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Assesment Pattern | |
CIAs are formative assessments with written submissions, reflections, MCQ, reports, case study analysis, program output. ESE is summative assessment of written descriptive paper. | |
Examination And Assesments | |
CIA assessment pattern for courses with End Semester Exam (ESE): CIA 1: 20 (100%): 20 marks, CIA 2: 50 (50%) 25 marks, CIA 3: 20 (100%) : 20 marks, ESE: 50(60%): 30 marks, Attendance: 5 marks., CIA: ESE weightage = 70:30, Total 100 marks CIA assessment pattern for courses with continuous assessments:
CIA 1: 25 marks, CIA 2: 25 marks, CIA 3: 25 marks, CIA 4: 25 marks. | |
Department Overview: | |
The School of Business and Management, CHRIST, was formed with a clearly defined approach for creating quality managers and entrepreneurs required to face the challenges of the business world. The School offers undergraduate programmes such as Bachelor of Business Administration (BBA), Bachelor of Business Administration in Decision Science (BBA DS),Bachelor of Business Administration in Business Analytics (BBA BA), Bachelor of Business Administration in Finance and International Business (BBA FIB), Bachelor of Hotel Management (BHM), Bachelor of Business Administration in Tourism and Travel Management (BBA TTM), Postgraduate Programmes such as Master of Business Administration (MBA), Master of Business Administration – Executive (MBA – Executive), Master of Business Administration (CHRIST) + Master of Business Administration (FHWS, Germany), Master of Business Administration (CHRIST) + Master of Science (VCU, USA), Master of Business Administration (CHRIST) + Master of Business Administration (WMU, USA), Master of Tourism and Travel Management (MTTM), and Doctoral Programmes such as Doctor of Philosophy (Management) and Doctor of Philosophy in Tourism which are specifically designed to enhance career opportunities and to develop well rounded managers, business leaders and researchers ready to effectively tackle a dynamic environment. | |
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 undergraduate programme in Bachelor of Business Administration (BBA) is offered by the School of Business and Management since 1991as a platform to prepare young minds with a positive attitude for excellent performance and committed service. It provides the right nurturing ground to enable students to pursue their entrepreneurial ambitions. The curriculum for the three-year programme (6 Semesters), has been designed to enable the students to get an overview of the various aspects related to launching and managing a business effectively; as well as giving them an opportunity to specialize in a functional area of management that they would like to pursue in their careers. The BBA programme provides students with the opportunity for interdisciplinary learning through various generic electives from the streams of Economics, Psychology, Sociology, Social Work, Law, Media Studies, Hotel Management, and Computer Applications. The programme focuses on developing the students and equipping them to meet the managerial challenges of the 21st century. The ability to work in teams is also focused upon as a key skill to be developed for success in theworkplace.
The programme also aims to develop the student’s independent thinking, decision-making capability and research aptitude. Learning is enhanced through many pedagogical tools like case studies, presentations, internships, research projects, industrial visits, and guest lecturers from a pool of industry experts. Aimed at the holistic development of the students, the Department facilitates participation in various National and International fests. It also conducts many curricular and co-curricular activities on a regular basis. Social responsibility is a thrust area and students are encouraged to participate in community development initiatives. | |
Program Objective: | |
Programme Outcome/Programme Learning Goals/Programme Learning Outcome: PLG 1: Social Responsibility and Ethical SensitivityPLG 2: Functional Knowledge and Application PLG 3: Communication PLG 4: Problem Solving Programme Specific Outcome: PLG 5: Entrepreneurial MindsetProgramme Educational Objective: PEO 1: Graduates possessing subject knowledge, analytical ability and skills to manage business.PEO 2: Graduates exhibiting spirit of inquiry, innovation and ability to solve problems in dynamic business environment. PEO 3: Graduates with value-based leadership skills, entrepreneurial capabilities and global awareness serving enterprises and society. | |
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 |
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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:
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Learning Outcome |
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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
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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.
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Unit-1 |
Teaching Hours:10 |
INTRODUCTION TO MANAGEMENT
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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.
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Unit-1 |
Teaching Hours:10 |
INTRODUCTION TO MANAGEMENT
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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.
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Unit-1 |
Teaching Hours:10 |
INTRODUCTION TO MANAGEMENT
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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.
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Unit-1 |
Teaching Hours:10 |
INTRODUCTION TO MANAGEMENT
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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.
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Unit-1 |
Teaching Hours:10 |
INTRODUCTION TO MANAGEMENT
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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.
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Unit-1 |
Teaching Hours:10 |
INTRODUCTION TO MANAGEMENT
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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.
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Unit-1 |
Teaching Hours:10 |
INTRODUCTION TO MANAGEMENT
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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.
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Unit-1 |
Teaching Hours:10 |
INTRODUCTION TO MANAGEMENT
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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.
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Unit-1 |
Teaching Hours:10 |
INTRODUCTION TO MANAGEMENT
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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.
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Unit-1 |
Teaching Hours:10 |
INTRODUCTION TO MANAGEMENT
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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.
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Unit-1 |
Teaching Hours:10 |
INTRODUCTION TO MANAGEMENT
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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.
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Unit-1 |
Teaching Hours:10 |
INTRODUCTION TO MANAGEMENT
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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.
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Unit-1 |
Teaching Hours:10 |
INTRODUCTION TO MANAGEMENT
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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.
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Unit-1 |
Teaching Hours:10 |
INTRODUCTION TO MANAGEMENT
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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.
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Unit-1 |
Teaching Hours:10 |
INTRODUCTION TO MANAGEMENT
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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.
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Unit-1 |
Teaching Hours:10 |
INTRODUCTION TO MANAGEMENT
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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.
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Unit-1 |
Teaching Hours:10 |
INTRODUCTION TO MANAGEMENT
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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.
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Unit-1 |
Teaching Hours:10 |
INTRODUCTION TO MANAGEMENT
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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.
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Unit-2 |
Teaching Hours:10 |
PLANNING AND ORGANISING
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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.
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Unit-2 |
Teaching Hours:10 |
PLANNING AND ORGANISING
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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.
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Unit-2 |
Teaching Hours:10 |
PLANNING AND ORGANISING
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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.
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Unit-2 |
Teaching Hours:10 |
PLANNING AND ORGANISING
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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.
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Unit-2 |
Teaching Hours:10 |
PLANNING AND ORGANISING
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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.
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Unit-2 |
Teaching Hours:10 |
PLANNING AND ORGANISING
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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.
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Unit-2 |
Teaching Hours:10 |
PLANNING AND ORGANISING
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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.
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Unit-2 |
Teaching Hours:10 |
PLANNING AND ORGANISING
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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.
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Unit-2 |
Teaching Hours:10 |
PLANNING AND ORGANISING
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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.
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Unit-2 |
Teaching Hours:10 |
PLANNING AND ORGANISING
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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.
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Unit-2 |
Teaching Hours:10 |
PLANNING AND ORGANISING
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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.
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Unit-2 |
Teaching Hours:10 |
PLANNING AND ORGANISING
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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.
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Unit-2 |
Teaching Hours:10 |
PLANNING AND ORGANISING
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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.
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Unit-2 |
Teaching Hours:10 |
PLANNING AND ORGANISING
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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.
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Unit-2 |
Teaching Hours:10 |
PLANNING AND ORGANISING
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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.
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Unit-2 |
Teaching Hours:10 |
PLANNING AND ORGANISING
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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.
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Unit-2 |
Teaching Hours:10 |
PLANNING AND ORGANISING
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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.
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Unit-2 |
Teaching Hours:10 |
PLANNING AND ORGANISING
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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.
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Unit-2 |
Teaching Hours:10 |
PLANNING AND ORGANISING
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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.
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Unit-3 |
Teaching Hours:5 |
CONTROLLING
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Controlling - Concept, Nature and Importance - Essentials of Control - Requirements of an Effective Control System – Techniques of Managerial Control.
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Unit-3 |
Teaching Hours:5 |
CONTROLLING
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Controlling - Concept, Nature and Importance - Essentials of Control - Requirements of an Effective Control System – Techniques of Managerial Control.
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Unit-3 |
Teaching Hours:5 |
CONTROLLING
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Controlling - Concept, Nature and Importance - Essentials of Control - Requirements of an Effective Control System – Techniques of Managerial Control.
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Unit-3 |
Teaching Hours:5 |
CONTROLLING
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Controlling - Concept, Nature and Importance - Essentials of Control - Requirements of an Effective Control System – Techniques of Managerial Control.
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Unit-3 |
Teaching Hours:5 |
CONTROLLING
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Controlling - Concept, Nature and Importance - Essentials of Control - Requirements of an Effective Control System – Techniques of Managerial Control.
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Unit-3 |
Teaching Hours:5 |
CONTROLLING
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Controlling - Concept, Nature and Importance - Essentials of Control - Requirements of an Effective Control System – Techniques of Managerial Control.
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Unit-3 |
Teaching Hours:5 |
CONTROLLING
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Controlling - Concept, Nature and Importance - Essentials of Control - Requirements of an Effective Control System – Techniques of Managerial Control.
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Unit-3 |
Teaching Hours:5 |
CONTROLLING
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Controlling - Concept, Nature and Importance - Essentials of Control - Requirements of an Effective Control System – Techniques of Managerial Control.
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Unit-3 |
Teaching Hours:5 |
CONTROLLING
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Controlling - Concept, Nature and Importance - Essentials of Control - Requirements of an Effective Control System – Techniques of Managerial Control.
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Unit-3 |
Teaching Hours:5 |
CONTROLLING
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Controlling - Concept, Nature and Importance - Essentials of Control - Requirements of an Effective Control System – Techniques of Managerial Control.
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Unit-3 |
Teaching Hours:5 |
CONTROLLING
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Controlling - Concept, Nature and Importance - Essentials of Control - Requirements of an Effective Control System – Techniques of Managerial Control.
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Unit-3 |
Teaching Hours:5 |
CONTROLLING
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Controlling - Concept, Nature and Importance - Essentials of Control - Requirements of an Effective Control System – Techniques of Managerial Control.
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Unit-3 |
Teaching Hours:5 |
CONTROLLING
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Controlling - Concept, Nature and Importance - Essentials of Control - Requirements of an Effective Control System – Techniques of Managerial Control.
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Unit-3 |
Teaching Hours:5 |
CONTROLLING
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Controlling - Concept, Nature and Importance - Essentials of Control - Requirements of an Effective Control System – Techniques of Managerial Control.
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Unit-3 |
Teaching Hours:5 |
CONTROLLING
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Controlling - Concept, Nature and Importance - Essentials of Control - Requirements of an Effective Control System – Techniques of Managerial Control.
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Unit-3 |
Teaching Hours:5 |
CONTROLLING
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Controlling - Concept, Nature and Importance - Essentials of Control - Requirements of an Effective Control System – Techniques of Managerial Control.
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Unit-3 |
Teaching Hours:5 |
CONTROLLING
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Controlling - Concept, Nature and Importance - Essentials of Control - Requirements of an Effective Control System – Techniques of Managerial Control.
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Unit-3 |
Teaching Hours:5 |
CONTROLLING
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Controlling - Concept, Nature and Importance - Essentials of Control - Requirements of an Effective Control System – Techniques of Managerial Control.
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Unit-3 |
Teaching Hours:5 |
CONTROLLING
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Controlling - Concept, Nature and Importance - Essentials of Control - Requirements of an Effective Control System – Techniques of Managerial Control.
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Unit-4 |
Teaching Hours:8 |
INTRODUCTION TO ORGANISATIONAL BEHAVIOUR
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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.
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Unit-4 |
Teaching Hours:8 |
INTRODUCTION TO ORGANISATIONAL BEHAVIOUR
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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.
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Unit-4 |
Teaching Hours:8 |
INTRODUCTION TO ORGANISATIONAL BEHAVIOUR
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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.
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Unit-4 |
Teaching Hours:8 |
INTRODUCTION TO ORGANISATIONAL BEHAVIOUR
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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.
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Unit-4 |
Teaching Hours:8 |
INTRODUCTION TO ORGANISATIONAL BEHAVIOUR
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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.
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Unit-4 |
Teaching Hours:8 |
INTRODUCTION TO ORGANISATIONAL BEHAVIOUR
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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.
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Unit-4 |
Teaching Hours:8 |
INTRODUCTION TO ORGANISATIONAL BEHAVIOUR
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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.
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Unit-4 |
Teaching Hours:8 |
INTRODUCTION TO ORGANISATIONAL BEHAVIOUR
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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.
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Unit-4 |
Teaching Hours:8 |
INTRODUCTION TO ORGANISATIONAL BEHAVIOUR
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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.
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Unit-4 |
Teaching Hours:8 |
INTRODUCTION TO ORGANISATIONAL BEHAVIOUR
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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.
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Unit-4 |
Teaching Hours:8 |
INTRODUCTION TO ORGANISATIONAL BEHAVIOUR
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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.
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Unit-4 |
Teaching Hours:8 |
INTRODUCTION TO ORGANISATIONAL BEHAVIOUR
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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.
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Unit-4 |
Teaching Hours:8 |
INTRODUCTION TO ORGANISATIONAL BEHAVIOUR
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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.
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Unit-4 |
Teaching Hours:8 |
INTRODUCTION TO ORGANISATIONAL BEHAVIOUR
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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.
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Unit-4 |
Teaching Hours:8 |
INTRODUCTION TO ORGANISATIONAL BEHAVIOUR
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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 | |
BBA103-1 - BUSINESS MATHEMATICS (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 aims at aiding the students in reaching a level of increased competence in business mathematics and expands understanding of the importance of mathematical concepts in business applications. Emphasis is placed upon learning mathematical concepts by examining some basic business problems. Course objectives: This course will help the learner to
|
|
Learning Outcome |
|
CO 1: Understand the theory of matrices and determinants and its application in business scenario CO 2: Formulate a linear programming problem and solve it graphically and using simplex method. CO 3: Solve problems based on transportation and assignment problems using different methods CO 4: Inspect concepts of limits and differentiation and apply them to solve business problems CO 5: Solve problems on simple interest, compound interest, annuities, sinking funds, etc., |
Unit-1 |
Teaching Hours:8 |
||||||||||||||||||||||||||||
Matrices and Determinants
|
|||||||||||||||||||||||||||||
Matrices and Determinants - Addition of matrices – Multiplication of Matrices by a scalar – some special types of matrices – Multiplication of two matrices – Properties of Matrix Multiplication – determinants –Properties of determinants (statement only) - Minors and co-factors – Inverse of a matrix (Simple Problems only). | |||||||||||||||||||||||||||||
Unit-1 |
Teaching Hours:8 |
||||||||||||||||||||||||||||
Matrices and Determinants
|
|||||||||||||||||||||||||||||
Matrices and Determinants - Addition of matrices – Multiplication of Matrices by a scalar – some special types of matrices – Multiplication of two matrices – Properties of Matrix Multiplication – determinants –Properties of determinants (statement only) - Minors and co-factors – Inverse of a matrix (Simple Problems only). | |||||||||||||||||||||||||||||
Unit-1 |
Teaching Hours:8 |
||||||||||||||||||||||||||||
Matrices and Determinants
|
|||||||||||||||||||||||||||||
Matrices and Determinants - Addition of matrices – Multiplication of Matrices by a scalar – some special types of matrices – Multiplication of two matrices – Properties of Matrix Multiplication – determinants –Properties of determinants (statement only) - Minors and co-factors – Inverse of a matrix (Simple Problems only). | |||||||||||||||||||||||||||||
Unit-1 |
Teaching Hours:8 |
||||||||||||||||||||||||||||
Matrices and Determinants
|
|||||||||||||||||||||||||||||
Matrices and Determinants - Addition of matrices – Multiplication of Matrices by a scalar – some special types of matrices – Multiplication of two matrices – Properties of Matrix Multiplication – determinants –Properties of determinants (statement only) - Minors and co-factors – Inverse of a matrix (Simple Problems only). | |||||||||||||||||||||||||||||
Unit-1 |
Teaching Hours:8 |
||||||||||||||||||||||||||||
Matrices and Determinants
|
|||||||||||||||||||||||||||||
Matrices and Determinants - Addition of matrices – Multiplication of Matrices by a scalar – some special types of matrices – Multiplication of two matrices – Properties of Matrix Multiplication – determinants –Properties of determinants (statement only) - Minors and co-factors – Inverse of a matrix (Simple Problems only). | |||||||||||||||||||||||||||||
Unit-2 |
Teaching Hours:6 |
||||||||||||||||||||||||||||
Applications of Matrices and Determinant
|
|||||||||||||||||||||||||||||
Applications of Matrices and Determinants – Matrix representation of data – Applications of matrices based on basic operations – Solving system of linear equations – Matrix inverse method – Cramer’s Rule | |||||||||||||||||||||||||||||
Unit-2 |
Teaching Hours:6 |
||||||||||||||||||||||||||||
Applications of Matrices and Determinant
|
|||||||||||||||||||||||||||||
Applications of Matrices and Determinants – Matrix representation of data – Applications of matrices based on basic operations – Solving system of linear equations – Matrix inverse method – Cramer’s Rule | |||||||||||||||||||||||||||||
Unit-2 |
Teaching Hours:6 |
||||||||||||||||||||||||||||
Applications of Matrices and Determinant
|
|||||||||||||||||||||||||||||
Applications of Matrices and Determinants – Matrix representation of data – Applications of matrices based on basic operations – Solving system of linear equations – Matrix inverse method – Cramer’s Rule | |||||||||||||||||||||||||||||
Unit-2 |
Teaching Hours:6 |
||||||||||||||||||||||||||||
Applications of Matrices and Determinant
|
|||||||||||||||||||||||||||||
Applications of Matrices and Determinants – Matrix representation of data – Applications of matrices based on basic operations – Solving system of linear equations – Matrix inverse method – Cramer’s Rule | |||||||||||||||||||||||||||||
Unit-2 |
Teaching Hours:6 |
||||||||||||||||||||||||||||
Applications of Matrices and Determinant
|
|||||||||||||||||||||||||||||
Applications of Matrices and Determinants – Matrix representation of data – Applications of matrices based on basic operations – Solving system of linear equations – Matrix inverse method – Cramer’s Rule | |||||||||||||||||||||||||||||
Unit-3 |
Teaching Hours:10 |
||||||||||||||||||||||||||||
Linear Programming
|
|||||||||||||||||||||||||||||
Definition – Linear Programming Problem – Formulation – Solution by Graphical method – simplex method – minimization and maximization problems. | |||||||||||||||||||||||||||||
Unit-3 |
Teaching Hours:10 |
||||||||||||||||||||||||||||
Linear Programming
|
|||||||||||||||||||||||||||||
Definition – Linear Programming Problem – Formulation – Solution by Graphical method – simplex method – minimization and maximization problems. | |||||||||||||||||||||||||||||
Unit-3 |
Teaching Hours:10 |
||||||||||||||||||||||||||||
Linear Programming
|
|||||||||||||||||||||||||||||
Definition – Linear Programming Problem – Formulation – Solution by Graphical method – simplex method – minimization and maximization problems. | |||||||||||||||||||||||||||||
Unit-3 |
Teaching Hours:10 |
||||||||||||||||||||||||||||
Linear Programming
|
|||||||||||||||||||||||||||||
Definition – Linear Programming Problem – Formulation – Solution by Graphical method – simplex method – minimization and maximization problems. | |||||||||||||||||||||||||||||
Unit-3 |
Teaching Hours:10 |
||||||||||||||||||||||||||||
Linear Programming
|
|||||||||||||||||||||||||||||
Definition – Linear Programming Problem – Formulation – Solution by Graphical method – simplex method – minimization and maximization problems. | |||||||||||||||||||||||||||||
Unit-4 |
Teaching Hours:10 |
||||||||||||||||||||||||||||
Transportation Problem
|
|||||||||||||||||||||||||||||
Nature and scope of transportation and allocation models, different methods for finding initial solution - N-W Corner Rule, Least Cost Method and VAM. Unbalanced TP, Test for optimality – MODI method | |||||||||||||||||||||||||||||
Unit-4 |
Teaching Hours:10 |
||||||||||||||||||||||||||||
Transportation Problem
|
|||||||||||||||||||||||||||||
Nature and scope of transportation and allocation models, different methods for finding initial solution - N-W Corner Rule, Least Cost Method and VAM. Unbalanced TP, Test for optimality – MODI method | |||||||||||||||||||||||||||||
Unit-4 |
Teaching Hours:10 |
||||||||||||||||||||||||||||
Transportation Problem
|
|||||||||||||||||||||||||||||
Nature and scope of transportation and allocation models, different methods for finding initial solution - N-W Corner Rule, Least Cost Method and VAM. Unbalanced TP, Test for optimality – MODI method | |||||||||||||||||||||||||||||
Unit-4 |
Teaching Hours:10 |
||||||||||||||||||||||||||||
Transportation Problem
|
|||||||||||||||||||||||||||||
Nature and scope of transportation and allocation models, different methods for finding initial solution - N-W Corner Rule, Least Cost Method and VAM. Unbalanced TP, Test for optimality – MODI method | |||||||||||||||||||||||||||||
Unit-4 |
Teaching Hours:10 |
||||||||||||||||||||||||||||
Transportation Problem
|
|||||||||||||||||||||||||||||
Nature and scope of transportation and allocation models, different methods for finding initial solution - N-W Corner Rule, Least Cost Method and VAM. Unbalanced TP, Test for optimality – MODI method | |||||||||||||||||||||||||||||
Unit-5 |
Teaching Hours:6 |
||||||||||||||||||||||||||||
Assignment Problem
|
|||||||||||||||||||||||||||||
Assignment Problem a variant of Transportation model, Hungarian method, Restricted Assignment problems. | |||||||||||||||||||||||||||||
Unit-5 |
Teaching Hours:6 |
||||||||||||||||||||||||||||
Assignment Problem
|
|||||||||||||||||||||||||||||
Assignment Problem a variant of Transportation model, Hungarian method, Restricted Assignment problems. | |||||||||||||||||||||||||||||
Unit-5 |
Teaching Hours:6 |
||||||||||||||||||||||||||||
Assignment Problem
|
|||||||||||||||||||||||||||||
Assignment Problem a variant of Transportation model, Hungarian method, Restricted Assignment problems. | |||||||||||||||||||||||||||||
Unit-5 |
Teaching Hours:6 |
||||||||||||||||||||||||||||
Assignment Problem
|
|||||||||||||||||||||||||||||
Assignment Problem a variant of Transportation model, Hungarian method, Restricted Assignment problems. | |||||||||||||||||||||||||||||
Unit-5 |
Teaching Hours:6 |
||||||||||||||||||||||||||||
Assignment Problem
|
|||||||||||||||||||||||||||||
Assignment Problem a variant of Transportation model, Hungarian method, Restricted Assignment problems. | |||||||||||||||||||||||||||||
Unit-6 |
Teaching Hours:10 |
||||||||||||||||||||||||||||
Differentiation and Its application
|
|||||||||||||||||||||||||||||
Limits – Differentiation – Differentiation rules - Methods of differentiation – Differentiation of composite functions – Differentiation of parametric functions - Second order derivative.
Maxima and Minima – Application to commerce and Economics – Revenue Function – Cost function – profit function | |||||||||||||||||||||||||||||
Unit-6 |
Teaching Hours:10 |
||||||||||||||||||||||||||||
Differentiation and Its application
|
|||||||||||||||||||||||||||||
Limits – Differentiation – Differentiation rules - Methods of differentiation – Differentiation of composite functions – Differentiation of parametric functions - Second order derivative.
Maxima and Minima – Application to commerce and Economics – Revenue Function – Cost function – profit function | |||||||||||||||||||||||||||||
Unit-6 |
Teaching Hours:10 |
||||||||||||||||||||||||||||
Differentiation and Its application
|
|||||||||||||||||||||||||||||
Limits – Differentiation – Differentiation rules - Methods of differentiation – Differentiation of composite functions – Differentiation of parametric functions - Second order derivative.
Maxima and Minima – Application to commerce and Economics – Revenue Function – Cost function – profit function | |||||||||||||||||||||||||||||
Unit-6 |
Teaching Hours:10 |
||||||||||||||||||||||||||||
Differentiation and Its application
|
|||||||||||||||||||||||||||||
Limits – Differentiation – Differentiation rules - Methods of differentiation – Differentiation of composite functions – Differentiation of parametric functions - Second order derivative.
Maxima and Minima – Application to commerce and Economics – Revenue Function – Cost function – profit function | |||||||||||||||||||||||||||||
Unit-6 |
Teaching Hours:10 |
||||||||||||||||||||||||||||
Differentiation and Its application
|
|||||||||||||||||||||||||||||
Limits – Differentiation – Differentiation rules - Methods of differentiation – Differentiation of composite functions – Differentiation of parametric functions - Second order derivative.
Maxima and Minima – Application to commerce and Economics – Revenue Function – Cost function – profit function | |||||||||||||||||||||||||||||
Unit-7 |
Teaching Hours:10 |
||||||||||||||||||||||||||||
Commercial Arithmetic
|
|||||||||||||||||||||||||||||
Simple interest – Compound interest – Equivalent rate – Effective rate - Depreciation – Accumulated value - Present value – Annuity – Types of Annuities - Sinking Fund | |||||||||||||||||||||||||||||
Unit-7 |
Teaching Hours:10 |
||||||||||||||||||||||||||||
Commercial Arithmetic
|
|||||||||||||||||||||||||||||
Simple interest – Compound interest – Equivalent rate – Effective rate - Depreciation – Accumulated value - Present value – Annuity – Types of Annuities - Sinking Fund | |||||||||||||||||||||||||||||
Unit-7 |
Teaching Hours:10 |
||||||||||||||||||||||||||||
Commercial Arithmetic
|
|||||||||||||||||||||||||||||
Simple interest – Compound interest – Equivalent rate – Effective rate - Depreciation – Accumulated value - Present value – Annuity – Types of Annuities - Sinking Fund | |||||||||||||||||||||||||||||
Unit-7 |
Teaching Hours:10 |
||||||||||||||||||||||||||||
Commercial Arithmetic
|
|||||||||||||||||||||||||||||
Simple interest – Compound interest – Equivalent rate – Effective rate - Depreciation – Accumulated value - Present value – Annuity – Types of Annuities - Sinking Fund | |||||||||||||||||||||||||||||
Unit-7 |
Teaching Hours:10 |
||||||||||||||||||||||||||||
Commercial Arithmetic
|
|||||||||||||||||||||||||||||
Simple interest – Compound interest – Equivalent rate – Effective rate - Depreciation – Accumulated value - Present value – Annuity – Types of Annuities - Sinking Fund | |||||||||||||||||||||||||||||
Text Books And Reference Books:
| |||||||||||||||||||||||||||||
Essential Reading / Recommended Reading
| |||||||||||||||||||||||||||||
Evaluation Pattern
| |||||||||||||||||||||||||||||
BBA161-1 - SOFT SKILLS FOR MANAGERS (2024 Batch) | |||||||||||||||||||||||||||||
Total Teaching Hours for Semester:30 |
No of Lecture Hours/Week:2 |
||||||||||||||||||||||||||||
Max Marks:100 |
Credits:2 |
||||||||||||||||||||||||||||
Course Objectives/Course Description |
|||||||||||||||||||||||||||||
This course is intended to provide a cohort experience, help students acquire a range of useful strategies and skills for enhancing their managerial effectiveness, and engage productively with the undergraduate course concepts throughout their program. The three themes addressed are managing your learning, learning together, and managerial skill development. Course Objectives:
|
|||||||||||||||||||||||||||||
Learning Outcome |
|||||||||||||||||||||||||||||
CO1: Analyze reading approaches and corporate demeanour to improve professional writing. CO2: Evaluate how proactive communication fosters team understanding and collaboration. CO3: Develop strategies to integrate time and stress management to optimize work performance. |
Unit-1 |
Teaching Hours:5 |
||||||||||||||||||||||||||||||||||||||||||||||||||||||
Unit I: Professional Writing
|
|||||||||||||||||||||||||||||||||||||||||||||||||||||||
Meaning, objectives, types of business letters, layout of a business letter and styles of layout, cover letter for resume and formal documents, enquiries and replies, orders and replies, complaints, claim and adjustment, logical academic organization and augmentation, scientific writing, creating and understanding literature reviews. What is a resume, the difference between a resume and a CV, the importance of a good resume, do’s and don’ts of resume writing, positioning your resume to a specific purpose, aligning your resume with the specific needs of the hiring organization, ensuring high resume ranking on the relevancy scales. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||
Unit-1 |
Teaching Hours:5 |
||||||||||||||||||||||||||||||||||||||||||||||||||||||
Unit I: Professional Writing
|
|||||||||||||||||||||||||||||||||||||||||||||||||||||||
Meaning, objectives, types of business letters, layout of a business letter and styles of layout, cover letter for resume and formal documents, enquiries and replies, orders and replies, complaints, claim and adjustment, logical academic organization and augmentation, scientific writing, creating and understanding literature reviews. What is a resume, the difference between a resume and a CV, the importance of a good resume, do’s and don’ts of resume writing, positioning your resume to a specific purpose, aligning your resume with the specific needs of the hiring organization, ensuring high resume ranking on the relevancy scales. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||
Unit-1 |
Teaching Hours:5 |
||||||||||||||||||||||||||||||||||||||||||||||||||||||
Unit I: Professional Writing
|
|||||||||||||||||||||||||||||||||||||||||||||||||||||||
Meaning, objectives, types of business letters, layout of a business letter and styles of layout, cover letter for resume and formal documents, enquiries and replies, orders and replies, complaints, claim and adjustment, logical academic organization and augmentation, scientific writing, creating and understanding literature reviews. What is a resume, the difference between a resume and a CV, the importance of a good resume, do’s and don’ts of resume writing, positioning your resume to a specific purpose, aligning your resume with the specific needs of the hiring organization, ensuring high resume ranking on the relevancy scales. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||
Unit-1 |
Teaching Hours:5 |
||||||||||||||||||||||||||||||||||||||||||||||||||||||
Unit I: Professional Writing
|
|||||||||||||||||||||||||||||||||||||||||||||||||||||||
Meaning, objectives, types of business letters, layout of a business letter and styles of layout, cover letter for resume and formal documents, enquiries and replies, orders and replies, complaints, claim and adjustment, logical academic organization and augmentation, scientific writing, creating and understanding literature reviews. What is a resume, the difference between a resume and a CV, the importance of a good resume, do’s and don’ts of resume writing, positioning your resume to a specific purpose, aligning your resume with the specific needs of the hiring organization, ensuring high resume ranking on the relevancy scales. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||
Unit-1 |
Teaching Hours:5 |
||||||||||||||||||||||||||||||||||||||||||||||||||||||
Unit I: Professional Writing
|
|||||||||||||||||||||||||||||||||||||||||||||||||||||||
Meaning, objectives, types of business letters, layout of a business letter and styles of layout, cover letter for resume and formal documents, enquiries and replies, orders and replies, complaints, claim and adjustment, logical academic organization and augmentation, scientific writing, creating and understanding literature reviews. What is a resume, the difference between a resume and a CV, the importance of a good resume, do’s and don’ts of resume writing, positioning your resume to a specific purpose, aligning your resume with the specific needs of the hiring organization, ensuring high resume ranking on the relevancy scales. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||
Unit-2 |
Teaching Hours:5 |
||||||||||||||||||||||||||||||||||||||||||||||||||||||
Unit II: Corporate Demeanour
|
|||||||||||||||||||||||||||||||||||||||||||||||||||||||
What is professionalism, professionalism at the workplace, what are ethics, the difference between social and personal ethics, determining personal ethics, grooming, and personal conflict management in the workplace. Importance of presentations, formal and informal presentations, best presentation practices, the importance of workplace presentations, dos and don’ts of formal presentation, effective team presentations, making PowerPoint presentations. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||
Unit-2 |
Teaching Hours:5 |
||||||||||||||||||||||||||||||||||||||||||||||||||||||
Unit II: Corporate Demeanour
|
|||||||||||||||||||||||||||||||||||||||||||||||||||||||
What is professionalism, professionalism at the workplace, what are ethics, the difference between social and personal ethics, determining personal ethics, grooming, and personal conflict management in the workplace. Importance of presentations, formal and informal presentations, best presentation practices, the importance of workplace presentations, dos and don’ts of formal presentation, effective team presentations, making PowerPoint presentations. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||
Unit-2 |
Teaching Hours:5 |
||||||||||||||||||||||||||||||||||||||||||||||||||||||
Unit II: Corporate Demeanour
|
|||||||||||||||||||||||||||||||||||||||||||||||||||||||
What is professionalism, professionalism at the workplace, what are ethics, the difference between social and personal ethics, determining personal ethics, grooming, and personal conflict management in the workplace. Importance of presentations, formal and informal presentations, best presentation practices, the importance of workplace presentations, dos and don’ts of formal presentation, effective team presentations, making PowerPoint presentations. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||
Unit-2 |
Teaching Hours:5 |
||||||||||||||||||||||||||||||||||||||||||||||||||||||
Unit II: Corporate Demeanour
|
|||||||||||||||||||||||||||||||||||||||||||||||||||||||
What is professionalism, professionalism at the workplace, what are ethics, the difference between social and personal ethics, determining personal ethics, grooming, and personal conflict management in the workplace. Importance of presentations, formal and informal presentations, best presentation practices, the importance of workplace presentations, dos and don’ts of formal presentation, effective team presentations, making PowerPoint presentations. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||
Unit-2 |
Teaching Hours:5 |
||||||||||||||||||||||||||||||||||||||||||||||||||||||
Unit II: Corporate Demeanour
|
|||||||||||||||||||||||||||||||||||||||||||||||||||||||
What is professionalism, professionalism at the workplace, what are ethics, the difference between social and personal ethics, determining personal ethics, grooming, and personal conflict management in the workplace. Importance of presentations, formal and informal presentations, best presentation practices, the importance of workplace presentations, dos and don’ts of formal presentation, effective team presentations, making PowerPoint presentations. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||
Unit-3 |
Teaching Hours:5 |
||||||||||||||||||||||||||||||||||||||||||||||||||||||
Unit III: Proactive Communication
|
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What is public speaking, understanding speech, making ideas compelling and memorable, illustrating and delivering your ideas, overcoming your fear of public speaking and developing great delivery, writing speeches, making your own speech. Nature, types, functions of body language, facial expression, effective use of face-to-face telephonic conversation, recent trends in communication, e-mail, video conferencing, social media sensitization and networking (public and personal texts), understanding cultural effects on communication, cultural sensitiveness and cultural context, inter-cultural factors in interactions, adapting to global business. What is active listening, understanding the message, showing interest and paying attention, providing feedback, identifying and understanding the room environment, providing situation-based responses, controlling and use of emotional response communication, and body language understanding (as listener and communicator). | |||||||||||||||||||||||||||||||||||||||||||||||||||||||
Unit-3 |
Teaching Hours:5 |
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Unit III: Proactive Communication
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What is public speaking, understanding speech, making ideas compelling and memorable, illustrating and delivering your ideas, overcoming your fear of public speaking and developing great delivery, writing speeches, making your own speech. Nature, types, functions of body language, facial expression, effective use of face-to-face telephonic conversation, recent trends in communication, e-mail, video conferencing, social media sensitization and networking (public and personal texts), understanding cultural effects on communication, cultural sensitiveness and cultural context, inter-cultural factors in interactions, adapting to global business. What is active listening, understanding the message, showing interest and paying attention, providing feedback, identifying and understanding the room environment, providing situation-based responses, controlling and use of emotional response communication, and body language understanding (as listener and communicator). | |||||||||||||||||||||||||||||||||||||||||||||||||||||||
Unit-3 |
Teaching Hours:5 |
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Unit III: Proactive Communication
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What is public speaking, understanding speech, making ideas compelling and memorable, illustrating and delivering your ideas, overcoming your fear of public speaking and developing great delivery, writing speeches, making your own speech. Nature, types, functions of body language, facial expression, effective use of face-to-face telephonic conversation, recent trends in communication, e-mail, video conferencing, social media sensitization and networking (public and personal texts), understanding cultural effects on communication, cultural sensitiveness and cultural context, inter-cultural factors in interactions, adapting to global business. What is active listening, understanding the message, showing interest and paying attention, providing feedback, identifying and understanding the room environment, providing situation-based responses, controlling and use of emotional response communication, and body language understanding (as listener and communicator). | |||||||||||||||||||||||||||||||||||||||||||||||||||||||
Unit-3 |
Teaching Hours:5 |
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Unit III: Proactive Communication
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What is public speaking, understanding speech, making ideas compelling and memorable, illustrating and delivering your ideas, overcoming your fear of public speaking and developing great delivery, writing speeches, making your own speech. Nature, types, functions of body language, facial expression, effective use of face-to-face telephonic conversation, recent trends in communication, e-mail, video conferencing, social media sensitization and networking (public and personal texts), understanding cultural effects on communication, cultural sensitiveness and cultural context, inter-cultural factors in interactions, adapting to global business. What is active listening, understanding the message, showing interest and paying attention, providing feedback, identifying and understanding the room environment, providing situation-based responses, controlling and use of emotional response communication, and body language understanding (as listener and communicator). | |||||||||||||||||||||||||||||||||||||||||||||||||||||||
Unit-3 |
Teaching Hours:5 |
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Unit III: Proactive Communication
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What is public speaking, understanding speech, making ideas compelling and memorable, illustrating and delivering your ideas, overcoming your fear of public speaking and developing great delivery, writing speeches, making your own speech. Nature, types, functions of body language, facial expression, effective use of face-to-face telephonic conversation, recent trends in communication, e-mail, video conferencing, social media sensitization and networking (public and personal texts), understanding cultural effects on communication, cultural sensitiveness and cultural context, inter-cultural factors in interactions, adapting to global business. What is active listening, understanding the message, showing interest and paying attention, providing feedback, identifying and understanding the room environment, providing situation-based responses, controlling and use of emotional response communication, and body language understanding (as listener and communicator). | |||||||||||||||||||||||||||||||||||||||||||||||||||||||
Unit-4 |
Teaching Hours:5 |
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Unit IV: Team Building
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What are teams, the importance of a team in the workspace, the importance of being a team member and team leader, meaning and importance of team building, challenges of team building, introduction as to how to build teams, team conflict management in the workspace. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||
Unit-4 |
Teaching Hours:5 |
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Unit IV: Team Building
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What are teams, the importance of a team in the workspace, the importance of being a team member and team leader, meaning and importance of team building, challenges of team building, introduction as to how to build teams, team conflict management in the workspace. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||
Unit-4 |
Teaching Hours:5 |
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Unit IV: Team Building
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What are teams, the importance of a team in the workspace, the importance of being a team member and team leader, meaning and importance of team building, challenges of team building, introduction as to how to build teams, team conflict management in the workspace. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||
Unit-4 |
Teaching Hours:5 |
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Unit IV: Team Building
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What are teams, the importance of a team in the workspace, the importance of being a team member and team leader, meaning and importance of team building, challenges of team building, introduction as to how to build teams, team conflict management in the workspace. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||
Unit-4 |
Teaching Hours:5 |
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Unit IV: Team Building
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What are teams, the importance of a team in the workspace, the importance of being a team member and team leader, meaning and importance of team building, challenges of team building, introduction as to how to build teams, team conflict management in the workspace. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||
Unit-5 |
Teaching Hours:5 |
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Unit V: Time Management and Stress Management
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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:5 |
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Unit V: Time Management and Stress Management
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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:5 |
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Unit V: Time Management and Stress Management
|
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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:5 |
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Unit V: Time Management and Stress Management
|
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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:5 |
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Unit V: Time Management and Stress Management
|
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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-6 |
Teaching Hours:5 |
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Unit VI: Developing Cognitive Skills
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Understand different kinds of behaviours, and differentiate them on the basis of personalities. Analyse various behaviours and yourself, use of creative thinking, different activities involved in critical thinking, learn about different styles of thinking like lateral, divergent etc., and know the importance of paying attention to detail while critically thinking. Define a decision, distinguish root causes and symptoms, explain the decision-making model, outline the various ways decisions can be made, use problem-solving tools for decision-making, decision-making pitfalls, apply appropriate problem-solving and decision-making processes, evaluate solutions and anticipate likely risks, identify common obstacles to effective problem-solving and decision-making. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||
Unit-6 |
Teaching Hours:5 |
||||||||||||||||||||||||||||||||||||||||||||||||||||||
Unit VI: Developing Cognitive Skills
|
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Understand different kinds of behaviours, and differentiate them on the basis of personalities. Analyse various behaviours and yourself, use of creative thinking, different activities involved in critical thinking, learn about different styles of thinking like lateral, divergent etc., and know the importance of paying attention to detail while critically thinking. Define a decision, distinguish root causes and symptoms, explain the decision-making model, outline the various ways decisions can be made, use problem-solving tools for decision-making, decision-making pitfalls, apply appropriate problem-solving and decision-making processes, evaluate solutions and anticipate likely risks, identify common obstacles to effective problem-solving and decision-making. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||
Unit-6 |
Teaching Hours:5 |
||||||||||||||||||||||||||||||||||||||||||||||||||||||
Unit VI: Developing Cognitive Skills
|
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Understand different kinds of behaviours, and differentiate them on the basis of personalities. Analyse various behaviours and yourself, use of creative thinking, different activities involved in critical thinking, learn about different styles of thinking like lateral, divergent etc., and know the importance of paying attention to detail while critically thinking. Define a decision, distinguish root causes and symptoms, explain the decision-making model, outline the various ways decisions can be made, use problem-solving tools for decision-making, decision-making pitfalls, apply appropriate problem-solving and decision-making processes, evaluate solutions and anticipate likely risks, identify common obstacles to effective problem-solving and decision-making. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||
Unit-6 |
Teaching Hours:5 |
||||||||||||||||||||||||||||||||||||||||||||||||||||||
Unit VI: Developing Cognitive Skills
|
|||||||||||||||||||||||||||||||||||||||||||||||||||||||
Understand different kinds of behaviours, and differentiate them on the basis of personalities. Analyse various behaviours and yourself, use of creative thinking, different activities involved in critical thinking, learn about different styles of thinking like lateral, divergent etc., and know the importance of paying attention to detail while critically thinking. Define a decision, distinguish root causes and symptoms, explain the decision-making model, outline the various ways decisions can be made, use problem-solving tools for decision-making, decision-making pitfalls, apply appropriate problem-solving and decision-making processes, evaluate solutions and anticipate likely risks, identify common obstacles to effective problem-solving and decision-making. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||
Unit-6 |
Teaching Hours:5 |
||||||||||||||||||||||||||||||||||||||||||||||||||||||
Unit VI: Developing Cognitive Skills
|
|||||||||||||||||||||||||||||||||||||||||||||||||||||||
Understand different kinds of behaviours, and differentiate them on the basis of personalities. Analyse various behaviours and yourself, use of creative thinking, different activities involved in critical thinking, learn about different styles of thinking like lateral, divergent etc., and know the importance of paying attention to detail while critically thinking. Define a decision, distinguish root causes and symptoms, explain the decision-making model, outline the various ways decisions can be made, use problem-solving tools for decision-making, decision-making pitfalls, apply appropriate problem-solving and decision-making processes, evaluate solutions and anticipate likely risks, identify common obstacles to effective problem-solving and decision-making. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||
Evaluation Pattern
| |||||||||||||||||||||||||||||||||||||||||||||||||||||||
ENG181-1 - ENGLISH (2024 Batch) | |||||||||||||||||||||||||||||||||||||||||||||||||||||||
Total Teaching Hours for Semester:30 |
No of Lecture Hours/Week:2 |
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Max Marks:50 |
Credits:2 |
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Course Objectives/Course Description |
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· 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. |
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Learning Outcome |
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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
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Unit-1 |
Teaching Hours:7 |
1. The Happy Prince- Oscar Wilde 2. Sonnet 18- William Shakespeare
|
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| |
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
|
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| |
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
|
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| |
Unit-1 |
Teaching Hours:7 |
Language
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|
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
|
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| |
Unit-1 |
Teaching Hours:7 |
Language
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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
|
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| |
Unit-1 |
Teaching Hours:7 |
Language
|
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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
|
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| |
Unit-1 |
Teaching Hours:7 |
Language
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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
|
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Unit-1 |
Teaching Hours:7 |
Language
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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
|
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| |
Unit-1 |
Teaching Hours:7 |
Language
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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
|
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| |
Unit-1 |
Teaching Hours:7 |
Language
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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
|
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| |
Unit-1 |
Teaching Hours:7 |
Language
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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
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| |
Unit-1 |
Teaching Hours:7 |
Language
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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
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Unit-1 |
Teaching Hours:7 |
Language
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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
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Unit-1 |
Teaching Hours:7 |
Language
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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
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Unit-1 |
Teaching Hours:7 |
Language
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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
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Unit-1 |
Teaching Hours:7 |
Language
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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
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Unit-1 |
Teaching Hours:7 |
Language
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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
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| |
Unit-1 |
Teaching Hours:7 |
Language
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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
|
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| |
Unit-1 |
Teaching Hours:7 |
Language
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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
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Unit-1 |
Teaching Hours:7 |
Language
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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
|
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| |
Unit-1 |
Teaching Hours:7 |
Language
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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
|
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| |
Unit-1 |
Teaching Hours:7 |
Language
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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
|
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Unit-1 |
Teaching Hours:7 |
Language
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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
|
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| |
Unit-1 |
Teaching Hours:7 |
Language
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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
|
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Unit-1 |
Teaching Hours:7 |
Language
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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
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Unit-1 |
Teaching Hours:7 |
Language
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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
|
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Unit-1 |
Teaching Hours:7 |
Language
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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
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Unit-1 |
Teaching Hours:7 |
Language
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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
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Unit-1 |
Teaching Hours:7 |
Language
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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
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Unit-1 |
Teaching Hours:7 |
Language
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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
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Unit-1 |
Teaching Hours:7 |
Language
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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
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Unit-1 |
Teaching Hours:7 |
Language
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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
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Unit-1 |
Teaching Hours:7 |
Language
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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
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Unit-1 |
Teaching Hours:7 |
Language
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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
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Unit-1 |
Teaching Hours:7 |
Language
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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
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Unit-1 |
Teaching Hours:7 |
Language
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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
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Unit-1 |
Teaching Hours:7 |
Language
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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
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Unit-1 |
Teaching Hours:7 |
Language
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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
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Unit-1 |
Teaching Hours:7 |
Language
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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
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Unit-1 |
Teaching Hours:7 |
Language
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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
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|
| |
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
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Paraphrasing and interpretation skills | |
Unit-6 |
Teaching Hours:4 |
Casey at the Bat- Ernest Lawrence Thayer
|
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| |
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
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|
| |
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 | |
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 |
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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 |
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Learning Outcome |
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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
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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
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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
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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
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|
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
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|
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
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|
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
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|
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. | |
BBA103-2 - FINANCIAL INSTITUTIONS, MARKETS, AND SERVICES (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 make students familiarize with various components of a financial system and enable them to understand the mechanisms in exchange of funds among various participants in the financial system. The course focuses on providing knowledge about the institutions, markets and services which are the integral parts in any financial system. The course also introduces students to the various financial instruments dealt in the Indian financial markets and provides an insight into the international financial markets. Course Objectives:
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Learning Outcome |
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CLO1: Understand the components of Indian Financial System CLO2: Demonstrate the role of regulatory authorities in financial system. CLO3: Evaluate the impact of money market and capital market operations. CLO4: Assess the functions of various financial institutions and financial services CLO5: Examine the importance of International Financial markets. |
Unit-1 |
Teaching Hours:4 |
Unit I: Introduction
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|
Level of knowledge: Basic Meaning – Structure - Functions - Components of financial system - Financial system and economic development - Reforms in Financial Sector in India, Recent Fiscal Policies in India. | |
Unit-1 |
Teaching Hours:4 |
Unit I: Introduction
|
|
Level of knowledge: Basic Meaning – Structure - Functions - Components of financial system - Financial system and economic development - Reforms in Financial Sector in India, Recent Fiscal Policies in India. | |
Unit-1 |
Teaching Hours:4 |
Unit I: Introduction
|
|
Level of knowledge: Basic Meaning – Structure - Functions - Components of financial system - Financial system and economic development - Reforms in Financial Sector in India, Recent Fiscal Policies in India. | |
Unit-1 |
Teaching Hours:4 |
Unit I: Introduction
|
|
Level of knowledge: Basic Meaning – Structure - Functions - Components of financial system - Financial system and economic development - Reforms in Financial Sector in India, Recent Fiscal Policies in India. | |
Unit-1 |
Teaching Hours:4 |
Unit I: Introduction
|
|
Level of knowledge: Basic Meaning – Structure - Functions - Components of financial system - Financial system and economic development - Reforms in Financial Sector in India, Recent Fiscal Policies in India. | |
Unit-2 |
Teaching Hours:10 |
Unit II: Banking Institutions
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|
Level of knowledge: Conceptual Institutional structure in India- Commercial - Cooperative banks - Private sector banks - Branch Banking Vs Unit Banking and other Banking Systems, Deposit Banking Vs Commercial Banking, Bank Lending, RBI Functions - Banking regulation and requirement - licensing and supervision, capital reserve, corporate governance, financial reporting and disclosures, Monetary Policy, Capital Adequacy-Banking ombudsman scheme - Basel norms.
| |
Unit-2 |
Teaching Hours:10 |
Unit II: Banking Institutions
|
|
Level of knowledge: Conceptual Institutional structure in India- Commercial - Cooperative banks - Private sector banks - Branch Banking Vs Unit Banking and other Banking Systems, Deposit Banking Vs Commercial Banking, Bank Lending, RBI Functions - Banking regulation and requirement - licensing and supervision, capital reserve, corporate governance, financial reporting and disclosures, Monetary Policy, Capital Adequacy-Banking ombudsman scheme - Basel norms.
| |
Unit-2 |
Teaching Hours:10 |
Unit II: Banking Institutions
|
|
Level of knowledge: Conceptual Institutional structure in India- Commercial - Cooperative banks - Private sector banks - Branch Banking Vs Unit Banking and other Banking Systems, Deposit Banking Vs Commercial Banking, Bank Lending, RBI Functions - Banking regulation and requirement - licensing and supervision, capital reserve, corporate governance, financial reporting and disclosures, Monetary Policy, Capital Adequacy-Banking ombudsman scheme - Basel norms.
| |
Unit-2 |
Teaching Hours:10 |
Unit II: Banking Institutions
|
|
Level of knowledge: Conceptual Institutional structure in India- Commercial - Cooperative banks - Private sector banks - Branch Banking Vs Unit Banking and other Banking Systems, Deposit Banking Vs Commercial Banking, Bank Lending, RBI Functions - Banking regulation and requirement - licensing and supervision, capital reserve, corporate governance, financial reporting and disclosures, Monetary Policy, Capital Adequacy-Banking ombudsman scheme - Basel norms.
| |
Unit-2 |
Teaching Hours:10 |
Unit II: Banking Institutions
|
|
Level of knowledge: Conceptual Institutional structure in India- Commercial - Cooperative banks - Private sector banks - Branch Banking Vs Unit Banking and other Banking Systems, Deposit Banking Vs Commercial Banking, Bank Lending, RBI Functions - Banking regulation and requirement - licensing and supervision, capital reserve, corporate governance, financial reporting and disclosures, Monetary Policy, Capital Adequacy-Banking ombudsman scheme - Basel norms.
| |
Unit-3 |
Teaching Hours:10 |
Unit III: Nonbanking Institutions
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Level of knowledge: Conceptual Introduction to NBFC, Functions of NBFC, Non-Bank Financial Intermediaries - Institutional structure in India - Types and comparison of asset liability structures of various NBFCs, NBFCs and Development Finance institutions. Financial services: Fund based services – Leasing – Hire Purchase – Consumer Credit – Bill Discounting – Factoring, Fee based services – Issue Management, Merchant Banking, Credit rating, Debt Restructuring. | |
Unit-3 |
Teaching Hours:10 |
Unit III: Nonbanking Institutions
|
|
Level of knowledge: Conceptual Introduction to NBFC, Functions of NBFC, Non-Bank Financial Intermediaries - Institutional structure in India - Types and comparison of asset liability structures of various NBFCs, NBFCs and Development Finance institutions. Financial services: Fund based services – Leasing – Hire Purchase – Consumer Credit – Bill Discounting – Factoring, Fee based services – Issue Management, Merchant Banking, Credit rating, Debt Restructuring. | |
Unit-3 |
Teaching Hours:10 |
Unit III: Nonbanking Institutions
|
|
Level of knowledge: Conceptual Introduction to NBFC, Functions of NBFC, Non-Bank Financial Intermediaries - Institutional structure in India - Types and comparison of asset liability structures of various NBFCs, NBFCs and Development Finance institutions. Financial services: Fund based services – Leasing – Hire Purchase – Consumer Credit – Bill Discounting – Factoring, Fee based services – Issue Management, Merchant Banking, Credit rating, Debt Restructuring. | |
Unit-3 |
Teaching Hours:10 |
Unit III: Nonbanking Institutions
|
|
Level of knowledge: Conceptual Introduction to NBFC, Functions of NBFC, Non-Bank Financial Intermediaries - Institutional structure in India - Types and comparison of asset liability structures of various NBFCs, NBFCs and Development Finance institutions. Financial services: Fund based services – Leasing – Hire Purchase – Consumer Credit – Bill Discounting – Factoring, Fee based services – Issue Management, Merchant Banking, Credit rating, Debt Restructuring. | |
Unit-3 |
Teaching Hours:10 |
Unit III: Nonbanking Institutions
|
|
Level of knowledge: Conceptual Introduction to NBFC, Functions of NBFC, Non-Bank Financial Intermediaries - Institutional structure in India - Types and comparison of asset liability structures of various NBFCs, NBFCs and Development Finance institutions. Financial services: Fund based services – Leasing – Hire Purchase – Consumer Credit – Bill Discounting – Factoring, Fee based services – Issue Management, Merchant Banking, Credit rating, Debt Restructuring. | |
Unit-4 |
Teaching Hours:8 |
Unit IV: Money Market
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Level of knowledge: Analytical Meaning – Significance - Structure-Features of money market - Money market instruments - Reforms in money market, Role of SEBI in Money Market. | |
Unit-4 |
Teaching Hours:8 |
Unit IV: Money Market
|
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Level of knowledge: Analytical Meaning – Significance - Structure-Features of money market - Money market instruments - Reforms in money market, Role of SEBI in Money Market. | |
Unit-4 |
Teaching Hours:8 |
Unit IV: Money Market
|
|
Level of knowledge: Analytical Meaning – Significance - Structure-Features of money market - Money market instruments - Reforms in money market, Role of SEBI in Money Market. | |
Unit-4 |
Teaching Hours:8 |
Unit IV: Money Market
|
|
Level of knowledge: Analytical Meaning – Significance - Structure-Features of money market - Money market instruments - Reforms in money market, Role of SEBI in Money Market. | |
Unit-4 |
Teaching Hours:8 |
Unit IV: Money Market
|
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Level of knowledge: Analytical Meaning – Significance - Structure-Features of money market - Money market instruments - Reforms in money market, Role of SEBI in Money Market. | |
Unit-5 |
Teaching Hours:10 |
Unit V: Capital Market
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Level of knowledge: Analytical Meaning – Classification - Functions – Types - Primary market - Secondary market -functioning of various stock exchanges - NSE, BSE, OTCEI - Financial instruments in capital market: Shares - Mutual Funds – Debentures - Bonds - Long term loans market - Derivatives Market - Government Securities market - Capital market scams, Role and Functions of SEBI. | |
Unit-5 |
Teaching Hours:10 |
Unit V: Capital Market
|
|
Level of knowledge: Analytical Meaning – Classification - Functions – Types - Primary market - Secondary market -functioning of various stock exchanges - NSE, BSE, OTCEI - Financial instruments in capital market: Shares - Mutual Funds – Debentures - Bonds - Long term loans market - Derivatives Market - Government Securities market - Capital market scams, Role and Functions of SEBI. | |
Unit-5 |
Teaching Hours:10 |
Unit V: Capital Market
|
|
Level of knowledge: Analytical Meaning – Classification - Functions – Types - Primary market - Secondary market -functioning of various stock exchanges - NSE, BSE, OTCEI - Financial instruments in capital market: Shares - Mutual Funds – Debentures - Bonds - Long term loans market - Derivatives Market - Government Securities market - Capital market scams, Role and Functions of SEBI. | |
Unit-5 |
Teaching Hours:10 |
Unit V: Capital Market
|
|
Level of knowledge: Analytical Meaning – Classification - Functions – Types - Primary market - Secondary market -functioning of various stock exchanges - NSE, BSE, OTCEI - Financial instruments in capital market: Shares - Mutual Funds – Debentures - Bonds - Long term loans market - Derivatives Market - Government Securities market - Capital market scams, Role and Functions of SEBI. | |
Unit-5 |
Teaching Hours:10 |
Unit V: Capital Market
|
|
Level of knowledge: Analytical Meaning – Classification - Functions – Types - Primary market - Secondary market -functioning of various stock exchanges - NSE, BSE, OTCEI - Financial instruments in capital market: Shares - Mutual Funds – Debentures - Bonds - Long term loans market - Derivatives Market - Government Securities market - Capital market scams, Role and Functions of SEBI. | |
Unit-6 |
Teaching Hours:10 |
Unit VI: Insurance Management
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Level of knowledge: Conceptual Introduction to Insurance, Insurance and Hedging, Types of Insurance, Classification of Insurance, Fundamental Principles of Life Insurance, Life Insurance Products, General Insurance and its fundamental principles, Insurance Intermediaries, Claim Settle Process, IRDA-Duties, Power and Functions of IRDA. | |
Unit-6 |
Teaching Hours:10 |
Unit VI: Insurance Management
|
|
Level of knowledge: Conceptual Introduction to Insurance, Insurance and Hedging, Types of Insurance, Classification of Insurance, Fundamental Principles of Life Insurance, Life Insurance Products, General Insurance and its fundamental principles, Insurance Intermediaries, Claim Settle Process, IRDA-Duties, Power and Functions of IRDA. | |
Unit-6 |
Teaching Hours:10 |
Unit VI: Insurance Management
|
|
Level of knowledge: Conceptual Introduction to Insurance, Insurance and Hedging, Types of Insurance, Classification of Insurance, Fundamental Principles of Life Insurance, Life Insurance Products, General Insurance and its fundamental principles, Insurance Intermediaries, Claim Settle Process, IRDA-Duties, Power and Functions of IRDA. | |
Unit-6 |
Teaching Hours:10 |
Unit VI: Insurance Management
|
|
Level of knowledge: Conceptual Introduction to Insurance, Insurance and Hedging, Types of Insurance, Classification of Insurance, Fundamental Principles of Life Insurance, Life Insurance Products, General Insurance and its fundamental principles, Insurance Intermediaries, Claim Settle Process, IRDA-Duties, Power and Functions of IRDA. | |
Unit-6 |
Teaching Hours:10 |
Unit VI: Insurance Management
|
|
Level of knowledge: Conceptual Introduction to Insurance, Insurance and Hedging, Types of Insurance, Classification of Insurance, Fundamental Principles of Life Insurance, Life Insurance Products, General Insurance and its fundamental principles, Insurance Intermediaries, Claim Settle Process, IRDA-Duties, Power and Functions of IRDA. | |
Unit-7 |
Teaching Hours:8 |
Unit VII: International Financial System
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Level of knowledge: Conceptual FEMA, Forex market rate determination Nature, Organization and Participants- Offshore Financing Instruments- Foreign Exchange market, Exchange rate movements, factors that influence exchange rates, movements in cross exchange rates, concepts of international arbitrage, Foreign Direct Investment and Foreign Institutional Investment. | |
Unit-7 |
Teaching Hours:8 |
Unit VII: International Financial System
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|
Level of knowledge: Conceptual FEMA, Forex market rate determination Nature, Organization and Participants- Offshore Financing Instruments- Foreign Exchange market, Exchange rate movements, factors that influence exchange rates, movements in cross exchange rates, concepts of international arbitrage, Foreign Direct Investment and Foreign Institutional Investment. | |
Unit-7 |
Teaching Hours:8 |
Unit VII: International Financial System
|
|
Level of knowledge: Conceptual FEMA, Forex market rate determination Nature, Organization and Participants- Offshore Financing Instruments- Foreign Exchange market, Exchange rate movements, factors that influence exchange rates, movements in cross exchange rates, concepts of international arbitrage, Foreign Direct Investment and Foreign Institutional Investment. | |
Unit-7 |
Teaching Hours:8 |
Unit VII: International Financial System
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|
Level of knowledge: Conceptual FEMA, Forex market rate determination Nature, Organization and Participants- Offshore Financing Instruments- Foreign Exchange market, Exchange rate movements, factors that influence exchange rates, movements in cross exchange rates, concepts of international arbitrage, Foreign Direct Investment and Foreign Institutional Investment. | |
Unit-7 |
Teaching Hours:8 |
Unit VII: International Financial System
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Level of knowledge: Conceptual FEMA, Forex market rate determination Nature, Organization and Participants- Offshore Financing Instruments- Foreign Exchange market, Exchange rate movements, factors that influence exchange rates, movements in cross exchange rates, concepts of international arbitrage, Foreign Direct Investment and Foreign Institutional Investment. | |
Text Books And Reference Books: 1. Pathak, B. V (2018). Indian Financial System. New Delhi: Pearson Education | |
Essential Reading / Recommended Reading
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Evaluation Pattern CIA 1 20 Marks CIA 2 25 Marks CIA 3 20 Marks ESE 30 Marks Attendance 5 Marks | |
BBA161-2 - MS EXCEL SKILLS FOR MANAGERS (2024 Batch) | |
Total Teaching Hours for Semester:30 |
No of Lecture Hours/Week:2 |
Max Marks:50 |
Credits:2 |
Course Objectives/Course Description |
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Course Description: In this course, you will learn the basic and advanced functions of Excel through guided demonstration. Each week, you will build on your Excel skills and be provided with an opportunity to practice what you’ve learned. Finally, you will have a chance to put your knowledge to work in a mini-project. Please note, the content in this course was developed using a Windows version of Excel 2013 and 2016. Course Learning Outcomes: CLO1: Students are able to demonstrate simple arithmetic calculations directly in a cell as well as by referring to another cell. CLO2: Students are able to compare and contrast between formulas and functions in Excel. CLO3: Students are able to examine and interpret data using the database functions of Excel. CLO4: Students are able to model the chart function of Excel to represent numeric data in multiple formats. |
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Learning Outcome |
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CO1: Students are able to demonstrate simple arithmetic calculations directly in a cell as well as by referring to another cell. CO2: Students are able to compare and contrast between formulas and functions in Excel. CO3: Students are able to examine and interpret data using the database functions of Excel. CO4: Students are able to model the chart function of Excel to represent numeric data in multiple formats. |
Unit-1 |
Teaching Hours:5 |
Introduction to Spreadsheet
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Level of Knowledge: Application
Understanding Microsoft Excel, Excel Workbook Windows, Basic Spreadsheet Skills, Excel Help System, Opening and Closing Workbooks, Understanding Workbook File Formats, Creating New Workbooks, Selecting Cells, Auto Sum and Auto Fill Function, Cell Referencing and Request, Formatting Cells, Formatting Numbers, Placing Cell Alignment, Cell, Rows and Columns, Understanding Worksheets, Editing, Copying and Moving Cells, Page Layouts in Excel, Proofing Workbook, Basic Options, Ribbons and Toolbar, AutoFilter, Advanced Filters, Managing Windows, Multiple Windows, Splitting Windows, Freezing Panes, Linking Data, Basics’ Assessment | |
Unit-1 |
Teaching Hours:5 |
Introduction to Spreadsheet
|
|
Level of Knowledge: Application
Understanding Microsoft Excel, Excel Workbook Windows, Basic Spreadsheet Skills, Excel Help System, Opening and Closing Workbooks, Understanding Workbook File Formats, Creating New Workbooks, Selecting Cells, Auto Sum and Auto Fill Function, Cell Referencing and Request, Formatting Cells, Formatting Numbers, Placing Cell Alignment, Cell, Rows and Columns, Understanding Worksheets, Editing, Copying and Moving Cells, Page Layouts in Excel, Proofing Workbook, Basic Options, Ribbons and Toolbar, AutoFilter, Advanced Filters, Managing Windows, Multiple Windows, Splitting Windows, Freezing Panes, Linking Data, Basics’ Assessment | |
Unit-1 |
Teaching Hours:5 |
Introduction to Spreadsheet
|
|
Level of Knowledge: Application
Understanding Microsoft Excel, Excel Workbook Windows, Basic Spreadsheet Skills, Excel Help System, Opening and Closing Workbooks, Understanding Workbook File Formats, Creating New Workbooks, Selecting Cells, Auto Sum and Auto Fill Function, Cell Referencing and Request, Formatting Cells, Formatting Numbers, Placing Cell Alignment, Cell, Rows and Columns, Understanding Worksheets, Editing, Copying and Moving Cells, Page Layouts in Excel, Proofing Workbook, Basic Options, Ribbons and Toolbar, AutoFilter, Advanced Filters, Managing Windows, Multiple Windows, Splitting Windows, Freezing Panes, Linking Data, Basics’ Assessment | |
Unit-1 |
Teaching Hours:5 |
Introduction to Spreadsheet
|
|
Level of Knowledge: Application
Understanding Microsoft Excel, Excel Workbook Windows, Basic Spreadsheet Skills, Excel Help System, Opening and Closing Workbooks, Understanding Workbook File Formats, Creating New Workbooks, Selecting Cells, Auto Sum and Auto Fill Function, Cell Referencing and Request, Formatting Cells, Formatting Numbers, Placing Cell Alignment, Cell, Rows and Columns, Understanding Worksheets, Editing, Copying and Moving Cells, Page Layouts in Excel, Proofing Workbook, Basic Options, Ribbons and Toolbar, AutoFilter, Advanced Filters, Managing Windows, Multiple Windows, Splitting Windows, Freezing Panes, Linking Data, Basics’ Assessment | |
Unit-1 |
Teaching Hours:5 |
Introduction to Spreadsheet
|
|
Level of Knowledge: Application
Understanding Microsoft Excel, Excel Workbook Windows, Basic Spreadsheet Skills, Excel Help System, Opening and Closing Workbooks, Understanding Workbook File Formats, Creating New Workbooks, Selecting Cells, Auto Sum and Auto Fill Function, Cell Referencing and Request, Formatting Cells, Formatting Numbers, Placing Cell Alignment, Cell, Rows and Columns, Understanding Worksheets, Editing, Copying and Moving Cells, Page Layouts in Excel, Proofing Workbook, Basic Options, Ribbons and Toolbar, AutoFilter, Advanced Filters, Managing Windows, Multiple Windows, Splitting Windows, Freezing Panes, Linking Data, Basics’ Assessment | |
Unit-2 |
Teaching Hours:5 |
Functional tools in Spread sheet
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Level of Knowledge: Application
Introduction to Excel Spreadsheet Intermediate Level, Defining Names in Excel, Sorting Data, Using Excel Tables, Filtering Data in Excel, Find and Replace, Headers and Footers, Adding Comment, Conditional Formatting, Understand Charts, Chart Design Options and Tools, Chart Format Tools, Combo Charts | |
Unit-2 |
Teaching Hours:5 |
Functional tools in Spread sheet
|
|
Level of Knowledge: Application
Introduction to Excel Spreadsheet Intermediate Level, Defining Names in Excel, Sorting Data, Using Excel Tables, Filtering Data in Excel, Find and Replace, Headers and Footers, Adding Comment, Conditional Formatting, Understand Charts, Chart Design Options and Tools, Chart Format Tools, Combo Charts | |
Unit-2 |
Teaching Hours:5 |
Functional tools in Spread sheet
|
|
Level of Knowledge: Application
Introduction to Excel Spreadsheet Intermediate Level, Defining Names in Excel, Sorting Data, Using Excel Tables, Filtering Data in Excel, Find and Replace, Headers and Footers, Adding Comment, Conditional Formatting, Understand Charts, Chart Design Options and Tools, Chart Format Tools, Combo Charts | |
Unit-2 |
Teaching Hours:5 |
Functional tools in Spread sheet
|
|
Level of Knowledge: Application
Introduction to Excel Spreadsheet Intermediate Level, Defining Names in Excel, Sorting Data, Using Excel Tables, Filtering Data in Excel, Find and Replace, Headers and Footers, Adding Comment, Conditional Formatting, Understand Charts, Chart Design Options and Tools, Chart Format Tools, Combo Charts | |
Unit-2 |
Teaching Hours:5 |
Functional tools in Spread sheet
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Level of Knowledge: Application
Introduction to Excel Spreadsheet Intermediate Level, Defining Names in Excel, Sorting Data, Using Excel Tables, Filtering Data in Excel, Find and Replace, Headers and Footers, Adding Comment, Conditional Formatting, Understand Charts, Chart Design Options and Tools, Chart Format Tools, Combo Charts | |
Unit-3 |
Teaching Hours:5 |
Functions in Spreadsheet
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Level of Knowledge: Application
Functions within Excel, Understanding Date Function, Super Power, Array Formulae, Advanced Range Names, What If function? Information Functions, Logical Functions, Using Text to Columns, the Paste Special Function, Tracking Changes in Excel, Merging and Compare Excel Workbooks, Data Validation, Subtotals and Grouping, Consolidating Data | |
Unit-3 |
Teaching Hours:5 |
Functions in Spreadsheet
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|
Level of Knowledge: Application
Functions within Excel, Understanding Date Function, Super Power, Array Formulae, Advanced Range Names, What If function? Information Functions, Logical Functions, Using Text to Columns, the Paste Special Function, Tracking Changes in Excel, Merging and Compare Excel Workbooks, Data Validation, Subtotals and Grouping, Consolidating Data | |
Unit-3 |
Teaching Hours:5 |
Functions in Spreadsheet
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|
Level of Knowledge: Application
Functions within Excel, Understanding Date Function, Super Power, Array Formulae, Advanced Range Names, What If function? Information Functions, Logical Functions, Using Text to Columns, the Paste Special Function, Tracking Changes in Excel, Merging and Compare Excel Workbooks, Data Validation, Subtotals and Grouping, Consolidating Data | |
Unit-3 |
Teaching Hours:5 |
Functions in Spreadsheet
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|
Level of Knowledge: Application
Functions within Excel, Understanding Date Function, Super Power, Array Formulae, Advanced Range Names, What If function? Information Functions, Logical Functions, Using Text to Columns, the Paste Special Function, Tracking Changes in Excel, Merging and Compare Excel Workbooks, Data Validation, Subtotals and Grouping, Consolidating Data | |
Unit-3 |
Teaching Hours:5 |
Functions in Spreadsheet
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|
Level of Knowledge: Application
Functions within Excel, Understanding Date Function, Super Power, Array Formulae, Advanced Range Names, What If function? Information Functions, Logical Functions, Using Text to Columns, the Paste Special Function, Tracking Changes in Excel, Merging and Compare Excel Workbooks, Data Validation, Subtotals and Grouping, Consolidating Data | |
Unit-4 |
Teaching Hours:5 |
Spreadsheet for Analysis
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Level of Knowledge: Application
Scenario Analysis, Data Tables in Scenario Analysis, What-if Analysis, Mats and Trig Functions, Text Functions in Excel, Using Lookup Functions, Vlookups, HLookups, Using Statistical Functions, Database Functions, Formula Auditing and Error Tracing, Hyperlinks in Excel, Linking Data | |
Unit-4 |
Teaching Hours:5 |
Spreadsheet for Analysis
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|
Level of Knowledge: Application
Scenario Analysis, Data Tables in Scenario Analysis, What-if Analysis, Mats and Trig Functions, Text Functions in Excel, Using Lookup Functions, Vlookups, HLookups, Using Statistical Functions, Database Functions, Formula Auditing and Error Tracing, Hyperlinks in Excel, Linking Data | |
Unit-4 |
Teaching Hours:5 |
Spreadsheet for Analysis
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|
Level of Knowledge: Application
Scenario Analysis, Data Tables in Scenario Analysis, What-if Analysis, Mats and Trig Functions, Text Functions in Excel, Using Lookup Functions, Vlookups, HLookups, Using Statistical Functions, Database Functions, Formula Auditing and Error Tracing, Hyperlinks in Excel, Linking Data | |
Unit-4 |
Teaching Hours:5 |
Spreadsheet for Analysis
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|
Level of Knowledge: Application
Scenario Analysis, Data Tables in Scenario Analysis, What-if Analysis, Mats and Trig Functions, Text Functions in Excel, Using Lookup Functions, Vlookups, HLookups, Using Statistical Functions, Database Functions, Formula Auditing and Error Tracing, Hyperlinks in Excel, Linking Data | |
Unit-4 |
Teaching Hours:5 |
Spreadsheet for Analysis
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|
Level of Knowledge: Application
Scenario Analysis, Data Tables in Scenario Analysis, What-if Analysis, Mats and Trig Functions, Text Functions in Excel, Using Lookup Functions, Vlookups, HLookups, Using Statistical Functions, Database Functions, Formula Auditing and Error Tracing, Hyperlinks in Excel, Linking Data | |
Unit-5 |
Teaching Hours:5 |
Data Visualization using Tools and Charts
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Level of Knowledge: Application
Understanding Pivot Tables, Using Pivot Charts, Workbook Properties, Protecting and Sharing Worksheets, Understanding to Macros, Custom Number Formats in Excel, Using Custom Lists, Working with Templates, Data Encrypting and Finalising Workbooks, Data analysis in Excel using classic tools, such as pivot tables, pivot charts, and slicers, on data that is already in a worksheet / grid data, Excel data model, DAX expression | |
Unit-5 |
Teaching Hours:5 |
Data Visualization using Tools and Charts
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|
Level of Knowledge: Application
Understanding Pivot Tables, Using Pivot Charts, Workbook Properties, Protecting and Sharing Worksheets, Understanding to Macros, Custom Number Formats in Excel, Using Custom Lists, Working with Templates, Data Encrypting and Finalising Workbooks, Data analysis in Excel using classic tools, such as pivot tables, pivot charts, and slicers, on data that is already in a worksheet / grid data, Excel data model, DAX expression | |
Unit-5 |
Teaching Hours:5 |
Data Visualization using Tools and Charts
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|
Level of Knowledge: Application
Understanding Pivot Tables, Using Pivot Charts, Workbook Properties, Protecting and Sharing Worksheets, Understanding to Macros, Custom Number Formats in Excel, Using Custom Lists, Working with Templates, Data Encrypting and Finalising Workbooks, Data analysis in Excel using classic tools, such as pivot tables, pivot charts, and slicers, on data that is already in a worksheet / grid data, Excel data model, DAX expression | |
Unit-5 |
Teaching Hours:5 |
Data Visualization using Tools and Charts
|
|
Level of Knowledge: Application
Understanding Pivot Tables, Using Pivot Charts, Workbook Properties, Protecting and Sharing Worksheets, Understanding to Macros, Custom Number Formats in Excel, Using Custom Lists, Working with Templates, Data Encrypting and Finalising Workbooks, Data analysis in Excel using classic tools, such as pivot tables, pivot charts, and slicers, on data that is already in a worksheet / grid data, Excel data model, DAX expression | |
Unit-5 |
Teaching Hours:5 |
Data Visualization using Tools and Charts
|
|
Level of Knowledge: Application
Understanding Pivot Tables, Using Pivot Charts, Workbook Properties, Protecting and Sharing Worksheets, Understanding to Macros, Custom Number Formats in Excel, Using Custom Lists, Working with Templates, Data Encrypting and Finalising Workbooks, Data analysis in Excel using classic tools, such as pivot tables, pivot charts, and slicers, on data that is already in a worksheet / grid data, Excel data model, DAX expression | |
Unit-6 |
Teaching Hours:5 |
Foundations of SQL
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Level of Knowledge: Application
Power Query add-in in Excel 2013, build an Excel data model from a single flat table, import multiple tables from a SQL database, Create a mash-up between data from text-files and data from a SQL database. Cube functions, Timelines, Hierarchies, Slicer and Assessment (MCQ) | |
Unit-6 |
Teaching Hours:5 |
Foundations of SQL
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Level of Knowledge: Application
Power Query add-in in Excel 2013, build an Excel data model from a single flat table, import multiple tables from a SQL database, Create a mash-up between data from text-files and data from a SQL database. Cube functions, Timelines, Hierarchies, Slicer and Assessment (MCQ) | |
Unit-6 |
Teaching Hours:5 |
Foundations of SQL
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|
Level of Knowledge: Application
Power Query add-in in Excel 2013, build an Excel data model from a single flat table, import multiple tables from a SQL database, Create a mash-up between data from text-files and data from a SQL database. Cube functions, Timelines, Hierarchies, Slicer and Assessment (MCQ) | |
Unit-6 |
Teaching Hours:5 |
Foundations of SQL
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|
Level of Knowledge: Application
Power Query add-in in Excel 2013, build an Excel data model from a single flat table, import multiple tables from a SQL database, Create a mash-up between data from text-files and data from a SQL database. Cube functions, Timelines, Hierarchies, Slicer and Assessment (MCQ) | |
Unit-6 |
Teaching Hours:5 |
Foundations of SQL
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|
Level of Knowledge: Application
Power Query add-in in Excel 2013, build an Excel data model from a single flat table, import multiple tables from a SQL database, Create a mash-up between data from text-files and data from a SQL database. Cube functions, Timelines, Hierarchies, Slicer and Assessment (MCQ) | |
Text Books And Reference Books:
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Essential Reading / Recommended Reading
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Evaluation Pattern CIA - I, II & III - 30 Marks each Class Participation - 10 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 |
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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 |
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Learning Outcome |
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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
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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
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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
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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
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|
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
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|
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
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|
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
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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
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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
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|
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. | |
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 |
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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
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Witches’ Loaves O Henry
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Witches’ Loaves O Henry
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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
|
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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
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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
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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
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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
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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
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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
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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
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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
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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
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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
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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
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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
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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
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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
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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
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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
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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
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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
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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
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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
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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
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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
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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
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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
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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
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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
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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
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|
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
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|
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
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|
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
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|
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
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|
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
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|
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
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|
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
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|
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
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|
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
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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.
