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Assesment Pattern | ||||||||||||||||||||||||||||||||||||||||||||||||||
Grading pattern will be the same as approved by the University for UG Courses as detailed herein below:
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Examination And Assesments | ||||||||||||||||||||||||||||||||||||||||||||||||||
Students are evaluated for each course on the basis of written examination and continuous internal assessments. Each paper carries maximum of 100 marks and is evaluated as follows:
· Written Examinations consists of: § Mid Semester Exam – 50 Marks (2 hours duration) § End Semester Exam – 100 Marks (3 hours duration) · A student should secure a minimum of 40% Marks in the ESE to pass in that paper.
· In aggregate for each paper, for internal and end semester put together, at least 40 Marks out of 100 must be secured to pass in that paper. | ||||||||||||||||||||||||||||||||||||||||||||||||||
Department Overview: | ||||||||||||||||||||||||||||||||||||||||||||||||||
The Department of Professional Studies was established in the year 2002 as Centre for Career Advancement (CCA), and later upgraded to Department of Professional Studies in 2007.The department offers some of the most unique and specialized programmes in the field of commerce and management. The Department also supports the M.Sc Actuarial Science programme for the Department of Mathematics and Statistics. The undergraduate programmes of the department are benchmarked with international professional bodies through a meticulous mapping of the curriculum and innovative evaluation patterns. The department also aims at professional training for wider career opportunities. This is achieved through student centric value addition courses like Discipline Specific Electives that augment core competencies for CS, Insurance and CA and Employability skill enhancement certifications like Six Sigma, Advanced Excel and Portfolio Management. These additional courses along with academic degrees equip the students to meet the challenges and prospects of contemporary academia and the corporate sector enabling differential placements.
All courses of the department are conducted by a dedicated team of academicians and highly qualified practicing professionals. To foster holistic development regular Soft Skills development sessions are a compulsory component of every programme of the department and are designed to make the students excel in soft skills, team work, communication, public speaking, debates and general knowledge. | ||||||||||||||||||||||||||||||||||||||||||||||||||
Mission Statement: | ||||||||||||||||||||||||||||||||||||||||||||||||||
Vision: To develop into a Centre of Excellence in Education, Training and Research in the field of Commerce and Management
Mission: To impart holistic education through state-of-the-art technology with the aim of producing professionals in the field of commerce and management, and also to launch new programmes to bridge the gap between academia and the corporate sector by meeting stakeholder requirements. | ||||||||||||||||||||||||||||||||||||||||||||||||||
Introduction to Program: | ||||||||||||||||||||||||||||||||||||||||||||||||||
BCOM International Accountancy and Finance programme is designed for students who aspire to be strategic business leaders, new generation entrepreneurs and job creators with financial and entrepreneurial expertise to perform key roles as financial analysts and enterprise venture specialists with a vision for sustainable and inclusive growth at a global level.
The Course is finalized in collaboration (MoU) with the Association of Chartered Certified Accountants (ACCA), the pioneer institution in UK with 147,000 members and over 424,000 student’s world over. BBA (F&A) is the first of its kind where ACCA is making a substantial exemption for its qualification with an Indian University programme. | ||||||||||||||||||||||||||||||||||||||||||||||||||
Program Objective: | ||||||||||||||||||||||||||||||||||||||||||||||||||
Programme Outcome/Programme Learning Goals/Programme Learning Outcome: PO1: Apply procedural and disclosure requirements of Financial Accounting, Auditing and Reporting as per regulatory framework of international accounting standards and audit practice.PO2: 2Apply appropriate strategic business, financial and performance management techniques to improve organisational performance and adhere to legal, regulatory and compliance requirements while taking business decisions PO3: 3Apply domain expertise in the areas of Finance / Entrepreneurship and offer strategic business solutions PO4: Demonstrate leadership traits, communication skills, digital proficiency with innovative and entrepreneurial mindset for optimal performance in personal, professional, societal and environmental domains PO5: Exhibit social sensitivity to embrace diversity and inclusion and function as ethically responsible individuals with integrity and tolerance to contribute effectively to society PO6: Demonstrate decision making skills and critical thinking through practical application of knowledge and skills in experiential learning PO7: Apply research skills and conduct independent research and thereby monitor and forecast future trends Programme Educational Objective: PE01: To provide a comprehensive coverage in the field of Global finance, Accounting and AuditingPE02: To develop knowledge and skills in understanding and applying accounting standards, preparation and interpretation of financial statements of entities PE03: To develop knowledge and skills required to work effectively in the global financial arena with expertise in investment, financing and decision making PE04: To develop knowledge and understanding of audit and assurance engagement and its application in professional environment PE05: To provide entrepreneurial expertise in terms of conception, design, organisation and management of new enterprises PE06: To develop leadership and ethical skills in the context of strategic growth of an organisation | ||||||||||||||||||||||||||||||||||||||||||||||||||
BIAF101-1 - FINANCIAL ACCOUNTING (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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This course revisits and strengthens fundamental accounting principles and processes, culminating in the preparation of the financial statements of a sole proprietorship business and for companies. It also provides an introduction to certain fundamental Indian and International Accounting Standards. Further, it extends their knowledge of accounting for the valuation of goodwill and shares and liquidation of companies. |
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Learning Outcome |
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CO1: Discuss and apply fundamental accounting concepts, principles, and conventions, and record basic accounting transactions and prepare annual financial statements for a sole proprietorship business CO2: Prepare the Statement of Profit and Loss and the Balance Sheet of a company in the prescribed legal format, along with the applicable Notes to Accounts, on the basis of a Trial Balance and accompanying year-end adjustments CO3: Determine the order and quantum of settlement of a company's external and internal liabilities upon liquidation CO4: Discuss and apply principles and practices governing the valuation of goodwill and shares CO5: Be familiar with fundamental International Accounting Standards at application level |
Unit-1 |
Teaching Hours:14 |
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Overview of accounting principles and procedure
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Introduction to accounting; Double-entry system; Ind AS 1: Financial statements, purpose, general features (true and fair view, going concern, accrual basis, materiality and aggregation, offsetting, frequency of reporting, comparative information, consistency); Other assumptions and conventions (business entity, money measurement, conservatism). Basic accounting procedure: journal entries, ledgers, cash book, capital and revenue expenditure/receipts, rectification of errors, trial balance, preparation of Statement of Profit and Loss and Balance Sheet: structure, contents; problems based on trial balance and adjustments. | |||||||||||
Unit-1 |
Teaching Hours:14 |
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Overview of accounting principles and procedure
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Introduction to accounting; Double-entry system; Ind AS 1: Financial statements, purpose, general features (true and fair view, going concern, accrual basis, materiality and aggregation, offsetting, frequency of reporting, comparative information, consistency); Other assumptions and conventions (business entity, money measurement, conservatism). Basic accounting procedure: journal entries, ledgers, cash book, capital and revenue expenditure/receipts, rectification of errors, trial balance, preparation of Statement of Profit and Loss and Balance Sheet: structure, contents; problems based on trial balance and adjustments. | |||||||||||
Unit-1 |
Teaching Hours:14 |
||||||||||
Overview of accounting principles and procedure
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Introduction to accounting; Double-entry system; Ind AS 1: Financial statements, purpose, general features (true and fair view, going concern, accrual basis, materiality and aggregation, offsetting, frequency of reporting, comparative information, consistency); Other assumptions and conventions (business entity, money measurement, conservatism). Basic accounting procedure: journal entries, ledgers, cash book, capital and revenue expenditure/receipts, rectification of errors, trial balance, preparation of Statement of Profit and Loss and Balance Sheet: structure, contents; problems based on trial balance and adjustments. | |||||||||||
Unit-2 |
Teaching Hours:15 |
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Preparation of financial statements for companies
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Meaning of financial statements; form and contents of Statement of Profit and Loss and Balance Sheet as per Schedule III to the Companies Act, 2013; general instructions for their preparation along with Notes to Accounts; problems based on Trial Balance and common year-end adjustments/ rectifications. Treatment of taxes deducted at source, advance payment of tax, and provision for taxation. Treatment of interim and final dividend, and corporate dividend tax; meaning of capital and revenue reserves; rules for declaration of dividend out of reserves; simple problems. Computation and treatment of managerial remuneration, including computation of net profit under Section 198 of the Companies Act, 2013. | |||||||||||
Unit-2 |
Teaching Hours:15 |
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Preparation of financial statements for companies
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Meaning of financial statements; form and contents of Statement of Profit and Loss and Balance Sheet as per Schedule III to the Companies Act, 2013; general instructions for their preparation along with Notes to Accounts; problems based on Trial Balance and common year-end adjustments/ rectifications. Treatment of taxes deducted at source, advance payment of tax, and provision for taxation. Treatment of interim and final dividend, and corporate dividend tax; meaning of capital and revenue reserves; rules for declaration of dividend out of reserves; simple problems. Computation and treatment of managerial remuneration, including computation of net profit under Section 198 of the Companies Act, 2013. | |||||||||||
Unit-2 |
Teaching Hours:15 |
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Preparation of financial statements for companies
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Meaning of financial statements; form and contents of Statement of Profit and Loss and Balance Sheet as per Schedule III to the Companies Act, 2013; general instructions for their preparation along with Notes to Accounts; problems based on Trial Balance and common year-end adjustments/ rectifications. Treatment of taxes deducted at source, advance payment of tax, and provision for taxation. Treatment of interim and final dividend, and corporate dividend tax; meaning of capital and revenue reserves; rules for declaration of dividend out of reserves; simple problems. Computation and treatment of managerial remuneration, including computation of net profit under Section 198 of the Companies Act, 2013. | |||||||||||
Unit-3 |
Teaching Hours:8 |
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Liquidation of companies
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Meaning of liquidation; types of liquidation Secured creditors (fixed/floating charge); order of payment; computation of liquidator’s remuneration; preferential creditors; pro-rata settlement Problems on preparation of Liquidator’s Final Statement of Account; treatment of capital surplus; return of capital to shareholders with different paid-up capitals. Meaning of contributory; ‘B’ List of contributories; simple problems | |||||||||||
Unit-3 |
Teaching Hours:8 |
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Liquidation of companies
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Meaning of liquidation; types of liquidation Secured creditors (fixed/floating charge); order of payment; computation of liquidator’s remuneration; preferential creditors; pro-rata settlement Problems on preparation of Liquidator’s Final Statement of Account; treatment of capital surplus; return of capital to shareholders with different paid-up capitals. Meaning of contributory; ‘B’ List of contributories; simple problems | |||||||||||
Unit-3 |
Teaching Hours:8 |
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Liquidation of companies
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Meaning of liquidation; types of liquidation Secured creditors (fixed/floating charge); order of payment; computation of liquidator’s remuneration; preferential creditors; pro-rata settlement Problems on preparation of Liquidator’s Final Statement of Account; treatment of capital surplus; return of capital to shareholders with different paid-up capitals. Meaning of contributory; ‘B’ List of contributories; simple problems | |||||||||||
Unit-4 |
Teaching Hours:9 |
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Valuation of goodwill and shares
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Valuation of goodwill: meaning; circumstances for valuation of goodwill; factors influencing the value of goodwill; methods of valuation—average profit method, super profit method, capitalization of average profit method, capitalization of super profit method, annuity method. Valuation of shares: meaning; need for valuation; factors affecting valuation; methods of valuation—intrinsic value method, yield method, earning capacity method, fair value of shares Rights issue and valuation of rights issue | |||||||||||
Unit-4 |
Teaching Hours:9 |
||||||||||
Valuation of goodwill and shares
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Valuation of goodwill: meaning; circumstances for valuation of goodwill; factors influencing the value of goodwill; methods of valuation—average profit method, super profit method, capitalization of average profit method, capitalization of super profit method, annuity method. Valuation of shares: meaning; need for valuation; factors affecting valuation; methods of valuation—intrinsic value method, yield method, earning capacity method, fair value of shares Rights issue and valuation of rights issue | |||||||||||
Unit-4 |
Teaching Hours:9 |
||||||||||
Valuation of goodwill and shares
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Valuation of goodwill: meaning; circumstances for valuation of goodwill; factors influencing the value of goodwill; methods of valuation—average profit method, super profit method, capitalization of average profit method, capitalization of super profit method, annuity method. Valuation of shares: meaning; need for valuation; factors affecting valuation; methods of valuation—intrinsic value method, yield method, earning capacity method, fair value of shares Rights issue and valuation of rights issue | |||||||||||
Unit-5 |
Teaching Hours:14 |
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Fundamental International Accounting Standards and Recent Trends in Accounting
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HR Accounting, Inflation Accounting, Green Accounting, Carbon Accounting, Forensic Accounting, IASB- Conceptual Framework and Regulatory Framework, IAS-: Presentation of Financial Statements, IAS- 2: Inventories, IAS- 16: Property plant and Equipment, IAS-38: Intangible Asset, IAS- 15: Revenue from contracts with customers (Five step model), IAS- 8: Accounting policies, Changes in Accounting Estimates and Errors. IAS- 23: Borrowing cost, IAS- 36: Impairment loss. | |||||||||||
Unit-5 |
Teaching Hours:14 |
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Fundamental International Accounting Standards and Recent Trends in Accounting
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HR Accounting, Inflation Accounting, Green Accounting, Carbon Accounting, Forensic Accounting, IASB- Conceptual Framework and Regulatory Framework, IAS-: Presentation of Financial Statements, IAS- 2: Inventories, IAS- 16: Property plant and Equipment, IAS-38: Intangible Asset, IAS- 15: Revenue from contracts with customers (Five step model), IAS- 8: Accounting policies, Changes in Accounting Estimates and Errors. IAS- 23: Borrowing cost, IAS- 36: Impairment loss. | |||||||||||
Unit-5 |
Teaching Hours:14 |
||||||||||
Fundamental International Accounting Standards and Recent Trends in Accounting
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HR Accounting, Inflation Accounting, Green Accounting, Carbon Accounting, Forensic Accounting, IASB- Conceptual Framework and Regulatory Framework, IAS-: Presentation of Financial Statements, IAS- 2: Inventories, IAS- 16: Property plant and Equipment, IAS-38: Intangible Asset, IAS- 15: Revenue from contracts with customers (Five step model), IAS- 8: Accounting policies, Changes in Accounting Estimates and Errors. IAS- 23: Borrowing cost, IAS- 36: Impairment loss. | |||||||||||
Text Books And Reference Books: 1. Jain, S. P., & Narang, K. L. (2021). Advanced Financial Accounting. Kalyani Publishers 2. Indian Accounting Standards (Ind AS): The Institute of Chartered Accountants of India. (2016). The Institute of Chartered Accountants of India. 3. FIA Foundations of Financial Accounting FFA. (2021). BPP Learning Media. 4. Hanif, M., & Mukherjee, A. (2017). Corporate Accounting (2nd ed.). McGrawHill. | |||||||||||
Essential Reading / Recommended Reading 1. Maheswari S. N., & Maheswari S. K. (2020). Financial Accounting. New Delhi: Vikas 2. Arulanandam M.A., & Raman K. S. (2020). Advanced Accountancy. Mumbai: Himalaya 3. FR Kaplan, ACCA study material 4. The Essence of Financial Accounting, Chadwick, L. PHI, 2nd Edition | |||||||||||
Evaluation Pattern Students are evaluated for each course on the basis of written examination and continuous internal assessments. Each paper carries maximum of 100 marks and is evaluated as follows:
· Written Examinations consists of: § Mid Semester Exam – 50 Marks (2 hours duration) § End Semester Exam – 100 Marks (3 hours duration) · A student should secure a minimum of 40% Marks in the ESE to pass in that paper.
· In aggregate for each paper, for internal and end semester put together, at least 40 Marks out of 100 must be secured to pass in that paper. | |||||||||||
DPS102-1 - BUSINESS MANAGEMENT AND ORGANIZATIONAL BEHAVIOUR (2024 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 paper intends to develop conceptual knowledge of Business Management and Organizational Behaviour. The study approach enables students to understand and analyse practical aspects of management and Organizational Behaviour to become skilled at the art of getting things done through people in a corporate business scenario |
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Learning Outcome |
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CO1: Discuss different schools of management thoughts. CO2: Understand the various functions of management and motivational theories CO3: Understand the concept of strategic management and explore the importance of change management CO4: Discuss the various perception models and personality theories CO5: Explore the concept of group dynamics, theories of leadership and understand the concept of organisational structure and various cultures.
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Unit-1 |
Teaching Hours:10 |
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Introduction to Management
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Unit-1 |
Teaching Hours:10 |
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Introduction to Management
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Unit-1 |
Teaching Hours:10 |
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Introduction to Management
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Unit-1 |
Teaching Hours:10 |
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Introduction to Management
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Unit-2 |
Teaching Hours:10 |
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Functions of Management
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Unit-2 |
Teaching Hours:10 |
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Functions of Management
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Unit-2 |
Teaching Hours:10 |
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Functions of Management
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Unit-2 |
Teaching Hours:10 |
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Functions of Management
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Unit-3 |
Teaching Hours:8 |
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Strategic Management
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Strategic Planning Process - Environmental analysis (SWOT Analysis, PESTEL Analysis) - Setting organizational objectives - Formulating strategies (Corporate, business, and functional strategies) - Strategy Implementation - Organizational structure and design - Resource allocation and management - Change management and innovation | |||||||||||
Unit-3 |
Teaching Hours:8 |
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Strategic Management
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Strategic Planning Process - Environmental analysis (SWOT Analysis, PESTEL Analysis) - Setting organizational objectives - Formulating strategies (Corporate, business, and functional strategies) - Strategy Implementation - Organizational structure and design - Resource allocation and management - Change management and innovation | |||||||||||
Unit-3 |
Teaching Hours:8 |
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Strategic Management
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Strategic Planning Process - Environmental analysis (SWOT Analysis, PESTEL Analysis) - Setting organizational objectives - Formulating strategies (Corporate, business, and functional strategies) - Strategy Implementation - Organizational structure and design - Resource allocation and management - Change management and innovation | |||||||||||
Unit-3 |
Teaching Hours:8 |
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Strategic Management
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Strategic Planning Process - Environmental analysis (SWOT Analysis, PESTEL Analysis) - Setting organizational objectives - Formulating strategies (Corporate, business, and functional strategies) - Strategy Implementation - Organizational structure and design - Resource allocation and management - Change management and innovation | |||||||||||
Unit-4 |
Teaching Hours:12 |
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Individual Behaviour in Organization
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Overview of Individual Behavior in Organizations: Perception: Definition, Process, and Influencing Factors - Personality: Theories - Big Five, MBTI, Traits, and Assessment – Learning Theories and their Applications - Attitude and Job Satisfaction: Understanding Attitudes in the Workplace - Factors Influencing Attitudes and Job Satisfaction - Managing and Improving Employee Job Satisfaction | |||||||||||
Unit-4 |
Teaching Hours:12 |
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Individual Behaviour in Organization
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Overview of Individual Behavior in Organizations: Perception: Definition, Process, and Influencing Factors - Personality: Theories - Big Five, MBTI, Traits, and Assessment – Learning Theories and their Applications - Attitude and Job Satisfaction: Understanding Attitudes in the Workplace - Factors Influencing Attitudes and Job Satisfaction - Managing and Improving Employee Job Satisfaction | |||||||||||
Unit-4 |
Teaching Hours:12 |
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Individual Behaviour in Organization
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Overview of Individual Behavior in Organizations: Perception: Definition, Process, and Influencing Factors - Personality: Theories - Big Five, MBTI, Traits, and Assessment – Learning Theories and their Applications - Attitude and Job Satisfaction: Understanding Attitudes in the Workplace - Factors Influencing Attitudes and Job Satisfaction - Managing and Improving Employee Job Satisfaction | |||||||||||
Unit-4 |
Teaching Hours:12 |
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Individual Behaviour in Organization
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Overview of Individual Behavior in Organizations: Perception: Definition, Process, and Influencing Factors - Personality: Theories - Big Five, MBTI, Traits, and Assessment – Learning Theories and their Applications - Attitude and Job Satisfaction: Understanding Attitudes in the Workplace - Factors Influencing Attitudes and Job Satisfaction - Managing and Improving Employee Job Satisfaction | |||||||||||
Unit-5 |
Teaching Hours:10 |
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Group Dynamics and Leadership
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Understanding Groups and Teams: Types of Groups: Formal, Informal, Work Teams - Group Formation and Development - Group Dynamics: Cohesion, Norms, Roles - Leadership and Communication in Teams - Leadership Styles and Theories – Leadership effectiveness and situational factors - Effective Team Communication Strategies - Managing Conflict and Promoting Collaboration in Teams | |||||||||||
Unit-5 |
Teaching Hours:10 |
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Group Dynamics and Leadership
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Understanding Groups and Teams: Types of Groups: Formal, Informal, Work Teams - Group Formation and Development - Group Dynamics: Cohesion, Norms, Roles - Leadership and Communication in Teams - Leadership Styles and Theories – Leadership effectiveness and situational factors - Effective Team Communication Strategies - Managing Conflict and Promoting Collaboration in Teams | |||||||||||
Unit-5 |
Teaching Hours:10 |
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Group Dynamics and Leadership
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Understanding Groups and Teams: Types of Groups: Formal, Informal, Work Teams - Group Formation and Development - Group Dynamics: Cohesion, Norms, Roles - Leadership and Communication in Teams - Leadership Styles and Theories – Leadership effectiveness and situational factors - Effective Team Communication Strategies - Managing Conflict and Promoting Collaboration in Teams | |||||||||||
Unit-5 |
Teaching Hours:10 |
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Group Dynamics and Leadership
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Understanding Groups and Teams: Types of Groups: Formal, Informal, Work Teams - Group Formation and Development - Group Dynamics: Cohesion, Norms, Roles - Leadership and Communication in Teams - Leadership Styles and Theories – Leadership effectiveness and situational factors - Effective Team Communication Strategies - Managing Conflict and Promoting Collaboration in Teams | |||||||||||
Unit-6 |
Teaching Hours:10 |
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Organisational Culture and change
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Organizational Culture - Definition and elements of organizational culture - Types of organizational culture- clan, adhocracy, market, hierarchy culture - Managing cultural diversity and inclusivity - Managing Organizational Change - Theories of organizational change - Lewin's Change Model, Kotter's 8-Step Model - Resistance to change and strategies for overcoming it - Implementing and sustaining change initiatives | |||||||||||
Unit-6 |
Teaching Hours:10 |
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Organisational Culture and change
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Organizational Culture - Definition and elements of organizational culture - Types of organizational culture- clan, adhocracy, market, hierarchy culture - Managing cultural diversity and inclusivity - Managing Organizational Change - Theories of organizational change - Lewin's Change Model, Kotter's 8-Step Model - Resistance to change and strategies for overcoming it - Implementing and sustaining change initiatives | |||||||||||
Unit-6 |
Teaching Hours:10 |
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Organisational Culture and change
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Organizational Culture - Definition and elements of organizational culture - Types of organizational culture- clan, adhocracy, market, hierarchy culture - Managing cultural diversity and inclusivity - Managing Organizational Change - Theories of organizational change - Lewin's Change Model, Kotter's 8-Step Model - Resistance to change and strategies for overcoming it - Implementing and sustaining change initiatives | |||||||||||
Unit-6 |
Teaching Hours:10 |
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Organisational Culture and change
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Organizational Culture - Definition and elements of organizational culture - Types of organizational culture- clan, adhocracy, market, hierarchy culture - Managing cultural diversity and inclusivity - Managing Organizational Change - Theories of organizational change - Lewin's Change Model, Kotter's 8-Step Model - Resistance to change and strategies for overcoming it - Implementing and sustaining change initiatives | |||||||||||
Text Books And Reference Books:
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Essential Reading / Recommended Reading
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Evaluation Pattern
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DPS103-1 - BUSINESS ECONOMICS (2024 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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Business Economics is a field of study that applies economic theory and quantitative methods to analyze business decision-making and the functioning of markets. This course provides students with a solid understanding of economic principles and how they are applied in the context of various business environments. Students will explore the interaction between economic factors such as supply and demand, market structures, production costs, and government policies, and their impact on business operations and strategy. |
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Learning Outcome |
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CO-1: Differentiate basic concepts of Micro and Macro Economics applicable to business and appraise theories of consumer behaviour. CO-2: Interpret and Appraise theories of demand, supply and production. CO-3: Compare different market types and their functioning CO-4: Illustrate impact of Inflation on economy and identify the concepts of national income accounting and unemployment. CO-5: Summarize the role of fiscal and monetary policy on an economy. |
Unit-1 |
Teaching Hours:8 |
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Introduction to Business Economics and Consumption Analysis
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Meaning - Characteristics – Distinction between Micro and Macro Economics – Scope of Business Economics – Uses/Objectives of Business Economics. Approaches to the study of Consumer Behaviour - Cardinal Approach - Law of Equi-Marginal Utility, Ordinal Approach - Indifference Curve Analysis and its Properties – Consumer Surplus – Meaning, Analysis and Limitations. | |||||||||||
Unit-1 |
Teaching Hours:8 |
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Introduction to Business Economics and Consumption Analysis
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Meaning - Characteristics – Distinction between Micro and Macro Economics – Scope of Business Economics – Uses/Objectives of Business Economics. Approaches to the study of Consumer Behaviour - Cardinal Approach - Law of Equi-Marginal Utility, Ordinal Approach - Indifference Curve Analysis and its Properties – Consumer Surplus – Meaning, Analysis and Limitations. | |||||||||||
Unit-1 |
Teaching Hours:8 |
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Introduction to Business Economics and Consumption Analysis
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Meaning - Characteristics – Distinction between Micro and Macro Economics – Scope of Business Economics – Uses/Objectives of Business Economics. Approaches to the study of Consumer Behaviour - Cardinal Approach - Law of Equi-Marginal Utility, Ordinal Approach - Indifference Curve Analysis and its Properties – Consumer Surplus – Meaning, Analysis and Limitations. | |||||||||||
Unit-1 |
Teaching Hours:8 |
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Introduction to Business Economics and Consumption Analysis
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Meaning - Characteristics – Distinction between Micro and Macro Economics – Scope of Business Economics – Uses/Objectives of Business Economics. Approaches to the study of Consumer Behaviour - Cardinal Approach - Law of Equi-Marginal Utility, Ordinal Approach - Indifference Curve Analysis and its Properties – Consumer Surplus – Meaning, Analysis and Limitations. | |||||||||||
Unit-2 |
Teaching Hours:12 |
||||||||||
Demand and Supply (Market) analysis
|
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Demand - Determinants, Demand Function - Law of Demand – Variations in Demand, Supply - Determinants, Supply Function) – Law of Supply –Variations in Supply, Market Equilibrium. Market Failure: Meaning & Types - Public Goods – Externalities - Merit Goods - Demerit Goods. Demand: Elasticity of Demand – Price Elasticity of Demand – Factors determining Elasticity of Demand – Measurement and its Application in Business Decisions, Concept of Income & Cross, Promotional Elasticity of Demand, Supply: Elasticity of Supply – Factors determining Elasticity of Supply, Demand Forecasting - Survey and Statistical Methods. | |||||||||||
Unit-2 |
Teaching Hours:12 |
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Demand and Supply (Market) analysis
|
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Demand - Determinants, Demand Function - Law of Demand – Variations in Demand, Supply - Determinants, Supply Function) – Law of Supply –Variations in Supply, Market Equilibrium. Market Failure: Meaning & Types - Public Goods – Externalities - Merit Goods - Demerit Goods. Demand: Elasticity of Demand – Price Elasticity of Demand – Factors determining Elasticity of Demand – Measurement and its Application in Business Decisions, Concept of Income & Cross, Promotional Elasticity of Demand, Supply: Elasticity of Supply – Factors determining Elasticity of Supply, Demand Forecasting - Survey and Statistical Methods. | |||||||||||
Unit-2 |
Teaching Hours:12 |
||||||||||
Demand and Supply (Market) analysis
|
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Demand - Determinants, Demand Function - Law of Demand – Variations in Demand, Supply - Determinants, Supply Function) – Law of Supply –Variations in Supply, Market Equilibrium. Market Failure: Meaning & Types - Public Goods – Externalities - Merit Goods - Demerit Goods. Demand: Elasticity of Demand – Price Elasticity of Demand – Factors determining Elasticity of Demand – Measurement and its Application in Business Decisions, Concept of Income & Cross, Promotional Elasticity of Demand, Supply: Elasticity of Supply – Factors determining Elasticity of Supply, Demand Forecasting - Survey and Statistical Methods. | |||||||||||
Unit-2 |
Teaching Hours:12 |
||||||||||
Demand and Supply (Market) analysis
|
|||||||||||
Demand - Determinants, Demand Function - Law of Demand – Variations in Demand, Supply - Determinants, Supply Function) – Law of Supply –Variations in Supply, Market Equilibrium. Market Failure: Meaning & Types - Public Goods – Externalities - Merit Goods - Demerit Goods. Demand: Elasticity of Demand – Price Elasticity of Demand – Factors determining Elasticity of Demand – Measurement and its Application in Business Decisions, Concept of Income & Cross, Promotional Elasticity of Demand, Supply: Elasticity of Supply – Factors determining Elasticity of Supply, Demand Forecasting - Survey and Statistical Methods. | |||||||||||
Unit-3 |
Teaching Hours:8 |
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Production Analysis
|
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Production, Firm and Industry, Production Function, Production Runs or Periods (Short run and Long run), Production in the Short run, Law of Variable Proportions, Production in the Long run, Returns to Scale (Increasing, Constant and Decreasing Returns to Scale), Economies of Scale and Diseconomies of Scale. | |||||||||||
Unit-3 |
Teaching Hours:8 |
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Production Analysis
|
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Production, Firm and Industry, Production Function, Production Runs or Periods (Short run and Long run), Production in the Short run, Law of Variable Proportions, Production in the Long run, Returns to Scale (Increasing, Constant and Decreasing Returns to Scale), Economies of Scale and Diseconomies of Scale. | |||||||||||
Unit-3 |
Teaching Hours:8 |
||||||||||
Production Analysis
|
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Production, Firm and Industry, Production Function, Production Runs or Periods (Short run and Long run), Production in the Short run, Law of Variable Proportions, Production in the Long run, Returns to Scale (Increasing, Constant and Decreasing Returns to Scale), Economies of Scale and Diseconomies of Scale. | |||||||||||
Unit-3 |
Teaching Hours:8 |
||||||||||
Production Analysis
|
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Production, Firm and Industry, Production Function, Production Runs or Periods (Short run and Long run), Production in the Short run, Law of Variable Proportions, Production in the Long run, Returns to Scale (Increasing, Constant and Decreasing Returns to Scale), Economies of Scale and Diseconomies of Scale. | |||||||||||
Unit-4 |
Teaching Hours:8 |
||||||||||
Firm and Market Structure
|
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Perfect Competition: Assumptions, Price and Output Decisions. Equilibrium of the Firm and the Industry in the Short and the Long runs, including industry’s long run supply, Producer Surplus. Shut down point under Perfect Competition, Monopoly: Behaviour of a Monopolist in the Short and the Long run. Price Discrimination by a Monopolist - 1st degree, 2nd degree and 3rd degree. Oligopoly - Collusive & Non-collusive Models of Oligopoly. | |||||||||||
Unit-4 |
Teaching Hours:8 |
||||||||||
Firm and Market Structure
|
|||||||||||
Perfect Competition: Assumptions, Price and Output Decisions. Equilibrium of the Firm and the Industry in the Short and the Long runs, including industry’s long run supply, Producer Surplus. Shut down point under Perfect Competition, Monopoly: Behaviour of a Monopolist in the Short and the Long run. Price Discrimination by a Monopolist - 1st degree, 2nd degree and 3rd degree. Oligopoly - Collusive & Non-collusive Models of Oligopoly. | |||||||||||
Unit-4 |
Teaching Hours:8 |
||||||||||
Firm and Market Structure
|
|||||||||||
Perfect Competition: Assumptions, Price and Output Decisions. Equilibrium of the Firm and the Industry in the Short and the Long runs, including industry’s long run supply, Producer Surplus. Shut down point under Perfect Competition, Monopoly: Behaviour of a Monopolist in the Short and the Long run. Price Discrimination by a Monopolist - 1st degree, 2nd degree and 3rd degree. Oligopoly - Collusive & Non-collusive Models of Oligopoly. | |||||||||||
Unit-4 |
Teaching Hours:8 |
||||||||||
Firm and Market Structure
|
|||||||||||
Perfect Competition: Assumptions, Price and Output Decisions. Equilibrium of the Firm and the Industry in the Short and the Long runs, including industry’s long run supply, Producer Surplus. Shut down point under Perfect Competition, Monopoly: Behaviour of a Monopolist in the Short and the Long run. Price Discrimination by a Monopolist - 1st degree, 2nd degree and 3rd degree. Oligopoly - Collusive & Non-collusive Models of Oligopoly. | |||||||||||
Unit-5 |
Teaching Hours:8 |
||||||||||
Inflation, Unemployment and National Income
|
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Meaning, Types and Impact of Inflation. Relationship between Unemployment and Inflation: Phillips Curve; Unemployment - Reasons for unemployment in both Developed and Developing Economies. Problem of Disguised unemployment in Developing Nations. Circular Flow Model of Income and Expenditure. Aggregates of National Income. Methods of calculating National Income. | |||||||||||
Unit-5 |
Teaching Hours:8 |
||||||||||
Inflation, Unemployment and National Income
|
|||||||||||
Meaning, Types and Impact of Inflation. Relationship between Unemployment and Inflation: Phillips Curve; Unemployment - Reasons for unemployment in both Developed and Developing Economies. Problem of Disguised unemployment in Developing Nations. Circular Flow Model of Income and Expenditure. Aggregates of National Income. Methods of calculating National Income. | |||||||||||
Unit-5 |
Teaching Hours:8 |
||||||||||
Inflation, Unemployment and National Income
|
|||||||||||
Meaning, Types and Impact of Inflation. Relationship between Unemployment and Inflation: Phillips Curve; Unemployment - Reasons for unemployment in both Developed and Developing Economies. Problem of Disguised unemployment in Developing Nations. Circular Flow Model of Income and Expenditure. Aggregates of National Income. Methods of calculating National Income. | |||||||||||
Unit-5 |
Teaching Hours:8 |
||||||||||
Inflation, Unemployment and National Income
|
|||||||||||
Meaning, Types and Impact of Inflation. Relationship between Unemployment and Inflation: Phillips Curve; Unemployment - Reasons for unemployment in both Developed and Developing Economies. Problem of Disguised unemployment in Developing Nations. Circular Flow Model of Income and Expenditure. Aggregates of National Income. Methods of calculating National Income. | |||||||||||
Unit-6 |
Teaching Hours:8 |
||||||||||
Unit 6: Fiscal and Monetary Policy
|
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Phases of Business Cycles, Tools of Fiscal Policy. Need and Importance of Expansionary and Contractionary Fiscal Policy. Monetary Policy - Quantitative and Qualitative tools - Need and Importance of Monetary Tools for Economic Stabilization. | |||||||||||
Unit-6 |
Teaching Hours:8 |
||||||||||
Unit 6: Fiscal and Monetary Policy
|
|||||||||||
Phases of Business Cycles, Tools of Fiscal Policy. Need and Importance of Expansionary and Contractionary Fiscal Policy. Monetary Policy - Quantitative and Qualitative tools - Need and Importance of Monetary Tools for Economic Stabilization. | |||||||||||
Unit-6 |
Teaching Hours:8 |
||||||||||
Unit 6: Fiscal and Monetary Policy
|
|||||||||||
Phases of Business Cycles, Tools of Fiscal Policy. Need and Importance of Expansionary and Contractionary Fiscal Policy. Monetary Policy - Quantitative and Qualitative tools - Need and Importance of Monetary Tools for Economic Stabilization. | |||||||||||
Unit-6 |
Teaching Hours:8 |
||||||||||
Unit 6: Fiscal and Monetary Policy
|
|||||||||||
Phases of Business Cycles, Tools of Fiscal Policy. Need and Importance of Expansionary and Contractionary Fiscal Policy. Monetary Policy - Quantitative and Qualitative tools - Need and Importance of Monetary Tools for Economic Stabilization. | |||||||||||
Text Books And Reference Books: 1. Dwivedi D N, Essentials of Business Economics, Vikas Publishing House. 2. Mark Taylor, N. Gregory Mankiw, Mark P. Taylor, Andrew Ashwin, Business Economics, Cengage Learning. 3. Dominick Salvatore, Ravikesh Srivastava, Managerial Economics: Principles and Worldwide Application, Oxford University Press. Macro Economics, Samuelson, Paul A Nordhaus, William D Chaudhuri, Sudip, McGraw Hill. | |||||||||||
Essential Reading / Recommended Reading 1. V C Sinha, Business Economics & Environment, SBPD Publications. 2. W.Bruce Allen, Neil A.Doherty, Keith Weigelt, Managerial Economics: Theory, Applications, and Cases, W.W. Norton. 3. Atmanada, Managerial Economics, 2nd Edition, Excel Books. 4. Paul A Samuelson, Economics, Tata Mc-Graw Hill. 5. A Marshall, Principles of Economics, Palgrave Macmillan 6. Andrew Gillespie, Business Economics, Oxford University Press 7. G S Gupta, Managerial Economics, McGraw Hill Education. RL Varshney, KL Maheshwari, Managerial Economics, Sultan Chand and Sons. | |||||||||||
Evaluation Pattern Department of Professional Studies follows a rigorous system of continuous evaluation, and the assessment events include quizzes, tests, assignments, mid-term and end-term exams, individual/group project work, presentations etc. Students are evaluated for each course on the basis of written examination and continuous internal assessments. Each paper carries maximum of 100 marks and is evaluated as follows:
· Written Examinations consist of: § Mid Semester Exam – 50 Marks (2 hours duration) § End Semester Exam – 100 Marks (3 hours duration) · A student should secure a minimum of 40% Marks in the ESE to pass that paper. · In aggregate for each paper, for internal and end semester put together, at least 40 Marks out of 100 must be secured to pass in that paper. | |||||||||||
DPS161-1 - ORGANISATIONAL STUDY (2024 Batch) | |||||||||||
Total Teaching Hours for Semester:30 |
No of Lecture Hours/Week:2 |
||||||||||
Max Marks:100 |
Credits:3 |
||||||||||
Course Objectives/Course Description |
|||||||||||
Organisational study is offered in the first semester UG programme of Department of Professional Studies, CHRIST (Deemed to be University). The course is run on a self-study mode where in students visit a large manufacturing/service organisation and study in detail about the functioning of the chosen organisation. This is a 30 hours on-site study which aims to familiarize the students with the day-to-day functions and challenges faced by a business. The key points to be focused on the study include industry profile, company and product profile, mission, vision, objectives and strategies of the organization, organization chart - design & structure, policies and procedures followed, functions of various departments and their managers, SWOT analysis, key result areas (KRAs), significant factors for success, competitor analysis, system of accounting followed, product promotional measures, HR Policy, training and appraisal measures , financial highlights and future plans for growth of the organization. The study may also include relevant digital tools/software/platforms used in the organization. This course familiarizes the students with real world functions, practices and challenges of a specific business as well as the industry in which the business operates. |
|||||||||||
Learning Outcome |
|||||||||||
CO1: Discuss the structure, functions, policies and procedures followed by a large business organization. CO2: Evaluate the strengths, weaknesses, opportunities and threats of a business CO3: Recognize the key result areas and significant factors of success of a business CO4: Demonstrate the application of knowledge and skill sets acquired from the course in the assigned job function |
Unit-1 |
Teaching Hours:30 |
Organisation Study
|
|
Industry profile, company and product profile, mission, vision, objectives and strategies of the organization, organization chart - design & structure, policies and procedures followed, functions of various departments and their managers, SWOT analysis, key result areas (KRAs), significant factors for success, competitor analysis, system of accounting followed, product promotional measures, HR Policy, training and appraisal measures , financial highlights and future plans for growth of the organization. The study may also include relevant digital tools/software/platforms used in the organization. This course familiarizes the students with real world functions, practices and challenges of a specific business as well as the industry in which the business operates. | |
Unit-1 |
Teaching Hours:30 |
Organisation Study
|
|
Industry profile, company and product profile, mission, vision, objectives and strategies of the organization, organization chart - design & structure, policies and procedures followed, functions of various departments and their managers, SWOT analysis, key result areas (KRAs), significant factors for success, competitor analysis, system of accounting followed, product promotional measures, HR Policy, training and appraisal measures , financial highlights and future plans for growth of the organization. The study may also include relevant digital tools/software/platforms used in the organization. This course familiarizes the students with real world functions, practices and challenges of a specific business as well as the industry in which the business operates. | |
Unit-1 |
Teaching Hours:30 |
Organisation Study
|
|
Industry profile, company and product profile, mission, vision, objectives and strategies of the organization, organization chart - design & structure, policies and procedures followed, functions of various departments and their managers, SWOT analysis, key result areas (KRAs), significant factors for success, competitor analysis, system of accounting followed, product promotional measures, HR Policy, training and appraisal measures , financial highlights and future plans for growth of the organization. The study may also include relevant digital tools/software/platforms used in the organization. This course familiarizes the students with real world functions, practices and challenges of a specific business as well as the industry in which the business operates. | |
Unit-1 |
Teaching Hours:30 |
Organisation Study
|
|
Industry profile, company and product profile, mission, vision, objectives and strategies of the organization, organization chart - design & structure, policies and procedures followed, functions of various departments and their managers, SWOT analysis, key result areas (KRAs), significant factors for success, competitor analysis, system of accounting followed, product promotional measures, HR Policy, training and appraisal measures , financial highlights and future plans for growth of the organization. The study may also include relevant digital tools/software/platforms used in the organization. This course familiarizes the students with real world functions, practices and challenges of a specific business as well as the industry in which the business operates. | |
Unit-1 |
Teaching Hours:30 |
Organisation Study
|
|
Industry profile, company and product profile, mission, vision, objectives and strategies of the organization, organization chart - design & structure, policies and procedures followed, functions of various departments and their managers, SWOT analysis, key result areas (KRAs), significant factors for success, competitor analysis, system of accounting followed, product promotional measures, HR Policy, training and appraisal measures , financial highlights and future plans for growth of the organization. The study may also include relevant digital tools/software/platforms used in the organization. This course familiarizes the students with real world functions, practices and challenges of a specific business as well as the industry in which the business operates. | |
Text Books And Reference Books: - | |
Essential Reading / Recommended Reading - | |
Evaluation Pattern This course has 3 credits and carries 100 marks. The marks are awarded as follows: 1. Project Report : 40 2. Presentation and Viva: 50 3. Regular Interaction with the guide: 10 (Total : 100 marks) | |
DPS161A-1 - BUSINESS COMMUNICATION (2024 Batch) | |
Total Teaching Hours for Semester:30 |
No of Lecture Hours/Week:2 |
Max Marks:50 |
Credits:2 |
Course Objectives/Course Description |
|
Course Description:This course introduces students to effective communication strategies in business contexts. Emphasis is placed on developing written, oral, and interpersonal communication skills essential for professional success. Topics include business writing, presentations, intercultural communication, and the use of digital technologies in business communication.
|
|
Learning Outcome |
|
CO1: Demonstrate proficiency in writing various business documents such as emails, memos, reports, and proposals CO2: Deliver clear and effective business presentations, incorporating visual aids and engaging delivery techniques CO3: Apply principles of interpersonal communication in professional settings, including active listening and conflict resolution CO4: Analyze and adapt communication strategies based on cultural differences and diverse audiences CO5: Utilize digital tools and platforms for efficient communication in business environments. |
Unit-1 |
Teaching Hours:6 |
Introduction to Business Communication and Interpersonal Communication Skills
|
|
Definition and importance of business communication - Types of business communication: internal vs. external, formal vs. informal – Listening skills and feedback in business contexts - Conflict resolution and negotiation techniques - Building positive relationships in the workplace
| |
Unit-1 |
Teaching Hours:6 |
Introduction to Business Communication and Interpersonal Communication Skills
|
|
Definition and importance of business communication - Types of business communication: internal vs. external, formal vs. informal – Listening skills and feedback in business contexts - Conflict resolution and negotiation techniques - Building positive relationships in the workplace
| |
Unit-1 |
Teaching Hours:6 |
Introduction to Business Communication and Interpersonal Communication Skills
|
|
Definition and importance of business communication - Types of business communication: internal vs. external, formal vs. informal – Listening skills and feedback in business contexts - Conflict resolution and negotiation techniques - Building positive relationships in the workplace
| |
Unit-1 |
Teaching Hours:6 |
Introduction to Business Communication and Interpersonal Communication Skills
|
|
Definition and importance of business communication - Types of business communication: internal vs. external, formal vs. informal – Listening skills and feedback in business contexts - Conflict resolution and negotiation techniques - Building positive relationships in the workplace
| |
Unit-1 |
Teaching Hours:6 |
Introduction to Business Communication and Interpersonal Communication Skills
|
|
Definition and importance of business communication - Types of business communication: internal vs. external, formal vs. informal – Listening skills and feedback in business contexts - Conflict resolution and negotiation techniques - Building positive relationships in the workplace
| |
Unit-1 |
Teaching Hours:6 |
Introduction to Business Communication and Interpersonal Communication Skills
|
|
Definition and importance of business communication - Types of business communication: internal vs. external, formal vs. informal – Listening skills and feedback in business contexts - Conflict resolution and negotiation techniques - Building positive relationships in the workplace
| |
Unit-2 |
Teaching Hours:6 |
Fundamentals 0f Business Writing and Writing Reports and Proposals
|
|
Principles of effective business writing - Writing emails, memos, and business letters - Formatting and structuring business documents - Characteristics of effective reports and proposals - Analyzing data and presenting findings - Writing executive summaries and recommendations
| |
Unit-2 |
Teaching Hours:6 |
Fundamentals 0f Business Writing and Writing Reports and Proposals
|
|
Principles of effective business writing - Writing emails, memos, and business letters - Formatting and structuring business documents - Characteristics of effective reports and proposals - Analyzing data and presenting findings - Writing executive summaries and recommendations
| |
Unit-2 |
Teaching Hours:6 |
Fundamentals 0f Business Writing and Writing Reports and Proposals
|
|
Principles of effective business writing - Writing emails, memos, and business letters - Formatting and structuring business documents - Characteristics of effective reports and proposals - Analyzing data and presenting findings - Writing executive summaries and recommendations
| |
Unit-2 |
Teaching Hours:6 |
Fundamentals 0f Business Writing and Writing Reports and Proposals
|
|
Principles of effective business writing - Writing emails, memos, and business letters - Formatting and structuring business documents - Characteristics of effective reports and proposals - Analyzing data and presenting findings - Writing executive summaries and recommendations
| |
Unit-2 |
Teaching Hours:6 |
Fundamentals 0f Business Writing and Writing Reports and Proposals
|
|
Principles of effective business writing - Writing emails, memos, and business letters - Formatting and structuring business documents - Characteristics of effective reports and proposals - Analyzing data and presenting findings - Writing executive summaries and recommendations
| |
Unit-2 |
Teaching Hours:6 |
Fundamentals 0f Business Writing and Writing Reports and Proposals
|
|
Principles of effective business writing - Writing emails, memos, and business letters - Formatting and structuring business documents - Characteristics of effective reports and proposals - Analyzing data and presenting findings - Writing executive summaries and recommendations
| |
Unit-3 |
Teaching Hours:6 |
Digital Communication Tools & Business Presentations
|
|
Overview of digital platforms for business communication - Using email etiquette and managing digital correspondence - Collaborative tools and project management software - Planning and structuring business presentations - Designing effective visual aids (slides, charts, graphs) - Delivery techniques and managing presentation anxiety
| |
Unit-3 |
Teaching Hours:6 |
Digital Communication Tools & Business Presentations
|
|
Overview of digital platforms for business communication - Using email etiquette and managing digital correspondence - Collaborative tools and project management software - Planning and structuring business presentations - Designing effective visual aids (slides, charts, graphs) - Delivery techniques and managing presentation anxiety
| |
Unit-3 |
Teaching Hours:6 |
Digital Communication Tools & Business Presentations
|
|
Overview of digital platforms for business communication - Using email etiquette and managing digital correspondence - Collaborative tools and project management software - Planning and structuring business presentations - Designing effective visual aids (slides, charts, graphs) - Delivery techniques and managing presentation anxiety
| |
Unit-3 |
Teaching Hours:6 |
Digital Communication Tools & Business Presentations
|
|
Overview of digital platforms for business communication - Using email etiquette and managing digital correspondence - Collaborative tools and project management software - Planning and structuring business presentations - Designing effective visual aids (slides, charts, graphs) - Delivery techniques and managing presentation anxiety
| |
Unit-3 |
Teaching Hours:6 |
Digital Communication Tools & Business Presentations
|
|
Overview of digital platforms for business communication - Using email etiquette and managing digital correspondence - Collaborative tools and project management software - Planning and structuring business presentations - Designing effective visual aids (slides, charts, graphs) - Delivery techniques and managing presentation anxiety
| |
Unit-3 |
Teaching Hours:6 |
Digital Communication Tools & Business Presentations
|
|
Overview of digital platforms for business communication - Using email etiquette and managing digital correspondence - Collaborative tools and project management software - Planning and structuring business presentations - Designing effective visual aids (slides, charts, graphs) - Delivery techniques and managing presentation anxiety
| |
Unit-4 |
Teaching Hours:6 |
Intercultural Communication and Crisis communication
|
|
Understanding cultural differences in communication - Adapting communication styles across cultures - Avoiding cultural misunderstandings in business - Handling communication during crises and emergencies - Developing crisis communication plans - Case studies and best practices
| |
Unit-4 |
Teaching Hours:6 |
Intercultural Communication and Crisis communication
|
|
Understanding cultural differences in communication - Adapting communication styles across cultures - Avoiding cultural misunderstandings in business - Handling communication during crises and emergencies - Developing crisis communication plans - Case studies and best practices
| |
Unit-4 |
Teaching Hours:6 |
Intercultural Communication and Crisis communication
|
|
Understanding cultural differences in communication - Adapting communication styles across cultures - Avoiding cultural misunderstandings in business - Handling communication during crises and emergencies - Developing crisis communication plans - Case studies and best practices
| |
Unit-4 |
Teaching Hours:6 |
Intercultural Communication and Crisis communication
|
|
Understanding cultural differences in communication - Adapting communication styles across cultures - Avoiding cultural misunderstandings in business - Handling communication during crises and emergencies - Developing crisis communication plans - Case studies and best practices
| |
Unit-4 |
Teaching Hours:6 |
Intercultural Communication and Crisis communication
|
|
Understanding cultural differences in communication - Adapting communication styles across cultures - Avoiding cultural misunderstandings in business - Handling communication during crises and emergencies - Developing crisis communication plans - Case studies and best practices
| |
Unit-4 |
Teaching Hours:6 |
Intercultural Communication and Crisis communication
|
|
Understanding cultural differences in communication - Adapting communication styles across cultures - Avoiding cultural misunderstandings in business - Handling communication during crises and emergencies - Developing crisis communication plans - Case studies and best practices
| |
Unit-5 |
Teaching Hours:6 |
Persuasive Communication and Review and applications
|
|
Techniques for persuasive writing and speaking - Crafting compelling arguments and proposals - Ethical considerations in persuasive communication - Review of key concepts and skills covered in the course - Practical application through case studies - Feedback and reflection on personal communication strengths and areas for improvement | |
Unit-5 |
Teaching Hours:6 |
Persuasive Communication and Review and applications
|
|
Techniques for persuasive writing and speaking - Crafting compelling arguments and proposals - Ethical considerations in persuasive communication - Review of key concepts and skills covered in the course - Practical application through case studies - Feedback and reflection on personal communication strengths and areas for improvement | |
Unit-5 |
Teaching Hours:6 |
Persuasive Communication and Review and applications
|
|
Techniques for persuasive writing and speaking - Crafting compelling arguments and proposals - Ethical considerations in persuasive communication - Review of key concepts and skills covered in the course - Practical application through case studies - Feedback and reflection on personal communication strengths and areas for improvement | |
Unit-5 |
Teaching Hours:6 |
Persuasive Communication and Review and applications
|
|
Techniques for persuasive writing and speaking - Crafting compelling arguments and proposals - Ethical considerations in persuasive communication - Review of key concepts and skills covered in the course - Practical application through case studies - Feedback and reflection on personal communication strengths and areas for improvement | |
Unit-5 |
Teaching Hours:6 |
Persuasive Communication and Review and applications
|
|
Techniques for persuasive writing and speaking - Crafting compelling arguments and proposals - Ethical considerations in persuasive communication - Review of key concepts and skills covered in the course - Practical application through case studies - Feedback and reflection on personal communication strengths and areas for improvement | |
Unit-5 |
Teaching Hours:6 |
Persuasive Communication and Review and applications
|
|
Techniques for persuasive writing and speaking - Crafting compelling arguments and proposals - Ethical considerations in persuasive communication - Review of key concepts and skills covered in the course - Practical application through case studies - Feedback and reflection on personal communication strengths and areas for improvement | |
Text Books And Reference Books:
| |
Essential Reading / Recommended Reading
1.Excellence in Business Communication by Thill, John V. & Courtland L. Bovée, 10th edition. Boston : Pearson, 2013.
