Syllabus for
BSc (Psychology/Honours/Honours with Research)
Academic Year  (2024)

The Department of Psychology, CHRIST (Deemed to be University), Bannerghatta Road Campus, Bangalore runs a range of programs that include Certificate courses, Interdisciplinary courses, and Undergraduate programmes. Through these programmes students are encouraged to consider careers and missions that integrate an understanding of life. The programmes integrate scholarship with professional practice and offer courses that are cutting edge in social science and management. It is a goal that students who complete these programs demonstrate high degrees of self-awareness, service orientation and are encouraged to embrace humane values in their vocation.

The department realizes its vision to promote high academic standards through a continuous and dynamic curriculum review process based on feedback from peers, professionals, potential employers, and students. A variety of student-centered teaching and training pedagogies are practised by the faculty members. Prominent among them is the use of seminars, experiential methodologies, laboratory training, conferences, workshops, field-based studies, and film-based discussions and interactions with field experts.

Vision: Department of Psychology is dedicated to the motto of ‘Reflect and Realize’. We encourage the individuals to reflect on their core strengths and aid in realizing their true potentials. 

Mission: The Department of Psychology strives to be a home that nurtures individuals who are agents of change, ardent advocates of mental health, and inquirers of knowledge.

The B.Sc. Psychology (Honors/Honors with Research) program offered by CHRIST (Deemed to be University) is an initiative to meet the increasing demand for psychological understanding and application in diverse fields. Drawing upon the recommendations of the American Psychological Association, the British Psychological Society, and the University Grants Commission, this program integrates both natural sciences and social sciences disciplines, requiring students to take courses from these two broad disciplines. The course structure is designed to enable students to think critically and creatively and investigate how human beings interact with the environment through the modalities of Mind, Body, and Behaviour. To this end, courses are offered from disciplines such as Biotechnology, Biochemistry, Computer Science, Engineering, and Social Sciences.

Programme Outcome/Programme Learning Goals/Programme Learning Outcome:

PO2: Synthesize their understanding through self-reflection, psychological assessment, and research

PO3: Recognize the significance of the interdisciplinary inquiry

PO4: Analyze and enhance their personal abilities

PO5: Promote teamwork and leadership skills

PO6: Employ professional communication for scholastic and co-scholastic activities

PO7: Apply psychological knowledge for sculpting their career

This course is about the study of basic psychological processes. It is an introductory paper that gives an overall understanding about the field of Psychology. It also introduces students to the key concepts, perspectives, theories, and subfields in psychology. It focuses on various basic processes underlying human behavior.

Definition and goals of Psychology; Psychology as a science; Historical foundations of Psychology; Psychology of Individual differences- concepts and nature of Individual differences; Nature vs. nurture;Gender Difference in cognitive processes and social behavior; Contemporary perspectives in psychology; Methods of research; Ethics in psychological research.

Definition and goals of Psychology; Psychology as a science; Historical foundations of Psychology; Psychology of Individual differences- concepts and nature of Individual differences; Nature vs. nurture;Gender Difference in cognitive processes and social behavior; Contemporary perspectives in psychology; Methods of research; Ethics in psychological research.

Definition and goals of Psychology; Psychology as a science; Historical foundations of Psychology; Psychology of Individual differences- concepts and nature of Individual differences; Nature vs. nurture;Gender Difference in cognitive processes and social behavior; Contemporary perspectives in psychology; Methods of research; Ethics in psychological research.

Definition and goals of Psychology; Psychology as a science; Historical foundations of Psychology; Psychology of Individual differences- concepts and nature of Individual differences; Nature vs. nurture;Gender Difference in cognitive processes and social behavior; Contemporary perspectives in psychology; Methods of research; Ethics in psychological research.

Consciousness – Definition; Sleep and dreams; Altering consciousness – hypnosis, meditation, biofeedback and drugs;

Definitions; Absolute and difference threshold; Signal detection theory; Sensory adaptation; Perception: Understanding perception, Gestalt laws of organization, Perceptual constancy - depth perception, size perception, perception of movement;

Various sensory modalities; Extrasensory perception.

Consciousness – Definition; Sleep and dreams; Altering consciousness – hypnosis, meditation, biofeedback and drugs;

Definitions; Absolute and difference threshold; Signal detection theory; Sensory adaptation; Perception: Understanding perception, Gestalt laws of organization, Perceptual constancy - depth perception, size perception, perception of movement;

Various sensory modalities; Extrasensory perception.

Consciousness – Definition; Sleep and dreams; Altering consciousness – hypnosis, meditation, biofeedback and drugs;

Definitions; Absolute and difference threshold; Signal detection theory; Sensory adaptation; Perception: Understanding perception, Gestalt laws of organization, Perceptual constancy - depth perception, size perception, perception of movement;

Various sensory modalities; Extrasensory perception.

Consciousness – Definition; Sleep and dreams; Altering consciousness – hypnosis, meditation, biofeedback and drugs;

Definitions; Absolute and difference threshold; Signal detection theory; Sensory adaptation; Perception: Understanding perception, Gestalt laws of organization, Perceptual constancy - depth perception, size perception, perception of movement;

Various sensory modalities; Extrasensory perception.

Learning – Definitions; Classical conditioning – experiments, extinction, spontaneous recovery, generalization, discrimination, higher order conditioning; Operant conditioning – Thorndike’s law of effect, basics of operant conditioning, Reinforcement and Punishment, Schedules of reinforcement; Cognitive learning: Latent learning, Observational learning and Insight learning.

Intelligence – Definition, Contemporary theories of intelligence; Tests of intelligence;

Emotional, Social and Spiritual intelligence.

Learning – Definitions; Classical conditioning – experiments, extinction, spontaneous recovery, generalization, discrimination, higher order conditioning; Operant conditioning – Thorndike’s law of effect, basics of operant conditioning, Reinforcement and Punishment, Schedules of reinforcement; Cognitive learning: Latent learning, Observational learning and Insight learning.

Intelligence – Definition, Contemporary theories of intelligence; Tests of intelligence;

Emotional, Social and Spiritual intelligence.

Learning – Definitions; Classical conditioning – experiments, extinction, spontaneous recovery, generalization, discrimination, higher order conditioning; Operant conditioning – Thorndike’s law of effect, basics of operant conditioning, Reinforcement and Punishment, Schedules of reinforcement; Cognitive learning: Latent learning, Observational learning and Insight learning.

Intelligence – Definition, Contemporary theories of intelligence; Tests of intelligence;

Emotional, Social and Spiritual intelligence.

Learning – Definitions; Classical conditioning – experiments, extinction, spontaneous recovery, generalization, discrimination, higher order conditioning; Operant conditioning – Thorndike’s law of effect, basics of operant conditioning, Reinforcement and Punishment, Schedules of reinforcement; Cognitive learning: Latent learning, Observational learning and Insight learning.

Intelligence – Definition, Contemporary theories of intelligence; Tests of intelligence;

Emotional, Social and Spiritual intelligence.

Motivation –Meaning, Approaches: instinct, drive reduction, arousal, incentive, cognitive, humanistic;

Types of motivation - physiological Motivation (Hunger, Thirst, Sex) and psychological motivation (Achievement, Affiliation and Power)                                                                                                                  

Emotion: Meaning, Physiological basis of emotions; Theories – James-Lange Theory, Cannon-Bard theory, Cognitive theory;

Emotional expression, facial feedback hypothesis, facial-affect programme.

Motivation –Meaning, Approaches: instinct, drive reduction, arousal, incentive, cognitive, humanistic;

Types of motivation - physiological Motivation (Hunger, Thirst, Sex) and psychological motivation (Achievement, Affiliation and Power)                                                                                                                  

Emotion: Meaning, Physiological basis of emotions; Theories – James-Lange Theory, Cannon-Bard theory, Cognitive theory;

Emotional expression, facial feedback hypothesis, facial-affect programme.

Motivation –Meaning, Approaches: instinct, drive reduction, arousal, incentive, cognitive, humanistic;

Types of motivation - physiological Motivation (Hunger, Thirst, Sex) and psychological motivation (Achievement, Affiliation and Power)                                                                                                                  

Emotion: Meaning, Physiological basis of emotions; Theories – James-Lange Theory, Cannon-Bard theory, Cognitive theory;

Emotional expression, facial feedback hypothesis, facial-affect programme.

Motivation –Meaning, Approaches: instinct, drive reduction, arousal, incentive, cognitive, humanistic;

Types of motivation - physiological Motivation (Hunger, Thirst, Sex) and psychological motivation (Achievement, Affiliation and Power)                                                                                                                  

Emotion: Meaning, Physiological basis of emotions; Theories – James-Lange Theory, Cannon-Bard theory, Cognitive theory;

Emotional expression, facial feedback hypothesis, facial-affect programme.

Morgan, C. T., King, R. A., & Schopler, J. (2004). Introduction to Psychology. New Delhi: Tata McGraw Hill.

Kalat, J. W. (2016). Understanding Psychology. New York: Cengage Learning.

The purpose of this course is to provide an introduction to statistics in psychology. Statistics are essential in allowing us to assess whether or not an observed phenomenon might have occurred by chance alone. Additionally, we will read psychological journal articles that utilize the statistics we are learning so that we can see how psychologists use and write about statistics. Students will learn how to manually calculate, interpret and present data.

Statistics: definition, functions, and uses in research; Basic concepts: variables; levels of measurement, hypotheses; The Normal Curve: characteristics, applications, Skewness, Kurtosis; population, and sampling.

Statistics: definition, functions, and uses in research; Basic concepts: variables; levels of measurement, hypotheses; The Normal Curve: characteristics, applications, Skewness, Kurtosis; population, and sampling.

Statistics: definition, functions, and uses in research; Basic concepts: variables; levels of measurement, hypotheses; The Normal Curve: characteristics, applications, Skewness, Kurtosis; population, and sampling.

Statistics: definition, functions, and uses in research; Basic concepts: variables; levels of measurement, hypotheses; The Normal Curve: characteristics, applications, Skewness, Kurtosis; population, and sampling.

Frequency distributions; Graphical representation – Bar graph, Pie chart, Line graphs, Histogram, Frequency polygon, Frequency curve, Ogive; Measures of Central Tendency: mean, median, mode – calculation, interpretation, uses; Measures of Variability: Range, Quartile Deviation, Average Deviation, Variance, Standard Deviation - calculation, interpretation, use.

Frequency distributions; Graphical representation – Bar graph, Pie chart, Line graphs, Histogram, Frequency polygon, Frequency curve, Ogive; Measures of Central Tendency: mean, median, mode – calculation, interpretation, uses; Measures of Variability: Range, Quartile Deviation, Average Deviation, Variance, Standard Deviation - calculation, interpretation, use.

Frequency distributions; Graphical representation – Bar graph, Pie chart, Line graphs, Histogram, Frequency polygon, Frequency curve, Ogive; Measures of Central Tendency: mean, median, mode – calculation, interpretation, uses; Measures of Variability: Range, Quartile Deviation, Average Deviation, Variance, Standard Deviation - calculation, interpretation, use.

Frequency distributions; Graphical representation – Bar graph, Pie chart, Line graphs, Histogram, Frequency polygon, Frequency curve, Ogive; Measures of Central Tendency: mean, median, mode – calculation, interpretation, uses; Measures of Variability: Range, Quartile Deviation, Average Deviation, Variance, Standard Deviation - calculation, interpretation, use.

Hypothesis/Significance Testing; Errors in Significance Testing; Measuring Statistical Significance: Variance, Standard Deviation, Standard Error, Z-scores; t-test – One-sample t-test, Independent samples t-test, Paired samples t-test; One-way Analysis of Variance (ANOVA).

Hypothesis/Significance Testing; Errors in Significance Testing; Measuring Statistical Significance: Variance, Standard Deviation, Standard Error, Z-scores; t-test – One-sample t-test, Independent samples t-test, Paired samples t-test; One-way Analysis of Variance (ANOVA).

Hypothesis/Significance Testing; Errors in Significance Testing; Measuring Statistical Significance: Variance, Standard Deviation, Standard Error, Z-scores; t-test – One-sample t-test, Independent samples t-test, Paired samples t-test; One-way Analysis of Variance (ANOVA).

Hypothesis/Significance Testing; Errors in Significance Testing; Measuring Statistical Significance: Variance, Standard Deviation, Standard Error, Z-scores; t-test – One-sample t-test, Independent samples t-test, Paired samples t-test; One-way Analysis of Variance (ANOVA).

Correlation and correlation coefficient; Scatter plot; Correlation methods: Pearson’s correlation, and Spearman’s rank correlation – Assumptions and Calculation; Overview of Regression analysis: Simple Linear Regression – calculation, interpretation, uses, Multiple Linear Regression, Logistic Regression. Difference between parametric and non-parametric statistics; Assumptions for non-parametric techniques; Types of Non-parametric tests: Chi-square test, Mann-Whitney U test, Wilcoxon Signed Rank test, Kruskal-Wallis test, Friedman’s test.

Correlation and correlation coefficient; Scatter plot; Correlation methods: Pearson’s correlation, and Spearman’s rank correlation – Assumptions and Calculation; Overview of Regression analysis: Simple Linear Regression – calculation, interpretation, uses, Multiple Linear Regression, Logistic Regression. Difference between parametric and non-parametric statistics; Assumptions for non-parametric techniques; Types of Non-parametric tests: Chi-square test, Mann-Whitney U test, Wilcoxon Signed Rank test, Kruskal-Wallis test, Friedman’s test.

Correlation and correlation coefficient; Scatter plot; Correlation methods: Pearson’s correlation, and Spearman’s rank correlation – Assumptions and Calculation; Overview of Regression analysis: Simple Linear Regression – calculation, interpretation, uses, Multiple Linear Regression, Logistic Regression. Difference between parametric and non-parametric statistics; Assumptions for non-parametric techniques; Types of Non-parametric tests: Chi-square test, Mann-Whitney U test, Wilcoxon Signed Rank test, Kruskal-Wallis test, Friedman’s test.

Correlation and correlation coefficient; Scatter plot; Correlation methods: Pearson’s correlation, and Spearman’s rank correlation – Assumptions and Calculation; Overview of Regression analysis: Simple Linear Regression – calculation, interpretation, uses, Multiple Linear Regression, Logistic Regression. Difference between parametric and non-parametric statistics; Assumptions for non-parametric techniques; Types of Non-parametric tests: Chi-square test, Mann-Whitney U test, Wilcoxon Signed Rank test, Kruskal-Wallis test, Friedman’s test.

Aron, A., Coups, E. J., & Aron, E. N. (2014). Statistics for Psychology (6th ed.). Pearson.

This course will provide a basic overview of human anatomy and physiology and how the various systems of the body function together. Taking an organ system approach, this course will highlight the structure-function relationships that maintain homeostasis in a healthy human body. 

Cell and organelles, plasma membrane, mitochondria, golgi bodies, endoplasmic reticulum, lysosomes, centrioles, nucleus, ribosomes. Membrane transport, tissue, organ, and organism levels of organization.

Cell and organelles, plasma membrane, mitochondria, golgi bodies, endoplasmic reticulum, lysosomes, centrioles, nucleus, ribosomes. Membrane transport, tissue, organ, and organism levels of organization.

Cell and organelles, plasma membrane, mitochondria, golgi bodies, endoplasmic reticulum, lysosomes, centrioles, nucleus, ribosomes. Membrane transport, tissue, organ, and organism levels of organization.

Cell and organelles, plasma membrane, mitochondria, golgi bodies, endoplasmic reticulum, lysosomes, centrioles, nucleus, ribosomes. Membrane transport, tissue, organ, and organism levels of organization.

Circulatory and lymphatic systems: Blood formed elements and functions, plasma and platelets; cardiovascular system, regulation of arterial blood pressure; lymphatic system, lymph nodes, thymus and spleen; body defenses and immunity, non-specific Immunity, specific Immunity and transfusion reactions.

Digestive, Respiratory, and excretory system: Stages of digestion and absorption of nutrients, digestive enzymes, digestive pathway, and accessory organs.

Physiology of respiration, control of breathing, lungs, gaseous exchange and transport.

Excretory system and the kidneys, filtration, reabsorption, and secretion.

Circulatory and lymphatic systems: Blood formed elements and functions, plasma and platelets; cardiovascular system, regulation of arterial blood pressure; lymphatic system, lymph nodes, thymus and spleen; body defenses and immunity, non-specific Immunity, specific Immunity and transfusion reactions.

Digestive, Respiratory, and excretory system: Stages of digestion and absorption of nutrients, digestive enzymes, digestive pathway, and accessory organs.

Physiology of respiration, control of breathing, lungs, gaseous exchange and transport.

Excretory system and the kidneys, filtration, reabsorption, and secretion.

Circulatory and lymphatic systems: Blood formed elements and functions, plasma and platelets; cardiovascular system, regulation of arterial blood pressure; lymphatic system, lymph nodes, thymus and spleen; body defenses and immunity, non-specific Immunity, specific Immunity and transfusion reactions.

Digestive, Respiratory, and excretory system: Stages of digestion and absorption of nutrients, digestive enzymes, digestive pathway, and accessory organs.

Physiology of respiration, control of breathing, lungs, gaseous exchange and transport.

Excretory system and the kidneys, filtration, reabsorption, and secretion.

Circulatory and lymphatic systems: Blood formed elements and functions, plasma and platelets; cardiovascular system, regulation of arterial blood pressure; lymphatic system, lymph nodes, thymus and spleen; body defenses and immunity, non-specific Immunity, specific Immunity and transfusion reactions.

Digestive, Respiratory, and excretory system: Stages of digestion and absorption of nutrients, digestive enzymes, digestive pathway, and accessory organs.

Physiology of respiration, control of breathing, lungs, gaseous exchange and transport.

Excretory system and the kidneys, filtration, reabsorption, and secretion.

Skin, Muscle and Skeletal Systems; Skin – injuries wounds and aging; skeletal and muscle organization and physiology

Skin, Muscle and Skeletal Systems; Skin – injuries wounds and aging; skeletal and muscle organization and physiology

Skin, Muscle and Skeletal Systems; Skin – injuries wounds and aging; skeletal and muscle organization and physiology

Skin, Muscle and Skeletal Systems; Skin – injuries wounds and aging; skeletal and muscle organization and physiology

Neurotransmitters, receptors, signaling, and synapse. Hormones, functions, and homeostasis

Neurotransmitters, receptors, signaling, and synapse. Hormones, functions, and homeostasis

Neurotransmitters, receptors, signaling, and synapse. Hormones, functions, and homeostasis

Neurotransmitters, receptors, signaling, and synapse. Hormones, functions, and homeostasis

Moini, J. (2012). Anatomy and physiology for health professionals. Sudbury, MA: 

Martini, F. H., Nath, J. L., & Bartholomew, E. F. (2005). Anatomy and physiology. New York: Prentice Hall.

This course aims to improve students' knowledge of Academic Writing and the necessity of academic writing as a skill, focused towards instilling a research orientation in the student. The student will also be enabled to understand the ethical challenges that might arise during the process and the necessity for adhering to a styling process.

Course Objective:

CO1: Emphasise the importance of academic writing and train students on academic writing skills. 

CO2: Introduce various components and models of Academic writing. 

CO3: Develop an awareness of the ethico-legal challenges and styling of Academic Writing.

