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ECO531 - STATISTICS FOR ECONOMICS (2022 Batch) | |
Total Teaching Hours for Semester:60 |
No of Lecture Hours/Week:4 |
Max Marks:100 |
Credits:4 |
Course Objectives/Course Description |
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This course 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. |
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Learning Outcome |
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By the end of the course the student should be able to: 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. |
Unit-1 |
Teaching Hours:15 |
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Measures of Central Tendency and Dispersion
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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. | ||
Unit-1 |
Teaching Hours:15 |
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Measures of Central Tendency and Dispersion
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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. | ||
Unit-1 |
Teaching Hours:15 |
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Measures of Central Tendency and Dispersion
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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. | ||
Unit-2 |
Teaching Hours:15 |
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Index Numbers
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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. | ||
Unit-2 |
Teaching Hours:15 |
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Index Numbers
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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. | ||
Unit-2 |
Teaching Hours:15 |
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Index Numbers
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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. | ||
Unit-3 |
Teaching Hours:10 |
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Probability Concepts
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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. | ||
Unit-3 |
Teaching Hours:10 |
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Probability Concepts
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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. | ||
Unit-3 |
Teaching Hours:10 |
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Probability Concepts
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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. | ||
Unit-4 |
Teaching Hours:10 |
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Correlation Analysis
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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. | ||
Unit-4 |
Teaching Hours:10 |
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Correlation Analysis
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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. | ||
Unit-4 |
Teaching Hours:10 |
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Correlation Analysis
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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. | ||
Unit-5 |
Teaching Hours:10 |
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Testing of Hypothesis
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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. | ||
Unit-5 |
Teaching Hours:10 |
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Testing of Hypothesis
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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. | ||
Unit-5 |
Teaching Hours:10 |
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Testing of Hypothesis
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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. | ||
Text Books And Reference Books:
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Essential Reading / Recommended Reading
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Evaluation Pattern
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ECO541A - PUBLIC FINANCE (2022 Batch) | ||
Total Teaching Hours for Semester:60 |
No of Lecture Hours/Week:4 |
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Max Marks:100 |
Credits:4 |
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Course Objectives/Course Description |
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Learning Outcome |
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CO1: List out various reasons for the market failure and mechanisms to deal with market failure situation. CO2: Demonstrate a good understanding of the fiscal framework for taxing and spending and of fiscal policy principles CO3: Examine key issues and challenges in fiscal policy in a particular development or country context. CO4: Discuss the reasons for government intervention in the economy as well as different types of regulation CO5: Evaluate and compare different policies of taxation, public expenditure and public borrowing and public borrowing |
Unit-1 |
Teaching Hours:10 |
Role of Government in Organised Society
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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 | |
Unit-1 |
Teaching Hours:10 |
Role of Government in Organised Society
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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 | |
Unit-1 |
Teaching Hours:10 |
Role of Government in Organised Society
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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 | |
Unit-1 |
Teaching Hours:10 |
Role of Government in Organised Society
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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 | |
Unit-2 |
Teaching Hours:14 |
Public Goods and Public Sector
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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 | |
Unit-2 |
Teaching Hours:14 |
Public Goods and Public Sector
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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 | |
Unit-2 |
Teaching Hours:14 |
Public Goods and Public Sector
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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 | |
Unit-2 |
Teaching Hours:14 |
Public Goods and Public Sector
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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 | |
Unit-3 |
Teaching Hours:6 |
Public Expenditure
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Structure and growth of public expenditure; Wagner’s Law of increasing state activities; Wiseman-Peacock hypothesis; Trends of Public expenditure
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Unit-3 |
Teaching Hours:6 |
Public Expenditure
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Structure and growth of public expenditure; Wagner’s Law of increasing state activities; Wiseman-Peacock hypothesis; Trends of Public expenditure
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Unit-3 |
Teaching Hours:6 |
Public Expenditure
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Structure and growth of public expenditure; Wagner’s Law of increasing state activities; Wiseman-Peacock hypothesis; Trends of Public expenditure
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Unit-3 |
Teaching Hours:6 |
Public Expenditure
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Structure and growth of public expenditure; Wagner’s Law of increasing state activities; Wiseman-Peacock hypothesis; Trends of Public expenditure
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Unit-4 |
Teaching Hours:9 |
Principles of Taxation
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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. | |
Unit-4 |
Teaching Hours:9 |
Principles of Taxation
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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. | |
Unit-4 |
Teaching Hours:9 |
Principles of Taxation
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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. | |
Unit-4 |
Teaching Hours:9 |
Principles of Taxation
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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. | |
Unit-5 |
Teaching Hours:5 |
Public Debt
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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.
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Unit-5 |
Teaching Hours:5 |
Public Debt
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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.
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Unit-5 |
Teaching Hours:5 |
Public Debt
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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.
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Unit-5 |
Teaching Hours:5 |
Public Debt
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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.
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Unit-6 |
Teaching Hours:9 |
Government Budget and Policy
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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
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Unit-6 |
Teaching Hours:9 |
Government Budget and Policy
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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
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Unit-6 |
Teaching Hours:9 |
Government Budget and Policy
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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
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Unit-6 |
Teaching Hours:9 |
Government Budget and Policy
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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
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Unit-7 |
Teaching Hours:7 |
Federal Finance
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Federal Finance: Different layers of the government; Inter governmental Transfer; horizontal vs. vertical equity; Principle of federal finance; Finance Commission. | |
Unit-7 |
Teaching Hours:7 |
Federal Finance
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Federal Finance: Different layers of the government; Inter governmental Transfer; horizontal vs. vertical equity; Principle of federal finance; Finance Commission. | |
Unit-7 |
Teaching Hours:7 |
Federal Finance
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Federal Finance: Different layers of the government; Inter governmental Transfer; horizontal vs. vertical equity; Principle of federal finance; Finance Commission. | |
Unit-7 |
Teaching Hours:7 |
Federal Finance
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Federal Finance: Different layers of the government; Inter governmental Transfer; horizontal vs. vertical equity; Principle of federal finance; Finance Commission. | |
Text Books And Reference Books: 1. Musgrave and Musgrave: Public Finance in Theory and Practice (Fifth Edition). 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
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Essential Reading / Recommended Reading
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Evaluation Pattern CIA I: 20 Marks CIA II: 50 Marks (Mid-semester Examination) CIA III: 20 Marks End Semester Examination : 100 Marks | |
ECO541B - MATHEMATICAL METHODS FOR ECONOMICS (2022 Batch) | |
Total Teaching Hours for Semester:60 |
No of Lecture Hours/Week:4 |
Max Marks:100 |
Credits:4 |
Course Objectives/Course Description |
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This course 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. |
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Learning Outcome |
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CO1: Demonstrate knowledge of understanding mathematical tools like basic functional forms, matrix algebra techniques, rules of differentiation, rules of integration, constrained & unconstrained optimization etc. for analyzing economic theories CO2: Identify the mathematical tools required to address economic problems, solve the numerical problems by applying mathematical methods and interpret the results. CO3: Develop both independent learning and group work skills. |
Unit-1 |
Teaching Hours:15 |
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Introduction & Functions
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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).
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Unit-1 |
Teaching Hours:15 |
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Introduction & Functions
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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).
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Unit-1 |
Teaching Hours:15 |
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Introduction & Functions
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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).
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Unit-2 |
Teaching Hours:10 |
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Matrices
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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.
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Unit-2 |
Teaching Hours:10 |
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Matrices
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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.
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Unit-2 |
Teaching Hours:10 |
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Matrices
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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.
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Unit-3 |
Teaching Hours:15 |
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Differential Calculus
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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 | |||||||||||
Unit-3 |
Teaching Hours:15 |
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Differential Calculus
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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 | |||||||||||
Unit-3 |
Teaching Hours:15 |
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Differential Calculus
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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 | |||||||||||
Unit-4 |
Teaching Hours:15 |
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Optimization
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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. | |||||||||||
Unit-4 |
Teaching Hours:15 |
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Optimization
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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. | |||||||||||
Unit-4 |
Teaching Hours:15 |
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Optimization
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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. | |||||||||||
Unit-5 |
Teaching Hours:5 |
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Integral Calculus
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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. | |||||||||||
Unit-5 |
Teaching Hours:5 |
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Integral Calculus
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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. | |||||||||||
Unit-5 |
Teaching Hours:5 |
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Integral Calculus
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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. | |||||||||||
Text Books And Reference Books: Chiang, A. C: Fundamental Methods of Mathematical Economics. 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 | |||||||||||
Essential Reading / Recommended Reading Allen, R.G.D: Mathematical Analysis for Economists. Yamane: Mathematics for Economists - An Elementary Survey. | |||||||||||
Evaluation Pattern
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ECO541C - BEHAVIOURAL ECONOMICS (2022 Batch) | |||||||||||
Total Teaching Hours for Semester:60 |
No of Lecture Hours/Week:4 |
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Max Marks:100 |
Credits:4 |
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Course Objectives/Course Description |
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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. |
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Learning Outcome |
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CO1: To introduce the basic principles, approaches and methods of behavioural economics CO2: To understand and apply the tools of behavioural economics in real-world scenarios CO3: To interpret findings of behavioural economics research and understand how they are being applied to public policy making |
Unit-1 |
Teaching Hours:10 |
An Introduction to Behavioural Economics
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Evolution of behavioural economics - Economic way of thinking – Psychology and Decision Making – Rationality, Irrationality and Bounded Rationality | |
Unit-1 |
Teaching Hours:10 |
An Introduction to Behavioural Economics
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Evolution of behavioural economics - Economic way of thinking – Psychology and Decision Making – Rationality, Irrationality and Bounded Rationality | |
Unit-1 |
Teaching Hours:10 |
An Introduction to Behavioural Economics
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Evolution of behavioural economics - Economic way of thinking – Psychology and Decision Making – Rationality, Irrationality and Bounded Rationality | |
Unit-2 |
Teaching Hours:20 |
Foundations of Behavioural Economics
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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 | |
Unit-2 |
Teaching Hours:20 |
Foundations of Behavioural Economics
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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 | |
Unit-2 |
Teaching Hours:20 |
Foundations of Behavioural Economics
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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 | |
Unit-3 |
Teaching Hours:15 |
Heuristics and Biases
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Emotions and human behaviour, Interaction between emotions and cognition, Heuristics & Biases: Cognitive and emotional biases Representativeness, Substitution, Availability, Affect, Anchoring, framing Biases | |
Unit-3 |
Teaching Hours:15 |
Heuristics and Biases
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Emotions and human behaviour, Interaction between emotions and cognition, Heuristics & Biases: Cognitive and emotional biases Representativeness, Substitution, Availability, Affect, Anchoring, framing Biases | |
Unit-3 |
Teaching Hours:15 |
Heuristics and Biases
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Emotions and human behaviour, Interaction between emotions and cognition, Heuristics & Biases: Cognitive and emotional biases Representativeness, Substitution, Availability, Affect, Anchoring, framing Biases | |
Unit-4 |
Teaching Hours:15 |
Social Preferences
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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 | |
Unit-4 |
Teaching Hours:15 |
Social Preferences
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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 | |
Unit-4 |
Teaching Hours:15 |
Social Preferences
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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 | |
Text Books And Reference Books: Nick Wilkinson and Matthias Hales, An Introduction to Behavioral Economics, 2nd Edition, Palgrave Macmillan 2012. | |
Essential Reading / Recommended Reading ● Thaler, R. H., & Sunstein, C. R. Nudge: Improving decisions about health, wealth, and happiness. ● 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. | |
Evaluation Pattern CIA 1: 20 Marks CIA 2 (Mid Semester Exam): 50 Marks
CIA 3: 20 Marks ESE: 100 Marks | |
POL531 - INTRODUCTION TO INTERNATIONAL RELATIONS (2022 Batch) | |
Total Teaching Hours for Semester:60 |
No of Lecture Hours/Week:4 |
Max Marks:100 |
Credits:4 |
Course Objectives/Course Description |
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Course description: This course has been conceptualized in order to make the students understand the basic aspects of International relations which include nature and scope, various approaches, key conceptual terminologies in IR and the current issues in the field. Course objectives: To introduce the students to:
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Learning Outcome |
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CO1: Demonstrate an understanding of  key concepts and theories of IR CO2: Understand the historical evolution of IR and its relevance of contemporary world CO3: Acquire analytical ability to assess international issues |
Unit-1 |
Teaching Hours:10 |
International Relations: Introduction and Concepts
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Unit-1 |
Teaching Hours:10 |
International Relations: Introduction and Concepts
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Unit-2 |
Teaching Hours:15 |
Approaches to International Relations
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Unit-2 |
Teaching Hours:15 |
Approaches to International Relations
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Unit-3 |
Teaching Hours:15 |
War, Alliances and Counter Alliances
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Unit-3 |
Teaching Hours:15 |
War, Alliances and Counter Alliances
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Unit-4 |
Teaching Hours:10 |
State and Foreign Policy
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Unit-4 |
Teaching Hours:10 |
State and Foreign Policy
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Unit-5 |
Teaching Hours:10 |
Issues in International Relations
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Unit-5 |
Teaching Hours:10 |
Issues in International Relations
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Text Books And Reference Books:
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Essential Reading / Recommended Reading
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Evaluation Pattern
CIA I – Class Test / Assignment / Presentation – 10% CIA II – Mid Semester Examination – 25% CIA III – Research Topic/Presentation – 10%
Attendance – 05%
End Semester Examination – 50%
TOTAL 100% | |
POL541A - DEMOCRACY AND ETHICS (2022 Batch) | |
Total Teaching Hours for Semester:60 |
No of Lecture Hours/Week:4 |
Max Marks:100 |
Credits:4 |
Course Objectives/Course Description |
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The course on "Democracy and Ethics" is to introduce and discuss the moral foundations ofdemocracy in principle, and democratic institutions, in particular. The students are initiated tovarious types of moral discourses in political philosophy. Further, this course looks at thedevelopment of democracy, in the global as well as the national realm. Democracy as an idealget fructified in the form of a government, which in turn is based on the principles of justice,freedom, equality and fraternity. Ethics acts as the premise on which a successful democracyrest. |
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Learning Outcome |
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CO1: To understand the conceptual as well as practical nuances of the relationship between democracy and ethics. CO2: To effectively engage with the ethical and moral paradigms as individuals and members of the democracy CO3: To understand the ethical nature of Indian democracy and the challenges it faces and conceptualise effective remedies and avenues of intervention.
