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Assesment Pattern | |
CIAs are formative assessments with written submissions, reflections, MCQ, reports, case study analysis, program output. ESE is summative assessment of written descriptive paper. | |
Examination And Assesments | |
CIA assessment pattern for courses with End Semester Exam (ESE): CIA 1: 20 (100%): 20 marks, CIA 2: 50 (50%) 25 marks, CIA 3: 20 (100%) : 20 marks, ESE: 50(60%): 30 marks, Attendance: 5 marks., CIA: ESE weightage = 70:30, Total 100 marks CIA assessment pattern for courses with continuous assessments:
CIA 1: 25 marks, CIA 2: 25 marks, CIA 3: 25 marks, CIA 4: 25 marks. | |
Department Overview: | |
The School of Business and Management, CHRIST, was formed with a clearly defined approach for creating quality managers and entrepreneurs required to face the challenges of the business world. The School offers undergraduate programmes such as Bachelor of Business Administration (BBA), Bachelor of Business Administration in Decision Science (BBA DS),Bachelor of Business Administration in Business Analytics (BBA BA), Bachelor of Business Administration in Finance and International Business (BBA FIB), Bachelor of Hotel Management (BHM), Bachelor of Business Administration in Tourism and Travel Management (BBA TTM), Postgraduate Programmes such as Master of Business Administration (MBA), Master of Business Administration – Executive (MBA – Executive), Master of Business Administration (CHRIST) + Master of Business Administration (FHWS, Germany), Master of Business Administration (CHRIST) + Master of Science (VCU, USA), Master of Business Administration (CHRIST) + Master of Business Administration (WMU, USA), Master of Tourism and Travel Management (MTTM), and Doctoral Programmes such as Doctor of Philosophy (Management) and Doctor of Philosophy in Tourism which are specifically designed to enhance career opportunities and to develop well rounded managers, business leaders and researchers ready to effectively tackle a dynamic environment. | |
Mission Statement: | |
Vision Our Vision is to be an institution of excellence developing leaders serving enterprises and society globally. Mission “Our mission is to develop socially responsible business leaders with the spirit of inquiry through academic and industry engagement”. | |
Introduction to Program: | |
The undergraduate programme in Bachelor of Business Administration (BBA) is offered by the School of Business and Management since 1991as a platform to prepare young minds with a positive attitude for excellent performance and committed service. It provides the right nurturing ground to enable students to pursue their entrepreneurial ambitions. The curriculum for the three-year programme (6 Semesters), has been designed to enable the students to get an overview of the various aspects related to launching and managing a business effectively; as well as giving them an opportunity to specialize in a functional area of management that they would like to pursue in their careers. The BBA programme provides students with the opportunity for interdisciplinary learning through various generic electives from the streams of Economics, Psychology, Sociology, Social Work, Law, Media Studies, Hotel Management, and Computer Applications. The programme focuses on developing the students and equipping them to meet the managerial challenges of the 21st century. The ability to work in teams is also focused upon as a key skill to be developed for success in theworkplace.
The programme also aims to develop the student’s independent thinking, decision-making capability and research aptitude. Learning is enhanced through many pedagogical tools like case studies, presentations, internships, research projects, industrial visits, and guest lecturers from a pool of industry experts. Aimed at the holistic development of the students, the Department facilitates participation in various National and International fests. It also conducts many curricular and co-curricular activities on a regular basis. Social responsibility is a thrust area and students are encouraged to participate in community development initiatives. | |
Program Objective: | |
Programme Outcome/Programme Learning Goals/Programme Learning Outcome: PLG 1: Social Responsibility and Ethical SensitivityPLG 2: Functional Knowledge and Application PLG 3: Communication PLG 4: Problem Solving Programme Specific Outcome: PLG 5: Entrepreneurial MindsetProgramme Educational Objective: PEO 1: Graduates possessing subject knowledge, analytical ability and skills to manage business.PEO 2: Graduates exhibiting spirit of inquiry, innovation and ability to solve problems in dynamic business environment. PEO 3: Graduates with value-based leadership skills, entrepreneurial capabilities and global awareness serving enterprises and society. | |
BBA101-1 - MANAGEMENT AND BEHAVIOURAL PROCESS (2024 Batch) | |
Total Teaching Hours for Semester:60 |
No of Lecture Hours/Week:4 |
Max Marks:100 |
Credits:4 |
Course Objectives/Course Description |
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Course Description: The dynamic business environment, compels managers to perform a challenging role in steering the organizations’ success to new heights. This comprehensive introductory course has been designed to provide valuable insights into the functions of modern-day managers. It focuses on developing an understanding about managing human behaviour at the workplace, across individual, group and organizational levels. By focusing on the challenges and opportunities relating to organizational behaviour, it enables the learners to cater to local, regional and global needs, and gather skills that upholds professional ethics and ensures employability in the corporate world. Course Objectives:
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Learning Outcome |
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CO1: Summaries the essential concepts and theories in management.
CO2: Examine the managerial functions having an impact on organizational effectiveness.
CO3: Evaluate the impact of challenges posed by diversity and ethics on organizational effectiveness.
CO4: Examine the work behaviours in the context of personality, learning, attitude, perception, motivation and leadership styles.
CO5: Assess group behavioural practices for a positive organizational culture. |
Unit-1 |
Teaching Hours:10 |
INTRODUCTION TO MANAGEMENT
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Definition – nature, process and significance of management – Role of managers – Managerial Skills – Theories of Management: Classical Management Theories – F.W. Taylor’s Theory of Scientific Management, Fayol’s 14 Principles of Management; Behavioural Management Theory – Hawthorne Studies; Systems Theory, Contingency Theory - Functions of Management.
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Unit-1 |
Teaching Hours:10 |
INTRODUCTION TO MANAGEMENT
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Definition – nature, process and significance of management – Role of managers – Managerial Skills – Theories of Management: Classical Management Theories – F.W. Taylor’s Theory of Scientific Management, Fayol’s 14 Principles of Management; Behavioural Management Theory – Hawthorne Studies; Systems Theory, Contingency Theory - Functions of Management.
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Unit-1 |
Teaching Hours:10 |
INTRODUCTION TO MANAGEMENT
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Definition – nature, process and significance of management – Role of managers – Managerial Skills – Theories of Management: Classical Management Theories – F.W. Taylor’s Theory of Scientific Management, Fayol’s 14 Principles of Management; Behavioural Management Theory – Hawthorne Studies; Systems Theory, Contingency Theory - Functions of Management.
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Unit-1 |
Teaching Hours:10 |
INTRODUCTION TO MANAGEMENT
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Definition – nature, process and significance of management – Role of managers – Managerial Skills – Theories of Management: Classical Management Theories – F.W. Taylor’s Theory of Scientific Management, Fayol’s 14 Principles of Management; Behavioural Management Theory – Hawthorne Studies; Systems Theory, Contingency Theory - Functions of Management.
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Unit-1 |
Teaching Hours:10 |
INTRODUCTION TO MANAGEMENT
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Definition – nature, process and significance of management – Role of managers – Managerial Skills – Theories of Management: Classical Management Theories – F.W. Taylor’s Theory of Scientific Management, Fayol’s 14 Principles of Management; Behavioural Management Theory – Hawthorne Studies; Systems Theory, Contingency Theory - Functions of Management.
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Unit-1 |
Teaching Hours:10 |
INTRODUCTION TO MANAGEMENT
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Definition – nature, process and significance of management – Role of managers – Managerial Skills – Theories of Management: Classical Management Theories – F.W. Taylor’s Theory of Scientific Management, Fayol’s 14 Principles of Management; Behavioural Management Theory – Hawthorne Studies; Systems Theory, Contingency Theory - Functions of Management.
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Unit-1 |
Teaching Hours:10 |
INTRODUCTION TO MANAGEMENT
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Definition – nature, process and significance of management – Role of managers – Managerial Skills – Theories of Management: Classical Management Theories – F.W. Taylor’s Theory of Scientific Management, Fayol’s 14 Principles of Management; Behavioural Management Theory – Hawthorne Studies; Systems Theory, Contingency Theory - Functions of Management.
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Unit-1 |
Teaching Hours:10 |
INTRODUCTION TO MANAGEMENT
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Definition – nature, process and significance of management – Role of managers – Managerial Skills – Theories of Management: Classical Management Theories – F.W. Taylor’s Theory of Scientific Management, Fayol’s 14 Principles of Management; Behavioural Management Theory – Hawthorne Studies; Systems Theory, Contingency Theory - Functions of Management.
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Unit-1 |
Teaching Hours:10 |
INTRODUCTION TO MANAGEMENT
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Definition – nature, process and significance of management – Role of managers – Managerial Skills – Theories of Management: Classical Management Theories – F.W. Taylor’s Theory of Scientific Management, Fayol’s 14 Principles of Management; Behavioural Management Theory – Hawthorne Studies; Systems Theory, Contingency Theory - Functions of Management.
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Unit-1 |
Teaching Hours:10 |
INTRODUCTION TO MANAGEMENT
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Definition – nature, process and significance of management – Role of managers – Managerial Skills – Theories of Management: Classical Management Theories – F.W. Taylor’s Theory of Scientific Management, Fayol’s 14 Principles of Management; Behavioural Management Theory – Hawthorne Studies; Systems Theory, Contingency Theory - Functions of Management.
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Unit-1 |
Teaching Hours:10 |
INTRODUCTION TO MANAGEMENT
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Definition – nature, process and significance of management – Role of managers – Managerial Skills – Theories of Management: Classical Management Theories – F.W. Taylor’s Theory of Scientific Management, Fayol’s 14 Principles of Management; Behavioural Management Theory – Hawthorne Studies; Systems Theory, Contingency Theory - Functions of Management.
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Unit-1 |
Teaching Hours:10 |
INTRODUCTION TO MANAGEMENT
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Definition – nature, process and significance of management – Role of managers – Managerial Skills – Theories of Management: Classical Management Theories – F.W. Taylor’s Theory of Scientific Management, Fayol’s 14 Principles of Management; Behavioural Management Theory – Hawthorne Studies; Systems Theory, Contingency Theory - Functions of Management.
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Unit-1 |
Teaching Hours:10 |
INTRODUCTION TO MANAGEMENT
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Definition – nature, process and significance of management – Role of managers – Managerial Skills – Theories of Management: Classical Management Theories – F.W. Taylor’s Theory of Scientific Management, Fayol’s 14 Principles of Management; Behavioural Management Theory – Hawthorne Studies; Systems Theory, Contingency Theory - Functions of Management.
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Unit-1 |
Teaching Hours:10 |
INTRODUCTION TO MANAGEMENT
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Definition – nature, process and significance of management – Role of managers – Managerial Skills – Theories of Management: Classical Management Theories – F.W. Taylor’s Theory of Scientific Management, Fayol’s 14 Principles of Management; Behavioural Management Theory – Hawthorne Studies; Systems Theory, Contingency Theory - Functions of Management.
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Unit-1 |
Teaching Hours:10 |
INTRODUCTION TO MANAGEMENT
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Definition – nature, process and significance of management – Role of managers – Managerial Skills – Theories of Management: Classical Management Theories – F.W. Taylor’s Theory of Scientific Management, Fayol’s 14 Principles of Management; Behavioural Management Theory – Hawthorne Studies; Systems Theory, Contingency Theory - Functions of Management.
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Unit-1 |
Teaching Hours:10 |
INTRODUCTION TO MANAGEMENT
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Definition – nature, process and significance of management – Role of managers – Managerial Skills – Theories of Management: Classical Management Theories – F.W. Taylor’s Theory of Scientific Management, Fayol’s 14 Principles of Management; Behavioural Management Theory – Hawthorne Studies; Systems Theory, Contingency Theory - Functions of Management.
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Unit-1 |
Teaching Hours:10 |
INTRODUCTION TO MANAGEMENT
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Definition – nature, process and significance of management – Role of managers – Managerial Skills – Theories of Management: Classical Management Theories – F.W. Taylor’s Theory of Scientific Management, Fayol’s 14 Principles of Management; Behavioural Management Theory – Hawthorne Studies; Systems Theory, Contingency Theory - Functions of Management.
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Unit-1 |
Teaching Hours:10 |
INTRODUCTION TO MANAGEMENT
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Definition – nature, process and significance of management – Role of managers – Managerial Skills – Theories of Management: Classical Management Theories – F.W. Taylor’s Theory of Scientific Management, Fayol’s 14 Principles of Management; Behavioural Management Theory – Hawthorne Studies; Systems Theory, Contingency Theory - Functions of Management.
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Unit-1 |
Teaching Hours:10 |
INTRODUCTION TO MANAGEMENT
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Definition – nature, process and significance of management – Role of managers – Managerial Skills – Theories of Management: Classical Management Theories – F.W. Taylor’s Theory of Scientific Management, Fayol’s 14 Principles of Management; Behavioural Management Theory – Hawthorne Studies; Systems Theory, Contingency Theory - Functions of Management.
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Unit-2 |
Teaching Hours:10 |
PLANNING AND ORGANISING
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Planning - Nature and Importance of Planning- Types of Plans - Levels of Planning - Steps in planning - Management By Objective (MBO)–Management By Exception (MBE) - Organizing - Nature and purpose - Principles of Organization - Delegation, Centralization, Decentralization - Organizational Structure – Concept and Types – Simple, Functional, Line and Staff, Matrix, Boundaryless, Team, Virtual.
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Unit-2 |
Teaching Hours:10 |
PLANNING AND ORGANISING
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Planning - Nature and Importance of Planning- Types of Plans - Levels of Planning - Steps in planning - Management By Objective (MBO)–Management By Exception (MBE) - Organizing - Nature and purpose - Principles of Organization - Delegation, Centralization, Decentralization - Organizational Structure – Concept and Types – Simple, Functional, Line and Staff, Matrix, Boundaryless, Team, Virtual.
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Unit-2 |
Teaching Hours:10 |
PLANNING AND ORGANISING
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Planning - Nature and Importance of Planning- Types of Plans - Levels of Planning - Steps in planning - Management By Objective (MBO)–Management By Exception (MBE) - Organizing - Nature and purpose - Principles of Organization - Delegation, Centralization, Decentralization - Organizational Structure – Concept and Types – Simple, Functional, Line and Staff, Matrix, Boundaryless, Team, Virtual.
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Unit-2 |
Teaching Hours:10 |
PLANNING AND ORGANISING
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Planning - Nature and Importance of Planning- Types of Plans - Levels of Planning - Steps in planning - Management By Objective (MBO)–Management By Exception (MBE) - Organizing - Nature and purpose - Principles of Organization - Delegation, Centralization, Decentralization - Organizational Structure – Concept and Types – Simple, Functional, Line and Staff, Matrix, Boundaryless, Team, Virtual.
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Unit-2 |
Teaching Hours:10 |
PLANNING AND ORGANISING
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Planning - Nature and Importance of Planning- Types of Plans - Levels of Planning - Steps in planning - Management By Objective (MBO)–Management By Exception (MBE) - Organizing - Nature and purpose - Principles of Organization - Delegation, Centralization, Decentralization - Organizational Structure – Concept and Types – Simple, Functional, Line and Staff, Matrix, Boundaryless, Team, Virtual.
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Unit-2 |
Teaching Hours:10 |
PLANNING AND ORGANISING
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Planning - Nature and Importance of Planning- Types of Plans - Levels of Planning - Steps in planning - Management By Objective (MBO)–Management By Exception (MBE) - Organizing - Nature and purpose - Principles of Organization - Delegation, Centralization, Decentralization - Organizational Structure – Concept and Types – Simple, Functional, Line and Staff, Matrix, Boundaryless, Team, Virtual.
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Unit-2 |
Teaching Hours:10 |
PLANNING AND ORGANISING
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Planning - Nature and Importance of Planning- Types of Plans - Levels of Planning - Steps in planning - Management By Objective (MBO)–Management By Exception (MBE) - Organizing - Nature and purpose - Principles of Organization - Delegation, Centralization, Decentralization - Organizational Structure – Concept and Types – Simple, Functional, Line and Staff, Matrix, Boundaryless, Team, Virtual.
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Unit-2 |
Teaching Hours:10 |
PLANNING AND ORGANISING
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Planning - Nature and Importance of Planning- Types of Plans - Levels of Planning - Steps in planning - Management By Objective (MBO)–Management By Exception (MBE) - Organizing - Nature and purpose - Principles of Organization - Delegation, Centralization, Decentralization - Organizational Structure – Concept and Types – Simple, Functional, Line and Staff, Matrix, Boundaryless, Team, Virtual.
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Unit-2 |
Teaching Hours:10 |
PLANNING AND ORGANISING
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Planning - Nature and Importance of Planning- Types of Plans - Levels of Planning - Steps in planning - Management By Objective (MBO)–Management By Exception (MBE) - Organizing - Nature and purpose - Principles of Organization - Delegation, Centralization, Decentralization - Organizational Structure – Concept and Types – Simple, Functional, Line and Staff, Matrix, Boundaryless, Team, Virtual.
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Unit-2 |
Teaching Hours:10 |
PLANNING AND ORGANISING
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Planning - Nature and Importance of Planning- Types of Plans - Levels of Planning - Steps in planning - Management By Objective (MBO)–Management By Exception (MBE) - Organizing - Nature and purpose - Principles of Organization - Delegation, Centralization, Decentralization - Organizational Structure – Concept and Types – Simple, Functional, Line and Staff, Matrix, Boundaryless, Team, Virtual.
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Unit-2 |
Teaching Hours:10 |
PLANNING AND ORGANISING
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Planning - Nature and Importance of Planning- Types of Plans - Levels of Planning - Steps in planning - Management By Objective (MBO)–Management By Exception (MBE) - Organizing - Nature and purpose - Principles of Organization - Delegation, Centralization, Decentralization - Organizational Structure – Concept and Types – Simple, Functional, Line and Staff, Matrix, Boundaryless, Team, Virtual.
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Unit-2 |
Teaching Hours:10 |
PLANNING AND ORGANISING
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Planning - Nature and Importance of Planning- Types of Plans - Levels of Planning - Steps in planning - Management By Objective (MBO)–Management By Exception (MBE) - Organizing - Nature and purpose - Principles of Organization - Delegation, Centralization, Decentralization - Organizational Structure – Concept and Types – Simple, Functional, Line and Staff, Matrix, Boundaryless, Team, Virtual.
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Unit-2 |
Teaching Hours:10 |
PLANNING AND ORGANISING
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Planning - Nature and Importance of Planning- Types of Plans - Levels of Planning - Steps in planning - Management By Objective (MBO)–Management By Exception (MBE) - Organizing - Nature and purpose - Principles of Organization - Delegation, Centralization, Decentralization - Organizational Structure – Concept and Types – Simple, Functional, Line and Staff, Matrix, Boundaryless, Team, Virtual.
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Unit-2 |
Teaching Hours:10 |
PLANNING AND ORGANISING
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Planning - Nature and Importance of Planning- Types of Plans - Levels of Planning - Steps in planning - Management By Objective (MBO)–Management By Exception (MBE) - Organizing - Nature and purpose - Principles of Organization - Delegation, Centralization, Decentralization - Organizational Structure – Concept and Types – Simple, Functional, Line and Staff, Matrix, Boundaryless, Team, Virtual.
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Unit-2 |
Teaching Hours:10 |
PLANNING AND ORGANISING
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Planning - Nature and Importance of Planning- Types of Plans - Levels of Planning - Steps in planning - Management By Objective (MBO)–Management By Exception (MBE) - Organizing - Nature and purpose - Principles of Organization - Delegation, Centralization, Decentralization - Organizational Structure – Concept and Types – Simple, Functional, Line and Staff, Matrix, Boundaryless, Team, Virtual.
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Unit-2 |
Teaching Hours:10 |
PLANNING AND ORGANISING
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Planning - Nature and Importance of Planning- Types of Plans - Levels of Planning - Steps in planning - Management By Objective (MBO)–Management By Exception (MBE) - Organizing - Nature and purpose - Principles of Organization - Delegation, Centralization, Decentralization - Organizational Structure – Concept and Types – Simple, Functional, Line and Staff, Matrix, Boundaryless, Team, Virtual.
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Unit-2 |
Teaching Hours:10 |
PLANNING AND ORGANISING
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Planning - Nature and Importance of Planning- Types of Plans - Levels of Planning - Steps in planning - Management By Objective (MBO)–Management By Exception (MBE) - Organizing - Nature and purpose - Principles of Organization - Delegation, Centralization, Decentralization - Organizational Structure – Concept and Types – Simple, Functional, Line and Staff, Matrix, Boundaryless, Team, Virtual.
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Unit-2 |
Teaching Hours:10 |
PLANNING AND ORGANISING
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Planning - Nature and Importance of Planning- Types of Plans - Levels of Planning - Steps in planning - Management By Objective (MBO)–Management By Exception (MBE) - Organizing - Nature and purpose - Principles of Organization - Delegation, Centralization, Decentralization - Organizational Structure – Concept and Types – Simple, Functional, Line and Staff, Matrix, Boundaryless, Team, Virtual.
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Unit-2 |
Teaching Hours:10 |
PLANNING AND ORGANISING
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Planning - Nature and Importance of Planning- Types of Plans - Levels of Planning - Steps in planning - Management By Objective (MBO)–Management By Exception (MBE) - Organizing - Nature and purpose - Principles of Organization - Delegation, Centralization, Decentralization - Organizational Structure – Concept and Types – Simple, Functional, Line and Staff, Matrix, Boundaryless, Team, Virtual.
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Unit-3 |
Teaching Hours:5 |
CONTROLLING
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Controlling - Concept, Nature and Importance - Essentials of Control - Requirements of an Effective Control System – Techniques of Managerial Control.
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Unit-3 |
Teaching Hours:5 |
CONTROLLING
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Controlling - Concept, Nature and Importance - Essentials of Control - Requirements of an Effective Control System – Techniques of Managerial Control.
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Unit-3 |
Teaching Hours:5 |
CONTROLLING
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Controlling - Concept, Nature and Importance - Essentials of Control - Requirements of an Effective Control System – Techniques of Managerial Control.
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Unit-3 |
Teaching Hours:5 |
CONTROLLING
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Controlling - Concept, Nature and Importance - Essentials of Control - Requirements of an Effective Control System – Techniques of Managerial Control.
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Unit-3 |
Teaching Hours:5 |
CONTROLLING
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Controlling - Concept, Nature and Importance - Essentials of Control - Requirements of an Effective Control System – Techniques of Managerial Control.
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Unit-3 |
Teaching Hours:5 |
CONTROLLING
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Controlling - Concept, Nature and Importance - Essentials of Control - Requirements of an Effective Control System – Techniques of Managerial Control.
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Unit-3 |
Teaching Hours:5 |
CONTROLLING
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Controlling - Concept, Nature and Importance - Essentials of Control - Requirements of an Effective Control System – Techniques of Managerial Control.
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Unit-3 |
Teaching Hours:5 |
CONTROLLING
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Controlling - Concept, Nature and Importance - Essentials of Control - Requirements of an Effective Control System – Techniques of Managerial Control.
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Unit-3 |
Teaching Hours:5 |
CONTROLLING
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Controlling - Concept, Nature and Importance - Essentials of Control - Requirements of an Effective Control System – Techniques of Managerial Control.
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Unit-3 |
Teaching Hours:5 |
CONTROLLING
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Controlling - Concept, Nature and Importance - Essentials of Control - Requirements of an Effective Control System – Techniques of Managerial Control.
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Unit-3 |
Teaching Hours:5 |
CONTROLLING
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Controlling - Concept, Nature and Importance - Essentials of Control - Requirements of an Effective Control System – Techniques of Managerial Control.
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Unit-3 |
Teaching Hours:5 |
CONTROLLING
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Controlling - Concept, Nature and Importance - Essentials of Control - Requirements of an Effective Control System – Techniques of Managerial Control.
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Unit-3 |
Teaching Hours:5 |
CONTROLLING
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Controlling - Concept, Nature and Importance - Essentials of Control - Requirements of an Effective Control System – Techniques of Managerial Control.
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Unit-3 |
Teaching Hours:5 |
CONTROLLING
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Controlling - Concept, Nature and Importance - Essentials of Control - Requirements of an Effective Control System – Techniques of Managerial Control.
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Unit-3 |
Teaching Hours:5 |
CONTROLLING
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Controlling - Concept, Nature and Importance - Essentials of Control - Requirements of an Effective Control System – Techniques of Managerial Control.
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Unit-3 |
Teaching Hours:5 |
CONTROLLING
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Controlling - Concept, Nature and Importance - Essentials of Control - Requirements of an Effective Control System – Techniques of Managerial Control.
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Unit-3 |
Teaching Hours:5 |
CONTROLLING
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Controlling - Concept, Nature and Importance - Essentials of Control - Requirements of an Effective Control System – Techniques of Managerial Control.
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Unit-3 |
Teaching Hours:5 |
CONTROLLING
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Controlling - Concept, Nature and Importance - Essentials of Control - Requirements of an Effective Control System – Techniques of Managerial Control.
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Unit-3 |
Teaching Hours:5 |
CONTROLLING
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Controlling - Concept, Nature and Importance - Essentials of Control - Requirements of an Effective Control System – Techniques of Managerial Control.
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Unit-4 |
Teaching Hours:8 |
INTRODUCTION TO ORGANISATIONAL BEHAVIOUR
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Definition of Organizational Behaviour, Applications of management principles in OB, Contribution from other disciplines, OB Model - Individual, Group and Organisational Level. Challenges and Opportunities in organizational behaviour, Ethical behaviour at workplace.
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Unit-4 |
Teaching Hours:8 |
INTRODUCTION TO ORGANISATIONAL BEHAVIOUR
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Definition of Organizational Behaviour, Applications of management principles in OB, Contribution from other disciplines, OB Model - Individual, Group and Organisational Level. Challenges and Opportunities in organizational behaviour, Ethical behaviour at workplace.
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Unit-4 |
Teaching Hours:8 |
INTRODUCTION TO ORGANISATIONAL BEHAVIOUR
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Definition of Organizational Behaviour, Applications of management principles in OB, Contribution from other disciplines, OB Model - Individual, Group and Organisational Level. Challenges and Opportunities in organizational behaviour, Ethical behaviour at workplace.
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Unit-4 |
Teaching Hours:8 |
INTRODUCTION TO ORGANISATIONAL BEHAVIOUR
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Definition of Organizational Behaviour, Applications of management principles in OB, Contribution from other disciplines, OB Model - Individual, Group and Organisational Level. Challenges and Opportunities in organizational behaviour, Ethical behaviour at workplace.
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Unit-4 |
Teaching Hours:8 |
INTRODUCTION TO ORGANISATIONAL BEHAVIOUR
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Definition of Organizational Behaviour, Applications of management principles in OB, Contribution from other disciplines, OB Model - Individual, Group and Organisational Level. Challenges and Opportunities in organizational behaviour, Ethical behaviour at workplace.
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Unit-4 |
Teaching Hours:8 |
INTRODUCTION TO ORGANISATIONAL BEHAVIOUR
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Definition of Organizational Behaviour, Applications of management principles in OB, Contribution from other disciplines, OB Model - Individual, Group and Organisational Level. Challenges and Opportunities in organizational behaviour, Ethical behaviour at workplace.
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Unit-4 |
Teaching Hours:8 |
INTRODUCTION TO ORGANISATIONAL BEHAVIOUR
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Definition of Organizational Behaviour, Applications of management principles in OB, Contribution from other disciplines, OB Model - Individual, Group and Organisational Level. Challenges and Opportunities in organizational behaviour, Ethical behaviour at workplace.
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Unit-4 |
Teaching Hours:8 |
INTRODUCTION TO ORGANISATIONAL BEHAVIOUR
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Definition of Organizational Behaviour, Applications of management principles in OB, Contribution from other disciplines, OB Model - Individual, Group and Organisational Level. Challenges and Opportunities in organizational behaviour, Ethical behaviour at workplace.
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Unit-4 |
Teaching Hours:8 |
INTRODUCTION TO ORGANISATIONAL BEHAVIOUR
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Definition of Organizational Behaviour, Applications of management principles in OB, Contribution from other disciplines, OB Model - Individual, Group and Organisational Level. Challenges and Opportunities in organizational behaviour, Ethical behaviour at workplace.
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Unit-4 |
Teaching Hours:8 |
INTRODUCTION TO ORGANISATIONAL BEHAVIOUR
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Definition of Organizational Behaviour, Applications of management principles in OB, Contribution from other disciplines, OB Model - Individual, Group and Organisational Level. Challenges and Opportunities in organizational behaviour, Ethical behaviour at workplace.
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Unit-4 |
Teaching Hours:8 |
INTRODUCTION TO ORGANISATIONAL BEHAVIOUR
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Definition of Organizational Behaviour, Applications of management principles in OB, Contribution from other disciplines, OB Model - Individual, Group and Organisational Level. Challenges and Opportunities in organizational behaviour, Ethical behaviour at workplace.
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Unit-4 |
Teaching Hours:8 |
INTRODUCTION TO ORGANISATIONAL BEHAVIOUR
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Definition of Organizational Behaviour, Applications of management principles in OB, Contribution from other disciplines, OB Model - Individual, Group and Organisational Level. Challenges and Opportunities in organizational behaviour, Ethical behaviour at workplace.
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Unit-4 |
Teaching Hours:8 |
INTRODUCTION TO ORGANISATIONAL BEHAVIOUR
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Definition of Organizational Behaviour, Applications of management principles in OB, Contribution from other disciplines, OB Model - Individual, Group and Organisational Level. Challenges and Opportunities in organizational behaviour, Ethical behaviour at workplace.
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Unit-4 |
Teaching Hours:8 |
INTRODUCTION TO ORGANISATIONAL BEHAVIOUR
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Definition of Organizational Behaviour, Applications of management principles in OB, Contribution from other disciplines, OB Model - Individual, Group and Organisational Level. Challenges and Opportunities in organizational behaviour, Ethical behaviour at workplace.
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Unit-4 |
Teaching Hours:8 |
INTRODUCTION TO ORGANISATIONAL BEHAVIOUR
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Definition of Organizational Behaviour, Applications of management principles in OB, Contribution from other disciplines, OB Model - Individual, Group and Organisational Level. Challenges and Opportunities in organizational behaviour, Ethical behaviour at workplace.
| |
Unit-4 |
Teaching Hours:8 |
INTRODUCTION TO ORGANISATIONAL BEHAVIOUR
|
|
Definition of Organizational Behaviour, Applications of management principles in OB, Contribution from other disciplines, OB Model - Individual, Group and Organisational Level. Challenges and Opportunities in organizational behaviour, Ethical behaviour at workplace.
| |
Unit-4 |
Teaching Hours:8 |
INTRODUCTION TO ORGANISATIONAL BEHAVIOUR
|
|
Definition of Organizational Behaviour, Applications of management principles in OB, Contribution from other disciplines, OB Model - Individual, Group and Organisational Level. Challenges and Opportunities in organizational behaviour, Ethical behaviour at workplace.
| |
Unit-4 |
Teaching Hours:8 |
INTRODUCTION TO ORGANISATIONAL BEHAVIOUR
|
|
Definition of Organizational Behaviour, Applications of management principles in OB, Contribution from other disciplines, OB Model - Individual, Group and Organisational Level. Challenges and Opportunities in organizational behaviour, Ethical behaviour at workplace.
| |
Unit-4 |
Teaching Hours:8 |
INTRODUCTION TO ORGANISATIONAL BEHAVIOUR
|
|
Definition of Organizational Behaviour, Applications of management principles in OB, Contribution from other disciplines, OB Model - Individual, Group and Organisational Level. Challenges and Opportunities in organizational behaviour, Ethical behaviour at workplace.
| |
Unit-5 |
Teaching Hours:10 |
UNDERSTANDING INDIVIDUAL BEHAVIOUR
|
|
Personality - Meaning, Determinants of Personality, The Big Five Personality Model, Learning: Meaning of Learning; Theories of Learning- Classical Conditioning, Operant Conditioning, Cognitive Theory, Social Learning Theory, Attitude-Components of Attitude- ABC model, Work Attitudes - Job Satisfaction and Organisational Commitment and its dimensions, Fostering positive attitude. Perception: Meaning, Perceptual Process; Common Shortcuts in Judging Others.
| |
Unit-5 |
Teaching Hours:10 |
UNDERSTANDING INDIVIDUAL BEHAVIOUR
|
|
Personality - Meaning, Determinants of Personality, The Big Five Personality Model, Learning: Meaning of Learning; Theories of Learning- Classical Conditioning, Operant Conditioning, Cognitive Theory, Social Learning Theory, Attitude-Components of Attitude- ABC model, Work Attitudes - Job Satisfaction and Organisational Commitment and its dimensions, Fostering positive attitude. Perception: Meaning, Perceptual Process; Common Shortcuts in Judging Others.
| |
Unit-5 |
Teaching Hours:10 |
UNDERSTANDING INDIVIDUAL BEHAVIOUR
|
|
Personality - Meaning, Determinants of Personality, The Big Five Personality Model, Learning: Meaning of Learning; Theories of Learning- Classical Conditioning, Operant Conditioning, Cognitive Theory, Social Learning Theory, Attitude-Components of Attitude- ABC model, Work Attitudes - Job Satisfaction and Organisational Commitment and its dimensions, Fostering positive attitude. Perception: Meaning, Perceptual Process; Common Shortcuts in Judging Others.
| |
Unit-5 |
Teaching Hours:10 |
UNDERSTANDING INDIVIDUAL BEHAVIOUR
|
|
Personality - Meaning, Determinants of Personality, The Big Five Personality Model, Learning: Meaning of Learning; Theories of Learning- Classical Conditioning, Operant Conditioning, Cognitive Theory, Social Learning Theory, Attitude-Components of Attitude- ABC model, Work Attitudes - Job Satisfaction and Organisational Commitment and its dimensions, Fostering positive attitude. Perception: Meaning, Perceptual Process; Common Shortcuts in Judging Others.
| |
Unit-5 |
Teaching Hours:10 |
UNDERSTANDING INDIVIDUAL BEHAVIOUR
|
|
Personality - Meaning, Determinants of Personality, The Big Five Personality Model, Learning: Meaning of Learning; Theories of Learning- Classical Conditioning, Operant Conditioning, Cognitive Theory, Social Learning Theory, Attitude-Components of Attitude- ABC model, Work Attitudes - Job Satisfaction and Organisational Commitment and its dimensions, Fostering positive attitude. Perception: Meaning, Perceptual Process; Common Shortcuts in Judging Others.
| |
Unit-5 |
Teaching Hours:10 |
UNDERSTANDING INDIVIDUAL BEHAVIOUR
|
|
Personality - Meaning, Determinants of Personality, The Big Five Personality Model, Learning: Meaning of Learning; Theories of Learning- Classical Conditioning, Operant Conditioning, Cognitive Theory, Social Learning Theory, Attitude-Components of Attitude- ABC model, Work Attitudes - Job Satisfaction and Organisational Commitment and its dimensions, Fostering positive attitude. Perception: Meaning, Perceptual Process; Common Shortcuts in Judging Others.
| |
Unit-5 |
Teaching Hours:10 |
UNDERSTANDING INDIVIDUAL BEHAVIOUR
|
|
Personality - Meaning, Determinants of Personality, The Big Five Personality Model, Learning: Meaning of Learning; Theories of Learning- Classical Conditioning, Operant Conditioning, Cognitive Theory, Social Learning Theory, Attitude-Components of Attitude- ABC model, Work Attitudes - Job Satisfaction and Organisational Commitment and its dimensions, Fostering positive attitude. Perception: Meaning, Perceptual Process; Common Shortcuts in Judging Others.
| |
Unit-5 |
Teaching Hours:10 |
UNDERSTANDING INDIVIDUAL BEHAVIOUR
|
|
Personality - Meaning, Determinants of Personality, The Big Five Personality Model, Learning: Meaning of Learning; Theories of Learning- Classical Conditioning, Operant Conditioning, Cognitive Theory, Social Learning Theory, Attitude-Components of Attitude- ABC model, Work Attitudes - Job Satisfaction and Organisational Commitment and its dimensions, Fostering positive attitude. Perception: Meaning, Perceptual Process; Common Shortcuts in Judging Others.
| |
Unit-5 |
Teaching Hours:10 |
UNDERSTANDING INDIVIDUAL BEHAVIOUR
|
|
Personality - Meaning, Determinants of Personality, The Big Five Personality Model, Learning: Meaning of Learning; Theories of Learning- Classical Conditioning, Operant Conditioning, Cognitive Theory, Social Learning Theory, Attitude-Components of Attitude- ABC model, Work Attitudes - Job Satisfaction and Organisational Commitment and its dimensions, Fostering positive attitude. Perception: Meaning, Perceptual Process; Common Shortcuts in Judging Others.
| |
Unit-5 |
Teaching Hours:10 |
UNDERSTANDING INDIVIDUAL BEHAVIOUR
|
|
Personality - Meaning, Determinants of Personality, The Big Five Personality Model, Learning: Meaning of Learning; Theories of Learning- Classical Conditioning, Operant Conditioning, Cognitive Theory, Social Learning Theory, Attitude-Components of Attitude- ABC model, Work Attitudes - Job Satisfaction and Organisational Commitment and its dimensions, Fostering positive attitude. Perception: Meaning, Perceptual Process; Common Shortcuts in Judging Others.
| |
Unit-5 |
Teaching Hours:10 |
UNDERSTANDING INDIVIDUAL BEHAVIOUR
|
|
Personality - Meaning, Determinants of Personality, The Big Five Personality Model, Learning: Meaning of Learning; Theories of Learning- Classical Conditioning, Operant Conditioning, Cognitive Theory, Social Learning Theory, Attitude-Components of Attitude- ABC model, Work Attitudes - Job Satisfaction and Organisational Commitment and its dimensions, Fostering positive attitude. Perception: Meaning, Perceptual Process; Common Shortcuts in Judging Others.
| |
Unit-5 |
Teaching Hours:10 |
UNDERSTANDING INDIVIDUAL BEHAVIOUR
|
|
Personality - Meaning, Determinants of Personality, The Big Five Personality Model, Learning: Meaning of Learning; Theories of Learning- Classical Conditioning, Operant Conditioning, Cognitive Theory, Social Learning Theory, Attitude-Components of Attitude- ABC model, Work Attitudes - Job Satisfaction and Organisational Commitment and its dimensions, Fostering positive attitude. Perception: Meaning, Perceptual Process; Common Shortcuts in Judging Others.
| |
Unit-5 |
Teaching Hours:10 |
UNDERSTANDING INDIVIDUAL BEHAVIOUR
|
|
Personality - Meaning, Determinants of Personality, The Big Five Personality Model, Learning: Meaning of Learning; Theories of Learning- Classical Conditioning, Operant Conditioning, Cognitive Theory, Social Learning Theory, Attitude-Components of Attitude- ABC model, Work Attitudes - Job Satisfaction and Organisational Commitment and its dimensions, Fostering positive attitude. Perception: Meaning, Perceptual Process; Common Shortcuts in Judging Others.
| |
Unit-5 |
Teaching Hours:10 |
UNDERSTANDING INDIVIDUAL BEHAVIOUR
|
|
Personality - Meaning, Determinants of Personality, The Big Five Personality Model, Learning: Meaning of Learning; Theories of Learning- Classical Conditioning, Operant Conditioning, Cognitive Theory, Social Learning Theory, Attitude-Components of Attitude- ABC model, Work Attitudes - Job Satisfaction and Organisational Commitment and its dimensions, Fostering positive attitude. Perception: Meaning, Perceptual Process; Common Shortcuts in Judging Others.
| |
Unit-5 |
Teaching Hours:10 |
UNDERSTANDING INDIVIDUAL BEHAVIOUR
|
|
Personality - Meaning, Determinants of Personality, The Big Five Personality Model, Learning: Meaning of Learning; Theories of Learning- Classical Conditioning, Operant Conditioning, Cognitive Theory, Social Learning Theory, Attitude-Components of Attitude- ABC model, Work Attitudes - Job Satisfaction and Organisational Commitment and its dimensions, Fostering positive attitude. Perception: Meaning, Perceptual Process; Common Shortcuts in Judging Others.
| |
Unit-5 |
Teaching Hours:10 |
UNDERSTANDING INDIVIDUAL BEHAVIOUR
|
|
Personality - Meaning, Determinants of Personality, The Big Five Personality Model, Learning: Meaning of Learning; Theories of Learning- Classical Conditioning, Operant Conditioning, Cognitive Theory, Social Learning Theory, Attitude-Components of Attitude- ABC model, Work Attitudes - Job Satisfaction and Organisational Commitment and its dimensions, Fostering positive attitude. Perception: Meaning, Perceptual Process; Common Shortcuts in Judging Others.
| |
Unit-5 |
Teaching Hours:10 |
UNDERSTANDING INDIVIDUAL BEHAVIOUR
|
|
Personality - Meaning, Determinants of Personality, The Big Five Personality Model, Learning: Meaning of Learning; Theories of Learning- Classical Conditioning, Operant Conditioning, Cognitive Theory, Social Learning Theory, Attitude-Components of Attitude- ABC model, Work Attitudes - Job Satisfaction and Organisational Commitment and its dimensions, Fostering positive attitude. Perception: Meaning, Perceptual Process; Common Shortcuts in Judging Others.
| |
Unit-5 |
Teaching Hours:10 |
UNDERSTANDING INDIVIDUAL BEHAVIOUR
|
|
Personality - Meaning, Determinants of Personality, The Big Five Personality Model, Learning: Meaning of Learning; Theories of Learning- Classical Conditioning, Operant Conditioning, Cognitive Theory, Social Learning Theory, Attitude-Components of Attitude- ABC model, Work Attitudes - Job Satisfaction and Organisational Commitment and its dimensions, Fostering positive attitude. Perception: Meaning, Perceptual Process; Common Shortcuts in Judging Others.
| |
Unit-5 |
Teaching Hours:10 |
UNDERSTANDING INDIVIDUAL BEHAVIOUR
|
|
Personality - Meaning, Determinants of Personality, The Big Five Personality Model, Learning: Meaning of Learning; Theories of Learning- Classical Conditioning, Operant Conditioning, Cognitive Theory, Social Learning Theory, Attitude-Components of Attitude- ABC model, Work Attitudes - Job Satisfaction and Organisational Commitment and its dimensions, Fostering positive attitude. Perception: Meaning, Perceptual Process; Common Shortcuts in Judging Others.
| |
Unit-6 |
Teaching Hours:10 |
MOTIVATION AND LEADERSHIP
|
|
Motivation- Meaning, Basic Motivational Process, Motivation Theories- Maslow’s Need Hierarchy, Dual Factor Theory, Victor Vroom’s Expectancy Model. Leadership and Management, Trait Perspective of Leadership, Behavioural Perspective- Managerial Grid; Situational Leadership, Contemporary Perspectives-Transformational, Transactional, Charismatic Leadership, Servant leadership, Shared Leadership.
| |
Unit-6 |
Teaching Hours:10 |
MOTIVATION AND LEADERSHIP
|
|
Motivation- Meaning, Basic Motivational Process, Motivation Theories- Maslow’s Need Hierarchy, Dual Factor Theory, Victor Vroom’s Expectancy Model. Leadership and Management, Trait Perspective of Leadership, Behavioural Perspective- Managerial Grid; Situational Leadership, Contemporary Perspectives-Transformational, Transactional, Charismatic Leadership, Servant leadership, Shared Leadership.
| |
Unit-6 |
Teaching Hours:10 |
MOTIVATION AND LEADERSHIP
|
|
Motivation- Meaning, Basic Motivational Process, Motivation Theories- Maslow’s Need Hierarchy, Dual Factor Theory, Victor Vroom’s Expectancy Model. Leadership and Management, Trait Perspective of Leadership, Behavioural Perspective- Managerial Grid; Situational Leadership, Contemporary Perspectives-Transformational, Transactional, Charismatic Leadership, Servant leadership, Shared Leadership.
| |
Unit-6 |
Teaching Hours:10 |
MOTIVATION AND LEADERSHIP
|
|
Motivation- Meaning, Basic Motivational Process, Motivation Theories- Maslow’s Need Hierarchy, Dual Factor Theory, Victor Vroom’s Expectancy Model. Leadership and Management, Trait Perspective of Leadership, Behavioural Perspective- Managerial Grid; Situational Leadership, Contemporary Perspectives-Transformational, Transactional, Charismatic Leadership, Servant leadership, Shared Leadership.
| |
Unit-6 |
Teaching Hours:10 |
MOTIVATION AND LEADERSHIP
|
|
Motivation- Meaning, Basic Motivational Process, Motivation Theories- Maslow’s Need Hierarchy, Dual Factor Theory, Victor Vroom’s Expectancy Model. Leadership and Management, Trait Perspective of Leadership, Behavioural Perspective- Managerial Grid; Situational Leadership, Contemporary Perspectives-Transformational, Transactional, Charismatic Leadership, Servant leadership, Shared Leadership.
| |
Unit-6 |
Teaching Hours:10 |
MOTIVATION AND LEADERSHIP
|
|
Motivation- Meaning, Basic Motivational Process, Motivation Theories- Maslow’s Need Hierarchy, Dual Factor Theory, Victor Vroom’s Expectancy Model. Leadership and Management, Trait Perspective of Leadership, Behavioural Perspective- Managerial Grid; Situational Leadership, Contemporary Perspectives-Transformational, Transactional, Charismatic Leadership, Servant leadership, Shared Leadership.
| |
Unit-6 |
Teaching Hours:10 |
MOTIVATION AND LEADERSHIP
|
|
Motivation- Meaning, Basic Motivational Process, Motivation Theories- Maslow’s Need Hierarchy, Dual Factor Theory, Victor Vroom’s Expectancy Model. Leadership and Management, Trait Perspective of Leadership, Behavioural Perspective- Managerial Grid; Situational Leadership, Contemporary Perspectives-Transformational, Transactional, Charismatic Leadership, Servant leadership, Shared Leadership.
| |
Unit-6 |
Teaching Hours:10 |
MOTIVATION AND LEADERSHIP
|
|
Motivation- Meaning, Basic Motivational Process, Motivation Theories- Maslow’s Need Hierarchy, Dual Factor Theory, Victor Vroom’s Expectancy Model. Leadership and Management, Trait Perspective of Leadership, Behavioural Perspective- Managerial Grid; Situational Leadership, Contemporary Perspectives-Transformational, Transactional, Charismatic Leadership, Servant leadership, Shared Leadership.
| |
Unit-6 |
Teaching Hours:10 |
MOTIVATION AND LEADERSHIP
|
|
Motivation- Meaning, Basic Motivational Process, Motivation Theories- Maslow’s Need Hierarchy, Dual Factor Theory, Victor Vroom’s Expectancy Model. Leadership and Management, Trait Perspective of Leadership, Behavioural Perspective- Managerial Grid; Situational Leadership, Contemporary Perspectives-Transformational, Transactional, Charismatic Leadership, Servant leadership, Shared Leadership.
| |
Unit-6 |
Teaching Hours:10 |
MOTIVATION AND LEADERSHIP
|
|
Motivation- Meaning, Basic Motivational Process, Motivation Theories- Maslow’s Need Hierarchy, Dual Factor Theory, Victor Vroom’s Expectancy Model. Leadership and Management, Trait Perspective of Leadership, Behavioural Perspective- Managerial Grid; Situational Leadership, Contemporary Perspectives-Transformational, Transactional, Charismatic Leadership, Servant leadership, Shared Leadership.
| |
Unit-6 |
Teaching Hours:10 |
MOTIVATION AND LEADERSHIP
|
|
Motivation- Meaning, Basic Motivational Process, Motivation Theories- Maslow’s Need Hierarchy, Dual Factor Theory, Victor Vroom’s Expectancy Model. Leadership and Management, Trait Perspective of Leadership, Behavioural Perspective- Managerial Grid; Situational Leadership, Contemporary Perspectives-Transformational, Transactional, Charismatic Leadership, Servant leadership, Shared Leadership.
| |
Unit-6 |
Teaching Hours:10 |
MOTIVATION AND LEADERSHIP
|
|
Motivation- Meaning, Basic Motivational Process, Motivation Theories- Maslow’s Need Hierarchy, Dual Factor Theory, Victor Vroom’s Expectancy Model. Leadership and Management, Trait Perspective of Leadership, Behavioural Perspective- Managerial Grid; Situational Leadership, Contemporary Perspectives-Transformational, Transactional, Charismatic Leadership, Servant leadership, Shared Leadership.
| |
Unit-6 |
Teaching Hours:10 |
MOTIVATION AND LEADERSHIP
|
|
Motivation- Meaning, Basic Motivational Process, Motivation Theories- Maslow’s Need Hierarchy, Dual Factor Theory, Victor Vroom’s Expectancy Model. Leadership and Management, Trait Perspective of Leadership, Behavioural Perspective- Managerial Grid; Situational Leadership, Contemporary Perspectives-Transformational, Transactional, Charismatic Leadership, Servant leadership, Shared Leadership.
| |
Unit-6 |
Teaching Hours:10 |
MOTIVATION AND LEADERSHIP
|
|
Motivation- Meaning, Basic Motivational Process, Motivation Theories- Maslow’s Need Hierarchy, Dual Factor Theory, Victor Vroom’s Expectancy Model. Leadership and Management, Trait Perspective of Leadership, Behavioural Perspective- Managerial Grid; Situational Leadership, Contemporary Perspectives-Transformational, Transactional, Charismatic Leadership, Servant leadership, Shared Leadership.
| |
Unit-6 |
Teaching Hours:10 |
MOTIVATION AND LEADERSHIP
|
|
Motivation- Meaning, Basic Motivational Process, Motivation Theories- Maslow’s Need Hierarchy, Dual Factor Theory, Victor Vroom’s Expectancy Model. Leadership and Management, Trait Perspective of Leadership, Behavioural Perspective- Managerial Grid; Situational Leadership, Contemporary Perspectives-Transformational, Transactional, Charismatic Leadership, Servant leadership, Shared Leadership.
| |
Unit-6 |
Teaching Hours:10 |
MOTIVATION AND LEADERSHIP
|
|
Motivation- Meaning, Basic Motivational Process, Motivation Theories- Maslow’s Need Hierarchy, Dual Factor Theory, Victor Vroom’s Expectancy Model. Leadership and Management, Trait Perspective of Leadership, Behavioural Perspective- Managerial Grid; Situational Leadership, Contemporary Perspectives-Transformational, Transactional, Charismatic Leadership, Servant leadership, Shared Leadership.
| |
Unit-6 |
Teaching Hours:10 |
MOTIVATION AND LEADERSHIP
|
|
Motivation- Meaning, Basic Motivational Process, Motivation Theories- Maslow’s Need Hierarchy, Dual Factor Theory, Victor Vroom’s Expectancy Model. Leadership and Management, Trait Perspective of Leadership, Behavioural Perspective- Managerial Grid; Situational Leadership, Contemporary Perspectives-Transformational, Transactional, Charismatic Leadership, Servant leadership, Shared Leadership.
| |
Unit-6 |
Teaching Hours:10 |
MOTIVATION AND LEADERSHIP
|
|
Motivation- Meaning, Basic Motivational Process, Motivation Theories- Maslow’s Need Hierarchy, Dual Factor Theory, Victor Vroom’s Expectancy Model. Leadership and Management, Trait Perspective of Leadership, Behavioural Perspective- Managerial Grid; Situational Leadership, Contemporary Perspectives-Transformational, Transactional, Charismatic Leadership, Servant leadership, Shared Leadership.
| |
Unit-6 |
Teaching Hours:10 |
MOTIVATION AND LEADERSHIP
|
|
Motivation- Meaning, Basic Motivational Process, Motivation Theories- Maslow’s Need Hierarchy, Dual Factor Theory, Victor Vroom’s Expectancy Model. Leadership and Management, Trait Perspective of Leadership, Behavioural Perspective- Managerial Grid; Situational Leadership, Contemporary Perspectives-Transformational, Transactional, Charismatic Leadership, Servant leadership, Shared Leadership.
| |
Unit-7 |
Teaching Hours:7 |
GROUP DYNAMICS & CULTURE
|
|
Group – Meaning, Types, Functions, Tuckman’s Model, Group Dynamics, Threats to Group Effectiveness- Organizational culture- meaning – Quinn and Cameron’s Organizational culture types - ways to learn organizational culture - Creating positive organizational culture. | |
Unit-7 |
Teaching Hours:7 |
GROUP DYNAMICS & CULTURE
|
|
Group – Meaning, Types, Functions, Tuckman’s Model, Group Dynamics, Threats to Group Effectiveness- Organizational culture- meaning – Quinn and Cameron’s Organizational culture types - ways to learn organizational culture - Creating positive organizational culture. | |
Unit-7 |
Teaching Hours:7 |
GROUP DYNAMICS & CULTURE
|
|
Group – Meaning, Types, Functions, Tuckman’s Model, Group Dynamics, Threats to Group Effectiveness- Organizational culture- meaning – Quinn and Cameron’s Organizational culture types - ways to learn organizational culture - Creating positive organizational culture. | |
Unit-7 |
Teaching Hours:7 |
GROUP DYNAMICS & CULTURE
|
|
Group – Meaning, Types, Functions, Tuckman’s Model, Group Dynamics, Threats to Group Effectiveness- Organizational culture- meaning – Quinn and Cameron’s Organizational culture types - ways to learn organizational culture - Creating positive organizational culture. | |
Unit-7 |
Teaching Hours:7 |
GROUP DYNAMICS & CULTURE
|
|
Group – Meaning, Types, Functions, Tuckman’s Model, Group Dynamics, Threats to Group Effectiveness- Organizational culture- meaning – Quinn and Cameron’s Organizational culture types - ways to learn organizational culture - Creating positive organizational culture. | |
Unit-7 |
Teaching Hours:7 |
GROUP DYNAMICS & CULTURE
|
|
Group – Meaning, Types, Functions, Tuckman’s Model, Group Dynamics, Threats to Group Effectiveness- Organizational culture- meaning – Quinn and Cameron’s Organizational culture types - ways to learn organizational culture - Creating positive organizational culture. | |
Unit-7 |
Teaching Hours:7 |
GROUP DYNAMICS & CULTURE
|
|
Group – Meaning, Types, Functions, Tuckman’s Model, Group Dynamics, Threats to Group Effectiveness- Organizational culture- meaning – Quinn and Cameron’s Organizational culture types - ways to learn organizational culture - Creating positive organizational culture. | |
Unit-7 |
Teaching Hours:7 |
GROUP DYNAMICS & CULTURE
|
|
Group – Meaning, Types, Functions, Tuckman’s Model, Group Dynamics, Threats to Group Effectiveness- Organizational culture- meaning – Quinn and Cameron’s Organizational culture types - ways to learn organizational culture - Creating positive organizational culture. | |
Unit-7 |
Teaching Hours:7 |
GROUP DYNAMICS & CULTURE
|
|
Group – Meaning, Types, Functions, Tuckman’s Model, Group Dynamics, Threats to Group Effectiveness- Organizational culture- meaning – Quinn and Cameron’s Organizational culture types - ways to learn organizational culture - Creating positive organizational culture. | |
Unit-7 |
Teaching Hours:7 |
GROUP DYNAMICS & CULTURE
|
|
Group – Meaning, Types, Functions, Tuckman’s Model, Group Dynamics, Threats to Group Effectiveness- Organizational culture- meaning – Quinn and Cameron’s Organizational culture types - ways to learn organizational culture - Creating positive organizational culture. | |
Unit-7 |
Teaching Hours:7 |
GROUP DYNAMICS & CULTURE
|
|
Group – Meaning, Types, Functions, Tuckman’s Model, Group Dynamics, Threats to Group Effectiveness- Organizational culture- meaning – Quinn and Cameron’s Organizational culture types - ways to learn organizational culture - Creating positive organizational culture. | |
Unit-7 |
Teaching Hours:7 |
GROUP DYNAMICS & CULTURE
|
|
Group – Meaning, Types, Functions, Tuckman’s Model, Group Dynamics, Threats to Group Effectiveness- Organizational culture- meaning – Quinn and Cameron’s Organizational culture types - ways to learn organizational culture - Creating positive organizational culture. | |
Unit-7 |
Teaching Hours:7 |
GROUP DYNAMICS & CULTURE
|
|
Group – Meaning, Types, Functions, Tuckman’s Model, Group Dynamics, Threats to Group Effectiveness- Organizational culture- meaning – Quinn and Cameron’s Organizational culture types - ways to learn organizational culture - Creating positive organizational culture. | |
Unit-7 |
Teaching Hours:7 |
GROUP DYNAMICS & CULTURE
|
|
Group – Meaning, Types, Functions, Tuckman’s Model, Group Dynamics, Threats to Group Effectiveness- Organizational culture- meaning – Quinn and Cameron’s Organizational culture types - ways to learn organizational culture - Creating positive organizational culture. | |
Unit-7 |
Teaching Hours:7 |
GROUP DYNAMICS & CULTURE
|
|
Group – Meaning, Types, Functions, Tuckman’s Model, Group Dynamics, Threats to Group Effectiveness- Organizational culture- meaning – Quinn and Cameron’s Organizational culture types - ways to learn organizational culture - Creating positive organizational culture. | |
Unit-7 |
Teaching Hours:7 |
GROUP DYNAMICS & CULTURE
|
|
Group – Meaning, Types, Functions, Tuckman’s Model, Group Dynamics, Threats to Group Effectiveness- Organizational culture- meaning – Quinn and Cameron’s Organizational culture types - ways to learn organizational culture - Creating positive organizational culture. | |
Unit-7 |
Teaching Hours:7 |
GROUP DYNAMICS & CULTURE
|
|
Group – Meaning, Types, Functions, Tuckman’s Model, Group Dynamics, Threats to Group Effectiveness- Organizational culture- meaning – Quinn and Cameron’s Organizational culture types - ways to learn organizational culture - Creating positive organizational culture. | |
Unit-7 |
Teaching Hours:7 |
GROUP DYNAMICS & CULTURE
|
|
Group – Meaning, Types, Functions, Tuckman’s Model, Group Dynamics, Threats to Group Effectiveness- Organizational culture- meaning – Quinn and Cameron’s Organizational culture types - ways to learn organizational culture - Creating positive organizational culture. | |
Unit-7 |
Teaching Hours:7 |
GROUP DYNAMICS & CULTURE
|
|
Group – Meaning, Types, Functions, Tuckman’s Model, Group Dynamics, Threats to Group Effectiveness- Organizational culture- meaning – Quinn and Cameron’s Organizational culture types - ways to learn organizational culture - Creating positive organizational culture. | |
Text Books And Reference Books:
| |
Essential Reading / Recommended Reading
| |
Evaluation Pattern CIA1 20 Marks CIA2 25 Marks CIA3 20 Marks ESE 30 Marks Attendance 5 Marks | |
BBA102-1 - FINANCIAL ACCOUNTING (2024 Batch) | |
Total Teaching Hours for Semester:60 |
No of Lecture Hours/Week:4 |
Max Marks:50 |
Credits:4 |
Course Objectives/Course Description |
|
Course Description: This course intends to introduce basic accounting principles and practices essential for managing business finances effectively and provide an overview of accounting standards and IFRS. It also deals with subsidiary books maintained in business organizations. The students will have knowledge about the fundamental accounting processes such as journalizing, ledger posting, preparation of trial balance and final accounts in sole trading business. Along with the practical application of the accounting process, the students will also learn the computerized system of preparing the accounts and accounting process on the Tally software. This course will be useful for all those who are desirous of having an understanding and application of financial dynamics of the business and become successful financial managers/entrepreneurs. Course Objectives: 1. To understand principles and concepts of accounting and outline the need of accounting standards/IFRS. 2. To demonstrate knowledge of the accounting cycle process and its step-by-step preparation. 3. To extend the knowledge of systematic maintenance of books of accounts to real-life business. 4. To interpret Annual Financial statements of Sole proprietorship form of business. 5. To prepare accounts and accounting processes using Tally software. |
|
Learning Outcome |
|
CO1: Identifies the application of various principles and standards in preparing accounting statements. CO2: Demonstrates knowledge of the accounting cycle process. / Analyze and record accounting transactions using appropriate methods. CO3: Extend the knowledge of systematic maintenance of books of accounts to real-life business. CO4: Interpret Annual Financial statements of Sole proprietorship form of business./ Create Trading and Profit and Loss accounts and Balance Sheets for sole trading concerns. CO5: Preparation of accounts and accounting processes using Tally software. |
Unit-1 |
Teaching Hours:9 |
Introduction to Accounting
|
|
Level of Knowledge: Conceptual
Accounting Concepts and Conventions, Accounting Practices, Generally Accepted Accounting Principles, Nature of Accounting, Accounting equation - Systems of Accounting, Process of Accounting transactions- types of Accounts, Rules of Accounting. Types of Accounting standards Need for IFRS, Ind AS and IFRS. | |
Unit-1 |
Teaching Hours:9 |
Introduction to Accounting
|
|
Level of Knowledge: Conceptual
Accounting Concepts and Conventions, Accounting Practices, Generally Accepted Accounting Principles, Nature of Accounting, Accounting equation - Systems of Accounting, Process of Accounting transactions- types of Accounts, Rules of Accounting. Types of Accounting standards Need for IFRS, Ind AS and IFRS. | |
Unit-1 |
Teaching Hours:9 |
Introduction to Accounting
|
|
Level of Knowledge: Conceptual
Accounting Concepts and Conventions, Accounting Practices, Generally Accepted Accounting Principles, Nature of Accounting, Accounting equation - Systems of Accounting, Process of Accounting transactions- types of Accounts, Rules of Accounting. Types of Accounting standards Need for IFRS, Ind AS and IFRS. | |
Unit-1 |
Teaching Hours:9 |
Introduction to Accounting
|
|
Level of Knowledge: Conceptual
Accounting Concepts and Conventions, Accounting Practices, Generally Accepted Accounting Principles, Nature of Accounting, Accounting equation - Systems of Accounting, Process of Accounting transactions- types of Accounts, Rules of Accounting. Types of Accounting standards Need for IFRS, Ind AS and IFRS. | |
Unit-1 |
Teaching Hours:9 |
Introduction to Accounting
|
|
Level of Knowledge: Conceptual
Accounting Concepts and Conventions, Accounting Practices, Generally Accepted Accounting Principles, Nature of Accounting, Accounting equation - Systems of Accounting, Process of Accounting transactions- types of Accounts, Rules of Accounting. Types of Accounting standards Need for IFRS, Ind AS and IFRS. | |
Unit-1 |
Teaching Hours:9 |
Introduction to Accounting
|
|
Level of Knowledge: Conceptual
Accounting Concepts and Conventions, Accounting Practices, Generally Accepted Accounting Principles, Nature of Accounting, Accounting equation - Systems of Accounting, Process of Accounting transactions- types of Accounts, Rules of Accounting. Types of Accounting standards Need for IFRS, Ind AS and IFRS. | |
Unit-1 |
Teaching Hours:9 |
Introduction to Accounting
|
|
Level of Knowledge: Conceptual
Accounting Concepts and Conventions, Accounting Practices, Generally Accepted Accounting Principles, Nature of Accounting, Accounting equation - Systems of Accounting, Process of Accounting transactions- types of Accounts, Rules of Accounting. Types of Accounting standards Need for IFRS, Ind AS and IFRS. | |
Unit-1 |
Teaching Hours:9 |
Introduction to Accounting
|
|
Level of Knowledge: Conceptual
Accounting Concepts and Conventions, Accounting Practices, Generally Accepted Accounting Principles, Nature of Accounting, Accounting equation - Systems of Accounting, Process of Accounting transactions- types of Accounts, Rules of Accounting. Types of Accounting standards Need for IFRS, Ind AS and IFRS. | |
Unit-1 |
Teaching Hours:9 |
Introduction to Accounting
|
|
Level of Knowledge: Conceptual
Accounting Concepts and Conventions, Accounting Practices, Generally Accepted Accounting Principles, Nature of Accounting, Accounting equation - Systems of Accounting, Process of Accounting transactions- types of Accounts, Rules of Accounting. Types of Accounting standards Need for IFRS, Ind AS and IFRS. | |
Unit-1 |
Teaching Hours:9 |
Introduction to Accounting
|
|
Level of Knowledge: Conceptual
Accounting Concepts and Conventions, Accounting Practices, Generally Accepted Accounting Principles, Nature of Accounting, Accounting equation - Systems of Accounting, Process of Accounting transactions- types of Accounts, Rules of Accounting. Types of Accounting standards Need for IFRS, Ind AS and IFRS. | |
Unit-1 |
Teaching Hours:9 |
Introduction to Accounting
|
|
Level of Knowledge: Conceptual
Accounting Concepts and Conventions, Accounting Practices, Generally Accepted Accounting Principles, Nature of Accounting, Accounting equation - Systems of Accounting, Process of Accounting transactions- types of Accounts, Rules of Accounting. Types of Accounting standards Need for IFRS, Ind AS and IFRS. | |
Unit-1 |
Teaching Hours:9 |
Introduction to Accounting
|
|
Level of Knowledge: Conceptual
Accounting Concepts and Conventions, Accounting Practices, Generally Accepted Accounting Principles, Nature of Accounting, Accounting equation - Systems of Accounting, Process of Accounting transactions- types of Accounts, Rules of Accounting. Types of Accounting standards Need for IFRS, Ind AS and IFRS. | |
Unit-1 |
Teaching Hours:9 |
Introduction to Accounting
|
|
Level of Knowledge: Conceptual
Accounting Concepts and Conventions, Accounting Practices, Generally Accepted Accounting Principles, Nature of Accounting, Accounting equation - Systems of Accounting, Process of Accounting transactions- types of Accounts, Rules of Accounting. Types of Accounting standards Need for IFRS, Ind AS and IFRS. | |
Unit-1 |
Teaching Hours:9 |
Introduction to Accounting
|
|
Level of Knowledge: Conceptual
Accounting Concepts and Conventions, Accounting Practices, Generally Accepted Accounting Principles, Nature of Accounting, Accounting equation - Systems of Accounting, Process of Accounting transactions- types of Accounts, Rules of Accounting. Types of Accounting standards Need for IFRS, Ind AS and IFRS. | |
Unit-1 |
Teaching Hours:9 |
Introduction to Accounting
|
|
Level of Knowledge: Conceptual
Accounting Concepts and Conventions, Accounting Practices, Generally Accepted Accounting Principles, Nature of Accounting, Accounting equation - Systems of Accounting, Process of Accounting transactions- types of Accounts, Rules of Accounting. Types of Accounting standards Need for IFRS, Ind AS and IFRS. | |
Unit-1 |
Teaching Hours:9 |
Introduction to Accounting
|
|
Level of Knowledge: Conceptual
Accounting Concepts and Conventions, Accounting Practices, Generally Accepted Accounting Principles, Nature of Accounting, Accounting equation - Systems of Accounting, Process of Accounting transactions- types of Accounts, Rules of Accounting. Types of Accounting standards Need for IFRS, Ind AS and IFRS. | |
Unit-1 |
Teaching Hours:9 |
Introduction to Accounting
|
|
Level of Knowledge: Conceptual
Accounting Concepts and Conventions, Accounting Practices, Generally Accepted Accounting Principles, Nature of Accounting, Accounting equation - Systems of Accounting, Process of Accounting transactions- types of Accounts, Rules of Accounting. Types of Accounting standards Need for IFRS, Ind AS and IFRS. | |
Unit-1 |
Teaching Hours:9 |
Introduction to Accounting
|
|
Level of Knowledge: Conceptual
Accounting Concepts and Conventions, Accounting Practices, Generally Accepted Accounting Principles, Nature of Accounting, Accounting equation - Systems of Accounting, Process of Accounting transactions- types of Accounts, Rules of Accounting. Types of Accounting standards Need for IFRS, Ind AS and IFRS. | |
Unit-1 |
Teaching Hours:9 |
Introduction to Accounting
|
|
Level of Knowledge: Conceptual
Accounting Concepts and Conventions, Accounting Practices, Generally Accepted Accounting Principles, Nature of Accounting, Accounting equation - Systems of Accounting, Process of Accounting transactions- types of Accounts, Rules of Accounting. Types of Accounting standards Need for IFRS, Ind AS and IFRS. | |
Unit-2 |
Teaching Hours:8 |
Accounting cycle & process
|
|
Level of Knowledge: Analytical
Journal - Meaning, features, simple and compound entries, Including recording of GST transactions, Capital and revenue expenditures, Capital and revenue receipts, Contingent assets and contingent liabilities, Preparation of ledgers and Trial balance. | |
Unit-2 |
Teaching Hours:8 |
Accounting cycle & process
|
|
Level of Knowledge: Analytical
Journal - Meaning, features, simple and compound entries, Including recording of GST transactions, Capital and revenue expenditures, Capital and revenue receipts, Contingent assets and contingent liabilities, Preparation of ledgers and Trial balance. | |
Unit-2 |
Teaching Hours:8 |
Accounting cycle & process
|
|
Level of Knowledge: Analytical
Journal - Meaning, features, simple and compound entries, Including recording of GST transactions, Capital and revenue expenditures, Capital and revenue receipts, Contingent assets and contingent liabilities, Preparation of ledgers and Trial balance. | |
Unit-2 |
Teaching Hours:8 |
Accounting cycle & process
|
|
Level of Knowledge: Analytical
Journal - Meaning, features, simple and compound entries, Including recording of GST transactions, Capital and revenue expenditures, Capital and revenue receipts, Contingent assets and contingent liabilities, Preparation of ledgers and Trial balance. | |
Unit-2 |
Teaching Hours:8 |
Accounting cycle & process
|
|
Level of Knowledge: Analytical
Journal - Meaning, features, simple and compound entries, Including recording of GST transactions, Capital and revenue expenditures, Capital and revenue receipts, Contingent assets and contingent liabilities, Preparation of ledgers and Trial balance. | |
Unit-2 |
Teaching Hours:8 |
Accounting cycle & process
|
|
Level of Knowledge: Analytical
Journal - Meaning, features, simple and compound entries, Including recording of GST transactions, Capital and revenue expenditures, Capital and revenue receipts, Contingent assets and contingent liabilities, Preparation of ledgers and Trial balance. | |
Unit-2 |
Teaching Hours:8 |
Accounting cycle & process
|
|
Level of Knowledge: Analytical
Journal - Meaning, features, simple and compound entries, Including recording of GST transactions, Capital and revenue expenditures, Capital and revenue receipts, Contingent assets and contingent liabilities, Preparation of ledgers and Trial balance. | |
Unit-2 |
Teaching Hours:8 |
Accounting cycle & process
|
|
Level of Knowledge: Analytical
Journal - Meaning, features, simple and compound entries, Including recording of GST transactions, Capital and revenue expenditures, Capital and revenue receipts, Contingent assets and contingent liabilities, Preparation of ledgers and Trial balance. | |
Unit-2 |
Teaching Hours:8 |
Accounting cycle & process
|
|
Level of Knowledge: Analytical
Journal - Meaning, features, simple and compound entries, Including recording of GST transactions, Capital and revenue expenditures, Capital and revenue receipts, Contingent assets and contingent liabilities, Preparation of ledgers and Trial balance. | |
Unit-2 |
Teaching Hours:8 |
Accounting cycle & process
|
|
Level of Knowledge: Analytical
Journal - Meaning, features, simple and compound entries, Including recording of GST transactions, Capital and revenue expenditures, Capital and revenue receipts, Contingent assets and contingent liabilities, Preparation of ledgers and Trial balance. | |
Unit-2 |
Teaching Hours:8 |
Accounting cycle & process
|
|
Level of Knowledge: Analytical
Journal - Meaning, features, simple and compound entries, Including recording of GST transactions, Capital and revenue expenditures, Capital and revenue receipts, Contingent assets and contingent liabilities, Preparation of ledgers and Trial balance. | |
Unit-2 |
Teaching Hours:8 |
Accounting cycle & process
|
|
Level of Knowledge: Analytical
Journal - Meaning, features, simple and compound entries, Including recording of GST transactions, Capital and revenue expenditures, Capital and revenue receipts, Contingent assets and contingent liabilities, Preparation of ledgers and Trial balance. | |
Unit-2 |
Teaching Hours:8 |
Accounting cycle & process
|
|
Level of Knowledge: Analytical
Journal - Meaning, features, simple and compound entries, Including recording of GST transactions, Capital and revenue expenditures, Capital and revenue receipts, Contingent assets and contingent liabilities, Preparation of ledgers and Trial balance. | |
Unit-2 |
Teaching Hours:8 |
Accounting cycle & process
|
|
Level of Knowledge: Analytical
Journal - Meaning, features, simple and compound entries, Including recording of GST transactions, Capital and revenue expenditures, Capital and revenue receipts, Contingent assets and contingent liabilities, Preparation of ledgers and Trial balance. | |
Unit-2 |
Teaching Hours:8 |
Accounting cycle & process
|
|
Level of Knowledge: Analytical
Journal - Meaning, features, simple and compound entries, Including recording of GST transactions, Capital and revenue expenditures, Capital and revenue receipts, Contingent assets and contingent liabilities, Preparation of ledgers and Trial balance. | |
Unit-2 |
Teaching Hours:8 |
Accounting cycle & process
|
|
Level of Knowledge: Analytical
Journal - Meaning, features, simple and compound entries, Including recording of GST transactions, Capital and revenue expenditures, Capital and revenue receipts, Contingent assets and contingent liabilities, Preparation of ledgers and Trial balance. | |
Unit-2 |
Teaching Hours:8 |
Accounting cycle & process
|
|
Level of Knowledge: Analytical
Journal - Meaning, features, simple and compound entries, Including recording of GST transactions, Capital and revenue expenditures, Capital and revenue receipts, Contingent assets and contingent liabilities, Preparation of ledgers and Trial balance. | |
Unit-2 |
Teaching Hours:8 |
Accounting cycle & process
|
|
Level of Knowledge: Analytical
Journal - Meaning, features, simple and compound entries, Including recording of GST transactions, Capital and revenue expenditures, Capital and revenue receipts, Contingent assets and contingent liabilities, Preparation of ledgers and Trial balance. | |
Unit-2 |
Teaching Hours:8 |
Accounting cycle & process
|
|
Level of Knowledge: Analytical
Journal - Meaning, features, simple and compound entries, Including recording of GST transactions, Capital and revenue expenditures, Capital and revenue receipts, Contingent assets and contingent liabilities, Preparation of ledgers and Trial balance. | |
Unit-3 |
Teaching Hours:10 |
Subsidiary books
|
|
Level of Knowledge: Analytical Conceptual introduction to subsidiary books - Sales book, Sales return book, Purchases book, Purchase returns book, receivable book, payable book. Practical problems in Cash Book- Single column, double column, and three-columnar cash books.
| |
Unit-3 |
Teaching Hours:10 |
Subsidiary books
|
|
Level of Knowledge: Analytical Conceptual introduction to subsidiary books - Sales book, Sales return book, Purchases book, Purchase returns book, receivable book, payable book. Practical problems in Cash Book- Single column, double column, and three-columnar cash books.
| |
Unit-3 |
Teaching Hours:10 |
Subsidiary books
|
|
Level of Knowledge: Analytical Conceptual introduction to subsidiary books - Sales book, Sales return book, Purchases book, Purchase returns book, receivable book, payable book. Practical problems in Cash Book- Single column, double column, and three-columnar cash books.
| |
Unit-3 |
Teaching Hours:10 |
Subsidiary books
|
|
Level of Knowledge: Analytical Conceptual introduction to subsidiary books - Sales book, Sales return book, Purchases book, Purchase returns book, receivable book, payable book. Practical problems in Cash Book- Single column, double column, and three-columnar cash books.
| |
Unit-3 |
Teaching Hours:10 |
Subsidiary books
|
|
Level of Knowledge: Analytical Conceptual introduction to subsidiary books - Sales book, Sales return book, Purchases book, Purchase returns book, receivable book, payable book. Practical problems in Cash Book- Single column, double column, and three-columnar cash books.
| |
Unit-3 |
Teaching Hours:10 |
Subsidiary books
|
|
Level of Knowledge: Analytical Conceptual introduction to subsidiary books - Sales book, Sales return book, Purchases book, Purchase returns book, receivable book, payable book. Practical problems in Cash Book- Single column, double column, and three-columnar cash books.
| |
Unit-3 |
Teaching Hours:10 |
Subsidiary books
|
|
Level of Knowledge: Analytical Conceptual introduction to subsidiary books - Sales book, Sales return book, Purchases book, Purchase returns book, receivable book, payable book. Practical problems in Cash Book- Single column, double column, and three-columnar cash books.
| |
Unit-3 |
Teaching Hours:10 |
Subsidiary books
|
|
Level of Knowledge: Analytical Conceptual introduction to subsidiary books - Sales book, Sales return book, Purchases book, Purchase returns book, receivable book, payable book. Practical problems in Cash Book- Single column, double column, and three-columnar cash books.
| |
Unit-3 |
Teaching Hours:10 |
Subsidiary books
|
|
Level of Knowledge: Analytical Conceptual introduction to subsidiary books - Sales book, Sales return book, Purchases book, Purchase returns book, receivable book, payable book. Practical problems in Cash Book- Single column, double column, and three-columnar cash books.
