· contents page no ability enhancement compulsory course (a ecc) english 7 odia 8 hindi 10...

Bachelor of Arts(B.A.)

SyllabusChoice Based Credit System (CBCS)

2018-2021

FAKIR MOHAN AUTONOMOUSCOLLEGE, BALASORE

CONTENTS

Page NoAbility Enhancement Compulsory Course (AECC)English 7Odia 8Hindi 10Sanskrit 11Urdu 12Environmental Science 13Skill Enhancement Course (SEC)Economics 15History 17Odia 19Political Science 20Sanskrit 23Generic Elective (GE)/ Core Course (CC)/ Discipline Specific Elective(DSE)Anthropology 24Economics 59Education 89English 155Geography 174Hindi 201History 221Odia 255Philosophy 271Political Science 289Psychology 327Sanskrit 379Sociology 400Statistics 435Urdu 457

Semester Core AECC AEEC DSE GenericCourse (Comp) Elective Discipline Spective Elective

(14) (2) Skill based (2) Elective (4) (4)

I Core I MIL for GE-1350 Marks Marks 100 Comm Paper-I4 Papers Core II Eng Marks-100

Marks 100 OdiaHindi

SanskritUrdu

Marks 50II Core III Env. Sc. GE-1

350 Marks Marks 100 Marks 50 Paper-II4 Papers Core IV Marks-100

Marks 100

III Core V 100 SEC-I GE-2450 Marks Core VI 100 Marks 50 Paper-II5 Papers Core VII 100 Marks-100

IV Core VIII 100 SEC-2 GE-2450 Marks Core IX 100 Marks 50 Paper-25 Papers Core X 100 Marks-100

V Core XI 100 DSE-I400 Marks Core XII 100 Marks 1004 Papers DSE-II

Marks 100

VI Core XIII 100 DSE-III400 Marks Core XIV 100 Marks 1004 Papers DSE-IV

Project 100

Semester - Wise Distribution of Papers

Paper Wise Distribution of Marks

Core Courses 14x100 = 1400

Discipline Specific elective 3x100= 300

Project+Viva 1x100 100

Generic Elective I 2x100= 200

Generic Elective II 2x100= 200

Ability Enhancement (Compulsory) 2x50= 100

Ability Enhancement (Skill based) 2x50= 100

Total number of Papers = 26, Total Marks 2400

Subjects (without Practical) = 100 Marks

Mid Semester = 20 marks

End Semester = 80 Marks

Subjects (with Practical) = 100 Marks

Mid Semester = 15 marks

End Semester = 60 Marks

Practical= 25 marks

Distribution of Marks in End Semester

Papers without Practical Component

End Semester (Maximum Marks) = 80

Section - A

Short Answer Questions

4 question of 7.5 Marks each out of 8 questions = 30

Section - B

Long Answer Questions

4 questions of 12.5 Marks each out of 7 questions = 50

Each section would cover the entire syllabus

Papers with Practical Component

End Semester - Maximum Marks= 60

Section - A

Short Answer Quesitons/ 4 questions of 6 marks each out of 8 questions= 24

Section - B

Long Answer Questions/ 4 questions of 9 marks each out of 7 questions= 36

Distribution of Marks for End Semester Examination -AECC/SEC

Maximum Marks - 40

Section - A

Short Answer Questions

Two Questions carrying 7.5 marks each out of four questions= 15 marks

Section - B

Long Answer Questions Two questions carrying 12.5 marks each out of fourquestions= 25 marks

Semester IAbility Enhancement Compulsory Course (AECC-I)

ENGLISH (Arts)F.M- 50 (40+10)

This course aims at enhancing the English Language proficiency of undergraduatestudents in Humanities and preparing them for the academic, social and professionalexpectations during and after the course. The course will help develop academic andsocial english competencies in Speaking, Listening, Reading, Writing, Grammar andUsage.

The Course will carry 50 marks: Mid Sem- 10 Marks and End Term- 40 Marks.There shall be 3 Units

Unit-I: Reading Skills, Summary, Paraphrasing, Analysis, Interpretation, Knowledgeof Literary Texts. Candidates shall have to attempt one question carrying 7.5 marksfrom the prescribed Prose text and 3 questions carrying 2.5 marks each from theprescribed Poetry text.

Text prescribed for Prose : Forms of English Prose (OUP)Pieces to be studied : 1. Dream Children : Charles Lamb

2. An Apology for Idlers: R.L. Stevenson3. On the Rule of the Road : A.G. Gardiner4. On’s Habits : Robert Lynd

Text prescribed for Poetry : Poetry for Pleasure (OUP)Pieces to be studied : Lochinvar, La Belle Dame Sans Merci, The Solitary Reaper,

UphillUnit-II: Writing Skill - Writing a Report, Making Notes, Expanding an Idea / Paragraph,

CV / Resume, Information Transfer. The candidates shall have to answer 2 questionscarrying 7.5 marks each

Unit-III: Grammar and Usage : Sentence (Simple, Complex , Compound), Clause(Noun, Adjective, Adverb), Phrasal Verbs, Modals, Preposition, Subject - VerbAgreement, Common Errors. Candidates shall have to answer 10 objective questionscarrying 1 mark each.

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Semester-IAbility Enhancement Compulsory Course (AECC-I)

\lZûa¡ðK aû¤ZûcìkK _ûVýKâcMIL Communications - Odiaù~ûMûù~ûM cìkK cûZébûhû - IWÿò@û

_ì‰ðiõLýû - 50 (40+10)

_â[c ùicòÁûeùe KkûùgâYú Gaõ \ßòZúd ùicòÁûeùe aòmû^ I aûYòRý ùgâYú ^òcù«CŸòÁ Gjò _Zâe ùcûU ^é 50öiìP^û : Gjò _ûVýKâcUò ùcûU 50 é ö @ûbý«eúY cû^ ò‰ðd _ûAñ 10 é Gaõ ùicòÁûe_eúlû ^òcù« 40 ^é ejòa öcìfý aòbûR^ _¡Zò : _ûVýKâcUòùe _û�Uò GKK / dê^òUþ ejòa ö _â[c GKK / dê^òUþeê ùKakInternal Examinationùe _âgÜ @ûiòa ö @^ý ·eòùMûUò GKKeê ùicòÁûe _eúlûùe _âgÜ @ûia öInternal Examinationùe \êAùMûUò iõlò¯ _âgÜe C�e ù\aûKê ùja ö 5 ¨2 = 10 ^éùicòÁûe _eúlû ^òcù« \ßòZúd, ZéZúd, PZê[ð I _�c ·eòùMûUò GKK / dê^òUþeê 4Uò _âgÜ@ûiòa öùi[ôeê 2Uò \úNð_âgÜ KeòaûKê ùja - 12 ¨ 2 = 24 ^é ö 4Uò iõlò¯ _âgÜ @ûiòa öùi[ôeê 2Uò iõlò¯ _âgÜe C�e ù\aûKê ùja ö - 4 ¨2 = 8 ^é ö 12Uò @Zò iõlò¯ _âgÜ@ûiòa öùi[ôeê 8Uò @Zò iõlò¯ _âgÜ - 1 ¨ 8 = 8Uò e C�e ù\aûKê ùja

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iaòùgh _ûVýiìP^û

_ûVý aòhd - ù~ûMûù~ûMe eúZò / bõMú I cû¤c1c GKK : ÊMZ K[^ I iûõkû_òK bõMú / iûjòZý cû¤c I ù~ûMûù~ûM2d GKK : \kMZ @ûùfûP^û I ZKð aòZKð3d GKK : iûlûZKûe4[ð GKK : _ZâfòL^ _¡Zò / aòaeYú fòL^5c GKK : ùa÷\êýZòK _¡Zò I ù~ûMûù~ûMe bûhû (\ìebûh, iõlò¯ iìP^û ù_âeY, \égý

gâûaý iõ·e aò]û^, ùIßaþiûAUþ, @û«RðûZòK _¡Zò / A�eù^Uþ)

ijûdK Mâ^ÚiìPú :1. fòL^Kkû I _âùdûMòK aýûKeY - @Rd Kêcûe cògâ, KfýûYú _aäògið - KUK2. _âûùdûMòK IWÿò@û bûhû - IWÿògû eûRý _ûVý_êÉK _âYd^ I _âKûg^ iõiÚû3. g±e @ûKûg I \égýe \òMþakd - eaò gZ_[ú, KUK4. iõù~ûM @^êaò]ô / aýajûeòK IWÿò@û bûhû I _âùdûMûcôK aýûKeY iù«ûh Zòâ_ûVú, ^ûk¦û,

KUK5. iûeÊZ iûlûZþKûe - aòRdû^¦ iòõj, aò\ýû_êeú, KUK6. i´û\ I iû´û\òKZû - P¦âùgLe cjû_ûZâ ö IWÿògû _ûVý_êÉK _âYd^ I _âKûg^ iõiÚû,

bêaù^gße7. aûYòRòýK _Zâûakú - Ké¾PeY ùaùjeû - ù`âŠiþ _aäògið, KUK8. IWÿò@û _âKûg^ I _âiûeYe AZòjûi - gâú]e cjû_ûZâ, Mâ^Úc¦òe, KUK

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Semester - IAbility Enhancement Compulsory Course (AECC-I)

MIL-Hindi

F.M. - 50 / MiD Term - 10 / End Term - 40

Unit - IYee<ee keÀer HeefjYee<ee, Òeke=Àefle SJeb efJeefJeOe ªHe (ceewefKekeÀ, efueefKele, jeäYee<ee, jepeYee<ee)

Unit - IIefnvoer keÀer JeCe& J³eJemLee - mJej SJeb J³ebpeve ÒekeÀejYesomJej - (ÛmJe, oerIe& Deewj meb³egkeÌle)J³ebpeve - (mHeme&, DeblemLe, T<ce, DeuJeÒeeCe, ceneÒeeCe, Iees<e leLee DeIees<e)

Unit - IIIefnvoer J³eekeÀjCe Deewj mebcÒes<eCeHe³ee&³eJee®eer Meyo, efJeueesce, DeveskeÀ Meyo kesÀ efueS SkeÀ Meyo

Unit - IVMeyo Megef×, JeekeÌ³eMegef×, cegneyejs Deewj ueeskeÀesefkele³eeB

Unit - Vefnvoer mebcÒes<eCe keÀer DeJeOeejCee Deewj cenlJe

DebkeÀ efJeYeepeve -Unit - I mes Midterm Exam kesÀ meJeeue 10 marksUnit - II, III, IV & V mes 10 x 4 = 40 marks

mene³ekeÀ ûevLe1. DeeOegefvekeÀ efnvoer J³eekeÀjCe Deewj j®evee - yemegosJe vebove Òemeeo2. Òe³eesefiekeÀ efnvoer [eb ieg. ce. Keeve - meyevece yegkeÀ äesj, keÀìkeÀ3. Òe³eespeve cetuekeÀ efnvoer - kewÀueeme ®ebvê Yeeefì³ee

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MIL-SANSKRIT

1. M.I.L. Sanskrit 40marks (Term end 40+ 10 mid term)2. Section “A” Uparishad - KathaponishadUnit I III Valli 10marks

Section “B” Gita Sankhya JogaUnit II Sthita Pranjya Lakshyana 10marks

Verse No 53 to72Section “C” Translation 20marks

Unit IIITranslation from Odia / English to Sanskrit. 4 sentences to be answeredout of 6asked

Unit I Upanished Kathaponishad - 3rd Valli, ‘Kah Atmanah’ AdhikariLong question 1 10marks

Books Recommended1. Kothaponishad - Dr. Niranjana Pati - Viday puri2. Kothaponishad - Gita Press - Gorakhpur.3. Kothaponishad - Dr. H.K. Satapathy - Kitab MahalUnit II Gita Sankhya Yoga

Sthita Pranjya Lakshayana (V 53 - to 72)Long question 1 10marks

Books Recommended1. Gita - of Gita Press. GorakhpurUnit III Translation 20marks

Translation from Odia / English to Sanskrit(4 sentences out of six sentences)

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MIL-URDU

Unit-I: Nasr

1. Cinema Ka Ishq- Pitras Bukhari.2. Gar Kav Fursat raz o shab mile- Aal Ahmed Suroor.3. Phool Walon Ki Sher- Farhatullah Beg.4. Haj-e-Akbar (Prem Chand)

Unit-II: Nazm

1. Admi nama (Nazir Akbar Abadi)2. Nishat-e-Umeed (Altaf Hussain Hali)3. Naya Shiwala (Allama Iqbal)4. Kashmir (Chakbast)

Unit-III: Grammer

Ism, Sifat, Fel, Wahid O Jama, Mutzad Alfaz, Mutshaba Alfaz, Tazkir O Tanis.