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Unit-4 |
Teaching Hours:8 |
Unit IV Learning & Development and Career Mobility
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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.
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Unit-4 |
Teaching Hours:8 |
Unit IV Learning & Development and Career Mobility
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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.
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Unit-4 |
Teaching Hours:8 |
Unit IV Learning & Development and Career Mobility
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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.
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Unit-4 |
Teaching Hours:8 |
Unit IV Learning & Development and Career Mobility
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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
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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
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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
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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
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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
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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
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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
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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
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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
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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
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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
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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
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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.
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Unit-5 |
Teaching Hours:10 |
Unit V Performance Appraisal & Compensation Management
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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
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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
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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
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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
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|
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
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|
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
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|
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
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|
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
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|
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
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|
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
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|
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
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|
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
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|
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
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|
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
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|
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
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|
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
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|
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
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|
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). | |
BBA203-3 - BUSINESS ANALYTICS (2023 Batch) | |
Total Teaching Hours for Semester:60 |
No of Lecture Hours/Week:4 |
Max Marks:100 |
Credits:4 |
Course Objectives/Course Description |
|
Business Analytics is the process of converting data into insights. It is “the extensive use of data, statistical and quantitative analysis, explanatory and predictive models, and fact-based management to drive decisions and actions.” With the increase in the availability of data, Analytics has now become a major differentiator in both the top line and the bottom line of any organization. It is hence not surprising that research has shown that data-driven companies perform 5%-6% better per annum. As data analytics skills are essential for all managers today, even those who are not looking to become hard core data analysts will benefit from this course. This course is a must for professionals looking to learn data analytics, as well as students who are looking to pursue data science as a career. Course Objectives: - Understand and articulate a business problem and convert it into a viable Analytics question. - Evaluate various analytical approaches and select the most appropriate for the given problem. - Apply RDBMS Query Processing, Data visualization for exploratory analysis and communicate effectively to diverse audience. - Apply knowledge and develop solutions across a range of functional areas like Marketing Finance, HR, and Operations |
|
Learning Outcome |
|
CO1: Recognize business problems that can be addressed with Business Analytics CO2: Familiarize on how managers use business analytics to formulate and solve business problems and to support managerial decision making. CO3: Develop Data Modelling skills using Power BI and MySQL CO4: Apply the principles of business analytics to examples in marketing, finance, human resources, entrepreneurship, accounting, and economics. |
Unit-1 |
Teaching Hours:10 |
||||||||||||||||||||||||||||||||||||
Introduction to Analytics
|
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Data – Information – Intelligence – Knowledge Approach, Types of Analytics (Descriptive, Predictive and Prescriptive), Types of Digital Data, Source of Data, Importance of Data Quality, Looking Data from many perspectives, evolution of Business Analytics and Role of DSS, EIS and Digital Dashboards, Business Analytics Tools and Software, Role of Business Analyst in Business & Society, Business Analytics Process, Business Analytics Architecture & Framework. | |||||||||||||||||||||||||||||||||||||
Unit-1 |
Teaching Hours:10 |
||||||||||||||||||||||||||||||||||||
Introduction to Analytics
|
|||||||||||||||||||||||||||||||||||||
Data – Information – Intelligence – Knowledge Approach, Types of Analytics (Descriptive, Predictive and Prescriptive), Types of Digital Data, Source of Data, Importance of Data Quality, Looking Data from many perspectives, evolution of Business Analytics and Role of DSS, EIS and Digital Dashboards, Business Analytics Tools and Software, Role of Business Analyst in Business & Society, Business Analytics Process, Business Analytics Architecture & Framework. | |||||||||||||||||||||||||||||||||||||
Unit-1 |
Teaching Hours:10 |
||||||||||||||||||||||||||||||||||||
Introduction to Analytics
|
|||||||||||||||||||||||||||||||||||||
Data – Information – Intelligence – Knowledge Approach, Types of Analytics (Descriptive, Predictive and Prescriptive), Types of Digital Data, Source of Data, Importance of Data Quality, Looking Data from many perspectives, evolution of Business Analytics and Role of DSS, EIS and Digital Dashboards, Business Analytics Tools and Software, Role of Business Analyst in Business & Society, Business Analytics Process, Business Analytics Architecture & Framework. | |||||||||||||||||||||||||||||||||||||
Unit-1 |
Teaching Hours:10 |
||||||||||||||||||||||||||||||||||||
Introduction to Analytics
|
|||||||||||||||||||||||||||||||||||||
Data – Information – Intelligence – Knowledge Approach, Types of Analytics (Descriptive, Predictive and Prescriptive), Types of Digital Data, Source of Data, Importance of Data Quality, Looking Data from many perspectives, evolution of Business Analytics and Role of DSS, EIS and Digital Dashboards, Business Analytics Tools and Software, Role of Business Analyst in Business & Society, Business Analytics Process, Business Analytics Architecture & Framework. | |||||||||||||||||||||||||||||||||||||
Unit-2 |
Teaching Hours:10 |
||||||||||||||||||||||||||||||||||||
Data Warehouse and Data Mining
|
|||||||||||||||||||||||||||||||||||||
Introduction to OLTP and OLAP, Data Mart, Data Lake, Data Warehouse Architecture & Data Warehouse Design, Extract Transform Load (ETL), Data Mining Concepts, Architectural aspects of Data Mining, Data Mining Techniques - Linear Regression, Logistic Regression, Cluster Analysis, Classification, Association, Decision Tree, Data Mining Issues & Challenges, Big Data, Data Mining & Big Data application in Business. | |||||||||||||||||||||||||||||||||||||
Unit-2 |
Teaching Hours:10 |
||||||||||||||||||||||||||||||||||||
Data Warehouse and Data Mining
|
|||||||||||||||||||||||||||||||||||||
Introduction to OLTP and OLAP, Data Mart, Data Lake, Data Warehouse Architecture & Data Warehouse Design, Extract Transform Load (ETL), Data Mining Concepts, Architectural aspects of Data Mining, Data Mining Techniques - Linear Regression, Logistic Regression, Cluster Analysis, Classification, Association, Decision Tree, Data Mining Issues & Challenges, Big Data, Data Mining & Big Data application in Business. | |||||||||||||||||||||||||||||||||||||
Unit-2 |
Teaching Hours:10 |
||||||||||||||||||||||||||||||||||||
Data Warehouse and Data Mining
|
|||||||||||||||||||||||||||||||||||||
Introduction to OLTP and OLAP, Data Mart, Data Lake, Data Warehouse Architecture & Data Warehouse Design, Extract Transform Load (ETL), Data Mining Concepts, Architectural aspects of Data Mining, Data Mining Techniques - Linear Regression, Logistic Regression, Cluster Analysis, Classification, Association, Decision Tree, Data Mining Issues & Challenges, Big Data, Data Mining & Big Data application in Business. | |||||||||||||||||||||||||||||||||||||
Unit-2 |
Teaching Hours:10 |
||||||||||||||||||||||||||||||||||||
Data Warehouse and Data Mining
|
|||||||||||||||||||||||||||||||||||||
Introduction to OLTP and OLAP, Data Mart, Data Lake, Data Warehouse Architecture & Data Warehouse Design, Extract Transform Load (ETL), Data Mining Concepts, Architectural aspects of Data Mining, Data Mining Techniques - Linear Regression, Logistic Regression, Cluster Analysis, Classification, Association, Decision Tree, Data Mining Issues & Challenges, Big Data, Data Mining & Big Data application in Business. | |||||||||||||||||||||||||||||||||||||
Unit-3 |
Teaching Hours:5 |
||||||||||||||||||||||||||||||||||||
Data Modelling using Power BI (Practical)
|
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Data Visualization, Data importing (live vs. extract), Connecting to Real Time Database, Continuous and discrete data, Different kinds of plots and their usage (bar chart, line chart, scatter, histogram, dual axis), Heat Map, Filters, Parameters, Functions and calculated field, Row and aggregate calculations, Table calculations. | |||||||||||||||||||||||||||||||||||||
Unit-3 |
Teaching Hours:5 |
||||||||||||||||||||||||||||||||||||
Data Modelling using Power BI (Practical)
|
|||||||||||||||||||||||||||||||||||||
Data Visualization, Data importing (live vs. extract), Connecting to Real Time Database, Continuous and discrete data, Different kinds of plots and their usage (bar chart, line chart, scatter, histogram, dual axis), Heat Map, Filters, Parameters, Functions and calculated field, Row and aggregate calculations, Table calculations. | |||||||||||||||||||||||||||||||||||||
Unit-3 |
Teaching Hours:5 |
||||||||||||||||||||||||||||||||||||
Data Modelling using Power BI (Practical)
|
|||||||||||||||||||||||||||||||||||||
Data Visualization, Data importing (live vs. extract), Connecting to Real Time Database, Continuous and discrete data, Different kinds of plots and their usage (bar chart, line chart, scatter, histogram, dual axis), Heat Map, Filters, Parameters, Functions and calculated field, Row and aggregate calculations, Table calculations. | |||||||||||||||||||||||||||||||||||||
Unit-3 |
Teaching Hours:5 |
||||||||||||||||||||||||||||||||||||
Data Modelling using Power BI (Practical)
|
|||||||||||||||||||||||||||||||||||||
Data Visualization, Data importing (live vs. extract), Connecting to Real Time Database, Continuous and discrete data, Different kinds of plots and their usage (bar chart, line chart, scatter, histogram, dual axis), Heat Map, Filters, Parameters, Functions and calculated field, Row and aggregate calculations, Table calculations. | |||||||||||||||||||||||||||||||||||||
Unit-4 |
Teaching Hours:5 |
||||||||||||||||||||||||||||||||||||
Visualizing Data using Power BI (Practical)
|
|||||||||||||||||||||||||||||||||||||
Creation of Dashboards and interactive plots, Cross Database Joins & Data Blending, Data interpretation, finding hidden meanings, Effective ways of presentation, Capstone, and analytics of real-world data. | |||||||||||||||||||||||||||||||||||||
Unit-4 |
Teaching Hours:5 |
||||||||||||||||||||||||||||||||||||
Visualizing Data using Power BI (Practical)
|
|||||||||||||||||||||||||||||||||||||
Creation of Dashboards and interactive plots, Cross Database Joins & Data Blending, Data interpretation, finding hidden meanings, Effective ways of presentation, Capstone, and analytics of real-world data. | |||||||||||||||||||||||||||||||||||||
Unit-4 |
Teaching Hours:5 |
||||||||||||||||||||||||||||||||||||
Visualizing Data using Power BI (Practical)
|
|||||||||||||||||||||||||||||||||||||
Creation of Dashboards and interactive plots, Cross Database Joins & Data Blending, Data interpretation, finding hidden meanings, Effective ways of presentation, Capstone, and analytics of real-world data. | |||||||||||||||||||||||||||||||||||||
Unit-4 |
Teaching Hours:5 |
||||||||||||||||||||||||||||||||||||
Visualizing Data using Power BI (Practical)
|
|||||||||||||||||||||||||||||||||||||
Creation of Dashboards and interactive plots, Cross Database Joins & Data Blending, Data interpretation, finding hidden meanings, Effective ways of presentation, Capstone, and analytics of real-world data. | |||||||||||||||||||||||||||||||||||||
Unit-5 |
Teaching Hours:10 |
||||||||||||||||||||||||||||||||||||
RDBMS Architecture with MySQL (Practical)
|
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Database Architecture, RDBMS Architecture, Relational Database Design, SQL Data Types, DDL Commands (Create , Alter , drop ), Table: The Create Table Command, Creating a table from a table (with data, without data, with all columns, with selected columns), Drop Table, Alter Table, Renaming Tables, DML Commands ( Select, insert, update, delete ), Constraints: Defining integrity constraints using create table and the alter table command, Dropping integrity constraints in the alter table command, Transaction Control statements: Commit, Rollback. | |||||||||||||||||||||||||||||||||||||
Unit-5 |
Teaching Hours:10 |
||||||||||||||||||||||||||||||||||||
RDBMS Architecture with MySQL (Practical)
|
|||||||||||||||||||||||||||||||||||||
Database Architecture, RDBMS Architecture, Relational Database Design, SQL Data Types, DDL Commands (Create , Alter , drop ), Table: The Create Table Command, Creating a table from a table (with data, without data, with all columns, with selected columns), Drop Table, Alter Table, Renaming Tables, DML Commands ( Select, insert, update, delete ), Constraints: Defining integrity constraints using create table and the alter table command, Dropping integrity constraints in the alter table command, Transaction Control statements: Commit, Rollback. | |||||||||||||||||||||||||||||||||||||
Unit-5 |
Teaching Hours:10 |
||||||||||||||||||||||||||||||||||||
RDBMS Architecture with MySQL (Practical)
|
|||||||||||||||||||||||||||||||||||||
Database Architecture, RDBMS Architecture, Relational Database Design, SQL Data Types, DDL Commands (Create , Alter , drop ), Table: The Create Table Command, Creating a table from a table (with data, without data, with all columns, with selected columns), Drop Table, Alter Table, Renaming Tables, DML Commands ( Select, insert, update, delete ), Constraints: Defining integrity constraints using create table and the alter table command, Dropping integrity constraints in the alter table command, Transaction Control statements: Commit, Rollback. | |||||||||||||||||||||||||||||||||||||
Unit-5 |
Teaching Hours:10 |
||||||||||||||||||||||||||||||||||||
RDBMS Architecture with MySQL (Practical)
|
|||||||||||||||||||||||||||||||||||||
Database Architecture, RDBMS Architecture, Relational Database Design, SQL Data Types, DDL Commands (Create , Alter , drop ), Table: The Create Table Command, Creating a table from a table (with data, without data, with all columns, with selected columns), Drop Table, Alter Table, Renaming Tables, DML Commands ( Select, insert, update, delete ), Constraints: Defining integrity constraints using create table and the alter table command, Dropping integrity constraints in the alter table command, Transaction Control statements: Commit, Rollback. | |||||||||||||||||||||||||||||||||||||
Unit-6 |
Teaching Hours:10 |
||||||||||||||||||||||||||||||||||||
Query Processing with MySQL (Practical)
|
|||||||||||||||||||||||||||||||||||||
Introduction to Nested Queries – Correlated Nested Queries Set – Comparison Operators – Aggregative Operators – NULL Values – Comparison using Null Values – Logical Connectivity’s – AND, OR and NOT – SQL Function – Join (Inner Join, Equi Joins, Self-Join, Outer Joins) Disallowing NULL Values, String Function, Aggregate / Group functions. | |||||||||||||||||||||||||||||||||||||
Unit-6 |
Teaching Hours:10 |
||||||||||||||||||||||||||||||||||||
Query Processing with MySQL (Practical)
|
|||||||||||||||||||||||||||||||||||||
Introduction to Nested Queries – Correlated Nested Queries Set – Comparison Operators – Aggregative Operators – NULL Values – Comparison using Null Values – Logical Connectivity’s – AND, OR and NOT – SQL Function – Join (Inner Join, Equi Joins, Self-Join, Outer Joins) Disallowing NULL Values, String Function, Aggregate / Group functions. | |||||||||||||||||||||||||||||||||||||
Unit-6 |
Teaching Hours:10 |
||||||||||||||||||||||||||||||||||||
Query Processing with MySQL (Practical)
|
|||||||||||||||||||||||||||||||||||||
Introduction to Nested Queries – Correlated Nested Queries Set – Comparison Operators – Aggregative Operators – NULL Values – Comparison using Null Values – Logical Connectivity’s – AND, OR and NOT – SQL Function – Join (Inner Join, Equi Joins, Self-Join, Outer Joins) Disallowing NULL Values, String Function, Aggregate / Group functions. | |||||||||||||||||||||||||||||||||||||
Unit-6 |
Teaching Hours:10 |
||||||||||||||||||||||||||||||||||||
Query Processing with MySQL (Practical)
|
|||||||||||||||||||||||||||||||||||||
Introduction to Nested Queries – Correlated Nested Queries Set – Comparison Operators – Aggregative Operators – NULL Values – Comparison using Null Values – Logical Connectivity’s – AND, OR and NOT – SQL Function – Join (Inner Join, Equi Joins, Self-Join, Outer Joins) Disallowing NULL Values, String Function, Aggregate / Group functions. | |||||||||||||||||||||||||||||||||||||
Unit-7 |
Teaching Hours:10 |
||||||||||||||||||||||||||||||||||||
Applications of Analytics
|
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Analytics in Business Support Functions, Analytics in Industries – Telecom, Retail, Healthcare, Governance, Supply Chain, Marketing, Finance, Retail & Human Resource, Sports Analytics, Social Media Analytics, Social Networking Analytics, Recommendation Systems. | |||||||||||||||||||||||||||||||||||||
Unit-7 |
Teaching Hours:10 |
||||||||||||||||||||||||||||||||||||
Applications of Analytics
|
|||||||||||||||||||||||||||||||||||||
Analytics in Business Support Functions, Analytics in Industries – Telecom, Retail, Healthcare, Governance, Supply Chain, Marketing, Finance, Retail & Human Resource, Sports Analytics, Social Media Analytics, Social Networking Analytics, Recommendation Systems. | |||||||||||||||||||||||||||||||||||||
Unit-7 |
Teaching Hours:10 |
||||||||||||||||||||||||||||||||||||
Applications of Analytics
|
|||||||||||||||||||||||||||||||||||||
Analytics in Business Support Functions, Analytics in Industries – Telecom, Retail, Healthcare, Governance, Supply Chain, Marketing, Finance, Retail & Human Resource, Sports Analytics, Social Media Analytics, Social Networking Analytics, Recommendation Systems. | |||||||||||||||||||||||||||||||||||||
Unit-7 |
Teaching Hours:10 |
||||||||||||||||||||||||||||||||||||
Applications of Analytics
|
|||||||||||||||||||||||||||||||||||||
Analytics in Business Support Functions, Analytics in Industries – Telecom, Retail, Healthcare, Governance, Supply Chain, Marketing, Finance, Retail & Human Resource, Sports Analytics, Social Media Analytics, Social Networking Analytics, Recommendation Systems. | |||||||||||||||||||||||||||||||||||||
Text Books And Reference Books: · R N Prasad and Seema Acharya, “Fundamentals of Business Analytics”, Second Edition, Wiley India Pvt. Ltd. 2018
· Dinesh Kumar U, "Business Analytics- The Science of Data-Driven Decision Making", Wiley Publication, 2017 | |||||||||||||||||||||||||||||||||||||
Essential Reading / Recommended Reading · R N Prasad and Seema Acharya, “Fundamentals of Business Analytics”, Second Edition, Wiley India Pvt. Ltd. 2018 · Dinesh Kumar U, "Business Analytics- The Science of Data-Driven Decision Making", Wiley Publication, 2017 | |||||||||||||||||||||||||||||||||||||
Evaluation Pattern
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BBA261-3 - DATA VISUALIZATION USING TABLEAU (2023 Batch) | |||||||||||||||||||||||||||||||||||||
Total Teaching Hours for Semester:30 |
No of Lecture Hours/Week:2 |
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Max Marks:50 |
Credits:2 |
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Course Objectives/Course Description |
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In this course will provide knowledge on visualization design principles and deciding the type of visualization chart to choose for the given sets, and helps the students to work on visualization tools and enable the students to understand visual analytics such as dashboards and storytelling with a hands-on tutorial on the tableau. Course Objectives: ● Effective use of Business Intelligence (BI) technology (Tableau) to apply data visualization ● To discern patterns and relationships in the data. ● To build Dashboard applications. ● To communicate the results clearly and concisely. ● To be able to work with different formats of data sets. |
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Learning Outcome |
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CO1: Understand the importance of Data Visualization and learn to create basic
charts by applying visualization design principles CO2: Learn to create advanced visualization charts and analysis CO3: Explore and Analyze the data CO4: Learn to build interactive/animated dashboards and construct data stories and
communicate important trends/patterns in the datasets |
Unit-1 |
Teaching Hours:6 |
Introduction to Tableau
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Overview of Tableau, Tableau's interface and work area, Connecting to data sources, Understanding Tableau data types | |
Unit-1 |
Teaching Hours:6 |
Introduction to Tableau
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Overview of Tableau, Tableau's interface and work area, Connecting to data sources, Understanding Tableau data types | |
Unit-1 |
Teaching Hours:6 |
Introduction to Tableau
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Overview of Tableau, Tableau's interface and work area, Connecting to data sources, Understanding Tableau data types | |
Unit-1 |
Teaching Hours:6 |
Introduction to Tableau
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Overview of Tableau, Tableau's interface and work area, Connecting to data sources, Understanding Tableau data types | |
Unit-2 |
Teaching Hours:6 |
Unit II: Creating Visualizations
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Building a simple bar chart, Creating a scatter plot, Generating a line chart, Creating a map chart, Building a pie chart, Creating a tree map chart, Creating a bubble chart, Creating a Heat Map, Creating a Gantt Chart, Creating a Bullet Chart, Creating a waterfall Chart | |
Unit-2 |
Teaching Hours:6 |
Unit II: Creating Visualizations
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Building a simple bar chart, Creating a scatter plot, Generating a line chart, Creating a map chart, Building a pie chart, Creating a tree map chart, Creating a bubble chart, Creating a Heat Map, Creating a Gantt Chart, Creating a Bullet Chart, Creating a waterfall Chart | |
Unit-2 |
Teaching Hours:6 |
Unit II: Creating Visualizations
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Building a simple bar chart, Creating a scatter plot, Generating a line chart, Creating a map chart, Building a pie chart, Creating a tree map chart, Creating a bubble chart, Creating a Heat Map, Creating a Gantt Chart, Creating a Bullet Chart, Creating a waterfall Chart | |
Unit-2 |
Teaching Hours:6 |
Unit II: Creating Visualizations
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Building a simple bar chart, Creating a scatter plot, Generating a line chart, Creating a map chart, Building a pie chart, Creating a tree map chart, Creating a bubble chart, Creating a Heat Map, Creating a Gantt Chart, Creating a Bullet Chart, Creating a waterfall Chart | |
Unit-3 |
Teaching Hours:6 |
Unit III: Data Analysis with Tableau
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Sorting and filtering data, Using calculated fields, Creating groups and hierarchies, Using sets and groups for analysis, Creating reference lines and bands, Adding trend lines and forecasting | |
Unit-3 |
Teaching Hours:6 |
Unit III: Data Analysis with Tableau
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Sorting and filtering data, Using calculated fields, Creating groups and hierarchies, Using sets and groups for analysis, Creating reference lines and bands, Adding trend lines and forecasting | |
Unit-3 |
Teaching Hours:6 |
Unit III: Data Analysis with Tableau
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Sorting and filtering data, Using calculated fields, Creating groups and hierarchies, Using sets and groups for analysis, Creating reference lines and bands, Adding trend lines and forecasting | |
Unit-3 |
Teaching Hours:6 |
Unit III: Data Analysis with Tableau
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Sorting and filtering data, Using calculated fields, Creating groups and hierarchies, Using sets and groups for analysis, Creating reference lines and bands, Adding trend lines and forecasting | |
Unit-4 |
Teaching Hours:6 |
Unit IV: Interactive Dashboards and Storytelling
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Building interactive dashboards, Creating stories with Tableau, Designing for the user, Publishing dashboards and stories | |
Unit-4 |
Teaching Hours:6 |
Unit IV: Interactive Dashboards and Storytelling
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Building interactive dashboards, Creating stories with Tableau, Designing for the user, Publishing dashboards and stories | |
Unit-4 |
Teaching Hours:6 |
Unit IV: Interactive Dashboards and Storytelling
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Building interactive dashboards, Creating stories with Tableau, Designing for the user, Publishing dashboards and stories | |
Unit-4 |
Teaching Hours:6 |
Unit IV: Interactive Dashboards and Storytelling
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Building interactive dashboards, Creating stories with Tableau, Designing for the user, Publishing dashboards and stories | |
Unit-5 |
Teaching Hours:6 |
Unit V: Advanced Topics in Tableau
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Joining and blending data sources, Using parameters and actions, Using level of detail expressions, Using table calculations, Creating custom maps, Working with data extracts | |
Unit-5 |
Teaching Hours:6 |
Unit V: Advanced Topics in Tableau
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Joining and blending data sources, Using parameters and actions, Using level of detail expressions, Using table calculations, Creating custom maps, Working with data extracts | |
Unit-5 |
Teaching Hours:6 |
Unit V: Advanced Topics in Tableau
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Joining and blending data sources, Using parameters and actions, Using level of detail expressions, Using table calculations, Creating custom maps, Working with data extracts | |
Unit-5 |
Teaching Hours:6 |
Unit V: Advanced Topics in Tableau
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Joining and blending data sources, Using parameters and actions, Using level of detail expressions, Using table calculations, Creating custom maps, Working with data extracts | |
Text Books And Reference Books:
Tableau For Dummies by Molly Monsey and Paul Sochan, ISBN: 9789390466078 | |
Essential Reading / Recommended Reading Tableau Cookbook: Recipes for Data Visualization ; by Shweta Sankhe-Savale and Ashutosh Nandeshwar, Packt Publishing Limited, ISBN-13: 978-17843955134. | |
Evaluation Pattern CIA1 -20 CIA2- 20 CP -10 | |
BBA263-3 - VISUAL STORYTELLING IN BUSINESS (2023 Batch) | |
Total Teaching Hours for Semester:30 |
No of Lecture Hours/Week:2 |
Max Marks:50 |
Credits:2 |
Course Objectives/Course Description |
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Visual storytelling involves the use of graphics, images, pictures, and videos to engage with viewers to drive emotions, engage in intercommunication, and motivate an audience to action. Every brand has a story to tell, and using virtual storytelling can help marketers to convince and attract the audience, increase information retention, prolong the audience's attention span, and convey a clear message and call to action. 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 virtual storytelling and takes them deeper into the concept. |
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Learning Outcome |
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CO1: To explain fundamental concepts of visual storytelling and their application to different markets CO2: To give an understanding of visual storytelling and strategies. CO3: To explain how to translate a complicated idea into a more understandable form CO4: To critically examine and evaluate existing virtual storytelling strategies and tactics. CO5: To study the application of visual storytelling as a successful strategy. |
Unit-1 |
Teaching Hours:5 |
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Introduction to Visual Storytelling
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Storytelling-the Art of seeing beyond the obvious, the Significance of stories around us, The power of observation, Philosophy of the Photo-Activity | |||||||||||||||||||||||||
Unit-1 |
Teaching Hours:5 |
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Introduction to Visual Storytelling
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Storytelling-the Art of seeing beyond the obvious, the Significance of stories around us, The power of observation, Philosophy of the Photo-Activity | |||||||||||||||||||||||||
Unit-1 |
Teaching Hours:5 |
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Introduction to Visual Storytelling
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Storytelling-the Art of seeing beyond the obvious, the Significance of stories around us, The power of observation, Philosophy of the Photo-Activity | |||||||||||||||||||||||||
Unit-2 |
Teaching Hours:5 |
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Evolution of Visual Storytelling in Business
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Business Leadership and the Power of Storytelling, Stories in Businesses-Marketing, HR Teams, Entrepreneurs | |||||||||||||||||||||||||
Unit-2 |
Teaching Hours:5 |
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Evolution of Visual Storytelling in Business
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Business Leadership and the Power of Storytelling, Stories in Businesses-Marketing, HR Teams, Entrepreneurs | |||||||||||||||||||||||||
Unit-2 |
Teaching Hours:5 |
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Evolution of Visual Storytelling in Business
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Business Leadership and the Power of Storytelling, Stories in Businesses-Marketing, HR Teams, Entrepreneurs | |||||||||||||||||||||||||
Unit-3 |
Teaching Hours:5 |
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Tools and Techniques
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Photography, Images, Cartoons Memes, Info graphics, Social Media and other contemporary tools | |||||||||||||||||||||||||
Unit-3 |
Teaching Hours:5 |
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Tools and Techniques
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Photography, Images, Cartoons Memes, Info graphics, Social Media and other contemporary tools | |||||||||||||||||||||||||
Unit-3 |
Teaching Hours:5 |
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Tools and Techniques
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Photography, Images, Cartoons Memes, Info graphics, Social Media and other contemporary tools | |||||||||||||||||||||||||
Unit-4 |
Teaching Hours:5 |
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Case Studies
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I0 Business Case Analysis of VST Project gone wrong and/or right | |||||||||||||||||||||||||
Unit-4 |
Teaching Hours:5 |
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Case Studies
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I0 Business Case Analysis of VST Project gone wrong and/or right | |||||||||||||||||||||||||
Unit-4 |
Teaching Hours:5 |
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Case Studies
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I0 Business Case Analysis of VST Project gone wrong and/or right | |||||||||||||||||||||||||
Unit-5 |
Teaching Hours:10 |
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Project Work
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Individual Project - Design and Curate a Visual Storyboard for your own Business/Company that you can submit to | |||||||||||||||||||||||||
Unit-5 |
Teaching Hours:10 |
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Project Work
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Individual Project - Design and Curate a Visual Storyboard for your own Business/Company that you can submit to | |||||||||||||||||||||||||
Unit-5 |
Teaching Hours:10 |
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Project Work
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Individual Project - Design and Curate a Visual Storyboard for your own Business/Company that you can submit to | |||||||||||||||||||||||||
Text Books And Reference Books: Block, B. (2020). The visual story: Creating the visual structure of film, TV, and digital media. Routledge.
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Essential Reading / Recommended Reading Kurnoff, J., & Lazarus, L. (2021). Everyday business storytelling: Create, simplify, and adapt a visual narrative for any audience. John Wiley & Sons.
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Evaluation Pattern
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BBA264-3 - STATISTICAL APPROACHES IN HRM (2023 Batch) | |||||||||||||||||||||||||
Total Teaching Hours for Semester:30 |
No of Lecture Hours/Week:2 |
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Max Marks:50 |
Credits:2 |
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Course Objectives/Course Description |
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This may involve data collection, cleaning, and analysis using SPSS, as well as interpreting theresults to make informed HR decisions. Additionally, covering basic statistical concepts andSPSSskills wouldbebeneficialfor students whoarenewto dataanalysisintheHR context. CourseObjectives: ● Understandthedatacollectionandcleaningtechniques. ● Analysisofthedata usingSPSSsoftware Interpretthe resultstomakeinformed HRDecisions. |
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Learning Outcome |
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CLO1: Demonstrate understanding of SPSS software CLO2: Infer the results of descriptive analysis. CLO3: Interpret the HR-related results. |
Unit-1 |
Teaching Hours:10 |
Introduction to Statistics in HR
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Introduction to SPSS interface, basic of data entry and management, descriptive statistics(mean,median,mode and standarddeviation,frequencydistribution,graphical representation of data) | |
Unit-1 |
Teaching Hours:10 |
Introduction to Statistics in HR
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Introduction to SPSS interface, basic of data entry and management, descriptive statistics(mean,median,mode and standarddeviation,frequencydistribution,graphical representation of data) | |
Unit-1 |
Teaching Hours:10 |
Introduction to Statistics in HR
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Introduction to SPSS interface, basic of data entry and management, descriptive statistics(mean,median,mode and standarddeviation,frequencydistribution,graphical representation of data) | |
Unit-2 |
Teaching Hours:10 |
Data Collection and Preparation
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ImportingandenteringHRdatainSPSS;CleaningandValidatingDataforAnalysis | |
Unit-2 |
Teaching Hours:10 |
Data Collection and Preparation
|
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ImportingandenteringHRdatainSPSS;CleaningandValidatingDataforAnalysis | |
Unit-2 |
Teaching Hours:10 |
Data Collection and Preparation
|
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ImportingandenteringHRdatainSPSS;CleaningandValidatingDataforAnalysis | |
Unit-3 |
Teaching Hours:10 |
Exploratory Data Analysis in HRM
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CorrelationAnalysis;AnalysingrelationshipsbetweenHRVariables(e.g. JobSatisfaction,performance); Comparative Analysis; t-test and ANOVA to compare groups (eg differentdepartments,job levels) | |
Unit-3 |
Teaching Hours:10 |
Exploratory Data Analysis in HRM
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CorrelationAnalysis;AnalysingrelationshipsbetweenHRVariables(e.g. JobSatisfaction,performance); Comparative Analysis; t-test and ANOVA to compare groups (eg differentdepartments,job levels) | |
Unit-3 |
Teaching Hours:10 |
Exploratory Data Analysis in HRM
|
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CorrelationAnalysis;AnalysingrelationshipsbetweenHRVariables(e.g. JobSatisfaction,performance); Comparative Analysis; t-test and ANOVA to compare groups (eg differentdepartments,job levels) | |
Text Books And Reference Books: Edwards Martin R, Edwards Kirsten (2016), “Predictive HR Analytics: Mastering the HRMetric”,Kogan PagePublishers,ISBN-0749473924 | |
Essential Reading / Recommended Reading ● Rama Shankar Yadav, Sunil Maheswari (2021), HR Analytics: Connecting Data andTheory,WileyIndia Pvt. Ltd. ● RameshSoundararajan(2016),WinningonHRAnalytics:LeveragingDataforCompetitiveAdvantage,1st Edition, SagePublications Dipak Kumar Bhattacharyya (2017), HR Analytics: Understanding Theories andApplications,1st Edition,SagePublications. | |
Evaluation Pattern CIA 1: 25 marks, CIA 2: 25 marks.NO ESE | |
BBA265-3 - DECISION SUPPORT SYSTEM (2023 Batch) | |
Total Teaching Hours for Semester:30 |
No of Lecture Hours/Week:2 |
Max Marks:50 |
Credits:2 |
Course Objectives/Course Description |
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CourseDescription:Theobjectiveofthis courseisto givestudentstheuptodateofdecision-making concepts, process, strategies, and technologies that are often used to support decisionmakinginreal-worldissuescoupledwithagileapproachandIndustry5.0specification.Studentswill know how to analyse, to design, to implement and to validate an Intelligent DecisionSupportSystem. CourseObjectives: ● Tounderstandconceptof managerialdecisionsystemsandoutlineitsvariousphases. ● TodemonstrateDSScomponentsand identifysourcesofdata forbusinessanalytics. ToAnalyseevolutionofenterpriseDSSandExpertsystemsevolutioninintelligentsupportsystems. |
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Learning Outcome |
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CLO1: Explore different types of decision support systems and their applications in business, healthcare, finance, and other domains. CLO2: Learn how to design, develop, and implement decision support systems using appropriate methodologies and tools. CLO3: Develop analytical and critical thinking skills to evaluate decision-making models and interpret DSS outputs effectively. |
Unit-1 |
Teaching Hours:10 |
Introduction to Decision Support Systems
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Decision Making Process, Characteristics, and capabilities of DSS, DSS Components, DSSAnalysis:What-ifAnalysis,SensitivityAnalysis,Goal-seekingAnalysis,OptimizationAnalysis,DSSClassifications: RelationshipwithUser&Modeof Assistance. | |
Unit-1 |
Teaching Hours:10 |
Introduction to Decision Support Systems
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Decision Making Process, Characteristics, and capabilities of DSS, DSS Components, DSSAnalysis:What-ifAnalysis,SensitivityAnalysis,Goal-seekingAnalysis,OptimizationAnalysis,DSSClassifications: RelationshipwithUser&Modeof Assistance. | |
Unit-1 |
Teaching Hours:10 |
Introduction to Decision Support Systems
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Decision Making Process, Characteristics, and capabilities of DSS, DSS Components, DSSAnalysis:What-ifAnalysis,SensitivityAnalysis,Goal-seekingAnalysis,OptimizationAnalysis,DSSClassifications: RelationshipwithUser&Modeof Assistance. | |
Unit-1 |
Teaching Hours:10 |
Introduction to Decision Support Systems
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Decision Making Process, Characteristics, and capabilities of DSS, DSS Components, DSSAnalysis:What-ifAnalysis,SensitivityAnalysis,Goal-seekingAnalysis,OptimizationAnalysis,DSSClassifications: RelationshipwithUser&Modeof Assistance. | |
Unit-2 |
Teaching Hours:10 |
Decision Making Modelling and Analysis
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Staticanddynamicmodels–Certainty,UncertaintyandRisk–InfluenceDiagrams–StructureofMathematicalmodels,Modellingtechniques:Optimization,simulation,andforecasting,Userinterfacedesign and usabilityconsiderations for DSS. | |
Unit-2 |
Teaching Hours:10 |
Decision Making Modelling and Analysis
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Staticanddynamicmodels–Certainty,UncertaintyandRisk–InfluenceDiagrams–StructureofMathematicalmodels,Modellingtechniques:Optimization,simulation,andforecasting,Userinterfacedesign and usabilityconsiderations for DSS. | |
Unit-2 |
Teaching Hours:10 |
Decision Making Modelling and Analysis
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|
Staticanddynamicmodels–Certainty,UncertaintyandRisk–InfluenceDiagrams–StructureofMathematicalmodels,Modellingtechniques:Optimization,simulation,andforecasting,Userinterfacedesign and usabilityconsiderations for DSS. | |
Unit-2 |
Teaching Hours:10 |
Decision Making Modelling and Analysis
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Staticanddynamicmodels–Certainty,UncertaintyandRisk–InfluenceDiagrams–StructureofMathematicalmodels,Modellingtechniques:Optimization,simulation,andforecasting,Userinterfacedesign and usabilityconsiderations for DSS. | |
Unit-3 |
Teaching Hours:10 |
Decision Support Systems Applications
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Healthcare decision support systems: Clinical decision support, diagnostic systems, Financialdecision support systems: Risk management, portfolio optimization, Environmental decisionsupport systems: Resource allocation, sustainability planning, Expert Systems, Knowledge-basedSystems for SmartProduction. | |
Unit-3 |
Teaching Hours:10 |
Decision Support Systems Applications
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Healthcare decision support systems: Clinical decision support, diagnostic systems, Financialdecision support systems: Risk management, portfolio optimization, Environmental decisionsupport systems: Resource allocation, sustainability planning, Expert Systems, Knowledge-basedSystems for SmartProduction. | |
Unit-3 |
Teaching Hours:10 |
Decision Support Systems Applications
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Healthcare decision support systems: Clinical decision support, diagnostic systems, Financialdecision support systems: Risk management, portfolio optimization, Environmental decisionsupport systems: Resource allocation, sustainability planning, Expert Systems, Knowledge-basedSystems for SmartProduction. | |
Unit-3 |
Teaching Hours:10 |
Decision Support Systems Applications
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Healthcare decision support systems: Clinical decision support, diagnostic systems, Financialdecision support systems: Risk management, portfolio optimization, Environmental decisionsupport systems: Resource allocation, sustainability planning, Expert Systems, Knowledge-basedSystems for SmartProduction. | |
Text Books And Reference Books: DecisionSupportSystems:TheoryandApplication,FradaBurstein,ClydeW.Holsapple,(Sprinter, 2022) | |
Essential Reading / Recommended Reading 1. PracticalGuidetoBusinessIntelligence,DecisionSupport,andAnalyticsUsingMicrosoftPower BI,Excel, andTableau,Sulaiman Hakemy,(CRCPress,2021) 2. BusinessIntelligenceandAnalytics:SystemsforDecisionSupport,RameshSharda,DursunDelen, Efraim Turban, (Pearson, 2020) | |
Evaluation Pattern CIA 1: 25 marks, CIA 2: 25 marks, No ESE. | |
BBA266-3 - ENTREPRENEURIAL STORYTELLING AND PITCHING (2023 Batch) | |
Total Teaching Hours for Semester:30 |
No of Lecture Hours/Week:2 |
Max Marks:50 |
Credits:2 |
Course Objectives/Course Description |
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Course Description: This course equips students with the essential communication skills required to effectively engage with venture capitalists, deliver impactful elevator pitches, and craft compelling business narratives. Through a combination of theory, practical exercises, and real-world case studies, students will develop the confidence and proficiency to articulate their entrepreneurial ideas persuasively in various settings.
Unit I: Strategic Business Storytelling 10 Hrs. Level of Knowledge: Conceptual
Introduction to Business Storytelling– Elements of Effective Storytelling and Innovative Introductions – Story Circles and Story Sharing– Developing Personal Stories– Developing and Enhancing Business Stories.
Unit II: Elevating Elevator Pitches 10 Hrs. Level of Knowledge: Conceptual
Understanding Elevator Pitches – Crafting a Perfect Elevator Pitch– Networking using Elevator Pitches– Elevator Pitch Clinic: One – on – One Coaching and Refinement Sessions.
Unit III: Investor Engagement and Presentation Skills 10 Hrs. Level of Knowledge: Conceptual and Analytical
Introduction to Investor Presentations – Crafting a Pitch Deck – Structuring an Investor Presentation – Constructing and delivering an effective presentation (by actually delivering the presentation).
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Learning Outcome |
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Unit-1 |
Teaching Hours:10 |
Unit I: Strategic Business Storytelling.
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Introduction to Business Storytelling– Elements of Effective Storytelling and Innovative Introductions – Story Circles and Story Sharing– Developing Personal Stories– Developing and Enhancing Business Stories
| |
Unit-1 |
Teaching Hours:10 |
Unit I: Strategic Business Storytelling.
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Introduction to Business Storytelling– Elements of Effective Storytelling and Innovative Introductions – Story Circles and Story Sharing– Developing Personal Stories– Developing and Enhancing Business Stories
| |
Unit-1 |
Teaching Hours:10 |
Unit I: Strategic Business Storytelling.
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Introduction to Business Storytelling– Elements of Effective Storytelling and Innovative Introductions – Story Circles and Story Sharing– Developing Personal Stories– Developing and Enhancing Business Stories
| |
Unit-2 |
Teaching Hours:10 |
Unit II: Elevating Elevator Pitches
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Understanding Elevator Pitches – Crafting a Perfect Elevator Pitch– Networking using Elevator Pitches– Elevator Pitch Clinic: One – on – One Coaching and Refinement Sessions
| |
Unit-2 |
Teaching Hours:10 |
Unit II: Elevating Elevator Pitches
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Understanding Elevator Pitches – Crafting a Perfect Elevator Pitch– Networking using Elevator Pitches– Elevator Pitch Clinic: One – on – One Coaching and Refinement Sessions
| |
Unit-2 |
Teaching Hours:10 |
Unit II: Elevating Elevator Pitches
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Understanding Elevator Pitches – Crafting a Perfect Elevator Pitch– Networking using Elevator Pitches– Elevator Pitch Clinic: One – on – One Coaching and Refinement Sessions
| |
Unit-3 |
Teaching Hours:10 |
Unit III: Investor Engagement and Presentation Skills.
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Introduction to Investor Presentations – Crafting a Pitch Deck – Structuring an Investor Presentation – Constructing and delivering an effective presentation (by actually delivering the presentation) | |
Unit-3 |
Teaching Hours:10 |
Unit III: Investor Engagement and Presentation Skills.
|
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Introduction to Investor Presentations – Crafting a Pitch Deck – Structuring an Investor Presentation – Constructing and delivering an effective presentation (by actually delivering the presentation) | |
Unit-3 |
Teaching Hours:10 |
Unit III: Investor Engagement and Presentation Skills.
|
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Introduction to Investor Presentations – Crafting a Pitch Deck – Structuring an Investor Presentation – Constructing and delivering an effective presentation (by actually delivering the presentation) | |
Text Books And Reference Books:
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Essential Reading / Recommended Reading Recommended references:
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Evaluation Pattern
CIA 1: 25 marks, CIA 2: 25 marks, NO ESE. | |
BBA267-3 - MARKETING MODELS (2023 Batch) | |
Total Teaching Hours for Semester:30 |
No of Lecture Hours/Week:2 |
Max Marks:50 |
Credits:2 |
Course Objectives/Course Description |
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This course provides an in-depth exploration of marketing models, focusing on integrating Business-to-Business (B2B) and Direct-to-Consumer (D2C) strategies. Students will gain a comprehensive understanding of how businesses navigate the complexities of modern commerce by blending traditional B2B approaches with innovative D2C methodologies. Through case studies, industry examples, and practical exercises, students will develop the knowledge and skills to design and implement effective marketing strategies catering to diverse business and consumer needs. |
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Learning Outcome |
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CO1: Develop a basic understanding of B2B market and its characteristics CO2: Examine the significance of various marketing strategies in building B2B brands
CO3: Explain proficiency in leveraging digital channels for direct consumer engagement
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Unit-1 |
Teaching Hours:10 |
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Introduction to B2B Marketing
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Business marketing and Business market customers, Market structure, Environment and Characteristics of Business Markets, Strategic role of B2B marketing, Commercial enterprises, Commercial and institutional customers; Organizational Buying and Buyer Behaviour: Organizational buyers’ decision process - A Stepwise Model and A Process Flow Model, Organizational and business markets - Government as a customer - Commercial enterprises - Commercial and institutional customers | |||||||||||||||||||||||||||||||
Unit-1 |
Teaching Hours:10 |
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Introduction to B2B Marketing
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Business marketing and Business market customers, Market structure, Environment and Characteristics of Business Markets, Strategic role of B2B marketing, Commercial enterprises, Commercial and institutional customers; Organizational Buying and Buyer Behaviour: Organizational buyers’ decision process - A Stepwise Model and A Process Flow Model, Organizational and business markets - Government as a customer - Commercial enterprises - Commercial and institutional customers | |||||||||||||||||||||||||||||||
Unit-1 |
Teaching Hours:10 |
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Introduction to B2B Marketing
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Business marketing and Business market customers, Market structure, Environment and Characteristics of Business Markets, Strategic role of B2B marketing, Commercial enterprises, Commercial and institutional customers; Organizational Buying and Buyer Behaviour: Organizational buyers’ decision process - A Stepwise Model and A Process Flow Model, Organizational and business markets - Government as a customer - Commercial enterprises - Commercial and institutional customers | |||||||||||||||||||||||||||||||
Unit-1 |
Teaching Hours:10 |
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Introduction to B2B Marketing
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Business marketing and Business market customers, Market structure, Environment and Characteristics of Business Markets, Strategic role of B2B marketing, Commercial enterprises, Commercial and institutional customers; Organizational Buying and Buyer Behaviour: Organizational buyers’ decision process - A Stepwise Model and A Process Flow Model, Organizational and business markets - Government as a customer - Commercial enterprises - Commercial and institutional customers | |||||||||||||||||||||||||||||||
Unit-2 |
Teaching Hours:12 |
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Marketing Strategy
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Product strategy- Industrial product strategy– Managing Products for Business Markets-Managing Services for Business Markets- The Growth-Share Matrix, Multifactor Portfolio Matrix, Building B2B brands; Market Segmentation, Basic framework of segmentation, choosing target segments and positioning-Pricing strategies for Business Markets, Competitive bidding Business Marketing Communication- B2B Advertising, , Relationship marketing and CRM, Trade shows, exhibitions, business meets - Managing the sales force; Managing Business Market channels- channels and participants - Channel design and management decisions, B2B logistics management | |||||||||||||||||||||||||||||||
Unit-2 |
Teaching Hours:12 |
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Marketing Strategy
|
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Product strategy- Industrial product strategy– Managing Products for Business Markets-Managing Services for Business Markets- The Growth-Share Matrix, Multifactor Portfolio Matrix, Building B2B brands; Market Segmentation, Basic framework of segmentation, choosing target segments and positioning-Pricing strategies for Business Markets, Competitive bidding Business Marketing Communication- B2B Advertising, , Relationship marketing and CRM, Trade shows, exhibitions, business meets - Managing the sales force; Managing Business Market channels- channels and participants - Channel design and management decisions, B2B logistics management | |||||||||||||||||||||||||||||||
Unit-2 |
Teaching Hours:12 |
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Marketing Strategy
|
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Product strategy- Industrial product strategy– Managing Products for Business Markets-Managing Services for Business Markets- The Growth-Share Matrix, Multifactor Portfolio Matrix, Building B2B brands; Market Segmentation, Basic framework of segmentation, choosing target segments and positioning-Pricing strategies for Business Markets, Competitive bidding Business Marketing Communication- B2B Advertising, , Relationship marketing and CRM, Trade shows, exhibitions, business meets - Managing the sales force; Managing Business Market channels- channels and participants - Channel design and management decisions, B2B logistics management | |||||||||||||||||||||||||||||||
Unit-2 |
Teaching Hours:12 |
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Marketing Strategy
|
|||||||||||||||||||||||||||||||
Product strategy- Industrial product strategy– Managing Products for Business Markets-Managing Services for Business Markets- The Growth-Share Matrix, Multifactor Portfolio Matrix, Building B2B brands; Market Segmentation, Basic framework of segmentation, choosing target segments and positioning-Pricing strategies for Business Markets, Competitive bidding Business Marketing Communication- B2B Advertising, , Relationship marketing and CRM, Trade shows, exhibitions, business meets - Managing the sales force; Managing Business Market channels- channels and participants - Channel design and management decisions, B2B logistics management | |||||||||||||||||||||||||||||||
Unit-3 |
Teaching Hours:8 |
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D2C Marketing
|
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Origin of D2C marketing, Difference between B2B and D2C, D2C rationale and strategy-funnel wise strategies, understanding D2C brand customer, Identifying consumer segments in D2C markets, Competitive advantage of D2C, D2C marketing Roadmap, Exploring digital D2C channels. | |||||||||||||||||||||||||||||||
Unit-3 |
Teaching Hours:8 |
||||||||||||||||||||||||||||||
D2C Marketing
|
|||||||||||||||||||||||||||||||
Origin of D2C marketing, Difference between B2B and D2C, D2C rationale and strategy-funnel wise strategies, understanding D2C brand customer, Identifying consumer segments in D2C markets, Competitive advantage of D2C, D2C marketing Roadmap, Exploring digital D2C channels. | |||||||||||||||||||||||||||||||
Unit-3 |
Teaching Hours:8 |
||||||||||||||||||||||||||||||
D2C Marketing
|
|||||||||||||||||||||||||||||||
Origin of D2C marketing, Difference between B2B and D2C, D2C rationale and strategy-funnel wise strategies, understanding D2C brand customer, Identifying consumer segments in D2C markets, Competitive advantage of D2C, D2C marketing Roadmap, Exploring digital D2C channels. | |||||||||||||||||||||||||||||||
Unit-3 |
Teaching Hours:8 |
||||||||||||||||||||||||||||||
D2C Marketing
|
|||||||||||||||||||||||||||||||
Origin of D2C marketing, Difference between B2B and D2C, D2C rationale and strategy-funnel wise strategies, understanding D2C brand customer, Identifying consumer segments in D2C markets, Competitive advantage of D2C, D2C marketing Roadmap, Exploring digital D2C channels. | |||||||||||||||||||||||||||||||
Text Books And Reference Books:
| |||||||||||||||||||||||||||||||
Essential Reading / Recommended Reading ● Harvard business Review, Customer Segmentation in Business-to-Business Markets, Nov 2011, Product #: UV5749-PDF-ENG ● Harvard Business Review, Farm Electronics: The Business-to-Business Marketing Dilemma, Jan 2020, Product Number: W20032-PDF-ENG ● Harvard business Review, E-Hubs: The New B2B Marketplaces, May, 2000, Product Number: R00306-PDF-ENG ● Harvard business Review, Mantra Ayurveda: Scaling Direct-To-Consumer Marketing, Jan2022, Product Number: W25497-PDF-ENG ● Harvard business Review, How Direct-to-Consumer Brands Can Continue to Grow, Nov 2021, Product Number: R2106G-PDF-ENG | |||||||||||||||||||||||||||||||
Evaluation Pattern
| |||||||||||||||||||||||||||||||
BBA268-3 - COMMODITY MARKETS AND DERIVATIVES (2023 Batch) | |||||||||||||||||||||||||||||||
Total Teaching Hours for Semester:30 |
No of Lecture Hours/Week:2 |
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Max Marks:50 |
Credits:2 |
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Course Objectives/Course Description |
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Course Description:This course provides an in-depth exploration of commodity markets and their operational aspects. Students will gain a comprehensive understanding of the dynamics, instruments, and participants in commodity markets, as well as the practicalities of operations within this complex financial landscape. This syllabus provides a comprehensive overview of commodity markets and operations, covering both theoretical and practical aspects. It is designed to equip students with the knowledge and skills necessary to navigate and excel in the dynamic world of commodity trading and operations. Course Objectives:
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Learning Outcome |
|||||||||||||||||||||||||||||||
CO1: Explain the fundamentals of commodity markets and their applications in real situations. CO2: Analyze commodities data and make sense of risk management in commodity market decision-making CO3: Depict the knowledge and skills necessary to navigate and excel in the dynamic world of commodity trading and operations |
Unit-1 |
Teaching Hours:5 |
Introduction to Commodity Markets
|
|
Overview of commodity markets, Historical development and evolution, Types of commodities (softs, metals, energy), Key drivers influencing commodity prices, Participants in Commodity Markets - Producers, consumers, and intermediaries, Speculators and hedgers, Role of financial institutions, Government regulations, and interventions | |
Unit-1 |
Teaching Hours:5 |
Introduction to Commodity Markets
|
|
Overview of commodity markets, Historical development and evolution, Types of commodities (softs, metals, energy), Key drivers influencing commodity prices, Participants in Commodity Markets - Producers, consumers, and intermediaries, Speculators and hedgers, Role of financial institutions, Government regulations, and interventions | |
Unit-1 |
Teaching Hours:5 |
Introduction to Commodity Markets
|
|
Overview of commodity markets, Historical development and evolution, Types of commodities (softs, metals, energy), Key drivers influencing commodity prices, Participants in Commodity Markets - Producers, consumers, and intermediaries, Speculators and hedgers, Role of financial institutions, Government regulations, and interventions | |
Unit-1 |
Teaching Hours:5 |
Introduction to Commodity Markets
|
|
Overview of commodity markets, Historical development and evolution, Types of commodities (softs, metals, energy), Key drivers influencing commodity prices, Participants in Commodity Markets - Producers, consumers, and intermediaries, Speculators and hedgers, Role of financial institutions, Government regulations, and interventions | |
Unit-2 |
Teaching Hours:8 |
Commodity Market Instruments and Analysis
|
|
Spot and futures contracts, Options and swaps, Exchange-traded funds (ETFs) and commodity indices, Structured products in commodity markets, Fundamental analysis of commodities, Technical analysis, and chart patterns, Sentiment analysis and market psychology, Impact of geopolitical events on commodity prices. | |
Unit-2 |
Teaching Hours:8 |
Commodity Market Instruments and Analysis
|
|
Spot and futures contracts, Options and swaps, Exchange-traded funds (ETFs) and commodity indices, Structured products in commodity markets, Fundamental analysis of commodities, Technical analysis, and chart patterns, Sentiment analysis and market psychology, Impact of geopolitical events on commodity prices. | |
Unit-2 |
Teaching Hours:8 |
Commodity Market Instruments and Analysis
|
|
Spot and futures contracts, Options and swaps, Exchange-traded funds (ETFs) and commodity indices, Structured products in commodity markets, Fundamental analysis of commodities, Technical analysis, and chart patterns, Sentiment analysis and market psychology, Impact of geopolitical events on commodity prices. | |
Unit-2 |
Teaching Hours:8 |
Commodity Market Instruments and Analysis
|
|
Spot and futures contracts, Options and swaps, Exchange-traded funds (ETFs) and commodity indices, Structured products in commodity markets, Fundamental analysis of commodities, Technical analysis, and chart patterns, Sentiment analysis and market psychology, Impact of geopolitical events on commodity prices. | |
Unit-3 |
Teaching Hours:7 |
Risk Management in Commodity Markets
|
|
Hedging strategies for producers and consumers, Risk assessment and measurement, Managing price risk using futures and options, Case studies on successful and unsuccessful risk management. | |
Unit-3 |
Teaching Hours:7 |
Risk Management in Commodity Markets
|
|
Hedging strategies for producers and consumers, Risk assessment and measurement, Managing price risk using futures and options, Case studies on successful and unsuccessful risk management. | |
Unit-3 |
Teaching Hours:7 |
Risk Management in Commodity Markets
|
|
Hedging strategies for producers and consumers, Risk assessment and measurement, Managing price risk using futures and options, Case studies on successful and unsuccessful risk management. | |
Unit-3 |
Teaching Hours:7 |
Risk Management in Commodity Markets
|
|
Hedging strategies for producers and consumers, Risk assessment and measurement, Managing price risk using futures and options, Case studies on successful and unsuccessful risk management. | |
Unit-4 |
Teaching Hours:6 |
Operations in Commodity Markets
|
|
MCX and NCDEX Trading platforms and execution, Clearing and settlement processes, Role of exchanges and clearinghouses, Regulatory compliance and reporting | |
Unit-4 |
Teaching Hours:6 |
Operations in Commodity Markets
|
|
MCX and NCDEX Trading platforms and execution, Clearing and settlement processes, Role of exchanges and clearinghouses, Regulatory compliance and reporting | |
Unit-4 |
Teaching Hours:6 |
Operations in Commodity Markets
|
|
MCX and NCDEX Trading platforms and execution, Clearing and settlement processes, Role of exchanges and clearinghouses, Regulatory compliance and reporting | |
Unit-4 |
Teaching Hours:6 |
Operations in Commodity Markets
|
|
MCX and NCDEX Trading platforms and execution, Clearing and settlement processes, Role of exchanges and clearinghouses, Regulatory compliance and reporting | |
Unit-5 |
Teaching Hours:4 |
Sustainable and Ethical Practices in Commodity Markets
|
|
Environmental, Social, and Governance (ESG) considerations, Ethical sourcing and trading practices, Sustainable investing in commodities, and Case studies on responsible commodity trading. Emerging Trends in Commodity Markets-Digitalization and blockchain in commodity trading, Impact of climate change on commodity markets, New product developments and innovations, Future outlook for commodity markets | |
Unit-5 |
Teaching Hours:4 |
Sustainable and Ethical Practices in Commodity Markets
|
|
Environmental, Social, and Governance (ESG) considerations, Ethical sourcing and trading practices, Sustainable investing in commodities, and Case studies on responsible commodity trading. Emerging Trends in Commodity Markets-Digitalization and blockchain in commodity trading, Impact of climate change on commodity markets, New product developments and innovations, Future outlook for commodity markets | |
Unit-5 |
Teaching Hours:4 |
Sustainable and Ethical Practices in Commodity Markets
|
|
Environmental, Social, and Governance (ESG) considerations, Ethical sourcing and trading practices, Sustainable investing in commodities, and Case studies on responsible commodity trading. Emerging Trends in Commodity Markets-Digitalization and blockchain in commodity trading, Impact of climate change on commodity markets, New product developments and innovations, Future outlook for commodity markets | |
Unit-5 |
Teaching Hours:4 |
Sustainable and Ethical Practices in Commodity Markets
|
|
Environmental, Social, and Governance (ESG) considerations, Ethical sourcing and trading practices, Sustainable investing in commodities, and Case studies on responsible commodity trading. Emerging Trends in Commodity Markets-Digitalization and blockchain in commodity trading, Impact of climate change on commodity markets, New product developments and innovations, Future outlook for commodity markets | |
Text Books And Reference Books: 1. Options, Futures And Other Derivatives by Hull, John C.; Prentice Hall: Edition vi 2. Futures And Options BSE Book's Publication 3. Futures & Options - Introduction to Equity Derivatives R. Mahajan Visionbooks 4. Fisher & Jordan, “Investment Management.” 5. Avadhani, Security Analysis and Portfolio Management. VII edition 6. MCX, MCCP Study Material | |
Essential Reading / Recommended Reading Futures And Options BSE Book's Publication | |
Evaluation Pattern CIA 1 - 25 Marks (Weightage 100%) CIA 2 - 25 Marks (Weightage 100%) ESE - NA Total - 50 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. |
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Teaching Hours:9 |
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|||||||||||||||||||||
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
|
||||||||||||||||||||||
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Unit-3 |
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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.
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GER181-3 - GERMAN (2023 Batch) | ||||||||||||||||||||||
Total Teaching Hours for Semester:30 |
No of Lecture Hours/Week:2 |
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Max Marks:50 |
Credits:2 |
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Course Objectives/Course Description |
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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. |
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Learning Outcome |
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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 |
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Samakaleen Kavita Sanchay? (Collection of Poems) edited by: Dr. Sebastian K A & Dr. Deepak Kumar Gond 20 Hrs. Level of knowledge: Anal
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An anthology of contemporary Hindi poems | |||||||||||||||||||||||||||||||||||||||||
Unit-1 |
Teaching Hours:20 |
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Samakaleen Kavita Sanchay? (Collection of Poems) edited by: Dr. Sebastian K A & Dr. Deepak Kumar Gond 20 Hrs. Level of knowledge: Anal
|
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An anthology of contemporary Hindi poems | |||||||||||||||||||||||||||||||||||||||||
Unit-1 |
Teaching Hours:20 |
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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 |
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Samakaleen Kavita Sanchay? (Collection of Poems) edited by: Dr. Sebastian K A & Dr. Deepak Kumar Gond 20 Hrs. Level of knowledge: Anal
|
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An anthology of contemporary Hindi poems | |||||||||||||||||||||||||||||||||||||||||
Unit-1 |
Teaching Hours:20 |
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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
|
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An anthology of contemporary Hindi poems | |||||||||||||||||||||||||||||||||||||||||
Unit-2 |
Teaching Hours:5 |
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Cultural art forms of India -Yakshagana, Kathakali, Ramleela, Krishnaleela.
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Four cultural art forms from different parts of India | |||||||||||||||||||||||||||||||||||||||||
Unit-2 |
Teaching Hours:5 |
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Cultural art forms of India -Yakshagana, Kathakali, Ramleela, Krishnaleela.
