Index, IRR and MIRR methods. | |
Unit-5 |
Teaching Hours:8 |
Capital Budgeting
|
|
Meaning of Capital Budgeting, Importance, Need, Capital budgeting process, project appraisal by using traditional methods and modern methods, Practical problems on Payback Period, Net Present Value, Profitability Index, IRR and MIRR methods. | |
Unit-5 |
Teaching Hours:8 |
Capital Budgeting
|
|
Meaning of Capital Budgeting, Importance, Need, Capital budgeting process, project appraisal by using traditional methods and modern methods, Practical problems on Payback Period, Net Present Value, Profitability Index, IRR and MIRR methods. | |
Unit-5 |
Teaching Hours:8 |
Capital Budgeting
|
|
Meaning of Capital Budgeting, Importance, Need, Capital budgeting process, project appraisal by using traditional methods and modern methods, Practical problems on Payback Period, Net Present Value, Profitability Index, IRR and MIRR methods. | |
Unit-5 |
Teaching Hours:8 |
Capital Budgeting
|
|
Meaning of Capital Budgeting, Importance, Need, Capital budgeting process, project appraisal by using traditional methods and modern methods, Practical problems on Payback Period, Net Present Value, Profitability Index, IRR and MIRR methods. | |
Unit-5 |
Teaching Hours:8 |
Capital Budgeting
|
|
Meaning of Capital Budgeting, Importance, Need, Capital budgeting process, project appraisal by using traditional methods and modern methods, Practical problems on Payback Period, Net Present Value, Profitability Index, IRR and MIRR methods. | |
Unit-6 |
Teaching Hours:6 |
Dividend Policy decisions
|
|
Introduction – Meaning of dividend, dividend decisions and dividend policy - Irrelevance concept – Residual approach and Modigliani and Miller approach - Relevant Concept - Walter’s Approach and Gordon’s Approach - Determinants of Dividend Policy - Types of Dividend Policy - Forms of Dividend. | |
Unit-6 |
Teaching Hours:6 |
Dividend Policy decisions
|
|
Introduction – Meaning of dividend, dividend decisions and dividend policy - Irrelevance concept – Residual approach and Modigliani and Miller approach - Relevant Concept - Walter’s Approach and Gordon’s Approach - Determinants of Dividend Policy - Types of Dividend Policy - Forms of Dividend. | |
Unit-6 |
Teaching Hours:6 |
Dividend Policy decisions
|
|
Introduction – Meaning of dividend, dividend decisions and dividend policy - Irrelevance concept – Residual approach and Modigliani and Miller approach - Relevant Concept - Walter’s Approach and Gordon’s Approach - Determinants of Dividend Policy - Types of Dividend Policy - Forms of Dividend. | |
Unit-6 |
Teaching Hours:6 |
Dividend Policy decisions
|
|
Introduction – Meaning of dividend, dividend decisions and dividend policy - Irrelevance concept – Residual approach and Modigliani and Miller approach - Relevant Concept - Walter’s Approach and Gordon’s Approach - Determinants of Dividend Policy - Types of Dividend Policy - Forms of Dividend. | |
Unit-6 |
Teaching Hours:6 |
Dividend Policy decisions
|
|
Introduction – Meaning of dividend, dividend decisions and dividend policy - Irrelevance concept – Residual approach and Modigliani and Miller approach - Relevant Concept - Walter’s Approach and Gordon’s Approach - Determinants of Dividend Policy - Types of Dividend Policy - Forms of Dividend. | |
Unit-6 |
Teaching Hours:6 |
Dividend Policy decisions
|
|
Introduction – Meaning of dividend, dividend decisions and dividend policy - Irrelevance concept – Residual approach and Modigliani and Miller approach - Relevant Concept - Walter’s Approach and Gordon’s Approach - Determinants of Dividend Policy - Types of Dividend Policy - Forms of Dividend. | |
Unit-6 |
Teaching Hours:6 |
Dividend Policy decisions
|
|
Introduction – Meaning of dividend, dividend decisions and dividend policy - Irrelevance concept – Residual approach and Modigliani and Miller approach - Relevant Concept - Walter’s Approach and Gordon’s Approach - Determinants of Dividend Policy - Types of Dividend Policy - Forms of Dividend. | |
Unit-6 |
Teaching Hours:6 |
Dividend Policy decisions
|
|
Introduction – Meaning of dividend, dividend decisions and dividend policy - Irrelevance concept – Residual approach and Modigliani and Miller approach - Relevant Concept - Walter’s Approach and Gordon’s Approach - Determinants of Dividend Policy - Types of Dividend Policy - Forms of Dividend. | |
Unit-6 |
Teaching Hours:6 |
Dividend Policy decisions
|
|
Introduction – Meaning of dividend, dividend decisions and dividend policy - Irrelevance concept – Residual approach and Modigliani and Miller approach - Relevant Concept - Walter’s Approach and Gordon’s Approach - Determinants of Dividend Policy - Types of Dividend Policy - Forms of Dividend. | |
Unit-6 |
Teaching Hours:6 |
Dividend Policy decisions
|
|
Introduction – Meaning of dividend, dividend decisions and dividend policy - Irrelevance concept – Residual approach and Modigliani and Miller approach - Relevant Concept - Walter’s Approach and Gordon’s Approach - Determinants of Dividend Policy - Types of Dividend Policy - Forms of Dividend. | |
Unit-6 |
Teaching Hours:6 |
Dividend Policy decisions
|
|
Introduction – Meaning of dividend, dividend decisions and dividend policy - Irrelevance concept – Residual approach and Modigliani and Miller approach - Relevant Concept - Walter’s Approach and Gordon’s Approach - Determinants of Dividend Policy - Types of Dividend Policy - Forms of Dividend. | |
Unit-6 |
Teaching Hours:6 |
Dividend Policy decisions
|
|
Introduction – Meaning of dividend, dividend decisions and dividend policy - Irrelevance concept – Residual approach and Modigliani and Miller approach - Relevant Concept - Walter’s Approach and Gordon’s Approach - Determinants of Dividend Policy - Types of Dividend Policy - Forms of Dividend. | |
Unit-6 |
Teaching Hours:6 |
Dividend Policy decisions
|
|
Introduction – Meaning of dividend, dividend decisions and dividend policy - Irrelevance concept – Residual approach and Modigliani and Miller approach - Relevant Concept - Walter’s Approach and Gordon’s Approach - Determinants of Dividend Policy - Types of Dividend Policy - Forms of Dividend. | |
Unit-6 |
Teaching Hours:6 |
Dividend Policy decisions
|
|
Introduction – Meaning of dividend, dividend decisions and dividend policy - Irrelevance concept – Residual approach and Modigliani and Miller approach - Relevant Concept - Walter’s Approach and Gordon’s Approach - Determinants of Dividend Policy - Types of Dividend Policy - Forms of Dividend. | |
Unit-6 |
Teaching Hours:6 |
Dividend Policy decisions
|
|
Introduction – Meaning of dividend, dividend decisions and dividend policy - Irrelevance concept – Residual approach and Modigliani and Miller approach - Relevant Concept - Walter’s Approach and Gordon’s Approach - Determinants of Dividend Policy - Types of Dividend Policy - Forms of Dividend. | |
Unit-6 |
Teaching Hours:6 |
Dividend Policy decisions
|
|
Introduction – Meaning of dividend, dividend decisions and dividend policy - Irrelevance concept – Residual approach and Modigliani and Miller approach - Relevant Concept - Walter’s Approach and Gordon’s Approach - Determinants of Dividend Policy - Types of Dividend Policy - Forms of Dividend. | |
Unit-6 |
Teaching Hours:6 |
Dividend Policy decisions
|
|
Introduction – Meaning of dividend, dividend decisions and dividend policy - Irrelevance concept – Residual approach and Modigliani and Miller approach - Relevant Concept - Walter’s Approach and Gordon’s Approach - Determinants of Dividend Policy - Types of Dividend Policy - Forms of Dividend. | |
Unit-6 |
Teaching Hours:6 |
Dividend Policy decisions
|
|
Introduction – Meaning of dividend, dividend decisions and dividend policy - Irrelevance concept – Residual approach and Modigliani and Miller approach - Relevant Concept - Walter’s Approach and Gordon’s Approach - Determinants of Dividend Policy - Types of Dividend Policy - Forms of Dividend. | |
Unit-6 |
Teaching Hours:6 |
Dividend Policy decisions
|
|
Introduction – Meaning of dividend, dividend decisions and dividend policy - Irrelevance concept – Residual approach and Modigliani and Miller approach - Relevant Concept - Walter’s Approach and Gordon’s Approach - Determinants of Dividend Policy - Types of Dividend Policy - Forms of Dividend. | |
Unit-7 |
Teaching Hours:7 |
Management of Working Capital
|
|
Meaning of working capital, types of working capital, working capital cycle, adequate working capital, determinants of working capital, estimation of working capital-Practice problems. Management of cash. Management of inventory and debtors – Theory only. | |
Unit-7 |
Teaching Hours:7 |
Management of Working Capital
|
|
Meaning of working capital, types of working capital, working capital cycle, adequate working capital, determinants of working capital, estimation of working capital-Practice problems. Management of cash. Management of inventory and debtors – Theory only. | |
Unit-7 |
Teaching Hours:7 |
Management of Working Capital
|
|
Meaning of working capital, types of working capital, working capital cycle, adequate working capital, determinants of working capital, estimation of working capital-Practice problems. Management of cash. Management of inventory and debtors – Theory only. | |
Unit-7 |
Teaching Hours:7 |
Management of Working Capital
|
|
Meaning of working capital, types of working capital, working capital cycle, adequate working capital, determinants of working capital, estimation of working capital-Practice problems. Management of cash. Management of inventory and debtors – Theory only. | |
Unit-7 |
Teaching Hours:7 |
Management of Working Capital
|
|
Meaning of working capital, types of working capital, working capital cycle, adequate working capital, determinants of working capital, estimation of working capital-Practice problems. Management of cash. Management of inventory and debtors – Theory only. | |
Unit-7 |
Teaching Hours:7 |
Management of Working Capital
|
|
Meaning of working capital, types of working capital, working capital cycle, adequate working capital, determinants of working capital, estimation of working capital-Practice problems. Management of cash. Management of inventory and debtors – Theory only. | |
Unit-7 |
Teaching Hours:7 |
Management of Working Capital
|
|
Meaning of working capital, types of working capital, working capital cycle, adequate working capital, determinants of working capital, estimation of working capital-Practice problems. Management of cash. Management of inventory and debtors – Theory only. | |
Unit-7 |
Teaching Hours:7 |
Management of Working Capital
|
|
Meaning of working capital, types of working capital, working capital cycle, adequate working capital, determinants of working capital, estimation of working capital-Practice problems. Management of cash. Management of inventory and debtors – Theory only. | |
Unit-7 |
Teaching Hours:7 |
Management of Working Capital
|
|
Meaning of working capital, types of working capital, working capital cycle, adequate working capital, determinants of working capital, estimation of working capital-Practice problems. Management of cash. Management of inventory and debtors – Theory only. | |
Unit-7 |
Teaching Hours:7 |
Management of Working Capital
|
|
Meaning of working capital, types of working capital, working capital cycle, adequate working capital, determinants of working capital, estimation of working capital-Practice problems. Management of cash. Management of inventory and debtors – Theory only. | |
Unit-7 |
Teaching Hours:7 |
Management of Working Capital
|
|
Meaning of working capital, types of working capital, working capital cycle, adequate working capital, determinants of working capital, estimation of working capital-Practice problems. Management of cash. Management of inventory and debtors – Theory only. | |
Unit-7 |
Teaching Hours:7 |
Management of Working Capital
|
|
Meaning of working capital, types of working capital, working capital cycle, adequate working capital, determinants of working capital, estimation of working capital-Practice problems. Management of cash. Management of inventory and debtors – Theory only. | |
Unit-7 |
Teaching Hours:7 |
Management of Working Capital
|
|
Meaning of working capital, types of working capital, working capital cycle, adequate working capital, determinants of working capital, estimation of working capital-Practice problems. Management of cash. Management of inventory and debtors – Theory only. | |
Unit-7 |
Teaching Hours:7 |
Management of Working Capital
|
|
Meaning of working capital, types of working capital, working capital cycle, adequate working capital, determinants of working capital, estimation of working capital-Practice problems. Management of cash. Management of inventory and debtors – Theory only. | |
Unit-7 |
Teaching Hours:7 |
Management of Working Capital
|
|
Meaning of working capital, types of working capital, working capital cycle, adequate working capital, determinants of working capital, estimation of working capital-Practice problems. Management of cash. Management of inventory and debtors – Theory only. | |
Unit-7 |
Teaching Hours:7 |
Management of Working Capital
|
|
Meaning of working capital, types of working capital, working capital cycle, adequate working capital, determinants of working capital, estimation of working capital-Practice problems. Management of cash. Management of inventory and debtors – Theory only. | |
Unit-7 |
Teaching Hours:7 |
Management of Working Capital
|
|
Meaning of working capital, types of working capital, working capital cycle, adequate working capital, determinants of working capital, estimation of working capital-Practice problems. Management of cash. Management of inventory and debtors – Theory only. | |
Unit-7 |
Teaching Hours:7 |
Management of Working Capital
|
|
Meaning of working capital, types of working capital, working capital cycle, adequate working capital, determinants of working capital, estimation of working capital-Practice problems. Management of cash. Management of inventory and debtors – Theory only. | |
Unit-7 |
Teaching Hours:7 |
Management of Working Capital
|
|
Meaning of working capital, types of working capital, working capital cycle, adequate working capital, determinants of working capital, estimation of working capital-Practice problems. Management of cash. Management of inventory and debtors – Theory only. | |
Text Books And Reference Books: Khan, M, Y, & Jain, P, K (2018). Financial Management. Tata Mc Graw Hill. | |
Essential Reading / Recommended Reading
| |
Evaluation Pattern CIA I- 20 Marks CIA II- 50 Marks CIA II- 20 Marks ESE- 50 Marks Attendance : 5 Marks | |
BBA102-2 - MARKETING MANAGEMENT (2024 Batch) | |
Total Teaching Hours for Semester:60 |
No of Lecture Hours/Week:4 |
Max Marks:100 |
Credits:4 |
Course Objectives/Course Description |
|
Course Description : Marketing a particularly stimulating subject for learners, since its practical application is visible every day. Old rules of marketing are no longer useful to those who want to influence these new consumer’s choices. This course will lead the exploration of the leading edge of this paradigm shift that is now underway. This course introduces students to the concepts and processes of marketing and takes them deeper into the world of marketing Course Objectives : This course intends ● To explain fundamental concepts of marketing and their application to different markets. ● To give an understanding about marketing mix elements and strategies. ● To explain about consumers buying behavior. ● To critically examine and evaluate existing marketing strategies and tactics. ● To study the social responsibility and ethics of marketing. |
|
Learning Outcome |
|
CO1: Explain fundamental concepts of marketing and their application to different markets. CO2: Understand elements and strategies about marketing mix. CO3: Explain about consumers buying behavior. CO4: Critically examine and evaluate existing marketing strategies and tactics. CO5: Study the social responsibility and ethics of marketing. |
Unit-1 |
Teaching Hours:8 |
Introduction to Marketing Fundamentals
|
|
Level of knowledge: Conceptual Meaning and Definition of Marketing; Scope of marketing - Evolution of marketing - The Production Concept, The Product Concept, The Selling Concept, The Marketing Concept, The Holistic Marketing Concept; Core Marketing Concepts, Marketing Environment. | |
Unit-1 |
Teaching Hours:8 |
Introduction to Marketing Fundamentals
|
|
Level of knowledge: Conceptual Meaning and Definition of Marketing; Scope of marketing - Evolution of marketing - The Production Concept, The Product Concept, The Selling Concept, The Marketing Concept, The Holistic Marketing Concept; Core Marketing Concepts, Marketing Environment. | |
Unit-1 |
Teaching Hours:8 |
Introduction to Marketing Fundamentals
|
|
Level of knowledge: Conceptual Meaning and Definition of Marketing; Scope of marketing - Evolution of marketing - The Production Concept, The Product Concept, The Selling Concept, The Marketing Concept, The Holistic Marketing Concept; Core Marketing Concepts, Marketing Environment. | |
Unit-1 |
Teaching Hours:8 |
Introduction to Marketing Fundamentals
|
|
Level of knowledge: Conceptual Meaning and Definition of Marketing; Scope of marketing - Evolution of marketing - The Production Concept, The Product Concept, The Selling Concept, The Marketing Concept, The Holistic Marketing Concept; Core Marketing Concepts, Marketing Environment. | |
Unit-1 |
Teaching Hours:8 |
Introduction to Marketing Fundamentals
|
|
Level of knowledge: Conceptual Meaning and Definition of Marketing; Scope of marketing - Evolution of marketing - The Production Concept, The Product Concept, The Selling Concept, The Marketing Concept, The Holistic Marketing Concept; Core Marketing Concepts, Marketing Environment. | |
Unit-1 |
Teaching Hours:8 |
Introduction to Marketing Fundamentals
|
|
Level of knowledge: Conceptual Meaning and Definition of Marketing; Scope of marketing - Evolution of marketing - The Production Concept, The Product Concept, The Selling Concept, The Marketing Concept, The Holistic Marketing Concept; Core Marketing Concepts, Marketing Environment. | |
Unit-1 |
Teaching Hours:8 |
Introduction to Marketing Fundamentals
|
|
Level of knowledge: Conceptual Meaning and Definition of Marketing; Scope of marketing - Evolution of marketing - The Production Concept, The Product Concept, The Selling Concept, The Marketing Concept, The Holistic Marketing Concept; Core Marketing Concepts, Marketing Environment. | |
Unit-1 |
Teaching Hours:8 |
Introduction to Marketing Fundamentals
|
|
Level of knowledge: Conceptual Meaning and Definition of Marketing; Scope of marketing - Evolution of marketing - The Production Concept, The Product Concept, The Selling Concept, The Marketing Concept, The Holistic Marketing Concept; Core Marketing Concepts, Marketing Environment. | |
Unit-1 |
Teaching Hours:8 |
Introduction to Marketing Fundamentals
|
|
Level of knowledge: Conceptual Meaning and Definition of Marketing; Scope of marketing - Evolution of marketing - The Production Concept, The Product Concept, The Selling Concept, The Marketing Concept, The Holistic Marketing Concept; Core Marketing Concepts, Marketing Environment. | |
Unit-1 |
Teaching Hours:8 |
Introduction to Marketing Fundamentals
|
|
Level of knowledge: Conceptual Meaning and Definition of Marketing; Scope of marketing - Evolution of marketing - The Production Concept, The Product Concept, The Selling Concept, The Marketing Concept, The Holistic Marketing Concept; Core Marketing Concepts, Marketing Environment. | |
Unit-1 |
Teaching Hours:8 |
Introduction to Marketing Fundamentals
|
|
Level of knowledge: Conceptual Meaning and Definition of Marketing; Scope of marketing - Evolution of marketing - The Production Concept, The Product Concept, The Selling Concept, The Marketing Concept, The Holistic Marketing Concept; Core Marketing Concepts, Marketing Environment. | |
Unit-1 |
Teaching Hours:8 |
Introduction to Marketing Fundamentals
|
|
Level of knowledge: Conceptual Meaning and Definition of Marketing; Scope of marketing - Evolution of marketing - The Production Concept, The Product Concept, The Selling Concept, The Marketing Concept, The Holistic Marketing Concept; Core Marketing Concepts, Marketing Environment. | |
Unit-1 |
Teaching Hours:8 |
Introduction to Marketing Fundamentals
|
|
Level of knowledge: Conceptual Meaning and Definition of Marketing; Scope of marketing - Evolution of marketing - The Production Concept, The Product Concept, The Selling Concept, The Marketing Concept, The Holistic Marketing Concept; Core Marketing Concepts, Marketing Environment. | |
Unit-1 |
Teaching Hours:8 |
Introduction to Marketing Fundamentals
|
|
Level of knowledge: Conceptual Meaning and Definition of Marketing; Scope of marketing - Evolution of marketing - The Production Concept, The Product Concept, The Selling Concept, The Marketing Concept, The Holistic Marketing Concept; Core Marketing Concepts, Marketing Environment. | |
Unit-1 |
Teaching Hours:8 |
Introduction to Marketing Fundamentals
|
|
Level of knowledge: Conceptual Meaning and Definition of Marketing; Scope of marketing - Evolution of marketing - The Production Concept, The Product Concept, The Selling Concept, The Marketing Concept, The Holistic Marketing Concept; Core Marketing Concepts, Marketing Environment. | |
Unit-1 |
Teaching Hours:8 |
Introduction to Marketing Fundamentals
|
|
Level of knowledge: Conceptual Meaning and Definition of Marketing; Scope of marketing - Evolution of marketing - The Production Concept, The Product Concept, The Selling Concept, The Marketing Concept, The Holistic Marketing Concept; Core Marketing Concepts, Marketing Environment. | |
Unit-1 |
Teaching Hours:8 |
Introduction to Marketing Fundamentals
|
|
Level of knowledge: Conceptual Meaning and Definition of Marketing; Scope of marketing - Evolution of marketing - The Production Concept, The Product Concept, The Selling Concept, The Marketing Concept, The Holistic Marketing Concept; Core Marketing Concepts, Marketing Environment. | |
Unit-1 |
Teaching Hours:8 |
Introduction to Marketing Fundamentals
|
|
Level of knowledge: Conceptual Meaning and Definition of Marketing; Scope of marketing - Evolution of marketing - The Production Concept, The Product Concept, The Selling Concept, The Marketing Concept, The Holistic Marketing Concept; Core Marketing Concepts, Marketing Environment. | |
Unit-1 |
Teaching Hours:8 |
Introduction to Marketing Fundamentals
|
|
Level of knowledge: Conceptual Meaning and Definition of Marketing; Scope of marketing - Evolution of marketing - The Production Concept, The Product Concept, The Selling Concept, The Marketing Concept, The Holistic Marketing Concept; Core Marketing Concepts, Marketing Environment. | |
Unit-2 |
Teaching Hours:10 |
Connecting with Customers
|
|
Level of knowledge: Conceptual Segmentation, targeting, and positioning for competitive advantage. Consumer behaviour model (Black box), Types of Buying Decision Behaviour, The Buyer Decision Process, The Business Buyer Decision Process, Institutional and Government Market. Factors affecting consumer Behaviour, | |
Unit-2 |
Teaching Hours:10 |
Connecting with Customers
|
|
Level of knowledge: Conceptual Segmentation, targeting, and positioning for competitive advantage. Consumer behaviour model (Black box), Types of Buying Decision Behaviour, The Buyer Decision Process, The Business Buyer Decision Process, Institutional and Government Market. Factors affecting consumer Behaviour, | |
Unit-2 |
Teaching Hours:10 |
Connecting with Customers
|
|
Level of knowledge: Conceptual Segmentation, targeting, and positioning for competitive advantage. Consumer behaviour model (Black box), Types of Buying Decision Behaviour, The Buyer Decision Process, The Business Buyer Decision Process, Institutional and Government Market. Factors affecting consumer Behaviour, | |
Unit-2 |
Teaching Hours:10 |
Connecting with Customers
|
|
Level of knowledge: Conceptual Segmentation, targeting, and positioning for competitive advantage. Consumer behaviour model (Black box), Types of Buying Decision Behaviour, The Buyer Decision Process, The Business Buyer Decision Process, Institutional and Government Market. Factors affecting consumer Behaviour, | |
Unit-2 |
Teaching Hours:10 |
Connecting with Customers
|
|
Level of knowledge: Conceptual Segmentation, targeting, and positioning for competitive advantage. Consumer behaviour model (Black box), Types of Buying Decision Behaviour, The Buyer Decision Process, The Business Buyer Decision Process, Institutional and Government Market. Factors affecting consumer Behaviour, | |
Unit-2 |
Teaching Hours:10 |
Connecting with Customers
|
|
Level of knowledge: Conceptual Segmentation, targeting, and positioning for competitive advantage. Consumer behaviour model (Black box), Types of Buying Decision Behaviour, The Buyer Decision Process, The Business Buyer Decision Process, Institutional and Government Market. Factors affecting consumer Behaviour, | |
Unit-2 |
Teaching Hours:10 |
Connecting with Customers
|
|
Level of knowledge: Conceptual Segmentation, targeting, and positioning for competitive advantage. Consumer behaviour model (Black box), Types of Buying Decision Behaviour, The Buyer Decision Process, The Business Buyer Decision Process, Institutional and Government Market. Factors affecting consumer Behaviour, | |
Unit-2 |
Teaching Hours:10 |
Connecting with Customers
|
|
Level of knowledge: Conceptual Segmentation, targeting, and positioning for competitive advantage. Consumer behaviour model (Black box), Types of Buying Decision Behaviour, The Buyer Decision Process, The Business Buyer Decision Process, Institutional and Government Market. Factors affecting consumer Behaviour, | |
Unit-2 |
Teaching Hours:10 |
Connecting with Customers
|
|
Level of knowledge: Conceptual Segmentation, targeting, and positioning for competitive advantage. Consumer behaviour model (Black box), Types of Buying Decision Behaviour, The Buyer Decision Process, The Business Buyer Decision Process, Institutional and Government Market. Factors affecting consumer Behaviour, | |
Unit-2 |
Teaching Hours:10 |
Connecting with Customers
|
|
Level of knowledge: Conceptual Segmentation, targeting, and positioning for competitive advantage. Consumer behaviour model (Black box), Types of Buying Decision Behaviour, The Buyer Decision Process, The Business Buyer Decision Process, Institutional and Government Market. Factors affecting consumer Behaviour, | |
Unit-2 |
Teaching Hours:10 |
Connecting with Customers
|
|
Level of knowledge: Conceptual Segmentation, targeting, and positioning for competitive advantage. Consumer behaviour model (Black box), Types of Buying Decision Behaviour, The Buyer Decision Process, The Business Buyer Decision Process, Institutional and Government Market. Factors affecting consumer Behaviour, | |
Unit-2 |
Teaching Hours:10 |
Connecting with Customers
|
|
Level of knowledge: Conceptual Segmentation, targeting, and positioning for competitive advantage. Consumer behaviour model (Black box), Types of Buying Decision Behaviour, The Buyer Decision Process, The Business Buyer Decision Process, Institutional and Government Market. Factors affecting consumer Behaviour, | |
Unit-2 |
Teaching Hours:10 |
Connecting with Customers
|
|
Level of knowledge: Conceptual Segmentation, targeting, and positioning for competitive advantage. Consumer behaviour model (Black box), Types of Buying Decision Behaviour, The Buyer Decision Process, The Business Buyer Decision Process, Institutional and Government Market. Factors affecting consumer Behaviour, | |
Unit-2 |
Teaching Hours:10 |
Connecting with Customers
|
|
Level of knowledge: Conceptual Segmentation, targeting, and positioning for competitive advantage. Consumer behaviour model (Black box), Types of Buying Decision Behaviour, The Buyer Decision Process, The Business Buyer Decision Process, Institutional and Government Market. Factors affecting consumer Behaviour, | |
Unit-2 |
Teaching Hours:10 |
Connecting with Customers
|
|
Level of knowledge: Conceptual Segmentation, targeting, and positioning for competitive advantage. Consumer behaviour model (Black box), Types of Buying Decision Behaviour, The Buyer Decision Process, The Business Buyer Decision Process, Institutional and Government Market. Factors affecting consumer Behaviour, | |
Unit-2 |
Teaching Hours:10 |
Connecting with Customers
|
|
Level of knowledge: Conceptual Segmentation, targeting, and positioning for competitive advantage. Consumer behaviour model (Black box), Types of Buying Decision Behaviour, The Buyer Decision Process, The Business Buyer Decision Process, Institutional and Government Market. Factors affecting consumer Behaviour, | |
Unit-2 |
Teaching Hours:10 |
Connecting with Customers
|
|
Level of knowledge: Conceptual Segmentation, targeting, and positioning for competitive advantage. Consumer behaviour model (Black box), Types of Buying Decision Behaviour, The Buyer Decision Process, The Business Buyer Decision Process, Institutional and Government Market. Factors affecting consumer Behaviour, | |
Unit-2 |
Teaching Hours:10 |
Connecting with Customers
|
|
Level of knowledge: Conceptual Segmentation, targeting, and positioning for competitive advantage. Consumer behaviour model (Black box), Types of Buying Decision Behaviour, The Buyer Decision Process, The Business Buyer Decision Process, Institutional and Government Market. Factors affecting consumer Behaviour, | |
Unit-2 |
Teaching Hours:10 |
Connecting with Customers
|
|
Level of knowledge: Conceptual Segmentation, targeting, and positioning for competitive advantage. Consumer behaviour model (Black box), Types of Buying Decision Behaviour, The Buyer Decision Process, The Business Buyer Decision Process, Institutional and Government Market. Factors affecting consumer Behaviour, | |
Unit-3 |
Teaching Hours:10 |
Product and Service Decisions of offering
|
|
Level of knowledge: Conceptual Setting Product Strategy: Product Classification, Product Levels, Product and Services Differentiation, New product development stages, categories of new product, reasons for launching new products and its failure. Product life cycle strategies and its extension. | |
Unit-3 |
Teaching Hours:10 |
Product and Service Decisions of offering
|
|
Level of knowledge: Conceptual Setting Product Strategy: Product Classification, Product Levels, Product and Services Differentiation, New product development stages, categories of new product, reasons for launching new products and its failure. Product life cycle strategies and its extension. | |
Unit-3 |
Teaching Hours:10 |
Product and Service Decisions of offering
|
|
Level of knowledge: Conceptual Setting Product Strategy: Product Classification, Product Levels, Product and Services Differentiation, New product development stages, categories of new product, reasons for launching new products and its failure. Product life cycle strategies and its extension. | |
Unit-3 |
Teaching Hours:10 |
Product and Service Decisions of offering
|
|
Level of knowledge: Conceptual Setting Product Strategy: Product Classification, Product Levels, Product and Services Differentiation, New product development stages, categories of new product, reasons for launching new products and its failure. Product life cycle strategies and its extension. | |
Unit-3 |
Teaching Hours:10 |
Product and Service Decisions of offering
|
|
Level of knowledge: Conceptual Setting Product Strategy: Product Classification, Product Levels, Product and Services Differentiation, New product development stages, categories of new product, reasons for launching new products and its failure. Product life cycle strategies and its extension. | |
Unit-3 |
Teaching Hours:10 |
Product and Service Decisions of offering
|
|
Level of knowledge: Conceptual Setting Product Strategy: Product Classification, Product Levels, Product and Services Differentiation, New product development stages, categories of new product, reasons for launching new products and its failure. Product life cycle strategies and its extension. | |
Unit-3 |
Teaching Hours:10 |
Product and Service Decisions of offering
|
|
Level of knowledge: Conceptual Setting Product Strategy: Product Classification, Product Levels, Product and Services Differentiation, New product development stages, categories of new product, reasons for launching new products and its failure. Product life cycle strategies and its extension. | |
Unit-3 |
Teaching Hours:10 |
Product and Service Decisions of offering
|
|
Level of knowledge: Conceptual Setting Product Strategy: Product Classification, Product Levels, Product and Services Differentiation, New product development stages, categories of new product, reasons for launching new products and its failure. Product life cycle strategies and its extension. | |
Unit-3 |
Teaching Hours:10 |
Product and Service Decisions of offering
|
|
Level of knowledge: Conceptual Setting Product Strategy: Product Classification, Product Levels, Product and Services Differentiation, New product development stages, categories of new product, reasons for launching new products and its failure. Product life cycle strategies and its extension. | |
Unit-3 |
Teaching Hours:10 |
Product and Service Decisions of offering
|
|
Level of knowledge: Conceptual Setting Product Strategy: Product Classification, Product Levels, Product and Services Differentiation, New product development stages, categories of new product, reasons for launching new products and its failure. Product life cycle strategies and its extension. | |
Unit-3 |
Teaching Hours:10 |
Product and Service Decisions of offering
|
|
Level of knowledge: Conceptual Setting Product Strategy: Product Classification, Product Levels, Product and Services Differentiation, New product development stages, categories of new product, reasons for launching new products and its failure. Product life cycle strategies and its extension. | |
Unit-3 |
Teaching Hours:10 |
Product and Service Decisions of offering
|
|
Level of knowledge: Conceptual Setting Product Strategy: Product Classification, Product Levels, Product and Services Differentiation, New product development stages, categories of new product, reasons for launching new products and its failure. Product life cycle strategies and its extension. | |
Unit-3 |
Teaching Hours:10 |
Product and Service Decisions of offering
|
|
Level of knowledge: Conceptual Setting Product Strategy: Product Classification, Product Levels, Product and Services Differentiation, New product development stages, categories of new product, reasons for launching new products and its failure. Product life cycle strategies and its extension. | |
Unit-3 |
Teaching Hours:10 |
Product and Service Decisions of offering
|
|
Level of knowledge: Conceptual Setting Product Strategy: Product Classification, Product Levels, Product and Services Differentiation, New product development stages, categories of new product, reasons for launching new products and its failure. Product life cycle strategies and its extension. | |
Unit-3 |
Teaching Hours:10 |
Product and Service Decisions of offering
|
|
Level of knowledge: Conceptual Setting Product Strategy: Product Classification, Product Levels, Product and Services Differentiation, New product development stages, categories of new product, reasons for launching new products and its failure. Product life cycle strategies and its extension. | |
Unit-3 |
Teaching Hours:10 |
Product and Service Decisions of offering
|
|
Level of knowledge: Conceptual Setting Product Strategy: Product Classification, Product Levels, Product and Services Differentiation, New product development stages, categories of new product, reasons for launching new products and its failure. Product life cycle strategies and its extension. | |
Unit-3 |
Teaching Hours:10 |
Product and Service Decisions of offering
|
|
Level of knowledge: Conceptual Setting Product Strategy: Product Classification, Product Levels, Product and Services Differentiation, New product development stages, categories of new product, reasons for launching new products and its failure. Product life cycle strategies and its extension. | |
Unit-3 |
Teaching Hours:10 |
Product and Service Decisions of offering
|
|
Level of knowledge: Conceptual Setting Product Strategy: Product Classification, Product Levels, Product and Services Differentiation, New product development stages, categories of new product, reasons for launching new products and its failure. Product life cycle strategies and its extension. | |
Unit-3 |
Teaching Hours:10 |
Product and Service Decisions of offering
|
|
Level of knowledge: Conceptual Setting Product Strategy: Product Classification, Product Levels, Product and Services Differentiation, New product development stages, categories of new product, reasons for launching new products and its failure. Product life cycle strategies and its extension. | |
Unit-4 |
Teaching Hours:6 |
Pricing
|
|
Level of knowledge: Conceptual Pricing, Pricing methods, Factors affecting pricing, Types of pricing, Pricing strategies: New product pricing strategies, Product mix pricing strategies, Price adjustment strategies, Price changes. Ethical dimensions in pricing. | |
Unit-4 |
Teaching Hours:6 |
Pricing
|
|
Level of knowledge: Conceptual Pricing, Pricing methods, Factors affecting pricing, Types of pricing, Pricing strategies: New product pricing strategies, Product mix pricing strategies, Price adjustment strategies, Price changes. Ethical dimensions in pricing. | |
Unit-4 |
Teaching Hours:6 |
Pricing
|
|
Level of knowledge: Conceptual Pricing, Pricing methods, Factors affecting pricing, Types of pricing, Pricing strategies: New product pricing strategies, Product mix pricing strategies, Price adjustment strategies, Price changes. Ethical dimensions in pricing. | |
Unit-4 |
Teaching Hours:6 |
Pricing
|
|
Level of knowledge: Conceptual Pricing, Pricing methods, Factors affecting pricing, Types of pricing, Pricing strategies: New product pricing strategies, Product mix pricing strategies, Price adjustment strategies, Price changes. Ethical dimensions in pricing. | |
Unit-4 |
Teaching Hours:6 |
Pricing
|
|
Level of knowledge: Conceptual Pricing, Pricing methods, Factors affecting pricing, Types of pricing, Pricing strategies: New product pricing strategies, Product mix pricing strategies, Price adjustment strategies, Price changes. Ethical dimensions in pricing. | |
Unit-4 |
Teaching Hours:6 |
Pricing
|
|
Level of knowledge: Conceptual Pricing, Pricing methods, Factors affecting pricing, Types of pricing, Pricing strategies: New product pricing strategies, Product mix pricing strategies, Price adjustment strategies, Price changes. Ethical dimensions in pricing. | |
Unit-4 |
Teaching Hours:6 |
Pricing
|
|
Level of knowledge: Conceptual Pricing, Pricing methods, Factors affecting pricing, Types of pricing, Pricing strategies: New product pricing strategies, Product mix pricing strategies, Price adjustment strategies, Price changes. Ethical dimensions in pricing. | |
Unit-4 |
Teaching Hours:6 |
Pricing
|
|
Level of knowledge: Conceptual Pricing, Pricing methods, Factors affecting pricing, Types of pricing, Pricing strategies: New product pricing strategies, Product mix pricing strategies, Price adjustment strategies, Price changes. Ethical dimensions in pricing. | |
Unit-4 |
Teaching Hours:6 |
Pricing
|
|
Level of knowledge: Conceptual Pricing, Pricing methods, Factors affecting pricing, Types of pricing, Pricing strategies: New product pricing strategies, Product mix pricing strategies, Price adjustment strategies, Price changes. Ethical dimensions in pricing. | |
Unit-4 |
Teaching Hours:6 |
Pricing
|
|
Level of knowledge: Conceptual Pricing, Pricing methods, Factors affecting pricing, Types of pricing, Pricing strategies: New product pricing strategies, Product mix pricing strategies, Price adjustment strategies, Price changes. Ethical dimensions in pricing. | |
Unit-4 |
Teaching Hours:6 |
Pricing
|
|
Level of knowledge: Conceptual Pricing, Pricing methods, Factors affecting pricing, Types of pricing, Pricing strategies: New product pricing strategies, Product mix pricing strategies, Price adjustment strategies, Price changes. Ethical dimensions in pricing. | |
Unit-4 |
Teaching Hours:6 |
Pricing
|
|
Level of knowledge: Conceptual Pricing, Pricing methods, Factors affecting pricing, Types of pricing, Pricing strategies: New product pricing strategies, Product mix pricing strategies, Price adjustment strategies, Price changes. Ethical dimensions in pricing. | |
Unit-4 |
Teaching Hours:6 |
Pricing
|
|
Level of knowledge: Conceptual Pricing, Pricing methods, Factors affecting pricing, Types of pricing, Pricing strategies: New product pricing strategies, Product mix pricing strategies, Price adjustment strategies, Price changes. Ethical dimensions in pricing. | |
Unit-4 |
Teaching Hours:6 |
Pricing
|
|
Level of knowledge: Conceptual Pricing, Pricing methods, Factors affecting pricing, Types of pricing, Pricing strategies: New product pricing strategies, Product mix pricing strategies, Price adjustment strategies, Price changes. Ethical dimensions in pricing. | |
Unit-4 |
Teaching Hours:6 |
Pricing
|
|
Level of knowledge: Conceptual Pricing, Pricing methods, Factors affecting pricing, Types of pricing, Pricing strategies: New product pricing strategies, Product mix pricing strategies, Price adjustment strategies, Price changes. Ethical dimensions in pricing. | |
Unit-4 |
Teaching Hours:6 |
Pricing
|
|
Level of knowledge: Conceptual Pricing, Pricing methods, Factors affecting pricing, Types of pricing, Pricing strategies: New product pricing strategies, Product mix pricing strategies, Price adjustment strategies, Price changes. Ethical dimensions in pricing. | |
Unit-4 |
Teaching Hours:6 |
Pricing
|
|
Level of knowledge: Conceptual Pricing, Pricing methods, Factors affecting pricing, Types of pricing, Pricing strategies: New product pricing strategies, Product mix pricing strategies, Price adjustment strategies, Price changes. Ethical dimensions in pricing. | |
Unit-4 |
Teaching Hours:6 |
Pricing
|
|
Level of knowledge: Conceptual Pricing, Pricing methods, Factors affecting pricing, Types of pricing, Pricing strategies: New product pricing strategies, Product mix pricing strategies, Price adjustment strategies, Price changes. Ethical dimensions in pricing. | |
Unit-4 |
Teaching Hours:6 |
Pricing
|
|
Level of knowledge: Conceptual Pricing, Pricing methods, Factors affecting pricing, Types of pricing, Pricing strategies: New product pricing strategies, Product mix pricing strategies, Price adjustment strategies, Price changes. Ethical dimensions in pricing. | |
Unit-5 |
Teaching Hours:6 |
Distribution Channels
|
|
Level of knowledge: Conceptual Marketing channels, structure, types levels of channels and Channel Management (Channel design and Channel Conflict) , e-tailing | |
Unit-5 |
Teaching Hours:6 |
Distribution Channels
|
|
Level of knowledge: Conceptual Marketing channels, structure, types levels of channels and Channel Management (Channel design and Channel Conflict) , e-tailing | |
Unit-5 |
Teaching Hours:6 |
Distribution Channels
|
|
Level of knowledge: Conceptual Marketing channels, structure, types levels of channels and Channel Management (Channel design and Channel Conflict) , e-tailing | |
Unit-5 |
Teaching Hours:6 |
Distribution Channels
|
|
Level of knowledge: Conceptual Marketing channels, structure, types levels of channels and Channel Management (Channel design and Channel Conflict) , e-tailing | |
Unit-5 |
Teaching Hours:6 |
Distribution Channels
|
|
Level of knowledge: Conceptual Marketing channels, structure, types levels of channels and Channel Management (Channel design and Channel Conflict) , e-tailing | |
Unit-5 |
Teaching Hours:6 |
Distribution Channels
|
|
Level of knowledge: Conceptual Marketing channels, structure, types levels of channels and Channel Management (Channel design and Channel Conflict) , e-tailing | |
Unit-5 |
Teaching Hours:6 |
Distribution Channels
|
|
Level of knowledge: Conceptual Marketing channels, structure, types levels of channels and Channel Management (Channel design and Channel Conflict) , e-tailing | |
Unit-5 |
Teaching Hours:6 |
Distribution Channels
|
|
Level of knowledge: Conceptual Marketing channels, structure, types levels of channels and Channel Management (Channel design and Channel Conflict) , e-tailing | |
Unit-5 |
Teaching Hours:6 |
Distribution Channels
|
|
Level of knowledge: Conceptual Marketing channels, structure, types levels of channels and Channel Management (Channel design and Channel Conflict) , e-tailing | |
Unit-5 |
Teaching Hours:6 |
Distribution Channels
|
|
Level of knowledge: Conceptual Marketing channels, structure, types levels of channels and Channel Management (Channel design and Channel Conflict) , e-tailing | |
Unit-5 |
Teaching Hours:6 |
Distribution Channels
|
|
Level of knowledge: Conceptual Marketing channels, structure, types levels of channels and Channel Management (Channel design and Channel Conflict) , e-tailing | |
Unit-5 |
Teaching Hours:6 |
Distribution Channels
|
|
Level of knowledge: Conceptual Marketing channels, structure, types levels of channels and Channel Management (Channel design and Channel Conflict) , e-tailing | |
Unit-5 |
Teaching Hours:6 |
Distribution Channels
|
|
Level of knowledge: Conceptual Marketing channels, structure, types levels of channels and Channel Management (Channel design and Channel Conflict) , e-tailing | |
Unit-5 |
Teaching Hours:6 |
Distribution Channels
|
|
Level of knowledge: Conceptual Marketing channels, structure, types levels of channels and Channel Management (Channel design and Channel Conflict) , e-tailing | |
Unit-5 |
Teaching Hours:6 |
Distribution Channels
|
|
Level of knowledge: Conceptual Marketing channels, structure, types levels of channels and Channel Management (Channel design and Channel Conflict) , e-tailing | |
Unit-5 |
Teaching Hours:6 |
Distribution Channels
|
|
Level of knowledge: Conceptual Marketing channels, structure, types levels of channels and Channel Management (Channel design and Channel Conflict) , e-tailing | |
Unit-5 |
Teaching Hours:6 |
Distribution Channels
|
|
Level of knowledge: Conceptual Marketing channels, structure, types levels of channels and Channel Management (Channel design and Channel Conflict) , e-tailing | |
Unit-5 |
Teaching Hours:6 |
Distribution Channels
|
|
Level of knowledge: Conceptual Marketing channels, structure, types levels of channels and Channel Management (Channel design and Channel Conflict) , e-tailing | |
Unit-5 |
Teaching Hours:6 |
Distribution Channels
|
|
Level of knowledge: Conceptual Marketing channels, structure, types levels of channels and Channel Management (Channel design and Channel Conflict) , e-tailing | |
Unit-6 |
Teaching Hours:10 |
Promotion
|
|
Level of knowledge: Conceptual Elements and tools of Integrated Marketing communication, Advertising, sales promotion, personal selling .Public and customer relations, direct and online marketing, multi-level marketing-the new marketing model. Other promotional strategies (Buzz Marketing, Stealth Marketing and Guerilla Marketing) | |
Unit-6 |
Teaching Hours:10 |
Promotion
|
|
Level of knowledge: Conceptual Elements and tools of Integrated Marketing communication, Advertising, sales promotion, personal selling .Public and customer relations, direct and online marketing, multi-level marketing-the new marketing model. Other promotional strategies (Buzz Marketing, Stealth Marketing and Guerilla Marketing) | |
Unit-6 |
Teaching Hours:10 |
Promotion
|
|
Level of knowledge: Conceptual Elements and tools of Integrated Marketing communication, Advertising, sales promotion, personal selling .Public and customer relations, direct and online marketing, multi-level marketing-the new marketing model. Other promotional strategies (Buzz Marketing, Stealth Marketing and Guerilla Marketing) | |
Unit-6 |
Teaching Hours:10 |
Promotion
|
|
Level of knowledge: Conceptual Elements and tools of Integrated Marketing communication, Advertising, sales promotion, personal selling .Public and customer relations, direct and online marketing, multi-level marketing-the new marketing model. Other promotional strategies (Buzz Marketing, Stealth Marketing and Guerilla Marketing) | |
Unit-6 |
Teaching Hours:10 |
Promotion
|
|
Level of knowledge: Conceptual Elements and tools of Integrated Marketing communication, Advertising, sales promotion, personal selling .Public and customer relations, direct and online marketing, multi-level marketing-the new marketing model. Other promotional strategies (Buzz Marketing, Stealth Marketing and Guerilla Marketing) | |
Unit-6 |
Teaching Hours:10 |
Promotion
|
|
Level of knowledge: Conceptual Elements and tools of Integrated Marketing communication, Advertising, sales promotion, personal selling .Public and customer relations, direct and online marketing, multi-level marketing-the new marketing model. Other promotional strategies (Buzz Marketing, Stealth Marketing and Guerilla Marketing) | |
Unit-6 |
Teaching Hours:10 |
Promotion
|
|
Level of knowledge: Conceptual Elements and tools of Integrated Marketing communication, Advertising, sales promotion, personal selling .Public and customer relations, direct and online marketing, multi-level marketing-the new marketing model. Other promotional strategies (Buzz Marketing, Stealth Marketing and Guerilla Marketing) | |
Unit-6 |
Teaching Hours:10 |
Promotion
|
|
Level of knowledge: Conceptual Elements and tools of Integrated Marketing communication, Advertising, sales promotion, personal selling .Public and customer relations, direct and online marketing, multi-level marketing-the new marketing model. Other promotional strategies (Buzz Marketing, Stealth Marketing and Guerilla Marketing) | |
Unit-6 |
Teaching Hours:10 |
Promotion
|
|
Level of knowledge: Conceptual Elements and tools of Integrated Marketing communication, Advertising, sales promotion, personal selling .Public and customer relations, direct and online marketing, multi-level marketing-the new marketing model. Other promotional strategies (Buzz Marketing, Stealth Marketing and Guerilla Marketing) | |
Unit-6 |
Teaching Hours:10 |
Promotion
|
|
Level of knowledge: Conceptual Elements and tools of Integrated Marketing communication, Advertising, sales promotion, personal selling .Public and customer relations, direct and online marketing, multi-level marketing-the new marketing model. Other promotional strategies (Buzz Marketing, Stealth Marketing and Guerilla Marketing) | |
Unit-6 |
Teaching Hours:10 |
Promotion
|
|
Level of knowledge: Conceptual Elements and tools of Integrated Marketing communication, Advertising, sales promotion, personal selling .Public and customer relations, direct and online marketing, multi-level marketing-the new marketing model. Other promotional strategies (Buzz Marketing, Stealth Marketing and Guerilla Marketing) | |
Unit-6 |
Teaching Hours:10 |
Promotion
|
|
Level of knowledge: Conceptual Elements and tools of Integrated Marketing communication, Advertising, sales promotion, personal selling .Public and customer relations, direct and online marketing, multi-level marketing-the new marketing model. Other promotional strategies (Buzz Marketing, Stealth Marketing and Guerilla Marketing) | |
Unit-6 |
Teaching Hours:10 |
Promotion
|
|
Level of knowledge: Conceptual Elements and tools of Integrated Marketing communication, Advertising, sales promotion, personal selling .Public and customer relations, direct and online marketing, multi-level marketing-the new marketing model. Other promotional strategies (Buzz Marketing, Stealth Marketing and Guerilla Marketing) | |
Unit-6 |
Teaching Hours:10 |
Promotion
|
|
Level of knowledge: Conceptual Elements and tools of Integrated Marketing communication, Advertising, sales promotion, personal selling .Public and customer relations, direct and online marketing, multi-level marketing-the new marketing model. Other promotional strategies (Buzz Marketing, Stealth Marketing and Guerilla Marketing) | |
Unit-6 |
Teaching Hours:10 |
Promotion
|
|
Level of knowledge: Conceptual Elements and tools of Integrated Marketing communication, Advertising, sales promotion, personal selling .Public and customer relations, direct and online marketing, multi-level marketing-the new marketing model. Other promotional strategies (Buzz Marketing, Stealth Marketing and Guerilla Marketing) | |
Unit-6 |
Teaching Hours:10 |
Promotion
|
|
Level of knowledge: Conceptual Elements and tools of Integrated Marketing communication, Advertising, sales promotion, personal selling .Public and customer relations, direct and online marketing, multi-level marketing-the new marketing model. Other promotional strategies (Buzz Marketing, Stealth Marketing and Guerilla Marketing) | |
Unit-6 |
Teaching Hours:10 |
Promotion
|
|
Level of knowledge: Conceptual Elements and tools of Integrated Marketing communication, Advertising, sales promotion, personal selling .Public and customer relations, direct and online marketing, multi-level marketing-the new marketing model. Other promotional strategies (Buzz Marketing, Stealth Marketing and Guerilla Marketing) | |
Unit-6 |
Teaching Hours:10 |
Promotion
|
|
Level of knowledge: Conceptual Elements and tools of Integrated Marketing communication, Advertising, sales promotion, personal selling .Public and customer relations, direct and online marketing, multi-level marketing-the new marketing model. Other promotional strategies (Buzz Marketing, Stealth Marketing and Guerilla Marketing) | |
Unit-6 |
Teaching Hours:10 |
Promotion
|
|
Level of knowledge: Conceptual Elements and tools of Integrated Marketing communication, Advertising, sales promotion, personal selling .Public and customer relations, direct and online marketing, multi-level marketing-the new marketing model. Other promotional strategies (Buzz Marketing, Stealth Marketing and Guerilla Marketing) | |
Unit-7 |
Teaching Hours:10 |
Socially Responsible Marketing and Competitive Dynamics
|
|
Level of knowledge: Conceptual Marketing Ethics, Sustainable Marketing, Social Criticisms of Marketing, Marketing’s Impact on Individual, Marketing’s Impact on Society as a Whole, Marketing’s Impact on Other Businesses, Competitive Dynamics: Competitive Strategies for Market, Other Competitive Strategies– Market Challenger Strategies Market Follower Strategies, Market Nicher Strategies | |
Unit-7 |
Teaching Hours:10 |
Socially Responsible Marketing and Competitive Dynamics
|
|
Level of knowledge: Conceptual Marketing Ethics, Sustainable Marketing, Social Criticisms of Marketing, Marketing’s Impact on Individual, Marketing’s Impact on Society as a Whole, Marketing’s Impact on Other Businesses, Competitive Dynamics: Competitive Strategies for Market, Other Competitive Strategies– Market Challenger Strategies Market Follower Strategies, Market Nicher Strategies | |
Unit-7 |
Teaching Hours:10 |
Socially Responsible Marketing and Competitive Dynamics
|
|
Level of knowledge: Conceptual Marketing Ethics, Sustainable Marketing, Social Criticisms of Marketing, Marketing’s Impact on Individual, Marketing’s Impact on Society as a Whole, Marketing’s Impact on Other Businesses, Competitive Dynamics: Competitive Strategies for Market, Other Competitive Strategies– Market Challenger Strategies Market Follower Strategies, Market Nicher Strategies | |
Unit-7 |
Teaching Hours:10 |
Socially Responsible Marketing and Competitive Dynamics
|
|
Level of knowledge: Conceptual Marketing Ethics, Sustainable Marketing, Social Criticisms of Marketing, Marketing’s Impact on Individual, Marketing’s Impact on Society as a Whole, Marketing’s Impact on Other Businesses, Competitive Dynamics: Competitive Strategies for Market, Other Competitive Strategies– Market Challenger Strategies Market Follower Strategies, Market Nicher Strategies | |
Unit-7 |
Teaching Hours:10 |
Socially Responsible Marketing and Competitive Dynamics
|
|
Level of knowledge: Conceptual Marketing Ethics, Sustainable Marketing, Social Criticisms of Marketing, Marketing’s Impact on Individual, Marketing’s Impact on Society as a Whole, Marketing’s Impact on Other Businesses, Competitive Dynamics: Competitive Strategies for Market, Other Competitive Strategies– Market Challenger Strategies Market Follower Strategies, Market Nicher Strategies | |
Unit-7 |
Teaching Hours:10 |
Socially Responsible Marketing and Competitive Dynamics
|
|
Level of knowledge: Conceptual Marketing Ethics, Sustainable Marketing, Social Criticisms of Marketing, Marketing’s Impact on Individual, Marketing’s Impact on Society as a Whole, Marketing’s Impact on Other Businesses, Competitive Dynamics: Competitive Strategies for Market, Other Competitive Strategies– Market Challenger Strategies Market Follower Strategies, Market Nicher Strategies | |
Unit-7 |
Teaching Hours:10 |
Socially Responsible Marketing and Competitive Dynamics
|
|
Level of knowledge: Conceptual Marketing Ethics, Sustainable Marketing, Social Criticisms of Marketing, Marketing’s Impact on Individual, Marketing’s Impact on Society as a Whole, Marketing’s Impact on Other Businesses, Competitive Dynamics: Competitive Strategies for Market, Other Competitive Strategies– Market Challenger Strategies Market Follower Strategies, Market Nicher Strategies | |
Unit-7 |
Teaching Hours:10 |
Socially Responsible Marketing and Competitive Dynamics
|
|
Level of knowledge: Conceptual Marketing Ethics, Sustainable Marketing, Social Criticisms of Marketing, Marketing’s Impact on Individual, Marketing’s Impact on Society as a Whole, Marketing’s Impact on Other Businesses, Competitive Dynamics: Competitive Strategies for Market, Other Competitive Strategies– Market Challenger Strategies Market Follower Strategies, Market Nicher Strategies | |
Unit-7 |
Teaching Hours:10 |
Socially Responsible Marketing and Competitive Dynamics
|
|
Level of knowledge: Conceptual Marketing Ethics, Sustainable Marketing, Social Criticisms of Marketing, Marketing’s Impact on Individual, Marketing’s Impact on Society as a Whole, Marketing’s Impact on Other Businesses, Competitive Dynamics: Competitive Strategies for Market, Other Competitive Strategies– Market Challenger Strategies Market Follower Strategies, Market Nicher Strategies | |
Unit-7 |
Teaching Hours:10 |
Socially Responsible Marketing and Competitive Dynamics
|
|
Level of knowledge: Conceptual Marketing Ethics, Sustainable Marketing, Social Criticisms of Marketing, Marketing’s Impact on Individual, Marketing’s Impact on Society as a Whole, Marketing’s Impact on Other Businesses, Competitive Dynamics: Competitive Strategies for Market, Other Competitive Strategies– Market Challenger Strategies Market Follower Strategies, Market Nicher Strategies | |
Unit-7 |
Teaching Hours:10 |
Socially Responsible Marketing and Competitive Dynamics
|
|
Level of knowledge: Conceptual Marketing Ethics, Sustainable Marketing, Social Criticisms of Marketing, Marketing’s Impact on Individual, Marketing’s Impact on Society as a Whole, Marketing’s Impact on Other Businesses, Competitive Dynamics: Competitive Strategies for Market, Other Competitive Strategies– Market Challenger Strategies Market Follower Strategies, Market Nicher Strategies | |
Unit-7 |
Teaching Hours:10 |
Socially Responsible Marketing and Competitive Dynamics
|
|
Level of knowledge: Conceptual Marketing Ethics, Sustainable Marketing, Social Criticisms of Marketing, Marketing’s Impact on Individual, Marketing’s Impact on Society as a Whole, Marketing’s Impact on Other Businesses, Competitive Dynamics: Competitive Strategies for Market, Other Competitive Strategies– Market Challenger Strategies Market Follower Strategies, Market Nicher Strategies | |
Unit-7 |
Teaching Hours:10 |
Socially Responsible Marketing and Competitive Dynamics
|
|
Level of knowledge: Conceptual Marketing Ethics, Sustainable Marketing, Social Criticisms of Marketing, Marketing’s Impact on Individual, Marketing’s Impact on Society as a Whole, Marketing’s Impact on Other Businesses, Competitive Dynamics: Competitive Strategies for Market, Other Competitive Strategies– Market Challenger Strategies Market Follower Strategies, Market Nicher Strategies | |
Unit-7 |
Teaching Hours:10 |
Socially Responsible Marketing and Competitive Dynamics
|
|
Level of knowledge: Conceptual Marketing Ethics, Sustainable Marketing, Social Criticisms of Marketing, Marketing’s Impact on Individual, Marketing’s Impact on Society as a Whole, Marketing’s Impact on Other Businesses, Competitive Dynamics: Competitive Strategies for Market, Other Competitive Strategies– Market Challenger Strategies Market Follower Strategies, Market Nicher Strategies | |
Unit-7 |
Teaching Hours:10 |
Socially Responsible Marketing and Competitive Dynamics
|
|
Level of knowledge: Conceptual Marketing Ethics, Sustainable Marketing, Social Criticisms of Marketing, Marketing’s Impact on Individual, Marketing’s Impact on Society as a Whole, Marketing’s Impact on Other Businesses, Competitive Dynamics: Competitive Strategies for Market, Other Competitive Strategies– Market Challenger Strategies Market Follower Strategies, Market Nicher Strategies | |
Unit-7 |
Teaching Hours:10 |
Socially Responsible Marketing and Competitive Dynamics
|
|
Level of knowledge: Conceptual Marketing Ethics, Sustainable Marketing, Social Criticisms of Marketing, Marketing’s Impact on Individual, Marketing’s Impact on Society as a Whole, Marketing’s Impact on Other Businesses, Competitive Dynamics: Competitive Strategies for Market, Other Competitive Strategies– Market Challenger Strategies Market Follower Strategies, Market Nicher Strategies | |
Unit-7 |
Teaching Hours:10 |
Socially Responsible Marketing and Competitive Dynamics
|
|
Level of knowledge: Conceptual Marketing Ethics, Sustainable Marketing, Social Criticisms of Marketing, Marketing’s Impact on Individual, Marketing’s Impact on Society as a Whole, Marketing’s Impact on Other Businesses, Competitive Dynamics: Competitive Strategies for Market, Other Competitive Strategies– Market Challenger Strategies Market Follower Strategies, Market Nicher Strategies | |
Unit-7 |
Teaching Hours:10 |
Socially Responsible Marketing and Competitive Dynamics
|
|
Level of knowledge: Conceptual Marketing Ethics, Sustainable Marketing, Social Criticisms of Marketing, Marketing’s Impact on Individual, Marketing’s Impact on Society as a Whole, Marketing’s Impact on Other Businesses, Competitive Dynamics: Competitive Strategies for Market, Other Competitive Strategies– Market Challenger Strategies Market Follower Strategies, Market Nicher Strategies | |
Unit-7 |
Teaching Hours:10 |
Socially Responsible Marketing and Competitive Dynamics
|
|
Level of knowledge: Conceptual Marketing Ethics, Sustainable Marketing, Social Criticisms of Marketing, Marketing’s Impact on Individual, Marketing’s Impact on Society as a Whole, Marketing’s Impact on Other Businesses, Competitive Dynamics: Competitive Strategies for Market, Other Competitive Strategies– Market Challenger Strategies Market Follower Strategies, Market Nicher Strategies | |
Text Books And Reference Books: 1. Kotler.P, &Keller.K.L., Koshy & Jha (2020). Marketing Management, 20th edition, Pearson | |
Essential Reading / Recommended Reading Reference Books: 1. Marshall & Johnston, Marketing Management, McGraw Hill 2. Kotler & Armstrong, 15th ed., Principles of Marketing Management, Pearson publication 3. Chernev & Kotler, 5th ed., Strategic Marketing Management, Brightstar Media 4. Stanton, Etzel, Walker, Fundamentals of Marketing, Tata-McGraw Hill, New Delhi. 5. Saxena, Rajan, Marketing Management, Tata-McGraw Hill, New Delhi. 6. McCarthy, E.J., (2016). Basic Marketing: A managerial approach. Irwin, New York. 7. V. S. Ramaswamy and S. Namakumari ,Marketing Management, Sage Publications | |
Evaluation Pattern CIA 1- for 20 marks. Report submission either individual or in group CIA 2 - For 25 marks- Written exam for 50 marks, converted to 25 marks. CIA 3 - For 20 Marks- Report Submission either individual of in group. ESE- For 30 Marks- Written Exam conducted for 2 hours for 50 Marks converted to 30 Attendance percentage - carry a maximum of 5 Marks. | |
BBA191-2 - SOCIAL CONCERN PROJECT (2024 Batch) | |
Total Teaching Hours for Semester:30 |
No of Lecture Hours/Week:2 |
Max Marks:50 |
Credits:1 |
Course Objectives/Course Description |
|
This project is an opportunity to students understand social issues and challenges around their society. A short term association of students with NGO’s help them to learn other side reality of society which enable them to consider social issues in their future corporate decision makings. This project facilitate the students to effectively utilizing their skills and competences to contribute the people, community and society |
|
Learning Outcome |
|
CO1: To explain the exposure through the contribution of the social organization CO2: To translate the experiences with the NGO through its stakeholders to a real-time attitudinal change CO3: To compile a project report connecting the aspects of social responsibility CO4: To develop commitment towards future service towards society orientation CO5: To elaborate social issues faced by society with real-time learning. |
Unit-1 |
Teaching Hours:5 |
Selection of NGO
|
|
Communication of faculty guide for the year and discussion- Awareness session for discussing the relevance of societal projects- Student’s role in imparting services to the society- Orienting the students on the standard operating procedure of the project and the reporting standards | |
Unit-1 |
Teaching Hours:5 |
Selection of NGO
|
|
Communication of faculty guide for the year and discussion- Awareness session for discussing the relevance of societal projects- Student’s role in imparting services to the society- Orienting the students on the standard operating procedure of the project and the reporting standards | |
Unit-1 |
Teaching Hours:5 |
Selection of NGO
|
|
Communication of faculty guide for the year and discussion- Awareness session for discussing the relevance of societal projects- Student’s role in imparting services to the society- Orienting the students on the standard operating procedure of the project and the reporting standards | |
Unit-1 |
Teaching Hours:5 |
Selection of NGO
|
|
Communication of faculty guide for the year and discussion- Awareness session for discussing the relevance of societal projects- Student’s role in imparting services to the society- Orienting the students on the standard operating procedure of the project and the reporting standards | |
Unit-1 |
Teaching Hours:5 |
Selection of NGO
|
|
Communication of faculty guide for the year and discussion- Awareness session for discussing the relevance of societal projects- Student’s role in imparting services to the society- Orienting the students on the standard operating procedure of the project and the reporting standards | |
Unit-1 |
Teaching Hours:5 |
Selection of NGO
|
|
Communication of faculty guide for the year and discussion- Awareness session for discussing the relevance of societal projects- Student’s role in imparting services to the society- Orienting the students on the standard operating procedure of the project and the reporting standards | |
Unit-1 |
Teaching Hours:5 |
Selection of NGO
|
|
Communication of faculty guide for the year and discussion- Awareness session for discussing the relevance of societal projects- Student’s role in imparting services to the society- Orienting the students on the standard operating procedure of the project and the reporting standards | |
Unit-1 |
Teaching Hours:5 |
Selection of NGO
|
|
Communication of faculty guide for the year and discussion- Awareness session for discussing the relevance of societal projects- Student’s role in imparting services to the society- Orienting the students on the standard operating procedure of the project and the reporting standards | |
Unit-1 |
Teaching Hours:5 |
Selection of NGO
|
|
Communication of faculty guide for the year and discussion- Awareness session for discussing the relevance of societal projects- Student’s role in imparting services to the society- Orienting the students on the standard operating procedure of the project and the reporting standards | |
Unit-1 |
Teaching Hours:5 |
Selection of NGO
|
|
Communication of faculty guide for the year and discussion- Awareness session for discussing the relevance of societal projects- Student’s role in imparting services to the society- Orienting the students on the standard operating procedure of the project and the reporting standards | |
Unit-1 |
Teaching Hours:5 |
Selection of NGO
|
|
Communication of faculty guide for the year and discussion- Awareness session for discussing the relevance of societal projects- Student’s role in imparting services to the society- Orienting the students on the standard operating procedure of the project and the reporting standards | |
Unit-1 |
Teaching Hours:5 |
Selection of NGO
|
|
Communication of faculty guide for the year and discussion- Awareness session for discussing the relevance of societal projects- Student’s role in imparting services to the society- Orienting the students on the standard operating procedure of the project and the reporting standards | |
Unit-1 |
Teaching Hours:5 |
Selection of NGO
|
|
Communication of faculty guide for the year and discussion- Awareness session for discussing the relevance of societal projects- Student’s role in imparting services to the society- Orienting the students on the standard operating procedure of the project and the reporting standards | |
Unit-1 |
Teaching Hours:5 |
Selection of NGO
|
|
Communication of faculty guide for the year and discussion- Awareness session for discussing the relevance of societal projects- Student’s role in imparting services to the society- Orienting the students on the standard operating procedure of the project and the reporting standards | |
Unit-1 |
Teaching Hours:5 |
Selection of NGO
|
|
Communication of faculty guide for the year and discussion- Awareness session for discussing the relevance of societal projects- Student’s role in imparting services to the society- Orienting the students on the standard operating procedure of the project and the reporting standards | |
Unit-1 |
Teaching Hours:5 |
Selection of NGO
|
|
Communication of faculty guide for the year and discussion- Awareness session for discussing the relevance of societal projects- Student’s role in imparting services to the society- Orienting the students on the standard operating procedure of the project and the reporting standards | |
Unit-1 |
Teaching Hours:5 |
Selection of NGO
|
|
Communication of faculty guide for the year and discussion- Awareness session for discussing the relevance of societal projects- Student’s role in imparting services to the society- Orienting the students on the standard operating procedure of the project and the reporting standards | |
Unit-2 |
Teaching Hours:5 |
Introduction to the NGO
|
|
Understanding the nature of the selected NGO- Examining the nature of the activities undertaken by the NGO- Establishing the relevance of focusing the project on the selected NGO linking it with the various Sustainable Development Goals (SDGs 2030) | |
Unit-2 |
Teaching Hours:5 |
Introduction to the NGO
|
|
Understanding the nature of the selected NGO- Examining the nature of the activities undertaken by the NGO- Establishing the relevance of focusing the project on the selected NGO linking it with the various Sustainable Development Goals (SDGs 2030) | |
Unit-2 |
Teaching Hours:5 |
Introduction to the NGO
|
|
Understanding the nature of the selected NGO- Examining the nature of the activities undertaken by the NGO- Establishing the relevance of focusing the project on the selected NGO linking it with the various Sustainable Development Goals (SDGs 2030) | |
Unit-2 |
Teaching Hours:5 |
Introduction to the NGO
|
|
Understanding the nature of the selected NGO- Examining the nature of the activities undertaken by the NGO- Establishing the relevance of focusing the project on the selected NGO linking it with the various Sustainable Development Goals (SDGs 2030) | |
Unit-2 |
Teaching Hours:5 |
Introduction to the NGO
|
|
Understanding the nature of the selected NGO- Examining the nature of the activities undertaken by the NGO- Establishing the relevance of focusing the project on the selected NGO linking it with the various Sustainable Development Goals (SDGs 2030) | |
Unit-2 |
Teaching Hours:5 |
Introduction to the NGO
|
|
Understanding the nature of the selected NGO- Examining the nature of the activities undertaken by the NGO- Establishing the relevance of focusing the project on the selected NGO linking it with the various Sustainable Development Goals (SDGs 2030) | |
Unit-2 |
Teaching Hours:5 |
Introduction to the NGO
|
|
Understanding the nature of the selected NGO- Examining the nature of the activities undertaken by the NGO- Establishing the relevance of focusing the project on the selected NGO linking it with the various Sustainable Development Goals (SDGs 2030) | |
Unit-2 |
Teaching Hours:5 |
Introduction to the NGO
|
|
Understanding the nature of the selected NGO- Examining the nature of the activities undertaken by the NGO- Establishing the relevance of focusing the project on the selected NGO linking it with the various Sustainable Development Goals (SDGs 2030) | |
Unit-2 |
Teaching Hours:5 |
Introduction to the NGO
|
|
Understanding the nature of the selected NGO- Examining the nature of the activities undertaken by the NGO- Establishing the relevance of focusing the project on the selected NGO linking it with the various Sustainable Development Goals (SDGs 2030) | |
Unit-2 |
Teaching Hours:5 |
Introduction to the NGO
|
|
Understanding the nature of the selected NGO- Examining the nature of the activities undertaken by the NGO- Establishing the relevance of focusing the project on the selected NGO linking it with the various Sustainable Development Goals (SDGs 2030) | |
Unit-2 |
Teaching Hours:5 |
Introduction to the NGO
|
|
Understanding the nature of the selected NGO- Examining the nature of the activities undertaken by the NGO- Establishing the relevance of focusing the project on the selected NGO linking it with the various Sustainable Development Goals (SDGs 2030) | |
Unit-2 |
Teaching Hours:5 |
Introduction to the NGO
|
|
Understanding the nature of the selected NGO- Examining the nature of the activities undertaken by the NGO- Establishing the relevance of focusing the project on the selected NGO linking it with the various Sustainable Development Goals (SDGs 2030) | |
Unit-2 |
Teaching Hours:5 |
Introduction to the NGO
|
|
Understanding the nature of the selected NGO- Examining the nature of the activities undertaken by the NGO- Establishing the relevance of focusing the project on the selected NGO linking it with the various Sustainable Development Goals (SDGs 2030) | |
Unit-2 |
Teaching Hours:5 |
Introduction to the NGO
|
|
Understanding the nature of the selected NGO- Examining the nature of the activities undertaken by the NGO- Establishing the relevance of focusing the project on the selected NGO linking it with the various Sustainable Development Goals (SDGs 2030) | |
Unit-2 |
Teaching Hours:5 |
Introduction to the NGO
|
|
Understanding the nature of the selected NGO- Examining the nature of the activities undertaken by the NGO- Establishing the relevance of focusing the project on the selected NGO linking it with the various Sustainable Development Goals (SDGs 2030) | |
Unit-2 |
Teaching Hours:5 |
Introduction to the NGO
|
|
Understanding the nature of the selected NGO- Examining the nature of the activities undertaken by the NGO- Establishing the relevance of focusing the project on the selected NGO linking it with the various Sustainable Development Goals (SDGs 2030) | |
Unit-2 |
Teaching Hours:5 |
Introduction to the NGO
|
|
Understanding the nature of the selected NGO- Examining the nature of the activities undertaken by the NGO- Establishing the relevance of focusing the project on the selected NGO linking it with the various Sustainable Development Goals (SDGs 2030) | |
Unit-3 |
Teaching Hours:5 |
Need Assessment
|
|
Identifying the existing problems in the NGO: Discussions with the NGO authorities, beneficiaries of the NGO and the other stakeholders-Collecting the information on the various problems through interviews, feedback surveys, observation etc., and its analysis- Finalising the problem to be focused and establish the need to focus on the same | |
Unit-3 |
Teaching Hours:5 |
Need Assessment
|
|
Identifying the existing problems in the NGO: Discussions with the NGO authorities, beneficiaries of the NGO and the other stakeholders-Collecting the information on the various problems through interviews, feedback surveys, observation etc., and its analysis- Finalising the problem to be focused and establish the need to focus on the same | |
Unit-3 |
Teaching Hours:5 |
Need Assessment
|
|
Identifying the existing problems in the NGO: Discussions with the NGO authorities, beneficiaries of the NGO and the other stakeholders-Collecting the information on the various problems through interviews, feedback surveys, observation etc., and its analysis- Finalising the problem to be focused and establish the need to focus on the same | |
Unit-3 |
Teaching Hours:5 |
Need Assessment
|
|
Identifying the existing problems in the NGO: Discussions with the NGO authorities, beneficiaries of the NGO and the other stakeholders-Collecting the information on the various problems through interviews, feedback surveys, observation etc., and its analysis- Finalising the problem to be focused and establish the need to focus on the same | |
Unit-3 |
Teaching Hours:5 |
Need Assessment
|
|
Identifying the existing problems in the NGO: Discussions with the NGO authorities, beneficiaries of the NGO and the other stakeholders-Collecting the information on the various problems through interviews, feedback surveys, observation etc., and its analysis- Finalising the problem to be focused and establish the need to focus on the same | |
Unit-3 |
Teaching Hours:5 |
Need Assessment
|
|
Identifying the existing problems in the NGO: Discussions with the NGO authorities, beneficiaries of the NGO and the other stakeholders-Collecting the information on the various problems through interviews, feedback surveys, observation etc., and its analysis- Finalising the problem to be focused and establish the need to focus on the same | |
Unit-3 |
Teaching Hours:5 |
Need Assessment
|
|
Identifying the existing problems in the NGO: Discussions with the NGO authorities, beneficiaries of the NGO and the other stakeholders-Collecting the information on the various problems through interviews, feedback surveys, observation etc., and its analysis- Finalising the problem to be focused and establish the need to focus on the same | |
Unit-3 |
Teaching Hours:5 |
Need Assessment
|
|
Identifying the existing problems in the NGO: Discussions with the NGO authorities, beneficiaries of the NGO and the other stakeholders-Collecting the information on the various problems through interviews, feedback surveys, observation etc., and its analysis- Finalising the problem to be focused and establish the need to focus on the same | |
Unit-3 |
Teaching Hours:5 |
Need Assessment
|
|
Identifying the existing problems in the NGO: Discussions with the NGO authorities, beneficiaries of the NGO and the other stakeholders-Collecting the information on the various problems through interviews, feedback surveys, observation etc., and its analysis- Finalising the problem to be focused and establish the need to focus on the same | |
Unit-3 |
Teaching Hours:5 |
Need Assessment
|
|
Identifying the existing problems in the NGO: Discussions with the NGO authorities, beneficiaries of the NGO and the other stakeholders-Collecting the information on the various problems through interviews, feedback surveys, observation etc., and its analysis- Finalising the problem to be focused and establish the need to focus on the same | |
Unit-3 |
Teaching Hours:5 |
Need Assessment
|
|
Identifying the existing problems in the NGO: Discussions with the NGO authorities, beneficiaries of the NGO and the other stakeholders-Collecting the information on the various problems through interviews, feedback surveys, observation etc., and its analysis- Finalising the problem to be focused and establish the need to focus on the same | |
Unit-3 |
Teaching Hours:5 |
Need Assessment
|
|
Identifying the existing problems in the NGO: Discussions with the NGO authorities, beneficiaries of the NGO and the other stakeholders-Collecting the information on the various problems through interviews, feedback surveys, observation etc., and its analysis- Finalising the problem to be focused and establish the need to focus on the same | |
Unit-3 |
Teaching Hours:5 |
Need Assessment
|
|
Identifying the existing problems in the NGO: Discussions with the NGO authorities, beneficiaries of the NGO and the other stakeholders-Collecting the information on the various problems through interviews, feedback surveys, observation etc., and its analysis- Finalising the problem to be focused and establish the need to focus on the same | |
Unit-3 |
Teaching Hours:5 |
Need Assessment
|
|
Identifying the existing problems in the NGO: Discussions with the NGO authorities, beneficiaries of the NGO and the other stakeholders-Collecting the information on the various problems through interviews, feedback surveys, observation etc., and its analysis- Finalising the problem to be focused and establish the need to focus on the same | |
Unit-3 |
Teaching Hours:5 |
Need Assessment
|
|
Identifying the existing problems in the NGO: Discussions with the NGO authorities, beneficiaries of the NGO and the other stakeholders-Collecting the information on the various problems through interviews, feedback surveys, observation etc., and its analysis- Finalising the problem to be focused and establish the need to focus on the same | |
Unit-3 |
Teaching Hours:5 |
Need Assessment
|
|
Identifying the existing problems in the NGO: Discussions with the NGO authorities, beneficiaries of the NGO and the other stakeholders-Collecting the information on the various problems through interviews, feedback surveys, observation etc., and its analysis- Finalising the problem to be focused and establish the need to focus on the same | |
Unit-3 |
Teaching Hours:5 |
Need Assessment
|
|
Identifying the existing problems in the NGO: Discussions with the NGO authorities, beneficiaries of the NGO and the other stakeholders-Collecting the information on the various problems through interviews, feedback surveys, observation etc., and its analysis- Finalising the problem to be focused and establish the need to focus on the same | |
Unit-4 |
Teaching Hours:5 |
Activity Planning and implementation
|
|
Planning the activities to be undertaken to address the problem identified- Mapping the activities with the subjects in the course structure- Planning the topic/area to be selected from the subject- Approval of the selected areas/activities/pedagogy etc. by the faculty guide. | |
Unit-4 |
Teaching Hours:5 |
Activity Planning and implementation
|
|
Planning the activities to be undertaken to address the problem identified- Mapping the activities with the subjects in the course structure- Planning the topic/area to be selected from the subject- Approval of the selected areas/activities/pedagogy etc. by the faculty guide. | |
Unit-4 |
Teaching Hours:5 |
Activity Planning and implementation
|
|
Planning the activities to be undertaken to address the problem identified- Mapping the activities with the subjects in the course structure- Planning the topic/area to be selected from the subject- Approval of the selected areas/activities/pedagogy etc. by the faculty guide. | |
Unit-4 |
Teaching Hours:5 |
Activity Planning and implementation
|
|
Planning the activities to be undertaken to address the problem identified- Mapping the activities with the subjects in the course structure- Planning the topic/area to be selected from the subject- Approval of the selected areas/activities/pedagogy etc. by the faculty guide. | |
Unit-4 |
Teaching Hours:5 |
Activity Planning and implementation
|
|
Planning the activities to be undertaken to address the problem identified- Mapping the activities with the subjects in the course structure- Planning the topic/area to be selected from the subject- Approval of the selected areas/activities/pedagogy etc. by the faculty guide. | |
Unit-4 |
Teaching Hours:5 |
Activity Planning and implementation
|
|
Planning the activities to be undertaken to address the problem identified- Mapping the activities with the subjects in the course structure- Planning the topic/area to be selected from the subject- Approval of the selected areas/activities/pedagogy etc. by the faculty guide. | |
Unit-4 |
Teaching Hours:5 |
Activity Planning and implementation
|
|
Planning the activities to be undertaken to address the problem identified- Mapping the activities with the subjects in the course structure- Planning the topic/area to be selected from the subject- Approval of the selected areas/activities/pedagogy etc. by the faculty guide. | |
Unit-4 |
Teaching Hours:5 |
Activity Planning and implementation
|
|
Planning the activities to be undertaken to address the problem identified- Mapping the activities with the subjects in the course structure- Planning the topic/area to be selected from the subject- Approval of the selected areas/activities/pedagogy etc. by the faculty guide. | |
Unit-4 |
Teaching Hours:5 |
Activity Planning and implementation
|
|
Planning the activities to be undertaken to address the problem identified- Mapping the activities with the subjects in the course structure- Planning the topic/area to be selected from the subject- Approval of the selected areas/activities/pedagogy etc. by the faculty guide. | |
Unit-4 |
Teaching Hours:5 |
Activity Planning and implementation
|
|
Planning the activities to be undertaken to address the problem identified- Mapping the activities with the subjects in the course structure- Planning the topic/area to be selected from the subject- Approval of the selected areas/activities/pedagogy etc. by the faculty guide. | |
Unit-4 |
Teaching Hours:5 |
Activity Planning and implementation
|
|
Planning the activities to be undertaken to address the problem identified- Mapping the activities with the subjects in the course structure- Planning the topic/area to be selected from the subject- Approval of the selected areas/activities/pedagogy etc. by the faculty guide. | |
Unit-4 |
Teaching Hours:5 |
Activity Planning and implementation
|
|
Planning the activities to be undertaken to address the problem identified- Mapping the activities with the subjects in the course structure- Planning the topic/area to be selected from the subject- Approval of the selected areas/activities/pedagogy etc. by the faculty guide. | |
Unit-4 |
Teaching Hours:5 |
Activity Planning and implementation
|
|
Planning the activities to be undertaken to address the problem identified- Mapping the activities with the subjects in the course structure- Planning the topic/area to be selected from the subject- Approval of the selected areas/activities/pedagogy etc. by the faculty guide. | |
Unit-4 |
Teaching Hours:5 |
Activity Planning and implementation
|
|
Planning the activities to be undertaken to address the problem identified- Mapping the activities with the subjects in the course structure- Planning the topic/area to be selected from the subject- Approval of the selected areas/activities/pedagogy etc. by the faculty guide. | |
Unit-4 |
Teaching Hours:5 |
Activity Planning and implementation
|
|
Planning the activities to be undertaken to address the problem identified- Mapping the activities with the subjects in the course structure- Planning the topic/area to be selected from the subject- Approval of the selected areas/activities/pedagogy etc. by the faculty guide. | |
Unit-4 |
Teaching Hours:5 |
Activity Planning and implementation
|
|
Planning the activities to be undertaken to address the problem identified- Mapping the activities with the subjects in the course structure- Planning the topic/area to be selected from the subject- Approval of the selected areas/activities/pedagogy etc. by the faculty guide. | |
Unit-4 |
Teaching Hours:5 |
Activity Planning and implementation
|
|
Planning the activities to be undertaken to address the problem identified- Mapping the activities with the subjects in the course structure- Planning the topic/area to be selected from the subject- Approval of the selected areas/activities/pedagogy etc. by the faculty guide. | |
Unit-5 |
Teaching Hours:5 |
Reflective sessions
|
|
Updating the project diary on a regular basis and submission of the same for tracking the progress- Submission of video recordings, photographs and other evidences to track the project progress- Interviews with the beneficiaries and other NGO stakeholders to check the effectiveness of the project- Engaging with newspaper article, blogs, social media involvement, NGO sessions, exhibitions, weekly presentations and feedback sessions | |
Unit-5 |
Teaching Hours:5 |
Reflective sessions
|
|
Updating the project diary on a regular basis and submission of the same for tracking the progress- Submission of video recordings, photographs and other evidences to track the project progress- Interviews with the beneficiaries and other NGO stakeholders to check the effectiveness of the project- Engaging with newspaper article, blogs, social media involvement, NGO sessions, exhibitions, weekly presentations and feedback sessions | |
Unit-5 |
Teaching Hours:5 |
Reflective sessions
|
|
Updating the project diary on a regular basis and submission of the same for tracking the progress- Submission of video recordings, photographs and other evidences to track the project progress- Interviews with the beneficiaries and other NGO stakeholders to check the effectiveness of the project- Engaging with newspaper article, blogs, social media involvement, NGO sessions, exhibitions, weekly presentations and feedback sessions | |
Unit-5 |
Teaching Hours:5 |
Reflective sessions
|
|
Updating the project diary on a regular basis and submission of the same for tracking the progress- Submission of video recordings, photographs and other evidences to track the project progress- Interviews with the beneficiaries and other NGO stakeholders to check the effectiveness of the project- Engaging with newspaper article, blogs, social media involvement, NGO sessions, exhibitions, weekly presentations and feedback sessions | |
Unit-5 |
Teaching Hours:5 |
Reflective sessions
|
|
Updating the project diary on a regular basis and submission of the same for tracking the progress- Submission of video recordings, photographs and other evidences to track the project progress- Interviews with the beneficiaries and other NGO stakeholders to check the effectiveness of the project- Engaging with newspaper article, blogs, social media involvement, NGO sessions, exhibitions, weekly presentations and feedback sessions | |
Unit-5 |
Teaching Hours:5 |
Reflective sessions
|
|
Updating the project diary on a regular basis and submission of the same for tracking the progress- Submission of video recordings, photographs and other evidences to track the project progress- Interviews with the beneficiaries and other NGO stakeholders to check the effectiveness of the project- Engaging with newspaper article, blogs, social media involvement, NGO sessions, exhibitions, weekly presentations and feedback sessions | |
Unit-5 |
Teaching Hours:5 |
Reflective sessions
|
|
Updating the project diary on a regular basis and submission of the same for tracking the progress- Submission of video recordings, photographs and other evidences to track the project progress- Interviews with the beneficiaries and other NGO stakeholders to check the effectiveness of the project- Engaging with newspaper article, blogs, social media involvement, NGO sessions, exhibitions, weekly presentations and feedback sessions | |
Unit-5 |
Teaching Hours:5 |
Reflective sessions
|
|
Updating the project diary on a regular basis and submission of the same for tracking the progress- Submission of video recordings, photographs and other evidences to track the project progress- Interviews with the beneficiaries and other NGO stakeholders to check the effectiveness of the project- Engaging with newspaper article, blogs, social media involvement, NGO sessions, exhibitions, weekly presentations and feedback sessions | |
Unit-5 |
Teaching Hours:5 |
Reflective sessions
|
|
Updating the project diary on a regular basis and submission of the same for tracking the progress- Submission of video recordings, photographs and other evidences to track the project progress- Interviews with the beneficiaries and other NGO stakeholders to check the effectiveness of the project- Engaging with newspaper article, blogs, social media involvement, NGO sessions, exhibitions, weekly presentations and feedback sessions | |
Unit-5 |
Teaching Hours:5 |
Reflective sessions
|
|
Updating the project diary on a regular basis and submission of the same for tracking the progress- Submission of video recordings, photographs and other evidences to track the project progress- Interviews with the beneficiaries and other NGO stakeholders to check the effectiveness of the project- Engaging with newspaper article, blogs, social media involvement, NGO sessions, exhibitions, weekly presentations and feedback sessions | |
Unit-5 |
Teaching Hours:5 |
Reflective sessions
|
|
Updating the project diary on a regular basis and submission of the same for tracking the progress- Submission of video recordings, photographs and other evidences to track the project progress- Interviews with the beneficiaries and other NGO stakeholders to check the effectiveness of the project- Engaging with newspaper article, blogs, social media involvement, NGO sessions, exhibitions, weekly presentations and feedback sessions | |
Unit-5 |
Teaching Hours:5 |
Reflective sessions
|
|
Updating the project diary on a regular basis and submission of the same for tracking the progress- Submission of video recordings, photographs and other evidences to track the project progress- Interviews with the beneficiaries and other NGO stakeholders to check the effectiveness of the project- Engaging with newspaper article, blogs, social media involvement, NGO sessions, exhibitions, weekly presentations and feedback sessions | |
Unit-5 |
Teaching Hours:5 |
Reflective sessions
|
|
Updating the project diary on a regular basis and submission of the same for tracking the progress- Submission of video recordings, photographs and other evidences to track the project progress- Interviews with the beneficiaries and other NGO stakeholders to check the effectiveness of the project- Engaging with newspaper article, blogs, social media involvement, NGO sessions, exhibitions, weekly presentations and feedback sessions | |
Unit-5 |
Teaching Hours:5 |
Reflective sessions
|
|
Updating the project diary on a regular basis and submission of the same for tracking the progress- Submission of video recordings, photographs and other evidences to track the project progress- Interviews with the beneficiaries and other NGO stakeholders to check the effectiveness of the project- Engaging with newspaper article, blogs, social media involvement, NGO sessions, exhibitions, weekly presentations and feedback sessions | |
Unit-5 |
Teaching Hours:5 |
Reflective sessions
|
|
Updating the project diary on a regular basis and submission of the same for tracking the progress- Submission of video recordings, photographs and other evidences to track the project progress- Interviews with the beneficiaries and other NGO stakeholders to check the effectiveness of the project- Engaging with newspaper article, blogs, social media involvement, NGO sessions, exhibitions, weekly presentations and feedback sessions | |
Unit-5 |
Teaching Hours:5 |
Reflective sessions
|
|
Updating the project diary on a regular basis and submission of the same for tracking the progress- Submission of video recordings, photographs and other evidences to track the project progress- Interviews with the beneficiaries and other NGO stakeholders to check the effectiveness of the project- Engaging with newspaper article, blogs, social media involvement, NGO sessions, exhibitions, weekly presentations and feedback sessions | |
Unit-5 |
Teaching Hours:5 |
Reflective sessions
|
|
Updating the project diary on a regular basis and submission of the same for tracking the progress- Submission of video recordings, photographs and other evidences to track the project progress- Interviews with the beneficiaries and other NGO stakeholders to check the effectiveness of the project- Engaging with newspaper article, blogs, social media involvement, NGO sessions, exhibitions, weekly presentations and feedback sessions | |
Unit-6 |
Teaching Hours:5 |
Final Assessment
|
|
Assessing the effectiveness of the project- feedback session with the NGO- analysing the pre and status of the beneficiaries- understanding the impact of the project on the NGO and its beneficiaries- Preparation and submission of the report to the department- Project Viva-Voce Examination. | |
Unit-6 |
Teaching Hours:5 |
Final Assessment
|
|
Assessing the effectiveness of the project- feedback session with the NGO- analysing the pre and status of the beneficiaries- understanding the impact of the project on the NGO and its beneficiaries- Preparation and submission of the report to the department- Project Viva-Voce Examination. | |
Unit-6 |
Teaching Hours:5 |
Final Assessment
|
|
Assessing the effectiveness of the project- feedback session with the NGO- analysing the pre and status of the beneficiaries- understanding the impact of the project on the NGO and its beneficiaries- Preparation and submission of the report to the department- Project Viva-Voce Examination. | |
Unit-6 |
Teaching Hours:5 |
Final Assessment
|
|
Assessing the effectiveness of the project- feedback session with the NGO- analysing the pre and status of the beneficiaries- understanding the impact of the project on the NGO and its beneficiaries- Preparation and submission of the report to the department- Project Viva-Voce Examination. | |
Unit-6 |
Teaching Hours:5 |
Final Assessment
|
|
Assessing the effectiveness of the project- feedback session with the NGO- analysing the pre and status of the beneficiaries- understanding the impact of the project on the NGO and its beneficiaries- Preparation and submission of the report to the department- Project Viva-Voce Examination. | |
Unit-6 |
Teaching Hours:5 |
Final Assessment
|
|
Assessing the effectiveness of the project- feedback session with the NGO- analysing the pre and status of the beneficiaries- understanding the impact of the project on the NGO and its beneficiaries- Preparation and submission of the report to the department- Project Viva-Voce Examination. | |
Unit-6 |
Teaching Hours:5 |
Final Assessment
|
|
Assessing the effectiveness of the project- feedback session with the NGO- analysing the pre and status of the beneficiaries- understanding the impact of the project on the NGO and its beneficiaries- Preparation and submission of the report to the department- Project Viva-Voce Examination. | |
Unit-6 |
Teaching Hours:5 |
Final Assessment
|
|
Assessing the effectiveness of the project- feedback session with the NGO- analysing the pre and status of the beneficiaries- understanding the impact of the project on the NGO and its beneficiaries- Preparation and submission of the report to the department- Project Viva-Voce Examination. | |
Unit-6 |
Teaching Hours:5 |
Final Assessment
|
|
Assessing the effectiveness of the project- feedback session with the NGO- analysing the pre and status of the beneficiaries- understanding the impact of the project on the NGO and its beneficiaries- Preparation and submission of the report to the department- Project Viva-Voce Examination. | |
Unit-6 |
Teaching Hours:5 |
Final Assessment
|
|
Assessing the effectiveness of the project- feedback session with the NGO- analysing the pre and status of the beneficiaries- understanding the impact of the project on the NGO and its beneficiaries- Preparation and submission of the report to the department- Project Viva-Voce Examination. | |
Unit-6 |
Teaching Hours:5 |
Final Assessment
|
|
Assessing the effectiveness of the project- feedback session with the NGO- analysing the pre and status of the beneficiaries- understanding the impact of the project on the NGO and its beneficiaries- Preparation and submission of the report to the department- Project Viva-Voce Examination. | |
Unit-6 |
Teaching Hours:5 |
Final Assessment
|
|
Assessing the effectiveness of the project- feedback session with the NGO- analysing the pre and status of the beneficiaries- understanding the impact of the project on the NGO and its beneficiaries- Preparation and submission of the report to the department- Project Viva-Voce Examination. | |
Unit-6 |
Teaching Hours:5 |
Final Assessment
|
|
Assessing the effectiveness of the project- feedback session with the NGO- analysing the pre and status of the beneficiaries- understanding the impact of the project on the NGO and its beneficiaries- Preparation and submission of the report to the department- Project Viva-Voce Examination. | |
Unit-6 |
Teaching Hours:5 |
Final Assessment
|
|
Assessing the effectiveness of the project- feedback session with the NGO- analysing the pre and status of the beneficiaries- understanding the impact of the project on the NGO and its beneficiaries- Preparation and submission of the report to the department- Project Viva-Voce Examination. | |
Unit-6 |
Teaching Hours:5 |
Final Assessment
|
|
Assessing the effectiveness of the project- feedback session with the NGO- analysing the pre and status of the beneficiaries- understanding the impact of the project on the NGO and its beneficiaries- Preparation and submission of the report to the department- Project Viva-Voce Examination. | |
Unit-6 |
Teaching Hours:5 |
Final Assessment
|
|
Assessing the effectiveness of the project- feedback session with the NGO- analysing the pre and status of the beneficiaries- understanding the impact of the project on the NGO and its beneficiaries- Preparation and submission of the report to the department- Project Viva-Voce Examination. | |
Unit-6 |
Teaching Hours:5 |
Final Assessment
|
|
Assessing the effectiveness of the project- feedback session with the NGO- analysing the pre and status of the beneficiaries- understanding the impact of the project on the NGO and its beneficiaries- Preparation and submission of the report to the department- Project Viva-Voce Examination. | |
Text Books And Reference Books: • An external guide(from NGO) must be identified and informed to the teacher teaching Business ethics and sustainability. • A mail confirming the details-Name of the external guide, designation, email id, phone number, address to be sent to teacher. • A mail from the external guide must be sent to the teacher accepting your proposal to work with them and clearly mention your work, roles and responsibilities. • Team leaders to coordinate which teams go when and complete what task and inform the teacher about the same • A flow chart must be prepared by cluster coordinator showing each teams work to be completed and time line. • A log book must be maintained by each group mentioning the individual contribution and work completion on a daily basis • No more than 1 group from each cluster can go for project on any given day • Each student is expected to put in a 25 hrs work towards project they undertake. The burden of proof lies with each student. • Failure to report the day to day activities and update log book will lead to cancellation of project. • Sufficient documents shall be made available both to the faculty guide and mentor at the NGO, for the work completed. • It may consider working with corporate foundations and in house CSA • It is the group’s responsibility to ensure that the mentor at the NGO is aware about these guidelines. • Attendance shall be granted subject to confirmed participation by each student on a daily basis. NO attendance shall be given during class hours. • At the end of each day's work it is the responsibility of the team leader to coordinate with the faculty mentor and get attendance sorted for their team. No white forms or note is issued by anybody for this purpose. | |
Essential Reading / Recommended Reading Myers, D. G., & Twenge, J. M. (2018). Exploring social psychology. New York, NY: McGraw-Hill Education
Spence, L. J., Frynas, J. G., Muthuri, J., & Navare, J. (2018). Research handbook on small business social responsibility: Global perspectives. Northampton, MA: Edward Elgar Publishing | |
Evaluation Pattern VIVA-VOCE (50 Marks): -Implementation (Each student will be interviewed by an expert panel of faculties) ● Demonstrate awareness of social issues -10 marks. ● Demonstrate awareness of service-learning concepts applied- 10 marks. ● Impact of service-learning captured – 10 marks. ● Propose initiatives for future commitment towards NGO- 10 marks. ● Summarise key facts with clarity- 10 marks. REPORT VALUATION (50 Marks) ● Describes the functioning of the NGO- 10 marks. ● Interpret stakeholder impact on social issues- 10 marks. ● Analyze the impact of service-learning concepts applied- 10 marks. ● Develop documents with appropriate structure and style- 20 marks. | |
BFMA101-2 - INTRODUCTION TO PYTHON FOR DATA ANALYTICS (2024 Batch) | |
Total Teaching Hours for Semester:60 |
No of Lecture Hours/Week:4 |
Max Marks:100 |
Credits:4 |
Course Objectives/Course Description |
|
Course Description: Python is a high-level, general-purpose programming language; its programming skills enhance the implementation of various concepts. The course will cover various programming concepts and techniques for real-world business, finance, healthcare, and more applications. In addition to theoretical concepts, the course will provide hands-on experience with various tools like IDEs and their usage in creating projects and assignments. This course is designed for students interested in understanding programming and its applications. Upon completing this course, students will have a strong foundation in Python programming concepts and programming techniques and be well-equipped to pursue further study or career opportunities in this rapidly growing field.
Course Objectives: ● To identify various data types in Python. ● To apply various string operations for data processing. ● To develop algorithms and programs to serve real-world problems. ● To create and utilize functions for efficient Python programming. |
|
Learning Outcome |
|
CLO1: Comprehend the fundamental concepts of Python and its usage in real-world applications. CLO2: Apply Python programming techniques to solve real-world problems. CLO3: Analyze the strengths and weaknesses of different programming techniques. CLO4: Design and implement Python programming solutions to meet specific requirements. CLO5: Develop different Python programs using functions. |
Unit-1 |
Teaching Hours:8 |
Introduction to Python
|
|
Introduction to Python and installation, data types: Int, float, Boolean, string, and list; variables, expressions, statements, precedence of operators, comments; Introduction to different environments and IDEs like IDLE, PyCharm, VS Code etc. | |
Unit-1 |
Teaching Hours:8 |
Introduction to Python
|
|
Introduction to Python and installation, data types: Int, float, Boolean, string, and list; variables, expressions, statements, precedence of operators, comments; Introduction to different environments and IDEs like IDLE, PyCharm, VS Code etc. | |
Unit-2 |
Teaching Hours:8 |
Data modules
|
|
Modules, functions --- function and its use, flow of execution, parameters and arguments. Control flow and loops steps; if-else statements – one-way, multiway (elif), logical operators and Boolean expressions; while loops – break. | |
Unit-2 |
Teaching Hours:8 |
Data modules
|
|
Modules, functions --- function and its use, flow of execution, parameters and arguments. Control flow and loops steps; if-else statements – one-way, multiway (elif), logical operators and Boolean expressions; while loops – break. | |
Unit-3 |
Teaching Hours:8 |
String Operations
|
|
Strings and text files: string concatenation, subscript operator, indexing, slicing a string; string methods, manipulating files and directories; text files: reading/writing text and numbers from/to a file. | |
Unit-3 |
Teaching Hours:8 |
String Operations
|
|
Strings and text files: string concatenation, subscript operator, indexing, slicing a string; string methods, manipulating files and directories; text files: reading/writing text and numbers from/to a file. | |
Unit-4 |
Teaching Hours:8 |
Data Structures
|
|
Lists: basic list operators, list methods, mutators, aliasing, object identity and structural equivalence; tuples; dictionaries: dictionary literals, adding and removing keys, accessing and replacing values, traversing dictionaries. | |
Unit-4 |
Teaching Hours:8 |
Data Structures
|
|
Lists: basic list operators, list methods, mutators, aliasing, object identity and structural equivalence; tuples; dictionaries: dictionary literals, adding and removing keys, accessing and replacing values, traversing dictionaries. | |
Unit-5 |
Teaching Hours:8 |
Design with functions
|
|
Introduction to Numpy and Pandas. Overview of Object-oriented programming, Managing a program’s namespace – module variables, parameters, and temporary variables; scope, lifetime, named arguments. Application on modules. | |
Unit-5 |
Teaching Hours:8 |
Design with functions
|
|
Introduction to Numpy and Pandas. Overview of Object-oriented programming, Managing a program’s namespace – module variables, parameters, and temporary variables; scope, lifetime, named arguments. Application on modules. | |
Unit-6 |
Teaching Hours:10 |
File Handling and Database using MySQL
|
|
Overview of File handling using Python programming. Overview of Read, Write, Append, Execute Functions, Functions to deal with file status and manage the data entry. Overview of databases, relational databases, normalization, and normal forms used in DB creation. Overview of MySQL and introduction to MySQL workbench and its various operations. | |
Unit-6 |
Teaching Hours:10 |
File Handling and Database using MySQL
|
|
Overview of File handling using Python programming. Overview of Read, Write, Append, Execute Functions, Functions to deal with file status and manage the data entry. Overview of databases, relational databases, normalization, and normal forms used in DB creation. Overview of MySQL and introduction to MySQL workbench and its various operations. | |
Unit-7 |
Teaching Hours:10 |
Applications
|
|
Python program application on different management functions -Marketing, HR & Finance. Real-time application of the Python program. Case Analysis | |
Unit-7 |
Teaching Hours:10 |
Applications
|
|
Python program application on different management functions -Marketing, HR & Finance. Real-time application of the Python program. Case Analysis | |
Text Books And Reference Books: 1. Manaranjan Pradhan, U Dinesh Kumar. (2019) Machine Learning using Python, Wiley
2. Lambert KA., Juneja BL. (2015). Fundamentals of Python. Cengage Learning. | |
Essential Reading / Recommended Reading
| |
Evaluation Pattern Practical | |
BFMA161-2 - FOUNDATIONS OF MANAGERIAL EFFECTIVENESS (2024 Batch) | |
Total Teaching Hours for Semester:30 |
No of Lecture Hours/Week:2 |
Max Marks:50 |
Credits:2 |
Course Objectives/Course Description |
|
This course is intended to provide a cohort experience and to help students acquire a range of useful strategies and skills for enhancing their managerial effectiveness, as well as for engaging productively with the undergraduate course concepts throughout their program. The theme addressed in this course is enhancement of intrapersonal and interpersonal managerial skills including professionalism, ethics, self-awareness, communication, collaboration and time management Course Objectives:
|
|
Learning Outcome |
|
CO1: Explain and illustrate different barriers of professionalism and ethics as an attribute CO2: Develop understanding of the importance of self-awareness CO3: Discover the significance of Communication CO4: Evaluating the need for Team Building & Being a Team Member CO5: Analyze and interpret the techniques and tools that will promote efficient utilization of time |
Unit-1 |
Teaching Hours:4 |
PROFESSIONALISM AND ETHICS
|
|
Level of Knowledge: Conceptual Professionalism in workplace, positioning yourself at the workplace to become more marketable through the right attitude, grooming and etiquettes. Ethics at the workplace. | |
Unit-1 |
Teaching Hours:4 |
PROFESSIONALISM AND ETHICS
|
|
Level of Knowledge: Conceptual Professionalism in workplace, positioning yourself at the workplace to become more marketable through the right attitude, grooming and etiquettes. Ethics at the workplace. | |
Unit-2 |
Teaching Hours:6 |
SELF AWARENESS
|
|
Level of Knowledge: Conceptual Introduction, importance, benefits, types and how to create a self-awareness, understand yourself, Realize your strengths and weakness, Applicability of self-awareness in our lives JOHARI WINDOW- The four quadrants of JW, Advantages and disadvantages, Applications | |
Unit-2 |
Teaching Hours:6 |
SELF AWARENESS
|
|
Level of Knowledge: Conceptual Introduction, importance, benefits, types and how to create a self-awareness, understand yourself, Realize your strengths and weakness, Applicability of self-awareness in our lives JOHARI WINDOW- The four quadrants of JW, Advantages and disadvantages, Applications | |
Unit-3 |
Teaching Hours:6 |
ENHANCING COMMUNICATION SKILLS
|
|
Level of Knowledge: Conceptual TRANSACTIONAL ANALYSIS - Ego states, Type of transactions, Implications of TA,
Communicating in meetings; PRESENTATIONS – Making effective oral and written presentations, concept of multicultural communication, challenges in cross cultural communication and tips to improve cross cultural communication skills, Recent trends in communication, e-mail, video conferencing, social media sensitization. | |
Unit-3 |
Teaching Hours:6 |
ENHANCING COMMUNICATION SKILLS
|
|
Level of Knowledge: Conceptual TRANSACTIONAL ANALYSIS - Ego states, Type of transactions, Implications of TA,
Communicating in meetings; PRESENTATIONS – Making effective oral and written presentations, concept of multicultural communication, challenges in cross cultural communication and tips to improve cross cultural communication skills, Recent trends in communication, e-mail, video conferencing, social media sensitization. | |
Unit-4 |
Teaching Hours:8 |
TEAM BUILDING AND NETWORKING
|
|
Level of Knowledge: Conceptual TEAMS - Introduction, importance of being a Team Member and Team Leader. Meaning, importance and Challenges of Team Building; Cross-Cultural collaboration. Team conflict management in the workspace. Negotiation skills.
NETWORKING – Importance of professional network, building your professional network within and outside the organisation. | |
Unit-4 |
Teaching Hours:8 |
TEAM BUILDING AND NETWORKING
|
|
Level of Knowledge: Conceptual TEAMS - Introduction, importance of being a Team Member and Team Leader. Meaning, importance and Challenges of Team Building; Cross-Cultural collaboration. Team conflict management in the workspace. Negotiation skills.