Unit-IV: Ilmul- Balaghat

1. Tashbeeh, Isteyara, Kinaya, Mijaz Mursal, Tazad, Iham, Miratuh-Nazir.

Suggested Reading

1. Mazmua-e-Nazm Hali: Altaf Hussain Hali.2. Iluml- Balaghat.3. Qawayed (Part-1)- Shafi Ahmed Siddique.

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Semester - IIEnvironment Science

Ability Enhancement Compulsory Course (AECC-II)F.M. 50 (40+10)

Unit 1 : Introduction to environmental Studies and EcosystemScope and importance of environmental studies.What is ecosystem? Structure and function of ecosystem; Energy flow in anecosystem : Food Chains, Food websand ecological succession. Study of theecosystem (Forest ecosystem, pond ecosystem)

Unit 2 : Natural resources : Renewable and Non-Renewable Resources.Land resources and landuse change; Land degradation and soil erosion.Deforestation : Causes and impacts due to mining, dam building on environment.Forests, biodiversity and tribal papulation.Water : use and over exploitation of surface and ground water, floods, droughts.Energy resouces : Renewable and non-renewable energy sources, use of alternateenergy source.

Unit 3 : Biodiversity Conservation and Environmental issuesLevel of biological diversity ; genetic, species, and ecosystem diversity;biogeographic zones of India; Biodiversity patterns and global biodiversity hot spots.India as a mega-biodiversity nation; Endangered and endemic species of India.Threats to biodiversity : Habital loss, poaching of wildlife, man wildlife conflicts;conservation of biodiversity : In situ and Ex-situ conservation of biodiversity.Human Population growth : Impact on environment, Disaster management (Flood,cyclone, earthquake) Environmental moments, (chipko, silent valley, Bisnois ofRajasthan)

Unit 4 : Environmental pollution and policiesEnvironmental pollution : Types, Causes, effects and controls; Air, Water, Soil andnoise pollution.Soild waste management : Control measures of urban and industrial waste.

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Climate change, global warming, ozone layer depletion acid rain and impacts onhuman communities and agriculture.Environment laws : Environment protection act; Air (Prevention and control ofPllution) Act; water (Prevention and control of pollution) act; Wildlife protection act;forest conservation act.

Suggested Readings1. Sharma, P.D. Ecology & Environmental Biology2. Dash, M.C. Fundamental of Ecology3. Rana, S.V.S. Environmental Studies

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Semester-IIISkill Enhancement Compulsory Course (SECC)

ECONOMICSBanking and Finance

Paper-IF. M.- 50 (40+10)

INTRODUCTIONOpening up of the banking sector on account of reforms being pursued in

the financial sector over the last decade has also made indelible impact on the bankingsector. Understanding, anticipating and managing risk and being viable have becomeimportant, Banks have become aware of each other and the possible impact theiractions can have on the market. Need for taking well informed decisions on productpricing has never been as evident as it is today. It has made the job of back office,which was otherwise a laborious routine- more accurate and easy. Speed oftransaction has increased. Banks are able to centralize the documentation andprocessing of post sanction procedures in credit. Slowly and steadily branches havebecome more of delivery points and more customer oriented.OBJECTIVES

To know about the basics of Indian Banking System. To have understanding on opening, operation and closing of Accounts. To know various types of customers and loans against deposit. To understand e-banking system such as Electronic transfer of funds. To understand various indicators of financial planning and asset management.

EXPECTED OUTCOMES Students can be employed in banking, financing and non-Government financial

organizations. Students can be self-employed through Private entrepreneurship.

Unit-IBasic of Banking, Basic of Banking Skills, Basic Principles of Banking,Structure of Indian Banking System.

Unit-IIFunction of Banks:

Indian Banking: Recent Trends e. banking KYC norms

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Unit-IIIVarious types of bank accounts, deposits and products offered by the bank,Procedure for account opening, operation and closing of accounts, varioustypes of customers and operations of their accounts and Loan againstdeposits.

Unit-IVWriting of a cheque, crossing a cheque, Banker’s cheque, Basic informationon cheque, Bank Draft with drawal and deposit.

Travelers cheque, transaction through Automated Teller Machine (ATM), CoreBanking, Net Banking, RTGS and NEFT.

Unit-VFinancial System: Meaning, constituents, functions and importance of financialsystem, money market and capital market, micro finance.

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Semester IIISkill Enhancement Compulsory Course (SECC)

HISTORYUnderstanding Heritage

Paper-IF. M.- 50 (40+10)

This Course will enable students to understand the different facets of heritageand their significance. It highlights the legal and institutional frameworks for heritageprotection in Indian as also the challenges facing it. The implications of the rapidlychanging interface between heritage and history will also be examined. The coursewill be strongly project besed and will require vistits to sites and monuments. At leasttwo Projects will be based on visits to Museums / Heritage Sites.

Unit - I : Defining Heritage1. Meaning of ‘antiquity’2. Archaeological sites3. Tangible heritage4. Intangible heritage and art treasures

Unit - II : Evolution of Heritage - Legislation and the InstitutionalFramework1. Conventions and Acts - national and international Heritage2. Heritage related government departments3. Museums, regulatory bodies etc.4. Conservation Initiatives

Unit - III : Challenges facing Tangible and Intangible Heritage1. Development of Heritage Sites2. Antiquity smuggling3. Conflicts (to be examined through specific case studies)

Unit - IV : Heritage and Travel1. Viewing Heritage Sites2. The relationship between cultural heritage, landscape and travel and

recent trends3. Management of Heritage sites

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Unit - V : World Heritage Monuments1. Tajmahal2. Red Fort3. Golden temple at amritsar4. Sun temple at Konark

Reading List

1. David Lowenthal, Possessed By the Past : The Heritage Crusade and TheSpoils of History, Cambridge, 2010

2. Layton, R.P. Stone and J. Thomas. Destruction and Conservation of CulturalProperty. London : Rutledge, 2001

3. Lahiri, N. Marshaling the Past - Ancient India and its Modern Histories. Ranikhet: Permanent Black. 2012, Chapters 4 and 5

4. S.s. Biswas, Protecting the Cultural Heritage (National Legislations andInternational Conventions). New Delhi : INTACH, 1999. Acts, Charters andConventions are available on the UNESCO and ASI websites (www.unesco.org;www.asi.nic.in)

5. Agrawal, O.P., Essentials of Conservation and Museology, Delhi, 2006 _ Chainani,s. 2007. Heritage and Environment. Mumbai : Urban Design Research Institute,2007

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Semester IIISkill Enhancement Compulsory Course (SECC)

ODIAPaper-I

F. M.- 50 (40+10)ùKøgk a¡ðK aû¤ZûcìkK _ûVýKâc

ùcûU _Zâ iõLýû : 2 (ZéZúd _~ðýûd I PZê[ð _~ðýûd _eúlû òcù« ùMûUòG ùfLûG _Zâ ejòa ö~ûjûe cìfý 50 ^é ö _âùZýKùe _û�Uò ùfLûG dê^òUþ ejòa ö _âùZýKe cìfý 10 ^é ö_â[c dê^òUþUò @ûbý«eúY cû^ ^ò‰ðd ^òcù« CŸòÁ ö ùicòÁûe ùgh _eúlû 40 ^ée 4Uòdê^òUþ aògòÁ ùjûA @^êÂòZ ùja ö_eúlû _~ðýûd Kâc I _ûV ù~ûR^ûZéZúd _~ðýûd : SEC-I

_â[c _Zâ : aòmû_^ Kkû I bûhû iûjòZý1. aòmû_ê iõmû Êeì_ I _eòie2. aòmû_ê _eµeû I AZòjûi3. aòmû_ê flý I _âKûe4. aòmû_ê Kkû I ùKøgk5. aòmû_ê bûhû I @ûA^MZ \òM

PZê[ð _~ðýûd : SEC-2

\ßòZúd _Zâ : i´û\ I iûjòZý, i´û\e bûhû1. i´û\e _eòbûhû I _eòie2. i´û\e _âKûe I C_ù~ûMòZû3. i´û\ iõMâje _¡Zò, _âÉêZò I _eòùahY4. eì_KûcôK eP^û (`òPe) iûõÄéZòK I iûcûRòK É¸eP^û, iõ_û\Kúd `Ÿð5. i´û\ I iûjòZý, i´û\e bûhû

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POLITICAL SCIENCELegislative Practices and Procedures

Paper-IF. M.- 50 (40+10)

Course Objective: To acquaint the students broadly with the legislative process inIndia at various levels, introduce them to the requirements of peoples’ representativesand provide elementary skills to be part of a legislative support team and exposethem to real life legislations work. These will be to understand complex policy issues,draft new legislative, track and analyse ongoing bills, make speeches and floorstatements, write articles and press releases, attend legislative meetings, conductmeetings with various stakeholders, monitor media and public developments, manageconstituent relations and handle inter-office communications. It will also deepen theirunderstanding and appreciation of the political process and indicate the possibilitiesof making it work for democracy.

Unit-I: Powers and Functions of People’s Representatives Members of Parliament Members of State Legislative Assembly Functionaries of Urban Local Self Government: Corporation,

Municipality Functionaries of Rural Local Self Government: Zilla Parishad,

Panchayat Samiti, Gram Panchayat

Unit-II: The Legislative Process: Preparation of a Bill Role of Standing Committees of the Parliament in Reviewing the Bill How a Bill Becomes Law Legislative Consultants

Unit-III: Legislative Committees Types of Committees Composition and Functions of

Public Accounts Committee Estimates Committee Committee on Public Undertaking

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Unit-IV: Budgetary Procedure Preparation of Budget Parliamentary Approval of Budget Accounting and Auditing of the Budget The Role of Comptroller and Auditor General of India (CAG)

Unit-V: Role of Extra-Legislative Bodies in Law Making Executive and Law Making Judiciary and Law Making Media and Law Making Civil Society and Law Making

Reading List

1. M. Madhavan and N. Wahi, (2008), Financing of Election Compaigns PRS,Centre for Policy Research, New Delhi, Available at: http://www.prsindia.org/uploads/media/conference/Campaign_finance_brief.pdf, Accessedssed:19.04.2013.

2. H. Kalra, (2008), Public Engagement with the Legislative Process PRS, Centrefor Policy Research, New Delhi, Available at:http://www.prsnidia.org/administrator/uploads/media/Conference%202011/Public%20Engagement%20with%20the%Legislative%20Process.pdf,Accessed:19.04.2013.

3. Government of India, (Ministry of Parliamentary Affairs), (2009) Legislation,Parliamentary Procedure, Available at:http://mpa.nin.in/Manual/Manual_English/Chapter/chapter-09.htm,Accessed:19.04.2013.

4. D. Kapur and P. Mehta, (2006) ‘The Indian Parliament as an Institution ofAccountability’, Democracy, Governance and Human Rights, Programme PaperNumber 23, United Nations Research Institute for Social Development, Availableat:H t t p : / / w w w . u n r i s d . o r g / U N R I S D / w e b s i t e / d o c u m e n t . n s f /240da49ca46a53f80256b4f0052f245/8e6fc72d6b546696c1257123002fcceb/SFILE/KapMeht.pdf.,Accessed: 19.04.2013.

5. O. Agrawal and T. Somanathan, (2005), ‘Public Policy Making in India: Issuesand Remedies’, Available at:

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http://www.cprindia.org/admin/paper/Public_Policy_Making_in_India_14205_TV_SOMANATHAN.pdf, Accessed:19.04.2013.

6. P. Mehta, ‘India’s Unlikely Democracy: The Rise of Judicial Sovereignty’, Journalof Democracy, Vol. 18(2), pp. 70-83.

7. K. Sanyal, (2011), Strengthening Parliamentary Committees PRS, Centre forPolicy Research, New Delhi, Available at:http://www.prrsindia.org/administrator/uploads/media/Conference%202011/Strengthening%20parliamentary%20Committees.pdf,Accessed: 19.04.2013.

8. N. Jayal and P. Mehta (eds), (2011) The Oxford Companion to Politics in India,Oxford University Press, New Delhi.

9. N. Singh, ‘Some Economic Consequences of India’s Institutions of Governance”A Conceptual Framework’, Available at:http://econ.ucse.edu/faculty/boxjenk/wp/econ_conseq_2003_rev2.pdf.Accessed: 19.04.2013.

10. Committees of Parliament, Parliamentary Procedure, Ministry of ParliamentaryAffairs, Available at:http://mpa.nic.in/Manual/Manual_English/Chapter/chapter-12.htm,Accessed:19.04.2013.

11. Parliamentary Procedures: Problems and Perspectives 2009 Published by RajyaSabha, Available at:http://rajyasabha.nic.in/rsnew/publication_electronic/parl_procedure2009.pdf,Accessed: 19.04.2013.