Introduction to Academic Writing, Introduction to Writing in Psychology, Need for Academic Writing, Difference between Academic and Non-academic Language, Language rules of Academic Writing, Skills necessary for Academic Writing: Reading, understanding purpose, critical thinking, selecting key points, note taking and note making, paraphrasing, summarising, synthesizing sources, organising, re-reading and re-writing, proof-reading.

Introduction to Academic Writing, Introduction to Writing in Psychology, Need for Academic Writing, Difference between Academic and Non-academic Language, Language rules of Academic Writing, Skills necessary for Academic Writing: Reading, understanding purpose, critical thinking, selecting key points, note taking and note making, paraphrasing, summarising, synthesizing sources, organising, re-reading and re-writing, proof-reading.

Introduction to Academic Writing, Introduction to Writing in Psychology, Need for Academic Writing, Difference between Academic and Non-academic Language, Language rules of Academic Writing, Skills necessary for Academic Writing: Reading, understanding purpose, critical thinking, selecting key points, note taking and note making, paraphrasing, summarising, synthesizing sources, organising, re-reading and re-writing, proof-reading.

Introduction to Academic Writing, Introduction to Writing in Psychology, Need for Academic Writing, Difference between Academic and Non-academic Language, Language rules of Academic Writing, Skills necessary for Academic Writing: Reading, understanding purpose, critical thinking, selecting key points, note taking and note making, paraphrasing, summarising, synthesizing sources, organising, re-reading and re-writing, proof-reading.

Comparison Essay, Discursive Essay, Theoretical Articles, Conceptual Article, Review Article, Research article, Case Studies, Interpretative Paper, Short Reports, Opinions, Methodologies

Comparison Essay, Discursive Essay, Theoretical Articles, Conceptual Article, Review Article, Research article, Case Studies, Interpretative Paper, Short Reports, Opinions, Methodologies

Comparison Essay, Discursive Essay, Theoretical Articles, Conceptual Article, Review Article, Research article, Case Studies, Interpretative Paper, Short Reports, Opinions, Methodologies

Comparison Essay, Discursive Essay, Theoretical Articles, Conceptual Article, Review Article, Research article, Case Studies, Interpretative Paper, Short Reports, Opinions, Methodologies

Legal and Professional standards in Research, Plagiarism and Intellectual Property Rights, APA Styling and formatting

Legal and Professional standards in Research, Plagiarism and Intellectual Property Rights, APA Styling and formatting

Legal and Professional standards in Research, Plagiarism and Intellectual Property Rights, APA Styling and formatting

Legal and Professional standards in Research, Plagiarism and Intellectual Property Rights, APA Styling and formatting

Course Description: This course will introduce students to various famous experiments used in the field of psychology such as, psychophysics, intelligence, learning and sensation perception. It will make students understand how experimental methods are applied to study psychological phenomena and the processes that underlie it. They will learn how to conduct experiments in a controlled setting and write accurate reports.

Course Objectives: By the end of the course the learner should be able to:

CO1: Understand various experiments in psychology.

CO2: Demonstrate effective conduction of experiments.

CO3: Prepare reports for experiments

Definition of experimental psychology; History and evolution of experimental psychology; Experiment conduction skills; Report writing.

Definition of experimental psychology; History and evolution of experimental psychology; Experiment conduction skills; Report writing.

Definition of experimental psychology; History and evolution of experimental psychology; Experiment conduction skills; Report writing.

Definition of experimental psychology; History and evolution of experimental psychology; Experiment conduction skills; Report writing.

Sensation: Method of Minimal Changes to determine AL (Two Point Threshold)

Perception: Method of Average Error: Muller -Lyer Illusion

Learning: Bilateral Transfer Learning: Whole vs Partial Learning

Memory: Level of Processing

Memory: Serial Position Curve

Sensation: Method of Minimal Changes to determine AL (Two Point Threshold)

Perception: Method of Average Error: Muller -Lyer Illusion

Learning: Bilateral Transfer Learning: Whole vs Partial Learning

Memory: Level of Processing

Memory: Serial Position Curve

Sensation: Method of Minimal Changes to determine AL (Two Point Threshold)

Perception: Method of Average Error: Muller -Lyer Illusion

Learning: Bilateral Transfer Learning: Whole vs Partial Learning

Memory: Level of Processing

Memory: Serial Position Curve

Sensation: Method of Minimal Changes to determine AL (Two Point Threshold)

Perception: Method of Average Error: Muller -Lyer Illusion

Learning: Bilateral Transfer Learning: Whole vs Partial Learning

Memory: Level of Processing

Memory: Serial Position Curve

Manual: Method of limits Method of Minimal Changes to determine AL (Two Point Threshold)

Manual: Muller-Lyer illusion

Manual: Bilateral Transfer

Manual: Whole vs Partial Learning

Manual: Level of Processing

Manual: Serial Position Curve

Each report for the experiment would be given 10 marks. 

This course is an intensive program for two semesters for all the students of the BA/BSc programmes (ENGH, ECOH, M&JH, PSYH, and POLS) that introduces students to a wide range of expository works in order to develop their knowledge of rhetoric and make them aware of the power of language. The course is designed to meet the rigorous requirements of graduate-level courses and therefore includes expository, analytical, personal, and argumentative texts from a variety of authors and historical contexts. It would allow students to work with the rhetorical situation, examining the authors’ purposes as well as the audiences and subjects in texts. The course is designed to engage students with rhetoric in multiple mediums, including visual media such as photographs, films, advertisements, comic strips, music videos, and TED talks; students would develop a sense to comprehend how a resource of language operates in any given text. In the semester the course focuses on famous rhetorical pieces from across the world to familiarise the learners with various techniques and principles.

The objective of the course is to

● Introduce learners to various types of rhetorical pieces - written, oral text and visual texts.

● Provide an understanding of various rhetorical strategies in various compositional pieces

● Famarlize learners with various strategies of reading and writing by exposing them to effective and ineffective rhetorical pieces.

The unit will focus on understanding rhetoric and various rhetorical situations. The aim is to assert the idea that rhetoric is always contextual and there is a link between the speaker, audience and what the content of the text is. This will enable students to understand the significance of context whether local, regional, national or global while analysing and composing a text. The unit deals with human values of people who have been subjected to terrorist attacks and colonialism.

1. 1. Introduction to Rhetoric and Rhetorical Situation.

a. Lou Gehrig (1939) “Farewell Speech” (Speech)

https://www.lougehrig.com/farewell/

2. SOAP Analysis: Through the analysis of the text the aim is to look at the mode in which various factors like subject, occasion, audience and purpose impact rhetoric. l

a. George W. Bush (2001) “9/11 Address to the Nation” (Speech)

http://www.americanrhetoric.com/speeches/gwbush911addresstothenation.htm

b. Jawaharlal Nehru (1947) “Tryst with Destiny” (Speech)

http://www.americanrhetoric.com/speeches/jawaharlalnehrutrystwithdestiny.htm

3. Ethos, Pathos and Logos: Understanding Aristotle’s concept of Ethos, Pathos and Logos is significant in understanding effective rhetoric. By looking at some of the famous rhetorical works the aim is to understand how the writer’s/ orators of some of the famous rhetorical pieces have used these elements to persuade the reader/ audience.

a. Ethos: i. King George VI (1939) “The King’s Speech” (Speech, can play part of the movie)

https://www.awesomestories.com/asset/view/George-VI-King-s-Speech-September-3-1939

ii. Judith Ortiz Cofer (1992) “The Myth of Latin Women: I Just met a Girl Named Maria” (Essay)

https://www.quia.com/files/quia/users/amccann10/Myth_of_a_Latin_Woman

b. Logos: i. Alice Waters (2006) “Slow Food Nation” (Essay)

https://www.thenation.com/article/slow-food-nation/

c. Pathos: i. Dwight D. Eisenhower (1944) “Order of the Day” (Speech)

https://www.whatsoproudlywehail.org/curriculum/the-american-calendar/order-ofthe-day-6-June-1944

d. Combining Ethos, Logos, and Pathos

i. Rabindranath Tagore (1941) “Crisis of Civilization”

https://www.scribd.com/doc/163829907/Rabindranath-Tagore-The-Crisis-of-Civilization

The unit will focus on understanding rhetoric and various rhetorical situations. The aim is to assert the idea that rhetoric is always contextual and there is a link between the speaker, audience and what the content of the text is. This will enable students to understand the significance of context whether local, regional, national or global while analysing and composing a text. The unit deals with human values of people who have been subjected to terrorist attacks and colonialism.

1. 1. Introduction to Rhetoric and Rhetorical Situation.

a. Lou Gehrig (1939) “Farewell Speech” (Speech)

https://www.lougehrig.com/farewell/

2. SOAP Analysis: Through the analysis of the text the aim is to look at the mode in which various factors like subject, occasion, audience and purpose impact rhetoric. l

a. George W. Bush (2001) “9/11 Address to the Nation” (Speech)

http://www.americanrhetoric.com/speeches/gwbush911addresstothenation.htm

b. Jawaharlal Nehru (1947) “Tryst with Destiny” (Speech)

http://www.americanrhetoric.com/speeches/jawaharlalnehrutrystwithdestiny.htm

3. Ethos, Pathos and Logos: Understanding Aristotle’s concept of Ethos, Pathos and Logos is significant in understanding effective rhetoric. By looking at some of the famous rhetorical works the aim is to understand how the writer’s/ orators of some of the famous rhetorical pieces have used these elements to persuade the reader/ audience.

a. Ethos: i. King George VI (1939) “The King’s Speech” (Speech, can play part of the movie)

https://www.awesomestories.com/asset/view/George-VI-King-s-Speech-September-3-1939

ii. Judith Ortiz Cofer (1992) “The Myth of Latin Women: I Just met a Girl Named Maria” (Essay)

https://www.quia.com/files/quia/users/amccann10/Myth_of_a_Latin_Woman

b. Logos: i. Alice Waters (2006) “Slow Food Nation” (Essay)

https://www.thenation.com/article/slow-food-nation/

c. Pathos: i. Dwight D. Eisenhower (1944) “Order of the Day” (Speech)

https://www.whatsoproudlywehail.org/curriculum/the-american-calendar/order-ofthe-day-6-June-1944

d. Combining Ethos, Logos, and Pathos

i. Rabindranath Tagore (1941) “Crisis of Civilization”

https://www.scribd.com/doc/163829907/Rabindranath-Tagore-The-Crisis-of-Civilization

The unit will focus on understanding rhetoric and various rhetorical situations. The aim is to assert the idea that rhetoric is always contextual and there is a link between the speaker, audience and what the content of the text is. This will enable students to understand the significance of context whether local, regional, national or global while analysing and composing a text. The unit deals with human values of people who have been subjected to terrorist attacks and colonialism.

1. 1. Introduction to Rhetoric and Rhetorical Situation.

a. Lou Gehrig (1939) “Farewell Speech” (Speech)

https://www.lougehrig.com/farewell/

2. SOAP Analysis: Through the analysis of the text the aim is to look at the mode in which various factors like subject, occasion, audience and purpose impact rhetoric. l

a. George W. Bush (2001) “9/11 Address to the Nation” (Speech)

http://www.americanrhetoric.com/speeches/gwbush911addresstothenation.htm

b. Jawaharlal Nehru (1947) “Tryst with Destiny” (Speech)

http://www.americanrhetoric.com/speeches/jawaharlalnehrutrystwithdestiny.htm

3. Ethos, Pathos and Logos: Understanding Aristotle’s concept of Ethos, Pathos and Logos is significant in understanding effective rhetoric. By looking at some of the famous rhetorical works the aim is to understand how the writer’s/ orators of some of the famous rhetorical pieces have used these elements to persuade the reader/ audience.

a. Ethos: i. King George VI (1939) “The King’s Speech” (Speech, can play part of the movie)

https://www.awesomestories.com/asset/view/George-VI-King-s-Speech-September-3-1939

ii. Judith Ortiz Cofer (1992) “The Myth of Latin Women: I Just met a Girl Named Maria” (Essay)

https://www.quia.com/files/quia/users/amccann10/Myth_of_a_Latin_Woman

b. Logos: i. Alice Waters (2006) “Slow Food Nation” (Essay)

https://www.thenation.com/article/slow-food-nation/

c. Pathos: i. Dwight D. Eisenhower (1944) “Order of the Day” (Speech)

https://www.whatsoproudlywehail.org/curriculum/the-american-calendar/order-ofthe-day-6-June-1944

d. Combining Ethos, Logos, and Pathos

i. Rabindranath Tagore (1941) “Crisis of Civilization”

https://www.scribd.com/doc/163829907/Rabindranath-Tagore-The-Crisis-of-Civilization

The unit will focus on understanding rhetoric and various rhetorical situations. The aim is to assert the idea that rhetoric is always contextual and there is a link between the speaker, audience and what the content of the text is. This will enable students to understand the significance of context whether local, regional, national or global while analysing and composing a text. The unit deals with human values of people who have been subjected to terrorist attacks and colonialism.

1. 1. Introduction to Rhetoric and Rhetorical Situation.

a. Lou Gehrig (1939) “Farewell Speech” (Speech)

https://www.lougehrig.com/farewell/

2. SOAP Analysis: Through the analysis of the text the aim is to look at the mode in which various factors like subject, occasion, audience and purpose impact rhetoric. l

a. George W. Bush (2001) “9/11 Address to the Nation” (Speech)

http://www.americanrhetoric.com/speeches/gwbush911addresstothenation.htm

b. Jawaharlal Nehru (1947) “Tryst with Destiny” (Speech)

http://www.americanrhetoric.com/speeches/jawaharlalnehrutrystwithdestiny.htm

3. Ethos, Pathos and Logos: Understanding Aristotle’s concept of Ethos, Pathos and Logos is significant in understanding effective rhetoric. By looking at some of the famous rhetorical works the aim is to understand how the writer’s/ orators of some of the famous rhetorical pieces have used these elements to persuade the reader/ audience.

a. Ethos: i. King George VI (1939) “The King’s Speech” (Speech, can play part of the movie)

https://www.awesomestories.com/asset/view/George-VI-King-s-Speech-September-3-1939

ii. Judith Ortiz Cofer (1992) “The Myth of Latin Women: I Just met a Girl Named Maria” (Essay)

https://www.quia.com/files/quia/users/amccann10/Myth_of_a_Latin_Woman

b. Logos: i. Alice Waters (2006) “Slow Food Nation” (Essay)

https://www.thenation.com/article/slow-food-nation/

c. Pathos: i. Dwight D. Eisenhower (1944) “Order of the Day” (Speech)

https://www.whatsoproudlywehail.org/curriculum/the-american-calendar/order-ofthe-day-6-June-1944

d. Combining Ethos, Logos, and Pathos

i. Rabindranath Tagore (1941) “Crisis of Civilization”

https://www.scribd.com/doc/163829907/Rabindranath-Tagore-The-Crisis-of-Civilization

The unit will focus on understanding rhetoric and various rhetorical situations. The aim is to assert the idea that rhetoric is always contextual and there is a link between the speaker, audience and what the content of the text is. This will enable students to understand the significance of context whether local, regional, national or global while analysing and composing a text. The unit deals with human values of people who have been subjected to terrorist attacks and colonialism.

1. 1. Introduction to Rhetoric and Rhetorical Situation.

a. Lou Gehrig (1939) “Farewell Speech” (Speech)

https://www.lougehrig.com/farewell/

2. SOAP Analysis: Through the analysis of the text the aim is to look at the mode in which various factors like subject, occasion, audience and purpose impact rhetoric. l

a. George W. Bush (2001) “9/11 Address to the Nation” (Speech)

http://www.americanrhetoric.com/speeches/gwbush911addresstothenation.htm

b. Jawaharlal Nehru (1947) “Tryst with Destiny” (Speech)

http://www.americanrhetoric.com/speeches/jawaharlalnehrutrystwithdestiny.htm

3. Ethos, Pathos and Logos: Understanding Aristotle’s concept of Ethos, Pathos and Logos is significant in understanding effective rhetoric. By looking at some of the famous rhetorical works the aim is to understand how the writer’s/ orators of some of the famous rhetorical pieces have used these elements to persuade the reader/ audience.

a. Ethos: i. King George VI (1939) “The King’s Speech” (Speech, can play part of the movie)

https://www.awesomestories.com/asset/view/George-VI-King-s-Speech-September-3-1939

ii. Judith Ortiz Cofer (1992) “The Myth of Latin Women: I Just met a Girl Named Maria” (Essay)

https://www.quia.com/files/quia/users/amccann10/Myth_of_a_Latin_Woman

b. Logos: i. Alice Waters (2006) “Slow Food Nation” (Essay)

https://www.thenation.com/article/slow-food-nation/

c. Pathos: i. Dwight D. Eisenhower (1944) “Order of the Day” (Speech)

https://www.whatsoproudlywehail.org/curriculum/the-american-calendar/order-ofthe-day-6-June-1944

d. Combining Ethos, Logos, and Pathos

i. Rabindranath Tagore (1941) “Crisis of Civilization”

https://www.scribd.com/doc/163829907/Rabindranath-Tagore-The-Crisis-of-Civilization

The unit will focus on understanding rhetoric and various rhetorical situations. The aim is to assert the idea that rhetoric is always contextual and there is a link between the speaker, audience and what the content of the text is. This will enable students to understand the significance of context whether local, regional, national or global while analysing and composing a text. The unit deals with human values of people who have been subjected to terrorist attacks and colonialism.

1. 1. Introduction to Rhetoric and Rhetorical Situation.

a. Lou Gehrig (1939) “Farewell Speech” (Speech)

https://www.lougehrig.com/farewell/

2. SOAP Analysis: Through the analysis of the text the aim is to look at the mode in which various factors like subject, occasion, audience and purpose impact rhetoric. l

a. George W. Bush (2001) “9/11 Address to the Nation” (Speech)

http://www.americanrhetoric.com/speeches/gwbush911addresstothenation.htm

b. Jawaharlal Nehru (1947) “Tryst with Destiny” (Speech)

http://www.americanrhetoric.com/speeches/jawaharlalnehrutrystwithdestiny.htm

3. Ethos, Pathos and Logos: Understanding Aristotle’s concept of Ethos, Pathos and Logos is significant in understanding effective rhetoric. By looking at some of the famous rhetorical works the aim is to understand how the writer’s/ orators of some of the famous rhetorical pieces have used these elements to persuade the reader/ audience.

a. Ethos: i. King George VI (1939) “The King’s Speech” (Speech, can play part of the movie)

https://www.awesomestories.com/asset/view/George-VI-King-s-Speech-September-3-1939

ii. Judith Ortiz Cofer (1992) “The Myth of Latin Women: I Just met a Girl Named Maria” (Essay)

https://www.quia.com/files/quia/users/amccann10/Myth_of_a_Latin_Woman

b. Logos: i. Alice Waters (2006) “Slow Food Nation” (Essay)

https://www.thenation.com/article/slow-food-nation/

c. Pathos: i. Dwight D. Eisenhower (1944) “Order of the Day” (Speech)

https://www.whatsoproudlywehail.org/curriculum/the-american-calendar/order-ofthe-day-6-June-1944

d. Combining Ethos, Logos, and Pathos

i. Rabindranath Tagore (1941) “Crisis of Civilization”

https://www.scribd.com/doc/163829907/Rabindranath-Tagore-The-Crisis-of-Civilization

The unit will focus on understanding rhetoric and various rhetorical situations. The aim is to assert the idea that rhetoric is always contextual and there is a link between the speaker, audience and what the content of the text is. This will enable students to understand the significance of context whether local, regional, national or global while analysing and composing a text. The unit deals with human values of people who have been subjected to terrorist attacks and colonialism.

