Syllabus for

Academic Year  (2024)

This course emphasizes both the theoretical and the practical aspects of statistical analysis, focusing on techniques for estimating statistical models of various kinds. The goal is to help you develop a solid theoretical background in statistics, and the ability to implement the techniques and critique empirical studies in social sciences.

CO1: Explain what is meant by descriptive statistics and inferential statistics.

CO2: Understand the characteristics, uses advantages, and disadvantages of each measure of central tendency and measure of dispersion.

CO3: Describe the classical, empirical, and subjective approaches to probability.

CO4: Describe the five-step hypothesis testing.

CO5: Calculate and interpret the coefficient of correlation, the coefficient of determination and the standard error of the estimate.

Mean, median and mode - Geometric and Harmonic Means-Measures of Dispersion: Range, interquartile range and quartile deviation, mean deviation, standard deviation and Lorenz curve Moments, Skewness and Kurtosis-Partition Values-Quartiles- Deciles- Percentiles.

Mean, median and mode - Geometric and Harmonic Means-Measures of Dispersion: Range, interquartile range and quartile deviation, mean deviation, standard deviation and Lorenz curve Moments, Skewness and Kurtosis-Partition Values-Quartiles- Deciles- Percentiles.

Mean, median and mode - Geometric and Harmonic Means-Measures of Dispersion: Range, interquartile range and quartile deviation, mean deviation, standard deviation and Lorenz curve Moments, Skewness and Kurtosis-Partition Values-Quartiles- Deciles- Percentiles.

Index Numbers: meaning and importance – problems in the construction of index numbers – Types of index numbers: price index – quantity index – value index – construction of price index numbers: unweighted and weighted indices – construction of quantity and value indices - tests of adequacy of index number formulae – deflating; Consumer Price Index Number: meaning and uses – problems in the construction of cost of living index number – methods of constructing cost of living index: aggregate expenditure and family budget methods – limitations of index numbers.

Index Numbers: meaning and importance – problems in the construction of index numbers – Types of index numbers: price index – quantity index – value index – construction of price index numbers: unweighted and weighted indices – construction of quantity and value indices - tests of adequacy of index number formulae – deflating; Consumer Price Index Number: meaning and uses – problems in the construction of cost of living index number – methods of constructing cost of living index: aggregate expenditure and family budget methods – limitations of index numbers.

Index Numbers: meaning and importance – problems in the construction of index numbers – Types of index numbers: price index – quantity index – value index – construction of price index numbers: unweighted and weighted indices – construction of quantity and value indices - tests of adequacy of index number formulae – deflating; Consumer Price Index Number: meaning and uses – problems in the construction of cost of living index number – methods of constructing cost of living index: aggregate expenditure and family budget methods – limitations of index numbers.

Meaning- Set theory- Permutations and Combinations- Theorems of probability- Rules of Addition- Rules of Multiplication-Probability distribution- Random Variables- Discrete Random Variable- Continuous Random Variable- Binomial -Poisson and Normal distribution.

Meaning- Set theory- Permutations and Combinations- Theorems of probability- Rules of Addition- Rules of Multiplication-Probability distribution- Random Variables- Discrete Random Variable- Continuous Random Variable- Binomial -Poisson and Normal distribution.

Meaning- Set theory- Permutations and Combinations- Theorems of probability- Rules of Addition- Rules of Multiplication-Probability distribution- Random Variables- Discrete Random Variable- Continuous Random Variable- Binomial -Poisson and Normal distribution.

Meaning - Types of correlation - Methods of studying correlation: Scatter diagram method, Graphic method, Karl Pearson’s co-efficient of correlation, Rank method, Concurrent deviation method–The Coefficient of Determination- Partial correlation.

Meaning - Types of correlation - Methods of studying correlation: Scatter diagram method, Graphic method, Karl Pearson’s co-efficient of correlation, Rank method, Concurrent deviation method–The Coefficient of Determination- Partial correlation.

Meaning - Types of correlation - Methods of studying correlation: Scatter diagram method, Graphic method, Karl Pearson’s co-efficient of correlation, Rank method, Concurrent deviation method–The Coefficient of Determination- Partial correlation.

Hypothesis-Null and Alternative Hypothesis- Hypothesis Testing (P-value approach and critical value approach)-Errors in testing of Hypothesis- Type I and Type II errors; power of a test-One-Tailed and Two-Tailed Tests of Significance- t Test- Z Test-Chi Square test.

Hypothesis-Null and Alternative Hypothesis- Hypothesis Testing (P-value approach and critical value approach)-Errors in testing of Hypothesis- Type I and Type II errors; power of a test-One-Tailed and Two-Tailed Tests of Significance- t Test- Z Test-Chi Square test.

Hypothesis-Null and Alternative Hypothesis- Hypothesis Testing (P-value approach and critical value approach)-Errors in testing of Hypothesis- Type I and Type II errors; power of a test-One-Tailed and Two-Tailed Tests of Significance- t Test- Z Test-Chi Square test.

The nature, scope and significance of public economics –Public vs Private Finance- Principle of Maximum Social advantage: Approaches and Limitations- Functions of Government - Economic functions -allocation, distribution and stabilization; Regulatory functions of the Government and its economic significance

The nature, scope and significance of public economics –Public vs Private Finance- Principle of Maximum Social advantage: Approaches and Limitations- Functions of Government - Economic functions -allocation, distribution and stabilization; Regulatory functions of the Government and its economic significance

The nature, scope and significance of public economics –Public vs Private Finance- Principle of Maximum Social advantage: Approaches and Limitations- Functions of Government - Economic functions -allocation, distribution and stabilization; Regulatory functions of the Government and its economic significance

The nature, scope and significance of public economics –Public vs Private Finance- Principle of Maximum Social advantage: Approaches and Limitations- Functions of Government - Economic functions -allocation, distribution and stabilization; Regulatory functions of the Government and its economic significance

Concept of public goods-characteristics of public goods, national vs. local public goods; determination of provision of public good; Externality- concept of social versus private costs and benefits, merit goods, club goods; Provision versus production of public goods - Market failure and public Provision

