Department of
PSYCHOLOGY






Syllabus for
Bachelor of Arts (Psychology, Sociology, English)
Academic Year  (2022)

 
1 Semester - 2022 - Batch
Paper Code
Paper
Hours Per
Week
Credits
Marks
AEN121 ADDITIONAL ENGLISH 3 3 100
ENG121 ENGLISH - I 3 2 100
EST131 BRITISH LITERATURE: ANGLO SAXON TO EARLY VICTORIAN 5 4 100
FRN121 FRENCH 3 3 100
HIN121 HINDI 3 3 100
KAN121 KANNADA 3 03 100
PSY111 ACADEMIC ENRICHMENT 2 2 50
PSY131 BASIC PSYCHOLOGICAL PROCESSES - I 5 5 100
SAN121 SANSKRIT 3 3 100
SOC131 FOUNDATIONS OF SOCIOLOGY-I 5 5 100
TAM121 TAMIL 3 3 100
2 Semester - 2022 - Batch
Paper Code
Paper
Hours Per
Week
Credits
Marks
AEN221 ADDITIONAL ENGLISH 3 3 100
ENG221 ENGLISH - II 3 2 100
EST231 BRITISH LITERATURE: LATE VICTORIAN TO THE PRESENT 5 4 100
FRN221 FRENCH 3 3 100
HIN221 HINDI 3 3 100
KAN221 KANNADA 3 03 100
PSY211 LIFE SKILL EDUCATION 2 2 50
PSY231 BASIC PSYCHOLOGICAL PROCESSES - II 5 5 100
SAN221 SANSKRIT 3 3 100
SOC231 FOUNDATIONS OF SOCIOLOGY - II 5 5 100
TAM221 TAMIL 3 3 100
3 Semester - 2021 - Batch
Paper Code
Paper
Hours Per
Week
Credits
Marks
AEN321 ADDITIONAL ENGLISH 3 3 100
ENG321 ENGLISH-III 3 2 100
EST331 AMERICAN LITERATURES 5 4 100
FRN321 FRENCH 3 3 100
HIN321 HINDI 3 3 100
KAN321 KANNADA 3 03 100
PSY311 SOCIAL ENTREPRENEURSHIP AND COMMUNITY DEVELOPMENT 2 2 50
PSY331 LIFE SPAN DEVELOPMENT 5 5 100
PSY351 PSYCHOLOGICAL STATISTICS AND EXPERIMENTS - I 2 2 100
SAN321 SANSKRIT 3 3 100
SOC331 CLASSICAL SOCIOLOGICAL THEORIES 5 5 100
TAM321 TAMIL 3 3 100
4 Semester - 2021 - Batch
Paper Code
Paper
Hours Per
Week
Credits
Marks
AEN421 ADDITIONAL ENGLISH 3 3 100
ENG421 ENGLISH-IV 3 2 100
EST431 INTRODUCTION TO LITERARY THEORY 5 4 100
FRN421 FRENCH 3 3 100
HIN421 HINDI 3 3 100
KAN421 KANNADA 3 03 100
PSY411 SERVICE LEARNING 2 2 50
PSY431 BASIC SOCIAL PSYCHOLOGY 5 5 100
PSY451 PSYCHOLOGICAL STATISTICS AND EXPERIMENTS - II 2 2 100
SAN421 SANSKRIT 3 3 100
SOC431 STUDY OF INDIAN SOCIETY 5 5 100
TAM421 TAMIL 3 3 100
5 Semester - 2020 - Batch
Paper Code
Paper
Hours Per
Week
Credits
Marks
EST531 POSTCOLONIAL LITERATURES 4 04 100
EST532 INDIAN LITERATURES: THEMES AND CONCERNS 5 4 100
PSY531 ABNORMAL PSYCHOLOGY 4 4 100
PSY541B SCHOOL AND EDUCATIONAL PSYCHOLOGY 4 4 100
PSY541C SPORTS PSYCHOLOGY 4 4 100
PSY541D CULTURAL PSYCHOLOGY 4 4 100
PSY541E INTRODUCTION OF NEUROPSYCHOLOGY 4 4 100
PSY551 PSYCHOLOGICAL RESEARCH METHODS AND ASSESSMENT-I 2 2 100
SOC531 METHODS OF SOCIAL RESEARCH 4 4 100
SOC541A ANALYSIS OF CONTEMPORARY SOCIAL PROBLEMS 4 4 100
SOC541C SOCIAL ECOLOGY 4 4 100
SOC541D SOCIOLOGY OF EDUCATION 4 4 100
SOC581 DISSERTATION-I 0 2 100
6 Semester - 2020 - Batch
Paper Code
Paper
Hours Per
Week
Credits
Marks
EST631 INTRODUCTION TO WORLD LITERATURES 5 4 100
EST641A CULTURAL STUDIES 4 04 100
EST641B INTRODUCTION TO ENGLISH LANGUAGE TEACHING 4 04 100
EST641C INTRODUCTION TO SHORT STORY 4 04 100
EST641D INTRODUCTION TO FILM STUDIES 4 04 100
EST641E ECOLOGICAL DISCOURSES AND PRACTICES 4 4 100
EST641F REVISITING INDIAN EPICS 4 4 100
PSY631 INDUSTRIAL AND ORGANIZATIONAL PSYCHOLOGY 4 4 100
PSY641A POSITIVE PSYCHOLOGY 4 4 100
PSY641B MEDIA PSYCHOLOGY 4 4 100
PSY641C ARTIFICIAL INTELLIGENCE AND HUMAN-MACHINE INTERFACE 4 4 100
PSY641D CONSUMER BEHAVIOUR 4 4 100
PSY641E INTRODUCTION TO FORENSIC PSYCHOLOGY 4 4 100
PSY641F HEALTH AND WELLBEING 4 4 100
PSY641G COMMUNITY PSYCHOLOGY 4 4 100
PSY651 PSYCHOLOGICAL RESEARCH METHODS AND ASSESSMENT-II 2 2 100
PSY681 INTERNSHIP 0 2 50
SOC631 WOMEN AND SOCIETY 4 4 100
SOC641A STUDY OF SOCIAL MOVEMENTS 4 4 100
SOC641C SOCIOLOGY OF DEVELOPMENT 4 4 100
SOC641D MEDIA AND SOCIETY 4 4 100
SOC641E CULTURAL AND SOCIAL TRANSFORMATION OF CONTEMPORARY KOREA 4 4 100
SOC681 DISSERTATION-II 0 2 100
        

  

Assesment Pattern

As detailed in the University student handbook

Examination And Assesments

CIA I,II, III and ESE 

As detailed in the University student handbook

Department Overview:

One of the first departments to be founded in Christ University, the Department of Psychology has grown in leaps and bounds with innovations in curriculum, pedagogy and ground-breaking initiatives. The Department runs a range of programmes that include Certificate courses, Undergraduate programmes, Post Graduate programmes with three specializations and Research degrees in psychology (M.Phil. and PhD). Through these programmes, we encourage students to consider careers and life missions that integrate psychological understanding to life. Our programmes integrate scholarship with professional practice and we offer courses that are cutting edge in the field of psychology. Students who complete programmes in Psychology from the University demonstrate high degrees of self-awareness are service-oriented and are encouraged to embrace humane values in their vocation.

Mission Statement:

The Vision of the Department of Psychology is to promote high academic standards and scholarship in psychology, by creating an optimal and enriching learning environment, fostering ongoing professional and personal development and contributing effectively to societal needs.

Introduction to Program:

BA Psychology, Sociology, English (PSEng) is a three-year triple major programme. The program combines three disciplines which are Psychology, Sociology and English to give students a flavour of both social sciences and humanities and develop their scientific and aesthetic capabilities. The discipline of Psychology is aimed at introducing students to the fundamental processes underlying human behaviour. Students are exposed to various fields of psychology such as Developmental Psychology, Social Psychology, Abnormal Psychology and specific electives. Practical applications of psychology are also demonstrated through experiments, service-learning and experienced through internships. Students are also made aware of the scientific nature of the discipline by engaging in research projects. The discipline of Sociology lays emphasis on the theoretical and methodological functions of Sociology. Equal importance is given to a systematic introduction to the sociological studies in India. Contributions of eminent Indian sociologists and substantial themes of Indian Society are explored. The students are exposed to divergent perspectives with Sociology and acquire the necessary skills to understand various social phenomena through the perspectives of Sociology. Literature is an important cultural product of a society or a nation. Hence, the study of literature offers insights into the worldviews of different societies. This course begins with traditional British literature to the present. The course also introduces students to other literature namely American, World, Postcolonial and also the Indian literature in translation. The course also introduces students to interdisciplinary studies in culture and gender helping them to gain insights from other disciplines like history, anthropology, and sociology.

Program Objective:

Programme Outcome/Programme Learning Goals/Programme Learning Outcome:

PO1: Demonstrate a coherent understanding and comprehensive knowledge of the fundamental process underlying human behavior in the multidisciplinary learning context

PO2: Demonstrate critical thinking, scientific inquiry, and sensitivity to diversity while applying psychological concepts to everyday life and real-world situations.

PO3: Design, conduct and communicate basic research following fundamental methods and ethical standards in social sciences and humanities

PO4: Use the knowledge of Psychology, Sociology and English to enhance self-awareness, well-being, interpersonal relationships, career-decision making, and social responsibility in personal and professional domains

PO5: Analyze the contemporary world with an awareness of the intersectionality of race, gender, class, sexuality, and national and global history

PO6: Demonstrate an understanding of literatures in English and translation and appreciate the role that historical context plays in the creation and interpretation of literary works

AEN121 - ADDITIONAL ENGLISH (2022 Batch)

Total Teaching Hours for Semester:45
No of Lecture Hours/Week:3
Max Marks:100
Credits:3

Course Objectives/Course Description

 

The Additional English course is offered as a second language course and seeks to introduce the students to the nuances of English literature in its varied forms and genres. The students who choose Additional English are generally proficient in the English language. Hence, instead of focusing on introducing them to language, challenging texts in terms of ideas, form, and technique are chosen. Additional English as a course is designed for students in place of a regional language. Non-Resident Indians (NRIs), foreign nationals and students who have not taken Hindi, Kannada, Tamil or French at the Plus 2 or Class XII levels are eligible to choose Additional English. The course is taught for students from different streams, namely, BA, BSc, BCom, and BBA in the first year and for BA, BSc and BCom (Regular) in the second year.

The first year syllabus is an attempt by the Department of English, Christ University to recognize and bring together the polyphonic Indian and Indian sub-continental voices in English in English translation for the Additional English students of the first year. This effort aims to familiarize the students with regional literatures in translation, Indian Writing in English (IWE) and literatures from Pakistan, Nepal and Srilanka, thereby, enabling the students to learn more about Indian culture and ethos through writings from different regions of the country. We have tried to represent in some way or the other the corners of India and the Indian sub-continent in this microcosmic world of short stories, poems and essays

 

There is a prescribed text bookfor the first year students, compiled by the Department of English, Christ University and intended for private circulation.

The first semester has a variety of writing from India, Pakistan and Nepal. The various essays, short stories and poems deal with various socio-economic, cultural and political issues that are relevant to modern day India and the Indian sub-continent and will enable students to comprehend issues of identity-politics, caste, religion, class, and gender. All of the selections either in the manner of their writing, the themes they deal with or the ideologies that govern them are contemporary in relevance and sensibility, whether written by contemporary writers or earlier writers. An important addition to this syllabus is the preponderance of North-Eastern writing which was hitherto not well represented. Excerpts from interviews, autobiographical writings, sports and city narratives are added to this section to introduce students to the varied genres of literature.

The objectives of this course are

to expose students to the rich literary and cultural diversity of  Indian literatures

to sensitise students on the social, political, historical and cultural ethos that has shaped the nation- INDIA

to enable to grasp and appreciate the variety and abundance of Indian writing, of which this compilation is just a passing glance

to learn and appreciate India through association of ideas in the texts and the external contexts (BhashaUtsav will be an intrinsic help in this endeavour)

  

 

Learning Outcome

CO1 CO 2: iv) Understand the cultural, social, religious and ethnic diversities of India v) it will be able to be analytical and critical of the pluralistic society they live in through the activities and assignments conducted vi) be aware of the dynamics of gender, identity, communalism and politics of this vast nation through its literature.

Unit-1
Teaching Hours:10
Poetry
 

1.      Keki N Daruwala     “Migrations”

 

2.      Kamala Das            “Forest Fire”

 

3.      Agha Shahid Ali      “Snow on the Desert”

 

4.      Eunice D Souza       “Marriages are Made”

Unit-2
Teaching Hours:15
Short Stories
 

1.      Rabindranath Tagore    “Babus of Nayanjore”

 

2.      Ruskin Bond  “He said it with Arsenic”

 

3.      Bhisham Sahni       “The Boss Came to Dinner”

 

4.      N. Kunjamohan Singh    “The Taste of Hilsa”

 

5.      Mohan Thakuri                “Post Script”

Unit-3
Teaching Hours:20
Essays
 

1.      Mahatma Gandhi       “What is True Civilization?” (Excerpts from Hind Swaraj)

 

2.      Ela Bhatt                    “Organising for Change”

 

3.      Sitakant Mahapatra     “Beyond the Ego: New Values for a Global Neighborhood

 

4.      B R Ambedkar             “Waiting for A Visa”

 

Text Books And Reference Books:

Contemporary knowledge of the soci-political situation in the sub-continent

The text book copy "Reading Diversity"

Essential Reading / Recommended Reading

On-line resources to appreciate the text through the Comprehension Questions

Evaluation Pattern

CIA 1:  Classroom assignment for 20 marks keeping in mind the objectives and learning outcomes of the course.

CIA 2: Mid-semester written exam for 50 marks

CIA 3: Collage, tableaus, skits, talk shows, documentaries, Quizzes or any proactive            creative assignments that might help students engage with India as a cultural space. This is to be done keeping in mind the objectives and learning outcomes of the course.

Question Paper Pattern

Mid Semester Exam: 2 hrs

Section A: 4x5= 20

Section B: 2x15=30

Total                  50

 

End Semester Exam: 2 hrs

Section A: 4 x 5 = 20

Section B: 2 x 15= 30

Total                   50

ENG121 - ENGLISH - I (2022 Batch)

Total Teaching Hours for Semester:45
No of Lecture Hours/Week:3
Max Marks:100
Credits:2

Course Objectives/Course Description

 
  • To expose learners to a variety of texts to interact with
  • To help learners classify ideologies and be able to express the same
  • To expose learners to visual texts and its reading formulas
  • To help learners develop a taste to appreciate works of literature through the organization of language
  • To help develop critical thinking
  • To help learners appreciate literature and the language nuances that enhances its literary values
  • To help learners understand the relationship between the world around them and the text/literature
  • To help learners negotiate with content and infer meaning contextually
  • To help learners understand logical sequencing of content and process information

·         To help improve their communication skills for larger academic purposes and vocational purposes

·         To enable learners to learn the contextual use of words and the generic meaning

·         To enable learners to listen to audio content and infer contextual meaning

·         To enable learners to be able to speak for various purposes and occasions using context specific language and expressions

·         To enable learners to develop the ability to write for various purposes using suitable and precise language.

Learning Outcome

CO1: Understand how to engage with texts from various countries, historical, cultural specificities, and politics

CO2: Understand and develop the ability to reflect upon and comment on texts with various themes

CO3: Develop an analytical and critical bent of mind to compare and analyze the various literature they read and discuss in class

CO4: Develop the ability to communicate both orally and in writing for various purposes

Unit-1
Teaching Hours:6
language
 

Common errors- subject-verb agreement, punctuation, tense errors 

 

Unit-1
Teaching Hours:6
Unit 1 1. The Happy Prince By Oscar Wilde 2. Shakespeare Sonnet 18
 

Unit-2
Teaching Hours:6
unit 2
 

1. Why We Travel-Pico Iyer

2. What Solo Travel Has Taught Me About the World – and Myself -ShivyaNath- Blogpost

 

Unit-2
Teaching Hours:6
language
 

sentence fragments, dangling modifiers, faulty parallelism,

Unit-3
Teaching Hours:6
language
 

Note taking

Unit-3
Teaching Hours:6
unit 3
 

1. Thinking Like a Mountain

By Aldo Leopold

2. Short Text: On Cutting a Tree

By Gieve Patel

Unit-4
Teaching Hours:6
language
 

Paragraph writing

Unit-4
Teaching Hours:6
unit 4
 

1. Violence in the name of God is Violence against God

By Rev Dr Tveit

 

2. Poem: Holy Willie's Prayer

By Robert Burns

Unit-5
Teaching Hours:6
unit 5
 

1. The Story of B24

By Sir Arthur Conan Doyle

 2. Short Text: Aarushi Murder case 

 

Unit-5
Teaching Hours:6
Language
 

Newspaper report

Unit-6
Teaching Hours:6
Language
 

Essay writing

Unit-6
Teaching Hours:6
unit 6
 

1.Long text:My Story- Nicole DeFreece

 

2. short text: Why You Should Never Aim for Six Packs

 

Unit-7
Teaching Hours:6
unit 7
 

1.Long Text: Sir Ranjth Singh- Essay by SouravGanguly

2. Short text: Casey at the Bat-  Ernest Lawrence Thayer

Unit-7
Teaching Hours:6
Language
 

Paraphrasing and interpretation skills

Unit-8
Teaching Hours:3
visual text
 

Visual Text: Before the Flood

Text Books And Reference Books:

ENGlogue 1

Essential Reading / Recommended Reading

Addfitional  material as per teacher manual will be provided by the teachers

Evaluation Pattern

CIA 1=20

CIA 2=50 

CIA 3= 20 

ESE= 50 marks online and 50 marks written exam

EST131 - BRITISH LITERATURE: ANGLO SAXON TO EARLY VICTORIAN (2022 Batch)

Total Teaching Hours for Semester:75
No of Lecture Hours/Week:5
Max Marks:100
Credits:4

Course Objectives/Course Description

 

Course Description:

This course will serve as an introductory course for British Literature. The course will locate the texts in their respective socio-political and historical contexts. The selection aims to introduce different genres of British literature.

 

Course Objectives

 

  • To introduce  students to the socio-political, religious, cultural, and linguistic aspects of the UK through English literary texts
  • To help students understand texts as products of a historical, political and cultural processes
  • To enable students to identify different forms, genres and subgenres in literature
  • To sensitize students to human values through an exposure to socio-historical concerns of subjectivity, identity, community and nationhood.
  • To sharpen critical appreciation and analytical writing skills through an introduction to models of literary criticism

Learning Outcome

CO1: Students will be able to discern the socio-political, religious, cultural, and linguistic aspects of the UK through English literary texts

CO2: Students will be able to analyse and critique texts as products of a historical, political and cultural processes

CO3: Students will be able to identify different forms, genres and subgenres in literature

Unit-1
Teaching Hours:5
The Anglo-Saxon Period and The Medieval Period
 

Emergence of English language, History of England from 42 BC to Norman Conquest- salient features

 Impact of Norman rule on English social structure, English language in the medieval period,mystery, morality plays and miracle plays, feudalism 

Unit-2
Teaching Hours:20
The Renaissance Period and after
 

Protestantism, Bible translation, religious literature, humanism, English Renaissance, Baroque and Rococo Styles

Unit-3
Teaching Hours:25
Reformation, Restoration and after
 

Metaphysical Poetry, Epic conventions, Mock epic, Puritanism, Restoration, Rise of the novel, the English novel in the eighteenth century, Gunpowder plot, Oliver Cromwell,

 

Dissolving the parliament, Periodical essays, empiricism, Influence of French culture through restoration, the enlightenment 

Unit-4
Teaching Hours:25
Romantic and early Victorian Age
 

Romanticism, notion of literary creation and poets, closet drama, the French Revolution, Victorian morality, industrial revolution, utilitarianism, rise of nation-states, impact of colonialism on England, emergence of universal education in England 

Text Books And Reference Books:

Chaucer: The Prioress from Prologue to The Canterbury Tales

William Shakespeare:          

Sonnet 116

‘O that this too solid flesh would melt” Soliloquy by Hamlet in Hamlet Act 1 Scene 2

‘To Be or Not To Be’ Soliloquy by Hamlet in Hamlet Act 3 Scene 1

 

Francis Bacon: “Of Truth”

John Donne: “Canonization”

 

John Milton: Excerpt from Satan’s speech in Book 1, Paradise Lost

John Dryden:  First three stanzas of “Mac Flecknoe”

Alexander Pope: Belinda’s Boudoir from The Rape of the Lock

Addison and Steele: “Character of Will Wimble”

Oliver Goldsmith: “Beau Tibbs”

 

Oliver Goldsmith: She Stoops to Conquer / Christopher Marlowe: Dr. Faustus 

William Wordsworth: “Lines Written in Early Spring”

S.T. Coleridge: “Christabel”

Shelley: “Ode to the Westwind”

Keats: “La Belle Dame Sans Merci”

Charles Lamb: “Dream Children”

Mary Shelley: Frankenstein

Essential Reading / Recommended Reading

Abrams, M.H. A Glossary of Literary Terms. 8th Ed. New York: Wardworth, 2005. Print.

Ferguson, Margaret, Mary Jo Salter and Jon Stallworthy. Eds. The Norton Anthology of Poetry. 4th Ed. New York: WW Norton, 1996. Print

Gordden, Malcom, and Michael Lapidge. The Cambridge Companion to Old English Literature. Rpt Cambridge: CUP, 2006. Print.

Gupta, Ambika Sen. Selected College Poems. Rpt. Hyderabad: Orient Longman,   1999.

Herman, Daniel. The Cambridge Companion to Narrative. Cambridge: CUP, 2007. Print.

John, Eileen, and Dominic McIver Lopes. Philosophy of Literature: Contemporary and Classic Readings. Oxford: Blackwell, 2004. Print

Maxwell, Richard, and Katie Trumpener. The Cambridge Companion to Fiction in the Romantic Period. Cambridge: CUP, 2008. Print

Sampson, George.The Concise Cambridge History of English Literature, 3rd Ed. Cambridge: CUP, 2005. Print

Ramarao, Vimala. Ed.Explorations. Vol I. Bangalore: Prasaranga, Bangalore University, 2004. Print

 

Shingle, Michael. Daniel Defoe Robinson Crusoe. New York: WW Norton, 1994. Print

Evaluation Pattern

CIA I

  1. group presentations on topics relevant to British literature/Art and literary movements
  2. an exhibition/display based on different eras, movements and literary and non-literary genres

 

CIA III will be a moddle test on the Novel

 

These are suggested examples of CIAs. However, during the course of teaching, there could be other suggestions, and CIAs could be slightly modified based on class dynamics and calibre of students.

 

Selected Texts chosen to be taught may be revised / used as extended reading which may be tested in CIA 1, 2 or 3. Example : only 1 soliloquy may be taught.

 

Mid Semester Examination CIA II: 2 Hours

 

Section A: Short Notes – 5x3 marks= 15 (5 questions out of 7)

Section B: Essay Questions – 2x10 marks = 20 (2 questions out of 3)

Section C: Long Essay Questions – 1x15 marks = 15 (1 question out of 2)

 

Total: 50 Marks

 

End Semester Examination: 3 Hours

 

Section A: Short Notes – 10x3 marks = 30 (10 questions out of 12)

Section B: Essay Questions – 4x10 marks = 40 (4 questions out of 6)

Section C: Long Essay Questions – 2x15 marks = 30 (2 questions out of 4)

 

 

Total: 100 Marks

FRN121 - FRENCH (2022 Batch)

Total Teaching Hours for Semester:45
No of Lecture Hours/Week:3
Max Marks:100
Credits:3

Course Objectives/Course Description

 

French as a second language in the UG program. The method Génération A1 consists of a student's book and an activity book, both included in the digital manual. It consists of 6 units preceded by an initial section of 'Welcome'. The structure of each unit marks a real learning journey.

 

Course Objectives

·       To develop linguistic competencies and sharpen oral and written communicative skills

·       To familiarize learners to certain aspects of francophone civilization.

·       To enable learners to engage in simple everyday situations

Learning Outcome

CO1: To train the students in correct pronunciation of French.

CO2: To enable students to write correct sentences with appropriate grammar structure and vocabulary.

CO3: To familiarise students with the culture and expressions in French.

CO4: To enhance oral and written comprehension in French.

CO5: To make them proficient in reading, writing, listening and speaking skills in French.

Unit-1
Teaching Hours:10
I discover
 

Lesson 1: Good Morning, how are you?

 Lexicon – Countries and nationalities, domestic animals, days of the week

 Grammar -Subject pronouns, verbs ‘to be’ and ‘to have’, definite and indefinite articles

 Speech acts – Greeting, asking how one is

 

Lesson 2: Hello, my name is Agnes.

Lexicon – Months of the year, numbers 0-69, the family

Grammar – Formation of the feminine / plural, possessive adjectives

Speech acts -Introducing oneself and others, asking and saying dates

 

Unit-2
Teaching Hours:5
Les fables de la Fontaine
 

La cigale et la fourmis (The grasshopper and the ant)

Unit-3
Teaching Hours:10
Culture: Physical and Political France
 

 

Lesson 1: Who is it?

Lexicon - Professions

Grammar – Formation of the feminine, interrogative /negative phrases, it is

Speech acts – Asking and answering politely

   
 

Lesson 2: In my bag, I have......

Lexicon – Some objects, identity card

Grammar – First group verbs, verbs ‘to go’ and ‘to come’

Speech acts – Asking personal information

 

 

Unit-4
Teaching Hours:5
Les fables de la Fontaine
 

Le renard et le corbeau (The fox and the crow)

Unit-5
Teaching Hours:10
Video Workshop: How cute he is!
 

 

Lesson 1: How is he?

Lexicon – The physical aspect, character

Grammar – The formation of the feminine, contracted articles, tonique pronouns, there

                    is/are, interrogative adverbs

Speech acts – Describing the physical aspects and the character

   
 

Lesson 2: Hello?

Lexicon – Prepositions of place, numbers from 70

Grammar – Numbers, prepositions of place, second group verbs, verb ‘to do’

Speech acts – Speaking on the phone                                                                              

 

Unit-6
Teaching Hours:5
Visual text
 

A French movie

Text Books And Reference Books:

1. Cocton, Marie-Noelle. Génération A1. Paris : Didier, 2016 

      2.  De Lafontaine, Jean. Les Fables de la Fontaine.

           Paris, 1668

Essential Reading / Recommended Reading

French websites like Bonjour de France, Fluent U French, Learn French Lab, Point du FLE etc

Evaluation Pattern

Assessment Pattern

CIA (Weight)

ESE (Weight)

CIA 1 – Assignments / Letter writing / Film review

10%

 

CIA 2 –Mid Sem Exam

25%

 

CIA 3 – Quiz / Role Play / Theatre / Creative projects 

10%

 

Attendance

05%

 

End Sem Exam

 

50%

Total

50%

50%

HIN121 - HINDI (2022 Batch)

Total Teaching Hours for Semester:45
No of Lecture Hours/Week:3
Max Marks:100
Credits:3

Course Objectives/Course Description

 

Course Description

The detailed text book “Samakaleen Hindi Kavitha” edited by Dr.N Mohanan is an anthology of contemporary Hindi Poems written by representative poets of Hindi Literature. From the medieval poetry ' Kabir Ke Dohe and Sur ke pad 'is also included.  The poets reflect on the social, cultural and political issues which are prevalent in our society since the medieval period. Hindusthani sangeeth-parampara eva kalakar is one of the module. Since translation is a significant area in language and literature, emphasis is being given on it in the syllabus.Bharath ki pramukh sanskruthik kalayein  Yakshagana,Kathakali,Ram Leela,Krishna Leela etc. included in the syllabus to enrich cultural values among students.

Course Objectves: 

Students will be exposed to read, analyse and appreciate poems by learning poetry. Through translation, students will be able to develop translation skills while translating from other language articles. Students will be able to analyses critically the different cultural art forms by learning about the Famous cultural art forms of India.

Learning Outcome

CO1 : Improve the analytical skills through critical analysis of the poems.

CO2: Analyze the different aspects of Hindustani musical traditions and musicians.

CO3: Enhance the translation skills.

CO4: Improve the basic research skills while doing the CIAs.

Unit-1
Teaching Hours:15
Samakaleen Hindi Kavitha (Collection of contemporary Hindi Poems),Kabir Ke Dohe and Sur Ke Pad.
 

’  Samakaleen Hindi Kavitha (Collection ofcontemporary Poems)  Edited By: Mahendra Kulashreshta Rajpal and Son’s, New Delhi

 

Level of knowledge: Analytical

 

Unit-2
Teaching Hours:10
Translation-Theory and Practice
 

                                                                                            

                                      

                                          

                                           

         

Translation-Practice                English to Hindi and vice- versa.

Unit-3
Teaching Hours:10
Bharath ki pramukh sanskruthic kalayen-
 

Ramleela,Krishnaleela,Yakshagaana,kathakali.

Unit-4
Teaching Hours:10
Hindusthani Sangeeth-parampara evam pramukh kalakar
 

Utbhav,Vikas aur paramparaein

Pramukh Sangeethkar-1.Bhimsen Joshi 2.Gulam Ali 3.Pandit Ravishankar 4. Bismillah Khan.

Text Books And Reference Books:

  1. 'Samakaleen Hindi Kavitha’ (Collection of Poems) Edited By: Dr.N Mohanan,  Rajpal and Son’s,New Delhi.
Essential Reading / Recommended Reading

1. A Hand Book of Translation Studies         By: Das Bijay Kumar.               

2. Saral Subodh Hindi Vyakaran,                 By: Motilal Chaturvedi. Vinod pustak mandir, Agra-2

3. Anuvad Evam Sanchar –                         Dr Pooranchand Tantan, Rajpal and Son’s, Kashmiri

4. Anuvad Vignan                                       By: Bholanath Tiwar

5. Anuvad Kala                                           By: N.E Vishwanath Iyer.

                                                                 

Evaluation Pattern

CIA-1(Digital learning-Editing of Hindi article in Hindi Wikipedia )-20 marks

CIA-2(Mid semester examination)-50 marks

CIA-3(Digital learning-article creation in Hindi Wikipedia)-20 marks

End sem examination-50 marks

KAN121 - KANNADA (2022 Batch)

Total Teaching Hours for Semester:45
No of Lecture Hours/Week:3
Max Marks:100
Credits:03

Course Objectives/Course Description

 

The course is taught in the  I Semester for BA/B.Sc. students. The selected Poems (Vachanas & Keerthanas ) from Medieval Literature  & Modern Kannada ( Navodaya)  literature are prescribed.  Texts will help students to understand the writings of  Poets as well as  story writers. Short stories of Sara Abubakar, Ravindranath Tagore, and K.P. Poornachandra Tejaswi  & Folk tales are prescribed. The syllabus will extend the concerns of family, family relationship, social justice and marginalization. Students should be able to comprehend and respond with grammatical accuracy to spoken and written Kannada as well as to demonstrate cultural awareness.

 

Learning Outcome

CO1: to understand the values in Medieval Kannada Literature.

CO2: to appreciate the aesthetic aspects of music in Keerthana

CO3 : to understand the art of developing short stories

CO4: to imbibe the cultural aspects in Modern Kannada Stories

CO5 : improves reading, writing and speaking skills

Unit-1
Teaching Hours:15
Kannada Sahitya Samakshama
 

1.      Vachanagalu

(a) Devaradasimayya

(b) Basavanna

(c) Allamaprabhu

(d) Akkamahadvi

(e) Gajesha Masaniyya

(f) Aydakki Lakkamma

2.      Keerthanegalu

(a)    Purandaradasa

(b)   Kanakadasa

3.      B.M.Srikantiah- Kariheggadeya Magalu 

4.      Mumbai Jataka- G.S. Shivarudrappa

 

Unit-2
Teaching Hours:15
Selected Short Stories
 

1. Chappaligalu- Sa Ra Abubakar

2. Mandannana Marriage- Poornachandra Tejaswi

3. Giliya Kathe- Ravindranatha Tagore

4. Dheerakumara- Janapada Kathe

 

Unit-3
Teaching Hours:15
Language Skills
 

1.      Translation ( Passages from English to Kannada & Kannada to English) 

2.      Usage of alphabets in different contexts:  

3.      l & L

4.      a  & H

5.      n & N

6.      Hrasva and Deergha  alphabets

7.    Ottaksharas

 

Text Books And Reference Books:

 

1.      Basavannanavara vachanagalu: L. Basavarjaju
2.      Akkana vachanagalu: L. Basavarajau
3.      Allamana Vachanagalu; L . Basavaraju
4.      Purandara Sahitya Darshana: (Volume 1-2-3-4) S.K. Ramachandra Rao
5.      Kanaka Sahitya Darshana-. D. Javaregowda
6.      Kannada Sanna Kathegala Olavu- Giraddi Govindaraja

 

 

 

Essential Reading / Recommended Reading

1.      A comparative study of Sarana and Dasa literature, P. S Srinivasa,University of Madras (1981)

2.      Sharanara Anubhava Sahitya- H. Thipperudraswamy

3.      Vachana Kammata: (Ed)  K. Marulasiddappa and K. R. Nagaraj

4.      Basavanna: M. Chidananda Murthy

5.      Kanaka Kirana: Ka.Ta. Chikkanna

6.      Kannada Sanna Kathegalu: G.H. Nayak

Evaluation Pattern

CIA-1 Wikipedia - Knowledge of regional language - Typing skills (20 Marks) 

CIA-2 Mid Semester Exams (50 Marks)

CIA-3 Texting Self introduction in Sand box  (20 Marks) 

End Semester Exams ( 50 Marks) 

PSY111 - ACADEMIC ENRICHMENT (2022 Batch)

Total Teaching Hours for Semester:30
No of Lecture Hours/Week:2
Max Marks:50
Credits:2

Course Objectives/Course Description

 

Course description: This course has been conceptualized keeping in mind the professional and personal skill set that undergraduate students need to be equipped with for academic excellence. This section will orient the student towards effective studying strategies, academic writing skills, time management and planning methods. The skills will be developed via classroom individual and group activities and discussions. It will familiarize the students with the APA style of writing, referencing as well as reviewing academic texts. This course will help the learner to gain familiarity with efficient methods of managing academic challenges, improve their study method as well as gain better awareness and understanding regarding themselves. By working with both personal and academic skills, the objective of this coursework is to ensure better adaptability and functioning in the academic and social world. 

Learning Outcome

CO1: Develop effective notes making methods

CO2: Read and review academic texts

CO3: Demonstrate better study strategies

CO4: Demonstrate skills of APA writing and referencing style

CO5: Create a better time management skills and deal with procrastination

CO6: Enhance presentation skill

Unit-1
Teaching Hours:15
Basic Study Skills for Undergraduate Students
 

Note Making- Note Making methods, Note making during lectures, Studying with notes; Understanding Academic Texts- Reading academic texts effectively; Critically reviewing academic texts (books, journal articles etc.). APA style of writing- Basic APA formatting for articles, proposal and presentations, APA referencing style, Academic writing skills.  Study Strategies

Unit-2
Teaching Hours:15
Understanding and Planning your learning
 

Learning styles, Developing a study plan, Learning techniques. Presentation Skills- Body language and communication skills, Modes of presentation, Presenting the information effectively, Time management- Dealing with procrastination, Managing distractions, Breaking down tasks, Designing timelines and setting the incremental deadline.

Text Books And Reference Books:

American Psychological Association. (2020). Publication manual of the American Psychological Association (7th Ed.).https://doi.org/10.1037/0000165-000

Downing, S. & Ellis, D. (2011). On course: Strategies for creating success in college and in life. PSU Edition. Wadsworth: Cengage Learning.

Essential Reading / Recommended Reading

Hartley, J. (2008). Academic Writing and Publishing: A Practical Guide. Taylor and Francis. 
American Psychological Association (2012), APA guide to electronic references (6th Ed.).American Psychological Association
Paul, R., & Elder, L. (2013). Critical thinking: Tools for taking charge of your professional and personal life. Pearson Education.
Creme, P., & Lea, M. (2008). Writing at university: A guide for students. McGraw-Hill Education.