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Four cultural art forms from different parts of India | |||||||||||||||||||||||||||||||||||||||||
Unit-2 |
Teaching Hours:5 |
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Cultural art forms of India -Yakshagana, Kathakali, Ramleela, Krishnaleela.
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Four cultural art forms from different parts of India | |||||||||||||||||||||||||||||||||||||||||
Unit-2 |
Teaching Hours:5 |
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Cultural art forms of India -Yakshagana, Kathakali, Ramleela, Krishnaleela.
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Four cultural art forms from different parts of India | |||||||||||||||||||||||||||||||||||||||||
Unit-2 |
Teaching Hours:5 |
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Cultural art forms of India -Yakshagana, Kathakali, Ramleela, Krishnaleela.
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Four cultural art forms from different parts of India | |||||||||||||||||||||||||||||||||||||||||
Unit-2 |
Teaching Hours:5 |
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Cultural art forms of India -Yakshagana, Kathakali, Ramleela, Krishnaleela.
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Four cultural art forms from different parts of India | |||||||||||||||||||||||||||||||||||||||||
Unit-2 |
Teaching Hours:5 |
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Cultural art forms of India -Yakshagana, Kathakali, Ramleela, Krishnaleela.
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Four cultural art forms from different parts of India | |||||||||||||||||||||||||||||||||||||||||
Unit-2 |
Teaching Hours:5 |
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Cultural art forms of India -Yakshagana, Kathakali, Ramleela, Krishnaleela.
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Four cultural art forms from different parts of India | |||||||||||||||||||||||||||||||||||||||||
Unit-2 |
Teaching Hours:5 |
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Cultural art forms of India -Yakshagana, Kathakali, Ramleela, Krishnaleela.
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Four cultural art forms from different parts of India | |||||||||||||||||||||||||||||||||||||||||
Unit-2 |
Teaching Hours:5 |
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Cultural art forms of India -Yakshagana, Kathakali, Ramleela, Krishnaleela.
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Four cultural art forms from different parts of India | |||||||||||||||||||||||||||||||||||||||||
Unit-2 |
Teaching Hours:5 |
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Cultural art forms of India -Yakshagana, Kathakali, Ramleela, Krishnaleela.
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Four cultural art forms from different parts of India | |||||||||||||||||||||||||||||||||||||||||
Unit-2 |
Teaching Hours:5 |
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Cultural art forms of India -Yakshagana, Kathakali, Ramleela, Krishnaleela.
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Four cultural art forms from different parts of India | |||||||||||||||||||||||||||||||||||||||||
Unit-2 |
Teaching Hours:5 |
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Cultural art forms of India -Yakshagana, Kathakali, Ramleela, Krishnaleela.
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Four cultural art forms from different parts of India | |||||||||||||||||||||||||||||||||||||||||
Unit-2 |
Teaching Hours:5 |
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Cultural art forms of India -Yakshagana, Kathakali, Ramleela, Krishnaleela.
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Four cultural art forms from different parts of India | |||||||||||||||||||||||||||||||||||||||||
Unit-2 |
Teaching Hours:5 |
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Cultural art forms of India -Yakshagana, Kathakali, Ramleela, Krishnaleela.
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Four cultural art forms from different parts of India | |||||||||||||||||||||||||||||||||||||||||
Unit-2 |
Teaching Hours:5 |
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Cultural art forms of India -Yakshagana, Kathakali, Ramleela, Krishnaleela.
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Four cultural art forms from different parts of India | |||||||||||||||||||||||||||||||||||||||||
Unit-2 |
Teaching Hours:5 |
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Cultural art forms of India -Yakshagana, Kathakali, Ramleela, Krishnaleela.
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Four cultural art forms from different parts of India | |||||||||||||||||||||||||||||||||||||||||
Unit-2 |
Teaching Hours:5 |
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Cultural art forms of India -Yakshagana, Kathakali, Ramleela, Krishnaleela.
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Four cultural art forms from different parts of India | |||||||||||||||||||||||||||||||||||||||||
Unit-2 |
Teaching Hours:5 |
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Cultural art forms of India -Yakshagana, Kathakali, Ramleela, Krishnaleela.
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Four cultural art forms from different parts of India | |||||||||||||||||||||||||||||||||||||||||
Unit-2 |
Teaching Hours:5 |
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Cultural art forms of India -Yakshagana, Kathakali, Ramleela, Krishnaleela.
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Four cultural art forms from different parts of India | |||||||||||||||||||||||||||||||||||||||||
Unit-2 |
Teaching Hours:5 |
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Cultural art forms of India -Yakshagana, Kathakali, Ramleela, Krishnaleela.
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Four cultural art forms from different parts of India | |||||||||||||||||||||||||||||||||||||||||
Unit-2 |
Teaching Hours:5 |
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Cultural art forms of India -Yakshagana, Kathakali, Ramleela, Krishnaleela.
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Four cultural art forms from different parts of India | |||||||||||||||||||||||||||||||||||||||||
Unit-3 |
Teaching Hours:5 |
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Translation practice- English to Hindi
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Translation of passages in English to Hindi | |||||||||||||||||||||||||||||||||||||||||
Unit-3 |
Teaching Hours:5 |
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Translation practice- English to Hindi
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Translation of passages in English to Hindi | |||||||||||||||||||||||||||||||||||||||||
Unit-3 |
Teaching Hours:5 |
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Translation practice- English to Hindi
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Translation of passages in English to Hindi | |||||||||||||||||||||||||||||||||||||||||
Unit-3 |
Teaching Hours:5 |
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Translation practice- English to Hindi
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Translation of passages in English to Hindi | |||||||||||||||||||||||||||||||||||||||||
Unit-3 |
Teaching Hours:5 |
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Translation practice- English to Hindi
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Translation of passages in English to Hindi | |||||||||||||||||||||||||||||||||||||||||
Unit-3 |
Teaching Hours:5 |
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Translation practice- English to Hindi
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Translation of passages in English to Hindi | |||||||||||||||||||||||||||||||||||||||||
Unit-3 |
Teaching Hours:5 |
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Translation practice- English to Hindi
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Translation of passages in English to Hindi | |||||||||||||||||||||||||||||||||||||||||
Unit-3 |
Teaching Hours:5 |
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Translation practice- English to Hindi
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Translation of passages in English to Hindi | |||||||||||||||||||||||||||||||||||||||||
Unit-3 |
Teaching Hours:5 |
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Translation practice- English to Hindi
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Translation of passages in English to Hindi | |||||||||||||||||||||||||||||||||||||||||
Unit-3 |
Teaching Hours:5 |
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Translation practice- English to Hindi
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Translation of passages in English to Hindi | |||||||||||||||||||||||||||||||||||||||||
Unit-3 |
Teaching Hours:5 |
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Translation practice- English to Hindi
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Translation of passages in English to Hindi | |||||||||||||||||||||||||||||||||||||||||
Unit-3 |
Teaching Hours:5 |
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Translation practice- English to Hindi
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Translation of passages in English to Hindi | |||||||||||||||||||||||||||||||||||||||||
Unit-3 |
Teaching Hours:5 |
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Translation practice- English to Hindi
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Translation of passages in English to Hindi | |||||||||||||||||||||||||||||||||||||||||
Unit-3 |
Teaching Hours:5 |
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Translation practice- English to Hindi
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Translation of passages in English to Hindi | |||||||||||||||||||||||||||||||||||||||||
Unit-3 |
Teaching Hours:5 |
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Translation practice- English to Hindi
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Translation of passages in English to Hindi | |||||||||||||||||||||||||||||||||||||||||
Unit-3 |
Teaching Hours:5 |
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Translation practice- English to Hindi
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Translation of passages in English to Hindi | |||||||||||||||||||||||||||||||||||||||||
Unit-3 |
Teaching Hours:5 |
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Translation practice- English to Hindi
|
|||||||||||||||||||||||||||||||||||||||||
Translation of passages in English to Hindi | |||||||||||||||||||||||||||||||||||||||||
Unit-3 |
Teaching Hours:5 |
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Translation practice- English to Hindi
|
|||||||||||||||||||||||||||||||||||||||||
Translation of passages in English to Hindi | |||||||||||||||||||||||||||||||||||||||||
Unit-3 |
Teaching Hours:5 |
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Translation practice- English to Hindi
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Translation of passages in English to Hindi | |||||||||||||||||||||||||||||||||||||||||
Unit-3 |
Teaching Hours:5 |
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Translation practice- English to Hindi
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Translation of passages in English to Hindi | |||||||||||||||||||||||||||||||||||||||||
Unit-3 |
Teaching Hours:5 |
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Translation practice- English to Hindi
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Translation of passages in English to Hindi | |||||||||||||||||||||||||||||||||||||||||
Unit-3 |
Teaching Hours:5 |
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Translation practice- English to Hindi
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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
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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
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KAN181-3 - FOUNDATION KANNADA (2023 Batch) | |||||||||||||||||||||||||||||||||||||||||
Total Teaching Hours for Semester:30 |
No of Lecture Hours/Week:2 |
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Max Marks:50 |
Credits:2 |
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Course Objectives/Course Description |
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Foundation Kannada has been introduced for the Under Graduate Non-Kannada Speakers. These students are trained to converse in Kannada language for their day-to-day life activities. It helps them to communicate among the group to create intimacy for their daily activity. It also helps to un derstand the culture and tradition of the region. By the end of the course, students will be able to identify the letters, understanding meaning and speak simple sentences in Kannada language. The department of languages proposed to offer Functional Kannada (Conversational Kannada) along with two credits and thirty hours of class room teaching for the UG Programme from this academic year 2024-25. To enable students to communicate in the regional language Kannada. • Helps the students to converse in Kannada language particularly those have come from other states. • The course mainly focuses on Conversation and writing skills.
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Learning Outcome |
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CO1: Identify and understand the alphabets and vocabulary CO2: Develop their communication skills CO3: Improve their writing skills for various domains. CO4: Understand the rich culture and heritage of Karnataka.
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Unit-1 |
Teaching Hours:15 |
Introduction to Kannada Phonological system
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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.
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Unit-1 |
Teaching Hours:15 |
Introduction to Kannada Phonological system
|
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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.
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Unit-1 |
Teaching Hours:15 |
Introduction to Kannada Phonological system
|
|
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.
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Unit-1 |
Teaching Hours:15 |
Introduction to Kannada Phonological system
|
|
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.
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Unit-1 |
Teaching Hours:15 |
Introduction to Kannada Phonological system
|
|
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:15 |
Introduction to Kannada Phonological system
|
|
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.
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Unit-1 |
Teaching Hours:15 |
Introduction to Kannada Phonological system
|
|
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:15 |
Introduction to Kannada Phonological system
|
|
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.
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Unit-1 |
Teaching Hours:15 |
Introduction to Kannada Phonological system
|
|
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.
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Unit-1 |
Teaching Hours:15 |
Introduction to Kannada Phonological system
|
|
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.
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Unit-1 |
Teaching Hours:15 |
Introduction to Kannada Phonological system
|
|
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.
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Unit-1 |
Teaching Hours:15 |
Introduction to Kannada Phonological system
|
|
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.
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Unit-1 |
Teaching Hours:15 |
Introduction to Kannada Phonological system
|
|
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.
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Unit-1 |
Teaching Hours:15 |
Introduction to Kannada Phonological system
|
|
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.
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Unit-1 |
Teaching Hours:15 |
Introduction to Kannada Phonological system
|
|
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.
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Unit-1 |
Teaching Hours:15 |
Introduction to Kannada Phonological system
|
|
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.
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Unit-1 |
Teaching Hours:15 |
Introduction to Kannada Phonological system
|
|
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.
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Unit-1 |
Teaching Hours:15 |
Introduction to Kannada Phonological system
|
|
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.
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Unit-1 |
Teaching Hours:15 |
Introduction to Kannada Phonological system
|
|
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.
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Unit-1 |
Teaching Hours:15 |
Introduction to Kannada Phonological system
|
|
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.
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Unit-1 |
Teaching Hours:15 |
Introduction to Kannada Phonological system
|
|
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.
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Unit-1 |
Teaching Hours:15 |
Introduction to Kannada Phonological system
|
|
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.
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Unit-1 |
Teaching Hours:15 |
Introduction to Kannada Phonological system
|
|
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.
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Unit-1 |
Teaching Hours:15 |
Introduction to Kannada Phonological system
|
|
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.
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Unit-1 |
Teaching Hours:15 |
Introduction to Kannada Phonological system
|
|
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.
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Unit-1 |
Teaching Hours:15 |
Introduction to Kannada Phonological system
|
|
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.
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Unit-1 |
Teaching Hours:15 |
Introduction to Kannada Phonological system
|
|
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.
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Unit-1 |
Teaching Hours:15 |
Introduction to Kannada Phonological system
|
|
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.
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Unit-1 |
Teaching Hours:15 |
Introduction to Kannada Phonological system
|
|
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.
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Unit-1 |
Teaching Hours:15 |
Introduction to Kannada Phonological system
|
|
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.
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Unit-1 |
Teaching Hours:15 |
Introduction to Kannada Phonological system
|
|
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.
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Unit-1 |
Teaching Hours:15 |
Introduction to Kannada Phonological system
|
|
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.
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Unit-1 |
Teaching Hours:15 |
Introduction to Kannada Phonological system
|
|
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.
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Unit-1 |
Teaching Hours:15 |
Introduction to Kannada Phonological system
|
|
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.
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Unit-1 |
Teaching Hours:15 |
Introduction to Kannada Phonological system
|
|
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.
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Unit-1 |
Teaching Hours:15 |
Introduction to Kannada Phonological system
|
|
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.
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Unit-1 |
Teaching Hours:15 |
Introduction to Kannada Phonological system
|
|
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.
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Unit-1 |
Teaching Hours:15 |
Introduction to Kannada Phonological system
|
|
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.
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Unit-1 |
Teaching Hours:15 |
Introduction to Kannada Phonological system
|
|
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.
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Unit-1 |
Teaching Hours:15 |
Introduction to Kannada Phonological system
|
|
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.
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Unit-1 |
Teaching Hours:15 |
Introduction to Kannada Phonological system
|
|
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.
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Unit-1 |
Teaching Hours:15 |
Introduction to Kannada Phonological system
|
|
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.
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Unit-1 |
Teaching Hours:15 |
Introduction to Kannada Phonological system
|
|
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.
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Unit-2 |
Teaching Hours:15 |
Introduction to Kannada Morphological system:
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1. Naamapada mattu Sarvanaama 2. Linga, Vachana mattu Vibhakti Pratyayagalu 3. Kriyaa Dhaatu, Kriyaa pada – past, present & future tense
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Unit-2 |
Teaching Hours:15 |
Introduction to Kannada Morphological system:
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1. Naamapada mattu Sarvanaama 2. Linga, Vachana mattu Vibhakti Pratyayagalu 3. Kriyaa Dhaatu, Kriyaa pada – past, present & future tense
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Unit-2 |
Teaching Hours:15 |
Introduction to Kannada Morphological system:
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1. Naamapada mattu Sarvanaama 2. Linga, Vachana mattu Vibhakti Pratyayagalu 3. Kriyaa Dhaatu, Kriyaa pada – past, present & future tense
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Unit-2 |
Teaching Hours:15 |
Introduction to Kannada Morphological system:
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1. Naamapada mattu Sarvanaama 2. Linga, Vachana mattu Vibhakti Pratyayagalu 3. Kriyaa Dhaatu, Kriyaa pada – past, present & future tense
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Unit-2 |
Teaching Hours:15 |
Introduction to Kannada Morphological system:
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1. Naamapada mattu Sarvanaama 2. Linga, Vachana mattu Vibhakti Pratyayagalu 3. Kriyaa Dhaatu, Kriyaa pada – past, present & future tense
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Unit-2 |
Teaching Hours:15 |
Introduction to Kannada Morphological system:
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|
1. Naamapada mattu Sarvanaama 2. Linga, Vachana mattu Vibhakti Pratyayagalu 3. Kriyaa Dhaatu, Kriyaa pada – past, present & future tense
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Unit-2 |
Teaching Hours:15 |
Introduction to Kannada Morphological system:
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|
1. Naamapada mattu Sarvanaama 2. Linga, Vachana mattu Vibhakti Pratyayagalu 3. Kriyaa Dhaatu, Kriyaa pada – past, present & future tense
| |
Unit-2 |
Teaching Hours:15 |
Introduction to Kannada Morphological system:
|
|
1. Naamapada mattu Sarvanaama 2. Linga, Vachana mattu Vibhakti Pratyayagalu 3. Kriyaa Dhaatu, Kriyaa pada – past, present & future tense
| |
Unit-2 |
Teaching Hours:15 |
Introduction to Kannada Morphological system:
|
|
1. Naamapada mattu Sarvanaama 2. Linga, Vachana mattu Vibhakti Pratyayagalu 3. Kriyaa Dhaatu, Kriyaa pada – past, present & future tense
| |
Unit-2 |
Teaching Hours:15 |
Introduction to Kannada Morphological system:
|
|
1. Naamapada mattu Sarvanaama 2. Linga, Vachana mattu Vibhakti Pratyayagalu 3. Kriyaa Dhaatu, Kriyaa pada – past, present & future tense
| |
Unit-2 |
Teaching Hours:15 |
Introduction to Kannada Morphological system:
|
|
1. Naamapada mattu Sarvanaama 2. Linga, Vachana mattu Vibhakti Pratyayagalu 3. Kriyaa Dhaatu, Kriyaa pada – past, present & future tense
| |
Unit-2 |
Teaching Hours:15 |
Introduction to Kannada Morphological system:
|
|
1. Naamapada mattu Sarvanaama 2. Linga, Vachana mattu Vibhakti Pratyayagalu 3. Kriyaa Dhaatu, Kriyaa pada – past, present & future tense
| |
Unit-2 |
Teaching Hours:15 |
Introduction to Kannada Morphological system:
|
|
1. Naamapada mattu Sarvanaama 2. Linga, Vachana mattu Vibhakti Pratyayagalu 3. Kriyaa Dhaatu, Kriyaa pada – past, present & future tense
| |
Unit-2 |
Teaching Hours:15 |
Introduction to Kannada Morphological system:
|
|
1. Naamapada mattu Sarvanaama 2. Linga, Vachana mattu Vibhakti Pratyayagalu 3. Kriyaa Dhaatu, Kriyaa pada – past, present & future tense
| |
Unit-2 |
Teaching Hours:15 |
Introduction to Kannada Morphological system:
|
|
1. Naamapada mattu Sarvanaama 2. Linga, Vachana mattu Vibhakti Pratyayagalu 3. Kriyaa Dhaatu, Kriyaa pada – past, present & future tense
| |
Unit-2 |
Teaching Hours:15 |
Introduction to Kannada Morphological system:
|
|
1. Naamapada mattu Sarvanaama 2. Linga, Vachana mattu Vibhakti Pratyayagalu 3. Kriyaa Dhaatu, Kriyaa pada – past, present & future tense
| |
Unit-2 |
Teaching Hours:15 |
Introduction to Kannada Morphological system:
|
|
1. Naamapada mattu Sarvanaama 2. Linga, Vachana mattu Vibhakti Pratyayagalu 3. Kriyaa Dhaatu, Kriyaa pada – past, present & future tense
| |
Unit-2 |
Teaching Hours:15 |
Introduction to Kannada Morphological system:
|
|
1. Naamapada mattu Sarvanaama 2. Linga, Vachana mattu Vibhakti Pratyayagalu 3. Kriyaa Dhaatu, Kriyaa pada – past, present & future tense
| |
Unit-2 |
Teaching Hours:15 |
Introduction to Kannada Morphological system:
|
|
1. Naamapada mattu Sarvanaama 2. Linga, Vachana mattu Vibhakti Pratyayagalu 3. Kriyaa Dhaatu, Kriyaa pada – past, present & future tense
| |
Unit-2 |
Teaching Hours:15 |
Introduction to Kannada Morphological system:
|
|
1. Naamapada mattu Sarvanaama 2. Linga, Vachana mattu Vibhakti Pratyayagalu 3. Kriyaa Dhaatu, Kriyaa pada – past, present & future tense
| |
Unit-2 |
Teaching Hours:15 |
Introduction to Kannada Morphological system:
|
|
1. Naamapada mattu Sarvanaama 2. Linga, Vachana mattu Vibhakti Pratyayagalu 3. Kriyaa Dhaatu, Kriyaa pada – past, present & future tense
| |
Unit-2 |
Teaching Hours:15 |
Introduction to Kannada Morphological system:
|
|
1. Naamapada mattu Sarvanaama 2. Linga, Vachana mattu Vibhakti Pratyayagalu 3. Kriyaa Dhaatu, Kriyaa pada – past, present & future tense
| |
Unit-2 |
Teaching Hours:15 |
Introduction to Kannada Morphological system:
|
|
1. Naamapada mattu Sarvanaama 2. Linga, Vachana mattu Vibhakti Pratyayagalu 3. Kriyaa Dhaatu, Kriyaa pada – past, present & future tense
| |
Unit-2 |
Teaching Hours:15 |
Introduction to Kannada Morphological system:
|
|
1. Naamapada mattu Sarvanaama 2. Linga, Vachana mattu Vibhakti Pratyayagalu 3. Kriyaa Dhaatu, Kriyaa pada – past, present & future tense
| |
Unit-2 |
Teaching Hours:15 |
Introduction to Kannada Morphological system:
|
|
1. Naamapada mattu Sarvanaama 2. Linga, Vachana mattu Vibhakti Pratyayagalu 3. Kriyaa Dhaatu, Kriyaa pada – past, present & future tense
| |
Unit-2 |
Teaching Hours:15 |
Introduction to Kannada Morphological system:
|
|
1. Naamapada mattu Sarvanaama 2. Linga, Vachana mattu Vibhakti Pratyayagalu 3. Kriyaa Dhaatu, Kriyaa pada – past, present & future tense
| |
Unit-2 |
Teaching Hours:15 |
Introduction to Kannada Morphological system:
|
|
1. Naamapada mattu Sarvanaama 2. Linga, Vachana mattu Vibhakti Pratyayagalu 3. Kriyaa Dhaatu, Kriyaa pada – past, present & future tense
| |
Unit-2 |
Teaching Hours:15 |
Introduction to Kannada Morphological system:
|
|
1. Naamapada mattu Sarvanaama 2. Linga, Vachana mattu Vibhakti Pratyayagalu 3. Kriyaa Dhaatu, Kriyaa pada – past, present & future tense
| |
Unit-2 |
Teaching Hours:15 |
Introduction to Kannada Morphological system:
|
|
1. Naamapada mattu Sarvanaama 2. Linga, Vachana mattu Vibhakti Pratyayagalu 3. Kriyaa Dhaatu, Kriyaa pada – past, present & future tense
| |
Unit-2 |
Teaching Hours:15 |
Introduction to Kannada Morphological system:
|
|
1. Naamapada mattu Sarvanaama 2. Linga, Vachana mattu Vibhakti Pratyayagalu 3. Kriyaa Dhaatu, Kriyaa pada – past, present & future tense
| |
Unit-2 |
Teaching Hours:15 |
Introduction to Kannada Morphological system:
|
|
1. Naamapada mattu Sarvanaama 2. Linga, Vachana mattu Vibhakti Pratyayagalu 3. Kriyaa Dhaatu, Kriyaa pada – past, present & future tense
| |
Unit-2 |
Teaching Hours:15 |
Introduction to Kannada Morphological system:
|
|
1. Naamapada mattu Sarvanaama 2. Linga, Vachana mattu Vibhakti Pratyayagalu 3. Kriyaa Dhaatu, Kriyaa pada – past, present & future tense
| |
Unit-2 |
Teaching Hours:15 |
Introduction to Kannada Morphological system:
|
|
1. Naamapada mattu Sarvanaama 2. Linga, Vachana mattu Vibhakti Pratyayagalu 3. Kriyaa Dhaatu, Kriyaa pada – past, present & future tense
| |
Unit-2 |
Teaching Hours:15 |
Introduction to Kannada Morphological system:
|
|
1. Naamapada mattu Sarvanaama 2. Linga, Vachana mattu Vibhakti Pratyayagalu 3. Kriyaa Dhaatu, Kriyaa pada – past, present & future tense
| |
Unit-2 |
Teaching Hours:15 |
Introduction to Kannada Morphological system:
|
|
1. Naamapada mattu Sarvanaama 2. Linga, Vachana mattu Vibhakti Pratyayagalu 3. Kriyaa Dhaatu, Kriyaa pada – past, present & future tense
| |
Unit-2 |
Teaching Hours:15 |
Introduction to Kannada Morphological system:
|
|
1. Naamapada mattu Sarvanaama 2. Linga, Vachana mattu Vibhakti Pratyayagalu 3. Kriyaa Dhaatu, Kriyaa pada – past, present & future tense
| |
Unit-2 |
Teaching Hours:15 |
Introduction to Kannada Morphological system:
|
|
1. Naamapada mattu Sarvanaama 2. Linga, Vachana mattu Vibhakti Pratyayagalu 3. Kriyaa Dhaatu, Kriyaa pada – past, present & future tense
| |
Unit-2 |
Teaching Hours:15 |
Introduction to Kannada Morphological system:
|
|
1. Naamapada mattu Sarvanaama 2. Linga, Vachana mattu Vibhakti Pratyayagalu 3. Kriyaa Dhaatu, Kriyaa pada – past, present & future tense
| |
Unit-2 |
Teaching Hours:15 |
Introduction to Kannada Morphological system:
|
|
1. Naamapada mattu Sarvanaama 2. Linga, Vachana mattu Vibhakti Pratyayagalu 3. Kriyaa Dhaatu, Kriyaa pada – past, present & future tense
| |
Unit-2 |
Teaching Hours:15 |
Introduction to Kannada Morphological system:
|
|
1. Naamapada mattu Sarvanaama 2. Linga, Vachana mattu Vibhakti Pratyayagalu 3. Kriyaa Dhaatu, Kriyaa pada – past, present & future tense
| |
Unit-2 |
Teaching Hours:15 |
Introduction to Kannada Morphological system:
|
|
1. Naamapada mattu Sarvanaama 2. Linga, Vachana mattu Vibhakti Pratyayagalu 3. Kriyaa Dhaatu, Kriyaa pada – past, present & future tense
| |
Unit-2 |
Teaching Hours:15 |
Introduction to Kannada Morphological system:
|
|
1. Naamapada mattu Sarvanaama 2. Linga, Vachana mattu Vibhakti Pratyayagalu 3. Kriyaa Dhaatu, Kriyaa pada – past, present & future tense
| |
Unit-2 |
Teaching Hours:15 |
Introduction to Kannada Morphological system:
|
|
1. Naamapada mattu Sarvanaama 2. Linga, Vachana mattu Vibhakti Pratyayagalu 3. Kriyaa Dhaatu, Kriyaa pada – past, present & future tense
| |
Text Books And Reference Books: 1. Muddu Kannada: R. L. Anantharamiah | |
Essential Reading / Recommended Reading 1. Tili Kannada- K.S. Madhusudana & H.N. Muralidhara | |
Evaluation Pattern Class Test Oral test ESE | |
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
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1. Business Letter Writing
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Unit-4 |
Teaching Hours:5 |
: Language Skills
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1. Business Letter Writing
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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 | |
KOR281-3 - KOREAN (2023 Batch) | |
Total Teaching Hours for Semester:30 |
No of Lecture Hours/Week:2 |
Max Marks:50 |
Credits:2 |
Course Objectives/Course Description |
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Course Description: Basic Korean Level 1 is for Non-Native speakers to learn basic Korean language and to develop their knowledge as well as their communicative skills so as to be able to respond in simple every day contexts. Course Objective: ▪ Module I presents 5 lessons on the Korean writing system. ▪ Module II provides 4 lessons, each containing two conversation tasks, vocabulary and expressions, grammar and speaking, tasks and practices, ▪ Korean culture is introduced. |
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Learning Outcome |
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CO1-5: Course outcomes: The purpose of any language is to equip the learner with the four essential skills i.e., LSRW. In keeping with the same, the course outcomes in the second year, Basic Korean Language course have been formulated as follows. At the end of basic level 1 , the student would be able to - - listen, understand and respond to short recordings about everyday life. - be familiar with the socio-cultural aspects of the language. - remember and apply basic rules of grammar. - write simple phrases/ messages/ dialogues/ small paragraphs on every day topics. - speak about oneself/ others / the immediate environment / engage in simple conversation. |
Unit-1 |
Teaching Hours:12 |
Hangeul 1-8
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Introductory Lessons ▪ Hangeul 1: Introduction of the Korean Language and Hangeul 1 hr ▪ Hangeul 2: Recognition and Identification of 6 vowels and 4 Consonants, reading and writing of syllables or short words and practices 2 hrs ▪ Hangeul 3: Recognition and Identification of 5 vowels and 5 Consonants, reading and writing of syllables or short words and practices 2 hrs ▪ Hangeul 4: Recognition and Identification of 5 vowels and 5 Consonants, reading and writing of syllables or short words and practices 2 hrs ▪ Hangeul 5: Recognition and Identification of 5 vowels and 5 Consonants, reading and writing of syllables or short words and practices 2 hrs ▪ Hangeul 6: Reading of single final consonants 1 hr ▪ Hangeul 7: Reading of double final consonants 1 hr ▪ Hangeul 8: Some useful expressions before lessons begin 1 hr | |
Unit-1 |
Teaching Hours:12 |
Hangeul 1-8
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Introductory Lessons ▪ Hangeul 1: Introduction of the Korean Language and Hangeul 1 hr ▪ Hangeul 2: Recognition and Identification of 6 vowels and 4 Consonants, reading and writing of syllables or short words and practices 2 hrs ▪ Hangeul 3: Recognition and Identification of 5 vowels and 5 Consonants, reading and writing of syllables or short words and practices 2 hrs ▪ Hangeul 4: Recognition and Identification of 5 vowels and 5 Consonants, reading and writing of syllables or short words and practices 2 hrs ▪ Hangeul 5: Recognition and Identification of 5 vowels and 5 Consonants, reading and writing of syllables or short words and practices 2 hrs ▪ Hangeul 6: Reading of single final consonants 1 hr ▪ Hangeul 7: Reading of double final consonants 1 hr ▪ Hangeul 8: Some useful expressions before lessons begin 1 hr | |
Unit-1 |
Teaching Hours:12 |
Hangeul 1-8
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Introductory Lessons ▪ Hangeul 1: Introduction of the Korean Language and Hangeul 1 hr ▪ Hangeul 2: Recognition and Identification of 6 vowels and 4 Consonants, reading and writing of syllables or short words and practices 2 hrs ▪ Hangeul 3: Recognition and Identification of 5 vowels and 5 Consonants, reading and writing of syllables or short words and practices 2 hrs ▪ Hangeul 4: Recognition and Identification of 5 vowels and 5 Consonants, reading and writing of syllables or short words and practices 2 hrs ▪ Hangeul 5: Recognition and Identification of 5 vowels and 5 Consonants, reading and writing of syllables or short words and practices 2 hrs ▪ Hangeul 6: Reading of single final consonants 1 hr ▪ Hangeul 7: Reading of double final consonants 1 hr ▪ Hangeul 8: Some useful expressions before lessons begin 1 hr | |
Unit-1 |
Teaching Hours:12 |
Hangeul 1-8
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Introductory Lessons ▪ Hangeul 1: Introduction of the Korean Language and Hangeul 1 hr ▪ Hangeul 2: Recognition and Identification of 6 vowels and 4 Consonants, reading and writing of syllables or short words and practices 2 hrs ▪ Hangeul 3: Recognition and Identification of 5 vowels and 5 Consonants, reading and writing of syllables or short words and practices 2 hrs ▪ Hangeul 4: Recognition and Identification of 5 vowels and 5 Consonants, reading and writing of syllables or short words and practices 2 hrs ▪ Hangeul 5: Recognition and Identification of 5 vowels and 5 Consonants, reading and writing of syllables or short words and practices 2 hrs ▪ Hangeul 6: Reading of single final consonants 1 hr ▪ Hangeul 7: Reading of double final consonants 1 hr ▪ Hangeul 8: Some useful expressions before lessons begin 1 hr | |
Unit-1 |
Teaching Hours:12 |
Hangeul 1-8
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Introductory Lessons ▪ Hangeul 1: Introduction of the Korean Language and Hangeul 1 hr ▪ Hangeul 2: Recognition and Identification of 6 vowels and 4 Consonants, reading and writing of syllables or short words and practices 2 hrs ▪ Hangeul 3: Recognition and Identification of 5 vowels and 5 Consonants, reading and writing of syllables or short words and practices 2 hrs ▪ Hangeul 4: Recognition and Identification of 5 vowels and 5 Consonants, reading and writing of syllables or short words and practices 2 hrs ▪ Hangeul 5: Recognition and Identification of 5 vowels and 5 Consonants, reading and writing of syllables or short words and practices 2 hrs ▪ Hangeul 6: Reading of single final consonants 1 hr ▪ Hangeul 7: Reading of double final consonants 1 hr ▪ Hangeul 8: Some useful expressions before lessons begin 1 hr | |
Unit-1 |
Teaching Hours:12 |
Hangeul 1-8
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Introductory Lessons ▪ Hangeul 1: Introduction of the Korean Language and Hangeul 1 hr ▪ Hangeul 2: Recognition and Identification of 6 vowels and 4 Consonants, reading and writing of syllables or short words and practices 2 hrs ▪ Hangeul 3: Recognition and Identification of 5 vowels and 5 Consonants, reading and writing of syllables or short words and practices 2 hrs ▪ Hangeul 4: Recognition and Identification of 5 vowels and 5 Consonants, reading and writing of syllables or short words and practices 2 hrs ▪ Hangeul 5: Recognition and Identification of 5 vowels and 5 Consonants, reading and writing of syllables or short words and practices 2 hrs ▪ Hangeul 6: Reading of single final consonants 1 hr ▪ Hangeul 7: Reading of double final consonants 1 hr ▪ Hangeul 8: Some useful expressions before lessons begin 1 hr | |
Unit-1 |
Teaching Hours:12 |
Hangeul 1-8
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Introductory Lessons ▪ Hangeul 1: Introduction of the Korean Language and Hangeul 1 hr ▪ Hangeul 2: Recognition and Identification of 6 vowels and 4 Consonants, reading and writing of syllables or short words and practices 2 hrs ▪ Hangeul 3: Recognition and Identification of 5 vowels and 5 Consonants, reading and writing of syllables or short words and practices 2 hrs ▪ Hangeul 4: Recognition and Identification of 5 vowels and 5 Consonants, reading and writing of syllables or short words and practices 2 hrs ▪ Hangeul 5: Recognition and Identification of 5 vowels and 5 Consonants, reading and writing of syllables or short words and practices 2 hrs ▪ Hangeul 6: Reading of single final consonants 1 hr ▪ Hangeul 7: Reading of double final consonants 1 hr ▪ Hangeul 8: Some useful expressions before lessons begin 1 hr | |
Unit-1 |
Teaching Hours:12 |
Hangeul 1-8
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Introductory Lessons ▪ Hangeul 1: Introduction of the Korean Language and Hangeul 1 hr ▪ Hangeul 2: Recognition and Identification of 6 vowels and 4 Consonants, reading and writing of syllables or short words and practices 2 hrs ▪ Hangeul 3: Recognition and Identification of 5 vowels and 5 Consonants, reading and writing of syllables or short words and practices 2 hrs ▪ Hangeul 4: Recognition and Identification of 5 vowels and 5 Consonants, reading and writing of syllables or short words and practices 2 hrs ▪ Hangeul 5: Recognition and Identification of 5 vowels and 5 Consonants, reading and writing of syllables or short words and practices 2 hrs ▪ Hangeul 6: Reading of single final consonants 1 hr ▪ Hangeul 7: Reading of double final consonants 1 hr ▪ Hangeul 8: Some useful expressions before lessons begin 1 hr | |
Unit-1 |
Teaching Hours:12 |
Hangeul 1-8
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Introductory Lessons ▪ Hangeul 1: Introduction of the Korean Language and Hangeul 1 hr ▪ Hangeul 2: Recognition and Identification of 6 vowels and 4 Consonants, reading and writing of syllables or short words and practices 2 hrs ▪ Hangeul 3: Recognition and Identification of 5 vowels and 5 Consonants, reading and writing of syllables or short words and practices 2 hrs ▪ Hangeul 4: Recognition and Identification of 5 vowels and 5 Consonants, reading and writing of syllables or short words and practices 2 hrs ▪ Hangeul 5: Recognition and Identification of 5 vowels and 5 Consonants, reading and writing of syllables or short words and practices 2 hrs ▪ Hangeul 6: Reading of single final consonants 1 hr ▪ Hangeul 7: Reading of double final consonants 1 hr ▪ Hangeul 8: Some useful expressions before lessons begin 1 hr | |
Unit-1 |
Teaching Hours:12 |
Hangeul 1-8
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Introductory Lessons ▪ Hangeul 1: Introduction of the Korean Language and Hangeul 1 hr ▪ Hangeul 2: Recognition and Identification of 6 vowels and 4 Consonants, reading and writing of syllables or short words and practices 2 hrs ▪ Hangeul 3: Recognition and Identification of 5 vowels and 5 Consonants, reading and writing of syllables or short words and practices 2 hrs ▪ Hangeul 4: Recognition and Identification of 5 vowels and 5 Consonants, reading and writing of syllables or short words and practices 2 hrs ▪ Hangeul 5: Recognition and Identification of 5 vowels and 5 Consonants, reading and writing of syllables or short words and practices 2 hrs ▪ Hangeul 6: Reading of single final consonants 1 hr ▪ Hangeul 7: Reading of double final consonants 1 hr ▪ Hangeul 8: Some useful expressions before lessons begin 1 hr | |
Unit-1 |
Teaching Hours:12 |
Hangeul 1-8
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Introductory Lessons ▪ Hangeul 1: Introduction of the Korean Language and Hangeul 1 hr ▪ Hangeul 2: Recognition and Identification of 6 vowels and 4 Consonants, reading and writing of syllables or short words and practices 2 hrs ▪ Hangeul 3: Recognition and Identification of 5 vowels and 5 Consonants, reading and writing of syllables or short words and practices 2 hrs ▪ Hangeul 4: Recognition and Identification of 5 vowels and 5 Consonants, reading and writing of syllables or short words and practices 2 hrs ▪ Hangeul 5: Recognition and Identification of 5 vowels and 5 Consonants, reading and writing of syllables or short words and practices 2 hrs ▪ Hangeul 6: Reading of single final consonants 1 hr ▪ Hangeul 7: Reading of double final consonants 1 hr ▪ Hangeul 8: Some useful expressions before lessons begin 1 hr | |
Unit-1 |
Teaching Hours:12 |
Hangeul 1-8
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Introductory Lessons ▪ Hangeul 1: Introduction of the Korean Language and Hangeul 1 hr ▪ Hangeul 2: Recognition and Identification of 6 vowels and 4 Consonants, reading and writing of syllables or short words and practices 2 hrs ▪ Hangeul 3: Recognition and Identification of 5 vowels and 5 Consonants, reading and writing of syllables or short words and practices 2 hrs ▪ Hangeul 4: Recognition and Identification of 5 vowels and 5 Consonants, reading and writing of syllables or short words and practices 2 hrs ▪ Hangeul 5: Recognition and Identification of 5 vowels and 5 Consonants, reading and writing of syllables or short words and practices 2 hrs ▪ Hangeul 6: Reading of single final consonants 1 hr ▪ Hangeul 7: Reading of double final consonants 1 hr ▪ Hangeul 8: Some useful expressions before lessons begin 1 hr | |
Unit-1 |
Teaching Hours:12 |
Hangeul 1-8
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Introductory Lessons ▪ Hangeul 1: Introduction of the Korean Language and Hangeul 1 hr ▪ Hangeul 2: Recognition and Identification of 6 vowels and 4 Consonants, reading and writing of syllables or short words and practices 2 hrs ▪ Hangeul 3: Recognition and Identification of 5 vowels and 5 Consonants, reading and writing of syllables or short words and practices 2 hrs ▪ Hangeul 4: Recognition and Identification of 5 vowels and 5 Consonants, reading and writing of syllables or short words and practices 2 hrs ▪ Hangeul 5: Recognition and Identification of 5 vowels and 5 Consonants, reading and writing of syllables or short words and practices 2 hrs ▪ Hangeul 6: Reading of single final consonants 1 hr ▪ Hangeul 7: Reading of double final consonants 1 hr ▪ Hangeul 8: Some useful expressions before lessons begin 1 hr | |
Unit-1 |
Teaching Hours:12 |
Hangeul 1-8
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Introductory Lessons ▪ Hangeul 1: Introduction of the Korean Language and Hangeul 1 hr ▪ Hangeul 2: Recognition and Identification of 6 vowels and 4 Consonants, reading and writing of syllables or short words and practices 2 hrs ▪ Hangeul 3: Recognition and Identification of 5 vowels and 5 Consonants, reading and writing of syllables or short words and practices 2 hrs ▪ Hangeul 4: Recognition and Identification of 5 vowels and 5 Consonants, reading and writing of syllables or short words and practices 2 hrs ▪ Hangeul 5: Recognition and Identification of 5 vowels and 5 Consonants, reading and writing of syllables or short words and practices 2 hrs ▪ Hangeul 6: Reading of single final consonants 1 hr ▪ Hangeul 7: Reading of double final consonants 1 hr ▪ Hangeul 8: Some useful expressions before lessons begin 1 hr | |
Unit-1 |
Teaching Hours:12 |
Hangeul 1-8
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Introductory Lessons ▪ Hangeul 1: Introduction of the Korean Language and Hangeul 1 hr ▪ Hangeul 2: Recognition and Identification of 6 vowels and 4 Consonants, reading and writing of syllables or short words and practices 2 hrs ▪ Hangeul 3: Recognition and Identification of 5 vowels and 5 Consonants, reading and writing of syllables or short words and practices 2 hrs ▪ Hangeul 4: Recognition and Identification of 5 vowels and 5 Consonants, reading and writing of syllables or short words and practices 2 hrs ▪ Hangeul 5: Recognition and Identification of 5 vowels and 5 Consonants, reading and writing of syllables or short words and practices 2 hrs ▪ Hangeul 6: Reading of single final consonants 1 hr ▪ Hangeul 7: Reading of double final consonants 1 hr ▪ Hangeul 8: Some useful expressions before lessons begin 1 hr | |
Unit-1 |
Teaching Hours:12 |
Hangeul 1-8
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Introductory Lessons ▪ Hangeul 1: Introduction of the Korean Language and Hangeul 1 hr ▪ Hangeul 2: Recognition and Identification of 6 vowels and 4 Consonants, reading and writing of syllables or short words and practices 2 hrs ▪ Hangeul 3: Recognition and Identification of 5 vowels and 5 Consonants, reading and writing of syllables or short words and practices 2 hrs ▪ Hangeul 4: Recognition and Identification of 5 vowels and 5 Consonants, reading and writing of syllables or short words and practices 2 hrs ▪ Hangeul 5: Recognition and Identification of 5 vowels and 5 Consonants, reading and writing of syllables or short words and practices 2 hrs ▪ Hangeul 6: Reading of single final consonants 1 hr ▪ Hangeul 7: Reading of double final consonants 1 hr ▪ Hangeul 8: Some useful expressions before lessons begin 1 hr | |
Unit-1 |
Teaching Hours:12 |
Hangeul 1-8
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Introductory Lessons ▪ Hangeul 1: Introduction of the Korean Language and Hangeul 1 hr ▪ Hangeul 2: Recognition and Identification of 6 vowels and 4 Consonants, reading and writing of syllables or short words and practices 2 hrs ▪ Hangeul 3: Recognition and Identification of 5 vowels and 5 Consonants, reading and writing of syllables or short words and practices 2 hrs ▪ Hangeul 4: Recognition and Identification of 5 vowels and 5 Consonants, reading and writing of syllables or short words and practices 2 hrs ▪ Hangeul 5: Recognition and Identification of 5 vowels and 5 Consonants, reading and writing of syllables or short words and practices 2 hrs ▪ Hangeul 6: Reading of single final consonants 1 hr ▪ Hangeul 7: Reading of double final consonants 1 hr ▪ Hangeul 8: Some useful expressions before lessons begin 1 hr | |
Unit-1 |
Teaching Hours:12 |
Hangeul 1-8
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Introductory Lessons ▪ Hangeul 1: Introduction of the Korean Language and Hangeul 1 hr ▪ Hangeul 2: Recognition and Identification of 6 vowels and 4 Consonants, reading and writing of syllables or short words and practices 2 hrs ▪ Hangeul 3: Recognition and Identification of 5 vowels and 5 Consonants, reading and writing of syllables or short words and practices 2 hrs ▪ Hangeul 4: Recognition and Identification of 5 vowels and 5 Consonants, reading and writing of syllables or short words and practices 2 hrs ▪ Hangeul 5: Recognition and Identification of 5 vowels and 5 Consonants, reading and writing of syllables or short words and practices 2 hrs ▪ Hangeul 6: Reading of single final consonants 1 hr ▪ Hangeul 7: Reading of double final consonants 1 hr ▪ Hangeul 8: Some useful expressions before lessons begin 1 hr | |
Unit-1 |
Teaching Hours:12 |
Hangeul 1-8
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Introductory Lessons ▪ Hangeul 1: Introduction of the Korean Language and Hangeul 1 hr ▪ Hangeul 2: Recognition and Identification of 6 vowels and 4 Consonants, reading and writing of syllables or short words and practices 2 hrs ▪ Hangeul 3: Recognition and Identification of 5 vowels and 5 Consonants, reading and writing of syllables or short words and practices 2 hrs ▪ Hangeul 4: Recognition and Identification of 5 vowels and 5 Consonants, reading and writing of syllables or short words and practices 2 hrs ▪ Hangeul 5: Recognition and Identification of 5 vowels and 5 Consonants, reading and writing of syllables or short words and practices 2 hrs ▪ Hangeul 6: Reading of single final consonants 1 hr ▪ Hangeul 7: Reading of double final consonants 1 hr ▪ Hangeul 8: Some useful expressions before lessons begin 1 hr | |
Unit-1 |
Teaching Hours:12 |
Hangeul 1-8
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Introductory Lessons ▪ Hangeul 1: Introduction of the Korean Language and Hangeul 1 hr ▪ Hangeul 2: Recognition and Identification of 6 vowels and 4 Consonants, reading and writing of syllables or short words and practices 2 hrs ▪ Hangeul 3: Recognition and Identification of 5 vowels and 5 Consonants, reading and writing of syllables or short words and practices 2 hrs ▪ Hangeul 4: Recognition and Identification of 5 vowels and 5 Consonants, reading and writing of syllables or short words and practices 2 hrs ▪ Hangeul 5: Recognition and Identification of 5 vowels and 5 Consonants, reading and writing of syllables or short words and practices 2 hrs ▪ Hangeul 6: Reading of single final consonants 1 hr ▪ Hangeul 7: Reading of double final consonants 1 hr ▪ Hangeul 8: Some useful expressions before lessons begin 1 hr | |
Unit-1 |
Teaching Hours:12 |
Hangeul 1-8
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Introductory Lessons ▪ Hangeul 1: Introduction of the Korean Language and Hangeul 1 hr ▪ Hangeul 2: Recognition and Identification of 6 vowels and 4 Consonants, reading and writing of syllables or short words and practices 2 hrs ▪ Hangeul 3: Recognition and Identification of 5 vowels and 5 Consonants, reading and writing of syllables or short words and practices 2 hrs ▪ Hangeul 4: Recognition and Identification of 5 vowels and 5 Consonants, reading and writing of syllables or short words and practices 2 hrs ▪ Hangeul 5: Recognition and Identification of 5 vowels and 5 Consonants, reading and writing of syllables or short words and practices 2 hrs ▪ Hangeul 6: Reading of single final consonants 1 hr ▪ Hangeul 7: Reading of double final consonants 1 hr ▪ Hangeul 8: Some useful expressions before lessons begin 1 hr | |
Unit-1 |
Teaching Hours:12 |
Hangeul 1-8
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Introductory Lessons ▪ Hangeul 1: Introduction of the Korean Language and Hangeul 1 hr ▪ Hangeul 2: Recognition and Identification of 6 vowels and 4 Consonants, reading and writing of syllables or short words and practices 2 hrs ▪ Hangeul 3: Recognition and Identification of 5 vowels and 5 Consonants, reading and writing of syllables or short words and practices 2 hrs ▪ Hangeul 4: Recognition and Identification of 5 vowels and 5 Consonants, reading and writing of syllables or short words and practices 2 hrs ▪ Hangeul 5: Recognition and Identification of 5 vowels and 5 Consonants, reading and writing of syllables or short words and practices 2 hrs ▪ Hangeul 6: Reading of single final consonants 1 hr ▪ Hangeul 7: Reading of double final consonants 1 hr ▪ Hangeul 8: Some useful expressions before lessons begin 1 hr | |
Unit-1 |
Teaching Hours:12 |
Hangeul 1-8
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Introductory Lessons ▪ Hangeul 1: Introduction of the Korean Language and Hangeul 1 hr ▪ Hangeul 2: Recognition and Identification of 6 vowels and 4 Consonants, reading and writing of syllables or short words and practices 2 hrs ▪ Hangeul 3: Recognition and Identification of 5 vowels and 5 Consonants, reading and writing of syllables or short words and practices 2 hrs ▪ Hangeul 4: Recognition and Identification of 5 vowels and 5 Consonants, reading and writing of syllables or short words and practices 2 hrs ▪ Hangeul 5: Recognition and Identification of 5 vowels and 5 Consonants, reading and writing of syllables or short words and practices 2 hrs ▪ Hangeul 6: Reading of single final consonants 1 hr ▪ Hangeul 7: Reading of double final consonants 1 hr ▪ Hangeul 8: Some useful expressions before lessons begin 1 hr | |
Unit-1 |
Teaching Hours:12 |
Hangeul 1-8
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Introductory Lessons ▪ Hangeul 1: Introduction of the Korean Language and Hangeul 1 hr ▪ Hangeul 2: Recognition and Identification of 6 vowels and 4 Consonants, reading and writing of syllables or short words and practices 2 hrs ▪ Hangeul 3: Recognition and Identification of 5 vowels and 5 Consonants, reading and writing of syllables or short words and practices 2 hrs ▪ Hangeul 4: Recognition and Identification of 5 vowels and 5 Consonants, reading and writing of syllables or short words and practices 2 hrs ▪ Hangeul 5: Recognition and Identification of 5 vowels and 5 Consonants, reading and writing of syllables or short words and practices 2 hrs ▪ Hangeul 6: Reading of single final consonants 1 hr ▪ Hangeul 7: Reading of double final consonants 1 hr ▪ Hangeul 8: Some useful expressions before lessons begin 1 hr | |
Unit-1 |
Teaching Hours:12 |
Hangeul 1-8
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Introductory Lessons ▪ Hangeul 1: Introduction of the Korean Language and Hangeul 1 hr ▪ Hangeul 2: Recognition and Identification of 6 vowels and 4 Consonants, reading and writing of syllables or short words and practices 2 hrs ▪ Hangeul 3: Recognition and Identification of 5 vowels and 5 Consonants, reading and writing of syllables or short words and practices 2 hrs ▪ Hangeul 4: Recognition and Identification of 5 vowels and 5 Consonants, reading and writing of syllables or short words and practices 2 hrs ▪ Hangeul 5: Recognition and Identification of 5 vowels and 5 Consonants, reading and writing of syllables or short words and practices 2 hrs ▪ Hangeul 6: Reading of single final consonants 1 hr ▪ Hangeul 7: Reading of double final consonants 1 hr ▪ Hangeul 8: Some useful expressions before lessons begin 1 hr | |
Unit-1 |
Teaching Hours:12 |
Hangeul 1-8
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Introductory Lessons ▪ Hangeul 1: Introduction of the Korean Language and Hangeul 1 hr ▪ Hangeul 2: Recognition and Identification of 6 vowels and 4 Consonants, reading and writing of syllables or short words and practices 2 hrs ▪ Hangeul 3: Recognition and Identification of 5 vowels and 5 Consonants, reading and writing of syllables or short words and practices 2 hrs ▪ Hangeul 4: Recognition and Identification of 5 vowels and 5 Consonants, reading and writing of syllables or short words and practices 2 hrs ▪ Hangeul 5: Recognition and Identification of 5 vowels and 5 Consonants, reading and writing of syllables or short words and practices 2 hrs ▪ Hangeul 6: Reading of single final consonants 1 hr ▪ Hangeul 7: Reading of double final consonants 1 hr ▪ Hangeul 8: Some useful expressions before lessons begin 1 hr | |
Unit-1 |
Teaching Hours:12 |
Hangeul 1-8
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Introductory Lessons ▪ Hangeul 1: Introduction of the Korean Language and Hangeul 1 hr ▪ Hangeul 2: Recognition and Identification of 6 vowels and 4 Consonants, reading and writing of syllables or short words and practices 2 hrs ▪ Hangeul 3: Recognition and Identification of 5 vowels and 5 Consonants, reading and writing of syllables or short words and practices 2 hrs ▪ Hangeul 4: Recognition and Identification of 5 vowels and 5 Consonants, reading and writing of syllables or short words and practices 2 hrs ▪ Hangeul 5: Recognition and Identification of 5 vowels and 5 Consonants, reading and writing of syllables or short words and practices 2 hrs ▪ Hangeul 6: Reading of single final consonants 1 hr ▪ Hangeul 7: Reading of double final consonants 1 hr ▪ Hangeul 8: Some useful expressions before lessons begin 1 hr | |
Unit-1 |
Teaching Hours:12 |
Hangeul 1-8
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Introductory Lessons ▪ Hangeul 1: Introduction of the Korean Language and Hangeul 1 hr ▪ Hangeul 2: Recognition and Identification of 6 vowels and 4 Consonants, reading and writing of syllables or short words and practices 2 hrs ▪ Hangeul 3: Recognition and Identification of 5 vowels and 5 Consonants, reading and writing of syllables or short words and practices 2 hrs ▪ Hangeul 4: Recognition and Identification of 5 vowels and 5 Consonants, reading and writing of syllables or short words and practices 2 hrs ▪ Hangeul 5: Recognition and Identification of 5 vowels and 5 Consonants, reading and writing of syllables or short words and practices 2 hrs ▪ Hangeul 6: Reading of single final consonants 1 hr ▪ Hangeul 7: Reading of double final consonants 1 hr ▪ Hangeul 8: Some useful expressions before lessons begin 1 hr | |
Unit-1 |
Teaching Hours:12 |
Hangeul 1-8
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Introductory Lessons ▪ Hangeul 1: Introduction of the Korean Language and Hangeul 1 hr ▪ Hangeul 2: Recognition and Identification of 6 vowels and 4 Consonants, reading and writing of syllables or short words and practices 2 hrs ▪ Hangeul 3: Recognition and Identification of 5 vowels and 5 Consonants, reading and writing of syllables or short words and practices 2 hrs ▪ Hangeul 4: Recognition and Identification of 5 vowels and 5 Consonants, reading and writing of syllables or short words and practices 2 hrs ▪ Hangeul 5: Recognition and Identification of 5 vowels and 5 Consonants, reading and writing of syllables or short words and practices 2 hrs ▪ Hangeul 6: Reading of single final consonants 1 hr ▪ Hangeul 7: Reading of double final consonants 1 hr ▪ Hangeul 8: Some useful expressions before lessons begin 1 hr | |
Unit-1 |
Teaching Hours:12 |
Hangeul 1-8
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Introductory Lessons ▪ Hangeul 1: Introduction of the Korean Language and Hangeul 1 hr ▪ Hangeul 2: Recognition and Identification of 6 vowels and 4 Consonants, reading and writing of syllables or short words and practices 2 hrs ▪ Hangeul 3: Recognition and Identification of 5 vowels and 5 Consonants, reading and writing of syllables or short words and practices 2 hrs ▪ Hangeul 4: Recognition and Identification of 5 vowels and 5 Consonants, reading and writing of syllables or short words and practices 2 hrs ▪ Hangeul 5: Recognition and Identification of 5 vowels and 5 Consonants, reading and writing of syllables or short words and practices 2 hrs ▪ Hangeul 6: Reading of single final consonants 1 hr ▪ Hangeul 7: Reading of double final consonants 1 hr ▪ Hangeul 8: Some useful expressions before lessons begin 1 hr | |
Unit-1 |
Teaching Hours:12 |
Hangeul 1-8
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Introductory Lessons ▪ Hangeul 1: Introduction of the Korean Language and Hangeul 1 hr ▪ Hangeul 2: Recognition and Identification of 6 vowels and 4 Consonants, reading and writing of syllables or short words and practices 2 hrs ▪ Hangeul 3: Recognition and Identification of 5 vowels and 5 Consonants, reading and writing of syllables or short words and practices 2 hrs ▪ Hangeul 4: Recognition and Identification of 5 vowels and 5 Consonants, reading and writing of syllables or short words and practices 2 hrs ▪ Hangeul 5: Recognition and Identification of 5 vowels and 5 Consonants, reading and writing of syllables or short words and practices 2 hrs ▪ Hangeul 6: Reading of single final consonants 1 hr ▪ Hangeul 7: Reading of double final consonants 1 hr ▪ Hangeul 8: Some useful expressions before lessons begin 1 hr | |
Unit-1 |
Teaching Hours:12 |
Hangeul 1-8
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Introductory Lessons ▪ Hangeul 1: Introduction of the Korean Language and Hangeul 1 hr ▪ Hangeul 2: Recognition and Identification of 6 vowels and 4 Consonants, reading and writing of syllables or short words and practices 2 hrs ▪ Hangeul 3: Recognition and Identification of 5 vowels and 5 Consonants, reading and writing of syllables or short words and practices 2 hrs ▪ Hangeul 4: Recognition and Identification of 5 vowels and 5 Consonants, reading and writing of syllables or short words and practices 2 hrs ▪ Hangeul 5: Recognition and Identification of 5 vowels and 5 Consonants, reading and writing of syllables or short words and practices 2 hrs ▪ Hangeul 6: Reading of single final consonants 1 hr ▪ Hangeul 7: Reading of double final consonants 1 hr ▪ Hangeul 8: Some useful expressions before lessons begin 1 hr | |
Unit-1 |
Teaching Hours:12 |
Hangeul 1-8
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Introductory Lessons ▪ Hangeul 1: Introduction of the Korean Language and Hangeul 1 hr ▪ Hangeul 2: Recognition and Identification of 6 vowels and 4 Consonants, reading and writing of syllables or short words and practices 2 hrs ▪ Hangeul 3: Recognition and Identification of 5 vowels and 5 Consonants, reading and writing of syllables or short words and practices 2 hrs ▪ Hangeul 4: Recognition and Identification of 5 vowels and 5 Consonants, reading and writing of syllables or short words and practices 2 hrs ▪ Hangeul 5: Recognition and Identification of 5 vowels and 5 Consonants, reading and writing of syllables or short words and practices 2 hrs ▪ Hangeul 6: Reading of single final consonants 1 hr ▪ Hangeul 7: Reading of double final consonants 1 hr ▪ Hangeul 8: Some useful expressions before lessons begin 1 hr | |
Unit-2 |
Teaching Hours:18 |
Lesson 1-4
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Lessons ▪ Unit 1: Introductions, introducing another person, Grammar (am, is, are)/who 4 hrs ▪ Unit 2: Asking the name of things, asking about possessions, grammar-this thing/ that thing/ what is this? 4 hrs ▪ Unit 3: Ordering in a cafeteria, buying things in a stationery store, grammar-to have/ Korean numbers/how many things 4 hrs ▪ Unit 4: Talking about the location of a person, talking about the location of a building, grammar- subject marker/place marker/where 4 hrs ▪ Summary of the lessons 2 hrs | |
Unit-2 |
Teaching Hours:18 |
Lesson 1-4
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Lessons ▪ Unit 1: Introductions, introducing another person, Grammar (am, is, are)/who 4 hrs ▪ Unit 2: Asking the name of things, asking about possessions, grammar-this thing/ that thing/ what is this? 4 hrs ▪ Unit 3: Ordering in a cafeteria, buying things in a stationery store, grammar-to have/ Korean numbers/how many things 4 hrs ▪ Unit 4: Talking about the location of a person, talking about the location of a building, grammar- subject marker/place marker/where 4 hrs ▪ Summary of the lessons 2 hrs | |
Unit-2 |
Teaching Hours:18 |
Lesson 1-4
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Lessons ▪ Unit 1: Introductions, introducing another person, Grammar (am, is, are)/who 4 hrs ▪ Unit 2: Asking the name of things, asking about possessions, grammar-this thing/ that thing/ what is this? 4 hrs ▪ Unit 3: Ordering in a cafeteria, buying things in a stationery store, grammar-to have/ Korean numbers/how many things 4 hrs ▪ Unit 4: Talking about the location of a person, talking about the location of a building, grammar- subject marker/place marker/where 4 hrs ▪ Summary of the lessons 2 hrs | |
Unit-2 |
Teaching Hours:18 |
Lesson 1-4
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Lessons ▪ Unit 1: Introductions, introducing another person, Grammar (am, is, are)/who 4 hrs ▪ Unit 2: Asking the name of things, asking about possessions, grammar-this thing/ that thing/ what is this? 4 hrs ▪ Unit 3: Ordering in a cafeteria, buying things in a stationery store, grammar-to have/ Korean numbers/how many things 4 hrs ▪ Unit 4: Talking about the location of a person, talking about the location of a building, grammar- subject marker/place marker/where 4 hrs ▪ Summary of the lessons 2 hrs | |
Unit-2 |
Teaching Hours:18 |
Lesson 1-4
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Lessons ▪ Unit 1: Introductions, introducing another person, Grammar (am, is, are)/who 4 hrs ▪ Unit 2: Asking the name of things, asking about possessions, grammar-this thing/ that thing/ what is this? 4 hrs ▪ Unit 3: Ordering in a cafeteria, buying things in a stationery store, grammar-to have/ Korean numbers/how many things 4 hrs ▪ Unit 4: Talking about the location of a person, talking about the location of a building, grammar- subject marker/place marker/where 4 hrs ▪ Summary of the lessons 2 hrs | |
Unit-2 |
Teaching Hours:18 |
Lesson 1-4
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Lessons ▪ Unit 1: Introductions, introducing another person, Grammar (am, is, are)/who 4 hrs ▪ Unit 2: Asking the name of things, asking about possessions, grammar-this thing/ that thing/ what is this? 4 hrs ▪ Unit 3: Ordering in a cafeteria, buying things in a stationery store, grammar-to have/ Korean numbers/how many things 4 hrs ▪ Unit 4: Talking about the location of a person, talking about the location of a building, grammar- subject marker/place marker/where 4 hrs ▪ Summary of the lessons 2 hrs | |
Unit-2 |
Teaching Hours:18 |
Lesson 1-4
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Lessons ▪ Unit 1: Introductions, introducing another person, Grammar (am, is, are)/who 4 hrs ▪ Unit 2: Asking the name of things, asking about possessions, grammar-this thing/ that thing/ what is this? 4 hrs ▪ Unit 3: Ordering in a cafeteria, buying things in a stationery store, grammar-to have/ Korean numbers/how many things 4 hrs ▪ Unit 4: Talking about the location of a person, talking about the location of a building, grammar- subject marker/place marker/where 4 hrs ▪ Summary of the lessons 2 hrs | |
Unit-2 |
Teaching Hours:18 |
Lesson 1-4
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Lessons ▪ Unit 1: Introductions, introducing another person, Grammar (am, is, are)/who 4 hrs ▪ Unit 2: Asking the name of things, asking about possessions, grammar-this thing/ that thing/ what is this? 4 hrs ▪ Unit 3: Ordering in a cafeteria, buying things in a stationery store, grammar-to have/ Korean numbers/how many things 4 hrs ▪ Unit 4: Talking about the location of a person, talking about the location of a building, grammar- subject marker/place marker/where 4 hrs ▪ Summary of the lessons 2 hrs | |
Unit-2 |
Teaching Hours:18 |
Lesson 1-4
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Lessons ▪ Unit 1: Introductions, introducing another person, Grammar (am, is, are)/who 4 hrs ▪ Unit 2: Asking the name of things, asking about possessions, grammar-this thing/ that thing/ what is this? 4 hrs ▪ Unit 3: Ordering in a cafeteria, buying things in a stationery store, grammar-to have/ Korean numbers/how many things 4 hrs ▪ Unit 4: Talking about the location of a person, talking about the location of a building, grammar- subject marker/place marker/where 4 hrs ▪ Summary of the lessons 2 hrs | |
Unit-2 |
Teaching Hours:18 |
Lesson 1-4
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Lessons ▪ Unit 1: Introductions, introducing another person, Grammar (am, is, are)/who 4 hrs ▪ Unit 2: Asking the name of things, asking about possessions, grammar-this thing/ that thing/ what is this? 4 hrs ▪ Unit 3: Ordering in a cafeteria, buying things in a stationery store, grammar-to have/ Korean numbers/how many things 4 hrs ▪ Unit 4: Talking about the location of a person, talking about the location of a building, grammar- subject marker/place marker/where 4 hrs ▪ Summary of the lessons 2 hrs | |
Unit-2 |
Teaching Hours:18 |
Lesson 1-4
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Lessons ▪ Unit 1: Introductions, introducing another person, Grammar (am, is, are)/who 4 hrs ▪ Unit 2: Asking the name of things, asking about possessions, grammar-this thing/ that thing/ what is this? 4 hrs ▪ Unit 3: Ordering in a cafeteria, buying things in a stationery store, grammar-to have/ Korean numbers/how many things 4 hrs ▪ Unit 4: Talking about the location of a person, talking about the location of a building, grammar- subject marker/place marker/where 4 hrs ▪ Summary of the lessons 2 hrs | |
Unit-2 |
Teaching Hours:18 |
Lesson 1-4
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Lessons ▪ Unit 1: Introductions, introducing another person, Grammar (am, is, are)/who 4 hrs ▪ Unit 2: Asking the name of things, asking about possessions, grammar-this thing/ that thing/ what is this? 4 hrs ▪ Unit 3: Ordering in a cafeteria, buying things in a stationery store, grammar-to have/ Korean numbers/how many things 4 hrs ▪ Unit 4: Talking about the location of a person, talking about the location of a building, grammar- subject marker/place marker/where 4 hrs ▪ Summary of the lessons 2 hrs | |
Unit-2 |
Teaching Hours:18 |
Lesson 1-4
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Lessons ▪ Unit 1: Introductions, introducing another person, Grammar (am, is, are)/who 4 hrs ▪ Unit 2: Asking the name of things, asking about possessions, grammar-this thing/ that thing/ what is this? 4 hrs ▪ Unit 3: Ordering in a cafeteria, buying things in a stationery store, grammar-to have/ Korean numbers/how many things 4 hrs ▪ Unit 4: Talking about the location of a person, talking about the location of a building, grammar- subject marker/place marker/where 4 hrs ▪ Summary of the lessons 2 hrs | |
Unit-2 |
Teaching Hours:18 |
Lesson 1-4
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Lessons ▪ Unit 1: Introductions, introducing another person, Grammar (am, is, are)/who 4 hrs ▪ Unit 2: Asking the name of things, asking about possessions, grammar-this thing/ that thing/ what is this? 4 hrs ▪ Unit 3: Ordering in a cafeteria, buying things in a stationery store, grammar-to have/ Korean numbers/how many things 4 hrs ▪ Unit 4: Talking about the location of a person, talking about the location of a building, grammar- subject marker/place marker/where 4 hrs ▪ Summary of the lessons 2 hrs | |
Unit-2 |
Teaching Hours:18 |
Lesson 1-4
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Lessons ▪ Unit 1: Introductions, introducing another person, Grammar (am, is, are)/who 4 hrs ▪ Unit 2: Asking the name of things, asking about possessions, grammar-this thing/ that thing/ what is this? 4 hrs ▪ Unit 3: Ordering in a cafeteria, buying things in a stationery store, grammar-to have/ Korean numbers/how many things 4 hrs ▪ Unit 4: Talking about the location of a person, talking about the location of a building, grammar- subject marker/place marker/where 4 hrs ▪ Summary of the lessons 2 hrs | |
Unit-2 |
Teaching Hours:18 |
Lesson 1-4
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Lessons ▪ Unit 1: Introductions, introducing another person, Grammar (am, is, are)/who 4 hrs ▪ Unit 2: Asking the name of things, asking about possessions, grammar-this thing/ that thing/ what is this? 4 hrs ▪ Unit 3: Ordering in a cafeteria, buying things in a stationery store, grammar-to have/ Korean numbers/how many things 4 hrs ▪ Unit 4: Talking about the location of a person, talking about the location of a building, grammar- subject marker/place marker/where 4 hrs ▪ Summary of the lessons 2 hrs | |
Unit-2 |
Teaching Hours:18 |
Lesson 1-4
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Lessons ▪ Unit 1: Introductions, introducing another person, Grammar (am, is, are)/who 4 hrs ▪ Unit 2: Asking the name of things, asking about possessions, grammar-this thing/ that thing/ what is this? 4 hrs ▪ Unit 3: Ordering in a cafeteria, buying things in a stationery store, grammar-to have/ Korean numbers/how many things 4 hrs ▪ Unit 4: Talking about the location of a person, talking about the location of a building, grammar- subject marker/place marker/where 4 hrs ▪ Summary of the lessons 2 hrs | |
Unit-2 |
Teaching Hours:18 |
Lesson 1-4
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Lessons ▪ Unit 1: Introductions, introducing another person, Grammar (am, is, are)/who 4 hrs ▪ Unit 2: Asking the name of things, asking about possessions, grammar-this thing/ that thing/ what is this? 4 hrs ▪ Unit 3: Ordering in a cafeteria, buying things in a stationery store, grammar-to have/ Korean numbers/how many things 4 hrs ▪ Unit 4: Talking about the location of a person, talking about the location of a building, grammar- subject marker/place marker/where 4 hrs ▪ Summary of the lessons 2 hrs | |
Unit-2 |
Teaching Hours:18 |
Lesson 1-4
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Lessons ▪ Unit 1: Introductions, introducing another person, Grammar (am, is, are)/who 4 hrs ▪ Unit 2: Asking the name of things, asking about possessions, grammar-this thing/ that thing/ what is this? 4 hrs ▪ Unit 3: Ordering in a cafeteria, buying things in a stationery store, grammar-to have/ Korean numbers/how many things 4 hrs ▪ Unit 4: Talking about the location of a person, talking about the location of a building, grammar- subject marker/place marker/where 4 hrs ▪ Summary of the lessons 2 hrs | |
Unit-2 |
Teaching Hours:18 |
Lesson 1-4
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Lessons ▪ Unit 1: Introductions, introducing another person, Grammar (am, is, are)/who 4 hrs ▪ Unit 2: Asking the name of things, asking about possessions, grammar-this thing/ that thing/ what is this? 4 hrs ▪ Unit 3: Ordering in a cafeteria, buying things in a stationery store, grammar-to have/ Korean numbers/how many things 4 hrs ▪ Unit 4: Talking about the location of a person, talking about the location of a building, grammar- subject marker/place marker/where 4 hrs ▪ Summary of the lessons 2 hrs | |
Unit-2 |
Teaching Hours:18 |
Lesson 1-4
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Lessons ▪ Unit 1: Introductions, introducing another person, Grammar (am, is, are)/who 4 hrs ▪ Unit 2: Asking the name of things, asking about possessions, grammar-this thing/ that thing/ what is this? 4 hrs ▪ Unit 3: Ordering in a cafeteria, buying things in a stationery store, grammar-to have/ Korean numbers/how many things 4 hrs ▪ Unit 4: Talking about the location of a person, talking about the location of a building, grammar- subject marker/place marker/where 4 hrs ▪ Summary of the lessons 2 hrs | |
Unit-2 |
Teaching Hours:18 |
Lesson 1-4
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Lessons ▪ Unit 1: Introductions, introducing another person, Grammar (am, is, are)/who 4 hrs ▪ Unit 2: Asking the name of things, asking about possessions, grammar-this thing/ that thing/ what is this? 4 hrs ▪ Unit 3: Ordering in a cafeteria, buying things in a stationery store, grammar-to have/ Korean numbers/how many things 4 hrs ▪ Unit 4: Talking about the location of a person, talking about the location of a building, grammar- subject marker/place marker/where 4 hrs ▪ Summary of the lessons 2 hrs | |
Unit-2 |
Teaching Hours:18 |
Lesson 1-4
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Lessons ▪ Unit 1: Introductions, introducing another person, Grammar (am, is, are)/who 4 hrs ▪ Unit 2: Asking the name of things, asking about possessions, grammar-this thing/ that thing/ what is this? 4 hrs ▪ Unit 3: Ordering in a cafeteria, buying things in a stationery store, grammar-to have/ Korean numbers/how many things 4 hrs ▪ Unit 4: Talking about the location of a person, talking about the location of a building, grammar- subject marker/place marker/where 4 hrs ▪ Summary of the lessons 2 hrs | |
Unit-2 |
Teaching Hours:18 |
Lesson 1-4
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Lessons ▪ Unit 1: Introductions, introducing another person, Grammar (am, is, are)/who 4 hrs ▪ Unit 2: Asking the name of things, asking about possessions, grammar-this thing/ that thing/ what is this? 4 hrs ▪ Unit 3: Ordering in a cafeteria, buying things in a stationery store, grammar-to have/ Korean numbers/how many things 4 hrs ▪ Unit 4: Talking about the location of a person, talking about the location of a building, grammar- subject marker/place marker/where 4 hrs ▪ Summary of the lessons 2 hrs | |
Unit-2 |
Teaching Hours:18 |
Lesson 1-4
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Lessons ▪ Unit 1: Introductions, introducing another person, Grammar (am, is, are)/who 4 hrs ▪ Unit 2: Asking the name of things, asking about possessions, grammar-this thing/ that thing/ what is this? 4 hrs ▪ Unit 3: Ordering in a cafeteria, buying things in a stationery store, grammar-to have/ Korean numbers/how many things 4 hrs ▪ Unit 4: Talking about the location of a person, talking about the location of a building, grammar- subject marker/place marker/where 4 hrs ▪ Summary of the lessons 2 hrs | |
Unit-2 |
Teaching Hours:18 |
Lesson 1-4
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Lessons ▪ Unit 1: Introductions, introducing another person, Grammar (am, is, are)/who 4 hrs ▪ Unit 2: Asking the name of things, asking about possessions, grammar-this thing/ that thing/ what is this? 4 hrs ▪ Unit 3: Ordering in a cafeteria, buying things in a stationery store, grammar-to have/ Korean numbers/how many things 4 hrs ▪ Unit 4: Talking about the location of a person, talking about the location of a building, grammar- subject marker/place marker/where 4 hrs ▪ Summary of the lessons 2 hrs | |
Unit-2 |
Teaching Hours:18 |
Lesson 1-4
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Lessons ▪ Unit 1: Introductions, introducing another person, Grammar (am, is, are)/who 4 hrs ▪ Unit 2: Asking the name of things, asking about possessions, grammar-this thing/ that thing/ what is this? 4 hrs ▪ Unit 3: Ordering in a cafeteria, buying things in a stationery store, grammar-to have/ Korean numbers/how many things 4 hrs ▪ Unit 4: Talking about the location of a person, talking about the location of a building, grammar- subject marker/place marker/where 4 hrs ▪ Summary of the lessons 2 hrs | |
Unit-2 |
Teaching Hours:18 |
Lesson 1-4
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Lessons ▪ Unit 1: Introductions, introducing another person, Grammar (am, is, are)/who 4 hrs ▪ Unit 2: Asking the name of things, asking about possessions, grammar-this thing/ that thing/ what is this? 4 hrs ▪ Unit 3: Ordering in a cafeteria, buying things in a stationery store, grammar-to have/ Korean numbers/how many things 4 hrs ▪ Unit 4: Talking about the location of a person, talking about the location of a building, grammar- subject marker/place marker/where 4 hrs ▪ Summary of the lessons 2 hrs | |
Unit-2 |
Teaching Hours:18 |
Lesson 1-4
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Lessons ▪ Unit 1: Introductions, introducing another person, Grammar (am, is, are)/who 4 hrs ▪ Unit 2: Asking the name of things, asking about possessions, grammar-this thing/ that thing/ what is this? 4 hrs ▪ Unit 3: Ordering in a cafeteria, buying things in a stationery store, grammar-to have/ Korean numbers/how many things 4 hrs ▪ Unit 4: Talking about the location of a person, talking about the location of a building, grammar- subject marker/place marker/where 4 hrs ▪ Summary of the lessons 2 hrs | |
Unit-2 |
Teaching Hours:18 |
Lesson 1-4
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Lessons ▪ Unit 1: Introductions, introducing another person, Grammar (am, is, are)/who 4 hrs ▪ Unit 2: Asking the name of things, asking about possessions, grammar-this thing/ that thing/ what is this? 4 hrs ▪ Unit 3: Ordering in a cafeteria, buying things in a stationery store, grammar-to have/ Korean numbers/how many things 4 hrs ▪ Unit 4: Talking about the location of a person, talking about the location of a building, grammar- subject marker/place marker/where 4 hrs ▪ Summary of the lessons 2 hrs | |
Unit-2 |
Teaching Hours:18 |
Lesson 1-4