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SanskritPaper-I

F. M.- 50 (40+10)

Ethics in Sanskrit Literature

Unit-I

Short Sanskrit Essay (any one) 10 marksUpamakahidasasya, Kavikahidasa, Samskrtasya Upajogita,Veda Kimnavidyate.

Unit-II

Translation from Odia to Sanskrit 10 marks

Unit-III

4th Act Sakuntalam 10 marks(Avigyana Sakuntalam)One long question or two short question

Unit-IV

Spoken Sanskrit 10 marksKalidasa, Bharabi, Bhababhuti, Banavatta,Sriharsha, Panchatantra(On any one topic)

Books Recommended

1. Sanskruta Prabandham- Prof. Gopinath Mohapatra2. Avigyana Sakuntalam- Prof. Gopinath Mohapatra3. History of Sanskrit Literature- Prof. Gopinath Mohapatra

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ANTHROPOLOGYSemester - I

Core Course - I

Introduction to Biological Anthropology

Unit-I

History and development of understanding human variation and evolutionarythought, Theories of evolution.

1. Human variation and evolution in ancient times pre-19th and post - 19 th Century(Theory of enernity, theory of special creation, theory of catastrophysm and theoryof spontaneous creation).

2. Post 19th Century Theories of evolution: Lamarckism, Neo Lamarckism,Darwinism, Synthetic theory, Mutation theory.

Unit-II

History of Physical Anthropology and development of Modern BiologicalAnthropology, aim, scope and its relationship with allied disciplines. (relationshipwith human biology, palaeontology, geology, ecology, ergonomy, sportsanthropology and genetics).

1. Difference in the approaches of modern and traditional Biological Anthropology,with emphasis on human evolution.

Unit-III

Non human primates in relation to human evolution1. Classification and characteristics of living primates- Classification of animal

kindgom, characteristics of mammals, characteristics of primates, characteristicsof prosimis, tre-shrew, lemur, loris, tarsier.New World Monkeys and Old World MonkeysAnthropoid apes- gibbon, orangutan, chimpanzee and gorilla.

2. Comparative anatomy between man and ape.

3. Social behaviour of non human primates.

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Unit-IV

Great divisions of humanity1. A comparative account of various racial classifications (Hooton, Deniker, Risley

and Guha)2. UNESCO Statement on Race.

Unit-V

1. Structure and function of an animal cell, cell theory and cell division2. Principles in human genetics, Mendel’s Laws of inheritance and its application to

man. (Monohybrid and dihybrid cross)

Practical

Somatometry1. Maximum head length 2. Maximum head breadth3. Minimum frontal breadth 4. Maximum bizygomatic breadth5. Bigonial breadth 6. Nasal height7. Nasal length 8. Nasal breadth9. Physiognomic facial height 10. Morphological facial height11. Physiognomic upper facial height 12. Morphological upper facial height13. Head circumference 14. Stature15. Sitting height 16. Body weight

Somatoscopy1. Head form 2. Hair form, 3. Facial form 4. Eye form, 5. Nose form, 6. Hair colour,7. Eye colour 8. Skin clolur

Suggested Readings

1. Jurmain R., Kilgore L., Trevathan W., Ciochon R.L. (2012). Introduction to PhysicalAnthropology. Wadsworth Publ., USA

2. Krober A.L. (1948). Anthropology. Oxford & IBH Publishing Co., New Delhi.3. Stanford C. Allen J.S. and Anton S.C. (2010). Exploring Biological Anthropology,

The Essentials, Prentice Hall Publ, USA.4. Statement on Race : Annotated Elaboration and Exposition of the four statements

on Race (1972), Issued by UNESCO, Oxford University Press.

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Semester - ICore Course - II

Introduction to Socio-Cultural Anthropology

Unit-IAnthropological perspective and orientation; Scope and relevance of SocialAnthropology, Relationship of Social Anthropology with other disciplines.

Unit-II

Concepts of society and culture (meaning and characteristics of society, meaningcharacteristics and function of culture) status and role (the concept of role, meaningand nature of role, status-meaning, definition and nature, the-ascribed and achievedstatus and their interrelationship), groups and institution (definition andcharacteristics of groups, importance, classification of social groups, primary andsecondary, organised and unorganised group, Institution - definition andcharacteristics, primary and secondary institution, function of social institutions).

Unit-III

Social stratification (meaning, characteristics, origin, function, social stratificationand mobility) and civil society.

Unit-IV

Social organisation (nature, characteristics), Social structure (meaning, definitionand elements of social structure), Social function (concept of social function, latentand manifest function, social function and disfunction). Social system (meaning,definition and characteristics of social system, elements of social system).

Unit-V

Theory and practice of ethnographic field work; survey research; comparative andhistorical methods.

26

Practical

Methods and Techniques of Social Anthropology : The practical will include thefollowing techniques and methods in collection of data in Social Anthropology1. Observation2. Interview3. Questionnaire and Schdule4. Case study5. Life history

Suggested Readings

1. Beattie J. (1964). Other Cultures. London : Cohen & West Limited.2. Bernard H.R. (1940). Research Methods in Cultural Anthropology. Newbury

Park : Sage Publications.3. Davis K. (1981). Human Society. New Delhi : Surjeet Publications.4. Delaney C. (2004). ‘Orientation and disorientation’ In Investigating Culture :

An Experiential Introduction to Anthropology. Wiley-Blackwell.5. Ember C.R. et al. (2011). Anthropology. New Delhi : Dorling Kindersley.6. Ferraro G. and Andreatta S. (2008). In Cultural Anthropology : An Applied

Perspective. Belmont : Wadsworth.7. Karen O’reilly. (2012). ‘Practical Issues in Interviewing’ Ethnographic Methods.

Abingdon : Routledge8. Lang G. (1956). ‘Concept of Status and Role in Anthropology : Their Definitions

and Use. The American Catholic Sociological Review. 17(3) : 206-2189. o’ reilly K. (2012). Enthnographic Methods. Abingdon : Routledge.10. Parsons T. (19968). The Structure of Social Action. New York : Free Press11. Rapport N. and Overing J. (2004). Key Concepts in Social and Cultural

Anthropology. London : Routledge.12. Royal Anthropological Institute of Great Britain and Ireland (1971). ‘Methods’

In Notes and Queries on Anthropology. London : Routledge & Kegan Paul Ltd.

27

Semester - IICore Course - III

Archaeological Anthropology

Unit-I

Introduction, Definition and scope of Archaeological Anthropology; Relation with

other disciplines; Geology and Archaeology, Zoology and Arehaeology, Botany and

Archaeology, Ecology andArchaeology).

Methods of studying Archaeological Anthropology; site identification, Archaeological

excavation, sorting out the evidence, dating the past.

Unit-II

Methods of Estimation of Time and Reconstruction of the Past; Absolute dating

methods; Radiocarbon14 dating (C14), Potassium-Argon, Fission Track Dating;

Relative dating methods: Stratigraphy, Palaeontology, Palynology, Dendorchrolology.

Unit-III

Geochronology of Pleistocene Epoch; Geological time scale, Glacial and Interglacial;

Pluviation and Inter Pluviation; Different types of geoclimatic events.

Unit-IV

Understanding Culture; Technique of tool manufacture and estimation of their

relative efficiency (Anvil stone hammer, cyliner hammer levaloisean, fluting and

pressure flaking techniques); Classification of tools: Primary and combination

fabrication techniques (Palaeolithic Mesolithic and Neolithic tools).

Unit-V

Earliest evidence of culture in the world: Konso, Olorgesaille, Olduvai Gorge, Pirro

Nord, Damanisi, Attirampakkam, Isampur, Kuliana.

28

Practical

Typo-technological Analysis of Prehistoric Tools: Identification, Interpretation andDrawings of the tool Types1. Core Tool Types2. Flake Tool Types3. Blade Tool Types4. Microlithic Tool Type5. Neolithic Tool Type

Suggested Readings

1. Bhattacharya D.K. (1978). Emergence of Culture in Europe, Delhi, B.R.Publication.

2. Bhattacharya D.K. (1979). Old Stone Age Tools and Techniques. Calcutta,K.P. Bagchi Company.

3. Bhattacharya D.K. (1996). Palaeolithic Europe. Netherlands, HumanitiesPress.

4. Champion et al. (1984). Prehistoric Europe. New York, Academic Press.5. Fagan B.M. (1983). People of Earth : An Introduction. Boston, Little, Brown &

Company.6. Phillipson D.W. (2005). African Archaeology. Cambridge, Cambridge University

Press.7. Sankalia H.D. (1964). Stone Age Tools. Poona Deccan College.

29

Semester - IICore Course - IV

Fundamentals of Human Origin & Evolution

Unit-I

Primate origins and radiation with special reference to Miocene hominoids:Ramapithecus, distribution, features and their phylogenetic relationships.

Unit-II

Australopithecines: distribution, features and their phylogenetic relationships.Appearance of genus Homo (Homo habilis) and related finds. Homo erectus fromAsia, Europe and Africa: Distribution, features and their phylogenetic status.

Unit-III

The origin of Homo sapiens: Fossil evidences of Neanderthals and Archaic Homosapiens sapiens.

Unit-IV

Origin of modern humans (Homo sapiens sapiens): Distribution and features;Grimaldi, Chromagnon and Chancelade.

Unit-V

Hominisation process. Physiological changes (changes in locomotion, skull, pelvicgridle, vertebral column and foot). Social and behavioural changes.

Practical (any two)

1. Craniometry : Maxmum cranial length Maximum cranial breadthMaximum bizygomatic breadth Maximum frontal breadthMinimum frontal breadth Nasal HeightNasal breadth Bi-mastoid breadthGreatest occipital breadth Upper facial heightCraninal index Nasal index

2. Osteometry : Measurements of long bones: lengths, minimum / leastcircumference and caliber index3. Indentification of casts of fossils of family hominidae: Drawing and comparisonof characteristics.

30

Suggested Readings

1. Buettner-Janusch, J. (1966). Origins of Man : Physical Anthropology. Johnwiley & Sons, Inc., New York, London, Sydney.

2. Conroy, G.C. (1997). Reconstructing Human Origins : A Modern Synthesis.W.W. Norton & Company, New York, London.

3. Howell F.C. (1977). Horizons of Anthropology. Eds. S. Tax and L.G. Freeman,Aldine Publishing House, Chicago.

4. Nystrom P. and Ashmore P. (2011). The Life of Primates. PHI Learning PrivateLimited, New Delhi.

5. Seth P.K. and Seth S. (1986). The Primates. Northern Book Centre, NewDelhi.

6. Singh I. P. and Bhasin M.K. (1989). Anthropometry : A Laboratory Manual onBiological Anthropology. Kamla-Raj Enterprises, Chawri Bazar, Delhi.

7. Standford C.; Allen J.S. and Anton S.C. (2012). Biological Anthropology : TheNatural History of Mankind. PHI Learning Private Limited, New Delhi.

8. Swindler D.R. (2009). Introduction to the Primates. Overseas Press IndiaPvt. Ltd., New Delhi.

31

Semester - IIICore Course - V

Tribes and Peasants in India

Unit-I

Definition and Concept of Tribe, Problems of nomenclature, Distribution andClassificationi; Features of tribes in India.

Unit-II

Tribes and wider WorldThe history of tribal administraion; Constiturional safeguards; Draft National TribalPolicy.

Unit III

Issue of acculturation assimilation and integration; Impact of development schemesand programme on tribal life.

Unit-IV

Anthropological concept of village: The concept of peasantry; Approaches to thestudy of peasants - economic, political and cultural. Characteristics of Indian village:social organization; economy and changes, Caste system and its changes in theIndian Society.

Unit-V

Ethnicity Issues: Tribal and peasant, movements; Identity issues.

Practical

Reading of Ethnography: Students are required to read and analyze any two of theethnographies (as listed below) and prepare a report based upon it. The reportshould clearly link up the study with the concept of tribe and peasantry and delineateclearly the concept used in the text.1. Research questions / objectives of the study and their relevance.2. Theoretical schema.3. Methods and techniques used in the study.

32

4. Key findings and their significance in the context of the objectives of the study.5. Critical analysis of the finding on the basis of contemporary available resources.

List of Ethnographies

1. Walker A. (1986). The Todas. Delhi : Hindustan Publishing Corporation.2. Verrier Elwin (1992). The Muria and their Ghotul. USA : Oxford University Press.3. Malinowski M. (1922). Argonauts of the Western Pacific. London : Routledge

and Kegan Paul Ltd.4. Furer - Haimendorf C.V. (1939). The Naked Nagas. London : Methuen and Co.5. Evans-Pritchard E.E. (1940). The Nuer : A Description of the Modes of Livelihood

and Political Institutions of a Nilotic People. oxford : Clarendon Press.6. Majumdar D.N. (1950). Affairs of tribes. Lucknow : UniversalPublishers Ltd.7. Dube S.C. (1955). Indian Village. London : Routledge and Kegan Paul Ltd.8. Berreman G.D. (1963). Hindus of the Himalayas. Berkeley : California University

Press.