1. 1. Introduction to Rhetoric and Rhetorical Situation.

a. Lou Gehrig (1939) “Farewell Speech” (Speech)

https://www.lougehrig.com/farewell/

2. SOAP Analysis: Through the analysis of the text the aim is to look at the mode in which various factors like subject, occasion, audience and purpose impact rhetoric. l

a. George W. Bush (2001) “9/11 Address to the Nation” (Speech)

http://www.americanrhetoric.com/speeches/gwbush911addresstothenation.htm

b. Jawaharlal Nehru (1947) “Tryst with Destiny” (Speech)

http://www.americanrhetoric.com/speeches/jawaharlalnehrutrystwithdestiny.htm

3. Ethos, Pathos and Logos: Understanding Aristotle’s concept of Ethos, Pathos and Logos is significant in understanding effective rhetoric. By looking at some of the famous rhetorical works the aim is to understand how the writer’s/ orators of some of the famous rhetorical pieces have used these elements to persuade the reader/ audience.

a. Ethos: i. King George VI (1939) “The King’s Speech” (Speech, can play part of the movie)

https://www.awesomestories.com/asset/view/George-VI-King-s-Speech-September-3-1939

ii. Judith Ortiz Cofer (1992) “The Myth of Latin Women: I Just met a Girl Named Maria” (Essay)

https://www.quia.com/files/quia/users/amccann10/Myth_of_a_Latin_Woman

b. Logos: i. Alice Waters (2006) “Slow Food Nation” (Essay)

https://www.thenation.com/article/slow-food-nation/

c. Pathos: i. Dwight D. Eisenhower (1944) “Order of the Day” (Speech)

https://www.whatsoproudlywehail.org/curriculum/the-american-calendar/order-ofthe-day-6-June-1944

d. Combining Ethos, Logos, and Pathos

i. Rabindranath Tagore (1941) “Crisis of Civilization”

https://www.scribd.com/doc/163829907/Rabindranath-Tagore-The-Crisis-of-Civilization

The unit will focus on understanding rhetoric and various rhetorical situations. The aim is to assert the idea that rhetoric is always contextual and there is a link between the speaker, audience and what the content of the text is. This will enable students to understand the significance of context whether local, regional, national or global while analysing and composing a text. The unit deals with human values of people who have been subjected to terrorist attacks and colonialism.

1. 1. Introduction to Rhetoric and Rhetorical Situation.

a. Lou Gehrig (1939) “Farewell Speech” (Speech)

https://www.lougehrig.com/farewell/

2. SOAP Analysis: Through the analysis of the text the aim is to look at the mode in which various factors like subject, occasion, audience and purpose impact rhetoric. l

a. George W. Bush (2001) “9/11 Address to the Nation” (Speech)

http://www.americanrhetoric.com/speeches/gwbush911addresstothenation.htm

b. Jawaharlal Nehru (1947) “Tryst with Destiny” (Speech)

http://www.americanrhetoric.com/speeches/jawaharlalnehrutrystwithdestiny.htm

3. Ethos, Pathos and Logos: Understanding Aristotle’s concept of Ethos, Pathos and Logos is significant in understanding effective rhetoric. By looking at some of the famous rhetorical works the aim is to understand how the writer’s/ orators of some of the famous rhetorical pieces have used these elements to persuade the reader/ audience.

a. Ethos: i. King George VI (1939) “The King’s Speech” (Speech, can play part of the movie)

https://www.awesomestories.com/asset/view/George-VI-King-s-Speech-September-3-1939

ii. Judith Ortiz Cofer (1992) “The Myth of Latin Women: I Just met a Girl Named Maria” (Essay)

https://www.quia.com/files/quia/users/amccann10/Myth_of_a_Latin_Woman

b. Logos: i. Alice Waters (2006) “Slow Food Nation” (Essay)

https://www.thenation.com/article/slow-food-nation/

c. Pathos: i. Dwight D. Eisenhower (1944) “Order of the Day” (Speech)

https://www.whatsoproudlywehail.org/curriculum/the-american-calendar/order-ofthe-day-6-June-1944

d. Combining Ethos, Logos, and Pathos

i. Rabindranath Tagore (1941) “Crisis of Civilization”

https://www.scribd.com/doc/163829907/Rabindranath-Tagore-The-Crisis-of-Civilization

The unit will focus on understanding rhetoric and various rhetorical situations. The aim is to assert the idea that rhetoric is always contextual and there is a link between the speaker, audience and what the content of the text is. This will enable students to understand the significance of context whether local, regional, national or global while analysing and composing a text. The unit deals with human values of people who have been subjected to terrorist attacks and colonialism.

1. 1. Introduction to Rhetoric and Rhetorical Situation.

a. Lou Gehrig (1939) “Farewell Speech” (Speech)

https://www.lougehrig.com/farewell/

2. SOAP Analysis: Through the analysis of the text the aim is to look at the mode in which various factors like subject, occasion, audience and purpose impact rhetoric. l

a. George W. Bush (2001) “9/11 Address to the Nation” (Speech)

http://www.americanrhetoric.com/speeches/gwbush911addresstothenation.htm

b. Jawaharlal Nehru (1947) “Tryst with Destiny” (Speech)

http://www.americanrhetoric.com/speeches/jawaharlalnehrutrystwithdestiny.htm

3. Ethos, Pathos and Logos: Understanding Aristotle’s concept of Ethos, Pathos and Logos is significant in understanding effective rhetoric. By looking at some of the famous rhetorical works the aim is to understand how the writer’s/ orators of some of the famous rhetorical pieces have used these elements to persuade the reader/ audience.

a. Ethos: i. King George VI (1939) “The King’s Speech” (Speech, can play part of the movie)

https://www.awesomestories.com/asset/view/George-VI-King-s-Speech-September-3-1939

ii. Judith Ortiz Cofer (1992) “The Myth of Latin Women: I Just met a Girl Named Maria” (Essay)

https://www.quia.com/files/quia/users/amccann10/Myth_of_a_Latin_Woman

b. Logos: i. Alice Waters (2006) “Slow Food Nation” (Essay)

https://www.thenation.com/article/slow-food-nation/

c. Pathos: i. Dwight D. Eisenhower (1944) “Order of the Day” (Speech)

https://www.whatsoproudlywehail.org/curriculum/the-american-calendar/order-ofthe-day-6-June-1944

d. Combining Ethos, Logos, and Pathos

i. Rabindranath Tagore (1941) “Crisis of Civilization”

https://www.scribd.com/doc/163829907/Rabindranath-Tagore-The-Crisis-of-Civilization

The unit will focus on understanding rhetoric and various rhetorical situations. The aim is to assert the idea that rhetoric is always contextual and there is a link between the speaker, audience and what the content of the text is. This will enable students to understand the significance of context whether local, regional, national or global while analysing and composing a text. The unit deals with human values of people who have been subjected to terrorist attacks and colonialism.

1. 1. Introduction to Rhetoric and Rhetorical Situation.

a. Lou Gehrig (1939) “Farewell Speech” (Speech)

https://www.lougehrig.com/farewell/

2. SOAP Analysis: Through the analysis of the text the aim is to look at the mode in which various factors like subject, occasion, audience and purpose impact rhetoric. l

a. George W. Bush (2001) “9/11 Address to the Nation” (Speech)

http://www.americanrhetoric.com/speeches/gwbush911addresstothenation.htm

b. Jawaharlal Nehru (1947) “Tryst with Destiny” (Speech)

http://www.americanrhetoric.com/speeches/jawaharlalnehrutrystwithdestiny.htm

3. Ethos, Pathos and Logos: Understanding Aristotle’s concept of Ethos, Pathos and Logos is significant in understanding effective rhetoric. By looking at some of the famous rhetorical works the aim is to understand how the writer’s/ orators of some of the famous rhetorical pieces have used these elements to persuade the reader/ audience.

a. Ethos: i. King George VI (1939) “The King’s Speech” (Speech, can play part of the movie)

https://www.awesomestories.com/asset/view/George-VI-King-s-Speech-September-3-1939

ii. Judith Ortiz Cofer (1992) “The Myth of Latin Women: I Just met a Girl Named Maria” (Essay)

https://www.quia.com/files/quia/users/amccann10/Myth_of_a_Latin_Woman

b. Logos: i. Alice Waters (2006) “Slow Food Nation” (Essay)

https://www.thenation.com/article/slow-food-nation/

c. Pathos: i. Dwight D. Eisenhower (1944) “Order of the Day” (Speech)

https://www.whatsoproudlywehail.org/curriculum/the-american-calendar/order-ofthe-day-6-June-1944

d. Combining Ethos, Logos, and Pathos

i. Rabindranath Tagore (1941) “Crisis of Civilization”

https://www.scribd.com/doc/163829907/Rabindranath-Tagore-The-Crisis-of-Civilization

The unit will focus on understanding rhetoric and various rhetorical situations. The aim is to assert the idea that rhetoric is always contextual and there is a link between the speaker, audience and what the content of the text is. This will enable students to understand the significance of context whether local, regional, national or global while analysing and composing a text. The unit deals with human values of people who have been subjected to terrorist attacks and colonialism.

1. 1. Introduction to Rhetoric and Rhetorical Situation.

a. Lou Gehrig (1939) “Farewell Speech” (Speech)

https://www.lougehrig.com/farewell/

2. SOAP Analysis: Through the analysis of the text the aim is to look at the mode in which various factors like subject, occasion, audience and purpose impact rhetoric. l

a. George W. Bush (2001) “9/11 Address to the Nation” (Speech)

http://www.americanrhetoric.com/speeches/gwbush911addresstothenation.htm

b. Jawaharlal Nehru (1947) “Tryst with Destiny” (Speech)

http://www.americanrhetoric.com/speeches/jawaharlalnehrutrystwithdestiny.htm

3. Ethos, Pathos and Logos: Understanding Aristotle’s concept of Ethos, Pathos and Logos is significant in understanding effective rhetoric. By looking at some of the famous rhetorical works the aim is to understand how the writer’s/ orators of some of the famous rhetorical pieces have used these elements to persuade the reader/ audience.

a. Ethos: i. King George VI (1939) “The King’s Speech” (Speech, can play part of the movie)

https://www.awesomestories.com/asset/view/George-VI-King-s-Speech-September-3-1939

ii. Judith Ortiz Cofer (1992) “The Myth of Latin Women: I Just met a Girl Named Maria” (Essay)

https://www.quia.com/files/quia/users/amccann10/Myth_of_a_Latin_Woman

b. Logos: i. Alice Waters (2006) “Slow Food Nation” (Essay)

https://www.thenation.com/article/slow-food-nation/

c. Pathos: i. Dwight D. Eisenhower (1944) “Order of the Day” (Speech)

https://www.whatsoproudlywehail.org/curriculum/the-american-calendar/order-ofthe-day-6-June-1944

d. Combining Ethos, Logos, and Pathos

i. Rabindranath Tagore (1941) “Crisis of Civilization”

https://www.scribd.com/doc/163829907/Rabindranath-Tagore-The-Crisis-of-Civilization

This unit introduces the students to multiple ways of analysis, close reading, and usage of argumentative statements and diction. In addition to that the unit focuses on how to read visual texts from a global, national and regional perspective and the impact it has on the audience. The unit enhances the reading and comprehension skills of students and prepare them to get employed in content creation. The cross-cutting issues like race, caste, gender are incorporated in the unit.

1. Virginia Woolf (1942) “The Death of the Moth” (Essay)

https://www.sanjuan.edu/cms/lib8/CA01902727/Centricity/Domain/3981/Death%20of%20A%20Moth-Virginia%20Woolf%20copy.pdf

2. Groucho Marx (2006) “Dear Warner Brothers” (Letter) https://archive.org/details/Groucho_Marx_Letter_to_Warner_Brothers

3. ACLU (2000) “The Man on the Left” (Advertisement) https://www.mansonblog.com/2016/10/aclu-charles-manson-martin-luther-king.html

4. R. K. Laxman Political cartoons (Cartoon)

http://webneel.com/rk-lakshman-editorial-cartoons-indian-cartoonist (Political Cartoons)

5. Times of India (2017) ISRO launch cartoon (Cartoon)

https://www.tatacliq.com/que/isro-launch-breaks-record-memes/ISROLaunch

https://indianexpress.com/article/trending/trending-in-india/times-of-india-isro-104-satellite-launch-in-response-to-new-york-times-mangalyaan-cartoon-twitter-reactions-4529893

This unit introduces the students to multiple ways of analysis, close reading, and usage of argumentative statements and diction. In addition to that the unit focuses on how to read visual texts from a global, national and regional perspective and the impact it has on the audience. The unit enhances the reading and comprehension skills of students and prepare them to get employed in content creation. The cross-cutting issues like race, caste, gender are incorporated in the unit.

1. Virginia Woolf (1942) “The Death of the Moth” (Essay)

https://www.sanjuan.edu/cms/lib8/CA01902727/Centricity/Domain/3981/Death%20of%20A%20Moth-Virginia%20Woolf%20copy.pdf

2. Groucho Marx (2006) “Dear Warner Brothers” (Letter) https://archive.org/details/Groucho_Marx_Letter_to_Warner_Brothers

3. ACLU (2000) “The Man on the Left” (Advertisement) https://www.mansonblog.com/2016/10/aclu-charles-manson-martin-luther-king.html

4. R. K. Laxman Political cartoons (Cartoon)

http://webneel.com/rk-lakshman-editorial-cartoons-indian-cartoonist (Political Cartoons)

5. Times of India (2017) ISRO launch cartoon (Cartoon)

https://www.tatacliq.com/que/isro-launch-breaks-record-memes/ISROLaunch

https://indianexpress.com/article/trending/trending-in-india/times-of-india-isro-104-satellite-launch-in-response-to-new-york-times-mangalyaan-cartoon-twitter-reactions-4529893

This unit introduces the students to multiple ways of analysis, close reading, and usage of argumentative statements and diction. In addition to that the unit focuses on how to read visual texts from a global, national and regional perspective and the impact it has on the audience. The unit enhances the reading and comprehension skills of students and prepare them to get employed in content creation. The cross-cutting issues like race, caste, gender are incorporated in the unit.

1. Virginia Woolf (1942) “The Death of the Moth” (Essay)

https://www.sanjuan.edu/cms/lib8/CA01902727/Centricity/Domain/3981/Death%20of%20A%20Moth-Virginia%20Woolf%20copy.pdf

2. Groucho Marx (2006) “Dear Warner Brothers” (Letter) https://archive.org/details/Groucho_Marx_Letter_to_Warner_Brothers

3. ACLU (2000) “The Man on the Left” (Advertisement) https://www.mansonblog.com/2016/10/aclu-charles-manson-martin-luther-king.html

4. R. K. Laxman Political cartoons (Cartoon)

http://webneel.com/rk-lakshman-editorial-cartoons-indian-cartoonist (Political Cartoons)

5. Times of India (2017) ISRO launch cartoon (Cartoon)

https://www.tatacliq.com/que/isro-launch-breaks-record-memes/ISROLaunch

https://indianexpress.com/article/trending/trending-in-india/times-of-india-isro-104-satellite-launch-in-response-to-new-york-times-mangalyaan-cartoon-twitter-reactions-4529893

This unit introduces the students to multiple ways of analysis, close reading, and usage of argumentative statements and diction. In addition to that the unit focuses on how to read visual texts from a global, national and regional perspective and the impact it has on the audience. The unit enhances the reading and comprehension skills of students and prepare them to get employed in content creation. The cross-cutting issues like race, caste, gender are incorporated in the unit.

1. Virginia Woolf (1942) “The Death of the Moth” (Essay)

https://www.sanjuan.edu/cms/lib8/CA01902727/Centricity/Domain/3981/Death%20of%20A%20Moth-Virginia%20Woolf%20copy.pdf

2. Groucho Marx (2006) “Dear Warner Brothers” (Letter) https://archive.org/details/Groucho_Marx_Letter_to_Warner_Brothers

3. ACLU (2000) “The Man on the Left” (Advertisement) https://www.mansonblog.com/2016/10/aclu-charles-manson-martin-luther-king.html

4. R. K. Laxman Political cartoons (Cartoon)

http://webneel.com/rk-lakshman-editorial-cartoons-indian-cartoonist (Political Cartoons)

5. Times of India (2017) ISRO launch cartoon (Cartoon)

https://www.tatacliq.com/que/isro-launch-breaks-record-memes/ISROLaunch

https://indianexpress.com/article/trending/trending-in-india/times-of-india-isro-104-satellite-launch-in-response-to-new-york-times-mangalyaan-cartoon-twitter-reactions-4529893

This unit introduces the students to multiple ways of analysis, close reading, and usage of argumentative statements and diction. In addition to that the unit focuses on how to read visual texts from a global, national and regional perspective and the impact it has on the audience. The unit enhances the reading and comprehension skills of students and prepare them to get employed in content creation. The cross-cutting issues like race, caste, gender are incorporated in the unit.

1. Virginia Woolf (1942) “The Death of the Moth” (Essay)

https://www.sanjuan.edu/cms/lib8/CA01902727/Centricity/Domain/3981/Death%20of%20A%20Moth-Virginia%20Woolf%20copy.pdf

2. Groucho Marx (2006) “Dear Warner Brothers” (Letter) https://archive.org/details/Groucho_Marx_Letter_to_Warner_Brothers

3. ACLU (2000) “The Man on the Left” (Advertisement) https://www.mansonblog.com/2016/10/aclu-charles-manson-martin-luther-king.html

4. R. K. Laxman Political cartoons (Cartoon)

http://webneel.com/rk-lakshman-editorial-cartoons-indian-cartoonist (Political Cartoons)

5. Times of India (2017) ISRO launch cartoon (Cartoon)

https://www.tatacliq.com/que/isro-launch-breaks-record-memes/ISROLaunch

https://indianexpress.com/article/trending/trending-in-india/times-of-india-isro-104-satellite-launch-in-response-to-new-york-times-mangalyaan-cartoon-twitter-reactions-4529893

This unit introduces the students to multiple ways of analysis, close reading, and usage of argumentative statements and diction. In addition to that the unit focuses on how to read visual texts from a global, national and regional perspective and the impact it has on the audience. The unit enhances the reading and comprehension skills of students and prepare them to get employed in content creation. The cross-cutting issues like race, caste, gender are incorporated in the unit.