2.Business Correspondence and Business Communication by Sharma, R. C. & Krishna Mohan, Third Edition. New Delhi: Tata McGraw-Hill Publishing company Limited, 2007
3.Intercultural Communication: A Contextual Approach by Neuliep, James W, Boston: Houghton Mifflin Co., 2003.
| |
Evaluation Pattern This is a submission paper. it carries 50 marks. Two assessments will be conducted for 25 marks each. Assessment 1: Written assignment that tests students' business communication skills Assessment 2: Oral assignment that tests students' spoken business communication skills | |
ENG181-1 - ENGLISH (2024 Batch) | |
Total Teaching Hours for Semester:30 |
No of Lecture Hours/Week:2 |
Max Marks:50 |
Credits:2 |
Course Objectives/Course Description |
|
· To help improve their communication skills for larger academic purposes and vocational purposes · To enable learners to learn the contextual use of words and the generic meaning · To enable learners to listen to audio content and infer contextual meaning · To enable learners to be able to speak for various purposes and occasions using context specific language and expressions · To enable learners to develop the ability to write for various purposes using suitable and precise language. |
|
Learning Outcome |
|
CO1: Understand how to engage with texts from various countries, historical, cultural specificities, and politics and develop the ability to reflect upon and comment on texts with various themes CO2: Develop an analytical and critical bent of mind to compare and analyze the various literature they read and discuss in class CO3: Develop the ability to communicate both orally and in writing for various purposes
|
Unit-1 |
Teaching Hours:7 |
1. The Happy Prince- Oscar Wilde 2. Sonnet 18- William Shakespeare
|
|
| |
Unit-1 |
Teaching Hours:7 |
Language
|
|
Common errors- subject-verb agreement, punctuation, tense errors Just a minute talk, cubing | |
Unit-1 |
Teaching Hours:7 |
1. The Happy Prince- Oscar Wilde 2. Sonnet 18- William Shakespeare
|
|
| |
Unit-1 |
Teaching Hours:7 |
Language
|
|
Common errors- subject-verb agreement, punctuation, tense errors Just a minute talk, cubing | |
Unit-1 |
Teaching Hours:7 |
1. The Happy Prince- Oscar Wilde 2. Sonnet 18- William Shakespeare
|
|
| |
Unit-1 |
Teaching Hours:7 |
Language
|
|
Common errors- subject-verb agreement, punctuation, tense errors Just a minute talk, cubing | |
Unit-1 |
Teaching Hours:7 |
1. The Happy Prince- Oscar Wilde 2. Sonnet 18- William Shakespeare
|
|
| |
Unit-1 |
Teaching Hours:7 |
Language
|
|
Common errors- subject-verb agreement, punctuation, tense errors Just a minute talk, cubing | |
Unit-1 |
Teaching Hours:7 |
1. The Happy Prince- Oscar Wilde 2. Sonnet 18- William Shakespeare
|
|
| |
Unit-1 |
Teaching Hours:7 |
Language
|
|
Common errors- subject-verb agreement, punctuation, tense errors Just a minute talk, cubing | |
Unit-1 |
Teaching Hours:7 |
1. The Happy Prince- Oscar Wilde 2. Sonnet 18- William Shakespeare
|
|
| |
Unit-1 |
Teaching Hours:7 |
Language
|
|
Common errors- subject-verb agreement, punctuation, tense errors Just a minute talk, cubing | |
Unit-1 |
Teaching Hours:7 |
1. The Happy Prince- Oscar Wilde 2. Sonnet 18- William Shakespeare
|
|
| |
Unit-1 |
Teaching Hours:7 |
Language
|
|
Common errors- subject-verb agreement, punctuation, tense errors Just a minute talk, cubing | |
Unit-1 |
Teaching Hours:7 |
1. The Happy Prince- Oscar Wilde 2. Sonnet 18- William Shakespeare
|
|
| |
Unit-1 |
Teaching Hours:7 |
Language
|
|
Common errors- subject-verb agreement, punctuation, tense errors Just a minute talk, cubing | |
Unit-1 |
Teaching Hours:7 |
1. The Happy Prince- Oscar Wilde 2. Sonnet 18- William Shakespeare
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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-1 |
Teaching Hours:7 |
1. The Happy Prince- Oscar Wilde 2. Sonnet 18- William Shakespeare
|
|
| |
Unit-1 |
Teaching Hours:7 |
Language
|
|
Common errors- subject-verb agreement, punctuation, tense errors Just a minute talk, cubing | |
Unit-1 |
Teaching Hours:7 |
1. The Happy Prince- Oscar Wilde 2. Sonnet 18- William Shakespeare
|
|
| |
Unit-1 |
Teaching Hours:7 |
Language
|
|
Common errors- subject-verb agreement, punctuation, tense errors Just a minute talk, cubing | |
Unit-1 |
Teaching Hours:7 |
1. The Happy Prince- Oscar Wilde 2. Sonnet 18- William Shakespeare
|
|
| |
Unit-1 |
Teaching Hours:7 |
Language
|
|
Common errors- subject-verb agreement, punctuation, tense errors Just a minute talk, cubing | |
Unit-1 |
Teaching Hours:7 |
1. The Happy Prince- Oscar Wilde 2. Sonnet 18- William Shakespeare
|
|
| |
Unit-1 |
Teaching Hours:7 |
Language
|
|
Common errors- subject-verb agreement, punctuation, tense errors Just a minute talk, cubing | |
Unit-1 |
Teaching Hours:7 |
1. The Happy Prince- Oscar Wilde 2. Sonnet 18- William Shakespeare
|
|
| |
Unit-1 |
Teaching Hours:7 |
Language
|
|
Common errors- subject-verb agreement, punctuation, tense errors Just a minute talk, cubing | |
Unit-1 |
Teaching Hours:7 |
1. The Happy Prince- Oscar Wilde 2. Sonnet 18- William Shakespeare
|
|
| |
Unit-1 |
Teaching Hours:7 |
Language
|
|
Common errors- subject-verb agreement, punctuation, tense errors Just a minute talk, cubing | |
Unit-1 |
Teaching Hours:7 |
1. The Happy Prince- Oscar Wilde 2. Sonnet 18- William Shakespeare
|
|
| |
Unit-1 |
Teaching Hours:7 |
Language
|
|
Common errors- subject-verb agreement, punctuation, tense errors Just a minute talk, cubing | |
Unit-1 |
Teaching Hours:7 |
1. The Happy Prince- Oscar Wilde 2. Sonnet 18- William Shakespeare
|
|
| |
Unit-1 |
Teaching Hours:7 |
Language
|
|
Common errors- subject-verb agreement, punctuation, tense errors Just a minute talk, cubing | |
Unit-1 |
Teaching Hours:7 |
1. The Happy Prince- Oscar Wilde 2. Sonnet 18- William Shakespeare
|
|
| |
Unit-1 |
Teaching Hours:7 |
Language
|
|
Common errors- subject-verb agreement, punctuation, tense errors Just a minute talk, cubing | |
Unit-1 |
Teaching Hours:7 |
1. The Happy Prince- Oscar Wilde 2. Sonnet 18- William Shakespeare
|
|
| |
Unit-1 |
Teaching Hours:7 |
Language
|
|
Common errors- subject-verb agreement, punctuation, tense errors Just a minute talk, cubing | |
Unit-1 |
Teaching Hours:7 |
1. The Happy Prince- Oscar Wilde 2. Sonnet 18- William Shakespeare
|
|
| |
Unit-1 |
Teaching Hours:7 |
Language
|
|
Common errors- subject-verb agreement, punctuation, tense errors Just a minute talk, cubing | |
Unit-1 |
Teaching Hours:7 |
1. The Happy Prince- Oscar Wilde 2. Sonnet 18- William Shakespeare
|
|
| |
Unit-1 |
Teaching Hours:7 |
Language
|
|
Common errors- subject-verb agreement, punctuation, tense errors Just a minute talk, cubing | |
Unit-1 |
Teaching Hours:7 |
1. The Happy Prince- Oscar Wilde 2. Sonnet 18- William Shakespeare
|
|
| |
Unit-1 |
Teaching Hours:7 |
Language
|
|
Common errors- subject-verb agreement, punctuation, tense errors Just a minute talk, cubing | |
Unit-1 |
Teaching Hours:7 |
1. The Happy Prince- Oscar Wilde 2. Sonnet 18- William Shakespeare
|
|
| |
Unit-1 |
Teaching Hours:7 |
Language
|
|
Common errors- subject-verb agreement, punctuation, tense errors Just a minute talk, cubing | |
Unit-1 |
Teaching Hours:7 |
1. The Happy Prince- Oscar Wilde 2. Sonnet 18- William Shakespeare
|
|
| |
Unit-1 |
Teaching Hours:7 |
Language
|
|
Common errors- subject-verb agreement, punctuation, tense errors Just a minute talk, cubing | |
Unit-1 |
Teaching Hours:7 |
1. The Happy Prince- Oscar Wilde 2. Sonnet 18- William Shakespeare
|
|
| |
Unit-1 |
Teaching Hours:7 |
Language
|
|
Common errors- subject-verb agreement, punctuation, tense errors Just a minute talk, cubing | |
Unit-1 |
Teaching Hours:7 |
1. The Happy Prince- Oscar Wilde 2. Sonnet 18- William Shakespeare
|
|
| |
Unit-1 |
Teaching Hours:7 |
Language
|
|
Common errors- subject-verb agreement, punctuation, tense errors Just a minute talk, cubing | |
Unit-1 |
Teaching Hours:7 |
1. The Happy Prince- Oscar Wilde 2. Sonnet 18- William Shakespeare
|
|
| |
Unit-1 |
Teaching Hours:7 |
Language
|
|
Common errors- subject-verb agreement, punctuation, tense errors Just a minute talk, cubing | |
Unit-1 |
Teaching Hours:7 |
1. The Happy Prince- Oscar Wilde 2. Sonnet 18- William Shakespeare
|
|
| |
Unit-1 |
Teaching Hours:7 |
Language
|
|
Common errors- subject-verb agreement, punctuation, tense errors Just a minute talk, cubing | |
Unit-1 |
Teaching Hours:7 |
1. The Happy Prince- Oscar Wilde 2. Sonnet 18- William Shakespeare
|
|
| |
Unit-1 |
Teaching Hours:7 |
Language
|
|
Common errors- subject-verb agreement, punctuation, tense errors Just a minute talk, cubing | |
Unit-1 |
Teaching Hours:7 |
1. The Happy Prince- Oscar Wilde 2. Sonnet 18- William Shakespeare
|
|
| |
Unit-1 |
Teaching Hours:7 |
Language
|
|
Common errors- subject-verb agreement, punctuation, tense errors Just a minute talk, cubing | |
Unit-1 |
Teaching Hours:7 |
1. The Happy Prince- Oscar Wilde 2. Sonnet 18- William Shakespeare
|
|
| |
Unit-1 |
Teaching Hours:7 |
Language
|
|
Common errors- subject-verb agreement, punctuation, tense errors Just a minute talk, cubing | |
Unit-1 |
Teaching Hours:7 |
1. The Happy Prince- Oscar Wilde 2. Sonnet 18- William Shakespeare
|
|
| |
Unit-1 |
Teaching Hours:7 |
Language
|
|
Common errors- subject-verb agreement, punctuation, tense errors Just a minute talk, cubing | |
Unit-1 |
Teaching Hours:7 |
1. The Happy Prince- Oscar Wilde 2. Sonnet 18- William Shakespeare
|
|
| |
Unit-1 |
Teaching Hours:7 |
Language
|
|
Common errors- subject-verb agreement, punctuation, tense errors Just a minute talk, cubing | |
Unit-1 |
Teaching Hours:7 |
1. The Happy Prince- Oscar Wilde 2. Sonnet 18- William Shakespeare
|
|
| |
Unit-1 |
Teaching Hours:7 |
Language
|
|
Common errors- subject-verb agreement, punctuation, tense errors Just a minute talk, cubing | |
Unit-1 |
Teaching Hours:7 |
1. The Happy Prince- Oscar Wilde 2. Sonnet 18- William Shakespeare
|
|
| |
Unit-1 |
Teaching Hours:7 |
Language
|
|
Common errors- subject-verb agreement, punctuation, tense errors Just a minute talk, cubing | |
Unit-1 |
Teaching Hours:7 |
1. The Happy Prince- Oscar Wilde 2. Sonnet 18- William Shakespeare
|
|
| |
Unit-1 |
Teaching Hours:7 |
Language
|
|
Common errors- subject-verb agreement, punctuation, tense errors Just a minute talk, cubing | |
Unit-1 |
Teaching Hours:7 |
1. The Happy Prince- Oscar Wilde 2. Sonnet 18- William Shakespeare
|
|
| |
Unit-1 |
Teaching Hours:7 |
Language
|
|
Common errors- subject-verb agreement, punctuation, tense errors Just a minute talk, cubing | |
Unit-1 |
Teaching Hours:7 |
1. The Happy Prince- Oscar Wilde 2. Sonnet 18- William Shakespeare
|
|
| |
Unit-1 |
Teaching Hours:7 |
Language
|
|
Common errors- subject-verb agreement, punctuation, tense errors Just a minute talk, cubing | |
Unit-1 |
Teaching Hours:7 |
1. The Happy Prince- Oscar Wilde 2. Sonnet 18- William Shakespeare
|
|
| |
Unit-1 |
Teaching Hours:7 |
Language
|
|
Common errors- subject-verb agreement, punctuation, tense errors Just a minute talk, cubing | |
Unit-1 |
Teaching Hours:7 |
1. The Happy Prince- Oscar Wilde 2. Sonnet 18- William Shakespeare
|
|
| |
Unit-1 |
Teaching Hours:7 |
Language
|
|
Common errors- subject-verb agreement, punctuation, tense errors Just a minute talk, cubing | |
Unit-2 |
Teaching Hours:6 |
language
|
|
Sentence fragments, dangling modifiers, faulty parallelism, | |
Unit-2 |
Teaching Hours:6 |
1. Why We Travel-Pico Iyer
|
|
Why We Travel-Pico Iyer | |
Unit-2 |
Teaching Hours:6 |
language
|
|
Sentence fragments, dangling modifiers, faulty parallelism, | |
Unit-2 |
Teaching Hours:6 |
1. Why We Travel-Pico Iyer
|
|
Why We Travel-Pico Iyer | |
Unit-2 |
Teaching Hours:6 |
language
|
|
Sentence fragments, dangling modifiers, faulty parallelism, | |
Unit-2 |
Teaching Hours:6 |
1. Why We Travel-Pico Iyer
|
|
Why We Travel-Pico Iyer | |
Unit-2 |
Teaching Hours:6 |
language
|
|
Sentence fragments, dangling modifiers, faulty parallelism, | |
Unit-2 |
Teaching Hours:6 |
1. Why We Travel-Pico Iyer
|
|
Why We Travel-Pico Iyer | |
Unit-2 |
Teaching Hours:6 |
language
|
|
Sentence fragments, dangling modifiers, faulty parallelism, | |
Unit-2 |
Teaching Hours:6 |
1. Why We Travel-Pico Iyer
|
|
Why We Travel-Pico Iyer | |
Unit-2 |
Teaching Hours:6 |
language
|
|
Sentence fragments, dangling modifiers, faulty parallelism, | |
Unit-2 |
Teaching Hours:6 |
1. Why We Travel-Pico Iyer
|
|
Why We Travel-Pico Iyer | |
Unit-2 |
Teaching Hours:6 |
language
|
|
Sentence fragments, dangling modifiers, faulty parallelism, | |
Unit-2 |
Teaching Hours:6 |
1. Why We Travel-Pico Iyer
|
|
Why We Travel-Pico Iyer | |
Unit-2 |
Teaching Hours:6 |
language
|
|
Sentence fragments, dangling modifiers, faulty parallelism, | |
Unit-2 |
Teaching Hours:6 |
1. Why We Travel-Pico Iyer
|
|
Why We Travel-Pico Iyer | |
Unit-2 |
Teaching Hours:6 |
language
|
|
Sentence fragments, dangling modifiers, faulty parallelism, | |
Unit-2 |
Teaching Hours:6 |
1. Why We Travel-Pico Iyer
|
|
Why We Travel-Pico Iyer | |
Unit-2 |
Teaching Hours:6 |
language
|
|
Sentence fragments, dangling modifiers, faulty parallelism, | |
Unit-2 |
Teaching Hours:6 |
1. Why We Travel-Pico Iyer
|
|
Why We Travel-Pico Iyer | |
Unit-2 |
Teaching Hours:6 |
language
|
|
Sentence fragments, dangling modifiers, faulty parallelism, | |
Unit-2 |
Teaching Hours:6 |
1. Why We Travel-Pico Iyer
|
|
Why We Travel-Pico Iyer | |
Unit-2 |
Teaching Hours:6 |
language
|
|
Sentence fragments, dangling modifiers, faulty parallelism, | |
Unit-2 |
Teaching Hours:6 |
1. Why We Travel-Pico Iyer
|
|
Why We Travel-Pico Iyer | |
Unit-2 |
Teaching Hours:6 |
language
|
|
Sentence fragments, dangling modifiers, faulty parallelism, | |
Unit-2 |
Teaching Hours:6 |
1. Why We Travel-Pico Iyer
|
|
Why We Travel-Pico Iyer | |
Unit-2 |
Teaching Hours:6 |
language
|
|
Sentence fragments, dangling modifiers, faulty parallelism, | |
Unit-2 |
Teaching Hours:6 |
1. Why We Travel-Pico Iyer
|
|
Why We Travel-Pico Iyer | |
Unit-2 |
Teaching Hours:6 |
language
|
|
Sentence fragments, dangling modifiers, faulty parallelism, | |
Unit-2 |
Teaching Hours:6 |
1. Why We Travel-Pico Iyer
|
|
Why We Travel-Pico Iyer | |
Unit-2 |
Teaching Hours:6 |
language
|
|
Sentence fragments, dangling modifiers, faulty parallelism, | |
Unit-2 |
Teaching Hours:6 |
1. Why We Travel-Pico Iyer
|
|
Why We Travel-Pico Iyer | |
Unit-2 |
Teaching Hours:6 |
language
|
|
Sentence fragments, dangling modifiers, faulty parallelism, | |
Unit-2 |
Teaching Hours:6 |
1. Why We Travel-Pico Iyer
|
|
Why We Travel-Pico Iyer | |
Unit-2 |
Teaching Hours:6 |
language
|
|
Sentence fragments, dangling modifiers, faulty parallelism, | |
Unit-2 |
Teaching Hours:6 |
1. Why We Travel-Pico Iyer
|
|
Why We Travel-Pico Iyer | |
Unit-2 |
Teaching Hours:6 |
language
|
|
Sentence fragments, dangling modifiers, faulty parallelism, | |
Unit-2 |
Teaching Hours:6 |
1. Why We Travel-Pico Iyer
|
|
Why We Travel-Pico Iyer | |
Unit-2 |
Teaching Hours:6 |
language
|
|
Sentence fragments, dangling modifiers, faulty parallelism, | |
Unit-2 |
Teaching Hours:6 |
1. Why We Travel-Pico Iyer
|
|
Why We Travel-Pico Iyer | |
Unit-2 |
Teaching Hours:6 |
language
|
|
Sentence fragments, dangling modifiers, faulty parallelism, | |
Unit-2 |
Teaching Hours:6 |
1. Why We Travel-Pico Iyer
|
|
Why We Travel-Pico Iyer | |
Unit-2 |
Teaching Hours:6 |
language
|
|
Sentence fragments, dangling modifiers, faulty parallelism, | |
Unit-2 |
Teaching Hours:6 |
1. Why We Travel-Pico Iyer
|
|
Why We Travel-Pico Iyer | |
Unit-2 |
Teaching Hours:6 |
language
|
|
Sentence fragments, dangling modifiers, faulty parallelism, | |
Unit-2 |
Teaching Hours:6 |
1. Why We Travel-Pico Iyer
|
|
Why We Travel-Pico Iyer | |
Unit-2 |
Teaching Hours:6 |
language
|
|
Sentence fragments, dangling modifiers, faulty parallelism, | |
Unit-2 |
Teaching Hours:6 |
1. Why We Travel-Pico Iyer
|
|
Why We Travel-Pico Iyer | |
Unit-2 |
Teaching Hours:6 |
language
|
|
Sentence fragments, dangling modifiers, faulty parallelism, | |
Unit-2 |
Teaching Hours:6 |
1. Why We Travel-Pico Iyer
|
|
Why We Travel-Pico Iyer | |
Unit-2 |
Teaching Hours:6 |
language
|
|
Sentence fragments, dangling modifiers, faulty parallelism, | |
Unit-2 |
Teaching Hours:6 |
1. Why We Travel-Pico Iyer
|
|
Why We Travel-Pico Iyer | |
Unit-2 |
Teaching Hours:6 |
language
|
|
Sentence fragments, dangling modifiers, faulty parallelism, | |
Unit-2 |
Teaching Hours:6 |
1. Why We Travel-Pico Iyer
|
|
Why We Travel-Pico Iyer | |
Unit-2 |
Teaching Hours:6 |
language
|
|
Sentence fragments, dangling modifiers, faulty parallelism, | |
Unit-2 |
Teaching Hours:6 |
1. Why We Travel-Pico Iyer
|
|
Why We Travel-Pico Iyer | |
Unit-2 |
Teaching Hours:6 |
language
|
|
Sentence fragments, dangling modifiers, faulty parallelism, | |
Unit-2 |
Teaching Hours:6 |
1. Why We Travel-Pico Iyer
|
|
Why We Travel-Pico Iyer | |
Unit-2 |
Teaching Hours:6 |
language
|
|
Sentence fragments, dangling modifiers, faulty parallelism, | |
Unit-2 |
Teaching Hours:6 |
1. Why We Travel-Pico Iyer
|
|
Why We Travel-Pico Iyer | |
Unit-2 |
Teaching Hours:6 |
language
|
|
Sentence fragments, dangling modifiers, faulty parallelism, | |
Unit-2 |
Teaching Hours:6 |
1. Why We Travel-Pico Iyer
|
|
Why We Travel-Pico Iyer | |
Unit-2 |
Teaching Hours:6 |
language
|
|
Sentence fragments, dangling modifiers, faulty parallelism, | |
Unit-2 |
Teaching Hours:6 |
1. Why We Travel-Pico Iyer
|
|
Why We Travel-Pico Iyer | |
Unit-2 |
Teaching Hours:6 |
language
|
|
Sentence fragments, dangling modifiers, faulty parallelism, | |
Unit-2 |
Teaching Hours:6 |
1. Why We Travel-Pico Iyer
|
|
Why We Travel-Pico Iyer | |
Unit-2 |
Teaching Hours:6 |
language
|
|
Sentence fragments, dangling modifiers, faulty parallelism, | |
Unit-2 |
Teaching Hours:6 |
1. Why We Travel-Pico Iyer
|
|
Why We Travel-Pico Iyer | |
Unit-2 |
Teaching Hours:6 |
language
|
|
Sentence fragments, dangling modifiers, faulty parallelism, | |
Unit-2 |
Teaching Hours:6 |
1. Why We Travel-Pico Iyer
|
|
Why We Travel-Pico Iyer | |
Unit-2 |
Teaching Hours:6 |
language
|
|
Sentence fragments, dangling modifiers, faulty parallelism, | |
Unit-2 |
Teaching Hours:6 |
1. Why We Travel-Pico Iyer
|
|
Why We Travel-Pico Iyer | |
Unit-2 |
Teaching Hours:6 |
language
|
|
Sentence fragments, dangling modifiers, faulty parallelism, | |
Unit-2 |
Teaching Hours:6 |
1. Why We Travel-Pico Iyer
|
|
Why We Travel-Pico Iyer | |
Unit-2 |
Teaching Hours:6 |
language
|
|
Sentence fragments, dangling modifiers, faulty parallelism, | |
Unit-2 |
Teaching Hours:6 |
1. Why We Travel-Pico Iyer
|
|
Why We Travel-Pico Iyer | |
Unit-2 |
Teaching Hours:6 |
language
|
|
Sentence fragments, dangling modifiers, faulty parallelism, | |
Unit-2 |
Teaching Hours:6 |
1. Why We Travel-Pico Iyer
|
|
Why We Travel-Pico Iyer | |
Unit-2 |
Teaching Hours:6 |
language
|
|
Sentence fragments, dangling modifiers, faulty parallelism, | |
Unit-2 |
Teaching Hours:6 |
1. Why We Travel-Pico Iyer
|
|
Why We Travel-Pico Iyer | |
Unit-2 |
Teaching Hours:6 |
language
|
|
Sentence fragments, dangling modifiers, faulty parallelism, | |
Unit-2 |
Teaching Hours:6 |
1. Why We Travel-Pico Iyer
|
|
Why We Travel-Pico Iyer | |
Unit-2 |
Teaching Hours:6 |
language
|
|
Sentence fragments, dangling modifiers, faulty parallelism, | |
Unit-2 |
Teaching Hours:6 |
1. Why We Travel-Pico Iyer
|
|
Why We Travel-Pico Iyer | |
Unit-2 |
Teaching Hours:6 |
language
|
|
Sentence fragments, dangling modifiers, faulty parallelism, | |
Unit-2 |
Teaching Hours:6 |
1. Why We Travel-Pico Iyer
|
|
Why We Travel-Pico Iyer | |
Unit-2 |
Teaching Hours:6 |
language
|
|
Sentence fragments, dangling modifiers, faulty parallelism, | |
Unit-2 |
Teaching Hours:6 |
1. Why We Travel-Pico Iyer
|
|
Why We Travel-Pico Iyer | |
Unit-2 |
Teaching Hours:6 |
language
|
|
Sentence fragments, dangling modifiers, faulty parallelism, | |
Unit-2 |
Teaching Hours:6 |
1. Why We Travel-Pico Iyer
|
|
Why We Travel-Pico Iyer | |
Unit-2 |
Teaching Hours:6 |
language
|
|
Sentence fragments, dangling modifiers, faulty parallelism, | |
Unit-2 |
Teaching Hours:6 |
1. Why We Travel-Pico Iyer
|
|
Why We Travel-Pico Iyer | |
Unit-2 |
Teaching Hours:6 |
language
|
|
Sentence fragments, dangling modifiers, faulty parallelism, | |
Unit-2 |
Teaching Hours:6 |
1. Why We Travel-Pico Iyer
|
|
Why We Travel-Pico Iyer | |
Unit-2 |
Teaching Hours:6 |
language
|
|
Sentence fragments, dangling modifiers, faulty parallelism, | |
Unit-2 |
Teaching Hours:6 |
1. Why We Travel-Pico Iyer
|
|
Why We Travel-Pico Iyer | |
Unit-2 |
Teaching Hours:6 |
language
|
|
Sentence fragments, dangling modifiers, faulty parallelism, | |
Unit-2 |
Teaching Hours:6 |
1. Why We Travel-Pico Iyer
|
|
Why We Travel-Pico Iyer | |
Unit-2 |
Teaching Hours:6 |
language
|
|
Sentence fragments, dangling modifiers, faulty parallelism, | |
Unit-2 |
Teaching Hours:6 |
1. Why We Travel-Pico Iyer
|
|
Why We Travel-Pico Iyer | |
Unit-2 |
Teaching Hours:6 |
language
|
|
Sentence fragments, dangling modifiers, faulty parallelism, | |
Unit-2 |
Teaching Hours:6 |
1. Why We Travel-Pico Iyer
|
|
Why We Travel-Pico Iyer | |
Unit-2 |
Teaching Hours:6 |
language
|
|
Sentence fragments, dangling modifiers, faulty parallelism, | |
Unit-2 |
Teaching Hours:6 |
1. Why We Travel-Pico Iyer
|
|
Why We Travel-Pico Iyer | |
Unit-2 |
Teaching Hours:6 |
language
|
|
Sentence fragments, dangling modifiers, faulty parallelism, | |
Unit-2 |
Teaching Hours:6 |
1. Why We Travel-Pico Iyer
|
|
Why We Travel-Pico Iyer | |
Unit-2 |
Teaching Hours:6 |
language
|
|
Sentence fragments, dangling modifiers, faulty parallelism, | |
Unit-2 |
Teaching Hours:6 |
1. Why We Travel-Pico Iyer
|
|
Why We Travel-Pico Iyer | |
Unit-2 |
Teaching Hours:6 |
language
|
|
Sentence fragments, dangling modifiers, faulty parallelism, | |
Unit-2 |
Teaching Hours:6 |
1. Why We Travel-Pico Iyer
|
|
Why We Travel-Pico Iyer | |
Unit-2 |
Teaching Hours:6 |
language
|
|
Sentence fragments, dangling modifiers, faulty parallelism, | |
Unit-2 |
Teaching Hours:6 |
1. Why We Travel-Pico Iyer
|
|
Why We Travel-Pico Iyer | |
Unit-2 |
Teaching Hours:6 |
language
|
|
Sentence fragments, dangling modifiers, faulty parallelism, | |
Unit-2 |
Teaching Hours:6 |
1. Why We Travel-Pico Iyer
|
|
Why We Travel-Pico Iyer | |
Unit-2 |
Teaching Hours:6 |
language
|
|
Sentence fragments, dangling modifiers, faulty parallelism, | |
Unit-2 |
Teaching Hours:6 |
1. Why We Travel-Pico Iyer
|
|
Why We Travel-Pico Iyer | |
Unit-2 |
Teaching Hours:6 |
language
|
|
Sentence fragments, dangling modifiers, faulty parallelism, | |
Unit-2 |
Teaching Hours:6 |
1. Why We Travel-Pico Iyer
|
|
Why We Travel-Pico Iyer | |
Unit-2 |
Teaching Hours:6 |
language
|
|
Sentence fragments, dangling modifiers, faulty parallelism, | |
Unit-2 |
Teaching Hours:6 |
1. Why We Travel-Pico Iyer
|
|
Why We Travel-Pico Iyer | |
Unit-2 |
Teaching Hours:6 |
language
|
|
Sentence fragments, dangling modifiers, faulty parallelism, | |
Unit-2 |
Teaching Hours:6 |
1. Why We Travel-Pico Iyer
|
|
Why We Travel-Pico Iyer | |
Unit-3 |
Teaching Hours:4 |
language
|
|
Note taking | |
Unit-3 |
Teaching Hours:4 |
1. Thinking Like a Mountain By Aldo Leopold
|
|
Thinking Like a Mountain By Aldo Leopold | |
Unit-3 |
Teaching Hours:4 |
language
|
|
Note taking | |
Unit-3 |
Teaching Hours:4 |
1. Thinking Like a Mountain By Aldo Leopold
|
|
Thinking Like a Mountain By Aldo Leopold | |
Unit-3 |
Teaching Hours:4 |
language
|
|
Note taking | |
Unit-3 |
Teaching Hours:4 |
1. Thinking Like a Mountain By Aldo Leopold
|
|
Thinking Like a Mountain By Aldo Leopold | |
Unit-3 |
Teaching Hours:4 |
language
|
|
Note taking | |
Unit-3 |
Teaching Hours:4 |
1. Thinking Like a Mountain By Aldo Leopold
|
|
Thinking Like a Mountain By Aldo Leopold | |
Unit-3 |
Teaching Hours:4 |
language
|
|
Note taking | |
Unit-3 |
Teaching Hours:4 |
1. Thinking Like a Mountain By Aldo Leopold
|
|
Thinking Like a Mountain By Aldo Leopold | |
Unit-3 |
Teaching Hours:4 |
language
|
|
Note taking | |
Unit-3 |
Teaching Hours:4 |
1. Thinking Like a Mountain By Aldo Leopold
|
|
Thinking Like a Mountain By Aldo Leopold | |
Unit-3 |
Teaching Hours:4 |
language
|
|
Note taking | |
Unit-3 |
Teaching Hours:4 |
1. Thinking Like a Mountain By Aldo Leopold
|
|
Thinking Like a Mountain By Aldo Leopold | |
Unit-3 |
Teaching Hours:4 |
language
|
|
Note taking | |
Unit-3 |
Teaching Hours:4 |
1. Thinking Like a Mountain By Aldo Leopold
|
|
Thinking Like a Mountain By Aldo Leopold | |
Unit-3 |
Teaching Hours:4 |
language
|
|
Note taking | |
Unit-3 |
Teaching Hours:4 |
1. Thinking Like a Mountain By Aldo Leopold
|
|
Thinking Like a Mountain By Aldo Leopold | |
Unit-3 |
Teaching Hours:4 |
language
|
|
Note taking | |
Unit-3 |
Teaching Hours:4 |
1. Thinking Like a Mountain By Aldo Leopold
|
|
Thinking Like a Mountain By Aldo Leopold | |
Unit-3 |
Teaching Hours:4 |
language
|
|
Note taking | |
Unit-3 |
Teaching Hours:4 |
1. Thinking Like a Mountain By Aldo Leopold
|
|
Thinking Like a Mountain By Aldo Leopold | |
Unit-3 |
Teaching Hours:4 |
language
|
|
Note taking | |
Unit-3 |
Teaching Hours:4 |
1. Thinking Like a Mountain By Aldo Leopold
|
|
Thinking Like a Mountain By Aldo Leopold | |
Unit-3 |
Teaching Hours:4 |
language
|
|
Note taking | |
Unit-3 |
Teaching Hours:4 |
1. Thinking Like a Mountain By Aldo Leopold
|
|
Thinking Like a Mountain By Aldo Leopold | |
Unit-3 |
Teaching Hours:4 |
language
|
|
Note taking | |
Unit-3 |
Teaching Hours:4 |
1. Thinking Like a Mountain By Aldo Leopold
|
|
Thinking Like a Mountain By Aldo Leopold | |
Unit-3 |
Teaching Hours:4 |
language
|
|
Note taking | |
Unit-3 |
Teaching Hours:4 |
1. Thinking Like a Mountain By Aldo Leopold
|
|
Thinking Like a Mountain By Aldo Leopold | |
Unit-3 |
Teaching Hours:4 |
language
|
|
Note taking | |
Unit-3 |
Teaching Hours:4 |
1. Thinking Like a Mountain By Aldo Leopold
|
|
Thinking Like a Mountain By Aldo Leopold | |
Unit-3 |
Teaching Hours:4 |
language
|
|
Note taking | |
Unit-3 |
Teaching Hours:4 |
1. Thinking Like a Mountain By Aldo Leopold
|
|
Thinking Like a Mountain By Aldo Leopold | |
Unit-3 |
Teaching Hours:4 |
language
|
|
Note taking | |
Unit-3 |
Teaching Hours:4 |
1. Thinking Like a Mountain By Aldo Leopold
|
|
Thinking Like a Mountain By Aldo Leopold | |
Unit-3 |
Teaching Hours:4 |
language
|
|
Note taking | |
Unit-3 |
Teaching Hours:4 |
1. Thinking Like a Mountain By Aldo Leopold
|
|
Thinking Like a Mountain By Aldo Leopold | |
Unit-3 |
Teaching Hours:4 |
language
|
|
Note taking | |
Unit-3 |
Teaching Hours:4 |
1. Thinking Like a Mountain By Aldo Leopold
|
|
Thinking Like a Mountain By Aldo Leopold | |
Unit-3 |
Teaching Hours:4 |
language
|
|
Note taking | |
Unit-3 |
Teaching Hours:4 |
1. Thinking Like a Mountain By Aldo Leopold
|
|
Thinking Like a Mountain By Aldo Leopold | |
Unit-3 |
Teaching Hours:4 |
language
|
|
Note taking | |
Unit-3 |
Teaching Hours:4 |
1. Thinking Like a Mountain By Aldo Leopold
|
|
Thinking Like a Mountain By Aldo Leopold | |
Unit-3 |
Teaching Hours:4 |
language
|
|
Note taking | |
Unit-3 |
Teaching Hours:4 |
1. Thinking Like a Mountain By Aldo Leopold
|
|
Thinking Like a Mountain By Aldo Leopold | |
Unit-3 |
Teaching Hours:4 |
language
|
|
Note taking | |
Unit-3 |
Teaching Hours:4 |
1. Thinking Like a Mountain By Aldo Leopold
|
|
Thinking Like a Mountain By Aldo Leopold | |
Unit-3 |
Teaching Hours:4 |
language
|
|
Note taking | |
Unit-3 |
Teaching Hours:4 |
1. Thinking Like a Mountain By Aldo Leopold
|
|
Thinking Like a Mountain By Aldo Leopold | |
Unit-3 |
Teaching Hours:4 |
language
|
|
Note taking | |
Unit-3 |
Teaching Hours:4 |
1. Thinking Like a Mountain By Aldo Leopold
|
|
Thinking Like a Mountain By Aldo Leopold | |
Unit-3 |
Teaching Hours:4 |
language
|
|
Note taking | |
Unit-3 |
Teaching Hours:4 |
1. Thinking Like a Mountain By Aldo Leopold
|
|
Thinking Like a Mountain By Aldo Leopold | |
Unit-3 |
Teaching Hours:4 |
language
|
|
Note taking | |
Unit-3 |
Teaching Hours:4 |
1. Thinking Like a Mountain By Aldo Leopold
|
|
Thinking Like a Mountain By Aldo Leopold | |
Unit-3 |
Teaching Hours:4 |
language
|
|
Note taking | |
Unit-3 |
Teaching Hours:4 |
1. Thinking Like a Mountain By Aldo Leopold
|
|
Thinking Like a Mountain By Aldo Leopold | |
Unit-3 |
Teaching Hours:4 |
language
|
|
Note taking | |
Unit-3 |
Teaching Hours:4 |
1. Thinking Like a Mountain By Aldo Leopold
|
|
Thinking Like a Mountain By Aldo Leopold | |
Unit-3 |
Teaching Hours:4 |
language
|
|
Note taking | |
Unit-3 |
Teaching Hours:4 |
1. Thinking Like a Mountain By Aldo Leopold
|
|
Thinking Like a Mountain By Aldo Leopold | |
Unit-3 |
Teaching Hours:4 |
language
|
|
Note taking | |
Unit-3 |
Teaching Hours:4 |
1. Thinking Like a Mountain By Aldo Leopold
|
|
Thinking Like a Mountain By Aldo Leopold | |
Unit-3 |
Teaching Hours:4 |
language
|
|
Note taking | |
Unit-3 |
Teaching Hours:4 |
1. Thinking Like a Mountain By Aldo Leopold
|
|
Thinking Like a Mountain By Aldo Leopold | |
Unit-3 |
Teaching Hours:4 |
language
|
|
Note taking | |
Unit-3 |
Teaching Hours:4 |
1. Thinking Like a Mountain By Aldo Leopold
|
|
Thinking Like a Mountain By Aldo Leopold | |
Unit-3 |
Teaching Hours:4 |
language
|
|
Note taking | |
Unit-3 |
Teaching Hours:4 |
1. Thinking Like a Mountain By Aldo Leopold
|
|
Thinking Like a Mountain By Aldo Leopold | |
Unit-3 |
Teaching Hours:4 |
language
|
|
Note taking | |
Unit-3 |
Teaching Hours:4 |
1. Thinking Like a Mountain By Aldo Leopold
|
|
Thinking Like a Mountain By Aldo Leopold | |
Unit-3 |
Teaching Hours:4 |
language
|
|
Note taking | |
Unit-3 |
Teaching Hours:4 |
1. Thinking Like a Mountain By Aldo Leopold
|
|
Thinking Like a Mountain By Aldo Leopold | |
Unit-3 |
Teaching Hours:4 |
language
|
|
Note taking | |
Unit-3 |
Teaching Hours:4 |
1. Thinking Like a Mountain By Aldo Leopold
|
|
Thinking Like a Mountain By Aldo Leopold | |
Unit-3 |
Teaching Hours:4 |
language
|
|
Note taking | |
Unit-3 |
Teaching Hours:4 |
1. Thinking Like a Mountain By Aldo Leopold
|
|
Thinking Like a Mountain By Aldo Leopold | |
Unit-3 |
Teaching Hours:4 |
language
|
|
Note taking | |
Unit-3 |
Teaching Hours:4 |
1. Thinking Like a Mountain By Aldo Leopold
|
|
Thinking Like a Mountain By Aldo Leopold | |
Unit-3 |
Teaching Hours:4 |
language
|
|
Note taking | |
Unit-3 |
Teaching Hours:4 |
1. Thinking Like a Mountain By Aldo Leopold
|
|
Thinking Like a Mountain By Aldo Leopold | |
Unit-3 |
Teaching Hours:4 |
language
|
|
Note taking | |
Unit-3 |
Teaching Hours:4 |
1. Thinking Like a Mountain By Aldo Leopold
|
|
Thinking Like a Mountain By Aldo Leopold | |
Unit-3 |
Teaching Hours:4 |
language
|
|
Note taking | |
Unit-3 |
Teaching Hours:4 |
1. Thinking Like a Mountain By Aldo Leopold
|
|
Thinking Like a Mountain By Aldo Leopold | |
Unit-3 |
Teaching Hours:4 |
language
|
|
Note taking | |
Unit-3 |
Teaching Hours:4 |
1. Thinking Like a Mountain By Aldo Leopold
|
|
Thinking Like a Mountain By Aldo Leopold | |
Unit-3 |
Teaching Hours:4 |
language
|
|
Note taking | |
Unit-3 |
Teaching Hours:4 |
1. Thinking Like a Mountain By Aldo Leopold
|
|
Thinking Like a Mountain By Aldo Leopold | |
Unit-3 |
Teaching Hours:4 |
language
|
|
Note taking | |
Unit-3 |
Teaching Hours:4 |
1. Thinking Like a Mountain By Aldo Leopold
|
|
Thinking Like a Mountain By Aldo Leopold | |
Unit-3 |
Teaching Hours:4 |
language
|
|
Note taking | |
Unit-3 |
Teaching Hours:4 |
1. Thinking Like a Mountain By Aldo Leopold
|
|
Thinking Like a Mountain By Aldo Leopold | |
Unit-3 |
Teaching Hours:4 |
language
|
|
Note taking | |
Unit-3 |
Teaching Hours:4 |
1. Thinking Like a Mountain By Aldo Leopold
|
|
Thinking Like a Mountain By Aldo Leopold | |
Unit-3 |
Teaching Hours:4 |
language
|
|
Note taking | |
Unit-3 |
Teaching Hours:4 |
1. Thinking Like a Mountain By Aldo Leopold
|
|
Thinking Like a Mountain By Aldo Leopold | |
Unit-3 |
Teaching Hours:4 |
language
|
|
Note taking | |
Unit-3 |
Teaching Hours:4 |
1. Thinking Like a Mountain By Aldo Leopold
|
|
Thinking Like a Mountain By Aldo Leopold | |
Unit-3 |
Teaching Hours:4 |
language
|
|
Note taking | |
Unit-3 |
Teaching Hours:4 |
1. Thinking Like a Mountain By Aldo Leopold
|
|
Thinking Like a Mountain By Aldo Leopold | |
Unit-3 |
Teaching Hours:4 |
language
|
|
Note taking | |
Unit-3 |
Teaching Hours:4 |
1. Thinking Like a Mountain By Aldo Leopold
|
|
Thinking Like a Mountain By Aldo Leopold | |
Unit-3 |
Teaching Hours:4 |
language
|
|
Note taking | |
Unit-3 |
Teaching Hours:4 |
1. Thinking Like a Mountain By Aldo Leopold
|
|
Thinking Like a Mountain By Aldo Leopold | |
Unit-3 |
Teaching Hours:4 |
language
|
|
Note taking | |
Unit-3 |
Teaching Hours:4 |
1. Thinking Like a Mountain By Aldo Leopold
|
|
Thinking Like a Mountain By Aldo Leopold | |
Unit-3 |
Teaching Hours:4 |
language
|
|
Note taking | |
Unit-3 |
Teaching Hours:4 |
1. Thinking Like a Mountain By Aldo Leopold
|
|
Thinking Like a Mountain By Aldo Leopold | |
Unit-3 |
Teaching Hours:4 |
language
|
|
Note taking | |
Unit-3 |
Teaching Hours:4 |
1. Thinking Like a Mountain By Aldo Leopold
|
|
Thinking Like a Mountain By Aldo Leopold | |
Unit-3 |
Teaching Hours:4 |
language
|
|
Note taking | |
Unit-3 |
Teaching Hours:4 |
1. Thinking Like a Mountain By Aldo Leopold
|
|
Thinking Like a Mountain By Aldo Leopold | |
Unit-3 |
Teaching Hours:4 |
language
|
|
Note taking | |
Unit-3 |
Teaching Hours:4 |
1. Thinking Like a Mountain By Aldo Leopold
|
|
Thinking Like a Mountain By Aldo Leopold | |
Unit-3 |
Teaching Hours:4 |
language
|
|
Note taking | |
Unit-3 |
Teaching Hours:4 |
1. Thinking Like a Mountain By Aldo Leopold
|
|
Thinking Like a Mountain By Aldo Leopold | |
Unit-3 |
Teaching Hours:4 |
language
|
|
Note taking | |
Unit-3 |
Teaching Hours:4 |
1. Thinking Like a Mountain By Aldo Leopold
|
|
Thinking Like a Mountain By Aldo Leopold | |
Unit-3 |
Teaching Hours:4 |
language
|
|
Note taking | |
Unit-3 |
Teaching Hours:4 |
1. Thinking Like a Mountain By Aldo Leopold
|
|
Thinking Like a Mountain By Aldo Leopold | |
Unit-4 |
Teaching Hours:5 |
Language
|
|
Newspaper report | |
Unit-4 |
Teaching Hours:5 |
Aarushi-Hemraj Murder Article
|
|
Aarushi-Hemraj Murder Article | |
Unit-4 |
Teaching Hours:5 |
Language
|
|
Newspaper report | |
Unit-4 |
Teaching Hours:5 |
Aarushi-Hemraj Murder Article
|
|
Aarushi-Hemraj Murder Article | |
Unit-4 |
Teaching Hours:5 |
Language
|
|
Newspaper report | |
Unit-4 |
Teaching Hours:5 |
Aarushi-Hemraj Murder Article
|
|
Aarushi-Hemraj Murder Article | |
Unit-4 |
Teaching Hours:5 |
Language
|
|
Newspaper report | |
Unit-4 |
Teaching Hours:5 |
Aarushi-Hemraj Murder Article
|
|
Aarushi-Hemraj Murder Article | |
Unit-4 |
Teaching Hours:5 |
Language
|
|
Newspaper report | |
Unit-4 |
Teaching Hours:5 |
Aarushi-Hemraj Murder Article
|
|
Aarushi-Hemraj Murder Article | |
Unit-4 |
Teaching Hours:5 |
Language
|
|
Newspaper report | |
Unit-4 |
Teaching Hours:5 |
Aarushi-Hemraj Murder Article
|
|
Aarushi-Hemraj Murder Article | |
Unit-4 |
Teaching Hours:5 |
Language
|
|
Newspaper report | |
Unit-4 |
Teaching Hours:5 |
Aarushi-Hemraj Murder Article
|
|
Aarushi-Hemraj Murder Article | |
Unit-4 |
Teaching Hours:5 |
Language
|
|
Newspaper report | |
Unit-4 |
Teaching Hours:5 |
Aarushi-Hemraj Murder Article
|
|
Aarushi-Hemraj Murder Article | |
Unit-4 |
Teaching Hours:5 |
Language
|
|
Newspaper report | |
Unit-4 |
Teaching Hours:5 |
Aarushi-Hemraj Murder Article
|
|
Aarushi-Hemraj Murder Article | |
Unit-4 |
Teaching Hours:5 |
Language
|
|
Newspaper report | |
Unit-4 |
Teaching Hours:5 |
Aarushi-Hemraj Murder Article
|
|
Aarushi-Hemraj Murder Article | |
Unit-4 |
Teaching Hours:5 |
Language
|
|
Newspaper report | |
Unit-4 |
Teaching Hours:5 |
Aarushi-Hemraj Murder Article
|
|
Aarushi-Hemraj Murder Article | |
Unit-4 |
Teaching Hours:5 |
Language
|
|
Newspaper report | |
Unit-4 |
Teaching Hours:5 |
Aarushi-Hemraj Murder Article
|
|
Aarushi-Hemraj Murder Article | |
Unit-4 |
Teaching Hours:5 |
Language
|
|
Newspaper report | |
Unit-4 |
Teaching Hours:5 |
Aarushi-Hemraj Murder Article
|
|
Aarushi-Hemraj Murder Article | |
Unit-4 |
Teaching Hours:5 |
Language
|
|
Newspaper report | |
Unit-4 |
Teaching Hours:5 |
Aarushi-Hemraj Murder Article
|
|
Aarushi-Hemraj Murder Article | |
Unit-4 |
Teaching Hours:5 |
Language
|
|
Newspaper report | |
Unit-4 |
Teaching Hours:5 |
Aarushi-Hemraj Murder Article
|
|
Aarushi-Hemraj Murder Article | |
Unit-4 |
Teaching Hours:5 |
Language
|
|
Newspaper report | |
Unit-4 |
Teaching Hours:5 |
Aarushi-Hemraj Murder Article
|
|
Aarushi-Hemraj Murder Article | |
Unit-4 |
Teaching Hours:5 |
Language
|
|
Newspaper report | |
Unit-4 |
Teaching Hours:5 |
Aarushi-Hemraj Murder Article
|
|
Aarushi-Hemraj Murder Article | |
Unit-4 |
Teaching Hours:5 |
Language
|
|
Newspaper report | |
Unit-4 |
Teaching Hours:5 |
Aarushi-Hemraj Murder Article
|
|
Aarushi-Hemraj Murder Article | |
Unit-4 |
Teaching Hours:5 |
Language
|
|
Newspaper report | |
Unit-4 |
Teaching Hours:5 |
Aarushi-Hemraj Murder Article
|
|
Aarushi-Hemraj Murder Article | |
Unit-4 |
Teaching Hours:5 |
Language
|
|
Newspaper report | |
Unit-4 |
Teaching Hours:5 |
Aarushi-Hemraj Murder Article
|
|
Aarushi-Hemraj Murder Article | |
Unit-4 |
Teaching Hours:5 |
Language
|
|
Newspaper report | |
Unit-4 |
Teaching Hours:5 |
Aarushi-Hemraj Murder Article
|
|
Aarushi-Hemraj Murder Article | |
Unit-4 |
Teaching Hours:5 |
Language
|
|
Newspaper report | |
Unit-4 |
Teaching Hours:5 |
Aarushi-Hemraj Murder Article
|
|
Aarushi-Hemraj Murder Article | |
Unit-4 |
Teaching Hours:5 |
Language
|
|
Newspaper report | |
Unit-4 |
Teaching Hours:5 |
Aarushi-Hemraj Murder Article
|
|
Aarushi-Hemraj Murder Article | |
Unit-4 |
Teaching Hours:5 |
Language
|
|
Newspaper report | |
Unit-4 |
Teaching Hours:5 |
Aarushi-Hemraj Murder Article
|
|
Aarushi-Hemraj Murder Article | |
Unit-4 |
Teaching Hours:5 |
Language
|
|
Newspaper report | |
Unit-4 |
Teaching Hours:5 |
Aarushi-Hemraj Murder Article
|
|
Aarushi-Hemraj Murder Article | |
Unit-4 |
Teaching Hours:5 |
Language
|
|
Newspaper report | |
Unit-4 |
Teaching Hours:5 |
Aarushi-Hemraj Murder Article
|
|
Aarushi-Hemraj Murder Article | |
Unit-4 |
Teaching Hours:5 |
Language
|
|
Newspaper report | |
Unit-4 |
Teaching Hours:5 |
Aarushi-Hemraj Murder Article
|
|
Aarushi-Hemraj Murder Article | |
Unit-4 |
Teaching Hours:5 |
Language
|
|
Newspaper report | |
Unit-4 |
Teaching Hours:5 |
Aarushi-Hemraj Murder Article
|
|
Aarushi-Hemraj Murder Article | |
Unit-4 |
Teaching Hours:5 |
Language
|
|
Newspaper report | |
Unit-4 |
Teaching Hours:5 |
Aarushi-Hemraj Murder Article
|
|
Aarushi-Hemraj Murder Article | |
Unit-4 |
Teaching Hours:5 |
Language
|
|
Newspaper report | |
Unit-4 |
Teaching Hours:5 |
Aarushi-Hemraj Murder Article
|
|
Aarushi-Hemraj Murder Article | |
Unit-4 |
Teaching Hours:5 |
Language
|
|
Newspaper report | |
Unit-4 |
Teaching Hours:5 |
Aarushi-Hemraj Murder Article
|
|
Aarushi-Hemraj Murder Article | |
Unit-4 |
Teaching Hours:5 |
Language
|
|
Newspaper report | |
Unit-4 |
Teaching Hours:5 |
Aarushi-Hemraj Murder Article
|
|
Aarushi-Hemraj Murder Article | |
Unit-4 |
Teaching Hours:5 |
Language
|
|
Newspaper report | |
Unit-4 |
Teaching Hours:5 |
Aarushi-Hemraj Murder Article
|
|
Aarushi-Hemraj Murder Article | |
Unit-4 |
Teaching Hours:5 |
Language
|
|
Newspaper report | |
Unit-4 |
Teaching Hours:5 |
Aarushi-Hemraj Murder Article
|
|
Aarushi-Hemraj Murder Article | |
Unit-4 |
Teaching Hours:5 |
Language
|
|
Newspaper report | |
Unit-4 |
Teaching Hours:5 |
Aarushi-Hemraj Murder Article
|
|
Aarushi-Hemraj Murder Article | |
Unit-4 |
Teaching Hours:5 |
Language
|
|
Newspaper report | |
Unit-4 |
Teaching Hours:5 |
Aarushi-Hemraj Murder Article
|
|
Aarushi-Hemraj Murder Article | |
Unit-4 |
Teaching Hours:5 |
Language
|
|
Newspaper report | |
Unit-4 |
Teaching Hours:5 |
Aarushi-Hemraj Murder Article
|
|
Aarushi-Hemraj Murder Article | |
Unit-4 |
Teaching Hours:5 |
Language
|
|
Newspaper report | |
Unit-4 |
Teaching Hours:5 |
Aarushi-Hemraj Murder Article
|
|
Aarushi-Hemraj Murder Article | |
Unit-4 |
Teaching Hours:5 |
Language
|
|
Newspaper report | |
Unit-4 |
Teaching Hours:5 |
Aarushi-Hemraj Murder Article
|
|
Aarushi-Hemraj Murder Article | |
Unit-4 |
Teaching Hours:5 |
Language
|
|
Newspaper report | |
Unit-4 |
Teaching Hours:5 |
Aarushi-Hemraj Murder Article
|
|
Aarushi-Hemraj Murder Article | |
Unit-4 |
Teaching Hours:5 |
Language
|
|
Newspaper report | |
Unit-4 |
Teaching Hours:5 |
Aarushi-Hemraj Murder Article
|
|
Aarushi-Hemraj Murder Article | |
Unit-4 |
Teaching Hours:5 |
Language
|
|
Newspaper report | |
Unit-4 |
Teaching Hours:5 |
Aarushi-Hemraj Murder Article
|
|
Aarushi-Hemraj Murder Article | |
Unit-4 |
Teaching Hours:5 |
Language
|
|
Newspaper report | |
Unit-4 |
Teaching Hours:5 |
Aarushi-Hemraj Murder Article
|
|
Aarushi-Hemraj Murder Article | |
Unit-4 |
Teaching Hours:5 |
Language
|
|
Newspaper report | |
Unit-4 |
Teaching Hours:5 |
Aarushi-Hemraj Murder Article
|
|
Aarushi-Hemraj Murder Article | |
Unit-4 |
Teaching Hours:5 |
Language
|
|
Newspaper report | |
Unit-4 |
Teaching Hours:5 |
Aarushi-Hemraj Murder Article
|
|
Aarushi-Hemraj Murder Article | |
Unit-4 |
Teaching Hours:5 |
Language
|
|
Newspaper report | |
Unit-4 |
Teaching Hours:5 |
Aarushi-Hemraj Murder Article
|
|
Aarushi-Hemraj Murder Article | |
Unit-4 |
Teaching Hours:5 |
Language
|
|
Newspaper report | |
Unit-4 |
Teaching Hours:5 |
Aarushi-Hemraj Murder Article
|
|
Aarushi-Hemraj Murder Article | |
Unit-4 |
Teaching Hours:5 |
Language
|
|
Newspaper report | |
Unit-4 |
Teaching Hours:5 |
Aarushi-Hemraj Murder Article
|
|
Aarushi-Hemraj Murder Article | |
Unit-4 |
Teaching Hours:5 |
Language
|
|
Newspaper report | |
Unit-4 |
Teaching Hours:5 |
Aarushi-Hemraj Murder Article
|
|
Aarushi-Hemraj Murder Article | |
Unit-4 |
Teaching Hours:5 |
Language
|
|
Newspaper report | |
Unit-4 |
Teaching Hours:5 |
Aarushi-Hemraj Murder Article
|
|
Aarushi-Hemraj Murder Article | |
Unit-4 |
Teaching Hours:5 |
Language
|
|
Newspaper report | |
Unit-4 |
Teaching Hours:5 |
Aarushi-Hemraj Murder Article
|
|