NETWORKING – Importance of professional network, building your professional network within and outside the organisation. | |
Unit-5 |
Teaching Hours:6 |
TIME MANAGEMENT
|
|
Level of Knowledge: Conceptual Level of Knowledge: Conceptual
Introduction to Time management, Benefits of time management, Prioritization of events, preparing schedules, Procrastination, Problems in time management and strategies for effective time management. | |
Unit-5 |
Teaching Hours:6 |
TIME MANAGEMENT
|
|
Level of Knowledge: Conceptual Level of Knowledge: Conceptual
Introduction to Time management, Benefits of time management, Prioritization of events, preparing schedules, Procrastination, Problems in time management and strategies for effective time management. | |
Text Books And Reference Books: 1.Chatterjee, D. A. (2017). Managerial Effectiveness: An insight. Rigi Publication. 2. Horstman, M. (2016). Effective Manager. Wiley. 3. Reddin, W. J., & Reddin, W. J. (1970). Managerial Effectiveness. McGraw-Hill.
| |
Essential Reading / Recommended Reading Websites: 1. https://www.merriam-webster.com/dictionary/professionalism 2. https://www.linkedin.com/pulse/20140831053426-77080879-10-golden-rules-to-professional- ethics-in-the-workplace 3. https://www.youtube.com/watch?v=vj4hvpLYZ6M
| |
Evaluation Pattern CIA Based CIA1 - 30 marks CIA2 - 30 marks CIA3 - 30 marks Class participation - 10 marks | |
ENG181-2 - ENGLISH (2024 Batch) | |
Total Teaching Hours for Semester:45 |
No of Lecture Hours/Week:3 |
Max Marks:100 |
Credits:2 |
Course Objectives/Course Description |
|
· To help improve their communication skills for larger academic purposes and vocational purposes · To enable learners to learn the contextual use of words and the generic meaning · To enable learners to listen to audio content and infer contextual meaning · To enable learners to be able to speak for various purposes and occasions using context specific language and expressions · To enable learners to develop the ability to write for various purposes using suitable and precise language. |
|
Learning Outcome |
|
CO1: Understand how to engage with texts from various countries, historical, cultural specificities, and politics and develop the ability to reflect upon and comment on texts with various themes CO2: Develop an analytical and critical bent of mind to compare and analyze the various literature they read and discuss in class CO3: Develop the ability to communicate both orally and in writing for various purposes |
Unit-1 |
Teaching Hours:4 |
language
|
|
Presentation skills | |
Unit-1 |
Teaching Hours:4 |
food
|
|
Witches’ Loaves O Henry
| |
Unit-1 |
Teaching Hours:4 |
language
|
|
Presentation skills | |
Unit-1 |
Teaching Hours:4 |
food
|
|
Witches’ Loaves O Henry
| |
Unit-1 |
Teaching Hours:4 |
language
|
|
Presentation skills | |
Unit-1 |
Teaching Hours:4 |
food
|
|
Witches’ Loaves O Henry
| |
Unit-1 |
Teaching Hours:4 |
language
|
|
Presentation skills | |
Unit-1 |
Teaching Hours:4 |
food
|
|
Witches’ Loaves O Henry
| |
Unit-1 |
Teaching Hours:4 |
language
|
|
Presentation skills | |
Unit-1 |
Teaching Hours:4 |
food
|
|
Witches’ Loaves O Henry
| |
Unit-1 |
Teaching Hours:4 |
language
|
|
Presentation skills | |
Unit-1 |
Teaching Hours:4 |
food
|
|
Witches’ Loaves O Henry
| |
Unit-1 |
Teaching Hours:4 |
language
|
|
Presentation skills | |
Unit-1 |
Teaching Hours:4 |
food
|
|
Witches’ Loaves O Henry
| |
Unit-1 |
Teaching Hours:4 |
language
|
|
Presentation skills | |
Unit-1 |
Teaching Hours:4 |
food
|
|
Witches’ Loaves O Henry
| |
Unit-1 |
Teaching Hours:4 |
language
|
|
Presentation skills | |
Unit-1 |
Teaching Hours:4 |
food
|
|
Witches’ Loaves O Henry
| |
Unit-1 |
Teaching Hours:4 |
language
|
|
Presentation skills | |
Unit-1 |
Teaching Hours:4 |
food
|
|
Witches’ Loaves O Henry
| |
Unit-1 |
Teaching Hours:4 |
language
|
|
Presentation skills | |
Unit-1 |
Teaching Hours:4 |
food
|
|
Witches’ Loaves O Henry
| |
Unit-1 |
Teaching Hours:4 |
language
|
|
Presentation skills | |
Unit-1 |
Teaching Hours:4 |
food
|
|
Witches’ Loaves O Henry
| |
Unit-1 |
Teaching Hours:4 |
language
|
|
Presentation skills | |
Unit-1 |
Teaching Hours:4 |
food
|
|
Witches’ Loaves O Henry
| |
Unit-1 |
Teaching Hours:4 |
language
|
|
Presentation skills | |
Unit-1 |
Teaching Hours:4 |
food
|
|
Witches’ Loaves O Henry
| |
Unit-1 |
Teaching Hours:4 |
language
|
|
Presentation skills | |
Unit-1 |
Teaching Hours:4 |
food
|
|
Witches’ Loaves O Henry
| |
Unit-1 |
Teaching Hours:4 |
language
|
|
Presentation skills | |
Unit-1 |
Teaching Hours:4 |
food
|
|
Witches’ Loaves O Henry
| |
Unit-1 |
Teaching Hours:4 |
language
|
|
Presentation skills | |
Unit-1 |
Teaching Hours:4 |
food
|
|
Witches’ Loaves O Henry
| |
Unit-1 |
Teaching Hours:4 |
language
|
|
Presentation skills | |
Unit-1 |
Teaching Hours:4 |
food
|
|
Witches’ Loaves O Henry
| |
Unit-1 |
Teaching Hours:4 |
language
|
|
Presentation skills | |
Unit-1 |
Teaching Hours:4 |
food
|
|
Witches’ Loaves O Henry
| |
Unit-1 |
Teaching Hours:4 |
language
|
|
Presentation skills | |
Unit-1 |
Teaching Hours:4 |
food
|
|
Witches’ Loaves O Henry
| |
Unit-1 |
Teaching Hours:4 |
language
|
|
Presentation skills | |
Unit-1 |
Teaching Hours:4 |
food
|
|
Witches’ Loaves O Henry
| |
Unit-1 |
Teaching Hours:4 |
language
|
|
Presentation skills | |
Unit-1 |
Teaching Hours:4 |
food
|
|
Witches’ Loaves O Henry
| |
Unit-1 |
Teaching Hours:4 |
language
|
|
Presentation skills | |
Unit-1 |
Teaching Hours:4 |
food
|
|
Witches’ Loaves O Henry
| |
Unit-1 |
Teaching Hours:4 |
language
|
|
Presentation skills | |
Unit-1 |
Teaching Hours:4 |
food
|
|
Witches’ Loaves O Henry
| |
Unit-1 |
Teaching Hours:4 |
language
|
|
Presentation skills | |
Unit-1 |
Teaching Hours:4 |
food
|
|
Witches’ Loaves O Henry
| |
Unit-1 |
Teaching Hours:4 |
language
|
|
Presentation skills | |
Unit-1 |
Teaching Hours:4 |
food
|
|
Witches’ Loaves O Henry
| |
Unit-1 |
Teaching Hours:4 |
language
|
|
Presentation skills | |
Unit-1 |
Teaching Hours:4 |
food
|
|
Witches’ Loaves O Henry
| |
Unit-1 |
Teaching Hours:4 |
language
|
|
Presentation skills | |
Unit-1 |
Teaching Hours:4 |
food
|
|
Witches’ Loaves O Henry
| |
Unit-1 |
Teaching Hours:4 |
language
|
|
Presentation skills | |
Unit-1 |
Teaching Hours:4 |
food
|
|
Witches’ Loaves O Henry
| |
Unit-1 |
Teaching Hours:4 |
language
|
|
Presentation skills | |
Unit-1 |
Teaching Hours:4 |
food
|
|
Witches’ Loaves O Henry
| |
Unit-1 |
Teaching Hours:4 |
language
|
|
Presentation skills | |
Unit-1 |
Teaching Hours:4 |
food
|
|
Witches’ Loaves O Henry
| |
Unit-1 |
Teaching Hours:4 |
language
|
|
Presentation skills | |
Unit-1 |
Teaching Hours:4 |
food
|
|
Witches’ Loaves O Henry
| |
Unit-1 |
Teaching Hours:4 |
language
|
|
Presentation skills | |
Unit-1 |
Teaching Hours:4 |
food
|
|
Witches’ Loaves O Henry
| |
Unit-1 |
Teaching Hours:4 |
language
|
|
Presentation skills | |
Unit-1 |
Teaching Hours:4 |
food
|
|
Witches’ Loaves O Henry
| |
Unit-1 |
Teaching Hours:4 |
language
|
|
Presentation skills | |
Unit-1 |
Teaching Hours:4 |
food
|
|
Witches’ Loaves O Henry
| |
Unit-1 |
Teaching Hours:4 |
language
|
|
Presentation skills | |
Unit-1 |
Teaching Hours:4 |
food
|
|
Witches’ Loaves O Henry
| |
Unit-1 |
Teaching Hours:4 |
language
|
|
Presentation skills | |
Unit-1 |
Teaching Hours:4 |
food
|
|
Witches’ Loaves O Henry
| |
Unit-1 |
Teaching Hours:4 |
language
|
|
Presentation skills | |
Unit-1 |
Teaching Hours:4 |
food
|
|
Witches’ Loaves O Henry
| |
Unit-1 |
Teaching Hours:4 |
language
|
|
Presentation skills | |
Unit-1 |
Teaching Hours:4 |
food
|
|
Witches’ Loaves O Henry
| |
Unit-1 |
Teaching Hours:4 |
language
|
|
Presentation skills | |
Unit-1 |
Teaching Hours:4 |
food
|
|
Witches’ Loaves O Henry
| |
Unit-1 |
Teaching Hours:4 |
language
|
|
Presentation skills | |
Unit-1 |
Teaching Hours:4 |
food
|
|
Witches’ Loaves O Henry
| |
Unit-1 |
Teaching Hours:4 |
language
|
|
Presentation skills | |
Unit-1 |
Teaching Hours:4 |
food
|
|
Witches’ Loaves O Henry
| |
Unit-1 |
Teaching Hours:4 |
language
|
|
Presentation skills | |
Unit-1 |
Teaching Hours:4 |
food
|
|
Witches’ Loaves O Henry
| |
Unit-1 |
Teaching Hours:4 |
language
|
|
Presentation skills | |
Unit-1 |
Teaching Hours:4 |
food
|
|
Witches’ Loaves O Henry
| |
Unit-1 |
Teaching Hours:4 |
language
|
|
Presentation skills | |
Unit-1 |
Teaching Hours:4 |
food
|
|
Witches’ Loaves O Henry
| |
Unit-1 |
Teaching Hours:4 |
language
|
|
Presentation skills | |
Unit-1 |
Teaching Hours:4 |
food
|
|
Witches’ Loaves O Henry
| |
Unit-1 |
Teaching Hours:4 |
language
|
|
Presentation skills | |
Unit-1 |
Teaching Hours:4 |
food
|
|
Witches’ Loaves O Henry
| |
Unit-1 |
Teaching Hours:4 |
language
|
|
Presentation skills | |
Unit-1 |
Teaching Hours:4 |
food
|
|
Witches’ Loaves O Henry
| |
Unit-1 |
Teaching Hours:4 |
language
|
|
Presentation skills | |
Unit-1 |
Teaching Hours:4 |
food
|
|
Witches’ Loaves O Henry
| |
Unit-1 |
Teaching Hours:4 |
language
|
|
Presentation skills | |
Unit-1 |
Teaching Hours:4 |
food
|
|
Witches’ Loaves O Henry
| |
Unit-1 |
Teaching Hours:4 |
language
|
|
Presentation skills | |
Unit-1 |
Teaching Hours:4 |
food
|
|
Witches’ Loaves O Henry
| |
Unit-1 |
Teaching Hours:4 |
language
|
|
Presentation skills | |
Unit-1 |
Teaching Hours:4 |
food
|
|
Witches’ Loaves O Henry
| |
Unit-1 |
Teaching Hours:4 |
language
|
|
Presentation skills | |
Unit-1 |
Teaching Hours:4 |
food
|
|
Witches’ Loaves O Henry
| |
Unit-1 |
Teaching Hours:4 |
language
|
|
Presentation skills | |
Unit-1 |
Teaching Hours:4 |
food
|
|
Witches’ Loaves O Henry
| |
Unit-1 |
Teaching Hours:4 |
language
|
|
Presentation skills | |
Unit-1 |
Teaching Hours:4 |
food
|
|
Witches’ Loaves O Henry
| |
Unit-1 |
Teaching Hours:4 |
language
|
|
Presentation skills | |
Unit-1 |
Teaching Hours:4 |
food
|
|
Witches’ Loaves O Henry
| |
Unit-1 |
Teaching Hours:4 |
language
|
|
Presentation skills | |
Unit-1 |
Teaching Hours:4 |
food
|
|
Witches’ Loaves O Henry
| |
Unit-1 |
Teaching Hours:4 |
language
|
|
Presentation skills | |
Unit-1 |
Teaching Hours:4 |
food
|
|
Witches’ Loaves O Henry
| |
Unit-1 |
Teaching Hours:4 |
language
|
|
Presentation skills | |
Unit-1 |
Teaching Hours:4 |
food
|
|
Witches’ Loaves O Henry
| |
Unit-1 |
Teaching Hours:4 |
language
|
|
Presentation skills | |
Unit-1 |
Teaching Hours:4 |
food
|
|
Witches’ Loaves O Henry
| |
Unit-1 |
Teaching Hours:4 |
language
|
|
Presentation skills | |
Unit-1 |
Teaching Hours:4 |
food
|
|
Witches’ Loaves O Henry
| |
Unit-1 |
Teaching Hours:4 |
language
|
|
Presentation skills | |
Unit-1 |
Teaching Hours:4 |
food
|
|
Witches’ Loaves O Henry
| |
Unit-1 |
Teaching Hours:4 |
language
|
|
Presentation skills | |
Unit-1 |
Teaching Hours:4 |
food
|
|
Witches’ Loaves O Henry
| |
Unit-1 |
Teaching Hours:4 |
language
|
|
Presentation skills | |
Unit-1 |
Teaching Hours:4 |
food
|
|
Witches’ Loaves O Henry
| |
Unit-1 |
Teaching Hours:4 |
language
|
|
Presentation skills | |
Unit-1 |
Teaching Hours:4 |
food
|
|
Witches’ Loaves O Henry
| |
Unit-1 |
Teaching Hours:4 |
language
|
|
Presentation skills | |
Unit-1 |
Teaching Hours:4 |
food
|
|
Witches’ Loaves O Henry
| |
Unit-1 |
Teaching Hours:4 |
language
|
|
Presentation skills | |
Unit-1 |
Teaching Hours:4 |
food
|
|
Witches’ Loaves O Henry
| |
Unit-2 |
Teaching Hours:6 |
Language
|
|
Report writing | |
Unit-2 |
Teaching Hours:6 |
Fashion
|
|
In the Height of Fashion-Henry Lawson | |
Unit-2 |
Teaching Hours:6 |
Language
|
|
Report writing | |
Unit-2 |
Teaching Hours:6 |
Fashion
|
|
In the Height of Fashion-Henry Lawson | |
Unit-2 |
Teaching Hours:6 |
Language
|
|
Report writing | |
Unit-2 |
Teaching Hours:6 |
Fashion
|
|
In the Height of Fashion-Henry Lawson | |
Unit-2 |
Teaching Hours:6 |
Language
|
|
Report writing | |
Unit-2 |
Teaching Hours:6 |
Fashion
|
|
In the Height of Fashion-Henry Lawson | |
Unit-2 |
Teaching Hours:6 |
Language
|
|
Report writing | |
Unit-2 |
Teaching Hours:6 |
Fashion
|
|
In the Height of Fashion-Henry Lawson | |
Unit-2 |
Teaching Hours:6 |
Language
|
|
Report writing | |
Unit-2 |
Teaching Hours:6 |
Fashion
|
|
In the Height of Fashion-Henry Lawson | |
Unit-2 |
Teaching Hours:6 |
Language
|
|
Report writing | |
Unit-2 |
Teaching Hours:6 |
Fashion
|
|
In the Height of Fashion-Henry Lawson | |
Unit-2 |
Teaching Hours:6 |
Language
|
|
Report writing | |
Unit-2 |
Teaching Hours:6 |
Fashion
|
|
In the Height of Fashion-Henry Lawson | |
Unit-2 |
Teaching Hours:6 |
Language
|
|
Report writing | |
Unit-2 |
Teaching Hours:6 |
Fashion
|
|
In the Height of Fashion-Henry Lawson | |
Unit-2 |
Teaching Hours:6 |
Language
|
|
Report writing | |
Unit-2 |
Teaching Hours:6 |
Fashion
|
|
In the Height of Fashion-Henry Lawson | |
Unit-2 |
Teaching Hours:6 |
Language
|
|
Report writing | |
Unit-2 |
Teaching Hours:6 |
Fashion
|
|
In the Height of Fashion-Henry Lawson | |
Unit-2 |
Teaching Hours:6 |
Language
|
|
Report writing | |
Unit-2 |
Teaching Hours:6 |
Fashion
|
|
In the Height of Fashion-Henry Lawson | |
Unit-2 |
Teaching Hours:6 |
Language
|
|
Report writing | |
Unit-2 |
Teaching Hours:6 |
Fashion
|
|
In the Height of Fashion-Henry Lawson | |
Unit-2 |
Teaching Hours:6 |
Language
|
|
Report writing | |
Unit-2 |
Teaching Hours:6 |
Fashion
|
|
In the Height of Fashion-Henry Lawson | |
Unit-2 |
Teaching Hours:6 |
Language
|
|
Report writing | |
Unit-2 |
Teaching Hours:6 |
Fashion
|
|
In the Height of Fashion-Henry Lawson | |
Unit-2 |
Teaching Hours:6 |
Language
|
|
Report writing | |
Unit-2 |
Teaching Hours:6 |
Fashion
|
|
In the Height of Fashion-Henry Lawson | |
Unit-2 |
Teaching Hours:6 |
Language
|
|
Report writing | |
Unit-2 |
Teaching Hours:6 |
Fashion
|
|
In the Height of Fashion-Henry Lawson | |
Unit-2 |
Teaching Hours:6 |
Language
|
|
Report writing | |
Unit-2 |
Teaching Hours:6 |
Fashion
|
|
In the Height of Fashion-Henry Lawson | |
Unit-2 |
Teaching Hours:6 |
Language
|
|
Report writing | |
Unit-2 |
Teaching Hours:6 |
Fashion
|
|
In the Height of Fashion-Henry Lawson | |
Unit-2 |
Teaching Hours:6 |
Language
|
|
Report writing | |
Unit-2 |
Teaching Hours:6 |
Fashion
|
|
In the Height of Fashion-Henry Lawson | |
Unit-2 |
Teaching Hours:6 |
Language
|
|
Report writing | |
Unit-2 |
Teaching Hours:6 |
Fashion
|
|
In the Height of Fashion-Henry Lawson | |
Unit-2 |
Teaching Hours:6 |
Language
|
|
Report writing | |
Unit-2 |
Teaching Hours:6 |
Fashion
|
|
In the Height of Fashion-Henry Lawson | |
Unit-2 |
Teaching Hours:6 |
Language
|
|
Report writing | |
Unit-2 |
Teaching Hours:6 |
Fashion
|
|
In the Height of Fashion-Henry Lawson | |
Unit-2 |
Teaching Hours:6 |
Language
|
|
Report writing | |
Unit-2 |
Teaching Hours:6 |
Fashion
|
|
In the Height of Fashion-Henry Lawson | |
Unit-2 |
Teaching Hours:6 |
Language
|
|
Report writing | |
Unit-2 |
Teaching Hours:6 |
Fashion
|
|
In the Height of Fashion-Henry Lawson | |
Unit-2 |
Teaching Hours:6 |
Language
|
|
Report writing | |
Unit-2 |
Teaching Hours:6 |
Fashion
|
|
In the Height of Fashion-Henry Lawson | |
Unit-2 |
Teaching Hours:6 |
Language
|
|
Report writing | |
Unit-2 |
Teaching Hours:6 |
Fashion
|
|
In the Height of Fashion-Henry Lawson | |
Unit-2 |
Teaching Hours:6 |
Language
|
|
Report writing | |
Unit-2 |
Teaching Hours:6 |
Fashion
|
|
In the Height of Fashion-Henry Lawson | |
Unit-2 |
Teaching Hours:6 |
Language
|
|
Report writing | |
Unit-2 |
Teaching Hours:6 |
Fashion
|
|
In the Height of Fashion-Henry Lawson | |
Unit-2 |
Teaching Hours:6 |
Language
|
|
Report writing | |
Unit-2 |
Teaching Hours:6 |
Fashion
|
|
In the Height of Fashion-Henry Lawson | |
Unit-2 |
Teaching Hours:6 |
Language
|
|
Report writing | |
Unit-2 |
Teaching Hours:6 |
Fashion
|
|
In the Height of Fashion-Henry Lawson | |
Unit-2 |
Teaching Hours:6 |
Language
|
|
Report writing | |
Unit-2 |
Teaching Hours:6 |
Fashion
|
|
In the Height of Fashion-Henry Lawson | |
Unit-2 |
Teaching Hours:6 |
Language
|
|
Report writing | |
Unit-2 |
Teaching Hours:6 |
Fashion
|
|
In the Height of Fashion-Henry Lawson | |
Unit-2 |
Teaching Hours:6 |
Language
|
|
Report writing | |
Unit-2 |
Teaching Hours:6 |
Fashion
|
|
In the Height of Fashion-Henry Lawson | |
Unit-2 |
Teaching Hours:6 |
Language
|
|
Report writing | |
Unit-2 |
Teaching Hours:6 |
Fashion
|
|
In the Height of Fashion-Henry Lawson | |
Unit-2 |
Teaching Hours:6 |
Language
|
|
Report writing | |
Unit-2 |
Teaching Hours:6 |
Fashion
|
|
In the Height of Fashion-Henry Lawson | |
Unit-2 |
Teaching Hours:6 |
Language
|
|
Report writing | |
Unit-2 |
Teaching Hours:6 |
Fashion
|
|
In the Height of Fashion-Henry Lawson | |
Unit-2 |
Teaching Hours:6 |
Language
|
|
Report writing | |
Unit-2 |
Teaching Hours:6 |
Fashion
|
|
In the Height of Fashion-Henry Lawson | |
Unit-2 |
Teaching Hours:6 |
Language
|
|
Report writing | |
Unit-2 |
Teaching Hours:6 |
Fashion
|
|
In the Height of Fashion-Henry Lawson | |
Unit-2 |
Teaching Hours:6 |
Language
|
|
Report writing | |
Unit-2 |
Teaching Hours:6 |
Fashion
|
|
In the Height of Fashion-Henry Lawson | |
Unit-2 |
Teaching Hours:6 |
Language
|
|
Report writing | |
Unit-2 |
Teaching Hours:6 |
Fashion
|
|
In the Height of Fashion-Henry Lawson | |
Unit-2 |
Teaching Hours:6 |
Language
|
|
Report writing | |
Unit-2 |
Teaching Hours:6 |
Fashion
|
|
In the Height of Fashion-Henry Lawson | |
Unit-2 |
Teaching Hours:6 |
Language
|
|
Report writing | |
Unit-2 |
Teaching Hours:6 |
Fashion
|
|
In the Height of Fashion-Henry Lawson | |
Unit-2 |
Teaching Hours:6 |
Language
|
|
Report writing | |
Unit-2 |
Teaching Hours:6 |
Fashion
|
|
In the Height of Fashion-Henry Lawson | |
Unit-2 |
Teaching Hours:6 |
Language
|
|
Report writing | |
Unit-2 |
Teaching Hours:6 |
Fashion
|
|
In the Height of Fashion-Henry Lawson | |
Unit-2 |
Teaching Hours:6 |
Language
|
|
Report writing | |
Unit-2 |
Teaching Hours:6 |
Fashion
|
|
In the Height of Fashion-Henry Lawson | |
Unit-2 |
Teaching Hours:6 |
Language
|
|
Report writing | |
Unit-2 |
Teaching Hours:6 |
Fashion
|
|
In the Height of Fashion-Henry Lawson | |
Unit-2 |
Teaching Hours:6 |
Language
|
|
Report writing | |
Unit-2 |
Teaching Hours:6 |
Fashion
|
|
In the Height of Fashion-Henry Lawson | |
Unit-2 |
Teaching Hours:6 |
Language
|
|
Report writing | |
Unit-2 |
Teaching Hours:6 |
Fashion
|
|
In the Height of Fashion-Henry Lawson | |
Unit-2 |
Teaching Hours:6 |
Language
|
|
Report writing | |
Unit-2 |
Teaching Hours:6 |
Fashion
|
|
In the Height of Fashion-Henry Lawson | |
Unit-2 |
Teaching Hours:6 |
Language
|
|
Report writing | |
Unit-2 |
Teaching Hours:6 |
Fashion
|
|
In the Height of Fashion-Henry Lawson | |
Unit-2 |
Teaching Hours:6 |
Language
|
|
Report writing | |
Unit-2 |
Teaching Hours:6 |
Fashion
|
|
In the Height of Fashion-Henry Lawson | |
Unit-2 |
Teaching Hours:6 |
Language
|
|
Report writing | |
Unit-2 |
Teaching Hours:6 |
Fashion
|
|
In the Height of Fashion-Henry Lawson | |
Unit-2 |
Teaching Hours:6 |
Language
|
|
Report writing | |
Unit-2 |
Teaching Hours:6 |
Fashion
|
|
In the Height of Fashion-Henry Lawson | |
Unit-2 |
Teaching Hours:6 |
Language
|
|
Report writing | |
Unit-2 |
Teaching Hours:6 |
Fashion
|
|
In the Height of Fashion-Henry Lawson | |
Unit-2 |
Teaching Hours:6 |
Language
|
|
Report writing | |
Unit-2 |
Teaching Hours:6 |
Fashion
|
|
In the Height of Fashion-Henry Lawson | |
Unit-2 |
Teaching Hours:6 |
Language
|
|
Report writing | |
Unit-2 |
Teaching Hours:6 |
Fashion
|
|
In the Height of Fashion-Henry Lawson | |
Unit-2 |
Teaching Hours:6 |
Language
|
|
Report writing | |
Unit-2 |
Teaching Hours:6 |
Fashion
|
|
In the Height of Fashion-Henry Lawson | |
Unit-2 |
Teaching Hours:6 |
Language
|
|
Report writing | |
Unit-2 |
Teaching Hours:6 |
Fashion
|
|
In the Height of Fashion-Henry Lawson | |
Unit-2 |
Teaching Hours:6 |
Language
|
|
Report writing | |
Unit-2 |
Teaching Hours:6 |
Fashion
|
|
In the Height of Fashion-Henry Lawson | |
Unit-2 |
Teaching Hours:6 |
Language
|
|
Report writing | |
Unit-2 |
Teaching Hours:6 |
Fashion
|
|
In the Height of Fashion-Henry Lawson | |
Unit-2 |
Teaching Hours:6 |
Language
|
|
Report writing | |
Unit-2 |
Teaching Hours:6 |
Fashion
|
|
In the Height of Fashion-Henry Lawson | |
Unit-2 |
Teaching Hours:6 |
Language
|
|
Report writing | |
Unit-2 |
Teaching Hours:6 |
Fashion
|
|
In the Height of Fashion-Henry Lawson | |
Unit-2 |
Teaching Hours:6 |
Language
|
|
Report writing | |
Unit-2 |
Teaching Hours:6 |
Fashion
|
|
In the Height of Fashion-Henry Lawson | |
Unit-2 |
Teaching Hours:6 |
Language
|
|
Report writing | |
Unit-2 |
Teaching Hours:6 |
Fashion
|
|
In the Height of Fashion-Henry Lawson | |
Unit-2 |
Teaching Hours:6 |
Language
|
|
Report writing | |
Unit-2 |
Teaching Hours:6 |
Fashion
|
|
In the Height of Fashion-Henry Lawson | |
Unit-2 |
Teaching Hours:6 |
Language
|
|
Report writing | |
Unit-2 |
Teaching Hours:6 |
Fashion
|
|
In the Height of Fashion-Henry Lawson | |
Unit-3 |
Teaching Hours:4 |
Language
|
|
Resume Writing | |
Unit-3 |
Teaching Hours:4 |
Management
|
|
The Story of Mumbai Dabbawalas- ShivaniPandita
| |
Unit-3 |
Teaching Hours:4 |
Language
|
|
Resume Writing | |
Unit-3 |
Teaching Hours:4 |
Management
|
|
The Story of Mumbai Dabbawalas- ShivaniPandita
| |
Unit-3 |
Teaching Hours:4 |
Language
|
|
Resume Writing | |
Unit-3 |
Teaching Hours:4 |
Management
|
|
The Story of Mumbai Dabbawalas- ShivaniPandita
| |
Unit-3 |
Teaching Hours:4 |
Language
|
|
Resume Writing | |
Unit-3 |
Teaching Hours:4 |
Management
|
|
The Story of Mumbai Dabbawalas- ShivaniPandita
| |
Unit-3 |
Teaching Hours:4 |
Language
|
|
Resume Writing | |
Unit-3 |
Teaching Hours:4 |
Management
|
|
The Story of Mumbai Dabbawalas- ShivaniPandita
| |
Unit-3 |
Teaching Hours:4 |
Language
|
|
Resume Writing | |
Unit-3 |
Teaching Hours:4 |
Management
|
|
The Story of Mumbai Dabbawalas- ShivaniPandita
| |
Unit-3 |
Teaching Hours:4 |
Language
|
|
Resume Writing | |
Unit-3 |
Teaching Hours:4 |
Management
|
|
The Story of Mumbai Dabbawalas- ShivaniPandita
| |
Unit-3 |
Teaching Hours:4 |
Language
|
|
Resume Writing | |
Unit-3 |
Teaching Hours:4 |
Management
|
|
The Story of Mumbai Dabbawalas- ShivaniPandita
| |
Unit-3 |
Teaching Hours:4 |
Language
|
|
Resume Writing | |
Unit-3 |
Teaching Hours:4 |
Management
|
|
The Story of Mumbai Dabbawalas- ShivaniPandita
| |
Unit-3 |
Teaching Hours:4 |
Language
|
|
Resume Writing | |
Unit-3 |
Teaching Hours:4 |
Management
|
|
The Story of Mumbai Dabbawalas- ShivaniPandita
| |
Unit-3 |
Teaching Hours:4 |
Language
|
|
Resume Writing | |
Unit-3 |
Teaching Hours:4 |
Management
|
|
The Story of Mumbai Dabbawalas- ShivaniPandita
| |
Unit-3 |
Teaching Hours:4 |
Language
|
|
Resume Writing | |
Unit-3 |
Teaching Hours:4 |
Management
|
|
The Story of Mumbai Dabbawalas- ShivaniPandita
| |
Unit-3 |
Teaching Hours:4 |
Language
|
|
Resume Writing | |
Unit-3 |
Teaching Hours:4 |
Management
|
|
The Story of Mumbai Dabbawalas- ShivaniPandita
| |
Unit-3 |
Teaching Hours:4 |
Language
|
|
Resume Writing | |
Unit-3 |
Teaching Hours:4 |
Management
|
|
The Story of Mumbai Dabbawalas- ShivaniPandita
| |
Unit-3 |
Teaching Hours:4 |
Language
|
|
Resume Writing | |
Unit-3 |
Teaching Hours:4 |
Management
|
|
The Story of Mumbai Dabbawalas- ShivaniPandita
| |
Unit-3 |
Teaching Hours:4 |
Language
|
|
Resume Writing | |
Unit-3 |
Teaching Hours:4 |
Management
|
|
The Story of Mumbai Dabbawalas- ShivaniPandita
| |
Unit-3 |
Teaching Hours:4 |
Language
|
|
Resume Writing | |
Unit-3 |
Teaching Hours:4 |
Management
|
|
The Story of Mumbai Dabbawalas- ShivaniPandita
| |
Unit-3 |
Teaching Hours:4 |
Language
|
|
Resume Writing | |
Unit-3 |
Teaching Hours:4 |
Management
|
|
The Story of Mumbai Dabbawalas- ShivaniPandita
| |
Unit-3 |
Teaching Hours:4 |
Language
|
|
Resume Writing | |
Unit-3 |
Teaching Hours:4 |
Management
|
|
The Story of Mumbai Dabbawalas- ShivaniPandita
| |
Unit-3 |
Teaching Hours:4 |
Language
|
|
Resume Writing | |
Unit-3 |
Teaching Hours:4 |
Management
|
|
The Story of Mumbai Dabbawalas- ShivaniPandita
| |
Unit-3 |
Teaching Hours:4 |
Language
|
|
Resume Writing | |
Unit-3 |
Teaching Hours:4 |
Management
|
|
The Story of Mumbai Dabbawalas- ShivaniPandita
| |
Unit-3 |
Teaching Hours:4 |
Language
|
|
Resume Writing | |
Unit-3 |
Teaching Hours:4 |
Management
|
|
The Story of Mumbai Dabbawalas- ShivaniPandita
| |
Unit-3 |
Teaching Hours:4 |
Language
|
|
Resume Writing | |
Unit-3 |
Teaching Hours:4 |
Management
|
|
The Story of Mumbai Dabbawalas- ShivaniPandita
| |
Unit-3 |
Teaching Hours:4 |
Language
|
|
Resume Writing | |
Unit-3 |
Teaching Hours:4 |
Management
|
|
The Story of Mumbai Dabbawalas- ShivaniPandita
| |
Unit-3 |
Teaching Hours:4 |
Language
|
|
Resume Writing | |
Unit-3 |
Teaching Hours:4 |
Management
|
|
The Story of Mumbai Dabbawalas- ShivaniPandita
| |
Unit-3 |
Teaching Hours:4 |
Language
|
|
Resume Writing | |
Unit-3 |
Teaching Hours:4 |
Management
|
|
The Story of Mumbai Dabbawalas- ShivaniPandita
| |
Unit-3 |
Teaching Hours:4 |
Language
|
|
Resume Writing | |
Unit-3 |
Teaching Hours:4 |
Management
|
|
The Story of Mumbai Dabbawalas- ShivaniPandita
| |
Unit-3 |
Teaching Hours:4 |
Language
|
|
Resume Writing | |
Unit-3 |
Teaching Hours:4 |
Management
|
|
The Story of Mumbai Dabbawalas- ShivaniPandita
| |
Unit-3 |
Teaching Hours:4 |
Language
|
|
Resume Writing | |
Unit-3 |
Teaching Hours:4 |
Management
|
|
The Story of Mumbai Dabbawalas- ShivaniPandita
| |
Unit-3 |
Teaching Hours:4 |
Language
|
|
Resume Writing | |
Unit-3 |
Teaching Hours:4 |
Management
|
|
The Story of Mumbai Dabbawalas- ShivaniPandita
| |
Unit-3 |
Teaching Hours:4 |
Language
|
|
Resume Writing | |
Unit-3 |
Teaching Hours:4 |
Management
|
|
The Story of Mumbai Dabbawalas- ShivaniPandita
| |
Unit-3 |
Teaching Hours:4 |
Language
|
|
Resume Writing | |
Unit-3 |
Teaching Hours:4 |
Management
|
|
The Story of Mumbai Dabbawalas- ShivaniPandita
| |
Unit-3 |
Teaching Hours:4 |
Language
|
|
Resume Writing | |
Unit-3 |
Teaching Hours:4 |
Management
|
|
The Story of Mumbai Dabbawalas- ShivaniPandita
| |
Unit-3 |
Teaching Hours:4 |
Language
|
|
Resume Writing | |
Unit-3 |
Teaching Hours:4 |
Management
|
|
The Story of Mumbai Dabbawalas- ShivaniPandita
| |
Unit-3 |
Teaching Hours:4 |
Language
|
|
Resume Writing | |
Unit-3 |
Teaching Hours:4 |
Management
|
|
The Story of Mumbai Dabbawalas- ShivaniPandita
| |
Unit-3 |
Teaching Hours:4 |
Language
|
|
Resume Writing | |
Unit-3 |
Teaching Hours:4 |
Management
|
|
The Story of Mumbai Dabbawalas- ShivaniPandita
| |
Unit-3 |
Teaching Hours:4 |
Language
|
|
Resume Writing | |
Unit-3 |
Teaching Hours:4 |
Management
|
|
The Story of Mumbai Dabbawalas- ShivaniPandita
| |
Unit-3 |
Teaching Hours:4 |
Language
|
|
Resume Writing | |
Unit-3 |
Teaching Hours:4 |
Management
|
|
The Story of Mumbai Dabbawalas- ShivaniPandita
| |
Unit-3 |
Teaching Hours:4 |
Language
|
|
Resume Writing | |
Unit-3 |
Teaching Hours:4 |
Management
|
|
The Story of Mumbai Dabbawalas- ShivaniPandita
| |
Unit-3 |
Teaching Hours:4 |
Language
|
|
Resume Writing | |
Unit-3 |
Teaching Hours:4 |
Management
|
|
The Story of Mumbai Dabbawalas- ShivaniPandita
| |
Unit-3 |
Teaching Hours:4 |
Language
|
|
Resume Writing | |
Unit-3 |
Teaching Hours:4 |
Management
|
|
The Story of Mumbai Dabbawalas- ShivaniPandita
| |
Unit-3 |
Teaching Hours:4 |
Language
|
|
Resume Writing | |
Unit-3 |
Teaching Hours:4 |
Management
|
|
The Story of Mumbai Dabbawalas- ShivaniPandita
| |
Unit-3 |
Teaching Hours:4 |
Language
|
|
Resume Writing | |
Unit-3 |
Teaching Hours:4 |
Management
|
|
The Story of Mumbai Dabbawalas- ShivaniPandita
| |
Unit-3 |
Teaching Hours:4 |
Language
|
|
Resume Writing | |
Unit-3 |
Teaching Hours:4 |
Management
|
|
The Story of Mumbai Dabbawalas- ShivaniPandita
| |
Unit-3 |
Teaching Hours:4 |
Language
|
|
Resume Writing | |
Unit-3 |
Teaching Hours:4 |
Management
|
|
The Story of Mumbai Dabbawalas- ShivaniPandita
| |
Unit-3 |
Teaching Hours:4 |
Language
|
|
Resume Writing | |
Unit-3 |
Teaching Hours:4 |
Management
|
|
The Story of Mumbai Dabbawalas- ShivaniPandita
| |
Unit-3 |
Teaching Hours:4 |
Language
|
|
Resume Writing | |
Unit-3 |
Teaching Hours:4 |
Management
|
|
The Story of Mumbai Dabbawalas- ShivaniPandita
| |
Unit-3 |
Teaching Hours:4 |
Language
|
|
Resume Writing | |
Unit-3 |
Teaching Hours:4 |
Management
|
|
The Story of Mumbai Dabbawalas- ShivaniPandita
| |
Unit-3 |
Teaching Hours:4 |
Language
|
|
Resume Writing | |
Unit-3 |
Teaching Hours:4 |
Management
|
|
The Story of Mumbai Dabbawalas- ShivaniPandita
| |
Unit-3 |
Teaching Hours:4 |
Language
|
|
Resume Writing | |
Unit-3 |
Teaching Hours:4 |
Management
|
|
The Story of Mumbai Dabbawalas- ShivaniPandita
| |
Unit-3 |
Teaching Hours:4 |
Language
|
|
Resume Writing | |
Unit-3 |
Teaching Hours:4 |
Management
|
|
The Story of Mumbai Dabbawalas- ShivaniPandita
| |
Unit-3 |
Teaching Hours:4 |
Language
|
|
Resume Writing | |
Unit-3 |
Teaching Hours:4 |
Management
|
|
The Story of Mumbai Dabbawalas- ShivaniPandita
| |
Unit-3 |
Teaching Hours:4 |
Language
|
|
Resume Writing | |
Unit-3 |
Teaching Hours:4 |
Management
|
|
The Story of Mumbai Dabbawalas- ShivaniPandita
| |
Unit-3 |
Teaching Hours:4 |
Language
|
|
Resume Writing | |
Unit-3 |
Teaching Hours:4 |
Management
|
|
The Story of Mumbai Dabbawalas- ShivaniPandita
| |
Unit-3 |
Teaching Hours:4 |
Language
|
|
Resume Writing | |
Unit-3 |
Teaching Hours:4 |
Management
|
|
The Story of Mumbai Dabbawalas- ShivaniPandita
| |
Unit-3 |
Teaching Hours:4 |
Language
|
|
Resume Writing | |
Unit-3 |
Teaching Hours:4 |
Management
|
|
The Story of Mumbai Dabbawalas- ShivaniPandita
| |
Unit-3 |
Teaching Hours:4 |
Language
|
|
Resume Writing | |
Unit-3 |
Teaching Hours:4 |
Management
|
|
The Story of Mumbai Dabbawalas- ShivaniPandita
| |
Unit-3 |
Teaching Hours:4 |
Language
|
|
Resume Writing | |
Unit-3 |
Teaching Hours:4 |
Management
|
|
The Story of Mumbai Dabbawalas- ShivaniPandita
| |
Unit-3 |
Teaching Hours:4 |
Language
|
|
Resume Writing | |
Unit-3 |
Teaching Hours:4 |
Management
|
|
The Story of Mumbai Dabbawalas- ShivaniPandita
| |
Unit-3 |
Teaching Hours:4 |
Language
|
|
Resume Writing | |
Unit-3 |
Teaching Hours:4 |
Management
|
|
The Story of Mumbai Dabbawalas- ShivaniPandita
| |
Unit-3 |
Teaching Hours:4 |
Language
|
|
Resume Writing | |
Unit-3 |
Teaching Hours:4 |
Management
|
|
The Story of Mumbai Dabbawalas- ShivaniPandita
| |
Unit-3 |
Teaching Hours:4 |
Language
|
|
Resume Writing | |
Unit-3 |
Teaching Hours:4 |
Management
|
|
The Story of Mumbai Dabbawalas- ShivaniPandita
| |
Unit-3 |
Teaching Hours:4 |
Language
|
|
Resume Writing | |
Unit-3 |
Teaching Hours:4 |
Management
|
|
The Story of Mumbai Dabbawalas- ShivaniPandita
| |
Unit-3 |
Teaching Hours:4 |
Language
|
|
Resume Writing | |
Unit-3 |
Teaching Hours:4 |
Management
|
|
The Story of Mumbai Dabbawalas- ShivaniPandita
| |
Unit-3 |
Teaching Hours:4 |
Language
|
|
Resume Writing | |
Unit-3 |
Teaching Hours:4 |
Management
|
|
The Story of Mumbai Dabbawalas- ShivaniPandita
| |
Unit-3 |
Teaching Hours:4 |
Language
|
|
Resume Writing | |
Unit-3 |
Teaching Hours:4 |
Management
|
|
The Story of Mumbai Dabbawalas- ShivaniPandita
| |
Unit-3 |
Teaching Hours:4 |
Language
|
|
Resume Writing | |
Unit-3 |
Teaching Hours:4 |
Management
|
|
The Story of Mumbai Dabbawalas- ShivaniPandita
| |
Unit-4 |
Teaching Hours:3 |
Management
|
|
If By Rudyard Kipling | |
Unit-4 |
Teaching Hours:3 |
Language
|
|
Interview skills and CV writing | |
Unit-4 |
Teaching Hours:3 |
Management
|
|
If By Rudyard Kipling | |
Unit-4 |
Teaching Hours:3 |
Language
|
|
Interview skills and CV writing | |
Unit-4 |
Teaching Hours:3 |
Management
|
|
If By Rudyard Kipling | |
Unit-4 |
Teaching Hours:3 |
Language
|
|
Interview skills and CV writing | |
Unit-4 |
Teaching Hours:3 |
Management
|
|
If By Rudyard Kipling | |
Unit-4 |
Teaching Hours:3 |
Language
|
|
Interview skills and CV writing | |
Unit-4 |
Teaching Hours:3 |
Management
|
|
If By Rudyard Kipling | |
Unit-4 |
Teaching Hours:3 |
Language
|
|
Interview skills and CV writing | |
Unit-4 |
Teaching Hours:3 |
Management
|
|
If By Rudyard Kipling | |
Unit-4 |
Teaching Hours:3 |
Language
|
|
Interview skills and CV writing | |
Unit-4 |
Teaching Hours:3 |
Management
|
|
If By Rudyard Kipling | |
Unit-4 |
Teaching Hours:3 |
Language
|
|
Interview skills and CV writing | |
Unit-4 |
Teaching Hours:3 |
Management
|
|
If By Rudyard Kipling | |
Unit-4 |
Teaching Hours:3 |
Language
|
|
Interview skills and CV writing | |
Unit-4 |
Teaching Hours:3 |
Management
|
|
If By Rudyard Kipling | |
Unit-4 |
Teaching Hours:3 |
Language
|
|
Interview skills and CV writing | |
Unit-4 |
Teaching Hours:3 |
Management
|
|
If By Rudyard Kipling | |
Unit-4 |
Teaching Hours:3 |
Language
|
|
Interview skills and CV writing | |
Unit-4 |
Teaching Hours:3 |
Management
|
|
If By Rudyard Kipling | |
Unit-4 |
Teaching Hours:3 |
Language
|
|
Interview skills and CV writing | |
Unit-4 |
Teaching Hours:3 |
Management
|
|
If By Rudyard Kipling | |
Unit-4 |
Teaching Hours:3 |
Language
|
|
Interview skills and CV writing | |
Unit-4 |
Teaching Hours:3 |
Management
|
|
If By Rudyard Kipling | |
Unit-4 |
Teaching Hours:3 |
Language
|
|
Interview skills and CV writing | |
Unit-4 |
Teaching Hours:3 |
Management
|
|
If By Rudyard Kipling | |
Unit-4 |
Teaching Hours:3 |
Language
|
|
Interview skills and CV writing | |
Unit-4 |
Teaching Hours:3 |
Management
|
|
If By Rudyard Kipling | |
Unit-4 |
Teaching Hours:3 |
Language
|
|
Interview skills and CV writing | |
Unit-4 |
Teaching Hours:3 |
Management
|
|
If By Rudyard Kipling | |
Unit-4 |
Teaching Hours:3 |
Language
|
|
Interview skills and CV writing | |
Unit-4 |
Teaching Hours:3 |
Management
|
|
If By Rudyard Kipling | |
Unit-4 |
Teaching Hours:3 |
Language
|
|
Interview skills and CV writing | |
Unit-4 |
Teaching Hours:3 |
Management
|
|
If By Rudyard Kipling | |
Unit-4 |
Teaching Hours:3 |
Language
|
|
Interview skills and CV writing | |
Unit-4 |
Teaching Hours:3 |
Management
|
|
If By Rudyard Kipling | |
Unit-4 |
Teaching Hours:3 |
Language
|
|
Interview skills and CV writing | |
Unit-4 |
Teaching Hours:3 |
Management
|
|
If By Rudyard Kipling | |
Unit-4 |
Teaching Hours:3 |
Language
|
|
Interview skills and CV writing | |
Unit-4 |
Teaching Hours:3 |
Management
|
|
If By Rudyard Kipling | |
Unit-4 |
Teaching Hours:3 |
Language
|
|
Interview skills and CV writing | |
Unit-4 |
Teaching Hours:3 |
Management
|
|
If By Rudyard Kipling | |
Unit-4 |
Teaching Hours:3 |
Language
|
|
Interview skills and CV writing | |
Unit-4 |
Teaching Hours:3 |
Management
|
|
If By Rudyard Kipling | |
Unit-4 |
Teaching Hours:3 |
Language
|
|
Interview skills and CV writing | |
Unit-4 |
Teaching Hours:3 |
Management
|
|
If By Rudyard Kipling | |
Unit-4 |
Teaching Hours:3 |
Language
|
|
Interview skills and CV writing | |
Unit-4 |
Teaching Hours:3 |
Management
|
|
If By Rudyard Kipling | |
Unit-4 |
Teaching Hours:3 |
Language
|
|
Interview skills and CV writing | |
Unit-4 |
Teaching Hours:3 |
Management
|
|
If By Rudyard Kipling | |
Unit-4 |
Teaching Hours:3 |
Language
|
|
Interview skills and CV writing | |
Unit-4 |
Teaching Hours:3 |
Management
|
|
If By Rudyard Kipling | |
Unit-4 |
Teaching Hours:3 |
Language
|
|
Interview skills and CV writing | |
Unit-4 |
Teaching Hours:3 |
Management
|
|
If By Rudyard Kipling | |
Unit-4 |
Teaching Hours:3 |
Language
|
|
Interview skills and CV writing | |
Unit-4 |
Teaching Hours:3 |
Management
|
|
If By Rudyard Kipling | |
Unit-4 |
Teaching Hours:3 |
Language
|
|
Interview skills and CV writing | |
Unit-4 |
Teaching Hours:3 |
Management
|
|
If By Rudyard Kipling | |
Unit-4 |
Teaching Hours:3 |
Language
|
|
Interview skills and CV writing | |
Unit-4 |
Teaching Hours:3 |
Management
|
|
If By Rudyard Kipling | |
Unit-4 |
Teaching Hours:3 |
Language
|
|
Interview skills and CV writing | |
Unit-4 |
Teaching Hours:3 |
Management
|
|
If By Rudyard Kipling | |
Unit-4 |
Teaching Hours:3 |
Language
|
|
Interview skills and CV writing | |
Unit-4 |
Teaching Hours:3 |
Management
|
|
If By Rudyard Kipling | |
Unit-4 |
Teaching Hours:3 |
Language
|
|
Interview skills and CV writing | |
Unit-4 |
Teaching Hours:3 |
Management
|
|
If By Rudyard Kipling | |
Unit-4 |
Teaching Hours:3 |
Language
|
|
Interview skills and CV writing | |
Unit-4 |
Teaching Hours:3 |
Management
|
|
If By Rudyard Kipling | |
Unit-4 |
Teaching Hours:3 |
Language
|
|
Interview skills and CV writing | |
Unit-4 |
Teaching Hours:3 |
Management
|
|
If By Rudyard Kipling | |
Unit-4 |
Teaching Hours:3 |
Language
|
|
Interview skills and CV writing | |
Unit-4 |
Teaching Hours:3 |
Management
|
|
If By Rudyard Kipling | |
Unit-4 |
Teaching Hours:3 |
Language
|
|
Interview skills and CV writing | |
Unit-4 |
Teaching Hours:3 |
Management
|
|
If By Rudyard Kipling | |
Unit-4 |
Teaching Hours:3 |
Language
|
|
Interview skills and CV writing | |
Unit-4 |
Teaching Hours:3 |
Management
|
|
If By Rudyard Kipling | |
Unit-4 |
Teaching Hours:3 |
Language
|
|
Interview skills and CV writing | |
Unit-4 |
Teaching Hours:3 |
Management
|
|
If By Rudyard Kipling | |
Unit-4 |
Teaching Hours:3 |
Language
|
|
Interview skills and CV writing | |
Unit-4 |
Teaching Hours:3 |
Management
|
|
If By Rudyard Kipling | |
Unit-4 |
Teaching Hours:3 |
Language
|
|
Interview skills and CV writing | |
Unit-4 |
Teaching Hours:3 |
Management
|
|
If By Rudyard Kipling | |
Unit-4 |
Teaching Hours:3 |
Language
|
|
Interview skills and CV writing | |
Unit-4 |
Teaching Hours:3 |
Management
|
|
If By Rudyard Kipling | |
Unit-4 |
Teaching Hours:3 |
Language
|
|
Interview skills and CV writing | |
Unit-4 |
Teaching Hours:3 |
Management
|
|
If By Rudyard Kipling | |
Unit-4 |
Teaching Hours:3 |
Language
|
|
Interview skills and CV writing | |
Unit-4 |
Teaching Hours:3 |
Management
|
|
If By Rudyard Kipling | |
Unit-4 |
Teaching Hours:3 |
Language
|
|
Interview skills and CV writing | |
Unit-4 |
Teaching Hours:3 |
Management
|
|
If By Rudyard Kipling | |
Unit-4 |
Teaching Hours:3 |
Language
|
|
Interview skills and CV writing | |
Unit-4 |
Teaching Hours:3 |
Management
|
|
If By Rudyard Kipling | |
Unit-4 |
Teaching Hours:3 |
Language
|
|
Interview skills and CV writing | |
Unit-4 |
Teaching Hours:3 |
Management
|
|
If By Rudyard Kipling | |
Unit-4 |
Teaching Hours:3 |
Language
|
|
Interview skills and CV writing | |
Unit-4 |
Teaching Hours:3 |
Management
|
|
If By Rudyard Kipling | |
Unit-4 |
Teaching Hours:3 |
Language
|
|
Interview skills and CV writing | |
Unit-4 |
Teaching Hours:3 |
Management
|
|
If By Rudyard Kipling | |
Unit-4 |
Teaching Hours:3 |
Language
|
|
Interview skills and CV writing | |
Unit-4 |
Teaching Hours:3 |
Management
|
|
If By Rudyard Kipling | |
Unit-4 |
Teaching Hours:3 |
Language
|
|
Interview skills and CV writing | |
Unit-4 |
Teaching Hours:3 |
Management
|
|
If By Rudyard Kipling | |
Unit-4 |
Teaching Hours:3 |
Language
|
|
Interview skills and CV writing | |
Unit-4 |
Teaching Hours:3 |
Management
|
|
If By Rudyard Kipling | |
Unit-4 |
Teaching Hours:3 |
Language
|
|
Interview skills and CV writing | |
Unit-4 |
Teaching Hours:3 |
Management
|
|
If By Rudyard Kipling | |
Unit-4 |
Teaching Hours:3 |
Language
|
|
Interview skills and CV writing | |
Unit-4 |
Teaching Hours:3 |
Management
|
|
If By Rudyard Kipling | |
Unit-4 |
Teaching Hours:3 |
Language
|
|
Interview skills and CV writing | |
Unit-4 |
Teaching Hours:3 |
Management
|
|
If By Rudyard Kipling | |
Unit-4 |
Teaching Hours:3 |
Language
|
|
Interview skills and CV writing | |
Unit-4 |
Teaching Hours:3 |
Management
|
|
If By Rudyard Kipling | |
Unit-4 |
Teaching Hours:3 |
Language
|
|
Interview skills and CV writing | |
Unit-4 |
Teaching Hours:3 |
Management
|
|
If By Rudyard Kipling | |
Unit-4 |
Teaching Hours:3 |
Language
|
|
Interview skills and CV writing | |
Unit-4 |
Teaching Hours:3 |
Management
|
|
If By Rudyard Kipling | |
Unit-4 |
Teaching Hours:3 |
Language
|
|
Interview skills and CV writing | |
Unit-4 |
Teaching Hours:3 |
Management
|
|
If By Rudyard Kipling | |
Unit-4 |
Teaching Hours:3 |
Language
|
|
Interview skills and CV writing | |
Unit-4 |
Teaching Hours:3 |
Management
|
|
If By Rudyard Kipling | |
Unit-4 |
Teaching Hours:3 |
Language
|
|
Interview skills and CV writing | |
Unit-4 |
Teaching Hours:3 |
Management
|
|
If By Rudyard Kipling | |
Unit-4 |
Teaching Hours:3 |
Language
|
|
Interview skills and CV writing | |
Unit-4 |
Teaching Hours:3 |
Management
|
|
If By Rudyard Kipling | |
Unit-4 |
Teaching Hours:3 |
Language
|
|
Interview skills and CV writing | |
Unit-4 |
Teaching Hours:3 |
Management
|
|
If By Rudyard Kipling | |
Unit-4 |
Teaching Hours:3 |
Language
|
|
Interview skills and CV writing | |
Unit-4 |
Teaching Hours:3 |
Management
|
|
If By Rudyard Kipling | |
Unit-4 |
Teaching Hours:3 |
Language
|
|
Interview skills and CV writing | |
Unit-4 |
Teaching Hours:3 |
Management
|
|
If By Rudyard Kipling | |
Unit-4 |
Teaching Hours:3 |
Language
|
|
Interview skills and CV writing | |
Unit-4 |
Teaching Hours:3 |
Management
|
|
If By Rudyard Kipling | |
Unit-4 |
Teaching Hours:3 |
Language
|
|
Interview skills and CV writing | |
Unit-5 |
Teaching Hours:4 |
History
|
|
Who were the Shudras? By Dr Ambedkar
| |
Unit-5 |
Teaching Hours:4 |
language
|
|
Developing arguments- debating | |
Unit-5 |
Teaching Hours:4 |
History
|
|
Who were the Shudras? By Dr Ambedkar
| |
Unit-5 |
Teaching Hours:4 |
language
|
|
Developing arguments- debating | |
Unit-5 |
Teaching Hours:4 |
History
|
|
Who were the Shudras? By Dr Ambedkar
| |
Unit-5 |
Teaching Hours:4 |
language
|
|
Developing arguments- debating | |
Unit-5 |
Teaching Hours:4 |
History
|
|
Who were the Shudras? By Dr Ambedkar
| |
Unit-5 |
Teaching Hours:4 |
language
|
|
Developing arguments- debating | |
Unit-5 |
Teaching Hours:4 |
History
|
|
Who were the Shudras? By Dr Ambedkar
| |
Unit-5 |
Teaching Hours:4 |
language
|
|
Developing arguments- debating | |
Unit-5 |
Teaching Hours:4 |
History
|
|
Who were the Shudras? By Dr Ambedkar
| |
Unit-5 |
Teaching Hours:4 |
language
|
|
Developing arguments- debating | |
Unit-5 |
Teaching Hours:4 |
History
|
|
Who were the Shudras? By Dr Ambedkar
| |
Unit-5 |
Teaching Hours:4 |
language
|
|
Developing arguments- debating | |
Unit-5 |
Teaching Hours:4 |
History
|
|
Who were the Shudras? By Dr Ambedkar
| |
Unit-5 |
Teaching Hours:4 |
language
|
|
Developing arguments- debating | |
Unit-5 |
Teaching Hours:4 |
History
|
|
Who were the Shudras? By Dr Ambedkar
| |
Unit-5 |
Teaching Hours:4 |
language
|
|
Developing arguments- debating | |
Unit-5 |
Teaching Hours:4 |
History
|
|
Who were the Shudras? By Dr Ambedkar
| |
Unit-5 |
Teaching Hours:4 |
language
|
|
Developing arguments- debating | |
Unit-5 |
Teaching Hours:4 |
History
|
|
Who were the Shudras? By Dr Ambedkar
| |
Unit-5 |
Teaching Hours:4 |
language
|
|
Developing arguments- debating | |
Unit-5 |
Teaching Hours:4 |
History
|
|
Who were the Shudras? By Dr Ambedkar
| |
Unit-5 |
Teaching Hours:4 |
language
|
|
Developing arguments- debating | |
Unit-5 |
Teaching Hours:4 |
History
|
|
Who were the Shudras? By Dr Ambedkar
| |
Unit-5 |
Teaching Hours:4 |
language
|
|
Developing arguments- debating | |
Unit-5 |
Teaching Hours:4 |
History
|
|
Who were the Shudras? By Dr Ambedkar
| |
Unit-5 |
Teaching Hours:4 |
language
|
|
Developing arguments- debating | |
Unit-5 |
Teaching Hours:4 |
History
|
|
Who were the Shudras? By Dr Ambedkar
| |
Unit-5 |
Teaching Hours:4 |
language
|
|
Developing arguments- debating | |
Unit-5 |
Teaching Hours:4 |
History
|
|
Who were the Shudras? By Dr Ambedkar
| |
Unit-5 |
Teaching Hours:4 |
language
|
|
Developing arguments- debating | |
Unit-5 |
Teaching Hours:4 |
History
|
|
Who were the Shudras? By Dr Ambedkar
| |
Unit-5 |
Teaching Hours:4 |
language
|
|
Developing arguments- debating | |
Unit-5 |
Teaching Hours:4 |
History
|
|
Who were the Shudras? By Dr Ambedkar
| |
Unit-5 |
Teaching Hours:4 |
language
|
|
Developing arguments- debating | |
Unit-5 |
Teaching Hours:4 |
History
|
|
Who were the Shudras? By Dr Ambedkar
| |
Unit-5 |
Teaching Hours:4 |
language
|
|
Developing arguments- debating | |
Unit-5 |
Teaching Hours:4 |
History
|
|
Who were the Shudras? By Dr Ambedkar
| |
Unit-5 |
Teaching Hours:4 |
language
|
|
Developing arguments- debating | |
Unit-5 |
Teaching Hours:4 |
History
|
|
Who were the Shudras? By Dr Ambedkar
| |
Unit-5 |
Teaching Hours:4 |
language
|
|
Developing arguments- debating | |
Unit-5 |
Teaching Hours:4 |
History
|
|
Who were the Shudras? By Dr Ambedkar
| |
Unit-5 |
Teaching Hours:4 |
language
|
|
Developing arguments- debating | |
Unit-5 |
Teaching Hours:4 |
History
|
|
Who were the Shudras? By Dr Ambedkar
| |
Unit-5 |
Teaching Hours:4 |
language
|
|
Developing arguments- debating | |
Unit-5 |
Teaching Hours:4 |
History
|
|
Who were the Shudras? By Dr Ambedkar
| |
Unit-5 |
Teaching Hours:4 |
language
|
|
Developing arguments- debating | |
Unit-5 |
Teaching Hours:4 |
History
|
|
Who were the Shudras? By Dr Ambedkar
| |
Unit-5 |
Teaching Hours:4 |
language
|
|
Developing arguments- debating | |
Unit-5 |
Teaching Hours:4 |
History
|
|
Who were the Shudras? By Dr Ambedkar
| |
Unit-5 |
Teaching Hours:4 |
language
|
|
Developing arguments- debating | |
Unit-5 |
Teaching Hours:4 |
History
|
|
Who were the Shudras? By Dr Ambedkar
| |
Unit-5 |
Teaching Hours:4 |
language
|
|
Developing arguments- debating | |
Unit-5 |
Teaching Hours:4 |
History
|
|
Who were the Shudras? By Dr Ambedkar
| |
Unit-5 |
Teaching Hours:4 |
language
|
|
Developing arguments- debating | |
Unit-5 |
Teaching Hours:4 |
History
|
|
Who were the Shudras? By Dr Ambedkar
| |
Unit-5 |
Teaching Hours:4 |
language
|
|
Developing arguments- debating | |
Unit-5 |
Teaching Hours:4 |
History
|
|
Who were the Shudras? By Dr Ambedkar
| |
Unit-5 |
Teaching Hours:4 |
language
|
|
Developing arguments- debating | |
Unit-5 |
Teaching Hours:4 |
History
|
|
Who were the Shudras? By Dr Ambedkar
| |
Unit-5 |
Teaching Hours:4 |
language
|
|
Developing arguments- debating | |
Unit-5 |
Teaching Hours:4 |
History
|
|
Who were the Shudras? By Dr Ambedkar
| |
Unit-5 |
Teaching Hours:4 |
language
|
|
Developing arguments- debating | |
Unit-5 |
Teaching Hours:4 |
History
|
|
Who were the Shudras? By Dr Ambedkar
| |
Unit-5 |
Teaching Hours:4 |
language
|
|
Developing arguments- debating | |
Unit-5 |
Teaching Hours:4 |
History
|
|
Who were the Shudras? By Dr Ambedkar
| |
Unit-5 |
Teaching Hours:4 |
language
|
|
Developing arguments- debating | |
Unit-5 |
Teaching Hours:4 |
History
|
|
Who were the Shudras? By Dr Ambedkar
| |
Unit-5 |
Teaching Hours:4 |
language
|
|
Developing arguments- debating | |
Unit-5 |
Teaching Hours:4 |
History
|
|
Who were the Shudras? By Dr Ambedkar
| |
Unit-5 |
Teaching Hours:4 |
language
|
|
Developing arguments- debating | |
Unit-5 |
Teaching Hours:4 |
History
|
|
Who were the Shudras? By Dr Ambedkar
| |
Unit-5 |
Teaching Hours:4 |
language
|
|
Developing arguments- debating | |
Unit-5 |
Teaching Hours:4 |
History
|
|
Who were the Shudras? By Dr Ambedkar
| |
Unit-5 |
Teaching Hours:4 |
language
|
|
Developing arguments- debating | |
Unit-5 |
Teaching Hours:4 |
History
|
|
Who were the Shudras? By Dr Ambedkar
| |
Unit-5 |
Teaching Hours:4 |
language
|
|
Developing arguments- debating | |
Unit-5 |
Teaching Hours:4 |
History
|
|
Who were the Shudras? By Dr Ambedkar
| |
Unit-5 |
Teaching Hours:4 |
language
|
|
Developing arguments- debating | |
Unit-5 |
Teaching Hours:4 |
History
|
|
Who were the Shudras? By Dr Ambedkar
| |
Unit-5 |
Teaching Hours:4 |
language
|
|
Developing arguments- debating | |
Unit-5 |
Teaching Hours:4 |
History
|
|
Who were the Shudras? By Dr Ambedkar
| |
Unit-5 |
Teaching Hours:4 |
language
|
|
Developing arguments- debating | |
Unit-5 |
Teaching Hours:4 |
History
|
|
Who were the Shudras? By Dr Ambedkar
| |
Unit-5 |
Teaching Hours:4 |
language
|
|
Developing arguments- debating | |
Unit-5 |
Teaching Hours:4 |
History
|
|
Who were the Shudras? By Dr Ambedkar
| |
Unit-5 |
Teaching Hours:4 |
language
|
|
Developing arguments- debating | |
Unit-5 |
Teaching Hours:4 |
History
|
|
Who were the Shudras? By Dr Ambedkar
| |
Unit-5 |
Teaching Hours:4 |
language
|
|
Developing arguments- debating | |
Unit-5 |
Teaching Hours:4 |
History
|
|
Who were the Shudras? By Dr Ambedkar
| |
Unit-5 |
Teaching Hours:4 |
language
|
|
Developing arguments- debating | |
Unit-5 |
Teaching Hours:4 |
History
|
|
Who were the Shudras? By Dr Ambedkar
| |
Unit-5 |
Teaching Hours:4 |
language
|
|
Developing arguments- debating | |
Unit-5 |
Teaching Hours:4 |
History
|
|
Who were the Shudras? By Dr Ambedkar
| |
Unit-5 |
Teaching Hours:4 |
language
|
|
Developing arguments- debating | |
Unit-5 |
Teaching Hours:4 |
History
|
|
Who were the Shudras? By Dr Ambedkar
| |
Unit-5 |
Teaching Hours:4 |
language
|
|
Developing arguments- debating | |
Unit-5 |
Teaching Hours:4 |
History
|
|
Who were the Shudras? By Dr Ambedkar
| |
Unit-5 |
Teaching Hours:4 |
language
|
|
Developing arguments- debating | |
Unit-5 |
Teaching Hours:4 |
History
|
|
Who were the Shudras? By Dr Ambedkar
| |
Unit-5 |
Teaching Hours:4 |
language
|
|
Developing arguments- debating | |
Unit-5 |
Teaching Hours:4 |
History
|
|
Who were the Shudras? By Dr Ambedkar
| |
Unit-5 |
Teaching Hours:4 |
language
|
|
Developing arguments- debating | |
Unit-5 |
Teaching Hours:4 |
History
|
|
Who were the Shudras? By Dr Ambedkar
| |
Unit-5 |
Teaching Hours:4 |
language
|
|
Developing arguments- debating | |
Unit-5 |
Teaching Hours:4 |
History
|
|
Who were the Shudras? By Dr Ambedkar
| |
Unit-5 |
Teaching Hours:4 |
language
|
|
Developing arguments- debating | |
Unit-5 |
Teaching Hours:4 |
History
|
|
Who were the Shudras? By Dr Ambedkar
| |
Unit-5 |
Teaching Hours:4 |
language
|
|
Developing arguments- debating | |
Unit-5 |
Teaching Hours:4 |
History
|
|
Who were the Shudras? By Dr Ambedkar
| |
Unit-5 |
Teaching Hours:4 |
language
|
|
Developing arguments- debating | |
Unit-5 |
Teaching Hours:4 |
History
|
|
Who were the Shudras? By Dr Ambedkar
| |
Unit-5 |
Teaching Hours:4 |
language
|
|
Developing arguments- debating | |
Unit-5 |
Teaching Hours:4 |
History
|
|
Who were the Shudras? By Dr Ambedkar
| |
Unit-5 |
Teaching Hours:4 |
language
|
|
Developing arguments- debating | |
Unit-5 |
Teaching Hours:4 |
History
|
|
Who were the Shudras? By Dr Ambedkar
| |
Unit-5 |
Teaching Hours:4 |
language
|
|
Developing arguments- debating | |
Unit-5 |
Teaching Hours:4 |
History
|
|
Who were the Shudras? By Dr Ambedkar
| |
Unit-5 |
Teaching Hours:4 |
language
|
|
Developing arguments- debating | |
Unit-5 |
Teaching Hours:4 |
History
|
|
Who were the Shudras? By Dr Ambedkar
| |
Unit-5 |
Teaching Hours:4 |
language
|
|
Developing arguments- debating | |
Unit-5 |
Teaching Hours:4 |
History
|
|
Who were the Shudras? By Dr Ambedkar
| |
Unit-5 |
Teaching Hours:4 |
language
|
|
Developing arguments- debating | |
Unit-5 |
Teaching Hours:4 |
History
|
|
Who were the Shudras? By Dr Ambedkar
| |
Unit-5 |
Teaching Hours:4 |
language
|
|
Developing arguments- debating | |
Unit-5 |
Teaching Hours:4 |
History
|
|
Who were the Shudras? By Dr Ambedkar
| |
Unit-5 |
Teaching Hours:4 |
language
|
|
Developing arguments- debating | |
Unit-5 |
Teaching Hours:4 |
History
|
|
Who were the Shudras? By Dr Ambedkar
| |
Unit-5 |
Teaching Hours:4 |
language
|
|
Developing arguments- debating | |
Unit-5 |
Teaching Hours:4 |
History
|
|
Who were the Shudras? By Dr Ambedkar
| |
Unit-5 |
Teaching Hours:4 |
language
|
|
Developing arguments- debating | |
Unit-5 |
Teaching Hours:4 |
History
|
|
Who were the Shudras? By Dr Ambedkar
| |
Unit-5 |
Teaching Hours:4 |
language
|
|
Developing arguments- debating | |
Unit-6 |
Teaching Hours:3 |
History
|
|
Dhauli By JayantaMahapatra | |
Unit-6 |
Teaching Hours:3 |
language
|
|
Developing arguments- debating | |
Unit-6 |
Teaching Hours:3 |
History
|
|
Dhauli By JayantaMahapatra | |
Unit-6 |
Teaching Hours:3 |
language
|
|
Developing arguments- debating | |
Unit-6 |
Teaching Hours:3 |
History
|
|
Dhauli By JayantaMahapatra | |
Unit-6 |
Teaching Hours:3 |
language
|
|
Developing arguments- debating | |
Unit-6 |
Teaching Hours:3 |
History
|
|
Dhauli By JayantaMahapatra | |
Unit-6 |
Teaching Hours:3 |
language
|
|
Developing arguments- debating | |
Unit-6 |
Teaching Hours:3 |
History
|
|
Dhauli By JayantaMahapatra | |
Unit-6 |
Teaching Hours:3 |
language
|
|
Developing arguments- debating | |
Unit-6 |
Teaching Hours:3 |
History
|
|
Dhauli By JayantaMahapatra | |
Unit-6 |
Teaching Hours:3 |
language
|
|
Developing arguments- debating | |
Unit-6 |
Teaching Hours:3 |
History
|
|
Dhauli By JayantaMahapatra | |
Unit-6 |
Teaching Hours:3 |
language
|
|
Developing arguments- debating | |
Unit-6 |
Teaching Hours:3 |
History
|
|
Dhauli By JayantaMahapatra | |
Unit-6 |
Teaching Hours:3 |
language
|
|
Developing arguments- debating | |
Unit-6 |
Teaching Hours:3 |
History
|
|
Dhauli By JayantaMahapatra | |
Unit-6 |
Teaching Hours:3 |
language
|
|
Developing arguments- debating | |
Unit-6 |
Teaching Hours:3 |
History
|
|
Dhauli By JayantaMahapatra | |
Unit-6 |
Teaching Hours:3 |
language
|
|
Developing arguments- debating | |
Unit-6 |
Teaching Hours:3 |
History
|
|
Dhauli By JayantaMahapatra | |
Unit-6 |
Teaching Hours:3 |
language
|
|
Developing arguments- debating | |
Unit-6 |
Teaching Hours:3 |
History
|
|
Dhauli By JayantaMahapatra | |
Unit-6 |
Teaching Hours:3 |
language
|
|
Developing arguments- debating | |
Unit-6 |
Teaching Hours:3 |
History
|
|
Dhauli By JayantaMahapatra | |
Unit-6 |
Teaching Hours:3 |
language
|
|
Developing arguments- debating | |
Unit-6 |
Teaching Hours:3 |
History
|
|
Dhauli By JayantaMahapatra | |
Unit-6 |
Teaching Hours:3 |
language
|
|
Developing arguments- debating | |
Unit-6 |
Teaching Hours:3 |
History
|
|
Dhauli By JayantaMahapatra | |
Unit-6 |
Teaching Hours:3 |
language
|
|
Developing arguments- debating | |
Unit-6 |
Teaching Hours:3 |
History
|
|
Dhauli By JayantaMahapatra | |
Unit-6 |
Teaching Hours:3 |
language
|
|
Developing arguments- debating | |
Unit-6 |
Teaching Hours:3 |
History
|
|
Dhauli By JayantaMahapatra | |
Unit-6 |
Teaching Hours:3 |
language
|
|
Developing arguments- debating | |
Unit-6 |
Teaching Hours:3 |
History
|
|
Dhauli By JayantaMahapatra | |
Unit-6 |
Teaching Hours:3 |
language
|
|
Developing arguments- debating | |
Unit-6 |
Teaching Hours:3 |
History
|
|
Dhauli By JayantaMahapatra | |
Unit-6 |
Teaching Hours:3 |
language
|
|
Developing arguments- debating | |
Unit-6 |
Teaching Hours:3 |
History
|
|
Dhauli By JayantaMahapatra | |
Unit-6 |
Teaching Hours:3 |
language
|
|
Developing arguments- debating | |
Unit-6 |
Teaching Hours:3 |
History
|
|
Dhauli By JayantaMahapatra | |
Unit-6 |
Teaching Hours:3 |
language
|
|
Developing arguments- debating | |
Unit-6 |
Teaching Hours:3 |
History
|
|
Dhauli By JayantaMahapatra | |
Unit-6 |
Teaching Hours:3 |
language
|
|
Developing arguments- debating | |
Unit-6 |
Teaching Hours:3 |
History
|
|
Dhauli By JayantaMahapatra | |
Unit-6 |
Teaching Hours:3 |
language
|
|
Developing arguments- debating | |
Unit-6 |
Teaching Hours:3 |
History
|
|
Dhauli By JayantaMahapatra | |
Unit-6 |
Teaching Hours:3 |
language
|
|
Developing arguments- debating | |
Unit-6 |
Teaching Hours:3 |
History
|
|
Dhauli By JayantaMahapatra | |
Unit-6 |
Teaching Hours:3 |
language
|
|
Developing arguments- debating | |
Unit-6 |
Teaching Hours:3 |
History
|
|
Dhauli By JayantaMahapatra | |
Unit-6 |
Teaching Hours:3 |
language
|
|
Developing arguments- debating | |
Unit-6 |
Teaching Hours:3 |
History
|
|
Dhauli By JayantaMahapatra | |
Unit-6 |
Teaching Hours:3 |
language
|
|
Developing arguments- debating | |
Unit-6 |
Teaching Hours:3 |
History
|
|
Dhauli By JayantaMahapatra | |
Unit-6 |
Teaching Hours:3 |
language
|
|
Developing arguments- debating | |
Unit-6 |
Teaching Hours:3 |
History
|
|
Dhauli By JayantaMahapatra | |
Unit-6 |
Teaching Hours:3 |
language
|
|
Developing arguments- debating | |
Unit-6 |
Teaching Hours:3 |
History
|
|
Dhauli By JayantaMahapatra | |
Unit-6 |
Teaching Hours:3 |
language
|
|
Developing arguments- debating | |
Unit-6 |
Teaching Hours:3 |
History
|
|
Dhauli By JayantaMahapatra | |
Unit-6 |
Teaching Hours:3 |
language
|
|
Developing arguments- debating | |
Unit-6 |
Teaching Hours:3 |
History
|
|
Dhauli By JayantaMahapatra | |
Unit-6 |
Teaching Hours:3 |
language
|
|
Developing arguments- debating | |
Unit-6 |
Teaching Hours:3 |
History
|
|
Dhauli By JayantaMahapatra | |
Unit-6 |
Teaching Hours:3 |
language
|
|
Developing arguments- debating | |
Unit-6 |
Teaching Hours:3 |
History
|
|
Dhauli By JayantaMahapatra | |
Unit-6 |
Teaching Hours:3 |
language
|
|
Developing arguments- debating | |
Unit-6 |
Teaching Hours:3 |
History
|
|
Dhauli By JayantaMahapatra | |
Unit-6 |
Teaching Hours:3 |
language
|
|
Developing arguments- debating | |
Unit-6 |
Teaching Hours:3 |
History
|
|
Dhauli By JayantaMahapatra | |
Unit-6 |
Teaching Hours:3 |
language
|
|
Developing arguments- debating | |
Unit-6 |
Teaching Hours:3 |
History
|
|
Dhauli By JayantaMahapatra | |
Unit-6 |
Teaching Hours:3 |
language
|
|
Developing arguments- debating | |
Unit-6 |
Teaching Hours:3 |
History
|
|
Dhauli By JayantaMahapatra | |
Unit-6 |
Teaching Hours:3 |
language
|
|
Developing arguments- debating | |
Unit-6 |
Teaching Hours:3 |
History
|
|
Dhauli By JayantaMahapatra | |
Unit-6 |
Teaching Hours:3 |
language
|
|
Developing arguments- debating | |
Unit-6 |
Teaching Hours:3 |
History
|
|
Dhauli By JayantaMahapatra | |
Unit-6 |
Teaching Hours:3 |
language
|
|
Developing arguments- debating | |
Unit-6 |
Teaching Hours:3 |
History
|
|
Dhauli By JayantaMahapatra | |
Unit-6 |
Teaching Hours:3 |
language
|
|
Developing arguments- debating | |
Unit-6 |
Teaching Hours:3 |
History
|
|
Dhauli By JayantaMahapatra | |
Unit-6 |
Teaching Hours:3 |
language
|
|
Developing arguments- debating | |
Unit-6 |
Teaching Hours:3 |
History
|
|
Dhauli By JayantaMahapatra | |
Unit-6 |
Teaching Hours:3 |
language
|
|
Developing arguments- debating | |
Unit-6 |
Teaching Hours:3 |
History
|
|
Dhauli By JayantaMahapatra | |
Unit-6 |
Teaching Hours:3 |
language
|
|
Developing arguments- debating | |
Unit-6 |
Teaching Hours:3 |
History
|
|
Dhauli By JayantaMahapatra | |
Unit-6 |
Teaching Hours:3 |
language
|
|
Developing arguments- debating | |
Unit-6 |
Teaching Hours:3 |
History
|
|
Dhauli By JayantaMahapatra | |
Unit-6 |
Teaching Hours:3 |
language
|
|
Developing arguments- debating | |
Unit-6 |
Teaching Hours:3 |
History
|
|
Dhauli By JayantaMahapatra | |
Unit-6 |
Teaching Hours:3 |
language
|
|
Developing arguments- debating | |
Unit-6 |
Teaching Hours:3 |
History
|
|
Dhauli By JayantaMahapatra | |
Unit-6 |
Teaching Hours:3 |
language
|
|
Developing arguments- debating | |
Unit-6 |
Teaching Hours:3 |
History
|
|
Dhauli By JayantaMahapatra | |
Unit-6 |
Teaching Hours:3 |
language
|
|
Developing arguments- debating | |
Unit-6 |
Teaching Hours:3 |
History
|
|
Dhauli By JayantaMahapatra | |
Unit-6 |
Teaching Hours:3 |
language
|
|
Developing arguments- debating | |
Unit-6 |
Teaching Hours:3 |
History
|
|
Dhauli By JayantaMahapatra | |
Unit-6 |
Teaching Hours:3 |
language
|
|
Developing arguments- debating | |
Unit-6 |
Teaching Hours:3 |
History
|
|
Dhauli By JayantaMahapatra | |
Unit-6 |
Teaching Hours:3 |
language
|
|
Developing arguments- debating | |
Unit-6 |
Teaching Hours:3 |
History
|
|
Dhauli By JayantaMahapatra | |
Unit-6 |
Teaching Hours:3 |
language
|
|
Developing arguments- debating | |
Unit-6 |
Teaching Hours:3 |
History
|
|
Dhauli By JayantaMahapatra | |
Unit-6 |
Teaching Hours:3 |
language
|
|
Developing arguments- debating | |
Unit-6 |
Teaching Hours:3 |
History
|
|
Dhauli By JayantaMahapatra | |
Unit-6 |
Teaching Hours:3 |
language
|
|
Developing arguments- debating | |
Unit-6 |
Teaching Hours:3 |
History
|
|
Dhauli By JayantaMahapatra | |
Unit-6 |
Teaching Hours:3 |
language
|
|
Developing arguments- debating | |
Unit-6 |
Teaching Hours:3 |
History
|
|
Dhauli By JayantaMahapatra | |
Unit-6 |
Teaching Hours:3 |
language
|
|
Developing arguments- debating | |
Unit-6 |
Teaching Hours:3 |
History
|
|
Dhauli By JayantaMahapatra | |
Unit-6 |
Teaching Hours:3 |
language
|
|
Developing arguments- debating | |
Unit-6 |
Teaching Hours:3 |
History
|
|
Dhauli By JayantaMahapatra | |
Unit-6 |
Teaching Hours:3 |
language
|
|
Developing arguments- debating | |
Unit-6 |
Teaching Hours:3 |
History
|
|
Dhauli By JayantaMahapatra | |
Unit-6 |
Teaching Hours:3 |
language
|
|
Developing arguments- debating | |
Unit-6 |
Teaching Hours:3 |
History
|
|
Dhauli By JayantaMahapatra | |
Unit-6 |
Teaching Hours:3 |
language
|
|
Developing arguments- debating | |
Unit-6 |
Teaching Hours:3 |
History
|
|
Dhauli By JayantaMahapatra | |
Unit-6 |
Teaching Hours:3 |
language
|
|
Developing arguments- debating | |
Unit-6 |
Teaching Hours:3 |
History
|
|
Dhauli By JayantaMahapatra | |
Unit-6 |
Teaching Hours:3 |
language
|
|
Developing arguments- debating | |
Unit-6 |
Teaching Hours:3 |
History
|
|
Dhauli By JayantaMahapatra | |
Unit-6 |
Teaching Hours:3 |
language
|
|
Developing arguments- debating | |
Unit-6 |
Teaching Hours:3 |
History
|
|
Dhauli By JayantaMahapatra | |
Unit-6 |
Teaching Hours:3 |
language
|
|
Developing arguments- debating | |
Unit-6 |
Teaching Hours:3 |
History
|
|
Dhauli By JayantaMahapatra | |
Unit-6 |
Teaching Hours:3 |
language
|
|
Developing arguments- debating | |
Unit-6 |
Teaching Hours:3 |
History
|
|
Dhauli By JayantaMahapatra | |
Unit-6 |
Teaching Hours:3 |
language
|
|
Developing arguments- debating | |
Unit-7 |
Teaching Hours:4 |
language
|
|
email writing | |
Unit-7 |
Teaching Hours:4 |
Social Media
|
|
An Occurrence at Owl Creek Bridge by Ambrose Bierce | |
Unit-7 |
Teaching Hours:4 |
language
|
|
email writing | |
Unit-7 |
Teaching Hours:4 |
Social Media
|
|
An Occurrence at Owl Creek Bridge by Ambrose Bierce | |
Unit-7 |
Teaching Hours:4 |
language
|
|
email writing | |
Unit-7 |
Teaching Hours:4 |
Social Media
|
|
An Occurrence at Owl Creek Bridge by Ambrose Bierce | |
Unit-7 |
Teaching Hours:4 |
language
|
|
email writing | |
Unit-7 |
Teaching Hours:4 |
Social Media
|
|
An Occurrence at Owl Creek Bridge by Ambrose Bierce | |
Unit-7 |
Teaching Hours:4 |
language
|
|
email writing | |
Unit-7 |
Teaching Hours:4 |
Social Media
|
|
An Occurrence at Owl Creek Bridge by Ambrose Bierce | |
Unit-7 |
Teaching Hours:4 |
language
|
|
email writing | |
Unit-7 |
Teaching Hours:4 |
Social Media
|
|
An Occurrence at Owl Creek Bridge by Ambrose Bierce | |
Unit-7 |
Teaching Hours:4 |
language
|
|
email writing | |
Unit-7 |
Teaching Hours:4 |
Social Media
|
|
An Occurrence at Owl Creek Bridge by Ambrose Bierce | |
Unit-7 |
Teaching Hours:4 |
language
|
|
email writing | |
Unit-7 |
Teaching Hours:4 |
Social Media
|
|
An Occurrence at Owl Creek Bridge by Ambrose Bierce | |
Unit-7 |
Teaching Hours:4 |
language
|
|
email writing | |
Unit-7 |
Teaching Hours:4 |
Social Media
|
|
An Occurrence at Owl Creek Bridge by Ambrose Bierce | |
Unit-7 |
Teaching Hours:4 |
language
|
|
email writing | |
Unit-7 |
Teaching Hours:4 |
Social Media
|
|
An Occurrence at Owl Creek Bridge by Ambrose Bierce | |
Unit-7 |
Teaching Hours:4 |
language
|
|
email writing | |
Unit-7 |
Teaching Hours:4 |
Social Media
|
|
An Occurrence at Owl Creek Bridge by Ambrose Bierce | |
Unit-7 |
Teaching Hours:4 |
language
|
|
email writing | |
Unit-7 |
Teaching Hours:4 |
Social Media
|
|
An Occurrence at Owl Creek Bridge by Ambrose Bierce | |
Unit-7 |
Teaching Hours:4 |
language
|
|
email writing | |
Unit-7 |
Teaching Hours:4 |
Social Media
|
|
An Occurrence at Owl Creek Bridge by Ambrose Bierce | |
Unit-7 |
Teaching Hours:4 |
language
|
|
email writing | |
Unit-7 |
Teaching Hours:4 |
Social Media
|
|
An Occurrence at Owl Creek Bridge by Ambrose Bierce | |
Unit-7 |
Teaching Hours:4 |
language
|
|
email writing | |
Unit-7 |
Teaching Hours:4 |
Social Media
|
|
An Occurrence at Owl Creek Bridge by Ambrose Bierce | |
Unit-7 |
Teaching Hours:4 |
language
|
|
email writing | |
Unit-7 |
Teaching Hours:4 |
Social Media
|
|
An Occurrence at Owl Creek Bridge by Ambrose Bierce | |
Unit-7 |
Teaching Hours:4 |
language
|
|
email writing | |
Unit-7 |
Teaching Hours:4 |
Social Media
|
|
An Occurrence at Owl Creek Bridge by Ambrose Bierce | |
Unit-7 |
Teaching Hours:4 |
language
|
|
email writing | |
Unit-7 |
Teaching Hours:4 |
Social Media
|
|
An Occurrence at Owl Creek Bridge by Ambrose Bierce | |
Unit-7 |
Teaching Hours:4 |
language
|
|
email writing | |
Unit-7 |
Teaching Hours:4 |
Social Media
|
|
An Occurrence at Owl Creek Bridge by Ambrose Bierce | |
Unit-7 |
Teaching Hours:4 |
language
|
|
email writing | |
Unit-7 |
Teaching Hours:4 |
Social Media
|
|
An Occurrence at Owl Creek Bridge by Ambrose Bierce | |
Unit-7 |
Teaching Hours:4 |
language
|
|
email writing | |
Unit-7 |
Teaching Hours:4 |
Social Media
|
|
An Occurrence at Owl Creek Bridge by Ambrose Bierce | |
Unit-7 |
Teaching Hours:4 |
language
|
|
email writing | |
Unit-7 |
Teaching Hours:4 |
Social Media
|
|
An Occurrence at Owl Creek Bridge by Ambrose Bierce | |
Unit-7 |
Teaching Hours:4 |
language
|
|
email writing | |
Unit-7 |
Teaching Hours:4 |
Social Media
|
|
An Occurrence at Owl Creek Bridge by Ambrose Bierce | |
Unit-7 |
Teaching Hours:4 |
language
|
|
email writing | |
Unit-7 |
Teaching Hours:4 |
Social Media
|
|
An Occurrence at Owl Creek Bridge by Ambrose Bierce | |
Unit-7 |
Teaching Hours:4 |
language
|
|
email writing | |
Unit-7 |
Teaching Hours:4 |
Social Media
|
|
An Occurrence at Owl Creek Bridge by Ambrose Bierce | |
Unit-7 |
Teaching Hours:4 |
language
|
|
email writing | |
Unit-7 |
Teaching Hours:4 |
Social Media
|
|
An Occurrence at Owl Creek Bridge by Ambrose Bierce | |
Unit-7 |
Teaching Hours:4 |
language
|
|
email writing | |
Unit-7 |
Teaching Hours:4 |
Social Media
|
|
An Occurrence at Owl Creek Bridge by Ambrose Bierce | |
Unit-7 |
Teaching Hours:4 |
language
|
|
email writing | |
Unit-7 |
Teaching Hours:4 |
Social Media
|
|
An Occurrence at Owl Creek Bridge by Ambrose Bierce | |
Unit-7 |
Teaching Hours:4 |
language
|
|
email writing | |
Unit-7 |
Teaching Hours:4 |
Social Media
|
|
An Occurrence at Owl Creek Bridge by Ambrose Bierce | |
Unit-7 |
Teaching Hours:4 |
language
|
|
email writing | |
Unit-7 |
Teaching Hours:4 |
Social Media
|
|
An Occurrence at Owl Creek Bridge by Ambrose Bierce | |
Unit-7 |
Teaching Hours:4 |
language
|
|
email writing | |
Unit-7 |
Teaching Hours:4 |
Social Media
|
|
An Occurrence at Owl Creek Bridge by Ambrose Bierce | |
Unit-7 |
Teaching Hours:4 |
language
|
|
email writing | |
Unit-7 |
Teaching Hours:4 |
Social Media
|
|
An Occurrence at Owl Creek Bridge by Ambrose Bierce | |
Unit-7 |
Teaching Hours:4 |
language
|
|
email writing | |
Unit-7 |
Teaching Hours:4 |
Social Media
|
|
An Occurrence at Owl Creek Bridge by Ambrose Bierce | |
Unit-7 |
Teaching Hours:4 |
language
|
|
email writing | |
Unit-7 |
Teaching Hours:4 |
Social Media
|
|
An Occurrence at Owl Creek Bridge by Ambrose Bierce | |
Unit-7 |
Teaching Hours:4 |
language
|
|
email writing | |
Unit-7 |
Teaching Hours:4 |
Social Media
|
|
An Occurrence at Owl Creek Bridge by Ambrose Bierce | |
Unit-7 |
Teaching Hours:4 |
language
|
|
email writing | |
Unit-7 |
Teaching Hours:4 |
Social Media
|
|
An Occurrence at Owl Creek Bridge by Ambrose Bierce | |
Unit-7 |
Teaching Hours:4 |
language
|
|
email writing | |
Unit-7 |
Teaching Hours:4 |
Social Media
|
|
An Occurrence at Owl Creek Bridge by Ambrose Bierce | |
Unit-7 |
Teaching Hours:4 |
language
|
|
email writing | |
Unit-7 |
Teaching Hours:4 |
Social Media
|
|
An Occurrence at Owl Creek Bridge by Ambrose Bierce | |
Unit-7 |
Teaching Hours:4 |
language
|
|
email writing | |
Unit-7 |
Teaching Hours:4 |
Social Media
|
|
An Occurrence at Owl Creek Bridge by Ambrose Bierce | |
Unit-7 |
Teaching Hours:4 |
language
|
|
email writing | |
Unit-7 |
Teaching Hours:4 |
Social Media
|
|
An Occurrence at Owl Creek Bridge by Ambrose Bierce | |
Unit-7 |
Teaching Hours:4 |
language
|
|
email writing | |
Unit-7 |
Teaching Hours:4 |
Social Media
|
|
An Occurrence at Owl Creek Bridge by Ambrose Bierce | |
Unit-7 |
Teaching Hours:4 |
language
|
|
email writing | |
Unit-7 |
Teaching Hours:4 |
Social Media
|
|
An Occurrence at Owl Creek Bridge by Ambrose Bierce | |
Unit-7 |
Teaching Hours:4 |
language
|
|
email writing | |
Unit-7 |
Teaching Hours:4 |
Social Media
|
|
An Occurrence at Owl Creek Bridge by Ambrose Bierce | |
Unit-7 |
Teaching Hours:4 |
language
|
|
email writing | |
Unit-7 |
Teaching Hours:4 |
Social Media
|
|
An Occurrence at Owl Creek Bridge by Ambrose Bierce | |
Unit-7 |
Teaching Hours:4 |
language
|
|
email writing | |
Unit-7 |
Teaching Hours:4 |
Social Media
|
|
An Occurrence at Owl Creek Bridge by Ambrose Bierce | |
Unit-7 |
Teaching Hours:4 |
language
|
|
email writing | |
Unit-7 |
Teaching Hours:4 |
Social Media
|
|
An Occurrence at Owl Creek Bridge by Ambrose Bierce | |
Unit-7 |
Teaching Hours:4 |
language
|
|
email writing | |
Unit-7 |
Teaching Hours:4 |
Social Media
|
|
An Occurrence at Owl Creek Bridge by Ambrose Bierce | |
Unit-7 |
Teaching Hours:4 |
language
|
|
email writing | |
Unit-7 |
Teaching Hours:4 |
Social Media
|
|
An Occurrence at Owl Creek Bridge by Ambrose Bierce | |
Unit-7 |
Teaching Hours:4 |
language
|
|
email writing | |
Unit-7 |
Teaching Hours:4 |
Social Media
|
|
An Occurrence at Owl Creek Bridge by Ambrose Bierce | |
Unit-7 |
Teaching Hours:4 |
language
|
|
email writing | |
Unit-7 |
Teaching Hours:4 |
Social Media
|
|
An Occurrence at Owl Creek Bridge by Ambrose Bierce | |
Unit-7 |
Teaching Hours:4 |
language
|
|
email writing | |
Unit-7 |
Teaching Hours:4 |
Social Media
|
|
An Occurrence at Owl Creek Bridge by Ambrose Bierce | |
Unit-7 |
Teaching Hours:4 |
language
|
|
email writing | |
Unit-7 |
Teaching Hours:4 |
Social Media
|
|
An Occurrence at Owl Creek Bridge by Ambrose Bierce | |
Unit-7 |
Teaching Hours:4 |
language
|
|
email writing | |
Unit-7 |
Teaching Hours:4 |
Social Media
|
|
An Occurrence at Owl Creek Bridge by Ambrose Bierce | |
Unit-7 |
Teaching Hours:4 |
language
|
|
email writing | |
Unit-7 |
Teaching Hours:4 |
Social Media
|
|
An Occurrence at Owl Creek Bridge by Ambrose Bierce | |
Unit-7 |
Teaching Hours:4 |
language
|
|
email writing | |
Unit-7 |
Teaching Hours:4 |
Social Media
|
|
An Occurrence at Owl Creek Bridge by Ambrose Bierce | |
Unit-7 |
Teaching Hours:4 |
language
|
|
email writing | |
Unit-7 |
Teaching Hours:4 |
Social Media
|
|
An Occurrence at Owl Creek Bridge by Ambrose Bierce | |
Unit-7 |
Teaching Hours:4 |
language
|
|
email writing | |
Unit-7 |
Teaching Hours:4 |
Social Media
|
|
An Occurrence at Owl Creek Bridge by Ambrose Bierce | |
Unit-7 |
Teaching Hours:4 |
language
|
|
email writing | |
Unit-7 |
Teaching Hours:4 |
Social Media
|
|
An Occurrence at Owl Creek Bridge by Ambrose Bierce | |
Unit-7 |
Teaching Hours:4 |
language
|
|
email writing | |
Unit-7 |
Teaching Hours:4 |
Social Media
|
|
An Occurrence at Owl Creek Bridge by Ambrose Bierce | |
Unit-7 |
Teaching Hours:4 |
language
|
|
email writing | |
Unit-7 |
Teaching Hours:4 |
Social Media
|
|
An Occurrence at Owl Creek Bridge by Ambrose Bierce | |
Unit-7 |
Teaching Hours:4 |
language
|
|
email writing | |
Unit-7 |
Teaching Hours:4 |
Social Media
|
|
An Occurrence at Owl Creek Bridge by Ambrose Bierce | |
Unit-7 |
Teaching Hours:4 |
language
|
|
email writing | |
Unit-7 |
Teaching Hours:4 |
Social Media
|
|
An Occurrence at Owl Creek Bridge by Ambrose Bierce | |
Unit-7 |
Teaching Hours:4 |
language
|
|
email writing | |
Unit-7 |
Teaching Hours:4 |
Social Media
|
|
An Occurrence at Owl Creek Bridge by Ambrose Bierce | |
Unit-7 |
Teaching Hours:4 |
language
|
|
email writing | |
Unit-7 |
Teaching Hours:4 |
Social Media
|
|
An Occurrence at Owl Creek Bridge by Ambrose Bierce | |
Unit-7 |
Teaching Hours:4 |
language
|
|
email writing | |
Unit-7 |
Teaching Hours:4 |
Social Media
|
|
An Occurrence at Owl Creek Bridge by Ambrose Bierce | |
Unit-7 |
Teaching Hours:4 |
language
|
|
email writing | |
Unit-7 |
Teaching Hours:4 |
Social Media
|
|
An Occurrence at Owl Creek Bridge by Ambrose Bierce | |
Unit-7 |
Teaching Hours:4 |
language
|
|
email writing | |
Unit-7 |
Teaching Hours:4 |
Social Media
|
|
An Occurrence at Owl Creek Bridge by Ambrose Bierce | |
Unit-8 |
Teaching Hours:2 |
Social Media
|
|
Truth in the time of Social Media' by Girish Balachandran | |
Unit-8 |
Teaching Hours:2 |
Social Media
|
|
Truth in the time of Social Media' by Girish Balachandran | |
Unit-8 |
Teaching Hours:2 |
Social Media
|
|
Truth in the time of Social Media' by Girish Balachandran | |
Unit-8 |
Teaching Hours:2 |
Social Media
|
|
Truth in the time of Social Media' by Girish Balachandran | |
Unit-8 |
Teaching Hours:2 |
Social Media
|
|
Truth in the time of Social Media' by Girish Balachandran | |
Unit-8 |
Teaching Hours:2 |
Social Media
|
|
Truth in the time of Social Media' by Girish Balachandran | |
Unit-8 |
Teaching Hours:2 |
Social Media
|
|
Truth in the time of Social Media' by Girish Balachandran | |
Unit-8 |
Teaching Hours:2 |
Social Media
|
|
Truth in the time of Social Media' by Girish Balachandran | |
Unit-8 |
Teaching Hours:2 |
Social Media
|
|
Truth in the time of Social Media' by Girish Balachandran | |
Unit-8 |
Teaching Hours:2 |
Social Media
|
|
Truth in the time of Social Media' by Girish Balachandran | |
Unit-8 |
Teaching Hours:2 |
Social Media
|
|
Truth in the time of Social Media' by Girish Balachandran | |
Unit-8 |
Teaching Hours:2 |
Social Media
|
|
Truth in the time of Social Media' by Girish Balachandran | |
Unit-8 |
Teaching Hours:2 |
Social Media
|
|
Truth in the time of Social Media' by Girish Balachandran | |
Unit-8 |
Teaching Hours:2 |
Social Media
|
|
Truth in the time of Social Media' by Girish Balachandran | |
Unit-8 |
Teaching Hours:2 |
Social Media
|
|
Truth in the time of Social Media' by Girish Balachandran | |
Unit-8 |
Teaching Hours:2 |
Social Media
|
|
Truth in the time of Social Media' by Girish Balachandran | |
Unit-8 |
Teaching Hours:2 |
Social Media
|
|
Truth in the time of Social Media' by Girish Balachandran | |
Unit-8 |
Teaching Hours:2 |
Social Media
|
|
Truth in the time of Social Media' by Girish Balachandran | |
Unit-8 |
Teaching Hours:2 |
Social Media
|
|
Truth in the time of Social Media' by Girish Balachandran | |
Unit-8 |
Teaching Hours:2 |
Social Media
|
|
Truth in the time of Social Media' by Girish Balachandran | |
Unit-8 |
Teaching Hours:2 |
Social Media
|
|
Truth in the time of Social Media' by Girish Balachandran | |
Unit-8 |
Teaching Hours:2 |
Social Media
|
|
Truth in the time of Social Media' by Girish Balachandran | |
Unit-8 |
Teaching Hours:2 |
Social Media
|
|
Truth in the time of Social Media' by Girish Balachandran | |
Unit-8 |
Teaching Hours:2 |
Social Media
|
|
Truth in the time of Social Media' by Girish Balachandran | |
Unit-8 |
Teaching Hours:2 |
Social Media
|
|
Truth in the time of Social Media' by Girish Balachandran | |
Unit-8 |
Teaching Hours:2 |
Social Media
|
|
Truth in the time of Social Media' by Girish Balachandran | |
Unit-8 |
Teaching Hours:2 |
Social Media
|
|
Truth in the time of Social Media' by Girish Balachandran | |
Unit-8 |
Teaching Hours:2 |
Social Media
|
|
Truth in the time of Social Media' by Girish Balachandran | |
Unit-8 |
Teaching Hours:2 |
Social Media
|
|
Truth in the time of Social Media' by Girish Balachandran | |
Unit-8 |
Teaching Hours:2 |
Social Media
|
|
Truth in the time of Social Media' by Girish Balachandran | |
Unit-8 |
Teaching Hours:2 |
Social Media
|
|
Truth in the time of Social Media' by Girish Balachandran | |
Unit-8 |
Teaching Hours:2 |
Social Media
|
|
Truth in the time of Social Media' by Girish Balachandran | |
Unit-8 |
Teaching Hours:2 |
Social Media
|
|
Truth in the time of Social Media' by Girish Balachandran | |
Unit-8 |
Teaching Hours:2 |
Social Media
|
|
Truth in the time of Social Media' by Girish Balachandran | |
Unit-8 |
Teaching Hours:2 |
Social Media
|
|
Truth in the time of Social Media' by Girish Balachandran | |
Unit-8 |
Teaching Hours:2 |
Social Media
|
|
Truth in the time of Social Media' by Girish Balachandran | |
Unit-8 |
Teaching Hours:2 |
Social Media
|
|
Truth in the time of Social Media' by Girish Balachandran | |
Unit-8 |
Teaching Hours:2 |
Social Media
|
|
Truth in the time of Social Media' by Girish Balachandran | |
Unit-8 |
Teaching Hours:2 |
Social Media
|
|
Truth in the time of Social Media' by Girish Balachandran | |
Unit-8 |
Teaching Hours:2 |
Social Media
|
|
Truth in the time of Social Media' by Girish Balachandran | |
Unit-8 |
Teaching Hours:2 |
Social Media
|
|
Truth in the time of Social Media' by Girish Balachandran | |
Unit-8 |
Teaching Hours:2 |
Social Media
|
|
Truth in the time of Social Media' by Girish Balachandran | |
Unit-8 |
Teaching Hours:2 |
Social Media
|
|
Truth in the time of Social Media' by Girish Balachandran | |
Unit-8 |
Teaching Hours:2 |
Social Media
|
|
Truth in the time of Social Media' by Girish Balachandran | |
Unit-8 |
Teaching Hours:2 |
Social Media
|
|
Truth in the time of Social Media' by Girish Balachandran | |
Unit-8 |
Teaching Hours:2 |
Social Media
|
|
Truth in the time of Social Media' by Girish Balachandran | |
Unit-8 |
Teaching Hours:2 |
Social Media
|
|
Truth in the time of Social Media' by Girish Balachandran | |
Unit-8 |
Teaching Hours:2 |
Social Media
|
|
Truth in the time of Social Media' by Girish Balachandran | |
Unit-8 |
Teaching Hours:2 |
Social Media
|
|
Truth in the time of Social Media' by Girish Balachandran | |
Unit-8 |
Teaching Hours:2 |
Social Media
|
|
Truth in the time of Social Media' by Girish Balachandran | |
Unit-8 |
Teaching Hours:2 |
Social Media
|
|
Truth in the time of Social Media' by Girish Balachandran | |
Unit-8 |
Teaching Hours:2 |
Social Media
|
|
Truth in the time of Social Media' by Girish Balachandran | |
Unit-8 |
Teaching Hours:2 |
Social Media
|
|
Truth in the time of Social Media' by Girish Balachandran | |
Unit-8 |
Teaching Hours:2 |
Social Media
|
|
Truth in the time of Social Media' by Girish Balachandran | |
Unit-8 |
Teaching Hours:2 |
Social Media
|
|
Truth in the time of Social Media' by Girish Balachandran | |
Unit-8 |
Teaching Hours:2 |
Social Media
|
|
Truth in the time of Social Media' by Girish Balachandran | |
Unit-8 |
Teaching Hours:2 |
Social Media
|
|
Truth in the time of Social Media' by Girish Balachandran | |
Unit-8 |
Teaching Hours:2 |
Social Media
|
|
Truth in the time of Social Media' by Girish Balachandran | |
Unit-8 |
Teaching Hours:2 |
Social Media
|
|
Truth in the time of Social Media' by Girish Balachandran | |
Unit-8 |
Teaching Hours:2 |
Social Media
|
|
Truth in the time of Social Media' by Girish Balachandran | |
Unit-8 |
Teaching Hours:2 |
Social Media
|
|
Truth in the time of Social Media' by Girish Balachandran | |
Unit-8 |
Teaching Hours:2 |
Social Media
|
|
Truth in the time of Social Media' by Girish Balachandran | |
Unit-8 |
Teaching Hours:2 |
Social Media
|
|
Truth in the time of Social Media' by Girish Balachandran | |
Unit-8 |
Teaching Hours:2 |
Social Media
|
|
Truth in the time of Social Media' by Girish Balachandran | |
Unit-8 |
Teaching Hours:2 |
Social Media
|
|
Truth in the time of Social Media' by Girish Balachandran | |
Unit-8 |
Teaching Hours:2 |
Social Media
|
|
Truth in the time of Social Media' by Girish Balachandran | |
Unit-8 |
Teaching Hours:2 |
Social Media
|
|
Truth in the time of Social Media' by Girish Balachandran | |
Text Books And Reference Books: ENGlogue 1 | |
Essential Reading / Recommended Reading teacher manual and worksheets that teachers would provide. Listening skills worksheets. | |
Evaluation Pattern CIA1- 20 MSE-50 CIA3- 20 ESE- 50 | |
BBA201-3 - COST AND MANAGEMENT ACCOUNTING (2023 Batch) | |
Total Teaching Hours for Semester:60 |
No of Lecture Hours/Week:4 |
Max Marks:100 |
Credits:4 |
Course Objectives/Course Description |
|
This course provides a comprehensive exploration of foundational concepts and practical applications in both cost and management accounting. It delves into the details of cost sheet preparation, encompassing materials, labor, and overheads. It also examines essential financial statement analysis tools, such as comparative and common size Income Statements and Balance Sheets, Trend Analysis, Ratio Analysis, Cash Flow Statements, Budgets, and Budgetary Control. The course also sheds light on the importance of Management Reporting. As an integral component of the Business Administration program, it equips students with essential knowledge and understanding of diverse methods, tools, and techniques in cost and management accounting, essential for making informed financial decisions in accounting and finance. To Equip the students to prepare comprehensive cost sheets and accurate quotations for products or services. To provide students with the skills necessary to accurately ascertain and analyze costs associated with materials, labor, and overheads. To enrich the knowledge of students, apply marginal costing principles to analyze and evaluate various business decisions. To Develop students understanding of financial statement analysis empowering them to extract managerial insights from financial data. To Develop the knowledge of the learners to understand and prepare a management report |
|
Learning Outcome |
|
CO1: Illustrate the relevant cost and management accounting theories and prepare cost sheet and quotations. CO2: Demonstrate the methods of computing the Costs of Materials, Labor and overheads CO3: Examine the application of Marginal costing in decision making CO4: Assess the financial statements for managerial decision making CO5: Explain the methods of management reports. |
Unit-1 |
Teaching Hours:8 |
||||||||||||||||||||||||||||||||||||
Introduction to Cost and management accounting
|
|||||||||||||||||||||||||||||||||||||
Definitions, features, objectives, functions, scope, advantages and limitations. Relationship and differences between Cost accounting, Management accounting and Financial accounting. Cost Concepts-Cost classification – Elements of cost - Preparation of cost sheet and quotation | |||||||||||||||||||||||||||||||||||||
Unit-1 |
Teaching Hours:8 |
||||||||||||||||||||||||||||||||||||
Introduction to Cost and management accounting
|
|||||||||||||||||||||||||||||||||||||
Definitions, features, objectives, functions, scope, advantages and limitations. Relationship and differences between Cost accounting, Management accounting and Financial accounting. Cost Concepts-Cost classification – Elements of cost - Preparation of cost sheet and quotation | |||||||||||||||||||||||||||||||||||||
Unit-1 |
Teaching Hours:8 |
||||||||||||||||||||||||||||||||||||
Introduction to Cost and management accounting
|
|||||||||||||||||||||||||||||||||||||
Definitions, features, objectives, functions, scope, advantages and limitations. Relationship and differences between Cost accounting, Management accounting and Financial accounting. Cost Concepts-Cost classification – Elements of cost - Preparation of cost sheet and quotation | |||||||||||||||||||||||||||||||||||||
Unit-1 |
Teaching Hours:8 |
||||||||||||||||||||||||||||||||||||
Introduction to Cost and management accounting
|
|||||||||||||||||||||||||||||||||||||
Definitions, features, objectives, functions, scope, advantages and limitations. Relationship and differences between Cost accounting, Management accounting and Financial accounting. Cost Concepts-Cost classification – Elements of cost - Preparation of cost sheet and quotation | |||||||||||||||||||||||||||||||||||||
Unit-1 |
Teaching Hours:8 |
||||||||||||||||||||||||||||||||||||
Introduction to Cost and management accounting
|
|||||||||||||||||||||||||||||||||||||
Definitions, features, objectives, functions, scope, advantages and limitations. Relationship and differences between Cost accounting, Management accounting and Financial accounting. Cost Concepts-Cost classification – Elements of cost - Preparation of cost sheet and quotation | |||||||||||||||||||||||||||||||||||||
Unit-1 |
Teaching Hours:8 |
||||||||||||||||||||||||||||||||||||
Introduction to Cost and management accounting
|
|||||||||||||||||||||||||||||||||||||
Definitions, features, objectives, functions, scope, advantages and limitations. Relationship and differences between Cost accounting, Management accounting and Financial accounting. Cost Concepts-Cost classification – Elements of cost - Preparation of cost sheet and quotation | |||||||||||||||||||||||||||||||||||||
Unit-1 |
Teaching Hours:8 |
||||||||||||||||||||||||||||||||||||
Introduction to Cost and management accounting
|
|||||||||||||||||||||||||||||||||||||
Definitions, features, objectives, functions, scope, advantages and limitations. Relationship and differences between Cost accounting, Management accounting and Financial accounting. Cost Concepts-Cost classification – Elements of cost - Preparation of cost sheet and quotation | |||||||||||||||||||||||||||||||||||||
Unit-1 |
Teaching Hours:8 |
||||||||||||||||||||||||||||||||||||
Introduction to Cost and management accounting
|
|||||||||||||||||||||||||||||||||||||
Definitions, features, objectives, functions, scope, advantages and limitations. Relationship and differences between Cost accounting, Management accounting and Financial accounting. Cost Concepts-Cost classification – Elements of cost - Preparation of cost sheet and quotation | |||||||||||||||||||||||||||||||||||||
Unit-1 |
Teaching Hours:8 |
||||||||||||||||||||||||||||||||||||
Introduction to Cost and management accounting
|
|||||||||||||||||||||||||||||||||||||
Definitions, features, objectives, functions, scope, advantages and limitations. Relationship and differences between Cost accounting, Management accounting and Financial accounting. Cost Concepts-Cost classification – Elements of cost - Preparation of cost sheet and quotation | |||||||||||||||||||||||||||||||||||||
Unit-1 |
Teaching Hours:8 |
||||||||||||||||||||||||||||||||||||
Introduction to Cost and management accounting
|
|||||||||||||||||||||||||||||||||||||
Definitions, features, objectives, functions, scope, advantages and limitations. Relationship and differences between Cost accounting, Management accounting and Financial accounting. Cost Concepts-Cost classification – Elements of cost - Preparation of cost sheet and quotation | |||||||||||||||||||||||||||||||||||||
Unit-1 |
Teaching Hours:8 |
||||||||||||||||||||||||||||||||||||
Introduction to Cost and management accounting
|
|||||||||||||||||||||||||||||||||||||
Definitions, features, objectives, functions, scope, advantages and limitations. Relationship and differences between Cost accounting, Management accounting and Financial accounting. Cost Concepts-Cost classification – Elements of cost - Preparation of cost sheet and quotation | |||||||||||||||||||||||||||||||||||||
Unit-1 |
Teaching Hours:8 |
||||||||||||||||||||||||||||||||||||
Introduction to Cost and management accounting
|
|||||||||||||||||||||||||||||||||||||
Definitions, features, objectives, functions, scope, advantages and limitations. Relationship and differences between Cost accounting, Management accounting and Financial accounting. Cost Concepts-Cost classification – Elements of cost - Preparation of cost sheet and quotation | |||||||||||||||||||||||||||||||||||||
Unit-1 |
Teaching Hours:8 |
||||||||||||||||||||||||||||||||||||
Introduction to Cost and management accounting
|
|||||||||||||||||||||||||||||||||||||
Definitions, features, objectives, functions, scope, advantages and limitations. Relationship and differences between Cost accounting, Management accounting and Financial accounting. Cost Concepts-Cost classification – Elements of cost - Preparation of cost sheet and quotation | |||||||||||||||||||||||||||||||||||||
Unit-1 |
Teaching Hours:8 |
||||||||||||||||||||||||||||||||||||
Introduction to Cost and management accounting
|
|||||||||||||||||||||||||||||||||||||
Definitions, features, objectives, functions, scope, advantages and limitations. Relationship and differences between Cost accounting, Management accounting and Financial accounting. Cost Concepts-Cost classification – Elements of cost - Preparation of cost sheet and quotation | |||||||||||||||||||||||||||||||||||||
Unit-1 |
Teaching Hours:8 |
||||||||||||||||||||||||||||||||||||
Introduction to Cost and management accounting
|
|||||||||||||||||||||||||||||||||||||
Definitions, features, objectives, functions, scope, advantages and limitations. Relationship and differences between Cost accounting, Management accounting and Financial accounting. Cost Concepts-Cost classification – Elements of cost - Preparation of cost sheet and quotation | |||||||||||||||||||||||||||||||||||||
Unit-1 |
Teaching Hours:8 |
||||||||||||||||||||||||||||||||||||
Introduction to Cost and management accounting
|
|||||||||||||||||||||||||||||||||||||
Definitions, features, objectives, functions, scope, advantages and limitations. Relationship and differences between Cost accounting, Management accounting and Financial accounting. Cost Concepts-Cost classification – Elements of cost - Preparation of cost sheet and quotation | |||||||||||||||||||||||||||||||||||||
Unit-1 |
Teaching Hours:8 |
||||||||||||||||||||||||||||||||||||
Introduction to Cost and management accounting
|
|||||||||||||||||||||||||||||||||||||
Definitions, features, objectives, functions, scope, advantages and limitations. Relationship and differences between Cost accounting, Management accounting and Financial accounting. Cost Concepts-Cost classification – Elements of cost - Preparation of cost sheet and quotation | |||||||||||||||||||||||||||||||||||||
Unit-2 |
Teaching Hours:10 |
||||||||||||||||||||||||||||||||||||
Material, Labor and Overheads