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Lessons ▪ Unit 1: Introductions, introducing another person, Grammar (am, is, are)/who 4 hrs ▪ Unit 2: Asking the name of things, asking about possessions, grammar-this thing/ that thing/ what is this? 4 hrs ▪ Unit 3: Ordering in a cafeteria, buying things in a stationery store, grammar-to have/ Korean numbers/how many things 4 hrs ▪ Unit 4: Talking about the location of a person, talking about the location of a building, grammar- subject marker/place marker/where 4 hrs ▪ Summary of the lessons 2 hrs | |
Unit-2 |
Teaching Hours:18 |
Lesson 1-4
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Lessons ▪ Unit 1: Introductions, introducing another person, Grammar (am, is, are)/who 4 hrs ▪ Unit 2: Asking the name of things, asking about possessions, grammar-this thing/ that thing/ what is this? 4 hrs ▪ Unit 3: Ordering in a cafeteria, buying things in a stationery store, grammar-to have/ Korean numbers/how many things 4 hrs ▪ Unit 4: Talking about the location of a person, talking about the location of a building, grammar- subject marker/place marker/where 4 hrs ▪ Summary of the lessons 2 hrs | |
Unit-2 |
Teaching Hours:18 |
Lesson 1-4
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Lessons ▪ Unit 1: Introductions, introducing another person, Grammar (am, is, are)/who 4 hrs ▪ Unit 2: Asking the name of things, asking about possessions, grammar-this thing/ that thing/ what is this? 4 hrs ▪ Unit 3: Ordering in a cafeteria, buying things in a stationery store, grammar-to have/ Korean numbers/how many things 4 hrs ▪ Unit 4: Talking about the location of a person, talking about the location of a building, grammar- subject marker/place marker/where 4 hrs ▪ Summary of the lessons 2 hrs | |
Text Books And Reference Books: Textbook: Sogang Korean 1A (Student’s book), Sogang Korean 1A (Workbook) | |
Essential Reading / Recommended Reading Reference books: 1. Grammar and vocabulary supplementary book 2. Korean Culture 77. | |
Evaluation Pattern Question 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 / Dialogue and Essay writing – 20 mark | |
SAN181-3 - BASIC SANSKRIT (2023 Batch) | |
Total Teaching Hours for Semester:30 |
No of Lecture Hours/Week:2 |
Max Marks:50 |
Credits:2 |
Course Objectives/Course Description |
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Sanskrit is the ancient language of India. Foundational Sanskrit has been introduced to the undergraduate students. This course helps the student to read, write, understand, and converse in Sanskrit. The focus would be on understanding the Sanskrit texts rather than just learning the grammar or the vocabulary. |
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Learning Outcome |
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CO1: Identify and understand the alphabet and vocabulary CO2: Develop their communication skills CO3: Improve their reading and writing skills. |
Unit-1 |
Teaching Hours:15 |
Unit:1 Phonetics:
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1: Introduction to Sanskrit Varnamala/Alphabets 2: Grammar Fundamentals –UccharaNa Sthanam Kantastha, thalavya, moordhanya, dantoshta , Ohtvya Rama Shabda – akaanatha pulling raama shabda
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Unit-1 |
Teaching Hours:15 |
Unit:1 Phonetics:
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1: Introduction to Sanskrit Varnamala/Alphabets 2: Grammar Fundamentals –UccharaNa Sthanam Kantastha, thalavya, moordhanya, dantoshta , Ohtvya Rama Shabda – akaanatha pulling raama shabda
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Unit-1 |
Teaching Hours:15 |
Unit:1 Phonetics:
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1: Introduction to Sanskrit Varnamala/Alphabets 2: Grammar Fundamentals –UccharaNa Sthanam Kantastha, thalavya, moordhanya, dantoshta , Ohtvya Rama Shabda – akaanatha pulling raama shabda
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Unit-1 |
Teaching Hours:15 |
Unit:1 Phonetics:
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1: Introduction to Sanskrit Varnamala/Alphabets 2: Grammar Fundamentals –UccharaNa Sthanam Kantastha, thalavya, moordhanya, dantoshta , Ohtvya Rama Shabda – akaanatha pulling raama shabda
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Unit-1 |
Teaching Hours:15 |
Unit:1 Phonetics:
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1: Introduction to Sanskrit Varnamala/Alphabets 2: Grammar Fundamentals –UccharaNa Sthanam Kantastha, thalavya, moordhanya, dantoshta , Ohtvya Rama Shabda – akaanatha pulling raama shabda
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Unit-1 |
Teaching Hours:15 |
Unit:1 Phonetics:
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1: Introduction to Sanskrit Varnamala/Alphabets 2: Grammar Fundamentals –UccharaNa Sthanam Kantastha, thalavya, moordhanya, dantoshta , Ohtvya Rama Shabda – akaanatha pulling raama shabda
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Unit-1 |
Teaching Hours:15 |
Unit:1 Phonetics:
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1: Introduction to Sanskrit Varnamala/Alphabets 2: Grammar Fundamentals –UccharaNa Sthanam Kantastha, thalavya, moordhanya, dantoshta , Ohtvya Rama Shabda – akaanatha pulling raama shabda
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Unit-1 |
Teaching Hours:15 |
Unit:1 Phonetics:
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1: Introduction to Sanskrit Varnamala/Alphabets 2: Grammar Fundamentals –UccharaNa Sthanam Kantastha, thalavya, moordhanya, dantoshta , Ohtvya Rama Shabda – akaanatha pulling raama shabda
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Unit-1 |
Teaching Hours:15 |
Unit:1 Phonetics:
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1: Introduction to Sanskrit Varnamala/Alphabets 2: Grammar Fundamentals –UccharaNa Sthanam Kantastha, thalavya, moordhanya, dantoshta , Ohtvya Rama Shabda – akaanatha pulling raama shabda
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Unit-1 |
Teaching Hours:15 |
Unit:1 Phonetics:
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1: Introduction to Sanskrit Varnamala/Alphabets 2: Grammar Fundamentals –UccharaNa Sthanam Kantastha, thalavya, moordhanya, dantoshta , Ohtvya Rama Shabda – akaanatha pulling raama shabda
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Unit-1 |
Teaching Hours:15 |
Unit:1 Phonetics:
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1: Introduction to Sanskrit Varnamala/Alphabets 2: Grammar Fundamentals –UccharaNa Sthanam Kantastha, thalavya, moordhanya, dantoshta , Ohtvya Rama Shabda – akaanatha pulling raama shabda
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Unit-1 |
Teaching Hours:15 |
Unit:1 Phonetics:
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1: Introduction to Sanskrit Varnamala/Alphabets 2: Grammar Fundamentals –UccharaNa Sthanam Kantastha, thalavya, moordhanya, dantoshta , Ohtvya Rama Shabda – akaanatha pulling raama shabda
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Unit-1 |
Teaching Hours:15 |
Unit:1 Phonetics:
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1: Introduction to Sanskrit Varnamala/Alphabets 2: Grammar Fundamentals –UccharaNa Sthanam Kantastha, thalavya, moordhanya, dantoshta , Ohtvya Rama Shabda – akaanatha pulling raama shabda
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Unit-1 |
Teaching Hours:15 |
Unit:1 Phonetics:
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1: Introduction to Sanskrit Varnamala/Alphabets 2: Grammar Fundamentals –UccharaNa Sthanam Kantastha, thalavya, moordhanya, dantoshta , Ohtvya Rama Shabda – akaanatha pulling raama shabda
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Unit-1 |
Teaching Hours:15 |
Unit:1 Phonetics:
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1: Introduction to Sanskrit Varnamala/Alphabets 2: Grammar Fundamentals –UccharaNa Sthanam Kantastha, thalavya, moordhanya, dantoshta , Ohtvya Rama Shabda – akaanatha pulling raama shabda
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Unit-1 |
Teaching Hours:15 |
Unit:1 Phonetics:
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1: Introduction to Sanskrit Varnamala/Alphabets 2: Grammar Fundamentals –UccharaNa Sthanam Kantastha, thalavya, moordhanya, dantoshta , Ohtvya Rama Shabda – akaanatha pulling raama shabda
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Unit-1 |
Teaching Hours:15 |
Unit:1 Phonetics:
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1: Introduction to Sanskrit Varnamala/Alphabets 2: Grammar Fundamentals –UccharaNa Sthanam Kantastha, thalavya, moordhanya, dantoshta , Ohtvya Rama Shabda – akaanatha pulling raama shabda
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Unit-1 |
Teaching Hours:15 |
Unit:1 Phonetics:
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1: Introduction to Sanskrit Varnamala/Alphabets 2: Grammar Fundamentals –UccharaNa Sthanam Kantastha, thalavya, moordhanya, dantoshta , Ohtvya Rama Shabda – akaanatha pulling raama shabda
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Unit-1 |
Teaching Hours:15 |
Unit:1 Phonetics:
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1: Introduction to Sanskrit Varnamala/Alphabets 2: Grammar Fundamentals –UccharaNa Sthanam Kantastha, thalavya, moordhanya, dantoshta , Ohtvya Rama Shabda – akaanatha pulling raama shabda
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Unit-1 |
Teaching Hours:15 |
Unit:1 Phonetics:
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1: Introduction to Sanskrit Varnamala/Alphabets 2: Grammar Fundamentals –UccharaNa Sthanam Kantastha, thalavya, moordhanya, dantoshta , Ohtvya Rama Shabda – akaanatha pulling raama shabda
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Unit-1 |
Teaching Hours:15 |
Unit:1 Phonetics:
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1: Introduction to Sanskrit Varnamala/Alphabets 2: Grammar Fundamentals –UccharaNa Sthanam Kantastha, thalavya, moordhanya, dantoshta , Ohtvya Rama Shabda – akaanatha pulling raama shabda
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Unit-1 |
Teaching Hours:15 |
Unit:1 Phonetics:
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1: Introduction to Sanskrit Varnamala/Alphabets 2: Grammar Fundamentals –UccharaNa Sthanam Kantastha, thalavya, moordhanya, dantoshta , Ohtvya Rama Shabda – akaanatha pulling raama shabda
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Unit-1 |
Teaching Hours:15 |
Unit:1 Phonetics:
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1: Introduction to Sanskrit Varnamala/Alphabets 2: Grammar Fundamentals –UccharaNa Sthanam Kantastha, thalavya, moordhanya, dantoshta , Ohtvya Rama Shabda – akaanatha pulling raama shabda
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Unit-1 |
Teaching Hours:15 |
Unit:1 Phonetics:
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1: Introduction to Sanskrit Varnamala/Alphabets 2: Grammar Fundamentals –UccharaNa Sthanam Kantastha, thalavya, moordhanya, dantoshta , Ohtvya Rama Shabda – akaanatha pulling raama shabda
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Unit-1 |
Teaching Hours:15 |
Unit:1 Phonetics:
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1: Introduction to Sanskrit Varnamala/Alphabets 2: Grammar Fundamentals –UccharaNa Sthanam Kantastha, thalavya, moordhanya, dantoshta , Ohtvya Rama Shabda – akaanatha pulling raama shabda
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Unit-1 |
Teaching Hours:15 |
Unit:1 Phonetics:
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1: Introduction to Sanskrit Varnamala/Alphabets 2: Grammar Fundamentals –UccharaNa Sthanam Kantastha, thalavya, moordhanya, dantoshta , Ohtvya Rama Shabda – akaanatha pulling raama shabda
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Unit-1 |
Teaching Hours:15 |
Unit:1 Phonetics:
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1: Introduction to Sanskrit Varnamala/Alphabets 2: Grammar Fundamentals –UccharaNa Sthanam Kantastha, thalavya, moordhanya, dantoshta , Ohtvya Rama Shabda – akaanatha pulling raama shabda
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Unit-1 |
Teaching Hours:15 |
Unit:1 Phonetics:
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1: Introduction to Sanskrit Varnamala/Alphabets 2: Grammar Fundamentals –UccharaNa Sthanam Kantastha, thalavya, moordhanya, dantoshta , Ohtvya Rama Shabda – akaanatha pulling raama shabda
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Unit-1 |
Teaching Hours:15 |
Unit:1 Phonetics:
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1: Introduction to Sanskrit Varnamala/Alphabets 2: Grammar Fundamentals –UccharaNa Sthanam Kantastha, thalavya, moordhanya, dantoshta , Ohtvya Rama Shabda – akaanatha pulling raama shabda
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Unit-1 |
Teaching Hours:15 |
Unit:1 Phonetics:
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1: Introduction to Sanskrit Varnamala/Alphabets 2: Grammar Fundamentals –UccharaNa Sthanam Kantastha, thalavya, moordhanya, dantoshta , Ohtvya Rama Shabda – akaanatha pulling raama shabda
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Unit-1 |
Teaching Hours:15 |
Unit:1 Phonetics:
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1: Introduction to Sanskrit Varnamala/Alphabets 2: Grammar Fundamentals –UccharaNa Sthanam Kantastha, thalavya, moordhanya, dantoshta , Ohtvya Rama Shabda – akaanatha pulling raama shabda
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Unit-1 |
Teaching Hours:15 |
Unit:1 Phonetics:
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1: Introduction to Sanskrit Varnamala/Alphabets 2: Grammar Fundamentals –UccharaNa Sthanam Kantastha, thalavya, moordhanya, dantoshta , Ohtvya Rama Shabda – akaanatha pulling raama shabda
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Unit-1 |
Teaching Hours:15 |
Unit:1 Phonetics:
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1: Introduction to Sanskrit Varnamala/Alphabets 2: Grammar Fundamentals –UccharaNa Sthanam Kantastha, thalavya, moordhanya, dantoshta , Ohtvya Rama Shabda – akaanatha pulling raama shabda
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Unit-1 |
Teaching Hours:15 |
Unit:1 Phonetics:
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1: Introduction to Sanskrit Varnamala/Alphabets 2: Grammar Fundamentals –UccharaNa Sthanam Kantastha, thalavya, moordhanya, dantoshta , Ohtvya Rama Shabda – akaanatha pulling raama shabda
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Unit-1 |
Teaching Hours:15 |
Unit:1 Phonetics:
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1: Introduction to Sanskrit Varnamala/Alphabets 2: Grammar Fundamentals –UccharaNa Sthanam Kantastha, thalavya, moordhanya, dantoshta , Ohtvya Rama Shabda – akaanatha pulling raama shabda
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Unit-1 |
Teaching Hours:15 |
Unit:1 Phonetics:
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1: Introduction to Sanskrit Varnamala/Alphabets 2: Grammar Fundamentals –UccharaNa Sthanam Kantastha, thalavya, moordhanya, dantoshta , Ohtvya Rama Shabda – akaanatha pulling raama shabda
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Unit-1 |
Teaching Hours:15 |
Unit:1 Phonetics:
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1: Introduction to Sanskrit Varnamala/Alphabets 2: Grammar Fundamentals –UccharaNa Sthanam Kantastha, thalavya, moordhanya, dantoshta , Ohtvya Rama Shabda – akaanatha pulling raama shabda
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Unit-1 |
Teaching Hours:15 |
Unit:1 Phonetics:
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1: Introduction to Sanskrit Varnamala/Alphabets 2: Grammar Fundamentals –UccharaNa Sthanam Kantastha, thalavya, moordhanya, dantoshta , Ohtvya Rama Shabda – akaanatha pulling raama shabda
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Unit-1 |
Teaching Hours:15 |
Unit:1 Phonetics:
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1: Introduction to Sanskrit Varnamala/Alphabets 2: Grammar Fundamentals –UccharaNa Sthanam Kantastha, thalavya, moordhanya, dantoshta , Ohtvya Rama Shabda – akaanatha pulling raama shabda
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Unit-1 |
Teaching Hours:15 |
Unit:1 Phonetics:
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1: Introduction to Sanskrit Varnamala/Alphabets 2: Grammar Fundamentals –UccharaNa Sthanam Kantastha, thalavya, moordhanya, dantoshta , Ohtvya Rama Shabda – akaanatha pulling raama shabda
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Unit-1 |
Teaching Hours:15 |
Unit:1 Phonetics:
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1: Introduction to Sanskrit Varnamala/Alphabets 2: Grammar Fundamentals –UccharaNa Sthanam Kantastha, thalavya, moordhanya, dantoshta , Ohtvya Rama Shabda – akaanatha pulling raama shabda
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Unit-1 |
Teaching Hours:15 |
Unit:1 Phonetics:
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1: Introduction to Sanskrit Varnamala/Alphabets 2: Grammar Fundamentals –UccharaNa Sthanam Kantastha, thalavya, moordhanya, dantoshta , Ohtvya Rama Shabda – akaanatha pulling raama shabda
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Unit-1 |
Teaching Hours:15 |
Unit:1 Phonetics:
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1: Introduction to Sanskrit Varnamala/Alphabets 2: Grammar Fundamentals –UccharaNa Sthanam Kantastha, thalavya, moordhanya, dantoshta , Ohtvya Rama Shabda – akaanatha pulling raama shabda
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Unit-2 |
Teaching Hours:15 |
Unit 2 Morphology
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1. Verb System Simplified: Present Tense Verb- Root verbs. Lat lakaara ,Parasmai and Atmane padi 2. Numbers in Sanskrit. 1 to 20 Numbers and their use in a sentence 3.. Time telling in Sanskrit: How to tell time and schedule in Sanskrit
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Unit-2 |
Teaching Hours:15 |
Unit 2 Morphology
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1. Verb System Simplified: Present Tense Verb- Root verbs. Lat lakaara ,Parasmai and Atmane padi 2. Numbers in Sanskrit. 1 to 20 Numbers and their use in a sentence 3.. Time telling in Sanskrit: How to tell time and schedule in Sanskrit
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Unit-2 |
Teaching Hours:15 |
Unit 2 Morphology
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1. Verb System Simplified: Present Tense Verb- Root verbs. Lat lakaara ,Parasmai and Atmane padi 2. Numbers in Sanskrit. 1 to 20 Numbers and their use in a sentence 3.. Time telling in Sanskrit: How to tell time and schedule in Sanskrit
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Unit-2 |
Teaching Hours:15 |
Unit 2 Morphology
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1. Verb System Simplified: Present Tense Verb- Root verbs. Lat lakaara ,Parasmai and Atmane padi 2. Numbers in Sanskrit. 1 to 20 Numbers and their use in a sentence 3.. Time telling in Sanskrit: How to tell time and schedule in Sanskrit
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Unit-2 |
Teaching Hours:15 |
Unit 2 Morphology
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1. Verb System Simplified: Present Tense Verb- Root verbs. Lat lakaara ,Parasmai and Atmane padi 2. Numbers in Sanskrit. 1 to 20 Numbers and their use in a sentence 3.. Time telling in Sanskrit: How to tell time and schedule in Sanskrit
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Unit-2 |
Teaching Hours:15 |
Unit 2 Morphology
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1. Verb System Simplified: Present Tense Verb- Root verbs. Lat lakaara ,Parasmai and Atmane padi 2. Numbers in Sanskrit. 1 to 20 Numbers and their use in a sentence 3.. Time telling in Sanskrit: How to tell time and schedule in Sanskrit
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Unit-2 |
Teaching Hours:15 |
Unit 2 Morphology
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1. Verb System Simplified: Present Tense Verb- Root verbs. Lat lakaara ,Parasmai and Atmane padi 2. Numbers in Sanskrit. 1 to 20 Numbers and their use in a sentence 3.. Time telling in Sanskrit: How to tell time and schedule in Sanskrit
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Unit-2 |
Teaching Hours:15 |
Unit 2 Morphology
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1. Verb System Simplified: Present Tense Verb- Root verbs. Lat lakaara ,Parasmai and Atmane padi 2. Numbers in Sanskrit. 1 to 20 Numbers and their use in a sentence 3.. Time telling in Sanskrit: How to tell time and schedule in Sanskrit
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Unit-2 |
Teaching Hours:15 |
Unit 2 Morphology
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1. Verb System Simplified: Present Tense Verb- Root verbs. Lat lakaara ,Parasmai and Atmane padi 2. Numbers in Sanskrit. 1 to 20 Numbers and their use in a sentence 3.. Time telling in Sanskrit: How to tell time and schedule in Sanskrit
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Unit-2 |
Teaching Hours:15 |
Unit 2 Morphology
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1. Verb System Simplified: Present Tense Verb- Root verbs. Lat lakaara ,Parasmai and Atmane padi 2. Numbers in Sanskrit. 1 to 20 Numbers and their use in a sentence 3.. Time telling in Sanskrit: How to tell time and schedule in Sanskrit
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Unit-2 |
Teaching Hours:15 |
Unit 2 Morphology
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1. Verb System Simplified: Present Tense Verb- Root verbs. Lat lakaara ,Parasmai and Atmane padi 2. Numbers in Sanskrit. 1 to 20 Numbers and their use in a sentence 3.. Time telling in Sanskrit: How to tell time and schedule in Sanskrit
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Unit-2 |
Teaching Hours:15 |
Unit 2 Morphology
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1. Verb System Simplified: Present Tense Verb- Root verbs. Lat lakaara ,Parasmai and Atmane padi 2. Numbers in Sanskrit. 1 to 20 Numbers and their use in a sentence 3.. Time telling in Sanskrit: How to tell time and schedule in Sanskrit
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Unit-2 |
Teaching Hours:15 |
Unit 2 Morphology
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1. Verb System Simplified: Present Tense Verb- Root verbs. Lat lakaara ,Parasmai and Atmane padi 2. Numbers in Sanskrit. 1 to 20 Numbers and their use in a sentence 3.. Time telling in Sanskrit: How to tell time and schedule in Sanskrit
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Unit-2 |
Teaching Hours:15 |
Unit 2 Morphology
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1. Verb System Simplified: Present Tense Verb- Root verbs. Lat lakaara ,Parasmai and Atmane padi 2. Numbers in Sanskrit. 1 to 20 Numbers and their use in a sentence 3.. Time telling in Sanskrit: How to tell time and schedule in Sanskrit
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Unit-2 |
Teaching Hours:15 |
Unit 2 Morphology
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1. Verb System Simplified: Present Tense Verb- Root verbs. Lat lakaara ,Parasmai and Atmane padi 2. Numbers in Sanskrit. 1 to 20 Numbers and their use in a sentence 3.. Time telling in Sanskrit: How to tell time and schedule in Sanskrit
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Unit-2 |
Teaching Hours:15 |
Unit 2 Morphology
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1. Verb System Simplified: Present Tense Verb- Root verbs. Lat lakaara ,Parasmai and Atmane padi 2. Numbers in Sanskrit. 1 to 20 Numbers and their use in a sentence 3.. Time telling in Sanskrit: How to tell time and schedule in Sanskrit
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Unit-2 |
Teaching Hours:15 |
Unit 2 Morphology
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1. Verb System Simplified: Present Tense Verb- Root verbs. Lat lakaara ,Parasmai and Atmane padi 2. Numbers in Sanskrit. 1 to 20 Numbers and their use in a sentence 3.. Time telling in Sanskrit: How to tell time and schedule in Sanskrit
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Unit-2 |
Teaching Hours:15 |
Unit 2 Morphology
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1. Verb System Simplified: Present Tense Verb- Root verbs. Lat lakaara ,Parasmai and Atmane padi 2. Numbers in Sanskrit. 1 to 20 Numbers and their use in a sentence 3.. Time telling in Sanskrit: How to tell time and schedule in Sanskrit
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Unit-2 |
Teaching Hours:15 |
Unit 2 Morphology
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1. Verb System Simplified: Present Tense Verb- Root verbs. Lat lakaara ,Parasmai and Atmane padi 2. Numbers in Sanskrit. 1 to 20 Numbers and their use in a sentence 3.. Time telling in Sanskrit: How to tell time and schedule in Sanskrit
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Unit-2 |
Teaching Hours:15 |
Unit 2 Morphology
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1. Verb System Simplified: Present Tense Verb- Root verbs. Lat lakaara ,Parasmai and Atmane padi 2. Numbers in Sanskrit. 1 to 20 Numbers and their use in a sentence 3.. Time telling in Sanskrit: How to tell time and schedule in Sanskrit
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Unit-2 |
Teaching Hours:15 |
Unit 2 Morphology
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1. Verb System Simplified: Present Tense Verb- Root verbs. Lat lakaara ,Parasmai and Atmane padi 2. Numbers in Sanskrit. 1 to 20 Numbers and their use in a sentence 3.. Time telling in Sanskrit: How to tell time and schedule in Sanskrit
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Unit-2 |
Teaching Hours:15 |
Unit 2 Morphology
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1. Verb System Simplified: Present Tense Verb- Root verbs. Lat lakaara ,Parasmai and Atmane padi 2. Numbers in Sanskrit. 1 to 20 Numbers and their use in a sentence 3.. Time telling in Sanskrit: How to tell time and schedule in Sanskrit
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Unit-2 |
Teaching Hours:15 |
Unit 2 Morphology
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1. Verb System Simplified: Present Tense Verb- Root verbs. Lat lakaara ,Parasmai and Atmane padi 2. Numbers in Sanskrit. 1 to 20 Numbers and their use in a sentence 3.. Time telling in Sanskrit: How to tell time and schedule in Sanskrit
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Unit-2 |
Teaching Hours:15 |
Unit 2 Morphology
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1. Verb System Simplified: Present Tense Verb- Root verbs. Lat lakaara ,Parasmai and Atmane padi 2. Numbers in Sanskrit. 1 to 20 Numbers and their use in a sentence 3.. Time telling in Sanskrit: How to tell time and schedule in Sanskrit
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Unit-2 |
Teaching Hours:15 |
Unit 2 Morphology
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1. Verb System Simplified: Present Tense Verb- Root verbs. Lat lakaara ,Parasmai and Atmane padi 2. Numbers in Sanskrit. 1 to 20 Numbers and their use in a sentence 3.. Time telling in Sanskrit: How to tell time and schedule in Sanskrit
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Unit-2 |
Teaching Hours:15 |
Unit 2 Morphology
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1. Verb System Simplified: Present Tense Verb- Root verbs. Lat lakaara ,Parasmai and Atmane padi 2. Numbers in Sanskrit. 1 to 20 Numbers and their use in a sentence 3.. Time telling in Sanskrit: How to tell time and schedule in Sanskrit
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Unit-2 |
Teaching Hours:15 |
Unit 2 Morphology
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1. Verb System Simplified: Present Tense Verb- Root verbs. Lat lakaara ,Parasmai and Atmane padi 2. Numbers in Sanskrit. 1 to 20 Numbers and their use in a sentence 3.. Time telling in Sanskrit: How to tell time and schedule in Sanskrit
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Unit-2 |
Teaching Hours:15 |
Unit 2 Morphology
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1. Verb System Simplified: Present Tense Verb- Root verbs. Lat lakaara ,Parasmai and Atmane padi 2. Numbers in Sanskrit. 1 to 20 Numbers and their use in a sentence 3.. Time telling in Sanskrit: How to tell time and schedule in Sanskrit
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Unit-2 |
Teaching Hours:15 |
Unit 2 Morphology
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1. Verb System Simplified: Present Tense Verb- Root verbs. Lat lakaara ,Parasmai and Atmane padi 2. Numbers in Sanskrit. 1 to 20 Numbers and their use in a sentence 3.. Time telling in Sanskrit: How to tell time and schedule in Sanskrit
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Unit-2 |
Teaching Hours:15 |
Unit 2 Morphology
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1. Verb System Simplified: Present Tense Verb- Root verbs. Lat lakaara ,Parasmai and Atmane padi 2. Numbers in Sanskrit. 1 to 20 Numbers and their use in a sentence 3.. Time telling in Sanskrit: How to tell time and schedule in Sanskrit
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Unit-2 |
Teaching Hours:15 |
Unit 2 Morphology
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1. Verb System Simplified: Present Tense Verb- Root verbs. Lat lakaara ,Parasmai and Atmane padi 2. Numbers in Sanskrit. 1 to 20 Numbers and their use in a sentence 3.. Time telling in Sanskrit: How to tell time and schedule in Sanskrit
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Unit-2 |
Teaching Hours:15 |
Unit 2 Morphology
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1. Verb System Simplified: Present Tense Verb- Root verbs. Lat lakaara ,Parasmai and Atmane padi 2. Numbers in Sanskrit. 1 to 20 Numbers and their use in a sentence 3.. Time telling in Sanskrit: How to tell time and schedule in Sanskrit
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Unit-2 |
Teaching Hours:15 |
Unit 2 Morphology
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1. Verb System Simplified: Present Tense Verb- Root verbs. Lat lakaara ,Parasmai and Atmane padi 2. Numbers in Sanskrit. 1 to 20 Numbers and their use in a sentence 3.. Time telling in Sanskrit: How to tell time and schedule in Sanskrit
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Unit-2 |
Teaching Hours:15 |
Unit 2 Morphology
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1. Verb System Simplified: Present Tense Verb- Root verbs. Lat lakaara ,Parasmai and Atmane padi 2. Numbers in Sanskrit. 1 to 20 Numbers and their use in a sentence 3.. Time telling in Sanskrit: How to tell time and schedule in Sanskrit
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Unit-2 |
Teaching Hours:15 |
Unit 2 Morphology
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1. Verb System Simplified: Present Tense Verb- Root verbs. Lat lakaara ,Parasmai and Atmane padi 2. Numbers in Sanskrit. 1 to 20 Numbers and their use in a sentence 3.. Time telling in Sanskrit: How to tell time and schedule in Sanskrit
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Unit-2 |
Teaching Hours:15 |
Unit 2 Morphology
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1. Verb System Simplified: Present Tense Verb- Root verbs. Lat lakaara ,Parasmai and Atmane padi 2. Numbers in Sanskrit. 1 to 20 Numbers and their use in a sentence 3.. Time telling in Sanskrit: How to tell time and schedule in Sanskrit
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Unit-2 |
Teaching Hours:15 |
Unit 2 Morphology
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1. Verb System Simplified: Present Tense Verb- Root verbs. Lat lakaara ,Parasmai and Atmane padi 2. Numbers in Sanskrit. 1 to 20 Numbers and their use in a sentence 3.. Time telling in Sanskrit: How to tell time and schedule in Sanskrit
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Unit-2 |
Teaching Hours:15 |
Unit 2 Morphology
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1. Verb System Simplified: Present Tense Verb- Root verbs. Lat lakaara ,Parasmai and Atmane padi 2. Numbers in Sanskrit. 1 to 20 Numbers and their use in a sentence 3.. Time telling in Sanskrit: How to tell time and schedule in Sanskrit
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Unit-2 |
Teaching Hours:15 |
Unit 2 Morphology
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1. Verb System Simplified: Present Tense Verb- Root verbs. Lat lakaara ,Parasmai and Atmane padi 2. Numbers in Sanskrit. 1 to 20 Numbers and their use in a sentence 3.. Time telling in Sanskrit: How to tell time and schedule in Sanskrit
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Unit-2 |
Teaching Hours:15 |
Unit 2 Morphology
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1. Verb System Simplified: Present Tense Verb- Root verbs. Lat lakaara ,Parasmai and Atmane padi 2. Numbers in Sanskrit. 1 to 20 Numbers and their use in a sentence 3.. Time telling in Sanskrit: How to tell time and schedule in Sanskrit
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Unit-2 |
Teaching Hours:15 |
Unit 2 Morphology
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1. Verb System Simplified: Present Tense Verb- Root verbs. Lat lakaara ,Parasmai and Atmane padi 2. Numbers in Sanskrit. 1 to 20 Numbers and their use in a sentence 3.. Time telling in Sanskrit: How to tell time and schedule in Sanskrit
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Unit-2 |
Teaching Hours:15 |
Unit 2 Morphology
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1. Verb System Simplified: Present Tense Verb- Root verbs. Lat lakaara ,Parasmai and Atmane padi 2. Numbers in Sanskrit. 1 to 20 Numbers and their use in a sentence 3.. Time telling in Sanskrit: How to tell time and schedule in Sanskrit
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Unit-2 |
Teaching Hours:15 |
Unit 2 Morphology
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1. Verb System Simplified: Present Tense Verb- Root verbs. Lat lakaara ,Parasmai and Atmane padi 2. Numbers in Sanskrit. 1 to 20 Numbers and their use in a sentence 3.. Time telling in Sanskrit: How to tell time and schedule in Sanskrit
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Text Books And Reference Books: 1. Sanskrit Vocabulary Builder-Book Paperback – 1 by Vyoma Linguistic Labs Foundation 2. Sanskrit Grammar and Reference Book Paperback – 1 by Prof. Ratnakar Narale 3.A Sanskrit Reader: Text and Vocabulary and Notes Hardcover by Charles Rockwell Lanman | |
Essential Reading / Recommended Reading 1. The Cambridge Introduction to Sanskrit Hardcover – by A. M. Ruppel 2. Sabdarupasangrahah Paperback – Sanskrit Edition by Vyoma Linguistic Labs
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Evaluation Pattern The evaluation and assessment will be based on Continuous Internal Assessment and an end Semester Examination. 1. Objective type of exam and oral examination as CIA and end exam 2. 85% of attendance. 3. The final credits will be weighted average of 2 CIA and ESE
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SAN282-3 - SANSKRIT (ADVANCED) (2023 Batch) | |
Total Teaching Hours for Semester:30 |
No of Lecture Hours/Week:2 |
Max Marks:50 |
Credits:2 |
Course Objectives/Course Description |
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Bhartrhari's nitishatakam is, as the name itself suggests, is a set of a hundred verses on morals and ethics of human behavior. Bhartrhari has divided these hundred verses into ten topics of ten verses each. These contain verses on the power of wealth, the haughtiness of kings, the futility of greed, the vicissitudes of fate, and so on. The book contains the original text and Hindi translation. The poetical beauty of this work makes it indispensable for all lovers of literature. Dandin is the Avantisundarī or Avantisundarīkathā (The Story of the Beautiful Lady from Avanti). Like the Dashakumaracharita this is in prose, but is even more fragmentarily preserved: the two surviving manuscripts break off early in the text. A later Sanskrit poem, the Avantisundarīkathāsāra (Gist of the Story of the Beautiful Lady from Avanti) seems to have summarised the full story, and its surviving portion covers more of the story, and more again is preserved in a thirteenth-century Telugu translation. These texts overlap significantly with the stories in the Dashakumaracharita. Precisely how the Dashakumaracharita and the Avantisundarī originally related is unclear. Although many have argued that the two must have been composed by different people, the Avantisundarī too is 'unmistakably ascribed to Daṇḍin by its colophons and by later sources'. By learning grammar, it builds analytical, linguistic, and communication skills that are transferrable to many other areas like law, government, and tech. |
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Learning Outcome |
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CO1: Specify the classification and characteristics of selected portions of Literature. CO2: Understand in detail with application shlokas. CO3: Learn in-depth selected portions of the texts CO4: Deliberate the characteristics of selected portions of literature. CO5: Write in detail with examples.
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Unit-1 |
Teaching Hours:12 |
Subhashithani-Barthruhari?s Neethi shatakam, Selected 30 shlokas
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Bhartrhari's nitishatakam is, as the name itself suggests, is a set of a hundred verses on morals and ethics of human behavior. Bhartrhari has divided these hundred verses into ten topics of ten verses each. These contain verses on the power of wealth, the haughtiness of kings, the futility of greed, the vicissitudes of fate, and so on. The book contains the original text and Hindi translation. The poetical beauty of this work makes it indispensable for all lovers of literature. | |
Unit-1 |
Teaching Hours:12 |
Subhashithani-Barthruhari?s Neethi shatakam, Selected 30 shlokas
|
|
Bhartrhari's nitishatakam is, as the name itself suggests, is a set of a hundred verses on morals and ethics of human behavior. Bhartrhari has divided these hundred verses into ten topics of ten verses each. These contain verses on the power of wealth, the haughtiness of kings, the futility of greed, the vicissitudes of fate, and so on. The book contains the original text and Hindi translation. The poetical beauty of this work makes it indispensable for all lovers of literature. | |
Unit-1 |
Teaching Hours:12 |
Subhashithani-Barthruhari?s Neethi shatakam, Selected 30 shlokas
|
|
Bhartrhari's nitishatakam is, as the name itself suggests, is a set of a hundred verses on morals and ethics of human behavior. Bhartrhari has divided these hundred verses into ten topics of ten verses each. These contain verses on the power of wealth, the haughtiness of kings, the futility of greed, the vicissitudes of fate, and so on. The book contains the original text and Hindi translation. The poetical beauty of this work makes it indispensable for all lovers of literature. | |
Unit-1 |
Teaching Hours:12 |
Subhashithani-Barthruhari?s Neethi shatakam, Selected 30 shlokas
|
|
Bhartrhari's nitishatakam is, as the name itself suggests, is a set of a hundred verses on morals and ethics of human behavior. Bhartrhari has divided these hundred verses into ten topics of ten verses each. These contain verses on the power of wealth, the haughtiness of kings, the futility of greed, the vicissitudes of fate, and so on. The book contains the original text and Hindi translation. The poetical beauty of this work makes it indispensable for all lovers of literature. | |
Unit-1 |
Teaching Hours:12 |
Subhashithani-Barthruhari?s Neethi shatakam, Selected 30 shlokas
|
|
Bhartrhari's nitishatakam is, as the name itself suggests, is a set of a hundred verses on morals and ethics of human behavior. Bhartrhari has divided these hundred verses into ten topics of ten verses each. These contain verses on the power of wealth, the haughtiness of kings, the futility of greed, the vicissitudes of fate, and so on. The book contains the original text and Hindi translation. The poetical beauty of this work makes it indispensable for all lovers of literature. | |
Unit-1 |
Teaching Hours:12 |
Subhashithani-Barthruhari?s Neethi shatakam, Selected 30 shlokas
|
|
Bhartrhari's nitishatakam is, as the name itself suggests, is a set of a hundred verses on morals and ethics of human behavior. Bhartrhari has divided these hundred verses into ten topics of ten verses each. These contain verses on the power of wealth, the haughtiness of kings, the futility of greed, the vicissitudes of fate, and so on. The book contains the original text and Hindi translation. The poetical beauty of this work makes it indispensable for all lovers of literature. | |
Unit-1 |
Teaching Hours:12 |
Subhashithani-Barthruhari?s Neethi shatakam, Selected 30 shlokas
|
|
Bhartrhari's nitishatakam is, as the name itself suggests, is a set of a hundred verses on morals and ethics of human behavior. Bhartrhari has divided these hundred verses into ten topics of ten verses each. These contain verses on the power of wealth, the haughtiness of kings, the futility of greed, the vicissitudes of fate, and so on. The book contains the original text and Hindi translation. The poetical beauty of this work makes it indispensable for all lovers of literature. | |
Unit-2 |
Teaching Hours:12 |
Avantisundarī parinaya
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Daṇḍin is the Avantisundarī or Avantisundarīkathā (The Story of the Beautiful Lady from Avanti). Like the Dashakumaracharita this is in prose, but is even more fragmentarily preserved: the two surviving manuscripts break off early in the text. A later Sanskrit poem, the Avantisundarīkathāsāra (Gist of the Story of the Beautiful Lady from Avanti) seems to have summarised the full story, and its surviving portion covers more of the story, and more again is preserved in a thirteenth-century Telugu translation. These texts overlap significantly with the stories in the Dashakumaracharita. Precisely how the Dashakumaracharita and the Avantisundarī originally related is unclear. Although many have argued that the two must have been composed by different people, the Avantisundarī too is 'unmistakably ascribed to Daṇḍin by its colophons and by later sources'. | |
Unit-2 |
Teaching Hours:12 |
Avantisundarī parinaya
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Daṇḍin is the Avantisundarī or Avantisundarīkathā (The Story of the Beautiful Lady from Avanti). Like the Dashakumaracharita this is in prose, but is even more fragmentarily preserved: the two surviving manuscripts break off early in the text. A later Sanskrit poem, the Avantisundarīkathāsāra (Gist of the Story of the Beautiful Lady from Avanti) seems to have summarised the full story, and its surviving portion covers more of the story, and more again is preserved in a thirteenth-century Telugu translation. These texts overlap significantly with the stories in the Dashakumaracharita. Precisely how the Dashakumaracharita and the Avantisundarī originally related is unclear. Although many have argued that the two must have been composed by different people, the Avantisundarī too is 'unmistakably ascribed to Daṇḍin by its colophons and by later sources'. | |
Unit-2 |
Teaching Hours:12 |
Avantisundarī parinaya
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Daṇḍin is the Avantisundarī or Avantisundarīkathā (The Story of the Beautiful Lady from Avanti). Like the Dashakumaracharita this is in prose, but is even more fragmentarily preserved: the two surviving manuscripts break off early in the text. A later Sanskrit poem, the Avantisundarīkathāsāra (Gist of the Story of the Beautiful Lady from Avanti) seems to have summarised the full story, and its surviving portion covers more of the story, and more again is preserved in a thirteenth-century Telugu translation. These texts overlap significantly with the stories in the Dashakumaracharita. Precisely how the Dashakumaracharita and the Avantisundarī originally related is unclear. Although many have argued that the two must have been composed by different people, the Avantisundarī too is 'unmistakably ascribed to Daṇḍin by its colophons and by later sources'. | |
Unit-2 |
Teaching Hours:12 |
Avantisundarī parinaya
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Daṇḍin is the Avantisundarī or Avantisundarīkathā (The Story of the Beautiful Lady from Avanti). Like the Dashakumaracharita this is in prose, but is even more fragmentarily preserved: the two surviving manuscripts break off early in the text. A later Sanskrit poem, the Avantisundarīkathāsāra (Gist of the Story of the Beautiful Lady from Avanti) seems to have summarised the full story, and its surviving portion covers more of the story, and more again is preserved in a thirteenth-century Telugu translation. These texts overlap significantly with the stories in the Dashakumaracharita. Precisely how the Dashakumaracharita and the Avantisundarī originally related is unclear. Although many have argued that the two must have been composed by different people, the Avantisundarī too is 'unmistakably ascribed to Daṇḍin by its colophons and by later sources'. | |
Unit-2 |
Teaching Hours:12 |
Avantisundarī parinaya
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Daṇḍin is the Avantisundarī or Avantisundarīkathā (The Story of the Beautiful Lady from Avanti). Like the Dashakumaracharita this is in prose, but is even more fragmentarily preserved: the two surviving manuscripts break off early in the text. A later Sanskrit poem, the Avantisundarīkathāsāra (Gist of the Story of the Beautiful Lady from Avanti) seems to have summarised the full story, and its surviving portion covers more of the story, and more again is preserved in a thirteenth-century Telugu translation. These texts overlap significantly with the stories in the Dashakumaracharita. Precisely how the Dashakumaracharita and the Avantisundarī originally related is unclear. Although many have argued that the two must have been composed by different people, the Avantisundarī too is 'unmistakably ascribed to Daṇḍin by its colophons and by later sources'. | |
Unit-2 |
Teaching Hours:12 |
Avantisundarī parinaya
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Daṇḍin is the Avantisundarī or Avantisundarīkathā (The Story of the Beautiful Lady from Avanti). Like the Dashakumaracharita this is in prose, but is even more fragmentarily preserved: the two surviving manuscripts break off early in the text. A later Sanskrit poem, the Avantisundarīkathāsāra (Gist of the Story of the Beautiful Lady from Avanti) seems to have summarised the full story, and its surviving portion covers more of the story, and more again is preserved in a thirteenth-century Telugu translation. These texts overlap significantly with the stories in the Dashakumaracharita. Precisely how the Dashakumaracharita and the Avantisundarī originally related is unclear. Although many have argued that the two must have been composed by different people, the Avantisundarī too is 'unmistakably ascribed to Daṇḍin by its colophons and by later sources'. | |
Unit-2 |
Teaching Hours:12 |
Avantisundarī parinaya
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Daṇḍin is the Avantisundarī or Avantisundarīkathā (The Story of the Beautiful Lady from Avanti). Like the Dashakumaracharita this is in prose, but is even more fragmentarily preserved: the two surviving manuscripts break off early in the text. A later Sanskrit poem, the Avantisundarīkathāsāra (Gist of the Story of the Beautiful Lady from Avanti) seems to have summarised the full story, and its surviving portion covers more of the story, and more again is preserved in a thirteenth-century Telugu translation. These texts overlap significantly with the stories in the Dashakumaracharita. Precisely how the Dashakumaracharita and the Avantisundarī originally related is unclear. Although many have argued that the two must have been composed by different people, the Avantisundarī too is 'unmistakably ascribed to Daṇḍin by its colophons and by later sources'. | |
Unit-3 |
Teaching Hours:8 |
Grammar
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By learning grammar, it builds analytical, linguistic, and communication skills that are transferrable to many other areas like law, government, and tech | |
Unit-3 |
Teaching Hours:8 |
Grammar
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By learning grammar, it builds analytical, linguistic, and communication skills that are transferrable to many other areas like law, government, and tech | |
Unit-3 |
Teaching Hours:8 |
Grammar
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By learning grammar, it builds analytical, linguistic, and communication skills that are transferrable to many other areas like law, government, and tech | |
Unit-3 |
Teaching Hours:8 |
Grammar
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By learning grammar, it builds analytical, linguistic, and communication skills that are transferrable to many other areas like law, government, and tech | |
Unit-3 |
Teaching Hours:8 |
Grammar
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By learning grammar, it builds analytical, linguistic, and communication skills that are transferrable to many other areas like law, government, and tech | |
Unit-3 |
Teaching Hours:8 |
Grammar
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By learning grammar, it builds analytical, linguistic, and communication skills that are transferrable to many other areas like law, government, and tech | |
Unit-3 |
Teaching Hours:8 |
Grammar
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By learning grammar, it builds analytical, linguistic, and communication skills that are transferrable to many other areas like law, government, and tech | |
Text Books And Reference Books:
1. Dandin’s Dashakumara Caritam by Arthur W Ryder 2. Barthruhari’s nitishatakam by sugyan kumar
1. 3 Sanskrit Grammar Kannada version by Dr. Satish Hegde.
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Essential Reading / Recommended Reading 1. Dandin's Kavyadarsa, Parichcheda -2 S.K. Belvalkar & Rangacharya B. Raddi 2. Nitishatakam of Bhartrhari Dr. Rajeshwar Kumar. 3. Sanskrit Grammar Translation from English to Sanskrit by M.R. Kale
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Evaluation Pattern The evaluation and assessment will be based on Continuous Internal Assessments and an End Semester Examination. 1. CIA 1 – will be Sanskrit Wikipedia –Project (1) 2. CIA 2 – Mid-semester Examination 3. CIA 3 – will be Sanskrit Wikipedia- Project (2) 4. CIA ‘s and Attendance will have 50% weight 5. The end-semester examination will have 50% weight. 6. The final grade will be weighed average of ESE and CIAs.
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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 |
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“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.
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Learning Outcome |
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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!
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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!
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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!
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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!
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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!
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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!
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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!
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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!
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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!
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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!
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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!
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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!
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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!
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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!
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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!
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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!
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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!
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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!
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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!
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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!
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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!
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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!
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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!
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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!
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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!
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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!
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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!
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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!
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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!
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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!
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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!
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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!
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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!
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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!
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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!
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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!
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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!
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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!
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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!
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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!
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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!
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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!
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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!
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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!
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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!
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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!
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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!
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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!
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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!
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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!
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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!
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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!
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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!
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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!
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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!
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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!
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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!
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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!
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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!
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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!
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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!
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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!
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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!
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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!
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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
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Unit-2 |
Teaching Hours:8 |
Unit 2 ? Nosotros
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Teaching Hours:8 |
Unit 2 ? Nosotros
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Teaching Hours:8 |
Unit 2 ? Nosotros
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Teaching Hours:8 |
Unit 2 ? Nosotros
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Unit-2 |
Teaching Hours:8 |
Unit 2 ? Nosotros
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Teaching Hours:8 |
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Teaching Hours:8 |
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Teaching Hours:8 |
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Teaching Hours:8 |
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Teaching Hours:8 |
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Teaching Hours:8 |
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Teaching Hours:8 |
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Teaching Hours:8 |
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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
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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 | |
TAM282-3 - TAMIL (ADVANCED) (2023 Batch) | |
Total Teaching Hours for Semester:30 |
No of Lecture Hours/Week:2 |
Max Marks:2 |
Credits:2 |
Course Objectives/Course Description |
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Tamil is available as a second language for second-year BA/BSc/B. Com/H/ BBA |
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Learning Outcome |
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CO1: Appreciate the various values of patriotism & devotion. CO2: About the moral values and lead the life simple. CO3: Appreciate the knowledge ,moral values from the short stories and criticism. CO4: It helps to know the ethics of the life through grammar. |
Unit-1 |
Teaching Hours:6 |
Unit 1: Poetry.
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1.BHARATHIYAR KAVITHAIGAL. 6 hours | |
Unit-1 |
Teaching Hours:6 |
Unit 1: Poetry.
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1.BHARATHIYAR KAVITHAIGAL. 6 hours | |
Unit-1 |
Teaching Hours:6 |
Unit 1: Poetry.
|
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1.BHARATHIYAR KAVITHAIGAL. 6 hours | |
Unit-1 |
Teaching Hours:6 |
Unit 1: Poetry.
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1.BHARATHIYAR KAVITHAIGAL. 6 hours | |
Unit-1 |
Teaching Hours:6 |
Unit 1: Poetry.
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1.BHARATHIYAR KAVITHAIGAL. 6 hours | |
Unit-1 |
Teaching Hours:6 |
Unit 1: Poetry.
|
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1.BHARATHIYAR KAVITHAIGAL. 6 hours | |
Unit-1 |
Teaching Hours:6 |
Unit 1: Poetry.
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1.BHARATHIYAR KAVITHAIGAL. 6 hours | |
Unit-2 |
Teaching Hours:10 |
Unit 2: Short Stories. 10 hours
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KANNEERUM THANNEERUM-By Dr.S.Sethuraman. NCBH ,Chennai. | |
Unit-2 |
Teaching Hours:10 |
Unit 2: Short Stories. 10 hours
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KANNEERUM THANNEERUM-By Dr.S.Sethuraman. NCBH ,Chennai. | |
Unit-2 |
Teaching Hours:10 |
Unit 2: Short Stories. 10 hours
|
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KANNEERUM THANNEERUM-By Dr.S.Sethuraman. NCBH ,Chennai. | |
Unit-2 |
Teaching Hours:10 |
Unit 2: Short Stories. 10 hours
|
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KANNEERUM THANNEERUM-By Dr.S.Sethuraman. NCBH ,Chennai. | |
Unit-2 |
Teaching Hours:10 |
Unit 2: Short Stories. 10 hours
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KANNEERUM THANNEERUM-By Dr.S.Sethuraman. NCBH ,Chennai. | |
Unit-2 |
Teaching Hours:10 |
Unit 2: Short Stories. 10 hours
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KANNEERUM THANNEERUM-By Dr.S.Sethuraman. NCBH ,Chennai. | |
Unit-2 |
Teaching Hours:10 |
Unit 2: Short Stories. 10 hours
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KANNEERUM THANNEERUM-By Dr.S.Sethuraman. NCBH ,Chennai. | |
Unit-3 |
Teaching Hours:5 |
Unit 3: GRAMMAR--. 5 hours
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Thol. Porul Adhigaram | |
Unit-3 |
Teaching Hours:5 |
Unit 3: GRAMMAR--. 5 hours
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Thol. Porul Adhigaram | |
Unit-3 |
Teaching Hours:5 |
Unit 3: GRAMMAR--. 5 hours
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Thol. Porul Adhigaram | |
Unit-3 |
Teaching Hours:5 |
Unit 3: GRAMMAR--. 5 hours
|
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Thol. Porul Adhigaram | |
Unit-3 |
Teaching Hours:5 |
Unit 3: GRAMMAR--. 5 hours
|
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Thol. Porul Adhigaram | |
Unit-3 |
Teaching Hours:5 |
Unit 3: GRAMMAR--. 5 hours
|
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Thol. Porul Adhigaram | |
Unit-3 |
Teaching Hours:5 |
Unit 3: GRAMMAR--. 5 hours
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Thol. Porul Adhigaram | |
Unit-4 |
Teaching Hours:3 |
Unit 4: Language Skill-
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Letter Writing – Commercial Letters. | |
Unit-4 |
Teaching Hours:3 |
Unit 4: Language Skill-
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Letter Writing – Commercial Letters. | |
Unit-4 |
Teaching Hours:3 |
Unit 4: Language Skill-
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Letter Writing – Commercial Letters. | |
Unit-4 |
Teaching Hours:3 |
Unit 4: Language Skill-
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Letter Writing – Commercial Letters. | |
Unit-4 |
Teaching Hours:3 |
Unit 4: Language Skill-
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Letter Writing – Commercial Letters. | |
Unit-4 |
Teaching Hours:3 |
Unit 4: Language Skill-
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Letter Writing – Commercial Letters. | |
Unit-4 |
Teaching Hours:3 |
Unit 4: Language Skill-
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Letter Writing – Commercial Letters. | |
Text Books And Reference Books: 1. Naan virumbum kavizhar Bharathiyar by Rajkumar. | |
Essential Reading / Recommended Reading 1. Vanigath Tamil-Published by kaavya publication,kodambakkam,Chennai- | |
Evaluation Pattern CIA 1 Class test CIA 2 Mid semester examination CIA 3 Class test | |
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 |
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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.
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Learning Outcome |
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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
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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
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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
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|
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.)
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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
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|
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
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|
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.)
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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.
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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 |
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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
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Learning Outcome |
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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
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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 |
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Unit II: Identification of Opportunities : 8 Hrs
|
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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
|
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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
| |||||||||||||||||||||||||||||
BBA203-4 - 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 aims at familiarizing the students with accounting practices followed by Corporate business houses in accordance with accounting standards. The course also provides practical knowledge on different aspects of Corporate mergers acquisitions and reconstruction, the process of liquidation and the contemporary developments in the field of Accounting.
Course objectives:
● To understand the process involved in the issue of shares.
● To infer the financial position of companies as per statutory requirements.
● To analyze the accounting procedures with regards to Amalgamation & Reconstruction.
● To determine the process in Liquidation of Companies ● To elaborate the contemporary issues in Accounting. |
|||||||||||||||||||||||||||||
Learning Outcome |
|||||||||||||||||||||||||||||
CO1: Demonstrate the application of various principles and practices of Accounting in the preparation of accounting statements. CO2: Extend the knowledge of the accounting process in a business enterprise. CO3: Utilise the knowledge of systematic maintenance of cash book for a given situation. CO4: Discuss the concept of Annual Financial statements of Sole proprietorship form of business. CO5: Discuss the need for Accounting standards and IFRS |
Unit-1 |
Teaching Hours:6 |
|||||||||
Share Capital:
|
||||||||||
Level of Knowledge: Application
Meaning- Kinds of Shares, Recent developments in public issue of shares, Consideration other than cash - Book building process.
| ||||||||||
Unit-1 |
Teaching Hours:6 |
|||||||||
Share Capital:
|
||||||||||
Level of Knowledge: Application
Meaning- Kinds of Shares, Recent developments in public issue of shares, Consideration other than cash - Book building process.
| ||||||||||
Unit-1 |
Teaching Hours:6 |
|||||||||
Share Capital:
|
||||||||||
Level of Knowledge: Application
Meaning- Kinds of Shares, Recent developments in public issue of shares, Consideration other than cash - Book building process.
| ||||||||||
Unit-1 |
Teaching Hours:6 |
|||||||||
Share Capital:
|
||||||||||
Level of Knowledge: Application
Meaning- Kinds of Shares, Recent developments in public issue of shares, Consideration other than cash - Book building process.
| ||||||||||
Unit-2 |
Teaching Hours:10 |
|||||||||
Company Financial Statements
|
||||||||||
Level of Knowledge: Application
Introduction to company Financial statements as per Companies Act- 2013, Provisions as to Preparation of Financial Statements, Preparation of Income statement and Balance sheet. Practical Problems.
| ||||||||||
Unit-2 |
Teaching Hours:10 |
|||||||||
Company Financial Statements
|
||||||||||
Level of Knowledge: Application
Introduction to company Financial statements as per Companies Act- 2013, Provisions as to Preparation of Financial Statements, Preparation of Income statement and Balance sheet. Practical Problems.
| ||||||||||
Unit-2 |
Teaching Hours:10 |
|||||||||
Company Financial Statements
|
||||||||||
Level of Knowledge: Application
Introduction to company Financial statements as per Companies Act- 2013, Provisions as to Preparation of Financial Statements, Preparation of Income statement and Balance sheet. Practical Problems.
| ||||||||||
Unit-2 |
Teaching Hours:10 |
|||||||||
Company Financial Statements
|
||||||||||
Level of Knowledge: Application
Introduction to company Financial statements as per Companies Act- 2013, Provisions as to Preparation of Financial Statements, Preparation of Income statement and Balance sheet. Practical Problems.
| ||||||||||
Unit-3 |
Teaching Hours:10 |
|||||||||
Amalgamation, Absorption
|
||||||||||
Level of Knowledge: Application
Amalgamation in the nature of Merger and purchase, Difference between Amalgamation and Absorption - Calculation of purchase Consideration under Different methods, Settlement of Purchase Consideration, Closing the Books of Vendor company and opening of books of purchasing company, Practical Problems on Amalgamation and Absorption.
| ||||||||||
Unit-3 |
Teaching Hours:10 |
|||||||||
Amalgamation, Absorption
|
||||||||||
Level of Knowledge: Application
Amalgamation in the nature of Merger and purchase, Difference between Amalgamation and Absorption - Calculation of purchase Consideration under Different methods, Settlement of Purchase Consideration, Closing the Books of Vendor company and opening of books of purchasing company, Practical Problems on Amalgamation and Absorption.
| ||||||||||
Unit-3 |
Teaching Hours:10 |
|||||||||
Amalgamation, Absorption
|
||||||||||
Level of Knowledge: Application
Amalgamation in the nature of Merger and purchase, Difference between Amalgamation and Absorption - Calculation of purchase Consideration under Different methods, Settlement of Purchase Consideration, Closing the Books of Vendor company and opening of books of purchasing company, Practical Problems on Amalgamation and Absorption.
| ||||||||||
Unit-3 |
Teaching Hours:10 |
|||||||||
Amalgamation, Absorption
|
||||||||||
Level of Knowledge: Application
Amalgamation in the nature of Merger and purchase, Difference between Amalgamation and Absorption - Calculation of purchase Consideration under Different methods, Settlement of Purchase Consideration, Closing the Books of Vendor company and opening of books of purchasing company, Practical Problems on Amalgamation and Absorption.
| ||||||||||
Unit-4 |
Teaching Hours:8 |
|||||||||
External reconstruction
|
||||||||||
Level of Knowledge: Application
Calculation of purchase Consideration, Settlement of Purchase Consideration – Practical Problems on External restructuring. Closing entries and opening entries in the books of externally reconstructed company.
| ||||||||||
Unit-4 |
Teaching Hours:8 |
|||||||||
External reconstruction
|
||||||||||
Level of Knowledge: Application
Calculation of purchase Consideration, Settlement of Purchase Consideration – Practical Problems on External restructuring. Closing entries and opening entries in the books of externally reconstructed company.
| ||||||||||
Unit-4 |
Teaching Hours:8 |
|||||||||
External reconstruction
|
||||||||||
Level of Knowledge: Application
Calculation of purchase Consideration, Settlement of Purchase Consideration – Practical Problems on External restructuring. Closing entries and opening entries in the books of externally reconstructed company.
| ||||||||||
Unit-4 |
Teaching Hours:8 |
|||||||||
External reconstruction
|
||||||||||
Level of Knowledge: Application
Calculation of purchase Consideration, Settlement of Purchase Consideration – Practical Problems on External restructuring. Closing entries and opening entries in the books of externally reconstructed company.
| ||||||||||
Unit-5 |
Teaching Hours:10 |
|||||||||
Internal Reconstruction
|
||||||||||
Level of Knowledge: Application
Meaning, Forms of Reconstruction, Alteration of Capital and Capital Reduction - Internal Reconstruction Vs External reconstruction, Practical Problems.
| ||||||||||
Unit-5 |
Teaching Hours:10 |
|||||||||
Internal Reconstruction
|
||||||||||
Level of Knowledge: Application
Meaning, Forms of Reconstruction, Alteration of Capital and Capital Reduction - Internal Reconstruction Vs External reconstruction, Practical Problems.
| ||||||||||
Unit-5 |
Teaching Hours:10 |
|||||||||
Internal Reconstruction
|
||||||||||
Level of Knowledge: Application
Meaning, Forms of Reconstruction, Alteration of Capital and Capital Reduction - Internal Reconstruction Vs External reconstruction, Practical Problems.
| ||||||||||
Unit-5 |
Teaching Hours:10 |
|||||||||
Internal Reconstruction
|
||||||||||
Level of Knowledge: Application
Meaning, Forms of Reconstruction, Alteration of Capital and Capital Reduction - Internal Reconstruction Vs External reconstruction, Practical Problems.
| ||||||||||
Unit-6 |
Teaching Hours:10 |
|||||||||
Liquidation of Companies
|
||||||||||
Level of Knowledge: Application
Meaning, Modes of winding up, Circumstances and Consequences of winding up, contributory, order of payment, Preferential creditors, Statement of Affairs, Deficiency Account, Liquidators Final statement of Accounts, Practical Problems | ||||||||||
Unit-6 |
Teaching Hours:10 |
|||||||||
Liquidation of Companies
|
||||||||||
Level of Knowledge: Application
Meaning, Modes of winding up, Circumstances and Consequences of winding up, contributory, order of payment, Preferential creditors, Statement of Affairs, Deficiency Account, Liquidators Final statement of Accounts, Practical Problems | ||||||||||
Unit-6 |
Teaching Hours:10 |
|||||||||
Liquidation of Companies
|
||||||||||
Level of Knowledge: Application
Meaning, Modes of winding up, Circumstances and Consequences of winding up, contributory, order of payment, Preferential creditors, Statement of Affairs, Deficiency Account, Liquidators Final statement of Accounts, Practical Problems | ||||||||||
Unit-6 |
Teaching Hours:10 |
|||||||||
Liquidation of Companies
|
||||||||||
Level of Knowledge: Application
Meaning, Modes of winding up, Circumstances and Consequences of winding up, contributory, order of payment, Preferential creditors, Statement of Affairs, Deficiency Account, Liquidators Final statement of Accounts, Practical Problems | ||||||||||
Unit-7 |
Teaching Hours:6 |
|||||||||
Contemporary Issues in Accounting
|
||||||||||
Level of Knowledge: Application
Environmental Accounting: Concept, Need, approach, mechanism and reporting. Forensic Accounting: Fraudulent financial reporting, reasons, role, techniques and challenges, Green Accounting: Meaning & significance, rationale for adoption of green accounting, steps for incorporating green accounting, Green accounting in India. Accounting for Price level changes.
| ||||||||||
Unit-7 |
Teaching Hours:6 |
|||||||||
Contemporary Issues in Accounting
|
||||||||||
Level of Knowledge: Application
Environmental Accounting: Concept, Need, approach, mechanism and reporting. Forensic Accounting: Fraudulent financial reporting, reasons, role, techniques and challenges, Green Accounting: Meaning & significance, rationale for adoption of green accounting, steps for incorporating green accounting, Green accounting in India. Accounting for Price level changes.
| ||||||||||
Unit-7 |
Teaching Hours:6 |
|||||||||
Contemporary Issues in Accounting
|
||||||||||
Level of Knowledge: Application
Environmental Accounting: Concept, Need, approach, mechanism and reporting. Forensic Accounting: Fraudulent financial reporting, reasons, role, techniques and challenges, Green Accounting: Meaning & significance, rationale for adoption of green accounting, steps for incorporating green accounting, Green accounting in India. Accounting for Price level changes.
| ||||||||||
Unit-7 |
Teaching Hours:6 |
|||||||||
Contemporary Issues in Accounting
|
||||||||||
Level of Knowledge: Application
Environmental Accounting: Concept, Need, approach, mechanism and reporting. Forensic Accounting: Fraudulent financial reporting, reasons, role, techniques and challenges, Green Accounting: Meaning & significance, rationale for adoption of green accounting, steps for incorporating green accounting, Green accounting in India. Accounting for Price level changes.
| ||||||||||
Text Books And Reference Books:
| ||||||||||
Essential Reading / Recommended Reading
Maheshwari, S.N., &Maheshwari, S.K.(2019). Corporate Accounting .New Delhi: Jain Book Agency. | ||||||||||
Evaluation Pattern
| ||||||||||
BBA204A-4 - SERVICES MANAGEMENT (2023 Batch) | ||||||||||
Total Teaching Hours for Semester:60 |
No of Lecture Hours/Week:4 |
|||||||||
Max Marks:100 |
Credits:4 |
|||||||||
Course Objectives/Course Description |
||||||||||
A service is a provider/client interaction that creates and captures value. Because a successful service provider-client relationship has a critical dependency upon a well-defined and functional relationship. This course will provide an overview of service management from an integrated viewpoint with a focus on customer satisfaction. The material will integrate operations, marketing, strategy, information technology and organizational issues. Course Objectives: · To impart the students the basic knowledge on management of services · To enable the students to analyse service mix in different service industries · To equip students to determine the contemporary issues in services quality management · To enable students to design service processes for different industries |
||||||||||
Learning Outcome |
||||||||||
CLO1: Understand the "state of the art" in service management strategies. CLO2: Develop an awareness of how information technology can enhance service firms competitiveness. CLO3: Evaluate the process to deliver optimal service quality. CLO4: Analyze the service experience. CLO5: Develop the service blueprint |
Unit-1 |
Teaching Hours:6 |
||||||||||||||||||||||||||||
Introduction to Service Marketing
|
|||||||||||||||||||||||||||||
Understanding Services Phenomenon; Growth of Service Sector; Role of services the Economy; The concept of Services: Characteristics of services, differences between products and services, Classification of services. | |||||||||||||||||||||||||||||
Unit-1 |
Teaching Hours:6 |
||||||||||||||||||||||||||||
Introduction to Service Marketing
|
|||||||||||||||||||||||||||||
Understanding Services Phenomenon; Growth of Service Sector; Role of services the Economy; The concept of Services: Characteristics of services, differences between products and services, Classification of services. | |||||||||||||||||||||||||||||
Unit-2 |
Teaching Hours:9 |
||||||||||||||||||||||||||||
Marketing Mix in Service Industry
|
|||||||||||||||||||||||||||||
Product in services, Price, Promotion, Place, People, Process, and Physical evidence (concepts only). Knowledge of the Customer Involvement in Service Processes; Customer behavior in Service Settings; Targeting Customers, Managing relationships and building Loyalty, Flower of services and new service development. | |||||||||||||||||||||||||||||
Unit-2 |
Teaching Hours:9 |
||||||||||||||||||||||||||||
Marketing Mix in Service Industry
|
|||||||||||||||||||||||||||||
Product in services, Price, Promotion, Place, People, Process, and Physical evidence (concepts only). Knowledge of the Customer Involvement in Service Processes; Customer behavior in Service Settings; Targeting Customers, Managing relationships and building Loyalty, Flower of services and new service development. | |||||||||||||||||||||||||||||
Unit-3 |
Teaching Hours:12 |
||||||||||||||||||||||||||||
Planning and Managing Service Delivery
|
|||||||||||||||||||||||||||||
Creating delivery systems in place, GAPS Model, Enhancing Value by Improving Quality and Productivity; SERVQUAL, Service Blueprint, Yield Management, Balancing Demand & Capacity Management, customers reservations & waiting list configurations. Importance of Service employee, Importance of Customer and Customer role in service delivery, Strategies for enhancing customer participation, Service recovery concept. | |||||||||||||||||||||||||||||
Unit-3 |
Teaching Hours:12 |
||||||||||||||||||||||||||||
Planning and Managing Service Delivery
|
|||||||||||||||||||||||||||||
Creating delivery systems in place, GAPS Model, Enhancing Value by Improving Quality and Productivity; SERVQUAL, Service Blueprint, Yield Management, Balancing Demand & Capacity Management, customers reservations & waiting list configurations. Importance of Service employee, Importance of Customer and Customer role in service delivery, Strategies for enhancing customer participation, Service recovery concept. | |||||||||||||||||||||||||||||
Unit-4 |
Teaching Hours:10 |
||||||||||||||||||||||||||||
Travel, Tourism and Hospitality Services
|
|||||||||||||||||||||||||||||
Introducing to Tourism Marketing- Concept & Nature of Tourism; Significance & Impact of Tourism, Evolution of Tourism, Tourism Market Segmentation; Tourism marketing Mix- Introduction to Travel services, Medical tourism, Religious tourism, wellness tourism, food tourism, adventure tourism .