Aarushi-Hemraj Murder Article | |
Unit-4 |
Teaching Hours:5 |
Language
|
|
Newspaper report | |
Unit-4 |
Teaching Hours:5 |
Aarushi-Hemraj Murder Article
|
|
Aarushi-Hemraj Murder Article | |
Unit-4 |
Teaching Hours:5 |
Language
|
|
Newspaper report | |
Unit-4 |
Teaching Hours:5 |
Aarushi-Hemraj Murder Article
|
|
Aarushi-Hemraj Murder Article | |
Unit-4 |
Teaching Hours:5 |
Language
|
|
Newspaper report | |
Unit-4 |
Teaching Hours:5 |
Aarushi-Hemraj Murder Article
|
|
Aarushi-Hemraj Murder Article | |
Unit-4 |
Teaching Hours:5 |
Language
|
|
Newspaper report | |
Unit-4 |
Teaching Hours:5 |
Aarushi-Hemraj Murder Article
|
|
Aarushi-Hemraj Murder Article | |
Unit-4 |
Teaching Hours:5 |
Language
|
|
Newspaper report | |
Unit-4 |
Teaching Hours:5 |
Aarushi-Hemraj Murder Article
|
|
Aarushi-Hemraj Murder Article | |
Unit-4 |
Teaching Hours:5 |
Language
|
|
Newspaper report | |
Unit-4 |
Teaching Hours:5 |
Aarushi-Hemraj Murder Article
|
|
Aarushi-Hemraj Murder Article | |
Unit-4 |
Teaching Hours:5 |
Language
|
|
Newspaper report | |
Unit-4 |
Teaching Hours:5 |
Aarushi-Hemraj Murder Article
|
|
Aarushi-Hemraj Murder Article | |
Unit-4 |
Teaching Hours:5 |
Language
|
|
Newspaper report | |
Unit-4 |
Teaching Hours:5 |
Aarushi-Hemraj Murder Article
|
|
Aarushi-Hemraj Murder Article | |
Unit-4 |
Teaching Hours:5 |
Language
|
|
Newspaper report | |
Unit-4 |
Teaching Hours:5 |
Aarushi-Hemraj Murder Article
|
|
Aarushi-Hemraj Murder Article | |
Unit-4 |
Teaching Hours:5 |
Language
|
|
Newspaper report | |
Unit-4 |
Teaching Hours:5 |
Aarushi-Hemraj Murder Article
|
|
Aarushi-Hemraj Murder Article | |
Unit-5 |
Teaching Hours:4 |
1. My Story- Nicole DeFreece
|
|
My Story- Nicole DeFreece
| |
Unit-5 |
Teaching Hours:4 |
Language
|
|
Essay writing | |
Unit-5 |
Teaching Hours:4 |
1. My Story- Nicole DeFreece
|
|
My Story- Nicole DeFreece
| |
Unit-5 |
Teaching Hours:4 |
Language
|
|
Essay writing | |
Unit-5 |
Teaching Hours:4 |
1. My Story- Nicole DeFreece
|
|
My Story- Nicole DeFreece
| |
Unit-5 |
Teaching Hours:4 |
Language
|
|
Essay writing | |
Unit-5 |
Teaching Hours:4 |
1. My Story- Nicole DeFreece
|
|
My Story- Nicole DeFreece
| |
Unit-5 |
Teaching Hours:4 |
Language
|
|
Essay writing | |
Unit-5 |
Teaching Hours:4 |
1. My Story- Nicole DeFreece
|
|
My Story- Nicole DeFreece
| |
Unit-5 |
Teaching Hours:4 |
Language
|
|
Essay writing | |
Unit-5 |
Teaching Hours:4 |
1. My Story- Nicole DeFreece
|
|
My Story- Nicole DeFreece
| |
Unit-5 |
Teaching Hours:4 |
Language
|
|
Essay writing | |
Unit-5 |
Teaching Hours:4 |
1. My Story- Nicole DeFreece
|
|
My Story- Nicole DeFreece
| |
Unit-5 |
Teaching Hours:4 |
Language
|
|
Essay writing | |
Unit-5 |
Teaching Hours:4 |
1. My Story- Nicole DeFreece
|
|
My Story- Nicole DeFreece
| |
Unit-5 |
Teaching Hours:4 |
Language
|
|
Essay writing | |
Unit-5 |
Teaching Hours:4 |
1. My Story- Nicole DeFreece
|
|
My Story- Nicole DeFreece
| |
Unit-5 |
Teaching Hours:4 |
Language
|
|
Essay writing | |
Unit-5 |
Teaching Hours:4 |
1. My Story- Nicole DeFreece
|
|
My Story- Nicole DeFreece
| |
Unit-5 |
Teaching Hours:4 |
Language
|
|
Essay writing | |
Unit-5 |
Teaching Hours:4 |
1. My Story- Nicole DeFreece
|
|
My Story- Nicole DeFreece
| |
Unit-5 |
Teaching Hours:4 |
Language
|
|
Essay writing | |
Unit-5 |
Teaching Hours:4 |
1. My Story- Nicole DeFreece
|
|
My Story- Nicole DeFreece
| |
Unit-5 |
Teaching Hours:4 |
Language
|
|
Essay writing | |
Unit-5 |
Teaching Hours:4 |
1. My Story- Nicole DeFreece
|
|
My Story- Nicole DeFreece
| |
Unit-5 |
Teaching Hours:4 |
Language
|
|
Essay writing | |
Unit-5 |
Teaching Hours:4 |
1. My Story- Nicole DeFreece
|
|
My Story- Nicole DeFreece
| |
Unit-5 |
Teaching Hours:4 |
Language
|
|
Essay writing | |
Unit-5 |
Teaching Hours:4 |
1. My Story- Nicole DeFreece
|
|
My Story- Nicole DeFreece
| |
Unit-5 |
Teaching Hours:4 |
Language
|
|
Essay writing | |
Unit-5 |
Teaching Hours:4 |
1. My Story- Nicole DeFreece
|
|
My Story- Nicole DeFreece
| |
Unit-5 |
Teaching Hours:4 |
Language
|
|
Essay writing | |
Unit-5 |
Teaching Hours:4 |
1. My Story- Nicole DeFreece
|
|
My Story- Nicole DeFreece
| |
Unit-5 |
Teaching Hours:4 |
Language
|
|
Essay writing | |
Unit-5 |
Teaching Hours:4 |
1. My Story- Nicole DeFreece
|
|
My Story- Nicole DeFreece
| |
Unit-5 |
Teaching Hours:4 |
Language
|
|
Essay writing | |
Unit-5 |
Teaching Hours:4 |
1. My Story- Nicole DeFreece
|
|
My Story- Nicole DeFreece
| |
Unit-5 |
Teaching Hours:4 |
Language
|
|
Essay writing | |
Unit-5 |
Teaching Hours:4 |
1. My Story- Nicole DeFreece
|
|
My Story- Nicole DeFreece
| |
Unit-5 |
Teaching Hours:4 |
Language
|
|
Essay writing | |
Unit-5 |
Teaching Hours:4 |
1. My Story- Nicole DeFreece
|
|
My Story- Nicole DeFreece
| |
Unit-5 |
Teaching Hours:4 |
Language
|
|
Essay writing | |
Unit-5 |
Teaching Hours:4 |
1. My Story- Nicole DeFreece
|
|
My Story- Nicole DeFreece
| |
Unit-5 |
Teaching Hours:4 |
Language
|
|
Essay writing | |
Unit-5 |
Teaching Hours:4 |
1. My Story- Nicole DeFreece
|
|
My Story- Nicole DeFreece
| |
Unit-5 |
Teaching Hours:4 |
Language
|
|
Essay writing | |
Unit-5 |
Teaching Hours:4 |
1. My Story- Nicole DeFreece
|
|
My Story- Nicole DeFreece
| |
Unit-5 |
Teaching Hours:4 |
Language
|
|
Essay writing | |
Unit-5 |
Teaching Hours:4 |
1. My Story- Nicole DeFreece
|
|
My Story- Nicole DeFreece
| |
Unit-5 |
Teaching Hours:4 |
Language
|
|
Essay writing | |
Unit-5 |
Teaching Hours:4 |
1. My Story- Nicole DeFreece
|
|
My Story- Nicole DeFreece
| |
Unit-5 |
Teaching Hours:4 |
Language
|
|
Essay writing | |
Unit-5 |
Teaching Hours:4 |
1. My Story- Nicole DeFreece
|
|
My Story- Nicole DeFreece
| |
Unit-5 |
Teaching Hours:4 |
Language
|
|
Essay writing | |
Unit-5 |
Teaching Hours:4 |
1. My Story- Nicole DeFreece
|
|
My Story- Nicole DeFreece
| |
Unit-5 |
Teaching Hours:4 |
Language
|
|
Essay writing | |
Unit-5 |
Teaching Hours:4 |
1. My Story- Nicole DeFreece
|
|
My Story- Nicole DeFreece
| |
Unit-5 |
Teaching Hours:4 |
Language
|
|
Essay writing | |
Unit-5 |
Teaching Hours:4 |
1. My Story- Nicole DeFreece
|
|
My Story- Nicole DeFreece
| |
Unit-5 |
Teaching Hours:4 |
Language
|
|
Essay writing | |
Unit-5 |
Teaching Hours:4 |
1. My Story- Nicole DeFreece
|
|
My Story- Nicole DeFreece
| |
Unit-5 |
Teaching Hours:4 |
Language
|
|
Essay writing | |
Unit-5 |
Teaching Hours:4 |
1. My Story- Nicole DeFreece
|
|
My Story- Nicole DeFreece
| |
Unit-5 |
Teaching Hours:4 |
Language
|
|
Essay writing | |
Unit-5 |
Teaching Hours:4 |
1. My Story- Nicole DeFreece
|
|
My Story- Nicole DeFreece
| |
Unit-5 |
Teaching Hours:4 |
Language
|
|
Essay writing | |
Unit-5 |
Teaching Hours:4 |
1. My Story- Nicole DeFreece
|
|
My Story- Nicole DeFreece
| |
Unit-5 |
Teaching Hours:4 |
Language
|
|
Essay writing | |
Unit-5 |
Teaching Hours:4 |
1. My Story- Nicole DeFreece
|
|
My Story- Nicole DeFreece
| |
Unit-5 |
Teaching Hours:4 |
Language
|
|
Essay writing | |
Unit-5 |
Teaching Hours:4 |
1. My Story- Nicole DeFreece
|
|
My Story- Nicole DeFreece
| |
Unit-5 |
Teaching Hours:4 |
Language
|
|
Essay writing | |
Unit-5 |
Teaching Hours:4 |
1. My Story- Nicole DeFreece
|
|
My Story- Nicole DeFreece
| |
Unit-5 |
Teaching Hours:4 |
Language
|
|
Essay writing | |
Unit-5 |
Teaching Hours:4 |
1. My Story- Nicole DeFreece
|
|
My Story- Nicole DeFreece
| |
Unit-5 |
Teaching Hours:4 |
Language
|
|
Essay writing | |
Unit-5 |
Teaching Hours:4 |
1. My Story- Nicole DeFreece
|
|
My Story- Nicole DeFreece
| |
Unit-5 |
Teaching Hours:4 |
Language
|
|
Essay writing | |
Unit-5 |
Teaching Hours:4 |
1. My Story- Nicole DeFreece
|
|
My Story- Nicole DeFreece
| |
Unit-5 |
Teaching Hours:4 |
Language
|
|
Essay writing | |
Unit-5 |
Teaching Hours:4 |
1. My Story- Nicole DeFreece
|
|
My Story- Nicole DeFreece
| |
Unit-5 |
Teaching Hours:4 |
Language
|
|
Essay writing | |
Unit-5 |
Teaching Hours:4 |
1. My Story- Nicole DeFreece
|
|
My Story- Nicole DeFreece
| |
Unit-5 |
Teaching Hours:4 |
Language
|
|
Essay writing | |
Unit-5 |
Teaching Hours:4 |
1. My Story- Nicole DeFreece
|
|
My Story- Nicole DeFreece
| |
Unit-5 |
Teaching Hours:4 |
Language
|
|
Essay writing | |
Unit-5 |
Teaching Hours:4 |
1. My Story- Nicole DeFreece
|
|
My Story- Nicole DeFreece
| |
Unit-5 |
Teaching Hours:4 |
Language
|
|
Essay writing | |
Unit-5 |
Teaching Hours:4 |
1. My Story- Nicole DeFreece
|
|
My Story- Nicole DeFreece
| |
Unit-5 |
Teaching Hours:4 |
Language
|
|
Essay writing | |
Unit-5 |
Teaching Hours:4 |
1. My Story- Nicole DeFreece
|
|
My Story- Nicole DeFreece
| |
Unit-5 |
Teaching Hours:4 |
Language
|
|
Essay writing | |
Unit-5 |
Teaching Hours:4 |
1. My Story- Nicole DeFreece
|
|
My Story- Nicole DeFreece
| |
Unit-5 |
Teaching Hours:4 |
Language
|
|
Essay writing | |
Unit-5 |
Teaching Hours:4 |
1. My Story- Nicole DeFreece
|
|
My Story- Nicole DeFreece
| |
Unit-5 |
Teaching Hours:4 |
Language
|
|
Essay writing | |
Unit-5 |
Teaching Hours:4 |
1. My Story- Nicole DeFreece
|
|
My Story- Nicole DeFreece
| |
Unit-5 |
Teaching Hours:4 |
Language
|
|
Essay writing | |
Unit-5 |
Teaching Hours:4 |
1. My Story- Nicole DeFreece
|
|
My Story- Nicole DeFreece
| |
Unit-5 |
Teaching Hours:4 |
Language
|
|
Essay writing | |
Unit-5 |
Teaching Hours:4 |
1. My Story- Nicole DeFreece
|
|
My Story- Nicole DeFreece
| |
Unit-5 |
Teaching Hours:4 |
Language
|
|
Essay writing | |
Unit-5 |
Teaching Hours:4 |
1. My Story- Nicole DeFreece
|
|
My Story- Nicole DeFreece
| |
Unit-5 |
Teaching Hours:4 |
Language
|
|
Essay writing | |
Unit-5 |
Teaching Hours:4 |
1. My Story- Nicole DeFreece
|
|
My Story- Nicole DeFreece
| |
Unit-5 |
Teaching Hours:4 |
Language
|
|
Essay writing | |
Unit-5 |
Teaching Hours:4 |
1. My Story- Nicole DeFreece
|
|
My Story- Nicole DeFreece
| |
Unit-5 |
Teaching Hours:4 |
Language
|
|
Essay writing | |
Unit-5 |
Teaching Hours:4 |
1. My Story- Nicole DeFreece
|
|
My Story- Nicole DeFreece
| |
Unit-5 |
Teaching Hours:4 |
Language
|
|
Essay writing | |
Unit-5 |
Teaching Hours:4 |
1. My Story- Nicole DeFreece
|
|
My Story- Nicole DeFreece
| |
Unit-5 |
Teaching Hours:4 |
Language
|
|
Essay writing | |
Unit-5 |
Teaching Hours:4 |
1. My Story- Nicole DeFreece
|
|
My Story- Nicole DeFreece
| |
Unit-5 |
Teaching Hours:4 |
Language
|
|
Essay writing | |
Unit-5 |
Teaching Hours:4 |
1. My Story- Nicole DeFreece
|
|
My Story- Nicole DeFreece
| |
Unit-5 |
Teaching Hours:4 |
Language
|
|
Essay writing | |
Unit-5 |
Teaching Hours:4 |
1. My Story- Nicole DeFreece
|
|
My Story- Nicole DeFreece
| |
Unit-5 |
Teaching Hours:4 |
Language
|
|
Essay writing | |
Unit-5 |
Teaching Hours:4 |
1. My Story- Nicole DeFreece
|
|
My Story- Nicole DeFreece
| |
Unit-5 |
Teaching Hours:4 |
Language
|
|
Essay writing | |
Unit-5 |
Teaching Hours:4 |
1. My Story- Nicole DeFreece
|
|
My Story- Nicole DeFreece
| |
Unit-5 |
Teaching Hours:4 |
Language
|
|
Essay writing | |
Unit-6 |
Teaching Hours:4 |
Language
|
|
Paraphrasing and interpretation skills | |
Unit-6 |
Teaching Hours:4 |
Casey at the Bat- Ernest Lawrence Thayer
|
|
| |
Unit-6 |
Teaching Hours:4 |
Language
|
|
Paraphrasing and interpretation skills | |
Unit-6 |
Teaching Hours:4 |
Casey at the Bat- Ernest Lawrence Thayer
|
|
| |
Unit-6 |
Teaching Hours:4 |
Language
|
|
Paraphrasing and interpretation skills | |
Unit-6 |
Teaching Hours:4 |
Casey at the Bat- Ernest Lawrence Thayer
|
|
| |
Unit-6 |
Teaching Hours:4 |
Language
|
|
Paraphrasing and interpretation skills | |
Unit-6 |
Teaching Hours:4 |
Casey at the Bat- Ernest Lawrence Thayer
|
|
| |
Unit-6 |
Teaching Hours:4 |
Language
|
|
Paraphrasing and interpretation skills | |
Unit-6 |
Teaching Hours:4 |
Casey at the Bat- Ernest Lawrence Thayer
|
|
| |
Unit-6 |
Teaching Hours:4 |
Language
|
|
Paraphrasing and interpretation skills | |
Unit-6 |
Teaching Hours:4 |
Casey at the Bat- Ernest Lawrence Thayer
|
|
| |
Unit-6 |
Teaching Hours:4 |
Language
|
|
Paraphrasing and interpretation skills | |
Unit-6 |
Teaching Hours:4 |
Casey at the Bat- Ernest Lawrence Thayer
|
|
| |
Unit-6 |
Teaching Hours:4 |
Language
|
|
Paraphrasing and interpretation skills | |
Unit-6 |
Teaching Hours:4 |
Casey at the Bat- Ernest Lawrence Thayer
|
|
| |
Unit-6 |
Teaching Hours:4 |
Language
|
|
Paraphrasing and interpretation skills | |
Unit-6 |
Teaching Hours:4 |
Casey at the Bat- Ernest Lawrence Thayer
|
|
| |
Unit-6 |
Teaching Hours:4 |
Language
|
|
Paraphrasing and interpretation skills | |
Unit-6 |
Teaching Hours:4 |
Casey at the Bat- Ernest Lawrence Thayer
|
|
| |
Unit-6 |
Teaching Hours:4 |
Language
|
|
Paraphrasing and interpretation skills | |
Unit-6 |
Teaching Hours:4 |
Casey at the Bat- Ernest Lawrence Thayer
|
|
| |
Unit-6 |
Teaching Hours:4 |
Language
|
|
Paraphrasing and interpretation skills | |
Unit-6 |
Teaching Hours:4 |
Casey at the Bat- Ernest Lawrence Thayer
|
|
| |
Unit-6 |
Teaching Hours:4 |
Language
|
|
Paraphrasing and interpretation skills | |
Unit-6 |
Teaching Hours:4 |
Casey at the Bat- Ernest Lawrence Thayer
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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
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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
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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
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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
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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
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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
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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
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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
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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
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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
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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
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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
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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
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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
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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
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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
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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
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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
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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
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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
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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
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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
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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
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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
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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
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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
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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
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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
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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
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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
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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
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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
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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
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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
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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
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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
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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
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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
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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
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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
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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
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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
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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
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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
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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
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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
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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
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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 | |
FRE181-1 - FRENCH (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:Édito A1 is aimed at adult students wishing to achieve level A1 of the Common European Framework of Reference for Languages (CEFR). It covers level A1 of the CEFR and enables learners to prepare for the DELF A1 exam (DELF-type tasks are found throughout the units, with a mock exam at the end of the book). This manual prioritizes an approach based on authentic communicative tasks through which learners will develop interaction skills. The course caters to absolute beginners or those with minimal prior knowledge of the French language. Through a combination of interactive activities, multimedia resources, and communicative exercises, students will develop basic proficiency in listening, speaking, reading, and writing in French. Course Objectives:Édito A1 is consists of 12 units, each centred around a theme that is addressed through the four skills. The units are composed of various materials, primarily authentic instructional documents (written, audio, or video) from various French-speaking backgrounds or media, as well as recorded dialogues drawn from daily life. Special emphasis is placed on the discovery of grammar and vocabulary. At the end of each unit, "Essential" activities allow learners to review their achievements through grammatical and lexical activities. Phonetics is integrated into each unit to help learners improve their pronunciation and become aware of intonation and spelling through targeted and playful exercises. The documents on the "Civilization" pages, with insights into the French, cover many aspects of life in France and the French-speaking world: vacations, cuisine, animals, the world of work, etc. At the end of each unit, alternately, there is either a "Relaxation" page with recreational activities or a page of learning strategies and preparation for the DELF A1 exam.
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Learning Outcome |
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CO1: Language Proficiency: Student will able to Communicate effectively in basic French across all four language skills: listening, speaking, reading, and writing.
Understand and comprehend simple spoken French in various contexts, including greetings, daily routines, and social interactions.
Comprehend simple written texts, including short passages, dialogues, and instructional materials, on familiar topics.
CO2: Grammar and Vocabulary Acquisition: Demonstrate understanding and application of basic grammar structures and vocabulary relevant to everyday situations. CO3: Cultural Awareness: Students will able to gain insights into French-speaking cultures, customs, and traditions, and demonstrate cultural sensitivity in communication and interaction. CO4: Independent Learning and study Skills: Helps develop effective learning strategies and study habits to support ongoing language acquisition beyond the classroom.
Prepare for and successfully complete the DELF A1 exam, including familiarization with exam formats and tasks.
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Unit-1 |
Teaching Hours:15 |
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UNITS 0,1,2
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Unit-1 |
Teaching Hours:15 |
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UNITS 0,1,2
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Unit-1 |
Teaching Hours:15 |
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UNITS 0,1,2
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Unit-1 |
Teaching Hours:15 |
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UNITS 0,1,2
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Unit-1 |
Teaching Hours:15 |
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UNITS 0,1,2
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Unit-1 |
Teaching Hours:15 |
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UNITS 0,1,2
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Unit-1 |
Teaching Hours:15 |
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UNITS 0,1,2
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Unit-1 |
Teaching Hours:15 |
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UNITS 0,1,2
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Unit-1 |
Teaching Hours:15 |
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UNITS 0,1,2
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Unit-2 |
Teaching Hours:15 |
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UNITS 3,4
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Unit-2 |
Teaching Hours:15 |
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UNITS 3,4
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Unit-2 |
Teaching Hours:15 |
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UNITS 3,4
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Unit-2 |
Teaching Hours:15 |
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UNITS 3,4
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Unit-2 |
Teaching Hours:15 |
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UNITS 3,4
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Unit-2 |
Teaching Hours:15 |
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UNITS 3,4
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Unit-2 |
Teaching Hours:15 |
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UNITS 3,4
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Unit-2 |
Teaching Hours:15 |
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UNITS 3,4
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Unit-2 |
Teaching Hours:15 |
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UNITS 3,4
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Text Books And Reference Books: Book : Édito A1 Méthod de Français | |||||||||||||||||||||||||||||||||
Essential Reading / Recommended Reading Recommended Reading: French websites like Le Monde, France 24, Culturethèque, Duolingo, TV5MONDE, Le Point, French today | |||||||||||||||||||||||||||||||||
Evaluation Pattern Examination & Assessments – Through written assignments and different tests of linguistic skillsQuestion 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 / Originality in letter writing, dialogue and essay writing – 20 marks Programme Structure :
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GER181-1 - GERMAN (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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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:15 |
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Kalyatree Kavitayen
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10 Morden and Contemporary Poets & Poerty | |||||||||||||||||||||||||||||||||||||||||
Unit-1 |
Teaching Hours:15 |
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Kalyatree Kavitayen
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10 Morden and Contemporary Poets & Poerty | |||||||||||||||||||||||||||||||||||||||||
Unit-1 |
Teaching Hours:15 |
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Kalyatree Kavitayen
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10 Morden and Contemporary Poets & Poerty | |||||||||||||||||||||||||||||||||||||||||
Unit-1 |
Teaching Hours:15 |
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Kalyatree Kavitayen
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10 Morden and Contemporary Poets & Poerty | |||||||||||||||||||||||||||||||||||||||||
Unit-1 |
Teaching Hours:15 |
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Kalyatree Kavitayen
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10 Morden and Contemporary Poets & Poerty | |||||||||||||||||||||||||||||||||||||||||
Unit-1 |
Teaching Hours:15 |
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Kalyatree Kavitayen
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10 Morden and Contemporary Poets & Poerty | |||||||||||||||||||||||||||||||||||||||||
Unit-1 |
Teaching Hours:15 |
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Kalyatree Kavitayen
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10 Morden and Contemporary Poets & Poerty | |||||||||||||||||||||||||||||||||||||||||
Unit-1 |
Teaching Hours:15 |
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Kalyatree Kavitayen
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10 Morden and Contemporary Poets & Poerty | |||||||||||||||||||||||||||||||||||||||||
Unit-1 |
Teaching Hours:15 |
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Kalyatree Kavitayen
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10 Morden and Contemporary Poets & Poerty | |||||||||||||||||||||||||||||||||||||||||
Unit-2 |
Teaching Hours:5 |
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Indian Businessmen
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4 select Indian business men- Azim Premji, Mukesh Ambani, N. R. Narayana Murthy, Lakshmi Mittal | |||||||||||||||||||||||||||||||||||||||||
Unit-2 |
Teaching Hours:5 |
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Indian Businessmen
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4 select Indian business men- Azim Premji, Mukesh Ambani, N. R. Narayana Murthy, Lakshmi Mittal | |||||||||||||||||||||||||||||||||||||||||
Unit-2 |
Teaching Hours:5 |
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Indian Businessmen
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4 select Indian business men- Azim Premji, Mukesh Ambani, N. R. Narayana Murthy, Lakshmi Mittal | |||||||||||||||||||||||||||||||||||||||||
Unit-2 |
Teaching Hours:5 |
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Indian Businessmen
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4 select Indian business men- Azim Premji, Mukesh Ambani, N. R. Narayana Murthy, Lakshmi Mittal | |||||||||||||||||||||||||||||||||||||||||
Unit-2 |
Teaching Hours:5 |
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Indian Businessmen
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4 select Indian business men- Azim Premji, Mukesh Ambani, N. R. Narayana Murthy, Lakshmi Mittal | |||||||||||||||||||||||||||||||||||||||||
Unit-2 |
Teaching Hours:5 |
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Indian Businessmen
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4 select Indian business men- Azim Premji, Mukesh Ambani, N. R. Narayana Murthy, Lakshmi Mittal | |||||||||||||||||||||||||||||||||||||||||
Unit-2 |
Teaching Hours:5 |
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Indian Businessmen
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4 select Indian business men- Azim Premji, Mukesh Ambani, N. R. Narayana Murthy, Lakshmi Mittal | |||||||||||||||||||||||||||||||||||||||||
Unit-2 |
Teaching Hours:5 |
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Indian Businessmen
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4 select Indian business men- Azim Premji, Mukesh Ambani, N. R. Narayana Murthy, Lakshmi Mittal | |||||||||||||||||||||||||||||||||||||||||
Unit-2 |
Teaching Hours:5 |
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Indian Businessmen
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4 select Indian business men- Azim Premji, Mukesh Ambani, N. R. Narayana Murthy, Lakshmi Mittal | |||||||||||||||||||||||||||||||||||||||||
Unit-3 |
Teaching Hours:5 |
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Translation- Theory and practice
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Technical Terminology
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Text Books And Reference Books: ‘Kalayatree kavitayen’ (An Anthology of Poems) edited by: Dr. B. Vijay Kumar
Arunodaya prakashan, New Delhi. | |||||||||||||||||||||||||||||||||||||||||
Essential Reading / Recommended Reading 1. A Hand Book of Translation Studies By: Das Bijay Kumar. 2. Saral Subodh Hindi Vyakaran, By: Motilal Chaturvedi. Vinod, pustakmandir, Agra-2 3. AnuvadEvam Sanchar – Dr.PooranchandTandon,Rajpal and Son’s 4. AnuvadVignan By:Bholanath Tiwari 5. Anuvad Kala By: N.E VishwanathIyer | |||||||||||||||||||||||||||||||||||||||||
Evaluation Pattern Mid-Semester Examination I Sem –B. Com Course Code-HIN182-1 Paper I – Hindi Max. Time: 2 Hrs Max. Marks: 50
End-Semester Examination I Sem –B. Com Course Code-HIN182-1 Paper I – Hindi Max. Time: 2Hrs Max. Marks: 50
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KAN182-1 - KANNADA (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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The primary objective is offering Kannada as a second language at undergraduate level is to enable the students to know about the richness of the language and its literary traditions. Kannada, is a regional language, plays an important role in developing national integrity, sense of pride and fundamental unity between the social and other linguistic groups. The course is taught for the first semester B.com. students. The selected Vachanas from Sarvagna a Medieval Kannada Poet and other forms of literature like, Short story, Essays, Vichara Sahitya texts will help students to understand the styles, structures, the language used in their writings . The syllabus will extend the concerns of family, Industry, enteruprenurship , translated writings and precis writings etc. The Syllabus is well structured with local, national and global needs of the students, imbibes human values, gender equality ,professional ethics , sustainability etc.
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Learning Outcome |
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CO1: Expose learners to the Medieval Kannada Poetry CO2: To expose learners to the contemporary deliberation CO3: Able to develop their critical thinking CO4: Able to inculcate literary sensibility among students across multi discipline CO5: Enable them in creative writings and build confidence in communicative skills for different domains. |
Unit-1 |
Teaching Hours:4 |
Sarvagnana Vachanagalu ---10 Vachanas
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ಸರ್ವಜ್ಞನವಚನಗಳು ೧. ಸರ್ವಜ್ಞನೆಂಬವನು! ಗರ್ವದಿಂದಾದವನೆ ಸರ್ವರಲಿಆಡಿಕಲಿಕಲಿತುವಿದ್ಯದ ಪರ್ವತವೇಆದಸರ್ವಜ್ಞ. ೨. ಹೆಣ್ಣನುಹೊನ್ನನು! ಹಣ್ಣಾದಮರನನು ಕಣ್ಣಲ್ಲಿಕಂಡುಮನದಲಿಬಯಸದ ಅಣ್ಣಗಳಾರುಸರ್ವಜ್ಞ. ೩. ಅನ್ನವನಿಕ್ಕುವುದು! ನನ್ನಿಯನುಡಿವುದು ತನ್ನಂತೆಪರರಬಗೆವುದುಸ್ವರ್ಗತಾ ಬಿನ್ನಾಣವಕ್ಕುಸರ್ವಜ್ಞ. ೪. ಸತ್ತುಹುಟ್ಟುವರೆಂಬ! ಮಿಥ್ಯದನುಡಿಯೇಕೆ ಬಿತ್ತಿದರೆಬೀಜಬೆಳೆವಂತೆ - ವೃಕ್ಷತಾ ಸತ್ತುಹುಟ್ಟುವುದೆಸರ್ವಜ್ಞ. ೫. ಕೊಟ್ಟುದುತನಗೆಬಚ್ಚಿಟ್ಟದುಪರರಿಗೆ ಕೊಟ್ಟುತಾಕೆಟ್ಟೆನೆನಬೇಡಮುಂದೆ ಕಟ್ಟಿಹುದುಬುತ್ತಿಸರ್ವಜ್ಞ. ೬. ಉಳ್ಳಲ್ಲಿಉಣಲೊಲ್ಲ! ಉಳ್ಳಲ್ಲಿಉಡಲೊಲ್ಲ ಉಳ್ಳಲ್ಲಿದಾನಕೊಡದವನಒಡವೆಯು ಕಳ್ಳಗೆನೃಪಗೆಸರ್ವಜ್ಞ. ೭. ಆಡದೇಮಾಡುವನು! ರೂಢಿಯೊಳಗುತ್ತಮನು ಆಡಿಮಾಡುವನುಮಧ್ಯಮನುಅಧಮತಾ ನಾಡಿಯೂಮಾಡಸರ್ವಜ್ಞ. ೮. ವಿದ್ಯೆಉಳ್ಳನಮುಖವುಮುದ್ದಿನಂತಿರುತಿಕ್ಕು! ವಿದ್ಯೆಇಲ್ಲದನಬರಿಮುಖವುಹಾಳೂರ! ಹದ್ದಿನಂತಿಕ್ಕುಸರ್ವಜ್ಞ. ೯. ವಿದ್ಯೆಕಲಿಸದತಂದೆಬುದ್ಧಿ ಹೇಳದಗುರುವು ಬಿದ್ದಿರಲುಬಂದುನೋಡದತಾಯಿ ಶುದ್ಧವೈರಿಗಳುಸರ್ವಜ್ಞ. ೧೦. ಕುಡಿವುದೊಂದೇನೀರು ನಡೆಯುದೊಂದೇಭೂಮಿ ಸುಡುವಗ್ನಿಯೊಂದೇಇರುತಿರಲು ಕುಲಗೋತ್ರನಡುವೆಎತ್ತಣದುಸರ್ವಜ್ಞ.
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Unit-1 |
Teaching Hours:4 |
Sarvagnana Vachanagalu ---10 Vachanas
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ಸರ್ವಜ್ಞನವಚನಗಳು ೧. ಸರ್ವಜ್ಞನೆಂಬವನು! ಗರ್ವದಿಂದಾದವನೆ ಸರ್ವರಲಿಆಡಿಕಲಿಕಲಿತುವಿದ್ಯದ ಪರ್ವತವೇಆದಸರ್ವಜ್ಞ. ೨. ಹೆಣ್ಣನುಹೊನ್ನನು! ಹಣ್ಣಾದಮರನನು ಕಣ್ಣಲ್ಲಿಕಂಡುಮನದಲಿಬಯಸದ ಅಣ್ಣಗಳಾರುಸರ್ವಜ್ಞ. ೩. ಅನ್ನವನಿಕ್ಕುವುದು! ನನ್ನಿಯನುಡಿವುದು ತನ್ನಂತೆಪರರಬಗೆವುದುಸ್ವರ್ಗತಾ ಬಿನ್ನಾಣವಕ್ಕುಸರ್ವಜ್ಞ. ೪. ಸತ್ತುಹುಟ್ಟುವರೆಂಬ! ಮಿಥ್ಯದನುಡಿಯೇಕೆ ಬಿತ್ತಿದರೆಬೀಜಬೆಳೆವಂತೆ - ವೃಕ್ಷತಾ ಸತ್ತುಹುಟ್ಟುವುದೆಸರ್ವಜ್ಞ. ೫. ಕೊಟ್ಟುದುತನಗೆಬಚ್ಚಿಟ್ಟದುಪರರಿಗೆ ಕೊಟ್ಟುತಾಕೆಟ್ಟೆನೆನಬೇಡಮುಂದೆ ಕಟ್ಟಿಹುದುಬುತ್ತಿಸರ್ವಜ್ಞ. ೬. ಉಳ್ಳಲ್ಲಿಉಣಲೊಲ್ಲ! ಉಳ್ಳಲ್ಲಿಉಡಲೊಲ್ಲ ಉಳ್ಳಲ್ಲಿದಾನಕೊಡದವನಒಡವೆಯು ಕಳ್ಳಗೆನೃಪಗೆಸರ್ವಜ್ಞ. ೭. ಆಡದೇಮಾಡುವನು! ರೂಢಿಯೊಳಗುತ್ತಮನು ಆಡಿಮಾಡುವನುಮಧ್ಯಮನುಅಧಮತಾ ನಾಡಿಯೂಮಾಡಸರ್ವಜ್ಞ. ೮. ವಿದ್ಯೆಉಳ್ಳನಮುಖವುಮುದ್ದಿನಂತಿರುತಿಕ್ಕು! ವಿದ್ಯೆಇಲ್ಲದನಬರಿಮುಖವುಹಾಳೂರ! ಹದ್ದಿನಂತಿಕ್ಕುಸರ್ವಜ್ಞ. ೯. ವಿದ್ಯೆಕಲಿಸದತಂದೆಬುದ್ಧಿ ಹೇಳದಗುರುವು ಬಿದ್ದಿರಲುಬಂದುನೋಡದತಾಯಿ ಶುದ್ಧವೈರಿಗಳುಸರ್ವಜ್ಞ. ೧೦. ಕುಡಿವುದೊಂದೇನೀರು ನಡೆಯುದೊಂದೇಭೂಮಿ ಸುಡುವಗ್ನಿಯೊಂದೇಇರುತಿರಲು ಕುಲಗೋತ್ರನಡುವೆಎತ್ತಣದುಸರ್ವಜ್ಞ.
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Unit-1 |
Teaching Hours:4 |
Sarvagnana Vachanagalu ---10 Vachanas
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ಸರ್ವಜ್ಞನವಚನಗಳು ೧. ಸರ್ವಜ್ಞನೆಂಬವನು! ಗರ್ವದಿಂದಾದವನೆ ಸರ್ವರಲಿಆಡಿಕಲಿಕಲಿತುವಿದ್ಯದ ಪರ್ವತವೇಆದಸರ್ವಜ್ಞ. ೨. ಹೆಣ್ಣನುಹೊನ್ನನು! ಹಣ್ಣಾದಮರನನು ಕಣ್ಣಲ್ಲಿಕಂಡುಮನದಲಿಬಯಸದ ಅಣ್ಣಗಳಾರುಸರ್ವಜ್ಞ. ೩. ಅನ್ನವನಿಕ್ಕುವುದು! ನನ್ನಿಯನುಡಿವುದು ತನ್ನಂತೆಪರರಬಗೆವುದುಸ್ವರ್ಗತಾ ಬಿನ್ನಾಣವಕ್ಕುಸರ್ವಜ್ಞ. ೪. ಸತ್ತುಹುಟ್ಟುವರೆಂಬ! ಮಿಥ್ಯದನುಡಿಯೇಕೆ ಬಿತ್ತಿದರೆಬೀಜಬೆಳೆವಂತೆ - ವೃಕ್ಷತಾ ಸತ್ತುಹುಟ್ಟುವುದೆಸರ್ವಜ್ಞ. ೫. ಕೊಟ್ಟುದುತನಗೆಬಚ್ಚಿಟ್ಟದುಪರರಿಗೆ ಕೊಟ್ಟುತಾಕೆಟ್ಟೆನೆನಬೇಡಮುಂದೆ ಕಟ್ಟಿಹುದುಬುತ್ತಿಸರ್ವಜ್ಞ. ೬. ಉಳ್ಳಲ್ಲಿಉಣಲೊಲ್ಲ! ಉಳ್ಳಲ್ಲಿಉಡಲೊಲ್ಲ ಉಳ್ಳಲ್ಲಿದಾನಕೊಡದವನಒಡವೆಯು ಕಳ್ಳಗೆನೃಪಗೆಸರ್ವಜ್ಞ. ೭. ಆಡದೇಮಾಡುವನು! ರೂಢಿಯೊಳಗುತ್ತಮನು ಆಡಿಮಾಡುವನುಮಧ್ಯಮನುಅಧಮತಾ ನಾಡಿಯೂಮಾಡಸರ್ವಜ್ಞ. ೮. ವಿದ್ಯೆಉಳ್ಳನಮುಖವುಮುದ್ದಿನಂತಿರುತಿಕ್ಕು! ವಿದ್ಯೆಇಲ್ಲದನಬರಿಮುಖವುಹಾಳೂರ! ಹದ್ದಿನಂತಿಕ್ಕುಸರ್ವಜ್ಞ. ೯. ವಿದ್ಯೆಕಲಿಸದತಂದೆಬುದ್ಧಿ ಹೇಳದಗುರುವು ಬಿದ್ದಿರಲುಬಂದುನೋಡದತಾಯಿ ಶುದ್ಧವೈರಿಗಳುಸರ್ವಜ್ಞ. ೧೦. ಕುಡಿವುದೊಂದೇನೀರು ನಡೆಯುದೊಂದೇಭೂಮಿ ಸುಡುವಗ್ನಿಯೊಂದೇಇರುತಿರಲು ಕುಲಗೋತ್ರನಡುವೆಎತ್ತಣದುಸರ್ವಜ್ಞ.
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Unit-1 |
Teaching Hours:4 |
Sarvagnana Vachanagalu ---10 Vachanas
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ಸರ್ವಜ್ಞನವಚನಗಳು ೧. ಸರ್ವಜ್ಞನೆಂಬವನು! ಗರ್ವದಿಂದಾದವನೆ ಸರ್ವರಲಿಆಡಿಕಲಿಕಲಿತುವಿದ್ಯದ ಪರ್ವತವೇಆದಸರ್ವಜ್ಞ. ೨. ಹೆಣ್ಣನುಹೊನ್ನನು! ಹಣ್ಣಾದಮರನನು ಕಣ್ಣಲ್ಲಿಕಂಡುಮನದಲಿಬಯಸದ ಅಣ್ಣಗಳಾರುಸರ್ವಜ್ಞ. ೩. ಅನ್ನವನಿಕ್ಕುವುದು! ನನ್ನಿಯನುಡಿವುದು ತನ್ನಂತೆಪರರಬಗೆವುದುಸ್ವರ್ಗತಾ ಬಿನ್ನಾಣವಕ್ಕುಸರ್ವಜ್ಞ. ೪. ಸತ್ತುಹುಟ್ಟುವರೆಂಬ! ಮಿಥ್ಯದನುಡಿಯೇಕೆ ಬಿತ್ತಿದರೆಬೀಜಬೆಳೆವಂತೆ - ವೃಕ್ಷತಾ ಸತ್ತುಹುಟ್ಟುವುದೆಸರ್ವಜ್ಞ. ೫. ಕೊಟ್ಟುದುತನಗೆಬಚ್ಚಿಟ್ಟದುಪರರಿಗೆ ಕೊಟ್ಟುತಾಕೆಟ್ಟೆನೆನಬೇಡಮುಂದೆ ಕಟ್ಟಿಹುದುಬುತ್ತಿಸರ್ವಜ್ಞ. ೬. ಉಳ್ಳಲ್ಲಿಉಣಲೊಲ್ಲ! ಉಳ್ಳಲ್ಲಿಉಡಲೊಲ್ಲ ಉಳ್ಳಲ್ಲಿದಾನಕೊಡದವನಒಡವೆಯು ಕಳ್ಳಗೆನೃಪಗೆಸರ್ವಜ್ಞ. ೭. ಆಡದೇಮಾಡುವನು! ರೂಢಿಯೊಳಗುತ್ತಮನು ಆಡಿಮಾಡುವನುಮಧ್ಯಮನುಅಧಮತಾ ನಾಡಿಯೂಮಾಡಸರ್ವಜ್ಞ. ೮. ವಿದ್ಯೆಉಳ್ಳನಮುಖವುಮುದ್ದಿನಂತಿರುತಿಕ್ಕು! ವಿದ್ಯೆಇಲ್ಲದನಬರಿಮುಖವುಹಾಳೂರ! ಹದ್ದಿನಂತಿಕ್ಕುಸರ್ವಜ್ಞ. ೯. ವಿದ್ಯೆಕಲಿಸದತಂದೆಬುದ್ಧಿ ಹೇಳದಗುರುವು ಬಿದ್ದಿರಲುಬಂದುನೋಡದತಾಯಿ ಶುದ್ಧವೈರಿಗಳುಸರ್ವಜ್ಞ. ೧೦. ಕುಡಿವುದೊಂದೇನೀರು ನಡೆಯುದೊಂದೇಭೂಮಿ ಸುಡುವಗ್ನಿಯೊಂದೇಇರುತಿರಲು ಕುಲಗೋತ್ರನಡುವೆಎತ್ತಣದುಸರ್ವಜ್ಞ.
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Unit-2 |
Teaching Hours:20 |
Selected Lessons- 6 Lessons
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Nange Kelasa Siktu- A Short story- Nuggehalli Pankaja 2. Kooli Maaduttiddaake Softwear Kampaniya C.E.O- An Essay 3. Rasagaligegalu – An Ideological Essay - Siddalingaiah 4. Udyamasheelate kale maatrave alla adondu Vignana. A translation Essay – 5. Onte Hula- An Environmental Essay – Poorna Chandra Tejaswi 6. Obbanige Estu Bhumi Beku- leo Tolstoy
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Unit-2 |
Teaching Hours:20 |
Selected Lessons- 6 Lessons
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Nange Kelasa Siktu- A Short story- Nuggehalli Pankaja 2. Kooli Maaduttiddaake Softwear Kampaniya C.E.O- An Essay 3. Rasagaligegalu – An Ideological Essay - Siddalingaiah 4. Udyamasheelate kale maatrave alla adondu Vignana. A translation Essay – 5. Onte Hula- An Environmental Essay – Poorna Chandra Tejaswi 6. Obbanige Estu Bhumi Beku- leo Tolstoy
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Unit-2 |
Teaching Hours:20 |
Selected Lessons- 6 Lessons
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Nange Kelasa Siktu- A Short story- Nuggehalli Pankaja 2. Kooli Maaduttiddaake Softwear Kampaniya C.E.O- An Essay 3. Rasagaligegalu – An Ideological Essay - Siddalingaiah 4. Udyamasheelate kale maatrave alla adondu Vignana. A translation Essay – 5. Onte Hula- An Environmental Essay – Poorna Chandra Tejaswi 6. Obbanige Estu Bhumi Beku- leo Tolstoy
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Unit-2 |
Teaching Hours:20 |
Selected Lessons- 6 Lessons
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Nange Kelasa Siktu- A Short story- Nuggehalli Pankaja 2. Kooli Maaduttiddaake Softwear Kampaniya C.E.O- An Essay 3. Rasagaligegalu – An Ideological Essay - Siddalingaiah 4. Udyamasheelate kale maatrave alla adondu Vignana. A translation Essay – 5. Onte Hula- An Environmental Essay – Poorna Chandra Tejaswi 6. Obbanige Estu Bhumi Beku- leo Tolstoy
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Unit-3 |
Teaching Hours:6 |
Language Skills
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a) Usage of alphabets in different contexts: 1. A-H 2. Na-na 3. la-LA 4.Hrasva and Deergha alphabets 5. Importance of Ottakshara b) Letter writing | |
Unit-3 |
Teaching Hours:6 |
Language Skills
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a) Usage of alphabets in different contexts: 1. A-H 2. Na-na 3. la-LA 4.Hrasva and Deergha alphabets 5. Importance of Ottakshara b) Letter writing | |
Unit-3 |
Teaching Hours:6 |
Language Skills
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a) Usage of alphabets in different contexts: 1. A-H 2. Na-na 3. la-LA 4.Hrasva and Deergha alphabets 5. Importance of Ottakshara b) Letter writing | |
Unit-3 |
Teaching Hours:6 |
Language Skills
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a) Usage of alphabets in different contexts: 1. A-H 2. Na-na 3. la-LA 4.Hrasva and Deergha alphabets 5. Importance of Ottakshara b) Letter writing | |
Text Books And Reference Books: 1. 1. 1. Ed. K.B.Ballari, Chi. Srinivasaraju, Ramarao Kulakarni. 2. 2 Samakaaleena Kannada Kavithe: Eds. N.S.Lakshminarayana Bhatta, Siddalingaiah, Sumateendra Nadiga. 3. 3 Bandaya Kathegalu: Eds. Ramzan Darga, Chandrashekara Aaluru. 4. 4 Saadhanege mitiyilla,Saadhakarige Paramartha : L. Basavarjaju 5. 5 Prabandhaloka Koneyilla:Rashmi Bansal.
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Essential Reading / Recommended Reading 1. Vyavaharika Kannada: HSK 2. Jaagatikarana ondu Samagra Manthana- Ed. Dr. Rajendra Chenni
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Evaluation Pattern The evaluation and assessment will be based on Continuous Internal Assessments and an End Semester Examination. CIA 1 – Kannada Language written Assignment CIA 2 – Mid-semester Examination CIA 3 – Wikipedia Article Creation in Kannada Language– Assignment The end semester examination will have 50% weight. The final grade will be weighed average of ESE and CIAs.
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SPA181-1 - SPANISH (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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“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.
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:7 |
Unit 1 ? Recuerdos!
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o Salutation and expressions o Learn to introduce ourselves and friends. o Alphabets o Profession o Numbers
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Unit-1 |
Teaching Hours:7 |
Unit 1 ? Recuerdos!
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o Salutation and expressions o Learn to introduce ourselves and friends. o Alphabets o Profession o Numbers
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Unit-1 |
Teaching Hours:7 |
Unit 1 ? Recuerdos!
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o Salutation and expressions o Learn to introduce ourselves and friends. o Alphabets o Profession o Numbers
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Unit-1 |
Teaching Hours:7 |
Unit 1 ? Recuerdos!
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o Salutation and expressions o Learn to introduce ourselves and friends. o Alphabets o Profession o Numbers
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Unit-1 |
Teaching Hours:7 |
Unit 1 ? Recuerdos!
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o Salutation and expressions o Learn to introduce ourselves and friends. o Alphabets o Profession o Numbers
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Unit-1 |
Teaching Hours:7 |
Unit 1 ? Recuerdos!
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o Salutation and expressions o Learn to introduce ourselves and friends. o Alphabets o Profession o Numbers
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Unit-1 |
Teaching Hours:7 |
Unit 1 ? Recuerdos!