|
|||||||||||||||||||||||||||||||||||||
Material Cost: direct and indirect material cost, Inventory control techniques-stock levels, EOQ, ABC analysis. Issue of materials to production- pricing methods-FIFO, LIFO and Average methods. Labor cost: Direct and indirect labour cost-methods of payment of wages including incentive plans -Halsey and Rowan plans, Taylor's Piece Rate method. Overheads: features, classification, methods of allocation and apportionment of overheads, primary and secondary distributions (Repeated & step ladder method only). | |||||||||||||||||||||||||||||||||||||
Unit-2 |
Teaching Hours:10 |
||||||||||||||||||||||||||||||||||||
Material, Labor and Overheads
|
|||||||||||||||||||||||||||||||||||||
Material Cost: direct and indirect material cost, Inventory control techniques-stock levels, EOQ, ABC analysis. Issue of materials to production- pricing methods-FIFO, LIFO and Average methods. Labor cost: Direct and indirect labour cost-methods of payment of wages including incentive plans -Halsey and Rowan plans, Taylor's Piece Rate method. Overheads: features, classification, methods of allocation and apportionment of overheads, primary and secondary distributions (Repeated & step ladder method only). | |||||||||||||||||||||||||||||||||||||
Unit-2 |
Teaching Hours:10 |
||||||||||||||||||||||||||||||||||||
Material, Labor and Overheads
|
|||||||||||||||||||||||||||||||||||||
Material Cost: direct and indirect material cost, Inventory control techniques-stock levels, EOQ, ABC analysis. Issue of materials to production- pricing methods-FIFO, LIFO and Average methods. Labor cost: Direct and indirect labour cost-methods of payment of wages including incentive plans -Halsey and Rowan plans, Taylor's Piece Rate method. Overheads: features, classification, methods of allocation and apportionment of overheads, primary and secondary distributions (Repeated & step ladder method only). | |||||||||||||||||||||||||||||||||||||
Unit-2 |
Teaching Hours:10 |
||||||||||||||||||||||||||||||||||||
Material, Labor and Overheads
|
|||||||||||||||||||||||||||||||||||||
Material Cost: direct and indirect material cost, Inventory control techniques-stock levels, EOQ, ABC analysis. Issue of materials to production- pricing methods-FIFO, LIFO and Average methods. Labor cost: Direct and indirect labour cost-methods of payment of wages including incentive plans -Halsey and Rowan plans, Taylor's Piece Rate method. Overheads: features, classification, methods of allocation and apportionment of overheads, primary and secondary distributions (Repeated & step ladder method only). | |||||||||||||||||||||||||||||||||||||
Unit-2 |
Teaching Hours:10 |
||||||||||||||||||||||||||||||||||||
Material, Labor and Overheads
|
|||||||||||||||||||||||||||||||||||||
Material Cost: direct and indirect material cost, Inventory control techniques-stock levels, EOQ, ABC analysis. Issue of materials to production- pricing methods-FIFO, LIFO and Average methods. Labor cost: Direct and indirect labour cost-methods of payment of wages including incentive plans -Halsey and Rowan plans, Taylor's Piece Rate method. Overheads: features, classification, methods of allocation and apportionment of overheads, primary and secondary distributions (Repeated & step ladder method only). | |||||||||||||||||||||||||||||||||||||
Unit-2 |
Teaching Hours:10 |
||||||||||||||||||||||||||||||||||||
Material, Labor and Overheads
|
|||||||||||||||||||||||||||||||||||||
Material Cost: direct and indirect material cost, Inventory control techniques-stock levels, EOQ, ABC analysis. Issue of materials to production- pricing methods-FIFO, LIFO and Average methods. Labor cost: Direct and indirect labour cost-methods of payment of wages including incentive plans -Halsey and Rowan plans, Taylor's Piece Rate method. Overheads: features, classification, methods of allocation and apportionment of overheads, primary and secondary distributions (Repeated & step ladder method only). | |||||||||||||||||||||||||||||||||||||
Unit-2 |
Teaching Hours:10 |
||||||||||||||||||||||||||||||||||||
Material, Labor and Overheads
|
|||||||||||||||||||||||||||||||||||||
Material Cost: direct and indirect material cost, Inventory control techniques-stock levels, EOQ, ABC analysis. Issue of materials to production- pricing methods-FIFO, LIFO and Average methods. Labor cost: Direct and indirect labour cost-methods of payment of wages including incentive plans -Halsey and Rowan plans, Taylor's Piece Rate method. Overheads: features, classification, methods of allocation and apportionment of overheads, primary and secondary distributions (Repeated & step ladder method only). | |||||||||||||||||||||||||||||||||||||
Unit-2 |
Teaching Hours:10 |
||||||||||||||||||||||||||||||||||||
Material, Labor and Overheads
|
|||||||||||||||||||||||||||||||||||||
Material Cost: direct and indirect material cost, Inventory control techniques-stock levels, EOQ, ABC analysis. Issue of materials to production- pricing methods-FIFO, LIFO and Average methods. Labor cost: Direct and indirect labour cost-methods of payment of wages including incentive plans -Halsey and Rowan plans, Taylor's Piece Rate method. Overheads: features, classification, methods of allocation and apportionment of overheads, primary and secondary distributions (Repeated & step ladder method only). | |||||||||||||||||||||||||||||||||||||
Unit-2 |
Teaching Hours:10 |
||||||||||||||||||||||||||||||||||||
Material, Labor and Overheads
|
|||||||||||||||||||||||||||||||||||||
Material Cost: direct and indirect material cost, Inventory control techniques-stock levels, EOQ, ABC analysis. Issue of materials to production- pricing methods-FIFO, LIFO and Average methods. Labor cost: Direct and indirect labour cost-methods of payment of wages including incentive plans -Halsey and Rowan plans, Taylor's Piece Rate method. Overheads: features, classification, methods of allocation and apportionment of overheads, primary and secondary distributions (Repeated & step ladder method only). | |||||||||||||||||||||||||||||||||||||
Unit-2 |
Teaching Hours:10 |
||||||||||||||||||||||||||||||||||||
Material, Labor and Overheads
|
|||||||||||||||||||||||||||||||||||||
Material Cost: direct and indirect material cost, Inventory control techniques-stock levels, EOQ, ABC analysis. Issue of materials to production- pricing methods-FIFO, LIFO and Average methods. Labor cost: Direct and indirect labour cost-methods of payment of wages including incentive plans -Halsey and Rowan plans, Taylor's Piece Rate method. Overheads: features, classification, methods of allocation and apportionment of overheads, primary and secondary distributions (Repeated & step ladder method only). | |||||||||||||||||||||||||||||||||||||
Unit-2 |
Teaching Hours:10 |
||||||||||||||||||||||||||||||||||||
Material, Labor and Overheads
|
|||||||||||||||||||||||||||||||||||||
Material Cost: direct and indirect material cost, Inventory control techniques-stock levels, EOQ, ABC analysis. Issue of materials to production- pricing methods-FIFO, LIFO and Average methods. Labor cost: Direct and indirect labour cost-methods of payment of wages including incentive plans -Halsey and Rowan plans, Taylor's Piece Rate method. Overheads: features, classification, methods of allocation and apportionment of overheads, primary and secondary distributions (Repeated & step ladder method only). | |||||||||||||||||||||||||||||||||||||
Unit-2 |
Teaching Hours:10 |
||||||||||||||||||||||||||||||||||||
Material, Labor and Overheads
|
|||||||||||||||||||||||||||||||||||||
Material Cost: direct and indirect material cost, Inventory control techniques-stock levels, EOQ, ABC analysis. Issue of materials to production- pricing methods-FIFO, LIFO and Average methods. Labor cost: Direct and indirect labour cost-methods of payment of wages including incentive plans -Halsey and Rowan plans, Taylor's Piece Rate method. Overheads: features, classification, methods of allocation and apportionment of overheads, primary and secondary distributions (Repeated & step ladder method only). | |||||||||||||||||||||||||||||||||||||
Unit-2 |
Teaching Hours:10 |
||||||||||||||||||||||||||||||||||||
Material, Labor and Overheads
|
|||||||||||||||||||||||||||||||||||||
Material Cost: direct and indirect material cost, Inventory control techniques-stock levels, EOQ, ABC analysis. Issue of materials to production- pricing methods-FIFO, LIFO and Average methods. Labor cost: Direct and indirect labour cost-methods of payment of wages including incentive plans -Halsey and Rowan plans, Taylor's Piece Rate method. Overheads: features, classification, methods of allocation and apportionment of overheads, primary and secondary distributions (Repeated & step ladder method only). | |||||||||||||||||||||||||||||||||||||
Unit-2 |
Teaching Hours:10 |
||||||||||||||||||||||||||||||||||||
Material, Labor and Overheads
|
|||||||||||||||||||||||||||||||||||||
Material Cost: direct and indirect material cost, Inventory control techniques-stock levels, EOQ, ABC analysis. Issue of materials to production- pricing methods-FIFO, LIFO and Average methods. Labor cost: Direct and indirect labour cost-methods of payment of wages including incentive plans -Halsey and Rowan plans, Taylor's Piece Rate method. Overheads: features, classification, methods of allocation and apportionment of overheads, primary and secondary distributions (Repeated & step ladder method only). | |||||||||||||||||||||||||||||||||||||
Unit-2 |
Teaching Hours:10 |
||||||||||||||||||||||||||||||||||||
Material, Labor and Overheads
|
|||||||||||||||||||||||||||||||||||||
Material Cost: direct and indirect material cost, Inventory control techniques-stock levels, EOQ, ABC analysis. Issue of materials to production- pricing methods-FIFO, LIFO and Average methods. Labor cost: Direct and indirect labour cost-methods of payment of wages including incentive plans -Halsey and Rowan plans, Taylor's Piece Rate method. Overheads: features, classification, methods of allocation and apportionment of overheads, primary and secondary distributions (Repeated & step ladder method only). | |||||||||||||||||||||||||||||||||||||
Unit-2 |
Teaching Hours:10 |
||||||||||||||||||||||||||||||||||||
Material, Labor and Overheads
|
|||||||||||||||||||||||||||||||||||||
Material Cost: direct and indirect material cost, Inventory control techniques-stock levels, EOQ, ABC analysis. Issue of materials to production- pricing methods-FIFO, LIFO and Average methods. Labor cost: Direct and indirect labour cost-methods of payment of wages including incentive plans -Halsey and Rowan plans, Taylor's Piece Rate method. Overheads: features, classification, methods of allocation and apportionment of overheads, primary and secondary distributions (Repeated & step ladder method only). | |||||||||||||||||||||||||||||||||||||
Unit-2 |
Teaching Hours:10 |
||||||||||||||||||||||||||||||||||||
Material, Labor and Overheads
|
|||||||||||||||||||||||||||||||||||||
Material Cost: direct and indirect material cost, Inventory control techniques-stock levels, EOQ, ABC analysis. Issue of materials to production- pricing methods-FIFO, LIFO and Average methods. Labor cost: Direct and indirect labour cost-methods of payment of wages including incentive plans -Halsey and Rowan plans, Taylor's Piece Rate method. Overheads: features, classification, methods of allocation and apportionment of overheads, primary and secondary distributions (Repeated & step ladder method only). | |||||||||||||||||||||||||||||||||||||
Unit-3 |
Teaching Hours:10 |
||||||||||||||||||||||||||||||||||||
Marginal Costing
|
|||||||||||||||||||||||||||||||||||||
Marginal Costing-Meaning - Importance - Marginal Cost Equation - Difference between Marginal costing and Absorption costing - Applications of Marginal costing. | |||||||||||||||||||||||||||||||||||||
Unit-3 |
Teaching Hours:10 |
||||||||||||||||||||||||||||||||||||
Marginal Costing
|
|||||||||||||||||||||||||||||||||||||
Marginal Costing-Meaning - Importance - Marginal Cost Equation - Difference between Marginal costing and Absorption costing - Applications of Marginal costing. | |||||||||||||||||||||||||||||||||||||
Unit-3 |
Teaching Hours:10 |
||||||||||||||||||||||||||||||||||||
Marginal Costing
|
|||||||||||||||||||||||||||||||||||||
Marginal Costing-Meaning - Importance - Marginal Cost Equation - Difference between Marginal costing and Absorption costing - Applications of Marginal costing. | |||||||||||||||||||||||||||||||||||||
Unit-3 |
Teaching Hours:10 |
||||||||||||||||||||||||||||||||||||
Marginal Costing
|
|||||||||||||||||||||||||||||||||||||
Marginal Costing-Meaning - Importance - Marginal Cost Equation - Difference between Marginal costing and Absorption costing - Applications of Marginal costing. | |||||||||||||||||||||||||||||||||||||
Unit-3 |
Teaching Hours:10 |
||||||||||||||||||||||||||||||||||||
Marginal Costing
|
|||||||||||||||||||||||||||||||||||||
Marginal Costing-Meaning - Importance - Marginal Cost Equation - Difference between Marginal costing and Absorption costing - Applications of Marginal costing. | |||||||||||||||||||||||||||||||||||||
Unit-3 |
Teaching Hours:10 |
||||||||||||||||||||||||||||||||||||
Marginal Costing
|
|||||||||||||||||||||||||||||||||||||
Marginal Costing-Meaning - Importance - Marginal Cost Equation - Difference between Marginal costing and Absorption costing - Applications of Marginal costing. | |||||||||||||||||||||||||||||||||||||
Unit-3 |
Teaching Hours:10 |
||||||||||||||||||||||||||||||||||||
Marginal Costing
|
|||||||||||||||||||||||||||||||||||||
Marginal Costing-Meaning - Importance - Marginal Cost Equation - Difference between Marginal costing and Absorption costing - Applications of Marginal costing. | |||||||||||||||||||||||||||||||||||||
Unit-3 |
Teaching Hours:10 |
||||||||||||||||||||||||||||||||||||
Marginal Costing
|
|||||||||||||||||||||||||||||||||||||
Marginal Costing-Meaning - Importance - Marginal Cost Equation - Difference between Marginal costing and Absorption costing - Applications of Marginal costing. | |||||||||||||||||||||||||||||||||||||
Unit-3 |
Teaching Hours:10 |
||||||||||||||||||||||||||||||||||||
Marginal Costing
|
|||||||||||||||||||||||||||||||||||||
Marginal Costing-Meaning - Importance - Marginal Cost Equation - Difference between Marginal costing and Absorption costing - Applications of Marginal costing. | |||||||||||||||||||||||||||||||||||||
Unit-3 |
Teaching Hours:10 |
||||||||||||||||||||||||||||||||||||
Marginal Costing
|
|||||||||||||||||||||||||||||||||||||
Marginal Costing-Meaning - Importance - Marginal Cost Equation - Difference between Marginal costing and Absorption costing - Applications of Marginal costing. | |||||||||||||||||||||||||||||||||||||
Unit-3 |
Teaching Hours:10 |
||||||||||||||||||||||||||||||||||||
Marginal Costing
|
|||||||||||||||||||||||||||||||||||||
Marginal Costing-Meaning - Importance - Marginal Cost Equation - Difference between Marginal costing and Absorption costing - Applications of Marginal costing. | |||||||||||||||||||||||||||||||||||||
Unit-3 |
Teaching Hours:10 |
||||||||||||||||||||||||||||||||||||
Marginal Costing
|
|||||||||||||||||||||||||||||||||||||
Marginal Costing-Meaning - Importance - Marginal Cost Equation - Difference between Marginal costing and Absorption costing - Applications of Marginal costing. | |||||||||||||||||||||||||||||||||||||
Unit-3 |
Teaching Hours:10 |
||||||||||||||||||||||||||||||||||||
Marginal Costing
|
|||||||||||||||||||||||||||||||||||||
Marginal Costing-Meaning - Importance - Marginal Cost Equation - Difference between Marginal costing and Absorption costing - Applications of Marginal costing. | |||||||||||||||||||||||||||||||||||||
Unit-3 |
Teaching Hours:10 |
||||||||||||||||||||||||||||||||||||
Marginal Costing
|
|||||||||||||||||||||||||||||||||||||
Marginal Costing-Meaning - Importance - Marginal Cost Equation - Difference between Marginal costing and Absorption costing - Applications of Marginal costing. | |||||||||||||||||||||||||||||||||||||
Unit-3 |
Teaching Hours:10 |
||||||||||||||||||||||||||||||||||||
Marginal Costing
|
|||||||||||||||||||||||||||||||||||||
Marginal Costing-Meaning - Importance - Marginal Cost Equation - Difference between Marginal costing and Absorption costing - Applications of Marginal costing. | |||||||||||||||||||||||||||||||||||||
Unit-3 |
Teaching Hours:10 |
||||||||||||||||||||||||||||||||||||
Marginal Costing
|
|||||||||||||||||||||||||||||||||||||
Marginal Costing-Meaning - Importance - Marginal Cost Equation - Difference between Marginal costing and Absorption costing - Applications of Marginal costing. | |||||||||||||||||||||||||||||||||||||
Unit-3 |
Teaching Hours:10 |
||||||||||||||||||||||||||||||||||||
Marginal Costing
|
|||||||||||||||||||||||||||||||||||||
Marginal Costing-Meaning - Importance - Marginal Cost Equation - Difference between Marginal costing and Absorption costing - Applications of Marginal costing. | |||||||||||||||||||||||||||||||||||||
Unit-4 |
Teaching Hours:8 |
||||||||||||||||||||||||||||||||||||
Budgetary Control
|
|||||||||||||||||||||||||||||||||||||
Meaning and importance - Types of Budgets, practical problems- Flexible Budget and cash Budget | |||||||||||||||||||||||||||||||||||||
Unit-4 |
Teaching Hours:8 |
||||||||||||||||||||||||||||||||||||
Budgetary Control
|
|||||||||||||||||||||||||||||||||||||
Meaning and importance - Types of Budgets, practical problems- Flexible Budget and cash Budget | |||||||||||||||||||||||||||||||||||||
Unit-4 |
Teaching Hours:8 |
||||||||||||||||||||||||||||||||||||
Budgetary Control
|
|||||||||||||||||||||||||||||||||||||
Meaning and importance - Types of Budgets, practical problems- Flexible Budget and cash Budget | |||||||||||||||||||||||||||||||||||||
Unit-4 |
Teaching Hours:8 |
||||||||||||||||||||||||||||||||||||
Budgetary Control
|
|||||||||||||||||||||||||||||||||||||
Meaning and importance - Types of Budgets, practical problems- Flexible Budget and cash Budget | |||||||||||||||||||||||||||||||||||||
Unit-4 |
Teaching Hours:8 |
||||||||||||||||||||||||||||||||||||
Budgetary Control
|
|||||||||||||||||||||||||||||||||||||
Meaning and importance - Types of Budgets, practical problems- Flexible Budget and cash Budget | |||||||||||||||||||||||||||||||||||||
Unit-4 |
Teaching Hours:8 |
||||||||||||||||||||||||||||||||||||
Budgetary Control
|
|||||||||||||||||||||||||||||||||||||
Meaning and importance - Types of Budgets, practical problems- Flexible Budget and cash Budget | |||||||||||||||||||||||||||||||||||||
Unit-4 |
Teaching Hours:8 |
||||||||||||||||||||||||||||||||||||
Budgetary Control
|
|||||||||||||||||||||||||||||||||||||
Meaning and importance - Types of Budgets, practical problems- Flexible Budget and cash Budget | |||||||||||||||||||||||||||||||||||||
Unit-4 |
Teaching Hours:8 |
||||||||||||||||||||||||||||||||||||
Budgetary Control
|
|||||||||||||||||||||||||||||||||||||
Meaning and importance - Types of Budgets, practical problems- Flexible Budget and cash Budget | |||||||||||||||||||||||||||||||||||||
Unit-4 |
Teaching Hours:8 |
||||||||||||||||||||||||||||||||||||
Budgetary Control
|
|||||||||||||||||||||||||||||||||||||
Meaning and importance - Types of Budgets, practical problems- Flexible Budget and cash Budget | |||||||||||||||||||||||||||||||||||||
Unit-4 |
Teaching Hours:8 |
||||||||||||||||||||||||||||||||||||
Budgetary Control
|
|||||||||||||||||||||||||||||||||||||
Meaning and importance - Types of Budgets, practical problems- Flexible Budget and cash Budget | |||||||||||||||||||||||||||||||||||||
Unit-4 |
Teaching Hours:8 |
||||||||||||||||||||||||||||||||||||
Budgetary Control
|
|||||||||||||||||||||||||||||||||||||
Meaning and importance - Types of Budgets, practical problems- Flexible Budget and cash Budget | |||||||||||||||||||||||||||||||||||||
Unit-4 |
Teaching Hours:8 |
||||||||||||||||||||||||||||||||||||
Budgetary Control
|
|||||||||||||||||||||||||||||||||||||
Meaning and importance - Types of Budgets, practical problems- Flexible Budget and cash Budget | |||||||||||||||||||||||||||||||||||||
Unit-4 |
Teaching Hours:8 |
||||||||||||||||||||||||||||||||||||
Budgetary Control
|
|||||||||||||||||||||||||||||||||||||
Meaning and importance - Types of Budgets, practical problems- Flexible Budget and cash Budget | |||||||||||||||||||||||||||||||||||||
Unit-4 |
Teaching Hours:8 |
||||||||||||||||||||||||||||||||||||
Budgetary Control
|
|||||||||||||||||||||||||||||||||||||
Meaning and importance - Types of Budgets, practical problems- Flexible Budget and cash Budget | |||||||||||||||||||||||||||||||||||||
Unit-4 |
Teaching Hours:8 |
||||||||||||||||||||||||||||||||||||
Budgetary Control
|
|||||||||||||||||||||||||||||||||||||
Meaning and importance - Types of Budgets, practical problems- Flexible Budget and cash Budget | |||||||||||||||||||||||||||||||||||||
Unit-4 |
Teaching Hours:8 |
||||||||||||||||||||||||||||||||||||
Budgetary Control
|
|||||||||||||||||||||||||||||||||||||
Meaning and importance - Types of Budgets, practical problems- Flexible Budget and cash Budget | |||||||||||||||||||||||||||||||||||||
Unit-4 |
Teaching Hours:8 |
||||||||||||||||||||||||||||||||||||
Budgetary Control
|
|||||||||||||||||||||||||||||||||||||
Meaning and importance - Types of Budgets, practical problems- Flexible Budget and cash Budget | |||||||||||||||||||||||||||||||||||||
Unit-5 |
Teaching Hours:10 |
||||||||||||||||||||||||||||||||||||
Financial Statement Analysis
|
|||||||||||||||||||||||||||||||||||||
Comparative Income Statements and Balance Sheets, Common size Income Statements and Balance Sheet Trend Analysis. Ratio Analysis: Introduction, Classification and Interpretation of Ratios, Problems on ratio analysis. | |||||||||||||||||||||||||||||||||||||
Unit-5 |
Teaching Hours:10 |
||||||||||||||||||||||||||||||||||||
Financial Statement Analysis
|
|||||||||||||||||||||||||||||||||||||
Comparative Income Statements and Balance Sheets, Common size Income Statements and Balance Sheet Trend Analysis. Ratio Analysis: Introduction, Classification and Interpretation of Ratios, Problems on ratio analysis. | |||||||||||||||||||||||||||||||||||||
Unit-5 |
Teaching Hours:10 |
||||||||||||||||||||||||||||||||||||
Financial Statement Analysis
|
|||||||||||||||||||||||||||||||||||||
Comparative Income Statements and Balance Sheets, Common size Income Statements and Balance Sheet Trend Analysis. Ratio Analysis: Introduction, Classification and Interpretation of Ratios, Problems on ratio analysis. | |||||||||||||||||||||||||||||||||||||
Unit-5 |
Teaching Hours:10 |
||||||||||||||||||||||||||||||||||||
Financial Statement Analysis
|
|||||||||||||||||||||||||||||||||||||
Comparative Income Statements and Balance Sheets, Common size Income Statements and Balance Sheet Trend Analysis. Ratio Analysis: Introduction, Classification and Interpretation of Ratios, Problems on ratio analysis. | |||||||||||||||||||||||||||||||||||||
Unit-5 |
Teaching Hours:10 |
||||||||||||||||||||||||||||||||||||
Financial Statement Analysis
|
|||||||||||||||||||||||||||||||||||||
Comparative Income Statements and Balance Sheets, Common size Income Statements and Balance Sheet Trend Analysis. Ratio Analysis: Introduction, Classification and Interpretation of Ratios, Problems on ratio analysis. | |||||||||||||||||||||||||||||||||||||
Unit-5 |
Teaching Hours:10 |
||||||||||||||||||||||||||||||||||||
Financial Statement Analysis
|
|||||||||||||||||||||||||||||||||||||
Comparative Income Statements and Balance Sheets, Common size Income Statements and Balance Sheet Trend Analysis. Ratio Analysis: Introduction, Classification and Interpretation of Ratios, Problems on ratio analysis. | |||||||||||||||||||||||||||||||||||||
Unit-5 |
Teaching Hours:10 |
||||||||||||||||||||||||||||||||||||
Financial Statement Analysis
|
|||||||||||||||||||||||||||||||||||||
Comparative Income Statements and Balance Sheets, Common size Income Statements and Balance Sheet Trend Analysis. Ratio Analysis: Introduction, Classification and Interpretation of Ratios, Problems on ratio analysis. | |||||||||||||||||||||||||||||||||||||
Unit-5 |
Teaching Hours:10 |
||||||||||||||||||||||||||||||||||||
Financial Statement Analysis
|
|||||||||||||||||||||||||||||||||||||
Comparative Income Statements and Balance Sheets, Common size Income Statements and Balance Sheet Trend Analysis. Ratio Analysis: Introduction, Classification and Interpretation of Ratios, Problems on ratio analysis. | |||||||||||||||||||||||||||||||||||||
Unit-5 |
Teaching Hours:10 |
||||||||||||||||||||||||||||||||||||
Financial Statement Analysis
|
|||||||||||||||||||||||||||||||||||||
Comparative Income Statements and Balance Sheets, Common size Income Statements and Balance Sheet Trend Analysis. Ratio Analysis: Introduction, Classification and Interpretation of Ratios, Problems on ratio analysis. | |||||||||||||||||||||||||||||||||||||
Unit-5 |
Teaching Hours:10 |
||||||||||||||||||||||||||||||||||||
Financial Statement Analysis
|
|||||||||||||||||||||||||||||||||||||
Comparative Income Statements and Balance Sheets, Common size Income Statements and Balance Sheet Trend Analysis. Ratio Analysis: Introduction, Classification and Interpretation of Ratios, Problems on ratio analysis. | |||||||||||||||||||||||||||||||||||||
Unit-5 |
Teaching Hours:10 |
||||||||||||||||||||||||||||||||||||
Financial Statement Analysis
|
|||||||||||||||||||||||||||||||||||||
Comparative Income Statements and Balance Sheets, Common size Income Statements and Balance Sheet Trend Analysis. Ratio Analysis: Introduction, Classification and Interpretation of Ratios, Problems on ratio analysis. | |||||||||||||||||||||||||||||||||||||
Unit-5 |
Teaching Hours:10 |
||||||||||||||||||||||||||||||||||||
Financial Statement Analysis
|
|||||||||||||||||||||||||||||||||||||
Comparative Income Statements and Balance Sheets, Common size Income Statements and Balance Sheet Trend Analysis. Ratio Analysis: Introduction, Classification and Interpretation of Ratios, Problems on ratio analysis. | |||||||||||||||||||||||||||||||||||||
Unit-5 |
Teaching Hours:10 |
||||||||||||||||||||||||||||||||||||
Financial Statement Analysis
|
|||||||||||||||||||||||||||||||||||||
Comparative Income Statements and Balance Sheets, Common size Income Statements and Balance Sheet Trend Analysis. Ratio Analysis: Introduction, Classification and Interpretation of Ratios, Problems on ratio analysis. | |||||||||||||||||||||||||||||||||||||
Unit-5 |
Teaching Hours:10 |
||||||||||||||||||||||||||||||||||||
Financial Statement Analysis
|
|||||||||||||||||||||||||||||||||||||
Comparative Income Statements and Balance Sheets, Common size Income Statements and Balance Sheet Trend Analysis. Ratio Analysis: Introduction, Classification and Interpretation of Ratios, Problems on ratio analysis. | |||||||||||||||||||||||||||||||||||||
Unit-5 |
Teaching Hours:10 |
||||||||||||||||||||||||||||||||||||
Financial Statement Analysis
|
|||||||||||||||||||||||||||||||||||||
Comparative Income Statements and Balance Sheets, Common size Income Statements and Balance Sheet Trend Analysis. Ratio Analysis: Introduction, Classification and Interpretation of Ratios, Problems on ratio analysis. | |||||||||||||||||||||||||||||||||||||
Unit-5 |
Teaching Hours:10 |
||||||||||||||||||||||||||||||||||||
Financial Statement Analysis
|
|||||||||||||||||||||||||||||||||||||
Comparative Income Statements and Balance Sheets, Common size Income Statements and Balance Sheet Trend Analysis. Ratio Analysis: Introduction, Classification and Interpretation of Ratios, Problems on ratio analysis. | |||||||||||||||||||||||||||||||||||||
Unit-5 |
Teaching Hours:10 |
||||||||||||||||||||||||||||||||||||
Financial Statement Analysis
|
|||||||||||||||||||||||||||||||||||||
Comparative Income Statements and Balance Sheets, Common size Income Statements and Balance Sheet Trend Analysis. Ratio Analysis: Introduction, Classification and Interpretation of Ratios, Problems on ratio analysis. | |||||||||||||||||||||||||||||||||||||
Unit-6 |
Teaching Hours:10 |
||||||||||||||||||||||||||||||||||||
Cash flow statement
|
|||||||||||||||||||||||||||||||||||||
Introduction, Concept of Cash, Sources of cash flow, Cash from operation, cash from Financing and cash from investment, Inflow, and outflow of cash -Preparation of cash flow statements- practical problems | |||||||||||||||||||||||||||||||||||||
Unit-6 |
Teaching Hours:10 |
||||||||||||||||||||||||||||||||||||
Cash flow statement
|
|||||||||||||||||||||||||||||||||||||
Introduction, Concept of Cash, Sources of cash flow, Cash from operation, cash from Financing and cash from investment, Inflow, and outflow of cash -Preparation of cash flow statements- practical problems | |||||||||||||||||||||||||||||||||||||
Unit-6 |
Teaching Hours:10 |
||||||||||||||||||||||||||||||||||||
Cash flow statement
|
|||||||||||||||||||||||||||||||||||||
Introduction, Concept of Cash, Sources of cash flow, Cash from operation, cash from Financing and cash from investment, Inflow, and outflow of cash -Preparation of cash flow statements- practical problems | |||||||||||||||||||||||||||||||||||||
Unit-6 |
Teaching Hours:10 |
||||||||||||||||||||||||||||||||||||
Cash flow statement
|
|||||||||||||||||||||||||||||||||||||
Introduction, Concept of Cash, Sources of cash flow, Cash from operation, cash from Financing and cash from investment, Inflow, and outflow of cash -Preparation of cash flow statements- practical problems | |||||||||||||||||||||||||||||||||||||
Unit-6 |
Teaching Hours:10 |
||||||||||||||||||||||||||||||||||||
Cash flow statement
|
|||||||||||||||||||||||||||||||||||||
Introduction, Concept of Cash, Sources of cash flow, Cash from operation, cash from Financing and cash from investment, Inflow, and outflow of cash -Preparation of cash flow statements- practical problems | |||||||||||||||||||||||||||||||||||||
Unit-6 |
Teaching Hours:10 |
||||||||||||||||||||||||||||||||||||
Cash flow statement
|
|||||||||||||||||||||||||||||||||||||
Introduction, Concept of Cash, Sources of cash flow, Cash from operation, cash from Financing and cash from investment, Inflow, and outflow of cash -Preparation of cash flow statements- practical problems | |||||||||||||||||||||||||||||||||||||
Unit-6 |
Teaching Hours:10 |
||||||||||||||||||||||||||||||||||||
Cash flow statement
|
|||||||||||||||||||||||||||||||||||||
Introduction, Concept of Cash, Sources of cash flow, Cash from operation, cash from Financing and cash from investment, Inflow, and outflow of cash -Preparation of cash flow statements- practical problems | |||||||||||||||||||||||||||||||||||||
Unit-6 |
Teaching Hours:10 |
||||||||||||||||||||||||||||||||||||
Cash flow statement
|
|||||||||||||||||||||||||||||||||||||
Introduction, Concept of Cash, Sources of cash flow, Cash from operation, cash from Financing and cash from investment, Inflow, and outflow of cash -Preparation of cash flow statements- practical problems | |||||||||||||||||||||||||||||||||||||
Unit-6 |
Teaching Hours:10 |
||||||||||||||||||||||||||||||||||||
Cash flow statement
|
|||||||||||||||||||||||||||||||||||||
Introduction, Concept of Cash, Sources of cash flow, Cash from operation, cash from Financing and cash from investment, Inflow, and outflow of cash -Preparation of cash flow statements- practical problems | |||||||||||||||||||||||||||||||||||||
Unit-6 |
Teaching Hours:10 |
||||||||||||||||||||||||||||||||||||
Cash flow statement
|
|||||||||||||||||||||||||||||||||||||
Introduction, Concept of Cash, Sources of cash flow, Cash from operation, cash from Financing and cash from investment, Inflow, and outflow of cash -Preparation of cash flow statements- practical problems | |||||||||||||||||||||||||||||||||||||
Unit-6 |
Teaching Hours:10 |
||||||||||||||||||||||||||||||||||||
Cash flow statement
|
|||||||||||||||||||||||||||||||||||||
Introduction, Concept of Cash, Sources of cash flow, Cash from operation, cash from Financing and cash from investment, Inflow, and outflow of cash -Preparation of cash flow statements- practical problems | |||||||||||||||||||||||||||||||||||||
Unit-6 |
Teaching Hours:10 |
||||||||||||||||||||||||||||||||||||
Cash flow statement
|
|||||||||||||||||||||||||||||||||||||
Introduction, Concept of Cash, Sources of cash flow, Cash from operation, cash from Financing and cash from investment, Inflow, and outflow of cash -Preparation of cash flow statements- practical problems | |||||||||||||||||||||||||||||||||||||
Unit-6 |
Teaching Hours:10 |
||||||||||||||||||||||||||||||||||||
Cash flow statement
|
|||||||||||||||||||||||||||||||||||||
Introduction, Concept of Cash, Sources of cash flow, Cash from operation, cash from Financing and cash from investment, Inflow, and outflow of cash -Preparation of cash flow statements- practical problems | |||||||||||||||||||||||||||||||||||||
Unit-6 |
Teaching Hours:10 |
||||||||||||||||||||||||||||||||||||
Cash flow statement
|
|||||||||||||||||||||||||||||||||||||
Introduction, Concept of Cash, Sources of cash flow, Cash from operation, cash from Financing and cash from investment, Inflow, and outflow of cash -Preparation of cash flow statements- practical problems | |||||||||||||||||||||||||||||||||||||
Unit-6 |
Teaching Hours:10 |
||||||||||||||||||||||||||||||||||||
Cash flow statement
|
|||||||||||||||||||||||||||||||||||||
Introduction, Concept of Cash, Sources of cash flow, Cash from operation, cash from Financing and cash from investment, Inflow, and outflow of cash -Preparation of cash flow statements- practical problems | |||||||||||||||||||||||||||||||||||||
Unit-6 |
Teaching Hours:10 |
||||||||||||||||||||||||||||||||||||
Cash flow statement
|
|||||||||||||||||||||||||||||||||||||
Introduction, Concept of Cash, Sources of cash flow, Cash from operation, cash from Financing and cash from investment, Inflow, and outflow of cash -Preparation of cash flow statements- practical problems | |||||||||||||||||||||||||||||||||||||
Unit-6 |
Teaching Hours:10 |
||||||||||||||||||||||||||||||||||||
Cash flow statement
|
|||||||||||||||||||||||||||||||||||||
Introduction, Concept of Cash, Sources of cash flow, Cash from operation, cash from Financing and cash from investment, Inflow, and outflow of cash -Preparation of cash flow statements- practical problems | |||||||||||||||||||||||||||||||||||||
Unit-7 |
Teaching Hours:4 |
||||||||||||||||||||||||||||||||||||
Management Reporting
|
|||||||||||||||||||||||||||||||||||||
Procedures and Utility, Sample Reports | |||||||||||||||||||||||||||||||||||||
Unit-7 |
Teaching Hours:4 |
||||||||||||||||||||||||||||||||||||
Management Reporting
|
|||||||||||||||||||||||||||||||||||||
Procedures and Utility, Sample Reports | |||||||||||||||||||||||||||||||||||||
Unit-7 |
Teaching Hours:4 |
||||||||||||||||||||||||||||||||||||
Management Reporting
|
|||||||||||||||||||||||||||||||||||||
Procedures and Utility, Sample Reports | |||||||||||||||||||||||||||||||||||||
Unit-7 |
Teaching Hours:4 |
||||||||||||||||||||||||||||||||||||
Management Reporting
|
|||||||||||||||||||||||||||||||||||||
Procedures and Utility, Sample Reports | |||||||||||||||||||||||||||||||||||||
Unit-7 |
Teaching Hours:4 |
||||||||||||||||||||||||||||||||||||
Management Reporting
|
|||||||||||||||||||||||||||||||||||||
Procedures and Utility, Sample Reports | |||||||||||||||||||||||||||||||||||||
Unit-7 |
Teaching Hours:4 |
||||||||||||||||||||||||||||||||||||
Management Reporting
|
|||||||||||||||||||||||||||||||||||||
Procedures and Utility, Sample Reports | |||||||||||||||||||||||||||||||||||||
Unit-7 |
Teaching Hours:4 |
||||||||||||||||||||||||||||||||||||
Management Reporting
|
|||||||||||||||||||||||||||||||||||||
Procedures and Utility, Sample Reports | |||||||||||||||||||||||||||||||||||||
Unit-7 |
Teaching Hours:4 |
||||||||||||||||||||||||||||||||||||
Management Reporting
|
|||||||||||||||||||||||||||||||||||||
Procedures and Utility, Sample Reports | |||||||||||||||||||||||||||||||||||||
Unit-7 |
Teaching Hours:4 |
||||||||||||||||||||||||||||||||||||
Management Reporting
|
|||||||||||||||||||||||||||||||||||||
Procedures and Utility, Sample Reports | |||||||||||||||||||||||||||||||||||||
Unit-7 |
Teaching Hours:4 |
||||||||||||||||||||||||||||||||||||
Management Reporting
|
|||||||||||||||||||||||||||||||||||||
Procedures and Utility, Sample Reports | |||||||||||||||||||||||||||||||||||||
Unit-7 |
Teaching Hours:4 |
||||||||||||||||||||||||||||||||||||
Management Reporting
|
|||||||||||||||||||||||||||||||||||||
Procedures and Utility, Sample Reports | |||||||||||||||||||||||||||||||||||||
Unit-7 |
Teaching Hours:4 |
||||||||||||||||||||||||||||||||||||
Management Reporting
|
|||||||||||||||||||||||||||||||||||||
Procedures and Utility, Sample Reports | |||||||||||||||||||||||||||||||||||||
Unit-7 |
Teaching Hours:4 |
||||||||||||||||||||||||||||||||||||
Management Reporting
|
|||||||||||||||||||||||||||||||||||||
Procedures and Utility, Sample Reports | |||||||||||||||||||||||||||||||||||||
Unit-7 |
Teaching Hours:4 |
||||||||||||||||||||||||||||||||||||
Management Reporting
|
|||||||||||||||||||||||||||||||||||||
Procedures and Utility, Sample Reports | |||||||||||||||||||||||||||||||||||||
Unit-7 |
Teaching Hours:4 |
||||||||||||||||||||||||||||||||||||
Management Reporting
|
|||||||||||||||||||||||||||||||||||||
Procedures and Utility, Sample Reports | |||||||||||||||||||||||||||||||||||||
Unit-7 |
Teaching Hours:4 |
||||||||||||||||||||||||||||||||||||
Management Reporting
|
|||||||||||||||||||||||||||||||||||||
Procedures and Utility, Sample Reports | |||||||||||||||||||||||||||||||||||||
Unit-7 |
Teaching Hours:4 |
||||||||||||||||||||||||||||||||||||
Management Reporting
|
|||||||||||||||||||||||||||||||||||||
Procedures and Utility, Sample Reports | |||||||||||||||||||||||||||||||||||||
Text Books And Reference Books: Arora,M.N (2016).Cost and Management Accounting, New Delhi: Himalaya Publishing House | |||||||||||||||||||||||||||||||||||||
Essential Reading / Recommended Reading 1. Jain, S.P., & Narang, K.L. (2018). Cost Accounting. New Delhi: Kalyani Publishers. 2. Kishor, R.M. (2013). Cost and Management Accounting. New Delhi: Taxman Allied Services. 3. Pillai, R.N.S. (2013). Cost Accounting. New Delhi: Sultan Chand. 4. Arora,M.N (2018). Management Accounting, New Delhi: Himalaya Publishing House 5. Lal, J. (2013). Cost Accounting. New Delhi: Tata McGraw Hill Education
| |||||||||||||||||||||||||||||||||||||
Evaluation Pattern
| |||||||||||||||||||||||||||||||||||||
BBA202-3 - HUMAN RESOURCE MANAGEMENT (2023 Batch) | |||||||||||||||||||||||||||||||||||||
Total Teaching Hours for Semester:60 |
No of Lecture Hours/Week:4 |
||||||||||||||||||||||||||||||||||||
Max Marks:100 |
Credits:4 |
||||||||||||||||||||||||||||||||||||
Course Objectives/Course Description |
|||||||||||||||||||||||||||||||||||||
Course Description: Human Resource Management course provides an overview of the HR function covering the entire gamut of operations related to the employee life cycle management. The course focuses on the providing the basic understanding of HR processes and practices followed in a business organization. It orients learners towards understanding of various HR functions such as recruitment and selection, training and development, performance management system, compensation management, contemporary issues and trends in human resource management. The course meets the national and local context of people management and enables students to have a global perspective on Human resource management practices. Course Objectives:
|
|||||||||||||||||||||||||||||||||||||
Learning Outcome |
|||||||||||||||||||||||||||||||||||||
CO1: Analyse concepts, theories and frameworks in HRM CO2: Apply different HR techniques for effective human resource management CO3: Explain the aspects of industrial relations and its implications CO4: Develop appropriate HR intervention in conjunction with organization needs. |
Unit-1 |
Teaching Hours:6 |
Introduction to HRM
|
|
Concept of HRM, Evolution of HRM, Role of Human Resource Manager, Functions of HRM, Line and Staff of HR Structure and HR Department, Understanding of Strategic Human Resource Management. | |
Unit-1 |
Teaching Hours:6 |
Introduction to HRM
|
|
Concept of HRM, Evolution of HRM, Role of Human Resource Manager, Functions of HRM, Line and Staff of HR Structure and HR Department, Understanding of Strategic Human Resource Management. | |
Unit-1 |
Teaching Hours:6 |
Introduction to HRM
|
|
Concept of HRM, Evolution of HRM, Role of Human Resource Manager, Functions of HRM, Line and Staff of HR Structure and HR Department, Understanding of Strategic Human Resource Management. | |
Unit-1 |
Teaching Hours:6 |
Introduction to HRM
|
|
Concept of HRM, Evolution of HRM, Role of Human Resource Manager, Functions of HRM, Line and Staff of HR Structure and HR Department, Understanding of Strategic Human Resource Management. | |
Unit-1 |
Teaching Hours:6 |
Introduction to HRM
|
|
Concept of HRM, Evolution of HRM, Role of Human Resource Manager, Functions of HRM, Line and Staff of HR Structure and HR Department, Understanding of Strategic Human Resource Management. | |
Unit-1 |
Teaching Hours:6 |
Introduction to HRM
|
|
Concept of HRM, Evolution of HRM, Role of Human Resource Manager, Functions of HRM, Line and Staff of HR Structure and HR Department, Understanding of Strategic Human Resource Management. | |
Unit-1 |
Teaching Hours:6 |
Introduction to HRM
|
|
Concept of HRM, Evolution of HRM, Role of Human Resource Manager, Functions of HRM, Line and Staff of HR Structure and HR Department, Understanding of Strategic Human Resource Management. | |
Unit-1 |
Teaching Hours:6 |
Introduction to HRM
|
|
Concept of HRM, Evolution of HRM, Role of Human Resource Manager, Functions of HRM, Line and Staff of HR Structure and HR Department, Understanding of Strategic Human Resource Management. | |
Unit-1 |
Teaching Hours:6 |
Introduction to HRM
|
|
Concept of HRM, Evolution of HRM, Role of Human Resource Manager, Functions of HRM, Line and Staff of HR Structure and HR Department, Understanding of Strategic Human Resource Management. | |
Unit-1 |
Teaching Hours:6 |
Introduction to HRM
|
|
Concept of HRM, Evolution of HRM, Role of Human Resource Manager, Functions of HRM, Line and Staff of HR Structure and HR Department, Understanding of Strategic Human Resource Management. | |
Unit-1 |
Teaching Hours:6 |
Introduction to HRM
|
|
Concept of HRM, Evolution of HRM, Role of Human Resource Manager, Functions of HRM, Line and Staff of HR Structure and HR Department, Understanding of Strategic Human Resource Management. | |
Unit-1 |
Teaching Hours:6 |
Introduction to HRM
|
|
Concept of HRM, Evolution of HRM, Role of Human Resource Manager, Functions of HRM, Line and Staff of HR Structure and HR Department, Understanding of Strategic Human Resource Management. | |
Unit-1 |
Teaching Hours:6 |
Introduction to HRM
|
|
Concept of HRM, Evolution of HRM, Role of Human Resource Manager, Functions of HRM, Line and Staff of HR Structure and HR Department, Understanding of Strategic Human Resource Management. | |
Unit-1 |
Teaching Hours:6 |
Introduction to HRM
|
|
Concept of HRM, Evolution of HRM, Role of Human Resource Manager, Functions of HRM, Line and Staff of HR Structure and HR Department, Understanding of Strategic Human Resource Management. | |
Unit-1 |
Teaching Hours:6 |
Introduction to HRM
|
|
Concept of HRM, Evolution of HRM, Role of Human Resource Manager, Functions of HRM, Line and Staff of HR Structure and HR Department, Understanding of Strategic Human Resource Management. | |
Unit-1 |
Teaching Hours:6 |
Introduction to HRM
|
|
Concept of HRM, Evolution of HRM, Role of Human Resource Manager, Functions of HRM, Line and Staff of HR Structure and HR Department, Understanding of Strategic Human Resource Management. | |
Unit-1 |
Teaching Hours:6 |
Introduction to HRM
|
|
Concept of HRM, Evolution of HRM, Role of Human Resource Manager, Functions of HRM, Line and Staff of HR Structure and HR Department, Understanding of Strategic Human Resource Management. | |
Unit-2 |
Teaching Hours:10 |
Unit II Job Analysis and Human Resource Planning
|
|
Concept of Job Analysis, Importance and Benefits of Job Analysis, Job Analysis Process, Elements of Job Description and Job Specification, Method of Collecting Job Analysis Information, Other Job-related concepts- Job Enrichment, Job Enlargement, Job Rotation, Flexi timing, Telecommuting and Ergonomics.
Concept & Importance of HRP; Forecasting Demand and Supply of Workforce; Action Plans in case of shortage and surplus of workforce. | |
Unit-2 |
Teaching Hours:10 |
Unit II Job Analysis and Human Resource Planning
|
|
Concept of Job Analysis, Importance and Benefits of Job Analysis, Job Analysis Process, Elements of Job Description and Job Specification, Method of Collecting Job Analysis Information, Other Job-related concepts- Job Enrichment, Job Enlargement, Job Rotation, Flexi timing, Telecommuting and Ergonomics.
Concept & Importance of HRP; Forecasting Demand and Supply of Workforce; Action Plans in case of shortage and surplus of workforce. | |
Unit-2 |
Teaching Hours:10 |
Unit II Job Analysis and Human Resource Planning
|
|
Concept of Job Analysis, Importance and Benefits of Job Analysis, Job Analysis Process, Elements of Job Description and Job Specification, Method of Collecting Job Analysis Information, Other Job-related concepts- Job Enrichment, Job Enlargement, Job Rotation, Flexi timing, Telecommuting and Ergonomics.
Concept & Importance of HRP; Forecasting Demand and Supply of Workforce; Action Plans in case of shortage and surplus of workforce. | |
Unit-2 |
Teaching Hours:10 |
Unit II Job Analysis and Human Resource Planning
|
|
Concept of Job Analysis, Importance and Benefits of Job Analysis, Job Analysis Process, Elements of Job Description and Job Specification, Method of Collecting Job Analysis Information, Other Job-related concepts- Job Enrichment, Job Enlargement, Job Rotation, Flexi timing, Telecommuting and Ergonomics.
Concept & Importance of HRP; Forecasting Demand and Supply of Workforce; Action Plans in case of shortage and surplus of workforce. | |
Unit-2 |
Teaching Hours:10 |
Unit II Job Analysis and Human Resource Planning
|
|
Concept of Job Analysis, Importance and Benefits of Job Analysis, Job Analysis Process, Elements of Job Description and Job Specification, Method of Collecting Job Analysis Information, Other Job-related concepts- Job Enrichment, Job Enlargement, Job Rotation, Flexi timing, Telecommuting and Ergonomics.
Concept & Importance of HRP; Forecasting Demand and Supply of Workforce; Action Plans in case of shortage and surplus of workforce. | |
Unit-2 |
Teaching Hours:10 |
Unit II Job Analysis and Human Resource Planning
|
|
Concept of Job Analysis, Importance and Benefits of Job Analysis, Job Analysis Process, Elements of Job Description and Job Specification, Method of Collecting Job Analysis Information, Other Job-related concepts- Job Enrichment, Job Enlargement, Job Rotation, Flexi timing, Telecommuting and Ergonomics.
Concept & Importance of HRP; Forecasting Demand and Supply of Workforce; Action Plans in case of shortage and surplus of workforce. | |
Unit-2 |
Teaching Hours:10 |
Unit II Job Analysis and Human Resource Planning
|
|
Concept of Job Analysis, Importance and Benefits of Job Analysis, Job Analysis Process, Elements of Job Description and Job Specification, Method of Collecting Job Analysis Information, Other Job-related concepts- Job Enrichment, Job Enlargement, Job Rotation, Flexi timing, Telecommuting and Ergonomics.
Concept & Importance of HRP; Forecasting Demand and Supply of Workforce; Action Plans in case of shortage and surplus of workforce. | |
Unit-2 |
Teaching Hours:10 |
Unit II Job Analysis and Human Resource Planning
|
|
Concept of Job Analysis, Importance and Benefits of Job Analysis, Job Analysis Process, Elements of Job Description and Job Specification, Method of Collecting Job Analysis Information, Other Job-related concepts- Job Enrichment, Job Enlargement, Job Rotation, Flexi timing, Telecommuting and Ergonomics.
Concept & Importance of HRP; Forecasting Demand and Supply of Workforce; Action Plans in case of shortage and surplus of workforce. | |
Unit-2 |
Teaching Hours:10 |
Unit II Job Analysis and Human Resource Planning
|
|
Concept of Job Analysis, Importance and Benefits of Job Analysis, Job Analysis Process, Elements of Job Description and Job Specification, Method of Collecting Job Analysis Information, Other Job-related concepts- Job Enrichment, Job Enlargement, Job Rotation, Flexi timing, Telecommuting and Ergonomics.
Concept & Importance of HRP; Forecasting Demand and Supply of Workforce; Action Plans in case of shortage and surplus of workforce. | |
Unit-2 |
Teaching Hours:10 |
Unit II Job Analysis and Human Resource Planning
|
|
Concept of Job Analysis, Importance and Benefits of Job Analysis, Job Analysis Process, Elements of Job Description and Job Specification, Method of Collecting Job Analysis Information, Other Job-related concepts- Job Enrichment, Job Enlargement, Job Rotation, Flexi timing, Telecommuting and Ergonomics.
Concept & Importance of HRP; Forecasting Demand and Supply of Workforce; Action Plans in case of shortage and surplus of workforce. | |
Unit-2 |
Teaching Hours:10 |
Unit II Job Analysis and Human Resource Planning
|
|
Concept of Job Analysis, Importance and Benefits of Job Analysis, Job Analysis Process, Elements of Job Description and Job Specification, Method of Collecting Job Analysis Information, Other Job-related concepts- Job Enrichment, Job Enlargement, Job Rotation, Flexi timing, Telecommuting and Ergonomics.
Concept & Importance of HRP; Forecasting Demand and Supply of Workforce; Action Plans in case of shortage and surplus of workforce. | |
Unit-2 |
Teaching Hours:10 |
Unit II Job Analysis and Human Resource Planning
|
|
Concept of Job Analysis, Importance and Benefits of Job Analysis, Job Analysis Process, Elements of Job Description and Job Specification, Method of Collecting Job Analysis Information, Other Job-related concepts- Job Enrichment, Job Enlargement, Job Rotation, Flexi timing, Telecommuting and Ergonomics.
Concept & Importance of HRP; Forecasting Demand and Supply of Workforce; Action Plans in case of shortage and surplus of workforce. | |
Unit-2 |
Teaching Hours:10 |
Unit II Job Analysis and Human Resource Planning
|
|
Concept of Job Analysis, Importance and Benefits of Job Analysis, Job Analysis Process, Elements of Job Description and Job Specification, Method of Collecting Job Analysis Information, Other Job-related concepts- Job Enrichment, Job Enlargement, Job Rotation, Flexi timing, Telecommuting and Ergonomics.
Concept & Importance of HRP; Forecasting Demand and Supply of Workforce; Action Plans in case of shortage and surplus of workforce. | |
Unit-2 |
Teaching Hours:10 |
Unit II Job Analysis and Human Resource Planning
|
|
Concept of Job Analysis, Importance and Benefits of Job Analysis, Job Analysis Process, Elements of Job Description and Job Specification, Method of Collecting Job Analysis Information, Other Job-related concepts- Job Enrichment, Job Enlargement, Job Rotation, Flexi timing, Telecommuting and Ergonomics.
Concept & Importance of HRP; Forecasting Demand and Supply of Workforce; Action Plans in case of shortage and surplus of workforce. | |
Unit-2 |
Teaching Hours:10 |
Unit II Job Analysis and Human Resource Planning
|
|
Concept of Job Analysis, Importance and Benefits of Job Analysis, Job Analysis Process, Elements of Job Description and Job Specification, Method of Collecting Job Analysis Information, Other Job-related concepts- Job Enrichment, Job Enlargement, Job Rotation, Flexi timing, Telecommuting and Ergonomics.
Concept & Importance of HRP; Forecasting Demand and Supply of Workforce; Action Plans in case of shortage and surplus of workforce. | |
Unit-2 |
Teaching Hours:10 |
Unit II Job Analysis and Human Resource Planning
|
|
Concept of Job Analysis, Importance and Benefits of Job Analysis, Job Analysis Process, Elements of Job Description and Job Specification, Method of Collecting Job Analysis Information, Other Job-related concepts- Job Enrichment, Job Enlargement, Job Rotation, Flexi timing, Telecommuting and Ergonomics.
Concept & Importance of HRP; Forecasting Demand and Supply of Workforce; Action Plans in case of shortage and surplus of workforce. | |
Unit-2 |
Teaching Hours:10 |
Unit II Job Analysis and Human Resource Planning
|
|
Concept of Job Analysis, Importance and Benefits of Job Analysis, Job Analysis Process, Elements of Job Description and Job Specification, Method of Collecting Job Analysis Information, Other Job-related concepts- Job Enrichment, Job Enlargement, Job Rotation, Flexi timing, Telecommuting and Ergonomics.
Concept & Importance of HRP; Forecasting Demand and Supply of Workforce; Action Plans in case of shortage and surplus of workforce. | |
Unit-3 |
Teaching Hours:8 |
Unit III Recruitment and Selection
|
|
Concept of Recruitment, Factors Affecting Recruitment, Internal and External Sources of Recruitment;
Importance of Selection, Stages involved in Selection Process, Types of Selection Tests and Types of Interviews. Meaning and Benefits of Induction, Content of an Induction Program. | |
Unit-3 |
Teaching Hours:8 |
Unit III Recruitment and Selection
|
|
Concept of Recruitment, Factors Affecting Recruitment, Internal and External Sources of Recruitment;
Importance of Selection, Stages involved in Selection Process, Types of Selection Tests and Types of Interviews. Meaning and Benefits of Induction, Content of an Induction Program. | |
Unit-3 |
Teaching Hours:8 |
Unit III Recruitment and Selection
|
|
Concept of Recruitment, Factors Affecting Recruitment, Internal and External Sources of Recruitment;
Importance of Selection, Stages involved in Selection Process, Types of Selection Tests and Types of Interviews. Meaning and Benefits of Induction, Content of an Induction Program. | |
Unit-3 |
Teaching Hours:8 |
Unit III Recruitment and Selection
|
|
Concept of Recruitment, Factors Affecting Recruitment, Internal and External Sources of Recruitment;
Importance of Selection, Stages involved in Selection Process, Types of Selection Tests and Types of Interviews. Meaning and Benefits of Induction, Content of an Induction Program. | |
Unit-3 |
Teaching Hours:8 |
Unit III Recruitment and Selection
|
|
Concept of Recruitment, Factors Affecting Recruitment, Internal and External Sources of Recruitment;
Importance of Selection, Stages involved in Selection Process, Types of Selection Tests and Types of Interviews. Meaning and Benefits of Induction, Content of an Induction Program. | |
Unit-3 |
Teaching Hours:8 |
Unit III Recruitment and Selection
|
|
Concept of Recruitment, Factors Affecting Recruitment, Internal and External Sources of Recruitment;
Importance of Selection, Stages involved in Selection Process, Types of Selection Tests and Types of Interviews. Meaning and Benefits of Induction, Content of an Induction Program. | |
Unit-3 |
Teaching Hours:8 |
Unit III Recruitment and Selection
|
|
Concept of Recruitment, Factors Affecting Recruitment, Internal and External Sources of Recruitment;
Importance of Selection, Stages involved in Selection Process, Types of Selection Tests and Types of Interviews. Meaning and Benefits of Induction, Content of an Induction Program. | |
Unit-3 |
Teaching Hours:8 |
Unit III Recruitment and Selection
|
|
Concept of Recruitment, Factors Affecting Recruitment, Internal and External Sources of Recruitment;
Importance of Selection, Stages involved in Selection Process, Types of Selection Tests and Types of Interviews. Meaning and Benefits of Induction, Content of an Induction Program. | |
Unit-3 |
Teaching Hours:8 |
Unit III Recruitment and Selection
|
|
Concept of Recruitment, Factors Affecting Recruitment, Internal and External Sources of Recruitment;
Importance of Selection, Stages involved in Selection Process, Types of Selection Tests and Types of Interviews. Meaning and Benefits of Induction, Content of an Induction Program. | |
Unit-3 |
Teaching Hours:8 |
Unit III Recruitment and Selection
|
|
Concept of Recruitment, Factors Affecting Recruitment, Internal and External Sources of Recruitment;
Importance of Selection, Stages involved in Selection Process, Types of Selection Tests and Types of Interviews. Meaning and Benefits of Induction, Content of an Induction Program. | |
Unit-3 |
Teaching Hours:8 |
Unit III Recruitment and Selection
|
|
Concept of Recruitment, Factors Affecting Recruitment, Internal and External Sources of Recruitment;
Importance of Selection, Stages involved in Selection Process, Types of Selection Tests and Types of Interviews. Meaning and Benefits of Induction, Content of an Induction Program. | |
Unit-3 |
Teaching Hours:8 |
Unit III Recruitment and Selection
|
|
Concept of Recruitment, Factors Affecting Recruitment, Internal and External Sources of Recruitment;
Importance of Selection, Stages involved in Selection Process, Types of Selection Tests and Types of Interviews. Meaning and Benefits of Induction, Content of an Induction Program. | |
Unit-3 |
Teaching Hours:8 |
Unit III Recruitment and Selection
|
|
Concept of Recruitment, Factors Affecting Recruitment, Internal and External Sources of Recruitment;
Importance of Selection, Stages involved in Selection Process, Types of Selection Tests and Types of Interviews. Meaning and Benefits of Induction, Content of an Induction Program. | |
Unit-3 |
Teaching Hours:8 |
Unit III Recruitment and Selection
|
|
Concept of Recruitment, Factors Affecting Recruitment, Internal and External Sources of Recruitment;
Importance of Selection, Stages involved in Selection Process, Types of Selection Tests and Types of Interviews. Meaning and Benefits of Induction, Content of an Induction Program. | |
Unit-3 |
Teaching Hours:8 |
Unit III Recruitment and Selection
|
|
Concept of Recruitment, Factors Affecting Recruitment, Internal and External Sources of Recruitment;
Importance of Selection, Stages involved in Selection Process, Types of Selection Tests and Types of Interviews. Meaning and Benefits of Induction, Content of an Induction Program. | |
Unit-3 |
Teaching Hours:8 |
Unit III Recruitment and Selection
|
|
Concept of Recruitment, Factors Affecting Recruitment, Internal and External Sources of Recruitment;
Importance of Selection, Stages involved in Selection Process, Types of Selection Tests and Types of Interviews. Meaning and Benefits of Induction, Content of an Induction Program. | |
Unit-3 |
Teaching Hours:8 |
Unit III Recruitment and Selection
|
|
Concept of Recruitment, Factors Affecting Recruitment, Internal and External Sources of Recruitment;
Importance of Selection, Stages involved in Selection Process, Types of Selection Tests and Types of Interviews. Meaning and Benefits of Induction, Content of an Induction Program. | |
Unit-4 |
Teaching Hours:8 |
Unit IV Learning & Development and Career Mobility
|
|
Meaning and Importance of Training and Development Programs, Conducting Training Need Analysis, Designing and Developing Training Program, On-the-Job and Off-the-Job Training & Development Methods. Career Management Process, Models of Career Management, Role & Challenges of Career Development, Career Development Initiatives, Stages in Career Planning, Internal and External Mobility of Employees.
| |
Unit-4 |
Teaching Hours:8 |
Unit IV Learning & Development and Career Mobility
|
|
Meaning and Importance of Training and Development Programs, Conducting Training Need Analysis, Designing and Developing Training Program, On-the-Job and Off-the-Job Training & Development Methods. Career Management Process, Models of Career Management, Role & Challenges of Career Development, Career Development Initiatives, Stages in Career Planning, Internal and External Mobility of Employees.
| |
Unit-4 |
Teaching Hours:8 |
Unit IV Learning & Development and Career Mobility
|
|
Meaning and Importance of Training and Development Programs, Conducting Training Need Analysis, Designing and Developing Training Program, On-the-Job and Off-the-Job Training & Development Methods. Career Management Process, Models of Career Management, Role & Challenges of Career Development, Career Development Initiatives, Stages in Career Planning, Internal and External Mobility of Employees.
| |
Unit-4 |
Teaching Hours:8 |
Unit IV Learning & Development and Career Mobility
|
|
Meaning and Importance of Training and Development Programs, Conducting Training Need Analysis, Designing and Developing Training Program, On-the-Job and Off-the-Job Training & Development Methods. Career Management Process, Models of Career Management, Role & Challenges of Career Development, Career Development Initiatives, Stages in Career Planning, Internal and External Mobility of Employees.
| |
Unit-4 |
Teaching Hours:8 |
Unit IV Learning & Development and Career Mobility
|
|
Meaning and Importance of Training and Development Programs, Conducting Training Need Analysis, Designing and Developing Training Program, On-the-Job and Off-the-Job Training & Development Methods. Career Management Process, Models of Career Management, Role & Challenges of Career Development, Career Development Initiatives, Stages in Career Planning, Internal and External Mobility of Employees.
| |
Unit-4 |
Teaching Hours:8 |
Unit IV Learning & Development and Career Mobility
|
|
Meaning and Importance of Training and Development Programs, Conducting Training Need Analysis, Designing and Developing Training Program, On-the-Job and Off-the-Job Training & Development Methods. Career Management Process, Models of Career Management, Role & Challenges of Career Development, Career Development Initiatives, Stages in Career Planning, Internal and External Mobility of Employees.
| |
Unit-4 |
Teaching Hours:8 |
Unit IV Learning & Development and Career Mobility
|
|
Meaning and Importance of Training and Development Programs, Conducting Training Need Analysis, Designing and Developing Training Program, On-the-Job and Off-the-Job Training & Development Methods. Career Management Process, Models of Career Management, Role & Challenges of Career Development, Career Development Initiatives, Stages in Career Planning, Internal and External Mobility of Employees.
| |
Unit-4 |
Teaching Hours:8 |
Unit IV Learning & Development and Career Mobility
|
|
Meaning and Importance of Training and Development Programs, Conducting Training Need Analysis, Designing and Developing Training Program, On-the-Job and Off-the-Job Training & Development Methods. Career Management Process, Models of Career Management, Role & Challenges of Career Development, Career Development Initiatives, Stages in Career Planning, Internal and External Mobility of Employees.
| |
Unit-4 |
Teaching Hours:8 |
Unit IV Learning & Development and Career Mobility
|
|
Meaning and Importance of Training and Development Programs, Conducting Training Need Analysis, Designing and Developing Training Program, On-the-Job and Off-the-Job Training & Development Methods. Career Management Process, Models of Career Management, Role & Challenges of Career Development, Career Development Initiatives, Stages in Career Planning, Internal and External Mobility of Employees.
| |
Unit-4 |
Teaching Hours:8 |
Unit IV Learning & Development and Career Mobility
|
|
Meaning and Importance of Training and Development Programs, Conducting Training Need Analysis, Designing and Developing Training Program, On-the-Job and Off-the-Job Training & Development Methods. Career Management Process, Models of Career Management, Role & Challenges of Career Development, Career Development Initiatives, Stages in Career Planning, Internal and External Mobility of Employees.
| |
Unit-4 |
Teaching Hours:8 |
Unit IV Learning & Development and Career Mobility
|
|
Meaning and Importance of Training and Development Programs, Conducting Training Need Analysis, Designing and Developing Training Program, On-the-Job and Off-the-Job Training & Development Methods. Career Management Process, Models of Career Management, Role & Challenges of Career Development, Career Development Initiatives, Stages in Career Planning, Internal and External Mobility of Employees.
| |
Unit-4 |
Teaching Hours:8 |
Unit IV Learning & Development and Career Mobility
|
|
Meaning and Importance of Training and Development Programs, Conducting Training Need Analysis, Designing and Developing Training Program, On-the-Job and Off-the-Job Training & Development Methods. Career Management Process, Models of Career Management, Role & Challenges of Career Development, Career Development Initiatives, Stages in Career Planning, Internal and External Mobility of Employees.
| |
Unit-4 |
Teaching Hours:8 |
Unit IV Learning & Development and Career Mobility
|
|
Meaning and Importance of Training and Development Programs, Conducting Training Need Analysis, Designing and Developing Training Program, On-the-Job and Off-the-Job Training & Development Methods. Career Management Process, Models of Career Management, Role & Challenges of Career Development, Career Development Initiatives, Stages in Career Planning, Internal and External Mobility of Employees.
| |
Unit-4 |
Teaching Hours:8 |
Unit IV Learning & Development and Career Mobility
|
|
Meaning and Importance of Training and Development Programs, Conducting Training Need Analysis, Designing and Developing Training Program, On-the-Job and Off-the-Job Training & Development Methods. Career Management Process, Models of Career Management, Role & Challenges of Career Development, Career Development Initiatives, Stages in Career Planning, Internal and External Mobility of Employees.
| |
Unit-4 |
Teaching Hours:8 |
Unit IV Learning & Development and Career Mobility
|
|
Meaning and Importance of Training and Development Programs, Conducting Training Need Analysis, Designing and Developing Training Program, On-the-Job and Off-the-Job Training & Development Methods. Career Management Process, Models of Career Management, Role & Challenges of Career Development, Career Development Initiatives, Stages in Career Planning, Internal and External Mobility of Employees.
| |
Unit-4 |
Teaching Hours:8 |
Unit IV Learning & Development and Career Mobility
|
|
Meaning and Importance of Training and Development Programs, Conducting Training Need Analysis, Designing and Developing Training Program, On-the-Job and Off-the-Job Training & Development Methods. Career Management Process, Models of Career Management, Role & Challenges of Career Development, Career Development Initiatives, Stages in Career Planning, Internal and External Mobility of Employees.
| |
Unit-4 |
Teaching Hours:8 |
Unit IV Learning & Development and Career Mobility
|
|
Meaning and Importance of Training and Development Programs, Conducting Training Need Analysis, Designing and Developing Training Program, On-the-Job and Off-the-Job Training & Development Methods. Career Management Process, Models of Career Management, Role & Challenges of Career Development, Career Development Initiatives, Stages in Career Planning, Internal and External Mobility of Employees.
| |
Unit-5 |
Teaching Hours:10 |
Unit V Performance Appraisal & Compensation Management
|
|
Purpose of Performance Appraisal, Trait, Behavioural and Result Methods of Performance Appraisals, Process of Performance Appraisal, Errors in Performance Appraisal.
Components of Pay Structure in India- Wages, Basic Pay, Dearness Allowance, Bonus, Incentives, Commission; Overview of Employee Benefits- Pay for time not worked, Sick Leaves, Maternity Benefits, Insurance Benefits, Retirement Benefits, Personal Services and Family Benefits | |
Unit-5 |
Teaching Hours:10 |
Unit V Performance Appraisal & Compensation Management
|
|
Purpose of Performance Appraisal, Trait, Behavioural and Result Methods of Performance Appraisals, Process of Performance Appraisal, Errors in Performance Appraisal.
Components of Pay Structure in India- Wages, Basic Pay, Dearness Allowance, Bonus, Incentives, Commission; Overview of Employee Benefits- Pay for time not worked, Sick Leaves, Maternity Benefits, Insurance Benefits, Retirement Benefits, Personal Services and Family Benefits | |
Unit-5 |
Teaching Hours:10 |
Unit V Performance Appraisal & Compensation Management
|
|
Purpose of Performance Appraisal, Trait, Behavioural and Result Methods of Performance Appraisals, Process of Performance Appraisal, Errors in Performance Appraisal.
Components of Pay Structure in India- Wages, Basic Pay, Dearness Allowance, Bonus, Incentives, Commission; Overview of Employee Benefits- Pay for time not worked, Sick Leaves, Maternity Benefits, Insurance Benefits, Retirement Benefits, Personal Services and Family Benefits | |
Unit-5 |
Teaching Hours:10 |
Unit V Performance Appraisal & Compensation Management
|
|
Purpose of Performance Appraisal, Trait, Behavioural and Result Methods of Performance Appraisals, Process of Performance Appraisal, Errors in Performance Appraisal.
Components of Pay Structure in India- Wages, Basic Pay, Dearness Allowance, Bonus, Incentives, Commission; Overview of Employee Benefits- Pay for time not worked, Sick Leaves, Maternity Benefits, Insurance Benefits, Retirement Benefits, Personal Services and Family Benefits | |
Unit-5 |
Teaching Hours:10 |
Unit V Performance Appraisal & Compensation Management
|
|
Purpose of Performance Appraisal, Trait, Behavioural and Result Methods of Performance Appraisals, Process of Performance Appraisal, Errors in Performance Appraisal.
Components of Pay Structure in India- Wages, Basic Pay, Dearness Allowance, Bonus, Incentives, Commission; Overview of Employee Benefits- Pay for time not worked, Sick Leaves, Maternity Benefits, Insurance Benefits, Retirement Benefits, Personal Services and Family Benefits | |
Unit-5 |
Teaching Hours:10 |
Unit V Performance Appraisal & Compensation Management
|
|
Purpose of Performance Appraisal, Trait, Behavioural and Result Methods of Performance Appraisals, Process of Performance Appraisal, Errors in Performance Appraisal.
Components of Pay Structure in India- Wages, Basic Pay, Dearness Allowance, Bonus, Incentives, Commission; Overview of Employee Benefits- Pay for time not worked, Sick Leaves, Maternity Benefits, Insurance Benefits, Retirement Benefits, Personal Services and Family Benefits | |
Unit-5 |
Teaching Hours:10 |
Unit V Performance Appraisal & Compensation Management
|
|
Purpose of Performance Appraisal, Trait, Behavioural and Result Methods of Performance Appraisals, Process of Performance Appraisal, Errors in Performance Appraisal.
Components of Pay Structure in India- Wages, Basic Pay, Dearness Allowance, Bonus, Incentives, Commission; Overview of Employee Benefits- Pay for time not worked, Sick Leaves, Maternity Benefits, Insurance Benefits, Retirement Benefits, Personal Services and Family Benefits | |
Unit-5 |
Teaching Hours:10 |
Unit V Performance Appraisal & Compensation Management
|
|
Purpose of Performance Appraisal, Trait, Behavioural and Result Methods of Performance Appraisals, Process of Performance Appraisal, Errors in Performance Appraisal.
Components of Pay Structure in India- Wages, Basic Pay, Dearness Allowance, Bonus, Incentives, Commission; Overview of Employee Benefits- Pay for time not worked, Sick Leaves, Maternity Benefits, Insurance Benefits, Retirement Benefits, Personal Services and Family Benefits | |
Unit-5 |
Teaching Hours:10 |
Unit V Performance Appraisal & Compensation Management
|
|
Purpose of Performance Appraisal, Trait, Behavioural and Result Methods of Performance Appraisals, Process of Performance Appraisal, Errors in Performance Appraisal.
Components of Pay Structure in India- Wages, Basic Pay, Dearness Allowance, Bonus, Incentives, Commission; Overview of Employee Benefits- Pay for time not worked, Sick Leaves, Maternity Benefits, Insurance Benefits, Retirement Benefits, Personal Services and Family Benefits | |
Unit-5 |
Teaching Hours:10 |
Unit V Performance Appraisal & Compensation Management
|
|
Purpose of Performance Appraisal, Trait, Behavioural and Result Methods of Performance Appraisals, Process of Performance Appraisal, Errors in Performance Appraisal.
Components of Pay Structure in India- Wages, Basic Pay, Dearness Allowance, Bonus, Incentives, Commission; Overview of Employee Benefits- Pay for time not worked, Sick Leaves, Maternity Benefits, Insurance Benefits, Retirement Benefits, Personal Services and Family Benefits | |
Unit-5 |
Teaching Hours:10 |
Unit V Performance Appraisal & Compensation Management
|
|
Purpose of Performance Appraisal, Trait, Behavioural and Result Methods of Performance Appraisals, Process of Performance Appraisal, Errors in Performance Appraisal.
Components of Pay Structure in India- Wages, Basic Pay, Dearness Allowance, Bonus, Incentives, Commission; Overview of Employee Benefits- Pay for time not worked, Sick Leaves, Maternity Benefits, Insurance Benefits, Retirement Benefits, Personal Services and Family Benefits | |
Unit-5 |
Teaching Hours:10 |
Unit V Performance Appraisal & Compensation Management
|
|
Purpose of Performance Appraisal, Trait, Behavioural and Result Methods of Performance Appraisals, Process of Performance Appraisal, Errors in Performance Appraisal.
Components of Pay Structure in India- Wages, Basic Pay, Dearness Allowance, Bonus, Incentives, Commission; Overview of Employee Benefits- Pay for time not worked, Sick Leaves, Maternity Benefits, Insurance Benefits, Retirement Benefits, Personal Services and Family Benefits | |
Unit-5 |
Teaching Hours:10 |
Unit V Performance Appraisal & Compensation Management
|
|
Purpose of Performance Appraisal, Trait, Behavioural and Result Methods of Performance Appraisals, Process of Performance Appraisal, Errors in Performance Appraisal.
Components of Pay Structure in India- Wages, Basic Pay, Dearness Allowance, Bonus, Incentives, Commission; Overview of Employee Benefits- Pay for time not worked, Sick Leaves, Maternity Benefits, Insurance Benefits, Retirement Benefits, Personal Services and Family Benefits | |
Unit-5 |
Teaching Hours:10 |
Unit V Performance Appraisal & Compensation Management
|
|
Purpose of Performance Appraisal, Trait, Behavioural and Result Methods of Performance Appraisals, Process of Performance Appraisal, Errors in Performance Appraisal.
Components of Pay Structure in India- Wages, Basic Pay, Dearness Allowance, Bonus, Incentives, Commission; Overview of Employee Benefits- Pay for time not worked, Sick Leaves, Maternity Benefits, Insurance Benefits, Retirement Benefits, Personal Services and Family Benefits | |
Unit-5 |
Teaching Hours:10 |
Unit V Performance Appraisal & Compensation Management
|
|
Purpose of Performance Appraisal, Trait, Behavioural and Result Methods of Performance Appraisals, Process of Performance Appraisal, Errors in Performance Appraisal.
Components of Pay Structure in India- Wages, Basic Pay, Dearness Allowance, Bonus, Incentives, Commission; Overview of Employee Benefits- Pay for time not worked, Sick Leaves, Maternity Benefits, Insurance Benefits, Retirement Benefits, Personal Services and Family Benefits | |
Unit-5 |
Teaching Hours:10 |
Unit V Performance Appraisal & Compensation Management
|
|
Purpose of Performance Appraisal, Trait, Behavioural and Result Methods of Performance Appraisals, Process of Performance Appraisal, Errors in Performance Appraisal.
Components of Pay Structure in India- Wages, Basic Pay, Dearness Allowance, Bonus, Incentives, Commission; Overview of Employee Benefits- Pay for time not worked, Sick Leaves, Maternity Benefits, Insurance Benefits, Retirement Benefits, Personal Services and Family Benefits | |
Unit-5 |
Teaching Hours:10 |
Unit V Performance Appraisal & Compensation Management
|
|
Purpose of Performance Appraisal, Trait, Behavioural and Result Methods of Performance Appraisals, Process of Performance Appraisal, Errors in Performance Appraisal.
Components of Pay Structure in India- Wages, Basic Pay, Dearness Allowance, Bonus, Incentives, Commission; Overview of Employee Benefits- Pay for time not worked, Sick Leaves, Maternity Benefits, Insurance Benefits, Retirement Benefits, Personal Services and Family Benefits | |
Unit-6 |
Teaching Hours:8 |
Unit VI Industrial Relations
|
|
Meaning of Industrial Relations, Approaches to Industrial Relations- Gandhian Approach and Human Relations Approach, Causes of Employee Grievances, Model Grievance Procedure, Discipline, Forms of Indiscipline, Industrial Conflicts and Settlement Machinery of Industrial Conflicts- Conciliation, Arbitration and Adjudication; Concept & Process of Collective Bargaining,
| |
Unit-6 |
Teaching Hours:8 |
Unit VI Industrial Relations
|
|
Meaning of Industrial Relations, Approaches to Industrial Relations- Gandhian Approach and Human Relations Approach, Causes of Employee Grievances, Model Grievance Procedure, Discipline, Forms of Indiscipline, Industrial Conflicts and Settlement Machinery of Industrial Conflicts- Conciliation, Arbitration and Adjudication; Concept & Process of Collective Bargaining,
| |
Unit-6 |
Teaching Hours:8 |
Unit VI Industrial Relations
|
|
Meaning of Industrial Relations, Approaches to Industrial Relations- Gandhian Approach and Human Relations Approach, Causes of Employee Grievances, Model Grievance Procedure, Discipline, Forms of Indiscipline, Industrial Conflicts and Settlement Machinery of Industrial Conflicts- Conciliation, Arbitration and Adjudication; Concept & Process of Collective Bargaining,
| |
Unit-6 |
Teaching Hours:8 |
Unit VI Industrial Relations
|
|
Meaning of Industrial Relations, Approaches to Industrial Relations- Gandhian Approach and Human Relations Approach, Causes of Employee Grievances, Model Grievance Procedure, Discipline, Forms of Indiscipline, Industrial Conflicts and Settlement Machinery of Industrial Conflicts- Conciliation, Arbitration and Adjudication; Concept & Process of Collective Bargaining,
| |
Unit-6 |
Teaching Hours:8 |
Unit VI Industrial Relations
|
|
Meaning of Industrial Relations, Approaches to Industrial Relations- Gandhian Approach and Human Relations Approach, Causes of Employee Grievances, Model Grievance Procedure, Discipline, Forms of Indiscipline, Industrial Conflicts and Settlement Machinery of Industrial Conflicts- Conciliation, Arbitration and Adjudication; Concept & Process of Collective Bargaining,
| |
Unit-6 |
Teaching Hours:8 |
Unit VI Industrial Relations
|
|
Meaning of Industrial Relations, Approaches to Industrial Relations- Gandhian Approach and Human Relations Approach, Causes of Employee Grievances, Model Grievance Procedure, Discipline, Forms of Indiscipline, Industrial Conflicts and Settlement Machinery of Industrial Conflicts- Conciliation, Arbitration and Adjudication; Concept & Process of Collective Bargaining,
| |
Unit-6 |
Teaching Hours:8 |
Unit VI Industrial Relations
|
|
Meaning of Industrial Relations, Approaches to Industrial Relations- Gandhian Approach and Human Relations Approach, Causes of Employee Grievances, Model Grievance Procedure, Discipline, Forms of Indiscipline, Industrial Conflicts and Settlement Machinery of Industrial Conflicts- Conciliation, Arbitration and Adjudication; Concept & Process of Collective Bargaining,
| |
Unit-6 |
Teaching Hours:8 |
Unit VI Industrial Relations
|
|
Meaning of Industrial Relations, Approaches to Industrial Relations- Gandhian Approach and Human Relations Approach, Causes of Employee Grievances, Model Grievance Procedure, Discipline, Forms of Indiscipline, Industrial Conflicts and Settlement Machinery of Industrial Conflicts- Conciliation, Arbitration and Adjudication; Concept & Process of Collective Bargaining,
| |
Unit-6 |
Teaching Hours:8 |
Unit VI Industrial Relations
|
|
Meaning of Industrial Relations, Approaches to Industrial Relations- Gandhian Approach and Human Relations Approach, Causes of Employee Grievances, Model Grievance Procedure, Discipline, Forms of Indiscipline, Industrial Conflicts and Settlement Machinery of Industrial Conflicts- Conciliation, Arbitration and Adjudication; Concept & Process of Collective Bargaining,
| |
Unit-6 |
Teaching Hours:8 |
Unit VI Industrial Relations
|
|
Meaning of Industrial Relations, Approaches to Industrial Relations- Gandhian Approach and Human Relations Approach, Causes of Employee Grievances, Model Grievance Procedure, Discipline, Forms of Indiscipline, Industrial Conflicts and Settlement Machinery of Industrial Conflicts- Conciliation, Arbitration and Adjudication; Concept & Process of Collective Bargaining,
| |
Unit-6 |
Teaching Hours:8 |
Unit VI Industrial Relations
|
|
Meaning of Industrial Relations, Approaches to Industrial Relations- Gandhian Approach and Human Relations Approach, Causes of Employee Grievances, Model Grievance Procedure, Discipline, Forms of Indiscipline, Industrial Conflicts and Settlement Machinery of Industrial Conflicts- Conciliation, Arbitration and Adjudication; Concept & Process of Collective Bargaining,
| |
Unit-6 |
Teaching Hours:8 |
Unit VI Industrial Relations
|
|
Meaning of Industrial Relations, Approaches to Industrial Relations- Gandhian Approach and Human Relations Approach, Causes of Employee Grievances, Model Grievance Procedure, Discipline, Forms of Indiscipline, Industrial Conflicts and Settlement Machinery of Industrial Conflicts- Conciliation, Arbitration and Adjudication; Concept & Process of Collective Bargaining,
| |
Unit-6 |
Teaching Hours:8 |
Unit VI Industrial Relations
|
|
Meaning of Industrial Relations, Approaches to Industrial Relations- Gandhian Approach and Human Relations Approach, Causes of Employee Grievances, Model Grievance Procedure, Discipline, Forms of Indiscipline, Industrial Conflicts and Settlement Machinery of Industrial Conflicts- Conciliation, Arbitration and Adjudication; Concept & Process of Collective Bargaining,
| |
Unit-6 |
Teaching Hours:8 |
Unit VI Industrial Relations
|
|
Meaning of Industrial Relations, Approaches to Industrial Relations- Gandhian Approach and Human Relations Approach, Causes of Employee Grievances, Model Grievance Procedure, Discipline, Forms of Indiscipline, Industrial Conflicts and Settlement Machinery of Industrial Conflicts- Conciliation, Arbitration and Adjudication; Concept & Process of Collective Bargaining,
| |
Unit-6 |
Teaching Hours:8 |
Unit VI Industrial Relations
|
|
Meaning of Industrial Relations, Approaches to Industrial Relations- Gandhian Approach and Human Relations Approach, Causes of Employee Grievances, Model Grievance Procedure, Discipline, Forms of Indiscipline, Industrial Conflicts and Settlement Machinery of Industrial Conflicts- Conciliation, Arbitration and Adjudication; Concept & Process of Collective Bargaining,
| |
Unit-6 |
Teaching Hours:8 |
Unit VI Industrial Relations
|
|
Meaning of Industrial Relations, Approaches to Industrial Relations- Gandhian Approach and Human Relations Approach, Causes of Employee Grievances, Model Grievance Procedure, Discipline, Forms of Indiscipline, Industrial Conflicts and Settlement Machinery of Industrial Conflicts- Conciliation, Arbitration and Adjudication; Concept & Process of Collective Bargaining,
| |
Unit-6 |
Teaching Hours:8 |
Unit VI Industrial Relations
|
|
Meaning of Industrial Relations, Approaches to Industrial Relations- Gandhian Approach and Human Relations Approach, Causes of Employee Grievances, Model Grievance Procedure, Discipline, Forms of Indiscipline, Industrial Conflicts and Settlement Machinery of Industrial Conflicts- Conciliation, Arbitration and Adjudication; Concept & Process of Collective Bargaining,
| |
Unit-7 |
Teaching Hours:8 |
Unit VII Contemporary Issues and Trends in HRM
|
|
Gig workers, Ethical Issues in HRM, Technology and HR, International HRM, Application of Analytics and Artificial Intelligence in Human Resources Management. | |
Unit-7 |
Teaching Hours:8 |
Unit VII Contemporary Issues and Trends in HRM
|
|
Gig workers, Ethical Issues in HRM, Technology and HR, International HRM, Application of Analytics and Artificial Intelligence in Human Resources Management. | |
Unit-7 |
Teaching Hours:8 |
Unit VII Contemporary Issues and Trends in HRM
|
|
Gig workers, Ethical Issues in HRM, Technology and HR, International HRM, Application of Analytics and Artificial Intelligence in Human Resources Management. | |
Unit-7 |
Teaching Hours:8 |
Unit VII Contemporary Issues and Trends in HRM
|
|
Gig workers, Ethical Issues in HRM, Technology and HR, International HRM, Application of Analytics and Artificial Intelligence in Human Resources Management. | |
Unit-7 |
Teaching Hours:8 |
Unit VII Contemporary Issues and Trends in HRM
|
|
Gig workers, Ethical Issues in HRM, Technology and HR, International HRM, Application of Analytics and Artificial Intelligence in Human Resources Management. | |
Unit-7 |
Teaching Hours:8 |
Unit VII Contemporary Issues and Trends in HRM
|
|
Gig workers, Ethical Issues in HRM, Technology and HR, International HRM, Application of Analytics and Artificial Intelligence in Human Resources Management. | |
Unit-7 |
Teaching Hours:8 |
Unit VII Contemporary Issues and Trends in HRM
|
|
Gig workers, Ethical Issues in HRM, Technology and HR, International HRM, Application of Analytics and Artificial Intelligence in Human Resources Management. | |
Unit-7 |
Teaching Hours:8 |
Unit VII Contemporary Issues and Trends in HRM
|
|
Gig workers, Ethical Issues in HRM, Technology and HR, International HRM, Application of Analytics and Artificial Intelligence in Human Resources Management. | |
Unit-7 |
Teaching Hours:8 |
Unit VII Contemporary Issues and Trends in HRM
|
|
Gig workers, Ethical Issues in HRM, Technology and HR, International HRM, Application of Analytics and Artificial Intelligence in Human Resources Management. | |
Unit-7 |
Teaching Hours:8 |
Unit VII Contemporary Issues and Trends in HRM
|
|
Gig workers, Ethical Issues in HRM, Technology and HR, International HRM, Application of Analytics and Artificial Intelligence in Human Resources Management. | |
Unit-7 |
Teaching Hours:8 |
Unit VII Contemporary Issues and Trends in HRM
|
|
Gig workers, Ethical Issues in HRM, Technology and HR, International HRM, Application of Analytics and Artificial Intelligence in Human Resources Management. | |
Unit-7 |
Teaching Hours:8 |
Unit VII Contemporary Issues and Trends in HRM
|
|
Gig workers, Ethical Issues in HRM, Technology and HR, International HRM, Application of Analytics and Artificial Intelligence in Human Resources Management. | |
Unit-7 |
Teaching Hours:8 |
Unit VII Contemporary Issues and Trends in HRM
|
|
Gig workers, Ethical Issues in HRM, Technology and HR, International HRM, Application of Analytics and Artificial Intelligence in Human Resources Management. | |
Unit-7 |
Teaching Hours:8 |
Unit VII Contemporary Issues and Trends in HRM
|
|
Gig workers, Ethical Issues in HRM, Technology and HR, International HRM, Application of Analytics and Artificial Intelligence in Human Resources Management. | |
Unit-7 |
Teaching Hours:8 |
Unit VII Contemporary Issues and Trends in HRM
|
|
Gig workers, Ethical Issues in HRM, Technology and HR, International HRM, Application of Analytics and Artificial Intelligence in Human Resources Management. | |
Unit-7 |
Teaching Hours:8 |
Unit VII Contemporary Issues and Trends in HRM
|
|
Gig workers, Ethical Issues in HRM, Technology and HR, International HRM, Application of Analytics and Artificial Intelligence in Human Resources Management. | |
Unit-7 |
Teaching Hours:8 |
Unit VII Contemporary Issues and Trends in HRM
|
|
Gig workers, Ethical Issues in HRM, Technology and HR, International HRM, Application of Analytics and Artificial Intelligence in Human Resources Management. | |
Text Books And Reference Books: Essential references:
| |
Essential Reading / Recommended Reading Recommended references:
| |
Evaluation Pattern CIA 1 25 MARKS CIA 2 25 Marks CIA 3 25 Marks CIA 4 25 Marks TOTAL = 100 Marks Note: This course has no mid sem and end sem examination. There are no marks allotted for attendance. This course is taught according to Learner Centeric Approach (LCA). | |
BFMA201-3 - DATA MINING (2023 Batch) | |
Total Teaching Hours for Semester:60 |
No of Lecture Hours/Week:4 |
Max Marks:100 |
Credits:4 |
Course Objectives/Course Description |
|
Course Description: Data Mining has recently gained considerable momentum as a paradigm for driving a firm’s daily business analytics operations. This course provides an introduction to fundamental techniques and novel applications of data warehouse and Data Mining. Issues covered by this learning experience include data warehouse planning; data mining techniques, business analytics modeling, design, and implementation. In particular, the role of data warehouses in supporting business intelligence and effective decision making is emphasized through labs, projects, and case studies. This course will use Rapid Miner which is popular, open-source, graphical data mining & intelligence tool. This course should prove valuable to you if you want to join or start an analytics‐centric firm, help an existing organization improve its data mining skill set, and make good managerial decisions regarding data mining and business intelligence.