Concept of public goods-characteristics of public goods, national vs. local public goods; determination of provision of public good; Externality- concept of social versus private costs and benefits, merit goods, club goods; Provision versus production of public goods - Market failure and public Provision

Concept of public goods-characteristics of public goods, national vs. local public goods; determination of provision of public good; Externality- concept of social versus private costs and benefits, merit goods, club goods; Provision versus production of public goods - Market failure and public Provision

Concept of public goods-characteristics of public goods, national vs. local public goods; determination of provision of public good; Externality- concept of social versus private costs and benefits, merit goods, club goods; Provision versus production of public goods - Market failure and public Provision

Structure and growth of public expenditure; Wagner’s Law of increasing state activities; Wiseman-Peacock hypothesis;  Trends of Public expenditure

Structure and growth of public expenditure; Wagner’s Law of increasing state activities; Wiseman-Peacock hypothesis;  Trends of Public expenditure

Structure and growth of public expenditure; Wagner’s Law of increasing state activities; Wiseman-Peacock hypothesis;  Trends of Public expenditure

Structure and growth of public expenditure; Wagner’s Law of increasing state activities; Wiseman-Peacock hypothesis;  Trends of Public expenditure

Concept of tax, types, canons of taxation-Incidence of taxes; Taxable capacity; Approaches to the principle of Equity in taxation -Ability to Pay principle, Benefit Approach; Sources of Public Revenue;  Goods and Services Tax.

Concept of tax, types, canons of taxation-Incidence of taxes; Taxable capacity; Approaches to the principle of Equity in taxation -Ability to Pay principle, Benefit Approach; Sources of Public Revenue;  Goods and Services Tax.

Concept of tax, types, canons of taxation-Incidence of taxes; Taxable capacity; Approaches to the principle of Equity in taxation -Ability to Pay principle, Benefit Approach; Sources of Public Revenue;  Goods and Services Tax.

Concept of tax, types, canons of taxation-Incidence of taxes; Taxable capacity; Approaches to the principle of Equity in taxation -Ability to Pay principle, Benefit Approach; Sources of Public Revenue;  Goods and Services Tax.

Different approaches to public debt; concepts of public debt; sources and effects of public debt; Methods of debt redemption- Growth of public debt in India. 

Different approaches to public debt; concepts of public debt; sources and effects of public debt; Methods of debt redemption- Growth of public debt in India. 

Different approaches to public debt; concepts of public debt; sources and effects of public debt; Methods of debt redemption- Growth of public debt in India. 

Different approaches to public debt; concepts of public debt; sources and effects of public debt; Methods of debt redemption- Growth of public debt in India. 

Government budget and its structure – Receipts and   expenditure - concepts of current and capital account, balanced, surplus, and deficit budgets, concepts of deficit , functional classification of budget- Budget, government policy and its impact

Government budget and its structure – Receipts and   expenditure - concepts of current and capital account, balanced, surplus, and deficit budgets, concepts of deficit , functional classification of budget- Budget, government policy and its impact

Government budget and its structure – Receipts and   expenditure - concepts of current and capital account, balanced, surplus, and deficit budgets, concepts of deficit , functional classification of budget- Budget, government policy and its impact

Government budget and its structure – Receipts and   expenditure - concepts of current and capital account, balanced, surplus, and deficit budgets, concepts of deficit , functional classification of budget- Budget, government policy and its impact

Federal Finance: Different layers of the government; Inter governmental Transfer; horizontal vs. vertical equity; Principle of federal finance; Finance Commission.

Federal Finance: Different layers of the government; Inter governmental Transfer; horizontal vs. vertical equity; Principle of federal finance; Finance Commission.

Federal Finance: Different layers of the government; Inter governmental Transfer; horizontal vs. vertical equity; Principle of federal finance; Finance Commission.

Federal Finance: Different layers of the government; Inter governmental Transfer; horizontal vs. vertical equity; Principle of federal finance; Finance Commission.

2. David Hyman: Public Finance: A Contemporary Application of Theory to Policy (11th Edition)

3. R.K.Lekhi &  Joginder Singh (2021) , Public Finance.Kalyani

Publishers.

4.  Das, S. (2017). Some concepts regarding the goods and services tax. Economic and Political Weekly, 52(9).

5. Government of India. (2017). GST - Concept and status - as on 3rd June, 2017. Central Board of Excise and Customs, Department of Revenue, Ministry of Finance

CIA II: 50 Marks (Mid-semester Examination)

CIA III: 20 Marks

End Semester Examination      : 100 Marks

This course gives students a working knowledge of static and dynamic optimization techniques applied in economics. Topics include classical optimization, comparative statics, non-linear programming, differential equations, and optimal control. All techniques introduced are illustrated with mainstream applications such as consumer theory and the neoclassical theory of optimal growth.

Introduction-The changing scenario in economic science - Advantages and Disadvantages of using mathematics in economics.

Functions- Meaning - Distinction between a relation and a function - Functional notations: general, exact and specific forms - Explicit and Implicit forms - Inverse from - Types of functions: Linear, quadratic, cubic, exponential and logarithmic functions - Their simple uses in Economics- Market equilibrium: - Effects of taxes and subsidy on equilibrium price and quantity - Simple macro model (Keynesian macro equilibrium model).

Introduction-The changing scenario in economic science - Advantages and Disadvantages of using mathematics in economics.

Functions- Meaning - Distinction between a relation and a function - Functional notations: general, exact and specific forms - Explicit and Implicit forms - Inverse from - Types of functions: Linear, quadratic, cubic, exponential and logarithmic functions - Their simple uses in Economics- Market equilibrium: - Effects of taxes and subsidy on equilibrium price and quantity - Simple macro model (Keynesian macro equilibrium model).

Introduction-The changing scenario in economic science - Advantages and Disadvantages of using mathematics in economics.

Functions- Meaning - Distinction between a relation and a function - Functional notations: general, exact and specific forms - Explicit and Implicit forms - Inverse from - Types of functions: Linear, quadratic, cubic, exponential and logarithmic functions - Their simple uses in Economics- Market equilibrium: - Effects of taxes and subsidy on equilibrium price and quantity - Simple macro model (Keynesian macro equilibrium model).