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o Salutation and expressions o Learn to introduce ourselves and friends. o Alphabets o Profession o Numbers
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Unit-2 |
Teaching Hours:8 |
Unit 2 ? Nosotros
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o Learning to introduce each other o identifying genders and number(singular and plural) o Articles(definite and indefinite) | |
Unit-2 |
Teaching Hours:8 |
Unit 2 ? Nosotros
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o Learning to introduce each other o identifying genders and number(singular and plural) o Articles(definite and indefinite) | |
Unit-2 |
Teaching Hours:8 |
Unit 2 ? Nosotros
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o Learning to introduce each other o identifying genders and number(singular and plural) o Articles(definite and indefinite) | |
Unit-2 |
Teaching Hours:8 |
Unit 2 ? Nosotros
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o Learning to introduce each other o identifying genders and number(singular and plural) o Articles(definite and indefinite) | |
Unit-2 |
Teaching Hours:8 |
Unit 2 ? Nosotros
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o Learning to introduce each other o identifying genders and number(singular and plural) o Articles(definite and indefinite) | |
Unit-2 |
Teaching Hours:8 |
Unit 2 ? Nosotros
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o Learning to introduce each other o identifying genders and number(singular and plural) o Articles(definite and indefinite) | |
Unit-2 |
Teaching Hours:8 |
Unit 2 ? Nosotros
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o Learning to introduce each other o identifying genders and number(singular and plural) o Articles(definite and indefinite) | |
Unit-3 |
Teaching Hours:8 |
Unit 3 ? Expresar intenciones
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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
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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
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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
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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
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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
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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
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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
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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
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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
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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
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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
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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
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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
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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” | |
Text Books And Reference Books: Textbook : ‘Aula Internacional 1’ | |
Essential Reading / Recommended Reading 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 | |
BIAF101-2 - BUSINESS MATHEMATICS AND STATISTICS (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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Mathematics and Statistics skills and tools play a vital role in helping business leaders understand key functions within and external to a company. This course provides basic knowledge of mathematical and statistical concepts and theories that will help students to increase their reasoning, analytical, decision-making and problem-solving skills. It also enables students to grasp the fundamentals of Statistics for interpreting business data |
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Learning Outcome |
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CO1: Formulate linear programming and provide solution to transport and assignment problems CO2: Apply elementary calculus in economics and commerce CO3: Discuss mathematical concepts related to finance CO4: Understand the different types of data collection, analysis of data and visual representation CO5: Analyze and predict the data using correlation and regression and understand the concept of probability |
Unit-1 |
Teaching Hours:10 |
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Linear Programming
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Formulation of linear programming problems (LPP), Graphical solution to LPPs, transportation problems – North-west corner rule, Least cost method and Vogel’s approximation method, assignment problems. | |||||||||||
Unit-1 |
Teaching Hours:10 |
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Linear Programming
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Formulation of linear programming problems (LPP), Graphical solution to LPPs, transportation problems – North-west corner rule, Least cost method and Vogel’s approximation method, assignment problems. | |||||||||||
Unit-1 |
Teaching Hours:10 |
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Linear Programming
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Formulation of linear programming problems (LPP), Graphical solution to LPPs, transportation problems – North-west corner rule, Least cost method and Vogel’s approximation method, assignment problems. | |||||||||||
Unit-2 |
Teaching Hours:12 |
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Elementary calculus
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Introduction to functions and limit (concept only). Differentiation. Derivatives of xn, ex, ax, log(x). Laws of derivatives for sum, product and quotient. Applications of derivatives. Maxima and Minima (statement of sufficient conditions in terms of first and second order derivatives). Simple applications in Economics and Commerce | |||||||||||
Unit-2 |
Teaching Hours:12 |
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Elementary calculus
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Introduction to functions and limit (concept only). Differentiation. Derivatives of xn, ex, ax, log(x). Laws of derivatives for sum, product and quotient. Applications of derivatives. Maxima and Minima (statement of sufficient conditions in terms of first and second order derivatives). Simple applications in Economics and Commerce | |||||||||||
Unit-2 |
Teaching Hours:12 |
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Elementary calculus
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Introduction to functions and limit (concept only). Differentiation. Derivatives of xn, ex, ax, log(x). Laws of derivatives for sum, product and quotient. Applications of derivatives. Maxima and Minima (statement of sufficient conditions in terms of first and second order derivatives). Simple applications in Economics and Commerce | |||||||||||
Unit-3 |
Teaching Hours:8 |
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Mathematics of finance
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Simple and compound interest. Annuities, types of annuities - Present values and accumulated values of these annuities | |||||||||||
Unit-3 |
Teaching Hours:8 |
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Mathematics of finance
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Simple and compound interest. Annuities, types of annuities - Present values and accumulated values of these annuities | |||||||||||
Unit-3 |
Teaching Hours:8 |
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Mathematics of finance
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Simple and compound interest. Annuities, types of annuities - Present values and accumulated values of these annuities | |||||||||||
Unit-4 |
Teaching Hours:12 |
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Descriptive Statistics
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Meaning of Statistics, collection of data – primary and secondary data, construction of table, frequency distribution of discrete and continuous variables, cumulative frequency distribution, representation of data using bar chart and pie chart, graphical representation of frequency distribution by histogram, frequency polygon and ogives Arithmetic mean, positional averages – mode, median and partition values – quartiles, deciles, and percentiles, measure of variations –Range, quartile deviation, mean deviation, standard deviation and their coefficient | |||||||||||
Unit-4 |
Teaching Hours:12 |
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Descriptive Statistics
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Meaning of Statistics, collection of data – primary and secondary data, construction of table, frequency distribution of discrete and continuous variables, cumulative frequency distribution, representation of data using bar chart and pie chart, graphical representation of frequency distribution by histogram, frequency polygon and ogives Arithmetic mean, positional averages – mode, median and partition values – quartiles, deciles, and percentiles, measure of variations –Range, quartile deviation, mean deviation, standard deviation and their coefficient | |||||||||||
Unit-4 |
Teaching Hours:12 |
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Descriptive Statistics
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Meaning of Statistics, collection of data – primary and secondary data, construction of table, frequency distribution of discrete and continuous variables, cumulative frequency distribution, representation of data using bar chart and pie chart, graphical representation of frequency distribution by histogram, frequency polygon and ogives Arithmetic mean, positional averages – mode, median and partition values – quartiles, deciles, and percentiles, measure of variations –Range, quartile deviation, mean deviation, standard deviation and their coefficient | |||||||||||
Unit-5 |
Teaching Hours:10 |
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Correlation and Regression
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Meaning, types, probable error, Karl Pearson’s and Spearman’s rank correlation (excluding bivariate and multi correlation), Regression equation and coefficients, properties and coefficient of determination | |||||||||||
Unit-5 |
Teaching Hours:10 |
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Correlation and Regression
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Meaning, types, probable error, Karl Pearson’s and Spearman’s rank correlation (excluding bivariate and multi correlation), Regression equation and coefficients, properties and coefficient of determination | |||||||||||
Unit-5 |
Teaching Hours:10 |
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Correlation and Regression
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Meaning, types, probable error, Karl Pearson’s and Spearman’s rank correlation (excluding bivariate and multi correlation), Regression equation and coefficients, properties and coefficient of determination | |||||||||||
Unit-6 |
Teaching Hours:8 |
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Probability
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Random experiment, sample space and event, addition and multiplication rules of probability, random variable - discrete and continuous, continuous distribution - normal distribution | |||||||||||
Unit-6 |
Teaching Hours:8 |
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Probability
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Random experiment, sample space and event, addition and multiplication rules of probability, random variable - discrete and continuous, continuous distribution - normal distribution | |||||||||||
Unit-6 |
Teaching Hours:8 |
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Probability
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Random experiment, sample space and event, addition and multiplication rules of probability, random variable - discrete and continuous, continuous distribution - normal distribution | |||||||||||
Text Books And Reference Books:
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Essential Reading / Recommended Reading
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Evaluation Pattern Students are evaluated for each course on the basis of written examination and continuous internal assessments. Each paper carries maximum of 100 marks and is evaluated as follows:
Written Examinations consists of:
A student should secure a minimum of 40% Marks in the ESE to pass in that paper. In aggregate for each paper, for internal and end semester put together, at least 40 Marks out of 100 must be secured to pass in that paper. | |||||||||||
BIAF201-2 - ADVANCED FINANCIAL ACCOUNTING (2024 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 extends the learners’ knowledge in Financial Accounting by providing them with an overview of the legal requirements for the presentation of financial statements for Indian companies with respect to various forms of corporate reorganizations and special circumstances, internal reconstruction through capital reduction, business combinations, holding companies, and liquidation of companies. |
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Learning Outcome |
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CO1: Be familiar with the statutory provisions and accounting treatment regarding bonus issue and buy back of equity shares CO2: Understand the meaning, statutory provisions and accounting treatment of redemption of preference shares and debentures CO3: Record accounting entries giving effect to a scheme of capital reduction, and prepare the reconstructed Balance Sheet of a company CO4: Compute purchase consideration and account for business combinations in the books of the transferor and transferee companies CO5: Prepare a Consolidated Balance Sheet for a holding company with a single subsidiary after accounting for various inter-company adjustments |
Unit-1 |
Teaching Hours:12 |
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Alteration of share capital
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Bonus Shares: meaning; characteristics of bonus shares; circumstances for issue; statutory provisions, including SEBI guidelines; reserves available/ not available for issue of bonus shares; accounting treatment. Equity shares with differential rights, Introduction to accounting for employee stock options, Buyback of equity shares: meaning; advantages; limitations prescribed under the Companies Act, 2013; transfer to Capital Redemption Reserve; accounting treatment; preparation of Balance Sheet after buyback | |||||||||||
Unit-1 |
Teaching Hours:12 |
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Alteration of share capital
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Bonus Shares: meaning; characteristics of bonus shares; circumstances for issue; statutory provisions, including SEBI guidelines; reserves available/ not available for issue of bonus shares; accounting treatment. Equity shares with differential rights, Introduction to accounting for employee stock options, Buyback of equity shares: meaning; advantages; limitations prescribed under the Companies Act, 2013; transfer to Capital Redemption Reserve; accounting treatment; preparation of Balance Sheet after buyback | |||||||||||
Unit-1 |
Teaching Hours:12 |
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Alteration of share capital
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Bonus Shares: meaning; characteristics of bonus shares; circumstances for issue; statutory provisions, including SEBI guidelines; reserves available/ not available for issue of bonus shares; accounting treatment. Equity shares with differential rights, Introduction to accounting for employee stock options, Buyback of equity shares: meaning; advantages; limitations prescribed under the Companies Act, 2013; transfer to Capital Redemption Reserve; accounting treatment; preparation of Balance Sheet after buyback | |||||||||||
Unit-2 |
Teaching Hours:10 |
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Redemption of preference shares and debentures
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Redemption of preference shares: statutory provisions; arranging for cash for the purpose of redemption, including fresh issue of shares; transfer to Capital Redemption Reserve; treatment regarding premium on redemption; preparation of Balance Sheet after redemption. Redemption of debentures: liability to create Debenture Redemption Reserve (DRR); investment of DRR; methods of redemption—payment in lump sum, payment in installments, purchase in open market; simple problems | |||||||||||
Unit-2 |
Teaching Hours:10 |
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Redemption of preference shares and debentures
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Redemption of preference shares: statutory provisions; arranging for cash for the purpose of redemption, including fresh issue of shares; transfer to Capital Redemption Reserve; treatment regarding premium on redemption; preparation of Balance Sheet after redemption. Redemption of debentures: liability to create Debenture Redemption Reserve (DRR); investment of DRR; methods of redemption—payment in lump sum, payment in installments, purchase in open market; simple problems | |||||||||||
Unit-2 |
Teaching Hours:10 |
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Redemption of preference shares and debentures
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Redemption of preference shares: statutory provisions; arranging for cash for the purpose of redemption, including fresh issue of shares; transfer to Capital Redemption Reserve; treatment regarding premium on redemption; preparation of Balance Sheet after redemption. Redemption of debentures: liability to create Debenture Redemption Reserve (DRR); investment of DRR; methods of redemption—payment in lump sum, payment in installments, purchase in open market; simple problems | |||||||||||
Unit-3 |
Teaching Hours:8 |
||||||||||
Capital reduction and internal reconstruction
|
|||||||||||
Meaning of capital reduction; statutory provisions, Problems on accounting for a scheme of internal reconstruction based on capital reduction, including re-organization through surrender of shares, Preparation of Balance Sheet after reconstruction. | |||||||||||
Unit-3 |
Teaching Hours:8 |
||||||||||
Capital reduction and internal reconstruction
|
|||||||||||
Meaning of capital reduction; statutory provisions, Problems on accounting for a scheme of internal reconstruction based on capital reduction, including re-organization through surrender of shares, Preparation of Balance Sheet after reconstruction. | |||||||||||
Unit-3 |
Teaching Hours:8 |
||||||||||
Capital reduction and internal reconstruction
|
|||||||||||
Meaning of capital reduction; statutory provisions, Problems on accounting for a scheme of internal reconstruction based on capital reduction, including re-organization through surrender of shares, Preparation of Balance Sheet after reconstruction. | |||||||||||
Unit-4 |
Teaching Hours:16 |
||||||||||
Accounting for business combinations
|
|||||||||||
Introduction; meaning of business combinations; accounting procedure, Computation of purchase consideration, Accounting entries in the books of the acquirer/transferor and acquirer/transferee companies | |||||||||||
Unit-4 |
Teaching Hours:16 |
||||||||||
Accounting for business combinations
|
|||||||||||
Introduction; meaning of business combinations; accounting procedure, Computation of purchase consideration, Accounting entries in the books of the acquirer/transferor and acquirer/transferee companies | |||||||||||
Unit-4 |
Teaching Hours:16 |
||||||||||
Accounting for business combinations
|
|||||||||||
Introduction; meaning of business combinations; accounting procedure, Computation of purchase consideration, Accounting entries in the books of the acquirer/transferor and acquirer/transferee companies | |||||||||||
Unit-5 |
Teaching Hours:14 |
||||||||||
Preparation of consolidated financial statements
|
|||||||||||
Meaning of holding and subsidiary company; concept of ‘control’ vs. legal ownership; need to prepare consolidated financial statements, Pre-acquisition and post-acquisition profits and reserves; problems on computation of cost of control, minority Interest, and preparation of Consolidated Balance Sheet for a holding company with one subsidiary, Accounting treatment for: elimination of common transactions/mutual owing; unrealized profit on stock | |||||||||||
Unit-5 |
Teaching Hours:14 |
||||||||||
Preparation of consolidated financial statements
|
|||||||||||
Meaning of holding and subsidiary company; concept of ‘control’ vs. legal ownership; need to prepare consolidated financial statements, Pre-acquisition and post-acquisition profits and reserves; problems on computation of cost of control, minority Interest, and preparation of Consolidated Balance Sheet for a holding company with one subsidiary, Accounting treatment for: elimination of common transactions/mutual owing; unrealized profit on stock | |||||||||||
Unit-5 |
Teaching Hours:14 |
||||||||||
Preparation of consolidated financial statements
|
|||||||||||
Meaning of holding and subsidiary company; concept of ‘control’ vs. legal ownership; need to prepare consolidated financial statements, Pre-acquisition and post-acquisition profits and reserves; problems on computation of cost of control, minority Interest, and preparation of Consolidated Balance Sheet for a holding company with one subsidiary, Accounting treatment for: elimination of common transactions/mutual owing; unrealized profit on stock | |||||||||||
Text Books And Reference Books: 1. Advanced Accounting. (2021). Institute of Chartered Accountants of India. 2. S. N. Maheshwari & S. K. Maheshwari. (2017), Advanced Accountancy, Vikas Publishing. 3. M. A. Arulanandam & K. S. Raman. (2019), Advanced Accountancy, Himalya Publishing House. 4. Jain SP, Narang KL, Simmin Agarwal. (2018), Advanced Accountancy, Kalyani Publishers. | |||||||||||
Essential Reading / Recommended Reading 1. S. P. Jain and K. L. Narang. (2018), Corporate Accounting, Kalyani Publishers. 2. Hanif, M., & Mukherjee, A. (2017). Corporate Accounting (2nd ed.). McGrawHill. 3. Shukla MC & Grewal TS. (2016), Advanced Accounts, S. Chand & Co. 4. Gupta MP & Agarwal BM. (2024), Advanced Accountancy, Sultan Chand & Sons. | |||||||||||
Evaluation Pattern Students are evaluated for each course on the basis of written examination and continuous internal assessments. Each paper carries maximum of 100 marks and is evaluated as follows:
· Written Examinations consists of: § Mid Semester Exam – 50 Marks (2 hours duration) § End Semester Exam – 100 Marks (3 hours duration) · A student should secure a minimum of 40% Marks in the ESE to pass in that paper. · In aggregate for each paper, for internal and end semester put together, at least 40 Marks out of 100 must be secured to pass in that paper.
| |||||||||||
BIAF202-2 - FINANCIAL 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 |
|||||||||||
This course will introduce students to the structure of Indian Financial system and provide an overview of various financial services and functioning of financial markets. It provides an understanding of the functions, and operations of the financial markets and institutions operating in India. It explains the role of financial system on economic development. Various conceptual issues related to risk and return, the role of regulatory bodies, mechanism of commercial banking, operations of insurance companies and mutual funds are discussed elaborately. The course provides a comprehensive overview and systematic evaluation of the mainstream markets of various financial instruments. |
|||||||||||
Learning Outcome |
|||||||||||
CO1: Describe the structure of financial system and the functioning of specialised financial institutions and markets CO2: Discuss the functioning of money markets and capital markets CO3: Compare and contrast the functioning of primary and secondary markets CO4: Analyse the performance of mutual fund investment CO5: Discuss the role of various financial services and institutions in the economy |
Unit-1 |
Teaching Hours:4 |
Financial System
|
|
Introduction, Meaning, Objectives and importance, Functions, Structure of Indian Financial system - its Evolution | |
Unit-1 |
Teaching Hours:4 |
Financial System
|
|
Introduction, Meaning, Objectives and importance, Functions, Structure of Indian Financial system - its Evolution | |
Unit-1 |
Teaching Hours:4 |
Financial System
|
|
Introduction, Meaning, Objectives and importance, Functions, Structure of Indian Financial system - its Evolution | |
Unit-2 |
Teaching Hours:12 |
Money Market and capital market
|
|
Money Market: Meaning, Functions, Players and intermediaries, Instruments - treasury bills, commercial paper, commercial bills, certificate of deposit, Call money market, Corporate funding through money market Capital Market: Meaning, Relevance of capital market to corporate finance, Components of capital market, Primary and Secondary markets, Role of stock exchanges in India, SEBI and investor protection
| |
Unit-2 |
Teaching Hours:12 |
Money Market and capital market
|
|
Money Market: Meaning, Functions, Players and intermediaries, Instruments - treasury bills, commercial paper, commercial bills, certificate of deposit, Call money market, Corporate funding through money market Capital Market: Meaning, Relevance of capital market to corporate finance, Components of capital market, Primary and Secondary markets, Role of stock exchanges in India, SEBI and investor protection
| |
Unit-2 |
Teaching Hours:12 |
Money Market and capital market
|
|
Money Market: Meaning, Functions, Players and intermediaries, Instruments - treasury bills, commercial paper, commercial bills, certificate of deposit, Call money market, Corporate funding through money market Capital Market: Meaning, Relevance of capital market to corporate finance, Components of capital market, Primary and Secondary markets, Role of stock exchanges in India, SEBI and investor protection
| |
Unit-3 |
Teaching Hours:12 |
Primary Market and Secondary Market
|
|
Primary Market: Meaning, Constituents, Instruments, Financial intermediaries, Issue process, Fixed pricing, Book building and its process, Sourcing from international capital markets, Corporate requirements of listing and other issue procedures and regulations as prescribed under Companies Act and SEBI Regulations, Different types of Prospectuses used in corporate IPO, Marketing initiatives for IPO. Preparation of prospectus Secondary Market: Meaning, Development of secondary markets in India, Constituents stock exchanges and its functions, Listing compliances as per SEBI guideline, Brokers, Functions of trading and settlement procedure-Stock Exchanges in India-BSE, NSE, OTCEI, Internet trading, Commodity, currency and other emerging exchanges. | |
Unit-3 |
Teaching Hours:12 |
Primary Market and Secondary Market
|
|
Primary Market: Meaning, Constituents, Instruments, Financial intermediaries, Issue process, Fixed pricing, Book building and its process, Sourcing from international capital markets, Corporate requirements of listing and other issue procedures and regulations as prescribed under Companies Act and SEBI Regulations, Different types of Prospectuses used in corporate IPO, Marketing initiatives for IPO. Preparation of prospectus Secondary Market: Meaning, Development of secondary markets in India, Constituents stock exchanges and its functions, Listing compliances as per SEBI guideline, Brokers, Functions of trading and settlement procedure-Stock Exchanges in India-BSE, NSE, OTCEI, Internet trading, Commodity, currency and other emerging exchanges. | |
Unit-3 |
Teaching Hours:12 |
Primary Market and Secondary Market
|
|
Primary Market: Meaning, Constituents, Instruments, Financial intermediaries, Issue process, Fixed pricing, Book building and its process, Sourcing from international capital markets, Corporate requirements of listing and other issue procedures and regulations as prescribed under Companies Act and SEBI Regulations, Different types of Prospectuses used in corporate IPO, Marketing initiatives for IPO. Preparation of prospectus Secondary Market: Meaning, Development of secondary markets in India, Constituents stock exchanges and its functions, Listing compliances as per SEBI guideline, Brokers, Functions of trading and settlement procedure-Stock Exchanges in India-BSE, NSE, OTCEI, Internet trading, Commodity, currency and other emerging exchanges. | |
Unit-4 |
Teaching Hours:8 |
Mutual Funds
|
|
Organization, Regulatory frame work, Association of Mutual Funds in India, Types, Net Asset Value, Structure and size of investment. | |
Unit-4 |
Teaching Hours:8 |
Mutual Funds
|
|
Organization, Regulatory frame work, Association of Mutual Funds in India, Types, Net Asset Value, Structure and size of investment. | |
Unit-4 |
Teaching Hours:8 |
Mutual Funds
|
|
Organization, Regulatory frame work, Association of Mutual Funds in India, Types, Net Asset Value, Structure and size of investment. | |
Unit-5 |
Teaching Hours:12 |
Financial Services, and Venture Capital Financing
|
|
Merchant Banking: Project appraisal, Designing capital structure and instruments, Institutional placement, Debt syndication, Regulation of merchant bankers Credit Rating: Introduction, Regulatory framework, Credit rating agencies, Rating process and methodology, Rating symbols , credit rating of money market instruments Venture capital financing and Factoring services, Meaning and process, Forfeiting services | |
Unit-5 |
Teaching Hours:12 |
Financial Services, and Venture Capital Financing
|
|
Merchant Banking: Project appraisal, Designing capital structure and instruments, Institutional placement, Debt syndication, Regulation of merchant bankers Credit Rating: Introduction, Regulatory framework, Credit rating agencies, Rating process and methodology, Rating symbols , credit rating of money market instruments Venture capital financing and Factoring services, Meaning and process, Forfeiting services | |
Unit-5 |
Teaching Hours:12 |
Financial Services, and Venture Capital Financing
|
|
Merchant Banking: Project appraisal, Designing capital structure and instruments, Institutional placement, Debt syndication, Regulation of merchant bankers Credit Rating: Introduction, Regulatory framework, Credit rating agencies, Rating process and methodology, Rating symbols , credit rating of money market instruments Venture capital financing and Factoring services, Meaning and process, Forfeiting services | |
Unit-6 |
Teaching Hours:12 |
Financial Institutions
|
|
Commercial banking, introduction, its role in project finance and working capital finance, Development Financial institutions (DFIs), Overview and role in Indian economy, Life and non-life insurance organizations in India, Nonbanking financial companies (NBFCs), Micro Finance institutions -banking, Non-banking and Regulatory institutions. | |
Unit-6 |
Teaching Hours:12 |
Financial Institutions
|
|
Commercial banking, introduction, its role in project finance and working capital finance, Development Financial institutions (DFIs), Overview and role in Indian economy, Life and non-life insurance organizations in India, Nonbanking financial companies (NBFCs), Micro Finance institutions -banking, Non-banking and Regulatory institutions. | |
Unit-6 |
Teaching Hours:12 |
Financial Institutions
|
|
Commercial banking, introduction, its role in project finance and working capital finance, Development Financial institutions (DFIs), Overview and role in Indian economy, Life and non-life insurance organizations in India, Nonbanking financial companies (NBFCs), Micro Finance institutions -banking, Non-banking and Regulatory institutions. | |
Text Books And Reference Books:
| |
Essential Reading / Recommended Reading
| |
Evaluation Pattern Evaluation Pattern | |
DPS161-2 - SERVICE LEARNING (2024 Batch) | |
Total Teaching Hours for Semester:30 |
No of Lecture Hours/Week:2 |
Max Marks:100 |
Credits:3 |
Course Objectives/Course Description |
|
Service-learning is an experiential learning pedagogy which happens outside the classrooms wherein students learn and develop civic knowledge and skills by actively participating in activities connected to a social cause. In order to nurture student's holistic development and to make an effective contribution to the society in a dynamic environment, the Department of Professional Studies, has introduced Service learning as a skill based 30 hours 2 credit course in the second semester of undergraduate programme. The five components of the course include investigation, planning & preparation, action & reciprocity, reflection, demonstration of results and celebration. Students will be divided in to small groups under a faculty mentor who will guide and monitor the service-learning activities undertaken by each group. Each group will identify an activity focusing on some needs of the community which they will undertake and complete during the second semester. At the end of the semester, the students must prepare a report on the work done and also make a presentation using multimedia in which they will highlight their individual research and the project itself. |
|
Learning Outcome |
|
CO1: Demonstrate flexibility and adaptability in working with community issues CO2: Demonstrate skills and knowledge learned CO3: identify community needs CO4: Display competence and comfort when interacting with diverse groups
CO5: Exhibit greater sense of what it means to be in community and act with integrity |
Unit-1 |
Teaching Hours:30 |
Service Learning
|
|
The five components of the course include investigation, planning & preparation, action & reciprocity, reflection, demonstration of results and celebration. At the end of the semester, the students must prepare a report on the work done and also make a presentation using multimedia in which they will highlight their individual research and the project itself. | |
Unit-1 |
Teaching Hours:30 |
Service Learning
|
|
The five components of the course include investigation, planning & preparation, action & reciprocity, reflection, demonstration of results and celebration. At the end of the semester, the students must prepare a report on the work done and also make a presentation using multimedia in which they will highlight their individual research and the project itself. | |
Unit-1 |
Teaching Hours:30 |
Service Learning
|
|
The five components of the course include investigation, planning & preparation, action & reciprocity, reflection, demonstration of results and celebration. At the end of the semester, the students must prepare a report on the work done and also make a presentation using multimedia in which they will highlight their individual research and the project itself. | |
Unit-1 |
Teaching Hours:30 |
Service Learning
|
|
The five components of the course include investigation, planning & preparation, action & reciprocity, reflection, demonstration of results and celebration. At the end of the semester, the students must prepare a report on the work done and also make a presentation using multimedia in which they will highlight their individual research and the project itself. | |
Unit-1 |
Teaching Hours:30 |
Service Learning
|
|
The five components of the course include investigation, planning & preparation, action & reciprocity, reflection, demonstration of results and celebration. At the end of the semester, the students must prepare a report on the work done and also make a presentation using multimedia in which they will highlight their individual research and the project itself. | |
Unit-1 |
Teaching Hours:30 |
Service Learning
|
|
The five components of the course include investigation, planning & preparation, action & reciprocity, reflection, demonstration of results and celebration. At the end of the semester, the students must prepare a report on the work done and also make a presentation using multimedia in which they will highlight their individual research and the project itself. | |
Unit-1 |
Teaching Hours:30 |
Service Learning
|
|
The five components of the course include investigation, planning & preparation, action & reciprocity, reflection, demonstration of results and celebration. At the end of the semester, the students must prepare a report on the work done and also make a presentation using multimedia in which they will highlight their individual research and the project itself. | |
Unit-1 |
Teaching Hours:30 |
Service Learning
|
|
The five components of the course include investigation, planning & preparation, action & reciprocity, reflection, demonstration of results and celebration. At the end of the semester, the students must prepare a report on the work done and also make a presentation using multimedia in which they will highlight their individual research and the project itself. | |
Text Books And Reference Books: - | |
Essential Reading / Recommended Reading - | |
Evaluation Pattern This course has 3 credits and carries 100 marks. The marks are awarded as follows: 1. Project Report : 50 2. Presentation and Viva: 50
(Total : 100 marks) | |
ENG181-2 - ENGLISH (2024 Batch) | |
Total Teaching Hours for Semester:45 |
No of Lecture Hours/Week:3 |
Max Marks:100 |
Credits:2 |
Course Objectives/Course Description |
|
· To help improve their communication skills for larger academic purposes and vocational purposes · To enable learners to learn the contextual use of words and the generic meaning · To enable learners to listen to audio content and infer contextual meaning · To enable learners to be able to speak for various purposes and occasions using context specific language and expressions · To enable learners to develop the ability to write for various purposes using suitable and precise language. |
|
Learning Outcome |
|
CO1: Understand how to engage with texts from various countries, historical, cultural specificities, and politics and develop the ability to reflect upon and comment on texts with various themes CO2: Develop an analytical and critical bent of mind to compare and analyze the various literature they read and discuss in class CO3: Develop the ability to communicate both orally and in writing for various purposes |
Unit-1 |
Teaching Hours:4 |
language
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Presentation skills | |
Unit-1 |
Teaching Hours:4 |
food
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Witches’ Loaves O Henry
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Unit-1 |
Teaching Hours:4 |
language
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Unit-1 |
Teaching Hours:4 |
food
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Witches’ Loaves O Henry
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Unit-1 |
Teaching Hours:4 |
language
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Unit-1 |
Teaching Hours:4 |
food
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Witches’ Loaves O Henry
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Unit-1 |
Teaching Hours:4 |
language
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Unit-1 |
Teaching Hours:4 |
food
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Witches’ Loaves O Henry
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Teaching Hours:4 |
language
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Teaching Hours:4 |
food
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Witches’ Loaves O Henry
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Unit-1 |
Teaching Hours:4 |
language
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Unit-1 |
Teaching Hours:4 |
food
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Witches’ Loaves O Henry
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Unit-1 |
Teaching Hours:4 |
language
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Unit-1 |
Teaching Hours:4 |
food
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Witches’ Loaves O Henry
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Unit-1 |
Teaching Hours:4 |
language
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Presentation skills | |
Unit-1 |
Teaching Hours:4 |
food
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Witches’ Loaves O Henry
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Unit-1 |
Teaching Hours:4 |
language
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Unit-1 |
Teaching Hours:4 |
food
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Witches’ Loaves O Henry
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Unit-1 |
Teaching Hours:4 |
language
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Unit-1 |
Teaching Hours:4 |
food
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Witches’ Loaves O Henry
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Unit-1 |
Teaching Hours:4 |
language
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Unit-1 |
Teaching Hours:4 |
food
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Witches’ Loaves O Henry
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Unit-1 |
Teaching Hours:4 |
language
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Unit-1 |
Teaching Hours:4 |
food
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Witches’ Loaves O Henry
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Teaching Hours:4 |
language
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food
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Witches’ Loaves O Henry
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Teaching Hours:4 |
language
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food
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Witches’ Loaves O Henry
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Unit-1 |
Teaching Hours:4 |
language
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Unit-1 |
Teaching Hours:4 |
food
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Witches’ Loaves O Henry
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Teaching Hours:4 |
language
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food
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Witches’ Loaves O Henry
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Teaching Hours:4 |
language
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food
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Witches’ Loaves O Henry
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Unit-1 |
Teaching Hours:4 |
language
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Unit-1 |
Teaching Hours:4 |
food
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Witches’ Loaves O Henry
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Unit-1 |
Teaching Hours:4 |
language
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Unit-1 |
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food
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Witches’ Loaves O Henry
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Witches’ Loaves O Henry
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language
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Witches’ Loaves O Henry
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Witches’ Loaves O Henry
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language
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Witches’ Loaves O Henry
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Witches’ Loaves O Henry
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language
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Witches’ Loaves O Henry
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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
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Witches’ Loaves O Henry
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Witches’ Loaves O Henry
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Witches’ Loaves O Henry
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Witches’ Loaves O Henry
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Witches’ Loaves O Henry
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language
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Witches’ Loaves O Henry
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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
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Witches’ Loaves O Henry
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Witches’ Loaves O Henry
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Witches’ Loaves O Henry
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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
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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
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Witches’ Loaves O Henry
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Witches’ Loaves O Henry
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Witches’ Loaves O Henry
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language
|
|
Presentation skills | |
Unit-1 |
Teaching Hours:4 |
food
|
|
Witches’ Loaves O Henry
| |
Unit-1 |
Teaching Hours:4 |
language
|
|
Presentation skills | |
Unit-1 |
Teaching Hours:4 |
food
|
|
Witches’ Loaves O Henry
| |
Unit-1 |
Teaching Hours:4 |
language
|
|
Presentation skills | |
Unit-1 |
Teaching Hours:4 |
food
|
|
Witches’ Loaves O Henry
| |
Unit-1 |
Teaching Hours:4 |
language
|
|
Presentation skills | |
Unit-1 |
Teaching Hours:4 |
food
|
|
Witches’ Loaves O Henry
| |
Unit-1 |
Teaching Hours:4 |
language
|
|
Presentation skills | |
Unit-1 |
Teaching Hours:4 |
food
|
|
Witches’ Loaves O Henry
| |
Unit-1 |
Teaching Hours:4 |
language
|
|
Presentation skills | |
Unit-1 |
Teaching Hours:4 |
food
|
|
Witches’ Loaves O Henry
| |
Unit-1 |
Teaching Hours:4 |
language
|
|
Presentation skills | |
Unit-1 |
Teaching Hours:4 |
food
|
|
Witches’ Loaves O Henry
| |
Unit-1 |
Teaching Hours:4 |
language
|
|
Presentation skills | |
Unit-1 |
Teaching Hours:4 |
food
|
|
Witches’ Loaves O Henry
| |
Unit-1 |
Teaching Hours:4 |
language
|
|
Presentation skills | |
Unit-1 |
Teaching Hours:4 |
food
|
|
Witches’ Loaves O Henry
| |
Unit-1 |
Teaching Hours:4 |
language
|
|
Presentation skills | |
Unit-1 |
Teaching Hours:4 |
food
|
|
Witches’ Loaves O Henry
| |
Unit-1 |
Teaching Hours:4 |
language
|
|
Presentation skills | |
Unit-1 |
Teaching Hours:4 |
food
|
|
Witches’ Loaves O Henry
| |
Unit-1 |
Teaching Hours:4 |
language
|
|
Presentation skills | |
Unit-1 |
Teaching Hours:4 |
food
|
|
Witches’ Loaves O Henry
| |
Unit-1 |
Teaching Hours:4 |
language
|
|
Presentation skills | |
Unit-1 |
Teaching Hours:4 |
food
|
|
Witches’ Loaves O Henry
| |
Unit-1 |
Teaching Hours:4 |
language
|
|
Presentation skills | |
Unit-1 |
Teaching Hours:4 |
food
|
|
Witches’ Loaves O Henry
| |
Unit-1 |
Teaching Hours:4 |
language
|
|
Presentation skills | |
Unit-1 |
Teaching Hours:4 |
food
|
|
Witches’ Loaves O Henry
| |
Unit-1 |
Teaching Hours:4 |
language
|
|
Presentation skills | |
Unit-1 |
Teaching Hours:4 |
food
|
|
Witches’ Loaves O Henry
| |
Unit-1 |
Teaching Hours:4 |
language
|
|
Presentation skills | |
Unit-1 |
Teaching Hours:4 |
food
|
|
Witches’ Loaves O Henry
| |
Unit-2 |
Teaching Hours:6 |
Language
|
|
Report writing | |
Unit-2 |
Teaching Hours:6 |
Fashion
|
|
In the Height of Fashion-Henry Lawson | |
Unit-2 |
Teaching Hours:6 |
Language
|
|
Report writing | |
Unit-2 |
Teaching Hours:6 |
Fashion
|
|
In the Height of Fashion-Henry Lawson | |
Unit-2 |
Teaching Hours:6 |
Language
|
|
Report writing | |
Unit-2 |
Teaching Hours:6 |
Fashion
|
|
In the Height of Fashion-Henry Lawson | |
Unit-2 |
Teaching Hours:6 |
Language
|
|
Report writing | |
Unit-2 |
Teaching Hours:6 |
Fashion
|
|
In the Height of Fashion-Henry Lawson | |
Unit-2 |
Teaching Hours:6 |
Language
|
|
Report writing | |
Unit-2 |
Teaching Hours:6 |
Fashion
|
|
In the Height of Fashion-Henry Lawson | |
Unit-2 |
Teaching Hours:6 |
Language
|
|
Report writing | |
Unit-2 |
Teaching Hours:6 |
Fashion
|
|
In the Height of Fashion-Henry Lawson | |
Unit-2 |
Teaching Hours:6 |
Language
|
|
Report writing | |
Unit-2 |
Teaching Hours:6 |
Fashion
|
|
In the Height of Fashion-Henry Lawson | |
Unit-2 |
Teaching Hours:6 |
Language
|
|
Report writing | |
Unit-2 |
Teaching Hours:6 |
Fashion
|
|
In the Height of Fashion-Henry Lawson | |
Unit-2 |
Teaching Hours:6 |
Language
|
|
Report writing | |
Unit-2 |
Teaching Hours:6 |
Fashion
|
|
In the Height of Fashion-Henry Lawson | |
Unit-2 |
Teaching Hours:6 |
Language
|
|
Report writing | |
Unit-2 |
Teaching Hours:6 |
Fashion
|
|
In the Height of Fashion-Henry Lawson | |
Unit-2 |
Teaching Hours:6 |
Language
|
|
Report writing | |
Unit-2 |
Teaching Hours:6 |
Fashion
|
|
In the Height of Fashion-Henry Lawson | |
Unit-2 |
Teaching Hours:6 |
Language
|
|
Report writing | |
Unit-2 |
Teaching Hours:6 |
Fashion
|
|
In the Height of Fashion-Henry Lawson | |
Unit-2 |
Teaching Hours:6 |
Language
|
|
Report writing | |
Unit-2 |
Teaching Hours:6 |
Fashion
|
|
In the Height of Fashion-Henry Lawson | |
Unit-2 |
Teaching Hours:6 |
Language
|
|
Report writing | |
Unit-2 |
Teaching Hours:6 |
Fashion
|
|
In the Height of Fashion-Henry Lawson | |
Unit-2 |
Teaching Hours:6 |
Language
|
|
Report writing | |
Unit-2 |
Teaching Hours:6 |
Fashion
|
|
In the Height of Fashion-Henry Lawson | |
Unit-2 |
Teaching Hours:6 |
Language
|
|
Report writing | |
Unit-2 |
Teaching Hours:6 |
Fashion
|
|
In the Height of Fashion-Henry Lawson | |
Unit-2 |
Teaching Hours:6 |
Language
|
|
Report writing | |
Unit-2 |
Teaching Hours:6 |
Fashion
|
|
In the Height of Fashion-Henry Lawson | |
Unit-2 |
Teaching Hours:6 |
Language
|
|
Report writing | |
Unit-2 |
Teaching Hours:6 |
Fashion
|
|
In the Height of Fashion-Henry Lawson | |
Unit-2 |
Teaching Hours:6 |
Language
|
|
Report writing | |
Unit-2 |
Teaching Hours:6 |
Fashion
|
|
In the Height of Fashion-Henry Lawson | |
Unit-2 |
Teaching Hours:6 |
Language
|
|
Report writing | |
Unit-2 |
Teaching Hours:6 |
Fashion
|
|
In the Height of Fashion-Henry Lawson | |
Unit-2 |
Teaching Hours:6 |
Language
|
|
Report writing | |
Unit-2 |
Teaching Hours:6 |
Fashion
|
|
In the Height of Fashion-Henry Lawson | |
Unit-2 |
Teaching Hours:6 |
Language
|
|
Report writing | |
Unit-2 |
Teaching Hours:6 |
Fashion
|
|
In the Height of Fashion-Henry Lawson | |
Unit-2 |
Teaching Hours:6 |
Language
|
|
Report writing | |
Unit-2 |
Teaching Hours:6 |
Fashion
|
|
In the Height of Fashion-Henry Lawson | |
Unit-2 |
Teaching Hours:6 |
Language
|
|
Report writing | |
Unit-2 |
Teaching Hours:6 |
Fashion
|
|
In the Height of Fashion-Henry Lawson | |
Unit-2 |
Teaching Hours:6 |
Language
|
|
Report writing | |
Unit-2 |
Teaching Hours:6 |
Fashion
|
|
In the Height of Fashion-Henry Lawson | |
Unit-2 |
Teaching Hours:6 |
Language
|
|
Report writing | |
Unit-2 |
Teaching Hours:6 |
Fashion
|
|
In the Height of Fashion-Henry Lawson | |
Unit-2 |
Teaching Hours:6 |
Language
|
|
Report writing | |
Unit-2 |
Teaching Hours:6 |
Fashion
|
|
In the Height of Fashion-Henry Lawson | |
Unit-2 |
Teaching Hours:6 |
Language
|
|
Report writing | |
Unit-2 |
Teaching Hours:6 |
Fashion
|
|
In the Height of Fashion-Henry Lawson | |
Unit-2 |
Teaching Hours:6 |
Language
|
|
Report writing | |
Unit-2 |
Teaching Hours:6 |
Fashion
|
|
In the Height of Fashion-Henry Lawson | |
Unit-2 |
Teaching Hours:6 |
Language
|
|
Report writing | |
Unit-2 |
Teaching Hours:6 |
Fashion
|
|
In the Height of Fashion-Henry Lawson | |
Unit-2 |
Teaching Hours:6 |
Language
|
|
Report writing | |
Unit-2 |
Teaching Hours:6 |
Fashion
|
|
In the Height of Fashion-Henry Lawson | |
Unit-2 |
Teaching Hours:6 |
Language
|
|
Report writing | |
Unit-2 |
Teaching Hours:6 |
Fashion
|
|
In the Height of Fashion-Henry Lawson | |
Unit-2 |
Teaching Hours:6 |
Language
|
|
Report writing | |
Unit-2 |
Teaching Hours:6 |
Fashion
|
|
In the Height of Fashion-Henry Lawson | |
Unit-2 |
Teaching Hours:6 |
Language
|
|
Report writing | |
Unit-2 |
Teaching Hours:6 |
Fashion
|
|
In the Height of Fashion-Henry Lawson | |
Unit-2 |
Teaching Hours:6 |
Language
|
|
Report writing | |
Unit-2 |
Teaching Hours:6 |
Fashion
|
|
In the Height of Fashion-Henry Lawson | |
Unit-2 |
Teaching Hours:6 |
Language
|
|
Report writing | |
Unit-2 |
Teaching Hours:6 |
Fashion
|
|
In the Height of Fashion-Henry Lawson | |
Unit-2 |
Teaching Hours:6 |
Language
|
|
Report writing | |
Unit-2 |
Teaching Hours:6 |
Fashion
|
|
In the Height of Fashion-Henry Lawson | |
Unit-2 |
Teaching Hours:6 |
Language
|
|
Report writing | |
Unit-2 |
Teaching Hours:6 |
Fashion
|
|
In the Height of Fashion-Henry Lawson | |
Unit-2 |
Teaching Hours:6 |
Language
|
|
Report writing | |
Unit-2 |
Teaching Hours:6 |
Fashion
|
|
In the Height of Fashion-Henry Lawson | |
Unit-2 |
Teaching Hours:6 |
Language
|
|
Report writing | |
Unit-2 |
Teaching Hours:6 |
Fashion
|
|
In the Height of Fashion-Henry Lawson | |
Unit-2 |
Teaching Hours:6 |
Language
|
|
Report writing | |
Unit-2 |
Teaching Hours:6 |
Fashion
|
|
In the Height of Fashion-Henry Lawson | |
Unit-2 |
Teaching Hours:6 |
Language
|
|
Report writing | |
Unit-2 |
Teaching Hours:6 |
Fashion
|
|
In the Height of Fashion-Henry Lawson | |
Unit-2 |
Teaching Hours:6 |
Language
|
|
Report writing | |
Unit-2 |
Teaching Hours:6 |
Fashion
|
|
In the Height of Fashion-Henry Lawson | |
Unit-2 |
Teaching Hours:6 |
Language
|
|
Report writing | |
Unit-2 |
Teaching Hours:6 |
Fashion
|
|
In the Height of Fashion-Henry Lawson | |
Unit-2 |
Teaching Hours:6 |
Language
|
|
Report writing | |
Unit-2 |
Teaching Hours:6 |
Fashion
|
|
In the Height of Fashion-Henry Lawson | |
Unit-2 |
Teaching Hours:6 |
Language
|
|
Report writing | |
Unit-2 |
Teaching Hours:6 |
Fashion
|
|
In the Height of Fashion-Henry Lawson | |
Unit-2 |
Teaching Hours:6 |
Language
|
|
Report writing | |
Unit-2 |
Teaching Hours:6 |
Fashion
|
|
In the Height of Fashion-Henry Lawson | |
Unit-2 |
Teaching Hours:6 |
Language
|
|
Report writing | |
Unit-2 |
Teaching Hours:6 |
Fashion
|
|
In the Height of Fashion-Henry Lawson | |
Unit-2 |
Teaching Hours:6 |
Language
|
|
Report writing | |
Unit-2 |
Teaching Hours:6 |
Fashion
|
|
In the Height of Fashion-Henry Lawson | |
Unit-2 |
Teaching Hours:6 |
Language
|
|
Report writing | |
Unit-2 |
Teaching Hours:6 |
Fashion
|
|
In the Height of Fashion-Henry Lawson | |
Unit-2 |
Teaching Hours:6 |
Language
|
|
Report writing | |
Unit-2 |
Teaching Hours:6 |
Fashion
|
|
In the Height of Fashion-Henry Lawson | |
Unit-2 |
Teaching Hours:6 |
Language
|
|
Report writing | |
Unit-2 |
Teaching Hours:6 |
Fashion
|
|
In the Height of Fashion-Henry Lawson | |
Unit-2 |
Teaching Hours:6 |
Language
|
|
Report writing | |
Unit-2 |
Teaching Hours:6 |
Fashion
|
|
In the Height of Fashion-Henry Lawson | |
Unit-2 |
Teaching Hours:6 |
Language
|
|
Report writing | |
Unit-2 |
Teaching Hours:6 |
Fashion
|
|
In the Height of Fashion-Henry Lawson | |
Unit-2 |
Teaching Hours:6 |
Language
|
|
Report writing | |
Unit-2 |
Teaching Hours:6 |
Fashion
|
|
In the Height of Fashion-Henry Lawson | |
Unit-2 |
Teaching Hours:6 |
Language
|
|
Report writing | |