Evaluation Pattern

Assessments    (50 marks)

  • CIA I - Individual Assignment & Reflective reports- 15 marks   
  • CIA II -In-class activities and assessments - 15 marks
  • CIA III-Personal Academic Development Plan-15 marks
  • Class Participation- 5 marks 

PSY131 - BASIC PSYCHOLOGICAL PROCESSES - I (2022 Batch)

Total Teaching Hours for Semester:75
No of Lecture Hours/Week:5
Max Marks:100
Credits:5

Course Objectives/Course Description

 

This course is an introduction to the study of basic psychological processes offered to the first-semester undergraduate students of psychology. It is an introductory paper that gives an understanding of the field of psychology, scope, and multiple perspectives and disciplines that provide a holistic picture of human behaviour. Students will learn the key concepts, classic examples, and modern and practical applications of fundamental psychological theories, methods, and tools. Emphasis is on the basic psychological processes of personality, learning, consciousness, motivation and emotion. This course allows them to learn the basics and demonstrate the skills that a student needs to move on to the more specific and in-depth psychology courses that follow. 

Learning Outcome

CO1: Explain fundamental concepts, principles, theoretical perspectives, and arguments from across a range of psychology content domains like learning, personality, motivation and emotion to various situations and contexts.

CO2: Critically evaluate the different schools of thought in psychology

CO3: Define the basic biological process that influences behavior

CO4: Analyze methods of scientific inquiry, evidence-based thinking, and critical thinking skills to psychological phenomena and examples of psychological science

Unit-1
Teaching Hours:15
History and Schools of Thought
 

In this unit, we will examine the history of Western psychological theorizing from its beginnings in ancient Greece, through to the schools and perspectives of psychology including Structuralism, Functionalism, Psychodynamic, Biological, Behavioristic, Gestalt, Cognitive, Cross-cultural, Humanistic and Evolutionary. The aim is both to build a familiarity with psychology’s intellectual origins and to foster an awareness of its many false steps, dead-ends, and alternative pathways to gain a better appreciation of the social, cultural, and, above all, psychological influences on the theorizing of psychologists. Students will be able to define psychology and understand what psychologists do and identify the major fields of study and theoretical perspectives within psychology and know their similarities and differences. In the end, students will be ale to gain a better appreciation of why contemporary psychology takes the shape it does, describe the evolution of psychology and the major pioneers in the field, identify the various approaches, fields, and subfields of psychology along with their major concepts and important figures and describe the value of psychology and possible careers paths for those who study psychology

Unit-2
Teaching Hours:15
Biological basis of behaviour
 

Explain the biological perspective of psychology as it applies to the role of the nervous system and endocrine system in regard to behaviour and mental processes. Identify and describe the important structures of these systems. It is an introductory survey of the relationship between human behaviour and brain function. Discuss the interaction between biological factors and experience, methods and issues related to biological advances, develop an understanding of the influence of behaviour, cognition, and the environment on the bodily systems, and develop an appreciation of the neurobiological basis of psychological function and dysfunction. 

Laboratory Demonstration: Biofeedback/ EEG/ Eye-tracking

Unit-3
Teaching Hours:15
Learning
 
This unit introduces students to the principles of learning and how those principles can be used to modify human behaviour. Explain the behavioural perspective of psychology and relate classical and operant conditioning concepts to student-generated scenarios. The course emphasizes the application of learning theories and principles. Topics include reinforcement, extinction, punishment, schedules of reinforcement, stimulus discrimination, prompting and fading, stimulus-response chaining, generalization, modelling, rule-governed behaviour, problem-solving, latent learning, observational learning, insight learning, concept learning, general case instruction, and stimulus equivalence.  
 
Laboratory Demonstration: Trial and Error learning, Habit Interference, Maze Learning 
Unit-4
Teaching Hours:15
Personality
 

This unit is an introduction to the psychological study of human personality, broadly speaking and more specifically in terms of how we may understand individual differences in personality and the personalities of individual persons. Personality psychologists use empirical methods of behavioural and clinical science to understand people in biological, social, and cultural contexts. Students will learn the strengths and weaknesses of the major personality theories, as well as how to assess, research and apply these theories. As much as possible, application to real-life situations will be discussed. Students would be able to identify the various perspectives that are common in the area of personality psychology and critically evaluate each in terms of its explanatory and predictive power, discuss theories and perspectives of personality development: psychoanalytic, humanistic, trait, and social-cognitive, understand classic and current empirical measurement tools and approaches to investigation for personality assessment in psychological and clinical science and develop an understanding of the concept of individual differences with the goal to promote self-reflection and understanding of self and others.

 Laboratory Demonstration: Sentence completion test, NEO-PI, Type A/B

Unit-5
Teaching Hours:15
Motivation and Emotion
 

The unit will explain how behaviour is energized and directed by the complex mixture of motives and emotions and describe the various theories that have been developed to explain motivation and emotion. Unit aims to explain motivation, how it is influenced, and major theories about motivation. We will describe hunger and eating in relation to motivation, obesity, anorexia, and bulimia; sexual behaviour and research about sexuality; and explain theories of emotion and how we express and recognise emotion

Laboratory Demonstration: Level of motivation, Achievement motivation, 

Text Books And Reference Books:

 Weiten, W. (2014). Psychology: Themes and Variations (Briefer Version, 9th edition). Belmont, CA: Wadsworth/Cengage Learning.

Essential Reading / Recommended Reading

King, L. A. (2010). Experience Psychology. McGraw-Hill.

Gazzaniga, Heatherton, Halpern (2015). Psychological Science, 5th Edition, Norton.

Feldman.S.R.(2009).Essentials of understanding psychology ( 7th Ed.) Tata Mc Graw Hill.

Evaluation Pattern

CIA       CIA (Continuous Internal Assessment)-Total Marks- 50 

CIA-1: Activity-based Individual Assignment- 10 Marks 
CIA-2: Mid sem Exam-Case/Scenario-based Question- 25 Marks; Department level 
CIA-3: Individual Assignment- 10 Marks 
Attendance- 5 Marks 

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

Question paper pattern
Section A- (Short Answers) 02 marks x5Qs =10 Marks
Section B- (Essay Type) 10 marks x 3Qs = 30 Marks
Section C-(Compulsory: Case Study) 10 marks x 1Q =10 Marks

SAN121 - SANSKRIT (2022 Batch)

Total Teaching Hours for Semester:45
No of Lecture Hours/Week:3
Max Marks:100
Credits:3

Course Objectives/Course Description

 

Janakiharana of Kumaradasa is the first Sanskrit mahakavya, so far as the extant literature goes, to deal solely with the whole of the Ramayana story. Its further interest is that it was produced in Ceylon, showing thereby the wider world over which Sanskrit had its sway. After manuscripts of the full text of the poem in twenty cantos had to come to light in South India, what is now presented was the first systematc and critical study to be undertaken to the author and the text and its position vis-a-vis other Mahakavyas. In addition to the above study and the critical edition of the cantos which were at that time unpublished the examination of the large number of extra-verses found in some MSS of the text and showing them as interpolations.

Learning Outcome

CO1: To understand the theme of epics

CO2: To develop new perspectives..

CO3: To appreciate the styles and thoughts of individual poets.

CO4: To focus on the poetical, artistic, cultural and historical aspects of the poetic works.

CO5: To enhance translation and interpretation skills.

Unit-1
Teaching Hours:35
Janaki Haranam
 

Selected shlokas 1-60 shlokas

Janakiharana of Kumaradasa is the first Sanskrit mahakavya, so far as the extant literature goes, to deal solely with the whole of the Ramayana story. Its further interest is that it was produced in Ceylon, showing thereby the wider world over which Sanskrit had its sway. After manuscripts of the full text of the poem in twenty cantos had to come to light in South India, what is now presented was the first systematc and critical study to be undertaken to the author and the text and its position vis-a-vis other Mahakavyas. In addition to the above study and the critical edition of the cantos which were at that time unpublished the examination of the large number of extra-verses found in some MSS of the text and showing them as interpolations.

Unit-2
Teaching Hours:5
Grammar
 

Sandhi prakaranam Swarsandhi and vyajanasandhi

lakara´s 

 

Unit-3
Teaching Hours:5
Language skills
 

Translate the given passage from english to sanskrit 

write an aritcle in sanskrit on the topic given 

Text Books And Reference Books:

Books for References: -

1)      Janakiharanam of Kumaradasa edited by  C K Swaminathan

2)      Janakiharanam edited by G.R. Nandargikar

3)      Sanskrit Grammar Translation from English to Sanskrit by M.R. Kale

Sanskrit Grammar Kannada version by Satish Hegde.                                   

Essential Reading / Recommended Reading

Ramayana of Valmiki

Champu Ramayana of Bhoja 

Evaluation Pattern

 

 

CIA 1 Wikipedia assignments

 

CIA 2 Mid semester examinations

 

CIA 3 Wikipedia assignments

 

SOC131 - FOUNDATIONS OF SOCIOLOGY-I (2022 Batch)

Total Teaching Hours for Semester:75
No of Lecture Hours/Week:5
Max Marks:100
Credits:5

Course Objectives/Course Description

 

Course Description: 

The two papers offered during the first and the second semesters of the BA program will introduce students to Sociology as a social science distinct in its approach. It will also encourage the students to inculcate the Sociological perspective even as they are introduced to the subject matter and the methods of study adopted by the discipline. During the first semester, students will be introduced to the origins of Sociology, its founding fathers and the theoretical perspectives.

Course Objectives: 

  • To develop sociological imagination that will help students to rethink how social systems operate through individuals
  • To gain a comprehensive understanding of some of the major topics studied by sociologists

Learning Outcome

CO1: Define and use a range of key sociological concepts

CO2: Demonstrate an understanding of the emergence of the academic discipline of sociology

CO3: Apply sociological perspectives to the social world around them

CO4: Identify and differentiate between major theoretical perspectives and micro perspectives

CO5: Critique the nature of social institutions that shape social structure

UNIT-1
Teaching Hours:10
Sociology as a discipline
 
  1. Sociology: the discipline and its emergence
  2. Sociological Imagination (C W Mills) perspective
  3. Theoretical orientations
    1. Structural Functionalist perspective
    2. Conflict perspective
    3. Micro perspectives 
UNIT-2
Teaching Hours:15
Social structure and groups
 
  1. Society, Community, Association and Institution   
  2. Status and role
  3. Power and authority
  4. Groups: Primary, Secondary
UNIT-3
Teaching Hours:20
Culture and Socialization
 
  1. Components of culture
    1. Values
    2. Norms
    3. Beliefs
  2. Culture shock, ethnocentrism and xenophobia
  3. Socialisation 
  4. Agents of Socialization
UNIT-4
Teaching Hours:15
Social Institutions I
 
  1. Family 
  2. Education
  3. Religion
UNIT-5
Teaching Hours:15
Social Institutions II
 
  1. Economy 
  2. Politics 
  3. Law
Text Books And Reference Books:

Berger, P. L. (2007). Invitation to sociology. United States: Academic Internet.

Bottomore, T. B. (1969). Sociology. London: Allen & Unwin.

Fulcher, J. & J Scott. (2007). Sociology. (3rd ed.). OUP.

Haralambos, M. & R.M.Heald. (2006). Sociology: Themes and Perspective. London: Harper Collins.

Henslin, J. (2009). Sociology: A Down to Earth Approach. (10thed.).USA: Pearson. 

Jayaram, N. (1988). Introductory Sociology. Madras: MacMillan.

Macionis, J.  (1996). Sociology. New Jersey: Prentice Hall.

Mills, C. W. (2000). Sociological Imagination. Oxford University Press.

Miner, H. (1956). Body ritual among the Nacirema. American Anthropologist, 1956, 58(3), 503-507.

Ritzer, G. (2011). Sociological Theory. McGraw Hill.

Essential Reading / Recommended Reading

Bauman, Z. (1990). Thinking Sociologically. London: Blackwell.

Nisbet, R. (1967). The Sociological Tradition. London: Heinemann.

Williams, R. (1976). Key words. London: Fontana Publications.

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 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

TAM121 - TAMIL (2022 Batch)

Total Teaching Hours for Semester:45
No of Lecture Hours/Week:3
Max Marks:100
Credits:3

Course Objectives/Course Description

 

Poems of Bharatiyar and Bharatidasan and poems by women poets with feminine sensibilities  will initiate the students into the modern period with all its complexities. The short stories by Ambai offers a matured vision of life through a varied characters and situatins. A new concept, Cultural Studies, will take the students beyond prescribed syllabus to include music, theatre, painting and films out of whcih the art form of music is taken up for the first semester.

Learning Outcome

CO1: To make the students experience the impact made by Bharathiyar and Bharathidasan during the 20th century and to bring them to the realities of 21st century.

CO2: They will also learn, on their own, about the nuances of music and a unique aesthetic experience it offers

Unit-1
Teaching Hours:10
Modern Poetry- Bharathiyar
 

1. Kannan yen sevagan

2. Kannan yen kozhandhai

3. Kannan yen vilayatu pillai

4. Kannan yen kadhalan

5. Kannan yen kadhali

 

Unit-2
Teaching Hours:10
Bharathi dasan
 

1. Kadal

2. Kundram

3. Nyaairu

4. Aal

5. Chittrur

Unit-3
Teaching Hours:10
Contemporary Cultural Issues
 

Prose including reference to contemporary literary issues

1. Oru karupu silanthi udan oru iravu- Ambai

Cultural studies, Indian festivals

Unit-4
Teaching Hours:10
Penniya kavithaigal
 

1.Ottadai -Thamarai

2. Kapinaani thozhudhal- Ponmani vairamutu

3. Yendhan tozha- Subhathra

4. Kadal konda pen puram- Andal priya dharshini

5. Pen- P. Kalpana '

 

 

Unit-5
Teaching Hours:2
Grammer- Language skills
 

Pira mozhi chorkal

Unit-6
Teaching Hours:3
Common topic
 

Isai

Text Books And Reference Books:

 

Malliga, R et al (ed).Thamilppathirattu I.Bangalore: Prasaranga,2011

     ‘Oru Karuppuchilanthiyudan Or Iravu’ by Ambai,

 

      published by Kalachuvadu Publications, Nagercoil, 2014

 

 

 

 

Essential Reading / Recommended Reading

 Varadarajan, Mu.  Thamil Ilakkia Varalaru . New Delhi:Sahitya Akademi, 2008

 Sivathambi, Ka.Thamil Sirukathaiyin Thorramum Valarchiyum.Coimbatore: NCBH, 2009

 Ragunathan,C.Bharathi: Kalamum Karuthum, Chennai:NCBH, 1971

 

Ramakrishnan S 100 Sirantha Sirukathaigal, Chennai: Discovery Books, 2013

 

Evaluation Pattern

With a total of 100 marks, 50 marks will come from Continuous Internal Assessment (CIA) and the remaining 50 marks will come from end semester exanination. While the end semester examination will be fully theory based the CIA will consist of  assignments, theatre production, book review and other activities

AEN221 - ADDITIONAL ENGLISH (2022 Batch)

Total Teaching Hours for Semester:45
No of Lecture Hours/Week:3
Max Marks:100
Credits:3

Course Objectives/Course Description

 

The second semester has a variety of writing from India, Pakistan and Srilanka. The various essays, short stories and poems deal with various socio-economic, cultural and political issues that are relevant to modern day India and the Indian sub-continent and will enable students to comprehend issues of identity-politics, caste, religion, class, and gender. All of the selections either in the manner of their writing, the themes they deal with or the ideologies that govern them are contemporary in relevance and sensibility, whether written by contemporary writers or earlier writers. Excerpts from interviews, autobiographical writings, sports and city narratives are added to this section to introduce students to the varied genres of literature.

The objectives of this course are

to expose students to the rich literary and cultural diversity of  Indian literatures

to sensitise students on the social, political, historical and cultural ethos that has shaped the nation- INDIA

to enable to grasp and appreciate the variety and abundance of Indian writing, of which this compilation is just a passing glance

 

to learn and appreciate India through association of ideas in the texts and the external contexts (BhashaUtsav will be an intrinsic help in this endeavour)

 

Learning Outcome

CO1 CO 2: iv) Understand the cultural, social, religious and ethnic diversities of India v) it will be able to be analytical and critical of the pluralistic society they live in through the activities and assignments conducted vi) be aware of the dynamics of gender, identity, communalism and politics of this vast nation through its literature.

Unit-1
Teaching Hours:10
Poetry
 

1.      Jayanta Mahapatra    “Grandfather”

 

2.      Meena Alexander    “Rites of Sense”

 

3.      K.Satchidanandan      “Cactus”

 

4.      Jean Arasanayagam   “Nallur”

Unit-2
Teaching Hours:15
Short Stories
 

1.      Temsula Ao             “The Journey”

 

2.      A. K Ramanujan       “Annaya’s Anthropology”

 

3.      Sundara Ramswamy   “Waves”

 

4.      Ashfaq Ahmed            “Mohsin Mohalla”

 

5.      T.S Pillai                      “In the Floods”

Unit-3
Teaching Hours:20
Essays
 

1.      Salman Rushdie        “Gandhi Now”

 

2.      Amartya Sen             “Sharing the World”

 

3.      Suketu Mehta            “Country of the No”

 

4.      Rahul Bhattacharya     “Pundits From Pakistan” (An Excerpt)

Text Books And Reference Books:

The textbook "Reading Diversity"

Essential Reading / Recommended Reading

Online references for Comprehension Questions in the textbook

Evaluation Pattern

Evaluation Pattern

CIA 1: Classroom assignment/test for 20 marks keeping in tune with the course objectives and learning outcomes.

CIA 2: Mid-semester written exam for 50 marks

CIA 3: Collage, tableaus, skits, talk shows, documentaries, Quizzes or any proactive            creative assignments that might help students engage with India as a cultural space. This is to be done keeping in tune with the course objectives and learning outcomes.


Question Paper Pattern        

Mid Semester Exam: 2 Hrs

Section A: 4x5= 20

Section B: 2x15=30

Total                  50

End Semester Exam: 2 hrs

Section A: 5 x 5 = 25

Section B: 5 x 15= 75

Total                   100

 

 

 

 

 

 

 

 

 

ENG221 - ENGLISH - II (2022 Batch)

Total Teaching Hours for Semester:45
No of Lecture Hours/Week:3
Max Marks:100
Credits:2

Course Objectives/Course Description

 
  • To expose learners to a variety of texts to interact with
  • To help learners classify ideologies and be able to express the same
  • To expose learners to visual texts and its reading formulas
  • To help learners develop a taste to appreciate works of literature through the organization of language
  • To help develop critical thinking
  • To help learners appreciate literature and the language nuances that enhances its literary values
  • To help learners understand the relationship between the world around them and the text/literature
  • To help learners negotiate with content and infer meaning contextually
  • To help learners understand logical sequencing of content and process information

·         To help improve their communication skills for larger academic purposes and vocational purposes

·         To enable learners to learn the contextual use of words and the generic meaning

·         To enable learners to listen to audio content and infer contextual meaning

·         To enable learners to be able to speak for various purposes and occasions using context specific language and expressions

·         To enable learners to develop the ability to write for various purposes using suitable and precise language.

Learning Outcome

CO1: Understand how to engage with texts from various countries, historical, cultural specificities and politics

CO2: Understand and develop the ability to reflect upon and comment on texts with various themes

CO3: Develop an analytical and critical bent of mind to compare and analyze the various literature they read and discuss in class

CO4: Develop the ability to communicate both orally and in writing for various purposes

Unit-1
Teaching Hours:6
food
 

1.  Long text:    Witches’ Loaves

O Henry

2.   Short text:  Portion size is the trick!!!

By Ranjani Raman

Unit-1
Teaching Hours:6
language
 

Presentation skills

Unit-2
Teaching Hours:6
Fashion
 

1.Long text: In the Height of Fashion-Henry Lawson

 

2. short text: Crazy for Fashion- BabatundeAremu

Unit-2
Teaching Hours:6
Language
 

Report writing

Unit-3
Teaching Hours:6
Language
 

Group Discussion

Unit-3
Teaching Hours:6
Architecture
 

1.    long text:  Bharat Bhavan

By Charles Correa

2.   Short text:  The Plain Sense of Things

By Wallace Stevens

 

Unit-4
Teaching Hours:6
Management
 

1.Long Text: The Amazing Dabbawalas of Mumbai- ShivaniPandita

 

2. Short Text:

If

By Rudyard Kupling

Unit-4
Teaching Hours:6
Language
 

Interview skills and CV writing

Unit-5
Teaching Hours:6
language
 

Developing arguments- debating

Unit-5
Teaching Hours:6
History
 

1.    Long tet: Whose Ambedkar is he anyway?

           By KanchaIlaiah

 

2. Short text: Dhauli

By JayantaMahapatra

Unit-6
Teaching Hours:6
language
 

Letter writing and email writing

Unit-6
Teaching Hours:6
War
 

1.    Long text: An Occurrence at Owl Creek Bridge

By Ambrose Bierce

2.     Short text: Strange meeting

By Wilfred Owen

Unit-7
Teaching Hours:6
language
 

Ethics of writing on social media platforms

Unit-7
Teaching Hours:6
Social Media
 

1.Long text: Facebook and the Epiphanator: An

End to Endings?

            By Paul Ford

2. Short text:  'Truth in the time of Social Media' by Girish Balachandran

Unit-8
Teaching Hours:3
visual text
 

BBC Documentary- Dabbawalas

Text Books And Reference Books:

ENGlogue 1

Essential Reading / Recommended Reading

teacher manual and worksheets that teachers would provide. Listening skills worksheets.

Evaluation Pattern

CIA1- 20

MSE-50

CIA3- 20

ESE- 50 online and 50 written

EST231 - BRITISH LITERATURE: LATE VICTORIAN TO THE PRESENT (2022 Batch)

Total Teaching Hours for Semester:75
No of Lecture Hours/Week:5
Max Marks:100
Credits:4

Course Objectives/Course Description

 

Course Description:

This course will build on the previous course and continue the objectives of the previous course. The completion of this course should provide sufficientground to introduce literary theory in their fourth semester and postcolonial studies in the later semesters.

 

Course Objectives

 

  • To introduce  students to the socio-political, religious, cultural, and linguistic aspects of the UK through English literary texts
  • To help students understand texts as products of a historical, political and cultural processes
  • To enable students to identify different forms, genres and subgenres in literature
  • To sensitize students to human values through an exposure to socio-historical concerns of subjectivity, identity, community and nationhood.
  • To sharpen critical appreciation and analytical writing skills through an introduction to models of literary criticism

Learning Outcome

CO1: Students will be able to discern the socio-political, religious, cultural, and linguistic aspects of the UK through English literary texts

CO2: Students will be able to analyse and critique texts as products of a historical, political and cultural processes

CO3: Students will be able to identify different forms, genres and subgenres in literature

Unit-1
Teaching Hours:30
Middle, Late Victorian Age and After
 

Darwin and the publication of Origin of Species, Victorian morality, utilitarianism, working class struggles, realism, naturalism, neorealism, Marxism 

Unit-2
Teaching Hours:25
Early Twentieth Century
 

Modernism, The World Wars, The Boer war, Russian revolution, Surrealism, Cubism, Expressionism

Unit-3
Teaching Hours:20
Late Twentieth Century to the Present Day
 

British Beat Generation, Performance Poetry, Postmodernism, Diaspora, Multiculturalism, Hybridity

 

 

Text Books And Reference Books:

Alfred Lord Tennyson: “Ulysses”

Robert Browning: “Porphyria’s Lover”

Gerald Manley Hopkins: “TheWindhover”

Charles Dickens: Great Expectations/David Copperfield/Tale of Two Cities

Bernard Shaw: Pygmalion

W B Yeats: “Easter 1916”

T.S. Eliot: “The Love Song of J. Alfred Prufrock”

James Joyce: “The Dead”

Katherine Mansfield: “A Cup of Tea”

 Harold Pinter: The Birthday Party

Adrien Mitchell: “The Question”

Ted Hughes: “Hawk Roosting”

Benjamin Zephaniah: “Dis Poetry”

Neil Gaiman: Coraline

Essential Reading / Recommended Reading

Abrams, M.H. A Glossary of Literary Terms. 8th Ed. New York: Wardworth, 2005. Print.

Corcoran, Neil. The Cambridge Companion to Twentieth-CenturyEnglish Poetry. Cambridge: CUP, 2007. Print

Davis, Alex, and Lee M Jenkins. The Cambridge Companion to Modernist Poetry. Cambridge: CUP, 2007. Print

Ferguson, Margaret, Mary Jo Salter and Jon Stallworthy. Eds. The Norton Anthology of Poetry. 4th Ed. New York: WW Norton, 1996. Print

Gupta, Ambika Sen. Selected College Poems. Rpt. Hyderabad: Orient Longman,1999. Print

The Cambridge Companion to Narrative. Cambridge: CUP, 2007.Print.

John, Eileen, and Dominic McIver Lopes. Philosophy of Literature: Contemporary and Classic Readings. Oxford: Blackwell, 2004. Print

Kaplan, Fred, and Monod, Sylvere. Hard Times. New York: WW Norton, 2002. Print

Sampson, George. The Concise Cambridge History of English Literature, 3rd Ed. Cambridge: CUP, 2005. Print

 

 Ramarao, Vimala,. Ed. Explorations. Vol II. Bangalore: Prasaranga, Bangalore. Print

Evaluation Pattern

CIA I

 

1. A class test / presentation / exhibition/ performance based on the texts prescribed

 

CIA III

 

       1. A moodle test on the play / short stories/ age

 

These are a few suggested CIAs. However, during the course of teaching, there could be other suggestions, and CIAs could be slightly modified based on class dynamics and calibre of students.

 

Selected Texts chosen to be taught may be revised / used as extended reading which may be tested in CIA 1, 2 or 3.

 

Mid Semester Examination CIA II: 2 hrs

 

Section A: Short Notes – 5x3 marks= 15 (5 questions out of 7)

Section B: Essay Questions – 2x10 marks = 20 (2 questions out of 3)

Section C: Long Essay Questions – 1x15 marks = 15 (1 question out of 2)

 

Total: 50 Marks

 

End Semester Examination Pattern

 

Section A: Short Notes – 10x3 marks = 30 (10 questions out of12)

Section B: Essay Questions – 4x10 marks = 40 (4 questions out of 6)

Section C: Long Essay Questions – 2x15 marks = 30 (2 questions out of 4)

 

Total: 100 Marks

 

Notes:

 

  1. For all texts Norton Editions are to be treated as the official prescribed editions.
  2. For critical material The Cambridge Companion Series of CUP, Case Book Series of Macmillan and Palgrave, and Norton series of WW Norton are officially prescribed.

FRN221 - FRENCH (2022 Batch)

Total Teaching Hours for Semester:45
No of Lecture Hours/Week:3
Max Marks:100
Credits:3

Course Objectives/Course Description

 

French as a second language in the UG program. The method Génération A1 consists of a student's book and an activity book, both included in the digital manual. It consists of 6 units preceded by an initial section of 'Welcome'. The structure of each unit marks a real learning journey.

 

Course Objectives

·       To develop linguistic competencies and sharpen oral and written communicative skills

·       To familiarize learners to certain aspects of francophone civilization.

·       To enable learners to engage in simple everyday situations

Learning Outcome

CO1: To familiarize students with French words and pronunciation.

CO 2: To enable students in reading and writing skills

CO 3: To enhance the listening and speaking skills.

CO 4: To make them proficient in the language skills.

CO 5: To enable the communication skills in french.

Unit-1
Teaching Hours:10
Culture: A country of vacation
 

Dossier 4- Culture: A country of vacation

 

Lesson 1: Hobbies

Lexicon – Hobbies, daily activities, matter

Grammar – Interrogative adjectives, ordinal numbers, time, direct object personal pronouns

Speech acts – Speaking about tastes and preferences

 

   
 

Lesson 2: The routine

Lexicon – Weather and time, frequency

Grammar – Pronominal verbs, first group verbs, verb ‘to take’

Speech acts – Describing one’s day

Unit-2
Teaching Hours:5
Poem
 

1. Demain dès l'aube (Tomorrow from dawn)- Victor Hugo

Unit-3
Teaching Hours:10
I discover
 

Dossier 5 - I discover

Lesson 1: Where to shop?

Lexicon – Food, quantity, trade and traders

Grammar – Partitive articles, pronouns of quantity, very or very much

Speech acts – At the restaurant -ordering and commenting

   
 

Lesson 2: Discover and Taste

Lexicon – To ask and say the price, services, modes of payment

Grammar – It is/ He is, imperative tense, it is necessary, verbs ‘to owe’, ‘to be able,

                  ‘to know’, ‘to wish/want’

Speech acts -Inviting and responding to an invitation

Unit-4
Teaching Hours:5
Poem
 

 

2. Le Lac (The Lake) - Alphonse de Lamartine

Unit-5
Teaching Hours:10
Culture: Gourmet Countries
 

Dossier 6- Culture: Gourmet Countries

 

Lesson 1: Everyone is having fun

Lexicon- Outings, situating in time

Grammar – Demonstrative adjectives, formation of the feminine, indefinite pronoun ‘one’

                   Immediate future

Speech acts – Describing an outfit

   
 

Lesson 2: Daily routine of Teenagers

Lexicon – The family, clothes and accessories

Grammar – Simple past tense, first group verbs ending in ‘yer’, verbs ‘to see’ and ‘to go out’

Speech acts – Writing a friendly message                                                                                                         

 

Unit-6
Teaching Hours:5
Revision
 

Revision of grammar and skills

Text Books And Reference Books:

1. Cocton, Marie-Noelle. Génération A1. Paris : Didier, 2016 

2.  De Lafontaine, Jean. Les Fables de la Fontaine. Paris, 1668

Essential Reading / Recommended Reading

1.     French websites like Bonjour de France, Fluent U French, Learn French Lab, Point du FLE etc.

Evaluation Pattern

Assessment Pattern

CIA (Weight)

ESE (Weight)

CIA 1 – Assignments / Letter writing / Film review

10%

 

CIA 2 –Mid Sem Exam

25%

 

CIA 3 – Quiz / Role Play / Theatre / Creative projects 

10%

 

Attendance

05%

 

End Sem Exam

 

50%

Total

50%

50%

HIN221 - HINDI (2022 Batch)

Total Teaching Hours for Semester:45
No of Lecture Hours/Week:3
Max Marks:100
Credits:3

Course Objectives/Course Description

 

 Course Description:

 

 

The text book ”Samakaleen Kahaniyam is a contemporary socio-political issues based story collection edited by Dr.Vanaja  Published by Rajpal and sons, New Delhi.  In this semester four visual texts/film appreciation and famous four film directors of India from different languages have been incorporated along with conversation writing and practices to improve the spoken skills of the students.

 

 

 

Course Objectives:

 

Students are exposed to the world of Hindi fiction particularly short stories. Film appreciation helps them to improve their writing and analytical skills and know more about the thematic and technical aspects of Cinema.  The module ‘Film Directors’ will inspire students to achieve professionally and personally.  Conversation practice enable them to use the correct form of language by which spoken communication skill will be enhanced.

 

Learning Outcome

CO1 : Improve the analytical skills through critical analysis of the stories.

CO2 : Understand the thematic and technical aspects of Hindi movies through the visual text.

CO3: Improve the basic research skills while doing the research article creation for CIAs.

CO4: Improve the spoken skills by conversation practices.

Unit-1
Teaching Hours:15
Samakaleen Kahaniyam
 

The text book “  Samakaleen Kahaniyam    ” is a story collection edited by Dr. Vanaja from contemporary writers of Hindi Literature.

Unit-2
Teaching Hours:15
Film Studies
 

  • Movie review-Theesari Kasam, English-Vinglish,Dangal and Ankur.                                           ,
  • Bharathiya cenema ke vikhyath kalakar-Satyajit Roy,Girish Kasaravalli,Shyam Benegal and Adoor Gopalakrishnan.                                             

Level of knowledge: Conceptual

Unit-3
Teaching Hours:15
Conversation Writing
 

At least 10 exchanges each on the given context.                                                                                                                                                                               

Level of knowledge: Basic

Text Books And Reference Books:

1. Story Collection‘Samakaleen kahaniyam’ (Full Text) Edited By: Dr. Vanaja Published By: Rajpal and Sons Kashmiri Gate, New Delhi-6.

 

Essential Reading / Recommended Reading

1. Sugam Hindi Vyakaran                By: VamshidharDharmpalShastriShiksha

Bharathi, New Delhi.

2. SaralSubodh Hindi Vyakaran,       By:MotilalChaturvedi. Vinod pustak

mandir , Agra-23. Cinema AurSamskritiMazoomRizaRahi

3.Bolchalki Hindi aursancharBy:Dr.MadhuDhavan.Vaniprakasan,New Delhi.

Evaluation Pattern

CIA-1(Digital learning-Wikipedia)

CIA-2(Midsemester examination)

CIA-3(Digital learning-Wikipedia)

End semester examination

KAN221 - KANNADA (2022 Batch)

Total Teaching Hours for Semester:45
No of Lecture Hours/Week:3
Max Marks:100
Credits:03

Course Objectives/Course Description

 

Course Description: The prescribed play AMRAPALI  by Dr. Prabhushankar, and the selection of short stories, Essays and Academic science writings are the texts for Second semester Kannada The Legend of Amrapali originated in the Buddhist Jataka Tales some 1500 years ago. Amrapali is a great character in the Indian history. She was known as a dancer and also a philosophical thoughts oriented woman. A key goal of this course will be to familiarize students with the basic techniques of analysing written drama and its stages performances. The selected prose will extend the concerns of Environment,  Folk beliefs and social justice.

Course Objectives: Students will be able to read drama scripts in Kannada and understand main ideas and details in different kinds of dramatic scripts.  The Play improves listening comprehension of different types of spoken texts-for main ideas, details and speakers’ attitude and emotions. It helps in develop and use language learning strategies for all language skills.

Learning Outcome

CO1 : to analyze and interpret texts and performances both in writing and orally

CO 1: to demonstrate the knowledge of theatre

CO2: to improve creative writing skills

CO3 : to practice collaborative skills in various theatrical contexts

CO5 : to analyze a variety of short stories/fiction

Unit-1
Teaching Hours:20
Text-1 AMRAPALI- DR. S. PRABHUSHANKARA
 

Act-1 ( Scene-1 ) Pages 07-13

Act-1 ( Scene-2 ) Pages 13-19

Act-1 ( Scene-3 ) Pages 19-28

Act-1 ( Scene-4 ) Pages 20-42

Act-2 ( Scene-1 ) Pages 42-50

Act-2 ( Scene-2 ) Pages 50-58

Act-2 ( Scene-2 ) Pages 59-65

Act-2 ( Scene-2 ) Pages 66-70

 

Unit-2
Teaching Hours:15
Text-2 Selected short stories, essays and academic science writings.
 

1.    

1.      Pashchimaghattagala Patana- Nagesh Hegde

2.      Aeroplane mattu Chitte- K.P. Poornachandra Tejaswi

3.      Dheerakumara- Ed. Gee Sham Paramashiviah

4.      Post Master- Ravindranath Tagore (Translated by Ahobala Shankara)

 

Unit-3
Teaching Hours:10
Creative Writings
 
  1. Essay Writing
  2. Dialogue Writing
  3. Letter Writing
Text Books And Reference Books:

1. Adhunika Kannada Nataka- K. Marulasiddappa

2. Kannada Sahitya Charithre- Rum Shri Mugali

3. What Buddha Taught- Walpola Sri Rahula 

4. Buddha- Mounada Sakara Murthy- Sri Sri Ravishankar 

5. Life of Buddha- Kashinath Potdar 

Essential Reading / Recommended Reading

1. The story of Buddha The Enlightened one- Tripati Nainwal 

2. Desheeya Chinthana- Chandrashekara Kambara

3. Yugadharma hagu Sahitya Darshana- Keerthinatha Kurthukoti

Evaluation Pattern
 

 

CIA-1  Wikipedia - 20 Marks

CIA-2 Mid Semsester Examination- 50 Marks

CIA-3 Wikipedia - 20 Marks

End Semester Examination- 50 Marks

Attendance: 05 Marks 

PSY211 - LIFE SKILL EDUCATION (2022 Batch)

Total Teaching Hours for Semester:30
No of Lecture Hours/Week:2
Max Marks:50
Credits:2

Course Objectives/Course Description

 

Course description: This paper offered to undergraduate students as an open elective course. Basically the course following WHO life skills model. Where life skills education is well developed and practised, it enhances the well-being of young minds and promotes a positive outlook and healthy behaviour. The life skills model facilitate the overall development of the individual and this course will help the learner to translate knowledge, attitude, skills, and values into action; Behave responsibly and this leads to healthy living; Develop Positive Attitude towards themselves and others; Develop full potential; Promote the state of mental well-being as this motivates them and others; Promote risk-free behaviour; Communicate effectively; Develop negotiation skills; Improve self-perception through building self-confidence, self-esteem and self- worth.