Meaning - Types of matrices - Elementary operations on matrices - Inverse matrix - Methods of solving simultaneous equations using matrices - Determinants and their uses in solving simultaneous equations - Crammer's rule, Input-output analysis.

Meaning - Types of matrices - Elementary operations on matrices - Inverse matrix - Methods of solving simultaneous equations using matrices - Determinants and their uses in solving simultaneous equations - Crammer's rule, Input-output analysis.

Meaning - Types of matrices - Elementary operations on matrices - Inverse matrix - Methods of solving simultaneous equations using matrices - Determinants and their uses in solving simultaneous equations - Crammer's rule, Input-output analysis.

Meaning - Simple derivative rules (one independent variable) - Application of derivatives in Economics. Partial Derivatives (Two independent variables) - Rules - Uses of partial derivatives in economics, Elasticity - Definition - Elasticity theorems - Methods of measuring elasticity- Applications of elasticity in Economics: Price elasticity - Substitutes and complements - Income elasticity - Engel's Law - Cost elasticity, Cobb-Douglas production functions-properties, returns to scale

Meaning - Simple derivative rules (one independent variable) - Application of derivatives in Economics. Partial Derivatives (Two independent variables) - Rules - Uses of partial derivatives in economics, Elasticity - Definition - Elasticity theorems - Methods of measuring elasticity- Applications of elasticity in Economics: Price elasticity - Substitutes and complements - Income elasticity - Engel's Law - Cost elasticity, Cobb-Douglas production functions-properties, returns to scale

Meaning - Simple derivative rules (one independent variable) - Application of derivatives in Economics. Partial Derivatives (Two independent variables) - Rules - Uses of partial derivatives in economics, Elasticity - Definition - Elasticity theorems - Methods of measuring elasticity- Applications of elasticity in Economics: Price elasticity - Substitutes and complements - Income elasticity - Engel's Law - Cost elasticity, Cobb-Douglas production functions-properties, returns to scale

Maxima and Minima of functions (one independent variable)- Simple applications from Micro Economics, Maxima and Minima of functions (two independent variables)- Unconstrained and constrained models - Applications of maxima and minima in Economics: Theory of consumption (numerical problems of utility maximization) -   Theory of production:   production function, Producer’s equilibrium: output, revenue, and profit maximization and cost minimization problems under perfect competition, monopoly, duopoly and oligopoly markets.

Maxima and Minima of functions (one independent variable)- Simple applications from Micro Economics, Maxima and Minima of functions (two independent variables)- Unconstrained and constrained models - Applications of maxima and minima in Economics: Theory of consumption (numerical problems of utility maximization) -   Theory of production:   production function, Producer’s equilibrium: output, revenue, and profit maximization and cost minimization problems under perfect competition, monopoly, duopoly and oligopoly markets.

Maxima and Minima of functions (one independent variable)- Simple applications from Micro Economics, Maxima and Minima of functions (two independent variables)- Unconstrained and constrained models - Applications of maxima and minima in Economics: Theory of consumption (numerical problems of utility maximization) -   Theory of production:   production function, Producer’s equilibrium: output, revenue, and profit maximization and cost minimization problems under perfect competition, monopoly, duopoly and oligopoly markets.

Simple rules of integration - Infinite and definite integral - Calculation of TR and TC functions from their respective MR and MC. Consumer's surplus and Producer's surplus.

Simple rules of integration - Infinite and definite integral - Calculation of TR and TC functions from their respective MR and MC. Consumer's surplus and Producer's surplus.

Simple rules of integration - Infinite and definite integral - Calculation of TR and TC functions from their respective MR and MC. Consumer's surplus and Producer's surplus.

Renshaw, Geoff, (2012) Maths for Economics. Oxford University Press

Rosser, Mike,(2003) Basic Mathematics for Economists

Veerachamy, R (2019) Quantitative Methods for Economists. New Age International Pvt Ltd 

Yamane: Mathematics for Economists - An Elementary Survey.

The course aims to introduce the approaches and methods of behavioral economics. The course will help the students understand various concepts in behavioral economics and their policy implications through case studies and classroom-based experiments.

Evolution of behavioural economics - Economic way of thinking – Psychology and Decision Making – Rationality, Irrationality and Bounded Rationality

Evolution of behavioural economics - Economic way of thinking – Psychology and Decision Making – Rationality, Irrationality and Bounded Rationality

Evolution of behavioural economics - Economic way of thinking – Psychology and Decision Making – Rationality, Irrationality and Bounded Rationality

Decision under risk and uncertainty - Prospect Theory– Reference Points – Loss Aversion – Endowment Effect – Applications and criticisms of prospect theory - Libertarian Paternalism - Choice architecture: Nudge, Nudge vs. boost, Behavioral public policy – Projection bias 

Decision under risk and uncertainty - Prospect Theory– Reference Points – Loss Aversion – Endowment Effect – Applications and criticisms of prospect theory - Libertarian Paternalism - Choice architecture: Nudge, Nudge vs. boost, Behavioral public policy – Projection bias 

Decision under risk and uncertainty - Prospect Theory– Reference Points – Loss Aversion – Endowment Effect – Applications and criticisms of prospect theory - Libertarian Paternalism - Choice architecture: Nudge, Nudge vs. boost, Behavioral public policy – Projection bias 

Emotions and human behaviour, Interaction between emotions and cognition, Heuristics & Biases: Cognitive and emotional biases Representativeness, Substitution, Availability, Affect, Anchoring, framing Biases

Emotions and human behaviour, Interaction between emotions and cognition, Heuristics & Biases: Cognitive and emotional biases Representativeness, Substitution, Availability, Affect, Anchoring, framing Biases

Emotions and human behaviour, Interaction between emotions and cognition, Heuristics & Biases: Cognitive and emotional biases Representativeness, Substitution, Availability, Affect, Anchoring, framing Biases

Introduction to the standard model of decision making – nature and anomalies – Social preferences and fairness – reciprocity – factors affecting social preferences: Methodological and structural factors – descriptive factors – demographic factors – social norms

Introduction to the standard model of decision making – nature and anomalies – Social preferences and fairness – reciprocity – factors affecting social preferences: Methodological and structural factors – descriptive factors – demographic factors – social norms

Introduction to the standard model of decision making – nature and anomalies – Social preferences and fairness – reciprocity – factors affecting social preferences: Methodological and structural factors – descriptive factors – demographic factors – social norms

●      Thaler, R. H., & Ganser, L. J. (2015). Misbehaving: The making of behavioral economics.