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Unit-1 |
Teaching Hours:8 |
RELATIONSHIP BETWEEN DEMOCRACY AND ETHICS: AN INTRODUCTION
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Concept of Democracy: Contemporary Discussions; Principles of Democracy, Concept ofEthics: MajorApproachestoEthics,Relationshipbetweenethicsanddemocracy:Conceptsofauthority,legitimacy,consent,constitutionalgovernmentandruleoflaw | |
Unit-1 |
Teaching Hours:8 |
RELATIONSHIP BETWEEN DEMOCRACY AND ETHICS: AN INTRODUCTION
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Concept of Democracy: Contemporary Discussions; Principles of Democracy, Concept ofEthics: MajorApproachestoEthics,Relationshipbetweenethicsanddemocracy:Conceptsofauthority,legitimacy,consent,constitutionalgovernmentandruleoflaw | |
Unit-2 |
Teaching Hours:12 |
WESTERN VIEWS OF ETHICS
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Duty EthicsorDeontologicalEthics; UtilitarianApproach;CriticalWesternApproaches:Post-colonial,Feminist, Marxist | |
Unit-2 |
Teaching Hours:12 |
WESTERN VIEWS OF ETHICS
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Duty EthicsorDeontologicalEthics; UtilitarianApproach;CriticalWesternApproaches:Post-colonial,Feminist, Marxist | |
Unit-3 |
Teaching Hours:15 |
INDIAN VIEWS ON ETHICS
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HinduTradition:DharmaandKarma,Purusharthas;BuddhistTradition:FourNobleTruths and Eight-fold Path; Indian syncretic traditions: Ashoka, Akbar, Kabir, Saint Basava,Thiruvalluvar,Thukaram | |
Unit-3 |
Teaching Hours:15 |
INDIAN VIEWS ON ETHICS
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HinduTradition:DharmaandKarma,Purusharthas;BuddhistTradition:FourNobleTruths and Eight-fold Path; Indian syncretic traditions: Ashoka, Akbar, Kabir, Saint Basava,Thiruvalluvar,Thukaram | |
Unit-4 |
Teaching Hours:15 |
INDIAN DEMOCRACY- THEORY AND PRACTICE
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Anti-colonial movements and democratisation; Democracy and Ethics in Indian constitution:Preamble,FundamentalRights,DPSP;Gandhi’scontributiontothedebate; Critical traditions:QuestionofCaste,CommunityandDemocracy:Phule,Ambedkar,Lohia,Periyar,SreeNarayanaGuru | |
Unit-4 |
Teaching Hours:15 |
INDIAN DEMOCRACY- THEORY AND PRACTICE
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Anti-colonial movements and democratisation; Democracy and Ethics in Indian constitution:Preamble,FundamentalRights,DPSP;Gandhi’scontributiontothedebate; Critical traditions:QuestionofCaste,CommunityandDemocracy:Phule,Ambedkar,Lohia,Periyar,SreeNarayanaGuru | |
Unit-5 |
Teaching Hours:10 |
CHALLENGES TO INDIAN DEMOCRACY
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Institutional measures to ensure ethical character of politics: ethical code of conduct duringelections and their limitations; Majoritarianism in parliament; Distortion of national historyand politicisation of education; Freedom of expression, media; Independence of the judicialsystem | |
Unit-5 |
Teaching Hours:10 |
CHALLENGES TO INDIAN DEMOCRACY
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Institutional measures to ensure ethical character of politics: ethical code of conduct duringelections and their limitations; Majoritarianism in parliament; Distortion of national historyand politicisation of education; Freedom of expression, media; Independence of the judicialsystem | |
Text Books And Reference Books:
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Essential Reading / Recommended Reading
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Evaluation Pattern CIA I - Individual Assignment CIA II - Mid Semester Exam CIA III - Group Assignment | |
POL541B - FOUNDATIONS OF PUBLIC POLICY (2022 Batch) | |
Total Teaching Hours for Semester:60 |
No of Lecture Hours/Week:4 |
Max Marks:100 |
Credits:4 |
Course Objectives/Course Description |
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Public policies essentially capture the intentions of the government. Without a policy, there can be no governance. To govern there must be a set of guidelines. Policies provide those guidelines. Policies enable the public to measure the achievements of the government. A policy document lists out the intentions or objectives of the government for a social problem. This course introduces the foundations of public policy to the students. Policies on important subjects like Health, Education Forests and Environment etc. are important areas of study in this course |
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Learning Outcome |
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CO1: Apply social science methods and design public policy to practical problems of government, communities, regions, and/or global issues. CO2: Demonstrate the ability to analyse public policy through the contextual application of theories. CO3: Develop critical thinking about public policy issues and the ability to conduct professional
analyses of social, political, and economic structures and bureaucratic processes. CO4: Develop a sensitive approach towards public policy themes like environment, health,
education etc. |
Unit-1 |
Teaching Hours:8 |
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Key Concepts and Theories of Public Policy
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Introduction to Public Policy: Meaning, definitions and fundamental concepts; Charecteristics of public policy; nature, scope and significance. Approaches to Public Policy: Major Theories and Perspectives | |||||||||||
Unit-1 |
Teaching Hours:8 |
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Key Concepts and Theories of Public Policy
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Introduction to Public Policy: Meaning, definitions and fundamental concepts; Charecteristics of public policy; nature, scope and significance. Approaches to Public Policy: Major Theories and Perspectives | |||||||||||
Unit-2 |
Teaching Hours:16 |
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Stages in Public Policy Process
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Public Policy formulation; Role of different actors and challenges, Policy Analysis Public Policy Implementation; approaches, actors and challenges Public Policy Evaluation: Types, barriers and evaluating agencies Role of local, regional, national and global factors in the public policy process Globalisation and public policy | |||||||||||
Unit-2 |
Teaching Hours:16 |
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Stages in Public Policy Process
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Public Policy formulation; Role of different actors and challenges, Policy Analysis Public Policy Implementation; approaches, actors and challenges Public Policy Evaluation: Types, barriers and evaluating agencies Role of local, regional, national and global factors in the public policy process Globalisation and public policy | |||||||||||
Unit-3 |
Teaching Hours:16 |
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Environment and Health Policy
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Environment Policy: Environmental Issues, Environmental Pollution, Constitutional and legal safeguards, Environment administration, Judicial Responses, Civil society and environment preservation in India. Health Policy: Features, Health Policy in colonial India, Bhore Committee Report, National Health Policy in Neoliberal phase, National Health Rural and Urban Mission Case Study on the environment and health policy | |||||||||||
Unit-3 |
Teaching Hours:16 |
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Environment and Health Policy
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Environment Policy: Environmental Issues, Environmental Pollution, Constitutional and legal safeguards, Environment administration, Judicial Responses, Civil society and environment preservation in India. Health Policy: Features, Health Policy in colonial India, Bhore Committee Report, National Health Policy in Neoliberal phase, National Health Rural and Urban Mission Case Study on the environment and health policy | |||||||||||
Unit-4 |
Teaching Hours:12 |
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Policy on Population, Education and Social Welfare
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Population Policy: Effects of population explosion, Progression, National Population Policy Education Policy: Evolution of education system, Constitutional Vision, Educational administration, New Education Policy Education commissions and committees, Right to education, Issues and challenges before Indian Education Welfare Policies-Women Empowerment (Self Help Group movement), MGNREGA, National Food Security Act Case Studies on education and welfare policies | |||||||||||
Unit-4 |
Teaching Hours:12 |
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Policy on Population, Education and Social Welfare
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Population Policy: Effects of population explosion, Progression, National Population Policy Education Policy: Evolution of education system, Constitutional Vision, Educational administration, New Education Policy Education commissions and committees, Right to education, Issues and challenges before Indian Education Welfare Policies-Women Empowerment (Self Help Group movement), MGNREGA, National Food Security Act Case Studies on education and welfare policies | |||||||||||
Unit-5 |
Teaching Hours:8 |
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Ethics in Public Policy
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Essence, determinants and consequences of Ethics in-human actions; dimensions of ethics; ethics - in private and public relationships. Ethical Concerns and Dilemmas in governance Aptitude and foundational values for Civil Service: integrity, impartiality and non-partisanship, objectivity, dedication to public service, empathy, tolerance and compassion towards the weaker-sections Probity in Governance: Concept of public service, Right to Information, Codes of Ethics, Codes of Conduct, Citizen’s Charters, Work culture, Quality of service delivery, Utilization of public funds, challenges of corruption Case Studies on ethics in public policy | |||||||||||
Unit-5 |
Teaching Hours:8 |
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Ethics in Public Policy
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Essence, determinants and consequences of Ethics in-human actions; dimensions of ethics; ethics - in private and public relationships. Ethical Concerns and Dilemmas in governance Aptitude and foundational values for Civil Service: integrity, impartiality and non-partisanship, objectivity, dedication to public service, empathy, tolerance and compassion towards the weaker-sections Probity in Governance: Concept of public service, Right to Information, Codes of Ethics, Codes of Conduct, Citizen’s Charters, Work culture, Quality of service delivery, Utilization of public funds, challenges of corruption Case Studies on ethics in public policy | |||||||||||
Text Books And Reference Books: Public Policy; Theory and Concepts by Bidyut Chakrabarthy Public Policy, An Introduction to Theory and Practice of policy analysis by-Wayne Parsons Public Policy making in India by V. Ayyar Upadhyay, R. (2019). Ethics, Integrity, and Aptitude in Governance (First ed.). SAGE Publications Pvt. Ltd Kumar, N. (2020). Lexicon for Ethics, Integrity & Aptitude - 6th Paper Edition. Chronicle books. Rumki Basu: Democracy and Public Policy in the Post Covid world (Routledge)
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Essential Reading / Recommended Reading Ethics in Governance:Innovations, Issues and Instrumentalities By Ramesh K Ed Arora. Book Details: Publisher Rawat Publications, Jaipur Reddy, N. K., & Ajmera, S. (2015). Ethics, Integrity and Aptitude. McGraw-Hill Education. Sheeran, P. J. (1993). Ethics in public administration: A philosophical approach. Greenwood Publishing Group. | |||||||||||
Evaluation Pattern
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SOC531 - METHODS OF SOCIAL RESEARCH (2022 Batch) | |||||||||||
Total Teaching Hours for Semester:60 |
No of Lecture Hours/Week:4 |
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Max Marks:100 |
Credits:4 |
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Course Objectives/Course Description |
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This paper 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. |
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Learning Outcome |
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CO1: Discuss the philosophical basis of research methodology CO2: Examine the logic of research design CO3: Identify and design appropriate tools for data collection and methods of data analysis CO4: Analyse contemporary issues in qualitative and quantitative research CO5: Conceptualize and design a research project on their own |
Unit-1 |
Teaching Hours:15 |
Social Research : An Introduction
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Unit-1 |
Teaching Hours:15 |
Social Research : An Introduction
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Unit-1 |
Teaching Hours:15 |
Social Research : An Introduction
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Unit-2 |
Teaching Hours:15 |
The Structure of Inquiry
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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 | |
Unit-2 |
Teaching Hours:15 |
The Structure of Inquiry
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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 | |
Unit-2 |
Teaching Hours:15 |
The Structure of Inquiry
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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 | |
Unit-3 |
Teaching Hours:15 |
Sampling Technique
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1. Sampling : Meaning & characteristic 2. Role of Sampling in social research 3. Types : a. Probability b. Non Probability | |
Unit-3 |
Teaching Hours:15 |
Sampling Technique
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1. Sampling : Meaning & characteristic 2. Role of Sampling in social research 3. Types : a. Probability b. Non Probability | |
Unit-3 |
Teaching Hours:15 |
Sampling Technique
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1. Sampling : Meaning & characteristic 2. Role of Sampling in social research 3. Types : a. Probability b. Non Probability | |
Unit-4 |
Teaching Hours:10 |
Data Collection & Processing
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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 | |
Unit-4 |
Teaching Hours:10 |
Data Collection & Processing
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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 | |
Unit-4 |
Teaching Hours:10 |
Data Collection & Processing
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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 | |
Unit-5 |
Teaching Hours:5 |
Report Writing
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1. Structure 2. Contents 3. Review of literature 4. References/ Citation Style a. Bibliography b. Footnote/ Endnote | |
Unit-5 |
Teaching Hours:5 |
Report Writing
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1. Structure 2. Contents 3. Review of literature 4. References/ Citation Style a. Bibliography b. Footnote/ Endnote | |
Unit-5 |
Teaching Hours:5 |
Report Writing
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1. Structure 2. Contents 3. Review of literature 4. References/ Citation Style a. Bibliography b. Footnote/ Endnote | |
Text Books And Reference Books:
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. | |
Essential Reading / Recommended Reading
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. | |
Evaluation Pattern · Continuous Internal Assessment or CIA constitutes a total of 50 marks. The distribution is as follows: § 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 | |
SOC541A - ANALYSIS OF CONTEMPORARY SOCIAL PROBLEMS (2022 Batch) | |
Total Teaching Hours for Semester:60 |
No of Lecture Hours/Week:4 |
Max Marks:100 |
Credits:4 |
Course Objectives/Course Description |
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Course Description: This 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 |
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Learning Outcome |
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CO1: Identify and define a Social Problem CO2: Explain how social problems interact and react with the larger society and how it affects individual life. CO3: Demonstrate a socially sensitive approach while analyzing issues connected with marginalization, social exclusion etc |
Unit-1 |
Teaching Hours:10 |
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Sociological Analysis of Social Problems
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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 | |||
Unit-1 |
Teaching Hours:10 |
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Sociological Analysis of Social Problems
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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 | |||
Unit-1 |
Teaching Hours:10 |
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Sociological Analysis of Social Problems
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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 | |||
Unit-2 |
Teaching Hours:20 |
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Population and Health and other social problems
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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 | |||
Unit-2 |
Teaching Hours:20 |
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Population and Health and other social problems
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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 | |||
Unit-2 |
Teaching Hours:20 |
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Population and Health and other social problems
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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 | |||
Unit-3 |
Teaching Hours:20 |
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Development Caveats
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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 | |||
Unit-3 |
Teaching Hours:20 |
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Development Caveats
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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 | |||
Unit-3 |
Teaching Hours:20 |
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Development Caveats
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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 | |||
Unit-4 |
Teaching Hours:10 |
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Human Rights Issues
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1. Origin and institutionalization - Human Rights Declaration and Human Rights Organizations 2. Violations of Human Rights – Minority Community , LGBTQI++, Race | |||
Unit-4 |
Teaching Hours:10 |
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Human Rights Issues
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1. Origin and institutionalization - Human Rights Declaration and Human Rights Organizations 2. Violations of Human Rights – Minority Community , LGBTQI++, Race | |||
Unit-4 |
Teaching Hours:10 |
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Human Rights Issues
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1. Origin and institutionalization - Human Rights Declaration and Human Rights Organizations 2. Violations of Human Rights – Minority Community , LGBTQI++, Race | |||
Text Books And Reference Books:
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Essential Reading / Recommended Reading
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 | |||
Evaluation Pattern · Continuous Internal Assessment or CIA constitutes a total of 50 marks. The distribution is as follows: § 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 | |||
SOC541C - SOCIAL ECOLOGY (2022 Batch) | |||
Total Teaching Hours for Semester:60 |
No of Lecture Hours/Week:4 |
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Max Marks:100 |
Credits:4 |
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Course Objectives/Course Description |
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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:
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Learning Outcome |
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CO1: To describe the major concepts and theories related to ecology. CO2: To explain the environmental history at the global and national level. CO3: To explain and analyse various environmental issues CO4: To evaluate strategies of managing environmental issues. |
Unit-1 |
Teaching Hours:15 |
Introduction to Ecology and the Perspectives
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1. Understanding nature, ecology and environment: Basic concepts – environment, ecosystem, ecology, levels of organization, food chain, habitat, niche (generic, specific), Biocentrism, Anthropocentrism, Environmentalism, Carrying Capacity, Ecological Footprint, Carbon footprint, Water footprint, Virtual water. 2. Historical development of ecology: Ecology (Alexander von Humboldt, Haeckel, Eugine Warming), Human Ecology,Cultural Ecology, Social Ecology (Murray Bookchin), Deep Ecology, Sociology of Environment(Lewis Mumford, William Catton, Riley E Dunlap) 3. Waves of Environmentalism, Environmentalism of the Poor, Rachel Carson and Silent Spring, emergence of Greenpeace. 4. Perspectives on environment: Marxist, Techno -centrist and Functional; Indian thought | |
Unit-1 |
Teaching Hours:15 |
Introduction to Ecology and the Perspectives
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1. Understanding nature, ecology and environment: Basic concepts – environment, ecosystem, ecology, levels of organization, food chain, habitat, niche (generic, specific), Biocentrism, Anthropocentrism, Environmentalism, Carrying Capacity, Ecological Footprint, Carbon footprint, Water footprint, Virtual water. 2. Historical development of ecology: Ecology (Alexander von Humboldt, Haeckel, Eugine Warming), Human Ecology,Cultural Ecology, Social Ecology (Murray Bookchin), Deep Ecology, Sociology of Environment(Lewis Mumford, William Catton, Riley E Dunlap) 3. Waves of Environmentalism, Environmentalism of the Poor, Rachel Carson and Silent Spring, emergence of Greenpeace. 4. Perspectives on environment: Marxist, Techno -centrist and Functional; Indian thought | |
Unit-1 |
Teaching Hours:15 |
Introduction to Ecology and the Perspectives
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1. Understanding nature, ecology and environment: Basic concepts – environment, ecosystem, ecology, levels of organization, food chain, habitat, niche (generic, specific), Biocentrism, Anthropocentrism, Environmentalism, Carrying Capacity, Ecological Footprint, Carbon footprint, Water footprint, Virtual water. 2. Historical development of ecology: Ecology (Alexander von Humboldt, Haeckel, Eugine Warming), Human Ecology,Cultural Ecology, Social Ecology (Murray Bookchin), Deep Ecology, Sociology of Environment(Lewis Mumford, William Catton, Riley E Dunlap) 3. Waves of Environmentalism, Environmentalism of the Poor, Rachel Carson and Silent Spring, emergence of Greenpeace. 4. Perspectives on environment: Marxist, Techno -centrist and Functional; Indian thought | |
Unit-2 |
Teaching Hours:15 |
Development Processes and Environment
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1. Technology, Industrialization: Ecosystem people and practices of ecological prudence, technocentric reductionism, utilitarianism and its impact. 2. Commercialisation of Agriculture: history of agriculture, agricultural modernization and commercialization, Genetically modified crops, organic movement 3. Urbanisation and Globalisation: Commoditisation of water (case studies) 4. Deforestation and Ecological Imbalance: man- animal conflict (case studies). | |
Unit-2 |
Teaching Hours:15 |
Development Processes and Environment
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1. Technology, Industrialization: Ecosystem people and practices of ecological prudence, technocentric reductionism, utilitarianism and its impact. 2. Commercialisation of Agriculture: history of agriculture, agricultural modernization and commercialization, Genetically modified crops, organic movement 3. Urbanisation and Globalisation: Commoditisation of water (case studies) 4. Deforestation and Ecological Imbalance: man- animal conflict (case studies). | |
Unit-2 |
Teaching Hours:15 |
Development Processes and Environment
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1. Technology, Industrialization: Ecosystem people and practices of ecological prudence, technocentric reductionism, utilitarianism and its impact. 2. Commercialisation of Agriculture: history of agriculture, agricultural modernization and commercialization, Genetically modified crops, organic movement 3. Urbanisation and Globalisation: Commoditisation of water (case studies) 4. Deforestation and Ecological Imbalance: man- animal conflict (case studies). | |
Unit-3 |
Teaching Hours:15 |
Environmental Issues and Movements
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1. Environment Degradation and pollution of Natural Resources 2. Tragedy of the Commons - Encroachments over Common Property Resources 3. Energy Crisis, Global Warming, Climate Change 4. Environmental Consciousness and Ecological Movements (Chipko, Silent valley, Narmada Bachao Andolan and contemporary movements) | |
Unit-3 |
Teaching Hours:15 |
Environmental Issues and Movements
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1. Environment Degradation and pollution of Natural Resources 2. Tragedy of the Commons - Encroachments over Common Property Resources 3. Energy Crisis, Global Warming, Climate Change 4. Environmental Consciousness and Ecological Movements (Chipko, Silent valley, Narmada Bachao Andolan and contemporary movements) | |
Unit-3 |
Teaching Hours:15 |
Environmental Issues and Movements
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1. Environment Degradation and pollution of Natural Resources 2. Tragedy of the Commons - Encroachments over Common Property Resources 3. Energy Crisis, Global Warming, Climate Change 4. Environmental Consciousness and Ecological Movements (Chipko, Silent valley, Narmada Bachao Andolan and contemporary movements) | |
Unit-4 |
Teaching Hours:15 |
Environment Action and Management
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1. State and Environmental Preservation: History of Environmental Protection in India, Environment Impact Assessment (EIA) – case studies 2. Role of traditional systems in Environmental management- case studies 3. Interventions from civil society –case studies | |
Unit-4 |
Teaching Hours:15 |
Environment Action and Management
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1. State and Environmental Preservation: History of Environmental Protection in India, Environment Impact Assessment (EIA) – case studies 2. Role of traditional systems in Environmental management- case studies 3. Interventions from civil society –case studies | |
Unit-4 |
Teaching Hours:15 |
Environment Action and Management
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1. State and Environmental Preservation: History of Environmental Protection in India, Environment Impact Assessment (EIA) – case studies 2. Role of traditional systems in Environmental management- case studies 3. Interventions from civil society –case studies | |
Text Books And Reference Books: Dunlap, R.E., F H Buttel, Peter Dickens & August Gijswijt. (2017). Environmental Sociology: Classical foundations, Contemporary Insights. New Delhi: Rawat Publications. Gadgil, M and RamchandraGuha, (1994). This fissured Land: An Ecological History of India. Delhi: OUP. Guha, R. (2014). Environmentalism: A global history. London: Penguin Books. 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. | |
Essential Reading / Recommended Reading Arnold, D and Ramchandra Guha (eds.), (1999). Essays on the Environmental Nature, Culture, Imperialism: History of South Asia. Delhi: OUP. 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. Gadgil, M and Ramchandra Guha, (1995). Ecology and Equity: the Use and Abuse of Nature in Contemporary India. Delhi: Penguin. Gilbert F. La Freniere. (2012). The Decline of Nature: Environmental History and the Western Worldview. Paper Back ed. Oregon: Oak Savanna . Grove, Richard. (1996). Green Imperialism: Colonial Expansion, Tropical Island Edens and the Origins of Environmentalism, 1600-1860. Cambridge: Cambridge University Press. Guha, R. (2006). How much should a person consume?: Thinking through the environment. Delhi: Permanent Black. Guha, R. (ed). (1998). Social Ecology: Readings in Sociology and Anthropology. London: OUP. Nagendra, H. (2016). Nature in the city: Bengaluru in the past, present, and future. New Delhi, India: Oxford University Press. 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. | |
Evaluation Pattern CIA constitutes a total of 50 marks for a four-credit paper. The distribution is as follows 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.