| |
Unit-3 |
Teaching Hours:10 |
Subsidiary books
|
|
Level of Knowledge: Analytical Conceptual introduction to subsidiary books - Sales book, Sales return book, Purchases book, Purchase returns book, receivable book, payable book. Practical problems in Cash Book- Single column, double column, and three-columnar cash books.
| |
Unit-3 |
Teaching Hours:10 |
Subsidiary books
|
|
Level of Knowledge: Analytical Conceptual introduction to subsidiary books - Sales book, Sales return book, Purchases book, Purchase returns book, receivable book, payable book. Practical problems in Cash Book- Single column, double column, and three-columnar cash books.
| |
Unit-3 |
Teaching Hours:10 |
Subsidiary books
|
|
Level of Knowledge: Analytical Conceptual introduction to subsidiary books - Sales book, Sales return book, Purchases book, Purchase returns book, receivable book, payable book. Practical problems in Cash Book- Single column, double column, and three-columnar cash books.
| |
Unit-3 |
Teaching Hours:10 |
Subsidiary books
|
|
Level of Knowledge: Analytical Conceptual introduction to subsidiary books - Sales book, Sales return book, Purchases book, Purchase returns book, receivable book, payable book. Practical problems in Cash Book- Single column, double column, and three-columnar cash books.
| |
Unit-3 |
Teaching Hours:10 |
Subsidiary books
|
|
Level of Knowledge: Analytical Conceptual introduction to subsidiary books - Sales book, Sales return book, Purchases book, Purchase returns book, receivable book, payable book. Practical problems in Cash Book- Single column, double column, and three-columnar cash books.
| |
Unit-3 |
Teaching Hours:10 |
Subsidiary books
|
|
Level of Knowledge: Analytical Conceptual introduction to subsidiary books - Sales book, Sales return book, Purchases book, Purchase returns book, receivable book, payable book. Practical problems in Cash Book- Single column, double column, and three-columnar cash books.
| |
Unit-3 |
Teaching Hours:10 |
Subsidiary books
|
|
Level of Knowledge: Analytical Conceptual introduction to subsidiary books - Sales book, Sales return book, Purchases book, Purchase returns book, receivable book, payable book. Practical problems in Cash Book- Single column, double column, and three-columnar cash books.
| |
Unit-3 |
Teaching Hours:10 |
Subsidiary books
|
|
Level of Knowledge: Analytical Conceptual introduction to subsidiary books - Sales book, Sales return book, Purchases book, Purchase returns book, receivable book, payable book. Practical problems in Cash Book- Single column, double column, and three-columnar cash books.
| |
Unit-3 |
Teaching Hours:10 |
Subsidiary books
|
|
Level of Knowledge: Analytical Conceptual introduction to subsidiary books - Sales book, Sales return book, Purchases book, Purchase returns book, receivable book, payable book. Practical problems in Cash Book- Single column, double column, and three-columnar cash books.
| |
Unit-3 |
Teaching Hours:10 |
Subsidiary books
|
|
Level of Knowledge: Analytical Conceptual introduction to subsidiary books - Sales book, Sales return book, Purchases book, Purchase returns book, receivable book, payable book. Practical problems in Cash Book- Single column, double column, and three-columnar cash books.
| |
Unit-4 |
Teaching Hours:8 |
Bank reconciliation statement
|
|
Level of Knowledge: Analytical Need for reconciliation and preparation of bank reconciliation statements.
| |
Unit-4 |
Teaching Hours:8 |
Bank reconciliation statement
|
|
Level of Knowledge: Analytical Need for reconciliation and preparation of bank reconciliation statements.
| |
Unit-4 |
Teaching Hours:8 |
Bank reconciliation statement
|
|
Level of Knowledge: Analytical Need for reconciliation and preparation of bank reconciliation statements.
| |
Unit-4 |
Teaching Hours:8 |
Bank reconciliation statement
|
|
Level of Knowledge: Analytical Need for reconciliation and preparation of bank reconciliation statements.
| |
Unit-4 |
Teaching Hours:8 |
Bank reconciliation statement
|
|
Level of Knowledge: Analytical Need for reconciliation and preparation of bank reconciliation statements.
| |
Unit-4 |
Teaching Hours:8 |
Bank reconciliation statement
|
|
Level of Knowledge: Analytical Need for reconciliation and preparation of bank reconciliation statements.
| |
Unit-4 |
Teaching Hours:8 |
Bank reconciliation statement
|
|
Level of Knowledge: Analytical Need for reconciliation and preparation of bank reconciliation statements.
| |
Unit-4 |
Teaching Hours:8 |
Bank reconciliation statement
|
|
Level of Knowledge: Analytical Need for reconciliation and preparation of bank reconciliation statements.
| |
Unit-4 |
Teaching Hours:8 |
Bank reconciliation statement
|
|
Level of Knowledge: Analytical Need for reconciliation and preparation of bank reconciliation statements.
| |
Unit-4 |
Teaching Hours:8 |
Bank reconciliation statement
|
|
Level of Knowledge: Analytical Need for reconciliation and preparation of bank reconciliation statements.
| |
Unit-4 |
Teaching Hours:8 |
Bank reconciliation statement
|
|
Level of Knowledge: Analytical Need for reconciliation and preparation of bank reconciliation statements.
| |
Unit-4 |
Teaching Hours:8 |
Bank reconciliation statement
|
|
Level of Knowledge: Analytical Need for reconciliation and preparation of bank reconciliation statements.
| |
Unit-4 |
Teaching Hours:8 |
Bank reconciliation statement
|
|
Level of Knowledge: Analytical Need for reconciliation and preparation of bank reconciliation statements.
| |
Unit-4 |
Teaching Hours:8 |
Bank reconciliation statement
|
|
Level of Knowledge: Analytical Need for reconciliation and preparation of bank reconciliation statements.
| |
Unit-4 |
Teaching Hours:8 |
Bank reconciliation statement
|
|
Level of Knowledge: Analytical Need for reconciliation and preparation of bank reconciliation statements.
| |
Unit-4 |
Teaching Hours:8 |
Bank reconciliation statement
|
|
Level of Knowledge: Analytical Need for reconciliation and preparation of bank reconciliation statements.
| |
Unit-4 |
Teaching Hours:8 |
Bank reconciliation statement
|
|
Level of Knowledge: Analytical Need for reconciliation and preparation of bank reconciliation statements.
| |
Unit-4 |
Teaching Hours:8 |
Bank reconciliation statement
|
|
Level of Knowledge: Analytical Need for reconciliation and preparation of bank reconciliation statements.
| |
Unit-4 |
Teaching Hours:8 |
Bank reconciliation statement
|
|
Level of Knowledge: Analytical Need for reconciliation and preparation of bank reconciliation statements.
| |
Unit-5 |
Teaching Hours:8 |
Rectification of Errors
|
|
Level of Knowledge: Analytical
Need for rectification of errors, types of errors, process of rectification, and accounting entries of rectification | |
Unit-5 |
Teaching Hours:8 |
Rectification of Errors
|
|
Level of Knowledge: Analytical
Need for rectification of errors, types of errors, process of rectification, and accounting entries of rectification | |
Unit-5 |
Teaching Hours:8 |
Rectification of Errors
|
|
Level of Knowledge: Analytical
Need for rectification of errors, types of errors, process of rectification, and accounting entries of rectification | |
Unit-5 |
Teaching Hours:8 |
Rectification of Errors
|
|
Level of Knowledge: Analytical
Need for rectification of errors, types of errors, process of rectification, and accounting entries of rectification | |
Unit-5 |
Teaching Hours:8 |
Rectification of Errors
|
|
Level of Knowledge: Analytical
Need for rectification of errors, types of errors, process of rectification, and accounting entries of rectification | |
Unit-5 |
Teaching Hours:8 |
Rectification of Errors
|
|
Level of Knowledge: Analytical
Need for rectification of errors, types of errors, process of rectification, and accounting entries of rectification | |
Unit-5 |
Teaching Hours:8 |
Rectification of Errors
|
|
Level of Knowledge: Analytical
Need for rectification of errors, types of errors, process of rectification, and accounting entries of rectification | |
Unit-5 |
Teaching Hours:8 |
Rectification of Errors
|
|
Level of Knowledge: Analytical
Need for rectification of errors, types of errors, process of rectification, and accounting entries of rectification | |
Unit-5 |
Teaching Hours:8 |
Rectification of Errors
|
|
Level of Knowledge: Analytical
Need for rectification of errors, types of errors, process of rectification, and accounting entries of rectification | |
Unit-5 |
Teaching Hours:8 |
Rectification of Errors
|
|
Level of Knowledge: Analytical
Need for rectification of errors, types of errors, process of rectification, and accounting entries of rectification | |
Unit-5 |
Teaching Hours:8 |
Rectification of Errors
|
|
Level of Knowledge: Analytical
Need for rectification of errors, types of errors, process of rectification, and accounting entries of rectification | |
Unit-5 |
Teaching Hours:8 |
Rectification of Errors
|
|
Level of Knowledge: Analytical
Need for rectification of errors, types of errors, process of rectification, and accounting entries of rectification | |
Unit-5 |
Teaching Hours:8 |
Rectification of Errors
|
|
Level of Knowledge: Analytical
Need for rectification of errors, types of errors, process of rectification, and accounting entries of rectification | |
Unit-5 |
Teaching Hours:8 |
Rectification of Errors
|
|
Level of Knowledge: Analytical
Need for rectification of errors, types of errors, process of rectification, and accounting entries of rectification | |
Unit-5 |
Teaching Hours:8 |
Rectification of Errors
|
|
Level of Knowledge: Analytical
Need for rectification of errors, types of errors, process of rectification, and accounting entries of rectification | |
Unit-5 |
Teaching Hours:8 |
Rectification of Errors
|
|
Level of Knowledge: Analytical
Need for rectification of errors, types of errors, process of rectification, and accounting entries of rectification | |
Unit-5 |
Teaching Hours:8 |
Rectification of Errors
|
|
Level of Knowledge: Analytical
Need for rectification of errors, types of errors, process of rectification, and accounting entries of rectification | |
Unit-5 |
Teaching Hours:8 |
Rectification of Errors
|
|
Level of Knowledge: Analytical
Need for rectification of errors, types of errors, process of rectification, and accounting entries of rectification | |
Unit-5 |
Teaching Hours:8 |
Rectification of Errors
|
|
Level of Knowledge: Analytical
Need for rectification of errors, types of errors, process of rectification, and accounting entries of rectification | |
Unit-6 |
Teaching Hours:12 |
Final Accounts
|
|
Level of Knowledge: Analytical
Preparation of Trading and Profit and Loss account and Balance Sheet of sole trading concerns. | |
Unit-6 |
Teaching Hours:12 |
Final Accounts
|
|
Level of Knowledge: Analytical
Preparation of Trading and Profit and Loss account and Balance Sheet of sole trading concerns. | |
Unit-6 |
Teaching Hours:12 |
Final Accounts
|
|
Level of Knowledge: Analytical
Preparation of Trading and Profit and Loss account and Balance Sheet of sole trading concerns. | |
Unit-6 |
Teaching Hours:12 |
Final Accounts
|
|
Level of Knowledge: Analytical
Preparation of Trading and Profit and Loss account and Balance Sheet of sole trading concerns. | |
Unit-6 |
Teaching Hours:12 |
Final Accounts
|
|
Level of Knowledge: Analytical
Preparation of Trading and Profit and Loss account and Balance Sheet of sole trading concerns. | |
Unit-6 |
Teaching Hours:12 |
Final Accounts
|
|
Level of Knowledge: Analytical
Preparation of Trading and Profit and Loss account and Balance Sheet of sole trading concerns. | |
Unit-6 |
Teaching Hours:12 |
Final Accounts
|
|
Level of Knowledge: Analytical
Preparation of Trading and Profit and Loss account and Balance Sheet of sole trading concerns. | |
Unit-6 |
Teaching Hours:12 |
Final Accounts
|
|
Level of Knowledge: Analytical
Preparation of Trading and Profit and Loss account and Balance Sheet of sole trading concerns. | |
Unit-6 |
Teaching Hours:12 |
Final Accounts
|
|
Level of Knowledge: Analytical
Preparation of Trading and Profit and Loss account and Balance Sheet of sole trading concerns. | |
Unit-6 |
Teaching Hours:12 |
Final Accounts
|
|
Level of Knowledge: Analytical
Preparation of Trading and Profit and Loss account and Balance Sheet of sole trading concerns. | |
Unit-6 |
Teaching Hours:12 |
Final Accounts
|
|
Level of Knowledge: Analytical
Preparation of Trading and Profit and Loss account and Balance Sheet of sole trading concerns. | |
Unit-6 |
Teaching Hours:12 |
Final Accounts
|
|
Level of Knowledge: Analytical
Preparation of Trading and Profit and Loss account and Balance Sheet of sole trading concerns. | |
Unit-6 |
Teaching Hours:12 |
Final Accounts
|
|
Level of Knowledge: Analytical
Preparation of Trading and Profit and Loss account and Balance Sheet of sole trading concerns. | |
Unit-6 |
Teaching Hours:12 |
Final Accounts
|
|
Level of Knowledge: Analytical
Preparation of Trading and Profit and Loss account and Balance Sheet of sole trading concerns. | |
Unit-6 |
Teaching Hours:12 |
Final Accounts
|
|
Level of Knowledge: Analytical
Preparation of Trading and Profit and Loss account and Balance Sheet of sole trading concerns. | |
Unit-6 |
Teaching Hours:12 |
Final Accounts
|
|
Level of Knowledge: Analytical
Preparation of Trading and Profit and Loss account and Balance Sheet of sole trading concerns. | |
Unit-6 |
Teaching Hours:12 |
Final Accounts
|
|
Level of Knowledge: Analytical
Preparation of Trading and Profit and Loss account and Balance Sheet of sole trading concerns. | |
Unit-6 |
Teaching Hours:12 |
Final Accounts
|
|
Level of Knowledge: Analytical
Preparation of Trading and Profit and Loss account and Balance Sheet of sole trading concerns. | |
Unit-6 |
Teaching Hours:12 |
Final Accounts
|
|
Level of Knowledge: Analytical
Preparation of Trading and Profit and Loss account and Balance Sheet of sole trading concerns. | |
Unit-7 |
Teaching Hours:5 |
Computerised Accounting
|
|
Level of Knowledge: Application
Introduction to the interface of Tally Prime, Creation of company, Creation of inventory groups and ledgers, voucher, types, and voucher entry, Creation of various accounting ledgers, Generating Trial Balance, income statement, and Balance sheet. | |
Unit-7 |
Teaching Hours:5 |
Computerised Accounting
|
|
Level of Knowledge: Application
Introduction to the interface of Tally Prime, Creation of company, Creation of inventory groups and ledgers, voucher, types, and voucher entry, Creation of various accounting ledgers, Generating Trial Balance, income statement, and Balance sheet. | |
Unit-7 |
Teaching Hours:5 |
Computerised Accounting
|
|
Level of Knowledge: Application
Introduction to the interface of Tally Prime, Creation of company, Creation of inventory groups and ledgers, voucher, types, and voucher entry, Creation of various accounting ledgers, Generating Trial Balance, income statement, and Balance sheet. | |
Unit-7 |
Teaching Hours:5 |
Computerised Accounting
|
|
Level of Knowledge: Application
Introduction to the interface of Tally Prime, Creation of company, Creation of inventory groups and ledgers, voucher, types, and voucher entry, Creation of various accounting ledgers, Generating Trial Balance, income statement, and Balance sheet. | |
Unit-7 |
Teaching Hours:5 |
Computerised Accounting
|
|
Level of Knowledge: Application
Introduction to the interface of Tally Prime, Creation of company, Creation of inventory groups and ledgers, voucher, types, and voucher entry, Creation of various accounting ledgers, Generating Trial Balance, income statement, and Balance sheet. | |
Unit-7 |
Teaching Hours:5 |
Computerised Accounting
|
|
Level of Knowledge: Application
Introduction to the interface of Tally Prime, Creation of company, Creation of inventory groups and ledgers, voucher, types, and voucher entry, Creation of various accounting ledgers, Generating Trial Balance, income statement, and Balance sheet. | |
Unit-7 |
Teaching Hours:5 |
Computerised Accounting
|
|
Level of Knowledge: Application
Introduction to the interface of Tally Prime, Creation of company, Creation of inventory groups and ledgers, voucher, types, and voucher entry, Creation of various accounting ledgers, Generating Trial Balance, income statement, and Balance sheet. | |
Unit-7 |
Teaching Hours:5 |
Computerised Accounting
|
|
Level of Knowledge: Application
Introduction to the interface of Tally Prime, Creation of company, Creation of inventory groups and ledgers, voucher, types, and voucher entry, Creation of various accounting ledgers, Generating Trial Balance, income statement, and Balance sheet. | |
Unit-7 |
Teaching Hours:5 |
Computerised Accounting
|
|
Level of Knowledge: Application
Introduction to the interface of Tally Prime, Creation of company, Creation of inventory groups and ledgers, voucher, types, and voucher entry, Creation of various accounting ledgers, Generating Trial Balance, income statement, and Balance sheet. | |
Unit-7 |
Teaching Hours:5 |
Computerised Accounting
|
|
Level of Knowledge: Application
Introduction to the interface of Tally Prime, Creation of company, Creation of inventory groups and ledgers, voucher, types, and voucher entry, Creation of various accounting ledgers, Generating Trial Balance, income statement, and Balance sheet. | |
Unit-7 |
Teaching Hours:5 |
Computerised Accounting
|
|
Level of Knowledge: Application
Introduction to the interface of Tally Prime, Creation of company, Creation of inventory groups and ledgers, voucher, types, and voucher entry, Creation of various accounting ledgers, Generating Trial Balance, income statement, and Balance sheet. | |
Unit-7 |
Teaching Hours:5 |
Computerised Accounting
|
|
Level of Knowledge: Application
Introduction to the interface of Tally Prime, Creation of company, Creation of inventory groups and ledgers, voucher, types, and voucher entry, Creation of various accounting ledgers, Generating Trial Balance, income statement, and Balance sheet. | |
Unit-7 |
Teaching Hours:5 |
Computerised Accounting
|
|
Level of Knowledge: Application
Introduction to the interface of Tally Prime, Creation of company, Creation of inventory groups and ledgers, voucher, types, and voucher entry, Creation of various accounting ledgers, Generating Trial Balance, income statement, and Balance sheet. | |
Unit-7 |
Teaching Hours:5 |
Computerised Accounting
|
|
Level of Knowledge: Application
Introduction to the interface of Tally Prime, Creation of company, Creation of inventory groups and ledgers, voucher, types, and voucher entry, Creation of various accounting ledgers, Generating Trial Balance, income statement, and Balance sheet. | |
Unit-7 |
Teaching Hours:5 |
Computerised Accounting
|
|
Level of Knowledge: Application
Introduction to the interface of Tally Prime, Creation of company, Creation of inventory groups and ledgers, voucher, types, and voucher entry, Creation of various accounting ledgers, Generating Trial Balance, income statement, and Balance sheet. | |
Unit-7 |
Teaching Hours:5 |
Computerised Accounting
|
|
Level of Knowledge: Application
Introduction to the interface of Tally Prime, Creation of company, Creation of inventory groups and ledgers, voucher, types, and voucher entry, Creation of various accounting ledgers, Generating Trial Balance, income statement, and Balance sheet. | |
Unit-7 |
Teaching Hours:5 |
Computerised Accounting
|
|
Level of Knowledge: Application
Introduction to the interface of Tally Prime, Creation of company, Creation of inventory groups and ledgers, voucher, types, and voucher entry, Creation of various accounting ledgers, Generating Trial Balance, income statement, and Balance sheet. | |
Unit-7 |
Teaching Hours:5 |
Computerised Accounting
|
|
Level of Knowledge: Application
Introduction to the interface of Tally Prime, Creation of company, Creation of inventory groups and ledgers, voucher, types, and voucher entry, Creation of various accounting ledgers, Generating Trial Balance, income statement, and Balance sheet. | |
Unit-7 |
Teaching Hours:5 |
Computerised Accounting
|
|
Level of Knowledge: Application
Introduction to the interface of Tally Prime, Creation of company, Creation of inventory groups and ledgers, voucher, types, and voucher entry, Creation of various accounting ledgers, Generating Trial Balance, income statement, and Balance sheet. | |
Text Books And Reference Books:
| |
Essential Reading / Recommended Reading
| |
Evaluation Pattern Internal Assessment - 70% CIA I & II - 20 Marks Mid Semester Examination - 50 Marks End Semester Examination - 30% Examination - 50 Marks | |
BBA103-1 - BUSINESS MATHEMATICS (2024 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 aims at aiding the students in reaching a level of increased competence in business mathematics and expands understanding of the importance of mathematical concepts in business applications. Emphasis is placed upon learning mathematical concepts by examining some basic business problems. Course objectives: This course will help the learner to
|
|
Learning Outcome |
|
CO 1: Understand the theory of matrices and determinants and its application in business scenario CO 2: Formulate a linear programming problem and solve it graphically and using simplex method. CO 3: Solve problems based on transportation and assignment problems using different methods CO 4: Inspect concepts of limits and differentiation and apply them to solve business problems CO 5: Solve problems on simple interest, compound interest, annuities, sinking funds, etc., |
Unit-1 |
Teaching Hours:8 |
||||||||||||||||||||||||||||
Matrices and Determinants
|
|||||||||||||||||||||||||||||
Matrices and Determinants - Addition of matrices – Multiplication of Matrices by a scalar – some special types of matrices – Multiplication of two matrices – Properties of Matrix Multiplication – determinants –Properties of determinants (statement only) - Minors and co-factors – Inverse of a matrix (Simple Problems only). | |||||||||||||||||||||||||||||
Unit-1 |
Teaching Hours:8 |
||||||||||||||||||||||||||||
Matrices and Determinants
|
|||||||||||||||||||||||||||||
Matrices and Determinants - Addition of matrices – Multiplication of Matrices by a scalar – some special types of matrices – Multiplication of two matrices – Properties of Matrix Multiplication – determinants –Properties of determinants (statement only) - Minors and co-factors – Inverse of a matrix (Simple Problems only). | |||||||||||||||||||||||||||||
Unit-1 |
Teaching Hours:8 |
||||||||||||||||||||||||||||
Matrices and Determinants
|
|||||||||||||||||||||||||||||
Matrices and Determinants - Addition of matrices – Multiplication of Matrices by a scalar – some special types of matrices – Multiplication of two matrices – Properties of Matrix Multiplication – determinants –Properties of determinants (statement only) - Minors and co-factors – Inverse of a matrix (Simple Problems only). | |||||||||||||||||||||||||||||
Unit-1 |
Teaching Hours:8 |
||||||||||||||||||||||||||||
Matrices and Determinants
|
|||||||||||||||||||||||||||||
Matrices and Determinants - Addition of matrices – Multiplication of Matrices by a scalar – some special types of matrices – Multiplication of two matrices – Properties of Matrix Multiplication – determinants –Properties of determinants (statement only) - Minors and co-factors – Inverse of a matrix (Simple Problems only). | |||||||||||||||||||||||||||||
Unit-1 |
Teaching Hours:8 |
||||||||||||||||||||||||||||
Matrices and Determinants
|
|||||||||||||||||||||||||||||
Matrices and Determinants - Addition of matrices – Multiplication of Matrices by a scalar – some special types of matrices – Multiplication of two matrices – Properties of Matrix Multiplication – determinants –Properties of determinants (statement only) - Minors and co-factors – Inverse of a matrix (Simple Problems only). | |||||||||||||||||||||||||||||
Unit-2 |
Teaching Hours:6 |
||||||||||||||||||||||||||||
Applications of Matrices and Determinant
|
|||||||||||||||||||||||||||||
Applications of Matrices and Determinants – Matrix representation of data – Applications of matrices based on basic operations – Solving system of linear equations – Matrix inverse method – Cramer’s Rule | |||||||||||||||||||||||||||||
Unit-2 |
Teaching Hours:6 |
||||||||||||||||||||||||||||
Applications of Matrices and Determinant
|
|||||||||||||||||||||||||||||
Applications of Matrices and Determinants – Matrix representation of data – Applications of matrices based on basic operations – Solving system of linear equations – Matrix inverse method – Cramer’s Rule | |||||||||||||||||||||||||||||
Unit-2 |
Teaching Hours:6 |
||||||||||||||||||||||||||||
Applications of Matrices and Determinant
|
|||||||||||||||||||||||||||||
Applications of Matrices and Determinants – Matrix representation of data – Applications of matrices based on basic operations – Solving system of linear equations – Matrix inverse method – Cramer’s Rule | |||||||||||||||||||||||||||||
Unit-2 |
Teaching Hours:6 |
||||||||||||||||||||||||||||
Applications of Matrices and Determinant
|
|||||||||||||||||||||||||||||
Applications of Matrices and Determinants – Matrix representation of data – Applications of matrices based on basic operations – Solving system of linear equations – Matrix inverse method – Cramer’s Rule | |||||||||||||||||||||||||||||
Unit-2 |
Teaching Hours:6 |
||||||||||||||||||||||||||||
Applications of Matrices and Determinant
|
|||||||||||||||||||||||||||||
Applications of Matrices and Determinants – Matrix representation of data – Applications of matrices based on basic operations – Solving system of linear equations – Matrix inverse method – Cramer’s Rule | |||||||||||||||||||||||||||||
Unit-3 |
Teaching Hours:10 |
||||||||||||||||||||||||||||
Linear Programming
|
|||||||||||||||||||||||||||||
Definition – Linear Programming Problem – Formulation – Solution by Graphical method – simplex method – minimization and maximization problems. | |||||||||||||||||||||||||||||
Unit-3 |
Teaching Hours:10 |
||||||||||||||||||||||||||||
Linear Programming
|
|||||||||||||||||||||||||||||
Definition – Linear Programming Problem – Formulation – Solution by Graphical method – simplex method – minimization and maximization problems. | |||||||||||||||||||||||||||||
Unit-3 |
Teaching Hours:10 |
||||||||||||||||||||||||||||
Linear Programming
|
|||||||||||||||||||||||||||||
Definition – Linear Programming Problem – Formulation – Solution by Graphical method – simplex method – minimization and maximization problems. | |||||||||||||||||||||||||||||
Unit-3 |
Teaching Hours:10 |
||||||||||||||||||||||||||||
Linear Programming
|
|||||||||||||||||||||||||||||
Definition – Linear Programming Problem – Formulation – Solution by Graphical method – simplex method – minimization and maximization problems. | |||||||||||||||||||||||||||||
Unit-3 |
Teaching Hours:10 |
||||||||||||||||||||||||||||
Linear Programming
|
|||||||||||||||||||||||||||||
Definition – Linear Programming Problem – Formulation – Solution by Graphical method – simplex method – minimization and maximization problems. | |||||||||||||||||||||||||||||
Unit-4 |
Teaching Hours:10 |
||||||||||||||||||||||||||||
Transportation Problem
|
|||||||||||||||||||||||||||||
Nature and scope of transportation and allocation models, different methods for finding initial solution - N-W Corner Rule, Least Cost Method and VAM. Unbalanced TP, Test for optimality – MODI method | |||||||||||||||||||||||||||||
Unit-4 |
Teaching Hours:10 |
||||||||||||||||||||||||||||
Transportation Problem
|
|||||||||||||||||||||||||||||
Nature and scope of transportation and allocation models, different methods for finding initial solution - N-W Corner Rule, Least Cost Method and VAM. Unbalanced TP, Test for optimality – MODI method | |||||||||||||||||||||||||||||
Unit-4 |
Teaching Hours:10 |
||||||||||||||||||||||||||||
Transportation Problem
|
|||||||||||||||||||||||||||||
Nature and scope of transportation and allocation models, different methods for finding initial solution - N-W Corner Rule, Least Cost Method and VAM. Unbalanced TP, Test for optimality – MODI method | |||||||||||||||||||||||||||||
Unit-4 |
Teaching Hours:10 |
||||||||||||||||||||||||||||
Transportation Problem
|
|||||||||||||||||||||||||||||
Nature and scope of transportation and allocation models, different methods for finding initial solution - N-W Corner Rule, Least Cost Method and VAM. Unbalanced TP, Test for optimality – MODI method | |||||||||||||||||||||||||||||
Unit-4 |
Teaching Hours:10 |
||||||||||||||||||||||||||||
Transportation Problem
|
|||||||||||||||||||||||||||||
Nature and scope of transportation and allocation models, different methods for finding initial solution - N-W Corner Rule, Least Cost Method and VAM. Unbalanced TP, Test for optimality – MODI method | |||||||||||||||||||||||||||||
Unit-5 |
Teaching Hours:6 |
||||||||||||||||||||||||||||
Assignment Problem
|
|||||||||||||||||||||||||||||
Assignment Problem a variant of Transportation model, Hungarian method, Restricted Assignment problems. | |||||||||||||||||||||||||||||
Unit-5 |
Teaching Hours:6 |
||||||||||||||||||||||||||||
Assignment Problem
|
|||||||||||||||||||||||||||||
Assignment Problem a variant of Transportation model, Hungarian method, Restricted Assignment problems. | |||||||||||||||||||||||||||||
Unit-5 |
Teaching Hours:6 |
||||||||||||||||||||||||||||
Assignment Problem
|
|||||||||||||||||||||||||||||
Assignment Problem a variant of Transportation model, Hungarian method, Restricted Assignment problems. | |||||||||||||||||||||||||||||
Unit-5 |
Teaching Hours:6 |
||||||||||||||||||||||||||||
Assignment Problem
|
|||||||||||||||||||||||||||||
Assignment Problem a variant of Transportation model, Hungarian method, Restricted Assignment problems. | |||||||||||||||||||||||||||||
Unit-5 |
Teaching Hours:6 |
||||||||||||||||||||||||||||
Assignment Problem
|
|||||||||||||||||||||||||||||
Assignment Problem a variant of Transportation model, Hungarian method, Restricted Assignment problems. | |||||||||||||||||||||||||||||
Unit-6 |
Teaching Hours:10 |
||||||||||||||||||||||||||||
Differentiation and Its application
|
|||||||||||||||||||||||||||||
Limits – Differentiation – Differentiation rules - Methods of differentiation – Differentiation of composite functions – Differentiation of parametric functions - Second order derivative.
Maxima and Minima – Application to commerce and Economics – Revenue Function – Cost function – profit function | |||||||||||||||||||||||||||||
Unit-6 |
Teaching Hours:10 |
||||||||||||||||||||||||||||
Differentiation and Its application
|
|||||||||||||||||||||||||||||
Limits – Differentiation – Differentiation rules - Methods of differentiation – Differentiation of composite functions – Differentiation of parametric functions - Second order derivative.
Maxima and Minima – Application to commerce and Economics – Revenue Function – Cost function – profit function | |||||||||||||||||||||||||||||
Unit-6 |
Teaching Hours:10 |
||||||||||||||||||||||||||||
Differentiation and Its application
|
|||||||||||||||||||||||||||||
Limits – Differentiation – Differentiation rules - Methods of differentiation – Differentiation of composite functions – Differentiation of parametric functions - Second order derivative.
Maxima and Minima – Application to commerce and Economics – Revenue Function – Cost function – profit function | |||||||||||||||||||||||||||||
Unit-6 |
Teaching Hours:10 |
||||||||||||||||||||||||||||
Differentiation and Its application
|
|||||||||||||||||||||||||||||
Limits – Differentiation – Differentiation rules - Methods of differentiation – Differentiation of composite functions – Differentiation of parametric functions - Second order derivative.
Maxima and Minima – Application to commerce and Economics – Revenue Function – Cost function – profit function | |||||||||||||||||||||||||||||
Unit-6 |
Teaching Hours:10 |
||||||||||||||||||||||||||||
Differentiation and Its application
|
|||||||||||||||||||||||||||||
Limits – Differentiation – Differentiation rules - Methods of differentiation – Differentiation of composite functions – Differentiation of parametric functions - Second order derivative.
Maxima and Minima – Application to commerce and Economics – Revenue Function – Cost function – profit function | |||||||||||||||||||||||||||||
Unit-7 |
Teaching Hours:10 |
||||||||||||||||||||||||||||
Commercial Arithmetic
|
|||||||||||||||||||||||||||||
Simple interest – Compound interest – Equivalent rate – Effective rate - Depreciation – Accumulated value - Present value – Annuity – Types of Annuities - Sinking Fund | |||||||||||||||||||||||||||||
Unit-7 |
Teaching Hours:10 |
||||||||||||||||||||||||||||
Commercial Arithmetic
|
|||||||||||||||||||||||||||||
Simple interest – Compound interest – Equivalent rate – Effective rate - Depreciation – Accumulated value - Present value – Annuity – Types of Annuities - Sinking Fund | |||||||||||||||||||||||||||||
Unit-7 |
Teaching Hours:10 |
||||||||||||||||||||||||||||
Commercial Arithmetic
|
|||||||||||||||||||||||||||||
Simple interest – Compound interest – Equivalent rate – Effective rate - Depreciation – Accumulated value - Present value – Annuity – Types of Annuities - Sinking Fund | |||||||||||||||||||||||||||||
Unit-7 |
Teaching Hours:10 |
||||||||||||||||||||||||||||
Commercial Arithmetic
|
|||||||||||||||||||||||||||||
Simple interest – Compound interest – Equivalent rate – Effective rate - Depreciation – Accumulated value - Present value – Annuity – Types of Annuities - Sinking Fund | |||||||||||||||||||||||||||||
Unit-7 |
Teaching Hours:10 |
||||||||||||||||||||||||||||
Commercial Arithmetic
|
|||||||||||||||||||||||||||||
Simple interest – Compound interest – Equivalent rate – Effective rate - Depreciation – Accumulated value - Present value – Annuity – Types of Annuities - Sinking Fund | |||||||||||||||||||||||||||||
Text Books And Reference Books:
| |||||||||||||||||||||||||||||
Essential Reading / Recommended Reading
| |||||||||||||||||||||||||||||
Evaluation Pattern
| |||||||||||||||||||||||||||||
BBA161-1 - SOFT SKILLS FOR MANAGERS (2024 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 intended to provide a cohort experience, help students acquire a range of useful strategies and skills for enhancing their managerial effectiveness, and engage productively with the undergraduate course concepts throughout their program. The three themes addressed are managing your learning, learning together, and managerial skill development. Course Objectives:
|
|||||||||||||||||||||||||||||
Learning Outcome |
|||||||||||||||||||||||||||||
CO1: Analyze reading approaches and corporate demeanour to improve professional writing. CO2: Evaluate how proactive communication fosters team understanding and collaboration. CO3: Develop strategies to integrate time and stress management to optimize work performance. |
Unit-1 |
Teaching Hours:5 |
||||||||||||||||||||||||||||||||||||||||||||||||||||||
Unit I: Professional Writing
|
|||||||||||||||||||||||||||||||||||||||||||||||||||||||
Meaning, objectives, types of business letters, layout of a business letter and styles of layout, cover letter for resume and formal documents, enquiries and replies, orders and replies, complaints, claim and adjustment, logical academic organization and augmentation, scientific writing, creating and understanding literature reviews. What is a resume, the difference between a resume and a CV, the importance of a good resume, do’s and don’ts of resume writing, positioning your resume to a specific purpose, aligning your resume with the specific needs of the hiring organization, ensuring high resume ranking on the relevancy scales. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||
Unit-1 |
Teaching Hours:5 |
||||||||||||||||||||||||||||||||||||||||||||||||||||||
Unit I: Professional Writing
|
|||||||||||||||||||||||||||||||||||||||||||||||||||||||
Meaning, objectives, types of business letters, layout of a business letter and styles of layout, cover letter for resume and formal documents, enquiries and replies, orders and replies, complaints, claim and adjustment, logical academic organization and augmentation, scientific writing, creating and understanding literature reviews. What is a resume, the difference between a resume and a CV, the importance of a good resume, do’s and don’ts of resume writing, positioning your resume to a specific purpose, aligning your resume with the specific needs of the hiring organization, ensuring high resume ranking on the relevancy scales. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||
Unit-1 |
Teaching Hours:5 |
||||||||||||||||||||||||||||||||||||||||||||||||||||||
Unit I: Professional Writing
|
|||||||||||||||||||||||||||||||||||||||||||||||||||||||
Meaning, objectives, types of business letters, layout of a business letter and styles of layout, cover letter for resume and formal documents, enquiries and replies, orders and replies, complaints, claim and adjustment, logical academic organization and augmentation, scientific writing, creating and understanding literature reviews. What is a resume, the difference between a resume and a CV, the importance of a good resume, do’s and don’ts of resume writing, positioning your resume to a specific purpose, aligning your resume with the specific needs of the hiring organization, ensuring high resume ranking on the relevancy scales. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||
Unit-1 |
Teaching Hours:5 |
||||||||||||||||||||||||||||||||||||||||||||||||||||||
Unit I: Professional Writing
|
|||||||||||||||||||||||||||||||||||||||||||||||||||||||
Meaning, objectives, types of business letters, layout of a business letter and styles of layout, cover letter for resume and formal documents, enquiries and replies, orders and replies, complaints, claim and adjustment, logical academic organization and augmentation, scientific writing, creating and understanding literature reviews. What is a resume, the difference between a resume and a CV, the importance of a good resume, do’s and don’ts of resume writing, positioning your resume to a specific purpose, aligning your resume with the specific needs of the hiring organization, ensuring high resume ranking on the relevancy scales. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||
Unit-1 |
Teaching Hours:5 |
||||||||||||||||||||||||||||||||||||||||||||||||||||||
Unit I: Professional Writing
|
|||||||||||||||||||||||||||||||||||||||||||||||||||||||
Meaning, objectives, types of business letters, layout of a business letter and styles of layout, cover letter for resume and formal documents, enquiries and replies, orders and replies, complaints, claim and adjustment, logical academic organization and augmentation, scientific writing, creating and understanding literature reviews. What is a resume, the difference between a resume and a CV, the importance of a good resume, do’s and don’ts of resume writing, positioning your resume to a specific purpose, aligning your resume with the specific needs of the hiring organization, ensuring high resume ranking on the relevancy scales. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||
Unit-2 |
Teaching Hours:5 |
||||||||||||||||||||||||||||||||||||||||||||||||||||||
Unit II: Corporate Demeanour
|
|||||||||||||||||||||||||||||||||||||||||||||||||||||||
What is professionalism, professionalism at the workplace, what are ethics, the difference between social and personal ethics, determining personal ethics, grooming, and personal conflict management in the workplace. Importance of presentations, formal and informal presentations, best presentation practices, the importance of workplace presentations, dos and don’ts of formal presentation, effective team presentations, making PowerPoint presentations. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||
Unit-2 |
Teaching Hours:5 |
||||||||||||||||||||||||||||||||||||||||||||||||||||||
Unit II: Corporate Demeanour
|
|||||||||||||||||||||||||||||||||||||||||||||||||||||||
What is professionalism, professionalism at the workplace, what are ethics, the difference between social and personal ethics, determining personal ethics, grooming, and personal conflict management in the workplace. Importance of presentations, formal and informal presentations, best presentation practices, the importance of workplace presentations, dos and don’ts of formal presentation, effective team presentations, making PowerPoint presentations. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||
Unit-2 |
Teaching Hours:5 |
||||||||||||||||||||||||||||||||||||||||||||||||||||||
Unit II: Corporate Demeanour
|
|||||||||||||||||||||||||||||||||||||||||||||||||||||||
What is professionalism, professionalism at the workplace, what are ethics, the difference between social and personal ethics, determining personal ethics, grooming, and personal conflict management in the workplace. Importance of presentations, formal and informal presentations, best presentation practices, the importance of workplace presentations, dos and don’ts of formal presentation, effective team presentations, making PowerPoint presentations. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||
Unit-2 |
Teaching Hours:5 |
||||||||||||||||||||||||||||||||||||||||||||||||||||||
Unit II: Corporate Demeanour
|
|||||||||||||||||||||||||||||||||||||||||||||||||||||||
What is professionalism, professionalism at the workplace, what are ethics, the difference between social and personal ethics, determining personal ethics, grooming, and personal conflict management in the workplace. Importance of presentations, formal and informal presentations, best presentation practices, the importance of workplace presentations, dos and don’ts of formal presentation, effective team presentations, making PowerPoint presentations. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||
Unit-2 |
Teaching Hours:5 |
||||||||||||||||||||||||||||||||||||||||||||||||||||||
Unit II: Corporate Demeanour
|
|||||||||||||||||||||||||||||||||||||||||||||||||||||||
What is professionalism, professionalism at the workplace, what are ethics, the difference between social and personal ethics, determining personal ethics, grooming, and personal conflict management in the workplace. Importance of presentations, formal and informal presentations, best presentation practices, the importance of workplace presentations, dos and don’ts of formal presentation, effective team presentations, making PowerPoint presentations. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||
Unit-3 |
Teaching Hours:5 |
||||||||||||||||||||||||||||||||||||||||||||||||||||||
Unit III: Proactive Communication
|
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What is public speaking, understanding speech, making ideas compelling and memorable, illustrating and delivering your ideas, overcoming your fear of public speaking and developing great delivery, writing speeches, making your own speech. Nature, types, functions of body language, facial expression, effective use of face-to-face telephonic conversation, recent trends in communication, e-mail, video conferencing, social media sensitization and networking (public and personal texts), understanding cultural effects on communication, cultural sensitiveness and cultural context, inter-cultural factors in interactions, adapting to global business. What is active listening, understanding the message, showing interest and paying attention, providing feedback, identifying and understanding the room environment, providing situation-based responses, controlling and use of emotional response communication, and body language understanding (as listener and communicator). | |||||||||||||||||||||||||||||||||||||||||||||||||||||||
Unit-3 |
Teaching Hours:5 |
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Unit III: Proactive Communication
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What is public speaking, understanding speech, making ideas compelling and memorable, illustrating and delivering your ideas, overcoming your fear of public speaking and developing great delivery, writing speeches, making your own speech. Nature, types, functions of body language, facial expression, effective use of face-to-face telephonic conversation, recent trends in communication, e-mail, video conferencing, social media sensitization and networking (public and personal texts), understanding cultural effects on communication, cultural sensitiveness and cultural context, inter-cultural factors in interactions, adapting to global business. What is active listening, understanding the message, showing interest and paying attention, providing feedback, identifying and understanding the room environment, providing situation-based responses, controlling and use of emotional response communication, and body language understanding (as listener and communicator). | |||||||||||||||||||||||||||||||||||||||||||||||||||||||
Unit-3 |
Teaching Hours:5 |
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Unit III: Proactive Communication
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What is public speaking, understanding speech, making ideas compelling and memorable, illustrating and delivering your ideas, overcoming your fear of public speaking and developing great delivery, writing speeches, making your own speech. Nature, types, functions of body language, facial expression, effective use of face-to-face telephonic conversation, recent trends in communication, e-mail, video conferencing, social media sensitization and networking (public and personal texts), understanding cultural effects on communication, cultural sensitiveness and cultural context, inter-cultural factors in interactions, adapting to global business. What is active listening, understanding the message, showing interest and paying attention, providing feedback, identifying and understanding the room environment, providing situation-based responses, controlling and use of emotional response communication, and body language understanding (as listener and communicator). | |||||||||||||||||||||||||||||||||||||||||||||||||||||||
Unit-3 |
Teaching Hours:5 |
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Unit III: Proactive Communication
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What is public speaking, understanding speech, making ideas compelling and memorable, illustrating and delivering your ideas, overcoming your fear of public speaking and developing great delivery, writing speeches, making your own speech. Nature, types, functions of body language, facial expression, effective use of face-to-face telephonic conversation, recent trends in communication, e-mail, video conferencing, social media sensitization and networking (public and personal texts), understanding cultural effects on communication, cultural sensitiveness and cultural context, inter-cultural factors in interactions, adapting to global business. What is active listening, understanding the message, showing interest and paying attention, providing feedback, identifying and understanding the room environment, providing situation-based responses, controlling and use of emotional response communication, and body language understanding (as listener and communicator). | |||||||||||||||||||||||||||||||||||||||||||||||||||||||
Unit-3 |
Teaching Hours:5 |
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Unit III: Proactive Communication
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What is public speaking, understanding speech, making ideas compelling and memorable, illustrating and delivering your ideas, overcoming your fear of public speaking and developing great delivery, writing speeches, making your own speech. Nature, types, functions of body language, facial expression, effective use of face-to-face telephonic conversation, recent trends in communication, e-mail, video conferencing, social media sensitization and networking (public and personal texts), understanding cultural effects on communication, cultural sensitiveness and cultural context, inter-cultural factors in interactions, adapting to global business. What is active listening, understanding the message, showing interest and paying attention, providing feedback, identifying and understanding the room environment, providing situation-based responses, controlling and use of emotional response communication, and body language understanding (as listener and communicator). | |||||||||||||||||||||||||||||||||||||||||||||||||||||||
Unit-4 |
Teaching Hours:5 |
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Unit IV: Team Building
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What are teams, the importance of a team in the workspace, the importance of being a team member and team leader, meaning and importance of team building, challenges of team building, introduction as to how to build teams, team conflict management in the workspace. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||
Unit-4 |
Teaching Hours:5 |
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Unit IV: Team Building
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What are teams, the importance of a team in the workspace, the importance of being a team member and team leader, meaning and importance of team building, challenges of team building, introduction as to how to build teams, team conflict management in the workspace. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||
Unit-4 |
Teaching Hours:5 |
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Unit IV: Team Building
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What are teams, the importance of a team in the workspace, the importance of being a team member and team leader, meaning and importance of team building, challenges of team building, introduction as to how to build teams, team conflict management in the workspace. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||
Unit-4 |
Teaching Hours:5 |
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Unit IV: Team Building
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What are teams, the importance of a team in the workspace, the importance of being a team member and team leader, meaning and importance of team building, challenges of team building, introduction as to how to build teams, team conflict management in the workspace. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||
Unit-4 |
Teaching Hours:5 |
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Unit IV: Team Building
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What are teams, the importance of a team in the workspace, the importance of being a team member and team leader, meaning and importance of team building, challenges of team building, introduction as to how to build teams, team conflict management in the workspace. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||
Unit-5 |
Teaching Hours:5 |
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Unit V: Time Management and Stress Management
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Introduction to Time management, Benefits of time management, Prioritization of events, preparing schedules, Procrastination, Problems in time management and strategies for effective time management. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||
Unit-5 |
Teaching Hours:5 |
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Unit V: Time Management and Stress Management
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Introduction to Time management, Benefits of time management, Prioritization of events, preparing schedules, Procrastination, Problems in time management and strategies for effective time management. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||
Unit-5 |
Teaching Hours:5 |
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Unit V: Time Management and Stress Management
|
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Introduction to Time management, Benefits of time management, Prioritization of events, preparing schedules, Procrastination, Problems in time management and strategies for effective time management. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||
Unit-5 |
Teaching Hours:5 |
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Unit V: Time Management and Stress Management
|
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Introduction to Time management, Benefits of time management, Prioritization of events, preparing schedules, Procrastination, Problems in time management and strategies for effective time management. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||
Unit-5 |
Teaching Hours:5 |
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Unit V: Time Management and Stress Management
|
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Introduction to Time management, Benefits of time management, Prioritization of events, preparing schedules, Procrastination, Problems in time management and strategies for effective time management. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||
Unit-6 |
Teaching Hours:5 |
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Unit VI: Developing Cognitive Skills
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Understand different kinds of behaviours, and differentiate them on the basis of personalities. Analyse various behaviours and yourself, use of creative thinking, different activities involved in critical thinking, learn about different styles of thinking like lateral, divergent etc., and know the importance of paying attention to detail while critically thinking. Define a decision, distinguish root causes and symptoms, explain the decision-making model, outline the various ways decisions can be made, use problem-solving tools for decision-making, decision-making pitfalls, apply appropriate problem-solving and decision-making processes, evaluate solutions and anticipate likely risks, identify common obstacles to effective problem-solving and decision-making. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||
Unit-6 |
Teaching Hours:5 |
||||||||||||||||||||||||||||||||||||||||||||||||||||||
Unit VI: Developing Cognitive Skills
|
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Understand different kinds of behaviours, and differentiate them on the basis of personalities. Analyse various behaviours and yourself, use of creative thinking, different activities involved in critical thinking, learn about different styles of thinking like lateral, divergent etc., and know the importance of paying attention to detail while critically thinking. Define a decision, distinguish root causes and symptoms, explain the decision-making model, outline the various ways decisions can be made, use problem-solving tools for decision-making, decision-making pitfalls, apply appropriate problem-solving and decision-making processes, evaluate solutions and anticipate likely risks, identify common obstacles to effective problem-solving and decision-making. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||
Unit-6 |
Teaching Hours:5 |
||||||||||||||||||||||||||||||||||||||||||||||||||||||
Unit VI: Developing Cognitive Skills
|
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Understand different kinds of behaviours, and differentiate them on the basis of personalities. Analyse various behaviours and yourself, use of creative thinking, different activities involved in critical thinking, learn about different styles of thinking like lateral, divergent etc., and know the importance of paying attention to detail while critically thinking. Define a decision, distinguish root causes and symptoms, explain the decision-making model, outline the various ways decisions can be made, use problem-solving tools for decision-making, decision-making pitfalls, apply appropriate problem-solving and decision-making processes, evaluate solutions and anticipate likely risks, identify common obstacles to effective problem-solving and decision-making. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||
Unit-6 |
Teaching Hours:5 |
||||||||||||||||||||||||||||||||||||||||||||||||||||||
Unit VI: Developing Cognitive Skills
|
|||||||||||||||||||||||||||||||||||||||||||||||||||||||
Understand different kinds of behaviours, and differentiate them on the basis of personalities. Analyse various behaviours and yourself, use of creative thinking, different activities involved in critical thinking, learn about different styles of thinking like lateral, divergent etc., and know the importance of paying attention to detail while critically thinking. Define a decision, distinguish root causes and symptoms, explain the decision-making model, outline the various ways decisions can be made, use problem-solving tools for decision-making, decision-making pitfalls, apply appropriate problem-solving and decision-making processes, evaluate solutions and anticipate likely risks, identify common obstacles to effective problem-solving and decision-making. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||
Unit-6 |
Teaching Hours:5 |
||||||||||||||||||||||||||||||||||||||||||||||||||||||
Unit VI: Developing Cognitive Skills
|
|||||||||||||||||||||||||||||||||||||||||||||||||||||||
Understand different kinds of behaviours, and differentiate them on the basis of personalities. Analyse various behaviours and yourself, use of creative thinking, different activities involved in critical thinking, learn about different styles of thinking like lateral, divergent etc., and know the importance of paying attention to detail while critically thinking. Define a decision, distinguish root causes and symptoms, explain the decision-making model, outline the various ways decisions can be made, use problem-solving tools for decision-making, decision-making pitfalls, apply appropriate problem-solving and decision-making processes, evaluate solutions and anticipate likely risks, identify common obstacles to effective problem-solving and decision-making. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||
Evaluation Pattern
| |||||||||||||||||||||||||||||||||||||||||||||||||||||||
ENG181-1 - ENGLISH (2024 Batch) | |||||||||||||||||||||||||||||||||||||||||||||||||||||||
Total Teaching Hours for Semester:30 |
No of Lecture Hours/Week:2 |
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Max Marks:50 |
Credits:2 |
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Course Objectives/Course Description |
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· 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. |
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Learning Outcome |
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CO1: Understand how to engage with texts from various countries, historical, cultural specificities, and politics and develop the ability to reflect upon and comment on texts with various themes CO2: Develop an analytical and critical bent of mind to compare and analyze the various literature they read and discuss in class CO3: Develop the ability to communicate both orally and in writing for various purposes
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Unit-1 |
Teaching Hours:7 |
1. The Happy Prince- Oscar Wilde 2. Sonnet 18- William Shakespeare
|
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| |
Unit-1 |
Teaching Hours:7 |
Language
|
|
Common errors- subject-verb agreement, punctuation, tense errors Just a minute talk, cubing | |
Unit-1 |
Teaching Hours:7 |
1. The Happy Prince- Oscar Wilde 2. Sonnet 18- William Shakespeare
|
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| |
Unit-1 |
Teaching Hours:7 |
Language
|
|
Common errors- subject-verb agreement, punctuation, tense errors Just a minute talk, cubing | |
Unit-1 |
Teaching Hours:7 |
1. The Happy Prince- Oscar Wilde 2. Sonnet 18- William Shakespeare
|
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| |
Unit-1 |
Teaching Hours:7 |
Language
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|
Common errors- subject-verb agreement, punctuation, tense errors Just a minute talk, cubing | |
Unit-1 |
Teaching Hours:7 |
1. The Happy Prince- Oscar Wilde 2. Sonnet 18- William Shakespeare
|
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| |
Unit-1 |
Teaching Hours:7 |
Language
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Common errors- subject-verb agreement, punctuation, tense errors Just a minute talk, cubing | |
Unit-1 |
Teaching Hours:7 |
1. The Happy Prince- Oscar Wilde 2. Sonnet 18- William Shakespeare
|
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| |
Unit-1 |
Teaching Hours:7 |
Language
|
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Common errors- subject-verb agreement, punctuation, tense errors Just a minute talk, cubing | |
Unit-1 |
Teaching Hours:7 |
1. The Happy Prince- Oscar Wilde 2. Sonnet 18- William Shakespeare
|
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| |
Unit-1 |
Teaching Hours:7 |
Language
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Common errors- subject-verb agreement, punctuation, tense errors Just a minute talk, cubing | |
Unit-1 |
Teaching Hours:7 |
1. The Happy Prince- Oscar Wilde 2. Sonnet 18- William Shakespeare
|
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Unit-1 |
Teaching Hours:7 |
Language
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Common errors- subject-verb agreement, punctuation, tense errors Just a minute talk, cubing | |
Unit-1 |
Teaching Hours:7 |
1. The Happy Prince- Oscar Wilde 2. Sonnet 18- William Shakespeare
|
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| |
Unit-1 |
Teaching Hours:7 |
Language
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Common errors- subject-verb agreement, punctuation, tense errors Just a minute talk, cubing | |
Unit-1 |
Teaching Hours:7 |
1. The Happy Prince- Oscar Wilde 2. Sonnet 18- William Shakespeare
|
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| |
Unit-1 |
Teaching Hours:7 |
Language
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Common errors- subject-verb agreement, punctuation, tense errors Just a minute talk, cubing | |
Unit-1 |
Teaching Hours:7 |
1. The Happy Prince- Oscar Wilde 2. Sonnet 18- William Shakespeare
|
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| |
Unit-1 |
Teaching Hours:7 |
Language
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Common errors- subject-verb agreement, punctuation, tense errors Just a minute talk, cubing | |
Unit-1 |
Teaching Hours:7 |
1. The Happy Prince- Oscar Wilde 2. Sonnet 18- William Shakespeare
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| |
Unit-1 |
Teaching Hours:7 |
Language
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Common errors- subject-verb agreement, punctuation, tense errors Just a minute talk, cubing | |
Unit-1 |
Teaching Hours:7 |
1. The Happy Prince- Oscar Wilde 2. Sonnet 18- William Shakespeare
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Unit-1 |
Teaching Hours:7 |
Language
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Common errors- subject-verb agreement, punctuation, tense errors Just a minute talk, cubing | |
Unit-1 |
Teaching Hours:7 |
1. The Happy Prince- Oscar Wilde 2. Sonnet 18- William Shakespeare
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Unit-1 |
Teaching Hours:7 |
Language
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Common errors- subject-verb agreement, punctuation, tense errors Just a minute talk, cubing | |
Unit-1 |
Teaching Hours:7 |
1. The Happy Prince- Oscar Wilde 2. Sonnet 18- William Shakespeare
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Unit-1 |
Teaching Hours:7 |
Language
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Common errors- subject-verb agreement, punctuation, tense errors Just a minute talk, cubing | |
Unit-1 |
Teaching Hours:7 |
1. The Happy Prince- Oscar Wilde 2. Sonnet 18- William Shakespeare
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Unit-1 |
Teaching Hours:7 |
Language
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Common errors- subject-verb agreement, punctuation, tense errors Just a minute talk, cubing | |
Unit-1 |
Teaching Hours:7 |
1. The Happy Prince- Oscar Wilde 2. Sonnet 18- William Shakespeare
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Unit-1 |
Teaching Hours:7 |
Language
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Common errors- subject-verb agreement, punctuation, tense errors Just a minute talk, cubing | |
Unit-1 |
Teaching Hours:7 |
1. The Happy Prince- Oscar Wilde 2. Sonnet 18- William Shakespeare
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| |
Unit-1 |
Teaching Hours:7 |
Language
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Common errors- subject-verb agreement, punctuation, tense errors Just a minute talk, cubing | |
Unit-1 |
Teaching Hours:7 |
1. The Happy Prince- Oscar Wilde 2. Sonnet 18- William Shakespeare
|
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| |
Unit-1 |
Teaching Hours:7 |
Language
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Common errors- subject-verb agreement, punctuation, tense errors Just a minute talk, cubing | |
Unit-1 |
Teaching Hours:7 |
1. The Happy Prince- Oscar Wilde 2. Sonnet 18- William Shakespeare
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Unit-1 |
Teaching Hours:7 |
Language
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Common errors- subject-verb agreement, punctuation, tense errors Just a minute talk, cubing | |
Unit-1 |
Teaching Hours:7 |
1. The Happy Prince- Oscar Wilde 2. Sonnet 18- William Shakespeare
|
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| |
Unit-1 |
Teaching Hours:7 |
Language
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Common errors- subject-verb agreement, punctuation, tense errors Just a minute talk, cubing | |
Unit-1 |
Teaching Hours:7 |
1. The Happy Prince- Oscar Wilde 2. Sonnet 18- William Shakespeare
|
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| |
Unit-1 |
Teaching Hours:7 |
Language
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Common errors- subject-verb agreement, punctuation, tense errors Just a minute talk, cubing | |
Unit-1 |
Teaching Hours:7 |
1. The Happy Prince- Oscar Wilde 2. Sonnet 18- William Shakespeare
|
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Unit-1 |
Teaching Hours:7 |
Language
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Common errors- subject-verb agreement, punctuation, tense errors Just a minute talk, cubing | |
Unit-1 |
Teaching Hours:7 |
1. The Happy Prince- Oscar Wilde 2. Sonnet 18- William Shakespeare
|
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| |
Unit-1 |
Teaching Hours:7 |
Language
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Common errors- subject-verb agreement, punctuation, tense errors Just a minute talk, cubing | |
Unit-1 |
Teaching Hours:7 |
1. The Happy Prince- Oscar Wilde 2. Sonnet 18- William Shakespeare
|
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Unit-1 |
Teaching Hours:7 |
Language
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Common errors- subject-verb agreement, punctuation, tense errors Just a minute talk, cubing | |
Unit-1 |
Teaching Hours:7 |
1. The Happy Prince- Oscar Wilde 2. Sonnet 18- William Shakespeare
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Unit-1 |
Teaching Hours:7 |
Language
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Common errors- subject-verb agreement, punctuation, tense errors Just a minute talk, cubing | |
Unit-1 |
Teaching Hours:7 |
1. The Happy Prince- Oscar Wilde 2. Sonnet 18- William Shakespeare
|
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Unit-1 |
Teaching Hours:7 |
Language
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Common errors- subject-verb agreement, punctuation, tense errors Just a minute talk, cubing | |
Unit-1 |
Teaching Hours:7 |
1. The Happy Prince- Oscar Wilde 2. Sonnet 18- William Shakespeare
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Unit-1 |
Teaching Hours:7 |
Language
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Common errors- subject-verb agreement, punctuation, tense errors Just a minute talk, cubing | |
Unit-1 |
Teaching Hours:7 |
1. The Happy Prince- Oscar Wilde 2. Sonnet 18- William Shakespeare
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Unit-1 |
Teaching Hours:7 |
Language
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Common errors- subject-verb agreement, punctuation, tense errors Just a minute talk, cubing | |
Unit-1 |
Teaching Hours:7 |
1. The Happy Prince- Oscar Wilde 2. Sonnet 18- William Shakespeare
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Unit-1 |
Teaching Hours:7 |
Language
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Common errors- subject-verb agreement, punctuation, tense errors Just a minute talk, cubing | |
Unit-1 |
Teaching Hours:7 |
1. The Happy Prince- Oscar Wilde 2. Sonnet 18- William Shakespeare
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Unit-1 |
Teaching Hours:7 |
Language
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Common errors- subject-verb agreement, punctuation, tense errors Just a minute talk, cubing | |
Unit-1 |
Teaching Hours:7 |
1. The Happy Prince- Oscar Wilde 2. Sonnet 18- William Shakespeare
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Unit-1 |
Teaching Hours:7 |
Language
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Common errors- subject-verb agreement, punctuation, tense errors Just a minute talk, cubing | |
Unit-1 |
Teaching Hours:7 |
1. The Happy Prince- Oscar Wilde 2. Sonnet 18- William Shakespeare
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Unit-1 |
Teaching Hours:7 |
Language
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Common errors- subject-verb agreement, punctuation, tense errors Just a minute talk, cubing | |
Unit-1 |
Teaching Hours:7 |
1. The Happy Prince- Oscar Wilde 2. Sonnet 18- William Shakespeare
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Unit-1 |
Teaching Hours:7 |
Language
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Common errors- subject-verb agreement, punctuation, tense errors Just a minute talk, cubing | |
Unit-1 |
Teaching Hours:7 |
1. The Happy Prince- Oscar Wilde 2. Sonnet 18- William Shakespeare
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Unit-1 |
Teaching Hours:7 |
Language
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Common errors- subject-verb agreement, punctuation, tense errors Just a minute talk, cubing | |
Unit-1 |
Teaching Hours:7 |
1. The Happy Prince- Oscar Wilde 2. Sonnet 18- William Shakespeare
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Unit-1 |
Teaching Hours:7 |
Language
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Common errors- subject-verb agreement, punctuation, tense errors Just a minute talk, cubing | |
Unit-1 |
Teaching Hours:7 |
1. The Happy Prince- Oscar Wilde 2. Sonnet 18- William Shakespeare
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Unit-1 |
Teaching Hours:7 |
Language
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Common errors- subject-verb agreement, punctuation, tense errors Just a minute talk, cubing | |
Unit-1 |
Teaching Hours:7 |
1. The Happy Prince- Oscar Wilde 2. Sonnet 18- William Shakespeare
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Unit-1 |
Teaching Hours:7 |
Language
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Common errors- subject-verb agreement, punctuation, tense errors Just a minute talk, cubing | |
Unit-1 |
Teaching Hours:7 |