Learning Outcome

CO1: Understand and appreciate the importance of Life Skill Education

CO2: Explain the assumptions of Life Skill Education

CO3: Apply life skills in their day to day life situations

Unit-1
Teaching Hours:15
Introduction to Life Skills
 

 Definition and Importance of life skills, life skills approach and Life skill education, Core life skills according to WHO - Personal/social Skills, Cognitive skills and Coping skills, quality education and life skills.SWOT analysis, Johari window,  Thought awareness; Life skills for self and others 

Unit-2
Teaching Hours:15
Self Development
 

Interpersonal Skills and Conflict Resolution - Effective communication and listening skills, Emotional Intelligence, Conflict resolution strategies, Teamwork. Life Skills for self-development, Stress management and strategies, mindfulness and relaxation techniques 

Text Books And Reference Books:

Goud, N. & Arko, A. (2006). Psychology and personal growth, Pearson, MA.

WHO (1997). Life Skills for Children and Adolescents.

UNESCO (2005). Quality Education and Life Skills: Darkar Goals, UNESCO, Paris. 

WHO (1999). Partners in Life Skills Education: Conclusions from a United Nations Inter-Agency Meeting, WHO, Geneva.

Essential Reading / Recommended Reading

Delors, Jacques (1997). Learning: The Treasure Within, UNESCO, Paris.

 UNESCO (1997). Adult Education: The Hamburg Declaration, UNESCO, Paris.

Evaluation Pattern

Continuous Internal Evaluations (CIAs) – 50 Marks

  • CIA 1: Self-reports and Individual Assignment- 15 marks
  • CIA 2: In-class activity and assessments- 15 marks
  • CIA 3: Individual reflection and personal development plan-15 marks
  • Class participation and attendance- 5 marks

PSY231 - BASIC PSYCHOLOGICAL PROCESSES - II (2022 Batch)

Total Teaching Hours for Semester:75
No of Lecture Hours/Week:5
Max Marks:100
Credits:5

Course Objectives/Course Description

 

This course is conceptualised to help students understand basic cognitive processes as they affect the individual. The course introduces students about different cognitive concepts such as perception, memory, attention, intelligence, language and thought in the various manifestations of the study of mind and behaviour. It introduces the basic framework on how psychologists scientifically study and understand the cognitive processes through various quantitative and qualitative methods of inquiry. The course also takes through the various applications on how the human mind works in different situations and in our everyday life such as the applications of human memory in the use of Artificial Intelligence (AI) and modern machines. Students will have the opportunity to examine these concepts from multiple psychological perspectives and to reflect upon the applicability of these concepts. 

Learning Outcome

CO1: Define the basic cognitive process that influences behaviour

CO2: Explain how the influence of behaviour, cognition, and the environment affects behaviour.

CO3: Compare and contrast various models, theories and methods in understanding cognitive processes.

CO4: Apply these concepts to explain everyday life events and situation.

Unit-1
Teaching Hours:15
Sensation and Perception
 

An introduction to the study of the human senses and perceptual processes. We will trace what happens to the physical stimulus as our sensory systems analyze it to produce complicated perceptions of the world around us. We will explore the fact that many complex perceptual phenomena draw upon explanations at the physiological, psychological, and cognitive levels. Topics on sensory perception in non-human animals may also be covered. Data gathered from psychophysical research and studies of both humans, and other animals will be discussed. The unit will review the mechanisms and principles of operation of vision, hearing, touch, taste and smell; Differentiate between sensation and perception; Explain the process of vision and how people see colour and depth; Explain the basics of hearing, taste, smell, touch, pain, and the vestibular sense; Define perception and give examples of gestalt principles and multimodal perception

 Laboratory Demonstration: Illusion experiment, Depth Perception, Colour Blindness test, Dexterity test 

Unit-2
Teaching Hours:15
Memory and Forgetting
 

The unit is designed to provide a comprehensive account of modern experimental and theoretical approaches to the study of human memory. The course integrates experimental findings with neuropsychological and neurophysiological data and illustrates how basic concepts can illuminate phenomena such as organic and functional amnesia, childhood memory, and everyday forgetting. We will describe and differentiate the various types of learning and memory and the brain regions that underlie these different processes; Evaluate their understanding of course materials through tests and assignments; Discuss empirical research in the field of memory; Evaluate their own learning and understand how to improve their learning and memory in different settings.

Laboratory Demonstration: Digit Span, Memory Drum

Unit-3
Teaching Hours:15
Intelligence
 

The unit will help the student explain how psychologists approach the study of intelligence, how intelligence is defined and measured, the problems associated with measurement and how heredity and environment affect intelligence.  The unit convers the measurement and assessment of intelligence; Biological and environmental influences on intelligence; Concepts and nature of Individual differences; Describe intelligence theories and intelligence testing

Laboratory Demonstration: Ravens Test for Intelligence, Creativity

Unit-4
Teaching Hours:15
Cognitive Processes
 

The unit introduces the basic cognitive perspective of psychology and describes key aspects that represent cognition. Contemporary theory and research are surveyed in such areas as attention, pattern and object recognition, knowledge representation, language acquisition and use, reasoning, decision making, problem-solving, and creativity. Applications in artificial intelligence and human/technology interaction are also considered. Students will learn to apply and evaluate the different problem-solving strategies, and different types of psychological assessments study cognitive process. They will be able to outline the strengths and limitations of each concept; Define cognition and explain the role of concept formation, problem-solving, reasoning; Describe the role language plays in communication and thought; Human Information Processing and Artifical Intelligence

Laboratory Demonstration: Concept formation, Creativity

Unit-5
Teaching Hours:15
States of Consciousness
 

Describe different states of consciousness and how these can vary across different situations (i.e., higher-level consciousness, lower-level consciousness, altered state of consciousness, and no consciousness). Topics including sleep, meditation, dreams, jet-lang and drug abuse will be discussed to illustrate the states of consciousness. Outline the different parts of sleep. Apply and evaluate strategies for getting a better night’s sleep; Describe consciousness and biological rhythms; Describe what happens to the brain and body during sleep; Explain how drugs affect consciousness

Text Books And Reference Books:

Weiten, W. (2014). Psychology: Themes and Variations (Briefer Version, 9th edition). Belmont, CA: Wadsworth/Cengage Learning.

Essential Reading / Recommended Reading

King, L. A. (2010). Experience Psychology. McGraw-Hill.

Gazzaniga, Heatherton, Halpern (2015). Psychological Science, 5th Edition, Norton.

Feldman.S.R.(2009).Essentials of understanding psychology ( 7th Ed.) Tata Mc Graw Hill.

Baron, R.A and Misra, G. (2014). Psychology (Indian Subcontinent Edition).Pearson Education Ltd.

Evaluation Pattern

CIA       CIA (Continuous Internal Assessment)-Total Marks- 50 

CIA-1: Activity-based Individual Assignment- 10 Marks 
CIA-2: Mid sem Exam-Case/Scenario-based Question- 25 Marks; Department level 
CIA-3: Individual Assignment- 10 Marks 
Attendance- 5 Marks 

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

Question paper pattern
Section A- (Short Answers) 02 marks x5Qs =10 Marks
Section B- (Essay Type) 10 marks x 3Qs = 30 Marks
Section C-(Compulsory: Case Study) 10 marks x 1Q =10 Marks

SAN221 - SANSKRIT (2022 Batch)

Total Teaching Hours for Semester:45
No of Lecture Hours/Week:3
Max Marks:100
Credits:3

Course Objectives/Course Description

 

1.     Jatakamala of  Aryashura is the text prescribed and approved in the B.O.S.  The selected chapters will be taught in the classroom.  And also the selected portion from the Grammar.  This book not only teaches the morals to the students but also to learn Sanskrit easily Students can make the sentences with simple words.   It also makes the student to think how the same topic is thought by different students in different situations their understanding is really intelligent.  The students can learn different qualities by studying this course. 

Learning Outcome

CO1: To Specify the classification and characteristics of fables

CO2: To understand the text in detail with application.

CO3: To learn in depth the morals of the fables

CO4: To learn human behaviour.

CO5: To acquire a comprehension of compounding syllables.

Unit-1
Teaching Hours:35
Jatakamala 1 vyaagree jaathakam and shibi jaathakam
 

1.      Jatakamala of  Aryashura is the text prescribed and approved in the B.O.S.  The selected chapters will be taught in the classroom.  And also the selected portion from the Grammar.  This book not only teaches the morals to the students but also to learn Sanskrit easily Students can make the sentences with simple words.   It also makes the student to think how the same topic is thought by different students in different situations their understanding is really intelligent.  The students can learn different qualities by studying this course. 

Unit-2
Teaching Hours:5
Grammar
 

Samasa prakaranam

Unit-3
Teaching Hours:5
Language skills
 

Translate the given passage from English to Sanskrit

Writing an artilcle in Sanskrit on the given topics

Text Books And Reference Books:

1.      Jatakamala of  Aryashura

2.      

3.      Sanskrit Grammar by M.R. Kale.

Essential Reading / Recommended Reading

Samskruta sahithya parampare by Acharya Baladeva Upadyaya translated by Ramachandra shastri.

Evaluation Pattern

CIA 1 Wikipedia assignments

CIA 2 Mid semester examinations

CIA 3 Wikipedia assignments

SOC231 - FOUNDATIONS OF SOCIOLOGY - II (2022 Batch)

Total Teaching Hours for Semester:75
No of Lecture Hours/Week:5
Max Marks:100
Credits:5

Course Objectives/Course Description

 

Course Description:

This course introduces the students to the premise of social inequality and forms of stratification and social change. The students will be encouraged to use the sociological imagination that they have developed during the previous semester to comprehend these different aspects of their social reality. The students are also introduced to Conformity and Deviance, Social Demography, Urbanization and Social Change.

Course Objectives: 

  • To have an enhanced vision of the significance of sociological perspective and the difference it makes in our understanding of society
  • Identify and discuss specific areas of study within Sociology

Learning Outcome

CO1: Discuss how forms of social stratification like race, gender, caste, and class influence our lives

CO2: Apply the knowledge gained from social theories to analyse systems of social stratification

CO3: Analyse patterns of conformity and deviance

CO4: Describe the significance of the study of the population and analyse the demographic processes that impact society

CO5: Critically review different perspectives that help us understand social processes and social structures and the changes therein

Unit-1
Teaching Hours:25
Social Stratification
 
  1. Basis of social stratification
  2. Social Mobility
  3. Forms of social stratification:
    1. Sex and gender
    2. Race and ethnicity
    3. Caste, Visual Text: India Untouched: Stories of a People Apart
    4. Class

       4. Intersectionality

4.    Intersectionality

Unit-2
Teaching Hours:10
Conformity and Deviance
 

  1.  Introduction to Conformity and Deviance (Visual Text: A Man Called "Bee": Studying the Yanomamo)
  2. Theories of Deviance
    1. Structural Functionalist Perspective
    2. Conflict Perspective
    3. Symbolic Interactionist Perspective

 

Unit-3
Teaching Hours:25
Social Demography
 

  1. Population: Size, structure and composition
  2. Demographic Theories: Malthus, Demographic Transition
  3. Demographic processes: 
    1. Fertility
    2. Mortality
    3. Migration
  4. Urbanization
Unit-4
Teaching Hours:15
Social Change
 

  1. Concepts of Social Change
  2. Theories of social change
  3. Culture and social change
  4. Types and causes

 

 

Text Books And Reference Books:

Bottomore, T. B. (1969). Sociology. London: Allen & Unwin.

Bhende, A. & Kanitkar, T. (2000). Principles of Population Studies.(9th ed.) Mumbai: Himalaya Publishing House. 

Gupta, D. (2018). Social stratification. Oxford University Press. (selected essays)

Fulcher, J. & J Scott. (2007). Sociology. (3rded). OUP.

Haralambos, M. & R.M.Heald. (2006). Sociology: Themes and Perspective. London:

        Harper Collins.

Henslin, J. (2009). Sociology: A Down to Earth Approach.(10thed.). USA: Pearson.

Macionis, J. (2012). Sociology. Pearson Education.

 

Premi. (1983). Social Demography. Delhi: South Asia Books.

Visual Texts:

India Untouched: Stories of a People Apart (2007).

A Man Called "Bee": Studying the Yanomamo (1975).

Essential Reading / Recommended Reading

Nisbet, R. (1967). The Sociological Tradition. London: Heinemann.

Williams, R. (1976). Key words. London: Fontana Publications.

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 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

 

TAM221 - TAMIL (2022 Batch)

Total Teaching Hours for Semester:45
No of Lecture Hours/Week:3
Max Marks:100
Credits:3

Course Objectives/Course Description

 

This paper has a few collections from the ‘Individual Poems’ of Avvaiyar and Kalamegam to show the students the ingenuity with the poets of the period mixing  intelligence with creativity. The unconventional and unorthodox views of life seen through theological eyes of Siddhas are included. It also introduces the power of oral tradition through a collection of interviews recorded and transcribed. These voices are from the marginalized communities which had no opportunity to voice out their pains and sorrows.. Students will be exposed to the art form of theatre through self experiece using internet resources like You Tube 

Learning Outcome

CO 1: Recall and categorize the concepts of literature.

CO 2: Understand the true essence of the texts, and inculcate them in their daily lives.

CO 3: Recognize and apply the moral values and ethics in their learning.

CO 4: Comprehend the concepts in literature and appreciate the literary text.

Unit-1
Teaching Hours:10
Thanni padalgal
 

1.Avvaiyar amudha muzhigal

2. Kaala mega pulavar

3. Siladai

Unit-2
Teaching Hours:10
Mei nyana padalgal- (Part 1)
 

Siva vakkiyar- Arivu nilai

 

Unit-3
Teaching Hours:10
Mei nyana padalgal - Part 2
 

Pattinathar- Tiruveghamba malai

Unit-4
Teaching Hours:10
Prose
 

Vaai mozhi varalaru

1. Chakliyar- K Venkateshar

2. Paraiyar- M. Vaiya Puri

3. Vannar- K Parthiba Raja

4. Kuyavar- S Selva kumar

5. Pandaram- A Santhi

6. Meenavar- K Gajendrar

 

 

Unit-5
Teaching Hours:2
Grammer- Language skills
 

Thodar pizhai nikkam

Unit-6
Teaching Hours:3
Common topic and visual text
 

Short stories and Nadagam

Text Books And Reference Books:

Malliga, R et al (ed).Thamilppathirattu.Vol.I Bangalore: Prasaranga,2011

 'Vai mozhi varalaru’ Ed: Vi.Arasu and Ki. ParthibhaRaja,Thannanaane Publications, Chennai, 2001

Essential Reading / Recommended Reading

Meenakshisundaram T P,  A History of Tamil Literature, Annamalainagar, Annamalai University, 1965

Varadarajan, Mu.  Thamil Illakkia Varalaru . New Delhi:Sahitya Akademi, 2008

Gopalakrishnan.S., Pathinen Siddhar Varalaru, Chennai: Mullai Pathippagam, 2012

Stephen,G (ed). Ayothidasar Sindhanaigal, Thirunelveli: St.Xavier’s College, 1999

Theodore, Baskaran, Thamil Cinema Or Arimugam. Chennai: Kilakku Pathippagam, 2012

Pavendan, Dhiravida Cinema, Chennai: Kayal Kavin Books, 2013

 



Evaluation Pattern

 

EXAMINATION AND ASSIGNMENTS: There is a continuous evaluation both at the formal and informal levels. The language skills and the ability to evaluate a text will be assessed

This paper will have a total of 50 marks shared equally by End Semester Exam (ESE) and Continuous Internal Assessment (CIA) While the ESE is based on theory the CIA will assess the students' critical thinking, leadership qualities, language skills and creativity

 

 

 

AEN321 - ADDITIONAL ENGLISH (2021 Batch)

Total Teaching Hours for Semester:45
No of Lecture Hours/Week:3
Max Marks:100
Credits:3

Course Objectives/Course Description

 

Course Description

 

This course is taught in the second year for students from different streams, namely BA, BSc

 

and BCom. If the first year syllabus is an attempt by the Department of English, Christ

 

University to recognize and bring together the polyphonic Indian voices in English and Indian

 

regional literatures in translation for the Additional English students of the first year, the

 

second year syllabus intends to take that project a little further and open up the engagement

 

of the students to texts from across the world. The syllabus - selection of texts will

 

concentrate on readings from South Asian, Latin American, Australian, Canadian, and Afro-

 

American. It will voice subaltern concerns of identity, gender, race, ethnicity and problems of

 

belongingness experienced by humanity all over the globe.

 

The syllabus will extend the concerns of nation and nationality and marginalization,

 

discussed within the Indian context to a more inclusive and wider global platform. We have

 

consciously kept out ‘mainstream’ writers and concentrated on the voices of the subalterns

 

from across the world. There is an implicit recognition in this project that though the aspects

 

of marginalization and the problems facing subalterns are present across cultures and

 

nations, the experiences, expressions and reflections are specific to each race and culture.

 

The course will address these nuances and specificities and enable our students to become

 

more aware and sensitive to life and reality around them. This will equip the students, who

 

are global citizens, to understand not just the Indian scenario, but also situate themselves

 

within the wider global contexts and understand the spaces they will move into and negotiate

 

in their future.

 

There is a prescribed text book Blends: Voices from Margins for the second year students,

 

compiled by the Department of English, Christ University and intended for private circulation.

Course Objectives

 

The course objectives are

 

 to enable students to look at different cultures through Literature

 

 to help students develop an understanding of subaltern realities and identity politics

 

 to inculcate literary sensibility/taste among students across disciplines

 

 to improve language skills –speaking, reading, writing and listening

 

 to equip the students with tools for developing lateral thinking

 

 to equip students with critical reading and thinking habits

 

 to reiterate the study skills and communication skills they developed in the previous

 

year and extend it.

Learning Outcome

CO1 : more culturally, ethically, socially and politically aware citizens of the world..

CO2: it will enable students to become aware of the nuances of cultures, ethnicities and other diversity around them and become sensitive towards them.

Unit-1
Teaching Hours:12
Children?s Novel
 

TetsukoKuroyanagi: Tottochan: The Little Girl at the Window12

Unit-2
Teaching Hours:12
Short Story
 

Liliana Heker : “The Stolen Party

 

 Higuchi Ichiyo: “Separate Ways”

 

 Harukki Murakami "Birthday Girl"

 

 Luisa Valenzuela: “I’m your Horse in the Night”

 

Unit-3
Teaching Hours:12
Poetry
 

Poetry 12 Hrs

 

 Silvio Curbelo: “Summer Storm”

 

 Nancy Morejon: “Black Woman”

 

 Ruben Dario: “To Roosevelt”

 

 Mina Asadi: “A Ring to me is a Bondage”

Unit-4
Teaching Hours:9
Essay
 

Essay 9Hrs

 

 Amy Tan: “Mother Tongue

 

 Linda Hogan: “Waking Up the Rake”

 

 Isabelle Allande: “Open Veins of Latin America”

Text Books And Reference Books:

Blends Book II

Essential Reading / Recommended Reading

Oxford Encyclopeadia on Latin American History

Diary of Anne Frank

Elie Wiesel "Night"

Evaluation Pattern

Evaluation Pattern

 

CIA 1: A written test for 20 marks. It can be an Open Book test, a classroom assignment, an

 

objective or descriptive test pertaining to the texts and ideas discussed in class.

 

CIA2: Mid-semester written exam for 50 works

 

CIA 3: This is to be a creative test/ project in small groups by students. They may do

 

Collages, tableaus, skits, talk shows, documentaries, Quizzes, presentations, debates,

 

charts or any other creative test for 20 marks. This test should allow the students to explore

 

their creativity and engage with the real world around them and marks can be allotted to

 

students depending on how much they are able to link the ideas and discussions in the texts

 

to the world around them.

 

Question Paper Pattern

 

Mid Semester Exam: 2 hrs

 

Section A: 4x5= 20

 

Section B: 2x15=30

 

Total 50

 

End Semester Exam: 3 hrs

 

Section A: 4 x 5 = 20

 

Section B: 2 x 15= 30

 

Total 50

ENG321 - ENGLISH-III (2021 Batch)

Total Teaching Hours for Semester:45
No of Lecture Hours/Week:3
Max Marks:100
Credits:2

Course Objectives/Course Description

 

 

Course Description

English is offered as a course for all the students in BA, BSc, BCom, and BBA F&A classes in the third and fourth semesters. The aim is to strengthen the communication skills, and particularly study skills of the learners further, through adequate practice and exposure to good examples of writing, thought, ideas and human values. In addition, they will be trained in study skills through tasks in academic genres such as message, letter, essay, data interpretation etc. It aims to not only equip learners with skills but also sensitize them towards issues that concern human life in today’s globalised context. The course content is selected to meet the requirements of the departmental goal of “empowering the individual to read oneself, the social context and the imagined”; institutional goal of ensuring “holistic development”; and the national goal of creating competent and valuable citizens. The primary objective of this course is to help learners develop appropriate employability skills and demonstrate suitable conduct with regards to communication skills. The units are organised in order to help the learners understand the academic and workplace demands and learn by practice.

 

Course Objectives     

 

 

·       To enable learners to develop reading comprehension for various purposes

 

·       To enable learners to develop writing skills for academic and professional needs

 

·       To enable learners to develop the ability to think critically and express logically

 

·       To enable learner to communicate in a socially and ethically acceptable manner

 

·       To enable learners, to read, write and speak with clarity, precision and accuracy

 

 

 

 

 

 

 

 

 

 

 

 

 

Learning Outcome

CO1: Identify deviant use of English both in written and spoken. Recognise the errors of usage and correct them

CO2: Recognise their own ability to improve their own competence in using the language. Understand and appreciate English spoken by people from different regions

CO3: Use language for speaking with confidence in an intelligible and acceptable manner. Understand the importance of reading for life

CO4: Develop an interest in reading Read independently unfamiliar texts with comprehension. Read longer texts, compare and evaluate them

CO5: ummarise texts and present orally or in writing · Understand the importance of writing in academic life Write simple sentences without committing errors of spelling and grammar. Plan a piece of writing using drafting techniques

CO6: Ability to communicate effectively in speech and in writing. Ability to use better vocabulary to communicate effectively

Unit-1
Teaching Hours:10
Introduction to university grammar
 

 

Subject verb agreement

 

Tenses

 

Preposition

 

Voices

 

Clauses

 

Unit-2
Teaching Hours:10
Strategies for Reading
 

 

Skimming and scanning

 

Strategies of reading

 

Reading and understanding reports

 

Reading content/ texts of various kinds

 

Inferencing skills

 

Academic vocab

 

Academic phrases

 

Professional expression

 

Study skills- library and referencing skills (organising reading, making notes, managing time, prioritising)

 

Unit-3
Teaching Hours:10
Strategic writing for academic purpose
 

 

Mind mapping

 

Organising ideas

 

Accurate usage of vocabulary

 

Paragraph strategy

 

Cohesion and sequencing (jumbled sentences to paragraph)

 

Extended writing 

 

Formal and informal writing

 

Reports (all types including illustration to report and report to illustration and/or graphs, charts, tables and other statistical data)

 

Proposal writing (for projects, for research)

 

Academic essays/ articles

 

Persuasive writing, extrapolative writings

 

Case study writing

 

Executive summaries

 

Editing, proofreading skills

 

Resume vs CV

 

Unit-4
Teaching Hours:10
Listening and Oral communication
 

 

Self-introduction

 

Body language

 

Talks, speeches and presentations

 

Conversation

 

Telephone conversation

 

Meetings

 

Group discussion

 

Seminar / conference presentation

 

Unit-5
Teaching Hours:5
Business communication
 

 

Principles of communication

 

Process of communication

 

Types of communication

Barriers in communication

Text Books And Reference Books:

NIL

Essential Reading / Recommended Reading

ENGlogue -2

Evaluation Pattern

 

Evaluation Pattern

 

CIA 1: Classroom assignment/test/ written or oral tasks for 20 marks keeping in tune with the course objectives and learning outcomes.

CIA 2: Mid-semester portfolio submission for 50 marks.

CIA 3: Collage, tableaus, skits, talk shows, documentaries, Quizzes or any creative assignments.

 

 

Question Paper Pattern    

    

Mid Semester: Portfolio submission – 50 marks

 

Mid semester evaluation- portfolio submission (portfolios of classes will be exchanged and evaluated) 

 

End- semester 50 marks exam / portfolio

 

 

 

 

 

End Semester Exam: 2 hrs

 

5x10=50

 

Total                   50

 

 

 

 

 

 

 

 

 

 

 

EST331 - AMERICAN LITERATURES (2021 Batch)

Total Teaching Hours for Semester:75
No of Lecture Hours/Week:5
Max Marks:100
Credits:4

Course Objectives/Course Description

 

  • To introduce the students to the socio-political, religious and cultural aspects of America through literary texts
  • To enable students to  read texts as products of  historical, political and cultural context
  • To provide insights into different styles of writing over different centuries
  • To encourage clear understanding of different genres and prosody/forms/literary devices.
  • To enable learners to give their perspective on the texts prescribed
  • To brainstorm learners to use their knowledge of History, Psychology, Sociology, etc to read literary works

Learning Outcome

CO1: Identify different influences on American literature & Provide an account of European colonization of American

CO2: Demonstrate a familiarity with native America literature

CO3: Use American history to analyze different pieces of American literature

CO4: Trace the development of American literature through different eras

Unit-1
Teaching Hours:10
Beginnings to 1700
 

Description: This unit will introduce American History and literature. An outline of important events would be briefed.

  • The Navajo Creation Story
  • John Smith- The New Land
  • Anne Bradstreet – In Honour of that Highness
Unit-2
Teaching Hours:10
1700-1820
 

Description: This unit will move further into specific texts relevant to the century and sensitize learners in that direction. 

  • Doctor Richard Shuckburgh- Yankee Doodle (popular version)
  • Benjamin Franklin- Rules by which a Great Empire...
  • Sarah Wentworth Morton- Stanzas to a Husband Recently United
Unit-3
Teaching Hours:25
1820- 1900
 

Description: This unit will provide a variety in terms of different kinds of literature that the particular century has produced and provide contexts as and when required

  • James Lowell- Stanzas on Freedom
  • Washington Irving- Rip Van Winkle
  • Emerson- I Become a Transparent Eyeball/Brahma
  • Hawthorne- Young Goodman Brown
  • Martin Luther King- I have a Dream (speech)
  • Longfellow- My Lost youth
  • Douglas- What the Black Man Wants
  • Whitman- A noiseless Patient Spider
  • Dickinson- I years had been from Home
  • Harriet Beecher Stowe- Excerpts- Uncle Tom’s Cabin
  • Kate Chopin- Lilacs
Unit-4
Teaching Hours:15
1900-1945
 

Description: This unit will provide a variety in terms of different kinds of literature that the particular century has produced and provide contexts as and when required.

  • Hemingway- The Snows of Kilimanjaro
  • Frost- Meeting and Passing
  • Ezra Pound- An Immorality
  • Langston Hughes- Daybreak in Alabama
  • Fitzgerald- The Curious Case of Benjamin Button
  • Cummings- Even a Pencil has Fear to
  • Ginsberg- Howl or A Supermarket in California
  • Eugene O Neill- The Emperor Jones or Hairy Ape
Unit-5
Teaching Hours:15
1945- Contemporary
 

Description: This unit will introduce war and the effect of it on the minds of American writers and the society. It will also take the learners through different styles of writing.

  • Alice Walker- The Color Purple
  • Sylvia Plath- Gold Mouths Cry
  • William Burroughs- Naked Lunch
  • James Thurber- A Couple of Hamburgers
Text Books And Reference Books:

Text compiled for internal circulation

Essential Reading

  1. Roger Williams: from A Key into the Language of America
  2. Anne Bradstreet: from Contemplations
  3. Context: Cultures in Contact: Voices from Anglo-American’s “New” World (17C)]
  4. Sarah Kemble Knight (1666-1727)
  5. The journal of Madame Knight
  6. Context: Tradition and Change in Anglo-America
  7. Philip Freneau (1752-1832)
  8. The Indian Student or Force of Nature
  9. Washington Irving (1783-1859)
  10. From A History of New York
  11. James Fenimore Cooper (1789-1851)
  12. From The Last of the Mohicans
  13. William Apess (1798-?)
  14. An Indian’s Looking-Glass for the White Man
  15. Context: Indian Voices
  16. Herman Melville (1819-1891)
  17. TheParadise of Bachelors and The Tartarus of Maids
  18. Sarah Margaret Fuller (1810-1850)
  19. From Woman in the Nineteenth Century
  20. From American Literature; Its position in the present time, and prospects for the future
  21. Sojourner Truth (1797
  22. Address to the first Annual Meeting of the American Equal Rights Association
  23. Frances Ellen Watkins Harper (1825-1911)
  24. The colored people in America
  25. Context: Literature and the “Woman Question”
  26. Mariano Guadalupe Vallejo (1808-1890)
  27. An account of the Gold Rush
  28. Context: Voices from the Southwest
  29. Lydia Howard Huntley Sigourney (1791-1865)
  30. The suttee
  31. Sherwood Anderson
  32. From Winesburg, Ohio
  33. John Dos Passos
  34. From U.S.A
  35. Elizabeth Bishop
  36. In the waiting room
  37. Tennessee Williams
  38. Portrait of a Madonna
  39. Sylvia Plath
  40. Lady Lazarus
  41. Robert Lowell
  42. Skunk hour
  43. Alice Walker
  44. The child who favoured daughter
  45. Adrienne Rich
  46. Upper Broadway
  47. Gary Snyder
  48. Sixth-month song in the foothills
  49. Vladimir Nabokov
  50. From Lolita
  51. Ralph Ellison
  52. From Invisible Man
  53. Thomas Pynchon
  54. Entropy
Essential Reading / Recommended Reading

  1. Abel, Darrel. American Literature, Volume 1: Colonial and Early National Writing, (ed)
  2. Abel, Darrel. American Literature, Volume 2: Literature of the Atlantic Culture, (ed) Abel, Darrel.
  3. Recent American Literature to 1930, (ed) Heiney and Downs Lenthiel H, Volume 3; Barron’s Educational Series
  4. Recent American Literature After 1930, (ed) Heiney and Downs, Lenthiel H. Volume 4; Barron’s Educational Series
  5. Literary History of The United States:  (ed) Spiller, Thorp, Johnson, Canby, Ludwig, Third Edition: Revised; Amerind Publishing Co. Pvt. Ltd.
  6. The Heath Anthology of American Literature, Volume 1, Second Edition; (ed) Lauter, Yarborough et al, Heath
  7. The Harper American Literature, Compact Edition; (ed) McQuade, Atwan et al, Harper and Row
Evaluation Pattern

Assessment Pattern

 

CIA (Weight)

ESE (Weight)

Individual or group work

20+20

50

                

Question Paper Pattern

Mid Semester Exam

 Module

Section A

10 marks

Section B

20 marks

Module I

1

1

Module II

1

 

Module III

1

 

Module IV

 

 

 End Semester Exam

 Module

Section A

15 marks

Section B

20 marks

 

Module I

1

 

 

Module II

1

1

 

Module III

1

1

 

Module IV

1

 

 

 

Section A – 15x4 = 60

Section B – 20x2 = 40

The prescribed texts could form the subject matter of CIA 1 as well as CIA 3.

 

In particular, the texts could be extended to meet CIA 3 requirements.  

FRN321 - FRENCH (2021 Batch)

Total Teaching Hours for Semester:45
No of Lecture Hours/Week:3
Max Marks:100
Credits:3

Course Objectives/Course Description

 

Course Description -French as a second language in the UG program. The method Génération A2 consists of a student's book and an activity book, both included in the digital manual. It consists of 6 units preceded by an initial section of 'Welcome'. Continuing from where A1 left, it aims to enhance learning skills further. The structure of each unit marks a real learning journey into different aspects of the French language and culture.

 Course Objectives

·       To develop linguistic competencies and sharpen oral and written communicative skills further

·       To enhance awareness of different aspects of francophone civilization.

·       To enrich the learner’s vocabulary

·       To enable learners to engage in and discuss simple topics with ease

 

Learning Outcome

CO1: To familiarize students with pronunciation and vocabulary of the French language.

CO 2: To enable students to read and write correctly in the French language.

CO 3: To equip students with communicative skills in the French language.

CO 4: To enable students to speak and understand the French language.

CO5: To make students proficient in the French language.

Unit-1
Teaching Hours:10
Dossier 1- I discover
 

Lesson 1: Living in the city

Lexicon – The city, places of the city

Grammar – Comparison, prepositions with geographical names, personal pronouns,

Speech acts – Giving directions

Lesson 2: Visiting a city

Lexicon – Transport, cardinal numbers, prepositions of place

Grammar – Pronoun ‘y’, position of complement pronouns, ‘ger’ and ‘cer’ verbs, Verbs ‘to open’ and ‘to receive’

Speech act – Asking for touristic information

 

Unit-2
Teaching Hours:5
Drama
 

Molière’ s L’Avare – Français facile -Act 1

Unit-3
Teaching Hours:10
Dossier 2- Culture : Paris and its symbols
 

Lesson 1: Are you selling or keeping?

Lexicon – Colours, forms, material

Grammar – Formation of the plural, adjectives of colour, adjectives – beautiful,   new, old

Speech act – To permit, to prohibit                                                                                

Lesson 2: Sales of those days and now

Lexicon – Measures, computer terms

Grammar – Relative pronouns, Imperfect tense, some irregular verbs

Speech act – Describing an object

 

Unit-4
Teaching Hours:5
Drama
 

Molière’ s L’Avare – Français facile -Act 1I

Unit-5
Teaching Hours:10
Dossier 3- Discovering Lyon
 

Lesson 1: Congratulations

Lexicon – Journeys, the airport and aeroplane, festivals

Grammar – Articles, interrogative pronoun’which’, demonstrative pronouns

Speech act – Presenting one’s wishes

 Lesson 2: The journey

Lexicon – The station and the train, The hotel

Grammar – Questions with inversion, adverbs of manner, verbs -to receive and to drive

Speech act – Making a reservation

Unit-6
Teaching Hours:5
Drama
 

Molière’ s L’Avare – Français facile -Act III -upto Sc 7

Text Books And Reference Books:

1.Cocton, Marie-Noelle. Génération A2. Paris :Didier, 2016 

2. Molière, L’Avare – Français facile

Essential Reading / Recommended Reading

1.     French websites like Bonjour de France, Fluent U French, Learn French Lab, Point du FLE etc.

Evaluation Pattern

Assessment Pattern

CIA (Weight)

ESE (Weight)

CIA 1 – Assignments / Letter writing / Film review

10%

 

CIA 2 –Mid Sem Exam

25%

 

CIA 3 – Quiz / Role Play / Theatre / Creative projects 

10%

 

Attendance

05%

 

End Sem Exam

 

50%

Total

50%

50%

HIN321 - HINDI (2021 Batch)

Total Teaching Hours for Semester:45
No of Lecture Hours/Week:3
Max Marks:100
Credits:3

Course Objectives/Course Description

 

 

Course Description:

The detailed text book “Shambook” is a Khanda Kavya written by Jagdeesh Gupta. To improve the creative writing skills, Nibandh, Kahani and Kavitha lekhan are included.Bharathiya chitrakala is also a part of the syllabus to improve the knowledge aboutIndian paintings.