1. Virginia Woolf (1942) “The Death of the Moth” (Essay)

https://www.sanjuan.edu/cms/lib8/CA01902727/Centricity/Domain/3981/Death%20of%20A%20Moth-Virginia%20Woolf%20copy.pdf

2. Groucho Marx (2006) “Dear Warner Brothers” (Letter) https://archive.org/details/Groucho_Marx_Letter_to_Warner_Brothers

3. ACLU (2000) “The Man on the Left” (Advertisement) https://www.mansonblog.com/2016/10/aclu-charles-manson-martin-luther-king.html

4. R. K. Laxman Political cartoons (Cartoon)

http://webneel.com/rk-lakshman-editorial-cartoons-indian-cartoonist (Political Cartoons)

5. Times of India (2017) ISRO launch cartoon (Cartoon)

https://www.tatacliq.com/que/isro-launch-breaks-record-memes/ISROLaunch

https://indianexpress.com/article/trending/trending-in-india/times-of-india-isro-104-satellite-launch-in-response-to-new-york-times-mangalyaan-cartoon-twitter-reactions-4529893

This unit introduces the students to multiple ways of analysis, close reading, and usage of argumentative statements and diction. In addition to that the unit focuses on how to read visual texts from a global, national and regional perspective and the impact it has on the audience. The unit enhances the reading and comprehension skills of students and prepare them to get employed in content creation. The cross-cutting issues like race, caste, gender are incorporated in the unit.

1. Virginia Woolf (1942) “The Death of the Moth” (Essay)

https://www.sanjuan.edu/cms/lib8/CA01902727/Centricity/Domain/3981/Death%20of%20A%20Moth-Virginia%20Woolf%20copy.pdf

2. Groucho Marx (2006) “Dear Warner Brothers” (Letter) https://archive.org/details/Groucho_Marx_Letter_to_Warner_Brothers

3. ACLU (2000) “The Man on the Left” (Advertisement) https://www.mansonblog.com/2016/10/aclu-charles-manson-martin-luther-king.html

4. R. K. Laxman Political cartoons (Cartoon)

http://webneel.com/rk-lakshman-editorial-cartoons-indian-cartoonist (Political Cartoons)

5. Times of India (2017) ISRO launch cartoon (Cartoon)

https://www.tatacliq.com/que/isro-launch-breaks-record-memes/ISROLaunch

https://indianexpress.com/article/trending/trending-in-india/times-of-india-isro-104-satellite-launch-in-response-to-new-york-times-mangalyaan-cartoon-twitter-reactions-4529893

This unit introduces the students to multiple ways of analysis, close reading, and usage of argumentative statements and diction. In addition to that the unit focuses on how to read visual texts from a global, national and regional perspective and the impact it has on the audience. The unit enhances the reading and comprehension skills of students and prepare them to get employed in content creation. The cross-cutting issues like race, caste, gender are incorporated in the unit.

1. Virginia Woolf (1942) “The Death of the Moth” (Essay)

https://www.sanjuan.edu/cms/lib8/CA01902727/Centricity/Domain/3981/Death%20of%20A%20Moth-Virginia%20Woolf%20copy.pdf

2. Groucho Marx (2006) “Dear Warner Brothers” (Letter) https://archive.org/details/Groucho_Marx_Letter_to_Warner_Brothers

3. ACLU (2000) “The Man on the Left” (Advertisement) https://www.mansonblog.com/2016/10/aclu-charles-manson-martin-luther-king.html

4. R. K. Laxman Political cartoons (Cartoon)

http://webneel.com/rk-lakshman-editorial-cartoons-indian-cartoonist (Political Cartoons)

5. Times of India (2017) ISRO launch cartoon (Cartoon)

https://www.tatacliq.com/que/isro-launch-breaks-record-memes/ISROLaunch

https://indianexpress.com/article/trending/trending-in-india/times-of-india-isro-104-satellite-launch-in-response-to-new-york-times-mangalyaan-cartoon-twitter-reactions-4529893

This unit introduces the students to multiple ways of analysis, close reading, and usage of argumentative statements and diction. In addition to that the unit focuses on how to read visual texts from a global, national and regional perspective and the impact it has on the audience. The unit enhances the reading and comprehension skills of students and prepare them to get employed in content creation. The cross-cutting issues like race, caste, gender are incorporated in the unit.

1. Virginia Woolf (1942) “The Death of the Moth” (Essay)

https://www.sanjuan.edu/cms/lib8/CA01902727/Centricity/Domain/3981/Death%20of%20A%20Moth-Virginia%20Woolf%20copy.pdf

2. Groucho Marx (2006) “Dear Warner Brothers” (Letter) https://archive.org/details/Groucho_Marx_Letter_to_Warner_Brothers

3. ACLU (2000) “The Man on the Left” (Advertisement) https://www.mansonblog.com/2016/10/aclu-charles-manson-martin-luther-king.html

4. R. K. Laxman Political cartoons (Cartoon)

http://webneel.com/rk-lakshman-editorial-cartoons-indian-cartoonist (Political Cartoons)

5. Times of India (2017) ISRO launch cartoon (Cartoon)

https://www.tatacliq.com/que/isro-launch-breaks-record-memes/ISROLaunch

https://indianexpress.com/article/trending/trending-in-india/times-of-india-isro-104-satellite-launch-in-response-to-new-york-times-mangalyaan-cartoon-twitter-reactions-4529893

This unit introduces the students to multiple ways of analysis, close reading, and usage of argumentative statements and diction. In addition to that the unit focuses on how to read visual texts from a global, national and regional perspective and the impact it has on the audience. The unit enhances the reading and comprehension skills of students and prepare them to get employed in content creation. The cross-cutting issues like race, caste, gender are incorporated in the unit.

1. Virginia Woolf (1942) “The Death of the Moth” (Essay)

https://www.sanjuan.edu/cms/lib8/CA01902727/Centricity/Domain/3981/Death%20of%20A%20Moth-Virginia%20Woolf%20copy.pdf

2. Groucho Marx (2006) “Dear Warner Brothers” (Letter) https://archive.org/details/Groucho_Marx_Letter_to_Warner_Brothers

3. ACLU (2000) “The Man on the Left” (Advertisement) https://www.mansonblog.com/2016/10/aclu-charles-manson-martin-luther-king.html

4. R. K. Laxman Political cartoons (Cartoon)

http://webneel.com/rk-lakshman-editorial-cartoons-indian-cartoonist (Political Cartoons)

5. Times of India (2017) ISRO launch cartoon (Cartoon)

https://www.tatacliq.com/que/isro-launch-breaks-record-memes/ISROLaunch

https://indianexpress.com/article/trending/trending-in-india/times-of-india-isro-104-satellite-launch-in-response-to-new-york-times-mangalyaan-cartoon-twitter-reactions-4529893

This unit introduces the students to multiple ways of analysis, close reading, and usage of argumentative statements and diction. In addition to that the unit focuses on how to read visual texts from a global, national and regional perspective and the impact it has on the audience. The unit enhances the reading and comprehension skills of students and prepare them to get employed in content creation. The cross-cutting issues like race, caste, gender are incorporated in the unit.

1. Virginia Woolf (1942) “The Death of the Moth” (Essay)

https://www.sanjuan.edu/cms/lib8/CA01902727/Centricity/Domain/3981/Death%20of%20A%20Moth-Virginia%20Woolf%20copy.pdf

2. Groucho Marx (2006) “Dear Warner Brothers” (Letter) https://archive.org/details/Groucho_Marx_Letter_to_Warner_Brothers

3. ACLU (2000) “The Man on the Left” (Advertisement) https://www.mansonblog.com/2016/10/aclu-charles-manson-martin-luther-king.html

4. R. K. Laxman Political cartoons (Cartoon)

http://webneel.com/rk-lakshman-editorial-cartoons-indian-cartoonist (Political Cartoons)

5. Times of India (2017) ISRO launch cartoon (Cartoon)

https://www.tatacliq.com/que/isro-launch-breaks-record-memes/ISROLaunch

https://indianexpress.com/article/trending/trending-in-india/times-of-india-isro-104-satellite-launch-in-response-to-new-york-times-mangalyaan-cartoon-twitter-reactions-4529893

The unit engages with the questions on why some texts are effective rhetorical pieces as opposed to others. A few texts will be analysed to look at different rhetorical situations, and how it is effective and ineffective in persuading the audience/ reader. The selected texts deal with the issues of animal rights, nuclear rights, food crisis, and holocaust (human values) and help the students to engage with global scenario of the issues concerned. Any five of the suggested topics can be taken in class.

1. PETA, Feeding Kids Meat Is Child Abuse (Advertisement) https://www.peta.org/wp-content/uploads/2010/07/childabuseBB72.jpg

2. Anne Applebaum (2011) “If the Japanese Can’t Build a Safe Reactor, Who Can?” (Essay) https://www.washingtonpost.com/opinions/if-the-japanese-cant-build-a-safe-reactor-who-can/2011/03/14/ABCJvuV_story.html?utm_term=.8

3. Simon Lancaster (2016) Ted Talk: Speak Like a Leader (Speech) https://www.youtube.com/watch?v=bGBamfWasNQ

4. Understanding Argument: Csalexander03 (2012) Why Investing in Fast Food May Be a Good Thing by Amy Domini (Essay) https://csalexander03.wordpress.com/2012/12/04/why-investing-in-fast-food-may-be-a-good-thing-by-amy-domini/

5. The New York Times (2004) Felons and the Right to Vote (Essay) http://www.nytimes.com/2004/07/11/opinion/felons-and-the-right-to-vote.html

6. Using Visual text for Argument: Objevit.cz (2017) “Holocaust + Selfie Culture = ‘Yolocaust’” (Video) https://www.youtube.com/watch?v=mjjV_X5re4g

The unit engages with the questions on why some texts are effective rhetorical pieces as opposed to others. A few texts will be analysed to look at different rhetorical situations, and how it is effective and ineffective in persuading the audience/ reader. The selected texts deal with the issues of animal rights, nuclear rights, food crisis, and holocaust (human values) and help the students to engage with global scenario of the issues concerned. Any five of the suggested topics can be taken in class.

1. PETA, Feeding Kids Meat Is Child Abuse (Advertisement) https://www.peta.org/wp-content/uploads/2010/07/childabuseBB72.jpg

2. Anne Applebaum (2011) “If the Japanese Can’t Build a Safe Reactor, Who Can?” (Essay) https://www.washingtonpost.com/opinions/if-the-japanese-cant-build-a-safe-reactor-who-can/2011/03/14/ABCJvuV_story.html?utm_term=.8

3. Simon Lancaster (2016) Ted Talk: Speak Like a Leader (Speech) https://www.youtube.com/watch?v=bGBamfWasNQ

4. Understanding Argument: Csalexander03 (2012) Why Investing in Fast Food May Be a Good Thing by Amy Domini (Essay) https://csalexander03.wordpress.com/2012/12/04/why-investing-in-fast-food-may-be-a-good-thing-by-amy-domini/

5. The New York Times (2004) Felons and the Right to Vote (Essay) http://www.nytimes.com/2004/07/11/opinion/felons-and-the-right-to-vote.html

6. Using Visual text for Argument: Objevit.cz (2017) “Holocaust + Selfie Culture = ‘Yolocaust’” (Video) https://www.youtube.com/watch?v=mjjV_X5re4g

The unit engages with the questions on why some texts are effective rhetorical pieces as opposed to others. A few texts will be analysed to look at different rhetorical situations, and how it is effective and ineffective in persuading the audience/ reader. The selected texts deal with the issues of animal rights, nuclear rights, food crisis, and holocaust (human values) and help the students to engage with global scenario of the issues concerned. Any five of the suggested topics can be taken in class.

1. PETA, Feeding Kids Meat Is Child Abuse (Advertisement) https://www.peta.org/wp-content/uploads/2010/07/childabuseBB72.jpg

2. Anne Applebaum (2011) “If the Japanese Can’t Build a Safe Reactor, Who Can?” (Essay) https://www.washingtonpost.com/opinions/if-the-japanese-cant-build-a-safe-reactor-who-can/2011/03/14/ABCJvuV_story.html?utm_term=.8

3. Simon Lancaster (2016) Ted Talk: Speak Like a Leader (Speech) https://www.youtube.com/watch?v=bGBamfWasNQ

4. Understanding Argument: Csalexander03 (2012) Why Investing in Fast Food May Be a Good Thing by Amy Domini (Essay) https://csalexander03.wordpress.com/2012/12/04/why-investing-in-fast-food-may-be-a-good-thing-by-amy-domini/

5. The New York Times (2004) Felons and the Right to Vote (Essay) http://www.nytimes.com/2004/07/11/opinion/felons-and-the-right-to-vote.html

6. Using Visual text for Argument: Objevit.cz (2017) “Holocaust + Selfie Culture = ‘Yolocaust’” (Video) https://www.youtube.com/watch?v=mjjV_X5re4g

The unit engages with the questions on why some texts are effective rhetorical pieces as opposed to others. A few texts will be analysed to look at different rhetorical situations, and how it is effective and ineffective in persuading the audience/ reader. The selected texts deal with the issues of animal rights, nuclear rights, food crisis, and holocaust (human values) and help the students to engage with global scenario of the issues concerned. Any five of the suggested topics can be taken in class.

1. PETA, Feeding Kids Meat Is Child Abuse (Advertisement) https://www.peta.org/wp-content/uploads/2010/07/childabuseBB72.jpg

2. Anne Applebaum (2011) “If the Japanese Can’t Build a Safe Reactor, Who Can?” (Essay) https://www.washingtonpost.com/opinions/if-the-japanese-cant-build-a-safe-reactor-who-can/2011/03/14/ABCJvuV_story.html?utm_term=.8

3. Simon Lancaster (2016) Ted Talk: Speak Like a Leader (Speech) https://www.youtube.com/watch?v=bGBamfWasNQ

4. Understanding Argument: Csalexander03 (2012) Why Investing in Fast Food May Be a Good Thing by Amy Domini (Essay) https://csalexander03.wordpress.com/2012/12/04/why-investing-in-fast-food-may-be-a-good-thing-by-amy-domini/

5. The New York Times (2004) Felons and the Right to Vote (Essay) http://www.nytimes.com/2004/07/11/opinion/felons-and-the-right-to-vote.html

6. Using Visual text for Argument: Objevit.cz (2017) “Holocaust + Selfie Culture = ‘Yolocaust’” (Video) https://www.youtube.com/watch?v=mjjV_X5re4g

The unit engages with the questions on why some texts are effective rhetorical pieces as opposed to others. A few texts will be analysed to look at different rhetorical situations, and how it is effective and ineffective in persuading the audience/ reader. The selected texts deal with the issues of animal rights, nuclear rights, food crisis, and holocaust (human values) and help the students to engage with global scenario of the issues concerned. Any five of the suggested topics can be taken in class.

1. PETA, Feeding Kids Meat Is Child Abuse (Advertisement) https://www.peta.org/wp-content/uploads/2010/07/childabuseBB72.jpg

2. Anne Applebaum (2011) “If the Japanese Can’t Build a Safe Reactor, Who Can?” (Essay) https://www.washingtonpost.com/opinions/if-the-japanese-cant-build-a-safe-reactor-who-can/2011/03/14/ABCJvuV_story.html?utm_term=.8

3. Simon Lancaster (2016) Ted Talk: Speak Like a Leader (Speech) https://www.youtube.com/watch?v=bGBamfWasNQ

4. Understanding Argument: Csalexander03 (2012) Why Investing in Fast Food May Be a Good Thing by Amy Domini (Essay) https://csalexander03.wordpress.com/2012/12/04/why-investing-in-fast-food-may-be-a-good-thing-by-amy-domini/

5. The New York Times (2004) Felons and the Right to Vote (Essay) http://www.nytimes.com/2004/07/11/opinion/felons-and-the-right-to-vote.html

6. Using Visual text for Argument: Objevit.cz (2017) “Holocaust + Selfie Culture = ‘Yolocaust’” (Video) https://www.youtube.com/watch?v=mjjV_X5re4g

The unit engages with the questions on why some texts are effective rhetorical pieces as opposed to others. A few texts will be analysed to look at different rhetorical situations, and how it is effective and ineffective in persuading the audience/ reader. The selected texts deal with the issues of animal rights, nuclear rights, food crisis, and holocaust (human values) and help the students to engage with global scenario of the issues concerned. Any five of the suggested topics can be taken in class.

1. PETA, Feeding Kids Meat Is Child Abuse (Advertisement) https://www.peta.org/wp-content/uploads/2010/07/childabuseBB72.jpg

2. Anne Applebaum (2011) “If the Japanese Can’t Build a Safe Reactor, Who Can?” (Essay) https://www.washingtonpost.com/opinions/if-the-japanese-cant-build-a-safe-reactor-who-can/2011/03/14/ABCJvuV_story.html?utm_term=.8

3. Simon Lancaster (2016) Ted Talk: Speak Like a Leader (Speech) https://www.youtube.com/watch?v=bGBamfWasNQ

4. Understanding Argument: Csalexander03 (2012) Why Investing in Fast Food May Be a Good Thing by Amy Domini (Essay) https://csalexander03.wordpress.com/2012/12/04/why-investing-in-fast-food-may-be-a-good-thing-by-amy-domini/

5. The New York Times (2004) Felons and the Right to Vote (Essay) http://www.nytimes.com/2004/07/11/opinion/felons-and-the-right-to-vote.html

6. Using Visual text for Argument: Objevit.cz (2017) “Holocaust + Selfie Culture = ‘Yolocaust’” (Video) https://www.youtube.com/watch?v=mjjV_X5re4g

The unit engages with the questions on why some texts are effective rhetorical pieces as opposed to others. A few texts will be analysed to look at different rhetorical situations, and how it is effective and ineffective in persuading the audience/ reader. The selected texts deal with the issues of animal rights, nuclear rights, food crisis, and holocaust (human values) and help the students to engage with global scenario of the issues concerned. Any five of the suggested topics can be taken in class.

1. PETA, Feeding Kids Meat Is Child Abuse (Advertisement) https://www.peta.org/wp-content/uploads/2010/07/childabuseBB72.jpg

2. Anne Applebaum (2011) “If the Japanese Can’t Build a Safe Reactor, Who Can?” (Essay) https://www.washingtonpost.com/opinions/if-the-japanese-cant-build-a-safe-reactor-who-can/2011/03/14/ABCJvuV_story.html?utm_term=.8

3. Simon Lancaster (2016) Ted Talk: Speak Like a Leader (Speech) https://www.youtube.com/watch?v=bGBamfWasNQ

4. Understanding Argument: Csalexander03 (2012) Why Investing in Fast Food May Be a Good Thing by Amy Domini (Essay) https://csalexander03.wordpress.com/2012/12/04/why-investing-in-fast-food-may-be-a-good-thing-by-amy-domini/

5. The New York Times (2004) Felons and the Right to Vote (Essay) http://www.nytimes.com/2004/07/11/opinion/felons-and-the-right-to-vote.html

6. Using Visual text for Argument: Objevit.cz (2017) “Holocaust + Selfie Culture = ‘Yolocaust’” (Video) https://www.youtube.com/watch?v=mjjV_X5re4g

The unit engages with the questions on why some texts are effective rhetorical pieces as opposed to others. A few texts will be analysed to look at different rhetorical situations, and how it is effective and ineffective in persuading the audience/ reader. The selected texts deal with the issues of animal rights, nuclear rights, food crisis, and holocaust (human values) and help the students to engage with global scenario of the issues concerned. Any five of the suggested topics can be taken in class.