Suggested Readings

1. Gupta D. (1991). Social Stratification. Oxford University Press: Delhi.2. Madan V. )2002), The Village in India, Oxford University Press: Delhi.3. Nathan, D. (1998), Tribe-Caste Question, Simla: IIAS.4. National Tribal Policy (draft), (2006), Ministry of Tribal Affairs, Government of

India.5. Patnaik, S. M. (1996), Displacement,Rehabilitation and Social Change, Inter

India Publication, Delhi.6. Shah, G. (2002), Social Movement and the State, Delhi: Sage.7. Shanin, T, (1987), Peasants and Peasantry, New York, Blackwell.8. Vidyarthi, L. P. and Rai, B. K. (1985), Tribal Culture in India, New Delhi, Concept

Publishing Company.9. Wolf, E. (1996), Peasants, NJ, Prentice Hall.

33

Semester - IIICore Course - VI

Human Ecology: Biological and Cultural Dimension

Unit-I

Concepts in Ecology: Definition, ecosensitivity adaptation, acclimation,acclimatization, biotic and abiotic component. Ecological terms, ecosystem, biome,landscape, region, ecosphere.

Unit-II

Environmental Problems: Causes and Consequences of degradation of Land,Water, Air, Forest and Bio-Diversity Resources; Global Warming, Green HouseEffect and Environmental Pollution; Effects of Development Projects and Processeson Environment. Environmental Policy in India.

Unit-III

Adaptation to various ecological stresses: heat, cold and high altitude; Ecologicalrules and their applicability to human populations; Malthusian Law, Allees Law,Verhulst’s Law, application of the law of carrying capacity, law of trophic of efficiency.

Unit-IV

Culture as a tool of adaptation; various modes of human adaptation in pre-statesocieties; Hunting and food gathering, Pastoralism, Shifting cultivation andAgriculture and peasantry.

Unit-V

Ecological themes of state formations: Neolithic revolution, Hydraulic Civilization,Impact of urbanization and industrialization on Man.

Practical

Biological DimensionsSize and Shape Measurements1. Stature 2. Sitting Height3. Body Weight 4. Total Upper Extermity Length

34

5. Total Lower Extermity Length 6. Nasal Breadth7. Nasal HeightSize and Shape Indices (Any two)1. Body Mass Index 2. Ponderal Index3. Relative Sitting Height 4. Relative Upper Extermity Length5. Relative Total Lower Extremity Lenght 6. Nasal Index

Cultural Dimensions1. Make a research design pertaining to any environmental problem and do a

project based on it.

Suggested Readings

1. Human ecology: biocultural adaptation in human communities. (2006)Schutkowski, H. Berlin, Springer Verlag.

2. Human ecology and cognitive style: comparative studies in cultural andphysical adaptation. (1976). Berry, J.B. New York : John Wiley.

3. Human ecology. (1964) Stapledon. Faber & Faber.4. Studies in human Ecology. (1961) Theodorson, G.A. Row, Peterson &

Company Elmsford, New York.5. Human ecology: (19973) Problems and Solutions. Paul R. Ehrlich, Anne H.

Ehrlich and John P. Holdress. W.H. Freeman & Company, San Francisco.6. Cohen, Yehudi A. 1968. Man in adaptation; the cultural present. Chicago :

Aldine Pub. Co.7. Redfield, Robert. (1965). Peasent society and culture and anthropological

approach to civilization. Chicago (u.a.) : Univ. of Chicago Press.8. Symposium on Man the Hunter, Richard B. Lee, and Irven DeVore. 1969. Man

the hunter. Chicago: Aldine Pub. Co.9. Dave Deeksha & S.S. Katewa (2012). Text Book of Environmental Studies.

Cengage Learning India Pvt. Ltd., Delhi.10. Eugene P. Odum and Gary W. Barrett (2004). Fundamentals of Ecology.

Cengage Learning; 5 edition.

35

Semester - IIICore Course - VII

Biological Diversity in Human Populations

Unit-I

Concept of Biological Variability; Race, Hardy-Weinberg Law; Sources of GeneticVariation; mutation, genetic drift, parallelism and convergence, adaptive radiation,random mating, Structuring Genetic Variation; gene mutation, chromosomalmutation, delition, duplication, inversion, translocation, ancuploidy and euploidy,Genetic Polymorphism (Serological, ABO, MN, Rh blood groups, Biochemical andDNA Markers).

Unit-II

Role of Bio-cultural Factors: Human Adaptability Cultural Biology; Bio-culturalfactors influencing the diseases and nutritional status; Evolution of Human diet,biological perspectives of ageing process among different populations.

Unit-III

Demographic Perspective Demographic Anthropology; Sources of DemographicData, the census, vital statistics, demographic sample survey, population registers,international publications, Demographic Processes; fertility, morality, migration.

Unit-IV

Demographic profile of Indian Populations and its growth structure; rural urbanpopulation, expectation of life, literacy, percapita income, religion profile, languageprofile, size and growth, Inbreeding and Consanguinity; first cousin marriage, secondcousin marriage, result of consanguinity.Biological consequences of inbreeding, Methods of counselling, prescriptivecounselling, non-directive counselling, directive counselling (phases of counselling)recent developments in counselling.

Unit-V

Genetic diversity among Indian Population.

36

Practical (any two)

1. Craniometric Measurements (Skull & Mandible)2. Determination of B, O; and Rh blood groups of ten subjects.3. Analysis and interpretation of finger ball pattern types, palmar main lines and

pattern index; Finger print classification and development of chance printsand statistical treatment of the data collected (Ten Subjects)

4. Collection of demographic data from secondary sources.

Suggested Readings

1. Baker P.T. and J.S. Weiner (ed.) (1996) The Biology of Human Adaptability.Oxford & New York, Oxford University Press.

2. Bhende A. and T. Kantikar (2006) Principles of Population Studies. HimalayanPublishing House, Mumbai

3. Bogin B. (1999). Pattern of Human Growth. 2nd edition CUP.4. Cameron Noel and Barry Bogin (2012) Human Growth and development.

Second edition, Academic Press Elsevier.5. Eckhardt, R. B. (1993), The Study of Human Evolution, McGrand Hill Book

Company, USA.6. Frisancho, R. (1993), Human Adaptation and Accommodation, University of

Michigan Press.7. Harrison, G. A., Tanner, J. M. Pilbeam, D. R. Baker, P. T. (1988), Human Biology:

Oxford University Press.8. Jurmain Robert Lynn Kilgore Wenda Trevathan and Ciochon (2010),

Introduction to Physical Anthropololgy, Wadsworth Publishing, USA.9. Kapoor, A. K. and Satwanti Kapoor (ed,) (1995), Biology of Highlanders,

Jammu, Vinod Publishers & Distributor.10. Kapoor, A. K. and Satwanti Kapoor (eds) (2004) India’s Elderly-A

Multidisciplinary Dimension, Mittal Publication, New Delhi.11. Klepinge, L. L. (2006), Fundamentals of Forensic Anthropology, John Willey

& Sons, New Jersey.12. Malhotra, K. C. and B. Balakrishnan (1996), Human Population Genetics in

India.13. Malina Robert M, Claude. Bouchard, Oded, Bar-Qr. (2004), Growth and

Physical Activity, Human Kinetics.14. Standord C, Allen, S. J. and Anton, C. S. (2013), Biological Anthropology, 3rd

Edition, Pearson, USA.

37

Semester - IVCore Course - VIII

Theories of Culture and Society

Unit-I

Emergence of Anthropology: Interface with evolutionary theory and colonialism,changing perspectives on Evolutionism, Diffusionism and Culture area theories.

Unit-II

Emergence of Fieldwork tradition; Historical Particularism, American CulturalTradition.

Unit-III

Durkheim and Social integration; Functionalism and Structural-functionalism andBritish Social Anthropology.

Unit-IV

Structuralism: Claude Levi-Strauss and Edmund Leach;

Unit-V

Symbolism and Interpretative approach.

Practical

As a part of the practical following exercises will be undertaken by the students soas to enable them to connect the theories they learn with things of everyday living.

1. To identify a topic relating to contemporary issue and formulate researchquestions and clearly identify the theoretical perspectives from which they arederived.

2. Identification of variables of a study3. Various types of hypotheses.4. Formulation of hypothesis.

38

5. Distinction between hypothesis testing and exploratory research.6. Identification of universe and unit of study with justifications.7. Choice of appropriate research technique and method in the context of

theoretical framework.8. Data collection and analysis.

Suggested Readings

1. Applebaum H.A. (1987) Perspectives in Cultural Anthropology. Alabany :StateUniversity of New York.

2. Barnard A. (2000). History and Theory in Anthropology. Cambridge : CambridgeUniversity.

3. McGee R.J. and Warms R.L.(1996) Anthropological Theories : An IntroductoryHistory.

4. Moore M. and Sanders T. (2006). Anthropology in Theory : Issues inEpistemology, Malden, MA : Blackwell Publishing.

39

Semester - IVCore Course - IX

Human Growth and Development

Unit-I

Concept of human growth, development, differentiation and maturation;Evolutionary perspective on human growth (including living primates and fossilhuman ancestors).

Unit-II

Prenatal (conception till birth) and postnatal (birth till senescence) period of growth,pattern of normal growth curves, variation from normal growth (canalization, catch-up growth and catch-down growth), ethnic and gender differences in growth curves,secular trend.

Unit-III

Bio-cultural factors (genetic, social and ecological factors) influencing patterns ofgrowth and variation, methods and techniques to study growth, significance /applicability of growth studies.

Unit-IV

Nutrtional epidemiology-concept of balanced diet, impact of malnutrition (over andunder) with special reference to obesity, Kwashiorkor and Marasmus, Assessmentof nutritional status.

Unit-V

Human physique and body composition- models and techniques; gender and ethnicdifferences; Somatotyping and human physique with reference to Sheldon, Parnell.Heath and Carter methods.

40

Practical (Any two)

1. Growth status: Somatometry (stature, body weight, mid upper armcircumference etc), assessment of chronological age, percentile, z-score,height for age, weight for age, BMI for age.

2. Obesity assessment: General (BMI, body fat %, Conicity index, body adiposityindices) and regional adiposity indices (WC, WHR, WHtR)

3. Estimation of body composition (fat percentage and muscle mass) with skinfoldthickness and bioelectric impedance

4. Nutritional assessment through dietary pattern and anthropometric indices.

Suggested Readings

1. Bogin B. (1999) patterns of human growth. Cambridge University Press.2. Frisancho R. (1993) Human Adaptation and Accommodation. University of

Michigan Press.3. Cameron N and Bogin B. (2012) Human Growth and Development. Second

edition, Academic press Elsevier.4. Harrison GA and Howard M. (1998). Human Adaptation. Oxford University

Press.5. Harrison GA, Tanner JM, Pibeam DR, Baker PT. (1998). Human Biology. Oxford

University press.6. Jurmain R, Kilgore L, Trevathan W. Essentials of physical anthropology.

Wadsworth publishing.7. Kapoor AK and Kapoor S. (1995) Biology of Highlanders. Vinod Publisher and

Distributor.8. Kathleen K. (2008). Encyclopedia of Obesity. Sage.9. Malina RM, Bouchard C. Oded B. (2004) Grwoth, Maturation, and Physical

Activity. Human Kinetics.10. McArdle WD, Katch FI, Katch VL. (2001) Exercise Physiology : Energy,

Nutrition, and Human Performance.11. Singh I, Kapoor AK, Kapoor S, (1989), Mropho-Physiological and demographic

status of the Western Himalyan Population. In Basu and Gupta (eds.) HumanBiology of Asian Highland Populations in the global context.

12. Sinha, R and Kapoor S (2009), Obesity: A multidimensional approach tocontemporary global issue. Dhanraj Publishers, Delhi.

41

Semester - IVCore Course - X

Research Methods

Unit-I: Field work tradition in Anthropology

Ethnographic approach, contribution of Malinowski, Boas and other pioneers;cultural relativism, ethnocentrism, etic and emic perspectives, comparative andhistorical methods, techniques of rapport establishment identification ofrepresentative categories of informants, maintenance of field diary and logbook.

Unit-II:Research Design

Review of literature, conceptual framework, formulation of research problem,formulation of hypothesis, sampling, tools and technique of data collection, dataanalysis and reporting, critical evaluation of major approaches in research methods,basic tenents of qualitative research and its relationship with quantitative research.