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SOC541D - SOCIOLOGY OF EDUCATION (2022 Batch) | |
Total Teaching Hours for Semester:60 |
No of Lecture Hours/Week:4 |
Max Marks:100 |
Credits:4 |
Course Objectives/Course Description |
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Course Description: 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 |
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Learning Outcome |
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CO1: Demonstrate an understanding of the philosophy of education CO2: Explain the issues, challenges and prospects of education in the Indian context CO3: Examine the significance of education in the formation of human personality CO4: Evaluate alternative forms of education |
Unit-1 |
Teaching Hours:15 |
Major theoretical paradigms in Sociology of Education
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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 | |
Unit-1 |
Teaching Hours:15 |
Major theoretical paradigms in Sociology of Education
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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 | |
Unit-1 |
Teaching Hours:15 |
Major theoretical paradigms in Sociology of Education
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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 | |
Unit-2 |
Teaching Hours:15 |
Education in the Indian context
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1. Colonialism, Reform and Nationalism 2. Issues of inequality, Gender and Child labour 3. Right to Education and other policies, programmes | |
Unit-2 |
Teaching Hours:15 |
Education in the Indian context
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1. Colonialism, Reform and Nationalism 2. Issues of inequality, Gender and Child labour 3. Right to Education and other policies, programmes | |
Unit-2 |
Teaching Hours:15 |
Education in the Indian context
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1. Colonialism, Reform and Nationalism 2. Issues of inequality, Gender and Child labour 3. Right to Education and other policies, programmes | |
Unit-3 |
Teaching Hours:15 |
Globalisation and Education
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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 | |
Unit-3 |
Teaching Hours:15 |
Globalisation and Education
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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 | |
Unit-3 |
Teaching Hours:15 |
Globalisation and Education
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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 | |
Unit-4 |
Teaching Hours:15 |
Alternative forms of education
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1. “Totto-chan: The Little Girl at the Window” by TetsukoKurayonagi 2. “Pedagogy of the Oppressed” by Paulo Freire 3. a. Case Study of “Kanavu”; b. The story of a “Student Who Went from an Alternative to a Mainstream School” in SarojiniVittachi. Essential Readings | |
Unit-4 |
Teaching Hours:15 |
Alternative forms of education
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1. “Totto-chan: The Little Girl at the Window” by TetsukoKurayonagi 2. “Pedagogy of the Oppressed” by Paulo Freire 3. a. Case Study of “Kanavu”; b. The story of a “Student Who Went from an Alternative to a Mainstream School” in SarojiniVittachi. Essential Readings | |
Unit-4 |
Teaching Hours:15 |
Alternative forms of education
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1. “Totto-chan: The Little Girl at the Window” by TetsukoKurayonagi 2. “Pedagogy of the Oppressed” by Paulo Freire 3. a. Case Study of “Kanavu”; b. The story of a “Student Who Went from an Alternative to a Mainstream School” in SarojiniVittachi. Essential Readings | |
Text Books And Reference Books: Nambissan, Geetha B. and Srinavasa Rao ed. (2013). Sociology of Education in India: Changing Contours and Emerging Concerns. New Delhi: OUP. Chandra S S. and Rajendra Sharma (2004). Socology of Education. New Delhi: Atlantic. Mohanty, Ajit K et al (2009). Multilingual Education for Social Justice. Hyderabad: Orient Blackswan. Vittachi, Sarojini and NerrajaRaghavan (2007). Alternative Schooling in India. London, New Delhi: Sage. Bellantine, Jeanne H and Joan Z Spade (2012). Schools and Society: a sociological approach to education. Los Angeles: Sage. Skutnabb-Kangas and Tove (2000). Linguistic Genocide in Education or Worldwide Diversity and Human Rights. New Delhi: Orient Longman. Lall, Marie and Geetha B. Nambissan ed. (2011). Education and Social Justice in “the Era of Globalisation. London, New Delhi: Routledge. Bourdieu, Pierre (1973). “Cultural Reproduction and Social Reproduction”, in Brown, Robert (ed.) Knowledge, Education and Cultural Change. London: Tavistock. | |
Essential Reading / Recommended Reading Panikkar K N. (2003). Before the Night Falls. Bangalore: Books for Change. George, Alex, M. “Kanavu: Where Learning Happens: An Ethnographic Account of a Learning Space”, in Economic and Political Weekly, 40 (27): 2904-2907. Kabeer, Naila, GeethaNambissan and RamyaSubrahmanian (2003). Child Labour and the Right to Education in South Asia: Needs Versus Rights. New Delhi: Sage. Dharampal (1983: 1995). The Beautiful Tree. Coimbatore: Keerthi Publishing House. Sadgopal, Anil. (2010). “Right to Education vs. Right to Education Act” in Social Scientist, 38 (9/12): pp. 17-50 Das, Suranjan (2007). “The Higher Education in India and the Challenge of Globalisation” in Social Scientist,35 (3/4). pp. 47-67. Tikly, Leon (2001). “Globalisation and Education in the Postcolonial World: Towards a Conceptual Framework”.Comparative Education, 37 (2): pp. 151-171. Hasan, Mushirul ed. (1998). Knowledge, Power & Politics: Educational Institutions in India. New Delhi: Roli Books. Rao, S. S. (2008). “India's Language Debates and Education of Linguistic Minorities." Economic and Political Weekly,, 43(36), 63-69. | |
Evaluation Pattern § 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 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 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 | |
SOC581 - DISSERTATION-I (2022 Batch) | |
Total Teaching Hours for Semester:0 |
No of Lecture Hours/Week:0 |
Max Marks:100 |
Credits:2 |
Course Objectives/Course Description |
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Course Description: This course, along with the SOC581 offered in the sixth semester, offers students, who have been selected, an opportunity to take up a Dissertation which would help them to earn extra credits. |
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Learning Outcome |
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CO1: Conceptualise and frame a research proposal CO2: Construct a research design for a research question that they would like to work on CO3: Identify appropriate literature and review it to conceptualise the research proposal.
CO4: Design and develop tools of data collection |
Unit-1 |
Teaching Hours:0 |
Dissertation
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Interested students can apply at the end of the fourth semester. Students from PSEco, PSEng, and EPS will be selected based on merit (marks till 4 th semester), the quality of the initial research proposal submitted, clarity in terms of research plan, and availability of faculty members to guide them. Guides will be allotted based on their area of specialization/lottery method. Selected students will be expected to write a term paper/dissertation over two semesters as part of this process. Students are required to conceptualize a research problem and prepare a proposal. This proposal must cover research design, statement of the problem, review of literature and methodology. By the end of the fifth semester, they are expected to prepare the tools for data collection. This paper will not have an examination but evaluation will take place through the assessment of the proposal, review of literature, tools developed for the collection of data and the presentation made by the student through the Dissertation Colloquia. Meetings with the guide will also contribute to the assessment. | |
Unit-1 |
Teaching Hours:0 |
Dissertation
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Interested students can apply at the end of the fourth semester. Students from PSEco, PSEng, and EPS will be selected based on merit (marks till 4 th semester), the quality of the initial research proposal submitted, clarity in terms of research plan, and availability of faculty members to guide them. Guides will be allotted based on their area of specialization/lottery method. Selected students will be expected to write a term paper/dissertation over two semesters as part of this process. Students are required to conceptualize a research problem and prepare a proposal. This proposal must cover research design, statement of the problem, review of literature and methodology. By the end of the fifth semester, they are expected to prepare the tools for data collection. This paper will not have an examination but evaluation will take place through the assessment of the proposal, review of literature, tools developed for the collection of data and the presentation made by the student through the Dissertation Colloquia. Meetings with the guide will also contribute to the assessment. | |
Unit-1 |
Teaching Hours:0 |
Dissertation
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Interested students can apply at the end of the fourth semester. Students from PSEco, PSEng, and EPS will be selected based on merit (marks till 4 th semester), the quality of the initial research proposal submitted, clarity in terms of research plan, and availability of faculty members to guide them. Guides will be allotted based on their area of specialization/lottery method. Selected students will be expected to write a term paper/dissertation over two semesters as part of this process. Students are required to conceptualize a research problem and prepare a proposal. This proposal must cover research design, statement of the problem, review of literature and methodology. By the end of the fifth semester, they are expected to prepare the tools for data collection. This paper will not have an examination but evaluation will take place through the assessment of the proposal, review of literature, tools developed for the collection of data and the presentation made by the student through the Dissertation Colloquia. Meetings with the guide will also contribute to the assessment. | |
Text Books And Reference Books: Based on students interest. | |
Essential Reading / Recommended Reading Based on students interest. | |
Evaluation Pattern Dissertation Evaluation (V Semester) Evaluation of written proposal 30 marks Dissertation Colloquia 10 marks Review of literature 15 marks Evaluation of chapters 15 marks Development of tools for data collection 10 marks Weekly meeting with guide 20 marks Total 100 marks | |
ECO631 - INDIAN ECONOMY (2022 Batch) | |
Total Teaching Hours for Semester:60 |
No of Lecture Hours/Week:4 |
Max Marks:100 |
Credits:4 |
Course Objectives/Course Description |
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The course elaborates on the case of the Indian Economy as a case of a developing country. It highlights the features and the major sectoral problems in the Indian economy. It further entails a discussion on the historical trajectory of how the Indian Economy evolved over the post-Independent period. The course also contains a discussion on the evaluation of Indian 5-Year Plans and the planning process through NITI Aayog. Further, the course also has a discussion about Karnataka's economy, throwing some light on other regions as well. |
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Learning Outcome |
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CO1: The students will be able to understand the features, prospects, and challenges of the Indian economy. CO2: The students will be able to build a connection between the Indian economy, and regional economies. CO3: The students will be able to evaluate the success and failure of various economic policies and programmes. |
Unit-1 |
Teaching Hours:12 |
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Unit 1: India as a Developing Economy
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India and the global economy; emerging issues of development; economic planning- broad objectives, targets, strategies, role of Central Planning Commission, current five year plan in detail; India’s human development in global perspective. | |||||||||||
Unit-1 |
Teaching Hours:12 |
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Unit 1: India as a Developing Economy
|
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India and the global economy; emerging issues of development; economic planning- broad objectives, targets, strategies, role of Central Planning Commission, current five year plan in detail; India’s human development in global perspective. | |||||||||||
Unit-1 |
Teaching Hours:12 |
||||||||||
Unit 1: India as a Developing Economy
|
|||||||||||
India and the global economy; emerging issues of development; economic planning- broad objectives, targets, strategies, role of Central Planning Commission, current five year plan in detail; India’s human development in global perspective. | |||||||||||
Unit-1 |
Teaching Hours:12 |
||||||||||
Unit 1: India as a Developing Economy
|
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India and the global economy; emerging issues of development; economic planning- broad objectives, targets, strategies, role of Central Planning Commission, current five year plan in detail; India’s human development in global perspective. | |||||||||||
Unit-2 |
Teaching Hours:12 |
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Sectoral Growth and Private-Public Sectors
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Growth trends of primary, secondary and tertiary sectors, state wise comparison, comparison with other countries, low productivity issues, challenges and prospects; changes in occupational structure, employment generation; privatization and disinvestment policies; public sector, sick units in public sector, strategy for revival of sick public sector units, private vs. public sector, small scale industries | |||||||||||
Unit-2 |
Teaching Hours:12 |
||||||||||
Sectoral Growth and Private-Public Sectors
|
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Growth trends of primary, secondary and tertiary sectors, state wise comparison, comparison with other countries, low productivity issues, challenges and prospects; changes in occupational structure, employment generation; privatization and disinvestment policies; public sector, sick units in public sector, strategy for revival of sick public sector units, private vs. public sector, small scale industries | |||||||||||
Unit-2 |
Teaching Hours:12 |
||||||||||
Sectoral Growth and Private-Public Sectors
|
|||||||||||
Growth trends of primary, secondary and tertiary sectors, state wise comparison, comparison with other countries, low productivity issues, challenges and prospects; changes in occupational structure, employment generation; privatization and disinvestment policies; public sector, sick units in public sector, strategy for revival of sick public sector units, private vs. public sector, small scale industries | |||||||||||
Unit-2 |
Teaching Hours:12 |
||||||||||
Sectoral Growth and Private-Public Sectors
|
|||||||||||
Growth trends of primary, secondary and tertiary sectors, state wise comparison, comparison with other countries, low productivity issues, challenges and prospects; changes in occupational structure, employment generation; privatization and disinvestment policies; public sector, sick units in public sector, strategy for revival of sick public sector units, private vs. public sector, small scale industries | |||||||||||
Unit-3 |
Teaching Hours:12 |
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External Sector
|
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External sector and its significance, movement of capital, manpower and goods, recent trends in BOPs and exchange rate fluctuations, WTO requirements; foreign trade- composition, direction and organization, India’s trade policy and tariff policy; external debt and fiscal reforms, India’s stand towards regional integrations. | |||||||||||
Unit-3 |
Teaching Hours:12 |
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External Sector
|
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External sector and its significance, movement of capital, manpower and goods, recent trends in BOPs and exchange rate fluctuations, WTO requirements; foreign trade- composition, direction and organization, India’s trade policy and tariff policy; external debt and fiscal reforms, India’s stand towards regional integrations. | |||||||||||
Unit-3 |
Teaching Hours:12 |
||||||||||
External Sector
|
|||||||||||
External sector and its significance, movement of capital, manpower and goods, recent trends in BOPs and exchange rate fluctuations, WTO requirements; foreign trade- composition, direction and organization, India’s trade policy and tariff policy; external debt and fiscal reforms, India’s stand towards regional integrations. | |||||||||||
Unit-3 |
Teaching Hours:12 |
||||||||||
External Sector
|
|||||||||||
External sector and its significance, movement of capital, manpower and goods, recent trends in BOPs and exchange rate fluctuations, WTO requirements; foreign trade- composition, direction and organization, India’s trade policy and tariff policy; external debt and fiscal reforms, India’s stand towards regional integrations. | |||||||||||
Unit-4 |
Teaching Hours:12 |
||||||||||
Macroeconomic Performance and Policies
|
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Recent economic reforms; changing role of RBI-recent changes in monetary and fiscal policy, effectiveness of macroeconomic policies; Federal finance, Finance Commissions, black money - estimates, genesis, consequences and remedies and comparison with other countries, outcomes of development programmes | |||||||||||
Unit-4 |
Teaching Hours:12 |
||||||||||
Macroeconomic Performance and Policies
|
|||||||||||
Recent economic reforms; changing role of RBI-recent changes in monetary and fiscal policy, effectiveness of macroeconomic policies; Federal finance, Finance Commissions, black money - estimates, genesis, consequences and remedies and comparison with other countries, outcomes of development programmes | |||||||||||
Unit-4 |
Teaching Hours:12 |
||||||||||
Macroeconomic Performance and Policies
|
|||||||||||
Recent economic reforms; changing role of RBI-recent changes in monetary and fiscal policy, effectiveness of macroeconomic policies; Federal finance, Finance Commissions, black money - estimates, genesis, consequences and remedies and comparison with other countries, outcomes of development programmes | |||||||||||
Unit-4 |
Teaching Hours:12 |
||||||||||
Macroeconomic Performance and Policies
|
|||||||||||
Recent economic reforms; changing role of RBI-recent changes in monetary and fiscal policy, effectiveness of macroeconomic policies; Federal finance, Finance Commissions, black money - estimates, genesis, consequences and remedies and comparison with other countries, outcomes of development programmes | |||||||||||
Unit-5 |
Teaching Hours:12 |
||||||||||
An Overview of Karnataka Economy-Policies, Prospects and Challenges
|
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Trends and growth pattern of SGDP and human development in Karnataka, comparison with other Indian states; sectoral performance, industrial and agricultural policies, problems and prospects of different sectors; State planning process- planning objectives and strategies, decentralized planning, intra-state disparities; education, health and housing, budgetary trends; outcomes of development programmes. | |||||||||||
Unit-5 |
Teaching Hours:12 |
||||||||||
An Overview of Karnataka Economy-Policies, Prospects and Challenges
|
|||||||||||
Trends and growth pattern of SGDP and human development in Karnataka, comparison with other Indian states; sectoral performance, industrial and agricultural policies, problems and prospects of different sectors; State planning process- planning objectives and strategies, decentralized planning, intra-state disparities; education, health and housing, budgetary trends; outcomes of development programmes. | |||||||||||
Unit-5 |
Teaching Hours:12 |
||||||||||
An Overview of Karnataka Economy-Policies, Prospects and Challenges
|
|||||||||||
Trends and growth pattern of SGDP and human development in Karnataka, comparison with other Indian states; sectoral performance, industrial and agricultural policies, problems and prospects of different sectors; State planning process- planning objectives and strategies, decentralized planning, intra-state disparities; education, health and housing, budgetary trends; outcomes of development programmes. | |||||||||||
Unit-5 |
Teaching Hours:12 |
||||||||||
An Overview of Karnataka Economy-Policies, Prospects and Challenges
|
|||||||||||
Trends and growth pattern of SGDP and human development in Karnataka, comparison with other Indian states; sectoral performance, industrial and agricultural policies, problems and prospects of different sectors; State planning process- planning objectives and strategies, decentralized planning, intra-state disparities; education, health and housing, budgetary trends; outcomes of development programmes. | |||||||||||
Text Books And Reference Books: Rudder Dutt and K.P.M.Sundaram (2011). Indian Economy, 63rd Edition, S.Chand & Company Ltd | |||||||||||
Essential Reading / Recommended Reading Rudder Dutt and K.P.M.Sundaram (2011). Indian Economy, 63rd Edition, S.Chand & Company Ltd | |||||||||||
Evaluation Pattern
| |||||||||||
ECO641A - ENVIRONMENTAL ECONOMICS (2022 Batch) | |||||||||||
Total Teaching Hours for Semester:60 |
No of Lecture Hours/Week:4 |
||||||||||
Max Marks:100 |
Credits:4 |
||||||||||
Course Objectives/Course Description |
|||||||||||
The course is designed to introduce students to environmental economics issues and theory. The course also aims at a detailed treatment of the intersection of the economy, environment and human society. The course has two major areas of focus. The first part will cover the ways in which markets fail to allocate resources efficiently in the presence of pollution and the various policy options available to rectify market failures. The second part will provide the various market-based and non-market-based approaches to environmental valuation. The course will also introduce other aspects of the linkages between society and the environment. |
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Learning Outcome |
|||||||||||
CO1: Explain how economic principles and tools can be used to analyse the significance of the environment for the economy CO2: Describe the potential for market and government mechanisms to address environmental issues CO3: Conduct environmental valuation using any of the standard techniques studied in the course |
Unit-1 |
Teaching Hours:12 |
Introduction to environmental economics
|
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Definition; Nature and scope; Ecology and resource economics; Nexus between economics and environment; Environment and economic development; Sustainable development – Meaning, Definition, Rules for sustainable development, Indicators of sustainable development; Externalities - private versus social costs | |
Unit-1 |
Teaching Hours:12 |
Introduction to environmental economics
|
|
Definition; Nature and scope; Ecology and resource economics; Nexus between economics and environment; Environment and economic development; Sustainable development – Meaning, Definition, Rules for sustainable development, Indicators of sustainable development; Externalities - private versus social costs | |
Unit-1 |
Teaching Hours:12 |
Introduction to environmental economics
|
|
Definition; Nature and scope; Ecology and resource economics; Nexus between economics and environment; Environment and economic development; Sustainable development – Meaning, Definition, Rules for sustainable development, Indicators of sustainable development; Externalities - private versus social costs | |
Unit-1 |
Teaching Hours:12 |
Introduction to environmental economics
|
|
Definition; Nature and scope; Ecology and resource economics; Nexus between economics and environment; Environment and economic development; Sustainable development – Meaning, Definition, Rules for sustainable development, Indicators of sustainable development; Externalities - private versus social costs | |
Unit-1 |
Teaching Hours:12 |
Introduction to environmental economics
|
|
Definition; Nature and scope; Ecology and resource economics; Nexus between economics and environment; Environment and economic development; Sustainable development – Meaning, Definition, Rules for sustainable development, Indicators of sustainable development; Externalities - private versus social costs | |
Unit-2 |
Teaching Hours:12 |
Management and Policy
|
|
Fiscal tools; Pollution taxes – subsidies, carbon credits; pollution control boards – national and international environmental policies; Legislative measures of environmental protection in India; Climate change conventions | |
Unit-2 |
Teaching Hours:12 |
Management and Policy
|
|
Fiscal tools; Pollution taxes – subsidies, carbon credits; pollution control boards – national and international environmental policies; Legislative measures of environmental protection in India; Climate change conventions | |
Unit-2 |
Teaching Hours:12 |
Management and Policy
|
|
Fiscal tools; Pollution taxes – subsidies, carbon credits; pollution control boards – national and international environmental policies; Legislative measures of environmental protection in India; Climate change conventions | |
Unit-2 |
Teaching Hours:12 |
Management and Policy
|
|
Fiscal tools; Pollution taxes – subsidies, carbon credits; pollution control boards – national and international environmental policies; Legislative measures of environmental protection in India; Climate change conventions | |
Unit-2 |
Teaching Hours:12 |
Management and Policy
|
|
Fiscal tools; Pollution taxes – subsidies, carbon credits; pollution control boards – national and international environmental policies; Legislative measures of environmental protection in India; Climate change conventions | |
Unit-3 |
Teaching Hours:12 |
Environment and development
|
|
Trade-off between environmental protection and economic growth; Environmental Kuznets’ curve; Ecosystem services and human wellbeing; Environmental education | |
Unit-3 |
Teaching Hours:12 |
Environment and development
|
|
Trade-off between environmental protection and economic growth; Environmental Kuznets’ curve; Ecosystem services and human wellbeing; Environmental education | |
Unit-3 |
Teaching Hours:12 |
Environment and development
|
|
Trade-off between environmental protection and economic growth; Environmental Kuznets’ curve; Ecosystem services and human wellbeing; Environmental education | |
Unit-3 |
Teaching Hours:12 |
Environment and development
|
|
Trade-off between environmental protection and economic growth; Environmental Kuznets’ curve; Ecosystem services and human wellbeing; Environmental education | |
Unit-3 |
Teaching Hours:12 |
Environment and development
|
|
Trade-off between environmental protection and economic growth; Environmental Kuznets’ curve; Ecosystem services and human wellbeing; Environmental education | |
Unit-4 |
Teaching Hours:12 |
Environment and Society
|
|
Pollution and environment; Impact of population growth (trends, sex ratio, rural and urban) on environment; Poverty and environment; Urbanization and environment; Environmental movements – history; Chipko movement, Silent Valley | |
Unit-4 |
Teaching Hours:12 |
Environment and Society
|
|
Pollution and environment; Impact of population growth (trends, sex ratio, rural and urban) on environment; Poverty and environment; Urbanization and environment; Environmental movements – history; Chipko movement, Silent Valley | |
Unit-4 |
Teaching Hours:12 |
Environment and Society
|
|
Pollution and environment; Impact of population growth (trends, sex ratio, rural and urban) on environment; Poverty and environment; Urbanization and environment; Environmental movements – history; Chipko movement, Silent Valley | |
Unit-4 |
Teaching Hours:12 |
Environment and Society
|
|
Pollution and environment; Impact of population growth (trends, sex ratio, rural and urban) on environment; Poverty and environment; Urbanization and environment; Environmental movements – history; Chipko movement, Silent Valley | |
Unit-4 |
Teaching Hours:12 |
Environment and Society
|
|
Pollution and environment; Impact of population growth (trends, sex ratio, rural and urban) on environment; Poverty and environment; Urbanization and environment; Environmental movements – history; Chipko movement, Silent Valley | |
Unit-5 |
Teaching Hours:12 |
Environmental Valuation
|
|
Concepts of environmental value; Total economic value; Market and non-market valuation; Revealed preference methods – travel cost, hedonic pricing; Stated preference methods – Contingent valuation, choice experiment | |
Unit-5 |
Teaching Hours:12 |
Environmental Valuation
|
|
Concepts of environmental value; Total economic value; Market and non-market valuation; Revealed preference methods – travel cost, hedonic pricing; Stated preference methods – Contingent valuation, choice experiment | |
Unit-5 |
Teaching Hours:12 |
Environmental Valuation
|
|
Concepts of environmental value; Total economic value; Market and non-market valuation; Revealed preference methods – travel cost, hedonic pricing; Stated preference methods – Contingent valuation, choice experiment | |
Unit-5 |
Teaching Hours:12 |
Environmental Valuation
|
|
Concepts of environmental value; Total economic value; Market and non-market valuation; Revealed preference methods – travel cost, hedonic pricing; Stated preference methods – Contingent valuation, choice experiment | |
Unit-5 |
Teaching Hours:12 |
Environmental Valuation
|
|
Concepts of environmental value; Total economic value; Market and non-market valuation; Revealed preference methods – travel cost, hedonic pricing; Stated preference methods – Contingent valuation, choice experiment | |
Text Books And Reference Books:
| |
Essential Reading / Recommended Reading
| |
Evaluation Pattern CIA 1 Mid-term CIA 2 Final Exam | |
ECO641B - FINANCIAL ECONOMICS (2022 Batch) | |
Total Teaching Hours for Semester:60 |
No of Lecture Hours/Week:4 |
Max Marks:100 |
Credits:4 |
Course Objectives/Course Description |
|
This course introduces students to the conceptual and practical operations of the financial markets, institutions, and instruments network in the Indian context. The course is intended to provide an in-depth understanding of the operational issues of capital and money market network along with its regulatory framework.