Role of Travel Agencies & Travel Organization, Tour Operations, Airline Service Marketing, Road & Rail service and Travel by Sea, Introduction to Hotel Industry: Hotels; Evolution of Hotel Industry; Development of Hotels- Facilities- The guest Cycle- Grades of hotels: Meaning of Hospitality-Marketing Mix of Hospitality Industry | |||||||||||||||||||||||||||||
Unit-4 |
Teaching Hours:10 |
||||||||||||||||||||||||||||
Travel, Tourism and Hospitality Services
|
|||||||||||||||||||||||||||||
Introducing to Tourism Marketing- Concept & Nature of Tourism; Significance & Impact of Tourism, Evolution of Tourism, Tourism Market Segmentation; Tourism marketing Mix- Introduction to Travel services, Medical tourism, Religious tourism, wellness tourism, food tourism, adventure tourism .
Role of Travel Agencies & Travel Organization, Tour Operations, Airline Service Marketing, Road & Rail service and Travel by Sea, Introduction to Hotel Industry: Hotels; Evolution of Hotel Industry; Development of Hotels- Facilities- The guest Cycle- Grades of hotels: Meaning of Hospitality-Marketing Mix of Hospitality Industry | |||||||||||||||||||||||||||||
Unit-5 |
Teaching Hours:10 |
||||||||||||||||||||||||||||
Healthcare industry
|
|||||||||||||||||||||||||||||
Introduction to Hospitals; classification of hospitals Development of Hospitals; Latest development in the hospital classification and healthcare services delivery, marketing the medical transcription services. Medical Value Travel (Medical Tourism).Innovative delivery models in healthcare & Sustainability approaches in healthcare | |||||||||||||||||||||||||||||
Unit-5 |
Teaching Hours:10 |
||||||||||||||||||||||||||||
Healthcare industry
|
|||||||||||||||||||||||||||||
Introduction to Hospitals; classification of hospitals Development of Hospitals; Latest development in the hospital classification and healthcare services delivery, marketing the medical transcription services. Medical Value Travel (Medical Tourism).Innovative delivery models in healthcare & Sustainability approaches in healthcare | |||||||||||||||||||||||||||||
Text Books And Reference Books:
| |||||||||||||||||||||||||||||
Essential Reading / Recommended Reading
| |||||||||||||||||||||||||||||
Evaluation Pattern
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BBA204B-4 - MANAGERIAL ECONOMICS (2023 Batch) | |||||||||||||||||||||||||||||
Total Teaching Hours for Semester:60 |
No of Lecture Hours/Week:4 |
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Max Marks:100 |
Credits:4 |
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Course Objectives/Course Description |
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This course intends to provide the basis for understanding micro and macro concepts and theories that influences the decisions of consumers and business firms. It also aims at providing a systematic introduction to mainstream approaches to the study of managerial economics in the current century. It has been designed in such a way that it stimulates awareness on both micro and macroeconomic challenges and policy management in progressive nations. It also aims at developing the ability for objective reasoning about real time business management issues. |
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Learning Outcome |
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CO1: Show the theoretical base of microeconomics principles and the law of demand and supply CO2: Explain the production, cost and revenue functions in the long run and short run CO3: Summarise the structure of various markets and the functioning of the same in terms of price and output CO4: Assess the various aspects of macroeconomic variables and dynamics of monetary market |
Unit-1 |
Teaching Hours:5 |
Introduction to Economics
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Ten Principles of Economics- Economic models- Production Possibility Frontier; Opportunity cost; Micro Vs Macro economics- Basics of demand and supply | |
Unit-1 |
Teaching Hours:5 |
Introduction to Economics
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Ten Principles of Economics- Economic models- Production Possibility Frontier; Opportunity cost; Micro Vs Macro economics- Basics of demand and supply | |
Unit-1 |
Teaching Hours:5 |
Introduction to Economics
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Ten Principles of Economics- Economic models- Production Possibility Frontier; Opportunity cost; Micro Vs Macro economics- Basics of demand and supply | |
Unit-2 |
Teaching Hours:7 |
Demand and supply analysis and applications
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Law of demand, Reasons for the downward slope of the demand curve. Exceptions to the law; Changes in demand; Elasticity of Demand- Degrees of price elasticity with diagrams; Factors determining price elasticity, methods of measurement. Income elasticity demand; Cross elasticity demand; Laws of supply, Changes in supply- Elasticity of supply | |
Unit-2 |
Teaching Hours:7 |
Demand and supply analysis and applications
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Law of demand, Reasons for the downward slope of the demand curve. Exceptions to the law; Changes in demand; Elasticity of Demand- Degrees of price elasticity with diagrams; Factors determining price elasticity, methods of measurement. Income elasticity demand; Cross elasticity demand; Laws of supply, Changes in supply- Elasticity of supply | |
Unit-2 |
Teaching Hours:7 |
Demand and supply analysis and applications
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Law of demand, Reasons for the downward slope of the demand curve. Exceptions to the law; Changes in demand; Elasticity of Demand- Degrees of price elasticity with diagrams; Factors determining price elasticity, methods of measurement. Income elasticity demand; Cross elasticity demand; Laws of supply, Changes in supply- Elasticity of supply | |
Unit-3 |
Teaching Hours:10 |
Consumers, Producers and the efficiency of markets
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Consumer’s surplus (Marshall), Producer surplus and Market efficiency- Budget constraint- Indifference curves- Properties, consumer’s equilibrium, Price effect, Income Effect and substitution -Externalities and Market inefficiency- Private sector and public sector solutions- Diagrams and applications | |
Unit-3 |
Teaching Hours:10 |
Consumers, Producers and the efficiency of markets
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Consumer’s surplus (Marshall), Producer surplus and Market efficiency- Budget constraint- Indifference curves- Properties, consumer’s equilibrium, Price effect, Income Effect and substitution -Externalities and Market inefficiency- Private sector and public sector solutions- Diagrams and applications | |
Unit-3 |
Teaching Hours:10 |
Consumers, Producers and the efficiency of markets
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Consumer’s surplus (Marshall), Producer surplus and Market efficiency- Budget constraint- Indifference curves- Properties, consumer’s equilibrium, Price effect, Income Effect and substitution -Externalities and Market inefficiency- Private sector and public sector solutions- Diagrams and applications | |
Unit-4 |
Teaching Hours:10 |
Theory of Production and Costs
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Production function; Law of Variable proportions; Laws of returns, Economies of scale; Cost function -Important cost concepts. Short run and long run cost analysis (traditional theory) Modern theory of cost- Long run and short run. Revenue analysis. AR and MR | |
Unit-4 |
Teaching Hours:10 |
Theory of Production and Costs
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Production function; Law of Variable proportions; Laws of returns, Economies of scale; Cost function -Important cost concepts. Short run and long run cost analysis (traditional theory) Modern theory of cost- Long run and short run. Revenue analysis. AR and MR | |
Unit-4 |
Teaching Hours:10 |
Theory of Production and Costs
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Production function; Law of Variable proportions; Laws of returns, Economies of scale; Cost function -Important cost concepts. Short run and long run cost analysis (traditional theory) Modern theory of cost- Long run and short run. Revenue analysis. AR and MR | |
Unit-5 |
Teaching Hours:10 |
Product Pricing
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Market structure- Perfect competition, Price and output determination- Role of time element in market price determination. Monopoly- Price output determination, Price discrimination Monopolistic Competition. Price and Output determination. Selling costs. Product differentiation- oligopoly; Price determination (collusive pricing, price leadership) | |
Unit-5 |
Teaching Hours:10 |
Product Pricing
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Market structure- Perfect competition, Price and output determination- Role of time element in market price determination. Monopoly- Price output determination, Price discrimination Monopolistic Competition. Price and Output determination. Selling costs. Product differentiation- oligopoly; Price determination (collusive pricing, price leadership) | |
Unit-5 |
Teaching Hours:10 |
Product Pricing
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Market structure- Perfect competition, Price and output determination- Role of time element in market price determination. Monopoly- Price output determination, Price discrimination Monopolistic Competition. Price and Output determination. Selling costs. Product differentiation- oligopoly; Price determination (collusive pricing, price leadership) | |
Unit-6 |
Teaching Hours:10 |
Measuring a Nation?s Income and Cost of Living
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Economy’s Income and Expenditure-Measurement of GDP- Components of GDP- Real versus Nominal GDP- The GDP Deflator; The Consumer Price Index (CPI)-Calculation of CPI- GDP Deflator versus CPI- Correcting economic variables for the effects of inflation- Real and Nominal Interest Rates-Limitations | |
Unit-6 |
Teaching Hours:10 |
Measuring a Nation?s Income and Cost of Living
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Economy’s Income and Expenditure-Measurement of GDP- Components of GDP- Real versus Nominal GDP- The GDP Deflator; The Consumer Price Index (CPI)-Calculation of CPI- GDP Deflator versus CPI- Correcting economic variables for the effects of inflation- Real and Nominal Interest Rates-Limitations | |
Unit-6 |
Teaching Hours:10 |
Measuring a Nation?s Income and Cost of Living
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Economy’s Income and Expenditure-Measurement of GDP- Components of GDP- Real versus Nominal GDP- The GDP Deflator; The Consumer Price Index (CPI)-Calculation of CPI- GDP Deflator versus CPI- Correcting economic variables for the effects of inflation- Real and Nominal Interest Rates-Limitations | |
Unit-7 |
Teaching Hours:8 |
Economics of Money Market
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Market for Loanable Funds- Policy Changes and Impact on the Loanable fund Market; Money - Meaning and Functions-Money Supply; Full Reserve Banking and Fractional Reserve Banking- Classical Dichotomy and Monetary Neutrality - Velocity and Quantity equation | |
Unit-7 |
Teaching Hours:8 |
Economics of Money Market
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Market for Loanable Funds- Policy Changes and Impact on the Loanable fund Market; Money - Meaning and Functions-Money Supply; Full Reserve Banking and Fractional Reserve Banking- Classical Dichotomy and Monetary Neutrality - Velocity and Quantity equation | |
Unit-7 |
Teaching Hours:8 |
Economics of Money Market
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Market for Loanable Funds- Policy Changes and Impact on the Loanable fund Market; Money - Meaning and Functions-Money Supply; Full Reserve Banking and Fractional Reserve Banking- Classical Dichotomy and Monetary Neutrality - Velocity and Quantity equation | |
Text Books And Reference Books: N. Gregory Mankiw (2012), Principles of Microeconomics, 4th Edition, Cengage Learning India
Dominick Salvatore, Managerial Economics in a Global Economy, 7th Edition, OUP, USA | |
Essential Reading / Recommended Reading N. Gregory Mankiw. (2016), Principles of Macroeconomics, 7th Edition, Cengage Learning India. | |
Evaluation Pattern CIA 1 CIA 2 CIA 3 ESE | |
BBA204C-4 - MARKETING RESEARCH (2023 Batch) | |
Total Teaching Hours for Semester:60 |
No of Lecture Hours/Week:4 |
Max Marks:100 |
Credits:4 |
Course Objectives/Course Description |
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Course Description: This course deals with the study of the planning, collection and analysis of data relevant to marketing decision making and communicating the results of this analysis to management. It further deals with the function which the consumer, customer and public to the marketer through information that is used to identify and define marketing opportunities and problems; generate, refine and evaluate marketing actions; monitor marketing performance and improve understanding of marketing as a process. Course Objectives: ● To introduce the basic concepts of research and methodology of conducting researches in marketing domain
● To understand what market research is and to identify how, why, and when it's useful. ● To apply a range of market research tools to solve business problems ● To develop a research design and analyze the results to craft business strategies.
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Learning Outcome |
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CO1: Explain the importance of marketing research in shaping marketing decisions CO2: Specify the information required to define marketing opportunities and evaluate marketing actions CO3: Differentiate between alternative data collection methods and delineate the role of both qualitative and quantitative research. Design effective questionnaires and utilize appropriate measurement scales CO4: Understand alternative statistical techniques for data analysis and sample size determination. CO5: Actively participate in group projects and communicate results in oral presentations and written reports. |
Unit-1 |
Teaching Hours:60 |
Unit 1: Marketing Research Dynamics 10 Hrs
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Introduction to Marketing Research, definitions, classification, marketing research process, nature of marketing, ethics in marketing research, importance of problem identification, environment context-internet and computer applications, when marketing research is unnecessary, Nature and Scope of Marketing Research, Marketing Research in the 21st Century (Indian Scenario), limitations of Marketing Research, threats to marketing research. | |
Unit-1 |
Teaching Hours:60 |
Unit 1: Marketing Research Dynamics 10 Hrs
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Introduction to Marketing Research, definitions, classification, marketing research process, nature of marketing, ethics in marketing research, importance of problem identification, environment context-internet and computer applications, when marketing research is unnecessary, Nature and Scope of Marketing Research, Marketing Research in the 21st Century (Indian Scenario), limitations of Marketing Research, threats to marketing research. | |
Unit-2 |
Teaching Hours:12 |
UNIT II : Application of Marketing Research 12 Hours
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Application of Marketing Research: Environmental Scan, New product research, Idea creation and concept development, Test marketing and Product life cycle and Product mix research, Advertising Research, Concept, Media and Effectiveness, Consumer Market Research, Business-to-Business Market Research, Product Research, Pricing Research, Motivational Research, Distribution Research, Advertising Research, Media research, Sales Analysis and Forecasting. | |
Unit-2 |
Teaching Hours:12 |
UNIT II : Application of Marketing Research 12 Hours
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Application of Marketing Research: Environmental Scan, New product research, Idea creation and concept development, Test marketing and Product life cycle and Product mix research, Advertising Research, Concept, Media and Effectiveness, Consumer Market Research, Business-to-Business Market Research, Product Research, Pricing Research, Motivational Research, Distribution Research, Advertising Research, Media research, Sales Analysis and Forecasting. | |
Unit-3 |
Teaching Hours:6 |
UNIT III: Research Design and Applications 6 Hours
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Research Design, definition, classification, exploratory research, descriptive research, casual research, interrelationships, usages, significance. | |
Unit-3 |
Teaching Hours:6 |
UNIT III: Research Design and Applications 6 Hours
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Research Design, definition, classification, exploratory research, descriptive research, casual research, interrelationships, usages, significance. | |
Unit-4 |
Teaching Hours:12 |
UNIT IV: Data collection ? methods and tools 12 Hours
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Data Collection: Objectives, data sources, data types, primary versus secondary data, classifications of primary and secondary data, accuracy and errors, qualitative and quantitative data, their advantages and disadvantages, Data collection methods, data instruments, administration of data instruments, surveys, observations, interviews. | |
Unit-4 |
Teaching Hours:12 |
UNIT IV: Data collection ? methods and tools 12 Hours
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Data Collection: Objectives, data sources, data types, primary versus secondary data, classifications of primary and secondary data, accuracy and errors, qualitative and quantitative data, their advantages and disadvantages, Data collection methods, data instruments, administration of data instruments, surveys, observations, interviews. | |
Unit-5 |
Teaching Hours:10 |
UNIT V: Measurement and scaling techniques 10 Hours
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Measurements and scaling, non-comparative scaling techniques, itemized rating scales, Likert scale, semantic differential scale, staple scale, multi–item scales, Sampling designs and procedures, non-probability sampling Techniques, Probability Sampling techniques, Sample size determination. | |
Unit-5 |
Teaching Hours:10 |
UNIT V: Measurement and scaling techniques 10 Hours
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Measurements and scaling, non-comparative scaling techniques, itemized rating scales, Likert scale, semantic differential scale, staple scale, multi–item scales, Sampling designs and procedures, non-probability sampling Techniques, Probability Sampling techniques, Sample size determination. | |
Unit-6 |
Teaching Hours:10 |
UNIT VI: Data analysis and reporting 10 Hours
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Data analysis and reporting: Nature of field work, data checking and editing, data Cleaning, frequency distribution, cross-tabulation, hypothesis testing, chi-square, phi coefficient, contingency coefficient, other statistics, usage of SPSS, report writing, executive summary, final technical report. | |
Unit-6 |
Teaching Hours:10 |
UNIT VI: Data analysis and reporting 10 Hours
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Data analysis and reporting: Nature of field work, data checking and editing, data Cleaning, frequency distribution, cross-tabulation, hypothesis testing, chi-square, phi coefficient, contingency coefficient, other statistics, usage of SPSS, report writing, executive summary, final technical report. | |
Text Books And Reference Books: 1. Malhotra, Naresh: Marketing Research – An applied Orientation, Prentice-Hall of India, New Delhi. (6th Edition) 2. Green, Tull and Albaum: Research for Marketing Decisions, Prentice-Hall India, New Delhi. | |
Essential Reading / Recommended Reading ● Kinnear and Taylor: Marketing Research – An Applied Approach, McGraw-Hill, New York. ● Panneerselvam, R., Research Methodology, PHI Learning Pvt. Ltd., New Delhi. ● Boyd, Westfall & Stasch, Marketing research Text & Cases, AITBS, New Delhi 2004. ● Hair, Andersen, Black and Tatham, Multivariate Data Analysis, Pearson India Ltd, New Delhi, 2008 (7th edition) ● Cooper and Schindler, Business Research Methods, Tata McGraw Hill, New Delhi, 2006. | |
Evaluation Pattern CIA 1 - Maximum marks 20 - 100% weightage = 20 CIA 2 (MSE) - maximum marks 50- 50% weightage = 25 CIA 3 - maximum marks 20 - 100% weightage = 20 ESE - maximum marks 50 - 60% weightage = 30 Attendance = 5 marks
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BBA204D-4 - MANAGING DIVERSITY AND INCLUSION AT WORKPLACE (2023 Batch) | |
Total Teaching Hours for Semester:60 |
No of Lecture Hours/Week:4 |
Max Marks:100 |
Credits:4 |
Course Objectives/Course Description |
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Course Description: Managing workforce diversity and learning new ways of leveraging diversity will enable managers in retaining the right talent. Business leaders must learn to embrace the fact that the success of an organization encompasses learning, innovation, creativity, flexibility, equity and human dignity and this is possible when they learn to harness diversity at the workplace. Diverse work teams bring a high value to the organization and one who learns how to manage and reap the benefits of working in a diverse team achieves effectiveness. This course entails practices and tools that students can follow to manage workforce diversity at the workplace. This course provides an experiential learning to different ways of managing workforce diversity and dynamics.
Course Objectives:
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Learning Outcome |
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CO1: To understand the importance of workforce diversity and inclusion. CO2: To examine diversity types and its impact on workplace performance. CO3: To analyse the leadership role in managing workforce diversity and dynamics. CO4: To identify and analyse the biases that affects the diversity culture. CO5: To use various models to interpret the ways to manage workforce diversity and dynamics. CO6: To provide an interactive and practical exposure to managing workforce diversity and dynamics. |
Unit-1 |
Teaching Hours:10 |
Unit 2: Management and Leadership in workplace diversity
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Human Resource paradigm in diversity management, diversity enlargement, human resource approach to diversity management, diversity sensitivity, cultural audit, the multicultural organization paradigm in diversity management, the impetus for implementing diversity management, managing a diverse workforce in the global context, limitations of diversity management, organizational leadership and diversity management, circular 2-stage process of diversity and inclusion, steps in managing diverse workforce, Leadership theories to manage diverse workforce | |
Unit-1 |
Teaching Hours:10 |
Unit 1: Introduction to workforce diversity and inclusion
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Diversity types and dynamics, Gender issues in workplace diversity, age issues in workplace diversity, generation issues in workplace diversity, social class in workplace diversity, impact of culture on workplace diversity, race issues in workplace diversity, disabled worker in workplace diversity, part-timer in workplace diversity, LGBT issues in workplace diversity, new paradigms in workplace diversity | |
Unit-1 |
Teaching Hours:10 |
Unit 2: Management and Leadership in workplace diversity
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Human Resource paradigm in diversity management, diversity enlargement, human resource approach to diversity management, diversity sensitivity, cultural audit, the multicultural organization paradigm in diversity management, the impetus for implementing diversity management, managing a diverse workforce in the global context, limitations of diversity management, organizational leadership and diversity management, circular 2-stage process of diversity and inclusion, steps in managing diverse workforce, Leadership theories to manage diverse workforce | |
Unit-1 |
Teaching Hours:10 |
Unit 1: Introduction to workforce diversity and inclusion
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Diversity types and dynamics, Gender issues in workplace diversity, age issues in workplace diversity, generation issues in workplace diversity, social class in workplace diversity, impact of culture on workplace diversity, race issues in workplace diversity, disabled worker in workplace diversity, part-timer in workplace diversity, LGBT issues in workplace diversity, new paradigms in workplace diversity | |
Unit-2 |
Teaching Hours:10 |
Unit 2: Management and Leadership in workplace diversity
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Human Resource paradigm in diversity management, diversity enlargement, human resource approach to diversity management, diversity sensitivity, cultural audit, the multicultural organization paradigm in diversity management, the impetus for implementing diversity management, managing a diverse workforce in the global context, limitations of diversity management, organizational leadership and diversity management, circular 2-stage process of diversity and inclusion, steps in managing diverse workforce, Leadership theories to manage diverse workforce | |
Unit-2 |
Teaching Hours:10 |
Unit 2: Management and Leadership in workplace diversity
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Human Resource paradigm in diversity management, diversity enlargement, human resource approach to diversity management, diversity sensitivity, cultural audit, the multicultural organization paradigm in diversity management, the impetus for implementing diversity management, managing a diverse workforce in the global context, limitations of diversity management, organizational leadership and diversity management, circular 2-stage process of diversity and inclusion, steps in managing diverse workforce, Leadership theories to manage diverse workforce | |
Unit-3 |
Teaching Hours:8 |
Unit 3: Biases & workforce diversity
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Cognitive biases, Conscious bias, unconscious bias, risk of ignoring bias, unconscious biases that will kill your culture, talent management biases, barriers to self-development, culture-killing biases, how to mitigate your personal biases, how to address organizational biases | |
Unit-3 |
Teaching Hours:8 |
Unit 3: Biases & workforce diversity
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Cognitive biases, Conscious bias, unconscious bias, risk of ignoring bias, unconscious biases that will kill your culture, talent management biases, barriers to self-development, culture-killing biases, how to mitigate your personal biases, how to address organizational biases | |
Unit-4 |
Teaching Hours:8 |
Unit 4: Tools/Models for managing workforce diversity and dynamics
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Kolb’s Learning Cycle Model and Its Application to Diversity Management, Four-stage model to support workplace diversity by Travis Barker, Diversity & Inclusion framework, and Diversity-Capability model by Joseph Sanders & Dr Willie Hopkins | |
Unit-4 |
Teaching Hours:8 |
Unit 4: Tools/Models for managing workforce diversity and dynamics
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Kolb’s Learning Cycle Model and Its Application to Diversity Management, Four-stage model to support workplace diversity by Travis Barker, Diversity & Inclusion framework, and Diversity-Capability model by Joseph Sanders & Dr Willie Hopkins | |
Unit-5 |
Teaching Hours:9 |
Unit 5: Managing Multigenerational workforce diversity
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Multigenerational workforce diversity, Benefits, principles, navigating the challenges of managing multigenerational workforce, creating and managing multigenerational workforce diversity | |
Unit-5 |
Teaching Hours:9 |
Unit 5: Managing Multigenerational workforce diversity
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Multigenerational workforce diversity, Benefits, principles, navigating the challenges of managing multigenerational workforce, creating and managing multigenerational workforce diversity | |
Unit-6 |
Teaching Hours:15 |
Unit 6: Project: Work
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Practical application of knowing how to manage workplace diversity: Observation Study, Identify any one work group, Group interaction, Survey and Observation, application of one of the models studied in Unit 4, Submission of report, Viva-voce | |
Unit-6 |
Teaching Hours:15 |
Unit 6: Project: Work
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Practical application of knowing how to manage workplace diversity: Observation Study, Identify any one work group, Group interaction, Survey and Observation, application of one of the models studied in Unit 4, Submission of report, Viva-voce | |
Text Books And Reference Books: Frost, S. (2020). Building an Inclusive Organization: Leveraging the Power of a Diverse Workforce. | |
Essential Reading / Recommended Reading Barak, M. M. (2016). Managing Diversity: Toward a Globally Inclusive Workplace. Betchoo, D. N. (2015). Managing Workplace Diversity: A contemporary context.
Fulp, C. (2018). Success Through Diversity: Why the Most Inclusive Companies Will Win. | |
Evaluation Pattern
CIA assessment pattern CIA 1: 20 (100%) : 20 marks CIA 2: 50 (50%) 25 marks CIA 3: 20 (100%) : 20 marks, ESE : 50( 60%): 30 marks Attendance: 5 marks. CIA: ESE = 70:30 Total 100 marks | |
BBA204E-4 - DESIGN THINKING AND INNOVATION (2023 Batch) | |
Total Teaching Hours for Semester:60 |
No of Lecture Hours/Week:4 |
Max Marks:100 |
Credits:4 |
Course Objectives/Course Description |
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Course Description: This course emphasizes on the development and application of conceptual models clarifying the interactions between competition, patterns of technological and market change, and the structure and development of internal firm capabilities. The aim of this course is to provide a solid foundation for students interested in managing innovation in high-technology industries. Effective innovation management is essential for all organizations as it allows you to react to emerging opportunities in a cutting edge way, offering you strategic, competitive advantages compared to your competitors. This course you will examine the processes and activities involved in managing a range of different types of innovations in organizations: product, service, information systems and business models.
Course Objectives:
Build innovative solutions by assessing the opportunities in the market. |
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Learning Outcome |
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CO1: Understand the role of innovation in the digital era and drive disruptive innovation CO2: Analyze complex abstract data elicited through ethnographic research to draw meaningful user insights CO3: Assess new ideas and alternatives generated through a systematic ideation process to conceptualize the solution to the identified complex business problems CO4: Appraise prototypes of new products and experiences on business viability and user experience |
Unit-1 |
Teaching Hours:10 |
UNIT-1: Introduction to Design Thinking 10 Hrs
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Level of knowledge: Conceptual
Meaning of Design Thinking, The Phases of Design Thinking, Design process: Traditional design, Design thinking, Existing sample design projects, Study on designs around us, Compositions/structure of a design, Innovative design: Breaking of patterns, Reframe existing design problems, Principles of creativity Empathy: Customer Needs, Insight-leaving from the lives of others/standing on the shoes of others, Observation. | |
Unit-1 |
Teaching Hours:10 |
UNIT-1: Introduction to Design Thinking 10 Hrs
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Level of knowledge: Conceptual
Meaning of Design Thinking, The Phases of Design Thinking, Design process: Traditional design, Design thinking, Existing sample design projects, Study on designs around us, Compositions/structure of a design, Innovative design: Breaking of patterns, Reframe existing design problems, Principles of creativity Empathy: Customer Needs, Insight-leaving from the lives of others/standing on the shoes of others, Observation. | |
Unit-1 |
Teaching Hours:10 |
UNIT-1: Introduction to Design Thinking 10 Hrs
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Level of knowledge: Conceptual
Meaning of Design Thinking, The Phases of Design Thinking, Design process: Traditional design, Design thinking, Existing sample design projects, Study on designs around us, Compositions/structure of a design, Innovative design: Breaking of patterns, Reframe existing design problems, Principles of creativity Empathy: Customer Needs, Insight-leaving from the lives of others/standing on the shoes of others, Observation. | |
Unit-2 |
Teaching Hours:10 |
UNIT-2: Innovation in Entrepreneurship 10 Hrs
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Level of knowledge: Conceptual Role of Innovation in Entrepreneurship-Benefits, Types of innovation, Social and Sustainable Innovation, Creativity and Critical Thinking, circumstances that leads to innovation in an organization, Elements of Innovation Management-Collaboration, Ideation, Implementation, Value Creation, The Role of Knowledge in Innovation- Innovation Management Techniques (IMTs)-Strategies adopted to improve Innovation Performance, Disruptive Innovation- Incremental Innovation- Sustaining Innovation- Radical Innovation | |
Unit-2 |
Teaching Hours:10 |
UNIT-2: Innovation in Entrepreneurship 10 Hrs
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Level of knowledge: Conceptual Role of Innovation in Entrepreneurship-Benefits, Types of innovation, Social and Sustainable Innovation, Creativity and Critical Thinking, circumstances that leads to innovation in an organization, Elements of Innovation Management-Collaboration, Ideation, Implementation, Value Creation, The Role of Knowledge in Innovation- Innovation Management Techniques (IMTs)-Strategies adopted to improve Innovation Performance, Disruptive Innovation- Incremental Innovation- Sustaining Innovation- Radical Innovation | |
Unit-2 |
Teaching Hours:10 |
UNIT-2: Innovation in Entrepreneurship 10 Hrs
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Level of knowledge: Conceptual Role of Innovation in Entrepreneurship-Benefits, Types of innovation, Social and Sustainable Innovation, Creativity and Critical Thinking, circumstances that leads to innovation in an organization, Elements of Innovation Management-Collaboration, Ideation, Implementation, Value Creation, The Role of Knowledge in Innovation- Innovation Management Techniques (IMTs)-Strategies adopted to improve Innovation Performance, Disruptive Innovation- Incremental Innovation- Sustaining Innovation- Radical Innovation | |
Unit-3 |
Teaching Hours:10 |
UNIT-3: The Role of Research in Design Thinking 10 Hrs
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Level of knowledge: AnalyticalQuantitative versus Qualitative research, Ethnographic research paradigms to conduct in depth research on users, user experiences and user challenges, Defining the problem after in-depth customer research, developing a compelling point of view and developing specific criteria for new product/experience to be created. | |
Unit-3 |
Teaching Hours:10 |
UNIT-3: The Role of Research in Design Thinking 10 Hrs
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Level of knowledge: AnalyticalQuantitative versus Qualitative research, Ethnographic research paradigms to conduct in depth research on users, user experiences and user challenges, Defining the problem after in-depth customer research, developing a compelling point of view and developing specific criteria for new product/experience to be created. | |
Unit-3 |
Teaching Hours:10 |
UNIT-3: The Role of Research in Design Thinking 10 Hrs
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Level of knowledge: AnalyticalQuantitative versus Qualitative research, Ethnographic research paradigms to conduct in depth research on users, user experiences and user challenges, Defining the problem after in-depth customer research, developing a compelling point of view and developing specific criteria for new product/experience to be created. | |
Unit-4 |
Teaching Hours:10 |
UNIT-4: New Product Development 10 Hrs
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Level of knowledge: Application
Design team-Team formation, Conceptualization: Visual thinking, Drawing/sketching, New concept thinking, Patents and Intellectual Property, Concept Generation Methodologies, Concept Selection, Concept Testing, Opportunity identification Prototyping: Principles of prototyping, Prototyping technologies, Prototype using simple things, Wooden model, Clay model, 3D printing; Experimenting/testing. Sustainable product design, Ergonomics, Semantics, Entrepreneurship/business ideas, Product Data Specification, Establishing target specifications, Setting the final specifications. Design projects for teams. | |
Unit-4 |
Teaching Hours:10 |
UNIT-4: New Product Development 10 Hrs
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Level of knowledge: Application
Design team-Team formation, Conceptualization: Visual thinking, Drawing/sketching, New concept thinking, Patents and Intellectual Property, Concept Generation Methodologies, Concept Selection, Concept Testing, Opportunity identification Prototyping: Principles of prototyping, Prototyping technologies, Prototype using simple things, Wooden model, Clay model, 3D printing; Experimenting/testing. Sustainable product design, Ergonomics, Semantics, Entrepreneurship/business ideas, Product Data Specification, Establishing target specifications, Setting the final specifications. Design projects for teams. | |
Unit-4 |
Teaching Hours:10 |
UNIT-4: New Product Development 10 Hrs
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Level of knowledge: Application
Design team-Team formation, Conceptualization: Visual thinking, Drawing/sketching, New concept thinking, Patents and Intellectual Property, Concept Generation Methodologies, Concept Selection, Concept Testing, Opportunity identification Prototyping: Principles of prototyping, Prototyping technologies, Prototype using simple things, Wooden model, Clay model, 3D printing; Experimenting/testing. Sustainable product design, Ergonomics, Semantics, Entrepreneurship/business ideas, Product Data Specification, Establishing target specifications, Setting the final specifications. Design projects for teams. | |
Unit-5 |
Teaching Hours:10 |
UNIT-5: Start-up and Venture development 10 Hrs
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Level of knowledge: ApplicationPre-incubation and Incubation Stages- Start-up and Venture development, Entrepreneurial Traits and Tendencies for Innovation, Angel and Venture Capitalist fund system, Government Schemes and Funding Support to Startup Ideas, Current Trends-Development and General Awareness on Innovation in Start-ups. | |
Unit-5 |
Teaching Hours:10 |
UNIT-5: Start-up and Venture development 10 Hrs
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Level of knowledge: ApplicationPre-incubation and Incubation Stages- Start-up and Venture development, Entrepreneurial Traits and Tendencies for Innovation, Angel and Venture Capitalist fund system, Government Schemes and Funding Support to Startup Ideas, Current Trends-Development and General Awareness on Innovation in Start-ups. | |
Unit-5 |
Teaching Hours:10 |
UNIT-5: Start-up and Venture development 10 Hrs
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Level of knowledge: ApplicationPre-incubation and Incubation Stages- Start-up and Venture development, Entrepreneurial Traits and Tendencies for Innovation, Angel and Venture Capitalist fund system, Government Schemes and Funding Support to Startup Ideas, Current Trends-Development and General Awareness on Innovation in Start-ups. | |
Unit-6 |
Teaching Hours:10 |
Unit 6 : Creating Design Thinking Culture in Organisation 10 Hrs
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Level of knowledge: ConceptualDesign thinking for cultural transformation, Culture of Collaboration, Design thinking tools to impact organizational culture, Design thinking as the core value system that leads to the ultimate, futuristic, and holistically optimized organizational growth. Practicing design thinking. Role of a leader in leveraging design thinking to nurture innovation culture and design attitude in organizations. | |
Unit-6 |
Teaching Hours:10 |
Unit 6 : Creating Design Thinking Culture in Organisation 10 Hrs
|
|
Level of knowledge: ConceptualDesign thinking for cultural transformation, Culture of Collaboration, Design thinking tools to impact organizational culture, Design thinking as the core value system that leads to the ultimate, futuristic, and holistically optimized organizational growth. Practicing design thinking. Role of a leader in leveraging design thinking to nurture innovation culture and design attitude in organizations. | |
Unit-6 |
Teaching Hours:10 |
Unit 6 : Creating Design Thinking Culture in Organisation 10 Hrs
|
|
Level of knowledge: ConceptualDesign thinking for cultural transformation, Culture of Collaboration, Design thinking tools to impact organizational culture, Design thinking as the core value system that leads to the ultimate, futuristic, and holistically optimized organizational growth. Practicing design thinking. Role of a leader in leveraging design thinking to nurture innovation culture and design attitude in organizations. | |
Text Books And Reference Books: Brown, Tim (2012). Change by Design. Harper Business | |
Essential Reading / Recommended Reading Beverly Rudkin Ingle (2013). Design Thinking for Entrepreneurs and Small Businesses, Apress Trott, P. (2021). Innovation Management and new product development. Pearson. Bianco, C. (2018). Innovation management. Springer. Christiansen, J. A. (2000). Competitive Innovation Management: Techniques to improve innovation performance. St. Martin's Press. Kelley, T., & Littman, J. (2016). The Art of Innovation: Lessons in creativity from ideo, America's leading design firm. Profile Books. George, S. S. (2002). Managing innovation in the New Millennium. ICFAI University. Wagner, T., & Compton, R. A. (2015). Creating innovators: The making of young people who will change the world. Scribner. Kahn, Kenneth, B, (2012) PDMA handbook of new product development, 3rd Ed, Wiley Liedtka, Jeanne M, Ogilvie, Tim. (2011). Designing for Growth: A Design thinking toolkit for Managers. New York: Columbia Business School Publishing. | |
Evaluation Pattern CIA 1 - maximum marks 20 - 100% weightage = 20 CIA 2(MSE) - maximum marks 50 - 25% weightage = 25 CIA 3 - maximum marks 20 - 100% weightage = 20 ESE - maximum marks 50 - 60% weightage = 30 Attendance - 5 marks | |
BBA204F-4 - CORPORATE LAW AND GOVERNANCE (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 is designed to provide a basic understanding of Corporate Law regulations and Corporate Governance Framework in India. The importance of corporate law is the establishment of laws that govern how corporations are formed and operated. Good corporate governance incorporates a set of rules that define the relationship between stakeholders, management and the board of directors of a company and influence how the company is operating. Corporate law dictates the formation and the activities of corporations, while corporate governance regulates the balancing of interests among a business’s different stakeholders. Corporate law and governance therefore directly shape what businesses do and how they do it. This course is a blend of key provisions of prevailing corporate law and measures to ensure improved corporate governance in India. Course Objectives: ● To outline the framework of Corporate Law and Corporate Governance in India ● To apply the provisions relating to incorporation and management of companies in India ● To identify causes of the problem faced by companies relating to the legal aspects of running companies ● To propose possible solutions to the problems relating to the legal aspects of running companies ● To analyse the compliance requirements of corporate Governance norms
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Learning Outcome |
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CLO1: Analyze the framework of Corporate Law and Corporate Governance in India CLO2: Discuss the provisions relating to incorporation and  management of companies CLO3: Examine the problems faced by companies relating  to the legal aspects of running
companies CLO4: Propose possible solutions to the problems relating to the legal aspects of running
companies CLO5: Analyze the compliance requirements of corporate Governance provisions |
Unit-1 |
Teaching Hours:12 |
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Introduction to Company Law
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Meaning, Nature, Features of a company; Types of Company, Distinction between Pvt & Pub Ltd Company Judicial acceptance of the company as a separate legal entity; Concept of Corporate Veil, Applicability of Companies Act; Definitions and Key Concepts. | |||||||||||||||||||||||||
Unit-1 |
Teaching Hours:12 |
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Introduction to Company Law
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Meaning, Nature, Features of a company; Types of Company, Distinction between Pvt & Pub Ltd Company Judicial acceptance of the company as a separate legal entity; Concept of Corporate Veil, Applicability of Companies Act; Definitions and Key Concepts. | |||||||||||||||||||||||||
Unit-1 |
Teaching Hours:12 |
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Introduction to Company Law
|
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Meaning, Nature, Features of a company; Types of Company, Distinction between Pvt & Pub Ltd Company Judicial acceptance of the company as a separate legal entity; Concept of Corporate Veil, Applicability of Companies Act; Definitions and Key Concepts. | |||||||||||||||||||||||||
Unit-2 |
Teaching Hours:8 |
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Conceptual Framework of Corporate Governance
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Introduction, Need and Scope of Corporate Governance; Evolution of Corporate Governance; Developments in India; Developments in Corporate Governance – A Global Perspective; Elements of Good Corporate Governance. SEBI Guidelines and Listing Agreement. | |||||||||||||||||||||||||
Unit-2 |
Teaching Hours:8 |
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Conceptual Framework of Corporate Governance
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Introduction, Need and Scope of Corporate Governance; Evolution of Corporate Governance; Developments in India; Developments in Corporate Governance – A Global Perspective; Elements of Good Corporate Governance. SEBI Guidelines and Listing Agreement. | |||||||||||||||||||||||||
Unit-2 |
Teaching Hours:8 |
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Conceptual Framework of Corporate Governance
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Introduction, Need and Scope of Corporate Governance; Evolution of Corporate Governance; Developments in India; Developments in Corporate Governance – A Global Perspective; Elements of Good Corporate Governance. SEBI Guidelines and Listing Agreement. | |||||||||||||||||||||||||
Unit-3 |
Teaching Hours:12 |
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Members and Stakeholders
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Becoming a member of company; Register of Members; Declaration of Beneficial Interest; Rectification of Register of Members; Rights of Members; Variation of Shareholders’ rights; Shareholders Democracy; Shareholder agreement, Subscription Agreements, Veto powers. Role of Investor Associations in Securing Shareholders Rights. Role of Institutional Investors in Corporate Governance Distribution of Profits: Declaration and Payment of Dividend; Unpaid Dividend Account; Investor Education and Protection Fund; Right to dividend; rights shares and bonus shares to be held in abeyance. Stakeholders: Investors, Employees, Customers, Lenders, Vendors, Government & Society. | |||||||||||||||||||||||||
Unit-3 |
Teaching Hours:12 |
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Members and Stakeholders
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Becoming a member of company; Register of Members; Declaration of Beneficial Interest; Rectification of Register of Members; Rights of Members; Variation of Shareholders’ rights; Shareholders Democracy; Shareholder agreement, Subscription Agreements, Veto powers. Role of Investor Associations in Securing Shareholders Rights. Role of Institutional Investors in Corporate Governance Distribution of Profits: Declaration and Payment of Dividend; Unpaid Dividend Account; Investor Education and Protection Fund; Right to dividend; rights shares and bonus shares to be held in abeyance. Stakeholders: Investors, Employees, Customers, Lenders, Vendors, Government & Society. | |||||||||||||||||||||||||
Unit-3 |
Teaching Hours:12 |
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Members and Stakeholders
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Becoming a member of company; Register of Members; Declaration of Beneficial Interest; Rectification of Register of Members; Rights of Members; Variation of Shareholders’ rights; Shareholders Democracy; Shareholder agreement, Subscription Agreements, Veto powers. Role of Investor Associations in Securing Shareholders Rights. Role of Institutional Investors in Corporate Governance Distribution of Profits: Declaration and Payment of Dividend; Unpaid Dividend Account; Investor Education and Protection Fund; Right to dividend; rights shares and bonus shares to be held in abeyance. Stakeholders: Investors, Employees, Customers, Lenders, Vendors, Government & Society. | |||||||||||||||||||||||||
Unit-4 |
Teaching Hours:6 |
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Accounts, Audit and Auditors
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National Financial Reporting Authority; Auditors & types of Audit -Appointment, Resignation and Procedure relating to Removal, Qualification and Disqualification; Rights, Duties and Liabilities; Audit and Auditor's Report. | |||||||||||||||||||||||||
Unit-4 |
Teaching Hours:6 |
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Accounts, Audit and Auditors
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National Financial Reporting Authority; Auditors & types of Audit -Appointment, Resignation and Procedure relating to Removal, Qualification and Disqualification; Rights, Duties and Liabilities; Audit and Auditor's Report. | |||||||||||||||||||||||||
Unit-4 |
Teaching Hours:6 |
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Accounts, Audit and Auditors
|
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National Financial Reporting Authority; Auditors & types of Audit -Appointment, Resignation and Procedure relating to Removal, Qualification and Disqualification; Rights, Duties and Liabilities; Audit and Auditor's Report. | |||||||||||||||||||||||||
Unit-5 |
Teaching Hours:10 |
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Company Meetings
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General Meetings and Meetings of Board and its Committees: Frequency, Convening and Proceedings of Board and Committee meetings; Agenda Management; Management Information System; Meeting Management; Resolution by Circulation; Types of Resolutions; Secretarial Standard; Duties of Company Secretaries before, during and after General Meeting. Annual General Meeting; Extraordinary general Meetings; Other General Meetings; Notice, Quorum, Poll, Chairman, Proxy; Meeting and Agenda; Process of conducting meeting; Voting and its types-vote on show of hands, Poll, E-Voting, Postal ballot; Circulation of Members; Resolutions etc.; Signing and Inspection of Minutes. | |||||||||||||||||||||||||
Unit-5 |
Teaching Hours:10 |
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Company Meetings
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General Meetings and Meetings of Board and its Committees: Frequency, Convening and Proceedings of Board and Committee meetings; Agenda Management; Management Information System; Meeting Management; Resolution by Circulation; Types of Resolutions; Secretarial Standard; Duties of Company Secretaries before, during and after General Meeting. Annual General Meeting; Extraordinary general Meetings; Other General Meetings; Notice, Quorum, Poll, Chairman, Proxy; Meeting and Agenda; Process of conducting meeting; Voting and its types-vote on show of hands, Poll, E-Voting, Postal ballot; Circulation of Members; Resolutions etc.; Signing and Inspection of Minutes. | |||||||||||||||||||||||||
Unit-5 |
Teaching Hours:10 |
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Company Meetings
|
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General Meetings and Meetings of Board and its Committees: Frequency, Convening and Proceedings of Board and Committee meetings; Agenda Management; Management Information System; Meeting Management; Resolution by Circulation; Types of Resolutions; Secretarial Standard; Duties of Company Secretaries before, during and after General Meeting. Annual General Meeting; Extraordinary general Meetings; Other General Meetings; Notice, Quorum, Poll, Chairman, Proxy; Meeting and Agenda; Process of conducting meeting; Voting and its types-vote on show of hands, Poll, E-Voting, Postal ballot; Circulation of Members; Resolutions etc.; Signing and Inspection of Minutes. | |||||||||||||||||||||||||
Unit-6 |
Teaching Hours:12 |
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Board of Directors and Governance
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Board Constitution and its Powers; Board composition; Restriction and Powers of Board; Board Committees- Audit Committee, Nomination and Remuneration Committee, Stakeholder relationship Committee and other Committees. DIN requirement for Directors, Types of Directors; Appointment/ Reappointment, Disqualifications, Vacation of Office, Retirement,Resignation and Removal, and Duties of Directors; Rights of Directors; Loans to Directors; Disclosure of Interest. Corporate Governance issues with regard to Related Party Transactions. Key Managerial Personnel (KMP’s) and their Remuneration: Appointment of Key Managerial Personnel; Managing and Whole-Time Directors, Manager, Chief Executive Officer and Chief Financial Officer; Company Secretary – Appointment, Role and Responsibilities, Company Secretary as a Key Managerial Personnel; Functions of Company Secretary; Officer who is in default; Remuneration of Managerial Personnel. | |||||||||||||||||||||||||
Unit-6 |
Teaching Hours:12 |
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Board of Directors and Governance
|
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Board Constitution and its Powers; Board composition; Restriction and Powers of Board; Board Committees- Audit Committee, Nomination and Remuneration Committee, Stakeholder relationship Committee and other Committees. DIN requirement for Directors, Types of Directors; Appointment/ Reappointment, Disqualifications, Vacation of Office, Retirement,Resignation and Removal, and Duties of Directors; Rights of Directors; Loans to Directors; Disclosure of Interest. Corporate Governance issues with regard to Related Party Transactions. Key Managerial Personnel (KMP’s) and their Remuneration: Appointment of Key Managerial Personnel; Managing and Whole-Time Directors, Manager, Chief Executive Officer and Chief Financial Officer; Company Secretary – Appointment, Role and Responsibilities, Company Secretary as a Key Managerial Personnel; Functions of Company Secretary; Officer who is in default; Remuneration of Managerial Personnel. | |||||||||||||||||||||||||
Unit-6 |
Teaching Hours:12 |
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Board of Directors and Governance
|
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Board Constitution and its Powers; Board composition; Restriction and Powers of Board; Board Committees- Audit Committee, Nomination and Remuneration Committee, Stakeholder relationship Committee and other Committees. DIN requirement for Directors, Types of Directors; Appointment/ Reappointment, Disqualifications, Vacation of Office, Retirement,Resignation and Removal, and Duties of Directors; Rights of Directors; Loans to Directors; Disclosure of Interest. Corporate Governance issues with regard to Related Party Transactions. Key Managerial Personnel (KMP’s) and their Remuneration: Appointment of Key Managerial Personnel; Managing and Whole-Time Directors, Manager, Chief Executive Officer and Chief Financial Officer; Company Secretary – Appointment, Role and Responsibilities, Company Secretary as a Key Managerial Personnel; Functions of Company Secretary; Officer who is in default; Remuneration of Managerial Personnel. | |||||||||||||||||||||||||
Text Books And Reference Books: 1.Dr. Avtar Singh (2017) : Company Law; Eastern Book Company, 34, Lalbagh, Lucknow –226 001 | |||||||||||||||||||||||||
Essential Reading / Recommended Reading C.R. Datta (2015) : Datta on the Company Law; Lexis Nexis, Butterworths Wadhwa, Nagpur A.Ramaiya (2017) : Guide to the Companies Act; Lexis Nexis, Butterworths Wadhwa, Nagpur K.C. Garg, R.C. Chawla, Vijay Gupta(2018) : Company Law; Kalyani Publishers, 1/1,Rajinder Nagar, Civil Lines, Ludhiana – 141 001. A.K. Majumdar(2015), Dr. G.K. Kapoor, Sanjay Dhamija : Company Law and Practice; Taxmann, 59/32, New Rohtak Road, New Delhi-110 005 D.K. Jain(2016) : Company Law Ready Reckoner; Bharat Law House Pvt. Ltd.; T1/95, Mangolpuri Industrial Area, Delhi-110083. Corporate Governance Principles, Policies and Practices by E. K. Satheesh, K. P. Muraleedharan A. C. Fernando | |||||||||||||||||||||||||
Evaluation Pattern
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BBA261-4 - R PROGRAMMING (2023 Batch) | |||||||||||||||||||||||||
Total Teaching Hours for Semester:30 |
No of Lecture Hours/Week:2 |
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Max Marks:50 |
Credits:2 |
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Course Objectives/Course Description |
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This course focuses on imparting in-depth knowledge of many techniques for data analytics using R. Master R language as well as Master statistical concepts ● Learn Fundamentals of R. ● Covers how to use different functions in R, how to read data into R, accessing R packages, writing R functions, debugging, and organizing data using R functions. ● Cover the Basics of statistical data analysis with examples. The whole syllabus will give an idea to collect, compile and visualize data using statistical functions. |
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Learning Outcome |
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CO1: Understand the basics of Fundamentals of R. CO2: Understands the loading, retrieval techniques of data CO3: Understand how data is analysed and visualized using statistic functions. |
Unit-1 |
Teaching Hours:6 |
|
Unit I: Introduction to R and R Studio
|
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Introduction to R and RStudio, Basic operations in R: arithmetic, variables, and data types, Working with vectors: creating, indexing, and manipulating, Basic functions in R: print(), length(), sum(), mean(), and others | ||
Unit-1 |
Teaching Hours:6 |
|
Unit I: Introduction to R and R Studio
|
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Introduction to R and RStudio, Basic operations in R: arithmetic, variables, and data types, Working with vectors: creating, indexing, and manipulating, Basic functions in R: print(), length(), sum(), mean(), and others | ||
Unit-1 |
Teaching Hours:6 |
|
Unit I: Introduction to R and R Studio
|
||
Introduction to R and RStudio, Basic operations in R: arithmetic, variables, and data types, Working with vectors: creating, indexing, and manipulating, Basic functions in R: print(), length(), sum(), mean(), and others | ||
Unit-1 |
Teaching Hours:6 |
|
Unit I: Introduction to R and R Studio
|
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Introduction to R and RStudio, Basic operations in R: arithmetic, variables, and data types, Working with vectors: creating, indexing, and manipulating, Basic functions in R: print(), length(), sum(), mean(), and others | ||
Unit-2 |
Teaching Hours:6 |
|
Unit II: Matrices and Operations
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Working with matrices: creating, indexing, and manipulating, Working with data frames: creating, indexing, and manipulating, Importing and exporting data: read.csv() and write.csv(), Basic data cleaning and pre-processing in R | ||
Unit-2 |
Teaching Hours:6 |
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Unit II: Matrices and Operations
|
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Working with matrices: creating, indexing, and manipulating, Working with data frames: creating, indexing, and manipulating, Importing and exporting data: read.csv() and write.csv(), Basic data cleaning and pre-processing in R | ||
Unit-2 |
Teaching Hours:6 |
|
Unit II: Matrices and Operations
|
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Working with matrices: creating, indexing, and manipulating, Working with data frames: creating, indexing, and manipulating, Importing and exporting data: read.csv() and write.csv(), Basic data cleaning and pre-processing in R | ||
Unit-2 |
Teaching Hours:6 |
|
Unit II: Matrices and Operations
|
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Working with matrices: creating, indexing, and manipulating, Working with data frames: creating, indexing, and manipulating, Importing and exporting data: read.csv() and write.csv(), Basic data cleaning and pre-processing in R | ||
Unit-3 |
Teaching Hours:6 |
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Unit III: R Loops and Functions
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Control structures: if-else, for loops, and while loops, Writing your own functions in R, Debugging in R: finding and fixing errors in your code, Basic data visualization: plot(), hist(), and barplot() | ||
Unit-3 |
Teaching Hours:6 |
|
Unit III: R Loops and Functions
|
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Control structures: if-else, for loops, and while loops, Writing your own functions in R, Debugging in R: finding and fixing errors in your code, Basic data visualization: plot(), hist(), and barplot() | ||
Unit-3 |
Teaching Hours:6 |
|
Unit III: R Loops and Functions
|
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Control structures: if-else, for loops, and while loops, Writing your own functions in R, Debugging in R: finding and fixing errors in your code, Basic data visualization: plot(), hist(), and barplot() | ||
Unit-3 |
Teaching Hours:6 |
|
Unit III: R Loops and Functions
|
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Control structures: if-else, for loops, and while loops, Writing your own functions in R, Debugging in R: finding and fixing errors in your code, Basic data visualization: plot(), hist(), and barplot() | ||
Unit-4 |
Teaching Hours:6 |
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Unit IV: R Packages and Data Visualization
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Working with packages in R: installing and loading packages, Working with the tidyverse: ggplot2, dplyr, and tidyr, Data visualization with ggplot2: scatterplots, line charts, and histograms, Data manipulation with dplyr: filtering, sorting, and summarizing data | ||
Unit-4 |
Teaching Hours:6 |
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Unit IV: R Packages and Data Visualization
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Working with packages in R: installing and loading packages, Working with the tidyverse: ggplot2, dplyr, and tidyr, Data visualization with ggplot2: scatterplots, line charts, and histograms, Data manipulation with dplyr: filtering, sorting, and summarizing data | ||
Unit-4 |
Teaching Hours:6 |
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Unit IV: R Packages and Data Visualization
|
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Working with packages in R: installing and loading packages, Working with the tidyverse: ggplot2, dplyr, and tidyr, Data visualization with ggplot2: scatterplots, line charts, and histograms, Data manipulation with dplyr: filtering, sorting, and summarizing data | ||
Unit-4 |
Teaching Hours:6 |
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Unit IV: R Packages and Data Visualization
|
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Working with packages in R: installing and loading packages, Working with the tidyverse: ggplot2, dplyr, and tidyr, Data visualization with ggplot2: scatterplots, line charts, and histograms, Data manipulation with dplyr: filtering, sorting, and summarizing data | ||
Unit-5 |
Teaching Hours:6 |
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Unit V: Modelling in R
|
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Introduction to statistical analysis in R: descriptive statistics, correlation, and regression, Working with probability distributions in R: normal, t, and chi-squared distributions, Hypothesis testing in R: t-tests and chi-squared tests, Basics of linear regression analysis in R | ||
Unit-5 |
Teaching Hours:6 |
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Unit V: Modelling in R
|
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Introduction to statistical analysis in R: descriptive statistics, correlation, and regression, Working with probability distributions in R: normal, t, and chi-squared distributions, Hypothesis testing in R: t-tests and chi-squared tests, Basics of linear regression analysis in R | ||
Unit-5 |
Teaching Hours:6 |
|
Unit V: Modelling in R
|
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Introduction to statistical analysis in R: descriptive statistics, correlation, and regression, Working with probability distributions in R: normal, t, and chi-squared distributions, Hypothesis testing in R: t-tests and chi-squared tests, Basics of linear regression analysis in R | ||
Unit-5 |
Teaching Hours:6 |
|
Unit V: Modelling in R
|
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Introduction to statistical analysis in R: descriptive statistics, correlation, and regression, Working with probability distributions in R: normal, t, and chi-squared distributions, Hypothesis testing in R: t-tests and chi-squared tests, Basics of linear regression analysis in R | ||
Text Books And Reference Books:
| ||
Essential Reading / Recommended Reading The art of R programming by Norman Matloff, , No Starch Press, San Francisco. 3. Statistical Programming in R by Srinivasa, Siddesh, Shetty and Sowmya, Oxford Higher Education | ||
Evaluation Pattern CIA1-20 Marks CIA2 -20 Marks CP- 10 Marks | ||
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:
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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
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| |
Unit-1 |
Teaching Hours:3 |
Chapter 1. Introduction
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| |
Unit-1 |
Teaching Hours:3 |
Chapter 1. Introduction
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| |
Unit-1 |
Teaching Hours:3 |
Chapter 1. Introduction
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| |
Unit-1 |
Teaching Hours:3 |
Chapter 1. Introduction
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| |
Unit-1 |
Teaching Hours:3 |
Chapter 1. Introduction
|
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| |
Unit-1 |
Teaching Hours:3 |
Chapter 1. Introduction
|
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| |
Unit-1 |
Teaching Hours:3 |
Chapter 1. Introduction
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| |
Unit-1 |
Teaching Hours:3 |
Chapter 1. Introduction
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| |
Unit-1 |
Teaching Hours:3 |
Chapter 1. Introduction
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| |
Unit-1 |
Teaching Hours:3 |
Chapter 1. Introduction
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| |
Unit-1 |
Teaching Hours:3 |
Chapter 1. Introduction
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| |
Unit-1 |
Teaching Hours:3 |
Chapter 1. Introduction
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| |
Unit-1 |
Teaching Hours:3 |
Chapter 1. Introduction
|
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| |
Unit-1 |
Teaching Hours:3 |
Chapter 1. Introduction
|
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| |
Unit-1 |
Teaching Hours:3 |
Chapter 1. Introduction
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| |
Unit-2 |
Teaching Hours:3 |
Chapter 2. Executive Summary
|
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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
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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
|
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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 | |
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 |
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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 |
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Teaching Hours:6 |
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Teaching Hours:6 |
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Teaching Hours:6 |
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Teaching Hours:6 |
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Unit-1 |
Teaching Hours:6 |
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Unit-1 |
Teaching Hours:6 |
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Unit-1 |
Teaching Hours:6 |
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Unit-1 |
Teaching Hours:6 |
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Unit-1 |
Teaching Hours:6 |
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Unit-1 |
Teaching Hours:6 |
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Unit-1 |
Teaching Hours:6 |
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Unit-1 |
Teaching Hours:6 |
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5
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| ||||||||||||||||||||||
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
|
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| ||||||||||||||||||||||
Unit-2 |
Teaching Hours:8 |
|||||||||||||||||||||
Unit 6
|
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| ||||||||||||||||||||||
Unit-2 |
Teaching Hours:8 |
|||||||||||||||||||||
Unit 6
|
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| ||||||||||||||||||||||
Unit-2 |
Teaching Hours:8 |
|||||||||||||||||||||
Unit 6
|
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| ||||||||||||||||||||||
Unit-2 |
Teaching Hours:8 |
|||||||||||||||||||||
Unit 6
|
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| ||||||||||||||||||||||
Unit-2 |
Teaching Hours:8 |
|||||||||||||||||||||
Unit 6
|
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| ||||||||||||||||||||||
Unit-2 |
Teaching Hours:8 |
|||||||||||||||||||||
Unit 6
|
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| ||||||||||||||||||||||
Unit-2 |
Teaching Hours:8 |
|||||||||||||||||||||
Unit 6
|
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Unit-2 |
Teaching Hours:8 |
|||||||||||||||||||||
Unit 6
|
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Unit-2 |
Teaching Hours:8 |
|||||||||||||||||||||
Unit 6
|
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Unit-2 |
Teaching Hours:8 |
|||||||||||||||||||||
Unit 6
|
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| ||||||||||||||||||||||
Unit-2 |
Teaching Hours:8 |
|||||||||||||||||||||
Unit 6
|
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Unit-2 |
Teaching Hours:8 |
|||||||||||||||||||||
Unit 6
|
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Unit-2 |
Teaching Hours:8 |
|||||||||||||||||||||
Unit 6
|
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Unit-2 |
Teaching Hours:8 |
|||||||||||||||||||||
Unit 6
|
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Unit-2 |
Teaching Hours:8 |
|||||||||||||||||||||
Unit 6
|
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Unit-2 |
Teaching Hours:8 |
|||||||||||||||||||||
Unit 6
|
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Unit-2 |
Teaching Hours:8 |
|||||||||||||||||||||
Unit 6
|
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Unit-2 |
Teaching Hours:8 |
|||||||||||||||||||||
Unit 6
|
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Unit-2 |
Teaching Hours:8 |
|||||||||||||||||||||
Unit 6
|
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Unit-2 |
Teaching Hours:8 |
|||||||||||||||||||||
Unit 6
|
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Unit-2 |
Teaching Hours:8 |
|||||||||||||||||||||
Unit 6
|
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Unit-2 |
Teaching Hours:8 |
|||||||||||||||||||||
Unit 6
|
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Unit-2 |
Teaching Hours:8 |
|||||||||||||||||||||
Unit 6
|
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Unit-2 |
Teaching Hours:8 |
|||||||||||||||||||||
Unit 6
|
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| ||||||||||||||||||||||
Unit-2 |
Teaching Hours:8 |
|||||||||||||||||||||
Unit 6
|
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Unit-2 |
Teaching Hours:8 |
|||||||||||||||||||||
Unit 6
|
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Unit-2 |
Teaching Hours:8 |
|||||||||||||||||||||
Unit 6
|
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Unit-2 |
Teaching Hours:8 |
|||||||||||||||||||||
Unit 6
|
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| ||||||||||||||||||||||
Unit-2 |
Teaching Hours:8 |
|||||||||||||||||||||
Unit 6
|
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| ||||||||||||||||||||||
Unit-2 |
Teaching Hours:8 |
|||||||||||||||||||||
Unit 6
|
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| ||||||||||||||||||||||
Unit-2 |
Teaching Hours:8 |
|||||||||||||||||||||
Unit 6
|
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Unit-2 |
Teaching Hours:8 |
|||||||||||||||||||||
Unit 6
|
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| ||||||||||||||||||||||
Unit-2 |
Teaching Hours:8 |
|||||||||||||||||||||
Unit 6
|
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Unit-2 |
Teaching Hours:8 |
|||||||||||||||||||||
Unit 6
|
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| ||||||||||||||||||||||
Unit-2 |
Teaching Hours:8 |
|||||||||||||||||||||
Unit 6
|
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| ||||||||||||||||||||||
Unit-2 |
Teaching Hours:8 |
|||||||||||||||||||||
Unit 6
|
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| ||||||||||||||||||||||
Unit-2 |
Teaching Hours:8 |
|||||||||||||||||||||
Unit 6
|
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| ||||||||||||||||||||||
Unit-2 |
Teaching Hours:8 |
|||||||||||||||||||||
Unit 6
|
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Unit-2 |
Teaching Hours:8 |
|||||||||||||||||||||
Unit 6
|
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| ||||||||||||||||||||||
Unit-2 |
Teaching Hours:8 |
|||||||||||||||||||||
Unit 6
|
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Unit-2 |
Teaching Hours:8 |
|||||||||||||||||||||
Unit 6
|
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| ||||||||||||||||||||||
Unit-2 |
Teaching Hours:8 |
|||||||||||||||||||||
Unit 6
|
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| ||||||||||||||||||||||
Unit-2 |
Teaching Hours:8 |
|||||||||||||||||||||
Unit 6
|
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| ||||||||||||||||||||||
Unit-2 |
Teaching Hours:8 |
|||||||||||||||||||||
Unit 6
|
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| ||||||||||||||||||||||
Unit-2 |
Teaching Hours:8 |
|||||||||||||||||||||
Unit 6
|
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| ||||||||||||||||||||||
Unit-2 |
Teaching Hours:8 |
|||||||||||||||||||||
Unit 6
|
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| ||||||||||||||||||||||
Unit-2 |
Teaching Hours:8 |
|||||||||||||||||||||
Unit 6
|
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| ||||||||||||||||||||||
Unit-2 |
Teaching Hours:8 |
|||||||||||||||||||||
Unit 6
|
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| ||||||||||||||||||||||
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
|
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| ||||||||||||||||||||||
Unit-2 |
Teaching Hours:8 |
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Unit 6
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| ||||||||||||||||||||||
Unit-2 |
Teaching Hours:8 |
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Unit 6
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| ||||||||||||||||||||||
Unit-2 |
Teaching Hours:8 |
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Unit 6
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| ||||||||||||||||||||||
Unit-2 |
Teaching Hours:8 |
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Unit 6
|
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| ||||||||||||||||||||||
Unit-2 |
Teaching Hours:8 |
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Unit 6
|
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| ||||||||||||||||||||||
Unit-2 |
Teaching Hours:8 |
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Unit 6
|
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| ||||||||||||||||||||||
Unit-3 |
Teaching Hours:8 |
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Unit 7
|
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| ||||||||||||||||||||||
Unit-3 |
Teaching Hours:8 |
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Unit 7
|
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| ||||||||||||||||||||||
Unit-3 |
Teaching Hours:8 |
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Unit 7
|
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Unit-3 |
Teaching Hours:8 |
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Unit 7
|
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Unit-3 |
Teaching Hours:8 |
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Unit 7
|
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Unit-3 |
Teaching Hours:8 |
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Unit 7
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Unit-3 |
Teaching Hours:8 |
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Unit 7
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Unit-3 |
Teaching Hours:8 |
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Unit 7
|
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Unit-3 |
Teaching Hours:8 |
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Unit 7
|
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Unit-3 |
Teaching Hours:8 |
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Unit 7
|
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| ||||||||||||||||||||||
Unit-3 |
Teaching Hours:8 |
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Unit 7
|
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Unit-3 |
Teaching Hours:8 |
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Unit 7
|
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Unit-3 |
Teaching Hours:8 |
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Unit 7
|
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Unit-3 |
Teaching Hours:8 |
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Unit 7
|
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Unit-3 |
Teaching Hours:8 |
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Unit 7
|
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Unit-3 |
Teaching Hours:8 |
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Unit 7
|
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| ||||||||||||||||||||||
Unit-3 |
Teaching Hours:8 |
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Unit 7
|
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Unit-3 |
Teaching Hours:8 |
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Unit 7
|
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Unit-3 |
Teaching Hours:8 |
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Unit 7
|
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Unit-3 |
Teaching Hours:8 |
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Unit 7
|
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| ||||||||||||||||||||||
Unit-3 |
Teaching Hours:8 |
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Unit 7
|
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| ||||||||||||||||||||||
Unit-3 |
Teaching Hours:8 |
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Unit 7
|
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| ||||||||||||||||||||||
Unit-3 |
Teaching Hours:8 |
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Unit 7
|
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| ||||||||||||||||||||||
Unit-3 |
Teaching Hours:8 |
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Unit 7
|
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| ||||||||||||||||||||||
Unit-3 |
Teaching Hours:8 |
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Unit 7
|
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| ||||||||||||||||||||||
Unit-3 |
Teaching Hours:8 |
|||||||||||||||||||||
Unit 7
|
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| ||||||||||||||||||||||
Unit-3 |
Teaching Hours:8 |
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Unit 7
|
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| ||||||||||||||||||||||
Unit-3 |
Teaching Hours:8 |
|||||||||||||||||||||
Unit 7
|
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| ||||||||||||||||||||||
Unit-3 |
Teaching Hours:8 |
|||||||||||||||||||||
Unit 7
|
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| ||||||||||||||||||||||
Unit-3 |
Teaching Hours:8 |
|||||||||||||||||||||
Unit 7
|
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| ||||||||||||||||||||||
Unit-3 |
Teaching Hours:8 |
|||||||||||||||||||||
Unit 7
|
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| ||||||||||||||||||||||
Unit-3 |
Teaching Hours:8 |
|||||||||||||||||||||
Unit 7
|
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| ||||||||||||||||||||||
Unit-3 |
Teaching Hours:8 |
|||||||||||||||||||||
Unit 7
|
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| ||||||||||||||||||||||
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
|
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| ||||||||||||||||||||||
Unit-3 |
Teaching Hours:8 |
|||||||||||||||||||||
Unit 7
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-3 |
Teaching Hours:8 |
|||||||||||||||||||||
Unit 7
|
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| ||||||||||||||||||||||
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
|
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| ||||||||||||||||||||||
Unit-3 |
Teaching Hours:8 |
|||||||||||||||||||||
Unit 7
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-3 |
Teaching Hours:8 |
|||||||||||||||||||||
Unit 7
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-3 |
Teaching Hours:8 |
|||||||||||||||||||||
Unit 7
|
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| ||||||||||||||||||||||
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
|
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| ||||||||||||||||||||||
Unit-3 |
Teaching Hours:8 |
|||||||||||||||||||||
Unit 7
|
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| ||||||||||||||||||||||
Unit-3 |
Teaching Hours:8 |
|||||||||||||||||||||
Unit 7
|
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| ||||||||||||||||||||||
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 |
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Unit 8
|
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| ||||||||||||||||||||||
Unit-4 |
Teaching Hours:8 |
|||||||||||||||||||||
Unit 8
|
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Unit-4 |
Teaching Hours:8 |
|||||||||||||||||||||
Unit 8
|
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| ||||||||||||||||||||||
Unit-4 |
Teaching Hours:8 |
|||||||||||||||||||||
Unit 8
|
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| ||||||||||||||||||||||
Unit-4 |
Teaching Hours:8 |
|||||||||||||||||||||
Unit 8
|
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| ||||||||||||||||||||||
Unit-4 |
Teaching Hours:8 |
|||||||||||||||||||||
Unit 8
|
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| ||||||||||||||||||||||
Unit-4 |
Teaching Hours:8 |
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Unit 8
|
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| ||||||||||||||||||||||
Unit-4 |
Teaching Hours:8 |
|||||||||||||||||||||
Unit 8
|
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| ||||||||||||||||||||||
Unit-4 |
Teaching Hours:8 |
|||||||||||||||||||||
Unit 8
|
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| ||||||||||||||||||||||
Unit-4 |
Teaching Hours:8 |
|||||||||||||||||||||
Unit 8
|
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| ||||||||||||||||||||||
Unit-4 |
Teaching Hours:8 |
|||||||||||||||||||||
Unit 8
|
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| ||||||||||||||||||||||
Unit-4 |
Teaching Hours:8 |
|||||||||||||||||||||
Unit 8
|
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| ||||||||||||||||||||||
Unit-4 |
Teaching Hours:8 |
|||||||||||||||||||||
Unit 8
|
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Unit-4 |
Teaching Hours:8 |
|||||||||||||||||||||
Unit 8
|
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| ||||||||||||||||||||||
Unit-4 |
Teaching Hours:8 |
|||||||||||||||||||||
Unit 8
|
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| ||||||||||||||||||||||
Unit-4 |
Teaching Hours:8 |
|||||||||||||||||||||
Unit 8
|
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| ||||||||||||||||||||||
Unit-4 |
Teaching Hours:8 |
|||||||||||||||||||||
Unit 8
|
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Unit-4 |
Teaching Hours:8 |
|||||||||||||||||||||
Unit 8
|
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| ||||||||||||||||||||||
Unit-4 |
Teaching Hours:8 |
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Unit 8
|
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Unit-4 |
Teaching Hours:8 |
|||||||||||||||||||||
Unit 8
|
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Unit-4 |
Teaching Hours:8 |
|||||||||||||||||||||
Unit 8
|
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Unit-4 |
Teaching Hours:8 |
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Unit 8
|
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| ||||||||||||||||||||||
Unit-4 |
Teaching Hours:8 |
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Unit 8
|
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Unit-4 |
Teaching Hours:8 |
|||||||||||||||||||||
Unit 8
|
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| ||||||||||||||||||||||
Unit-4 |
Teaching Hours:8 |
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Unit 8
|
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Unit-4 |
Teaching Hours:8 |
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Unit 8
|
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Unit-4 |
Teaching Hours:8 |
|||||||||||||||||||||
Unit 8
|
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Unit-4 |
Teaching Hours:8 |
|||||||||||||||||||||
Unit 8
|
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| ||||||||||||||||||||||
Unit-4 |
Teaching Hours:8 |
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Unit 8
|
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| ||||||||||||||||||||||
Unit-4 |
Teaching Hours:8 |
|||||||||||||||||||||
Unit 8
|
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| ||||||||||||||||||||||
Unit-4 |
Teaching Hours:8 |
|||||||||||||||||||||
Unit 8
|
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| ||||||||||||||||||||||
Unit-4 |
Teaching Hours:8 |
|||||||||||||||||||||
Unit 8
|
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| ||||||||||||||||||||||
Unit-4 |
Teaching Hours:8 |
|||||||||||||||||||||
Unit 8
|
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| ||||||||||||||||||||||
Unit-4 |
Teaching Hours:8 |
|||||||||||||||||||||
Unit 8
|
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| ||||||||||||||||||||||
Unit-4 |
Teaching Hours:8 |
|||||||||||||||||||||
Unit 8
|
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| ||||||||||||||||||||||
Unit-4 |
Teaching Hours:8 |
|||||||||||||||||||||
Unit 8
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-4 |
Teaching Hours:8 |
|||||||||||||||||||||
Unit 8
|
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| ||||||||||||||||||||||
Unit-4 |
Teaching Hours:8 |
|||||||||||||||||||||
Unit 8
|
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| ||||||||||||||||||||||
Unit-4 |
Teaching Hours:8 |
|||||||||||||||||||||
Unit 8
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-4 |
Teaching Hours:8 |
|||||||||||||||||||||
Unit 8
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-4 |
Teaching Hours:8 |
|||||||||||||||||||||
Unit 8
|
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| ||||||||||||||||||||||
Unit-4 |
Teaching Hours:8 |
|||||||||||||||||||||
Unit 8
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-4 |
Teaching Hours:8 |
|||||||||||||||||||||
Unit 8
|
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| ||||||||||||||||||||||
Unit-4 |
Teaching Hours:8 |
|||||||||||||||||||||
Unit 8
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-4 |
Teaching Hours:8 |
|||||||||||||||||||||
Unit 8
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-4 |
Teaching Hours:8 |
|||||||||||||||||||||
Unit 8
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Unit 8
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Unit 8
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Unit 8
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Unit 8
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Unit 8
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Unit 8
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Unit 8
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Unit 8
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Unit 8
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Unit 8
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Unit 8
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Unit-4 |
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Unit 8
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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.