Unit-III:Tools and Techniques of data collection

Conceptof survey, Relation of survey method with ethnographic methodconstruction of, Questionnaire, Schedule, Interview, Case study, Life history andGenealogy; data analysis and report writing-Chapterization, preparing a text forsubmission and publication, concepts of preface, notes (end and foot notes),glossary, prologue and epilogue, appendix, bibliography (annotated) and referencescited, review and index.

Unit-IV: Ethics and Politics of Research

Identify, define, and analyze ethical issues in the context of human subject research;Ethical importance of consent, privacy and confidentiality in research; Issues ofacademic fraud and plagiarism, conflicts of interest, authorship and publication.

Unit-V: Bio-Statistics

Types of variables, presentation and summarization of data (tabulation andillustration). Descriptive statistics- Mesurers of Central Tendency, mean, medianmode, Measure of Variation, Skewnessand Kurtosis, Variance and standarddeviation.Tests of Inference - Variance ratio test, Student’s ‘t’ tests, Chi-square test, Analysisof variance, correlation, Regretion analysis, Sample size and Power.

42

Practical

1. Construction of Genealogy & Pedigree Analysis.2. Observation: Direct, Indirect, Participant, Non-participant, Controlled3. Questionnaire and Schedule, Interview-Unstructured, Structured, Key

informant interview, Focussed Group Discussion, and Free listing, pile sorting4. Case study and life history

Suggested Readings

1. Garrard E and Dawson A. What is the role of the research ethics committee?Paternalism, inducements, and harm in research ethics. Journal of MedicalEthics 2005; 31 : 419-23.

2. Bernard H.R. Research Methods in Anthropology, Qualitative and QuantitativeApproaches. Jaipur : Rawat Publications. 2006.

3. Madrigal L. Statistics for Anthropology. Cambridge : Cambridge UniversityPress. 2012.

4. Zar JH.Biostatistical Analysis. Prentice Hall. 2010.5. Michael A. The Professional Stranger. Emerald Publishing. 1996.6. Bernard R. Research Methods in Anthropology: Qualitative and Quantitative

Approaches, AltaMira Press, 2011.7. Emerson, R. M., Fretz RI and Shaw L. Writing Ethnographic Fieldnotes.

Chicago, Unitersity of Chicago Press, 1995.8. Lawrence, NW, Social Research Methods, Qualitative and Quantitative

Approaches, Boston: Allyn and Bacon, 2000.9. O’reilly K. Ethnographic Methods. London and New York: Routledge. 2005.10. Patnaik, S. M., Culture, Identity and Development: An Account of Team

Enthnography among the Bhil of Jhabua, Jaipur: Rawat Publication, 2011.11. Pelto, PJ and Pelto GH. Anthropological Research, The Structure of Inquiry.

Cambridge: Cambridge University Press, 1978.12. Sarantakos, S. Social Research, Longon: MacMilan Press, 1998.

43

Semester - VCore Course - XI

Prehistoric Archaeology of India

Unit-I

Pleistocene chronology of India; Palaeolithic cultures in India.Palaeolithic cultures in India : L’ower Palaeolithic cultures - evidences from KashmirValley (soan valley culture: pre soan, late soan, evolved soan) and peninsular India.Middle Palaeolithic culture in India, characteristics, sites and findings.Upper Palaeolithic culture in India (Characteristic features, major type tools,important sites like; renigunta, chintamanu gavi, bhimbetka, bellan valley.

Unit-II

Some important sites of Odisha may be discussed on above cultural periods.Lower Palaeolithic; North Odisha, Central Odisha.Middle and Upper Palaeolithic from North Odisha and Western Odisha.

Unit-III

Mesolithic cultures in India.Mesolithic cultures in India (characteristic features, major type tools, importantregions and sites; Tilwara, Bagor, Langhnaj, Bhimbetka, Bdamgarh, Sarai Nahar,Sanganakalu, Teri, chronology with stratigraphic evidences (some important sitesof Odisha (Central Odisha, North Odisha) may be discussed on above culturalperiods).

Unit-IV

Neolithic cultures in India.Neolithic culture in India (characteristic features, major type tools, important regionsand sites; Kilighul Mohammad, Burzahom, sitel from Northern region and esternregion, chronology with stratigraphic evidences (some important sites of Odisha;Golabari Sasan, Sulabh Dihi, Kuchai Palalahara, may be discussed on abovecultural periods).

44

Unit-VRock art of IndiaPrehistoric Art in India; distribution, reason, location, superimposition, state ofpreservation, colour and style, dating and significance with special reference toCentral India and Odisha.

Practical1. Identification of tools

(a) Hand axe varieties, chopper / chopping tools(b) Cleaver varieties(c) Side scraper varieties(d) Knives (e) Burins (f) End scrapers (g) Borer (h) Microlithic tools(i) Bone tools

2. Identification of lithic technology.

Suggested Readings1. Agarwal, D. P. 1984, Archaeology of India. New Delhi : Select Book Services

Syndicate.2. Allchin, Briget. and Raymond Allchin, 1982. The Rise of Civilization in India

and Pakistan. Cambridge : Cambridge University Press.3. Allchin, B. and R. Allchin, 1997. Origins of Civilization : The Prehistory and

Early Archaeology of South Asia. New Delhi. Viking by Penguin Books India(P) Ltd.

4. Bhattacharya, D. K. 1990, An Introduction to Prehistoric Archaeology. Delhi;Hindustan Publishing Corporation.

5. Bhattacharya, D. K. 2001. An Outline of Indian Prehistory. Delhi : PalakaPrakashan.

6. Chakrabarti, D.K. 2001. India : An Archaeological History : PalaeolithicBeginning to Early Historic Foundation. New Delhi : Oxford University Press.

7. Jain, V.K. 2009, Prehistory and Protohistory of India. New Delhi : D. K.Printworld (P) Ltd.

8. Paddayya, K. (Ed.), 2002, Recent Studies in Indian Archaeology. New Delhi.9. Pappu R. S. 2001, Aheulian Culture in Peninsular India- An Ecological

Perspective, New Delhi, D. K. Printworld (p), Ltd.10. Rammi, Reddy, V. 1987, Elements of Prehistory, New Delhi: Mittal Publications.11. Rammi, Reddy, V, 1989, Palaeolithic and Mesolithic Culture, New Delhi, Mittal

Publications.12. Rammi, Reddy, 1991, Neotithic and Post-Neolithic Cultures- New Delhi, Mittal

Publications.

45

Semester - VCore Course - XII

Anthropology in Practice

Unit-I: Academic AnthropologyAcademics and Practitioners: Differences, Structure, Activities, Controversies andIssues: Applied Anthropology, Action Anthropology and Development Anthropology.

Unit-II: Role of Anthropology in DevelopmentAnthropology and Public Policy, Need Assessment and Community Development,Anthropology of NGO’s, Business Anthropology, Environment and CommunityHealth, Social and economic sustainability, Cultural Resource Management.

Unit-III: Future Dynamics in AnthropologyTrends in Anthropology; Anthropology of Tourism, Anthropology In Census;Designing And Fashion, Visual Anthropology.

Unit-IV: Constitutional prospective of Human RightsHuman Rights, Interrelationship of Rights and Duties, Protection and enforcementof Human Rights and Duties, National and Atate Human Rights Commission andother redresal mechanism.

Unit-V: Biosocial anthropology in practiceBio-social elements of human development at national and international leel,application of conceptual framework of Forensic Anthropology in judicial settingsboth criminal and civil, Population Dynamics and relationship between populationgrowth and various aspects of culture such as means of subsistence, kinship,social complexity, social stratification and political organization, Bio-socialcounselling of an individual or population.

Practical

1. The students will visit a NGO of corporate office or census office in Odishaand its adjoining areas and write principla observations on the same.

2. Write a project on constitutional provisions or evalution of any developmentproject / report.

46

3. Draw a scene of crime and identify the various evidences in a portrayed crimescene.

4. Write project on Religious Tourism / Tribal Tourism / Health Tourism / Fashion/ Human Rights / Ecotourism.

5. Write a project on the demographic profile from secondary data.6. Collect data on bio-social problem and design counselling and give the analysis

and interpretation.

Suggested Readings

1. Arya A and Kapoor AK. (2012). Gender and Health Management in Afro-Indians.Global Vision Publishing House, New Delhi.

2. Kertzer DI and Fricke T. (1997). Anthropological Demography. University ofChicago Press.

3. Basu, A. and P. Aaby (1998). The Methods and the Uses of AnthropologicalDemography. 329 pp. Oxford, Claredon Press.

4. Carter A. (1998). Cultural Models and Demographic Behavior. In the Methodsand the Uses of Anthropological Demography edited by Basu A and Aaby P.Oxford : Clarendon Press. pp 246-268.

5. Census of India (2001, 2011) and National Family Health Survey (2006, 2010).6. Ervic, Alxander M., (2000). Applied Anthropology : Tools and Prespectives for

Contemporary Practise, Boston, MA : Allyn and Bacon.7. Erwin A. (2004). Applied Anthropology Tools and Practice, Allyn and Bacon.8. Gupta S and Kapoor AK. (2009). Human Rights among Indian Populations :

Knowledge, Awareness and Practice. Gyan Publishing House, New Delhi.9. Willen SS. (2012). Anthropology and Human Rights : Theoretical

REconsiderations and Phenomenological Explorations. Journal of HumanRights. 11 : 150-159.

10. Goodale M. (2009). Human Rights : An Anthropological Reader. WileyBlackwell.

11. Gupta S and Kapoor AK. (2007). Human Rights, Development and Tribe. In :Genes, Environment and Health - Anthropological Prespectives. K. Sharma,R.K. Pathak, S.Mehra and Talwar I (eds.). Serials Publications, New Delhi.

12. Margaret AG. (2003). Applied Anthropology : A Carreer - Oriented Approach,Boston, MA : Allyn and Bacon.

47

13. Halbar BG and Khan CGH. (1991). Relevance of Anthropology - The IndianScenario. Rawat Publications, Jaipur.

14. Kapoor AK (1998). Role of NGO’s in Human Development : A Domain ofAnthropology. J Ind Anthrop Soc; 33:283-300.

15. Kapoor AK and Singh D. (1997). Rural Development through NGO’s RawatmPublications, Jaipur.

16. Klepinger LL (2006). Fundamentals of Forensic Anthropology. Wiley-LissPublications.

17. Kumar RK and Kapoor AK. (2009). Management of a Primitive Tribe : Role ofDevelopment Dynamics. Academic Excellence, Delhi.

18. Mehrotra N and Patnaik SM. (2008). Culture versus Coercion : The OtherSide of Nirmal Gram Yojna, Economic and Political weekly. pp25-27.

19. Mishra RC (2005). Human Rights in a Developing Society, Mittal Publications,Delhi.

20. Noaln RW. (2002). Anthropology in Practice : Building a Career outside theAcademy. Publishing Lynne Reinner.

21. Patnaik SM (1996). Displacement, Rehabilitation & Social Change. Inter IndiaPublications, New Delhi

22. Patnaik SM (2007). Anthropology of Tourism : Insights from Nagaland. TheEastern Anthropologist. 60(3&4):455-470

23. Srivastav OS (1996). Demographic and Population Studies. Vikas PublishingHouse, India

24. Vidyarthi LP and BN Sahay (2001). Applied Anthropology and Development inIndia, National Publishing House, New Delhi

25. Vidyarthi LP. (1990). Applied Anthropology in India - Principles, Problems andCase Studies. Kitab Mahal, U.P.

26. Vidyarthi V (1981). Tribal Development and its Administration. ConceptPublishing

48

Semester - VICore Course - XIII

Forensic Anthropology

Unit-I

Introduction to Forensic Anthropology; Definition, Brief History, Scope, Applicationsand Integration of Forensic Anthropology; identification of skeletal remains,disastersite, mapping and excavation, morgue processing, anthropological directedtriage, prioritising remains through examination.

Unit-II

Basic Human Skeletal Biology, Identification of Human and Non-Human SkeletalRemains, Ancestry, age, sex and stature estimation from bones, Discovery andTechniques for recovering skeletonized Human Remains.

Unit-III

Personal Identification, Complete and Partial Identification, Methods of Identificationin Living Persons: Somatometry, Somatoscopy, Occupational Marks, Scars, BiteMarks, Tattoo Marks, Fingerprints, Foot Prints, Lip Prints, Nails, Handwriting,Deformities and Others.

Unit-IV

Forensic Haemogenetics: Pattern of blood splashes, Identification of blood stainsand determination of species of origin. Individualization of blood stains:Determination of blood group, sex, age and racial origin from dried bloomstains.Identification and individualization of body fluids like saliva and urine.

Unit-V

Individualization: Forensic Odontology- Tooth Structure and Growth, Bite Marks,Facial Reconstruction, DNA Profiling.