Course Objectives: ● To understand and implement classical models and algorithms in data warehouses and data mining ● To characterize the kinds of patterns that can be discovered by association rule mining classification and clustering. ● To master data mining techniques in various applications like social, scientific and business application context. ● To develop skill in selecting the appropriate data mining algorithm for solving practical problems. |
|
Learning Outcome |
|
Unit-1 |
Teaching Hours:10 |
Data Warehouse
|
|
Level of Knowledge: Analytical Introduction to Data WareHouse, Differences between operational data base systems and data Ware House, Data Ware House characteristics, Data Ware House Architecture and its components, Extraction-Transformation-Loading, Logical (Multidimensional), Data Modeling, Schema Design, star and Snow-Flake Schema, Dimension Table characteristics; Fact-Less-Facts, Dimension Table characteristics; OLAP cube, OLAP Operations, OLAP Server Architecture-ROLAP, MOLAP and HOLAP. Using Python language for the application part. | |
Unit-1 |
Teaching Hours:10 |
Data Warehouse
|
|
Level of Knowledge: Analytical Introduction to Data WareHouse, Differences between operational data base systems and data Ware House, Data Ware House characteristics, Data Ware House Architecture and its components, Extraction-Transformation-Loading, Logical (Multidimensional), Data Modeling, Schema Design, star and Snow-Flake Schema, Dimension Table characteristics; Fact-Less-Facts, Dimension Table characteristics; OLAP cube, OLAP Operations, OLAP Server Architecture-ROLAP, MOLAP and HOLAP. Using Python language for the application part. | |
Unit-2 |
Teaching Hours:10 |
Introduction to Data Mining
|
|
Level of Knowledge: Conceptual Introduction, what is Data Mining, Definition, KDD, Challenges, Data Mining Tasks, Data Preprocessing- Data Cleaning, Missing Data Enrichment, Dimensionality Reduction, Feature Subset Selection, Discretization and Binaryzation, Data Transformation; Measures of similarity and Dissimilarity. CRISP Methodology | |
Unit-2 |
Teaching Hours:10 |
Introduction to Data Mining
|
|
Level of Knowledge: Conceptual Introduction, what is Data Mining, Definition, KDD, Challenges, Data Mining Tasks, Data Preprocessing- Data Cleaning, Missing Data Enrichment, Dimensionality Reduction, Feature Subset Selection, Discretization and Binaryzation, Data Transformation; Measures of similarity and Dissimilarity. CRISP Methodology | |
Unit-3 |
Teaching Hours:5 |
Association Rules
|
|
Level of Knowledge: Analytical Problem Definition, Frequent Item Set Generation, The APRIORI Principle, Support and Confidence Measures, Association Rule Generation, APRIORI Algorithm, The Partition Algorithms, FP-Growth Algorithms, Compact Representation of Frequent Item Set-Maximal Frequent Item Set, Closed Frequent Item Set. | |
Unit-3 |
Teaching Hours:5 |
Association Rules
|
|
Level of Knowledge: Analytical Problem Definition, Frequent Item Set Generation, The APRIORI Principle, Support and Confidence Measures, Association Rule Generation, APRIORI Algorithm, The Partition Algorithms, FP-Growth Algorithms, Compact Representation of Frequent Item Set-Maximal Frequent Item Set, Closed Frequent Item Set. | |
Unit-4 |
Teaching Hours:10 |
Classification
|
|
Level of Knowledge: Analytical Problem definition, General Approaches to solving a classification problem, Evaluation of Classifiers, Classification techniques, Decision Trees-Decision Tree Construction, Methods for expressing attribute test conditions, Measures for Selecting the Best split, Algorithm for Decision Tree Induction, Naïve-Bayes Classifier, Bayesian Belief Networks; K-nearest neighbor, Classification-Algorithm and characteristics. | |
Unit-4 |
Teaching Hours:10 |
Classification
|
|
Level of Knowledge: Analytical Problem definition, General Approaches to solving a classification problem, Evaluation of Classifiers, Classification techniques, Decision Trees-Decision Tree Construction, Methods for expressing attribute test conditions, Measures for Selecting the Best split, Algorithm for Decision Tree Induction, Naïve-Bayes Classifier, Bayesian Belief Networks; K-nearest neighbor, Classification-Algorithm and characteristics. | |
Unit-5 |
Teaching Hours:10 |
Clustering
|
|
Level of Knowledge: Analytical Problem Definition, clustering overview, Evaluation of clustering algorithms, Partitioning clustering K-Means Algorithm, K-Means Additional Issues, PAM Algorithm, Hierarchical Clustering-Algorithm- Agglomerative Methods and Divisive Methods, Basic Agglomerative Hierarchical Clustering Algorithm, Specific techniques, Key Issues in Hierarchical Clustering, Strengths and weakness, Outlier Detection | |
Unit-5 |
Teaching Hours:10 |
Clustering
|
|
Level of Knowledge: Analytical Problem Definition, clustering overview, Evaluation of clustering algorithms, Partitioning clustering K-Means Algorithm, K-Means Additional Issues, PAM Algorithm, Hierarchical Clustering-Algorithm- Agglomerative Methods and Divisive Methods, Basic Agglomerative Hierarchical Clustering Algorithm, Specific techniques, Key Issues in Hierarchical Clustering, Strengths and weakness, Outlier Detection | |
Unit-6 |
Teaching Hours:7 |
Mining Time-Series and Sequence Data
|
|
Level of Knowledge: Analytical Regression analysis, simple and multiple linear regression, nonlinear regression, logistic regression, regression trees, regression using Support Vector Machine, other regression models Trend analysis, Sequential pattern mining | |
Unit-6 |
Teaching Hours:7 |
Mining Time-Series and Sequence Data
|
|
Level of Knowledge: Analytical Regression analysis, simple and multiple linear regression, nonlinear regression, logistic regression, regression trees, regression using Support Vector Machine, other regression models Trend analysis, Sequential pattern mining | |
Unit-7 |
Teaching Hours:8 |
Text Mining and Web Mining
|
|
Level of Knowledge: Analytical Mining text databases: Text data analysis and information retrieval, keyword-based association analysis, document classification, text clustering analysis, mining social networks, Web resource discovery, and Web usage mining. | |
Unit-7 |
Teaching Hours:8 |
Text Mining and Web Mining
|
|
Level of Knowledge: Analytical Mining text databases: Text data analysis and information retrieval, keyword-based association analysis, document classification, text clustering analysis, mining social networks, Web resource discovery, and Web usage mining. | |
Text Books And Reference Books:
| |
Essential Reading / Recommended Reading
| |
Evaluation Pattern Practicals | |
BFMA261-3 - ANALYTICS FOR MARKETING (2023 Batch) | |
Total Teaching Hours for Semester:30 |
No of Lecture Hours/Week:2 |
Max Marks:50 |
Credits:2 |
Course Objectives/Course Description |
|
This course will provide opportunities for the students to use data to evaluate the success and effectiveness of marketing activities. This course enables the students to get insights on consumers, through which better marketing objective optimization can be done to get more Return on Investment. This course will also provide insights on developing targeted marketing strategies rather than mass marketing communication which could result in waste of resources |
|
Learning Outcome |
|
CO1: To understand the importance of marketing analytics for systematic allocation of marketing resources. CO2: To analyze data and develop insights from the analysis for addressing strategic marketing decisions CO3: To understand about the various tools available for marketing analytics and digital marketing analytics CO4: To choose and leverage on the real time marketing analytics tools CO5: To prepare marketing analytics reports and dashboards |
Unit-1 |
Teaching Hours:8 |
Introduction to Marketing Analytics
|
|
Marketing Analytics : Introduction, Descriptive to Predictive Analytics, Significance and Relevance, Customer Metrics and Analytics, Product, Price, Place, Promotion - Metrics and Analytics | |
Unit-1 |
Teaching Hours:8 |
Introduction to Marketing Analytics
|
|
Marketing Analytics : Introduction, Descriptive to Predictive Analytics, Significance and Relevance, Customer Metrics and Analytics, Product, Price, Place, Promotion - Metrics and Analytics | |
Unit-2 |
Teaching Hours:6 |
Data for Marketing Analytics
|
|
Data: Introduction,Big Data: Features of Big Data, Data from Digital Footprints, Sources of Data, Data Conversion, Data Slicing and Dicing | |
Unit-2 |
Teaching Hours:6 |
Data for Marketing Analytics
|
|
Data: Introduction,Big Data: Features of Big Data, Data from Digital Footprints, Sources of Data, Data Conversion, Data Slicing and Dicing | |
Unit-3 |
Teaching Hours:6 |
Introduction to Marketing Analytics Tools
|
|
Improvado, Domo, Salesforce Marketing Cloud Intelligence, Funnel.io, Supermetrics, Adverity, Ninjacat | |
Unit-3 |
Teaching Hours:6 |
Introduction to Marketing Analytics Tools
|
|
Improvado, Domo, Salesforce Marketing Cloud Intelligence, Funnel.io, Supermetrics, Adverity, Ninjacat | |
Unit-4 |
Teaching Hours:6 |
Real Time Web Analytics
|
|
Introduction to Google Analytics, Components of Google Analytics, Setting up Account, Registration of Website and Monitoring with Google Analytics | |
Unit-4 |
Teaching Hours:6 |
Real Time Web Analytics
|
|
Introduction to Google Analytics, Components of Google Analytics, Setting up Account, Registration of Website and Monitoring with Google Analytics | |
Unit-5 |
Teaching Hours:4 |
Interpreting Marketing Analytics Report
|
|
Interpreting Reports from Google Analytics: Types of Google Analytics Reports, Comprehending about Dashboards | |
Unit-5 |
Teaching Hours:4 |
Interpreting Marketing Analytics Report
|
|
Interpreting Reports from Google Analytics: Types of Google Analytics Reports, Comprehending about Dashboards | |
Text Books And Reference Books: Mike Grigsby, Marketing Analytics: A Practical Guide to Improving Consumer Insights Using Data Techniques 2nd Edition, Kogan Page, 2018
| |
Essential Reading / Recommended Reading Todd Kelsey, Introduction to Google Analytics: A Guide for Absolute Beginners, Apress, 2017 | |
Evaluation Pattern 25 + 25 | |
BFMA262-3 - DIGITAL TECHNOLOGY SOLUTIONS FOR BUSINESS (2023 Batch) | |
Total Teaching Hours for Semester:30 |
No of Lecture Hours/Week:2 |
Max Marks:50 |
Credits:2 |
Course Objectives/Course Description |
|
This is a cross-functional course that aims to offer an understanding of Digital Technological Solutions for business that can be offered to internal and/or external customers, in the fields of business and systems analysis, cyber security, data analysis, and network infrastructure. This will help students strategize and recommend businesses to develop new products and services and to increase an organization's productivity using modern and digital technologies. |
|
Learning Outcome |
|
CO1: Comprehend the role of digital technologies CO2: Apply different digital technological tools for the business solution CO3: Analyze the ethical and legal impacts of digital technology on business CO4: Develop critical thinking and analytical skills by using digital technology |
Unit-1 |
Teaching Hours:10 |
UNIT I Introduction to Digital Technologies
|
|
Introduction to digital technologies, role, and the impact of digital technologies in business, Understanding the benefits of cloud computing for businesses. Different cloud deployment models, artificial intelligence - types of artificial intelligence and their benefits, blockchain technology- Understanding the different blockchain applications and their application for businesses, digital transformation, understanding the importance of digital transformation for businesses, developing a digital transformation strategy, challenges and risks associated with digital transformation. | |
Unit-1 |
Teaching Hours:10 |
UNIT I Introduction to Digital Technologies
|
|
Introduction to digital technologies, role, and the impact of digital technologies in business, Understanding the benefits of cloud computing for businesses. Different cloud deployment models, artificial intelligence - types of artificial intelligence and their benefits, blockchain technology- Understanding the different blockchain applications and their application for businesses, digital transformation, understanding the importance of digital transformation for businesses, developing a digital transformation strategy, challenges and risks associated with digital transformation. | |
Unit-2 |
Teaching Hours:10 |
Digital Applications
|
|
Digitalization. Applications of Digitalisation in Information Technology. Creating Digital content for Business, Public Relations, Marketing using Social Media Channels, Internet of Things, different applications of IoT. Understanding the different blockchain applications and their application for businesses, Need for developing data models and solutions. Artificial Intelligence applications, Virtual Assistance, Applications of Virtual Assistance. Machine learning, Applications of Machine learning. | |
Unit-2 |
Teaching Hours:10 |
Digital Applications
|
|
Digitalization. Applications of Digitalisation in Information Technology. Creating Digital content for Business, Public Relations, Marketing using Social Media Channels, Internet of Things, different applications of IoT. Understanding the different blockchain applications and their application for businesses, Need for developing data models and solutions. Artificial Intelligence applications, Virtual Assistance, Applications of Virtual Assistance. Machine learning, Applications of Machine learning. | |
Unit-3 |
Teaching Hours:10 |
Information Systems
|
|
Role of information systems, highlight issues, and opportunities for improvement through information systems. Data and its importance, tools used by teams to represent data to accelerate performance, need for developing data models and solutions, DBMS, cyber security and advancements for businesses Understanding the legal and ethical implications of digital technologies in business, Intellectual property rights, and digital technologies, privacy and security concerns in digital technologies, developing an ethical framework for digital technologies inbusiness. | |
Unit-3 |
Teaching Hours:10 |
Information Systems
|
|
Role of information systems, highlight issues, and opportunities for improvement through information systems. Data and its importance, tools used by teams to represent data to accelerate performance, need for developing data models and solutions, DBMS, cyber security and advancements for businesses Understanding the legal and ethical implications of digital technologies in business, Intellectual property rights, and digital technologies, privacy and security concerns in digital technologies, developing an ethical framework for digital technologies inbusiness. | |
Text Books And Reference Books: 1. Digital Transformation: Strategy, Implementation, and Execution by Alexei Sidorenko 2. Big Data Analytics: A Management Perspective by Frank Ohl horst | |
Essential Reading / Recommended Reading 1. The Blockchain Revolution: How the Technology Behind Bitcoin Is Changing Money, Business, and the World by Don Tapscott and Alex Tapscott | |
Evaluation Pattern 1. Group Assessment - 30 marks 2. Individual Assessment - 20 marks | |
FRE181-3 - FRENCH (2023 Batch) | |
Total Teaching Hours for Semester:30 |
No of Lecture Hours/Week:2 |
Max Marks:50 |
Credits:2 |
Course Objectives/Course Description |
|
Programme Objectives - The curriculum of the French course offered as II language to II BA/BSc/BCom students is designed to suit the present-day requirements where the emphasis is more on the Oral communication. Beginning with day-to-day situations with its dialogues the stress is on the spoken word. The part on French civilization offers one useful insight on life and living in France. Course Description -French as a second language in the UG program. The method< Adomania> consists of a student's book and an activity book, both included in the digital manual. It consists of 8 units. The structure of each unit begins with basic communication aspects, leading to basic expressions, vocabulary, cultural aspects, functional and practical French stage by stage in each unit. This< manual> covers all the necessary global parameters. Course Objectives · To develop basic and communication skills sharpen oral and written skills. · To enhance knowledge on French culture. · To enrich the learner’s vocabulary · To enable learners to engage in and discuss simple topics with ease |
|
Learning Outcome |
|
CO1: Enhancement of communicative competencies and sharpening of written and oral communicative skills. CO2: Basic knowledge of french civilization. CO3: Enrichment of vocabulary. CO4: Enhanced ability to engage in conversations and discussions in French with ease. |
Unit-1 |
Teaching Hours:9 |
|||||||||||||||||||||
Units 0,1
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-1 |
Teaching Hours:9 |
|||||||||||||||||||||
Units 0,1
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-1 |
Teaching Hours:9 |
|||||||||||||||||||||
Units 0,1
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-1 |
Teaching Hours:9 |
|||||||||||||||||||||
Units 0,1
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-1 |
Teaching Hours:9 |
|||||||||||||||||||||
Units 0,1
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-1 |
Teaching Hours:9 |
|||||||||||||||||||||
Units 0,1
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-1 |
Teaching Hours:9 |
|||||||||||||||||||||
Units 0,1
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-1 |
Teaching Hours:9 |
|||||||||||||||||||||
Units 0,1
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-1 |
Teaching Hours:9 |
|||||||||||||||||||||
Units 0,1
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-1 |
Teaching Hours:9 |
|||||||||||||||||||||
Units 0,1
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-1 |
Teaching Hours:9 |
|||||||||||||||||||||
Units 0,1
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-1 |
Teaching Hours:9 |
|||||||||||||||||||||
Units 0,1
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-1 |
Teaching Hours:9 |
|||||||||||||||||||||
Units 0,1
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-1 |
Teaching Hours:9 |
|||||||||||||||||||||
Units 0,1
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-1 |
Teaching Hours:9 |
|||||||||||||||||||||
Units 0,1
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-1 |
Teaching Hours:9 |
|||||||||||||||||||||
Units 0,1
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-1 |
Teaching Hours:9 |
|||||||||||||||||||||
Units 0,1
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-1 |
Teaching Hours:9 |
|||||||||||||||||||||
Units 0,1
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-1 |
Teaching Hours:9 |
|||||||||||||||||||||
Units 0,1
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-1 |
Teaching Hours:9 |
|||||||||||||||||||||
Units 0,1
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-1 |
Teaching Hours:9 |
|||||||||||||||||||||
Units 0,1
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-1 |
Teaching Hours:9 |
|||||||||||||||||||||
Units 0,1
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-1 |
Teaching Hours:9 |
|||||||||||||||||||||
Units 0,1
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-1 |
Teaching Hours:9 |
|||||||||||||||||||||
Units 0,1
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-1 |
Teaching Hours:9 |
|||||||||||||||||||||
Units 0,1
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-1 |
Teaching Hours:9 |
|||||||||||||||||||||
Units 0,1
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-1 |
Teaching Hours:9 |
|||||||||||||||||||||
Units 0,1
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-1 |
Teaching Hours:9 |
|||||||||||||||||||||
Units 0,1
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-1 |
Teaching Hours:9 |
|||||||||||||||||||||
Units 0,1
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-1 |
Teaching Hours:9 |
|||||||||||||||||||||
Units 0,1
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-1 |
Teaching Hours:9 |
|||||||||||||||||||||
Units 0,1
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-1 |
Teaching Hours:9 |
|||||||||||||||||||||
Units 0,1
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-1 |
Teaching Hours:9 |
|||||||||||||||||||||
Units 0,1
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-1 |
Teaching Hours:9 |
|||||||||||||||||||||
Units 0,1
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-1 |
Teaching Hours:9 |
|||||||||||||||||||||
Units 0,1
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-1 |
Teaching Hours:9 |
|||||||||||||||||||||
Units 0,1
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-1 |
Teaching Hours:9 |
|||||||||||||||||||||
Units 0,1
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-1 |
Teaching Hours:9 |
|||||||||||||||||||||
Units 0,1
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-1 |
Teaching Hours:9 |
|||||||||||||||||||||
Units 0,1
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-1 |
Teaching Hours:9 |
|||||||||||||||||||||
Units 0,1
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-1 |
Teaching Hours:9 |
|||||||||||||||||||||
Units 0,1
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-1 |
Teaching Hours:9 |
|||||||||||||||||||||
Units 0,1
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-1 |
Teaching Hours:9 |
|||||||||||||||||||||
Units 0,1
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-1 |
Teaching Hours:9 |
|||||||||||||||||||||
Units 0,1
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-1 |
Teaching Hours:9 |
|||||||||||||||||||||
Units 0,1
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-1 |
Teaching Hours:9 |
|||||||||||||||||||||
Units 0,1
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-1 |
Teaching Hours:9 |
|||||||||||||||||||||
Units 0,1
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-1 |
Teaching Hours:9 |
|||||||||||||||||||||
Units 0,1
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-1 |
Teaching Hours:9 |
|||||||||||||||||||||
Units 0,1
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-1 |
Teaching Hours:9 |
|||||||||||||||||||||
Units 0,1
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-1 |
Teaching Hours:9 |
|||||||||||||||||||||
Units 0,1
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-1 |
Teaching Hours:9 |
|||||||||||||||||||||
Units 0,1
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-1 |
Teaching Hours:9 |
|||||||||||||||||||||
Units 0,1
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-1 |
Teaching Hours:9 |
|||||||||||||||||||||
Units 0,1
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-1 |
Teaching Hours:9 |
|||||||||||||||||||||
Units 0,1
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-1 |
Teaching Hours:9 |
|||||||||||||||||||||
Units 0,1
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-1 |
Teaching Hours:9 |
|||||||||||||||||||||
Units 0,1
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-1 |
Teaching Hours:9 |
|||||||||||||||||||||
Units 0,1
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-1 |
Teaching Hours:9 |
|||||||||||||||||||||
Units 0,1
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-1 |
Teaching Hours:9 |
|||||||||||||||||||||
Units 0,1
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-1 |
Teaching Hours:9 |
|||||||||||||||||||||
Units 0,1
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-1 |
Teaching Hours:9 |
|||||||||||||||||||||
Units 0,1
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-1 |
Teaching Hours:9 |
|||||||||||||||||||||
Units 0,1
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-1 |
Teaching Hours:9 |
|||||||||||||||||||||
Units 0,1
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-1 |
Teaching Hours:9 |
|||||||||||||||||||||
Units 0,1
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-1 |
Teaching Hours:9 |
|||||||||||||||||||||
Units 0,1
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-1 |
Teaching Hours:9 |
|||||||||||||||||||||
Units 0,1
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-1 |
Teaching Hours:9 |
|||||||||||||||||||||
Units 0,1
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-1 |
Teaching Hours:9 |
|||||||||||||||||||||
Units 0,1
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-1 |
Teaching Hours:9 |
|||||||||||||||||||||
Units 0,1
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-1 |
Teaching Hours:9 |
|||||||||||||||||||||
Units 0,1
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-1 |
Teaching Hours:9 |
|||||||||||||||||||||
Units 0,1
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-1 |
Teaching Hours:9 |
|||||||||||||||||||||
Units 0,1
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-1 |
Teaching Hours:9 |
|||||||||||||||||||||
Units 0,1
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-1 |
Teaching Hours:9 |
|||||||||||||||||||||
Units 0,1
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-1 |
Teaching Hours:9 |
|||||||||||||||||||||
Units 0,1
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-1 |
Teaching Hours:9 |
|||||||||||||||||||||
Units 0,1
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-1 |
Teaching Hours:9 |
|||||||||||||||||||||
Units 0,1
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-1 |
Teaching Hours:9 |
|||||||||||||||||||||
Units 0,1
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-1 |
Teaching Hours:9 |
|||||||||||||||||||||
Units 0,1
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-1 |
Teaching Hours:9 |
|||||||||||||||||||||
Units 0,1
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-2 |
Teaching Hours:7 |
|||||||||||||||||||||
Unit 2
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-2 |
Teaching Hours:7 |
|||||||||||||||||||||
Unit 2
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-2 |
Teaching Hours:7 |
|||||||||||||||||||||
Unit 2
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-2 |
Teaching Hours:7 |
|||||||||||||||||||||
Unit 2
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-2 |
Teaching Hours:7 |
|||||||||||||||||||||
Unit 2
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-2 |
Teaching Hours:7 |
|||||||||||||||||||||
Unit 2
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-2 |
Teaching Hours:7 |
|||||||||||||||||||||
Unit 2
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-2 |
Teaching Hours:7 |
|||||||||||||||||||||
Unit 2
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-2 |
Teaching Hours:7 |
|||||||||||||||||||||
Unit 2
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-2 |
Teaching Hours:7 |
|||||||||||||||||||||
Unit 2
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-2 |
Teaching Hours:7 |
|||||||||||||||||||||
Unit 2
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-2 |
Teaching Hours:7 |
|||||||||||||||||||||
Unit 2
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-2 |
Teaching Hours:7 |
|||||||||||||||||||||
Unit 2
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-2 |
Teaching Hours:7 |
|||||||||||||||||||||
Unit 2
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-2 |
Teaching Hours:7 |
|||||||||||||||||||||
Unit 2
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-2 |
Teaching Hours:7 |
|||||||||||||||||||||
Unit 2
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-2 |
Teaching Hours:7 |
|||||||||||||||||||||
Unit 2
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-2 |
Teaching Hours:7 |
|||||||||||||||||||||
Unit 2
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-2 |
Teaching Hours:7 |
|||||||||||||||||||||
Unit 2
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-2 |
Teaching Hours:7 |
|||||||||||||||||||||
Unit 2
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-2 |
Teaching Hours:7 |
|||||||||||||||||||||
Unit 2
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-2 |
Teaching Hours:7 |
|||||||||||||||||||||
Unit 2
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-2 |
Teaching Hours:7 |
|||||||||||||||||||||
Unit 2
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-2 |
Teaching Hours:7 |
|||||||||||||||||||||
Unit 2
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-2 |
Teaching Hours:7 |
|||||||||||||||||||||
Unit 2
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-2 |
Teaching Hours:7 |
|||||||||||||||||||||
Unit 2
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-2 |
Teaching Hours:7 |
|||||||||||||||||||||
Unit 2
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-2 |
Teaching Hours:7 |
|||||||||||||||||||||
Unit 2
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-2 |
Teaching Hours:7 |
|||||||||||||||||||||
Unit 2
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-2 |
Teaching Hours:7 |
|||||||||||||||||||||
Unit 2
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-2 |
Teaching Hours:7 |
|||||||||||||||||||||
Unit 2
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-2 |
Teaching Hours:7 |
|||||||||||||||||||||
Unit 2
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-2 |
Teaching Hours:7 |
|||||||||||||||||||||
Unit 2
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-2 |
Teaching Hours:7 |
|||||||||||||||||||||
Unit 2
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-2 |
Teaching Hours:7 |
|||||||||||||||||||||
Unit 2
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-2 |
Teaching Hours:7 |
|||||||||||||||||||||
Unit 2
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-2 |
Teaching Hours:7 |
|||||||||||||||||||||
Unit 2
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-2 |
Teaching Hours:7 |
|||||||||||||||||||||
Unit 2
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-2 |
Teaching Hours:7 |
|||||||||||||||||||||
Unit 2
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-2 |
Teaching Hours:7 |
|||||||||||||||||||||
Unit 2
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-2 |
Teaching Hours:7 |
|||||||||||||||||||||
Unit 2
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-2 |
Teaching Hours:7 |
|||||||||||||||||||||
Unit 2
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-2 |
Teaching Hours:7 |
|||||||||||||||||||||
Unit 2
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-2 |
Teaching Hours:7 |
|||||||||||||||||||||
Unit 2
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-2 |
Teaching Hours:7 |
|||||||||||||||||||||
Unit 2
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-2 |
Teaching Hours:7 |
|||||||||||||||||||||
Unit 2
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-2 |
Teaching Hours:7 |
|||||||||||||||||||||
Unit 2
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-2 |
Teaching Hours:7 |
|||||||||||||||||||||
Unit 2
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-2 |
Teaching Hours:7 |
|||||||||||||||||||||
Unit 2
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-2 |
Teaching Hours:7 |
|||||||||||||||||||||
Unit 2
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-2 |
Teaching Hours:7 |
|||||||||||||||||||||
Unit 2
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-2 |
Teaching Hours:7 |
|||||||||||||||||||||
Unit 2
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-2 |
Teaching Hours:7 |
|||||||||||||||||||||
Unit 2
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-2 |
Teaching Hours:7 |
|||||||||||||||||||||
Unit 2
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-2 |
Teaching Hours:7 |
|||||||||||||||||||||
Unit 2
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-2 |
Teaching Hours:7 |
|||||||||||||||||||||
Unit 2
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-2 |
Teaching Hours:7 |
|||||||||||||||||||||
Unit 2
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-2 |
Teaching Hours:7 |
|||||||||||||||||||||
Unit 2
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-2 |
Teaching Hours:7 |
|||||||||||||||||||||
Unit 2
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-2 |
Teaching Hours:7 |
|||||||||||||||||||||
Unit 2
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-2 |
Teaching Hours:7 |
|||||||||||||||||||||
Unit 2
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-2 |
Teaching Hours:7 |
|||||||||||||||||||||
Unit 2
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-2 |
Teaching Hours:7 |
|||||||||||||||||||||
Unit 2
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-2 |
Teaching Hours:7 |
|||||||||||||||||||||
Unit 2
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-2 |
Teaching Hours:7 |
|||||||||||||||||||||
Unit 2
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-2 |
Teaching Hours:7 |
|||||||||||||||||||||
Unit 2
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-2 |
Teaching Hours:7 |
|||||||||||||||||||||
Unit 2
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-2 |
Teaching Hours:7 |
|||||||||||||||||||||
Unit 2
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-2 |
Teaching Hours:7 |
|||||||||||||||||||||
Unit 2
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-2 |
Teaching Hours:7 |
|||||||||||||||||||||
Unit 2
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-2 |
Teaching Hours:7 |
|||||||||||||||||||||
Unit 2
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-2 |
Teaching Hours:7 |
|||||||||||||||||||||
Unit 2
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-2 |
Teaching Hours:7 |
|||||||||||||||||||||
Unit 2
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-2 |
Teaching Hours:7 |
|||||||||||||||||||||
Unit 2
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-2 |
Teaching Hours:7 |
|||||||||||||||||||||
Unit 2
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-2 |
Teaching Hours:7 |
|||||||||||||||||||||
Unit 2
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-2 |
Teaching Hours:7 |
|||||||||||||||||||||
Unit 2
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-2 |
Teaching Hours:7 |
|||||||||||||||||||||
Unit 2
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-2 |
Teaching Hours:7 |
|||||||||||||||||||||
Unit 2
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-2 |
Teaching Hours:7 |
|||||||||||||||||||||
Unit 2
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-2 |
Teaching Hours:7 |
|||||||||||||||||||||
Unit 2
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-3 |
Teaching Hours:7 |
|||||||||||||||||||||
Unit 3
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-3 |
Teaching Hours:7 |
|||||||||||||||||||||
Unit 3
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-3 |
Teaching Hours:7 |
|||||||||||||||||||||
Unit 3
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-3 |
Teaching Hours:7 |
|||||||||||||||||||||
Unit 3
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-3 |
Teaching Hours:7 |
|||||||||||||||||||||
Unit 3
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-3 |
Teaching Hours:7 |
|||||||||||||||||||||
Unit 3
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-3 |
Teaching Hours:7 |
|||||||||||||||||||||
Unit 3
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-3 |
Teaching Hours:7 |
|||||||||||||||||||||
Unit 3
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-3 |
Teaching Hours:7 |
|||||||||||||||||||||
Unit 3
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-3 |
Teaching Hours:7 |
|||||||||||||||||||||
Unit 3
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-3 |
Teaching Hours:7 |
|||||||||||||||||||||
Unit 3
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-3 |
Teaching Hours:7 |
|||||||||||||||||||||
Unit 3
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-3 |
Teaching Hours:7 |
|||||||||||||||||||||
Unit 3
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-3 |
Teaching Hours:7 |
|||||||||||||||||||||
Unit 3
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-3 |
Teaching Hours:7 |
|||||||||||||||||||||
Unit 3
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-3 |
Teaching Hours:7 |
|||||||||||||||||||||
Unit 3
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-3 |
Teaching Hours:7 |
|||||||||||||||||||||
Unit 3
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-3 |
Teaching Hours:7 |
|||||||||||||||||||||
Unit 3
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-3 |
Teaching Hours:7 |
|||||||||||||||||||||
Unit 3
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-3 |
Teaching Hours:7 |
|||||||||||||||||||||
Unit 3
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-3 |
Teaching Hours:7 |
|||||||||||||||||||||
Unit 3
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-3 |
Teaching Hours:7 |
|||||||||||||||||||||
Unit 3
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-3 |
Teaching Hours:7 |
|||||||||||||||||||||
Unit 3
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-3 |
Teaching Hours:7 |
|||||||||||||||||||||
Unit 3
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-3 |
Teaching Hours:7 |
|||||||||||||||||||||
Unit 3
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-3 |
Teaching Hours:7 |
|||||||||||||||||||||
Unit 3
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-3 |
Teaching Hours:7 |
|||||||||||||||||||||
Unit 3
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-3 |
Teaching Hours:7 |
|||||||||||||||||||||
Unit 3
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-3 |
Teaching Hours:7 |
|||||||||||||||||||||
Unit 3
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-3 |
Teaching Hours:7 |
|||||||||||||||||||||
Unit 3
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-3 |
Teaching Hours:7 |
|||||||||||||||||||||
Unit 3
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-3 |
Teaching Hours:7 |
|||||||||||||||||||||
Unit 3
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-3 |
Teaching Hours:7 |
|||||||||||||||||||||
Unit 3
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-3 |
Teaching Hours:7 |
|||||||||||||||||||||
Unit 3
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-3 |
Teaching Hours:7 |
|||||||||||||||||||||
Unit 3
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-3 |
Teaching Hours:7 |
|||||||||||||||||||||
Unit 3
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-3 |
Teaching Hours:7 |
|||||||||||||||||||||
Unit 3
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-3 |
Teaching Hours:7 |
|||||||||||||||||||||
Unit 3
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-3 |
Teaching Hours:7 |
|||||||||||||||||||||
Unit 3
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-3 |
Teaching Hours:7 |
|||||||||||||||||||||
Unit 3
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-3 |
Teaching Hours:7 |
|||||||||||||||||||||
Unit 3
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-3 |
Teaching Hours:7 |
|||||||||||||||||||||
Unit 3
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-3 |
Teaching Hours:7 |
|||||||||||||||||||||
Unit 3
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-3 |
Teaching Hours:7 |
|||||||||||||||||||||
Unit 3
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-3 |
Teaching Hours:7 |
|||||||||||||||||||||
Unit 3
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-3 |
Teaching Hours:7 |
|||||||||||||||||||||
Unit 3
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-3 |
Teaching Hours:7 |
|||||||||||||||||||||
Unit 3
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-3 |
Teaching Hours:7 |
|||||||||||||||||||||
Unit 3
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-3 |
Teaching Hours:7 |
|||||||||||||||||||||
Unit 3
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-3 |
Teaching Hours:7 |
|||||||||||||||||||||
Unit 3
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-3 |
Teaching Hours:7 |
|||||||||||||||||||||
Unit 3
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-3 |
Teaching Hours:7 |
|||||||||||||||||||||
Unit 3
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-3 |
Teaching Hours:7 |
|||||||||||||||||||||
Unit 3
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-3 |
Teaching Hours:7 |
|||||||||||||||||||||
Unit 3
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-3 |
Teaching Hours:7 |
|||||||||||||||||||||
Unit 3
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-3 |
Teaching Hours:7 |
|||||||||||||||||||||
Unit 3
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-3 |
Teaching Hours:7 |
|||||||||||||||||||||
Unit 3
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-3 |
Teaching Hours:7 |
|||||||||||||||||||||
Unit 3
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-3 |
Teaching Hours:7 |
|||||||||||||||||||||
Unit 3
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-3 |
Teaching Hours:7 |
|||||||||||||||||||||
Unit 3
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-3 |
Teaching Hours:7 |
|||||||||||||||||||||
Unit 3
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-3 |
Teaching Hours:7 |
|||||||||||||||||||||
Unit 3
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-3 |
Teaching Hours:7 |
|||||||||||||||||||||
Unit 3
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-3 |
Teaching Hours:7 |
|||||||||||||||||||||
Unit 3
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-3 |
Teaching Hours:7 |
|||||||||||||||||||||
Unit 3
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-3 |
Teaching Hours:7 |
|||||||||||||||||||||
Unit 3
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-3 |
Teaching Hours:7 |
|||||||||||||||||||||
Unit 3
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-3 |
Teaching Hours:7 |
|||||||||||||||||||||
Unit 3
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-3 |
Teaching Hours:7 |
|||||||||||||||||||||
Unit 3
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-3 |
Teaching Hours:7 |
|||||||||||||||||||||
Unit 3
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-3 |
Teaching Hours:7 |
|||||||||||||||||||||
Unit 3
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-3 |
Teaching Hours:7 |
|||||||||||||||||||||
Unit 3
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-3 |
Teaching Hours:7 |
|||||||||||||||||||||
Unit 3
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-3 |
Teaching Hours:7 |
|||||||||||||||||||||
Unit 3
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-3 |
Teaching Hours:7 |
|||||||||||||||||||||
Unit 3
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-3 |
Teaching Hours:7 |
|||||||||||||||||||||
Unit 3
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-3 |
Teaching Hours:7 |
|||||||||||||||||||||
Unit 3
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-3 |
Teaching Hours:7 |
|||||||||||||||||||||
Unit 3
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-3 |
Teaching Hours:7 |
|||||||||||||||||||||
Unit 3
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-3 |
Teaching Hours:7 |
|||||||||||||||||||||
Unit 3
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-3 |
Teaching Hours:7 |
|||||||||||||||||||||
Unit 3
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-4 |
Teaching Hours:7 |
|||||||||||||||||||||
Unit 4
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-4 |
Teaching Hours:7 |
|||||||||||||||||||||
Unit 4
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-4 |
Teaching Hours:7 |
|||||||||||||||||||||
Unit 4
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-4 |
Teaching Hours:7 |
|||||||||||||||||||||
Unit 4
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-4 |
Teaching Hours:7 |
|||||||||||||||||||||
Unit 4
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-4 |
Teaching Hours:7 |
|||||||||||||||||||||
Unit 4
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-4 |
Teaching Hours:7 |
|||||||||||||||||||||
Unit 4
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-4 |
Teaching Hours:7 |
|||||||||||||||||||||
Unit 4
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-4 |
Teaching Hours:7 |
|||||||||||||||||||||
Unit 4
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-4 |
Teaching Hours:7 |
|||||||||||||||||||||
Unit 4
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-4 |
Teaching Hours:7 |
|||||||||||||||||||||
Unit 4
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-4 |
Teaching Hours:7 |
|||||||||||||||||||||
Unit 4
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-4 |
Teaching Hours:7 |
|||||||||||||||||||||
Unit 4
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-4 |
Teaching Hours:7 |
|||||||||||||||||||||
Unit 4
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-4 |
Teaching Hours:7 |
|||||||||||||||||||||
Unit 4
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-4 |
Teaching Hours:7 |
|||||||||||||||||||||
Unit 4
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-4 |
Teaching Hours:7 |
|||||||||||||||||||||
Unit 4
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-4 |
Teaching Hours:7 |
|||||||||||||||||||||
Unit 4
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-4 |
Teaching Hours:7 |
|||||||||||||||||||||
Unit 4
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-4 |
Teaching Hours:7 |
|||||||||||||||||||||
Unit 4
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-4 |
Teaching Hours:7 |
|||||||||||||||||||||
Unit 4
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-4 |
Teaching Hours:7 |
|||||||||||||||||||||
Unit 4
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-4 |
Teaching Hours:7 |
|||||||||||||||||||||
Unit 4
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-4 |
Teaching Hours:7 |
|||||||||||||||||||||
Unit 4
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-4 |
Teaching Hours:7 |
|||||||||||||||||||||
Unit 4
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-4 |
Teaching Hours:7 |
|||||||||||||||||||||
Unit 4
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-4 |
Teaching Hours:7 |
|||||||||||||||||||||
Unit 4
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-4 |
Teaching Hours:7 |
|||||||||||||||||||||
Unit 4
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-4 |
Teaching Hours:7 |
|||||||||||||||||||||
Unit 4
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-4 |
Teaching Hours:7 |
|||||||||||||||||||||
Unit 4
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-4 |
Teaching Hours:7 |
|||||||||||||||||||||
Unit 4
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-4 |
Teaching Hours:7 |
|||||||||||||||||||||
Unit 4
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-4 |
Teaching Hours:7 |
|||||||||||||||||||||
Unit 4
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-4 |
Teaching Hours:7 |
|||||||||||||||||||||
Unit 4
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-4 |
Teaching Hours:7 |
|||||||||||||||||||||
Unit 4
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-4 |
Teaching Hours:7 |
|||||||||||||||||||||
Unit 4
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-4 |
Teaching Hours:7 |
|||||||||||||||||||||
Unit 4
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-4 |
Teaching Hours:7 |
|||||||||||||||||||||
Unit 4
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-4 |
Teaching Hours:7 |
|||||||||||||||||||||
Unit 4
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-4 |
Teaching Hours:7 |
|||||||||||||||||||||
Unit 4
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-4 |
Teaching Hours:7 |
|||||||||||||||||||||
Unit 4
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-4 |
Teaching Hours:7 |
|||||||||||||||||||||
Unit 4
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-4 |
Teaching Hours:7 |
|||||||||||||||||||||
Unit 4
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-4 |
Teaching Hours:7 |
|||||||||||||||||||||
Unit 4
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-4 |
Teaching Hours:7 |
|||||||||||||||||||||
Unit 4
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-4 |
Teaching Hours:7 |
|||||||||||||||||||||
Unit 4
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-4 |
Teaching Hours:7 |
|||||||||||||||||||||
Unit 4
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-4 |
Teaching Hours:7 |
|||||||||||||||||||||
Unit 4
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-4 |
Teaching Hours:7 |
|||||||||||||||||||||
Unit 4
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-4 |
Teaching Hours:7 |
|||||||||||||||||||||
Unit 4
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-4 |
Teaching Hours:7 |
|||||||||||||||||||||
Unit 4
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-4 |
Teaching Hours:7 |
|||||||||||||||||||||
Unit 4
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-4 |
Teaching Hours:7 |
|||||||||||||||||||||
Unit 4
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-4 |
Teaching Hours:7 |
|||||||||||||||||||||
Unit 4
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-4 |
Teaching Hours:7 |
|||||||||||||||||||||
Unit 4
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-4 |
Teaching Hours:7 |
|||||||||||||||||||||
Unit 4
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-4 |
Teaching Hours:7 |
|||||||||||||||||||||
Unit 4
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-4 |
Teaching Hours:7 |
|||||||||||||||||||||
Unit 4
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-4 |
Teaching Hours:7 |
|||||||||||||||||||||
Unit 4
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-4 |
Teaching Hours:7 |
|||||||||||||||||||||
Unit 4
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-4 |
Teaching Hours:7 |
|||||||||||||||||||||
Unit 4
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-4 |
Teaching Hours:7 |
|||||||||||||||||||||
Unit 4
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-4 |
Teaching Hours:7 |
|||||||||||||||||||||
Unit 4
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-4 |
Teaching Hours:7 |
|||||||||||||||||||||
Unit 4
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-4 |
Teaching Hours:7 |
|||||||||||||||||||||
Unit 4
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-4 |
Teaching Hours:7 |
|||||||||||||||||||||
Unit 4
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-4 |
Teaching Hours:7 |
|||||||||||||||||||||
Unit 4
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-4 |
Teaching Hours:7 |
|||||||||||||||||||||
Unit 4
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-4 |
Teaching Hours:7 |
|||||||||||||||||||||
Unit 4
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-4 |
Teaching Hours:7 |
|||||||||||||||||||||
Unit 4
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-4 |
Teaching Hours:7 |
|||||||||||||||||||||
Unit 4
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-4 |
Teaching Hours:7 |
|||||||||||||||||||||
Unit 4
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-4 |
Teaching Hours:7 |
|||||||||||||||||||||
Unit 4
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-4 |
Teaching Hours:7 |
|||||||||||||||||||||
Unit 4
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-4 |
Teaching Hours:7 |
|||||||||||||||||||||
Unit 4
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-4 |
Teaching Hours:7 |
|||||||||||||||||||||
Unit 4
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-4 |
Teaching Hours:7 |
|||||||||||||||||||||
Unit 4
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-4 |
Teaching Hours:7 |
|||||||||||||||||||||
Unit 4
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-4 |
Teaching Hours:7 |
|||||||||||||||||||||
Unit 4
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-4 |
Teaching Hours:7 |
|||||||||||||||||||||
Unit 4
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-4 |
Teaching Hours:7 |
|||||||||||||||||||||
Unit 4
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Text Books And Reference Books: Le Robert et Nathan, Conjugaison, English Edition | ||||||||||||||||||||||
Essential Reading / Recommended Reading French websites like Bonjour de France, Fluent U French, Learn French Lab, Point du FLE etc. | ||||||||||||||||||||||
Evaluation Pattern I. Examination & Assessments – Through written assignments and different tests of linguistic skillsQuestion Paper Pattern· Section A - Test of linguistic ability through grammar components – 10 marks · Section B - Test of translating abilities and comprehension, short answers - 20 marks · Section C - Test of writing skills / Originality in letter writing, dialogue and essay – 20 marks CIA -1 10 marks CIA- 2 50 marks CIA –3 10 marks ESE 50 marks.
| ||||||||||||||||||||||
GER181-3 - GERMAN (2023 Batch) | ||||||||||||||||||||||
Total Teaching Hours for Semester:30 |
No of Lecture Hours/Week:2 |
|||||||||||||||||||||
Max Marks:50 |
Credits:2 |
|||||||||||||||||||||
Course Objectives/Course Description |
||||||||||||||||||||||
Course Description: This course mainly deals with the listening, speaking, writing, reading modules of basic German by using different pedagogies and effective strategies in order to meet the requirements of various situations. This course also enables the students to have cross-cultural competencies and cognitive skills. Course Objectives:
· To achieve language proficiency skills on the basic level · To develop the skills demonstrated in the ability to interpret simple texts · To attain some transcultural competency: an awareness of cross-cultural differences between societies. · To develop the ability to formulate basic questions. |
||||||||||||||||||||||
Learning Outcome |
||||||||||||||||||||||
CO1: Listen, understand, and respond to short recordings about everyday life. CO2: Be familiar with the socio-cultural aspects of the language. CO3: Remember and apply basic rules of grammar. CO4: Write simple phrases/ messages/ dialogues/ small paragraphs on every day topics. CO5: Speak about oneself/ others / the immediate environment / engage in simple conversation. |
Unit-1 |
Teaching Hours:20 |
||||||||||||||||||||||||||||||||||||||||
Samakaleen Kavita Sanchay? (Collection of Poems) edited by: Dr. Sebastian K A & Dr. Deepak Kumar Gond 20 Hrs. Level of knowledge: Anal
|
|||||||||||||||||||||||||||||||||||||||||
An anthology of contemporary Hindi poems | |||||||||||||||||||||||||||||||||||||||||
Unit-1 |
Teaching Hours:20 |
||||||||||||||||||||||||||||||||||||||||
Samakaleen Kavita Sanchay? (Collection of Poems) edited by: Dr. Sebastian K A & Dr. Deepak Kumar Gond 20 Hrs. Level of knowledge: Anal
|
|||||||||||||||||||||||||||||||||||||||||
An anthology of contemporary Hindi poems | |||||||||||||||||||||||||||||||||||||||||
Unit-1 |
Teaching Hours:20 |
||||||||||||||||||||||||||||||||||||||||
Samakaleen Kavita Sanchay? (Collection of Poems) edited by: Dr. Sebastian K A & Dr. Deepak Kumar Gond 20 Hrs. Level of knowledge: Anal
|
|||||||||||||||||||||||||||||||||||||||||
An anthology of contemporary Hindi poems | |||||||||||||||||||||||||||||||||||||||||
Unit-1 |
Teaching Hours:20 |
||||||||||||||||||||||||||||||||||||||||
Samakaleen Kavita Sanchay? (Collection of Poems) edited by: Dr. Sebastian K A & Dr. Deepak Kumar Gond 20 Hrs. Level of knowledge: Anal
|
|||||||||||||||||||||||||||||||||||||||||
An anthology of contemporary Hindi poems | |||||||||||||||||||||||||||||||||||||||||
Unit-1 |
Teaching Hours:20 |
||||||||||||||||||||||||||||||||||||||||
Samakaleen Kavita Sanchay? (Collection of Poems) edited by: Dr. Sebastian K A & Dr. Deepak Kumar Gond 20 Hrs. Level of knowledge: Anal
|
|||||||||||||||||||||||||||||||||||||||||
An anthology of contemporary Hindi poems | |||||||||||||||||||||||||||||||||||||||||
Unit-1 |
Teaching Hours:20 |
||||||||||||||||||||||||||||||||||||||||
Samakaleen Kavita Sanchay? (Collection of Poems) edited by: Dr. Sebastian K A & Dr. Deepak Kumar Gond 20 Hrs. Level of knowledge: Anal
|
|||||||||||||||||||||||||||||||||||||||||
An anthology of contemporary Hindi poems | |||||||||||||||||||||||||||||||||||||||||
Unit-1 |
Teaching Hours:20 |
||||||||||||||||||||||||||||||||||||||||
Samakaleen Kavita Sanchay? (Collection of Poems) edited by: Dr. Sebastian K A & Dr. Deepak Kumar Gond 20 Hrs. Level of knowledge: Anal
|
|||||||||||||||||||||||||||||||||||||||||
An anthology of contemporary Hindi poems | |||||||||||||||||||||||||||||||||||||||||
Unit-1 |
Teaching Hours:20 |
||||||||||||||||||||||||||||||||||||||||
Samakaleen Kavita Sanchay? (Collection of Poems) edited by: Dr. Sebastian K A & Dr. Deepak Kumar Gond 20 Hrs. Level of knowledge: Anal
|
|||||||||||||||||||||||||||||||||||||||||
An anthology of contemporary Hindi poems | |||||||||||||||||||||||||||||||||||||||||
Unit-1 |
Teaching Hours:20 |
||||||||||||||||||||||||||||||||||||||||
Samakaleen Kavita Sanchay? (Collection of Poems) edited by: Dr. Sebastian K A & Dr. Deepak Kumar Gond 20 Hrs. Level of knowledge: Anal
|
|||||||||||||||||||||||||||||||||||||||||
An anthology of contemporary Hindi poems | |||||||||||||||||||||||||||||||||||||||||
Unit-1 |
Teaching Hours:20 |
||||||||||||||||||||||||||||||||||||||||
Samakaleen Kavita Sanchay? (Collection of Poems) edited by: Dr. Sebastian K A & Dr. Deepak Kumar Gond 20 Hrs. Level of knowledge: Anal
|
|||||||||||||||||||||||||||||||||||||||||
An anthology of contemporary Hindi poems | |||||||||||||||||||||||||||||||||||||||||
Unit-1 |
Teaching Hours:20 |
||||||||||||||||||||||||||||||||||||||||
Samakaleen Kavita Sanchay? (Collection of Poems) edited by: Dr. Sebastian K A & Dr. Deepak Kumar Gond 20 Hrs. Level of knowledge: Anal
|
|||||||||||||||||||||||||||||||||||||||||
An anthology of contemporary Hindi poems | |||||||||||||||||||||||||||||||||||||||||
Unit-1 |
Teaching Hours:20 |
||||||||||||||||||||||||||||||||||||||||
Samakaleen Kavita Sanchay? (Collection of Poems) edited by: Dr. Sebastian K A & Dr. Deepak Kumar Gond 20 Hrs. Level of knowledge: Anal
|
|||||||||||||||||||||||||||||||||||||||||
An anthology of contemporary Hindi poems | |||||||||||||||||||||||||||||||||||||||||
Unit-1 |
Teaching Hours:20 |
||||||||||||||||||||||||||||||||||||||||
Samakaleen Kavita Sanchay? (Collection of Poems) edited by: Dr. Sebastian K A & Dr. Deepak Kumar Gond 20 Hrs. Level of knowledge: Anal
|
|||||||||||||||||||||||||||||||||||||||||
An anthology of contemporary Hindi poems | |||||||||||||||||||||||||||||||||||||||||
Unit-1 |
Teaching Hours:20 |
||||||||||||||||||||||||||||||||||||||||
Samakaleen Kavita Sanchay? (Collection of Poems) edited by: Dr. Sebastian K A & Dr. Deepak Kumar Gond 20 Hrs. Level of knowledge: Anal
|
|||||||||||||||||||||||||||||||||||||||||
An anthology of contemporary Hindi poems | |||||||||||||||||||||||||||||||||||||||||
Unit-1 |
Teaching Hours:20 |
||||||||||||||||||||||||||||||||||||||||
Samakaleen Kavita Sanchay? (Collection of Poems) edited by: Dr. Sebastian K A & Dr. Deepak Kumar Gond 20 Hrs. Level of knowledge: Anal
|
|||||||||||||||||||||||||||||||||||||||||
An anthology of contemporary Hindi poems | |||||||||||||||||||||||||||||||||||||||||
Unit-1 |
Teaching Hours:20 |
||||||||||||||||||||||||||||||||||||||||
Samakaleen Kavita Sanchay? (Collection of Poems) edited by: Dr. Sebastian K A & Dr. Deepak Kumar Gond 20 Hrs. Level of knowledge: Anal
|
|||||||||||||||||||||||||||||||||||||||||
An anthology of contemporary Hindi poems | |||||||||||||||||||||||||||||||||||||||||
Unit-1 |
Teaching Hours:20 |
||||||||||||||||||||||||||||||||||||||||
Samakaleen Kavita Sanchay? (Collection of Poems) edited by: Dr. Sebastian K A & Dr. Deepak Kumar Gond 20 Hrs. Level of knowledge: Anal
|
|||||||||||||||||||||||||||||||||||||||||
An anthology of contemporary Hindi poems | |||||||||||||||||||||||||||||||||||||||||
Unit-1 |
Teaching Hours:20 |
||||||||||||||||||||||||||||||||||||||||
Samakaleen Kavita Sanchay? (Collection of Poems) edited by: Dr. Sebastian K A & Dr. Deepak Kumar Gond 20 Hrs. Level of knowledge: Anal
|
|||||||||||||||||||||||||||||||||||||||||
An anthology of contemporary Hindi poems | |||||||||||||||||||||||||||||||||||||||||
Unit-1 |
Teaching Hours:20 |
||||||||||||||||||||||||||||||||||||||||
Samakaleen Kavita Sanchay? (Collection of Poems) edited by: Dr. Sebastian K A & Dr. Deepak Kumar Gond 20 Hrs. Level of knowledge: Anal
|
|||||||||||||||||||||||||||||||||||||||||
An anthology of contemporary Hindi poems | |||||||||||||||||||||||||||||||||||||||||
Unit-1 |
Teaching Hours:20 |
||||||||||||||||||||||||||||||||||||||||
Samakaleen Kavita Sanchay? (Collection of Poems) edited by: Dr. Sebastian K A & Dr. Deepak Kumar Gond 20 Hrs. Level of knowledge: Anal
|
|||||||||||||||||||||||||||||||||||||||||
An anthology of contemporary Hindi poems | |||||||||||||||||||||||||||||||||||||||||
Unit-1 |
Teaching Hours:20 |
||||||||||||||||||||||||||||||||||||||||
Samakaleen Kavita Sanchay? (Collection of Poems) edited by: Dr. Sebastian K A & Dr. Deepak Kumar Gond 20 Hrs. Level of knowledge: Anal
|
|||||||||||||||||||||||||||||||||||||||||
An anthology of contemporary Hindi poems | |||||||||||||||||||||||||||||||||||||||||
Unit-1 |
Teaching Hours:20 |
||||||||||||||||||||||||||||||||||||||||
Samakaleen Kavita Sanchay? (Collection of Poems) edited by: Dr. Sebastian K A & Dr. Deepak Kumar Gond 20 Hrs. Level of knowledge: Anal
|
|||||||||||||||||||||||||||||||||||||||||
An anthology of contemporary Hindi poems | |||||||||||||||||||||||||||||||||||||||||
Unit-2 |
Teaching Hours:5 |
||||||||||||||||||||||||||||||||||||||||
Cultural art forms of India -Yakshagana, Kathakali, Ramleela, Krishnaleela.
|
|||||||||||||||||||||||||||||||||||||||||
Four cultural art forms from different parts of India | |||||||||||||||||||||||||||||||||||||||||
Unit-2 |
Teaching Hours:5 |
||||||||||||||||||||||||||||||||||||||||
Cultural art forms of India -Yakshagana, Kathakali, Ramleela, Krishnaleela.
|
|||||||||||||||||||||||||||||||||||||||||
Four cultural art forms from different parts of India | |||||||||||||||||||||||||||||||||||||||||
Unit-2 |
Teaching Hours:5 |
||||||||||||||||||||||||||||||||||||||||
Cultural art forms of India -Yakshagana, Kathakali, Ramleela, Krishnaleela.
|
|||||||||||||||||||||||||||||||||||||||||
Four cultural art forms from different parts of India | |||||||||||||||||||||||||||||||||||||||||
Unit-2 |
Teaching Hours:5 |
||||||||||||||||||||||||||||||||||||||||
Cultural art forms of India -Yakshagana, Kathakali, Ramleela, Krishnaleela.
|
|||||||||||||||||||||||||||||||||||||||||
Four cultural art forms from different parts of India | |||||||||||||||||||||||||||||||||||||||||
Unit-2 |
Teaching Hours:5 |
||||||||||||||||||||||||||||||||||||||||
Cultural art forms of India -Yakshagana, Kathakali, Ramleela, Krishnaleela.
|
|||||||||||||||||||||||||||||||||||||||||
Four cultural art forms from different parts of India | |||||||||||||||||||||||||||||||||||||||||
Unit-2 |
Teaching Hours:5 |
||||||||||||||||||||||||||||||||||||||||
Cultural art forms of India -Yakshagana, Kathakali, Ramleela, Krishnaleela.
|
|||||||||||||||||||||||||||||||||||||||||
Four cultural art forms from different parts of India | |||||||||||||||||||||||||||||||||||||||||
Unit-2 |
Teaching Hours:5 |
||||||||||||||||||||||||||||||||||||||||
Cultural art forms of India -Yakshagana, Kathakali, Ramleela, Krishnaleela.
|
|||||||||||||||||||||||||||||||||||||||||
Four cultural art forms from different parts of India | |||||||||||||||||||||||||||||||||||||||||
Unit-2 |
Teaching Hours:5 |
||||||||||||||||||||||||||||||||||||||||
Cultural art forms of India -Yakshagana, Kathakali, Ramleela, Krishnaleela.
|
|||||||||||||||||||||||||||||||||||||||||
Four cultural art forms from different parts of India | |||||||||||||||||||||||||||||||||||||||||
Unit-2 |
Teaching Hours:5 |
||||||||||||||||||||||||||||||||||||||||
Cultural art forms of India -Yakshagana, Kathakali, Ramleela, Krishnaleela.
|
|||||||||||||||||||||||||||||||||||||||||
Four cultural art forms from different parts of India | |||||||||||||||||||||||||||||||||||||||||
Unit-2 |
Teaching Hours:5 |
||||||||||||||||||||||||||||||||||||||||
Cultural art forms of India -Yakshagana, Kathakali, Ramleela, Krishnaleela.
|
|||||||||||||||||||||||||||||||||||||||||
Four cultural art forms from different parts of India | |||||||||||||||||||||||||||||||||||||||||
Unit-2 |
Teaching Hours:5 |
||||||||||||||||||||||||||||||||||||||||
Cultural art forms of India -Yakshagana, Kathakali, Ramleela, Krishnaleela.
|
|||||||||||||||||||||||||||||||||||||||||
Four cultural art forms from different parts of India | |||||||||||||||||||||||||||||||||||||||||
Unit-2 |
Teaching Hours:5 |
||||||||||||||||||||||||||||||||||||||||
Cultural art forms of India -Yakshagana, Kathakali, Ramleela, Krishnaleela.
|
|||||||||||||||||||||||||||||||||||||||||
Four cultural art forms from different parts of India | |||||||||||||||||||||||||||||||||||||||||
Unit-2 |
Teaching Hours:5 |
||||||||||||||||||||||||||||||||||||||||
Cultural art forms of India -Yakshagana, Kathakali, Ramleela, Krishnaleela.
|
|||||||||||||||||||||||||||||||||||||||||
Four cultural art forms from different parts of India | |||||||||||||||||||||||||||||||||||||||||
Unit-2 |
Teaching Hours:5 |
||||||||||||||||||||||||||||||||||||||||
Cultural art forms of India -Yakshagana, Kathakali, Ramleela, Krishnaleela.
|
|||||||||||||||||||||||||||||||||||||||||
Four cultural art forms from different parts of India | |||||||||||||||||||||||||||||||||||||||||
Unit-2 |
Teaching Hours:5 |
||||||||||||||||||||||||||||||||||||||||
Cultural art forms of India -Yakshagana, Kathakali, Ramleela, Krishnaleela.
|
|||||||||||||||||||||||||||||||||||||||||
Four cultural art forms from different parts of India | |||||||||||||||||||||||||||||||||||||||||
Unit-2 |
Teaching Hours:5 |
||||||||||||||||||||||||||||||||||||||||
Cultural art forms of India -Yakshagana, Kathakali, Ramleela, Krishnaleela.
|
|||||||||||||||||||||||||||||||||||||||||
Four cultural art forms from different parts of India | |||||||||||||||||||||||||||||||||||||||||
Unit-2 |
Teaching Hours:5 |
||||||||||||||||||||||||||||||||||||||||
Cultural art forms of India -Yakshagana, Kathakali, Ramleela, Krishnaleela.
|
|||||||||||||||||||||||||||||||||||||||||
Four cultural art forms from different parts of India | |||||||||||||||||||||||||||||||||||||||||
Unit-2 |
Teaching Hours:5 |
||||||||||||||||||||||||||||||||||||||||
Cultural art forms of India -Yakshagana, Kathakali, Ramleela, Krishnaleela.
|
|||||||||||||||||||||||||||||||||||||||||
Four cultural art forms from different parts of India | |||||||||||||||||||||||||||||||||||||||||
Unit-2 |
Teaching Hours:5 |
||||||||||||||||||||||||||||||||||||||||
Cultural art forms of India -Yakshagana, Kathakali, Ramleela, Krishnaleela.
|
|||||||||||||||||||||||||||||||||||||||||
Four cultural art forms from different parts of India | |||||||||||||||||||||||||||||||||||||||||
Unit-2 |
Teaching Hours:5 |
||||||||||||||||||||||||||||||||||||||||
Cultural art forms of India -Yakshagana, Kathakali, Ramleela, Krishnaleela.
|
|||||||||||||||||||||||||||||||||||||||||
Four cultural art forms from different parts of India | |||||||||||||||||||||||||||||||||||||||||
Unit-2 |
Teaching Hours:5 |
||||||||||||||||||||||||||||||||||||||||
Cultural art forms of India -Yakshagana, Kathakali, Ramleela, Krishnaleela.
|
|||||||||||||||||||||||||||||||||||||||||
Four cultural art forms from different parts of India | |||||||||||||||||||||||||||||||||||||||||
Unit-2 |
Teaching Hours:5 |
||||||||||||||||||||||||||||||||||||||||
Cultural art forms of India -Yakshagana, Kathakali, Ramleela, Krishnaleela.
|
|||||||||||||||||||||||||||||||||||||||||
Four cultural art forms from different parts of India | |||||||||||||||||||||||||||||||||||||||||
Unit-3 |
Teaching Hours:5 |
||||||||||||||||||||||||||||||||||||||||
Translation practice- English to Hindi
|
|||||||||||||||||||||||||||||||||||||||||
Translation of passages in English to Hindi | |||||||||||||||||||||||||||||||||||||||||
Unit-3 |
Teaching Hours:5 |
||||||||||||||||||||||||||||||||||||||||
Translation practice- English to Hindi
|
|||||||||||||||||||||||||||||||||||||||||
Translation of passages in English to Hindi | |||||||||||||||||||||||||||||||||||||||||
Unit-3 |
Teaching Hours:5 |
||||||||||||||||||||||||||||||||||||||||
Translation practice- English to Hindi
|
|||||||||||||||||||||||||||||||||||||||||
Translation of passages in English to Hindi | |||||||||||||||||||||||||||||||||||||||||
Unit-3 |
Teaching Hours:5 |
||||||||||||||||||||||||||||||||||||||||
Translation practice- English to Hindi
|
|||||||||||||||||||||||||||||||||||||||||
Translation of passages in English to Hindi | |||||||||||||||||||||||||||||||||||||||||
Unit-3 |
Teaching Hours:5 |
||||||||||||||||||||||||||||||||||||||||
Translation practice- English to Hindi
|
|||||||||||||||||||||||||||||||||||||||||
Translation of passages in English to Hindi | |||||||||||||||||||||||||||||||||||||||||
Unit-3 |
Teaching Hours:5 |
||||||||||||||||||||||||||||||||||||||||
Translation practice- English to Hindi
|
|||||||||||||||||||||||||||||||||||||||||
Translation of passages in English to Hindi | |||||||||||||||||||||||||||||||||||||||||
Unit-3 |
Teaching Hours:5 |
||||||||||||||||||||||||||||||||||||||||
Translation practice- English to Hindi
|
|||||||||||||||||||||||||||||||||||||||||
Translation of passages in English to Hindi | |||||||||||||||||||||||||||||||||||||||||
Unit-3 |
Teaching Hours:5 |
||||||||||||||||||||||||||||||||||||||||
Translation practice- English to Hindi
|
|||||||||||||||||||||||||||||||||||||||||
Translation of passages in English to Hindi | |||||||||||||||||||||||||||||||||||||||||
Unit-3 |
Teaching Hours:5 |
||||||||||||||||||||||||||||||||||||||||
Translation practice- English to Hindi
|
|||||||||||||||||||||||||||||||||||||||||
Translation of passages in English to Hindi | |||||||||||||||||||||||||||||||||||||||||
Unit-3 |
Teaching Hours:5 |
||||||||||||||||||||||||||||||||||||||||
Translation practice- English to Hindi
|
|||||||||||||||||||||||||||||||||||||||||
Translation of passages in English to Hindi | |||||||||||||||||||||||||||||||||||||||||
Unit-3 |
Teaching Hours:5 |
||||||||||||||||||||||||||||||||||||||||
Translation practice- English to Hindi
|
|||||||||||||||||||||||||||||||||||||||||
Translation of passages in English to Hindi | |||||||||||||||||||||||||||||||||||||||||
Unit-3 |
Teaching Hours:5 |
||||||||||||||||||||||||||||||||||||||||
Translation practice- English to Hindi
|
|||||||||||||||||||||||||||||||||||||||||
Translation of passages in English to Hindi | |||||||||||||||||||||||||||||||||||||||||
Unit-3 |
Teaching Hours:5 |
||||||||||||||||||||||||||||||||||||||||
Translation practice- English to Hindi
|
|||||||||||||||||||||||||||||||||||||||||
Translation of passages in English to Hindi | |||||||||||||||||||||||||||||||||||||||||
Unit-3 |
Teaching Hours:5 |
||||||||||||||||||||||||||||||||||||||||
Translation practice- English to Hindi
|
|||||||||||||||||||||||||||||||||||||||||
Translation of passages in English to Hindi | |||||||||||||||||||||||||||||||||||||||||
Unit-3 |
Teaching Hours:5 |
||||||||||||||||||||||||||||||||||||||||
Translation practice- English to Hindi
|
|||||||||||||||||||||||||||||||||||||||||
Translation of passages in English to Hindi | |||||||||||||||||||||||||||||||||||||||||
Unit-3 |
Teaching Hours:5 |
||||||||||||||||||||||||||||||||||||||||
Translation practice- English to Hindi
|
|||||||||||||||||||||||||||||||||||||||||
Translation of passages in English to Hindi | |||||||||||||||||||||||||||||||||||||||||
Unit-3 |
Teaching Hours:5 |
||||||||||||||||||||||||||||||||||||||||
Translation practice- English to Hindi
|
|||||||||||||||||||||||||||||||||||||||||
Translation of passages in English to Hindi | |||||||||||||||||||||||||||||||||||||||||
Unit-3 |
Teaching Hours:5 |
||||||||||||||||||||||||||||||||||||||||
Translation practice- English to Hindi
|
|||||||||||||||||||||||||||||||||||||||||
Translation of passages in English to Hindi | |||||||||||||||||||||||||||||||||||||||||
Unit-3 |
Teaching Hours:5 |
||||||||||||||||||||||||||||||||||||||||
Translation practice- English to Hindi
|
|||||||||||||||||||||||||||||||||||||||||
Translation of passages in English to Hindi | |||||||||||||||||||||||||||||||||||||||||
Unit-3 |
Teaching Hours:5 |
||||||||||||||||||||||||||||||||||||||||
Translation practice- English to Hindi
|
|||||||||||||||||||||||||||||||||||||||||
Translation of passages in English to Hindi | |||||||||||||||||||||||||||||||||||||||||
Unit-3 |
Teaching Hours:5 |
||||||||||||||||||||||||||||||||||||||||
Translation practice- English to Hindi
|
|||||||||||||||||||||||||||||||||||||||||
Translation of passages in English to Hindi | |||||||||||||||||||||||||||||||||||||||||
Unit-3 |
Teaching Hours:5 |
||||||||||||||||||||||||||||||||||||||||
Translation practice- English to Hindi
|
|||||||||||||||||||||||||||||||||||||||||
Translation of passages in English to Hindi | |||||||||||||||||||||||||||||||||||||||||
Text Books And Reference Books: Samakaleen Kavita Sanchay’ (Collection of Poems) Edited by: Dr. Sebastian K A & Dr. Deepak Kumar Gond | |||||||||||||||||||||||||||||||||||||||||
Essential Reading / Recommended Reading 1. A Hand Book of Translation Studies By: Das Bijay Kumar. 2. SaralSubodh Hindi Vyakaran, By: MotilalChaturvedi. Vinod 3. AnuvadEvam Sanchar – Dr.PooranchandTandon, Rajpal and Son’s 4. AnuvadVignan By:Bholanath Tiwari 5. Anuvad Kala By: N.E VishwanathIyer
| |||||||||||||||||||||||||||||||||||||||||
Evaluation Pattern Mid-Semester Examination 3 Sem – BCom/BBA Course Code-HIN282-3 Paper I – Hindi Max. Time: 2 Hrs Max. Marks: 50
End-Semester Examination 3 Sem – BCom/BBA Course Code-HIN282-3 Paper I – Hindi Max. Time: 2Hrs Max. Marks : 50
| |||||||||||||||||||||||||||||||||||||||||
KAN282-3 - KANNADA (2023 Batch) | |||||||||||||||||||||||||||||||||||||||||
Total Teaching Hours for Semester:30 |
No of Lecture Hours/Week:2 |
||||||||||||||||||||||||||||||||||||||||
Max Marks:50 |
Credits:2 |
||||||||||||||||||||||||||||||||||||||||
Course Objectives/Course Description |
|||||||||||||||||||||||||||||||||||||||||
Kannada is offered to students of III Semester B.Com Courses, under AEC for fifty marks. The students of this semester will study Modern Kannada Poems, selected post modern fictions and non fictions. The syllabus will help them to learn and write a different forms of business letters. The Syllabus is well structured with local, national and global needs of the students, imbibes human values, proffessional ethics, sustainability and various language skills.
|
|||||||||||||||||||||||||||||||||||||||||
Learning Outcome |
|||||||||||||||||||||||||||||||||||||||||
CO1: Expose learners to the post modern writings. CO2: Able to understand the literary genre CO3: Able to develop their critical and analytical thinking CO4: Enable them in creative writings CO5: Able to make business correspondence in Kannada
|
Unit-1 |
Teaching Hours:10 |
Post Modern -selected poems
|
|
1. Kerege Haara- Folk Poetry 2. Kalki- Kuvempu 3. Nimmodanidduu Nimmantaagade – K S Nissar Ahamad 4. Nalavattelara Swaatantrya - Siddalingaiah
| |
Unit-1 |
Teaching Hours:10 |
Post Modern -selected poems
|
|
1. Kerege Haara- Folk Poetry 2. Kalki- Kuvempu 3. Nimmodanidduu Nimmantaagade – K S Nissar Ahamad 4. Nalavattelara Swaatantrya - Siddalingaiah
| |
Unit-1 |
Teaching Hours:10 |
Post Modern -selected poems
|
|
1. Kerege Haara- Folk Poetry 2. Kalki- Kuvempu 3. Nimmodanidduu Nimmantaagade – K S Nissar Ahamad 4. Nalavattelara Swaatantrya - Siddalingaiah
| |
Unit-1 |
Teaching Hours:10 |
Post Modern -selected poems
|
|
1. Kerege Haara- Folk Poetry 2. Kalki- Kuvempu 3. Nimmodanidduu Nimmantaagade – K S Nissar Ahamad 4. Nalavattelara Swaatantrya - Siddalingaiah
| |
Unit-1 |
Teaching Hours:10 |
Post Modern -selected poems
|
|
1. Kerege Haara- Folk Poetry 2. Kalki- Kuvempu 3. Nimmodanidduu Nimmantaagade – K S Nissar Ahamad 4. Nalavattelara Swaatantrya - Siddalingaiah
| |
Unit-1 |
Teaching Hours:10 |
Post Modern -selected poems
|
|
1. Kerege Haara- Folk Poetry 2. Kalki- Kuvempu 3. Nimmodanidduu Nimmantaagade – K S Nissar Ahamad 4. Nalavattelara Swaatantrya - Siddalingaiah
| |
Unit-1 |
Teaching Hours:10 |
Post Modern -selected poems
|
|
1. Kerege Haara- Folk Poetry 2. Kalki- Kuvempu 3. Nimmodanidduu Nimmantaagade – K S Nissar Ahamad 4. Nalavattelara Swaatantrya - Siddalingaiah
| |
Unit-1 |
Teaching Hours:10 |
Post Modern -selected poems
|
|
1. Kerege Haara- Folk Poetry 2. Kalki- Kuvempu 3. Nimmodanidduu Nimmantaagade – K S Nissar Ahamad 4. Nalavattelara Swaatantrya - Siddalingaiah
| |
Unit-1 |
Teaching Hours:10 |
Post Modern -selected poems
|
|
1. Kerege Haara- Folk Poetry 2. Kalki- Kuvempu 3. Nimmodanidduu Nimmantaagade – K S Nissar Ahamad 4. Nalavattelara Swaatantrya - Siddalingaiah
| |
Unit-1 |
Teaching Hours:10 |
Post Modern -selected poems
|
|
1. Kerege Haara- Folk Poetry 2. Kalki- Kuvempu 3. Nimmodanidduu Nimmantaagade – K S Nissar Ahamad 4. Nalavattelara Swaatantrya - Siddalingaiah
| |
Unit-1 |
Teaching Hours:10 |
Post Modern -selected poems
|
|
1. Kerege Haara- Folk Poetry 2. Kalki- Kuvempu 3. Nimmodanidduu Nimmantaagade – K S Nissar Ahamad 4. Nalavattelara Swaatantrya - Siddalingaiah
| |
Unit-1 |
Teaching Hours:10 |
Post Modern -selected poems
|
|
1. Kerege Haara- Folk Poetry 2. Kalki- Kuvempu 3. Nimmodanidduu Nimmantaagade – K S Nissar Ahamad 4. Nalavattelara Swaatantrya - Siddalingaiah
| |
Unit-1 |
Teaching Hours:10 |
Post Modern -selected poems
|
|
1. Kerege Haara- Folk Poetry 2. Kalki- Kuvempu 3. Nimmodanidduu Nimmantaagade – K S Nissar Ahamad 4. Nalavattelara Swaatantrya - Siddalingaiah
| |
Unit-1 |
Teaching Hours:10 |
Post Modern -selected poems
|
|
1. Kerege Haara- Folk Poetry 2. Kalki- Kuvempu 3. Nimmodanidduu Nimmantaagade – K S Nissar Ahamad 4. Nalavattelara Swaatantrya - Siddalingaiah
| |
Unit-1 |
Teaching Hours:10 |
Post Modern -selected poems
|
|
1. Kerege Haara- Folk Poetry 2. Kalki- Kuvempu 3. Nimmodanidduu Nimmantaagade – K S Nissar Ahamad 4. Nalavattelara Swaatantrya - Siddalingaiah
| |
Unit-1 |
Teaching Hours:10 |
Post Modern -selected poems
|
|
1. Kerege Haara- Folk Poetry 2. Kalki- Kuvempu 3. Nimmodanidduu Nimmantaagade – K S Nissar Ahamad 4. Nalavattelara Swaatantrya - Siddalingaiah
| |
Unit-2 |
Teaching Hours:5 |
Selected short stories
|
|
1. Maleraayana Madadi- Folk Story 2. Venkatashaamiya Pranaya – Maasti Venkatesh Ayyangaar 3. Naavu Chirangeevigalu – Russian Story
| |
Unit-2 |
Teaching Hours:5 |
Selected short stories
|
|
1. Maleraayana Madadi- Folk Story 2. Venkatashaamiya Pranaya – Maasti Venkatesh Ayyangaar 3. Naavu Chirangeevigalu – Russian Story
| |
Unit-2 |
Teaching Hours:5 |
Selected short stories
|
|
1. Maleraayana Madadi- Folk Story 2. Venkatashaamiya Pranaya – Maasti Venkatesh Ayyangaar 3. Naavu Chirangeevigalu – Russian Story
| |
Unit-2 |
Teaching Hours:5 |
Selected short stories
|
|
1. Maleraayana Madadi- Folk Story 2. Venkatashaamiya Pranaya – Maasti Venkatesh Ayyangaar 3. Naavu Chirangeevigalu – Russian Story
| |
Unit-2 |
Teaching Hours:5 |
Selected short stories
|
|
1. Maleraayana Madadi- Folk Story 2. Venkatashaamiya Pranaya – Maasti Venkatesh Ayyangaar 3. Naavu Chirangeevigalu – Russian Story
| |
Unit-2 |
Teaching Hours:5 |
Selected short stories
|
|
1. Maleraayana Madadi- Folk Story 2. Venkatashaamiya Pranaya – Maasti Venkatesh Ayyangaar 3. Naavu Chirangeevigalu – Russian Story
| |
Unit-2 |
Teaching Hours:5 |
Selected short stories
|
|
1. Maleraayana Madadi- Folk Story 2. Venkatashaamiya Pranaya – Maasti Venkatesh Ayyangaar 3. Naavu Chirangeevigalu – Russian Story
| |
Unit-2 |
Teaching Hours:5 |
Selected short stories
|
|
1. Maleraayana Madadi- Folk Story 2. Venkatashaamiya Pranaya – Maasti Venkatesh Ayyangaar 3. Naavu Chirangeevigalu – Russian Story
| |
Unit-2 |
Teaching Hours:5 |
Selected short stories
|
|
1. Maleraayana Madadi- Folk Story 2. Venkatashaamiya Pranaya – Maasti Venkatesh Ayyangaar 3. Naavu Chirangeevigalu – Russian Story
| |
Unit-2 |
Teaching Hours:5 |
Selected short stories
|
|
1. Maleraayana Madadi- Folk Story 2. Venkatashaamiya Pranaya – Maasti Venkatesh Ayyangaar 3. Naavu Chirangeevigalu – Russian Story
| |
Unit-2 |
Teaching Hours:5 |
Selected short stories
|
|
1. Maleraayana Madadi- Folk Story 2. Venkatashaamiya Pranaya – Maasti Venkatesh Ayyangaar 3. Naavu Chirangeevigalu – Russian Story
| |
Unit-2 |
Teaching Hours:5 |
Selected short stories
|
|
1. Maleraayana Madadi- Folk Story 2. Venkatashaamiya Pranaya – Maasti Venkatesh Ayyangaar 3. Naavu Chirangeevigalu – Russian Story
| |
Unit-2 |
Teaching Hours:5 |
Selected short stories
|
|
1. Maleraayana Madadi- Folk Story 2. Venkatashaamiya Pranaya – Maasti Venkatesh Ayyangaar 3. Naavu Chirangeevigalu – Russian Story
| |
Unit-2 |
Teaching Hours:5 |
Selected short stories
|
|
1. Maleraayana Madadi- Folk Story 2. Venkatashaamiya Pranaya – Maasti Venkatesh Ayyangaar 3. Naavu Chirangeevigalu – Russian Story
| |
Unit-2 |
Teaching Hours:5 |
Selected short stories
|
|
1. Maleraayana Madadi- Folk Story 2. Venkatashaamiya Pranaya – Maasti Venkatesh Ayyangaar 3. Naavu Chirangeevigalu – Russian Story
| |
Unit-2 |
Teaching Hours:5 |
Selected short stories
|
|
1. Maleraayana Madadi- Folk Story 2. Venkatashaamiya Pranaya – Maasti Venkatesh Ayyangaar 3. Naavu Chirangeevigalu – Russian Story
| |
Unit-3 |
Teaching Hours:10 |
Selected Prose
|
|
1. Namma Preetiya Criket- K. Satyanaarayana 2. Maastarara Makkalu- Jayanth Kaaikini 3. Bhaaratada Modala Mahilaa Shikshaki – Kiran M. Gaajanuru 4. Yuvabhaarata Vruddha America – Manu Baligaar
| |
Unit-3 |
Teaching Hours:10 |
Selected Prose
|
|
1. Namma Preetiya Criket- K. Satyanaarayana 2. Maastarara Makkalu- Jayanth Kaaikini 3. Bhaaratada Modala Mahilaa Shikshaki – Kiran M. Gaajanuru 4. Yuvabhaarata Vruddha America – Manu Baligaar
| |
Unit-3 |
Teaching Hours:10 |
Selected Prose
|
|
1. Namma Preetiya Criket- K. Satyanaarayana 2. Maastarara Makkalu- Jayanth Kaaikini 3. Bhaaratada Modala Mahilaa Shikshaki – Kiran M. Gaajanuru 4. Yuvabhaarata Vruddha America – Manu Baligaar
| |
Unit-3 |
Teaching Hours:10 |
Selected Prose
|
|
1. Namma Preetiya Criket- K. Satyanaarayana 2. Maastarara Makkalu- Jayanth Kaaikini 3. Bhaaratada Modala Mahilaa Shikshaki – Kiran M. Gaajanuru 4. Yuvabhaarata Vruddha America – Manu Baligaar
| |
Unit-3 |
Teaching Hours:10 |
Selected Prose
|
|
1. Namma Preetiya Criket- K. Satyanaarayana 2. Maastarara Makkalu- Jayanth Kaaikini 3. Bhaaratada Modala Mahilaa Shikshaki – Kiran M. Gaajanuru 4. Yuvabhaarata Vruddha America – Manu Baligaar
| |
Unit-3 |
Teaching Hours:10 |
Selected Prose
|
|
1. Namma Preetiya Criket- K. Satyanaarayana 2. Maastarara Makkalu- Jayanth Kaaikini 3. Bhaaratada Modala Mahilaa Shikshaki – Kiran M. Gaajanuru 4. Yuvabhaarata Vruddha America – Manu Baligaar
| |
Unit-3 |
Teaching Hours:10 |
Selected Prose
|
|
1. Namma Preetiya Criket- K. Satyanaarayana 2. Maastarara Makkalu- Jayanth Kaaikini 3. Bhaaratada Modala Mahilaa Shikshaki – Kiran M. Gaajanuru 4. Yuvabhaarata Vruddha America – Manu Baligaar
| |
Unit-3 |
Teaching Hours:10 |
Selected Prose
|
|
1. Namma Preetiya Criket- K. Satyanaarayana 2. Maastarara Makkalu- Jayanth Kaaikini 3. Bhaaratada Modala Mahilaa Shikshaki – Kiran M. Gaajanuru 4. Yuvabhaarata Vruddha America – Manu Baligaar
| |
Unit-3 |
Teaching Hours:10 |
Selected Prose
|
|
1. Namma Preetiya Criket- K. Satyanaarayana 2. Maastarara Makkalu- Jayanth Kaaikini 3. Bhaaratada Modala Mahilaa Shikshaki – Kiran M. Gaajanuru 4. Yuvabhaarata Vruddha America – Manu Baligaar
| |
Unit-3 |
Teaching Hours:10 |
Selected Prose
|
|
1. Namma Preetiya Criket- K. Satyanaarayana 2. Maastarara Makkalu- Jayanth Kaaikini 3. Bhaaratada Modala Mahilaa Shikshaki – Kiran M. Gaajanuru 4. Yuvabhaarata Vruddha America – Manu Baligaar
| |
Unit-3 |
Teaching Hours:10 |
Selected Prose
|
|
1. Namma Preetiya Criket- K. Satyanaarayana 2. Maastarara Makkalu- Jayanth Kaaikini 3. Bhaaratada Modala Mahilaa Shikshaki – Kiran M. Gaajanuru 4. Yuvabhaarata Vruddha America – Manu Baligaar
| |
Unit-3 |
Teaching Hours:10 |
Selected Prose
|
|
1. Namma Preetiya Criket- K. Satyanaarayana 2. Maastarara Makkalu- Jayanth Kaaikini 3. Bhaaratada Modala Mahilaa Shikshaki – Kiran M. Gaajanuru 4. Yuvabhaarata Vruddha America – Manu Baligaar
| |
Unit-3 |
Teaching Hours:10 |
Selected Prose
|
|
1. Namma Preetiya Criket- K. Satyanaarayana 2. Maastarara Makkalu- Jayanth Kaaikini 3. Bhaaratada Modala Mahilaa Shikshaki – Kiran M. Gaajanuru 4. Yuvabhaarata Vruddha America – Manu Baligaar
| |
Unit-3 |
Teaching Hours:10 |
Selected Prose
|
|
1. Namma Preetiya Criket- K. Satyanaarayana 2. Maastarara Makkalu- Jayanth Kaaikini 3. Bhaaratada Modala Mahilaa Shikshaki – Kiran M. Gaajanuru 4. Yuvabhaarata Vruddha America – Manu Baligaar
| |
Unit-3 |
Teaching Hours:10 |
Selected Prose
|
|
1. Namma Preetiya Criket- K. Satyanaarayana 2. Maastarara Makkalu- Jayanth Kaaikini 3. Bhaaratada Modala Mahilaa Shikshaki – Kiran M. Gaajanuru 4. Yuvabhaarata Vruddha America – Manu Baligaar
| |
Unit-3 |
Teaching Hours:10 |
Selected Prose
|
|
1. Namma Preetiya Criket- K. Satyanaarayana 2. Maastarara Makkalu- Jayanth Kaaikini 3. Bhaaratada Modala Mahilaa Shikshaki – Kiran M. Gaajanuru 4. Yuvabhaarata Vruddha America – Manu Baligaar
| |
Unit-4 |
Teaching Hours:5 |
: Language Skills
|
|
1. Business Letter Writing
| |
Unit-4 |
Teaching Hours:5 |
: Language Skills
|
|
1. Business Letter Writing
| |
Unit-4 |
Teaching Hours:5 |
: Language Skills
|
|
1. Business Letter Writing
| |
Unit-4 |
Teaching Hours:5 |
: Language Skills
|
|
1. Business Letter Writing
| |
Unit-4 |
Teaching Hours:5 |
: Language Skills
|
|
1. Business Letter Writing
| |
Unit-4 |
Teaching Hours:5 |
: Language Skills
|
|
1. Business Letter Writing
| |
Unit-4 |
Teaching Hours:5 |
: Language Skills
|
|
1. Business Letter Writing
| |
Unit-4 |
Teaching Hours:5 |
: Language Skills
|
|
1. Business Letter Writing
| |
Unit-4 |
Teaching Hours:5 |
: Language Skills
|
|
1. Business Letter Writing
| |
Unit-4 |
Teaching Hours:5 |
: Language Skills
|
|
1. Business Letter Writing
| |
Unit-4 |
Teaching Hours:5 |
: Language Skills
|
|
1. Business Letter Writing
| |
Unit-4 |
Teaching Hours:5 |
: Language Skills
|
|
1. Business Letter Writing
| |
Unit-4 |
Teaching Hours:5 |
: Language Skills
|
|
1. Business Letter Writing
| |
Unit-4 |
Teaching Hours:5 |
: Language Skills
|
|
1. Business Letter Writing
| |
Unit-4 |
Teaching Hours:5 |
: Language Skills
|
|
1. Business Letter Writing
| |
Unit-4 |
Teaching Hours:5 |
: Language Skills
|
|
1. Business Letter Writing
| |
Text Books And Reference Books: 1. Kannada Sanna Kathegala Olavu- Giraddi Govindaraj 2. Adhunika Kannada Nataka- K. Marulasiddappa Samagra Kannada Sahitya Charithre | |
Essential Reading / Recommended Reading Post Collonial writings in Kannada ee Shatamaanada Kaavya | |
Evaluation Pattern Writtren Test Wikipedia article creation | |
SPA181-3 - SPANISH (2023 Batch) | |
Total Teaching Hours for Semester:30 |
No of Lecture Hours/Week:2 |
Max Marks:50 |
Credits:2 |
Course Objectives/Course Description |
|
“Aula International 1” A1/A2 . Is designed to develop listening, speaking, writing, and reading skills in Spanish as well as cultural competency in the Hispanic world. This course is intended for students with no prior knowledge of Spanish. This method leads easy way to communicate and to carry out tasks in Spanish. Course Objectives: “Aula International 1” A1/A2’. General objective are more specific to define the linguistic knowledge with the help of which the learners will implement various skills such as to understand, to speak, to interact and to write.
|
|
Learning Outcome |
|
CO1: Student will be able to talk casually about topics of current public and personal
events. CO2: Students in the Spanish program develop in-depth content knowledge about Hispanic
cultures. CO3: Student will be able to understand most speech on familiar topics
Student can read and understand written texts in areas of the their special interest. CO4: Student will able to recognize the value of Spanish language learning and Hispanidad
cultures through participation in a variety of activities. |
Unit-1 |
Teaching Hours:8 |
Unit 1 ? Recuerdos!
|
|
o Salutation and expressions o Learn to introduce ourselves and friends. o Alphabets o Profession o Numbers | |
Unit-1 |
Teaching Hours:8 |
Unit 1 ? Recuerdos!
|
|
o Salutation and expressions o Learn to introduce ourselves and friends. o Alphabets o Profession o Numbers | |
Unit-1 |
Teaching Hours:8 |
Unit 1 ? Recuerdos!
|
|
o Salutation and expressions o Learn to introduce ourselves and friends. o Alphabets o Profession o Numbers | |
Unit-1 |
Teaching Hours:8 |
Unit 1 ? Recuerdos!
|
|
o Salutation and expressions o Learn to introduce ourselves and friends. o Alphabets o Profession o Numbers | |
Unit-1 |
Teaching Hours:8 |
Unit 1 ? Recuerdos!
|
|
o Salutation and expressions o Learn to introduce ourselves and friends. o Alphabets o Profession o Numbers | |
Unit-1 |
Teaching Hours:8 |
Unit 1 ? Recuerdos!
|
|
o Salutation and expressions o Learn to introduce ourselves and friends. o Alphabets o Profession o Numbers | |
Unit-1 |
Teaching Hours:8 |
Unit 1 ? Recuerdos!
|
|
o Salutation and expressions o Learn to introduce ourselves and friends. o Alphabets o Profession o Numbers | |
Unit-1 |
Teaching Hours:8 |
Unit 1 ? Recuerdos!
|
|
o Salutation and expressions o Learn to introduce ourselves and friends. o Alphabets o Profession o Numbers | |
Unit-1 |
Teaching Hours:8 |
Unit 1 ? Recuerdos!
|
|
o Salutation and expressions o Learn to introduce ourselves and friends. o Alphabets o Profession o Numbers | |
Unit-1 |
Teaching Hours:8 |
Unit 1 ? Recuerdos!
|
|
o Salutation and expressions o Learn to introduce ourselves and friends. o Alphabets o Profession o Numbers | |
Unit-1 |
Teaching Hours:8 |
Unit 1 ? Recuerdos!
|
|
o Salutation and expressions o Learn to introduce ourselves and friends. o Alphabets o Profession o Numbers | |
Unit-1 |
Teaching Hours:8 |
Unit 1 ? Recuerdos!
|
|
o Salutation and expressions o Learn to introduce ourselves and friends. o Alphabets o Profession o Numbers | |
Unit-1 |
Teaching Hours:8 |
Unit 1 ? Recuerdos!
|
|
o Salutation and expressions o Learn to introduce ourselves and friends. o Alphabets o Profession o Numbers | |
Unit-1 |
Teaching Hours:8 |
Unit 1 ? Recuerdos!
|
|
o Salutation and expressions o Learn to introduce ourselves and friends. o Alphabets o Profession o Numbers | |
Unit-1 |
Teaching Hours:8 |
Unit 1 ? Recuerdos!
|
|
o Salutation and expressions o Learn to introduce ourselves and friends. o Alphabets o Profession o Numbers | |
Unit-1 |
Teaching Hours:8 |
Unit 1 ? Recuerdos!
|
|
o Salutation and expressions o Learn to introduce ourselves and friends. o Alphabets o Profession o Numbers | |
Unit-1 |
Teaching Hours:8 |
Unit 1 ? Recuerdos!
|
|
o Salutation and expressions o Learn to introduce ourselves and friends. o Alphabets o Profession o Numbers | |
Unit-1 |
Teaching Hours:8 |
Unit 1 ? Recuerdos!
|
|
o Salutation and expressions o Learn to introduce ourselves and friends. o Alphabets o Profession o Numbers | |
Unit-1 |
Teaching Hours:8 |
Unit 1 ? Recuerdos!
|
|
o Salutation and expressions o Learn to introduce ourselves and friends. o Alphabets o Profession o Numbers | |
Unit-1 |
Teaching Hours:8 |
Unit 1 ? Recuerdos!
|
|
o Salutation and expressions o Learn to introduce ourselves and friends. o Alphabets o Profession o Numbers | |
Unit-1 |
Teaching Hours:8 |
Unit 1 ? Recuerdos!
|
|
o Salutation and expressions o Learn to introduce ourselves and friends. o Alphabets o Profession o Numbers | |
Unit-1 |
Teaching Hours:8 |
Unit 1 ? Recuerdos!
|
|
o Salutation and expressions o Learn to introduce ourselves and friends. o Alphabets o Profession o Numbers | |
Unit-1 |
Teaching Hours:8 |
Unit 1 ? Recuerdos!
|
|
o Salutation and expressions o Learn to introduce ourselves and friends. o Alphabets o Profession o Numbers | |
Unit-1 |
Teaching Hours:8 |
Unit 1 ? Recuerdos!
|
|
o Salutation and expressions o Learn to introduce ourselves and friends. o Alphabets o Profession o Numbers | |
Unit-1 |
Teaching Hours:8 |
Unit 1 ? Recuerdos!
|
|
o Salutation and expressions o Learn to introduce ourselves and friends. o Alphabets o Profession o Numbers | |
Unit-1 |
Teaching Hours:8 |
Unit 1 ? Recuerdos!
|
|
o Salutation and expressions o Learn to introduce ourselves and friends. o Alphabets o Profession o Numbers | |
Unit-1 |
Teaching Hours:8 |
Unit 1 ? Recuerdos!
|
|
o Salutation and expressions o Learn to introduce ourselves and friends. o Alphabets o Profession o Numbers | |
Unit-1 |
Teaching Hours:8 |
Unit 1 ? Recuerdos!
|
|
o Salutation and expressions o Learn to introduce ourselves and friends. o Alphabets o Profession o Numbers | |
Unit-1 |
Teaching Hours:8 |
Unit 1 ? Recuerdos!
|
|
o Salutation and expressions o Learn to introduce ourselves and friends. o Alphabets o Profession o Numbers | |
Unit-1 |
Teaching Hours:8 |
Unit 1 ? Recuerdos!
|
|
o Salutation and expressions o Learn to introduce ourselves and friends. o Alphabets o Profession o Numbers | |
Unit-1 |
Teaching Hours:8 |
Unit 1 ? Recuerdos!
|
|
o Salutation and expressions o Learn to introduce ourselves and friends. o Alphabets o Profession o Numbers | |
Unit-1 |
Teaching Hours:8 |
Unit 1 ? Recuerdos!
|
|
o Salutation and expressions o Learn to introduce ourselves and friends. o Alphabets o Profession o Numbers | |
Unit-1 |
Teaching Hours:8 |
Unit 1 ? Recuerdos!
|
|
o Salutation and expressions o Learn to introduce ourselves and friends. o Alphabets o Profession o Numbers | |
Unit-1 |
Teaching Hours:8 |
Unit 1 ? Recuerdos!
|
|
o Salutation and expressions o Learn to introduce ourselves and friends. o Alphabets o Profession o Numbers | |
Unit-1 |
Teaching Hours:8 |
Unit 1 ? Recuerdos!
|
|
o Salutation and expressions o Learn to introduce ourselves and friends. o Alphabets o Profession o Numbers | |
Unit-1 |
Teaching Hours:8 |
Unit 1 ? Recuerdos!
|
|
o Salutation and expressions o Learn to introduce ourselves and friends. o Alphabets o Profession o Numbers | |
Unit-1 |
Teaching Hours:8 |
Unit 1 ? Recuerdos!
|
|
o Salutation and expressions o Learn to introduce ourselves and friends. o Alphabets o Profession o Numbers | |
Unit-1 |
Teaching Hours:8 |
Unit 1 ? Recuerdos!
|
|
o Salutation and expressions o Learn to introduce ourselves and friends. o Alphabets o Profession o Numbers | |
Unit-1 |
Teaching Hours:8 |
Unit 1 ? Recuerdos!
|
|
o Salutation and expressions o Learn to introduce ourselves and friends. o Alphabets o Profession o Numbers | |
Unit-1 |
Teaching Hours:8 |
Unit 1 ? Recuerdos!
|
|
o Salutation and expressions o Learn to introduce ourselves and friends. o Alphabets o Profession o Numbers | |
Unit-1 |
Teaching Hours:8 |
Unit 1 ? Recuerdos!
|
|
o Salutation and expressions o Learn to introduce ourselves and friends. o Alphabets o Profession o Numbers | |
Unit-1 |
Teaching Hours:8 |
Unit 1 ? Recuerdos!
|
|
o Salutation and expressions o Learn to introduce ourselves and friends. o Alphabets o Profession o Numbers | |
Unit-1 |
Teaching Hours:8 |
Unit 1 ? Recuerdos!
|
|
o Salutation and expressions o Learn to introduce ourselves and friends. o Alphabets o Profession o Numbers | |
Unit-1 |
Teaching Hours:8 |
Unit 1 ? Recuerdos!
|
|
o Salutation and expressions o Learn to introduce ourselves and friends. o Alphabets o Profession o Numbers | |
Unit-1 |
Teaching Hours:8 |
Unit 1 ? Recuerdos!
|
|
o Salutation and expressions o Learn to introduce ourselves and friends. o Alphabets o Profession o Numbers | |
Unit-1 |
Teaching Hours:8 |
Unit 1 ? Recuerdos!
|
|
o Salutation and expressions o Learn to introduce ourselves and friends. o Alphabets o Profession o Numbers | |
Unit-1 |
Teaching Hours:8 |
Unit 1 ? Recuerdos!
|
|
o Salutation and expressions o Learn to introduce ourselves and friends. o Alphabets o Profession o Numbers | |
Unit-1 |
Teaching Hours:8 |
Unit 1 ? Recuerdos!
|
|
o Salutation and expressions o Learn to introduce ourselves and friends. o Alphabets o Profession o Numbers | |
Unit-1 |
Teaching Hours:8 |
Unit 1 ? Recuerdos!
|
|
o Salutation and expressions o Learn to introduce ourselves and friends. o Alphabets o Profession o Numbers | |
Unit-1 |
Teaching Hours:8 |
Unit 1 ? Recuerdos!
|
|
o Salutation and expressions o Learn to introduce ourselves and friends. o Alphabets o Profession o Numbers | |
Unit-1 |
Teaching Hours:8 |
Unit 1 ? Recuerdos!
|
|
o Salutation and expressions o Learn to introduce ourselves and friends. o Alphabets o Profession o Numbers | |
Unit-1 |
Teaching Hours:8 |
Unit 1 ? Recuerdos!
|
|
o Salutation and expressions o Learn to introduce ourselves and friends. o Alphabets o Profession o Numbers | |
Unit-1 |
Teaching Hours:8 |
Unit 1 ? Recuerdos!
|
|
o Salutation and expressions o Learn to introduce ourselves and friends. o Alphabets o Profession o Numbers | |
Unit-1 |
Teaching Hours:8 |
Unit 1 ? Recuerdos!
|
|
o Salutation and expressions o Learn to introduce ourselves and friends. o Alphabets o Profession o Numbers | |
Unit-1 |
Teaching Hours:8 |
Unit 1 ? Recuerdos!
|
|
o Salutation and expressions o Learn to introduce ourselves and friends. o Alphabets o Profession o Numbers | |
Unit-1 |
Teaching Hours:8 |
Unit 1 ? Recuerdos!
|
|
o Salutation and expressions o Learn to introduce ourselves and friends. o Alphabets o Profession o Numbers | |
Unit-1 |
Teaching Hours:8 |
Unit 1 ? Recuerdos!
|
|
o Salutation and expressions o Learn to introduce ourselves and friends. o Alphabets o Profession o Numbers | |
Unit-1 |
Teaching Hours:8 |
Unit 1 ? Recuerdos!
|
|
o Salutation and expressions o Learn to introduce ourselves and friends. o Alphabets o Profession o Numbers | |
Unit-1 |
Teaching Hours:8 |
Unit 1 ? Recuerdos!
|
|
o Salutation and expressions o Learn to introduce ourselves and friends. o Alphabets o Profession o Numbers | |
Unit-1 |
Teaching Hours:8 |
Unit 1 ? Recuerdos!
|
|
o Salutation and expressions o Learn to introduce ourselves and friends. o Alphabets o Profession o Numbers | |
Unit-1 |
Teaching Hours:8 |
Unit 1 ? Recuerdos!
|
|
o Salutation and expressions o Learn to introduce ourselves and friends. o Alphabets o Profession o Numbers | |
Unit-1 |
Teaching Hours:8 |
Unit 1 ? Recuerdos!
|
|
o Salutation and expressions o Learn to introduce ourselves and friends. o Alphabets o Profession o Numbers | |
Unit-1 |
Teaching Hours:8 |
Unit 1 ? Recuerdos!
|
|
o Salutation and expressions o Learn to introduce ourselves and friends. o Alphabets o Profession o Numbers | |
Unit-1 |
Teaching Hours:8 |
Unit 1 ? Recuerdos!