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GER181-4 - GERMAN (2023 Batch) | ||||||||||||||||||||||
Total Teaching Hours for Semester:30 |
No of Lecture Hours/Week:2 |
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Max Marks:100 |
Credits:2 |
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Course Objectives/Course Description |
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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.
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Learning Outcome |
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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 |
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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 |
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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 |
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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 |
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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 |
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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 |
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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 |
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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 |
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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 |
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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 |
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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 |
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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 |
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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 |
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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 |
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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 |
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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 |
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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
|
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| ||||||||||||||||||||||
Unit-2 |
Teaching Hours:8 |
|||||||||||||||||||||
Zeit mit Freunden
|
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| ||||||||||||||||||||||
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
|
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| ||||||||||||||||||||||
Unit-2 |
Teaching Hours:8 |
|||||||||||||||||||||
Zeit mit Freunden
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-2 |
Teaching Hours:8 |
|||||||||||||||||||||
Zeit mit Freunden
|
||||||||||||||||||||||
| ||||||||||||||||||||||
Unit-2 |
Teaching Hours:8 |
|||||||||||||||||||||
Zeit mit Freunden
|
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| ||||||||||||||||||||||
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
|
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| ||||||||||||||||||||||
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
|
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Teaching Hours:7 |
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Teaching Hours:7 |
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Teaching Hours:7 |
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Teaching Hours:7 |
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Teaching Hours:7 |
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Teaching Hours:7 |
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Teaching Hours:7 |
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Teaching Hours:7 |
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Teaching Hours:7 |
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Teaching Hours:7 |
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Unit-4 |
Teaching Hours:7 |
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Unit-4 |
Teaching Hours:7 |
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Fit und gesund
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Unit-4 |
Teaching Hours:7 |
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Fit und gesund
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Teaching Hours:7 |
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Fit und gesund
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Fit und gesund
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Teaching Hours:7 |
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Fit und gesund
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Teaching Hours:7 |
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Fit und gesund
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Teaching Hours:7 |
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Teaching Hours:7 |
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Unit-4 |
Teaching Hours:7 |
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Fit und gesund
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Unit-4 |
Teaching Hours:7 |
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Fit und gesund
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Unit-4 |
Teaching Hours:7 |
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Fit und gesund
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Unit-4 |
Teaching Hours:7 |
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Fit und gesund
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Unit-4 |
Teaching Hours:7 |
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Fit und gesund
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Unit-4 |
Teaching Hours:7 |
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Fit und gesund
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Unit-4 |
Teaching Hours:7 |
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Fit und gesund
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Unit-4 |
Teaching Hours:7 |
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Fit und gesund
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Unit-4 |
Teaching Hours:7 |
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Fit und gesund
|
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Unit-4 |
Teaching Hours:7 |
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Fit und gesund
|
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Unit-4 |
Teaching Hours:7 |
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Fit und gesund
|
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Unit-4 |
Teaching Hours:7 |
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Fit und gesund
|
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Unit-4 |
Teaching Hours:7 |
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Fit und gesund
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Unit-4 |
Teaching Hours:7 |
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Fit und gesund
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Unit-4 |
Teaching Hours:7 |
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Fit und gesund
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Unit-4 |
Teaching Hours:7 |
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Fit und gesund
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Unit-4 |
Teaching Hours:7 |
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Fit und gesund
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Unit-4 |
Teaching Hours:7 |
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Fit und gesund
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Unit-4 |
Teaching Hours:7 |
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Fit und gesund
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| ||||||||||||||||||||||
Unit-4 |
Teaching Hours:7 |
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Fit und gesund
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Unit-4 |
Teaching Hours:7 |
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Fit und gesund
|
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| ||||||||||||||||||||||
Unit-4 |
Teaching Hours:7 |
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Fit und gesund
|
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| ||||||||||||||||||||||
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
| ||||||||||||||||||||||
HIN181-4 - BASIC HINDI (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 thirty hours course. Students will be exposed to the use of Hindi Language both in oral and written forms. During the course, Hindi alphabets, words, simple sentences, general vocabulary and basic grammar will be taught. At the end of the course students will be able to read, write and speak the Language |
||||||||||||||||||||||
Learning Outcome |
||||||||||||||||||||||
CO1: Improve the spoken skill. CO2: Acquire reading and writing skill. |
Unit-1 |
Teaching Hours:17 |
||||||||||||||||||||||||||||||||||||||||
1. Alphabets-Vowels and Consonants oral traditions in hindi, History of hindi language,devanagari scripts,Dialects,Hindi as official language
|
|||||||||||||||||||||||||||||||||||||||||
Students will be trained in basic HIndi language | |||||||||||||||||||||||||||||||||||||||||
Unit-1 |
Teaching Hours:17 |
||||||||||||||||||||||||||||||||||||||||
1. Alphabets-Vowels and Consonants oral traditions in hindi, History of hindi language,devanagari scripts,Dialects,Hindi as official language
|
|||||||||||||||||||||||||||||||||||||||||
Students will be trained in basic HIndi language | |||||||||||||||||||||||||||||||||||||||||
Unit-1 |
Teaching Hours:17 |
||||||||||||||||||||||||||||||||||||||||
1. Alphabets-Vowels and Consonants oral traditions in hindi, History of hindi language,devanagari scripts,Dialects,Hindi as official language
|
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Students will be trained in basic HIndi language | |||||||||||||||||||||||||||||||||||||||||
Unit-1 |
Teaching Hours:17 |
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1. Alphabets-Vowels and Consonants oral traditions in hindi, History of hindi language,devanagari scripts,Dialects,Hindi as official language
|
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Students will be trained in basic HIndi language | |||||||||||||||||||||||||||||||||||||||||
Unit-1 |
Teaching Hours:17 |
||||||||||||||||||||||||||||||||||||||||
1. Alphabets-Vowels and Consonants oral traditions in hindi, History of hindi language,devanagari scripts,Dialects,Hindi as official language
|
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Students will be trained in basic HIndi language | |||||||||||||||||||||||||||||||||||||||||
Unit-1 |
Teaching Hours:17 |
||||||||||||||||||||||||||||||||||||||||
1. Alphabets-Vowels and Consonants oral traditions in hindi, History of hindi language,devanagari scripts,Dialects,Hindi as official language
|
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Students will be trained in basic HIndi language | |||||||||||||||||||||||||||||||||||||||||
Unit-1 |
Teaching Hours:17 |
||||||||||||||||||||||||||||||||||||||||
1. Alphabets-Vowels and Consonants oral traditions in hindi, History of hindi language,devanagari scripts,Dialects,Hindi as official language
|
|||||||||||||||||||||||||||||||||||||||||
Students will be trained in basic HIndi language | |||||||||||||||||||||||||||||||||||||||||
Unit-1 |
Teaching Hours:17 |
||||||||||||||||||||||||||||||||||||||||
1. Alphabets-Vowels and Consonants oral traditions in hindi, History of hindi language,devanagari scripts,Dialects,Hindi as official language
|
|||||||||||||||||||||||||||||||||||||||||
Students will be trained in basic HIndi language | |||||||||||||||||||||||||||||||||||||||||
Unit-1 |
Teaching Hours:17 |
||||||||||||||||||||||||||||||||||||||||
1. Alphabets-Vowels and Consonants oral traditions in hindi, History of hindi language,devanagari scripts,Dialects,Hindi as official language
|
|||||||||||||||||||||||||||||||||||||||||
Students will be trained in basic HIndi language | |||||||||||||||||||||||||||||||||||||||||
Unit-1 |
Teaching Hours:17 |
||||||||||||||||||||||||||||||||||||||||
1. Alphabets-Vowels and Consonants oral traditions in hindi, History of hindi language,devanagari scripts,Dialects,Hindi as official language
|
|||||||||||||||||||||||||||||||||||||||||
Students will be trained in basic HIndi language | |||||||||||||||||||||||||||||||||||||||||
Unit-1 |
Teaching Hours:17 |
||||||||||||||||||||||||||||||||||||||||
1. Alphabets-Vowels and Consonants oral traditions in hindi, History of hindi language,devanagari scripts,Dialects,Hindi as official language
|
|||||||||||||||||||||||||||||||||||||||||
Students will be trained in basic HIndi language | |||||||||||||||||||||||||||||||||||||||||
Unit-1 |
Teaching Hours:17 |
||||||||||||||||||||||||||||||||||||||||
1. Alphabets-Vowels and Consonants oral traditions in hindi, History of hindi language,devanagari scripts,Dialects,Hindi as official language
|
|||||||||||||||||||||||||||||||||||||||||
Students will be trained in basic HIndi language | |||||||||||||||||||||||||||||||||||||||||
Unit-1 |
Teaching Hours:17 |
||||||||||||||||||||||||||||||||||||||||
1. Alphabets-Vowels and Consonants oral traditions in hindi, History of hindi language,devanagari scripts,Dialects,Hindi as official language
|
|||||||||||||||||||||||||||||||||||||||||
Students will be trained in basic HIndi language | |||||||||||||||||||||||||||||||||||||||||
Unit-1 |
Teaching Hours:17 |
||||||||||||||||||||||||||||||||||||||||
1. Alphabets-Vowels and Consonants oral traditions in hindi, History of hindi language,devanagari scripts,Dialects,Hindi as official language
|
|||||||||||||||||||||||||||||||||||||||||
Students will be trained in basic HIndi language | |||||||||||||||||||||||||||||||||||||||||
Unit-1 |
Teaching Hours:17 |
||||||||||||||||||||||||||||||||||||||||
1. Alphabets-Vowels and Consonants oral traditions in hindi, History of hindi language,devanagari scripts,Dialects,Hindi as official language
|
|||||||||||||||||||||||||||||||||||||||||
Students will be trained in basic HIndi language | |||||||||||||||||||||||||||||||||||||||||
Unit-1 |
Teaching Hours:17 |
||||||||||||||||||||||||||||||||||||||||
1. Alphabets-Vowels and Consonants oral traditions in hindi, History of hindi language,devanagari scripts,Dialects,Hindi as official language
|
|||||||||||||||||||||||||||||||||||||||||
Students will be trained in basic HIndi language | |||||||||||||||||||||||||||||||||||||||||
Unit-1 |
Teaching Hours:17 |
||||||||||||||||||||||||||||||||||||||||
1. Alphabets-Vowels and Consonants oral traditions in hindi, History of hindi language,devanagari scripts,Dialects,Hindi as official language
|
|||||||||||||||||||||||||||||||||||||||||
Students will be trained in basic HIndi language | |||||||||||||||||||||||||||||||||||||||||
Unit-1 |
Teaching Hours:17 |
||||||||||||||||||||||||||||||||||||||||
1. Alphabets-Vowels and Consonants oral traditions in hindi, History of hindi language,devanagari scripts,Dialects,Hindi as official language
|
|||||||||||||||||||||||||||||||||||||||||
Students will be trained in basic HIndi language | |||||||||||||||||||||||||||||||||||||||||
Unit-1 |
Teaching Hours:17 |
||||||||||||||||||||||||||||||||||||||||
1. Alphabets-Vowels and Consonants oral traditions in hindi, History of hindi language,devanagari scripts,Dialects,Hindi as official language
|
|||||||||||||||||||||||||||||||||||||||||
Students will be trained in basic HIndi language | |||||||||||||||||||||||||||||||||||||||||
Unit-1 |
Teaching Hours:17 |
||||||||||||||||||||||||||||||||||||||||
1. Alphabets-Vowels and Consonants oral traditions in hindi, History of hindi language,devanagari scripts,Dialects,Hindi as official language
|
|||||||||||||||||||||||||||||||||||||||||
Students will be trained in basic HIndi language | |||||||||||||||||||||||||||||||||||||||||
Unit-1 |
Teaching Hours:17 |
||||||||||||||||||||||||||||||||||||||||
1. Alphabets-Vowels and Consonants oral traditions in hindi, History of hindi language,devanagari scripts,Dialects,Hindi as official language
|
|||||||||||||||||||||||||||||||||||||||||
Students will be trained in basic HIndi language | |||||||||||||||||||||||||||||||||||||||||
Unit-1 |
Teaching Hours:17 |
||||||||||||||||||||||||||||||||||||||||
1. Alphabets-Vowels and Consonants oral traditions in hindi, History of hindi language,devanagari scripts,Dialects,Hindi as official language
|
|||||||||||||||||||||||||||||||||||||||||
Students will be trained in basic HIndi language | |||||||||||||||||||||||||||||||||||||||||
Unit-1 |
Teaching Hours:17 |
||||||||||||||||||||||||||||||||||||||||
1. Alphabets-Vowels and Consonants oral traditions in hindi, History of hindi language,devanagari scripts,Dialects,Hindi as official language
|
|||||||||||||||||||||||||||||||||||||||||
Students will be trained in basic HIndi language | |||||||||||||||||||||||||||||||||||||||||
Unit-1 |
Teaching Hours:17 |
||||||||||||||||||||||||||||||||||||||||
1. Alphabets-Vowels and Consonants oral traditions in hindi, History of hindi language,devanagari scripts,Dialects,Hindi as official language
|
|||||||||||||||||||||||||||||||||||||||||
Students will be trained in basic HIndi language | |||||||||||||||||||||||||||||||||||||||||
Unit-1 |
Teaching Hours:17 |
||||||||||||||||||||||||||||||||||||||||
1. Alphabets-Vowels and Consonants oral traditions in hindi, History of hindi language,devanagari scripts,Dialects,Hindi as official language
|
|||||||||||||||||||||||||||||||||||||||||
Students will be trained in basic HIndi language | |||||||||||||||||||||||||||||||||||||||||
Unit-1 |
Teaching Hours:17 |
||||||||||||||||||||||||||||||||||||||||
1. Alphabets-Vowels and Consonants oral traditions in hindi, History of hindi language,devanagari scripts,Dialects,Hindi as official language
|
|||||||||||||||||||||||||||||||||||||||||
Students will be trained in basic HIndi language | |||||||||||||||||||||||||||||||||||||||||
Unit-1 |
Teaching Hours:17 |
||||||||||||||||||||||||||||||||||||||||
1. Alphabets-Vowels and Consonants oral traditions in hindi, History of hindi language,devanagari scripts,Dialects,Hindi as official language
|
|||||||||||||||||||||||||||||||||||||||||
Students will be trained in basic HIndi language | |||||||||||||||||||||||||||||||||||||||||
Unit-1 |
Teaching Hours:17 |
||||||||||||||||||||||||||||||||||||||||
1. Alphabets-Vowels and Consonants oral traditions in hindi, History of hindi language,devanagari scripts,Dialects,Hindi as official language
|
|||||||||||||||||||||||||||||||||||||||||
Students will be trained in basic HIndi language | |||||||||||||||||||||||||||||||||||||||||
Unit-1 |
Teaching Hours:17 |
||||||||||||||||||||||||||||||||||||||||
1. Alphabets-Vowels and Consonants oral traditions in hindi, History of hindi language,devanagari scripts,Dialects,Hindi as official language
|
|||||||||||||||||||||||||||||||||||||||||
Students will be trained in basic HIndi language | |||||||||||||||||||||||||||||||||||||||||
Unit-1 |
Teaching Hours:17 |
||||||||||||||||||||||||||||||||||||||||
1. Alphabets-Vowels and Consonants oral traditions in hindi, History of hindi language,devanagari scripts,Dialects,Hindi as official language
|
|||||||||||||||||||||||||||||||||||||||||
Students will be trained in basic HIndi language | |||||||||||||||||||||||||||||||||||||||||
Unit-1 |
Teaching Hours:17 |
||||||||||||||||||||||||||||||||||||||||
1. Alphabets-Vowels and Consonants oral traditions in hindi, History of hindi language,devanagari scripts,Dialects,Hindi as official language
|
|||||||||||||||||||||||||||||||||||||||||
Students will be trained in basic HIndi language | |||||||||||||||||||||||||||||||||||||||||
Unit-1 |
Teaching Hours:17 |
||||||||||||||||||||||||||||||||||||||||
1. Alphabets-Vowels and Consonants oral traditions in hindi, History of hindi language,devanagari scripts,Dialects,Hindi as official language
|
|||||||||||||||||||||||||||||||||||||||||
Students will be trained in basic HIndi language | |||||||||||||||||||||||||||||||||||||||||
Unit-1 |
Teaching Hours:17 |
||||||||||||||||||||||||||||||||||||||||
1. Alphabets-Vowels and Consonants oral traditions in hindi, History of hindi language,devanagari scripts,Dialects,Hindi as official language
|
|||||||||||||||||||||||||||||||||||||||||
Students will be trained in basic HIndi language | |||||||||||||||||||||||||||||||||||||||||
Unit-1 |
Teaching Hours:17 |
||||||||||||||||||||||||||||||||||||||||
1. Alphabets-Vowels and Consonants oral traditions in hindi, History of hindi language,devanagari scripts,Dialects,Hindi as official language
|
|||||||||||||||||||||||||||||||||||||||||
Students will be trained in basic HIndi language | |||||||||||||||||||||||||||||||||||||||||
Unit-1 |
Teaching Hours:17 |
||||||||||||||||||||||||||||||||||||||||
1. Alphabets-Vowels and Consonants oral traditions in hindi, History of hindi language,devanagari scripts,Dialects,Hindi as official language
|
|||||||||||||||||||||||||||||||||||||||||
Students will be trained in basic HIndi language | |||||||||||||||||||||||||||||||||||||||||
Unit-1 |
Teaching Hours:17 |
||||||||||||||||||||||||||||||||||||||||
1. Alphabets-Vowels and Consonants oral traditions in hindi, History of hindi language,devanagari scripts,Dialects,Hindi as official language
|
|||||||||||||||||||||||||||||||||||||||||
Students will be trained in basic HIndi language | |||||||||||||||||||||||||||||||||||||||||
Unit-1 |
Teaching Hours:17 |
||||||||||||||||||||||||||||||||||||||||
1. Alphabets-Vowels and Consonants oral traditions in hindi, History of hindi language,devanagari scripts,Dialects,Hindi as official language
|
|||||||||||||||||||||||||||||||||||||||||
Students will be trained in basic HIndi language | |||||||||||||||||||||||||||||||||||||||||
Unit-1 |
Teaching Hours:17 |
||||||||||||||||||||||||||||||||||||||||
1. Alphabets-Vowels and Consonants oral traditions in hindi, History of hindi language,devanagari scripts,Dialects,Hindi as official language
|
|||||||||||||||||||||||||||||||||||||||||
Students will be trained in basic HIndi language | |||||||||||||||||||||||||||||||||||||||||
Unit-1 |
Teaching Hours:17 |
||||||||||||||||||||||||||||||||||||||||
1. Alphabets-Vowels and Consonants oral traditions in hindi, History of hindi language,devanagari scripts,Dialects,Hindi as official language
|
|||||||||||||||||||||||||||||||||||||||||
Students will be trained in basic HIndi language | |||||||||||||||||||||||||||||||||||||||||
Unit-1 |
Teaching Hours:17 |
||||||||||||||||||||||||||||||||||||||||
1. Alphabets-Vowels and Consonants oral traditions in hindi, History of hindi language,devanagari scripts,Dialects,Hindi as official language
|
|||||||||||||||||||||||||||||||||||||||||
Students will be trained in basic HIndi language | |||||||||||||||||||||||||||||||||||||||||
Unit-1 |
Teaching Hours:17 |
||||||||||||||||||||||||||||||||||||||||
1. Alphabets-Vowels and Consonants oral traditions in hindi, History of hindi language,devanagari scripts,Dialects,Hindi as official language
|
|||||||||||||||||||||||||||||||||||||||||
Students will be trained in basic HIndi language | |||||||||||||||||||||||||||||||||||||||||
Unit-1 |
Teaching Hours:17 |
||||||||||||||||||||||||||||||||||||||||
1. Alphabets-Vowels and Consonants oral traditions in hindi, History of hindi language,devanagari scripts,Dialects,Hindi as official language
|
|||||||||||||||||||||||||||||||||||||||||
Students will be trained in basic HIndi language | |||||||||||||||||||||||||||||||||||||||||
Unit-1 |
Teaching Hours:17 |
||||||||||||||||||||||||||||||||||||||||
1. Alphabets-Vowels and Consonants oral traditions in hindi, History of hindi language,devanagari scripts,Dialects,Hindi as official language
|
|||||||||||||||||||||||||||||||||||||||||
Students will be trained in basic HIndi language | |||||||||||||||||||||||||||||||||||||||||
Unit-1 |
Teaching Hours:17 |
||||||||||||||||||||||||||||||||||||||||
1. Alphabets-Vowels and Consonants oral traditions in hindi, History of hindi language,devanagari scripts,Dialects,Hindi as official language
|
|||||||||||||||||||||||||||||||||||||||||
Students will be trained in basic HIndi language | |||||||||||||||||||||||||||||||||||||||||
Unit-1 |
Teaching Hours:17 |
||||||||||||||||||||||||||||||||||||||||
1. Alphabets-Vowels and Consonants oral traditions in hindi, History of hindi language,devanagari scripts,Dialects,Hindi as official language
|
|||||||||||||||||||||||||||||||||||||||||
Students will be trained in basic HIndi language | |||||||||||||||||||||||||||||||||||||||||
Unit-1 |
Teaching Hours:17 |
||||||||||||||||||||||||||||||||||||||||
1. Alphabets-Vowels and Consonants oral traditions in hindi, History of hindi language,devanagari scripts,Dialects,Hindi as official language
|
|||||||||||||||||||||||||||||||||||||||||
Students will be trained in basic HIndi language | |||||||||||||||||||||||||||||||||||||||||
Unit-1 |
Teaching Hours:17 |
||||||||||||||||||||||||||||||||||||||||
1. Alphabets-Vowels and Consonants oral traditions in hindi, History of hindi language,devanagari scripts,Dialects,Hindi as official language
|
|||||||||||||||||||||||||||||||||||||||||
Students will be trained in basic HIndi language | |||||||||||||||||||||||||||||||||||||||||
Unit-2 |
Teaching Hours:7 |
||||||||||||||||||||||||||||||||||||||||
Translation Theory and process,Types of translation,qualities of a good translatot
|
|||||||||||||||||||||||||||||||||||||||||
Translation practice | |||||||||||||||||||||||||||||||||||||||||
Unit-2 |
Teaching Hours:7 |
||||||||||||||||||||||||||||||||||||||||
Translation Theory and process,Types of translation,qualities of a good translatot
|
|||||||||||||||||||||||||||||||||||||||||
Translation practice | |||||||||||||||||||||||||||||||||||||||||
Unit-2 |
Teaching Hours:7 |
||||||||||||||||||||||||||||||||||||||||
Translation Theory and process,Types of translation,qualities of a good translatot
|
|||||||||||||||||||||||||||||||||||||||||
Translation practice | |||||||||||||||||||||||||||||||||||||||||
Unit-2 |
Teaching Hours:7 |
||||||||||||||||||||||||||||||||||||||||
Translation Theory and process,Types of translation,qualities of a good translatot
|
|||||||||||||||||||||||||||||||||||||||||
Translation practice | |||||||||||||||||||||||||||||||||||||||||
Unit-2 |
Teaching Hours:7 |
||||||||||||||||||||||||||||||||||||||||
Translation Theory and process,Types of translation,qualities of a good translatot
|
|||||||||||||||||||||||||||||||||||||||||
Translation practice | |||||||||||||||||||||||||||||||||||||||||
Unit-2 |
Teaching Hours:7 |
||||||||||||||||||||||||||||||||||||||||
Translation Theory and process,Types of translation,qualities of a good translatot
|
|||||||||||||||||||||||||||||||||||||||||
Translation practice | |||||||||||||||||||||||||||||||||||||||||
Unit-2 |
Teaching Hours:7 |
||||||||||||||||||||||||||||||||||||||||
Translation Theory and process,Types of translation,qualities of a good translatot
|
|||||||||||||||||||||||||||||||||||||||||
Translation practice | |||||||||||||||||||||||||||||||||||||||||
Unit-2 |
Teaching Hours:7 |
||||||||||||||||||||||||||||||||||||||||
Translation Theory and process,Types of translation,qualities of a good translatot
|
|||||||||||||||||||||||||||||||||||||||||
Translation practice | |||||||||||||||||||||||||||||||||||||||||
Unit-2 |
Teaching Hours:7 |
||||||||||||||||||||||||||||||||||||||||
Translation Theory and process,Types of translation,qualities of a good translatot
|
|||||||||||||||||||||||||||||||||||||||||
Translation practice | |||||||||||||||||||||||||||||||||||||||||
Unit-2 |
Teaching Hours:7 |
||||||||||||||||||||||||||||||||||||||||
Translation Theory and process,Types of translation,qualities of a good translatot
|
|||||||||||||||||||||||||||||||||||||||||
Translation practice | |||||||||||||||||||||||||||||||||||||||||
Unit-2 |
Teaching Hours:7 |
||||||||||||||||||||||||||||||||||||||||
Translation Theory and process,Types of translation,qualities of a good translatot
|
|||||||||||||||||||||||||||||||||||||||||
Translation practice | |||||||||||||||||||||||||||||||||||||||||
Unit-2 |
Teaching Hours:7 |
||||||||||||||||||||||||||||||||||||||||
Translation Theory and process,Types of translation,qualities of a good translatot
|
|||||||||||||||||||||||||||||||||||||||||
Translation practice | |||||||||||||||||||||||||||||||||||||||||
Unit-2 |
Teaching Hours:7 |
||||||||||||||||||||||||||||||||||||||||
Translation Theory and process,Types of translation,qualities of a good translatot
|
|||||||||||||||||||||||||||||||||||||||||
Translation practice | |||||||||||||||||||||||||||||||||||||||||
Unit-2 |
Teaching Hours:7 |
||||||||||||||||||||||||||||||||||||||||
Translation Theory and process,Types of translation,qualities of a good translatot
|
|||||||||||||||||||||||||||||||||||||||||
Translation practice | |||||||||||||||||||||||||||||||||||||||||
Unit-2 |
Teaching Hours:7 |
||||||||||||||||||||||||||||||||||||||||
Translation Theory and process,Types of translation,qualities of a good translatot
|
|||||||||||||||||||||||||||||||||||||||||
Translation practice | |||||||||||||||||||||||||||||||||||||||||
Unit-2 |
Teaching Hours:7 |
||||||||||||||||||||||||||||||||||||||||
Translation Theory and process,Types of translation,qualities of a good translatot
|
|||||||||||||||||||||||||||||||||||||||||
Translation practice | |||||||||||||||||||||||||||||||||||||||||
Unit-2 |
Teaching Hours:7 |
||||||||||||||||||||||||||||||||||||||||
Translation Theory and process,Types of translation,qualities of a good translatot
|
|||||||||||||||||||||||||||||||||||||||||
Translation practice | |||||||||||||||||||||||||||||||||||||||||
Unit-2 |
Teaching Hours:7 |
||||||||||||||||||||||||||||||||||||||||
Translation Theory and process,Types of translation,qualities of a good translatot
|
|||||||||||||||||||||||||||||||||||||||||
Translation practice | |||||||||||||||||||||||||||||||||||||||||
Unit-2 |
Teaching Hours:7 |
||||||||||||||||||||||||||||||||||||||||
Translation Theory and process,Types of translation,qualities of a good translatot
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Translation practice | |||||||||||||||||||||||||||||||||||||||||
Unit-2 |
Teaching Hours:7 |
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Translation Theory and process,Types of translation,qualities of a good translatot
|
|||||||||||||||||||||||||||||||||||||||||
Translation practice | |||||||||||||||||||||||||||||||||||||||||
Unit-2 |
Teaching Hours:7 |
||||||||||||||||||||||||||||||||||||||||
Translation Theory and process,Types of translation,qualities of a good translatot
|
|||||||||||||||||||||||||||||||||||||||||
Translation practice | |||||||||||||||||||||||||||||||||||||||||
Unit-2 |
Teaching Hours:7 |
||||||||||||||||||||||||||||||||||||||||
Translation Theory and process,Types of translation,qualities of a good translatot
|
|||||||||||||||||||||||||||||||||||||||||
Translation practice | |||||||||||||||||||||||||||||||||||||||||
Unit-2 |
Teaching Hours:7 |
||||||||||||||||||||||||||||||||||||||||
Translation Theory and process,Types of translation,qualities of a good translatot
|
|||||||||||||||||||||||||||||||||||||||||
Translation practice | |||||||||||||||||||||||||||||||||||||||||
Unit-2 |
Teaching Hours:7 |
||||||||||||||||||||||||||||||||||||||||
Translation Theory and process,Types of translation,qualities of a good translatot
|
|||||||||||||||||||||||||||||||||||||||||
Translation practice | |||||||||||||||||||||||||||||||||||||||||
Unit-2 |
Teaching Hours:7 |
||||||||||||||||||||||||||||||||||||||||
Translation Theory and process,Types of translation,qualities of a good translatot
|
|||||||||||||||||||||||||||||||||||||||||
Translation practice | |||||||||||||||||||||||||||||||||||||||||
Unit-2 |
Teaching Hours:7 |
||||||||||||||||||||||||||||||||||||||||
Translation Theory and process,Types of translation,qualities of a good translatot
|
|||||||||||||||||||||||||||||||||||||||||
Translation practice | |||||||||||||||||||||||||||||||||||||||||
Unit-2 |
Teaching Hours:7 |
||||||||||||||||||||||||||||||||||||||||
Translation Theory and process,Types of translation,qualities of a good translatot
|
|||||||||||||||||||||||||||||||||||||||||
Translation practice | |||||||||||||||||||||||||||||||||||||||||
Unit-2 |
Teaching Hours:7 |
||||||||||||||||||||||||||||||||||||||||
Translation Theory and process,Types of translation,qualities of a good translatot
|
|||||||||||||||||||||||||||||||||||||||||
Translation practice | |||||||||||||||||||||||||||||||||||||||||
Unit-2 |
Teaching Hours:7 |
||||||||||||||||||||||||||||||||||||||||
Translation Theory and process,Types of translation,qualities of a good translatot
|
|||||||||||||||||||||||||||||||||||||||||
Translation practice | |||||||||||||||||||||||||||||||||||||||||
Unit-2 |
Teaching Hours:7 |
||||||||||||||||||||||||||||||||||||||||
Translation Theory and process,Types of translation,qualities of a good translatot
|
|||||||||||||||||||||||||||||||||||||||||
Translation practice | |||||||||||||||||||||||||||||||||||||||||
Unit-2 |
Teaching Hours:7 |
||||||||||||||||||||||||||||||||||||||||
Translation Theory and process,Types of translation,qualities of a good translatot
|
|||||||||||||||||||||||||||||||||||||||||
Translation practice | |||||||||||||||||||||||||||||||||||||||||
Unit-2 |
Teaching Hours:7 |
||||||||||||||||||||||||||||||||||||||||
Translation Theory and process,Types of translation,qualities of a good translatot
|
|||||||||||||||||||||||||||||||||||||||||
Translation practice | |||||||||||||||||||||||||||||||||||||||||
Unit-2 |
Teaching Hours:7 |
||||||||||||||||||||||||||||||||||||||||
Translation Theory and process,Types of translation,qualities of a good translatot
|
|||||||||||||||||||||||||||||||||||||||||
Translation practice | |||||||||||||||||||||||||||||||||||||||||
Unit-2 |
Teaching Hours:7 |
||||||||||||||||||||||||||||||||||||||||
Translation Theory and process,Types of translation,qualities of a good translatot
|
|||||||||||||||||||||||||||||||||||||||||
Translation practice | |||||||||||||||||||||||||||||||||||||||||
Unit-2 |
Teaching Hours:7 |
||||||||||||||||||||||||||||||||||||||||
Translation Theory and process,Types of translation,qualities of a good translatot
|
|||||||||||||||||||||||||||||||||||||||||
Translation practice | |||||||||||||||||||||||||||||||||||||||||
Unit-2 |
Teaching Hours:7 |
||||||||||||||||||||||||||||||||||||||||
Translation Theory and process,Types of translation,qualities of a good translatot
|
|||||||||||||||||||||||||||||||||||||||||
Translation practice | |||||||||||||||||||||||||||||||||||||||||
Unit-2 |
Teaching Hours:7 |
||||||||||||||||||||||||||||||||||||||||
Translation Theory and process,Types of translation,qualities of a good translatot
|
|||||||||||||||||||||||||||||||||||||||||
Translation practice | |||||||||||||||||||||||||||||||||||||||||
Unit-2 |
Teaching Hours:7 |
||||||||||||||||||||||||||||||||||||||||
Translation Theory and process,Types of translation,qualities of a good translatot
|
|||||||||||||||||||||||||||||||||||||||||
Translation practice | |||||||||||||||||||||||||||||||||||||||||
Unit-2 |
Teaching Hours:7 |
||||||||||||||||||||||||||||||||||||||||
Translation Theory and process,Types of translation,qualities of a good translatot
|
|||||||||||||||||||||||||||||||||||||||||
Translation practice | |||||||||||||||||||||||||||||||||||||||||
Unit-2 |
Teaching Hours:7 |
||||||||||||||||||||||||||||||||||||||||
Translation Theory and process,Types of translation,qualities of a good translatot
|
|||||||||||||||||||||||||||||||||||||||||
Translation practice | |||||||||||||||||||||||||||||||||||||||||
Unit-2 |
Teaching Hours:7 |
||||||||||||||||||||||||||||||||||||||||
Translation Theory and process,Types of translation,qualities of a good translatot
|
|||||||||||||||||||||||||||||||||||||||||
Translation practice | |||||||||||||||||||||||||||||||||||||||||
Unit-2 |
Teaching Hours:7 |
||||||||||||||||||||||||||||||||||||||||
Translation Theory and process,Types of translation,qualities of a good translatot
|
|||||||||||||||||||||||||||||||||||||||||
Translation practice | |||||||||||||||||||||||||||||||||||||||||
Unit-2 |
Teaching Hours:7 |
||||||||||||||||||||||||||||||||||||||||
Translation Theory and process,Types of translation,qualities of a good translatot
|
|||||||||||||||||||||||||||||||||||||||||
Translation practice | |||||||||||||||||||||||||||||||||||||||||
Unit-2 |
Teaching Hours:7 |
||||||||||||||||||||||||||||||||||||||||
Translation Theory and process,Types of translation,qualities of a good translatot
|
|||||||||||||||||||||||||||||||||||||||||
Translation practice | |||||||||||||||||||||||||||||||||||||||||
Unit-2 |
Teaching Hours:7 |
||||||||||||||||||||||||||||||||||||||||
Translation Theory and process,Types of translation,qualities of a good translatot
|
|||||||||||||||||||||||||||||||||||||||||
Translation practice | |||||||||||||||||||||||||||||||||||||||||
Unit-2 |
Teaching Hours:7 |
||||||||||||||||||||||||||||||||||||||||
Translation Theory and process,Types of translation,qualities of a good translatot
|
|||||||||||||||||||||||||||||||||||||||||
Translation practice | |||||||||||||||||||||||||||||||||||||||||
Unit-2 |
Teaching Hours:7 |
||||||||||||||||||||||||||||||||||||||||
Translation Theory and process,Types of translation,qualities of a good translatot
|
|||||||||||||||||||||||||||||||||||||||||
Translation practice | |||||||||||||||||||||||||||||||||||||||||
Unit-3 |
Teaching Hours:6 |
||||||||||||||||||||||||||||||||||||||||
Conversation practice.
|
|||||||||||||||||||||||||||||||||||||||||
Basic conversation skill development in Hindi | |||||||||||||||||||||||||||||||||||||||||
Unit-3 |
Teaching Hours:6 |
||||||||||||||||||||||||||||||||||||||||
Conversation practice.
|
|||||||||||||||||||||||||||||||||||||||||
Basic conversation skill development in Hindi | |||||||||||||||||||||||||||||||||||||||||
Unit-3 |
Teaching Hours:6 |
||||||||||||||||||||||||||||||||||||||||
Conversation practice.
|
|||||||||||||||||||||||||||||||||||||||||
Basic conversation skill development in Hindi | |||||||||||||||||||||||||||||||||||||||||
Unit-3 |
Teaching Hours:6 |
||||||||||||||||||||||||||||||||||||||||
Conversation practice.
|
|||||||||||||||||||||||||||||||||||||||||
Basic conversation skill development in Hindi | |||||||||||||||||||||||||||||||||||||||||
Unit-3 |
Teaching Hours:6 |
||||||||||||||||||||||||||||||||||||||||
Conversation practice.
|
|||||||||||||||||||||||||||||||||||||||||
Basic conversation skill development in Hindi | |||||||||||||||||||||||||||||||||||||||||
Unit-3 |
Teaching Hours:6 |
||||||||||||||||||||||||||||||||||||||||
Conversation practice.
|
|||||||||||||||||||||||||||||||||||||||||
Basic conversation skill development in Hindi | |||||||||||||||||||||||||||||||||||||||||
Unit-3 |
Teaching Hours:6 |
||||||||||||||||||||||||||||||||||||||||
Conversation practice.
|
|||||||||||||||||||||||||||||||||||||||||
Basic conversation skill development in Hindi | |||||||||||||||||||||||||||||||||||||||||
Unit-3 |
Teaching Hours:6 |
||||||||||||||||||||||||||||||||||||||||
Conversation practice.
|
|||||||||||||||||||||||||||||||||||||||||
Basic conversation skill development in Hindi | |||||||||||||||||||||||||||||||||||||||||
Unit-3 |
Teaching Hours:6 |
||||||||||||||||||||||||||||||||||||||||
Conversation practice.
|
|||||||||||||||||||||||||||||||||||||||||
Basic conversation skill development in Hindi | |||||||||||||||||||||||||||||||||||||||||
Unit-3 |
Teaching Hours:6 |
||||||||||||||||||||||||||||||||||||||||
Conversation practice.
|
|||||||||||||||||||||||||||||||||||||||||
Basic conversation skill development in Hindi | |||||||||||||||||||||||||||||||||||||||||
Unit-3 |
Teaching Hours:6 |
||||||||||||||||||||||||||||||||||||||||
Conversation practice.
|
|||||||||||||||||||||||||||||||||||||||||
Basic conversation skill development in Hindi | |||||||||||||||||||||||||||||||||||||||||
Unit-3 |
Teaching Hours:6 |
||||||||||||||||||||||||||||||||||||||||
Conversation practice.
|
|||||||||||||||||||||||||||||||||||||||||
Basic conversation skill development in Hindi | |||||||||||||||||||||||||||||||||||||||||
Unit-3 |
Teaching Hours:6 |
||||||||||||||||||||||||||||||||||||||||
Conversation practice.
|
|||||||||||||||||||||||||||||||||||||||||
Basic conversation skill development in Hindi | |||||||||||||||||||||||||||||||||||||||||
Unit-3 |
Teaching Hours:6 |
||||||||||||||||||||||||||||||||||||||||
Conversation practice.
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|||||||||||||||||||||||||||||||||||||||||
Basic conversation skill development in Hindi | |||||||||||||||||||||||||||||||||||||||||
Unit-3 |
Teaching Hours:6 |
||||||||||||||||||||||||||||||||||||||||
Conversation practice.
|
|||||||||||||||||||||||||||||||||||||||||
Basic conversation skill development in Hindi | |||||||||||||||||||||||||||||||||||||||||
Unit-3 |
Teaching Hours:6 |
||||||||||||||||||||||||||||||||||||||||
Conversation practice.
|
|||||||||||||||||||||||||||||||||||||||||
Basic conversation skill development in Hindi | |||||||||||||||||||||||||||||||||||||||||
Unit-3 |
Teaching Hours:6 |
||||||||||||||||||||||||||||||||||||||||
Conversation practice.
|
|||||||||||||||||||||||||||||||||||||||||
Basic conversation skill development in Hindi | |||||||||||||||||||||||||||||||||||||||||
Unit-3 |
Teaching Hours:6 |
||||||||||||||||||||||||||||||||||||||||
Conversation practice.
|
|||||||||||||||||||||||||||||||||||||||||
Basic conversation skill development in Hindi | |||||||||||||||||||||||||||||||||||||||||
Unit-3 |
Teaching Hours:6 |
||||||||||||||||||||||||||||||||||||||||
Conversation practice.
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|||||||||||||||||||||||||||||||||||||||||
Basic conversation skill development in Hindi | |||||||||||||||||||||||||||||||||||||||||
Unit-3 |
Teaching Hours:6 |
||||||||||||||||||||||||||||||||||||||||
Conversation practice.
|
|||||||||||||||||||||||||||||||||||||||||
Basic conversation skill development in Hindi | |||||||||||||||||||||||||||||||||||||||||
Unit-3 |
Teaching Hours:6 |
||||||||||||||||||||||||||||||||||||||||
Conversation practice.
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|||||||||||||||||||||||||||||||||||||||||
Basic conversation skill development in Hindi | |||||||||||||||||||||||||||||||||||||||||
Unit-3 |
Teaching Hours:6 |
||||||||||||||||||||||||||||||||||||||||
Conversation practice.
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|||||||||||||||||||||||||||||||||||||||||
Basic conversation skill development in Hindi | |||||||||||||||||||||||||||||||||||||||||
Unit-3 |
Teaching Hours:6 |
||||||||||||||||||||||||||||||||||||||||
Conversation practice.
|
|||||||||||||||||||||||||||||||||||||||||
Basic conversation skill development in Hindi | |||||||||||||||||||||||||||||||||||||||||
Unit-3 |
Teaching Hours:6 |
||||||||||||||||||||||||||||||||||||||||
Conversation practice.
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|||||||||||||||||||||||||||||||||||||||||
Basic conversation skill development in Hindi | |||||||||||||||||||||||||||||||||||||||||
Unit-3 |
Teaching Hours:6 |
||||||||||||||||||||||||||||||||||||||||
Conversation practice.
|
|||||||||||||||||||||||||||||||||||||||||
Basic conversation skill development in Hindi | |||||||||||||||||||||||||||||||||||||||||
Unit-3 |
Teaching Hours:6 |
||||||||||||||||||||||||||||||||||||||||
Conversation practice.
|
|||||||||||||||||||||||||||||||||||||||||
Basic conversation skill development in Hindi | |||||||||||||||||||||||||||||||||||||||||
Unit-3 |
Teaching Hours:6 |
||||||||||||||||||||||||||||||||||||||||
Conversation practice.
|
|||||||||||||||||||||||||||||||||||||||||
Basic conversation skill development in Hindi | |||||||||||||||||||||||||||||||||||||||||
Unit-3 |
Teaching Hours:6 |
||||||||||||||||||||||||||||||||||||||||
Conversation practice.
|
|||||||||||||||||||||||||||||||||||||||||
Basic conversation skill development in Hindi | |||||||||||||||||||||||||||||||||||||||||
Unit-3 |
Teaching Hours:6 |
||||||||||||||||||||||||||||||||||||||||
Conversation practice.
|
|||||||||||||||||||||||||||||||||||||||||
Basic conversation skill development in Hindi | |||||||||||||||||||||||||||||||||||||||||
Unit-3 |
Teaching Hours:6 |
||||||||||||||||||||||||||||||||||||||||
Conversation practice.
|
|||||||||||||||||||||||||||||||||||||||||
Basic conversation skill development in Hindi | |||||||||||||||||||||||||||||||||||||||||
Unit-3 |
Teaching Hours:6 |
||||||||||||||||||||||||||||||||||||||||
Conversation practice.
|
|||||||||||||||||||||||||||||||||||||||||
Basic conversation skill development in Hindi | |||||||||||||||||||||||||||||||||||||||||
Unit-3 |
Teaching Hours:6 |
||||||||||||||||||||||||||||||||||||||||
Conversation practice.
|
|||||||||||||||||||||||||||||||||||||||||
Basic conversation skill development in Hindi | |||||||||||||||||||||||||||||||||||||||||
Unit-3 |
Teaching Hours:6 |
||||||||||||||||||||||||||||||||||||||||
Conversation practice.
|
|||||||||||||||||||||||||||||||||||||||||
Basic conversation skill development in Hindi | |||||||||||||||||||||||||||||||||||||||||
Unit-3 |
Teaching Hours:6 |
||||||||||||||||||||||||||||||||||||||||
Conversation practice.
|
|||||||||||||||||||||||||||||||||||||||||
Basic conversation skill development in Hindi | |||||||||||||||||||||||||||||||||||||||||
Unit-3 |
Teaching Hours:6 |
||||||||||||||||||||||||||||||||||||||||
Conversation practice.
|
|||||||||||||||||||||||||||||||||||||||||
Basic conversation skill development in Hindi | |||||||||||||||||||||||||||||||||||||||||
Unit-3 |
Teaching Hours:6 |
||||||||||||||||||||||||||||||||||||||||
Conversation practice.
|
|||||||||||||||||||||||||||||||||||||||||
Basic conversation skill development in Hindi | |||||||||||||||||||||||||||||||||||||||||
Unit-3 |
Teaching Hours:6 |
||||||||||||||||||||||||||||||||||||||||
Conversation practice.
|
|||||||||||||||||||||||||||||||||||||||||
Basic conversation skill development in Hindi | |||||||||||||||||||||||||||||||||||||||||
Unit-3 |
Teaching Hours:6 |
||||||||||||||||||||||||||||||||||||||||
Conversation practice.
|
|||||||||||||||||||||||||||||||||||||||||
Basic conversation skill development in Hindi | |||||||||||||||||||||||||||||||||||||||||
Unit-3 |
Teaching Hours:6 |
||||||||||||||||||||||||||||||||||||||||
Conversation practice.
|
|||||||||||||||||||||||||||||||||||||||||
Basic conversation skill development in Hindi | |||||||||||||||||||||||||||||||||||||||||
Unit-3 |
Teaching Hours:6 |
||||||||||||||||||||||||||||||||||||||||
Conversation practice.
|
|||||||||||||||||||||||||||||||||||||||||
Basic conversation skill development in Hindi | |||||||||||||||||||||||||||||||||||||||||
Unit-3 |
Teaching Hours:6 |
||||||||||||||||||||||||||||||||||||||||
Conversation practice.
|
|||||||||||||||||||||||||||||||||||||||||
Basic conversation skill development in Hindi | |||||||||||||||||||||||||||||||||||||||||
Unit-3 |
Teaching Hours:6 |
||||||||||||||||||||||||||||||||||||||||
Conversation practice.
|
|||||||||||||||||||||||||||||||||||||||||
Basic conversation skill development in Hindi | |||||||||||||||||||||||||||||||||||||||||
Unit-3 |
Teaching Hours:6 |
||||||||||||||||||||||||||||||||||||||||
Conversation practice.
|
|||||||||||||||||||||||||||||||||||||||||
Basic conversation skill development in Hindi | |||||||||||||||||||||||||||||||||||||||||
Unit-3 |
Teaching Hours:6 |
||||||||||||||||||||||||||||||||||||||||
Conversation practice.
|
|||||||||||||||||||||||||||||||||||||||||
Basic conversation skill development in Hindi | |||||||||||||||||||||||||||||||||||||||||
Unit-3 |
Teaching Hours:6 |
||||||||||||||||||||||||||||||||||||||||
Conversation practice.
|
|||||||||||||||||||||||||||||||||||||||||
Basic conversation skill development in Hindi | |||||||||||||||||||||||||||||||||||||||||
Unit-3 |
Teaching Hours:6 |
||||||||||||||||||||||||||||||||||||||||
Conversation practice.
|
|||||||||||||||||||||||||||||||||||||||||
Basic conversation skill development in Hindi | |||||||||||||||||||||||||||||||||||||||||
Unit-3 |
Teaching Hours:6 |
||||||||||||||||||||||||||||||||||||||||
Conversation practice.
|
|||||||||||||||||||||||||||||||||||||||||
Basic conversation skill development in Hindi | |||||||||||||||||||||||||||||||||||||||||
Text Books And Reference Books: 1. Creative writing by: John Singleton 2. Adhunik Hindi Nibandh by: BhuvaneshwarichandranSaksena. 3. Cambridge introduction to by: Morley, Davi Creative writing | |||||||||||||||||||||||||||||||||||||||||
Essential Reading / Recommended Reading 1. Creative writing by: John Singleton 2. Adhunik Hindi Nibandh by: BhuvaneshwarichandranSaksena. 3. Cambridge introduction to by: Morley, Davi Creative writing | |||||||||||||||||||||||||||||||||||||||||
Evaluation Pattern Mid-Semester Examination Course name- Basic Hindi Course Code-HIN181-3 Paper I – Hindi Max. Time: 2 Hrs Max. Marks: 50
End-Semester Examination Course name- Basic Hindi Course Code-HIN181-3 Paper I – Hindi Max. Time: 2 Hrs Max. Marks: 50
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HIN282-4 - HINDI (ADVANCED) (2023 Batch) | |||||||||||||||||||||||||||||||||||||||||
Total Teaching Hours for Semester:30 |
No of Lecture Hours/Week:2 |
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Max Marks:50 |
Credits:2 |
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Course Objectives/Course Description |
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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 |
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Learning Outcome |
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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 |
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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 |
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Stories
|
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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
|
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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 |
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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 |
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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
|
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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
|
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Stories | |||||||||||
Unit-2 |
Teaching Hours:5 |
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FILM APPRECIATION
|
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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
|
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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
|
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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
|
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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
|
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Advertisement | |||||||||||
Unit-3 |
Teaching Hours:3 |
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Advertisement
|
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Advertisement | |||||||||||
Unit-3 |
Teaching Hours:3 |
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Advertisement
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Advertisement | |||||||||||
Unit-3 |
Teaching Hours:3 |
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Advertisement
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Advertisement | |||||||||||
Unit-3 |
Teaching Hours:3 |
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Advertisement
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Advertisement | |||||||||||
Unit-3 |
Teaching Hours:3 |
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Advertisement
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Advertisement | |||||||||||
Unit-3 |
Teaching Hours:3 |
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Advertisement
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Advertisement | |||||||||||
Unit-3 |
Teaching Hours:3 |
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Advertisement
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Advertisement | |||||||||||
Unit-3 |
Teaching Hours:3 |
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Advertisement
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Advertisement | |||||||||||
Unit-3 |
Teaching Hours:3 |
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Advertisement
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Advertisement | |||||||||||
Unit-3 |
Teaching Hours:3 |
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Advertisement
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Advertisement | |||||||||||
Unit-3 |
Teaching Hours:3 |
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Advertisement
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Advertisement | |||||||||||
Unit-3 |
Teaching Hours:3 |
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Advertisement
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Advertisement | |||||||||||
Unit-3 |
Teaching Hours:3 |
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Advertisement
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Advertisement | |||||||||||
Unit-3 |
Teaching Hours:3 |
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Advertisement
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Advertisement | |||||||||||
Unit-3 |
Teaching Hours:3 |
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Advertisement
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Advertisement | |||||||||||
Unit-3 |
Teaching Hours:3 |
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Advertisement
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Advertisement | |||||||||||
Unit-3 |
Teaching Hours:3 |
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Advertisement
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Advertisement | |||||||||||
Unit-3 |
Teaching Hours:3 |
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Advertisement
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Advertisement | |||||||||||
Unit-3 |
Teaching Hours:3 |
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Advertisement | |||||||||||
Unit-3 |
Teaching Hours:3 |
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Unit-3 |
Teaching Hours:3 |
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Advertisement
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Advertisement | |||||||||||
Unit-3 |
Teaching Hours:3 |
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Advertisement
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Advertisement | |||||||||||
Unit-3 |
Teaching Hours:3 |
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Advertisement
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Advertisement | |||||||||||
Unit-3 |
Teaching Hours:3 |
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Advertisement
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Advertisement | |||||||||||
Unit-3 |
Teaching Hours:3 |
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Advertisement
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Advertisement | |||||||||||
Unit-4 |
Teaching Hours:2 |
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INDIAS LEADING INDUSTRIALIST
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India's Leading industrialist | |||||||||||
Unit-4 |
Teaching Hours:2 |
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INDIAS LEADING INDUSTRIALIST
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India's Leading industrialist | |||||||||||
Unit-4 |
Teaching Hours:2 |
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INDIAS LEADING INDUSTRIALIST
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India's Leading industrialist | |||||||||||
Unit-4 |
Teaching Hours:2 |
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INDIAS LEADING INDUSTRIALIST
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India's Leading industrialist | |||||||||||
Unit-4 |
Teaching Hours:2 |
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INDIAS LEADING INDUSTRIALIST
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India's Leading industrialist | |||||||||||
Unit-4 |
Teaching Hours:2 |
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INDIAS LEADING INDUSTRIALIST
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India's Leading industrialist | |||||||||||
Unit-4 |
Teaching Hours:2 |
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INDIAS LEADING INDUSTRIALIST
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India's Leading industrialist | |||||||||||
Unit-4 |
Teaching Hours:2 |
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INDIAS LEADING INDUSTRIALIST
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India's Leading industrialist | |||||||||||
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Teaching Hours:2 |
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INDIAS LEADING INDUSTRIALIST
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India's Leading industrialist | |||||||||||
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Teaching Hours:2 |
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INDIAS LEADING INDUSTRIALIST
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India's Leading industrialist | |||||||||||
Unit-4 |
Teaching Hours:2 |
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INDIAS LEADING INDUSTRIALIST
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India's Leading industrialist | |||||||||||
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Teaching Hours:2 |
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INDIAS LEADING INDUSTRIALIST
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India's Leading industrialist | |||||||||||
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Teaching Hours:2 |
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Teaching Hours:2 |
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INDIAS LEADING INDUSTRIALIST
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Teaching Hours:2 |
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INDIAS LEADING INDUSTRIALIST
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India's Leading industrialist | |||||||||||
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Teaching Hours:2 |
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INDIAS LEADING INDUSTRIALIST
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India's Leading industrialist | |||||||||||
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Teaching Hours:2 |
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INDIAS LEADING INDUSTRIALIST
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India's Leading industrialist | |||||||||||
Unit-4 |
Teaching Hours:2 |
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INDIAS LEADING INDUSTRIALIST
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India's Leading industrialist | |||||||||||
Unit-4 |
Teaching Hours:2 |
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INDIAS LEADING INDUSTRIALIST
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India's Leading industrialist | |||||||||||
Unit-4 |
Teaching Hours:2 |
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INDIAS LEADING INDUSTRIALIST
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India's Leading industrialist | |||||||||||
Unit-4 |
Teaching Hours:2 |
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INDIAS LEADING INDUSTRIALIST
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India's Leading industrialist | |||||||||||
Unit-4 |
Teaching Hours:2 |
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INDIAS LEADING INDUSTRIALIST
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India's Leading industrialist | |||||||||||
Unit-4 |
Teaching Hours:2 |
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INDIAS LEADING INDUSTRIALIST
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India's Leading industrialist | |||||||||||
Unit-4 |
Teaching Hours:2 |
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INDIAS LEADING INDUSTRIALIST
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India's Leading industrialist | |||||||||||
Unit-4 |
Teaching Hours:2 |
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INDIAS LEADING INDUSTRIALIST
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India's Leading industrialist | |||||||||||
Unit-4 |
Teaching Hours:2 |
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INDIAS LEADING INDUSTRIALIST
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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
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KAN181-4 - FOUNDATION KANNADA (2023 Batch) | |||||||||||
Total Teaching Hours for Semester:30 |
No of Lecture Hours/Week:2 |
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Max Marks:50 |
Credits:2 |
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Course Objectives/Course Description |
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Foundational Kannada has been introduced for the Under Graduate Non-Kannada Speakers. These students are trained to converse in Kannada for their day-to-day life activities. It helps them to communicate among the group to create intimacy for their daily activity. It also helps to understand the culture and tradition of the region. By the end of the course, students will be able to understand, speak, read and write in Kannada language. The department of languages proposed to offered Foundational Kannada along with two credits and thirty hours of class room teaching for the BA/B.SC. /B.COM and BBA Courses in UG Programme from this academic year 2024-25.
Course Objective: • To enable students to communicate in the regional language Kannada. • Helps to converse in Kannada language particularly those have come from other states.
• The course mainly focuses on Conversation and writing skills.