49

Practical

1. Study of Human Long Bones. Estimation of age, sex and stature from bones.2. Somatometric and Somatoscopic Observation on living persons.3. Identification of bloodstain, urine, semen and saliva.4. Examination of Fingerprints and Handwriting.

Suggested Readings

1. Bass W.M. (1971). Human Osteology : A Laboratory and Field Manual of theHuman Skeleton. Columbia : Special Publications Missouri ArchaeologicalSociety.

2. Black S. and Ferguson E. (2011). Forensic Anthropology 2000 to 2010. CRcPress, London.

3. Byers, S.N. (2008). Forensic Anthropology. Boston : Pearson Education LTD.4. Gunn A. (2009) Essential Forensic Biology (2nd ed). Chichester : Wiley -

Blackwell5. Modi, R. B.J.P. (2013). A Text book of Medical Jurisprudence and Toxicology.

Elsevier.6. Reddy V.R. (1985). Dental Anthropology, Inter-India Publication, New Delhi.7. Spencer, C.(2004). Genetic Testimony : A Guide to Forensic DNA Profiling,

Pearson, New Delhi.8. Vats Y., Dhall J.K. and Kapoor A. K. (2011). Gender Variation in Morphological

Patterns of Lip Prints among some North Indian Population. J. ForensicOdontology, 4: 11-15.

9. Wilkinson, C. (2004). Forensic facial reconstruction. Cambridge UniversityPress.

50

Semester - VICore Course - XIV

Anthropology of India

Unit-I

Origin, History and Deveopment of Anthropology in India, Approaches to studyIndian Society and Culture - traditional and contemporaryRacial and linguistic elements in Indian populationUnderstanding the diversity of Indian social structure - concept of Varna, Jati, Caste,Ashram or purusharatha, gender hierarchies - their economic and cultural impact,origin and evolution of social structures and their underlying phiilosophies.

Unit-II

Aspects of Indian Village - social organisation, agriculture and impact of marketeconomy on villages; Tribal situation in India - biogenetic variability, linguistic andsocio-economic characteristics; Problems of tribal peoples, land-alienation,indebtedness, lack of educational facilities, shifting-cultivation, migration, forestsand tribal unemployment, health and nutrition, tribal movement and quest for identity

Unit-III

Developmental projects-tribal displacements and rehabilitation problem; Impactof culture-contact, urbanization and industrialization on tribal and rural Population.

Unit-IV

Basic concepts - Great tradition and little tradition, sacred complex, Universalizationand parochialization, Sanskritization and Westernization, Dominant caste, Tribe-caste; continuum, Nature-Man-Spirit complex, pseudotribalism.

Unit-V

Problems of exploitationi and deprivation of scheduled caste/tribe and OtherBackward Classes. Constirutional Provisions for the Scheduled caste andscheduled tribes, Evaluation and development of Indian Population; Human rights,protection and enforcement of human rights, emerging trends of human rightswith respect to terrorism, globalization and environment.

51

Practical

1. Identify various traits/variables which can be used in racial classification andcomment on its relevance.

2. Review a book / edited volume on Indian social structure such as caste, religion,tribe or rural population and give its salient features.

3. Explore the biological diversity of any population group considering a minimumof five genetic traits.

4. Highlight the contributions of any two contemporary Indian anthropologists.

Suggested Readings

1. Nicholas D. (2001). Castes of Mind : Colonialism and the Making of ModernIndia. Princeton University Press.

2. Bernard CS. (2000). India : The Social Anthropology of Civilization. Delhi :Oxford University Press.

3. Bhasin MK, Watter H and Danker-Hopfe H.(1994). People of India - AnInvestigation of Biological variability in Ecological, Ethno-economic andLinguistic Groups. Kamla Raj Enterprises, Delhi.

4. Lopez DS. (1995). Religions of India in practice. Princeton University Press.5. Gupta D. Social stratification. Delhi; Oxford University Press.6. Karve I. (1961). Hindu Society; An Interpretation, Poona; Deccam College.7. Guha B.S. (1931). The racial attsibates of people of India. In : Census of India,

1931, Vol.I, Part-III (BPO, Simla).8. Trautmann TR (2011) India : Brief history of civilization, Oxford University Press:

Delhi.9. Vidyarthi LP and Rai BK. (1976). The tribal cultres of India. Concept Publishing

Co. Delhi.10. Haddon, AC, (1929), Races of man, Cambridge University, London.11. Kapoor A.K. (1992), Genetic Diversity among Himalayan Human Populations.

M/s Vinod Publishers, Jammu.12. Majumdar DN. (1901). Races and cultre of India Aria Publishing House,

Bombay.13. Dube SC. (1992) Indian Society National Book Turst, India : New Delhi.14. Dumont L. (1980), Homo Hierachicus, University of Chicagon Press.15. Malhotra, K. C. (1978), Morphological Composition of people of India, J. Human

Evolution.

52

DISCIPLINE SPECIFIC ELECTIVE-I (DSE-I)Semester - V

Paper-I

Physiological Anthropology

Unit-I

Fundamentals of work physiology- homeostasis; metabolism and energy andsystems; exercise, respiratory system and haemodynamics (blood pressure, pulserate, heart rate and oxygen - transporting system, blood flow, Hb, heamatocritetc).

Unit-II

Acute physiological adjustments during transition from resting homeostasis to sub-maximal and maximal exercise; chronic physiological adaptations to exercisetraining; age, sex and population variation in the physiological characteristics.

Unit-III

Cardio-vascular and respiratory endurance, physical working capacity and physicalf itness-evaluation of response and assessment; relationship of bodymeasurements with cardio-vascular and respiratory functions, aerobic andanaerobic exercise training, health related fitness in gender and ethnic group;Principles of effective physical conditioning techniques.

Unit-IV

Impact of smoking, alcohol, drug, pollution and occupation on cardio-respiratoryfunctions; physical performance and environmental stress, chronic diseases,malnutrition, lifestyle disease Factors affecting physical performance and capacity,relation between physique, body composition, nutrition and performance.

Unit-V

Lymphatic System and Immunity; Urinary System and Excretion, Digestive System.

53

Practical (Any two)

1. Cardiovascular function (Blood Pressure, Heart rate, pulse rate)2. Respiratory function (Tidal Volume, vital capacity, forced vital capacity, minute

ventilation etc.)3. Haemoglobin estimation4. Step-test5. Treadmill test

Suggested Readings

1. McArdle WD, Katch RI and Katch VL. (2010). Exercise Physiology : Nutririon,Energy, and Human Performance. Lippincott Williams & Wilkins.

2. Powers SK and Howley ET. (2007). Exercise Physiology : Theory andApplication to Fitness and Performance. McGraw-Hill.

3. Sherwood L. (2008). Human Physiology : From Cells to Systems. BrooksCole.

4. Case RM. (1985). Variations in Human Physiology. Manchester UniversityPress.

5. Vander AJ, Sherman JH ad Dorothys L. (1978). Human Physiology : TheMechanisms of Body Functions. Mc Graw-Hill Education.

6. Nageswari KS and Sharma S. (2006). Practical workbook of HumanPhysiology. Jaypee Brothers, Medical Publisher.

7. Wildmaier EP, Raff H, Strang KT. (2014). Vander’s Human Physiology : TheMechanisms of Body. Mc Graw Hill Education.

8. Hale T. (2003), Exercise Physiology, England: John Wiley & Sons Inc.

54

DISCIPLINE SPECIFIC ELECTIVE-II (DSE-II)Semester - V

Paper-II

Anthropology of Religion, Politics and Economy

Unit-I

Anthropoligical approaches to understand religion- magic, animism, animatism,totemism, naturism; witchcraft and sorcery; Religious specialists : shaman, priests,mystics; Overview of Anthropological Theories of Religion; Religion as teh sacralityof ecological adaptation and socialness.

Unit-II

Economic institutions: Principles of production, distribution and consumption insimple and complex societies; critical examination of relationship between economyand society through neo-classical, substantivist, and neo-marxist approaches,various forms of exchange: barter, trade and market; Forms of currencies;reciprocities: generalized, balanced and negative.

Unit-III

Political institutions: concepts of power and authority; types of authority; state andstateless societies; law and justice in simple and complex societies.

Unit-IV

The prospects for democracy and tolerance among and within the world’s diversecivilizations; the meanding and sources of identity in complex contemporarysocieties; the origins of modern politics, its institutions, and cultures, both Westernand non-western.

Unit V

Interrelationship between religion, politics and economy; religious conversion andmovements, emergence of new religious sects in the global order.

Practical (Any two)1. Case study of any of the social institute (religion, economic, political) with

respect to culture perspective.

55

Suggested Readings

1. Durkheim E. (1986). The elementary forms of the religious life, a study inreligious sociology. New York : Macmillan.

2. Benedict A. (2006). Imagined Communities : Reflections on the Origin andSpread of Nationalism. Verso

3. Gledhill J. (2000). Power and Its Disguises : Anthropoligcal Perspectives onPolitics. 2nd ed. London : Pluto Press.

4. Ellis F. (2000). A framework for livelihood analysis. In Rural Livelihoods andDiversity in Developing Countries. Oxford : Oxford University Press.

5. Henrich J. Boyd R, Bowles S. Camerer C, Fehr E, Gintis H, McElreath R,Alvard M et al. (2005). ‘Economic Man’ in cross-cultural perspective : Behavioralexperiments in 15 small-scale societies. Behavior and Brain Science. 28(6) :795-815;

6. Henrich J. (2002). Decision-making, cultural transmission, and adaptation ineconomic anthroplogy. In : J. Ensminger (Ed.), Theory in EconomicAnthropology (pp. 251-295).

7. Lambek, M. (2008), A Reader in the Anthropology of Religion.8. Eller JD. (2007), Introducing Anthropology of Religion, New York, Routledge.9. Glazier SD. (1997), Anthropology of Religion: A Handbook. Westport, CT:

Greenwood Press.10. Frick GD and Langer R (2010). Transfer and Spaces. Harrassowitz (Germany).11. Evans-Pritchard EE. (1937). Witchcraft, Oracles and Magic among the

Azande, Oxford: Clarendon Press.12. Frazer JG. (1978), The Illustrated Golden Bough, London, Macmillan.13. Barbara M. (2011), Cultural Anthropology, New Jersey: Pearson Education.14. Ember CR (2011), Anthropology, New Delhi, Dorling Kinderslay.15. Herskovits MJ (1952), Economic Anthropology: A Study in Comparative

Economics, New York: Alfred A Knopf Inc.16. Malinowski B. (1922) Argonauts of the Western Pacific. London: Routledge.17. Rolyani K et al (1957), Trade and Market in the Early Empires, Chicago: Henry

Regnery Company.18. Balandier G. (1972). Political Anthropology. Middlesex: Penguine.

56

DISCIPLINE SPECIFIC ELECTIVE-III (DSE-III)Semester - VI

Paper-III

Sports and Nutritional Anthropology

Unit-I

Anthropology of sports - Physical fitness, component of physical fitness.

Unit-II

Physical conditioning, training-techniques and physiological effects, environmentaleffects on physical performance: effect of heat stress, cold stress and high altitudeon physiological response and performance.

Unit-III

Body composition and Atheltes, sports selection and monitoring.

Unit-IV

Human biological variability, health and nutrition; doping and performance.

Unit-V

Cultural constructions and physiologic implications of food across time, spaceand society. an integrated bio-behavioural perspective towards food preference.

Practical (Any two)

1. Each student is to record dietary intake of household members belonging tothree households and calculate intake of different nutrients consumed.

2. Nutritional Anthropometry (For assessment of Grade of Malnutrition) (i) Wt forage, (ii) Ht for age, (iii) Wt/Ht, (iv) Mid Arm Circumference.

3. Calculation of Body Mass Index and Conicity Index.4. Calculation of Total Body Fat.5. Measurement of Sub-cutaneous fat: Tricep. Bicep. Sub-scapula.

57

Suggested Readings

1. Stinson s. (1992). Nutritional Adaptation. Annual Review of Anthropology21:143-170.

2. Brughart R. (1990). The Cultural Context of Diet, Disease and the Body. InDiet and Disease in Traditional and Developing Societies. GA Harrison andJCWaterlow, eds. P.307-325. Cambridge University Press. Cambridge.

3. Rozin P. (1987). Pssychobiological Perspectives on Food Preferences. InFood and Evolution : Toward a Theory of Food Habits. M. Harris and EB Ross(eds.). Temple University Press. Philadelphia, pp. 181-205.

4. Quandt SA. (19987). Methods for Determining Dietary Intake. In NutritionalAnthropology. FE Johnston, ed. Pp. 67-84. Liss. NY.

5. Ulijasem SJ and Strickland SS. (1993). Introduction in Nutritional Anthropology:Propsects and Perspectives. pp. 1-5, Smith Gordon, London.