Unit-2 |
Teaching Hours:6 |
Fashion
|
|
In the Height of Fashion-Henry Lawson | |
Unit-2 |
Teaching Hours:6 |
Language
|
|
Report writing | |
Unit-2 |
Teaching Hours:6 |
Fashion
|
|
In the Height of Fashion-Henry Lawson | |
Unit-2 |
Teaching Hours:6 |
Language
|
|
Report writing | |
Unit-2 |
Teaching Hours:6 |
Fashion
|
|
In the Height of Fashion-Henry Lawson | |
Unit-2 |
Teaching Hours:6 |
Language
|
|
Report writing | |
Unit-2 |
Teaching Hours:6 |
Fashion
|
|
In the Height of Fashion-Henry Lawson | |
Unit-2 |
Teaching Hours:6 |
Language
|
|
Report writing | |
Unit-2 |
Teaching Hours:6 |
Fashion
|
|
In the Height of Fashion-Henry Lawson | |
Unit-2 |
Teaching Hours:6 |
Language
|
|
Report writing | |
Unit-2 |
Teaching Hours:6 |
Fashion
|
|
In the Height of Fashion-Henry Lawson | |
Unit-2 |
Teaching Hours:6 |
Language
|
|
Report writing | |
Unit-2 |
Teaching Hours:6 |
Fashion
|
|
In the Height of Fashion-Henry Lawson | |
Unit-2 |
Teaching Hours:6 |
Language
|
|
Report writing | |
Unit-2 |
Teaching Hours:6 |
Fashion
|
|
In the Height of Fashion-Henry Lawson | |
Unit-2 |
Teaching Hours:6 |
Language
|
|
Report writing | |
Unit-2 |
Teaching Hours:6 |
Fashion
|
|
In the Height of Fashion-Henry Lawson | |
Unit-2 |
Teaching Hours:6 |
Language
|
|
Report writing | |
Unit-2 |
Teaching Hours:6 |
Fashion
|
|
In the Height of Fashion-Henry Lawson | |
Unit-2 |
Teaching Hours:6 |
Language
|
|
Report writing | |
Unit-2 |
Teaching Hours:6 |
Fashion
|
|
In the Height of Fashion-Henry Lawson | |
Unit-2 |
Teaching Hours:6 |
Language
|
|
Report writing | |
Unit-2 |
Teaching Hours:6 |
Fashion
|
|
In the Height of Fashion-Henry Lawson | |
Unit-3 |
Teaching Hours:4 |
Language
|
|
Resume Writing | |
Unit-3 |
Teaching Hours:4 |
Management
|
|
The Story of Mumbai Dabbawalas- ShivaniPandita
| |
Unit-3 |
Teaching Hours:4 |
Language
|
|
Resume Writing | |
Unit-3 |
Teaching Hours:4 |
Management
|
|
The Story of Mumbai Dabbawalas- ShivaniPandita
| |
Unit-3 |
Teaching Hours:4 |
Language
|
|
Resume Writing | |
Unit-3 |
Teaching Hours:4 |
Management
|
|
The Story of Mumbai Dabbawalas- ShivaniPandita
| |
Unit-3 |
Teaching Hours:4 |
Language
|
|
Resume Writing | |
Unit-3 |
Teaching Hours:4 |
Management
|
|
The Story of Mumbai Dabbawalas- ShivaniPandita
| |
Unit-3 |
Teaching Hours:4 |
Language
|
|
Resume Writing | |
Unit-3 |
Teaching Hours:4 |
Management
|
|
The Story of Mumbai Dabbawalas- ShivaniPandita
| |
Unit-3 |
Teaching Hours:4 |
Language
|
|
Resume Writing | |
Unit-3 |
Teaching Hours:4 |
Management
|
|
The Story of Mumbai Dabbawalas- ShivaniPandita
| |
Unit-3 |
Teaching Hours:4 |
Language
|
|
Resume Writing | |
Unit-3 |
Teaching Hours:4 |
Management
|
|
The Story of Mumbai Dabbawalas- ShivaniPandita
| |
Unit-3 |
Teaching Hours:4 |
Language
|
|
Resume Writing | |
Unit-3 |
Teaching Hours:4 |
Management
|
|
The Story of Mumbai Dabbawalas- ShivaniPandita
| |
Unit-3 |
Teaching Hours:4 |
Language
|
|
Resume Writing | |
Unit-3 |
Teaching Hours:4 |
Management
|
|
The Story of Mumbai Dabbawalas- ShivaniPandita
| |
Unit-3 |
Teaching Hours:4 |
Language
|
|
Resume Writing | |
Unit-3 |
Teaching Hours:4 |
Management
|
|
The Story of Mumbai Dabbawalas- ShivaniPandita
| |
Unit-3 |
Teaching Hours:4 |
Language
|
|
Resume Writing | |
Unit-3 |
Teaching Hours:4 |
Management
|
|
The Story of Mumbai Dabbawalas- ShivaniPandita
| |
Unit-3 |
Teaching Hours:4 |
Language
|
|
Resume Writing | |
Unit-3 |
Teaching Hours:4 |
Management
|
|
The Story of Mumbai Dabbawalas- ShivaniPandita
| |
Unit-3 |
Teaching Hours:4 |
Language
|
|
Resume Writing | |
Unit-3 |
Teaching Hours:4 |
Management
|
|
The Story of Mumbai Dabbawalas- ShivaniPandita
| |
Unit-3 |
Teaching Hours:4 |
Language
|
|
Resume Writing | |
Unit-3 |
Teaching Hours:4 |
Management
|
|
The Story of Mumbai Dabbawalas- ShivaniPandita
| |
Unit-3 |
Teaching Hours:4 |
Language
|
|
Resume Writing | |
Unit-3 |
Teaching Hours:4 |
Management
|
|
The Story of Mumbai Dabbawalas- ShivaniPandita
| |
Unit-3 |
Teaching Hours:4 |
Language
|
|
Resume Writing | |
Unit-3 |
Teaching Hours:4 |
Management
|
|
The Story of Mumbai Dabbawalas- ShivaniPandita
| |
Unit-3 |
Teaching Hours:4 |
Language
|
|
Resume Writing | |
Unit-3 |
Teaching Hours:4 |
Management
|
|
The Story of Mumbai Dabbawalas- ShivaniPandita
| |
Unit-3 |
Teaching Hours:4 |
Language
|
|
Resume Writing | |
Unit-3 |
Teaching Hours:4 |
Management
|
|
The Story of Mumbai Dabbawalas- ShivaniPandita
| |
Unit-3 |
Teaching Hours:4 |
Language
|
|
Resume Writing | |
Unit-3 |
Teaching Hours:4 |
Management
|
|
The Story of Mumbai Dabbawalas- ShivaniPandita
| |
Unit-3 |
Teaching Hours:4 |
Language
|
|
Resume Writing | |
Unit-3 |
Teaching Hours:4 |
Management
|
|
The Story of Mumbai Dabbawalas- ShivaniPandita
| |
Unit-3 |
Teaching Hours:4 |
Language
|
|
Resume Writing | |
Unit-3 |
Teaching Hours:4 |
Management
|
|
The Story of Mumbai Dabbawalas- ShivaniPandita
| |
Unit-3 |
Teaching Hours:4 |
Language
|
|
Resume Writing | |
Unit-3 |
Teaching Hours:4 |
Management
|
|
The Story of Mumbai Dabbawalas- ShivaniPandita
| |
Unit-3 |
Teaching Hours:4 |
Language
|
|
Resume Writing | |
Unit-3 |
Teaching Hours:4 |
Management
|
|
The Story of Mumbai Dabbawalas- ShivaniPandita
| |
Unit-3 |
Teaching Hours:4 |
Language
|
|
Resume Writing | |
Unit-3 |
Teaching Hours:4 |
Management
|
|
The Story of Mumbai Dabbawalas- ShivaniPandita
| |
Unit-3 |
Teaching Hours:4 |
Language
|
|
Resume Writing | |
Unit-3 |
Teaching Hours:4 |
Management
|
|
The Story of Mumbai Dabbawalas- ShivaniPandita
| |
Unit-3 |
Teaching Hours:4 |
Language
|
|
Resume Writing | |
Unit-3 |
Teaching Hours:4 |
Management
|
|
The Story of Mumbai Dabbawalas- ShivaniPandita
| |
Unit-3 |
Teaching Hours:4 |
Language
|
|
Resume Writing | |
Unit-3 |
Teaching Hours:4 |
Management
|
|
The Story of Mumbai Dabbawalas- ShivaniPandita
| |
Unit-3 |
Teaching Hours:4 |
Language
|
|
Resume Writing | |
Unit-3 |
Teaching Hours:4 |
Management
|
|
The Story of Mumbai Dabbawalas- ShivaniPandita
| |
Unit-3 |
Teaching Hours:4 |
Language
|
|
Resume Writing | |
Unit-3 |
Teaching Hours:4 |
Management
|
|
The Story of Mumbai Dabbawalas- ShivaniPandita
| |
Unit-3 |
Teaching Hours:4 |
Language
|
|
Resume Writing | |
Unit-3 |
Teaching Hours:4 |
Management
|
|
The Story of Mumbai Dabbawalas- ShivaniPandita
| |
Unit-3 |
Teaching Hours:4 |
Language
|
|
Resume Writing | |
Unit-3 |
Teaching Hours:4 |
Management
|
|
The Story of Mumbai Dabbawalas- ShivaniPandita
| |
Unit-3 |
Teaching Hours:4 |
Language
|
|
Resume Writing | |
Unit-3 |
Teaching Hours:4 |
Management
|
|
The Story of Mumbai Dabbawalas- ShivaniPandita
| |
Unit-3 |
Teaching Hours:4 |
Language
|
|
Resume Writing | |
Unit-3 |
Teaching Hours:4 |
Management
|
|
The Story of Mumbai Dabbawalas- ShivaniPandita
| |
Unit-3 |
Teaching Hours:4 |
Language
|
|
Resume Writing | |
Unit-3 |
Teaching Hours:4 |
Management
|
|
The Story of Mumbai Dabbawalas- ShivaniPandita
| |
Unit-3 |
Teaching Hours:4 |
Language
|
|
Resume Writing | |
Unit-3 |
Teaching Hours:4 |
Management
|
|
The Story of Mumbai Dabbawalas- ShivaniPandita
| |
Unit-3 |
Teaching Hours:4 |
Language
|
|
Resume Writing | |
Unit-3 |
Teaching Hours:4 |
Management
|
|
The Story of Mumbai Dabbawalas- ShivaniPandita
| |
Unit-3 |
Teaching Hours:4 |
Language
|
|
Resume Writing | |
Unit-3 |
Teaching Hours:4 |
Management
|
|
The Story of Mumbai Dabbawalas- ShivaniPandita
| |
Unit-3 |
Teaching Hours:4 |
Language
|
|
Resume Writing | |
Unit-3 |
Teaching Hours:4 |
Management
|
|
The Story of Mumbai Dabbawalas- ShivaniPandita
| |
Unit-3 |
Teaching Hours:4 |
Language
|
|
Resume Writing | |
Unit-3 |
Teaching Hours:4 |
Management
|
|
The Story of Mumbai Dabbawalas- ShivaniPandita
| |
Unit-3 |
Teaching Hours:4 |
Language
|
|
Resume Writing | |
Unit-3 |
Teaching Hours:4 |
Management
|
|
The Story of Mumbai Dabbawalas- ShivaniPandita
| |
Unit-3 |
Teaching Hours:4 |
Language
|
|
Resume Writing | |
Unit-3 |
Teaching Hours:4 |
Management
|
|
The Story of Mumbai Dabbawalas- ShivaniPandita
| |
Unit-3 |
Teaching Hours:4 |
Language
|
|
Resume Writing | |
Unit-3 |
Teaching Hours:4 |
Management
|
|
The Story of Mumbai Dabbawalas- ShivaniPandita
| |
Unit-3 |
Teaching Hours:4 |
Language
|
|
Resume Writing | |
Unit-3 |
Teaching Hours:4 |
Management
|
|
The Story of Mumbai Dabbawalas- ShivaniPandita
| |
Unit-3 |
Teaching Hours:4 |
Language
|
|
Resume Writing | |
Unit-3 |
Teaching Hours:4 |
Management
|
|
The Story of Mumbai Dabbawalas- ShivaniPandita
| |
Unit-3 |
Teaching Hours:4 |
Language
|
|
Resume Writing | |
Unit-3 |
Teaching Hours:4 |
Management
|
|
The Story of Mumbai Dabbawalas- ShivaniPandita
| |
Unit-3 |
Teaching Hours:4 |
Language
|
|
Resume Writing | |
Unit-3 |
Teaching Hours:4 |
Management
|
|
The Story of Mumbai Dabbawalas- ShivaniPandita
| |
Unit-3 |
Teaching Hours:4 |
Language
|
|
Resume Writing | |
Unit-3 |
Teaching Hours:4 |
Management
|
|
The Story of Mumbai Dabbawalas- ShivaniPandita
| |
Unit-3 |
Teaching Hours:4 |
Language
|
|
Resume Writing | |
Unit-3 |
Teaching Hours:4 |
Management
|
|
The Story of Mumbai Dabbawalas- ShivaniPandita
| |
Unit-3 |
Teaching Hours:4 |
Language
|
|
Resume Writing | |
Unit-3 |
Teaching Hours:4 |
Management
|
|
The Story of Mumbai Dabbawalas- ShivaniPandita
| |
Unit-3 |
Teaching Hours:4 |
Language
|
|
Resume Writing | |
Unit-3 |
Teaching Hours:4 |
Management
|
|
The Story of Mumbai Dabbawalas- ShivaniPandita
| |
Unit-3 |
Teaching Hours:4 |
Language
|
|
Resume Writing | |
Unit-3 |
Teaching Hours:4 |
Management
|
|
The Story of Mumbai Dabbawalas- ShivaniPandita
| |
Unit-3 |
Teaching Hours:4 |
Language
|
|
Resume Writing | |
Unit-3 |
Teaching Hours:4 |
Management
|
|
The Story of Mumbai Dabbawalas- ShivaniPandita
| |
Unit-3 |
Teaching Hours:4 |
Language
|
|
Resume Writing | |
Unit-3 |
Teaching Hours:4 |
Management
|
|
The Story of Mumbai Dabbawalas- ShivaniPandita
| |
Unit-3 |
Teaching Hours:4 |
Language
|
|
Resume Writing | |
Unit-3 |
Teaching Hours:4 |
Management
|
|
The Story of Mumbai Dabbawalas- ShivaniPandita
| |
Unit-3 |
Teaching Hours:4 |
Language
|
|
Resume Writing | |
Unit-3 |
Teaching Hours:4 |
Management
|
|
The Story of Mumbai Dabbawalas- ShivaniPandita
| |
Unit-3 |
Teaching Hours:4 |
Language
|
|
Resume Writing | |
Unit-3 |
Teaching Hours:4 |
Management
|
|
The Story of Mumbai Dabbawalas- ShivaniPandita
| |
Unit-3 |
Teaching Hours:4 |
Language
|
|
Resume Writing | |
Unit-3 |
Teaching Hours:4 |
Management
|
|
The Story of Mumbai Dabbawalas- ShivaniPandita
| |
Unit-3 |
Teaching Hours:4 |
Language
|
|
Resume Writing | |
Unit-3 |
Teaching Hours:4 |
Management
|
|
The Story of Mumbai Dabbawalas- ShivaniPandita
| |
Unit-3 |
Teaching Hours:4 |
Language
|
|
Resume Writing | |
Unit-3 |
Teaching Hours:4 |
Management
|
|
The Story of Mumbai Dabbawalas- ShivaniPandita
| |
Unit-3 |
Teaching Hours:4 |
Language
|
|
Resume Writing | |
Unit-3 |
Teaching Hours:4 |
Management
|
|
The Story of Mumbai Dabbawalas- ShivaniPandita
| |
Unit-3 |
Teaching Hours:4 |
Language
|
|
Resume Writing | |
Unit-3 |
Teaching Hours:4 |
Management
|
|
The Story of Mumbai Dabbawalas- ShivaniPandita
| |
Unit-3 |
Teaching Hours:4 |
Language
|
|
Resume Writing | |
Unit-3 |
Teaching Hours:4 |
Management
|
|
The Story of Mumbai Dabbawalas- ShivaniPandita
| |
Unit-3 |
Teaching Hours:4 |
Language
|
|
Resume Writing | |
Unit-3 |
Teaching Hours:4 |
Management
|
|
The Story of Mumbai Dabbawalas- ShivaniPandita
| |
Unit-3 |
Teaching Hours:4 |
Language
|
|
Resume Writing | |
Unit-3 |
Teaching Hours:4 |
Management
|
|
The Story of Mumbai Dabbawalas- ShivaniPandita
| |
Unit-3 |
Teaching Hours:4 |
Language
|
|
Resume Writing | |
Unit-3 |
Teaching Hours:4 |
Management
|
|
The Story of Mumbai Dabbawalas- ShivaniPandita
| |
Unit-3 |
Teaching Hours:4 |
Language
|
|
Resume Writing | |
Unit-3 |
Teaching Hours:4 |
Management
|
|
The Story of Mumbai Dabbawalas- ShivaniPandita
| |
Unit-3 |
Teaching Hours:4 |
Language
|
|
Resume Writing | |
Unit-3 |
Teaching Hours:4 |
Management
|
|
The Story of Mumbai Dabbawalas- ShivaniPandita
| |
Unit-4 |
Teaching Hours:3 |
Management
|
|
If By Rudyard Kipling | |
Unit-4 |
Teaching Hours:3 |
Language
|
|
Interview skills and CV writing | |
Unit-4 |
Teaching Hours:3 |
Management
|
|
If By Rudyard Kipling | |
Unit-4 |
Teaching Hours:3 |
Language
|
|
Interview skills and CV writing | |
Unit-4 |
Teaching Hours:3 |
Management
|
|
If By Rudyard Kipling | |
Unit-4 |
Teaching Hours:3 |
Language
|
|
Interview skills and CV writing | |
Unit-4 |
Teaching Hours:3 |
Management
|
|
If By Rudyard Kipling | |
Unit-4 |
Teaching Hours:3 |
Language
|
|
Interview skills and CV writing | |
Unit-4 |
Teaching Hours:3 |
Management
|
|
If By Rudyard Kipling | |
Unit-4 |
Teaching Hours:3 |
Language
|
|
Interview skills and CV writing | |
Unit-4 |
Teaching Hours:3 |
Management
|
|
If By Rudyard Kipling | |
Unit-4 |
Teaching Hours:3 |
Language
|
|
Interview skills and CV writing | |
Unit-4 |
Teaching Hours:3 |
Management
|
|
If By Rudyard Kipling | |
Unit-4 |
Teaching Hours:3 |
Language
|
|
Interview skills and CV writing | |
Unit-4 |
Teaching Hours:3 |
Management
|
|
If By Rudyard Kipling | |
Unit-4 |
Teaching Hours:3 |
Language
|
|
Interview skills and CV writing | |
Unit-4 |
Teaching Hours:3 |
Management
|
|
If By Rudyard Kipling | |
Unit-4 |
Teaching Hours:3 |
Language
|
|
Interview skills and CV writing | |
Unit-4 |
Teaching Hours:3 |
Management
|
|
If By Rudyard Kipling | |
Unit-4 |
Teaching Hours:3 |
Language
|
|
Interview skills and CV writing | |
Unit-4 |
Teaching Hours:3 |
Management
|
|
If By Rudyard Kipling | |
Unit-4 |
Teaching Hours:3 |
Language
|
|
Interview skills and CV writing | |
Unit-4 |
Teaching Hours:3 |
Management
|
|
If By Rudyard Kipling | |
Unit-4 |
Teaching Hours:3 |
Language
|
|
Interview skills and CV writing | |
Unit-4 |
Teaching Hours:3 |
Management
|
|
If By Rudyard Kipling | |
Unit-4 |
Teaching Hours:3 |
Language
|
|
Interview skills and CV writing | |
Unit-4 |
Teaching Hours:3 |
Management
|
|
If By Rudyard Kipling | |
Unit-4 |
Teaching Hours:3 |
Language
|
|
Interview skills and CV writing | |
Unit-4 |
Teaching Hours:3 |
Management
|
|
If By Rudyard Kipling | |
Unit-4 |
Teaching Hours:3 |
Language
|
|
Interview skills and CV writing | |
Unit-4 |
Teaching Hours:3 |
Management
|
|
If By Rudyard Kipling | |
Unit-4 |
Teaching Hours:3 |
Language
|
|
Interview skills and CV writing | |
Unit-4 |
Teaching Hours:3 |
Management
|
|
If By Rudyard Kipling | |
Unit-4 |
Teaching Hours:3 |
Language
|
|
Interview skills and CV writing | |
Unit-4 |
Teaching Hours:3 |
Management
|
|
If By Rudyard Kipling | |
Unit-4 |
Teaching Hours:3 |
Language
|
|
Interview skills and CV writing | |
Unit-4 |
Teaching Hours:3 |
Management
|
|
If By Rudyard Kipling | |
Unit-4 |
Teaching Hours:3 |
Language
|
|
Interview skills and CV writing | |
Unit-4 |
Teaching Hours:3 |
Management
|
|
If By Rudyard Kipling | |
Unit-4 |
Teaching Hours:3 |
Language
|
|
Interview skills and CV writing | |
Unit-4 |
Teaching Hours:3 |
Management
|
|
If By Rudyard Kipling | |
Unit-4 |
Teaching Hours:3 |
Language
|
|
Interview skills and CV writing | |
Unit-4 |
Teaching Hours:3 |
Management
|
|
If By Rudyard Kipling | |
Unit-4 |
Teaching Hours:3 |
Language
|
|
Interview skills and CV writing | |
Unit-4 |
Teaching Hours:3 |
Management
|
|
If By Rudyard Kipling | |
Unit-4 |
Teaching Hours:3 |
Language
|
|
Interview skills and CV writing | |
Unit-4 |
Teaching Hours:3 |
Management
|
|
If By Rudyard Kipling | |
Unit-4 |
Teaching Hours:3 |
Language
|
|
Interview skills and CV writing | |
Unit-4 |
Teaching Hours:3 |
Management
|
|
If By Rudyard Kipling | |
Unit-4 |
Teaching Hours:3 |
Language
|
|
Interview skills and CV writing | |
Unit-4 |
Teaching Hours:3 |
Management
|
|
If By Rudyard Kipling | |
Unit-4 |
Teaching Hours:3 |
Language
|
|
Interview skills and CV writing | |
Unit-4 |
Teaching Hours:3 |
Management
|
|
If By Rudyard Kipling | |
Unit-4 |
Teaching Hours:3 |
Language
|
|
Interview skills and CV writing | |
Unit-4 |
Teaching Hours:3 |
Management
|
|
If By Rudyard Kipling | |
Unit-4 |
Teaching Hours:3 |
Language
|
|
Interview skills and CV writing | |
Unit-4 |
Teaching Hours:3 |
Management
|
|
If By Rudyard Kipling | |
Unit-4 |
Teaching Hours:3 |
Language
|
|
Interview skills and CV writing | |
Unit-4 |
Teaching Hours:3 |
Management
|
|
If By Rudyard Kipling | |
Unit-4 |
Teaching Hours:3 |
Language
|
|
Interview skills and CV writing | |
Unit-4 |
Teaching Hours:3 |
Management
|
|
If By Rudyard Kipling | |
Unit-4 |
Teaching Hours:3 |
Language
|
|
Interview skills and CV writing | |
Unit-4 |
Teaching Hours:3 |
Management
|
|
If By Rudyard Kipling | |
Unit-4 |
Teaching Hours:3 |
Language
|
|
Interview skills and CV writing | |
Unit-4 |
Teaching Hours:3 |
Management
|
|
If By Rudyard Kipling | |
Unit-4 |
Teaching Hours:3 |
Language
|
|
Interview skills and CV writing | |
Unit-4 |
Teaching Hours:3 |
Management
|
|
If By Rudyard Kipling | |
Unit-4 |
Teaching Hours:3 |
Language
|
|
Interview skills and CV writing | |
Unit-4 |
Teaching Hours:3 |
Management
|
|
If By Rudyard Kipling | |
Unit-4 |
Teaching Hours:3 |
Language
|
|
Interview skills and CV writing | |
Unit-4 |
Teaching Hours:3 |
Management
|
|
If By Rudyard Kipling | |
Unit-4 |
Teaching Hours:3 |
Language
|
|
Interview skills and CV writing | |
Unit-4 |
Teaching Hours:3 |
Management
|
|
If By Rudyard Kipling | |
Unit-4 |
Teaching Hours:3 |
Language
|
|
Interview skills and CV writing | |
Unit-4 |
Teaching Hours:3 |
Management
|
|
If By Rudyard Kipling | |
Unit-4 |
Teaching Hours:3 |
Language
|
|
Interview skills and CV writing | |
Unit-4 |
Teaching Hours:3 |
Management
|
|
If By Rudyard Kipling | |
Unit-4 |
Teaching Hours:3 |
Language
|
|
Interview skills and CV writing | |
Unit-4 |
Teaching Hours:3 |
Management
|
|
If By Rudyard Kipling | |
Unit-4 |
Teaching Hours:3 |
Language
|
|
Interview skills and CV writing | |
Unit-4 |
Teaching Hours:3 |
Management
|
|
If By Rudyard Kipling | |
Unit-4 |
Teaching Hours:3 |
Language
|
|
Interview skills and CV writing | |
Unit-4 |
Teaching Hours:3 |
Management
|
|
If By Rudyard Kipling | |
Unit-4 |
Teaching Hours:3 |
Language
|
|
Interview skills and CV writing | |
Unit-4 |
Teaching Hours:3 |
Management
|
|
If By Rudyard Kipling | |
Unit-4 |
Teaching Hours:3 |
Language
|
|
Interview skills and CV writing | |
Unit-4 |
Teaching Hours:3 |
Management
|
|
If By Rudyard Kipling | |
Unit-4 |
Teaching Hours:3 |
Language
|
|
Interview skills and CV writing | |
Unit-4 |
Teaching Hours:3 |
Management
|
|
If By Rudyard Kipling | |
Unit-4 |
Teaching Hours:3 |
Language
|
|
Interview skills and CV writing | |
Unit-4 |
Teaching Hours:3 |
Management
|
|
If By Rudyard Kipling | |
Unit-4 |
Teaching Hours:3 |
Language
|
|
Interview skills and CV writing | |
Unit-4 |
Teaching Hours:3 |
Management
|
|
If By Rudyard Kipling | |
Unit-4 |
Teaching Hours:3 |
Language
|
|
Interview skills and CV writing | |
Unit-4 |
Teaching Hours:3 |
Management
|
|
If By Rudyard Kipling | |
Unit-4 |
Teaching Hours:3 |
Language
|
|
Interview skills and CV writing | |
Unit-4 |
Teaching Hours:3 |
Management
|
|
If By Rudyard Kipling | |
Unit-4 |
Teaching Hours:3 |
Language
|
|
Interview skills and CV writing | |
Unit-4 |
Teaching Hours:3 |
Management
|
|
If By Rudyard Kipling | |
Unit-4 |
Teaching Hours:3 |
Language
|
|
Interview skills and CV writing | |
Unit-4 |
Teaching Hours:3 |
Management
|
|
If By Rudyard Kipling | |
Unit-4 |
Teaching Hours:3 |
Language
|
|
Interview skills and CV writing | |
Unit-4 |
Teaching Hours:3 |
Management
|
|
If By Rudyard Kipling | |
Unit-4 |
Teaching Hours:3 |
Language
|
|
Interview skills and CV writing | |
Unit-4 |
Teaching Hours:3 |
Management
|
|
If By Rudyard Kipling | |
Unit-4 |
Teaching Hours:3 |
Language
|
|
Interview skills and CV writing | |
Unit-4 |
Teaching Hours:3 |
Management
|
|
If By Rudyard Kipling | |
Unit-4 |
Teaching Hours:3 |
Language
|
|
Interview skills and CV writing | |
Unit-4 |
Teaching Hours:3 |
Management
|
|
If By Rudyard Kipling | |
Unit-4 |
Teaching Hours:3 |
Language
|
|
Interview skills and CV writing | |
Unit-4 |
Teaching Hours:3 |
Management
|
|
If By Rudyard Kipling | |
Unit-4 |
Teaching Hours:3 |
Language
|
|
Interview skills and CV writing | |
Unit-4 |
Teaching Hours:3 |
Management
|
|
If By Rudyard Kipling | |
Unit-4 |
Teaching Hours:3 |
Language
|
|
Interview skills and CV writing | |
Unit-4 |
Teaching Hours:3 |
Management
|
|
If By Rudyard Kipling | |
Unit-4 |
Teaching Hours:3 |
Language
|
|
Interview skills and CV writing | |
Unit-4 |
Teaching Hours:3 |
Management
|
|
If By Rudyard Kipling | |
Unit-4 |
Teaching Hours:3 |
Language
|
|
Interview skills and CV writing | |
Unit-4 |
Teaching Hours:3 |
Management
|
|
If By Rudyard Kipling | |
Unit-4 |
Teaching Hours:3 |
Language
|
|
Interview skills and CV writing | |
Unit-4 |
Teaching Hours:3 |
Management
|
|
If By Rudyard Kipling | |
Unit-4 |
Teaching Hours:3 |
Language
|
|
Interview skills and CV writing | |
Unit-4 |
Teaching Hours:3 |
Management
|
|
If By Rudyard Kipling | |
Unit-4 |
Teaching Hours:3 |
Language
|
|
Interview skills and CV writing | |
Unit-4 |
Teaching Hours:3 |
Management
|
|
If By Rudyard Kipling | |
Unit-4 |
Teaching Hours:3 |
Language
|
|
Interview skills and CV writing | |
Unit-4 |
Teaching Hours:3 |
Management
|
|
If By Rudyard Kipling | |
Unit-4 |
Teaching Hours:3 |
Language
|
|
Interview skills and CV writing | |
Unit-4 |
Teaching Hours:3 |
Management
|
|
If By Rudyard Kipling | |
Unit-4 |
Teaching Hours:3 |
Language
|
|
Interview skills and CV writing | |
Unit-4 |
Teaching Hours:3 |
Management
|
|
If By Rudyard Kipling | |
Unit-4 |
Teaching Hours:3 |
Language
|
|
Interview skills and CV writing | |
Unit-4 |
Teaching Hours:3 |
Management
|
|
If By Rudyard Kipling | |
Unit-4 |
Teaching Hours:3 |
Language
|
|
Interview skills and CV writing | |
Unit-5 |
Teaching Hours:4 |
History
|
|
Who were the Shudras? By Dr Ambedkar
| |
Unit-5 |
Teaching Hours:4 |
language
|
|
Developing arguments- debating | |
Unit-5 |
Teaching Hours:4 |
History
|
|
Who were the Shudras? By Dr Ambedkar
| |
Unit-5 |
Teaching Hours:4 |
language
|
|
Developing arguments- debating | |
Unit-5 |
Teaching Hours:4 |
History
|
|
Who were the Shudras? By Dr Ambedkar
| |
Unit-5 |
Teaching Hours:4 |
language
|
|
Developing arguments- debating | |
Unit-5 |
Teaching Hours:4 |
History
|
|
Who were the Shudras? By Dr Ambedkar
| |
Unit-5 |
Teaching Hours:4 |
language
|
|
Developing arguments- debating | |
Unit-5 |
Teaching Hours:4 |
History
|
|
Who were the Shudras? By Dr Ambedkar
| |
Unit-5 |
Teaching Hours:4 |
language
|
|
Developing arguments- debating | |
Unit-5 |
Teaching Hours:4 |
History
|
|
Who were the Shudras? By Dr Ambedkar
| |
Unit-5 |
Teaching Hours:4 |
language
|
|
Developing arguments- debating | |
Unit-5 |
Teaching Hours:4 |
History
|
|
Who were the Shudras? By Dr Ambedkar
| |
Unit-5 |
Teaching Hours:4 |
language
|
|
Developing arguments- debating | |
Unit-5 |
Teaching Hours:4 |
History
|
|
Who were the Shudras? By Dr Ambedkar
| |
Unit-5 |
Teaching Hours:4 |
language
|
|
Developing arguments- debating | |
Unit-5 |
Teaching Hours:4 |
History
|
|
Who were the Shudras? By Dr Ambedkar
| |
Unit-5 |
Teaching Hours:4 |
language
|
|
Developing arguments- debating | |
Unit-5 |
Teaching Hours:4 |
History
|
|
Who were the Shudras? By Dr Ambedkar
| |
Unit-5 |
Teaching Hours:4 |
language
|
|
Developing arguments- debating | |
Unit-5 |
Teaching Hours:4 |
History
|
|
Who were the Shudras? By Dr Ambedkar
| |
Unit-5 |
Teaching Hours:4 |
language
|
|
Developing arguments- debating | |
Unit-5 |
Teaching Hours:4 |
History
|
|
Who were the Shudras? By Dr Ambedkar
| |
Unit-5 |
Teaching Hours:4 |
language
|
|
Developing arguments- debating | |
Unit-5 |
Teaching Hours:4 |
History
|
|
Who were the Shudras? By Dr Ambedkar
| |
Unit-5 |
Teaching Hours:4 |
language
|
|
Developing arguments- debating | |
Unit-5 |
Teaching Hours:4 |
History
|
|
Who were the Shudras? By Dr Ambedkar
| |
Unit-5 |
Teaching Hours:4 |
language
|
|
Developing arguments- debating | |
Unit-5 |
Teaching Hours:4 |
History
|
|
Who were the Shudras? By Dr Ambedkar
| |
Unit-5 |
Teaching Hours:4 |
language
|
|
Developing arguments- debating | |
Unit-5 |
Teaching Hours:4 |
History
|
|
Who were the Shudras? By Dr Ambedkar
| |
Unit-5 |
Teaching Hours:4 |
language
|
|
Developing arguments- debating | |
Unit-5 |
Teaching Hours:4 |
History
|
|
Who were the Shudras? By Dr Ambedkar
| |
Unit-5 |
Teaching Hours:4 |
language
|
|
Developing arguments- debating | |
Unit-5 |
Teaching Hours:4 |
History
|
|
Who were the Shudras? By Dr Ambedkar
| |
Unit-5 |
Teaching Hours:4 |
language
|
|
Developing arguments- debating | |
Unit-5 |
Teaching Hours:4 |
History
|
|
Who were the Shudras? By Dr Ambedkar
| |
Unit-5 |
Teaching Hours:4 |
language
|
|
Developing arguments- debating | |
Unit-5 |
Teaching Hours:4 |
History
|
|
Who were the Shudras? By Dr Ambedkar
| |
Unit-5 |
Teaching Hours:4 |
language
|
|
Developing arguments- debating | |
Unit-5 |
Teaching Hours:4 |
History
|
|
Who were the Shudras? By Dr Ambedkar
| |
Unit-5 |
Teaching Hours:4 |
language
|
|
Developing arguments- debating | |
Unit-5 |
Teaching Hours:4 |
History
|
|
Who were the Shudras? By Dr Ambedkar
| |
Unit-5 |
Teaching Hours:4 |
language
|
|
Developing arguments- debating | |
Unit-5 |
Teaching Hours:4 |
History
|
|
Who were the Shudras? By Dr Ambedkar
| |
Unit-5 |
Teaching Hours:4 |
language
|
|
Developing arguments- debating | |
Unit-5 |
Teaching Hours:4 |
History
|
|
Who were the Shudras? By Dr Ambedkar
| |
Unit-5 |
Teaching Hours:4 |
language
|
|
Developing arguments- debating | |
Unit-5 |
Teaching Hours:4 |
History
|
|
Who were the Shudras? By Dr Ambedkar
| |
Unit-5 |
Teaching Hours:4 |
language
|
|
Developing arguments- debating | |
Unit-5 |
Teaching Hours:4 |
History
|
|
Who were the Shudras? By Dr Ambedkar
| |
Unit-5 |
Teaching Hours:4 |
language
|
|
Developing arguments- debating | |
Unit-5 |
Teaching Hours:4 |
History
|
|
Who were the Shudras? By Dr Ambedkar
| |
Unit-5 |
Teaching Hours:4 |
language
|
|
Developing arguments- debating | |
Unit-5 |
Teaching Hours:4 |
History
|
|
Who were the Shudras? By Dr Ambedkar
| |
Unit-5 |
Teaching Hours:4 |
language
|
|
Developing arguments- debating | |
Unit-5 |
Teaching Hours:4 |
History
|
|
Who were the Shudras? By Dr Ambedkar
| |
Unit-5 |
Teaching Hours:4 |
language
|
|
Developing arguments- debating | |
Unit-5 |
Teaching Hours:4 |
History
|
|
Who were the Shudras? By Dr Ambedkar
| |
Unit-5 |
Teaching Hours:4 |
language
|
|
Developing arguments- debating | |
Unit-5 |
Teaching Hours:4 |
History
|
|
Who were the Shudras? By Dr Ambedkar
| |
Unit-5 |
Teaching Hours:4 |
language
|
|
Developing arguments- debating | |
Unit-5 |
Teaching Hours:4 |
History
|
|
Who were the Shudras? By Dr Ambedkar
| |
Unit-5 |
Teaching Hours:4 |
language
|
|
Developing arguments- debating | |
Unit-5 |
Teaching Hours:4 |
History
|
|
Who were the Shudras? By Dr Ambedkar
| |
Unit-5 |
Teaching Hours:4 |
language
|
|
Developing arguments- debating | |
Unit-5 |
Teaching Hours:4 |
History
|
|
Who were the Shudras? By Dr Ambedkar
| |
Unit-5 |
Teaching Hours:4 |
language
|
|
Developing arguments- debating | |
Unit-5 |
Teaching Hours:4 |
History
|
|
Who were the Shudras? By Dr Ambedkar
| |
Unit-5 |
Teaching Hours:4 |
language
|
|
Developing arguments- debating | |
Unit-5 |
Teaching Hours:4 |
History
|
|
Who were the Shudras? By Dr Ambedkar
| |
Unit-5 |
Teaching Hours:4 |
language
|
|
Developing arguments- debating | |
Unit-5 |
Teaching Hours:4 |
History
|
|
Who were the Shudras? By Dr Ambedkar
| |
Unit-5 |
Teaching Hours:4 |
language
|
|
Developing arguments- debating | |
Unit-5 |
Teaching Hours:4 |
History
|
|
Who were the Shudras? By Dr Ambedkar
| |
Unit-5 |
Teaching Hours:4 |
language
|
|
Developing arguments- debating | |
Unit-5 |
Teaching Hours:4 |
History
|
|
Who were the Shudras? By Dr Ambedkar
| |
Unit-5 |
Teaching Hours:4 |
language
|
|
Developing arguments- debating | |
Unit-5 |
Teaching Hours:4 |
History
|
|
Who were the Shudras? By Dr Ambedkar
| |
Unit-5 |
Teaching Hours:4 |
language
|
|
Developing arguments- debating | |
Unit-5 |
Teaching Hours:4 |
History
|
|
Who were the Shudras? By Dr Ambedkar
| |
Unit-5 |
Teaching Hours:4 |
language
|
|
Developing arguments- debating | |
Unit-5 |
Teaching Hours:4 |
History
|
|
Who were the Shudras? By Dr Ambedkar
| |
Unit-5 |
Teaching Hours:4 |
language
|
|
Developing arguments- debating | |
Unit-5 |
Teaching Hours:4 |
History
|
|
Who were the Shudras? By Dr Ambedkar
| |
Unit-5 |
Teaching Hours:4 |
language
|
|
Developing arguments- debating | |
Unit-5 |
Teaching Hours:4 |
History
|
|
Who were the Shudras? By Dr Ambedkar
| |
Unit-5 |
Teaching Hours:4 |
language
|
|
Developing arguments- debating | |
Unit-5 |
Teaching Hours:4 |
History
|
|
Who were the Shudras? By Dr Ambedkar
| |
Unit-5 |
Teaching Hours:4 |
language
|
|
Developing arguments- debating | |
Unit-5 |
Teaching Hours:4 |
History
|
|
Who were the Shudras? By Dr Ambedkar
| |
Unit-5 |
Teaching Hours:4 |
language
|
|
Developing arguments- debating | |
Unit-5 |
Teaching Hours:4 |
History
|
|
Who were the Shudras? By Dr Ambedkar
| |
Unit-5 |
Teaching Hours:4 |
language
|
|
Developing arguments- debating | |
Unit-5 |
Teaching Hours:4 |
History
|
|
Who were the Shudras? By Dr Ambedkar
| |
Unit-5 |
Teaching Hours:4 |
language
|
|
Developing arguments- debating | |
Unit-5 |
Teaching Hours:4 |
History
|
|
Who were the Shudras? By Dr Ambedkar
| |
Unit-5 |
Teaching Hours:4 |
language
|
|
Developing arguments- debating | |
Unit-5 |
Teaching Hours:4 |
History
|
|
Who were the Shudras? By Dr Ambedkar
| |
Unit-5 |
Teaching Hours:4 |
language
|
|
Developing arguments- debating | |
Unit-5 |
Teaching Hours:4 |
History
|
|
Who were the Shudras? By Dr Ambedkar
| |
Unit-5 |
Teaching Hours:4 |
language
|
|
Developing arguments- debating | |
Unit-5 |
Teaching Hours:4 |
History
|
|
Who were the Shudras? By Dr Ambedkar
| |
Unit-5 |
Teaching Hours:4 |
language
|
|
Developing arguments- debating | |
Unit-5 |
Teaching Hours:4 |
History
|
|
Who were the Shudras? By Dr Ambedkar
| |
Unit-5 |
Teaching Hours:4 |
language
|
|
Developing arguments- debating | |
Unit-5 |
Teaching Hours:4 |
History
|
|
Who were the Shudras? By Dr Ambedkar
| |
Unit-5 |
Teaching Hours:4 |
language
|
|
Developing arguments- debating | |
Unit-5 |
Teaching Hours:4 |
History
|
|
Who were the Shudras? By Dr Ambedkar
| |
Unit-5 |
Teaching Hours:4 |
language
|
|
Developing arguments- debating | |
Unit-5 |
Teaching Hours:4 |
History
|
|
Who were the Shudras? By Dr Ambedkar
| |
Unit-5 |
Teaching Hours:4 |
language
|
|
Developing arguments- debating | |
Unit-5 |
Teaching Hours:4 |
History
|
|
Who were the Shudras? By Dr Ambedkar
| |
Unit-5 |
Teaching Hours:4 |
language
|
|
Developing arguments- debating | |
Unit-5 |
Teaching Hours:4 |
History
|
|
Who were the Shudras? By Dr Ambedkar
| |
Unit-5 |
Teaching Hours:4 |
language
|
|
Developing arguments- debating | |
Unit-5 |
Teaching Hours:4 |
History
|
|
Who were the Shudras? By Dr Ambedkar
| |
Unit-5 |
Teaching Hours:4 |
language
|
|
Developing arguments- debating | |
Unit-5 |
Teaching Hours:4 |
History
|
|
Who were the Shudras? By Dr Ambedkar
| |
Unit-5 |
Teaching Hours:4 |
language
|
|
Developing arguments- debating | |
Unit-5 |
Teaching Hours:4 |
History
|
|
Who were the Shudras? By Dr Ambedkar
| |
Unit-5 |
Teaching Hours:4 |
language
|
|
Developing arguments- debating | |
Unit-5 |
Teaching Hours:4 |
History
|
|
Who were the Shudras? By Dr Ambedkar
| |
Unit-5 |
Teaching Hours:4 |
language
|
|
Developing arguments- debating | |
Unit-5 |
Teaching Hours:4 |
History
|
|
Who were the Shudras? By Dr Ambedkar
| |
Unit-5 |
Teaching Hours:4 |
language
|
|
Developing arguments- debating | |
Unit-5 |
Teaching Hours:4 |
History
|
|
Who were the Shudras? By Dr Ambedkar
| |
Unit-5 |
Teaching Hours:4 |
language
|
|
Developing arguments- debating | |
Unit-5 |
Teaching Hours:4 |
History
|
|
Who were the Shudras? By Dr Ambedkar
| |
Unit-5 |
Teaching Hours:4 |
language
|
|
Developing arguments- debating | |
Unit-5 |
Teaching Hours:4 |
History
|
|
Who were the Shudras? By Dr Ambedkar
| |
Unit-5 |
Teaching Hours:4 |
language
|
|
Developing arguments- debating | |
Unit-5 |
Teaching Hours:4 |
History
|
|
Who were the Shudras? By Dr Ambedkar
| |
Unit-5 |
Teaching Hours:4 |
language
|
|
Developing arguments- debating | |
Unit-6 |
Teaching Hours:3 |
History
|
|
Dhauli By JayantaMahapatra | |
Unit-6 |
Teaching Hours:3 |
language
|
|
Developing arguments- debating | |
Unit-6 |
Teaching Hours:3 |
History
|
|
Dhauli By JayantaMahapatra | |
Unit-6 |
Teaching Hours:3 |
language
|
|
Developing arguments- debating | |
Unit-6 |
Teaching Hours:3 |
History
|
|
Dhauli By JayantaMahapatra | |
Unit-6 |
Teaching Hours:3 |
language
|
|
Developing arguments- debating | |
Unit-6 |
Teaching Hours:3 |
History
|
|
Dhauli By JayantaMahapatra | |
Unit-6 |
Teaching Hours:3 |
language
|
|
Developing arguments- debating | |
Unit-6 |
Teaching Hours:3 |
History
|
|
Dhauli By JayantaMahapatra | |
Unit-6 |
Teaching Hours:3 |
language
|
|
Developing arguments- debating | |
Unit-6 |
Teaching Hours:3 |
History
|
|
Dhauli By JayantaMahapatra | |
Unit-6 |
Teaching Hours:3 |
language
|
|
Developing arguments- debating | |
Unit-6 |
Teaching Hours:3 |
History
|
|
Dhauli By JayantaMahapatra | |
Unit-6 |
Teaching Hours:3 |
language
|
|
Developing arguments- debating | |
Unit-6 |
Teaching Hours:3 |
History
|
|
Dhauli By JayantaMahapatra | |
Unit-6 |
Teaching Hours:3 |
language
|
|
Developing arguments- debating | |
Unit-6 |
Teaching Hours:3 |
History
|
|
Dhauli By JayantaMahapatra | |
Unit-6 |
Teaching Hours:3 |
language
|
|
Developing arguments- debating | |
Unit-6 |
Teaching Hours:3 |
History
|
|
Dhauli By JayantaMahapatra | |
Unit-6 |
Teaching Hours:3 |
language
|
|
Developing arguments- debating | |
Unit-6 |
Teaching Hours:3 |
History
|
|
Dhauli By JayantaMahapatra | |
Unit-6 |
Teaching Hours:3 |
language
|
|
Developing arguments- debating | |
Unit-6 |
Teaching Hours:3 |
History
|
|
Dhauli By JayantaMahapatra | |
Unit-6 |
Teaching Hours:3 |
language
|
|
Developing arguments- debating | |
Unit-6 |
Teaching Hours:3 |
History
|
|
Dhauli By JayantaMahapatra | |
Unit-6 |
Teaching Hours:3 |
language
|
|
Developing arguments- debating | |
Unit-6 |
Teaching Hours:3 |
History
|
|
Dhauli By JayantaMahapatra | |
Unit-6 |
Teaching Hours:3 |
language
|
|
Developing arguments- debating | |
Unit-6 |
Teaching Hours:3 |
History
|
|
Dhauli By JayantaMahapatra | |
Unit-6 |
Teaching Hours:3 |
language
|
|
Developing arguments- debating | |
Unit-6 |
Teaching Hours:3 |
History
|
|
Dhauli By JayantaMahapatra | |
Unit-6 |
Teaching Hours:3 |
language
|
|
Developing arguments- debating | |
Unit-6 |
Teaching Hours:3 |
History
|
|
Dhauli By JayantaMahapatra | |
Unit-6 |
Teaching Hours:3 |
language
|
|
Developing arguments- debating | |
Unit-6 |
Teaching Hours:3 |
History
|
|
Dhauli By JayantaMahapatra | |
Unit-6 |
Teaching Hours:3 |
language
|
|
Developing arguments- debating | |
Unit-6 |
Teaching Hours:3 |
History
|
|
Dhauli By JayantaMahapatra | |
Unit-6 |
Teaching Hours:3 |
language
|
|
Developing arguments- debating | |
Unit-6 |
Teaching Hours:3 |
History
|
|
Dhauli By JayantaMahapatra | |
Unit-6 |
Teaching Hours:3 |
language
|
|
Developing arguments- debating | |
Unit-6 |
Teaching Hours:3 |
History
|
|
Dhauli By JayantaMahapatra | |
Unit-6 |
Teaching Hours:3 |
language
|
|
Developing arguments- debating | |
Unit-6 |
Teaching Hours:3 |
History
|
|
Dhauli By JayantaMahapatra | |
Unit-6 |
Teaching Hours:3 |
language
|
|
Developing arguments- debating | |
Unit-6 |
Teaching Hours:3 |
History
|
|
Dhauli By JayantaMahapatra | |
Unit-6 |
Teaching Hours:3 |
language
|
|
Developing arguments- debating | |
Unit-6 |
Teaching Hours:3 |
History
|
|
Dhauli By JayantaMahapatra | |
Unit-6 |
Teaching Hours:3 |
language
|
|
Developing arguments- debating | |
Unit-6 |
Teaching Hours:3 |
History
|
|
Dhauli By JayantaMahapatra | |
Unit-6 |
Teaching Hours:3 |
language
|
|
Developing arguments- debating | |
Unit-6 |
Teaching Hours:3 |
History
|
|
Dhauli By JayantaMahapatra | |
Unit-6 |
Teaching Hours:3 |
language
|
|
Developing arguments- debating | |
Unit-6 |
Teaching Hours:3 |
History
|
|
Dhauli By JayantaMahapatra | |
Unit-6 |
Teaching Hours:3 |
language
|
|
Developing arguments- debating | |
Unit-6 |
Teaching Hours:3 |
History
|
|
Dhauli By JayantaMahapatra | |
Unit-6 |
Teaching Hours:3 |
language
|
|
Developing arguments- debating | |
Unit-6 |
Teaching Hours:3 |
History
|
|
Dhauli By JayantaMahapatra | |
Unit-6 |
Teaching Hours:3 |
language
|
|
Developing arguments- debating | |
Unit-6 |
Teaching Hours:3 |
History
|
|
Dhauli By JayantaMahapatra | |
Unit-6 |
Teaching Hours:3 |
language
|
|
Developing arguments- debating | |
Unit-6 |
Teaching Hours:3 |
History
|
|
Dhauli By JayantaMahapatra | |
Unit-6 |
Teaching Hours:3 |
language
|
|
Developing arguments- debating | |
Unit-6 |
Teaching Hours:3 |
History
|
|
Dhauli By JayantaMahapatra | |
Unit-6 |
Teaching Hours:3 |
language
|
|
Developing arguments- debating | |
Unit-6 |
Teaching Hours:3 |
History
|
|
Dhauli By JayantaMahapatra | |
Unit-6 |
Teaching Hours:3 |
language
|
|
Developing arguments- debating | |
Unit-6 |
Teaching Hours:3 |
History
|
|
Dhauli By JayantaMahapatra | |
Unit-6 |
Teaching Hours:3 |
language
|
|
Developing arguments- debating | |
Unit-6 |
Teaching Hours:3 |
History
|
|
Dhauli By JayantaMahapatra | |
Unit-6 |
Teaching Hours:3 |
language
|
|
Developing arguments- debating | |
Unit-6 |
Teaching Hours:3 |
History
|
|
Dhauli By JayantaMahapatra | |
Unit-6 |
Teaching Hours:3 |
language
|
|
Developing arguments- debating | |
Unit-6 |
Teaching Hours:3 |
History
|
|
Dhauli By JayantaMahapatra | |
Unit-6 |
Teaching Hours:3 |
language
|
|
Developing arguments- debating | |
Unit-6 |
Teaching Hours:3 |
History
|
|
Dhauli By JayantaMahapatra | |
Unit-6 |
Teaching Hours:3 |
language
|
|
Developing arguments- debating | |
Unit-6 |
Teaching Hours:3 |
History
|
|
Dhauli By JayantaMahapatra | |
Unit-6 |
Teaching Hours:3 |
language
|
|
Developing arguments- debating | |
Unit-6 |
Teaching Hours:3 |
History
|
|
Dhauli By JayantaMahapatra | |
Unit-6 |
Teaching Hours:3 |
language
|
|
Developing arguments- debating | |
Unit-6 |
Teaching Hours:3 |
History
|
|
Dhauli By JayantaMahapatra | |
Unit-6 |
Teaching Hours:3 |
language
|
|
Developing arguments- debating | |
Unit-6 |
Teaching Hours:3 |
History
|
|
Dhauli By JayantaMahapatra | |
Unit-6 |
Teaching Hours:3 |
language
|
|
Developing arguments- debating | |
Unit-6 |
Teaching Hours:3 |
History
|
|
Dhauli By JayantaMahapatra | |
Unit-6 |
Teaching Hours:3 |
language
|
|
Developing arguments- debating | |
Unit-6 |
Teaching Hours:3 |
History
|
|
Dhauli By JayantaMahapatra | |
Unit-6 |
Teaching Hours:3 |
language
|
|
Developing arguments- debating | |
Unit-6 |
Teaching Hours:3 |
History
|
|
Dhauli By JayantaMahapatra | |
Unit-6 |
Teaching Hours:3 |
language
|
|
Developing arguments- debating | |
Unit-6 |
Teaching Hours:3 |
History
|
|
Dhauli By JayantaMahapatra | |
Unit-6 |
Teaching Hours:3 |
language
|
|
Developing arguments- debating | |
Unit-6 |
Teaching Hours:3 |
History
|
|
Dhauli By JayantaMahapatra | |
Unit-6 |
Teaching Hours:3 |
language
|
|
Developing arguments- debating | |
Unit-6 |
Teaching Hours:3 |
History
|
|
Dhauli By JayantaMahapatra | |
Unit-6 |
Teaching Hours:3 |
language
|
|
Developing arguments- debating | |
Unit-6 |
Teaching Hours:3 |
History
|
|
Dhauli By JayantaMahapatra | |
Unit-6 |
Teaching Hours:3 |
language
|
|
Developing arguments- debating | |
Unit-6 |
Teaching Hours:3 |
History
|
|
Dhauli By JayantaMahapatra | |
Unit-6 |
Teaching Hours:3 |
language
|
|
Developing arguments- debating | |
Unit-6 |
Teaching Hours:3 |
History
|
|
Dhauli By JayantaMahapatra | |
Unit-6 |
Teaching Hours:3 |
language
|
|
Developing arguments- debating | |
Unit-6 |
Teaching Hours:3 |
History
|
|
Dhauli By JayantaMahapatra | |
Unit-6 |
Teaching Hours:3 |
language
|
|
Developing arguments- debating | |
Unit-6 |
Teaching Hours:3 |
History
|
|
Dhauli By JayantaMahapatra | |
Unit-6 |
Teaching Hours:3 |
language
|
|
Developing arguments- debating | |
Unit-6 |
Teaching Hours:3 |
History
|
|
Dhauli By JayantaMahapatra | |
Unit-6 |
Teaching Hours:3 |
language
|
|
Developing arguments- debating | |
Unit-6 |
Teaching Hours:3 |
History
|
|
Dhauli By JayantaMahapatra | |
Unit-6 |
Teaching Hours:3 |
language
|
|
Developing arguments- debating | |
Unit-6 |
Teaching Hours:3 |
History
|
|
Dhauli By JayantaMahapatra | |
Unit-6 |
Teaching Hours:3 |
language
|
|
Developing arguments- debating | |
Unit-6 |
Teaching Hours:3 |
History
|
|
Dhauli By JayantaMahapatra | |
Unit-6 |
Teaching Hours:3 |
language
|
|
Developing arguments- debating | |
Unit-6 |
Teaching Hours:3 |
History
|
|
Dhauli By JayantaMahapatra | |
Unit-6 |
Teaching Hours:3 |
language
|
|
Developing arguments- debating | |
Unit-6 |
Teaching Hours:3 |
History
|
|
Dhauli By JayantaMahapatra | |
Unit-6 |
Teaching Hours:3 |
language
|
|
Developing arguments- debating | |
Unit-6 |
Teaching Hours:3 |
History
|
|
Dhauli By JayantaMahapatra | |
Unit-6 |
Teaching Hours:3 |
language
|
|
Developing arguments- debating | |
Unit-6 |
Teaching Hours:3 |
History
|
|
Dhauli By JayantaMahapatra | |
Unit-6 |
Teaching Hours:3 |
language
|
|
Developing arguments- debating | |
Unit-6 |
Teaching Hours:3 |
History
|
|
Dhauli By JayantaMahapatra | |
Unit-6 |
Teaching Hours:3 |
language
|
|
Developing arguments- debating | |
Unit-6 |
Teaching Hours:3 |
History
|
|
Dhauli By JayantaMahapatra | |
Unit-6 |
Teaching Hours:3 |
language
|
|
Developing arguments- debating | |
Unit-6 |
Teaching Hours:3 |
History
|
|
Dhauli By JayantaMahapatra | |
Unit-6 |
Teaching Hours:3 |
language
|
|
Developing arguments- debating | |
Unit-6 |
Teaching Hours:3 |
History
|
|
Dhauli By JayantaMahapatra | |
Unit-6 |
Teaching Hours:3 |
language
|
|
Developing arguments- debating | |
Unit-6 |
Teaching Hours:3 |
History
|
|
Dhauli By JayantaMahapatra | |
Unit-6 |
Teaching Hours:3 |
language
|
|
Developing arguments- debating | |
Unit-6 |
Teaching Hours:3 |
History
|
|
Dhauli By JayantaMahapatra | |
Unit-6 |
Teaching Hours:3 |
language
|
|
Developing arguments- debating | |
Unit-7 |
Teaching Hours:4 |
language
|
|
email writing | |
Unit-7 |
Teaching Hours:4 |
Social Media
|
|
An Occurrence at Owl Creek Bridge by Ambrose Bierce | |
Unit-7 |
Teaching Hours:4 |
language
|
|
email writing | |
Unit-7 |
Teaching Hours:4 |
Social Media
|
|
An Occurrence at Owl Creek Bridge by Ambrose Bierce | |
Unit-7 |
Teaching Hours:4 |
language
|
|
email writing | |
Unit-7 |
Teaching Hours:4 |
Social Media
|
|
An Occurrence at Owl Creek Bridge by Ambrose Bierce | |
Unit-7 |
Teaching Hours:4 |
language
|
|
email writing | |
Unit-7 |
Teaching Hours:4 |
Social Media
|
|
An Occurrence at Owl Creek Bridge by Ambrose Bierce | |
Unit-7 |
Teaching Hours:4 |
language
|
|
email writing | |
Unit-7 |
Teaching Hours:4 |
Social Media
|
|
An Occurrence at Owl Creek Bridge by Ambrose Bierce | |
Unit-7 |
Teaching Hours:4 |
language
|
|
email writing | |
Unit-7 |
Teaching Hours:4 |
Social Media
|
|
An Occurrence at Owl Creek Bridge by Ambrose Bierce | |
Unit-7 |
Teaching Hours:4 |
language
|
|
email writing | |
Unit-7 |
Teaching Hours:4 |
Social Media
|
|
An Occurrence at Owl Creek Bridge by Ambrose Bierce | |
Unit-7 |
Teaching Hours:4 |
language
|
|
email writing | |
Unit-7 |
Teaching Hours:4 |
Social Media
|
|
An Occurrence at Owl Creek Bridge by Ambrose Bierce | |
Unit-7 |
Teaching Hours:4 |
language
|
|
email writing | |
Unit-7 |
Teaching Hours:4 |
Social Media
|
|
An Occurrence at Owl Creek Bridge by Ambrose Bierce | |
Unit-7 |
Teaching Hours:4 |
language
|
|
email writing | |
Unit-7 |
Teaching Hours:4 |
Social Media
|
|
An Occurrence at Owl Creek Bridge by Ambrose Bierce | |
Unit-7 |
Teaching Hours:4 |
language
|
|
email writing | |
Unit-7 |
Teaching Hours:4 |
Social Media
|
|
An Occurrence at Owl Creek Bridge by Ambrose Bierce | |
Unit-7 |
Teaching Hours:4 |
language
|
|
email writing | |
Unit-7 |
Teaching Hours:4 |
Social Media
|
|
An Occurrence at Owl Creek Bridge by Ambrose Bierce | |
Unit-7 |
Teaching Hours:4 |
language
|
|
email writing | |
Unit-7 |
Teaching Hours:4 |
Social Media
|
|
An Occurrence at Owl Creek Bridge by Ambrose Bierce | |
Unit-7 |
Teaching Hours:4 |
language
|
|
email writing | |
Unit-7 |
Teaching Hours:4 |
Social Media
|
|
An Occurrence at Owl Creek Bridge by Ambrose Bierce | |
Unit-7 |
Teaching Hours:4 |
language
|
|
email writing | |
Unit-7 |
Teaching Hours:4 |
Social Media
|
|
An Occurrence at Owl Creek Bridge by Ambrose Bierce | |
Unit-7 |
Teaching Hours:4 |
language
|
|
email writing | |
Unit-7 |
Teaching Hours:4 |
Social Media
|
|
An Occurrence at Owl Creek Bridge by Ambrose Bierce | |
Unit-7 |
Teaching Hours:4 |
language
|
|
email writing | |
Unit-7 |
Teaching Hours:4 |
Social Media
|
|
An Occurrence at Owl Creek Bridge by Ambrose Bierce | |
Unit-7 |
Teaching Hours:4 |
language
|
|
email writing | |
Unit-7 |
Teaching Hours:4 |
Social Media
|
|
An Occurrence at Owl Creek Bridge by Ambrose Bierce | |
Unit-7 |
Teaching Hours:4 |
language
|
|
email writing | |
Unit-7 |
Teaching Hours:4 |
Social Media
|
|
An Occurrence at Owl Creek Bridge by Ambrose Bierce | |
Unit-7 |
Teaching Hours:4 |
language
|
|
email writing | |
Unit-7 |
Teaching Hours:4 |
Social Media
|
|
An Occurrence at Owl Creek Bridge by Ambrose Bierce | |
Unit-7 |
Teaching Hours:4 |
language
|
|
email writing | |
Unit-7 |
Teaching Hours:4 |
Social Media
|
|
An Occurrence at Owl Creek Bridge by Ambrose Bierce | |
Unit-7 |
Teaching Hours:4 |
language
|
|
email writing | |
Unit-7 |
Teaching Hours:4 |
Social Media
|
|
An Occurrence at Owl Creek Bridge by Ambrose Bierce | |
Unit-7 |
Teaching Hours:4 |
language
|
|
email writing | |
Unit-7 |
Teaching Hours:4 |
Social Media
|
|
An Occurrence at Owl Creek Bridge by Ambrose Bierce | |
Unit-7 |
Teaching Hours:4 |
language
|
|
email writing | |
Unit-7 |
Teaching Hours:4 |
Social Media
|
|
An Occurrence at Owl Creek Bridge by Ambrose Bierce | |
Unit-7 |
Teaching Hours:4 |
language
|
|
email writing | |
Unit-7 |
Teaching Hours:4 |
Social Media
|
|
An Occurrence at Owl Creek Bridge by Ambrose Bierce | |
Unit-7 |
Teaching Hours:4 |
language
|
|
email writing | |
Unit-7 |
Teaching Hours:4 |
Social Media
|
|
An Occurrence at Owl Creek Bridge by Ambrose Bierce | |
Unit-7 |
Teaching Hours:4 |
language
|
|
email writing | |
Unit-7 |
Teaching Hours:4 |
Social Media
|
|
An Occurrence at Owl Creek Bridge by Ambrose Bierce | |
Unit-7 |
Teaching Hours:4 |
language
|
|
email writing | |
Unit-7 |
Teaching Hours:4 |
Social Media
|
|
An Occurrence at Owl Creek Bridge by Ambrose Bierce | |
Unit-7 |
Teaching Hours:4 |
language
|
|
email writing | |
Unit-7 |
Teaching Hours:4 |
Social Media
|
|
An Occurrence at Owl Creek Bridge by Ambrose Bierce | |
Unit-7 |
Teaching Hours:4 |
language
|
|
email writing | |
Unit-7 |
Teaching Hours:4 |
Social Media
|
|
An Occurrence at Owl Creek Bridge by Ambrose Bierce | |
Unit-7 |
Teaching Hours:4 |
language
|
|
email writing | |
Unit-7 |
Teaching Hours:4 |
Social Media
|
|
An Occurrence at Owl Creek Bridge by Ambrose Bierce | |
Unit-7 |
Teaching Hours:4 |
language
|
|
email writing | |
Unit-7 |
Teaching Hours:4 |
Social Media
|
|
An Occurrence at Owl Creek Bridge by Ambrose Bierce | |
Unit-7 |
Teaching Hours:4 |
language
|
|
email writing | |
Unit-7 |
Teaching Hours:4 |
Social Media
|
|
An Occurrence at Owl Creek Bridge by Ambrose Bierce | |
Unit-7 |
Teaching Hours:4 |
language
|
|
email writing | |
Unit-7 |
Teaching Hours:4 |
Social Media
|
|
An Occurrence at Owl Creek Bridge by Ambrose Bierce | |
Unit-7 |
Teaching Hours:4 |
language
|
|
email writing | |
Unit-7 |
Teaching Hours:4 |
Social Media
|
|
An Occurrence at Owl Creek Bridge by Ambrose Bierce | |
Unit-7 |
Teaching Hours:4 |
language
|
|
email writing | |
Unit-7 |
Teaching Hours:4 |
Social Media
|
|
An Occurrence at Owl Creek Bridge by Ambrose Bierce | |
Unit-7 |
Teaching Hours:4 |
language
|
|
email writing | |
Unit-7 |
Teaching Hours:4 |
Social Media
|
|
An Occurrence at Owl Creek Bridge by Ambrose Bierce | |
Unit-7 |
Teaching Hours:4 |
language
|
|
email writing | |
Unit-7 |
Teaching Hours:4 |
Social Media
|
|
An Occurrence at Owl Creek Bridge by Ambrose Bierce | |
Unit-7 |
Teaching Hours:4 |
language
|
|
email writing | |
Unit-7 |
Teaching Hours:4 |
Social Media
|
|
An Occurrence at Owl Creek Bridge by Ambrose Bierce | |
Unit-7 |
Teaching Hours:4 |
language
|
|
email writing | |
Unit-7 |
Teaching Hours:4 |
Social Media
|
|
An Occurrence at Owl Creek Bridge by Ambrose Bierce | |
Unit-7 |
Teaching Hours:4 |
language
|
|
email writing | |
Unit-7 |
Teaching Hours:4 |
Social Media
|
|
An Occurrence at Owl Creek Bridge by Ambrose Bierce | |
Unit-7 |
Teaching Hours:4 |
language
|
|
email writing | |
Unit-7 |
Teaching Hours:4 |
Social Media
|
|
An Occurrence at Owl Creek Bridge by Ambrose Bierce | |
Unit-7 |
Teaching Hours:4 |
language
|
|
email writing | |
Unit-7 |
Teaching Hours:4 |
Social Media
|
|
An Occurrence at Owl Creek Bridge by Ambrose Bierce | |
Unit-7 |
Teaching Hours:4 |
language
|
|
email writing | |
Unit-7 |
Teaching Hours:4 |
Social Media
|
|
An Occurrence at Owl Creek Bridge by Ambrose Bierce | |
Unit-7 |
Teaching Hours:4 |
language
|
|
email writing | |
Unit-7 |
Teaching Hours:4 |
Social Media
|
|
An Occurrence at Owl Creek Bridge by Ambrose Bierce | |
Unit-7 |
Teaching Hours:4 |
language
|
|
email writing | |
Unit-7 |
Teaching Hours:4 |
Social Media
|
|
An Occurrence at Owl Creek Bridge by Ambrose Bierce | |
Unit-7 |
Teaching Hours:4 |
language
|
|
email writing | |
Unit-7 |
Teaching Hours:4 |
Social Media
|
|
An Occurrence at Owl Creek Bridge by Ambrose Bierce | |
Unit-7 |
Teaching Hours:4 |
language
|
|
email writing | |
Unit-7 |
Teaching Hours:4 |
Social Media
|
|
An Occurrence at Owl Creek Bridge by Ambrose Bierce | |
Unit-7 |
Teaching Hours:4 |
language
|
|
email writing | |
Unit-7 |
Teaching Hours:4 |
Social Media
|
|
An Occurrence at Owl Creek Bridge by Ambrose Bierce | |
Unit-7 |
Teaching Hours:4 |
language
|
|
email writing | |
Unit-7 |
Teaching Hours:4 |
Social Media
|
|
An Occurrence at Owl Creek Bridge by Ambrose Bierce | |
Unit-7 |
Teaching Hours:4 |
language
|
|
email writing | |
Unit-7 |
Teaching Hours:4 |
Social Media
|
|
An Occurrence at Owl Creek Bridge by Ambrose Bierce | |
Unit-7 |
Teaching Hours:4 |
language
|
|
email writing | |
Unit-7 |
Teaching Hours:4 |
Social Media
|
|
An Occurrence at Owl Creek Bridge by Ambrose Bierce | |
Unit-7 |
Teaching Hours:4 |
language
|
|
email writing | |
Unit-7 |
Teaching Hours:4 |
Social Media
|
|
An Occurrence at Owl Creek Bridge by Ambrose Bierce | |
Unit-7 |
Teaching Hours:4 |
language
|
|
email writing | |
Unit-7 |
Teaching Hours:4 |
Social Media
|
|
An Occurrence at Owl Creek Bridge by Ambrose Bierce | |
Unit-7 |
Teaching Hours:4 |
language
|
|
email writing | |
Unit-7 |
Teaching Hours:4 |
Social Media
|
|
An Occurrence at Owl Creek Bridge by Ambrose Bierce | |
Unit-7 |
Teaching Hours:4 |
language
|
|
email writing | |
Unit-7 |
Teaching Hours:4 |
Social Media
|
|
An Occurrence at Owl Creek Bridge by Ambrose Bierce | |
Unit-7 |
Teaching Hours:4 |
language
|
|
email writing | |
Unit-7 |
Teaching Hours:4 |
Social Media
|
|
An Occurrence at Owl Creek Bridge by Ambrose Bierce | |
Unit-7 |
Teaching Hours:4 |
language
|
|
email writing | |
Unit-7 |
Teaching Hours:4 |
Social Media
|
|
An Occurrence at Owl Creek Bridge by Ambrose Bierce | |
Unit-7 |
Teaching Hours:4 |
language
|
|
email writing | |
Unit-7 |
Teaching Hours:4 |
Social Media
|
|
An Occurrence at Owl Creek Bridge by Ambrose Bierce | |
Unit-7 |
Teaching Hours:4 |
language
|
|
email writing | |
Unit-7 |
Teaching Hours:4 |
Social Media
|
|
An Occurrence at Owl Creek Bridge by Ambrose Bierce | |
Unit-7 |
Teaching Hours:4 |
language
|
|
email writing | |
Unit-7 |
Teaching Hours:4 |
Social Media
|
|
An Occurrence at Owl Creek Bridge by Ambrose Bierce | |
Unit-7 |
Teaching Hours:4 |
language
|
|
email writing | |
Unit-7 |
Teaching Hours:4 |
Social Media
|
|
An Occurrence at Owl Creek Bridge by Ambrose Bierce | |
Unit-7 |
Teaching Hours:4 |
language
|
|
email writing | |
Unit-7 |
Teaching Hours:4 |
Social Media
|
|
An Occurrence at Owl Creek Bridge by Ambrose Bierce | |
Unit-7 |
Teaching Hours:4 |
language
|
|
email writing | |
Unit-7 |
Teaching Hours:4 |
Social Media
|
|
An Occurrence at Owl Creek Bridge by Ambrose Bierce | |
Unit-7 |
Teaching Hours:4 |
language
|
|
email writing | |
Unit-7 |
Teaching Hours:4 |
Social Media
|
|
An Occurrence at Owl Creek Bridge by Ambrose Bierce | |
Unit-7 |
Teaching Hours:4 |
language
|
|
email writing | |
Unit-7 |
Teaching Hours:4 |
Social Media
|
|
An Occurrence at Owl Creek Bridge by Ambrose Bierce | |
Unit-7 |
Teaching Hours:4 |
language
|
|
email writing | |
Unit-7 |
Teaching Hours:4 |
Social Media
|
|
An Occurrence at Owl Creek Bridge by Ambrose Bierce | |
Unit-8 |
Teaching Hours:2 |
Social Media
|
|
Truth in the time of Social Media' by Girish Balachandran | |
Unit-8 |
Teaching Hours:2 |
Social Media
|
|
Truth in the time of Social Media' by Girish Balachandran | |
Unit-8 |
Teaching Hours:2 |
Social Media
|
|
Truth in the time of Social Media' by Girish Balachandran | |
Unit-8 |
Teaching Hours:2 |
Social Media
|
|
Truth in the time of Social Media' by Girish Balachandran | |
Unit-8 |
Teaching Hours:2 |
Social Media
|
|
Truth in the time of Social Media' by Girish Balachandran | |
Unit-8 |
Teaching Hours:2 |
Social Media
|
|
Truth in the time of Social Media' by Girish Balachandran | |
Unit-8 |
Teaching Hours:2 |
Social Media
|
|
Truth in the time of Social Media' by Girish Balachandran | |
Unit-8 |
Teaching Hours:2 |
Social Media
|
|
Truth in the time of Social Media' by Girish Balachandran | |
Unit-8 |
Teaching Hours:2 |
Social Media
|
|
Truth in the time of Social Media' by Girish Balachandran | |
Unit-8 |
Teaching Hours:2 |
Social Media
|
|
Truth in the time of Social Media' by Girish Balachandran | |
Unit-8 |
Teaching Hours:2 |
Social Media
|
|
Truth in the time of Social Media' by Girish Balachandran | |
Unit-8 |
Teaching Hours:2 |
Social Media
|
|
Truth in the time of Social Media' by Girish Balachandran | |
Unit-8 |
Teaching Hours:2 |
Social Media
|
|
Truth in the time of Social Media' by Girish Balachandran | |
Unit-8 |
Teaching Hours:2 |
Social Media
|
|
Truth in the time of Social Media' by Girish Balachandran | |
Unit-8 |
Teaching Hours:2 |
Social Media
|
|
Truth in the time of Social Media' by Girish Balachandran | |
Unit-8 |
Teaching Hours:2 |
Social Media
|
|
Truth in the time of Social Media' by Girish Balachandran | |
Unit-8 |
Teaching Hours:2 |
Social Media
|
|
Truth in the time of Social Media' by Girish Balachandran | |
Unit-8 |
Teaching Hours:2 |
Social Media
|
|
Truth in the time of Social Media' by Girish Balachandran | |
Unit-8 |
Teaching Hours:2 |
Social Media
|
|
Truth in the time of Social Media' by Girish Balachandran | |
Unit-8 |
Teaching Hours:2 |
Social Media
|
|
Truth in the time of Social Media' by Girish Balachandran | |
Unit-8 |
Teaching Hours:2 |
Social Media
|
|
Truth in the time of Social Media' by Girish Balachandran | |
Unit-8 |
Teaching Hours:2 |
Social Media
|
|
Truth in the time of Social Media' by Girish Balachandran | |
Unit-8 |
Teaching Hours:2 |
Social Media
|
|
Truth in the time of Social Media' by Girish Balachandran | |
Unit-8 |
Teaching Hours:2 |
Social Media
|
|
Truth in the time of Social Media' by Girish Balachandran | |
Unit-8 |
Teaching Hours:2 |
Social Media
|
|
Truth in the time of Social Media' by Girish Balachandran | |
Unit-8 |
Teaching Hours:2 |
Social Media
|
|
Truth in the time of Social Media' by Girish Balachandran | |
Unit-8 |
Teaching Hours:2 |
Social Media
|
|
Truth in the time of Social Media' by Girish Balachandran | |
Unit-8 |
Teaching Hours:2 |
Social Media
|
|
Truth in the time of Social Media' by Girish Balachandran | |