|
|
o Salutation and expressions o Learn to introduce ourselves and friends. o Alphabets o Profession o Numbers | |
Unit-2 |
Teaching Hours:8 |
Unit 2 ? Nosotros
|
|
| |
Unit-2 |
Teaching Hours:8 |
Unit 2 ? Nosotros
|
|
| |
Unit-2 |
Teaching Hours:8 |
Unit 2 ? Nosotros
|
|
| |
Unit-2 |
Teaching Hours:8 |
Unit 2 ? Nosotros
|
|
| |
Unit-2 |
Teaching Hours:8 |
Unit 2 ? Nosotros
|
|
| |
Unit-2 |
Teaching Hours:8 |
Unit 2 ? Nosotros
|
|
| |
Unit-2 |
Teaching Hours:8 |
Unit 2 ? Nosotros
|
|
| |
Unit-2 |
Teaching Hours:8 |
Unit 2 ? Nosotros
|
|
| |
Unit-2 |
Teaching Hours:8 |
Unit 2 ? Nosotros
|
|
| |
Unit-2 |
Teaching Hours:8 |
Unit 2 ? Nosotros
|
|
| |
Unit-2 |
Teaching Hours:8 |
Unit 2 ? Nosotros
|
|
| |
Unit-2 |
Teaching Hours:8 |
Unit 2 ? Nosotros
|
|
| |
Unit-2 |
Teaching Hours:8 |
Unit 2 ? Nosotros
|
|
| |
Unit-2 |
Teaching Hours:8 |
Unit 2 ? Nosotros
|
|
| |
Unit-2 |
Teaching Hours:8 |
Unit 2 ? Nosotros
|
|
| |
Unit-2 |
Teaching Hours:8 |
Unit 2 ? Nosotros
|
|
| |
Unit-2 |
Teaching Hours:8 |
Unit 2 ? Nosotros
|
|
| |
Unit-2 |
Teaching Hours:8 |
Unit 2 ? Nosotros
|
|
| |
Unit-2 |
Teaching Hours:8 |
Unit 2 ? Nosotros
|
|
| |
Unit-2 |
Teaching Hours:8 |
Unit 2 ? Nosotros
|
|
| |
Unit-2 |
Teaching Hours:8 |
Unit 2 ? Nosotros
|
|
| |
Unit-2 |
Teaching Hours:8 |
Unit 2 ? Nosotros
|
|
| |
Unit-2 |
Teaching Hours:8 |
Unit 2 ? Nosotros
|
|
| |
Unit-2 |
Teaching Hours:8 |
Unit 2 ? Nosotros
|
|
| |
Unit-2 |
Teaching Hours:8 |
Unit 2 ? Nosotros
|
|
| |
Unit-2 |
Teaching Hours:8 |
Unit 2 ? Nosotros
|
|
| |
Unit-2 |
Teaching Hours:8 |
Unit 2 ? Nosotros
|
|
| |
Unit-2 |
Teaching Hours:8 |
Unit 2 ? Nosotros
|
|
| |
Unit-2 |
Teaching Hours:8 |
Unit 2 ? Nosotros
|
|
| |
Unit-2 |
Teaching Hours:8 |
Unit 2 ? Nosotros
|
|
| |
Unit-2 |
Teaching Hours:8 |
Unit 2 ? Nosotros
|
|
| |
Unit-2 |
Teaching Hours:8 |
Unit 2 ? Nosotros
|
|
| |
Unit-2 |
Teaching Hours:8 |
Unit 2 ? Nosotros
|
|
| |
Unit-2 |
Teaching Hours:8 |
Unit 2 ? Nosotros
|
|
| |
Unit-2 |
Teaching Hours:8 |
Unit 2 ? Nosotros
|
|
| |
Unit-2 |
Teaching Hours:8 |
Unit 2 ? Nosotros
|
|
| |
Unit-2 |
Teaching Hours:8 |
Unit 2 ? Nosotros
|
|
| |
Unit-2 |
Teaching Hours:8 |
Unit 2 ? Nosotros
|
|
| |
Unit-2 |
Teaching Hours:8 |
Unit 2 ? Nosotros
|
|
| |
Unit-2 |
Teaching Hours:8 |
Unit 2 ? Nosotros
|
|
| |
Unit-2 |
Teaching Hours:8 |
Unit 2 ? Nosotros
|
|
| |
Unit-2 |
Teaching Hours:8 |
Unit 2 ? Nosotros
|
|
| |
Unit-2 |
Teaching Hours:8 |
Unit 2 ? Nosotros
|
|
| |
Unit-2 |
Teaching Hours:8 |
Unit 2 ? Nosotros
|
|
| |
Unit-2 |
Teaching Hours:8 |
Unit 2 ? Nosotros
|
|
| |
Unit-2 |
Teaching Hours:8 |
Unit 2 ? Nosotros
|
|
| |
Unit-2 |
Teaching Hours:8 |
Unit 2 ? Nosotros
|
|
| |
Unit-2 |
Teaching Hours:8 |
Unit 2 ? Nosotros
|
|
| |
Unit-2 |
Teaching Hours:8 |
Unit 2 ? Nosotros
|
|
| |
Unit-2 |
Teaching Hours:8 |
Unit 2 ? Nosotros
|
|
| |
Unit-2 |
Teaching Hours:8 |
Unit 2 ? Nosotros
|
|
| |
Unit-2 |
Teaching Hours:8 |
Unit 2 ? Nosotros
|
|
| |
Unit-2 |
Teaching Hours:8 |
Unit 2 ? Nosotros
|
|
| |
Unit-2 |
Teaching Hours:8 |
Unit 2 ? Nosotros
|
|
| |
Unit-2 |
Teaching Hours:8 |
Unit 2 ? Nosotros
|
|
| |
Unit-2 |
Teaching Hours:8 |
Unit 2 ? Nosotros
|
|
| |
Unit-2 |
Teaching Hours:8 |
Unit 2 ? Nosotros
|
|
| |
Unit-2 |
Teaching Hours:8 |
Unit 2 ? Nosotros
|
|
| |
Unit-2 |
Teaching Hours:8 |
Unit 2 ? Nosotros
|
|
| |
Unit-2 |
Teaching Hours:8 |
Unit 2 ? Nosotros
|
|
| |
Unit-2 |
Teaching Hours:8 |
Unit 2 ? Nosotros
|
|
| |
Unit-2 |
Teaching Hours:8 |
Unit 2 ? Nosotros
|
|
| |
Unit-2 |
Teaching Hours:8 |
Unit 2 ? Nosotros
|
|
| |
Unit-2 |
Teaching Hours:8 |
Unit 2 ? Nosotros
|
|
| |
Unit-3 |
Teaching Hours:8 |
Unit 3 ? Expresar intenciones
|
|
o Introducing group of verbs in present tense o Conjugating the verbs o Usage of prepositions in the phrase o Using subject personal pronouns with the verbs o Usage of comparative | |
Unit-3 |
Teaching Hours:8 |
Unit 3 ? Expresar intenciones
|
|
o Introducing group of verbs in present tense o Conjugating the verbs o Usage of prepositions in the phrase o Using subject personal pronouns with the verbs o Usage of comparative | |
Unit-3 |
Teaching Hours:8 |
Unit 3 ? Expresar intenciones
|
|
o Introducing group of verbs in present tense o Conjugating the verbs o Usage of prepositions in the phrase o Using subject personal pronouns with the verbs o Usage of comparative | |
Unit-3 |
Teaching Hours:8 |
Unit 3 ? Expresar intenciones
|
|
o Introducing group of verbs in present tense o Conjugating the verbs o Usage of prepositions in the phrase o Using subject personal pronouns with the verbs o Usage of comparative | |
Unit-3 |
Teaching Hours:8 |
Unit 3 ? Expresar intenciones
|
|
o Introducing group of verbs in present tense o Conjugating the verbs o Usage of prepositions in the phrase o Using subject personal pronouns with the verbs o Usage of comparative | |
Unit-3 |
Teaching Hours:8 |
Unit 3 ? Expresar intenciones
|
|
o Introducing group of verbs in present tense o Conjugating the verbs o Usage of prepositions in the phrase o Using subject personal pronouns with the verbs o Usage of comparative | |
Unit-3 |
Teaching Hours:8 |
Unit 3 ? Expresar intenciones
|
|
o Introducing group of verbs in present tense o Conjugating the verbs o Usage of prepositions in the phrase o Using subject personal pronouns with the verbs o Usage of comparative | |
Unit-3 |
Teaching Hours:8 |
Unit 3 ? Expresar intenciones
|
|
o Introducing group of verbs in present tense o Conjugating the verbs o Usage of prepositions in the phrase o Using subject personal pronouns with the verbs o Usage of comparative | |
Unit-3 |
Teaching Hours:8 |
Unit 3 ? Expresar intenciones
|
|
o Introducing group of verbs in present tense o Conjugating the verbs o Usage of prepositions in the phrase o Using subject personal pronouns with the verbs o Usage of comparative | |
Unit-3 |
Teaching Hours:8 |
Unit 3 ? Expresar intenciones
|
|
o Introducing group of verbs in present tense o Conjugating the verbs o Usage of prepositions in the phrase o Using subject personal pronouns with the verbs o Usage of comparative | |
Unit-3 |
Teaching Hours:8 |
Unit 3 ? Expresar intenciones
|
|
o Introducing group of verbs in present tense o Conjugating the verbs o Usage of prepositions in the phrase o Using subject personal pronouns with the verbs o Usage of comparative | |
Unit-3 |
Teaching Hours:8 |
Unit 3 ? Expresar intenciones
|
|
o Introducing group of verbs in present tense o Conjugating the verbs o Usage of prepositions in the phrase o Using subject personal pronouns with the verbs o Usage of comparative | |
Unit-3 |
Teaching Hours:8 |
Unit 3 ? Expresar intenciones
|
|
o Introducing group of verbs in present tense o Conjugating the verbs o Usage of prepositions in the phrase o Using subject personal pronouns with the verbs o Usage of comparative | |
Unit-3 |
Teaching Hours:8 |
Unit 3 ? Expresar intenciones
|
|
o Introducing group of verbs in present tense o Conjugating the verbs o Usage of prepositions in the phrase o Using subject personal pronouns with the verbs o Usage of comparative | |
Unit-3 |
Teaching Hours:8 |
Unit 3 ? Expresar intenciones
|
|
o Introducing group of verbs in present tense o Conjugating the verbs o Usage of prepositions in the phrase o Using subject personal pronouns with the verbs o Usage of comparative | |
Unit-3 |
Teaching Hours:8 |
Unit 3 ? Expresar intenciones
|
|
o Introducing group of verbs in present tense o Conjugating the verbs o Usage of prepositions in the phrase o Using subject personal pronouns with the verbs o Usage of comparative | |
Unit-3 |
Teaching Hours:8 |
Unit 3 ? Expresar intenciones
|
|
o Introducing group of verbs in present tense o Conjugating the verbs o Usage of prepositions in the phrase o Using subject personal pronouns with the verbs o Usage of comparative | |
Unit-3 |
Teaching Hours:8 |
Unit 3 ? Expresar intenciones
|
|
o Introducing group of verbs in present tense o Conjugating the verbs o Usage of prepositions in the phrase o Using subject personal pronouns with the verbs o Usage of comparative | |
Unit-3 |
Teaching Hours:8 |
Unit 3 ? Expresar intenciones
|
|
o Introducing group of verbs in present tense o Conjugating the verbs o Usage of prepositions in the phrase o Using subject personal pronouns with the verbs o Usage of comparative | |
Unit-3 |
Teaching Hours:8 |
Unit 3 ? Expresar intenciones
|
|
o Introducing group of verbs in present tense o Conjugating the verbs o Usage of prepositions in the phrase o Using subject personal pronouns with the verbs o Usage of comparative | |
Unit-3 |
Teaching Hours:8 |
Unit 3 ? Expresar intenciones
|
|
o Introducing group of verbs in present tense o Conjugating the verbs o Usage of prepositions in the phrase o Using subject personal pronouns with the verbs o Usage of comparative | |
Unit-3 |
Teaching Hours:8 |
Unit 3 ? Expresar intenciones
|
|
o Introducing group of verbs in present tense o Conjugating the verbs o Usage of prepositions in the phrase o Using subject personal pronouns with the verbs o Usage of comparative | |
Unit-3 |
Teaching Hours:8 |
Unit 3 ? Expresar intenciones
|
|
o Introducing group of verbs in present tense o Conjugating the verbs o Usage of prepositions in the phrase o Using subject personal pronouns with the verbs o Usage of comparative | |
Unit-3 |
Teaching Hours:8 |
Unit 3 ? Expresar intenciones
|
|
o Introducing group of verbs in present tense o Conjugating the verbs o Usage of prepositions in the phrase o Using subject personal pronouns with the verbs o Usage of comparative | |
Unit-3 |
Teaching Hours:8 |
Unit 3 ? Expresar intenciones
|
|
o Introducing group of verbs in present tense o Conjugating the verbs o Usage of prepositions in the phrase o Using subject personal pronouns with the verbs o Usage of comparative | |
Unit-3 |
Teaching Hours:8 |
Unit 3 ? Expresar intenciones
|
|
o Introducing group of verbs in present tense o Conjugating the verbs o Usage of prepositions in the phrase o Using subject personal pronouns with the verbs o Usage of comparative | |
Unit-3 |
Teaching Hours:8 |
Unit 3 ? Expresar intenciones
|
|
o Introducing group of verbs in present tense o Conjugating the verbs o Usage of prepositions in the phrase o Using subject personal pronouns with the verbs o Usage of comparative | |
Unit-3 |
Teaching Hours:8 |
Unit 3 ? Expresar intenciones
|
|
o Introducing group of verbs in present tense o Conjugating the verbs o Usage of prepositions in the phrase o Using subject personal pronouns with the verbs o Usage of comparative | |
Unit-3 |
Teaching Hours:8 |
Unit 3 ? Expresar intenciones
|
|
o Introducing group of verbs in present tense o Conjugating the verbs o Usage of prepositions in the phrase o Using subject personal pronouns with the verbs o Usage of comparative | |
Unit-3 |
Teaching Hours:8 |
Unit 3 ? Expresar intenciones
|
|
o Introducing group of verbs in present tense o Conjugating the verbs o Usage of prepositions in the phrase o Using subject personal pronouns with the verbs o Usage of comparative | |
Unit-3 |
Teaching Hours:8 |
Unit 3 ? Expresar intenciones
|
|
o Introducing group of verbs in present tense o Conjugating the verbs o Usage of prepositions in the phrase o Using subject personal pronouns with the verbs o Usage of comparative | |
Unit-3 |
Teaching Hours:8 |
Unit 3 ? Expresar intenciones
|
|
o Introducing group of verbs in present tense o Conjugating the verbs o Usage of prepositions in the phrase o Using subject personal pronouns with the verbs o Usage of comparative | |
Unit-3 |
Teaching Hours:8 |
Unit 3 ? Expresar intenciones
|
|
o Introducing group of verbs in present tense o Conjugating the verbs o Usage of prepositions in the phrase o Using subject personal pronouns with the verbs o Usage of comparative | |
Unit-3 |
Teaching Hours:8 |
Unit 3 ? Expresar intenciones
|
|
o Introducing group of verbs in present tense o Conjugating the verbs o Usage of prepositions in the phrase o Using subject personal pronouns with the verbs o Usage of comparative | |
Unit-3 |
Teaching Hours:8 |
Unit 3 ? Expresar intenciones
|
|
o Introducing group of verbs in present tense o Conjugating the verbs o Usage of prepositions in the phrase o Using subject personal pronouns with the verbs o Usage of comparative | |
Unit-3 |
Teaching Hours:8 |
Unit 3 ? Expresar intenciones
|
|
o Introducing group of verbs in present tense o Conjugating the verbs o Usage of prepositions in the phrase o Using subject personal pronouns with the verbs o Usage of comparative | |
Unit-3 |
Teaching Hours:8 |
Unit 3 ? Expresar intenciones
|
|
o Introducing group of verbs in present tense o Conjugating the verbs o Usage of prepositions in the phrase o Using subject personal pronouns with the verbs o Usage of comparative | |
Unit-3 |
Teaching Hours:8 |
Unit 3 ? Expresar intenciones
|
|
o Introducing group of verbs in present tense o Conjugating the verbs o Usage of prepositions in the phrase o Using subject personal pronouns with the verbs o Usage of comparative | |
Unit-3 |
Teaching Hours:8 |
Unit 3 ? Expresar intenciones
|
|
o Introducing group of verbs in present tense o Conjugating the verbs o Usage of prepositions in the phrase o Using subject personal pronouns with the verbs o Usage of comparative | |
Unit-3 |
Teaching Hours:8 |
Unit 3 ? Expresar intenciones
|
|
o Introducing group of verbs in present tense o Conjugating the verbs o Usage of prepositions in the phrase o Using subject personal pronouns with the verbs o Usage of comparative | |
Unit-3 |
Teaching Hours:8 |
Unit 3 ? Expresar intenciones
|
|
o Introducing group of verbs in present tense o Conjugating the verbs o Usage of prepositions in the phrase o Using subject personal pronouns with the verbs o Usage of comparative | |
Unit-3 |
Teaching Hours:8 |
Unit 3 ? Expresar intenciones
|
|
o Introducing group of verbs in present tense o Conjugating the verbs o Usage of prepositions in the phrase o Using subject personal pronouns with the verbs o Usage of comparative | |
Unit-3 |
Teaching Hours:8 |
Unit 3 ? Expresar intenciones
|
|
o Introducing group of verbs in present tense o Conjugating the verbs o Usage of prepositions in the phrase o Using subject personal pronouns with the verbs o Usage of comparative | |
Unit-3 |
Teaching Hours:8 |
Unit 3 ? Expresar intenciones
|
|
o Introducing group of verbs in present tense o Conjugating the verbs o Usage of prepositions in the phrase o Using subject personal pronouns with the verbs o Usage of comparative | |
Unit-3 |
Teaching Hours:8 |
Unit 3 ? Expresar intenciones
|
|
o Introducing group of verbs in present tense o Conjugating the verbs o Usage of prepositions in the phrase o Using subject personal pronouns with the verbs o Usage of comparative | |
Unit-3 |
Teaching Hours:8 |
Unit 3 ? Expresar intenciones
|
|
o Introducing group of verbs in present tense o Conjugating the verbs o Usage of prepositions in the phrase o Using subject personal pronouns with the verbs o Usage of comparative | |
Unit-3 |
Teaching Hours:8 |
Unit 3 ? Expresar intenciones
|
|
o Introducing group of verbs in present tense o Conjugating the verbs o Usage of prepositions in the phrase o Using subject personal pronouns with the verbs o Usage of comparative | |
Unit-3 |
Teaching Hours:8 |
Unit 3 ? Expresar intenciones
|
|
o Introducing group of verbs in present tense o Conjugating the verbs o Usage of prepositions in the phrase o Using subject personal pronouns with the verbs o Usage of comparative | |
Unit-3 |
Teaching Hours:8 |
Unit 3 ? Expresar intenciones
|
|
o Introducing group of verbs in present tense o Conjugating the verbs o Usage of prepositions in the phrase o Using subject personal pronouns with the verbs o Usage of comparative | |
Unit-3 |
Teaching Hours:8 |
Unit 3 ? Expresar intenciones
|
|
o Introducing group of verbs in present tense o Conjugating the verbs o Usage of prepositions in the phrase o Using subject personal pronouns with the verbs o Usage of comparative | |
Unit-3 |
Teaching Hours:8 |
Unit 3 ? Expresar intenciones
|
|
o Introducing group of verbs in present tense o Conjugating the verbs o Usage of prepositions in the phrase o Using subject personal pronouns with the verbs o Usage of comparative | |
Unit-3 |
Teaching Hours:8 |
Unit 3 ? Expresar intenciones
|
|
o Introducing group of verbs in present tense o Conjugating the verbs o Usage of prepositions in the phrase o Using subject personal pronouns with the verbs o Usage of comparative | |
Unit-3 |
Teaching Hours:8 |
Unit 3 ? Expresar intenciones
|
|
o Introducing group of verbs in present tense o Conjugating the verbs o Usage of prepositions in the phrase o Using subject personal pronouns with the verbs o Usage of comparative | |
Unit-3 |
Teaching Hours:8 |
Unit 3 ? Expresar intenciones
|
|
o Introducing group of verbs in present tense o Conjugating the verbs o Usage of prepositions in the phrase o Using subject personal pronouns with the verbs o Usage of comparative | |
Unit-3 |
Teaching Hours:8 |
Unit 3 ? Expresar intenciones
|
|
o Introducing group of verbs in present tense o Conjugating the verbs o Usage of prepositions in the phrase o Using subject personal pronouns with the verbs o Usage of comparative | |
Unit-3 |
Teaching Hours:8 |
Unit 3 ? Expresar intenciones
|
|
o Introducing group of verbs in present tense o Conjugating the verbs o Usage of prepositions in the phrase o Using subject personal pronouns with the verbs o Usage of comparative | |
Unit-3 |
Teaching Hours:8 |
Unit 3 ? Expresar intenciones
|
|
o Introducing group of verbs in present tense o Conjugating the verbs o Usage of prepositions in the phrase o Using subject personal pronouns with the verbs o Usage of comparative | |
Unit-3 |
Teaching Hours:8 |
Unit 3 ? Expresar intenciones
|
|
o Introducing group of verbs in present tense o Conjugating the verbs o Usage of prepositions in the phrase o Using subject personal pronouns with the verbs o Usage of comparative | |
Unit-3 |
Teaching Hours:8 |
Unit 3 ? Expresar intenciones
|
|
o Introducing group of verbs in present tense o Conjugating the verbs o Usage of prepositions in the phrase o Using subject personal pronouns with the verbs o Usage of comparative | |
Unit-3 |
Teaching Hours:8 |
Unit 3 ? Expresar intenciones
|
|
o Introducing group of verbs in present tense o Conjugating the verbs o Usage of prepositions in the phrase o Using subject personal pronouns with the verbs o Usage of comparative | |
Unit-3 |
Teaching Hours:8 |
Unit 3 ? Expresar intenciones
|
|
o Introducing group of verbs in present tense o Conjugating the verbs o Usage of prepositions in the phrase o Using subject personal pronouns with the verbs o Usage of comparative | |
Unit-3 |
Teaching Hours:8 |
Unit 3 ? Expresar intenciones
|
|
o Introducing group of verbs in present tense o Conjugating the verbs o Usage of prepositions in the phrase o Using subject personal pronouns with the verbs o Usage of comparative | |
Unit-3 |
Teaching Hours:8 |
Unit 3 ? Expresar intenciones
|
|
o Introducing group of verbs in present tense o Conjugating the verbs o Usage of prepositions in the phrase o Using subject personal pronouns with the verbs o Usage of comparative | |
Unit-3 |
Teaching Hours:8 |
Unit 3 ? Expresar intenciones
|
|
o Introducing group of verbs in present tense o Conjugating the verbs o Usage of prepositions in the phrase o Using subject personal pronouns with the verbs o Usage of comparative | |
Unit-4 |
Teaching Hours:7 |
Unit 4 ? Dónde está
|
|
o Describing places o Expressing existence and location o Speaking about the weather o Some usage of Hay verbs (there is/ there are) o Differentiating the verb “to be” | |
Unit-4 |
Teaching Hours:7 |
Unit 4 ? Dónde está
|
|
o Describing places o Expressing existence and location o Speaking about the weather o Some usage of Hay verbs (there is/ there are) o Differentiating the verb “to be” | |
Unit-4 |
Teaching Hours:7 |
Unit 4 ? Dónde está
|
|
o Describing places o Expressing existence and location o Speaking about the weather o Some usage of Hay verbs (there is/ there are) o Differentiating the verb “to be” | |
Unit-4 |
Teaching Hours:7 |
Unit 4 ? Dónde está
|
|
o Describing places o Expressing existence and location o Speaking about the weather o Some usage of Hay verbs (there is/ there are) o Differentiating the verb “to be” | |
Unit-4 |
Teaching Hours:7 |
Unit 4 ? Dónde está
|
|
o Describing places o Expressing existence and location o Speaking about the weather o Some usage of Hay verbs (there is/ there are) o Differentiating the verb “to be” | |
Unit-4 |
Teaching Hours:7 |
Unit 4 ? Dónde está
|
|
o Describing places o Expressing existence and location o Speaking about the weather o Some usage of Hay verbs (there is/ there are) o Differentiating the verb “to be” | |
Unit-4 |
Teaching Hours:7 |
Unit 4 ? Dónde está
|
|
o Describing places o Expressing existence and location o Speaking about the weather o Some usage of Hay verbs (there is/ there are) o Differentiating the verb “to be” | |
Unit-4 |
Teaching Hours:7 |
Unit 4 ? Dónde está
|
|
o Describing places o Expressing existence and location o Speaking about the weather o Some usage of Hay verbs (there is/ there are) o Differentiating the verb “to be” | |
Unit-4 |
Teaching Hours:7 |
Unit 4 ? Dónde está
|
|
o Describing places o Expressing existence and location o Speaking about the weather o Some usage of Hay verbs (there is/ there are) o Differentiating the verb “to be” | |
Unit-4 |
Teaching Hours:7 |
Unit 4 ? Dónde está
|
|
o Describing places o Expressing existence and location o Speaking about the weather o Some usage of Hay verbs (there is/ there are) o Differentiating the verb “to be” | |
Unit-4 |
Teaching Hours:7 |
Unit 4 ? Dónde está
|
|
o Describing places o Expressing existence and location o Speaking about the weather o Some usage of Hay verbs (there is/ there are) o Differentiating the verb “to be” | |
Unit-4 |
Teaching Hours:7 |
Unit 4 ? Dónde está
|
|
o Describing places o Expressing existence and location o Speaking about the weather o Some usage of Hay verbs (there is/ there are) o Differentiating the verb “to be” | |
Unit-4 |
Teaching Hours:7 |
Unit 4 ? Dónde está
|
|
o Describing places o Expressing existence and location o Speaking about the weather o Some usage of Hay verbs (there is/ there are) o Differentiating the verb “to be” | |
Unit-4 |
Teaching Hours:7 |
Unit 4 ? Dónde está
|
|
o Describing places o Expressing existence and location o Speaking about the weather o Some usage of Hay verbs (there is/ there are) o Differentiating the verb “to be” | |
Unit-4 |
Teaching Hours:7 |
Unit 4 ? Dónde está
|
|
o Describing places o Expressing existence and location o Speaking about the weather o Some usage of Hay verbs (there is/ there are) o Differentiating the verb “to be” | |
Unit-4 |
Teaching Hours:7 |
Unit 4 ? Dónde está
|
|
o Describing places o Expressing existence and location o Speaking about the weather o Some usage of Hay verbs (there is/ there are) o Differentiating the verb “to be” | |
Unit-4 |
Teaching Hours:7 |
Unit 4 ? Dónde está
|
|
o Describing places o Expressing existence and location o Speaking about the weather o Some usage of Hay verbs (there is/ there are) o Differentiating the verb “to be” | |
Unit-4 |
Teaching Hours:7 |
Unit 4 ? Dónde está
|
|
o Describing places o Expressing existence and location o Speaking about the weather o Some usage of Hay verbs (there is/ there are) o Differentiating the verb “to be” | |
Unit-4 |
Teaching Hours:7 |
Unit 4 ? Dónde está
|
|
o Describing places o Expressing existence and location o Speaking about the weather o Some usage of Hay verbs (there is/ there are) o Differentiating the verb “to be” | |
Unit-4 |
Teaching Hours:7 |
Unit 4 ? Dónde está
|
|
o Describing places o Expressing existence and location o Speaking about the weather o Some usage of Hay verbs (there is/ there are) o Differentiating the verb “to be” | |
Unit-4 |
Teaching Hours:7 |
Unit 4 ? Dónde está
|
|
o Describing places o Expressing existence and location o Speaking about the weather o Some usage of Hay verbs (there is/ there are) o Differentiating the verb “to be” | |
Unit-4 |
Teaching Hours:7 |
Unit 4 ? Dónde está
|
|
o Describing places o Expressing existence and location o Speaking about the weather o Some usage of Hay verbs (there is/ there are) o Differentiating the verb “to be” | |
Unit-4 |
Teaching Hours:7 |
Unit 4 ? Dónde está
|
|
o Describing places o Expressing existence and location o Speaking about the weather o Some usage of Hay verbs (there is/ there are) o Differentiating the verb “to be” | |
Unit-4 |
Teaching Hours:7 |
Unit 4 ? Dónde está
|
|
o Describing places o Expressing existence and location o Speaking about the weather o Some usage of Hay verbs (there is/ there are) o Differentiating the verb “to be” | |
Unit-4 |
Teaching Hours:7 |
Unit 4 ? Dónde está
|
|
o Describing places o Expressing existence and location o Speaking about the weather o Some usage of Hay verbs (there is/ there are) o Differentiating the verb “to be” | |
Unit-4 |
Teaching Hours:7 |
Unit 4 ? Dónde está
|
|
o Describing places o Expressing existence and location o Speaking about the weather o Some usage of Hay verbs (there is/ there are) o Differentiating the verb “to be” | |
Unit-4 |
Teaching Hours:7 |
Unit 4 ? Dónde está
|
|
o Describing places o Expressing existence and location o Speaking about the weather o Some usage of Hay verbs (there is/ there are) o Differentiating the verb “to be” | |
Unit-4 |
Teaching Hours:7 |
Unit 4 ? Dónde está
|
|
o Describing places o Expressing existence and location o Speaking about the weather o Some usage of Hay verbs (there is/ there are) o Differentiating the verb “to be” | |
Unit-4 |
Teaching Hours:7 |
Unit 4 ? Dónde está
|
|
o Describing places o Expressing existence and location o Speaking about the weather o Some usage of Hay verbs (there is/ there are) o Differentiating the verb “to be” | |
Unit-4 |
Teaching Hours:7 |
Unit 4 ? Dónde está
|
|
o Describing places o Expressing existence and location o Speaking about the weather o Some usage of Hay verbs (there is/ there are) o Differentiating the verb “to be” | |
Unit-4 |
Teaching Hours:7 |
Unit 4 ? Dónde está
|
|
o Describing places o Expressing existence and location o Speaking about the weather o Some usage of Hay verbs (there is/ there are) o Differentiating the verb “to be” | |
Unit-4 |
Teaching Hours:7 |
Unit 4 ? Dónde está
|
|
o Describing places o Expressing existence and location o Speaking about the weather o Some usage of Hay verbs (there is/ there are) o Differentiating the verb “to be” | |
Unit-4 |
Teaching Hours:7 |
Unit 4 ? Dónde está
|
|
o Describing places o Expressing existence and location o Speaking about the weather o Some usage of Hay verbs (there is/ there are) o Differentiating the verb “to be” | |
Unit-4 |
Teaching Hours:7 |
Unit 4 ? Dónde está
|
|
o Describing places o Expressing existence and location o Speaking about the weather o Some usage of Hay verbs (there is/ there are) o Differentiating the verb “to be” | |
Unit-4 |
Teaching Hours:7 |
Unit 4 ? Dónde está
|
|
o Describing places o Expressing existence and location o Speaking about the weather o Some usage of Hay verbs (there is/ there are) o Differentiating the verb “to be” | |
Unit-4 |
Teaching Hours:7 |
Unit 4 ? Dónde está
|
|
o Describing places o Expressing existence and location o Speaking about the weather o Some usage of Hay verbs (there is/ there are) o Differentiating the verb “to be” | |
Unit-4 |
Teaching Hours:7 |
Unit 4 ? Dónde está
|
|
o Describing places o Expressing existence and location o Speaking about the weather o Some usage of Hay verbs (there is/ there are) o Differentiating the verb “to be” | |
Unit-4 |
Teaching Hours:7 |
Unit 4 ? Dónde está
|
|
o Describing places o Expressing existence and location o Speaking about the weather o Some usage of Hay verbs (there is/ there are) o Differentiating the verb “to be” | |
Unit-4 |
Teaching Hours:7 |
Unit 4 ? Dónde está
|
|
o Describing places o Expressing existence and location o Speaking about the weather o Some usage of Hay verbs (there is/ there are) o Differentiating the verb “to be” | |
Unit-4 |
Teaching Hours:7 |
Unit 4 ? Dónde está
|
|
o Describing places o Expressing existence and location o Speaking about the weather o Some usage of Hay verbs (there is/ there are) o Differentiating the verb “to be” | |
Unit-4 |
Teaching Hours:7 |
Unit 4 ? Dónde está
|
|
o Describing places o Expressing existence and location o Speaking about the weather o Some usage of Hay verbs (there is/ there are) o Differentiating the verb “to be” | |
Unit-4 |
Teaching Hours:7 |
Unit 4 ? Dónde está
|
|
o Describing places o Expressing existence and location o Speaking about the weather o Some usage of Hay verbs (there is/ there are) o Differentiating the verb “to be” | |
Unit-4 |
Teaching Hours:7 |
Unit 4 ? Dónde está
|
|
o Describing places o Expressing existence and location o Speaking about the weather o Some usage of Hay verbs (there is/ there are) o Differentiating the verb “to be” | |
Unit-4 |
Teaching Hours:7 |
Unit 4 ? Dónde está
|
|
o Describing places o Expressing existence and location o Speaking about the weather o Some usage of Hay verbs (there is/ there are) o Differentiating the verb “to be” | |
Unit-4 |
Teaching Hours:7 |
Unit 4 ? Dónde está
|
|
o Describing places o Expressing existence and location o Speaking about the weather o Some usage of Hay verbs (there is/ there are) o Differentiating the verb “to be” | |
Unit-4 |
Teaching Hours:7 |
Unit 4 ? Dónde está
|
|
o Describing places o Expressing existence and location o Speaking about the weather o Some usage of Hay verbs (there is/ there are) o Differentiating the verb “to be” | |
Unit-4 |
Teaching Hours:7 |
Unit 4 ? Dónde está
|
|
o Describing places o Expressing existence and location o Speaking about the weather o Some usage of Hay verbs (there is/ there are) o Differentiating the verb “to be” | |
Unit-4 |
Teaching Hours:7 |
Unit 4 ? Dónde está
|
|
o Describing places o Expressing existence and location o Speaking about the weather o Some usage of Hay verbs (there is/ there are) o Differentiating the verb “to be” | |
Unit-4 |
Teaching Hours:7 |
Unit 4 ? Dónde está
|
|
o Describing places o Expressing existence and location o Speaking about the weather o Some usage of Hay verbs (there is/ there are) o Differentiating the verb “to be” | |
Unit-4 |
Teaching Hours:7 |
Unit 4 ? Dónde está
|
|
o Describing places o Expressing existence and location o Speaking about the weather o Some usage of Hay verbs (there is/ there are) o Differentiating the verb “to be” | |
Unit-4 |
Teaching Hours:7 |
Unit 4 ? Dónde está
|
|
o Describing places o Expressing existence and location o Speaking about the weather o Some usage of Hay verbs (there is/ there are) o Differentiating the verb “to be” | |
Unit-4 |
Teaching Hours:7 |
Unit 4 ? Dónde está
|
|
o Describing places o Expressing existence and location o Speaking about the weather o Some usage of Hay verbs (there is/ there are) o Differentiating the verb “to be” | |
Unit-4 |
Teaching Hours:7 |
Unit 4 ? Dónde está
|
|
o Describing places o Expressing existence and location o Speaking about the weather o Some usage of Hay verbs (there is/ there are) o Differentiating the verb “to be” | |
Unit-4 |
Teaching Hours:7 |
Unit 4 ? Dónde está
|
|
o Describing places o Expressing existence and location o Speaking about the weather o Some usage of Hay verbs (there is/ there are) o Differentiating the verb “to be” | |
Unit-4 |
Teaching Hours:7 |
Unit 4 ? Dónde está
|
|
o Describing places o Expressing existence and location o Speaking about the weather o Some usage of Hay verbs (there is/ there are) o Differentiating the verb “to be” | |
Unit-4 |
Teaching Hours:7 |
Unit 4 ? Dónde está
|
|
o Describing places o Expressing existence and location o Speaking about the weather o Some usage of Hay verbs (there is/ there are) o Differentiating the verb “to be” | |
Unit-4 |
Teaching Hours:7 |
Unit 4 ? Dónde está
|
|
o Describing places o Expressing existence and location o Speaking about the weather o Some usage of Hay verbs (there is/ there are) o Differentiating the verb “to be” | |
Unit-4 |
Teaching Hours:7 |
Unit 4 ? Dónde está
|
|
o Describing places o Expressing existence and location o Speaking about the weather o Some usage of Hay verbs (there is/ there are) o Differentiating the verb “to be” | |
Unit-4 |
Teaching Hours:7 |
Unit 4 ? Dónde está
|
|
o Describing places o Expressing existence and location o Speaking about the weather o Some usage of Hay verbs (there is/ there are) o Differentiating the verb “to be” | |
Unit-4 |
Teaching Hours:7 |
Unit 4 ? Dónde está
|
|
o Describing places o Expressing existence and location o Speaking about the weather o Some usage of Hay verbs (there is/ there are) o Differentiating the verb “to be” | |
Unit-4 |
Teaching Hours:7 |
Unit 4 ? Dónde está
|
|
o Describing places o Expressing existence and location o Speaking about the weather o Some usage of Hay verbs (there is/ there are) o Differentiating the verb “to be” | |
Unit-4 |
Teaching Hours:7 |
Unit 4 ? Dónde está
|
|
o Describing places o Expressing existence and location o Speaking about the weather o Some usage of Hay verbs (there is/ there are) o Differentiating the verb “to be” | |
Unit-4 |
Teaching Hours:7 |
Unit 4 ? Dónde está
|
|
o Describing places o Expressing existence and location o Speaking about the weather o Some usage of Hay verbs (there is/ there are) o Differentiating the verb “to be” | |
Unit-4 |
Teaching Hours:7 |
Unit 4 ? Dónde está
|
|
o Describing places o Expressing existence and location o Speaking about the weather o Some usage of Hay verbs (there is/ there are) o Differentiating the verb “to be” | |
Text Books And Reference Books: Textbook : ‘Aula Internacional 1’ | |
Essential Reading / Recommended Reading Recommended Reading: 1. Rosetta Stone, Babbel, Rocket Languages, Pimsleur, Brainscape, Busuu, Duolingo.
| |
Evaluation Pattern CIA 1 - 10 Marks CIA 2 - 25 Marks CIA 3 - 10 Marks Attendance : 5 Marks End Semester : 50 Marks | |
BBA201-4 - STATISTICS AND RESEARCH METHODOLOGY (2023 Batch) | |
Total Teaching Hours for Semester:60 |
No of Lecture Hours/Week:4 |
Max Marks:100 |
Credits:4 |
Course Objectives/Course Description |
|
Business Statistics and Research Methodology helps to make business decisions under uncertainties. Such decisions must be objective and unbiased and based on both quantitative and qualitative data. This necessitates an analysis of data as well as understanding of statistical tools, research methods, methodology. With the business entities keen on making data-driven decisions it is essential for individuals working in this environment to possess research skills to use appropriate research methods (including statistical tools), methodologies and techniques in order to make decisions backed by data. This course primarily focuses on inculcating research culture among students through hands-on learning experience. This course will also equip the students with required skill sets for identification, analysis and interpretation of business problems. Course Objectives: ●To demonstrate data handling skills and summarize data with clarity. ●To demonstrate the knowledge on the process of organizing the data and conduct statistical tests/treatment. ●To identify the right research tools and techniques for investigating different types of problems and questions; ●To develop a research design and analyse the results to provide suggestions based on research findings. ●To solve real world business problems by evaluating data with appropriate statistical and research techniques.
|
|
Learning Outcome |
|
CLO1: Demonstrate data handling skills with clarity. CLO2: Organize a problem/business data and conduct statistical treatment. CLO3: Evaluate data with appropriate statistical and research techniques. CLO4: Develop a research design and analyse the results for solving organization problems. CLO5: Propose suggestions based on the findings from the research. |
Unit-1 |
Teaching Hours:6 |
UNIT -I: Introduction to Statistics
|
|
Level of Knowledge: Conceptual Meaning, Definition, Features, Importance and limitations of statistics. Meaning and difference between primary and secondary data. Classification and tabulation of data including tally marks, methods of classifying data - quantitative, qualitative, geographical, chronological, Discrete and continuous frequency distribution | |
Unit-1 |
Teaching Hours:6 |
UNIT -I: Introduction to Statistics
|
|
Level of Knowledge: Conceptual Meaning, Definition, Features, Importance and limitations of statistics. Meaning and difference between primary and secondary data. Classification and tabulation of data including tally marks, methods of classifying data - quantitative, qualitative, geographical, chronological, Discrete and continuous frequency distribution | |
Unit-1 |
Teaching Hours:6 |
UNIT -I: Introduction to Statistics
|
|
Level of Knowledge: Conceptual Meaning, Definition, Features, Importance and limitations of statistics. Meaning and difference between primary and secondary data. Classification and tabulation of data including tally marks, methods of classifying data - quantitative, qualitative, geographical, chronological, Discrete and continuous frequency distribution | |
Unit-1 |
Teaching Hours:6 |
UNIT -I: Introduction to Statistics
|
|
Level of Knowledge: Conceptual Meaning, Definition, Features, Importance and limitations of statistics. Meaning and difference between primary and secondary data. Classification and tabulation of data including tally marks, methods of classifying data - quantitative, qualitative, geographical, chronological, Discrete and continuous frequency distribution | |
Unit-1 |
Teaching Hours:6 |
UNIT -I: Introduction to Statistics
|
|
Level of Knowledge: Conceptual Meaning, Definition, Features, Importance and limitations of statistics. Meaning and difference between primary and secondary data. Classification and tabulation of data including tally marks, methods of classifying data - quantitative, qualitative, geographical, chronological, Discrete and continuous frequency distribution | |
Unit-1 |
Teaching Hours:6 |
UNIT -I: Introduction to Statistics
|
|
Level of Knowledge: Conceptual Meaning, Definition, Features, Importance and limitations of statistics. Meaning and difference between primary and secondary data. Classification and tabulation of data including tally marks, methods of classifying data - quantitative, qualitative, geographical, chronological, Discrete and continuous frequency distribution | |
Unit-1 |
Teaching Hours:6 |
UNIT -I: Introduction to Statistics
|
|
Level of Knowledge: Conceptual Meaning, Definition, Features, Importance and limitations of statistics. Meaning and difference between primary and secondary data. Classification and tabulation of data including tally marks, methods of classifying data - quantitative, qualitative, geographical, chronological, Discrete and continuous frequency distribution | |
Unit-1 |
Teaching Hours:6 |
UNIT -I: Introduction to Statistics
|
|
Level of Knowledge: Conceptual Meaning, Definition, Features, Importance and limitations of statistics. Meaning and difference between primary and secondary data. Classification and tabulation of data including tally marks, methods of classifying data - quantitative, qualitative, geographical, chronological, Discrete and continuous frequency distribution | |
Unit-1 |
Teaching Hours:6 |
UNIT -I: Introduction to Statistics
|
|
Level of Knowledge: Conceptual Meaning, Definition, Features, Importance and limitations of statistics. Meaning and difference between primary and secondary data. Classification and tabulation of data including tally marks, methods of classifying data - quantitative, qualitative, geographical, chronological, Discrete and continuous frequency distribution | |
Unit-1 |
Teaching Hours:6 |
UNIT -I: Introduction to Statistics
|
|
Level of Knowledge: Conceptual Meaning, Definition, Features, Importance and limitations of statistics. Meaning and difference between primary and secondary data. Classification and tabulation of data including tally marks, methods of classifying data - quantitative, qualitative, geographical, chronological, Discrete and continuous frequency distribution | |
Unit-1 |
Teaching Hours:6 |
UNIT -I: Introduction to Statistics
|
|
Level of Knowledge: Conceptual Meaning, Definition, Features, Importance and limitations of statistics. Meaning and difference between primary and secondary data. Classification and tabulation of data including tally marks, methods of classifying data - quantitative, qualitative, geographical, chronological, Discrete and continuous frequency distribution | |
Unit-1 |
Teaching Hours:6 |
UNIT -I: Introduction to Statistics
|
|
Level of Knowledge: Conceptual Meaning, Definition, Features, Importance and limitations of statistics. Meaning and difference between primary and secondary data. Classification and tabulation of data including tally marks, methods of classifying data - quantitative, qualitative, geographical, chronological, Discrete and continuous frequency distribution | |
Unit-1 |
Teaching Hours:6 |
UNIT -I: Introduction to Statistics
|
|
Level of Knowledge: Conceptual Meaning, Definition, Features, Importance and limitations of statistics. Meaning and difference between primary and secondary data. Classification and tabulation of data including tally marks, methods of classifying data - quantitative, qualitative, geographical, chronological, Discrete and continuous frequency distribution | |
Unit-1 |
Teaching Hours:6 |
UNIT -I: Introduction to Statistics
|
|
Level of Knowledge: Conceptual Meaning, Definition, Features, Importance and limitations of statistics. Meaning and difference between primary and secondary data. Classification and tabulation of data including tally marks, methods of classifying data - quantitative, qualitative, geographical, chronological, Discrete and continuous frequency distribution | |
Unit-1 |
Teaching Hours:6 |
UNIT -I: Introduction to Statistics
|
|
Level of Knowledge: Conceptual Meaning, Definition, Features, Importance and limitations of statistics. Meaning and difference between primary and secondary data. Classification and tabulation of data including tally marks, methods of classifying data - quantitative, qualitative, geographical, chronological, Discrete and continuous frequency distribution | |
Unit-1 |
Teaching Hours:6 |
UNIT -I: Introduction to Statistics
|
|
Level of Knowledge: Conceptual Meaning, Definition, Features, Importance and limitations of statistics. Meaning and difference between primary and secondary data. Classification and tabulation of data including tally marks, methods of classifying data - quantitative, qualitative, geographical, chronological, Discrete and continuous frequency distribution | |
Unit-1 |
Teaching Hours:6 |
UNIT -I: Introduction to Statistics
|
|
Level of Knowledge: Conceptual Meaning, Definition, Features, Importance and limitations of statistics. Meaning and difference between primary and secondary data. Classification and tabulation of data including tally marks, methods of classifying data - quantitative, qualitative, geographical, chronological, Discrete and continuous frequency distribution | |
Unit-2 |
Teaching Hours:10 |
Unit - II: Data Collection and Measurement Scales
|
|
Level of Knowledge: Application Data sources - primary and secondary data, Data Collection methods- Survey, observation, Interview, focus group technique. Measurement – Types of Scales, Scaling techniques. Data collection instruments, construction of Questionnaire, schedule, characteristics of good instrument, and errors in measurement, Reliability and validity of research instruments. (The software SPSS must be used for testing of research instruments and data analysis as an additional exercise wherever applicable.)
| |
Unit-2 |
Teaching Hours:10 |
Unit - II: Data Collection and Measurement Scales
|
|
Level of Knowledge: Application Data sources - primary and secondary data, Data Collection methods- Survey, observation, Interview, focus group technique. Measurement – Types of Scales, Scaling techniques. Data collection instruments, construction of Questionnaire, schedule, characteristics of good instrument, and errors in measurement, Reliability and validity of research instruments. (The software SPSS must be used for testing of research instruments and data analysis as an additional exercise wherever applicable.)
| |
Unit-2 |
Teaching Hours:10 |
Unit - II: Data Collection and Measurement Scales
|
|
Level of Knowledge: Application Data sources - primary and secondary data, Data Collection methods- Survey, observation, Interview, focus group technique. Measurement – Types of Scales, Scaling techniques. Data collection instruments, construction of Questionnaire, schedule, characteristics of good instrument, and errors in measurement, Reliability and validity of research instruments. (The software SPSS must be used for testing of research instruments and data analysis as an additional exercise wherever applicable.)
| |
Unit-2 |
Teaching Hours:10 |
Unit - II: Data Collection and Measurement Scales
|
|
Level of Knowledge: Application Data sources - primary and secondary data, Data Collection methods- Survey, observation, Interview, focus group technique. Measurement – Types of Scales, Scaling techniques. Data collection instruments, construction of Questionnaire, schedule, characteristics of good instrument, and errors in measurement, Reliability and validity of research instruments. (The software SPSS must be used for testing of research instruments and data analysis as an additional exercise wherever applicable.)
| |
Unit-2 |
Teaching Hours:10 |
Unit - II: Data Collection and Measurement Scales
|
|
Level of Knowledge: Application Data sources - primary and secondary data, Data Collection methods- Survey, observation, Interview, focus group technique. Measurement – Types of Scales, Scaling techniques. Data collection instruments, construction of Questionnaire, schedule, characteristics of good instrument, and errors in measurement, Reliability and validity of research instruments. (The software SPSS must be used for testing of research instruments and data analysis as an additional exercise wherever applicable.)
| |
Unit-2 |
Teaching Hours:10 |
Unit - II: Data Collection and Measurement Scales
|
|
Level of Knowledge: Application Data sources - primary and secondary data, Data Collection methods- Survey, observation, Interview, focus group technique. Measurement – Types of Scales, Scaling techniques. Data collection instruments, construction of Questionnaire, schedule, characteristics of good instrument, and errors in measurement, Reliability and validity of research instruments. (The software SPSS must be used for testing of research instruments and data analysis as an additional exercise wherever applicable.)
| |
Unit-2 |
Teaching Hours:10 |
Unit - II: Data Collection and Measurement Scales
|
|
Level of Knowledge: Application Data sources - primary and secondary data, Data Collection methods- Survey, observation, Interview, focus group technique. Measurement – Types of Scales, Scaling techniques. Data collection instruments, construction of Questionnaire, schedule, characteristics of good instrument, and errors in measurement, Reliability and validity of research instruments. (The software SPSS must be used for testing of research instruments and data analysis as an additional exercise wherever applicable.)
| |
Unit-2 |
Teaching Hours:10 |
Unit - II: Data Collection and Measurement Scales
|
|
Level of Knowledge: Application Data sources - primary and secondary data, Data Collection methods- Survey, observation, Interview, focus group technique. Measurement – Types of Scales, Scaling techniques. Data collection instruments, construction of Questionnaire, schedule, characteristics of good instrument, and errors in measurement, Reliability and validity of research instruments. (The software SPSS must be used for testing of research instruments and data analysis as an additional exercise wherever applicable.)
| |
Unit-2 |
Teaching Hours:10 |
Unit - II: Data Collection and Measurement Scales
|
|
Level of Knowledge: Application Data sources - primary and secondary data, Data Collection methods- Survey, observation, Interview, focus group technique. Measurement – Types of Scales, Scaling techniques. Data collection instruments, construction of Questionnaire, schedule, characteristics of good instrument, and errors in measurement, Reliability and validity of research instruments. (The software SPSS must be used for testing of research instruments and data analysis as an additional exercise wherever applicable.)
| |
Unit-2 |
Teaching Hours:10 |
Unit - II: Data Collection and Measurement Scales
|
|
Level of Knowledge: Application Data sources - primary and secondary data, Data Collection methods- Survey, observation, Interview, focus group technique. Measurement – Types of Scales, Scaling techniques. Data collection instruments, construction of Questionnaire, schedule, characteristics of good instrument, and errors in measurement, Reliability and validity of research instruments. (The software SPSS must be used for testing of research instruments and data analysis as an additional exercise wherever applicable.)
| |
Unit-2 |
Teaching Hours:10 |
Unit - II: Data Collection and Measurement Scales
|
|
Level of Knowledge: Application Data sources - primary and secondary data, Data Collection methods- Survey, observation, Interview, focus group technique. Measurement – Types of Scales, Scaling techniques. Data collection instruments, construction of Questionnaire, schedule, characteristics of good instrument, and errors in measurement, Reliability and validity of research instruments. (The software SPSS must be used for testing of research instruments and data analysis as an additional exercise wherever applicable.)
| |
Unit-2 |
Teaching Hours:10 |
Unit - II: Data Collection and Measurement Scales
|
|
Level of Knowledge: Application Data sources - primary and secondary data, Data Collection methods- Survey, observation, Interview, focus group technique. Measurement – Types of Scales, Scaling techniques. Data collection instruments, construction of Questionnaire, schedule, characteristics of good instrument, and errors in measurement, Reliability and validity of research instruments. (The software SPSS must be used for testing of research instruments and data analysis as an additional exercise wherever applicable.)
| |
Unit-2 |
Teaching Hours:10 |
Unit - II: Data Collection and Measurement Scales
|
|
Level of Knowledge: Application Data sources - primary and secondary data, Data Collection methods- Survey, observation, Interview, focus group technique. Measurement – Types of Scales, Scaling techniques. Data collection instruments, construction of Questionnaire, schedule, characteristics of good instrument, and errors in measurement, Reliability and validity of research instruments. (The software SPSS must be used for testing of research instruments and data analysis as an additional exercise wherever applicable.)
| |
Unit-2 |
Teaching Hours:10 |
Unit - II: Data Collection and Measurement Scales
|
|
Level of Knowledge: Application Data sources - primary and secondary data, Data Collection methods- Survey, observation, Interview, focus group technique. Measurement – Types of Scales, Scaling techniques. Data collection instruments, construction of Questionnaire, schedule, characteristics of good instrument, and errors in measurement, Reliability and validity of research instruments. (The software SPSS must be used for testing of research instruments and data analysis as an additional exercise wherever applicable.)
| |
Unit-2 |
Teaching Hours:10 |
Unit - II: Data Collection and Measurement Scales
|
|
Level of Knowledge: Application Data sources - primary and secondary data, Data Collection methods- Survey, observation, Interview, focus group technique. Measurement – Types of Scales, Scaling techniques. Data collection instruments, construction of Questionnaire, schedule, characteristics of good instrument, and errors in measurement, Reliability and validity of research instruments. (The software SPSS must be used for testing of research instruments and data analysis as an additional exercise wherever applicable.)
| |
Unit-2 |
Teaching Hours:10 |
Unit - II: Data Collection and Measurement Scales
|
|
Level of Knowledge: Application Data sources - primary and secondary data, Data Collection methods- Survey, observation, Interview, focus group technique. Measurement – Types of Scales, Scaling techniques. Data collection instruments, construction of Questionnaire, schedule, characteristics of good instrument, and errors in measurement, Reliability and validity of research instruments. (The software SPSS must be used for testing of research instruments and data analysis as an additional exercise wherever applicable.)
| |
Unit-2 |
Teaching Hours:10 |
Unit - II: Data Collection and Measurement Scales
|
|
Level of Knowledge: Application Data sources - primary and secondary data, Data Collection methods- Survey, observation, Interview, focus group technique. Measurement – Types of Scales, Scaling techniques. Data collection instruments, construction of Questionnaire, schedule, characteristics of good instrument, and errors in measurement, Reliability and validity of research instruments. (The software SPSS must be used for testing of research instruments and data analysis as an additional exercise wherever applicable.)
| |
Unit-3 |
Teaching Hours:6 |
Unit -III: Sampling Techniques
|
|
Level of Knowledge: Conceptual & Application Sample design, steps in sampling process, sampling methods – probability Sampling and non-probability sampling and its types, sampling error, Criteria for good sample, determining sample size (infinite and finite). | |
Unit-3 |
Teaching Hours:6 |
Unit -III: Sampling Techniques
|
|
Level of Knowledge: Conceptual & Application Sample design, steps in sampling process, sampling methods – probability Sampling and non-probability sampling and its types, sampling error, Criteria for good sample, determining sample size (infinite and finite). | |
Unit-3 |
Teaching Hours:6 |
Unit -III: Sampling Techniques
|
|
Level of Knowledge: Conceptual & Application Sample design, steps in sampling process, sampling methods – probability Sampling and non-probability sampling and its types, sampling error, Criteria for good sample, determining sample size (infinite and finite). | |
Unit-3 |
Teaching Hours:6 |
Unit -III: Sampling Techniques
|
|
Level of Knowledge: Conceptual & Application Sample design, steps in sampling process, sampling methods – probability Sampling and non-probability sampling and its types, sampling error, Criteria for good sample, determining sample size (infinite and finite). | |
Unit-3 |
Teaching Hours:6 |
Unit -III: Sampling Techniques
|
|
Level of Knowledge: Conceptual & Application Sample design, steps in sampling process, sampling methods – probability Sampling and non-probability sampling and its types, sampling error, Criteria for good sample, determining sample size (infinite and finite). | |
Unit-3 |
Teaching Hours:6 |
Unit -III: Sampling Techniques
|
|
Level of Knowledge: Conceptual & Application Sample design, steps in sampling process, sampling methods – probability Sampling and non-probability sampling and its types, sampling error, Criteria for good sample, determining sample size (infinite and finite). | |
Unit-3 |
Teaching Hours:6 |
Unit -III: Sampling Techniques
|
|
Level of Knowledge: Conceptual & Application Sample design, steps in sampling process, sampling methods – probability Sampling and non-probability sampling and its types, sampling error, Criteria for good sample, determining sample size (infinite and finite). | |
Unit-3 |
Teaching Hours:6 |
Unit -III: Sampling Techniques
|
|
Level of Knowledge: Conceptual & Application Sample design, steps in sampling process, sampling methods – probability Sampling and non-probability sampling and its types, sampling error, Criteria for good sample, determining sample size (infinite and finite). | |
Unit-3 |
Teaching Hours:6 |
Unit -III: Sampling Techniques
|
|
Level of Knowledge: Conceptual & Application Sample design, steps in sampling process, sampling methods – probability Sampling and non-probability sampling and its types, sampling error, Criteria for good sample, determining sample size (infinite and finite). | |
Unit-3 |
Teaching Hours:6 |
Unit -III: Sampling Techniques
|
|
Level of Knowledge: Conceptual & Application Sample design, steps in sampling process, sampling methods – probability Sampling and non-probability sampling and its types, sampling error, Criteria for good sample, determining sample size (infinite and finite). | |
Unit-3 |
Teaching Hours:6 |
Unit -III: Sampling Techniques
|
|
Level of Knowledge: Conceptual & Application Sample design, steps in sampling process, sampling methods – probability Sampling and non-probability sampling and its types, sampling error, Criteria for good sample, determining sample size (infinite and finite). | |
Unit-3 |
Teaching Hours:6 |
Unit -III: Sampling Techniques
|
|
Level of Knowledge: Conceptual & Application Sample design, steps in sampling process, sampling methods – probability Sampling and non-probability sampling and its types, sampling error, Criteria for good sample, determining sample size (infinite and finite). | |
Unit-3 |
Teaching Hours:6 |
Unit -III: Sampling Techniques
|
|
Level of Knowledge: Conceptual & Application Sample design, steps in sampling process, sampling methods – probability Sampling and non-probability sampling and its types, sampling error, Criteria for good sample, determining sample size (infinite and finite). | |
Unit-3 |
Teaching Hours:6 |
Unit -III: Sampling Techniques
|
|
Level of Knowledge: Conceptual & Application Sample design, steps in sampling process, sampling methods – probability Sampling and non-probability sampling and its types, sampling error, Criteria for good sample, determining sample size (infinite and finite). | |
Unit-3 |
Teaching Hours:6 |
Unit -III: Sampling Techniques
|
|
Level of Knowledge: Conceptual & Application Sample design, steps in sampling process, sampling methods – probability Sampling and non-probability sampling and its types, sampling error, Criteria for good sample, determining sample size (infinite and finite). | |
Unit-3 |
Teaching Hours:6 |
Unit -III: Sampling Techniques
|
|
Level of Knowledge: Conceptual & Application Sample design, steps in sampling process, sampling methods – probability Sampling and non-probability sampling and its types, sampling error, Criteria for good sample, determining sample size (infinite and finite). | |
Unit-3 |
Teaching Hours:6 |
Unit -III: Sampling Techniques
|
|
Level of Knowledge: Conceptual & Application Sample design, steps in sampling process, sampling methods – probability Sampling and non-probability sampling and its types, sampling error, Criteria for good sample, determining sample size (infinite and finite). | |
Unit-4 |
Teaching Hours:14 |
Unit - IV: Measures of Central Tendency & Measures of Dispersion
|
|
Level of Knowledge: Application Meaning, measures of Central Tendency- Arithmetic Mean, Weighted Arithmetic Mean, median, mode, geometric mean and harmonic mean - partition values - quartiles, deciles, percentiles. Dispersion - Range, Quartile Deviation, Mean Deviation from Mean and Median, Standard Deviation and coefficient of variation - Skewness & Kurtosis. (The software SPSS must be used for testing of research instruments and data analysis as an additional exercise wherever applicable.)
| |
Unit-4 |
Teaching Hours:14 |
Unit - IV: Measures of Central Tendency & Measures of Dispersion
|
|
Level of Knowledge: Application Meaning, measures of Central Tendency- Arithmetic Mean, Weighted Arithmetic Mean, median, mode, geometric mean and harmonic mean - partition values - quartiles, deciles, percentiles. Dispersion - Range, Quartile Deviation, Mean Deviation from Mean and Median, Standard Deviation and coefficient of variation - Skewness & Kurtosis. (The software SPSS must be used for testing of research instruments and data analysis as an additional exercise wherever applicable.)
| |
Unit-4 |
Teaching Hours:14 |
Unit - IV: Measures of Central Tendency & Measures of Dispersion
|
|
Level of Knowledge: Application Meaning, measures of Central Tendency- Arithmetic Mean, Weighted Arithmetic Mean, median, mode, geometric mean and harmonic mean - partition values - quartiles, deciles, percentiles. Dispersion - Range, Quartile Deviation, Mean Deviation from Mean and Median, Standard Deviation and coefficient of variation - Skewness & Kurtosis. (The software SPSS must be used for testing of research instruments and data analysis as an additional exercise wherever applicable.)
| |
Unit-4 |
Teaching Hours:14 |
Unit - IV: Measures of Central Tendency & Measures of Dispersion
|
|
Level of Knowledge: Application Meaning, measures of Central Tendency- Arithmetic Mean, Weighted Arithmetic Mean, median, mode, geometric mean and harmonic mean - partition values - quartiles, deciles, percentiles. Dispersion - Range, Quartile Deviation, Mean Deviation from Mean and Median, Standard Deviation and coefficient of variation - Skewness & Kurtosis. (The software SPSS must be used for testing of research instruments and data analysis as an additional exercise wherever applicable.)
| |
Unit-4 |
Teaching Hours:14 |
Unit - IV: Measures of Central Tendency & Measures of Dispersion
|
|
Level of Knowledge: Application Meaning, measures of Central Tendency- Arithmetic Mean, Weighted Arithmetic Mean, median, mode, geometric mean and harmonic mean - partition values - quartiles, deciles, percentiles. Dispersion - Range, Quartile Deviation, Mean Deviation from Mean and Median, Standard Deviation and coefficient of variation - Skewness & Kurtosis. (The software SPSS must be used for testing of research instruments and data analysis as an additional exercise wherever applicable.)
| |
Unit-4 |
Teaching Hours:14 |
Unit - IV: Measures of Central Tendency & Measures of Dispersion
|
|
Level of Knowledge: Application Meaning, measures of Central Tendency- Arithmetic Mean, Weighted Arithmetic Mean, median, mode, geometric mean and harmonic mean - partition values - quartiles, deciles, percentiles. Dispersion - Range, Quartile Deviation, Mean Deviation from Mean and Median, Standard Deviation and coefficient of variation - Skewness & Kurtosis. (The software SPSS must be used for testing of research instruments and data analysis as an additional exercise wherever applicable.)
| |
Unit-4 |
Teaching Hours:14 |
Unit - IV: Measures of Central Tendency & Measures of Dispersion
|
|
Level of Knowledge: Application Meaning, measures of Central Tendency- Arithmetic Mean, Weighted Arithmetic Mean, median, mode, geometric mean and harmonic mean - partition values - quartiles, deciles, percentiles. Dispersion - Range, Quartile Deviation, Mean Deviation from Mean and Median, Standard Deviation and coefficient of variation - Skewness & Kurtosis. (The software SPSS must be used for testing of research instruments and data analysis as an additional exercise wherever applicable.)
| |
Unit-4 |
Teaching Hours:14 |
Unit - IV: Measures of Central Tendency & Measures of Dispersion
|
|
Level of Knowledge: Application Meaning, measures of Central Tendency- Arithmetic Mean, Weighted Arithmetic Mean, median, mode, geometric mean and harmonic mean - partition values - quartiles, deciles, percentiles. Dispersion - Range, Quartile Deviation, Mean Deviation from Mean and Median, Standard Deviation and coefficient of variation - Skewness & Kurtosis. (The software SPSS must be used for testing of research instruments and data analysis as an additional exercise wherever applicable.)
| |
Unit-4 |
Teaching Hours:14 |
Unit - IV: Measures of Central Tendency & Measures of Dispersion
|
|
Level of Knowledge: Application Meaning, measures of Central Tendency- Arithmetic Mean, Weighted Arithmetic Mean, median, mode, geometric mean and harmonic mean - partition values - quartiles, deciles, percentiles. Dispersion - Range, Quartile Deviation, Mean Deviation from Mean and Median, Standard Deviation and coefficient of variation - Skewness & Kurtosis. (The software SPSS must be used for testing of research instruments and data analysis as an additional exercise wherever applicable.)
| |
Unit-4 |
Teaching Hours:14 |
Unit - IV: Measures of Central Tendency & Measures of Dispersion
|
|
Level of Knowledge: Application Meaning, measures of Central Tendency- Arithmetic Mean, Weighted Arithmetic Mean, median, mode, geometric mean and harmonic mean - partition values - quartiles, deciles, percentiles. Dispersion - Range, Quartile Deviation, Mean Deviation from Mean and Median, Standard Deviation and coefficient of variation - Skewness & Kurtosis. (The software SPSS must be used for testing of research instruments and data analysis as an additional exercise wherever applicable.)
| |
Unit-4 |
Teaching Hours:14 |
Unit - IV: Measures of Central Tendency & Measures of Dispersion
|
|
Level of Knowledge: Application Meaning, measures of Central Tendency- Arithmetic Mean, Weighted Arithmetic Mean, median, mode, geometric mean and harmonic mean - partition values - quartiles, deciles, percentiles. Dispersion - Range, Quartile Deviation, Mean Deviation from Mean and Median, Standard Deviation and coefficient of variation - Skewness & Kurtosis. (The software SPSS must be used for testing of research instruments and data analysis as an additional exercise wherever applicable.)
| |
Unit-4 |
Teaching Hours:14 |
Unit - IV: Measures of Central Tendency & Measures of Dispersion
|
|
Level of Knowledge: Application Meaning, measures of Central Tendency- Arithmetic Mean, Weighted Arithmetic Mean, median, mode, geometric mean and harmonic mean - partition values - quartiles, deciles, percentiles. Dispersion - Range, Quartile Deviation, Mean Deviation from Mean and Median, Standard Deviation and coefficient of variation - Skewness & Kurtosis. (The software SPSS must be used for testing of research instruments and data analysis as an additional exercise wherever applicable.)
| |
Unit-4 |
Teaching Hours:14 |
Unit - IV: Measures of Central Tendency & Measures of Dispersion
|
|
Level of Knowledge: Application Meaning, measures of Central Tendency- Arithmetic Mean, Weighted Arithmetic Mean, median, mode, geometric mean and harmonic mean - partition values - quartiles, deciles, percentiles. Dispersion - Range, Quartile Deviation, Mean Deviation from Mean and Median, Standard Deviation and coefficient of variation - Skewness & Kurtosis. (The software SPSS must be used for testing of research instruments and data analysis as an additional exercise wherever applicable.)
| |
Unit-4 |
Teaching Hours:14 |
Unit - IV: Measures of Central Tendency & Measures of Dispersion
|
|
Level of Knowledge: Application Meaning, measures of Central Tendency- Arithmetic Mean, Weighted Arithmetic Mean, median, mode, geometric mean and harmonic mean - partition values - quartiles, deciles, percentiles. Dispersion - Range, Quartile Deviation, Mean Deviation from Mean and Median, Standard Deviation and coefficient of variation - Skewness & Kurtosis. (The software SPSS must be used for testing of research instruments and data analysis as an additional exercise wherever applicable.)
| |
Unit-4 |
Teaching Hours:14 |
Unit - IV: Measures of Central Tendency & Measures of Dispersion
|
|
Level of Knowledge: Application Meaning, measures of Central Tendency- Arithmetic Mean, Weighted Arithmetic Mean, median, mode, geometric mean and harmonic mean - partition values - quartiles, deciles, percentiles. Dispersion - Range, Quartile Deviation, Mean Deviation from Mean and Median, Standard Deviation and coefficient of variation - Skewness & Kurtosis. (The software SPSS must be used for testing of research instruments and data analysis as an additional exercise wherever applicable.)
| |
Unit-4 |
Teaching Hours:14 |
Unit - IV: Measures of Central Tendency & Measures of Dispersion
|
|
Level of Knowledge: Application Meaning, measures of Central Tendency- Arithmetic Mean, Weighted Arithmetic Mean, median, mode, geometric mean and harmonic mean - partition values - quartiles, deciles, percentiles. Dispersion - Range, Quartile Deviation, Mean Deviation from Mean and Median, Standard Deviation and coefficient of variation - Skewness & Kurtosis. (The software SPSS must be used for testing of research instruments and data analysis as an additional exercise wherever applicable.)
| |
Unit-4 |
Teaching Hours:14 |
Unit - IV: Measures of Central Tendency & Measures of Dispersion
|
|
Level of Knowledge: Application Meaning, measures of Central Tendency- Arithmetic Mean, Weighted Arithmetic Mean, median, mode, geometric mean and harmonic mean - partition values - quartiles, deciles, percentiles. Dispersion - Range, Quartile Deviation, Mean Deviation from Mean and Median, Standard Deviation and coefficient of variation - Skewness & Kurtosis. (The software SPSS must be used for testing of research instruments and data analysis as an additional exercise wherever applicable.)
| |
Unit-5 |
Teaching Hours:12 |
Unit-V: Probability distributions and testing of hypothesis
|
|
Level of Knowledge: Application Probability Distributions – Binomial, Poisson and Normal distributions - Introduction to testing of Hypothesis: Concept; Level of Significance; Process of testing; Test of hypothesis concerning Mean; Test of hypothesis concerning Proportion. Z test, t – test for single mean and difference of means and ANOVA – one way and two ways, Chi square test. Non parametric tests: One-Sample Wilcoxon Signed Rank Test, Paired-Sample Wilcoxon Signed Rank Test, Paired Sample Sign Test, Two-Sample Kolmogorov-Smirnov Test, Mann- Whitney Test, Kruskal-Wallis. (The software SPSS must be used for testing of research instruments and data analysis as an additional exercise wherever applicable.)
| |
Unit-5 |
Teaching Hours:12 |
Unit-V: Probability distributions and testing of hypothesis
|
|
Level of Knowledge: Application Probability Distributions – Binomial, Poisson and Normal distributions - Introduction to testing of Hypothesis: Concept; Level of Significance; Process of testing; Test of hypothesis concerning Mean; Test of hypothesis concerning Proportion. Z test, t – test for single mean and difference of means and ANOVA – one way and two ways, Chi square test. Non parametric tests: One-Sample Wilcoxon Signed Rank Test, Paired-Sample Wilcoxon Signed Rank Test, Paired Sample Sign Test, Two-Sample Kolmogorov-Smirnov Test, Mann- Whitney Test, Kruskal-Wallis. (The software SPSS must be used for testing of research instruments and data analysis as an additional exercise wherever applicable.)
| |
Unit-5 |
Teaching Hours:12 |
Unit-V: Probability distributions and testing of hypothesis
|
|
Level of Knowledge: Application Probability Distributions – Binomial, Poisson and Normal distributions - Introduction to testing of Hypothesis: Concept; Level of Significance; Process of testing; Test of hypothesis concerning Mean; Test of hypothesis concerning Proportion. Z test, t – test for single mean and difference of means and ANOVA – one way and two ways, Chi square test. Non parametric tests: One-Sample Wilcoxon Signed Rank Test, Paired-Sample Wilcoxon Signed Rank Test, Paired Sample Sign Test, Two-Sample Kolmogorov-Smirnov Test, Mann- Whitney Test, Kruskal-Wallis. (The software SPSS must be used for testing of research instruments and data analysis as an additional exercise wherever applicable.)
| |
Unit-5 |
Teaching Hours:12 |
Unit-V: Probability distributions and testing of hypothesis
|
|
Level of Knowledge: Application Probability Distributions – Binomial, Poisson and Normal distributions - Introduction to testing of Hypothesis: Concept; Level of Significance; Process of testing; Test of hypothesis concerning Mean; Test of hypothesis concerning Proportion. Z test, t – test for single mean and difference of means and ANOVA – one way and two ways, Chi square test. Non parametric tests: One-Sample Wilcoxon Signed Rank Test, Paired-Sample Wilcoxon Signed Rank Test, Paired Sample Sign Test, Two-Sample Kolmogorov-Smirnov Test, Mann- Whitney Test, Kruskal-Wallis. (The software SPSS must be used for testing of research instruments and data analysis as an additional exercise wherever applicable.)
| |
Unit-5 |
Teaching Hours:12 |
Unit-V: Probability distributions and testing of hypothesis
|
|
Level of Knowledge: Application Probability Distributions – Binomial, Poisson and Normal distributions - Introduction to testing of Hypothesis: Concept; Level of Significance; Process of testing; Test of hypothesis concerning Mean; Test of hypothesis concerning Proportion. Z test, t – test for single mean and difference of means and ANOVA – one way and two ways, Chi square test. Non parametric tests: One-Sample Wilcoxon Signed Rank Test, Paired-Sample Wilcoxon Signed Rank Test, Paired Sample Sign Test, Two-Sample Kolmogorov-Smirnov Test, Mann- Whitney Test, Kruskal-Wallis. (The software SPSS must be used for testing of research instruments and data analysis as an additional exercise wherever applicable.)
| |
Unit-5 |
Teaching Hours:12 |
Unit-V: Probability distributions and testing of hypothesis
|
|
Level of Knowledge: Application Probability Distributions – Binomial, Poisson and Normal distributions - Introduction to testing of Hypothesis: Concept; Level of Significance; Process of testing; Test of hypothesis concerning Mean; Test of hypothesis concerning Proportion. Z test, t – test for single mean and difference of means and ANOVA – one way and two ways, Chi square test. Non parametric tests: One-Sample Wilcoxon Signed Rank Test, Paired-Sample Wilcoxon Signed Rank Test, Paired Sample Sign Test, Two-Sample Kolmogorov-Smirnov Test, Mann- Whitney Test, Kruskal-Wallis. (The software SPSS must be used for testing of research instruments and data analysis as an additional exercise wherever applicable.)
| |
Unit-5 |
Teaching Hours:12 |
Unit-V: Probability distributions and testing of hypothesis
|
|
Level of Knowledge: Application Probability Distributions – Binomial, Poisson and Normal distributions - Introduction to testing of Hypothesis: Concept; Level of Significance; Process of testing; Test of hypothesis concerning Mean; Test of hypothesis concerning Proportion. Z test, t – test for single mean and difference of means and ANOVA – one way and two ways, Chi square test. Non parametric tests: One-Sample Wilcoxon Signed Rank Test, Paired-Sample Wilcoxon Signed Rank Test, Paired Sample Sign Test, Two-Sample Kolmogorov-Smirnov Test, Mann- Whitney Test, Kruskal-Wallis. (The software SPSS must be used for testing of research instruments and data analysis as an additional exercise wherever applicable.)
| |
Unit-5 |
Teaching Hours:12 |
Unit-V: Probability distributions and testing of hypothesis
|
|
Level of Knowledge: Application Probability Distributions – Binomial, Poisson and Normal distributions - Introduction to testing of Hypothesis: Concept; Level of Significance; Process of testing; Test of hypothesis concerning Mean; Test of hypothesis concerning Proportion. Z test, t – test for single mean and difference of means and ANOVA – one way and two ways, Chi square test. Non parametric tests: One-Sample Wilcoxon Signed Rank Test, Paired-Sample Wilcoxon Signed Rank Test, Paired Sample Sign Test, Two-Sample Kolmogorov-Smirnov Test, Mann- Whitney Test, Kruskal-Wallis. (The software SPSS must be used for testing of research instruments and data analysis as an additional exercise wherever applicable.)
| |
Unit-5 |
Teaching Hours:12 |
Unit-V: Probability distributions and testing of hypothesis
|
|
Level of Knowledge: Application Probability Distributions – Binomial, Poisson and Normal distributions - Introduction to testing of Hypothesis: Concept; Level of Significance; Process of testing; Test of hypothesis concerning Mean; Test of hypothesis concerning Proportion. Z test, t – test for single mean and difference of means and ANOVA – one way and two ways, Chi square test. Non parametric tests: One-Sample Wilcoxon Signed Rank Test, Paired-Sample Wilcoxon Signed Rank Test, Paired Sample Sign Test, Two-Sample Kolmogorov-Smirnov Test, Mann- Whitney Test, Kruskal-Wallis. (The software SPSS must be used for testing of research instruments and data analysis as an additional exercise wherever applicable.)
| |
Unit-5 |
Teaching Hours:12 |
Unit-V: Probability distributions and testing of hypothesis
|
|
Level of Knowledge: Application Probability Distributions – Binomial, Poisson and Normal distributions - Introduction to testing of Hypothesis: Concept; Level of Significance; Process of testing; Test of hypothesis concerning Mean; Test of hypothesis concerning Proportion. Z test, t – test for single mean and difference of means and ANOVA – one way and two ways, Chi square test. Non parametric tests: One-Sample Wilcoxon Signed Rank Test, Paired-Sample Wilcoxon Signed Rank Test, Paired Sample Sign Test, Two-Sample Kolmogorov-Smirnov Test, Mann- Whitney Test, Kruskal-Wallis. (The software SPSS must be used for testing of research instruments and data analysis as an additional exercise wherever applicable.)
| |
Unit-5 |
Teaching Hours:12 |
Unit-V: Probability distributions and testing of hypothesis
|
|
Level of Knowledge: Application Probability Distributions – Binomial, Poisson and Normal distributions - Introduction to testing of Hypothesis: Concept; Level of Significance; Process of testing; Test of hypothesis concerning Mean; Test of hypothesis concerning Proportion. Z test, t – test for single mean and difference of means and ANOVA – one way and two ways, Chi square test. Non parametric tests: One-Sample Wilcoxon Signed Rank Test, Paired-Sample Wilcoxon Signed Rank Test, Paired Sample Sign Test, Two-Sample Kolmogorov-Smirnov Test, Mann- Whitney Test, Kruskal-Wallis. (The software SPSS must be used for testing of research instruments and data analysis as an additional exercise wherever applicable.)
| |
Unit-5 |
Teaching Hours:12 |
Unit-V: Probability distributions and testing of hypothesis
|
|
Level of Knowledge: Application Probability Distributions – Binomial, Poisson and Normal distributions - Introduction to testing of Hypothesis: Concept; Level of Significance; Process of testing; Test of hypothesis concerning Mean; Test of hypothesis concerning Proportion. Z test, t – test for single mean and difference of means and ANOVA – one way and two ways, Chi square test. Non parametric tests: One-Sample Wilcoxon Signed Rank Test, Paired-Sample Wilcoxon Signed Rank Test, Paired Sample Sign Test, Two-Sample Kolmogorov-Smirnov Test, Mann- Whitney Test, Kruskal-Wallis. (The software SPSS must be used for testing of research instruments and data analysis as an additional exercise wherever applicable.)
| |
Unit-5 |
Teaching Hours:12 |
Unit-V: Probability distributions and testing of hypothesis
|
|
Level of Knowledge: Application Probability Distributions – Binomial, Poisson and Normal distributions - Introduction to testing of Hypothesis: Concept; Level of Significance; Process of testing; Test of hypothesis concerning Mean; Test of hypothesis concerning Proportion. Z test, t – test for single mean and difference of means and ANOVA – one way and two ways, Chi square test. Non parametric tests: One-Sample Wilcoxon Signed Rank Test, Paired-Sample Wilcoxon Signed Rank Test, Paired Sample Sign Test, Two-Sample Kolmogorov-Smirnov Test, Mann- Whitney Test, Kruskal-Wallis. (The software SPSS must be used for testing of research instruments and data analysis as an additional exercise wherever applicable.)
| |
Unit-5 |
Teaching Hours:12 |
Unit-V: Probability distributions and testing of hypothesis
|
|
Level of Knowledge: Application Probability Distributions – Binomial, Poisson and Normal distributions - Introduction to testing of Hypothesis: Concept; Level of Significance; Process of testing; Test of hypothesis concerning Mean; Test of hypothesis concerning Proportion. Z test, t – test for single mean and difference of means and ANOVA – one way and two ways, Chi square test. Non parametric tests: One-Sample Wilcoxon Signed Rank Test, Paired-Sample Wilcoxon Signed Rank Test, Paired Sample Sign Test, Two-Sample Kolmogorov-Smirnov Test, Mann- Whitney Test, Kruskal-Wallis. (The software SPSS must be used for testing of research instruments and data analysis as an additional exercise wherever applicable.)
| |
Unit-5 |
Teaching Hours:12 |
Unit-V: Probability distributions and testing of hypothesis
|
|
Level of Knowledge: Application Probability Distributions – Binomial, Poisson and Normal distributions - Introduction to testing of Hypothesis: Concept; Level of Significance; Process of testing; Test of hypothesis concerning Mean; Test of hypothesis concerning Proportion. Z test, t – test for single mean and difference of means and ANOVA – one way and two ways, Chi square test. Non parametric tests: One-Sample Wilcoxon Signed Rank Test, Paired-Sample Wilcoxon Signed Rank Test, Paired Sample Sign Test, Two-Sample Kolmogorov-Smirnov Test, Mann- Whitney Test, Kruskal-Wallis. (The software SPSS must be used for testing of research instruments and data analysis as an additional exercise wherever applicable.)
| |
Unit-5 |
Teaching Hours:12 |
Unit-V: Probability distributions and testing of hypothesis
|
|
Level of Knowledge: Application Probability Distributions – Binomial, Poisson and Normal distributions - Introduction to testing of Hypothesis: Concept; Level of Significance; Process of testing; Test of hypothesis concerning Mean; Test of hypothesis concerning Proportion. Z test, t – test for single mean and difference of means and ANOVA – one way and two ways, Chi square test. Non parametric tests: One-Sample Wilcoxon Signed Rank Test, Paired-Sample Wilcoxon Signed Rank Test, Paired Sample Sign Test, Two-Sample Kolmogorov-Smirnov Test, Mann- Whitney Test, Kruskal-Wallis. (The software SPSS must be used for testing of research instruments and data analysis as an additional exercise wherever applicable.)
| |
Unit-5 |
Teaching Hours:12 |
Unit-V: Probability distributions and testing of hypothesis
|
|
Level of Knowledge: Application Probability Distributions – Binomial, Poisson and Normal distributions - Introduction to testing of Hypothesis: Concept; Level of Significance; Process of testing; Test of hypothesis concerning Mean; Test of hypothesis concerning Proportion. Z test, t – test for single mean and difference of means and ANOVA – one way and two ways, Chi square test. Non parametric tests: One-Sample Wilcoxon Signed Rank Test, Paired-Sample Wilcoxon Signed Rank Test, Paired Sample Sign Test, Two-Sample Kolmogorov-Smirnov Test, Mann- Whitney Test, Kruskal-Wallis. (The software SPSS must be used for testing of research instruments and data analysis as an additional exercise wherever applicable.)
| |
Unit-6 |
Teaching Hours:12 |
Unit-VI: Correlation, Regression & Time series
|
|
Level of Knowledge: Application Meaning, Definition and Use of Correlation, Scatter diagram, Types of correlation, Karl Pearson’s correlation coefficient, Spearman’s Rank correlation, Probable Error. Regression- Meaning and utility of Regression analysis, Comparison between Correlation and Regression, regression lines –X on Y, Yon X, Regression Equations and Regression Coefficients. Time series, Calculation of Secular Trend-Moving Average method – odd and even period moving average and method of Least Squares. (The software SPSS must be used for testing of research instruments and data analysis as an additional exercise wherever applicable.)
| |
Unit-6 |
Teaching Hours:12 |
Unit-VI: Correlation, Regression & Time series
|
|
Level of Knowledge: Application Meaning, Definition and Use of Correlation, Scatter diagram, Types of correlation, Karl Pearson’s correlation coefficient, Spearman’s Rank correlation, Probable Error. Regression- Meaning and utility of Regression analysis, Comparison between Correlation and Regression, regression lines –X on Y, Yon X, Regression Equations and Regression Coefficients. Time series, Calculation of Secular Trend-Moving Average method – odd and even period moving average and method of Least Squares. (The software SPSS must be used for testing of research instruments and data analysis as an additional exercise wherever applicable.)
| |
Unit-6 |
Teaching Hours:12 |
Unit-VI: Correlation, Regression & Time series
|
|
Level of Knowledge: Application Meaning, Definition and Use of Correlation, Scatter diagram, Types of correlation, Karl Pearson’s correlation coefficient, Spearman’s Rank correlation, Probable Error. Regression- Meaning and utility of Regression analysis, Comparison between Correlation and Regression, regression lines –X on Y, Yon X, Regression Equations and Regression Coefficients. Time series, Calculation of Secular Trend-Moving Average method – odd and even period moving average and method of Least Squares. (The software SPSS must be used for testing of research instruments and data analysis as an additional exercise wherever applicable.)
| |
Unit-6 |
Teaching Hours:12 |
Unit-VI: Correlation, Regression & Time series
|
|
Level of Knowledge: Application Meaning, Definition and Use of Correlation, Scatter diagram, Types of correlation, Karl Pearson’s correlation coefficient, Spearman’s Rank correlation, Probable Error. Regression- Meaning and utility of Regression analysis, Comparison between Correlation and Regression, regression lines –X on Y, Yon X, Regression Equations and Regression Coefficients. Time series, Calculation of Secular Trend-Moving Average method – odd and even period moving average and method of Least Squares. (The software SPSS must be used for testing of research instruments and data analysis as an additional exercise wherever applicable.)
| |
Unit-6 |
Teaching Hours:12 |
Unit-VI: Correlation, Regression & Time series
|
|
Level of Knowledge: Application Meaning, Definition and Use of Correlation, Scatter diagram, Types of correlation, Karl Pearson’s correlation coefficient, Spearman’s Rank correlation, Probable Error. Regression- Meaning and utility of Regression analysis, Comparison between Correlation and Regression, regression lines –X on Y, Yon X, Regression Equations and Regression Coefficients. Time series, Calculation of Secular Trend-Moving Average method – odd and even period moving average and method of Least Squares. (The software SPSS must be used for testing of research instruments and data analysis as an additional exercise wherever applicable.)
| |
Unit-6 |
Teaching Hours:12 |
Unit-VI: Correlation, Regression & Time series
|
|
Level of Knowledge: Application Meaning, Definition and Use of Correlation, Scatter diagram, Types of correlation, Karl Pearson’s correlation coefficient, Spearman’s Rank correlation, Probable Error. Regression- Meaning and utility of Regression analysis, Comparison between Correlation and Regression, regression lines –X on Y, Yon X, Regression Equations and Regression Coefficients. Time series, Calculation of Secular Trend-Moving Average method – odd and even period moving average and method of Least Squares. (The software SPSS must be used for testing of research instruments and data analysis as an additional exercise wherever applicable.)
| |
Unit-6 |
Teaching Hours:12 |
Unit-VI: Correlation, Regression & Time series
|
|
Level of Knowledge: Application Meaning, Definition and Use of Correlation, Scatter diagram, Types of correlation, Karl Pearson’s correlation coefficient, Spearman’s Rank correlation, Probable Error. Regression- Meaning and utility of Regression analysis, Comparison between Correlation and Regression, regression lines –X on Y, Yon X, Regression Equations and Regression Coefficients. Time series, Calculation of Secular Trend-Moving Average method – odd and even period moving average and method of Least Squares. (The software SPSS must be used for testing of research instruments and data analysis as an additional exercise wherever applicable.)
| |
Unit-6 |
Teaching Hours:12 |
Unit-VI: Correlation, Regression & Time series
|
|
Level of Knowledge: Application Meaning, Definition and Use of Correlation, Scatter diagram, Types of correlation, Karl Pearson’s correlation coefficient, Spearman’s Rank correlation, Probable Error. Regression- Meaning and utility of Regression analysis, Comparison between Correlation and Regression, regression lines –X on Y, Yon X, Regression Equations and Regression Coefficients. Time series, Calculation of Secular Trend-Moving Average method – odd and even period moving average and method of Least Squares. (The software SPSS must be used for testing of research instruments and data analysis as an additional exercise wherever applicable.)
| |
Unit-6 |
Teaching Hours:12 |
Unit-VI: Correlation, Regression & Time series
|
|
Level of Knowledge: Application Meaning, Definition and Use of Correlation, Scatter diagram, Types of correlation, Karl Pearson’s correlation coefficient, Spearman’s Rank correlation, Probable Error. Regression- Meaning and utility of Regression analysis, Comparison between Correlation and Regression, regression lines –X on Y, Yon X, Regression Equations and Regression Coefficients. Time series, Calculation of Secular Trend-Moving Average method – odd and even period moving average and method of Least Squares. (The software SPSS must be used for testing of research instruments and data analysis as an additional exercise wherever applicable.)
| |
Unit-6 |
Teaching Hours:12 |
Unit-VI: Correlation, Regression & Time series
|
|
Level of Knowledge: Application Meaning, Definition and Use of Correlation, Scatter diagram, Types of correlation, Karl Pearson’s correlation coefficient, Spearman’s Rank correlation, Probable Error. Regression- Meaning and utility of Regression analysis, Comparison between Correlation and Regression, regression lines –X on Y, Yon X, Regression Equations and Regression Coefficients. Time series, Calculation of Secular Trend-Moving Average method – odd and even period moving average and method of Least Squares. (The software SPSS must be used for testing of research instruments and data analysis as an additional exercise wherever applicable.)
| |
Unit-6 |
Teaching Hours:12 |
Unit-VI: Correlation, Regression & Time series
|
|
Level of Knowledge: Application Meaning, Definition and Use of Correlation, Scatter diagram, Types of correlation, Karl Pearson’s correlation coefficient, Spearman’s Rank correlation, Probable Error. Regression- Meaning and utility of Regression analysis, Comparison between Correlation and Regression, regression lines –X on Y, Yon X, Regression Equations and Regression Coefficients. Time series, Calculation of Secular Trend-Moving Average method – odd and even period moving average and method of Least Squares. (The software SPSS must be used for testing of research instruments and data analysis as an additional exercise wherever applicable.)
| |
Unit-6 |
Teaching Hours:12 |
Unit-VI: Correlation, Regression & Time series
|
|
Level of Knowledge: Application Meaning, Definition and Use of Correlation, Scatter diagram, Types of correlation, Karl Pearson’s correlation coefficient, Spearman’s Rank correlation, Probable Error. Regression- Meaning and utility of Regression analysis, Comparison between Correlation and Regression, regression lines –X on Y, Yon X, Regression Equations and Regression Coefficients. Time series, Calculation of Secular Trend-Moving Average method – odd and even period moving average and method of Least Squares. (The software SPSS must be used for testing of research instruments and data analysis as an additional exercise wherever applicable.)
| |
Unit-6 |
Teaching Hours:12 |
Unit-VI: Correlation, Regression & Time series
|
|
Level of Knowledge: Application Meaning, Definition and Use of Correlation, Scatter diagram, Types of correlation, Karl Pearson’s correlation coefficient, Spearman’s Rank correlation, Probable Error. Regression- Meaning and utility of Regression analysis, Comparison between Correlation and Regression, regression lines –X on Y, Yon X, Regression Equations and Regression Coefficients. Time series, Calculation of Secular Trend-Moving Average method – odd and even period moving average and method of Least Squares. (The software SPSS must be used for testing of research instruments and data analysis as an additional exercise wherever applicable.)
| |
Unit-6 |
Teaching Hours:12 |
Unit-VI: Correlation, Regression & Time series
|
|
Level of Knowledge: Application Meaning, Definition and Use of Correlation, Scatter diagram, Types of correlation, Karl Pearson’s correlation coefficient, Spearman’s Rank correlation, Probable Error. Regression- Meaning and utility of Regression analysis, Comparison between Correlation and Regression, regression lines –X on Y, Yon X, Regression Equations and Regression Coefficients. Time series, Calculation of Secular Trend-Moving Average method – odd and even period moving average and method of Least Squares. (The software SPSS must be used for testing of research instruments and data analysis as an additional exercise wherever applicable.)
| |
Unit-6 |
Teaching Hours:12 |
Unit-VI: Correlation, Regression & Time series
|
|
Level of Knowledge: Application Meaning, Definition and Use of Correlation, Scatter diagram, Types of correlation, Karl Pearson’s correlation coefficient, Spearman’s Rank correlation, Probable Error. Regression- Meaning and utility of Regression analysis, Comparison between Correlation and Regression, regression lines –X on Y, Yon X, Regression Equations and Regression Coefficients. Time series, Calculation of Secular Trend-Moving Average method – odd and even period moving average and method of Least Squares. (The software SPSS must be used for testing of research instruments and data analysis as an additional exercise wherever applicable.)
| |
Unit-6 |
Teaching Hours:12 |
Unit-VI: Correlation, Regression & Time series
|
|
Level of Knowledge: Application Meaning, Definition and Use of Correlation, Scatter diagram, Types of correlation, Karl Pearson’s correlation coefficient, Spearman’s Rank correlation, Probable Error. Regression- Meaning and utility of Regression analysis, Comparison between Correlation and Regression, regression lines –X on Y, Yon X, Regression Equations and Regression Coefficients. Time series, Calculation of Secular Trend-Moving Average method – odd and even period moving average and method of Least Squares. (The software SPSS must be used for testing of research instruments and data analysis as an additional exercise wherever applicable.)
| |
Unit-6 |
Teaching Hours:12 |
Unit-VI: Correlation, Regression & Time series
|
|
Level of Knowledge: Application Meaning, Definition and Use of Correlation, Scatter diagram, Types of correlation, Karl Pearson’s correlation coefficient, Spearman’s Rank correlation, Probable Error. Regression- Meaning and utility of Regression analysis, Comparison between Correlation and Regression, regression lines –X on Y, Yon X, Regression Equations and Regression Coefficients. Time series, Calculation of Secular Trend-Moving Average method – odd and even period moving average and method of Least Squares. (The software SPSS must be used for testing of research instruments and data analysis as an additional exercise wherever applicable.)
| |
Text Books And Reference Books: Essential Reading: 1.Levin R. I.& Rubin D. S. Statistics for Management. Delhi: Pearson. 2.Kothari, C. R. Research Methodology Methods & Techniques (2 ed.). New Delhi: Vishwa Prakashan.
| |
Essential Reading / Recommended Reading Recommended Reading: 1.SP Gupta (2017).Statistical Methods, Sultan Chand and Sons 1.SC Gupta (2018). Fundamentals of Statistics, Himalaya Publishing House | |
Evaluation Pattern CIA 1-25 marks CIA 2-25 marks CIA 3-25 marks CIA 4-25 marks Total- 100 marks | |
BBA202-4 - ENTREPRENEURSHIP DEVELOPMENT (2023 Batch) | |
Total Teaching Hours for Semester:60 |
No of Lecture Hours/Week:4 |
Max Marks:100 |
Credits:4 |
Course Objectives/Course Description |
|
From the perspective of a country's economic development, entrepreneurship is a necessary ingredient for stimulating economic growth and employment opportunities. In the developing world, successful small businesses are the primary engines of job creation & income growth. In this direction, this course on entrepreneurship development, educates an individual about the efforts taken by the government broadly to encourage entrepreneurship. From the perspective of development of an individual’s entrepreneurial ability, entrepreneurship education becomes critical as the goal of the course is to help the youth start to think about what dreams or ideas they have and how they can develop and fulfil them. It is also a way to learn how to interact and cooperate with other people, be creative and find tools for how to develop themselves and their ideas. The course aims to motivate an individual to take up an entrepreneurship to attain self-reliance and growth.
Course Learning Objectives: The objective of this course is to: ● To demonstrate an understanding of the need for entrepreneurship development. ● To identify critical success factors for taking up entrepreneurship ● To evaluate factors influencing the entrepreneurial activities in different contexts. ● To analyze functional strategies required for entrepreneurial success
|
|
Learning Outcome |
|
CO1: Demonstrate an understanding of the need entrepreneurship development CO2: Identify Critical success for taking up entrepreneurship CO3: Evaluate factors influencing the entrepreneurial activities in different contexts CO4: Analyze functional strategies required for entrepreneurial success CO5: Develop business plans for entrepreneurial opportunities |
Unit-1 |
Teaching Hours:8 |
||||||||||||||||||||||||||||
Unit I: Introduction to Entrepreneurship 8 Hrs
|
|||||||||||||||||||||||||||||
Level of Knowledge: Conceptual; Evolution of the Concept of Entrepreneurship; Entrepreneurship Today; Difference Between a Manager and an Entrepreneur; Types of Entrepreneurs; Intrapreneurship; Women Entrepreneurship-Women Enterprises- Challenges Faced by Women Entrepreneurs; Entrepreneurial Competencies-Types and importance; Mobility of Entrepreneurs; Geographical Mobility of Entrepreneurs; Occupational Mobility; Entrepreneurship in Family Owned Businesses and Non Family Owned Businesses; Challenges & Obstacles faced by Entrepreneurs; Factors influencing Entrepreneurship-Socio-Cultural, Economic, Political Technological & Global factors; Business Climate in India for entrepreneurship; Creating Favorable Conditions for the growth of entrepreneurship in India; Capacity Building for Entrepreneurs | |||||||||||||||||||||||||||||
Unit-1 |
Teaching Hours:8 |
||||||||||||||||||||||||||||
Unit I: Introduction to Entrepreneurship 8 Hrs
|
|||||||||||||||||||||||||||||
Level of Knowledge: Conceptual; Evolution of the Concept of Entrepreneurship; Entrepreneurship Today; Difference Between a Manager and an Entrepreneur; Types of Entrepreneurs; Intrapreneurship; Women Entrepreneurship-Women Enterprises- Challenges Faced by Women Entrepreneurs; Entrepreneurial Competencies-Types and importance; Mobility of Entrepreneurs; Geographical Mobility of Entrepreneurs; Occupational Mobility; Entrepreneurship in Family Owned Businesses and Non Family Owned Businesses; Challenges & Obstacles faced by Entrepreneurs; Factors influencing Entrepreneurship-Socio-Cultural, Economic, Political Technological & Global factors; Business Climate in India for entrepreneurship; Creating Favorable Conditions for the growth of entrepreneurship in India; Capacity Building for Entrepreneurs | |||||||||||||||||||||||||||||
Unit-1 |
Teaching Hours:8 |
||||||||||||||||||||||||||||
Unit I: Introduction to Entrepreneurship 8 Hrs
|
|||||||||||||||||||||||||||||
Level of Knowledge: Conceptual; Evolution of the Concept of Entrepreneurship; Entrepreneurship Today; Difference Between a Manager and an Entrepreneur; Types of Entrepreneurs; Intrapreneurship; Women Entrepreneurship-Women Enterprises- Challenges Faced by Women Entrepreneurs; Entrepreneurial Competencies-Types and importance; Mobility of Entrepreneurs; Geographical Mobility of Entrepreneurs; Occupational Mobility; Entrepreneurship in Family Owned Businesses and Non Family Owned Businesses; Challenges & Obstacles faced by Entrepreneurs; Factors influencing Entrepreneurship-Socio-Cultural, Economic, Political Technological & Global factors; Business Climate in India for entrepreneurship; Creating Favorable Conditions for the growth of entrepreneurship in India; Capacity Building for Entrepreneurs | |||||||||||||||||||||||||||||
Unit-1 |
Teaching Hours:8 |
||||||||||||||||||||||||||||
Unit I: Introduction to Entrepreneurship 8 Hrs
|
|||||||||||||||||||||||||||||
Level of Knowledge: Conceptual; Evolution of the Concept of Entrepreneurship; Entrepreneurship Today; Difference Between a Manager and an Entrepreneur; Types of Entrepreneurs; Intrapreneurship; Women Entrepreneurship-Women Enterprises- Challenges Faced by Women Entrepreneurs; Entrepreneurial Competencies-Types and importance; Mobility of Entrepreneurs; Geographical Mobility of Entrepreneurs; Occupational Mobility; Entrepreneurship in Family Owned Businesses and Non Family Owned Businesses; Challenges & Obstacles faced by Entrepreneurs; Factors influencing Entrepreneurship-Socio-Cultural, Economic, Political Technological & Global factors; Business Climate in India for entrepreneurship; Creating Favorable Conditions for the growth of entrepreneurship in India; Capacity Building for Entrepreneurs | |||||||||||||||||||||||||||||
Unit-1 |
Teaching Hours:8 |
||||||||||||||||||||||||||||
Unit I: Introduction to Entrepreneurship 8 Hrs
|
|||||||||||||||||||||||||||||
Level of Knowledge: Conceptual; Evolution of the Concept of Entrepreneurship; Entrepreneurship Today; Difference Between a Manager and an Entrepreneur; Types of Entrepreneurs; Intrapreneurship; Women Entrepreneurship-Women Enterprises- Challenges Faced by Women Entrepreneurs; Entrepreneurial Competencies-Types and importance; Mobility of Entrepreneurs; Geographical Mobility of Entrepreneurs; Occupational Mobility; Entrepreneurship in Family Owned Businesses and Non Family Owned Businesses; Challenges & Obstacles faced by Entrepreneurs; Factors influencing Entrepreneurship-Socio-Cultural, Economic, Political Technological & Global factors; Business Climate in India for entrepreneurship; Creating Favorable Conditions for the growth of entrepreneurship in India; Capacity Building for Entrepreneurs | |||||||||||||||||||||||||||||
Unit-1 |
Teaching Hours:8 |
||||||||||||||||||||||||||||
Unit I: Introduction to Entrepreneurship 8 Hrs
|
|||||||||||||||||||||||||||||
Level of Knowledge: Conceptual; Evolution of the Concept of Entrepreneurship; Entrepreneurship Today; Difference Between a Manager and an Entrepreneur; Types of Entrepreneurs; Intrapreneurship; Women Entrepreneurship-Women Enterprises- Challenges Faced by Women Entrepreneurs; Entrepreneurial Competencies-Types and importance; Mobility of Entrepreneurs; Geographical Mobility of Entrepreneurs; Occupational Mobility; Entrepreneurship in Family Owned Businesses and Non Family Owned Businesses; Challenges & Obstacles faced by Entrepreneurs; Factors influencing Entrepreneurship-Socio-Cultural, Economic, Political Technological & Global factors; Business Climate in India for entrepreneurship; Creating Favorable Conditions for the growth of entrepreneurship in India; Capacity Building for Entrepreneurs | |||||||||||||||||||||||||||||
Unit-1 |
Teaching Hours:8 |
||||||||||||||||||||||||||||
Unit I: Introduction to Entrepreneurship 8 Hrs
|
|||||||||||||||||||||||||||||
Level of Knowledge: Conceptual; Evolution of the Concept of Entrepreneurship; Entrepreneurship Today; Difference Between a Manager and an Entrepreneur; Types of Entrepreneurs; Intrapreneurship; Women Entrepreneurship-Women Enterprises- Challenges Faced by Women Entrepreneurs; Entrepreneurial Competencies-Types and importance; Mobility of Entrepreneurs; Geographical Mobility of Entrepreneurs; Occupational Mobility; Entrepreneurship in Family Owned Businesses and Non Family Owned Businesses; Challenges & Obstacles faced by Entrepreneurs; Factors influencing Entrepreneurship-Socio-Cultural, Economic, Political Technological & Global factors; Business Climate in India for entrepreneurship; Creating Favorable Conditions for the growth of entrepreneurship in India; Capacity Building for Entrepreneurs | |||||||||||||||||||||||||||||
Unit-1 |
Teaching Hours:8 |
||||||||||||||||||||||||||||
Unit I: Introduction to Entrepreneurship 8 Hrs
|
|||||||||||||||||||||||||||||
Level of Knowledge: Conceptual; Evolution of the Concept of Entrepreneurship; Entrepreneurship Today; Difference Between a Manager and an Entrepreneur; Types of Entrepreneurs; Intrapreneurship; Women Entrepreneurship-Women Enterprises- Challenges Faced by Women Entrepreneurs; Entrepreneurial Competencies-Types and importance; Mobility of Entrepreneurs; Geographical Mobility of Entrepreneurs; Occupational Mobility; Entrepreneurship in Family Owned Businesses and Non Family Owned Businesses; Challenges & Obstacles faced by Entrepreneurs; Factors influencing Entrepreneurship-Socio-Cultural, Economic, Political Technological & Global factors; Business Climate in India for entrepreneurship; Creating Favorable Conditions for the growth of entrepreneurship in India; Capacity Building for Entrepreneurs | |||||||||||||||||||||||||||||
Unit-1 |
Teaching Hours:8 |
||||||||||||||||||||||||||||
Unit I: Introduction to Entrepreneurship 8 Hrs
|
|||||||||||||||||||||||||||||
Level of Knowledge: Conceptual; Evolution of the Concept of Entrepreneurship; Entrepreneurship Today; Difference Between a Manager and an Entrepreneur; Types of Entrepreneurs; Intrapreneurship; Women Entrepreneurship-Women Enterprises- Challenges Faced by Women Entrepreneurs; Entrepreneurial Competencies-Types and importance; Mobility of Entrepreneurs; Geographical Mobility of Entrepreneurs; Occupational Mobility; Entrepreneurship in Family Owned Businesses and Non Family Owned Businesses; Challenges & Obstacles faced by Entrepreneurs; Factors influencing Entrepreneurship-Socio-Cultural, Economic, Political Technological & Global factors; Business Climate in India for entrepreneurship; Creating Favorable Conditions for the growth of entrepreneurship in India; Capacity Building for Entrepreneurs | |||||||||||||||||||||||||||||
Unit-1 |
Teaching Hours:8 |
||||||||||||||||||||||||||||
Unit I: Introduction to Entrepreneurship 8 Hrs
|
|||||||||||||||||||||||||||||
Level of Knowledge: Conceptual; Evolution of the Concept of Entrepreneurship; Entrepreneurship Today; Difference Between a Manager and an Entrepreneur; Types of Entrepreneurs; Intrapreneurship; Women Entrepreneurship-Women Enterprises- Challenges Faced by Women Entrepreneurs; Entrepreneurial Competencies-Types and importance; Mobility of Entrepreneurs; Geographical Mobility of Entrepreneurs; Occupational Mobility; Entrepreneurship in Family Owned Businesses and Non Family Owned Businesses; Challenges & Obstacles faced by Entrepreneurs; Factors influencing Entrepreneurship-Socio-Cultural, Economic, Political Technological & Global factors; Business Climate in India for entrepreneurship; Creating Favorable Conditions for the growth of entrepreneurship in India; Capacity Building for Entrepreneurs | |||||||||||||||||||||||||||||
Unit-1 |
Teaching Hours:8 |
||||||||||||||||||||||||||||
Unit I: Introduction to Entrepreneurship 8 Hrs
|
|||||||||||||||||||||||||||||
Level of Knowledge: Conceptual; Evolution of the Concept of Entrepreneurship; Entrepreneurship Today; Difference Between a Manager and an Entrepreneur; Types of Entrepreneurs; Intrapreneurship; Women Entrepreneurship-Women Enterprises- Challenges Faced by Women Entrepreneurs; Entrepreneurial Competencies-Types and importance; Mobility of Entrepreneurs; Geographical Mobility of Entrepreneurs; Occupational Mobility; Entrepreneurship in Family Owned Businesses and Non Family Owned Businesses; Challenges & Obstacles faced by Entrepreneurs; Factors influencing Entrepreneurship-Socio-Cultural, Economic, Political Technological & Global factors; Business Climate in India for entrepreneurship; Creating Favorable Conditions for the growth of entrepreneurship in India; Capacity Building for Entrepreneurs | |||||||||||||||||||||||||||||
Unit-1 |
Teaching Hours:8 |
||||||||||||||||||||||||||||
Unit I: Introduction to Entrepreneurship 8 Hrs
|
|||||||||||||||||||||||||||||
Level of Knowledge: Conceptual; Evolution of the Concept of Entrepreneurship; Entrepreneurship Today; Difference Between a Manager and an Entrepreneur; Types of Entrepreneurs; Intrapreneurship; Women Entrepreneurship-Women Enterprises- Challenges Faced by Women Entrepreneurs; Entrepreneurial Competencies-Types and importance; Mobility of Entrepreneurs; Geographical Mobility of Entrepreneurs; Occupational Mobility; Entrepreneurship in Family Owned Businesses and Non Family Owned Businesses; Challenges & Obstacles faced by Entrepreneurs; Factors influencing Entrepreneurship-Socio-Cultural, Economic, Political Technological & Global factors; Business Climate in India for entrepreneurship; Creating Favorable Conditions for the growth of entrepreneurship in India; Capacity Building for Entrepreneurs | |||||||||||||||||||||||||||||
Unit-1 |
Teaching Hours:8 |
||||||||||||||||||||||||||||
Unit I: Introduction to Entrepreneurship 8 Hrs
|
|||||||||||||||||||||||||||||
Level of Knowledge: Conceptual; Evolution of the Concept of Entrepreneurship; Entrepreneurship Today; Difference Between a Manager and an Entrepreneur; Types of Entrepreneurs; Intrapreneurship; Women Entrepreneurship-Women Enterprises- Challenges Faced by Women Entrepreneurs; Entrepreneurial Competencies-Types and importance; Mobility of Entrepreneurs; Geographical Mobility of Entrepreneurs; Occupational Mobility; Entrepreneurship in Family Owned Businesses and Non Family Owned Businesses; Challenges & Obstacles faced by Entrepreneurs; Factors influencing Entrepreneurship-Socio-Cultural, Economic, Political Technological & Global factors; Business Climate in India for entrepreneurship; Creating Favorable Conditions for the growth of entrepreneurship in India; Capacity Building for Entrepreneurs | |||||||||||||||||||||||||||||
Unit-1 |
Teaching Hours:8 |
||||||||||||||||||||||||||||
Unit I: Introduction to Entrepreneurship 8 Hrs
|
|||||||||||||||||||||||||||||
Level of Knowledge: Conceptual; Evolution of the Concept of Entrepreneurship; Entrepreneurship Today; Difference Between a Manager and an Entrepreneur; Types of Entrepreneurs; Intrapreneurship; Women Entrepreneurship-Women Enterprises- Challenges Faced by Women Entrepreneurs; Entrepreneurial Competencies-Types and importance; Mobility of Entrepreneurs; Geographical Mobility of Entrepreneurs; Occupational Mobility; Entrepreneurship in Family Owned Businesses and Non Family Owned Businesses; Challenges & Obstacles faced by Entrepreneurs; Factors influencing Entrepreneurship-Socio-Cultural, Economic, Political Technological & Global factors; Business Climate in India for entrepreneurship; Creating Favorable Conditions for the growth of entrepreneurship in India; Capacity Building for Entrepreneurs | |||||||||||||||||||||||||||||
Unit-1 |
Teaching Hours:8 |
||||||||||||||||||||||||||||
Unit I: Introduction to Entrepreneurship 8 Hrs
|
|||||||||||||||||||||||||||||
Level of Knowledge: Conceptual; Evolution of the Concept of Entrepreneurship; Entrepreneurship Today; Difference Between a Manager and an Entrepreneur; Types of Entrepreneurs; Intrapreneurship; Women Entrepreneurship-Women Enterprises- Challenges Faced by Women Entrepreneurs; Entrepreneurial Competencies-Types and importance; Mobility of Entrepreneurs; Geographical Mobility of Entrepreneurs; Occupational Mobility; Entrepreneurship in Family Owned Businesses and Non Family Owned Businesses; Challenges & Obstacles faced by Entrepreneurs; Factors influencing Entrepreneurship-Socio-Cultural, Economic, Political Technological & Global factors; Business Climate in India for entrepreneurship; Creating Favorable Conditions for the growth of entrepreneurship in India; Capacity Building for Entrepreneurs | |||||||||||||||||||||||||||||
Unit-1 |
Teaching Hours:8 |
||||||||||||||||||||||||||||
Unit I: Introduction to Entrepreneurship 8 Hrs
|
|||||||||||||||||||||||||||||
Level of Knowledge: Conceptual; Evolution of the Concept of Entrepreneurship; Entrepreneurship Today; Difference Between a Manager and an Entrepreneur; Types of Entrepreneurs; Intrapreneurship; Women Entrepreneurship-Women Enterprises- Challenges Faced by Women Entrepreneurs; Entrepreneurial Competencies-Types and importance; Mobility of Entrepreneurs; Geographical Mobility of Entrepreneurs; Occupational Mobility; Entrepreneurship in Family Owned Businesses and Non Family Owned Businesses; Challenges & Obstacles faced by Entrepreneurs; Factors influencing Entrepreneurship-Socio-Cultural, Economic, Political Technological & Global factors; Business Climate in India for entrepreneurship; Creating Favorable Conditions for the growth of entrepreneurship in India; Capacity Building for Entrepreneurs | |||||||||||||||||||||||||||||
Unit-1 |
Teaching Hours:8 |
||||||||||||||||||||||||||||
Unit I: Introduction to Entrepreneurship 8 Hrs
|
|||||||||||||||||||||||||||||
Level of Knowledge: Conceptual; Evolution of the Concept of Entrepreneurship; Entrepreneurship Today; Difference Between a Manager and an Entrepreneur; Types of Entrepreneurs; Intrapreneurship; Women Entrepreneurship-Women Enterprises- Challenges Faced by Women Entrepreneurs; Entrepreneurial Competencies-Types and importance; Mobility of Entrepreneurs; Geographical Mobility of Entrepreneurs; Occupational Mobility; Entrepreneurship in Family Owned Businesses and Non Family Owned Businesses; Challenges & Obstacles faced by Entrepreneurs; Factors influencing Entrepreneurship-Socio-Cultural, Economic, Political Technological & Global factors; Business Climate in India for entrepreneurship; Creating Favorable Conditions for the growth of entrepreneurship in India; Capacity Building for Entrepreneurs | |||||||||||||||||||||||||||||
Unit-2 |
Teaching Hours:8 |
||||||||||||||||||||||||||||
Unit II: Identification of Opportunities : 8 Hrs
|
|||||||||||||||||||||||||||||
Level of Knowledge: Conceptual
Opportunity sensing & Idea Generation; The creativity & innovation; Techniques of Idea Generation-Brain storming, Reverse Brain storming, Brain writing, Attribute Listing, Free Association, Forced Relationship, Gordon Method ; Parameter Analysis; Selection of Product/Service, Product innovation; Identification of Business Opportunities; Business Opportunities in India; Models for Opportunity Evaluation; Screening. Market fit identification | |||||||||||||||||||||||||||||
Unit-2 |
Teaching Hours:8 |
||||||||||||||||||||||||||||
Unit II: Identification of Opportunities : 8 Hrs
|
|||||||||||||||||||||||||||||
Level of Knowledge: Conceptual
Opportunity sensing & Idea Generation; The creativity & innovation; Techniques of Idea Generation-Brain storming, Reverse Brain storming, Brain writing, Attribute Listing, Free Association, Forced Relationship, Gordon Method ; Parameter Analysis; Selection of Product/Service, Product innovation; Identification of Business Opportunities; Business Opportunities in India; Models for Opportunity Evaluation; Screening. Market fit identification | |||||||||||||||||||||||||||||
Unit-2 |
Teaching Hours:8 |
||||||||||||||||||||||||||||
Unit II: Identification of Opportunities : 8 Hrs
|
|||||||||||||||||||||||||||||
Level of Knowledge: Conceptual
Opportunity sensing & Idea Generation; The creativity & innovation; Techniques of Idea Generation-Brain storming, Reverse Brain storming, Brain writing, Attribute Listing, Free Association, Forced Relationship, Gordon Method ; Parameter Analysis; Selection of Product/Service, Product innovation; Identification of Business Opportunities; Business Opportunities in India; Models for Opportunity Evaluation; Screening. Market fit identification | |||||||||||||||||||||||||||||
Unit-2 |
Teaching Hours:8 |
||||||||||||||||||||||||||||
Unit II: Identification of Opportunities : 8 Hrs
|
|||||||||||||||||||||||||||||
Level of Knowledge: Conceptual
Opportunity sensing & Idea Generation; The creativity & innovation; Techniques of Idea Generation-Brain storming, Reverse Brain storming, Brain writing, Attribute Listing, Free Association, Forced Relationship, Gordon Method ; Parameter Analysis; Selection of Product/Service, Product innovation; Identification of Business Opportunities; Business Opportunities in India; Models for Opportunity Evaluation; Screening. Market fit identification | |||||||||||||||||||||||||||||
Unit-2 |
Teaching Hours:8 |
||||||||||||||||||||||||||||
Unit II: Identification of Opportunities : 8 Hrs
|
|||||||||||||||||||||||||||||
Level of Knowledge: Conceptual
Opportunity sensing & Idea Generation; The creativity & innovation; Techniques of Idea Generation-Brain storming, Reverse Brain storming, Brain writing, Attribute Listing, Free Association, Forced Relationship, Gordon Method ; Parameter Analysis; Selection of Product/Service, Product innovation; Identification of Business Opportunities; Business Opportunities in India; Models for Opportunity Evaluation; Screening. Market fit identification | |||||||||||||||||||||||||||||
Unit-2 |
Teaching Hours:8 |
||||||||||||||||||||||||||||
Unit II: Identification of Opportunities : 8 Hrs
|
|||||||||||||||||||||||||||||
Level of Knowledge: Conceptual
Opportunity sensing & Idea Generation; The creativity & innovation; Techniques of Idea Generation-Brain storming, Reverse Brain storming, Brain writing, Attribute Listing, Free Association, Forced Relationship, Gordon Method ; Parameter Analysis; Selection of Product/Service, Product innovation; Identification of Business Opportunities; Business Opportunities in India; Models for Opportunity Evaluation; Screening. Market fit identification | |||||||||||||||||||||||||||||
Unit-2 |
Teaching Hours:8 |
||||||||||||||||||||||||||||
Unit II: Identification of Opportunities : 8 Hrs
|
|||||||||||||||||||||||||||||
Level of Knowledge: Conceptual
Opportunity sensing & Idea Generation; The creativity & innovation; Techniques of Idea Generation-Brain storming, Reverse Brain storming, Brain writing, Attribute Listing, Free Association, Forced Relationship, Gordon Method ; Parameter Analysis; Selection of Product/Service, Product innovation; Identification of Business Opportunities; Business Opportunities in India; Models for Opportunity Evaluation; Screening. Market fit identification | |||||||||||||||||||||||||||||
Unit-2 |
Teaching Hours:8 |
||||||||||||||||||||||||||||
Unit II: Identification of Opportunities : 8 Hrs
|
|||||||||||||||||||||||||||||
Level of Knowledge: Conceptual
Opportunity sensing & Idea Generation; The creativity & innovation; Techniques of Idea Generation-Brain storming, Reverse Brain storming, Brain writing, Attribute Listing, Free Association, Forced Relationship, Gordon Method ; Parameter Analysis; Selection of Product/Service, Product innovation; Identification of Business Opportunities; Business Opportunities in India; Models for Opportunity Evaluation; Screening. Market fit identification | |||||||||||||||||||||||||||||
Unit-2 |
Teaching Hours:8 |
||||||||||||||||||||||||||||
Unit II: Identification of Opportunities : 8 Hrs
|
|||||||||||||||||||||||||||||
Level of Knowledge: Conceptual
Opportunity sensing & Idea Generation; The creativity & innovation; Techniques of Idea Generation-Brain storming, Reverse Brain storming, Brain writing, Attribute Listing, Free Association, Forced Relationship, Gordon Method ; Parameter Analysis; Selection of Product/Service, Product innovation; Identification of Business Opportunities; Business Opportunities in India; Models for Opportunity Evaluation; Screening. Market fit identification | |||||||||||||||||||||||||||||
Unit-2 |
Teaching Hours:8 |
||||||||||||||||||||||||||||
Unit II: Identification of Opportunities : 8 Hrs
|
|||||||||||||||||||||||||||||
Level of Knowledge: Conceptual
Opportunity sensing & Idea Generation; The creativity & innovation; Techniques of Idea Generation-Brain storming, Reverse Brain storming, Brain writing, Attribute Listing, Free Association, Forced Relationship, Gordon Method ; Parameter Analysis; Selection of Product/Service, Product innovation; Identification of Business Opportunities; Business Opportunities in India; Models for Opportunity Evaluation; Screening. Market fit identification | |||||||||||||||||||||||||||||
Unit-2 |
Teaching Hours:8 |
||||||||||||||||||||||||||||
Unit II: Identification of Opportunities : 8 Hrs
|
|||||||||||||||||||||||||||||
Level of Knowledge: Conceptual
Opportunity sensing & Idea Generation; The creativity & innovation; Techniques of Idea Generation-Brain storming, Reverse Brain storming, Brain writing, Attribute Listing, Free Association, Forced Relationship, Gordon Method ; Parameter Analysis; Selection of Product/Service, Product innovation; Identification of Business Opportunities; Business Opportunities in India; Models for Opportunity Evaluation; Screening. Market fit identification | |||||||||||||||||||||||||||||
Unit-2 |
Teaching Hours:8 |
||||||||||||||||||||||||||||
Unit II: Identification of Opportunities : 8 Hrs
|
|||||||||||||||||||||||||||||
Level of Knowledge: Conceptual
Opportunity sensing & Idea Generation; The creativity & innovation; Techniques of Idea Generation-Brain storming, Reverse Brain storming, Brain writing, Attribute Listing, Free Association, Forced Relationship, Gordon Method ; Parameter Analysis; Selection of Product/Service, Product innovation; Identification of Business Opportunities; Business Opportunities in India; Models for Opportunity Evaluation; Screening. Market fit identification | |||||||||||||||||||||||||||||
Unit-2 |
Teaching Hours:8 |
||||||||||||||||||||||||||||
Unit II: Identification of Opportunities : 8 Hrs
|
|||||||||||||||||||||||||||||
Level of Knowledge: Conceptual
Opportunity sensing & Idea Generation; The creativity & innovation; Techniques of Idea Generation-Brain storming, Reverse Brain storming, Brain writing, Attribute Listing, Free Association, Forced Relationship, Gordon Method ; Parameter Analysis; Selection of Product/Service, Product innovation; Identification of Business Opportunities; Business Opportunities in India; Models for Opportunity Evaluation; Screening. Market fit identification | |||||||||||||||||||||||||||||
Unit-2 |
Teaching Hours:8 |
||||||||||||||||||||||||||||
Unit II: Identification of Opportunities : 8 Hrs
|
|||||||||||||||||||||||||||||
Level of Knowledge: Conceptual
Opportunity sensing & Idea Generation; The creativity & innovation; Techniques of Idea Generation-Brain storming, Reverse Brain storming, Brain writing, Attribute Listing, Free Association, Forced Relationship, Gordon Method ; Parameter Analysis; Selection of Product/Service, Product innovation; Identification of Business Opportunities; Business Opportunities in India; Models for Opportunity Evaluation; Screening. Market fit identification | |||||||||||||||||||||||||||||
Unit-2 |
Teaching Hours:8 |
||||||||||||||||||||||||||||
Unit II: Identification of Opportunities : 8 Hrs
|
|||||||||||||||||||||||||||||
Level of Knowledge: Conceptual
Opportunity sensing & Idea Generation; The creativity & innovation; Techniques of Idea Generation-Brain storming, Reverse Brain storming, Brain writing, Attribute Listing, Free Association, Forced Relationship, Gordon Method ; Parameter Analysis; Selection of Product/Service, Product innovation; Identification of Business Opportunities; Business Opportunities in India; Models for Opportunity Evaluation; Screening. Market fit identification | |||||||||||||||||||||||||||||
Unit-2 |
Teaching Hours:8 |
||||||||||||||||||||||||||||
Unit II: Identification of Opportunities : 8 Hrs
|
|||||||||||||||||||||||||||||
Level of Knowledge: Conceptual
Opportunity sensing & Idea Generation; The creativity & innovation; Techniques of Idea Generation-Brain storming, Reverse Brain storming, Brain writing, Attribute Listing, Free Association, Forced Relationship, Gordon Method ; Parameter Analysis; Selection of Product/Service, Product innovation; Identification of Business Opportunities; Business Opportunities in India; Models for Opportunity Evaluation; Screening. Market fit identification | |||||||||||||||||||||||||||||
Unit-2 |
Teaching Hours:8 |
||||||||||||||||||||||||||||
Unit II: Identification of Opportunities : 8 Hrs
|
|||||||||||||||||||||||||||||
Level of Knowledge: Conceptual
Opportunity sensing & Idea Generation; The creativity & innovation; Techniques of Idea Generation-Brain storming, Reverse Brain storming, Brain writing, Attribute Listing, Free Association, Forced Relationship, Gordon Method ; Parameter Analysis; Selection of Product/Service, Product innovation; Identification of Business Opportunities; Business Opportunities in India; Models for Opportunity Evaluation; Screening. Market fit identification | |||||||||||||||||||||||||||||
Unit-3 |
Teaching Hours:8 |
||||||||||||||||||||||||||||
Unit III: Feasibility Analysis for Business Plan 8 Hrs
|
|||||||||||||||||||||||||||||
Level of Knowledge: Conceptual and Analytical
Business Planning-Financial Planning, Marketing Planning- Production & Operational Planning and Human Resource Planning; Importance of a Business Plans; Contents of a Business Plan- Management Summary;Financial Feasibility, Marketing Feasibility and Technological Viability of Business Plans. Business Incubation and Development.