1. The Happy Prince- Oscar Wilde 2. Sonnet 18- William Shakespeare
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Unit-1 |
Teaching Hours:7 |
Language
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Common errors- subject-verb agreement, punctuation, tense errors Just a minute talk, cubing | |
Unit-1 |
Teaching Hours:7 |
1. The Happy Prince- Oscar Wilde 2. Sonnet 18- William Shakespeare
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Unit-1 |
Teaching Hours:7 |
Language
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Common errors- subject-verb agreement, punctuation, tense errors Just a minute talk, cubing | |
Unit-1 |
Teaching Hours:7 |
1. The Happy Prince- Oscar Wilde 2. Sonnet 18- William Shakespeare
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|
| |
Unit-1 |
Teaching Hours:7 |
Language
|
|
Common errors- subject-verb agreement, punctuation, tense errors Just a minute talk, cubing | |
Unit-1 |
Teaching Hours:7 |
1. The Happy Prince- Oscar Wilde 2. Sonnet 18- William Shakespeare
|
|
| |
Unit-1 |
Teaching Hours:7 |
Language
|
|
Common errors- subject-verb agreement, punctuation, tense errors Just a minute talk, cubing | |
Unit-1 |
Teaching Hours:7 |
1. The Happy Prince- Oscar Wilde 2. Sonnet 18- William Shakespeare
|
|
| |
Unit-1 |
Teaching Hours:7 |
Language
|
|
Common errors- subject-verb agreement, punctuation, tense errors Just a minute talk, cubing | |
Unit-1 |
Teaching Hours:7 |
1. The Happy Prince- Oscar Wilde 2. Sonnet 18- William Shakespeare
|
|
| |
Unit-1 |
Teaching Hours:7 |
Language
|
|
Common errors- subject-verb agreement, punctuation, tense errors Just a minute talk, cubing | |
Unit-1 |
Teaching Hours:7 |
1. The Happy Prince- Oscar Wilde 2. Sonnet 18- William Shakespeare
|
|
| |
Unit-1 |
Teaching Hours:7 |
Language
|
|
Common errors- subject-verb agreement, punctuation, tense errors Just a minute talk, cubing | |
Unit-1 |
Teaching Hours:7 |
1. The Happy Prince- Oscar Wilde 2. Sonnet 18- William Shakespeare
|
|
| |
Unit-1 |
Teaching Hours:7 |
Language
|
|
Common errors- subject-verb agreement, punctuation, tense errors Just a minute talk, cubing | |
Unit-1 |
Teaching Hours:7 |
1. The Happy Prince- Oscar Wilde 2. Sonnet 18- William Shakespeare
|
|
| |
Unit-1 |
Teaching Hours:7 |
Language
|
|
Common errors- subject-verb agreement, punctuation, tense errors Just a minute talk, cubing | |
Unit-1 |
Teaching Hours:7 |
1. The Happy Prince- Oscar Wilde 2. Sonnet 18- William Shakespeare
|
|
| |
Unit-1 |
Teaching Hours:7 |
Language
|
|
Common errors- subject-verb agreement, punctuation, tense errors Just a minute talk, cubing | |
Unit-1 |
Teaching Hours:7 |
1. The Happy Prince- Oscar Wilde 2. Sonnet 18- William Shakespeare
|
|
| |
Unit-1 |
Teaching Hours:7 |
Language
|
|
Common errors- subject-verb agreement, punctuation, tense errors Just a minute talk, cubing | |
Unit-1 |
Teaching Hours:7 |
1. The Happy Prince- Oscar Wilde 2. Sonnet 18- William Shakespeare
|
|
| |
Unit-1 |
Teaching Hours:7 |
Language
|
|
Common errors- subject-verb agreement, punctuation, tense errors Just a minute talk, cubing | |
Unit-1 |
Teaching Hours:7 |
1. The Happy Prince- Oscar Wilde 2. Sonnet 18- William Shakespeare
|
|
| |
Unit-1 |
Teaching Hours:7 |
Language
|
|
Common errors- subject-verb agreement, punctuation, tense errors Just a minute talk, cubing | |
Unit-1 |
Teaching Hours:7 |
1. The Happy Prince- Oscar Wilde 2. Sonnet 18- William Shakespeare
|
|
| |
Unit-1 |
Teaching Hours:7 |
Language
|
|
Common errors- subject-verb agreement, punctuation, tense errors Just a minute talk, cubing | |
Unit-1 |
Teaching Hours:7 |
1. The Happy Prince- Oscar Wilde 2. Sonnet 18- William Shakespeare
|
|
| |
Unit-1 |
Teaching Hours:7 |
Language
|
|
Common errors- subject-verb agreement, punctuation, tense errors Just a minute talk, cubing | |
Unit-1 |
Teaching Hours:7 |
1. The Happy Prince- Oscar Wilde 2. Sonnet 18- William Shakespeare
|
|
| |
Unit-1 |
Teaching Hours:7 |
Language
|
|
Common errors- subject-verb agreement, punctuation, tense errors Just a minute talk, cubing | |
Unit-1 |
Teaching Hours:7 |
1. The Happy Prince- Oscar Wilde 2. Sonnet 18- William Shakespeare
|
|
| |
Unit-1 |
Teaching Hours:7 |
Language
|
|
Common errors- subject-verb agreement, punctuation, tense errors Just a minute talk, cubing | |
Unit-1 |
Teaching Hours:7 |
1. The Happy Prince- Oscar Wilde 2. Sonnet 18- William Shakespeare
|
|
| |
Unit-1 |
Teaching Hours:7 |
Language
|
|
Common errors- subject-verb agreement, punctuation, tense errors Just a minute talk, cubing | |
Unit-1 |
Teaching Hours:7 |
1. The Happy Prince- Oscar Wilde 2. Sonnet 18- William Shakespeare
|
|
| |
Unit-1 |
Teaching Hours:7 |
Language
|
|
Common errors- subject-verb agreement, punctuation, tense errors Just a minute talk, cubing | |
Unit-1 |
Teaching Hours:7 |
1. The Happy Prince- Oscar Wilde 2. Sonnet 18- William Shakespeare
|
|
| |
Unit-1 |
Teaching Hours:7 |
Language
|
|
Common errors- subject-verb agreement, punctuation, tense errors Just a minute talk, cubing | |
Unit-1 |
Teaching Hours:7 |
1. The Happy Prince- Oscar Wilde 2. Sonnet 18- William Shakespeare
|
|
| |
Unit-1 |
Teaching Hours:7 |
Language
|
|
Common errors- subject-verb agreement, punctuation, tense errors Just a minute talk, cubing | |
Unit-1 |
Teaching Hours:7 |
1. The Happy Prince- Oscar Wilde 2. Sonnet 18- William Shakespeare
|
|
| |
Unit-1 |
Teaching Hours:7 |
Language
|
|
Common errors- subject-verb agreement, punctuation, tense errors Just a minute talk, cubing | |
Unit-1 |
Teaching Hours:7 |
1. The Happy Prince- Oscar Wilde 2. Sonnet 18- William Shakespeare
|
|
| |
Unit-1 |
Teaching Hours:7 |
Language
|
|
Common errors- subject-verb agreement, punctuation, tense errors Just a minute talk, cubing | |
Unit-1 |
Teaching Hours:7 |
1. The Happy Prince- Oscar Wilde 2. Sonnet 18- William Shakespeare
|
|
| |
Unit-1 |
Teaching Hours:7 |
Language
|
|
Common errors- subject-verb agreement, punctuation, tense errors Just a minute talk, cubing | |
Unit-2 |
Teaching Hours:6 |
language
|
|
Sentence fragments, dangling modifiers, faulty parallelism, | |
Unit-2 |
Teaching Hours:6 |
1. Why We Travel-Pico Iyer
|
|
Why We Travel-Pico Iyer | |
Unit-2 |
Teaching Hours:6 |
language
|
|
Sentence fragments, dangling modifiers, faulty parallelism, | |
Unit-2 |
Teaching Hours:6 |
1. Why We Travel-Pico Iyer
|
|
Why We Travel-Pico Iyer | |
Unit-2 |
Teaching Hours:6 |
language
|
|
Sentence fragments, dangling modifiers, faulty parallelism, | |
Unit-2 |
Teaching Hours:6 |
1. Why We Travel-Pico Iyer
|
|
Why We Travel-Pico Iyer | |
Unit-2 |
Teaching Hours:6 |
language
|
|
Sentence fragments, dangling modifiers, faulty parallelism, | |
Unit-2 |
Teaching Hours:6 |
1. Why We Travel-Pico Iyer
|
|
Why We Travel-Pico Iyer | |
Unit-2 |
Teaching Hours:6 |
language
|
|
Sentence fragments, dangling modifiers, faulty parallelism, | |
Unit-2 |
Teaching Hours:6 |
1. Why We Travel-Pico Iyer
|
|
Why We Travel-Pico Iyer | |
Unit-2 |
Teaching Hours:6 |
language
|
|
Sentence fragments, dangling modifiers, faulty parallelism, | |
Unit-2 |
Teaching Hours:6 |
1. Why We Travel-Pico Iyer
|
|
Why We Travel-Pico Iyer | |
Unit-2 |
Teaching Hours:6 |
language
|
|
Sentence fragments, dangling modifiers, faulty parallelism, | |
Unit-2 |
Teaching Hours:6 |
1. Why We Travel-Pico Iyer
|
|
Why We Travel-Pico Iyer | |
Unit-2 |
Teaching Hours:6 |
language
|
|
Sentence fragments, dangling modifiers, faulty parallelism, | |
Unit-2 |
Teaching Hours:6 |
1. Why We Travel-Pico Iyer
|
|
Why We Travel-Pico Iyer | |
Unit-2 |
Teaching Hours:6 |
language
|
|
Sentence fragments, dangling modifiers, faulty parallelism, | |
Unit-2 |
Teaching Hours:6 |
1. Why We Travel-Pico Iyer
|
|
Why We Travel-Pico Iyer | |
Unit-2 |
Teaching Hours:6 |
language
|
|
Sentence fragments, dangling modifiers, faulty parallelism, | |
Unit-2 |
Teaching Hours:6 |
1. Why We Travel-Pico Iyer
|
|
Why We Travel-Pico Iyer | |
Unit-2 |
Teaching Hours:6 |
language
|
|
Sentence fragments, dangling modifiers, faulty parallelism, | |
Unit-2 |
Teaching Hours:6 |
1. Why We Travel-Pico Iyer
|
|
Why We Travel-Pico Iyer | |
Unit-2 |
Teaching Hours:6 |
language
|
|
Sentence fragments, dangling modifiers, faulty parallelism, | |
Unit-2 |
Teaching Hours:6 |
1. Why We Travel-Pico Iyer
|
|
Why We Travel-Pico Iyer | |
Unit-2 |
Teaching Hours:6 |
language
|
|
Sentence fragments, dangling modifiers, faulty parallelism, | |
Unit-2 |
Teaching Hours:6 |
1. Why We Travel-Pico Iyer
|
|
Why We Travel-Pico Iyer | |
Unit-2 |
Teaching Hours:6 |
language
|
|
Sentence fragments, dangling modifiers, faulty parallelism, | |
Unit-2 |
Teaching Hours:6 |
1. Why We Travel-Pico Iyer
|
|
Why We Travel-Pico Iyer | |
Unit-2 |
Teaching Hours:6 |
language
|
|
Sentence fragments, dangling modifiers, faulty parallelism, | |
Unit-2 |
Teaching Hours:6 |
1. Why We Travel-Pico Iyer
|
|
Why We Travel-Pico Iyer | |
Unit-2 |
Teaching Hours:6 |
language
|
|
Sentence fragments, dangling modifiers, faulty parallelism, | |
Unit-2 |
Teaching Hours:6 |
1. Why We Travel-Pico Iyer
|
|
Why We Travel-Pico Iyer | |
Unit-2 |
Teaching Hours:6 |
language
|
|
Sentence fragments, dangling modifiers, faulty parallelism, | |
Unit-2 |
Teaching Hours:6 |
1. Why We Travel-Pico Iyer
|
|
Why We Travel-Pico Iyer | |
Unit-2 |
Teaching Hours:6 |
language
|
|
Sentence fragments, dangling modifiers, faulty parallelism, | |
Unit-2 |
Teaching Hours:6 |
1. Why We Travel-Pico Iyer
|
|
Why We Travel-Pico Iyer | |
Unit-2 |
Teaching Hours:6 |
language
|
|
Sentence fragments, dangling modifiers, faulty parallelism, | |
Unit-2 |
Teaching Hours:6 |
1. Why We Travel-Pico Iyer
|
|
Why We Travel-Pico Iyer | |
Unit-2 |
Teaching Hours:6 |
language
|
|
Sentence fragments, dangling modifiers, faulty parallelism, | |
Unit-2 |
Teaching Hours:6 |
1. Why We Travel-Pico Iyer
|
|
Why We Travel-Pico Iyer | |
Unit-2 |
Teaching Hours:6 |
language
|
|
Sentence fragments, dangling modifiers, faulty parallelism, | |
Unit-2 |
Teaching Hours:6 |
1. Why We Travel-Pico Iyer
|
|
Why We Travel-Pico Iyer | |
Unit-2 |
Teaching Hours:6 |
language
|
|
Sentence fragments, dangling modifiers, faulty parallelism, | |
Unit-2 |
Teaching Hours:6 |
1. Why We Travel-Pico Iyer
|
|
Why We Travel-Pico Iyer | |
Unit-2 |
Teaching Hours:6 |
language
|
|
Sentence fragments, dangling modifiers, faulty parallelism, | |
Unit-2 |
Teaching Hours:6 |
1. Why We Travel-Pico Iyer
|
|
Why We Travel-Pico Iyer | |
Unit-2 |
Teaching Hours:6 |
language
|
|
Sentence fragments, dangling modifiers, faulty parallelism, | |
Unit-2 |
Teaching Hours:6 |
1. Why We Travel-Pico Iyer
|
|
Why We Travel-Pico Iyer | |
Unit-2 |
Teaching Hours:6 |
language
|
|
Sentence fragments, dangling modifiers, faulty parallelism, | |
Unit-2 |
Teaching Hours:6 |
1. Why We Travel-Pico Iyer
|
|
Why We Travel-Pico Iyer | |
Unit-2 |
Teaching Hours:6 |
language
|
|
Sentence fragments, dangling modifiers, faulty parallelism, | |
Unit-2 |
Teaching Hours:6 |
1. Why We Travel-Pico Iyer
|
|
Why We Travel-Pico Iyer | |
Unit-2 |
Teaching Hours:6 |
language
|
|
Sentence fragments, dangling modifiers, faulty parallelism, | |
Unit-2 |
Teaching Hours:6 |
1. Why We Travel-Pico Iyer
|
|
Why We Travel-Pico Iyer | |
Unit-2 |
Teaching Hours:6 |
language
|
|
Sentence fragments, dangling modifiers, faulty parallelism, | |
Unit-2 |
Teaching Hours:6 |
1. Why We Travel-Pico Iyer
|
|
Why We Travel-Pico Iyer | |
Unit-2 |
Teaching Hours:6 |
language
|
|
Sentence fragments, dangling modifiers, faulty parallelism, | |
Unit-2 |
Teaching Hours:6 |
1. Why We Travel-Pico Iyer
|
|
Why We Travel-Pico Iyer | |
Unit-2 |
Teaching Hours:6 |
language
|
|
Sentence fragments, dangling modifiers, faulty parallelism, | |
Unit-2 |
Teaching Hours:6 |
1. Why We Travel-Pico Iyer
|
|
Why We Travel-Pico Iyer | |
Unit-2 |
Teaching Hours:6 |
language
|
|
Sentence fragments, dangling modifiers, faulty parallelism, | |
Unit-2 |
Teaching Hours:6 |
1. Why We Travel-Pico Iyer
|
|
Why We Travel-Pico Iyer | |
Unit-2 |
Teaching Hours:6 |
language
|
|
Sentence fragments, dangling modifiers, faulty parallelism, | |
Unit-2 |
Teaching Hours:6 |
1. Why We Travel-Pico Iyer
|
|
Why We Travel-Pico Iyer | |
Unit-2 |
Teaching Hours:6 |
language
|
|
Sentence fragments, dangling modifiers, faulty parallelism, | |
Unit-2 |
Teaching Hours:6 |
1. Why We Travel-Pico Iyer
|
|
Why We Travel-Pico Iyer | |
Unit-2 |
Teaching Hours:6 |
language
|
|
Sentence fragments, dangling modifiers, faulty parallelism, | |
Unit-2 |
Teaching Hours:6 |
1. Why We Travel-Pico Iyer
|
|
Why We Travel-Pico Iyer | |
Unit-2 |
Teaching Hours:6 |
language
|
|
Sentence fragments, dangling modifiers, faulty parallelism, | |
Unit-2 |
Teaching Hours:6 |
1. Why We Travel-Pico Iyer
|
|
Why We Travel-Pico Iyer | |
Unit-2 |
Teaching Hours:6 |
language
|
|
Sentence fragments, dangling modifiers, faulty parallelism, | |
Unit-2 |
Teaching Hours:6 |
1. Why We Travel-Pico Iyer
|
|
Why We Travel-Pico Iyer | |
Unit-2 |
Teaching Hours:6 |
language
|
|
Sentence fragments, dangling modifiers, faulty parallelism, | |
Unit-2 |
Teaching Hours:6 |
1. Why We Travel-Pico Iyer
|
|
Why We Travel-Pico Iyer | |
Unit-2 |
Teaching Hours:6 |
language
|
|
Sentence fragments, dangling modifiers, faulty parallelism, | |
Unit-2 |
Teaching Hours:6 |
1. Why We Travel-Pico Iyer
|
|
Why We Travel-Pico Iyer | |
Unit-2 |
Teaching Hours:6 |
language
|
|
Sentence fragments, dangling modifiers, faulty parallelism, | |
Unit-2 |
Teaching Hours:6 |
1. Why We Travel-Pico Iyer
|
|
Why We Travel-Pico Iyer | |
Unit-2 |
Teaching Hours:6 |
language
|
|
Sentence fragments, dangling modifiers, faulty parallelism, | |
Unit-2 |
Teaching Hours:6 |
1. Why We Travel-Pico Iyer
|
|
Why We Travel-Pico Iyer | |
Unit-2 |
Teaching Hours:6 |
language
|
|
Sentence fragments, dangling modifiers, faulty parallelism, | |
Unit-2 |
Teaching Hours:6 |
1. Why We Travel-Pico Iyer
|
|
Why We Travel-Pico Iyer | |
Unit-2 |
Teaching Hours:6 |
language
|
|
Sentence fragments, dangling modifiers, faulty parallelism, | |
Unit-2 |
Teaching Hours:6 |
1. Why We Travel-Pico Iyer
|
|
Why We Travel-Pico Iyer | |
Unit-2 |
Teaching Hours:6 |
language
|
|
Sentence fragments, dangling modifiers, faulty parallelism, | |
Unit-2 |
Teaching Hours:6 |
1. Why We Travel-Pico Iyer
|
|
Why We Travel-Pico Iyer | |
Unit-2 |
Teaching Hours:6 |
language
|
|
Sentence fragments, dangling modifiers, faulty parallelism, | |
Unit-2 |
Teaching Hours:6 |
1. Why We Travel-Pico Iyer
|
|
Why We Travel-Pico Iyer | |
Unit-2 |
Teaching Hours:6 |
language
|
|
Sentence fragments, dangling modifiers, faulty parallelism, | |
Unit-2 |
Teaching Hours:6 |
1. Why We Travel-Pico Iyer
|
|
Why We Travel-Pico Iyer | |
Unit-2 |
Teaching Hours:6 |
language
|
|
Sentence fragments, dangling modifiers, faulty parallelism, | |
Unit-2 |
Teaching Hours:6 |
1. Why We Travel-Pico Iyer
|
|
Why We Travel-Pico Iyer | |
Unit-2 |
Teaching Hours:6 |
language
|
|
Sentence fragments, dangling modifiers, faulty parallelism, | |
Unit-2 |
Teaching Hours:6 |
1. Why We Travel-Pico Iyer
|
|
Why We Travel-Pico Iyer | |
Unit-2 |
Teaching Hours:6 |
language
|
|
Sentence fragments, dangling modifiers, faulty parallelism, | |
Unit-2 |
Teaching Hours:6 |
1. Why We Travel-Pico Iyer
|
|
Why We Travel-Pico Iyer | |
Unit-2 |
Teaching Hours:6 |
language
|
|
Sentence fragments, dangling modifiers, faulty parallelism, | |
Unit-2 |
Teaching Hours:6 |
1. Why We Travel-Pico Iyer
|
|
Why We Travel-Pico Iyer | |
Unit-2 |
Teaching Hours:6 |
language
|
|
Sentence fragments, dangling modifiers, faulty parallelism, | |
Unit-2 |
Teaching Hours:6 |
1. Why We Travel-Pico Iyer
|
|
Why We Travel-Pico Iyer | |
Unit-2 |
Teaching Hours:6 |
language
|
|
Sentence fragments, dangling modifiers, faulty parallelism, | |
Unit-2 |
Teaching Hours:6 |
1. Why We Travel-Pico Iyer
|
|
Why We Travel-Pico Iyer | |
Unit-2 |
Teaching Hours:6 |
language
|
|
Sentence fragments, dangling modifiers, faulty parallelism, | |
Unit-2 |
Teaching Hours:6 |
1. Why We Travel-Pico Iyer
|
|
Why We Travel-Pico Iyer | |
Unit-2 |
Teaching Hours:6 |
language
|
|
Sentence fragments, dangling modifiers, faulty parallelism, | |
Unit-2 |
Teaching Hours:6 |
1. Why We Travel-Pico Iyer
|
|
Why We Travel-Pico Iyer | |
Unit-2 |
Teaching Hours:6 |
language
|
|
Sentence fragments, dangling modifiers, faulty parallelism, | |
Unit-2 |
Teaching Hours:6 |
1. Why We Travel-Pico Iyer
|
|
Why We Travel-Pico Iyer | |
Unit-2 |
Teaching Hours:6 |
language
|
|
Sentence fragments, dangling modifiers, faulty parallelism, | |
Unit-2 |
Teaching Hours:6 |
1. Why We Travel-Pico Iyer
|
|
Why We Travel-Pico Iyer | |
Unit-2 |
Teaching Hours:6 |
language
|
|
Sentence fragments, dangling modifiers, faulty parallelism, | |
Unit-2 |
Teaching Hours:6 |
1. Why We Travel-Pico Iyer
|
|
Why We Travel-Pico Iyer | |
Unit-2 |
Teaching Hours:6 |
language
|
|
Sentence fragments, dangling modifiers, faulty parallelism, | |
Unit-2 |
Teaching Hours:6 |
1. Why We Travel-Pico Iyer
|
|
Why We Travel-Pico Iyer | |
Unit-2 |
Teaching Hours:6 |
language
|
|
Sentence fragments, dangling modifiers, faulty parallelism, | |
Unit-2 |
Teaching Hours:6 |
1. Why We Travel-Pico Iyer
|
|
Why We Travel-Pico Iyer | |
Unit-2 |
Teaching Hours:6 |
language
|
|
Sentence fragments, dangling modifiers, faulty parallelism, | |
Unit-2 |
Teaching Hours:6 |
1. Why We Travel-Pico Iyer
|
|
Why We Travel-Pico Iyer | |
Unit-2 |
Teaching Hours:6 |
language
|
|
Sentence fragments, dangling modifiers, faulty parallelism, | |
Unit-2 |
Teaching Hours:6 |
1. Why We Travel-Pico Iyer
|
|
Why We Travel-Pico Iyer | |
Unit-2 |
Teaching Hours:6 |
language
|
|
Sentence fragments, dangling modifiers, faulty parallelism, | |
Unit-2 |
Teaching Hours:6 |
1. Why We Travel-Pico Iyer
|
|
Why We Travel-Pico Iyer | |
Unit-3 |
Teaching Hours:4 |
language
|
|
Note taking | |
Unit-3 |
Teaching Hours:4 |
1. Thinking Like a Mountain By Aldo Leopold
|
|
Thinking Like a Mountain By Aldo Leopold | |
Unit-3 |
Teaching Hours:4 |
language
|
|
Note taking | |
Unit-3 |
Teaching Hours:4 |
1. Thinking Like a Mountain By Aldo Leopold
|
|
Thinking Like a Mountain By Aldo Leopold | |
Unit-3 |
Teaching Hours:4 |
language
|
|
Note taking | |
Unit-3 |
Teaching Hours:4 |
1. Thinking Like a Mountain By Aldo Leopold
|
|
Thinking Like a Mountain By Aldo Leopold | |
Unit-3 |
Teaching Hours:4 |
language
|
|
Note taking | |
Unit-3 |
Teaching Hours:4 |
1. Thinking Like a Mountain By Aldo Leopold
|
|
Thinking Like a Mountain By Aldo Leopold | |
Unit-3 |
Teaching Hours:4 |
language
|
|
Note taking | |
Unit-3 |
Teaching Hours:4 |
1. Thinking Like a Mountain By Aldo Leopold
|
|
Thinking Like a Mountain By Aldo Leopold | |
Unit-3 |
Teaching Hours:4 |
language
|
|
Note taking | |
Unit-3 |
Teaching Hours:4 |
1. Thinking Like a Mountain By Aldo Leopold
|
|
Thinking Like a Mountain By Aldo Leopold | |
Unit-3 |
Teaching Hours:4 |
language
|
|
Note taking | |
Unit-3 |
Teaching Hours:4 |
1. Thinking Like a Mountain By Aldo Leopold
|
|
Thinking Like a Mountain By Aldo Leopold | |
Unit-3 |
Teaching Hours:4 |
language
|
|
Note taking | |
Unit-3 |
Teaching Hours:4 |
1. Thinking Like a Mountain By Aldo Leopold
|
|
Thinking Like a Mountain By Aldo Leopold | |
Unit-3 |
Teaching Hours:4 |
language
|
|
Note taking | |
Unit-3 |
Teaching Hours:4 |
1. Thinking Like a Mountain By Aldo Leopold
|
|
Thinking Like a Mountain By Aldo Leopold | |
Unit-3 |
Teaching Hours:4 |
language
|
|
Note taking | |
Unit-3 |
Teaching Hours:4 |
1. Thinking Like a Mountain By Aldo Leopold
|
|
Thinking Like a Mountain By Aldo Leopold | |
Unit-3 |
Teaching Hours:4 |
language
|
|
Note taking | |
Unit-3 |
Teaching Hours:4 |
1. Thinking Like a Mountain By Aldo Leopold
|
|
Thinking Like a Mountain By Aldo Leopold | |
Unit-3 |
Teaching Hours:4 |
language
|
|
Note taking | |
Unit-3 |
Teaching Hours:4 |
1. Thinking Like a Mountain By Aldo Leopold
|
|
Thinking Like a Mountain By Aldo Leopold | |
Unit-3 |
Teaching Hours:4 |
language
|
|
Note taking | |
Unit-3 |
Teaching Hours:4 |
1. Thinking Like a Mountain By Aldo Leopold
|
|
Thinking Like a Mountain By Aldo Leopold | |
Unit-3 |
Teaching Hours:4 |
language
|
|
Note taking | |
Unit-3 |
Teaching Hours:4 |
1. Thinking Like a Mountain By Aldo Leopold
|
|
Thinking Like a Mountain By Aldo Leopold | |
Unit-3 |
Teaching Hours:4 |
language
|
|
Note taking | |
Unit-3 |
Teaching Hours:4 |
1. Thinking Like a Mountain By Aldo Leopold
|
|
Thinking Like a Mountain By Aldo Leopold | |
Unit-3 |
Teaching Hours:4 |
language
|
|
Note taking | |
Unit-3 |
Teaching Hours:4 |
1. Thinking Like a Mountain By Aldo Leopold
|
|
Thinking Like a Mountain By Aldo Leopold | |
Unit-3 |
Teaching Hours:4 |
language
|
|
Note taking | |
Unit-3 |
Teaching Hours:4 |
1. Thinking Like a Mountain By Aldo Leopold
|
|
Thinking Like a Mountain By Aldo Leopold | |
Unit-3 |
Teaching Hours:4 |
language
|
|
Note taking | |
Unit-3 |
Teaching Hours:4 |
1. Thinking Like a Mountain By Aldo Leopold
|
|
Thinking Like a Mountain By Aldo Leopold | |
Unit-3 |
Teaching Hours:4 |
language
|
|
Note taking | |
Unit-3 |
Teaching Hours:4 |
1. Thinking Like a Mountain By Aldo Leopold
|
|
Thinking Like a Mountain By Aldo Leopold | |
Unit-3 |
Teaching Hours:4 |
language
|
|
Note taking | |
Unit-3 |
Teaching Hours:4 |
1. Thinking Like a Mountain By Aldo Leopold
|
|
Thinking Like a Mountain By Aldo Leopold | |
Unit-3 |
Teaching Hours:4 |
language
|
|
Note taking | |
Unit-3 |
Teaching Hours:4 |
1. Thinking Like a Mountain By Aldo Leopold
|
|
Thinking Like a Mountain By Aldo Leopold | |
Unit-3 |
Teaching Hours:4 |
language
|
|
Note taking | |
Unit-3 |
Teaching Hours:4 |
1. Thinking Like a Mountain By Aldo Leopold
|
|
Thinking Like a Mountain By Aldo Leopold | |
Unit-3 |
Teaching Hours:4 |
language
|
|
Note taking | |
Unit-3 |
Teaching Hours:4 |
1. Thinking Like a Mountain By Aldo Leopold
|
|
Thinking Like a Mountain By Aldo Leopold | |
Unit-3 |
Teaching Hours:4 |
language
|
|
Note taking | |
Unit-3 |
Teaching Hours:4 |
1. Thinking Like a Mountain By Aldo Leopold
|
|
Thinking Like a Mountain By Aldo Leopold | |
Unit-3 |
Teaching Hours:4 |
language
|
|
Note taking | |
Unit-3 |
Teaching Hours:4 |
1. Thinking Like a Mountain By Aldo Leopold
|
|
Thinking Like a Mountain By Aldo Leopold | |
Unit-3 |
Teaching Hours:4 |
language
|
|
Note taking | |
Unit-3 |
Teaching Hours:4 |
1. Thinking Like a Mountain By Aldo Leopold
|
|
Thinking Like a Mountain By Aldo Leopold | |
Unit-3 |
Teaching Hours:4 |
language
|
|
Note taking | |
Unit-3 |
Teaching Hours:4 |
1. Thinking Like a Mountain By Aldo Leopold
|
|
Thinking Like a Mountain By Aldo Leopold | |
Unit-3 |
Teaching Hours:4 |
language
|
|
Note taking | |
Unit-3 |
Teaching Hours:4 |
1. Thinking Like a Mountain By Aldo Leopold
|
|
Thinking Like a Mountain By Aldo Leopold | |
Unit-3 |
Teaching Hours:4 |
language
|
|
Note taking | |
Unit-3 |
Teaching Hours:4 |
1. Thinking Like a Mountain By Aldo Leopold
|
|
Thinking Like a Mountain By Aldo Leopold | |
Unit-3 |
Teaching Hours:4 |
language
|
|
Note taking | |
Unit-3 |
Teaching Hours:4 |
1. Thinking Like a Mountain By Aldo Leopold
|
|
Thinking Like a Mountain By Aldo Leopold | |
Unit-3 |
Teaching Hours:4 |
language
|
|
Note taking | |
Unit-3 |
Teaching Hours:4 |
1. Thinking Like a Mountain By Aldo Leopold
|
|
Thinking Like a Mountain By Aldo Leopold | |
Unit-3 |
Teaching Hours:4 |
language
|
|
Note taking | |
Unit-3 |
Teaching Hours:4 |
1. Thinking Like a Mountain By Aldo Leopold
|
|
Thinking Like a Mountain By Aldo Leopold | |
Unit-3 |
Teaching Hours:4 |
language
|
|
Note taking | |
Unit-3 |
Teaching Hours:4 |
1. Thinking Like a Mountain By Aldo Leopold
|
|
Thinking Like a Mountain By Aldo Leopold | |
Unit-3 |
Teaching Hours:4 |
language
|
|
Note taking | |
Unit-3 |
Teaching Hours:4 |
1. Thinking Like a Mountain By Aldo Leopold
|
|
Thinking Like a Mountain By Aldo Leopold | |
Unit-3 |
Teaching Hours:4 |
language
|
|
Note taking | |
Unit-3 |
Teaching Hours:4 |
1. Thinking Like a Mountain By Aldo Leopold
|
|
Thinking Like a Mountain By Aldo Leopold | |
Unit-3 |
Teaching Hours:4 |
language
|
|
Note taking | |
Unit-3 |
Teaching Hours:4 |
1. Thinking Like a Mountain By Aldo Leopold
|
|
Thinking Like a Mountain By Aldo Leopold | |
Unit-3 |
Teaching Hours:4 |
language
|
|
Note taking | |
Unit-3 |
Teaching Hours:4 |
1. Thinking Like a Mountain By Aldo Leopold
|
|
Thinking Like a Mountain By Aldo Leopold | |
Unit-3 |
Teaching Hours:4 |
language
|
|
Note taking | |
Unit-3 |
Teaching Hours:4 |
1. Thinking Like a Mountain By Aldo Leopold
|
|
Thinking Like a Mountain By Aldo Leopold | |
Unit-3 |
Teaching Hours:4 |
language
|
|
Note taking | |
Unit-3 |
Teaching Hours:4 |
1. Thinking Like a Mountain By Aldo Leopold
|
|
Thinking Like a Mountain By Aldo Leopold | |
Unit-3 |
Teaching Hours:4 |
language
|
|
Note taking | |
Unit-3 |
Teaching Hours:4 |
1. Thinking Like a Mountain By Aldo Leopold
|
|
Thinking Like a Mountain By Aldo Leopold | |
Unit-3 |
Teaching Hours:4 |
language
|
|
Note taking | |
Unit-3 |
Teaching Hours:4 |
1. Thinking Like a Mountain By Aldo Leopold
|
|
Thinking Like a Mountain By Aldo Leopold | |
Unit-3 |
Teaching Hours:4 |
language
|
|
Note taking | |
Unit-3 |
Teaching Hours:4 |
1. Thinking Like a Mountain By Aldo Leopold
|
|
Thinking Like a Mountain By Aldo Leopold | |
Unit-3 |
Teaching Hours:4 |
language
|
|
Note taking | |
Unit-3 |
Teaching Hours:4 |
1. Thinking Like a Mountain By Aldo Leopold
|
|
Thinking Like a Mountain By Aldo Leopold | |
Unit-3 |
Teaching Hours:4 |
language
|
|
Note taking | |
Unit-3 |
Teaching Hours:4 |
1. Thinking Like a Mountain By Aldo Leopold
|
|
Thinking Like a Mountain By Aldo Leopold | |
Unit-3 |
Teaching Hours:4 |
language
|
|
Note taking | |
Unit-3 |
Teaching Hours:4 |
1. Thinking Like a Mountain By Aldo Leopold
|
|
Thinking Like a Mountain By Aldo Leopold | |
Unit-3 |
Teaching Hours:4 |
language
|
|
Note taking | |
Unit-3 |
Teaching Hours:4 |
1. Thinking Like a Mountain By Aldo Leopold
|
|
Thinking Like a Mountain By Aldo Leopold | |
Unit-3 |
Teaching Hours:4 |
language
|
|
Note taking | |
Unit-3 |
Teaching Hours:4 |
1. Thinking Like a Mountain By Aldo Leopold
|
|
Thinking Like a Mountain By Aldo Leopold | |
Unit-3 |
Teaching Hours:4 |
language
|
|
Note taking | |
Unit-3 |
Teaching Hours:4 |
1. Thinking Like a Mountain By Aldo Leopold
|
|
Thinking Like a Mountain By Aldo Leopold | |
Unit-3 |
Teaching Hours:4 |
language
|
|
Note taking | |
Unit-3 |
Teaching Hours:4 |
1. Thinking Like a Mountain By Aldo Leopold
|
|
Thinking Like a Mountain By Aldo Leopold | |
Unit-3 |
Teaching Hours:4 |
language
|
|
Note taking | |
Unit-3 |
Teaching Hours:4 |
1. Thinking Like a Mountain By Aldo Leopold
|
|
Thinking Like a Mountain By Aldo Leopold | |
Unit-3 |
Teaching Hours:4 |
language
|
|
Note taking | |
Unit-3 |
Teaching Hours:4 |
1. Thinking Like a Mountain By Aldo Leopold
|
|
Thinking Like a Mountain By Aldo Leopold | |
Unit-3 |
Teaching Hours:4 |
language
|
|
Note taking | |
Unit-3 |
Teaching Hours:4 |
1. Thinking Like a Mountain By Aldo Leopold
|
|
Thinking Like a Mountain By Aldo Leopold | |
Unit-3 |
Teaching Hours:4 |
language
|
|
Note taking | |
Unit-3 |
Teaching Hours:4 |
1. Thinking Like a Mountain By Aldo Leopold
|
|
Thinking Like a Mountain By Aldo Leopold | |
Unit-3 |
Teaching Hours:4 |
language
|
|
Note taking | |
Unit-3 |
Teaching Hours:4 |
1. Thinking Like a Mountain By Aldo Leopold
|
|
Thinking Like a Mountain By Aldo Leopold | |
Unit-3 |
Teaching Hours:4 |
language
|
|
Note taking | |
Unit-3 |
Teaching Hours:4 |
1. Thinking Like a Mountain By Aldo Leopold
|
|
Thinking Like a Mountain By Aldo Leopold | |
Unit-3 |
Teaching Hours:4 |
language
|
|
Note taking | |
Unit-3 |
Teaching Hours:4 |
1. Thinking Like a Mountain By Aldo Leopold
|
|
Thinking Like a Mountain By Aldo Leopold | |
Unit-3 |
Teaching Hours:4 |
language
|
|
Note taking | |
Unit-3 |
Teaching Hours:4 |
1. Thinking Like a Mountain By Aldo Leopold
|
|
Thinking Like a Mountain By Aldo Leopold | |
Unit-3 |
Teaching Hours:4 |
language
|
|
Note taking | |
Unit-3 |
Teaching Hours:4 |
1. Thinking Like a Mountain By Aldo Leopold
|
|
Thinking Like a Mountain By Aldo Leopold | |
Unit-3 |
Teaching Hours:4 |
language
|
|
Note taking | |
Unit-3 |
Teaching Hours:4 |
1. Thinking Like a Mountain By Aldo Leopold
|
|
Thinking Like a Mountain By Aldo Leopold | |
Unit-3 |
Teaching Hours:4 |
language
|
|
Note taking | |
Unit-3 |
Teaching Hours:4 |
1. Thinking Like a Mountain By Aldo Leopold
|
|
Thinking Like a Mountain By Aldo Leopold | |
Unit-3 |
Teaching Hours:4 |
language
|
|
Note taking | |
Unit-3 |
Teaching Hours:4 |
1. Thinking Like a Mountain By Aldo Leopold
|
|
Thinking Like a Mountain By Aldo Leopold | |
Unit-4 |
Teaching Hours:5 |
Language
|
|
Newspaper report | |
Unit-4 |
Teaching Hours:5 |
Aarushi-Hemraj Murder Article
|
|
Aarushi-Hemraj Murder Article | |
Unit-4 |
Teaching Hours:5 |
Language
|
|
Newspaper report | |
Unit-4 |
Teaching Hours:5 |
Aarushi-Hemraj Murder Article
|
|
Aarushi-Hemraj Murder Article | |
Unit-4 |
Teaching Hours:5 |
Language
|
|
Newspaper report | |
Unit-4 |
Teaching Hours:5 |
Aarushi-Hemraj Murder Article
|
|
Aarushi-Hemraj Murder Article | |
Unit-4 |
Teaching Hours:5 |
Language
|
|
Newspaper report | |
Unit-4 |
Teaching Hours:5 |
Aarushi-Hemraj Murder Article
|
|
Aarushi-Hemraj Murder Article | |
Unit-4 |
Teaching Hours:5 |
Language
|
|
Newspaper report | |
Unit-4 |
Teaching Hours:5 |
Aarushi-Hemraj Murder Article
|
|
Aarushi-Hemraj Murder Article | |
Unit-4 |
Teaching Hours:5 |
Language
|
|
Newspaper report | |
Unit-4 |
Teaching Hours:5 |
Aarushi-Hemraj Murder Article
|
|
Aarushi-Hemraj Murder Article | |
Unit-4 |
Teaching Hours:5 |
Language
|
|
Newspaper report | |
Unit-4 |
Teaching Hours:5 |
Aarushi-Hemraj Murder Article
|
|
Aarushi-Hemraj Murder Article | |
Unit-4 |
Teaching Hours:5 |
Language
|
|
Newspaper report | |
Unit-4 |
Teaching Hours:5 |
Aarushi-Hemraj Murder Article
|
|
Aarushi-Hemraj Murder Article | |
Unit-4 |
Teaching Hours:5 |
Language
|
|
Newspaper report | |
Unit-4 |
Teaching Hours:5 |
Aarushi-Hemraj Murder Article
|
|
Aarushi-Hemraj Murder Article | |
Unit-4 |
Teaching Hours:5 |
Language
|
|
Newspaper report | |
Unit-4 |
Teaching Hours:5 |
Aarushi-Hemraj Murder Article
|
|
Aarushi-Hemraj Murder Article | |
Unit-4 |
Teaching Hours:5 |
Language
|
|
Newspaper report | |
Unit-4 |
Teaching Hours:5 |
Aarushi-Hemraj Murder Article
|
|
Aarushi-Hemraj Murder Article | |
Unit-4 |
Teaching Hours:5 |
Language
|
|
Newspaper report | |
Unit-4 |
Teaching Hours:5 |
Aarushi-Hemraj Murder Article
|
|
Aarushi-Hemraj Murder Article | |
Unit-4 |
Teaching Hours:5 |
Language
|
|
Newspaper report | |
Unit-4 |
Teaching Hours:5 |
Aarushi-Hemraj Murder Article
|
|
Aarushi-Hemraj Murder Article | |
Unit-4 |
Teaching Hours:5 |
Language
|
|
Newspaper report | |
Unit-4 |
Teaching Hours:5 |
Aarushi-Hemraj Murder Article
|
|
Aarushi-Hemraj Murder Article | |
Unit-4 |
Teaching Hours:5 |
Language
|
|
Newspaper report | |
Unit-4 |
Teaching Hours:5 |
Aarushi-Hemraj Murder Article
|
|
Aarushi-Hemraj Murder Article | |
Unit-4 |
Teaching Hours:5 |
Language
|
|
Newspaper report | |
Unit-4 |
Teaching Hours:5 |
Aarushi-Hemraj Murder Article
|
|
Aarushi-Hemraj Murder Article | |
Unit-4 |
Teaching Hours:5 |
Language
|
|
Newspaper report | |
Unit-4 |
Teaching Hours:5 |
Aarushi-Hemraj Murder Article
|
|
Aarushi-Hemraj Murder Article | |
Unit-4 |
Teaching Hours:5 |
Language
|
|
Newspaper report | |
Unit-4 |
Teaching Hours:5 |
Aarushi-Hemraj Murder Article
|
|
Aarushi-Hemraj Murder Article | |
Unit-4 |
Teaching Hours:5 |
Language
|
|
Newspaper report | |
Unit-4 |
Teaching Hours:5 |
Aarushi-Hemraj Murder Article
|
|
Aarushi-Hemraj Murder Article | |
Unit-4 |
Teaching Hours:5 |
Language
|
|
Newspaper report | |
Unit-4 |
Teaching Hours:5 |
Aarushi-Hemraj Murder Article
|
|
Aarushi-Hemraj Murder Article | |
Unit-4 |
Teaching Hours:5 |
Language
|
|
Newspaper report | |
Unit-4 |
Teaching Hours:5 |
Aarushi-Hemraj Murder Article
|
|
Aarushi-Hemraj Murder Article | |
Unit-4 |
Teaching Hours:5 |
Language
|
|
Newspaper report | |
Unit-4 |
Teaching Hours:5 |
Aarushi-Hemraj Murder Article
|
|
Aarushi-Hemraj Murder Article | |
Unit-4 |
Teaching Hours:5 |
Language
|
|
Newspaper report | |
Unit-4 |
Teaching Hours:5 |
Aarushi-Hemraj Murder Article
|
|
Aarushi-Hemraj Murder Article | |
Unit-4 |
Teaching Hours:5 |
Language
|
|
Newspaper report | |
Unit-4 |
Teaching Hours:5 |
Aarushi-Hemraj Murder Article
|
|
Aarushi-Hemraj Murder Article | |
Unit-4 |
Teaching Hours:5 |
Language
|
|
Newspaper report | |
Unit-4 |
Teaching Hours:5 |
Aarushi-Hemraj Murder Article
|
|
Aarushi-Hemraj Murder Article | |
Unit-4 |
Teaching Hours:5 |
Language
|
|
Newspaper report | |
Unit-4 |
Teaching Hours:5 |
Aarushi-Hemraj Murder Article
|
|
Aarushi-Hemraj Murder Article | |
Unit-4 |
Teaching Hours:5 |
Language
|
|
Newspaper report | |
Unit-4 |
Teaching Hours:5 |
Aarushi-Hemraj Murder Article
|
|
Aarushi-Hemraj Murder Article | |
Unit-4 |
Teaching Hours:5 |
Language
|
|
Newspaper report | |
Unit-4 |
Teaching Hours:5 |
Aarushi-Hemraj Murder Article
|
|
Aarushi-Hemraj Murder Article | |
Unit-4 |
Teaching Hours:5 |
Language
|
|
Newspaper report | |
Unit-4 |
Teaching Hours:5 |
Aarushi-Hemraj Murder Article
|
|
Aarushi-Hemraj Murder Article | |
Unit-4 |
Teaching Hours:5 |
Language
|
|
Newspaper report | |
Unit-4 |
Teaching Hours:5 |
Aarushi-Hemraj Murder Article
|
|
Aarushi-Hemraj Murder Article | |
Unit-4 |
Teaching Hours:5 |
Language
|
|
Newspaper report | |
Unit-4 |
Teaching Hours:5 |
Aarushi-Hemraj Murder Article
|
|
Aarushi-Hemraj Murder Article | |
Unit-4 |
Teaching Hours:5 |
Language
|
|
Newspaper report | |
Unit-4 |
Teaching Hours:5 |
Aarushi-Hemraj Murder Article
|
|
Aarushi-Hemraj Murder Article | |
Unit-4 |
Teaching Hours:5 |
Language
|
|
Newspaper report | |
Unit-4 |
Teaching Hours:5 |
Aarushi-Hemraj Murder Article
|
|
Aarushi-Hemraj Murder Article | |
Unit-4 |
Teaching Hours:5 |
Language
|
|
Newspaper report | |
Unit-4 |
Teaching Hours:5 |
Aarushi-Hemraj Murder Article
|
|
Aarushi-Hemraj Murder Article | |
Unit-4 |
Teaching Hours:5 |
Language
|
|
Newspaper report | |
Unit-4 |
Teaching Hours:5 |
Aarushi-Hemraj Murder Article
|
|
Aarushi-Hemraj Murder Article | |
Unit-4 |
Teaching Hours:5 |
Language
|
|
Newspaper report | |
Unit-4 |
Teaching Hours:5 |
Aarushi-Hemraj Murder Article
|
|
Aarushi-Hemraj Murder Article | |
Unit-4 |
Teaching Hours:5 |
Language
|
|
Newspaper report | |
Unit-4 |
Teaching Hours:5 |
Aarushi-Hemraj Murder Article
|
|
Aarushi-Hemraj Murder Article | |
Unit-4 |
Teaching Hours:5 |
Language
|
|
Newspaper report | |
Unit-4 |
Teaching Hours:5 |
Aarushi-Hemraj Murder Article
|
|
Aarushi-Hemraj Murder Article | |
Unit-4 |
Teaching Hours:5 |
Language
|
|
Newspaper report | |
Unit-4 |
Teaching Hours:5 |
Aarushi-Hemraj Murder Article
|
|
Aarushi-Hemraj Murder Article | |
Unit-4 |
Teaching Hours:5 |
Language
|
|
Newspaper report | |
Unit-4 |
Teaching Hours:5 |
Aarushi-Hemraj Murder Article
|
|
Aarushi-Hemraj Murder Article | |
Unit-4 |
Teaching Hours:5 |
Language
|
|
Newspaper report | |
Unit-4 |
Teaching Hours:5 |
Aarushi-Hemraj Murder Article
|
|
Aarushi-Hemraj Murder Article | |
Unit-4 |
Teaching Hours:5 |
Language
|
|
Newspaper report | |
Unit-4 |
Teaching Hours:5 |
Aarushi-Hemraj Murder Article
|
|
Aarushi-Hemraj Murder Article | |
Unit-4 |
Teaching Hours:5 |
Language
|
|
Newspaper report | |
Unit-4 |
Teaching Hours:5 |
Aarushi-Hemraj Murder Article
|
|
Aarushi-Hemraj Murder Article | |
Unit-4 |
Teaching Hours:5 |
Language
|
|
Newspaper report | |
Unit-4 |
Teaching Hours:5 |
Aarushi-Hemraj Murder Article
|
|
Aarushi-Hemraj Murder Article | |
Unit-4 |
Teaching Hours:5 |
Language
|
|
Newspaper report | |
Unit-4 |
Teaching Hours:5 |
Aarushi-Hemraj Murder Article
|
|
Aarushi-Hemraj Murder Article | |
Unit-4 |
Teaching Hours:5 |
Language
|
|
Newspaper report | |
Unit-4 |
Teaching Hours:5 |
Aarushi-Hemraj Murder Article
|
|
Aarushi-Hemraj Murder Article | |
Unit-4 |
Teaching Hours:5 |
Language
|
|
Newspaper report | |
Unit-4 |
Teaching Hours:5 |
Aarushi-Hemraj Murder Article
|
|
Aarushi-Hemraj Murder Article | |
Unit-4 |
Teaching Hours:5 |
Language
|
|
Newspaper report | |
Unit-4 |
Teaching Hours:5 |
Aarushi-Hemraj Murder Article
|
|
Aarushi-Hemraj Murder Article | |
Unit-4 |
Teaching Hours:5 |
Language
|
|
Newspaper report | |
Unit-4 |
Teaching Hours:5 |
Aarushi-Hemraj Murder Article
|
|
Aarushi-Hemraj Murder Article | |
Unit-4 |
Teaching Hours:5 |
Language
|
|
Newspaper report | |
Unit-4 |
Teaching Hours:5 |
Aarushi-Hemraj Murder Article
|
|
Aarushi-Hemraj Murder Article | |
Unit-4 |
Teaching Hours:5 |
Language
|
|
Newspaper report | |
Unit-4 |
Teaching Hours:5 |
Aarushi-Hemraj Murder Article
|
|
Aarushi-Hemraj Murder Article | |
Unit-4 |
Teaching Hours:5 |
Language
|
|
Newspaper report | |
Unit-4 |
Teaching Hours:5 |
Aarushi-Hemraj Murder Article
|
|
Aarushi-Hemraj Murder Article | |
Unit-4 |
Teaching Hours:5 |
Language
|
|
Newspaper report | |
Unit-4 |
Teaching Hours:5 |
Aarushi-Hemraj Murder Article
|
|
Aarushi-Hemraj Murder Article | |
Unit-4 |
Teaching Hours:5 |
Language
|
|
Newspaper report | |
Unit-4 |
Teaching Hours:5 |
Aarushi-Hemraj Murder Article
|
|
Aarushi-Hemraj Murder Article | |
Unit-4 |
Teaching Hours:5 |
Language
|
|
Newspaper report | |
Unit-4 |
Teaching Hours:5 |
Aarushi-Hemraj Murder Article
|
|
Aarushi-Hemraj Murder Article | |
Unit-4 |
Teaching Hours:5 |
Language
|
|
Newspaper report | |
Unit-4 |
Teaching Hours:5 |
Aarushi-Hemraj Murder Article
|
|
Aarushi-Hemraj Murder Article | |
Unit-4 |
Teaching Hours:5 |
Language
|
|
Newspaper report | |
Unit-4 |
Teaching Hours:5 |
Aarushi-Hemraj Murder Article
|
|
Aarushi-Hemraj Murder Article | |
Unit-4 |
Teaching Hours:5 |
Language
|
|
Newspaper report | |
Unit-4 |
Teaching Hours:5 |
Aarushi-Hemraj Murder Article
|
|
Aarushi-Hemraj Murder Article | |
Unit-4 |
Teaching Hours:5 |
Language
|
|
Newspaper report | |
Unit-4 |
Teaching Hours:5 |
Aarushi-Hemraj Murder Article
|
|
Aarushi-Hemraj Murder Article | |
Unit-4 |
Teaching Hours:5 |
Language
|
|
Newspaper report | |
Unit-4 |
Teaching Hours:5 |
Aarushi-Hemraj Murder Article
|
|
Aarushi-Hemraj Murder Article | |
Unit-4 |
Teaching Hours:5 |
Language
|
|
Newspaper report | |
Unit-4 |
Teaching Hours:5 |
Aarushi-Hemraj Murder Article
|
|
Aarushi-Hemraj Murder Article | |
Unit-5 |
Teaching Hours:4 |
1. My Story- Nicole DeFreece
|
|
My Story- Nicole DeFreece
| |
Unit-5 |
Teaching Hours:4 |
Language
|
|
Essay writing | |
Unit-5 |
Teaching Hours:4 |
1. My Story- Nicole DeFreece
|
|
My Story- Nicole DeFreece
| |
Unit-5 |
Teaching Hours:4 |
Language
|
|
Essay writing | |
Unit-5 |
Teaching Hours:4 |
1. My Story- Nicole DeFreece
|
|
My Story- Nicole DeFreece
| |
Unit-5 |
Teaching Hours:4 |
Language
|
|
Essay writing | |
Unit-5 |
Teaching Hours:4 |
1. My Story- Nicole DeFreece
|
|
My Story- Nicole DeFreece
| |
Unit-5 |
Teaching Hours:4 |
Language
|
|
Essay writing | |
Unit-5 |
Teaching Hours:4 |
1. My Story- Nicole DeFreece
|
|
My Story- Nicole DeFreece
| |
Unit-5 |
Teaching Hours:4 |
Language
|
|
Essay writing | |
Unit-5 |
Teaching Hours:4 |
1. My Story- Nicole DeFreece
|
|
My Story- Nicole DeFreece
| |
Unit-5 |
Teaching Hours:4 |
Language
|
|
Essay writing | |
Unit-5 |
Teaching Hours:4 |
1. My Story- Nicole DeFreece
|
|
My Story- Nicole DeFreece
| |
Unit-5 |
Teaching Hours:4 |
Language
|
|
Essay writing | |
Unit-5 |
Teaching Hours:4 |
1. My Story- Nicole DeFreece
|
|
My Story- Nicole DeFreece
| |
Unit-5 |
Teaching Hours:4 |
Language
|
|
Essay writing | |
Unit-5 |
Teaching Hours:4 |
1. My Story- Nicole DeFreece
|
|
My Story- Nicole DeFreece
| |
Unit-5 |
Teaching Hours:4 |
Language
|
|
Essay writing | |
Unit-5 |
Teaching Hours:4 |
1. My Story- Nicole DeFreece
|
|
My Story- Nicole DeFreece
| |
Unit-5 |
Teaching Hours:4 |
Language
|
|
Essay writing | |
Unit-5 |
Teaching Hours:4 |
1. My Story- Nicole DeFreece
|
|
My Story- Nicole DeFreece
| |
Unit-5 |
Teaching Hours:4 |
Language
|
|
Essay writing | |
Unit-5 |
Teaching Hours:4 |
1. My Story- Nicole DeFreece
|
|
My Story- Nicole DeFreece
| |
Unit-5 |
Teaching Hours:4 |
Language
|
|
Essay writing | |
Unit-5 |
Teaching Hours:4 |
1. My Story- Nicole DeFreece
|
|
My Story- Nicole DeFreece
| |
Unit-5 |
Teaching Hours:4 |
Language
|
|
Essay writing | |
Unit-5 |
Teaching Hours:4 |
1. My Story- Nicole DeFreece
|
|
My Story- Nicole DeFreece
| |
Unit-5 |
Teaching Hours:4 |
Language
|
|
Essay writing | |
Unit-5 |
Teaching Hours:4 |
1. My Story- Nicole DeFreece
|
|
My Story- Nicole DeFreece
| |
Unit-5 |
Teaching Hours:4 |
Language
|
|
Essay writing | |
Unit-5 |
Teaching Hours:4 |
1. My Story- Nicole DeFreece
|
|
My Story- Nicole DeFreece
| |
Unit-5 |
Teaching Hours:4 |
Language
|
|
Essay writing | |
Unit-5 |
Teaching Hours:4 |
1. My Story- Nicole DeFreece
|
|
My Story- Nicole DeFreece
| |
Unit-5 |
Teaching Hours:4 |
Language
|
|
Essay writing | |
Unit-5 |
Teaching Hours:4 |
1. My Story- Nicole DeFreece
|
|
My Story- Nicole DeFreece
| |
Unit-5 |
Teaching Hours:4 |
Language
|
|
Essay writing | |
Unit-5 |
Teaching Hours:4 |
1. My Story- Nicole DeFreece
|
|
My Story- Nicole DeFreece
| |
Unit-5 |
Teaching Hours:4 |
Language
|
|
Essay writing | |
Unit-5 |
Teaching Hours:4 |
1. My Story- Nicole DeFreece
|
|
My Story- Nicole DeFreece
| |
Unit-5 |
Teaching Hours:4 |
Language
|
|
Essay writing | |
Unit-5 |
Teaching Hours:4 |
1. My Story- Nicole DeFreece
|
|
My Story- Nicole DeFreece
| |
Unit-5 |
Teaching Hours:4 |
Language
|
|
Essay writing | |
Unit-5 |
Teaching Hours:4 |
1. My Story- Nicole DeFreece
|
|
My Story- Nicole DeFreece
| |
Unit-5 |
Teaching Hours:4 |
Language
|
|
Essay writing | |
Unit-5 |
Teaching Hours:4 |
1. My Story- Nicole DeFreece
|
|
My Story- Nicole DeFreece
| |
Unit-5 |
Teaching Hours:4 |
Language
|
|
Essay writing | |
Unit-5 |
Teaching Hours:4 |
1. My Story- Nicole DeFreece
|
|
My Story- Nicole DeFreece
| |
Unit-5 |
Teaching Hours:4 |
Language
|
|
Essay writing | |
Unit-5 |
Teaching Hours:4 |
1. My Story- Nicole DeFreece
|
|
My Story- Nicole DeFreece
| |
Unit-5 |
Teaching Hours:4 |
Language
|
|
Essay writing | |
Unit-5 |
Teaching Hours:4 |
1. My Story- Nicole DeFreece
|
|
My Story- Nicole DeFreece
| |
Unit-5 |
Teaching Hours:4 |
Language
|
|
Essay writing | |
Unit-5 |
Teaching Hours:4 |
1. My Story- Nicole DeFreece
|
|
My Story- Nicole DeFreece
| |
Unit-5 |
Teaching Hours:4 |
Language
|
|
Essay writing | |
Unit-5 |
Teaching Hours:4 |
1. My Story- Nicole DeFreece
|
|
My Story- Nicole DeFreece
| |
Unit-5 |
Teaching Hours:4 |
Language
|
|
Essay writing | |
Unit-5 |
Teaching Hours:4 |
1. My Story- Nicole DeFreece
|
|
My Story- Nicole DeFreece
| |
Unit-5 |
Teaching Hours:4 |
Language
|
|
Essay writing | |
Unit-5 |
Teaching Hours:4 |
1. My Story- Nicole DeFreece
|
|
My Story- Nicole DeFreece
| |
Unit-5 |
Teaching Hours:4 |
Language
|
|
Essay writing | |
Unit-5 |
Teaching Hours:4 |
1. My Story- Nicole DeFreece
|
|
My Story- Nicole DeFreece
| |
Unit-5 |
Teaching Hours:4 |
Language
|
|
Essay writing | |
Unit-5 |
Teaching Hours:4 |
1. My Story- Nicole DeFreece
|
|
My Story- Nicole DeFreece
| |
Unit-5 |
Teaching Hours:4 |
Language
|
|
Essay writing | |
Unit-5 |
Teaching Hours:4 |
1. My Story- Nicole DeFreece
|
|
My Story- Nicole DeFreece
| |
Unit-5 |
Teaching Hours:4 |
Language
|
|
Essay writing | |
Unit-5 |
Teaching Hours:4 |
1. My Story- Nicole DeFreece
|
|
My Story- Nicole DeFreece
| |
Unit-5 |
Teaching Hours:4 |
Language
|
|
Essay writing | |
Unit-5 |
Teaching Hours:4 |
1. My Story- Nicole DeFreece
|
|
My Story- Nicole DeFreece
| |
Unit-5 |
Teaching Hours:4 |
Language
|
|
Essay writing | |
Unit-5 |
Teaching Hours:4 |
1. My Story- Nicole DeFreece
|
|
My Story- Nicole DeFreece
| |
Unit-5 |
Teaching Hours:4 |
Language
|
|
Essay writing | |
Unit-5 |
Teaching Hours:4 |
1. My Story- Nicole DeFreece
|
|
My Story- Nicole DeFreece
| |
Unit-5 |
Teaching Hours:4 |
Language
|
|
Essay writing | |
Unit-5 |
Teaching Hours:4 |
1. My Story- Nicole DeFreece
|
|
My Story- Nicole DeFreece
| |
Unit-5 |
Teaching Hours:4 |
Language
|
|
Essay writing | |
Unit-5 |
Teaching Hours:4 |
1. My Story- Nicole DeFreece
|
|
My Story- Nicole DeFreece
| |
Unit-5 |
Teaching Hours:4 |
Language
|
|
Essay writing | |
Unit-5 |
Teaching Hours:4 |
1. My Story- Nicole DeFreece
|
|
My Story- Nicole DeFreece
| |
Unit-5 |
Teaching Hours:4 |
Language
|
|
Essay writing | |
Unit-5 |
Teaching Hours:4 |
1. My Story- Nicole DeFreece
|
|
My Story- Nicole DeFreece
| |
Unit-5 |
Teaching Hours:4 |
Language
|
|
Essay writing | |
Unit-5 |
Teaching Hours:4 |
1. My Story- Nicole DeFreece
|
|
My Story- Nicole DeFreece
| |
Unit-5 |
Teaching Hours:4 |
Language
|
|
Essay writing | |
Unit-5 |
Teaching Hours:4 |
1. My Story- Nicole DeFreece
|
|
My Story- Nicole DeFreece
| |
Unit-5 |
Teaching Hours:4 |
Language
|
|
Essay writing | |
Unit-5 |
Teaching Hours:4 |
1. My Story- Nicole DeFreece
|
|
My Story- Nicole DeFreece
| |
Unit-5 |
Teaching Hours:4 |
Language
|
|
Essay writing | |
Unit-5 |
Teaching Hours:4 |
1. My Story- Nicole DeFreece
|
|
My Story- Nicole DeFreece
| |
Unit-5 |
Teaching Hours:4 |
Language
|
|
Essay writing | |
Unit-5 |
Teaching Hours:4 |
1. My Story- Nicole DeFreece
|
|
My Story- Nicole DeFreece
| |
Unit-5 |
Teaching Hours:4 |
Language
|
|
Essay writing | |
Unit-5 |
Teaching Hours:4 |
1. My Story- Nicole DeFreece
|
|
My Story- Nicole DeFreece
| |
Unit-5 |
Teaching Hours:4 |
Language
|
|
Essay writing | |
Unit-5 |
Teaching Hours:4 |
1. My Story- Nicole DeFreece
|
|
My Story- Nicole DeFreece
| |
Unit-5 |
Teaching Hours:4 |
Language
|
|
Essay writing | |
Unit-5 |
Teaching Hours:4 |
1. My Story- Nicole DeFreece
|
|
My Story- Nicole DeFreece
| |
Unit-5 |
Teaching Hours:4 |
Language
|
|
Essay writing | |
Unit-5 |
Teaching Hours:4 |
1. My Story- Nicole DeFreece
|
|
My Story- Nicole DeFreece
| |
Unit-5 |
Teaching Hours:4 |
Language
|
|
Essay writing | |
Unit-5 |
Teaching Hours:4 |
1. My Story- Nicole DeFreece
|
|
My Story- Nicole DeFreece
| |
Unit-5 |
Teaching Hours:4 |
Language
|
|
Essay writing | |
Unit-5 |
Teaching Hours:4 |
1. My Story- Nicole DeFreece
|
|
My Story- Nicole DeFreece
| |
Unit-5 |
Teaching Hours:4 |
Language
|
|
Essay writing | |
Unit-5 |
Teaching Hours:4 |
1. My Story- Nicole DeFreece
|
|
My Story- Nicole DeFreece
| |
Unit-5 |
Teaching Hours:4 |
Language
|
|
Essay writing | |
Unit-5 |
Teaching Hours:4 |
1. My Story- Nicole DeFreece
|
|
My Story- Nicole DeFreece
| |
Unit-5 |
Teaching Hours:4 |
Language
|
|
Essay writing | |
Unit-5 |
Teaching Hours:4 |
1. My Story- Nicole DeFreece
|
|
My Story- Nicole DeFreece
| |
Unit-5 |
Teaching Hours:4 |
Language
|
|
Essay writing | |
Unit-5 |
Teaching Hours:4 |
1. My Story- Nicole DeFreece
|
|
My Story- Nicole DeFreece
| |
Unit-5 |
Teaching Hours:4 |
Language
|
|
Essay writing | |
Unit-5 |
Teaching Hours:4 |
1. My Story- Nicole DeFreece
|
|
My Story- Nicole DeFreece
| |
Unit-5 |
Teaching Hours:4 |
Language
|
|
Essay writing | |
Unit-5 |
Teaching Hours:4 |
1. My Story- Nicole DeFreece
|
|
My Story- Nicole DeFreece
| |
Unit-5 |
Teaching Hours:4 |
Language
|
|
Essay writing | |
Unit-5 |
Teaching Hours:4 |
1. My Story- Nicole DeFreece
|
|
My Story- Nicole DeFreece
| |
Unit-5 |
Teaching Hours:4 |
Language
|
|
Essay writing | |
Unit-5 |
Teaching Hours:4 |
1. My Story- Nicole DeFreece
|
|
My Story- Nicole DeFreece
| |
Unit-5 |
Teaching Hours:4 |
Language
|
|
Essay writing | |
Unit-5 |
Teaching Hours:4 |
1. My Story- Nicole DeFreece
|
|
My Story- Nicole DeFreece
| |
Unit-5 |
Teaching Hours:4 |
Language
|
|
Essay writing | |
Unit-6 |
Teaching Hours:4 |
Language
|
|
Paraphrasing and interpretation skills | |
Unit-6 |
Teaching Hours:4 |
Casey at the Bat- Ernest Lawrence Thayer
|
|
| |
Unit-6 |
Teaching Hours:4 |
Language
|
|
Paraphrasing and interpretation skills | |
Unit-6 |
Teaching Hours:4 |
Casey at the Bat- Ernest Lawrence Thayer
|
|
| |
Unit-6 |
Teaching Hours:4 |
Language
|
|
Paraphrasing and interpretation skills | |
Unit-6 |
Teaching Hours:4 |
Casey at the Bat- Ernest Lawrence Thayer
|
|
| |
Unit-6 |
Teaching Hours:4 |
Language
|
|
Paraphrasing and interpretation skills | |
Unit-6 |
Teaching Hours:4 |
Casey at the Bat- Ernest Lawrence Thayer
|
|
| |
Unit-6 |
Teaching Hours:4 |
Language
|
|
Paraphrasing and interpretation skills | |
Unit-6 |
Teaching Hours:4 |
Casey at the Bat- Ernest Lawrence Thayer
|
|
| |
Unit-6 |
Teaching Hours:4 |
Language
|
|
Paraphrasing and interpretation skills | |
Unit-6 |
Teaching Hours:4 |
Casey at the Bat- Ernest Lawrence Thayer
|
|
| |
Unit-6 |
Teaching Hours:4 |
Language
|
|
Paraphrasing and interpretation skills | |
Unit-6 |
Teaching Hours:4 |
Casey at the Bat- Ernest Lawrence Thayer
|
|
| |
Unit-6 |
Teaching Hours:4 |
Language
|
|
Paraphrasing and interpretation skills | |
Unit-6 |
Teaching Hours:4 |
Casey at the Bat- Ernest Lawrence Thayer
|
|
| |
Unit-6 |
Teaching Hours:4 |
Language
|
|
Paraphrasing and interpretation skills | |
Unit-6 |
Teaching Hours:4 |
Casey at the Bat- Ernest Lawrence Thayer
|
|
| |
Unit-6 |
Teaching Hours:4 |
Language
|
|
Paraphrasing and interpretation skills | |
Unit-6 |
Teaching Hours:4 |
Casey at the Bat- Ernest Lawrence Thayer
|
|
| |
Unit-6 |
Teaching Hours:4 |
Language
|
|
Paraphrasing and interpretation skills | |
Unit-6 |
Teaching Hours:4 |
Casey at the Bat- Ernest Lawrence Thayer
|
|
| |
Unit-6 |
Teaching Hours:4 |
Language
|
|
Paraphrasing and interpretation skills | |
Unit-6 |
Teaching Hours:4 |
Casey at the Bat- Ernest Lawrence Thayer
|
|
| |
Unit-6 |
Teaching Hours:4 |
Language
|
|
Paraphrasing and interpretation skills | |
Unit-6 |
Teaching Hours:4 |
Casey at the Bat- Ernest Lawrence Thayer
|
|
| |
Unit-6 |
Teaching Hours:4 |
Language
|
|
Paraphrasing and interpretation skills | |
Unit-6 |
Teaching Hours:4 |
Casey at the Bat- Ernest Lawrence Thayer
|
|
| |
Unit-6 |
Teaching Hours:4 |
Language
|
|
Paraphrasing and interpretation skills | |
Unit-6 |
Teaching Hours:4 |
Casey at the Bat- Ernest Lawrence Thayer
|
|
| |
Unit-6 |
Teaching Hours:4 |
Language
|
|
Paraphrasing and interpretation skills | |
Unit-6 |
Teaching Hours:4 |
Casey at the Bat- Ernest Lawrence Thayer
|
|
| |
Unit-6 |
Teaching Hours:4 |
Language
|
|
Paraphrasing and interpretation skills | |
Unit-6 |
Teaching Hours:4 |
Casey at the Bat- Ernest Lawrence Thayer
|
|
| |
Unit-6 |
Teaching Hours:4 |
Language
|
|
Paraphrasing and interpretation skills | |
Unit-6 |
Teaching Hours:4 |
Casey at the Bat- Ernest Lawrence Thayer
|
|
| |
Unit-6 |
Teaching Hours:4 |
Language
|
|
Paraphrasing and interpretation skills | |
Unit-6 |
Teaching Hours:4 |
Casey at the Bat- Ernest Lawrence Thayer
|
|
| |
Unit-6 |
Teaching Hours:4 |
Language
|
|
Paraphrasing and interpretation skills | |
Unit-6 |
Teaching Hours:4 |
Casey at the Bat- Ernest Lawrence Thayer
|
|
| |
Unit-6 |
Teaching Hours:4 |
Language
|
|
Paraphrasing and interpretation skills | |
Unit-6 |
Teaching Hours:4 |
Casey at the Bat- Ernest Lawrence Thayer
|
|
| |
Unit-6 |
Teaching Hours:4 |
Language
|
|
Paraphrasing and interpretation skills | |
Unit-6 |
Teaching Hours:4 |
Casey at the Bat- Ernest Lawrence Thayer
|
|
| |
Unit-6 |
Teaching Hours:4 |
Language
|
|
Paraphrasing and interpretation skills | |
Unit-6 |
Teaching Hours:4 |
Casey at the Bat- Ernest Lawrence Thayer
|
|
| |
Unit-6 |
Teaching Hours:4 |
Language
|
|
Paraphrasing and interpretation skills | |
Unit-6 |
Teaching Hours:4 |
Casey at the Bat- Ernest Lawrence Thayer
|
|
| |
Unit-6 |
Teaching Hours:4 |
Language
|
|
Paraphrasing and interpretation skills | |
Unit-6 |
Teaching Hours:4 |
Casey at the Bat- Ernest Lawrence Thayer
|
|
| |
Unit-6 |
Teaching Hours:4 |
Language
|
|
Paraphrasing and interpretation skills | |
Unit-6 |
Teaching Hours:4 |
Casey at the Bat- Ernest Lawrence Thayer
|
|
| |
Unit-6 |
Teaching Hours:4 |
Language
|
|
Paraphrasing and interpretation skills | |
Unit-6 |
Teaching Hours:4 |
Casey at the Bat- Ernest Lawrence Thayer
|
|
| |
Unit-6 |
Teaching Hours:4 |
Language
|
|
Paraphrasing and interpretation skills | |
Unit-6 |
Teaching Hours:4 |
Casey at the Bat- Ernest Lawrence Thayer
|
|
| |
Unit-6 |
Teaching Hours:4 |
Language
|
|
Paraphrasing and interpretation skills | |
Unit-6 |
Teaching Hours:4 |
Casey at the Bat- Ernest Lawrence Thayer
|
|
| |
Unit-6 |
Teaching Hours:4 |
Language
|
|
Paraphrasing and interpretation skills | |
Unit-6 |
Teaching Hours:4 |
Casey at the Bat- Ernest Lawrence Thayer
|
|
| |
Unit-6 |
Teaching Hours:4 |
Language
|
|
Paraphrasing and interpretation skills | |
Unit-6 |
Teaching Hours:4 |
Casey at the Bat- Ernest Lawrence Thayer
|
|
| |
Unit-6 |
Teaching Hours:4 |
Language
|
|
Paraphrasing and interpretation skills | |
Unit-6 |
Teaching Hours:4 |
Casey at the Bat- Ernest Lawrence Thayer
|
|
| |
Unit-6 |
Teaching Hours:4 |
Language
|
|
Paraphrasing and interpretation skills | |
Unit-6 |
Teaching Hours:4 |
Casey at the Bat- Ernest Lawrence Thayer
|
|
| |
Unit-6 |
Teaching Hours:4 |
Language
|
|
Paraphrasing and interpretation skills | |
Unit-6 |
Teaching Hours:4 |
Casey at the Bat- Ernest Lawrence Thayer
|
|
| |
Unit-6 |
Teaching Hours:4 |
Language
|
|
Paraphrasing and interpretation skills | |
Unit-6 |
Teaching Hours:4 |
Casey at the Bat- Ernest Lawrence Thayer
|
|
| |
Unit-6 |
Teaching Hours:4 |
Language
|
|
Paraphrasing and interpretation skills | |
Unit-6 |
Teaching Hours:4 |
Casey at the Bat- Ernest Lawrence Thayer
|
|
| |
Unit-6 |
Teaching Hours:4 |
Language
|
|
Paraphrasing and interpretation skills | |
Unit-6 |
Teaching Hours:4 |
Casey at the Bat- Ernest Lawrence Thayer
|
|
| |
Unit-6 |
Teaching Hours:4 |
Language
|
|
Paraphrasing and interpretation skills | |
Unit-6 |
Teaching Hours:4 |
Casey at the Bat- Ernest Lawrence Thayer
|
|
| |
Unit-6 |
Teaching Hours:4 |
Language
|
|
Paraphrasing and interpretation skills | |
Unit-6 |
Teaching Hours:4 |
Casey at the Bat- Ernest Lawrence Thayer
|
|
| |
Unit-6 |
Teaching Hours:4 |
Language
|
|
Paraphrasing and interpretation skills | |
Unit-6 |
Teaching Hours:4 |
Casey at the Bat- Ernest Lawrence Thayer
|
|
| |
Unit-6 |
Teaching Hours:4 |
Language
|
|
Paraphrasing and interpretation skills | |
Unit-6 |
Teaching Hours:4 |
Casey at the Bat- Ernest Lawrence Thayer
|
|
| |
Unit-6 |
Teaching Hours:4 |
Language
|
|
Paraphrasing and interpretation skills | |
Unit-6 |
Teaching Hours:4 |
Casey at the Bat- Ernest Lawrence Thayer
|
|
| |
Unit-6 |
Teaching Hours:4 |
Language
|
|
Paraphrasing and interpretation skills | |
Unit-6 |
Teaching Hours:4 |
Casey at the Bat- Ernest Lawrence Thayer
|
|
| |
Unit-6 |
Teaching Hours:4 |
Language
|
|
Paraphrasing and interpretation skills | |
Unit-6 |
Teaching Hours:4 |
Casey at the Bat- Ernest Lawrence Thayer
|
|
| |
Unit-6 |
Teaching Hours:4 |
Language
|
|
Paraphrasing and interpretation skills | |
Unit-6 |
Teaching Hours:4 |
Casey at the Bat- Ernest Lawrence Thayer
|
|
| |
Unit-6 |
Teaching Hours:4 |
Language
|
|
Paraphrasing and interpretation skills | |
Unit-6 |
Teaching Hours:4 |
Casey at the Bat- Ernest Lawrence Thayer
|
|
| |
Unit-6 |
Teaching Hours:4 |
Language
|
|
Paraphrasing and interpretation skills | |
Unit-6 |
Teaching Hours:4 |
Casey at the Bat- Ernest Lawrence Thayer
|
|
| |
Unit-6 |
Teaching Hours:4 |
Language
|
|
Paraphrasing and interpretation skills | |
Unit-6 |
Teaching Hours:4 |
Casey at the Bat- Ernest Lawrence Thayer
|
|
| |
Unit-6 |
Teaching Hours:4 |
Language
|
|
Paraphrasing and interpretation skills | |
Unit-6 |
Teaching Hours:4 |
Casey at the Bat- Ernest Lawrence Thayer
|
|
| |
Unit-6 |
Teaching Hours:4 |
Language
|
|
Paraphrasing and interpretation skills | |
Unit-6 |
Teaching Hours:4 |
Casey at the Bat- Ernest Lawrence Thayer
|
|
| |
Unit-6 |
Teaching Hours:4 |
Language
|
|
Paraphrasing and interpretation skills | |
Unit-6 |
Teaching Hours:4 |
Casey at the Bat- Ernest Lawrence Thayer
|
|
| |
Unit-6 |
Teaching Hours:4 |
Language
|
|
Paraphrasing and interpretation skills | |
Unit-6 |
Teaching Hours:4 |
Casey at the Bat- Ernest Lawrence Thayer
|
|
| |
Unit-6 |
Teaching Hours:4 |
Language
|
|
Paraphrasing and interpretation skills | |
Unit-6 |
Teaching Hours:4 |
Casey at the Bat- Ernest Lawrence Thayer
|
|
| |
Unit-6 |
Teaching Hours:4 |
Language
|
|
Paraphrasing and interpretation skills | |
Unit-6 |
Teaching Hours:4 |
Casey at the Bat- Ernest Lawrence Thayer
|
|
| |
Unit-6 |
Teaching Hours:4 |
Language
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Paraphrasing and interpretation skills | |
Unit-6 |
Teaching Hours:4 |
Casey at the Bat- Ernest Lawrence Thayer
|
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| |
Unit-6 |
Teaching Hours:4 |
Language
|
|
Paraphrasing and interpretation skills | |
Unit-6 |
Teaching Hours:4 |
Casey at the Bat- Ernest Lawrence Thayer
|
|
| |
Unit-6 |
Teaching Hours:4 |
Language
|
|
Paraphrasing and interpretation skills | |
Unit-6 |
Teaching Hours:4 |
Casey at the Bat- Ernest Lawrence Thayer
|
|
| |
Unit-6 |
Teaching Hours:4 |
Language
|
|
Paraphrasing and interpretation skills | |
Unit-6 |
Teaching Hours:4 |
Casey at the Bat- Ernest Lawrence Thayer
|
|
| |
Unit-6 |
Teaching Hours:4 |
Language
|
|
Paraphrasing and interpretation skills | |
Unit-6 |
Teaching Hours:4 |
Casey at the Bat- Ernest Lawrence Thayer
|
|
| |
Unit-6 |
Teaching Hours:4 |
Language
|
|
Paraphrasing and interpretation skills | |
Unit-6 |
Teaching Hours:4 |
Casey at the Bat- Ernest Lawrence Thayer
|
|
| |
Unit-6 |
Teaching Hours:4 |
Language
|
|
Paraphrasing and interpretation skills | |
Unit-6 |
Teaching Hours:4 |
Casey at the Bat- Ernest Lawrence Thayer
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|
| |
Text Books And Reference Books: ENGlogue 1 | |
Essential Reading / Recommended Reading Additional material as per teacher manual will be provided by the teachers | |
Evaluation Pattern CIA 1=20 CIA 2=50 CIA 3= 20 ESE= 50 marks | |
BBA101-2 - FINANCIAL MANAGEMENT (2024 Batch) | |
Total Teaching Hours for Semester:60 |
No of Lecture Hours/Week:4 |
Max Marks:100 |
Credits:4 |
Course Objectives/Course Description |
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Financial Management is an introductory core course that is offered with intent to equip the students with the basic knowledge of finance theory and its application to develop relevant financial strategies pertinent to profit-seeking organizations. The theme of financial management is structured around three decision making financial areas: Investment- long term as well as working capital, Financing and Dividend policy. This imbibes students with analytical and decision-making skills in managing finance through application of theoretical questions and practical problems.
Course Objectives: ● To understand the basics of finance function and the concepts of financial management ● To apply the knowledge in taking finance decisions ● To develop analytical skills to identify financial management problems and solve them. ● To analyse the relationship among capital structure, cost of capital, dividend decisions, and value of the business. To assess a firm’s requirement for long-term assets by applying capital budgeting techniques |
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Learning Outcome |
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CO1: Demonstrate understanding of the principles and concepts of financial management CO2: Applying time value of money concepts for informed financial decision CO3: Analyze various sources of funding available to organizations and the implication of funding combinations.
CO4: Assess investment projects to optimize capital allocation through the consideration of cost of capital and capital budgeting techniques.
CO5: Analyze dividend policy and working capital components |
Unit-1 |
Teaching Hours:6 |
Introduction to Financial Management
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Meaning of finance and financial management, Types of finance, Scope of financial management, Approaches to finance function relationship of finance with other business functions, Objectives of financial management – profit maximization and wealth maximization - merits and criticisms Financial decisions, Factors influencing financial decisions, Functional areas of financial management, Functions of a finance manager, Agency Cost, Definition of ethics and the importance of ethics in Finance.
Introduction to Time Value of Money: Overview of the time value of money (TVM), Importance of TVM in finance, Future value (FV) and present value (PV), and its implication in decision making (Simple Problems) | |
Unit-1 |
Teaching Hours:6 |
Introduction to Financial Management
|
|
Meaning of finance and financial management, Types of finance, Scope of financial management, Approaches to finance function relationship of finance with other business functions, Objectives of financial management – profit maximization and wealth maximization - merits and criticisms Financial decisions, Factors influencing financial decisions, Functional areas of financial management, Functions of a finance manager, Agency Cost, Definition of ethics and the importance of ethics in Finance.
Introduction to Time Value of Money: Overview of the time value of money (TVM), Importance of TVM in finance, Future value (FV) and present value (PV), and its implication in decision making (Simple Problems) | |
Unit-1 |
Teaching Hours:6 |
Introduction to Financial Management
|
|
Meaning of finance and financial management, Types of finance, Scope of financial management, Approaches to finance function relationship of finance with other business functions, Objectives of financial management – profit maximization and wealth maximization - merits and criticisms Financial decisions, Factors influencing financial decisions, Functional areas of financial management, Functions of a finance manager, Agency Cost, Definition of ethics and the importance of ethics in Finance.
Introduction to Time Value of Money: Overview of the time value of money (TVM), Importance of TVM in finance, Future value (FV) and present value (PV), and its implication in decision making (Simple Problems) | |
Unit-1 |
Teaching Hours:6 |
Introduction to Financial Management
|
|
Meaning of finance and financial management, Types of finance, Scope of financial management, Approaches to finance function relationship of finance with other business functions, Objectives of financial management – profit maximization and wealth maximization - merits and criticisms Financial decisions, Factors influencing financial decisions, Functional areas of financial management, Functions of a finance manager, Agency Cost, Definition of ethics and the importance of ethics in Finance.
Introduction to Time Value of Money: Overview of the time value of money (TVM), Importance of TVM in finance, Future value (FV) and present value (PV), and its implication in decision making (Simple Problems) | |
Unit-1 |
Teaching Hours:6 |
Introduction to Financial Management
|
|
Meaning of finance and financial management, Types of finance, Scope of financial management, Approaches to finance function relationship of finance with other business functions, Objectives of financial management – profit maximization and wealth maximization - merits and criticisms Financial decisions, Factors influencing financial decisions, Functional areas of financial management, Functions of a finance manager, Agency Cost, Definition of ethics and the importance of ethics in Finance.
Introduction to Time Value of Money: Overview of the time value of money (TVM), Importance of TVM in finance, Future value (FV) and present value (PV), and its implication in decision making (Simple Problems) | |
Unit-1 |
Teaching Hours:6 |
Introduction to Financial Management
|
|
Meaning of finance and financial management, Types of finance, Scope of financial management, Approaches to finance function relationship of finance with other business functions, Objectives of financial management – profit maximization and wealth maximization - merits and criticisms Financial decisions, Factors influencing financial decisions, Functional areas of financial management, Functions of a finance manager, Agency Cost, Definition of ethics and the importance of ethics in Finance.
Introduction to Time Value of Money: Overview of the time value of money (TVM), Importance of TVM in finance, Future value (FV) and present value (PV), and its implication in decision making (Simple Problems) | |
Unit-1 |
Teaching Hours:6 |
Introduction to Financial Management
|
|
Meaning of finance and financial management, Types of finance, Scope of financial management, Approaches to finance function relationship of finance with other business functions, Objectives of financial management – profit maximization and wealth maximization - merits and criticisms Financial decisions, Factors influencing financial decisions, Functional areas of financial management, Functions of a finance manager, Agency Cost, Definition of ethics and the importance of ethics in Finance.
Introduction to Time Value of Money: Overview of the time value of money (TVM), Importance of TVM in finance, Future value (FV) and present value (PV), and its implication in decision making (Simple Problems) | |
Unit-1 |
Teaching Hours:6 |
Introduction to Financial Management
|
|
Meaning of finance and financial management, Types of finance, Scope of financial management, Approaches to finance function relationship of finance with other business functions, Objectives of financial management – profit maximization and wealth maximization - merits and criticisms Financial decisions, Factors influencing financial decisions, Functional areas of financial management, Functions of a finance manager, Agency Cost, Definition of ethics and the importance of ethics in Finance.
Introduction to Time Value of Money: Overview of the time value of money (TVM), Importance of TVM in finance, Future value (FV) and present value (PV), and its implication in decision making (Simple Problems) | |
Unit-1 |
Teaching Hours:6 |
Introduction to Financial Management
|
|
Meaning of finance and financial management, Types of finance, Scope of financial management, Approaches to finance function relationship of finance with other business functions, Objectives of financial management – profit maximization and wealth maximization - merits and criticisms Financial decisions, Factors influencing financial decisions, Functional areas of financial management, Functions of a finance manager, Agency Cost, Definition of ethics and the importance of ethics in Finance.
Introduction to Time Value of Money: Overview of the time value of money (TVM), Importance of TVM in finance, Future value (FV) and present value (PV), and its implication in decision making (Simple Problems) | |
Unit-1 |
Teaching Hours:6 |
Introduction to Financial Management
|
|
Meaning of finance and financial management, Types of finance, Scope of financial management, Approaches to finance function relationship of finance with other business functions, Objectives of financial management – profit maximization and wealth maximization - merits and criticisms Financial decisions, Factors influencing financial decisions, Functional areas of financial management, Functions of a finance manager, Agency Cost, Definition of ethics and the importance of ethics in Finance.
Introduction to Time Value of Money: Overview of the time value of money (TVM), Importance of TVM in finance, Future value (FV) and present value (PV), and its implication in decision making (Simple Problems) | |
Unit-1 |
Teaching Hours:6 |
Introduction to Financial Management
|
|
Meaning of finance and financial management, Types of finance, Scope of financial management, Approaches to finance function relationship of finance with other business functions, Objectives of financial management – profit maximization and wealth maximization - merits and criticisms Financial decisions, Factors influencing financial decisions, Functional areas of financial management, Functions of a finance manager, Agency Cost, Definition of ethics and the importance of ethics in Finance.
Introduction to Time Value of Money: Overview of the time value of money (TVM), Importance of TVM in finance, Future value (FV) and present value (PV), and its implication in decision making (Simple Problems) | |
Unit-1 |
Teaching Hours:6 |
Introduction to Financial Management
|
|
Meaning of finance and financial management, Types of finance, Scope of financial management, Approaches to finance function relationship of finance with other business functions, Objectives of financial management – profit maximization and wealth maximization - merits and criticisms Financial decisions, Factors influencing financial decisions, Functional areas of financial management, Functions of a finance manager, Agency Cost, Definition of ethics and the importance of ethics in Finance.
Introduction to Time Value of Money: Overview of the time value of money (TVM), Importance of TVM in finance, Future value (FV) and present value (PV), and its implication in decision making (Simple Problems) | |
Unit-1 |
Teaching Hours:6 |
Introduction to Financial Management
|
|
Meaning of finance and financial management, Types of finance, Scope of financial management, Approaches to finance function relationship of finance with other business functions, Objectives of financial management – profit maximization and wealth maximization - merits and criticisms Financial decisions, Factors influencing financial decisions, Functional areas of financial management, Functions of a finance manager, Agency Cost, Definition of ethics and the importance of ethics in Finance.
Introduction to Time Value of Money: Overview of the time value of money (TVM), Importance of TVM in finance, Future value (FV) and present value (PV), and its implication in decision making (Simple Problems) | |
Unit-1 |
Teaching Hours:6 |
Introduction to Financial Management
|
|
Meaning of finance and financial management, Types of finance, Scope of financial management, Approaches to finance function relationship of finance with other business functions, Objectives of financial management – profit maximization and wealth maximization - merits and criticisms Financial decisions, Factors influencing financial decisions, Functional areas of financial management, Functions of a finance manager, Agency Cost, Definition of ethics and the importance of ethics in Finance.
Introduction to Time Value of Money: Overview of the time value of money (TVM), Importance of TVM in finance, Future value (FV) and present value (PV), and its implication in decision making (Simple Problems) | |
Unit-1 |
Teaching Hours:6 |
Introduction to Financial Management
|
|
Meaning of finance and financial management, Types of finance, Scope of financial management, Approaches to finance function relationship of finance with other business functions, Objectives of financial management – profit maximization and wealth maximization - merits and criticisms Financial decisions, Factors influencing financial decisions, Functional areas of financial management, Functions of a finance manager, Agency Cost, Definition of ethics and the importance of ethics in Finance.
Introduction to Time Value of Money: Overview of the time value of money (TVM), Importance of TVM in finance, Future value (FV) and present value (PV), and its implication in decision making (Simple Problems) | |
Unit-1 |
Teaching Hours:6 |
Introduction to Financial Management
|
|
Meaning of finance and financial management, Types of finance, Scope of financial management, Approaches to finance function relationship of finance with other business functions, Objectives of financial management – profit maximization and wealth maximization - merits and criticisms Financial decisions, Factors influencing financial decisions, Functional areas of financial management, Functions of a finance manager, Agency Cost, Definition of ethics and the importance of ethics in Finance.