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Learning Outcome |
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CO1: Remember and write the Kannada vocabulary CO2: Understand words and write Kannada meaning CO3: Evaluate text and create the sentences CO4: Appy the language to the context
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Unit-1 |
Teaching Hours:15 |
Syntax: Sentence Formation
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1. Names of the week, month, time, measures, fruits, vegetables, colors in Kannada 2. Question form; Question tag 3. Negation 4. opposite words
5. Translation of simple sentences from English to Kannada and vice versa
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Unit-1 |
Teaching Hours:15 |
Syntax: Sentence Formation
|
|
1. Names of the week, month, time, measures, fruits, vegetables, colors in Kannada 2. Question form; Question tag 3. Negation 4. opposite words
5. Translation of simple sentences from English to Kannada and vice versa
| |
Unit-1 |
Teaching Hours:15 |
Syntax: Sentence Formation
|
|
1. Names of the week, month, time, measures, fruits, vegetables, colors in Kannada 2. Question form; Question tag 3. Negation 4. opposite words
5. Translation of simple sentences from English to Kannada and vice versa
| |
Unit-1 |
Teaching Hours:15 |
Syntax: Sentence Formation
|
|
1. Names of the week, month, time, measures, fruits, vegetables, colors in Kannada 2. Question form; Question tag 3. Negation 4. opposite words
5. Translation of simple sentences from English to Kannada and vice versa
| |
Unit-1 |
Teaching Hours:15 |
Syntax: Sentence Formation
|
|
1. Names of the week, month, time, measures, fruits, vegetables, colors in Kannada 2. Question form; Question tag 3. Negation 4. opposite words
5. Translation of simple sentences from English to Kannada and vice versa
| |
Unit-1 |
Teaching Hours:15 |
Syntax: Sentence Formation
|
|
1. Names of the week, month, time, measures, fruits, vegetables, colors in Kannada 2. Question form; Question tag 3. Negation 4. opposite words
5. Translation of simple sentences from English to Kannada and vice versa
| |
Unit-1 |
Teaching Hours:15 |
Syntax: Sentence Formation
|
|
1. Names of the week, month, time, measures, fruits, vegetables, colors in Kannada 2. Question form; Question tag 3. Negation 4. opposite words
5. Translation of simple sentences from English to Kannada and vice versa
| |
Unit-1 |
Teaching Hours:15 |
Syntax: Sentence Formation
|
|
1. Names of the week, month, time, measures, fruits, vegetables, colors in Kannada 2. Question form; Question tag 3. Negation 4. opposite words
5. Translation of simple sentences from English to Kannada and vice versa
| |
Unit-1 |
Teaching Hours:15 |
Syntax: Sentence Formation
|
|
1. Names of the week, month, time, measures, fruits, vegetables, colors in Kannada 2. Question form; Question tag 3. Negation 4. opposite words
5. Translation of simple sentences from English to Kannada and vice versa
| |
Unit-1 |
Teaching Hours:15 |
Syntax: Sentence Formation
|
|
1. Names of the week, month, time, measures, fruits, vegetables, colors in Kannada 2. Question form; Question tag 3. Negation 4. opposite words
5. Translation of simple sentences from English to Kannada and vice versa
| |
Unit-1 |
Teaching Hours:15 |
Syntax: Sentence Formation
|
|
1. Names of the week, month, time, measures, fruits, vegetables, colors in Kannada 2. Question form; Question tag 3. Negation 4. opposite words
5. Translation of simple sentences from English to Kannada and vice versa
| |
Unit-1 |
Teaching Hours:15 |
Syntax: Sentence Formation
|
|
1. Names of the week, month, time, measures, fruits, vegetables, colors in Kannada 2. Question form; Question tag 3. Negation 4. opposite words
5. Translation of simple sentences from English to Kannada and vice versa
| |
Unit-1 |
Teaching Hours:15 |
Syntax: Sentence Formation
|
|
1. Names of the week, month, time, measures, fruits, vegetables, colors in Kannada 2. Question form; Question tag 3. Negation 4. opposite words
5. Translation of simple sentences from English to Kannada and vice versa
| |
Unit-1 |
Teaching Hours:15 |
Syntax: Sentence Formation
|
|
1. Names of the week, month, time, measures, fruits, vegetables, colors in Kannada 2. Question form; Question tag 3. Negation 4. opposite words
5. Translation of simple sentences from English to Kannada and vice versa
| |
Unit-1 |
Teaching Hours:15 |
Syntax: Sentence Formation
|
|
1. Names of the week, month, time, measures, fruits, vegetables, colors in Kannada 2. Question form; Question tag 3. Negation 4. opposite words
5. Translation of simple sentences from English to Kannada and vice versa
| |
Unit-1 |
Teaching Hours:15 |
Syntax: Sentence Formation
|
|
1. Names of the week, month, time, measures, fruits, vegetables, colors in Kannada 2. Question form; Question tag 3. Negation 4. opposite words
5. Translation of simple sentences from English to Kannada and vice versa
| |
Unit-1 |
Teaching Hours:15 |
Syntax: Sentence Formation
|
|
1. Names of the week, month, time, measures, fruits, vegetables, colors in Kannada 2. Question form; Question tag 3. Negation 4. opposite words
5. Translation of simple sentences from English to Kannada and vice versa
| |
Unit-1 |
Teaching Hours:15 |
Syntax: Sentence Formation
|
|
1. Names of the week, month, time, measures, fruits, vegetables, colors in Kannada 2. Question form; Question tag 3. Negation 4. opposite words
5. Translation of simple sentences from English to Kannada and vice versa
| |
Unit-1 |
Teaching Hours:15 |
Syntax: Sentence Formation
|
|
1. Names of the week, month, time, measures, fruits, vegetables, colors in Kannada 2. Question form; Question tag 3. Negation 4. opposite words
5. Translation of simple sentences from English to Kannada and vice versa
| |
Unit-1 |
Teaching Hours:15 |
Syntax: Sentence Formation
|
|
1. Names of the week, month, time, measures, fruits, vegetables, colors in Kannada 2. Question form; Question tag 3. Negation 4. opposite words
5. Translation of simple sentences from English to Kannada and vice versa
| |
Unit-1 |
Teaching Hours:15 |
Syntax: Sentence Formation
|
|
1. Names of the week, month, time, measures, fruits, vegetables, colors in Kannada 2. Question form; Question tag 3. Negation 4. opposite words
5. Translation of simple sentences from English to Kannada and vice versa
| |
Unit-1 |
Teaching Hours:15 |
Syntax: Sentence Formation
|
|
1. Names of the week, month, time, measures, fruits, vegetables, colors in Kannada 2. Question form; Question tag 3. Negation 4. opposite words
5. Translation of simple sentences from English to Kannada and vice versa
| |
Unit-1 |
Teaching Hours:15 |
Syntax: Sentence Formation
|
|
1. Names of the week, month, time, measures, fruits, vegetables, colors in Kannada 2. Question form; Question tag 3. Negation 4. opposite words
5. Translation of simple sentences from English to Kannada and vice versa
| |
Unit-1 |
Teaching Hours:15 |
Syntax: Sentence Formation
|
|
1. Names of the week, month, time, measures, fruits, vegetables, colors in Kannada 2. Question form; Question tag 3. Negation 4. opposite words
5. Translation of simple sentences from English to Kannada and vice versa
| |
Unit-1 |
Teaching Hours:15 |
Syntax: Sentence Formation
|
|
1. Names of the week, month, time, measures, fruits, vegetables, colors in Kannada 2. Question form; Question tag 3. Negation 4. opposite words
5. Translation of simple sentences from English to Kannada and vice versa
| |
Unit-1 |
Teaching Hours:15 |
Syntax: Sentence Formation
|
|
1. Names of the week, month, time, measures, fruits, vegetables, colors in Kannada 2. Question form; Question tag 3. Negation 4. opposite words
5. Translation of simple sentences from English to Kannada and vice versa
| |
Unit-1 |
Teaching Hours:15 |
Syntax: Sentence Formation
|
|
1. Names of the week, month, time, measures, fruits, vegetables, colors in Kannada 2. Question form; Question tag 3. Negation 4. opposite words
5. Translation of simple sentences from English to Kannada and vice versa
| |
Unit-1 |
Teaching Hours:15 |
Syntax: Sentence Formation
|
|
1. Names of the week, month, time, measures, fruits, vegetables, colors in Kannada 2. Question form; Question tag 3. Negation 4. opposite words
5. Translation of simple sentences from English to Kannada and vice versa
| |
Unit-1 |
Teaching Hours:15 |
Syntax: Sentence Formation
|
|
1. Names of the week, month, time, measures, fruits, vegetables, colors in Kannada 2. Question form; Question tag 3. Negation 4. opposite words
5. Translation of simple sentences from English to Kannada and vice versa
| |
Unit-1 |
Teaching Hours:15 |
Syntax: Sentence Formation
|
|
1. Names of the week, month, time, measures, fruits, vegetables, colors in Kannada 2. Question form; Question tag 3. Negation 4. opposite words
5. Translation of simple sentences from English to Kannada and vice versa
| |
Unit-1 |
Teaching Hours:15 |
Syntax: Sentence Formation
|
|
1. Names of the week, month, time, measures, fruits, vegetables, colors in Kannada 2. Question form; Question tag 3. Negation 4. opposite words
5. Translation of simple sentences from English to Kannada and vice versa
| |
Unit-1 |
Teaching Hours:15 |
Syntax: Sentence Formation
|
|
1. Names of the week, month, time, measures, fruits, vegetables, colors in Kannada 2. Question form; Question tag 3. Negation 4. opposite words
5. Translation of simple sentences from English to Kannada and vice versa
| |
Unit-1 |
Teaching Hours:15 |
Syntax: Sentence Formation
|
|
1. Names of the week, month, time, measures, fruits, vegetables, colors in Kannada 2. Question form; Question tag 3. Negation 4. opposite words
5. Translation of simple sentences from English to Kannada and vice versa
| |
Unit-1 |
Teaching Hours:15 |
Syntax: Sentence Formation
|
|
1. Names of the week, month, time, measures, fruits, vegetables, colors in Kannada 2. Question form; Question tag 3. Negation 4. opposite words
5. Translation of simple sentences from English to Kannada and vice versa
| |
Unit-1 |
Teaching Hours:15 |
Syntax: Sentence Formation
|
|
1. Names of the week, month, time, measures, fruits, vegetables, colors in Kannada 2. Question form; Question tag 3. Negation 4. opposite words
5. Translation of simple sentences from English to Kannada and vice versa
| |
Unit-1 |
Teaching Hours:15 |
Syntax: Sentence Formation
|
|
1. Names of the week, month, time, measures, fruits, vegetables, colors in Kannada 2. Question form; Question tag 3. Negation 4. opposite words
5. Translation of simple sentences from English to Kannada and vice versa
| |
Unit-1 |
Teaching Hours:15 |
Syntax: Sentence Formation
|
|
1. Names of the week, month, time, measures, fruits, vegetables, colors in Kannada 2. Question form; Question tag 3. Negation 4. opposite words
5. Translation of simple sentences from English to Kannada and vice versa
| |
Unit-1 |
Teaching Hours:15 |
Syntax: Sentence Formation
|
|
1. Names of the week, month, time, measures, fruits, vegetables, colors in Kannada 2. Question form; Question tag 3. Negation 4. opposite words
5. Translation of simple sentences from English to Kannada and vice versa
| |
Unit-1 |
Teaching Hours:15 |
Syntax: Sentence Formation
|
|
1. Names of the week, month, time, measures, fruits, vegetables, colors in Kannada 2. Question form; Question tag 3. Negation 4. opposite words
5. Translation of simple sentences from English to Kannada and vice versa
| |
Unit-1 |
Teaching Hours:15 |
Syntax: Sentence Formation
|
|
1. Names of the week, month, time, measures, fruits, vegetables, colors in Kannada 2. Question form; Question tag 3. Negation 4. opposite words
5. Translation of simple sentences from English to Kannada and vice versa
| |
Unit-1 |
Teaching Hours:15 |
Syntax: Sentence Formation
|
|
1. Names of the week, month, time, measures, fruits, vegetables, colors in Kannada 2. Question form; Question tag 3. Negation 4. opposite words
5. Translation of simple sentences from English to Kannada and vice versa
| |
Unit-1 |
Teaching Hours:15 |
Syntax: Sentence Formation
|
|
1. Names of the week, month, time, measures, fruits, vegetables, colors in Kannada 2. Question form; Question tag 3. Negation 4. opposite words
5. Translation of simple sentences from English to Kannada and vice versa
| |
Unit-1 |
Teaching Hours:15 |
Syntax: Sentence Formation
|
|
1. Names of the week, month, time, measures, fruits, vegetables, colors in Kannada 2. Question form; Question tag 3. Negation 4. opposite words
5. Translation of simple sentences from English to Kannada and vice versa
| |
Unit-2 |
Teaching Hours:15 |
Conversational activity in various contexts: script writing, Skit based activity
|
|
1. Self-Introduction in Kannada 2. Greetings forms in Kannada for the different Occasions: Festival, Birthday and other special occasions. 3. Conversation with Guests visit to home, Auto Drivers, Visit to Restaurant, Cinema Theatre, Malls etc. 4. Conversation between two travelers. 5. Informal letter writing
| |
Unit-2 |
Teaching Hours:15 |
Conversational activity in various contexts: script writing, Skit based activity
|
|
1. Self-Introduction in Kannada 2. Greetings forms in Kannada for the different Occasions: Festival, Birthday and other special occasions. 3. Conversation with Guests visit to home, Auto Drivers, Visit to Restaurant, Cinema Theatre, Malls etc. 4. Conversation between two travelers. 5. Informal letter writing
| |
Unit-2 |
Teaching Hours:15 |
Conversational activity in various contexts: script writing, Skit based activity
|
|
1. Self-Introduction in Kannada 2. Greetings forms in Kannada for the different Occasions: Festival, Birthday and other special occasions. 3. Conversation with Guests visit to home, Auto Drivers, Visit to Restaurant, Cinema Theatre, Malls etc. 4. Conversation between two travelers. 5. Informal letter writing
| |
Unit-2 |
Teaching Hours:15 |
Conversational activity in various contexts: script writing, Skit based activity
|
|
1. Self-Introduction in Kannada 2. Greetings forms in Kannada for the different Occasions: Festival, Birthday and other special occasions. 3. Conversation with Guests visit to home, Auto Drivers, Visit to Restaurant, Cinema Theatre, Malls etc. 4. Conversation between two travelers. 5. Informal letter writing
| |
Unit-2 |
Teaching Hours:15 |
Conversational activity in various contexts: script writing, Skit based activity
|
|
1. Self-Introduction in Kannada 2. Greetings forms in Kannada for the different Occasions: Festival, Birthday and other special occasions. 3. Conversation with Guests visit to home, Auto Drivers, Visit to Restaurant, Cinema Theatre, Malls etc. 4. Conversation between two travelers. 5. Informal letter writing
| |
Unit-2 |
Teaching Hours:15 |
Conversational activity in various contexts: script writing, Skit based activity
|
|
1. Self-Introduction in Kannada 2. Greetings forms in Kannada for the different Occasions: Festival, Birthday and other special occasions. 3. Conversation with Guests visit to home, Auto Drivers, Visit to Restaurant, Cinema Theatre, Malls etc. 4. Conversation between two travelers. 5. Informal letter writing
| |
Unit-2 |
Teaching Hours:15 |
Conversational activity in various contexts: script writing, Skit based activity
|
|
1. Self-Introduction in Kannada 2. Greetings forms in Kannada for the different Occasions: Festival, Birthday and other special occasions. 3. Conversation with Guests visit to home, Auto Drivers, Visit to Restaurant, Cinema Theatre, Malls etc. 4. Conversation between two travelers. 5. Informal letter writing
| |
Unit-2 |
Teaching Hours:15 |
Conversational activity in various contexts: script writing, Skit based activity
|
|
1. Self-Introduction in Kannada 2. Greetings forms in Kannada for the different Occasions: Festival, Birthday and other special occasions. 3. Conversation with Guests visit to home, Auto Drivers, Visit to Restaurant, Cinema Theatre, Malls etc. 4. Conversation between two travelers. 5. Informal letter writing
| |
Unit-2 |
Teaching Hours:15 |
Conversational activity in various contexts: script writing, Skit based activity
|
|
1. Self-Introduction in Kannada 2. Greetings forms in Kannada for the different Occasions: Festival, Birthday and other special occasions. 3. Conversation with Guests visit to home, Auto Drivers, Visit to Restaurant, Cinema Theatre, Malls etc. 4. Conversation between two travelers. 5. Informal letter writing
| |
Unit-2 |
Teaching Hours:15 |
Conversational activity in various contexts: script writing, Skit based activity
|
|
1. Self-Introduction in Kannada 2. Greetings forms in Kannada for the different Occasions: Festival, Birthday and other special occasions. 3. Conversation with Guests visit to home, Auto Drivers, Visit to Restaurant, Cinema Theatre, Malls etc. 4. Conversation between two travelers. 5. Informal letter writing
| |
Unit-2 |
Teaching Hours:15 |
Conversational activity in various contexts: script writing, Skit based activity
|
|
1. Self-Introduction in Kannada 2. Greetings forms in Kannada for the different Occasions: Festival, Birthday and other special occasions. 3. Conversation with Guests visit to home, Auto Drivers, Visit to Restaurant, Cinema Theatre, Malls etc. 4. Conversation between two travelers. 5. Informal letter writing
| |
Unit-2 |
Teaching Hours:15 |
Conversational activity in various contexts: script writing, Skit based activity
|
|
1. Self-Introduction in Kannada 2. Greetings forms in Kannada for the different Occasions: Festival, Birthday and other special occasions. 3. Conversation with Guests visit to home, Auto Drivers, Visit to Restaurant, Cinema Theatre, Malls etc. 4. Conversation between two travelers. 5. Informal letter writing
| |
Unit-2 |
Teaching Hours:15 |
Conversational activity in various contexts: script writing, Skit based activity
|
|
1. Self-Introduction in Kannada 2. Greetings forms in Kannada for the different Occasions: Festival, Birthday and other special occasions. 3. Conversation with Guests visit to home, Auto Drivers, Visit to Restaurant, Cinema Theatre, Malls etc. 4. Conversation between two travelers. 5. Informal letter writing
| |
Unit-2 |
Teaching Hours:15 |
Conversational activity in various contexts: script writing, Skit based activity
|
|
1. Self-Introduction in Kannada 2. Greetings forms in Kannada for the different Occasions: Festival, Birthday and other special occasions. 3. Conversation with Guests visit to home, Auto Drivers, Visit to Restaurant, Cinema Theatre, Malls etc. 4. Conversation between two travelers. 5. Informal letter writing
| |
Unit-2 |
Teaching Hours:15 |
Conversational activity in various contexts: script writing, Skit based activity
|
|
1. Self-Introduction in Kannada 2. Greetings forms in Kannada for the different Occasions: Festival, Birthday and other special occasions. 3. Conversation with Guests visit to home, Auto Drivers, Visit to Restaurant, Cinema Theatre, Malls etc. 4. Conversation between two travelers. 5. Informal letter writing
| |
Unit-2 |
Teaching Hours:15 |
Conversational activity in various contexts: script writing, Skit based activity
|
|
1. Self-Introduction in Kannada 2. Greetings forms in Kannada for the different Occasions: Festival, Birthday and other special occasions. 3. Conversation with Guests visit to home, Auto Drivers, Visit to Restaurant, Cinema Theatre, Malls etc. 4. Conversation between two travelers. 5. Informal letter writing
| |
Unit-2 |
Teaching Hours:15 |
Conversational activity in various contexts: script writing, Skit based activity
|
|
1. Self-Introduction in Kannada 2. Greetings forms in Kannada for the different Occasions: Festival, Birthday and other special occasions. 3. Conversation with Guests visit to home, Auto Drivers, Visit to Restaurant, Cinema Theatre, Malls etc. 4. Conversation between two travelers. 5. Informal letter writing
| |
Unit-2 |
Teaching Hours:15 |
Conversational activity in various contexts: script writing, Skit based activity
|
|
1. Self-Introduction in Kannada 2. Greetings forms in Kannada for the different Occasions: Festival, Birthday and other special occasions. 3. Conversation with Guests visit to home, Auto Drivers, Visit to Restaurant, Cinema Theatre, Malls etc. 4. Conversation between two travelers. 5. Informal letter writing
| |
Unit-2 |
Teaching Hours:15 |
Conversational activity in various contexts: script writing, Skit based activity
|
|
1. Self-Introduction in Kannada 2. Greetings forms in Kannada for the different Occasions: Festival, Birthday and other special occasions. 3. Conversation with Guests visit to home, Auto Drivers, Visit to Restaurant, Cinema Theatre, Malls etc. 4. Conversation between two travelers. 5. Informal letter writing
| |
Unit-2 |
Teaching Hours:15 |
Conversational activity in various contexts: script writing, Skit based activity
|
|
1. Self-Introduction in Kannada 2. Greetings forms in Kannada for the different Occasions: Festival, Birthday and other special occasions. 3. Conversation with Guests visit to home, Auto Drivers, Visit to Restaurant, Cinema Theatre, Malls etc. 4. Conversation between two travelers. 5. Informal letter writing
| |
Unit-2 |
Teaching Hours:15 |
Conversational activity in various contexts: script writing, Skit based activity
|
|
1. Self-Introduction in Kannada 2. Greetings forms in Kannada for the different Occasions: Festival, Birthday and other special occasions. 3. Conversation with Guests visit to home, Auto Drivers, Visit to Restaurant, Cinema Theatre, Malls etc. 4. Conversation between two travelers. 5. Informal letter writing
| |
Unit-2 |
Teaching Hours:15 |
Conversational activity in various contexts: script writing, Skit based activity
|
|
1. Self-Introduction in Kannada 2. Greetings forms in Kannada for the different Occasions: Festival, Birthday and other special occasions. 3. Conversation with Guests visit to home, Auto Drivers, Visit to Restaurant, Cinema Theatre, Malls etc. 4. Conversation between two travelers. 5. Informal letter writing
| |
Unit-2 |
Teaching Hours:15 |
Conversational activity in various contexts: script writing, Skit based activity
|
|
1. Self-Introduction in Kannada 2. Greetings forms in Kannada for the different Occasions: Festival, Birthday and other special occasions. 3. Conversation with Guests visit to home, Auto Drivers, Visit to Restaurant, Cinema Theatre, Malls etc. 4. Conversation between two travelers. 5. Informal letter writing
| |
Unit-2 |
Teaching Hours:15 |
Conversational activity in various contexts: script writing, Skit based activity
|
|
1. Self-Introduction in Kannada 2. Greetings forms in Kannada for the different Occasions: Festival, Birthday and other special occasions. 3. Conversation with Guests visit to home, Auto Drivers, Visit to Restaurant, Cinema Theatre, Malls etc. 4. Conversation between two travelers. 5. Informal letter writing
| |
Unit-2 |
Teaching Hours:15 |
Conversational activity in various contexts: script writing, Skit based activity
|
|
1. Self-Introduction in Kannada 2. Greetings forms in Kannada for the different Occasions: Festival, Birthday and other special occasions. 3. Conversation with Guests visit to home, Auto Drivers, Visit to Restaurant, Cinema Theatre, Malls etc. 4. Conversation between two travelers. 5. Informal letter writing
| |
Unit-2 |
Teaching Hours:15 |
Conversational activity in various contexts: script writing, Skit based activity
|
|
1. Self-Introduction in Kannada 2. Greetings forms in Kannada for the different Occasions: Festival, Birthday and other special occasions. 3. Conversation with Guests visit to home, Auto Drivers, Visit to Restaurant, Cinema Theatre, Malls etc. 4. Conversation between two travelers. 5. Informal letter writing
| |
Unit-2 |
Teaching Hours:15 |
Conversational activity in various contexts: script writing, Skit based activity
|
|
1. Self-Introduction in Kannada 2. Greetings forms in Kannada for the different Occasions: Festival, Birthday and other special occasions. 3. Conversation with Guests visit to home, Auto Drivers, Visit to Restaurant, Cinema Theatre, Malls etc. 4. Conversation between two travelers. 5. Informal letter writing
| |
Unit-2 |
Teaching Hours:15 |
Conversational activity in various contexts: script writing, Skit based activity
|
|
1. Self-Introduction in Kannada 2. Greetings forms in Kannada for the different Occasions: Festival, Birthday and other special occasions. 3. Conversation with Guests visit to home, Auto Drivers, Visit to Restaurant, Cinema Theatre, Malls etc. 4. Conversation between two travelers. 5. Informal letter writing
| |
Unit-2 |
Teaching Hours:15 |
Conversational activity in various contexts: script writing, Skit based activity
|
|
1. Self-Introduction in Kannada 2. Greetings forms in Kannada for the different Occasions: Festival, Birthday and other special occasions. 3. Conversation with Guests visit to home, Auto Drivers, Visit to Restaurant, Cinema Theatre, Malls etc. 4. Conversation between two travelers. 5. Informal letter writing
| |
Unit-2 |
Teaching Hours:15 |
Conversational activity in various contexts: script writing, Skit based activity
|
|
1. Self-Introduction in Kannada 2. Greetings forms in Kannada for the different Occasions: Festival, Birthday and other special occasions. 3. Conversation with Guests visit to home, Auto Drivers, Visit to Restaurant, Cinema Theatre, Malls etc. 4. Conversation between two travelers. 5. Informal letter writing
| |
Unit-2 |
Teaching Hours:15 |
Conversational activity in various contexts: script writing, Skit based activity
|
|
1. Self-Introduction in Kannada 2. Greetings forms in Kannada for the different Occasions: Festival, Birthday and other special occasions. 3. Conversation with Guests visit to home, Auto Drivers, Visit to Restaurant, Cinema Theatre, Malls etc. 4. Conversation between two travelers. 5. Informal letter writing
| |
Unit-2 |
Teaching Hours:15 |
Conversational activity in various contexts: script writing, Skit based activity
|
|
1. Self-Introduction in Kannada 2. Greetings forms in Kannada for the different Occasions: Festival, Birthday and other special occasions. 3. Conversation with Guests visit to home, Auto Drivers, Visit to Restaurant, Cinema Theatre, Malls etc. 4. Conversation between two travelers. 5. Informal letter writing
| |
Unit-2 |
Teaching Hours:15 |
Conversational activity in various contexts: script writing, Skit based activity
|
|
1. Self-Introduction in Kannada 2. Greetings forms in Kannada for the different Occasions: Festival, Birthday and other special occasions. 3. Conversation with Guests visit to home, Auto Drivers, Visit to Restaurant, Cinema Theatre, Malls etc. 4. Conversation between two travelers. 5. Informal letter writing
| |
Unit-2 |
Teaching Hours:15 |
Conversational activity in various contexts: script writing, Skit based activity
|
|
1. Self-Introduction in Kannada 2. Greetings forms in Kannada for the different Occasions: Festival, Birthday and other special occasions. 3. Conversation with Guests visit to home, Auto Drivers, Visit to Restaurant, Cinema Theatre, Malls etc. 4. Conversation between two travelers. 5. Informal letter writing
| |
Unit-2 |
Teaching Hours:15 |
Conversational activity in various contexts: script writing, Skit based activity
|
|
1. Self-Introduction in Kannada 2. Greetings forms in Kannada for the different Occasions: Festival, Birthday and other special occasions. 3. Conversation with Guests visit to home, Auto Drivers, Visit to Restaurant, Cinema Theatre, Malls etc. 4. Conversation between two travelers. 5. Informal letter writing
| |
Unit-2 |
Teaching Hours:15 |
Conversational activity in various contexts: script writing, Skit based activity
|
|
1. Self-Introduction in Kannada 2. Greetings forms in Kannada for the different Occasions: Festival, Birthday and other special occasions. 3. Conversation with Guests visit to home, Auto Drivers, Visit to Restaurant, Cinema Theatre, Malls etc. 4. Conversation between two travelers. 5. Informal letter writing
| |
Unit-2 |
Teaching Hours:15 |
Conversational activity in various contexts: script writing, Skit based activity
|
|
1. Self-Introduction in Kannada 2. Greetings forms in Kannada for the different Occasions: Festival, Birthday and other special occasions. 3. Conversation with Guests visit to home, Auto Drivers, Visit to Restaurant, Cinema Theatre, Malls etc. 4. Conversation between two travelers. 5. Informal letter writing
| |
Unit-2 |
Teaching Hours:15 |
Conversational activity in various contexts: script writing, Skit based activity
|
|
1. Self-Introduction in Kannada 2. Greetings forms in Kannada for the different Occasions: Festival, Birthday and other special occasions. 3. Conversation with Guests visit to home, Auto Drivers, Visit to Restaurant, Cinema Theatre, Malls etc. 4. Conversation between two travelers. 5. Informal letter writing
| |
Unit-2 |
Teaching Hours:15 |
Conversational activity in various contexts: script writing, Skit based activity
|
|
1. Self-Introduction in Kannada 2. Greetings forms in Kannada for the different Occasions: Festival, Birthday and other special occasions. 3. Conversation with Guests visit to home, Auto Drivers, Visit to Restaurant, Cinema Theatre, Malls etc. 4. Conversation between two travelers. 5. Informal letter writing
| |
Unit-2 |
Teaching Hours:15 |
Conversational activity in various contexts: script writing, Skit based activity
|
|
1. Self-Introduction in Kannada 2. Greetings forms in Kannada for the different Occasions: Festival, Birthday and other special occasions. 3. Conversation with Guests visit to home, Auto Drivers, Visit to Restaurant, Cinema Theatre, Malls etc. 4. Conversation between two travelers. 5. Informal letter writing
| |
Unit-2 |
Teaching Hours:15 |
Conversational activity in various contexts: script writing, Skit based activity
|
|
1. Self-Introduction in Kannada 2. Greetings forms in Kannada for the different Occasions: Festival, Birthday and other special occasions. 3. Conversation with Guests visit to home, Auto Drivers, Visit to Restaurant, Cinema Theatre, Malls etc. 4. Conversation between two travelers. 5. Informal letter writing
| |
Unit-2 |
Teaching Hours:15 |
Conversational activity in various contexts: script writing, Skit based activity
|
|
1. Self-Introduction in Kannada 2. Greetings forms in Kannada for the different Occasions: Festival, Birthday and other special occasions. 3. Conversation with Guests visit to home, Auto Drivers, Visit to Restaurant, Cinema Theatre, Malls etc. 4. Conversation between two travelers. 5. Informal letter writing
| |
Unit-2 |
Teaching Hours:15 |
Conversational activity in various contexts: script writing, Skit based activity
|
|
1. Self-Introduction in Kannada 2. Greetings forms in Kannada for the different Occasions: Festival, Birthday and other special occasions. 3. Conversation with Guests visit to home, Auto Drivers, Visit to Restaurant, Cinema Theatre, Malls etc. 4. Conversation between two travelers. 5. Informal letter writing
| |
Text Books And Reference Books: 1. Muddu Kannada: R. L. Anantharamiah | |
Essential Reading / Recommended Reading 1.Muddu Kannada: R. L. Anantharamiah 2.Tili Kannada- K.S. Madhusudana & H.N. Muralidhara 3.Conversational Kannada: N D Krishnamurthy & Dr. U P Upadhyaya | |
Evaluation Pattern The evaluation and assessment will be based on Continuous Internal Assessments, written exam and Viva-Voce CIA 1: First written test to test their writing ability (Vocabulary) - 20 Marks CIA 2: Second written test to test their writing ability MSE (Sentences) – 50 Marks CIA 3: Oral test to test their listening and speaking ability. (Skit based activity)- 20 Marks Attendance- 05 ESE: End Semester Examination – 50 Marks | |
KAN282-4 - KANNADA (ADVANCED) (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 IV Semester B.Com Courses, under AEC for fifty marks. The students of this semester will study Modern Kannada Play, modern fictions and business letters. 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 improve their theatrical skills.
|
Unit-1 |
Teaching Hours:20 |
||
Modern Play
|
|||
1. Girish Karnad: Yayati
| |||
Unit-1 |
Teaching Hours:20 |
||
Modern Play
|
|||
1. Girish Karnad: Yayati
| |||
Unit-1 |
Teaching Hours:20 |
||
Modern Play
|
|||
1. Girish Karnad: Yayati
| |||
Unit-1 |
Teaching Hours:20 |
||
Modern Play
|
|||
1. Girish Karnad: Yayati
| |||
Unit-1 |
Teaching Hours:20 |
||
Modern Play
|
|||
1. Girish Karnad: Yayati
| |||
Unit-1 |
Teaching Hours:20 |
||
Modern Play
|
|||
1. Girish Karnad: Yayati
| |||
Unit-1 |
Teaching Hours:20 |
||
Modern Play
|
|||
1. Girish Karnad: Yayati
| |||
Unit-1 |
Teaching Hours:20 |
||
Modern Play
|
|||
1. Girish Karnad: Yayati
| |||
Unit-1 |
Teaching Hours:20 |
||
Modern Play
|
|||
1. Girish Karnad: Yayati
| |||
Unit-1 |
Teaching Hours:20 |
||
Modern Play
|
|||
1. Girish Karnad: Yayati
| |||
Unit-1 |
Teaching Hours:20 |
||
Modern Play
|
|||
1. Girish Karnad: Yayati
| |||
Unit-2 |
Teaching Hours:5 |
||
A short story
|
|||
1. U R Ananthmurthy: Mauni
| |||
Unit-2 |
Teaching Hours:5 |
||
A short story
|
|||
1. U R Ananthmurthy: Mauni
| |||
Unit-2 |
Teaching Hours:5 |
||
A short story
|
|||
1. U R Ananthmurthy: Mauni
| |||
Unit-2 |
Teaching Hours:5 |
||
A short story
|
|||
1. U R Ananthmurthy: Mauni
| |||
Unit-2 |
Teaching Hours:5 |
||
A short story
|
|||
1. U R Ananthmurthy: Mauni
| |||
Unit-2 |
Teaching Hours:5 |
||
A short story
|
|||
1. U R Ananthmurthy: Mauni
| |||
Unit-2 |
Teaching Hours:5 |
||
A short story
|
|||
1. U R Ananthmurthy: Mauni
| |||
Unit-2 |
Teaching Hours:5 |
||
A short story
|
|||
1. U R Ananthmurthy: Mauni
| |||
Unit-2 |
Teaching Hours:5 |
||
A short story
|
|||
1. U R Ananthmurthy: Mauni
| |||
Unit-2 |
Teaching Hours:5 |
||
A short story
|
|||
1. U R Ananthmurthy: Mauni
| |||
Unit-2 |
Teaching Hours:5 |
||
A short story
|
|||
1. U R Ananthmurthy: Mauni
| |||
Unit-3 |
Teaching Hours:5 |
||
Language Skills
|
|||
| |||
Unit-3 |
Teaching Hours:5 |
||
Language Skills
|
|||
| |||
Unit-3 |
Teaching Hours:5 |
||
Language Skills
|
|||
| |||
Unit-3 |
Teaching Hours:5 |
||
Language Skills
|
|||
| |||
Unit-3 |
Teaching Hours:5 |
||
Language Skills
|
|||
| |||
Unit-3 |
Teaching Hours:5 |
||
Language Skills
|
|||
| |||
Unit-3 |
Teaching Hours:5 |
||
Language Skills
|
|||
| |||
Unit-3 |
Teaching Hours:5 |
||
Language Skills
|
|||
| |||
Unit-3 |
Teaching Hours:5 |
||
Language Skills
|
|||
| |||
Unit-3 |
Teaching Hours:5 |
||
Language Skills
|
|||
| |||
Unit-3 |
Teaching Hours:5 |
||
Language Skills
|
|||
| |||
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 Anantamurthi Kathegalu E Shatamaanada Sanna Kathegalu Vyavaharika Kannnda
| |||
Evaluation Pattern Writtren Test Wikipedia article creation | |||
KOR281-4 - KOREAN (2023 Batch) | |||
Total Teaching Hours for Semester:30 |
No of Lecture Hours/Week:2 |
||
Max Marks:50 |
Credits:2 |
||
Course Objectives/Course Description |
|||
The course is designed to further develop the knowledge and communicative skills of those who have completed the Basic Korean Language Level I.
|
|||
Learning Outcome |
|||
CO1: listen, understand and respond to short conversations about everyday life. CO2: remember and apply basic rules of grammar. write simple phrases/ messages/ dialogues/ small paragraphs on every day topics. CO3: be familiar with the socio-cultural aspects of the language. |
Unit-1 |
Teaching Hours:5 |
||
What is your phone number?
|
|||
Asking for a telephone number, making a phone call, inquiring by telephone, grammar-Sino-Korean numbers/How much is it?/What number/What date | |||
Unit-1 |
Teaching Hours:5 |
||
What is your phone number?
|
|||
Asking for a telephone number, making a phone call, inquiring by telephone, grammar-Sino-Korean numbers/How much is it?/What number/What date | |||
Unit-1 |
Teaching Hours:5 |
||
What is your phone number?
|
|||
Asking for a telephone number, making a phone call, inquiring by telephone, grammar-Sino-Korean numbers/How much is it?/What number/What date | |||
Unit-1 |
Teaching Hours:5 |
||
What is your phone number?
|
|||
Asking for a telephone number, making a phone call, inquiring by telephone, grammar-Sino-Korean numbers/How much is it?/What number/What date | |||
Unit-1 |
Teaching Hours:5 |
||
What is your phone number?
|
|||
Asking for a telephone number, making a phone call, inquiring by telephone, grammar-Sino-Korean numbers/How much is it?/What number/What date | |||
Unit-1 |
Teaching Hours:5 |
||
What is your phone number?
|
|||
Asking for a telephone number, making a phone call, inquiring by telephone, grammar-Sino-Korean numbers/How much is it?/What number/What date | |||
Unit-1 |
Teaching Hours:5 |
||
What is your phone number?
|
|||
Asking for a telephone number, making a phone call, inquiring by telephone, grammar-Sino-Korean numbers/How much is it?/What number/What date | |||
Unit-1 |
Teaching Hours:5 |
||
What is your phone number?
|
|||
Asking for a telephone number, making a phone call, inquiring by telephone, grammar-Sino-Korean numbers/How much is it?/What number/What date | |||
Unit-1 |
Teaching Hours:5 |
||
What is your phone number?
|
|||
Asking for a telephone number, making a phone call, inquiring by telephone, grammar-Sino-Korean numbers/How much is it?/What number/What date | |||
Unit-1 |
Teaching Hours:5 |
||
What is your phone number?
|
|||
Asking for a telephone number, making a phone call, inquiring by telephone, grammar-Sino-Korean numbers/How much is it?/What number/What date | |||
Unit-1 |
Teaching Hours:5 |
||
What is your phone number?
|
|||
Asking for a telephone number, making a phone call, inquiring by telephone, grammar-Sino-Korean numbers/How much is it?/What number/What date | |||
Unit-1 |
Teaching Hours:5 |
||
What is your phone number?
|
|||
Asking for a telephone number, making a phone call, inquiring by telephone, grammar-Sino-Korean numbers/How much is it?/What number/What date | |||
Unit-1 |
Teaching Hours:5 |
||
What is your phone number?
|
|||
Asking for a telephone number, making a phone call, inquiring by telephone, grammar-Sino-Korean numbers/How much is it?/What number/What date | |||
Unit-1 |
Teaching Hours:5 |
||
What is your phone number?
|
|||
Asking for a telephone number, making a phone call, inquiring by telephone, grammar-Sino-Korean numbers/How much is it?/What number/What date | |||
Unit-1 |
Teaching Hours:5 |
||
What is your phone number?
|
|||
Asking for a telephone number, making a phone call, inquiring by telephone, grammar-Sino-Korean numbers/How much is it?/What number/What date | |||
Unit-1 |
Teaching Hours:5 |
||
What is your phone number?
|
|||
Asking for a telephone number, making a phone call, inquiring by telephone, grammar-Sino-Korean numbers/How much is it?/What number/What date | |||
Unit-1 |
Teaching Hours:5 |
||
What is your phone number?
|
|||
Asking for a telephone number, making a phone call, inquiring by telephone, grammar-Sino-Korean numbers/How much is it?/What number/What date | |||
Unit-1 |
Teaching Hours:5 |
||
What is your phone number?
|
|||
Asking for a telephone number, making a phone call, inquiring by telephone, grammar-Sino-Korean numbers/How much is it?/What number/What date | |||
Unit-1 |
Teaching Hours:5 |
||
What is your phone number?
|
|||
Asking for a telephone number, making a phone call, inquiring by telephone, grammar-Sino-Korean numbers/How much is it?/What number/What date | |||
Unit-1 |
Teaching Hours:5 |
||
What is your phone number?
|
|||
Asking for a telephone number, making a phone call, inquiring by telephone, grammar-Sino-Korean numbers/How much is it?/What number/What date | |||
Unit-1 |
Teaching Hours:5 |
||
What is your phone number?
|
|||
Asking for a telephone number, making a phone call, inquiring by telephone, grammar-Sino-Korean numbers/How much is it?/What number/What date | |||
Unit-1 |
Teaching Hours:5 |
||
What is your phone number?
|
|||
Asking for a telephone number, making a phone call, inquiring by telephone, grammar-Sino-Korean numbers/How much is it?/What number/What date | |||
Unit-1 |
Teaching Hours:5 |
||
What is your phone number?
|
|||
Asking for a telephone number, making a phone call, inquiring by telephone, grammar-Sino-Korean numbers/How much is it?/What number/What date | |||
Unit-1 |
Teaching Hours:5 |
||
What is your phone number?
|
|||
Asking for a telephone number, making a phone call, inquiring by telephone, grammar-Sino-Korean numbers/How much is it?/What number/What date | |||
Unit-1 |
Teaching Hours:5 |
||
What is your phone number?
|
|||
Asking for a telephone number, making a phone call, inquiring by telephone, grammar-Sino-Korean numbers/How much is it?/What number/What date | |||
Unit-1 |
Teaching Hours:5 |
||
What is your phone number?
|
|||
Asking for a telephone number, making a phone call, inquiring by telephone, grammar-Sino-Korean numbers/How much is it?/What number/What date | |||
Unit-1 |
Teaching Hours:5 |
||
What is your phone number?
|
|||
Asking for a telephone number, making a phone call, inquiring by telephone, grammar-Sino-Korean numbers/How much is it?/What number/What date | |||
Unit-1 |
Teaching Hours:5 |
||
What is your phone number?
|
|||
Asking for a telephone number, making a phone call, inquiring by telephone, grammar-Sino-Korean numbers/How much is it?/What number/What date | |||
Unit-1 |
Teaching Hours:5 |
||
What is your phone number?
|
|||
Asking for a telephone number, making a phone call, inquiring by telephone, grammar-Sino-Korean numbers/How much is it?/What number/What date | |||
Unit-1 |
Teaching Hours:5 |
||
What is your phone number?
|
|||
Asking for a telephone number, making a phone call, inquiring by telephone, grammar-Sino-Korean numbers/How much is it?/What number/What date | |||
Unit-1 |
Teaching Hours:5 |
||
What is your phone number?
|
|||
Asking for a telephone number, making a phone call, inquiring by telephone, grammar-Sino-Korean numbers/How much is it?/What number/What date | |||
Unit-1 |
Teaching Hours:5 |
||
What is your phone number?
|
|||
Asking for a telephone number, making a phone call, inquiring by telephone, grammar-Sino-Korean numbers/How much is it?/What number/What date | |||
Unit-1 |
Teaching Hours:5 |
||
What is your phone number?
|
|||
Asking for a telephone number, making a phone call, inquiring by telephone, grammar-Sino-Korean numbers/How much is it?/What number/What date | |||
Unit-2 |
Teaching Hours:5 |
||
Where are you going?
|
|||
Talking about daily routines, grammar-sentence ending informal polite style (present tense)/what time/time marker/place marker | |||
Unit-2 |
Teaching Hours:5 |
||
Where are you going?
|
|||
Talking about daily routines, grammar-sentence ending informal polite style (present tense)/what time/time marker/place marker | |||
Unit-2 |
Teaching Hours:5 |
||
Where are you going?
|
|||
Talking about daily routines, grammar-sentence ending informal polite style (present tense)/what time/time marker/place marker | |||
Unit-2 |
Teaching Hours:5 |
||
Where are you going?
|
|||
Talking about daily routines, grammar-sentence ending informal polite style (present tense)/what time/time marker/place marker | |||
Unit-2 |
Teaching Hours:5 |
||
Where are you going?
|
|||
Talking about daily routines, grammar-sentence ending informal polite style (present tense)/what time/time marker/place marker | |||
Unit-2 |
Teaching Hours:5 |
||
Where are you going?
|
|||
Talking about daily routines, grammar-sentence ending informal polite style (present tense)/what time/time marker/place marker | |||
Unit-2 |
Teaching Hours:5 |
||
Where are you going?
|
|||
Talking about daily routines, grammar-sentence ending informal polite style (present tense)/what time/time marker/place marker | |||
Unit-2 |
Teaching Hours:5 |
||
Where are you going?
|
|||
Talking about daily routines, grammar-sentence ending informal polite style (present tense)/what time/time marker/place marker | |||
Unit-2 |
Teaching Hours:5 |
||
Where are you going?
|
|||
Talking about daily routines, grammar-sentence ending informal polite style (present tense)/what time/time marker/place marker | |||
Unit-2 |
Teaching Hours:5 |
||
Where are you going?
|
|||
Talking about daily routines, grammar-sentence ending informal polite style (present tense)/what time/time marker/place marker | |||
Unit-2 |
Teaching Hours:5 |
||
Where are you going?
|
|||
Talking about daily routines, grammar-sentence ending informal polite style (present tense)/what time/time marker/place marker | |||
Unit-2 |
Teaching Hours:5 |
||
Where are you going?
|
|||
Talking about daily routines, grammar-sentence ending informal polite style (present tense)/what time/time marker/place marker | |||
Unit-2 |
Teaching Hours:5 |
||
Where are you going?
|
|||
Talking about daily routines, grammar-sentence ending informal polite style (present tense)/what time/time marker/place marker | |||
Unit-2 |
Teaching Hours:5 |
||
Where are you going?
|
|||
Talking about daily routines, grammar-sentence ending informal polite style (present tense)/what time/time marker/place marker | |||
Unit-2 |
Teaching Hours:5 |
||
Where are you going?
|
|||
Talking about daily routines, grammar-sentence ending informal polite style (present tense)/what time/time marker/place marker | |||
Unit-2 |
Teaching Hours:5 |
||
Where are you going?
|
|||
Talking about daily routines, grammar-sentence ending informal polite style (present tense)/what time/time marker/place marker | |||
Unit-2 |
Teaching Hours:5 |
||
Where are you going?
|
|||
Talking about daily routines, grammar-sentence ending informal polite style (present tense)/what time/time marker/place marker | |||
Unit-2 |
Teaching Hours:5 |
||
Where are you going?
|
|||
Talking about daily routines, grammar-sentence ending informal polite style (present tense)/what time/time marker/place marker | |||
Unit-2 |
Teaching Hours:5 |
||
Where are you going?
|
|||
Talking about daily routines, grammar-sentence ending informal polite style (present tense)/what time/time marker/place marker | |||
Unit-2 |
Teaching Hours:5 |
||
Where are you going?
|
|||
Talking about daily routines, grammar-sentence ending informal polite style (present tense)/what time/time marker/place marker | |||
Unit-2 |
Teaching Hours:5 |
||
Where are you going?
|
|||
Talking about daily routines, grammar-sentence ending informal polite style (present tense)/what time/time marker/place marker | |||
Unit-2 |
Teaching Hours:5 |
||
Where are you going?
|
|||
Talking about daily routines, grammar-sentence ending informal polite style (present tense)/what time/time marker/place marker | |||
Unit-2 |
Teaching Hours:5 |
||
Where are you going?
|
|||
Talking about daily routines, grammar-sentence ending informal polite style (present tense)/what time/time marker/place marker | |||
Unit-2 |
Teaching Hours:5 |
||
Where are you going?
|
|||
Talking about daily routines, grammar-sentence ending informal polite style (present tense)/what time/time marker/place marker | |||
Unit-2 |
Teaching Hours:5 |
||
Where are you going?
|
|||
Talking about daily routines, grammar-sentence ending informal polite style (present tense)/what time/time marker/place marker | |||
Unit-2 |
Teaching Hours:5 |
||
Where are you going?
|
|||
Talking about daily routines, grammar-sentence ending informal polite style (present tense)/what time/time marker/place marker | |||
Unit-2 |
Teaching Hours:5 |
||
Where are you going?
|
|||
Talking about daily routines, grammar-sentence ending informal polite style (present tense)/what time/time marker/place marker | |||
Unit-2 |
Teaching Hours:5 |
||
Where are you going?
|
|||
Talking about daily routines, grammar-sentence ending informal polite style (present tense)/what time/time marker/place marker | |||
Unit-2 |
Teaching Hours:5 |
||
Where are you going?
|
|||
Talking about daily routines, grammar-sentence ending informal polite style (present tense)/what time/time marker/place marker | |||
Unit-2 |
Teaching Hours:5 |
||
Where are you going?
|
|||
Talking about daily routines, grammar-sentence ending informal polite style (present tense)/what time/time marker/place marker | |||
Unit-2 |
Teaching Hours:5 |
||
Where are you going?
|
|||
Talking about daily routines, grammar-sentence ending informal polite style (present tense)/what time/time marker/place marker | |||
Unit-2 |
Teaching Hours:5 |
||
Where are you going?
|
|||
Talking about daily routines, grammar-sentence ending informal polite style (present tense)/what time/time marker/place marker | |||
Unit-2 |
Teaching Hours:5 |
||
Where are you going?
|
|||
Talking about daily routines, grammar-sentence ending informal polite style (present tense)/what time/time marker/place marker | |||
Unit-3 |
Teaching Hours:5 |
||
Watch a movie at the theater.
|
|||
Talking about daily life, talking about plans for the week, grammar- sentence ending of informal polite style/object marker/place marker | |||
Unit-3 |
Teaching Hours:5 |
||
Watch a movie at the theater.
|
|||
Talking about daily life, talking about plans for the week, grammar- sentence ending of informal polite style/object marker/place marker | |||
Unit-3 |
Teaching Hours:5 |
||
Watch a movie at the theater.
|
|||
Talking about daily life, talking about plans for the week, grammar- sentence ending of informal polite style/object marker/place marker | |||
Unit-3 |
Teaching Hours:5 |
||
Watch a movie at the theater.
|
|||
Talking about daily life, talking about plans for the week, grammar- sentence ending of informal polite style/object marker/place marker | |||
Unit-3 |
Teaching Hours:5 |
||
Watch a movie at the theater.
|
|||
Talking about daily life, talking about plans for the week, grammar- sentence ending of informal polite style/object marker/place marker | |||
Unit-3 |
Teaching Hours:5 |
||
Watch a movie at the theater.
|
|||
Talking about daily life, talking about plans for the week, grammar- sentence ending of informal polite style/object marker/place marker | |||
Unit-3 |
Teaching Hours:5 |
||
Watch a movie at the theater.
|
|||
Talking about daily life, talking about plans for the week, grammar- sentence ending of informal polite style/object marker/place marker | |||
Unit-3 |
Teaching Hours:5 |
||
Watch a movie at the theater.
|
|||
Talking about daily life, talking about plans for the week, grammar- sentence ending of informal polite style/object marker/place marker | |||
Unit-3 |
Teaching Hours:5 |
||
Watch a movie at the theater.
|
|||
Talking about daily life, talking about plans for the week, grammar- sentence ending of informal polite style/object marker/place marker | |||
Unit-3 |
Teaching Hours:5 |
||
Watch a movie at the theater.
|
|||
Talking about daily life, talking about plans for the week, grammar- sentence ending of informal polite style/object marker/place marker | |||
Unit-3 |
Teaching Hours:5 |
||
Watch a movie at the theater.
|
|||
Talking about daily life, talking about plans for the week, grammar- sentence ending of informal polite style/object marker/place marker | |||
Unit-3 |
Teaching Hours:5 |
||
Watch a movie at the theater.
|
|||
Talking about daily life, talking about plans for the week, grammar- sentence ending of informal polite style/object marker/place marker | |||
Unit-3 |
Teaching Hours:5 |
||
Watch a movie at the theater.
|
|||
Talking about daily life, talking about plans for the week, grammar- sentence ending of informal polite style/object marker/place marker | |||
Unit-3 |
Teaching Hours:5 |
||
Watch a movie at the theater.
|
|||
Talking about daily life, talking about plans for the week, grammar- sentence ending of informal polite style/object marker/place marker | |||
Unit-3 |
Teaching Hours:5 |
||
Watch a movie at the theater.
|
|||
Talking about daily life, talking about plans for the week, grammar- sentence ending of informal polite style/object marker/place marker | |||
Unit-3 |
Teaching Hours:5 |
||
Watch a movie at the theater.
|
|||
Talking about daily life, talking about plans for the week, grammar- sentence ending of informal polite style/object marker/place marker | |||
Unit-3 |
Teaching Hours:5 |
||
Watch a movie at the theater.
|
|||
Talking about daily life, talking about plans for the week, grammar- sentence ending of informal polite style/object marker/place marker | |||
Unit-3 |
Teaching Hours:5 |
||
Watch a movie at the theater.
|
|||
Talking about daily life, talking about plans for the week, grammar- sentence ending of informal polite style/object marker/place marker | |||
Unit-3 |
Teaching Hours:5 |
||
Watch a movie at the theater.
|
|||
Talking about daily life, talking about plans for the week, grammar- sentence ending of informal polite style/object marker/place marker | |||
Unit-3 |
Teaching Hours:5 |
||
Watch a movie at the theater.
|
|||
Talking about daily life, talking about plans for the week, grammar- sentence ending of informal polite style/object marker/place marker | |||
Unit-3 |
Teaching Hours:5 |
||
Watch a movie at the theater.
|
|||
Talking about daily life, talking about plans for the week, grammar- sentence ending of informal polite style/object marker/place marker | |||
Unit-3 |
Teaching Hours:5 |
||
Watch a movie at the theater.
|
|||
Talking about daily life, talking about plans for the week, grammar- sentence ending of informal polite style/object marker/place marker | |||
Unit-3 |
Teaching Hours:5 |
||
Watch a movie at the theater.
|
|||
Talking about daily life, talking about plans for the week, grammar- sentence ending of informal polite style/object marker/place marker | |||
Unit-3 |
Teaching Hours:5 |
||
Watch a movie at the theater.
|
|||
Talking about daily life, talking about plans for the week, grammar- sentence ending of informal polite style/object marker/place marker | |||
Unit-3 |
Teaching Hours:5 |
||
Watch a movie at the theater.
|
|||
Talking about daily life, talking about plans for the week, grammar- sentence ending of informal polite style/object marker/place marker | |||
Unit-3 |
Teaching Hours:5 |
||
Watch a movie at the theater.
|
|||
Talking about daily life, talking about plans for the week, grammar- sentence ending of informal polite style/object marker/place marker | |||
Unit-3 |
Teaching Hours:5 |
||
Watch a movie at the theater.
|
|||
Talking about daily life, talking about plans for the week, grammar- sentence ending of informal polite style/object marker/place marker | |||
Unit-3 |
Teaching Hours:5 |
||
Watch a movie at the theater.
|
|||
Talking about daily life, talking about plans for the week, grammar- sentence ending of informal polite style/object marker/place marker | |||
Unit-3 |
Teaching Hours:5 |
||
Watch a movie at the theater.
|
|||
Talking about daily life, talking about plans for the week, grammar- sentence ending of informal polite style/object marker/place marker | |||
Unit-3 |
Teaching Hours:5 |
||
Watch a movie at the theater.
|
|||
Talking about daily life, talking about plans for the week, grammar- sentence ending of informal polite style/object marker/place marker | |||
Unit-3 |
Teaching Hours:5 |
||
Watch a movie at the theater.
|
|||
Talking about daily life, talking about plans for the week, grammar- sentence ending of informal polite style/object marker/place marker | |||
Unit-3 |
Teaching Hours:5 |
||
Watch a movie at the theater.
|
|||
Talking about daily life, talking about plans for the week, grammar- sentence ending of informal polite style/object marker/place marker | |||
Unit-3 |
Teaching Hours:5 |
||
Watch a movie at the theater.
|
|||
Talking about daily life, talking about plans for the week, grammar- sentence ending of informal polite style/object marker/place marker | |||
Unit-4 |
Teaching Hours:5 |
||
I didn't go to school yesterday.
|
|||
Talking about past events, grammar-sentence ending of the past tense/not/marker (also, too)/irregular verbs, adjectives | |||
Unit-4 |
Teaching Hours:5 |
||
I didn't go to school yesterday.
|
|||
Talking about past events, grammar-sentence ending of the past tense/not/marker (also, too)/irregular verbs, adjectives | |||
Unit-4 |
Teaching Hours:5 |
||
I didn't go to school yesterday.
|
|||
Talking about past events, grammar-sentence ending of the past tense/not/marker (also, too)/irregular verbs, adjectives | |||
Unit-4 |
Teaching Hours:5 |
||
I didn't go to school yesterday.
|
|||
Talking about past events, grammar-sentence ending of the past tense/not/marker (also, too)/irregular verbs, adjectives | |||
Unit-4 |
Teaching Hours:5 |
||
I didn't go to school yesterday.
|
|||
Talking about past events, grammar-sentence ending of the past tense/not/marker (also, too)/irregular verbs, adjectives | |||
Unit-4 |
Teaching Hours:5 |
||
I didn't go to school yesterday.
|
|||
Talking about past events, grammar-sentence ending of the past tense/not/marker (also, too)/irregular verbs, adjectives | |||
Unit-4 |
Teaching Hours:5 |
||
I didn't go to school yesterday.
|
|||
Talking about past events, grammar-sentence ending of the past tense/not/marker (also, too)/irregular verbs, adjectives | |||
Unit-4 |
Teaching Hours:5 |
||
I didn't go to school yesterday.
|
|||
Talking about past events, grammar-sentence ending of the past tense/not/marker (also, too)/irregular verbs, adjectives | |||
Unit-4 |
Teaching Hours:5 |
||
I didn't go to school yesterday.
|
|||
Talking about past events, grammar-sentence ending of the past tense/not/marker (also, too)/irregular verbs, adjectives | |||
Unit-4 |
Teaching Hours:5 |
||
I didn't go to school yesterday.
|
|||
Talking about past events, grammar-sentence ending of the past tense/not/marker (also, too)/irregular verbs, adjectives | |||
Unit-4 |
Teaching Hours:5 |
||
I didn't go to school yesterday.
|
|||
Talking about past events, grammar-sentence ending of the past tense/not/marker (also, too)/irregular verbs, adjectives | |||
Unit-4 |
Teaching Hours:5 |
||
I didn't go to school yesterday.
|
|||
Talking about past events, grammar-sentence ending of the past tense/not/marker (also, too)/irregular verbs, adjectives | |||
Unit-4 |
Teaching Hours:5 |
||
I didn't go to school yesterday.
|
|||
Talking about past events, grammar-sentence ending of the past tense/not/marker (also, too)/irregular verbs, adjectives | |||
Unit-4 |
Teaching Hours:5 |
||
I didn't go to school yesterday.
|
|||
Talking about past events, grammar-sentence ending of the past tense/not/marker (also, too)/irregular verbs, adjectives | |||
Unit-4 |
Teaching Hours:5 |
||
I didn't go to school yesterday.
|
|||
Talking about past events, grammar-sentence ending of the past tense/not/marker (also, too)/irregular verbs, adjectives | |||
Unit-4 |
Teaching Hours:5 |
||
I didn't go to school yesterday.
|
|||
Talking about past events, grammar-sentence ending of the past tense/not/marker (also, too)/irregular verbs, adjectives | |||
Unit-4 |
Teaching Hours:5 |
||
I didn't go to school yesterday.
|
|||
Talking about past events, grammar-sentence ending of the past tense/not/marker (also, too)/irregular verbs, adjectives | |||
Unit-4 |
Teaching Hours:5 |
||
I didn't go to school yesterday.
|
|||
Talking about past events, grammar-sentence ending of the past tense/not/marker (also, too)/irregular verbs, adjectives | |||
Unit-4 |
Teaching Hours:5 |
||
I didn't go to school yesterday.
|
|||
Talking about past events, grammar-sentence ending of the past tense/not/marker (also, too)/irregular verbs, adjectives | |||
Unit-4 |
Teaching Hours:5 |
||
I didn't go to school yesterday.
|
|||
Talking about past events, grammar-sentence ending of the past tense/not/marker (also, too)/irregular verbs, adjectives | |||
Unit-4 |
Teaching Hours:5 |
||
I didn't go to school yesterday.
|
|||
Talking about past events, grammar-sentence ending of the past tense/not/marker (also, too)/irregular verbs, adjectives | |||
Unit-4 |
Teaching Hours:5 |
||
I didn't go to school yesterday.
|
|||
Talking about past events, grammar-sentence ending of the past tense/not/marker (also, too)/irregular verbs, adjectives | |||
Unit-4 |
Teaching Hours:5 |
||
I didn't go to school yesterday.
|
|||
Talking about past events, grammar-sentence ending of the past tense/not/marker (also, too)/irregular verbs, adjectives | |||
Unit-4 |
Teaching Hours:5 |
||
I didn't go to school yesterday.
|
|||
Talking about past events, grammar-sentence ending of the past tense/not/marker (also, too)/irregular verbs, adjectives | |||
Unit-4 |
Teaching Hours:5 |
||
I didn't go to school yesterday.
|
|||
Talking about past events, grammar-sentence ending of the past tense/not/marker (also, too)/irregular verbs, adjectives | |||
Unit-4 |
Teaching Hours:5 |
||
I didn't go to school yesterday.
|
|||
Talking about past events, grammar-sentence ending of the past tense/not/marker (also, too)/irregular verbs, adjectives | |||
Unit-4 |
Teaching Hours:5 |
||
I didn't go to school yesterday.
|
|||
Talking about past events, grammar-sentence ending of the past tense/not/marker (also, too)/irregular verbs, adjectives | |||
Unit-4 |
Teaching Hours:5 |
||
I didn't go to school yesterday.
|
|||
Talking about past events, grammar-sentence ending of the past tense/not/marker (also, too)/irregular verbs, adjectives | |||
Unit-4 |
Teaching Hours:5 |
||
I didn't go to school yesterday.
|
|||
Talking about past events, grammar-sentence ending of the past tense/not/marker (also, too)/irregular verbs, adjectives | |||
Unit-4 |
Teaching Hours:5 |
||
I didn't go to school yesterday.
|
|||
Talking about past events, grammar-sentence ending of the past tense/not/marker (also, too)/irregular verbs, adjectives | |||
Unit-4 |
Teaching Hours:5 |
||
I didn't go to school yesterday.
|
|||
Talking about past events, grammar-sentence ending of the past tense/not/marker (also, too)/irregular verbs, adjectives | |||
Unit-4 |
Teaching Hours:5 |
||
I didn't go to school yesterday.
|
|||
Talking about past events, grammar-sentence ending of the past tense/not/marker (also, too)/irregular verbs, adjectives | |||
Unit-4 |
Teaching Hours:5 |
||
I didn't go to school yesterday.
|
|||
Talking about past events, grammar-sentence ending of the past tense/not/marker (also, too)/irregular verbs, adjectives | |||
Unit-5 |
Teaching Hours:5 |
||
Where is the bank?
|
|||
Talking about the location of an object and a building, giving the reason for going somewhere, grammar- words for location/marker (and)/go to/come to | |||
Unit-5 |
Teaching Hours:5 |
||
Where is the bank?
|
|||
Talking about the location of an object and a building, giving the reason for going somewhere, grammar- words for location/marker (and)/go to/come to | |||
Unit-5 |
Teaching Hours:5 |
||
Where is the bank?
|
|||
Talking about the location of an object and a building, giving the reason for going somewhere, grammar- words for location/marker (and)/go to/come to | |||
Unit-5 |
Teaching Hours:5 |
||
Where is the bank?
|
|||
Talking about the location of an object and a building, giving the reason for going somewhere, grammar- words for location/marker (and)/go to/come to | |||
Unit-5 |
Teaching Hours:5 |
||
Where is the bank?
|
|||
Talking about the location of an object and a building, giving the reason for going somewhere, grammar- words for location/marker (and)/go to/come to | |||
Unit-5 |
Teaching Hours:5 |
||
Where is the bank?
|
|||
Talking about the location of an object and a building, giving the reason for going somewhere, grammar- words for location/marker (and)/go to/come to | |||
Unit-5 |
Teaching Hours:5 |
||
Where is the bank?
|
|||
Talking about the location of an object and a building, giving the reason for going somewhere, grammar- words for location/marker (and)/go to/come to | |||
Unit-5 |
Teaching Hours:5 |
||
Where is the bank?
|
|||
Talking about the location of an object and a building, giving the reason for going somewhere, grammar- words for location/marker (and)/go to/come to | |||
Unit-5 |
Teaching Hours:5 |
||
Where is the bank?
|
|||
Talking about the location of an object and a building, giving the reason for going somewhere, grammar- words for location/marker (and)/go to/come to | |||
Unit-5 |
Teaching Hours:5 |
||
Where is the bank?
|
|||
Talking about the location of an object and a building, giving the reason for going somewhere, grammar- words for location/marker (and)/go to/come to | |||
Unit-5 |
Teaching Hours:5 |
||
Where is the bank?
|
|||
Talking about the location of an object and a building, giving the reason for going somewhere, grammar- words for location/marker (and)/go to/come to | |||
Unit-5 |
Teaching Hours:5 |
||
Where is the bank?
|
|||
Talking about the location of an object and a building, giving the reason for going somewhere, grammar- words for location/marker (and)/go to/come to | |||
Unit-5 |
Teaching Hours:5 |
||
Where is the bank?
|
|||
Talking about the location of an object and a building, giving the reason for going somewhere, grammar- words for location/marker (and)/go to/come to | |||
Unit-5 |
Teaching Hours:5 |
||
Where is the bank?
|
|||
Talking about the location of an object and a building, giving the reason for going somewhere, grammar- words for location/marker (and)/go to/come to | |||
Unit-5 |
Teaching Hours:5 |
||
Where is the bank?
|
|||
Talking about the location of an object and a building, giving the reason for going somewhere, grammar- words for location/marker (and)/go to/come to | |||
Unit-5 |
Teaching Hours:5 |
||
Where is the bank?
|
|||
Talking about the location of an object and a building, giving the reason for going somewhere, grammar- words for location/marker (and)/go to/come to | |||
Unit-5 |
Teaching Hours:5 |
||
Where is the bank?
|
|||
Talking about the location of an object and a building, giving the reason for going somewhere, grammar- words for location/marker (and)/go to/come to | |||
Unit-5 |
Teaching Hours:5 |
||
Where is the bank?
|
|||
Talking about the location of an object and a building, giving the reason for going somewhere, grammar- words for location/marker (and)/go to/come to | |||
Unit-5 |
Teaching Hours:5 |
||
Where is the bank?
|
|||
Talking about the location of an object and a building, giving the reason for going somewhere, grammar- words for location/marker (and)/go to/come to | |||
Unit-5 |
Teaching Hours:5 |
||
Where is the bank?
|
|||
Talking about the location of an object and a building, giving the reason for going somewhere, grammar- words for location/marker (and)/go to/come to | |||
Unit-5 |
Teaching Hours:5 |
||
Where is the bank?
|
|||
Talking about the location of an object and a building, giving the reason for going somewhere, grammar- words for location/marker (and)/go to/come to | |||
Unit-5 |
Teaching Hours:5 |
||
Where is the bank?
|
|||
Talking about the location of an object and a building, giving the reason for going somewhere, grammar- words for location/marker (and)/go to/come to | |||
Unit-5 |
Teaching Hours:5 |
||
Where is the bank?
|
|||
Talking about the location of an object and a building, giving the reason for going somewhere, grammar- words for location/marker (and)/go to/come to | |||
Unit-5 |
Teaching Hours:5 |
||
Where is the bank?
|
|||
Talking about the location of an object and a building, giving the reason for going somewhere, grammar- words for location/marker (and)/go to/come to | |||
Unit-5 |
Teaching Hours:5 |
||
Where is the bank?
|
|||
Talking about the location of an object and a building, giving the reason for going somewhere, grammar- words for location/marker (and)/go to/come to | |||
Unit-5 |
Teaching Hours:5 |
||
Where is the bank?
|
|||
Talking about the location of an object and a building, giving the reason for going somewhere, grammar- words for location/marker (and)/go to/come to | |||
Unit-5 |
Teaching Hours:5 |
||
Where is the bank?
|
|||
Talking about the location of an object and a building, giving the reason for going somewhere, grammar- words for location/marker (and)/go to/come to | |||
Unit-5 |
Teaching Hours:5 |
||
Where is the bank?
|
|||
Talking about the location of an object and a building, giving the reason for going somewhere, grammar- words for location/marker (and)/go to/come to | |||
Unit-5 |
Teaching Hours:5 |
||
Where is the bank?
|
|||
Talking about the location of an object and a building, giving the reason for going somewhere, grammar- words for location/marker (and)/go to/come to | |||
Unit-5 |
Teaching Hours:5 |
||
Where is the bank?
|
|||
Talking about the location of an object and a building, giving the reason for going somewhere, grammar- words for location/marker (and)/go to/come to | |||
Unit-5 |
Teaching Hours:5 |
||
Where is the bank?
|
|||
Talking about the location of an object and a building, giving the reason for going somewhere, grammar- words for location/marker (and)/go to/come to | |||
Unit-5 |
Teaching Hours:5 |
||
Where is the bank?
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Talking about the location of an object and a building, giving the reason for going somewhere, grammar- words for location/marker (and)/go to/come to | |||
Unit-5 |
Teaching Hours:5 |
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Where is the bank?
|
|||
Talking about the location of an object and a building, giving the reason for going somewhere, grammar- words for location/marker (and)/go to/come to | |||
Unit-6 |
Teaching Hours:5 |
||
How do I get to Sogang University?
|
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Unit-6 |
Teaching Hours:5 |
||
How do I get to Sogang University?