DISCIPLINE SPECIFIC ELECTIVE-IV (DSE-IV)

Semester - VIPaper-IV

PROJECT

58

ECONOMICSSemester - I/III

Generic Elective (GE)Paper-I

Introductory Microeconomics

Course Description

This course is designed to expose the students to the basic principles ofmicroeconomic theory. The emphasis will be on thinking like an economist andthe course will illustrate how microeconomic concepts can be applied to analyzereal-life situations.

Unit-I: Exploring the subject matter of Economics

Why study economics ? Scope and method of economics; the economic problem :scarcity and choice; the question of what to produce, how to produce and how todistribute output; science of economics; the basic competitive model; prices,property rights and profits; incentives and information; rationing; opportunity sets;economic systems; reading and working with graphs.

Unit-II: Supply and Demand : How Markets Work, Markets and Welfare

Markets and competition; determinants of individual demand / supply; demand /supply schedule and demand / supply curve; market versus individual demand /supply; shifts in the demand / supply curve, demand and supply together; howprice allocate resources; elesticity and its application; controls on prices; taxesand the costs of taxation; consumer surplus; producer surplus and the efficiencyof the markets.

Unit-III: The Households

The consumption decision - budget constraint, consumption and income / pricechanges, demand for all other goods and price changes; description of preferences(representing preferences with indifference curves); properties of indifferencecurves; consumer’s optimum choice; income and substitution effects; labour supplyand savings decision - choice between leisure and consumption.

59

Unit-IV: The Firm and Market Structures

Behaviour of profit maximizing firms and the production process; short run costsand output decisions; costs and output in the long run; Monopoly and anti-trustpolicy; government policies towards competition; imperfect competition.

Unit-V: Input Markets

Labour and land markets - Basic concepts (derived demand, productivity of aninput, marginal productivity of labour, marginal revenue product); demand for labour;input demand curves; shifts in input demand curves; competitive labour markets;and labour markets and public policy.

Readings1. N. Gregory Mankiw (2012) : Principles of Economics, 6th Ed., Cengage

Learning India Private Limited, New Delhi.2. William A Mc Eachern and Simrit Kaur (2012) : Micro Econ : A South-Asian

Perspective, Cengage Learning India Private Limited, New Delhi.3. Karl E. Case and Ray C. Fair (2007) : Principles of Economics, 8th Ed.,

Pearson Education Inc.4. Joseph E. Stiglitz and Carl E. Walsh (2007) : Economics, 4th Ed., W.W. Norton

& Company, Inc., New York.

60

Semester - II/IVGeneric Elective (GE)

Paper-IIIntroductory Macroeconomics

Course Description

This course aims to introduce the students to the basic concepts ofMacroeconomics. Macroeconomics deals with the aggregate economy. Thiscourse discusses the preliminary concepts associated with the determination andmeasurement of aggregate macroeconomic variable like savings, investment, GDP,money and inflation.

Unit-I: Basic Concepts

Macro vs. Micro Economics; Why Study Macroeconomics ? Concepts ofmacroeconomics : Stock and Flow variables, Equilibrium and Desequilibrium,Partial and General Equilibrium Statics - Comparative Statics and Dynamics;National Income Concepts - GDP, GNP, NDP and NNP at market price and factorcost; Personal Income and Disposable personal Income; Real and Nominal GDP

Unit-II: Measurement of Macroeconomic Variables

Output, Income and Expenditure Approaches; Difficulties of Estimating NationalIncome; Circular Flows of Income in 2, 3 and 4-Sector; economies; National Incomeand Economic Welfare; Green Accounting.

Unit-III: Money

Functuions of Money, Quantity Theory of Money - Cash Transactions, CashBalances and Keynesian Approaches, Value of Money and Index Number of Prices,etermination of money supply and demand, Credit creation, Tools of MonetaryPolicy.

Unit-IV: Inflation, Deflation, Depression and Stagflation

Infltion - Menaing, Causes, and Anti-Inflationary Measures; Inflation and its socialcosts, hyperinflation, Classical, Keynesian, Monetarist and Modern Theories ofInflation, Deflation - Meaning, Causes, Costs and Anti-Deflationary Measurers,Inflation vs. Deflation.

61

Unit-V: Determination of National Income

The Classical System - Say’s Law, Theory of Determination of Income andEmployment with and without saving and Investment; The Keynesian System -Basics of Aggregates Demand & Aggregate Supply. The Principle of EffectiveDemand; Income Determination in a Simple 2 - Sector Mode; Consumption, Saving,Investment Functions; The Simple Investment Multiplieer; IS-LM Model; Fiscal andMonetary Multiplier.

Readings1. N. Gregory Mankiw (2010) : Macroeconomics, 7th Ed., Cengage Learning

India Pvt. Ltd., New Delhi.2. Richard T. Froyen (2005) : Macroeconomics, 2nd Ed., Pearson Education

Asia, New Delhi.3. Errol D’Souza (2009) : macroeconomics, Pearson Education Asia, New Delhi.4. Edward Shapiro5. D N Dwivedi

62

Semester - ICore Course - I

Introductory Microeconomics

Course Description

This course is designed to expose the students to the basic principles ofmicroeconomic theory. The emphasis will be on thinking like an economist andthe course will illustrate how microeconomic concepts can be applied to analyzereal-life situations.

Unit-I: Exploring the subject matter of Economics

Why study economics ? Scope and method of economics; the economic problem :scarcity and choice; the question of what to produce, how to produce and how todistribute output; science of economics; the basic competitive model; prices,property rights and profits; incentives and information; rationing; opportunity sets;economic systems; reading and working with graphs.

Unit-II: Supply and Demand : How Markets Work, Markets and Welfare

Markets and competition; determinants of individual demand / supply; demand /supply schedule and demand / supply curve; market versus individual demand /supply; shifts in the demand / supply curve, demand and supply together; howprice allocate resources; elesticity and its application; controls on prices; taxesand the costs of taxation; consumer surplus; producer surplus and the efficiencyof the markets.

Unit-III: The Households

The consumption decision - budget constraint, consumption and income / pricechanges, demand for all other goods and price changes; description of preferences(representing preferences with indifference curves); properties of indifferencecurves; consumer’s optimum choice; income and substitution effects; labour supplyand savings decision - choice between leisure and consumption.

Unit-IV: The Firm and Market Structures

Behaviour of profit maximizing firms and the production process; short run costsand output decisions; costs and output in the long run; Monopoly and anti-trustpolicy; government policies towards competition; imperfect competition.

63

Unit-V: Input Markets

Labour and land markets - Basic concepts (derived demand, productivity of aninput, marginal productivity of labour, marginal revenue product); demand for labour;input demand curves; shifts in input demand curves; competitive labour markets;and labour markets and public policy.

Readings1. N. Gregory Mankiw (2012) : Principles of Economics, 6th Ed., Cengage

Learning India Private Limited, New Delhi.2. William A Mc Eachern and Simrit Kaur (2012) : Micro Econ : A South-Asian

Perspective, Cengage Learning India Private Limited, New Delhi.3. Karl E. Case and Ray C. Fair (2007) : Principles of Economics, 8th Ed.,

Pearson Education Inc.4. Joseph E. Stiglitz and Carl E. Walsh (2007) : Economics, 4th Ed., W.W. Norton

& Company, Inc., New York.


Methematical Methods For Economics ICourse Description

This is the first of a compulsory two-course sequence. The objective of thissequence is to transmit the body of basic mathematics that enables the sutdy ofeconomic theory at the undergraduate level, specifically the courses onmicroeconomic theory, macroeconomic theory, statistics and econometrics setout in this syllabus. In this course, particular economic models are not the ends,but the means for illustrating the method of applying mathematical techniques toeconomic theory in general. The level of sophistication at which the material is tobe taught is indicated by the contents of the prescribed text book.

Unit-I: PreliminariesSets and set operations; relations; functions and their properties; Number systems

Unit-II: Functions of one real variableTypes of functions - constant, polynomial, rational, exponential, logarithmic; Graphsand graphs of functions; Limit and continuity of functions; Limit theorems. Sequence& series, convergance, algebraic properties and applications.

64

Unit-III: Derivative of a function

Rate of change and derivative; Derivative and slope of a curve; Continuity anddifferentiability of a function; Rules of differentiation for a function of one variable;Application - Relationship between total, average and marginal functions.

Unit-IV: Functions of two or more independent variables

Partial differentiation techniques; Geometric interpretation of partial derivatives;Partial derivatives in Economics; Elasticity of a function - demand and cost elasticity,cross and partial elasticity.Integration : Indefinite Integrals - Rules, Integration by substitution, by parts andpartial fractions. Define integral & its properties. Economic applications of IntegralsProducer’s Surplus & Consumer’s Surplus.

Unit-V: Linear Algebra

Vector spaces : algebraic & geometric properties, scalar products, norms,orthogonality, Linear transformation : properties.Matrices : Concept, types, matrix algebra, transpose, inverse, rank; Determinants :concept, properties, solving problems using properties of determinants, solutionto a system of equations - Crammer’s rule and matrix inversion method.

Readings

1. K. Sydsaeter and P. J. Hammond (2002) : Mathematics for Economic Analysis.Pearson Educational Asia.

2. A.C. Chiang and K. Wainwright (2005) : Fundamental Methods of MathematicalEconomics, McGraw Hill International Edition.

3. T. Yamane (2012) : Mathematics for Economists, Prentice-Hall of India.

65


Introductory Macroeconomics

Course Description

This course aims to introduce the students to the basic concepts ofMacroeconomics. Macroeconomics deals with the aggregate economy. Thiscourse discusses the preliminary concepts associated with the determination andmeasurement of aggregate macroeconomic variable like savings, investment, GDP,money and inflation.

Unit-I: Basic Concepts

Macro vs. Micro Economics; Why Study Macroeconomics ? Concepts ofmacroeconomics : Stock and Flow variables, Equilibrium and Desequilibrium,Partial and General Equilibrium Statics - Comparative Statics and Dynamics;National Income Concepts - GDP, GNP, NDP and NNP at market price and factorcost; Personal Income and Disposable personal Income; Real and Nominal GDP

Unit-II: Measurement of Macroeconomic Variables

Output, Income and Expenditure Approaches; Difficulties of Estimating NationalIncome; Circular Flows of Income in 2, 3 and 4-Sector; economies; National Incomeand Economic Welfare; Green Accounting.

Unit-III: Money

Functuions of Money, Quantity Theory of Money- Cash Transactions, CashBalances and Keynesian Approaches, Value of Money and Index Number of Prices,etermination of money supply and demand, Credit creation, Tools of MonetaryPolicy.

Unit-IV: Inflation, Deflation, Depression and Stagflation

Infltion - Menaing, Causes, and Anti-Inflationary Measures; Inflation and its socialcosts, hyperinflation, Classical, Keynesian, Monetarist and Modern Theories ofInflation, Deflation - Meaning, Causes, Costs and Anti-Deflationary Measurers,Inflation vs. Deflation.

66

Unit-V: Determination of National Income

The Classical System - Say’s Law, Theory of Determination of Income andEmployment with and without saving and Investment; The Keynesian System -Basics of Aggregates Demand & Aggregate Supply. The Principle of EffectiveDemand; Income Determination in a Simple 2 - Sector Mode; Consumption, Saving,Investment Functions; The Simple Investment Multiplieer; IS-LM Model; Fiscal andMonetary Multiplier.

Readings1. N. Gregory Mankiw (2010) : Macroeconomics, 7th Ed., Cengage Learning

India Pvt. Ltd., New Delhi.2. Richard T. Froyen (2005) : Macroeconomics, 2nd Ed., Pearson Education

Asia, New Delhi.3. Errol D’Souza (2009) : macroeconomics, Pearson Education Asia, New Delhi.4. Edward Shapiro5. D N Dwivedi


Mathematical Methods For Economics-IICourse DescriptionThis course is the second part of a compulsory two-course sequence. This part isto be taught in Semester II following the first part in Semester I. The objective ofthis sequence is to transmit the body of basic mathematics that enables the studyof economic theory at the undergraduate level, specifically the course onmicroeconomic theory, macroeconomic theory, statistics and evonometrics setout in this Syllabus. In this course, particular economic models are not the ends,but the means for illustrating the method of applying mathematical techniques toeconomic theory in general. The level of sophistication at which the material is tobe taught is indicated by the contents of the prescried textbook.

Unit-I: Input-Output Analysis & Differential EquationInput-Output Model : Basic concepts and structure of Leontief’s open and staticInput-Output model; solution for equillibrium output in a three industry model; Theclosed model.