Introduction to Time Value of Money: Overview of the time value of money (TVM), Importance of TVM in finance, Future value (FV) and present value (PV), and its implication in decision making (Simple Problems) | |
Unit-1 |
Teaching Hours:6 |
Introduction to Financial Management
|
|
Meaning of finance and financial management, Types of finance, Scope of financial management, Approaches to finance function relationship of finance with other business functions, Objectives of financial management – profit maximization and wealth maximization - merits and criticisms Financial decisions, Factors influencing financial decisions, Functional areas of financial management, Functions of a finance manager, Agency Cost, Definition of ethics and the importance of ethics in Finance.
Introduction to Time Value of Money: Overview of the time value of money (TVM), Importance of TVM in finance, Future value (FV) and present value (PV), and its implication in decision making (Simple Problems) | |
Unit-1 |
Teaching Hours:6 |
Introduction to Financial Management
|
|
Meaning of finance and financial management, Types of finance, Scope of financial management, Approaches to finance function relationship of finance with other business functions, Objectives of financial management – profit maximization and wealth maximization - merits and criticisms Financial decisions, Factors influencing financial decisions, Functional areas of financial management, Functions of a finance manager, Agency Cost, Definition of ethics and the importance of ethics in Finance.
Introduction to Time Value of Money: Overview of the time value of money (TVM), Importance of TVM in finance, Future value (FV) and present value (PV), and its implication in decision making (Simple Problems) | |
Unit-1 |
Teaching Hours:6 |
Introduction to Financial Management
|
|
Meaning of finance and financial management, Types of finance, Scope of financial management, Approaches to finance function relationship of finance with other business functions, Objectives of financial management – profit maximization and wealth maximization - merits and criticisms Financial decisions, Factors influencing financial decisions, Functional areas of financial management, Functions of a finance manager, Agency Cost, Definition of ethics and the importance of ethics in Finance.
Introduction to Time Value of Money: Overview of the time value of money (TVM), Importance of TVM in finance, Future value (FV) and present value (PV), and its implication in decision making (Simple Problems) | |
Unit-2 |
Teaching Hours:9 |
Sources of Finance & Capitalization
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Equity shares, Preference shares Debentures & Bonds-Meaning, Types & its implication, Retained Earning-Internal financing or ploughing back of profit. Contemporary Source of Finance for Startups.
Meaning of capitalization – Theories of capitalization – cost theory and earnings theory. Over capitalization and under capitalization (Theory) – causes – effects and remedies, Watered stock, Over trading and under trading. | |
Unit-2 |
Teaching Hours:9 |
Sources of Finance & Capitalization
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Equity shares, Preference shares Debentures & Bonds-Meaning, Types & its implication, Retained Earning-Internal financing or ploughing back of profit. Contemporary Source of Finance for Startups.
Meaning of capitalization – Theories of capitalization – cost theory and earnings theory. Over capitalization and under capitalization (Theory) – causes – effects and remedies, Watered stock, Over trading and under trading. | |
Unit-2 |
Teaching Hours:9 |
Sources of Finance & Capitalization
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|
Equity shares, Preference shares Debentures & Bonds-Meaning, Types & its implication, Retained Earning-Internal financing or ploughing back of profit. Contemporary Source of Finance for Startups.
Meaning of capitalization – Theories of capitalization – cost theory and earnings theory. Over capitalization and under capitalization (Theory) – causes – effects and remedies, Watered stock, Over trading and under trading. | |
Unit-2 |
Teaching Hours:9 |
Sources of Finance & Capitalization
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|
Equity shares, Preference shares Debentures & Bonds-Meaning, Types & its implication, Retained Earning-Internal financing or ploughing back of profit. Contemporary Source of Finance for Startups.
Meaning of capitalization – Theories of capitalization – cost theory and earnings theory. Over capitalization and under capitalization (Theory) – causes – effects and remedies, Watered stock, Over trading and under trading. | |
Unit-2 |
Teaching Hours:9 |
Sources of Finance & Capitalization
|
|
Equity shares, Preference shares Debentures & Bonds-Meaning, Types & its implication, Retained Earning-Internal financing or ploughing back of profit. Contemporary Source of Finance for Startups.
Meaning of capitalization – Theories of capitalization – cost theory and earnings theory. Over capitalization and under capitalization (Theory) – causes – effects and remedies, Watered stock, Over trading and under trading. | |
Unit-2 |
Teaching Hours:9 |
Sources of Finance & Capitalization
|
|
Equity shares, Preference shares Debentures & Bonds-Meaning, Types & its implication, Retained Earning-Internal financing or ploughing back of profit. Contemporary Source of Finance for Startups.
Meaning of capitalization – Theories of capitalization – cost theory and earnings theory. Over capitalization and under capitalization (Theory) – causes – effects and remedies, Watered stock, Over trading and under trading. | |
Unit-2 |
Teaching Hours:9 |
Sources of Finance & Capitalization
|
|
Equity shares, Preference shares Debentures & Bonds-Meaning, Types & its implication, Retained Earning-Internal financing or ploughing back of profit. Contemporary Source of Finance for Startups.
Meaning of capitalization – Theories of capitalization – cost theory and earnings theory. Over capitalization and under capitalization (Theory) – causes – effects and remedies, Watered stock, Over trading and under trading. | |
Unit-2 |
Teaching Hours:9 |
Sources of Finance & Capitalization
|
|
Equity shares, Preference shares Debentures & Bonds-Meaning, Types & its implication, Retained Earning-Internal financing or ploughing back of profit. Contemporary Source of Finance for Startups.
Meaning of capitalization – Theories of capitalization – cost theory and earnings theory. Over capitalization and under capitalization (Theory) – causes – effects and remedies, Watered stock, Over trading and under trading. | |
Unit-2 |
Teaching Hours:9 |
Sources of Finance & Capitalization
|
|
Equity shares, Preference shares Debentures & Bonds-Meaning, Types & its implication, Retained Earning-Internal financing or ploughing back of profit. Contemporary Source of Finance for Startups.
Meaning of capitalization – Theories of capitalization – cost theory and earnings theory. Over capitalization and under capitalization (Theory) – causes – effects and remedies, Watered stock, Over trading and under trading. | |
Unit-2 |
Teaching Hours:9 |
Sources of Finance & Capitalization
|
|
Equity shares, Preference shares Debentures & Bonds-Meaning, Types & its implication, Retained Earning-Internal financing or ploughing back of profit. Contemporary Source of Finance for Startups.
Meaning of capitalization – Theories of capitalization – cost theory and earnings theory. Over capitalization and under capitalization (Theory) – causes – effects and remedies, Watered stock, Over trading and under trading. | |
Unit-2 |
Teaching Hours:9 |
Sources of Finance & Capitalization
|
|
Equity shares, Preference shares Debentures & Bonds-Meaning, Types & its implication, Retained Earning-Internal financing or ploughing back of profit. Contemporary Source of Finance for Startups.
Meaning of capitalization – Theories of capitalization – cost theory and earnings theory. Over capitalization and under capitalization (Theory) – causes – effects and remedies, Watered stock, Over trading and under trading. | |
Unit-2 |
Teaching Hours:9 |
Sources of Finance & Capitalization
|
|
Equity shares, Preference shares Debentures & Bonds-Meaning, Types & its implication, Retained Earning-Internal financing or ploughing back of profit. Contemporary Source of Finance for Startups.
Meaning of capitalization – Theories of capitalization – cost theory and earnings theory. Over capitalization and under capitalization (Theory) – causes – effects and remedies, Watered stock, Over trading and under trading. | |
Unit-2 |
Teaching Hours:9 |
Sources of Finance & Capitalization
|
|
Equity shares, Preference shares Debentures & Bonds-Meaning, Types & its implication, Retained Earning-Internal financing or ploughing back of profit. Contemporary Source of Finance for Startups.
Meaning of capitalization – Theories of capitalization – cost theory and earnings theory. Over capitalization and under capitalization (Theory) – causes – effects and remedies, Watered stock, Over trading and under trading. | |
Unit-2 |
Teaching Hours:9 |
Sources of Finance & Capitalization
|
|
Equity shares, Preference shares Debentures & Bonds-Meaning, Types & its implication, Retained Earning-Internal financing or ploughing back of profit. Contemporary Source of Finance for Startups.
Meaning of capitalization – Theories of capitalization – cost theory and earnings theory. Over capitalization and under capitalization (Theory) – causes – effects and remedies, Watered stock, Over trading and under trading. | |
Unit-2 |
Teaching Hours:9 |
Sources of Finance & Capitalization
|
|
Equity shares, Preference shares Debentures & Bonds-Meaning, Types & its implication, Retained Earning-Internal financing or ploughing back of profit. Contemporary Source of Finance for Startups.
Meaning of capitalization – Theories of capitalization – cost theory and earnings theory. Over capitalization and under capitalization (Theory) – causes – effects and remedies, Watered stock, Over trading and under trading. | |
Unit-2 |
Teaching Hours:9 |
Sources of Finance & Capitalization
|
|
Equity shares, Preference shares Debentures & Bonds-Meaning, Types & its implication, Retained Earning-Internal financing or ploughing back of profit. Contemporary Source of Finance for Startups.
Meaning of capitalization – Theories of capitalization – cost theory and earnings theory. Over capitalization and under capitalization (Theory) – causes – effects and remedies, Watered stock, Over trading and under trading. | |
Unit-2 |
Teaching Hours:9 |
Sources of Finance & Capitalization
|
|
Equity shares, Preference shares Debentures & Bonds-Meaning, Types & its implication, Retained Earning-Internal financing or ploughing back of profit. Contemporary Source of Finance for Startups.
Meaning of capitalization – Theories of capitalization – cost theory and earnings theory. Over capitalization and under capitalization (Theory) – causes – effects and remedies, Watered stock, Over trading and under trading. | |
Unit-2 |
Teaching Hours:9 |
Sources of Finance & Capitalization
|
|
Equity shares, Preference shares Debentures & Bonds-Meaning, Types & its implication, Retained Earning-Internal financing or ploughing back of profit. Contemporary Source of Finance for Startups.
Meaning of capitalization – Theories of capitalization – cost theory and earnings theory. Over capitalization and under capitalization (Theory) – causes – effects and remedies, Watered stock, Over trading and under trading. | |
Unit-2 |
Teaching Hours:9 |
Sources of Finance & Capitalization
|
|
Equity shares, Preference shares Debentures & Bonds-Meaning, Types & its implication, Retained Earning-Internal financing or ploughing back of profit. Contemporary Source of Finance for Startups.
Meaning of capitalization – Theories of capitalization – cost theory and earnings theory. Over capitalization and under capitalization (Theory) – causes – effects and remedies, Watered stock, Over trading and under trading. | |
Unit-3 |
Teaching Hours:12 |
Capital Structure & Leverage
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|
Meaning of capital structure and financial structure, principles of capital structure, Optimum Capital Structure, Determinants of capital structure, Capital Gearing-Theories of Capital Structure, Effect of Capital Structure on EPS, EBIT-EPS Analysis, Point of indifference- practical Problems. Meaning of Leverage, Types of Leverages – operating, financial and combined leverage, risk and leverage – practical problems
| |
Unit-3 |
Teaching Hours:12 |
Capital Structure & Leverage
|
|
Meaning of capital structure and financial structure, principles of capital structure, Optimum Capital Structure, Determinants of capital structure, Capital Gearing-Theories of Capital Structure, Effect of Capital Structure on EPS, EBIT-EPS Analysis, Point of indifference- practical Problems. Meaning of Leverage, Types of Leverages – operating, financial and combined leverage, risk and leverage – practical problems
| |
Unit-3 |
Teaching Hours:12 |
Capital Structure & Leverage
|
|
Meaning of capital structure and financial structure, principles of capital structure, Optimum Capital Structure, Determinants of capital structure, Capital Gearing-Theories of Capital Structure, Effect of Capital Structure on EPS, EBIT-EPS Analysis, Point of indifference- practical Problems. Meaning of Leverage, Types of Leverages – operating, financial and combined leverage, risk and leverage – practical problems
| |
Unit-3 |
Teaching Hours:12 |
Capital Structure & Leverage
|
|
Meaning of capital structure and financial structure, principles of capital structure, Optimum Capital Structure, Determinants of capital structure, Capital Gearing-Theories of Capital Structure, Effect of Capital Structure on EPS, EBIT-EPS Analysis, Point of indifference- practical Problems. Meaning of Leverage, Types of Leverages – operating, financial and combined leverage, risk and leverage – practical problems
| |
Unit-3 |
Teaching Hours:12 |
Capital Structure & Leverage
|
|
Meaning of capital structure and financial structure, principles of capital structure, Optimum Capital Structure, Determinants of capital structure, Capital Gearing-Theories of Capital Structure, Effect of Capital Structure on EPS, EBIT-EPS Analysis, Point of indifference- practical Problems. Meaning of Leverage, Types of Leverages – operating, financial and combined leverage, risk and leverage – practical problems
| |
Unit-3 |
Teaching Hours:12 |
Capital Structure & Leverage
|
|
Meaning of capital structure and financial structure, principles of capital structure, Optimum Capital Structure, Determinants of capital structure, Capital Gearing-Theories of Capital Structure, Effect of Capital Structure on EPS, EBIT-EPS Analysis, Point of indifference- practical Problems. Meaning of Leverage, Types of Leverages – operating, financial and combined leverage, risk and leverage – practical problems
| |
Unit-3 |
Teaching Hours:12 |
Capital Structure & Leverage
|
|
Meaning of capital structure and financial structure, principles of capital structure, Optimum Capital Structure, Determinants of capital structure, Capital Gearing-Theories of Capital Structure, Effect of Capital Structure on EPS, EBIT-EPS Analysis, Point of indifference- practical Problems. Meaning of Leverage, Types of Leverages – operating, financial and combined leverage, risk and leverage – practical problems
| |
Unit-3 |
Teaching Hours:12 |
Capital Structure & Leverage
|
|
Meaning of capital structure and financial structure, principles of capital structure, Optimum Capital Structure, Determinants of capital structure, Capital Gearing-Theories of Capital Structure, Effect of Capital Structure on EPS, EBIT-EPS Analysis, Point of indifference- practical Problems. Meaning of Leverage, Types of Leverages – operating, financial and combined leverage, risk and leverage – practical problems
| |
Unit-3 |
Teaching Hours:12 |
Capital Structure & Leverage
|
|
Meaning of capital structure and financial structure, principles of capital structure, Optimum Capital Structure, Determinants of capital structure, Capital Gearing-Theories of Capital Structure, Effect of Capital Structure on EPS, EBIT-EPS Analysis, Point of indifference- practical Problems. Meaning of Leverage, Types of Leverages – operating, financial and combined leverage, risk and leverage – practical problems
| |
Unit-3 |
Teaching Hours:12 |
Capital Structure & Leverage
|
|
Meaning of capital structure and financial structure, principles of capital structure, Optimum Capital Structure, Determinants of capital structure, Capital Gearing-Theories of Capital Structure, Effect of Capital Structure on EPS, EBIT-EPS Analysis, Point of indifference- practical Problems. Meaning of Leverage, Types of Leverages – operating, financial and combined leverage, risk and leverage – practical problems
| |
Unit-3 |
Teaching Hours:12 |
Capital Structure & Leverage
|
|
Meaning of capital structure and financial structure, principles of capital structure, Optimum Capital Structure, Determinants of capital structure, Capital Gearing-Theories of Capital Structure, Effect of Capital Structure on EPS, EBIT-EPS Analysis, Point of indifference- practical Problems. Meaning of Leverage, Types of Leverages – operating, financial and combined leverage, risk and leverage – practical problems
| |
Unit-3 |
Teaching Hours:12 |
Capital Structure & Leverage
|
|
Meaning of capital structure and financial structure, principles of capital structure, Optimum Capital Structure, Determinants of capital structure, Capital Gearing-Theories of Capital Structure, Effect of Capital Structure on EPS, EBIT-EPS Analysis, Point of indifference- practical Problems. Meaning of Leverage, Types of Leverages – operating, financial and combined leverage, risk and leverage – practical problems
| |
Unit-3 |
Teaching Hours:12 |
Capital Structure & Leverage
|
|
Meaning of capital structure and financial structure, principles of capital structure, Optimum Capital Structure, Determinants of capital structure, Capital Gearing-Theories of Capital Structure, Effect of Capital Structure on EPS, EBIT-EPS Analysis, Point of indifference- practical Problems. Meaning of Leverage, Types of Leverages – operating, financial and combined leverage, risk and leverage – practical problems
| |
Unit-3 |
Teaching Hours:12 |
Capital Structure & Leverage
|
|
Meaning of capital structure and financial structure, principles of capital structure, Optimum Capital Structure, Determinants of capital structure, Capital Gearing-Theories of Capital Structure, Effect of Capital Structure on EPS, EBIT-EPS Analysis, Point of indifference- practical Problems. Meaning of Leverage, Types of Leverages – operating, financial and combined leverage, risk and leverage – practical problems
| |
Unit-3 |
Teaching Hours:12 |
Capital Structure & Leverage
|
|
Meaning of capital structure and financial structure, principles of capital structure, Optimum Capital Structure, Determinants of capital structure, Capital Gearing-Theories of Capital Structure, Effect of Capital Structure on EPS, EBIT-EPS Analysis, Point of indifference- practical Problems. Meaning of Leverage, Types of Leverages – operating, financial and combined leverage, risk and leverage – practical problems
| |
Unit-3 |
Teaching Hours:12 |
Capital Structure & Leverage
|
|
Meaning of capital structure and financial structure, principles of capital structure, Optimum Capital Structure, Determinants of capital structure, Capital Gearing-Theories of Capital Structure, Effect of Capital Structure on EPS, EBIT-EPS Analysis, Point of indifference- practical Problems. Meaning of Leverage, Types of Leverages – operating, financial and combined leverage, risk and leverage – practical problems
| |
Unit-3 |
Teaching Hours:12 |
Capital Structure & Leverage
|
|
Meaning of capital structure and financial structure, principles of capital structure, Optimum Capital Structure, Determinants of capital structure, Capital Gearing-Theories of Capital Structure, Effect of Capital Structure on EPS, EBIT-EPS Analysis, Point of indifference- practical Problems. Meaning of Leverage, Types of Leverages – operating, financial and combined leverage, risk and leverage – practical problems
| |
Unit-3 |
Teaching Hours:12 |
Capital Structure & Leverage
|
|
Meaning of capital structure and financial structure, principles of capital structure, Optimum Capital Structure, Determinants of capital structure, Capital Gearing-Theories of Capital Structure, Effect of Capital Structure on EPS, EBIT-EPS Analysis, Point of indifference- practical Problems. Meaning of Leverage, Types of Leverages – operating, financial and combined leverage, risk and leverage – practical problems
| |
Unit-3 |
Teaching Hours:12 |
Capital Structure & Leverage
|
|
Meaning of capital structure and financial structure, principles of capital structure, Optimum Capital Structure, Determinants of capital structure, Capital Gearing-Theories of Capital Structure, Effect of Capital Structure on EPS, EBIT-EPS Analysis, Point of indifference- practical Problems. Meaning of Leverage, Types of Leverages – operating, financial and combined leverage, risk and leverage – practical problems
| |
Unit-4 |
Teaching Hours:12 |
Cost of Capital
|
|
Meaning of cost of capital, significance of cost of capital, components of cost of capital – Computation of Cost of capital and Weighted Average Cost of Capital, CAPM-Practical Problems. Meaning of Leverage, Types of Leverages – operating, financial and combined leverage, risk and leverage – practical problems
| |
Unit-4 |
Teaching Hours:12 |
Cost of Capital
|
|
Meaning of cost of capital, significance of cost of capital, components of cost of capital – Computation of Cost of capital and Weighted Average Cost of Capital, CAPM-Practical Problems. Meaning of Leverage, Types of Leverages – operating, financial and combined leverage, risk and leverage – practical problems
| |
Unit-4 |
Teaching Hours:12 |
Cost of Capital
|
|
Meaning of cost of capital, significance of cost of capital, components of cost of capital – Computation of Cost of capital and Weighted Average Cost of Capital, CAPM-Practical Problems. Meaning of Leverage, Types of Leverages – operating, financial and combined leverage, risk and leverage – practical problems
| |
Unit-4 |
Teaching Hours:12 |
Cost of Capital
|
|
Meaning of cost of capital, significance of cost of capital, components of cost of capital – Computation of Cost of capital and Weighted Average Cost of Capital, CAPM-Practical Problems. Meaning of Leverage, Types of Leverages – operating, financial and combined leverage, risk and leverage – practical problems
| |
Unit-4 |
Teaching Hours:12 |
Cost of Capital
|
|
Meaning of cost of capital, significance of cost of capital, components of cost of capital – Computation of Cost of capital and Weighted Average Cost of Capital, CAPM-Practical Problems. Meaning of Leverage, Types of Leverages – operating, financial and combined leverage, risk and leverage – practical problems
| |
Unit-4 |
Teaching Hours:12 |
Cost of Capital
|
|
Meaning of cost of capital, significance of cost of capital, components of cost of capital – Computation of Cost of capital and Weighted Average Cost of Capital, CAPM-Practical Problems. Meaning of Leverage, Types of Leverages – operating, financial and combined leverage, risk and leverage – practical problems
| |
Unit-4 |
Teaching Hours:12 |
Cost of Capital
|
|
Meaning of cost of capital, significance of cost of capital, components of cost of capital – Computation of Cost of capital and Weighted Average Cost of Capital, CAPM-Practical Problems. Meaning of Leverage, Types of Leverages – operating, financial and combined leverage, risk and leverage – practical problems
| |
Unit-4 |
Teaching Hours:12 |
Cost of Capital
|
|
Meaning of cost of capital, significance of cost of capital, components of cost of capital – Computation of Cost of capital and Weighted Average Cost of Capital, CAPM-Practical Problems. Meaning of Leverage, Types of Leverages – operating, financial and combined leverage, risk and leverage – practical problems
| |
Unit-4 |
Teaching Hours:12 |
Cost of Capital
|
|
Meaning of cost of capital, significance of cost of capital, components of cost of capital – Computation of Cost of capital and Weighted Average Cost of Capital, CAPM-Practical Problems. Meaning of Leverage, Types of Leverages – operating, financial and combined leverage, risk and leverage – practical problems
| |
Unit-4 |
Teaching Hours:12 |
Cost of Capital
|
|
Meaning of cost of capital, significance of cost of capital, components of cost of capital – Computation of Cost of capital and Weighted Average Cost of Capital, CAPM-Practical Problems. Meaning of Leverage, Types of Leverages – operating, financial and combined leverage, risk and leverage – practical problems
| |
Unit-4 |
Teaching Hours:12 |
Cost of Capital
|
|
Meaning of cost of capital, significance of cost of capital, components of cost of capital – Computation of Cost of capital and Weighted Average Cost of Capital, CAPM-Practical Problems. Meaning of Leverage, Types of Leverages – operating, financial and combined leverage, risk and leverage – practical problems
| |
Unit-4 |
Teaching Hours:12 |
Cost of Capital
|
|
Meaning of cost of capital, significance of cost of capital, components of cost of capital – Computation of Cost of capital and Weighted Average Cost of Capital, CAPM-Practical Problems. Meaning of Leverage, Types of Leverages – operating, financial and combined leverage, risk and leverage – practical problems
| |
Unit-4 |
Teaching Hours:12 |
Cost of Capital
|
|
Meaning of cost of capital, significance of cost of capital, components of cost of capital – Computation of Cost of capital and Weighted Average Cost of Capital, CAPM-Practical Problems. Meaning of Leverage, Types of Leverages – operating, financial and combined leverage, risk and leverage – practical problems
| |
Unit-4 |
Teaching Hours:12 |
Cost of Capital
|
|
Meaning of cost of capital, significance of cost of capital, components of cost of capital – Computation of Cost of capital and Weighted Average Cost of Capital, CAPM-Practical Problems. Meaning of Leverage, Types of Leverages – operating, financial and combined leverage, risk and leverage – practical problems
| |
Unit-4 |
Teaching Hours:12 |
Cost of Capital
|
|
Meaning of cost of capital, significance of cost of capital, components of cost of capital – Computation of Cost of capital and Weighted Average Cost of Capital, CAPM-Practical Problems. Meaning of Leverage, Types of Leverages – operating, financial and combined leverage, risk and leverage – practical problems
| |
Unit-4 |
Teaching Hours:12 |
Cost of Capital
|
|
Meaning of cost of capital, significance of cost of capital, components of cost of capital – Computation of Cost of capital and Weighted Average Cost of Capital, CAPM-Practical Problems. Meaning of Leverage, Types of Leverages – operating, financial and combined leverage, risk and leverage – practical problems
| |
Unit-4 |
Teaching Hours:12 |
Cost of Capital
|
|
Meaning of cost of capital, significance of cost of capital, components of cost of capital – Computation of Cost of capital and Weighted Average Cost of Capital, CAPM-Practical Problems. Meaning of Leverage, Types of Leverages – operating, financial and combined leverage, risk and leverage – practical problems
| |
Unit-4 |
Teaching Hours:12 |
Cost of Capital
|
|
Meaning of cost of capital, significance of cost of capital, components of cost of capital – Computation of Cost of capital and Weighted Average Cost of Capital, CAPM-Practical Problems. Meaning of Leverage, Types of Leverages – operating, financial and combined leverage, risk and leverage – practical problems
| |
Unit-4 |
Teaching Hours:12 |
Cost of Capital
|
|
Meaning of cost of capital, significance of cost of capital, components of cost of capital – Computation of Cost of capital and Weighted Average Cost of Capital, CAPM-Practical Problems. Meaning of Leverage, Types of Leverages – operating, financial and combined leverage, risk and leverage – practical problems
| |
Unit-5 |
Teaching Hours:8 |
Capital Budgeting
|
|
Meaning of Capital Budgeting, Importance, Need, Capital budgeting process, project appraisal by using traditional methods and modern methods, Practical problems on Payback Period, Net Present Value, Profitability Index, IRR and MIRR methods. | |
Unit-5 |
Teaching Hours:8 |
Capital Budgeting
|
|
Meaning of Capital Budgeting, Importance, Need, Capital budgeting process, project appraisal by using traditional methods and modern methods, Practical problems on Payback Period, Net Present Value, Profitability Index, IRR and MIRR methods. | |
Unit-5 |
Teaching Hours:8 |
Capital Budgeting
|
|
Meaning of Capital Budgeting, Importance, Need, Capital budgeting process, project appraisal by using traditional methods and modern methods, Practical problems on Payback Period, Net Present Value, Profitability Index, IRR and MIRR methods. | |
Unit-5 |
Teaching Hours:8 |
Capital Budgeting
|
|
Meaning of Capital Budgeting, Importance, Need, Capital budgeting process, project appraisal by using traditional methods and modern methods, Practical problems on Payback Period, Net Present Value, Profitability Index, IRR and MIRR methods. | |
Unit-5 |
Teaching Hours:8 |
Capital Budgeting
|
|
Meaning of Capital Budgeting, Importance, Need, Capital budgeting process, project appraisal by using traditional methods and modern methods, Practical problems on Payback Period, Net Present Value, Profitability Index, IRR and MIRR methods. | |
Unit-5 |
Teaching Hours:8 |
Capital Budgeting
|
|
Meaning of Capital Budgeting, Importance, Need, Capital budgeting process, project appraisal by using traditional methods and modern methods, Practical problems on Payback Period, Net Present Value, Profitability Index, IRR and MIRR methods. | |
Unit-5 |
Teaching Hours:8 |
Capital Budgeting
|
|
Meaning of Capital Budgeting, Importance, Need, Capital budgeting process, project appraisal by using traditional methods and modern methods, Practical problems on Payback Period, Net Present Value, Profitability Index, IRR and MIRR methods. | |
Unit-5 |
Teaching Hours:8 |
Capital Budgeting
|
|
Meaning of Capital Budgeting, Importance, Need, Capital budgeting process, project appraisal by using traditional methods and modern methods, Practical problems on Payback Period, Net Present Value, Profitability Index, IRR and MIRR methods. | |
Unit-5 |
Teaching Hours:8 |
Capital Budgeting
|
|
Meaning of Capital Budgeting, Importance, Need, Capital budgeting process, project appraisal by using traditional methods and modern methods, Practical problems on Payback Period, Net Present Value, Profitability Index, IRR and MIRR methods. | |
Unit-5 |
Teaching Hours:8 |
Capital Budgeting
|
|
Meaning of Capital Budgeting, Importance, Need, Capital budgeting process, project appraisal by using traditional methods and modern methods, Practical problems on Payback Period, Net Present Value, Profitability Index, IRR and MIRR methods. | |
Unit-5 |
Teaching Hours:8 |
Capital Budgeting
|
|
Meaning of Capital Budgeting, Importance, Need, Capital budgeting process, project appraisal by using traditional methods and modern methods, Practical problems on Payback Period, Net Present Value, Profitability Index, IRR and MIRR methods. | |
Unit-5 |
Teaching Hours:8 |
Capital Budgeting
|
|
Meaning of Capital Budgeting, Importance, Need, Capital budgeting process, project appraisal by using traditional methods and modern methods, Practical problems on Payback Period, Net Present Value, Profitability Index, IRR and MIRR methods. | |
Unit-5 |
Teaching Hours:8 |
Capital Budgeting
|
|
Meaning of Capital Budgeting, Importance, Need, Capital budgeting process, project appraisal by using traditional methods and modern methods, Practical problems on Payback Period, Net Present Value, Profitability Index, IRR and MIRR methods. | |
Unit-5 |
Teaching Hours:8 |
Capital Budgeting
|
|
Meaning of Capital Budgeting, Importance, Need, Capital budgeting process, project appraisal by using traditional methods and modern methods, Practical problems on Payback Period, Net Present Value, Profitability Index, IRR and MIRR methods. | |
Unit-5 |
Teaching Hours:8 |
Capital Budgeting
|
|
Meaning of Capital Budgeting, Importance, Need, Capital budgeting process, project appraisal by using traditional methods and modern methods, Practical problems on Payback Period, Net Present Value, Profitability Index, IRR and MIRR methods. | |
Unit-5 |
Teaching Hours:8 |
Capital Budgeting
|
|
Meaning of Capital Budgeting, Importance, Need, Capital budgeting process, project appraisal by using traditional methods and modern methods, Practical problems on Payback Period, Net Present Value, Profitability Index, IRR and MIRR methods. | |
Unit-5 |
Teaching Hours:8 |
Capital Budgeting
|
|
Meaning of Capital Budgeting, Importance, Need, Capital budgeting process, project appraisal by using traditional methods and modern methods, Practical problems on Payback Period, Net Present Value, Profitability Index, IRR and MIRR methods. | |
Unit-5 |
Teaching Hours:8 |
Capital Budgeting
|
|
Meaning of Capital Budgeting, Importance, Need, Capital budgeting process, project appraisal by using traditional methods and modern methods, Practical problems on Payback Period, Net Present Value, Profitability Index, IRR and MIRR methods. | |
Unit-5 |
Teaching Hours:8 |
Capital Budgeting
|
|
Meaning of Capital Budgeting, Importance, Need, Capital budgeting process, project appraisal by using traditional methods and modern methods, Practical problems on Payback Period, Net Present Value, Profitability Index, IRR and MIRR methods. | |
Unit-6 |
Teaching Hours:6 |
Dividend Policy decisions
|
|
Introduction – Meaning of dividend, dividend decisions and dividend policy - Irrelevance concept – Residual approach and Modigliani and Miller approach - Relevant Concept - Walter’s Approach and Gordon’s Approach - Determinants of Dividend Policy - Types of Dividend Policy - Forms of Dividend. | |
Unit-6 |
Teaching Hours:6 |
Dividend Policy decisions
|
|
Introduction – Meaning of dividend, dividend decisions and dividend policy - Irrelevance concept – Residual approach and Modigliani and Miller approach - Relevant Concept - Walter’s Approach and Gordon’s Approach - Determinants of Dividend Policy - Types of Dividend Policy - Forms of Dividend. | |
Unit-6 |
Teaching Hours:6 |
Dividend Policy decisions
|
|
Introduction – Meaning of dividend, dividend decisions and dividend policy - Irrelevance concept – Residual approach and Modigliani and Miller approach - Relevant Concept - Walter’s Approach and Gordon’s Approach - Determinants of Dividend Policy - Types of Dividend Policy - Forms of Dividend. | |
Unit-6 |
Teaching Hours:6 |
Dividend Policy decisions
|
|
Introduction – Meaning of dividend, dividend decisions and dividend policy - Irrelevance concept – Residual approach and Modigliani and Miller approach - Relevant Concept - Walter’s Approach and Gordon’s Approach - Determinants of Dividend Policy - Types of Dividend Policy - Forms of Dividend. | |
Unit-6 |
Teaching Hours:6 |
Dividend Policy decisions
|
|
Introduction – Meaning of dividend, dividend decisions and dividend policy - Irrelevance concept – Residual approach and Modigliani and Miller approach - Relevant Concept - Walter’s Approach and Gordon’s Approach - Determinants of Dividend Policy - Types of Dividend Policy - Forms of Dividend. | |
Unit-6 |
Teaching Hours:6 |
Dividend Policy decisions
|
|
Introduction – Meaning of dividend, dividend decisions and dividend policy - Irrelevance concept – Residual approach and Modigliani and Miller approach - Relevant Concept - Walter’s Approach and Gordon’s Approach - Determinants of Dividend Policy - Types of Dividend Policy - Forms of Dividend. | |
Unit-6 |
Teaching Hours:6 |
Dividend Policy decisions
|
|
Introduction – Meaning of dividend, dividend decisions and dividend policy - Irrelevance concept – Residual approach and Modigliani and Miller approach - Relevant Concept - Walter’s Approach and Gordon’s Approach - Determinants of Dividend Policy - Types of Dividend Policy - Forms of Dividend. | |
Unit-6 |
Teaching Hours:6 |
Dividend Policy decisions
|
|
Introduction – Meaning of dividend, dividend decisions and dividend policy - Irrelevance concept – Residual approach and Modigliani and Miller approach - Relevant Concept - Walter’s Approach and Gordon’s Approach - Determinants of Dividend Policy - Types of Dividend Policy - Forms of Dividend. | |
Unit-6 |
Teaching Hours:6 |
Dividend Policy decisions
|
|
Introduction – Meaning of dividend, dividend decisions and dividend policy - Irrelevance concept – Residual approach and Modigliani and Miller approach - Relevant Concept - Walter’s Approach and Gordon’s Approach - Determinants of Dividend Policy - Types of Dividend Policy - Forms of Dividend. | |
Unit-6 |
Teaching Hours:6 |
Dividend Policy decisions
|
|
Introduction – Meaning of dividend, dividend decisions and dividend policy - Irrelevance concept – Residual approach and Modigliani and Miller approach - Relevant Concept - Walter’s Approach and Gordon’s Approach - Determinants of Dividend Policy - Types of Dividend Policy - Forms of Dividend. | |
Unit-6 |
Teaching Hours:6 |
Dividend Policy decisions
|
|
Introduction – Meaning of dividend, dividend decisions and dividend policy - Irrelevance concept – Residual approach and Modigliani and Miller approach - Relevant Concept - Walter’s Approach and Gordon’s Approach - Determinants of Dividend Policy - Types of Dividend Policy - Forms of Dividend. | |
Unit-6 |
Teaching Hours:6 |
Dividend Policy decisions
|
|
Introduction – Meaning of dividend, dividend decisions and dividend policy - Irrelevance concept – Residual approach and Modigliani and Miller approach - Relevant Concept - Walter’s Approach and Gordon’s Approach - Determinants of Dividend Policy - Types of Dividend Policy - Forms of Dividend. | |
Unit-6 |
Teaching Hours:6 |
Dividend Policy decisions
|
|
Introduction – Meaning of dividend, dividend decisions and dividend policy - Irrelevance concept – Residual approach and Modigliani and Miller approach - Relevant Concept - Walter’s Approach and Gordon’s Approach - Determinants of Dividend Policy - Types of Dividend Policy - Forms of Dividend. | |
Unit-6 |
Teaching Hours:6 |
Dividend Policy decisions
|
|
Introduction – Meaning of dividend, dividend decisions and dividend policy - Irrelevance concept – Residual approach and Modigliani and Miller approach - Relevant Concept - Walter’s Approach and Gordon’s Approach - Determinants of Dividend Policy - Types of Dividend Policy - Forms of Dividend. | |
Unit-6 |
Teaching Hours:6 |
Dividend Policy decisions
|
|
Introduction – Meaning of dividend, dividend decisions and dividend policy - Irrelevance concept – Residual approach and Modigliani and Miller approach - Relevant Concept - Walter’s Approach and Gordon’s Approach - Determinants of Dividend Policy - Types of Dividend Policy - Forms of Dividend. | |
Unit-6 |
Teaching Hours:6 |
Dividend Policy decisions
|
|
Introduction – Meaning of dividend, dividend decisions and dividend policy - Irrelevance concept – Residual approach and Modigliani and Miller approach - Relevant Concept - Walter’s Approach and Gordon’s Approach - Determinants of Dividend Policy - Types of Dividend Policy - Forms of Dividend. | |
Unit-6 |
Teaching Hours:6 |
Dividend Policy decisions
|
|
Introduction – Meaning of dividend, dividend decisions and dividend policy - Irrelevance concept – Residual approach and Modigliani and Miller approach - Relevant Concept - Walter’s Approach and Gordon’s Approach - Determinants of Dividend Policy - Types of Dividend Policy - Forms of Dividend. | |
Unit-6 |
Teaching Hours:6 |
Dividend Policy decisions
|
|
Introduction – Meaning of dividend, dividend decisions and dividend policy - Irrelevance concept – Residual approach and Modigliani and Miller approach - Relevant Concept - Walter’s Approach and Gordon’s Approach - Determinants of Dividend Policy - Types of Dividend Policy - Forms of Dividend. | |
Unit-6 |
Teaching Hours:6 |
Dividend Policy decisions
|
|
Introduction – Meaning of dividend, dividend decisions and dividend policy - Irrelevance concept – Residual approach and Modigliani and Miller approach - Relevant Concept - Walter’s Approach and Gordon’s Approach - Determinants of Dividend Policy - Types of Dividend Policy - Forms of Dividend. | |
Unit-7 |
Teaching Hours:7 |
Management of Working Capital
|
|
Meaning of working capital, types of working capital, working capital cycle, adequate working capital, determinants of working capital, estimation of working capital-Practice problems. Management of cash. Management of inventory and debtors – Theory only. | |
Unit-7 |
Teaching Hours:7 |
Management of Working Capital
|
|
Meaning of working capital, types of working capital, working capital cycle, adequate working capital, determinants of working capital, estimation of working capital-Practice problems. Management of cash. Management of inventory and debtors – Theory only. | |
Unit-7 |
Teaching Hours:7 |
Management of Working Capital
|
|
Meaning of working capital, types of working capital, working capital cycle, adequate working capital, determinants of working capital, estimation of working capital-Practice problems. Management of cash. Management of inventory and debtors – Theory only. | |
Unit-7 |
Teaching Hours:7 |
Management of Working Capital
|
|
Meaning of working capital, types of working capital, working capital cycle, adequate working capital, determinants of working capital, estimation of working capital-Practice problems. Management of cash. Management of inventory and debtors – Theory only. | |
Unit-7 |
Teaching Hours:7 |
Management of Working Capital
|
|
Meaning of working capital, types of working capital, working capital cycle, adequate working capital, determinants of working capital, estimation of working capital-Practice problems. Management of cash. Management of inventory and debtors – Theory only. | |
Unit-7 |
Teaching Hours:7 |
Management of Working Capital
|
|
Meaning of working capital, types of working capital, working capital cycle, adequate working capital, determinants of working capital, estimation of working capital-Practice problems. Management of cash. Management of inventory and debtors – Theory only. | |
Unit-7 |
Teaching Hours:7 |
Management of Working Capital
|
|
Meaning of working capital, types of working capital, working capital cycle, adequate working capital, determinants of working capital, estimation of working capital-Practice problems. Management of cash. Management of inventory and debtors – Theory only. | |
Unit-7 |
Teaching Hours:7 |
Management of Working Capital
|
|
Meaning of working capital, types of working capital, working capital cycle, adequate working capital, determinants of working capital, estimation of working capital-Practice problems. Management of cash. Management of inventory and debtors – Theory only. | |
Unit-7 |
Teaching Hours:7 |
Management of Working Capital
|
|
Meaning of working capital, types of working capital, working capital cycle, adequate working capital, determinants of working capital, estimation of working capital-Practice problems. Management of cash. Management of inventory and debtors – Theory only. | |
Unit-7 |
Teaching Hours:7 |
Management of Working Capital
|
|
Meaning of working capital, types of working capital, working capital cycle, adequate working capital, determinants of working capital, estimation of working capital-Practice problems. Management of cash. Management of inventory and debtors – Theory only. | |
Unit-7 |
Teaching Hours:7 |
Management of Working Capital
|
|
Meaning of working capital, types of working capital, working capital cycle, adequate working capital, determinants of working capital, estimation of working capital-Practice problems. Management of cash. Management of inventory and debtors – Theory only. | |
Unit-7 |
Teaching Hours:7 |
Management of Working Capital
|
|
Meaning of working capital, types of working capital, working capital cycle, adequate working capital, determinants of working capital, estimation of working capital-Practice problems. Management of cash. Management of inventory and debtors – Theory only. | |
Unit-7 |
Teaching Hours:7 |
Management of Working Capital
|
|
Meaning of working capital, types of working capital, working capital cycle, adequate working capital, determinants of working capital, estimation of working capital-Practice problems. Management of cash. Management of inventory and debtors – Theory only. | |
Unit-7 |
Teaching Hours:7 |
Management of Working Capital
|
|
Meaning of working capital, types of working capital, working capital cycle, adequate working capital, determinants of working capital, estimation of working capital-Practice problems. Management of cash. Management of inventory and debtors – Theory only. | |
Unit-7 |
Teaching Hours:7 |
Management of Working Capital
|
|
Meaning of working capital, types of working capital, working capital cycle, adequate working capital, determinants of working capital, estimation of working capital-Practice problems. Management of cash. Management of inventory and debtors – Theory only. | |
Unit-7 |
Teaching Hours:7 |
Management of Working Capital
|
|
Meaning of working capital, types of working capital, working capital cycle, adequate working capital, determinants of working capital, estimation of working capital-Practice problems. Management of cash. Management of inventory and debtors – Theory only. | |
Unit-7 |
Teaching Hours:7 |
Management of Working Capital
|
|
Meaning of working capital, types of working capital, working capital cycle, adequate working capital, determinants of working capital, estimation of working capital-Practice problems. Management of cash. Management of inventory and debtors – Theory only. | |
Unit-7 |
Teaching Hours:7 |
Management of Working Capital
|
|
Meaning of working capital, types of working capital, working capital cycle, adequate working capital, determinants of working capital, estimation of working capital-Practice problems. Management of cash. Management of inventory and debtors – Theory only. | |
Unit-7 |
Teaching Hours:7 |
Management of Working Capital
|
|
Meaning of working capital, types of working capital, working capital cycle, adequate working capital, determinants of working capital, estimation of working capital-Practice problems. Management of cash. Management of inventory and debtors – Theory only. | |
Text Books And Reference Books: Khan, M, Y, & Jain, P, K (2018). Financial Management. Tata Mc Graw Hill. | |
Essential Reading / Recommended Reading
| |
Evaluation Pattern CIA I- 20 Marks CIA II- 50 Marks CIA II- 20 Marks ESE- 50 Marks Attendance : 5 Marks | |
BBA102-2 - MARKETING MANAGEMENT (2024 Batch) | |
Total Teaching Hours for Semester:60 |
No of Lecture Hours/Week:4 |
Max Marks:100 |
Credits:4 |
Course Objectives/Course Description |
|
Course Description : Marketing a particularly stimulating subject for learners, since its practical application is visible every day. Old rules of marketing are no longer useful to those who want to influence these new consumer’s choices. This course will lead the exploration of the leading edge of this paradigm shift that is now underway. This course introduces students to the concepts and processes of marketing and takes them deeper into the world of marketing Course Objectives : This course intends ● To explain fundamental concepts of marketing and their application to different markets. ● To give an understanding about marketing mix elements and strategies. ● To explain about consumers buying behavior. ● To critically examine and evaluate existing marketing strategies and tactics. ● To study the social responsibility and ethics of marketing. |
|
Learning Outcome |
|
CO1: Explain fundamental concepts of marketing and their application to different markets. CO2: Understand elements and strategies about marketing mix. CO3: Explain about consumers buying behavior. CO4: Critically examine and evaluate existing marketing strategies and tactics. CO5: Study the social responsibility and ethics of marketing. |
Unit-1 |
Teaching Hours:8 |
Introduction to Marketing Fundamentals
|
|
Level of knowledge: Conceptual Meaning and Definition of Marketing; Scope of marketing - Evolution of marketing - The Production Concept, The Product Concept, The Selling Concept, The Marketing Concept, The Holistic Marketing Concept; Core Marketing Concepts, Marketing Environment. | |
Unit-1 |
Teaching Hours:8 |
Introduction to Marketing Fundamentals
|
|
Level of knowledge: Conceptual Meaning and Definition of Marketing; Scope of marketing - Evolution of marketing - The Production Concept, The Product Concept, The Selling Concept, The Marketing Concept, The Holistic Marketing Concept; Core Marketing Concepts, Marketing Environment. | |
Unit-1 |
Teaching Hours:8 |
Introduction to Marketing Fundamentals
|
|
Level of knowledge: Conceptual Meaning and Definition of Marketing; Scope of marketing - Evolution of marketing - The Production Concept, The Product Concept, The Selling Concept, The Marketing Concept, The Holistic Marketing Concept; Core Marketing Concepts, Marketing Environment. | |
Unit-1 |
Teaching Hours:8 |
Introduction to Marketing Fundamentals
|
|
Level of knowledge: Conceptual Meaning and Definition of Marketing; Scope of marketing - Evolution of marketing - The Production Concept, The Product Concept, The Selling Concept, The Marketing Concept, The Holistic Marketing Concept; Core Marketing Concepts, Marketing Environment. | |
Unit-1 |
Teaching Hours:8 |
Introduction to Marketing Fundamentals
|
|
Level of knowledge: Conceptual Meaning and Definition of Marketing; Scope of marketing - Evolution of marketing - The Production Concept, The Product Concept, The Selling Concept, The Marketing Concept, The Holistic Marketing Concept; Core Marketing Concepts, Marketing Environment. | |
Unit-1 |
Teaching Hours:8 |
Introduction to Marketing Fundamentals
|
|
Level of knowledge: Conceptual Meaning and Definition of Marketing; Scope of marketing - Evolution of marketing - The Production Concept, The Product Concept, The Selling Concept, The Marketing Concept, The Holistic Marketing Concept; Core Marketing Concepts, Marketing Environment. | |
Unit-1 |
Teaching Hours:8 |
Introduction to Marketing Fundamentals
|
|
Level of knowledge: Conceptual Meaning and Definition of Marketing; Scope of marketing - Evolution of marketing - The Production Concept, The Product Concept, The Selling Concept, The Marketing Concept, The Holistic Marketing Concept; Core Marketing Concepts, Marketing Environment. | |
Unit-1 |
Teaching Hours:8 |
Introduction to Marketing Fundamentals
|
|
Level of knowledge: Conceptual Meaning and Definition of Marketing; Scope of marketing - Evolution of marketing - The Production Concept, The Product Concept, The Selling Concept, The Marketing Concept, The Holistic Marketing Concept; Core Marketing Concepts, Marketing Environment. | |
Unit-1 |
Teaching Hours:8 |
Introduction to Marketing Fundamentals
|
|
Level of knowledge: Conceptual Meaning and Definition of Marketing; Scope of marketing - Evolution of marketing - The Production Concept, The Product Concept, The Selling Concept, The Marketing Concept, The Holistic Marketing Concept; Core Marketing Concepts, Marketing Environment. | |
Unit-1 |
Teaching Hours:8 |
Introduction to Marketing Fundamentals
|
|
Level of knowledge: Conceptual Meaning and Definition of Marketing; Scope of marketing - Evolution of marketing - The Production Concept, The Product Concept, The Selling Concept, The Marketing Concept, The Holistic Marketing Concept; Core Marketing Concepts, Marketing Environment. | |
Unit-1 |
Teaching Hours:8 |
Introduction to Marketing Fundamentals
|
|
Level of knowledge: Conceptual Meaning and Definition of Marketing; Scope of marketing - Evolution of marketing - The Production Concept, The Product Concept, The Selling Concept, The Marketing Concept, The Holistic Marketing Concept; Core Marketing Concepts, Marketing Environment. | |
Unit-1 |
Teaching Hours:8 |
Introduction to Marketing Fundamentals
|
|
Level of knowledge: Conceptual Meaning and Definition of Marketing; Scope of marketing - Evolution of marketing - The Production Concept, The Product Concept, The Selling Concept, The Marketing Concept, The Holistic Marketing Concept; Core Marketing Concepts, Marketing Environment. | |
Unit-1 |
Teaching Hours:8 |
Introduction to Marketing Fundamentals
|
|
Level of knowledge: Conceptual Meaning and Definition of Marketing; Scope of marketing - Evolution of marketing - The Production Concept, The Product Concept, The Selling Concept, The Marketing Concept, The Holistic Marketing Concept; Core Marketing Concepts, Marketing Environment. | |
Unit-1 |
Teaching Hours:8 |
Introduction to Marketing Fundamentals
|
|
Level of knowledge: Conceptual Meaning and Definition of Marketing; Scope of marketing - Evolution of marketing - The Production Concept, The Product Concept, The Selling Concept, The Marketing Concept, The Holistic Marketing Concept; Core Marketing Concepts, Marketing Environment. | |
Unit-1 |
Teaching Hours:8 |
Introduction to Marketing Fundamentals
|
|
Level of knowledge: Conceptual Meaning and Definition of Marketing; Scope of marketing - Evolution of marketing - The Production Concept, The Product Concept, The Selling Concept, The Marketing Concept, The Holistic Marketing Concept; Core Marketing Concepts, Marketing Environment. | |
Unit-1 |
Teaching Hours:8 |
Introduction to Marketing Fundamentals
|
|
Level of knowledge: Conceptual Meaning and Definition of Marketing; Scope of marketing - Evolution of marketing - The Production Concept, The Product Concept, The Selling Concept, The Marketing Concept, The Holistic Marketing Concept; Core Marketing Concepts, Marketing Environment. | |
Unit-1 |
Teaching Hours:8 |
Introduction to Marketing Fundamentals
|
|
Level of knowledge: Conceptual Meaning and Definition of Marketing; Scope of marketing - Evolution of marketing - The Production Concept, The Product Concept, The Selling Concept, The Marketing Concept, The Holistic Marketing Concept; Core Marketing Concepts, Marketing Environment. | |
Unit-1 |
Teaching Hours:8 |
Introduction to Marketing Fundamentals
|
|
Level of knowledge: Conceptual Meaning and Definition of Marketing; Scope of marketing - Evolution of marketing - The Production Concept, The Product Concept, The Selling Concept, The Marketing Concept, The Holistic Marketing Concept; Core Marketing Concepts, Marketing Environment. | |
Unit-1 |
Teaching Hours:8 |
Introduction to Marketing Fundamentals
|
|
Level of knowledge: Conceptual Meaning and Definition of Marketing; Scope of marketing - Evolution of marketing - The Production Concept, The Product Concept, The Selling Concept, The Marketing Concept, The Holistic Marketing Concept; Core Marketing Concepts, Marketing Environment. | |
Unit-2 |
Teaching Hours:10 |
Connecting with Customers
|
|
Level of knowledge: Conceptual Segmentation, targeting, and positioning for competitive advantage. Consumer behaviour model (Black box), Types of Buying Decision Behaviour, The Buyer Decision Process, The Business Buyer Decision Process, Institutional and Government Market. Factors affecting consumer Behaviour, | |
Unit-2 |
Teaching Hours:10 |
Connecting with Customers
|
|
Level of knowledge: Conceptual Segmentation, targeting, and positioning for competitive advantage. Consumer behaviour model (Black box), Types of Buying Decision Behaviour, The Buyer Decision Process, The Business Buyer Decision Process, Institutional and Government Market. Factors affecting consumer Behaviour, | |
Unit-2 |
Teaching Hours:10 |
Connecting with Customers
|
|
Level of knowledge: Conceptual Segmentation, targeting, and positioning for competitive advantage. Consumer behaviour model (Black box), Types of Buying Decision Behaviour, The Buyer Decision Process, The Business Buyer Decision Process, Institutional and Government Market. Factors affecting consumer Behaviour, | |
Unit-2 |
Teaching Hours:10 |
Connecting with Customers
|
|
Level of knowledge: Conceptual Segmentation, targeting, and positioning for competitive advantage. Consumer behaviour model (Black box), Types of Buying Decision Behaviour, The Buyer Decision Process, The Business Buyer Decision Process, Institutional and Government Market. Factors affecting consumer Behaviour, | |
Unit-2 |
Teaching Hours:10 |
Connecting with Customers
|
|
Level of knowledge: Conceptual Segmentation, targeting, and positioning for competitive advantage. Consumer behaviour model (Black box), Types of Buying Decision Behaviour, The Buyer Decision Process, The Business Buyer Decision Process, Institutional and Government Market. Factors affecting consumer Behaviour, | |
Unit-2 |
Teaching Hours:10 |
Connecting with Customers
|
|
Level of knowledge: Conceptual Segmentation, targeting, and positioning for competitive advantage. Consumer behaviour model (Black box), Types of Buying Decision Behaviour, The Buyer Decision Process, The Business Buyer Decision Process, Institutional and Government Market. Factors affecting consumer Behaviour, | |
Unit-2 |
Teaching Hours:10 |
Connecting with Customers
|
|
Level of knowledge: Conceptual Segmentation, targeting, and positioning for competitive advantage. Consumer behaviour model (Black box), Types of Buying Decision Behaviour, The Buyer Decision Process, The Business Buyer Decision Process, Institutional and Government Market. Factors affecting consumer Behaviour, | |
Unit-2 |
Teaching Hours:10 |
Connecting with Customers
|
|
Level of knowledge: Conceptual Segmentation, targeting, and positioning for competitive advantage. Consumer behaviour model (Black box), Types of Buying Decision Behaviour, The Buyer Decision Process, The Business Buyer Decision Process, Institutional and Government Market. Factors affecting consumer Behaviour, | |
Unit-2 |
Teaching Hours:10 |
Connecting with Customers
|
|
Level of knowledge: Conceptual Segmentation, targeting, and positioning for competitive advantage. Consumer behaviour model (Black box), Types of Buying Decision Behaviour, The Buyer Decision Process, The Business Buyer Decision Process, Institutional and Government Market. Factors affecting consumer Behaviour, | |
Unit-2 |
Teaching Hours:10 |
Connecting with Customers
|
|
Level of knowledge: Conceptual Segmentation, targeting, and positioning for competitive advantage. Consumer behaviour model (Black box), Types of Buying Decision Behaviour, The Buyer Decision Process, The Business Buyer Decision Process, Institutional and Government Market. Factors affecting consumer Behaviour, | |
Unit-2 |
Teaching Hours:10 |
Connecting with Customers
|
|
Level of knowledge: Conceptual Segmentation, targeting, and positioning for competitive advantage. Consumer behaviour model (Black box), Types of Buying Decision Behaviour, The Buyer Decision Process, The Business Buyer Decision Process, Institutional and Government Market. Factors affecting consumer Behaviour, | |
Unit-2 |
Teaching Hours:10 |
Connecting with Customers
|
|
Level of knowledge: Conceptual Segmentation, targeting, and positioning for competitive advantage. Consumer behaviour model (Black box), Types of Buying Decision Behaviour, The Buyer Decision Process, The Business Buyer Decision Process, Institutional and Government Market. Factors affecting consumer Behaviour, | |
Unit-2 |
Teaching Hours:10 |
Connecting with Customers
|
|
Level of knowledge: Conceptual Segmentation, targeting, and positioning for competitive advantage. Consumer behaviour model (Black box), Types of Buying Decision Behaviour, The Buyer Decision Process, The Business Buyer Decision Process, Institutional and Government Market. Factors affecting consumer Behaviour, | |
Unit-2 |
Teaching Hours:10 |
Connecting with Customers
|
|
Level of knowledge: Conceptual Segmentation, targeting, and positioning for competitive advantage. Consumer behaviour model (Black box), Types of Buying Decision Behaviour, The Buyer Decision Process, The Business Buyer Decision Process, Institutional and Government Market. Factors affecting consumer Behaviour, | |
Unit-2 |
Teaching Hours:10 |
Connecting with Customers
|
|
Level of knowledge: Conceptual Segmentation, targeting, and positioning for competitive advantage. Consumer behaviour model (Black box), Types of Buying Decision Behaviour, The Buyer Decision Process, The Business Buyer Decision Process, Institutional and Government Market. Factors affecting consumer Behaviour, | |
Unit-2 |
Teaching Hours:10 |
Connecting with Customers
|
|
Level of knowledge: Conceptual Segmentation, targeting, and positioning for competitive advantage. Consumer behaviour model (Black box), Types of Buying Decision Behaviour, The Buyer Decision Process, The Business Buyer Decision Process, Institutional and Government Market. Factors affecting consumer Behaviour, | |
Unit-2 |
Teaching Hours:10 |
Connecting with Customers
|
|
Level of knowledge: Conceptual Segmentation, targeting, and positioning for competitive advantage. Consumer behaviour model (Black box), Types of Buying Decision Behaviour, The Buyer Decision Process, The Business Buyer Decision Process, Institutional and Government Market. Factors affecting consumer Behaviour, | |
Unit-2 |
Teaching Hours:10 |
Connecting with Customers
|
|
Level of knowledge: Conceptual Segmentation, targeting, and positioning for competitive advantage. Consumer behaviour model (Black box), Types of Buying Decision Behaviour, The Buyer Decision Process, The Business Buyer Decision Process, Institutional and Government Market. Factors affecting consumer Behaviour, | |
Unit-2 |
Teaching Hours:10 |
Connecting with Customers
|
|
Level of knowledge: Conceptual Segmentation, targeting, and positioning for competitive advantage. Consumer behaviour model (Black box), Types of Buying Decision Behaviour, The Buyer Decision Process, The Business Buyer Decision Process, Institutional and Government Market. Factors affecting consumer Behaviour, | |
Unit-3 |
Teaching Hours:10 |
Product and Service Decisions of offering
|
|
Level of knowledge: Conceptual Setting Product Strategy: Product Classification, Product Levels, Product and Services Differentiation, New product development stages, categories of new product, reasons for launching new products and its failure. Product life cycle strategies and its extension. | |
Unit-3 |
Teaching Hours:10 |
Product and Service Decisions of offering
|
|
Level of knowledge: Conceptual Setting Product Strategy: Product Classification, Product Levels, Product and Services Differentiation, New product development stages, categories of new product, reasons for launching new products and its failure. Product life cycle strategies and its extension. | |
Unit-3 |
Teaching Hours:10 |
Product and Service Decisions of offering
|
|
Level of knowledge: Conceptual Setting Product Strategy: Product Classification, Product Levels, Product and Services Differentiation, New product development stages, categories of new product, reasons for launching new products and its failure. Product life cycle strategies and its extension. | |
Unit-3 |
Teaching Hours:10 |
Product and Service Decisions of offering
|
|
Level of knowledge: Conceptual Setting Product Strategy: Product Classification, Product Levels, Product and Services Differentiation, New product development stages, categories of new product, reasons for launching new products and its failure. Product life cycle strategies and its extension. | |
Unit-3 |
Teaching Hours:10 |
Product and Service Decisions of offering
|
|
Level of knowledge: Conceptual Setting Product Strategy: Product Classification, Product Levels, Product and Services Differentiation, New product development stages, categories of new product, reasons for launching new products and its failure. Product life cycle strategies and its extension. | |
Unit-3 |
Teaching Hours:10 |
Product and Service Decisions of offering
|
|
Level of knowledge: Conceptual Setting Product Strategy: Product Classification, Product Levels, Product and Services Differentiation, New product development stages, categories of new product, reasons for launching new products and its failure. Product life cycle strategies and its extension. | |
Unit-3 |
Teaching Hours:10 |
Product and Service Decisions of offering
|
|
Level of knowledge: Conceptual Setting Product Strategy: Product Classification, Product Levels, Product and Services Differentiation, New product development stages, categories of new product, reasons for launching new products and its failure. Product life cycle strategies and its extension. | |
Unit-3 |
Teaching Hours:10 |
Product and Service Decisions of offering
|
|
Level of knowledge: Conceptual Setting Product Strategy: Product Classification, Product Levels, Product and Services Differentiation, New product development stages, categories of new product, reasons for launching new products and its failure. Product life cycle strategies and its extension. | |
Unit-3 |
Teaching Hours:10 |
Product and Service Decisions of offering
|
|
Level of knowledge: Conceptual Setting Product Strategy: Product Classification, Product Levels, Product and Services Differentiation, New product development stages, categories of new product, reasons for launching new products and its failure. Product life cycle strategies and its extension. | |
Unit-3 |
Teaching Hours:10 |
Product and Service Decisions of offering
|
|
Level of knowledge: Conceptual Setting Product Strategy: Product Classification, Product Levels, Product and Services Differentiation, New product development stages, categories of new product, reasons for launching new products and its failure. Product life cycle strategies and its extension. | |
Unit-3 |
Teaching Hours:10 |
Product and Service Decisions of offering
|
|
Level of knowledge: Conceptual Setting Product Strategy: Product Classification, Product Levels, Product and Services Differentiation, New product development stages, categories of new product, reasons for launching new products and its failure. Product life cycle strategies and its extension. | |
Unit-3 |
Teaching Hours:10 |
Product and Service Decisions of offering
|
|
Level of knowledge: Conceptual Setting Product Strategy: Product Classification, Product Levels, Product and Services Differentiation, New product development stages, categories of new product, reasons for launching new products and its failure. Product life cycle strategies and its extension. | |
Unit-3 |
Teaching Hours:10 |
Product and Service Decisions of offering
|
|
Level of knowledge: Conceptual Setting Product Strategy: Product Classification, Product Levels, Product and Services Differentiation, New product development stages, categories of new product, reasons for launching new products and its failure. Product life cycle strategies and its extension. | |
Unit-3 |
Teaching Hours:10 |
Product and Service Decisions of offering
|
|
Level of knowledge: Conceptual Setting Product Strategy: Product Classification, Product Levels, Product and Services Differentiation, New product development stages, categories of new product, reasons for launching new products and its failure. Product life cycle strategies and its extension. | |
Unit-3 |
Teaching Hours:10 |
Product and Service Decisions of offering
|
|
Level of knowledge: Conceptual Setting Product Strategy: Product Classification, Product Levels, Product and Services Differentiation, New product development stages, categories of new product, reasons for launching new products and its failure. Product life cycle strategies and its extension. | |
Unit-3 |
Teaching Hours:10 |
Product and Service Decisions of offering
|
|
Level of knowledge: Conceptual Setting Product Strategy: Product Classification, Product Levels, Product and Services Differentiation, New product development stages, categories of new product, reasons for launching new products and its failure. Product life cycle strategies and its extension. | |
Unit-3 |
Teaching Hours:10 |
Product and Service Decisions of offering
|
|
Level of knowledge: Conceptual Setting Product Strategy: Product Classification, Product Levels, Product and Services Differentiation, New product development stages, categories of new product, reasons for launching new products and its failure. Product life cycle strategies and its extension. | |
Unit-3 |
Teaching Hours:10 |
Product and Service Decisions of offering
|
|
Level of knowledge: Conceptual Setting Product Strategy: Product Classification, Product Levels, Product and Services Differentiation, New product development stages, categories of new product, reasons for launching new products and its failure. Product life cycle strategies and its extension. | |
Unit-3 |
Teaching Hours:10 |
Product and Service Decisions of offering
|
|
Level of knowledge: Conceptual Setting Product Strategy: Product Classification, Product Levels, Product and Services Differentiation, New product development stages, categories of new product, reasons for launching new products and its failure. Product life cycle strategies and its extension. | |
Unit-4 |
Teaching Hours:6 |
Pricing
|
|
Level of knowledge: Conceptual Pricing, Pricing methods, Factors affecting pricing, Types of pricing, Pricing strategies: New product pricing strategies, Product mix pricing strategies, Price adjustment strategies, Price changes. Ethical dimensions in pricing. | |
Unit-4 |
Teaching Hours:6 |
Pricing
|
|
Level of knowledge: Conceptual Pricing, Pricing methods, Factors affecting pricing, Types of pricing, Pricing strategies: New product pricing strategies, Product mix pricing strategies, Price adjustment strategies, Price changes. Ethical dimensions in pricing. | |
Unit-4 |
Teaching Hours:6 |
Pricing
|
|
Level of knowledge: Conceptual Pricing, Pricing methods, Factors affecting pricing, Types of pricing, Pricing strategies: New product pricing strategies, Product mix pricing strategies, Price adjustment strategies, Price changes. Ethical dimensions in pricing. | |
Unit-4 |
Teaching Hours:6 |
Pricing
|
|
Level of knowledge: Conceptual Pricing, Pricing methods, Factors affecting pricing, Types of pricing, Pricing strategies: New product pricing strategies, Product mix pricing strategies, Price adjustment strategies, Price changes. Ethical dimensions in pricing. | |
Unit-4 |
Teaching Hours:6 |
Pricing
|
|
Level of knowledge: Conceptual Pricing, Pricing methods, Factors affecting pricing, Types of pricing, Pricing strategies: New product pricing strategies, Product mix pricing strategies, Price adjustment strategies, Price changes. Ethical dimensions in pricing. | |
Unit-4 |
Teaching Hours:6 |
Pricing
|
|
Level of knowledge: Conceptual Pricing, Pricing methods, Factors affecting pricing, Types of pricing, Pricing strategies: New product pricing strategies, Product mix pricing strategies, Price adjustment strategies, Price changes. Ethical dimensions in pricing. | |
Unit-4 |
Teaching Hours:6 |
Pricing
|
|
Level of knowledge: Conceptual Pricing, Pricing methods, Factors affecting pricing, Types of pricing, Pricing strategies: New product pricing strategies, Product mix pricing strategies, Price adjustment strategies, Price changes. Ethical dimensions in pricing. | |
Unit-4 |
Teaching Hours:6 |
Pricing
|
|
Level of knowledge: Conceptual Pricing, Pricing methods, Factors affecting pricing, Types of pricing, Pricing strategies: New product pricing strategies, Product mix pricing strategies, Price adjustment strategies, Price changes. Ethical dimensions in pricing. | |
Unit-4 |
Teaching Hours:6 |
Pricing
|
|
Level of knowledge: Conceptual Pricing, Pricing methods, Factors affecting pricing, Types of pricing, Pricing strategies: New product pricing strategies, Product mix pricing strategies, Price adjustment strategies, Price changes. Ethical dimensions in pricing. | |
Unit-4 |
Teaching Hours:6 |
Pricing
|
|
Level of knowledge: Conceptual Pricing, Pricing methods, Factors affecting pricing, Types of pricing, Pricing strategies: New product pricing strategies, Product mix pricing strategies, Price adjustment strategies, Price changes. Ethical dimensions in pricing. | |
Unit-4 |
Teaching Hours:6 |
Pricing
|
|
Level of knowledge: Conceptual Pricing, Pricing methods, Factors affecting pricing, Types of pricing, Pricing strategies: New product pricing strategies, Product mix pricing strategies, Price adjustment strategies, Price changes. Ethical dimensions in pricing. | |
Unit-4 |
Teaching Hours:6 |
Pricing
|
|
Level of knowledge: Conceptual Pricing, Pricing methods, Factors affecting pricing, Types of pricing, Pricing strategies: New product pricing strategies, Product mix pricing strategies, Price adjustment strategies, Price changes. Ethical dimensions in pricing. | |
Unit-4 |
Teaching Hours:6 |
Pricing
|
|
Level of knowledge: Conceptual Pricing, Pricing methods, Factors affecting pricing, Types of pricing, Pricing strategies: New product pricing strategies, Product mix pricing strategies, Price adjustment strategies, Price changes. Ethical dimensions in pricing. | |
Unit-4 |
Teaching Hours:6 |
Pricing
|
|
Level of knowledge: Conceptual Pricing, Pricing methods, Factors affecting pricing, Types of pricing, Pricing strategies: New product pricing strategies, Product mix pricing strategies, Price adjustment strategies, Price changes. Ethical dimensions in pricing. | |
Unit-4 |
Teaching Hours:6 |
Pricing
|
|
Level of knowledge: Conceptual Pricing, Pricing methods, Factors affecting pricing, Types of pricing, Pricing strategies: New product pricing strategies, Product mix pricing strategies, Price adjustment strategies, Price changes. Ethical dimensions in pricing. | |
Unit-4 |
Teaching Hours:6 |
Pricing
|
|
Level of knowledge: Conceptual Pricing, Pricing methods, Factors affecting pricing, Types of pricing, Pricing strategies: New product pricing strategies, Product mix pricing strategies, Price adjustment strategies, Price changes. Ethical dimensions in pricing. | |
Unit-4 |
Teaching Hours:6 |
Pricing
|
|
Level of knowledge: Conceptual Pricing, Pricing methods, Factors affecting pricing, Types of pricing, Pricing strategies: New product pricing strategies, Product mix pricing strategies, Price adjustment strategies, Price changes. Ethical dimensions in pricing. | |
Unit-4 |
Teaching Hours:6 |
Pricing
|
|
Level of knowledge: Conceptual Pricing, Pricing methods, Factors affecting pricing, Types of pricing, Pricing strategies: New product pricing strategies, Product mix pricing strategies, Price adjustment strategies, Price changes. Ethical dimensions in pricing. | |
Unit-4 |
Teaching Hours:6 |
Pricing
|
|
Level of knowledge: Conceptual Pricing, Pricing methods, Factors affecting pricing, Types of pricing, Pricing strategies: New product pricing strategies, Product mix pricing strategies, Price adjustment strategies, Price changes. Ethical dimensions in pricing. | |
Unit-5 |
Teaching Hours:6 |
Distribution Channels
|
|
Level of knowledge: Conceptual Marketing channels, structure, types levels of channels and Channel Management (Channel design and Channel Conflict) , e-tailing | |
Unit-5 |
Teaching Hours:6 |
Distribution Channels
|
|
Level of knowledge: Conceptual Marketing channels, structure, types levels of channels and Channel Management (Channel design and Channel Conflict) , e-tailing | |
Unit-5 |
Teaching Hours:6 |
Distribution Channels
|
|
Level of knowledge: Conceptual Marketing channels, structure, types levels of channels and Channel Management (Channel design and Channel Conflict) , e-tailing | |
Unit-5 |
Teaching Hours:6 |
Distribution Channels
|
|
Level of knowledge: Conceptual Marketing channels, structure, types levels of channels and Channel Management (Channel design and Channel Conflict) , e-tailing | |
Unit-5 |
Teaching Hours:6 |
Distribution Channels
|
|
Level of knowledge: Conceptual Marketing channels, structure, types levels of channels and Channel Management (Channel design and Channel Conflict) , e-tailing | |
Unit-5 |
Teaching Hours:6 |
Distribution Channels
|
|
Level of knowledge: Conceptual Marketing channels, structure, types levels of channels and Channel Management (Channel design and Channel Conflict) , e-tailing | |
Unit-5 |
Teaching Hours:6 |
Distribution Channels
|
|
Level of knowledge: Conceptual Marketing channels, structure, types levels of channels and Channel Management (Channel design and Channel Conflict) , e-tailing | |
Unit-5 |
Teaching Hours:6 |
Distribution Channels
|
|
Level of knowledge: Conceptual Marketing channels, structure, types levels of channels and Channel Management (Channel design and Channel Conflict) , e-tailing | |
Unit-5 |
Teaching Hours:6 |
Distribution Channels
|
|
Level of knowledge: Conceptual Marketing channels, structure, types levels of channels and Channel Management (Channel design and Channel Conflict) , e-tailing | |
Unit-5 |
Teaching Hours:6 |
Distribution Channels
|
|
Level of knowledge: Conceptual Marketing channels, structure, types levels of channels and Channel Management (Channel design and Channel Conflict) , e-tailing | |
Unit-5 |
Teaching Hours:6 |
Distribution Channels
|
|
Level of knowledge: Conceptual Marketing channels, structure, types levels of channels and Channel Management (Channel design and Channel Conflict) , e-tailing | |
Unit-5 |
Teaching Hours:6 |
Distribution Channels
|
|
Level of knowledge: Conceptual Marketing channels, structure, types levels of channels and Channel Management (Channel design and Channel Conflict) , e-tailing | |
Unit-5 |
Teaching Hours:6 |
Distribution Channels
|
|
Level of knowledge: Conceptual Marketing channels, structure, types levels of channels and Channel Management (Channel design and Channel Conflict) , e-tailing | |
Unit-5 |
Teaching Hours:6 |
Distribution Channels
|
|
Level of knowledge: Conceptual Marketing channels, structure, types levels of channels and Channel Management (Channel design and Channel Conflict) , e-tailing | |
Unit-5 |
Teaching Hours:6 |
Distribution Channels
|
|
Level of knowledge: Conceptual Marketing channels, structure, types levels of channels and Channel Management (Channel design and Channel Conflict) , e-tailing | |
Unit-5 |
Teaching Hours:6 |
Distribution Channels
|
|
Level of knowledge: Conceptual Marketing channels, structure, types levels of channels and Channel Management (Channel design and Channel Conflict) , e-tailing | |
Unit-5 |
Teaching Hours:6 |
Distribution Channels
|
|
Level of knowledge: Conceptual Marketing channels, structure, types levels of channels and Channel Management (Channel design and Channel Conflict) , e-tailing | |
Unit-5 |
Teaching Hours:6 |
Distribution Channels
|
|
Level of knowledge: Conceptual Marketing channels, structure, types levels of channels and Channel Management (Channel design and Channel Conflict) , e-tailing | |
Unit-5 |
Teaching Hours:6 |
Distribution Channels
|
|
Level of knowledge: Conceptual Marketing channels, structure, types levels of channels and Channel Management (Channel design and Channel Conflict) , e-tailing | |
Unit-6 |
Teaching Hours:10 |
Promotion
|
|
Level of knowledge: Conceptual Elements and tools of Integrated Marketing communication, Advertising, sales promotion, personal selling .Public and customer relations, direct and online marketing, multi-level marketing-the new marketing model. Other promotional strategies (Buzz Marketing, Stealth Marketing and Guerilla Marketing) | |
Unit-6 |
Teaching Hours:10 |
Promotion
|
|
Level of knowledge: Conceptual Elements and tools of Integrated Marketing communication, Advertising, sales promotion, personal selling .Public and customer relations, direct and online marketing, multi-level marketing-the new marketing model. Other promotional strategies (Buzz Marketing, Stealth Marketing and Guerilla Marketing) | |
Unit-6 |
Teaching Hours:10 |
Promotion
|
|
Level of knowledge: Conceptual Elements and tools of Integrated Marketing communication, Advertising, sales promotion, personal selling .Public and customer relations, direct and online marketing, multi-level marketing-the new marketing model. Other promotional strategies (Buzz Marketing, Stealth Marketing and Guerilla Marketing) | |
Unit-6 |
Teaching Hours:10 |
Promotion
|
|
Level of knowledge: Conceptual Elements and tools of Integrated Marketing communication, Advertising, sales promotion, personal selling .Public and customer relations, direct and online marketing, multi-level marketing-the new marketing model. Other promotional strategies (Buzz Marketing, Stealth Marketing and Guerilla Marketing) | |
Unit-6 |
Teaching Hours:10 |
Promotion
|
|
Level of knowledge: Conceptual Elements and tools of Integrated Marketing communication, Advertising, sales promotion, personal selling .Public and customer relations, direct and online marketing, multi-level marketing-the new marketing model. Other promotional strategies (Buzz Marketing, Stealth Marketing and Guerilla Marketing) | |
Unit-6 |
Teaching Hours:10 |
Promotion
|
|
Level of knowledge: Conceptual Elements and tools of Integrated Marketing communication, Advertising, sales promotion, personal selling .Public and customer relations, direct and online marketing, multi-level marketing-the new marketing model. Other promotional strategies (Buzz Marketing, Stealth Marketing and Guerilla Marketing) | |
Unit-6 |
Teaching Hours:10 |
Promotion
|
|
Level of knowledge: Conceptual Elements and tools of Integrated Marketing communication, Advertising, sales promotion, personal selling .Public and customer relations, direct and online marketing, multi-level marketing-the new marketing model. Other promotional strategies (Buzz Marketing, Stealth Marketing and Guerilla Marketing) | |
Unit-6 |
Teaching Hours:10 |
Promotion
|
|
Level of knowledge: Conceptual Elements and tools of Integrated Marketing communication, Advertising, sales promotion, personal selling .Public and customer relations, direct and online marketing, multi-level marketing-the new marketing model. Other promotional strategies (Buzz Marketing, Stealth Marketing and Guerilla Marketing) | |
Unit-6 |
Teaching Hours:10 |
Promotion
|
|
Level of knowledge: Conceptual Elements and tools of Integrated Marketing communication, Advertising, sales promotion, personal selling .Public and customer relations, direct and online marketing, multi-level marketing-the new marketing model. Other promotional strategies (Buzz Marketing, Stealth Marketing and Guerilla Marketing) | |
Unit-6 |
Teaching Hours:10 |
Promotion
|
|
Level of knowledge: Conceptual Elements and tools of Integrated Marketing communication, Advertising, sales promotion, personal selling .Public and customer relations, direct and online marketing, multi-level marketing-the new marketing model. Other promotional strategies (Buzz Marketing, Stealth Marketing and Guerilla Marketing) | |
Unit-6 |
Teaching Hours:10 |
Promotion
|
|
Level of knowledge: Conceptual Elements and tools of Integrated Marketing communication, Advertising, sales promotion, personal selling .Public and customer relations, direct and online marketing, multi-level marketing-the new marketing model. Other promotional strategies (Buzz Marketing, Stealth Marketing and Guerilla Marketing) | |
Unit-6 |
Teaching Hours:10 |
Promotion
|
|
Level of knowledge: Conceptual Elements and tools of Integrated Marketing communication, Advertising, sales promotion, personal selling .Public and customer relations, direct and online marketing, multi-level marketing-the new marketing model. Other promotional strategies (Buzz Marketing, Stealth Marketing and Guerilla Marketing) | |
Unit-6 |
Teaching Hours:10 |
Promotion
|
|
Level of knowledge: Conceptual Elements and tools of Integrated Marketing communication, Advertising, sales promotion, personal selling .Public and customer relations, direct and online marketing, multi-level marketing-the new marketing model. Other promotional strategies (Buzz Marketing, Stealth Marketing and Guerilla Marketing) | |
Unit-6 |
Teaching Hours:10 |
Promotion
|
|
Level of knowledge: Conceptual Elements and tools of Integrated Marketing communication, Advertising, sales promotion, personal selling .Public and customer relations, direct and online marketing, multi-level marketing-the new marketing model. Other promotional strategies (Buzz Marketing, Stealth Marketing and Guerilla Marketing) | |
Unit-6 |
Teaching Hours:10 |
Promotion
|
|
Level of knowledge: Conceptual Elements and tools of Integrated Marketing communication, Advertising, sales promotion, personal selling .Public and customer relations, direct and online marketing, multi-level marketing-the new marketing model. Other promotional strategies (Buzz Marketing, Stealth Marketing and Guerilla Marketing) | |
Unit-6 |
Teaching Hours:10 |
Promotion
|
|
Level of knowledge: Conceptual Elements and tools of Integrated Marketing communication, Advertising, sales promotion, personal selling .Public and customer relations, direct and online marketing, multi-level marketing-the new marketing model. Other promotional strategies (Buzz Marketing, Stealth Marketing and Guerilla Marketing) | |
Unit-6 |
Teaching Hours:10 |
Promotion
|
|
Level of knowledge: Conceptual Elements and tools of Integrated Marketing communication, Advertising, sales promotion, personal selling .Public and customer relations, direct and online marketing, multi-level marketing-the new marketing model. Other promotional strategies (Buzz Marketing, Stealth Marketing and Guerilla Marketing) | |
Unit-6 |
Teaching Hours:10 |
Promotion
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|
Level of knowledge: Conceptual Elements and tools of Integrated Marketing communication, Advertising, sales promotion, personal selling .Public and customer relations, direct and online marketing, multi-level marketing-the new marketing model. Other promotional strategies (Buzz Marketing, Stealth Marketing and Guerilla Marketing) | |
Unit-6 |
Teaching Hours:10 |
Promotion
|
|
Level of knowledge: Conceptual Elements and tools of Integrated Marketing communication, Advertising, sales promotion, personal selling .Public and customer relations, direct and online marketing, multi-level marketing-the new marketing model. Other promotional strategies (Buzz Marketing, Stealth Marketing and Guerilla Marketing) | |
Unit-7 |
Teaching Hours:10 |
Socially Responsible Marketing and Competitive Dynamics
|
|
Level of knowledge: Conceptual Marketing Ethics, Sustainable Marketing, Social Criticisms of Marketing, Marketing’s Impact on Individual, Marketing’s Impact on Society as a Whole, Marketing’s Impact on Other Businesses, Competitive Dynamics: Competitive Strategies for Market, Other Competitive Strategies– Market Challenger Strategies Market Follower Strategies, Market Nicher Strategies | |
Unit-7 |
Teaching Hours:10 |
Socially Responsible Marketing and Competitive Dynamics
|
|
Level of knowledge: Conceptual Marketing Ethics, Sustainable Marketing, Social Criticisms of Marketing, Marketing’s Impact on Individual, Marketing’s Impact on Society as a Whole, Marketing’s Impact on Other Businesses, Competitive Dynamics: Competitive Strategies for Market, Other Competitive Strategies– Market Challenger Strategies Market Follower Strategies, Market Nicher Strategies | |
Unit-7 |
Teaching Hours:10 |
Socially Responsible Marketing and Competitive Dynamics
|
|
Level of knowledge: Conceptual Marketing Ethics, Sustainable Marketing, Social Criticisms of Marketing, Marketing’s Impact on Individual, Marketing’s Impact on Society as a Whole, Marketing’s Impact on Other Businesses, Competitive Dynamics: Competitive Strategies for Market, Other Competitive Strategies– Market Challenger Strategies Market Follower Strategies, Market Nicher Strategies | |
Unit-7 |
Teaching Hours:10 |
Socially Responsible Marketing and Competitive Dynamics
|
|
Level of knowledge: Conceptual Marketing Ethics, Sustainable Marketing, Social Criticisms of Marketing, Marketing’s Impact on Individual, Marketing’s Impact on Society as a Whole, Marketing’s Impact on Other Businesses, Competitive Dynamics: Competitive Strategies for Market, Other Competitive Strategies– Market Challenger Strategies Market Follower Strategies, Market Nicher Strategies | |
Unit-7 |
Teaching Hours:10 |
Socially Responsible Marketing and Competitive Dynamics
|
|
Level of knowledge: Conceptual Marketing Ethics, Sustainable Marketing, Social Criticisms of Marketing, Marketing’s Impact on Individual, Marketing’s Impact on Society as a Whole, Marketing’s Impact on Other Businesses, Competitive Dynamics: Competitive Strategies for Market, Other Competitive Strategies– Market Challenger Strategies Market Follower Strategies, Market Nicher Strategies | |
Unit-7 |
Teaching Hours:10 |
Socially Responsible Marketing and Competitive Dynamics
|
|
Level of knowledge: Conceptual Marketing Ethics, Sustainable Marketing, Social Criticisms of Marketing, Marketing’s Impact on Individual, Marketing’s Impact on Society as a Whole, Marketing’s Impact on Other Businesses, Competitive Dynamics: Competitive Strategies for Market, Other Competitive Strategies– Market Challenger Strategies Market Follower Strategies, Market Nicher Strategies | |
Unit-7 |
Teaching Hours:10 |
Socially Responsible Marketing and Competitive Dynamics
|
|
Level of knowledge: Conceptual Marketing Ethics, Sustainable Marketing, Social Criticisms of Marketing, Marketing’s Impact on Individual, Marketing’s Impact on Society as a Whole, Marketing’s Impact on Other Businesses, Competitive Dynamics: Competitive Strategies for Market, Other Competitive Strategies– Market Challenger Strategies Market Follower Strategies, Market Nicher Strategies | |
Unit-7 |
Teaching Hours:10 |
Socially Responsible Marketing and Competitive Dynamics
|
|
Level of knowledge: Conceptual Marketing Ethics, Sustainable Marketing, Social Criticisms of Marketing, Marketing’s Impact on Individual, Marketing’s Impact on Society as a Whole, Marketing’s Impact on Other Businesses, Competitive Dynamics: Competitive Strategies for Market, Other Competitive Strategies– Market Challenger Strategies Market Follower Strategies, Market Nicher Strategies | |
Unit-7 |
Teaching Hours:10 |
Socially Responsible Marketing and Competitive Dynamics
|
|
Level of knowledge: Conceptual Marketing Ethics, Sustainable Marketing, Social Criticisms of Marketing, Marketing’s Impact on Individual, Marketing’s Impact on Society as a Whole, Marketing’s Impact on Other Businesses, Competitive Dynamics: Competitive Strategies for Market, Other Competitive Strategies– Market Challenger Strategies Market Follower Strategies, Market Nicher Strategies | |
Unit-7 |
Teaching Hours:10 |
Socially Responsible Marketing and Competitive Dynamics
|
|
Level of knowledge: Conceptual Marketing Ethics, Sustainable Marketing, Social Criticisms of Marketing, Marketing’s Impact on Individual, Marketing’s Impact on Society as a Whole, Marketing’s Impact on Other Businesses, Competitive Dynamics: Competitive Strategies for Market, Other Competitive Strategies– Market Challenger Strategies Market Follower Strategies, Market Nicher Strategies | |
Unit-7 |
Teaching Hours:10 |
Socially Responsible Marketing and Competitive Dynamics
|
|
Level of knowledge: Conceptual Marketing Ethics, Sustainable Marketing, Social Criticisms of Marketing, Marketing’s Impact on Individual, Marketing’s Impact on Society as a Whole, Marketing’s Impact on Other Businesses, Competitive Dynamics: Competitive Strategies for Market, Other Competitive Strategies– Market Challenger Strategies Market Follower Strategies, Market Nicher Strategies | |
Unit-7 |
Teaching Hours:10 |
Socially Responsible Marketing and Competitive Dynamics
|
|
Level of knowledge: Conceptual Marketing Ethics, Sustainable Marketing, Social Criticisms of Marketing, Marketing’s Impact on Individual, Marketing’s Impact on Society as a Whole, Marketing’s Impact on Other Businesses, Competitive Dynamics: Competitive Strategies for Market, Other Competitive Strategies– Market Challenger Strategies Market Follower Strategies, Market Nicher Strategies | |
Unit-7 |
Teaching Hours:10 |
Socially Responsible Marketing and Competitive Dynamics
|
|
Level of knowledge: Conceptual Marketing Ethics, Sustainable Marketing, Social Criticisms of Marketing, Marketing’s Impact on Individual, Marketing’s Impact on Society as a Whole, Marketing’s Impact on Other Businesses, Competitive Dynamics: Competitive Strategies for Market, Other Competitive Strategies– Market Challenger Strategies Market Follower Strategies, Market Nicher Strategies | |
Unit-7 |
Teaching Hours:10 |
Socially Responsible Marketing and Competitive Dynamics
|
|
Level of knowledge: Conceptual Marketing Ethics, Sustainable Marketing, Social Criticisms of Marketing, Marketing’s Impact on Individual, Marketing’s Impact on Society as a Whole, Marketing’s Impact on Other Businesses, Competitive Dynamics: Competitive Strategies for Market, Other Competitive Strategies– Market Challenger Strategies Market Follower Strategies, Market Nicher Strategies | |
Unit-7 |
Teaching Hours:10 |
Socially Responsible Marketing and Competitive Dynamics
|
|
Level of knowledge: Conceptual Marketing Ethics, Sustainable Marketing, Social Criticisms of Marketing, Marketing’s Impact on Individual, Marketing’s Impact on Society as a Whole, Marketing’s Impact on Other Businesses, Competitive Dynamics: Competitive Strategies for Market, Other Competitive Strategies– Market Challenger Strategies Market Follower Strategies, Market Nicher Strategies | |
Unit-7 |
Teaching Hours:10 |
Socially Responsible Marketing and Competitive Dynamics
|
|
Level of knowledge: Conceptual Marketing Ethics, Sustainable Marketing, Social Criticisms of Marketing, Marketing’s Impact on Individual, Marketing’s Impact on Society as a Whole, Marketing’s Impact on Other Businesses, Competitive Dynamics: Competitive Strategies for Market, Other Competitive Strategies– Market Challenger Strategies Market Follower Strategies, Market Nicher Strategies | |
Unit-7 |
Teaching Hours:10 |
Socially Responsible Marketing and Competitive Dynamics
|
|
Level of knowledge: Conceptual Marketing Ethics, Sustainable Marketing, Social Criticisms of Marketing, Marketing’s Impact on Individual, Marketing’s Impact on Society as a Whole, Marketing’s Impact on Other Businesses, Competitive Dynamics: Competitive Strategies for Market, Other Competitive Strategies– Market Challenger Strategies Market Follower Strategies, Market Nicher Strategies | |
Unit-7 |
Teaching Hours:10 |
Socially Responsible Marketing and Competitive Dynamics
|
|
Level of knowledge: Conceptual Marketing Ethics, Sustainable Marketing, Social Criticisms of Marketing, Marketing’s Impact on Individual, Marketing’s Impact on Society as a Whole, Marketing’s Impact on Other Businesses, Competitive Dynamics: Competitive Strategies for Market, Other Competitive Strategies– Market Challenger Strategies Market Follower Strategies, Market Nicher Strategies | |
Unit-7 |
Teaching Hours:10 |
Socially Responsible Marketing and Competitive Dynamics
|
|
Level of knowledge: Conceptual Marketing Ethics, Sustainable Marketing, Social Criticisms of Marketing, Marketing’s Impact on Individual, Marketing’s Impact on Society as a Whole, Marketing’s Impact on Other Businesses, Competitive Dynamics: Competitive Strategies for Market, Other Competitive Strategies– Market Challenger Strategies Market Follower Strategies, Market Nicher Strategies | |
Text Books And Reference Books: 1. Kotler.P, &Keller.K.L., Koshy & Jha (2020). Marketing Management, 20th edition, Pearson | |
Essential Reading / Recommended Reading Reference Books: 1. Marshall & Johnston, Marketing Management, McGraw Hill 2. Kotler & Armstrong, 15th ed., Principles of Marketing Management, Pearson publication 3. Chernev & Kotler, 5th ed., Strategic Marketing Management, Brightstar Media 4. Stanton, Etzel, Walker, Fundamentals of Marketing, Tata-McGraw Hill, New Delhi. 5. Saxena, Rajan, Marketing Management, Tata-McGraw Hill, New Delhi. 6. McCarthy, E.J., (2016). Basic Marketing: A managerial approach. Irwin, New York. 7. V. S. Ramaswamy and S. Namakumari ,Marketing Management, Sage Publications | |
Evaluation Pattern CIA 1- for 20 marks. Report submission either individual or in group CIA 2 - For 25 marks- Written exam for 50 marks, converted to 25 marks. CIA 3 - For 20 Marks- Report Submission either individual of in group. ESE- For 30 Marks- Written Exam conducted for 2 hours for 50 Marks converted to 30 Attendance percentage - carry a maximum of 5 Marks. | |
BBA103-2 - FINANCIAL INSTITUTIONS, MARKETS, AND SERVICES (2024 Batch) | |
Total Teaching Hours for Semester:60 |
No of Lecture Hours/Week:4 |
Max Marks:100 |
Credits:4 |
Course Objectives/Course Description |
|
Course Description: This course make students familiarize with various components of a financial system and enable them to understand the mechanisms in exchange of funds among various participants in the financial system. The course focuses on providing knowledge about the institutions, markets and services which are the integral parts in any financial system. The course also introduces students to the various financial instruments dealt in the Indian financial markets and provides an insight into the international financial markets. Course Objectives:
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Learning Outcome |
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CLO1: Understand the components of Indian Financial System CLO2: Demonstrate the role of regulatory authorities in financial system. CLO3: Evaluate the impact of money market and capital market operations. CLO4: Assess the functions of various financial institutions and financial services CLO5: Examine the importance of International Financial markets. |
Unit-1 |
Teaching Hours:4 |
Unit I: Introduction
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|
Level of knowledge: Basic Meaning – Structure - Functions - Components of financial system - Financial system and economic development - Reforms in Financial Sector in India, Recent Fiscal Policies in India. | |
Unit-1 |
Teaching Hours:4 |
Unit I: Introduction
|
|
Level of knowledge: Basic Meaning – Structure - Functions - Components of financial system - Financial system and economic development - Reforms in Financial Sector in India, Recent Fiscal Policies in India. | |
Unit-1 |
Teaching Hours:4 |
Unit I: Introduction
|
|
Level of knowledge: Basic Meaning – Structure - Functions - Components of financial system - Financial system and economic development - Reforms in Financial Sector in India, Recent Fiscal Policies in India. | |
Unit-1 |
Teaching Hours:4 |
Unit I: Introduction
|
|
Level of knowledge: Basic Meaning – Structure - Functions - Components of financial system - Financial system and economic development - Reforms in Financial Sector in India, Recent Fiscal Policies in India. | |
Unit-1 |
Teaching Hours:4 |
Unit I: Introduction
|
|
Level of knowledge: Basic Meaning – Structure - Functions - Components of financial system - Financial system and economic development - Reforms in Financial Sector in India, Recent Fiscal Policies in India. | |
Unit-2 |
Teaching Hours:10 |
Unit II: Banking Institutions
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|
Level of knowledge: Conceptual Institutional structure in India- Commercial - Cooperative banks - Private sector banks - Branch Banking Vs Unit Banking and other Banking Systems, Deposit Banking Vs Commercial Banking, Bank Lending, RBI Functions - Banking regulation and requirement - licensing and supervision, capital reserve, corporate governance, financial reporting and disclosures, Monetary Policy, Capital Adequacy-Banking ombudsman scheme - Basel norms.