1. PETA, Feeding Kids Meat Is Child Abuse (Advertisement) https://www.peta.org/wp-content/uploads/2010/07/childabuseBB72.jpg

2. Anne Applebaum (2011) “If the Japanese Can’t Build a Safe Reactor, Who Can?” (Essay) https://www.washingtonpost.com/opinions/if-the-japanese-cant-build-a-safe-reactor-who-can/2011/03/14/ABCJvuV_story.html?utm_term=.8

3. Simon Lancaster (2016) Ted Talk: Speak Like a Leader (Speech) https://www.youtube.com/watch?v=bGBamfWasNQ

4. Understanding Argument: Csalexander03 (2012) Why Investing in Fast Food May Be a Good Thing by Amy Domini (Essay) https://csalexander03.wordpress.com/2012/12/04/why-investing-in-fast-food-may-be-a-good-thing-by-amy-domini/

5. The New York Times (2004) Felons and the Right to Vote (Essay) http://www.nytimes.com/2004/07/11/opinion/felons-and-the-right-to-vote.html

6. Using Visual text for Argument: Objevit.cz (2017) “Holocaust + Selfie Culture = ‘Yolocaust’” (Video) https://www.youtube.com/watch?v=mjjV_X5re4g

The unit engages with the questions on why some texts are effective rhetorical pieces as opposed to others. A few texts will be analysed to look at different rhetorical situations, and how it is effective and ineffective in persuading the audience/ reader. The selected texts deal with the issues of animal rights, nuclear rights, food crisis, and holocaust (human values) and help the students to engage with global scenario of the issues concerned. Any five of the suggested topics can be taken in class.

1. PETA, Feeding Kids Meat Is Child Abuse (Advertisement) https://www.peta.org/wp-content/uploads/2010/07/childabuseBB72.jpg

2. Anne Applebaum (2011) “If the Japanese Can’t Build a Safe Reactor, Who Can?” (Essay) https://www.washingtonpost.com/opinions/if-the-japanese-cant-build-a-safe-reactor-who-can/2011/03/14/ABCJvuV_story.html?utm_term=.8

3. Simon Lancaster (2016) Ted Talk: Speak Like a Leader (Speech) https://www.youtube.com/watch?v=bGBamfWasNQ

4. Understanding Argument: Csalexander03 (2012) Why Investing in Fast Food May Be a Good Thing by Amy Domini (Essay) https://csalexander03.wordpress.com/2012/12/04/why-investing-in-fast-food-may-be-a-good-thing-by-amy-domini/

5. The New York Times (2004) Felons and the Right to Vote (Essay) http://www.nytimes.com/2004/07/11/opinion/felons-and-the-right-to-vote.html

6. Using Visual text for Argument: Objevit.cz (2017) “Holocaust + Selfie Culture = ‘Yolocaust’” (Video) https://www.youtube.com/watch?v=mjjV_X5re4g

The unit engages with the questions on why some texts are effective rhetorical pieces as opposed to others. A few texts will be analysed to look at different rhetorical situations, and how it is effective and ineffective in persuading the audience/ reader. The selected texts deal with the issues of animal rights, nuclear rights, food crisis, and holocaust (human values) and help the students to engage with global scenario of the issues concerned. Any five of the suggested topics can be taken in class.

1. PETA, Feeding Kids Meat Is Child Abuse (Advertisement) https://www.peta.org/wp-content/uploads/2010/07/childabuseBB72.jpg

2. Anne Applebaum (2011) “If the Japanese Can’t Build a Safe Reactor, Who Can?” (Essay) https://www.washingtonpost.com/opinions/if-the-japanese-cant-build-a-safe-reactor-who-can/2011/03/14/ABCJvuV_story.html?utm_term=.8

3. Simon Lancaster (2016) Ted Talk: Speak Like a Leader (Speech) https://www.youtube.com/watch?v=bGBamfWasNQ

4. Understanding Argument: Csalexander03 (2012) Why Investing in Fast Food May Be a Good Thing by Amy Domini (Essay) https://csalexander03.wordpress.com/2012/12/04/why-investing-in-fast-food-may-be-a-good-thing-by-amy-domini/

5. The New York Times (2004) Felons and the Right to Vote (Essay) http://www.nytimes.com/2004/07/11/opinion/felons-and-the-right-to-vote.html

6. Using Visual text for Argument: Objevit.cz (2017) “Holocaust + Selfie Culture = ‘Yolocaust’” (Video) https://www.youtube.com/watch?v=mjjV_X5re4g

The unit engages with the questions on why some texts are effective rhetorical pieces as opposed to others. A few texts will be analysed to look at different rhetorical situations, and how it is effective and ineffective in persuading the audience/ reader. The selected texts deal with the issues of animal rights, nuclear rights, food crisis, and holocaust (human values) and help the students to engage with global scenario of the issues concerned. Any five of the suggested topics can be taken in class.

1. PETA, Feeding Kids Meat Is Child Abuse (Advertisement) https://www.peta.org/wp-content/uploads/2010/07/childabuseBB72.jpg

2. Anne Applebaum (2011) “If the Japanese Can’t Build a Safe Reactor, Who Can?” (Essay) https://www.washingtonpost.com/opinions/if-the-japanese-cant-build-a-safe-reactor-who-can/2011/03/14/ABCJvuV_story.html?utm_term=.8

3. Simon Lancaster (2016) Ted Talk: Speak Like a Leader (Speech) https://www.youtube.com/watch?v=bGBamfWasNQ

4. Understanding Argument: Csalexander03 (2012) Why Investing in Fast Food May Be a Good Thing by Amy Domini (Essay) https://csalexander03.wordpress.com/2012/12/04/why-investing-in-fast-food-may-be-a-good-thing-by-amy-domini/

5. The New York Times (2004) Felons and the Right to Vote (Essay) http://www.nytimes.com/2004/07/11/opinion/felons-and-the-right-to-vote.html

6. Using Visual text for Argument: Objevit.cz (2017) “Holocaust + Selfie Culture = ‘Yolocaust’” (Video) https://www.youtube.com/watch?v=mjjV_X5re4g

Mohr, K. A., & Mohr, E. S. (2017). Understanding Generation Z students to promote a contemporary learning environment. Journal on Empowering Teaching Excellence, 1(1), 84-94.

Seaboyer, J., & Barnett, T. (2019). New perspectives on reading and writing across the disciplines. Higher Education Research and Development, 38(1), 1-10.

This course aims to introduce the emergence of Psychology as a separate discipline. Students will study the philosophical, and scientific background led to the development of Psychology as a formal discipline. Once they are familiar with the foundation, this course allows students to learn the systems in Psychology and examine the differences between each system. Finally, it takes students to identify the significance of indigenization and diversities when applying psychological knowledge, where a special focus is given to Psychology in India.

Psychology: An introduction to the subject and its historical philosophical foundation

The Eastern Philosophical roots: Persia and Middle East, India, and China

The Western Philosophical roots: The Greek and Roman traditions; Influences from the Middle Ages and Renaissance.

Eastern versus Western influences

Psychology: An introduction to the subject and its historical philosophical foundation

The Eastern Philosophical roots: Persia and Middle East, India, and China

The Western Philosophical roots: The Greek and Roman traditions; Influences from the Middle Ages and Renaissance.

Eastern versus Western influences

Psychology: An introduction to the subject and its historical philosophical foundation

The Eastern Philosophical roots: Persia and Middle East, India, and China

The Western Philosophical roots: The Greek and Roman traditions; Influences from the Middle Ages and Renaissance.

Eastern versus Western influences

Psychology: An introduction to the subject and its historical philosophical foundation

The Eastern Philosophical roots: Persia and Middle East, India, and China

The Western Philosophical roots: The Greek and Roman traditions; Influences from the Middle Ages and Renaissance.

Eastern versus Western influences

Science: Introduction

Scientific foundations of Psychology: The emergence of Science; The French, The British and The German tradition

Scientific movements of 19th century: Physiology, Psychophysics and Evolution

An introduction to the Human models of Psychology

Science: Introduction

Scientific foundations of Psychology: The emergence of Science; The French, The British and The German tradition

Scientific movements of 19th century: Physiology, Psychophysics and Evolution

An introduction to the Human models of Psychology

Science: Introduction

Scientific foundations of Psychology: The emergence of Science; The French, The British and The German tradition

Scientific movements of 19th century: Physiology, Psychophysics and Evolution

An introduction to the Human models of Psychology

Science: Introduction

Scientific foundations of Psychology: The emergence of Science; The French, The British and The German tradition

Scientific movements of 19th century: Physiology, Psychophysics and Evolution

An introduction to the Human models of Psychology

Structuralism, Functionalism, Gestalt psychology, Psychoanalysis, Behaviorism, Humanistic Psychology

Structuralism, Functionalism, Gestalt psychology, Psychoanalysis, Behaviorism, Humanistic Psychology

Structuralism, Functionalism, Gestalt psychology, Psychoanalysis, Behaviorism, Humanistic Psychology

Structuralism, Functionalism, Gestalt psychology, Psychoanalysis, Behaviorism, Humanistic Psychology

History of Psychology in India

Philosophical Roots of Indian Psychology

Why indigenization matters? Diversity, Gender, Globalization

Current trends and Status of Psychology in India

History of Psychology in India

Philosophical Roots of Indian Psychology

Why indigenization matters? Diversity, Gender, Globalization

Current trends and Status of Psychology in India

History of Psychology in India

Philosophical Roots of Indian Psychology

Why indigenization matters? Diversity, Gender, Globalization

Current trends and Status of Psychology in India

History of Psychology in India

Philosophical Roots of Indian Psychology

Why indigenization matters? Diversity, Gender, Globalization

Current trends and Status of Psychology in India

Hergenhahn, B.R. & Henley, T. (2013). An Introduction to the History of Psychology. Belmont, CA: Cengage Learning.

Dalal, A. K. (2014). A journey back to the roots: Psychology in India. Foundations and applications of Indian psychology, 18-39.

This course gives an insight about pharmacological management of various diseases and effects of various drugs on the human system through introduction to medicinal chemistry.

Chemotherapy, Drug development process, general principles of dosage form, drug design and modes of drug administration, pharmacokinetics, pharmacodynamics, pro-drugs, me too drugs, Theories of drug activity: Occupancy theory, rate theory, and induced fit theory, green chemistry in the manufacture of drugs.

Chemotherapy, Drug development process, general principles of dosage form, drug design and modes of drug administration, pharmacokinetics, pharmacodynamics, pro-drugs, me too drugs, Theories of drug activity: Occupancy theory, rate theory, and induced fit theory, green chemistry in the manufacture of drugs.

Chemotherapy, Drug development process, general principles of dosage form, drug design and modes of drug administration, pharmacokinetics, pharmacodynamics, pro-drugs, me too drugs, Theories of drug activity: Occupancy theory, rate theory, and induced fit theory, green chemistry in the manufacture of drugs.

Chemotherapy, Drug development process, general principles of dosage form, drug design and modes of drug administration, pharmacokinetics, pharmacodynamics, pro-drugs, me too drugs, Theories of drug activity: Occupancy theory, rate theory, and induced fit theory, green chemistry in the manufacture of drugs.

ources, indication, mechanism of action, and adverse reactions of - antipyretics, analgesics and Anti- inflammatory Drugs ( Aspirin, paracetamol, ibuprofen),  Antibiotics (Penicillin-G, Sulphonamides, quinolones, dapsone, amino-salicylic acid, isoniazid, chloramphenicol, tetracycline, rifampicin), Antihistamines (Methapyrilene, chlorpheniramine), Antiviral (Acyclovir, Amantadine), Anti-fungal (griseofulvin), Cardio and cerebro-vascular drugs (Amyl nitrite, sorbitrate,  levodopa, methyldopa), Antidiabetics (Insulin and oral hypoglycaemic agents), Cholesterol lowering drugs ( statins).

ources, indication, mechanism of action, and adverse reactions of - antipyretics, analgesics and Anti- inflammatory Drugs ( Aspirin, paracetamol, ibuprofen),  Antibiotics (Penicillin-G, Sulphonamides, quinolones, dapsone, amino-salicylic acid, isoniazid, chloramphenicol, tetracycline, rifampicin), Antihistamines (Methapyrilene, chlorpheniramine), Antiviral (Acyclovir, Amantadine), Anti-fungal (griseofulvin), Cardio and cerebro-vascular drugs (Amyl nitrite, sorbitrate,  levodopa, methyldopa), Antidiabetics (Insulin and oral hypoglycaemic agents), Cholesterol lowering drugs ( statins).

ources, indication, mechanism of action, and adverse reactions of - antipyretics, analgesics and Anti- inflammatory Drugs ( Aspirin, paracetamol, ibuprofen),  Antibiotics (Penicillin-G, Sulphonamides, quinolones, dapsone, amino-salicylic acid, isoniazid, chloramphenicol, tetracycline, rifampicin), Antihistamines (Methapyrilene, chlorpheniramine), Antiviral (Acyclovir, Amantadine), Anti-fungal (griseofulvin), Cardio and cerebro-vascular drugs (Amyl nitrite, sorbitrate,  levodopa, methyldopa), Antidiabetics (Insulin and oral hypoglycaemic agents), Cholesterol lowering drugs ( statins).

ources, indication, mechanism of action, and adverse reactions of - antipyretics, analgesics and Anti- inflammatory Drugs ( Aspirin, paracetamol, ibuprofen),  Antibiotics (Penicillin-G, Sulphonamides, quinolones, dapsone, amino-salicylic acid, isoniazid, chloramphenicol, tetracycline, rifampicin), Antihistamines (Methapyrilene, chlorpheniramine), Antiviral (Acyclovir, Amantadine), Anti-fungal (griseofulvin), Cardio and cerebro-vascular drugs (Amyl nitrite, sorbitrate,  levodopa, methyldopa), Antidiabetics (Insulin and oral hypoglycaemic agents), Cholesterol lowering drugs ( statins).

CNS Depressants: Barbiturates (Phenobarbital, Thiopental sodium), Benzodiazepines, (Diazepam, Alprazolam, Chlordiazepoxide),  Anticonvulsants -(Phenytoin, Trimethadione, Ethosuximide), Meprobamate, Pethidine, Methadone, Glutethimide, Chlorpromazine.

CNS Depressants: Barbiturates (Phenobarbital, Thiopental sodium), Benzodiazepines, (Diazepam, Alprazolam, Chlordiazepoxide),  Anticonvulsants -(Phenytoin, Trimethadione, Ethosuximide), Meprobamate, Pethidine, Methadone, Glutethimide, Chlorpromazine.

CNS Depressants: Barbiturates (Phenobarbital, Thiopental sodium), Benzodiazepines, (Diazepam, Alprazolam, Chlordiazepoxide),  Anticonvulsants -(Phenytoin, Trimethadione, Ethosuximide), Meprobamate, Pethidine, Methadone, Glutethimide, Chlorpromazine.

CNS Depressants: Barbiturates (Phenobarbital, Thiopental sodium), Benzodiazepines, (Diazepam, Alprazolam, Chlordiazepoxide),  Anticonvulsants -(Phenytoin, Trimethadione, Ethosuximide), Meprobamate, Pethidine, Methadone, Glutethimide, Chlorpromazine.

Physiology of addiction, Drugs of abuse –Alcohol, Nicotine, Marijuana, Cocaine, Heroin, MDMA, Amphetamine, Hallucinogens, LSD, Opioids, Cannabinoids, Biological, behavioural and social effects of drug addiction, Combating substance abuse and Deaddiction.

Physiology of addiction, Drugs of abuse –Alcohol, Nicotine, Marijuana, Cocaine, Heroin, MDMA, Amphetamine, Hallucinogens, LSD, Opioids, Cannabinoids, Biological, behavioural and social effects of drug addiction, Combating substance abuse and Deaddiction.

Physiology of addiction, Drugs of abuse –Alcohol, Nicotine, Marijuana, Cocaine, Heroin, MDMA, Amphetamine, Hallucinogens, LSD, Opioids, Cannabinoids, Biological, behavioural and social effects of drug addiction, Combating substance abuse and Deaddiction.

Physiology of addiction, Drugs of abuse –Alcohol, Nicotine, Marijuana, Cocaine, Heroin, MDMA, Amphetamine, Hallucinogens, LSD, Opioids, Cannabinoids, Biological, behavioural and social effects of drug addiction, Combating substance abuse and Deaddiction.

Kar, A. & Wiley (2018). Medicinal Chemistry. New Age International Publishers.

S.C. Sharma and Jyotsana Chaturvedi (2016), Medicinal Chemistry, Vishal Publishing Co.,

This course provides an introduction to quantitative research methods and its application in psychology. It gives a comprehensive overview of the sampling techniques, methods of data collection, and different types of research designs. The process of quantitative research with special emphasis on experimental designs and developmental research designs will be covered in this course.

Definition of scientific research; Research Questions – types; Methods of Inquiry; Sources of research ideas; Philosophical roots of research; Ontology and epistemology; Research types: Fundamental, Action, Experimental, Exploratory, and Descriptive research.

Definition of scientific research; Research Questions – types; Methods of Inquiry; Sources of research ideas; Philosophical roots of research; Ontology and epistemology; Research types: Fundamental, Action, Experimental, Exploratory, and Descriptive research.

Definition of scientific research; Research Questions – types; Methods of Inquiry; Sources of research ideas; Philosophical roots of research; Ontology and epistemology; Research types: Fundamental, Action, Experimental, Exploratory, and Descriptive research.

Definition of scientific research; Research Questions – types; Methods of Inquiry; Sources of research ideas; Philosophical roots of research; Ontology and epistemology; Research types: Fundamental, Action, Experimental, Exploratory, and Descriptive research.

Causality and experimentation; Definition and nature of variables; Operationally defining variables; Independent variables; Dependent variables; Extraneous variables; Formulation of research problems and hypothesis ; Different types of hypothesis: null and directional; Experimental manipulation and control of variables; Steps in quantitative research; Sampling techniques: probability and non-probability sampling; Methods of data collection: observational methods, surveys, questionnaires, and psychometric tests.

Causality and experimentation; Definition and nature of variables; Operationally defining variables; Independent variables; Dependent variables; Extraneous variables; Formulation of research problems and hypothesis ; Different types of hypothesis: null and directional; Experimental manipulation and control of variables; Steps in quantitative research; Sampling techniques: probability and non-probability sampling; Methods of data collection: observational methods, surveys, questionnaires, and psychometric tests.

Causality and experimentation; Definition and nature of variables; Operationally defining variables; Independent variables; Dependent variables; Extraneous variables; Formulation of research problems and hypothesis ; Different types of hypothesis: null and directional; Experimental manipulation and control of variables; Steps in quantitative research; Sampling techniques: probability and non-probability sampling; Methods of data collection: observational methods, surveys, questionnaires, and psychometric tests.

Causality and experimentation; Definition and nature of variables; Operationally defining variables; Independent variables; Dependent variables; Extraneous variables; Formulation of research problems and hypothesis ; Different types of hypothesis: null and directional; Experimental manipulation and control of variables; Steps in quantitative research; Sampling techniques: probability and non-probability sampling; Methods of data collection: observational methods, surveys, questionnaires, and psychometric tests.

Experimental research designs; Types of experimental design based on subjects and factors; Within subjects, between subjects, single subject, single factor, and factorial design; Sources of error variance and its management in the various types of experimental designs; Quasi-experimental design; Mixed design; Case-control design; Developmental research designs; How to write a research proposal.