●      Baddeley, M. (2017). Behavioural economics: a very short introduction (Vol. 505). Oxford University Press.

Readings for module 1

●      Earl, P. E. (2016). The evolution of behavioural economics. Routledge Handbook of Behavioral Economics, 17-29.

Readings for module 2

●      Kahneman and Tversky (1979) “Prospect Theory: An Analysis of Decision Under Risk”, Econometrica, 47(2): 263–291.

●      List (2003) “Does Market Experience Eliminate Market Anomalies?”, Quarterly Journal of Economics, 118(1): 41– 71.

●      Thaler, R. H., & Sunstein, C. R. (2003). “Libertarian paternalism”, American economic review, 93(2),

●      175-179.

●      Leonard, T. C. (2008). Richard H. Thaler, Cass R. Sunstein, Nudge: Improving decisions about health, wealth, and happiness.

Readings for Module 3

●      Tversky, A. and Kahneman, D. (1974) “Judgment Under Uncertainty: Heuristics and Biases”, Science, 185(4): 1124– 1131.

●      Rabin (2002) “Inference by Believers in the Law of Small Numbers”, Quarterly Journal of Economics, 117(3): 775–816.

Readings for Module 4

●      Charness and Rabin (2002) “Understanding Social Preferences with Simple Tests” Quarterly Journal of Economics, 117(3): 817–869.

●      Lazear, Edward P., Ulrike Malmendier, and Roberto A. Weber. 2012. "Sorting in Experiments with Application to Social Preferences." American Economic Journal: Applied Economics, 4(1): 136-63.

CIA 2 (Mid Semester  Exam): 50 Marks

CIA 3: 20 Marks

ESE: 100 Marks

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

Autism spectrum disorders - Clinical Picture and Causal Factors;

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

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

Autism spectrum disorders - Clinical Picture and Causal Factors;

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

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

Autism spectrum disorders - Clinical Picture and Causal Factors;

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

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

Autism spectrum disorders - Clinical Picture and Causal Factors;

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

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

Autism spectrum disorders - Clinical Picture and Causal Factors;

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

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

Autism spectrum disorders - Clinical Picture and Causal Factors;

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

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

Autism spectrum disorders - Clinical Picture and Causal Factors;

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

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

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

Illness anxiety disorder (Student Effort Hours) 

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

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

Illness anxiety disorder (Student Effort Hours) 

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

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

Illness anxiety disorder (Student Effort Hours) 

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

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

Illness anxiety disorder (Student Effort Hours) 

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

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

Illness anxiety disorder (Student Effort Hours) 

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

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

Illness anxiety disorder (Student Effort Hours) 

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

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

Illness anxiety disorder (Student Effort Hours) 

Cyclothymic Disorder, Bipolar I Disorder, Bipolar II Disorder.

Dysthymic Disorder, Major Depressive Disorder with Psychosocial Causal Factors.

Schizophrenia: Meaning, Clinical Picture.

Psychosocial Causal Factors (Student Effort Hours)

Cyclothymic Disorder, Bipolar I Disorder, Bipolar II Disorder.

Dysthymic Disorder, Major Depressive Disorder with Psychosocial Causal Factors.

Schizophrenia: Meaning, Clinical Picture.

Psychosocial Causal Factors (Student Effort Hours)

Cyclothymic Disorder, Bipolar I Disorder, Bipolar II Disorder.

Dysthymic Disorder, Major Depressive Disorder with Psychosocial Causal Factors.

Schizophrenia: Meaning, Clinical Picture.

Psychosocial Causal Factors (Student Effort Hours)

Cyclothymic Disorder, Bipolar I Disorder, Bipolar II Disorder.

Dysthymic Disorder, Major Depressive Disorder with Psychosocial Causal Factors.

Schizophrenia: Meaning, Clinical Picture.

Psychosocial Causal Factors (Student Effort Hours)

Cyclothymic Disorder, Bipolar I Disorder, Bipolar II Disorder.

Dysthymic Disorder, Major Depressive Disorder with Psychosocial Causal Factors.

Schizophrenia: Meaning, Clinical Picture.

Psychosocial Causal Factors (Student Effort Hours)

Cyclothymic Disorder, Bipolar I Disorder, Bipolar II Disorder.

Dysthymic Disorder, Major Depressive Disorder with Psychosocial Causal Factors.

Schizophrenia: Meaning, Clinical Picture.

Psychosocial Causal Factors (Student Effort Hours)

Cyclothymic Disorder, Bipolar I Disorder, Bipolar II Disorder.

Dysthymic Disorder, Major Depressive Disorder with Psychosocial Causal Factors.

Schizophrenia: Meaning, Clinical Picture.

Psychosocial Causal Factors (Student Effort Hours)