Course Objectives:

Students are exposed to different forms of poetry especially, KhandaKavya. It will help them to understand the contemporary socio-political issues.By learning about the tradition of Indian painting and legendary painters of India , students get to know about the richness and culture  of the Indian paintings. Creative writing sharpens their thinking, analytical  and writing skills 

Learning Outcome

CO1 : Improve their analytical skills through critical analysis of the poetry.

CO2: Improve their basic research skills while doing the research based CIAs.

CO3: Improve their writing skills through creative writing.

CO4: Understand the contribution of Indian paintings and painters.

Unit-1
Teaching Hours:15
Shambooh
 

Khanda Kavya “Shambook” [Poetry] By:Jagdeesh Gupta. Pub: Raj Pal & Sons

 

Level of knowledge:Analitical    

Unit-2
Teaching Hours:15
Creative writing
 

Nibandh lekhan, Katha lekhan, Kavitha lekhan.

Level of knowledge:Conceptual

Unit-3
Teaching Hours:15
Bharathiya chithrakala -parampara evam pramukh kalakar
 

Utbhav, vikas aur pramukh shailiyam

pramukh kalakar-1.M F Hussain 2.Ravindranath Tagore 3.Raja Ravi Varma 4.Jamini Roy.

Level of knowledge: Conceptual

Text Books And Reference Books:

  1. Khanda Kavya”Shambook[Poetry] ByJagdeesh Gupta.Pub: Raj Pal & Sons
Essential Reading / Recommended Reading

.1. Sugam Hindi Vyakaran – Prof. Vamsidhar and Dharampal Shastry, SikshaBharathi,New Delh

2. Essentials of Screen writing: The art, craft and business of film and television writing

By: Walter Richard.

3. Writing and Script: A very short introduction

By: Robinson, Andrew.

4 .Creative writing By John Singleton

5. Adhunik  Hindi Nibandh By Bhuvaneshwarichandran Saksena.

Evaluation Pattern

CIA-1(Digital learning-wikipedia)

CIA-2(Mid sem examination)

CIA-3(wikipedia article creation)

End semester examination

KAN321 - KANNADA (2021 Batch)

Total Teaching Hours for Semester:45
No of Lecture Hours/Week:3
Max Marks:100
Credits:03

Course Objectives/Course Description

 

Course Description: Language Kannada is offered to students of third Semester BA/B.Sc as Second language for fifty marks. Students of this semester will study an anthology of Modern Kannada Poetry and an Autobiography of Laxman Gaikwad. This course prepares the students to understand the new era. At the dawn of the twentieth century, B.M. Srikantiah, regarded as the “Father of modern Kannada Literature”, called for a new era of writing original works in modern Kannada while moving away from archaic Kannada forms. Students will study modern Kannada poetry from B.M.Sri to Dalit poet Dr. Siddalingiah. An anthology of modern poetry is selected to understand the beauty of modern Kannada poets through their writings. Uchalya is an autobiographical novel that carries the memories of Laxman Gaikwad right from his childhood till he became an adult. Laxman Gaikwad took birth in a criminal tribe of India belonging to Orissa/ Maharastra. The original text is translated to Kannada by Chandrakantha Pokale.

 

Course Objectives:

Understand and appreciate poetry as a literary art form.

Analyse the various elements of Poetry, such as diction, tone, form, genre, imagery, symbolism, theme, etc.

Appreciates to  learn the elements of autobiography.

Learning Outcome

CO 1: able to define autobiography

CO2: delineate different types of autobiography

CO3 : outline a personal autobiography

CO 4: proficiency in communication skills

CO5 : understand the principles of translation

Unit-1
Teaching Hours:15
Modern Kannada Poetry
 

1. Kariheggadeya Magalu- B.M.Sri

2. Hunnime Ratri- Kuvempu

3. Anna Yagna-Bendre

4.Mankuthimmana Kagga-D.V.G

5.Ikkala- K.S. Narasimha Swamy

6. Kannad padgol- G.P.Rajarathnam

7.Hanathe hachchuttene- G.S.S

8.Adugemane Hudugi-Vaidehi

9. Nehru Nivruttaraguvudilla- Adgaru

10. Nanna Janagalu.-Siddalingaiah

Unit-2
Teaching Hours:10
Autobiography- Uchalya- Lakshman Gayekwad (Marathi)
 

Text: Uchalya

Author:Lakshman Gayekwad

Translation: Chandrakantha Pokle

 

Unit-3
Teaching Hours:10
Creative Writings
 

1. Translation- Kannada to English

2. Dialogue Writing

3. Essay writing

4. short story building

Unit-4
Teaching Hours:10
Kannada Literary Organizations in Bangalore- Significance
 

1. Kannada Sahitya Parishat

2. Gokhale  Institute of Public affairs

3. Karnataka Sahitya Academy

4. B.M.Sri Parthistana

4. Mythic Society

5. Department of Kannada & Culture (Government of Karnataka) 

Text Books And Reference Books:

1. English Geethegalu- Sri, Publishers: B.M.Sri Smarka Prathistana, Bangalore-19 (2013)

2. Kannada Sahitya Charithre- Volumes 1-4, Editor: G. S. Shivarudrappa, Prasaranga, Bangalore Univeristy.

3. Hosagannada Kavitheya Mele English Kavyada Prabhava- S. Ananthanarayana

4. Hosagannadada Arunodaya- Srinivasa  Havanuru

Essential Reading / Recommended Reading

1. Hosagannda Sahitya- L.S. Sheshagiri Rao

2. Kannada Sahitya Sameekshe- G. S. Shivarudrappa

3. Bhavageethe- Dr. S. Prabhushankara

4. My Experiments with Truth- M.K. Gandhi

5. Ouru Keri- Siddalingaiah

Evaluation Pattern
 
Evaluation Pattern
 

CIA-1 Written Assignments- 20 Marks

CIA-2 Mid Semsester Examination- 50 Marks

CIA-3 Translation Assignment- English to Kannada -20 Marks

Attendance -05 Marks

End Semester Examination- 50 Marks

 
   

PSY311 - SOCIAL ENTREPRENEURSHIP AND COMMUNITY DEVELOPMENT (2021 Batch)

Total Teaching Hours for Semester:30
No of Lecture Hours/Week:2
Max Marks:50
Credits:2

Course Objectives/Course Description

 

Course description: Social entrepreneurship is the use of entrepreneurial principles to solve endearing social problems or create sustainable social value. It is the creation of viable educational pedagogies, socioeconomic structures, relations and collaborations between institutions and organizations, and practices that produce social benefits. For this course, students would be taught principles and concepts in social entrepreneurship and innovation, situated within the context of real social and community issues in India.  The course content is hoped to empower students on competencies of entrepreneurship, community project planning and management. Students are expected to come up with innovative social interventions and engagements targeting specific social problems and in collaboration with service organizations. This course would lay the foundation for students to do service-learning projects in the coming semester.

Learning Outcome

CO1: Understand the concept of social entrepreneurship and different forms of social enterprise organisations

CO2: Identify, plan and develop social enterprise project to address a given social problem

CO3: Appreciate the need and value of generating social change

Unit-1
Teaching Hours:8
Introduction to Social entrepreneurship
 

Important terminologies and definitions; Prominent social issues/problems in India; Current trends and scope of SE in India; Stages of Social Entrepreneurship; SE and community development and empowerment of minority/risk groups

Unit-2
Teaching Hours:8
Community Program Management
 

Nature & structure of service organizations, Types of business models, Running a viable organization (legal, fund development, social marketing); Project and Program Management (CSR, HR, Finances)

Unit-3
Teaching Hours:14
Community Project Planning
 

Fitting inquiry into an Action Logic model; Methodologies in interventions and action research, Collaborations within educational course; Field Visits and Community interaction

Text Books And Reference Books:

Martin R. L. & Osberg S. (2007; Spring). Social Entrepreneurship: The case for definition, Stanford Social Innovation Review

Fowler, A. (2000). NGDOs as a Moment in History: Beyond Aid to Social Entrepreneurship or Civic Innovation? Third World Quarterly, 21(4), pp. 637-654.

Essential Reading / Recommended Reading

British Council. (2016). The state of social enterprise in Bangladesh, Ghana, India, and Pakistan. British Council, UK.

Martin R. L.. & Osberg S, (Spring, 2007): Social Entrepreneurship: The case for definition, Stanford Social Innovation Review

Tanabe, Y. (2010). The Five Stages of Social Entrepreneurship

Elkington, J., & Hartigan, P. (2013). The power of unreasonable people: How social entrepreneurs create markets that change the world. Harvard Business Press.

Weerawardena, J., & Mort, G. S. (2006). Investigating social entrepreneurship: A multidimensional model. Journal of world business, 41(1), 21-35.

Abdi, S.; Mensah, G. (2016). Logic Model: A planning and Evaluation Tool

Hall, M. S. (1988). Getting funded: A complete guide to proposal writing. Continuing Education Publications, Portland State University, Portland.

Evaluation Pattern

Continuous Internal Evaluations (CIAs) – 50 Marks

  • CIA 1:Individual Assignment - 15 marks
  • CIA 2: In-class activity and reflective reports- 15 marks
  • CIA 3: Final proposal submission and Presentation-15 marks
  • Class participation and Supervisor Feedback- 5 marks

 

 

PSY331 - LIFE SPAN DEVELOPMENT (2021 Batch)

Total Teaching Hours for Semester:75
No of Lecture Hours/Week:5
Max Marks:100
Credits:5

Course Objectives/Course Description

 

This course has been conceptualized in order to provide a general introduction to various developmental concepts across the different stages of the lifespan, with the nature versus nurture debate as a concurrent theme. The course is described through three perspectives: physical, cognitive, and psychosocial. Emphasis will be on the major transitions from fetal development through death in the physical, cognitive, social, and emotional domains. Research methods in developmental psychology are addressed explicitly and are also addressed alongside each major research study and theory discussed. This course includes discussion on the influences of cultural issues and technological advancements. This course addresses classic developmental theories and research as well as provides an overview of current developmental topics across the lifespan.

Learning Outcome

CO1: Define basic concepts, issues, debates and theories in the field of developmental psychology.

CO2: Explain human development as progressing through different stages and domains.

CO3: Identify the role of family, peers and community in influencing development at different stages

CO4: Explain scientific research methods used to study human development.

Unit-1
Teaching Hours:15
Introduction
 

Importance of Life-span Development; Historical Perspective; Characteristics of Life-span Development; Nature of Development; Overview of Theories of Development: Freud, Erikson, Piaget, Vygotsky, Information processing, Behavioural, Socio-Cognitive, Ethological and Ecological theories; Major Issues and Debates in Developmental Psychology; Studying Development - Sequential, Cross-sectional and Longitudinal approaches.          

Unit-2
Teaching Hours:15
Physical Development
 

Stages of prenatal development; Teratogens and prenatal environment; Birth, newborn appearance, reflexes, assessment and states; Physical and motor development - in childhood: cephalocaudal and proximodistal pattern, gross and fine motor skills and handedness; Puberty and adolescent changes: Meaning of  puberty, biological changes, sexual maturation, growth spurt, primary and secondary sexual characteristics; Adult development and Ageing - Biological; Assessments in studying development.

Unit-3
Teaching Hours:15
Cognitive Development
 

Stages of Cognitive Development - Piaget's Theory: Milestones and Mechanisms; Vygotsky’s Theory; Language development; Observations & Experiment Methods in studying development.

Unit-4
Teaching Hours:15
Psycho-social development (Development of self)
 

Emotions; Temperament; Development of self-concept; Play; Aggression and altruism; Moral Development: Kohlberg’s theory; Development of identity: Erikson and Marcia’s views; Gender differences and gender role standards; Use of field experiments to study development.

Unit-5
Teaching Hours:15
Psycho-social Development (Socio- cultural Influences)
 

Development of Attachment: Bowlby’s theory; Adolescent relationships: Family, peers, adult society, adult life; Vocational adjustment; Foundations of intimate relationships: friendship, love, and sexuality; Marriage: Marital adjustment and conditions influencing it; Parenthood and parenting styles: adjustment to parenthood; Coping with Mid-life crisis, changes in relationship; Ageing and theories of ageing; Coping with death, stages and patterns of grieving; Cultural differences: Indian philosophy- four stages of a life and expectations; Use of questionnaires and interviews to study development; Ethical considerations in developmental research.

Text Books And Reference Books:

Santrock, J. W. (2018). A Topical Approach to Life-span Development (9th Ed.). McGraw-Hill Education.
Berk, L. C. (2008). Child Development. Prentice Hall of India (Pvt) Ltd.

Essential Reading / Recommended Reading

 Papalia, D. E. (2004). Human Development (9th Ed.). Tata McGraw Hill.

Evaluation Pattern

CIA (Continuous Internal Assesment) - Total Marks - 50    

  • CIA I   – Activity-based Individual Assignment  - 10 Marks    
  • CIA II  – Mid Semester Examination- Case/Scenario-based Questions- 25 Marks; Department Level                  
  • CIA III – Individual Assignment                        - 10 Marks
  • Attendance                                     = 5 Marks 

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

Question paper pattern

  • Section A (Short Answers)                 2 Marks x 5Qs = 10 Marks
  • Section B (Essay Type)                      10 Marks x 3Qs = 30 Marks
  • Section C (Compulsory: Case Study)  10Marks x 1Qs = 10 Marks

PSY351 - PSYCHOLOGICAL STATISTICS AND EXPERIMENTS - I (2021 Batch)

Total Teaching Hours for Semester:30
No of Lecture Hours/Week:2
Max Marks:100
Credits:2

Course Objectives/Course Description

 

The coursework aims to provide undergraduate psychology students knowledge and hands-on practice of experimental psychology and statistics. The course imparts training in classic as well as contemporary experiments in the field of Psychology. Students will conduct experiments in the field of Psychology from the domains of learning and cognition. In the process they will be provided an understanding of central concepts in the field such as designing an experiment, variables, hypothesis etc. This course is planned to provide a framework for the development of assessment practices. Attention will be given to issues of identifying and selecting test instruments, conducting the assessment process in an ethical and considerate manner, interpreting norm referenced and criterion referenced test scores and writing APA style reports. The course introduces students to computer assisted experiments. The course would help students to evaluate, modify and develop psychological experiments. Statistical techniques covered will include descriptive statistics including concept of normality, measures of central tendency and dispersion, and pie charts and graphs, as well as use of a common statistical program (SPSS) to analyze data. Laboratory periods stress the techniques of data analysis using computers.

Learning Outcome

CO1: Understand the basic principles of experimental psychology.

CO2: Conduct, Score, Interpret and Report psychological experiments following ethical protocols and APA guidelines.

CO3: Analyze experimental data with the knowledge of basic statistical techniques and software packages like SPSS, MS-Excel or JAMOVI.

Unit-1
Teaching Hours:4
Ethical Standards in Psychological Testing
 

Ethical issues in research (APA)- consent, confidentiality, Standards of reporting, Plagiarism, Ethical issues in report writing for tests and experiments, style of writing (scientific, unbiased, objective)

Unit-2
Teaching Hours:14
Psychological Experiments
 

This module will draw a sketch of the movement of Experimental Psychology in the disciplinary history, highlight and discuss some distinctive features of conducting experiments in human subjects including use of theories, establishing hypothesis and designing experiments. The module also critically looks at the ethicality and contemporary understanding of this method. The student would conduct minimum six experiments including at least two computer assisted experiments. Computer assisted include but not limited to PEBL, E-Prime, Z-tree.

Topics: Perception, Illusion, Dexterity, Attention, Reaction time 

Suggested Experiments and tools for Demonstration/ to conduct : Size weight Illusion, Finger and tweezer Dexterity, Depth Perception, tachistoscope, Reaction time apparatus, colour blindness, Muller-lyer, Minnesota Rate of Manipulation Test (MRMT), Stroop test, division of attention

 

Unit-3
Teaching Hours:12
Introduction to Statistics
 

Relevance of Statistics in Psychological Research; Descriptive Statistics; Variables and Constants; Scales of Measurement, Normality, Presentation of data: Graphs (Bar diagram, Pie chart, Histogram) Group and Ungrouped data: Mean, Median, Mode. Introduction to Statistical packages; Data analysis (SPSS/ Excel/ Word)

 

Text Books And Reference Books:

American Psychological Association (2002). Ethical Principles of Psychologists and Code of Conduct. www.apa.org/ethics/code2002.html (Standard 9:Assessment)

Cohen, R. J. & Swerdlik, M. E. (2013). Psychological Testing and Assessment: An Introduction to Tests and Measurement (Eighth Edition). McGraw-Hill.

Essential Reading / Recommended Reading

Coolican, H. (2006). Introduction to Research Methodology in Psychology. Hodder Arnold.

Gravetter, F.J. &Wallnau, L.B. (2009).Statistics for the Behavioral Sciences (9th Ed.). Cengage Learning.

Martin, D. W. (2008). Doing psychology experiments. Thomson-Wadsworth.

Evaluation Pattern

CIA (Continuous Internal Evaluations) – Total Marks - 100 

  • CIA 1: Lab Report (20 marks) + Class participation and Supervisor Feedback (05 marks = 25 Marks 

  • CIA 2: Lab Report (20 marks) + Class participation and Supervisor Feedback (05 marks = 25 Marks 

  • CIA 3: Department Level Exam =  50 marks 

SAN321 - SANSKRIT (2021 Batch)

Total Teaching Hours for Semester:45
No of Lecture Hours/Week:3
Max Marks:100
Credits:3

Course Objectives/Course Description

 

Sundara Kanda is the only chapter of the Ramayana in which the hero is not Rama, but rather Hanuman. The work depicts the adventures of Hanuman and his selflessness, strength, and devotion to Rama are emphasized in the text. Bhoja only wrote 5 kāṇdas (up to the Sundarakāṇda), and there is a story about this: that he was inspired to write this work the night before a battle, that as he finished the Sundarakāṇda it was time to go, and that he announced that the Yuddhakāṇda would be enacted in the battlefield against the invader, but sadly he never returned. Others have composed a Yuddhakāṇda to complete the work.

The main objective of the students is to understand the champu Kavyas based on the sam.  

The Origin and development of the Champu.

Learning Outcome

CO1: To analyse the content of the text in detail with examples

CO2: To Deliberate the classification and characters of the epic

CO3: To understand the delight of the text.

CO4: To demonstrate an increased ability to read and understand Sanskrit texts

CO5: To understand the prefixes and suffixes and changing the sentences in grammar.

Unit-1
Teaching Hours:35
champu
 

Origin and developmetn of Champu kavyas

Five Important Champus

Level of knowledge: Basic/conceptual/ Analytical

Shlokas 1 -60 Hnumantha¨s voyage to Lanka and searching for Seetha Description of city Lanka , Characters of Champu Kavya 

Unit-2
Teaching Hours:5
Grammar
 

Prayogas and Krudantha

Unit-3
Teaching Hours:5
Language skills
 

Translation of Given passage from English to Sanskrit 

Writing composition in sanskrit on the given topic in Sanskrit

Text Books And Reference Books:

Sundarakanda from Bhaja´s Champu Ramayana 

Chitrakalayaa: ugagamam vikaasam ca

origin and development of painting through Vedas and Puranas

 

Essential Reading / Recommended Reading

   

Reference Books:-

 

1)      Sundarakanda from “Champuramayana of Bhoja  

2)      Sanskrit Grammar by M.R. Kale.

3)       History of Sanskrit literature by Dr.M.S. Shivakumaraswamy.

4)       History of Sanskrit literature by Krishnamachari.

 

 

Evaluation Pattern

CIA 1 Wikipedia assignment

CIA 2 mid semester examination

CIA 3 Wikipedia assignment

SOC331 - CLASSICAL SOCIOLOGICAL THEORIES (2021 Batch)

Total Teaching Hours for Semester:75
No of Lecture Hours/Week:5
Max Marks:100
Credits:5

Course Objectives/Course Description

 

This paper introduces students to (a) the meaning, nature, scope, types and relevance of sociological theories in understanding the society (b) the social and intellectual context in which Sociology emerged as a discipline, and (b) the works of forefathers viz., Comte, Spencer, Marx, Weber, and Durkheim, and highlighting the centrality of their theoretical and methodological contributions in the consequent development of Sociology as a discipline. It is intended to provide solid foundation on these classical thinkers, as this is the foundation on which the entire Sociological theory is constructed.

Course Objectives

  •  This course is designed to familiarise with sociological thought of the pioneers.
  •  It offer a historical background within which sociological theories have emerged
  • It helps to develop critical thoughts and assessment of sociological theory for a creation of better individual and society
  • It facilitates understanding and knowledge through the process of research and inquiry for academic and professional expertise.

 

Learning Outcome

CO1: Explain the philosophical, economic and political context in which Sociology as a discipline and sociological theories emerged.

CO2: Provide an account of the significance of theories in everyday life.

CO3: Locate sociologists and their theories in relation to the larger context.

Unit-1
Teaching Hours:10
Introduction to Sociological Theories
 

1.        Sociological Theory: Meaning – Characteristics

2.        Types: Grand Theory – Micro, Macro Theories and Middle Range Theories

Unit-2
Teaching Hours:20
Auguste Comte & Herbert Spencer
 

1.      Auguste Comte: Subject matter of Sociology; The Law of Three Stages; Positivism; Classification of Sciences; Social Statics and Dynamics and Religion of Humanity

2.   Herbert Spencer: Organismic concept of Society; Theory of Evolution & Social Darwinism

Unit-3
Teaching Hours:15
Emile Durkheim
 

1.      Social Order; Social Facts; Rules of Sociological Method; Social Solidarity; Theory of Suicide; Division of Labour; Sociology of Religion

Unit-4
Teaching Hours:15
Karl Marx
 

  1. Interpretation of History: Concept of History - Stages of Human History; Dialectical Method; Economic Determinism – Theory of Surplus Value; Alienation; Theory of Class and Class Struggle
Unit-5
Teaching Hours:15
Max Weber
 

1.      Definition of Sociology; Verstehan Approach; Social Action; Ideal Types; Authority; Protestant Ethics and the Spirit of Capitalism; Bureaucracy

Text Books And Reference Books:

Abraham, F.A. (1982). Modern Sociological Theory. New Delhi: Oxford University Press.

Allan, Kenneth. (3rd ed.). (2012). Explorations in Classical Sociological Theory: Seeing the Social World. California: Sage Publications.

Bottomore, Tom, & Robert Nisbet. A History of Sociological Analysis. London: Heinemann.

Collins, Randall. (1997). Theoretical Sociology. Jaipur: Rawat.

Giddens, A.  (1971). Capitalism and Modern Sociological Theory: An Analysis of Marx, Durkheim, and Max Weber. Cambridge: Oxford University Press.

Mills, C. Wright. (2000).The Sociological Imagination. New York: Oxford University Press.

Nisbet, R.A. (1976). The Sociological Tradition. London: Heinemann.

Ritzer, G. (2011). Sociological Theory. New Delhi: McGraw Hill.

Essential Reading / Recommended Reading

Skidmore, W. (1975). Theoretical Thinking in Sociology. Cambridge: Cambridge University Press.

Stones, Rob.( 1998). Key Sociological Thinkers. London: Macmillan.

Turner, Jonathan H. (1987). The Structure of Sociological Theory.Jaipur: Rawat.

Zeitlin, I.M. (1996). Rethinking Sociology: A Critique of Contemporary Theory. Delhi: Sage.

 

Evaluation Pattern

·         Continuous Internal Assessment or CIA constitutes a total of 50 marks. The distribution is as follows:

§  CIA I is a 10 marks (20 marks reduced to 10) 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 question out of 2 options given. It carries 15 marks

§  CIA III carries 10 marks (20 marks reduced to 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

TAM321 - TAMIL (2021 Batch)

Total Teaching Hours for Semester:45
No of Lecture Hours/Week:3
Max Marks:100
Credits:3

Course Objectives/Course Description

 

Araillakiyam, bakthi illakiyam, ikala illakiyamn the major allakiyams.The influence myths and puranas are delineated through the good deeds for a better lifestyle.The  Cultural Studies part will have an overview of Indian painting both traditional and modern with special reference to mythology and literature

India 2020- Abdul Kalam

 

 

Learning Outcome

CO1: Recall and categorize the concepts of literature.

CO2: Understand the true essence of the texts, and inculcate them in their daily lives.

CO3: Recognize and apply the moral values and ethics in their learning.

CO4: Comprehend the concepts in literature and appreciate the literary text.

Unit-1
Teaching Hours:10
Ara illakiyam
 

1. Thirukural

2. Avvai kural

Unit-2
Teaching Hours:10
Bhakthi illakiyam
 

1. Thiru vasagam

2. Kambar andhadhi

 

Unit-3
Teaching Hours:10
Ik kaala illakiyam
 

Naatu pura padalgal

Unit-4
Teaching Hours:10
Prose
 

India 2020- Dr. Abdul Kalam

Unit-5
Teaching Hours:3
Common Topic and visual text
 

1. Common topic: Oviyam

2. Visual text : nattupuviyal

Unit-6
Teaching Hours:2
Grammer
 

Sollu illakanam

Text Books And Reference Books:

Thirukkural-Bhoombugar pathipagam- puliyur kesigan urai, Chennai- 08

Kammbarin Ainthu noolgal- Vanathi pathupagam- Dr. R. Rajagopalachariyar,  Chennai- 18

Nathu pura illakiyam- Ki Va jaganathan- malai aruvi- Monarch achagam- chennai

India 2020- APJ Abdul kalam- puthaiyuram aandugaluku aga oru thoali nooku,  New century book house, chennai

 

 

Essential Reading / Recommended Reading

 

Thirukkural-Bhoombugar pathipagam- puliyur kesigan urai, Chennai- 08

Kammbarin Ainthu noolgal- Vanathi pathupagam- Dr. R. Rajagopalachariyar,  Chennai- 18

Nathu pura illakiyam- Ki Va jaganathan- malai aruvi- Monarch achagam- chennai

India 2020- APJ Abdul kalam- puthaiyuram aandugaluku aga oru thoali nooku,  New century book house, chennai

Tamizhar nattup padagal - N Vanamamalai, New century book house, Chennai

 

 

 

 

Evaluation Pattern

EXAMINATION AND ASSIGNMENTS: There is a continuous evaluation both at the formal and informal levels. The language skills and the ability to evaluate a text will be assessed

This paper will have a total of 50 marks shared equally by End Semester Exam (ESE) and Continuous Internal Assessment (CIA) While the ESE is based on theory the CIA will assess the students' critical thinking, leadership qualities, language skills and creativity



AEN421 - ADDITIONAL ENGLISH (2021 Batch)

Total Teaching Hours for Semester:45
No of Lecture Hours/Week:3
Max Marks:100
Credits:3

Course Objectives/Course Description

 

This course is taught in the second year for students from different streams, namely BA, BSc and B Com. If the first year syllabus is an attempt by the Department of English, Christ University to recognize and bring together the polyphonic Indian voices in English and Indian regional literatures in translation for the Additional English students of the first year, the second year syllabus intends to take that project a little further and open up the engagement of the students to texts from across the world. The syllabus - selection of texts will concentrate on readings from South Asian, Latin American, Australian, Canadian, and Afro-American. It will voice subaltern concerns of identity, gender, race, ethnicity and problems of belongingness experienced by humanity all over the globe.

The syllabus will extend the concerns of nation and nationality and marginalization, discussed within the Indian context to a more inclusive and wider global platform. We have consciously kept out ‘mainstream’ writers and concentrated on the voices of the subalterns from across the world. There is an implicit recognition in this project that though the aspects of marginalization and the problems facing subalterns are present across cultures and nations, the experiences, expressions and reflections are specific to each race and culture. The course will address these nuances and specificities and enable our students to become more aware and sensitive to life and reality around them. This will equip the students, who are global citizens, to understand not just the Indian scenario, but also situate themselves within the wider global contexts and understand the spaces they will move into and negotiate in their future.

 

There is a prescribed text book Blends: Voices from Margins for the second year students, compiled by the Department of English, Christ University and intended for private circulation. 

The course objectives are

·         to introduce the students to look at different cultures through Literature

·         to help students develop an understanding of subaltern realities and identity politics

·         to inculcate literary sensibility/taste among students across disciplines

·         to improve language skills –speaking, reading, writing and listening

·         to equip the students with tools for developing lateral thinking

·         to equip students with critical reading and thinking habits

·         to enable them to grasp and appreciate the variety and abundance of subaltern writing, of which this compilation is just a glimpse 

·         to actively engage with the world as a cultural and social space (to be facilitated through proactive CIAs which help students to interact and engage with the realities they face everyday and have come across in these texts)

·         to learn and appreciate India and its place in the world through association of ideas in the texts and the external contexts

 

·         to reiterate the study skills and communication skills they developed in the previous year and extend it.  

Learning Outcome

CO 1: to help students develop an understanding of subaltern realities and identity politics · to inculcate literary sensibility/taste among students across disciplines

Unit-1
Teaching Hours:12
Novella
 

Unit 1: Novella

·         Viktor Frankl: “Man’s Search for Meaning”(Excerpts)                                       

 

 

Unit-2
Teaching Hours:12
Short Stories
 

Short Story                                                                                                    

·         Anton Chekov: “The Avenger”

·         Chinua Achebe: “Marriage is a Private Affair”

·         Nadine Gordimer: “Train from Rhodesia”

 

·         Wakako Yamuchai: “And the Soul Shall Dance”

Unit-3
Teaching Hours:12
Poetry
 

Poetry                                                                                                             12 hrs

·         Octavio Paz: “As One Listens to the Rain”

·         Jamaica Kincaid: “Girl”

·         Derek Walcott: “A Far Cry from Africa”    

 

·         Joseph Brodsky: “Freedom”

Unit-4
Teaching Hours:9
Essays
 

·         Alice Walker: Excerpts from “In Search of My Mother’s Gardens”

·         Hannah Arendt: “Men in Dark Times”

Dalai Lama Nobel Acceptance Speech

 

 

 

 

Text Books And Reference Books:

Blends Book II

Viktor Frankl's "Man's Search for Meaning"

Essential Reading / Recommended Reading

Elie Wiesel "Night"

Diary of Anne Frank

Famous Nobel Lectures

Evaluation Pattern

CIA 1:  A written test for 20 marks. It can be an Open Book test, a classroom assignment, an objective or descriptive test pertaining to the texts and ideas discussed in class.  

CIA2: Mid-semester written exam for 50 works

 

CIA 3: This is to be a creative test/ project in small groups by students. They may do Collages, tableaus, skits, talk shows, documentaries, Quizzes, presentations, debates, charts or any other creative test for 20 marks. This test should allow the students to explore their creativity and engage with the real world around them and marks can be allotted to students depending on how much they are able to link the ideas and discussions in the texts to the world around them.

ENG421 - ENGLISH-IV (2021 Batch)

Total Teaching Hours for Semester:45
No of Lecture Hours/Week:3
Max Marks:100
Credits:2

Course Objectives/Course Description

 

 

This syllabus is meant to cater to all the three streams- B.A., B.Sc.and B.Com therefore the selection of units, has been done keeping in mind the general needs of students from these different backgrounds. Topics of universal concern, appeal and relevance have been included to sustain the interests of all students.

 

The selection of topics also progresses in complexity with each semester, enabling the students to gradually progress into more serious and sustained patterns of reading and become increasingly perceptive and conscious of their own selves and the world they see around them.In a nutshell we aim to bring out a text that will empower the holistic development of every student. 

 

 

 

In addition, the selection of topicsis also heavily based on skill sets identified to be taught. Topics are carefully chosen to integrate appropriate language and communication skills among students. The specific focus of these two semesters is to build employability skills among them and to this effect, we have career advancement skills and employability skills based units. The learners will be exposed to various skill sets required to be able to handle various requirements both in their academic and workplaces.

 

 

Course Objectives:   

 

·       To enable learners to develop reading comprehension for various purposes

 

·       To enable learners to develop writing skills for academic and professional needs

 

·       To enable learners to develop the ability to think critically and express logically

 

·       To enable learner to communicate in a socially and ethically acceptable manner

 

·       To enable learners, to read, write and speak with clarity, precision and accuracy

 

 

Learning Outcome

CO1: Identify deviant use of English both in written and spoken forms. Recognise the errors of usage and correct them

CO2: Recognise their own ability to improve their own competence in using the language. Understand and appreciate English spoken by people from different regions

CO3: Use language for speaking with confidence in an intelligible and acceptable manner. Understand the importance of reading for life

CO4: Lead and participate in seminars and group discussions more effectively and with increased confidence. Communicate more fluently and accurately in academic discussion

CO5: Manage (determine the meaning of and record for personal use) unknown general academic and subject specific vocabulary

Unit-1
Teaching Hours:10
Emotional Intelligence
 

 

Self-awareness

 

Stress management

 

Assertive skills

 

Critical thinking

 

Creative problem solving and decision making

 

 Appreciative inquiry

 

 Conflict resolution

 

Unit-2
Teaching Hours:10
Professional skills
 

 

Professional ethics and etiquette (cell phone etiquette)

 

Organisation skills

 

Research and information management

 

Teamwork

 

Leadership skills 

 

Workplace ethics- culture, values and gender (netiquette)job search skill, mindfulness, goal setting, self-awareness

 

Unit-3
Teaching Hours:10
Workplace skills
 

 

Interview skills

 

Professional etiquette

 

Elevator pitch

 

Teleconference

 

Video conference

 

Conference calls

 

Negotiation

 

Networking 

 

Unit-4
Teaching Hours:10
Feature writing
 

 

Writing for advertisement

 

Developing web content

 

Infographics

 

Emails 

 

Making notes in meetings

 

Minutes

 

Newspaper writing

 

Press release

 

Blog writing

 

Tender

 

Memo

 

Brochure

 

User manual

 

Text Books And Reference Books:

NIL

Essential Reading / Recommended Reading

ENGLOGUE 2

Evaluation Pattern

 

CIA 1: Classroom assignment/test/ written or oral tasks for 20 marks keeping in tune with the course objectives and learning outcomes.

 

CIA 2: Mid-semester portfolio submission for 50 marks.

 

CIA 3: Collage, tableaus, skits, talk shows, documentaries, Quizzes or any creative assignments.

 



 

Question Paper Pattern        

 

 

 

Mid Semester: Portfolio submission – 50 marks

 

Mid semester evaluation- portfolio submission (portfolios of classes will be exchanged and evaluated) 

 

End- semester 50 marks exam / portfolio

 

 

 

 

 

End Semester Exam: 2 hrs

 

5x10=50

 

Total                   50

 

 

 

EST431 - INTRODUCTION TO LITERARY THEORY (2021 Batch)

Total Teaching Hours for Semester:75
No of Lecture Hours/Week:5
Max Marks:100
Credits:4

Course Objectives/Course Description

 

This course aims to introduce the students to concepts, concerns, critical debates in theorising literary texts and expose them to the applicability of these theoretical frameworks. It will enable students to critically perceive and engage with the production of meanings, significations and negotiations. This paper  will act as a bridge to Cultural Studies; Popular Culture; Indian Literatures; Postcolonial Studies; Ecological Studies and other studies that will be introduced in the final year and English Honours.

Learning Outcome

CO1: Display familiarity with basic theories in literature

CO2: Apply theories as frameworks to analyze literary and other texts

CO3: Debate on the feasibility of theory in application to lived reality

CO4: Demonstrate an understanding of the arguments and limitations of different theoretical perspectives

CO5: Argue for their takes on several theoretical positions with justification

Unit-1
Teaching Hours:10
Introducing Theory: Literature and the Need for Criticism and Theory
 

I.1 What is Literature?

I.2 What is Literary Criticism; Literary/Critical Theory?