| |||||||||||||||||||||||||||||
Unit-3 |
Teaching Hours:8 |
||||||||||||||||||||||||||||
Unit III: Feasibility Analysis for Business Plan 8 Hrs
|
|||||||||||||||||||||||||||||
Level of Knowledge: Conceptual and Analytical
Business Planning-Financial Planning, Marketing Planning- Production & Operational Planning and Human Resource Planning; Importance of a Business Plans; Contents of a Business Plan- Management Summary;Financial Feasibility, Marketing Feasibility and Technological Viability of Business Plans. Business Incubation and Development.
| |||||||||||||||||||||||||||||
Unit-3 |
Teaching Hours:8 |
||||||||||||||||||||||||||||
Unit III: Feasibility Analysis for Business Plan 8 Hrs
|
|||||||||||||||||||||||||||||
Level of Knowledge: Conceptual and Analytical
Business Planning-Financial Planning, Marketing Planning- Production & Operational Planning and Human Resource Planning; Importance of a Business Plans; Contents of a Business Plan- Management Summary;Financial Feasibility, Marketing Feasibility and Technological Viability of Business Plans. Business Incubation and Development.
| |||||||||||||||||||||||||||||
Unit-3 |
Teaching Hours:8 |
||||||||||||||||||||||||||||
Unit III: Feasibility Analysis for Business Plan 8 Hrs
|
|||||||||||||||||||||||||||||
Level of Knowledge: Conceptual and Analytical
Business Planning-Financial Planning, Marketing Planning- Production & Operational Planning and Human Resource Planning; Importance of a Business Plans; Contents of a Business Plan- Management Summary;Financial Feasibility, Marketing Feasibility and Technological Viability of Business Plans. Business Incubation and Development.
| |||||||||||||||||||||||||||||
Unit-3 |
Teaching Hours:8 |
||||||||||||||||||||||||||||
Unit III: Feasibility Analysis for Business Plan 8 Hrs
|
|||||||||||||||||||||||||||||
Level of Knowledge: Conceptual and Analytical
Business Planning-Financial Planning, Marketing Planning- Production & Operational Planning and Human Resource Planning; Importance of a Business Plans; Contents of a Business Plan- Management Summary;Financial Feasibility, Marketing Feasibility and Technological Viability of Business Plans. Business Incubation and Development.
| |||||||||||||||||||||||||||||
Unit-3 |
Teaching Hours:8 |
||||||||||||||||||||||||||||
Unit III: Feasibility Analysis for Business Plan 8 Hrs
|
|||||||||||||||||||||||||||||
Level of Knowledge: Conceptual and Analytical
Business Planning-Financial Planning, Marketing Planning- Production & Operational Planning and Human Resource Planning; Importance of a Business Plans; Contents of a Business Plan- Management Summary;Financial Feasibility, Marketing Feasibility and Technological Viability of Business Plans. Business Incubation and Development.
| |||||||||||||||||||||||||||||
Unit-3 |
Teaching Hours:8 |
||||||||||||||||||||||||||||
Unit III: Feasibility Analysis for Business Plan 8 Hrs
|
|||||||||||||||||||||||||||||
Level of Knowledge: Conceptual and Analytical
Business Planning-Financial Planning, Marketing Planning- Production & Operational Planning and Human Resource Planning; Importance of a Business Plans; Contents of a Business Plan- Management Summary;Financial Feasibility, Marketing Feasibility and Technological Viability of Business Plans. Business Incubation and Development.
| |||||||||||||||||||||||||||||
Unit-3 |
Teaching Hours:8 |
||||||||||||||||||||||||||||
Unit III: Feasibility Analysis for Business Plan 8 Hrs
|
|||||||||||||||||||||||||||||
Level of Knowledge: Conceptual and Analytical
Business Planning-Financial Planning, Marketing Planning- Production & Operational Planning and Human Resource Planning; Importance of a Business Plans; Contents of a Business Plan- Management Summary;Financial Feasibility, Marketing Feasibility and Technological Viability of Business Plans. Business Incubation and Development.
| |||||||||||||||||||||||||||||
Unit-3 |
Teaching Hours:8 |
||||||||||||||||||||||||||||
Unit III: Feasibility Analysis for Business Plan 8 Hrs
|
|||||||||||||||||||||||||||||
Level of Knowledge: Conceptual and Analytical
Business Planning-Financial Planning, Marketing Planning- Production & Operational Planning and Human Resource Planning; Importance of a Business Plans; Contents of a Business Plan- Management Summary;Financial Feasibility, Marketing Feasibility and Technological Viability of Business Plans. Business Incubation and Development.
| |||||||||||||||||||||||||||||
Unit-3 |
Teaching Hours:8 |
||||||||||||||||||||||||||||
Unit III: Feasibility Analysis for Business Plan 8 Hrs
|
|||||||||||||||||||||||||||||
Level of Knowledge: Conceptual and Analytical
Business Planning-Financial Planning, Marketing Planning- Production & Operational Planning and Human Resource Planning; Importance of a Business Plans; Contents of a Business Plan- Management Summary;Financial Feasibility, Marketing Feasibility and Technological Viability of Business Plans. Business Incubation and Development.
| |||||||||||||||||||||||||||||
Unit-3 |
Teaching Hours:8 |
||||||||||||||||||||||||||||
Unit III: Feasibility Analysis for Business Plan 8 Hrs
|
|||||||||||||||||||||||||||||
Level of Knowledge: Conceptual and Analytical
Business Planning-Financial Planning, Marketing Planning- Production & Operational Planning and Human Resource Planning; Importance of a Business Plans; Contents of a Business Plan- Management Summary;Financial Feasibility, Marketing Feasibility and Technological Viability of Business Plans. Business Incubation and Development.
| |||||||||||||||||||||||||||||
Unit-3 |
Teaching Hours:8 |
||||||||||||||||||||||||||||
Unit III: Feasibility Analysis for Business Plan 8 Hrs
|
|||||||||||||||||||||||||||||
Level of Knowledge: Conceptual and Analytical
Business Planning-Financial Planning, Marketing Planning- Production & Operational Planning and Human Resource Planning; Importance of a Business Plans; Contents of a Business Plan- Management Summary;Financial Feasibility, Marketing Feasibility and Technological Viability of Business Plans. Business Incubation and Development.
| |||||||||||||||||||||||||||||
Unit-3 |
Teaching Hours:8 |
||||||||||||||||||||||||||||
Unit III: Feasibility Analysis for Business Plan 8 Hrs
|
|||||||||||||||||||||||||||||
Level of Knowledge: Conceptual and Analytical
Business Planning-Financial Planning, Marketing Planning- Production & Operational Planning and Human Resource Planning; Importance of a Business Plans; Contents of a Business Plan- Management Summary;Financial Feasibility, Marketing Feasibility and Technological Viability of Business Plans. Business Incubation and Development.
| |||||||||||||||||||||||||||||
Unit-3 |
Teaching Hours:8 |
||||||||||||||||||||||||||||
Unit III: Feasibility Analysis for Business Plan 8 Hrs
|
|||||||||||||||||||||||||||||
Level of Knowledge: Conceptual and Analytical
Business Planning-Financial Planning, Marketing Planning- Production & Operational Planning and Human Resource Planning; Importance of a Business Plans; Contents of a Business Plan- Management Summary;Financial Feasibility, Marketing Feasibility and Technological Viability of Business Plans. Business Incubation and Development.
| |||||||||||||||||||||||||||||
Unit-3 |
Teaching Hours:8 |
||||||||||||||||||||||||||||
Unit III: Feasibility Analysis for Business Plan 8 Hrs
|
|||||||||||||||||||||||||||||
Level of Knowledge: Conceptual and Analytical
Business Planning-Financial Planning, Marketing Planning- Production & Operational Planning and Human Resource Planning; Importance of a Business Plans; Contents of a Business Plan- Management Summary;Financial Feasibility, Marketing Feasibility and Technological Viability of Business Plans. Business Incubation and Development.
| |||||||||||||||||||||||||||||
Unit-3 |
Teaching Hours:8 |
||||||||||||||||||||||||||||
Unit III: Feasibility Analysis for Business Plan 8 Hrs
|
|||||||||||||||||||||||||||||
Level of Knowledge: Conceptual and Analytical
Business Planning-Financial Planning, Marketing Planning- Production & Operational Planning and Human Resource Planning; Importance of a Business Plans; Contents of a Business Plan- Management Summary;Financial Feasibility, Marketing Feasibility and Technological Viability of Business Plans. Business Incubation and Development.
| |||||||||||||||||||||||||||||
Unit-3 |
Teaching Hours:8 |
||||||||||||||||||||||||||||
Unit III: Feasibility Analysis for Business Plan 8 Hrs
|
|||||||||||||||||||||||||||||
Level of Knowledge: Conceptual and Analytical
Business Planning-Financial Planning, Marketing Planning- Production & Operational Planning and Human Resource Planning; Importance of a Business Plans; Contents of a Business Plan- Management Summary;Financial Feasibility, Marketing Feasibility and Technological Viability of Business Plans. Business Incubation and Development.
| |||||||||||||||||||||||||||||
Unit-4 |
Teaching Hours:8 |
||||||||||||||||||||||||||||
Unit IV: Developing an Effective Business Model 8 Hrs
|
|||||||||||||||||||||||||||||
Level of Knowledge: Conceptual and Analytical
Business model definition-Importance and Diversity of Business Models; How Business Models Emerge; flaws of Business Models; Components of an Effective Business Model; | |||||||||||||||||||||||||||||
Unit-4 |
Teaching Hours:8 |
||||||||||||||||||||||||||||
Unit IV: Developing an Effective Business Model 8 Hrs
|
|||||||||||||||||||||||||||||
Level of Knowledge: Conceptual and Analytical
Business model definition-Importance and Diversity of Business Models; How Business Models Emerge; flaws of Business Models; Components of an Effective Business Model; | |||||||||||||||||||||||||||||
Unit-4 |
Teaching Hours:8 |
||||||||||||||||||||||||||||
Unit IV: Developing an Effective Business Model 8 Hrs
|
|||||||||||||||||||||||||||||
Level of Knowledge: Conceptual and Analytical
Business model definition-Importance and Diversity of Business Models; How Business Models Emerge; flaws of Business Models; Components of an Effective Business Model; | |||||||||||||||||||||||||||||
Unit-4 |
Teaching Hours:8 |
||||||||||||||||||||||||||||
Unit IV: Developing an Effective Business Model 8 Hrs
|
|||||||||||||||||||||||||||||
Level of Knowledge: Conceptual and Analytical
Business model definition-Importance and Diversity of Business Models; How Business Models Emerge; flaws of Business Models; Components of an Effective Business Model; | |||||||||||||||||||||||||||||
Unit-4 |
Teaching Hours:8 |
||||||||||||||||||||||||||||
Unit IV: Developing an Effective Business Model 8 Hrs
|
|||||||||||||||||||||||||||||
Level of Knowledge: Conceptual and Analytical
Business model definition-Importance and Diversity of Business Models; How Business Models Emerge; flaws of Business Models; Components of an Effective Business Model; | |||||||||||||||||||||||||||||
Unit-4 |
Teaching Hours:8 |
||||||||||||||||||||||||||||
Unit IV: Developing an Effective Business Model 8 Hrs
|
|||||||||||||||||||||||||||||
Level of Knowledge: Conceptual and Analytical
Business model definition-Importance and Diversity of Business Models; How Business Models Emerge; flaws of Business Models; Components of an Effective Business Model; | |||||||||||||||||||||||||||||
Unit-4 |
Teaching Hours:8 |
||||||||||||||||||||||||||||
Unit IV: Developing an Effective Business Model 8 Hrs
|
|||||||||||||||||||||||||||||
Level of Knowledge: Conceptual and Analytical
Business model definition-Importance and Diversity of Business Models; How Business Models Emerge; flaws of Business Models; Components of an Effective Business Model; | |||||||||||||||||||||||||||||
Unit-4 |
Teaching Hours:8 |
||||||||||||||||||||||||||||
Unit IV: Developing an Effective Business Model 8 Hrs
|
|||||||||||||||||||||||||||||
Level of Knowledge: Conceptual and Analytical
Business model definition-Importance and Diversity of Business Models; How Business Models Emerge; flaws of Business Models; Components of an Effective Business Model; | |||||||||||||||||||||||||||||
Unit-4 |
Teaching Hours:8 |
||||||||||||||||||||||||||||
Unit IV: Developing an Effective Business Model 8 Hrs
|
|||||||||||||||||||||||||||||
Level of Knowledge: Conceptual and Analytical
Business model definition-Importance and Diversity of Business Models; How Business Models Emerge; flaws of Business Models; Components of an Effective Business Model; | |||||||||||||||||||||||||||||
Unit-4 |
Teaching Hours:8 |
||||||||||||||||||||||||||||
Unit IV: Developing an Effective Business Model 8 Hrs
|
|||||||||||||||||||||||||||||
Level of Knowledge: Conceptual and Analytical
Business model definition-Importance and Diversity of Business Models; How Business Models Emerge; flaws of Business Models; Components of an Effective Business Model; | |||||||||||||||||||||||||||||
Unit-4 |
Teaching Hours:8 |
||||||||||||||||||||||||||||
Unit IV: Developing an Effective Business Model 8 Hrs
|
|||||||||||||||||||||||||||||
Level of Knowledge: Conceptual and Analytical
Business model definition-Importance and Diversity of Business Models; How Business Models Emerge; flaws of Business Models; Components of an Effective Business Model; | |||||||||||||||||||||||||||||
Unit-4 |
Teaching Hours:8 |
||||||||||||||||||||||||||||
Unit IV: Developing an Effective Business Model 8 Hrs
|
|||||||||||||||||||||||||||||
Level of Knowledge: Conceptual and Analytical
Business model definition-Importance and Diversity of Business Models; How Business Models Emerge; flaws of Business Models; Components of an Effective Business Model; | |||||||||||||||||||||||||||||
Unit-4 |
Teaching Hours:8 |
||||||||||||||||||||||||||||
Unit IV: Developing an Effective Business Model 8 Hrs
|
|||||||||||||||||||||||||||||
Level of Knowledge: Conceptual and Analytical
Business model definition-Importance and Diversity of Business Models; How Business Models Emerge; flaws of Business Models; Components of an Effective Business Model; | |||||||||||||||||||||||||||||
Unit-4 |
Teaching Hours:8 |
||||||||||||||||||||||||||||
Unit IV: Developing an Effective Business Model 8 Hrs
|
|||||||||||||||||||||||||||||
Level of Knowledge: Conceptual and Analytical
Business model definition-Importance and Diversity of Business Models; How Business Models Emerge; flaws of Business Models; Components of an Effective Business Model; | |||||||||||||||||||||||||||||
Unit-4 |
Teaching Hours:8 |
||||||||||||||||||||||||||||
Unit IV: Developing an Effective Business Model 8 Hrs
|
|||||||||||||||||||||||||||||
Level of Knowledge: Conceptual and Analytical
Business model definition-Importance and Diversity of Business Models; How Business Models Emerge; flaws of Business Models; Components of an Effective Business Model; | |||||||||||||||||||||||||||||
Unit-4 |
Teaching Hours:8 |
||||||||||||||||||||||||||||
Unit IV: Developing an Effective Business Model 8 Hrs
|
|||||||||||||||||||||||||||||
Level of Knowledge: Conceptual and Analytical
Business model definition-Importance and Diversity of Business Models; How Business Models Emerge; flaws of Business Models; Components of an Effective Business Model; | |||||||||||||||||||||||||||||
Unit-4 |
Teaching Hours:8 |
||||||||||||||||||||||||||||
Unit IV: Developing an Effective Business Model 8 Hrs
|
|||||||||||||||||||||||||||||
Level of Knowledge: Conceptual and Analytical
Business model definition-Importance and Diversity of Business Models; How Business Models Emerge; flaws of Business Models; Components of an Effective Business Model; | |||||||||||||||||||||||||||||
Unit-5 |
Teaching Hours:10 |
||||||||||||||||||||||||||||
Unit V: New Venture Creation and Promotion 10 Hrs
|
|||||||||||||||||||||||||||||
Level of Knowledge: Conceptual and Analytical
Procedure for Setting Up an Enterprise; Selection of a Project; Decide on the Constitution Obtain Registration; Obtain Clearances from Departments as Applicable; Arrange for Land/Shed; Arrange for Plant and Machinery; Arrange for Infrastructure; Prepare Project Report; Apply for and Obtain Finance; Implement the Project and Obtain Final Clearances. Project Life Cycle ,; Capital Budgeting; Generating an Investment Project Proposal; Project Analysis; Market Analysis, Technical Analysis, Financial Analysis, Economic Analysis, Project Evaluation and Selection ; The Payback Period; ; Benefit-Cost Ratio (BCR) Project Financing Equity Financing; Angel Investing ; Debt Financing ; Miscellaneous Sources; Project Implementation Phase; Capital Structure and Cost of Capital; Detailed Project Report; Ecological Analysis; Start-Up Pitch Deck . | |||||||||||||||||||||||||||||
Unit-5 |
Teaching Hours:10 |
||||||||||||||||||||||||||||
Unit V: New Venture Creation and Promotion 10 Hrs
|
|||||||||||||||||||||||||||||
Level of Knowledge: Conceptual and Analytical
Procedure for Setting Up an Enterprise; Selection of a Project; Decide on the Constitution Obtain Registration; Obtain Clearances from Departments as Applicable; Arrange for Land/Shed; Arrange for Plant and Machinery; Arrange for Infrastructure; Prepare Project Report; Apply for and Obtain Finance; Implement the Project and Obtain Final Clearances. Project Life Cycle ,; Capital Budgeting; Generating an Investment Project Proposal; Project Analysis; Market Analysis, Technical Analysis, Financial Analysis, Economic Analysis, Project Evaluation and Selection ; The Payback Period; ; Benefit-Cost Ratio (BCR) Project Financing Equity Financing; Angel Investing ; Debt Financing ; Miscellaneous Sources; Project Implementation Phase; Capital Structure and Cost of Capital; Detailed Project Report; Ecological Analysis; Start-Up Pitch Deck . | |||||||||||||||||||||||||||||
Unit-5 |
Teaching Hours:10 |
||||||||||||||||||||||||||||
Unit V: New Venture Creation and Promotion 10 Hrs
|
|||||||||||||||||||||||||||||
Level of Knowledge: Conceptual and Analytical
Procedure for Setting Up an Enterprise; Selection of a Project; Decide on the Constitution Obtain Registration; Obtain Clearances from Departments as Applicable; Arrange for Land/Shed; Arrange for Plant and Machinery; Arrange for Infrastructure; Prepare Project Report; Apply for and Obtain Finance; Implement the Project and Obtain Final Clearances. Project Life Cycle ,; Capital Budgeting; Generating an Investment Project Proposal; Project Analysis; Market Analysis, Technical Analysis, Financial Analysis, Economic Analysis, Project Evaluation and Selection ; The Payback Period; ; Benefit-Cost Ratio (BCR) Project Financing Equity Financing; Angel Investing ; Debt Financing ; Miscellaneous Sources; Project Implementation Phase; Capital Structure and Cost of Capital; Detailed Project Report; Ecological Analysis; Start-Up Pitch Deck . | |||||||||||||||||||||||||||||
Unit-5 |
Teaching Hours:10 |
||||||||||||||||||||||||||||
Unit V: New Venture Creation and Promotion 10 Hrs
|
|||||||||||||||||||||||||||||
Level of Knowledge: Conceptual and Analytical
Procedure for Setting Up an Enterprise; Selection of a Project; Decide on the Constitution Obtain Registration; Obtain Clearances from Departments as Applicable; Arrange for Land/Shed; Arrange for Plant and Machinery; Arrange for Infrastructure; Prepare Project Report; Apply for and Obtain Finance; Implement the Project and Obtain Final Clearances. Project Life Cycle ,; Capital Budgeting; Generating an Investment Project Proposal; Project Analysis; Market Analysis, Technical Analysis, Financial Analysis, Economic Analysis, Project Evaluation and Selection ; The Payback Period; ; Benefit-Cost Ratio (BCR) Project Financing Equity Financing; Angel Investing ; Debt Financing ; Miscellaneous Sources; Project Implementation Phase; Capital Structure and Cost of Capital; Detailed Project Report; Ecological Analysis; Start-Up Pitch Deck . | |||||||||||||||||||||||||||||
Unit-5 |
Teaching Hours:10 |
||||||||||||||||||||||||||||
Unit V: New Venture Creation and Promotion 10 Hrs
|
|||||||||||||||||||||||||||||
Level of Knowledge: Conceptual and Analytical
Procedure for Setting Up an Enterprise; Selection of a Project; Decide on the Constitution Obtain Registration; Obtain Clearances from Departments as Applicable; Arrange for Land/Shed; Arrange for Plant and Machinery; Arrange for Infrastructure; Prepare Project Report; Apply for and Obtain Finance; Implement the Project and Obtain Final Clearances. Project Life Cycle ,; Capital Budgeting; Generating an Investment Project Proposal; Project Analysis; Market Analysis, Technical Analysis, Financial Analysis, Economic Analysis, Project Evaluation and Selection ; The Payback Period; ; Benefit-Cost Ratio (BCR) Project Financing Equity Financing; Angel Investing ; Debt Financing ; Miscellaneous Sources; Project Implementation Phase; Capital Structure and Cost of Capital; Detailed Project Report; Ecological Analysis; Start-Up Pitch Deck . | |||||||||||||||||||||||||||||
Unit-5 |
Teaching Hours:10 |
||||||||||||||||||||||||||||
Unit V: New Venture Creation and Promotion 10 Hrs
|
|||||||||||||||||||||||||||||
Level of Knowledge: Conceptual and Analytical
Procedure for Setting Up an Enterprise; Selection of a Project; Decide on the Constitution Obtain Registration; Obtain Clearances from Departments as Applicable; Arrange for Land/Shed; Arrange for Plant and Machinery; Arrange for Infrastructure; Prepare Project Report; Apply for and Obtain Finance; Implement the Project and Obtain Final Clearances. Project Life Cycle ,; Capital Budgeting; Generating an Investment Project Proposal; Project Analysis; Market Analysis, Technical Analysis, Financial Analysis, Economic Analysis, Project Evaluation and Selection ; The Payback Period; ; Benefit-Cost Ratio (BCR) Project Financing Equity Financing; Angel Investing ; Debt Financing ; Miscellaneous Sources; Project Implementation Phase; Capital Structure and Cost of Capital; Detailed Project Report; Ecological Analysis; Start-Up Pitch Deck . | |||||||||||||||||||||||||||||
Unit-5 |
Teaching Hours:10 |
||||||||||||||||||||||||||||
Unit V: New Venture Creation and Promotion 10 Hrs
|
|||||||||||||||||||||||||||||
Level of Knowledge: Conceptual and Analytical
Procedure for Setting Up an Enterprise; Selection of a Project; Decide on the Constitution Obtain Registration; Obtain Clearances from Departments as Applicable; Arrange for Land/Shed; Arrange for Plant and Machinery; Arrange for Infrastructure; Prepare Project Report; Apply for and Obtain Finance; Implement the Project and Obtain Final Clearances. Project Life Cycle ,; Capital Budgeting; Generating an Investment Project Proposal; Project Analysis; Market Analysis, Technical Analysis, Financial Analysis, Economic Analysis, Project Evaluation and Selection ; The Payback Period; ; Benefit-Cost Ratio (BCR) Project Financing Equity Financing; Angel Investing ; Debt Financing ; Miscellaneous Sources; Project Implementation Phase; Capital Structure and Cost of Capital; Detailed Project Report; Ecological Analysis; Start-Up Pitch Deck . | |||||||||||||||||||||||||||||
Unit-5 |
Teaching Hours:10 |
||||||||||||||||||||||||||||
Unit V: New Venture Creation and Promotion 10 Hrs
|
|||||||||||||||||||||||||||||
Level of Knowledge: Conceptual and Analytical
Procedure for Setting Up an Enterprise; Selection of a Project; Decide on the Constitution Obtain Registration; Obtain Clearances from Departments as Applicable; Arrange for Land/Shed; Arrange for Plant and Machinery; Arrange for Infrastructure; Prepare Project Report; Apply for and Obtain Finance; Implement the Project and Obtain Final Clearances. Project Life Cycle ,; Capital Budgeting; Generating an Investment Project Proposal; Project Analysis; Market Analysis, Technical Analysis, Financial Analysis, Economic Analysis, Project Evaluation and Selection ; The Payback Period; ; Benefit-Cost Ratio (BCR) Project Financing Equity Financing; Angel Investing ; Debt Financing ; Miscellaneous Sources; Project Implementation Phase; Capital Structure and Cost of Capital; Detailed Project Report; Ecological Analysis; Start-Up Pitch Deck . | |||||||||||||||||||||||||||||
Unit-5 |
Teaching Hours:10 |
||||||||||||||||||||||||||||
Unit V: New Venture Creation and Promotion 10 Hrs
|
|||||||||||||||||||||||||||||
Level of Knowledge: Conceptual and Analytical
Procedure for Setting Up an Enterprise; Selection of a Project; Decide on the Constitution Obtain Registration; Obtain Clearances from Departments as Applicable; Arrange for Land/Shed; Arrange for Plant and Machinery; Arrange for Infrastructure; Prepare Project Report; Apply for and Obtain Finance; Implement the Project and Obtain Final Clearances. Project Life Cycle ,; Capital Budgeting; Generating an Investment Project Proposal; Project Analysis; Market Analysis, Technical Analysis, Financial Analysis, Economic Analysis, Project Evaluation and Selection ; The Payback Period; ; Benefit-Cost Ratio (BCR) Project Financing Equity Financing; Angel Investing ; Debt Financing ; Miscellaneous Sources; Project Implementation Phase; Capital Structure and Cost of Capital; Detailed Project Report; Ecological Analysis; Start-Up Pitch Deck . | |||||||||||||||||||||||||||||
Unit-5 |
Teaching Hours:10 |
||||||||||||||||||||||||||||
Unit V: New Venture Creation and Promotion 10 Hrs
|
|||||||||||||||||||||||||||||
Level of Knowledge: Conceptual and Analytical
Procedure for Setting Up an Enterprise; Selection of a Project; Decide on the Constitution Obtain Registration; Obtain Clearances from Departments as Applicable; Arrange for Land/Shed; Arrange for Plant and Machinery; Arrange for Infrastructure; Prepare Project Report; Apply for and Obtain Finance; Implement the Project and Obtain Final Clearances. Project Life Cycle ,; Capital Budgeting; Generating an Investment Project Proposal; Project Analysis; Market Analysis, Technical Analysis, Financial Analysis, Economic Analysis, Project Evaluation and Selection ; The Payback Period; ; Benefit-Cost Ratio (BCR) Project Financing Equity Financing; Angel Investing ; Debt Financing ; Miscellaneous Sources; Project Implementation Phase; Capital Structure and Cost of Capital; Detailed Project Report; Ecological Analysis; Start-Up Pitch Deck . | |||||||||||||||||||||||||||||
Unit-5 |
Teaching Hours:10 |
||||||||||||||||||||||||||||
Unit V: New Venture Creation and Promotion 10 Hrs
|
|||||||||||||||||||||||||||||
Level of Knowledge: Conceptual and Analytical
Procedure for Setting Up an Enterprise; Selection of a Project; Decide on the Constitution Obtain Registration; Obtain Clearances from Departments as Applicable; Arrange for Land/Shed; Arrange for Plant and Machinery; Arrange for Infrastructure; Prepare Project Report; Apply for and Obtain Finance; Implement the Project and Obtain Final Clearances. Project Life Cycle ,; Capital Budgeting; Generating an Investment Project Proposal; Project Analysis; Market Analysis, Technical Analysis, Financial Analysis, Economic Analysis, Project Evaluation and Selection ; The Payback Period; ; Benefit-Cost Ratio (BCR) Project Financing Equity Financing; Angel Investing ; Debt Financing ; Miscellaneous Sources; Project Implementation Phase; Capital Structure and Cost of Capital; Detailed Project Report; Ecological Analysis; Start-Up Pitch Deck . | |||||||||||||||||||||||||||||
Unit-5 |
Teaching Hours:10 |
||||||||||||||||||||||||||||
Unit V: New Venture Creation and Promotion 10 Hrs
|
|||||||||||||||||||||||||||||
Level of Knowledge: Conceptual and Analytical
Procedure for Setting Up an Enterprise; Selection of a Project; Decide on the Constitution Obtain Registration; Obtain Clearances from Departments as Applicable; Arrange for Land/Shed; Arrange for Plant and Machinery; Arrange for Infrastructure; Prepare Project Report; Apply for and Obtain Finance; Implement the Project and Obtain Final Clearances. Project Life Cycle ,; Capital Budgeting; Generating an Investment Project Proposal; Project Analysis; Market Analysis, Technical Analysis, Financial Analysis, Economic Analysis, Project Evaluation and Selection ; The Payback Period; ; Benefit-Cost Ratio (BCR) Project Financing Equity Financing; Angel Investing ; Debt Financing ; Miscellaneous Sources; Project Implementation Phase; Capital Structure and Cost of Capital; Detailed Project Report; Ecological Analysis; Start-Up Pitch Deck . | |||||||||||||||||||||||||||||
Unit-5 |
Teaching Hours:10 |
||||||||||||||||||||||||||||
Unit V: New Venture Creation and Promotion 10 Hrs
|
|||||||||||||||||||||||||||||
Level of Knowledge: Conceptual and Analytical
Procedure for Setting Up an Enterprise; Selection of a Project; Decide on the Constitution Obtain Registration; Obtain Clearances from Departments as Applicable; Arrange for Land/Shed; Arrange for Plant and Machinery; Arrange for Infrastructure; Prepare Project Report; Apply for and Obtain Finance; Implement the Project and Obtain Final Clearances. Project Life Cycle ,; Capital Budgeting; Generating an Investment Project Proposal; Project Analysis; Market Analysis, Technical Analysis, Financial Analysis, Economic Analysis, Project Evaluation and Selection ; The Payback Period; ; Benefit-Cost Ratio (BCR) Project Financing Equity Financing; Angel Investing ; Debt Financing ; Miscellaneous Sources; Project Implementation Phase; Capital Structure and Cost of Capital; Detailed Project Report; Ecological Analysis; Start-Up Pitch Deck . | |||||||||||||||||||||||||||||
Unit-5 |
Teaching Hours:10 |
||||||||||||||||||||||||||||
Unit V: New Venture Creation and Promotion 10 Hrs
|
|||||||||||||||||||||||||||||
Level of Knowledge: Conceptual and Analytical
Procedure for Setting Up an Enterprise; Selection of a Project; Decide on the Constitution Obtain Registration; Obtain Clearances from Departments as Applicable; Arrange for Land/Shed; Arrange for Plant and Machinery; Arrange for Infrastructure; Prepare Project Report; Apply for and Obtain Finance; Implement the Project and Obtain Final Clearances. Project Life Cycle ,; Capital Budgeting; Generating an Investment Project Proposal; Project Analysis; Market Analysis, Technical Analysis, Financial Analysis, Economic Analysis, Project Evaluation and Selection ; The Payback Period; ; Benefit-Cost Ratio (BCR) Project Financing Equity Financing; Angel Investing ; Debt Financing ; Miscellaneous Sources; Project Implementation Phase; Capital Structure and Cost of Capital; Detailed Project Report; Ecological Analysis; Start-Up Pitch Deck . | |||||||||||||||||||||||||||||
Unit-5 |
Teaching Hours:10 |
||||||||||||||||||||||||||||
Unit V: New Venture Creation and Promotion 10 Hrs
|
|||||||||||||||||||||||||||||
Level of Knowledge: Conceptual and Analytical
Procedure for Setting Up an Enterprise; Selection of a Project; Decide on the Constitution Obtain Registration; Obtain Clearances from Departments as Applicable; Arrange for Land/Shed; Arrange for Plant and Machinery; Arrange for Infrastructure; Prepare Project Report; Apply for and Obtain Finance; Implement the Project and Obtain Final Clearances. Project Life Cycle ,; Capital Budgeting; Generating an Investment Project Proposal; Project Analysis; Market Analysis, Technical Analysis, Financial Analysis, Economic Analysis, Project Evaluation and Selection ; The Payback Period; ; Benefit-Cost Ratio (BCR) Project Financing Equity Financing; Angel Investing ; Debt Financing ; Miscellaneous Sources; Project Implementation Phase; Capital Structure and Cost of Capital; Detailed Project Report; Ecological Analysis; Start-Up Pitch Deck . | |||||||||||||||||||||||||||||
Unit-5 |
Teaching Hours:10 |
||||||||||||||||||||||||||||
Unit V: New Venture Creation and Promotion 10 Hrs
|
|||||||||||||||||||||||||||||
Level of Knowledge: Conceptual and Analytical
Procedure for Setting Up an Enterprise; Selection of a Project; Decide on the Constitution Obtain Registration; Obtain Clearances from Departments as Applicable; Arrange for Land/Shed; Arrange for Plant and Machinery; Arrange for Infrastructure; Prepare Project Report; Apply for and Obtain Finance; Implement the Project and Obtain Final Clearances. Project Life Cycle ,; Capital Budgeting; Generating an Investment Project Proposal; Project Analysis; Market Analysis, Technical Analysis, Financial Analysis, Economic Analysis, Project Evaluation and Selection ; The Payback Period; ; Benefit-Cost Ratio (BCR) Project Financing Equity Financing; Angel Investing ; Debt Financing ; Miscellaneous Sources; Project Implementation Phase; Capital Structure and Cost of Capital; Detailed Project Report; Ecological Analysis; Start-Up Pitch Deck . | |||||||||||||||||||||||||||||
Unit-5 |
Teaching Hours:10 |
||||||||||||||||||||||||||||
Unit V: New Venture Creation and Promotion 10 Hrs
|
|||||||||||||||||||||||||||||
Level of Knowledge: Conceptual and Analytical
Procedure for Setting Up an Enterprise; Selection of a Project; Decide on the Constitution Obtain Registration; Obtain Clearances from Departments as Applicable; Arrange for Land/Shed; Arrange for Plant and Machinery; Arrange for Infrastructure; Prepare Project Report; Apply for and Obtain Finance; Implement the Project and Obtain Final Clearances. Project Life Cycle ,; Capital Budgeting; Generating an Investment Project Proposal; Project Analysis; Market Analysis, Technical Analysis, Financial Analysis, Economic Analysis, Project Evaluation and Selection ; The Payback Period; ; Benefit-Cost Ratio (BCR) Project Financing Equity Financing; Angel Investing ; Debt Financing ; Miscellaneous Sources; Project Implementation Phase; Capital Structure and Cost of Capital; Detailed Project Report; Ecological Analysis; Start-Up Pitch Deck . | |||||||||||||||||||||||||||||
Unit-6 |
Teaching Hours:10 |
||||||||||||||||||||||||||||
Unit VI: MSME and Institutional Support to Promote Entrepreneurship 10 Hrs
|
|||||||||||||||||||||||||||||
Level of Knowledge: Conceptual and Analytical
Definition, Role and Importance of Micro, Small, and Medium Enterprises (MSMEs); Problems Faced by MSME Sector; Government Policy for MSME Sector; Rural Entrepreneurship- Cottage, Khadi and Village Industries. Make in India Initiatives; Skill Development; Entrepreneurship Development Programs (EDP), An overview of UNCTAD’s Entrepreneurship Policy Framework. Institutions Supporting Business Enterprises; Central-level Institutions; National Board for Micro, Small, and Medium Enterprises (NBMSME) The Khadi and Village Industries Commission (KVIC) The Coir Board MSME-DO; National Small Industries Corporation (NSIC); National Science and Technology Entrepreneurship Development Board (NSTEDB) National Productivity Council (NPC) Entrepreneurship Development Institute of India (EDII) National Research Development Corporation of India (NRDCI) National Entrepreneurship Development Institutes; Other Institutions National Bank for Agriculture and Rural Development (NABARD) Housing and Urban Development Corporation (HUDCO); Technical Consultancy Organization (TCO); Small Industries Development Bank of India (SIDBI) ; Export Promotion Councils (EPCs). State-level Institutions; State Directorate of Industries and Commerce; District Industries Centers (DIC) ; State Financial Corporation (SFC); State Industrial Development Corporation (SIDC); State Industrial Area Development Board (SIADB). | |||||||||||||||||||||||||||||
Unit-6 |
Teaching Hours:10 |
||||||||||||||||||||||||||||
Unit VI: MSME and Institutional Support to Promote Entrepreneurship 10 Hrs
|
|||||||||||||||||||||||||||||
Level of Knowledge: Conceptual and Analytical
Definition, Role and Importance of Micro, Small, and Medium Enterprises (MSMEs); Problems Faced by MSME Sector; Government Policy for MSME Sector; Rural Entrepreneurship- Cottage, Khadi and Village Industries. Make in India Initiatives; Skill Development; Entrepreneurship Development Programs (EDP), An overview of UNCTAD’s Entrepreneurship Policy Framework. Institutions Supporting Business Enterprises; Central-level Institutions; National Board for Micro, Small, and Medium Enterprises (NBMSME) The Khadi and Village Industries Commission (KVIC) The Coir Board MSME-DO; National Small Industries Corporation (NSIC); National Science and Technology Entrepreneurship Development Board (NSTEDB) National Productivity Council (NPC) Entrepreneurship Development Institute of India (EDII) National Research Development Corporation of India (NRDCI) National Entrepreneurship Development Institutes; Other Institutions National Bank for Agriculture and Rural Development (NABARD) Housing and Urban Development Corporation (HUDCO); Technical Consultancy Organization (TCO); Small Industries Development Bank of India (SIDBI) ; Export Promotion Councils (EPCs). State-level Institutions; State Directorate of Industries and Commerce; District Industries Centers (DIC) ; State Financial Corporation (SFC); State Industrial Development Corporation (SIDC); State Industrial Area Development Board (SIADB). | |||||||||||||||||||||||||||||
Unit-6 |
Teaching Hours:10 |
||||||||||||||||||||||||||||
Unit VI: MSME and Institutional Support to Promote Entrepreneurship 10 Hrs
|
|||||||||||||||||||||||||||||
Level of Knowledge: Conceptual and Analytical
Definition, Role and Importance of Micro, Small, and Medium Enterprises (MSMEs); Problems Faced by MSME Sector; Government Policy for MSME Sector; Rural Entrepreneurship- Cottage, Khadi and Village Industries. Make in India Initiatives; Skill Development; Entrepreneurship Development Programs (EDP), An overview of UNCTAD’s Entrepreneurship Policy Framework. Institutions Supporting Business Enterprises; Central-level Institutions; National Board for Micro, Small, and Medium Enterprises (NBMSME) The Khadi and Village Industries Commission (KVIC) The Coir Board MSME-DO; National Small Industries Corporation (NSIC); National Science and Technology Entrepreneurship Development Board (NSTEDB) National Productivity Council (NPC) Entrepreneurship Development Institute of India (EDII) National Research Development Corporation of India (NRDCI) National Entrepreneurship Development Institutes; Other Institutions National Bank for Agriculture and Rural Development (NABARD) Housing and Urban Development Corporation (HUDCO); Technical Consultancy Organization (TCO); Small Industries Development Bank of India (SIDBI) ; Export Promotion Councils (EPCs). State-level Institutions; State Directorate of Industries and Commerce; District Industries Centers (DIC) ; State Financial Corporation (SFC); State Industrial Development Corporation (SIDC); State Industrial Area Development Board (SIADB). | |||||||||||||||||||||||||||||
Unit-6 |
Teaching Hours:10 |
||||||||||||||||||||||||||||
Unit VI: MSME and Institutional Support to Promote Entrepreneurship 10 Hrs
|
|||||||||||||||||||||||||||||
Level of Knowledge: Conceptual and Analytical
Definition, Role and Importance of Micro, Small, and Medium Enterprises (MSMEs); Problems Faced by MSME Sector; Government Policy for MSME Sector; Rural Entrepreneurship- Cottage, Khadi and Village Industries. Make in India Initiatives; Skill Development; Entrepreneurship Development Programs (EDP), An overview of UNCTAD’s Entrepreneurship Policy Framework. Institutions Supporting Business Enterprises; Central-level Institutions; National Board for Micro, Small, and Medium Enterprises (NBMSME) The Khadi and Village Industries Commission (KVIC) The Coir Board MSME-DO; National Small Industries Corporation (NSIC); National Science and Technology Entrepreneurship Development Board (NSTEDB) National Productivity Council (NPC) Entrepreneurship Development Institute of India (EDII) National Research Development Corporation of India (NRDCI) National Entrepreneurship Development Institutes; Other Institutions National Bank for Agriculture and Rural Development (NABARD) Housing and Urban Development Corporation (HUDCO); Technical Consultancy Organization (TCO); Small Industries Development Bank of India (SIDBI) ; Export Promotion Councils (EPCs). State-level Institutions; State Directorate of Industries and Commerce; District Industries Centers (DIC) ; State Financial Corporation (SFC); State Industrial Development Corporation (SIDC); State Industrial Area Development Board (SIADB). | |||||||||||||||||||||||||||||
Unit-6 |
Teaching Hours:10 |
||||||||||||||||||||||||||||
Unit VI: MSME and Institutional Support to Promote Entrepreneurship 10 Hrs
|
|||||||||||||||||||||||||||||
Level of Knowledge: Conceptual and Analytical
Definition, Role and Importance of Micro, Small, and Medium Enterprises (MSMEs); Problems Faced by MSME Sector; Government Policy for MSME Sector; Rural Entrepreneurship- Cottage, Khadi and Village Industries. Make in India Initiatives; Skill Development; Entrepreneurship Development Programs (EDP), An overview of UNCTAD’s Entrepreneurship Policy Framework. Institutions Supporting Business Enterprises; Central-level Institutions; National Board for Micro, Small, and Medium Enterprises (NBMSME) The Khadi and Village Industries Commission (KVIC) The Coir Board MSME-DO; National Small Industries Corporation (NSIC); National Science and Technology Entrepreneurship Development Board (NSTEDB) National Productivity Council (NPC) Entrepreneurship Development Institute of India (EDII) National Research Development Corporation of India (NRDCI) National Entrepreneurship Development Institutes; Other Institutions National Bank for Agriculture and Rural Development (NABARD) Housing and Urban Development Corporation (HUDCO); Technical Consultancy Organization (TCO); Small Industries Development Bank of India (SIDBI) ; Export Promotion Councils (EPCs). State-level Institutions; State Directorate of Industries and Commerce; District Industries Centers (DIC) ; State Financial Corporation (SFC); State Industrial Development Corporation (SIDC); State Industrial Area Development Board (SIADB). | |||||||||||||||||||||||||||||
Unit-6 |
Teaching Hours:10 |
||||||||||||||||||||||||||||
Unit VI: MSME and Institutional Support to Promote Entrepreneurship 10 Hrs
|
|||||||||||||||||||||||||||||
Level of Knowledge: Conceptual and Analytical
Definition, Role and Importance of Micro, Small, and Medium Enterprises (MSMEs); Problems Faced by MSME Sector; Government Policy for MSME Sector; Rural Entrepreneurship- Cottage, Khadi and Village Industries. Make in India Initiatives; Skill Development; Entrepreneurship Development Programs (EDP), An overview of UNCTAD’s Entrepreneurship Policy Framework. Institutions Supporting Business Enterprises; Central-level Institutions; National Board for Micro, Small, and Medium Enterprises (NBMSME) The Khadi and Village Industries Commission (KVIC) The Coir Board MSME-DO; National Small Industries Corporation (NSIC); National Science and Technology Entrepreneurship Development Board (NSTEDB) National Productivity Council (NPC) Entrepreneurship Development Institute of India (EDII) National Research Development Corporation of India (NRDCI) National Entrepreneurship Development Institutes; Other Institutions National Bank for Agriculture and Rural Development (NABARD) Housing and Urban Development Corporation (HUDCO); Technical Consultancy Organization (TCO); Small Industries Development Bank of India (SIDBI) ; Export Promotion Councils (EPCs). State-level Institutions; State Directorate of Industries and Commerce; District Industries Centers (DIC) ; State Financial Corporation (SFC); State Industrial Development Corporation (SIDC); State Industrial Area Development Board (SIADB). | |||||||||||||||||||||||||||||
Unit-6 |
Teaching Hours:10 |
||||||||||||||||||||||||||||
Unit VI: MSME and Institutional Support to Promote Entrepreneurship 10 Hrs
|
|||||||||||||||||||||||||||||
Level of Knowledge: Conceptual and Analytical
Definition, Role and Importance of Micro, Small, and Medium Enterprises (MSMEs); Problems Faced by MSME Sector; Government Policy for MSME Sector; Rural Entrepreneurship- Cottage, Khadi and Village Industries. Make in India Initiatives; Skill Development; Entrepreneurship Development Programs (EDP), An overview of UNCTAD’s Entrepreneurship Policy Framework. Institutions Supporting Business Enterprises; Central-level Institutions; National Board for Micro, Small, and Medium Enterprises (NBMSME) The Khadi and Village Industries Commission (KVIC) The Coir Board MSME-DO; National Small Industries Corporation (NSIC); National Science and Technology Entrepreneurship Development Board (NSTEDB) National Productivity Council (NPC) Entrepreneurship Development Institute of India (EDII) National Research Development Corporation of India (NRDCI) National Entrepreneurship Development Institutes; Other Institutions National Bank for Agriculture and Rural Development (NABARD) Housing and Urban Development Corporation (HUDCO); Technical Consultancy Organization (TCO); Small Industries Development Bank of India (SIDBI) ; Export Promotion Councils (EPCs). State-level Institutions; State Directorate of Industries and Commerce; District Industries Centers (DIC) ; State Financial Corporation (SFC); State Industrial Development Corporation (SIDC); State Industrial Area Development Board (SIADB). | |||||||||||||||||||||||||||||
Unit-6 |
Teaching Hours:10 |
||||||||||||||||||||||||||||
Unit VI: MSME and Institutional Support to Promote Entrepreneurship 10 Hrs
|
|||||||||||||||||||||||||||||
Level of Knowledge: Conceptual and Analytical
Definition, Role and Importance of Micro, Small, and Medium Enterprises (MSMEs); Problems Faced by MSME Sector; Government Policy for MSME Sector; Rural Entrepreneurship- Cottage, Khadi and Village Industries. Make in India Initiatives; Skill Development; Entrepreneurship Development Programs (EDP), An overview of UNCTAD’s Entrepreneurship Policy Framework. Institutions Supporting Business Enterprises; Central-level Institutions; National Board for Micro, Small, and Medium Enterprises (NBMSME) The Khadi and Village Industries Commission (KVIC) The Coir Board MSME-DO; National Small Industries Corporation (NSIC); National Science and Technology Entrepreneurship Development Board (NSTEDB) National Productivity Council (NPC) Entrepreneurship Development Institute of India (EDII) National Research Development Corporation of India (NRDCI) National Entrepreneurship Development Institutes; Other Institutions National Bank for Agriculture and Rural Development (NABARD) Housing and Urban Development Corporation (HUDCO); Technical Consultancy Organization (TCO); Small Industries Development Bank of India (SIDBI) ; Export Promotion Councils (EPCs). State-level Institutions; State Directorate of Industries and Commerce; District Industries Centers (DIC) ; State Financial Corporation (SFC); State Industrial Development Corporation (SIDC); State Industrial Area Development Board (SIADB). | |||||||||||||||||||||||||||||
Unit-6 |
Teaching Hours:10 |
||||||||||||||||||||||||||||
Unit VI: MSME and Institutional Support to Promote Entrepreneurship 10 Hrs
|
|||||||||||||||||||||||||||||
Level of Knowledge: Conceptual and Analytical
Definition, Role and Importance of Micro, Small, and Medium Enterprises (MSMEs); Problems Faced by MSME Sector; Government Policy for MSME Sector; Rural Entrepreneurship- Cottage, Khadi and Village Industries. Make in India Initiatives; Skill Development; Entrepreneurship Development Programs (EDP), An overview of UNCTAD’s Entrepreneurship Policy Framework. Institutions Supporting Business Enterprises; Central-level Institutions; National Board for Micro, Small, and Medium Enterprises (NBMSME) The Khadi and Village Industries Commission (KVIC) The Coir Board MSME-DO; National Small Industries Corporation (NSIC); National Science and Technology Entrepreneurship Development Board (NSTEDB) National Productivity Council (NPC) Entrepreneurship Development Institute of India (EDII) National Research Development Corporation of India (NRDCI) National Entrepreneurship Development Institutes; Other Institutions National Bank for Agriculture and Rural Development (NABARD) Housing and Urban Development Corporation (HUDCO); Technical Consultancy Organization (TCO); Small Industries Development Bank of India (SIDBI) ; Export Promotion Councils (EPCs). State-level Institutions; State Directorate of Industries and Commerce; District Industries Centers (DIC) ; State Financial Corporation (SFC); State Industrial Development Corporation (SIDC); State Industrial Area Development Board (SIADB). | |||||||||||||||||||||||||||||
Unit-6 |
Teaching Hours:10 |
||||||||||||||||||||||||||||
Unit VI: MSME and Institutional Support to Promote Entrepreneurship 10 Hrs
|
|||||||||||||||||||||||||||||
Level of Knowledge: Conceptual and Analytical
Definition, Role and Importance of Micro, Small, and Medium Enterprises (MSMEs); Problems Faced by MSME Sector; Government Policy for MSME Sector; Rural Entrepreneurship- Cottage, Khadi and Village Industries. Make in India Initiatives; Skill Development; Entrepreneurship Development Programs (EDP), An overview of UNCTAD’s Entrepreneurship Policy Framework. Institutions Supporting Business Enterprises; Central-level Institutions; National Board for Micro, Small, and Medium Enterprises (NBMSME) The Khadi and Village Industries Commission (KVIC) The Coir Board MSME-DO; National Small Industries Corporation (NSIC); National Science and Technology Entrepreneurship Development Board (NSTEDB) National Productivity Council (NPC) Entrepreneurship Development Institute of India (EDII) National Research Development Corporation of India (NRDCI) National Entrepreneurship Development Institutes; Other Institutions National Bank for Agriculture and Rural Development (NABARD) Housing and Urban Development Corporation (HUDCO); Technical Consultancy Organization (TCO); Small Industries Development Bank of India (SIDBI) ; Export Promotion Councils (EPCs). State-level Institutions; State Directorate of Industries and Commerce; District Industries Centers (DIC) ; State Financial Corporation (SFC); State Industrial Development Corporation (SIDC); State Industrial Area Development Board (SIADB). | |||||||||||||||||||||||||||||
Unit-6 |
Teaching Hours:10 |
||||||||||||||||||||||||||||
Unit VI: MSME and Institutional Support to Promote Entrepreneurship 10 Hrs
|
|||||||||||||||||||||||||||||
Level of Knowledge: Conceptual and Analytical
Definition, Role and Importance of Micro, Small, and Medium Enterprises (MSMEs); Problems Faced by MSME Sector; Government Policy for MSME Sector; Rural Entrepreneurship- Cottage, Khadi and Village Industries. Make in India Initiatives; Skill Development; Entrepreneurship Development Programs (EDP), An overview of UNCTAD’s Entrepreneurship Policy Framework. Institutions Supporting Business Enterprises; Central-level Institutions; National Board for Micro, Small, and Medium Enterprises (NBMSME) The Khadi and Village Industries Commission (KVIC) The Coir Board MSME-DO; National Small Industries Corporation (NSIC); National Science and Technology Entrepreneurship Development Board (NSTEDB) National Productivity Council (NPC) Entrepreneurship Development Institute of India (EDII) National Research Development Corporation of India (NRDCI) National Entrepreneurship Development Institutes; Other Institutions National Bank for Agriculture and Rural Development (NABARD) Housing and Urban Development Corporation (HUDCO); Technical Consultancy Organization (TCO); Small Industries Development Bank of India (SIDBI) ; Export Promotion Councils (EPCs). State-level Institutions; State Directorate of Industries and Commerce; District Industries Centers (DIC) ; State Financial Corporation (SFC); State Industrial Development Corporation (SIDC); State Industrial Area Development Board (SIADB). | |||||||||||||||||||||||||||||
Unit-6 |
Teaching Hours:10 |
||||||||||||||||||||||||||||
Unit VI: MSME and Institutional Support to Promote Entrepreneurship 10 Hrs
|
|||||||||||||||||||||||||||||
Level of Knowledge: Conceptual and Analytical
Definition, Role and Importance of Micro, Small, and Medium Enterprises (MSMEs); Problems Faced by MSME Sector; Government Policy for MSME Sector; Rural Entrepreneurship- Cottage, Khadi and Village Industries. Make in India Initiatives; Skill Development; Entrepreneurship Development Programs (EDP), An overview of UNCTAD’s Entrepreneurship Policy Framework. Institutions Supporting Business Enterprises; Central-level Institutions; National Board for Micro, Small, and Medium Enterprises (NBMSME) The Khadi and Village Industries Commission (KVIC) The Coir Board MSME-DO; National Small Industries Corporation (NSIC); National Science and Technology Entrepreneurship Development Board (NSTEDB) National Productivity Council (NPC) Entrepreneurship Development Institute of India (EDII) National Research Development Corporation of India (NRDCI) National Entrepreneurship Development Institutes; Other Institutions National Bank for Agriculture and Rural Development (NABARD) Housing and Urban Development Corporation (HUDCO); Technical Consultancy Organization (TCO); Small Industries Development Bank of India (SIDBI) ; Export Promotion Councils (EPCs). State-level Institutions; State Directorate of Industries and Commerce; District Industries Centers (DIC) ; State Financial Corporation (SFC); State Industrial Development Corporation (SIDC); State Industrial Area Development Board (SIADB). | |||||||||||||||||||||||||||||
Unit-6 |
Teaching Hours:10 |
||||||||||||||||||||||||||||
Unit VI: MSME and Institutional Support to Promote Entrepreneurship 10 Hrs
|
|||||||||||||||||||||||||||||
Level of Knowledge: Conceptual and Analytical
Definition, Role and Importance of Micro, Small, and Medium Enterprises (MSMEs); Problems Faced by MSME Sector; Government Policy for MSME Sector; Rural Entrepreneurship- Cottage, Khadi and Village Industries. Make in India Initiatives; Skill Development; Entrepreneurship Development Programs (EDP), An overview of UNCTAD’s Entrepreneurship Policy Framework. Institutions Supporting Business Enterprises; Central-level Institutions; National Board for Micro, Small, and Medium Enterprises (NBMSME) The Khadi and Village Industries Commission (KVIC) The Coir Board MSME-DO; National Small Industries Corporation (NSIC); National Science and Technology Entrepreneurship Development Board (NSTEDB) National Productivity Council (NPC) Entrepreneurship Development Institute of India (EDII) National Research Development Corporation of India (NRDCI) National Entrepreneurship Development Institutes; Other Institutions National Bank for Agriculture and Rural Development (NABARD) Housing and Urban Development Corporation (HUDCO); Technical Consultancy Organization (TCO); Small Industries Development Bank of India (SIDBI) ; Export Promotion Councils (EPCs). State-level Institutions; State Directorate of Industries and Commerce; District Industries Centers (DIC) ; State Financial Corporation (SFC); State Industrial Development Corporation (SIDC); State Industrial Area Development Board (SIADB). | |||||||||||||||||||||||||||||
Unit-6 |
Teaching Hours:10 |
||||||||||||||||||||||||||||
Unit VI: MSME and Institutional Support to Promote Entrepreneurship 10 Hrs
|
|||||||||||||||||||||||||||||
Level of Knowledge: Conceptual and Analytical
Definition, Role and Importance of Micro, Small, and Medium Enterprises (MSMEs); Problems Faced by MSME Sector; Government Policy for MSME Sector; Rural Entrepreneurship- Cottage, Khadi and Village Industries. Make in India Initiatives; Skill Development; Entrepreneurship Development Programs (EDP), An overview of UNCTAD’s Entrepreneurship Policy Framework. Institutions Supporting Business Enterprises; Central-level Institutions; National Board for Micro, Small, and Medium Enterprises (NBMSME) The Khadi and Village Industries Commission (KVIC) The Coir Board MSME-DO; National Small Industries Corporation (NSIC); National Science and Technology Entrepreneurship Development Board (NSTEDB) National Productivity Council (NPC) Entrepreneurship Development Institute of India (EDII) National Research Development Corporation of India (NRDCI) National Entrepreneurship Development Institutes; Other Institutions National Bank for Agriculture and Rural Development (NABARD) Housing and Urban Development Corporation (HUDCO); Technical Consultancy Organization (TCO); Small Industries Development Bank of India (SIDBI) ; Export Promotion Councils (EPCs). State-level Institutions; State Directorate of Industries and Commerce; District Industries Centers (DIC) ; State Financial Corporation (SFC); State Industrial Development Corporation (SIDC); State Industrial Area Development Board (SIADB). | |||||||||||||||||||||||||||||
Unit-6 |
Teaching Hours:10 |
||||||||||||||||||||||||||||
Unit VI: MSME and Institutional Support to Promote Entrepreneurship 10 Hrs
|
|||||||||||||||||||||||||||||
Level of Knowledge: Conceptual and Analytical
Definition, Role and Importance of Micro, Small, and Medium Enterprises (MSMEs); Problems Faced by MSME Sector; Government Policy for MSME Sector; Rural Entrepreneurship- Cottage, Khadi and Village Industries. Make in India Initiatives; Skill Development; Entrepreneurship Development Programs (EDP), An overview of UNCTAD’s Entrepreneurship Policy Framework. Institutions Supporting Business Enterprises; Central-level Institutions; National Board for Micro, Small, and Medium Enterprises (NBMSME) The Khadi and Village Industries Commission (KVIC) The Coir Board MSME-DO; National Small Industries Corporation (NSIC); National Science and Technology Entrepreneurship Development Board (NSTEDB) National Productivity Council (NPC) Entrepreneurship Development Institute of India (EDII) National Research Development Corporation of India (NRDCI) National Entrepreneurship Development Institutes; Other Institutions National Bank for Agriculture and Rural Development (NABARD) Housing and Urban Development Corporation (HUDCO); Technical Consultancy Organization (TCO); Small Industries Development Bank of India (SIDBI) ; Export Promotion Councils (EPCs). State-level Institutions; State Directorate of Industries and Commerce; District Industries Centers (DIC) ; State Financial Corporation (SFC); State Industrial Development Corporation (SIDC); State Industrial Area Development Board (SIADB). | |||||||||||||||||||||||||||||
Unit-6 |
Teaching Hours:10 |
||||||||||||||||||||||||||||
Unit VI: MSME and Institutional Support to Promote Entrepreneurship 10 Hrs
|
|||||||||||||||||||||||||||||
Level of Knowledge: Conceptual and Analytical
Definition, Role and Importance of Micro, Small, and Medium Enterprises (MSMEs); Problems Faced by MSME Sector; Government Policy for MSME Sector; Rural Entrepreneurship- Cottage, Khadi and Village Industries. Make in India Initiatives; Skill Development; Entrepreneurship Development Programs (EDP), An overview of UNCTAD’s Entrepreneurship Policy Framework. Institutions Supporting Business Enterprises; Central-level Institutions; National Board for Micro, Small, and Medium Enterprises (NBMSME) The Khadi and Village Industries Commission (KVIC) The Coir Board MSME-DO; National Small Industries Corporation (NSIC); National Science and Technology Entrepreneurship Development Board (NSTEDB) National Productivity Council (NPC) Entrepreneurship Development Institute of India (EDII) National Research Development Corporation of India (NRDCI) National Entrepreneurship Development Institutes; Other Institutions National Bank for Agriculture and Rural Development (NABARD) Housing and Urban Development Corporation (HUDCO); Technical Consultancy Organization (TCO); Small Industries Development Bank of India (SIDBI) ; Export Promotion Councils (EPCs). State-level Institutions; State Directorate of Industries and Commerce; District Industries Centers (DIC) ; State Financial Corporation (SFC); State Industrial Development Corporation (SIDC); State Industrial Area Development Board (SIADB). | |||||||||||||||||||||||||||||
Unit-6 |
Teaching Hours:10 |
||||||||||||||||||||||||||||
Unit VI: MSME and Institutional Support to Promote Entrepreneurship 10 Hrs
|
|||||||||||||||||||||||||||||
Level of Knowledge: Conceptual and Analytical
Definition, Role and Importance of Micro, Small, and Medium Enterprises (MSMEs); Problems Faced by MSME Sector; Government Policy for MSME Sector; Rural Entrepreneurship- Cottage, Khadi and Village Industries. Make in India Initiatives; Skill Development; Entrepreneurship Development Programs (EDP), An overview of UNCTAD’s Entrepreneurship Policy Framework. Institutions Supporting Business Enterprises; Central-level Institutions; National Board for Micro, Small, and Medium Enterprises (NBMSME) The Khadi and Village Industries Commission (KVIC) The Coir Board MSME-DO; National Small Industries Corporation (NSIC); National Science and Technology Entrepreneurship Development Board (NSTEDB) National Productivity Council (NPC) Entrepreneurship Development Institute of India (EDII) National Research Development Corporation of India (NRDCI) National Entrepreneurship Development Institutes; Other Institutions National Bank for Agriculture and Rural Development (NABARD) Housing and Urban Development Corporation (HUDCO); Technical Consultancy Organization (TCO); Small Industries Development Bank of India (SIDBI) ; Export Promotion Councils (EPCs). State-level Institutions; State Directorate of Industries and Commerce; District Industries Centers (DIC) ; State Financial Corporation (SFC); State Industrial Development Corporation (SIDC); State Industrial Area Development Board (SIADB). | |||||||||||||||||||||||||||||
Unit-7 |
Teaching Hours:8 |
||||||||||||||||||||||||||||
Unit VII: Social Entrepreneurship 8 Hrs
|
|||||||||||||||||||||||||||||
Level of Knowledge: Conceptual and Analytical
Meaning &; importance Social Entrepreneurship; Sustainable Development Goals (SDG,2030); Social and Environmental Dimension of Entrepreneurship; Social Enterprises and their Goals; Need & Importance of Social Enterprise Establishment and Management of Non-Government Organizations; Government Policy for Social Enterprises. | |||||||||||||||||||||||||||||
Unit-7 |
Teaching Hours:8 |
||||||||||||||||||||||||||||
Unit VII: Social Entrepreneurship 8 Hrs
|
|||||||||||||||||||||||||||||
Level of Knowledge: Conceptual and Analytical
Meaning &; importance Social Entrepreneurship; Sustainable Development Goals (SDG,2030); Social and Environmental Dimension of Entrepreneurship; Social Enterprises and their Goals; Need & Importance of Social Enterprise Establishment and Management of Non-Government Organizations; Government Policy for Social Enterprises. | |||||||||||||||||||||||||||||
Unit-7 |
Teaching Hours:8 |
||||||||||||||||||||||||||||
Unit VII: Social Entrepreneurship 8 Hrs
|
|||||||||||||||||||||||||||||
Level of Knowledge: Conceptual and Analytical
Meaning &; importance Social Entrepreneurship; Sustainable Development Goals (SDG,2030); Social and Environmental Dimension of Entrepreneurship; Social Enterprises and their Goals; Need & Importance of Social Enterprise Establishment and Management of Non-Government Organizations; Government Policy for Social Enterprises. | |||||||||||||||||||||||||||||
Unit-7 |
Teaching Hours:8 |
||||||||||||||||||||||||||||
Unit VII: Social Entrepreneurship 8 Hrs
|
|||||||||||||||||||||||||||||
Level of Knowledge: Conceptual and Analytical
Meaning &; importance Social Entrepreneurship; Sustainable Development Goals (SDG,2030); Social and Environmental Dimension of Entrepreneurship; Social Enterprises and their Goals; Need & Importance of Social Enterprise Establishment and Management of Non-Government Organizations; Government Policy for Social Enterprises. | |||||||||||||||||||||||||||||
Unit-7 |
Teaching Hours:8 |
||||||||||||||||||||||||||||
Unit VII: Social Entrepreneurship 8 Hrs
|
|||||||||||||||||||||||||||||
Level of Knowledge: Conceptual and Analytical
Meaning &; importance Social Entrepreneurship; Sustainable Development Goals (SDG,2030); Social and Environmental Dimension of Entrepreneurship; Social Enterprises and their Goals; Need & Importance of Social Enterprise Establishment and Management of Non-Government Organizations; Government Policy for Social Enterprises. | |||||||||||||||||||||||||||||
Unit-7 |
Teaching Hours:8 |
||||||||||||||||||||||||||||
Unit VII: Social Entrepreneurship 8 Hrs
|
|||||||||||||||||||||||||||||
Level of Knowledge: Conceptual and Analytical
Meaning &; importance Social Entrepreneurship; Sustainable Development Goals (SDG,2030); Social and Environmental Dimension of Entrepreneurship; Social Enterprises and their Goals; Need & Importance of Social Enterprise Establishment and Management of Non-Government Organizations; Government Policy for Social Enterprises. | |||||||||||||||||||||||||||||
Unit-7 |
Teaching Hours:8 |
||||||||||||||||||||||||||||
Unit VII: Social Entrepreneurship 8 Hrs
|
|||||||||||||||||||||||||||||
Level of Knowledge: Conceptual and Analytical
Meaning &; importance Social Entrepreneurship; Sustainable Development Goals (SDG,2030); Social and Environmental Dimension of Entrepreneurship; Social Enterprises and their Goals; Need & Importance of Social Enterprise Establishment and Management of Non-Government Organizations; Government Policy for Social Enterprises. | |||||||||||||||||||||||||||||
Unit-7 |
Teaching Hours:8 |
||||||||||||||||||||||||||||
Unit VII: Social Entrepreneurship 8 Hrs
|
|||||||||||||||||||||||||||||
Level of Knowledge: Conceptual and Analytical
Meaning &; importance Social Entrepreneurship; Sustainable Development Goals (SDG,2030); Social and Environmental Dimension of Entrepreneurship; Social Enterprises and their Goals; Need & Importance of Social Enterprise Establishment and Management of Non-Government Organizations; Government Policy for Social Enterprises. | |||||||||||||||||||||||||||||
Unit-7 |
Teaching Hours:8 |
||||||||||||||||||||||||||||
Unit VII: Social Entrepreneurship 8 Hrs
|
|||||||||||||||||||||||||||||
Level of Knowledge: Conceptual and Analytical
Meaning &; importance Social Entrepreneurship; Sustainable Development Goals (SDG,2030); Social and Environmental Dimension of Entrepreneurship; Social Enterprises and their Goals; Need & Importance of Social Enterprise Establishment and Management of Non-Government Organizations; Government Policy for Social Enterprises. | |||||||||||||||||||||||||||||
Unit-7 |
Teaching Hours:8 |
||||||||||||||||||||||||||||
Unit VII: Social Entrepreneurship 8 Hrs
|
|||||||||||||||||||||||||||||
Level of Knowledge: Conceptual and Analytical
Meaning &; importance Social Entrepreneurship; Sustainable Development Goals (SDG,2030); Social and Environmental Dimension of Entrepreneurship; Social Enterprises and their Goals; Need & Importance of Social Enterprise Establishment and Management of Non-Government Organizations; Government Policy for Social Enterprises. | |||||||||||||||||||||||||||||
Unit-7 |
Teaching Hours:8 |
||||||||||||||||||||||||||||
Unit VII: Social Entrepreneurship 8 Hrs
|
|||||||||||||||||||||||||||||
Level of Knowledge: Conceptual and Analytical
Meaning &; importance Social Entrepreneurship; Sustainable Development Goals (SDG,2030); Social and Environmental Dimension of Entrepreneurship; Social Enterprises and their Goals; Need & Importance of Social Enterprise Establishment and Management of Non-Government Organizations; Government Policy for Social Enterprises. | |||||||||||||||||||||||||||||
Unit-7 |
Teaching Hours:8 |
||||||||||||||||||||||||||||
Unit VII: Social Entrepreneurship 8 Hrs
|
|||||||||||||||||||||||||||||
Level of Knowledge: Conceptual and Analytical
Meaning &; importance Social Entrepreneurship; Sustainable Development Goals (SDG,2030); Social and Environmental Dimension of Entrepreneurship; Social Enterprises and their Goals; Need & Importance of Social Enterprise Establishment and Management of Non-Government Organizations; Government Policy for Social Enterprises. | |||||||||||||||||||||||||||||
Unit-7 |
Teaching Hours:8 |
||||||||||||||||||||||||||||
Unit VII: Social Entrepreneurship 8 Hrs
|
|||||||||||||||||||||||||||||
Level of Knowledge: Conceptual and Analytical
Meaning &; importance Social Entrepreneurship; Sustainable Development Goals (SDG,2030); Social and Environmental Dimension of Entrepreneurship; Social Enterprises and their Goals; Need & Importance of Social Enterprise Establishment and Management of Non-Government Organizations; Government Policy for Social Enterprises. | |||||||||||||||||||||||||||||
Unit-7 |
Teaching Hours:8 |
||||||||||||||||||||||||||||
Unit VII: Social Entrepreneurship 8 Hrs
|
|||||||||||||||||||||||||||||
Level of Knowledge: Conceptual and Analytical
Meaning &; importance Social Entrepreneurship; Sustainable Development Goals (SDG,2030); Social and Environmental Dimension of Entrepreneurship; Social Enterprises and their Goals; Need & Importance of Social Enterprise Establishment and Management of Non-Government Organizations; Government Policy for Social Enterprises. | |||||||||||||||||||||||||||||
Unit-7 |
Teaching Hours:8 |
||||||||||||||||||||||||||||
Unit VII: Social Entrepreneurship 8 Hrs
|
|||||||||||||||||||||||||||||
Level of Knowledge: Conceptual and Analytical
Meaning &; importance Social Entrepreneurship; Sustainable Development Goals (SDG,2030); Social and Environmental Dimension of Entrepreneurship; Social Enterprises and their Goals; Need & Importance of Social Enterprise Establishment and Management of Non-Government Organizations; Government Policy for Social Enterprises. | |||||||||||||||||||||||||||||
Unit-7 |
Teaching Hours:8 |
||||||||||||||||||||||||||||
Unit VII: Social Entrepreneurship 8 Hrs
|
|||||||||||||||||||||||||||||
Level of Knowledge: Conceptual and Analytical
Meaning &; importance Social Entrepreneurship; Sustainable Development Goals (SDG,2030); Social and Environmental Dimension of Entrepreneurship; Social Enterprises and their Goals; Need & Importance of Social Enterprise Establishment and Management of Non-Government Organizations; Government Policy for Social Enterprises. | |||||||||||||||||||||||||||||
Unit-7 |
Teaching Hours:8 |
||||||||||||||||||||||||||||
Unit VII: Social Entrepreneurship 8 Hrs
|
|||||||||||||||||||||||||||||
Level of Knowledge: Conceptual and Analytical
Meaning &; importance Social Entrepreneurship; Sustainable Development Goals (SDG,2030); Social and Environmental Dimension of Entrepreneurship; Social Enterprises and their Goals; Need & Importance of Social Enterprise Establishment and Management of Non-Government Organizations; Government Policy for Social Enterprises. | |||||||||||||||||||||||||||||
Text Books And Reference Books:
| |||||||||||||||||||||||||||||
Essential Reading / Recommended Reading
| |||||||||||||||||||||||||||||
Evaluation Pattern Submission based paper CIA 100 ESE 0
| |||||||||||||||||||||||||||||
BBA291-4 - ENTREPRENEURSHIP DEVELOPMENT PROJECT (2023 Batch) | |||||||||||||||||||||||||||||
Total Teaching Hours for Semester:30 |
No of Lecture Hours/Week:0 |
||||||||||||||||||||||||||||
Max Marks:100 |
Credits:1 |
||||||||||||||||||||||||||||
Course Objectives/Course Description |
|||||||||||||||||||||||||||||
Course Description: Entrepreneurship is a necessary ingredient for stimulating economic growth and employment opportunities. In the developing world, successful small businesses are the primary engines of job creation, income growth. This course intends to promote in-depth knowledge source for an intending practitioner or entrepreneur in the field of entrepreneurship. This course earnestly attempts to present the various aspects of entrepreneurship and what a prospective business visionary must know before setting out on a modern or business wander.The purpose of undertaking this project is to give the students a hands-on experience in shaping their ideas and documenting it in a structured format. This is also in compliance with partial fulfilment of the BBA programme. It is a time-bound and independent study guided by the faculty member who teaches the subject. Course Objectives:
|
|||||||||||||||||||||||||||||
Learning Outcome |
|||||||||||||||||||||||||||||
CO1: Familiarize the students with respective traits of Entrepreneurship and inculcate the spirit of entrepreneurship in students and make them job creators instead of job seekers CO2: Ability to recognize a business opportunity that fits the individual student CO3: Demonstrate the understanding of how to launch the individual's entrepreneurial career |
Unit-1 |
Teaching Hours:3 |
Chapter 1. Introduction
|
|
| |
Unit-1 |
Teaching Hours:3 |
Chapter 1. Introduction
|
|
| |
Unit-1 |
Teaching Hours:3 |
Chapter 1. Introduction
|
|
| |
Unit-1 |
Teaching Hours:3 |
Chapter 1. Introduction
|
|
| |
Unit-1 |
Teaching Hours:3 |
Chapter 1. Introduction
|
|
| |
Unit-1 |
Teaching Hours:3 |
Chapter 1. Introduction
|
|
| |
Unit-1 |
Teaching Hours:3 |
Chapter 1. Introduction
|
|
| |
Unit-1 |
Teaching Hours:3 |
Chapter 1. Introduction
|
|
| |
Unit-1 |
Teaching Hours:3 |
Chapter 1. Introduction
|
|
| |
Unit-1 |
Teaching Hours:3 |
Chapter 1. Introduction
|
|
| |
Unit-1 |
Teaching Hours:3 |
Chapter 1. Introduction
|
|
| |
Unit-1 |
Teaching Hours:3 |
Chapter 1. Introduction
|
|
| |
Unit-1 |
Teaching Hours:3 |
Chapter 1. Introduction
|
|
| |
Unit-1 |
Teaching Hours:3 |
Chapter 1. Introduction
|
|
| |
Unit-1 |
Teaching Hours:3 |
Chapter 1. Introduction
|
|
| |
Unit-1 |
Teaching Hours:3 |
Chapter 1. Introduction
|
|
| |
Unit-2 |
Teaching Hours:3 |
Chapter 2. Executive Summary
|
|
Summary of what idea/plan is all about. The proposal should include how the entrepreneurs want to go about the plan what is product/service his along with the basic course of action towards it. Purpose of selection of business. | |
Unit-2 |
Teaching Hours:3 |
Chapter 2. Executive Summary
|
|
Summary of what idea/plan is all about. The proposal should include how the entrepreneurs want to go about the plan what is product/service his along with the basic course of action towards it. Purpose of selection of business. | |
Unit-2 |
Teaching Hours:3 |
Chapter 2. Executive Summary
|
|
Summary of what idea/plan is all about. The proposal should include how the entrepreneurs want to go about the plan what is product/service his along with the basic course of action towards it. Purpose of selection of business. | |
Unit-2 |
Teaching Hours:3 |
Chapter 2. Executive Summary
|
|
Summary of what idea/plan is all about. The proposal should include how the entrepreneurs want to go about the plan what is product/service his along with the basic course of action towards it. Purpose of selection of business. | |
Unit-2 |
Teaching Hours:3 |
Chapter 2. Executive Summary
|
|
Summary of what idea/plan is all about. The proposal should include how the entrepreneurs want to go about the plan what is product/service his along with the basic course of action towards it. Purpose of selection of business. | |
Unit-2 |
Teaching Hours:3 |
Chapter 2. Executive Summary
|
|
Summary of what idea/plan is all about. The proposal should include how the entrepreneurs want to go about the plan what is product/service his along with the basic course of action towards it. Purpose of selection of business. | |
Unit-2 |
Teaching Hours:3 |
Chapter 2. Executive Summary
|
|
Summary of what idea/plan is all about. The proposal should include how the entrepreneurs want to go about the plan what is product/service his along with the basic course of action towards it. Purpose of selection of business. | |
Unit-2 |
Teaching Hours:3 |
Chapter 2. Executive Summary
|
|
Summary of what idea/plan is all about. The proposal should include how the entrepreneurs want to go about the plan what is product/service his along with the basic course of action towards it. Purpose of selection of business. | |
Unit-2 |
Teaching Hours:3 |
Chapter 2. Executive Summary
|
|
Summary of what idea/plan is all about. The proposal should include how the entrepreneurs want to go about the plan what is product/service his along with the basic course of action towards it. Purpose of selection of business. | |
Unit-2 |
Teaching Hours:3 |
Chapter 2. Executive Summary
|
|
Summary of what idea/plan is all about. The proposal should include how the entrepreneurs want to go about the plan what is product/service his along with the basic course of action towards it. Purpose of selection of business. | |
Unit-2 |
Teaching Hours:3 |
Chapter 2. Executive Summary
|
|
Summary of what idea/plan is all about. The proposal should include how the entrepreneurs want to go about the plan what is product/service his along with the basic course of action towards it. Purpose of selection of business. | |
Unit-2 |
Teaching Hours:3 |
Chapter 2. Executive Summary
|
|
Summary of what idea/plan is all about. The proposal should include how the entrepreneurs want to go about the plan what is product/service his along with the basic course of action towards it. Purpose of selection of business. | |
Unit-2 |
Teaching Hours:3 |
Chapter 2. Executive Summary
|
|
Summary of what idea/plan is all about. The proposal should include how the entrepreneurs want to go about the plan what is product/service his along with the basic course of action towards it. Purpose of selection of business. | |
Unit-2 |
Teaching Hours:3 |
Chapter 2. Executive Summary
|
|
Summary of what idea/plan is all about. The proposal should include how the entrepreneurs want to go about the plan what is product/service his along with the basic course of action towards it. Purpose of selection of business. | |
Unit-2 |
Teaching Hours:3 |
Chapter 2. Executive Summary
|
|
Summary of what idea/plan is all about. The proposal should include how the entrepreneurs want to go about the plan what is product/service his along with the basic course of action towards it. Purpose of selection of business. | |
Unit-2 |
Teaching Hours:3 |
Chapter 2. Executive Summary
|
|
Summary of what idea/plan is all about. The proposal should include how the entrepreneurs want to go about the plan what is product/service his along with the basic course of action towards it. Purpose of selection of business. | |
Unit-3 |
Teaching Hours:3 |
Chapter 3. Partnership Deed
|
|
As this project is a team-project (2 in a team), you are required to have a partnership deed. | |
Unit-3 |
Teaching Hours:3 |
Chapter 3. Partnership Deed
|
|
As this project is a team-project (2 in a team), you are required to have a partnership deed. | |
Unit-3 |
Teaching Hours:3 |
Chapter 3. Partnership Deed
|
|
As this project is a team-project (2 in a team), you are required to have a partnership deed. | |
Unit-3 |
Teaching Hours:3 |
Chapter 3. Partnership Deed
|
|
As this project is a team-project (2 in a team), you are required to have a partnership deed. | |
Unit-3 |
Teaching Hours:3 |
Chapter 3. Partnership Deed
|
|
As this project is a team-project (2 in a team), you are required to have a partnership deed. | |
Unit-3 |
Teaching Hours:3 |
Chapter 3. Partnership Deed
|
|
As this project is a team-project (2 in a team), you are required to have a partnership deed. | |
Unit-3 |
Teaching Hours:3 |
Chapter 3. Partnership Deed
|
|
As this project is a team-project (2 in a team), you are required to have a partnership deed. | |
Unit-3 |
Teaching Hours:3 |
Chapter 3. Partnership Deed
|
|
As this project is a team-project (2 in a team), you are required to have a partnership deed. | |
Unit-3 |
Teaching Hours:3 |
Chapter 3. Partnership Deed
|
|
As this project is a team-project (2 in a team), you are required to have a partnership deed. | |
Unit-3 |
Teaching Hours:3 |
Chapter 3. Partnership Deed
|
|
As this project is a team-project (2 in a team), you are required to have a partnership deed. | |
Unit-3 |
Teaching Hours:3 |
Chapter 3. Partnership Deed
|
|
As this project is a team-project (2 in a team), you are required to have a partnership deed. | |
Unit-3 |
Teaching Hours:3 |
Chapter 3. Partnership Deed
|
|
As this project is a team-project (2 in a team), you are required to have a partnership deed. | |
Unit-3 |
Teaching Hours:3 |
Chapter 3. Partnership Deed
|
|
As this project is a team-project (2 in a team), you are required to have a partnership deed. | |
Unit-3 |
Teaching Hours:3 |
Chapter 3. Partnership Deed
|
|
As this project is a team-project (2 in a team), you are required to have a partnership deed. | |
Unit-3 |
Teaching Hours:3 |
Chapter 3. Partnership Deed
|
|
As this project is a team-project (2 in a team), you are required to have a partnership deed. | |
Unit-3 |
Teaching Hours:3 |
Chapter 3. Partnership Deed
|
|
As this project is a team-project (2 in a team), you are required to have a partnership deed. | |
Unit-4 |
Teaching Hours:3 |
Chapter 4. Market survey
|
|
Feasibility of the project, SWOT analysis, The present and future scenario of sector, Competitors, Challenges, Worst case scenario and contingencies | |
Unit-4 |
Teaching Hours:3 |
Chapter 4. Market survey
|
|
Feasibility of the project, SWOT analysis, The present and future scenario of sector, Competitors, Challenges, Worst case scenario and contingencies | |
Unit-4 |
Teaching Hours:3 |
Chapter 4. Market survey
|
|
Feasibility of the project, SWOT analysis, The present and future scenario of sector, Competitors, Challenges, Worst case scenario and contingencies | |
Unit-4 |
Teaching Hours:3 |
Chapter 4. Market survey
|
|
Feasibility of the project, SWOT analysis, The present and future scenario of sector, Competitors, Challenges, Worst case scenario and contingencies | |
Unit-4 |
Teaching Hours:3 |
Chapter 4. Market survey
|
|
Feasibility of the project, SWOT analysis, The present and future scenario of sector, Competitors, Challenges, Worst case scenario and contingencies | |
Unit-4 |
Teaching Hours:3 |
Chapter 4. Market survey
|
|
Feasibility of the project, SWOT analysis, The present and future scenario of sector, Competitors, Challenges, Worst case scenario and contingencies | |
Unit-4 |
Teaching Hours:3 |
Chapter 4. Market survey
|
|
Feasibility of the project, SWOT analysis, The present and future scenario of sector, Competitors, Challenges, Worst case scenario and contingencies | |
Unit-4 |
Teaching Hours:3 |
Chapter 4. Market survey
|
|
Feasibility of the project, SWOT analysis, The present and future scenario of sector, Competitors, Challenges, Worst case scenario and contingencies | |
Unit-4 |
Teaching Hours:3 |
Chapter 4. Market survey
|
|
Feasibility of the project, SWOT analysis, The present and future scenario of sector, Competitors, Challenges, Worst case scenario and contingencies | |
Unit-4 |
Teaching Hours:3 |
Chapter 4. Market survey
|
|
Feasibility of the project, SWOT analysis, The present and future scenario of sector, Competitors, Challenges, Worst case scenario and contingencies | |
Unit-4 |
Teaching Hours:3 |
Chapter 4. Market survey
|
|
Feasibility of the project, SWOT analysis, The present and future scenario of sector, Competitors, Challenges, Worst case scenario and contingencies | |
Unit-4 |
Teaching Hours:3 |
Chapter 4. Market survey
|
|
Feasibility of the project, SWOT analysis, The present and future scenario of sector, Competitors, Challenges, Worst case scenario and contingencies | |
Unit-4 |
Teaching Hours:3 |
Chapter 4. Market survey
|
|
Feasibility of the project, SWOT analysis, The present and future scenario of sector, Competitors, Challenges, Worst case scenario and contingencies | |
Unit-4 |
Teaching Hours:3 |
Chapter 4. Market survey
|
|
Feasibility of the project, SWOT analysis, The present and future scenario of sector, Competitors, Challenges, Worst case scenario and contingencies | |
Unit-4 |
Teaching Hours:3 |
Chapter 4. Market survey
|
|
Feasibility of the project, SWOT analysis, The present and future scenario of sector, Competitors, Challenges, Worst case scenario and contingencies | |
Unit-4 |
Teaching Hours:3 |
Chapter 4. Market survey
|
|
Feasibility of the project, SWOT analysis, The present and future scenario of sector, Competitors, Challenges, Worst case scenario and contingencies | |
Unit-5 |
Teaching Hours:3 |
Chapter 5. Marketing
|
|
| |
Unit-5 |
Teaching Hours:3 |
Chapter 5. Marketing
|
|
| |
Unit-5 |
Teaching Hours:3 |
Chapter 5. Marketing
|
|
| |
Unit-5 |
Teaching Hours:3 |
Chapter 5. Marketing
|
|
| |
Unit-5 |
Teaching Hours:3 |
Chapter 5. Marketing
|
|
| |
Unit-5 |
Teaching Hours:3 |
Chapter 5. Marketing
|
|
| |
Unit-5 |
Teaching Hours:3 |
Chapter 5. Marketing
|
|
| |
Unit-5 |
Teaching Hours:3 |
Chapter 5. Marketing
|
|
| |
Unit-5 |
Teaching Hours:3 |
Chapter 5. Marketing
|
|
| |
Unit-5 |
Teaching Hours:3 |
Chapter 5. Marketing
|
|
| |
Unit-5 |
Teaching Hours:3 |
Chapter 5. Marketing
|
|
| |
Unit-5 |
Teaching Hours:3 |
Chapter 5. Marketing
|
|
| |
Unit-5 |
Teaching Hours:3 |
Chapter 5. Marketing
|
|
| |
Unit-5 |
Teaching Hours:3 |
Chapter 5. Marketing
|
|
| |
Unit-5 |
Teaching Hours:3 |
Chapter 5. Marketing
|
|
| |
Unit-5 |
Teaching Hours:3 |
Chapter 5. Marketing
|
|
| |
Unit-6 |
Teaching Hours:3 |
Chapter 6. Human Resource Plan
|
|
| |
Unit-6 |
Teaching Hours:3 |
Chapter 6. Human Resource Plan
|
|
| |
Unit-6 |
Teaching Hours:3 |
Chapter 6. Human Resource Plan
|
|
| |
Unit-6 |
Teaching Hours:3 |
Chapter 6. Human Resource Plan
|
|
| |
Unit-6 |
Teaching Hours:3 |
Chapter 6. Human Resource Plan
|
|
| |
Unit-6 |
Teaching Hours:3 |
Chapter 6. Human Resource Plan
|
|
| |
Unit-6 |
Teaching Hours:3 |
Chapter 6. Human Resource Plan
|
|
| |
Unit-6 |
Teaching Hours:3 |
Chapter 6. Human Resource Plan
|
|
| |
Unit-6 |
Teaching Hours:3 |
Chapter 6. Human Resource Plan
|
|
| |
Unit-6 |
Teaching Hours:3 |
Chapter 6. Human Resource Plan
|
|
| |
Unit-6 |
Teaching Hours:3 |
Chapter 6. Human Resource Plan
|
|
| |
Unit-6 |
Teaching Hours:3 |
Chapter 6. Human Resource Plan
|
|
| |
Unit-6 |
Teaching Hours:3 |
Chapter 6. Human Resource Plan
|
|
| |
Unit-6 |
Teaching Hours:3 |
Chapter 6. Human Resource Plan
|
|
| |
Unit-6 |
Teaching Hours:3 |
Chapter 6. Human Resource Plan
|
|
| |
Unit-6 |
Teaching Hours:3 |
Chapter 6. Human Resource Plan
|
|
| |
Unit-7 |
Teaching Hours:3 |
Chapter 7. Production and Operations
|
|
| |
Unit-7 |
Teaching Hours:3 |
Chapter 7. Production and Operations
|
|
| |
Unit-7 |
Teaching Hours:3 |
Chapter 7. Production and Operations
|
|
| |
Unit-7 |
Teaching Hours:3 |
Chapter 7. Production and Operations
|
|
| |
Unit-7 |
Teaching Hours:3 |
Chapter 7. Production and Operations
|
|
| |
Unit-7 |
Teaching Hours:3 |
Chapter 7. Production and Operations
|
|
| |
Unit-7 |
Teaching Hours:3 |
Chapter 7. Production and Operations
|
|
| |
Unit-7 |
Teaching Hours:3 |
Chapter 7. Production and Operations
|
|
| |
Unit-7 |
Teaching Hours:3 |
Chapter 7. Production and Operations
|
|
| |
Unit-7 |
Teaching Hours:3 |
Chapter 7. Production and Operations
|
|
| |
Unit-7 |
Teaching Hours:3 |
Chapter 7. Production and Operations
|
|
| |
Unit-7 |
Teaching Hours:3 |
Chapter 7. Production and Operations
|
|
| |
Unit-7 |
Teaching Hours:3 |
Chapter 7. Production and Operations
|
|
| |
Unit-7 |
Teaching Hours:3 |
Chapter 7. Production and Operations
|
|
| |
Unit-7 |
Teaching Hours:3 |
Chapter 7. Production and Operations
|
|
| |
Unit-7 |
Teaching Hours:3 |
Chapter 7. Production and Operations
|
|
| |
Unit-8 |
Teaching Hours:3 |
Chapter 8. Financial Plan
|
|
| |
Unit-8 |
Teaching Hours:3 |
Chapter 8. Financial Plan
|
|
| |
Unit-8 |
Teaching Hours:3 |
Chapter 8. Financial Plan
|
|
| |
Unit-8 |
Teaching Hours:3 |
Chapter 8. Financial Plan
|
|
| |
Unit-8 |
Teaching Hours:3 |
Chapter 8. Financial Plan
|
|
| |
Unit-8 |
Teaching Hours:3 |
Chapter 8. Financial Plan
|
|
| |
Unit-8 |
Teaching Hours:3 |
Chapter 8. Financial Plan
|
|
| |
Unit-8 |
Teaching Hours:3 |
Chapter 8. Financial Plan
|
|
| |
Unit-8 |
Teaching Hours:3 |
Chapter 8. Financial Plan
|
|
| |
Unit-8 |
Teaching Hours:3 |
Chapter 8. Financial Plan
|
|
| |
Unit-8 |
Teaching Hours:3 |
Chapter 8. Financial Plan
|
|
| |
Unit-8 |
Teaching Hours:3 |
Chapter 8. Financial Plan
|
|
| |
Unit-8 |
Teaching Hours:3 |
Chapter 8. Financial Plan
|
|
| |
Unit-8 |
Teaching Hours:3 |
Chapter 8. Financial Plan
|
|
| |
Unit-8 |
Teaching Hours:3 |
Chapter 8. Financial Plan
|
|
| |
Unit-8 |
Teaching Hours:3 |
Chapter 8. Financial Plan
|
|
| |
Unit-9 |
Teaching Hours:3 |
Chapter 9. Execution plan
|
|
Implementation strategy | |
Unit-9 |
Teaching Hours:3 |
Chapter 9. Execution plan
|
|
Implementation strategy | |
Unit-9 |
Teaching Hours:3 |
Chapter 9. Execution plan
|
|
Implementation strategy | |
Unit-9 |
Teaching Hours:3 |
Chapter 9. Execution plan
|
|
Implementation strategy | |
Unit-9 |
Teaching Hours:3 |
Chapter 9. Execution plan
|
|
Implementation strategy | |
Unit-9 |
Teaching Hours:3 |
Chapter 9. Execution plan
|
|
Implementation strategy | |
Unit-9 |
Teaching Hours:3 |
Chapter 9. Execution plan
|
|
Implementation strategy | |
Unit-9 |
Teaching Hours:3 |
Chapter 9. Execution plan
|
|
Implementation strategy | |
Unit-9 |
Teaching Hours:3 |
Chapter 9. Execution plan
|
|
Implementation strategy | |
Unit-9 |
Teaching Hours:3 |
Chapter 9. Execution plan
|
|
Implementation strategy | |
Unit-9 |
Teaching Hours:3 |
Chapter 9. Execution plan
|
|
Implementation strategy | |
Unit-9 |
Teaching Hours:3 |
Chapter 9. Execution plan
|
|
Implementation strategy | |
Unit-9 |
Teaching Hours:3 |
Chapter 9. Execution plan
|
|
Implementation strategy | |
Unit-9 |
Teaching Hours:3 |
Chapter 9. Execution plan
|
|
Implementation strategy | |
Unit-9 |
Teaching Hours:3 |
Chapter 9. Execution plan
|
|
Implementation strategy | |
Unit-9 |
Teaching Hours:3 |
Chapter 9. Execution plan
|
|
Implementation strategy | |
Unit-10 |
Teaching Hours:3 |
Chapter 10. Conclusion
|
|
This will be the final section of the project. A brief description of the work carried out form the first section. Conclusions to be derived from the logical analysis presented in the respective sections.
· APPENDICES · REFERENCES (in APA 6th ed format) | |
Unit-10 |
Teaching Hours:3 |
Chapter 10. Conclusion
|
|
This will be the final section of the project. A brief description of the work carried out form the first section. Conclusions to be derived from the logical analysis presented in the respective sections.
· APPENDICES · REFERENCES (in APA 6th ed format) | |
Unit-10 |
Teaching Hours:3 |
Chapter 10. Conclusion
|
|
This will be the final section of the project. A brief description of the work carried out form the first section. Conclusions to be derived from the logical analysis presented in the respective sections.
· APPENDICES · REFERENCES (in APA 6th ed format) | |
Unit-10 |
Teaching Hours:3 |
Chapter 10. Conclusion
|
|
This will be the final section of the project. A brief description of the work carried out form the first section. Conclusions to be derived from the logical analysis presented in the respective sections.
· APPENDICES · REFERENCES (in APA 6th ed format) | |
Unit-10 |
Teaching Hours:3 |
Chapter 10. Conclusion
|
|
This will be the final section of the project. A brief description of the work carried out form the first section. Conclusions to be derived from the logical analysis presented in the respective sections.
· APPENDICES · REFERENCES (in APA 6th ed format) | |
Unit-10 |
Teaching Hours:3 |
Chapter 10. Conclusion
|
|
This will be the final section of the project. A brief description of the work carried out form the first section. Conclusions to be derived from the logical analysis presented in the respective sections.
· APPENDICES · REFERENCES (in APA 6th ed format) | |
Unit-10 |
Teaching Hours:3 |
Chapter 10. Conclusion
|
|
This will be the final section of the project. A brief description of the work carried out form the first section. Conclusions to be derived from the logical analysis presented in the respective sections.
· APPENDICES · REFERENCES (in APA 6th ed format) | |
Unit-10 |
Teaching Hours:3 |
Chapter 10. Conclusion
|
|
This will be the final section of the project. A brief description of the work carried out form the first section. Conclusions to be derived from the logical analysis presented in the respective sections.
· APPENDICES · REFERENCES (in APA 6th ed format) | |
Unit-10 |
Teaching Hours:3 |
Chapter 10. Conclusion
|
|
This will be the final section of the project. A brief description of the work carried out form the first section. Conclusions to be derived from the logical analysis presented in the respective sections.
· APPENDICES · REFERENCES (in APA 6th ed format) | |
Unit-10 |
Teaching Hours:3 |
Chapter 10. Conclusion
|
|
This will be the final section of the project. A brief description of the work carried out form the first section. Conclusions to be derived from the logical analysis presented in the respective sections.
· APPENDICES · REFERENCES (in APA 6th ed format) | |
Unit-10 |
Teaching Hours:3 |
Chapter 10. Conclusion
|
|
This will be the final section of the project. A brief description of the work carried out form the first section. Conclusions to be derived from the logical analysis presented in the respective sections.
· APPENDICES · REFERENCES (in APA 6th ed format) | |
Unit-10 |
Teaching Hours:3 |
Chapter 10. Conclusion
|
|
This will be the final section of the project. A brief description of the work carried out form the first section. Conclusions to be derived from the logical analysis presented in the respective sections.
· APPENDICES · REFERENCES (in APA 6th ed format) | |
Unit-10 |
Teaching Hours:3 |
Chapter 10. Conclusion
|
|
This will be the final section of the project. A brief description of the work carried out form the first section. Conclusions to be derived from the logical analysis presented in the respective sections.