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

CIA-1: Activity-based Individual Assignment- 10 Marks

CIA-2: Mid sem Exam-Case/Scenario-based Question- 25 Marks 

CIA-3: Individual Assignment - 10 Marks

Attendance - 5 Marks

CIAs + Attendance = 45+5=50 marks

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

ESE Question paper pattern

Section A- (Short Answers) 02 marks x5Qs =10 Marks

Section B- (Essay Type) 10 marks x 3Qs = 30 Marks

Section C-(Compulsory: Case Study) 10 marks x 1Q =10 Marks

Grand Total = CIAs + Attendance + ESE = 45+5+50 = 100 Marks

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

Course Objectives

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

CIA-1: Activity-based Individual Assignment- 10 Marks

CIA-2: Mid sem Exam-Case/Scenario-based Question- 25 Marks 

CIA-3: Individual Assignment - 10 Marks

Attendance - 5 Marks

CIAs + Attendance = 45+5=50 marks

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

ESE Question paper pattern

Section A- (Short Answers) 02 marks x5Qs =10 Marks

Section B- (Essay Type) 10 marks x 3Qs = 30 Marks

Section C-(Compulsory: Case Study) 10 marks x 1Q =10 Marks

Grand Total = CIAs + Attendance + ESE = 45+5+50 = 100 Marks

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

CIA-1: Activity-based Individual Assignment- 10 Marks

CIA-2: Mid sem Exam-Case/Scenario-based Question- 25 Marks 

CIA-3: Individual Assignment - 10 Marks

Attendance - 5 Marks

CIAs + Attendance = 45+5=50 marks

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

ESE Question paper pattern

Section A- (Short Answers) 02 marks x5Qs =10 Marks

Section B- (Essay Type) 10 marks x 3Qs = 30 Marks

Section C-(Compulsory: Case Study) 10 marks x 1Q =10 Marks

Grand Total = CIAs + Attendance + ESE = 45+5+50 = 100 Marks

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

CIA-1: Activity-based Individual Assignment- 10 Marks

CIA-2: Mid sem Exam-Case/Scenario-based Question- 25 Marks 

CIA-3: Individual Assignment - 10 Marks

Attendance - 5 Marks

CIAs + Attendance = 45+5=50 marks

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

ESE Question paper pattern

Section A- (Short Answers) 02 marks x5Qs =10 Marks

Section B- (Essay Type) 10 marks x 3Qs = 30 Marks

Section C-(Compulsory: Case Study) 10 marks x 1Q =10 Marks

Grand Total = CIAs + Attendance + ESE = 45+5+50 = 100 Marks

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

This paper seeks to train students to conceptualize and carry out social research. It introduces students to the various stages of research, equipping them with the necessary skills to collect data, analyze data and present the findings in a report. Both qualitative and quantitative techniques are covered.

Course Objectives: 

This course provides philosophical underpinnings of the social research and familiarizes the students with methodological tools, explaining quantitative and qualitative methods, which will help them to undertake empirical research independently.

1. Social Research : Meaning and Characteristics
2. Human inquiry and science
3. Paradigms, theory and social research
4. Ethical issues in Social Research
5. Types of Social Research – Qualitative and Quantitative

1. Social Research : Meaning and Characteristics
2. Human inquiry and science
3. Paradigms, theory and social research
4. Ethical issues in Social Research
5. Types of Social Research – Qualitative and Quantitative

1. Social Research : Meaning and Characteristics
2. Human inquiry and science
3. Paradigms, theory and social research
4. Ethical issues in Social Research
5. Types of Social Research – Qualitative and Quantitative

1.      Research design – meaning and importance

2.      Role of Hypothesis

3.      Types of Research Design

a.       Descriptive

b.      Exploratory

c.       Explanatory

d.      Experimental

4.      Units of analysis

5.     How to design a research study – elements of research proposal

1.      Research design – meaning and importance

2.      Role of Hypothesis

3.      Types of Research Design

a.       Descriptive

b.      Exploratory

c.       Explanatory

d.      Experimental

4.      Units of analysis

5.     How to design a research study – elements of research proposal

1.      Research design – meaning and importance

2.      Role of Hypothesis

3.      Types of Research Design

a.       Descriptive

b.      Exploratory

c.       Explanatory

d.      Experimental

4.      Units of analysis

5.     How to design a research study – elements of research proposal

1.      Sampling : Meaning & characteristic

2.      Role of Sampling in social research

3.      Types :

a.       Probability

b.      Non Probability  

1.      Sampling : Meaning & characteristic

2.      Role of Sampling in social research

3.      Types :

a.       Probability

b.      Non Probability  

1.      Sampling : Meaning & characteristic

2.      Role of Sampling in social research

3.      Types :

a.       Probability

b.      Non Probability  

1.      Primary and Secondary Data

2.      Sources of data

3.      Methods of data collection

a.       Questionnaire

b.      Observation

c.       Interview

4.      Data analysis & Interpretation

5.      Data Processing

6.      Checking

a.       Editing

b.      Coding

c.       Classification

1.      Primary and Secondary Data

2.      Sources of data

3.      Methods of data collection

a.       Questionnaire

b.      Observation

c.       Interview

4.      Data analysis & Interpretation

5.      Data Processing

6.      Checking

a.       Editing

b.      Coding

c.       Classification

1.      Primary and Secondary Data

2.      Sources of data

3.      Methods of data collection

a.       Questionnaire

b.      Observation

c.       Interview

4.      Data analysis & Interpretation

5.      Data Processing

6.      Checking

a.       Editing

b.      Coding

c.       Classification

1.      Structure  

2.      Contents

3.      Review of literature

4.   References/ Citation Style

      a.   Bibliography

      b.   Footnote/ Endnote

1.      Structure  

2.      Contents

3.      Review of literature

4.   References/ Citation Style

      a.   Bibliography

      b.   Footnote/ Endnote

1.      Structure  

2.      Contents

3.      Review of literature

4.   References/ Citation Style

      a.   Bibliography

      b.   Footnote/ Endnote

Babbie,Earl. (2002). The Basics of Social Research. London: Wadsworth Publications.

Bryman, Alan. (2007). Social Research Method, Oxford University Press.

Caragan, Leonard. (2007).Doing Social Research Rawat Publication.

Chhapekar Rati. (2004). A text book of Social Research, Dominant Publishers and Distributors, New Delhi.

Gerring John. (2001). Social Scientific Methodology, Cambridge University Press.

Giuseppe Larossic. (2006). The Power Of Survey Design, World Bank, Washington DC.

Henn Matt, Mark Weinstein and Nick Foard. 2006. A short introduction of social Research. New Delhi: Sage Publication.

Kothari, C.R. (1990).  Research Methodology. New Delhi: Vishwa Prakashan.

Kumar Ranjit. (2005). Research Methodology A step by step guide for Business, Pearson Education.

Mangaleswaran, R. (2011). Paradigm in Social Research. New Delhi: A New Horizon, Authors press,.