1.3 Literary Criticism/Theory: Key Ideas: Plato to Leavis 

(An Overview of the development of theory)

Unit-2
Teaching Hours:20
The Linguistic and Inter-disciplinary Turn
 

II. 1. Structuralism

  1. What is Structuralism?
  2. The Project of the Structuralists.
  3. Key Ideas/Theorists: Ferdinand de Saussure and Claude Levi-Strauss

II. 2 Poststructuralism

  1. What is Poststructuralism?
  2. The Project of the Poststructuralists
  3. Key Ideas/Theorist: Deconstruction and Jacques Derrida
Unit-3
Teaching Hours:25
The Pattern of the Mind, Language and Literature
 

III. 1 Psychoanalysis:

  1. What is Psychoanalysis?
  2. The Project of Psychoanalysis and its working in Literature.
  3. Key Ideas/Theorists: Sigmund Freud and Jacques Lacan

III. 2 Feminism:

  1. What is Feminism?
  2. Pre-poststructuralist’ Feminist Literary Theory
  3. Poststructuralist Feminist Theory      
  4. Key Ideas/Theorists: Virginia Woolf, Elaine Showalter, Helene Cixous and Julia Kristeva
Unit-4
Teaching Hours:10
Ideology and the Subject: Freedom of Mind and Expression
 

IV. 1 Ideology and Discourse:

  1. What is Ideology?
  2. Key Ideas/Theorists: Karl Marx; Louis Althusser; and Antonio Gramsci
  3. What is Discourse and it implications?
  4. Key Ideas/Theorists:Michel Foucault; New Historicism; Mikhail Bakhtin; Raymond Williams and Cultural Materialism

IV. 2 Race and Postcolonialism: Nations, Nationalisms and Identity

  1. What is Postcolonialism?
  2. The Project of Postcolonialism
  3. Key Ideas/Theorists: Franz Fanon; Homi K Bhabha; Partha Chatterjee
Unit-5
Teaching Hours:10
Theory and Beyond
 

V. 1 Postmodernism: Knowledge and Glocalization

a. What is Modernism and Postmodernism?

b. Key Ideas/Theorists: Jean Baudrillard; Jean-François Lyotard; Giles Deleuze and Felix Guattari

V.2 Ecocriticism: Green Studies and Sustainability

a. What is Ecocriticism?

b. Key Ideas/Theorists: Cheryl Glotfelty and Harold Fromm

V. 3 Narratology: Telling and Retelling Stories

a. What is Narratology ?

b. Key Ideas/Theorists: Gerard Gennette and Vladimir Propp

Text Books And Reference Books:

  1. Peter Barry: Beginning Theory: An Introduction to Literary and Cultural Theory.
Essential Reading / Recommended Reading

  1. Abrams, M.H. A Glossary of Literary Terms. 8th ed. New York: Wardworth, 2005.
  2. Ahmand, Aijaz. In Theory: Classes, Nations, Literatures. Rpt. New Delhi: OUP, 2006.
  3. Culler, Jonathan. The Pursuit of Signs: Semiotics, literature, deconstruction. London/New York: Routledge, 2001. Print.
  4. Devy, G.N., ed. Indian Literary Criticism: Theory and Interpretation. Rpt. Hyderabad: Orient Longman, 2007. Print.
  5. Eagleton, Terry. Literary Theory: An Introduction. 2nd ed. Oxford: Blackwell, 2008
  6. ---. The Function of Criticism. London: Verso, 2005. Print.
  7. Gurrin, Wilfred L, et al. A Handbook of Critical Approaches to Literature. 5th ed.New York: OUP, 2005. Print.
  8. Habib, M.A.R., ed. A History of Literary Criticism and Theory: From Plato to the Present. Oxford: Blackwell, 2008. Print.
  9. John, Eileen and Dominic McIver Lopes, eds. Philosophy of Literature: Contemporary and Classic Readings. Oxford: Blackwell, 2004. Print.
  10. John, Eileen and Dominic McIver Lopes. Philosophy of Literature: Contemporary and Classic Readings. Oxford: Blackwell, 2004.
  11. Kapoor, Kapil. Literary Theory: Indian Conceptual Framework. New Delhi: Affiliated East-West Press, 1998. Print.
  12. Klages, Mary. Literary Theory: A Guide for the Perplexed. London: Continuum, 2006
  13. Leitch, Vincent B., ed. The Norton Anthology of Theory and Criticism. New York:Norton, 2001. Print.
  14. Rice, Philip and Patricia Waugh. Modern Literary Theory. 4th ed. London: Hodder Arnold, 2001. Print.
  15. Rivkin, Julie, Michael Ryan, eds. Literary Theory: An Introduction. Rev ed. Oxford: Blackwell, 2003. Print.
  16. Rooney, Ellen ed. Feminist Literary Theory. Cambridge: CUP, 2006. Print.
  17. Waugh, Patricia. Literary Theory and Criticism: An Oxford Guide. Oxford: OUP, 2006. Print
Evaluation Pattern

CIA II: Mid Semester 

Section A: Any 3 questions out of 5. (3x10=30) (Conceptual Questions)

Section B: 1x 20=20. Application question. Compulsory no choice.

Total = 50.

 

CIA I: A class test (open book or otherwise on concepts and application) for 20 marks

CIA III: Any creative test that is application based for 20 marks.

 

End Semester Pattern

Section A: 5x10 =50 (Answer any 5 out of 7) Conceptual Questions alone

Section B: 2x25 = 50 (Answer any 2 out of 3) Application based

 

Total 100

FRN421 - FRENCH (2021 Batch)

Total Teaching Hours for Semester:45
No of Lecture Hours/Week:3
Max Marks:100
Credits:3

Course Objectives/Course Description

 

French as a second language in the UG program. The method Génération A2 consists of a student's book and an activity book, both included in the digital manual. It consists of 6 units preceded by an initial section of 'Welcome'. Continuing from where A1 left, it aims to enhance learning skills further. The structure of each unit marks a real learning journey into different aspects of the French language and culture.

 

Course Objectives

·       To develop linguistic competencies and sharpen oral and written communicative skills further

·       To enhance awareness of different aspects of francophone civilization.

·       To enrich the learner’s vocabulary

·       To enable learners to engage in and discuss simple topics with ease

 

Learning Outcome

CO1: To familiarize students with the French culture and traditions.

CO 2: To equip students with correct grammar, vocabulary and pronunciation.

CO3: To enhance communicative skills.

CO 4: To make them well versed in all the four language skills.

CO5: To make them ready for A2 level Exams.

Unit-1
Teaching Hours:10
Festivals and traditions in France
 

Lesson 1: Let’s do the housework!

Lexicon – Lodging, the house, rooms

Grammar – The progressive present tense , possessive pronouns, negative form

Speech act – Protesting and reacting

 Lesson 2: About lodging

Lexicon – Furniture and equipment, household tasks

Grammar – Some adjectives and indefinite pronouns, verbs ‘to read, to break up

                   and to complain’

Speech act – Expressing interest and indifference

Unit-2
Teaching Hours:5
Drama
 

Molière’ s L’Avare – Français facile -Act III Sc 8 onwards

Unit-3
Teaching Hours:10
Culture and tradition
 

Lesson 1: All in form!

Lexicon – The human body: exterior / interior, sickness and medicines

Grammar – Simple past tense and imperfect, recent past, expression of duration

Speech act – Narrating in the past tense

Lesson 2: Accidents and catastrophes

Lexicon – Accidents, natural catastrophes

Grammar – Adjectives and indefinite pronouns: nothing, no one, verbs ‘to say,  to run, to die’

Speech act – Expressing fear and reassuring

 

Unit-4
Teaching Hours:5
Drama
 

Molière’ s L’Avare – Français facile -Act IV

Unit-5
Teaching Hours:10
French outside of France
 

Lesson 1: Studying abroad, Happy journey

Lexicon – The educational system, formalities to go abroad

Grammar – Demonstrative pronouns, simple future tense, situating in time

Speech act – Expressing one’s opinion,

 Lesson 2: The weather

Lexicon – The weather

Grammar –Me too, not me, impersonal verbs, verbs ‘ to believe, to follow and to rain’

Speech act – Speaking about the weather, speaking about the future

Unit-6
Teaching Hours:5
Drama
 

Molière’ s  L’Avare – Français facile -Act V

 

Text Books And Reference Books:

1.    Cocton, Marie-Noelle. Génération A2. Paris : Didier, 2016 

2.     Molière, L’Avare – Français facile

 

Essential Reading / Recommended Reading

1.     French websites like Bonjour de France, Fluent U French, Learn French Lab, Point du FLE etc.

 

Evaluation Pattern

Assessment Pattern

CIA (Weight)

ESE (Weight)

CIA 1 – Assignments / Letter writing / Film review

10%

 

CIA 2 –Mid Sem Exam

25%

 

CIA 3 – Quiz / Role Play / Theatre / Creative projects 

10%

 

Attendance

05%

 

End Sem Exam

 

50%

Total

50%

50%

HIN421 - HINDI (2021 Batch)

Total Teaching Hours for Semester:45
No of Lecture Hours/Week:3
Max Marks:100
Credits:3

Course Objectives/Course Description

 

Course Description:

The detailed text-book "Ashad ka ek din” is a drama by Mohan Rakeshi, one of the eminent writers of modern Hindi Literature. Hindi journalismis is one of the major unit of this semester. Phrases, idioms, technical and scientific terminology are included in this semester to improve the literary skills.

Course Objectives:

Through the prescribed play and the theatre performance, students can go through the process of experiential learning. Study of Mass media enables them to get practical training. Phrases, idioms, technical and scientific terminology sharpen the language skills of the students.  

 

Learning Outcome

CO1 : Understand the nuances of Hindi theatre.

CO2: Create awareness of the social issues.

CO3: Improve the skill of critical analysis.

CO4: Develop the writing skills for media.

Unit-1
Teaching Hours:15
Natak- Ashad Ka Ek Din (Play) by Mohan Rakesh
 

Madhavi (Play) ByBhishma Sahni. Rajpal and Sons, New Delhi - 110006 

Level of knowledge: Analitical

Unit-2
Teaching Hours:15
SancharMadhyam
 

  •  Report writing,
  • Media Interview                                                                    
  •  Hindi Journalism 
  • Electronic media and Hindi,
  • Print media                                    

Level of knowledge: Conceptual

Unit-3
Teaching Hours:15
Phrases, Idioms. and Scientific and Technical Terminology
 

1. 50 Nos. Phrases and Idioms for writing the meaning and sentence formation.  

2. 100 Nos. (Hindi equivalent)

Level of knowledge: Basic

Text Books And Reference Books:

  1. "Ashad ka ek din ” is a drama by Bhisma Sahni. Rajpal and Sons, New Delhi - 110006
Essential Reading / Recommended Reading

 1. News reporting and writing:          By Mencher,Melvin..

2. Hindi PatrakaritakaIthihas:By Jagadeesh Prasad Chaturvedi

3. HindiPatrakaritaSwaroopEvamSandarbh:                          By Vinod Godare

4. Media Interview:                     By Philip Bell,Theovanleeuwen.

 

Evaluation Pattern

CIA-1(Digital learning)

CIA-2(Mid sem exam)

CIA-3((Wikipedia-Article creation)

End sem exam

KAN421 - KANNADA (2021 Batch)

Total Teaching Hours for Semester:45
No of Lecture Hours/Week:3
Max Marks:100
Credits:03

Course Objectives/Course Description

 

The course introduces the rich Kannada language and helps students to read and write the Regional language effectively. The prescribed text ‘Kalagnani Kanaka’ (Kanaka, the visionary) is all about 15th century poet, saint and philosopher of the Haridasa Bhakti tradition. “Kanaka’s writings touch on all aspects of truth and social reality’ said K.R. Nagaraj, literary critic and the author of the Kalagnani Kanaka play. “Kanaka’s poetry is dense with rhyme, rhythm, meter and rich descriptions. He upholds social justice while addressing the issues of the time-caste and class differentiation and gender oppression, for example. Contrary to popular belief, he never confined himself to any one philosophical tradition- Advaita, Dwaita or Vishistadwaitha” ‘Kannadada Moovattu Kathegalu’ is another prescribed text. Through this text the students are exposed to the writings of Koradkal Sreenivasa Rao, K. P. Poornachandra Tejaswi, Masti Venkatesha Iyengar, G. P. Basavaraj and others. Short stories help students in harnessing creative writing skills.

Learning Outcome

CO 1: Expose to Dasa Sahitya movement

CO2: reflects the tradition of old & the new

CO3 : helps to create dialogue writing

CO4 : understand the ideologies during British rule

CO5 : identify key points in stories

Unit-1
Teaching Hours:20
Kalagnani Kanaka- K.R. Nagaraj
 

Act- 1

Act- 2 

Act- 3 

Act- 4 

Act- 5

Act- 6

Unit-2
Teaching Hours:20
Selected short stories (Kannadada Moovatttu Kathegalu) Edited by: Fakir Mohammed katpadi, Krishnamurthy Hanur Publication: Sahitya Academy,2018
 

1.      Dhaniyara Sathyanarayana-Koradkal Sreenivasa Rao

2.      Thabarana Kate- K. P. Poornachandra Tejaswi

3.      Gowthami Helida Kathe- Masti Venkatesha Iyengar

4.      Raja mattu Hakki- G. P. Basavaraj

Unit-3
Teaching Hours:8
Language Skills
 

Essay Writing/ Letter Writing/ Dialogue writing 

Text Books And Reference Books:

1.      Adhunika Kannada Nataka: K.M. Marualasiddappa

2.      Kannada Rangabhoomi; L.S. Shesshagiri Rao

3.      Kannada Sanna Kathegala Olavu- Giradi Govinda Raju

4.      Tabarana Kathe- Kannada Screen play by Girish Kasaravalli

 

Essential Reading / Recommended Reading

1.      Adhunika Kannada Nataka: K.M. Marualasiddappa

2.      Kannada Rangabhoomi; L.S. Shesshagiri Rao

3.      Kannada Sanna Kathegala Olavu- Giradi Govinda Raju

4.      Tabarana Kathe- Kannada Screen play by Girish Kasaravalli

 

Evaluation Pattern

CIA- Wikipedia

CiA-2 Mid Semester Exams

CIA-3 Wikipedia

End Semester Exams

PSY411 - SERVICE LEARNING (2021 Batch)

Total Teaching Hours for Semester:30
No of Lecture Hours/Week:2
Max Marks:50
Credits:2

Course Objectives/Course Description

 

This course is offering to fourth-semester undergraduate students.  Service-learning is a learning process and teaching method, incorporating the relationship between the student, community, and the classroom. It not only helps students to observe, analyze and understand the community but also it allows the student to identify himself/ herself in the community. It encompasses both the benefits to the community and the student, creating one learning experience. Service-learning gives the first-hand opportunity for a student to utilize his/ her academic knowledge and skills. At the same time, the community gets service-volunteers to strengthen its disadvantaged groups. Students in the program work towards positive sustainable change in the community while enhancing his/her own education. 

Learning Outcome

CO1: Apply disciplinary knowledge and skills to become effective and contributing members of society.

CO2: Understand the importance and responsibility of serving and being actively engaged in community activities.

CO3: Demonstrate personal and social skills needed for effective community engagement.

Unit-1
Teaching Hours:10
Introduction
 

Service learning: The concept, Objectives and Scope; Need for community and Academia (University) interface. The role of psychologist in community service: Social Psychologist, Community Psychologist & Counselor. The action plan for service learning: Awareness, Planning, prototype, support, expansion and evaluation. Outcomes of service learning: Personal outcome; Social outcome, Learning outcome and Career outcome.

Unit-2
Teaching Hours:20
The planning Phase
 

The students are expected to discuss in groups using the following guidelines.

  • Reason for choosing the organization
  • The planning phase of service learning initiatives
  • Logistics for the initiative of the action
  • Stakeholders/beneficiaries
  • Execution of the action initiative
  • Specific learning outcome
  • Evaluation
Text Books And Reference Books:

Astin, A. W., Vogelgesang, L. J., Ikeda, E. K., & Yee, J. A. (2000). How service-learning affects students.

Lerner, J. V., Phelps, E., Forman, Y. E., & Bowers, E. P. (2009). Positive youth development. Handbook of adolescent psychology.

Essential Reading / Recommended Reading

America’s Promise—The Alliance for Youth (2004). Connecting Communities with Colleges & Universities. Alexandria, VA.

Arches, J. (2013). Social Action, Service Learning, and Youth Development. Journal of Community Engagement & Higher Education, 5(1).

Bringle, R. G. & Hatcher, J. A. (1996). Implementing Service-Learning in Higher Education. The Journal of Higher Education, 67(2), 221-239.

Zhang, G., Zeller, N., Griffith, R., Metcalf, D., Williams, J., Shea, C., & Misulis, K. (2011). Using the Context, Input, Process, and Product Evaluation Model (CIPP) as a Comprehensive Framework to Guide the Planning, Implementation, and Assessment of Service-learning Programs. Journal of Higher Education Outreach and Engagement, 15(4), 57-84.

Evaluation Pattern

Assessment: (Out of 50 marks)

  • CIA I - class and community involvement (15 marks)
  • CIA II - Weekly reflection report (15 marks)
  • CIA III - Activity-based assignment (15 marks).
  • Supervisor Feedback- 5 marks 

PSY431 - BASIC SOCIAL PSYCHOLOGY (2021 Batch)

Total Teaching Hours for Semester:75
No of Lecture Hours/Week:5
Max Marks:100
Credits:5

Course Objectives/Course Description

 

This course has been conceptualized in order to understand the historical and scientific origin as well as the development of the field in the western and Indian context. The course will help the student understand the development of the self and the dynamics of interpersonal attraction, prosocial behaviour, aggression, prejudice, group processes and attitude formation and change in a social context.

Learning Outcome

CO1: Chart the linear progression of the development of social psychology as a discipline

CO2: Critique research methods employed in developing concepts and theoretical models

CO3: Apply the concepts to understand social situations and monitor their own behaviour accordingly.

Unit-1
Teaching Hours:11
Introduction
 

What is Social Psychology? Brief History of Social Psychology, Social Psychology in India, Recent advances in Social Psychology: Role of Emotions, Social Neuroscience, Implicit (non-conscious) processes, Multicultural perspective. Role of Theory in social psychology; Methods of Social Psychology: Systematic Observation, Survey, Experimental Method, Qualitative research: Interviewing, Participant observation, Diaries, Focus groups, Discourse analysis, Archival research.

Unit-2
Teaching Hours:16
Social cognition, self and attitudes
 

Definition, Heuristics, Schemas, Automatic and controlled processing, Potential sources of error in social cognition, Affect and cognition; Definition of self, Self-concept – Beginnings, Formation, Self- schemas. Culture and Self. Self- presentation - False modesty, Self-handicapping, Impression management. Self-esteem - Development and Consequences. Perceiving persons- Attribution theories, Attribution biases - Fundamental attribution error, Actor-observer effect; Definition of attitudes and its components, Attitude: Formation, Relationship with behaviour; How Attitudes Are Changed - Persuasion, Theory of Cognitive Dissonance.

Unit-3
Teaching Hours:16
Pro-social Behavior and Interpersonal Relations
 

Motives of Prosocial behaviour: Evolutionary perspective, Social Exchange perspective, Empathy-altruism hypothesis, Negative-state relief, Empathic joy, Defensive helping, guilt and shame, The Role of Social Norms. Emergency Responses: Understanding the Bystander Effect, Influences on Helping – Positive Emotions, Group membership, Social Exclusion, Darkness, Putting an economic value on one’s time and effort. The effects of being helped;

Interpersonal attraction and affiliation –Internal Sources of Attraction: The Role of Needs and Emotions, External Sources of Attraction: The Effects of Proximity and Physical Beauty, Factors Based on Social Interaction: Similarity and Mutual Liking, Close Relationships: Foundations of Social Life. 

Unit-4
Teaching Hours:16
Prejudice, Stereotypes and Discrimination
 

The nature and origins of stereotyping: Definition, Aspects, Illusory correlation, Outgroup homogeneity; Prejudice: What is the problem? Contrasting perspectives on origins of prejudice:  Prejudiced Personality, Threat to self-esteem, Rationalizations for oppression, Competition for resources, Social categorization. Ways to reduce prejudice: Contact, Re-categorization, Superordinate goals; Discrimination: Hostile and Benevolent sexism, Glass cliff effect, Glass ceiling effect, Modern Racism, Casteism in the Indian context.

Unit-5
Teaching Hours:16
Social Influence: changing others behavior
 

Definition, Aspects, Conformity: Asch’s Research on Conformity; Compliance; Symbolic Social Influence;  Obedience to Authority: Milgram’s research; Tyranny: Zimbardo’s Stanford Prison study, Reicher and Haslam’s BBC prison study.

Text Books And Reference Books:

Baron, R.A & Branscombe, N.R (2012). Social Psychology, (13th Ed). Pearson education.

Essential Reading / Recommended Reading

Brehm, S.S. & Kassin, SN. (1996). Social Psychology, (3rd ed.). Houghton Mifflin Company.

Crisp, R.J. & Turner, R.N. (2007). Essential Social Psychology. Sage Publications India Pvt Ltd.

Misra, G. & Dalal, A.K. (2001). Social Psychology in India: Evolution and Emerging trends. (in Eds) Ajit. K. Dalal and Girishwar Misra. New Directions in Indian Psychology, Volume I: Social Psychology. Sage Publications India Pvt. Ltd.

Myers, D.G (2002) Social Psychology, (7th International Ed). McGraw Hill Companies.

Taylor ,S .E, Peplau, L.A & Sears, D.O. (2006) Social Psychology, (12th Ed). Pearson Prentice-Hall of India Pvt. Ltd.

Evaluation Pattern

CIA       CIA (Continuous Internal Assessment)-Total Marks- 50 

CIA-1: Activity-based Individual Assignment- 10 Marks 
CIA-2: Mid sem Exam-Case/Scenario-based Question- 25 Marks; Department level 
CIA-3: Individual Assignment- 10 Marks 
Attendance- 5 Marks 

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

Question paper pattern
Section A- (Short Answers) 02 marks x5Qs =10 Marks
Section B- (Essay Type) 10 marks x 3Qs = 30 Marks
Section C-(Compulsory: Case Study) 10 marks x 1Q =10 Marks

PSY451 - PSYCHOLOGICAL STATISTICS AND EXPERIMENTS - II (2021 Batch)

Total Teaching Hours for Semester:30
No of Lecture Hours/Week:2
Max Marks:100
Credits:2

Course Objectives/Course Description

 

This course is the next phase of Psychological experiments and statistics-1 completed in the third semester. Students will examine the connection between experimental psychology and society. Much of the course will involve students considering directly how to create/develop lab and field experiments. Other portions of this course are directed at developing skills in data analysis, including the use of the statistical software package SPSS (all students are expected to have had previous exposure to SPSS or comparable statistical software in semester three). Students will perform experiments and analyze data from these experiments both individually and as part of a group. Students will also learn how to disseminate the results of their experiments orally and in the form of an APA-format report. 

Learning Outcome

CO1: Generate hypotheses and identify ways to test these hypotheses for a given problem

CO2: Conduct, interpret and report psychological experiments following ethical protocols and APA format

CO3: Analyze experimental data with the knowledge of statistical techniques and software packages like SPSS, MS-Excel or JAMOVI

Unit-1
Teaching Hours:14
Advanced Psychological Experiments
 

Developing and Conducting Experiments- computer-assisted and classic experiments, Variables, hypothesis, analysis, report writing and presenting the findings. Steps involved in designing an experiment.

Topics: Memory, Concept Formation, Creativity, Learning

Suggested Experiments and tools for Demonstration/ to conduct - digit span, memory drum, bi-lateral transfer of learning, cueing on recall, paired associate learning, habit formation, concept formation task

Unit-2
Teaching Hours:16
Introduction to Inferential Statistics and Hypothesis Testing
 

Difference between Two Independent Means, Two Dependent (Correlated) Means and nonparametric Approaches to Data. Correlation: The meaning of Statistical Inference and Hypothesis Testing; Null and the Alternative Hypotheses, A Statistically Significant Difference versus a Practically Important Difference; Levels of Significance versus p-Values. Hypothesis Testing About the Difference between. Presentation of tables: Correlation, t-test, (in APA style) Software packages: SPSS, MS Word (Tables)

Text Books And Reference Books:

American Psychological Association. (2020). Publication manual of the American Psychological Association (7th Ed.).https://doi.org/10.1037/0000165-000

Cohen, R. J. & Swerdlik, M. E. (2013). Psychological testing and assessment: An introduction to tests and measurement (Eighth Edition). McGraw-Hill.

Essential Reading / Recommended Reading

Field, A. (2009). Discovering statistics using SPSS (3rd Ed). Sage.

King, B.M. & Minium, E.W. (2007).Statistical reasoning in the behavioral sciences (5th Ed). John Willey.

Morling, B. (2012). Research methods in psychology: Evaluating a world of information. (1st Ed).  W. W. Norton & Company, Inc.

Evaluation Pattern

Continuous Internal Evaluations (CIAs) – 100 Marks

  • CIA 1: Lab Report (20 marks) + Class participation and Supervisor Feedback (5 marks)-  25 Marks 
  • CIA 2: Lab Report (20 marks) + Class participation and Supervisor Feedback (5 marks)-  25 Marks 
  • CIA 3: Department Level Exam- 50 Marks 

SAN421 - SANSKRIT (2021 Batch)

Total Teaching Hours for Semester:45
No of Lecture Hours/Week:3
Max Marks:100
Credits:3

Course Objectives/Course Description

 

Avimarakam by Bhasa is the drama  prescribed as a text and approved in the B.O.S.  It is sociological drama which explains about the society.  . This drama is an imaginary composition of Bhasa . The concept and drama skills expresses the beauty of the style of the author Bhasa.  He creates the characters and the incidents are naturally created. Grammar will also be studied.

Learning Outcome

CO1: To Understand the style and development of the play

CO2: To learn the linguistic skills of the drama.

CO3: To Deliberate the classification and characteristics of the play

CO4: To Understand the features of play

CO5: To understand the basic structural nuances of Panini?s grammar

Unit-1
Teaching Hours:35
Canto 1-5
 

Avimarakam of Balagovindaha  Jha Origin and development of Nataka to understand the different theories and original nature of Sanskrit dramas. Avimarakam  by Balagovind jha  provides an insight to sociological life .Basic grammer only rules are given for usage in composition. Language component will help for proper usage of Sanskrit language.

             Level of knowledge: Basic/conceptual/ Analytical

Avimaraka meeting kurangi and Avimaraka engtering into the mansion of  Kurangi

Unit-2
Teaching Hours:5
Grammar
 

Karaka prakaranam 

Vykarana vishesha 

Unit-3
Teaching Hours:5
Language skills
 

Translation of given passage from English to Sanskrit

Writing an article in Sanskrit on the given topics

Text Books And Reference Books:

Avimarakam  by Balagovind jha 

Essential Reading / Recommended Reading

            

Books for Reference: -

1.      “Avimarakam” by Balagovinda Jha

2.      Basanatakachakram  of choukamba edition.

3.      Sanskrit dramas by a.B.Keith

4.      Sanskrit grammar by M.R.Kale.

Evaluation Pattern

CIA 1 Wikipedia assignments

CIA 2 Mid semester examinations

CIA 3 Wikipedia assignments

SOC431 - STUDY OF INDIAN SOCIETY (2021 Batch)

Total Teaching Hours for Semester:75
No of Lecture Hours/Week:5
Max Marks:100
Credits:5

Course Objectives/Course Description

 

This course focuses on the Development of Sociology in India, its relationship to Anthropology, Orientalism, Indology, Postmodernism, Subaltern studies and a number of approaches that emerged in Indian Sociology discourse. The course introduces students to the theoretical foundations of empirical, structural, Marxist and subaltern approaches to the study of Indian society. Along with these theoretical foundations, this paper introduces a number of seminal works in each of these areas. The course objective is 

  • To familiarise the students regarding the emergence and growth of Sociology and Anthropology in India.
  • To make the students appreciate the contributions of the pioneers in the study of Indian Society.
  • To introduce studies on Indian social  institutions, social structure, social dynamics related to caste, class village and tribe. 

Learning Outcome

CO1: To explain the growth of Sociology as an academic discipline in India and the research areas.

CO2: To be able to articulate the major perspectives to understand Indian society and the contributions of scholars in this regard.

CO3: To explain the Indological and empirical studies on caste, village and tribe.

CO4: To explain the dimensions of pluralism in India and the contemporary challenges to it.

Unit-1
Teaching Hours:15
Introduction to Indian Society
 

1.      Pluralistic Composition of Indian Society

2.      Colonialism and emergence of Anthropology and Sociology

Unit-2
Teaching Hours:15
Perspectives on Indian Society
 

1.      Indological Perspectives; Critique of indological perspective

2.      Structural-Functional perspective; Empirical approach

3.      Critiques of Empirical perspective and Structural approach  

4.   Subaltern Perspective

Unit-3
Teaching Hours:20
Sociological studies on Caste
 

1.      MN Srinivas: Varna nad Jati, Dominant Caste; Sanskritisation; Westernization

2.      Dumont: Homo Hierarchicus; The Thesis of Purity and Impurity;

a. Disjunction between power and status

3.      Nicholas Dirks: Caste as a modern phenomenon

4.      Beteille: Caste and its Intersection with Status and Power                                       

Unit-4
Teaching Hours:15
Village studies in India
 

1.      Indological account of villages in India

2.      Village as a Little Republic

3.   Srinivas & Dumont's debate on the nature of Indian Village

4. Empirical Studies on Villages

Unit-5
Teaching Hours:10
Tribes in India
 

1.         Tribes in India: Characteristics, Tribal zones

2. Conceptualization issues

3.         Tribal situation in contemporary India

4. Approaches to Tribal Development and Tribal panchasheel

3.     ST Forest Rights Act

Text Books And Reference Books:

Beteille, A. (2002). Sociology: Essays on Approaches and Method. New Delhi: OUP.

Cohn, S B. (1987). An Anthropologist among the Historians and other Essays. New Delhi: Oxford University Press.

Das, V.(ed.). (2003). The Oxford India Companion to Sociology and Social Anthropology. New Delhi: Oxford University Press. 

Deshpande, S. (2003). Contemporary India A Sociological View. Viking Publishers: New Delhi.

Dhanagare D N. (1993).Themes and Perspectives in Indian Sociology; Jaipur: Rawat publications.

Doshi, S.L. (1997). Emerging Tribal Image. Delhi: Rawat Publications.

Dube, S. C. (1995). Indian Society. New Delhi : NBT

Dumont, L. (1970). Homo Hierarchicus : The Caste System and its Implications. Chicago: Chicago University Press.

Gupta, D. (ed). (1991). Social Stratification, New Delhi: Oxford University Press.

Ludden, David. (2001). Readings in Subaltern Studies; Critical History, Contested Meanings and the Globalisation of South Asia, New Delhi: Permanent Black Publications.

Madan ,T.N. (1992 ).  Pathways. New Delhi: Oxford University Press.

Madan, V.( 2003). Village in India. Delhi:OUP.

Singh Y. (1986). Indian Sociology. Delhi: Visthar Publications.

Srinivas, M.N. (1960). India’s Village. Bombay: Asian Publishing House.

Srinivas, M.N. (1977). Remembered Village .New Delhi: OUP.

Srinivas, M.N. (2002). Collected Essays. New Delhi:Oxford University Press.

Srinivas, M.N. (2002).Collected Essays. New Delhi:Oxford University Press.

Xaxa, Virginius. (1999). Transformation of Tribes in India.

Essential Reading / Recommended Reading

Behura, N K.& Nilakantha Panigrahi. (2006). Tribals and the Indian Constitution. Dellhi: Rawat Publication.

Srinivas, M.N. (1962). Caste in Modern India and Other Essays, Bombay: Asia Publishing House.

Srivastava, V K. (ed.). (2013). Tribes in India: Concepts, Institutions and Practices. New Delhi: Serials Publications.

Verma, R.C. (1995). Indian Tribes through the Ages. Delhi: Government of India Publication.

Evaluation Pattern

·         Continuous Internal Assessment or CIA constitutes a total of 50 marks. The distribution is as follows:

§  CIA I is a 10 marks (20 marks reduced to 10) 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 question out of 2 options given. It carries 15 marks

§  CIA III carries 10 marks (20 marks reduced to 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

TAM421 - TAMIL (2021 Batch)

Total Teaching Hours for Semester:45
No of Lecture Hours/Week:3
Max Marks:100
Credits:3

Course Objectives/Course Description

 

A new concept, cultural studies, will take the students beyond prescribed syllabus to include music, theatre, painting, and films out of which the art form of music is taken up for the first semester.  Aram poetry- Ara nericharam specifies life discipline and standards, which would pave a successful life for the students. 

Bhakthi ilakiya- them bhavani, cheerapuranam, thirumandiram is inclined towards ritual practices. Kaapiyam with its historical values provides an understanding about life in a mature way.



Learning Outcome

CO1: Recall and categorize the concepts of literature.

CO2: Understand the true essence of the texts, and inculcate them in their daily lives.

CO3: Recognize and apply the moral values and ethics in their learning.

CO4: Comprehend the concepts in literature and appreciate the literary text.

Unit-1
Teaching Hours:10
Kappiyam
 

seevaga sindhamani.

Thirumular Thirumandhiram

These topics coherently plays a significant role in inclination towards spiritual aspects of life. It puts for the religious beliefs and entitles each one to understand the rituals and practices.

Unit-2
Teaching Hours:10
Ara illakiyam
 

Aranericharam- Munai padaiyaar

The text acustoms the core values and ethics with the ideological guidelines and ways of living.

Unit-3
Teaching Hours:10
Bakthi illakiyam
 

Thembavani

Seera puranam

Thiru mular, thiru mandhiram

The text elicits the importance of rituals and beliefs. 

 

Unit-4
Teaching Hours:10
Prose
 

Nadagam

1. Irakam yenge- C N Anna Dhorai

2. Theervu - Indhra partha sarathi

3. Soothradharam- Puvi Arasu

4. Karumbum Kalliyum- Komal saminadhan

5. Palaavku thookigal - Dr. A. Ramasamy

6. Pei ottam- Dr. K A Guna Sekaran

 

Unit-5
Teaching Hours:1
Grammer
 

Vetrumai orupugal

Unit-6
Teaching Hours:4
Common topic
 

Tamizhil pudhirgalum, pazhamozhigalum

Text Books And Reference Books:

1. Neethi book, Manikkavasakar pathippakam, paarimunai, Chennai -08 

2. Tamil paa thirattu - prasaranga pub. Bangalore university, Bangalore 

3. Kappiya noolkal-manikkavasakar pathippakam, Chennai -08 

4. Madagascar kalanchiyam - van a thing pathippakam

 

Essential Reading / Recommended Reading

1. Thamil paa thirattu - prasaranga pub. Bangalore university, Bangalore 

2. Mozhi varalaru - Dr. My. Varatharajan - kazhaka pub. Chennai- 01 

3. Aranerichaaram-Munaipatiyaar 

4. Kazhaka pub. Thirunelveli, thenninthiya saivachiththantha noorpathippu kazhaka, Ltd., Chennai 01 

5. Thirumoor thirumandiram-Thiruvaavatuthurai aathinam, Thiruvaavatuthurai Nadagam, Education in karnataka Bangalore 01. 

6. Madras university , etaikkala illakkiyam, Chennai -01 

7. Thamizh pazhamozhikal, janaral pub. Mylappur, Chennai -04 

8. Thamizhil puthirkal our aayivu-Aaru. Ramanadan, Manikkavasakar niilakam, Chennai -01

 

Evaluation Pattern

 

 

EXAMINATION AND ASSIGNMENTS: There is a continuous evaluation both at the formal and informal levels. The language skills and the ability to evaluate a text will be assessed

This paper will have a total of 50 marks shared equally by End Semester Exam (ESE) and Continuous Internal Assessment (CIA) While the ESE is based on theory the CIA will assess the students' critical thinking, leadership qualities, language skills and creativity

 

EST531 - POSTCOLONIAL LITERATURES (2020 Batch)

Total Teaching Hours for Semester:60
No of Lecture Hours/Week:4
Max Marks:100
Credits:04

Course Objectives/Course Description

 

Objectives:

·         To introduce students to few key terms of colonialism and postcolonialism

·         To enable close reading of texts in their socio/political/cultural contexts, specifically colonisation

·         To make students use critical vocabulary of the critical framework while discussing and writing

Learning Outcome

CO1: To make learners sensitive to the historical factors of colonization

CO2: Basic knowledge and application of key terms in Postcolonial Literature and Theory

CO3: To enhance student ability to engage with social/cultural, political debates with historical consciousness

CO4: Interdisciplinary scope for application of postcolonial frameworks to contemporary local and global concerns such as cultural hybridity, ecological consciousness and trans-national concerns of identity

Unit-1
Teaching Hours:20
Terms of Postcolonialism
 

Terms chosen will introduce the key issues of colonialism and postcolonial literatures as a foundation to the rest of the paper. The reference text is Key Concepts in Post-Colonial Studies, Bill Ashcroft, Gareth Griffiths and Helen Tiffin, will offer focus to the discussions.