Unit-8 |
Teaching Hours:2 |
Social Media
|
|
Truth in the time of Social Media' by Girish Balachandran | |
Unit-8 |
Teaching Hours:2 |
Social Media
|
|
Truth in the time of Social Media' by Girish Balachandran | |
Unit-8 |
Teaching Hours:2 |
Social Media
|
|
Truth in the time of Social Media' by Girish Balachandran | |
Unit-8 |
Teaching Hours:2 |
Social Media
|
|
Truth in the time of Social Media' by Girish Balachandran | |
Unit-8 |
Teaching Hours:2 |
Social Media
|
|
Truth in the time of Social Media' by Girish Balachandran | |
Unit-8 |
Teaching Hours:2 |
Social Media
|
|
Truth in the time of Social Media' by Girish Balachandran | |
Unit-8 |
Teaching Hours:2 |
Social Media
|
|
Truth in the time of Social Media' by Girish Balachandran | |
Unit-8 |
Teaching Hours:2 |
Social Media
|
|
Truth in the time of Social Media' by Girish Balachandran | |
Unit-8 |
Teaching Hours:2 |
Social Media
|
|
Truth in the time of Social Media' by Girish Balachandran | |
Unit-8 |
Teaching Hours:2 |
Social Media
|
|
Truth in the time of Social Media' by Girish Balachandran | |
Unit-8 |
Teaching Hours:2 |
Social Media
|
|
Truth in the time of Social Media' by Girish Balachandran | |
Unit-8 |
Teaching Hours:2 |
Social Media
|
|
Truth in the time of Social Media' by Girish Balachandran | |
Unit-8 |
Teaching Hours:2 |
Social Media
|
|
Truth in the time of Social Media' by Girish Balachandran | |
Unit-8 |
Teaching Hours:2 |
Social Media
|
|
Truth in the time of Social Media' by Girish Balachandran | |
Unit-8 |
Teaching Hours:2 |
Social Media
|
|
Truth in the time of Social Media' by Girish Balachandran | |
Unit-8 |
Teaching Hours:2 |
Social Media
|
|
Truth in the time of Social Media' by Girish Balachandran | |
Unit-8 |
Teaching Hours:2 |
Social Media
|
|
Truth in the time of Social Media' by Girish Balachandran | |
Unit-8 |
Teaching Hours:2 |
Social Media
|
|
Truth in the time of Social Media' by Girish Balachandran | |
Unit-8 |
Teaching Hours:2 |
Social Media
|
|
Truth in the time of Social Media' by Girish Balachandran | |
Unit-8 |
Teaching Hours:2 |
Social Media
|
|
Truth in the time of Social Media' by Girish Balachandran | |
Unit-8 |
Teaching Hours:2 |
Social Media
|
|
Truth in the time of Social Media' by Girish Balachandran | |
Unit-8 |
Teaching Hours:2 |
Social Media
|
|
Truth in the time of Social Media' by Girish Balachandran | |
Unit-8 |
Teaching Hours:2 |
Social Media
|
|
Truth in the time of Social Media' by Girish Balachandran | |
Unit-8 |
Teaching Hours:2 |
Social Media
|
|
Truth in the time of Social Media' by Girish Balachandran | |
Unit-8 |
Teaching Hours:2 |
Social Media
|
|
Truth in the time of Social Media' by Girish Balachandran | |
Unit-8 |
Teaching Hours:2 |
Social Media
|
|
Truth in the time of Social Media' by Girish Balachandran | |
Unit-8 |
Teaching Hours:2 |
Social Media
|
|
Truth in the time of Social Media' by Girish Balachandran | |
Unit-8 |
Teaching Hours:2 |
Social Media
|
|
Truth in the time of Social Media' by Girish Balachandran | |
Unit-8 |
Teaching Hours:2 |
Social Media
|
|
Truth in the time of Social Media' by Girish Balachandran | |
Unit-8 |
Teaching Hours:2 |
Social Media
|
|
Truth in the time of Social Media' by Girish Balachandran | |
Unit-8 |
Teaching Hours:2 |
Social Media
|
|
Truth in the time of Social Media' by Girish Balachandran | |
Unit-8 |
Teaching Hours:2 |
Social Media
|
|
Truth in the time of Social Media' by Girish Balachandran | |
Unit-8 |
Teaching Hours:2 |
Social Media
|
|
Truth in the time of Social Media' by Girish Balachandran | |
Unit-8 |
Teaching Hours:2 |
Social Media
|
|
Truth in the time of Social Media' by Girish Balachandran | |
Unit-8 |
Teaching Hours:2 |
Social Media
|
|
Truth in the time of Social Media' by Girish Balachandran | |
Unit-8 |
Teaching Hours:2 |
Social Media
|
|
Truth in the time of Social Media' by Girish Balachandran | |
Unit-8 |
Teaching Hours:2 |
Social Media
|
|
Truth in the time of Social Media' by Girish Balachandran | |
Unit-8 |
Teaching Hours:2 |
Social Media
|
|
Truth in the time of Social Media' by Girish Balachandran | |
Unit-8 |
Teaching Hours:2 |
Social Media
|
|
Truth in the time of Social Media' by Girish Balachandran | |
Text Books And Reference Books: ENGlogue 1 | |
Essential Reading / Recommended Reading teacher manual and worksheets that teachers would provide. Listening skills worksheets. | |
Evaluation Pattern CIA1- 20 MSE-50 CIA3- 20 ESE- 50 | |
FRE281-2 - FRENCH (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:Édito A1 is aimed at adult students wishing to achieve level A1 of the Common European Framework of Reference for Languages (CEFR). It covers level A1 of the CEFR and enables learners to prepare for the DELF A1 exam (DELF-type tasks are found throughout the units, with a mock exam at the end of the book). This manual prioritizes an approach based on authentic communicative tasks through which learners will develop interaction skills. The course caters to absolute beginners or those with minimal prior knowledge of the French language. Through a combination of interactive activities, multimedia resources, and communicative exercises, students will develop basic proficiency in listening, speaking, reading, and writing in French. Course Objectives:Édito A1 is consists of 12 units, each centred around a theme that is addressed through the four skills. The units are composed of various materials, primarily authentic instructional documents (written, audio, or video) from various French-speaking backgrounds or media, as well as recorded dialogues drawn from daily life. Special emphasis is placed on the discovery of grammar and vocabulary. At the end of each unit, "Essential" activities allow learners to review their achievements through grammatical and lexical activities. Phonetics is integrated into each unit to help learners improve their pronunciation and become aware of intonation and spelling through targeted and playful exercises. The documents on the "Civilization" pages, with insights into the French, cover many aspects of life in France and the French-speaking world: vacations, cuisine, animals, the world of work, etc. At the end of each unit, alternately, there is either a "Relaxation" page with recreational activities or a page of learning strategies and preparation for the DELF A1 exam.
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Learning Outcome |
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CO1: Language Proficiency: Student will able to Communicate effectively in basic French across all four language skills: listening, speaking, reading, and writing.
Understand and comprehend simple spoken French in various contexts, including greetings, daily routines, and social interactions.
Comprehend simple written texts, including short passages, dialogues, and instructional materials, on familiar topics.
CO2: Grammar and Vocabulary Acquisition: Demonstrate understanding and application of basic grammar structures and vocabulary relevant to everyday situations. CO3: Cultural Awareness: Students will able to gain insights into French-speaking cultures, customs, and traditions, and demonstrate cultural sensitivity in communication and interaction. CO4: Independent Learning and study Skills: Helps develop effective learning strategies and study habits to support ongoing language acquisition beyond the classroom.
Prepare for and successfully complete the DELF A1 exam, including familiarization with exam formats and tasks.
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Unit-1 |
Teaching Hours:15 |
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UNITS 5,6
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Unit-1 |
Teaching Hours:15 |
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UNITS 5,6
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Unit-1 |
Teaching Hours:15 |
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UNITS 5,6
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Unit-1 |
Teaching Hours:15 |
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UNITS 5,6
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Unit-1 |
Teaching Hours:15 |
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UNITS 5,6
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Unit-1 |
Teaching Hours:15 |
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UNITS 5,6
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Unit-1 |
Teaching Hours:15 |
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UNITS 5,6
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Unit-1 |
Teaching Hours:15 |
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UNITS 5,6
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Unit-1 |
Teaching Hours:15 |
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UNITS 5,6
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Unit-2 |
Teaching Hours:15 |
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UNITS 7,8
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Unit-2 |
Teaching Hours:15 |
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UNITS 7,8
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Unit-2 |
Teaching Hours:15 |
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UNITS 7,8
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Unit-2 |
Teaching Hours:15 |
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UNITS 7,8
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Unit-2 |
Teaching Hours:15 |
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UNITS 7,8
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Unit-2 |
Teaching Hours:15 |
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UNITS 7,8
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Unit-2 |
Teaching Hours:15 |
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UNITS 7,8
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Unit-2 |
Teaching Hours:15 |
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UNITS 7,8
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Unit-2 |
Teaching Hours:15 |
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UNITS 7,8
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Text Books And Reference Books: Book : Édito A1 Méthod de Français | |||||||||||||||||||||||||||||||||
Essential Reading / Recommended Reading Recommended Reading: French websites like Le Monde, France 24, Culturethèque, Duolingo, TV5MONDE, Le Point, French today | |||||||||||||||||||||||||||||||||
Evaluation Pattern Examination & Assessments – Through written assignments and different tests of linguistic skillsQuestion 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 / Originality in letter writing, dialogue and essay writing – 20 marks Programme Structure :
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GER281-2 - GERMAN (2024 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 · To develop the ability to formulate questions
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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
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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
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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
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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
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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
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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
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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
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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
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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
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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 |
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Zeit mit Freunden
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Eine Einladung verstehen und schreiben, etwas gemeinsam planen, im Restaurant bestellen und bezahlen,über ein Ereignis sprechen,über Geburtstage sprechen, bestimmte Informationen in Texten finden, Veranstaltungstipps im Radio verstehen. Präposition für + Akkusativ mich, dich ...,Datumsangaben: am ...., trennbare Verben. Präteritum von haben und sein.
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Unit-2 |
Teaching Hours:8 |
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Zeit mit Freunden
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Eine Einladung verstehen und schreiben, etwas gemeinsam planen, im Restaurant bestellen und bezahlen,über ein Ereignis sprechen,über Geburtstage sprechen, bestimmte Informationen in Texten finden, Veranstaltungstipps im Radio verstehen. Präposition für + Akkusativ mich, dich ...,Datumsangaben: am ...., trennbare Verben. Präteritum von haben und sein.
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Unit-2 |
Teaching Hours:8 |
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Zeit mit Freunden
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Eine Einladung verstehen und schreiben, etwas gemeinsam planen, im Restaurant bestellen und bezahlen,über ein Ereignis sprechen,über Geburtstage sprechen, bestimmte Informationen in Texten finden, Veranstaltungstipps im Radio verstehen. Präposition für + Akkusativ mich, dich ...,Datumsangaben: am ...., trennbare Verben. Präteritum von haben und sein.
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Unit-2 |
Teaching Hours:8 |
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Zeit mit Freunden
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Eine Einladung verstehen und schreiben, etwas gemeinsam planen, im Restaurant bestellen und bezahlen,über ein Ereignis sprechen,über Geburtstage sprechen, bestimmte Informationen in Texten finden, Veranstaltungstipps im Radio verstehen. Präposition für + Akkusativ mich, dich ...,Datumsangaben: am ...., trennbare Verben. Präteritum von haben und sein.
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Unit-2 |
Teaching Hours:8 |
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Zeit mit Freunden
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Eine Einladung verstehen und schreiben, etwas gemeinsam planen, im Restaurant bestellen und bezahlen,über ein Ereignis sprechen,über Geburtstage sprechen, bestimmte Informationen in Texten finden, Veranstaltungstipps im Radio verstehen. Präposition für + Akkusativ mich, dich ...,Datumsangaben: am ...., trennbare Verben. Präteritum von haben und sein.
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Unit-2 |
Teaching Hours:8 |
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Zeit mit Freunden
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Eine Einladung verstehen und schreiben, etwas gemeinsam planen, im Restaurant bestellen und bezahlen,über ein Ereignis sprechen,über Geburtstage sprechen, bestimmte Informationen in Texten finden, Veranstaltungstipps im Radio verstehen. Präposition für + Akkusativ mich, dich ...,Datumsangaben: am ...., trennbare Verben. Präteritum von haben und sein.
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Unit-2 |
Teaching Hours:8 |
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Zeit mit Freunden
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Eine Einladung verstehen und schreiben, etwas gemeinsam planen, im Restaurant bestellen und bezahlen,über ein Ereignis sprechen,über Geburtstage sprechen, bestimmte Informationen in Texten finden, Veranstaltungstipps im Radio verstehen. Präposition für + Akkusativ mich, dich ...,Datumsangaben: am ...., trennbare Verben. Präteritum von haben und sein.
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Unit-2 |
Teaching Hours:8 |
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Zeit mit Freunden
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Eine Einladung verstehen und schreiben, etwas gemeinsam planen, im Restaurant bestellen und bezahlen,über ein Ereignis sprechen,über Geburtstage sprechen, bestimmte Informationen in Texten finden, Veranstaltungstipps im Radio verstehen. Präposition für + Akkusativ mich, dich ...,Datumsangaben: am ...., trennbare Verben. Präteritum von haben und sein.
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Unit-2 |
Teaching Hours:8 |
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Zeit mit Freunden
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Eine Einladung verstehen und schreiben, etwas gemeinsam planen, im Restaurant bestellen und bezahlen,über ein Ereignis sprechen,über Geburtstage sprechen, bestimmte Informationen in Texten finden, Veranstaltungstipps im Radio verstehen. Präposition für + Akkusativ mich, dich ...,Datumsangaben: am ...., trennbare Verben. Präteritum von haben und sein.
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Unit-3 |
Teaching Hours:7 |
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Arbeitsalltag
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Einen Blogbeitrag verstehen über den (Arbeits-)Alltag schreiben | Gespräche am Arbeitsplatz verstehen | Ortsangaben machen | Abläufe beschreiben | Briefe verstehen und beantworten Small Talk machen | ||||||||||||||||||||||
Unit-3 |
Teaching Hours:7 |
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Arbeitsalltag
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Einen Blogbeitrag verstehen über den (Arbeits-)Alltag schreiben | Gespräche am Arbeitsplatz verstehen | Ortsangaben machen | Abläufe beschreiben | Briefe verstehen und beantworten Small Talk machen | ||||||||||||||||||||||
Unit-3 |
Teaching Hours:7 |
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Arbeitsalltag
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Einen Blogbeitrag verstehen über den (Arbeits-)Alltag schreiben | Gespräche am Arbeitsplatz verstehen | Ortsangaben machen | Abläufe beschreiben | Briefe verstehen und beantworten Small Talk machen | ||||||||||||||||||||||
Unit-3 |
Teaching Hours:7 |
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Arbeitsalltag
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Einen Blogbeitrag verstehen über den (Arbeits-)Alltag schreiben | Gespräche am Arbeitsplatz verstehen | Ortsangaben machen | Abläufe beschreiben | Briefe verstehen und beantworten Small Talk machen | ||||||||||||||||||||||
Unit-3 |
Teaching Hours:7 |
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Arbeitsalltag
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Einen Blogbeitrag verstehen über den (Arbeits-)Alltag schreiben | Gespräche am Arbeitsplatz verstehen | Ortsangaben machen | Abläufe beschreiben | Briefe verstehen und beantworten Small Talk machen | ||||||||||||||||||||||
Unit-3 |
Teaching Hours:7 |
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Arbeitsalltag
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Einen Blogbeitrag verstehen über den (Arbeits-)Alltag schreiben | Gespräche am Arbeitsplatz verstehen | Ortsangaben machen | Abläufe beschreiben | Briefe verstehen und beantworten Small Talk machen | ||||||||||||||||||||||
Unit-3 |
Teaching Hours:7 |
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Arbeitsalltag
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Einen Blogbeitrag verstehen über den (Arbeits-)Alltag schreiben | Gespräche am Arbeitsplatz verstehen | Ortsangaben machen | Abläufe beschreiben | Briefe verstehen und beantworten Small Talk machen | ||||||||||||||||||||||
Unit-3 |
Teaching Hours:7 |
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Arbeitsalltag
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Einen Blogbeitrag verstehen über den (Arbeits-)Alltag schreiben | Gespräche am Arbeitsplatz verstehen | Ortsangaben machen | Abläufe beschreiben | Briefe verstehen und beantworten Small Talk machen | ||||||||||||||||||||||
Unit-3 |
Teaching Hours:7 |
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Arbeitsalltag
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Einen Blogbeitrag verstehen über den (Arbeits-)Alltag schreiben | Gespräche am Arbeitsplatz verstehen | Ortsangaben machen | Abläufe beschreiben | Briefe verstehen und beantworten Small Talk machen | ||||||||||||||||||||||
Unit-4 |
Teaching Hours:7 |
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Fit und gesund
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Aufforderungen verstehen und ausdrücken | persönliche Angaben machen | Körperteile nennen Anweisungen wiedergeben | Gesundheitstipps verstehen. Gespräche beim Arzt führen | Anweisungen verstehen und geben | und geben. Korperteile Krankheiten | Medikamente | Berufe im Krankenhaus. Imperativ mit du, ihr und Sie Imperativsätze | Modalverben: können, sollen, müssen, dürfen, wollen, möchten, mögen,Perfekt mit haben und sein
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Unit-4 |
Teaching Hours:7 |
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Fit und gesund
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Aufforderungen verstehen und ausdrücken | persönliche Angaben machen | Körperteile nennen Anweisungen wiedergeben | Gesundheitstipps verstehen. Gespräche beim Arzt führen | Anweisungen verstehen und geben | und geben. Korperteile Krankheiten | Medikamente | Berufe im Krankenhaus. Imperativ mit du, ihr und Sie Imperativsätze | Modalverben: können, sollen, müssen, dürfen, wollen, möchten, mögen,Perfekt mit haben und sein
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Unit-4 |
Teaching Hours:7 |
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Fit und gesund
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Aufforderungen verstehen und ausdrücken | persönliche Angaben machen | Körperteile nennen Anweisungen wiedergeben | Gesundheitstipps verstehen. Gespräche beim Arzt führen | Anweisungen verstehen und geben | und geben. Korperteile Krankheiten | Medikamente | Berufe im Krankenhaus. Imperativ mit du, ihr und Sie Imperativsätze | Modalverben: können, sollen, müssen, dürfen, wollen, möchten, mögen,Perfekt mit haben und sein
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Unit-4 |
Teaching Hours:7 |
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Fit und gesund
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Aufforderungen verstehen und ausdrücken | persönliche Angaben machen | Körperteile nennen Anweisungen wiedergeben | Gesundheitstipps verstehen. Gespräche beim Arzt führen | Anweisungen verstehen und geben | und geben. Korperteile Krankheiten | Medikamente | Berufe im Krankenhaus. Imperativ mit du, ihr und Sie Imperativsätze | Modalverben: können, sollen, müssen, dürfen, wollen, möchten, mögen,Perfekt mit haben und sein
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Unit-4 |
Teaching Hours:7 |
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Fit und gesund
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Aufforderungen verstehen und ausdrücken | persönliche Angaben machen | Körperteile nennen Anweisungen wiedergeben | Gesundheitstipps verstehen. Gespräche beim Arzt führen | Anweisungen verstehen und geben | und geben. Korperteile Krankheiten | Medikamente | Berufe im Krankenhaus. Imperativ mit du, ihr und Sie Imperativsätze | Modalverben: können, sollen, müssen, dürfen, wollen, möchten, mögen,Perfekt mit haben und sein
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Unit-4 |
Teaching Hours:7 |
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Fit und gesund
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Aufforderungen verstehen und ausdrücken | persönliche Angaben machen | Körperteile nennen Anweisungen wiedergeben | Gesundheitstipps verstehen. Gespräche beim Arzt führen | Anweisungen verstehen und geben | und geben. Korperteile Krankheiten | Medikamente | Berufe im Krankenhaus. Imperativ mit du, ihr und Sie Imperativsätze | Modalverben: können, sollen, müssen, dürfen, wollen, möchten, mögen,Perfekt mit haben und sein
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Unit-4 |
Teaching Hours:7 |
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Fit und gesund
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Aufforderungen verstehen und ausdrücken | persönliche Angaben machen | Körperteile nennen Anweisungen wiedergeben | Gesundheitstipps verstehen. Gespräche beim Arzt führen | Anweisungen verstehen und geben | und geben. Korperteile Krankheiten | Medikamente | Berufe im Krankenhaus. Imperativ mit du, ihr und Sie Imperativsätze | Modalverben: können, sollen, müssen, dürfen, wollen, möchten, mögen,Perfekt mit haben und sein
| ||||||||||||||||||||||
Unit-4 |
Teaching Hours:7 |
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Fit und gesund
|
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Aufforderungen verstehen und ausdrücken | persönliche Angaben machen | Körperteile nennen Anweisungen wiedergeben | Gesundheitstipps verstehen. Gespräche beim Arzt führen | Anweisungen verstehen und geben | und geben. Korperteile Krankheiten | Medikamente | Berufe im Krankenhaus. Imperativ mit du, ihr und Sie Imperativsätze | Modalverben: können, sollen, müssen, dürfen, wollen, möchten, mögen,Perfekt mit haben und sein
| ||||||||||||||||||||||
Unit-4 |
Teaching Hours:7 |
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Fit und gesund
|
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Aufforderungen verstehen und ausdrücken | persönliche Angaben machen | Körperteile nennen Anweisungen wiedergeben | Gesundheitstipps verstehen. Gespräche beim Arzt führen | Anweisungen verstehen und geben | und geben. Korperteile Krankheiten | Medikamente | Berufe im Krankenhaus. Imperativ mit du, ihr und Sie Imperativsätze | Modalverben: können, sollen, müssen, dürfen, wollen, möchten, mögen,Perfekt mit haben und sein
| ||||||||||||||||||||||
Text Books And Reference Books: Netzwerk neu Deutsch als Fremdsprache A1 Textbook, workbook, glossar and 2cd ‘s by Stefanie dengler, Paul rusch, Helenschmitz, Tanja sieber, klett -Langenscheidt publishers
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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
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Evaluation Pattern
| ||||||||||||||||||||||
HIN282-2 - HINDI (2024 Batch) | ||||||||||||||||||||||
Total Teaching Hours for Semester:30 |
No of Lecture Hours/Week:2 |
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Max Marks:50 |
Credits:02 |
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Course Objectives/Course Description |
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The text book “Samakaleen KahaniSanchay” is a story collection edited by Dr.Sebastian K A & Dr. Deepak Kumar Gond, published by Rajpal and sons. New Delhi. In this semester, film studies have been offered. To emphasize on Functional Hindi, social media writing and advertisement creation also are included in the syllabus. The primary objective of offering Hindi as a language at undergraduate level is to enable the students to know about the richness of the language and its literary traditions. Hindi, as our national language plays an important role in developing national integrity, sense of pride and fundamental unity. |
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Learning Outcome |
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CO1: Improve the writing skill in literary Hindi by doing assignments and CIAs. 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 and social media writing. CO5: Improve the basic research skills while doing the CIAs. |
Unit-1 |
Teaching Hours:15 |
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Samakaleen Kahani Sanchay
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The text book “Samakaleen KahaniSanchay” is a story collection edited by Dr.Sebastian K A & Dr. Deepak Kumar Gond, published by Rajpal and sons. New Delhi. | |||||||||||||||||||||||||||||||||||||||||
Unit-1 |
Teaching Hours:15 |
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Samakaleen Kahani Sanchay
|
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The text book “Samakaleen KahaniSanchay” is a story collection edited by Dr.Sebastian K A & Dr. Deepak Kumar Gond, published by Rajpal and sons. New Delhi. | |||||||||||||||||||||||||||||||||||||||||
Unit-1 |
Teaching Hours:15 |
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Samakaleen Kahani Sanchay
|
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The text book “Samakaleen KahaniSanchay” is a story collection edited by Dr.Sebastian K A & Dr. Deepak Kumar Gond, published by Rajpal and sons. New Delhi. | |||||||||||||||||||||||||||||||||||||||||
Unit-1 |
Teaching Hours:15 |
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Samakaleen Kahani Sanchay
|
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The text book “Samakaleen KahaniSanchay” is a story collection edited by Dr.Sebastian K A & Dr. Deepak Kumar Gond, published by Rajpal and sons. New Delhi. | |||||||||||||||||||||||||||||||||||||||||
Unit-1 |
Teaching Hours:15 |
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Samakaleen Kahani Sanchay
|
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The text book “Samakaleen KahaniSanchay” is a story collection edited by Dr.Sebastian K A & Dr. Deepak Kumar Gond, published by Rajpal and sons. New Delhi. | |||||||||||||||||||||||||||||||||||||||||
Unit-1 |
Teaching Hours:15 |
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Samakaleen Kahani Sanchay
|
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The text book “Samakaleen KahaniSanchay” is a story collection edited by Dr.Sebastian K A & Dr. Deepak Kumar Gond, published by Rajpal and sons. New Delhi. | |||||||||||||||||||||||||||||||||||||||||
Unit-1 |
Teaching Hours:15 |
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Samakaleen Kahani Sanchay
|
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The text book “Samakaleen KahaniSanchay” is a story collection edited by Dr.Sebastian K A & Dr. Deepak Kumar Gond, published by Rajpal and sons. New Delhi. | |||||||||||||||||||||||||||||||||||||||||
Unit-1 |
Teaching Hours:15 |
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Samakaleen Kahani Sanchay
|
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The text book “Samakaleen KahaniSanchay” is a story collection edited by Dr.Sebastian K A & Dr. Deepak Kumar Gond, published by Rajpal and sons. New Delhi. | |||||||||||||||||||||||||||||||||||||||||
Unit-1 |
Teaching Hours:15 |
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Samakaleen Kahani Sanchay
|
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The text book “Samakaleen KahaniSanchay” is a story collection edited by Dr.Sebastian K A & Dr. Deepak Kumar Gond, published by Rajpal and sons. New Delhi. | |||||||||||||||||||||||||||||||||||||||||
Unit-2 |
Teaching Hours:5 |
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Film studies
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Film Appreciation 1.Chhichhore 2.Newton 3. Neerja 4.Three idiots | |||||||||||||||||||||||||||||||||||||||||
Unit-2 |
Teaching Hours:5 |
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Film studies
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Film Appreciation 1.Chhichhore 2.Newton 3. Neerja 4.Three idiots | |||||||||||||||||||||||||||||||||||||||||
Unit-2 |
Teaching Hours:5 |
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Film studies
|
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Film Appreciation 1.Chhichhore 2.Newton 3. Neerja 4.Three idiots | |||||||||||||||||||||||||||||||||||||||||
Unit-2 |
Teaching Hours:5 |
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Film studies
|
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Film Appreciation 1.Chhichhore 2.Newton 3. Neerja 4.Three idiots | |||||||||||||||||||||||||||||||||||||||||
Unit-2 |
Teaching Hours:5 |
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Film studies
|
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Film Appreciation 1.Chhichhore 2.Newton 3. Neerja 4.Three idiots | |||||||||||||||||||||||||||||||||||||||||
Unit-2 |
Teaching Hours:5 |
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Film studies
|
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Film Appreciation 1.Chhichhore 2.Newton 3. Neerja 4.Three idiots | |||||||||||||||||||||||||||||||||||||||||
Unit-2 |
Teaching Hours:5 |
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Film studies
|
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Film Appreciation 1.Chhichhore 2.Newton 3. Neerja 4.Three idiots | |||||||||||||||||||||||||||||||||||||||||
Unit-2 |
Teaching Hours:5 |
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Film studies
|
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Film Appreciation 1.Chhichhore 2.Newton 3. Neerja 4.Three idiots | |||||||||||||||||||||||||||||||||||||||||
Unit-2 |
Teaching Hours:5 |
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Film studies
|
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Film Appreciation 1.Chhichhore 2.Newton 3. Neerja 4.Three idiots | |||||||||||||||||||||||||||||||||||||||||
Unit-3 |
Teaching Hours:5 |
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Advertisement
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Advertisement creation is introdueced under skill development | |||||||||||||||||||||||||||||||||||||||||
Unit-3 |
Teaching Hours:5 |
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Advertisement
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Advertisement creation is introdueced under skill development | |||||||||||||||||||||||||||||||||||||||||
Unit-3 |
Teaching Hours:5 |
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Advertisement
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Advertisement creation is introdueced under skill development | |||||||||||||||||||||||||||||||||||||||||
Unit-3 |
Teaching Hours:5 |
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Advertisement
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Advertisement creation is introdueced under skill development | |||||||||||||||||||||||||||||||||||||||||
Unit-3 |
Teaching Hours:5 |
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Advertisement
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Advertisement creation is introdueced under skill development | |||||||||||||||||||||||||||||||||||||||||
Unit-3 |
Teaching Hours:5 |
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Advertisement
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Advertisement creation is introdueced under skill development | |||||||||||||||||||||||||||||||||||||||||
Unit-3 |
Teaching Hours:5 |
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Advertisement
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Advertisement creation is introdueced under skill development | |||||||||||||||||||||||||||||||||||||||||
Unit-3 |
Teaching Hours:5 |
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Advertisement
|
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Advertisement creation is introdueced under skill development | |||||||||||||||||||||||||||||||||||||||||
Unit-3 |
Teaching Hours:5 |
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Advertisement
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Advertisement creation is introdueced under skill development | |||||||||||||||||||||||||||||||||||||||||
Unit-4 |
Teaching Hours:5 |
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Social Media Writing
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Written posts, Blogs, Testimonials and Reviews, Announcements, Images, Videos, | |||||||||||||||||||||||||||||||||||||||||
Unit-4 |
Teaching Hours:5 |
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Social Media Writing
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Written posts, Blogs, Testimonials and Reviews, Announcements, Images, Videos, | |||||||||||||||||||||||||||||||||||||||||
Unit-4 |
Teaching Hours:5 |
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Social Media Writing
|
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Written posts, Blogs, Testimonials and Reviews, Announcements, Images, Videos, | |||||||||||||||||||||||||||||||||||||||||
Unit-4 |
Teaching Hours:5 |
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Social Media Writing
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Written posts, Blogs, Testimonials and Reviews, Announcements, Images, Videos, | |||||||||||||||||||||||||||||||||||||||||
Unit-4 |
Teaching Hours:5 |
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Social Media Writing
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Written posts, Blogs, Testimonials and Reviews, Announcements, Images, Videos, | |||||||||||||||||||||||||||||||||||||||||
Unit-4 |
Teaching Hours:5 |
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Social Media Writing
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Written posts, Blogs, Testimonials and Reviews, Announcements, Images, Videos, | |||||||||||||||||||||||||||||||||||||||||
Unit-4 |
Teaching Hours:5 |
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Social Media Writing
|
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Written posts, Blogs, Testimonials and Reviews, Announcements, Images, Videos, | |||||||||||||||||||||||||||||||||||||||||
Unit-4 |
Teaching Hours:5 |
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Social Media Writing
|
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Written posts, Blogs, Testimonials and Reviews, Announcements, Images, Videos, | |||||||||||||||||||||||||||||||||||||||||
Unit-4 |
Teaching Hours:5 |
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Social Media Writing
|
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Written posts, Blogs, Testimonials and Reviews, Announcements, Images, Videos, | |||||||||||||||||||||||||||||||||||||||||
Text Books And Reference Books: Essential Reading Story Collection ‘’Samakaleen Kahani Sanchay” Edited by: Dr.Sebastian K A & Dr. Deepak Kumar Gond Pub.by Rajpal and Sons, Kashmiri Gate, New Delhi-6. | |||||||||||||||||||||||||||||||||||||||||
Essential Reading / Recommended Reading 1. Vanijya Hindi By: A.V.Narti 2. Creative writing By: John Singleton 3. Adhunik Hindi Nibandh By: BhuvaneshwarichandranSaksena. 4. Cambridge introduction to By: Morley, Davi | |||||||||||||||||||||||||||||||||||||||||
Evaluation Pattern Mid-Semester Examination II Semester –B. Com Course Code-HIN282-2 Paper II – Hindi Max. Time: 2 Hrs Max. Marks: 50
End-Semester Examination II Semester –B. Com Course Code-HIN282-2 Paper II – Hindi
Max. Time: 2 Hrs Max. Marks: 50
| |||||||||||||||||||||||||||||||||||||||||
KAN282-2 - KANNADA (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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The course is taught for the second semester for B.com. students. The selected poems from various modern poets and other forms of literature like, translated Short story, Essays and business correspondence will help students to understand the styles, structures and the language used in their writings . The syllabus will extend the concerns of environment, Industry, translated writings, spiritual writings and business correspondence etc. The Syllabus is well structured with local, national and global needs of the students, imbibes human values, gender equality, proffessional ethics and other skills.
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Learning Outcome |
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CO1: Expose learners to the Modern Kannada Poetry CO2: To expose learners to the contemporary genres of the literature CO3: Able to develop their critical and analytical thinking CO4: Enable them in creative writings and build confidence in writing skills CO5: Able to make business correspondences in Kannada
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Unit-1 |
Teaching Hours:10 |
Modern Poems
|
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1. Giduga Mattu Erehula -S G Siddaramaiah 2. Pentaiahna Angi- K V Tirumalesh 3. Ole- Kavitha Rai, 4. Kannada Padgol – G P Rajaratnam
| |
Unit-1 |
Teaching Hours:10 |
Modern Poems
|
|
1. Giduga Mattu Erehula -S G Siddaramaiah 2. Pentaiahna Angi- K V Tirumalesh 3. Ole- Kavitha Rai, 4. Kannada Padgol – G P Rajaratnam
| |
Unit-1 |
Teaching Hours:10 |
Modern Poems
|
|
1. Giduga Mattu Erehula -S G Siddaramaiah 2. Pentaiahna Angi- K V Tirumalesh 3. Ole- Kavitha Rai, 4. Kannada Padgol – G P Rajaratnam
| |
Unit-1 |
Teaching Hours:10 |
Modern Poems
|
|
1. Giduga Mattu Erehula -S G Siddaramaiah 2. Pentaiahna Angi- K V Tirumalesh 3. Ole- Kavitha Rai, 4. Kannada Padgol – G P Rajaratnam
| |
Unit-2 |
Teaching Hours:15 |
Selected Lessons
|
|
1. Bandabvaala Kondu Maaruva Bhaasha Maadhyama- Vasu Malali 2. Kannada Nanna Mechhina Paata- Sara Abhubakkar 3. Avashyakathe Mattu Bayake- Osho 4. Ondu Chitra- Amaresha Nugadoni 5. Pardhaa mattu Polygamy : A translated story - Ikbalunnisa Husen
| |
Unit-2 |
Teaching Hours:15 |
Selected Lessons
|
|
1. Bandabvaala Kondu Maaruva Bhaasha Maadhyama- Vasu Malali 2. Kannada Nanna Mechhina Paata- Sara Abhubakkar 3. Avashyakathe Mattu Bayake- Osho 4. Ondu Chitra- Amaresha Nugadoni 5. Pardhaa mattu Polygamy : A translated story - Ikbalunnisa Husen
| |
Unit-2 |
Teaching Hours:15 |
Selected Lessons
|
|
1. Bandabvaala Kondu Maaruva Bhaasha Maadhyama- Vasu Malali 2. Kannada Nanna Mechhina Paata- Sara Abhubakkar 3. Avashyakathe Mattu Bayake- Osho 4. Ondu Chitra- Amaresha Nugadoni 5. Pardhaa mattu Polygamy : A translated story - Ikbalunnisa Husen
| |
Unit-2 |
Teaching Hours:15 |
Selected Lessons
|
|
1. Bandabvaala Kondu Maaruva Bhaasha Maadhyama- Vasu Malali 2. Kannada Nanna Mechhina Paata- Sara Abhubakkar 3. Avashyakathe Mattu Bayake- Osho 4. Ondu Chitra- Amaresha Nugadoni 5. Pardhaa mattu Polygamy : A translated story - Ikbalunnisa Husen
| |
Unit-3 |
Teaching Hours:5 |
Language Skills
|
|
1. Business Terminology 2. Advertisement Making
| |
Unit-3 |
Teaching Hours:5 |
Language Skills
|
|
1. Business Terminology 2. Advertisement Making
| |
Unit-3 |
Teaching Hours:5 |
Language Skills
|
|
1. Business Terminology 2. Advertisement Making
| |
Unit-3 |
Teaching Hours:5 |
Language Skills
|
|
1. Business Terminology 2. Advertisement Making
| |
Text Books And Reference Books: 1. Samakaaleena Kannada Kavite -Eds. G.S.Shivarudrappa & Chi. Srinivasaraju 2. Odala Benki Aaradirali-Vasu Malali , Kallu balli Barahagalu. 3. Chandragiriya Teeradalli – Sara Abubakkar
| |
Essential Reading / Recommended Reading 1. Vaignanika Manodharma-G T Narayana Rao. 2. Hosa Shatamanakke Hosa Paribhashegalu – Ed. Vinaylal Mattu Aashish Nandi
| |
Evaluation Pattern The evaluation and assessment will be based on Continuous Internal Assessments and an End Semester Examination. CIA 1 – Documentary making in Kannada– Assignment CIA 2 – Mid-semester Examination CIA 3 – Advertisement Creation in Kannada Language– Assignment The end semester examination will have 50% weight. The final grade will be weighed average of ESE and CIAs. | |
SPA281-2 - SPANISH (2024 Batch) | |
Total Teaching Hours for Semester:30 |
No of Lecture Hours/Week:2 |
Max Marks:50 |
Credits:2 |
Course Objectives/Course Description |
|
“Aula International 1” A1/A2 . Is designed to develop listening, speaking, writing, and reading skills in Spanish as well as cultural competency in the Hispanic world. This course is intended for students with no prior knowledge of Spanish. This method leads easy way to communicate and to carry out tasks in Spanish. 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 |
|
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. CO4: Student will able to demonstrate writing, dialogue and essay writing skills |
Unit-1 |
Teaching Hours:7 |
Unit 5- El tiempo
|
|
o Indicating the date and month o Fixing an appointment o Specifying time o Describing the quantities | |
Unit-1 |
Teaching Hours:7 |
Unit 5- El tiempo
|
|
o Indicating the date and month o Fixing an appointment o Specifying time o Describing the quantities | |
Unit-1 |
Teaching Hours:7 |
Unit 5- El tiempo
|
|
o Indicating the date and month o Fixing an appointment o Specifying time o Describing the quantities | |
Unit-1 |
Teaching Hours:7 |
Unit 5- El tiempo
|
|
o Indicating the date and month o Fixing an appointment o Specifying time o Describing the quantities | |
Unit-1 |
Teaching Hours:7 |
Unit 5- El tiempo
|
|
o Indicating the date and month o Fixing an appointment o Specifying time o Describing the quantities | |
Unit-1 |
Teaching Hours:7 |
Unit 5- El tiempo
|
|
o Indicating the date and month o Fixing an appointment o Specifying time o Describing the quantities | |
Unit-1 |
Teaching Hours:7 |
Unit 5- El tiempo
|
|
o Indicating the date and month o Fixing an appointment o Specifying time o Describing the quantities | |
Unit-2 |
Teaching Hours:8 |
Unit 6 - Cuáles prefieres
|
|
o Expressing one’s wishes o Conversation in the market / in hypermarket o the demonstrative adjectives o Learning colors and cloths | |
Unit-2 |
Teaching Hours:8 |
Unit 6 - Cuáles prefieres
|
|
o Expressing one’s wishes o Conversation in the market / in hypermarket o the demonstrative adjectives o Learning colors and cloths | |
Unit-2 |
Teaching Hours:8 |
Unit 6 - Cuáles prefieres
|
|
o Expressing one’s wishes o Conversation in the market / in hypermarket o the demonstrative adjectives o Learning colors and cloths | |
Unit-2 |
Teaching Hours:8 |
Unit 6 - Cuáles prefieres
|
|
o Expressing one’s wishes o Conversation in the market / in hypermarket o the demonstrative adjectives o Learning colors and cloths | |
Unit-2 |
Teaching Hours:8 |
Unit 6 - Cuáles prefieres
|
|
o Expressing one’s wishes o Conversation in the market / in hypermarket o the demonstrative adjectives o Learning colors and cloths | |
Unit-2 |
Teaching Hours:8 |
Unit 6 - Cuáles prefieres
|
|
o Expressing one’s wishes o Conversation in the market / in hypermarket o the demonstrative adjectives o Learning colors and cloths | |
Unit-2 |
Teaching Hours:8 |
Unit 6 - Cuáles prefieres
|
|
o Expressing one’s wishes o Conversation in the market / in hypermarket o the demonstrative adjectives o Learning colors and cloths | |
Unit-3 |
Teaching Hours:8 |
Unit 7 Dirección
|
|
o Asking and specifying direction o Describing about appearance and characters o Describing best friend and their characteristics
| |
Unit-3 |
Teaching Hours:8 |
Unit 7 Dirección
|
|
o Asking and specifying direction o Describing about appearance and characters o Describing best friend and their characteristics
| |
Unit-3 |
Teaching Hours:8 |
Unit 7 Dirección
|
|
o Asking and specifying direction o Describing about appearance and characters o Describing best friend and their characteristics
| |
Unit-3 |
Teaching Hours:8 |
Unit 7 Dirección
|
|
o Asking and specifying direction o Describing about appearance and characters o Describing best friend and their characteristics
| |
Unit-3 |
Teaching Hours:8 |
Unit 7 Dirección
|
|
o Asking and specifying direction o Describing about appearance and characters o Describing best friend and their characteristics
| |
Unit-3 |
Teaching Hours:8 |
Unit 7 Dirección
|
|
o Asking and specifying direction o Describing about appearance and characters o Describing best friend and their characteristics
| |
Unit-3 |
Teaching Hours:8 |
Unit 7 Dirección
|
|
o Asking and specifying direction o Describing about appearance and characters o Describing best friend and their characteristics
| |
Unit-4 |
Teaching Hours:7 |
Unit 8 Gustar
|
|
o Expressing an obligation or refusing o Mentioning about one’s tastes and interests o Speaking about personal relationships | |
Unit-4 |
Teaching Hours:7 |
Unit 8 Gustar
|
|
o Expressing an obligation or refusing o Mentioning about one’s tastes and interests o Speaking about personal relationships | |
Unit-4 |
Teaching Hours:7 |
Unit 8 Gustar
|
|
o Expressing an obligation or refusing o Mentioning about one’s tastes and interests o Speaking about personal relationships | |
Unit-4 |
Teaching Hours:7 |
Unit 8 Gustar
|
|
o Expressing an obligation or refusing o Mentioning about one’s tastes and interests o Speaking about personal relationships | |
Unit-4 |
Teaching Hours:7 |
Unit 8 Gustar
|
|
o Expressing an obligation or refusing o Mentioning about one’s tastes and interests o Speaking about personal relationships | |
Unit-4 |
Teaching Hours:7 |
Unit 8 Gustar
|
|
o Expressing an obligation or refusing o Mentioning about one’s tastes and interests o Speaking about personal relationships | |
Unit-4 |
Teaching Hours:7 |
Unit 8 Gustar
|
|
o Expressing an obligation or refusing o Mentioning about one’s tastes and interests o Speaking about personal relationships | |
Text Books And Reference Books: Aula international 1 , Chicochica nivel 1 | |
Essential Reading / Recommended Reading Spanish websites like Duolingo, Rosetta Stone, Babbel, Rocket Languages, Pimsleur, Brainscape and Busuu | |
Evaluation Pattern CIA 1 - 10 Marks CIA 2 - 25 Marks CIA 3 - 10 Marks Attendance : 5 Marks End Semester : 50 Marks | |
BIAF101-3 - BUSINESS AND CORPORATE LAW (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 looks to provide students with a basic knowledge of business and corporate laws in India. The course is designed as broad overview on legal practices and statutory provisions, compliances to be exercised by corporates. Students shall be able to understand and appreciate powers of the board and powers of the shareholders. The Course also gives deeper insights about provisions relating to related party transactions and liquidation procedure. |
|
Learning Outcome |
|
CO1: Comprehend and apply the rules and regulations laid out by The Companies act and it's supporting enactments in India CO2: Understand the meaning, types and rights of members of a company CO3: Gain an insight in to the composition, powers, rights and duties of board of directors CO4: Understand and apply the procedure to convene different types of company meetings CO5: Recognize the various modes and procedure of winding up of companies and other miscellaneous provisions.
|
Unit-1 |
Teaching Hours:8 |
Formation and constitution of business organisations
|
|
LLP, Introduction to company act, types of companies, steps of incorporation, prospectus and types, doctrines and key concepts | |
Unit-1 |
Teaching Hours:8 |
Formation and constitution of business organisations
|
|
LLP, Introduction to company act, types of companies, steps of incorporation, prospectus and types, doctrines and key concepts | |
Unit-1 |
Teaching Hours:8 |
Formation and constitution of business organisations
|
|
LLP, Introduction to company act, types of companies, steps of incorporation, prospectus and types, doctrines and key concepts | |
Unit-2 |
Teaching Hours:12 |
Members and share holders
|
|
Register, types, rights of members, oppression and mismanagement. | |
Unit-2 |
Teaching Hours:12 |
Members and share holders
|
|
Register, types, rights of members, oppression and mismanagement. | |
Unit-2 |
Teaching Hours:12 |
Members and share holders
|
|
Register, types, rights of members, oppression and mismanagement. | |
Unit-3 |
Teaching Hours:12 |
Board and its powers
|
|
Board composition, committees, KMP and their remuneration, directors- types, rights and duties | |
Unit-3 |
Teaching Hours:12 |
Board and its powers
|
|
Board composition, committees, KMP and their remuneration, directors- types, rights and duties | |
Unit-3 |
Teaching Hours:12 |
Board and its powers
|
|
Board composition, committees, KMP and their remuneration, directors- types, rights and duties | |
Unit-4 |
Teaching Hours:12 |
Meetings
|
|
Convening of meetings, agenda, resolution- circulation, types, quorum, notice, frequency, E-AGM | |
Unit-4 |
Teaching Hours:12 |
Meetings
|
|
Convening of meetings, agenda, resolution- circulation, types, quorum, notice, frequency, E-AGM | |
Unit-4 |
Teaching Hours:12 |
Meetings
|
|
Convening of meetings, agenda, resolution- circulation, types, quorum, notice, frequency, E-AGM | |
Unit-5 |
Teaching Hours:10 |
Liquidation and winding up of companies
|
|
Explain the meaning of and procedure involved in voluntary liquidation, including members’ and creditors’ voluntary liquidation. Explain the meaning of, the grounds for, and the procedure involved in compulsory liquidation. Explain the order in which company debts will be paid off on liquidation. Explain administration as a general alternative to liquidation. Explain the way in which of an administrator may be appointed, the effects of such appointment, and the powers and duties an administrator. | |
Unit-5 |
Teaching Hours:10 |
Liquidation and winding up of companies
|
|
Explain the meaning of and procedure involved in voluntary liquidation, including members’ and creditors’ voluntary liquidation. Explain the meaning of, the grounds for, and the procedure involved in compulsory liquidation. Explain the order in which company debts will be paid off on liquidation. Explain administration as a general alternative to liquidation. Explain the way in which of an administrator may be appointed, the effects of such appointment, and the powers and duties an administrator. | |
Unit-5 |
Teaching Hours:10 |
Liquidation and winding up of companies
|
|
Explain the meaning of and procedure involved in voluntary liquidation, including members’ and creditors’ voluntary liquidation. Explain the meaning of, the grounds for, and the procedure involved in compulsory liquidation. Explain the order in which company debts will be paid off on liquidation. Explain administration as a general alternative to liquidation. Explain the way in which of an administrator may be appointed, the effects of such appointment, and the powers and duties an administrator. | |
Unit-6 |
Teaching Hours:6 |
Other Miscellaneous provisions
|
|
Registration of charges, intercorporate loans, Related Party Transactions, Borrowing power | |
Unit-6 |
Teaching Hours:6 |
Other Miscellaneous provisions
|
|
Registration of charges, intercorporate loans, Related Party Transactions, Borrowing power | |
Unit-6 |
Teaching Hours:6 |
Other Miscellaneous provisions
|
|
Registration of charges, intercorporate loans, Related Party Transactions, Borrowing power | |
Text Books And Reference Books:
| |
Essential Reading / Recommended Reading
| |
Evaluation Pattern Students are evaluated for each course on the basis of written examination and continuous internal assessments. Each paper carries maximum of 100 marks and is evaluated as follows: End Semester Examination (ESE)50% Mid Semester Examination (CIA-2)25% Continuous Internal Assessment (CIA - 1 & 3)20% Attendance 05% Total 100% Written Examinations consists of:
A student should secure a minimum of 40% Marks in the ESE to pass in that paper. In aggregate for each paper, for internal and end semester put together, at least 40 Marks out of 100 must be secured to pass in that paper.
| |
BIAF201-3 - COST ACCOUNTING (2023 Batch) | |
Total Teaching Hours for Semester:60 |
No of Lecture Hours/Week:4 |
Max Marks:100 |
Credits:4 |
Course Objectives/Course Description |
|
The course aims to provide conceptual understanding of cost accounting. It focuses on the computation of various components of cost, such as material, labour, and overheads. It also covers modules on specific cost accounting methods like job costing and contract costing, and process costing. It provides key data to managers for planning and controlling, as well as data on costing products, services and customers. |
|
Learning Outcome |
|
CO1: Discuss the basic concepts and classification of cost
CO2: Discuss the various methods of inventory control and prepare stock ledger
CO3: Apply different methods of remuneration and incentive system in calculation of wages and bonus.