Nigel Gilbert (ed.). (2006). From Postgraduate to Social Scientist: A guide to key skills London: Sage Publication.

Taylor, Steven.J and Robert Bogdan. (1984). The Introduction to Qualitative Research Methods-the Search for Meanings, (Chap 1).  New York: Wiley.

Uwe Flick. (2007). Managing Quality in Qualitative Research, Sage Publication.

Vaus de. D.A. (2002). Surveys in Social Research. Australia:  Routledge Publications.

Yates, Simeon J. (2004). Doing Social Science Research. Sage Publication.

Young, Pauline. (1960). Scientific Social Survey and Research. Prentice Hall.

Bailey, Kenneth D. (1978). Methods of Social Research.

Good, William and Hatt, Paul K. (1952). Methods in Social Research, New York: McGraw Hill.

Gulati Leela (2002). "Small is Beautiful: Case study as a Method in Social Science" in Patel, Bagchi, and Raj (ed.) Thinking Social Science in India. Essays in Honor of ALice Thorner. New Delhi: Sage Publications.

§  CIA I is a 20 marks assignment and involves the adoption of any one or two of the following methods: written Assignment, Book/Article review, group presentations, symposium, group task, Individual seminars, Quiz, and class test.

§  CIA II is the 2 hour long 50 mark Mid semester Examination (50 marks reduced to 25 mark weightage) conducted during August/January 

The pattern for the exam is as follows:

Section A: Attempt any 3 questions out of the 5/6 options given. Each question carries 5 marks

Section B: Attempt any 2 questions out of the 3 options given. Each question carries 10 marks

Section C: This section has 1 compulsory question that carries 15 marks

§  CIA III carries 20 marks and is based on an assignment that is set for the course. 

§  Attendance - Attendance carries 5 marks 

·  End Semester Examination (ESE) is conducted at the end of the semester. This is a 3 hour long exam for a weightage of 50 marks

                      The pattern for the exam is given below:

Section A: Attempt 6 questions. Some questions have internal choices. Each question carries 5 marks

Section B: Attempt 4 questions. Some questions have internal choices. Each question carries 10 marks

Section C: Attempt 2 questions. Some questions have internal choices. Each question carries 15 marks

Course Description: This paper discusses various social issues which are of relevance for contemporary world. These issues surround the broad themes of population, health, development and different forms of Human Rights violations. In relation to population and health this paper would cover issues like aging, reproductive health, HIV AIDS, euthanasia, drug abuse, etc. In relation to development this paper would look into issues like urban land use, farmer’s suicide, displacement, climate change etc. This can help them in grasping the reality; contemplate on it, and come up with newer/better ways to deal with it.

Course Learning Objectives:

1.      To understand social problems in contemporary India in the context of Sociological theory, knowledge, concepts and perspectives

2.      To initiate social activism.

            3.      To work towards building a more sustainable and inclusive society

1.        Study of ‘Social Problems’– Social Pathology, Anomie, Social Disorganization 

2.      Theoretical Perspectives –From Religion to Sociology

3.      Characteristics, Stages and Reactions

4.      Critical Analysis of Social Issues – Power, Ideology, and Hegemony

1.        Study of ‘Social Problems’– Social Pathology, Anomie, Social Disorganization 

2.      Theoretical Perspectives –From Religion to Sociology

3.      Characteristics, Stages and Reactions

4.      Critical Analysis of Social Issues – Power, Ideology, and Hegemony

1.        Study of ‘Social Problems’– Social Pathology, Anomie, Social Disorganization 

2.      Theoretical Perspectives –From Religion to Sociology

3.      Characteristics, Stages and Reactions

4.      Critical Analysis of Social Issues – Power, Ideology, and Hegemony

1.      Population growth and reproductive health

2.      Aging and availability of geriatric care

3.      HIV AIDS and societal alienation

4.      Drug Abuse

5. Child Abuse

1.      Population growth and reproductive health

2.      Aging and availability of geriatric care

3.      HIV AIDS and societal alienation

4.      Drug Abuse

5. Child Abuse

1.      Population growth and reproductive health

2.      Aging and availability of geriatric care

3.      HIV AIDS and societal alienation

4.      Drug Abuse

5. Child Abuse

1.       Issue of Urban poverty

a.   Social Exclusion and Poverty

b.   Issue of slum, urban planning and marginalization-case study of Bangalore.

2.       Development related displacement, Privatization of water, Policy of Special Economic Zone (SEZ),

3.       Corruption, Terrorism

4.       Global warming and Climate Change – Seriousness of the problem, Role of capitalism, It’s effect on the poor, Strategies to combat the issue

1.       Issue of Urban poverty

a.   Social Exclusion and Poverty

b.   Issue of slum, urban planning and marginalization-case study of Bangalore.

2.       Development related displacement, Privatization of water, Policy of Special Economic Zone (SEZ),

3.       Corruption, Terrorism

4.       Global warming and Climate Change – Seriousness of the problem, Role of capitalism, It’s effect on the poor, Strategies to combat the issue

1.       Issue of Urban poverty

a.   Social Exclusion and Poverty

b.   Issue of slum, urban planning and marginalization-case study of Bangalore.

2.       Development related displacement, Privatization of water, Policy of Special Economic Zone (SEZ),

3.       Corruption, Terrorism

4.       Global warming and Climate Change – Seriousness of the problem, Role of capitalism, It’s effect on the poor, Strategies to combat the issue

1.   Origin and institutionalization - Human Rights Declaration and  Human Rights Organizations

2.   Violations of Human Rights – Minority Community , LGBTQI++, Race

1.   Origin and institutionalization - Human Rights Declaration and  Human Rights Organizations

2.   Violations of Human Rights – Minority Community , LGBTQI++, Race

1.   Origin and institutionalization - Human Rights Declaration and  Human Rights Organizations

2.   Violations of Human Rights – Minority Community , LGBTQI++, Race

1. Alavi, H.D and Shanin, T. (Ed.) (1982). Introduction to the Sociology of Developing Societies, London: Macmilan.
2. Merton and Nisbet. (1966). Contemporary Social Problems, New York: Harcourt, Brace and World.
3. Shah, Ghanshyam. (2001). Cultural Subordination & Dalit Challenge. Vol II
4. Vaidyanathan. (2006). A. Farmer's Suicide and the Agrarian Crisis. Economic and Political Weekly, September 23: 4009-4013.