|
|
Learning Outcome |
|
CO1: Demonstrate knowledge and understanding of financial market operations, regulations, instruments of primary, secondary markets and its impact on the economy CO2: Solve typical problems related to asset pricing, risk-return trade-off, equity valuation, and bond valuation using excel and evaluate company's stock performance using real-life data from online sources CO3: Develop the capacity to raise critical questions, debate on impact of current events taking place in the financial market and economy as a whole
|
Unit-1 |
Teaching Hours:15 |
||||||||||
INTRODUCTION TO FINANCIAL ECONOMICS
|
|||||||||||
Role of financial intermediation, financial institutions and financial markets, Financial architect of India - Money market and capital markets: various financial instruments traded in these markets - Primary and secondary markets - Equity Market: Public issue- IPO & FPO, private issue- preferential issue, QIP, right issue, Bonus issue; IPO allotment; Book building process - Money market regulations and credit policy of RBI; Capital market regulations of SEBI legal norms in security trading | |||||||||||
Unit-1 |
Teaching Hours:15 |
||||||||||
INTRODUCTION TO FINANCIAL ECONOMICS
|
|||||||||||
Role of financial intermediation, financial institutions and financial markets, Financial architect of India - Money market and capital markets: various financial instruments traded in these markets - Primary and secondary markets - Equity Market: Public issue- IPO & FPO, private issue- preferential issue, QIP, right issue, Bonus issue; IPO allotment; Book building process - Money market regulations and credit policy of RBI; Capital market regulations of SEBI legal norms in security trading | |||||||||||
Unit-1 |
Teaching Hours:15 |
||||||||||
INTRODUCTION TO FINANCIAL ECONOMICS
|
|||||||||||
Role of financial intermediation, financial institutions and financial markets, Financial architect of India - Money market and capital markets: various financial instruments traded in these markets - Primary and secondary markets - Equity Market: Public issue- IPO & FPO, private issue- preferential issue, QIP, right issue, Bonus issue; IPO allotment; Book building process - Money market regulations and credit policy of RBI; Capital market regulations of SEBI legal norms in security trading | |||||||||||
Unit-1 |
Teaching Hours:15 |
||||||||||
INTRODUCTION TO FINANCIAL ECONOMICS
|
|||||||||||
Role of financial intermediation, financial institutions and financial markets, Financial architect of India - Money market and capital markets: various financial instruments traded in these markets - Primary and secondary markets - Equity Market: Public issue- IPO & FPO, private issue- preferential issue, QIP, right issue, Bonus issue; IPO allotment; Book building process - Money market regulations and credit policy of RBI; Capital market regulations of SEBI legal norms in security trading | |||||||||||
Unit-1 |
Teaching Hours:15 |
||||||||||
INTRODUCTION TO FINANCIAL ECONOMICS
|
|||||||||||
Role of financial intermediation, financial institutions and financial markets, Financial architect of India - Money market and capital markets: various financial instruments traded in these markets - Primary and secondary markets - Equity Market: Public issue- IPO & FPO, private issue- preferential issue, QIP, right issue, Bonus issue; IPO allotment; Book building process - Money market regulations and credit policy of RBI; Capital market regulations of SEBI legal norms in security trading | |||||||||||
Unit-1 |
Teaching Hours:15 |
||||||||||
INTRODUCTION TO FINANCIAL ECONOMICS
|
|||||||||||
Role of financial intermediation, financial institutions and financial markets, Financial architect of India - Money market and capital markets: various financial instruments traded in these markets - Primary and secondary markets - Equity Market: Public issue- IPO & FPO, private issue- preferential issue, QIP, right issue, Bonus issue; IPO allotment; Book building process - Money market regulations and credit policy of RBI; Capital market regulations of SEBI legal norms in security trading | |||||||||||
Unit-2 |
Teaching Hours:15 |
||||||||||
STOCK MARKETS and STOCK VALUATION
|
|||||||||||
Stock market indexes, index calculation methodology, Stock quotations; stock market performance - Stock valuation methods: fundamental vs. technical analysis, Evaluate company's stock performance, factors affecting stock prices, economic factors, market-related factors, firm-specific factors - indicators of future stock prices - Efficient Market Hypothesis, Concepts and advantages of investing in mutual funds | |||||||||||
Unit-2 |
Teaching Hours:15 |
||||||||||
STOCK MARKETS and STOCK VALUATION
|
|||||||||||
Stock market indexes, index calculation methodology, Stock quotations; stock market performance - Stock valuation methods: fundamental vs. technical analysis, Evaluate company's stock performance, factors affecting stock prices, economic factors, market-related factors, firm-specific factors - indicators of future stock prices - Efficient Market Hypothesis, Concepts and advantages of investing in mutual funds | |||||||||||
Unit-2 |
Teaching Hours:15 |
||||||||||
STOCK MARKETS and STOCK VALUATION
|
|||||||||||
Stock market indexes, index calculation methodology, Stock quotations; stock market performance - Stock valuation methods: fundamental vs. technical analysis, Evaluate company's stock performance, factors affecting stock prices, economic factors, market-related factors, firm-specific factors - indicators of future stock prices - Efficient Market Hypothesis, Concepts and advantages of investing in mutual funds | |||||||||||
Unit-2 |
Teaching Hours:15 |
||||||||||
STOCK MARKETS and STOCK VALUATION
|
|||||||||||
Stock market indexes, index calculation methodology, Stock quotations; stock market performance - Stock valuation methods: fundamental vs. technical analysis, Evaluate company's stock performance, factors affecting stock prices, economic factors, market-related factors, firm-specific factors - indicators of future stock prices - Efficient Market Hypothesis, Concepts and advantages of investing in mutual funds | |||||||||||
Unit-2 |
Teaching Hours:15 |
||||||||||
STOCK MARKETS and STOCK VALUATION
|
|||||||||||
Stock market indexes, index calculation methodology, Stock quotations; stock market performance - Stock valuation methods: fundamental vs. technical analysis, Evaluate company's stock performance, factors affecting stock prices, economic factors, market-related factors, firm-specific factors - indicators of future stock prices - Efficient Market Hypothesis, Concepts and advantages of investing in mutual funds | |||||||||||
Unit-2 |
Teaching Hours:15 |
||||||||||
STOCK MARKETS and STOCK VALUATION
|
|||||||||||
Stock market indexes, index calculation methodology, Stock quotations; stock market performance - Stock valuation methods: fundamental vs. technical analysis, Evaluate company's stock performance, factors affecting stock prices, economic factors, market-related factors, firm-specific factors - indicators of future stock prices - Efficient Market Hypothesis, Concepts and advantages of investing in mutual funds | |||||||||||
Unit-3 |
Teaching Hours:10 |
||||||||||
VALUATION OF FIXED INCOME SECURITIES
|
|||||||||||
Nominal Vs. Real Interest Rates, Forward Rates and Discount factors, Compounding, Bond Characteristics, Bond Prices, Bond Yields, Risks in Bonds, Rating of Bonds, Yield to Maturity, Yield Curves, The Unbiased expectation theory, the liquidity preference theory, the preferred habitat theory, empirical evidence of the theory | |||||||||||
Unit-3 |
Teaching Hours:10 |
||||||||||
VALUATION OF FIXED INCOME SECURITIES
|
|||||||||||
Nominal Vs. Real Interest Rates, Forward Rates and Discount factors, Compounding, Bond Characteristics, Bond Prices, Bond Yields, Risks in Bonds, Rating of Bonds, Yield to Maturity, Yield Curves, The Unbiased expectation theory, the liquidity preference theory, the preferred habitat theory, empirical evidence of the theory | |||||||||||
Unit-3 |
Teaching Hours:10 |
||||||||||
VALUATION OF FIXED INCOME SECURITIES
|
|||||||||||
Nominal Vs. Real Interest Rates, Forward Rates and Discount factors, Compounding, Bond Characteristics, Bond Prices, Bond Yields, Risks in Bonds, Rating of Bonds, Yield to Maturity, Yield Curves, The Unbiased expectation theory, the liquidity preference theory, the preferred habitat theory, empirical evidence of the theory | |||||||||||
Unit-3 |
Teaching Hours:10 |
||||||||||
VALUATION OF FIXED INCOME SECURITIES
|
|||||||||||
Nominal Vs. Real Interest Rates, Forward Rates and Discount factors, Compounding, Bond Characteristics, Bond Prices, Bond Yields, Risks in Bonds, Rating of Bonds, Yield to Maturity, Yield Curves, The Unbiased expectation theory, the liquidity preference theory, the preferred habitat theory, empirical evidence of the theory | |||||||||||
Unit-3 |
Teaching Hours:10 |
||||||||||
VALUATION OF FIXED INCOME SECURITIES
|
|||||||||||
Nominal Vs. Real Interest Rates, Forward Rates and Discount factors, Compounding, Bond Characteristics, Bond Prices, Bond Yields, Risks in Bonds, Rating of Bonds, Yield to Maturity, Yield Curves, The Unbiased expectation theory, the liquidity preference theory, the preferred habitat theory, empirical evidence of the theory | |||||||||||
Unit-3 |
Teaching Hours:10 |
||||||||||
VALUATION OF FIXED INCOME SECURITIES
|
|||||||||||
Nominal Vs. Real Interest Rates, Forward Rates and Discount factors, Compounding, Bond Characteristics, Bond Prices, Bond Yields, Risks in Bonds, Rating of Bonds, Yield to Maturity, Yield Curves, The Unbiased expectation theory, the liquidity preference theory, the preferred habitat theory, empirical evidence of the theory | |||||||||||
Unit-4 |
Teaching Hours:15 |
||||||||||
THEORY OF UNCERTAINTY AND STOCK MARKET RISK
|
|||||||||||
Axioms of choice under uncertainty; utility functions; expected utility theorem; certainty equivalence, measures of risk-absolute and relative risk aversions; measures of investment risk- variance of return, semi-variance of return, shortfall probabilities -Capital Asset Pricing Model - Measures of risk, Beta of the stock, Risk and return framework and investment decisions, methods of determining maximum expected loss,capital market line, security market line. | |||||||||||
Unit-4 |
Teaching Hours:15 |
||||||||||
THEORY OF UNCERTAINTY AND STOCK MARKET RISK
|
|||||||||||
Axioms of choice under uncertainty; utility functions; expected utility theorem; certainty equivalence, measures of risk-absolute and relative risk aversions; measures of investment risk- variance of return, semi-variance of return, shortfall probabilities -Capital Asset Pricing Model - Measures of risk, Beta of the stock, Risk and return framework and investment decisions, methods of determining maximum expected loss,capital market line, security market line. | |||||||||||
Unit-4 |
Teaching Hours:15 |
||||||||||
THEORY OF UNCERTAINTY AND STOCK MARKET RISK
|
|||||||||||
Axioms of choice under uncertainty; utility functions; expected utility theorem; certainty equivalence, measures of risk-absolute and relative risk aversions; measures of investment risk- variance of return, semi-variance of return, shortfall probabilities -Capital Asset Pricing Model - Measures of risk, Beta of the stock, Risk and return framework and investment decisions, methods of determining maximum expected loss,capital market line, security market line. | |||||||||||
Unit-4 |
Teaching Hours:15 |
||||||||||
THEORY OF UNCERTAINTY AND STOCK MARKET RISK
|
|||||||||||
Axioms of choice under uncertainty; utility functions; expected utility theorem; certainty equivalence, measures of risk-absolute and relative risk aversions; measures of investment risk- variance of return, semi-variance of return, shortfall probabilities -Capital Asset Pricing Model - Measures of risk, Beta of the stock, Risk and return framework and investment decisions, methods of determining maximum expected loss,capital market line, security market line. | |||||||||||
Unit-4 |
Teaching Hours:15 |
||||||||||
THEORY OF UNCERTAINTY AND STOCK MARKET RISK
|
|||||||||||
Axioms of choice under uncertainty; utility functions; expected utility theorem; certainty equivalence, measures of risk-absolute and relative risk aversions; measures of investment risk- variance of return, semi-variance of return, shortfall probabilities -Capital Asset Pricing Model - Measures of risk, Beta of the stock, Risk and return framework and investment decisions, methods of determining maximum expected loss,capital market line, security market line. | |||||||||||
Unit-4 |
Teaching Hours:15 |
||||||||||
THEORY OF UNCERTAINTY AND STOCK MARKET RISK
|
|||||||||||
Axioms of choice under uncertainty; utility functions; expected utility theorem; certainty equivalence, measures of risk-absolute and relative risk aversions; measures of investment risk- variance of return, semi-variance of return, shortfall probabilities -Capital Asset Pricing Model - Measures of risk, Beta of the stock, Risk and return framework and investment decisions, methods of determining maximum expected loss,capital market line, security market line. | |||||||||||
Unit-5 |
Teaching Hours:5 |
||||||||||
DERIVATIVE SECURITY MARKET
|
|||||||||||
Financial future market, valuation of financial futures, option market, speculation with option market, hedging, arbitrage and foreign exchange futures market, basics of crypto currency trading. | |||||||||||
Unit-5 |
Teaching Hours:5 |
||||||||||
DERIVATIVE SECURITY MARKET
|
|||||||||||
Financial future market, valuation of financial futures, option market, speculation with option market, hedging, arbitrage and foreign exchange futures market, basics of crypto currency trading. | |||||||||||
Unit-5 |
Teaching Hours:5 |
||||||||||
DERIVATIVE SECURITY MARKET
|
|||||||||||
Financial future market, valuation of financial futures, option market, speculation with option market, hedging, arbitrage and foreign exchange futures market, basics of crypto currency trading. | |||||||||||
Unit-5 |
Teaching Hours:5 |
||||||||||
DERIVATIVE SECURITY MARKET
|
|||||||||||
Financial future market, valuation of financial futures, option market, speculation with option market, hedging, arbitrage and foreign exchange futures market, basics of crypto currency trading. | |||||||||||
Unit-5 |
Teaching Hours:5 |
||||||||||
DERIVATIVE SECURITY MARKET
|
|||||||||||
Financial future market, valuation of financial futures, option market, speculation with option market, hedging, arbitrage and foreign exchange futures market, basics of crypto currency trading. | |||||||||||
Unit-5 |
Teaching Hours:5 |
||||||||||
DERIVATIVE SECURITY MARKET
|
|||||||||||
Financial future market, valuation of financial futures, option market, speculation with option market, hedging, arbitrage and foreign exchange futures market, basics of crypto currency trading. | |||||||||||
Text Books And Reference Books: Boddie, K.M., and Ryan, 2003, Investments, McGraw-Hill. Madura, Jeff. (2010). Financial Institutions and Markets. (1st Ed.) New Delhi: Cengage Learning India Private Limited. L.M. Bhole, Financial Institutions, and Markets.
| |||||||||||
Essential Reading / Recommended Reading Copeland,T.E. and J.F.Weston, 1988, Financial Theory and Corporate Policy, Addison Wesley. Hull, J.M, 2003, Futures, Options and other Derivatives, Prentice Hall. Ross,S.A., Randolph W Westerfield, Bradford D Jordan, and Gordon S Roberts,2005, Fundamentals of Corporate Finance, McGraw-Hill. Robert C Radcliffe, Investment Concepts, Analysis and Strategies. Machiraju H R, Indian Financial System, Vikas Publishing House. Donald E Fisher, Roland J Jordan, Security Analysis and Portfolio management, Eastern Economy Edition. Doglas Hearth ad jannis K ziama, Conemporary investment: Security and (Portfolio Analysis, The Dryden Press). Willam f Sharpe and Gordon J Alexander,, 2002, Investments, prentice hall, India. J L. Farrell, Portfolio management Mc Grawhill. Reghu Palat, Fundamental Analysis. Jay Shanken, the Arbitrage Pricing Theory: is it testable? Journal of Finance; 37:5.
| |||||||||||
Evaluation Pattern
| |||||||||||
ECO641C - INTRODUCTORY ECONOMETRICS (2022 Batch) | |||||||||||
Total Teaching Hours for Semester:60 |
No of Lecture Hours/Week:4 |
||||||||||
Max Marks:100 |
Credits:4 |
||||||||||
Course Objectives/Course Description |
|||||||||||
This course provides a comprehensive introduction to basic econometric concepts and techniques. It covers statistical concepts of hypothesis testing, estimation and diagnostic testing of simple and multiple regression models. The course also covers the consequences of and tests for misspecification of regression models.
|
|||||||||||
Learning Outcome |
|||||||||||
CO1: Develop simple and multiple regression models and get acquainted with some advanced linear models and applying regression analysis to real-world economic examples and data sets.