·         Centre/margin

·         Colonialism/imperialism

·         Decolonisation

·         Mimicry/hybridity

·         Post-colonialism/postcolonialism 

Savage/civilised

Unit-2
Teaching Hours:15
Poetry
 

The poems chosen are response to colonisation from America, Srilanka, England, Canada  and Caribbean. The selection aims at introducing the resistance to colonisation articulated by indigenous community, Anglo-French community and the migrant slaves.

·         A Lament for Confederation - Chief Dan George 

·         I Lost My Talk - Rita Joe

·         The Dodo – Hilaire Belloc

·         Buffalo Dusk – Carl Sandburg

·       Zong - Nourbese Philip

 

·       The Sea is History – Derek Walcott

 

 

·     

Unit-3
Teaching Hours:15
Novel
 

Novel is one of the major genres borrowed from the West and appropriated to narrate the nation. This module aims to introduce the form and the process in the Indian context.   

The team will discuss and select from the following texts. 

 

·       The Coming be the Christ Child -  Bessie Head

·       Is There Nowhere Else Where We Can Meet? – Nadine Gordimer

·       My Son, the Fanatic – Hanif Kureishi

·       Doris Lessing - Grass is Singing

·       Michael Oondatje - Running in the family

·       Naipaul - House for Mr Biswas or Miguel Street

·       Jamaica Kincaid - Lucy or A Small Place 

Unit-4
Teaching Hours:10
Short Story
 

Postcolonial short story is one genre that has articulated thoughts of resistance very effectively. This module introduces conventional short story, autobiographical narrative – one of the major forms of fiction to students.

·         The Coming be the Christ Child -  Bessie Head

·         Is There Nowhere Else Where We Can Meet? – Nadine Gordimer

·         My Son, the Fanatic – Hanif Kureishi

Text Books And Reference Books:

Course pack compiled by the Dept of English, Christ University, for private circulation

Essential Reading / Recommended Reading

Adam, Ian. "Oracy and Literacy: A Postcolonial Dilemma?" The Journal of Commonwealth Literature 31.1 (1996): 97-109.

Ashcroft, William D., Gareth Griffith, and Helen Tiffin, eds. The Empire Writes Back: Theory and Practice in Post-Colonial Literatures. London: Routledge, 1989.

_____. Key Concepts in Post-Colonial Studies. London: Routledge, 1998.

_____. The Post-Colonial Studies Reader. London: Routledge, 1995.

Brydon, Diana. "The Myths That Write Us: Decolonising the Mind." Commonwealth 10.1 (1987): 1-14.

_____. "Re-writing The Tempest." World Literature Written in English. 23.1 (1984): 75-88.

Brydon, Diana, and Helen Tiffin, eds. Decolonising Fictions. Sydney, Austral.: Dangaroo P, 1993.

Chambers, Lain, and Lidia Curti, eds. The Post-Colonial Question: Common Skies, Divided Horizons. London: Routledge, 1996.

Said, Edward. Beginnings: Intention and Method. New York: Basic Books, 1975

_____. Culture and Imperialism. New York: Vintage Books, 1994.

_____. Nationalism, Colonialism and Literature. Derry, Ireland: Field Day, 1988.

_____. Orientalism. New York: Pantheon Books, 1978.

_____. "Representing the Colonized: Anthropology's Interlocutors." Critical Inquiry 15.2 (1989): 205-25

_____. Representations of the Intellectual. New York: Vintage Books, 1996.

_____. The World, the Text, and the Critic. London: Faber and Faber, 1984.

Viswanathan, Gauri. Masks of Conquest: Literary Study and British Rule in India. New York: Columbia UP, 1989

 

Evaluation Pattern

Since CIA I insists on individual testing, there could be three ways of testing the students

  1. A class test based on the text
  2. A movie review
  3. A book review           

 

For CIA III, the students can be asked

  1. To prepare group presentations on topics relevant to postcolonial literature
  2. To put up an exhibition/display of the literature/paintings/other art productions of the formerly colonized countries.

 

These are a few ideas, however, during the course of teaching, there could be other suggestions, and CIA’s could be slightly modified.

Mid Semester Exam Question Paper Pattern (50 Marks)

 

Number of

Answers

Marks

Total

Short Notes

4

5

20

Essay Questions

3

10

30

Total

7

 

50

 

End Semester Exam Question Paper Pattern (100 Marks)

 

Number of

Answers

Marks

Total

Short Notes

5

8

40

Descriptive/long questions

4

15

60

Total

9

 

100

EST532 - INDIAN LITERATURES: THEMES AND CONCERNS (2020 Batch)

Total Teaching Hours for Semester:75
No of Lecture Hours/Week:5
Max Marks:100
Credits:4

Course Objectives/Course Description

 

This paper introduces students to key themes and concerns in Indian Literatures. This is a survey course that serves as an introduction to main issues and concepts in Indian Literatures. The paper is a mix of traditional as well as contemporary literatures written both in English as well as other regional languages translated into English.

 

Objectives

 

  • To understand the complexities of cultural, economic, political and social forces and their impact on the production of literatures in India of different classes and backgrounds
  • To understand the religious, caste, gender, colonial, national constructs in India through its literatures and thereby develop sensitivity and add to the core value of love for fellow beings
  • To become aware of methods interpreting literary texts in the contemporary context  

Learning Outcome

CO1: Students will be able to understand the religious, caste, gender, colonial, national constructs in India

CO2: Students will be comprehend the complexities of cultural, economic, political and social forces and their impact on the production of literatures in India of different classes and backgrounds

Unit-1
Teaching Hours:20
Essays
 

This module will introduce students to the category of Indian Literatures, its survey of different aspects of the body of writing as well as a critical understanding of the knowledge systems indigenous to India. 

Unit-2
Teaching Hours:15
Poetry
 

This module surveys select poetry from contemporary India. It surveys cities, people and ideas like faith and non-violence located within the Indian context. 

Unit-3
Teaching Hours:13
Play
 

This module introduces students to caste and its underpinnings through a translated Dalit Drama by Vinodini. It will also introduce the Subaltern as a conceptual category and interrogate questions of caste within gender, class and other hierarchic strcutures.

Unit-4
Teaching Hours:12
Short stories
 

This selection of short stories introduces students to a variety of readings about the nation, partition, women and their social roles as well as resistance to established traditions.

Unit-5
Teaching Hours:15
Novel and Graphic Novel
 

This section introduces the novel form or the graphic novel as appropriated in the Indian context. The module will aim to familiazrize students to Indian writing in English and bring forth important questions with regard to English and India apart from discussing the thematic concerns in the text. Any one of the novels may be taken to class. Understanding ‘India’ in the contemporary context through the form of the novel will be the focus of this module. A thematic reading of the novel will also be done in class. (One of the two novels could be considered).

Text Books And Reference Books:

Unit I: Essays                                                                                                20 Hrs

This module will introduce students to the category of Indian Literatures, its survey of different aspects of the body of writing as well as a critical understanding of the knowledge systems indigenous to India.

 

  • P P Raveendran: “Genealogies of Indian Literatures”, Economic and Political Weekly (June 24, 2006)
  • Amitav Ghosh: “Ghost of Mrs Gandhi”
  • Excerts from Argumentative Indian by Amartya Sen

 

Unit II: Poetry                                                                                               15 Hrs

This module surveys select poetry from contemporary India. It surveys cities, people and ideas like faith and non-violence located within the Indian context.

  • K Satchidanandan “A Man with a Door”
  • Mirza Ghalib “Be Merciful and Send for Me”
  • Bonsai God by Temsula Ao
  • Basavanna Vachana “Cripple me, father”/ Akkamahadevi’s “Akka Kelavva”
  • Sangam Poetry Ilam Peruvatuti “This World Lives Because”

·         Rukmini Bhaiyya Nayar "Gender Role"  

·         Jayanta Mahapatra"Hunger"

 

Unit III: Play                                                                                                  13 Hrs

This module introduces students to caste and its underpinnings through a translated Dalit Drama by Vinodini. It will also introduce the Subaltern as a conceptual category and interrogate questions of caste within gender, class and other hierarchic strcutures.                                                                                                  

Daaham (Thirst) – Vinodini

 

Unit IV: Short stories                                                                                     12 Hrs

This selection of short stories introduces students to a variety of readings about the nation, partition, women and their social roles as well as resistance to established traditions.

 

Pudumaipitthan “Deliverance from Curse’’

Ambai: “A Kitchen in the Corner of a House”

Saadat Hasan Manto: “Dog of Tithwal”

A K Ramanujan's Annayya's Anthropology

 

Urvashi Butalia: “Blood” 

 

 

Unit V: Novel and Graphic Novel                                                                15 Hrs

This section introduces the novel form or the graphic novel as appropriated in the Indian context. The module will aim to familiazrize students to Indian writing in English and bring forth important questions with regard to English and India apart from discussing the thematic concerns in the text. Any one of the novels may be taken to class. Understanding ‘India’ in the contemporary context through the form of the novel will be the focus of this module. A thematic reading of the novel will also be done in class. (One of the two novels could be considered).

 

  • Arundati Roy, The God of Small Things

or

  • Chetan Bhagat: Five Point Someone
  • Sarnath Banerjee Corridor
Essential Reading / Recommended Reading

Chakrovorty - Spivak, Gayatri. The politics of Translation  Tutun Mukherjee, Lawrence Venuti. (ed). Translation Studies Reader. London/New York; Routeldge, 2003.

Studies in Culture and Translation. Vol. 2 ‘Translating Caste’Basu, Tapan. Katha, 2002. New Delhi.

Das, Kamala. The Sandal Trees and Other Stories. Disha Books. 1995, New Delhi.

Fresh Fictions, Folk Tales, Plays and Novellas from the North East. Katha. New    Delhi, 2005

Indian Short Stories. 1900-2000. Ramakrishnan, E.V. (ed). Sahithya Academy New Delhi, 2003.

Indian Literature, Sahithya Academy, bi-monthly journal. Vol.167, New Delhi, 1995.

Indian Literature, Sahithya Academy, bi-monthly journal. Vol .168, New Delhi, 1995.

Indian Literature, Sahithya Academy, bi-monthly journal. Vol.169, New Delhi, 1995.

Journal of Literature and Aesthetics. Vol.7, Numbers1 & 2 Jan- Dec.2007.Kollam, 2008.

Nandy, Ashis. The Intimate Enemy, New Delhi: O.U.P. 1989.

Short Fiction from South India, Krishna Swami, Subasree. Sreelatha.K (ed), New Delhi: Oxford University Press, 2008.

Stuart Blackburn and Vasudha Dalmia (ed). India’s Literary History. Essays on the Nineteenth Century. New Delhi: Permanent Black, 2008.

Tendulkar, Vijay. Five Plays. Bombay: 1992.OUP. 2007, New Delhi.

 

Tamil Poetry Today, K.S. Subramanian (ed). International Institute for Tamil Studies, Chennai 2007. 

Evaluation Pattern

CIA II

  • Comparative Study of the issues of any one prescribed piece with another one piece from any Indian language
  • Written assignment on any of the typical Indian issues discussed as part of the syllabus.        

CIA III

  • could be a Translation Assignment of any contemporary literary work

(Poems or Short Stories).

 

  • written assignment on any prescribed piece bringing out the problems of translation
  • If the students do not know how to read a regional language, they can listen to a story/poem from the oral tradition and translate that.
  • Some students might not have the linguistic competence to translate then, they can learn a folk art form/gather some folk, oral narratives, recipes, sports and analyze them.

PSY531 - ABNORMAL PSYCHOLOGY (2020 Batch)

Total Teaching Hours for Semester:60
No of Lecture Hours/Week:4
Max Marks:100
Credits:4

Course Objectives/Course Description

 

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

 

  • Abnormal behaviour: criteria, classifications and types

  • The historical development in the study of abnormal behaviour

Learning Outcome

CO1: Differentiate between the different types of abnormal behavior

CO2: Discern clinically diagnosable psychopathology from deviant behavior

CO3: Identify the causes of abnormal behavior

CO4: Chart out the chronological progression of the changes in the classification and nomenclature of abnormal behavior

Unit-1
Teaching Hours:12
Introduction and Theoretical Perspective
 

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

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

Unit-2
Teaching Hours:12
Neurodevelopmental disorders
 

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

Autism spectrum disorders - Clinical Picture and Causal Factors;

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

Unit-3
Teaching Hours:12
Anxiety and Somatic symptom Disorders
 

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

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

Illness anxiety disorder (Student Effort Hours) 

Unit-4
Teaching Hours:12
Bipolar disorders, depressive disorders and Schizophrenia
 

Cyclothymic Disorder, Bipolar I Disorder, Bipolar II Disorder.

Dysthymic Disorder, Major Depressive Disorder with Psychosocial Causal Factors.

Schizophrenia: Meaning, Clinical Picture.

Psychosocial Causal Factors (Student Effort Hours)

Unit-5
Teaching Hours:12
Personality Disorders and Gender Dysphoria
 

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

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

Text Books And Reference Books:

Barlow, D.H. & Durand, M.V. (2015). Abnormal Psychology. 7th Edition. Thomson Publication.

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

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

Essential Reading / Recommended Reading

American Psychiatric Association. (2013). Diagnostic and statistical manual of mental disorders (5h edition). 

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

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

Evaluation Pattern
CIA (CONTINUOUS INTERNAL ASSESSMENT)    
 CIA I –Written Assignment /Individual Assignment  - Total Marks 20    
 CIA II – Mid Semester Examination                        - Total marks 50           CIA III –Activity-based Assignment                        - Total marks 20
  CIA I + II + III                                                      = 90 /100 = 45/50
  Attendance                                                            = 5 marks
  Total                                                                      = 100 = 50
End Semester Examination: Total Marks=100=Reduced to 50; 3 hours 
Question paper pattern
 Section A   Brief, concepts, definitions, applications    2 marks x 10 = 20
 Section B   Short Answers: Conceptual/Application     5 marks x 4   = 20
 Section C   Essay Type: Descriptive/Conceptual        15 marks x 3 = 45
 Section D   Compulsory: Case Study (Application)     15 X 1 = 15
 

PSY541B - SCHOOL AND EDUCATIONAL PSYCHOLOGY (2020 Batch)

Total Teaching Hours for Semester:60
No of Lecture Hours/Week:4
Max Marks:100
Credits:4

Course Objectives/Course Description

 

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

Learning Outcome

1: The learner will get a broad understanding of the importance of educational psychology as a field, and its scope and functions. Be familiar with and be able to distinguish between theories of learning, development, and motivation (behaviourism, cognitivism, constructivism, social constructivism) as they apply to education

2: Understand, apply, and compare teaching/learning practices, assessment, and classroom management practices employed in schools and higher education

3: Understand the importance of differentiated instruction in order to respond to the needs of diverse learners including learners with disabilities, gifted learners, and learners from diverse socioeconomic and cultural backgrounds

4: Understand the importance of and compare various approaches to careers education and guidance

5: Understand the importance of and current status in India of mental health in education, and psychosocial or life skills education

Unit-1
Teaching Hours:12
Introduction
 

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

Unit-2
Teaching Hours:12
Theories in Education Psychology
 

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

Unit-3
Teaching Hours:12
Teaching and Learning
 

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

Unit-4
Teaching Hours:12
Differentiating instruction to respond to differences among learners
 

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

Unit-5
Teaching Hours:12
Career Education and School Counselling
 

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

Text Books And Reference Books:

Woolfolk, A. (2016). Educational psychology (12th Edition). Pearson.
Patel, V., Aronson, L., & Divan, G. (2013). A School Counsellor Casebook. Byword Books Private Limited.
Tomlinson, C. A. (2014). The differentiated classroom: Responding to the needs of all learners. ASCD.
Athanasou, J. A., & Van Esbroeck, R. (2008). International handbook of career guidance (pp. 695-709). Springer.

Essential Reading / Recommended Reading

Ranganathan, N. & Wadhwa, T. (2019). Guidance and counselling for children and adolescents in schools. SAGE.
Kumashiro, K. K. (2015). Against common sense: Teaching and learning toward social justice. Routledge.

Evaluation Pattern

CIA CIA (Continuous Internal Assessment)-Total Marks- 50 

CIA-1: Activity-based Individual Assignment- 10 Marks 
CIA-2: Mid sem Exam-Case/Scenario-based Question- 25 Marks; Department level 
CIA-3: Individual Assignment- 10 Marks 
Attendance- 5 Marks 

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

Question paper pattern
Section A- (Short Answers) 02 marks x5Qs =10 Marks
Section B- (Essay Type) 10 marks x 3Qs = 30 Marks
Section C-(Compulsory: Case Study) 10 marks x 1Q =10 Marks

PSY541C - SPORTS PSYCHOLOGY (2020 Batch)

Total Teaching Hours for Semester:60
No of Lecture Hours/Week:4
Max Marks:100
Credits:4

Course Objectives/Course Description

 

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

Course Objectives

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

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

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

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

Learning Outcome

CO1: To trace the origins of sports psychology.

CO2: To distinguish between intrinsic and extrinsic motivation and how mental training can be used for performance.

CO3: To design a comprehensive goal-setting program for individuals and teams.

Unit-1
Teaching Hours:10
Introduction
 

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

Unit-2
Teaching Hours:13
Motivation in Sports and Exercise
 

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

Unit-3
Teaching Hours:13
Personal and Social Factors in Sporting Performance
 

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

Unit-4
Teaching Hours:12
Arousal, Anxiety, and Stress in Sports
 

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

Unit-5
Teaching Hours:12
Cognitive and Behavioural Interventions
 

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

Text Books And Reference Books:

Cox, R. (2011). Sports Psychology: Concepts and Applications (7th ed.). McGraw-Hill Education.

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

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

Essential Reading / Recommended Reading

Arnold, D.L.U. & Nation, J. R. (1989). Sports Psychology. Nalson-Hall.

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

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

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

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

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

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

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

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

Evaluation Pattern

CIA       CIA (Continuous Internal Assessment)-Total Marks- 50 

CIA-1: Activity-based Individual Assignment- 10 Marks 
CIA-2: Mid sem Exam-Case/Scenario-based Question- 25 Marks; Department level 
CIA-3: Individual Assignment- 10 Marks 
Attendance- 5 Marks 

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

Question paper pattern
Section A- (Short Answers) 02 marks x5Qs =10 Marks
Section B- (Essay Type) 10 marks x 3Qs = 30 Marks
Section C-(Compulsory: Case Study) 10 marks x 1Q =10 Marks

PSY541D - CULTURAL PSYCHOLOGY (2020 Batch)

Total Teaching Hours for Semester:60
No of Lecture Hours/Week:4
Max Marks:100
Credits:4

Course Objectives/Course Description

 

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

Learning Outcome

CO1: Explain fundamental concepts, theories, and methods in cultural psychology

CO2: Explain theoretical perspectives on what culture is and how it may influence the ?self? of the individual and various psychological process

CO3: Analyze social and ethnic diversities and experiences through the lens of culture

CO4: Apply knowledge of cultural psychology to real-world contexts

Unit-1
Teaching Hours:12
Introduction to Cultural Psychology
 

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

Unit-2
Teaching Hours:12
Culture and Self
 

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

Unit-3
Teaching Hours:12
Culture and Psychological Processes
 

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

Unit-4
Teaching Hours:12
Acculturation
 

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

Unit-5
Teaching Hours:12
Psychological and Sociological Perspective of Ethnic Identification
 

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

Text Books And Reference Books:

Matsumoto, D., & Juang, L. (2016). Culture and Psychology (6th edition). Wadsworth Publishing.

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

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

Essential Reading / Recommended Reading

Gelfand, M. J., Raver, J. L., Nishii, L., Leslie, L. M., Lun, J., Lim, B. C., ... & Aycan, Z. (2011). Differences between tight and loose cultures: A 33-nation study. Science, 332, 1100-1104.

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

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

Evaluation Pattern

CIA       CIA (Continuous Internal Assessment)-Total Marks- 50 

CIA-1: Activity-based Individual Assignment- 10 Marks 
CIA-2: Mid sem Exam-Case/Scenario-based Question- 25 Marks; Department level 
CIA-3: Individual Assignment- 10 Marks 
Attendance- 5 Marks 

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

Question paper pattern
Section A- (Short Answers) 02 marks x5Qs =10 Marks
Section B- (Essay Type) 10 marks x 3Qs = 30 Marks
Section C-(Compulsory: Case Study) 10 marks x 1Q =10 Marks

PSY541E - INTRODUCTION OF NEUROPSYCHOLOGY (2020 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 undergraduate course will be a comprehensive introduction to human neuropsychology structured to provide students with a basic understanding of the relationship between brain and behaviour. Topics covered will include foundations of neuropsychology, the structure of the nervous system, functional specialization of the brain, cognitive functions, and assessments of brain disorders.

Learning Outcome

CO1: Understand the basic terminology and clinic-neuropsychological concepts

CO2: Recognize the organization of the nervous system through a systematic review of researches carried out

CO3: Identify the structure of brain systems and associated cognitive functions

CO4: Integrate principles towards the understanding of brain disorders through reviewing disease models.

Unit-1
Teaching Hours:12
Introduction
 

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

Unit-2
Teaching Hours:12
Developmental Neuropsychology
 

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

Unit-3
Teaching Hours:12
Cognitive Neuropsychology
 

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

Unit-4
Teaching Hours:12
Neuropsychology of basic psychiatric conditions
 

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

Unit-5
Teaching Hours:12
Neuropsychological assessment
 

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

Text Books And Reference Books:

Kandel, E.R. Schwartz, J.H. &Jessel, T.M. (2000). Principles of neural science (4th .ed.), McGraw-Hill.

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

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

Essential Reading / Recommended Reading

 Walsh K. (2008). Neuropsychology. B.I. Churchill Livingstone Pvt. Ltd

Evaluation Pattern

CIA (CONTINUOUS INTERNAL ASSESSMENT)    

CIA I –Written Assignment /Individual Assignment  - Total Marks 20    

CIA II – Mid Semester Examination                        - Total marks 50           

CIA III –Activity-based Assignment                        - Total marks 20

CIA I + II + III                                           = 90 /100 = 45/50

Attendance                                                 = 5 marks

  Total                                                    = 100 = 50

 

End Semester Examination: Total Marks=100=Reduced to 50; 3 hours 

Question paper pattern

 Section A   Brief, concepts, definitions, applications    2 marks x 10 = 20

 Section B   Short Answers: Conceptual/Application     5 marks x 4   = 20

 Section C   Essay Type: Descriptive/Conceptual        15 marks x 3 = 45

 Section D   Compulsory: Case Study (Application)     15 X 1 = 15

PSY551 - PSYCHOLOGICAL RESEARCH METHODS AND ASSESSMENT-I (2020 Batch)

Total Teaching Hours for Semester:30
No of Lecture Hours/Week:2
Max Marks:100
Credits:2

Course Objectives/Course Description

 

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

Learning Outcome

CO1: Apply the knowledge of basic research and literature review methods in psychology to develop a research idea and proposal

CO2: Develop, present, and defend a research proposal following APA and ethical guidelines

CO3: Administer psychological scales to a subject, make interpretations and draw conclusions based on the norms given in the manual

Unit-1
Teaching Hours:12
Introduction to research in Psychology
 

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

Unit-2
Teaching Hours:12
Proposal Writing
 

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

Unit-3
Teaching Hours:6
Psychological testing
 

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

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

Text Books And Reference Books:

Cohen, R. J., & Swerdlik, M. E. (2013). Psychological testing and assessment: an introduction to tests and measurement. Eighth edition. McGraw-Hill Education.

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

Essential Reading / Recommended Reading

American Psychological Association. (2020). Publication manual of the American Psychological Association (7th Ed.).https://doi.org/10.1037/0000165-000

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

Evaluation Pattern

Continuous Internal Evaluations (CIAs) – 100 Marks

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

SOC531 - METHODS OF SOCIAL RESEARCH (2020 Batch)

Total Teaching Hours for Semester:60
No of Lecture Hours/Week:4
Max Marks:100
Credits:4

Course Objectives/Course Description

 

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.

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.

Course Objectives: 

1. To understand the philosophical basis of research methodology

2.      To understand the logic of research design and to experience data analysis

3.      Enable them to understand the current methodological debates and issues in qualitative and quantitative research

 4.      To provide skills required for professional social scientists by having cognitive, practical and key skills in research methodology.

Learning Outcome

CO1: Discuss the philosophical basis of research methodology

CO2: Examine the logic of research design

CO3: Undertake data analysis

CO4: Explore the current methodological debates

CO5: Analyse contemporary issues in qualitative and quantitative research

CO6: Conceptualize, design and carry out a research project on their own

Unit-1
Teaching Hours:15
Social Research : An Introduction
 

  1. Social Research : Meaning and Characteristics
  2. Human inquiry and science
  3. Paradigms, theory and social research
  4. Ethical issues in Social Research
  5. Types of Social Research – Qualitative and Quantitative
Unit-2
Teaching Hours:15
The Structure of Inquiry
 

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
 

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
 

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
 

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 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

SOC541A - ANALYSIS OF CONTEMPORARY SOCIAL PROBLEMS (2020 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 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

Learning Outcome

CO1: Examine major Sociological perspectives and to distinguish between micro and macro level social pathology.

CO2: Explain how social problems interact and react with the larger society and how it affects individual life.

CO3: Exhibit problem solving strategies, social consciousness, thinking skills.

Unit-1
Teaching Hours:10
Sociological Analysis of Social Problems
 

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
Population and Health and other social problems
 

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
Development Caveats
 

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
Human Rights Issues
 

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:

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

  1. Jayaram N and Satish Saberwal (eds.). (1996). Social Conflict. OUP.
  2. Neha Gupta and Aggarwal, N.K.(2012). Child Abuse. Delhi Psychiatry Journal Vol. 15 No.2.
  3. Preston PW. (2001). Development Theory. Blackwell Publication.
  4. Sharma, R.N. (2003). Involuntary Displacement: A few encounters, Economic and Political Weekly, March 1: 907-912..
  5. Wrr, Joop W de. (2002). Urban poverty alleviation in Bangalore: Institutional and Community-Level Dilemmas.

Visual Texts

  1. Bhatia D, Mathur P & Berghell (2009), Nero’s Guests: The Age of Inequality.
  2. Demme.J & Saxon E, (1993), Philadelphia.
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 (2020 Batch)

Total Teaching Hours for Semester:60
No of Lecture Hours/Week:4
Max Marks:100
Credits:4

Course Objectives/Course Description

 

Course Description:

 

 This course 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:

 

This course will help the students to

·       To acquire basic knowledge and understanding of the importance of ecology.

·       To understand the various discourses and the pioneering works in this area

·       To familiarize with different environmental issues and levels of activism required for public policy.   

Learning Outcome

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
 

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
 

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
 

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
 

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.

 

SOC541D - SOCIOLOGY OF EDUCATION (2020 Batch)

Total Teaching Hours for Semester:60
No of Lecture Hours/Week:4
Max Marks:100
Credits:4

Course Objectives/Course Description

 

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:

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

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

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

 

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

Learning Outcome

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
Basic and critical themes in Sociology of Education
 

1.                       Sociological Approaches towards Education

a.      Durkheim (Solidarity and social integration), Merton (Self-fulfilling Prophecy)

b.      Agent of Socialisation and role in stratification

c.       Dominant Ideology

2.                       Education, Social reproduction and the question of Cultural capital- Pierre Bourdieu’s interventions

3.                     Structural inequality and Education

4.                     Gender and Hidden Curriculum

Unit-2
Teaching Hours:15
Education in the Indian context
 

1.      Colonialism, Reform and Nationalism

a.      Charles Grant, The Orientalist-Utilitarian Debates

b.       Chartered act (1813), The Macaulay’s Minute and the Indian Education Act (1835), The Wood’s Despatch

2.           Education in Pre-colonial India- Excerpts from the “Beautiful Tree”

3.           Post-independence education commissions- an overview

4.           Issues of inequality, Gender and Child labour

5.           Right to Education and other policies, programmes

Unit-3
Teaching Hours:15
Globalisation and Education
 

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 

Unit-4
Teaching Hours:15
Alternative forms of education
 

1.      “Totto-chan: The Little Girl at the Window” by Tetsuko Kurayonagi

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 Sarojini Vittachi.

Text Books And Reference Books:

Basu, Aparna. (1981). “The Origins and Operations of the Indian Education System, 1757-1947.” In Essays in the History of Indian Education, 1–27. New Delhi: Concept Publishing Company.

Bellantine, Jeanne H and Joan Z Spade (2012). Schools and Society: a sociological approach to education. Los Angeles: Sage.

Bourdieu, Pierre (1973). “Cultural Reproduction and Social Reproduction”, in Brown, Robert (ed.) Knowledge, Education and Cultural Change. London: Tavistock.

Kingdon, Geeta Gandhi. (2016). The emptying of public schools and growth of private schools in India, Centre for Civil Society.

Lynch, Kathleen. (2008) “Equality in Education”.  Studies: An Irish Quarterly Review Vol. 90, No. 360. pp. 395-411.

Madan, Amman. (2019). Education and Modernity: Some Sociological Perspectives Bhopal: Eklavya.

Mohanty, Ajit K et al (2009). Multilingual Education for Social Justice. Hyderabad: Orient Blackswan.

Nambissan, Geetha B. and Srinavasa Rao ed. (2013). Sociology of Education in India: Changing Contours and Emerging Concerns. New Delhi: OUP.

Rao, S. S. (2008). “India's Language Debates and Education of Linguistic Minorities." Economic and Political Weekly,, 43(36), 63-69.

 

Sen, Rahul and Bhattacharya DK, 1991. Education in India, Indian Anthropologist 21 (2), 67-74.

Skutnabb-Kangas and Tove (2000). Linguistic Genocide in Education or Worldwide Diversity and Human Rights. New Delhi: Orient Longman.

Velaskar, Padma. (1990). “Unequal Schooling as a Factor in the Reproduction of Social Inequality”. in India. In Sociological Bulletin, Vol. 39, No.1/2. 131-145

Vittachi, Sarojini and NerrajaRaghavan (2007). Alternative Schooling in India. London, New Delhi: Sage.

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.

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 (2020 Batch)

Total Teaching Hours for Semester:0
No of Lecture Hours/Week:0
Max Marks:100
Credits:2

Course Objectives/Course Description

 

Course Description:

This course along with the SOC681 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.

Learning Outcome

Course Learning Outcome:

By the end of this course, students will be able to:

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
 

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 research 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

EST631 - INTRODUCTION TO WORLD LITERATURES (2020 Batch)

Total Teaching Hours for Semester:75
No of Lecture Hours/Week:5
Max Marks:100
Credits:4

Course Objectives/Course Description

 

Course Description: This paper is informed by David Damrosch’s understanding that world literature is not a canon of Western master works but a mode of cross cultural reading. So the selection reflects similar themes of gender, race, being responsible citizen in oppressive conditions which the students have encountered in their earlier semester. While these themes have been discussed earlier in specific nationalistic contexts, this paper draws on that awareness and brings in comparative approach for analysis.

 

Objectives:

To introduce students to methods of studying literature and culture across national and linguistic boundaries

 

To understand the nature and function of literature from global perspective

Learning Outcome

CO1: Display a basic understanding of historical and cultural contexts of world literatures

CO2: To identify and respond to the ways in which literary texts from diverse cultures, time are interconnected

CO3: Compare and contrast significant similarities and differences between various literary forms, periods, histories in both western and non-western writings

CO4: Will demonstrate tools of literary analysis including appropriate literary terminology for writing analysis of the texts

CO5: Will be able to examine reading experiences, culture from multiple frames of references, specifically frames that define world literatures

CO6: To enhance textual appreciation and writing skills

Unit-1
Teaching Hours:10
Unit 1
 

--

Unit-2
Teaching Hours:20
Poetry
 

--

Unit-3
Teaching Hours:20
Unit 3
 

--

Unit-4
Teaching Hours:10
Play
 

--

Text Books And Reference Books:

·          ‘Frames for World Literatures’, David Damrosch

 

·         Essays on Art, Literature – Tolstoy, Nabakov, Naipaul, Borges

·         Anna Akhamatova – Requiem (Russia)

·         Constantine Cavafy – The City (Greek)

·         Rainer Maria Rilke – Spanish dancer (Czech Republic)

·         Nazik al-Mala'ika - Love Song for Words (Iraq)

·         Imtiaz Dharkar – Purdha I (Pakistan)

·         Ashraful Musaddeq - Cyber Love (Bangladesh)

·         Miriam Wei Wei Lo - Bumboat Cruise on the Singapore River (Singapore)

·         Octavio Paz - Listen to the Rain

 

·         Federico Garcia Lorca - City that Does Not Sleep

Fyodor Dostoevsky – Notes From the Underground

 

Che Guevara - The Motorcycle Diaries

Sophocles – Antigone 

 

 

 

Essential Reading / Recommended Reading

Amichai, Yehudi. The Slected Poetry of Yehuda Amichai. USA: University of California, 1996. . Print.

“Even A Fist Was Once an Open Palm With Fingers” the Selected Poetry of Yahudi AmichaiPoetry in Translation Trans. Bloch, Chana and Mitchell, Stephen.

 http:// www-english.tamu.edu/pers/fac/myers/default.html. Web.

Arendt, Hannah. Eichmann in Jerusalem. New York: Viking, 1963.

Bauman, Zygmunt,Life in Fragments: Essays in Postmodern Morality, Oxford: Blackwell. Print.

Calvino, Italo, The Literature Machine. London: Vintage, 1987. Print.

Cargas, Harry James, ed. Telling the Tale: A Tribute to Elie Wiesel – Saint Louis.

Damrosch, David. What is World Ltierature? Princeton University Press, 2003. Print.

Eco, Umberto,The Role of the Reader.Bloomington: Indiana University Press.

Eco, Umberto, On Literature. London: Vintage, 2005. Print.

Farah, Nuruddin. Links. Penguin.Yesterday, Tomorrow: Voices from the Somali Diaspora. London and New York, Cassell, 2000. Print.

Forsdick, Charles. “‘Worlds in Collision:’The Languages and Locations of World Literature”.  A Companion to Comparative Literature. Eds. Ali Behdad and Dominic Thomas. Oxford: Blackwell, 2011. 473–89. Print

Fromm, Erich. Escape from Freedom. New York: Rinehart, 1941. Print.

Ghosh, Amitav. Sea of Poppies. Macmillan.A Guide to twentieth-century literature in English. Ed. Harry Blamires. London; New York: Methuen, 1983. Print.

Lifton, Robert J.  The Nazi Doctors: Medical Killing and the Psychology of Genocide. New York: Basic, 1986.Print.

M. Hollington, Günter Grass: The Writer in a Pluralist Society.  1980.Print.

Moretti, Franco. “Conjectures on World Literature,” New Left Review 1 (January–February2000): 54-64. Print.

Victor Frankl, From Death-Camp to Existentialism. New York: Alfred A. Knopf, 1979.

 

Villet, John. The Theatre of Bertolt Brecht, A Study from Eight Aspects. Print.

Evaluation Pattern

CIA 1 and 3: Tests on prescribed texts. Five marks are reserved for active classroom participation.

 

Question Paper Pattern

Mid Semester 

 

 

Number of

questions

Number of

questions to

be answered

 

Marks

Total

marks

Section A

One compulsory

annotation

6

4

5

20

Section B

4

3

10

30

 

 

 

 

50

 

End Semester 

 

 

5x20 =100 choosing one question each from Poetry, Drama, Essay & Novel and one additional question.