Jayaram N and Satish Saberwal (eds.). (1996). Social Conflict. OUP.

Neha Gupta and Aggarwal, N.K.(2012). Child Abuse. Delhi Psychiatry Journal Vol. 15 No.2.

Preston PW. (2001). Development Theory. Blackwell Publication.

Sen, Amartya. (2001). Development as Freedom. Oxford University Press.

Sharma, R.N. (2003). Involuntary Displacement: A few encounters, Economic and Political

Weekly, March 1: 907-912.

Visual Texts

Bhatia D, Mathur P &Berghell (2009). Nero’s Guests : The Age of Inequality. -

https://www.youtube.com/watch?v=Wti7W0xANDA

Demme. J & Saxon E. (1993). Philadelphia.

Suggested Ted Talks –

1. Compassion

a) Matthieu Ricard: How to let altruism be your guide – 2014

https://www.ted.com/talks/matthieu_ricard_how_to_let_altruism_be_your_guide

b) Krista Tippett: Reconnecting with compassion -2010

https://www.ted.com/talks/krista_tippett_reconnecting_with_compassion

2. Population

a) Hans Rosling – 2010 on Population Growth - Global population growth, box by box -

https://www.ted.com/talks/hans_rosling_global_population_growth_box_by_box#t-2536

b) Hans Rosling – 2009 - Let my dataset change your mindset

https://www.ted.com/talks/hans_rosling_let_my_dataset_change_your_mindset#t-348008

c) Hans Rosling – 2012 - Religions and babies -

https://www.ted.com/talks/hans_rosling_religions_and_babies#t-229800

3. HIV AIDS

a) Annie Lennox – 2010 AIDS Activist. -

b) Emily Oster – 2006 AIDS in Africa -

https://www.ted.com/talks/emily_oster_flip_your_thinking_on_aids_in_africa

c) Hans Rosling – 2009 HIV New Facts -

https://www.ted.com/talks/hans_rosling_insights_on_hiv_in_stunning_data_visuals

d) Kristen Ashburn – 2003 Photos of AIDS

e) Mechai Viravaidya – 2010 On Thailand

f) Mitchell Besser – 2010 Mothers helping Mothers fight AIDS

g) Shereen ElFeki – 2012 How to fight epidemic of Bad Laws

h) Philip Chan - How close are we to eradicating HIV

https://www.ted.com/talks/philip_a_chan_how_close_are_we_to_eradicating_hiv#t-9

508

4. Ageing

a. Aubrey de Grey – 2005

b. Jared Diamond – 2013 how societies can grow old better

c. Aubrey de Grey - Undoing Ageing – 2013

5. Child labour and Child abuse

a. Satyamev Jayate – Child Sexual Abuse – 13th May 2012

b. Sebastián Bortnik: The conversation we're not having about digital child abuse

-https://www.ted.com/talks/sebastian_bortnik_the_conversation_we_re_not_having_about_di

gital_child_abuse

c. Nadine Burke Harris - 2014 How childhood trauma affects health across a lifetime -

https://www.ted.com/talks/nadine_burke_harris_how_childhood_trauma_affects_health_acro

ss_a_lifetime#t-9545

6. Drug Abuse -

a. Michael Botticelli - Addiction is a disease. We should treat it like one -

https://www.ted.com/talks/michael_botticelli_addiction_is_a_disease_we_should_treat_it_lik

e_one

b. Johann Hari - Everything you think you know about addiction is wrong -

https://www.ted.com/talks/johann_hari_everything_you_think_you_know_about_addiction_i

s_wrong

7. Terrorism:

a. Jason McCue_2012 -

https://www.ted.com/talks/jason_mccue_terrorism_is_a_failed_brand

b. LorettaNapoleoni_2009 -

https://www.ted.com/talks/loretta_napoleoni_the_intricate_economics_of_terrorism

c. MohamedAli_2013 -

https://www.ted.com/talks/mohamed_ali_the_link_between_unemployment_and_terrorism

d. ZakEbrahim_2014

8. Climate Change:

a. Why climate change is a threat to human rights by Mary Robinson -

https://www.ted.com/talks/mary_robinson_why_climate_change_is_a_threat_to_human_right

s?referrer=playlist-why_climate_change_is_a_human#t-6505

b. My country will be underwater soon — unless we work together by Anote Tong -

https://www.ted.com/talks/anote_tong_my_country_will_be_underwater_soon_unless_we_w

ork_together?referrer=playlist-why_climate_change_is_a_human&language=en#t-3902

c. Why lakes and rivers should have the same rights as humans by Kelsey Leonard –

https://www.ted.com/talks/kelsey_leonard_why_lakes_and_rivers_should_have_the_same_ri

ghts_as_humans?referrer=playlist-why_climate_change_is_a_human&language=en

d. The link between climate change, health and poverty by Cheryl Holder –

https://www.ted.com/talks/cheryl_holder_the_link_between_climate_change_health_and_pov

erty?referrer=playlist-why_climate_change_is_a_human&language=en

e. Climate change will displace millions. Here's how we prepare by Colette Pichon