CO2: Understand the different methods of econometric analysis, estimation and understanding the area of their application in economics.
|
Unit-1 |
Teaching Hours:5 |
Introduction
|
|
Nature and Scope of Econometrics , Steps in Econometric Analysis; Specification of Econometric Model and Assumptions | |
Unit-1 |
Teaching Hours:5 |
Introduction
|
|
Nature and Scope of Econometrics , Steps in Econometric Analysis; Specification of Econometric Model and Assumptions | |
Unit-1 |
Teaching Hours:5 |
Introduction
|
|
Nature and Scope of Econometrics , Steps in Econometric Analysis; Specification of Econometric Model and Assumptions | |
Unit-1 |
Teaching Hours:5 |
Introduction
|
|
Nature and Scope of Econometrics , Steps in Econometric Analysis; Specification of Econometric Model and Assumptions | |
Unit-2 |
Teaching Hours:15 |
Testing of Hypotrhesis
|
|
Normal distribution; chi-sq, t- and F-distributions; estimation of parameters; properties of estimators; testing of hypotheses: defining statistical hypotheses; distributions of test statistics; testing hypotheses related to population parameters; Type I and Type II errors; power of a test; tests for comparing parameters from two samples. | |
Unit-2 |
Teaching Hours:15 |
Testing of Hypotrhesis
|
|
Normal distribution; chi-sq, t- and F-distributions; estimation of parameters; properties of estimators; testing of hypotheses: defining statistical hypotheses; distributions of test statistics; testing hypotheses related to population parameters; Type I and Type II errors; power of a test; tests for comparing parameters from two samples. | |
Unit-2 |
Teaching Hours:15 |
Testing of Hypotrhesis
|
|
Normal distribution; chi-sq, t- and F-distributions; estimation of parameters; properties of estimators; testing of hypotheses: defining statistical hypotheses; distributions of test statistics; testing hypotheses related to population parameters; Type I and Type II errors; power of a test; tests for comparing parameters from two samples. | |
Unit-2 |
Teaching Hours:15 |
Testing of Hypotrhesis
|
|
Normal distribution; chi-sq, t- and F-distributions; estimation of parameters; properties of estimators; testing of hypotheses: defining statistical hypotheses; distributions of test statistics; testing hypotheses related to population parameters; Type I and Type II errors; power of a test; tests for comparing parameters from two samples. | |
Unit-3 |
Teaching Hours:15 |
Simple Linear Regression Model
|
|
Two Variable Case Estimation of model by method of ordinary least squares; properties of estimators; goodness of fit; tests of hypotheses; scaling and units of measurement; confidence intervals; Gauss-Markov theorem; forecasting. | |
Unit-3 |
Teaching Hours:15 |
Simple Linear Regression Model
|
|
Two Variable Case Estimation of model by method of ordinary least squares; properties of estimators; goodness of fit; tests of hypotheses; scaling and units of measurement; confidence intervals; Gauss-Markov theorem; forecasting. | |
Unit-3 |
Teaching Hours:15 |
Simple Linear Regression Model
|
|
Two Variable Case Estimation of model by method of ordinary least squares; properties of estimators; goodness of fit; tests of hypotheses; scaling and units of measurement; confidence intervals; Gauss-Markov theorem; forecasting. | |
Unit-3 |
Teaching Hours:15 |
Simple Linear Regression Model
|
|
Two Variable Case Estimation of model by method of ordinary least squares; properties of estimators; goodness of fit; tests of hypotheses; scaling and units of measurement; confidence intervals; Gauss-Markov theorem; forecasting. | |
Unit-4 |
Teaching Hours:10 |
Multiple Linear Regression Model
|
|
Multiple Linear Regression Model Estimation of parameters; properties of OLS estimators; goodness of fit - R2 and adjusted R2 ; partial regression coefficients; testing hypotheses – individual and joint; functional forms of regression models; qualitative (dummy) independent variables. | |
Unit-4 |
Teaching Hours:10 |
Multiple Linear Regression Model
|
|
Multiple Linear Regression Model Estimation of parameters; properties of OLS estimators; goodness of fit - R2 and adjusted R2 ; partial regression coefficients; testing hypotheses – individual and joint; functional forms of regression models; qualitative (dummy) independent variables. | |
Unit-4 |
Teaching Hours:10 |
Multiple Linear Regression Model
|
|
Multiple Linear Regression Model Estimation of parameters; properties of OLS estimators; goodness of fit - R2 and adjusted R2 ; partial regression coefficients; testing hypotheses – individual and joint; functional forms of regression models; qualitative (dummy) independent variables. | |
Unit-4 |
Teaching Hours:10 |
Multiple Linear Regression Model
|
|
Multiple Linear Regression Model Estimation of parameters; properties of OLS estimators; goodness of fit - R2 and adjusted R2 ; partial regression coefficients; testing hypotheses – individual and joint; functional forms of regression models; qualitative (dummy) independent variables. | |
Unit-5 |
Teaching Hours:15 |
Violations of Classical Assumptions
|
|
Violations of Classical Assumptions: Consequences, Detection and Remedies Multicollinearity; heteroscedasticity; serial correlation. | |
Unit-5 |
Teaching Hours:15 |
Violations of Classical Assumptions
|
|
Violations of Classical Assumptions: Consequences, Detection and Remedies Multicollinearity; heteroscedasticity; serial correlation. | |
Unit-5 |
Teaching Hours:15 |
Violations of Classical Assumptions
|
|
Violations of Classical Assumptions: Consequences, Detection and Remedies Multicollinearity; heteroscedasticity; serial correlation. | |
Unit-5 |
Teaching Hours:15 |
Violations of Classical Assumptions
|
|
Violations of Classical Assumptions: Consequences, Detection and Remedies Multicollinearity; heteroscedasticity; serial correlation. | |
Text Books And Reference Books:
| |
Essential Reading / Recommended Reading
Publication, 5th edition.
| |
Evaluation Pattern CIA 1- 20 Marks Mid Sem Exam - 50 Marks CIA 3 -20 Marks End Sem Exam - 100 Marks | |
ECO681 - DISSERTATION (2022 Batch) | |
Total Teaching Hours for Semester:0 |
No of Lecture Hours/Week:0 |
Max Marks:100 |
Credits:4 |
Course Objectives/Course Description |
|
This paper is an additional elective offered to the undergraduate students of BA and BSc Programmes. The students can take up this paper based on the criteria set by the Department in terms of the selection process. Through this paper, students undertake original research work based on the area of his/her interest and academic learning in the previous semesters. This also becomes a thorough training in the nuances of analytical and research skills. The students begin this paper at the beginning of the fifth semester and complete it by the end of the sixth semester. |
|
Learning Outcome |
|
CO1: Identify the key research questions in the field of the chosen research. CO2: Apply the theoretical framework in the empirical research CO3: Demonstrate the application of scientific knowledge of inquiry to produce independent research.
|
Unit-1 |
Teaching Hours:0 |
Methodology
|
|
The dissertation work is carried out under the guidance of a faculty with scheduled meetings for discussion of the progress of the work and timely interim presentations before a panel of faculty to assess the quality of the work. The final submission of the dissertation is followed by a viva voce on the topic of the research. The paper carries 4 credits and is evaluated out of 100 marks. | |
Unit-1 |
Teaching Hours:0 |
Methodology
|
|
The dissertation work is carried out under the guidance of a faculty with scheduled meetings for discussion of the progress of the work and timely interim presentations before a panel of faculty to assess the quality of the work. The final submission of the dissertation is followed by a viva voce on the topic of the research. The paper carries 4 credits and is evaluated out of 100 marks. | |
Unit-1 |
Teaching Hours:0 |
Methodology
|
|
The dissertation work is carried out under the guidance of a faculty with scheduled meetings for discussion of the progress of the work and timely interim presentations before a panel of faculty to assess the quality of the work. The final submission of the dissertation is followed by a viva voce on the topic of the research. The paper carries 4 credits and is evaluated out of 100 marks. | |
Text Books And Reference Books: N.A | |
Essential Reading / Recommended Reading N.A | |
Evaluation Pattern
The dissertation work is carried out under the guidance of a faculty with scheduled meetings for discussion of the progress of the work and timely interim presentationbefore a panel of faculty to assess the quality of the work. The final submission of the dissertation is followed by a viva voce on the topic of the research. The paper carries 4 credits and is evaluated out of 100 marks. The evaluation is based on the following components:
| |
POL631 - INTERNATIONAL RELATIONS: INSTITUTIONS AND POLICY MAKING (2022 Batch) | |
Total Teaching Hours for Semester:60 |
No of Lecture Hours/Week:4 |
Max Marks:100 |
Credits:4 |
Course Objectives/Course Description |
|
This course has been conceptualized to enhance students understanding on the functioning of international law, various international and regional organisations, and foreign policies of major countries To introduce the students to:
|
|
Learning Outcome |
|
CO1: Demonstrate knowledge about the functioning of international legal system and the functioning of UN and other regional organizations CO2: acquire the skill of comparative analysis of foreign policies of various countries CO3: demonstrate knowledge about the developments in the foreign policy of major powers |
Unit-1 |
Teaching Hours:8 |
||||||||||
Public Administration as a discipline
|
|||||||||||
1. Meaning, Scope and Significance. 2. Evolution and Status of the Discipline. 3. Public and Private Administration 4. Case study on public and private administration | |||||||||||
Unit-1 |
Teaching Hours:8 |
||||||||||
Public Administration as a discipline
|
|||||||||||
1. Meaning, Scope and Significance. 2. Evolution and Status of the Discipline. 3. Public and Private Administration 4. Case study on public and private administration | |||||||||||
Unit-1 |
Teaching Hours:8 |
||||||||||
Public Administration as a discipline
|
|||||||||||
1. Meaning, Scope and Significance. 2. Evolution and Status of the Discipline. 3. Public and Private Administration 4. Case study on public and private administration | |||||||||||
Unit-2 |
Teaching Hours:16 |
||||||||||
Basic Concepts and Principles
|
|||||||||||
1. Organization. Hierarchy. Unity of Command. Span of Control. 2. Authority and Responsibility. Centralization and Decentralization. 3. Delegated Legislation. Chief Executive. Line, Staff and Auxiliary Agencies. 4. Public Enterprises. Independent Regulatory Commissions. 5. Case study on various concepts and principles of administration | |||||||||||
Unit-2 |
Teaching Hours:16 |
||||||||||
Basic Concepts and Principles
|
|||||||||||
1. Organization. Hierarchy. Unity of Command. Span of Control. 2. Authority and Responsibility. Centralization and Decentralization. 3. Delegated Legislation. Chief Executive. Line, Staff and Auxiliary Agencies. 4. Public Enterprises. Independent Regulatory Commissions. 5. Case study on various concepts and principles of administration | |||||||||||
Unit-2 |
Teaching Hours:16 |
||||||||||
Basic Concepts and Principles
|
|||||||||||
1. Organization. Hierarchy. Unity of Command. Span of Control. 2. Authority and Responsibility. Centralization and Decentralization. 3. Delegated Legislation. Chief Executive. Line, Staff and Auxiliary Agencies. 4. Public Enterprises. Independent Regulatory Commissions. 5. Case study on various concepts and principles of administration | |||||||||||
Unit-3 |
Teaching Hours:16 |
||||||||||
Select Theories of Administration
|
|||||||||||
1. Taylor’s Scientific Management. Fayol’s Classical Theory. 2. Elton Mayo’s Theory of Human Relations. 3. Bureaucratic Theory. Systems Approach. 4. Feminism and administration 5. Case study on theories of administration | |||||||||||
Unit-3 |
Teaching Hours:16 |
||||||||||
Select Theories of Administration
|
|||||||||||
1. Taylor’s Scientific Management. Fayol’s Classical Theory. 2. Elton Mayo’s Theory of Human Relations. 3. Bureaucratic Theory. Systems Approach. 4. Feminism and administration 5. Case study on theories of administration | |||||||||||
Unit-3 |
Teaching Hours:16 |
||||||||||
Select Theories of Administration
|
|||||||||||
1. Taylor’s Scientific Management. Fayol’s Classical Theory. 2. Elton Mayo’s Theory of Human Relations. 3. Bureaucratic Theory. Systems Approach. 4. Feminism and administration 5. Case study on theories of administration | |||||||||||
Unit-4 |
Teaching Hours:12 |
||||||||||
Financial and Local Administration
|
|||||||||||
1. Budget – Meaning, Significance, Principles. 2. Budgetary Process - Formulation, Enactment, Execution. Line-Item vs Performance 3. Budget. Incremental vs Zero-Based Budget. Sunset Legislation. 4. Rural and Urban Governance, Global-Local Debate | |||||||||||
Unit-4 |
Teaching Hours:12 |
||||||||||
Financial and Local Administration
|
|||||||||||
1. Budget – Meaning, Significance, Principles. 2. Budgetary Process - Formulation, Enactment, Execution. Line-Item vs Performance 3. Budget. Incremental vs Zero-Based Budget. Sunset Legislation. 4. Rural and Urban Governance, Global-Local Debate | |||||||||||
Unit-4 |
Teaching Hours:12 |
||||||||||
Financial and Local Administration
|
|||||||||||
1. Budget – Meaning, Significance, Principles. 2. Budgetary Process - Formulation, Enactment, Execution. Line-Item vs Performance 3. Budget. Incremental vs Zero-Based Budget. Sunset Legislation. 4. Rural and Urban Governance, Global-Local Debate | |||||||||||
Unit-5 |
Teaching Hours:8 |
||||||||||
Growth and Trends in Public Administration
|
|||||||||||
1. Control over Administration. 2. Comparative Public Administration. 3. Development Administration. New Public Administration. 4. State vs Market Debate and Public-Private Partnership. 5. Ombudsman in India: CVC, Lok Pal and LokAyuktha. 6. Case study on growth and trends in public administration | |||||||||||
Unit-5 |
Teaching Hours:8 |
||||||||||
Growth and Trends in Public Administration
|
|||||||||||
1. Control over Administration. 2. Comparative Public Administration. 3. Development Administration. New Public Administration. 4. State vs Market Debate and Public-Private Partnership. 5. Ombudsman in India: CVC, Lok Pal and LokAyuktha. 6. Case study on growth and trends in public administration | |||||||||||
Unit-5 |
Teaching Hours:8 |
||||||||||
Growth and Trends in Public Administration
|
|||||||||||
1. Control over Administration. 2. Comparative Public Administration. 3. Development Administration. New Public Administration. 4. State vs Market Debate and Public-Private Partnership. 5. Ombudsman in India: CVC, Lok Pal and LokAyuktha. 6. Case study on growth and trends in public administration | |||||||||||
Text Books And Reference Books: 1. Chakrabarty, B. and Bhattacharya, M. (2003). Public Administration: A Reader. New York: OUP 2. Polinaidu, S. (2013). Public Administration. New Delhi: Galgotia. 3. Fadia, B.L. and Fadia, K. (2011). Public Administration: Administrative Theories and Concepts. New Delhi: Sahitya Bhawan. 4. Laxmikant,(2011),Public Administration,New Delhi McGraw Hill Education Chakrabarty,B.(2012) Public Administration in globalising world. New Delhi. Sage Publications Upadhyay, R. (2019). Ethics, Integrity, and Aptitude in Governance (First ed.). SAGE Publications Pvt. Ltd
| |||||||||||
Essential Reading / Recommended Reading Kumar, N. (2020). Lexicon for Ethics, Integrity & Aptitude - 6th Paper Edition. Chronicle books. Rumki Basu (2008) Public Administration: Concepts and Theories. Sterling Publishers:New Delhi | |||||||||||
Evaluation Pattern
| |||||||||||
SOC631 - WOMEN AND SOCIETY (2022 Batch) | |||||||||||
Total Teaching Hours for Semester:60 |
No of Lecture Hours/Week:4 |
||||||||||
Max Marks:100 |
Credits:4 |
||||||||||
Course Objectives/Course Description |
|||||||||||
Course Description:This paper intends to expose roots and structures of inequality that lead to marginalization, invisibility and exclusion of women. The paper aims to sensitize the students towards the broader social reality, their struggles and aspirations. Hence this paper introduces the significant contributions on the feminist theories as well as the practice of feminism in India. Course Objectives:
|
|||||||||||
Learning Outcome |
|||||||||||
CO1: Analyse issues related to women and gender in popular, public and interpersonal discourses CO2: Explain theories and research application to women's studies. CO3: Examine feminism and its relevance especially from women's perspective CO4: Critique and analyze issues of social justice, empowerment and marginalization |
Unit-1 |
Teaching Hours:5 |
Introduction to Women's Studies
|
|
1. Critique of knowledge and need for development of women’s studies 2. Aims and objectives of women’s studies 3. Women’s studies in India- A brief overview from 19th century to the present | |
Unit-1 |
Teaching Hours:5 |
Introduction to Women's Studies
|
|
1. Critique of knowledge and need for development of women’s studies 2. Aims and objectives of women’s studies 3. Women’s studies in India- A brief overview from 19th century to the present | |
Unit-1 |
Teaching Hours:5 |
Introduction to Women's Studies
|
|
1. Critique of knowledge and need for development of women’s studies 2. Aims and objectives of women’s studies 3. Women’s studies in India- A brief overview from 19th century to the present | |
Unit-1 |
Teaching Hours:5 |
Introduction to Women's Studies
|
|
1. Critique of knowledge and need for development of women’s studies 2. Aims and objectives of women’s studies 3. Women’s studies in India- A brief overview from 19th century to the present | |
Unit-1 |
Teaching Hours:5 |
Introduction to Women's Studies
|
|
1. Critique of knowledge and need for development of women’s studies 2. Aims and objectives of women’s studies 3. Women’s studies in India- A brief overview from 19th century to the present | |
Unit-2 |
Teaching Hours:10 |
Understanding Gender
|
|
1. Social construction of gender and normative construction of gender 2. Theories of gender socialization [Cognitive Development theory, social learning theory, Psychoanalytic theory and gender schema theory] 3. Patriarchy – Concept, Origin, and Theories on patriarchy. Identifying the role of patriarchy in popular culture | |
Unit-2 |
Teaching Hours:10 |
Understanding Gender
|
|
1. Social construction of gender and normative construction of gender 2. Theories of gender socialization [Cognitive Development theory, social learning theory, Psychoanalytic theory and gender schema theory] 3. Patriarchy – Concept, Origin, and Theories on patriarchy. Identifying the role of patriarchy in popular culture | |
Unit-2 |
Teaching Hours:10 |
Understanding Gender
|
|
1. Social construction of gender and normative construction of gender 2. Theories of gender socialization [Cognitive Development theory, social learning theory, Psychoanalytic theory and gender schema theory] 3. Patriarchy – Concept, Origin, and Theories on patriarchy. Identifying the role of patriarchy in popular culture | |
Unit-2 |
Teaching Hours:10 |
Understanding Gender
|
|
1. Social construction of gender and normative construction of gender 2. Theories of gender socialization [Cognitive Development theory, social learning theory, Psychoanalytic theory and gender schema theory] 3. Patriarchy – Concept, Origin, and Theories on patriarchy. Identifying the role of patriarchy in popular culture | |
Unit-2 |
Teaching Hours:10 |
Understanding Gender
|
|
1. Social construction of gender and normative construction of gender 2. Theories of gender socialization [Cognitive Development theory, social learning theory, Psychoanalytic theory and gender schema theory] 3. Patriarchy – Concept, Origin, and Theories on patriarchy. Identifying the role of patriarchy in popular culture | |
Unit-3 |
Teaching Hours:15 |
Feminist approaches to study women
|
|
1. Liberal feminism on equal opportunities and same civil rights 2. Marxist feminism on family and household under capitalism, and socialization of domestic labor v/s wages for housework 3. Radical feminism on reproduction and mothering 4. Socialist feminism 5. Third world feminism 6. Post modern feminist theory | |
Unit-3 |
Teaching Hours:15 |
Feminist approaches to study women
|
|
1. Liberal feminism on equal opportunities and same civil rights 2. Marxist feminism on family and household under capitalism, and socialization of domestic labor v/s wages for housework 3. Radical feminism on reproduction and mothering 4. Socialist feminism 5. Third world feminism 6. Post modern feminist theory | |