EST641A - CULTURAL STUDIES (2020 Batch)

Total Teaching Hours for Semester:60
No of Lecture Hours/Week:4
Max Marks:100
Credits:04

Course Objectives/Course Description

 

  • To provide the opportunity to develop and critically apply knowledge
  • To understand theoretical and critical debates and key historical developments in Cultural Studies

Learning Outcome

CO1: Create awareness of approaches to reading cultures and society

CO2: Demonstrate cross-cultural sensitivity

CO3: Understand of the contexts which influence the relationship between spatiality and cultural studies

Unit-1
Teaching Hours:10
Introduction
 

Ashis Nandy, The Twentieth Century:  The Ambivalent Homecoming of Homo Psychologicus

Henry Giroux, et al.  “The Need for Cultural Studies: Resisting Intellectuals and Oppositional Public Spheres”

Richard Howells “Semiotics”

Roland Richard Howells “Ideology”

CSCS. “Femininity -Masculinity”

CSCS. “Imagining the Nation”

Unit-2
Teaching Hours:15
City
 

Ravi S. Vasudevan. “The Cities of Everyday Life”

Nitin Govil. “The Metropolis and Mental Strife: The city in science fiction cinema”

Joy Chatterjee. “Long Bus Drive”

Veena Das. “Violence and Translation”;

Rana Dasgupta. “The Face of the Future: Biometric surveillance and progress”

Shuddhabrata Sengupta. “Everyday Surveillance: ID cards, cameras and the database of ditties”

Sam de Silva. “Blind Intelligence”

David Lyon. “Surveillance: After September 11, 2001” 

---  “Urban Transformations and Media Piracy”

---- “Obscenity, Decency and Morality”

Unit-3
Teaching Hours:15
Cinema
 

Pramod Nayar, “Screen Culture”

Ashis Nandy. “Introduction: Indian Popular Cinema as the Slum’s Eye View of Politics”

 

Unit-4
Teaching Hours:10
Cyber culture
 

Warwick Mules. “Cyberculture”

Mark Poster. “Postmodern Virtualities”

Manuel Castells “The Network Society and Organizational Change”

Manuel Castells “Identity in the Network Society”

 

Unit-5
Teaching Hours:10
Research method in cultural studies
 

Research method in Cultural Studies

Text Books And Reference Books:

Course pack compiled by the Dept of English, Christ University, for private circulation

Essential Reading / Recommended Reading

Barthes, Roland. Mythologies.Trs Annette Lavers. London: Vintage, 1993. Print.

Castells, Manuel “The Network Society and Organizational Change.” Conversations with History Institute of International Studies, UC Berkeley, 2001. Print.

---  “Identity in the Network Society.” Conversations with History Institute of International Studies, UC Berkeley, 2001. Print.

CSCS. “Femininity – Masculinity”  http://courses.cscsarchive.org/courses/ugdip05/paper1/mod8/ >

--- “Imagining the Nation”. Web. <http://courses.cscsarchive.org/courses/ugdip05/paper1/mod5/>

---. “Legal Identity and Culture”. Web. <http://courses.cscsarchive.org/courses/ugdip05/paper1/mod9/>

Giroux, Henry, David Shumway, Paul Smith, and James Sosnoski, “The Need for Cultural Studies: Resisting Intellectuals and Oppositional Public Spheres”. http://theory.eserver.org/need.html. Web.

Howells, Richard. Visual Culture. Cambridge: Polity, 2003.Print.

Liang, Lawrence. “Obscenity, Decency and Morality” http://courses.cscsarchive.org/courses/ugdip05/paper%202/mod%206/.Web.

Liang, Lawrence. “Urban Transformations and Media Piracy” http://courses.cscsarchive.org/courses/ugdip05/paper%202/mod%2010/.Web.

Liang, Lawrence. “The Black and White (And Grey) of Copyright.”. ‘World Information City’.  Bangalore: 14-20 Nov 2005, p 2. Print.

Lyotard, Jean-Francois. The Postmodern Condition: A Report on Knowledge. University of Minnesota Press, 1985. Print.

Mark Poster. The Second Media Age Blackwell 1995 http://www.hnet.uci.edu/mposter/writings/internet.html. Web

Mulvey, Laura. “Visual Pleasure and Narrative Cinema” (1975) http://www.nwe.ufl.edu/~lhodges/vpnc.html. Web.

Nandi, Ashish ed. The Secret Politics of Our Desires: Innocence, Culpability and Indian Popular Cinema. Delhi: OUP, 1998. Print.

Nayar, Pramod K. Reading Culture: Theory, Praxis, Politics. New Delhi: Sage, 2006. Print.

Ramanujan, A.K “Introduction” Folktales from India, New Delhi: Penguin, 1994.Print.

Thwites, Tony, Lloyd Davis, and Warwick Mules. Introducing Cultural and Media Studies: A Semiotic Approach. New York: Palgrave, Rpt 2005. Print.

Vasudevan, Ravi S. et al. SARAI Reader 02. Delhi/Amsterdam: SARAI, 2002. Print.

 

 

Evaluation Pattern

 

Examination and Assessment

 

 CIA 1: Class Test

 

CIA 2: Mid-Sem Exam for 50 marks

 

CIA 3: Class Presentations / Submissions

 

 

 

End Semester: Exam for 100 marks

 

There will be a written end-semester exam for 100 marks whereby the students will assessed on the basis of their understanding of the basic concepts discussed in the class.

 

EST641B - INTRODUCTION TO ENGLISH LANGUAGE TEACHING (2020 Batch)

Total Teaching Hours for Semester:60
No of Lecture Hours/Week:4
Max Marks:100
Credits:04

Course Objectives/Course Description

 

  • To demonstrate a thorough grasp of the main phonological, lexical, syntactical, and other aspects of English, with particular reference to its roles as a means of communication.
  • Predict with reasonable accuracy the learning needs of any group of learners and to modify and update such a needs analysis in the light of observation and testing.
  • Write instructional objectives and prepare appropriate lesson plans.
  • Discuss intelligently lesson forms.
  • Monitor his or her effectiveness as a teacher of English to speakers of other languages.
  • Introduce and nurture familiarity with current methodology.
  • Foster awareness of language structures and ability to teach English language skills (grammar, speaking, listening, reading, writing and pronunciation) .
  • Explore a variety of textbooks and teaching materials; determine how to best utilize these within a curricular framework.
  • Review and practice developing and using a variety of assessment instruments
  • Practice implementing new techniques and materials.

Learning Outcome

CO1: Ability to use theoretical knowledge of various schools of thoughts to understand principles of language learning and teaching

CO2: Ability to create lesson plans with clear outcomes and well defined strategies for teaching

CO3: Ability to develop tasks and activities for reading, writing, speaking, listening, grammar and vocabulary

Unit-1
Teaching Hours:10
Introduction
 

General Linguistics: the science of language; describing language; the functions of language; the structure of language; Linguistics; psycholinguistics; sociolinguistics.

Phonetics and Phonology: the international phonetic alphabet; phonetic transcription; articulatory phonetics; word and sentence stress; vowel sound and articulation of vowels and diphthongs; intonation patterns; presenting the sounds of English to learners; remediation; mother tongue influence and accent neutralization.

Linguistics/ Phonetics and Language Teaching

Unit-2
Teaching Hours:15
Language Acquisition/ Learning theories
 

B.F.Skinner, Noam Chomsky, Vygotsky, Krashen, Jean Piaget ( in detail)

Factors affecting Second language acquisition.

Unit-3
Teaching Hours:15
Skills
 

Receptive Skills: reading and listening materials; reasons and strategies for reading; reading speed; intensive and extensive reading and listening; reading development; reasons and strategies for listening; listening practice materials and listening development.

Productive Skills: speaking and writing; skimming, scanning, taking notes from lectures and from books; reasons and opportunities for speaking; development of speaking skills; information-gap activities; simulation and role-play; dramatization; mime-based activity; relaying instructions; written and oral communicative activities.

Vocabulary: choice of words and other lexical items; active and passive vocabulary; word formation; denotative, connotative meanings.

Unit-4
Teaching Hours:20
Application
 

Testing and Assessment: value of errors; problems of correction and remediation; scales of attainment.

Lesson Planning: instructional objectives and the teaching-learning process; writing a lesson plan; the class, the plan, stages and preparation; teacher-student activities; writing concept questions; teacher-student talking time; classroom language; class management and organization.

Text Books And Reference Books:

Essential Reading / Recommended Reading

 

Bailey, Richard W. Images of English. A Cultural History of the Language. Cambridge:

CUP, 1991. . Print.

Bayer, Jennifer. Language and social identity. In: Multilingualism in India. Clevedon:              Multilingual Matters Ltd: 101-111. 1990. Print.

Cheshire, Jenny. Introduction: sociolinguistics and English around the world. In Cheshire: 1-12. 1991.Print.

Crystal, David. The Cambridge Encyclopedia of the English Language. Cambridge: CUP. 1995. Print.

Ellis, R. Understanding Second Language Acquisition. Oxford:OUP. 1991.Print.

Gardner, R.C. Social Psychology and Second Language Learning. The Role of Attitude and Motivation. London: Edward Arnold Ltd. 1985.Print.

Holmes, Janet. An Introduction to Sociolinguistics. London: Longman Group UK Ltd. 1992.Print.

Kachru, Braj B. The Indianization of English. The English Language in India. Oxford: OUP. 1983. Print.

Loveday, Leo. The Sociolinguistics of Learning and Using a Non-Native Language. Oxford: Pergamon Press Ltd. 1982. Print.

Richards Jack C.Curriculum Development in Language Teaching. Cambridge University Press. 2001.Print.

Richards Jack C. and Rodgers Theodore S. Approaches and Methods in Language Teaching. Cambridge University Press.1986. Print.

Richards Jack C. and Graves Kathleen. Teachers as course developers. Cambridge University Press.1996. Print.

Webster's Encyclopedic Unabridged Dictionary of the English Language. (2nd ed.) New York: Gramercy Books. 1996. Print.

Widdowson, H G. Teaching Language as Communication. Oxford University Press.1978. Print.

Essential Reading / Recommended Reading

Bailey, Richard W. Images of English. A Cultural History of the Language. Cambridge:

CUP, 1991. . Print.

Bayer, Jennifer. Language and social identity. In: Multilingualism in India. Clevedon:              Multilingual Matters Ltd: 101-111. 1990. Print.

Cheshire, Jenny. Introduction: sociolinguistics and English around the world. In Cheshire: 1-12. 1991.Print.

Crystal, David. The Cambridge Encyclopedia of the English Language. Cambridge: CUP. 1995. Print.

Ellis, R. Understanding Second Language Acquisition. Oxford:OUP. 1991.Print.

Gardner, R.C. Social Psychology and Second Language Learning. The Role of Attitude and Motivation. London: Edward Arnold Ltd. 1985.Print.

Holmes, Janet. An Introduction to Sociolinguistics. London: Longman Group UK Ltd. 1992.Print.

Kachru, Braj B. The Indianization of English. The English Language in India. Oxford: OUP. 1983. Print.

Loveday, Leo. The Sociolinguistics of Learning and Using a Non-Native Language. Oxford: Pergamon Press Ltd. 1982. Print.

Richards Jack C.Curriculum Development in Language Teaching. Cambridge University Press. 2001.Print.

Richards Jack C. and Rodgers Theodore S. Approaches and Methods in Language Teaching. Cambridge University Press.1986. Print.

Richards Jack C. and Graves Kathleen. Teachers as course developers. Cambridge University Press.1996. Print.

Webster's Encyclopedic Unabridged Dictionary of the English Language. (2nd ed.) New York: Gramercy Books. 1996. Print.

Widdowson, H G. Teaching Language as Communication. Oxford University Press.1978. Print.

Evaluation Pattern

Testing Pattern

The students will have to take a semester end examination of 50 marks for 2 hours. They will be assessed for the other 50 marks on a submission of a report and a viva-voce based on the work done by them individually in terms of research or field study.

CIA 1 will be based on demonstration classes taking into consideration classroom aids, teaching methodology and activities.

CIA 3 will be based on blog articles written by students, classroom presentations will also be part of this cia.

Mid Semester Exam

 

Case Study for 50 marks

 

End Semester Exam

Project Work for 100 marks. The project will be practice oriented. Students will earn their marks by preparing or designing a set of course materials for teaching a target adult learner group. The course materials maybe presented in the forms of text books, workbooks, worksheets, audio/cd tapes; visual aids (charts, pictures, cds etc.)

 

EST641C - INTRODUCTION TO SHORT STORY (2020 Batch)

Total Teaching Hours for Semester:60
No of Lecture Hours/Week:4
Max Marks:100
Credits:04

Course Objectives/Course Description

 

 ·     Course Description: This paper introduces the short story as a non-literary and literary form. The paper also tries to trace the evolution of short story form and critically appreciate important practitioners of short story as a literary form across the world.

Objectives:

·       To understand short story as a non-literary and literary form

·       To read short stories in an analytical manner

·       To use critical vocabulary while discussing/writing about short stories

Learning Outcome

CO1: Recognize the different elements of short story and Write about short stories using the rhetoric of fiction

CO2: Course would help students to engage with the genre in a more holistic manner (In reading stories as literary and non-literary form)

CO3: Students would acquire basic prerequisites to do analysis of short stories academically

CO4: The course will ensure the use critical vocabulary in the process of analysis of stories

Unit-1
Teaching Hours:10
Introduction to short story
 

·         Different forms of short story – non-literary and literary; brief history of short story

·         Elements of short story

Unit-2
Teaching Hours:20
Story telling before the emergence of short story
 

·         Origin myths – Greek, Nigerian, Indian, Inca

·         Fairy tales – 5 versions of Cinderella – Chinese, German, Kannada, English, Scottish

·         Folk tales – selection from The Flowering Tree and Other Stories

Unit-3
Teaching Hours:30
Modern short stories across the world
 

·         O. Henry – The Last Leaf

·         Amy Tan – A pair of Tickets

·         Tolstoy – How Much Land does a Man Need?

·         D. H. Lawrence- The Rocking – Horse Winner

·         Jamaica Kincaid – Girl

·         William Faulkner – A Rose for Emily

·         Gabriel Garcia Marquez – A very old man with enormous wings

·         Lalithambika  Antharjanam –  Admission of Guilt

·         Pratibha Ray – Salvation 

Text Books And Reference Books:

Course pack compiled by the Dept of English for private circulation

Essential Reading / Recommended Reading

Cassill, R V. The Norton Anthology of Short Fiction, New York: W.W.Norton & Company, 1995

Carle Bain, Jermoe Beaty,  J Paul Hunter, The Norton Introduction to Literature,  New York: W.W.Norton & Company, 1986

Wayne C Booth, The Rhetoric of Fiction, Penguin, 1991

Ann Charters, The Story and Its Writer: An Introduction to Short Fiction, Sixth Edition, Bedford/St. Martin’s, 2003.

Evaluation Pattern

 

Testing Pattern:

 

CIAs could be

 

·         reading a short story with a focus on structural elements

 

·         retelling a story from a different cultural perspective or to a different audience – to children or a children’s story to adult audience

 

·         converting a short story into a graphic novel form

 

Mid Sem Exam – 50 marks

 

·         Two hour exam, questions based on module I and II

 

·         5 questions to be answered from 8 questions 

 

·         10x5 = 50

 

End Sem Exam – 100 marks

 

·         Three hour exam, questions based on all modules

 

·         5 questions to be answered from 8 questions ; questions will not just test the comprehension of the elements of short story but the ability of the student to analyse, compare different stories – thematically/ structurally

 

·         20x5 = 100

 

EST641D - INTRODUCTION TO FILM STUDIES (2020 Batch)

Total Teaching Hours for Semester:60
No of Lecture Hours/Week:4
Max Marks:100
Credits:04

Course Objectives/Course Description

 

This introductory course to Film Studies aims to:

·         Enable students to appreciate, understand and read films as audio-visual texts.

·         Help students learn the key concepts of cinema and analyze films in a better light

·         Equip students  to read and write critically about and on films

·         Initiate them to the diverse forms and types of cinemas

Learning Outcome

CO1: Closely read films as audio-visual texts to understand the language and grammar of cinema

CO2: Appreciate and analyze films using the concepts

CO3: Recognize and understand the processes of production and reception of films over the years

Unit-1
Teaching Hours:10
Film as an Art
 

o   Nature of Art

o   Ways of Looking at Art

o   Film and the Other Arts

o   Structure of Art

o   Narrative

o   Character

o   Point of View

Unit-2
Teaching Hours:10
Film Aesthetics : Formalism and Realism
 

o   Mise-en-scene

o   Mise-en-shot

Unit-3
Teaching Hours:10
Film Authorship
 

o   Filmmakers

o   Auteurs

Unit-4
Teaching Hours:10
Film Genres
 

o   Defining genres

o   Theory

o   Problems

Unit-5
Teaching Hours:10
Non-fiction films
 

o   Documentary

Unit-6
Teaching Hours:10
Film Reception
 

o   Review

o   Evaluation and Criticism

Text Books And Reference Books:

Films will be screened regularly to explain the concepts to students. The films screened will be the primary texts and not mere contexts to teach the concepts. Therefore due importance will be given to all the films selected for the paper.

Texts for detailed reference

How to read a Film – James Monaco

Understand Film Studies – Warren Buckland

Essential Reading / Recommended Reading

How to read a Film – James Monaco

Film Art: An Introduction - David Bordwell and Kristin Thompson

Introduction to Film Studies – Jill Nelmes

Cinema Studies: Key Concepts – Susan Hayward

Short Guide to Writing about Film – Timothy Corrigan

Evaluation Pattern

Description of the CIA:

CIA I:   A class test based on audio-visual clippings from movies and film posters - 20 marks

The class test will help assess their understanding of the basic concepts and their application in the respective films.

 

·         CIA II:  Mid-semester examination – 50 marks

Question paper pattern -

Section A:  4 x 5 – 20 marks

Section B: 10 x 3 – 30 marks

 

·         CIA III: Reflective journal / scrapbook using fact finder model to read and closely analyze the films of any one filmmaker or study any movement in film history – 20 marks

This will be intimated to them at the beginning of the course so that the CIA submission will be a cumulative of their work throughout the semester. This will help them closely study the features of a movement or films of any one filmmaker off their choice.

 

Objectives of the CIA: To enable students to critically apply knowledge (theoretical) in the understanding of the films and thereby read the films as audio-visual texts to understand their signification clearly.

 

End-Semester Exam: Written examination - 100 marks

Question paper pattern -

Section A: 4 x 5 – 20

Section B: 4 x 20 – 80

 

 

 
     
 

EST641E - ECOLOGICAL DISCOURSES AND PRACTICES (2020 Batch)

Total Teaching Hours for Semester:60
No of Lecture Hours/Week:4
Max Marks:100
Credits:4

Course Objectives/Course Description

 

Description: This paper is conceptualised to address one of the pressing concerns of our times – Ecology. The paper gives an introduction to the various discourses that surround the ecological movements of the past and present and the ground work they have laid to avoid a perilous future. The paper also critically looks at certain cultural phenomenon like Anthropocentricism and emphasises the urgent need for Eco Activism and cultivation of an Ecological Self. Since the paper does not just aim at getting the students familiarised with theory, it also includes field visit as an integral part.

 

Objectives:

  • To help students understand the complex and various representations of nature in literature and other cultural artefacts
  • To explore an interdisciplinary engagement with Ecology and introduce ecological concerns to the student of English Studies
  • To examine diverse contexts and concerns in the field
  • To promote ecological consciousness
  • To acknowledge field work-based learning as an important academic practice

Learning Outcome

CO1: Analyse the different debates and discourses on ecology

CO2: Understand the role of us in responding to contemporary ecological crises

CO3: to develop a critical understanding of the nature, self and the urgent need to nurture an ecological self

Unit-1
Teaching Hours:10
Introduction
 

This unit introduces the students to the important debates in the field of ecology and familiarises them to the terms and concepts related to the field.

Nobody Was Supposed to Survive by Alice Walker

Terms and Concepts: Altruism, Ecology, Environment, Biodiversity, Biocentrism, Anthropocentricism, Conservation, Climate Change, Cloning, Food Chain, Carbon Food Print, Ecosystem, Eco-psychology, Ecofeminism, Ecocriticism, Environmental Ethics, Environmental Philosophy, Gaia Theory, Deep Ecology, MOVE, Behavioural Ecology, Genetics, Habitats and Niches, Biomes, Political Ecology, Postmodern Environmentalism, Sustainability, Symbiosis, Environmental Overkill, Ecocreation, Eco-Warrior, Social Ecology, Ecotopian Discourse, Ecological Philosophy, Ecological Self, Romanticism, Utilitarianism

The ECOLOGY OF AFFLUENCE:

The significance of Silent Spring – how a book by a woman scientist changed the world; The Environmental Debate – Science and the discourse of ecological crisis; The Environmental Movement – Environmental Action in Europe and the United States; Radical American Environmentalism – the competing claims of Deep Ecology and Environmental Justice; The German Greens – how a protest movement became a political party.

Unit-1
Teaching Hours:10
THE SOUTHERN CHALLENGE
 

The postmaterialist hypothesis is challenged; The Environmentalism of the poor – Social Action among the desperately disadvantaged in the Third World; An India/Brazil Comparison – ecological degradation and environmental protest in two large and important countries; A Chipko/Chico Comparison – the parallels between two famous forest movements; Redefining Development – bringing back nature and the people

William Cronon's The Trouble with Wilderness; or, Getting Back to the Wrong Nature

Unit-2
Teaching Hours:10
A History of Anthropocentric Cultural Practices
 

This section introduces the students to the root of the problem in our conception of culture and development and how it impacts our ecology.

 

· Unearthing the Roots of Colonial Forest Laws: Iron Smelting and the State in Pre- and Early-Colonial India by Sashi Sivramkrishna

·  Flowering Tree – Introduction and Short Story by A. K. Ramanujam

· The Great Derangement by Amitav Ghosh

· Excerpts from The Sixth Extinction: An Unnatural History by Elizabeth Colbert

Unit-3
Teaching Hours:15
Eco Activism
 

This section presents students a selection of texts that bring cases and contexts of eco-activism from across the globe.

· “Integrated Study Needed for Ghats,” an interview with Professor Madhav Gadgil, by Lyla Bavdam

· “Protecting Urban Diversity” by Harini Nagendra

· Kolbert, Elizabeth. “The Lost World: Fossils of the Future”. The New Yorker, December 23, 2013. http://www.newyorker.com/magazine/2013/12/23/the-lost-world-3

· The One Straw Revolution: Introduction to Natural Farming by Masanobu Fukuoka

· Mother Forest: The Unfinished Story of CK Janu by CK Janu

Unit-4
Teaching Hours:10
Ecological Self
 

This section presents students with texts that argue for the need to have an ecological self as the only option to ensure a sustainable future.

·  Where I Lived, and What I Lived for, Excerpts from Walden by Thoreau

· “Greenspace: Tree Man” – by M J Prabhu

·  Irada by Aparnaa Singh

·  Haraway, Donna. “Playing String Figures with Companion Species” in Staying with the Trouble: Making Kin in the Chthulucene. Durham: Duke University Press, 2016 (9-29).

· McGregor, Fiona. Indelible Ink. Melbourne: Scribe, 2010.

Unit-5
Teaching Hours:15
Field Visits and Library work
 

Field visits are to enable the student to gain an experiential sense of biodiversity, forest life, and city ecology.

One hour of library work per week, adding up to 15 at the end of semester is part of the curriculum. This is aimed at enabling the student to freely explore the domain without any teacherly regulation.

Text Books And Reference Books:

·Bavadam, Lyla. “Integrated Study Needed for Ghats.” Interview with Madhav Gadgil. Frontline: 28 July, 2012. Print.

·Bindra, Prerna Singh. Voices in the Wilderness. Rupa & Co. 2010. Print.

·Benton, L.M. and J.R. Short. Environmental Discourse and Practice. Oxford. 1998. Print.

·Guha, Ramachandra. Environmentalism: A Global History. Longman. 2000. Print.

·Nagendra, Harini. “Protecting Urban Diversity.” The Hindu: Survey of Environment 2010: 7-30. Print.

·Ramanujam A.K. A Flowering Tree and Other tales from India. 1997. Print.

·Sivramakrishna, Sashi. “Production Cycles and Decline in Traditional Iron Smelting in Maidan, Southern India, C. 1750-1950: An Environmental History Perspective” Environment and History (2009): 163-97. Print.

Essential Reading / Recommended Reading

·Bavadam, Lyla. “Integrated Study Needed for Ghats.” Interview with Madhav Gadgil. Frontline: 28 July, 2012. Print.

·Bindra, Prerna Singh. Voices in the Wilderness. Rupa & Co. 2010. Print.

·Benton, L.M. and J.R. Short. Environmental Discourse and Practice. Oxford. 1998. Print.

·Guha, Ramachandra. Environmentalism: A Global History. Longman. 2000. Print.

·Nagendra, Harini. “Protecting Urban Diversity.” The Hindu: Survey of Environment 2010: 7-30. Print.

·Ramanujam A.K. A Flowering Tree and Other tales from India. 1997. Print.

·Sivramakrishna, Sashi. “Production Cycles and Decline in Traditional Iron Smelting in Maidan, Southern India, C. 1750-1950: An Environmental History Perspective” Environment and History (2009): 163-97. Print.

Evaluation Pattern

CIA II: A written test on Unit I

Mid Semester: Written test. 5 out of 7 to be answered. Maximum mark per question: 10.

CIA III: Field Work and Library work based assessment

End Semester: Written test. 5 out of 7 to be answered. Maximum mark per question: 20.

EST641F - REVISITING INDIAN EPICS (2020 Batch)

Total Teaching Hours for Semester:60
No of Lecture Hours/Week:4
Max Marks:100
Credits:4

Course Objectives/Course Description

 

General Description: This paper will re-visit the two popular Indian epics – the Mahabharata and the Ramayana. The Mahabharata and the Ramayana are not mere literary texts in India; no Indian reader reads them for the first time. As Prof Anantamurthy points out they function as languages and prompt new narratives in literary traditions.

The paper intends to read the critical discussions and creative re-presentations of the epics – The Mahabharata and the Ramayana. The essays will probe the posited meanings in the tellings of the epics. The other two modules will look at the creative interpretations, re-presentations of certain episodes, marginal characters from the epics.

As we read, discuss the re-visited tellings of the epics, we would need a specific telling to refer to. C Rajagopalachari’s telling of the Mahabharata, The Epic and The Ramayana can be considered as a reference point. Pertinent episodes can be read or discussed in class or if time permits the entire narrative can be read/discussed in class.      

 

Objective

  1. To study the two Indian epics and literary works based on them
  2. To understand the process of re-visioning a text
  3. To understand the contexts that prompts the re-visioning of an epic

Learning Outcome

CO1: To study the two Indian epics and literary works based on them

CO2: To understand the process of re-visioning a text

CO3: To understand the contexts that prompts the re-visioning of an epic

Unit-1
Teaching Hours:15
Essays
 

U. R. Ananthamurthy. “Towards the Concept of a New Nationhood: Languages and Literatures in India” ((Talk delivered at Institute of Physics, Bhubaneswar, India on 3 September, 2006)

Sheldon Pollock. “Ramayana and Political Imagination in India”, The Journal of Asian Studies, Vol. 52, No. 2 (May, 1993), pp. 261-297

 

V. S. Sukthankar. “The Mahabharata and its Critics”, On the Meaning of the Mahabharata.

 

Bimal Krishna Matilal. “Moral Dilemmas: Insights from Indian Epics”, Ethics and Epics: The Collected Essays of Bimal Krishna Matilal. New Delhi: OUP, 2002.

Unit-2
Teaching Hours:15
Ramayana
 

Sara Joseph’s Stories –Tr. VasantiSankranarayanan, Retelling the Ramayana: Voices from Kerala, New Delhi: Oxford Unviersity Press, 2005

 

S. Sivasekaram, “The nature of Stone: Ahalya” Tr. Lakshmi Holmstorm Ramayana Stories in Modern South India, compiled and edited by Paula Richman, Bloomington: Indiana University Press, 2008

 

Buddhadeva Bose, “The Example of Ram”, Tr. Sujit Mukherjee. The Book of Yudhisthir: A Study of the Mahabharata of Vyas. Hyderabad: Sangam Books, 1986.

Unit-3
Teaching Hours:20
Mahabharata
 

Bhima: Lone Warrier – M.T.Vasudevan Nair

Parva– S L Byrappa

Unit-4
Teaching Hours:10
Library Guided Reading
 

 15 hours of guided library reading.

Text Books And Reference Books:

Paula Richman.(ed) Many Ramayanas: The Diversity of a Narrative Tradition in South Asia. New Delhi: Oxford University Press, 1991

Nick Allen. “Just war in the Mahabharata” in The Ethics of War: Shared Problems in Different Traditions (eds) Richard Sorabji and David Rodin, Ahsgate. 2006/7

Bimal Krishna Matilal. “Krishna: In Defence of a Devious Divinity” & “The Throne: Was Duryodhana Wrong?” in Ethics and Epics edited by JonardanGaneri. New York: Oxford University Press, 2002

Velcheru Narayana Rao. “A Ramayana of their own: Women’s Oral Tradition in Telugu” in Paula Richman edsMany Ramayanas. Berkeley: University of California Press, 1991

Alf Hiltebietel. “The Epic of Pabuji” &  “Draupadi Becomes Bela, Bela Becomes Sati” in Rethinking India’s Oral and Classical Epics: Draupadi among Rajputs, Muslims, and Dalits. Chicago: The University of Chicago Press, 1999

Marie Gillsepie. “The Mahabharata: From Sanskrit to Sacred Soap. A case study of the Reception of Two Contemporary Televisual Versions” in “Reading audiences Young People and the Media” Manchester and New York: Manchester University Press, 1993

Laurie J. Sears. “Mysticism and Islam in Javanese Ramayana Tales”. Mandakranta Bose. The Ramayana Revisited. New York: Oxford University Press, 2004.

Julie B. Mehta. “The Ramayana in the Arts of Thailand and Cambodia”. Mandakranta Bose. The Ramayana Revisited. (New York: Oxford University Press, 2004.

KapilaVatsyayan. “The Ramayana Theme in the Visual Arts of South and Southeast Asia” in Mandakranta Bose. The Ramayana Revisited. New York: Oxford University Press, 2004.

Malashri Lal and NamitaGokhale. In Search of Sita: Revisiting Mythology. New Delhi: Penguin Books, 2009.

 

Essential Reading / Recommended Reading

Paula Richman.(ed) Many Ramayanas: The Diversity of a Narrative Tradition in South Asia. New Delhi: Oxford University Press, 1991

Nick Allen. “Just war in the Mahabharata” in The Ethics of War: Shared Problems in Different Traditions (eds) Richard Sorabji and David Rodin, Ahsgate. 2006/7

Bimal Krishna Matilal. “Krishna: In Defence of a Devious Divinity” & “The Throne: Was Duryodhana Wrong?” in Ethics and Epics edited by JonardanGaneri. New York: Oxford University Press, 2002

Velcheru Narayana Rao. “A Ramayana of their own: Women’s Oral Tradition in Telugu” in Paula Richman edsMany Ramayanas. Berkeley: University of California Press, 1991

Alf Hiltebietel. “The Epic of Pabuji” &  “Draupadi Becomes Bela, Bela Becomes Sati” in Rethinking India’s Oral and Classical Epics: Draupadi among Rajputs, Muslims, and Dalits. Chicago: The University of Chicago Press, 1999

Marie Gillsepie. “The Mahabharata: From Sanskrit to Sacred Soap. A case study of the Reception of Two Contemporary Televisual Versions” in “Reading audiences Young People and the Media” Manchester and New York: Manchester University Press, 1993

Laurie J. Sears. “Mysticism and Islam in Javanese Ramayana Tales”. Mandakranta Bose. The Ramayana Revisited. New York: Oxford University Press, 2004.

Julie B. Mehta. “The Ramayana in the Arts of Thailand and Cambodia”. Mandakranta Bose. The Ramayana Revisited. (New York: Oxford University Press, 2004.

KapilaVatsyayan. “The Ramayana Theme in the Visual Arts of South and Southeast Asia” in Mandakranta Bose. The Ramayana Revisited. New York: Oxford University Press, 2004.

Malashri Lal and NamitaGokhale. In Search of Sita: Revisiting Mythology. New Delhi: Penguin Books, 2009.

 

Evaluation Pattern

CIA I: A written assignment for 20 Marks

Mid Semester: Written test for 50 Marks

CIA III: Field Work and Library work based assessment

End Semester: Written test for 100 Marks

PSY631 - INDUSTRIAL AND ORGANIZATIONAL PSYCHOLOGY (2020 Batch)

Total Teaching Hours for Semester:60
No of Lecture Hours/Week:4
Max Marks:100
Credits:4

Course Objectives/Course Description

 

Course description: This course has been conceptualized to provide the learners with an overview of I/O Psychology by describing the various individual, group, and organizational processes/behaviour at work. This paper also intends at enhancing the understanding of the learner about the world of work and related concerns. The areas covered in the paper include recruitment, employee selection, training and development, performance appraisal, motivation, leadership, organizational communication, group behaviour, and culture. The paper will provide a scientific basis of human behaviour at work which will build a sound background towards the application of the learning acquired.

Learning Outcome

CO1: Identify the relevance of I/O Psychology at the workplace

CO2: Apply the understanding of theories and research findings in individual and group behaviour at work

CO3: Differentiate the processes involved in human resource planning and development

CO4: Evaluate the role of culture and effectiveness of communication in various organizational processes

Unit-1
Teaching Hours:12
Introduction
 

Definition, goals, key forces, and fundamental concepts, History of industrial psychology, Major Fields of I/O Psychology

Unit-2
Teaching Hours:12
Individual at workplace
 

Personality- Definition, personality traits relevant at the workplace, 

Motivation- Definition, Types, Application of theories of motivation at the workplace (early and contemporary theories)

Job satisfaction- Definition, Factors affecting Job Satisfaction, Consequences

Unit-3
Teaching Hours:12
Planning and Development of human resources
 

Job Analysis- Definition, Purpose, Types, Process, Methods, Recent Developments

Recruitment and Selection- Nature and objectives, Sources- Internal and External, Process, Definition and steps in the selection process

Performance Management- Definition, Scope, Process, Tools

Training and Development- Meaning and nature, Objectives, Methods- on the job and off the job, Training and Analysis

Unit-4
Teaching Hours:12
The Group
 

Group- definition, types, stages of group development, characteristics of groups

Group decision making, techniques of decision making

Teams- definition, types, the difference between groups and teams

Leadership - Definition, Leadership Styles, Approaches to Leadership

Unit-5
Teaching Hours:12
Communication and Organizational culture
 

Communication- definition, functions, process, types, barriers to effective communication

 Organizational Culture- definition, characteristics, strong v/s weak culture, positive organizational culture

Text Books And Reference Books:

Schultz, D. P., & Schultz, E. S. (2008). Psychology and Work today. New York: Mac Milan publishing company.

Robbins, S. P. & Judge, T.A.(2013). Organizational behaviour. Pearson Education.

Essential Reading / Recommended Reading

Singh, N. (2011). Industrial Psychology. Delhi, India:  TataMc Graw hill Education private limited.

Evaluation Pattern

CIA       CIA (Continuous Internal Assessment)-Total Marks- 50 

CIA-1: Activity-based Individual Assignment- 10 Marks 
CIA-2: Mid sem Exam-Case/Scenario-based Question- 25 Marks; Department level 
CIA-3: Individual Assignment- 10 Marks 
Attendance- 5 Marks 

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

Question paper pattern
Section A- (Short Answers) 02 marks x5Qs =10 Marks
Section B- (Essay Type) 10 marks x 3Qs = 30 Marks
Section C-(Compulsory: Case Study) 10 marks x 1Q =10 Marks

PSY641A - POSITIVE PSYCHOLOGY (2020 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 undergraduate students a strength-based approach in understanding human behaviour. Each unit is designed with personal mini-experiments which have personal implications. The course brings in an understanding about the basic principles of Positive Psychology. The significance of this course lies in orienting the students in applying these principles for self-regulation and personal goal setting. 