Battle –

https://www.ted.com/talks/colette_pichon_battle_climate_change_will_displace_millions_her

e_s_how_we_prepare?referrer=playlist-why_climate_change_is_a_human&language=en

f. The economic injustice of plastic by Van Jones –

https://www.ted.com/talks/van_jones_the_economic_injustice_of_plastic?referrer=playlist-w

hy_climate_change_is_a_human&language=en

9. DEVELOPMENT:

a. AnilGupta_2009 India's hidden hotbeds of invention -

https://www.ted.com/talks/anil_gupta_india_s_hidden_hotbeds_of_invention

b. EstherDuflo_2010-Social experiment to fight poverty -

https://www.ted.com/talks/esther_duflo_social_experiments_to_fight_poverty

c. HansRosling_2006 The best stats you have ever seen -

https://www.ted.com/talks/hans_rosling_the_best_stats_you_ve_ever_seen

d. HansRosling_2007 New insight on poverty -

https://www.ted.com/talks/hans_rosling_new_insights_on_poverty

e. HansRosling_2009 -Asia's Rise -How n when -

https://www.ted.com/talks/hans_rosling_asia_s_rise_how_and_when

f. IqbalQuadir_2005- How mobile phones can fight poverty

https://www.ted.com/talks/iqbal_quadir_how_mobile_phones_can_fight_poverty

g. JamieDrummond_2012G- Lets crowdsource the world's goals -

https://www.ted.com/talks/jamie_drummond_let_s_crowdsource_the_world_s_goa

ls

h. JessicaJackley_2010G-480p-en - Poverty, money -- and love -

https://www.ted.com/talks/jessica_jackley_poverty_money_and_love

i. RichardWilkinson- 2011- How economic inequality harms society -

https://www.ted.com/talks/richard_wilkinson_how_economic_inequality_harms_s

ocieties

j. SherylWuDunn -Our century's greatest injustice -

https://www.ted.com/talks/sheryl_wudunn_our_century_s_greatest_injustice

10. CORRUPTION:

a. AfraRaymond_201on Corruption -

https://www.ted.com/talks/afra_raymond_three_myths_about_corruption

b. ShaffiMather_2009- A New way to fight corruption -

https://www.ted.com/talks/shaffi_mather_a_new_way_to_fight_corruption

§  CIA I is a 10 marks assignment and involves the adoption of any one or two of the following methods: written Assignment, Book/Article review, group presentations, symposium, group task, Individual seminars, Quiz, and class test.

§  CIA II is the 2 hour long 25 mark Mid semester Examination (50 marks reduced to 25 mark weight-age) conducted during August/January 

The pattern for the exam is as follows:

Section A: Attempt any 3 questions out of the 5/6 options given. Each question carries 5 marks

Section B: Attempt any 2 questions out of the 3 options given. Each question carries 10 marks

Section C: This section has 1 compulsory question that carries 15 marks

§  CIA III carries 10 marks and is based on an assignment that is set for the course. 

§  Attendance - Attendance carries 5 marks 

·  End Semester Examination (ESE) is conducted at the end of the semester. This is a 3 hour long exam for a weightage of 50 marks

                      The pattern for the exam is given below:

Section A: Attempt any 6 questions out of the 9 options given. Each question carries 5 marks

Section B: Attempt any 4 questions out of the 6 options given. Each question carries 10 marks

 Section C: Attempt any 2 questions out of the 3 options given. Each question carries 15 marks

Course Description:

 This course tries to introduce to the students the concept of ecology from a historical perspective and the integral relationship between man, community and environment. The course also tries to initiate discussions on the pertinent ecological issues, emerging concerns, environmental movements and the reactions to them.

Course Objectives:

Rangarajan, M. (2015). Nature and nation: Essays on environmental history. Ranikhet: Permanent Black in association with Ashoka University.

Shiva, V. (2013). Making peace with the earth: Beyond resource, land and food wars. Auckland Park, South Africa: Jacana Media.

Ashworth, William & Little, E.Charges. (2004). Encyclopedia of Environmental Studies. New Delhi: Viva Books.

Buckingham, Susan & Turner, Mike. (2008). Environmental Issues. Los Angeles: Sage Publications

Emilio F. Moran. (2006). People and Nature: An Introduction to Human Ecological Relations. Wiley-Blackwell.

Nelissen, Nico.Klinkers & Leon, Straaten.Jan.Van.Der. (Eds.).  (2007). Classics in Environmental Studies: An Overview of Classic Texts in Environmental Studies. New Delhi: Kusum Publishing.

CIA I - CIA I carries 10 marks and involves the adoption of any one or two of the following methods: written Assignment, Book/Article review, group presentations, symposium, group task, Individual seminars, Quiz, and class test.  

CIA II - Mid semester Examination conducted for a total weightage of 25 marks

CIA III - CIA III also carries 10 marks and involves the adoption of any one or two of the above said methods.

Attendance - Attendance carries 5 marks

The course teacher would decide the internal assessment methods to be adopted for a given semester and would incorporate them in the course plan for validation which will be circulated among the students in the beginning of each semester.

Course Description: Criticism is often rampant against our education system for reasons related to its quality, access, substance, its relevance in a changing/changed world and so on. Against this background the course is intended to allow the student to help understand the general sociological understandings of education and to proceed towards gaining a foundational knowledge of its problems against the larger context of globalization as well as in the specific context of India. 

Course Objective:

● To acquire basic knowledge and understanding of Sociology of education.

● To have a foundational understanding of the problems confronted by educational systems in the Indian context.

● To have a general understanding of the crisis of education in the era of globalization.

● To learn more about the critical role of intersectionalities like class, gender, caste etc., in educational institutions

1. Education as an agent in socialisation and its role in stratification

2. Human capital and educational progressivism

3. Education, Social reproduction and the question of Cultural capital 

1. Education as an agent in socialisation and its role in stratification

2. Human capital and educational progressivism

3. Education, Social reproduction and the question of Cultural capital 

1. Education as an agent in socialisation and its role in stratification

2. Human capital and educational progressivism

3. Education, Social reproduction and the question of Cultural capital 

1. Colonialism, Reform and Nationalism

2. Issues of inequality, Gender and Child labour

3. Right to Education and other policies, programmes

1. Colonialism, Reform and Nationalism

2. Issues of inequality, Gender and Child labour

3. Right to Education and other policies, programmes

1. Colonialism, Reform and Nationalism

2. Issues of inequality, Gender and Child labour

3. Right to Education and other policies, programmes

1. The emergence of Sociology of Education as a field of study in India

2. Education and the demise of vernaculars

3. Education and Indigenous knowledge systems

1. The emergence of Sociology of Education as a field of study in India

2. Education and the demise of vernaculars

3. Education and Indigenous knowledge systems

1. The emergence of Sociology of Education as a field of study in India

2. Education and the demise of vernaculars

3. Education and Indigenous knowledge systems