Experimental research designs; Types of experimental design based on subjects and factors; Within subjects, between subjects, single subject, single factor, and factorial design; Sources of error variance and its management in the various types of experimental designs; Quasi-experimental design; Mixed design; Case-control design; Developmental research designs; How to write a research proposal.

Experimental research designs; Types of experimental design based on subjects and factors; Within subjects, between subjects, single subject, single factor, and factorial design; Sources of error variance and its management in the various types of experimental designs; Quasi-experimental design; Mixed design; Case-control design; Developmental research designs; How to write a research proposal.

Experimental research designs; Types of experimental design based on subjects and factors; Within subjects, between subjects, single subject, single factor, and factorial design; Sources of error variance and its management in the various types of experimental designs; Quasi-experimental design; Mixed design; Case-control design; Developmental research designs; How to write a research proposal.

Reliability and validity of psychological measurements: Types and threats; Ethical issues in psychological research: evolution; human participants; animal research; APA guidelines. Institutional Human and Animal Ethical Committees and the process of review; Report writing.

Reliability and validity of psychological measurements: Types and threats; Ethical issues in psychological research: evolution; human participants; animal research; APA guidelines. Institutional Human and Animal Ethical Committees and the process of review; Report writing.

Reliability and validity of psychological measurements: Types and threats; Ethical issues in psychological research: evolution; human participants; animal research; APA guidelines. Institutional Human and Animal Ethical Committees and the process of review; Report writing.

Reliability and validity of psychological measurements: Types and threats; Ethical issues in psychological research: evolution; human participants; animal research; APA guidelines. Institutional Human and Animal Ethical Committees and the process of review; Report writing.

Singh, A.K. (2019). Test, measurements and research methods in behavioural sciences. Patna: Bharathi Bhavan Publishers and Distributors.

Kerlinger, N. (1996). Foundations of behavioural research. India: Prentice Hall

This course will introduce students to various famous experiments used in the field of psychology such as, psychophysics, intelligence, learning and sensation perception. It will make students understand how experimental methods are applied to study psychological phenomena and the processes that underlie it. They will learn how to conduct experiments in a controlled setting and write accurate reports. 

Course Outcomes: By the end of the course the learner should be able to:

CO1: Understand various experiments in psychology.

CO2: Demonstrate effective conduction of experiments.

CO3: Prepare reports for experiments  

History and evolution of experiments

History and evolution of experiments

History and evolution of experiments

History and evolution of experiments

Perception: Method of Constant Stimuli to determine DL (Weber’s Law)

Learning: Transfer of Learning (Maze learning)

Memory: Verbal Working Memory

Thinking: Tower of London

Thinking: Level of Categorization

Perception: Method of Constant Stimuli to determine DL (Weber’s Law)

Learning: Transfer of Learning (Maze learning)

Memory: Verbal Working Memory

Thinking: Tower of London

Thinking: Level of Categorization

Perception: Method of Constant Stimuli to determine DL (Weber’s Law)

Learning: Transfer of Learning (Maze learning)

Memory: Verbal Working Memory

Thinking: Tower of London

Thinking: Level of Categorization

Perception: Method of Constant Stimuli to determine DL (Weber’s Law)

Learning: Transfer of Learning (Maze learning)

Memory: Verbal Working Memory

Thinking: Tower of London

Thinking: Level of Categorization

Manual: Method of Constant Stimuli to determine DL (Weber’s Law)

Manual: Transfer of Learning (Maze learning)

Manual: Verbal Working Memory

Manual: Tower of London

Manual: Level of Categorization 

Each report for experiment would be given 10 marks.

Neuroanatomy is the study of the anatomy and stereotyped organization of nervous systems. This subject will be an intensive introduction to neuroanatomy, involving lectures and demonstrations

Definition of neuroanatomy; History and evolution of neuroanatomy; structural organization of the brain and spinal cord. Ultrastructure of neurons and glia and the major cytoarchitectural features of the brain and spinal cord. To obtain a basic understanding of the techniques used to investigate morphology and connections of neurons to provide the basis for further research into the nervous system.

Definition of neuroanatomy; History and evolution of neuroanatomy; structural organization of the brain and spinal cord. Ultrastructure of neurons and glia and the major cytoarchitectural features of the brain and spinal cord. To obtain a basic understanding of the techniques used to investigate morphology and connections of neurons to provide the basis for further research into the nervous system.

Definition of neuroanatomy; History and evolution of neuroanatomy; structural organization of the brain and spinal cord. Ultrastructure of neurons and glia and the major cytoarchitectural features of the brain and spinal cord. To obtain a basic understanding of the techniques used to investigate morphology and connections of neurons to provide the basis for further research into the nervous system.

Definition of neuroanatomy; History and evolution of neuroanatomy; structural organization of the brain and spinal cord. Ultrastructure of neurons and glia and the major cytoarchitectural features of the brain and spinal cord. To obtain a basic understanding of the techniques used to investigate morphology and connections of neurons to provide the basis for further research into the nervous system.

Fixation, Processing, Sectioning, Staining (Toluidine Blue), Observing

Fixation, Processing, Sectioning, Staining (Toluidine Blue), Observing

Fixation, Processing, Sectioning, Staining (Toluidine Blue), Observing

Fixation, Processing, Sectioning, Staining (Toluidine Blue), Observing

Language and Contemporary Society is a course offered for the second semester students of the BA/BSc programmes (ENG, ECO, JOUH, PSYH, LIB) that introduces students to a wide range of expository, analytical and fictional and non-fictional works to develop their knowledge of rhetoric and make them aware of the power of language. The course is designed to meet the rigorous requirements of graduate-level courses and therefore includes expository, analytical, personal, and argumentative texts from a variety of authors and cultural contexts. It would provide students with the opportunity to work with the rhetorical situation, examining the authors’ purposes as well as the audiences and the subjects in texts. The course is designed to engage students with rhetoric in varied genres, including essays, poetry, documentary and short story. The students would develop a sense to comprehend how a resource of language operates in any given text. The course is more thematic in nature familiarising students with texts from multiple disciplines, especially in the context of India.

The unit aims to sensitise the students about the evolving politics of education in the regional, national and global contexts through expository, argumentative and analytical texts. The texts in the unit will also address larger questions of exclusion, intellectual freedom and of emerging technologies.

1. Robert Anderson. “ The ‘Idea of a University’ today”

2. Krishna Kumar. (2022). “Politics of Knowledge”

3. Chandra Bhan Prasad (2006) “Hail English, The Dalit Goddess” (Essay) http://www.anveshi.org.in/hail-english-the-dalit-goddess/

4. M Madhava Prasad (2015) Language, the Political Commons https://www.anveshi.org.in/language-the-political-commons/

5. Deutsche, Welle. (2023) “AI experts say ChatGPT is changing education. But how?” -Chat GPT and

Academic Writing https://frontline.thehindu.com/news/ai-experts-say-chatgpt-is-changing-education-but- how/article66449967.ece

The unit aims to sensitise the students about the evolving politics of education in the regional, national and global contexts through expository, argumentative and analytical texts. The texts in the unit will also address larger questions of exclusion, intellectual freedom and of emerging technologies.

1. Robert Anderson. “ The ‘Idea of a University’ today”

2. Krishna Kumar. (2022). “Politics of Knowledge”

3. Chandra Bhan Prasad (2006) “Hail English, The Dalit Goddess” (Essay) http://www.anveshi.org.in/hail-english-the-dalit-goddess/

4. M Madhava Prasad (2015) Language, the Political Commons https://www.anveshi.org.in/language-the-political-commons/

5. Deutsche, Welle. (2023) “AI experts say ChatGPT is changing education. But how?” -Chat GPT and

Academic Writing https://frontline.thehindu.com/news/ai-experts-say-chatgpt-is-changing-education-but- how/article66449967.ece

The unit aims to sensitise the students about the evolving politics of education in the regional, national and global contexts through expository, argumentative and analytical texts. The texts in the unit will also address larger questions of exclusion, intellectual freedom and of emerging technologies.

1. Robert Anderson. “ The ‘Idea of a University’ today”

2. Krishna Kumar. (2022). “Politics of Knowledge”

3. Chandra Bhan Prasad (2006) “Hail English, The Dalit Goddess” (Essay) http://www.anveshi.org.in/hail-english-the-dalit-goddess/

4. M Madhava Prasad (2015) Language, the Political Commons https://www.anveshi.org.in/language-the-political-commons/

5. Deutsche, Welle. (2023) “AI experts say ChatGPT is changing education. But how?” -Chat GPT and

Academic Writing https://frontline.thehindu.com/news/ai-experts-say-chatgpt-is-changing-education-but- how/article66449967.ece

The unit aims to sensitise the students about the evolving politics of education in the regional, national and global contexts through expository, argumentative and analytical texts. The texts in the unit will also address larger questions of exclusion, intellectual freedom and of emerging technologies.

1. Robert Anderson. “ The ‘Idea of a University’ today”

2. Krishna Kumar. (2022). “Politics of Knowledge”

3. Chandra Bhan Prasad (2006) “Hail English, The Dalit Goddess” (Essay) http://www.anveshi.org.in/hail-english-the-dalit-goddess/

4. M Madhava Prasad (2015) Language, the Political Commons https://www.anveshi.org.in/language-the-political-commons/

5. Deutsche, Welle. (2023) “AI experts say ChatGPT is changing education. But how?” -Chat GPT and

Academic Writing https://frontline.thehindu.com/news/ai-experts-say-chatgpt-is-changing-education-but- how/article66449967.ece

The unit aims to sensitise the students about the evolving politics of education in the regional, national and global contexts through expository, argumentative and analytical texts. The texts in the unit will also address larger questions of exclusion, intellectual freedom and of emerging technologies.

1. Robert Anderson. “ The ‘Idea of a University’ today”

2. Krishna Kumar. (2022). “Politics of Knowledge”

3. Chandra Bhan Prasad (2006) “Hail English, The Dalit Goddess” (Essay) http://www.anveshi.org.in/hail-english-the-dalit-goddess/

4. M Madhava Prasad (2015) Language, the Political Commons https://www.anveshi.org.in/language-the-political-commons/

5. Deutsche, Welle. (2023) “AI experts say ChatGPT is changing education. But how?” -Chat GPT and

Academic Writing https://frontline.thehindu.com/news/ai-experts-say-chatgpt-is-changing-education-but- how/article66449967.ece

The unit aims to sensitise the students about the evolving politics of education in the regional, national and global contexts through expository, argumentative and analytical texts. The texts in the unit will also address larger questions of exclusion, intellectual freedom and of emerging technologies.

1. Robert Anderson. “ The ‘Idea of a University’ today”

2. Krishna Kumar. (2022). “Politics of Knowledge”

3. Chandra Bhan Prasad (2006) “Hail English, The Dalit Goddess” (Essay) http://www.anveshi.org.in/hail-english-the-dalit-goddess/

4. M Madhava Prasad (2015) Language, the Political Commons https://www.anveshi.org.in/language-the-political-commons/

5. Deutsche, Welle. (2023) “AI experts say ChatGPT is changing education. But how?” -Chat GPT and

Academic Writing https://frontline.thehindu.com/news/ai-experts-say-chatgpt-is-changing-education-but- how/article66449967.ece

The unit aims to sensitise the students about the evolving politics of education in the regional, national and global contexts through expository, argumentative and analytical texts. The texts in the unit will also address larger questions of exclusion, intellectual freedom and of emerging technologies.

1. Robert Anderson. “ The ‘Idea of a University’ today”

2. Krishna Kumar. (2022). “Politics of Knowledge”

3. Chandra Bhan Prasad (2006) “Hail English, The Dalit Goddess” (Essay) http://www.anveshi.org.in/hail-english-the-dalit-goddess/

4. M Madhava Prasad (2015) Language, the Political Commons https://www.anveshi.org.in/language-the-political-commons/

5. Deutsche, Welle. (2023) “AI experts say ChatGPT is changing education. But how?” -Chat GPT and

Academic Writing https://frontline.thehindu.com/news/ai-experts-say-chatgpt-is-changing-education-but- how/article66449967.ece

The unit aims to sensitise the students about the evolving politics of education in the regional, national and global contexts through expository, argumentative and analytical texts. The texts in the unit will also address larger questions of exclusion, intellectual freedom and of emerging technologies.

1. Robert Anderson. “ The ‘Idea of a University’ today”

2. Krishna Kumar. (2022). “Politics of Knowledge”

3. Chandra Bhan Prasad (2006) “Hail English, The Dalit Goddess” (Essay) http://www.anveshi.org.in/hail-english-the-dalit-goddess/

4. M Madhava Prasad (2015) Language, the Political Commons https://www.anveshi.org.in/language-the-political-commons/

5. Deutsche, Welle. (2023) “AI experts say ChatGPT is changing education. But how?” -Chat GPT and

Academic Writing https://frontline.thehindu.com/news/ai-experts-say-chatgpt-is-changing-education-but- how/article66449967.ece

The unit aims to sensitise the students about the evolving politics of education in the regional, national and global contexts through expository, argumentative and analytical texts. The texts in the unit will also address larger questions of exclusion, intellectual freedom and of emerging technologies.

1. Robert Anderson. “ The ‘Idea of a University’ today”

2. Krishna Kumar. (2022). “Politics of Knowledge”

3. Chandra Bhan Prasad (2006) “Hail English, The Dalit Goddess” (Essay) http://www.anveshi.org.in/hail-english-the-dalit-goddess/

4. M Madhava Prasad (2015) Language, the Political Commons https://www.anveshi.org.in/language-the-political-commons/

5. Deutsche, Welle. (2023) “AI experts say ChatGPT is changing education. But how?” -Chat GPT and

Academic Writing https://frontline.thehindu.com/news/ai-experts-say-chatgpt-is-changing-education-but- how/article66449967.ece

The unit aims to sensitise the students about the evolving politics of education in the regional, national and global contexts through expository, argumentative and analytical texts. The texts in the unit will also address larger questions of exclusion, intellectual freedom and of emerging technologies.

1. Robert Anderson. “ The ‘Idea of a University’ today”

2. Krishna Kumar. (2022). “Politics of Knowledge”

3. Chandra Bhan Prasad (2006) “Hail English, The Dalit Goddess” (Essay) http://www.anveshi.org.in/hail-english-the-dalit-goddess/

4. M Madhava Prasad (2015) Language, the Political Commons https://www.anveshi.org.in/language-the-political-commons/

5. Deutsche, Welle. (2023) “AI experts say ChatGPT is changing education. But how?” -Chat GPT and

Academic Writing https://frontline.thehindu.com/news/ai-experts-say-chatgpt-is-changing-education-but- how/article66449967.ece

The unit aims to sensitise the students about the evolving politics of education in the regional, national and global contexts through expository, argumentative and analytical texts. The texts in the unit will also address larger questions of exclusion, intellectual freedom and of emerging technologies.

1. Robert Anderson. “ The ‘Idea of a University’ today”

2. Krishna Kumar. (2022). “Politics of Knowledge”

3. Chandra Bhan Prasad (2006) “Hail English, The Dalit Goddess” (Essay) http://www.anveshi.org.in/hail-english-the-dalit-goddess/

4. M Madhava Prasad (2015) Language, the Political Commons https://www.anveshi.org.in/language-the-political-commons/

5. Deutsche, Welle. (2023) “AI experts say ChatGPT is changing education. But how?” -Chat GPT and

Academic Writing https://frontline.thehindu.com/news/ai-experts-say-chatgpt-is-changing-education-but- how/article66449967.ece

The unit will engage the students with the discourses on the cross-cutting issues of caste, gender, food and marginality through short stories and poems which bring out different manifestations of the issues in the local and national contexts.

1. Huchangi Prasad. (2019) Children of God Tran. by Chandan Gowda

2. Sky Baba (2013) Vegetarians only (Short Story) (Minority/Life choice/Food politics)

3. Ranajit Das: “Sherlock Holmes India Trip” (Rural Indian poverty, questions of gender, Bengali poem in translation)

4. Ruskin Bond (1988) “The Night Train at Deoli” (Short Story reflecting the romantic humanist attitude of the educated middle class towards the downtrodden)

5. Pallavi Rao (2017) “Politics of the Intimate Pt. 3: The Brahmin Mistress and the Bahujan Maid”(Essay) (Caste) https://medium.com/@pallavirao84/politics-of-the-intimate-pt-3-the-brahmin-mistress-and-the- bahujan-maid-6becf6e2fbcb

The unit will engage the students with the discourses on the cross-cutting issues of caste, gender, food and marginality through short stories and poems which bring out different manifestations of the issues in the local and national contexts.

1. Huchangi Prasad. (2019) Children of God Tran. by Chandan Gowda

2. Sky Baba (2013) Vegetarians only (Short Story) (Minority/Life choice/Food politics)

3. Ranajit Das: “Sherlock Holmes India Trip” (Rural Indian poverty, questions of gender, Bengali poem in translation)

4. Ruskin Bond (1988) “The Night Train at Deoli” (Short Story reflecting the romantic humanist attitude of the educated middle class towards the downtrodden)

5. Pallavi Rao (2017) “Politics of the Intimate Pt. 3: The Brahmin Mistress and the Bahujan Maid”(Essay) (Caste) https://medium.com/@pallavirao84/politics-of-the-intimate-pt-3-the-brahmin-mistress-and-the- bahujan-maid-6becf6e2fbcb

The unit will engage the students with the discourses on the cross-cutting issues of caste, gender, food and marginality through short stories and poems which bring out different manifestations of the issues in the local and national contexts.

1. Huchangi Prasad. (2019) Children of God Tran. by Chandan Gowda

2. Sky Baba (2013) Vegetarians only (Short Story) (Minority/Life choice/Food politics)

3. Ranajit Das: “Sherlock Holmes India Trip” (Rural Indian poverty, questions of gender, Bengali poem in translation)

4. Ruskin Bond (1988) “The Night Train at Deoli” (Short Story reflecting the romantic humanist attitude of the educated middle class towards the downtrodden)

5. Pallavi Rao (2017) “Politics of the Intimate Pt. 3: The Brahmin Mistress and the Bahujan Maid”(Essay) (Caste) https://medium.com/@pallavirao84/politics-of-the-intimate-pt-3-the-brahmin-mistress-and-the- bahujan-maid-6becf6e2fbcb

The unit will engage the students with the discourses on the cross-cutting issues of caste, gender, food and marginality through short stories and poems which bring out different manifestations of the issues in the local and national contexts.

1. Huchangi Prasad. (2019) Children of God Tran. by Chandan Gowda

2. Sky Baba (2013) Vegetarians only (Short Story) (Minority/Life choice/Food politics)

3. Ranajit Das: “Sherlock Holmes India Trip” (Rural Indian poverty, questions of gender, Bengali poem in translation)

4. Ruskin Bond (1988) “The Night Train at Deoli” (Short Story reflecting the romantic humanist attitude of the educated middle class towards the downtrodden)

5. Pallavi Rao (2017) “Politics of the Intimate Pt. 3: The Brahmin Mistress and the Bahujan Maid”(Essay) (Caste) https://medium.com/@pallavirao84/politics-of-the-intimate-pt-3-the-brahmin-mistress-and-the- bahujan-maid-6becf6e2fbcb

The unit will engage the students with the discourses on the cross-cutting issues of caste, gender, food and marginality through short stories and poems which bring out different manifestations of the issues in the local and national contexts.