Unit-3 |
Teaching Hours:15 |
Feminist approaches to study women
|
|
1. Liberal feminism on equal opportunities and same civil rights 2. Marxist feminism on family and household under capitalism, and socialization of domestic labor v/s wages for housework 3. Radical feminism on reproduction and mothering 4. Socialist feminism 5. Third world feminism 6. Post modern feminist theory | |
Unit-3 |
Teaching Hours:15 |
Feminist approaches to study women
|
|
1. Liberal feminism on equal opportunities and same civil rights 2. Marxist feminism on family and household under capitalism, and socialization of domestic labor v/s wages for housework 3. Radical feminism on reproduction and mothering 4. Socialist feminism 5. Third world feminism 6. Post modern feminist theory | |
Unit-3 |
Teaching Hours:15 |
Feminist approaches to study women
|
|
1. Liberal feminism on equal opportunities and same civil rights 2. Marxist feminism on family and household under capitalism, and socialization of domestic labor v/s wages for housework 3. Radical feminism on reproduction and mothering 4. Socialist feminism 5. Third world feminism 6. Post modern feminist theory | |
Unit-4 |
Teaching Hours:15 |
Women and violence
|
|
1. Violence as a means of controlling and subjugating women’s body 2. Expressions of violence: a. Rape b. Domestic violence c. Dowry death d. Life stages of women – from childhood to widowhood 3. Responses from state civil and society Domestic Violence Bill | |
Unit-4 |
Teaching Hours:15 |
Women and violence
|
|
1. Violence as a means of controlling and subjugating women’s body 2. Expressions of violence: a. Rape b. Domestic violence c. Dowry death d. Life stages of women – from childhood to widowhood 3. Responses from state civil and society Domestic Violence Bill | |
Unit-4 |
Teaching Hours:15 |
Women and violence
|
|
1. Violence as a means of controlling and subjugating women’s body 2. Expressions of violence: a. Rape b. Domestic violence c. Dowry death d. Life stages of women – from childhood to widowhood 3. Responses from state civil and society Domestic Violence Bill | |
Unit-4 |
Teaching Hours:15 |
Women and violence
|
|
1. Violence as a means of controlling and subjugating women’s body 2. Expressions of violence: a. Rape b. Domestic violence c. Dowry death d. Life stages of women – from childhood to widowhood 3. Responses from state civil and society Domestic Violence Bill | |
Unit-4 |
Teaching Hours:15 |
Women and violence
|
|
1. Violence as a means of controlling and subjugating women’s body 2. Expressions of violence: a. Rape b. Domestic violence c. Dowry death d. Life stages of women – from childhood to widowhood 3. Responses from state civil and society Domestic Violence Bill | |
Unit-5 |
Teaching Hours:15 |
Development and Empowerment
|
|
1. Gender as a development issue 2. Gender and poverty a. Feminization of poverty b. Self Help Groups 3. Education and empowerment – gender gap in education 4. Economic independence and empowerment: a. Under valuation and underpayment of women’s work in both informal and formal sector b. Role of women managers 5. Political participation and empowerment – women in local bodies, debate over 33%reservation | |
Unit-5 |
Teaching Hours:15 |
Development and Empowerment
|
|
1. Gender as a development issue 2. Gender and poverty a. Feminization of poverty b. Self Help Groups 3. Education and empowerment – gender gap in education 4. Economic independence and empowerment: a. Under valuation and underpayment of women’s work in both informal and formal sector b. Role of women managers 5. Political participation and empowerment – women in local bodies, debate over 33%reservation | |
Unit-5 |
Teaching Hours:15 |
Development and Empowerment
|
|
1. Gender as a development issue 2. Gender and poverty a. Feminization of poverty b. Self Help Groups 3. Education and empowerment – gender gap in education 4. Economic independence and empowerment: a. Under valuation and underpayment of women’s work in both informal and formal sector b. Role of women managers 5. Political participation and empowerment – women in local bodies, debate over 33%reservation | |
Unit-5 |
Teaching Hours:15 |
Development and Empowerment
|
|
1. Gender as a development issue 2. Gender and poverty a. Feminization of poverty b. Self Help Groups 3. Education and empowerment – gender gap in education 4. Economic independence and empowerment: a. Under valuation and underpayment of women’s work in both informal and formal sector b. Role of women managers 5. Political participation and empowerment – women in local bodies, debate over 33%reservation | |
Unit-5 |
Teaching Hours:15 |
Development and Empowerment
|
|
1. Gender as a development issue 2. Gender and poverty a. Feminization of poverty b. Self Help Groups 3. Education and empowerment – gender gap in education 4. Economic independence and empowerment: a. Under valuation and underpayment of women’s work in both informal and formal sector b. Role of women managers 5. Political participation and empowerment – women in local bodies, debate over 33%reservation | |
Text Books And Reference Books: John, Mary E. (2008). Women’s Studies in India: A Reader. New Delhi:Penguin Books. Rajan, RajeswariSundar. (1999). Signposts: Gender Issues in Post-Independence India. New Delhi: Kali for Women Nair, Janaki and Mary E. John (2000). “Introduction” in Nair, Janaki and Mary E. John (ed) A Question of Silence: The Sexual Economies of Modern India. London: Zed. Butler, Judith (1990). Gender Trouble: Feminism and the Subversion of Identity. New York: Routledge. Jackson, Stevi&Jackie Jones (ed). (1998). Contemporary Feminist Theories, Edinburgh: University Press. Simpson,Megan. 2013. "Reading Women's lives: An introduction to Women's Studies". Grewal, Inderpal and Caren Kaplan (2006). An Introduction to Women's Studies: Gender in Transnational world. McGraw-Hill Education. Mazumdar, Vina.(1985). Emergence of women’s question in India & the Role of Women’s Studies, CWDS Occasional Paper-7 (http://www.cwds.ac.in/wp-content/uploads/2016/09/Emergence-Womens-Question.pdf) . | |
Essential Reading / Recommended Reading KamlaBhasin. (1994). What is Patriarchy. New Delhi: Kali for Women. Engendering Development (A World bank policy Research Report) (2002). Co-published by Oxford University Press & World Bank.(Can be accessed at http://siteresources.worldbank.org/PGLP/Resources/Engendering_Development.pdf) Radha Kumar. (1998). History of Doing, Kali for Women. Tong. R. (1989). Feminist Thought, Sydney. Unwin. VinaMazumdar. (1985). Emergence of women’s question in India & the Role of Women’s Studies, CWDS Occasional Paper-7. Centre for Women’s Development. (2003). Shifting Sands: Women’s Lives and Globalization, Calcutta, Stree, Davis, Kathy. (2006). Handbook of Gender and Women’s Studies. Misra, Kamal K..(2007). Recent Studies on Indian Women. New Delhi: Rawat Publications. Ortner.S.B. 1972. Is Female to Male as Nature Is to Culture? Feminist Studies, Vol 1, No2, (Autumn), pp 5-31 Towards Equality: Report of the Committee on the Status of Women in India. New Delhi: Govt of India. Ministry of Education & Social Welfare, Department of Social Welfare, 1974. Walby.S. 1990. Theorizing Patriarchy.Wiley Blackwell Connell, R. W., & Messerschmidt, J. W. (2005). Hegemonic Masculinity: Rethinking the Concept. Gender and Society, 19(6), 829–859. Pande, A. (2010). “At Least I Am Not Sleeping with Anyone”: Resisting the Stigma of Commercial Surrogacy in India. Feminist Studies, 36(2), 292–312 Green, K. (1989). Prostitution, Exploitation and Taboo. Philosophy, 64(250), 525–534. | |
Evaluation Pattern Evaluation Pattern · Continuous Internal Assessment or CIA constitutes a total of 50 marks. The distribution is as follows: § 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 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 20 marks and is based on an assignment that is set for the course. § Attendance - Attendance carries 5 marks | |
SOC641A - STUDY OF SOCIAL MOVEMENTS (2022 Batch) | |
Total Teaching Hours for Semester:60 |
No of Lecture Hours/Week:4 |
Max Marks:100 |
Credits:4 |
Course Objectives/Course Description |
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Course Description: This paper tries to interpret social movements as an instrument of social transformation and at times as the product of social transformations. The paper would provide an elaborate account of different theoretical explanations on social movements. The paper then examines three prominent movements in India i.e. the dalit movement, Naxalite movements and environmental movements by examining the socio political and historical context of their emergence and the transformation that resulted. Course Objective :
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Learning Outcome |
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CO1: Articulate the contexts in which social movements emerge. CO2: Evaluate scholarly works on social movements in local and global contexts. CO3: Demonstrate a socially sensitive approach in evaluating social movements and their relevance in policy making. |
Unit-1 |
Teaching Hours:10 |
Introduction to the study of Social Movements
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1. Society, social movements and sociology 2. Social Movements and Social Change 3. Definitions and classification of social movements 4.Elements of Social movements; Ideology, organizational structure, Leadership and Life Cycle of Social movements. | |
Unit-1 |
Teaching Hours:10 |
Introduction to the study of Social Movements
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1. Society, social movements and sociology 2. Social Movements and Social Change 3. Definitions and classification of social movements 4.Elements of Social movements; Ideology, organizational structure, Leadership and Life Cycle of Social movements. | |
Unit-1 |
Teaching Hours:10 |
Introduction to the study of Social Movements
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1. Society, social movements and sociology 2. Social Movements and Social Change 3. Definitions and classification of social movements 4.Elements of Social movements; Ideology, organizational structure, Leadership and Life Cycle of Social movements. | |
Unit-1 |
Teaching Hours:10 |
Introduction to the study of Social Movements
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1. Society, social movements and sociology 2. Social Movements and Social Change 3. Definitions and classification of social movements 4.Elements of Social movements; Ideology, organizational structure, Leadership and Life Cycle of Social movements. | |
Unit-1 |
Teaching Hours:10 |
Introduction to the study of Social Movements
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1. Society, social movements and sociology 2. Social Movements and Social Change 3. Definitions and classification of social movements 4.Elements of Social movements; Ideology, organizational structure, Leadership and Life Cycle of Social movements. | |
Unit-2 |
Teaching Hours:5 |
Social Movements and Sociological Theory
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1. Collective Behavior 2. Resource Mobilization 3. Relative Deprivation | |
Unit-2 |
Teaching Hours:5 |
Social Movements and Sociological Theory
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1. Collective Behavior 2. Resource Mobilization 3. Relative Deprivation | |
Unit-2 |
Teaching Hours:5 |
Social Movements and Sociological Theory
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1. Collective Behavior 2. Resource Mobilization 3. Relative Deprivation | |
Unit-2 |
Teaching Hours:5 |
Social Movements and Sociological Theory
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1. Collective Behavior 2. Resource Mobilization 3. Relative Deprivation | |
Unit-2 |
Teaching Hours:5 |
Social Movements and Sociological Theory
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1. Collective Behavior 2. Resource Mobilization 3. Relative Deprivation | |
Unit-3 |
Teaching Hours:20 |
Dalit movement in India.
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1. Origin and growth of dalit movements in India 2. Non-Brahmin movement in Tamil Nadu 3. Ambedkar and Dalit Ideology 4. Fragmentation of the Movement | |
Unit-3 |
Teaching Hours:20 |
Dalit movement in India.
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1. Origin and growth of dalit movements in India 2. Non-Brahmin movement in Tamil Nadu 3. Ambedkar and Dalit Ideology 4. Fragmentation of the Movement | |
Unit-3 |
Teaching Hours:20 |
Dalit movement in India.
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1. Origin and growth of dalit movements in India 2. Non-Brahmin movement in Tamil Nadu 3. Ambedkar and Dalit Ideology 4. Fragmentation of the Movement | |
Unit-3 |
Teaching Hours:20 |
Dalit movement in India.
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1. Origin and growth of dalit movements in India 2. Non-Brahmin movement in Tamil Nadu 3. Ambedkar and Dalit Ideology 4. Fragmentation of the Movement | |
Unit-3 |
Teaching Hours:20 |
Dalit movement in India.
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1. Origin and growth of dalit movements in India 2. Non-Brahmin movement in Tamil Nadu 3. Ambedkar and Dalit Ideology 4. Fragmentation of the Movement | |
Unit-4 |
Teaching Hours:15 |
Naxalite Movements
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1. Ideological roots of Naxalism 2. Spread and growth of the movement to other parts of the country | |
Unit-4 |
Teaching Hours:15 |
Naxalite Movements
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1. Ideological roots of Naxalism 2. Spread and growth of the movement to other parts of the country | |
Unit-4 |
Teaching Hours:15 |
Naxalite Movements
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1. Ideological roots of Naxalism 2. Spread and growth of the movement to other parts of the country | |
Unit-4 |
Teaching Hours:15 |
Naxalite Movements
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1. Ideological roots of Naxalism 2. Spread and growth of the movement to other parts of the country | |
Unit-4 |
Teaching Hours:15 |
Naxalite Movements
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1. Ideological roots of Naxalism 2. Spread and growth of the movement to other parts of the country | |
Unit-5 |
Teaching Hours:10 |
Environmental Movements in India
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1. A brief history of Environmental Movements in India 2. Chipko Movement and Narmada Bachavo Andolan 3. Environmental movements and the state in India | |
Unit-5 |
Teaching Hours:10 |
Environmental Movements in India
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1. A brief history of Environmental Movements in India 2. Chipko Movement and Narmada Bachavo Andolan 3. Environmental movements and the state in India | |
Unit-5 |
Teaching Hours:10 |
Environmental Movements in India
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1. A brief history of Environmental Movements in India 2. Chipko Movement and Narmada Bachavo Andolan 3. Environmental movements and the state in India | |
Unit-5 |
Teaching Hours:10 |
Environmental Movements in India
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1. A brief history of Environmental Movements in India 2. Chipko Movement and Narmada Bachavo Andolan 3. Environmental movements and the state in India | |
Unit-5 |
Teaching Hours:10 |
Environmental Movements in India
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1. A brief history of Environmental Movements in India 2. Chipko Movement and Narmada Bachavo Andolan 3. Environmental movements and the state in India | |
Text Books And Reference Books:
Rao, MSA. (1974). Social Movements in India. New Delhi: Manohar Publications. Shah, Ghanashyam. (1990). Social movements in India: A review of literature. New Delhi: Sage Publications. Steven Buechler. (2000). Social movements in advanced capitalism. New Delhi: Oxford University Press. | |
Essential Reading / Recommended Reading
Baulis JA. (1972). The Sociology of Social movements, London: Macmillan Publications. Buchler Steven M. (2000). Social Movements in Advanced Capitalism. Oxford: Oxford University Press. Crossely Nick. (2002). Making Sense of Social Movements. London: Open University Press. Guru Gopal. (2004). New Dalit Politics. in RajendraVhora and Suhas Palshikar ed India; Democracy, meaning and practices, New Delhi: Sage Publication. Omvedt Gail. (2004). ‘Struggle against dam or struggle for water? Environment and the State’ in Rajendra Vhora and Suhas Palshikar ed India: Democracy, meaning and practices, New Delhi: Sage Publication. Oommen, T K. (2004). Nation, Civil Society and Social Movements. New Delhi: Sage Publication, Scott Alan. (1990). Ideology and New Social Movements. London: Routledge Publications.
VISUAL TEXTS Jha P, Jha P & Lulla S(2012) Chakravyuh (Hindi). Ghose G, Rao B.N & Ravindranath, (1979) Maa Bhumi (Telugu). Joffe R, Puttnam D & Smith I, (1984), The Killing Fields (English) Amte, B. (1990). Narmada Project: The Case against and an Alternative Perspective. Economic and Political Weekly, 25(16), 811-815, 817-818. Aravinda, L. S. (2000). Globalisation and Narmada People's Struggle. Economic and Political Weekly, 35(46), 4002-4005. Assadi, M., & Rajendran, S. (2000). Changing Shape of Caste Conflict. Economic and Political Weekly, 35(19), 1610-1612. Bandyopadhyay, J. (1999). Chipko Movement: Of Floated Myths and Flouted Realities. Economic and Political Weekly, 34(15), 880-882. Banerjee, S. (2006). Beyond Naxalbari. Economic and Political Weekly, 41(29), 3159-3163. Bhatia, B. (2005). The Naxalite Movement in Central Bihar. Economic and Political Weekly, 40(15), 1536-1549. Dasgupta, B. (1978). The Naxalite Movement: An Epilogue. Social Scientist, 6(12), 3-24. Gehlot, N. (1993). Dr. Ambedkar, Matama Gandhi and Dalit Movement. The Indian Journal of Political Science, 54(3/4), 382-387. Jain, S. (1984). Women and People's Ecological Movement: A Case Study of Women's Role in the Chipko Movement in Uttar Pradesh. Economic and Political Weekl, 19(41), 1788-1794. Jaoul, N. (2006). Learning the use of symbolic means: Dalits, Ambedkar statues and the state in Uttar Pradesh. Contributions to Indian Sociology, 40(2), 175-204. Kannabiran, V., Volga, & Kannabiran, K. (2004). Women's Rights and Naxalite Groups. Economic and Political Weekly, 39(45), 4874-4877. Karan, P. P. (1994). Environmental Movements in India. Geographical Review, 84(1), 32-41. Kujur, R. K. (2006). Underdevelopment and Naxal Movement. Economic and Political Weekly, 41(7), 557-559. Mohanty, M. (2006). Challenges of Revolutionary Violence: The Naxalite Movement in Perspective. Economic and Political Weekly, 41(29), 3163-3168. Patankar, B., & Omvedt, G. (1979). The Dalit Liberation Movement in Colonial Period. Economic and Political Weekly, 14(7/8), 409-411, 413, 415, 417, 419-421, 423-424. Patel, J. (1990). Who Benefits Most from Damming the Narmada? Economic and Political Weekly, 25(52), 2830-2831. Ram, R. (2004). Untouchability in India with a Difference: Ad Dharm, Dalit Assertion, and Caste Conflicts in Punjab. Asian Survey, 44(6), 895-912. Roy, D. K. (1995). Peasant Movements and Empowerment of Rural Women. Economic and Political Weekly, 30(37), 2306-2311. Shiva, V., & Bandyopadhyay, J. (1986). The Evolution, Structure, and Impact of the Chipko Movement. Mountain Research and Development, 6(2), 133-142. SinghaRoy, D. K. (2005). Peasant Movements in Contemporary India: Emerging Forms of Domination and Resistance. Economic and Political Weekly, 40(52), 5505-5513. Strife, S. (2010). Reflecting on Environmental Education: Where Is Our Place in the Green Movement? The Journal Of Environmental Education, 41(3), 79–191. Wankhede, H. S. (2008). The Political and the Social in the Dalit Movement Today. Economic and Political Weekly, 43(6), 50-57. | |
Evaluation Pattern Evaluation Pattern · Continuous Internal Assessment or CIA constitutes a total of 50 marks. The distribution is as follows: § 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 | |
SOC641C - SOCIOLOGY OF DEVELOPMENT (2022 Batch) | |
Total Teaching Hours for Semester:60 |
No of Lecture Hours/Week:4 |
Max Marks:100 |
Credits:4 |
Course Objectives/Course Description |
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Course Description: This paper tries to introduce students to problems of inequality in wealth and welfare from a global, comparative, and historical perspective. It also introduces the major perspectives to and issues in development. Specific issues would be taken to make the discussions context specific.