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Unit-6 |
Teaching Hours:5 |
||
How do I get to Sogang University?
|
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Unit-6 |
Teaching Hours:5 |
||
How do I get to Sogang University?
|
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Unit-6 |
Teaching Hours:5 |
||
How do I get to Sogang University?
|
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| |||
Unit-6 |
Teaching Hours:5 |
||
How do I get to Sogang University?
|
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Unit-6 |
Teaching Hours:5 |
||
How do I get to Sogang University?
|
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| |||
Unit-6 |
Teaching Hours:5 |
||
How do I get to Sogang University?
|
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| |||
Unit-6 |
Teaching Hours:5 |
||
How do I get to Sogang University?
|
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| |||
Unit-6 |
Teaching Hours:5 |
||
How do I get to Sogang University?
|
|||
| |||
Unit-6 |
Teaching Hours:5 |
||
How do I get to Sogang University?
|
|||
| |||
Unit-6 |
Teaching Hours:5 |
||
How do I get to Sogang University?
|
|||
| |||
Unit-6 |
Teaching Hours:5 |
||
How do I get to Sogang University?
|
|||
| |||
Unit-6 |
Teaching Hours:5 |
||
How do I get to Sogang University?
|
|||
| |||
Unit-6 |
Teaching Hours:5 |
||
How do I get to Sogang University?
|
|||
| |||
Unit-6 |
Teaching Hours:5 |
||
How do I get to Sogang University?
|
|||
| |||
Unit-6 |
Teaching Hours:5 |
||
How do I get to Sogang University?
|
|||
| |||
Unit-6 |
Teaching Hours:5 |
||
How do I get to Sogang University?
|
|||
| |||
Unit-6 |
Teaching Hours:5 |
||
How do I get to Sogang University?
|
|||
| |||
Unit-6 |
Teaching Hours:5 |
||
How do I get to Sogang University?
|
|||
| |||
Unit-6 |
Teaching Hours:5 |
||
How do I get to Sogang University?
|
|||
| |||
Unit-6 |
Teaching Hours:5 |
||
How do I get to Sogang University?
|
|||
| |||
Unit-6 |
Teaching Hours:5 |
||
How do I get to Sogang University?
|
|||
| |||
Unit-6 |
Teaching Hours:5 |
||
How do I get to Sogang University?
|
|||
| |||
Unit-6 |
Teaching Hours:5 |
||
How do I get to Sogang University?
|
|||
| |||
Unit-6 |
Teaching Hours:5 |
||
How do I get to Sogang University?
|
|||
| |||
Unit-6 |
Teaching Hours:5 |
||
How do I get to Sogang University?
|
|||
| |||
Unit-6 |
Teaching Hours:5 |
||
How do I get to Sogang University?
|
|||
| |||
Unit-6 |
Teaching Hours:5 |
||
How do I get to Sogang University?
|
|||
| |||
Unit-6 |
Teaching Hours:5 |
||
How do I get to Sogang University?
|
|||
| |||
Unit-6 |
Teaching Hours:5 |
||
How do I get to Sogang University?
|
|||
| |||
Unit-6 |
Teaching Hours:5 |
||
How do I get to Sogang University?
|
|||
| |||
Unit-6 |
Teaching Hours:5 |
||
How do I get to Sogang University?
|
|||
| |||
Text Books And Reference Books: 1. Sogang Korean 1A (Student’s book), Sogang Korean 1A (Workbook) | |||
Essential Reading / Recommended Reading 1. Grammar and vocabulary supplementary book 2. Korean Culture 77 | |||
Evaluation Pattern CIA I: 10 (Assignment/Dictation test) CIA II: 25 (Written test) CIA III: 10 (Assignment/Dictation test) ESE : 50 (Written test) | |||
SAN181-4 - BASIC SANSKRIT (2023 Batch) | |||
Total Teaching Hours for Semester:30 |
No of Lecture Hours/Week:2 |
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Max Marks:50 |
Credits:2 |
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Course Objectives/Course Description |
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Sanskrit is the ancient language of India. Foundational Sanskrit has been introduced to the undergraduate students. This course helps the student to read, write, understand, and converse in Sanskrit. The focus would be on understanding the Sanskrit texts rather than just learning the grammar or the vocabulary. |
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Learning Outcome |
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CO1: Identify and improved vocabulary CO2: Develop their communication skills CO3: Improve their reading and writing skills. CO4: Improve memory and recall ability. CO5: pronounce, enunciate, and understand the meaning. |
Unit-1 |
Teaching Hours:10 |
Units:1
|
|
1. Time telling in Sanskrit: How to tell time and schedule in Sanskrit 2. Numbers: 51-100 3. Names of Animals, Birds, Fruits, Flowers 4. Names of vehicles, clothes, vegetables 5. Genders 6. Antonyms | |
Unit-1 |
Teaching Hours:10 |
Units:1
|
|
1. Time telling in Sanskrit: How to tell time and schedule in Sanskrit 2. Numbers: 51-100 3. Names of Animals, Birds, Fruits, Flowers 4. Names of vehicles, clothes, vegetables 5. Genders 6. Antonyms | |
Unit-1 |
Teaching Hours:10 |
Units:1
|
|
1. Time telling in Sanskrit: How to tell time and schedule in Sanskrit 2. Numbers: 51-100 3. Names of Animals, Birds, Fruits, Flowers 4. Names of vehicles, clothes, vegetables 5. Genders 6. Antonyms | |
Unit-1 |
Teaching Hours:10 |
Units:1
|
|
1. Time telling in Sanskrit: How to tell time and schedule in Sanskrit 2. Numbers: 51-100 3. Names of Animals, Birds, Fruits, Flowers 4. Names of vehicles, clothes, vegetables 5. Genders 6. Antonyms | |
Unit-1 |
Teaching Hours:10 |
Units:1
|
|
1. Time telling in Sanskrit: How to tell time and schedule in Sanskrit 2. Numbers: 51-100 3. Names of Animals, Birds, Fruits, Flowers 4. Names of vehicles, clothes, vegetables 5. Genders 6. Antonyms | |
Unit-1 |
Teaching Hours:10 |
Units:1
|
|
1. Time telling in Sanskrit: How to tell time and schedule in Sanskrit 2. Numbers: 51-100 3. Names of Animals, Birds, Fruits, Flowers 4. Names of vehicles, clothes, vegetables 5. Genders 6. Antonyms | |
Unit-1 |
Teaching Hours:10 |
Units:1
|
|
1. Time telling in Sanskrit: How to tell time and schedule in Sanskrit 2. Numbers: 51-100 3. Names of Animals, Birds, Fruits, Flowers 4. Names of vehicles, clothes, vegetables 5. Genders 6. Antonyms | |
Unit-1 |
Teaching Hours:10 |
Units:1
|
|
1. Time telling in Sanskrit: How to tell time and schedule in Sanskrit 2. Numbers: 51-100 3. Names of Animals, Birds, Fruits, Flowers 4. Names of vehicles, clothes, vegetables 5. Genders 6. Antonyms | |
Unit-1 |
Teaching Hours:10 |
Units:1
|
|
1. Time telling in Sanskrit: How to tell time and schedule in Sanskrit 2. Numbers: 51-100 3. Names of Animals, Birds, Fruits, Flowers 4. Names of vehicles, clothes, vegetables 5. Genders 6. Antonyms | |
Unit-1 |
Teaching Hours:10 |
Units:1
|
|
1. Time telling in Sanskrit: How to tell time and schedule in Sanskrit 2. Numbers: 51-100 3. Names of Animals, Birds, Fruits, Flowers 4. Names of vehicles, clothes, vegetables 5. Genders 6. Antonyms | |
Unit-1 |
Teaching Hours:10 |
Units:1
|
|
1. Time telling in Sanskrit: How to tell time and schedule in Sanskrit 2. Numbers: 51-100 3. Names of Animals, Birds, Fruits, Flowers 4. Names of vehicles, clothes, vegetables 5. Genders 6. Antonyms | |
Unit-1 |
Teaching Hours:10 |
Units:1
|
|
1. Time telling in Sanskrit: How to tell time and schedule in Sanskrit 2. Numbers: 51-100 3. Names of Animals, Birds, Fruits, Flowers 4. Names of vehicles, clothes, vegetables 5. Genders 6. Antonyms | |
Unit-1 |
Teaching Hours:10 |
Units:1
|
|
1. Time telling in Sanskrit: How to tell time and schedule in Sanskrit 2. Numbers: 51-100 3. Names of Animals, Birds, Fruits, Flowers 4. Names of vehicles, clothes, vegetables 5. Genders 6. Antonyms | |
Unit-1 |
Teaching Hours:10 |
Units:1
|
|
1. Time telling in Sanskrit: How to tell time and schedule in Sanskrit 2. Numbers: 51-100 3. Names of Animals, Birds, Fruits, Flowers 4. Names of vehicles, clothes, vegetables 5. Genders 6. Antonyms | |
Unit-1 |
Teaching Hours:10 |
Units:1
|
|
1. Time telling in Sanskrit: How to tell time and schedule in Sanskrit 2. Numbers: 51-100 3. Names of Animals, Birds, Fruits, Flowers 4. Names of vehicles, clothes, vegetables 5. Genders 6. Antonyms | |
Unit-1 |
Teaching Hours:10 |
Units:1
|
|
1. Time telling in Sanskrit: How to tell time and schedule in Sanskrit 2. Numbers: 51-100 3. Names of Animals, Birds, Fruits, Flowers 4. Names of vehicles, clothes, vegetables 5. Genders 6. Antonyms | |
Unit-1 |
Teaching Hours:10 |
Units:1
|
|
1. Time telling in Sanskrit: How to tell time and schedule in Sanskrit 2. Numbers: 51-100 3. Names of Animals, Birds, Fruits, Flowers 4. Names of vehicles, clothes, vegetables 5. Genders 6. Antonyms | |
Unit-1 |
Teaching Hours:10 |
Units:1
|
|
1. Time telling in Sanskrit: How to tell time and schedule in Sanskrit 2. Numbers: 51-100 3. Names of Animals, Birds, Fruits, Flowers 4. Names of vehicles, clothes, vegetables 5. Genders 6. Antonyms | |
Unit-1 |
Teaching Hours:10 |
Units:1
|
|
1. Time telling in Sanskrit: How to tell time and schedule in Sanskrit 2. Numbers: 51-100 3. Names of Animals, Birds, Fruits, Flowers 4. Names of vehicles, clothes, vegetables 5. Genders 6. Antonyms | |
Unit-1 |
Teaching Hours:10 |
Units:1
|
|
1. Time telling in Sanskrit: How to tell time and schedule in Sanskrit 2. Numbers: 51-100 3. Names of Animals, Birds, Fruits, Flowers 4. Names of vehicles, clothes, vegetables 5. Genders 6. Antonyms | |
Unit-1 |
Teaching Hours:10 |
Units:1
|
|
1. Time telling in Sanskrit: How to tell time and schedule in Sanskrit 2. Numbers: 51-100 3. Names of Animals, Birds, Fruits, Flowers 4. Names of vehicles, clothes, vegetables 5. Genders 6. Antonyms | |
Unit-1 |
Teaching Hours:10 |
Units:1
|
|
1. Time telling in Sanskrit: How to tell time and schedule in Sanskrit 2. Numbers: 51-100 3. Names of Animals, Birds, Fruits, Flowers 4. Names of vehicles, clothes, vegetables 5. Genders 6. Antonyms | |
Unit-1 |
Teaching Hours:10 |
Units:1
|
|
1. Time telling in Sanskrit: How to tell time and schedule in Sanskrit 2. Numbers: 51-100 3. Names of Animals, Birds, Fruits, Flowers 4. Names of vehicles, clothes, vegetables 5. Genders 6. Antonyms | |
Unit-1 |
Teaching Hours:10 |
Units:1
|
|
1. Time telling in Sanskrit: How to tell time and schedule in Sanskrit 2. Numbers: 51-100 3. Names of Animals, Birds, Fruits, Flowers 4. Names of vehicles, clothes, vegetables 5. Genders 6. Antonyms | |
Unit-1 |
Teaching Hours:10 |
Units:1
|
|
1. Time telling in Sanskrit: How to tell time and schedule in Sanskrit 2. Numbers: 51-100 3. Names of Animals, Birds, Fruits, Flowers 4. Names of vehicles, clothes, vegetables 5. Genders 6. Antonyms | |
Unit-1 |
Teaching Hours:10 |
Units:1
|
|
1. Time telling in Sanskrit: How to tell time and schedule in Sanskrit 2. Numbers: 51-100 3. Names of Animals, Birds, Fruits, Flowers 4. Names of vehicles, clothes, vegetables 5. Genders 6. Antonyms | |
Unit-1 |
Teaching Hours:10 |
Units:1
|
|
1. Time telling in Sanskrit: How to tell time and schedule in Sanskrit 2. Numbers: 51-100 3. Names of Animals, Birds, Fruits, Flowers 4. Names of vehicles, clothes, vegetables 5. Genders 6. Antonyms | |
Unit-1 |
Teaching Hours:10 |
Units:1
|
|
1. Time telling in Sanskrit: How to tell time and schedule in Sanskrit 2. Numbers: 51-100 3. Names of Animals, Birds, Fruits, Flowers 4. Names of vehicles, clothes, vegetables 5. Genders 6. Antonyms | |
Unit-1 |
Teaching Hours:10 |
Units:1
|
|
1. Time telling in Sanskrit: How to tell time and schedule in Sanskrit 2. Numbers: 51-100 3. Names of Animals, Birds, Fruits, Flowers 4. Names of vehicles, clothes, vegetables 5. Genders 6. Antonyms | |
Unit-1 |
Teaching Hours:10 |
Units:1
|
|
1. Time telling in Sanskrit: How to tell time and schedule in Sanskrit 2. Numbers: 51-100 3. Names of Animals, Birds, Fruits, Flowers 4. Names of vehicles, clothes, vegetables 5. Genders 6. Antonyms | |
Unit-1 |
Teaching Hours:10 |
Units:1
|
|
1. Time telling in Sanskrit: How to tell time and schedule in Sanskrit 2. Numbers: 51-100 3. Names of Animals, Birds, Fruits, Flowers 4. Names of vehicles, clothes, vegetables 5. Genders 6. Antonyms | |
Unit-1 |
Teaching Hours:10 |
Units:1
|
|
1. Time telling in Sanskrit: How to tell time and schedule in Sanskrit 2. Numbers: 51-100 3. Names of Animals, Birds, Fruits, Flowers 4. Names of vehicles, clothes, vegetables 5. Genders 6. Antonyms | |
Unit-1 |
Teaching Hours:10 |
Units:1
|
|
1. Time telling in Sanskrit: How to tell time and schedule in Sanskrit 2. Numbers: 51-100 3. Names of Animals, Birds, Fruits, Flowers 4. Names of vehicles, clothes, vegetables 5. Genders 6. Antonyms | |
Unit-1 |
Teaching Hours:10 |
Units:1
|
|
1. Time telling in Sanskrit: How to tell time and schedule in Sanskrit 2. Numbers: 51-100 3. Names of Animals, Birds, Fruits, Flowers 4. Names of vehicles, clothes, vegetables 5. Genders 6. Antonyms | |
Unit-1 |
Teaching Hours:10 |
Units:1
|
|
1. Time telling in Sanskrit: How to tell time and schedule in Sanskrit 2. Numbers: 51-100 3. Names of Animals, Birds, Fruits, Flowers 4. Names of vehicles, clothes, vegetables 5. Genders 6. Antonyms | |
Unit-1 |
Teaching Hours:10 |
Units:1
|
|
1. Time telling in Sanskrit: How to tell time and schedule in Sanskrit 2. Numbers: 51-100 3. Names of Animals, Birds, Fruits, Flowers 4. Names of vehicles, clothes, vegetables 5. Genders 6. Antonyms | |
Unit-1 |
Teaching Hours:10 |
Units:1
|
|
1. Time telling in Sanskrit: How to tell time and schedule in Sanskrit 2. Numbers: 51-100 3. Names of Animals, Birds, Fruits, Flowers 4. Names of vehicles, clothes, vegetables 5. Genders 6. Antonyms | |
Unit-1 |
Teaching Hours:10 |
Units:1
|
|
1. Time telling in Sanskrit: How to tell time and schedule in Sanskrit 2. Numbers: 51-100 3. Names of Animals, Birds, Fruits, Flowers 4. Names of vehicles, clothes, vegetables 5. Genders 6. Antonyms | |
Unit-1 |
Teaching Hours:10 |
Units:1
|
|
1. Time telling in Sanskrit: How to tell time and schedule in Sanskrit 2. Numbers: 51-100 3. Names of Animals, Birds, Fruits, Flowers 4. Names of vehicles, clothes, vegetables 5. Genders 6. Antonyms | |
Unit-1 |
Teaching Hours:10 |
Units:1
|
|
1. Time telling in Sanskrit: How to tell time and schedule in Sanskrit 2. Numbers: 51-100 3. Names of Animals, Birds, Fruits, Flowers 4. Names of vehicles, clothes, vegetables 5. Genders 6. Antonyms | |
Unit-1 |
Teaching Hours:10 |
Units:1
|
|
1. Time telling in Sanskrit: How to tell time and schedule in Sanskrit 2. Numbers: 51-100 3. Names of Animals, Birds, Fruits, Flowers 4. Names of vehicles, clothes, vegetables 5. Genders 6. Antonyms | |
Unit-1 |
Teaching Hours:10 |
Units:1
|
|
1. Time telling in Sanskrit: How to tell time and schedule in Sanskrit 2. Numbers: 51-100 3. Names of Animals, Birds, Fruits, Flowers 4. Names of vehicles, clothes, vegetables 5. Genders 6. Antonyms | |
Unit-1 |
Teaching Hours:10 |
Units:1
|
|
1. Time telling in Sanskrit: How to tell time and schedule in Sanskrit 2. Numbers: 51-100 3. Names of Animals, Birds, Fruits, Flowers 4. Names of vehicles, clothes, vegetables 5. Genders 6. Antonyms | |
Unit-2 |
Teaching Hours:12 |
Unit 2
|
|
1. Simple sentences 2. Action words 3.Library 4.Eatable | |
Unit-2 |
Teaching Hours:12 |
Unit 2
|
|
1. Simple sentences 2. Action words 3.Library 4.Eatable | |
Unit-2 |
Teaching Hours:12 |
Unit 2
|
|
1. Simple sentences 2. Action words 3.Library 4.Eatable | |
Unit-2 |
Teaching Hours:12 |
Unit 2
|
|
1. Simple sentences 2. Action words 3.Library 4.Eatable | |
Unit-2 |
Teaching Hours:12 |
Unit 2
|
|
1. Simple sentences 2. Action words 3.Library 4.Eatable | |
Unit-2 |
Teaching Hours:12 |
Unit 2
|
|
1. Simple sentences 2. Action words 3.Library 4.Eatable | |
Unit-2 |
Teaching Hours:12 |
Unit 2
|
|
1. Simple sentences 2. Action words 3.Library 4.Eatable | |
Unit-2 |
Teaching Hours:12 |
Unit 2
|
|
1. Simple sentences 2. Action words 3.Library 4.Eatable | |
Unit-2 |
Teaching Hours:12 |
Unit 2
|
|
1. Simple sentences 2. Action words 3.Library 4.Eatable | |
Unit-2 |
Teaching Hours:12 |
Unit 2
|
|
1. Simple sentences 2. Action words 3.Library 4.Eatable | |
Unit-2 |
Teaching Hours:12 |
Unit 2
|
|
1. Simple sentences 2. Action words 3.Library 4.Eatable | |
Unit-2 |
Teaching Hours:12 |
Unit 2
|
|
1. Simple sentences 2. Action words 3.Library 4.Eatable | |
Unit-2 |
Teaching Hours:12 |
Unit 2
|
|
1. Simple sentences 2. Action words 3.Library 4.Eatable | |
Unit-2 |
Teaching Hours:12 |
Unit 2
|
|
1. Simple sentences 2. Action words 3.Library 4.Eatable | |
Unit-2 |
Teaching Hours:12 |
Unit 2
|
|
1. Simple sentences 2. Action words 3.Library 4.Eatable | |
Unit-2 |
Teaching Hours:12 |
Unit 2
|
|
1. Simple sentences 2. Action words 3.Library 4.Eatable | |
Unit-2 |
Teaching Hours:12 |
Unit 2
|
|
1. Simple sentences 2. Action words 3.Library 4.Eatable | |
Unit-2 |
Teaching Hours:12 |
Unit 2
|
|
1. Simple sentences 2. Action words 3.Library 4.Eatable | |
Unit-2 |
Teaching Hours:12 |
Unit 2
|
|
1. Simple sentences 2. Action words 3.Library 4.Eatable | |
Unit-2 |
Teaching Hours:12 |
Unit 2
|
|
1. Simple sentences 2. Action words 3.Library 4.Eatable | |
Unit-2 |
Teaching Hours:12 |
Unit 2
|
|
1. Simple sentences 2. Action words 3.Library 4.Eatable | |
Unit-2 |
Teaching Hours:12 |
Unit 2
|
|
1. Simple sentences 2. Action words 3.Library 4.Eatable | |
Unit-2 |
Teaching Hours:12 |
Unit 2
|
|
1. Simple sentences 2. Action words 3.Library 4.Eatable | |
Unit-2 |
Teaching Hours:12 |
Unit 2
|
|
1. Simple sentences 2. Action words 3.Library 4.Eatable | |
Unit-2 |
Teaching Hours:12 |
Unit 2
|
|
1. Simple sentences 2. Action words 3.Library 4.Eatable | |
Unit-2 |
Teaching Hours:12 |
Unit 2
|
|
1. Simple sentences 2. Action words 3.Library 4.Eatable | |
Unit-2 |
Teaching Hours:12 |
Unit 2
|
|
1. Simple sentences 2. Action words 3.Library 4.Eatable | |
Unit-2 |
Teaching Hours:12 |
Unit 2
|
|
1. Simple sentences 2. Action words 3.Library 4.Eatable | |
Unit-2 |
Teaching Hours:12 |
Unit 2
|
|
1. Simple sentences 2. Action words 3.Library 4.Eatable | |
Unit-2 |
Teaching Hours:12 |
Unit 2
|
|
1. Simple sentences 2. Action words 3.Library 4.Eatable | |
Unit-2 |
Teaching Hours:12 |
Unit 2
|
|
1. Simple sentences 2. Action words 3.Library 4.Eatable | |
Unit-2 |
Teaching Hours:12 |
Unit 2
|
|
1. Simple sentences 2. Action words 3.Library 4.Eatable | |
Unit-2 |
Teaching Hours:12 |
Unit 2
|
|
1. Simple sentences 2. Action words 3.Library 4.Eatable | |
Unit-2 |
Teaching Hours:12 |
Unit 2
|
|
1. Simple sentences 2. Action words 3.Library 4.Eatable | |
Unit-2 |
Teaching Hours:12 |
Unit 2
|
|
1. Simple sentences 2. Action words 3.Library 4.Eatable | |
Unit-2 |
Teaching Hours:12 |
Unit 2
|
|
1. Simple sentences 2. Action words 3.Library 4.Eatable | |
Unit-2 |
Teaching Hours:12 |
Unit 2
|
|
1. Simple sentences 2. Action words 3.Library 4.Eatable | |
Unit-2 |
Teaching Hours:12 |
Unit 2
|
|
1. Simple sentences 2. Action words 3.Library 4.Eatable | |
Unit-2 |
Teaching Hours:12 |
Unit 2
|
|
1. Simple sentences 2. Action words 3.Library 4.Eatable | |
Unit-2 |
Teaching Hours:12 |
Unit 2
|
|
1. Simple sentences 2. Action words 3.Library 4.Eatable | |
Unit-2 |
Teaching Hours:12 |
Unit 2
|
|
1. Simple sentences 2. Action words 3.Library 4.Eatable | |
Unit-2 |
Teaching Hours:12 |
Unit 2
|
|
1. Simple sentences 2. Action words 3.Library 4.Eatable | |
Unit-2 |
Teaching Hours:12 |
Unit 2
|
|
1. Simple sentences 2. Action words 3.Library 4.Eatable | |
Unit-3 |
Teaching Hours:6 |
Grammar
|
|
1. Akaarantha napumsaka linga shabdaani | |
Unit-3 |
Teaching Hours:6 |
Grammar
|
|
1. Akaarantha napumsaka linga shabdaani | |
Unit-3 |
Teaching Hours:6 |
Grammar
|
|
1. Akaarantha napumsaka linga shabdaani | |
Unit-3 |
Teaching Hours:6 |
Grammar
|
|
1. Akaarantha napumsaka linga shabdaani | |
Unit-3 |
Teaching Hours:6 |
Grammar
|
|
1. Akaarantha napumsaka linga shabdaani | |
Unit-3 |
Teaching Hours:6 |
Grammar
|
|
1. Akaarantha napumsaka linga shabdaani | |
Unit-3 |
Teaching Hours:6 |
Grammar
|
|
1. Akaarantha napumsaka linga shabdaani | |
Unit-3 |
Teaching Hours:6 |
Grammar
|
|
1. Akaarantha napumsaka linga shabdaani | |
Unit-3 |
Teaching Hours:6 |
Grammar
|
|
1. Akaarantha napumsaka linga shabdaani | |
Unit-3 |
Teaching Hours:6 |
Grammar
|
|
1. Akaarantha napumsaka linga shabdaani | |
Unit-3 |
Teaching Hours:6 |
Grammar
|
|
1. Akaarantha napumsaka linga shabdaani | |
Unit-3 |
Teaching Hours:6 |
Grammar
|
|
1. Akaarantha napumsaka linga shabdaani | |
Unit-3 |
Teaching Hours:6 |
Grammar
|
|
1. Akaarantha napumsaka linga shabdaani | |
Unit-3 |
Teaching Hours:6 |
Grammar
|
|
1. Akaarantha napumsaka linga shabdaani | |
Unit-3 |
Teaching Hours:6 |
Grammar
|
|
1. Akaarantha napumsaka linga shabdaani | |
Unit-3 |
Teaching Hours:6 |
Grammar
|
|
1. Akaarantha napumsaka linga shabdaani | |
Unit-3 |
Teaching Hours:6 |
Grammar
|
|
1. Akaarantha napumsaka linga shabdaani | |
Unit-3 |
Teaching Hours:6 |
Grammar
|
|
1. Akaarantha napumsaka linga shabdaani | |
Unit-3 |
Teaching Hours:6 |
Grammar
|
|
1. Akaarantha napumsaka linga shabdaani | |
Unit-3 |
Teaching Hours:6 |
Grammar
|
|
1. Akaarantha napumsaka linga shabdaani | |
Unit-3 |
Teaching Hours:6 |
Grammar
|
|
1. Akaarantha napumsaka linga shabdaani | |
Unit-3 |
Teaching Hours:6 |
Grammar
|
|
1. Akaarantha napumsaka linga shabdaani | |
Unit-3 |
Teaching Hours:6 |
Grammar
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1. Akaarantha napumsaka linga shabdaani | |
Unit-3 |
Teaching Hours:6 |
Grammar
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1. Akaarantha napumsaka linga shabdaani | |
Unit-3 |
Teaching Hours:6 |
Grammar
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1. Akaarantha napumsaka linga shabdaani | |
Unit-3 |
Teaching Hours:6 |
Grammar
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1. Akaarantha napumsaka linga shabdaani | |
Unit-3 |
Teaching Hours:6 |
Grammar
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1. Akaarantha napumsaka linga shabdaani | |
Unit-3 |
Teaching Hours:6 |
Grammar
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1. Akaarantha napumsaka linga shabdaani | |
Unit-3 |
Teaching Hours:6 |
Grammar
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1. Akaarantha napumsaka linga shabdaani | |
Unit-3 |
Teaching Hours:6 |
Grammar
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1. Akaarantha napumsaka linga shabdaani | |
Unit-3 |
Teaching Hours:6 |
Grammar
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1. Akaarantha napumsaka linga shabdaani | |
Unit-3 |
Teaching Hours:6 |
Grammar
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1. Akaarantha napumsaka linga shabdaani | |
Unit-3 |
Teaching Hours:6 |
Grammar
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1. Akaarantha napumsaka linga shabdaani | |
Unit-3 |
Teaching Hours:6 |
Grammar
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1. Akaarantha napumsaka linga shabdaani | |
Unit-3 |
Teaching Hours:6 |
Grammar
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1. Akaarantha napumsaka linga shabdaani | |
Unit-3 |
Teaching Hours:6 |
Grammar
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1. Akaarantha napumsaka linga shabdaani | |
Unit-3 |
Teaching Hours:6 |
Grammar
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1. Akaarantha napumsaka linga shabdaani | |
Unit-3 |
Teaching Hours:6 |
Grammar
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1. Akaarantha napumsaka linga shabdaani | |
Unit-3 |
Teaching Hours:6 |
Grammar
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1. Akaarantha napumsaka linga shabdaani | |
Unit-3 |
Teaching Hours:6 |
Grammar
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1. Akaarantha napumsaka linga shabdaani | |
Unit-3 |
Teaching Hours:6 |
Grammar
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1. Akaarantha napumsaka linga shabdaani | |
Unit-3 |
Teaching Hours:6 |
Grammar
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1. Akaarantha napumsaka linga shabdaani | |
Unit-3 |
Teaching Hours:6 |
Grammar
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1. Akaarantha napumsaka linga shabdaani | |
Text Books And Reference Books: 1. Sanskrit Vocabulary Builder-Book Paperback – 1 by Vyoma Linguistic Labs Foundation 2. Sanskrit Grammar and Reference Book Paperback – 1 by Prof. Ratnakar Narale | |
Essential Reading / Recommended Reading 1. A Sanskrit Reader: Text and Vocabulary and Notes Hardcover by Charles Rockwell Lanman 2. The Cambridge Introduction to Sanskrit Hardcover – by A. M. Ruppel 3. Sabdarupasangrahah Paperback – Sanskrit Edition by Vyoma Linguistic Labs
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Evaluation Pattern The evaluation and assessment will be based on Continuous Internal Assessment and an end Semester Examination. 1. Objective type of exam and oral examination as CIA and end exam 2. 85% of attendance. 3. The final credits will be weighted average of 2 CIA and ESE
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SAN282-4 - SANSKRIT (ADVANCED) (2023 Batch) | |
Total Teaching Hours for Semester:30 |
No of Lecture Hours/Week:2 |
Max Marks:50 |
Credits:2 |
Course Objectives/Course Description |
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Champu or Champu-Kavya is a genre of literary composition in Indian literature. The word Champu; means a combination of poetry and prose. In Nrusimha champu explains about the heroism of Lord Narasimha and his incarnation on the earth to put down evil Hiranyaksha and Hiranyakashyapu to protect the earth from those demons. The unfinished Daridra-Charudatta (Charudatta in poverty) tells the story of the courtesan Vasantasena and is interesting for the same story was developed by Śhudraka into the more famous play Mrichakatika. Charudatta is an impoverished Brahman, who is one of the central characters in Sudraka's play Mricchakatika. Sudraka presents Charudatta as a noble and sensitive man, of
respectable social position. His state of poverty is a result of his charitable nature, which is also shown as a positive trait. By learning grammar, it builds analytical, linguistic, and communication skills that aretransferrable to many other areas like law, government, and tech. |
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Learning Outcome |
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CO1: Analyze the literature critically. CO2: Acquaint the students with the linguistic features, aesthetic sense, and other specific
key features of famous Sanskrit prose and poetry CO3: Develop the style of creating literary works (prose and poetry) in Sanskrit. CO4: Understand the origin and development of Sanskrit drama. CO5: Appreciate the linguistic features, aesthetic sense, and other specific key
features of famous Sanskrit Works. |
Unit-1 |
Teaching Hours:12 |
champu kavya Nrusimha champu
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|
Champu or Champu-Kavya is a genre of literary composition in Indian literature. The word 'Champu' means a combination of poetry and prose. In Nrusimha champu explains about the heroism of Lord Narasimha and his incarnation on the earth to put down evil Hiranyaksha and Hiranyakashyapu to protect the earth from those demons. | |
Unit-1 |
Teaching Hours:12 |
champu kavya Nrusimha champu
|
|
Champu or Champu-Kavya is a genre of literary composition in Indian literature. The word 'Champu' means a combination of poetry and prose. In Nrusimha champu explains about the heroism of Lord Narasimha and his incarnation on the earth to put down evil Hiranyaksha and Hiranyakashyapu to protect the earth from those demons. | |
Unit-1 |
Teaching Hours:12 |
champu kavya Nrusimha champu
|
|
Champu or Champu-Kavya is a genre of literary composition in Indian literature. The word 'Champu' means a combination of poetry and prose. In Nrusimha champu explains about the heroism of Lord Narasimha and his incarnation on the earth to put down evil Hiranyaksha and Hiranyakashyapu to protect the earth from those demons. | |
Unit-1 |
Teaching Hours:12 |
champu kavya Nrusimha champu
|
|
Champu or Champu-Kavya is a genre of literary composition in Indian literature. The word 'Champu' means a combination of poetry and prose. In Nrusimha champu explains about the heroism of Lord Narasimha and his incarnation on the earth to put down evil Hiranyaksha and Hiranyakashyapu to protect the earth from those demons. | |
Unit-1 |
Teaching Hours:12 |
champu kavya Nrusimha champu
|
|
Champu or Champu-Kavya is a genre of literary composition in Indian literature. The word 'Champu' means a combination of poetry and prose. In Nrusimha champu explains about the heroism of Lord Narasimha and his incarnation on the earth to put down evil Hiranyaksha and Hiranyakashyapu to protect the earth from those demons. | |
Unit-1 |
Teaching Hours:12 |
champu kavya Nrusimha champu
|
|
Champu or Champu-Kavya is a genre of literary composition in Indian literature. The word 'Champu' means a combination of poetry and prose. In Nrusimha champu explains about the heroism of Lord Narasimha and his incarnation on the earth to put down evil Hiranyaksha and Hiranyakashyapu to protect the earth from those demons. | |
Unit-1 |
Teaching Hours:12 |
champu kavya Nrusimha champu
|
|
Champu or Champu-Kavya is a genre of literary composition in Indian literature. The word 'Champu' means a combination of poetry and prose. In Nrusimha champu explains about the heroism of Lord Narasimha and his incarnation on the earth to put down evil Hiranyaksha and Hiranyakashyapu to protect the earth from those demons. | |
Unit-2 |
Teaching Hours:12 |
Drama Cahrudatta of Bhasa
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|
The unfinished Daridra-Charudatta (Charudatta in poverty) tells the story of the courtesan Vasantasena and is interesting for the same story was developed by Śhudraka into the more famous play Mrichakatika. Charudatta is an impoverished Brahman, who is one of the central characters in Sudraka's play Mricchakatika. Sudraka presents Charudatta as a noble and sensitive man, of
respectable social position. His state of poverty is a result of his charitable nature, which is also shown as a positive trait.
| |
Unit-2 |
Teaching Hours:12 |
Drama Cahrudatta of Bhasa
|
|
The unfinished Daridra-Charudatta (Charudatta in poverty) tells the story of the courtesan Vasantasena and is interesting for the same story was developed by Śhudraka into the more famous play Mrichakatika. Charudatta is an impoverished Brahman, who is one of the central characters in Sudraka's play Mricchakatika. Sudraka presents Charudatta as a noble and sensitive man, of
respectable social position. His state of poverty is a result of his charitable nature, which is also shown as a positive trait.
| |
Unit-2 |
Teaching Hours:12 |
Drama Cahrudatta of Bhasa
|
|
The unfinished Daridra-Charudatta (Charudatta in poverty) tells the story of the courtesan Vasantasena and is interesting for the same story was developed by Śhudraka into the more famous play Mrichakatika. Charudatta is an impoverished Brahman, who is one of the central characters in Sudraka's play Mricchakatika. Sudraka presents Charudatta as a noble and sensitive man, of
respectable social position. His state of poverty is a result of his charitable nature, which is also shown as a positive trait.
| |
Unit-2 |
Teaching Hours:12 |
Drama Cahrudatta of Bhasa
|
|
The unfinished Daridra-Charudatta (Charudatta in poverty) tells the story of the courtesan Vasantasena and is interesting for the same story was developed by Śhudraka into the more famous play Mrichakatika. Charudatta is an impoverished Brahman, who is one of the central characters in Sudraka's play Mricchakatika. Sudraka presents Charudatta as a noble and sensitive man, of
respectable social position. His state of poverty is a result of his charitable nature, which is also shown as a positive trait.
| |
Unit-2 |
Teaching Hours:12 |
Drama Cahrudatta of Bhasa
|
|
The unfinished Daridra-Charudatta (Charudatta in poverty) tells the story of the courtesan Vasantasena and is interesting for the same story was developed by Śhudraka into the more famous play Mrichakatika. Charudatta is an impoverished Brahman, who is one of the central characters in Sudraka's play Mricchakatika. Sudraka presents Charudatta as a noble and sensitive man, of
respectable social position. His state of poverty is a result of his charitable nature, which is also shown as a positive trait.
| |
Unit-2 |
Teaching Hours:12 |
Drama Cahrudatta of Bhasa
|
|
The unfinished Daridra-Charudatta (Charudatta in poverty) tells the story of the courtesan Vasantasena and is interesting for the same story was developed by Śhudraka into the more famous play Mrichakatika. Charudatta is an impoverished Brahman, who is one of the central characters in Sudraka's play Mricchakatika. Sudraka presents Charudatta as a noble and sensitive man, of
respectable social position. His state of poverty is a result of his charitable nature, which is also shown as a positive trait.
| |
Unit-2 |
Teaching Hours:12 |
Drama Cahrudatta of Bhasa
|
|
The unfinished Daridra-Charudatta (Charudatta in poverty) tells the story of the courtesan Vasantasena and is interesting for the same story was developed by Śhudraka into the more famous play Mrichakatika. Charudatta is an impoverished Brahman, who is one of the central characters in Sudraka's play Mricchakatika. Sudraka presents Charudatta as a noble and sensitive man, of
respectable social position. His state of poverty is a result of his charitable nature, which is also shown as a positive trait.
| |
Unit-3 |
Teaching Hours:6 |
Grammar- Samasa Prakaranam
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1. Samasaprakaranam 2.Translation of passage | |
Unit-3 |
Teaching Hours:6 |
Grammar- Samasa Prakaranam
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1. Samasaprakaranam 2.Translation of passage | |
Unit-3 |
Teaching Hours:6 |
Grammar- Samasa Prakaranam
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1. Samasaprakaranam 2.Translation of passage | |
Unit-3 |
Teaching Hours:6 |
Grammar- Samasa Prakaranam
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1. Samasaprakaranam 2.Translation of passage | |
Unit-3 |
Teaching Hours:6 |
Grammar- Samasa Prakaranam
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1. Samasaprakaranam 2.Translation of passage | |
Unit-3 |
Teaching Hours:6 |
Grammar- Samasa Prakaranam
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1. Samasaprakaranam 2.Translation of passage | |
Unit-3 |
Teaching Hours:6 |
Grammar- Samasa Prakaranam
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1. Samasaprakaranam 2.Translation of passage | |
Text Books And Reference Books:
1. 1. Charudatta of bhasa : Sastri, T. Ganapati 2. 2. Chapter 6 - Relation between Charudatta and Mricchakatika by Shudraka 3. Nrusimha champu – suryakant shastri and rammurti tripathihaukhambha vidya bhawan
1. Nrusimha champu – suryakant shastri and rammurti tripathihaukhambha vidya bhawan | |
Essential Reading / Recommended Reading The Little clay cart by Shudraka –Translated by Diwakar Acharya . 1. Samskrutha sahitya charitre-K Krishnamurthy 2. Samskrutha sahitya sameekshe- Dr. Shivakumaraswamy
1. Role of Champu Kavyas in Sanskrit Literature IJIRT https://ijirt.org › IJIRT165734_PAPER
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Evaluation Pattern The evaluation and assessment will be based on Continuous Internal Assessments and an End Semester Examination. CIA 1 – will be Sanskrit Wikipedia –Project (1) CIA 2 – Mid-semester Examination CIA 3 – will be Sanskrit Wikipedia- Project (2) CIA ‘s and Attendance will have 50% weight The end semester examination will have 50% weight. The final grade will be weighed average of ESE and CIAs. | |
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 |
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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. |
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Learning Outcome |
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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
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o Asking and specifying direction o Describing about appearance and characters | |
Unit-1 |
Teaching Hours:5 |
Unit 7 Dirección
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o Asking and specifying direction o Describing about appearance and characters | |
Unit-1 |
Teaching Hours:5 |
Unit 7 Dirección
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o Asking and specifying direction o Describing about appearance and characters | |
Unit-1 |
Teaching Hours:5 |
Unit 7 Dirección
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o Asking and specifying direction o Describing about appearance and characters | |
Unit-1 |
Teaching Hours:5 |
Unit 7 Dirección
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o Asking and specifying direction o Describing about appearance and characters | |
Unit-1 |
Teaching Hours:5 |
Unit 7 Dirección
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o Asking and specifying direction o Describing about appearance and characters | |
Unit-1 |
Teaching Hours:5 |
Unit 7 Dirección
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o Asking and specifying direction o Describing about appearance and characters | |
Unit-1 |
Teaching Hours:5 |
Unit 7 Dirección
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o Asking and specifying direction o Describing about appearance and characters | |
Unit-1 |
Teaching Hours:5 |
Unit 7 Dirección
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o Asking and specifying direction o Describing about appearance and characters | |
Unit-1 |
Teaching Hours:5 |
Unit 7 Dirección
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o Asking and specifying direction o Describing about appearance and characters | |
Unit-1 |
Teaching Hours:5 |
Unit 7 Dirección
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o Asking and specifying direction o Describing about appearance and characters | |
Unit-1 |
Teaching Hours:5 |
Unit 7 Dirección
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o Asking and specifying direction o Describing about appearance and characters | |
Unit-1 |
Teaching Hours:5 |
Unit 7 Dirección
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o Asking and specifying direction o Describing about appearance and characters | |
Unit-1 |
Teaching Hours:5 |
Unit 7 Dirección
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o Asking and specifying direction o Describing about appearance and characters | |
Unit-1 |
Teaching Hours:5 |
Unit 7 Dirección
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o Asking and specifying direction o Describing about appearance and characters | |
Unit-1 |
Teaching Hours:5 |
Unit 7 Dirección
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o Asking and specifying direction o Describing about appearance and characters | |
Unit-1 |
Teaching Hours:5 |
Unit 7 Dirección
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o Asking and specifying direction o Describing about appearance and characters | |
Unit-1 |
Teaching Hours:5 |
Unit 7 Dirección
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o Asking and specifying direction o Describing about appearance and characters | |
Unit-1 |
Teaching Hours:5 |
Unit 7 Dirección
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o Asking and specifying direction o Describing about appearance and characters | |
Unit-1 |
Teaching Hours:5 |
Unit 7 Dirección
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o Asking and specifying direction o Describing about appearance and characters | |
Unit-1 |
Teaching Hours:5 |
Unit 7 Dirección
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o Asking and specifying direction o Describing about appearance and characters | |
Unit-1 |
Teaching Hours:5 |
Unit 7 Dirección
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o Asking and specifying direction o Describing about appearance and characters | |
Unit-1 |
Teaching Hours:5 |
Unit 7 Dirección
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o Asking and specifying direction o Describing about appearance and characters | |
Unit-1 |
Teaching Hours:5 |
Unit 7 Dirección
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o Asking and specifying direction o Describing about appearance and characters | |
Unit-1 |
Teaching Hours:5 |
Unit 7 Dirección
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o Asking and specifying direction o Describing about appearance and characters | |
Unit-1 |
Teaching Hours:5 |
Unit 7 Dirección
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o Asking and specifying direction o Describing about appearance and characters | |
Unit-1 |
Teaching Hours:5 |
Unit 7 Dirección
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o Asking and specifying direction o Describing about appearance and characters | |
Unit-1 |
Teaching Hours:5 |
Unit 7 Dirección
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o Asking and specifying direction o Describing about appearance and characters | |
Unit-1 |
Teaching Hours:5 |
Unit 7 Dirección
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o Asking and specifying direction o Describing about appearance and characters | |
Unit-1 |
Teaching Hours:5 |
Unit 7 Dirección
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o Asking and specifying direction o Describing about appearance and characters | |
Unit-1 |
Teaching Hours:5 |
Unit 7 Dirección
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o Asking and specifying direction o Describing about appearance and characters | |
Unit-1 |
Teaching Hours:5 |
Unit 7 Dirección
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o Asking and specifying direction o Describing about appearance and characters | |
Unit-1 |
Teaching Hours:5 |
Unit 7 Dirección
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o Asking and specifying direction o Describing about appearance and characters | |
Unit-1 |
Teaching Hours:5 |
Unit 7 Dirección
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o Asking and specifying direction o Describing about appearance and characters | |
Unit-1 |
Teaching Hours:5 |
Unit 7 Dirección
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o Asking and specifying direction o Describing about appearance and characters | |
Unit-1 |
Teaching Hours:5 |
Unit 7 Dirección
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o Asking and specifying direction o Describing about appearance and characters | |
Unit-1 |
Teaching Hours:5 |
Unit 7 Dirección
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o Asking and specifying direction o Describing about appearance and characters | |
Unit-1 |
Teaching Hours:5 |
Unit 7 Dirección
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o Asking and specifying direction o Describing about appearance and characters | |
Unit-1 |
Teaching Hours:5 |
Unit 7 Dirección
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o Asking and specifying direction o Describing about appearance and characters | |
Unit-1 |
Teaching Hours:5 |
Unit 7 Dirección
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o Asking and specifying direction o Describing about appearance and characters | |
Unit-1 |
Teaching Hours:5 |
Unit 7 Dirección
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o Asking and specifying direction o Describing about appearance and characters | |
Unit-1 |
Teaching Hours:5 |
Unit 7 Dirección
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o Asking and specifying direction o Describing about appearance and characters | |
Unit-1 |
Teaching Hours:5 |
Unit 7 Dirección
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o Asking and specifying direction o Describing about appearance and characters | |
Unit-1 |
Teaching Hours:5 |
Unit 7 Dirección
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o Asking and specifying direction o Describing about appearance and characters | |
Unit-1 |
Teaching Hours:5 |
Unit 7 Dirección
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o Asking and specifying direction o Describing about appearance and characters | |
Unit-1 |
Teaching Hours:5 |
Unit 7 Dirección
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o Asking and specifying direction o Describing about appearance and characters | |
Unit-1 |
Teaching Hours:5 |
Unit 7 Dirección
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o Asking and specifying direction o Describing about appearance and characters | |
Unit-1 |
Teaching Hours:5 |
Unit 7 Dirección
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o Asking and specifying direction o Describing about appearance and characters | |
Unit-1 |
Teaching Hours:5 |
Unit 7 Dirección
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o Asking and specifying direction o Describing about appearance and characters | |
Unit-1 |
Teaching Hours:5 |
Unit 7 Dirección
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o Asking and specifying direction o Describing about appearance and characters | |
Unit-1 |
Teaching Hours:5 |
Unit 7 Dirección
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o Asking and specifying direction o Describing about appearance and characters | |
Unit-1 |
Teaching Hours:5 |
Unit 7 Dirección
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o Asking and specifying direction o Describing about appearance and characters | |
Unit-1 |
Teaching Hours:5 |
Unit 7 Dirección
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o Asking and specifying direction o Describing about appearance and characters | |
Unit-1 |
Teaching Hours:5 |
Unit 7 Dirección
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o Asking and specifying direction o Describing about appearance and characters | |
Unit-1 |
Teaching Hours:5 |
Unit 7 Dirección
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o Asking and specifying direction o Describing about appearance and characters | |
Unit-1 |
Teaching Hours:5 |
Unit 7 Dirección
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o Asking and specifying direction o Describing about appearance and characters | |
Unit-1 |
Teaching Hours:5 |
Unit 7 Dirección
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o Asking and specifying direction o Describing about appearance and characters | |
Unit-1 |
Teaching Hours:5 |
Unit 7 Dirección
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o Asking and specifying direction o Describing about appearance and characters | |
Unit-1 |
Teaching Hours:5 |
Unit 7 Dirección
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o Asking and specifying direction o Describing about appearance and characters | |
Unit-1 |
Teaching Hours:5 |
Unit 7 Dirección
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o Asking and specifying direction o Describing about appearance and characters | |
Unit-1 |
Teaching Hours:5 |
Unit 7 Dirección
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o Asking and specifying direction o Describing about appearance and characters | |
Unit-1 |
Teaching Hours:5 |
Unit 7 Dirección
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o Asking and specifying direction o Describing about appearance and characters | |
Unit-1 |
Teaching Hours:5 |
Unit 7 Dirección
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o Asking and specifying direction o Describing about appearance and characters | |
Unit-1 |
Teaching Hours:5 |
Unit 7 Dirección
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o Asking and specifying direction o Describing about appearance and characters | |
Unit-2 |
Teaching Hours:5 |
Unit 8 Gustar
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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
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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
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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
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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
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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
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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
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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
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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
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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
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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
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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
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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
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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
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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
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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
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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
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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
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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
|
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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
|
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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
|
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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
|
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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
|
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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
|
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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
|
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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
|
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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
|
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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
|
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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
|
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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
|
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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
|
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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
|
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o Describing and comparing each other o Expressing agreement and disagreement | |
Unit-5 |
Teaching Hours:5 |
Unit 11 habla de tu amigo
|
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o Describing and comparing each other o Expressing agreement and disagreement | |
Unit-5 |
Teaching Hours:5 |
Unit 11 habla de tu amigo
|
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o Describing and comparing each other o Expressing agreement and disagreement | |
Unit-5 |
Teaching Hours:5 |
Unit 11 habla de tu amigo
|
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o Describing and comparing each other o Expressing agreement and disagreement | |
Unit-5 |
Teaching Hours:5 |
Unit 11 habla de tu amigo
|
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o Describing and comparing each other o Expressing agreement and disagreement | |
Unit-5 |
Teaching Hours:5 |
Unit 11 habla de tu amigo
|
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o Describing and comparing each other o Expressing agreement and disagreement | |
Unit-5 |
Teaching Hours:5 |
Unit 11 habla de tu amigo
|
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o Describing and comparing each other o Expressing agreement and disagreement | |
Unit-5 |
Teaching Hours:5 |
Unit 11 habla de tu amigo
|
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o Describing and comparing each other o Expressing agreement and disagreement | |
Unit-5 |
Teaching Hours:5 |
Unit 11 habla de tu amigo
|
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o Describing and comparing each other o Expressing agreement and disagreement | |
Unit-5 |
Teaching Hours:5 |
Unit 11 habla de tu amigo
|
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o Describing and comparing each other o Expressing agreement and disagreement | |
Unit-5 |
Teaching Hours:5 |
Unit 11 habla de tu amigo
|
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o Describing and comparing each other o Expressing agreement and disagreement | |
Unit-5 |
Teaching Hours:5 |
Unit 11 habla de tu amigo
|
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o Describing and comparing each other o Expressing agreement and disagreement | |
Unit-5 |
Teaching Hours:5 |
Unit 11 habla de tu amigo
|
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o Describing and comparing each other o Expressing agreement and disagreement | |
Unit-5 |
Teaching Hours:5 |
Unit 11 habla de tu amigo
|
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o Describing and comparing each other o Expressing agreement and disagreement | |
Unit-5 |
Teaching Hours:5 |
Unit 11 habla de tu amigo
|
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o Describing and comparing each other o Expressing agreement and disagreement | |
Unit-5 |
Teaching Hours:5 |
Unit 11 habla de tu amigo
|
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o Describing and comparing each other o Expressing agreement and disagreement | |
Unit-5 |
Teaching Hours:5 |
Unit 11 habla de tu amigo
|
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o Describing and comparing each other o Expressing agreement and disagreement | |
Unit-5 |
Teaching Hours:5 |
Unit 11 habla de tu amigo
|
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o Describing and comparing each other o Expressing agreement and disagreement | |
Unit-5 |
Teaching Hours:5 |
Unit 11 habla de tu amigo
|
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o Describing and comparing each other o Expressing agreement and disagreement | |
Unit-5 |
Teaching Hours:5 |
Unit 11 habla de tu amigo
|
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o Describing and comparing each other o Expressing agreement and disagreement | |
Unit-5 |
Teaching Hours:5 |
Unit 11 habla de tu amigo
|
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o Describing and comparing each other o Expressing agreement and disagreement | |
Unit-5 |
Teaching Hours:5 |
Unit 11 habla de tu amigo
|
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o Describing and comparing each other o Expressing agreement and disagreement | |
Unit-5 |
Teaching Hours:5 |
Unit 11 habla de tu amigo
|
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o Describing and comparing each other o Expressing agreement and disagreement | |
Unit-5 |
Teaching Hours:5 |
Unit 11 habla de tu amigo
|
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o Describing and comparing each other o Expressing agreement and disagreement | |
Unit-5 |
Teaching Hours:5 |
Unit 11 habla de tu amigo
|
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o Describing and comparing each other o Expressing agreement and disagreement | |
Unit-5 |
Teaching Hours:5 |
Unit 11 habla de tu amigo
|
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o Describing and comparing each other o Expressing agreement and disagreement | |
Unit-5 |
Teaching Hours:5 |
Unit 11 habla de tu amigo
|
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o Describing and comparing each other o Expressing agreement and disagreement | |
Unit-5 |
Teaching Hours:5 |
Unit 11 habla de tu amigo
|
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o Describing and comparing each other o Expressing agreement and disagreement | |
Unit-5 |
Teaching Hours:5 |
Unit 11 habla de tu amigo
|
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o Describing and comparing each other o Expressing agreement and disagreement | |
Unit-5 |
Teaching Hours:5 |
Unit 11 habla de tu amigo
|
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o Describing and comparing each other o Expressing agreement and disagreement | |
Unit-5 |
Teaching Hours:5 |
Unit 11 habla de tu amigo
|
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o Describing and comparing each other o Expressing agreement and disagreement | |
Unit-5 |
Teaching Hours:5 |
Unit 11 habla de tu amigo
|
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o Describing and comparing each other o Expressing agreement and disagreement | |
Unit-5 |
Teaching Hours:5 |
Unit 11 habla de tu amigo
|
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o Describing and comparing each other o Expressing agreement and disagreement | |
Unit-5 |
Teaching Hours:5 |
Unit 11 habla de tu amigo
|
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o Describing and comparing each other o Expressing agreement and disagreement | |
Unit-5 |
Teaching Hours:5 |
Unit 11 habla de tu amigo
|
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o Describing and comparing each other o Expressing agreement and disagreement | |
Unit-5 |
Teaching Hours:5 |
Unit 11 habla de tu amigo
|
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o Describing and comparing each other o Expressing agreement and disagreement | |
Unit-5 |
Teaching Hours:5 |
Unit 11 habla de tu amigo
|
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o Describing and comparing each other o Expressing agreement and disagreement | |
Unit-5 |
Teaching Hours:5 |
Unit 11 habla de tu amigo
|
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o Describing and comparing each other o Expressing agreement and disagreement | |
Unit-5 |
Teaching Hours:5 |
Unit 11 habla de tu amigo
|
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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
|
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o Describing and comparing each other o Expressing agreement and disagreement | |
Unit-5 |
Teaching Hours:5 |
Unit 11 habla de tu amigo
|
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o Describing and comparing each other o Expressing agreement and disagreement | |
Unit-5 |
Teaching Hours:5 |
Unit 11 habla de tu amigo
|
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o Describing and comparing each other o Expressing agreement and disagreement | |
Unit-5 |
Teaching Hours:5 |
Unit 11 habla de tu amigo
|
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o Describing and comparing each other o Expressing agreement and disagreement | |
Unit-5 |
Teaching Hours:5 |
Unit 11 habla de tu amigo
|
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o Describing and comparing each other o Expressing agreement and disagreement | |
Unit-5 |
Teaching Hours:5 |
Unit 11 habla de tu amigo
|
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o Describing and comparing each other o Expressing agreement and disagreement | |
Unit-5 |
Teaching Hours:5 |
Unit 11 habla de tu amigo
|
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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
|
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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
|
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o Describing and comparing each other o Expressing agreement and disagreement | |
Unit-5 |
Teaching Hours:5 |
Unit 11 habla de tu amigo
|
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o Describing and comparing each other o Expressing agreement and disagreement | |
Unit-5 |
Teaching Hours:5 |
Unit 11 habla de tu amigo
|
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o Describing and comparing each other o Expressing agreement and disagreement | |
Unit-5 |
Teaching Hours:5 |
Unit 11 habla de tu amigo
|
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o Describing and comparing each other o Expressing agreement and disagreement | |
Unit-5 |
Teaching Hours:5 |
Unit 11 habla de tu amigo
|
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o Describing and comparing each other o Expressing agreement and disagreement | |
Unit-5 |
Teaching Hours:5 |
Unit 11 habla de tu amigo
|
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o Describing and comparing each other o Expressing agreement and disagreement | |
Unit-5 |
Teaching Hours:5 |
Unit 11 habla de tu amigo
|
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o Describing and comparing each other o Expressing agreement and disagreement | |
Unit-5 |
Teaching Hours:5 |
Unit 11 habla de tu amigo
|
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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
|
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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
|
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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
|
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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
|
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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
|
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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
|
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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
|
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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
|
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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
|
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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
|
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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
|
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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
|
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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
|
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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
|
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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
|
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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
|
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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
|
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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
|
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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
|
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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
|
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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
|
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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
|
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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
|
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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
|
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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
|
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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
|
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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
|
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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
|
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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
|
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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
|
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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
|
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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
|
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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
|
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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
|
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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
|
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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
|
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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
|
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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
|
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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
|
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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
|
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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
|
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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
|
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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
|
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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
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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
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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
|
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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
|
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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
|
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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
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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
|
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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
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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
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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
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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
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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
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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
|
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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
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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
|
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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
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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 | |
TAM282-4 - TAMIL (ADVANCED) (2023 Batch) | |
Total Teaching Hours for Semester:30 |
No of Lecture Hours/Week:2 |
Max Marks:50 |
Credits:02 |
Course Objectives/Course Description |
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The department is well-organized curriculum includes courses onliterature, culture, and language competency that enable students to gainthe expertise they need to succeed in their future employment. 1.The Kangaikaan Padalam of the Kamba Ramayanam is a section of the Tamil epic that describes the moment when Bharatan sees the Ganges river: Title-The title Kangaikaan Padalam translates to "the section where Bharatan sees the Ganges. In the Kamba Ramayanam, the section before the Kangaikaan Padalam is called the Kangaip Padalam, which describes the part of the story where Rama reaches the Ganges. The Kangaikaan Padalam is named differently because Bharatan goes to the Ganges to see Rama, rather than because hereaches the Ganges while traveling through the forest like Rama. The Kamba Ramayanam, also known as Ramavataram, is a Tamil epic poem written by Kambar in the 12th century. 2. The Akananuru (Tamil: அகநானூறு, Akanāṉūṟu, literally four hundred [poems] in the akam genre"), sometimes called Nedunthokai anthology of long poems, is a classical Tamil poetic work and one of the Eight Anthologies (Ettuthokai) in the Sangam literature. 3.MARADHU PANDIYAN- DRAMA. In 1772, British East India company had killed Muthuvaduganatha Thevar over his refusal to pay taxes. However Marudhu Pandiyar and Queen Velunachiyar escaped, and stayed with Gopala Nayak in Virupatchi for 8 years. After this time, an alliance of kingdoms led by the Pandiyar attacked Sivagangai and retook it in 1789. Both Maruthu Pandiyar were given high positions in the kingdom. The Marudhu Pandiyars (Periya Marudhu and Chinna Marudhu) were de facto rulers of Sivagangai, Tamil Nadu, India, towards the end of the 18th century. They were known for fighting against the East India Company. They were finally executed by the EIC after being captured by them. 4.Ani ilakkanam-"This lesson offers a brief introduction to Ani ilakkanam- the grammar concerning the use of figures of speech. Traditionally, Tamil grammar is divided into 5 parts-viz. ‘ezhuthu’ or (letter), ‘sol’ or (word), ‘porul’ or (subject),‘yappu’ i.e.,(prosody or metrics)and‘ani’. . ‘Anikal’ or figures of speech are the decorative aspects of a language. They are used to add beauty to the written text. The word ‘ani’ in Tamil mean‘beauty’. 5. FILE PREPARATION. The guiding principles behind good file preparation (for any print process) are simplicity and clarity. Files should include everything necessary for output and omit extraneous objects, layers, guides, and swatches.
Course Objectives : The Department of languages offers Tamil as one of the second languages.The objective in providing second language courses for undergraduate programs is to equip students with the ability to effectively express and analyze Tamil language, literature, and culture in a conceptual manner, fostering an understanding of ideas, debates, and ideological affiliations. This approach encourages students to think critically, evaluate arguments, and draw conclusions in a logical and analytical manner. By emphasizing the development of these skills, students can apply their knowledge of Tamil language and culture to various academic and professional settings, making them well-rounded and competitive individuals in the global arena. |
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Learning Outcome |
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CO 1: CO1: Students will learn the chracteristics interest in epic and Analyze the chronological background and generous of epics.
CO 2: CO2: Understand about the sacrifice of love & Analyze the departmental principles of the Tamil and the Internal ethics.
CO3: CO3: Understand and appreciate the patriotism of the Tamil Kings.
CO4 : CO2: Understand about the sacrifice of love & Analyze the departmental principles of the Tamil and the Internal ethics.
CO4: It helps to know the ethics of the life through grammar.
CO5: CO1: Students will learn the chracteristics interest in epic and Analyze the chronological background and generous of epics.
CO2: Understand about the sacrifice of love & Analyze the departmental principles of the Tamil and the Internal ethics.
CO3: Understand and appreciate the patriotism of the Tamil Kings.
CO5: Gain the knowledge about ,how to prepare files in offices.
Apply critical thinking skills to evaluate and respond to Tamil literary
works, including making connections between the text and historical,
social, and cultural contexts.
Use digital tools and resources to enhance Tamil language learning,
including online dictionaries, language learning apps, and multimedia
res
ources. |
Unit-1 |
Teaching Hours:6 |
UNIT-2 SANGAM LITRETURE. - AGANANOORU POEMS NO: 04,16,17,42,74,170 & 202.
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EPIC | |
Unit-1 |
Teaching Hours:6 |
UNIT-2 SANGAM LITRETURE. - AGANANOORU POEMS NO: 04,16,17,42,74,170 & 202.
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EPIC | |
Unit-1 |
Teaching Hours:6 |
UNIT-2 SANGAM LITRETURE. - AGANANOORU POEMS NO: 04,16,17,42,74,170 & 202.
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EPIC | |
Unit-1 |
Teaching Hours:6 |
UNIT-2 SANGAM LITRETURE. - AGANANOORU POEMS NO: 04,16,17,42,74,170 & 202.
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EPIC | |
Unit-1 |
Teaching Hours:6 |
UNIT-2 SANGAM LITRETURE. - AGANANOORU POEMS NO: 04,16,17,42,74,170 & 202.
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EPIC | |
Unit-1 |
Teaching Hours:6 |
UNIT-2 SANGAM LITRETURE. - AGANANOORU POEMS NO: 04,16,17,42,74,170 & 202.
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EPIC | |
Unit-1 |
Teaching Hours:6 |
UNIT-2 SANGAM LITRETURE. - AGANANOORU POEMS NO: 04,16,17,42,74,170 & 202.
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EPIC | |
Unit-2 |
Teaching Hours:6 |
UNIT-2 SANGAM LITRETURE. - AGANANOORU POEMS NO: 04,16,17,42,74,170 & 202.
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SANGAM LITRETURE | |
Unit-2 |
Teaching Hours:6 |
UNIT-2 SANGAM LITRETURE. - AGANANOORU POEMS NO: 04,16,17,42,74,170 & 202.
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SANGAM LITRETURE | |
Unit-2 |
Teaching Hours:6 |
UNIT-2 SANGAM LITRETURE. - AGANANOORU POEMS NO: 04,16,17,42,74,170 & 202.
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SANGAM LITRETURE | |
Unit-2 |
Teaching Hours:6 |
UNIT-2 SANGAM LITRETURE. - AGANANOORU POEMS NO: 04,16,17,42,74,170 & 202.
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SANGAM LITRETURE | |
Unit-2 |
Teaching Hours:6 |
UNIT-2 SANGAM LITRETURE. - AGANANOORU POEMS NO: 04,16,17,42,74,170 & 202.
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SANGAM LITRETURE | |
Unit-2 |
Teaching Hours:6 |
UNIT-2 SANGAM LITRETURE. - AGANANOORU POEMS NO: 04,16,17,42,74,170 & 202.
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SANGAM LITRETURE | |
Unit-2 |
Teaching Hours:6 |
UNIT-2 SANGAM LITRETURE. - AGANANOORU POEMS NO: 04,16,17,42,74,170 & 202.
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SANGAM LITRETURE | |
Unit-3 |
Teaching Hours:10 |
UNIT 3 MARUTHU PANDIYAN
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HISTORICAL DRAMA | |
Unit-3 |
Teaching Hours:10 |
UNIT 3 MARUTHU PANDIYAN
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HISTORICAL DRAMA | |
Unit-3 |
Teaching Hours:10 |
UNIT 3 MARUTHU PANDIYAN
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HISTORICAL DRAMA | |
Unit-3 |
Teaching Hours:10 |
UNIT 3 MARUTHU PANDIYAN
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HISTORICAL DRAMA | |
Unit-3 |
Teaching Hours:10 |
UNIT 3 MARUTHU PANDIYAN
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HISTORICAL DRAMA | |
Unit-3 |
Teaching Hours:10 |
UNIT 3 MARUTHU PANDIYAN
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HISTORICAL DRAMA | |
Unit-3 |
Teaching Hours:10 |
UNIT 3 MARUTHU PANDIYAN
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HISTORICAL DRAMA | |
Unit-4 |
Teaching Hours:5 |
UNIT-1 KAPPIYAM- KAMBARAMAYANAM- GANGAI KAAN PADALAM
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EPIC | |
Unit-4 |
Teaching Hours:5 |
UNIT-2 SANGAM LITRETURE. - AGANANOORU POEMS NO: 04,16,17,42,74,170 & 202.
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SANGAM LITRETURE. | |
Unit-4 |
Teaching Hours:5 |
GRAMMAR
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ANI ILLAKKANAM | |
Unit-4 |
Teaching Hours:5 |
UNIT 3 MARUTHU PANDIYAN
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HISTORICAL DRAMA. | |
Unit-4 |
Teaching Hours:5 |
FILE PREPARATION
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OFFICE FILES | |
Unit-4 |
Teaching Hours:5 |
UNIT-1 KAPPIYAM- KAMBARAMAYANAM- GANGAI KAAN PADALAM
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EPIC | |
Unit-4 |
Teaching Hours:5 |
UNIT-2 SANGAM LITRETURE. - AGANANOORU POEMS NO: 04,16,17,42,74,170 & 202.
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SANGAM LITRETURE. | |
Unit-4 |
Teaching Hours:5 |
GRAMMAR
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ANI ILLAKKANAM | |
Unit-4 |
Teaching Hours:5 |
UNIT 3 MARUTHU PANDIYAN
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HISTORICAL DRAMA. | |
Unit-4 |
Teaching Hours:5 |
FILE PREPARATION
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OFFICE FILES | |
Unit-4 |
Teaching Hours:5 |
UNIT-1 KAPPIYAM- KAMBARAMAYANAM- GANGAI KAAN PADALAM
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EPIC | |
Unit-4 |
Teaching Hours:5 |
UNIT-2 SANGAM LITRETURE. - AGANANOORU POEMS NO: 04,16,17,42,74,170 & 202.
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SANGAM LITRETURE. | |
Unit-4 |
Teaching Hours:5 |
GRAMMAR
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ANI ILLAKKANAM | |
Unit-4 |
Teaching Hours:5 |
UNIT 3 MARUTHU PANDIYAN
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HISTORICAL DRAMA. | |
Unit-4 |
Teaching Hours:5 |
FILE PREPARATION
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OFFICE FILES | |
Unit-4 |
Teaching Hours:5 |
UNIT-1 KAPPIYAM- KAMBARAMAYANAM- GANGAI KAAN PADALAM
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EPIC | |
Unit-4 |
Teaching Hours:5 |
UNIT-2 SANGAM LITRETURE. - AGANANOORU POEMS NO: 04,16,17,42,74,170 & 202.
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SANGAM LITRETURE. | |
Unit-4 |
Teaching Hours:5 |
GRAMMAR
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ANI ILLAKKANAM | |
Unit-4 |
Teaching Hours:5 |
UNIT 3 MARUTHU PANDIYAN
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HISTORICAL DRAMA. | |
Unit-4 |
Teaching Hours:5 |
FILE PREPARATION
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OFFICE FILES | |
Unit-4 |
Teaching Hours:5 |
UNIT-1 KAPPIYAM- KAMBARAMAYANAM- GANGAI KAAN PADALAM
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EPIC | |
Unit-4 |
Teaching Hours:5 |
UNIT-2 SANGAM LITRETURE. - AGANANOORU POEMS NO: 04,16,17,42,74,170 & 202.
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SANGAM LITRETURE. | |
Unit-4 |
Teaching Hours:5 |
GRAMMAR
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ANI ILLAKKANAM | |
Unit-4 |
Teaching Hours:5 |
UNIT 3 MARUTHU PANDIYAN
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HISTORICAL DRAMA. | |
Unit-4 |
Teaching Hours:5 |
FILE PREPARATION
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OFFICE FILES | |
Unit-4 |
Teaching Hours:5 |
UNIT-1 KAPPIYAM- KAMBARAMAYANAM- GANGAI KAAN PADALAM
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EPIC | |
Unit-4 |
Teaching Hours:5 |
UNIT-2 SANGAM LITRETURE. - AGANANOORU POEMS NO: 04,16,17,42,74,170 & 202.
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SANGAM LITRETURE. | |
Unit-4 |
Teaching Hours:5 |
GRAMMAR
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ANI ILLAKKANAM | |
Unit-4 |
Teaching Hours:5 |
UNIT 3 MARUTHU PANDIYAN
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HISTORICAL DRAMA. | |
Unit-4 |
Teaching Hours:5 |
FILE PREPARATION
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OFFICE FILES | |
Unit-4 |
Teaching Hours:5 |
UNIT-1 KAPPIYAM- KAMBARAMAYANAM- GANGAI KAAN PADALAM
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EPIC | |
Unit-4 |
Teaching Hours:5 |
UNIT-2 SANGAM LITRETURE. - AGANANOORU POEMS NO: 04,16,17,42,74,170 & 202.
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SANGAM LITRETURE. | |
Unit-4 |
Teaching Hours:5 |
GRAMMAR
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ANI ILLAKKANAM | |
Unit-4 |
Teaching Hours:5 |
UNIT 3 MARUTHU PANDIYAN
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HISTORICAL DRAMA. | |
Unit-4 |
Teaching Hours:5 |
FILE PREPARATION
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OFFICE FILES | |
Unit-5 |
Teaching Hours:3 |
FILE PREPARATION
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OFFICE FILE PREPARATION | |
Unit-5 |
Teaching Hours:3 |
FILE PREPARATION
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OFFICE FILE PREPARATION | |
Unit-5 |
Teaching Hours:3 |
FILE PREPARATION
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OFFICE FILE PREPARATION | |
Unit-5 |
Teaching Hours:3 |
FILE PREPARATION
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OFFICE FILE PREPARATION | |
Unit-5 |
Teaching Hours:3 |
FILE PREPARATION
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OFFICE FILE PREPARATION | |
Unit-5 |
Teaching Hours:3 |
FILE PREPARATION
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OFFICE FILE PREPARATION | |
Unit-5 |
Teaching Hours:3 |
FILE PREPARATION
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OFFICE FILE PREPARATION | |
Text Books And Reference Books: TAM282-4 TAMIL ADVANCED Essential references 1. Kambaramayanam- by kambar, https://ta.wikipedia.org. 2.Agananooru – by different authors , https://ta.wikipedia.org. 3. Maruthu Pandiyan. By T.M.C.Ragunathan, published by Arivu pathippagam, Chennai. 4. Thandiyalangaram –by Tamil virtual Academy. 5.Vanigath Tamil-Published by kaavya publication,kodambakkam,Chennai- 600024. 6. History of Tamil Literature Through the centuries XXII Century M. Arunachalam, Gandhi vidyalayam, Tiruchirambalam, Mayuram-Thanjavur District. | |
Essential Reading / Recommended Reading TAM282-4 TAMIL ADVANCED Recommended references 1. Kambaramayanam- by kambar, https://ta.wikipedia.org. 2.Agananooru – by different authors , https://ta.wikipedia.org. 3. Maruthu Pandiyan. By T.M.C.Ragunathan, published by Arivu pathippagam, Chennai. 4. Thandiyalangaram –by Tamil virtual Academy. 5.Vanigath Tamil-Published by kaavya publication,kodambakkam,Chennai- 600024. 6. History of Tamil Literature Through the centuries XXII Century M. Arunachalam, Gandhi vidyalayam, Tiruchirambalam, Mayuram-Thanjavur District. | |
Evaluation Pattern Evaluation will be based on 1. Research & Content Accuracy 2. Organization & Structure 3. Writing Quality & Clarity 4. Adherence to Wikipedia Style 5. Links, References and Pictures 6. Creativity & Engagement |