1. Huchangi Prasad. (2019) Children of God Tran. by Chandan Gowda

2. Sky Baba (2013) Vegetarians only (Short Story) (Minority/Life choice/Food politics)

3. Ranajit Das: “Sherlock Holmes India Trip” (Rural Indian poverty, questions of gender, Bengali poem in translation)

4. Ruskin Bond (1988) “The Night Train at Deoli” (Short Story reflecting the romantic humanist attitude of the educated middle class towards the downtrodden)

5. Pallavi Rao (2017) “Politics of the Intimate Pt. 3: The Brahmin Mistress and the Bahujan Maid”(Essay) (Caste) https://medium.com/@pallavirao84/politics-of-the-intimate-pt-3-the-brahmin-mistress-and-the- bahujan-maid-6becf6e2fbcb

The unit will engage the students with the discourses on the cross-cutting issues of caste, gender, food and marginality through short stories and poems which bring out different manifestations of the issues in the local and national contexts.

1. Huchangi Prasad. (2019) Children of God Tran. by Chandan Gowda

2. Sky Baba (2013) Vegetarians only (Short Story) (Minority/Life choice/Food politics)

3. Ranajit Das: “Sherlock Holmes India Trip” (Rural Indian poverty, questions of gender, Bengali poem in translation)

4. Ruskin Bond (1988) “The Night Train at Deoli” (Short Story reflecting the romantic humanist attitude of the educated middle class towards the downtrodden)

5. Pallavi Rao (2017) “Politics of the Intimate Pt. 3: The Brahmin Mistress and the Bahujan Maid”(Essay) (Caste) https://medium.com/@pallavirao84/politics-of-the-intimate-pt-3-the-brahmin-mistress-and-the- bahujan-maid-6becf6e2fbcb

The unit will engage the students with the discourses on the cross-cutting issues of caste, gender, food and marginality through short stories and poems which bring out different manifestations of the issues in the local and national contexts.

1. Huchangi Prasad. (2019) Children of God Tran. by Chandan Gowda

2. Sky Baba (2013) Vegetarians only (Short Story) (Minority/Life choice/Food politics)

3. Ranajit Das: “Sherlock Holmes India Trip” (Rural Indian poverty, questions of gender, Bengali poem in translation)

4. Ruskin Bond (1988) “The Night Train at Deoli” (Short Story reflecting the romantic humanist attitude of the educated middle class towards the downtrodden)

5. Pallavi Rao (2017) “Politics of the Intimate Pt. 3: The Brahmin Mistress and the Bahujan Maid”(Essay) (Caste) https://medium.com/@pallavirao84/politics-of-the-intimate-pt-3-the-brahmin-mistress-and-the- bahujan-maid-6becf6e2fbcb

The unit will engage the students with the discourses on the cross-cutting issues of caste, gender, food and marginality through short stories and poems which bring out different manifestations of the issues in the local and national contexts.

1. Huchangi Prasad. (2019) Children of God Tran. by Chandan Gowda

2. Sky Baba (2013) Vegetarians only (Short Story) (Minority/Life choice/Food politics)

3. Ranajit Das: “Sherlock Holmes India Trip” (Rural Indian poverty, questions of gender, Bengali poem in translation)

4. Ruskin Bond (1988) “The Night Train at Deoli” (Short Story reflecting the romantic humanist attitude of the educated middle class towards the downtrodden)

5. Pallavi Rao (2017) “Politics of the Intimate Pt. 3: The Brahmin Mistress and the Bahujan Maid”(Essay) (Caste) https://medium.com/@pallavirao84/politics-of-the-intimate-pt-3-the-brahmin-mistress-and-the- bahujan-maid-6becf6e2fbcb

The unit will engage the students with the discourses on the cross-cutting issues of caste, gender, food and marginality through short stories and poems which bring out different manifestations of the issues in the local and national contexts.

1. Huchangi Prasad. (2019) Children of God Tran. by Chandan Gowda

2. Sky Baba (2013) Vegetarians only (Short Story) (Minority/Life choice/Food politics)

3. Ranajit Das: “Sherlock Holmes India Trip” (Rural Indian poverty, questions of gender, Bengali poem in translation)

4. Ruskin Bond (1988) “The Night Train at Deoli” (Short Story reflecting the romantic humanist attitude of the educated middle class towards the downtrodden)

5. Pallavi Rao (2017) “Politics of the Intimate Pt. 3: The Brahmin Mistress and the Bahujan Maid”(Essay) (Caste) https://medium.com/@pallavirao84/politics-of-the-intimate-pt-3-the-brahmin-mistress-and-the- bahujan-maid-6becf6e2fbcb

The unit will engage the students with the discourses on the cross-cutting issues of caste, gender, food and marginality through short stories and poems which bring out different manifestations of the issues in the local and national contexts.

1. Huchangi Prasad. (2019) Children of God Tran. by Chandan Gowda

2. Sky Baba (2013) Vegetarians only (Short Story) (Minority/Life choice/Food politics)

3. Ranajit Das: “Sherlock Holmes India Trip” (Rural Indian poverty, questions of gender, Bengali poem in translation)

4. Ruskin Bond (1988) “The Night Train at Deoli” (Short Story reflecting the romantic humanist attitude of the educated middle class towards the downtrodden)

5. Pallavi Rao (2017) “Politics of the Intimate Pt. 3: The Brahmin Mistress and the Bahujan Maid”(Essay) (Caste) https://medium.com/@pallavirao84/politics-of-the-intimate-pt-3-the-brahmin-mistress-and-the- bahujan-maid-6becf6e2fbcb

The unit will engage the students with the discourses on the cross-cutting issues of caste, gender, food and marginality through short stories and poems which bring out different manifestations of the issues in the local and national contexts.

1. Huchangi Prasad. (2019) Children of God Tran. by Chandan Gowda

2. Sky Baba (2013) Vegetarians only (Short Story) (Minority/Life choice/Food politics)

3. Ranajit Das: “Sherlock Holmes India Trip” (Rural Indian poverty, questions of gender, Bengali poem in translation)

4. Ruskin Bond (1988) “The Night Train at Deoli” (Short Story reflecting the romantic humanist attitude of the educated middle class towards the downtrodden)

5. Pallavi Rao (2017) “Politics of the Intimate Pt. 3: The Brahmin Mistress and the Bahujan Maid”(Essay) (Caste) https://medium.com/@pallavirao84/politics-of-the-intimate-pt-3-the-brahmin-mistress-and-the- bahujan-maid-6becf6e2fbcb

The unit deals with varied questions of social justice through essays, speeches and poems. The texts are selected from global, regional and local contexts to enhance the understanding of contemporary issues of India and help the learners to gain the understanding of human values of the marginalised sections such as workers in unorganised sector, of the society.

1. Jayati Ghosh (2016) On Anti-National Economics (Essay) (Economic policy) http://www.frontline.in/columns/Jayati_Ghosh/antinational-economics/article8356541.ece

2. Gopal Honnalgere: “The Convicts” (a poem on social justice in peril by Kannada poet)

3. Sitakant Mahapatra: “The Election” (Poem on Rural India and Corrupted Politics)

4. Ben Rowen. 2019. The Fault in Our Star Names. https://psmag.com/social-justice/the-fault-in-our- star-names

5. P Sainath. Wrestling with the rural economy (2013)

https://ruralindiaonline.org/en/articles/wrestling-with-the-rural-economy/

The unit deals with varied questions of social justice through essays, speeches and poems. The texts are selected from global, regional and local contexts to enhance the understanding of contemporary issues of India and help the learners to gain the understanding of human values of the marginalised sections such as workers in unorganised sector, of the society.

1. Jayati Ghosh (2016) On Anti-National Economics (Essay) (Economic policy) http://www.frontline.in/columns/Jayati_Ghosh/antinational-economics/article8356541.ece

2. Gopal Honnalgere: “The Convicts” (a poem on social justice in peril by Kannada poet)

3. Sitakant Mahapatra: “The Election” (Poem on Rural India and Corrupted Politics)

4. Ben Rowen. 2019. The Fault in Our Star Names. https://psmag.com/social-justice/the-fault-in-our- star-names

5. P Sainath. Wrestling with the rural economy (2013)

https://ruralindiaonline.org/en/articles/wrestling-with-the-rural-economy/

The unit deals with varied questions of social justice through essays, speeches and poems. The texts are selected from global, regional and local contexts to enhance the understanding of contemporary issues of India and help the learners to gain the understanding of human values of the marginalised sections such as workers in unorganised sector, of the society.

1. Jayati Ghosh (2016) On Anti-National Economics (Essay) (Economic policy) http://www.frontline.in/columns/Jayati_Ghosh/antinational-economics/article8356541.ece

2. Gopal Honnalgere: “The Convicts” (a poem on social justice in peril by Kannada poet)

3. Sitakant Mahapatra: “The Election” (Poem on Rural India and Corrupted Politics)

4. Ben Rowen. 2019. The Fault in Our Star Names. https://psmag.com/social-justice/the-fault-in-our- star-names

5. P Sainath. Wrestling with the rural economy (2013)

https://ruralindiaonline.org/en/articles/wrestling-with-the-rural-economy/

The unit deals with varied questions of social justice through essays, speeches and poems. The texts are selected from global, regional and local contexts to enhance the understanding of contemporary issues of India and help the learners to gain the understanding of human values of the marginalised sections such as workers in unorganised sector, of the society.

1. Jayati Ghosh (2016) On Anti-National Economics (Essay) (Economic policy) http://www.frontline.in/columns/Jayati_Ghosh/antinational-economics/article8356541.ece

2. Gopal Honnalgere: “The Convicts” (a poem on social justice in peril by Kannada poet)

3. Sitakant Mahapatra: “The Election” (Poem on Rural India and Corrupted Politics)

4. Ben Rowen. 2019. The Fault in Our Star Names. https://psmag.com/social-justice/the-fault-in-our- star-names

5. P Sainath. Wrestling with the rural economy (2013)

https://ruralindiaonline.org/en/articles/wrestling-with-the-rural-economy/

The unit deals with varied questions of social justice through essays, speeches and poems. The texts are selected from global, regional and local contexts to enhance the understanding of contemporary issues of India and help the learners to gain the understanding of human values of the marginalised sections such as workers in unorganised sector, of the society.

1. Jayati Ghosh (2016) On Anti-National Economics (Essay) (Economic policy) http://www.frontline.in/columns/Jayati_Ghosh/antinational-economics/article8356541.ece

2. Gopal Honnalgere: “The Convicts” (a poem on social justice in peril by Kannada poet)

3. Sitakant Mahapatra: “The Election” (Poem on Rural India and Corrupted Politics)

4. Ben Rowen. 2019. The Fault in Our Star Names. https://psmag.com/social-justice/the-fault-in-our- star-names

5. P Sainath. Wrestling with the rural economy (2013)

https://ruralindiaonline.org/en/articles/wrestling-with-the-rural-economy/

The unit deals with varied questions of social justice through essays, speeches and poems. The texts are selected from global, regional and local contexts to enhance the understanding of contemporary issues of India and help the learners to gain the understanding of human values of the marginalised sections such as workers in unorganised sector, of the society.

1. Jayati Ghosh (2016) On Anti-National Economics (Essay) (Economic policy) http://www.frontline.in/columns/Jayati_Ghosh/antinational-economics/article8356541.ece

2. Gopal Honnalgere: “The Convicts” (a poem on social justice in peril by Kannada poet)

3. Sitakant Mahapatra: “The Election” (Poem on Rural India and Corrupted Politics)

4. Ben Rowen. 2019. The Fault in Our Star Names. https://psmag.com/social-justice/the-fault-in-our- star-names

5. P Sainath. Wrestling with the rural economy (2013)

https://ruralindiaonline.org/en/articles/wrestling-with-the-rural-economy/

The unit deals with varied questions of social justice through essays, speeches and poems. The texts are selected from global, regional and local contexts to enhance the understanding of contemporary issues of India and help the learners to gain the understanding of human values of the marginalised sections such as workers in unorganised sector, of the society.

1. Jayati Ghosh (2016) On Anti-National Economics (Essay) (Economic policy) http://www.frontline.in/columns/Jayati_Ghosh/antinational-economics/article8356541.ece

2. Gopal Honnalgere: “The Convicts” (a poem on social justice in peril by Kannada poet)

3. Sitakant Mahapatra: “The Election” (Poem on Rural India and Corrupted Politics)

4. Ben Rowen. 2019. The Fault in Our Star Names. https://psmag.com/social-justice/the-fault-in-our- star-names

5. P Sainath. Wrestling with the rural economy (2013)

https://ruralindiaonline.org/en/articles/wrestling-with-the-rural-economy/

The unit deals with varied questions of social justice through essays, speeches and poems. The texts are selected from global, regional and local contexts to enhance the understanding of contemporary issues of India and help the learners to gain the understanding of human values of the marginalised sections such as workers in unorganised sector, of the society.

1. Jayati Ghosh (2016) On Anti-National Economics (Essay) (Economic policy) http://www.frontline.in/columns/Jayati_Ghosh/antinational-economics/article8356541.ece

2. Gopal Honnalgere: “The Convicts” (a poem on social justice in peril by Kannada poet)

3. Sitakant Mahapatra: “The Election” (Poem on Rural India and Corrupted Politics)

4. Ben Rowen. 2019. The Fault in Our Star Names. https://psmag.com/social-justice/the-fault-in-our- star-names

5. P Sainath. Wrestling with the rural economy (2013)

https://ruralindiaonline.org/en/articles/wrestling-with-the-rural-economy/

The unit deals with varied questions of social justice through essays, speeches and poems. The texts are selected from global, regional and local contexts to enhance the understanding of contemporary issues of India and help the learners to gain the understanding of human values of the marginalised sections such as workers in unorganised sector, of the society.

1. Jayati Ghosh (2016) On Anti-National Economics (Essay) (Economic policy) http://www.frontline.in/columns/Jayati_Ghosh/antinational-economics/article8356541.ece

2. Gopal Honnalgere: “The Convicts” (a poem on social justice in peril by Kannada poet)

3. Sitakant Mahapatra: “The Election” (Poem on Rural India and Corrupted Politics)

4. Ben Rowen. 2019. The Fault in Our Star Names. https://psmag.com/social-justice/the-fault-in-our- star-names

5. P Sainath. Wrestling with the rural economy (2013)

https://ruralindiaonline.org/en/articles/wrestling-with-the-rural-economy/

The unit deals with varied questions of social justice through essays, speeches and poems. The texts are selected from global, regional and local contexts to enhance the understanding of contemporary issues of India and help the learners to gain the understanding of human values of the marginalised sections such as workers in unorganised sector, of the society.

1. Jayati Ghosh (2016) On Anti-National Economics (Essay) (Economic policy) http://www.frontline.in/columns/Jayati_Ghosh/antinational-economics/article8356541.ece

2. Gopal Honnalgere: “The Convicts” (a poem on social justice in peril by Kannada poet)

3. Sitakant Mahapatra: “The Election” (Poem on Rural India and Corrupted Politics)

4. Ben Rowen. 2019. The Fault in Our Star Names. https://psmag.com/social-justice/the-fault-in-our- star-names

5. P Sainath. Wrestling with the rural economy (2013)

https://ruralindiaonline.org/en/articles/wrestling-with-the-rural-economy/

The unit deals with varied questions of social justice through essays, speeches and poems. The texts are selected from global, regional and local contexts to enhance the understanding of contemporary issues of India and help the learners to gain the understanding of human values of the marginalised sections such as workers in unorganised sector, of the society.

1. Jayati Ghosh (2016) On Anti-National Economics (Essay) (Economic policy) http://www.frontline.in/columns/Jayati_Ghosh/antinational-economics/article8356541.ece

2. Gopal Honnalgere: “The Convicts” (a poem on social justice in peril by Kannada poet)

3. Sitakant Mahapatra: “The Election” (Poem on Rural India and Corrupted Politics)

4. Ben Rowen. 2019. The Fault in Our Star Names. https://psmag.com/social-justice/the-fault-in-our- star-names

5. P Sainath. Wrestling with the rural economy (2013)

https://ruralindiaonline.org/en/articles/wrestling-with-the-rural-economy/

2. Krishna Kumar. (2022). “Politics of Knowledge”

3. Chandra Bhan Prasad (2006) “Hail English, The Dalit Goddess” (Essay) http://www.anveshi.org.in/hail-english-the-dalit-goddess/

4. M Madhava Prasad (2015) Language, the Political Commons https://www.anveshi.org.in/language-the-political-commons/

5. Deutsche, Welle. (2023) “AI experts say ChatGPT is changing education. But how?” -Chat GPT and

Academic Writing https://frontline.thehindu.com/news/ai-experts-say-chatgpt-is-changing-education-but- how/article66449967.ece

6. Huchangi Prasad. (2019) Children of God Tran. by Chandan Gowda

7. Sky Baba (2013) Vegetarians only (Short Story) (Minority/Life choice/Food politics)

8. Ranajit Das: “Sherlock Holmes India Trip” (Rural Indian poverty, questions of gender, Bengali poem in translation)

9. Ruskin Bond (1988) “The Night Train at Deoli” (Short Story reflecting the romantic humanist attitude of the educated middle class towards the downtrodden)

10. Pallavi Rao (2017) “Politics of the Intimate Pt. 3: The Brahmin Mistress and the Bahujan Maid”(Essay (Caste) https://medium.com/@pallavirao84/politics-of-the-intimate-pt-3-the-brahmin-mistress-and-the-

bahujan-maid-6becf6e2fbcb

11. Jayati Ghosh (2016) On Anti-National Economics (Essay) (Economic policy) http://www.frontline.in/columns/Jayati_Ghosh/antinational-economics/article8356541.ece

12. Gopal Honnalgere: “The Convicts” (a poem on social justice in peril by Kannada poet)

13. Sitakant Mahapatra: “The Election” (Poem on Rural India and Corrupted Politics)

14. Ben Rowen. 2019. The Fault in Our Star Names. https://psmag.com/social-justice/the-fault-in-our-star-names

Mohr, K. A., & Mohr, E. S. (2017). Understanding Generation Z students to promote a contemporary learning environment.

Journal on Empowering Teaching Excellence, 1(1), 84-94.

Seaboyer, J., & Barnett, T. (2019). New perspectives on reading and writing across the disciplines. Higher Education Research and

Development, 38(1), 1-10.

Course Description

Lifespan Development focuses on processes of change in individuals and groups across the lifespan. Topics of interest include developmental theories, patterns of development in physical, motor, cognitive and psychosocial domains within.

Course Objectives

• Understand basic concepts, issues, and debates in the field of developmental psychology.
• Discuss human development from the perspective of different domains such as physical, motor, cognitive, and psychosocial.
• Comprehend human development as progressing through different stages.
• Equip students in designing effective interventions for various groups based on their developmental stage. 

Introduction to Human Development: Principles, Domains and Stages of lifespan development

Historical foundations: An overview and brief of major theories of development

Research methods in Developmental psychology 

Prenatal development: stages, and Factors influencing prenatal development, Brain development.

Chromosomal abnormalities, Childbirth.

Introduction to Human Development: Principles, Domains and Stages of lifespan development

Historical foundations: An overview and brief of major theories of development

Research methods in Developmental psychology 

Prenatal development: stages, and Factors influencing prenatal development, Brain development.