Course Objective: ● To acquire basic knowledge and understanding of the concepts of inequality, poverty and development ● To understand the various perspectives on development ● To engage in the emerging debates and issues related to development and change in society. |
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Learning Outcome |
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CO1: Explain the basic concepts related to development CO2: Explain basic concepts related to poverty. CO3: Discuss the emerging debates & issues around development using theoretical perspectives. CO4: Discuss the processes of planned development in India. |
Unit-1 |
Teaching Hours:15 |
Understanding Development
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Unit-1 |
Teaching Hours:15 |
Understanding Development
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Unit-1 |
Teaching Hours:15 |
Understanding Development
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Unit-2 |
Teaching Hours:15 |
Understanding Poverty
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Unit-2 |
Teaching Hours:15 |
Understanding Poverty
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Unit-2 |
Teaching Hours:15 |
Understanding Poverty
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Unit-3 |
Teaching Hours:20 |
Debates on Development
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Unit-3 |
Teaching Hours:20 |
Debates on Development
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Unit-3 |
Teaching Hours:20 |
Debates on Development
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Unit-4 |
Teaching Hours:10 |
State and Market: Institutions and ideologies
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Unit-4 |
Teaching Hours:10 |
State and Market: Institutions and ideologies
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Unit-4 |
Teaching Hours:10 |
State and Market: Institutions and ideologies
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Text Books And Reference Books: Barnett, T. (1988). Sociology and Development. Routledge Nandy, A. (1995). Development and violence. Roberts, T.J et al (eds). (2015). The Globalization and Development Reader: Perspectives on Development and Global Change. (2nd edition). Wiley-Blackwell. Sen,A.(1999). Development as Freedom. New York: OUP | |
Essential Reading / Recommended Reading Andrew, W. (1984). Introduction to the Sociology of Development. New Jersey: Humanities Press International. Baviskar, A. (1995). In the Belly of the River: Tribal Conflicts over Development in the Narmada Valley. Delhi: Oxford University Press. Cooper, F. and Randall P. (eds.). (1997). International Development and the Social Sciences: Essays on the History and Politics of Knowledge. Berkeley: University of California Press. Dreze, J. (2000). ‘Militarism, Development and Democracy’, in Economic and Political Weekly, 35(14): 1171-1183. Dreze, J. and Sen, A. (1995). India: Economic Development and Social Opportunity. Delhi: Oxford University Press. Escobar, A. (1995). Encountering Development: The Making and Unmaking of the Third World. Princeton, NJ: Princeton University Press. Frank, A.G. (1998). Re Orient: Global Economy in the Asian Age. Berkeley: University of California Press. 4th printing 2002. Rekhviashvili, L. (2021). Pluriverse: a post-development dictionary: edited by Ashish Kothari, Ariel Salleh, Arturo Escobar, Federico Demaria, and Alberto Acosta, New Delhi, India. Sidaway, J. D. (2002). Post-development. The companion to development studies, 16-20.
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Evaluation Pattern CIA constitutes a total of 50 marks for a four-credit paper. The distribution is as follows 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 | |
SOC641D - MEDIA AND SOCIETY (2022 Batch) | |
Total Teaching Hours for Semester:60 |
No of Lecture Hours/Week:4 |
Max Marks:100 |
Credits:4 |
Course Objectives/Course Description |
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Course Description: The course is an attempt to introduce the dynamics of the interrelationship between media and society. The various cultural and ideological influences that operate on media and its dynamic role in producing social realities is introduced to the students. While a foundational understanding of media from a sociological perspective is the main intention, the course undertakes specific discussions of media with regard to its historical trajectories in the Indian context, its agency in initiating social change during and after colonialism and so on. Students are also introduced to the changing forms of media and the changing political economy and cultural role of media in the postmodern age. Course Objectives: 1. To inculcate a foundational understanding of media from a sociological perspective To have a foundational understanding of the problems confronted by educational systems in the Indian context. 2. To have a specific understanding of media in the Indian context. 3. To have a basic insight about the changing dynamics between media and society in the 21st century. |
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Learning Outcome |
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CO1: To discuss and critique different perspectives that help us understand media and its impact on Society CO2: To critically analyse and review perspectives available about media CO3: To reflect upon the changing forms of media and its influence CO4: To inculcate the spirit of research to apply sociological imagination with respect to media |
Unit-1 |
Teaching Hours:15 |
Unit I: Theoretical frames for understanding Media
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1. Cultural theories – Hegemony and Ideology 2. Public sphere 3. Media and Symbols | |
Unit-1 |
Teaching Hours:15 |
Unit I: Theoretical frames for understanding Media
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1. Cultural theories – Hegemony and Ideology 2. Public sphere 3. Media and Symbols | |
Unit-1 |
Teaching Hours:15 |
Unit I: Theoretical frames for understanding Media
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1. Cultural theories – Hegemony and Ideology 2. Public sphere 3. Media and Symbols | |
Unit-1 |
Teaching Hours:15 |
Unit I: Theoretical frames for understanding Media
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1. Cultural theories – Hegemony and Ideology 2. Public sphere 3. Media and Symbols | |
Unit-1 |
Teaching Hours:15 |
Unit I: Theoretical frames for understanding Media
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1. Cultural theories – Hegemony and Ideology 2. Public sphere 3. Media and Symbols | |
Unit-2 |
Teaching Hours:15 |
Media and Civil Society
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1. Media and the modern state 2. Media and corporate interests 3. Media and the Social construction of reality | |
Unit-2 |
Teaching Hours:15 |
Media and Civil Society
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1. Media and the modern state 2. Media and corporate interests 3. Media and the Social construction of reality | |
Unit-2 |
Teaching Hours:15 |
Media and Civil Society
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1. Media and the modern state 2. Media and corporate interests 3. Media and the Social construction of reality | |
Unit-2 |
Teaching Hours:15 |
Media and Civil Society
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1. Media and the modern state 2. Media and corporate interests 3. Media and the Social construction of reality | |
Unit-2 |
Teaching Hours:15 |
Media and Civil Society
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1. Media and the modern state 2. Media and corporate interests 3. Media and the Social construction of reality | |
Unit-3 |
Teaching Hours:15 |
Unit III: Media and Social Change
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1. The emergence of print in the 19th century: Colonialism and Reform 2. Nationalism and media during freedom movement 3. Role of media in post-independent times: The emergence of electronic media | |
Unit-3 |
Teaching Hours:15 |
Unit III: Media and Social Change
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1. The emergence of print in the 19th century: Colonialism and Reform 2. Nationalism and media during freedom movement 3. Role of media in post-independent times: The emergence of electronic media | |
Unit-3 |
Teaching Hours:15 |
Unit III: Media and Social Change
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1. The emergence of print in the 19th century: Colonialism and Reform 2. Nationalism and media during freedom movement 3. Role of media in post-independent times: The emergence of electronic media | |
Unit-3 |
Teaching Hours:15 |
Unit III: Media and Social Change
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1. The emergence of print in the 19th century: Colonialism and Reform 2. Nationalism and media during freedom movement 3. Role of media in post-independent times: The emergence of electronic media | |
Unit-3 |
Teaching Hours:15 |
Unit III: Media and Social Change
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1. The emergence of print in the 19th century: Colonialism and Reform 2. Nationalism and media during freedom movement 3. Role of media in post-independent times: The emergence of electronic media | |
Unit-4 |
Teaching Hours:15 |
Media in times of globalisation
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1. The emergence of social media and the rupture in conventional forms 2. Censorship and Surveillance in the new age 3. Media and Environment politics 4. Media and Gender | |
Unit-4 |
Teaching Hours:15 |
Media in times of globalisation
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1. The emergence of social media and the rupture in conventional forms 2. Censorship and Surveillance in the new age 3. Media and Environment politics 4. Media and Gender | |
Unit-4 |
Teaching Hours:15 |
Media in times of globalisation
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1. The emergence of social media and the rupture in conventional forms 2. Censorship and Surveillance in the new age 3. Media and Environment politics 4. Media and Gender | |
Unit-4 |
Teaching Hours:15 |
Media in times of globalisation
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1. The emergence of social media and the rupture in conventional forms 2. Censorship and Surveillance in the new age 3. Media and Environment politics 4. Media and Gender | |
Unit-4 |
Teaching Hours:15 |
Media in times of globalisation
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1. The emergence of social media and the rupture in conventional forms 2. Censorship and Surveillance in the new age 3. Media and Environment politics 4. Media and Gender | |
Text Books And Reference Books:
Chomsky, Noam (2007). Necessary Illusion: Thought Control in Democratic Societies. New Delhi: Viva. Williams, Kevin (2003). Understanding Media Theory. New York: Hodder Singh, Yogendra (2004). Ideology and Theory in Indian Sociology. Jaipur: Rawat. Raghavan G. N. S., (1994). The Press in India: A New History.Gyan. Thomas, Pradip Ninan (2010). Political Economy of Communications in India : The good, the bad and the ugly. Thousand Oaks: Sage. Briggs, Asa and Peter Burke (2006). A Social History of the Media: From Gutenberg to the Internet.Manbridge: Polity. Athique, Adrian (2013). Digital Media and Society: AN Introduction. Cambridge: Polity. Rodrigues, Usha M and Maya Ranganathan (2015). Indian News Media: from observer to participant. London: Sage. | |
Essential Reading / Recommended Reading
Vasudevan, Ravi (2010). Melodramatic Public: film form and spectatorship in Indian Cinema. Permanent Black. Bignell, Jonathan (2000). Postmodern Culture. New Delhi: Akar. Thukral, Gobind (2009). Troubled reflections : Reporting violence : media's symbiotic relationship with violence, ethnic violence, terrorism, and war. Shimla: Indian Institute of Advanced Studies. Khanduri, RituGairola (2014). Caricaturing culture in India : cartoons and history in the modern world. London: CUP Jones, Mary D. and Flaxman, Larry (2015). Mind Wars: A History of Mind Control, Surveillance, and Social Engineering by the Government, Media, and Secret Societies. Athique, Adrian and Douglas Hill (2010). The Multiplex in India: a Cultural Economy of Urban Leisure. London: Routledge. Daiya, Kavita (2008). Violent Belongings: Partition, Gender and National Culture in Postcolonial India. Philadelphia: Temple University Press. Stuart Hall (ed). Representation, Sage, London, 2001. | |
Evaluation Pattern CIA 1 - 10 Marks, CIA 2 (MSE) - 25 Marks, CIA 3 - 10 Marks, ESE - 50 Marks, Attendance - 5 Marks
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SOC641E - CULTURAL AND SOCIAL TRANSFORMATION OF CONTEMPORARY KOREA (2022 Batch) | |
Total Teaching Hours for Semester:60 |
No of Lecture Hours/Week:4 |
Max Marks:100 |
Credits:4 |
Course Objectives/Course Description |
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This course explores the cultural, economic, political, and social changes of contemporary Korean society since 1945 from comparative, historical, and sociological perspectives. The course is divided into three parts. The first part of the course examines the relationships between state and society, democratization movement, growth of nongovernmental organizations, anti-Americanism, developmental state, chaebol groups, and labor movement. The second part focuses on an analysis of the demographic transition to extremely low fertility, aging, marriage, family, and multiculturalism. The third part takes a critical look at the current conditions of education system, folk beliefs, religious behaviors, Protestant churches, popular culture, and subcultural neighborhoods in Seoul. The primary aim of the course is to make students familiar with the historical paths that were evolved into the contemporary Korean society and to formulate critical, balanced, and comparative perspectives on the current issues of Korea. The primary aim of the course is to make students familiar with the historical paths that were evolved into the contemporary Korean society and to formulate critical, balanced, and comparative perspectives on the current issues of Korea. |
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Learning Outcome |
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CO1: To acquire detailed knowledge and understanding of the history of Korea; CO2: To be able to apply the major sociological theories and research methods
in the analysis of cultural, demographic, economic, political, and social
transformation of contemporary Korea; CO3: To develop sensitivity to class, gender, generational, and regional inequality
in Korea. |
Unit-1 |
Teaching Hours:4 |
The Recent Developments in Inter-Korean Relations
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The Recent Developments in Inter-Korean Relations | |
Unit-1 |
Teaching Hours:4 |
The Recent Developments in Inter-Korean Relations
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The Recent Developments in Inter-Korean Relations | |
Unit-1 |
Teaching Hours:4 |
The Recent Developments in Inter-Korean Relations
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The Recent Developments in Inter-Korean Relations | |
Unit-2 |
Teaching Hours:4 |
History of Korea Since 1945 and the Legacies of the Korea War
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History of Korea Since 1945 and the Legacies of the Korea War | |
Unit-2 |
Teaching Hours:4 |
History of Korea Since 1945 and the Legacies of the Korea War
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History of Korea Since 1945 and the Legacies of the Korea War | |
Unit-2 |
Teaching Hours:4 |
History of Korea Since 1945 and the Legacies of the Korea War
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History of Korea Since 1945 and the Legacies of the Korea War | |
Unit-3 |
Teaching Hours:4 |
Struggle for Democracy, Civil Society, Party Politics, and Consolidation of Democracy in Korea
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Struggle for Democracy, Civil Society, Party Politics, and Consolidation of Democracy in Korea | |
Unit-3 |
Teaching Hours:4 |
Struggle for Democracy, Civil Society, Party Politics, and Consolidation of Democracy in Korea
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Struggle for Democracy, Civil Society, Party Politics, and Consolidation of Democracy in Korea | |
Unit-3 |
Teaching Hours:4 |
Struggle for Democracy, Civil Society, Party Politics, and Consolidation of Democracy in Korea
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Struggle for Democracy, Civil Society, Party Politics, and Consolidation of Democracy in Korea | |
Unit-4 |
Teaching Hours:4 |
Economic Development, Chaebol Groups, and Developmental State in Korea
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Economic Development, Chaebol Groups, and Developmental State in Korea | |
Unit-4 |
Teaching Hours:4 |
Economic Development, Chaebol Groups, and Developmental State in Korea
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Economic Development, Chaebol Groups, and Developmental State in Korea | |
Unit-4 |
Teaching Hours:4 |
Economic Development, Chaebol Groups, and Developmental State in Korea
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Economic Development, Chaebol Groups, and Developmental State in Korea | |
Unit-5 |
Teaching Hours:4 |
Economic Development, Chaebol Groups, and Developmental State in Korea
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Economic Development, Chaebol Groups, and Developmental State in Korea | |
Unit-5 |
Teaching Hours:4 |
Economic Development, Chaebol Groups, and Developmental State in Korea
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Economic Development, Chaebol Groups, and Developmental State in Korea | |
Unit-5 |
Teaching Hours:4 |
Economic Development, Chaebol Groups, and Developmental State in Korea
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Economic Development, Chaebol Groups, and Developmental State in Korea | |
Unit-6 |
Teaching Hours:4 |
Marriage, Family, and Gender Roles in Korea
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Marriage, Family, and Gender Roles in Korea | |
Unit-6 |
Teaching Hours:4 |
Marriage, Family, and Gender Roles in Korea
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Marriage, Family, and Gender Roles in Korea | |
Unit-6 |
Teaching Hours:4 |
Marriage, Family, and Gender Roles in Korea
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Marriage, Family, and Gender Roles in Korea | |
Unit-7 |
Teaching Hours:4 |
The Ethnic Enclaves and Multi-culturalism in Korea
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The Ethnic Enclaves and Multi-culturalism in Korea | |
Unit-7 |
Teaching Hours:4 |
The Ethnic Enclaves and Multi-culturalism in Korea
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The Ethnic Enclaves and Multi-culturalism in Korea | |
Unit-7 |
Teaching Hours:4 |
The Ethnic Enclaves and Multi-culturalism in Korea
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The Ethnic Enclaves and Multi-culturalism in Korea | |
Unit-8 |
Teaching Hours:8 |
Current Conditions of Education System in Korea
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Current Conditions of Education System in Korea | |
Unit-8 |
Teaching Hours:8 |
Current Conditions of Education System in Korea
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Current Conditions of Education System in Korea | |
Unit-8 |
Teaching Hours:8 |
Current Conditions of Education System in Korea
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Current Conditions of Education System in Korea | |
Unit-9 |
Teaching Hours:4 |
Current Conditions of Education System in Korea
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Current Conditions of Education System in Korea | |
Unit-9 |
Teaching Hours:4 |
Current Conditions of Education System in Korea
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Current Conditions of Education System in Korea | |
Unit-9 |
Teaching Hours:4 |
Current Conditions of Education System in Korea
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Current Conditions of Education System in Korea | |
Unit-10 |
Teaching Hours:12 |
Folk Beliefs, Shamanism, and Religion in Korea
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Folk Beliefs, Shamanism, and Religion in Korea | |
Unit-10 |
Teaching Hours:12 |
Folk Beliefs, Shamanism, and Religion in Korea
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Folk Beliefs, Shamanism, and Religion in Korea | |
Unit-10 |
Teaching Hours:12 |
Folk Beliefs, Shamanism, and Religion in Korea
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Folk Beliefs, Shamanism, and Religion in Korea | |
Unit-11 |
Teaching Hours:4 |
Popular Culture in Korea: Social Network Structures of Popular Music, Film and Sports Industry in Korea
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Popular Culture in Korea: Social Network Structures of Popular Music, Film and Sports Industry in Korea | |
Unit-11 |
Teaching Hours:4 |
Popular Culture in Korea: Social Network Structures of Popular Music, Film and Sports Industry in Korea
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Popular Culture in Korea: Social Network Structures of Popular Music, Film and Sports Industry in Korea | |
Unit-11 |
Teaching Hours:4 |
Popular Culture in Korea: Social Network Structures of Popular Music, Film and Sports Industry in Korea
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Popular Culture in Korea: Social Network Structures of Popular Music, Film and Sports Industry in Korea | |
Unit-12 |
Teaching Hours:4 |
Popular Culture in Korea: Social Network Structures of Popular Music, Film and Sports Industry in Korea
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Popular Culture in Korea: Social Network Structures of Popular Music, Film and Sports Industry in Korea | |
Unit-12 |
Teaching Hours:4 |
Popular Culture in Korea: Social Network Structures of Popular Music, Film and Sports Industry in Korea
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Popular Culture in Korea: Social Network Structures of Popular Music, Film and Sports Industry in Korea | |
Unit-12 |
Teaching Hours:4 |
Popular Culture in Korea: Social Network Structures of Popular Music, Film and Sports Industry in Korea
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Popular Culture in Korea: Social Network Structures of Popular Music, Film and Sports Industry in Korea | |
Unit-13 |
Teaching Hours:4 |
Popular Culture in Korea: Social Network Structures of Popular Music, Film and Sports Industry in Korea
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Popular Culture in Korea: Social Network Structures of Popular Music, Film and Sports Industry in Korea | |
Unit-13 |
Teaching Hours:4 |
Popular Culture in Korea: Social Network Structures of Popular Music, Film and Sports Industry in Korea
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Popular Culture in Korea: Social Network Structures of Popular Music, Film and Sports Industry in Korea | |
Unit-13 |
Teaching Hours:4 |
Popular Culture in Korea: Social Network Structures of Popular Music, Film and Sports Industry in Korea
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Popular Culture in Korea: Social Network Structures of Popular Music, Film and Sports Industry in Korea | |
Unit-14 |
Teaching Hours:4 |
Physical Beauty as Commodity and Consumption Behaviors
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Physical Beauty as Commodity and Consumption Behaviors | |
Unit-14 |
Teaching Hours:4 |
Physical Beauty as Commodity and Consumption Behaviors
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Physical Beauty as Commodity and Consumption Behaviors | |
Unit-14 |
Teaching Hours:4 |
Physical Beauty as Commodity and Consumption Behaviors
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Physical Beauty as Commodity and Consumption Behaviors | |
Unit-15 |
Teaching Hours:4 |
Korea in the World: Korean Diaspora
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Korea in the World: Korean Diaspora | |
Unit-15 |
Teaching Hours:4 |
Korea in the World: Korean Diaspora
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Korea in the World: Korean Diaspora | |
Unit-15 |
Teaching Hours:4 |
Korea in the World: Korean Diaspora
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Korea in the World: Korean Diaspora | |
Text Books And Reference Books: Week 1. The Recent Developments in Inter-Korean Relations References: Cha, Victor. 2021. “The U.S. Withdrawal from Afghanistan and Its Meaning for S. Korea.” The Chosunilbo, August 27, 2021. (https: English.chosun.com) Shin, Mitch. 2021. “After Afghanistan, Should South Korea Worry About US Commitment.” The Diplomat, August 20, 2021. Work, Clint. 2021. “Seoul Isn’t Kabul.” Foreign Policy, August 18, 2021. Panda, Ankit. 2021. “Biden’s Next Steps on North Korea Contain a Dose of Realism.” Carnegie Endowment for International Peace, July/August, 2021 (https:carnegieendowment.org). Statista. 2021. Coronavirus (COVID-19) in South Korea-Statistics &Facts. July 8, 2021. Choe, Sang-Hun. 2020. “North Korea’s Wrecking of Liaison Office a ‘Death Knell’ for Ties with the South.” New York Times, June 16, 2020. BBC News. 2020. “North Korea: Kim Jong-un 'suspends military action' against South,” June 24, 2020. Sanger, David. E. and Choe Sang-Hun. “Two Years After Trump-Kim Meeting, Little to Show for Personal Diplomacy.” New York Times, June 12, 2020.