Learning Outcome

CO1: Explain basic assumptions, principles and concepts of positive psychology

CO2: Critically evaluate positive psychology theory and research

CO3: Apply positive psychology principles in a range of environments to increase individual and collective wellbeing

Unit-1
Teaching Hours:12
Introduction
 

Positive psychology: Definition; goals and assumptions; Relationship with health psychology, developmental psychology, clinical psychology Activities: Personal mini-experiments; Collection of life stories from magazines, websites, films etc and discussion in the class

Unit-2
Teaching Hours:12
Positive emotions, Well-being and Happiness
 

 Positive emotions: Broaden and build theory; Cultivating positive emotions; Happiness- hedonic and Eudaimonic; Well- being: negative v/s positive functions; Subjective well –being: Emotional, social and psychological well-being; Model of complete mental life Test: The positive and negative affect schedule (PANAS-X); The satisfaction with life scale (Diener et al, 1985); Practice ‘Be happy’ attitude

Unit-3
Teaching Hours:12
Self control, Regulation and Personal goal setting
 

The value of self-control; Personal goals and self-regulation; Personal goal and well-being; goals that create self-regulation; everyday explanations for self-control failure problems Activity: SWOT analysis

Unit-4
Teaching Hours:12
Positive Cognitive States and Processes
 

Resilience: Developmental and clinical perspectives; Sources of resilience in children; Sources of resilience in adulthood and later life; Optimism- How optimism works; variation of optimism and pessimism; Spirituality: the search for meaning(Frankl); Spirituality and well-being; Forgiveness and gratitude Test: Mental well-being assessment scale; Test: Signature strength

Unit-5
Teaching Hours:12
Applications of Positive Psychology
 

Positive schooling: Components; Positive coping strategies; Gainful employment Mental health: Moving toward balanced conceptualization; Lack of a developmental perspective. Activity: An action plan for coping Test: Brief COPE assessment scale

Text Books And Reference Books:

Baumgardner, S.R & Crothers, M.K.(2014). Positive Psychology. U.P: Dorling Kindersley Pvt Ltd.

Carr, A. (2004). Positive psychology, The science of happiness and human strengths.New York: Routledge.

Essential Reading / Recommended Reading

Singh, A.(2013).Behavioral science: Achieving behavioral excellence for success. New Delhi: Wiley India Pvt ltd.
Snyder, C.R. & Lopez, S.J. (2007). Handbook of positive psychology. (eds.). New York: Oxford University Press.

Evaluation Pattern

CIA       CIA (Continuous Internal Assessment)-Total Marks- 50 

CIA-1: Activity-based Individual Assignment- 10 Marks 
CIA-2: Mid sem Exam-Case/Scenario-based Question- 25 Marks; Department level 
CIA-3: Individual Assignment- 10 Marks 
Attendance- 5 Marks 

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

Question paper pattern
Section A- (Short Answers) 02 marks x5Qs =10 Marks
Section B- (Essay Type) 10 marks x 3Qs = 30 Marks
Section C-(Compulsory: Case Study) 10 marks x 1Q =10 Marks

PSY641B - MEDIA PSYCHOLOGY (2020 Batch)

Total Teaching Hours for Semester:60
No of Lecture Hours/Week:4
Max Marks:100
Credits:4

Course Objectives/Course Description

 

Course description: Media psychology is the application of psychological theory and research to the analysis of media and technology use, development and impact. The idea is that it will spark an interest where the student might want to continue future exploration in both the fields, Media and Psychology. The main purpose of this course is to provide students with an overview of the ways in which the media—primarily electronic media-affect the viewer psychologically. A second purpose is to examine how the science of psychology is presented in the media. An examination will be made of several psychological theories that help to explain media effects. A particular emphasis will be placed upon the following media psychology-related topics: Aggression, advertising, news, portrayals of minorities, emotion, and health behaviours. 

Learning Outcome

CO1: Identify the benefits of applying media psychology

CO2: Evaluate media, media contents, literacy and their psychological implications

CO3: Explain media applications in educational, entertainment, health services, commercial or public policy environments

CO4: Examine the implications of media sources, usage and processes on the cognitive, emotional, motivational, behavioural and social realms

Unit-1
Teaching Hours:12
Introduction to Media Psychology
 

What is Media Psychology; Implications; Understanding the history and emergence of Media Psychology; TV as an emotional medium. Media issues, misrepresentation, roles of media psychologists. Methods for studying media and psychology; Theory, Research and Application Theories of Media Psychology: Media character and enjoyment: Affective Disposition Theory (ADT), Simulation Disposition Theory (ST), Psychological Theory of Play

Unit-2
Teaching Hours:12
Psychological Process and Media
 

Media and Emotion: Three-factor Theory of Emotion and Empathy, Excitation Transfer Theory; Motivation: Approach and avoidance motivation and achievement goals. Self-determination theory and the facilitation of intrinsic motivation, social development, and wellbeing; Attention.  Attention and Television viewing, Media attention, media exposure, and media effects, Measuring attention to mediated messages; Cognitive processing of mediated message- Media effects: Advances in theory and research, Media, Mind and Brain, Media Withdrawal

Unit-3
Teaching Hours:12
Developmental Psychological Issues with Respect to Media
 

Young children and media – Socialization through media. Media use and influence during adolescence. Media violence, heroes, addiction, Aggression, Violence, Video Games, Cyber-Bullying & Fear: media and persuasion/body image, eating disorders and the media/media and advertising, Classical Conditioning and Advertising; Bandura’s Social Cognitive theory. Modelling and Operant Conditioning

Unit-4
Teaching Hours:12
Social Psychology of the Media
 

 Attitude Formation – Theories, cognitive dissonance, role of media in attitude formation  Persuasion  Prejudice; Gender representation in media, Representation of minority groups  Media representation of disability  Media representation of mental health  Audience participation and reality T.V. media and culture, Media and cultural contexts.

Unit-5
Teaching Hours:12
Trends in Media Psychology
 

Media and politics, media and the audience, celebrity and parasocial relationships; Audience participation media; Theory of Planned Behavior Action and Social norms-lifestyle concerns, global movements, social media, telehealth, sports, environment and climate change; Psychology of film analysis

Text Books And Reference Books:

Rutledge, P. B. (2013). Arguing for Media Psychology as a Distinct Field. In K. Dill (Ed.), Oxford Handbook of Media Psychology, Oxford University Press. 

Giles, D, (2010). Psychology of the Media. Palgrave Macmillan. 

Brewer, G, (2011). Media Psychology. Palgrave Macmillan.

Essential Reading / Recommended Reading

Chaffee, S. H., & Berger, C. R. (1987). What do communication scientists do? In C. R. Berger & S. H. Chaffee (Eds.), Handbook of communication science. Sage. 

Bandura, A. (2001). Social Cognitive Theory of Mass Communication. Media Psychology, 3(3), 265-299

Gee, J. P. (2007). What Video Games Have to Teach Us About Learning and Literacy (Revised & Updated) (2nd ed.). Palgrave Macmillan.

Giles, D. C. (2010). Psychology of the Media. Palgrave Macmillan.

Baym, Nancy  K. (2010). Personal Connections in the Digital Age.  Digital Media and Society Series. Polity.

 Weinschenk, S. M. (2009). Neuro Web Design: What Makes Them Click?. New Riders

Evaluation Pattern

CIA       CIA (Continuous Internal Assessment)-Total Marks- 50 

CIA-1: Activity-based Individual Assignment- 10 Marks 
CIA-2: Mid sem Exam-Case/Scenario-based Question- 25 Marks; Department level 
CIA-3: Individual Assignment- 10 Marks 
Attendance- 5 Marks 

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

Question paper pattern
Section A- (Short Answers) 02 marks x5Qs =10 Marks
Section B- (Essay Type) 10 marks x 3Qs = 30 Marks
Section C-(Compulsory: Case Study) 10 marks x 1Q =10 Marks

PSY641C - ARTIFICIAL INTELLIGENCE AND HUMAN-MACHINE INTERFACE (2020 Batch)

Total Teaching Hours for Semester:60
No of Lecture Hours/Week:4
Max Marks:100
Credits:4

Course Objectives/Course Description

 

Course description: This course has been conceptualized to help the learner understand the complex dynamics that underlie a human-machine interface, critically evaluate the design components and design an effective interface. This course helps introduce students to ways of thinking about how Artificial Intelligence will and has impacted humans, and how we can design interactive intelligent systems that are usable and beneficial to humans, and respect human values. 

Learning Outcome

CO1: Identify problems where artificial intelligence techniques are applicable

CO2: Apply selected basic AI techniques; judge applicability of more advanced techniques.

CO3: Critically evaluate existing interface designs and to improve them

CO4: Design user-centric interfaces keeping in mind cultural, environmental and individual factors

Unit-1
Teaching Hours:10
Introduction to Artificial Intelligence (AI) and Human Machine Interface (HMI)
 

 History and Classic studies, Introduction to Artificial Intelligence (AI) and Human Machine Interface (HMI), Types of Human Machine Interfaces; Artificial intelligence and computational approaches, Machine reasoning: Logical reasoning and decision making by machines., 

Unit-2
Teaching Hours:15
Human factors fundamentals
 

Sensation, Perception, Apperception
Information Processing
Working memory and situational awareness
Decision-making models

Unit-3
Teaching Hours:15
Design Guidelines and Design Thinking
 

Schneiderman’s eight golden rules of design
Norman’s model of interaction 
Nielsen’s ten heuristics 
Human Errors in HMI

Unit-4
Teaching Hours:10
Applications of HMI
 

Design for individual differences: Individuals with functional limitations, Design for Ageing, Design for children, connect psychological theories to underlying standards and heuristics in interface design, explain how knowledge of human characteristics affects the design of technical systems, ethical issues 

Unit-5
Teaching Hours:10
Applications of HMI
 

Applications of HMI: Health, Aviation, Artificial Intelligence; professionals in the field, challenges, Current trends and development

Text Books And Reference Books:

Dix, A., Dix, A. J., Finlay, J., Abowd, G. D., & Beale, R. (2003). Human-computer interaction. Pearson Education.

Norman, D. A. (1988). The psychology of everyday things. Basic books.

Guastello, S. J. (2014). Human factors engineering and ergonomics. Florida: Taylor & Francis Group.

Essential Reading / Recommended Reading

Amershi, S., Weld, D., Vorvoreanu, M., Fourney, A., Nushi, B., Collisson, P., Suh, J., Iqbal, S. T., Bennett, P., Inkpen, K., Teevan, J., Kikin-Gil, R., and Horvitz, E. (2019) Guidelines for Human-AI Interaction. 

Lazar, J., Feng, J. H., & Hochheiser, H. (2017). Research methods in human-computer interaction. Morgan Kaufmann.

Tenner, E. (2015). The Design of Everyday Things by Donald Norman. Technology and Culture, 56(3), 785-787.

Evaluation Pattern

CIA       CIA (Continuous Internal Assessment)-Total Marks- 50 

CIA-1: Activity-based Individual Assignment- 10 Marks 
CIA-2: Mid sem Exam-Case/Scenario-based Question- 25 Marks; Department level 
CIA-3: Individual Assignment- 10 Marks 
Attendance- 5 Marks 

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

Question paper pattern
Section A- (Short Answers) 02 marks x5Qs =10 Marks
Section B- (Essay Type) 10 marks x 3Qs = 30 Marks
Section C-(Compulsory: Case Study) 10 marks x 1Q =10 Marks

PSY641D - CONSUMER BEHAVIOUR (2020 Batch)

Total Teaching Hours for Semester:60
No of Lecture Hours/Week:4
Max Marks:100
Credits:4

Course Objectives/Course Description

 

Course description: This course has been conceptualized in order to enable students to develop an appreciation for the influence consumer behaviour has on various marketing efforts.  Students apply psychological and social concepts to consumer decision making. Topics include the importance of consumer behaviour and research; internal influences such as motivation, personality, self-concept, learning, information processing, and attitude formation and change; external influences such as social class, reference groups and family, and consumer decision making.

Learning Outcome

CO1: Understand the concepts related to consumer behaviour and the factors that influence market segmentation

CO2: Understand the scope and current trends in consumer psychology

CO3: Evaluate the consumer decision-making process and choices using psychological theories and concepts

Unit-1
Teaching Hours:12
Introduction to Consumer Behaviour
 

Definition, Significance, Applying consumer behaviour knowledge, Consumer decision-making model

Unit-2
Teaching Hours:12
Understanding consumers and market segments
 

Market segmentation, bases of market segmentation, product positioning and repositioning

Unit-3
Teaching Hours:12
Determinants of consumer behaviour
 

Personality and self-concept, Motivation, Information processing, Learning in understanding consumer behaviour

 Influence of groups and social media, online consumer behaviour

Unit-4
Teaching Hours:12
Attitudes and persuasive communication
 

ABC model of attitude, the formation of attitude, the role of persuasion in changing consumer attitudes

Unit-5
Teaching Hours:12
Consumer Decision processes
 

Types of consumer decisions, problem recognition, information search process, information- evaluation process, purchasing processes- choosing a store, in-store purchasing behaviour, nonstore purchasing process, purchasing patterns, post-purchase behaviour

Text Books And Reference Books:

Loudon, D. L., & Della, B. A. J. (2010). Consumer behavior: Concepts and applications. McGraw-Hill.

Solomon, M.R. (2018). Consumer Behavior: Buying, Having and, Being. Pearson Education Limited.

Essential Reading / Recommended Reading

Schiffman, L. G., Kanuk, L. L., S, R. K., & Wisenblit, J. (2010). Consumer behaviour. Pearson publications

Evaluation Pattern

CIA       CIA (Continuous Internal Assessment)-Total Marks- 50 

CIA-1: Activity-based Individual Assignment- 10 Marks 
CIA-2: Mid sem Exam-Case/Scenario-based Question- 25 Marks; Department level 
CIA-3: Individual Assignment- 10 Marks 
Attendance- 5 Marks 

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

Question paper pattern
Section A- (Short Answers) 02 marks x5Qs =10 Marks
Section B- (Essay Type) 10 marks x 3Qs = 30 Marks
Section C-(Compulsory: Case Study) 10 marks x 1Q =10 Marks

PSY641E - INTRODUCTION TO FORENSIC PSYCHOLOGY (2020 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 intended to develop a basic understanding among the students about criminal behaviour and to the field of Forensic Psychology.

Learning Outcome

CO1: Outline the basics of forensic psychology, crime and criminal behaviour through case analysis

CO2: Identify the role of a forensic psychologist in crime scene analysis, offender profiling, and eye witness testimony

Unit-1
Teaching Hours:12
Introduction to Forensic Psychology
 

Forensic Sciences; Forensic Psychology: Past and Present; Psychology & Law; Psychologist as an Expert Witness.

Unit-2
Teaching Hours:12
Understanding Crime & Criminal Behaviour
 

 Psychology of Crime; Determinants of Criminal Behavior: Biological, Psychological, Neuropsychological and Social.

Unit-3
Teaching Hours:12
Forensic Psychology in Crime Investigation
 

 Psychological Examination of Crime Scene; Offender Profiling; Forensic Interviewing; Eye-Witness Testimony; Examination of High-risk offenders.

Unit-4
Teaching Hours:12
Forensic Psychology as an Aid to Investigation
 

 Psychological Profiling; Detection of Deception: Polygraph Examination, fMRI, Lie Detection, Brain Electrical Oscillation Signature Profiling, Narcoanalysis, Forensic Hypnosis, Voice-stress Analysis;  Theories, Techniques, Instrumentation, Methodology, Procedure & Critical Evaluation.

Unit-5
Teaching Hours:12
Forensic Psychology as a Profession
 

In Criminal Proceedings: Competency to stand trial, Criminal Responsibility, Diminished Capacity, Risk Assessment, Eye-Witness Testimony.

 In Civil Proceedings: Domestic Law & Rights of Adults, Children;  Civil Competency, Personal Injury Evaluations, Work-related Compensation, Evaluation of Disabilities, Trauma Due to Abuse. Forensic Psychology as a profession; For Social & Individual Protection; Professional Issues: Licensing, Advocacy, liaisoning and Ethical Considerations.

Text Books And Reference Books:

Fulero, S,& Wrightsman, L, (2014). Forensic Psychology. Wadsworth Publishers.

Goldstein A.M (2012) Forensic Psychology: Emerging Topics and Expanding Roles. John Wiley

Essential Reading / Recommended Reading

Bartol, C., &Bartol, A. (2008). Introduction to Forensic Psychology: Research and Application (Second ed.). SAGE.

Haward, L. R. (1981). Forensic psychology (pp. 56-57). Batsford Academic and Educational.

Weiner, I. B., & Hess, A. K. (Eds.). (2006). The handbook of forensic psychology. John Wiley & Sons.

Evaluation Pattern

CIA       CIA (Continuous Internal Assessment)-Total Marks- 50 

CIA-1: Activity-based Individual Assignment- 10 Marks 
CIA-2: Mid sem Exam-Case/Scenario-based Question- 25 Marks; Department level 
CIA-3: Individual Assignment- 10 Marks 
Attendance- 5 Marks 

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

Question paper pattern
Section A- (Short Answers) 02 marks x5Qs =10 Marks
Section B- (Essay Type) 10 marks x 3Qs = 30 Marks
Section C-(Compulsory: Case Study) 10 marks x 1Q =10 Marks

PSY641F - HEALTH AND WELLBEING (2020 Batch)

Total Teaching Hours for Semester:60
No of Lecture Hours/Week:4
Max Marks:100
Credits:4

Course Objectives/Course Description

 

Health is defined as an optimal state of physical, emotional, mental, social and spiritual wellbeing.  The same explanation applies to wellbeing. This course is designed for college students to understand the need for maintaining a healthy lifestyle.  We will explore personal health, health-related attitudes and beliefs, individual health behaviours and impact of drugs, alcohol, tobacco; diet, nutrition; infectious diseases, cancer, cardiovascular disease, personal care; exercise, consumer health; and several other topics related to maintaining a healthy lifestyle.  The course focuses on current research and the latest trends in health and wellbeing.

Learning Outcome

CO1: Understand the basic components and models of health and wellbeing

CO2: Explain the role of biological, physical, social, and psychological factors and their interconnectedness on health and wellbeing

CO3: Evaluate policies and interventions to enhance health and wellbeing

CO4: Apply the knowledge to manage and enhance personal health and well-being, and in a wide range of real life issues

Unit-1
Teaching Hours:12
Introduction to Health and Wellbeing
 

Introduction - the concept of health, wellbeing and wellness,illness- wellness continuum,Historical development - of health and wellness and wellbeing, Models and theories of health and wellbeing – Bio medical model,Bio-psycho-social model of health, the theory of planned behavior, health belief model -  Protection motivation theory, Determinants and Components of wellness (WHO) and wellbeing and the role of psychology in health

Assessment: General wellbeing scale: administration and interpretation.

Unit-2
Teaching Hours:12
Physical Health
 

Stress its impact on health and wellbeing, mechanisms to deal with stress; theories on stress – Fight/flight, GAS, Tend and Befriend, Theory of appraisal, psychoneuro immunology, body image issues and sexual health; Definition, types of pain, physiology of pain psychological factors affecting pain; Lifestyles-sleep, food habits, adverse physical environment, health-enhancing behaviors-dieting, exercise, yoga – management of stress and pain

Assessment: Physical health Questionnaire

Unit-3
Teaching Hours:12
Mental and Social health
 

Introduction to Mental and social health – Status of mental health Services,  the role of  mental health professionals, Barries acessing mental health services, stigma, discrimination and labelling, Mental health: Moving toward balanced conceptualization (from languishing to flourishing); Trauma, suicide and mental health; Risks factors to mental health- adverse childhood experiences, disability, ageing, workplace, family history of mental illness, psychos social issues; Pathways to mental health care (including cultural and traditional beliefs and practices). Interpersonal relationships and its impact on health and wellbeing, need for cultivating positive emotions and attending to healthy relationships and self-care

Assessment: WHO Mental health Inventory

Unit-4
Teaching Hours:12
Health compromising behaviors & Illness
 

Health compromising behaviors: Smoking, Alcoholism and substance abuse, Illness – acute and chronic, CHD and Strokes, Cancer, HIV – AIDS, Diabetes, psychosocial interventions for illness and health compromising behaviors

Assessment: Adolescent risk behavior assessments 

Unit-5
Teaching Hours:12
Policies, programs and current trends
 

Evaluating existing policies and programs; mental health act, PWD act, Community mental health programmes - National mental health Program (NMHP), District Mental Health Program (DMHP);  Developing health and wellness interventions, awareness programs, Promoting Environmental Health, Making Smart Health Care Choices, public health measures, need for Awareness and Lifestyle Impact programs; current trends in health and wellbeing- yoga, mindfulness-based interventions and others. 

Text Books And Reference Books:

Anspaugh, D.J., Hamrick, M.H., & Rosato, F.D. (2009).  Wellness: Concepts and Applications, 7th ed., McGraw-Hill.

Donatelle, R. J., & Davis, L. G. (2011). Health: the basics. Benjamin Cummings.

Edlin, G., & Golanty, E. (2007). Health and wellness (9th ed.). Jones & Bartlett Publishers. 

Hoeger, W.K.& Hoeger, S.A. (2015). Lifetime Physical Fitness and Wellness. (13th Ed.) Cengage Learning.

 

Essential Reading / Recommended Reading

Insel, P.M., & Roth, W.T. (2002). Core concepts in health (9th ed.). McGraw- Hill.

Powers, S.K., & Dodd, S.L. (2003). Total fitness and wellness (3rd ed.).Benjamin Cummings.

Siegel, B. S. (1998). Prescriptions for living. Harper Collins.

Taylor, S.E. (2006). Health Psychology. Tata Mc Graw-Hill

Sarafino, E.P. & Smith, T.W. (2012). Health Psychology: Biopsychosocial interventions. Wiley

Evaluation Pattern

CIA       CIA (Continuous Internal Assessment)-Total Marks- 50 

CIA-1: Activity-based Individual Assignment- 10 Marks 
CIA-2: Mid sem Exam-Case/Scenario-based Question- 25 Marks; Department level 
CIA-3: Individual Assignment- 10 Marks 
Attendance- 5 Marks 

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

Question paper pattern
Section A- (Short Answers) 02 marks x5Qs =10 Marks
Section B- (Essay Type) 10 marks x 3Qs = 30 Marks
Section C-(Compulsory: Case Study) 10 marks x 1Q =10 Marks

PSY641G - COMMUNITY PSYCHOLOGY (2020 Batch)

Total Teaching Hours for Semester:60
No of Lecture Hours/Week:4
Max Marks:100
Credits:4

Course Objectives/Course Description

 

The course offers an introduction to the concepts and techniques of community psychology practice. The areas covered in this paper span across identifying community needs using community participation techniques and eliciting community participation and cooperation through the application of community-focused models and theories. The paper would lead the learner through the widening scope of community psychology in an Indian context. 

Learning Outcome

CO1: Understand the relevance and practice of community psychology in different field settings.

CO2: Demonstrate knowledge and skills related to community needs identification and working through the felt needs of the community.

CO3: Design community based prevention or promotion strategies.

Unit-1
Teaching Hours:12
Introduction
 

Origins of Community Psychology; Understanding Community dynamics; Roles of psychologists working with communities; Multicultural issues in community; Ethical alignments while working in a community; Scope of Community Psychology.

 

Unit-2
Teaching Hours:12
Principles and Practices
 

Principles of community level practices; Needs assessment and Participatory Rural Appraisal (PRA) techniques; Community Resource Mapping; Reinforcement and Modelling strategies while working in Communities; Challenges in Community Practice and working with challenges.

Unit-3
Teaching Hours:12
Theories and Models
 

Ecological Perspective; Empowerment Theory; Social Development Model; Theory of Social Change; Social Action Model; Sense of Community Theory; Social Climate Theory; Community Engagement Model.

Unit-4
Teaching Hours:12
Application
 

Application of psychosocial practices in Schools; NGOs; Rural/Tribal areas; Working with vulnerable groups; Appreciating indigenous approaches in mental health promotion; Use of Technology in Community Psychology

Unit-5
Teaching Hours:12
Recent trends and status in India
 

Community Mental Health Model of NIMHANS; Community based health intervention models; Total Health Programme in Schools; KAVAL - Work with Children in Conflict with Law; Gatekeeper Training; TTK’s model for working with persons with substance use; Parenting Skill Training

Text Books And Reference Books:

Rappaport, J., & Seidman, E. (Eds.). (2000). Handbook of community psychology. Springer Science & Business Media.

Spielberger, C. D. (Ed.). (2013). Current Topics in Clinical and Community Psychology: Volume 1 (Vol. 1). Academic Press.

Moritsugu, J., Vera, E., Wong, F. Y., & Duffy, K. G. (2019). Community psychology. Routledge.

 

Essential Reading / Recommended Reading

Reich, S., Riemer, M., Prilleltensky, I., & Montero, M. (2007). International community psychology. New York: Springer Science+ Business Media, LLC.

Nelson, G., & Prilleltensky, I. (Eds.). (2010). Community psychology: In pursuit of liberation and well-being. Macmillan International Higher Education.

Orford, J. (2008). Community psychology: Challenges, controversies and emerging consensus. John Wiley & Sons.

Viola, J. J., & Glantsman, O. (Eds.). (2017). Diverse careers in community psychology. Oxford University Press.

Evaluation Pattern

CIA       CIA (Continuous Internal Assessment)-Total Marks- 50 

CIA-1: Activity-based Individual Assignment- 10 Marks 
CIA-2: Mid sem Exam-Case/Scenario-based Question- 25 Marks; Department level 
CIA-3: Individual Assignment- 10 Marks 
Attendance- 5 Marks 

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

Question paper pattern
Section A- (Short Answers) 02 marks x5Qs =10 Marks
Section B- (Essay Type) 10 marks x 3Qs = 30 Marks
Section C-(Compulsory: Case Study) 10 marks x 1Q =10 Marks

PSY651 - PSYCHOLOGICAL RESEARCH METHODS AND ASSESSMENT-II (2020 Batch)

Total Teaching Hours for Semester:30
No of Lecture Hours/Week:2
Max Marks:100
Credits:2

Course Objectives/Course Description

 

Course description: This course has been conceptualized in order to capstone experience for psychology undergraduates, in which students identify a research topic, conduct comprehensive literature reviews, and then develop a substantial written small empirical research project. The paper aims to help students collaborate and complete psychological research projects with their peers. The program is designed to enable students to complete a group research project under the supervision of a faculty. They are expected to conduct the research and submit the final research report. The Research report will be in the form of a professional journal article manuscript, though it is not required to submit it to a journal. Students are expected to do a presentation of the research findings as a poster or oral presentation at the undergraduate research conference.

Learning Outcome

CO1: Collect, Organise, analyze, and interpret data as per ethical guidelines

CO2: Write a research project manuscript, appropriate for submission to a professional journal in psychology or a related discipline

CO3: Present their research findings as scientific poster format in a coherent and concise manner.

CO4: Administer psychological scales to a subject, make interpretations and draw conclusions based on the norms given in the manual

Unit-1
Teaching Hours:12
Data Analysis and Interpretation
 

Ethical issues in data collection and recording, organization of data collection process, dissemination, the concept of data audit Data organization and audit. Hypothesis testing/evaluating the research questions, data analysis and reporting results, discussing the findings with research evidence

Unit-2
Teaching Hours:10
Report Writing and Dissemination of Research findings
 

APA styles of writing the project report, elements of a research project, referencing, plagiarism, doing peer review and feedback. Abstract writing, Publication in journal/ newspapers, selecting a journal, oral presentation and poster presentation; participating in research forums/seminars.

Unit-3
Teaching Hours:8
Psychological Assessments
 

Develop a profile for an individual based on a minimum of three to a maximum of five psychological assessments and a brief interview that would help the individual gain positive insights about themselves. The profile would be on the career or healthy living and assessments used may include Career assessments, DBDA, Interest inventory, learning styles, academic adjustment, quality of life, happiness index, PANAS, character strengths or motivation, personal value inventory/ locus of control; students would learn elements of a client profile report, writing a report without biases and being professional in writing and communicating reports

Text Books And Reference Books:

Cohen, R. J., & Swerdlik, M. E. (2013). Psychological testing and assessment: an introduction to tests and measurement. Eighth edition. McGraw-Hill Education.

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

Essential Reading / Recommended Reading

American Psychological Association. (2020). Publication manual of the American Psychological Association (7th Ed.).https://doi.org/10.1037/0000165-000

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

Evaluation Pattern

Continuous Internal Evaluations (CIAs) – 100 Marks 

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

 

PSY681 - INTERNSHIP (2020 Batch)

Total Teaching Hours for Semester:0
No of Lecture Hours/Week:0
Max Marks:50
Credits:2

Course Objectives/Course Description

 

Students have to undertake an internship in any of their interested sectors during the semester break at the end of second or fourth-semester. Students will be attached to various agencies where they will be trained and supervised in acquiring skills competencies. They will also be mentored by the supervisor/class teacher at the department. Students have to periodically meet their supervisors and submit a report at the end of their practicum period. The format of the report and the type of cases to be presented will be decided by the Department. Students are expected to do onsite internships. 

Learning Outcome

CO1: Appreciate and respect the ethical guidelines of organizations with which they work

CO2: Demonstrate skills to work in teams and develop an amicable relationship

CO3: Effectively conceptualize the concerns, demonstrate and apply psychological skills to evaluate the issues observed at the internship site

CO4: Write reports and reflections based on the experiences and observations at the internship site.

Unit-1
Teaching Hours:0
Summer Internship
 

Working in various organizational setups for a period of 30 days (one month-100 Hours)

Text Books And Reference Books:

Reading according to the area of internship and nature of work. 

Essential Reading / Recommended Reading

Sweitzer, H.F. & King, M. (2004). The successful internship: Transformation and empowerment in experiential learning (2nd ed). Brooks/Cole-Thompson.

https://www.apa.org/ethics/code/

Evaluation Pattern

Continuous Internal Assessment (CIA)- (50 Marks) 

  • Internship Report - 30 Marks 
  • Viva- 10 Marks  
  • Daily log and Attendance report- 10 Marks 

SOC631 - WOMEN AND SOCIETY (2020 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:

 

  • to familiarize students with the dynamics of women and women's studies and key related issues

  • to orient students towards major theoretical perspectives used to study women and society

  • to  help them understand the politics of gender in the real world

  • to critically analyse the deeper implications of the status of women and inequalities in society

Learning Outcome

By the end of this course, the students will be able to:

  • Analyse issues related to women and gender in popular, public and interpersonal discourses

  • Explain theories and research application to women’s studies.

  • Examine feminism and its relevance especially from women’s perspective

  • Critique and analyze issues of social justice, empowerment and marginalization

  • Balance theory and practice in relation to issues of gender, women, sexuality in society.

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-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-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.

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 (2020 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 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 :

 

  • This course aims to inculcate students with sociological perspectives to study social movements. It provides an overview of conceptual and theoretical issues in the study of social movements.

  • This course also illustrates certain significant social movements in India, stretching from pre-colonial to contemporary period

Learning Outcome

CO1: Apply basic knowledge and understanding of social problems and sociological approach to the study of social movements.

CO2: Articulate the contexts in which mass movements in societies emerge.

CO3: Evaluate scholarly works connected with social movements in local and global contexts.

CO4: Develop sensitization to social issues and examine the relevance of potential policies which seek to remedy social issues.

CO5: Analyze theories and examine levels of activism required for public policy for empowerment of the marginalized and the needy.

Unit-1
Teaching Hours:10
Introduction to the study of Social Movements
 

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
 

1.      Collective Behavior

2.      Resource Mobilization

3.      Relative Deprivation

Unit-3
Teaching Hours:20
Dalit movement in India.
 

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
 

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
 

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 (2020 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 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.

Learning Outcome

CO1: Explain the basic concepts related to development, growth and poverty

CO2: Articulate and explain the various perspectives on development.

CO3: Analyse the major theoretical discourses in the area of development

CO4: Evaluate the emerging debates & issues around development using theoretical perspectives.

Unit-1
Teaching Hours:15
Understanding Development
 
  1. 1.      Concept and philosophy of Development

    2.      History of social and economic development

    3.      Development as modernisation; human development and capability approach

    4.      Discourses on Sustainable development

Unit-2
Teaching Hours:15
Understanding Poverty
 
  1. 1.      Poverty: Definitional aspects,  trends and structural aspects;  poverty line, absolute and relative poverty, multi poverty index, inter and intra

    2.      generational poverty, spatial poverty traps, culture of poverty, urban and rural poverty

    3.      Colonialism and development

    4.      Capitalism, Industrialisation and Development

    5.      Poverty and inequality

    6.      Poverty alleviation strategies and programmes

Unit-3
Teaching Hours:20
Debates on Development
 
  1. 1.      Theories of Economic Development: Rostow

    2.      Dependency and World system theories

    3.      Schumacher: Small is Beautiful

    4.      Participatory Approaches to development: Robert Chambers

    5.      Gandhian model of Sarvodaya and trusteeship

    6.      Post development theories : Escobar 

Unit-4
Teaching Hours:10
State and Market: Institutions and ideologies
 
  1. 1.      Planned development in India: development through five year plans, NITI Aayog and the PPPP model

    2.      Issues of equity: Development Induced Displacement; Gender and development; Covid 19 and livelihood issues

    3.      Development and violence

    4.      Distributive/redistributive justice

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.

 

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 (2020 Batch)

Total Teaching Hours for Semester:60
No of Lecture Hours/Week:4
Max Marks:100
Credits:4

Course Objectives/Course Description

 

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.

 

Learning Outcome

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
 

1.      Cultural theories – Hegemony and Ideology

2.      Public sphere

3.      Media and Symbols

Unit-2
Teaching Hours:15
Media and Civil Society
 

1.      Media and the modern state

2.      Media and corporate interests

3.      Media and the Social construction of reality

Unit-3
Teaching Hours:15
Media and Social Change
 

 

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
 

 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, PradipNinan (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

 

SOC641E - CULTURAL AND SOCIAL TRANSFORMATION OF CONTEMPORARY KOREA (2020 Batch)

Total Teaching Hours for Semester:60
No of Lecture Hours/Week:4
Max Marks:100
Credits:4

Course Objectives/Course Description

 

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.

Learning Outcome

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
 

The Recent Developments in Inter-Korean Relations

Unit-2
Teaching Hours:4
History of Korea Since 1945 and the Legacies of the Korea War
 

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
 

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
 

Economic Development, Chaebol Groups, and Developmental State in Korea

Unit-5
Teaching Hours:4
Economic Development, Chaebol Groups, and Developmental State in Korea
 

Economic Development, Chaebol Groups, and Developmental State in Korea

Unit-6
Teaching Hours:4
Marriage, Family, and Gender Roles in Korea
 

Marriage, Family, and Gender Roles in Korea

Unit-7
Teaching Hours:4
The Ethnic Enclaves and Multi-culturalism in Korea
 

The Ethnic Enclaves and Multi-culturalism in Korea

Unit-8
Teaching Hours:8
Current Conditions of Education System in Korea
 

Current Conditions of Education System in Korea

Unit-9
Teaching Hours:4
Current Conditions of Education System in Korea
 

Current Conditions of Education System in Korea

Unit-10
Teaching Hours:12
Folk Beliefs, Shamanism, and Religion in Korea
 

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
 

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
 

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
 

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
 

Physical Beauty as Commodity and Consumption Behaviors

Unit-15
Teaching Hours:4
Korea in the World: Korean Diaspora
 

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.  

 

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 (2020 Batch)

Total Teaching Hours for Semester:0
No of Lecture Hours/Week:0
Max Marks:100
Credits:2

Course Objectives/Course Description

 

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.

Learning Outcome

Course Learning Outcome:

By the end of this course, students will be able to:

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

Unit-1
Teaching Hours:0
NO Units
 

NIL

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