CO4: Apply different methods of overhead allocation and apportionment to calculate overhead rate.
CO5: Ascertain the profit or loss arising from a contract and process and reconcile the difference in profit of cost and financial accounts.
CO6: - |
Unit-1 |
Teaching Hours:10 |
Introduction to Accounting
|
|
Introduction – Definition – Fundamental Principles –Scope, Functions and objectives – Merits & Demerits –Methods & Techniques-Cost Accounting and financial accounting comparison; Elements of Cost – Cost vs. Expense- Cost Centre, Cost Unit& Cost object- Classification of Cost- Costs for decision making - Installation of Costing system - Cost Sheet - Tenders and Quotations (Problems) | |
Unit-1 |
Teaching Hours:10 |
Introduction to Accounting
|
|
Introduction – Definition – Fundamental Principles –Scope, Functions and objectives – Merits & Demerits –Methods & Techniques-Cost Accounting and financial accounting comparison; Elements of Cost – Cost vs. Expense- Cost Centre, Cost Unit& Cost object- Classification of Cost- Costs for decision making - Installation of Costing system - Cost Sheet - Tenders and Quotations (Problems) | |
Unit-1 |
Teaching Hours:10 |
Introduction to Accounting
|
|
Introduction – Definition – Fundamental Principles –Scope, Functions and objectives – Merits & Demerits –Methods & Techniques-Cost Accounting and financial accounting comparison; Elements of Cost – Cost vs. Expense- Cost Centre, Cost Unit& Cost object- Classification of Cost- Costs for decision making - Installation of Costing system - Cost Sheet - Tenders and Quotations (Problems) | |
Unit-2 |
Teaching Hours:8 |
Materials
|
|
Meaning and classification of material- Purchase Procedure& documentation - Store Keeping Functions; Inventory Control - Fixation of Levels- Periodical and Perpetual Inventory, ABC Analysis, EOQ (Problems); Stores issue - Methods of Pricing of materials – FIFO – LIFO - Simple and Weighted Average Methods. (Problems) | |
Unit-2 |
Teaching Hours:8 |
Materials
|
|
Meaning and classification of material- Purchase Procedure& documentation - Store Keeping Functions; Inventory Control - Fixation of Levels- Periodical and Perpetual Inventory, ABC Analysis, EOQ (Problems); Stores issue - Methods of Pricing of materials – FIFO – LIFO - Simple and Weighted Average Methods. (Problems) | |
Unit-2 |
Teaching Hours:8 |
Materials
|
|
Meaning and classification of material- Purchase Procedure& documentation - Store Keeping Functions; Inventory Control - Fixation of Levels- Periodical and Perpetual Inventory, ABC Analysis, EOQ (Problems); Stores issue - Methods of Pricing of materials – FIFO – LIFO - Simple and Weighted Average Methods. (Problems) | |
Unit-3 |
Teaching Hours:8 |
Labour
|
|
Meaning & classification of Labour- Attendance and payroll procedure- Time Keeping - Methods of Time Keeping - Time Booking – Records - Idle Time - Causes for Idle Time - Treatment of Idle Time – Overtime – Labour Turnover—Labour Remuneration - Features of Good Wage System –Remuneration system and incentive schemes (Problems) | |
Unit-3 |
Teaching Hours:8 |
Labour
|
|
Meaning & classification of Labour- Attendance and payroll procedure- Time Keeping - Methods of Time Keeping - Time Booking – Records - Idle Time - Causes for Idle Time - Treatment of Idle Time – Overtime – Labour Turnover—Labour Remuneration - Features of Good Wage System –Remuneration system and incentive schemes (Problems) | |
Unit-3 |
Teaching Hours:8 |
Labour
|
|
Meaning & classification of Labour- Attendance and payroll procedure- Time Keeping - Methods of Time Keeping - Time Booking – Records - Idle Time - Causes for Idle Time - Treatment of Idle Time – Overtime – Labour Turnover—Labour Remuneration - Features of Good Wage System –Remuneration system and incentive schemes (Problems) | |
Unit-4 |
Teaching Hours:10 |
Overheads
|
|
Meaning and definition –Classification of Overheads- Allocation & Apportionment of overheads (Primary Distribution) Apportionment of Service Department Costs to Production Departments (Secondary Distribution- Reciprocal basis). Absorption of Overheads - Methods - percentage of Direct Material Cost - Direct Labour Cost - Prime Cost - Direct Labour Hour Rate and Machine Hour Rate | |
Unit-4 |
Teaching Hours:10 |
Overheads
|
|
Meaning and definition –Classification of Overheads- Allocation & Apportionment of overheads (Primary Distribution) Apportionment of Service Department Costs to Production Departments (Secondary Distribution- Reciprocal basis). Absorption of Overheads - Methods - percentage of Direct Material Cost - Direct Labour Cost - Prime Cost - Direct Labour Hour Rate and Machine Hour Rate | |
Unit-4 |
Teaching Hours:10 |
Overheads
|
|
Meaning and definition –Classification of Overheads- Allocation & Apportionment of overheads (Primary Distribution) Apportionment of Service Department Costs to Production Departments (Secondary Distribution- Reciprocal basis). Absorption of Overheads - Methods - percentage of Direct Material Cost - Direct Labour Cost - Prime Cost - Direct Labour Hour Rate and Machine Hour Rate | |
Unit-5 |
Teaching Hours:16 |
Methods of Costing
|
|
Job and Contract Costing: Meaning and nature- Difference between Job Costing and Contract Costing – Preparation of Contract Accounts- Ascertainment of Profit/Loss on Contract – Work in Progress and Balance Sheet –Profits on incomplete Contracts-Cost Plus and Estimated Contracts (Problems) Process Costing Meaning and nature- Preparation of process Accounts- Normal Loss - Abnormal Loss/gain - (Including Inter-Process Profit and Equivalent Production) Preparation of Process Accounts and Joint and By-Products | |
Unit-5 |
Teaching Hours:16 |
Methods of Costing
|
|
Job and Contract Costing: Meaning and nature- Difference between Job Costing and Contract Costing – Preparation of Contract Accounts- Ascertainment of Profit/Loss on Contract – Work in Progress and Balance Sheet –Profits on incomplete Contracts-Cost Plus and Estimated Contracts (Problems) Process Costing Meaning and nature- Preparation of process Accounts- Normal Loss - Abnormal Loss/gain - (Including Inter-Process Profit and Equivalent Production) Preparation of Process Accounts and Joint and By-Products | |
Unit-5 |
Teaching Hours:16 |
Methods of Costing
|
|
Job and Contract Costing: Meaning and nature- Difference between Job Costing and Contract Costing – Preparation of Contract Accounts- Ascertainment of Profit/Loss on Contract – Work in Progress and Balance Sheet –Profits on incomplete Contracts-Cost Plus and Estimated Contracts (Problems) Process Costing Meaning and nature- Preparation of process Accounts- Normal Loss - Abnormal Loss/gain - (Including Inter-Process Profit and Equivalent Production) Preparation of Process Accounts and Joint and By-Products | |
Unit-6 |
Teaching Hours:8 |
Reconciliation of Cost and Financial Accounts
|
|
Need for reconciliation- Reasons for difference in profits- Reconciliation (Problems) | |
Unit-6 |
Teaching Hours:8 |
Reconciliation of Cost and Financial Accounts
|
|
Need for reconciliation- Reasons for difference in profits- Reconciliation (Problems) | |
Unit-6 |
Teaching Hours:8 |
Reconciliation of Cost and Financial Accounts
|
|
Need for reconciliation- Reasons for difference in profits- Reconciliation (Problems) | |
Text Books And Reference Books:
| |
Essential Reading / Recommended Reading
| |
Evaluation Pattern Students are evaluated for each course on the basis of written examination and continuous internal assessments. Each paper carries maximum of 100 marks and is evaluated as follows: End Semester Examination (ESE)50% Mid Semester Examination (CIA-2)25% Continuous Internal Assessment (CIA - 1 & 3)20% Attendance 05% Total 100%
Written Examinations consists of:
A student should secure a minimum of 40% Marks in the ESE to pass in that paper. In aggregate for each paper, for internal and end semester put together, at least 40 Marks out of 100 must be secured to pass in that paper.
| |
BIAF202-3 - FINANCIAL MANAGEMENT (2023 Batch) | |
Total Teaching Hours for Semester:60 |
No of Lecture Hours/Week:4 |
Max Marks:100 |
Credits:4 |
Course Objectives/Course Description |
|
The objective of the course is to make the students familiar with the various techniques of Financial Management, which is being applied in the industry. In this course, the focus shifts from recording and analysing the financial books to using the accounting information efficiently for managerial effectiveness. While financial accounting provides information for external users, financial management forms a useful tool for internal users namely the managers. Students learn concepts of financial management such as time value of money, cost of capital, capital structure, dividend policy and sources of finance and further learn to use these concepts for decision making. |
|
Learning Outcome |
|
CO1: Explain essential principles of Financial Management CO2: Forecast firm's financial needs and design optimum capital structure for business undertakings CO3: Estimate optimum working capital and formulate strategies to manage working capital CO4: Evaluate alternate investment proposals by applying techniques of capital budgeting and select the most profitable proposal CO5: Apply effective investment and financing decision to maximise shareholders wealth |
Unit-1 |
Teaching Hours:6 |
||||||||||
Introduction to Financial Management and Corporate Governance
|
|||||||||||
Meaning and Significance of Financial Management, Functions of Financial Management, Objectives of Financial Management - Profit Maximization and Wealth Maximization, Interface of Financial Management with other functional areas, Decisions of Finance, Organization of the Finance Function
Corporate Governance Overview, Company Stakeholders, Stakeholder Management, Board of Directors and Committees, Factors affecting stakeholders’ relationship and Corporate Governance; Corporate Governance and Stakeholder Management Risk and Benefits, Environmental, Social and Governance consideration for investors | |||||||||||
Unit-1 |
Teaching Hours:6 |
||||||||||
Introduction to Financial Management and Corporate Governance
|
|||||||||||
Meaning and Significance of Financial Management, Functions of Financial Management, Objectives of Financial Management - Profit Maximization and Wealth Maximization, Interface of Financial Management with other functional areas, Decisions of Finance, Organization of the Finance Function
Corporate Governance Overview, Company Stakeholders, Stakeholder Management, Board of Directors and Committees, Factors affecting stakeholders’ relationship and Corporate Governance; Corporate Governance and Stakeholder Management Risk and Benefits, Environmental, Social and Governance consideration for investors | |||||||||||
Unit-1 |
Teaching Hours:6 |
||||||||||
Introduction to Financial Management and Corporate Governance
|
|||||||||||
Meaning and Significance of Financial Management, Functions of Financial Management, Objectives of Financial Management - Profit Maximization and Wealth Maximization, Interface of Financial Management with other functional areas, Decisions of Finance, Organization of the Finance Function
Corporate Governance Overview, Company Stakeholders, Stakeholder Management, Board of Directors and Committees, Factors affecting stakeholders’ relationship and Corporate Governance; Corporate Governance and Stakeholder Management Risk and Benefits, Environmental, Social and Governance consideration for investors | |||||||||||
Unit-2 |
Teaching Hours:16 |
||||||||||
Capital Budgeting
|
|||||||||||
Concept of Time value of Money, Concepts of capital budgeting, Basic principles in estimating costs and benefits of investments, Appraisal criteria for capital budgeting decisions - Payback period, Average rate of return, Net present value, Profitability Index, and Internal rate of return, Conflicts in appraisal. | |||||||||||
Unit-2 |
Teaching Hours:16 |
||||||||||
Capital Budgeting
|
|||||||||||
Concept of Time value of Money, Concepts of capital budgeting, Basic principles in estimating costs and benefits of investments, Appraisal criteria for capital budgeting decisions - Payback period, Average rate of return, Net present value, Profitability Index, and Internal rate of return, Conflicts in appraisal. | |||||||||||
Unit-2 |
Teaching Hours:16 |
||||||||||
Capital Budgeting
|
|||||||||||
Concept of Time value of Money, Concepts of capital budgeting, Basic principles in estimating costs and benefits of investments, Appraisal criteria for capital budgeting decisions - Payback period, Average rate of return, Net present value, Profitability Index, and Internal rate of return, Conflicts in appraisal. | |||||||||||
Unit-3 |
Teaching Hours:10 |
||||||||||
Cost of Capital and Sources of Finance
|
|||||||||||
Cost of equity and retained earnings, cost of debt, cost of preferred stock, weighted average cost of capital, Factors affecting cost of capital, Long term financing - shares, Debentures, Warrants, Term loans, Lease financing, Hybrid financing, Venture capital financing, Sources of short term financing | |||||||||||
Unit-3 |
Teaching Hours:10 |
||||||||||
Cost of Capital and Sources of Finance
|
|||||||||||
Cost of equity and retained earnings, cost of debt, cost of preferred stock, weighted average cost of capital, Factors affecting cost of capital, Long term financing - shares, Debentures, Warrants, Term loans, Lease financing, Hybrid financing, Venture capital financing, Sources of short term financing | |||||||||||
Unit-3 |
Teaching Hours:10 |
||||||||||
Cost of Capital and Sources of Finance
|
|||||||||||
Cost of equity and retained earnings, cost of debt, cost of preferred stock, weighted average cost of capital, Factors affecting cost of capital, Long term financing - shares, Debentures, Warrants, Term loans, Lease financing, Hybrid financing, Venture capital financing, Sources of short term financing | |||||||||||
Unit-4 |
Teaching Hours:10 |
||||||||||
Capital Structure and Leverages
|
|||||||||||
Introduction, Factors affecting capital structure, Features of an optimal capital structure, EBIT -EPS Analysis, Introduction to Capital structure theories, Concept of Business and Financial Risk, Operating Leverage, Financial Leverage, Combined Leverage-suitability of Leverages for different business situations, Concept of Trading on Equity | |||||||||||
Unit-4 |
Teaching Hours:10 |
||||||||||
Capital Structure and Leverages
|
|||||||||||
Introduction, Factors affecting capital structure, Features of an optimal capital structure, EBIT -EPS Analysis, Introduction to Capital structure theories, Concept of Business and Financial Risk, Operating Leverage, Financial Leverage, Combined Leverage-suitability of Leverages for different business situations, Concept of Trading on Equity | |||||||||||
Unit-4 |
Teaching Hours:10 |
||||||||||
Capital Structure and Leverages
|
|||||||||||
Introduction, Factors affecting capital structure, Features of an optimal capital structure, EBIT -EPS Analysis, Introduction to Capital structure theories, Concept of Business and Financial Risk, Operating Leverage, Financial Leverage, Combined Leverage-suitability of Leverages for different business situations, Concept of Trading on Equity | |||||||||||
Unit-5 |
Teaching Hours:10 |
||||||||||
Working Capital Management
|
|||||||||||
Concept of Working Capital, Types of Working Capital, Operating Cycle, Importance of Working Capital, Dangers of Inadequate and Excessive Working Capital, Management of Working Capital, Factors determining Working capital, Estimation of Working capital Requirements. | |||||||||||
Unit-5 |
Teaching Hours:10 |
||||||||||
Working Capital Management
|
|||||||||||
Concept of Working Capital, Types of Working Capital, Operating Cycle, Importance of Working Capital, Dangers of Inadequate and Excessive Working Capital, Management of Working Capital, Factors determining Working capital, Estimation of Working capital Requirements. | |||||||||||
Unit-5 |
Teaching Hours:10 |
||||||||||
Working Capital Management
|
|||||||||||
Concept of Working Capital, Types of Working Capital, Operating Cycle, Importance of Working Capital, Dangers of Inadequate and Excessive Working Capital, Management of Working Capital, Factors determining Working capital, Estimation of Working capital Requirements. | |||||||||||
Unit-6 |
Teaching Hours:8 |
||||||||||
Dividend Policy
|
|||||||||||
Dividend Policy: Introduction, Dividend decisions and valuation of firms, Determinants of dividend policy, Bonus issues, stock split, Buy back of shares, Legal, Procedural and Tax aspect of dividend, Introduction to dividend theories- relevance and irrelevance. | |||||||||||
Unit-6 |
Teaching Hours:8 |
||||||||||
Dividend Policy
|
|||||||||||
Dividend Policy: Introduction, Dividend decisions and valuation of firms, Determinants of dividend policy, Bonus issues, stock split, Buy back of shares, Legal, Procedural and Tax aspect of dividend, Introduction to dividend theories- relevance and irrelevance. | |||||||||||
Unit-6 |
Teaching Hours:8 |
||||||||||
Dividend Policy
|
|||||||||||
Dividend Policy: Introduction, Dividend decisions and valuation of firms, Determinants of dividend policy, Bonus issues, stock split, Buy back of shares, Legal, Procedural and Tax aspect of dividend, Introduction to dividend theories- relevance and irrelevance. | |||||||||||
Text Books And Reference Books: Rustagi, R. P. (2018). Financial Management -Theory, Concepts, Problems (6th ed.). Taxmann Publications. Chandra, P. (2020). Financial management Theory and Practice (11th ed.). McGraw-Hill Education. Jain, P. K. (2018). Financial management (8th ed.). McGraw-Hill Education. Pandey, I. M. (2021). Financial Management (12th ed.). Pearson. | |||||||||||
Essential Reading / Recommended Reading Horne, J. C., & Wachowicz, J. M. (2010). Fundamentals of financial management (11th ed.). Pearson Higher Ed. Kishore, R. M., & Arora, P. S. (2023). Taxmann's Financial Management | Theory | Problems | Cases (9th ed.). Taxmann. Brigham, E. F., & Houston, J. F. (2021). Fundamentals of financial management (14th ed.). Cengage India Private Limited. Khan MY & Jain PK (2017), Financial Management, McGraw Hill Education.
| |||||||||||
Evaluation Pattern Department of Professional Studies follows a rigorous system of continuous evaluation, and the assessment events include quizzes, tests, assignments, mid-term and end-term exams, individual/group project work, presentations etc. Students are evaluated for each course on the basis of written examination and continuous internal assessments. Each paper carries maximum of 100 marks and is evaluated as follows:
· Written Examinations consists of: § Mid Semester Exam – 50 Marks (2 hours duration) § End Semester Exam – 100 Marks (3 hours duration) · A student should secure a minimum of 40% Marks in the ESE to pass in that paper.
· In aggregate for each paper, for internal and end semester put together, at least 40 Marks out of 100 must be secured to pass in that paper. | |||||||||||
BIAF203-3 - AUDITING (2023 Batch) | |||||||||||
Total Teaching Hours for Semester:60 |
No of Lecture Hours/Week:4 |
||||||||||
Max Marks:100 |
Credits:4 |
||||||||||
Course Objectives/Course Description |
|||||||||||
The course is designed to cover various facets of an audit assignment. It covers various legal requirements under the extant corporate laws and other techniques to gain understanding of the subject. |
|||||||||||
Learning Outcome |
|||||||||||
CO1: Understand the concept of auditing. CO2: Gain working knowledge of general audit procedures CO3: Apply the concepts of internal control CO4: Understand the concepts of Audit sampling and other means of testing CO5: Apply the reviewing of Audit Reports in the workplace |
Unit-1 |
Teaching Hours:16 |
||||||||||
Audit Framework and Regulation
|
|||||||||||
The concept of audit and assurance engagements – concepts of accountability, stewardship and agency – elements of assurance agreement – statutory audits – Corporate Governance – Audit Committees – Professional Ethics and Quality Control Procedures – Internal Audit – Differences between the external audit and the internal audit function. | |||||||||||
Unit-1 |
Teaching Hours:16 |
||||||||||
Audit Framework and Regulation
|
|||||||||||
The concept of audit and assurance engagements – concepts of accountability, stewardship and agency – elements of assurance agreement – statutory audits – Corporate Governance – Audit Committees – Professional Ethics and Quality Control Procedures – Internal Audit – Differences between the external audit and the internal audit function. | |||||||||||
Unit-1 |
Teaching Hours:16 |
||||||||||
Audit Framework and Regulation
|
|||||||||||
The concept of audit and assurance engagements – concepts of accountability, stewardship and agency – elements of assurance agreement – statutory audits – Corporate Governance – Audit Committees – Professional Ethics and Quality Control Procedures – Internal Audit – Differences between the external audit and the internal audit function. | |||||||||||
Unit-2 |
Teaching Hours:16 |
||||||||||
Planning and Risk Assessment
|
|||||||||||
Assessing the risks of material misstatement – understanding the entity and its environment – materiality, fraud, laws and regulations – Test of Control – Substantive Testing – Audit Strategy – Audit Plan – Audit Documentation. | |||||||||||
Unit-2 |
Teaching Hours:16 |
||||||||||
Planning and Risk Assessment
|
|||||||||||
Assessing the risks of material misstatement – understanding the entity and its environment – materiality, fraud, laws and regulations – Test of Control – Substantive Testing – Audit Strategy – Audit Plan – Audit Documentation. | |||||||||||
Unit-2 |
Teaching Hours:16 |
||||||||||
Planning and Risk Assessment
|
|||||||||||
Assessing the risks of material misstatement – understanding the entity and its environment – materiality, fraud, laws and regulations – Test of Control – Substantive Testing – Audit Strategy – Audit Plan – Audit Documentation. | |||||||||||
Unit-3 |
Teaching Hours:6 |
||||||||||
Internal Control
|
|||||||||||
Internal control systems, Internal control and management, The use and evaluation of internal control system by auditors, Test of control and communication on internal control. | |||||||||||
Unit-3 |
Teaching Hours:6 |
||||||||||
Internal Control
|
|||||||||||
Internal control systems, Internal control and management, The use and evaluation of internal control system by auditors, Test of control and communication on internal control. | |||||||||||
Unit-3 |
Teaching Hours:6 |
||||||||||
Internal Control
|
|||||||||||
Internal control systems, Internal control and management, The use and evaluation of internal control system by auditors, Test of control and communication on internal control. | |||||||||||
Unit-4 |
Teaching Hours:16 |
||||||||||
Audit Evidence
|
|||||||||||
The use of assertions by auditors – audit procedures – the audit of specific items – receivables, inventory, payables, accruals, provisions and contingencies, bank and cash, tangible NCA, share capital, reserves and directors’ emoluments – audit sampling and other means of testing – computer assisted audit techniques – not-for-profit organization - Audit sampling and other means of testing | |||||||||||
Unit-4 |
Teaching Hours:16 |
||||||||||
Audit Evidence
|
|||||||||||
The use of assertions by auditors – audit procedures – the audit of specific items – receivables, inventory, payables, accruals, provisions and contingencies, bank and cash, tangible NCA, share capital, reserves and directors’ emoluments – audit sampling and other means of testing – computer assisted audit techniques – not-for-profit organization - Audit sampling and other means of testing | |||||||||||
Unit-4 |
Teaching Hours:16 |
||||||||||
Audit Evidence
|
|||||||||||
The use of assertions by auditors – audit procedures – the audit of specific items – receivables, inventory, payables, accruals, provisions and contingencies, bank and cash, tangible NCA, share capital, reserves and directors’ emoluments – audit sampling and other means of testing – computer assisted audit techniques – not-for-profit organization - Audit sampling and other means of testing | |||||||||||
Unit-5 |
Teaching Hours:6 |
||||||||||
Review and Reporting
|
|||||||||||
Subsequent events – going concern – written representations –audit finalization and the final review. Audit reports – reports to management – internal audit reports, reports to shareholders, type of audit reports, CARO 2003 report. | |||||||||||
Unit-5 |
Teaching Hours:6 |
||||||||||
Review and Reporting
|
|||||||||||
Subsequent events – going concern – written representations –audit finalization and the final review. Audit reports – reports to management – internal audit reports, reports to shareholders, type of audit reports, CARO 2003 report. | |||||||||||
Unit-5 |
Teaching Hours:6 |
||||||||||
Review and Reporting
|
|||||||||||
Subsequent events – going concern – written representations –audit finalization and the final review. Audit reports – reports to management – internal audit reports, reports to shareholders, type of audit reports, CARO 2003 report. | |||||||||||
Text Books And Reference Books: 1. Kamal Gupta & Ashok Arora (2016), Fundamentals of Auditing, Tata McGraw Hill. 2. Tandon BN, Sudharsanam, Sundarabahu S (2017) A Handbook of Practical Auditing, S Chand & Co. Ltd, Delhi. 3. Aruna Jha (2021), Auditing and Corporate Governance, Taxmann Publications Pvt. Ltd. 4. Dinkar Pagare (2020), Principles and Practice of Auditing, Sultan Chand and Sons. | |||||||||||
Essential Reading / Recommended Reading 1. Gurumoorthi V, Jolly Rosalind Silva R, Swarnalakshmi R. (2018), Auditing Principles and Practices, Charulatha Publications. 2. Audit and Assurance (2021), Kaplan Financial Limited. 3. Audit and Assurance (2024) BPP Learning Media. 4. Sharma TR & Sahai IM (2021), Auditing, Sahitya Bhawan Publications. | |||||||||||
Evaluation Pattern Students are evaluated for each course on the basis of written examination and continuous internal assessment. Each paper carries maximum of 100 marks and is evaluated as follows:
· Written Examinations consists of: § Mid Semester Exam – 50 marks (2 hours duration) § End Semester Exam – 100 marks (3 hours duration) · A student should have secured minimum 40% marks in the ESE to pass in that paper. · In aggregate for each paper, for internal and end semester put together, at least 40 marks out of 100 must be secured to pass in that paper.
| |||||||||||
DPS161-3 - NGO/START-UP-BASED PROJECT (2023 Batch) | |||||||||||
Total Teaching Hours for Semester:30 |
No of Lecture Hours/Week:2 |
||||||||||
Max Marks:100 |
Credits:3 |
||||||||||
Course Objectives/Course Description |
|||||||||||
This is a project-based course offered to the students of the third semester. The students have an option either to do an NGO project or a Start-Up based project. NGO project is designed to give students practical experience in developing a social impact project for a non-governmental organization (NGO). Students will learn key concepts related to social impact and community development, including needs assessment, project planning, implementation, and evaluation. Working on a project with a startup gives students the opportunity to gain real-world experience and apply their skills in a practical setting. They can learn about the challenges and opportunities of working with a startup, including developing innovative solutions, working with limited resources, and adapting to change. It helps the students to develop professional networks, important entrepreneurial skills and also gain valuable insights into the skills and knowledge required for success in the start-up industry. |
|||||||||||
Learning Outcome |
|||||||||||
CO1: Gain practical experience in developing a social impact project for an NGO. CO2: Recognize the fundamentals of community development, including needs assessment, project planning, implementation, and evaluation. CO3: Understand important concepts related to social impact, such as social entrepreneurship, sustainability, and impact measurement. CO4: Develop teamwork and collaboration skills. |
Unit-1 |
Teaching Hours:45 |
||||||||
Unit I
|
|||||||||
This is a project-based course offered to the students of the third semester. The students have an option either to do an NGO project or a Start-Up based project. NGO project is designed to give students practical experience in developing a social impact project for a non-governmental organization (NGO). Students will learn key concepts related to social impact and community development, including needs assessment, project planning, implementation, and evaluation. Working on a project with a startup gives students the opportunity to gain real-world experience and apply their skills in a practical setting. They can learn about the challenges and opportunities of working with a startup, including developing innovative solutions, working with limited resources, and adapting to change. It helps the students to develop professional networks, important entrepreneurial skills and also gain valuable insights into the skills and knowledge required for success in the start-up industry. | |||||||||
Unit-1 |
Teaching Hours:45 |
||||||||
Unit I
|
|||||||||
This is a project-based course offered to the students of the third semester. The students have an option either to do an NGO project or a Start-Up based project. NGO project is designed to give students practical experience in developing a social impact project for a non-governmental organization (NGO). Students will learn key concepts related to social impact and community development, including needs assessment, project planning, implementation, and evaluation. Working on a project with a startup gives students the opportunity to gain real-world experience and apply their skills in a practical setting. They can learn about the challenges and opportunities of working with a startup, including developing innovative solutions, working with limited resources, and adapting to change. It helps the students to develop professional networks, important entrepreneurial skills and also gain valuable insights into the skills and knowledge required for success in the start-up industry. | |||||||||
Unit-1 |
Teaching Hours:45 |
||||||||
Unit I
|
|||||||||
This is a project-based course offered to the students of the third semester. The students have an option either to do an NGO project or a Start-Up based project. NGO project is designed to give students practical experience in developing a social impact project for a non-governmental organization (NGO). Students will learn key concepts related to social impact and community development, including needs assessment, project planning, implementation, and evaluation. Working on a project with a startup gives students the opportunity to gain real-world experience and apply their skills in a practical setting. They can learn about the challenges and opportunities of working with a startup, including developing innovative solutions, working with limited resources, and adapting to change. It helps the students to develop professional networks, important entrepreneurial skills and also gain valuable insights into the skills and knowledge required for success in the start-up industry. | |||||||||
Text Books And Reference Books: NIL | |||||||||
Essential Reading / Recommended Reading NIL | |||||||||
Evaluation Pattern This course has 3 credits and carries 100 marks. The marks are awarded on the basis of following components
| |||||||||
BIAF201-4 - TAXATION (2023 Batch) | |||||||||
Total Teaching Hours for Semester:60 |
No of Lecture Hours/Week:4 |
||||||||
Max Marks:100 |
Credits:4 |
||||||||
Course Objectives/Course Description |
|||||||||
The course provides framework on Indian Direct and Indirect Taxation system. The course is designed to provide understanding on the structure of Income Tax law and Goods and Service Tax Law to acquire knowledge for computations. |
|||||||||
Learning Outcome |
|||||||||
CO1: Analyse taxation provisions, taxability, sources, and computation of income as per the Income Tax Act. CO2: Understand the concepts of taxation and scope of taxability based on residential status CO3: Apply the concepts and computation of corporation tax liability CO4: Understand the scope of inheritance tax, clubbing, deductions and tax liability CO5: Understand GST tax regime and its applicability with determining place of supply |
Unit-1 |
Teaching Hours:6 |
||||||||||
The tax system
|
|||||||||||
Function and purpose of taxation in a modern economy – types of taxes – principal sources of revenue law and practice – tax avoidance and tax evasion. Residential status and scope of taxability based on Residential status. | |||||||||||
Unit-1 |
Teaching Hours:6 |
||||||||||
The tax system
|
|||||||||||
Function and purpose of taxation in a modern economy – types of taxes – principal sources of revenue law and practice – tax avoidance and tax evasion. Residential status and scope of taxability based on Residential status. | |||||||||||
Unit-1 |
Teaching Hours:6 |
||||||||||
The tax system
|
|||||||||||
Function and purpose of taxation in a modern economy – types of taxes – principal sources of revenue law and practice – tax avoidance and tax evasion. Residential status and scope of taxability based on Residential status. | |||||||||||
Unit-2 |
Teaching Hours:12 |
||||||||||
Income tax liabilities
|
|||||||||||
Scope of income tax – income from employment – income form self-employment- property and investment income – computation of taxable income and income tax liability – exemptions and reliefs | |||||||||||
Unit-2 |
Teaching Hours:12 |
||||||||||
Income tax liabilities
|
|||||||||||
Scope of income tax – income from employment – income form self-employment- property and investment income – computation of taxable income and income tax liability – exemptions and reliefs | |||||||||||
Unit-2 |
Teaching Hours:12 |
||||||||||
Income tax liabilities
|
|||||||||||
Scope of income tax – income from employment – income form self-employment- property and investment income – computation of taxable income and income tax liability – exemptions and reliefs | |||||||||||
Unit-3 |
Teaching Hours:8 |
||||||||||
Corporation tax liabilities
|
|||||||||||
Scope of corporation tax – taxable total profits – the comprehensive computation of corporation tax liability – effect of a group corporate structure for corporation tax purposes – use of exemptions and reliefs in deferring and minimizing income tax liabilities | |||||||||||
Unit-3 |
Teaching Hours:8 |
||||||||||
Corporation tax liabilities
|
|||||||||||
Scope of corporation tax – taxable total profits – the comprehensive computation of corporation tax liability – effect of a group corporate structure for corporation tax purposes – use of exemptions and reliefs in deferring and minimizing income tax liabilities | |||||||||||
Unit-3 |
Teaching Hours:8 |
||||||||||
Corporation tax liabilities
|
|||||||||||
Scope of corporation tax – taxable total profits – the comprehensive computation of corporation tax liability – effect of a group corporate structure for corporation tax purposes – use of exemptions and reliefs in deferring and minimizing income tax liabilities | |||||||||||
Unit-4 |
Teaching Hours:9 |
||||||||||
Chargeable gains
|
|||||||||||
Scope of taxation of capital gains – computation of gains and losses – gains and losses on disposal of movable property, immovable property, shares and securities – use of exemptions and reliefs in deferring and minimizing tax liabilities arising on disposal of capital assets. | |||||||||||
Unit-4 |
Teaching Hours:9 |
||||||||||
Chargeable gains
|
|||||||||||
Scope of taxation of capital gains – computation of gains and losses – gains and losses on disposal of movable property, immovable property, shares and securities – use of exemptions and reliefs in deferring and minimizing tax liabilities arising on disposal of capital assets. | |||||||||||
Unit-4 |
Teaching Hours:9 |
||||||||||
Chargeable gains
|
|||||||||||
Scope of taxation of capital gains – computation of gains and losses – gains and losses on disposal of movable property, immovable property, shares and securities – use of exemptions and reliefs in deferring and minimizing tax liabilities arising on disposal of capital assets. | |||||||||||
Unit-5 |
Teaching Hours:8 |
||||||||||
Inheritance tax
|
|||||||||||
Scope of inheritance tax – basic principle of computing transfers of value – liabilities arising on chargeable lifetime transfers and on the death of an individual – use of exemptions in deferring and minimizing inheritance tax liabilities. Clubbing, Deductions and Tax Liabilities Scope of other person’s income to be clubbed, Deductions – basic deductions applicable to Individuals, Tax liabilities – General rates & special rates, Tax Payments – Advance tax and Self-Assessment Tax, Returns filing. | |||||||||||
Unit-5 |
Teaching Hours:8 |
||||||||||
Inheritance tax
|
|||||||||||
Scope of inheritance tax – basic principle of computing transfers of value – liabilities arising on chargeable lifetime transfers and on the death of an individual – use of exemptions in deferring and minimizing inheritance tax liabilities. Clubbing, Deductions and Tax Liabilities Scope of other person’s income to be clubbed, Deductions – basic deductions applicable to Individuals, Tax liabilities – General rates & special rates, Tax Payments – Advance tax and Self-Assessment Tax, Returns filing. | |||||||||||
Unit-5 |
Teaching Hours:8 |
||||||||||
Inheritance tax
|
|||||||||||
Scope of inheritance tax – basic principle of computing transfers of value – liabilities arising on chargeable lifetime transfers and on the death of an individual – use of exemptions in deferring and minimizing inheritance tax liabilities. Clubbing, Deductions and Tax Liabilities Scope of other person’s income to be clubbed, Deductions – basic deductions applicable to Individuals, Tax liabilities – General rates & special rates, Tax Payments – Advance tax and Self-Assessment Tax, Returns filing. | |||||||||||
Unit-6 |
Teaching Hours:4 |
||||||||||
National Insurance Contributions
|
|||||||||||
Scope of NIC – Class 1 and Class 1A contributions for employed persons – Class 2 and Class 4 contributions for self-employed persons, Social Security Contributions Scope of Basics of Provident Fund Contributions and Employee. State Insurance Schemes – Applicability, Rate of contributions, Employer and employee Contributions, Benefits. | |||||||||||
Unit-6 |
Teaching Hours:4 |
||||||||||
National Insurance Contributions
|
|||||||||||
Scope of NIC – Class 1 and Class 1A contributions for employed persons – Class 2 and Class 4 contributions for self-employed persons, Social Security Contributions Scope of Basics of Provident Fund Contributions and Employee. State Insurance Schemes – Applicability, Rate of contributions, Employer and employee Contributions, Benefits. | |||||||||||
Unit-6 |
Teaching Hours:4 |
||||||||||
National Insurance Contributions
|
|||||||||||
Scope of NIC – Class 1 and Class 1A contributions for employed persons – Class 2 and Class 4 contributions for self-employed persons, Social Security Contributions Scope of Basics of Provident Fund Contributions and Employee. State Insurance Schemes – Applicability, Rate of contributions, Employer and employee Contributions, Benefits. | |||||||||||
Unit-7 |
Teaching Hours:6 |
||||||||||
Goods and Services Tax
|
|||||||||||
Scope of GST, Types of GST, Basics of - Valuation, Time of supply, Input Tax with restrictions, Computing GST Liability. | |||||||||||
Unit-7 |
Teaching Hours:6 |
||||||||||
Goods and Services Tax
|
|||||||||||
Scope of GST, Types of GST, Basics of - Valuation, Time of supply, Input Tax with restrictions, Computing GST Liability. | |||||||||||
Unit-7 |
Teaching Hours:6 |
||||||||||
Goods and Services Tax
|
|||||||||||
Scope of GST, Types of GST, Basics of - Valuation, Time of supply, Input Tax with restrictions, Computing GST Liability. | |||||||||||
Unit-8 |
Teaching Hours:7 |
||||||||||
Obligations of taxpayers
|
|||||||||||
Systems for self-assessment and the making of returns – time limits for submission of information, claims, and payment of tax – procedures relating to enquiries, appeals, and disputes, and penalties for non-compliance. | |||||||||||
Unit-8 |
Teaching Hours:7 |
||||||||||
Obligations of taxpayers
|
|||||||||||
Systems for self-assessment and the making of returns – time limits for submission of information, claims, and payment of tax – procedures relating to enquiries, appeals, and disputes, and penalties for non-compliance. | |||||||||||
Unit-8 |
Teaching Hours:7 |
||||||||||
Obligations of taxpayers
|
|||||||||||
Systems for self-assessment and the making of returns – time limits for submission of information, claims, and payment of tax – procedures relating to enquiries, appeals, and disputes, and penalties for non-compliance. | |||||||||||
Text Books And Reference Books: 1. Vinod k Singhania, Students Guide to Income Tax, Taxmann Publications 2. T.N.Manoharan & Hari GR, Students Hand Book on Income Tax, Snow White Publications. 3. V.P Gaur, Puja Gaur, D.B Narang and Rajeev Puri, Income Tax Law and Practice, Kalyani Publishers. | |||||||||||
Essential Reading / Recommended Reading 1. Dr. Gaurishanker, Principles of Taxation, Wolters Kluwer Indian Pvt ltd. 2. Dr. Girish Ahuja & Dr. Ravi Gupta, Practical Approach to Direct & Indirect Taxes, Commercial Law Publishers. 3. Naveen Mittal, Principles of Income Tax Law and Practice, Cenage Learning Pvt. Ltd. | |||||||||||
Evaluation Pattern Students are evaluated for each course on the basis of written examination and continuous internal assessment. Each paper carries maximum of 100 marks and is evaluated as follows:
· Written Examinations consists of: § Mid Semester Exam – 50 marks (2 hours duration) § End Semester Exam – 100 marks (3 hours duration) · A student should have secured minimum 40% marks in the ESE to pass in that paper.
· In aggregate for each paper, for internal and end semester put together, at least 40 marks out of 100 must be secured to pass in that paper. | |||||||||||
BIAF301-4 - FINANCIAL REPORTING (2023 Batch) | |||||||||||
Total Teaching Hours for Semester:60 |
No of Lecture Hours/Week:4 |
||||||||||
Max Marks:100 |
Credits:4 |
||||||||||
Course Objectives/Course Description |
|||||||||||
To introduce students to concepts and principles underlining the preparation of Financial Information. The course is designed to provide framework on accounting policies, principles and accounting standards in financial reporting. The course provides guidelines for preparation, analysis and interpretation of financial statements. |
|||||||||||
Learning Outcome |
|||||||||||
CO1: To familiarize the student with the conceptual framework of financial reporting. CO2: To understand the regulatory framework of financial reporting. CO3: Discuss generally accepted accounting principles, accounting standards to be adopted in preparation of financial statements. CO4: To appraise accounting system and regulatory requirements used in financial reporting. CO5: Proficiency in interpreting and analysis of financial position by employing accounting ratios. |
Unit-1 |
Teaching Hours:8 |
||||||||||
A Conceptual Framework for Financial Reporting
|
|||||||||||
The need for a conceptual framework – Understandability, relevance, reliability and comparability – recognition and measurement – legal versus the commercial view of accounting – alternative models and practices – the concept of faithful representation | |||||||||||
Unit-1 |
Teaching Hours:8 |
||||||||||
A Conceptual Framework for Financial Reporting
|
|||||||||||
The need for a conceptual framework – Understandability, relevance, reliability and comparability – recognition and measurement – legal versus the commercial view of accounting – alternative models and practices – the concept of faithful representation | |||||||||||
Unit-1 |
Teaching Hours:8 |
||||||||||
A Conceptual Framework for Financial Reporting
|
|||||||||||
The need for a conceptual framework – Understandability, relevance, reliability and comparability – recognition and measurement – legal versus the commercial view of accounting – alternative models and practices – the concept of faithful representation | |||||||||||
Unit-2 |
Teaching Hours:6 |
||||||||||
A Regulatory Framework for Financial Reporting
|
|||||||||||
Reasons for the existence of a regulatory framework – the standard setting process – specialized, not-for-profit, and public sector entities | |||||||||||
Unit-2 |
Teaching Hours:6 |
||||||||||
A Regulatory Framework for Financial Reporting
|
|||||||||||
Reasons for the existence of a regulatory framework – the standard setting process – specialized, not-for-profit, and public sector entities | |||||||||||
Unit-2 |
Teaching Hours:6 |
||||||||||
A Regulatory Framework for Financial Reporting
|
|||||||||||
Reasons for the existence of a regulatory framework – the standard setting process – specialized, not-for-profit, and public sector entities | |||||||||||
Unit-3 |
Teaching Hours:20 |
||||||||||
Accounting Standards
|
|||||||||||
IAS 1, IAS 2, IAS 7, IAS 8, IAS 10, IAS 12, IAS 16, IAS 20, IAS 23, IAS 36, IAS 37, IAS 38, IAS 40, IAS 41, IFRS 3 (Goodwill), IFRS 15 (Basics of revenue recognition, 5 step model), IFRS 16 (Lessee accounting only) | |||||||||||
Unit-3 |
Teaching Hours:20 |
||||||||||
Accounting Standards
|
|||||||||||
IAS 1, IAS 2, IAS 7, IAS 8, IAS 10, IAS 12, IAS 16, IAS 20, IAS 23, IAS 36, IAS 37, IAS 38, IAS 40, IAS 41, IFRS 3 (Goodwill), IFRS 15 (Basics of revenue recognition, 5 step model), IFRS 16 (Lessee accounting only) | |||||||||||
Unit-3 |
Teaching Hours:20 |
||||||||||
Accounting Standards
|
|||||||||||
IAS 1, IAS 2, IAS 7, IAS 8, IAS 10, IAS 12, IAS 16, IAS 20, IAS 23, IAS 36, IAS 37, IAS 38, IAS 40, IAS 41, IFRS 3 (Goodwill), IFRS 15 (Basics of revenue recognition, 5 step model), IFRS 16 (Lessee accounting only) | |||||||||||
Unit-4 |
Teaching Hours:10 |
||||||||||
Financial Statements
|
|||||||||||
Statement of cash flows – Accounting for inventory – Financial assets and financial liabilities – Leases – Provisions – contingent assets and contingent liabilities – statement of changes in equity - Basics of preparing financial statements & group accounting. IAS 33 EPS. | |||||||||||
Unit-4 |
Teaching Hours:10 |
||||||||||
Financial Statements
|
|||||||||||
Statement of cash flows – Accounting for inventory – Financial assets and financial liabilities – Leases – Provisions – contingent assets and contingent liabilities – statement of changes in equity - Basics of preparing financial statements & group accounting. IAS 33 EPS. | |||||||||||
Unit-4 |
Teaching Hours:10 |
||||||||||
Financial Statements
|
|||||||||||
Statement of cash flows – Accounting for inventory – Financial assets and financial liabilities – Leases – Provisions – contingent assets and contingent liabilities – statement of changes in equity - Basics of preparing financial statements & group accounting. IAS 33 EPS. | |||||||||||
Unit-5 |
Teaching Hours:6 |
||||||||||
Reporting Financial Performance
|
|||||||||||
Regulatory requirements relating to the preparation of financial statements – taxation - structure and contents of financial statements presented under IFRS –identifying and reporting the results of discontinued operations – Earnings per share. | |||||||||||
Unit-5 |
Teaching Hours:6 |
||||||||||
Reporting Financial Performance
|
|||||||||||
Regulatory requirements relating to the preparation of financial statements – taxation - structure and contents of financial statements presented under IFRS –identifying and reporting the results of discontinued operations – Earnings per share. | |||||||||||
Unit-5 |
Teaching Hours:6 |
||||||||||
Reporting Financial Performance
|
|||||||||||
Regulatory requirements relating to the preparation of financial statements – taxation - structure and contents of financial statements presented under IFRS –identifying and reporting the results of discontinued operations – Earnings per share. | |||||||||||
Unit-6 |
Teaching Hours:10 |
||||||||||
Analysing and Interpreting Financial Statements
|
|||||||||||
Limitations of financial statements – Computation of financial ratios – analysis and interpretation of an entity’s financial statements – limitations of interpretation techniques – specialized, not-for-profit and public sector entities. | |||||||||||
Unit-6 |
Teaching Hours:10 |
||||||||||
Analysing and Interpreting Financial Statements
|
|||||||||||
Limitations of financial statements – Computation of financial ratios – analysis and interpretation of an entity’s financial statements – limitations of interpretation techniques – specialized, not-for-profit and public sector entities. | |||||||||||
Unit-6 |
Teaching Hours:10 |
||||||||||
Analysing and Interpreting Financial Statements
|
|||||||||||
Limitations of financial statements – Computation of financial ratios – analysis and interpretation of an entity’s financial statements – limitations of interpretation techniques – specialized, not-for-profit and public sector entities. | |||||||||||
Text Books And Reference Books: 1. Collins.B and Mckeith.J (2017), Financial Accounting and Reporting, McGraw Hill Education. 2. Daniel.W. Collins, W.Bruce Johnson. (2017), Financial Reporting and Analysis, McGraw Hill Education. 3. Tulsian,P.C. (2013). Tulsians Financial reporting. S Chand & Company Ltd. 4. Hussey, R., & Audra Ong. (2017). Corporate Financial Reporting. United Kingdom: Macmillan Education Palgrave. | |||||||||||
Essential Reading / Recommended Reading 1. ACCA Study material by BPP learning 2. ACCA Study material by Kaplan learning 3. Arora R. K. (2017). Financial Accounting: Fundamentals, Analysis and Reporting. New Delhi: Wiley. 4. Vijay Kumar, M.P. (2017). Financial reporting (8th ed.). Mumbai: Snow white publication pvt ltd. | |||||||||||
Evaluation Pattern Students are evaluated for each course on the basis of written examination and continuous internal assessment. Each paper carries maximum of 100 marks and is evaluated as follows:
· Written Examinations consists of: § Mid Semester Exam – 50 marks (2 hours duration) § End Semester Exam – 100 marks (3 hours duration) · A student should have secured minimum 40% marks in the ESE to pass in that paper.