· APPENDICES · REFERENCES (in APA 6th ed format) | |
Unit-10 |
Teaching Hours:3 |
Chapter 10. Conclusion
|
|
This will be the final section of the project. A brief description of the work carried out form the first section. Conclusions to be derived from the logical analysis presented in the respective sections.
· APPENDICES · REFERENCES (in APA 6th ed format) | |
Unit-10 |
Teaching Hours:3 |
Chapter 10. Conclusion
|
|
This will be the final section of the project. A brief description of the work carried out form the first section. Conclusions to be derived from the logical analysis presented in the respective sections.
· APPENDICES · REFERENCES (in APA 6th ed format) | |
Unit-10 |
Teaching Hours:3 |
Chapter 10. Conclusion
|
|
This will be the final section of the project. A brief description of the work carried out form the first section. Conclusions to be derived from the logical analysis presented in the respective sections.
· APPENDICES · REFERENCES (in APA 6th ed format) | |
Text Books And Reference Books: Newspapers Magazines Internet Journals Company websites Reports | |
Essential Reading / Recommended Reading Newspapers Magazines Internet Journals Company websites Reports | |
BFMA201-4 - ADVANCED DATA ANALYTICS USING PYTHON (2023 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 will prepare students to learn how to use analytics in real-world challenges for decision-making in real-life problems. One of the most critical aspects of this course is that the student is getting hands-on experience creating analytics models. Python is a high-level, general-purpose programming language; its built-in libraries and functions enhance the skills required to implement various concepts and techniques in better decision-making with the help of data analytics. The course will cover multiple programming concepts and techniques for real-world business, finance, healthcare, and more applications. In addition to theoretical concepts, the course will provide hands-on experience with various libraries and their usage in creating projects and assignments. This course is designed for students interested in understanding advanced data analytics and its applications. Upon completing this course, students will have a strong foundation in data analytics using Python programming and various techniques and be well-equipped to pursue further study or career opportunities in this rapidly growing field.
Course Objectives: · To identify various techniques for data analytics using Python. · To apply various libraries in Python for data processing and analysis. · To develop algorithms and programs to serve real-world data analytics problems. · To create and utilize functions for efficient data analytics using Python. |
|
Learning Outcome |
|
CO1: Comprehend the fundamental concepts of data analytics and its usage in real-world applications. CO2: Apply data analytics using various techniques to solve real-world problems. CO3: Analyze the usage of different analytical techniques for providing efficient solutions. CO4: Design and implement python-based data analytics solutions to meet specific requirements. CO5: Develop different python programs using functions, internal and external packages, and libraries. |
Unit-1 |
Teaching Hours:8 |
||||||||||||||||||||||||||||||||||||||||||
Introduction to Analytics using Python
|
|||||||||||||||||||||||||||||||||||||||||||
Python applications in Analytics, Numeric data type, string data type and string operations, list and list slicing operations, tuple data type and operations and programming with the same. conditional blocks using if, else and elif, simple for loops, for loop using ranges, string, list and dictionaries, while loops, loop manipulation using pass, continue, break and else in Python and programming with the same. Functions and procedures | |||||||||||||||||||||||||||||||||||||||||||
Unit-1 |
Teaching Hours:8 |
||||||||||||||||||||||||||||||||||||||||||
Introduction to Analytics using Python
|
|||||||||||||||||||||||||||||||||||||||||||
Python applications in Analytics, Numeric data type, string data type and string operations, list and list slicing operations, tuple data type and operations and programming with the same. conditional blocks using if, else and elif, simple for loops, for loop using ranges, string, list and dictionaries, while loops, loop manipulation using pass, continue, break and else in Python and programming with the same. Functions and procedures | |||||||||||||||||||||||||||||||||||||||||||
Unit-2 |
Teaching Hours:8 |
||||||||||||||||||||||||||||||||||||||||||
Data collection methods
|
|||||||||||||||||||||||||||||||||||||||||||
Define and use functions and modules, working with recursion, Basic skills for working with lists, work with a list of lists, work with tuples, work with dates and times, Introduction to file I/O, use text files, use CSV files, use binary files, handle a single exception, handle multiple exceptions | |||||||||||||||||||||||||||||||||||||||||||
Unit-2 |
Teaching Hours:8 |
||||||||||||||||||||||||||||||||||||||||||
Data collection methods
|
|||||||||||||||||||||||||||||||||||||||||||
Define and use functions and modules, working with recursion, Basic skills for working with lists, work with a list of lists, work with tuples, work with dates and times, Introduction to file I/O, use text files, use CSV files, use binary files, handle a single exception, handle multiple exceptions | |||||||||||||||||||||||||||||||||||||||||||
Unit-3 |
Teaching Hours:8 |
||||||||||||||||||||||||||||||||||||||||||
Data manipulation methods
|
|||||||||||||||||||||||||||||||||||||||||||
Conditional execution, Boolean expressions, simple if statement, if/else, compound Boolean expressions, nested conditions, decision statements, conditional expressions Iterations, while statement, definite vs indefinite loops, nested loops, abnormal loop termination | |||||||||||||||||||||||||||||||||||||||||||
Unit-3 |
Teaching Hours:8 |
||||||||||||||||||||||||||||||||||||||||||
Data manipulation methods
|
|||||||||||||||||||||||||||||||||||||||||||
Conditional execution, Boolean expressions, simple if statement, if/else, compound Boolean expressions, nested conditions, decision statements, conditional expressions Iterations, while statement, definite vs indefinite loops, nested loops, abnormal loop termination | |||||||||||||||||||||||||||||||||||||||||||
Unit-4 |
Teaching Hours:8 |
||||||||||||||||||||||||||||||||||||||||||
GUI Programming in Python
|
|||||||||||||||||||||||||||||||||||||||||||
Introduction to GUI programming, Tkinter, PyGUI, PySimpleGUI, PyForms, Working with widgets: Button, labels, text boxes, Checkbutton, etc. Designing a GUI for handling data and showcasing analytical outputs and results. | |||||||||||||||||||||||||||||||||||||||||||
Unit-4 |
Teaching Hours:8 |
||||||||||||||||||||||||||||||||||||||||||
GUI Programming in Python
|
|||||||||||||||||||||||||||||||||||||||||||
Introduction to GUI programming, Tkinter, PyGUI, PySimpleGUI, PyForms, Working with widgets: Button, labels, text boxes, Checkbutton, etc. Designing a GUI for handling data and showcasing analytical outputs and results. | |||||||||||||||||||||||||||||||||||||||||||
Unit-5 |
Teaching Hours:8 |
||||||||||||||||||||||||||||||||||||||||||
Python Packages/Libraries
|
|||||||||||||||||||||||||||||||||||||||||||
NumPy: Arrays and Vectorized Computation, Data Manipulation with pandas Data Visualization with matplotlib, Machine Learning with scikit-learn | |||||||||||||||||||||||||||||||||||||||||||
Unit-5 |
Teaching Hours:8 |
||||||||||||||||||||||||||||||||||||||||||
Python Packages/Libraries
|
|||||||||||||||||||||||||||||||||||||||||||
NumPy: Arrays and Vectorized Computation, Data Manipulation with pandas Data Visualization with matplotlib, Machine Learning with scikit-learn | |||||||||||||||||||||||||||||||||||||||||||
Unit-6 |
Teaching Hours:10 |
||||||||||||||||||||||||||||||||||||||||||
Python and Data Analytics
|
|||||||||||||||||||||||||||||||||||||||||||
Supervised Learning Techniques and Types, Unsupervised Learning Techniques and types, Model Selection and Evaluation | |||||||||||||||||||||||||||||||||||||||||||
Unit-6 |
Teaching Hours:10 |
||||||||||||||||||||||||||||||||||||||||||
Python and Data Analytics
|
|||||||||||||||||||||||||||||||||||||||||||
Supervised Learning Techniques and Types, Unsupervised Learning Techniques and types, Model Selection and Evaluation | |||||||||||||||||||||||||||||||||||||||||||
Unit-7 |
Teaching Hours:10 |
||||||||||||||||||||||||||||||||||||||||||
Python Application in Business Analytics
|
|||||||||||||||||||||||||||||||||||||||||||
Python for Text Analytics, Handling Qualitative Data, Python for Spatial Analytical, Web Scraping Data & its application in Business with Use Case / Case Study. | |||||||||||||||||||||||||||||||||||||||||||
Unit-7 |
Teaching Hours:10 |
||||||||||||||||||||||||||||||||||||||||||
Python Application in Business Analytics
|
|||||||||||||||||||||||||||||||||||||||||||
Python for Text Analytics, Handling Qualitative Data, Python for Spatial Analytical, Web Scraping Data & its application in Business with Use Case / Case Study. | |||||||||||||||||||||||||||||||||||||||||||
Text Books And Reference Books: Core Text: 1. Mark Lutz (2010), Programming Python, 4th Edition, O'Reilly 2. Richard L. Halterman (2011), Learning to Program with Python. | |||||||||||||||||||||||||||||||||||||||||||
Essential Reading / Recommended Reading Reference Books: 1. David Beazley and Brian K. Jones (2013), Python Cookbook 2. Martin C. Brown (2018). Python The Complete Reference, 4th Edition, Tata McGraw-Hill Education India 3. Reema Thareja (2019), Python Programming: Using Problem-Solving Approach, OUP, India | |||||||||||||||||||||||||||||||||||||||||||
Evaluation Pattern
| |||||||||||||||||||||||||||||||||||||||||||
BFMA202-4 - CORPORATE ACCOUNTING (2023 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 will prepare students to learn a branch of Financial Accounting that studies the accounting process of those operations that present specific unique features according to the legal status of the figure engaging in the business activity in question Accounting is the process of giving people information about the finance of an organization and is often referred to as the language of business because the information provided is generally in a consistent format and is based on generally accepted principals. Accounting is the collection, measurement and communication of economic information that is used for planning, reporting and decision-making. Course Objectives : The course aims to help learners to acquire conceptual knowledge of corporate accounting systems and to learn the techniques of preparing the financial statements of companies. |
|||||||||||||||||||||||||||||||||||||||||||
Learning Outcome |
|||||||||||||||||||||||||||||||||||||||||||
CO1: Analyze the Issue of shares and debentures procedure. CO2: Describe the Procedure of underwriting of shares. CO3: Analyze the profit prior to incorporation CO4: Interpret the valuation of intangible assets. CO5: Analyze the corporate banking system CO6: Prepare Corporate liquidation statements. CO7: Understand the Recent accounting practices. |
Unit-1 |
Teaching Hours:10 |
||||||||||||||||||||||||||||
Issue of shares and Debentures
|
|||||||||||||||||||||||||||||
Shares – Types of shares – Issue of shares – At par, Premium and Discount – Calls in arear – Calls in Advance - Pro-rata Allotment – Forfeiture of shares – Debentures – Issue of Debentures. | |||||||||||||||||||||||||||||
Unit-1 |
Teaching Hours:10 |
||||||||||||||||||||||||||||
Issue of shares and Debentures
|
|||||||||||||||||||||||||||||
Shares – Types of shares – Issue of shares – At par, Premium and Discount – Calls in arear – Calls in Advance - Pro-rata Allotment – Forfeiture of shares – Debentures – Issue of Debentures. | |||||||||||||||||||||||||||||
Unit-2 |
Teaching Hours:10 |
||||||||||||||||||||||||||||
Underwriting of Shares
|
|||||||||||||||||||||||||||||
Underwriting of shares and debentures – Types of underwriting – Marked and Unmarked Applications – Individual Underwriting – Firm Underwriting. Treatment of Marked application as firm underwriting (Excluding Journal entries) | |||||||||||||||||||||||||||||
Unit-2 |
Teaching Hours:10 |
||||||||||||||||||||||||||||
Underwriting of Shares
|
|||||||||||||||||||||||||||||
Underwriting of shares and debentures – Types of underwriting – Marked and Unmarked Applications – Individual Underwriting – Firm Underwriting. Treatment of Marked application as firm underwriting (Excluding Journal entries) | |||||||||||||||||||||||||||||
Unit-3 |
Teaching Hours:10 |
||||||||||||||||||||||||||||
Profit Prior to Incorporation
|
|||||||||||||||||||||||||||||
Meaning – Sales Ratio – Time Ratio – Weighted Ratio – Treatment of Capital and Revenue Expenditure – Ascertainment of pre-incorporation and post-incorporation profit by preparing Income Statement and Balance Sheet. | |||||||||||||||||||||||||||||
Unit-3 |
Teaching Hours:10 |
||||||||||||||||||||||||||||
Profit Prior to Incorporation
|
|||||||||||||||||||||||||||||
Meaning – Sales Ratio – Time Ratio – Weighted Ratio – Treatment of Capital and Revenue Expenditure – Ascertainment of pre-incorporation and post-incorporation profit by preparing Income Statement and Balance Sheet. | |||||||||||||||||||||||||||||
Unit-4 |
Teaching Hours:10 |
||||||||||||||||||||||||||||
Valuation of Goodwill.
|
|||||||||||||||||||||||||||||
Meaning – Circumstances of Valuation of Goodwill – Factors influencing the value of Goodwill – Methods of Valuation of Goodwill: Average Profit Method, Super Profit Method, Capitalization of average Profit Method, Capitalization of Super Profit Method, and Annuity Method - Problems. | |||||||||||||||||||||||||||||
Unit-4 |
Teaching Hours:10 |
||||||||||||||||||||||||||||
Valuation of Goodwill.
|
|||||||||||||||||||||||||||||
Meaning – Circumstances of Valuation of Goodwill – Factors influencing the value of Goodwill – Methods of Valuation of Goodwill: Average Profit Method, Super Profit Method, Capitalization of average Profit Method, Capitalization of Super Profit Method, and Annuity Method - Problems. | |||||||||||||||||||||||||||||
Unit-5 |
Teaching Hours:8 |
||||||||||||||||||||||||||||
Corporate Bank Accounts
|
|||||||||||||||||||||||||||||
Corporate Bank Accounts: Rebate on Bills Discount – Interest on Doubtful Debts – Preparation of Profit and Loss Accounts and Balance Sheet with Relevant Schedule (New Method) – Non – Performing Assets (NPA). | |||||||||||||||||||||||||||||
Unit-5 |
Teaching Hours:8 |
||||||||||||||||||||||||||||
Corporate Bank Accounts
|
|||||||||||||||||||||||||||||
Corporate Bank Accounts: Rebate on Bills Discount – Interest on Doubtful Debts – Preparation of Profit and Loss Accounts and Balance Sheet with Relevant Schedule (New Method) – Non – Performing Assets (NPA). | |||||||||||||||||||||||||||||
Unit-6 |
Teaching Hours:8 |
||||||||||||||||||||||||||||
Liquidation of Companies.
|
|||||||||||||||||||||||||||||
Liquidation – Statement of Affairs and Deficiency Accounting – Liquidator’s Final Statement of Receipts and Payments. | |||||||||||||||||||||||||||||
Unit-6 |
Teaching Hours:8 |
||||||||||||||||||||||||||||
Liquidation of Companies.
|
|||||||||||||||||||||||||||||
Liquidation – Statement of Affairs and Deficiency Accounting – Liquidator’s Final Statement of Receipts and Payments. | |||||||||||||||||||||||||||||
Unit-7 |
Teaching Hours:6 |
||||||||||||||||||||||||||||
Human resource Accounting
|
|||||||||||||||||||||||||||||
Human Resource Accounting – Accounting Standards – Financial Reporting Practices – Accounting for Price Level changes. | |||||||||||||||||||||||||||||
Unit-7 |
Teaching Hours:6 |
||||||||||||||||||||||||||||
Human resource Accounting
|
|||||||||||||||||||||||||||||
Human Resource Accounting – Accounting Standards – Financial Reporting Practices – Accounting for Price Level changes. | |||||||||||||||||||||||||||||
Text Books And Reference Books: · Bergeron, B. (2003). Essentials of XBRL: Financial Reporting in the 21st Century. (1stEd.). New Jersey: John Wiley & Sons. ● Dam, B. B., & Gautam, H. C. (2019). Corporate Accounting. Guwahati: Gayatri Publications. ● Goyal, B. K. (2021). Corporate Accounting. (7th Ed.). New Delhi: Taxmann Publication. ● Goyal, V. K., & Goyal, R. (2012). Corporate Accounting. (3rd Ed.). New Delhi: PHI Learning. Jain, S. P., & Narang, K. L. (2015). Corporate Accounting. New Delhi: Kalyani Publishers. ● Kumar, A. (2021). Corporate Accounting. (7th Ed.). New Delhi: Singhal Publications. ● Maheshwari, S. N., Maheshwari, S. K.,& Maheshwari, S. K. (2018). Corporate Accounting. (6th Ed.). New Delhi: Vikas Publishing House. ● Monga, J. R,& Bahadur, R. (2022). Fundamentals of Corporate Accounting. (27th Ed.). New Delhi: Scholar Tech Press. ● Mukherjee, A., & Hanif, M. (2017). Corporate Accounting. (2nd Ed.). New Delhi: Tata McGraw Hill Education.
| |||||||||||||||||||||||||||||
Essential Reading / Recommended Reading
● Sah, R.K. (2019). Concept Building Approach to Corporate Accounting. (2nd Ed.). Cengage. ● Sehgal, A. (2012). Fundamentals of Corporate Accounting.(3rdEd.). New Delhi:Taxmann Publication. ● Shukla, M. C., Grewal, T. S., & Gupta, S. C. (2016). Advanced Accounts. Vol.-II. (19th Ed.). New Delhi: S. Chand Publishing. ● Tulsian, P. C., & Tulsian, B. (2008). Corporate Accounting. (Rev. Ed.). New Delhi: S.Chand Publishing. | |||||||||||||||||||||||||||||
Evaluation Pattern
| |||||||||||||||||||||||||||||
BFMA261-4 - ANALYTICS FOR FINANCE (2023 Batch) | |||||||||||||||||||||||||||||
Total Teaching Hours for Semester:30 |
No of Lecture Hours/Week:2 |
||||||||||||||||||||||||||||
Max Marks:50 |
Credits:2 |
||||||||||||||||||||||||||||
Course Objectives/Course Description |
|||||||||||||||||||||||||||||
This course is mainly focusing on the understanding of principles and techniques of Python language for business applications. The course involves an introduction to the fundamentals of Python and solving case studies related to “Financial Analytics”. 1. To explain the basics of Python used for analytics 2. To learn how to deal with the big data used for Financial Analytics 3. To learn the usage of various tools for deep learning for financial analytics To learn the usage of various tools for Financial Analytics |
|||||||||||||||||||||||||||||
Learning Outcome |
|||||||||||||||||||||||||||||
CO1: To understand the importance of financial analytics for forward looking and systematic allocation of Finance resources. CO2: To Analyse data and develop insight from its address strategic Financial challenges CO3: To learn model building process used for solving Financial problems CO4: To choose various analytical techniques for improving Financial decisions CO5: To know how the use Financial analytics to use predictive modelling for organizations |
Unit-1 |
Teaching Hours:4 |
|
Introduction to Financial Analytics:
|
||
| ||
Unit-1 |
Teaching Hours:4 |
|
Introduction to Financial Analytics:
|
||
| ||
Unit-2 |
Teaching Hours:8 |
|
Analysing Financial Performance
|
||
Three-Statement Model, Discounted Cash Flow (DCF) Model Merger Model (M&A), Leveraged Buyout (LBO) Model | ||
Unit-2 |
Teaching Hours:8 |
|
Analysing Financial Performance
|
||
Three-Statement Model, Discounted Cash Flow (DCF) Model Merger Model (M&A), Leveraged Buyout (LBO) Model | ||
Unit-3 |
Teaching Hours:10 |
|
Asset Portfolio Models & Modelling Volatility and Risk
|
||
Basics of portfolio construction, Portfolio hedging, Markowitz Theorem, Capital Asset Pricing Model, Diversification and Portfolio Optimization, Characteristics of volatility. Application of Value at Risk (VaR) | ||
Unit-3 |
Teaching Hours:10 |
|
Asset Portfolio Models & Modelling Volatility and Risk
|
||
Basics of portfolio construction, Portfolio hedging, Markowitz Theorem, Capital Asset Pricing Model, Diversification and Portfolio Optimization, Characteristics of volatility. Application of Value at Risk (VaR) | ||
Unit-4 |
Teaching Hours:8 |
|
High-Frequency Data Analysis & Modelling Credit Risk
|
||
Non synchronous Trading, Bid–Ask Spread of trading Prices, Empirical Characteristics of Trading Data, Models for Price Changes, Duration Models, Corporate Liabilities as contingent claims, Endogenous default boundaries and optional Capital Structure, Intensity Modelling, Rating based term-structure models | ||
Unit-4 |
Teaching Hours:8 |
|
High-Frequency Data Analysis & Modelling Credit Risk
|
||
Non synchronous Trading, Bid–Ask Spread of trading Prices, Empirical Characteristics of Trading Data, Models for Price Changes, Duration Models, Corporate Liabilities as contingent claims, Endogenous default boundaries and optional Capital Structure, Intensity Modelling, Rating based term-structure models | ||
Text Books And Reference Books:
Statistics and Data Analysis for Financial Engineering, Second Edition, Springer | ||
Essential Reading / Recommended Reading
| ||
Evaluation Pattern CIA 1 - 25 MARKS - 25% CIA II - 25 MARKS - 25% TOTAL - 50 | ||
FRE181-4 - FRENCH (2023 Batch) | ||
Total Teaching Hours for Semester:30 |
No of Lecture Hours/Week:2 |
|
Max Marks:50 |
Credits:2 |
|
Course Objectives/Course Description |
||
Programme Objectives - The curriculum of the French course offered as II language to II BA/BSc/BCom students is designed to suit the present-day requirements where the emphasis is more on the Oral communication. Beginning with day-to-day situations with its dialogues the stress is on the spoken word. The part on French civilization offers one useful insight on life and living in France. Course Description -French as a second language in the UG program. The method< Adomania> consists of a student's book and an activity book, both included in the digital manual. It consists of 8 units. The structure of each unit begins with basic communication aspects, leading to basic expressions, vocabulary, cultural aspects, functional and practical French stage by stage in each unit. This< manual> covers all the necessary global parameters. Course Objectives · To develop basic and communication skills sharpen oral and written skills. · To enhance knowledge on French culture. · To enrich the learner’s vocabulary · To enable learners to engage in and discuss simple topics with ease |
||
Learning Outcome |
||
CO1: Enhancement of communicative competencies and sharpening of written and oral communicative skills. CO2: Basic knowledge of french civilization. CO3: Enrichment of vocabulary. CO4: Enhanced ability to engage in conversations and discussions in French with ease. |
Unit-1 |
Teaching Hours:6 |
|||||||||||||||||||||
5
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-1 |
Teaching Hours:6 |
|||||||||||||||||||||
5
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-1 |
Teaching Hours:6 |
|||||||||||||||||||||
5
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-1 |
Teaching Hours:6 |
|||||||||||||||||||||
5
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-1 |
Teaching Hours:6 |
|||||||||||||||||||||
5
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-1 |
Teaching Hours:6 |
|||||||||||||||||||||
5
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-1 |
Teaching Hours:6 |
|||||||||||||||||||||
5
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-1 |
Teaching Hours:6 |
|||||||||||||||||||||
5
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-1 |
Teaching Hours:6 |
|||||||||||||||||||||
5
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-1 |
Teaching Hours:6 |
|||||||||||||||||||||
5
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-1 |
Teaching Hours:6 |
|||||||||||||||||||||
5
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-1 |
Teaching Hours:6 |
|||||||||||||||||||||
5
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-1 |
Teaching Hours:6 |
|||||||||||||||||||||
5
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-1 |
Teaching Hours:6 |
|||||||||||||||||||||
5
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-1 |
Teaching Hours:6 |
|||||||||||||||||||||
5
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-1 |
Teaching Hours:6 |
|||||||||||||||||||||
5
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-1 |
Teaching Hours:6 |
|||||||||||||||||||||
5
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-1 |
Teaching Hours:6 |
|||||||||||||||||||||
5
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-1 |
Teaching Hours:6 |
|||||||||||||||||||||
5
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-1 |
Teaching Hours:6 |
|||||||||||||||||||||
5
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-1 |
Teaching Hours:6 |
|||||||||||||||||||||
5
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-1 |
Teaching Hours:6 |
|||||||||||||||||||||
5
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-1 |
Teaching Hours:6 |
|||||||||||||||||||||
5
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-1 |
Teaching Hours:6 |
|||||||||||||||||||||
5
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-1 |
Teaching Hours:6 |
|||||||||||||||||||||
5
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-1 |
Teaching Hours:6 |
|||||||||||||||||||||
5
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-1 |
Teaching Hours:6 |
|||||||||||||||||||||
5
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-1 |
Teaching Hours:6 |
|||||||||||||||||||||
5
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-1 |
Teaching Hours:6 |
|||||||||||||||||||||
5
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-1 |
Teaching Hours:6 |
|||||||||||||||||||||
5
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-1 |
Teaching Hours:6 |
|||||||||||||||||||||
5
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-1 |
Teaching Hours:6 |
|||||||||||||||||||||
5
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-1 |
Teaching Hours:6 |
|||||||||||||||||||||
5
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-1 |
Teaching Hours:6 |
|||||||||||||||||||||
5
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-1 |
Teaching Hours:6 |
|||||||||||||||||||||
5
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-1 |
Teaching Hours:6 |
|||||||||||||||||||||
5
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-1 |
Teaching Hours:6 |
|||||||||||||||||||||
5
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-1 |
Teaching Hours:6 |
|||||||||||||||||||||
5
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-1 |
Teaching Hours:6 |
|||||||||||||||||||||
5
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-1 |
Teaching Hours:6 |
|||||||||||||||||||||
5
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-1 |
Teaching Hours:6 |
|||||||||||||||||||||
5
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-1 |
Teaching Hours:6 |
|||||||||||||||||||||
5
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-1 |
Teaching Hours:6 |
|||||||||||||||||||||
5
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-1 |
Teaching Hours:6 |
|||||||||||||||||||||
5
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-1 |
Teaching Hours:6 |
|||||||||||||||||||||
5
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-1 |
Teaching Hours:6 |
|||||||||||||||||||||
5
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-1 |
Teaching Hours:6 |
|||||||||||||||||||||
5
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-1 |
Teaching Hours:6 |
|||||||||||||||||||||
5
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-1 |
Teaching Hours:6 |
|||||||||||||||||||||
5
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-1 |
Teaching Hours:6 |
|||||||||||||||||||||
5
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-1 |
Teaching Hours:6 |
|||||||||||||||||||||
5
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-1 |
Teaching Hours:6 |
|||||||||||||||||||||
5
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-1 |
Teaching Hours:6 |
|||||||||||||||||||||
5
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-1 |
Teaching Hours:6 |
|||||||||||||||||||||
5
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-1 |
Teaching Hours:6 |
|||||||||||||||||||||
5
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-1 |
Teaching Hours:6 |
|||||||||||||||||||||
5
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-1 |
Teaching Hours:6 |
|||||||||||||||||||||
5
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-1 |
Teaching Hours:6 |
|||||||||||||||||||||
5
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-1 |
Teaching Hours:6 |
|||||||||||||||||||||
5
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-1 |
Teaching Hours:6 |
|||||||||||||||||||||
5
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-1 |
Teaching Hours:6 |
|||||||||||||||||||||
5
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-1 |
Teaching Hours:6 |
|||||||||||||||||||||
5
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-1 |
Teaching Hours:6 |
|||||||||||||||||||||
5
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-1 |
Teaching Hours:6 |
|||||||||||||||||||||
5
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-1 |
Teaching Hours:6 |
|||||||||||||||||||||
5
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-1 |
Teaching Hours:6 |
|||||||||||||||||||||
5
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-1 |
Teaching Hours:6 |
|||||||||||||||||||||
5
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-1 |
Teaching Hours:6 |
|||||||||||||||||||||
5
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-1 |
Teaching Hours:6 |
|||||||||||||||||||||
5
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-1 |
Teaching Hours:6 |
|||||||||||||||||||||
5
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-1 |
Teaching Hours:6 |
|||||||||||||||||||||
5
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-1 |
Teaching Hours:6 |
|||||||||||||||||||||
5
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-1 |
Teaching Hours:6 |
|||||||||||||||||||||
5
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-1 |
Teaching Hours:6 |
|||||||||||||||||||||
5
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-1 |
Teaching Hours:6 |
|||||||||||||||||||||
5
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-1 |
Teaching Hours:6 |
|||||||||||||||||||||
5
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-1 |
Teaching Hours:6 |
|||||||||||||||||||||
5
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-1 |
Teaching Hours:6 |
|||||||||||||||||||||
5
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-1 |
Teaching Hours:6 |
|||||||||||||||||||||
5
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-1 |
Teaching Hours:6 |
|||||||||||||||||||||
5
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-1 |
Teaching Hours:6 |
|||||||||||||||||||||
5
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-2 |
Teaching Hours:8 |
|||||||||||||||||||||
Unit 6
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-2 |
Teaching Hours:8 |
|||||||||||||||||||||
Unit 6
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-2 |
Teaching Hours:8 |
|||||||||||||||||||||
Unit 6
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-2 |
Teaching Hours:8 |
|||||||||||||||||||||
Unit 6
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-2 |
Teaching Hours:8 |
|||||||||||||||||||||
Unit 6
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-2 |
Teaching Hours:8 |
|||||||||||||||||||||
Unit 6
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-2 |
Teaching Hours:8 |
|||||||||||||||||||||
Unit 6
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-2 |
Teaching Hours:8 |
|||||||||||||||||||||
Unit 6
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-2 |
Teaching Hours:8 |
|||||||||||||||||||||
Unit 6
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-2 |
Teaching Hours:8 |
|||||||||||||||||||||
Unit 6
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-2 |
Teaching Hours:8 |
|||||||||||||||||||||
Unit 6
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-2 |
Teaching Hours:8 |
|||||||||||||||||||||
Unit 6
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-2 |
Teaching Hours:8 |
|||||||||||||||||||||
Unit 6
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-2 |
Teaching Hours:8 |
|||||||||||||||||||||
Unit 6
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-2 |
Teaching Hours:8 |
|||||||||||||||||||||
Unit 6
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-2 |
Teaching Hours:8 |
|||||||||||||||||||||
Unit 6
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-2 |
Teaching Hours:8 |
|||||||||||||||||||||
Unit 6
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-2 |
Teaching Hours:8 |
|||||||||||||||||||||
Unit 6
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-2 |
Teaching Hours:8 |
|||||||||||||||||||||
Unit 6
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-2 |
Teaching Hours:8 |
|||||||||||||||||||||
Unit 6
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-2 |
Teaching Hours:8 |
|||||||||||||||||||||
Unit 6
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-2 |
Teaching Hours:8 |
|||||||||||||||||||||
Unit 6
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-2 |
Teaching Hours:8 |
|||||||||||||||||||||
Unit 6
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-2 |
Teaching Hours:8 |
|||||||||||||||||||||
Unit 6
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-2 |
Teaching Hours:8 |
|||||||||||||||||||||
Unit 6
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-2 |
Teaching Hours:8 |
|||||||||||||||||||||
Unit 6
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-2 |
Teaching Hours:8 |
|||||||||||||||||||||
Unit 6
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-2 |
Teaching Hours:8 |
|||||||||||||||||||||
Unit 6
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-2 |
Teaching Hours:8 |
|||||||||||||||||||||
Unit 6
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-2 |
Teaching Hours:8 |
|||||||||||||||||||||
Unit 6
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-2 |
Teaching Hours:8 |
|||||||||||||||||||||
Unit 6
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-2 |
Teaching Hours:8 |
|||||||||||||||||||||
Unit 6
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-2 |
Teaching Hours:8 |
|||||||||||||||||||||
Unit 6
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-2 |
Teaching Hours:8 |
|||||||||||||||||||||
Unit 6
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-2 |
Teaching Hours:8 |
|||||||||||||||||||||
Unit 6
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-2 |
Teaching Hours:8 |
|||||||||||||||||||||
Unit 6
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-2 |
Teaching Hours:8 |
|||||||||||||||||||||
Unit 6
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-2 |
Teaching Hours:8 |
|||||||||||||||||||||
Unit 6
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-2 |
Teaching Hours:8 |
|||||||||||||||||||||
Unit 6
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-2 |
Teaching Hours:8 |
|||||||||||||||||||||
Unit 6
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-2 |
Teaching Hours:8 |
|||||||||||||||||||||
Unit 6
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-2 |
Teaching Hours:8 |
|||||||||||||||||||||
Unit 6
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-2 |
Teaching Hours:8 |
|||||||||||||||||||||
Unit 6
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-2 |
Teaching Hours:8 |
|||||||||||||||||||||
Unit 6
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-2 |
Teaching Hours:8 |
|||||||||||||||||||||
Unit 6
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-2 |
Teaching Hours:8 |
|||||||||||||||||||||
Unit 6
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-2 |
Teaching Hours:8 |
|||||||||||||||||||||
Unit 6
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-2 |
Teaching Hours:8 |
|||||||||||||||||||||
Unit 6
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-2 |
Teaching Hours:8 |
|||||||||||||||||||||
Unit 6
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-2 |
Teaching Hours:8 |
|||||||||||||||||||||
Unit 6
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-2 |
Teaching Hours:8 |
|||||||||||||||||||||
Unit 6
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-2 |
Teaching Hours:8 |
|||||||||||||||||||||
Unit 6
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-2 |
Teaching Hours:8 |
|||||||||||||||||||||
Unit 6
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-2 |
Teaching Hours:8 |
|||||||||||||||||||||
Unit 6
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-2 |
Teaching Hours:8 |
|||||||||||||||||||||
Unit 6
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-2 |
Teaching Hours:8 |
|||||||||||||||||||||
Unit 6
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-2 |
Teaching Hours:8 |
|||||||||||||||||||||
Unit 6
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-2 |
Teaching Hours:8 |
|||||||||||||||||||||
Unit 6
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-2 |
Teaching Hours:8 |
|||||||||||||||||||||
Unit 6
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-2 |
Teaching Hours:8 |
|||||||||||||||||||||
Unit 6
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-2 |
Teaching Hours:8 |
|||||||||||||||||||||
Unit 6
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-2 |
Teaching Hours:8 |
|||||||||||||||||||||
Unit 6
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-2 |
Teaching Hours:8 |
|||||||||||||||||||||
Unit 6
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-2 |
Teaching Hours:8 |
|||||||||||||||||||||
Unit 6
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-2 |
Teaching Hours:8 |
|||||||||||||||||||||
Unit 6
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-2 |
Teaching Hours:8 |
|||||||||||||||||||||
Unit 6
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-2 |
Teaching Hours:8 |
|||||||||||||||||||||
Unit 6
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-2 |
Teaching Hours:8 |
|||||||||||||||||||||
Unit 6
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-2 |
Teaching Hours:8 |
|||||||||||||||||||||
Unit 6
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-2 |
Teaching Hours:8 |
|||||||||||||||||||||
Unit 6
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-2 |
Teaching Hours:8 |
|||||||||||||||||||||
Unit 6
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-2 |
Teaching Hours:8 |
|||||||||||||||||||||
Unit 6
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-2 |
Teaching Hours:8 |
|||||||||||||||||||||
Unit 6
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-2 |
Teaching Hours:8 |
|||||||||||||||||||||
Unit 6
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-2 |
Teaching Hours:8 |
|||||||||||||||||||||
Unit 6
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-2 |
Teaching Hours:8 |
|||||||||||||||||||||
Unit 6
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-2 |
Teaching Hours:8 |
|||||||||||||||||||||
Unit 6
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-2 |
Teaching Hours:8 |
|||||||||||||||||||||
Unit 6
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-2 |
Teaching Hours:8 |
|||||||||||||||||||||
Unit 6
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-2 |
Teaching Hours:8 |
|||||||||||||||||||||
Unit 6
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-2 |
Teaching Hours:8 |
|||||||||||||||||||||
Unit 6
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-3 |
Teaching Hours:8 |
|||||||||||||||||||||
Unit 7
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-3 |
Teaching Hours:8 |
|||||||||||||||||||||
Unit 7
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-3 |
Teaching Hours:8 |
|||||||||||||||||||||
Unit 7
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-3 |
Teaching Hours:8 |
|||||||||||||||||||||
Unit 7
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-3 |
Teaching Hours:8 |
|||||||||||||||||||||
Unit 7
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-3 |
Teaching Hours:8 |
|||||||||||||||||||||
Unit 7
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-3 |
Teaching Hours:8 |
|||||||||||||||||||||
Unit 7
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-3 |
Teaching Hours:8 |
|||||||||||||||||||||
Unit 7
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-3 |
Teaching Hours:8 |
|||||||||||||||||||||
Unit 7
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-3 |
Teaching Hours:8 |
|||||||||||||||||||||
Unit 7
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-3 |
Teaching Hours:8 |
|||||||||||||||||||||
Unit 7
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-3 |
Teaching Hours:8 |
|||||||||||||||||||||
Unit 7
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-3 |
Teaching Hours:8 |
|||||||||||||||||||||
Unit 7
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-3 |
Teaching Hours:8 |
|||||||||||||||||||||
Unit 7
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-3 |
Teaching Hours:8 |
|||||||||||||||||||||
Unit 7
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-3 |
Teaching Hours:8 |
|||||||||||||||||||||
Unit 7
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-3 |
Teaching Hours:8 |
|||||||||||||||||||||
Unit 7
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-3 |
Teaching Hours:8 |
|||||||||||||||||||||
Unit 7
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-3 |
Teaching Hours:8 |
|||||||||||||||||||||
Unit 7
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-3 |
Teaching Hours:8 |
|||||||||||||||||||||
Unit 7
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-3 |
Teaching Hours:8 |
|||||||||||||||||||||
Unit 7
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-3 |
Teaching Hours:8 |
|||||||||||||||||||||
Unit 7
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-3 |
Teaching Hours:8 |
|||||||||||||||||||||
Unit 7
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-3 |
Teaching Hours:8 |
|||||||||||||||||||||
Unit 7
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-3 |
Teaching Hours:8 |
|||||||||||||||||||||
Unit 7
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-3 |
Teaching Hours:8 |
|||||||||||||||||||||
Unit 7
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-3 |
Teaching Hours:8 |
|||||||||||||||||||||
Unit 7
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-3 |
Teaching Hours:8 |
|||||||||||||||||||||
Unit 7
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-3 |
Teaching Hours:8 |
|||||||||||||||||||||
Unit 7
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-3 |
Teaching Hours:8 |
|||||||||||||||||||||
Unit 7
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-3 |
Teaching Hours:8 |
|||||||||||||||||||||
Unit 7
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-3 |
Teaching Hours:8 |
|||||||||||||||||||||
Unit 7
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-3 |
Teaching Hours:8 |
|||||||||||||||||||||
Unit 7
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-3 |
Teaching Hours:8 |
|||||||||||||||||||||
Unit 7
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-3 |
Teaching Hours:8 |
|||||||||||||||||||||
Unit 7
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-3 |
Teaching Hours:8 |
|||||||||||||||||||||
Unit 7
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-3 |
Teaching Hours:8 |
|||||||||||||||||||||
Unit 7
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-3 |
Teaching Hours:8 |
|||||||||||||||||||||
Unit 7
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-3 |
Teaching Hours:8 |
|||||||||||||||||||||
Unit 7
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-3 |
Teaching Hours:8 |
|||||||||||||||||||||
Unit 7
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-3 |
Teaching Hours:8 |
|||||||||||||||||||||
Unit 7
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-3 |
Teaching Hours:8 |
|||||||||||||||||||||
Unit 7
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-3 |
Teaching Hours:8 |
|||||||||||||||||||||
Unit 7
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-3 |
Teaching Hours:8 |
|||||||||||||||||||||
Unit 7
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-3 |
Teaching Hours:8 |
|||||||||||||||||||||
Unit 7
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-3 |
Teaching Hours:8 |
|||||||||||||||||||||
Unit 7
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-3 |
Teaching Hours:8 |
|||||||||||||||||||||
Unit 7
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-3 |
Teaching Hours:8 |
|||||||||||||||||||||
Unit 7
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-3 |
Teaching Hours:8 |
|||||||||||||||||||||
Unit 7
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-3 |
Teaching Hours:8 |
|||||||||||||||||||||
Unit 7
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-3 |
Teaching Hours:8 |
|||||||||||||||||||||
Unit 7
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-3 |
Teaching Hours:8 |
|||||||||||||||||||||
Unit 7
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-3 |
Teaching Hours:8 |
|||||||||||||||||||||
Unit 7
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-3 |
Teaching Hours:8 |
|||||||||||||||||||||
Unit 7
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-3 |
Teaching Hours:8 |
|||||||||||||||||||||
Unit 7
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-3 |
Teaching Hours:8 |
|||||||||||||||||||||
Unit 7
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-3 |
Teaching Hours:8 |
|||||||||||||||||||||
Unit 7
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-3 |
Teaching Hours:8 |
|||||||||||||||||||||
Unit 7
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-3 |
Teaching Hours:8 |
|||||||||||||||||||||
Unit 7
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-3 |
Teaching Hours:8 |
|||||||||||||||||||||
Unit 7
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-3 |
Teaching Hours:8 |
|||||||||||||||||||||
Unit 7
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-3 |
Teaching Hours:8 |
|||||||||||||||||||||
Unit 7
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-3 |
Teaching Hours:8 |
|||||||||||||||||||||
Unit 7
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-3 |
Teaching Hours:8 |
|||||||||||||||||||||
Unit 7
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-3 |
Teaching Hours:8 |
|||||||||||||||||||||
Unit 7
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-3 |
Teaching Hours:8 |
|||||||||||||||||||||
Unit 7
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-3 |
Teaching Hours:8 |
|||||||||||||||||||||
Unit 7
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-3 |
Teaching Hours:8 |
|||||||||||||||||||||
Unit 7
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-3 |
Teaching Hours:8 |
|||||||||||||||||||||
Unit 7
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-3 |
Teaching Hours:8 |
|||||||||||||||||||||
Unit 7
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-3 |
Teaching Hours:8 |
|||||||||||||||||||||
Unit 7
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-3 |
Teaching Hours:8 |
|||||||||||||||||||||
Unit 7
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-3 |
Teaching Hours:8 |
|||||||||||||||||||||
Unit 7
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-3 |
Teaching Hours:8 |
|||||||||||||||||||||
Unit 7
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-3 |
Teaching Hours:8 |
|||||||||||||||||||||
Unit 7
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-3 |
Teaching Hours:8 |
|||||||||||||||||||||
Unit 7
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-3 |
Teaching Hours:8 |
|||||||||||||||||||||
Unit 7
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-3 |
Teaching Hours:8 |
|||||||||||||||||||||
Unit 7
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-3 |
Teaching Hours:8 |
|||||||||||||||||||||
Unit 7
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-3 |
Teaching Hours:8 |
|||||||||||||||||||||
Unit 7
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-3 |
Teaching Hours:8 |
|||||||||||||||||||||
Unit 7
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-4 |
Teaching Hours:8 |
|||||||||||||||||||||
Unit 8
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-4 |
Teaching Hours:8 |
|||||||||||||||||||||
Unit 8
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-4 |
Teaching Hours:8 |
|||||||||||||||||||||
Unit 8
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-4 |
Teaching Hours:8 |
|||||||||||||||||||||
Unit 8
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-4 |
Teaching Hours:8 |
|||||||||||||||||||||
Unit 8
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-4 |
Teaching Hours:8 |
|||||||||||||||||||||
Unit 8
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-4 |
Teaching Hours:8 |
|||||||||||||||||||||
Unit 8
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-4 |
Teaching Hours:8 |
|||||||||||||||||||||
Unit 8
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-4 |
Teaching Hours:8 |
|||||||||||||||||||||
Unit 8
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-4 |
Teaching Hours:8 |
|||||||||||||||||||||
Unit 8
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-4 |
Teaching Hours:8 |
|||||||||||||||||||||
Unit 8
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-4 |
Teaching Hours:8 |
|||||||||||||||||||||
Unit 8
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-4 |
Teaching Hours:8 |
|||||||||||||||||||||
Unit 8
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-4 |
Teaching Hours:8 |
|||||||||||||||||||||
Unit 8
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-4 |
Teaching Hours:8 |
|||||||||||||||||||||
Unit 8
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-4 |
Teaching Hours:8 |
|||||||||||||||||||||
Unit 8
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-4 |
Teaching Hours:8 |
|||||||||||||||||||||
Unit 8
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-4 |
Teaching Hours:8 |
|||||||||||||||||||||
Unit 8
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-4 |
Teaching Hours:8 |
|||||||||||||||||||||
Unit 8
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-4 |
Teaching Hours:8 |
|||||||||||||||||||||
Unit 8
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-4 |
Teaching Hours:8 |
|||||||||||||||||||||
Unit 8
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-4 |
Teaching Hours:8 |
|||||||||||||||||||||
Unit 8
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-4 |
Teaching Hours:8 |
|||||||||||||||||||||
Unit 8
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-4 |
Teaching Hours:8 |
|||||||||||||||||||||
Unit 8
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-4 |
Teaching Hours:8 |
|||||||||||||||||||||
Unit 8
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-4 |
Teaching Hours:8 |
|||||||||||||||||||||
Unit 8
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-4 |
Teaching Hours:8 |
|||||||||||||||||||||
Unit 8
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-4 |
Teaching Hours:8 |
|||||||||||||||||||||
Unit 8
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-4 |
Teaching Hours:8 |
|||||||||||||||||||||
Unit 8
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-4 |
Teaching Hours:8 |
|||||||||||||||||||||
Unit 8
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-4 |
Teaching Hours:8 |
|||||||||||||||||||||
Unit 8
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-4 |
Teaching Hours:8 |
|||||||||||||||||||||
Unit 8
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-4 |
Teaching Hours:8 |
|||||||||||||||||||||
Unit 8
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-4 |
Teaching Hours:8 |
|||||||||||||||||||||
Unit 8
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-4 |
Teaching Hours:8 |
|||||||||||||||||||||
Unit 8
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-4 |
Teaching Hours:8 |
|||||||||||||||||||||
Unit 8
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-4 |
Teaching Hours:8 |
|||||||||||||||||||||
Unit 8
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-4 |
Teaching Hours:8 |
|||||||||||||||||||||
Unit 8
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-4 |
Teaching Hours:8 |
|||||||||||||||||||||
Unit 8
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-4 |
Teaching Hours:8 |
|||||||||||||||||||||
Unit 8
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-4 |
Teaching Hours:8 |
|||||||||||||||||||||
Unit 8
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-4 |
Teaching Hours:8 |
|||||||||||||||||||||
Unit 8
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-4 |
Teaching Hours:8 |
|||||||||||||||||||||
Unit 8
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-4 |
Teaching Hours:8 |
|||||||||||||||||||||
Unit 8
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-4 |
Teaching Hours:8 |
|||||||||||||||||||||
Unit 8
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-4 |
Teaching Hours:8 |
|||||||||||||||||||||
Unit 8
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-4 |
Teaching Hours:8 |
|||||||||||||||||||||
Unit 8
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-4 |
Teaching Hours:8 |
|||||||||||||||||||||
Unit 8
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-4 |
Teaching Hours:8 |
|||||||||||||||||||||
Unit 8
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-4 |
Teaching Hours:8 |
|||||||||||||||||||||
Unit 8
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-4 |
Teaching Hours:8 |
|||||||||||||||||||||
Unit 8
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-4 |
Teaching Hours:8 |
|||||||||||||||||||||
Unit 8
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-4 |
Teaching Hours:8 |
|||||||||||||||||||||
Unit 8
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-4 |
Teaching Hours:8 |
|||||||||||||||||||||
Unit 8
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-4 |
Teaching Hours:8 |
|||||||||||||||||||||
Unit 8
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-4 |
Teaching Hours:8 |
|||||||||||||||||||||
Unit 8
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-4 |
Teaching Hours:8 |
|||||||||||||||||||||
Unit 8
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-4 |
Teaching Hours:8 |
|||||||||||||||||||||
Unit 8
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-4 |
Teaching Hours:8 |
|||||||||||||||||||||
Unit 8
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-4 |
Teaching Hours:8 |
|||||||||||||||||||||
Unit 8
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-4 |
Teaching Hours:8 |
|||||||||||||||||||||
Unit 8
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-4 |
Teaching Hours:8 |
|||||||||||||||||||||
Unit 8
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-4 |
Teaching Hours:8 |
|||||||||||||||||||||
Unit 8
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-4 |
Teaching Hours:8 |
|||||||||||||||||||||
Unit 8
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-4 |
Teaching Hours:8 |
|||||||||||||||||||||
Unit 8
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-4 |
Teaching Hours:8 |
|||||||||||||||||||||
Unit 8
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-4 |
Teaching Hours:8 |
|||||||||||||||||||||
Unit 8
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-4 |
Teaching Hours:8 |
|||||||||||||||||||||
Unit 8
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-4 |
Teaching Hours:8 |
|||||||||||||||||||||
Unit 8
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-4 |
Teaching Hours:8 |
|||||||||||||||||||||
Unit 8
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-4 |
Teaching Hours:8 |
|||||||||||||||||||||
Unit 8
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-4 |
Teaching Hours:8 |
|||||||||||||||||||||
Unit 8
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-4 |
Teaching Hours:8 |
|||||||||||||||||||||
Unit 8
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-4 |
Teaching Hours:8 |
|||||||||||||||||||||
Unit 8
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-4 |
Teaching Hours:8 |
|||||||||||||||||||||
Unit 8
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-4 |
Teaching Hours:8 |
|||||||||||||||||||||
Unit 8
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-4 |
Teaching Hours:8 |
|||||||||||||||||||||
Unit 8
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-4 |
Teaching Hours:8 |
|||||||||||||||||||||
Unit 8
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-4 |
Teaching Hours:8 |
|||||||||||||||||||||
Unit 8
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-4 |
Teaching Hours:8 |
|||||||||||||||||||||
Unit 8
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-4 |
Teaching Hours:8 |
|||||||||||||||||||||
Unit 8
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Text Books And Reference Books:
Textbook : Adomania 1 Methode de Français A1 Le Robert et Nathan, Conjugaison, English Edition | ||||||||||||||||||||||
Essential Reading / Recommended Reading French websites like Bonjour de France, Fluent U French, Learn French Lab, Point du FLE etc. | ||||||||||||||||||||||
Evaluation Pattern I. Examination & Assessments – Through written assignments and different tests of linguistic skillsQuestion Paper Pattern· Section A - Test of linguistic ability through grammar components – 10 marks · Section B - Test of translating abilities and comprehension, short answers - 20 marks · Section C - Test of writing skills / Originality in letter writing, dialogue and essay – 20 marks CIA -1 10 marks CIA- 2 50 marks CIA –3 10 marks ESE 50 marks.
| ||||||||||||||||||||||
GER181-4 - GERMAN (2023 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 mainly deals with the listening, speaking, writing, reading modules of basic German by using different pedagogies and effective strategies in order to meet the requirements of various situations. This course also enables the students to have cross-cultural competencies and cognitive skills.
Course Objectives:
· To develop the skills demonstrated in the ability to interpret simple texts
· To attain some transcultural competency: an awareness of cross-cultural differences between societies.
|
||||||||||||||||||||||
Learning Outcome |
||||||||||||||||||||||
CO1: Understand and perform tasks in varied areas of social life with the help of the acquisition of communicative, linguistic and cultural know-how CO2: Judge and do tasks in varied areas of day-to-day life activities CO3: Formulate phrases related to personal details and particular concrete situations. CO4: Recall the basic phrases and use them effectively CO5: Interact and speak in small social gatherings. |
Unit-1 |
Teaching Hours:8 |
|||||||||||||||||||||
Alltag und Familie
|
||||||||||||||||||||||
die Uhrzeit verstehen und nennen Zeitangaben machen über Familie sprechen | sich verabreden einen Termin telefonisch vereinbaren sich für eine Verspätung entschuldigen und darauf reagieren. Possessiveartikel: mein, dein,..,Zeitangaben mit am, um , von.....bis, Modalverben im Satz: Satzklammer, Modalverben müssen, können und wollen. | ||||||||||||||||||||||
Unit-1 |
Teaching Hours:8 |
|||||||||||||||||||||
Alltag und Familie
|
||||||||||||||||||||||
die Uhrzeit verstehen und nennen Zeitangaben machen über Familie sprechen | sich verabreden einen Termin telefonisch vereinbaren sich für eine Verspätung entschuldigen und darauf reagieren. Possessiveartikel: mein, dein,..,Zeitangaben mit am, um , von.....bis, Modalverben im Satz: Satzklammer, Modalverben müssen, können und wollen. | ||||||||||||||||||||||
Unit-1 |
Teaching Hours:8 |
|||||||||||||||||||||
Alltag und Familie
|
||||||||||||||||||||||
die Uhrzeit verstehen und nennen Zeitangaben machen über Familie sprechen | sich verabreden einen Termin telefonisch vereinbaren sich für eine Verspätung entschuldigen und darauf reagieren. Possessiveartikel: mein, dein,..,Zeitangaben mit am, um , von.....bis, Modalverben im Satz: Satzklammer, Modalverben müssen, können und wollen. | ||||||||||||||||||||||
Unit-1 |
Teaching Hours:8 |
|||||||||||||||||||||
Alltag und Familie
|
||||||||||||||||||||||
die Uhrzeit verstehen und nennen Zeitangaben machen über Familie sprechen | sich verabreden einen Termin telefonisch vereinbaren sich für eine Verspätung entschuldigen und darauf reagieren. Possessiveartikel: mein, dein,..,Zeitangaben mit am, um , von.....bis, Modalverben im Satz: Satzklammer, Modalverben müssen, können und wollen. | ||||||||||||||||||||||
Unit-1 |
Teaching Hours:8 |
|||||||||||||||||||||
Alltag und Familie
|
||||||||||||||||||||||
die Uhrzeit verstehen und nennen Zeitangaben machen über Familie sprechen | sich verabreden einen Termin telefonisch vereinbaren sich für eine Verspätung entschuldigen und darauf reagieren. Possessiveartikel: mein, dein,..,Zeitangaben mit am, um , von.....bis, Modalverben im Satz: Satzklammer, Modalverben müssen, können und wollen. | ||||||||||||||||||||||
Unit-1 |
Teaching Hours:8 |
|||||||||||||||||||||
Alltag und Familie
|
||||||||||||||||||||||
die Uhrzeit verstehen und nennen Zeitangaben machen über Familie sprechen | sich verabreden einen Termin telefonisch vereinbaren sich für eine Verspätung entschuldigen und darauf reagieren. Possessiveartikel: mein, dein,..,Zeitangaben mit am, um , von.....bis, Modalverben im Satz: Satzklammer, Modalverben müssen, können und wollen. | ||||||||||||||||||||||
Unit-1 |
Teaching Hours:8 |
|||||||||||||||||||||
Alltag und Familie
|
||||||||||||||||||||||
die Uhrzeit verstehen und nennen Zeitangaben machen über Familie sprechen | sich verabreden einen Termin telefonisch vereinbaren sich für eine Verspätung entschuldigen und darauf reagieren. Possessiveartikel: mein, dein,..,Zeitangaben mit am, um , von.....bis, Modalverben im Satz: Satzklammer, Modalverben müssen, können und wollen. | ||||||||||||||||||||||
Unit-1 |
Teaching Hours:8 |
|||||||||||||||||||||
Alltag und Familie
|
||||||||||||||||||||||
die Uhrzeit verstehen und nennen Zeitangaben machen über Familie sprechen | sich verabreden einen Termin telefonisch vereinbaren sich für eine Verspätung entschuldigen und darauf reagieren. Possessiveartikel: mein, dein,..,Zeitangaben mit am, um , von.....bis, Modalverben im Satz: Satzklammer, Modalverben müssen, können und wollen. | ||||||||||||||||||||||
Unit-1 |
Teaching Hours:8 |
|||||||||||||||||||||
Alltag und Familie
|
||||||||||||||||||||||
die Uhrzeit verstehen und nennen Zeitangaben machen über Familie sprechen | sich verabreden einen Termin telefonisch vereinbaren sich für eine Verspätung entschuldigen und darauf reagieren. Possessiveartikel: mein, dein,..,Zeitangaben mit am, um , von.....bis, Modalverben im Satz: Satzklammer, Modalverben müssen, können und wollen. | ||||||||||||||||||||||
Unit-1 |
Teaching Hours:8 |
|||||||||||||||||||||
Alltag und Familie
|
||||||||||||||||||||||
die Uhrzeit verstehen und nennen Zeitangaben machen über Familie sprechen | sich verabreden einen Termin telefonisch vereinbaren sich für eine Verspätung entschuldigen und darauf reagieren. Possessiveartikel: mein, dein,..,Zeitangaben mit am, um , von.....bis, Modalverben im Satz: Satzklammer, Modalverben müssen, können und wollen. | ||||||||||||||||||||||
Unit-1 |
Teaching Hours:8 |
|||||||||||||||||||||
Alltag und Familie
|
||||||||||||||||||||||
die Uhrzeit verstehen und nennen Zeitangaben machen über Familie sprechen | sich verabreden einen Termin telefonisch vereinbaren sich für eine Verspätung entschuldigen und darauf reagieren. Possessiveartikel: mein, dein,..,Zeitangaben mit am, um , von.....bis, Modalverben im Satz: Satzklammer, Modalverben müssen, können und wollen. | ||||||||||||||||||||||
Unit-1 |
Teaching Hours:8 |
|||||||||||||||||||||
Alltag und Familie
|
||||||||||||||||||||||
die Uhrzeit verstehen und nennen Zeitangaben machen über Familie sprechen | sich verabreden einen Termin telefonisch vereinbaren sich für eine Verspätung entschuldigen und darauf reagieren. Possessiveartikel: mein, dein,..,Zeitangaben mit am, um , von.....bis, Modalverben im Satz: Satzklammer, Modalverben müssen, können und wollen. | ||||||||||||||||||||||
Unit-1 |
Teaching Hours:8 |
|||||||||||||||||||||
Alltag und Familie
|
||||||||||||||||||||||
die Uhrzeit verstehen und nennen Zeitangaben machen über Familie sprechen | sich verabreden einen Termin telefonisch vereinbaren sich für eine Verspätung entschuldigen und darauf reagieren. Possessiveartikel: mein, dein,..,Zeitangaben mit am, um , von.....bis, Modalverben im Satz: Satzklammer, Modalverben müssen, können und wollen. | ||||||||||||||||||||||
Unit-1 |
Teaching Hours:8 |
|||||||||||||||||||||
Alltag und Familie
|
||||||||||||||||||||||
die Uhrzeit verstehen und nennen Zeitangaben machen über Familie sprechen | sich verabreden einen Termin telefonisch vereinbaren sich für eine Verspätung entschuldigen und darauf reagieren. Possessiveartikel: mein, dein,..,Zeitangaben mit am, um , von.....bis, Modalverben im Satz: Satzklammer, Modalverben müssen, können und wollen. | ||||||||||||||||||||||
Unit-1 |
Teaching Hours:8 |
|||||||||||||||||||||
Alltag und Familie
|
||||||||||||||||||||||
die Uhrzeit verstehen und nennen Zeitangaben machen über Familie sprechen | sich verabreden einen Termin telefonisch vereinbaren sich für eine Verspätung entschuldigen und darauf reagieren. Possessiveartikel: mein, dein,..,Zeitangaben mit am, um , von.....bis, Modalverben im Satz: Satzklammer, Modalverben müssen, können und wollen. | ||||||||||||||||||||||
Unit-1 |
Teaching Hours:8 |
|||||||||||||||||||||
Alltag und Familie
|
||||||||||||||||||||||
die Uhrzeit verstehen und nennen Zeitangaben machen über Familie sprechen | sich verabreden einen Termin telefonisch vereinbaren sich für eine Verspätung entschuldigen und darauf reagieren. Possessiveartikel: mein, dein,..,Zeitangaben mit am, um , von.....bis, Modalverben im Satz: Satzklammer, Modalverben müssen, können und wollen. | ||||||||||||||||||||||
Unit-1 |
Teaching Hours:8 |
|||||||||||||||||||||
Alltag und Familie
|
||||||||||||||||||||||
die Uhrzeit verstehen und nennen Zeitangaben machen über Familie sprechen | sich verabreden einen Termin telefonisch vereinbaren sich für eine Verspätung entschuldigen und darauf reagieren. Possessiveartikel: mein, dein,..,Zeitangaben mit am, um , von.....bis, Modalverben im Satz: Satzklammer, Modalverben müssen, können und wollen. | ||||||||||||||||||||||
Unit-1 |
Teaching Hours:8 |
|||||||||||||||||||||
Alltag und Familie
|
||||||||||||||||||||||
die Uhrzeit verstehen und nennen Zeitangaben machen über Familie sprechen | sich verabreden einen Termin telefonisch vereinbaren sich für eine Verspätung entschuldigen und darauf reagieren. Possessiveartikel: mein, dein,..,Zeitangaben mit am, um , von.....bis, Modalverben im Satz: Satzklammer, Modalverben müssen, können und wollen. | ||||||||||||||||||||||
Unit-1 |
Teaching Hours:8 |
|||||||||||||||||||||
Alltag und Familie
|
||||||||||||||||||||||
die Uhrzeit verstehen und nennen Zeitangaben machen über Familie sprechen | sich verabreden einen Termin telefonisch vereinbaren sich für eine Verspätung entschuldigen und darauf reagieren. Possessiveartikel: mein, dein,..,Zeitangaben mit am, um , von.....bis, Modalverben im Satz: Satzklammer, Modalverben müssen, können und wollen. | ||||||||||||||||||||||
Unit-1 |
Teaching Hours:8 |
|||||||||||||||||||||
Alltag und Familie
|
||||||||||||||||||||||
die Uhrzeit verstehen und nennen Zeitangaben machen über Familie sprechen | sich verabreden einen Termin telefonisch vereinbaren sich für eine Verspätung entschuldigen und darauf reagieren. Possessiveartikel: mein, dein,..,Zeitangaben mit am, um , von.....bis, Modalverben im Satz: Satzklammer, Modalverben müssen, können und wollen. | ||||||||||||||||||||||
Unit-1 |
Teaching Hours:8 |
|||||||||||||||||||||
Alltag und Familie
|
||||||||||||||||||||||
die Uhrzeit verstehen und nennen Zeitangaben machen über Familie sprechen | sich verabreden einen Termin telefonisch vereinbaren sich für eine Verspätung entschuldigen und darauf reagieren. Possessiveartikel: mein, dein,..,Zeitangaben mit am, um , von.....bis, Modalverben im Satz: Satzklammer, Modalverben müssen, können und wollen. | ||||||||||||||||||||||
Unit-1 |
Teaching Hours:8 |
|||||||||||||||||||||
Alltag und Familie
|
||||||||||||||||||||||
die Uhrzeit verstehen und nennen Zeitangaben machen über Familie sprechen | sich verabreden einen Termin telefonisch vereinbaren sich für eine Verspätung entschuldigen und darauf reagieren. Possessiveartikel: mein, dein,..,Zeitangaben mit am, um , von.....bis, Modalverben im Satz: Satzklammer, Modalverben müssen, können und wollen. | ||||||||||||||||||||||
Unit-1 |
Teaching Hours:8 |
|||||||||||||||||||||
Alltag und Familie
|
||||||||||||||||||||||
die Uhrzeit verstehen und nennen Zeitangaben machen über Familie sprechen | sich verabreden einen Termin telefonisch vereinbaren sich für eine Verspätung entschuldigen und darauf reagieren. Possessiveartikel: mein, dein,..,Zeitangaben mit am, um , von.....bis, Modalverben im Satz: Satzklammer, Modalverben müssen, können und wollen. | ||||||||||||||||||||||
Unit-1 |
Teaching Hours:8 |
|||||||||||||||||||||
Alltag und Familie
|
||||||||||||||||||||||
die Uhrzeit verstehen und nennen Zeitangaben machen über Familie sprechen | sich verabreden einen Termin telefonisch vereinbaren sich für eine Verspätung entschuldigen und darauf reagieren. Possessiveartikel: mein, dein,..,Zeitangaben mit am, um , von.....bis, Modalverben im Satz: Satzklammer, Modalverben müssen, können und wollen. | ||||||||||||||||||||||
Unit-1 |
Teaching Hours:8 |
|||||||||||||||||||||
Alltag und Familie
|
||||||||||||||||||||||
die Uhrzeit verstehen und nennen Zeitangaben machen über Familie sprechen | sich verabreden einen Termin telefonisch vereinbaren sich für eine Verspätung entschuldigen und darauf reagieren. Possessiveartikel: mein, dein,..,Zeitangaben mit am, um , von.....bis, Modalverben im Satz: Satzklammer, Modalverben müssen, können und wollen. | ||||||||||||||||||||||
Unit-1 |
Teaching Hours:8 |
|||||||||||||||||||||
Alltag und Familie
|
||||||||||||||||||||||
die Uhrzeit verstehen und nennen Zeitangaben machen über Familie sprechen | sich verabreden einen Termin telefonisch vereinbaren sich für eine Verspätung entschuldigen und darauf reagieren. Possessiveartikel: mein, dein,..,Zeitangaben mit am, um , von.....bis, Modalverben im Satz: Satzklammer, Modalverben müssen, können und wollen. | ||||||||||||||||||||||
Unit-1 |
Teaching Hours:8 |
|||||||||||||||||||||
Alltag und Familie
|
||||||||||||||||||||||
die Uhrzeit verstehen und nennen Zeitangaben machen über Familie sprechen | sich verabreden einen Termin telefonisch vereinbaren sich für eine Verspätung entschuldigen und darauf reagieren. Possessiveartikel: mein, dein,..,Zeitangaben mit am, um , von.....bis, Modalverben im Satz: Satzklammer, Modalverben müssen, können und wollen. | ||||||||||||||||||||||
Unit-1 |
Teaching Hours:8 |
|||||||||||||||||||||
Alltag und Familie
|
||||||||||||||||||||||
die Uhrzeit verstehen und nennen Zeitangaben machen über Familie sprechen | sich verabreden einen Termin telefonisch vereinbaren sich für eine Verspätung entschuldigen und darauf reagieren. Possessiveartikel: mein, dein,..,Zeitangaben mit am, um , von.....bis, Modalverben im Satz: Satzklammer, Modalverben müssen, können und wollen. | ||||||||||||||||||||||
Unit-1 |
Teaching Hours:8 |
|||||||||||||||||||||
Alltag und Familie
|
||||||||||||||||||||||
die Uhrzeit verstehen und nennen Zeitangaben machen über Familie sprechen | sich verabreden einen Termin telefonisch vereinbaren sich für eine Verspätung entschuldigen und darauf reagieren. Possessiveartikel: mein, dein,..,Zeitangaben mit am, um , von.....bis, Modalverben im Satz: Satzklammer, Modalverben müssen, können und wollen. | ||||||||||||||||||||||
Unit-1 |
Teaching Hours:8 |
|||||||||||||||||||||
Alltag und Familie
|
||||||||||||||||||||||
die Uhrzeit verstehen und nennen Zeitangaben machen über Familie sprechen | sich verabreden einen Termin telefonisch vereinbaren sich für eine Verspätung entschuldigen und darauf reagieren. Possessiveartikel: mein, dein,..,Zeitangaben mit am, um , von.....bis, Modalverben im Satz: Satzklammer, Modalverben müssen, können und wollen. | ||||||||||||||||||||||
Unit-1 |
Teaching Hours:8 |
|||||||||||||||||||||
Alltag und Familie
|
||||||||||||||||||||||
die Uhrzeit verstehen und nennen Zeitangaben machen über Familie sprechen | sich verabreden einen Termin telefonisch vereinbaren sich für eine Verspätung entschuldigen und darauf reagieren. Possessiveartikel: mein, dein,..,Zeitangaben mit am, um , von.....bis, Modalverben im Satz: Satzklammer, Modalverben müssen, können und wollen. | ||||||||||||||||||||||
Unit-1 |
Teaching Hours:8 |
|||||||||||||||||||||
Alltag und Familie
|
||||||||||||||||||||||
die Uhrzeit verstehen und nennen Zeitangaben machen über Familie sprechen | sich verabreden einen Termin telefonisch vereinbaren sich für eine Verspätung entschuldigen und darauf reagieren. Possessiveartikel: mein, dein,..,Zeitangaben mit am, um , von.....bis, Modalverben im Satz: Satzklammer, Modalverben müssen, können und wollen. | ||||||||||||||||||||||
Unit-1 |
Teaching Hours:8 |
|||||||||||||||||||||
Alltag und Familie
|
||||||||||||||||||||||
die Uhrzeit verstehen und nennen Zeitangaben machen über Familie sprechen | sich verabreden einen Termin telefonisch vereinbaren sich für eine Verspätung entschuldigen und darauf reagieren. Possessiveartikel: mein, dein,..,Zeitangaben mit am, um , von.....bis, Modalverben im Satz: Satzklammer, Modalverben müssen, können und wollen. | ||||||||||||||||||||||
Unit-1 |
Teaching Hours:8 |
|||||||||||||||||||||
Alltag und Familie
|
||||||||||||||||||||||
die Uhrzeit verstehen und nennen Zeitangaben machen über Familie sprechen | sich verabreden einen Termin telefonisch vereinbaren sich für eine Verspätung entschuldigen und darauf reagieren. Possessiveartikel: mein, dein,..,Zeitangaben mit am, um , von.....bis, Modalverben im Satz: Satzklammer, Modalverben müssen, können und wollen. | ||||||||||||||||||||||
Unit-1 |
Teaching Hours:8 |
|||||||||||||||||||||
Alltag und Familie
|
||||||||||||||||||||||
die Uhrzeit verstehen und nennen Zeitangaben machen über Familie sprechen | sich verabreden einen Termin telefonisch vereinbaren sich für eine Verspätung entschuldigen und darauf reagieren. Possessiveartikel: mein, dein,..,Zeitangaben mit am, um , von.....bis, Modalverben im Satz: Satzklammer, Modalverben müssen, können und wollen. | ||||||||||||||||||||||
Unit-1 |
Teaching Hours:8 |
|||||||||||||||||||||
Alltag und Familie
|
||||||||||||||||||||||
die Uhrzeit verstehen und nennen Zeitangaben machen über Familie sprechen | sich verabreden einen Termin telefonisch vereinbaren sich für eine Verspätung entschuldigen und darauf reagieren. Possessiveartikel: mein, dein,..,Zeitangaben mit am, um , von.....bis, Modalverben im Satz: Satzklammer, Modalverben müssen, können und wollen. | ||||||||||||||||||||||
Unit-1 |
Teaching Hours:8 |
|||||||||||||||||||||
Alltag und Familie
|
||||||||||||||||||||||
die Uhrzeit verstehen und nennen Zeitangaben machen über Familie sprechen | sich verabreden einen Termin telefonisch vereinbaren sich für eine Verspätung entschuldigen und darauf reagieren. Possessiveartikel: mein, dein,..,Zeitangaben mit am, um , von.....bis, Modalverben im Satz: Satzklammer, Modalverben müssen, können und wollen. | ||||||||||||||||||||||
Unit-1 |
Teaching Hours:8 |
|||||||||||||||||||||
Alltag und Familie
|
||||||||||||||||||||||
die Uhrzeit verstehen und nennen Zeitangaben machen über Familie sprechen | sich verabreden einen Termin telefonisch vereinbaren sich für eine Verspätung entschuldigen und darauf reagieren. Possessiveartikel: mein, dein,..,Zeitangaben mit am, um , von.....bis, Modalverben im Satz: Satzklammer, Modalverben müssen, können und wollen. | ||||||||||||||||||||||
Unit-1 |
Teaching Hours:8 |
|||||||||||||||||||||
Alltag und Familie
|
||||||||||||||||||||||
die Uhrzeit verstehen und nennen Zeitangaben machen über Familie sprechen | sich verabreden einen Termin telefonisch vereinbaren sich für eine Verspätung entschuldigen und darauf reagieren. Possessiveartikel: mein, dein,..,Zeitangaben mit am, um , von.....bis, Modalverben im Satz: Satzklammer, Modalverben müssen, können und wollen. | ||||||||||||||||||||||
Unit-1 |
Teaching Hours:8 |
|||||||||||||||||||||
Alltag und Familie
|
||||||||||||||||||||||
die Uhrzeit verstehen und nennen Zeitangaben machen über Familie sprechen | sich verabreden einen Termin telefonisch vereinbaren sich für eine Verspätung entschuldigen und darauf reagieren. Possessiveartikel: mein, dein,..,Zeitangaben mit am, um , von.....bis, Modalverben im Satz: Satzklammer, Modalverben müssen, können und wollen. | ||||||||||||||||||||||
Unit-1 |
Teaching Hours:8 |
|||||||||||||||||||||
Alltag und Familie
|
||||||||||||||||||||||
die Uhrzeit verstehen und nennen Zeitangaben machen über Familie sprechen | sich verabreden einen Termin telefonisch vereinbaren sich für eine Verspätung entschuldigen und darauf reagieren. Possessiveartikel: mein, dein,..,Zeitangaben mit am, um , von.....bis, Modalverben im Satz: Satzklammer, Modalverben müssen, können und wollen. | ||||||||||||||||||||||
Unit-1 |
Teaching Hours:8 |
|||||||||||||||||||||
Alltag und Familie
|
||||||||||||||||||||||
die Uhrzeit verstehen und nennen Zeitangaben machen über Familie sprechen | sich verabreden einen Termin telefonisch vereinbaren sich für eine Verspätung entschuldigen und darauf reagieren. Possessiveartikel: mein, dein,..,Zeitangaben mit am, um , von.....bis, Modalverben im Satz: Satzklammer, Modalverben müssen, können und wollen. | ||||||||||||||||||||||
Unit-1 |
Teaching Hours:8 |
|||||||||||||||||||||
Alltag und Familie
|
||||||||||||||||||||||
die Uhrzeit verstehen und nennen Zeitangaben machen über Familie sprechen | sich verabreden einen Termin telefonisch vereinbaren sich für eine Verspätung entschuldigen und darauf reagieren. Possessiveartikel: mein, dein,..,Zeitangaben mit am, um , von.....bis, Modalverben im Satz: Satzklammer, Modalverben müssen, können und wollen. | ||||||||||||||||||||||
Unit-1 |
Teaching Hours:8 |
|||||||||||||||||||||
Alltag und Familie
|
||||||||||||||||||||||
die Uhrzeit verstehen und nennen Zeitangaben machen über Familie sprechen | sich verabreden einen Termin telefonisch vereinbaren sich für eine Verspätung entschuldigen und darauf reagieren. Possessiveartikel: mein, dein,..,Zeitangaben mit am, um , von.....bis, Modalverben im Satz: Satzklammer, Modalverben müssen, können und wollen. | ||||||||||||||||||||||
Unit-1 |
Teaching Hours:8 |
|||||||||||||||||||||
Alltag und Familie
|
||||||||||||||||||||||
die Uhrzeit verstehen und nennen Zeitangaben machen über Familie sprechen | sich verabreden einen Termin telefonisch vereinbaren sich für eine Verspätung entschuldigen und darauf reagieren. Possessiveartikel: mein, dein,..,Zeitangaben mit am, um , von.....bis, Modalverben im Satz: Satzklammer, Modalverben müssen, können und wollen. | ||||||||||||||||||||||
Unit-1 |
Teaching Hours:8 |
|||||||||||||||||||||
Alltag und Familie
|
||||||||||||||||||||||
die Uhrzeit verstehen und nennen Zeitangaben machen über Familie sprechen | sich verabreden einen Termin telefonisch vereinbaren sich für eine Verspätung entschuldigen und darauf reagieren. Possessiveartikel: mein, dein,..,Zeitangaben mit am, um , von.....bis, Modalverben im Satz: Satzklammer, Modalverben müssen, können und wollen. | ||||||||||||||||||||||
Unit-1 |
Teaching Hours:8 |
|||||||||||||||||||||
Alltag und Familie
|
||||||||||||||||||||||
die Uhrzeit verstehen und nennen Zeitangaben machen über Familie sprechen | sich verabreden einen Termin telefonisch vereinbaren sich für eine Verspätung entschuldigen und darauf reagieren. Possessiveartikel: mein, dein,..,Zeitangaben mit am, um , von.....bis, Modalverben im Satz: Satzklammer, Modalverben müssen, können und wollen. | ||||||||||||||||||||||
Unit-1 |
Teaching Hours:8 |
|||||||||||||||||||||
Alltag und Familie
|
||||||||||||||||||||||
die Uhrzeit verstehen und nennen Zeitangaben machen über Familie sprechen | sich verabreden einen Termin telefonisch vereinbaren sich für eine Verspätung entschuldigen und darauf reagieren. Possessiveartikel: mein, dein,..,Zeitangaben mit am, um , von.....bis, Modalverben im Satz: Satzklammer, Modalverben müssen, können und wollen. | ||||||||||||||||||||||
Unit-1 |
Teaching Hours:8 |
|||||||||||||||||||||
Alltag und Familie
|
||||||||||||||||||||||
die Uhrzeit verstehen und nennen Zeitangaben machen über Familie sprechen | sich verabreden einen Termin telefonisch vereinbaren sich für eine Verspätung entschuldigen und darauf reagieren. Possessiveartikel: mein, dein,..,Zeitangaben mit am, um , von.....bis, Modalverben im Satz: Satzklammer, Modalverben müssen, können und wollen. | ||||||||||||||||||||||
Unit-1 |
Teaching Hours:8 |
|||||||||||||||||||||
Alltag und Familie
|
||||||||||||||||||||||
die Uhrzeit verstehen und nennen Zeitangaben machen über Familie sprechen | sich verabreden einen Termin telefonisch vereinbaren sich für eine Verspätung entschuldigen und darauf reagieren. Possessiveartikel: mein, dein,..,Zeitangaben mit am, um , von.....bis, Modalverben im Satz: Satzklammer, Modalverben müssen, können und wollen. | ||||||||||||||||||||||
Unit-1 |
Teaching Hours:8 |
|||||||||||||||||||||
Alltag und Familie
|
||||||||||||||||||||||
die Uhrzeit verstehen und nennen Zeitangaben machen über Familie sprechen | sich verabreden einen Termin telefonisch vereinbaren sich für eine Verspätung entschuldigen und darauf reagieren. Possessiveartikel: mein, dein,..,Zeitangaben mit am, um , von.....bis, Modalverben im Satz: Satzklammer, Modalverben müssen, können und wollen. | ||||||||||||||||||||||
Unit-1 |
Teaching Hours:8 |
|||||||||||||||||||||
Alltag und Familie
|
||||||||||||||||||||||
die Uhrzeit verstehen und nennen Zeitangaben machen über Familie sprechen | sich verabreden einen Termin telefonisch vereinbaren sich für eine Verspätung entschuldigen und darauf reagieren. Possessiveartikel: mein, dein,..,Zeitangaben mit am, um , von.....bis, Modalverben im Satz: Satzklammer, Modalverben müssen, können und wollen. | ||||||||||||||||||||||
Unit-1 |
Teaching Hours:8 |
|||||||||||||||||||||
Alltag und Familie
|
||||||||||||||||||||||
die Uhrzeit verstehen und nennen Zeitangaben machen über Familie sprechen | sich verabreden einen Termin telefonisch vereinbaren sich für eine Verspätung entschuldigen und darauf reagieren. Possessiveartikel: mein, dein,..,Zeitangaben mit am, um , von.....bis, Modalverben im Satz: Satzklammer, Modalverben müssen, können und wollen. | ||||||||||||||||||||||
Unit-1 |
Teaching Hours:8 |
|||||||||||||||||||||
Alltag und Familie
|
||||||||||||||||||||||
die Uhrzeit verstehen und nennen Zeitangaben machen über Familie sprechen | sich verabreden einen Termin telefonisch vereinbaren sich für eine Verspätung entschuldigen und darauf reagieren. Possessiveartikel: mein, dein,..,Zeitangaben mit am, um , von.....bis, Modalverben im Satz: Satzklammer, Modalverben müssen, können und wollen. | ||||||||||||||||||||||
Unit-1 |
Teaching Hours:8 |
|||||||||||||||||||||
Alltag und Familie
|
||||||||||||||||||||||
die Uhrzeit verstehen und nennen Zeitangaben machen über Familie sprechen | sich verabreden einen Termin telefonisch vereinbaren sich für eine Verspätung entschuldigen und darauf reagieren. Possessiveartikel: mein, dein,..,Zeitangaben mit am, um , von.....bis, Modalverben im Satz: Satzklammer, Modalverben müssen, können und wollen. | ||||||||||||||||||||||
Unit-1 |
Teaching Hours:8 |
|||||||||||||||||||||
Alltag und Familie
|
||||||||||||||||||||||
die Uhrzeit verstehen und nennen Zeitangaben machen über Familie sprechen | sich verabreden einen Termin telefonisch vereinbaren sich für eine Verspätung entschuldigen und darauf reagieren. Possessiveartikel: mein, dein,..,Zeitangaben mit am, um , von.....bis, Modalverben im Satz: Satzklammer, Modalverben müssen, können und wollen. | ||||||||||||||||||||||
Unit-1 |
Teaching Hours:8 |
|||||||||||||||||||||
Alltag und Familie
|
||||||||||||||||||||||
die Uhrzeit verstehen und nennen Zeitangaben machen über Familie sprechen | sich verabreden einen Termin telefonisch vereinbaren sich für eine Verspätung entschuldigen und darauf reagieren. Possessiveartikel: mein, dein,..,Zeitangaben mit am, um , von.....bis, Modalverben im Satz: Satzklammer, Modalverben müssen, können und wollen. | ||||||||||||||||||||||
Unit-1 |
Teaching Hours:8 |
|||||||||||||||||||||
Alltag und Familie
|
||||||||||||||||||||||
die Uhrzeit verstehen und nennen Zeitangaben machen über Familie sprechen | sich verabreden einen Termin telefonisch vereinbaren sich für eine Verspätung entschuldigen und darauf reagieren. Possessiveartikel: mein, dein,..,Zeitangaben mit am, um , von.....bis, Modalverben im Satz: Satzklammer, Modalverben müssen, können und wollen. | ||||||||||||||||||||||
Unit-1 |
Teaching Hours:8 |
|||||||||||||||||||||
Alltag und Familie
|
||||||||||||||||||||||
die Uhrzeit verstehen und nennen Zeitangaben machen über Familie sprechen | sich verabreden einen Termin telefonisch vereinbaren sich für eine Verspätung entschuldigen und darauf reagieren. Possessiveartikel: mein, dein,..,Zeitangaben mit am, um , von.....bis, Modalverben im Satz: Satzklammer, Modalverben müssen, können und wollen. | ||||||||||||||||||||||
Unit-1 |
Teaching Hours:8 |
|||||||||||||||||||||
Alltag und Familie
|
||||||||||||||||||||||
die Uhrzeit verstehen und nennen Zeitangaben machen über Familie sprechen | sich verabreden einen Termin telefonisch vereinbaren sich für eine Verspätung entschuldigen und darauf reagieren. Possessiveartikel: mein, dein,..,Zeitangaben mit am, um , von.....bis, Modalverben im Satz: Satzklammer, Modalverben müssen, können und wollen. | ||||||||||||||||||||||
Unit-1 |
Teaching Hours:8 |
|||||||||||||||||||||
Alltag und Familie
|
||||||||||||||||||||||
die Uhrzeit verstehen und nennen Zeitangaben machen über Familie sprechen | sich verabreden einen Termin telefonisch vereinbaren sich für eine Verspätung entschuldigen und darauf reagieren. Possessiveartikel: mein, dein,..,Zeitangaben mit am, um , von.....bis, Modalverben im Satz: Satzklammer, Modalverben müssen, können und wollen. | ||||||||||||||||||||||
Unit-1 |
Teaching Hours:8 |
|||||||||||||||||||||
Alltag und Familie
|
||||||||||||||||||||||
die Uhrzeit verstehen und nennen Zeitangaben machen über Familie sprechen | sich verabreden einen Termin telefonisch vereinbaren sich für eine Verspätung entschuldigen und darauf reagieren. Possessiveartikel: mein, dein,..,Zeitangaben mit am, um , von.....bis, Modalverben im Satz: Satzklammer, Modalverben müssen, können und wollen. | ||||||||||||||||||||||
Unit-1 |
Teaching Hours:8 |
|||||||||||||||||||||
Alltag und Familie
|
||||||||||||||||||||||
die Uhrzeit verstehen und nennen Zeitangaben machen über Familie sprechen | sich verabreden einen Termin telefonisch vereinbaren sich für eine Verspätung entschuldigen und darauf reagieren. Possessiveartikel: mein, dein,..,Zeitangaben mit am, um , von.....bis, Modalverben im Satz: Satzklammer, Modalverben müssen, können und wollen. | ||||||||||||||||||||||
Unit-1 |
Teaching Hours:8 |
|||||||||||||||||||||
Alltag und Familie
|
||||||||||||||||||||||
die Uhrzeit verstehen und nennen Zeitangaben machen über Familie sprechen | sich verabreden einen Termin telefonisch vereinbaren sich für eine Verspätung entschuldigen und darauf reagieren. Possessiveartikel: mein, dein,..,Zeitangaben mit am, um , von.....bis, Modalverben im Satz: Satzklammer, Modalverben müssen, können und wollen. | ||||||||||||||||||||||
Unit-1 |
Teaching Hours:8 |
|||||||||||||||||||||
Alltag und Familie
|
||||||||||||||||||||||
die Uhrzeit verstehen und nennen Zeitangaben machen über Familie sprechen | sich verabreden einen Termin telefonisch vereinbaren sich für eine Verspätung entschuldigen und darauf reagieren. Possessiveartikel: mein, dein,..,Zeitangaben mit am, um , von.....bis, Modalverben im Satz: Satzklammer, Modalverben müssen, können und wollen. | ||||||||||||||||||||||
Unit-1 |
Teaching Hours:8 |
|||||||||||||||||||||
Alltag und Familie
|
||||||||||||||||||||||
die Uhrzeit verstehen und nennen Zeitangaben machen über Familie sprechen | sich verabreden einen Termin telefonisch vereinbaren sich für eine Verspätung entschuldigen und darauf reagieren. Possessiveartikel: mein, dein,..,Zeitangaben mit am, um , von.....bis, Modalverben im Satz: Satzklammer, Modalverben müssen, können und wollen. | ||||||||||||||||||||||
Unit-1 |
Teaching Hours:8 |
|||||||||||||||||||||
Alltag und Familie
|
||||||||||||||||||||||
die Uhrzeit verstehen und nennen Zeitangaben machen über Familie sprechen | sich verabreden einen Termin telefonisch vereinbaren sich für eine Verspätung entschuldigen und darauf reagieren. Possessiveartikel: mein, dein,..,Zeitangaben mit am, um , von.....bis, Modalverben im Satz: Satzklammer, Modalverben müssen, können und wollen. | ||||||||||||||||||||||
Unit-1 |
Teaching Hours:8 |
|||||||||||||||||||||
Alltag und Familie
|
||||||||||||||||||||||
die Uhrzeit verstehen und nennen Zeitangaben machen über Familie sprechen | sich verabreden einen Termin telefonisch vereinbaren sich für eine Verspätung entschuldigen und darauf reagieren. Possessiveartikel: mein, dein,..,Zeitangaben mit am, um , von.....bis, Modalverben im Satz: Satzklammer, Modalverben müssen, können und wollen. | ||||||||||||||||||||||
Unit-1 |
Teaching Hours:8 |
|||||||||||||||||||||
Alltag und Familie
|
||||||||||||||||||||||
die Uhrzeit verstehen und nennen Zeitangaben machen über Familie sprechen | sich verabreden einen Termin telefonisch vereinbaren sich für eine Verspätung entschuldigen und darauf reagieren. Possessiveartikel: mein, dein,..,Zeitangaben mit am, um , von.....bis, Modalverben im Satz: Satzklammer, Modalverben müssen, können und wollen. | ||||||||||||||||||||||
Unit-1 |
Teaching Hours:8 |
|||||||||||||||||||||
Alltag und Familie
|
||||||||||||||||||||||
die Uhrzeit verstehen und nennen Zeitangaben machen über Familie sprechen | sich verabreden einen Termin telefonisch vereinbaren sich für eine Verspätung entschuldigen und darauf reagieren. Possessiveartikel: mein, dein,..,Zeitangaben mit am, um , von.....bis, Modalverben im Satz: Satzklammer, Modalverben müssen, können und wollen. | ||||||||||||||||||||||
Unit-1 |
Teaching Hours:8 |
|||||||||||||||||||||
Alltag und Familie
|
||||||||||||||||||||||
die Uhrzeit verstehen und nennen Zeitangaben machen über Familie sprechen | sich verabreden einen Termin telefonisch vereinbaren sich für eine Verspätung entschuldigen und darauf reagieren. Possessiveartikel: mein, dein,..,Zeitangaben mit am, um , von.....bis, Modalverben im Satz: Satzklammer, Modalverben müssen, können und wollen. | ||||||||||||||||||||||
Unit-1 |
Teaching Hours:8 |
|||||||||||||||||||||
Alltag und Familie
|
||||||||||||||||||||||
die Uhrzeit verstehen und nennen Zeitangaben machen über Familie sprechen | sich verabreden einen Termin telefonisch vereinbaren sich für eine Verspätung entschuldigen und darauf reagieren. Possessiveartikel: mein, dein,..,Zeitangaben mit am, um , von.....bis, Modalverben im Satz: Satzklammer, Modalverben müssen, können und wollen. | ||||||||||||||||||||||
Unit-1 |
Teaching Hours:8 |
|||||||||||||||||||||
Alltag und Familie
|
||||||||||||||||||||||
die Uhrzeit verstehen und nennen Zeitangaben machen über Familie sprechen | sich verabreden einen Termin telefonisch vereinbaren sich für eine Verspätung entschuldigen und darauf reagieren. Possessiveartikel: mein, dein,..,Zeitangaben mit am, um , von.....bis, Modalverben im Satz: Satzklammer, Modalverben müssen, können und wollen. | ||||||||||||||||||||||
Unit-1 |
Teaching Hours:8 |
|||||||||||||||||||||
Alltag und Familie
|
||||||||||||||||||||||
die Uhrzeit verstehen und nennen Zeitangaben machen über Familie sprechen | sich verabreden einen Termin telefonisch vereinbaren sich für eine Verspätung entschuldigen und darauf reagieren. Possessiveartikel: mein, dein,..,Zeitangaben mit am, um , von.....bis, Modalverben im Satz: Satzklammer, Modalverben müssen, können und wollen. | ||||||||||||||||||||||
Unit-1 |
Teaching Hours:8 |
|||||||||||||||||||||
Alltag und Familie
|
||||||||||||||||||||||
die Uhrzeit verstehen und nennen Zeitangaben machen über Familie sprechen | sich verabreden einen Termin telefonisch vereinbaren sich für eine Verspätung entschuldigen und darauf reagieren. Possessiveartikel: mein, dein,..,Zeitangaben mit am, um , von.....bis, Modalverben im Satz: Satzklammer, Modalverben müssen, können und wollen. | ||||||||||||||||||||||
Unit-1 |
Teaching Hours:8 |
|||||||||||||||||||||
Alltag und Familie
|
||||||||||||||||||||||
die Uhrzeit verstehen und nennen Zeitangaben machen über Familie sprechen | sich verabreden einen Termin telefonisch vereinbaren sich für eine Verspätung entschuldigen und darauf reagieren. Possessiveartikel: mein, dein,..,Zeitangaben mit am, um , von.....bis, Modalverben im Satz: Satzklammer, Modalverben müssen, können und wollen. | ||||||||||||||||||||||
Unit-1 |
Teaching Hours:8 |
|||||||||||||||||||||
Alltag und Familie
|
||||||||||||||||||||||
die Uhrzeit verstehen und nennen Zeitangaben machen über Familie sprechen | sich verabreden einen Termin telefonisch vereinbaren sich für eine Verspätung entschuldigen und darauf reagieren. Possessiveartikel: mein, dein,..,Zeitangaben mit am, um , von.....bis, Modalverben im Satz: Satzklammer, Modalverben müssen, können und wollen. | ||||||||||||||||||||||
Unit-1 |
Teaching Hours:8 |
|||||||||||||||||||||
Alltag und Familie
|
||||||||||||||||||||||
die Uhrzeit verstehen und nennen Zeitangaben machen über Familie sprechen | sich verabreden einen Termin telefonisch vereinbaren sich für eine Verspätung entschuldigen und darauf reagieren. Possessiveartikel: mein, dein,..,Zeitangaben mit am, um , von.....bis, Modalverben im Satz: Satzklammer, Modalverben müssen, können und wollen. | ||||||||||||||||||||||
Unit-1 |
Teaching Hours:8 |
|||||||||||||||||||||
Alltag und Familie
|
||||||||||||||||||||||
die Uhrzeit verstehen und nennen Zeitangaben machen über Familie sprechen | sich verabreden einen Termin telefonisch vereinbaren sich für eine Verspätung entschuldigen und darauf reagieren. Possessiveartikel: mein, dein,..,Zeitangaben mit am, um , von.....bis, Modalverben im Satz: Satzklammer, Modalverben müssen, können und wollen. | ||||||||||||||||||||||
Unit-2 |
Teaching Hours:8 |
|||||||||||||||||||||
Zeit mit Freunden
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-2 |
Teaching Hours:8 |
|||||||||||||||||||||
Zeit mit Freunden
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-2 |
Teaching Hours:8 |
|||||||||||||||||||||
Zeit mit Freunden
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-2 |
Teaching Hours:8 |
|||||||||||||||||||||
Zeit mit Freunden
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-2 |
Teaching Hours:8 |
|||||||||||||||||||||
Zeit mit Freunden
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-2 |
Teaching Hours:8 |
|||||||||||||||||||||
Zeit mit Freunden
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-2 |
Teaching Hours:8 |
|||||||||||||||||||||
Zeit mit Freunden
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-2 |
Teaching Hours:8 |
|||||||||||||||||||||
Zeit mit Freunden
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-2 |
Teaching Hours:8 |
|||||||||||||||||||||
Zeit mit Freunden
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-2 |
Teaching Hours:8 |
|||||||||||||||||||||
Zeit mit Freunden
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-2 |
Teaching Hours:8 |
|||||||||||||||||||||
Zeit mit Freunden
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-2 |
Teaching Hours:8 |
|||||||||||||||||||||
Zeit mit Freunden
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-2 |
Teaching Hours:8 |
|||||||||||||||||||||
Zeit mit Freunden
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-2 |
Teaching Hours:8 |
|||||||||||||||||||||
Zeit mit Freunden
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-2 |
Teaching Hours:8 |
|||||||||||||||||||||
Zeit mit Freunden
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-2 |
Teaching Hours:8 |
|||||||||||||||||||||
Zeit mit Freunden
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-2 |
Teaching Hours:8 |
|||||||||||||||||||||
Zeit mit Freunden
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-2 |
Teaching Hours:8 |
|||||||||||||||||||||
Zeit mit Freunden
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-2 |
Teaching Hours:8 |
|||||||||||||||||||||
Zeit mit Freunden
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-2 |
Teaching Hours:8 |
|||||||||||||||||||||
Zeit mit Freunden
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-2 |
Teaching Hours:8 |
|||||||||||||||||||||
Zeit mit Freunden
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-2 |
Teaching Hours:8 |
|||||||||||||||||||||
Zeit mit Freunden
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-2 |
Teaching Hours:8 |
|||||||||||||||||||||
Zeit mit Freunden
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-2 |
Teaching Hours:8 |
|||||||||||||||||||||
Zeit mit Freunden
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-2 |
Teaching Hours:8 |
|||||||||||||||||||||
Zeit mit Freunden
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-2 |
Teaching Hours:8 |
|||||||||||||||||||||
Zeit mit Freunden
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-2 |
Teaching Hours:8 |
|||||||||||||||||||||
Zeit mit Freunden
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-2 |
Teaching Hours:8 |
|||||||||||||||||||||
Zeit mit Freunden
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-2 |
Teaching Hours:8 |
|||||||||||||||||||||
Zeit mit Freunden
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-2 |
Teaching Hours:8 |
|||||||||||||||||||||
Zeit mit Freunden
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-2 |
Teaching Hours:8 |
|||||||||||||||||||||
Zeit mit Freunden
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-2 |
Teaching Hours:8 |
|||||||||||||||||||||
Zeit mit Freunden
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-2 |
Teaching Hours:8 |
|||||||||||||||||||||
Zeit mit Freunden
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-2 |
Teaching Hours:8 |
|||||||||||||||||||||
Zeit mit Freunden
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-2 |
Teaching Hours:8 |
|||||||||||||||||||||
Zeit mit Freunden
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-2 |
Teaching Hours:8 |
|||||||||||||||||||||
Zeit mit Freunden
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-2 |
Teaching Hours:8 |
|||||||||||||||||||||
Zeit mit Freunden
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-2 |
Teaching Hours:8 |
|||||||||||||||||||||
Zeit mit Freunden
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-2 |
Teaching Hours:8 |
|||||||||||||||||||||
Zeit mit Freunden
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-2 |
Teaching Hours:8 |
|||||||||||||||||||||
Zeit mit Freunden
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-2 |
Teaching Hours:8 |
|||||||||||||||||||||
Zeit mit Freunden
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-2 |
Teaching Hours:8 |
|||||||||||||||||||||
Zeit mit Freunden
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-2 |
Teaching Hours:8 |
|||||||||||||||||||||
Zeit mit Freunden
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-2 |
Teaching Hours:8 |
|||||||||||||||||||||
Zeit mit Freunden
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-2 |
Teaching Hours:8 |
|||||||||||||||||||||
Zeit mit Freunden
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-2 |
Teaching Hours:8 |
|||||||||||||||||||||
Zeit mit Freunden
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-2 |
Teaching Hours:8 |
|||||||||||||||||||||
Zeit mit Freunden
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-2 |
Teaching Hours:8 |
|||||||||||||||||||||
Zeit mit Freunden
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-2 |
Teaching Hours:8 |
|||||||||||||||||||||
Zeit mit Freunden
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-2 |
Teaching Hours:8 |
|||||||||||||||||||||
Zeit mit Freunden
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-2 |
Teaching Hours:8 |
|||||||||||||||||||||
Zeit mit Freunden
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-2 |
Teaching Hours:8 |
|||||||||||||||||||||
Zeit mit Freunden
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-2 |
Teaching Hours:8 |
|||||||||||||||||||||
Zeit mit Freunden
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-2 |
Teaching Hours:8 |
|||||||||||||||||||||
Zeit mit Freunden
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-2 |
Teaching Hours:8 |
|||||||||||||||||||||
Zeit mit Freunden
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-2 |
Teaching Hours:8 |
|||||||||||||||||||||
Zeit mit Freunden
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-2 |
Teaching Hours:8 |
|||||||||||||||||||||
Zeit mit Freunden
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-2 |
Teaching Hours:8 |
|||||||||||||||||||||
Zeit mit Freunden
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-2 |
Teaching Hours:8 |
|||||||||||||||||||||
Zeit mit Freunden
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-2 |
Teaching Hours:8 |
|||||||||||||||||||||
Zeit mit Freunden
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-2 |
Teaching Hours:8 |
|||||||||||||||||||||
Zeit mit Freunden
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-2 |
Teaching Hours:8 |
|||||||||||||||||||||
Zeit mit Freunden
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-2 |
Teaching Hours:8 |
|||||||||||||||||||||
Zeit mit Freunden
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-2 |
Teaching Hours:8 |
|||||||||||||||||||||
Zeit mit Freunden
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-2 |
Teaching Hours:8 |
|||||||||||||||||||||
Zeit mit Freunden
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-2 |
Teaching Hours:8 |
|||||||||||||||||||||
Zeit mit Freunden
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-2 |
Teaching Hours:8 |
|||||||||||||||||||||
Zeit mit Freunden
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-2 |
Teaching Hours:8 |
|||||||||||||||||||||
Zeit mit Freunden
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-2 |
Teaching Hours:8 |
|||||||||||||||||||||
Zeit mit Freunden
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-2 |
Teaching Hours:8 |
|||||||||||||||||||||
Zeit mit Freunden
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-2 |
Teaching Hours:8 |
|||||||||||||||||||||
Zeit mit Freunden
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-2 |
Teaching Hours:8 |
|||||||||||||||||||||
Zeit mit Freunden
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-2 |
Teaching Hours:8 |
|||||||||||||||||||||
Zeit mit Freunden
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-2 |
Teaching Hours:8 |
|||||||||||||||||||||
Zeit mit Freunden
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-2 |
Teaching Hours:8 |
|||||||||||||||||||||
Zeit mit Freunden
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-2 |
Teaching Hours:8 |
|||||||||||||||||||||
Zeit mit Freunden
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-2 |
Teaching Hours:8 |
|||||||||||||||||||||
Zeit mit Freunden
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-2 |
Teaching Hours:8 |
|||||||||||||||||||||
Zeit mit Freunden
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-2 |
Teaching Hours:8 |
|||||||||||||||||||||
Zeit mit Freunden
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-3 |
Teaching Hours:7 |
|||||||||||||||||||||
Arbeitsalltag
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-3 |
Teaching Hours:7 |
|||||||||||||||||||||
Arbeitsalltag
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-3 |
Teaching Hours:7 |
|||||||||||||||||||||
Arbeitsalltag
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-3 |
Teaching Hours:7 |
|||||||||||||||||||||
Arbeitsalltag
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-3 |
Teaching Hours:7 |
|||||||||||||||||||||
Arbeitsalltag
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-3 |
Teaching Hours:7 |
|||||||||||||||||||||
Arbeitsalltag
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-3 |
Teaching Hours:7 |
|||||||||||||||||||||
Arbeitsalltag
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-3 |
Teaching Hours:7 |
|||||||||||||||||||||
Arbeitsalltag
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-3 |
Teaching Hours:7 |
|||||||||||||||||||||
Arbeitsalltag
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-3 |
Teaching Hours:7 |
|||||||||||||||||||||
Arbeitsalltag
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-3 |
Teaching Hours:7 |
|||||||||||||||||||||
Arbeitsalltag
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-3 |
Teaching Hours:7 |
|||||||||||||||||||||
Arbeitsalltag
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-3 |
Teaching Hours:7 |
|||||||||||||||||||||
Arbeitsalltag
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-3 |
Teaching Hours:7 |
|||||||||||||||||||||
Arbeitsalltag
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-3 |
Teaching Hours:7 |
|||||||||||||||||||||
Arbeitsalltag
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-3 |
Teaching Hours:7 |
|||||||||||||||||||||
Arbeitsalltag
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-3 |
Teaching Hours:7 |
|||||||||||||||||||||
Arbeitsalltag
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-3 |
Teaching Hours:7 |
|||||||||||||||||||||
Arbeitsalltag
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-3 |
Teaching Hours:7 |
|||||||||||||||||||||
Arbeitsalltag
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-3 |
Teaching Hours:7 |
|||||||||||||||||||||
Arbeitsalltag
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-3 |
Teaching Hours:7 |
|||||||||||||||||||||
Arbeitsalltag
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-3 |
Teaching Hours:7 |
|||||||||||||||||||||
Arbeitsalltag
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-3 |
Teaching Hours:7 |
|||||||||||||||||||||
Arbeitsalltag
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-3 |
Teaching Hours:7 |
|||||||||||||||||||||
Arbeitsalltag
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-3 |
Teaching Hours:7 |
|||||||||||||||||||||
Arbeitsalltag
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-3 |
Teaching Hours:7 |
|||||||||||||||||||||
Arbeitsalltag
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-3 |
Teaching Hours:7 |
|||||||||||||||||||||
Arbeitsalltag
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-3 |
Teaching Hours:7 |
|||||||||||||||||||||
Arbeitsalltag
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-3 |
Teaching Hours:7 |
|||||||||||||||||||||
Arbeitsalltag
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-3 |
Teaching Hours:7 |
|||||||||||||||||||||
Arbeitsalltag
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-3 |
Teaching Hours:7 |
|||||||||||||||||||||
Arbeitsalltag
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-3 |
Teaching Hours:7 |
|||||||||||||||||||||
Arbeitsalltag
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-3 |
Teaching Hours:7 |
|||||||||||||||||||||
Arbeitsalltag
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-3 |
Teaching Hours:7 |
|||||||||||||||||||||
Arbeitsalltag
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-3 |
Teaching Hours:7 |
|||||||||||||||||||||
Arbeitsalltag
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-3 |
Teaching Hours:7 |
|||||||||||||||||||||
Arbeitsalltag
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-3 |
Teaching Hours:7 |
|||||||||||||||||||||
Arbeitsalltag
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-3 |
Teaching Hours:7 |
|||||||||||||||||||||
Arbeitsalltag
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-3 |
Teaching Hours:7 |
|||||||||||||||||||||
Arbeitsalltag
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-3 |
Teaching Hours:7 |
|||||||||||||||||||||
Arbeitsalltag
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-3 |
Teaching Hours:7 |
|||||||||||||||||||||
Arbeitsalltag
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-3 |
Teaching Hours:7 |
|||||||||||||||||||||
Arbeitsalltag
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-3 |
Teaching Hours:7 |
|||||||||||||||||||||
Arbeitsalltag
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-3 |
Teaching Hours:7 |
|||||||||||||||||||||
Arbeitsalltag
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-3 |
Teaching Hours:7 |
|||||||||||||||||||||
Arbeitsalltag
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-3 |
Teaching Hours:7 |
|||||||||||||||||||||
Arbeitsalltag
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-3 |
Teaching Hours:7 |
|||||||||||||||||||||
Arbeitsalltag
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-3 |
Teaching Hours:7 |
|||||||||||||||||||||
Arbeitsalltag
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-3 |
Teaching Hours:7 |
|||||||||||||||||||||
Arbeitsalltag
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-3 |
Teaching Hours:7 |
|||||||||||||||||||||
Arbeitsalltag
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-3 |
Teaching Hours:7 |
|||||||||||||||||||||
Arbeitsalltag
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-3 |
Teaching Hours:7 |
|||||||||||||||||||||
Arbeitsalltag
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-3 |
Teaching Hours:7 |
|||||||||||||||||||||
Arbeitsalltag
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-3 |
Teaching Hours:7 |
|||||||||||||||||||||
Arbeitsalltag
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-3 |
Teaching Hours:7 |
|||||||||||||||||||||
Arbeitsalltag
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-3 |
Teaching Hours:7 |
|||||||||||||||||||||
Arbeitsalltag
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-3 |
Teaching Hours:7 |
|||||||||||||||||||||
Arbeitsalltag
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-3 |
Teaching Hours:7 |
|||||||||||||||||||||
Arbeitsalltag
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-3 |
Teaching Hours:7 |
|||||||||||||||||||||
Arbeitsalltag
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-3 |
Teaching Hours:7 |
|||||||||||||||||||||
Arbeitsalltag
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-3 |
Teaching Hours:7 |
|||||||||||||||||||||
Arbeitsalltag
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-3 |
Teaching Hours:7 |
|||||||||||||||||||||
Arbeitsalltag
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-3 |
Teaching Hours:7 |
|||||||||||||||||||||
Arbeitsalltag
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-3 |
Teaching Hours:7 |
|||||||||||||||||||||
Arbeitsalltag
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-3 |
Teaching Hours:7 |
|||||||||||||||||||||
Arbeitsalltag
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-3 |
Teaching Hours:7 |
|||||||||||||||||||||
Arbeitsalltag
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-3 |
Teaching Hours:7 |
|||||||||||||||||||||
Arbeitsalltag
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-3 |
Teaching Hours:7 |
|||||||||||||||||||||
Arbeitsalltag
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-3 |
Teaching Hours:7 |
|||||||||||||||||||||
Arbeitsalltag
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-3 |
Teaching Hours:7 |
|||||||||||||||||||||
Arbeitsalltag
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-3 |
Teaching Hours:7 |
|||||||||||||||||||||
Arbeitsalltag
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-3 |
Teaching Hours:7 |
|||||||||||||||||||||
Arbeitsalltag
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-3 |
Teaching Hours:7 |
|||||||||||||||||||||
Arbeitsalltag
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-3 |
Teaching Hours:7 |
|||||||||||||||||||||
Arbeitsalltag
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-3 |
Teaching Hours:7 |
|||||||||||||||||||||
Arbeitsalltag
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-3 |
Teaching Hours:7 |
|||||||||||||||||||||
Arbeitsalltag
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-3 |
Teaching Hours:7 |
|||||||||||||||||||||
Arbeitsalltag
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-3 |
Teaching Hours:7 |
|||||||||||||||||||||
Arbeitsalltag
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-3 |
Teaching Hours:7 |
|||||||||||||||||||||
Arbeitsalltag
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-4 |
Teaching Hours:7 |
|||||||||||||||||||||
Fit und gesund
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-4 |
Teaching Hours:7 |
|||||||||||||||||||||
Fit und gesund
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-4 |
Teaching Hours:7 |
|||||||||||||||||||||
Fit und gesund
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-4 |
Teaching Hours:7 |
|||||||||||||||||||||
Fit und gesund
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-4 |
Teaching Hours:7 |
|||||||||||||||||||||
Fit und gesund
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-4 |
Teaching Hours:7 |
|||||||||||||||||||||
Fit und gesund
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-4 |
Teaching Hours:7 |
|||||||||||||||||||||
Fit und gesund
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-4 |
Teaching Hours:7 |
|||||||||||||||||||||
Fit und gesund
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-4 |
Teaching Hours:7 |
|||||||||||||||||||||
Fit und gesund
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-4 |
Teaching Hours:7 |
|||||||||||||||||||||
Fit und gesund
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-4 |
Teaching Hours:7 |
|||||||||||||||||||||
Fit und gesund
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-4 |
Teaching Hours:7 |
|||||||||||||||||||||
Fit und gesund
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-4 |
Teaching Hours:7 |
|||||||||||||||||||||
Fit und gesund
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-4 |
Teaching Hours:7 |
|||||||||||||||||||||
Fit und gesund
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-4 |
Teaching Hours:7 |
|||||||||||||||||||||
Fit und gesund
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-4 |
Teaching Hours:7 |
|||||||||||||||||||||
Fit und gesund
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-4 |
Teaching Hours:7 |
|||||||||||||||||||||
Fit und gesund
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-4 |
Teaching Hours:7 |
|||||||||||||||||||||
Fit und gesund
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-4 |
Teaching Hours:7 |
|||||||||||||||||||||
Fit und gesund
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-4 |
Teaching Hours:7 |
|||||||||||||||||||||
Fit und gesund
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-4 |
Teaching Hours:7 |
|||||||||||||||||||||
Fit und gesund
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-4 |
Teaching Hours:7 |
|||||||||||||||||||||
Fit und gesund
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-4 |
Teaching Hours:7 |
|||||||||||||||||||||
Fit und gesund
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-4 |
Teaching Hours:7 |
|||||||||||||||||||||
Fit und gesund
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-4 |
Teaching Hours:7 |
|||||||||||||||||||||
Fit und gesund
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-4 |
Teaching Hours:7 |
|||||||||||||||||||||
Fit und gesund
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-4 |
Teaching Hours:7 |
|||||||||||||||||||||
Fit und gesund
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-4 |
Teaching Hours:7 |
|||||||||||||||||||||
Fit und gesund
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-4 |
Teaching Hours:7 |
|||||||||||||||||||||
Fit und gesund
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-4 |
Teaching Hours:7 |
|||||||||||||||||||||
Fit und gesund
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-4 |
Teaching Hours:7 |
|||||||||||||||||||||
Fit und gesund
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-4 |
Teaching Hours:7 |
|||||||||||||||||||||
Fit und gesund
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-4 |
Teaching Hours:7 |
|||||||||||||||||||||
Fit und gesund
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-4 |
Teaching Hours:7 |
|||||||||||||||||||||
Fit und gesund
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-4 |
Teaching Hours:7 |
|||||||||||||||||||||
Fit und gesund
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-4 |
Teaching Hours:7 |
|||||||||||||||||||||
Fit und gesund
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-4 |
Teaching Hours:7 |
|||||||||||||||||||||
Fit und gesund
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-4 |
Teaching Hours:7 |
|||||||||||||||||||||
Fit und gesund
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-4 |
Teaching Hours:7 |
|||||||||||||||||||||
Fit und gesund
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-4 |
Teaching Hours:7 |
|||||||||||||||||||||
Fit und gesund
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-4 |
Teaching Hours:7 |
|||||||||||||||||||||
Fit und gesund
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-4 |
Teaching Hours:7 |
|||||||||||||||||||||
Fit und gesund
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-4 |
Teaching Hours:7 |
|||||||||||||||||||||
Fit und gesund
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-4 |
Teaching Hours:7 |
|||||||||||||||||||||
Fit und gesund
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-4 |
Teaching Hours:7 |
|||||||||||||||||||||
Fit und gesund
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-4 |
Teaching Hours:7 |
|||||||||||||||||||||
Fit und gesund
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-4 |
Teaching Hours:7 |
|||||||||||||||||||||
Fit und gesund
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-4 |
Teaching Hours:7 |
|||||||||||||||||||||
Fit und gesund
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-4 |
Teaching Hours:7 |
|||||||||||||||||||||
Fit und gesund
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-4 |
Teaching Hours:7 |
|||||||||||||||||||||
Fit und gesund
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-4 |
Teaching Hours:7 |
|||||||||||||||||||||
Fit und gesund
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-4 |
Teaching Hours:7 |
|||||||||||||||||||||
Fit und gesund
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-4 |
Teaching Hours:7 |
|||||||||||||||||||||
Fit und gesund
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-4 |
Teaching Hours:7 |
|||||||||||||||||||||
Fit und gesund
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-4 |
Teaching Hours:7 |
|||||||||||||||||||||
Fit und gesund
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-4 |
Teaching Hours:7 |
|||||||||||||||||||||
Fit und gesund
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-4 |
Teaching Hours:7 |
|||||||||||||||||||||
Fit und gesund
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-4 |
Teaching Hours:7 |
|||||||||||||||||||||
Fit und gesund
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-4 |
Teaching Hours:7 |
|||||||||||||||||||||
Fit und gesund
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-4 |
Teaching Hours:7 |
|||||||||||||||||||||
Fit und gesund
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-4 |
Teaching Hours:7 |
|||||||||||||||||||||
Fit und gesund
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-4 |
Teaching Hours:7 |
|||||||||||||||||||||
Fit und gesund
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-4 |
Teaching Hours:7 |
|||||||||||||||||||||
Fit und gesund
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-4 |
Teaching Hours:7 |
|||||||||||||||||||||
Fit und gesund
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-4 |
Teaching Hours:7 |
|||||||||||||||||||||
Fit und gesund
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-4 |
Teaching Hours:7 |
|||||||||||||||||||||
Fit und gesund
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-4 |
Teaching Hours:7 |
|||||||||||||||||||||
Fit und gesund
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-4 |
Teaching Hours:7 |
|||||||||||||||||||||
Fit und gesund
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-4 |
Teaching Hours:7 |
|||||||||||||||||||||
Fit und gesund
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-4 |
Teaching Hours:7 |
|||||||||||||||||||||
Fit und gesund
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-4 |
Teaching Hours:7 |
|||||||||||||||||||||
Fit und gesund
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-4 |
Teaching Hours:7 |
|||||||||||||||||||||
Fit und gesund
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-4 |
Teaching Hours:7 |
|||||||||||||||||||||
Fit und gesund
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-4 |
Teaching Hours:7 |
|||||||||||||||||||||
Fit und gesund
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-4 |
Teaching Hours:7 |
|||||||||||||||||||||
Fit und gesund
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-4 |
Teaching Hours:7 |
|||||||||||||||||||||
Fit und gesund
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-4 |
Teaching Hours:7 |
|||||||||||||||||||||
Fit und gesund
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-4 |
Teaching Hours:7 |
|||||||||||||||||||||
Fit und gesund
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-4 |
Teaching Hours:7 |
|||||||||||||||||||||
Fit und gesund
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Text Books And Reference Books: Netzwerk neu Deutsch als Fremdsprache A1 Textbook, Workbook, Glossar and 2 CDs by Stefanie Dengler, Paul Rusch, Helen Schmitz, Tanja Sieber, Klett -Langenscheidt Publishers
| ||||||||||||||||||||||
Essential Reading / Recommended Reading
1. Studio d A1 set of three books and CD by Herr Mann Funk, Cornelsen Publishers
2. Deutsch Sprachlehre für Ausländer and Glossar Deutsch-English by Heinz Griesbach-Dora Schulz, Max Hueber Publishers
3. Deutsch für den Beruf text book by Adelheid h, Max Hueber Publishers
4. Deutsch für den Beruf work book by Adelheid h, Max Hueber Publishers
5. Grammatik Intensiv Trainer A1 Deutsch – Langenscheidt by Mark Lester, Larry Beason, Langenscheid Publishers
6. Fit für Goethe Zetifikat A1 start Deutsch 1 by Johaness Gerbes, Frau ke van der Werff, Hueber Publishers
7. Learn german through games and activities level1 Deutsch als Fremdsprache/Kursbuch und Arbeitsbuch and CD by Sabine Emmerich & Federica Colombo, Eli Publishers
| ||||||||||||||||||||||
Evaluation Pattern
| ||||||||||||||||||||||
HIN282-4 - HINDI (ADVANCED) (2023 Batch) | ||||||||||||||||||||||
Total Teaching Hours for Semester:30 |
No of Lecture Hours/Week:2 |
|||||||||||||||||||||
Max Marks:50 |
Credits:2 |
|||||||||||||||||||||
Course Objectives/Course Description |
||||||||||||||||||||||
The text book "Samakaleen Katha Sanchay" is a story collection edited by Dr. Sebastian K A & Dr. Deepak Kumar Gond, published by Vani Prakashan. New Delhi. In this semester, film studies is been offered. Modules on India's leading industrialists and advertisement creation also are included in the syllabus |
||||||||||||||||||||||
Learning Outcome |
||||||||||||||||||||||
CO1: Improve the writing skill in literary Hindi CO2: Improve the analytical skills through critical analysis
of the short stories.