Week 2:“Doing Korean Studies and Having Fun” References: William Deresiewicz. 2014. Excellent Sheep: The Miseducation of the American Elite and the Way to a Meaningful Life. Free Press Nelson, Katie. 2019. “Doing Fieldwork: Methods in Cultural Anthropology.” In Perspectives: An Open Invitation to Cultural Anthropology, edited by Nina Brown, Thomas Mcllwraith, and Laura Tubelle.. Second Edition. Arlington: American Anthropological Association. Pp. 45-69. Imilan, Walter, and Francisca Marquez. 2019. Urban Ethnography. Wiley Online Library. https: //doi.org/10.1002/978111568446.eurs0500. Vine, David. 2015. Base Nation: How U.S. Military Bases Abroad Harm America and the World. Metropolitan Books. Schober, Elisabeth. 2016. Base Encounters: The U.S. Armed Forces in South Korea. London: Pluto Press Kim, Eun-Shil. 2014. “Itaewon as an Alien Space within the Nation-State and a Place in the Globalization Era.” Korea Journal 44(3): 34-64.
Week 3: History of Korea Since 1945 and the Legacies of the Korea War References: Breen, Michael. 2004. The Koreans: Who They Are, What They Want, Where Their Future Lies. New York: St. Martin’s Griffin. “Part Two: History,” pp.73-116. Shin, Eui Hang. 2003. “Legacies of the Korean War: A Sociological Analysis.” Pp. 150-162 in Understanding and Remembering 50th Anniversary of the Korean War International Symposium, edited by William J. Davis, Mary G. Denyes, and Charles R. Knight. Norfolk, Virginia: The General Douglas MacArthur Foundation. Documentaries: The Korean War: The Cold War Turns Hot https://www.youtube.com/watch?v=tmM2Y275TR0 (10min)
Week 4:Struggle for Democracy, Civil Society, Party Politics, and Consolidation of Democracy in Korea References: Yoon, Dasl. 2020. “South Korea, Facing Coronavirus Surge, Resists Tightest Restrictions.” The Wall Street Journal, August 26, 2020. Science Daily. 2020. “COVID-19: How South Korea Prevailed While the U.S. Failed.” Science Daily, August 20, 2020. Lee, Jihye, and Kanga Kong. 2019. “South Korean President Moon Jae-in Faces Crisis with Echoes of Predecessor Park’s Downfall.” Japan Times, October 15, 2019. Choe, Sang-hun. 2016. “South Korea Enters Period of Uncertainty with President’s Impeachment.” New York Times, December 9, 2016. Cumings, Bruce. 2005. “The Virtues, II: The Democratic Movement, 1960-present.” In Korea’s Place in the Sun, 342-403. W.W. Norton &Company, Inc., New York. The Korea Herald. 2007. Insight Into Korea. Part 1: “Politics”, pp.8-70. Shin, Eui Hang. 2003. “The Role of NGOs in Political Elections in South Korea: The Case of Citizens’ Alliance for the 2000 General Election.” Asian Survey 43: 697-716. Documentaries: The Dynamic Development of Korean Democracy https://www.youtube.com/watch?v=nlCL9fiVgsc (28 min) https://www.youtube.com/watch?v=jUbuykLagps&t=10s (42min) South Korea Candlelight Protest President Park Geun-hye Impeachment https://www.youtube.com/watch?v=KB-0wwdRM1s (3min) Time Lapse: 2016South Korean Protests https://www.youtube.com/watch?v=zYYuDFor5Ns (4min) Korean President Impeached Following Scandal https://www.youtube.com/watch?v=bfUJA9L-H4k (4min) Sewol Ferry Incident (History Project) https://www.youtube.com/watch?v=YAFTGcE17D0 (6 min) Sunken Sewol Ferry Raised 3 Years After Disaster https://www.youtube.com/watch?v=8gXsxGVxe58
Week 5:Economic Development, Chaebol Groups, and Developmental State in Korea References: Rafiq, Sohrab, and Andrew Swiston. 2021. “Mountains After Mountains: Korea is Containing COVID-19 and Looking Ahead.” International Monetary Fund Country Focus, April 29, 2021. Albert, Eleanor. 2018. “South Korea’s Chaebol Challenge.” Council on Foreign Relations, May 4, 2018. Rhyu, Sang-young. 2005. “The Origins of Korean Chaebols and their Roots in the Korean War.” The Korean Journal of International Relations. 45 (3): 203-230. Hwang, Kelly. 1996. “South Korea’s Bureaucracy and the Informal Politics of Economic Development.” Asian Survey. 36 (3): 306-319 The Korea Herald. 2007. Insight Into Korea. Part 3: Economy, pp.110-188. Documentaries: South Korea: A Nation to Watch https://www.youtube.com/watch?v=W3_zsVijn2Y&list=PLDC57C6A53512AA83 (part1: 7min) Secrets Behind Korea’s Economic Success https://www.youtube.com/watch?v=bJ0hMr5TSkI (24min)
Week 6:Marriage, Family, and Gender Roles in Korea References: Statistics Korea. 2018. “Final Results of Birth Statistics in 2017,” “Causes of Death Statistics in 2017,” “Marriage and Divorce Statistics in 2018.” Haub, Carl. 2010. “Did South Korea’s Population Policy Work Too Well?” Population Bulletin, Population Reference Bureau: 1-6. Gandhi, Lakshmi. 2014. “Could South Korea’s Low Birth Rate Really Mean Extinction?” NBC News, August 27, 2014. Yi, Eunhee Kim. 2001.“Mothers and Sons in Modern Korea.” Korea Journal (Winter 2001):5-27. Korea Joongang Daily. 2015. “Miracle at Han Starts to Shrink: AGING, Low Birth Rate, Restricted Immigration Force Korea Off a Demographic Cliff,” Korea Joongang Daily, October 16, 2015. Special Reporting Team, Korea Joongang Daily. 2015. “Housing Cost Hamper Marriage: Young People Polled Say Burden Stems from Money, Time Constraints.” Korea Joongang Daily, December 17, 2015. Yoon, So-Yeon. 2019. “After Historic Abortion Ruling, What Comes Next?” Korea Joongang Daily, April 15, 2019. Hagaard, Stephen. 2018. “Korea’s Me Too Moment.” Korean Joongang Daily, August 24, 2018. Chung, Esther. 2018. “Fallout Goes On For Ko Un, Other Me Too Perpetrators,” Korean Joongang Daily, March 13, 2018. Steger, Isabella. 2018. “People Don’t Want to Get Married in South Korea Anymore.” Quartz, March 21, 2018. Iglauer, Philip. 2015. “South Korea’s Foreign Bride Problem.” The Diplomat, January 29, 2015.
Documentaries: South Korea is Under Threat from its Aging Population https://www.youtube.com/watch?v=yt4QGNcKfX8&t=26s. 4:00 A Traditional Korean Wedding https://www.youtube.com/watch?v=DUpHWtoMse8. 4:06 Acceptance Of International Relationships/Marriage In Korea https://www.youtube.com/watch?v=y1DrKZcNNzo “Korea’s Wedding Culture” <Korea Today>, Arirang Issue/Arirang News
Week 7:The Ethnic Enclaves and Multi-culturalism in Korea References: Lim, Timothy C. 2017. “The Road to Multiculturalism in South Korea.” Georgetown Journal of International Affairs (https://www.georgetownjournalofinternationalaffairs.org/online-edition/2017/10/10/the-road-to-multiculturalism-in-south-korea). October 10, 2017. Im, Esther S. 2020. “How Multiculturalism Has Fared in South Korea Amid the Pandemic.” (https://carnegieendowment.org/2020/12/15/how-multiculturalism-has-fared-in-south-korea-amid-pandemic-pub-83410). December 15, 2020. Kim, Eun-Shil. 2014. “Itaewon as an Alien Space within the Nation-State and a Place in the Globalization Era.” Korea Journal 44(3):34-64 Kim, Andrew E. 2008. “Global migration and South Korea: Foreign Workers, Foreign Brides and the Making of a Multicultural Society.” Ethnic and Racial Studies 32:1, 70-92, DOI: 10.1080/01419870802044197 Documentaries: “Multiculturalism in South Korea” https://www.youtube.com/watch?v=pcNyEf78Wnc.25:15 “3% of all elementary school students in Korea from multicultural families” https://www.youtube.com/watch?v=6ClRmneeq2o. 1:37 “Seoul Central Mosque : Muslim in South Korea Friday at Masjid Itaewon Seoul” https://www.youtube.com/watch?v=XpB8I7zkPNA. 6:12
Week 8 and Week 9:Current Conditions of Education System in Korea References: Lau, Joyce. 2021. “Demographic Dive Leaves South Korea Struggling to Fill Campuses.” Times Higher Education, February 26, 2021. Ko. Jun-tae. 2021. “Death Sentence Looming for Universities as First-Ever Demographic Winter Starts.” The Korea Herald, January 17, 2021. Mani, Deepti, and Trines, Stefan. 2018. Education in South Korea.” World Education News + Reviews, October 16, 2018. (wenr.wes.org) Yeom, Min-ho. 2016. “Critical Reflection on the Massification of Higher Education in Korea: Consequences for Graduate Employment and Policy Issues.” Journal of Education and Work 29(1): 48-63. Koo, Se-Woong. 2014. “An Assault Upon Our Children: Korea’s Education System Hurts Students.” New York Times, August 2, 2014. Statistics Korea. 2018. “Private Education Expenditures Survey of Elementary, Middle, and High School Students in 2018.” Kostat.go.kr/portal/eng/pressRelease/11/2/ index.board?bmode… Seth, Michael J. 2007. “Korean Education Needs Fundamental Reform.” In Insight Into Korea: Understanding Challenges in 21st Century, 214-221. Seoul, Korea: The Korea Herald. Documentaries: “Homoacademicus” Part 1 “College Entrance Examination Day in Korea…” Arirang News, November 15, 2018.
Week 10:Folk Beliefs, Shamanism, and Religion in Korea References: Kim, Min Joo. 2020. “Churches Have Become South Korea’s Corona Virus Battleground.” The Washington Post, April 18, 2021. Korea View, KEI. 2020. “Public Image Decline of South Korean Churches.” The Peninsula, September 15, 2020. Hazzan, Dave. 2016. “Christianity and Korea.” The Diplomat, April 7, 2016. Johnson, Andrew. 2016. “A Crisis of Integrity in Seoul, the Megachurch Capital of the World.” USC Center for Civic Culture, February 9, 2016. Strother, Jason. 2017. “The Rise of Café Churches in South Korea.” The Atlantic, May 8, 2017. Kim, Andrew E. 2000. “Korean Religious Culture and Its Affinity to Christianity: The Rise of Protest Christianity in South Korea.” Sociology of Religion, 61 (2): 117-133. The Korea Herald. Editor. 2007. Insight Into Korea. Part 5: Culture, pp. 302-320; Kim, Kyong-Dong and The Korea Herald. 2008. Social Change in Korea, pp. 254-26. Documentaries: This is Korea--Saju Café https://www.youtube.com/watch?v=SwE2HSXIwVk Growth of Christianity in Korea https://www.youtube.com/watch?v=7rz2kSlft8o (17 min) Introduction to the Yoido Full Gospel Church
Week 11, Week 12, and Week 13: Popular Culture in Korea: Social Network Structures of Popular Music, Film and Sports Industry in Korea References: Pulver, Andrew. 2019. “Bong Joon-Ho’s Parasite Wins Palm d’Or at Cannes Film Festival.” The Guardian, May 25, 2019. Bahr, Sarah. 2021. “Yuh-Jung Youn becomes the first Korean Woman in Oscar History to Win Best Supporting Actress.” New York Times, April 25, 2021. The Newsmen Entertainment Desk. 2021. “BTS: Success Story of World’s Top K-Pop Band.” The Newsmen, December 14, 2020. Kim, J.H., S.H. Jung, J.S. Roh, and H.J. Choi. 2021. “Success Factors and Sustainability of the K-Pop Industry: A Structural Equation Model and Fuzzy Set Analysis.” Sustainability, May 24, 2021 (https://doi.org/10.3390/su13115927). The Los Angeles Film School. 2021. “A Brief History of K-Pop.” The Los Angeles Film School, April 16, 2021.(https:lafilm.edu) Ladner, Mimsie. 2013. “K-Pop and the Future of Korea.” Huffington Post, August 20, 2013. Choe, Sang-Hun. 2013. “Cramming for Stardom at Korea’s K-Pop Schools.” New York Times, August 9, 2013. Williamson, Lucy. 2011. “The Dark Side of South Korean Pop Music.” BBC News Asia-Pacific, June 14, 2011. Min, Kyung-Won. 2019. “K-Pop Hops the Pond to Meet Audience Abroad.” Korea Joongang Daily August 17-18, 2019. Lee, Ho-Jeong. 2019. “Big Hit Cashes in on BTS Success.” Korea Joongang Daily, September 12, 2018. Yoon, So-Yeon. 2019. “Agencies End Relations with Troubled Stars.” Korea Joongang Daily, March 14, 2019. Documentaries: What is K-Pop? https://www.youtube.com/watch?v=ixdGsF6V4OA (10min) Korean Wave 3.0 Looks Beyond K-Pop https://www.youtube.com/watch?v=Cq17rfZjSkU (3min) Hottest audition program in Korea: 'Trot music' explained https://www.youtube.com/watch?v=6yUIJLj57mI
Week 14: Physical Beauty as Commodity and Consumption Behaviors References: Kim, Min Joo, and Simon Denyer. 2021. “Some South Koreans Prepare for Post-Pandemic Days with a Facelift.” The Washington Post, April 25, 2021. Yoon, Sanghoo, and Young A. Kim. 2020. “Cosmetic Surgery and Self-Esteem in South Korea: A Systemic Review and Meta-Analysis.” Aesthetic Plastic Surgery 44(1): 229-238. Jin, Sophie. 2020. “Plastic’s Past: The Complex Historical and Cultural Influences Underlying South Korea’s Plastic Surgery Phenomenon.” The Journal of Contemporary Asian Studies, October, 2020. Baer, Drake. 2015. “Why South Korea is the Plastic Surgery Capital of the World.” Business Insider, September 22, 2015. Gimlin, Debra. 2000. “Cosmetic Surgery: Beauty as Commodity.” Qualitative Sociology 23: 77-98. Documentaries: ID Hospital Review Best Korean Plastic Surgery Clinic for Foreigners The Plastic Surgery: The Cost of Beauty/101 East (#Plastic Surgery#Cosmetic Surgery#AL Jazeera English)
Week 15: Korea in the World: Korean Diaspora References: Kim, Samuel S. 2000. “Korea and Globalization: A Framework for Analysis.” Pp. 1-28 in Samuel S. Kim, Editor, Korea’s Globalization. Cambridge and New York: Cambridge University Press. Lee,Chae-Jin. 2000. “South Korean Foreign Relations Face the Global Challenges.” Pp. 170-195 in Samuel S. Kim, Editor, Korea’s Globalization. Cambridge and New York: Cambridge University Press. Shin, Eui Hang, and Hyo Hwan Song. 2004. “Acculturation and Consumption Behavior of Korean Immigrants.” Development and Society 33: 39-79; Shin, Eui Hang. 2008. “The Interplay of Ethnicity and Economic Activities: The Case of Textile and Apparel Industry and Korean Immigrant Communities.” Pp. 313-345 in Eui Young Yu, Editor, Korean American Economy and Community in 21st Century. Los Angeles: Korean American Economic Development Center. Shin, Eui Hang, and Kyung Sup Chang. 1988. “Peripherization of Korean Immigrant Professionals: The Case of Korean Physicians in the U.S.” International Migration Review 22: 6-9-626. Shin, Eui Hang, and Hyung Park. 1988. “An Analysis of Causes of Schisms in Ethnic Churches: The Case of Korean-American Churches.” Sociological Analysis 49: 234-238.
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Essential Reading / Recommended Reading Textbook: Cultural and Social Transformation of Contemporary Korea: Reading Materials. 2022. A Collection of Book Chapters and Journal Articles Compiled by the Instructor. | |
Evaluation Pattern 1. Continuous Internal Assessment (CIA): CIA I and CIA III: Students would have to write two papers on any two of the following three categories of the subjects: prominent public figure, business firm, and film. The paper
should be a critical commentary of the selected subject. Each paper should be three to four page- long, single-spaced, font-size=12, with a list of 5-6 keywords; Due Dates: Paper 1, February 7, 2023; Paper 2, May 2, 2023.
CIA II: Mid Semester Examination: Contents: Reading and Lecture Materials Type: Essay Date: March 13-18, 2023 VII. End Semester Examination (ESE): Contents: Reading and Lecture Materials Type: Essay Date: May 8-20, 2023 VIII. Determination of Final Grade Attendance: 5% CIA I and III (Two Short Papers): 20% CIA II (Mid Semester Examination): 25% End Semester Examination: 50% | |
SOC681 - DISSERTATION-II (2022 Batch) | |
Total Teaching Hours for Semester:0 |
No of Lecture Hours/Week:0 |
Max Marks:100 |
Credits:2 |
Course Objectives/Course Description |
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Course Description: This course along with the SOC581 offered in the fifth semester offers students who have been selected an opportunity to take up a Dissertation which would help them to earn extra credits. |
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Learning Outcome |
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CO1: Use the tools of data collection designed by them to collect data CO2: Analyse the data collected by them in accordance with their research question CO3: Complete and submit their dissertation/term paper as per the requirements set by their guide |
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Teaching Hours:0 |
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Unit-1 |
Teaching Hours:0 |
NO Units
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NIL | |
Unit-1 |
Teaching Hours:0 |
NO Units
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Unit-1 |
Teaching Hours:0 |
NO Units
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Text Books And Reference Books: Based on their research topic. | |
Essential Reading / Recommended Reading Based on their research interest. | |
Evaluation Pattern In the sixth semester, students will carry out data collection, analysis of data and preparation of the report in the form of a thesis. Students are to present the final report in an open viva voce. This paper will not have an examination but evaluation will take place through the assessment of the dissertation, viva voce and the meetings with the guide. Dissertation Evaluation (VI Semester) Evaluation of the Dissertation 50 Marks Draft 1 10 Draft 2 10 Final Dissertation 30 Viva Voce 30 Marks Weekly meeting with guide 20 marks Total 100 Marks |