| |
Unit-2 |
Teaching Hours:10 |
Unit II: Banking Institutions
|
|
Level of knowledge: Conceptual Institutional structure in India- Commercial - Cooperative banks - Private sector banks - Branch Banking Vs Unit Banking and other Banking Systems, Deposit Banking Vs Commercial Banking, Bank Lending, RBI Functions - Banking regulation and requirement - licensing and supervision, capital reserve, corporate governance, financial reporting and disclosures, Monetary Policy, Capital Adequacy-Banking ombudsman scheme - Basel norms.
| |
Unit-2 |
Teaching Hours:10 |
Unit II: Banking Institutions
|
|
Level of knowledge: Conceptual Institutional structure in India- Commercial - Cooperative banks - Private sector banks - Branch Banking Vs Unit Banking and other Banking Systems, Deposit Banking Vs Commercial Banking, Bank Lending, RBI Functions - Banking regulation and requirement - licensing and supervision, capital reserve, corporate governance, financial reporting and disclosures, Monetary Policy, Capital Adequacy-Banking ombudsman scheme - Basel norms.
| |
Unit-2 |
Teaching Hours:10 |
Unit II: Banking Institutions
|
|
Level of knowledge: Conceptual Institutional structure in India- Commercial - Cooperative banks - Private sector banks - Branch Banking Vs Unit Banking and other Banking Systems, Deposit Banking Vs Commercial Banking, Bank Lending, RBI Functions - Banking regulation and requirement - licensing and supervision, capital reserve, corporate governance, financial reporting and disclosures, Monetary Policy, Capital Adequacy-Banking ombudsman scheme - Basel norms.
| |
Unit-2 |
Teaching Hours:10 |
Unit II: Banking Institutions
|
|
Level of knowledge: Conceptual Institutional structure in India- Commercial - Cooperative banks - Private sector banks - Branch Banking Vs Unit Banking and other Banking Systems, Deposit Banking Vs Commercial Banking, Bank Lending, RBI Functions - Banking regulation and requirement - licensing and supervision, capital reserve, corporate governance, financial reporting and disclosures, Monetary Policy, Capital Adequacy-Banking ombudsman scheme - Basel norms.
| |
Unit-3 |
Teaching Hours:10 |
Unit III: Nonbanking Institutions
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Level of knowledge: Conceptual Introduction to NBFC, Functions of NBFC, Non-Bank Financial Intermediaries - Institutional structure in India - Types and comparison of asset liability structures of various NBFCs, NBFCs and Development Finance institutions. Financial services: Fund based services – Leasing – Hire Purchase – Consumer Credit – Bill Discounting – Factoring, Fee based services – Issue Management, Merchant Banking, Credit rating, Debt Restructuring. | |
Unit-3 |
Teaching Hours:10 |
Unit III: Nonbanking Institutions
|
|
Level of knowledge: Conceptual Introduction to NBFC, Functions of NBFC, Non-Bank Financial Intermediaries - Institutional structure in India - Types and comparison of asset liability structures of various NBFCs, NBFCs and Development Finance institutions. Financial services: Fund based services – Leasing – Hire Purchase – Consumer Credit – Bill Discounting – Factoring, Fee based services – Issue Management, Merchant Banking, Credit rating, Debt Restructuring. | |
Unit-3 |
Teaching Hours:10 |
Unit III: Nonbanking Institutions
|
|
Level of knowledge: Conceptual Introduction to NBFC, Functions of NBFC, Non-Bank Financial Intermediaries - Institutional structure in India - Types and comparison of asset liability structures of various NBFCs, NBFCs and Development Finance institutions. Financial services: Fund based services – Leasing – Hire Purchase – Consumer Credit – Bill Discounting – Factoring, Fee based services – Issue Management, Merchant Banking, Credit rating, Debt Restructuring. | |
Unit-3 |
Teaching Hours:10 |
Unit III: Nonbanking Institutions
|
|
Level of knowledge: Conceptual Introduction to NBFC, Functions of NBFC, Non-Bank Financial Intermediaries - Institutional structure in India - Types and comparison of asset liability structures of various NBFCs, NBFCs and Development Finance institutions. Financial services: Fund based services – Leasing – Hire Purchase – Consumer Credit – Bill Discounting – Factoring, Fee based services – Issue Management, Merchant Banking, Credit rating, Debt Restructuring. | |
Unit-3 |
Teaching Hours:10 |
Unit III: Nonbanking Institutions
|
|
Level of knowledge: Conceptual Introduction to NBFC, Functions of NBFC, Non-Bank Financial Intermediaries - Institutional structure in India - Types and comparison of asset liability structures of various NBFCs, NBFCs and Development Finance institutions. Financial services: Fund based services – Leasing – Hire Purchase – Consumer Credit – Bill Discounting – Factoring, Fee based services – Issue Management, Merchant Banking, Credit rating, Debt Restructuring. | |
Unit-4 |
Teaching Hours:8 |
Unit IV: Money Market
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Level of knowledge: Analytical Meaning – Significance - Structure-Features of money market - Money market instruments - Reforms in money market, Role of SEBI in Money Market. | |
Unit-4 |
Teaching Hours:8 |
Unit IV: Money Market
|
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Level of knowledge: Analytical Meaning – Significance - Structure-Features of money market - Money market instruments - Reforms in money market, Role of SEBI in Money Market. | |
Unit-4 |
Teaching Hours:8 |
Unit IV: Money Market
|
|
Level of knowledge: Analytical Meaning – Significance - Structure-Features of money market - Money market instruments - Reforms in money market, Role of SEBI in Money Market. | |
Unit-4 |
Teaching Hours:8 |
Unit IV: Money Market
|
|
Level of knowledge: Analytical Meaning – Significance - Structure-Features of money market - Money market instruments - Reforms in money market, Role of SEBI in Money Market. | |
Unit-4 |
Teaching Hours:8 |
Unit IV: Money Market
|
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Level of knowledge: Analytical Meaning – Significance - Structure-Features of money market - Money market instruments - Reforms in money market, Role of SEBI in Money Market. | |
Unit-5 |
Teaching Hours:10 |
Unit V: Capital Market
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Level of knowledge: Analytical Meaning – Classification - Functions – Types - Primary market - Secondary market -functioning of various stock exchanges - NSE, BSE, OTCEI - Financial instruments in capital market: Shares - Mutual Funds – Debentures - Bonds - Long term loans market - Derivatives Market - Government Securities market - Capital market scams, Role and Functions of SEBI. | |
Unit-5 |
Teaching Hours:10 |
Unit V: Capital Market
|
|
Level of knowledge: Analytical Meaning – Classification - Functions – Types - Primary market - Secondary market -functioning of various stock exchanges - NSE, BSE, OTCEI - Financial instruments in capital market: Shares - Mutual Funds – Debentures - Bonds - Long term loans market - Derivatives Market - Government Securities market - Capital market scams, Role and Functions of SEBI. | |
Unit-5 |
Teaching Hours:10 |
Unit V: Capital Market
|
|
Level of knowledge: Analytical Meaning – Classification - Functions – Types - Primary market - Secondary market -functioning of various stock exchanges - NSE, BSE, OTCEI - Financial instruments in capital market: Shares - Mutual Funds – Debentures - Bonds - Long term loans market - Derivatives Market - Government Securities market - Capital market scams, Role and Functions of SEBI. | |
Unit-5 |
Teaching Hours:10 |
Unit V: Capital Market
|
|
Level of knowledge: Analytical Meaning – Classification - Functions – Types - Primary market - Secondary market -functioning of various stock exchanges - NSE, BSE, OTCEI - Financial instruments in capital market: Shares - Mutual Funds – Debentures - Bonds - Long term loans market - Derivatives Market - Government Securities market - Capital market scams, Role and Functions of SEBI. | |
Unit-5 |
Teaching Hours:10 |
Unit V: Capital Market
|
|
Level of knowledge: Analytical Meaning – Classification - Functions – Types - Primary market - Secondary market -functioning of various stock exchanges - NSE, BSE, OTCEI - Financial instruments in capital market: Shares - Mutual Funds – Debentures - Bonds - Long term loans market - Derivatives Market - Government Securities market - Capital market scams, Role and Functions of SEBI. | |
Unit-6 |
Teaching Hours:10 |
Unit VI: Insurance Management
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Level of knowledge: Conceptual Introduction to Insurance, Insurance and Hedging, Types of Insurance, Classification of Insurance, Fundamental Principles of Life Insurance, Life Insurance Products, General Insurance and its fundamental principles, Insurance Intermediaries, Claim Settle Process, IRDA-Duties, Power and Functions of IRDA. | |
Unit-6 |
Teaching Hours:10 |
Unit VI: Insurance Management
|
|
Level of knowledge: Conceptual Introduction to Insurance, Insurance and Hedging, Types of Insurance, Classification of Insurance, Fundamental Principles of Life Insurance, Life Insurance Products, General Insurance and its fundamental principles, Insurance Intermediaries, Claim Settle Process, IRDA-Duties, Power and Functions of IRDA. | |
Unit-6 |
Teaching Hours:10 |
Unit VI: Insurance Management
|
|
Level of knowledge: Conceptual Introduction to Insurance, Insurance and Hedging, Types of Insurance, Classification of Insurance, Fundamental Principles of Life Insurance, Life Insurance Products, General Insurance and its fundamental principles, Insurance Intermediaries, Claim Settle Process, IRDA-Duties, Power and Functions of IRDA. | |
Unit-6 |
Teaching Hours:10 |
Unit VI: Insurance Management
|
|
Level of knowledge: Conceptual Introduction to Insurance, Insurance and Hedging, Types of Insurance, Classification of Insurance, Fundamental Principles of Life Insurance, Life Insurance Products, General Insurance and its fundamental principles, Insurance Intermediaries, Claim Settle Process, IRDA-Duties, Power and Functions of IRDA. | |
Unit-6 |
Teaching Hours:10 |
Unit VI: Insurance Management
|
|
Level of knowledge: Conceptual Introduction to Insurance, Insurance and Hedging, Types of Insurance, Classification of Insurance, Fundamental Principles of Life Insurance, Life Insurance Products, General Insurance and its fundamental principles, Insurance Intermediaries, Claim Settle Process, IRDA-Duties, Power and Functions of IRDA. | |
Unit-7 |
Teaching Hours:8 |
Unit VII: International Financial System
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Level of knowledge: Conceptual FEMA, Forex market rate determination Nature, Organization and Participants- Offshore Financing Instruments- Foreign Exchange market, Exchange rate movements, factors that influence exchange rates, movements in cross exchange rates, concepts of international arbitrage, Foreign Direct Investment and Foreign Institutional Investment. | |
Unit-7 |
Teaching Hours:8 |
Unit VII: International Financial System
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|
Level of knowledge: Conceptual FEMA, Forex market rate determination Nature, Organization and Participants- Offshore Financing Instruments- Foreign Exchange market, Exchange rate movements, factors that influence exchange rates, movements in cross exchange rates, concepts of international arbitrage, Foreign Direct Investment and Foreign Institutional Investment. | |
Unit-7 |
Teaching Hours:8 |
Unit VII: International Financial System
|
|
Level of knowledge: Conceptual FEMA, Forex market rate determination Nature, Organization and Participants- Offshore Financing Instruments- Foreign Exchange market, Exchange rate movements, factors that influence exchange rates, movements in cross exchange rates, concepts of international arbitrage, Foreign Direct Investment and Foreign Institutional Investment. | |
Unit-7 |
Teaching Hours:8 |
Unit VII: International Financial System
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|
Level of knowledge: Conceptual FEMA, Forex market rate determination Nature, Organization and Participants- Offshore Financing Instruments- Foreign Exchange market, Exchange rate movements, factors that influence exchange rates, movements in cross exchange rates, concepts of international arbitrage, Foreign Direct Investment and Foreign Institutional Investment. | |
Unit-7 |
Teaching Hours:8 |
Unit VII: International Financial System
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Level of knowledge: Conceptual FEMA, Forex market rate determination Nature, Organization and Participants- Offshore Financing Instruments- Foreign Exchange market, Exchange rate movements, factors that influence exchange rates, movements in cross exchange rates, concepts of international arbitrage, Foreign Direct Investment and Foreign Institutional Investment. | |
Text Books And Reference Books: 1. Pathak, B. V (2018). Indian Financial System. New Delhi: Pearson Education | |
Essential Reading / Recommended Reading
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Evaluation Pattern CIA 1 20 Marks CIA 2 25 Marks CIA 3 20 Marks ESE 30 Marks Attendance 5 Marks | |
BBA161-2 - MS EXCEL SKILLS FOR MANAGERS (2024 Batch) | |
Total Teaching Hours for Semester:30 |
No of Lecture Hours/Week:2 |
Max Marks:50 |
Credits:2 |
Course Objectives/Course Description |
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Course Description: In this course, you will learn the basic and advanced functions of Excel through guided demonstration. Each week, you will build on your Excel skills and be provided with an opportunity to practice what you’ve learned. Finally, you will have a chance to put your knowledge to work in a mini-project. Please note, the content in this course was developed using a Windows version of Excel 2013 and 2016. Course Learning Outcomes: CLO1: Students are able to demonstrate simple arithmetic calculations directly in a cell as well as by referring to another cell. CLO2: Students are able to compare and contrast between formulas and functions in Excel. CLO3: Students are able to examine and interpret data using the database functions of Excel. CLO4: Students are able to model the chart function of Excel to represent numeric data in multiple formats. |
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Learning Outcome |
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CO1: Students are able to demonstrate simple arithmetic calculations directly in a cell as well as by referring to another cell. CO2: Students are able to compare and contrast between formulas and functions in Excel. CO3: Students are able to examine and interpret data using the database functions of Excel. CO4: Students are able to model the chart function of Excel to represent numeric data in multiple formats. |
Unit-1 |
Teaching Hours:5 |
Introduction to Spreadsheet
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Level of Knowledge: Application
Understanding Microsoft Excel, Excel Workbook Windows, Basic Spreadsheet Skills, Excel Help System, Opening and Closing Workbooks, Understanding Workbook File Formats, Creating New Workbooks, Selecting Cells, Auto Sum and Auto Fill Function, Cell Referencing and Request, Formatting Cells, Formatting Numbers, Placing Cell Alignment, Cell, Rows and Columns, Understanding Worksheets, Editing, Copying and Moving Cells, Page Layouts in Excel, Proofing Workbook, Basic Options, Ribbons and Toolbar, AutoFilter, Advanced Filters, Managing Windows, Multiple Windows, Splitting Windows, Freezing Panes, Linking Data, Basics’ Assessment | |
Unit-1 |
Teaching Hours:5 |
Introduction to Spreadsheet
|
|
Level of Knowledge: Application
Understanding Microsoft Excel, Excel Workbook Windows, Basic Spreadsheet Skills, Excel Help System, Opening and Closing Workbooks, Understanding Workbook File Formats, Creating New Workbooks, Selecting Cells, Auto Sum and Auto Fill Function, Cell Referencing and Request, Formatting Cells, Formatting Numbers, Placing Cell Alignment, Cell, Rows and Columns, Understanding Worksheets, Editing, Copying and Moving Cells, Page Layouts in Excel, Proofing Workbook, Basic Options, Ribbons and Toolbar, AutoFilter, Advanced Filters, Managing Windows, Multiple Windows, Splitting Windows, Freezing Panes, Linking Data, Basics’ Assessment | |
Unit-1 |
Teaching Hours:5 |
Introduction to Spreadsheet
|
|
Level of Knowledge: Application
Understanding Microsoft Excel, Excel Workbook Windows, Basic Spreadsheet Skills, Excel Help System, Opening and Closing Workbooks, Understanding Workbook File Formats, Creating New Workbooks, Selecting Cells, Auto Sum and Auto Fill Function, Cell Referencing and Request, Formatting Cells, Formatting Numbers, Placing Cell Alignment, Cell, Rows and Columns, Understanding Worksheets, Editing, Copying and Moving Cells, Page Layouts in Excel, Proofing Workbook, Basic Options, Ribbons and Toolbar, AutoFilter, Advanced Filters, Managing Windows, Multiple Windows, Splitting Windows, Freezing Panes, Linking Data, Basics’ Assessment | |
Unit-1 |
Teaching Hours:5 |
Introduction to Spreadsheet
|
|
Level of Knowledge: Application
Understanding Microsoft Excel, Excel Workbook Windows, Basic Spreadsheet Skills, Excel Help System, Opening and Closing Workbooks, Understanding Workbook File Formats, Creating New Workbooks, Selecting Cells, Auto Sum and Auto Fill Function, Cell Referencing and Request, Formatting Cells, Formatting Numbers, Placing Cell Alignment, Cell, Rows and Columns, Understanding Worksheets, Editing, Copying and Moving Cells, Page Layouts in Excel, Proofing Workbook, Basic Options, Ribbons and Toolbar, AutoFilter, Advanced Filters, Managing Windows, Multiple Windows, Splitting Windows, Freezing Panes, Linking Data, Basics’ Assessment | |
Unit-1 |
Teaching Hours:5 |
Introduction to Spreadsheet
|
|
Level of Knowledge: Application
Understanding Microsoft Excel, Excel Workbook Windows, Basic Spreadsheet Skills, Excel Help System, Opening and Closing Workbooks, Understanding Workbook File Formats, Creating New Workbooks, Selecting Cells, Auto Sum and Auto Fill Function, Cell Referencing and Request, Formatting Cells, Formatting Numbers, Placing Cell Alignment, Cell, Rows and Columns, Understanding Worksheets, Editing, Copying and Moving Cells, Page Layouts in Excel, Proofing Workbook, Basic Options, Ribbons and Toolbar, AutoFilter, Advanced Filters, Managing Windows, Multiple Windows, Splitting Windows, Freezing Panes, Linking Data, Basics’ Assessment | |
Unit-2 |
Teaching Hours:5 |
Functional tools in Spread sheet
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Level of Knowledge: Application
Introduction to Excel Spreadsheet Intermediate Level, Defining Names in Excel, Sorting Data, Using Excel Tables, Filtering Data in Excel, Find and Replace, Headers and Footers, Adding Comment, Conditional Formatting, Understand Charts, Chart Design Options and Tools, Chart Format Tools, Combo Charts | |
Unit-2 |
Teaching Hours:5 |
Functional tools in Spread sheet
|
|
Level of Knowledge: Application
Introduction to Excel Spreadsheet Intermediate Level, Defining Names in Excel, Sorting Data, Using Excel Tables, Filtering Data in Excel, Find and Replace, Headers and Footers, Adding Comment, Conditional Formatting, Understand Charts, Chart Design Options and Tools, Chart Format Tools, Combo Charts | |
Unit-2 |
Teaching Hours:5 |
Functional tools in Spread sheet
|
|
Level of Knowledge: Application
Introduction to Excel Spreadsheet Intermediate Level, Defining Names in Excel, Sorting Data, Using Excel Tables, Filtering Data in Excel, Find and Replace, Headers and Footers, Adding Comment, Conditional Formatting, Understand Charts, Chart Design Options and Tools, Chart Format Tools, Combo Charts | |
Unit-2 |
Teaching Hours:5 |
Functional tools in Spread sheet
|
|
Level of Knowledge: Application
Introduction to Excel Spreadsheet Intermediate Level, Defining Names in Excel, Sorting Data, Using Excel Tables, Filtering Data in Excel, Find and Replace, Headers and Footers, Adding Comment, Conditional Formatting, Understand Charts, Chart Design Options and Tools, Chart Format Tools, Combo Charts | |
Unit-2 |
Teaching Hours:5 |
Functional tools in Spread sheet
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Level of Knowledge: Application
Introduction to Excel Spreadsheet Intermediate Level, Defining Names in Excel, Sorting Data, Using Excel Tables, Filtering Data in Excel, Find and Replace, Headers and Footers, Adding Comment, Conditional Formatting, Understand Charts, Chart Design Options and Tools, Chart Format Tools, Combo Charts | |
Unit-3 |
Teaching Hours:5 |
Functions in Spreadsheet
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Level of Knowledge: Application
Functions within Excel, Understanding Date Function, Super Power, Array Formulae, Advanced Range Names, What If function? Information Functions, Logical Functions, Using Text to Columns, the Paste Special Function, Tracking Changes in Excel, Merging and Compare Excel Workbooks, Data Validation, Subtotals and Grouping, Consolidating Data | |
Unit-3 |
Teaching Hours:5 |
Functions in Spreadsheet
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|
Level of Knowledge: Application
Functions within Excel, Understanding Date Function, Super Power, Array Formulae, Advanced Range Names, What If function? Information Functions, Logical Functions, Using Text to Columns, the Paste Special Function, Tracking Changes in Excel, Merging and Compare Excel Workbooks, Data Validation, Subtotals and Grouping, Consolidating Data | |
Unit-3 |
Teaching Hours:5 |
Functions in Spreadsheet
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|
Level of Knowledge: Application
Functions within Excel, Understanding Date Function, Super Power, Array Formulae, Advanced Range Names, What If function? Information Functions, Logical Functions, Using Text to Columns, the Paste Special Function, Tracking Changes in Excel, Merging and Compare Excel Workbooks, Data Validation, Subtotals and Grouping, Consolidating Data | |
Unit-3 |
Teaching Hours:5 |
Functions in Spreadsheet
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|
Level of Knowledge: Application
Functions within Excel, Understanding Date Function, Super Power, Array Formulae, Advanced Range Names, What If function? Information Functions, Logical Functions, Using Text to Columns, the Paste Special Function, Tracking Changes in Excel, Merging and Compare Excel Workbooks, Data Validation, Subtotals and Grouping, Consolidating Data | |
Unit-3 |
Teaching Hours:5 |
Functions in Spreadsheet
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|
Level of Knowledge: Application
Functions within Excel, Understanding Date Function, Super Power, Array Formulae, Advanced Range Names, What If function? Information Functions, Logical Functions, Using Text to Columns, the Paste Special Function, Tracking Changes in Excel, Merging and Compare Excel Workbooks, Data Validation, Subtotals and Grouping, Consolidating Data | |
Unit-4 |
Teaching Hours:5 |
Spreadsheet for Analysis
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Level of Knowledge: Application
Scenario Analysis, Data Tables in Scenario Analysis, What-if Analysis, Mats and Trig Functions, Text Functions in Excel, Using Lookup Functions, Vlookups, HLookups, Using Statistical Functions, Database Functions, Formula Auditing and Error Tracing, Hyperlinks in Excel, Linking Data | |
Unit-4 |
Teaching Hours:5 |
Spreadsheet for Analysis
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|
Level of Knowledge: Application
Scenario Analysis, Data Tables in Scenario Analysis, What-if Analysis, Mats and Trig Functions, Text Functions in Excel, Using Lookup Functions, Vlookups, HLookups, Using Statistical Functions, Database Functions, Formula Auditing and Error Tracing, Hyperlinks in Excel, Linking Data | |
Unit-4 |
Teaching Hours:5 |
Spreadsheet for Analysis
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|
Level of Knowledge: Application
Scenario Analysis, Data Tables in Scenario Analysis, What-if Analysis, Mats and Trig Functions, Text Functions in Excel, Using Lookup Functions, Vlookups, HLookups, Using Statistical Functions, Database Functions, Formula Auditing and Error Tracing, Hyperlinks in Excel, Linking Data | |
Unit-4 |
Teaching Hours:5 |
Spreadsheet for Analysis
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|
Level of Knowledge: Application
Scenario Analysis, Data Tables in Scenario Analysis, What-if Analysis, Mats and Trig Functions, Text Functions in Excel, Using Lookup Functions, Vlookups, HLookups, Using Statistical Functions, Database Functions, Formula Auditing and Error Tracing, Hyperlinks in Excel, Linking Data | |
Unit-4 |
Teaching Hours:5 |
Spreadsheet for Analysis
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|
Level of Knowledge: Application
Scenario Analysis, Data Tables in Scenario Analysis, What-if Analysis, Mats and Trig Functions, Text Functions in Excel, Using Lookup Functions, Vlookups, HLookups, Using Statistical Functions, Database Functions, Formula Auditing and Error Tracing, Hyperlinks in Excel, Linking Data | |
Unit-5 |
Teaching Hours:5 |
Data Visualization using Tools and Charts
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Level of Knowledge: Application
Understanding Pivot Tables, Using Pivot Charts, Workbook Properties, Protecting and Sharing Worksheets, Understanding to Macros, Custom Number Formats in Excel, Using Custom Lists, Working with Templates, Data Encrypting and Finalising Workbooks, Data analysis in Excel using classic tools, such as pivot tables, pivot charts, and slicers, on data that is already in a worksheet / grid data, Excel data model, DAX expression | |
Unit-5 |
Teaching Hours:5 |
Data Visualization using Tools and Charts
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|
Level of Knowledge: Application
Understanding Pivot Tables, Using Pivot Charts, Workbook Properties, Protecting and Sharing Worksheets, Understanding to Macros, Custom Number Formats in Excel, Using Custom Lists, Working with Templates, Data Encrypting and Finalising Workbooks, Data analysis in Excel using classic tools, such as pivot tables, pivot charts, and slicers, on data that is already in a worksheet / grid data, Excel data model, DAX expression | |
Unit-5 |
Teaching Hours:5 |
Data Visualization using Tools and Charts
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|
Level of Knowledge: Application
Understanding Pivot Tables, Using Pivot Charts, Workbook Properties, Protecting and Sharing Worksheets, Understanding to Macros, Custom Number Formats in Excel, Using Custom Lists, Working with Templates, Data Encrypting and Finalising Workbooks, Data analysis in Excel using classic tools, such as pivot tables, pivot charts, and slicers, on data that is already in a worksheet / grid data, Excel data model, DAX expression | |
Unit-5 |
Teaching Hours:5 |
Data Visualization using Tools and Charts
|
|
Level of Knowledge: Application
Understanding Pivot Tables, Using Pivot Charts, Workbook Properties, Protecting and Sharing Worksheets, Understanding to Macros, Custom Number Formats in Excel, Using Custom Lists, Working with Templates, Data Encrypting and Finalising Workbooks, Data analysis in Excel using classic tools, such as pivot tables, pivot charts, and slicers, on data that is already in a worksheet / grid data, Excel data model, DAX expression | |
Unit-5 |
Teaching Hours:5 |
Data Visualization using Tools and Charts
|
|
Level of Knowledge: Application
Understanding Pivot Tables, Using Pivot Charts, Workbook Properties, Protecting and Sharing Worksheets, Understanding to Macros, Custom Number Formats in Excel, Using Custom Lists, Working with Templates, Data Encrypting and Finalising Workbooks, Data analysis in Excel using classic tools, such as pivot tables, pivot charts, and slicers, on data that is already in a worksheet / grid data, Excel data model, DAX expression | |
Unit-6 |
Teaching Hours:5 |
Foundations of SQL
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Level of Knowledge: Application
Power Query add-in in Excel 2013, build an Excel data model from a single flat table, import multiple tables from a SQL database, Create a mash-up between data from text-files and data from a SQL database. Cube functions, Timelines, Hierarchies, Slicer and Assessment (MCQ) | |
Unit-6 |
Teaching Hours:5 |
Foundations of SQL
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Level of Knowledge: Application
Power Query add-in in Excel 2013, build an Excel data model from a single flat table, import multiple tables from a SQL database, Create a mash-up between data from text-files and data from a SQL database. Cube functions, Timelines, Hierarchies, Slicer and Assessment (MCQ) | |
Unit-6 |
Teaching Hours:5 |
Foundations of SQL
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|
Level of Knowledge: Application
Power Query add-in in Excel 2013, build an Excel data model from a single flat table, import multiple tables from a SQL database, Create a mash-up between data from text-files and data from a SQL database. Cube functions, Timelines, Hierarchies, Slicer and Assessment (MCQ) | |
Unit-6 |
Teaching Hours:5 |
Foundations of SQL
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|
Level of Knowledge: Application
Power Query add-in in Excel 2013, build an Excel data model from a single flat table, import multiple tables from a SQL database, Create a mash-up between data from text-files and data from a SQL database. Cube functions, Timelines, Hierarchies, Slicer and Assessment (MCQ) | |
Unit-6 |
Teaching Hours:5 |
Foundations of SQL
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|
Level of Knowledge: Application
Power Query add-in in Excel 2013, build an Excel data model from a single flat table, import multiple tables from a SQL database, Create a mash-up between data from text-files and data from a SQL database. Cube functions, Timelines, Hierarchies, Slicer and Assessment (MCQ) | |
Text Books And Reference Books:
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Essential Reading / Recommended Reading
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Evaluation Pattern CIA - I, II & III - 30 Marks each Class Participation - 10 Marks | |
BBA191-2 - SOCIAL CONCERN PROJECT (2024 Batch) | |
Total Teaching Hours for Semester:30 |
No of Lecture Hours/Week:2 |
Max Marks:50 |
Credits:1 |
Course Objectives/Course Description |
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This project is an opportunity to students understand social issues and challenges around their society. A short term association of students with NGO’s help them to learn other side reality of society which enable them to consider social issues in their future corporate decision makings. This project facilitate the students to effectively utilizing their skills and competences to contribute the people, community and society |
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Learning Outcome |
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CO1: To explain the exposure through the contribution of the social organization CO2: To translate the experiences with the NGO through its stakeholders to a real-time attitudinal change CO3: To compile a project report connecting the aspects of social responsibility CO4: To develop commitment towards future service towards society orientation CO5: To elaborate social issues faced by society with real-time learning. |
Unit-1 |
Teaching Hours:5 |
Selection of NGO
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Communication of faculty guide for the year and discussion- Awareness session for discussing the relevance of societal projects- Student’s role in imparting services to the society- Orienting the students on the standard operating procedure of the project and the reporting standards | |
Unit-1 |
Teaching Hours:5 |
Selection of NGO
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Communication of faculty guide for the year and discussion- Awareness session for discussing the relevance of societal projects- Student’s role in imparting services to the society- Orienting the students on the standard operating procedure of the project and the reporting standards | |
Unit-1 |
Teaching Hours:5 |
Selection of NGO
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Communication of faculty guide for the year and discussion- Awareness session for discussing the relevance of societal projects- Student’s role in imparting services to the society- Orienting the students on the standard operating procedure of the project and the reporting standards | |
Unit-1 |
Teaching Hours:5 |
Selection of NGO
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|
Communication of faculty guide for the year and discussion- Awareness session for discussing the relevance of societal projects- Student’s role in imparting services to the society- Orienting the students on the standard operating procedure of the project and the reporting standards | |
Unit-1 |
Teaching Hours:5 |
Selection of NGO
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|
Communication of faculty guide for the year and discussion- Awareness session for discussing the relevance of societal projects- Student’s role in imparting services to the society- Orienting the students on the standard operating procedure of the project and the reporting standards | |
Unit-1 |
Teaching Hours:5 |
Selection of NGO
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|
Communication of faculty guide for the year and discussion- Awareness session for discussing the relevance of societal projects- Student’s role in imparting services to the society- Orienting the students on the standard operating procedure of the project and the reporting standards | |
Unit-1 |
Teaching Hours:5 |
Selection of NGO
|
|
Communication of faculty guide for the year and discussion- Awareness session for discussing the relevance of societal projects- Student’s role in imparting services to the society- Orienting the students on the standard operating procedure of the project and the reporting standards | |
Unit-1 |
Teaching Hours:5 |
Selection of NGO
|
|
Communication of faculty guide for the year and discussion- Awareness session for discussing the relevance of societal projects- Student’s role in imparting services to the society- Orienting the students on the standard operating procedure of the project and the reporting standards | |
Unit-1 |
Teaching Hours:5 |
Selection of NGO
|
|
Communication of faculty guide for the year and discussion- Awareness session for discussing the relevance of societal projects- Student’s role in imparting services to the society- Orienting the students on the standard operating procedure of the project and the reporting standards | |
Unit-1 |
Teaching Hours:5 |
Selection of NGO
|
|
Communication of faculty guide for the year and discussion- Awareness session for discussing the relevance of societal projects- Student’s role in imparting services to the society- Orienting the students on the standard operating procedure of the project and the reporting standards | |
Unit-1 |
Teaching Hours:5 |
Selection of NGO
|
|
Communication of faculty guide for the year and discussion- Awareness session for discussing the relevance of societal projects- Student’s role in imparting services to the society- Orienting the students on the standard operating procedure of the project and the reporting standards | |
Unit-1 |
Teaching Hours:5 |
Selection of NGO
|
|
Communication of faculty guide for the year and discussion- Awareness session for discussing the relevance of societal projects- Student’s role in imparting services to the society- Orienting the students on the standard operating procedure of the project and the reporting standards | |
Unit-1 |
Teaching Hours:5 |
Selection of NGO
|
|
Communication of faculty guide for the year and discussion- Awareness session for discussing the relevance of societal projects- Student’s role in imparting services to the society- Orienting the students on the standard operating procedure of the project and the reporting standards | |
Unit-1 |
Teaching Hours:5 |
Selection of NGO
|
|
Communication of faculty guide for the year and discussion- Awareness session for discussing the relevance of societal projects- Student’s role in imparting services to the society- Orienting the students on the standard operating procedure of the project and the reporting standards | |
Unit-1 |
Teaching Hours:5 |
Selection of NGO
|
|
Communication of faculty guide for the year and discussion- Awareness session for discussing the relevance of societal projects- Student’s role in imparting services to the society- Orienting the students on the standard operating procedure of the project and the reporting standards | |
Unit-1 |
Teaching Hours:5 |
Selection of NGO
|
|
Communication of faculty guide for the year and discussion- Awareness session for discussing the relevance of societal projects- Student’s role in imparting services to the society- Orienting the students on the standard operating procedure of the project and the reporting standards | |
Unit-1 |
Teaching Hours:5 |
Selection of NGO
|
|
Communication of faculty guide for the year and discussion- Awareness session for discussing the relevance of societal projects- Student’s role in imparting services to the society- Orienting the students on the standard operating procedure of the project and the reporting standards | |
Unit-2 |
Teaching Hours:5 |
Introduction to the NGO
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Understanding the nature of the selected NGO- Examining the nature of the activities undertaken by the NGO- Establishing the relevance of focusing the project on the selected NGO linking it with the various Sustainable Development Goals (SDGs 2030) | |
Unit-2 |
Teaching Hours:5 |
Introduction to the NGO
|
|
Understanding the nature of the selected NGO- Examining the nature of the activities undertaken by the NGO- Establishing the relevance of focusing the project on the selected NGO linking it with the various Sustainable Development Goals (SDGs 2030) | |
Unit-2 |
Teaching Hours:5 |
Introduction to the NGO
|
|
Understanding the nature of the selected NGO- Examining the nature of the activities undertaken by the NGO- Establishing the relevance of focusing the project on the selected NGO linking it with the various Sustainable Development Goals (SDGs 2030) | |
Unit-2 |
Teaching Hours:5 |
Introduction to the NGO
|
|
Understanding the nature of the selected NGO- Examining the nature of the activities undertaken by the NGO- Establishing the relevance of focusing the project on the selected NGO linking it with the various Sustainable Development Goals (SDGs 2030) | |
Unit-2 |
Teaching Hours:5 |
Introduction to the NGO
|
|
Understanding the nature of the selected NGO- Examining the nature of the activities undertaken by the NGO- Establishing the relevance of focusing the project on the selected NGO linking it with the various Sustainable Development Goals (SDGs 2030) | |
Unit-2 |
Teaching Hours:5 |
Introduction to the NGO
|
|
Understanding the nature of the selected NGO- Examining the nature of the activities undertaken by the NGO- Establishing the relevance of focusing the project on the selected NGO linking it with the various Sustainable Development Goals (SDGs 2030) | |
Unit-2 |
Teaching Hours:5 |
Introduction to the NGO
|
|
Understanding the nature of the selected NGO- Examining the nature of the activities undertaken by the NGO- Establishing the relevance of focusing the project on the selected NGO linking it with the various Sustainable Development Goals (SDGs 2030) | |
Unit-2 |
Teaching Hours:5 |
Introduction to the NGO
|
|
Understanding the nature of the selected NGO- Examining the nature of the activities undertaken by the NGO- Establishing the relevance of focusing the project on the selected NGO linking it with the various Sustainable Development Goals (SDGs 2030) | |
Unit-2 |
Teaching Hours:5 |
Introduction to the NGO
|
|
Understanding the nature of the selected NGO- Examining the nature of the activities undertaken by the NGO- Establishing the relevance of focusing the project on the selected NGO linking it with the various Sustainable Development Goals (SDGs 2030) | |
Unit-2 |
Teaching Hours:5 |
Introduction to the NGO
|
|
Understanding the nature of the selected NGO- Examining the nature of the activities undertaken by the NGO- Establishing the relevance of focusing the project on the selected NGO linking it with the various Sustainable Development Goals (SDGs 2030) | |
Unit-2 |
Teaching Hours:5 |
Introduction to the NGO
|
|
Understanding the nature of the selected NGO- Examining the nature of the activities undertaken by the NGO- Establishing the relevance of focusing the project on the selected NGO linking it with the various Sustainable Development Goals (SDGs 2030) | |
Unit-2 |
Teaching Hours:5 |
Introduction to the NGO
|
|
Understanding the nature of the selected NGO- Examining the nature of the activities undertaken by the NGO- Establishing the relevance of focusing the project on the selected NGO linking it with the various Sustainable Development Goals (SDGs 2030) | |
Unit-2 |
Teaching Hours:5 |
Introduction to the NGO
|
|
Understanding the nature of the selected NGO- Examining the nature of the activities undertaken by the NGO- Establishing the relevance of focusing the project on the selected NGO linking it with the various Sustainable Development Goals (SDGs 2030) | |
Unit-2 |
Teaching Hours:5 |
Introduction to the NGO
|
|
Understanding the nature of the selected NGO- Examining the nature of the activities undertaken by the NGO- Establishing the relevance of focusing the project on the selected NGO linking it with the various Sustainable Development Goals (SDGs 2030) | |
Unit-2 |
Teaching Hours:5 |
Introduction to the NGO
|
|
Understanding the nature of the selected NGO- Examining the nature of the activities undertaken by the NGO- Establishing the relevance of focusing the project on the selected NGO linking it with the various Sustainable Development Goals (SDGs 2030) | |
Unit-2 |
Teaching Hours:5 |
Introduction to the NGO
|
|
Understanding the nature of the selected NGO- Examining the nature of the activities undertaken by the NGO- Establishing the relevance of focusing the project on the selected NGO linking it with the various Sustainable Development Goals (SDGs 2030) | |
Unit-2 |
Teaching Hours:5 |
Introduction to the NGO
|
|
Understanding the nature of the selected NGO- Examining the nature of the activities undertaken by the NGO- Establishing the relevance of focusing the project on the selected NGO linking it with the various Sustainable Development Goals (SDGs 2030) | |
Unit-3 |
Teaching Hours:5 |
Need Assessment
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Identifying the existing problems in the NGO: Discussions with the NGO authorities, beneficiaries of the NGO and the other stakeholders-Collecting the information on the various problems through interviews, feedback surveys, observation etc., and its analysis- Finalising the problem to be focused and establish the need to focus on the same | |
Unit-3 |
Teaching Hours:5 |
Need Assessment
|
|
Identifying the existing problems in the NGO: Discussions with the NGO authorities, beneficiaries of the NGO and the other stakeholders-Collecting the information on the various problems through interviews, feedback surveys, observation etc., and its analysis- Finalising the problem to be focused and establish the need to focus on the same | |
Unit-3 |
Teaching Hours:5 |
Need Assessment
|
|
Identifying the existing problems in the NGO: Discussions with the NGO authorities, beneficiaries of the NGO and the other stakeholders-Collecting the information on the various problems through interviews, feedback surveys, observation etc., and its analysis- Finalising the problem to be focused and establish the need to focus on the same | |
Unit-3 |
Teaching Hours:5 |
Need Assessment
|
|
Identifying the existing problems in the NGO: Discussions with the NGO authorities, beneficiaries of the NGO and the other stakeholders-Collecting the information on the various problems through interviews, feedback surveys, observation etc., and its analysis- Finalising the problem to be focused and establish the need to focus on the same | |
Unit-3 |
Teaching Hours:5 |
Need Assessment
|
|
Identifying the existing problems in the NGO: Discussions with the NGO authorities, beneficiaries of the NGO and the other stakeholders-Collecting the information on the various problems through interviews, feedback surveys, observation etc., and its analysis- Finalising the problem to be focused and establish the need to focus on the same | |
Unit-3 |
Teaching Hours:5 |
Need Assessment
|
|
Identifying the existing problems in the NGO: Discussions with the NGO authorities, beneficiaries of the NGO and the other stakeholders-Collecting the information on the various problems through interviews, feedback surveys, observation etc., and its analysis- Finalising the problem to be focused and establish the need to focus on the same | |
Unit-3 |
Teaching Hours:5 |
Need Assessment
|
|
Identifying the existing problems in the NGO: Discussions with the NGO authorities, beneficiaries of the NGO and the other stakeholders-Collecting the information on the various problems through interviews, feedback surveys, observation etc., and its analysis- Finalising the problem to be focused and establish the need to focus on the same | |
Unit-3 |
Teaching Hours:5 |
Need Assessment
|
|
Identifying the existing problems in the NGO: Discussions with the NGO authorities, beneficiaries of the NGO and the other stakeholders-Collecting the information on the various problems through interviews, feedback surveys, observation etc., and its analysis- Finalising the problem to be focused and establish the need to focus on the same | |
Unit-3 |
Teaching Hours:5 |
Need Assessment
|
|
Identifying the existing problems in the NGO: Discussions with the NGO authorities, beneficiaries of the NGO and the other stakeholders-Collecting the information on the various problems through interviews, feedback surveys, observation etc., and its analysis- Finalising the problem to be focused and establish the need to focus on the same | |
Unit-3 |
Teaching Hours:5 |
Need Assessment
|
|
Identifying the existing problems in the NGO: Discussions with the NGO authorities, beneficiaries of the NGO and the other stakeholders-Collecting the information on the various problems through interviews, feedback surveys, observation etc., and its analysis- Finalising the problem to be focused and establish the need to focus on the same | |
Unit-3 |
Teaching Hours:5 |
Need Assessment
|
|
Identifying the existing problems in the NGO: Discussions with the NGO authorities, beneficiaries of the NGO and the other stakeholders-Collecting the information on the various problems through interviews, feedback surveys, observation etc., and its analysis- Finalising the problem to be focused and establish the need to focus on the same | |
Unit-3 |
Teaching Hours:5 |
Need Assessment
|
|
Identifying the existing problems in the NGO: Discussions with the NGO authorities, beneficiaries of the NGO and the other stakeholders-Collecting the information on the various problems through interviews, feedback surveys, observation etc., and its analysis- Finalising the problem to be focused and establish the need to focus on the same | |
Unit-3 |
Teaching Hours:5 |
Need Assessment
|
|
Identifying the existing problems in the NGO: Discussions with the NGO authorities, beneficiaries of the NGO and the other stakeholders-Collecting the information on the various problems through interviews, feedback surveys, observation etc., and its analysis- Finalising the problem to be focused and establish the need to focus on the same | |
Unit-3 |
Teaching Hours:5 |
Need Assessment
|
|
Identifying the existing problems in the NGO: Discussions with the NGO authorities, beneficiaries of the NGO and the other stakeholders-Collecting the information on the various problems through interviews, feedback surveys, observation etc., and its analysis- Finalising the problem to be focused and establish the need to focus on the same | |
Unit-3 |
Teaching Hours:5 |
Need Assessment
|
|
Identifying the existing problems in the NGO: Discussions with the NGO authorities, beneficiaries of the NGO and the other stakeholders-Collecting the information on the various problems through interviews, feedback surveys, observation etc., and its analysis- Finalising the problem to be focused and establish the need to focus on the same | |
Unit-3 |
Teaching Hours:5 |
Need Assessment
|
|
Identifying the existing problems in the NGO: Discussions with the NGO authorities, beneficiaries of the NGO and the other stakeholders-Collecting the information on the various problems through interviews, feedback surveys, observation etc., and its analysis- Finalising the problem to be focused and establish the need to focus on the same | |
Unit-3 |
Teaching Hours:5 |
Need Assessment
|
|
Identifying the existing problems in the NGO: Discussions with the NGO authorities, beneficiaries of the NGO and the other stakeholders-Collecting the information on the various problems through interviews, feedback surveys, observation etc., and its analysis- Finalising the problem to be focused and establish the need to focus on the same | |
Unit-4 |
Teaching Hours:5 |
Activity Planning and implementation
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|
Planning the activities to be undertaken to address the problem identified- Mapping the activities with the subjects in the course structure- Planning the topic/area to be selected from the subject- Approval of the selected areas/activities/pedagogy etc. by the faculty guide. | |
Unit-4 |
Teaching Hours:5 |
Activity Planning and implementation
|
|
Planning the activities to be undertaken to address the problem identified- Mapping the activities with the subjects in the course structure- Planning the topic/area to be selected from the subject- Approval of the selected areas/activities/pedagogy etc. by the faculty guide. | |
Unit-4 |
Teaching Hours:5 |
Activity Planning and implementation
|
|
Planning the activities to be undertaken to address the problem identified- Mapping the activities with the subjects in the course structure- Planning the topic/area to be selected from the subject- Approval of the selected areas/activities/pedagogy etc. by the faculty guide. | |
Unit-4 |
Teaching Hours:5 |
Activity Planning and implementation
|
|
Planning the activities to be undertaken to address the problem identified- Mapping the activities with the subjects in the course structure- Planning the topic/area to be selected from the subject- Approval of the selected areas/activities/pedagogy etc. by the faculty guide. | |
Unit-4 |
Teaching Hours:5 |
Activity Planning and implementation
|
|
Planning the activities to be undertaken to address the problem identified- Mapping the activities with the subjects in the course structure- Planning the topic/area to be selected from the subject- Approval of the selected areas/activities/pedagogy etc. by the faculty guide. | |
Unit-4 |
Teaching Hours:5 |
Activity Planning and implementation
|
|
Planning the activities to be undertaken to address the problem identified- Mapping the activities with the subjects in the course structure- Planning the topic/area to be selected from the subject- Approval of the selected areas/activities/pedagogy etc. by the faculty guide. | |
Unit-4 |
Teaching Hours:5 |
Activity Planning and implementation
|
|
Planning the activities to be undertaken to address the problem identified- Mapping the activities with the subjects in the course structure- Planning the topic/area to be selected from the subject- Approval of the selected areas/activities/pedagogy etc. by the faculty guide. | |
Unit-4 |
Teaching Hours:5 |
Activity Planning and implementation
|
|
Planning the activities to be undertaken to address the problem identified- Mapping the activities with the subjects in the course structure- Planning the topic/area to be selected from the subject- Approval of the selected areas/activities/pedagogy etc. by the faculty guide. | |
Unit-4 |
Teaching Hours:5 |
Activity Planning and implementation
|
|
Planning the activities to be undertaken to address the problem identified- Mapping the activities with the subjects in the course structure- Planning the topic/area to be selected from the subject- Approval of the selected areas/activities/pedagogy etc. by the faculty guide. | |
Unit-4 |
Teaching Hours:5 |
Activity Planning and implementation
|
|
Planning the activities to be undertaken to address the problem identified- Mapping the activities with the subjects in the course structure- Planning the topic/area to be selected from the subject- Approval of the selected areas/activities/pedagogy etc. by the faculty guide. | |
Unit-4 |
Teaching Hours:5 |
Activity Planning and implementation
|
|
Planning the activities to be undertaken to address the problem identified- Mapping the activities with the subjects in the course structure- Planning the topic/area to be selected from the subject- Approval of the selected areas/activities/pedagogy etc. by the faculty guide. | |
Unit-4 |
Teaching Hours:5 |
Activity Planning and implementation
|
|
Planning the activities to be undertaken to address the problem identified- Mapping the activities with the subjects in the course structure- Planning the topic/area to be selected from the subject- Approval of the selected areas/activities/pedagogy etc. by the faculty guide. | |
Unit-4 |
Teaching Hours:5 |
Activity Planning and implementation
|
|
Planning the activities to be undertaken to address the problem identified- Mapping the activities with the subjects in the course structure- Planning the topic/area to be selected from the subject- Approval of the selected areas/activities/pedagogy etc. by the faculty guide. | |
Unit-4 |
Teaching Hours:5 |
Activity Planning and implementation
|
|
Planning the activities to be undertaken to address the problem identified- Mapping the activities with the subjects in the course structure- Planning the topic/area to be selected from the subject- Approval of the selected areas/activities/pedagogy etc. by the faculty guide. | |
Unit-4 |
Teaching Hours:5 |
Activity Planning and implementation
|
|
Planning the activities to be undertaken to address the problem identified- Mapping the activities with the subjects in the course structure- Planning the topic/area to be selected from the subject- Approval of the selected areas/activities/pedagogy etc. by the faculty guide. | |
Unit-4 |
Teaching Hours:5 |
Activity Planning and implementation
|
|
Planning the activities to be undertaken to address the problem identified- Mapping the activities with the subjects in the course structure- Planning the topic/area to be selected from the subject- Approval of the selected areas/activities/pedagogy etc. by the faculty guide. | |
Unit-4 |
Teaching Hours:5 |
Activity Planning and implementation
|
|
Planning the activities to be undertaken to address the problem identified- Mapping the activities with the subjects in the course structure- Planning the topic/area to be selected from the subject- Approval of the selected areas/activities/pedagogy etc. by the faculty guide. | |
Unit-5 |
Teaching Hours:5 |
Reflective sessions
|
|
Updating the project diary on a regular basis and submission of the same for tracking the progress- Submission of video recordings, photographs and other evidences to track the project progress- Interviews with the beneficiaries and other NGO stakeholders to check the effectiveness of the project- Engaging with newspaper article, blogs, social media involvement, NGO sessions, exhibitions, weekly presentations and feedback sessions | |
Unit-5 |
Teaching Hours:5 |
Reflective sessions
|
|
Updating the project diary on a regular basis and submission of the same for tracking the progress- Submission of video recordings, photographs and other evidences to track the project progress- Interviews with the beneficiaries and other NGO stakeholders to check the effectiveness of the project- Engaging with newspaper article, blogs, social media involvement, NGO sessions, exhibitions, weekly presentations and feedback sessions | |
Unit-5 |
Teaching Hours:5 |
Reflective sessions
|
|
Updating the project diary on a regular basis and submission of the same for tracking the progress- Submission of video recordings, photographs and other evidences to track the project progress- Interviews with the beneficiaries and other NGO stakeholders to check the effectiveness of the project- Engaging with newspaper article, blogs, social media involvement, NGO sessions, exhibitions, weekly presentations and feedback sessions | |
Unit-5 |
Teaching Hours:5 |
Reflective sessions
|
|
Updating the project diary on a regular basis and submission of the same for tracking the progress- Submission of video recordings, photographs and other evidences to track the project progress- Interviews with the beneficiaries and other NGO stakeholders to check the effectiveness of the project- Engaging with newspaper article, blogs, social media involvement, NGO sessions, exhibitions, weekly presentations and feedback sessions | |
Unit-5 |
Teaching Hours:5 |
Reflective sessions
|
|
Updating the project diary on a regular basis and submission of the same for tracking the progress- Submission of video recordings, photographs and other evidences to track the project progress- Interviews with the beneficiaries and other NGO stakeholders to check the effectiveness of the project- Engaging with newspaper article, blogs, social media involvement, NGO sessions, exhibitions, weekly presentations and feedback sessions | |
Unit-5 |
Teaching Hours:5 |
Reflective sessions
|
|
Updating the project diary on a regular basis and submission of the same for tracking the progress- Submission of video recordings, photographs and other evidences to track the project progress- Interviews with the beneficiaries and other NGO stakeholders to check the effectiveness of the project- Engaging with newspaper article, blogs, social media involvement, NGO sessions, exhibitions, weekly presentations and feedback sessions | |
Unit-5 |
Teaching Hours:5 |
Reflective sessions
|
|
Updating the project diary on a regular basis and submission of the same for tracking the progress- Submission of video recordings, photographs and other evidences to track the project progress- Interviews with the beneficiaries and other NGO stakeholders to check the effectiveness of the project- Engaging with newspaper article, blogs, social media involvement, NGO sessions, exhibitions, weekly presentations and feedback sessions | |
Unit-5 |
Teaching Hours:5 |
Reflective sessions
|
|
Updating the project diary on a regular basis and submission of the same for tracking the progress- Submission of video recordings, photographs and other evidences to track the project progress- Interviews with the beneficiaries and other NGO stakeholders to check the effectiveness of the project- Engaging with newspaper article, blogs, social media involvement, NGO sessions, exhibitions, weekly presentations and feedback sessions | |
Unit-5 |
Teaching Hours:5 |
Reflective sessions
|
|
Updating the project diary on a regular basis and submission of the same for tracking the progress- Submission of video recordings, photographs and other evidences to track the project progress- Interviews with the beneficiaries and other NGO stakeholders to check the effectiveness of the project- Engaging with newspaper article, blogs, social media involvement, NGO sessions, exhibitions, weekly presentations and feedback sessions | |
Unit-5 |
Teaching Hours:5 |
Reflective sessions
|
|