CO3: Understand the thematic and technical aspects of Hindi movies through the visual text. CO4: Able to contribute to the field of advertisement making. CO5: Able to draw inspiration from leading industrialists |
Unit-1 |
Teaching Hours:15 |
||||||||||
Samakaleen Katha Sanchay
|
|||||||||||
Anthology of contemporary Hindi short stories | |||||||||||
Unit-1 |
Teaching Hours:15 |
||||||||||
ESSENTIAL READING
|
|||||||||||
SAMKALEEN KATHA SANCHAY -Story collection | |||||||||||
Unit-1 |
Teaching Hours:15 |
||||||||||
Stories
|
|||||||||||
Stories | |||||||||||
Unit-1 |
Teaching Hours:15 |
||||||||||
Samakaleen Katha Sanchay
|
|||||||||||
Anthology of contemporary Hindi short stories | |||||||||||
Unit-1 |
Teaching Hours:15 |
||||||||||
ESSENTIAL READING
|
|||||||||||
SAMKALEEN KATHA SANCHAY -Story collection | |||||||||||
Unit-1 |
Teaching Hours:15 |
||||||||||
Stories
|
|||||||||||
Stories | |||||||||||
Unit-1 |
Teaching Hours:15 |
||||||||||
Samakaleen Katha Sanchay
|
|||||||||||
Anthology of contemporary Hindi short stories | |||||||||||
Unit-1 |
Teaching Hours:15 |
||||||||||
ESSENTIAL READING
|
|||||||||||
SAMKALEEN KATHA SANCHAY -Story collection | |||||||||||
Unit-1 |
Teaching Hours:15 |
||||||||||
Stories
|
|||||||||||
Stories | |||||||||||
Unit-1 |
Teaching Hours:15 |
||||||||||
Samakaleen Katha Sanchay
|
|||||||||||
Anthology of contemporary Hindi short stories | |||||||||||
Unit-1 |
Teaching Hours:15 |
||||||||||
ESSENTIAL READING
|
|||||||||||
SAMKALEEN KATHA SANCHAY -Story collection | |||||||||||
Unit-1 |
Teaching Hours:15 |
||||||||||
Stories
|
|||||||||||
Stories | |||||||||||
Unit-1 |
Teaching Hours:15 |
||||||||||
Samakaleen Katha Sanchay
|
|||||||||||
Anthology of contemporary Hindi short stories | |||||||||||
Unit-1 |
Teaching Hours:15 |
||||||||||
ESSENTIAL READING
|
|||||||||||
SAMKALEEN KATHA SANCHAY -Story collection | |||||||||||
Unit-1 |
Teaching Hours:15 |
||||||||||
Stories
|
|||||||||||
Stories | |||||||||||
Unit-1 |
Teaching Hours:15 |
||||||||||
Samakaleen Katha Sanchay
|
|||||||||||
Anthology of contemporary Hindi short stories | |||||||||||
Unit-1 |
Teaching Hours:15 |
||||||||||
ESSENTIAL READING
|
|||||||||||
SAMKALEEN KATHA SANCHAY -Story collection | |||||||||||
Unit-1 |
Teaching Hours:15 |
||||||||||
Stories
|
|||||||||||
Stories | |||||||||||
Unit-1 |
Teaching Hours:15 |
||||||||||
Samakaleen Katha Sanchay
|
|||||||||||
Anthology of contemporary Hindi short stories | |||||||||||
Unit-1 |
Teaching Hours:15 |
||||||||||
ESSENTIAL READING
|
|||||||||||
SAMKALEEN KATHA SANCHAY -Story collection | |||||||||||
Unit-1 |
Teaching Hours:15 |
||||||||||
Stories
|
|||||||||||
Stories | |||||||||||
Unit-1 |
Teaching Hours:15 |
||||||||||
Samakaleen Katha Sanchay
|
|||||||||||
Anthology of contemporary Hindi short stories | |||||||||||
Unit-1 |
Teaching Hours:15 |
||||||||||
ESSENTIAL READING
|
|||||||||||
SAMKALEEN KATHA SANCHAY -Story collection | |||||||||||
Unit-1 |
Teaching Hours:15 |
||||||||||
Stories
|
|||||||||||
Stories | |||||||||||
Unit-1 |
Teaching Hours:15 |
||||||||||
Samakaleen Katha Sanchay
|
|||||||||||
Anthology of contemporary Hindi short stories | |||||||||||
Unit-1 |
Teaching Hours:15 |
||||||||||
ESSENTIAL READING
|
|||||||||||
SAMKALEEN KATHA SANCHAY -Story collection | |||||||||||
Unit-1 |
Teaching Hours:15 |
||||||||||
Stories
|
|||||||||||
Stories | |||||||||||
Unit-1 |
Teaching Hours:15 |
||||||||||
Samakaleen Katha Sanchay
|
|||||||||||
Anthology of contemporary Hindi short stories | |||||||||||
Unit-1 |
Teaching Hours:15 |
||||||||||
ESSENTIAL READING
|
|||||||||||
SAMKALEEN KATHA SANCHAY -Story collection | |||||||||||
Unit-1 |
Teaching Hours:15 |
||||||||||
Stories
|
|||||||||||
Stories | |||||||||||
Unit-1 |
Teaching Hours:15 |
||||||||||
Samakaleen Katha Sanchay
|
|||||||||||
Anthology of contemporary Hindi short stories | |||||||||||
Unit-1 |
Teaching Hours:15 |
||||||||||
ESSENTIAL READING
|
|||||||||||
SAMKALEEN KATHA SANCHAY -Story collection | |||||||||||
Unit-1 |
Teaching Hours:15 |
||||||||||
Stories
|
|||||||||||
Stories | |||||||||||
Unit-1 |
Teaching Hours:15 |
||||||||||
Samakaleen Katha Sanchay
|
|||||||||||
Anthology of contemporary Hindi short stories | |||||||||||
Unit-1 |
Teaching Hours:15 |
||||||||||
ESSENTIAL READING
|
|||||||||||
SAMKALEEN KATHA SANCHAY -Story collection | |||||||||||
Unit-1 |
Teaching Hours:15 |
||||||||||
Stories
|
|||||||||||
Stories | |||||||||||
Unit-1 |
Teaching Hours:15 |
||||||||||
Samakaleen Katha Sanchay
|
|||||||||||
Anthology of contemporary Hindi short stories | |||||||||||
Unit-1 |
Teaching Hours:15 |
||||||||||
ESSENTIAL READING
|
|||||||||||
SAMKALEEN KATHA SANCHAY -Story collection | |||||||||||
Unit-1 |
Teaching Hours:15 |
||||||||||
Stories
|
|||||||||||
Stories | |||||||||||
Unit-1 |
Teaching Hours:15 |
||||||||||
Samakaleen Katha Sanchay
|
|||||||||||
Anthology of contemporary Hindi short stories | |||||||||||
Unit-1 |
Teaching Hours:15 |
||||||||||
ESSENTIAL READING
|
|||||||||||
SAMKALEEN KATHA SANCHAY -Story collection | |||||||||||
Unit-1 |
Teaching Hours:15 |
||||||||||
Stories
|
|||||||||||
Stories | |||||||||||
Unit-1 |
Teaching Hours:15 |
||||||||||
Samakaleen Katha Sanchay
|
|||||||||||
Anthology of contemporary Hindi short stories | |||||||||||
Unit-1 |
Teaching Hours:15 |
||||||||||
ESSENTIAL READING
|
|||||||||||
SAMKALEEN KATHA SANCHAY -Story collection | |||||||||||
Unit-1 |
Teaching Hours:15 |
||||||||||
Stories
|
|||||||||||
Stories | |||||||||||
Unit-1 |
Teaching Hours:15 |
||||||||||
Samakaleen Katha Sanchay
|
|||||||||||
Anthology of contemporary Hindi short stories | |||||||||||
Unit-1 |
Teaching Hours:15 |
||||||||||
ESSENTIAL READING
|
|||||||||||
SAMKALEEN KATHA SANCHAY -Story collection | |||||||||||
Unit-1 |
Teaching Hours:15 |
||||||||||
Stories
|
|||||||||||
Stories | |||||||||||
Unit-1 |
Teaching Hours:15 |
||||||||||
Samakaleen Katha Sanchay
|
|||||||||||
Anthology of contemporary Hindi short stories | |||||||||||
Unit-1 |
Teaching Hours:15 |
||||||||||
ESSENTIAL READING
|
|||||||||||
SAMKALEEN KATHA SANCHAY -Story collection | |||||||||||
Unit-1 |
Teaching Hours:15 |
||||||||||
Stories
|
|||||||||||
Stories | |||||||||||
Unit-1 |
Teaching Hours:15 |
||||||||||
Samakaleen Katha Sanchay
|
|||||||||||
Anthology of contemporary Hindi short stories | |||||||||||
Unit-1 |
Teaching Hours:15 |
||||||||||
ESSENTIAL READING
|
|||||||||||
SAMKALEEN KATHA SANCHAY -Story collection | |||||||||||
Unit-1 |
Teaching Hours:15 |
||||||||||
Stories
|
|||||||||||
Stories | |||||||||||
Unit-1 |
Teaching Hours:15 |
||||||||||
Samakaleen Katha Sanchay
|
|||||||||||
Anthology of contemporary Hindi short stories | |||||||||||
Unit-1 |
Teaching Hours:15 |
||||||||||
ESSENTIAL READING
|
|||||||||||
SAMKALEEN KATHA SANCHAY -Story collection | |||||||||||
Unit-1 |
Teaching Hours:15 |
||||||||||
Stories
|
|||||||||||
Stories | |||||||||||
Unit-1 |
Teaching Hours:15 |
||||||||||
Samakaleen Katha Sanchay
|
|||||||||||
Anthology of contemporary Hindi short stories | |||||||||||
Unit-1 |
Teaching Hours:15 |
||||||||||
ESSENTIAL READING
|
|||||||||||
SAMKALEEN KATHA SANCHAY -Story collection | |||||||||||
Unit-1 |
Teaching Hours:15 |
||||||||||
Stories
|
|||||||||||
Stories | |||||||||||
Unit-1 |
Teaching Hours:15 |
||||||||||
Samakaleen Katha Sanchay
|
|||||||||||
Anthology of contemporary Hindi short stories | |||||||||||
Unit-1 |
Teaching Hours:15 |
||||||||||
ESSENTIAL READING
|
|||||||||||
SAMKALEEN KATHA SANCHAY -Story collection | |||||||||||
Unit-1 |
Teaching Hours:15 |
||||||||||
Stories
|
|||||||||||
Stories | |||||||||||
Unit-1 |
Teaching Hours:15 |
||||||||||
Samakaleen Katha Sanchay
|
|||||||||||
Anthology of contemporary Hindi short stories | |||||||||||
Unit-1 |
Teaching Hours:15 |
||||||||||
ESSENTIAL READING
|
|||||||||||
SAMKALEEN KATHA SANCHAY -Story collection | |||||||||||
Unit-1 |
Teaching Hours:15 |
||||||||||
Stories
|
|||||||||||
Stories | |||||||||||
Unit-1 |
Teaching Hours:15 |
||||||||||
Samakaleen Katha Sanchay
|
|||||||||||
Anthology of contemporary Hindi short stories | |||||||||||
Unit-1 |
Teaching Hours:15 |
||||||||||
ESSENTIAL READING
|
|||||||||||
SAMKALEEN KATHA SANCHAY -Story collection | |||||||||||
Unit-1 |
Teaching Hours:15 |
||||||||||
Stories
|
|||||||||||
Stories | |||||||||||
Unit-1 |
Teaching Hours:15 |
||||||||||
Samakaleen Katha Sanchay
|
|||||||||||
Anthology of contemporary Hindi short stories | |||||||||||
Unit-1 |
Teaching Hours:15 |
||||||||||
ESSENTIAL READING
|
|||||||||||
SAMKALEEN KATHA SANCHAY -Story collection | |||||||||||
Unit-1 |
Teaching Hours:15 |
||||||||||
Stories
|
|||||||||||
Stories | |||||||||||
Unit-1 |
Teaching Hours:15 |
||||||||||
Samakaleen Katha Sanchay
|
|||||||||||
Anthology of contemporary Hindi short stories | |||||||||||
Unit-1 |
Teaching Hours:15 |
||||||||||
ESSENTIAL READING
|
|||||||||||
SAMKALEEN KATHA SANCHAY -Story collection | |||||||||||
Unit-1 |
Teaching Hours:15 |
||||||||||
Stories
|
|||||||||||
Stories | |||||||||||
Unit-1 |
Teaching Hours:15 |
||||||||||
Samakaleen Katha Sanchay
|
|||||||||||
Anthology of contemporary Hindi short stories | |||||||||||
Unit-1 |
Teaching Hours:15 |
||||||||||
ESSENTIAL READING
|
|||||||||||
SAMKALEEN KATHA SANCHAY -Story collection | |||||||||||
Unit-1 |
Teaching Hours:15 |
||||||||||
Stories
|
|||||||||||
Stories | |||||||||||
Unit-2 |
Teaching Hours:5 |
||||||||||
FILM APPRECIATION
|
|||||||||||
12 th fail Lunch box English vinglish Dangal Queen | |||||||||||
Unit-2 |
Teaching Hours:5 |
||||||||||
Film appreciation
|
|||||||||||
film appreciation | |||||||||||
Unit-2 |
Teaching Hours:5 |
||||||||||
FILM APPRECIATION
|
|||||||||||
12 th fail Lunch box English vinglish Dangal Queen | |||||||||||
Unit-2 |
Teaching Hours:5 |
||||||||||
Film appreciation
|
|||||||||||
film appreciation | |||||||||||
Unit-2 |
Teaching Hours:5 |
||||||||||
FILM APPRECIATION
|
|||||||||||
12 th fail Lunch box English vinglish Dangal Queen | |||||||||||
Unit-2 |
Teaching Hours:5 |
||||||||||
Film appreciation
|
|||||||||||
film appreciation | |||||||||||
Unit-2 |
Teaching Hours:5 |
||||||||||
FILM APPRECIATION
|
|||||||||||
12 th fail Lunch box English vinglish Dangal Queen | |||||||||||
Unit-2 |
Teaching Hours:5 |
||||||||||
Film appreciation
|
|||||||||||
film appreciation | |||||||||||
Unit-2 |
Teaching Hours:5 |
||||||||||
FILM APPRECIATION
|
|||||||||||
12 th fail Lunch box English vinglish Dangal Queen | |||||||||||
Unit-2 |
Teaching Hours:5 |
||||||||||
Film appreciation
|
|||||||||||
film appreciation | |||||||||||
Unit-2 |
Teaching Hours:5 |
||||||||||
FILM APPRECIATION
|
|||||||||||
12 th fail Lunch box English vinglish Dangal Queen | |||||||||||
Unit-2 |
Teaching Hours:5 |
||||||||||
Film appreciation
|
|||||||||||
film appreciation | |||||||||||
Unit-2 |
Teaching Hours:5 |
||||||||||
FILM APPRECIATION
|
|||||||||||
12 th fail Lunch box English vinglish Dangal Queen | |||||||||||
Unit-2 |
Teaching Hours:5 |
||||||||||
Film appreciation
|
|||||||||||
film appreciation | |||||||||||
Unit-2 |
Teaching Hours:5 |
||||||||||
FILM APPRECIATION
|
|||||||||||
12 th fail Lunch box English vinglish Dangal Queen | |||||||||||
Unit-2 |
Teaching Hours:5 |
||||||||||
Film appreciation
|
|||||||||||
film appreciation | |||||||||||
Unit-2 |
Teaching Hours:5 |
||||||||||
FILM APPRECIATION
|
|||||||||||
12 th fail Lunch box English vinglish Dangal Queen | |||||||||||
Unit-2 |
Teaching Hours:5 |
||||||||||
Film appreciation
|
|||||||||||
film appreciation | |||||||||||
Unit-2 |
Teaching Hours:5 |
||||||||||
FILM APPRECIATION
|
|||||||||||
12 th fail Lunch box English vinglish Dangal Queen | |||||||||||
Unit-2 |
Teaching Hours:5 |
||||||||||
Film appreciation
|
|||||||||||
film appreciation | |||||||||||
Unit-2 |
Teaching Hours:5 |
||||||||||
FILM APPRECIATION
|
|||||||||||
12 th fail Lunch box English vinglish Dangal Queen | |||||||||||
Unit-2 |
Teaching Hours:5 |
||||||||||
Film appreciation
|
|||||||||||
film appreciation | |||||||||||
Unit-2 |
Teaching Hours:5 |
||||||||||
FILM APPRECIATION
|
|||||||||||
12 th fail Lunch box English vinglish Dangal Queen | |||||||||||
Unit-2 |
Teaching Hours:5 |
||||||||||
Film appreciation
|
|||||||||||
film appreciation | |||||||||||
Unit-2 |
Teaching Hours:5 |
||||||||||
FILM APPRECIATION
|
|||||||||||
12 th fail Lunch box English vinglish Dangal Queen | |||||||||||
Unit-2 |
Teaching Hours:5 |
||||||||||
Film appreciation
|
|||||||||||
film appreciation | |||||||||||
Unit-2 |
Teaching Hours:5 |
||||||||||
FILM APPRECIATION
|
|||||||||||
12 th fail Lunch box English vinglish Dangal Queen | |||||||||||
Unit-2 |
Teaching Hours:5 |
||||||||||
Film appreciation
|
|||||||||||
film appreciation | |||||||||||
Unit-2 |
Teaching Hours:5 |
||||||||||
FILM APPRECIATION
|
|||||||||||
12 th fail Lunch box English vinglish Dangal Queen | |||||||||||
Unit-2 |
Teaching Hours:5 |
||||||||||
Film appreciation
|
|||||||||||
film appreciation | |||||||||||
Unit-2 |
Teaching Hours:5 |
||||||||||
FILM APPRECIATION
|
|||||||||||
12 th fail Lunch box English vinglish Dangal Queen | |||||||||||
Unit-2 |
Teaching Hours:5 |
||||||||||
Film appreciation
|
|||||||||||
film appreciation | |||||||||||
Unit-2 |
Teaching Hours:5 |
||||||||||
FILM APPRECIATION
|
|||||||||||
12 th fail Lunch box English vinglish Dangal Queen | |||||||||||
Unit-2 |
Teaching Hours:5 |
||||||||||
Film appreciation
|
|||||||||||
film appreciation | |||||||||||
Unit-2 |
Teaching Hours:5 |
||||||||||
FILM APPRECIATION
|
|||||||||||
12 th fail Lunch box English vinglish Dangal Queen | |||||||||||
Unit-2 |
Teaching Hours:5 |
||||||||||
Film appreciation
|
|||||||||||
film appreciation | |||||||||||
Unit-2 |
Teaching Hours:5 |
||||||||||
FILM APPRECIATION
|
|||||||||||
12 th fail Lunch box English vinglish Dangal Queen | |||||||||||
Unit-2 |
Teaching Hours:5 |
||||||||||
Film appreciation
|
|||||||||||
film appreciation | |||||||||||
Unit-2 |
Teaching Hours:5 |
||||||||||
FILM APPRECIATION
|
|||||||||||
12 th fail Lunch box English vinglish Dangal Queen | |||||||||||
Unit-2 |
Teaching Hours:5 |
||||||||||
Film appreciation
|
|||||||||||
film appreciation | |||||||||||
Unit-2 |
Teaching Hours:5 |
||||||||||
FILM APPRECIATION
|
|||||||||||
12 th fail Lunch box English vinglish Dangal Queen | |||||||||||
Unit-2 |
Teaching Hours:5 |
||||||||||
Film appreciation
|
|||||||||||
film appreciation | |||||||||||
Unit-2 |
Teaching Hours:5 |
||||||||||
FILM APPRECIATION
|
|||||||||||
12 th fail Lunch box English vinglish Dangal Queen | |||||||||||
Unit-2 |
Teaching Hours:5 |
||||||||||
Film appreciation
|
|||||||||||
film appreciation | |||||||||||
Unit-2 |
Teaching Hours:5 |
||||||||||
FILM APPRECIATION
|
|||||||||||
12 th fail Lunch box English vinglish Dangal Queen | |||||||||||
Unit-2 |
Teaching Hours:5 |
||||||||||
Film appreciation
|
|||||||||||
film appreciation | |||||||||||
Unit-2 |
Teaching Hours:5 |
||||||||||
FILM APPRECIATION
|
|||||||||||
12 th fail Lunch box English vinglish Dangal Queen | |||||||||||
Unit-2 |
Teaching Hours:5 |
||||||||||
Film appreciation
|
|||||||||||
film appreciation | |||||||||||
Unit-2 |
Teaching Hours:5 |
||||||||||
FILM APPRECIATION
|
|||||||||||
12 th fail Lunch box English vinglish Dangal Queen | |||||||||||
Unit-2 |
Teaching Hours:5 |
||||||||||
Film appreciation
|
|||||||||||
film appreciation | |||||||||||
Unit-2 |
Teaching Hours:5 |
||||||||||
FILM APPRECIATION
|
|||||||||||
12 th fail Lunch box English vinglish Dangal Queen | |||||||||||
Unit-2 |
Teaching Hours:5 |
||||||||||
Film appreciation
|
|||||||||||
film appreciation | |||||||||||
Unit-3 |
Teaching Hours:3 |
||||||||||
Advertisement
|
|||||||||||
Advertisement | |||||||||||
Unit-3 |
Teaching Hours:3 |
||||||||||
Advertisement
|
|||||||||||
Advertisement | |||||||||||
Unit-3 |
Teaching Hours:3 |
||||||||||
Advertisement
|
|||||||||||
Advertisement | |||||||||||
Unit-3 |
Teaching Hours:3 |
||||||||||
Advertisement
|
|||||||||||
Advertisement | |||||||||||
Unit-3 |
Teaching Hours:3 |
||||||||||
Advertisement
|
|||||||||||
Advertisement | |||||||||||
Unit-3 |
Teaching Hours:3 |
||||||||||
Advertisement
|
|||||||||||
Advertisement | |||||||||||
Unit-3 |
Teaching Hours:3 |
||||||||||
Advertisement
|
|||||||||||
Advertisement | |||||||||||
Unit-3 |
Teaching Hours:3 |
||||||||||
Advertisement
|
|||||||||||
Advertisement | |||||||||||
Unit-3 |
Teaching Hours:3 |
||||||||||
Advertisement
|
|||||||||||
Advertisement | |||||||||||
Unit-3 |
Teaching Hours:3 |
||||||||||
Advertisement
|
|||||||||||
Advertisement | |||||||||||
Unit-3 |
Teaching Hours:3 |
||||||||||
Advertisement
|
|||||||||||
Advertisement | |||||||||||
Unit-3 |
Teaching Hours:3 |
||||||||||
Advertisement
|
|||||||||||
Advertisement | |||||||||||
Unit-3 |
Teaching Hours:3 |
||||||||||
Advertisement
|
|||||||||||
Advertisement | |||||||||||
Unit-3 |
Teaching Hours:3 |
||||||||||
Advertisement
|
|||||||||||
Advertisement | |||||||||||
Unit-3 |
Teaching Hours:3 |
||||||||||
Advertisement
|
|||||||||||
Advertisement | |||||||||||
Unit-3 |
Teaching Hours:3 |
||||||||||
Advertisement
|
|||||||||||
Advertisement | |||||||||||
Unit-3 |
Teaching Hours:3 |
||||||||||
Advertisement
|
|||||||||||
Advertisement | |||||||||||
Unit-3 |
Teaching Hours:3 |
||||||||||
Advertisement
|
|||||||||||
Advertisement | |||||||||||
Unit-3 |
Teaching Hours:3 |
||||||||||
Advertisement
|
|||||||||||
Advertisement | |||||||||||
Unit-3 |
Teaching Hours:3 |
||||||||||
Advertisement
|
|||||||||||
Advertisement | |||||||||||
Unit-3 |
Teaching Hours:3 |
||||||||||
Advertisement
|
|||||||||||
Advertisement | |||||||||||
Unit-3 |
Teaching Hours:3 |
||||||||||
Advertisement
|
|||||||||||
Advertisement | |||||||||||
Unit-3 |
Teaching Hours:3 |
||||||||||
Advertisement
|
|||||||||||
Advertisement | |||||||||||
Unit-3 |
Teaching Hours:3 |
||||||||||
Advertisement
|
|||||||||||
Advertisement | |||||||||||
Unit-3 |
Teaching Hours:3 |
||||||||||
Advertisement
|
|||||||||||
Advertisement | |||||||||||
Unit-3 |
Teaching Hours:3 |
||||||||||
Advertisement
|
|||||||||||
Advertisement | |||||||||||
Unit-4 |
Teaching Hours:2 |
||||||||||
INDIAS LEADING INDUSTRIALIST
|
|||||||||||
India's Leading industrialist | |||||||||||
Unit-4 |
Teaching Hours:2 |
||||||||||
INDIAS LEADING INDUSTRIALIST
|
|||||||||||
India's Leading industrialist | |||||||||||
Unit-4 |
Teaching Hours:2 |
||||||||||
INDIAS LEADING INDUSTRIALIST
|
|||||||||||
India's Leading industrialist | |||||||||||
Unit-4 |
Teaching Hours:2 |
||||||||||
INDIAS LEADING INDUSTRIALIST
|
|||||||||||
India's Leading industrialist | |||||||||||
Unit-4 |
Teaching Hours:2 |
||||||||||
INDIAS LEADING INDUSTRIALIST
|
|||||||||||
India's Leading industrialist | |||||||||||
Unit-4 |
Teaching Hours:2 |
||||||||||
INDIAS LEADING INDUSTRIALIST
|
|||||||||||
India's Leading industrialist | |||||||||||
Unit-4 |
Teaching Hours:2 |
||||||||||
INDIAS LEADING INDUSTRIALIST
|
|||||||||||
India's Leading industrialist | |||||||||||
Unit-4 |
Teaching Hours:2 |
||||||||||
INDIAS LEADING INDUSTRIALIST
|
|||||||||||
India's Leading industrialist | |||||||||||
Unit-4 |
Teaching Hours:2 |
||||||||||
INDIAS LEADING INDUSTRIALIST
|
|||||||||||
India's Leading industrialist | |||||||||||
Unit-4 |
Teaching Hours:2 |
||||||||||
INDIAS LEADING INDUSTRIALIST
|
|||||||||||
India's Leading industrialist | |||||||||||
Unit-4 |
Teaching Hours:2 |
||||||||||
INDIAS LEADING INDUSTRIALIST
|
|||||||||||
India's Leading industrialist | |||||||||||
Unit-4 |
Teaching Hours:2 |
||||||||||
INDIAS LEADING INDUSTRIALIST
|
|||||||||||
India's Leading industrialist | |||||||||||
Unit-4 |
Teaching Hours:2 |
||||||||||
INDIAS LEADING INDUSTRIALIST
|
|||||||||||
India's Leading industrialist | |||||||||||
Unit-4 |
Teaching Hours:2 |
||||||||||
INDIAS LEADING INDUSTRIALIST
|
|||||||||||
India's Leading industrialist | |||||||||||
Unit-4 |
Teaching Hours:2 |
||||||||||
INDIAS LEADING INDUSTRIALIST
|
|||||||||||
India's Leading industrialist | |||||||||||
Unit-4 |
Teaching Hours:2 |
||||||||||
INDIAS LEADING INDUSTRIALIST
|
|||||||||||
India's Leading industrialist | |||||||||||
Unit-4 |
Teaching Hours:2 |
||||||||||
INDIAS LEADING INDUSTRIALIST
|
|||||||||||
India's Leading industrialist | |||||||||||
Unit-4 |
Teaching Hours:2 |
||||||||||
INDIAS LEADING INDUSTRIALIST
|
|||||||||||
India's Leading industrialist | |||||||||||
Unit-4 |
Teaching Hours:2 |
||||||||||
INDIAS LEADING INDUSTRIALIST
|
|||||||||||
India's Leading industrialist | |||||||||||
Unit-4 |
Teaching Hours:2 |
||||||||||
INDIAS LEADING INDUSTRIALIST
|
|||||||||||
India's Leading industrialist | |||||||||||
Unit-4 |
Teaching Hours:2 |
||||||||||
INDIAS LEADING INDUSTRIALIST
|
|||||||||||
India's Leading industrialist | |||||||||||
Unit-4 |
Teaching Hours:2 |
||||||||||
INDIAS LEADING INDUSTRIALIST
|
|||||||||||
India's Leading industrialist | |||||||||||
Unit-4 |
Teaching Hours:2 |
||||||||||
INDIAS LEADING INDUSTRIALIST
|
|||||||||||
India's Leading industrialist | |||||||||||
Unit-4 |
Teaching Hours:2 |
||||||||||
INDIAS LEADING INDUSTRIALIST
|
|||||||||||
India's Leading industrialist | |||||||||||
Unit-4 |
Teaching Hours:2 |
||||||||||
INDIAS LEADING INDUSTRIALIST
|
|||||||||||
India's Leading industrialist | |||||||||||
Unit-4 |
Teaching Hours:2 |
||||||||||
INDIAS LEADING INDUSTRIALIST
|
|||||||||||
India's Leading industrialist | |||||||||||
Text Books And Reference Books: "Samakaleen Katha Sanchay" is a story collection edited by Dr. Sebastian K A & Dr. Deepak Kumar Gond, published by Vani Prakashan. | |||||||||||
Essential Reading / Recommended Reading 1 Vanijya Hindi – By A V Narti 2 Creative writing – By : John Singleton 3 Adhunik Hindi Nibandh – By: Bhuvaneshwarichandran Saksena 4 Cambridge introduction to – By: Morley, Davi | |||||||||||
Evaluation Pattern
| |||||||||||
SPA181-4 - SPANISH (2023 Batch) | |||||||||||
Total Teaching Hours for Semester:30 |
No of Lecture Hours/Week:2 |
||||||||||
Max Marks:50 |
Credits:2 |
||||||||||
Course Objectives/Course Description |
|||||||||||
Course Description: “Aula International 1” A1/A2 . Is designed to develop listening, speaking, writing, and reading skills in Spanish as well as cultural competency in the Hispanic world. This course is intended for students with no prior knowledge of Spanish .This method leads easy way to communicate and to carry out tasks in Spanish. Course Objectives: “Aula International 1” A1/A2’. General objective are more specific to define the linguistic knowledge with the help of which the learners will implement various skills such as to understand, to speak, to interact and to write. |
|||||||||||
Learning Outcome |
|||||||||||
CO1: Student will able to comprehend and respond with grammatical accuracy to spoken and
written Spanish. CO2: Student will able to recognize the value of Spanish language learning and cultures through
participation in a variety of activities. CO3: Student will able to demonstrate language learning skills and strategies as cognitive and
social development. |
Unit-1 |
Teaching Hours:5 |
Unit 7 Dirección
|
|
o Asking and specifying direction o Describing about appearance and characters | |
Unit-1 |
Teaching Hours:5 |
Unit 7 Dirección
|
|
o Asking and specifying direction o Describing about appearance and characters | |
Unit-1 |
Teaching Hours:5 |
Unit 7 Dirección
|
|
o Asking and specifying direction o Describing about appearance and characters | |
Unit-1 |
Teaching Hours:5 |
Unit 7 Dirección
|
|
o Asking and specifying direction o Describing about appearance and characters | |
Unit-1 |
Teaching Hours:5 |
Unit 7 Dirección
|
|
o Asking and specifying direction o Describing about appearance and characters | |
Unit-1 |
Teaching Hours:5 |
Unit 7 Dirección
|
|
o Asking and specifying direction o Describing about appearance and characters | |
Unit-1 |
Teaching Hours:5 |
Unit 7 Dirección
|
|
o Asking and specifying direction o Describing about appearance and characters | |
Unit-1 |
Teaching Hours:5 |
Unit 7 Dirección
|
|
o Asking and specifying direction o Describing about appearance and characters | |
Unit-1 |
Teaching Hours:5 |
Unit 7 Dirección
|
|
o Asking and specifying direction o Describing about appearance and characters | |
Unit-1 |
Teaching Hours:5 |
Unit 7 Dirección
|
|
o Asking and specifying direction o Describing about appearance and characters | |
Unit-1 |
Teaching Hours:5 |
Unit 7 Dirección
|
|
o Asking and specifying direction o Describing about appearance and characters | |
Unit-1 |
Teaching Hours:5 |
Unit 7 Dirección
|
|
o Asking and specifying direction o Describing about appearance and characters | |
Unit-1 |
Teaching Hours:5 |
Unit 7 Dirección
|
|
o Asking and specifying direction o Describing about appearance and characters | |
Unit-1 |
Teaching Hours:5 |
Unit 7 Dirección
|
|
o Asking and specifying direction o Describing about appearance and characters | |
Unit-1 |
Teaching Hours:5 |
Unit 7 Dirección
|
|
o Asking and specifying direction o Describing about appearance and characters | |
Unit-1 |
Teaching Hours:5 |
Unit 7 Dirección
|
|
o Asking and specifying direction o Describing about appearance and characters | |
Unit-1 |
Teaching Hours:5 |
Unit 7 Dirección
|
|
o Asking and specifying direction o Describing about appearance and characters | |
Unit-1 |
Teaching Hours:5 |
Unit 7 Dirección
|
|
o Asking and specifying direction o Describing about appearance and characters | |
Unit-1 |
Teaching Hours:5 |
Unit 7 Dirección
|
|
o Asking and specifying direction o Describing about appearance and characters | |
Unit-1 |
Teaching Hours:5 |
Unit 7 Dirección
|
|
o Asking and specifying direction o Describing about appearance and characters | |
Unit-1 |
Teaching Hours:5 |
Unit 7 Dirección
|
|
o Asking and specifying direction o Describing about appearance and characters | |
Unit-1 |
Teaching Hours:5 |
Unit 7 Dirección
|
|
o Asking and specifying direction o Describing about appearance and characters | |
Unit-1 |
Teaching Hours:5 |
Unit 7 Dirección
|
|
o Asking and specifying direction o Describing about appearance and characters | |
Unit-1 |
Teaching Hours:5 |
Unit 7 Dirección
|
|
o Asking and specifying direction o Describing about appearance and characters | |
Unit-1 |
Teaching Hours:5 |
Unit 7 Dirección
|
|
o Asking and specifying direction o Describing about appearance and characters | |
Unit-1 |
Teaching Hours:5 |
Unit 7 Dirección
|
|
o Asking and specifying direction o Describing about appearance and characters | |
Unit-1 |
Teaching Hours:5 |
Unit 7 Dirección
|
|
o Asking and specifying direction o Describing about appearance and characters | |
Unit-1 |
Teaching Hours:5 |
Unit 7 Dirección
|
|
o Asking and specifying direction o Describing about appearance and characters | |
Unit-1 |
Teaching Hours:5 |
Unit 7 Dirección
|
|
o Asking and specifying direction o Describing about appearance and characters | |
Unit-1 |
Teaching Hours:5 |
Unit 7 Dirección
|
|
o Asking and specifying direction o Describing about appearance and characters | |
Unit-1 |
Teaching Hours:5 |
Unit 7 Dirección
|
|
o Asking and specifying direction o Describing about appearance and characters | |
Unit-1 |
Teaching Hours:5 |
Unit 7 Dirección
|
|
o Asking and specifying direction o Describing about appearance and characters | |
Unit-1 |
Teaching Hours:5 |
Unit 7 Dirección
|
|
o Asking and specifying direction o Describing about appearance and characters | |
Unit-1 |
Teaching Hours:5 |
Unit 7 Dirección
|
|
o Asking and specifying direction o Describing about appearance and characters | |
Unit-1 |
Teaching Hours:5 |
Unit 7 Dirección
|
|
o Asking and specifying direction o Describing about appearance and characters | |
Unit-1 |
Teaching Hours:5 |
Unit 7 Dirección
|
|
o Asking and specifying direction o Describing about appearance and characters | |
Unit-1 |
Teaching Hours:5 |
Unit 7 Dirección
|
|
o Asking and specifying direction o Describing about appearance and characters | |
Unit-1 |
Teaching Hours:5 |
Unit 7 Dirección
|
|
o Asking and specifying direction o Describing about appearance and characters | |
Unit-1 |
Teaching Hours:5 |
Unit 7 Dirección
|
|
o Asking and specifying direction o Describing about appearance and characters | |
Unit-1 |
Teaching Hours:5 |
Unit 7 Dirección
|
|
o Asking and specifying direction o Describing about appearance and characters | |
Unit-1 |
Teaching Hours:5 |
Unit 7 Dirección
|
|
o Asking and specifying direction o Describing about appearance and characters | |
Unit-1 |
Teaching Hours:5 |
Unit 7 Dirección
|
|
o Asking and specifying direction o Describing about appearance and characters | |
Unit-1 |
Teaching Hours:5 |
Unit 7 Dirección
|
|
o Asking and specifying direction o Describing about appearance and characters | |
Unit-1 |
Teaching Hours:5 |
Unit 7 Dirección
|
|
o Asking and specifying direction o Describing about appearance and characters | |
Unit-1 |
Teaching Hours:5 |
Unit 7 Dirección
|
|
o Asking and specifying direction o Describing about appearance and characters | |
Unit-1 |
Teaching Hours:5 |
Unit 7 Dirección
|
|
o Asking and specifying direction o Describing about appearance and characters | |
Unit-1 |
Teaching Hours:5 |
Unit 7 Dirección
|
|
o Asking and specifying direction o Describing about appearance and characters | |
Unit-1 |
Teaching Hours:5 |
Unit 7 Dirección
|
|
o Asking and specifying direction o Describing about appearance and characters | |
Unit-1 |
Teaching Hours:5 |
Unit 7 Dirección
|
|
o Asking and specifying direction o Describing about appearance and characters | |
Unit-1 |
Teaching Hours:5 |
Unit 7 Dirección
|
|
o Asking and specifying direction o Describing about appearance and characters | |
Unit-1 |
Teaching Hours:5 |
Unit 7 Dirección
|
|
o Asking and specifying direction o Describing about appearance and characters | |
Unit-1 |
Teaching Hours:5 |
Unit 7 Dirección
|
|
o Asking and specifying direction o Describing about appearance and characters | |
Unit-1 |
Teaching Hours:5 |
Unit 7 Dirección
|
|
o Asking and specifying direction o Describing about appearance and characters | |
Unit-1 |
Teaching Hours:5 |
Unit 7 Dirección
|
|
o Asking and specifying direction o Describing about appearance and characters | |
Unit-1 |
Teaching Hours:5 |
Unit 7 Dirección
|
|
o Asking and specifying direction o Describing about appearance and characters | |
Unit-1 |
Teaching Hours:5 |
Unit 7 Dirección
|
|
o Asking and specifying direction o Describing about appearance and characters | |
Unit-1 |
Teaching Hours:5 |
Unit 7 Dirección
|
|
o Asking and specifying direction o Describing about appearance and characters | |
Unit-1 |
Teaching Hours:5 |
Unit 7 Dirección
|
|
o Asking and specifying direction o Describing about appearance and characters | |
Unit-1 |
Teaching Hours:5 |
Unit 7 Dirección
|
|
o Asking and specifying direction o Describing about appearance and characters | |
Unit-1 |
Teaching Hours:5 |
Unit 7 Dirección
|
|
o Asking and specifying direction o Describing about appearance and characters | |
Unit-1 |
Teaching Hours:5 |
Unit 7 Dirección
|
|
o Asking and specifying direction o Describing about appearance and characters | |
Unit-1 |
Teaching Hours:5 |
Unit 7 Dirección
|
|
o Asking and specifying direction o Describing about appearance and characters | |
Unit-1 |
Teaching Hours:5 |
Unit 7 Dirección
|
|
o Asking and specifying direction o Describing about appearance and characters | |
Unit-1 |
Teaching Hours:5 |
Unit 7 Dirección
|
|
o Asking and specifying direction o Describing about appearance and characters | |
Unit-2 |
Teaching Hours:5 |
Unit 8 Gustar
|
|
Expressing an obligation or refusing o Mentioning about one’s tastes and interests o Speaking about personal relationships | |
Unit-2 |
Teaching Hours:5 |
Unit 8 Gustar
|
|
Expressing an obligation or refusing o Mentioning about one’s tastes and interests o Speaking about personal relationships | |
Unit-2 |
Teaching Hours:5 |
Unit 8 Gustar
|
|
Expressing an obligation or refusing o Mentioning about one’s tastes and interests o Speaking about personal relationships | |
Unit-2 |
Teaching Hours:5 |
Unit 8 Gustar
|
|
Expressing an obligation or refusing o Mentioning about one’s tastes and interests o Speaking about personal relationships | |
Unit-2 |
Teaching Hours:5 |
Unit 8 Gustar
|
|
Expressing an obligation or refusing o Mentioning about one’s tastes and interests o Speaking about personal relationships | |
Unit-2 |
Teaching Hours:5 |
Unit 8 Gustar
|
|
Expressing an obligation or refusing o Mentioning about one’s tastes and interests o Speaking about personal relationships | |
Unit-2 |
Teaching Hours:5 |
Unit 8 Gustar
|
|
Expressing an obligation or refusing o Mentioning about one’s tastes and interests o Speaking about personal relationships | |
Unit-2 |
Teaching Hours:5 |
Unit 8 Gustar
|
|
Expressing an obligation or refusing o Mentioning about one’s tastes and interests o Speaking about personal relationships | |
Unit-2 |
Teaching Hours:5 |
Unit 8 Gustar
|
|
Expressing an obligation or refusing o Mentioning about one’s tastes and interests o Speaking about personal relationships | |
Unit-2 |
Teaching Hours:5 |
Unit 8 Gustar
|
|
Expressing an obligation or refusing o Mentioning about one’s tastes and interests o Speaking about personal relationships | |
Unit-2 |
Teaching Hours:5 |
Unit 8 Gustar
|
|
Expressing an obligation or refusing o Mentioning about one’s tastes and interests o Speaking about personal relationships | |
Unit-2 |
Teaching Hours:5 |
Unit 8 Gustar
|
|
Expressing an obligation or refusing o Mentioning about one’s tastes and interests o Speaking about personal relationships | |
Unit-2 |
Teaching Hours:5 |
Unit 8 Gustar
|
|
Expressing an obligation or refusing o Mentioning about one’s tastes and interests o Speaking about personal relationships | |
Unit-2 |
Teaching Hours:5 |
Unit 8 Gustar
|
|
Expressing an obligation or refusing o Mentioning about one’s tastes and interests o Speaking about personal relationships | |
Unit-2 |
Teaching Hours:5 |
Unit 8 Gustar
|
|
Expressing an obligation or refusing o Mentioning about one’s tastes and interests o Speaking about personal relationships | |
Unit-2 |
Teaching Hours:5 |
Unit 8 Gustar
|
|
Expressing an obligation or refusing o Mentioning about one’s tastes and interests o Speaking about personal relationships | |
Unit-2 |
Teaching Hours:5 |
Unit 8 Gustar
|
|
Expressing an obligation or refusing o Mentioning about one’s tastes and interests o Speaking about personal relationships | |
Unit-2 |
Teaching Hours:5 |
Unit 8 Gustar
|
|
Expressing an obligation or refusing o Mentioning about one’s tastes and interests o Speaking about personal relationships | |
Unit-2 |
Teaching Hours:5 |
Unit 8 Gustar
|
|
Expressing an obligation or refusing o Mentioning about one’s tastes and interests o Speaking about personal relationships | |
Unit-2 |
Teaching Hours:5 |
Unit 8 Gustar
|
|
Expressing an obligation or refusing o Mentioning about one’s tastes and interests o Speaking about personal relationships | |
Unit-2 |
Teaching Hours:5 |
Unit 8 Gustar
|
|
Expressing an obligation or refusing o Mentioning about one’s tastes and interests o Speaking about personal relationships | |
Unit-2 |
Teaching Hours:5 |
Unit 8 Gustar
|
|
Expressing an obligation or refusing o Mentioning about one’s tastes and interests o Speaking about personal relationships | |
Unit-2 |
Teaching Hours:5 |
Unit 8 Gustar
|
|
Expressing an obligation or refusing o Mentioning about one’s tastes and interests o Speaking about personal relationships | |
Unit-2 |
Teaching Hours:5 |
Unit 8 Gustar
|
|
Expressing an obligation or refusing o Mentioning about one’s tastes and interests o Speaking about personal relationships | |
Unit-2 |
Teaching Hours:5 |
Unit 8 Gustar
|
|
Expressing an obligation or refusing o Mentioning about one’s tastes and interests o Speaking about personal relationships | |
Unit-2 |
Teaching Hours:5 |
Unit 8 Gustar
|
|
Expressing an obligation or refusing o Mentioning about one’s tastes and interests o Speaking about personal relationships | |
Unit-2 |
Teaching Hours:5 |
Unit 8 Gustar
|
|
Expressing an obligation or refusing o Mentioning about one’s tastes and interests o Speaking about personal relationships | |
Unit-2 |
Teaching Hours:5 |
Unit 8 Gustar
|
|
Expressing an obligation or refusing o Mentioning about one’s tastes and interests o Speaking about personal relationships | |
Unit-2 |
Teaching Hours:5 |
Unit 8 Gustar
|
|
Expressing an obligation or refusing o Mentioning about one’s tastes and interests o Speaking about personal relationships | |
Unit-2 |
Teaching Hours:5 |
Unit 8 Gustar
|
|
Expressing an obligation or refusing o Mentioning about one’s tastes and interests o Speaking about personal relationships | |
Unit-2 |
Teaching Hours:5 |
Unit 8 Gustar
|
|
Expressing an obligation or refusing o Mentioning about one’s tastes and interests o Speaking about personal relationships | |
Unit-2 |
Teaching Hours:5 |
Unit 8 Gustar
|
|
Expressing an obligation or refusing o Mentioning about one’s tastes and interests o Speaking about personal relationships | |
Unit-2 |
Teaching Hours:5 |
Unit 8 Gustar
|
|
Expressing an obligation or refusing o Mentioning about one’s tastes and interests o Speaking about personal relationships | |
Unit-2 |
Teaching Hours:5 |
Unit 8 Gustar
|
|
Expressing an obligation or refusing o Mentioning about one’s tastes and interests o Speaking about personal relationships | |
Unit-2 |
Teaching Hours:5 |
Unit 8 Gustar
|
|
Expressing an obligation or refusing o Mentioning about one’s tastes and interests o Speaking about personal relationships | |
Unit-2 |
Teaching Hours:5 |
Unit 8 Gustar
|
|
Expressing an obligation or refusing o Mentioning about one’s tastes and interests o Speaking about personal relationships | |
Unit-2 |
Teaching Hours:5 |
Unit 8 Gustar
|
|
Expressing an obligation or refusing o Mentioning about one’s tastes and interests o Speaking about personal relationships | |
Unit-2 |
Teaching Hours:5 |
Unit 8 Gustar
|
|
Expressing an obligation or refusing o Mentioning about one’s tastes and interests o Speaking about personal relationships | |
Unit-2 |
Teaching Hours:5 |
Unit 8 Gustar
|
|
Expressing an obligation or refusing o Mentioning about one’s tastes and interests o Speaking about personal relationships | |
Unit-2 |
Teaching Hours:5 |
Unit 8 Gustar
|
|
Expressing an obligation or refusing o Mentioning about one’s tastes and interests o Speaking about personal relationships | |
Unit-2 |
Teaching Hours:5 |
Unit 8 Gustar
|
|
Expressing an obligation or refusing o Mentioning about one’s tastes and interests o Speaking about personal relationships | |
Unit-2 |
Teaching Hours:5 |
Unit 8 Gustar
|
|
Expressing an obligation or refusing o Mentioning about one’s tastes and interests o Speaking about personal relationships | |
Unit-2 |
Teaching Hours:5 |
Unit 8 Gustar
|
|
Expressing an obligation or refusing o Mentioning about one’s tastes and interests o Speaking about personal relationships | |
Unit-2 |
Teaching Hours:5 |
Unit 8 Gustar
|
|
Expressing an obligation or refusing o Mentioning about one’s tastes and interests o Speaking about personal relationships | |
Unit-2 |
Teaching Hours:5 |
Unit 8 Gustar
|
|
Expressing an obligation or refusing o Mentioning about one’s tastes and interests o Speaking about personal relationships | |
Unit-2 |
Teaching Hours:5 |
Unit 8 Gustar
|
|
Expressing an obligation or refusing o Mentioning about one’s tastes and interests o Speaking about personal relationships | |
Unit-2 |
Teaching Hours:5 |
Unit 8 Gustar
|
|
Expressing an obligation or refusing o Mentioning about one’s tastes and interests o Speaking about personal relationships | |
Unit-2 |
Teaching Hours:5 |
Unit 8 Gustar
|
|
Expressing an obligation or refusing o Mentioning about one’s tastes and interests o Speaking about personal relationships | |
Unit-2 |
Teaching Hours:5 |
Unit 8 Gustar
|
|
Expressing an obligation or refusing o Mentioning about one’s tastes and interests o Speaking about personal relationships | |
Unit-2 |
Teaching Hours:5 |
Unit 8 Gustar
|
|
Expressing an obligation or refusing o Mentioning about one’s tastes and interests o Speaking about personal relationships | |
Unit-2 |
Teaching Hours:5 |
Unit 8 Gustar
|
|
Expressing an obligation or refusing o Mentioning about one’s tastes and interests o Speaking about personal relationships | |
Unit-2 |
Teaching Hours:5 |
Unit 8 Gustar
|
|
Expressing an obligation or refusing o Mentioning about one’s tastes and interests o Speaking about personal relationships | |
Unit-2 |
Teaching Hours:5 |
Unit 8 Gustar
|
|
Expressing an obligation or refusing o Mentioning about one’s tastes and interests o Speaking about personal relationships | |
Unit-2 |
Teaching Hours:5 |
Unit 8 Gustar
|
|
Expressing an obligation or refusing o Mentioning about one’s tastes and interests o Speaking about personal relationships | |
Unit-2 |
Teaching Hours:5 |
Unit 8 Gustar
|
|
Expressing an obligation or refusing o Mentioning about one’s tastes and interests o Speaking about personal relationships | |
Unit-2 |
Teaching Hours:5 |
Unit 8 Gustar
|
|
Expressing an obligation or refusing o Mentioning about one’s tastes and interests o Speaking about personal relationships | |
Unit-2 |
Teaching Hours:5 |
Unit 8 Gustar
|
|
Expressing an obligation or refusing o Mentioning about one’s tastes and interests o Speaking about personal relationships | |
Unit-2 |
Teaching Hours:5 |
Unit 8 Gustar
|
|
Expressing an obligation or refusing o Mentioning about one’s tastes and interests o Speaking about personal relationships | |
Unit-2 |
Teaching Hours:5 |
Unit 8 Gustar
|
|
Expressing an obligation or refusing o Mentioning about one’s tastes and interests o Speaking about personal relationships | |
Unit-2 |
Teaching Hours:5 |
Unit 8 Gustar
|
|
Expressing an obligation or refusing o Mentioning about one’s tastes and interests o Speaking about personal relationships | |
Unit-2 |
Teaching Hours:5 |
Unit 8 Gustar
|
|
Expressing an obligation or refusing o Mentioning about one’s tastes and interests o Speaking about personal relationships | |
Unit-2 |
Teaching Hours:5 |
Unit 8 Gustar
|
|
Expressing an obligation or refusing o Mentioning about one’s tastes and interests o Speaking about personal relationships | |
Unit-2 |
Teaching Hours:5 |
Unit 8 Gustar
|
|
Expressing an obligation or refusing o Mentioning about one’s tastes and interests o Speaking about personal relationships | |
Unit-2 |
Teaching Hours:5 |
Unit 8 Gustar
|
|
Expressing an obligation or refusing o Mentioning about one’s tastes and interests o Speaking about personal relationships | |
Unit-3 |
Teaching Hours:5 |
Unit 9 Descripciones
|
|
o The days of the week the parts of the day o Speaking about daily activities o The reflexive verbs | |
Unit-3 |
Teaching Hours:5 |
Unit 9 Descripciones
|
|
o The days of the week the parts of the day o Speaking about daily activities o The reflexive verbs | |
Unit-3 |
Teaching Hours:5 |
Unit 9 Descripciones
|
|
o The days of the week the parts of the day o Speaking about daily activities o The reflexive verbs | |
Unit-3 |
Teaching Hours:5 |
Unit 9 Descripciones
|
|
o The days of the week the parts of the day o Speaking about daily activities o The reflexive verbs | |
Unit-3 |
Teaching Hours:5 |
Unit 9 Descripciones
|
|
o The days of the week the parts of the day o Speaking about daily activities o The reflexive verbs | |
Unit-3 |
Teaching Hours:5 |
Unit 9 Descripciones
|
|
o The days of the week the parts of the day o Speaking about daily activities o The reflexive verbs | |
Unit-3 |
Teaching Hours:5 |
Unit 9 Descripciones
|
|
o The days of the week the parts of the day o Speaking about daily activities o The reflexive verbs | |
Unit-3 |
Teaching Hours:5 |
Unit 9 Descripciones
|
|
o The days of the week the parts of the day o Speaking about daily activities o The reflexive verbs | |
Unit-3 |
Teaching Hours:5 |
Unit 9 Descripciones
|
|
o The days of the week the parts of the day o Speaking about daily activities o The reflexive verbs | |
Unit-3 |
Teaching Hours:5 |
Unit 9 Descripciones
|
|
o The days of the week the parts of the day o Speaking about daily activities o The reflexive verbs | |
Unit-3 |
Teaching Hours:5 |
Unit 9 Descripciones
|
|
o The days of the week the parts of the day o Speaking about daily activities o The reflexive verbs | |
Unit-3 |
Teaching Hours:5 |
Unit 9 Descripciones
|
|
o The days of the week the parts of the day o Speaking about daily activities o The reflexive verbs | |
Unit-3 |
Teaching Hours:5 |
Unit 9 Descripciones
|
|
o The days of the week the parts of the day o Speaking about daily activities o The reflexive verbs | |
Unit-3 |
Teaching Hours:5 |
Unit 9 Descripciones
|
|
o The days of the week the parts of the day o Speaking about daily activities o The reflexive verbs | |
Unit-3 |
Teaching Hours:5 |
Unit 9 Descripciones
|
|
o The days of the week the parts of the day o Speaking about daily activities o The reflexive verbs | |
Unit-3 |
Teaching Hours:5 |
Unit 9 Descripciones
|
|
o The days of the week the parts of the day o Speaking about daily activities o The reflexive verbs | |
Unit-3 |
Teaching Hours:5 |
Unit 9 Descripciones
|
|
o The days of the week the parts of the day o Speaking about daily activities o The reflexive verbs | |
Unit-3 |
Teaching Hours:5 |
Unit 9 Descripciones
|
|
o The days of the week the parts of the day o Speaking about daily activities o The reflexive verbs | |
Unit-3 |
Teaching Hours:5 |
Unit 9 Descripciones
|
|
o The days of the week the parts of the day o Speaking about daily activities o The reflexive verbs | |
Unit-3 |
Teaching Hours:5 |
Unit 9 Descripciones
|
|
o The days of the week the parts of the day o Speaking about daily activities o The reflexive verbs | |
Unit-3 |
Teaching Hours:5 |
Unit 9 Descripciones
|
|
o The days of the week the parts of the day o Speaking about daily activities o The reflexive verbs | |
Unit-3 |
Teaching Hours:5 |
Unit 9 Descripciones
|
|
o The days of the week the parts of the day o Speaking about daily activities o The reflexive verbs | |
Unit-3 |
Teaching Hours:5 |
Unit 9 Descripciones
|
|
o The days of the week the parts of the day o Speaking about daily activities o The reflexive verbs | |
Unit-3 |
Teaching Hours:5 |
Unit 9 Descripciones
|
|
o The days of the week the parts of the day o Speaking about daily activities o The reflexive verbs | |
Unit-3 |
Teaching Hours:5 |
Unit 9 Descripciones
|
|
o The days of the week the parts of the day o Speaking about daily activities o The reflexive verbs | |
Unit-3 |
Teaching Hours:5 |
Unit 9 Descripciones
|
|
o The days of the week the parts of the day o Speaking about daily activities o The reflexive verbs | |
Unit-3 |
Teaching Hours:5 |
Unit 9 Descripciones
|
|
o The days of the week the parts of the day o Speaking about daily activities o The reflexive verbs | |
Unit-3 |
Teaching Hours:5 |
Unit 9 Descripciones
|
|
o The days of the week the parts of the day o Speaking about daily activities o The reflexive verbs | |
Unit-3 |
Teaching Hours:5 |
Unit 9 Descripciones
|
|
o The days of the week the parts of the day o Speaking about daily activities o The reflexive verbs | |
Unit-3 |
Teaching Hours:5 |
Unit 9 Descripciones
|
|
o The days of the week the parts of the day o Speaking about daily activities o The reflexive verbs | |
Unit-3 |
Teaching Hours:5 |
Unit 9 Descripciones
|
|
o The days of the week the parts of the day o Speaking about daily activities o The reflexive verbs | |
Unit-3 |
Teaching Hours:5 |
Unit 9 Descripciones
|
|
o The days of the week the parts of the day o Speaking about daily activities o The reflexive verbs | |
Unit-3 |
Teaching Hours:5 |
Unit 9 Descripciones
|
|
o The days of the week the parts of the day o Speaking about daily activities o The reflexive verbs | |
Unit-3 |
Teaching Hours:5 |
Unit 9 Descripciones
|
|
o The days of the week the parts of the day o Speaking about daily activities o The reflexive verbs | |
Unit-3 |
Teaching Hours:5 |
Unit 9 Descripciones
|
|
o The days of the week the parts of the day o Speaking about daily activities o The reflexive verbs | |
Unit-3 |
Teaching Hours:5 |
Unit 9 Descripciones
|
|
o The days of the week the parts of the day o Speaking about daily activities o The reflexive verbs | |
Unit-3 |
Teaching Hours:5 |
Unit 9 Descripciones
|
|
o The days of the week the parts of the day o Speaking about daily activities o The reflexive verbs | |
Unit-3 |
Teaching Hours:5 |
Unit 9 Descripciones
|
|
o The days of the week the parts of the day o Speaking about daily activities o The reflexive verbs | |
Unit-3 |
Teaching Hours:5 |
Unit 9 Descripciones
|
|
o The days of the week the parts of the day o Speaking about daily activities o The reflexive verbs | |
Unit-3 |
Teaching Hours:5 |
Unit 9 Descripciones
|
|
o The days of the week the parts of the day o Speaking about daily activities o The reflexive verbs | |
Unit-3 |
Teaching Hours:5 |
Unit 9 Descripciones
|
|
o The days of the week the parts of the day o Speaking about daily activities o The reflexive verbs | |
Unit-3 |
Teaching Hours:5 |
Unit 9 Descripciones
|
|
o The days of the week the parts of the day o Speaking about daily activities o The reflexive verbs | |
Unit-3 |
Teaching Hours:5 |
Unit 9 Descripciones
|
|
o The days of the week the parts of the day o Speaking about daily activities o The reflexive verbs | |
Unit-3 |
Teaching Hours:5 |
Unit 9 Descripciones
|
|
o The days of the week the parts of the day o Speaking about daily activities o The reflexive verbs | |
Unit-3 |
Teaching Hours:5 |
Unit 9 Descripciones
|
|
o The days of the week the parts of the day o Speaking about daily activities o The reflexive verbs | |
Unit-3 |
Teaching Hours:5 |
Unit 9 Descripciones
|
|
o The days of the week the parts of the day o Speaking about daily activities o The reflexive verbs | |
Unit-3 |
Teaching Hours:5 |
Unit 9 Descripciones
|
|
o The days of the week the parts of the day o Speaking about daily activities o The reflexive verbs | |
Unit-3 |
Teaching Hours:5 |
Unit 9 Descripciones
|
|
o The days of the week the parts of the day o Speaking about daily activities o The reflexive verbs | |
Unit-3 |
Teaching Hours:5 |
Unit 9 Descripciones
|
|
o The days of the week the parts of the day o Speaking about daily activities o The reflexive verbs | |
Unit-3 |
Teaching Hours:5 |
Unit 9 Descripciones
|
|
o The days of the week the parts of the day o Speaking about daily activities o The reflexive verbs | |
Unit-3 |
Teaching Hours:5 |
Unit 9 Descripciones
|
|
o The days of the week the parts of the day o Speaking about daily activities o The reflexive verbs | |
Unit-3 |
Teaching Hours:5 |
Unit 9 Descripciones
|
|
o The days of the week the parts of the day o Speaking about daily activities o The reflexive verbs | |
Unit-3 |
Teaching Hours:5 |
Unit 9 Descripciones
|
|
o The days of the week the parts of the day o Speaking about daily activities o The reflexive verbs | |
Unit-3 |
Teaching Hours:5 |
Unit 9 Descripciones
|
|
o The days of the week the parts of the day o Speaking about daily activities o The reflexive verbs | |
Unit-3 |
Teaching Hours:5 |
Unit 9 Descripciones
|
|
o The days of the week the parts of the day o Speaking about daily activities o The reflexive verbs | |
Unit-3 |
Teaching Hours:5 |
Unit 9 Descripciones
|
|
o The days of the week the parts of the day o Speaking about daily activities o The reflexive verbs | |
Unit-3 |
Teaching Hours:5 |
Unit 9 Descripciones
|
|
o The days of the week the parts of the day o Speaking about daily activities o The reflexive verbs | |
Unit-3 |
Teaching Hours:5 |
Unit 9 Descripciones
|
|
o The days of the week the parts of the day o Speaking about daily activities o The reflexive verbs | |
Unit-3 |
Teaching Hours:5 |
Unit 9 Descripciones
|
|
o The days of the week the parts of the day o Speaking about daily activities o The reflexive verbs | |
Unit-3 |
Teaching Hours:5 |
Unit 9 Descripciones
|
|
o The days of the week the parts of the day o Speaking about daily activities o The reflexive verbs | |
Unit-3 |
Teaching Hours:5 |
Unit 9 Descripciones
|
|
o The days of the week the parts of the day o Speaking about daily activities o The reflexive verbs | |
Unit-3 |
Teaching Hours:5 |
Unit 9 Descripciones
|
|
o The days of the week the parts of the day o Speaking about daily activities o The reflexive verbs | |
Unit-3 |
Teaching Hours:5 |
Unit 9 Descripciones
|
|
o The days of the week the parts of the day o Speaking about daily activities o The reflexive verbs | |
Unit-3 |
Teaching Hours:5 |
Unit 9 Descripciones
|
|
o The days of the week the parts of the day o Speaking about daily activities o The reflexive verbs | |
Unit-4 |
Teaching Hours:5 |
● Unit 10 pueblos y ciudades
|
|
o Describing the towns, neighborhoods, and cities o Asking and giving information to get to a place | |
Unit-4 |
Teaching Hours:5 |
● Unit 10 pueblos y ciudades
|
|
o Describing the towns, neighborhoods, and cities o Asking and giving information to get to a place | |
Unit-4 |
Teaching Hours:5 |
● Unit 10 pueblos y ciudades
|
|
o Describing the towns, neighborhoods, and cities o Asking and giving information to get to a place | |
Unit-4 |
Teaching Hours:5 |
● Unit 10 pueblos y ciudades
|
|
o Describing the towns, neighborhoods, and cities o Asking and giving information to get to a place | |
Unit-4 |
Teaching Hours:5 |
● Unit 10 pueblos y ciudades
|
|
o Describing the towns, neighborhoods, and cities o Asking and giving information to get to a place | |
Unit-4 |
Teaching Hours:5 |
● Unit 10 pueblos y ciudades
|
|
o Describing the towns, neighborhoods, and cities o Asking and giving information to get to a place | |
Unit-4 |
Teaching Hours:5 |
● Unit 10 pueblos y ciudades
|
|
o Describing the towns, neighborhoods, and cities o Asking and giving information to get to a place | |
Unit-4 |
Teaching Hours:5 |
● Unit 10 pueblos y ciudades
|
|
o Describing the towns, neighborhoods, and cities o Asking and giving information to get to a place | |
Unit-4 |
Teaching Hours:5 |
● Unit 10 pueblos y ciudades
|
|
o Describing the towns, neighborhoods, and cities o Asking and giving information to get to a place | |
Unit-4 |
Teaching Hours:5 |
● Unit 10 pueblos y ciudades
|
|
o Describing the towns, neighborhoods, and cities o Asking and giving information to get to a place | |
Unit-4 |
Teaching Hours:5 |
● Unit 10 pueblos y ciudades
|
|
o Describing the towns, neighborhoods, and cities o Asking and giving information to get to a place | |
Unit-4 |
Teaching Hours:5 |
● Unit 10 pueblos y ciudades
|
|
o Describing the towns, neighborhoods, and cities o Asking and giving information to get to a place | |
Unit-4 |
Teaching Hours:5 |
● Unit 10 pueblos y ciudades
|
|
o Describing the towns, neighborhoods, and cities o Asking and giving information to get to a place | |
Unit-4 |
Teaching Hours:5 |
● Unit 10 pueblos y ciudades
|
|
o Describing the towns, neighborhoods, and cities o Asking and giving information to get to a place | |
Unit-4 |
Teaching Hours:5 |
● Unit 10 pueblos y ciudades
|
|
o Describing the towns, neighborhoods, and cities o Asking and giving information to get to a place | |
Unit-4 |
Teaching Hours:5 |
● Unit 10 pueblos y ciudades
|
|
o Describing the towns, neighborhoods, and cities o Asking and giving information to get to a place | |
Unit-4 |
Teaching Hours:5 |
● Unit 10 pueblos y ciudades
|
|
o Describing the towns, neighborhoods, and cities o Asking and giving information to get to a place | |
Unit-4 |
Teaching Hours:5 |
● Unit 10 pueblos y ciudades
|
|
o Describing the towns, neighborhoods, and cities o Asking and giving information to get to a place | |
Unit-4 |
Teaching Hours:5 |
● Unit 10 pueblos y ciudades
|
|
o Describing the towns, neighborhoods, and cities o Asking and giving information to get to a place | |
Unit-4 |
Teaching Hours:5 |
● Unit 10 pueblos y ciudades
|
|
o Describing the towns, neighborhoods, and cities o Asking and giving information to get to a place | |
Unit-4 |
Teaching Hours:5 |
● Unit 10 pueblos y ciudades
|
|
o Describing the towns, neighborhoods, and cities o Asking and giving information to get to a place | |
Unit-4 |
Teaching Hours:5 |
● Unit 10 pueblos y ciudades
|
|
o Describing the towns, neighborhoods, and cities o Asking and giving information to get to a place | |
Unit-4 |
Teaching Hours:5 |
● Unit 10 pueblos y ciudades
|
|
o Describing the towns, neighborhoods, and cities o Asking and giving information to get to a place | |
Unit-4 |
Teaching Hours:5 |
● Unit 10 pueblos y ciudades
|
|
o Describing the towns, neighborhoods, and cities o Asking and giving information to get to a place | |
Unit-4 |
Teaching Hours:5 |
● Unit 10 pueblos y ciudades
|
|
o Describing the towns, neighborhoods, and cities o Asking and giving information to get to a place | |
Unit-4 |
Teaching Hours:5 |
● Unit 10 pueblos y ciudades
|
|
o Describing the towns, neighborhoods, and cities o Asking and giving information to get to a place | |
Unit-4 |
Teaching Hours:5 |
● Unit 10 pueblos y ciudades
|
|
o Describing the towns, neighborhoods, and cities o Asking and giving information to get to a place | |
Unit-4 |
Teaching Hours:5 |
● Unit 10 pueblos y ciudades
|
|
o Describing the towns, neighborhoods, and cities o Asking and giving information to get to a place | |
Unit-4 |
Teaching Hours:5 |
● Unit 10 pueblos y ciudades
|
|
o Describing the towns, neighborhoods, and cities o Asking and giving information to get to a place | |
Unit-4 |
Teaching Hours:5 |
● Unit 10 pueblos y ciudades
|
|
o Describing the towns, neighborhoods, and cities o Asking and giving information to get to a place | |
Unit-4 |
Teaching Hours:5 |
● Unit 10 pueblos y ciudades
|
|
o Describing the towns, neighborhoods, and cities o Asking and giving information to get to a place | |
Unit-4 |
Teaching Hours:5 |
● Unit 10 pueblos y ciudades
|
|
o Describing the towns, neighborhoods, and cities o Asking and giving information to get to a place | |
Unit-4 |
Teaching Hours:5 |
● Unit 10 pueblos y ciudades
|
|
o Describing the towns, neighborhoods, and cities o Asking and giving information to get to a place | |
Unit-4 |
Teaching Hours:5 |
● Unit 10 pueblos y ciudades
|
|
o Describing the towns, neighborhoods, and cities o Asking and giving information to get to a place | |
Unit-4 |
Teaching Hours:5 |
● Unit 10 pueblos y ciudades
|
|
o Describing the towns, neighborhoods, and cities o Asking and giving information to get to a place | |
Unit-4 |
Teaching Hours:5 |
● Unit 10 pueblos y ciudades
|
|
o Describing the towns, neighborhoods, and cities o Asking and giving information to get to a place | |
Unit-4 |
Teaching Hours:5 |
● Unit 10 pueblos y ciudades
|
|
o Describing the towns, neighborhoods, and cities o Asking and giving information to get to a place | |
Unit-4 |
Teaching Hours:5 |
● Unit 10 pueblos y ciudades
|
|
o Describing the towns, neighborhoods, and cities o Asking and giving information to get to a place | |
Unit-4 |
Teaching Hours:5 |
● Unit 10 pueblos y ciudades
|
|
o Describing the towns, neighborhoods, and cities o Asking and giving information to get to a place | |
Unit-4 |
Teaching Hours:5 |
● Unit 10 pueblos y ciudades
|
|
o Describing the towns, neighborhoods, and cities o Asking and giving information to get to a place | |
Unit-4 |
Teaching Hours:5 |
● Unit 10 pueblos y ciudades
|
|
o Describing the towns, neighborhoods, and cities o Asking and giving information to get to a place | |
Unit-4 |
Teaching Hours:5 |
● Unit 10 pueblos y ciudades
|
|
o Describing the towns, neighborhoods, and cities o Asking and giving information to get to a place | |
Unit-4 |
Teaching Hours:5 |
● Unit 10 pueblos y ciudades
|
|
o Describing the towns, neighborhoods, and cities o Asking and giving information to get to a place | |
Unit-4 |
Teaching Hours:5 |
● Unit 10 pueblos y ciudades
|
|
o Describing the towns, neighborhoods, and cities o Asking and giving information to get to a place | |
Unit-4 |
Teaching Hours:5 |
● Unit 10 pueblos y ciudades
|
|
o Describing the towns, neighborhoods, and cities o Asking and giving information to get to a place | |
Unit-4 |
Teaching Hours:5 |
● Unit 10 pueblos y ciudades
|
|
o Describing the towns, neighborhoods, and cities o Asking and giving information to get to a place | |
Unit-4 |
Teaching Hours:5 |
● Unit 10 pueblos y ciudades
|
|
o Describing the towns, neighborhoods, and cities o Asking and giving information to get to a place | |
Unit-4 |
Teaching Hours:5 |
● Unit 10 pueblos y ciudades
|
|
o Describing the towns, neighborhoods, and cities o Asking and giving information to get to a place | |
Unit-4 |
Teaching Hours:5 |
● Unit 10 pueblos y ciudades
|
|
o Describing the towns, neighborhoods, and cities o Asking and giving information to get to a place | |
Unit-4 |
Teaching Hours:5 |
● Unit 10 pueblos y ciudades
|
|
o Describing the towns, neighborhoods, and cities o Asking and giving information to get to a place | |
Unit-4 |
Teaching Hours:5 |
● Unit 10 pueblos y ciudades
|
|
o Describing the towns, neighborhoods, and cities o Asking and giving information to get to a place | |
Unit-4 |
Teaching Hours:5 |
● Unit 10 pueblos y ciudades
|
|
o Describing the towns, neighborhoods, and cities o Asking and giving information to get to a place | |
Unit-4 |
Teaching Hours:5 |
● Unit 10 pueblos y ciudades
|
|
o Describing the towns, neighborhoods, and cities o Asking and giving information to get to a place | |
Unit-4 |
Teaching Hours:5 |
● Unit 10 pueblos y ciudades
|
|
o Describing the towns, neighborhoods, and cities o Asking and giving information to get to a place | |
Unit-4 |
Teaching Hours:5 |
● Unit 10 pueblos y ciudades
|
|
o Describing the towns, neighborhoods, and cities o Asking and giving information to get to a place | |
Unit-4 |
Teaching Hours:5 |
● Unit 10 pueblos y ciudades
|
|
o Describing the towns, neighborhoods, and cities o Asking and giving information to get to a place | |
Unit-4 |
Teaching Hours:5 |
● Unit 10 pueblos y ciudades
|
|
o Describing the towns, neighborhoods, and cities o Asking and giving information to get to a place | |
Unit-4 |
Teaching Hours:5 |
● Unit 10 pueblos y ciudades
|
|
o Describing the towns, neighborhoods, and cities o Asking and giving information to get to a place | |
Unit-4 |
Teaching Hours:5 |
● Unit 10 pueblos y ciudades
|
|
o Describing the towns, neighborhoods, and cities o Asking and giving information to get to a place | |
Unit-4 |
Teaching Hours:5 |
● Unit 10 pueblos y ciudades
|
|
o Describing the towns, neighborhoods, and cities o Asking and giving information to get to a place | |
Unit-4 |
Teaching Hours:5 |
● Unit 10 pueblos y ciudades
|
|
o Describing the towns, neighborhoods, and cities o Asking and giving information to get to a place | |
Unit-4 |
Teaching Hours:5 |
● Unit 10 pueblos y ciudades
|
|
o Describing the towns, neighborhoods, and cities o Asking and giving information to get to a place | |
Unit-4 |
Teaching Hours:5 |
● Unit 10 pueblos y ciudades
|
|
o Describing the towns, neighborhoods, and cities o Asking and giving information to get to a place | |
Unit-4 |
Teaching Hours:5 |
● Unit 10 pueblos y ciudades
|
|
o Describing the towns, neighborhoods, and cities o Asking and giving information to get to a place | |
Unit-5 |
Teaching Hours:5 |
Unit 11 habla de tu amigo
|
|
o Describing and comparing each other o Expressing agreement and disagreement | |
Unit-5 |
Teaching Hours:5 |
Unit 11 habla de tu amigo
|
|
o Describing and comparing each other o Expressing agreement and disagreement | |
Unit-5 |
Teaching Hours:5 |
Unit 11 habla de tu amigo
|
|
o Describing and comparing each other o Expressing agreement and disagreement | |
Unit-5 |
Teaching Hours:5 |
Unit 11 habla de tu amigo
|
|
o Describing and comparing each other o Expressing agreement and disagreement | |
Unit-5 |
Teaching Hours:5 |
Unit 11 habla de tu amigo
|
|
o Describing and comparing each other o Expressing agreement and disagreement | |
Unit-5 |
Teaching Hours:5 |
Unit 11 habla de tu amigo
|
|
o Describing and comparing each other o Expressing agreement and disagreement | |
Unit-5 |
Teaching Hours:5 |
Unit 11 habla de tu amigo
|
|
o Describing and comparing each other o Expressing agreement and disagreement | |
Unit-5 |
Teaching Hours:5 |
Unit 11 habla de tu amigo
|
|
o Describing and comparing each other o Expressing agreement and disagreement | |
Unit-5 |
Teaching Hours:5 |
Unit 11 habla de tu amigo
|
|
o Describing and comparing each other o Expressing agreement and disagreement | |
Unit-5 |
Teaching Hours:5 |
Unit 11 habla de tu amigo
|
|
o Describing and comparing each other o Expressing agreement and disagreement | |
Unit-5 |
Teaching Hours:5 |
Unit 11 habla de tu amigo
|
|
o Describing and comparing each other o Expressing agreement and disagreement | |
Unit-5 |
Teaching Hours:5 |
Unit 11 habla de tu amigo
|
|
o Describing and comparing each other o Expressing agreement and disagreement | |
Unit-5 |
Teaching Hours:5 |
Unit 11 habla de tu amigo
|
|
o Describing and comparing each other o Expressing agreement and disagreement | |
Unit-5 |
Teaching Hours:5 |
Unit 11 habla de tu amigo
|
|
o Describing and comparing each other o Expressing agreement and disagreement | |
Unit-5 |
Teaching Hours:5 |
Unit 11 habla de tu amigo
|
|
o Describing and comparing each other o Expressing agreement and disagreement | |
Unit-5 |
Teaching Hours:5 |
Unit 11 habla de tu amigo
|
|
o Describing and comparing each other o Expressing agreement and disagreement | |
Unit-5 |
Teaching Hours:5 |
Unit 11 habla de tu amigo
|
|
o Describing and comparing each other o Expressing agreement and disagreement | |
Unit-5 |
Teaching Hours:5 |
Unit 11 habla de tu amigo
|
|
o Describing and comparing each other o Expressing agreement and disagreement | |
Unit-5 |
Teaching Hours:5 |
Unit 11 habla de tu amigo
|
|
o Describing and comparing each other o Expressing agreement and disagreement | |
Unit-5 |
Teaching Hours:5 |
Unit 11 habla de tu amigo
|
|
o Describing and comparing each other o Expressing agreement and disagreement | |
Unit-5 |
Teaching Hours:5 |
Unit 11 habla de tu amigo
|
|
o Describing and comparing each other o Expressing agreement and disagreement | |
Unit-5 |
Teaching Hours:5 |
Unit 11 habla de tu amigo
|
|
o Describing and comparing each other o Expressing agreement and disagreement | |
Unit-5 |
Teaching Hours:5 |
Unit 11 habla de tu amigo
|
|
o Describing and comparing each other o Expressing agreement and disagreement | |
Unit-5 |
Teaching Hours:5 |
Unit 11 habla de tu amigo
|
|
o Describing and comparing each other o Expressing agreement and disagreement | |
Unit-5 |
Teaching Hours:5 |
Unit 11 habla de tu amigo
|
|
o Describing and comparing each other o Expressing agreement and disagreement | |
Unit-5 |
Teaching Hours:5 |
Unit 11 habla de tu amigo
|
|
o Describing and comparing each other o Expressing agreement and disagreement | |
Unit-5 |
Teaching Hours:5 |
Unit 11 habla de tu amigo
|
|
o Describing and comparing each other o Expressing agreement and disagreement | |
Unit-5 |
Teaching Hours:5 |
Unit 11 habla de tu amigo
|
|
o Describing and comparing each other o Expressing agreement and disagreement | |
Unit-5 |
Teaching Hours:5 |
Unit 11 habla de tu amigo
|
|
o Describing and comparing each other o Expressing agreement and disagreement | |
Unit-5 |
Teaching Hours:5 |
Unit 11 habla de tu amigo
|
|
o Describing and comparing each other o Expressing agreement and disagreement | |
Unit-5 |
Teaching Hours:5 |
Unit 11 habla de tu amigo
|
|
o Describing and comparing each other o Expressing agreement and disagreement | |
Unit-5 |
Teaching Hours:5 |
Unit 11 habla de tu amigo
|
|
o Describing and comparing each other o Expressing agreement and disagreement | |
Unit-5 |
Teaching Hours:5 |
Unit 11 habla de tu amigo
|
|
o Describing and comparing each other o Expressing agreement and disagreement | |
Unit-5 |
Teaching Hours:5 |
Unit 11 habla de tu amigo
|
|
o Describing and comparing each other o Expressing agreement and disagreement | |
Unit-5 |
Teaching Hours:5 |
Unit 11 habla de tu amigo
|
|
o Describing and comparing each other o Expressing agreement and disagreement | |
Unit-5 |
Teaching Hours:5 |
Unit 11 habla de tu amigo
|
|
o Describing and comparing each other o Expressing agreement and disagreement | |
Unit-5 |
Teaching Hours:5 |
Unit 11 habla de tu amigo
|
|
o Describing and comparing each other o Expressing agreement and disagreement | |
Unit-5 |
Teaching Hours:5 |
Unit 11 habla de tu amigo
|
|
o Describing and comparing each other o Expressing agreement and disagreement | |
Unit-5 |
Teaching Hours:5 |
Unit 11 habla de tu amigo
|
|
o Describing and comparing each other o Expressing agreement and disagreement | |
Unit-5 |
Teaching Hours:5 |
Unit 11 habla de tu amigo
|
|
o Describing and comparing each other o Expressing agreement and disagreement | |
Unit-5 |
Teaching Hours:5 |
Unit 11 habla de tu amigo
|
|
o Describing and comparing each other o Expressing agreement and disagreement | |
Unit-5 |
Teaching Hours:5 |
Unit 11 habla de tu amigo
|
|
o Describing and comparing each other o Expressing agreement and disagreement | |
Unit-5 |
Teaching Hours:5 |
Unit 11 habla de tu amigo
|
|
o Describing and comparing each other o Expressing agreement and disagreement | |
Unit-5 |
Teaching Hours:5 |
Unit 11 habla de tu amigo
|
|
o Describing and comparing each other o Expressing agreement and disagreement | |
Unit-5 |
Teaching Hours:5 |
Unit 11 habla de tu amigo
|
|
o Describing and comparing each other o Expressing agreement and disagreement | |
Unit-5 |
Teaching Hours:5 |
Unit 11 habla de tu amigo
|
|
o Describing and comparing each other o Expressing agreement and disagreement | |
Unit-5 |
Teaching Hours:5 |
Unit 11 habla de tu amigo
|
|
o Describing and comparing each other o Expressing agreement and disagreement | |
Unit-5 |
Teaching Hours:5 |
Unit 11 habla de tu amigo
|
|
o Describing and comparing each other o Expressing agreement and disagreement | |
Unit-5 |
Teaching Hours:5 |
Unit 11 habla de tu amigo
|
|
o Describing and comparing each other o Expressing agreement and disagreement | |
Unit-5 |
Teaching Hours:5 |
Unit 11 habla de tu amigo
|
|
o Describing and comparing each other o Expressing agreement and disagreement | |
Unit-5 |
Teaching Hours:5 |
Unit 11 habla de tu amigo
|
|
o Describing and comparing each other o Expressing agreement and disagreement | |
Unit-5 |
Teaching Hours:5 |
Unit 11 habla de tu amigo
|
|
o Describing and comparing each other o Expressing agreement and disagreement | |
Unit-5 |
Teaching Hours:5 |
Unit 11 habla de tu amigo
|
|
o Describing and comparing each other o Expressing agreement and disagreement | |
Unit-5 |
Teaching Hours:5 |
Unit 11 habla de tu amigo
|
|
o Describing and comparing each other o Expressing agreement and disagreement | |
Unit-5 |
Teaching Hours:5 |
Unit 11 habla de tu amigo
|
|
o Describing and comparing each other o Expressing agreement and disagreement | |
Unit-5 |
Teaching Hours:5 |
Unit 11 habla de tu amigo
|
|
o Describing and comparing each other o Expressing agreement and disagreement | |
Unit-5 |
Teaching Hours:5 |
Unit 11 habla de tu amigo
|
|
o Describing and comparing each other o Expressing agreement and disagreement | |
Unit-5 |
Teaching Hours:5 |
Unit 11 habla de tu amigo
|
|
o Describing and comparing each other o Expressing agreement and disagreement | |
Unit-5 |
Teaching Hours:5 |
Unit 11 habla de tu amigo
|
|
o Describing and comparing each other o Expressing agreement and disagreement | |
Unit-5 |
Teaching Hours:5 |
Unit 11 habla de tu amigo
|
|
o Describing and comparing each other o Expressing agreement and disagreement | |
Unit-5 |
Teaching Hours:5 |
Unit 11 habla de tu amigo
|
|
o Describing and comparing each other o Expressing agreement and disagreement | |
Unit-5 |
Teaching Hours:5 |
Unit 11 habla de tu amigo
|
|
o Describing and comparing each other o Expressing agreement and disagreement | |
Unit-5 |
Teaching Hours:5 |
Unit 11 habla de tu amigo
|
|
o Describing and comparing each other o Expressing agreement and disagreement | |
Unit-5 |
Teaching Hours:5 |
Unit 11 habla de tu amigo
|
|
o Describing and comparing each other o Expressing agreement and disagreement | |
Unit-6 |
Teaching Hours:5 |
Unit 12 describiendo una vez plan en presente
|
|
o Talk about the present and plans o Travel and past tense | |
Unit-6 |
Teaching Hours:5 |
Unit 12 describiendo una vez plan en presente
|
|
o Talk about the present and plans o Travel and past tense | |
Unit-6 |
Teaching Hours:5 |
Unit 12 describiendo una vez plan en presente
|
|
o Talk about the present and plans o Travel and past tense | |
Unit-6 |
Teaching Hours:5 |
Unit 12 describiendo una vez plan en presente
|
|
o Talk about the present and plans o Travel and past tense | |
Unit-6 |
Teaching Hours:5 |
Unit 12 describiendo una vez plan en presente
|
|
o Talk about the present and plans o Travel and past tense | |
Unit-6 |
Teaching Hours:5 |
Unit 12 describiendo una vez plan en presente
|
|
o Talk about the present and plans o Travel and past tense | |
Unit-6 |
Teaching Hours:5 |
Unit 12 describiendo una vez plan en presente
|
|
o Talk about the present and plans o Travel and past tense | |
Unit-6 |
Teaching Hours:5 |
Unit 12 describiendo una vez plan en presente
|
|
o Talk about the present and plans o Travel and past tense | |
Unit-6 |
Teaching Hours:5 |
Unit 12 describiendo una vez plan en presente
|
|
o Talk about the present and plans o Travel and past tense | |
Unit-6 |
Teaching Hours:5 |
Unit 12 describiendo una vez plan en presente
|
|
o Talk about the present and plans o Travel and past tense | |
Unit-6 |
Teaching Hours:5 |
Unit 12 describiendo una vez plan en presente
|
|
o Talk about the present and plans o Travel and past tense | |
Unit-6 |
Teaching Hours:5 |
Unit 12 describiendo una vez plan en presente
|
|
o Talk about the present and plans o Travel and past tense | |
Unit-6 |
Teaching Hours:5 |
Unit 12 describiendo una vez plan en presente
|
|
o Talk about the present and plans o Travel and past tense | |
Unit-6 |
Teaching Hours:5 |
Unit 12 describiendo una vez plan en presente
|
|
o Talk about the present and plans o Travel and past tense | |
Unit-6 |
Teaching Hours:5 |
Unit 12 describiendo una vez plan en presente
|
|
o Talk about the present and plans o Travel and past tense | |
Unit-6 |
Teaching Hours:5 |
Unit 12 describiendo una vez plan en presente
|
|
o Talk about the present and plans o Travel and past tense | |
Unit-6 |
Teaching Hours:5 |
Unit 12 describiendo una vez plan en presente
|
|
o Talk about the present and plans o Travel and past tense | |
Unit-6 |
Teaching Hours:5 |
Unit 12 describiendo una vez plan en presente
|
|
o Talk about the present and plans o Travel and past tense | |
Unit-6 |
Teaching Hours:5 |
Unit 12 describiendo una vez plan en presente
|
|
o Talk about the present and plans o Travel and past tense | |
Unit-6 |
Teaching Hours:5 |
Unit 12 describiendo una vez plan en presente
|
|
o Talk about the present and plans o Travel and past tense | |
Unit-6 |
Teaching Hours:5 |
Unit 12 describiendo una vez plan en presente
|
|
o Talk about the present and plans o Travel and past tense | |
Unit-6 |
Teaching Hours:5 |
Unit 12 describiendo una vez plan en presente
|
|
o Talk about the present and plans o Travel and past tense | |
Unit-6 |
Teaching Hours:5 |
Unit 12 describiendo una vez plan en presente
|
|
o Talk about the present and plans o Travel and past tense | |
Unit-6 |
Teaching Hours:5 |
Unit 12 describiendo una vez plan en presente
|
|
o Talk about the present and plans o Travel and past tense | |
Unit-6 |
Teaching Hours:5 |
Unit 12 describiendo una vez plan en presente
|
|
o Talk about the present and plans o Travel and past tense | |
Unit-6 |
Teaching Hours:5 |
Unit 12 describiendo una vez plan en presente
|
|
o Talk about the present and plans o Travel and past tense | |
Unit-6 |
Teaching Hours:5 |
Unit 12 describiendo una vez plan en presente
|
|
o Talk about the present and plans o Travel and past tense | |
Unit-6 |
Teaching Hours:5 |
Unit 12 describiendo una vez plan en presente
|
|
o Talk about the present and plans o Travel and past tense | |
Unit-6 |
Teaching Hours:5 |
Unit 12 describiendo una vez plan en presente
|
|
o Talk about the present and plans o Travel and past tense | |
Unit-6 |
Teaching Hours:5 |
Unit 12 describiendo una vez plan en presente
|
|
o Talk about the present and plans o Travel and past tense | |
Unit-6 |
Teaching Hours:5 |
Unit 12 describiendo una vez plan en presente
|
|
o Talk about the present and plans o Travel and past tense | |
Unit-6 |
Teaching Hours:5 |
Unit 12 describiendo una vez plan en presente
|
|
o Talk about the present and plans o Travel and past tense | |
Unit-6 |
Teaching Hours:5 |
Unit 12 describiendo una vez plan en presente
|
|
o Talk about the present and plans o Travel and past tense | |
Unit-6 |
Teaching Hours:5 |
Unit 12 describiendo una vez plan en presente
|
|
o Talk about the present and plans o Travel and past tense | |
Unit-6 |
Teaching Hours:5 |
Unit 12 describiendo una vez plan en presente
|
|
o Talk about the present and plans o Travel and past tense | |
Unit-6 |
Teaching Hours:5 |
Unit 12 describiendo una vez plan en presente
|
|
o Talk about the present and plans o Travel and past tense | |
Unit-6 |
Teaching Hours:5 |
Unit 12 describiendo una vez plan en presente
|
|
o Talk about the present and plans o Travel and past tense | |
Unit-6 |
Teaching Hours:5 |
Unit 12 describiendo una vez plan en presente
|
|
o Talk about the present and plans o Travel and past tense | |
Unit-6 |
Teaching Hours:5 |
Unit 12 describiendo una vez plan en presente
|
|
o Talk about the present and plans o Travel and past tense | |
Unit-6 |
Teaching Hours:5 |
Unit 12 describiendo una vez plan en presente
|
|
o Talk about the present and plans o Travel and past tense | |
Unit-6 |
Teaching Hours:5 |
Unit 12 describiendo una vez plan en presente
|
|
o Talk about the present and plans o Travel and past tense | |
Unit-6 |
Teaching Hours:5 |
Unit 12 describiendo una vez plan en presente
|
|
o Talk about the present and plans o Travel and past tense | |
Unit-6 |
Teaching Hours:5 |
Unit 12 describiendo una vez plan en presente
|
|
o Talk about the present and plans o Travel and past tense | |
Unit-6 |
Teaching Hours:5 |
Unit 12 describiendo una vez plan en presente
|
|
o Talk about the present and plans o Travel and past tense | |
Unit-6 |
Teaching Hours:5 |
Unit 12 describiendo una vez plan en presente
|
|
o Talk about the present and plans o Travel and past tense | |
Unit-6 |
Teaching Hours:5 |
Unit 12 describiendo una vez plan en presente
|
|
o Talk about the present and plans o Travel and past tense | |
Unit-6 |
Teaching Hours:5 |
Unit 12 describiendo una vez plan en presente
|
|
o Talk about the present and plans o Travel and past tense | |
Unit-6 |
Teaching Hours:5 |
Unit 12 describiendo una vez plan en presente
|
|
o Talk about the present and plans o Travel and past tense | |
Unit-6 |
Teaching Hours:5 |
Unit 12 describiendo una vez plan en presente
|
|
o Talk about the present and plans o Travel and past tense | |
Unit-6 |
Teaching Hours:5 |
Unit 12 describiendo una vez plan en presente
|
|
o Talk about the present and plans o Travel and past tense | |
Unit-6 |
Teaching Hours:5 |
Unit 12 describiendo una vez plan en presente
|
|
o Talk about the present and plans o Travel and past tense | |
Unit-6 |
Teaching Hours:5 |
Unit 12 describiendo una vez plan en presente
|
|
o Talk about the present and plans o Travel and past tense | |
Unit-6 |
Teaching Hours:5 |
Unit 12 describiendo una vez plan en presente
|
|
o Talk about the present and plans o Travel and past tense | |
Unit-6 |
Teaching Hours:5 |
Unit 12 describiendo una vez plan en presente
|
|
o Talk about the present and plans o Travel and past tense | |
Unit-6 |
Teaching Hours:5 |
Unit 12 describiendo una vez plan en presente
|
|
o Talk about the present and plans o Travel and past tense | |
Unit-6 |
Teaching Hours:5 |
Unit 12 describiendo una vez plan en presente
|
|
o Talk about the present and plans o Travel and past tense | |
Unit-6 |
Teaching Hours:5 |
Unit 12 describiendo una vez plan en presente
|
|
o Talk about the present and plans o Travel and past tense | |
Unit-6 |
Teaching Hours:5 |
Unit 12 describiendo una vez plan en presente
|
|
o Talk about the present and plans o Travel and past tense | |
Unit-6 |
Teaching Hours:5 |
Unit 12 describiendo una vez plan en presente
|
|
o Talk about the present and plans o Travel and past tense | |
Unit-6 |
Teaching Hours:5 |
Unit 12 describiendo una vez plan en presente
|
|
o Talk about the present and plans o Travel and past tense | |
Unit-6 |
Teaching Hours:5 |
Unit 12 describiendo una vez plan en presente
|
|
o Talk about the present and plans o Travel and past tense | |
Unit-6 |
Teaching Hours:5 |
Unit 12 describiendo una vez plan en presente
|
|
o Talk about the present and plans o Travel and past tense | |
Unit-6 |
Teaching Hours:5 |
Unit 12 describiendo una vez plan en presente
|
|
o Talk about the present and plans o Travel and past tense | |
Unit-6 |
Teaching Hours:5 |
Unit 12 describiendo una vez plan en presente
|
|
o Talk about the present and plans o Travel and past tense | |
Text Books And Reference Books: “Aula International 1” A1/A2 . Is designed to develop listening, speaking, writing, and reading skills in Spanish as well as cultural competency in the Hispanic world. This course is intended for students with no prior knowledge of Spanish .This method leads easy way to communicate and to carry out tasks in Spanish. | |
Essential Reading / Recommended Reading Spanish websites like Duolingo, Rosetta Stone, Babbel, Rocket Languages, Pimsleur, Brainscape, Busuu, Etc | |
Evaluation Pattern Examination & Assessments – Through written assignments and different tests of linguistic skills Question Paper Pattern ● Section A - Test of linguistic ability through grammar components –15 marks ● Section B - Test of translating abilities and comprehension, short answers - 15 marks ● Section C - Test of writing skills / dialogue and essay writing – 20 marks |