Chromosomal abnormalities, Childbirth.

Introduction to Human Development: Principles, Domains and Stages of lifespan development

Historical foundations: An overview and brief of major theories of development

Research methods in Developmental psychology 

Prenatal development: stages, and Factors influencing prenatal development, Brain development.

Chromosomal abnormalities, Childbirth.

Introduction to Human Development: Principles, Domains and Stages of lifespan development

Historical foundations: An overview and brief of major theories of development

Research methods in Developmental psychology 

Prenatal development: stages, and Factors influencing prenatal development, Brain development.

Chromosomal abnormalities, Childbirth.

Childbirth and Neonatal environment; Assessments at birth; Adjustments in infancy; Reflexes at birth.

Infancy: Development of sensory/perceptual and motor functions; Brain development, information processing and communication; Attachment: development and patterns of attachment. Childhood: Locomotion and language development in toddlerhood; Theory of mind; Psychosocial issues; Developmental milestones and assessments; Emotional development, Moral development, Cognitive and socioemotional development.

Childbirth and Neonatal environment; Assessments at birth; Adjustments in infancy; Reflexes at birth.

Infancy: Development of sensory/perceptual and motor functions; Brain development, information processing and communication; Attachment: development and patterns of attachment. Childhood: Locomotion and language development in toddlerhood; Theory of mind; Psychosocial issues; Developmental milestones and assessments; Emotional development, Moral development, Cognitive and socioemotional development.

Childbirth and Neonatal environment; Assessments at birth; Adjustments in infancy; Reflexes at birth.

Infancy: Development of sensory/perceptual and motor functions; Brain development, information processing and communication; Attachment: development and patterns of attachment. Childhood: Locomotion and language development in toddlerhood; Theory of mind; Psychosocial issues; Developmental milestones and assessments; Emotional development, Moral development, Cognitive and socioemotional development.

Childbirth and Neonatal environment; Assessments at birth; Adjustments in infancy; Reflexes at birth.

Infancy: Development of sensory/perceptual and motor functions; Brain development, information processing and communication; Attachment: development and patterns of attachment. Childhood: Locomotion and language development in toddlerhood; Theory of mind; Psychosocial issues; Developmental milestones and assessments; Emotional development, Moral development, Cognitive and socioemotional development.

Introduction to adolescence period, characteristics and challenges.Puberty and its psychological impact, cognitive maturation aspects: Piaget, kohlberg's moral reasoning, important milestones in language development, immature characteristics of adolescent thought. Psychosocial development; identity, friendships, parental disciplinary practices and autonomy.

Introduction to adolescence period, characteristics and challenges.Puberty and its psychological impact, cognitive maturation aspects: Piaget, kohlberg's moral reasoning, important milestones in language development, immature characteristics of adolescent thought. Psychosocial development; identity, friendships, parental disciplinary practices and autonomy.

Introduction to adolescence period, characteristics and challenges.Puberty and its psychological impact, cognitive maturation aspects: Piaget, kohlberg's moral reasoning, important milestones in language development, immature characteristics of adolescent thought. Psychosocial development; identity, friendships, parental disciplinary practices and autonomy.

Introduction to adolescence period, characteristics and challenges.Puberty and its psychological impact, cognitive maturation aspects: Piaget, kohlberg's moral reasoning, important milestones in language development, immature characteristics of adolescent thought. Psychosocial development; identity, friendships, parental disciplinary practices and autonomy.

Developmental changes during Adulthood - Physical, Cognitive and Psychosocial development in Early Adulthood (Arnett’s theory), Middle Adulthood (Levinson’s theory) and Late Adulthood(Task of Ego Integrity- Peck);

Bereavement and Death: Coping with the Death of a Loved One, Kubler Ross Theory.

Developmental changes during Adulthood - Physical, Cognitive and Psychosocial development in Early Adulthood (Arnett’s theory), Middle Adulthood (Levinson’s theory) and Late Adulthood(Task of Ego Integrity- Peck);

Bereavement and Death: Coping with the Death of a Loved One, Kubler Ross Theory.

Developmental changes during Adulthood - Physical, Cognitive and Psychosocial development in Early Adulthood (Arnett’s theory), Middle Adulthood (Levinson’s theory) and Late Adulthood(Task of Ego Integrity- Peck);

Bereavement and Death: Coping with the Death of a Loved One, Kubler Ross Theory.

Developmental changes during Adulthood - Physical, Cognitive and Psychosocial development in Early Adulthood (Arnett’s theory), Middle Adulthood (Levinson’s theory) and Late Adulthood(Task of Ego Integrity- Peck);

Bereavement and Death: Coping with the Death of a Loved One, Kubler Ross Theory.

Santrock, John W. Life-span development. Ed. 8 New York: McGraw-Hill, 2002.

Feldman, R.S. (2016). Development across the Life Span. 8th Ed, New Delhi: Pearson.

Rathus, S. A. (2014). Child and Adolescent Development - CDEV, 2nd ed. Belmont,

            CA: Wadsworth. 

This course is about the science of inheritance of traits, the disorder and alteration pertaining to it, thus helping in genetic counselling. Bioinformatics uses the techniques from biology and information technology and mathematical modelling for understanding.

Nucleus and chromosomes; Structure and functions of nuclear membrane, nuclear pore complex, Chromosomal organization, cell cycle- An overview of cell cycle; Components of cell cycle control system, haploid, diploid, mitosis, meiosis (stages). Genetic material-DNA and RNA (types) Central Dogma-Replication, transcription, translation and modification., Introduction to the concept of Epigenetics. Demonstration of mitosis / Meiosis / related experiments in lab. Mendel’s work on transmission of traits - Genetic Variation - Molecular basis of Genetic Information. Principles of Inheritance, Chromosome theory of inheritance, Laws of Probability, Pedigree analysis Inheritance patterns of traits: autosomal recessive, autosomal dominant, X-linked recessive, X-linked dominant and Y-linked. Allelic interaction - Incomplete dominance, Codominance and Multiple allelism.

Nucleus and chromosomes; Structure and functions of nuclear membrane, nuclear pore complex, Chromosomal organization, cell cycle- An overview of cell cycle; Components of cell cycle control system, haploid, diploid, mitosis, meiosis (stages). Genetic material-DNA and RNA (types) Central Dogma-Replication, transcription, translation and modification., Introduction to the concept of Epigenetics. Demonstration of mitosis / Meiosis / related experiments in lab. Mendel’s work on transmission of traits - Genetic Variation - Molecular basis of Genetic Information. Principles of Inheritance, Chromosome theory of inheritance, Laws of Probability, Pedigree analysis Inheritance patterns of traits: autosomal recessive, autosomal dominant, X-linked recessive, X-linked dominant and Y-linked. Allelic interaction - Incomplete dominance, Codominance and Multiple allelism.

Nucleus and chromosomes; Structure and functions of nuclear membrane, nuclear pore complex, Chromosomal organization, cell cycle- An overview of cell cycle; Components of cell cycle control system, haploid, diploid, mitosis, meiosis (stages). Genetic material-DNA and RNA (types) Central Dogma-Replication, transcription, translation and modification., Introduction to the concept of Epigenetics. Demonstration of mitosis / Meiosis / related experiments in lab. Mendel’s work on transmission of traits - Genetic Variation - Molecular basis of Genetic Information. Principles of Inheritance, Chromosome theory of inheritance, Laws of Probability, Pedigree analysis Inheritance patterns of traits: autosomal recessive, autosomal dominant, X-linked recessive, X-linked dominant and Y-linked. Allelic interaction - Incomplete dominance, Codominance and Multiple allelism.

Nucleus and chromosomes; Structure and functions of nuclear membrane, nuclear pore complex, Chromosomal organization, cell cycle- An overview of cell cycle; Components of cell cycle control system, haploid, diploid, mitosis, meiosis (stages). Genetic material-DNA and RNA (types) Central Dogma-Replication, transcription, translation and modification., Introduction to the concept of Epigenetics. Demonstration of mitosis / Meiosis / related experiments in lab. Mendel’s work on transmission of traits - Genetic Variation - Molecular basis of Genetic Information. Principles of Inheritance, Chromosome theory of inheritance, Laws of Probability, Pedigree analysis Inheritance patterns of traits: autosomal recessive, autosomal dominant, X-linked recessive, X-linked dominant and Y-linked. Allelic interaction - Incomplete dominance, Codominance and Multiple allelism.

Genetic Alterations - Deletion, Duplication, Inversion and Translocation. Aneuploidy and Polyploidy. Genetic Disorders - Down Syndrome, Duchenne Muscular Dystrophy, Fragile X Syndrome, Klinefelter syndrome, Turner Syndrome, Phenylketonuria, Cri du chat, Severe Combined Immunodeficiency (SCID), Progeria, Osteogenesis Imperfecta, Hemophilia

Genetic Alterations - Deletion, Duplication, Inversion and Translocation. Aneuploidy and Polyploidy. Genetic Disorders - Down Syndrome, Duchenne Muscular Dystrophy, Fragile X Syndrome, Klinefelter syndrome, Turner Syndrome, Phenylketonuria, Cri du chat, Severe Combined Immunodeficiency (SCID), Progeria, Osteogenesis Imperfecta, Hemophilia

Genetic Alterations - Deletion, Duplication, Inversion and Translocation. Aneuploidy and Polyploidy. Genetic Disorders - Down Syndrome, Duchenne Muscular Dystrophy, Fragile X Syndrome, Klinefelter syndrome, Turner Syndrome, Phenylketonuria, Cri du chat, Severe Combined Immunodeficiency (SCID), Progeria, Osteogenesis Imperfecta, Hemophilia

Genetic Alterations - Deletion, Duplication, Inversion and Translocation. Aneuploidy and Polyploidy. Genetic Disorders - Down Syndrome, Duchenne Muscular Dystrophy, Fragile X Syndrome, Klinefelter syndrome, Turner Syndrome, Phenylketonuria, Cri du chat, Severe Combined Immunodeficiency (SCID), Progeria, Osteogenesis Imperfecta, Hemophilia

Molecular Biology techniques for identification of genetic disorders: Agarose gel electrophoresis and PAGE electrophoresis, PCR, ELISA, Fingerprinting; Chromosomal tests - Karyotyping, FISH, Genetic tests with reference to newborn screening, diagnostic testing, Carrier testing, prenatal testing, Pre-implantation testing etc. Genetic Counseling - significance and procedure.

Molecular Biology techniques for identification of genetic disorders: Agarose gel electrophoresis and PAGE electrophoresis, PCR, ELISA, Fingerprinting; Chromosomal tests - Karyotyping, FISH, Genetic tests with reference to newborn screening, diagnostic testing, Carrier testing, prenatal testing, Pre-implantation testing etc. Genetic Counseling - significance and procedure.

Molecular Biology techniques for identification of genetic disorders: Agarose gel electrophoresis and PAGE electrophoresis, PCR, ELISA, Fingerprinting; Chromosomal tests - Karyotyping, FISH, Genetic tests with reference to newborn screening, diagnostic testing, Carrier testing, prenatal testing, Pre-implantation testing etc. Genetic Counseling - significance and procedure.

Molecular Biology techniques for identification of genetic disorders: Agarose gel electrophoresis and PAGE electrophoresis, PCR, ELISA, Fingerprinting; Chromosomal tests - Karyotyping, FISH, Genetic tests with reference to newborn screening, diagnostic testing, Carrier testing, prenatal testing, Pre-implantation testing etc. Genetic Counseling - significance and procedure.

DNA repair mechanisms, DNA repair defects and their relationship to cancer. Cell cycle control and check points of cell cycle control. Apoptosis and Necrosis. p53 tumor suppressor, angiogenesis, Cellular senescence, Telomeres, cellular immortalization, and tumorigenesis. RAS signalling in cancer. What is bioinformatics? Relation with molecular biology. Biological Database and its types. General Introduction of Biological Databases - Nucleic acid databases; Protein databases Structure databases.

DNA repair mechanisms, DNA repair defects and their relationship to cancer. Cell cycle control and check points of cell cycle control. Apoptosis and Necrosis. p53 tumor suppressor, angiogenesis, Cellular senescence, Telomeres, cellular immortalization, and tumorigenesis. RAS signalling in cancer. What is bioinformatics? Relation with molecular biology. Biological Database and its types. General Introduction of Biological Databases - Nucleic acid databases; Protein databases Structure databases.

DNA repair mechanisms, DNA repair defects and their relationship to cancer. Cell cycle control and check points of cell cycle control. Apoptosis and Necrosis. p53 tumor suppressor, angiogenesis, Cellular senescence, Telomeres, cellular immortalization, and tumorigenesis. RAS signalling in cancer. What is bioinformatics? Relation with molecular biology. Biological Database and its types. General Introduction of Biological Databases - Nucleic acid databases; Protein databases Structure databases.

DNA repair mechanisms, DNA repair defects and their relationship to cancer. Cell cycle control and check points of cell cycle control. Apoptosis and Necrosis. p53 tumor suppressor, angiogenesis, Cellular senescence, Telomeres, cellular immortalization, and tumorigenesis. RAS signalling in cancer. What is bioinformatics? Relation with molecular biology. Biological Database and its types. General Introduction of Biological Databases - Nucleic acid databases; Protein databases Structure databases.

E. J. Gardner, M. J. Simmons and D. P. Snustad. (2006). Principles of Genetics: 8th edn, USA:Wiley and sons Inc.

S. B. Primrose and R. Twyman R. (2010). Principles of Gene Manipulation and Genomics. John Wiley and Sons.

E.L. Winnacker (2003). From Genes to Clones Introduction to Gene Technology. New Delhi, India: Panima Publishing Corporation.

This course has been conceptualized to introduce the traditions of qualitative research to the students of psychology highlighting the approaches, pragmatics, analyses, and validation strategies. This would enable the student to appreciate the significance of qualitative methods for psychological research.

Defining qualitative research; Historical development of qualitative research: interpretivism, post-modernism, feminism, critical theory; Key philosophical and design issues in qualitative research: ontological and epistemological stances, developing research questions, time framing, participatory action research; Research Paradigms; Combining methods

Defining qualitative research; Historical development of qualitative research: interpretivism, post-modernism, feminism, critical theory; Key philosophical and design issues in qualitative research: ontological and epistemological stances, developing research questions, time framing, participatory action research; Research Paradigms; Combining methods

Defining qualitative research; Historical development of qualitative research: interpretivism, post-modernism, feminism, critical theory; Key philosophical and design issues in qualitative research: ontological and epistemological stances, developing research questions, time framing, participatory action research; Research Paradigms; Combining methods

Defining qualitative research; Historical development of qualitative research: interpretivism, post-modernism, feminism, critical theory; Key philosophical and design issues in qualitative research: ontological and epistemological stances, developing research questions, time framing, participatory action research; Research Paradigms; Combining methods

Different traditions of qualitative research: Grounded theory, Phenomenological approach, Narrative approach, Discourse analysis, and Ethnography

Different traditions of qualitative research: Grounded theory, Phenomenological approach, Narrative approach, Discourse analysis, and Ethnography

Different traditions of qualitative research: Grounded theory, Phenomenological approach, Narrative approach, Discourse analysis, and Ethnography

Different traditions of qualitative research: Grounded theory, Phenomenological approach, Narrative approach, Discourse analysis, and Ethnography

Designing samples: Theoretical sampling, Purposive Sampling, Types, Creating Sample frame, Sample matrix; Various methods of collecting qualitative data: participant observation, interviewing, focus groups, life history and oral history, documents, diaries, photographs, films and videos, conversation, texts and case studies.

Designing samples: Theoretical sampling, Purposive Sampling, Types, Creating Sample frame, Sample matrix; Various methods of collecting qualitative data: participant observation, interviewing, focus groups, life history and oral history, documents, diaries, photographs, films and videos, conversation, texts and case studies.

Designing samples: Theoretical sampling, Purposive Sampling, Types, Creating Sample frame, Sample matrix; Various methods of collecting qualitative data: participant observation, interviewing, focus groups, life history and oral history, documents, diaries, photographs, films and videos, conversation, texts and case studies.

Designing samples: Theoretical sampling, Purposive Sampling, Types, Creating Sample frame, Sample matrix; Various methods of collecting qualitative data: participant observation, interviewing, focus groups, life history and oral history, documents, diaries, photographs, films and videos, conversation, texts and case studies.

Different models of qualitative data analysis: Data Analysis Spiral, Thematic analysis, Narrative analysis, Discourse analysis, Content analysis; Issues of Credibility and trustworthiness: validation strategies; Reporting Qualitative data

Different models of qualitative data analysis: Data Analysis Spiral, Thematic analysis, Narrative analysis, Discourse analysis, Content analysis; Issues of Credibility and trustworthiness: validation strategies; Reporting Qualitative data

Different models of qualitative data analysis: Data Analysis Spiral, Thematic analysis, Narrative analysis, Discourse analysis, Content analysis; Issues of Credibility and trustworthiness: validation strategies; Reporting Qualitative data

Different models of qualitative data analysis: Data Analysis Spiral, Thematic analysis, Narrative analysis, Discourse analysis, Content analysis; Issues of Credibility and trustworthiness: validation strategies; Reporting Qualitative data

Ritchie, J., Lewis, J., Nicholls, C. M., & Ormston, R. (Eds.). (2013). Qualitative research practice: A guide for social science students and researchers. Sage.

Frost, N.(2011). Qualitative Research Methods in Psychology: Combining core approaches. McGrawHill.

This lab is designed to offer students an opportunity to develop an academic and professional ‘toolbox’. To accomplish this objective, the students will be given insights, experiences, and challenges to cultivate their research prowess in quantitative research methods.

Data Collection: Observation (event sampling, time sampling methods), surveys, etc.; Data Management: Preparing the data file; Creating a data file and entering data; Screening and cleaning the data.

Data Collection: Observation (event sampling, time sampling methods), surveys, etc.; Data Management: Preparing the data file; Creating a data file and entering data; Screening and cleaning the data.

Data Collection: Observation (event sampling, time sampling methods), surveys, etc.; Data Management: Preparing the data file; Creating a data file and entering data; Screening and cleaning the data.

Data Collection: Observation (event sampling, time sampling methods), surveys, etc.; Data Management: Preparing the data file; Creating a data file and entering data; Screening and cleaning the data.

Tests of Normality; Application of Descriptive statistics, Inferential statistics, and correlational statistics; Reporting the results

Tests of Normality; Application of Descriptive statistics, Inferential statistics, and correlational statistics; Reporting the results

Tests of Normality; Application of Descriptive statistics, Inferential statistics, and correlational statistics; Reporting the results

Tests of Normality; Application of Descriptive statistics, Inferential statistics, and correlational statistics; Reporting the results

Aron, A., Coups, E. J., & Aron, E. N. (2014). Statistics for Psychology (6th ed.). Pearson.

This course aims to enhance the research reporting abilities of students. Different units will focus on different parts of a research paper encompassing knowledge of the five different sections of a research report. The student will also be prepared to disseminate the knowledge acquired through research through presentation and publications.

Formulating a Research Idea, Sources of Research Ideas, Ontological Clarity, Research Writing: Research Proposal, Writing a Research Paper: Introducing the research idea and Reviewing Literature.