Updating the project diary on a regular basis and submission of the same for tracking the progress- Submission of video recordings, photographs and other evidences to track the project progress- Interviews with the beneficiaries and other NGO stakeholders to check the effectiveness of the project- Engaging with newspaper article, blogs, social media involvement, NGO sessions, exhibitions, weekly presentations and feedback sessions | |
Unit-5 |
Teaching Hours:5 |
Reflective sessions
|
|
Updating the project diary on a regular basis and submission of the same for tracking the progress- Submission of video recordings, photographs and other evidences to track the project progress- Interviews with the beneficiaries and other NGO stakeholders to check the effectiveness of the project- Engaging with newspaper article, blogs, social media involvement, NGO sessions, exhibitions, weekly presentations and feedback sessions | |
Unit-5 |
Teaching Hours:5 |
Reflective sessions
|
|
Updating the project diary on a regular basis and submission of the same for tracking the progress- Submission of video recordings, photographs and other evidences to track the project progress- Interviews with the beneficiaries and other NGO stakeholders to check the effectiveness of the project- Engaging with newspaper article, blogs, social media involvement, NGO sessions, exhibitions, weekly presentations and feedback sessions | |
Unit-5 |
Teaching Hours:5 |
Reflective sessions
|
|
Updating the project diary on a regular basis and submission of the same for tracking the progress- Submission of video recordings, photographs and other evidences to track the project progress- Interviews with the beneficiaries and other NGO stakeholders to check the effectiveness of the project- Engaging with newspaper article, blogs, social media involvement, NGO sessions, exhibitions, weekly presentations and feedback sessions | |
Unit-5 |
Teaching Hours:5 |
Reflective sessions
|
|
Updating the project diary on a regular basis and submission of the same for tracking the progress- Submission of video recordings, photographs and other evidences to track the project progress- Interviews with the beneficiaries and other NGO stakeholders to check the effectiveness of the project- Engaging with newspaper article, blogs, social media involvement, NGO sessions, exhibitions, weekly presentations and feedback sessions | |
Unit-5 |
Teaching Hours:5 |
Reflective sessions
|
|
Updating the project diary on a regular basis and submission of the same for tracking the progress- Submission of video recordings, photographs and other evidences to track the project progress- Interviews with the beneficiaries and other NGO stakeholders to check the effectiveness of the project- Engaging with newspaper article, blogs, social media involvement, NGO sessions, exhibitions, weekly presentations and feedback sessions | |
Unit-5 |
Teaching Hours:5 |
Reflective sessions
|
|
Updating the project diary on a regular basis and submission of the same for tracking the progress- Submission of video recordings, photographs and other evidences to track the project progress- Interviews with the beneficiaries and other NGO stakeholders to check the effectiveness of the project- Engaging with newspaper article, blogs, social media involvement, NGO sessions, exhibitions, weekly presentations and feedback sessions | |
Unit-5 |
Teaching Hours:5 |
Reflective sessions
|
|
Updating the project diary on a regular basis and submission of the same for tracking the progress- Submission of video recordings, photographs and other evidences to track the project progress- Interviews with the beneficiaries and other NGO stakeholders to check the effectiveness of the project- Engaging with newspaper article, blogs, social media involvement, NGO sessions, exhibitions, weekly presentations and feedback sessions | |
Unit-6 |
Teaching Hours:5 |
Final Assessment
|
|
Assessing the effectiveness of the project- feedback session with the NGO- analysing the pre and status of the beneficiaries- understanding the impact of the project on the NGO and its beneficiaries- Preparation and submission of the report to the department- Project Viva-Voce Examination. | |
Unit-6 |
Teaching Hours:5 |
Final Assessment
|
|
Assessing the effectiveness of the project- feedback session with the NGO- analysing the pre and status of the beneficiaries- understanding the impact of the project on the NGO and its beneficiaries- Preparation and submission of the report to the department- Project Viva-Voce Examination. | |
Unit-6 |
Teaching Hours:5 |
Final Assessment
|
|
Assessing the effectiveness of the project- feedback session with the NGO- analysing the pre and status of the beneficiaries- understanding the impact of the project on the NGO and its beneficiaries- Preparation and submission of the report to the department- Project Viva-Voce Examination. | |
Unit-6 |
Teaching Hours:5 |
Final Assessment
|
|
Assessing the effectiveness of the project- feedback session with the NGO- analysing the pre and status of the beneficiaries- understanding the impact of the project on the NGO and its beneficiaries- Preparation and submission of the report to the department- Project Viva-Voce Examination. | |
Unit-6 |
Teaching Hours:5 |
Final Assessment
|
|
Assessing the effectiveness of the project- feedback session with the NGO- analysing the pre and status of the beneficiaries- understanding the impact of the project on the NGO and its beneficiaries- Preparation and submission of the report to the department- Project Viva-Voce Examination. | |
Unit-6 |
Teaching Hours:5 |
Final Assessment
|
|
Assessing the effectiveness of the project- feedback session with the NGO- analysing the pre and status of the beneficiaries- understanding the impact of the project on the NGO and its beneficiaries- Preparation and submission of the report to the department- Project Viva-Voce Examination. | |
Unit-6 |
Teaching Hours:5 |
Final Assessment
|
|
Assessing the effectiveness of the project- feedback session with the NGO- analysing the pre and status of the beneficiaries- understanding the impact of the project on the NGO and its beneficiaries- Preparation and submission of the report to the department- Project Viva-Voce Examination. | |
Unit-6 |
Teaching Hours:5 |
Final Assessment
|
|
Assessing the effectiveness of the project- feedback session with the NGO- analysing the pre and status of the beneficiaries- understanding the impact of the project on the NGO and its beneficiaries- Preparation and submission of the report to the department- Project Viva-Voce Examination. | |
Unit-6 |
Teaching Hours:5 |
Final Assessment
|
|
Assessing the effectiveness of the project- feedback session with the NGO- analysing the pre and status of the beneficiaries- understanding the impact of the project on the NGO and its beneficiaries- Preparation and submission of the report to the department- Project Viva-Voce Examination. | |
Unit-6 |
Teaching Hours:5 |
Final Assessment
|
|
Assessing the effectiveness of the project- feedback session with the NGO- analysing the pre and status of the beneficiaries- understanding the impact of the project on the NGO and its beneficiaries- Preparation and submission of the report to the department- Project Viva-Voce Examination. | |
Unit-6 |
Teaching Hours:5 |
Final Assessment
|
|
Assessing the effectiveness of the project- feedback session with the NGO- analysing the pre and status of the beneficiaries- understanding the impact of the project on the NGO and its beneficiaries- Preparation and submission of the report to the department- Project Viva-Voce Examination. | |
Unit-6 |
Teaching Hours:5 |
Final Assessment
|
|
Assessing the effectiveness of the project- feedback session with the NGO- analysing the pre and status of the beneficiaries- understanding the impact of the project on the NGO and its beneficiaries- Preparation and submission of the report to the department- Project Viva-Voce Examination. | |
Unit-6 |
Teaching Hours:5 |
Final Assessment
|
|
Assessing the effectiveness of the project- feedback session with the NGO- analysing the pre and status of the beneficiaries- understanding the impact of the project on the NGO and its beneficiaries- Preparation and submission of the report to the department- Project Viva-Voce Examination. | |
Unit-6 |
Teaching Hours:5 |
Final Assessment
|
|
Assessing the effectiveness of the project- feedback session with the NGO- analysing the pre and status of the beneficiaries- understanding the impact of the project on the NGO and its beneficiaries- Preparation and submission of the report to the department- Project Viva-Voce Examination. | |
Unit-6 |
Teaching Hours:5 |
Final Assessment
|
|
Assessing the effectiveness of the project- feedback session with the NGO- analysing the pre and status of the beneficiaries- understanding the impact of the project on the NGO and its beneficiaries- Preparation and submission of the report to the department- Project Viva-Voce Examination. | |
Unit-6 |
Teaching Hours:5 |
Final Assessment
|
|
Assessing the effectiveness of the project- feedback session with the NGO- analysing the pre and status of the beneficiaries- understanding the impact of the project on the NGO and its beneficiaries- Preparation and submission of the report to the department- Project Viva-Voce Examination. | |
Unit-6 |
Teaching Hours:5 |
Final Assessment
|
|
Assessing the effectiveness of the project- feedback session with the NGO- analysing the pre and status of the beneficiaries- understanding the impact of the project on the NGO and its beneficiaries- Preparation and submission of the report to the department- Project Viva-Voce Examination. | |
Text Books And Reference Books: • An external guide(from NGO) must be identified and informed to the teacher teaching Business ethics and sustainability. • A mail confirming the details-Name of the external guide, designation, email id, phone number, address to be sent to teacher. • A mail from the external guide must be sent to the teacher accepting your proposal to work with them and clearly mention your work, roles and responsibilities. • Team leaders to coordinate which teams go when and complete what task and inform the teacher about the same • A flow chart must be prepared by cluster coordinator showing each teams work to be completed and time line. • A log book must be maintained by each group mentioning the individual contribution and work completion on a daily basis • No more than 1 group from each cluster can go for project on any given day • Each student is expected to put in a 25 hrs work towards project they undertake. The burden of proof lies with each student. • Failure to report the day to day activities and update log book will lead to cancellation of project. • Sufficient documents shall be made available both to the faculty guide and mentor at the NGO, for the work completed. • It may consider working with corporate foundations and in house CSA • It is the group’s responsibility to ensure that the mentor at the NGO is aware about these guidelines. • Attendance shall be granted subject to confirmed participation by each student on a daily basis. NO attendance shall be given during class hours. • At the end of each day's work it is the responsibility of the team leader to coordinate with the faculty mentor and get attendance sorted for their team. No white forms or note is issued by anybody for this purpose. | |
Essential Reading / Recommended Reading Myers, D. G., & Twenge, J. M. (2018). Exploring social psychology. New York, NY: McGraw-Hill Education
Spence, L. J., Frynas, J. G., Muthuri, J., & Navare, J. (2018). Research handbook on small business social responsibility: Global perspectives. Northampton, MA: Edward Elgar Publishing | |
Evaluation Pattern VIVA-VOCE (50 Marks): -Implementation (Each student will be interviewed by an expert panel of faculties) ● Demonstrate awareness of social issues -10 marks. ● Demonstrate awareness of service-learning concepts applied- 10 marks. ● Impact of service-learning captured – 10 marks. ● Propose initiatives for future commitment towards NGO- 10 marks. ● Summarise key facts with clarity- 10 marks. REPORT VALUATION (50 Marks) ● Describes the functioning of the NGO- 10 marks. ● Interpret stakeholder impact on social issues- 10 marks. ● Analyze the impact of service-learning concepts applied- 10 marks. ● Develop documents with appropriate structure and style- 20 marks. | |
ENG181-2 - ENGLISH (2024 Batch) | |
Total Teaching Hours for Semester:45 |
No of Lecture Hours/Week:3 |
Max Marks:100 |
Credits:2 |
Course Objectives/Course Description |
|
· To help improve their communication skills for larger academic purposes and vocational purposes · To enable learners to learn the contextual use of words and the generic meaning · To enable learners to listen to audio content and infer contextual meaning · To enable learners to be able to speak for various purposes and occasions using context specific language and expressions · To enable learners to develop the ability to write for various purposes using suitable and precise language. |
|
Learning Outcome |
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CO1: Understand how to engage with texts from various countries, historical, cultural specificities, and politics and develop the ability to reflect upon and comment on texts with various themes CO2: Develop an analytical and critical bent of mind to compare and analyze the various literature they read and discuss in class CO3: Develop the ability to communicate both orally and in writing for various purposes |
Unit-1 |
Teaching Hours:4 |
language
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Witches’ Loaves O Henry
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Witches’ Loaves O Henry
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Witches’ Loaves O Henry
| |
Unit-1 |
Teaching Hours:4 |
language
|
|
Presentation skills | |
Unit-1 |
Teaching Hours:4 |
food
|
|
Witches’ Loaves O Henry
| |
Unit-1 |
Teaching Hours:4 |
language
|
|
Presentation skills | |
Unit-1 |
Teaching Hours:4 |
food
|
|
Witches’ Loaves O Henry
| |
Unit-1 |
Teaching Hours:4 |
language
|
|
Presentation skills | |
Unit-1 |
Teaching Hours:4 |
food
|
|
Witches’ Loaves O Henry
| |
Unit-1 |
Teaching Hours:4 |
language
|
|
Presentation skills | |
Unit-1 |
Teaching Hours:4 |
food
|
|
Witches’ Loaves O Henry
| |
Unit-1 |
Teaching Hours:4 |
language
|
|
Presentation skills | |
Unit-1 |
Teaching Hours:4 |
food
|
|
Witches’ Loaves O Henry
| |
Unit-1 |
Teaching Hours:4 |
language
|
|
Presentation skills | |
Unit-1 |
Teaching Hours:4 |
food
|
|
Witches’ Loaves O Henry
| |
Unit-1 |
Teaching Hours:4 |
language
|
|
Presentation skills | |
Unit-1 |
Teaching Hours:4 |
food
|
|
Witches’ Loaves O Henry
| |
Unit-1 |
Teaching Hours:4 |
language
|
|
Presentation skills | |
Unit-1 |
Teaching Hours:4 |
food
|
|
Witches’ Loaves O Henry
| |
Unit-2 |
Teaching Hours:6 |
Language
|
|
Report writing | |
Unit-2 |
Teaching Hours:6 |
Fashion
|
|
In the Height of Fashion-Henry Lawson | |
Unit-2 |
Teaching Hours:6 |
Language
|
|
Report writing | |
Unit-2 |
Teaching Hours:6 |
Fashion
|
|
In the Height of Fashion-Henry Lawson | |
Unit-2 |
Teaching Hours:6 |
Language
|
|
Report writing | |
Unit-2 |
Teaching Hours:6 |
Fashion
|
|
In the Height of Fashion-Henry Lawson | |
Unit-2 |
Teaching Hours:6 |
Language
|
|
Report writing | |
Unit-2 |
Teaching Hours:6 |
Fashion
|
|
In the Height of Fashion-Henry Lawson | |
Unit-2 |
Teaching Hours:6 |
Language
|
|
Report writing | |
Unit-2 |
Teaching Hours:6 |
Fashion
|
|
In the Height of Fashion-Henry Lawson | |
Unit-2 |
Teaching Hours:6 |
Language
|
|
Report writing | |
Unit-2 |
Teaching Hours:6 |
Fashion
|
|
In the Height of Fashion-Henry Lawson | |
Unit-2 |
Teaching Hours:6 |
Language
|
|
Report writing | |
Unit-2 |
Teaching Hours:6 |
Fashion
|
|
In the Height of Fashion-Henry Lawson | |
Unit-2 |
Teaching Hours:6 |
Language
|
|
Report writing | |
Unit-2 |
Teaching Hours:6 |
Fashion
|
|
In the Height of Fashion-Henry Lawson | |
Unit-2 |
Teaching Hours:6 |
Language
|
|
Report writing | |
Unit-2 |
Teaching Hours:6 |
Fashion
|
|
In the Height of Fashion-Henry Lawson | |
Unit-2 |
Teaching Hours:6 |
Language
|
|
Report writing | |
Unit-2 |
Teaching Hours:6 |
Fashion
|
|
In the Height of Fashion-Henry Lawson | |
Unit-2 |
Teaching Hours:6 |
Language
|
|
Report writing | |
Unit-2 |
Teaching Hours:6 |
Fashion
|
|
In the Height of Fashion-Henry Lawson | |
Unit-2 |
Teaching Hours:6 |
Language
|
|
Report writing | |
Unit-2 |
Teaching Hours:6 |
Fashion
|
|
In the Height of Fashion-Henry Lawson | |
Unit-2 |
Teaching Hours:6 |
Language
|
|
Report writing | |
Unit-2 |
Teaching Hours:6 |
Fashion
|
|
In the Height of Fashion-Henry Lawson | |
Unit-2 |
Teaching Hours:6 |
Language
|
|
Report writing | |
Unit-2 |
Teaching Hours:6 |
Fashion
|
|
In the Height of Fashion-Henry Lawson | |
Unit-2 |
Teaching Hours:6 |
Language
|
|
Report writing | |
Unit-2 |
Teaching Hours:6 |
Fashion
|
|
In the Height of Fashion-Henry Lawson | |
Unit-2 |
Teaching Hours:6 |
Language
|
|
Report writing | |
Unit-2 |
Teaching Hours:6 |
Fashion
|
|
In the Height of Fashion-Henry Lawson | |
Unit-2 |
Teaching Hours:6 |
Language
|
|
Report writing | |
Unit-2 |
Teaching Hours:6 |
Fashion
|
|
In the Height of Fashion-Henry Lawson | |
Unit-2 |
Teaching Hours:6 |
Language
|
|
Report writing | |
Unit-2 |
Teaching Hours:6 |
Fashion
|
|
In the Height of Fashion-Henry Lawson | |
Unit-2 |
Teaching Hours:6 |
Language
|
|
Report writing | |
Unit-2 |
Teaching Hours:6 |
Fashion
|
|
In the Height of Fashion-Henry Lawson | |
Unit-2 |
Teaching Hours:6 |
Language
|
|
Report writing | |
Unit-2 |
Teaching Hours:6 |
Fashion
|
|
In the Height of Fashion-Henry Lawson | |
Unit-2 |
Teaching Hours:6 |
Language
|
|
Report writing | |
Unit-2 |
Teaching Hours:6 |
Fashion
|
|
In the Height of Fashion-Henry Lawson | |
Unit-2 |
Teaching Hours:6 |
Language
|
|
Report writing | |
Unit-2 |
Teaching Hours:6 |
Fashion
|
|
In the Height of Fashion-Henry Lawson | |
Unit-2 |
Teaching Hours:6 |
Language
|
|
Report writing | |
Unit-2 |
Teaching Hours:6 |
Fashion
|
|
In the Height of Fashion-Henry Lawson | |
Unit-2 |
Teaching Hours:6 |
Language
|
|
Report writing | |
Unit-2 |
Teaching Hours:6 |
Fashion
|
|
In the Height of Fashion-Henry Lawson | |
Unit-2 |
Teaching Hours:6 |
Language
|
|
Report writing | |
Unit-2 |
Teaching Hours:6 |
Fashion
|
|
In the Height of Fashion-Henry Lawson | |
Unit-2 |
Teaching Hours:6 |
Language
|
|
Report writing | |
Unit-2 |
Teaching Hours:6 |
Fashion
|
|
In the Height of Fashion-Henry Lawson | |
Unit-2 |
Teaching Hours:6 |
Language
|
|
Report writing | |
Unit-2 |
Teaching Hours:6 |
Fashion
|
|
In the Height of Fashion-Henry Lawson | |
Unit-2 |
Teaching Hours:6 |
Language
|
|
Report writing | |
Unit-2 |
Teaching Hours:6 |
Fashion
|
|
In the Height of Fashion-Henry Lawson | |
Unit-2 |
Teaching Hours:6 |
Language
|
|
Report writing | |
Unit-2 |
Teaching Hours:6 |
Fashion
|
|
In the Height of Fashion-Henry Lawson | |
Unit-2 |
Teaching Hours:6 |
Language
|
|
Report writing | |
Unit-2 |
Teaching Hours:6 |
Fashion
|
|
In the Height of Fashion-Henry Lawson | |
Unit-2 |
Teaching Hours:6 |
Language
|
|
Report writing | |
Unit-2 |
Teaching Hours:6 |
Fashion
|
|
In the Height of Fashion-Henry Lawson | |
Unit-2 |
Teaching Hours:6 |
Language
|
|
Report writing | |
Unit-2 |
Teaching Hours:6 |
Fashion
|
|
In the Height of Fashion-Henry Lawson | |
Unit-2 |
Teaching Hours:6 |
Language
|
|
Report writing | |
Unit-2 |
Teaching Hours:6 |
Fashion
|
|
In the Height of Fashion-Henry Lawson | |
Unit-2 |
Teaching Hours:6 |
Language
|
|
Report writing | |
Unit-2 |
Teaching Hours:6 |
Fashion
|
|
In the Height of Fashion-Henry Lawson | |
Unit-2 |
Teaching Hours:6 |
Language
|
|
Report writing | |
Unit-2 |
Teaching Hours:6 |
Fashion
|
|
In the Height of Fashion-Henry Lawson | |
Unit-2 |
Teaching Hours:6 |
Language
|
|
Report writing | |
Unit-2 |
Teaching Hours:6 |
Fashion
|
|
In the Height of Fashion-Henry Lawson | |
Unit-2 |
Teaching Hours:6 |
Language
|
|
Report writing | |
Unit-2 |
Teaching Hours:6 |
Fashion
|
|
In the Height of Fashion-Henry Lawson | |
Unit-2 |
Teaching Hours:6 |
Language
|
|
Report writing | |
Unit-2 |
Teaching Hours:6 |
Fashion
|
|
In the Height of Fashion-Henry Lawson | |
Unit-2 |
Teaching Hours:6 |
Language
|
|
Report writing | |
Unit-2 |
Teaching Hours:6 |
Fashion
|
|
In the Height of Fashion-Henry Lawson | |
Unit-2 |
Teaching Hours:6 |
Language
|
|
Report writing | |
Unit-2 |
Teaching Hours:6 |
Fashion
|
|
In the Height of Fashion-Henry Lawson | |
Unit-2 |
Teaching Hours:6 |
Language
|
|
Report writing | |
Unit-2 |
Teaching Hours:6 |
Fashion
|
|
In the Height of Fashion-Henry Lawson | |
Unit-2 |
Teaching Hours:6 |
Language
|
|
Report writing | |
Unit-2 |
Teaching Hours:6 |
Fashion
|
|
In the Height of Fashion-Henry Lawson | |
Unit-2 |
Teaching Hours:6 |
Language
|
|
Report writing | |
Unit-2 |
Teaching Hours:6 |
Fashion
|
|
In the Height of Fashion-Henry Lawson | |
Unit-2 |
Teaching Hours:6 |
Language
|
|
Report writing | |
Unit-2 |
Teaching Hours:6 |
Fashion
|
|
In the Height of Fashion-Henry Lawson | |
Unit-2 |
Teaching Hours:6 |
Language
|
|
Report writing | |
Unit-2 |
Teaching Hours:6 |
Fashion
|
|
In the Height of Fashion-Henry Lawson | |
Unit-2 |
Teaching Hours:6 |
Language
|
|
Report writing | |
Unit-2 |
Teaching Hours:6 |
Fashion
|
|
In the Height of Fashion-Henry Lawson | |
Unit-2 |
Teaching Hours:6 |
Language
|
|
Report writing | |
Unit-2 |
Teaching Hours:6 |
Fashion
|
|
In the Height of Fashion-Henry Lawson | |
Unit-2 |
Teaching Hours:6 |
Language
|
|
Report writing | |
Unit-2 |
Teaching Hours:6 |
Fashion
|
|
In the Height of Fashion-Henry Lawson | |
Unit-2 |
Teaching Hours:6 |
Language
|
|
Report writing | |
Unit-2 |
Teaching Hours:6 |
Fashion
|
|
In the Height of Fashion-Henry Lawson | |
Unit-2 |
Teaching Hours:6 |
Language
|
|
Report writing | |
Unit-2 |
Teaching Hours:6 |
Fashion
|
|
In the Height of Fashion-Henry Lawson | |
Unit-2 |
Teaching Hours:6 |
Language
|
|
Report writing | |
Unit-2 |
Teaching Hours:6 |
Fashion
|
|
In the Height of Fashion-Henry Lawson | |
Unit-2 |
Teaching Hours:6 |
Language
|
|
Report writing | |
Unit-2 |
Teaching Hours:6 |
Fashion
|
|
In the Height of Fashion-Henry Lawson | |
Unit-2 |
Teaching Hours:6 |
Language
|
|
Report writing | |
Unit-2 |
Teaching Hours:6 |
Fashion
|
|
In the Height of Fashion-Henry Lawson | |
Unit-2 |
Teaching Hours:6 |
Language
|
|
Report writing | |
Unit-2 |
Teaching Hours:6 |
Fashion
|
|
In the Height of Fashion-Henry Lawson | |
Unit-2 |
Teaching Hours:6 |
Language
|
|
Report writing | |
Unit-2 |
Teaching Hours:6 |
Fashion
|
|
In the Height of Fashion-Henry Lawson | |
Unit-2 |
Teaching Hours:6 |
Language
|
|
Report writing | |
Unit-2 |
Teaching Hours:6 |
Fashion
|
|
In the Height of Fashion-Henry Lawson | |
Unit-2 |
Teaching Hours:6 |
Language
|
|
Report writing | |
Unit-2 |
Teaching Hours:6 |
Fashion
|
|
In the Height of Fashion-Henry Lawson | |
Unit-2 |
Teaching Hours:6 |
Language
|
|
Report writing | |
Unit-2 |
Teaching Hours:6 |
Fashion
|
|
In the Height of Fashion-Henry Lawson | |
Unit-2 |
Teaching Hours:6 |
Language
|
|
Report writing | |
Unit-2 |
Teaching Hours:6 |
Fashion
|
|
In the Height of Fashion-Henry Lawson | |
Unit-2 |
Teaching Hours:6 |
Language
|
|
Report writing | |
Unit-2 |
Teaching Hours:6 |
Fashion
|
|
In the Height of Fashion-Henry Lawson | |
Unit-2 |
Teaching Hours:6 |
Language
|
|
Report writing | |
Unit-2 |
Teaching Hours:6 |
Fashion
|
|
In the Height of Fashion-Henry Lawson | |
Unit-2 |
Teaching Hours:6 |
Language
|
|
Report writing | |
Unit-2 |
Teaching Hours:6 |
Fashion
|
|
In the Height of Fashion-Henry Lawson | |
Unit-2 |
Teaching Hours:6 |
Language
|
|
Report writing | |
Unit-2 |
Teaching Hours:6 |
Fashion
|
|
In the Height of Fashion-Henry Lawson | |
Unit-2 |
Teaching Hours:6 |
Language
|
|
Report writing | |
Unit-2 |
Teaching Hours:6 |
Fashion
|
|
In the Height of Fashion-Henry Lawson | |
Unit-2 |
Teaching Hours:6 |
Language
|
|
Report writing | |
Unit-2 |
Teaching Hours:6 |
Fashion
|
|
In the Height of Fashion-Henry Lawson | |
Unit-2 |
Teaching Hours:6 |
Language
|
|
Report writing | |
Unit-2 |
Teaching Hours:6 |
Fashion
|
|
In the Height of Fashion-Henry Lawson | |
Unit-2 |
Teaching Hours:6 |
Language
|
|
Report writing | |
Unit-2 |
Teaching Hours:6 |
Fashion
|
|
In the Height of Fashion-Henry Lawson | |
Unit-3 |
Teaching Hours:4 |
Language
|
|
Resume Writing | |
Unit-3 |
Teaching Hours:4 |
Management
|
|
The Story of Mumbai Dabbawalas- ShivaniPandita
| |
Unit-3 |
Teaching Hours:4 |
Language
|
|
Resume Writing | |
Unit-3 |
Teaching Hours:4 |
Management
|
|
The Story of Mumbai Dabbawalas- ShivaniPandita
| |
Unit-3 |
Teaching Hours:4 |
Language
|
|
Resume Writing | |
Unit-3 |
Teaching Hours:4 |
Management
|
|
The Story of Mumbai Dabbawalas- ShivaniPandita
| |
Unit-3 |
Teaching Hours:4 |
Language
|
|
Resume Writing | |
Unit-3 |
Teaching Hours:4 |
Management
|
|
The Story of Mumbai Dabbawalas- ShivaniPandita
| |
Unit-3 |
Teaching Hours:4 |
Language
|
|
Resume Writing | |
Unit-3 |
Teaching Hours:4 |
Management
|
|
The Story of Mumbai Dabbawalas- ShivaniPandita
| |
Unit-3 |
Teaching Hours:4 |
Language
|
|
Resume Writing | |
Unit-3 |
Teaching Hours:4 |
Management
|
|
The Story of Mumbai Dabbawalas- ShivaniPandita
| |
Unit-3 |
Teaching Hours:4 |
Language
|
|
Resume Writing | |
Unit-3 |
Teaching Hours:4 |
Management
|
|
The Story of Mumbai Dabbawalas- ShivaniPandita
| |
Unit-3 |
Teaching Hours:4 |
Language
|
|
Resume Writing | |
Unit-3 |
Teaching Hours:4 |
Management
|
|
The Story of Mumbai Dabbawalas- ShivaniPandita
| |
Unit-3 |
Teaching Hours:4 |
Language
|
|
Resume Writing | |
Unit-3 |
Teaching Hours:4 |
Management
|
|
The Story of Mumbai Dabbawalas- ShivaniPandita
| |
Unit-3 |
Teaching Hours:4 |
Language
|
|
Resume Writing | |
Unit-3 |
Teaching Hours:4 |
Management
|
|
The Story of Mumbai Dabbawalas- ShivaniPandita
| |
Unit-3 |
Teaching Hours:4 |
Language
|
|
Resume Writing | |
Unit-3 |
Teaching Hours:4 |
Management
|
|
The Story of Mumbai Dabbawalas- ShivaniPandita
| |
Unit-3 |
Teaching Hours:4 |
Language
|
|
Resume Writing | |
Unit-3 |
Teaching Hours:4 |
Management
|
|
The Story of Mumbai Dabbawalas- ShivaniPandita
| |
Unit-3 |
Teaching Hours:4 |
Language
|
|
Resume Writing | |
Unit-3 |
Teaching Hours:4 |
Management
|
|
The Story of Mumbai Dabbawalas- ShivaniPandita
| |
Unit-3 |
Teaching Hours:4 |
Language
|
|
Resume Writing | |
Unit-3 |
Teaching Hours:4 |
Management
|
|
The Story of Mumbai Dabbawalas- ShivaniPandita
| |
Unit-3 |
Teaching Hours:4 |
Language
|
|
Resume Writing | |
Unit-3 |
Teaching Hours:4 |
Management
|
|
The Story of Mumbai Dabbawalas- ShivaniPandita
| |
Unit-3 |
Teaching Hours:4 |
Language
|
|
Resume Writing | |
Unit-3 |
Teaching Hours:4 |
Management
|
|
The Story of Mumbai Dabbawalas- ShivaniPandita
| |
Unit-3 |
Teaching Hours:4 |
Language
|
|
Resume Writing | |
Unit-3 |
Teaching Hours:4 |
Management
|
|
The Story of Mumbai Dabbawalas- ShivaniPandita
| |
Unit-3 |
Teaching Hours:4 |
Language
|
|
Resume Writing | |
Unit-3 |
Teaching Hours:4 |
Management
|
|
The Story of Mumbai Dabbawalas- ShivaniPandita
| |
Unit-3 |
Teaching Hours:4 |
Language
|
|
Resume Writing | |
Unit-3 |
Teaching Hours:4 |
Management
|
|
The Story of Mumbai Dabbawalas- ShivaniPandita
| |
Unit-3 |
Teaching Hours:4 |
Language
|
|
Resume Writing | |
Unit-3 |
Teaching Hours:4 |
Management
|
|
The Story of Mumbai Dabbawalas- ShivaniPandita
| |
Unit-3 |
Teaching Hours:4 |
Language
|
|
Resume Writing | |
Unit-3 |
Teaching Hours:4 |
Management
|
|
The Story of Mumbai Dabbawalas- ShivaniPandita
| |
Unit-3 |
Teaching Hours:4 |
Language
|
|
Resume Writing | |
Unit-3 |
Teaching Hours:4 |
Management
|
|
The Story of Mumbai Dabbawalas- ShivaniPandita
| |
Unit-3 |
Teaching Hours:4 |
Language
|
|
Resume Writing | |
Unit-3 |
Teaching Hours:4 |
Management
|
|
The Story of Mumbai Dabbawalas- ShivaniPandita
| |
Unit-3 |
Teaching Hours:4 |
Language
|
|
Resume Writing | |
Unit-3 |
Teaching Hours:4 |
Management
|
|
The Story of Mumbai Dabbawalas- ShivaniPandita
| |
Unit-3 |
Teaching Hours:4 |
Language
|
|
Resume Writing | |
Unit-3 |
Teaching Hours:4 |
Management
|
|
The Story of Mumbai Dabbawalas- ShivaniPandita
| |
Unit-3 |
Teaching Hours:4 |
Language
|
|
Resume Writing | |
Unit-3 |
Teaching Hours:4 |
Management
|
|
The Story of Mumbai Dabbawalas- ShivaniPandita
| |
Unit-3 |
Teaching Hours:4 |
Language
|
|
Resume Writing | |
Unit-3 |
Teaching Hours:4 |
Management
|
|
The Story of Mumbai Dabbawalas- ShivaniPandita
| |
Unit-3 |
Teaching Hours:4 |
Language
|
|
Resume Writing | |
Unit-3 |
Teaching Hours:4 |
Management
|
|
The Story of Mumbai Dabbawalas- ShivaniPandita
| |
Unit-3 |
Teaching Hours:4 |
Language
|
|
Resume Writing | |
Unit-3 |
Teaching Hours:4 |
Management
|
|
The Story of Mumbai Dabbawalas- ShivaniPandita
| |
Unit-3 |
Teaching Hours:4 |
Language
|
|
Resume Writing | |
Unit-3 |
Teaching Hours:4 |
Management
|
|
The Story of Mumbai Dabbawalas- ShivaniPandita
| |
Unit-3 |
Teaching Hours:4 |
Language
|
|
Resume Writing | |
Unit-3 |
Teaching Hours:4 |
Management
|
|
The Story of Mumbai Dabbawalas- ShivaniPandita
| |
Unit-3 |
Teaching Hours:4 |
Language
|
|
Resume Writing | |
Unit-3 |
Teaching Hours:4 |
Management
|
|
The Story of Mumbai Dabbawalas- ShivaniPandita
| |
Unit-3 |
Teaching Hours:4 |
Language
|
|
Resume Writing | |
Unit-3 |
Teaching Hours:4 |
Management
|
|
The Story of Mumbai Dabbawalas- ShivaniPandita
| |
Unit-3 |
Teaching Hours:4 |
Language
|
|
Resume Writing | |
Unit-3 |
Teaching Hours:4 |
Management
|
|
The Story of Mumbai Dabbawalas- ShivaniPandita
| |
Unit-3 |
Teaching Hours:4 |
Language
|
|
Resume Writing | |
Unit-3 |
Teaching Hours:4 |
Management
|
|
The Story of Mumbai Dabbawalas- ShivaniPandita
| |
Unit-3 |
Teaching Hours:4 |
Language
|
|
Resume Writing | |
Unit-3 |
Teaching Hours:4 |
Management
|
|
The Story of Mumbai Dabbawalas- ShivaniPandita
| |
Unit-3 |
Teaching Hours:4 |
Language
|
|
Resume Writing | |
Unit-3 |
Teaching Hours:4 |
Management
|
|
The Story of Mumbai Dabbawalas- ShivaniPandita
| |
Unit-3 |
Teaching Hours:4 |
Language
|
|
Resume Writing | |
Unit-3 |
Teaching Hours:4 |
Management
|
|
The Story of Mumbai Dabbawalas- ShivaniPandita
| |
Unit-3 |
Teaching Hours:4 |
Language
|
|
Resume Writing | |
Unit-3 |
Teaching Hours:4 |
Management
|
|
The Story of Mumbai Dabbawalas- ShivaniPandita
| |
Unit-3 |
Teaching Hours:4 |
Language
|
|
Resume Writing | |
Unit-3 |
Teaching Hours:4 |
Management
|
|
The Story of Mumbai Dabbawalas- ShivaniPandita
| |
Unit-3 |
Teaching Hours:4 |
Language
|
|
Resume Writing | |
Unit-3 |
Teaching Hours:4 |
Management
|
|
The Story of Mumbai Dabbawalas- ShivaniPandita
| |
Unit-3 |
Teaching Hours:4 |
Language
|
|
Resume Writing | |
Unit-3 |
Teaching Hours:4 |
Management
|
|
The Story of Mumbai Dabbawalas- ShivaniPandita
| |
Unit-3 |
Teaching Hours:4 |
Language
|
|
Resume Writing | |
Unit-3 |
Teaching Hours:4 |
Management
|
|
The Story of Mumbai Dabbawalas- ShivaniPandita
| |
Unit-3 |
Teaching Hours:4 |
Language
|
|
Resume Writing | |
Unit-3 |
Teaching Hours:4 |
Management
|
|
The Story of Mumbai Dabbawalas- ShivaniPandita
| |
Unit-3 |
Teaching Hours:4 |
Language
|
|
Resume Writing | |
Unit-3 |
Teaching Hours:4 |
Management
|
|
The Story of Mumbai Dabbawalas- ShivaniPandita
| |
Unit-3 |
Teaching Hours:4 |
Language
|
|
Resume Writing | |
Unit-3 |
Teaching Hours:4 |
Management
|
|
The Story of Mumbai Dabbawalas- ShivaniPandita
| |
Unit-3 |
Teaching Hours:4 |
Language
|
|
Resume Writing | |
Unit-3 |
Teaching Hours:4 |
Management
|
|
The Story of Mumbai Dabbawalas- ShivaniPandita
| |
Unit-3 |
Teaching Hours:4 |
Language
|
|
Resume Writing | |
Unit-3 |
Teaching Hours:4 |
Management
|
|
The Story of Mumbai Dabbawalas- ShivaniPandita
| |
Unit-3 |
Teaching Hours:4 |
Language
|
|
Resume Writing | |
Unit-3 |
Teaching Hours:4 |
Management
|
|
The Story of Mumbai Dabbawalas- ShivaniPandita
| |
Unit-3 |
Teaching Hours:4 |
Language
|
|
Resume Writing | |
Unit-3 |
Teaching Hours:4 |
Management
|
|
The Story of Mumbai Dabbawalas- ShivaniPandita
| |
Unit-3 |
Teaching Hours:4 |
Language
|
|
Resume Writing | |
Unit-3 |
Teaching Hours:4 |
Management
|
|
The Story of Mumbai Dabbawalas- ShivaniPandita
| |
Unit-3 |
Teaching Hours:4 |
Language
|
|
Resume Writing | |
Unit-3 |
Teaching Hours:4 |
Management
|
|
The Story of Mumbai Dabbawalas- ShivaniPandita
| |
Unit-3 |
Teaching Hours:4 |
Language
|
|
Resume Writing | |
Unit-3 |
Teaching Hours:4 |
Management
|
|
The Story of Mumbai Dabbawalas- ShivaniPandita
| |
Unit-3 |
Teaching Hours:4 |
Language
|
|
Resume Writing | |
Unit-3 |
Teaching Hours:4 |
Management
|
|
The Story of Mumbai Dabbawalas- ShivaniPandita
| |
Unit-3 |
Teaching Hours:4 |
Language
|
|
Resume Writing | |
Unit-3 |
Teaching Hours:4 |
Management
|
|
The Story of Mumbai Dabbawalas- ShivaniPandita
| |
Unit-3 |
Teaching Hours:4 |
Language
|
|
Resume Writing | |
Unit-3 |
Teaching Hours:4 |
Management
|
|
The Story of Mumbai Dabbawalas- ShivaniPandita
| |
Unit-3 |
Teaching Hours:4 |
Language
|
|
Resume Writing | |
Unit-3 |
Teaching Hours:4 |
Management
|
|
The Story of Mumbai Dabbawalas- ShivaniPandita
| |
Unit-3 |
Teaching Hours:4 |
Language
|
|
Resume Writing | |
Unit-3 |
Teaching Hours:4 |
Management
|
|
The Story of Mumbai Dabbawalas- ShivaniPandita
| |
Unit-3 |
Teaching Hours:4 |
Language
|
|
Resume Writing | |
Unit-3 |
Teaching Hours:4 |
Management
|
|
The Story of Mumbai Dabbawalas- ShivaniPandita
| |
Unit-3 |
Teaching Hours:4 |
Language
|
|
Resume Writing | |
Unit-3 |
Teaching Hours:4 |
Management
|
|
The Story of Mumbai Dabbawalas- ShivaniPandita
| |
Unit-3 |
Teaching Hours:4 |
Language
|
|
Resume Writing | |
Unit-3 |
Teaching Hours:4 |
Management
|
|
The Story of Mumbai Dabbawalas- ShivaniPandita
| |
Unit-3 |
Teaching Hours:4 |
Language
|
|
Resume Writing | |
Unit-3 |
Teaching Hours:4 |
Management
|
|
The Story of Mumbai Dabbawalas- ShivaniPandita
| |
Unit-3 |
Teaching Hours:4 |
Language
|
|
Resume Writing | |
Unit-3 |
Teaching Hours:4 |
Management
|
|
The Story of Mumbai Dabbawalas- ShivaniPandita
| |
Unit-3 |
Teaching Hours:4 |
Language
|
|
Resume Writing | |
Unit-3 |
Teaching Hours:4 |
Management
|
|
The Story of Mumbai Dabbawalas- ShivaniPandita
| |
Unit-3 |
Teaching Hours:4 |
Language
|
|
Resume Writing | |
Unit-3 |
Teaching Hours:4 |
Management
|
|
The Story of Mumbai Dabbawalas- ShivaniPandita
| |
Unit-3 |
Teaching Hours:4 |
Language
|
|
Resume Writing | |
Unit-3 |
Teaching Hours:4 |
Management
|
|
The Story of Mumbai Dabbawalas- ShivaniPandita
| |
Unit-3 |
Teaching Hours:4 |
Language
|
|
Resume Writing | |
Unit-3 |
Teaching Hours:4 |
Management
|
|
The Story of Mumbai Dabbawalas- ShivaniPandita
| |
Unit-4 |
Teaching Hours:3 |
Management
|
|
If By Rudyard Kipling | |
Unit-4 |
Teaching Hours:3 |
Language
|
|
Interview skills and CV writing | |
Unit-4 |
Teaching Hours:3 |
Management
|
|
If By Rudyard Kipling | |
Unit-4 |
Teaching Hours:3 |
Language
|
|
Interview skills and CV writing | |
Unit-4 |
Teaching Hours:3 |
Management
|
|
If By Rudyard Kipling | |
Unit-4 |
Teaching Hours:3 |
Language
|
|
Interview skills and CV writing | |
Unit-4 |
Teaching Hours:3 |
Management
|
|
If By Rudyard Kipling | |
Unit-4 |
Teaching Hours:3 |
Language
|
|
Interview skills and CV writing | |
Unit-4 |
Teaching Hours:3 |
Management
|
|
If By Rudyard Kipling | |
Unit-4 |
Teaching Hours:3 |
Language
|
|
Interview skills and CV writing | |
Unit-4 |
Teaching Hours:3 |
Management
|
|
If By Rudyard Kipling | |
Unit-4 |
Teaching Hours:3 |
Language
|
|
Interview skills and CV writing | |
Unit-4 |
Teaching Hours:3 |
Management
|
|
If By Rudyard Kipling | |
Unit-4 |
Teaching Hours:3 |
Language
|
|
Interview skills and CV writing | |
Unit-4 |
Teaching Hours:3 |
Management
|
|
If By Rudyard Kipling | |
Unit-4 |
Teaching Hours:3 |
Language
|
|
Interview skills and CV writing | |
Unit-4 |
Teaching Hours:3 |
Management
|
|
If By Rudyard Kipling | |
Unit-4 |
Teaching Hours:3 |
Language
|
|
Interview skills and CV writing | |
Unit-4 |
Teaching Hours:3 |
Management
|
|
If By Rudyard Kipling | |
Unit-4 |
Teaching Hours:3 |
Language
|
|
Interview skills and CV writing | |
Unit-4 |
Teaching Hours:3 |
Management
|
|
If By Rudyard Kipling | |
Unit-4 |
Teaching Hours:3 |
Language
|
|
Interview skills and CV writing | |
Unit-4 |
Teaching Hours:3 |
Management
|
|
If By Rudyard Kipling | |
Unit-4 |
Teaching Hours:3 |
Language
|
|
Interview skills and CV writing | |
Unit-4 |
Teaching Hours:3 |
Management
|
|
If By Rudyard Kipling | |
Unit-4 |
Teaching Hours:3 |
Language
|
|
Interview skills and CV writing | |
Unit-4 |
Teaching Hours:3 |
Management
|
|
If By Rudyard Kipling | |
Unit-4 |
Teaching Hours:3 |
Language
|
|
Interview skills and CV writing | |
Unit-4 |
Teaching Hours:3 |
Management
|
|
If By Rudyard Kipling | |
Unit-4 |
Teaching Hours:3 |
Language
|
|
Interview skills and CV writing | |
Unit-4 |
Teaching Hours:3 |
Management
|
|
If By Rudyard Kipling | |
Unit-4 |
Teaching Hours:3 |
Language
|
|
Interview skills and CV writing | |
Unit-4 |
Teaching Hours:3 |
Management
|
|
If By Rudyard Kipling | |
Unit-4 |
Teaching Hours:3 |
Language
|
|
Interview skills and CV writing | |
Unit-4 |
Teaching Hours:3 |
Management
|
|
If By Rudyard Kipling | |
Unit-4 |
Teaching Hours:3 |
Language
|
|
Interview skills and CV writing | |
Unit-4 |
Teaching Hours:3 |
Management
|
|
If By Rudyard Kipling | |
Unit-4 |
Teaching Hours:3 |
Language
|
|
Interview skills and CV writing | |
Unit-4 |
Teaching Hours:3 |
Management
|
|
If By Rudyard Kipling | |
Unit-4 |
Teaching Hours:3 |
Language
|
|
Interview skills and CV writing | |
Unit-4 |
Teaching Hours:3 |
Management
|
|
If By Rudyard Kipling | |
Unit-4 |
Teaching Hours:3 |
Language
|
|
Interview skills and CV writing | |
Unit-4 |
Teaching Hours:3 |
Management
|
|
If By Rudyard Kipling | |
Unit-4 |
Teaching Hours:3 |
Language
|
|
Interview skills and CV writing | |
Unit-4 |
Teaching Hours:3 |
Management
|
|
If By Rudyard Kipling | |
Unit-4 |
Teaching Hours:3 |
Language
|
|
Interview skills and CV writing | |
Unit-4 |
Teaching Hours:3 |
Management
|
|
If By Rudyard Kipling | |
Unit-4 |
Teaching Hours:3 |
Language
|
|
Interview skills and CV writing | |
Unit-4 |
Teaching Hours:3 |
Management
|
|
If By Rudyard Kipling | |
Unit-4 |
Teaching Hours:3 |
Language
|
|
Interview skills and CV writing | |
Unit-4 |
Teaching Hours:3 |
Management
|
|
If By Rudyard Kipling | |
Unit-4 |
Teaching Hours:3 |
Language
|
|
Interview skills and CV writing | |
Unit-4 |
Teaching Hours:3 |
Management
|
|
If By Rudyard Kipling | |
Unit-4 |
Teaching Hours:3 |
Language
|
|
Interview skills and CV writing | |
Unit-4 |
Teaching Hours:3 |
Management
|
|
If By Rudyard Kipling | |
Unit-4 |
Teaching Hours:3 |
Language
|
|
Interview skills and CV writing | |
Unit-4 |
Teaching Hours:3 |
Management
|
|
If By Rudyard Kipling | |
Unit-4 |
Teaching Hours:3 |
Language
|
|
Interview skills and CV writing | |
Unit-4 |
Teaching Hours:3 |
Management
|
|
If By Rudyard Kipling | |
Unit-4 |
Teaching Hours:3 |
Language
|
|
Interview skills and CV writing | |
Unit-4 |
Teaching Hours:3 |
Management
|
|
If By Rudyard Kipling | |
Unit-4 |
Teaching Hours:3 |
Language
|
|
Interview skills and CV writing | |
Unit-4 |
Teaching Hours:3 |
Management
|
|
If By Rudyard Kipling | |
Unit-4 |
Teaching Hours:3 |
Language
|
|
Interview skills and CV writing | |
Unit-4 |
Teaching Hours:3 |
Management
|
|
If By Rudyard Kipling | |
Unit-4 |
Teaching Hours:3 |
Language
|
|
Interview skills and CV writing | |
Unit-4 |
Teaching Hours:3 |
Management
|
|
If By Rudyard Kipling | |
Unit-4 |
Teaching Hours:3 |
Language
|
|
Interview skills and CV writing | |
Unit-4 |
Teaching Hours:3 |
Management
|
|
If By Rudyard Kipling | |
Unit-4 |
Teaching Hours:3 |
Language
|
|
Interview skills and CV writing | |
Unit-4 |
Teaching Hours:3 |
Management
|
|
If By Rudyard Kipling | |
Unit-4 |
Teaching Hours:3 |
Language
|
|
Interview skills and CV writing | |
Unit-4 |
Teaching Hours:3 |
Management
|
|
If By Rudyard Kipling | |
Unit-4 |
Teaching Hours:3 |
Language
|
|
Interview skills and CV writing | |
Unit-4 |
Teaching Hours:3 |
Management
|
|
If By Rudyard Kipling | |
Unit-4 |
Teaching Hours:3 |
Language
|
|
Interview skills and CV writing | |
Unit-4 |
Teaching Hours:3 |
Management
|
|
If By Rudyard Kipling | |
Unit-4 |
Teaching Hours:3 |
Language
|
|
Interview skills and CV writing | |
Unit-4 |
Teaching Hours:3 |
Management
|
|
If By Rudyard Kipling | |
Unit-4 |
Teaching Hours:3 |
Language
|
|
Interview skills and CV writing | |
Unit-4 |
Teaching Hours:3 |
Management
|
|
If By Rudyard Kipling | |
Unit-4 |
Teaching Hours:3 |
Language
|
|
Interview skills and CV writing | |
Unit-4 |
Teaching Hours:3 |
Management
|
|
If By Rudyard Kipling | |
Unit-4 |
Teaching Hours:3 |
Language
|
|
Interview skills and CV writing | |
Unit-4 |
Teaching Hours:3 |
Management
|
|
If By Rudyard Kipling | |
Unit-4 |
Teaching Hours:3 |
Language
|
|
Interview skills and CV writing | |
Unit-4 |
Teaching Hours:3 |
Management
|
|
If By Rudyard Kipling | |
Unit-4 |
Teaching Hours:3 |
Language
|
|
Interview skills and CV writing | |
Unit-4 |
Teaching Hours:3 |
Management
|
|
If By Rudyard Kipling | |
Unit-4 |
Teaching Hours:3 |
Language
|
|
Interview skills and CV writing | |
Unit-4 |
Teaching Hours:3 |
Management
|
|
If By Rudyard Kipling | |
Unit-4 |
Teaching Hours:3 |
Language
|
|
Interview skills and CV writing | |
Unit-4 |
Teaching Hours:3 |
Management
|
|
If By Rudyard Kipling | |
Unit-4 |
Teaching Hours:3 |
Language
|
|
Interview skills and CV writing | |
Unit-4 |
Teaching Hours:3 |
Management
|
|
If By Rudyard Kipling | |
Unit-4 |
Teaching Hours:3 |
Language
|
|
Interview skills and CV writing | |
Unit-4 |
Teaching Hours:3 |
Management
|
|
If By Rudyard Kipling | |
Unit-4 |
Teaching Hours:3 |
Language
|
|
Interview skills and CV writing | |
Unit-4 |
Teaching Hours:3 |
Management
|
|
If By Rudyard Kipling | |
Unit-4 |
Teaching Hours:3 |
Language
|
|
Interview skills and CV writing | |
Unit-4 |
Teaching Hours:3 |
Management
|
|
If By Rudyard Kipling | |
Unit-4 |
Teaching Hours:3 |
Language
|
|
Interview skills and CV writing | |
Unit-4 |
Teaching Hours:3 |
Management
|
|
If By Rudyard Kipling | |
Unit-4 |
Teaching Hours:3 |
Language
|
|
Interview skills and CV writing | |
Unit-4 |
Teaching Hours:3 |
Management
|
|
If By Rudyard Kipling | |
Unit-4 |
Teaching Hours:3 |
Language
|
|
Interview skills and CV writing | |
Unit-4 |
Teaching Hours:3 |
Management
|
|
If By Rudyard Kipling | |
Unit-4 |
Teaching Hours:3 |
Language
|
|
Interview skills and CV writing | |
Unit-4 |
Teaching Hours:3 |
Management
|
|
If By Rudyard Kipling | |
Unit-4 |
Teaching Hours:3 |
Language
|
|
Interview skills and CV writing | |
Unit-4 |
Teaching Hours:3 |
Management
|
|
If By Rudyard Kipling | |
Unit-4 |
Teaching Hours:3 |
Language
|
|
Interview skills and CV writing | |
Unit-4 |
Teaching Hours:3 |
Management
|
|
If By Rudyard Kipling | |
Unit-4 |
Teaching Hours:3 |
Language
|
|
Interview skills and CV writing | |
Unit-4 |
Teaching Hours:3 |
Management
|
|
If By Rudyard Kipling | |
Unit-4 |
Teaching Hours:3 |
Language
|
|
Interview skills and CV writing | |
Unit-4 |
Teaching Hours:3 |
Management
|
|
If By Rudyard Kipling | |
Unit-4 |
Teaching Hours:3 |
Language
|
|
Interview skills and CV writing | |
Unit-4 |
Teaching Hours:3 |
Management
|
|
If By Rudyard Kipling | |
Unit-4 |
Teaching Hours:3 |
Language
|
|
Interview skills and CV writing | |
Unit-4 |
Teaching Hours:3 |
Management
|
|
If By Rudyard Kipling | |
Unit-4 |
Teaching Hours:3 |
Language
|
|
Interview skills and CV writing | |
Unit-4 |
Teaching Hours:3 |
Management
|
|
If By Rudyard Kipling | |
Unit-4 |
Teaching Hours:3 |
Language
|
|
Interview skills and CV writing | |
Unit-4 |
Teaching Hours:3 |
Management
|
|
If By Rudyard Kipling | |
Unit-4 |
Teaching Hours:3 |
Language
|
|
Interview skills and CV writing | |
Unit-4 |
Teaching Hours:3 |
Management
|
|
If By Rudyard Kipling | |
Unit-4 |
Teaching Hours:3 |
Language
|
|
Interview skills and CV writing | |
Unit-4 |
Teaching Hours:3 |
Management
|
|
If By Rudyard Kipling | |
Unit-4 |
Teaching Hours:3 |
Language
|
|
Interview skills and CV writing | |
Unit-4 |
Teaching Hours:3 |
Management
|
|
If By Rudyard Kipling | |
Unit-4 |
Teaching Hours:3 |
Language
|
|
Interview skills and CV writing | |
Unit-4 |
Teaching Hours:3 |
Management
|
|
If By Rudyard Kipling | |
Unit-4 |
Teaching Hours:3 |
Language
|
|
Interview skills and CV writing | |
Unit-5 |
Teaching Hours:4 |
History
|
|
Who were the Shudras? By Dr Ambedkar
| |
Unit-5 |
Teaching Hours:4 |
language
|
|
Developing arguments- debating | |
Unit-5 |
Teaching Hours:4 |
History
|
|
Who were the Shudras? By Dr Ambedkar
| |
Unit-5 |
Teaching Hours:4 |
language
|
|
Developing arguments- debating | |
Unit-5 |
Teaching Hours:4 |
History
|
|
Who were the Shudras? By Dr Ambedkar
| |
Unit-5 |
Teaching Hours:4 |
language
|
|
Developing arguments- debating | |
Unit-5 |
Teaching Hours:4 |
History
|
|
Who were the Shudras? By Dr Ambedkar
| |
Unit-5 |
Teaching Hours:4 |
language
|
|
Developing arguments- debating | |
Unit-5 |
Teaching Hours:4 |
History
|
|
Who were the Shudras? By Dr Ambedkar
| |
Unit-5 |
Teaching Hours:4 |
language
|
|
Developing arguments- debating | |
Unit-5 |
Teaching Hours:4 |
History
|
|
Who were the Shudras? By Dr Ambedkar
| |
Unit-5 |
Teaching Hours:4 |
language
|
|
Developing arguments- debating | |
Unit-5 |
Teaching Hours:4 |
History
|
|
Who were the Shudras? By Dr Ambedkar
| |
Unit-5 |
Teaching Hours:4 |
language
|
|
Developing arguments- debating | |
Unit-5 |
Teaching Hours:4 |
History
|
|
Who were the Shudras? By Dr Ambedkar
| |
Unit-5 |
Teaching Hours:4 |
language
|
|
Developing arguments- debating | |
Unit-5 |
Teaching Hours:4 |
History
|
|
Who were the Shudras? By Dr Ambedkar
| |
Unit-5 |
Teaching Hours:4 |
language
|
|
Developing arguments- debating | |
Unit-5 |
Teaching Hours:4 |
History
|
|
Who were the Shudras? By Dr Ambedkar
| |
Unit-5 |
Teaching Hours:4 |
language
|
|
Developing arguments- debating | |
Unit-5 |
Teaching Hours:4 |
History
|
|
Who were the Shudras? By Dr Ambedkar
| |
Unit-5 |
Teaching Hours:4 |
language
|
|
Developing arguments- debating | |
Unit-5 |
Teaching Hours:4 |
History
|
|
Who were the Shudras? By Dr Ambedkar
| |
Unit-5 |
Teaching Hours:4 |
language
|
|
Developing arguments- debating | |
Unit-5 |
Teaching Hours:4 |
History
|
|
Who were the Shudras? By Dr Ambedkar
| |
Unit-5 |
Teaching Hours:4 |
language
|
|
Developing arguments- debating | |
Unit-5 |
Teaching Hours:4 |
History
|
|
Who were the Shudras? By Dr Ambedkar
| |
Unit-5 |
Teaching Hours:4 |
language
|
|
Developing arguments- debating | |
Unit-5 |
Teaching Hours:4 |
History
|
|
Who were the Shudras? By Dr Ambedkar
| |
Unit-5 |
Teaching Hours:4 |
language
|
|
Developing arguments- debating | |
Unit-5 |
Teaching Hours:4 |
History
|
|
Who were the Shudras? By Dr Ambedkar
| |
Unit-5 |
Teaching Hours:4 |
language
|
|
Developing arguments- debating | |
Unit-5 |
Teaching Hours:4 |
History
|
|
Who were the Shudras? By Dr Ambedkar
| |
Unit-5 |
Teaching Hours:4 |
language
|
|
Developing arguments- debating | |
Unit-5 |
Teaching Hours:4 |
History
|
|
Who were the Shudras? By Dr Ambedkar
| |
Unit-5 |
Teaching Hours:4 |
language
|
|
Developing arguments- debating | |
Unit-5 |
Teaching Hours:4 |
History
|
|
Who were the Shudras? By Dr Ambedkar
| |
Unit-5 |
Teaching Hours:4 |
language
|
|
Developing arguments- debating | |
Unit-5 |
Teaching Hours:4 |
History
|
|
Who were the Shudras? By Dr Ambedkar
| |
Unit-5 |
Teaching Hours:4 |
language
|
|
Developing arguments- debating | |
Unit-5 |
Teaching Hours:4 |
History
|
|
Who were the Shudras? By Dr Ambedkar
| |
Unit-5 |
Teaching Hours:4 |
language
|
|
Developing arguments- debating | |
Unit-5 |
Teaching Hours:4 |
History
|
|
Who were the Shudras? By Dr Ambedkar
| |
Unit-5 |
Teaching Hours:4 |
language
|
|
Developing arguments- debating | |
Unit-5 |
Teaching Hours:4 |
History
|
|
Who were the Shudras? By Dr Ambedkar
| |
Unit-5 |
Teaching Hours:4 |
language
|
|
Developing arguments- debating | |
Unit-5 |
Teaching Hours:4 |
History
|
|
Who were the Shudras? By Dr Ambedkar
| |
Unit-5 |
Teaching Hours:4 |
language
|
|
Developing arguments- debating | |
Unit-5 |
Teaching Hours:4 |
History
|
|
Who were the Shudras? By Dr Ambedkar
| |
Unit-5 |
Teaching Hours:4 |
language
|
|
Developing arguments- debating | |
Unit-5 |
Teaching Hours:4 |
History
|
|
Who were the Shudras? By Dr Ambedkar
| |
Unit-5 |
Teaching Hours:4 |
language
|
|
Developing arguments- debating | |
Unit-5 |
Teaching Hours:4 |
History
|
|
Who were the Shudras? By Dr Ambedkar
| |
Unit-5 |
Teaching Hours:4 |
language
|
|
Developing arguments- debating | |
Unit-5 |
Teaching Hours:4 |
History
|
|
Who were the Shudras? By Dr Ambedkar
| |
Unit-5 |
Teaching Hours:4 |
language
|
|
Developing arguments- debating | |
Unit-5 |
Teaching Hours:4 |
History
|
|
Who were the Shudras? By Dr Ambedkar
| |
Unit-5 |
Teaching Hours:4 |
language
|
|
Developing arguments- debating | |
Unit-5 |
Teaching Hours:4 |
History
|
|
Who were the Shudras? By Dr Ambedkar
| |
Unit-5 |
Teaching Hours:4 |
language
|
|
Developing arguments- debating | |
Unit-5 |
Teaching Hours:4 |
History
|
|
Who were the Shudras? By Dr Ambedkar
| |
Unit-5 |
Teaching Hours:4 |
language
|
|
Developing arguments- debating | |
Unit-5 |
Teaching Hours:4 |
History
|
|
Who were the Shudras? By Dr Ambedkar
| |
Unit-5 |
Teaching Hours:4 |
language
|
|
Developing arguments- debating | |
Unit-5 |
Teaching Hours:4 |
History
|
|
Who were the Shudras? By Dr Ambedkar
| |
Unit-5 |
Teaching Hours:4 |
language
|
|
Developing arguments- debating | |
Unit-5 |
Teaching Hours:4 |
History
|
|
Who were the Shudras? By Dr Ambedkar
| |
Unit-5 |
Teaching Hours:4 |
language
|
|
Developing arguments- debating | |
Unit-5 |
Teaching Hours:4 |
History
|
|
Who were the Shudras? By Dr Ambedkar
| |
Unit-5 |
Teaching Hours:4 |
language
|
|
Developing arguments- debating | |
Unit-5 |
Teaching Hours:4 |
History
|
|
Who were the Shudras? By Dr Ambedkar
| |
Unit-5 |
Teaching Hours:4 |
language
|
|
Developing arguments- debating | |
Unit-5 |
Teaching Hours:4 |
History
|
|
Who were the Shudras? By Dr Ambedkar
| |
Unit-5 |
Teaching Hours:4 |
language
|
|
Developing arguments- debating | |
Unit-5 |
Teaching Hours:4 |
History
|
|
Who were the Shudras? By Dr Ambedkar
| |
Unit-5 |
Teaching Hours:4 |
language
|
|
Developing arguments- debating | |
Unit-5 |
Teaching Hours:4 |
History
|
|
Who were the Shudras? By Dr Ambedkar
| |
Unit-5 |
Teaching Hours:4 |
language
|
|
Developing arguments- debating | |
Unit-5 |
Teaching Hours:4 |
History
|
|
Who were the Shudras? By Dr Ambedkar
| |
Unit-5 |
Teaching Hours:4 |
language
|
|
Developing arguments- debating | |
Unit-5 |
Teaching Hours:4 |
History
|
|
Who were the Shudras? By Dr Ambedkar
| |
Unit-5 |
Teaching Hours:4 |
language
|
|
Developing arguments- debating | |
Unit-5 |
Teaching Hours:4 |
History
|
|
Who were the Shudras? By Dr Ambedkar
| |
Unit-5 |
Teaching Hours:4 |
language
|
|
Developing arguments- debating | |
Unit-5 |
Teaching Hours:4 |
History
|
|
Who were the Shudras? By Dr Ambedkar
| |
Unit-5 |
Teaching Hours:4 |
language
|
|
Developing arguments- debating | |
Unit-5 |
Teaching Hours:4 |
History
|
|
Who were the Shudras? By Dr Ambedkar
| |
Unit-5 |
Teaching Hours:4 |
language
|
|
Developing arguments- debating | |
Unit-5 |
Teaching Hours:4 |
History
|
|
Who were the Shudras? By Dr Ambedkar
| |
Unit-5 |
Teaching Hours:4 |
language
|
|
Developing arguments- debating | |
Unit-5 |
Teaching Hours:4 |
History
|
|
Who were the Shudras? By Dr Ambedkar
| |
Unit-5 |
Teaching Hours:4 |
language
|
|
Developing arguments- debating | |
Unit-5 |
Teaching Hours:4 |
History
|
|
Who were the Shudras? By Dr Ambedkar
| |
Unit-5 |
Teaching Hours:4 |
language
|
|
Developing arguments- debating | |
Unit-5 |
Teaching Hours:4 |
History
|
|
Who were the Shudras? By Dr Ambedkar
| |
Unit-5 |
Teaching Hours:4 |
language
|
|
Developing arguments- debating | |
Unit-5 |
Teaching Hours:4 |
History
|
|
Who were the Shudras? By Dr Ambedkar
| |
Unit-5 |
Teaching Hours:4 |
language
|
|
Developing arguments- debating | |
Unit-5 |
Teaching Hours:4 |
History
|
|
Who were the Shudras? By Dr Ambedkar
| |
Unit-5 |
Teaching Hours:4 |
language
|
|
Developing arguments- debating | |
Unit-5 |
Teaching Hours:4 |
History
|
|
Who were the Shudras? By Dr Ambedkar
| |
Unit-5 |
Teaching Hours:4 |
language
|
|
Developing arguments- debating | |
Unit-5 |
Teaching Hours:4 |
History
|
|
Who were the Shudras? By Dr Ambedkar
| |
Unit-5 |
Teaching Hours:4 |
language
|
|
Developing arguments- debating | |
Unit-5 |
Teaching Hours:4 |
History
|
|
Who were the Shudras? By Dr Ambedkar
| |
Unit-5 |
Teaching Hours:4 |
language
|
|
Developing arguments- debating | |
Unit-5 |
Teaching Hours:4 |
History
|
|
Who were the Shudras? By Dr Ambedkar
| |
Unit-5 |
Teaching Hours:4 |
language
|
|
Developing arguments- debating | |
Unit-5 |
Teaching Hours:4 |
History
|
|
Who were the Shudras? By Dr Ambedkar
| |
Unit-5 |
Teaching Hours:4 |
language
|
|
Developing arguments- debating | |
Unit-5 |
Teaching Hours:4 |
History
|
|
Who were the Shudras? By Dr Ambedkar
| |
Unit-5 |
Teaching Hours:4 |
language
|
|
Developing arguments- debating | |
Unit-5 |
Teaching Hours:4 |
History
|
|
Who were the Shudras? By Dr Ambedkar
| |
Unit-5 |
Teaching Hours:4 |
language
|
|
Developing arguments- debating | |
Unit-5 |
Teaching Hours:4 |
History
|
|
Who were the Shudras? By Dr Ambedkar
| |
Unit-5 |
Teaching Hours:4 |
language
|
|
Developing arguments- debating | |
Unit-5 |
Teaching Hours:4 |
History
|
|
Who were the Shudras? By Dr Ambedkar
| |
Unit-5 |
Teaching Hours:4 |
language
|
|
Developing arguments- debating | |
Unit-5 |
Teaching Hours:4 |
History
|
|
Who were the Shudras? By Dr Ambedkar
| |
Unit-5 |
Teaching Hours:4 |
language
|
|
Developing arguments- debating | |
Unit-5 |
Teaching Hours:4 |
History
|
|
Who were the Shudras? By Dr Ambedkar
| |
Unit-5 |
Teaching Hours:4 |
language
|
|
Developing arguments- debating | |
Unit-5 |
Teaching Hours:4 |
History
|
|
Who were the Shudras? By Dr Ambedkar
| |
Unit-5 |
Teaching Hours:4 |
language
|
|
Developing arguments- debating | |
Unit-5 |
Teaching Hours:4 |
History
|
|
Who were the Shudras? By Dr Ambedkar
| |
Unit-5 |
Teaching Hours:4 |
language
|
|
Developing arguments- debating | |
Unit-5 |
Teaching Hours:4 |
History
|
|
Who were the Shudras? By Dr Ambedkar
| |
Unit-5 |
Teaching Hours:4 |
language
|
|
Developing arguments- debating | |
Unit-5 |
Teaching Hours:4 |
History
|
|
Who were the Shudras? By Dr Ambedkar
| |
Unit-5 |
Teaching Hours:4 |
language
|
|
Developing arguments- debating | |
Unit-5 |
Teaching Hours:4 |
History
|
|
Who were the Shudras? By Dr Ambedkar
| |
Unit-5 |
Teaching Hours:4 |
language
|
|
Developing arguments- debating | |
Unit-5 |
Teaching Hours:4 |
History
|
|
Who were the Shudras? By Dr Ambedkar
| |
Unit-5 |
Teaching Hours:4 |
language
|
|
Developing arguments- debating | |
Unit-6 |
Teaching Hours:3 |
History
|
|
Dhauli By JayantaMahapatra | |
Unit-6 |
Teaching Hours:3 |
language
|
|
Developing arguments- debating | |
Unit-6 |
Teaching Hours:3 |
History
|
|
Dhauli By JayantaMahapatra | |
Unit-6 |
Teaching Hours:3 |
language
|
|
Developing arguments- debating | |
Unit-6 |
Teaching Hours:3 |
History
|
|
Dhauli By JayantaMahapatra | |
Unit-6 |
Teaching Hours:3 |
language
|
|
Developing arguments- debating | |
Unit-6 |
Teaching Hours:3 |
History
|
|
Dhauli By JayantaMahapatra | |
Unit-6 |
Teaching Hours:3 |
language
|
|
Developing arguments- debating | |
Unit-6 |
Teaching Hours:3 |
History
|
|
Dhauli By JayantaMahapatra | |
Unit-6 |
Teaching Hours:3 |
language
|
|
Developing arguments- debating | |
Unit-6 |
Teaching Hours:3 |
History
|
|
Dhauli By JayantaMahapatra | |
Unit-6 |
Teaching Hours:3 |
language
|
|
Developing arguments- debating | |
Unit-6 |
Teaching Hours:3 |
History
|
|
Dhauli By JayantaMahapatra | |
Unit-6 |
Teaching Hours:3 |
language
|
|
Developing arguments- debating | |
Unit-6 |
Teaching Hours:3 |
History
|
|
Dhauli By JayantaMahapatra | |
Unit-6 |
Teaching Hours:3 |
language
|
|
Developing arguments- debating | |
Unit-6 |
Teaching Hours:3 |
History
|
|
Dhauli By JayantaMahapatra | |
Unit-6 |
Teaching Hours:3 |
language
|
|
Developing arguments- debating | |
Unit-6 |
Teaching Hours:3 |
History
|
|
Dhauli By JayantaMahapatra | |
Unit-6 |
Teaching Hours:3 |
language
|
|
Developing arguments- debating | |
Unit-6 |
Teaching Hours:3 |
History
|
|
Dhauli By JayantaMahapatra | |
Unit-6 |
Teaching Hours:3 |
language
|
|
Developing arguments- debating | |
Unit-6 |
Teaching Hours:3 |
History
|
|
Dhauli By JayantaMahapatra | |
Unit-6 |
Teaching Hours:3 |
language
|
|
Developing arguments- debating | |
Unit-6 |
Teaching Hours:3 |
History
|
|
Dhauli By JayantaMahapatra | |
Unit-6 |
Teaching Hours:3 |
language
|
|
Developing arguments- debating | |
Unit-6 |
Teaching Hours:3 |
History
|
|
Dhauli By JayantaMahapatra | |
Unit-6 |
Teaching Hours:3 |
language
|
|
Developing arguments- debating | |
Unit-6 |
Teaching Hours:3 |
History
|
|
Dhauli By JayantaMahapatra | |
Unit-6 |
Teaching Hours:3 |
language
|
|
Developing arguments- debating | |
Unit-6 |
Teaching Hours:3 |
History
|
|
Dhauli By JayantaMahapatra | |
Unit-6 |
Teaching Hours:3 |
language
|
|
Developing arguments- debating | |
Unit-6 |
Teaching Hours:3 |
History
|
|
Dhauli By JayantaMahapatra | |
Unit-6 |
Teaching Hours:3 |
language
|
|
Developing arguments- debating | |
Unit-6 |
Teaching Hours:3 |
History
|
|
Dhauli By JayantaMahapatra | |
Unit-6 |
Teaching Hours:3 |
language
|
|
Developing arguments- debating | |
Unit-6 |
Teaching Hours:3 |
History
|
|
Dhauli By JayantaMahapatra | |
Unit-6 |
Teaching Hours:3 |
language
|
|
Developing arguments- debating | |
Unit-6 |
Teaching Hours:3 |
History
|
|
Dhauli By JayantaMahapatra | |
Unit-6 |
Teaching Hours:3 |
language
|
|
Developing arguments- debating | |
Unit-6 |
Teaching Hours:3 |
History
|
|
Dhauli By JayantaMahapatra | |
Unit-6 |
Teaching Hours:3 |
language
|
|
Developing arguments- debating | |
Unit-6 |
Teaching Hours:3 |
History
|
|
Dhauli By JayantaMahapatra | |
Unit-6 |
Teaching Hours:3 |
language
|
|
Developing arguments- debating | |
Unit-6 |
Teaching Hours:3 |
History
|
|
Dhauli By JayantaMahapatra | |
Unit-6 |
Teaching Hours:3 |
language
|
|
Developing arguments- debating | |
Unit-6 |
Teaching Hours:3 |
History
|
|
Dhauli By JayantaMahapatra | |
Unit-6 |
Teaching Hours:3 |
language
|
|
Developing arguments- debating | |
Unit-6 |
Teaching Hours:3 |
History
|
|
Dhauli By JayantaMahapatra | |
Unit-6 |
Teaching Hours:3 |
language
|
|
Developing arguments- debating | |
Unit-6 |
Teaching Hours:3 |
History
|
|
Dhauli By JayantaMahapatra | |
Unit-6 |
Teaching Hours:3 |
language
|
|
Developing arguments- debating | |
Unit-6 |
Teaching Hours:3 |
History
|
|
Dhauli By JayantaMahapatra | |
Unit-6 |
Teaching Hours:3 |
language
|
|
Developing arguments- debating | |
Unit-6 |
Teaching Hours:3 |
History
|
|
Dhauli By JayantaMahapatra | |
Unit-6 |
Teaching Hours:3 |
language
|
|
Developing arguments- debating | |
Unit-6 |
Teaching Hours:3 |
History
|
|
Dhauli By JayantaMahapatra | |
Unit-6 |
Teaching Hours:3 |
language
|
|
Developing arguments- debating | |
Unit-6 |
Teaching Hours:3 |
History
|
|
Dhauli By JayantaMahapatra | |
Unit-6 |
Teaching Hours:3 |
language
|
|
Developing arguments- debating | |
Unit-6 |
Teaching Hours:3 |
History
|
|
Dhauli By JayantaMahapatra | |
Unit-6 |
Teaching Hours:3 |
language
|
|
Developing arguments- debating | |
Unit-6 |
Teaching Hours:3 |
History
|
|
Dhauli By JayantaMahapatra | |
Unit-6 |
Teaching Hours:3 |
language
|
|
Developing arguments- debating | |
Unit-6 |
Teaching Hours:3 |
History
|
|
Dhauli By JayantaMahapatra | |
Unit-6 |
Teaching Hours:3 |
language
|
|
Developing arguments- debating | |
Unit-6 |
Teaching Hours:3 |
History
|
|
Dhauli By JayantaMahapatra | |
Unit-6 |
Teaching Hours:3 |
language
|
|
Developing arguments- debating | |
Unit-6 |
Teaching Hours:3 |
History
|
|
Dhauli By JayantaMahapatra | |
Unit-6 |
Teaching Hours:3 |
language
|
|