· In aggregate for each paper, for internal and end semester put together, at least 40 marks out of 100 must be secured to pass in that paper. | |||||||||||
BIAF302-4 - ADVANCED FINANCIAL MANAGEMENT (2023 Batch) | |||||||||||
Total Teaching Hours for Semester:60 |
No of Lecture Hours/Week:4 |
||||||||||
Max Marks:100 |
Credits:4 |
||||||||||
Course Objectives/Course Description |
|||||||||||
The course is designed to gain understanding on various aspects of advanced concepts like advanced investment appraisal techniques and mergers/acquisition tools. The course provides comprehensive analysis of financial management by introducing concepts short-term and long-term financing, mergers, business failures, and reorganizations. To apply the learning at a senior financial executive or advisor level relating to the financial management of an organization. |
|||||||||||
Learning Outcome |
|||||||||||
CO1: Application of relevant knowledge, skills and exercise professional judgments to evaluate the role and responsibility of the senior financial executive or advisor in meeting conflicting needs of stakeholders. CO2: Manage international trade and finance for multinational organizations CO3: To evaluate potential investment decisions and assessing their financial and strategic consequences CO4: Analyze valuation of Mergers and Acquisition and able to interpret pre and post mergers and acquisition CO5: Gain knowledge about the current trends in finance and financial management |
Unit-1 |
Teaching Hours:10 |
||||||||||
Role and responsibility towards stakeholders
|
|||||||||||
The role and responsibility of senior financial executive/advisor, financial strategy formulation, Conflicting stakeholder interests, Ethical issues in financial management, Environmental issues and integrated reporting | |||||||||||
Unit-1 |
Teaching Hours:10 |
||||||||||
Role and responsibility towards stakeholders
|
|||||||||||
The role and responsibility of senior financial executive/advisor, financial strategy formulation, Conflicting stakeholder interests, Ethical issues in financial management, Environmental issues and integrated reporting | |||||||||||
Unit-1 |
Teaching Hours:10 |
||||||||||
Role and responsibility towards stakeholders
|
|||||||||||
The role and responsibility of senior financial executive/advisor, financial strategy formulation, Conflicting stakeholder interests, Ethical issues in financial management, Environmental issues and integrated reporting | |||||||||||
Unit-2 |
Teaching Hours:10 |
||||||||||
Economic environment for multinational organizations
|
|||||||||||
Management of international trade and finance, Strategic business and financial planning for multinational organizations | |||||||||||
Unit-2 |
Teaching Hours:10 |
||||||||||
Economic environment for multinational organizations
|
|||||||||||
Management of international trade and finance, Strategic business and financial planning for multinational organizations | |||||||||||
Unit-2 |
Teaching Hours:10 |
||||||||||
Economic environment for multinational organizations
|
|||||||||||
Management of international trade and finance, Strategic business and financial planning for multinational organizations | |||||||||||
Unit-3 |
Teaching Hours:10 |
||||||||||
Advanced investment appraisal
|
|||||||||||
Discounted cash flow techniques, Application of option pricing theory in investment decisions; Impact of financing on investment decisions and adjusted present values, Valuation and the use of free cash flows, International investment and financing decisions. | |||||||||||
Unit-3 |
Teaching Hours:10 |
||||||||||
Advanced investment appraisal
|
|||||||||||
Discounted cash flow techniques, Application of option pricing theory in investment decisions; Impact of financing on investment decisions and adjusted present values, Valuation and the use of free cash flows, International investment and financing decisions. | |||||||||||
Unit-3 |
Teaching Hours:10 |
||||||||||
Advanced investment appraisal
|
|||||||||||
Discounted cash flow techniques, Application of option pricing theory in investment decisions; Impact of financing on investment decisions and adjusted present values, Valuation and the use of free cash flows, International investment and financing decisions. | |||||||||||
Unit-4 |
Teaching Hours:8 |
||||||||||
Acquisitions and Mergers
|
|||||||||||
Acquisitions and mergers versus other growth strategies, Valuation for acquisitions and mergers, Regulatory framework and processes, Financing acquisitions and mergers. | |||||||||||
Unit-4 |
Teaching Hours:8 |
||||||||||
Acquisitions and Mergers
|
|||||||||||
Acquisitions and mergers versus other growth strategies, Valuation for acquisitions and mergers, Regulatory framework and processes, Financing acquisitions and mergers. | |||||||||||
Unit-4 |
Teaching Hours:8 |
||||||||||
Acquisitions and Mergers
|
|||||||||||
Acquisitions and mergers versus other growth strategies, Valuation for acquisitions and mergers, Regulatory framework and processes, Financing acquisitions and mergers. | |||||||||||
Unit-5 |
Teaching Hours:6 |
||||||||||
Corporate reconstruction and re-organization
|
|||||||||||
Financial reconstruction, Business re-organization | |||||||||||
Unit-5 |
Teaching Hours:6 |
||||||||||
Corporate reconstruction and re-organization
|
|||||||||||
Financial reconstruction, Business re-organization | |||||||||||
Unit-5 |
Teaching Hours:6 |
||||||||||
Corporate reconstruction and re-organization
|
|||||||||||
Financial reconstruction, Business re-organization | |||||||||||
Unit-6 |
Teaching Hours:10 |
||||||||||
Treasury and advanced risk management techniques
|
|||||||||||
The role of the treasury function in multinationals, the use of financial derivatives to hedge against forex risk, the use of financial derivatives to hedge against interest rate risk, Dividend policy in multinationals and transfer pricing. | |||||||||||
Unit-6 |
Teaching Hours:10 |
||||||||||
Treasury and advanced risk management techniques
|
|||||||||||
The role of the treasury function in multinationals, the use of financial derivatives to hedge against forex risk, the use of financial derivatives to hedge against interest rate risk, Dividend policy in multinationals and transfer pricing. | |||||||||||
Unit-6 |
Teaching Hours:10 |
||||||||||
Treasury and advanced risk management techniques
|
|||||||||||
The role of the treasury function in multinationals, the use of financial derivatives to hedge against forex risk, the use of financial derivatives to hedge against interest rate risk, Dividend policy in multinationals and transfer pricing. | |||||||||||
Unit-7 |
Teaching Hours:6 |
||||||||||
Emerging issues in finance and financial management.
|
|||||||||||
Developments in world financial markets, Developments in international trade and finance, Developments in Islamic financing. | |||||||||||
Unit-7 |
Teaching Hours:6 |
||||||||||
Emerging issues in finance and financial management.
|
|||||||||||
Developments in world financial markets, Developments in international trade and finance, Developments in Islamic financing. | |||||||||||
Unit-7 |
Teaching Hours:6 |
||||||||||
Emerging issues in finance and financial management.
|
|||||||||||
Developments in world financial markets, Developments in international trade and finance, Developments in Islamic financing. | |||||||||||
Text Books And Reference Books: 1. Prasanna Chandra. (2022), Financial Management, Tata McGraw-Hill publishing company 2. M.Y. Khan &P.K Jain. (2018), Financial Management, Tata McGraw-Hill publishing company. 3. ACCA Study Material, BPP Learning. 4. ACCA Study Material, Kaplan Learning House. | |||||||||||
Essential Reading / Recommended Reading 1. James C.Van Horne. (2008), Fundamentals of Financial Management, Prentice- Hall India 2. Satyaprasad, B. G., & Raghu, G. H. (2010). Advanced Financial Management, Himalaya Publishing House. 3. Acharya Shruthi. (2016). Advanced Financial Management, Skyward Publishers 4. ICAI. (2020). Financial Management. The Institute of Chartered accountants of India, ICAI Bhavan, New Delhi | |||||||||||
Evaluation Pattern Students are evaluated for each course on the basis of written examination and continuous internal assessment. Each paper carries maximum of 100 marks and is evaluated as follows:
· Written Examinations consists of: § Mid Semester Exam – 50 marks (2 hours duration) § End Semester Exam – 100 marks (3 hours duration) · A student should have secured minimum 40% marks in the ESE to pass in that paper.
· In aggregate for each paper, for internal and end semester put together, at least 40 marks out of 100 must be secured to pass in that paper. | |||||||||||
BIAF303-4 - PERFORMANCE MANAGEMENT (2023 Batch) | |||||||||||
Total Teaching Hours for Semester:60 |
No of Lecture Hours/Week:4 |
||||||||||
Max Marks:100 |
Credits:4 |
||||||||||
Course Objectives/Course Description |
|||||||||||
The course is designed to provide understanding on application of various strategic cost management methods and performance management tools for making students familiar with modern costing technique adopted in industry. |
|||||||||||
Learning Outcome |
|||||||||||
CO1: Articulate the benefits of using a performance development plan and the consequences of not having one in place. CO2: Distinguish the elements of an effective, integrated performance development system. CO3: To develop skills of analyzing cost management decision-making techniques by performing variance analysis. CO4: Identify best practices for handling challenging situations in performance management CO5: Understand the performance measurement and control procedures. |
Unit-1 |
Teaching Hours:13 |
||||||||||
Specialist Cost and Management Accounting Techniques
|
|||||||||||
Activity Based Costing (ABC) – ABC vs traditional methods of overhead absorption –target costing – life cycle costing in manufacturing and service industries – throughput accounting – throughput accounting ratio (TPAR) – environmental accounting. | |||||||||||
Unit-1 |
Teaching Hours:13 |
||||||||||
Specialist Cost and Management Accounting Techniques
|
|||||||||||
Activity Based Costing (ABC) – ABC vs traditional methods of overhead absorption –target costing – life cycle costing in manufacturing and service industries – throughput accounting – throughput accounting ratio (TPAR) – environmental accounting. | |||||||||||
Unit-1 |
Teaching Hours:13 |
||||||||||
Specialist Cost and Management Accounting Techniques
|
|||||||||||
Activity Based Costing (ABC) – ABC vs traditional methods of overhead absorption –target costing – life cycle costing in manufacturing and service industries – throughput accounting – throughput accounting ratio (TPAR) – environmental accounting. | |||||||||||
Unit-2 |
Teaching Hours:13 |
||||||||||
Decision Making Techniques
|
|||||||||||
Relevant cost analysis – concept of opportunity costs – Cost Volume Profit (CVP) analysis – breakeven point – margin of safety – contribution to sales ratio – limiting factors – pricing decisions -price strategies – make or buy and other short-term decisions –dealing with risk and uncertainty in decision making – simulation, expected values and sensitivity | |||||||||||
Unit-2 |
Teaching Hours:13 |
||||||||||
Decision Making Techniques
|
|||||||||||
Relevant cost analysis – concept of opportunity costs – Cost Volume Profit (CVP) analysis – breakeven point – margin of safety – contribution to sales ratio – limiting factors – pricing decisions -price strategies – make or buy and other short-term decisions –dealing with risk and uncertainty in decision making – simulation, expected values and sensitivity | |||||||||||
Unit-2 |
Teaching Hours:13 |
||||||||||
Decision Making Techniques
|
|||||||||||
Relevant cost analysis – concept of opportunity costs – Cost Volume Profit (CVP) analysis – breakeven point – margin of safety – contribution to sales ratio – limiting factors – pricing decisions -price strategies – make or buy and other short-term decisions –dealing with risk and uncertainty in decision making – simulation, expected values and sensitivity | |||||||||||
Unit-3 |
Teaching Hours:10 |
||||||||||
Budgeting
|
|||||||||||
Objectives – budgetary systems – types of budgets – Quantitative analysis in budgeting – behavioural aspects of budgeting | |||||||||||
Unit-3 |
Teaching Hours:10 |
||||||||||
Budgeting
|
|||||||||||
Objectives – budgetary systems – types of budgets – Quantitative analysis in budgeting – behavioural aspects of budgeting | |||||||||||
Unit-3 |
Teaching Hours:10 |
||||||||||
Budgeting
|
|||||||||||
Objectives – budgetary systems – types of budgets – Quantitative analysis in budgeting – behavioural aspects of budgeting | |||||||||||
Unit-4 |
Teaching Hours:12 |
||||||||||
Standard Costing and Variances Analysis
|
|||||||||||
Budgeting and standard costing – flexed budgeting – basic variances and operating statements – material mix and yield variances – sales mix and quantity variances – planning and operational variances - behavioural aspects of standard costing | |||||||||||
Unit-4 |
Teaching Hours:12 |
||||||||||
Standard Costing and Variances Analysis
|
|||||||||||
Budgeting and standard costing – flexed budgeting – basic variances and operating statements – material mix and yield variances – sales mix and quantity variances – planning and operational variances - behavioural aspects of standard costing | |||||||||||
Unit-4 |
Teaching Hours:12 |
||||||||||
Standard Costing and Variances Analysis
|
|||||||||||
Budgeting and standard costing – flexed budgeting – basic variances and operating statements – material mix and yield variances – sales mix and quantity variances – planning and operational variances - behavioural aspects of standard costing | |||||||||||
Unit-5 |
Teaching Hours:12 |
||||||||||
Performance Measurement and Control
|
|||||||||||
The scope of performance measurement – divisional performance and transfer pricing – Return on Investment (ROI) and Residual Income (RI) - Performance analysis in not for profit organizations and the public sector – external considerations and behavioural aspects | |||||||||||
Unit-5 |
Teaching Hours:12 |
||||||||||
Performance Measurement and Control
|
|||||||||||
The scope of performance measurement – divisional performance and transfer pricing – Return on Investment (ROI) and Residual Income (RI) - Performance analysis in not for profit organizations and the public sector – external considerations and behavioural aspects | |||||||||||
Unit-5 |
Teaching Hours:12 |
||||||||||
Performance Measurement and Control
|
|||||||||||
The scope of performance measurement – divisional performance and transfer pricing – Return on Investment (ROI) and Residual Income (RI) - Performance analysis in not for profit organizations and the public sector – external considerations and behavioural aspects | |||||||||||
Text Books And Reference Books: 1. Herman Aguinis. (2023), Performance Management, Sage Publications Inc. 2. Robert L Cardy, Brian Leonard. (2015), Performance Management: Concepts, Skills and Exercises (Second Edition), Taylor & Francis Group. 3. Eldenburg, L. G., & Susan Wolcott. (2005). Cost management: Measuring, Monitoring and Motivating Performance, Wiley India Pvt. Ltd. 4. Adkins, T.C, (2006). Case studies in performance management: A guide from the experts. Wiley & Sons Inc. | |||||||||||
Essential Reading / Recommended Reading 1. Sumati Reddy. (2004), Performance Management: Concepts and Cases, ICFAI University Press. 2. ACCA Material by BPP Learning. 3. ACCA Material by Kaplan Learning House. 4. ICAI. Strategic Cost Management and Performance Evaluation. The Institute of Chartered Accountants of India, ICAI Bhavan, New Delhi | |||||||||||
Evaluation Pattern Students are evaluated for each course on the basis of written examination and continuous internal assessment. Each paper carries maximum of 100 marks and is evaluated as follows:
· Written Examinations consists of: § Mid Semester Exam – 50 marks (2 hours duration) § End Semester Exam – 100 marks (3 hours duration) · A student should have secured minimum 40% marks in the ESE to pass in that paper.
· In aggregate for each paper, for internal and end semester put together, at least 40 marks out of 100 must be secured to pass in that paper. | |||||||||||
DPS202-4 - DIGITAL MARKETING (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: Digital Marketing is a comprehensive course that delves into the strategies, tools, and techniques used to promote products, services, and brands in the digital realm. This course explores various aspects of digital marketing, including Search Engine Optimization (SEO), social media marketing, content marketing, email marketing, and Marketing Analytics. |
|||||||||||
Learning Outcome |
|||||||||||
CO-1: Understand the marketing concepts, marketing mix, and marketing strategy CO-2: Describe the components of the Product, Price, Place, and Promotion CO-3: Develop an insight into consumer behaviour, loyalty, and retention strategies and maintain the relationship CO-4: Understand the different types of Digital Marketing CO-5: Develop a basic understanding and application of marketing analytics |
Unit-1 |
Teaching Hours:12 |
||||||||||
Introduction
|
|||||||||||
Nature and scope of marketing, Genesis & evolution of Marketing concepts, 7 P’s of marketing, Concept of market segmentation and its Importance, Bases for market segmentation. Target marketing and positioning, Types of positioning, Digital Marketing Vs Traditional Marketing, POEM framework | |||||||||||
Unit-1 |
Teaching Hours:12 |
||||||||||
Introduction
|
|||||||||||
Nature and scope of marketing, Genesis & evolution of Marketing concepts, 7 P’s of marketing, Concept of market segmentation and its Importance, Bases for market segmentation. Target marketing and positioning, Types of positioning, Digital Marketing Vs Traditional Marketing, POEM framework | |||||||||||
Unit-1 |
Teaching Hours:12 |
||||||||||
Introduction
|
|||||||||||
Nature and scope of marketing, Genesis & evolution of Marketing concepts, 7 P’s of marketing, Concept of market segmentation and its Importance, Bases for market segmentation. Target marketing and positioning, Types of positioning, Digital Marketing Vs Traditional Marketing, POEM framework | |||||||||||
Unit-1 |
Teaching Hours:12 |
||||||||||
Introduction
|
|||||||||||
Nature and scope of marketing, Genesis & evolution of Marketing concepts, 7 P’s of marketing, Concept of market segmentation and its Importance, Bases for market segmentation. Target marketing and positioning, Types of positioning, Digital Marketing Vs Traditional Marketing, POEM framework | |||||||||||
Unit-1 |
Teaching Hours:12 |
||||||||||
Introduction
|
|||||||||||
Nature and scope of marketing, Genesis & evolution of Marketing concepts, 7 P’s of marketing, Concept of market segmentation and its Importance, Bases for market segmentation. Target marketing and positioning, Types of positioning, Digital Marketing Vs Traditional Marketing, POEM framework | |||||||||||
Unit-1 |
Teaching Hours:12 |
||||||||||
Introduction
|
|||||||||||
Nature and scope of marketing, Genesis & evolution of Marketing concepts, 7 P’s of marketing, Concept of market segmentation and its Importance, Bases for market segmentation. Target marketing and positioning, Types of positioning, Digital Marketing Vs Traditional Marketing, POEM framework | |||||||||||
Unit-1 |
Teaching Hours:12 |
||||||||||
Introduction
|
|||||||||||
Nature and scope of marketing, Genesis & evolution of Marketing concepts, 7 P’s of marketing, Concept of market segmentation and its Importance, Bases for market segmentation. Target marketing and positioning, Types of positioning, Digital Marketing Vs Traditional Marketing, POEM framework | |||||||||||
Unit-2 |
Teaching Hours:14 |
||||||||||
Product, Price and Place Mix
|
|||||||||||
Concept of product, New product planning and development, Packaging, role and functions, Brand name and Trademark, Product Life Cycle concept, Product differentiation. Pricing Strategies, Factors affecting the price of a product/service. Distribution Channels, Concept and role, Types, Factors affecting the choice of a distribution channel, Retail Marketing, Types. | |||||||||||
Unit-2 |
Teaching Hours:14 |
||||||||||
Product, Price and Place Mix
|
|||||||||||
Concept of product, New product planning and development, Packaging, role and functions, Brand name and Trademark, Product Life Cycle concept, Product differentiation. Pricing Strategies, Factors affecting the price of a product/service. Distribution Channels, Concept and role, Types, Factors affecting the choice of a distribution channel, Retail Marketing, Types. | |||||||||||
Unit-2 |
Teaching Hours:14 |
||||||||||
Product, Price and Place Mix
|
|||||||||||
Concept of product, New product planning and development, Packaging, role and functions, Brand name and Trademark, Product Life Cycle concept, Product differentiation. Pricing Strategies, Factors affecting the price of a product/service. Distribution Channels, Concept and role, Types, Factors affecting the choice of a distribution channel, Retail Marketing, Types. | |||||||||||
Unit-2 |
Teaching Hours:14 |
||||||||||
Product, Price and Place Mix
|
|||||||||||
Concept of product, New product planning and development, Packaging, role and functions, Brand name and Trademark, Product Life Cycle concept, Product differentiation. Pricing Strategies, Factors affecting the price of a product/service. Distribution Channels, Concept and role, Types, Factors affecting the choice of a distribution channel, Retail Marketing, Types. | |||||||||||
Unit-2 |
Teaching Hours:14 |
||||||||||
Product, Price and Place Mix
|
|||||||||||
Concept of product, New product planning and development, Packaging, role and functions, Brand name and Trademark, Product Life Cycle concept, Product differentiation. Pricing Strategies, Factors affecting the price of a product/service. Distribution Channels, Concept and role, Types, Factors affecting the choice of a distribution channel, Retail Marketing, Types. | |||||||||||
Unit-2 |
Teaching Hours:14 |
||||||||||
Product, Price and Place Mix
|
|||||||||||
Concept of product, New product planning and development, Packaging, role and functions, Brand name and Trademark, Product Life Cycle concept, Product differentiation. Pricing Strategies, Factors affecting the price of a product/service. Distribution Channels, Concept and role, Types, Factors affecting the choice of a distribution channel, Retail Marketing, Types. | |||||||||||
Unit-2 |
Teaching Hours:14 |
||||||||||
Product, Price and Place Mix
|
|||||||||||
Concept of product, New product planning and development, Packaging, role and functions, Brand name and Trademark, Product Life Cycle concept, Product differentiation. Pricing Strategies, Factors affecting the price of a product/service. Distribution Channels, Concept and role, Types, Factors affecting the choice of a distribution channel, Retail Marketing, Types. | |||||||||||
Unit-3 |
Teaching Hours:12 |
||||||||||
Promotion Mix and Consumerism
|
|||||||||||
Promotion: Methods of promotion, Advertising, Meaning, Importance, Advertising media, Ethics of good advertising. Publicity, Meaning, Types and Techniques, Consumer Vs Customer, Consumer Behaviour, Factors affecting Consumer behaviour, customer loyalty and Retention, Basics of CRM | |||||||||||
Unit-3 |
Teaching Hours:12 |
||||||||||
Promotion Mix and Consumerism
|
|||||||||||
Promotion: Methods of promotion, Advertising, Meaning, Importance, Advertising media, Ethics of good advertising. Publicity, Meaning, Types and Techniques, Consumer Vs Customer, Consumer Behaviour, Factors affecting Consumer behaviour, customer loyalty and Retention, Basics of CRM | |||||||||||
Unit-3 |
Teaching Hours:12 |
||||||||||
Promotion Mix and Consumerism
|
|||||||||||
Promotion: Methods of promotion, Advertising, Meaning, Importance, Advertising media, Ethics of good advertising. Publicity, Meaning, Types and Techniques, Consumer Vs Customer, Consumer Behaviour, Factors affecting Consumer behaviour, customer loyalty and Retention, Basics of CRM | |||||||||||
Unit-3 |
Teaching Hours:12 |
||||||||||
Promotion Mix and Consumerism
|
|||||||||||
Promotion: Methods of promotion, Advertising, Meaning, Importance, Advertising media, Ethics of good advertising. Publicity, Meaning, Types and Techniques, Consumer Vs Customer, Consumer Behaviour, Factors affecting Consumer behaviour, customer loyalty and Retention, Basics of CRM | |||||||||||
Unit-3 |
Teaching Hours:12 |
||||||||||
Promotion Mix and Consumerism
|
|||||||||||
Promotion: Methods of promotion, Advertising, Meaning, Importance, Advertising media, Ethics of good advertising. Publicity, Meaning, Types and Techniques, Consumer Vs Customer, Consumer Behaviour, Factors affecting Consumer behaviour, customer loyalty and Retention, Basics of CRM | |||||||||||
Unit-3 |
Teaching Hours:12 |
||||||||||
Promotion Mix and Consumerism
|
|||||||||||
Promotion: Methods of promotion, Advertising, Meaning, Importance, Advertising media, Ethics of good advertising. Publicity, Meaning, Types and Techniques, Consumer Vs Customer, Consumer Behaviour, Factors affecting Consumer behaviour, customer loyalty and Retention, Basics of CRM | |||||||||||
Unit-3 |
Teaching Hours:12 |
||||||||||
Promotion Mix and Consumerism
|
|||||||||||
Promotion: Methods of promotion, Advertising, Meaning, Importance, Advertising media, Ethics of good advertising. Publicity, Meaning, Types and Techniques, Consumer Vs Customer, Consumer Behaviour, Factors affecting Consumer behaviour, customer loyalty and Retention, Basics of CRM | |||||||||||
Unit-4 |
Teaching Hours:12 |
||||||||||
Types of Digital Marketing
|
|||||||||||
Types of Digital Marketing, Inbound Vs Outbound Marketing, Mobile Marketing, SMS Marketing, Viral Marketing, Social Media Marketing, PPC, Video Marketing, Email Marketing, Affiliate Marketing and AdSense, Content Marketing and Influencer Marketing, Blog Marketing, Search Engine Marketing, Search Engine Optimization (SEO), Best practices in SEO, Keyword Research. | |||||||||||
Unit-4 |
Teaching Hours:12 |
||||||||||
Types of Digital Marketing
|
|||||||||||
Types of Digital Marketing, Inbound Vs Outbound Marketing, Mobile Marketing, SMS Marketing, Viral Marketing, Social Media Marketing, PPC, Video Marketing, Email Marketing, Affiliate Marketing and AdSense, Content Marketing and Influencer Marketing, Blog Marketing, Search Engine Marketing, Search Engine Optimization (SEO), Best practices in SEO, Keyword Research. | |||||||||||
Unit-4 |
Teaching Hours:12 |
||||||||||
Types of Digital Marketing
|
|||||||||||
Types of Digital Marketing, Inbound Vs Outbound Marketing, Mobile Marketing, SMS Marketing, Viral Marketing, Social Media Marketing, PPC, Video Marketing, Email Marketing, Affiliate Marketing and AdSense, Content Marketing and Influencer Marketing, Blog Marketing, Search Engine Marketing, Search Engine Optimization (SEO), Best practices in SEO, Keyword Research. | |||||||||||
Unit-4 |
Teaching Hours:12 |
||||||||||
Types of Digital Marketing
|
|||||||||||
Types of Digital Marketing, Inbound Vs Outbound Marketing, Mobile Marketing, SMS Marketing, Viral Marketing, Social Media Marketing, PPC, Video Marketing, Email Marketing, Affiliate Marketing and AdSense, Content Marketing and Influencer Marketing, Blog Marketing, Search Engine Marketing, Search Engine Optimization (SEO), Best practices in SEO, Keyword Research. | |||||||||||
Unit-4 |
Teaching Hours:12 |
||||||||||
Types of Digital Marketing
|
|||||||||||
Types of Digital Marketing, Inbound Vs Outbound Marketing, Mobile Marketing, SMS Marketing, Viral Marketing, Social Media Marketing, PPC, Video Marketing, Email Marketing, Affiliate Marketing and AdSense, Content Marketing and Influencer Marketing, Blog Marketing, Search Engine Marketing, Search Engine Optimization (SEO), Best practices in SEO, Keyword Research. | |||||||||||
Unit-4 |
Teaching Hours:12 |
||||||||||
Types of Digital Marketing
|
|||||||||||
Types of Digital Marketing, Inbound Vs Outbound Marketing, Mobile Marketing, SMS Marketing, Viral Marketing, Social Media Marketing, PPC, Video Marketing, Email Marketing, Affiliate Marketing and AdSense, Content Marketing and Influencer Marketing, Blog Marketing, Search Engine Marketing, Search Engine Optimization (SEO), Best practices in SEO, Keyword Research. | |||||||||||
Unit-4 |
Teaching Hours:12 |
||||||||||
Types of Digital Marketing
|
|||||||||||
Types of Digital Marketing, Inbound Vs Outbound Marketing, Mobile Marketing, SMS Marketing, Viral Marketing, Social Media Marketing, PPC, Video Marketing, Email Marketing, Affiliate Marketing and AdSense, Content Marketing and Influencer Marketing, Blog Marketing, Search Engine Marketing, Search Engine Optimization (SEO), Best practices in SEO, Keyword Research. | |||||||||||
Unit-5 |
Teaching Hours:10 |
||||||||||
MIS, Marketing Research & Analytics
|
|||||||||||
Marketing Information System (MIS), Need, Importance, Elements, and Components of MIS. Marketing Research, Steps and Areas involved in Marketing Research. Marketing Analytics, Market Basket Analysis, RFM Analysis, Customer Life Time Value, Big Data Analytics, Text Mining and Sentiment Analytics, and Multi-Dimensional Scaling for Brand Positioning (MDS). | |||||||||||
Unit-5 |
Teaching Hours:10 |
||||||||||
MIS, Marketing Research & Analytics
|
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Marketing Information System (MIS), Need, Importance, Elements, and Components of MIS. Marketing Research, Steps and Areas involved in Marketing Research. Marketing Analytics, Market Basket Analysis, RFM Analysis, Customer Life Time Value, Big Data Analytics, Text Mining and Sentiment Analytics, and Multi-Dimensional Scaling for Brand Positioning (MDS). | |||||||||||
Unit-5 |
Teaching Hours:10 |
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MIS, Marketing Research & Analytics
|
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Marketing Information System (MIS), Need, Importance, Elements, and Components of MIS. Marketing Research, Steps and Areas involved in Marketing Research. Marketing Analytics, Market Basket Analysis, RFM Analysis, Customer Life Time Value, Big Data Analytics, Text Mining and Sentiment Analytics, and Multi-Dimensional Scaling for Brand Positioning (MDS). | |||||||||||
Unit-5 |
Teaching Hours:10 |
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MIS, Marketing Research & Analytics
|
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Marketing Information System (MIS), Need, Importance, Elements, and Components of MIS. Marketing Research, Steps and Areas involved in Marketing Research. Marketing Analytics, Market Basket Analysis, RFM Analysis, Customer Life Time Value, Big Data Analytics, Text Mining and Sentiment Analytics, and Multi-Dimensional Scaling for Brand Positioning (MDS). | |||||||||||
Unit-5 |
Teaching Hours:10 |
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MIS, Marketing Research & Analytics
|
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Marketing Information System (MIS), Need, Importance, Elements, and Components of MIS. Marketing Research, Steps and Areas involved in Marketing Research. Marketing Analytics, Market Basket Analysis, RFM Analysis, Customer Life Time Value, Big Data Analytics, Text Mining and Sentiment Analytics, and Multi-Dimensional Scaling for Brand Positioning (MDS). | |||||||||||
Unit-5 |
Teaching Hours:10 |
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MIS, Marketing Research & Analytics
|
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Marketing Information System (MIS), Need, Importance, Elements, and Components of MIS. Marketing Research, Steps and Areas involved in Marketing Research. Marketing Analytics, Market Basket Analysis, RFM Analysis, Customer Life Time Value, Big Data Analytics, Text Mining and Sentiment Analytics, and Multi-Dimensional Scaling for Brand Positioning (MDS). | |||||||||||
Unit-5 |
Teaching Hours:10 |
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MIS, Marketing Research & Analytics
|
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Marketing Information System (MIS), Need, Importance, Elements, and Components of MIS. Marketing Research, Steps and Areas involved in Marketing Research. Marketing Analytics, Market Basket Analysis, RFM Analysis, Customer Life Time Value, Big Data Analytics, Text Mining and Sentiment Analytics, and Multi-Dimensional Scaling for Brand Positioning (MDS). | |||||||||||
Text Books And Reference Books: 1. Kotler, P. (2022). Marketing Management (17th ed.). Pearson Education India. 2. Gupta, C. B., & Nair, N. R. (2018). Marketing Management (15th ed.). Sultan Chand & Sons. 3. Bhatia, P. S. (2019). Fundamentals of Digital Marketing (2nd ed.). Pearson Education. 4. Maity, M., & Gurazada, P. (2021). Marketing Analytics for Strategic Decision Making (1st ed.). Oxford University Press. | |||||||||||
Essential Reading / Recommended Reading
4. Upadhyay, K. C. (2021). Digital Marketing: Complete Digital Marketing Tutorial. Puthussery, A. Digital Marketing: An Overview. Notion Press | |||||||||||
Evaluation Pattern Department of Professional Studies follows a rigorous system of continuous evaluation, and the assessment events include quizzes, tests, assignments, mid-term and end-term exams, individual/group project work, presentations etc. Students are evaluated for each course on the basis of written examination and continuous internal assessment. Each paper carries maximum of 100 marks and is evaluated as follows:
· Written Examinations consists of: § Mid Semester Exam – 50 marks (2 hours duration) § End Semester Exam – 100 marks (3 hours duration) · A student should have secured minimum 40% marks in the ESE to pass in that paper. · In aggregate for each paper, for internal and end semester put together, at least 40 marks out of 100 must be secured to pass in that paper. | |||||||||||
DPS203-4 - ENTREPRENEURSHIP (2023 Batch) | |||||||||||
Total Teaching Hours for Semester:45 |
No of Lecture Hours/Week:3 |
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Max Marks:100 |
Credits:3 |
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Course Objectives/Course Description |
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The course aims to provide conceptual and experiential understanding of Entrepreneurship. The course is designed as a broad overview of entrepreneurship, including identifying a winning business opportunity, gathering funding for and launching a business, growing the organization and harvesting the rewards. |
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Learning Outcome |
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CO-1: Discuss the fundamentals of entrepreneurship and the role of Entrepreneur.
CO-2: Recall the concepts of business ideas and opportunity recognition & design a business plan for a prospective business venture. CO-3: Examine the sources of financing the New Venture & Marketing New Venture CO-4: Discuss strategies to manage growth, its implications & overcoming pressure CO-5: Explain symptoms of industrial sickness and various exit & harvest strategies for entrepreneurs. |
Unit-1 |
Teaching Hours:10 |
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Introduction to Entrepreneurship & Entrepreneur
|
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Meaning and concept of Entrepreneurship, the history of entrepreneurship development, role of entrepreneurship in economic development, Institutions supporting entrepreneurs. Meaning of Entrepreneur, the skills required to be an entrepreneur, the entrepreneurial decision process, and role models, mentors and support system. | |||||||||||
Unit-1 |
Teaching Hours:10 |
||||||||||
Introduction to Entrepreneurship & Entrepreneur
|
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Meaning and concept of Entrepreneurship, the history of entrepreneurship development, role of entrepreneurship in economic development, Institutions supporting entrepreneurs. Meaning of Entrepreneur, the skills required to be an entrepreneur, the entrepreneurial decision process, and role models, mentors and support system. | |||||||||||
Unit-1 |
Teaching Hours:10 |
||||||||||
Introduction to Entrepreneurship & Entrepreneur
|
|||||||||||
Meaning and concept of Entrepreneurship, the history of entrepreneurship development, role of entrepreneurship in economic development, Institutions supporting entrepreneurs. Meaning of Entrepreneur, the skills required to be an entrepreneur, the entrepreneurial decision process, and role models, mentors and support system. | |||||||||||
Unit-1 |
Teaching Hours:10 |
||||||||||
Introduction to Entrepreneurship & Entrepreneur
|
|||||||||||
Meaning and concept of Entrepreneurship, the history of entrepreneurship development, role of entrepreneurship in economic development, Institutions supporting entrepreneurs. Meaning of Entrepreneur, the skills required to be an entrepreneur, the entrepreneurial decision process, and role models, mentors and support system. | |||||||||||
Unit-2 |
Teaching Hours:10 |
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Business Opportunity Identification & Business Plan
|
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Sources of new Idea, methods of generating ideas, creative problem solving, opportunity recognition, product planning and development, opportunity recognition, Choosing the legal form of new venture. Meaning and significance of a business plan, components of a business plan, and feasibility study | |||||||||||
Unit-2 |
Teaching Hours:10 |
||||||||||
Business Opportunity Identification & Business Plan
|
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Sources of new Idea, methods of generating ideas, creative problem solving, opportunity recognition, product planning and development, opportunity recognition, Choosing the legal form of new venture. Meaning and significance of a business plan, components of a business plan, and feasibility study | |||||||||||
Unit-2 |
Teaching Hours:10 |
||||||||||
Business Opportunity Identification & Business Plan
|
|||||||||||
Sources of new Idea, methods of generating ideas, creative problem solving, opportunity recognition, product planning and development, opportunity recognition, Choosing the legal form of new venture. Meaning and significance of a business plan, components of a business plan, and feasibility study | |||||||||||
Unit-2 |
Teaching Hours:10 |
||||||||||
Business Opportunity Identification & Business Plan
|
|||||||||||
Sources of new Idea, methods of generating ideas, creative problem solving, opportunity recognition, product planning and development, opportunity recognition, Choosing the legal form of new venture. Meaning and significance of a business plan, components of a business plan, and feasibility study | |||||||||||
Unit-3 |
Teaching Hours:8 |
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Financing the New Venture & Marketing New Venture
|
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Sources of Financing New Venture, marketing the new venture, Common marketing problem faced by enterprises. | |||||||||||
Unit-3 |
Teaching Hours:8 |
||||||||||
Financing the New Venture & Marketing New Venture
|
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Sources of Financing New Venture, marketing the new venture, Common marketing problem faced by enterprises. | |||||||||||
Unit-3 |
Teaching Hours:8 |
||||||||||
Financing the New Venture & Marketing New Venture
|
|||||||||||
Sources of Financing New Venture, marketing the new venture, Common marketing problem faced by enterprises. | |||||||||||
Unit-3 |
Teaching Hours:8 |
||||||||||
Financing the New Venture & Marketing New Venture
|
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Sources of Financing New Venture, marketing the new venture, Common marketing problem faced by enterprises. | |||||||||||
Unit-4 |
Teaching Hours:12 |
||||||||||
Managing Growth in New Venture
|
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Strategies for growth, Implications of growth for the firm, Overcoming pressure on existing Financial Resources, Overcoming Pressure on Existing HR, Overcoming pressure on the Management of employees, Overcoming pressure on entrepreneurs’ Time , Basic Principles of Time Management, Categorization of entrepreneurs and their Firm’s Growth, Enterprise life cycle. | |||||||||||
Unit-4 |
Teaching Hours:12 |
||||||||||
Managing Growth in New Venture
|
|||||||||||
Strategies for growth, Implications of growth for the firm, Overcoming pressure on existing Financial Resources, Overcoming Pressure on Existing HR, Overcoming pressure on the Management of employees, Overcoming pressure on entrepreneurs’ Time , Basic Principles of Time Management, Categorization of entrepreneurs and their Firm’s Growth, Enterprise life cycle. | |||||||||||
Unit-4 |
Teaching Hours:12 |
||||||||||
Managing Growth in New Venture
|
|||||||||||
Strategies for growth, Implications of growth for the firm, Overcoming pressure on existing Financial Resources, Overcoming Pressure on Existing HR, Overcoming pressure on the Management of employees, Overcoming pressure on entrepreneurs’ Time , Basic Principles of Time Management, Categorization of entrepreneurs and their Firm’s Growth, Enterprise life cycle. | |||||||||||
Unit-4 |
Teaching Hours:12 |
||||||||||
Managing Growth in New Venture
|
|||||||||||
Strategies for growth, Implications of growth for the firm, Overcoming pressure on existing Financial Resources, Overcoming Pressure on Existing HR, Overcoming pressure on the Management of employees, Overcoming pressure on entrepreneurs’ Time , Basic Principles of Time Management, Categorization of entrepreneurs and their Firm’s Growth, Enterprise life cycle. | |||||||||||
Unit-5 |
Teaching Hours:5 |
||||||||||
Exit & Harvest Strategies for Entrepreneurs
|
|||||||||||
Industrial Sickness, Symptoms of Industrial sickness, Exit and harvest strategies for Entrepreneurs. | |||||||||||
Unit-5 |
Teaching Hours:5 |
||||||||||
Exit & Harvest Strategies for Entrepreneurs
|
|||||||||||
Industrial Sickness, Symptoms of Industrial sickness, Exit and harvest strategies for Entrepreneurs. | |||||||||||
Unit-5 |
Teaching Hours:5 |
||||||||||
Exit & Harvest Strategies for Entrepreneurs
|
|||||||||||
Industrial Sickness, Symptoms of Industrial sickness, Exit and harvest strategies for Entrepreneurs. | |||||||||||
Unit-5 |
Teaching Hours:5 |
||||||||||
Exit & Harvest Strategies for Entrepreneurs
|
|||||||||||
Industrial Sickness, Symptoms of Industrial sickness, Exit and harvest strategies for Entrepreneurs. | |||||||||||
Text Books And Reference Books: 1. Poornima, M. Charantimath. (2019). Entrepreneurship development and small business enterprises (3rd ed.). New Delhi, India: Pearson Education. 2. Desai, V. (2018). The dynamics of entrepreneurial development and management planning for future sustainable growth (6th Revised ed.). Mumbai, India: Himalaya Publication House. 3. Hisrich, R. D., Peters, M. P., & Shephered, D. A. (2017). Entrepreneurship (10th ed.). New York, NY: McGraw Hill. | |||||||||||
Essential Reading / Recommended Reading 1. Khanka, S. S. (2012). Entrepreneurial development (Revised ed.). New Delhi, India: S. Chand & Company Pvt. Ltd. 2. Gupta, C. B., & Srinivasan, N. P. (2013). Entrepreneurial development (Revised ed.). New Delhi, India: Sultan Chand & Sons. | |||||||||||
Evaluation Pattern Department of Professional Studies follows a rigorous system of continuous evaluation, and the assessment events include quizzes, tests, assignments, mid-term and end-term exams, individual/group project work, presentations etc. Students are evaluated for each course on the basis of written examination and continuous internal assessment. Each paper carries maximum of 100 marks and is evaluated as follows:
· Written Examinations consists of: § Mid Semester Exam – 50 marks (2 hours duration) § End Semester Exam – 100 marks (3 hours duration) · A student should have secured minimum 40% marks in the ESE to pass in that paper. · In aggregate for each paper, for internal and end semester put together, at least 40 marks out of 100 must be secured to pass in that paper. | |||||||||||
DPS261A-4 - EXCEL APPLICATIONS IN FINANCE (2023 Batch) | |||||||||||
Total Teaching Hours for Semester:30 |
No of Lecture Hours/Week:2 |
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Max Marks:50 |
Credits:2 |
||||||||||
Course Objectives/Course Description |
|||||||||||
Finance is the crucial element especially today with businesses becoming mega institutions. This necessitates Finance leaders to take swift data-driven decisions which require number crunching, build budgets, and analyze trends. Application of MS Excel in Finance enables a student to apply the concepts of Finance like NPV, IRR and others to make calculations easier and empowers them to make complex calculations. MS Excel empowers financial professionals to make data-driven decisions, improve financial planning, and gain valuable insights from financial information. |
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Learning Outcome |
|||||||||||
CO1: Apply finance concepts to perform calculations using MS Excel CO2: Solve Net Present Value (NPV) and Internal Rate of Return (IRR) to analyze investments, valuations, and financial viability. CO3: Evaluates the profitability of an investment by considering the time value of money. |
Unit-1 |
Teaching Hours:4 |
Excel Formulas and Functions(recap)
|
|
Logical Functions - IF, SUMIF, AVERAGEIF, COUNTIF, COUNTA, COUNTBLANK, Date Function - DATEDIF, Lookup Functions - VLOOKUP and HLOOKUP | |
Unit-1 |
Teaching Hours:4 |
Excel Formulas and Functions(recap)
|
|
Logical Functions - IF, SUMIF, AVERAGEIF, COUNTIF, COUNTA, COUNTBLANK, Date Function - DATEDIF, Lookup Functions - VLOOKUP and HLOOKUP | |
Unit-1 |
Teaching Hours:4 |
Excel Formulas and Functions(recap)
|
|
Logical Functions - IF, SUMIF, AVERAGEIF, COUNTIF, COUNTA, COUNTBLANK, Date Function - DATEDIF, Lookup Functions - VLOOKUP and HLOOKUP | |
Unit-1 |
Teaching Hours:4 |
Excel Formulas and Functions(recap)
|
|
Logical Functions - IF, SUMIF, AVERAGEIF, COUNTIF, COUNTA, COUNTBLANK, Date Function - DATEDIF, Lookup Functions - VLOOKUP and HLOOKUP | |
Unit-1 |
Teaching Hours:4 |
Excel Formulas and Functions(recap)
|
|
Logical Functions - IF, SUMIF, AVERAGEIF, COUNTIF, COUNTA, COUNTBLANK, Date Function - DATEDIF, Lookup Functions - VLOOKUP and HLOOKUP | |
Unit-1 |
Teaching Hours:4 |
Excel Formulas and Functions(recap)
|
|
Logical Functions - IF, SUMIF, AVERAGEIF, COUNTIF, COUNTA, COUNTBLANK, Date Function - DATEDIF, Lookup Functions - VLOOKUP and HLOOKUP | |
Unit-1 |
Teaching Hours:4 |
Excel Formulas and Functions(recap)
|
|
Logical Functions - IF, SUMIF, AVERAGEIF, COUNTIF, COUNTA, COUNTBLANK, Date Function - DATEDIF, Lookup Functions - VLOOKUP and HLOOKUP | |
Unit-1 |
Teaching Hours:4 |
Excel Formulas and Functions(recap)
|
|
Logical Functions - IF, SUMIF, AVERAGEIF, COUNTIF, COUNTA, COUNTBLANK, Date Function - DATEDIF, Lookup Functions - VLOOKUP and HLOOKUP | |
Unit-2 |
Teaching Hours:5 |
Time Value of Money
|
|
Future Value, Simple Interest and Compound Interest, Net Present Value, Internal Rate of Return | |
Unit-2 |
Teaching Hours:5 |
Time Value of Money
|
|
Future Value, Simple Interest and Compound Interest, Net Present Value, Internal Rate of Return | |
Unit-2 |
Teaching Hours:5 |
Time Value of Money
|
|
Future Value, Simple Interest and Compound Interest, Net Present Value, Internal Rate of Return | |
Unit-2 |
Teaching Hours:5 |
Time Value of Money
|
|
Future Value, Simple Interest and Compound Interest, Net Present Value, Internal Rate of Return | |
Unit-2 |
Teaching Hours:5 |
Time Value of Money
|
|
Future Value, Simple Interest and Compound Interest, Net Present Value, Internal Rate of Return | |
Unit-2 |
Teaching Hours:5 |
Time Value of Money
|
|
Future Value, Simple Interest and Compound Interest, Net Present Value, Internal Rate of Return | |
Unit-2 |
Teaching Hours:5 |
Time Value of Money
|
|
Future Value, Simple Interest and Compound Interest, Net Present Value, Internal Rate of Return | |
Unit-2 |
Teaching Hours:5 |
Time Value of Money
|
|
Future Value, Simple Interest and Compound Interest, Net Present Value, Internal Rate of Return | |
Unit-3 |
Teaching Hours:5 |
Financial Accounting and Analysis
|
|
Introduction to Financial Accounting, Balance sheet, Statement of Profit and Loss, Cash Flow Statement, Financial Statement Analysis – Horizontal and Vertical Analysis | |
Unit-3 |
Teaching Hours:5 |
Financial Accounting and Analysis
|
|
Introduction to Financial Accounting, Balance sheet, Statement of Profit and Loss, Cash Flow Statement, Financial Statement Analysis – Horizontal and Vertical Analysis | |
Unit-3 |
Teaching Hours:5 |
Financial Accounting and Analysis
|
|
Introduction to Financial Accounting, Balance sheet, Statement of Profit and Loss, Cash Flow Statement, Financial Statement Analysis – Horizontal and Vertical Analysis | |
Unit-3 |
Teaching Hours:5 |
Financial Accounting and Analysis
|
|
Introduction to Financial Accounting, Balance sheet, Statement of Profit and Loss, Cash Flow Statement, Financial Statement Analysis – Horizontal and Vertical Analysis | |
Unit-3 |
Teaching Hours:5 |
Financial Accounting and Analysis
|
|
Introduction to Financial Accounting, Balance sheet, Statement of Profit and Loss, Cash Flow Statement, Financial Statement Analysis – Horizontal and Vertical Analysis | |
Unit-3 |
Teaching Hours:5 |
Financial Accounting and Analysis
|
|
Introduction to Financial Accounting, Balance sheet, Statement of Profit and Loss, Cash Flow Statement, Financial Statement Analysis – Horizontal and Vertical Analysis | |
Unit-3 |
Teaching Hours:5 |
Financial Accounting and Analysis
|
|
Introduction to Financial Accounting, Balance sheet, Statement of Profit and Loss, Cash Flow Statement, Financial Statement Analysis – Horizontal and Vertical Analysis | |
Unit-3 |
Teaching Hours:5 |
Financial Accounting and Analysis
|
|
Introduction to Financial Accounting, Balance sheet, Statement of Profit and Loss, Cash Flow Statement, Financial Statement Analysis – Horizontal and Vertical Analysis | |
Unit-4 |
Teaching Hours:2 |
Loan Repayment Calculations
|
|
Loan repayment concepts, calculating payments, Calculating rate of term | |
Unit-4 |
Teaching Hours:2 |
Loan Repayment Calculations
|
|
Loan repayment concepts, calculating payments, Calculating rate of term | |
Unit-4 |
Teaching Hours:2 |
Loan Repayment Calculations
|
|
Loan repayment concepts, calculating payments, Calculating rate of term | |
Unit-4 |
Teaching Hours:2 |
Loan Repayment Calculations
|
|
Loan repayment concepts, calculating payments, Calculating rate of term | |
Unit-4 |
Teaching Hours:2 |
Loan Repayment Calculations
|
|
Loan repayment concepts, calculating payments, Calculating rate of term | |
Unit-4 |
Teaching Hours:2 |
Loan Repayment Calculations
|
|
Loan repayment concepts, calculating payments, Calculating rate of term | |
Unit-4 |
Teaching Hours:2 |
Loan Repayment Calculations
|
|
Loan repayment concepts, calculating payments, Calculating rate of term | |
Unit-4 |
Teaching Hours:2 |
Loan Repayment Calculations
|
|
Loan repayment concepts, calculating payments, Calculating rate of term | |
Unit-5 |
Teaching Hours:2 |
Calculating Depreciation
|
|
Depreciation methods and straight-line methods, Double Declining Balance Depreciation, Sum of Years Digits Method, Calculating Depreciation | |
Unit-5 |
Teaching Hours:2 |
Calculating Depreciation
|
|
Depreciation methods and straight-line methods, Double Declining Balance Depreciation, Sum of Years Digits Method, Calculating Depreciation | |
Unit-5 |
Teaching Hours:2 |
Calculating Depreciation
|
|
Depreciation methods and straight-line methods, Double Declining Balance Depreciation, Sum of Years Digits Method, Calculating Depreciation | |
Unit-5 |
Teaching Hours:2 |
Calculating Depreciation
|
|
Depreciation methods and straight-line methods, Double Declining Balance Depreciation, Sum of Years Digits Method, Calculating Depreciation | |
Unit-5 |
Teaching Hours:2 |
Calculating Depreciation
|
|
Depreciation methods and straight-line methods, Double Declining Balance Depreciation, Sum of Years Digits Method, Calculating Depreciation | |
Unit-5 |
Teaching Hours:2 |
Calculating Depreciation
|
|
Depreciation methods and straight-line methods, Double Declining Balance Depreciation, Sum of Years Digits Method, Calculating Depreciation | |
Unit-5 |
Teaching Hours:2 |
Calculating Depreciation
|
|
Depreciation methods and straight-line methods, Double Declining Balance Depreciation, Sum of Years Digits Method, Calculating Depreciation | |
Unit-5 |
Teaching Hours:2 |
Calculating Depreciation
|
|
Depreciation methods and straight-line methods, Double Declining Balance Depreciation, Sum of Years Digits Method, Calculating Depreciation | |
Unit-6 |
Teaching Hours:4 |
Financial Ratios
|
|
Financial Ratios, Building Excel Template for Financial Ratio Analysis | |
Unit-6 |
Teaching Hours:4 |
Financial Ratios
|
|
Financial Ratios, Building Excel Template for Financial Ratio Analysis | |
Unit-6 |
Teaching Hours:4 |
Financial Ratios
|
|
Financial Ratios, Building Excel Template for Financial Ratio Analysis | |
Unit-6 |
Teaching Hours:4 |
Financial Ratios
|
|
Financial Ratios, Building Excel Template for Financial Ratio Analysis | |
Unit-6 |
Teaching Hours:4 |
Financial Ratios
|
|
Financial Ratios, Building Excel Template for Financial Ratio Analysis | |
Unit-6 |
Teaching Hours:4 |
Financial Ratios
|
|
Financial Ratios, Building Excel Template for Financial Ratio Analysis | |
Unit-6 |
Teaching Hours:4 |
Financial Ratios
|
|
Financial Ratios, Building Excel Template for Financial Ratio Analysis | |
Unit-6 |
Teaching Hours:4 |
Financial Ratios
|
|
Financial Ratios, Building Excel Template for Financial Ratio Analysis | |
Unit-7 |
Teaching Hours:4 |
Financial Charts and Dashboards
|
|
Financial charts – introduction, develop charts and dashboards using excel | |
Unit-7 |
Teaching Hours:4 |
Financial Charts and Dashboards
|
|
Financial charts – introduction, develop charts and dashboards using excel | |
Unit-7 |
Teaching Hours:4 |
Financial Charts and Dashboards
|
|
Financial charts – introduction, develop charts and dashboards using excel | |
Unit-7 |
Teaching Hours:4 |
Financial Charts and Dashboards
|
|
Financial charts – introduction, develop charts and dashboards using excel | |
Unit-7 |
Teaching Hours:4 |
Financial Charts and Dashboards
|
|
Financial charts – introduction, develop charts and dashboards using excel | |
Unit-7 |
Teaching Hours:4 |
Financial Charts and Dashboards
|
|
Financial charts – introduction, develop charts and dashboards using excel | |
Unit-7 |
Teaching Hours:4 |
Financial Charts and Dashboards
|
|
Financial charts – introduction, develop charts and dashboards using excel | |
Unit-7 |
Teaching Hours:4 |
Financial Charts and Dashboards
|
|
Financial charts – introduction, develop charts and dashboards using excel | |
Unit-8 |
Teaching Hours:4 |
Capstone project
|
|
Students need to submit a project based on the excel applications | |
Unit-8 |
Teaching Hours:4 |
Capstone project
|
|
Students need to submit a project based on the excel applications | |
Unit-8 |
Teaching Hours:4 |
Capstone project
|
|
Students need to submit a project based on the excel applications | |
Unit-8 |
Teaching Hours:4 |
Capstone project
|
|
Students need to submit a project based on the excel applications | |
Unit-8 |
Teaching Hours:4 |
Capstone project
|
|
Students need to submit a project based on the excel applications | |
Unit-8 |
Teaching Hours:4 |
Capstone project
|
|
Students need to submit a project based on the excel applications | |
Unit-8 |
Teaching Hours:4 |
Capstone project
|
|
Students need to submit a project based on the excel applications | |
Unit-8 |
Teaching Hours:4 |
Capstone project
|
|
Students need to submit a project based on the excel applications | |
Text Books And Reference Books: Mohanty, P. (2020). Spreadsheet Skills for Finance Professionals. New Delhi: Taxman | |
Essential Reading / Recommended Reading Mayes, T. R., & Shank, T. M. (2023). Financial Analysis with Microsoft® Excel® 2016. Delhi: Cengage Learning India Private Limited | |
Evaluation Pattern This is a CIA-based SECA course. The evaluation pattern is as follows: CIA (Overall): 45 marks Attendance: 5 marks Total: 50 Marks |