Developing arguments- debating | |
Unit-6 |
Teaching Hours:3 |
History
|
|
Dhauli By JayantaMahapatra | |
Unit-6 |
Teaching Hours:3 |
language
|
|
Developing arguments- debating | |
Unit-6 |
Teaching Hours:3 |
History
|
|
Dhauli By JayantaMahapatra | |
Unit-6 |
Teaching Hours:3 |
language
|
|
Developing arguments- debating | |
Unit-6 |
Teaching Hours:3 |
History
|
|
Dhauli By JayantaMahapatra | |
Unit-6 |
Teaching Hours:3 |
language
|
|
Developing arguments- debating | |
Unit-6 |
Teaching Hours:3 |
History
|
|
Dhauli By JayantaMahapatra | |
Unit-6 |
Teaching Hours:3 |
language
|
|
Developing arguments- debating | |
Unit-6 |
Teaching Hours:3 |
History
|
|
Dhauli By JayantaMahapatra | |
Unit-6 |
Teaching Hours:3 |
language
|
|
Developing arguments- debating | |
Unit-6 |
Teaching Hours:3 |
History
|
|
Dhauli By JayantaMahapatra | |
Unit-6 |
Teaching Hours:3 |
language
|
|
Developing arguments- debating | |
Unit-6 |
Teaching Hours:3 |
History
|
|
Dhauli By JayantaMahapatra | |
Unit-6 |
Teaching Hours:3 |
language
|
|
Developing arguments- debating | |
Unit-6 |
Teaching Hours:3 |
History
|
|
Dhauli By JayantaMahapatra | |
Unit-6 |
Teaching Hours:3 |
language
|
|
Developing arguments- debating | |
Unit-6 |
Teaching Hours:3 |
History
|
|
Dhauli By JayantaMahapatra | |
Unit-6 |
Teaching Hours:3 |
language
|
|
Developing arguments- debating | |
Unit-6 |
Teaching Hours:3 |
History
|
|
Dhauli By JayantaMahapatra | |
Unit-6 |
Teaching Hours:3 |
language
|
|
Developing arguments- debating | |
Unit-6 |
Teaching Hours:3 |
History
|
|
Dhauli By JayantaMahapatra | |
Unit-6 |
Teaching Hours:3 |
language
|
|
Developing arguments- debating | |
Unit-6 |
Teaching Hours:3 |
History
|
|
Dhauli By JayantaMahapatra | |
Unit-6 |
Teaching Hours:3 |
language
|
|
Developing arguments- debating | |
Unit-6 |
Teaching Hours:3 |
History
|
|
Dhauli By JayantaMahapatra | |
Unit-6 |
Teaching Hours:3 |
language
|
|
Developing arguments- debating | |
Unit-6 |
Teaching Hours:3 |
History
|
|
Dhauli By JayantaMahapatra | |
Unit-6 |
Teaching Hours:3 |
language
|
|
Developing arguments- debating | |
Unit-6 |
Teaching Hours:3 |
History
|
|
Dhauli By JayantaMahapatra | |
Unit-6 |
Teaching Hours:3 |
language
|
|
Developing arguments- debating | |
Unit-6 |
Teaching Hours:3 |
History
|
|
Dhauli By JayantaMahapatra | |
Unit-6 |
Teaching Hours:3 |
language
|
|
Developing arguments- debating | |
Unit-6 |
Teaching Hours:3 |
History
|
|
Dhauli By JayantaMahapatra | |
Unit-6 |
Teaching Hours:3 |
language
|
|
Developing arguments- debating | |
Unit-6 |
Teaching Hours:3 |
History
|
|
Dhauli By JayantaMahapatra | |
Unit-6 |
Teaching Hours:3 |
language
|
|
Developing arguments- debating | |
Unit-6 |
Teaching Hours:3 |
History
|
|
Dhauli By JayantaMahapatra | |
Unit-6 |
Teaching Hours:3 |
language
|
|
Developing arguments- debating | |
Unit-6 |
Teaching Hours:3 |
History
|
|
Dhauli By JayantaMahapatra | |
Unit-6 |
Teaching Hours:3 |
language
|
|
Developing arguments- debating | |
Unit-6 |
Teaching Hours:3 |
History
|
|
Dhauli By JayantaMahapatra | |
Unit-6 |
Teaching Hours:3 |
language
|
|
Developing arguments- debating | |
Unit-6 |
Teaching Hours:3 |
History
|
|
Dhauli By JayantaMahapatra | |
Unit-6 |
Teaching Hours:3 |
language
|
|
Developing arguments- debating | |
Unit-6 |
Teaching Hours:3 |
History
|
|
Dhauli By JayantaMahapatra | |
Unit-6 |
Teaching Hours:3 |
language
|
|
Developing arguments- debating | |
Unit-6 |
Teaching Hours:3 |
History
|
|
Dhauli By JayantaMahapatra | |
Unit-6 |
Teaching Hours:3 |
language
|
|
Developing arguments- debating | |
Unit-6 |
Teaching Hours:3 |
History
|
|
Dhauli By JayantaMahapatra | |
Unit-6 |
Teaching Hours:3 |
language
|
|
Developing arguments- debating | |
Unit-6 |
Teaching Hours:3 |
History
|
|
Dhauli By JayantaMahapatra | |
Unit-6 |
Teaching Hours:3 |
language
|
|
Developing arguments- debating | |
Unit-6 |
Teaching Hours:3 |
History
|
|
Dhauli By JayantaMahapatra | |
Unit-6 |
Teaching Hours:3 |
language
|
|
Developing arguments- debating | |
Unit-6 |
Teaching Hours:3 |
History
|
|
Dhauli By JayantaMahapatra | |
Unit-6 |
Teaching Hours:3 |
language
|
|
Developing arguments- debating | |
Unit-6 |
Teaching Hours:3 |
History
|
|
Dhauli By JayantaMahapatra | |
Unit-6 |
Teaching Hours:3 |
language
|
|
Developing arguments- debating | |
Unit-6 |
Teaching Hours:3 |
History
|
|
Dhauli By JayantaMahapatra | |
Unit-6 |
Teaching Hours:3 |
language
|
|
Developing arguments- debating | |
Unit-6 |
Teaching Hours:3 |
History
|
|
Dhauli By JayantaMahapatra | |
Unit-6 |
Teaching Hours:3 |
language
|
|
Developing arguments- debating | |
Unit-6 |
Teaching Hours:3 |
History
|
|
Dhauli By JayantaMahapatra | |
Unit-6 |
Teaching Hours:3 |
language
|
|
Developing arguments- debating | |
Unit-7 |
Teaching Hours:4 |
language
|
|
email writing | |
Unit-7 |
Teaching Hours:4 |
Social Media
|
|
An Occurrence at Owl Creek Bridge by Ambrose Bierce | |
Unit-7 |
Teaching Hours:4 |
language
|
|
email writing | |
Unit-7 |
Teaching Hours:4 |
Social Media
|
|
An Occurrence at Owl Creek Bridge by Ambrose Bierce | |
Unit-7 |
Teaching Hours:4 |
language
|
|
email writing | |
Unit-7 |
Teaching Hours:4 |
Social Media
|
|
An Occurrence at Owl Creek Bridge by Ambrose Bierce | |
Unit-7 |
Teaching Hours:4 |
language
|
|
email writing | |
Unit-7 |
Teaching Hours:4 |
Social Media
|
|
An Occurrence at Owl Creek Bridge by Ambrose Bierce | |
Unit-7 |
Teaching Hours:4 |
language
|
|
email writing | |
Unit-7 |
Teaching Hours:4 |
Social Media
|
|
An Occurrence at Owl Creek Bridge by Ambrose Bierce | |
Unit-7 |
Teaching Hours:4 |
language
|
|
email writing | |
Unit-7 |
Teaching Hours:4 |
Social Media
|
|
An Occurrence at Owl Creek Bridge by Ambrose Bierce | |
Unit-7 |
Teaching Hours:4 |
language
|
|
email writing | |
Unit-7 |
Teaching Hours:4 |
Social Media
|
|
An Occurrence at Owl Creek Bridge by Ambrose Bierce | |
Unit-7 |
Teaching Hours:4 |
language
|
|
email writing | |
Unit-7 |
Teaching Hours:4 |
Social Media
|
|
An Occurrence at Owl Creek Bridge by Ambrose Bierce | |
Unit-7 |
Teaching Hours:4 |
language
|
|
email writing | |
Unit-7 |
Teaching Hours:4 |
Social Media
|
|
An Occurrence at Owl Creek Bridge by Ambrose Bierce | |
Unit-7 |
Teaching Hours:4 |
language
|
|
email writing | |
Unit-7 |
Teaching Hours:4 |
Social Media
|
|
An Occurrence at Owl Creek Bridge by Ambrose Bierce | |
Unit-7 |
Teaching Hours:4 |
language
|
|
email writing | |
Unit-7 |
Teaching Hours:4 |
Social Media
|
|
An Occurrence at Owl Creek Bridge by Ambrose Bierce | |
Unit-7 |
Teaching Hours:4 |
language
|
|
email writing | |
Unit-7 |
Teaching Hours:4 |
Social Media
|
|
An Occurrence at Owl Creek Bridge by Ambrose Bierce | |
Unit-7 |
Teaching Hours:4 |
language
|
|
email writing | |
Unit-7 |
Teaching Hours:4 |
Social Media
|
|
An Occurrence at Owl Creek Bridge by Ambrose Bierce | |
Unit-7 |
Teaching Hours:4 |
language
|
|
email writing | |
Unit-7 |
Teaching Hours:4 |
Social Media
|
|
An Occurrence at Owl Creek Bridge by Ambrose Bierce | |
Unit-7 |
Teaching Hours:4 |
language
|
|
email writing | |
Unit-7 |
Teaching Hours:4 |
Social Media
|
|
An Occurrence at Owl Creek Bridge by Ambrose Bierce | |
Unit-7 |
Teaching Hours:4 |
language
|
|
email writing | |
Unit-7 |
Teaching Hours:4 |
Social Media
|
|
An Occurrence at Owl Creek Bridge by Ambrose Bierce | |
Unit-7 |
Teaching Hours:4 |
language
|
|
email writing | |
Unit-7 |
Teaching Hours:4 |
Social Media
|
|
An Occurrence at Owl Creek Bridge by Ambrose Bierce | |
Unit-7 |
Teaching Hours:4 |
language
|
|
email writing | |
Unit-7 |
Teaching Hours:4 |
Social Media
|
|
An Occurrence at Owl Creek Bridge by Ambrose Bierce | |
Unit-7 |
Teaching Hours:4 |
language
|
|
email writing | |
Unit-7 |
Teaching Hours:4 |
Social Media
|
|
An Occurrence at Owl Creek Bridge by Ambrose Bierce | |
Unit-7 |
Teaching Hours:4 |
language
|
|
email writing | |
Unit-7 |
Teaching Hours:4 |
Social Media
|
|
An Occurrence at Owl Creek Bridge by Ambrose Bierce | |
Unit-7 |
Teaching Hours:4 |
language
|
|
email writing | |
Unit-7 |
Teaching Hours:4 |
Social Media
|
|
An Occurrence at Owl Creek Bridge by Ambrose Bierce | |
Unit-7 |
Teaching Hours:4 |
language
|
|
email writing | |
Unit-7 |
Teaching Hours:4 |
Social Media
|
|
An Occurrence at Owl Creek Bridge by Ambrose Bierce | |
Unit-7 |
Teaching Hours:4 |
language
|
|
email writing | |
Unit-7 |
Teaching Hours:4 |
Social Media
|
|
An Occurrence at Owl Creek Bridge by Ambrose Bierce | |
Unit-7 |
Teaching Hours:4 |
language
|
|
email writing | |
Unit-7 |
Teaching Hours:4 |
Social Media
|
|
An Occurrence at Owl Creek Bridge by Ambrose Bierce | |
Unit-7 |
Teaching Hours:4 |
language
|
|
email writing | |
Unit-7 |
Teaching Hours:4 |
Social Media
|
|
An Occurrence at Owl Creek Bridge by Ambrose Bierce | |
Unit-7 |
Teaching Hours:4 |
language
|
|
email writing | |
Unit-7 |
Teaching Hours:4 |
Social Media
|
|
An Occurrence at Owl Creek Bridge by Ambrose Bierce | |
Unit-7 |
Teaching Hours:4 |
language
|
|
email writing | |
Unit-7 |
Teaching Hours:4 |
Social Media
|
|
An Occurrence at Owl Creek Bridge by Ambrose Bierce | |
Unit-7 |
Teaching Hours:4 |
language
|
|
email writing | |
Unit-7 |
Teaching Hours:4 |
Social Media
|
|
An Occurrence at Owl Creek Bridge by Ambrose Bierce | |
Unit-7 |
Teaching Hours:4 |
language
|
|
email writing | |
Unit-7 |
Teaching Hours:4 |
Social Media
|
|
An Occurrence at Owl Creek Bridge by Ambrose Bierce | |
Unit-7 |
Teaching Hours:4 |
language
|
|
email writing | |
Unit-7 |
Teaching Hours:4 |
Social Media
|
|
An Occurrence at Owl Creek Bridge by Ambrose Bierce | |
Unit-7 |
Teaching Hours:4 |
language
|
|
email writing | |
Unit-7 |
Teaching Hours:4 |
Social Media
|
|
An Occurrence at Owl Creek Bridge by Ambrose Bierce | |
Unit-7 |
Teaching Hours:4 |
language
|
|
email writing | |
Unit-7 |
Teaching Hours:4 |
Social Media
|
|
An Occurrence at Owl Creek Bridge by Ambrose Bierce | |
Unit-7 |
Teaching Hours:4 |
language
|
|
email writing | |
Unit-7 |
Teaching Hours:4 |
Social Media
|
|
An Occurrence at Owl Creek Bridge by Ambrose Bierce | |
Unit-7 |
Teaching Hours:4 |
language
|
|
email writing | |
Unit-7 |
Teaching Hours:4 |
Social Media
|
|
An Occurrence at Owl Creek Bridge by Ambrose Bierce | |
Unit-7 |
Teaching Hours:4 |
language
|
|
email writing | |
Unit-7 |
Teaching Hours:4 |
Social Media
|
|
An Occurrence at Owl Creek Bridge by Ambrose Bierce | |
Unit-7 |
Teaching Hours:4 |
language
|
|
email writing | |
Unit-7 |
Teaching Hours:4 |
Social Media
|
|
An Occurrence at Owl Creek Bridge by Ambrose Bierce | |
Unit-7 |
Teaching Hours:4 |
language
|
|
email writing | |
Unit-7 |
Teaching Hours:4 |
Social Media
|
|
An Occurrence at Owl Creek Bridge by Ambrose Bierce | |
Unit-7 |
Teaching Hours:4 |
language
|
|
email writing | |
Unit-7 |
Teaching Hours:4 |
Social Media
|
|
An Occurrence at Owl Creek Bridge by Ambrose Bierce | |
Unit-7 |
Teaching Hours:4 |
language
|
|
email writing | |
Unit-7 |
Teaching Hours:4 |
Social Media
|
|
An Occurrence at Owl Creek Bridge by Ambrose Bierce | |
Unit-7 |
Teaching Hours:4 |
language
|
|
email writing | |
Unit-7 |
Teaching Hours:4 |
Social Media
|
|
An Occurrence at Owl Creek Bridge by Ambrose Bierce | |
Unit-7 |
Teaching Hours:4 |
language
|
|
email writing | |
Unit-7 |
Teaching Hours:4 |
Social Media
|
|
An Occurrence at Owl Creek Bridge by Ambrose Bierce | |
Unit-7 |
Teaching Hours:4 |
language
|
|
email writing | |
Unit-7 |
Teaching Hours:4 |
Social Media
|
|
An Occurrence at Owl Creek Bridge by Ambrose Bierce | |
Unit-7 |
Teaching Hours:4 |
language
|
|
email writing | |
Unit-7 |
Teaching Hours:4 |
Social Media
|
|
An Occurrence at Owl Creek Bridge by Ambrose Bierce | |
Unit-7 |
Teaching Hours:4 |
language
|
|
email writing | |
Unit-7 |
Teaching Hours:4 |
Social Media
|
|
An Occurrence at Owl Creek Bridge by Ambrose Bierce | |
Unit-7 |
Teaching Hours:4 |
language
|
|
email writing | |
Unit-7 |
Teaching Hours:4 |
Social Media
|
|
An Occurrence at Owl Creek Bridge by Ambrose Bierce | |
Unit-7 |
Teaching Hours:4 |
language
|
|
email writing | |
Unit-7 |
Teaching Hours:4 |
Social Media
|
|
An Occurrence at Owl Creek Bridge by Ambrose Bierce | |
Unit-7 |
Teaching Hours:4 |
language
|
|
email writing | |
Unit-7 |
Teaching Hours:4 |
Social Media
|
|
An Occurrence at Owl Creek Bridge by Ambrose Bierce | |
Unit-7 |
Teaching Hours:4 |
language
|
|
email writing | |
Unit-7 |
Teaching Hours:4 |
Social Media
|
|
An Occurrence at Owl Creek Bridge by Ambrose Bierce | |
Unit-7 |
Teaching Hours:4 |
language
|
|
email writing | |
Unit-7 |
Teaching Hours:4 |
Social Media
|
|
An Occurrence at Owl Creek Bridge by Ambrose Bierce | |
Unit-7 |
Teaching Hours:4 |
language
|
|
email writing | |
Unit-7 |
Teaching Hours:4 |
Social Media
|
|
An Occurrence at Owl Creek Bridge by Ambrose Bierce | |
Unit-7 |
Teaching Hours:4 |
language
|
|
email writing | |
Unit-7 |
Teaching Hours:4 |
Social Media
|
|
An Occurrence at Owl Creek Bridge by Ambrose Bierce | |
Unit-7 |
Teaching Hours:4 |
language
|
|
email writing | |
Unit-7 |
Teaching Hours:4 |
Social Media
|
|
An Occurrence at Owl Creek Bridge by Ambrose Bierce | |
Unit-7 |
Teaching Hours:4 |
language
|
|
email writing | |
Unit-7 |
Teaching Hours:4 |
Social Media
|
|
An Occurrence at Owl Creek Bridge by Ambrose Bierce | |
Unit-7 |
Teaching Hours:4 |
language
|
|
email writing | |
Unit-7 |
Teaching Hours:4 |
Social Media
|
|
An Occurrence at Owl Creek Bridge by Ambrose Bierce | |
Unit-7 |
Teaching Hours:4 |
language
|
|
email writing | |
Unit-7 |
Teaching Hours:4 |
Social Media
|
|
An Occurrence at Owl Creek Bridge by Ambrose Bierce | |
Unit-7 |
Teaching Hours:4 |
language
|
|
email writing | |
Unit-7 |
Teaching Hours:4 |
Social Media
|
|
An Occurrence at Owl Creek Bridge by Ambrose Bierce | |
Unit-7 |
Teaching Hours:4 |
language
|
|
email writing | |
Unit-7 |
Teaching Hours:4 |
Social Media
|
|
An Occurrence at Owl Creek Bridge by Ambrose Bierce | |
Unit-7 |
Teaching Hours:4 |
language
|
|
email writing | |
Unit-7 |
Teaching Hours:4 |
Social Media
|
|
An Occurrence at Owl Creek Bridge by Ambrose Bierce | |
Unit-7 |
Teaching Hours:4 |
language
|
|
email writing | |
Unit-7 |
Teaching Hours:4 |
Social Media
|
|
An Occurrence at Owl Creek Bridge by Ambrose Bierce | |
Unit-7 |
Teaching Hours:4 |
language
|
|
email writing | |
Unit-7 |
Teaching Hours:4 |
Social Media
|
|
An Occurrence at Owl Creek Bridge by Ambrose Bierce | |
Unit-7 |
Teaching Hours:4 |
language
|
|
email writing | |
Unit-7 |
Teaching Hours:4 |
Social Media
|
|
An Occurrence at Owl Creek Bridge by Ambrose Bierce | |
Unit-7 |
Teaching Hours:4 |
language
|
|
email writing | |
Unit-7 |
Teaching Hours:4 |
Social Media
|
|
An Occurrence at Owl Creek Bridge by Ambrose Bierce | |
Unit-7 |
Teaching Hours:4 |
language
|
|
email writing | |
Unit-7 |
Teaching Hours:4 |
Social Media
|
|
An Occurrence at Owl Creek Bridge by Ambrose Bierce | |
Unit-7 |
Teaching Hours:4 |
language
|
|
email writing | |
Unit-7 |
Teaching Hours:4 |
Social Media
|
|
An Occurrence at Owl Creek Bridge by Ambrose Bierce | |
Unit-7 |
Teaching Hours:4 |
language
|
|
email writing | |
Unit-7 |
Teaching Hours:4 |
Social Media
|
|
An Occurrence at Owl Creek Bridge by Ambrose Bierce | |
Unit-7 |
Teaching Hours:4 |
language
|
|
email writing | |
Unit-7 |
Teaching Hours:4 |
Social Media
|
|
An Occurrence at Owl Creek Bridge by Ambrose Bierce | |
Unit-7 |
Teaching Hours:4 |
language
|
|
email writing | |
Unit-7 |
Teaching Hours:4 |
Social Media
|
|
An Occurrence at Owl Creek Bridge by Ambrose Bierce | |
Unit-8 |
Teaching Hours:2 |
Social Media
|
|
Truth in the time of Social Media' by Girish Balachandran | |
Unit-8 |
Teaching Hours:2 |
Social Media
|
|
Truth in the time of Social Media' by Girish Balachandran | |
Unit-8 |
Teaching Hours:2 |
Social Media
|
|
Truth in the time of Social Media' by Girish Balachandran | |
Unit-8 |
Teaching Hours:2 |
Social Media
|
|
Truth in the time of Social Media' by Girish Balachandran | |
Unit-8 |
Teaching Hours:2 |
Social Media
|
|
Truth in the time of Social Media' by Girish Balachandran | |
Unit-8 |
Teaching Hours:2 |
Social Media
|
|
Truth in the time of Social Media' by Girish Balachandran | |
Unit-8 |
Teaching Hours:2 |
Social Media
|
|
Truth in the time of Social Media' by Girish Balachandran | |
Unit-8 |
Teaching Hours:2 |
Social Media
|
|
Truth in the time of Social Media' by Girish Balachandran | |
Unit-8 |
Teaching Hours:2 |
Social Media
|
|
Truth in the time of Social Media' by Girish Balachandran | |
Unit-8 |
Teaching Hours:2 |
Social Media
|
|
Truth in the time of Social Media' by Girish Balachandran | |
Unit-8 |
Teaching Hours:2 |
Social Media
|
|
Truth in the time of Social Media' by Girish Balachandran | |
Unit-8 |
Teaching Hours:2 |
Social Media
|
|
Truth in the time of Social Media' by Girish Balachandran | |
Unit-8 |
Teaching Hours:2 |
Social Media
|
|
Truth in the time of Social Media' by Girish Balachandran | |
Unit-8 |
Teaching Hours:2 |
Social Media
|
|
Truth in the time of Social Media' by Girish Balachandran | |
Unit-8 |
Teaching Hours:2 |
Social Media
|
|
Truth in the time of Social Media' by Girish Balachandran | |
Unit-8 |
Teaching Hours:2 |
Social Media
|
|
Truth in the time of Social Media' by Girish Balachandran | |
Unit-8 |
Teaching Hours:2 |
Social Media
|
|
Truth in the time of Social Media' by Girish Balachandran | |
Unit-8 |
Teaching Hours:2 |
Social Media
|
|
Truth in the time of Social Media' by Girish Balachandran | |
Unit-8 |
Teaching Hours:2 |
Social Media
|
|
Truth in the time of Social Media' by Girish Balachandran | |
Unit-8 |
Teaching Hours:2 |
Social Media
|
|
Truth in the time of Social Media' by Girish Balachandran | |
Unit-8 |
Teaching Hours:2 |
Social Media
|
|
Truth in the time of Social Media' by Girish Balachandran | |
Unit-8 |
Teaching Hours:2 |
Social Media
|
|
Truth in the time of Social Media' by Girish Balachandran | |
Unit-8 |
Teaching Hours:2 |
Social Media
|
|
Truth in the time of Social Media' by Girish Balachandran | |
Unit-8 |
Teaching Hours:2 |
Social Media
|
|
Truth in the time of Social Media' by Girish Balachandran | |
Unit-8 |
Teaching Hours:2 |
Social Media
|
|
Truth in the time of Social Media' by Girish Balachandran | |
Unit-8 |
Teaching Hours:2 |
Social Media
|
|
Truth in the time of Social Media' by Girish Balachandran | |
Unit-8 |
Teaching Hours:2 |
Social Media
|
|
Truth in the time of Social Media' by Girish Balachandran | |
Unit-8 |
Teaching Hours:2 |
Social Media
|
|
Truth in the time of Social Media' by Girish Balachandran | |
Unit-8 |
Teaching Hours:2 |
Social Media
|
|
Truth in the time of Social Media' by Girish Balachandran | |
Unit-8 |
Teaching Hours:2 |
Social Media
|
|
Truth in the time of Social Media' by Girish Balachandran | |
Unit-8 |
Teaching Hours:2 |
Social Media
|
|
Truth in the time of Social Media' by Girish Balachandran | |
Unit-8 |
Teaching Hours:2 |
Social Media
|
|
Truth in the time of Social Media' by Girish Balachandran | |
Unit-8 |
Teaching Hours:2 |
Social Media
|
|
Truth in the time of Social Media' by Girish Balachandran | |
Unit-8 |
Teaching Hours:2 |
Social Media
|
|
Truth in the time of Social Media' by Girish Balachandran | |
Unit-8 |
Teaching Hours:2 |
Social Media
|
|
Truth in the time of Social Media' by Girish Balachandran | |
Unit-8 |
Teaching Hours:2 |
Social Media
|
|
Truth in the time of Social Media' by Girish Balachandran | |
Unit-8 |
Teaching Hours:2 |
Social Media
|
|
Truth in the time of Social Media' by Girish Balachandran | |
Unit-8 |
Teaching Hours:2 |
Social Media
|
|
Truth in the time of Social Media' by Girish Balachandran | |
Unit-8 |
Teaching Hours:2 |
Social Media
|
|
Truth in the time of Social Media' by Girish Balachandran | |
Unit-8 |
Teaching Hours:2 |
Social Media
|
|
Truth in the time of Social Media' by Girish Balachandran | |
Unit-8 |
Teaching Hours:2 |
Social Media
|
|
Truth in the time of Social Media' by Girish Balachandran | |
Unit-8 |
Teaching Hours:2 |
Social Media
|
|
Truth in the time of Social Media' by Girish Balachandran | |
Unit-8 |
Teaching Hours:2 |
Social Media
|
|
Truth in the time of Social Media' by Girish Balachandran | |
Unit-8 |
Teaching Hours:2 |
Social Media
|
|
Truth in the time of Social Media' by Girish Balachandran | |
Unit-8 |
Teaching Hours:2 |
Social Media
|
|
Truth in the time of Social Media' by Girish Balachandran | |
Unit-8 |
Teaching Hours:2 |
Social Media
|
|
Truth in the time of Social Media' by Girish Balachandran | |
Unit-8 |
Teaching Hours:2 |
Social Media
|
|
Truth in the time of Social Media' by Girish Balachandran | |
Unit-8 |
Teaching Hours:2 |
Social Media
|
|
Truth in the time of Social Media' by Girish Balachandran | |
Unit-8 |
Teaching Hours:2 |
Social Media
|
|
Truth in the time of Social Media' by Girish Balachandran | |
Unit-8 |
Teaching Hours:2 |
Social Media
|
|
Truth in the time of Social Media' by Girish Balachandran | |
Unit-8 |
Teaching Hours:2 |
Social Media
|
|
Truth in the time of Social Media' by Girish Balachandran | |
Unit-8 |
Teaching Hours:2 |
Social Media
|
|
Truth in the time of Social Media' by Girish Balachandran | |
Unit-8 |
Teaching Hours:2 |
Social Media
|
|
Truth in the time of Social Media' by Girish Balachandran | |
Unit-8 |
Teaching Hours:2 |
Social Media
|
|
Truth in the time of Social Media' by Girish Balachandran | |
Unit-8 |
Teaching Hours:2 |
Social Media
|
|
Truth in the time of Social Media' by Girish Balachandran | |
Unit-8 |
Teaching Hours:2 |
Social Media
|
|
Truth in the time of Social Media' by Girish Balachandran | |
Unit-8 |
Teaching Hours:2 |
Social Media
|
|
Truth in the time of Social Media' by Girish Balachandran | |
Unit-8 |
Teaching Hours:2 |
Social Media
|
|
Truth in the time of Social Media' by Girish Balachandran | |
Unit-8 |
Teaching Hours:2 |
Social Media
|
|
Truth in the time of Social Media' by Girish Balachandran | |
Unit-8 |
Teaching Hours:2 |
Social Media
|
|
Truth in the time of Social Media' by Girish Balachandran | |
Unit-8 |
Teaching Hours:2 |
Social Media
|
|
Truth in the time of Social Media' by Girish Balachandran | |
Unit-8 |
Teaching Hours:2 |
Social Media
|
|
Truth in the time of Social Media' by Girish Balachandran | |
Unit-8 |
Teaching Hours:2 |
Social Media
|
|
Truth in the time of Social Media' by Girish Balachandran | |
Unit-8 |
Teaching Hours:2 |
Social Media
|
|
Truth in the time of Social Media' by Girish Balachandran | |
Unit-8 |
Teaching Hours:2 |
Social Media
|
|
Truth in the time of Social Media' by Girish Balachandran | |
Unit-8 |
Teaching Hours:2 |
Social Media
|
|
Truth in the time of Social Media' by Girish Balachandran | |
Unit-8 |
Teaching Hours:2 |
Social Media
|
|
Truth in the time of Social Media' by Girish Balachandran | |
Text Books And Reference Books: ENGlogue 1 | |
Essential Reading / Recommended Reading teacher manual and worksheets that teachers would provide. Listening skills worksheets. | |
Evaluation Pattern CIA1- 20 MSE-50 CIA3- 20 ESE- 50 | |
BBA202-3 - HUMAN RESOURCE MANAGEMENT (2023 Batch) | |
Total Teaching Hours for Semester:60 |
No of Lecture Hours/Week:4 |
Max Marks:100 |
Credits:4 |
Course Objectives/Course Description |
|
Course Description: Human Resource Management course provides an overview of the HR function covering the entire gamut of operations related to the employee life cycle management. The course focuses on the providing the basic understanding of HR processes and practices followed in a business organization. It orients learners towards understanding of various HR functions such as recruitment and selection, training and development, performance management system, compensation management, contemporary issues and trends in human resource management. The course meets the national and local context of people management and enables students to have a global perspective on Human resource management practices. Course Objectives:
|
|
Learning Outcome |
|
CO1: Analyse concepts, theories and frameworks in HRM CO2: Apply different HR techniques for effective human resource management CO3: Explain the aspects of industrial relations and its implications CO4: Develop appropriate HR intervention in conjunction with organization needs. |
Unit-1 |
Teaching Hours:6 |
Introduction to HRM
|
|
Concept of HRM, Evolution of HRM, Role of Human Resource Manager, Functions of HRM, Line and Staff of HR Structure and HR Department, Understanding of Strategic Human Resource Management. | |
Unit-1 |
Teaching Hours:6 |
Introduction to HRM
|
|
Concept of HRM, Evolution of HRM, Role of Human Resource Manager, Functions of HRM, Line and Staff of HR Structure and HR Department, Understanding of Strategic Human Resource Management. | |
Unit-1 |
Teaching Hours:6 |
Introduction to HRM
|
|
Concept of HRM, Evolution of HRM, Role of Human Resource Manager, Functions of HRM, Line and Staff of HR Structure and HR Department, Understanding of Strategic Human Resource Management. | |
Unit-1 |
Teaching Hours:6 |
Introduction to HRM
|
|
Concept of HRM, Evolution of HRM, Role of Human Resource Manager, Functions of HRM, Line and Staff of HR Structure and HR Department, Understanding of Strategic Human Resource Management. | |
Unit-1 |
Teaching Hours:6 |
Introduction to HRM
|
|
Concept of HRM, Evolution of HRM, Role of Human Resource Manager, Functions of HRM, Line and Staff of HR Structure and HR Department, Understanding of Strategic Human Resource Management. | |
Unit-1 |
Teaching Hours:6 |
Introduction to HRM
|
|
Concept of HRM, Evolution of HRM, Role of Human Resource Manager, Functions of HRM, Line and Staff of HR Structure and HR Department, Understanding of Strategic Human Resource Management. | |
Unit-1 |
Teaching Hours:6 |
Introduction to HRM
|
|
Concept of HRM, Evolution of HRM, Role of Human Resource Manager, Functions of HRM, Line and Staff of HR Structure and HR Department, Understanding of Strategic Human Resource Management. | |
Unit-1 |
Teaching Hours:6 |
Introduction to HRM
|
|
Concept of HRM, Evolution of HRM, Role of Human Resource Manager, Functions of HRM, Line and Staff of HR Structure and HR Department, Understanding of Strategic Human Resource Management. | |
Unit-1 |
Teaching Hours:6 |
Introduction to HRM
|
|
Concept of HRM, Evolution of HRM, Role of Human Resource Manager, Functions of HRM, Line and Staff of HR Structure and HR Department, Understanding of Strategic Human Resource Management. | |
Unit-1 |
Teaching Hours:6 |
Introduction to HRM
|
|
Concept of HRM, Evolution of HRM, Role of Human Resource Manager, Functions of HRM, Line and Staff of HR Structure and HR Department, Understanding of Strategic Human Resource Management. | |
Unit-1 |
Teaching Hours:6 |
Introduction to HRM
|
|
Concept of HRM, Evolution of HRM, Role of Human Resource Manager, Functions of HRM, Line and Staff of HR Structure and HR Department, Understanding of Strategic Human Resource Management. | |
Unit-1 |
Teaching Hours:6 |
Introduction to HRM
|
|
Concept of HRM, Evolution of HRM, Role of Human Resource Manager, Functions of HRM, Line and Staff of HR Structure and HR Department, Understanding of Strategic Human Resource Management. | |
Unit-1 |
Teaching Hours:6 |
Introduction to HRM
|
|
Concept of HRM, Evolution of HRM, Role of Human Resource Manager, Functions of HRM, Line and Staff of HR Structure and HR Department, Understanding of Strategic Human Resource Management. | |
Unit-1 |
Teaching Hours:6 |
Introduction to HRM
|
|
Concept of HRM, Evolution of HRM, Role of Human Resource Manager, Functions of HRM, Line and Staff of HR Structure and HR Department, Understanding of Strategic Human Resource Management. | |
Unit-1 |
Teaching Hours:6 |
Introduction to HRM
|
|
Concept of HRM, Evolution of HRM, Role of Human Resource Manager, Functions of HRM, Line and Staff of HR Structure and HR Department, Understanding of Strategic Human Resource Management. | |
Unit-1 |
Teaching Hours:6 |
Introduction to HRM
|
|
Concept of HRM, Evolution of HRM, Role of Human Resource Manager, Functions of HRM, Line and Staff of HR Structure and HR Department, Understanding of Strategic Human Resource Management. | |
Unit-1 |
Teaching Hours:6 |
Introduction to HRM
|
|
Concept of HRM, Evolution of HRM, Role of Human Resource Manager, Functions of HRM, Line and Staff of HR Structure and HR Department, Understanding of Strategic Human Resource Management. | |
Unit-2 |
Teaching Hours:10 |
Unit II Job Analysis and Human Resource Planning
|
|
Concept of Job Analysis, Importance and Benefits of Job Analysis, Job Analysis Process, Elements of Job Description and Job Specification, Method of Collecting Job Analysis Information, Other Job-related concepts- Job Enrichment, Job Enlargement, Job Rotation, Flexi timing, Telecommuting and Ergonomics.
Concept & Importance of HRP; Forecasting Demand and Supply of Workforce; Action Plans in case of shortage and surplus of workforce. | |
Unit-2 |
Teaching Hours:10 |
Unit II Job Analysis and Human Resource Planning
|
|
Concept of Job Analysis, Importance and Benefits of Job Analysis, Job Analysis Process, Elements of Job Description and Job Specification, Method of Collecting Job Analysis Information, Other Job-related concepts- Job Enrichment, Job Enlargement, Job Rotation, Flexi timing, Telecommuting and Ergonomics.
Concept & Importance of HRP; Forecasting Demand and Supply of Workforce; Action Plans in case of shortage and surplus of workforce. | |
Unit-2 |
Teaching Hours:10 |
Unit II Job Analysis and Human Resource Planning
|
|
Concept of Job Analysis, Importance and Benefits of Job Analysis, Job Analysis Process, Elements of Job Description and Job Specification, Method of Collecting Job Analysis Information, Other Job-related concepts- Job Enrichment, Job Enlargement, Job Rotation, Flexi timing, Telecommuting and Ergonomics.
Concept & Importance of HRP; Forecasting Demand and Supply of Workforce; Action Plans in case of shortage and surplus of workforce. | |
Unit-2 |
Teaching Hours:10 |
Unit II Job Analysis and Human Resource Planning
|
|
Concept of Job Analysis, Importance and Benefits of Job Analysis, Job Analysis Process, Elements of Job Description and Job Specification, Method of Collecting Job Analysis Information, Other Job-related concepts- Job Enrichment, Job Enlargement, Job Rotation, Flexi timing, Telecommuting and Ergonomics.
Concept & Importance of HRP; Forecasting Demand and Supply of Workforce; Action Plans in case of shortage and surplus of workforce. | |
Unit-2 |
Teaching Hours:10 |
Unit II Job Analysis and Human Resource Planning
|
|
Concept of Job Analysis, Importance and Benefits of Job Analysis, Job Analysis Process, Elements of Job Description and Job Specification, Method of Collecting Job Analysis Information, Other Job-related concepts- Job Enrichment, Job Enlargement, Job Rotation, Flexi timing, Telecommuting and Ergonomics.
Concept & Importance of HRP; Forecasting Demand and Supply of Workforce; Action Plans in case of shortage and surplus of workforce. | |
Unit-2 |
Teaching Hours:10 |
Unit II Job Analysis and Human Resource Planning
|
|
Concept of Job Analysis, Importance and Benefits of Job Analysis, Job Analysis Process, Elements of Job Description and Job Specification, Method of Collecting Job Analysis Information, Other Job-related concepts- Job Enrichment, Job Enlargement, Job Rotation, Flexi timing, Telecommuting and Ergonomics.
Concept & Importance of HRP; Forecasting Demand and Supply of Workforce; Action Plans in case of shortage and surplus of workforce. | |
Unit-2 |
Teaching Hours:10 |
Unit II Job Analysis and Human Resource Planning
|
|
Concept of Job Analysis, Importance and Benefits of Job Analysis, Job Analysis Process, Elements of Job Description and Job Specification, Method of Collecting Job Analysis Information, Other Job-related concepts- Job Enrichment, Job Enlargement, Job Rotation, Flexi timing, Telecommuting and Ergonomics.
Concept & Importance of HRP; Forecasting Demand and Supply of Workforce; Action Plans in case of shortage and surplus of workforce. | |
Unit-2 |
Teaching Hours:10 |
Unit II Job Analysis and Human Resource Planning
|
|
Concept of Job Analysis, Importance and Benefits of Job Analysis, Job Analysis Process, Elements of Job Description and Job Specification, Method of Collecting Job Analysis Information, Other Job-related concepts- Job Enrichment, Job Enlargement, Job Rotation, Flexi timing, Telecommuting and Ergonomics.
Concept & Importance of HRP; Forecasting Demand and Supply of Workforce; Action Plans in case of shortage and surplus of workforce. | |
Unit-2 |
Teaching Hours:10 |
Unit II Job Analysis and Human Resource Planning
|
|
Concept of Job Analysis, Importance and Benefits of Job Analysis, Job Analysis Process, Elements of Job Description and Job Specification, Method of Collecting Job Analysis Information, Other Job-related concepts- Job Enrichment, Job Enlargement, Job Rotation, Flexi timing, Telecommuting and Ergonomics.
Concept & Importance of HRP; Forecasting Demand and Supply of Workforce; Action Plans in case of shortage and surplus of workforce. | |
Unit-2 |
Teaching Hours:10 |
Unit II Job Analysis and Human Resource Planning
|
|
Concept of Job Analysis, Importance and Benefits of Job Analysis, Job Analysis Process, Elements of Job Description and Job Specification, Method of Collecting Job Analysis Information, Other Job-related concepts- Job Enrichment, Job Enlargement, Job Rotation, Flexi timing, Telecommuting and Ergonomics.
Concept & Importance of HRP; Forecasting Demand and Supply of Workforce; Action Plans in case of shortage and surplus of workforce. | |
Unit-2 |
Teaching Hours:10 |
Unit II Job Analysis and Human Resource Planning
|
|
Concept of Job Analysis, Importance and Benefits of Job Analysis, Job Analysis Process, Elements of Job Description and Job Specification, Method of Collecting Job Analysis Information, Other Job-related concepts- Job Enrichment, Job Enlargement, Job Rotation, Flexi timing, Telecommuting and Ergonomics.
Concept & Importance of HRP; Forecasting Demand and Supply of Workforce; Action Plans in case of shortage and surplus of workforce. | |
Unit-2 |
Teaching Hours:10 |
Unit II Job Analysis and Human Resource Planning
|
|
Concept of Job Analysis, Importance and Benefits of Job Analysis, Job Analysis Process, Elements of Job Description and Job Specification, Method of Collecting Job Analysis Information, Other Job-related concepts- Job Enrichment, Job Enlargement, Job Rotation, Flexi timing, Telecommuting and Ergonomics.
Concept & Importance of HRP; Forecasting Demand and Supply of Workforce; Action Plans in case of shortage and surplus of workforce. | |
Unit-2 |
Teaching Hours:10 |
Unit II Job Analysis and Human Resource Planning
|
|
Concept of Job Analysis, Importance and Benefits of Job Analysis, Job Analysis Process, Elements of Job Description and Job Specification, Method of Collecting Job Analysis Information, Other Job-related concepts- Job Enrichment, Job Enlargement, Job Rotation, Flexi timing, Telecommuting and Ergonomics.
Concept & Importance of HRP; Forecasting Demand and Supply of Workforce; Action Plans in case of shortage and surplus of workforce. | |
Unit-2 |
Teaching Hours:10 |
Unit II Job Analysis and Human Resource Planning
|
|
Concept of Job Analysis, Importance and Benefits of Job Analysis, Job Analysis Process, Elements of Job Description and Job Specification, Method of Collecting Job Analysis Information, Other Job-related concepts- Job Enrichment, Job Enlargement, Job Rotation, Flexi timing, Telecommuting and Ergonomics.
Concept & Importance of HRP; Forecasting Demand and Supply of Workforce; Action Plans in case of shortage and surplus of workforce. | |
Unit-2 |
Teaching Hours:10 |
Unit II Job Analysis and Human Resource Planning
|
|
Concept of Job Analysis, Importance and Benefits of Job Analysis, Job Analysis Process, Elements of Job Description and Job Specification, Method of Collecting Job Analysis Information, Other Job-related concepts- Job Enrichment, Job Enlargement, Job Rotation, Flexi timing, Telecommuting and Ergonomics.
Concept & Importance of HRP; Forecasting Demand and Supply of Workforce; Action Plans in case of shortage and surplus of workforce. | |
Unit-2 |
Teaching Hours:10 |
Unit II Job Analysis and Human Resource Planning
|
|
Concept of Job Analysis, Importance and Benefits of Job Analysis, Job Analysis Process, Elements of Job Description and Job Specification, Method of Collecting Job Analysis Information, Other Job-related concepts- Job Enrichment, Job Enlargement, Job Rotation, Flexi timing, Telecommuting and Ergonomics.
Concept & Importance of HRP; Forecasting Demand and Supply of Workforce; Action Plans in case of shortage and surplus of workforce. | |
Unit-2 |
Teaching Hours:10 |
Unit II Job Analysis and Human Resource Planning
|
|
Concept of Job Analysis, Importance and Benefits of Job Analysis, Job Analysis Process, Elements of Job Description and Job Specification, Method of Collecting Job Analysis Information, Other Job-related concepts- Job Enrichment, Job Enlargement, Job Rotation, Flexi timing, Telecommuting and Ergonomics.
Concept & Importance of HRP; Forecasting Demand and Supply of Workforce; Action Plans in case of shortage and surplus of workforce. | |
Unit-3 |
Teaching Hours:8 |
Unit III Recruitment and Selection
|
|
Concept of Recruitment, Factors Affecting Recruitment, Internal and External Sources of Recruitment;
Importance of Selection, Stages involved in Selection Process, Types of Selection Tests and Types of Interviews. Meaning and Benefits of Induction, Content of an Induction Program. | |
Unit-3 |
Teaching Hours:8 |
Unit III Recruitment and Selection
|
|
Concept of Recruitment, Factors Affecting Recruitment, Internal and External Sources of Recruitment;
Importance of Selection, Stages involved in Selection Process, Types of Selection Tests and Types of Interviews. Meaning and Benefits of Induction, Content of an Induction Program. | |
Unit-3 |
Teaching Hours:8 |
Unit III Recruitment and Selection
|
|
Concept of Recruitment, Factors Affecting Recruitment, Internal and External Sources of Recruitment;
Importance of Selection, Stages involved in Selection Process, Types of Selection Tests and Types of Interviews. Meaning and Benefits of Induction, Content of an Induction Program. | |
Unit-3 |
Teaching Hours:8 |
Unit III Recruitment and Selection
|
|
Concept of Recruitment, Factors Affecting Recruitment, Internal and External Sources of Recruitment;
Importance of Selection, Stages involved in Selection Process, Types of Selection Tests and Types of Interviews. Meaning and Benefits of Induction, Content of an Induction Program. | |
Unit-3 |
Teaching Hours:8 |
Unit III Recruitment and Selection
|
|
Concept of Recruitment, Factors Affecting Recruitment, Internal and External Sources of Recruitment;
Importance of Selection, Stages involved in Selection Process, Types of Selection Tests and Types of Interviews. Meaning and Benefits of Induction, Content of an Induction Program. | |
Unit-3 |
Teaching Hours:8 |
Unit III Recruitment and Selection
|
|
Concept of Recruitment, Factors Affecting Recruitment, Internal and External Sources of Recruitment;
Importance of Selection, Stages involved in Selection Process, Types of Selection Tests and Types of Interviews. Meaning and Benefits of Induction, Content of an Induction Program. | |
Unit-3 |
Teaching Hours:8 |
Unit III Recruitment and Selection
|
|
Concept of Recruitment, Factors Affecting Recruitment, Internal and External Sources of Recruitment;
Importance of Selection, Stages involved in Selection Process, Types of Selection Tests and Types of Interviews. Meaning and Benefits of Induction, Content of an Induction Program. | |
Unit-3 |
Teaching Hours:8 |
Unit III Recruitment and Selection
|
|
Concept of Recruitment, Factors Affecting Recruitment, Internal and External Sources of Recruitment;
Importance of Selection, Stages involved in Selection Process, Types of Selection Tests and Types of Interviews. Meaning and Benefits of Induction, Content of an Induction Program. | |
Unit-3 |
Teaching Hours:8 |
Unit III Recruitment and Selection
|
|
Concept of Recruitment, Factors Affecting Recruitment, Internal and External Sources of Recruitment;
Importance of Selection, Stages involved in Selection Process, Types of Selection Tests and Types of Interviews. Meaning and Benefits of Induction, Content of an Induction Program. | |
Unit-3 |
Teaching Hours:8 |
Unit III Recruitment and Selection
|
|
Concept of Recruitment, Factors Affecting Recruitment, Internal and External Sources of Recruitment;
Importance of Selection, Stages involved in Selection Process, Types of Selection Tests and Types of Interviews. Meaning and Benefits of Induction, Content of an Induction Program. | |
Unit-3 |
Teaching Hours:8 |
Unit III Recruitment and Selection
|
|
Concept of Recruitment, Factors Affecting Recruitment, Internal and External Sources of Recruitment;
Importance of Selection, Stages involved in Selection Process, Types of Selection Tests and Types of Interviews. Meaning and Benefits of Induction, Content of an Induction Program. | |
Unit-3 |
Teaching Hours:8 |
Unit III Recruitment and Selection
|
|
Concept of Recruitment, Factors Affecting Recruitment, Internal and External Sources of Recruitment;
Importance of Selection, Stages involved in Selection Process, Types of Selection Tests and Types of Interviews. Meaning and Benefits of Induction, Content of an Induction Program. | |
Unit-3 |
Teaching Hours:8 |
Unit III Recruitment and Selection
|
|
Concept of Recruitment, Factors Affecting Recruitment, Internal and External Sources of Recruitment;
Importance of Selection, Stages involved in Selection Process, Types of Selection Tests and Types of Interviews. Meaning and Benefits of Induction, Content of an Induction Program. | |
Unit-3 |
Teaching Hours:8 |
Unit III Recruitment and Selection
|
|
Concept of Recruitment, Factors Affecting Recruitment, Internal and External Sources of Recruitment;
Importance of Selection, Stages involved in Selection Process, Types of Selection Tests and Types of Interviews. Meaning and Benefits of Induction, Content of an Induction Program. | |
Unit-3 |
Teaching Hours:8 |
Unit III Recruitment and Selection
|
|
Concept of Recruitment, Factors Affecting Recruitment, Internal and External Sources of Recruitment;
Importance of Selection, Stages involved in Selection Process, Types of Selection Tests and Types of Interviews. Meaning and Benefits of Induction, Content of an Induction Program. | |
Unit-3 |
Teaching Hours:8 |
Unit III Recruitment and Selection
|
|
Concept of Recruitment, Factors Affecting Recruitment, Internal and External Sources of Recruitment;
Importance of Selection, Stages involved in Selection Process, Types of Selection Tests and Types of Interviews. Meaning and Benefits of Induction, Content of an Induction Program. | |
Unit-3 |
Teaching Hours:8 |
Unit III Recruitment and Selection
|
|
Concept of Recruitment, Factors Affecting Recruitment, Internal and External Sources of Recruitment;
Importance of Selection, Stages involved in Selection Process, Types of Selection Tests and Types of Interviews. Meaning and Benefits of Induction, Content of an Induction Program. | |
Unit-4 |
Teaching Hours:8 |
Unit IV Learning & Development and Career Mobility
|
|
Meaning and Importance of Training and Development Programs, Conducting Training Need Analysis, Designing and Developing Training Program, On-the-Job and Off-the-Job Training & Development Methods. Career Management Process, Models of Career Management, Role & Challenges of Career Development, Career Development Initiatives, Stages in Career Planning, Internal and External Mobility of Employees.
| |
Unit-4 |
Teaching Hours:8 |
Unit IV Learning & Development and Career Mobility
|
|
Meaning and Importance of Training and Development Programs, Conducting Training Need Analysis, Designing and Developing Training Program, On-the-Job and Off-the-Job Training & Development Methods. Career Management Process, Models of Career Management, Role & Challenges of Career Development, Career Development Initiatives, Stages in Career Planning, Internal and External Mobility of Employees.
| |
Unit-4 |
Teaching Hours:8 |
Unit IV Learning & Development and Career Mobility
|
|
Meaning and Importance of Training and Development Programs, Conducting Training Need Analysis, Designing and Developing Training Program, On-the-Job and Off-the-Job Training & Development Methods. Career Management Process, Models of Career Management, Role & Challenges of Career Development, Career Development Initiatives, Stages in Career Planning, Internal and External Mobility of Employees.
| |
Unit-4 |
Teaching Hours:8 |
Unit IV Learning & Development and Career Mobility
|
|
Meaning and Importance of Training and Development Programs, Conducting Training Need Analysis, Designing and Developing Training Program, On-the-Job and Off-the-Job Training & Development Methods. Career Management Process, Models of Career Management, Role & Challenges of Career Development, Career Development Initiatives, Stages in Career Planning, Internal and External Mobility of Employees.
| |
Unit-4 |
Teaching Hours:8 |
Unit IV Learning & Development and Career Mobility
|
|
Meaning and Importance of Training and Development Programs, Conducting Training Need Analysis, Designing and Developing Training Program, On-the-Job and Off-the-Job Training & Development Methods. Career Management Process, Models of Career Management, Role & Challenges of Career Development, Career Development Initiatives, Stages in Career Planning, Internal and External Mobility of Employees.
| |
Unit-4 |
Teaching Hours:8 |
Unit IV Learning & Development and Career Mobility
|
|
Meaning and Importance of Training and Development Programs, Conducting Training Need Analysis, Designing and Developing Training Program, On-the-Job and Off-the-Job Training & Development Methods. Career Management Process, Models of Career Management, Role & Challenges of Career Development, Career Development Initiatives, Stages in Career Planning, Internal and External Mobility of Employees.
| |
Unit-4 |
Teaching Hours:8 |
Unit IV Learning & Development and Career Mobility
|
|
Meaning and Importance of Training and Development Programs, Conducting Training Need Analysis, Designing and Developing Training Program, On-the-Job and Off-the-Job Training & Development Methods. Career Management Process, Models of Career Management, Role & Challenges of Career Development, Career Development Initiatives, Stages in Career Planning, Internal and External Mobility of Employees.
| |
Unit-4 |
Teaching Hours:8 |
Unit IV Learning & Development and Career Mobility
|
|
Meaning and Importance of Training and Development Programs, Conducting Training Need Analysis, Designing and Developing Training Program, On-the-Job and Off-the-Job Training & Development Methods. Career Management Process, Models of Career Management, Role & Challenges of Career Development, Career Development Initiatives, Stages in Career Planning, Internal and External Mobility of Employees.
| |
Unit-4 |
Teaching Hours:8 |
Unit IV Learning & Development and Career Mobility
|
|
Meaning and Importance of Training and Development Programs, Conducting Training Need Analysis, Designing and Developing Training Program, On-the-Job and Off-the-Job Training & Development Methods. Career Management Process, Models of Career Management, Role & Challenges of Career Development, Career Development Initiatives, Stages in Career Planning, Internal and External Mobility of Employees.
| |
Unit-4 |
Teaching Hours:8 |
Unit IV Learning & Development and Career Mobility
|
|
Meaning and Importance of Training and Development Programs, Conducting Training Need Analysis, Designing and Developing Training Program, On-the-Job and Off-the-Job Training & Development Methods. Career Management Process, Models of Career Management, Role & Challenges of Career Development, Career Development Initiatives, Stages in Career Planning, Internal and External Mobility of Employees.
| |
Unit-4 |
Teaching Hours:8 |
Unit IV Learning & Development and Career Mobility
|
|
Meaning and Importance of Training and Development Programs, Conducting Training Need Analysis, Designing and Developing Training Program, On-the-Job and Off-the-Job Training & Development Methods. Career Management Process, Models of Career Management, Role & Challenges of Career Development, Career Development Initiatives, Stages in Career Planning, Internal and External Mobility of Employees.
| |
Unit-4 |
Teaching Hours:8 |
Unit IV Learning & Development and Career Mobility
|
|
Meaning and Importance of Training and Development Programs, Conducting Training Need Analysis, Designing and Developing Training Program, On-the-Job and Off-the-Job Training & Development Methods. Career Management Process, Models of Career Management, Role & Challenges of Career Development, Career Development Initiatives, Stages in Career Planning, Internal and External Mobility of Employees.
| |
Unit-4 |
Teaching Hours:8 |
Unit IV Learning & Development and Career Mobility
|
|
Meaning and Importance of Training and Development Programs, Conducting Training Need Analysis, Designing and Developing Training Program, On-the-Job and Off-the-Job Training & Development Methods. Career Management Process, Models of Career Management, Role & Challenges of Career Development, Career Development Initiatives, Stages in Career Planning, Internal and External Mobility of Employees.
| |
Unit-4 |
Teaching Hours:8 |
Unit IV Learning & Development and Career Mobility
|
|
Meaning and Importance of Training and Development Programs, Conducting Training Need Analysis, Designing and Developing Training Program, On-the-Job and Off-the-Job Training & Development Methods. Career Management Process, Models of Career Management, Role & Challenges of Career Development, Career Development Initiatives, Stages in Career Planning, Internal and External Mobility of Employees.
| |
Unit-4 |
Teaching Hours:8 |
Unit IV Learning & Development and Career Mobility
|
|
Meaning and Importance of Training and Development Programs, Conducting Training Need Analysis, Designing and Developing Training Program, On-the-Job and Off-the-Job Training & Development Methods. Career Management Process, Models of Career Management, Role & Challenges of Career Development, Career Development Initiatives, Stages in Career Planning, Internal and External Mobility of Employees.
| |
Unit-4 |
Teaching Hours:8 |
Unit IV Learning & Development and Career Mobility
|
|
Meaning and Importance of Training and Development Programs, Conducting Training Need Analysis, Designing and Developing Training Program, On-the-Job and Off-the-Job Training & Development Methods. Career Management Process, Models of Career Management, Role & Challenges of Career Development, Career Development Initiatives, Stages in Career Planning, Internal and External Mobility of Employees.
| |
Unit-4 |
Teaching Hours:8 |
Unit IV Learning & Development and Career Mobility
|
|
Meaning and Importance of Training and Development Programs, Conducting Training Need Analysis, Designing and Developing Training Program, On-the-Job and Off-the-Job Training & Development Methods. Career Management Process, Models of Career Management, Role & Challenges of Career Development, Career Development Initiatives, Stages in Career Planning, Internal and External Mobility of Employees.
| |
Unit-5 |
Teaching Hours:10 |
Unit V Performance Appraisal & Compensation Management
|
|
Purpose of Performance Appraisal, Trait, Behavioural and Result Methods of Performance Appraisals, Process of Performance Appraisal, Errors in Performance Appraisal.
Components of Pay Structure in India- Wages, Basic Pay, Dearness Allowance, Bonus, Incentives, Commission; Overview of Employee Benefits- Pay for time not worked, Sick Leaves, Maternity Benefits, Insurance Benefits, Retirement Benefits, Personal Services and Family Benefits | |
Unit-5 |
Teaching Hours:10 |
Unit V Performance Appraisal & Compensation Management
|
|
Purpose of Performance Appraisal, Trait, Behavioural and Result Methods of Performance Appraisals, Process of Performance Appraisal, Errors in Performance Appraisal.
Components of Pay Structure in India- Wages, Basic Pay, Dearness Allowance, Bonus, Incentives, Commission; Overview of Employee Benefits- Pay for time not worked, Sick Leaves, Maternity Benefits, Insurance Benefits, Retirement Benefits, Personal Services and Family Benefits | |
Unit-5 |
Teaching Hours:10 |
Unit V Performance Appraisal & Compensation Management
|
|
Purpose of Performance Appraisal, Trait, Behavioural and Result Methods of Performance Appraisals, Process of Performance Appraisal, Errors in Performance Appraisal.
Components of Pay Structure in India- Wages, Basic Pay, Dearness Allowance, Bonus, Incentives, Commission; Overview of Employee Benefits- Pay for time not worked, Sick Leaves, Maternity Benefits, Insurance Benefits, Retirement Benefits, Personal Services and Family Benefits | |
Unit-5 |
Teaching Hours:10 |
Unit V Performance Appraisal & Compensation Management
|
|
Purpose of Performance Appraisal, Trait, Behavioural and Result Methods of Performance Appraisals, Process of Performance Appraisal, Errors in Performance Appraisal.
Components of Pay Structure in India- Wages, Basic Pay, Dearness Allowance, Bonus, Incentives, Commission; Overview of Employee Benefits- Pay for time not worked, Sick Leaves, Maternity Benefits, Insurance Benefits, Retirement Benefits, Personal Services and Family Benefits | |
Unit-5 |
Teaching Hours:10 |
Unit V Performance Appraisal & Compensation Management
|
|
Purpose of Performance Appraisal, Trait, Behavioural and Result Methods of Performance Appraisals, Process of Performance Appraisal, Errors in Performance Appraisal.
Components of Pay Structure in India- Wages, Basic Pay, Dearness Allowance, Bonus, Incentives, Commission; Overview of Employee Benefits- Pay for time not worked, Sick Leaves, Maternity Benefits, Insurance Benefits, Retirement Benefits, Personal Services and Family Benefits | |
Unit-5 |
Teaching Hours:10 |
Unit V Performance Appraisal & Compensation Management
|
|
Purpose of Performance Appraisal, Trait, Behavioural and Result Methods of Performance Appraisals, Process of Performance Appraisal, Errors in Performance Appraisal.
Components of Pay Structure in India- Wages, Basic Pay, Dearness Allowance, Bonus, Incentives, Commission; Overview of Employee Benefits- Pay for time not worked, Sick Leaves, Maternity Benefits, Insurance Benefits, Retirement Benefits, Personal Services and Family Benefits | |
Unit-5 |
Teaching Hours:10 |
Unit V Performance Appraisal & Compensation Management
|
|
Purpose of Performance Appraisal, Trait, Behavioural and Result Methods of Performance Appraisals, Process of Performance Appraisal, Errors in Performance Appraisal.
Components of Pay Structure in India- Wages, Basic Pay, Dearness Allowance, Bonus, Incentives, Commission; Overview of Employee Benefits- Pay for time not worked, Sick Leaves, Maternity Benefits, Insurance Benefits, Retirement Benefits, Personal Services and Family Benefits | |
Unit-5 |
Teaching Hours:10 |
Unit V Performance Appraisal & Compensation Management
|
|
Purpose of Performance Appraisal, Trait, Behavioural and Result Methods of Performance Appraisals, Process of Performance Appraisal, Errors in Performance Appraisal.
Components of Pay Structure in India- Wages, Basic Pay, Dearness Allowance, Bonus, Incentives, Commission; Overview of Employee Benefits- Pay for time not worked, Sick Leaves, Maternity Benefits, Insurance Benefits, Retirement Benefits, Personal Services and Family Benefits | |
Unit-5 |
Teaching Hours:10 |
Unit V Performance Appraisal & Compensation Management
|
|
Purpose of Performance Appraisal, Trait, Behavioural and Result Methods of Performance Appraisals, Process of Performance Appraisal, Errors in Performance Appraisal.
Components of Pay Structure in India- Wages, Basic Pay, Dearness Allowance, Bonus, Incentives, Commission; Overview of Employee Benefits- Pay for time not worked, Sick Leaves, Maternity Benefits, Insurance Benefits, Retirement Benefits, Personal Services and Family Benefits | |
Unit-5 |
Teaching Hours:10 |
Unit V Performance Appraisal & Compensation Management
|
|
Purpose of Performance Appraisal, Trait, Behavioural and Result Methods of Performance Appraisals, Process of Performance Appraisal, Errors in Performance Appraisal.
Components of Pay Structure in India- Wages, Basic Pay, Dearness Allowance, Bonus, Incentives, Commission; Overview of Employee Benefits- Pay for time not worked, Sick Leaves, Maternity Benefits, Insurance Benefits, Retirement Benefits, Personal Services and Family Benefits | |
Unit-5 |
Teaching Hours:10 |
Unit V Performance Appraisal & Compensation Management
|
|
Purpose of Performance Appraisal, Trait, Behavioural and Result Methods of Performance Appraisals, Process of Performance Appraisal, Errors in Performance Appraisal.
Components of Pay Structure in India- Wages, Basic Pay, Dearness Allowance, Bonus, Incentives, Commission; Overview of Employee Benefits- Pay for time not worked, Sick Leaves, Maternity Benefits, Insurance Benefits, Retirement Benefits, Personal Services and Family Benefits | |
Unit-5 |
Teaching Hours:10 |
Unit V Performance Appraisal & Compensation Management
|
|
Purpose of Performance Appraisal, Trait, Behavioural and Result Methods of Performance Appraisals, Process of Performance Appraisal, Errors in Performance Appraisal.
Components of Pay Structure in India- Wages, Basic Pay, Dearness Allowance, Bonus, Incentives, Commission; Overview of Employee Benefits- Pay for time not worked, Sick Leaves, Maternity Benefits, Insurance Benefits, Retirement Benefits, Personal Services and Family Benefits | |
Unit-5 |
Teaching Hours:10 |
Unit V Performance Appraisal & Compensation Management
|
|
Purpose of Performance Appraisal, Trait, Behavioural and Result Methods of Performance Appraisals, Process of Performance Appraisal, Errors in Performance Appraisal.
Components of Pay Structure in India- Wages, Basic Pay, Dearness Allowance, Bonus, Incentives, Commission; Overview of Employee Benefits- Pay for time not worked, Sick Leaves, Maternity Benefits, Insurance Benefits, Retirement Benefits, Personal Services and Family Benefits | |
Unit-5 |
Teaching Hours:10 |
Unit V Performance Appraisal & Compensation Management
|
|
Purpose of Performance Appraisal, Trait, Behavioural and Result Methods of Performance Appraisals, Process of Performance Appraisal, Errors in Performance Appraisal.
Components of Pay Structure in India- Wages, Basic Pay, Dearness Allowance, Bonus, Incentives, Commission; Overview of Employee Benefits- Pay for time not worked, Sick Leaves, Maternity Benefits, Insurance Benefits, Retirement Benefits, Personal Services and Family Benefits | |
Unit-5 |
Teaching Hours:10 |
Unit V Performance Appraisal & Compensation Management
|
|
Purpose of Performance Appraisal, Trait, Behavioural and Result Methods of Performance Appraisals, Process of Performance Appraisal, Errors in Performance Appraisal.
Components of Pay Structure in India- Wages, Basic Pay, Dearness Allowance, Bonus, Incentives, Commission; Overview of Employee Benefits- Pay for time not worked, Sick Leaves, Maternity Benefits, Insurance Benefits, Retirement Benefits, Personal Services and Family Benefits | |
Unit-5 |
Teaching Hours:10 |
Unit V Performance Appraisal & Compensation Management
|
|
Purpose of Performance Appraisal, Trait, Behavioural and Result Methods of Performance Appraisals, Process of Performance Appraisal, Errors in Performance Appraisal.
Components of Pay Structure in India- Wages, Basic Pay, Dearness Allowance, Bonus, Incentives, Commission; Overview of Employee Benefits- Pay for time not worked, Sick Leaves, Maternity Benefits, Insurance Benefits, Retirement Benefits, Personal Services and Family Benefits | |
Unit-5 |
Teaching Hours:10 |
Unit V Performance Appraisal & Compensation Management
|
|
Purpose of Performance Appraisal, Trait, Behavioural and Result Methods of Performance Appraisals, Process of Performance Appraisal, Errors in Performance Appraisal.
Components of Pay Structure in India- Wages, Basic Pay, Dearness Allowance, Bonus, Incentives, Commission; Overview of Employee Benefits- Pay for time not worked, Sick Leaves, Maternity Benefits, Insurance Benefits, Retirement Benefits, Personal Services and Family Benefits | |
Unit-6 |
Teaching Hours:8 |
Unit VI Industrial Relations
|
|
Meaning of Industrial Relations, Approaches to Industrial Relations- Gandhian Approach and Human Relations Approach, Causes of Employee Grievances, Model Grievance Procedure, Discipline, Forms of Indiscipline, Industrial Conflicts and Settlement Machinery of Industrial Conflicts- Conciliation, Arbitration and Adjudication; Concept & Process of Collective Bargaining,
| |
Unit-6 |
Teaching Hours:8 |
Unit VI Industrial Relations
|
|
Meaning of Industrial Relations, Approaches to Industrial Relations- Gandhian Approach and Human Relations Approach, Causes of Employee Grievances, Model Grievance Procedure, Discipline, Forms of Indiscipline, Industrial Conflicts and Settlement Machinery of Industrial Conflicts- Conciliation, Arbitration and Adjudication; Concept & Process of Collective Bargaining,
| |
Unit-6 |
Teaching Hours:8 |
Unit VI Industrial Relations
|
|
Meaning of Industrial Relations, Approaches to Industrial Relations- Gandhian Approach and Human Relations Approach, Causes of Employee Grievances, Model Grievance Procedure, Discipline, Forms of Indiscipline, Industrial Conflicts and Settlement Machinery of Industrial Conflicts- Conciliation, Arbitration and Adjudication; Concept & Process of Collective Bargaining,
| |
Unit-6 |
Teaching Hours:8 |
Unit VI Industrial Relations
|
|
Meaning of Industrial Relations, Approaches to Industrial Relations- Gandhian Approach and Human Relations Approach, Causes of Employee Grievances, Model Grievance Procedure, Discipline, Forms of Indiscipline, Industrial Conflicts and Settlement Machinery of Industrial Conflicts- Conciliation, Arbitration and Adjudication; Concept & Process of Collective Bargaining,
| |
Unit-6 |
Teaching Hours:8 |
Unit VI Industrial Relations
|
|
Meaning of Industrial Relations, Approaches to Industrial Relations- Gandhian Approach and Human Relations Approach, Causes of Employee Grievances, Model Grievance Procedure, Discipline, Forms of Indiscipline, Industrial Conflicts and Settlement Machinery of Industrial Conflicts- Conciliation, Arbitration and Adjudication; Concept & Process of Collective Bargaining,
| |
Unit-6 |
Teaching Hours:8 |
Unit VI Industrial Relations
|
|
Meaning of Industrial Relations, Approaches to Industrial Relations- Gandhian Approach and Human Relations Approach, Causes of Employee Grievances, Model Grievance Procedure, Discipline, Forms of Indiscipline, Industrial Conflicts and Settlement Machinery of Industrial Conflicts- Conciliation, Arbitration and Adjudication; Concept & Process of Collective Bargaining,
| |
Unit-6 |
Teaching Hours:8 |
Unit VI Industrial Relations
|
|
Meaning of Industrial Relations, Approaches to Industrial Relations- Gandhian Approach and Human Relations Approach, Causes of Employee Grievances, Model Grievance Procedure, Discipline, Forms of Indiscipline, Industrial Conflicts and Settlement Machinery of Industrial Conflicts- Conciliation, Arbitration and Adjudication; Concept & Process of Collective Bargaining,
| |
Unit-6 |
Teaching Hours:8 |
Unit VI Industrial Relations
|
|
Meaning of Industrial Relations, Approaches to Industrial Relations- Gandhian Approach and Human Relations Approach, Causes of Employee Grievances, Model Grievance Procedure, Discipline, Forms of Indiscipline, Industrial Conflicts and Settlement Machinery of Industrial Conflicts- Conciliation, Arbitration and Adjudication; Concept & Process of Collective Bargaining,
| |
Unit-6 |
Teaching Hours:8 |
Unit VI Industrial Relations
|
|
Meaning of Industrial Relations, Approaches to Industrial Relations- Gandhian Approach and Human Relations Approach, Causes of Employee Grievances, Model Grievance Procedure, Discipline, Forms of Indiscipline, Industrial Conflicts and Settlement Machinery of Industrial Conflicts- Conciliation, Arbitration and Adjudication; Concept & Process of Collective Bargaining,
| |
Unit-6 |
Teaching Hours:8 |
Unit VI Industrial Relations
|
|
Meaning of Industrial Relations, Approaches to Industrial Relations- Gandhian Approach and Human Relations Approach, Causes of Employee Grievances, Model Grievance Procedure, Discipline, Forms of Indiscipline, Industrial Conflicts and Settlement Machinery of Industrial Conflicts- Conciliation, Arbitration and Adjudication; Concept & Process of Collective Bargaining,
| |
Unit-6 |
Teaching Hours:8 |
Unit VI Industrial Relations
|
|
Meaning of Industrial Relations, Approaches to Industrial Relations- Gandhian Approach and Human Relations Approach, Causes of Employee Grievances, Model Grievance Procedure, Discipline, Forms of Indiscipline, Industrial Conflicts and Settlement Machinery of Industrial Conflicts- Conciliation, Arbitration and Adjudication; Concept & Process of Collective Bargaining,
| |
Unit-6 |
Teaching Hours:8 |
Unit VI Industrial Relations
|
|
Meaning of Industrial Relations, Approaches to Industrial Relations- Gandhian Approach and Human Relations Approach, Causes of Employee Grievances, Model Grievance Procedure, Discipline, Forms of Indiscipline, Industrial Conflicts and Settlement Machinery of Industrial Conflicts- Conciliation, Arbitration and Adjudication; Concept & Process of Collective Bargaining,
| |
Unit-6 |
Teaching Hours:8 |
Unit VI Industrial Relations
|
|
Meaning of Industrial Relations, Approaches to Industrial Relations- Gandhian Approach and Human Relations Approach, Causes of Employee Grievances, Model Grievance Procedure, Discipline, Forms of Indiscipline, Industrial Conflicts and Settlement Machinery of Industrial Conflicts- Conciliation, Arbitration and Adjudication; Concept & Process of Collective Bargaining,
| |
Unit-6 |
Teaching Hours:8 |
Unit VI Industrial Relations
|
|
Meaning of Industrial Relations, Approaches to Industrial Relations- Gandhian Approach and Human Relations Approach, Causes of Employee Grievances, Model Grievance Procedure, Discipline, Forms of Indiscipline, Industrial Conflicts and Settlement Machinery of Industrial Conflicts- Conciliation, Arbitration and Adjudication; Concept & Process of Collective Bargaining,
| |
Unit-6 |
Teaching Hours:8 |
Unit VI Industrial Relations
|
|
Meaning of Industrial Relations, Approaches to Industrial Relations- Gandhian Approach and Human Relations Approach, Causes of Employee Grievances, Model Grievance Procedure, Discipline, Forms of Indiscipline, Industrial Conflicts and Settlement Machinery of Industrial Conflicts- Conciliation, Arbitration and Adjudication; Concept & Process of Collective Bargaining,
| |
Unit-6 |
Teaching Hours:8 |
Unit VI Industrial Relations
|
|
Meaning of Industrial Relations, Approaches to Industrial Relations- Gandhian Approach and Human Relations Approach, Causes of Employee Grievances, Model Grievance Procedure, Discipline, Forms of Indiscipline, Industrial Conflicts and Settlement Machinery of Industrial Conflicts- Conciliation, Arbitration and Adjudication; Concept & Process of Collective Bargaining,
| |
Unit-6 |
Teaching Hours:8 |
Unit VI Industrial Relations
|
|
Meaning of Industrial Relations, Approaches to Industrial Relations- Gandhian Approach and Human Relations Approach, Causes of Employee Grievances, Model Grievance Procedure, Discipline, Forms of Indiscipline, Industrial Conflicts and Settlement Machinery of Industrial Conflicts- Conciliation, Arbitration and Adjudication; Concept & Process of Collective Bargaining,
| |
Unit-7 |
Teaching Hours:8 |
Unit VII Contemporary Issues and Trends in HRM
|
|
Gig workers, Ethical Issues in HRM, Technology and HR, International HRM, Application of Analytics and Artificial Intelligence in Human Resources Management. | |
Unit-7 |
Teaching Hours:8 |
Unit VII Contemporary Issues and Trends in HRM
|
|
Gig workers, Ethical Issues in HRM, Technology and HR, International HRM, Application of Analytics and Artificial Intelligence in Human Resources Management. | |
Unit-7 |
Teaching Hours:8 |
Unit VII Contemporary Issues and Trends in HRM
|
|
Gig workers, Ethical Issues in HRM, Technology and HR, International HRM, Application of Analytics and Artificial Intelligence in Human Resources Management. | |
Unit-7 |
Teaching Hours:8 |
Unit VII Contemporary Issues and Trends in HRM
|
|
Gig workers, Ethical Issues in HRM, Technology and HR, International HRM, Application of Analytics and Artificial Intelligence in Human Resources Management. | |
Unit-7 |
Teaching Hours:8 |
Unit VII Contemporary Issues and Trends in HRM
|
|
Gig workers, Ethical Issues in HRM, Technology and HR, International HRM, Application of Analytics and Artificial Intelligence in Human Resources Management. | |
Unit-7 |
Teaching Hours:8 |
Unit VII Contemporary Issues and Trends in HRM
|
|
Gig workers, Ethical Issues in HRM, Technology and HR, International HRM, Application of Analytics and Artificial Intelligence in Human Resources Management. | |
Unit-7 |
Teaching Hours:8 |
Unit VII Contemporary Issues and Trends in HRM
|
|
Gig workers, Ethical Issues in HRM, Technology and HR, International HRM, Application of Analytics and Artificial Intelligence in Human Resources Management. | |
Unit-7 |
Teaching Hours:8 |
Unit VII Contemporary Issues and Trends in HRM
|
|
Gig workers, Ethical Issues in HRM, Technology and HR, International HRM, Application of Analytics and Artificial Intelligence in Human Resources Management. | |
Unit-7 |
Teaching Hours:8 |
Unit VII Contemporary Issues and Trends in HRM
|
|
Gig workers, Ethical Issues in HRM, Technology and HR, International HRM, Application of Analytics and Artificial Intelligence in Human Resources Management. | |
Unit-7 |
Teaching Hours:8 |
Unit VII Contemporary Issues and Trends in HRM
|
|
Gig workers, Ethical Issues in HRM, Technology and HR, International HRM, Application of Analytics and Artificial Intelligence in Human Resources Management. | |
Unit-7 |
Teaching Hours:8 |
Unit VII Contemporary Issues and Trends in HRM
|
|
Gig workers, Ethical Issues in HRM, Technology and HR, International HRM, Application of Analytics and Artificial Intelligence in Human Resources Management. | |
Unit-7 |
Teaching Hours:8 |
Unit VII Contemporary Issues and Trends in HRM
|
|
Gig workers, Ethical Issues in HRM, Technology and HR, International HRM, Application of Analytics and Artificial Intelligence in Human Resources Management. | |
Unit-7 |
Teaching Hours:8 |
Unit VII Contemporary Issues and Trends in HRM
|
|
Gig workers, Ethical Issues in HRM, Technology and HR, International HRM, Application of Analytics and Artificial Intelligence in Human Resources Management. | |
Unit-7 |
Teaching Hours:8 |
Unit VII Contemporary Issues and Trends in HRM
|
|
Gig workers, Ethical Issues in HRM, Technology and HR, International HRM, Application of Analytics and Artificial Intelligence in Human Resources Management. | |
Unit-7 |
Teaching Hours:8 |
Unit VII Contemporary Issues and Trends in HRM
|
|
Gig workers, Ethical Issues in HRM, Technology and HR, International HRM, Application of Analytics and Artificial Intelligence in Human Resources Management. | |
Unit-7 |
Teaching Hours:8 |
Unit VII Contemporary Issues and Trends in HRM
|
|
Gig workers, Ethical Issues in HRM, Technology and HR, International HRM, Application of Analytics and Artificial Intelligence in Human Resources Management. | |
Unit-7 |
Teaching Hours:8 |
Unit VII Contemporary Issues and Trends in HRM
|
|
Gig workers, Ethical Issues in HRM, Technology and HR, International HRM, Application of Analytics and Artificial Intelligence in Human Resources Management. | |
Text Books And Reference Books: Essential references:
| |
Essential Reading / Recommended Reading Recommended references:
| |
Evaluation Pattern CIA 1 25 MARKS CIA 2 25 Marks CIA 3 25 Marks CIA 4 25 Marks TOTAL = 100 Marks Note: This course has no mid sem and end sem examination. There are no marks allotted for attendance. This course is taught according to Learner Centeric Approach (LCA). | |
BBA203-3 - BUSINESS ANALYTICS (2023 Batch) | |
Total Teaching Hours for Semester:60 |
No of Lecture Hours/Week:4 |
Max Marks:100 |
Credits:4 |
Course Objectives/Course Description |
|
Business Analytics is the process of converting data into insights. It is “the extensive use of data, statistical and quantitative analysis, explanatory and predictive models, and fact-based management to drive decisions and actions.” With the increase in the availability of data, Analytics has now become a major differentiator in both the top line and the bottom line of any organization. It is hence not surprising that research has shown that data-driven companies perform 5%-6% better per annum. As data analytics skills are essential for all managers today, even those who are not looking to become hard core data analysts will benefit from this course. This course is a must for professionals looking to learn data analytics, as well as students who are looking to pursue data science as a career. Course Objectives: - Understand and articulate a business problem and convert it into a viable Analytics question. - Evaluate various analytical approaches and select the most appropriate for the given problem. - Apply RDBMS Query Processing, Data visualization for exploratory analysis and communicate effectively to diverse audience. - Apply knowledge and develop solutions across a range of functional areas like Marketing Finance, HR, and Operations |
|
Learning Outcome |
|
CO1: Recognize business problems that can be addressed with Business Analytics CO2: Familiarize on how managers use business analytics to formulate and solve business problems and to support managerial decision making. CO3: Develop Data Modelling skills using Power BI and MySQL CO4: Apply the principles of business analytics to examples in marketing, finance, human resources, entrepreneurship, accounting, and economics. |
Unit-1 |
Teaching Hours:10 |
||||||||||||||||||||||||||||||||||||
Introduction to Analytics
|
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Data – Information – Intelligence – Knowledge Approach, Types of Analytics (Descriptive, Predictive and Prescriptive), Types of Digital Data, Source of Data, Importance of Data Quality, Looking Data from many perspectives, evolution of Business Analytics and Role of DSS, EIS and Digital Dashboards, Business Analytics Tools and Software, Role of Business Analyst in Business & Society, Business Analytics Process, Business Analytics Architecture & Framework. | |||||||||||||||||||||||||||||||||||||
Unit-1 |
Teaching Hours:10 |
||||||||||||||||||||||||||||||||||||
Introduction to Analytics
|
|||||||||||||||||||||||||||||||||||||
Data – Information – Intelligence – Knowledge Approach, Types of Analytics (Descriptive, Predictive and Prescriptive), Types of Digital Data, Source of Data, Importance of Data Quality, Looking Data from many perspectives, evolution of Business Analytics and Role of DSS, EIS and Digital Dashboards, Business Analytics Tools and Software, Role of Business Analyst in Business & Society, Business Analytics Process, Business Analytics Architecture & Framework. | |||||||||||||||||||||||||||||||||||||
Unit-1 |
Teaching Hours:10 |
||||||||||||||||||||||||||||||||||||
Introduction to Analytics
|
|||||||||||||||||||||||||||||||||||||
Data – Information – Intelligence – Knowledge Approach, Types of Analytics (Descriptive, Predictive and Prescriptive), Types of Digital Data, Source of Data, Importance of Data Quality, Looking Data from many perspectives, evolution of Business Analytics and Role of DSS, EIS and Digital Dashboards, Business Analytics Tools and Software, Role of Business Analyst in Business & Society, Business Analytics Process, Business Analytics Architecture & Framework. | |||||||||||||||||||||||||||||||||||||
Unit-1 |
Teaching Hours:10 |
||||||||||||||||||||||||||||||||||||
Introduction to Analytics
|
|||||||||||||||||||||||||||||||||||||
Data – Information – Intelligence – Knowledge Approach, Types of Analytics (Descriptive, Predictive and Prescriptive), Types of Digital Data, Source of Data, Importance of Data Quality, Looking Data from many perspectives, evolution of Business Analytics and Role of DSS, EIS and Digital Dashboards, Business Analytics Tools and Software, Role of Business Analyst in Business & Society, Business Analytics Process, Business Analytics Architecture & Framework. | |||||||||||||||||||||||||||||||||||||
Unit-2 |
Teaching Hours:10 |
||||||||||||||||||||||||||||||||||||
Data Warehouse and Data Mining
|
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Introduction to OLTP and OLAP, Data Mart, Data Lake, Data Warehouse Architecture & Data Warehouse Design, Extract Transform Load (ETL), Data Mining Concepts, Architectural aspects of Data Mining, Data Mining Techniques - Linear Regression, Logistic Regression, Cluster Analysis, Classification, Association, Decision Tree, Data Mining Issues & Challenges, Big Data, Data Mining & Big Data application in Business. | |||||||||||||||||||||||||||||||||||||
Unit-2 |
Teaching Hours:10 |
||||||||||||||||||||||||||||||||||||
Data Warehouse and Data Mining
|
|||||||||||||||||||||||||||||||||||||
Introduction to OLTP and OLAP, Data Mart, Data Lake, Data Warehouse Architecture & Data Warehouse Design, Extract Transform Load (ETL), Data Mining Concepts, Architectural aspects of Data Mining, Data Mining Techniques - Linear Regression, Logistic Regression, Cluster Analysis, Classification, Association, Decision Tree, Data Mining Issues & Challenges, Big Data, Data Mining & Big Data application in Business. | |||||||||||||||||||||||||||||||||||||
Unit-2 |
Teaching Hours:10 |
||||||||||||||||||||||||||||||||||||
Data Warehouse and Data Mining
|
|||||||||||||||||||||||||||||||||||||
Introduction to OLTP and OLAP, Data Mart, Data Lake, Data Warehouse Architecture & Data Warehouse Design, Extract Transform Load (ETL), Data Mining Concepts, Architectural aspects of Data Mining, Data Mining Techniques - Linear Regression, Logistic Regression, Cluster Analysis, Classification, Association, Decision Tree, Data Mining Issues & Challenges, Big Data, Data Mining & Big Data application in Business. | |||||||||||||||||||||||||||||||||||||
Unit-2 |
Teaching Hours:10 |
||||||||||||||||||||||||||||||||||||
Data Warehouse and Data Mining
|
|||||||||||||||||||||||||||||||||||||
Introduction to OLTP and OLAP, Data Mart, Data Lake, Data Warehouse Architecture & Data Warehouse Design, Extract Transform Load (ETL), Data Mining Concepts, Architectural aspects of Data Mining, Data Mining Techniques - Linear Regression, Logistic Regression, Cluster Analysis, Classification, Association, Decision Tree, Data Mining Issues & Challenges, Big Data, Data Mining & Big Data application in Business. | |||||||||||||||||||||||||||||||||||||
Unit-3 |
Teaching Hours:5 |
||||||||||||||||||||||||||||||||||||
Data Modelling using Power BI (Practical)
|
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Data Visualization, Data importing (live vs. extract), Connecting to Real Time Database, Continuous and discrete data, Different kinds of plots and their usage (bar chart, line chart, scatter, histogram, dual axis), Heat Map, Filters, Parameters, Functions and calculated field, Row and aggregate calculations, Table calculations. | |||||||||||||||||||||||||||||||||||||
Unit-3 |
Teaching Hours:5 |
||||||||||||||||||||||||||||||||||||
Data Modelling using Power BI (Practical)
|
|||||||||||||||||||||||||||||||||||||
Data Visualization, Data importing (live vs. extract), Connecting to Real Time Database, Continuous and discrete data, Different kinds of plots and their usage (bar chart, line chart, scatter, histogram, dual axis), Heat Map, Filters, Parameters, Functions and calculated field, Row and aggregate calculations, Table calculations. | |||||||||||||||||||||||||||||||||||||
Unit-3 |
Teaching Hours:5 |
||||||||||||||||||||||||||||||||||||
Data Modelling using Power BI (Practical)
|
|||||||||||||||||||||||||||||||||||||
Data Visualization, Data importing (live vs. extract), Connecting to Real Time Database, Continuous and discrete data, Different kinds of plots and their usage (bar chart, line chart, scatter, histogram, dual axis), Heat Map, Filters, Parameters, Functions and calculated field, Row and aggregate calculations, Table calculations. | |||||||||||||||||||||||||||||||||||||
Unit-3 |
Teaching Hours:5 |
||||||||||||||||||||||||||||||||||||
Data Modelling using Power BI (Practical)
|
|||||||||||||||||||||||||||||||||||||
Data Visualization, Data importing (live vs. extract), Connecting to Real Time Database, Continuous and discrete data, Different kinds of plots and their usage (bar chart, line chart, scatter, histogram, dual axis), Heat Map, Filters, Parameters, Functions and calculated field, Row and aggregate calculations, Table calculations. | |||||||||||||||||||||||||||||||||||||
Unit-4 |
Teaching Hours:5 |
||||||||||||||||||||||||||||||||||||
Visualizing Data using Power BI (Practical)
|
|||||||||||||||||||||||||||||||||||||
Creation of Dashboards and interactive plots, Cross Database Joins & Data Blending, Data interpretation, finding hidden meanings, Effective ways of presentation, Capstone, and analytics of real-world data. | |||||||||||||||||||||||||||||||||||||
Unit-4 |
Teaching Hours:5 |
||||||||||||||||||||||||||||||||||||
Visualizing Data using Power BI (Practical)
|
|||||||||||||||||||||||||||||||||||||
Creation of Dashboards and interactive plots, Cross Database Joins & Data Blending, Data interpretation, finding hidden meanings, Effective ways of presentation, Capstone, and analytics of real-world data. | |||||||||||||||||||||||||||||||||||||
Unit-4 |
Teaching Hours:5 |
||||||||||||||||||||||||||||||||||||
Visualizing Data using Power BI (Practical)
|
|||||||||||||||||||||||||||||||||||||
Creation of Dashboards and interactive plots, Cross Database Joins & Data Blending, Data interpretation, finding hidden meanings, Effective ways of presentation, Capstone, and analytics of real-world data. | |||||||||||||||||||||||||||||||||||||
Unit-4 |
Teaching Hours:5 |
||||||||||||||||||||||||||||||||||||
Visualizing Data using Power BI (Practical)
|
|||||||||||||||||||||||||||||||||||||
Creation of Dashboards and interactive plots, Cross Database Joins & Data Blending, Data interpretation, finding hidden meanings, Effective ways of presentation, Capstone, and analytics of real-world data. | |||||||||||||||||||||||||||||||||||||
Unit-5 |
Teaching Hours:10 |
||||||||||||||||||||||||||||||||||||
RDBMS Architecture with MySQL (Practical)
|
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Database Architecture, RDBMS Architecture, Relational Database Design, SQL Data Types, DDL Commands (Create , Alter , drop ), Table: The Create Table Command, Creating a table from a table (with data, without data, with all columns, with selected columns), Drop Table, Alter Table, Renaming Tables, DML Commands ( Select, insert, update, delete ), Constraints: Defining integrity constraints using create table and the alter table command, Dropping integrity constraints in the alter table command, Transaction Control statements: Commit, Rollback. | |||||||||||||||||||||||||||||||||||||
Unit-5 |
Teaching Hours:10 |
||||||||||||||||||||||||||||||||||||
RDBMS Architecture with MySQL (Practical)
|
|||||||||||||||||||||||||||||||||||||
Database Architecture, RDBMS Architecture, Relational Database Design, SQL Data Types, DDL Commands (Create , Alter , drop ), Table: The Create Table Command, Creating a table from a table (with data, without data, with all columns, with selected columns), Drop Table, Alter Table, Renaming Tables, DML Commands ( Select, insert, update, delete ), Constraints: Defining integrity constraints using create table and the alter table command, Dropping integrity constraints in the alter table command, Transaction Control statements: Commit, Rollback. | |||||||||||||||||||||||||||||||||||||
Unit-5 |
Teaching Hours:10 |
||||||||||||||||||||||||||||||||||||
RDBMS Architecture with MySQL (Practical)
|
|||||||||||||||||||||||||||||||||||||
Database Architecture, RDBMS Architecture, Relational Database Design, SQL Data Types, DDL Commands (Create , Alter , drop ), Table: The Create Table Command, Creating a table from a table (with data, without data, with all columns, with selected columns), Drop Table, Alter Table, Renaming Tables, DML Commands ( Select, insert, update, delete ), Constraints: Defining integrity constraints using create table and the alter table command, Dropping integrity constraints in the alter table command, Transaction Control statements: Commit, Rollback. | |||||||||||||||||||||||||||||||||||||
Unit-5 |
Teaching Hours:10 |
||||||||||||||||||||||||||||||||||||
RDBMS Architecture with MySQL (Practical)
|
|||||||||||||||||||||||||||||||||||||
Database Architecture, RDBMS Architecture, Relational Database Design, SQL Data Types, DDL Commands (Create , Alter , drop ), Table: The Create Table Command, Creating a table from a table (with data, without data, with all columns, with selected columns), Drop Table, Alter Table, Renaming Tables, DML Commands ( Select, insert, update, delete ), Constraints: Defining integrity constraints using create table and the alter table command, Dropping integrity constraints in the alter table command, Transaction Control statements: Commit, Rollback. | |||||||||||||||||||||||||||||||||||||
Unit-6 |
Teaching Hours:10 |
||||||||||||||||||||||||||||||||||||
Query Processing with MySQL (Practical)
|
|||||||||||||||||||||||||||||||||||||
Introduction to Nested Queries – Correlated Nested Queries Set – Comparison Operators – Aggregative Operators – NULL Values – Comparison using Null Values – Logical Connectivity’s – AND, OR and NOT – SQL Function – Join (Inner Join, Equi Joins, Self-Join, Outer Joins) Disallowing NULL Values, String Function, Aggregate / Group functions. | |||||||||||||||||||||||||||||||||||||
Unit-6 |
Teaching Hours:10 |
||||||||||||||||||||||||||||||||||||
Query Processing with MySQL (Practical)
|
|||||||||||||||||||||||||||||||||||||
Introduction to Nested Queries – Correlated Nested Queries Set – Comparison Operators – Aggregative Operators – NULL Values – Comparison using Null Values – Logical Connectivity’s – AND, OR and NOT – SQL Function – Join (Inner Join, Equi Joins, Self-Join, Outer Joins) Disallowing NULL Values, String Function, Aggregate / Group functions. | |||||||||||||||||||||||||||||||||||||
Unit-6 |
Teaching Hours:10 |
||||||||||||||||||||||||||||||||||||
Query Processing with MySQL (Practical)
|
|||||||||||||||||||||||||||||||||||||
Introduction to Nested Queries – Correlated Nested Queries Set – Comparison Operators – Aggregative Operators – NULL Values – Comparison using Null Values – Logical Connectivity’s – AND, OR and NOT – SQL Function – Join (Inner Join, Equi Joins, Self-Join, Outer Joins) Disallowing NULL Values, String Function, Aggregate / Group functions. | |||||||||||||||||||||||||||||||||||||
Unit-6 |
Teaching Hours:10 |
||||||||||||||||||||||||||||||||||||
Query Processing with MySQL (Practical)
|
|||||||||||||||||||||||||||||||||||||
Introduction to Nested Queries – Correlated Nested Queries Set – Comparison Operators – Aggregative Operators – NULL Values – Comparison using Null Values – Logical Connectivity’s – AND, OR and NOT – SQL Function – Join (Inner Join, Equi Joins, Self-Join, Outer Joins) Disallowing NULL Values, String Function, Aggregate / Group functions. | |||||||||||||||||||||||||||||||||||||
Unit-7 |
Teaching Hours:10 |
||||||||||||||||||||||||||||||||||||
Applications of Analytics
|
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Analytics in Business Support Functions, Analytics in Industries – Telecom, Retail, Healthcare, Governance, Supply Chain, Marketing, Finance, Retail & Human Resource, Sports Analytics, Social Media Analytics, Social Networking Analytics, Recommendation Systems. | |||||||||||||||||||||||||||||||||||||
Unit-7 |
Teaching Hours:10 |
||||||||||||||||||||||||||||||||||||
Applications of Analytics
|
|||||||||||||||||||||||||||||||||||||
Analytics in Business Support Functions, Analytics in Industries – Telecom, Retail, Healthcare, Governance, Supply Chain, Marketing, Finance, Retail & Human Resource, Sports Analytics, Social Media Analytics, Social Networking Analytics, Recommendation Systems. | |||||||||||||||||||||||||||||||||||||
Unit-7 |
Teaching Hours:10 |
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Applications of Analytics
|
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Analytics in Business Support Functions, Analytics in Industries – Telecom, Retail, Healthcare, Governance, Supply Chain, Marketing, Finance, Retail & Human Resource, Sports Analytics, Social Media Analytics, Social Networking Analytics, Recommendation Systems. | |||||||||||||||||||||||||||||||||||||
Unit-7 |
Teaching Hours:10 |
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Applications of Analytics
|
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Analytics in Business Support Functions, Analytics in Industries – Telecom, Retail, Healthcare, Governance, Supply Chain, Marketing, Finance, Retail & Human Resource, Sports Analytics, Social Media Analytics, Social Networking Analytics, Recommendation Systems. | |||||||||||||||||||||||||||||||||||||
Text Books And Reference Books: · R N Prasad and Seema Acharya, “Fundamentals of Business Analytics”, Second Edition, Wiley India Pvt. Ltd. 2018
· Dinesh Kumar U, "Business Analytics- The Science of Data-Driven Decision Making", Wiley Publication, 2017 | |||||||||||||||||||||||||||||||||||||
Essential Reading / Recommended Reading · R N Prasad and Seema Acharya, “Fundamentals of Business Analytics”, Second Edition, Wiley India Pvt. Ltd. 2018 · Dinesh Kumar U, "Business Analytics- The Science of Data-Driven Decision Making", Wiley Publication, 2017 | |||||||||||||||||||||||||||||||||||||
Evaluation Pattern
| |||||||||||||||||||||||||||||||||||||
BBA261-3 - DATA VISUALIZATION USING TABLEAU (2023 Batch) | |||||||||||||||||||||||||||||||||||||
Total Teaching Hours for Semester:30 |
No of Lecture Hours/Week:2 |
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Max Marks:50 |
Credits:2 |
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Course Objectives/Course Description |
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In this course will provide knowledge on visualization design principles and deciding the type of visualization chart to choose for the given sets, and helps the students to work on visualization tools and enable the students to understand visual analytics such as dashboards and storytelling with a hands-on tutorial on the tableau. Course Objectives: ● Effective use of Business Intelligence (BI) technology (Tableau) to apply data visualization ● To discern patterns and relationships in the data. ● To build Dashboard applications. ● To communicate the results clearly and concisely. ● To be able to work with different formats of data sets. |
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Learning Outcome |
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CO1: Understand the importance of Data Visualization and learn to create basic
charts by applying visualization design principles CO2: Learn to create advanced visualization charts and analysis CO3: Explore and Analyze the data CO4: Learn to build interactive/animated dashboards and construct data stories and
communicate important trends/patterns in the datasets |
Unit-1 |
Teaching Hours:6 |
Introduction to Tableau
|
|
Overview of Tableau, Tableau's interface and work area, Connecting to data sources, Understanding Tableau data types | |
Unit-1 |
Teaching Hours:6 |
Introduction to Tableau
|
|
Overview of Tableau, Tableau's interface and work area, Connecting to data sources, Understanding Tableau data types | |
Unit-1 |
Teaching Hours:6 |
Introduction to Tableau
|
|
Overview of Tableau, Tableau's interface and work area, Connecting to data sources, Understanding Tableau data types | |
Unit-1 |
Teaching Hours:6 |
Introduction to Tableau
|
|
Overview of Tableau, Tableau's interface and work area, Connecting to data sources, Understanding Tableau data types | |
Unit-2 |
Teaching Hours:6 |
Unit II: Creating Visualizations
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|
Building a simple bar chart, Creating a scatter plot, Generating a line chart, Creating a map chart, Building a pie chart, Creating a tree map chart, Creating a bubble chart, Creating a Heat Map, Creating a Gantt Chart, Creating a Bullet Chart, Creating a waterfall Chart | |
Unit-2 |
Teaching Hours:6 |
Unit II: Creating Visualizations
|
|
Building a simple bar chart, Creating a scatter plot, Generating a line chart, Creating a map chart, Building a pie chart, Creating a tree map chart, Creating a bubble chart, Creating a Heat Map, Creating a Gantt Chart, Creating a Bullet Chart, Creating a waterfall Chart | |
Unit-2 |
Teaching Hours:6 |
Unit II: Creating Visualizations
|
|
Building a simple bar chart, Creating a scatter plot, Generating a line chart, Creating a map chart, Building a pie chart, Creating a tree map chart, Creating a bubble chart, Creating a Heat Map, Creating a Gantt Chart, Creating a Bullet Chart, Creating a waterfall Chart | |
Unit-2 |
Teaching Hours:6 |
Unit II: Creating Visualizations
|
|
Building a simple bar chart, Creating a scatter plot, Generating a line chart, Creating a map chart, Building a pie chart, Creating a tree map chart, Creating a bubble chart, Creating a Heat Map, Creating a Gantt Chart, Creating a Bullet Chart, Creating a waterfall Chart | |
Unit-3 |
Teaching Hours:6 |
Unit III: Data Analysis with Tableau
|
|
Sorting and filtering data, Using calculated fields, Creating groups and hierarchies, Using sets and groups for analysis, Creating reference lines and bands, Adding trend lines and forecasting | |
Unit-3 |
Teaching Hours:6 |
Unit III: Data Analysis with Tableau
|
|
Sorting and filtering data, Using calculated fields, Creating groups and hierarchies, Using sets and groups for analysis, Creating reference lines and bands, Adding trend lines and forecasting | |
Unit-3 |
Teaching Hours:6 |
Unit III: Data Analysis with Tableau
|
|
Sorting and filtering data, Using calculated fields, Creating groups and hierarchies, Using sets and groups for analysis, Creating reference lines and bands, Adding trend lines and forecasting | |
Unit-3 |
Teaching Hours:6 |
Unit III: Data Analysis with Tableau
|
|
Sorting and filtering data, Using calculated fields, Creating groups and hierarchies, Using sets and groups for analysis, Creating reference lines and bands, Adding trend lines and forecasting | |
Unit-4 |
Teaching Hours:6 |
Unit IV: Interactive Dashboards and Storytelling
|
|
Building interactive dashboards, Creating stories with Tableau, Designing for the user, Publishing dashboards and stories | |
Unit-4 |
Teaching Hours:6 |
Unit IV: Interactive Dashboards and Storytelling
|
|
Building interactive dashboards, Creating stories with Tableau, Designing for the user, Publishing dashboards and stories | |
Unit-4 |
Teaching Hours:6 |
Unit IV: Interactive Dashboards and Storytelling
|
|
Building interactive dashboards, Creating stories with Tableau, Designing for the user, Publishing dashboards and stories | |
Unit-4 |
Teaching Hours:6 |
Unit IV: Interactive Dashboards and Storytelling
|
|
Building interactive dashboards, Creating stories with Tableau, Designing for the user, Publishing dashboards and stories | |
Unit-5 |
Teaching Hours:6 |
Unit V: Advanced Topics in Tableau
|
|
Joining and blending data sources, Using parameters and actions, Using level of detail expressions, Using table calculations, Creating custom maps, Working with data extracts | |
Unit-5 |
Teaching Hours:6 |
Unit V: Advanced Topics in Tableau
|
|
Joining and blending data sources, Using parameters and actions, Using level of detail expressions, Using table calculations, Creating custom maps, Working with data extracts | |
Unit-5 |
Teaching Hours:6 |
Unit V: Advanced Topics in Tableau
|
|
Joining and blending data sources, Using parameters and actions, Using level of detail expressions, Using table calculations, Creating custom maps, Working with data extracts | |
Unit-5 |
Teaching Hours:6 |
Unit V: Advanced Topics in Tableau
|
|
Joining and blending data sources, Using parameters and actions, Using level of detail expressions, Using table calculations, Creating custom maps, Working with data extracts | |
Text Books And Reference Books:
Tableau For Dummies by Molly Monsey and Paul Sochan, ISBN: 9789390466078 | |
Essential Reading / Recommended Reading Tableau Cookbook: Recipes for Data Visualization ; by Shweta Sankhe-Savale and Ashutosh Nandeshwar, Packt Publishing Limited, ISBN-13: 978-17843955134. | |
Evaluation Pattern CIA1 -20 CIA2- 20 CP -10 | |
BBA263-3 - VISUAL STORYTELLING IN BUSINESS (2023 Batch) | |
Total Teaching Hours for Semester:30 |
No of Lecture Hours/Week:2 |
Max Marks:50 |
Credits:2 |
Course Objectives/Course Description |
|
Visual storytelling involves the use of graphics, images, pictures, and videos to engage with viewers to drive emotions, engage in intercommunication, and motivate an audience to action. Every brand has a story to tell, and using virtual storytelling can help marketers to convince and attract the audience, increase information retention, prolong the audience's attention span, and convey a clear message and call to action. This course will lead the exploration of the leading edge of this paradigm shift that is now underway. This course introduces students to the concepts and processes of virtual storytelling and takes them deeper into the concept. |
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Learning Outcome |
|
CO1: To explain fundamental concepts of visual storytelling and their application to different markets CO2: To give an understanding of visual storytelling and strategies. CO3: To explain how to translate a complicated idea into a more understandable form CO4: To critically examine and evaluate existing virtual storytelling strategies and tactics. CO5: To study the application of visual storytelling as a successful strategy. |
Unit-1 |
Teaching Hours:5 |
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Introduction to Visual Storytelling
|
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Storytelling-the Art of seeing beyond the obvious, the Significance of stories around us, The power of observation, Philosophy of the Photo-Activity | |||||||||||||||||||||||||
Unit-1 |
Teaching Hours:5 |
||||||||||||||||||||||||
Introduction to Visual Storytelling
|
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Storytelling-the Art of seeing beyond the obvious, the Significance of stories around us, The power of observation, Philosophy of the Photo-Activity | |||||||||||||||||||||||||
Unit-1 |
Teaching Hours:5 |
||||||||||||||||||||||||
Introduction to Visual Storytelling
|
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Storytelling-the Art of seeing beyond the obvious, the Significance of stories around us, The power of observation, Philosophy of the Photo-Activity | |||||||||||||||||||||||||
Unit-2 |
Teaching Hours:5 |
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Evolution of Visual Storytelling in Business
|
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Business Leadership and the Power of Storytelling, Stories in Businesses-Marketing, HR Teams, Entrepreneurs | |||||||||||||||||||||||||
Unit-2 |
Teaching Hours:5 |
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Evolution of Visual Storytelling in Business
|
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Business Leadership and the Power of Storytelling, Stories in Businesses-Marketing, HR Teams, Entrepreneurs | |||||||||||||||||||||||||
Unit-2 |
Teaching Hours:5 |
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Evolution of Visual Storytelling in Business
|
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Business Leadership and the Power of Storytelling, Stories in Businesses-Marketing, HR Teams, Entrepreneurs | |||||||||||||||||||||||||
Unit-3 |
Teaching Hours:5 |
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Tools and Techniques
|
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Photography, Images, Cartoons Memes, Info graphics, Social Media and other contemporary tools | |||||||||||||||||||||||||
Unit-3 |
Teaching Hours:5 |
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Tools and Techniques
|
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Photography, Images, Cartoons Memes, Info graphics, Social Media and other contemporary tools | |||||||||||||||||||||||||
Unit-3 |
Teaching Hours:5 |
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Tools and Techniques
|
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Photography, Images, Cartoons Memes, Info graphics, Social Media and other contemporary tools | |||||||||||||||||||||||||
Unit-4 |
Teaching Hours:5 |
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Case Studies
|
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I0 Business Case Analysis of VST Project gone wrong and/or right | |||||||||||||||||||||||||
Unit-4 |
Teaching Hours:5 |
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Case Studies
|
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I0 Business Case Analysis of VST Project gone wrong and/or right | |||||||||||||||||||||||||
Unit-4 |
Teaching Hours:5 |
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Case Studies
|
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I0 Business Case Analysis of VST Project gone wrong and/or right | |||||||||||||||||||||||||
Unit-5 |
Teaching Hours:10 |
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Project Work
|
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Individual Project - Design and Curate a Visual Storyboard for your own Business/Company that you can submit to | |||||||||||||||||||||||||
Unit-5 |
Teaching Hours:10 |
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Project Work
|
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Individual Project - Design and Curate a Visual Storyboard for your own Business/Company that you can submit to | |||||||||||||||||||||||||
Unit-5 |
Teaching Hours:10 |
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Project Work
|
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Individual Project - Design and Curate a Visual Storyboard for your own Business/Company that you can submit to | |||||||||||||||||||||||||
Text Books And Reference Books: Block, B. (2020). The visual story: Creating the visual structure of film, TV, and digital media. Routledge.
| |||||||||||||||||||||||||
Essential Reading / Recommended Reading Kurnoff, J., & Lazarus, L. (2021). Everyday business storytelling: Create, simplify, and adapt a visual narrative for any audience. John Wiley & Sons.
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Evaluation Pattern
| |||||||||||||||||||||||||
BBA264-3 - STATISTICAL APPROACHES IN HRM (2023 Batch) | |||||||||||||||||||||||||
Total Teaching Hours for Semester:30 |
No of Lecture Hours/Week:2 |
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Max Marks:50 |
Credits:2 |
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Course Objectives/Course Description |
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This may involve data collection, cleaning, and analysis using SPSS, as well as interpreting theresults to make informed HR decisions. Additionally, covering basic statistical concepts andSPSSskills wouldbebeneficialfor students whoarenewto dataanalysisintheHR context. CourseObjectives: ● Understandthedatacollectionandcleaningtechniques. ● Analysisofthedata usingSPSSsoftware Interpretthe resultstomakeinformed HRDecisions. |
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Learning Outcome |
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CLO1: Demonstrate understanding of SPSS software CLO2: Infer the results of descriptive analysis. CLO3: Interpret the HR-related results. |
Unit-1 |
Teaching Hours:10 |
Introduction to Statistics in HR
|
|
Introduction to SPSS interface, basic of data entry and management, descriptive statistics(mean,median,mode and standarddeviation,frequencydistribution,graphical representation of data) | |
Unit-1 |
Teaching Hours:10 |
Introduction to Statistics in HR
|
|
Introduction to SPSS interface, basic of data entry and management, descriptive statistics(mean,median,mode and standarddeviation,frequencydistribution,graphical representation of data) | |
Unit-1 |
Teaching Hours:10 |
Introduction to Statistics in HR
|
|
Introduction to SPSS interface, basic of data entry and management, descriptive statistics(mean,median,mode and standarddeviation,frequencydistribution,graphical representation of data) | |
Unit-2 |
Teaching Hours:10 |
Data Collection and Preparation
|
|
ImportingandenteringHRdatainSPSS;CleaningandValidatingDataforAnalysis | |
Unit-2 |
Teaching Hours:10 |
Data Collection and Preparation
|
|
ImportingandenteringHRdatainSPSS;CleaningandValidatingDataforAnalysis | |
Unit-2 |
Teaching Hours:10 |
Data Collection and Preparation
|
|
ImportingandenteringHRdatainSPSS;CleaningandValidatingDataforAnalysis | |
Unit-3 |
Teaching Hours:10 |
Exploratory Data Analysis in HRM
|
|
CorrelationAnalysis;AnalysingrelationshipsbetweenHRVariables(e.g. JobSatisfaction,performance); Comparative Analysis; t-test and ANOVA to compare groups (eg differentdepartments,job levels) | |
Unit-3 |
Teaching Hours:10 |
Exploratory Data Analysis in HRM
|
|
CorrelationAnalysis;AnalysingrelationshipsbetweenHRVariables(e.g. JobSatisfaction,performance); Comparative Analysis; t-test and ANOVA to compare groups (eg differentdepartments,job levels) | |
Unit-3 |
Teaching Hours:10 |
Exploratory Data Analysis in HRM
|
|
CorrelationAnalysis;AnalysingrelationshipsbetweenHRVariables(e.g. JobSatisfaction,performance); Comparative Analysis; t-test and ANOVA to compare groups (eg differentdepartments,job levels) | |
Text Books And Reference Books: Edwards Martin R, Edwards Kirsten (2016), “Predictive HR Analytics: Mastering the HRMetric”,Kogan PagePublishers,ISBN-0749473924 | |
Essential Reading / Recommended Reading ● Rama Shankar Yadav, Sunil Maheswari (2021), HR Analytics: Connecting Data andTheory,WileyIndia Pvt. Ltd. ● RameshSoundararajan(2016),WinningonHRAnalytics:LeveragingDataforCompetitiveAdvantage,1st Edition, SagePublications Dipak Kumar Bhattacharyya (2017), HR Analytics: Understanding Theories andApplications,1st Edition,SagePublications. | |
Evaluation Pattern CIA 1: 25 marks, CIA 2: 25 marks.NO ESE | |
BBA265-3 - DECISION SUPPORT SYSTEM (2023 Batch) | |
Total Teaching Hours for Semester:30 |
No of Lecture Hours/Week:2 |
Max Marks:50 |
Credits:2 |
Course Objectives/Course Description |
|
CourseDescription:Theobjectiveofthis courseisto givestudentstheuptodateofdecision-making concepts, process, strategies, and technologies that are often used to support decisionmakinginreal-worldissuescoupledwithagileapproachandIndustry5.0specification.Studentswill know how to analyse, to design, to implement and to validate an Intelligent DecisionSupportSystem. CourseObjectives: ● Tounderstandconceptof managerialdecisionsystemsandoutlineitsvariousphases. ● TodemonstrateDSScomponentsand identifysourcesofdata forbusinessanalytics. ToAnalyseevolutionofenterpriseDSSandExpertsystemsevolutioninintelligentsupportsystems. |
|
Learning Outcome |
|
CLO1: Explore different types of decision support systems and their applications in business, healthcare, finance, and other domains. CLO2: Learn how to design, develop, and implement decision support systems using appropriate methodologies and tools. CLO3: Develop analytical and critical thinking skills to evaluate decision-making models and interpret DSS outputs effectively. |
Unit-1 |
Teaching Hours:10 |
Introduction to Decision Support Systems
|
|
Decision Making Process, Characteristics, and capabilities of DSS, DSS Components, DSSAnalysis:What-ifAnalysis,SensitivityAnalysis,Goal-seekingAnalysis,OptimizationAnalysis,DSSClassifications: RelationshipwithUser&Modeof Assistance. | |
Unit-1 |
Teaching Hours:10 |
Introduction to Decision Support Systems
|
|
Decision Making Process, Characteristics, and capabilities of DSS, DSS Components, DSSAnalysis:What-ifAnalysis,SensitivityAnalysis,Goal-seekingAnalysis,OptimizationAnalysis,DSSClassifications: RelationshipwithUser&Modeof Assistance. | |
Unit-1 |
Teaching Hours:10 |
Introduction to Decision Support Systems
|
|
Decision Making Process, Characteristics, and capabilities of DSS, DSS Components, DSSAnalysis:What-ifAnalysis,SensitivityAnalysis,Goal-seekingAnalysis,OptimizationAnalysis,DSSClassifications: RelationshipwithUser&Modeof Assistance. | |
Unit-1 |
Teaching Hours:10 |
Introduction to Decision Support Systems
|
|
Decision Making Process, Characteristics, and capabilities of DSS, DSS Components, DSSAnalysis:What-ifAnalysis,SensitivityAnalysis,Goal-seekingAnalysis,OptimizationAnalysis,DSSClassifications: RelationshipwithUser&Modeof Assistance. | |
Unit-2 |
Teaching Hours:10 |
Decision Making Modelling and Analysis
|
|
Staticanddynamicmodels–Certainty,UncertaintyandRisk–InfluenceDiagrams–StructureofMathematicalmodels,Modellingtechniques:Optimization,simulation,andforecasting,Userinterfacedesign and usabilityconsiderations for DSS. | |
Unit-2 |
Teaching Hours:10 |
Decision Making Modelling and Analysis
|
|
Staticanddynamicmodels–Certainty,UncertaintyandRisk–InfluenceDiagrams–StructureofMathematicalmodels,Modellingtechniques:Optimization,simulation,andforecasting,Userinterfacedesign and usabilityconsiderations for DSS. | |
Unit-2 |
Teaching Hours:10 |
Decision Making Modelling and Analysis
|
|
Staticanddynamicmodels–Certainty,UncertaintyandRisk–InfluenceDiagrams–StructureofMathematicalmodels,Modellingtechniques:Optimization,simulation,andforecasting,Userinterfacedesign and usabilityconsiderations for DSS. | |
Unit-2 |
Teaching Hours:10 |
Decision Making Modelling and Analysis
|
|
Staticanddynamicmodels–Certainty,UncertaintyandRisk–InfluenceDiagrams–StructureofMathematicalmodels,Modellingtechniques:Optimization,simulation,andforecasting,Userinterfacedesign and usabilityconsiderations for DSS. | |
Unit-3 |
Teaching Hours:10 |
Decision Support Systems Applications
|
|
Healthcare decision support systems: Clinical decision support, diagnostic systems, Financialdecision support systems: Risk management, portfolio optimization, Environmental decisionsupport systems: Resource allocation, sustainability planning, Expert Systems, Knowledge-basedSystems for SmartProduction. | |
Unit-3 |
Teaching Hours:10 |
Decision Support Systems Applications
|
|
Healthcare decision support systems: Clinical decision support, diagnostic systems, Financialdecision support systems: Risk management, portfolio optimization, Environmental decisionsupport systems: Resource allocation, sustainability planning, Expert Systems, Knowledge-basedSystems for SmartProduction. | |
Unit-3 |
Teaching Hours:10 |
Decision Support Systems Applications
|
|
Healthcare decision support systems: Clinical decision support, diagnostic systems, Financialdecision support systems: Risk management, portfolio optimization, Environmental decisionsupport systems: Resource allocation, sustainability planning, Expert Systems, Knowledge-basedSystems for SmartProduction. | |
Unit-3 |
Teaching Hours:10 |
Decision Support Systems Applications
|
|
Healthcare decision support systems: Clinical decision support, diagnostic systems, Financialdecision support systems: Risk management, portfolio optimization, Environmental decisionsupport systems: Resource allocation, sustainability planning, Expert Systems, Knowledge-basedSystems for SmartProduction. | |
Text Books And Reference Books: DecisionSupportSystems:TheoryandApplication,FradaBurstein,ClydeW.Holsapple,(Sprinter, 2022) | |
Essential Reading / Recommended Reading 1. PracticalGuidetoBusinessIntelligence,DecisionSupport,andAnalyticsUsingMicrosoftPower BI,Excel, andTableau,Sulaiman Hakemy,(CRCPress,2021) 2. BusinessIntelligenceandAnalytics:SystemsforDecisionSupport,RameshSharda,DursunDelen, Efraim Turban, (Pearson, 2020) | |
Evaluation Pattern CIA 1: 25 marks, CIA 2: 25 marks, No ESE. | |
BBA266-3 - ENTREPRENEURIAL STORYTELLING AND PITCHING (2023 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 equips students with the essential communication skills required to effectively engage with venture capitalists, deliver impactful elevator pitches, and craft compelling business narratives. Through a combination of theory, practical exercises, and real-world case studies, students will develop the confidence and proficiency to articulate their entrepreneurial ideas persuasively in various settings.
Unit I: Strategic Business Storytelling 10 Hrs. Level of Knowledge: Conceptual
Introduction to Business Storytelling– Elements of Effective Storytelling and Innovative Introductions – Story Circles and Story Sharing– Developing Personal Stories– Developing and Enhancing Business Stories.
Unit II: Elevating Elevator Pitches 10 Hrs. Level of Knowledge: Conceptual
Understanding Elevator Pitches – Crafting a Perfect Elevator Pitch– Networking using Elevator Pitches– Elevator Pitch Clinic: One – on – One Coaching and Refinement Sessions.
Unit III: Investor Engagement and Presentation Skills 10 Hrs. Level of Knowledge: Conceptual and Analytical
Introduction to Investor Presentations – Crafting a Pitch Deck – Structuring an Investor Presentation – Constructing and delivering an effective presentation (by actually delivering the presentation).
|
|
Learning Outcome |
|
Unit-1 |
Teaching Hours:10 |
Unit I: Strategic Business Storytelling.
|
|
Introduction to Business Storytelling– Elements of Effective Storytelling and Innovative Introductions – Story Circles and Story Sharing– Developing Personal Stories– Developing and Enhancing Business Stories
| |
Unit-1 |
Teaching Hours:10 |
Unit I: Strategic Business Storytelling.
|
|
Introduction to Business Storytelling– Elements of Effective Storytelling and Innovative Introductions – Story Circles and Story Sharing– Developing Personal Stories– Developing and Enhancing Business Stories
| |
Unit-1 |
Teaching Hours:10 |
Unit I: Strategic Business Storytelling.
|
|
Introduction to Business Storytelling– Elements of Effective Storytelling and Innovative Introductions – Story Circles and Story Sharing– Developing Personal Stories– Developing and Enhancing Business Stories
| |
Unit-2 |
Teaching Hours:10 |
Unit II: Elevating Elevator Pitches
|
|
Understanding Elevator Pitches – Crafting a Perfect Elevator Pitch– Networking using Elevator Pitches– Elevator Pitch Clinic: One – on – One Coaching and Refinement Sessions
| |
Unit-2 |
Teaching Hours:10 |
Unit II: Elevating Elevator Pitches
|
|
Understanding Elevator Pitches – Crafting a Perfect Elevator Pitch– Networking using Elevator Pitches– Elevator Pitch Clinic: One – on – One Coaching and Refinement Sessions
| |
Unit-2 |
Teaching Hours:10 |
Unit II: Elevating Elevator Pitches
|
|
Understanding Elevator Pitches – Crafting a Perfect Elevator Pitch– Networking using Elevator Pitches– Elevator Pitch Clinic: One – on – One Coaching and Refinement Sessions
| |
Unit-3 |
Teaching Hours:10 |
Unit III: Investor Engagement and Presentation Skills.
|
|
Introduction to Investor Presentations – Crafting a Pitch Deck – Structuring an Investor Presentation – Constructing and delivering an effective presentation (by actually delivering the presentation) | |
Unit-3 |
Teaching Hours:10 |
Unit III: Investor Engagement and Presentation Skills.
|
|
Introduction to Investor Presentations – Crafting a Pitch Deck – Structuring an Investor Presentation – Constructing and delivering an effective presentation (by actually delivering the presentation) | |
Unit-3 |
Teaching Hours:10 |
Unit III: Investor Engagement and Presentation Skills.
|
|
Introduction to Investor Presentations – Crafting a Pitch Deck – Structuring an Investor Presentation – Constructing and delivering an effective presentation (by actually delivering the presentation) | |
Text Books And Reference Books:
| |
Essential Reading / Recommended Reading Recommended references:
| |
Evaluation Pattern
CIA 1: 25 marks, CIA 2: 25 marks, NO ESE. | |
BBA267-3 - MARKETING MODELS (2023 Batch) | |
Total Teaching Hours for Semester:30 |
No of Lecture Hours/Week:2 |
Max Marks:50 |
Credits:2 |
Course Objectives/Course Description |
|
This course provides an in-depth exploration of marketing models, focusing on integrating Business-to-Business (B2B) and Direct-to-Consumer (D2C) strategies. Students will gain a comprehensive understanding of how businesses navigate the complexities of modern commerce by blending traditional B2B approaches with innovative D2C methodologies. Through case studies, industry examples, and practical exercises, students will develop the knowledge and skills to design and implement effective marketing strategies catering to diverse business and consumer needs. |
|
Learning Outcome |
|
CO1: Develop a basic understanding of B2B market and its characteristics CO2: Examine the significance of various marketing strategies in building B2B brands
CO3: Explain proficiency in leveraging digital channels for direct consumer engagement
|
Unit-1 |
Teaching Hours:10 |
||||||||||||||||||||||||||||||
Introduction to B2B Marketing
|
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Business marketing and Business market customers, Market structure, Environment and Characteristics of Business Markets, Strategic role of B2B marketing, Commercial enterprises, Commercial and institutional customers; Organizational Buying and Buyer Behaviour: Organizational buyers’ decision process - A Stepwise Model and A Process Flow Model, Organizational and business markets - Government as a customer - Commercial enterprises - Commercial and institutional customers | |||||||||||||||||||||||||||||||
Unit-1 |
Teaching Hours:10 |
||||||||||||||||||||||||||||||
Introduction to B2B Marketing
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Business marketing and Business market customers, Market structure, Environment and Characteristics of Business Markets, Strategic role of B2B marketing, Commercial enterprises, Commercial and institutional customers; Organizational Buying and Buyer Behaviour: Organizational buyers’ decision process - A Stepwise Model and A Process Flow Model, Organizational and business markets - Government as a customer - Commercial enterprises - Commercial and institutional customers | |||||||||||||||||||||||||||||||
Unit-1 |
Teaching Hours:10 |
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Introduction to B2B Marketing
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Business marketing and Business market customers, Market structure, Environment and Characteristics of Business Markets, Strategic role of B2B marketing, Commercial enterprises, Commercial and institutional customers; Organizational Buying and Buyer Behaviour: Organizational buyers’ decision process - A Stepwise Model and A Process Flow Model, Organizational and business markets - Government as a customer - Commercial enterprises - Commercial and institutional customers | |||||||||||||||||||||||||||||||
Unit-1 |
Teaching Hours:10 |
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Introduction to B2B Marketing
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Business marketing and Business market customers, Market structure, Environment and Characteristics of Business Markets, Strategic role of B2B marketing, Commercial enterprises, Commercial and institutional customers; Organizational Buying and Buyer Behaviour: Organizational buyers’ decision process - A Stepwise Model and A Process Flow Model, Organizational and business markets - Government as a customer - Commercial enterprises - Commercial and institutional customers | |||||||||||||||||||||||||||||||
Unit-2 |
Teaching Hours:12 |
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Marketing Strategy
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Product strategy- Industrial product strategy– Managing Products for Business Markets-Managing Services for Business Markets- The Growth-Share Matrix, Multifactor Portfolio Matrix, Building B2B brands; Market Segmentation, Basic framework of segmentation, choosing target segments and positioning-Pricing strategies for Business Markets, Competitive bidding Business Marketing Communication- B2B Advertising, , Relationship marketing and CRM, Trade shows, exhibitions, business meets - Managing the sales force; Managing Business Market channels- channels and participants - Channel design and management decisions, B2B logistics management | |||||||||||||||||||||||||||||||
Unit-2 |
Teaching Hours:12 |
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Marketing Strategy
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Product strategy- Industrial product strategy– Managing Products for Business Markets-Managing Services for Business Markets- The Growth-Share Matrix, Multifactor Portfolio Matrix, Building B2B brands; Market Segmentation, Basic framework of segmentation, choosing target segments and positioning-Pricing strategies for Business Markets, Competitive bidding Business Marketing Communication- B2B Advertising, , Relationship marketing and CRM, Trade shows, exhibitions, business meets - Managing the sales force; Managing Business Market channels- channels and participants - Channel design and management decisions, B2B logistics management | |||||||||||||||||||||||||||||||
Unit-2 |
Teaching Hours:12 |
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Marketing Strategy
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Product strategy- Industrial product strategy– Managing Products for Business Markets-Managing Services for Business Markets- The Growth-Share Matrix, Multifactor Portfolio Matrix, Building B2B brands; Market Segmentation, Basic framework of segmentation, choosing target segments and positioning-Pricing strategies for Business Markets, Competitive bidding Business Marketing Communication- B2B Advertising, , Relationship marketing and CRM, Trade shows, exhibitions, business meets - Managing the sales force; Managing Business Market channels- channels and participants - Channel design and management decisions, B2B logistics management | |||||||||||||||||||||||||||||||
Unit-2 |
Teaching Hours:12 |
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Marketing Strategy
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Product strategy- Industrial product strategy– Managing Products for Business Markets-Managing Services for Business Markets- The Growth-Share Matrix, Multifactor Portfolio Matrix, Building B2B brands; Market Segmentation, Basic framework of segmentation, choosing target segments and positioning-Pricing strategies for Business Markets, Competitive bidding Business Marketing Communication- B2B Advertising, , Relationship marketing and CRM, Trade shows, exhibitions, business meets - Managing the sales force; Managing Business Market channels- channels and participants - Channel design and management decisions, B2B logistics management | |||||||||||||||||||||||||||||||
Unit-3 |
Teaching Hours:8 |
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D2C Marketing
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Origin of D2C marketing, Difference between B2B and D2C, D2C rationale and strategy-funnel wise strategies, understanding D2C brand customer, Identifying consumer segments in D2C markets, Competitive advantage of D2C, D2C marketing Roadmap, Exploring digital D2C channels. | |||||||||||||||||||||||||||||||
Unit-3 |
Teaching Hours:8 |
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D2C Marketing
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Origin of D2C marketing, Difference between B2B and D2C, D2C rationale and strategy-funnel wise strategies, understanding D2C brand customer, Identifying consumer segments in D2C markets, Competitive advantage of D2C, D2C marketing Roadmap, Exploring digital D2C channels. | |||||||||||||||||||||||||||||||
Unit-3 |
Teaching Hours:8 |
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D2C Marketing
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Origin of D2C marketing, Difference between B2B and D2C, D2C rationale and strategy-funnel wise strategies, understanding D2C brand customer, Identifying consumer segments in D2C markets, Competitive advantage of D2C, D2C marketing Roadmap, Exploring digital D2C channels. | |||||||||||||||||||||||||||||||
Unit-3 |
Teaching Hours:8 |
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D2C Marketing
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Origin of D2C marketing, Difference between B2B and D2C, D2C rationale and strategy-funnel wise strategies, understanding D2C brand customer, Identifying consumer segments in D2C markets, Competitive advantage of D2C, D2C marketing Roadmap, Exploring digital D2C channels. | |||||||||||||||||||||||||||||||
Text Books And Reference Books:
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Essential Reading / Recommended Reading ● Harvard business Review, Customer Segmentation in Business-to-Business Markets, Nov 2011, Product #: UV5749-PDF-ENG ● Harvard Business Review, Farm Electronics: The Business-to-Business Marketing Dilemma, Jan 2020, Product Number: W20032-PDF-ENG ● Harvard business Review, E-Hubs: The New B2B Marketplaces, May, 2000, Product Number: R00306-PDF-ENG ● Harvard business Review, Mantra Ayurveda: Scaling Direct-To-Consumer Marketing, Jan2022, Product Number: W25497-PDF-ENG ● Harvard business Review, How Direct-to-Consumer Brands Can Continue to Grow, Nov 2021, Product Number: R2106G-PDF-ENG | |||||||||||||||||||||||||||||||
Evaluation Pattern
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BBA268-3 - COMMODITY MARKETS AND DERIVATIVES (2023 Batch) | |||||||||||||||||||||||||||||||
Total Teaching Hours for Semester:30 |
No of Lecture Hours/Week:2 |
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Max Marks:50 |
Credits:2 |
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Course Objectives/Course Description |
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Course Description:This course provides an in-depth exploration of commodity markets and their operational aspects. Students will gain a comprehensive understanding of the dynamics, instruments, and participants in commodity markets, as well as the practicalities of operations within this complex financial landscape. This syllabus provides a comprehensive overview of commodity markets and operations, covering both theoretical and practical aspects. It is designed to equip students with the knowledge and skills necessary to navigate and excel in the dynamic world of commodity trading and operations. Course Objectives:
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Learning Outcome |
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CO1: Explain the fundamentals of commodity markets and their applications in real situations. CO2: Analyze commodities data and make sense of risk management in commodity market decision-making CO3: Depict the knowledge and skills necessary to navigate and excel in the dynamic world of commodity trading and operations |
Unit-1 |
Teaching Hours:5 |
Introduction to Commodity Markets
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Overview of commodity markets, Historical development and evolution, Types of commodities (softs, metals, energy), Key drivers influencing commodity prices, Participants in Commodity Markets - Producers, consumers, and intermediaries, Speculators and hedgers, Role of financial institutions, Government regulations, and interventions | |
Unit-1 |
Teaching Hours:5 |
Introduction to Commodity Markets
|
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Overview of commodity markets, Historical development and evolution, Types of commodities (softs, metals, energy), Key drivers influencing commodity prices, Participants in Commodity Markets - Producers, consumers, and intermediaries, Speculators and hedgers, Role of financial institutions, Government regulations, and interventions | |
Unit-1 |
Teaching Hours:5 |
Introduction to Commodity Markets
|
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Overview of commodity markets, Historical development and evolution, Types of commodities (softs, metals, energy), Key drivers influencing commodity prices, Participants in Commodity Markets - Producers, consumers, and intermediaries, Speculators and hedgers, Role of financial institutions, Government regulations, and interventions | |
Unit-1 |
Teaching Hours:5 |
Introduction to Commodity Markets
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Overview of commodity markets, Historical development and evolution, Types of commodities (softs, metals, energy), Key drivers influencing commodity prices, Participants in Commodity Markets - Producers, consumers, and intermediaries, Speculators and hedgers, Role of financial institutions, Government regulations, and interventions | |
Unit-2 |
Teaching Hours:8 |
Commodity Market Instruments and Analysis
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Spot and futures contracts, Options and swaps, Exchange-traded funds (ETFs) and commodity indices, Structured products in commodity markets, Fundamental analysis of commodities, Technical analysis, and chart patterns, Sentiment analysis and market psychology, Impact of geopolitical events on commodity prices. | |
Unit-2 |
Teaching Hours:8 |
Commodity Market Instruments and Analysis
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Spot and futures contracts, Options and swaps, Exchange-traded funds (ETFs) and commodity indices, Structured products in commodity markets, Fundamental analysis of commodities, Technical analysis, and chart patterns, Sentiment analysis and market psychology, Impact of geopolitical events on commodity prices. | |
Unit-2 |
Teaching Hours:8 |
Commodity Market Instruments and Analysis
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Spot and futures contracts, Options and swaps, Exchange-traded funds (ETFs) and commodity indices, Structured products in commodity markets, Fundamental analysis of commodities, Technical analysis, and chart patterns, Sentiment analysis and market psychology, Impact of geopolitical events on commodity prices. | |
Unit-2 |
Teaching Hours:8 |
Commodity Market Instruments and Analysis
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Spot and futures contracts, Options and swaps, Exchange-traded funds (ETFs) and commodity indices, Structured products in commodity markets, Fundamental analysis of commodities, Technical analysis, and chart patterns, Sentiment analysis and market psychology, Impact of geopolitical events on commodity prices. | |
Unit-3 |
Teaching Hours:7 |
Risk Management in Commodity Markets
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Hedging strategies for producers and consumers, Risk assessment and measurement, Managing price risk using futures and options, Case studies on successful and unsuccessful risk management. | |
Unit-3 |
Teaching Hours:7 |
Risk Management in Commodity Markets
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Hedging strategies for producers and consumers, Risk assessment and measurement, Managing price risk using futures and options, Case studies on successful and unsuccessful risk management. | |
Unit-3 |
Teaching Hours:7 |
Risk Management in Commodity Markets
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Hedging strategies for producers and consumers, Risk assessment and measurement, Managing price risk using futures and options, Case studies on successful and unsuccessful risk management. | |
Unit-3 |
Teaching Hours:7 |
Risk Management in Commodity Markets
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Hedging strategies for producers and consumers, Risk assessment and measurement, Managing price risk using futures and options, Case studies on successful and unsuccessful risk management. | |
Unit-4 |
Teaching Hours:6 |
Operations in Commodity Markets
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MCX and NCDEX Trading platforms and execution, Clearing and settlement processes, Role of exchanges and clearinghouses, Regulatory compliance and reporting | |
Unit-4 |
Teaching Hours:6 |
Operations in Commodity Markets
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MCX and NCDEX Trading platforms and execution, Clearing and settlement processes, Role of exchanges and clearinghouses, Regulatory compliance and reporting | |
Unit-4 |
Teaching Hours:6 |
Operations in Commodity Markets
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MCX and NCDEX Trading platforms and execution, Clearing and settlement processes, Role of exchanges and clearinghouses, Regulatory compliance and reporting | |
Unit-4 |
Teaching Hours:6 |
Operations in Commodity Markets
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MCX and NCDEX Trading platforms and execution, Clearing and settlement processes, Role of exchanges and clearinghouses, Regulatory compliance and reporting | |
Unit-5 |
Teaching Hours:4 |
Sustainable and Ethical Practices in Commodity Markets
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Environmental, Social, and Governance (ESG) considerations, Ethical sourcing and trading practices, Sustainable investing in commodities, and Case studies on responsible commodity trading. Emerging Trends in Commodity Markets-Digitalization and blockchain in commodity trading, Impact of climate change on commodity markets, New product developments and innovations, Future outlook for commodity markets | |
Unit-5 |
Teaching Hours:4 |
Sustainable and Ethical Practices in Commodity Markets
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Environmental, Social, and Governance (ESG) considerations, Ethical sourcing and trading practices, Sustainable investing in commodities, and Case studies on responsible commodity trading. Emerging Trends in Commodity Markets-Digitalization and blockchain in commodity trading, Impact of climate change on commodity markets, New product developments and innovations, Future outlook for commodity markets | |
Unit-5 |
Teaching Hours:4 |
Sustainable and Ethical Practices in Commodity Markets
|
|
Environmental, Social, and Governance (ESG) considerations, Ethical sourcing and trading practices, Sustainable investing in commodities, and Case studies on responsible commodity trading. Emerging Trends in Commodity Markets-Digitalization and blockchain in commodity trading, Impact of climate change on commodity markets, New product developments and innovations, Future outlook for commodity markets | |
Unit-5 |
Teaching Hours:4 |
Sustainable and Ethical Practices in Commodity Markets
|
|
Environmental, Social, and Governance (ESG) considerations, Ethical sourcing and trading practices, Sustainable investing in commodities, and Case studies on responsible commodity trading. Emerging Trends in Commodity Markets-Digitalization and blockchain in commodity trading, Impact of climate change on commodity markets, New product developments and innovations, Future outlook for commodity markets | |
Text Books And Reference Books: 1. Options, Futures And Other Derivatives by Hull, John C.; Prentice Hall: Edition vi 2. Futures And Options BSE Book's Publication 3. Futures & Options - Introduction to Equity Derivatives R. Mahajan Visionbooks 4. Fisher & Jordan, “Investment Management.” 5. Avadhani, Security Analysis and Portfolio Management. VII edition 6. MCX, MCCP Study Material | |
Essential Reading / Recommended Reading Futures And Options BSE Book's Publication | |
Evaluation Pattern CIA 1 - 25 Marks (Weightage 100%) CIA 2 - 25 Marks (Weightage 100%) ESE - NA Total - 50 Marks | |
FRE181-3 - FRENCH (2023 Batch) | |
Total Teaching Hours for Semester:30 |
No of Lecture Hours/Week:2 |
Max Marks:50 |
Credits:2 |
Course Objectives/Course Description |
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Programme Objectives - The curriculum of the French course offered as II language to II BA/BSc/BCom students is designed to suit the present-day requirements where the emphasis is more on the Oral communication. Beginning with day-to-day situations with its dialogues the stress is on the spoken word. The part on French civilization offers one useful insight on life and living in France. Course Description -French as a second language in the UG program. The method< Adomania> consists of a student's book and an activity book, both included in the digital manual. It consists of 8 units. The structure of each unit begins with basic communication aspects, leading to basic expressions, vocabulary, cultural aspects, functional and practical French stage by stage in each unit. This< manual> covers all the necessary global parameters. Course Objectives · To develop basic and communication skills sharpen oral and written skills. · To enhance knowledge on French culture. · To enrich the learner’s vocabulary · To enable learners to engage in and discuss simple topics with ease |
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Learning Outcome |
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CO1: Enhancement of communicative competencies and sharpening of written and oral communicative skills. CO2: Basic knowledge of french civilization. CO3: Enrichment of vocabulary. CO4: Enhanced ability to engage in conversations and discussions in French with ease. |
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Unit-1 |
Teaching Hours:9 |
|||||||||||||||
Units 0,1
|
||||||||||||||||
| ||||||||||||||||
Unit-1 |
Teaching Hours:9 |
|||||||||||||||
Units 0,1
|
||||||||||||||||
| ||||||||||||||||
Unit-1 |
Teaching Hours:9 |
|||||||||||||||
Units 0,1
|
||||||||||||||||
| ||||||||||||||||
Unit-1 |
Teaching Hours:9 |
|||||||||||||||
Units 0,1
|
||||||||||||||||
| ||||||||||||||||
Unit-1 |
Teaching Hours:9 |
|||||||||||||||
Units 0,1
|
||||||||||||||||
| ||||||||||||||||
Unit-1 |
Teaching Hours:9 |
|||||||||||||||
Units 0,1
|
||||||||||||||||
| ||||||||||||||||
Unit-1 |
Teaching Hours:9 |
|||||||||||||||
Units 0,1
|
||||||||||||||||
| ||||||||||||||||
Unit-1 |
Teaching Hours:9 |
|||||||||||||||
Units 0,1
|
||||||||||||||||
| ||||||||||||||||
Unit-1 |
Teaching Hours:9 |
|||||||||||||||
Units 0,1
|
||||||||||||||||
| ||||||||||||||||
Unit-1 |
Teaching Hours:9 |
|||||||||||||||
Units 0,1
|
||||||||||||||||
| ||||||||||||||||
Unit-1 |
Teaching Hours:9 |
|||||||||||||||
Units 0,1
|
||||||||||||||||
| ||||||||||||||||
Unit-1 |
Teaching Hours:9 |
|||||||||||||||
Units 0,1
|
||||||||||||||||
| ||||||||||||||||
Unit-1 |
Teaching Hours:9 |
|||||||||||||||
Units 0,1
|
||||||||||||||||
| ||||||||||||||||
Unit-1 |
Teaching Hours:9 |
|||||||||||||||
Units 0,1
|
||||||||||||||||
| ||||||||||||||||
Unit-1 |
Teaching Hours:9 |
|||||||||||||||
Units 0,1
|
||||||||||||||||
| ||||||||||||||||
Unit-2 |
Teaching Hours:7 |
|||||||||||||||
Unit 2
|
||||||||||||||||
| ||||||||||||||||
Unit-2 |
Teaching Hours:7 |
|||||||||||||||
Unit 2
|
||||||||||||||||
| ||||||||||||||||
Unit-2 |
Teaching Hours:7 |
|||||||||||||||
Unit 2
|
||||||||||||||||
| ||||||||||||||||
Unit-2 |
Teaching Hours:7 |
|||||||||||||||
Unit 2
|
||||||||||||||||
| ||||||||||||||||
Unit-2 |
Teaching Hours:7 |
|||||||||||||||
Unit 2
|
||||||||||||||||
| ||||||||||||||||
Unit-2 |
Teaching Hours:7 |
|||||||||||||||
Unit 2
|
||||||||||||||||
| ||||||||||||||||
Unit-2 |
Teaching Hours:7 |
|||||||||||||||
Unit 2
|
||||||||||||||||
| ||||||||||||||||
Unit-2 |
Teaching Hours:7 |
|||||||||||||||
Unit 2
|
||||||||||||||||
| ||||||||||||||||
Unit-2 |
Teaching Hours:7 |
|||||||||||||||
Unit 2
|
||||||||||||||||
| ||||||||||||||||
Unit-2 |
Teaching Hours:7 |
|||||||||||||||
Unit 2
|
||||||||||||||||
| ||||||||||||||||
Unit-2 |
Teaching Hours:7 |
|||||||||||||||
Unit 2
|
||||||||||||||||
| ||||||||||||||||
Unit-2 |
Teaching Hours:7 |
|||||||||||||||
Unit 2
|
||||||||||||||||
| ||||||||||||||||
Unit-2 |
Teaching Hours:7 |
|||||||||||||||
Unit 2
|
||||||||||||||||
| ||||||||||||||||
Unit-2 |
Teaching Hours:7 |
|||||||||||||||
Unit 2
|
||||||||||||||||
| ||||||||||||||||
Unit-2 |
Teaching Hours:7 |
|||||||||||||||
Unit 2
|
||||||||||||||||
| ||||||||||||||||
Unit-2 |
Teaching Hours:7 |
|||||||||||||||
Unit 2
|
||||||||||||||||
| ||||||||||||||||
Unit-2 |
Teaching Hours:7 |
|||||||||||||||
Unit 2
|
||||||||||||||||
| ||||||||||||||||
Unit-2 |
Teaching Hours:7 |
|||||||||||||||
Unit 2
|
||||||||||||||||
| ||||||||||||||||
Unit-2 |
Teaching Hours:7 |
|||||||||||||||
Unit 2
|
||||||||||||||||
| ||||||||||||||||
Unit-2 |
Teaching Hours:7 |
|||||||||||||||
Unit 2
|
||||||||||||||||
| ||||||||||||||||
Unit-2 |
Teaching Hours:7 |
|||||||||||||||
Unit 2
|
||||||||||||||||
| ||||||||||||||||
Unit-2 |
Teaching Hours:7 |
|||||||||||||||
Unit 2
|
||||||||||||||||
| ||||||||||||||||
Unit-2 |
Teaching Hours:7 |
|||||||||||||||
Unit 2
|
||||||||||||||||
| ||||||||||||||||
Unit-2 |
Teaching Hours:7 |
|||||||||||||||
Unit 2
|
||||||||||||||||
| ||||||||||||||||
Unit-2 |
Teaching Hours:7 |
|||||||||||||||
Unit 2
|
||||||||||||||||
| ||||||||||||||||
Unit-2 |
Teaching Hours:7 |
|||||||||||||||
Unit 2
|
||||||||||||||||
| ||||||||||||||||
Unit-2 |
Teaching Hours:7 |
|||||||||||||||
Unit 2
|
||||||||||||||||
| ||||||||||||||||
Unit-2 |
Teaching Hours:7 |
|||||||||||||||
Unit 2
|
||||||||||||||||
| ||||||||||||||||
Unit-2 |
Teaching Hours:7 |
|||||||||||||||
Unit 2
|
||||||||||||||||
| ||||||||||||||||
Unit-2 |
Teaching Hours:7 |
|||||||||||||||
Unit 2
|
||||||||||||||||
| ||||||||||||||||
Unit-2 |
Teaching Hours:7 |
|||||||||||||||
Unit 2
|
||||||||||||||||
| ||||||||||||||||
Unit-2 |
Teaching Hours:7 |
|||||||||||||||
Unit 2
|
||||||||||||||||
| ||||||||||||||||
Unit-2 |
Teaching Hours:7 |
|||||||||||||||
Unit 2
|
||||||||||||||||
| ||||||||||||||||
Unit-2 |
Teaching Hours:7 |
|||||||||||||||
Unit 2
|
||||||||||||||||
| ||||||||||||||||
Unit-2 |
Teaching Hours:7 |
|||||||||||||||
Unit 2
|
||||||||||||||||
| ||||||||||||||||
Unit-2 |
Teaching Hours:7 |
|||||||||||||||
Unit 2
|
||||||||||||||||
| ||||||||||||||||
Unit-2 |
Teaching Hours:7 |
|||||||||||||||
Unit 2
|
||||||||||||||||
| ||||||||||||||||
Unit-2 |
Teaching Hours:7 |
|||||||||||||||
Unit 2
|
||||||||||||||||
| ||||||||||||||||
Unit-2 |
Teaching Hours:7 |
|||||||||||||||
Unit 2
|
||||||||||||||||
| ||||||||||||||||
Unit-2 |
Teaching Hours:7 |
|||||||||||||||
Unit 2
|
||||||||||||||||
| ||||||||||||||||
Unit-2 |
Teaching Hours:7 |
|||||||||||||||
Unit 2
|
||||||||||||||||
| ||||||||||||||||
Unit-2 |
Teaching Hours:7 |
|||||||||||||||
Unit 2
|
||||||||||||||||
| ||||||||||||||||
Unit-2 |
Teaching Hours:7 |
|||||||||||||||
Unit 2
|
||||||||||||||||
| ||||||||||||||||
Unit-2 |
Teaching Hours:7 |
|||||||||||||||
Unit 2
|
||||||||||||||||
| ||||||||||||||||
Unit-2 |
Teaching Hours:7 |
|||||||||||||||
Unit 2
|
||||||||||||||||
| ||||||||||||||||
Unit-2 |
Teaching Hours:7 |
|||||||||||||||
Unit 2
|
||||||||||||||||
| ||||||||||||||||
Unit-2 |
Teaching Hours:7 |
|||||||||||||||
Unit 2
|
||||||||||||||||
| ||||||||||||||||
Unit-2 |
Teaching Hours:7 |
|||||||||||||||
Unit 2
|
||||||||||||||||
| ||||||||||||||||
Unit-2 |
Teaching Hours:7 |
|||||||||||||||
Unit 2
|
||||||||||||||||
| ||||||||||||||||
Unit-2 |
Teaching Hours:7 |
|||||||||||||||
Unit 2
|
||||||||||||||||
| ||||||||||||||||
Unit-2 |
Teaching Hours:7 |
|||||||||||||||
Unit 2
|
||||||||||||||||
| ||||||||||||||||
Unit-2 |
Teaching Hours:7 |
|||||||||||||||
Unit 2
|
||||||||||||||||
| ||||||||||||||||
Unit-2 |
Teaching Hours:7 |
|||||||||||||||
Unit 2
|
||||||||||||||||
| ||||||||||||||||
Unit-2 |
Teaching Hours:7 |
|||||||||||||||
Unit 2
|
||||||||||||||||
| ||||||||||||||||
Unit-2 |
Teaching Hours:7 |
|||||||||||||||
Unit 2
|
||||||||||||||||
| ||||||||||||||||
Unit-2 |
Teaching Hours:7 |
|||||||||||||||
Unit 2
|
||||||||||||||||
| ||||||||||||||||
Unit-2 |
Teaching Hours:7 |
|||||||||||||||
Unit 2
|
||||||||||||||||
| ||||||||||||||||
Unit-2 |
Teaching Hours:7 |
|||||||||||||||
Unit 2
|
||||||||||||||||
| ||||||||||||||||
Unit-2 |
Teaching Hours:7 |
|||||||||||||||
Unit 2
|
||||||||||||||||
| ||||||||||||||||
Unit-2 |
Teaching Hours:7 |
|||||||||||||||
Unit 2
|
||||||||||||||||
| ||||||||||||||||
Unit-2 |
Teaching Hours:7 |
|||||||||||||||
Unit 2
|
||||||||||||||||
| ||||||||||||||||
Unit-2 |
Teaching Hours:7 |
|||||||||||||||
Unit 2
|
||||||||||||||||
| ||||||||||||||||
Unit-2 |
Teaching Hours:7 |
|||||||||||||||
Unit 2
|
||||||||||||||||
| ||||||||||||||||
Unit-2 |
Teaching Hours:7 |
|||||||||||||||
Unit 2
|
||||||||||||||||
| ||||||||||||||||
Unit-2 |
Teaching Hours:7 |
|||||||||||||||
Unit 2
|
||||||||||||||||
| ||||||||||||||||
Unit-2 |
Teaching Hours:7 |
|||||||||||||||
Unit 2
|
||||||||||||||||
| ||||||||||||||||
Unit-2 |
Teaching Hours:7 |
|||||||||||||||
Unit 2
|
||||||||||||||||
| ||||||||||||||||
Unit-2 |
Teaching Hours:7 |
|||||||||||||||
Unit 2
|
||||||||||||||||
| ||||||||||||||||
Unit-2 |
Teaching Hours:7 |
|||||||||||||||
Unit 2
|
||||||||||||||||
| ||||||||||||||||
Unit-2 |
Teaching Hours:7 |
|||||||||||||||
Unit 2
|
||||||||||||||||
| ||||||||||||||||
Unit-2 |
Teaching Hours:7 |
|||||||||||||||
Unit 2
|
||||||||||||||||
| ||||||||||||||||
Unit-2 |
Teaching Hours:7 |
|||||||||||||||
Unit 2
|
||||||||||||||||
| ||||||||||||||||
Unit-2 |
Teaching Hours:7 |
|||||||||||||||
Unit 2
|
||||||||||||||||
| ||||||||||||||||
Unit-2 |
Teaching Hours:7 |
|||||||||||||||
Unit 2
|
||||||||||||||||
| ||||||||||||||||
Unit-2 |
Teaching Hours:7 |
|||||||||||||||
Unit 2
|
||||||||||||||||
| ||||||||||||||||
Unit-2 |
Teaching Hours:7 |
|||||||||||||||
Unit 2
|
||||||||||||||||
| ||||||||||||||||
Unit-2 |
Teaching Hours:7 |
|||||||||||||||
Unit 2
|
||||||||||||||||
| ||||||||||||||||
Unit-2 |
Teaching Hours:7 |
|||||||||||||||
Unit 2
|
||||||||||||||||
| ||||||||||||||||
Unit-2 |
Teaching Hours:7 |
|||||||||||||||
Unit 2
|
||||||||||||||||
| ||||||||||||||||
Unit-2 |
Teaching Hours:7 |
|||||||||||||||
Unit 2
|
||||||||||||||||
| ||||||||||||||||
Unit-2 |
Teaching Hours:7 |
|||||||||||||||
Unit 2
|
||||||||||||||||
| ||||||||||||||||
Unit-3 |
Teaching Hours:7 |
|||||||||||||||
Unit 3
|
||||||||||||||||
| ||||||||||||||||
Unit-3 |
Teaching Hours:7 |
|||||||||||||||
Unit 3
|
||||||||||||||||
| ||||||||||||||||
Unit-3 |
Teaching Hours:7 |
|||||||||||||||
Unit 3
|
||||||||||||||||
| ||||||||||||||||
Unit-3 |
Teaching Hours:7 |
|||||||||||||||
Unit 3
|
||||||||||||||||
| ||||||||||||||||
Unit-3 |
Teaching Hours:7 |
|||||||||||||||
Unit 3
|
||||||||||||||||
| ||||||||||||||||
Unit-3 |
Teaching Hours:7 |
|||||||||||||||
Unit 3
|
||||||||||||||||
| ||||||||||||||||
Unit-3 |
Teaching Hours:7 |
|||||||||||||||
Unit 3
|
||||||||||||||||
| ||||||||||||||||
Unit-3 |
Teaching Hours:7 |
|||||||||||||||
Unit 3
|
||||||||||||||||
| ||||||||||||||||
Unit-3 |
Teaching Hours:7 |
|||||||||||||||
Unit 3
|
||||||||||||||||
| ||||||||||||||||
Unit-3 |
Teaching Hours:7 |
|||||||||||||||
Unit 3
|
||||||||||||||||
| ||||||||||||||||
Unit-3 |
Teaching Hours:7 |
|||||||||||||||
Unit 3
|
||||||||||||||||
| ||||||||||||||||
Unit-3 |
Teaching Hours:7 |
|||||||||||||||
Unit 3
|
||||||||||||||||
| ||||||||||||||||
Unit-3 |
Teaching Hours:7 |
|||||||||||||||
Unit 3
|
||||||||||||||||
| ||||||||||||||||
Unit-3 |
Teaching Hours:7 |
|||||||||||||||
Unit 3
|
||||||||||||||||
| ||||||||||||||||
Unit-3 |
Teaching Hours:7 |
|||||||||||||||
Unit 3
|
||||||||||||||||
| ||||||||||||||||
Unit-3 |
Teaching Hours:7 |
|||||||||||||||
Unit 3
|
||||||||||||||||
| ||||||||||||||||
Unit-3 |
Teaching Hours:7 |
|||||||||||||||
Unit 3
|
||||||||||||||||
| ||||||||||||||||
Unit-3 |
Teaching Hours:7 |
|||||||||||||||
Unit 3
|
||||||||||||||||
| ||||||||||||||||
Unit-3 |
Teaching Hours:7 |
|||||||||||||||
Unit 3
|
||||||||||||||||
| ||||||||||||||||
Unit-3 |
Teaching Hours:7 |
|||||||||||||||
Unit 3
|
||||||||||||||||
| ||||||||||||||||
Unit-3 |
Teaching Hours:7 |
|||||||||||||||
Unit 3
|
||||||||||||||||
| ||||||||||||||||
Unit-3 |
Teaching Hours:7 |
|||||||||||||||
Unit 3
|
||||||||||||||||
| ||||||||||||||||
Unit-3 |
Teaching Hours:7 |
|||||||||||||||
Unit 3
|
||||||||||||||||
| ||||||||||||||||
Unit-3 |
Teaching Hours:7 |
|||||||||||||||
Unit 3
|
||||||||||||||||
| ||||||||||||||||
Unit-3 |
Teaching Hours:7 |
|||||||||||||||
Unit 3
|
||||||||||||||||
| ||||||||||||||||
Unit-3 |
Teaching Hours:7 |
|||||||||||||||
Unit 3
|
||||||||||||||||
| ||||||||||||||||
Unit-3 |
Teaching Hours:7 |
|||||||||||||||
Unit 3
|
||||||||||||||||
| ||||||||||||||||
Unit-3 |
Teaching Hours:7 |
|||||||||||||||
Unit 3
|
||||||||||||||||
| ||||||||||||||||
Unit-3 |
Teaching Hours:7 |
|||||||||||||||
Unit 3
|
||||||||||||||||
| ||||||||||||||||
Unit-3 |
Teaching Hours:7 |
|||||||||||||||
Unit 3
|
||||||||||||||||
| ||||||||||||||||
Unit-3 |
Teaching Hours:7 |
|||||||||||||||
Unit 3
|
||||||||||||||||
| ||||||||||||||||
Unit-3 |
Teaching Hours:7 |
|||||||||||||||
Unit 3
|
||||||||||||||||
| ||||||||||||||||
Unit-3 |
Teaching Hours:7 |
|||||||||||||||
Unit 3
|
||||||||||||||||
| ||||||||||||||||
Unit-3 |
Teaching Hours:7 |
|||||||||||||||
Unit 3
|
||||||||||||||||
| ||||||||||||||||
Unit-3 |
Teaching Hours:7 |
|||||||||||||||
Unit 3
|
||||||||||||||||
| ||||||||||||||||
Unit-3 |
Teaching Hours:7 |
|||||||||||||||
Unit 3
|
||||||||||||||||
| ||||||||||||||||
Unit-3 |
Teaching Hours:7 |
|||||||||||||||
Unit 3
|
||||||||||||||||
| ||||||||||||||||
Unit-3 |
Teaching Hours:7 |
|||||||||||||||
Unit 3
|
||||||||||||||||
| ||||||||||||||||
Unit-3 |
Teaching Hours:7 |
|||||||||||||||
Unit 3
|
||||||||||||||||
| ||||||||||||||||
Unit-3 |
Teaching Hours:7 |
|||||||||||||||
Unit 3
|
||||||||||||||||
| ||||||||||||||||
Unit-3 |
Teaching Hours:7 |
|||||||||||||||
Unit 3
|
||||||||||||||||
| ||||||||||||||||
Unit-3 |
Teaching Hours:7 |
|||||||||||||||
Unit 3
|
||||||||||||||||
| ||||||||||||||||
Unit-3 |
Teaching Hours:7 |
|||||||||||||||
Unit 3
|
||||||||||||||||
| ||||||||||||||||
Unit-3 |
Teaching Hours:7 |
|||||||||||||||
Unit 3
|
||||||||||||||||
| ||||||||||||||||
Unit-3 |
Teaching Hours:7 |
|||||||||||||||
Unit 3
|
||||||||||||||||
| ||||||||||||||||
Unit-3 |
Teaching Hours:7 |
|||||||||||||||
Unit 3
|
||||||||||||||||
| ||||||||||||||||
Unit-3 |
Teaching Hours:7 |
|||||||||||||||
Unit 3
|
||||||||||||||||
| ||||||||||||||||
Unit-3 |
Teaching Hours:7 |
|||||||||||||||
Unit 3
|
||||||||||||||||
| ||||||||||||||||
Unit-3 |
Teaching Hours:7 |
|||||||||||||||
Unit 3
|
||||||||||||||||
| ||||||||||||||||
Unit-3 |
Teaching Hours:7 |
|||||||||||||||
Unit 3
|
||||||||||||||||
| ||||||||||||||||
Unit-3 |
Teaching Hours:7 |
|||||||||||||||
Unit 3
|
||||||||||||||||
| ||||||||||||||||
Unit-3 |
Teaching Hours:7 |
|||||||||||||||
Unit 3
|
||||||||||||||||
| ||||||||||||||||
Unit-3 |
Teaching Hours:7 |
|||||||||||||||
Unit 3
|
||||||||||||||||
| ||||||||||||||||
Unit-3 |
Teaching Hours:7 |
|||||||||||||||
Unit 3
|
||||||||||||||||
| ||||||||||||||||
Unit-3 |
Teaching Hours:7 |
|||||||||||||||
Unit 3
|
||||||||||||||||
| ||||||||||||||||
Unit-3 |
Teaching Hours:7 |
|||||||||||||||
Unit 3
|
||||||||||||||||
| ||||||||||||||||
Unit-3 |
Teaching Hours:7 |
|||||||||||||||
Unit 3
|
||||||||||||||||
| ||||||||||||||||
Unit-3 |
Teaching Hours:7 |
|||||||||||||||
Unit 3
|
||||||||||||||||
| ||||||||||||||||
Unit-3 |
Teaching Hours:7 |
|||||||||||||||
Unit 3
|
||||||||||||||||
| ||||||||||||||||
Unit-3 |
Teaching Hours:7 |
|||||||||||||||
Unit 3
|
||||||||||||||||
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Unit-3 |
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Unit-4 |
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Unit-4 |
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Unit-4 |
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Unit-4 |
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Unit-4 |
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Unit-4 |
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Unit-4 |
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Unit-4 |
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Unit-4 |
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Unit-4 |
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Unit-4 |
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Unit-4 |
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Unit-4 |
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Unit-4 |
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Unit-4 |
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Unit-4 |
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Unit-4 |
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Unit-4 |
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Unit-4 |
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Unit-4 |
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Unit-4 |
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Unit-4 |
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Unit-4 |
Teaching Hours:7 |
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Unit-4 |
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Unit-4 |
Teaching Hours:7 |
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Unit-4 |
Teaching Hours:7 |
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Unit-4 |
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Unit-4 |
Teaching Hours:7 |
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Unit-4 |
Teaching Hours:7 |
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Unit-4 |
Teaching Hours:7 |
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Unit-4 |
Teaching Hours:7 |
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Unit-4 |
Teaching Hours:7 |
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Unit-4 |
Teaching Hours:7 |
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Unit-4 |
Teaching Hours:7 |
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Unit 4
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Unit-4 |
Teaching Hours:7 |
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Unit 4
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