67

Differential equation : First order non-linear differential equation - variable separablecase, Homogeneous coefficients, Exact differential equation. First order lineardifferential equation with constant coefficient and constant term, Second orderdifferential equation with constnat coefficient and constant term. ApplicationDomar’s Capital Expansion Model.

Unit-II: Second and higher order derivatives

Technique of higher order differentiation; Interpretation of second derivative; Secondorder derivative and curvature of a function; Concavity and convexity of functions;Points of inflection.

Unit-III: Differentials and total derivatives

Differentials and derivatives; Total differentials; Rules of differentials; Totalderivatives; Derivatives of implicit functions.

Unit-IV: Single and multivariable optimization

Optimum values and extreme values; Relative maximum and minimum; Necessaryversus sufficient conditions - First and Second derivative tests; Economicapplications thereof, First and Second order condition for extremum of multivariablefunctions; Convex functions and convex sets.

Unit-V: Optimisation with Equality Constraints

Effects of a constraint; Finding stationary value - Lagrange - Multiplier method(Two variable single constraint case only) : First and second order condition; TheBordered Hessian determinant.Differences and Difference Equation, Solution of a difference equation : First orderliner difference equation, First order non-liner difference equation, Second orderliner difference equation with constant coefficient, Application : Cobweb Model.

Readings1. K. Sydsaeter and P.J. Hammond (2002) : Mathematics for Economic Analysis.

Pearson Educational Asia.2. A.C. Chiang and K. Wainwright (2005) : Fundamental Methods of Mathematical

Economics, McGraw Hill International Edition.3. T. Yamane (2012) : Mathematics for Economists, Prentice-Hall of India.

68


Microeconomics - I

Course Description

The course is designed to provide a sound training in microeconomic therory toformally analyze the behaviour of individual agents, Since students are alreadyfamiliar with the quantitative techniques in the previous semesters, mathematicaltools are used to facilitate understanding of the basic concepts; this course looksat the behaviour of the consumerand the producer and also covers the behaviourof a competitive firm

Unit-I: Consumer Theory I

Economic Models : Theoretical Model, Verification of Economic Model, GeneralFeature of Economic Model, Development of Economic Theory of Value, ModernDevelopments; Perferences and Utility : Axioms of Rational Choice, Utility, Tradesand Substitutions, The Mathematics of Indifference Curves, Utility Fucntions forSpecific Preferences, The Many-Good case; Utility Maximization and Choice : Thetwo-good case (Graphical Analysis), The n-good case, indirect uitlity function, Thelump sum principle, expenditure Minimization, properties of expenditure function.

Unit-II : Consumer Theory-II

Income and substitution effects : Demand functions, changes in income, changesin a good’s price, the individual’s demand curve, compensated (Hicksian) demandcurves and functions, demand elasticities, consumer surplus; demandrelationships among goods : The two-good case, substitutes and complements,New (Hicksian) Substitutes and complements, substitutability with Many Goods,Compostie Commodities, and home production, attributes of goods and implicitprices

Unit-III: Production Theory

Mariginal productivity, isoquant maps and the rate of technical substitution,production with one variable input (labour) and with two-variable inputs, returns toscale, four simple production functions (linear, fixed proportions, cobb-douglas,CES), Technical progress.

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Unit-IV: Cost Functions

Definition of costs, Cost functions and its properties, shift in cost curves, cost inthe short-run and lon-run, long-run versus short-run cost curves, production withtwo- outputs-economies of scope

Unit-V: Profit Maximization

The nature and behaviour of firms, profit maximization, marginal revenue, short-run supply by price-taking firm, profit functions and its properties, profit maximizationand input demand-single-input case and two-input case.

Readings1. C. Snyder and W. Nicholson (2012) : Microeconomic Theory : Basic Principles

and Extension, 11th Edition, Cengage Learning, Delhi, India.2. R. S. Pindyck, D. N. Rubinfeld and P. L. Meheta (2009) : Microeconomics, 7th

Edition, pearson, New Delhi.3. H.R. Varian (2010) : Intermediate microeconomics : A Modern Approach, 8th

edition, W.W. Norton and Company / Affiliated East-West Press (India). TheWork book by Varian and Bergstrom may be used for problems.


Macroeconomics - I

Course Description

This course introduces the students to formal modelling of a macro-economy interms of analytical tools. It discusses various alternative theories of output andemployment determination in a closed economy in the short run as well as mediumrun, and the role of policy in this context. It also introduces the students to varioustheoretical issues related to an open economy.

Unit-I: Consumption Function

Consumption - Income relationship, propensities of consume and the fundamentalpsychological law of consumption; implications of keynesian consumption function;factors influencing consumption function; measures to raise consumption function;absolute, relative, permanent and life - cycle hypotheses

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Unit-II: Investment Function

Autonomous and induced investment, residential investment and inventoryinvestment, determinants of business fixed investment, decision to invest andMEC, accelerator and MEI theories of investment.

Unit-III: Demand for and supply of money

Demand for money - Classical, Neoclassical and keynesian approaches, thekeynesian liquidity trap and its implications, supply of money - classical andkeynesian approaches, The theory of money supply determination and moneymultiplier, measures of money supply in India.

Unit-IV: Aggregate Demand and Aggregate Supply

Derivation of Aggregate Demand and Aggregate Supply Curves in the IS-LMFramework; Nature and Shape of IS and LM curves; Interaction is IS and LM curvesand determination of Employment, Output, Prices and investment; Changes in ISand LM curves and their implications for Equilibrium

Unit-V: Inflation, Unemployment and Expectations, and Trade Cycles

Inflation - Unemployment trade off and the philips curce - short run and long runanalysis; adaptive and rational expectations; the policy ineffectiveness Debate;Meaning and characteristics of Trade Cycles; Hawtrey’s Monetary Theory, Hayek’sOver-investment theory and keyne’s views on trade cycles

Readings

1. N. Gregory Mankiw (2010) : macroeconomics, 7th edition, Cengage LearningIndian private limited, New Delhi

2. Richard T. Froyen (2005) : Macroeconomics, 2nd ed., Pearson EducationAsia, New Delhi

3. Errol D’Souza (2009) : Macroeconomics, pearson Education Asia, New Delhi

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Statistical Methods For Economics

Course Description

This is a course on statistical methods for economics. It begins with some basicconceptsand terminology that are fundamental to statistical analysis and inference.It then develops the notion of probability, followed by probability distrubtions ofdiscrete and continuous random variables and of joint distributions. This is followedby a discussion on sampling techniques used to collect survey data. The courseintroduces the notion of sampling distributions that act as a bridge betweenprobability theory and statistical inference. The semester concludes with sometopics in statistical inference that include point and interval estimation.

Unit-I: Data Collection and measures of central tendency and dispersion

Basic concepts : population and sample, parameter and statistic; Data collection:primary and secondary data, methods of colleciton of primary data; Presentationof Data: frequency distribution; cumulative frequency; graphic and diagrammaticrepresentation of data; Measures of central tendency : mean, median, mode,geometric mean, harmonic mean, their relative merits and demerits; measures ofDispersion : absolute and relative- range, mean deviation, standard deviation,coefficient of variation, quartile deviation, their merits and demerits; measures ofskewness and kurtosis.

Unit-II: Correlation Analysis

Correlation: Scatter diagram, simple correlation coefficient - Karl Pearson’scorrelation coefficient and its properties, probable error of correlation coefficient,Spearman’s rank correlation coefficient, partial and multiple correlation.

Unit-III: Regression Analysis

Two variable linear regression analysis - estimation of regrssion lines (Least squaremethod) and regression coefficients - their interpretation and properties, standarderror of estimate.

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Unit-IV: Time Series and Index Number

Time Series : Definition and components, measurement of trend - free hand method,methods of semi-average, moving average and method of least squares (equationsof first and second degree only), measurement of seasonal component; Indexnumbers : concept, price relative, quantity relative and value relative; Laspeyer’sand Fisher’s index, family budget method, problems in construction and limitationsof index numbers, test for ideal index number.

Unit-V: Probability theory

Probabiity : Basic concepts, addition and multiplication rules, conditional probability;random variables and their probability distribution; Mathematical expectations;theoretical distribution : normal distrubution - properties and uses, problems usingarea under standard normal curve

Readings

1. Jay L. Devore () : Probability and Statistics for Engineering and the Sciences,Cengage learning, 2010

2. S.C. Gupta () : Fundamentals of Statistics, Himalaya Publishing House, Delhi3. Murray R. Speigel () : Theory & Problems of Statistics, Schaum’s publishing

Series.

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Microeconomics - II

Course Description

This course is a sequel to Microeconomics 1. The emphais will be on givingconceptual clarity to the student coupled with the use of mathematical tools andreasoning. It covers Market, general equilibrium and welfare, imperfect marketsand topics under information economics.

Unit-I: The Partial Equilibrium Competitive Model

Market Demand, Timing of the Supply Response, Pricing in the Very Short-Run,Short-Run Price determination, shifts in supply and demand curves - a graphicalanalysis, mathematical model of market equilibrium, long-run analysis : Long-runequilibrium-constant cost case, shape of the log run supply curve, long run elasticityof supply, comparative statics an analysis of long run equilibrium, producer surplusin the long run, economic efficiency and welfare analysis, price controls andshortages, tax incidence analysis.

Unit-II: General Equilibrium and Welfare

Perfectly competitive price system, A Graphical model of general equilibrium withtwo goods, Comparative statics analysis, general equilibrium modelling and factorprices, A methematical model of exchange, A mathematical model of productionand exchange, computable general equilibrium models

Unit-III: Monopoly

Barriers to Entry, profit maximization and output choice, monopoly and resourceallocation, monopoly, product quality and durability. price discrimination, seconddegree price discrimination through price schedules, regulation of monopoly,dynamic views of monopoly

Unit-IV: Imperfect Competition

Short run decisions : pricing and output, Bertrand model, cournot model, capacityconstraints, product differentiation, tacit collusion, longer run decisions : investment,entry and exit, strategic entry deterrence, signaling, How many firms Enter?Innovation

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Unit-V: Labour Markets

Allocation of time, A mathematical Analysis of labour supply, market supply curvefor labour, labour market equilibrium, Wage variation, monopsony in the labourmarket, labour union

Readings1. C. Snyder and W. Nicholson (2012) : Microeconomic Theory : Basic Principles

and Extension, 11th Edition, Cengage Learning, Delhi, India.2. R. S. Pindyck, D. N. Rubinfeld and P. L. Meheta (2009) : Microeconomics, 7th

Edition, pearson, New Delhi.3. H.R. Varian (2010) : Intermediate microeconomics : A Modern Approach, 8th

edition, W.W. Norton and Company / Affiliated East-West Press (India). TheWork book by Varian and Bergstrom may be used for problems.


Macroeconomics - II

Course Description

This course is a sequel to Macroeconomics 1. In this course, the studentsareintroduced to the long run dynamic issues like growth and technical progress.It also provides the micro-foundations to the various aggregative concepts used inthe previous course.Unit-I: Financial Markets and Reforms

Features of Financial markets, functions of financial markets, banks and financialmarkets, adverse selection and moral hazard, risk and supply of credit, thedetermination of banks Asset portfolio, financial repression and major financialsector reforms in India, Lessons from the Global financial crisis and the policyresponse in India

Unit-II: Open Economy Macroeconomics

Balance of payments : concept, equilibrium and disequilibrium, measures to correctdisequilibrium, determination of foreign exchange rate - the PPP theory and itsimplications, fixed vs. flexible exchange rates, The short run open economy model,the basic mundell - fleming model. international financial markets

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Unit-III: Modelling Economic Growth

The Bsic Harrod - Domar Model, Joan Robinson and the Golden Rule of CapitalAccumulation, The Basic Solow model, theory of endogenous growth - therudimentary A-K Model

Unit-IV: Macroeconomic Policy

The Goals of Macroeconomic policy and of policy makers, the budget and automaticfiscal stabilisers, the doctrine of balanced budget and keynesian objections;concepts of budget, revenue and fiscal deficits, fiscal policy : objectives and limitsto discretionary policy, the Crowding - Out Hypothesis and the crowding - incontroversy; meaning, scope and objectives of Monetary policy, Instruments ofMonetary Policy, the transmission mechanism of monetary policy, Rules vs.Discretion in Monetary policy, implications of targeting the interest rate, limits tomonetary policy

Unit-V: Schools of Macroeconomic Thought and the Fundamentals ofMacroeconomic Theory and Policy

Classics, Keynes, Monetarists, new classicals and new keynesians : (i) Keynesvs. the classics - Aggregate demand and aggregate supply, underemploymentequilibrium and wage price flexibility (ii) Monetarists and friedman’s reformulationof quantity theory, fiscal and monetary plicy : Monetarists vs. keynesians, (iii) Thenew classical view of macroeconomics and th keynesian countercritique (iv) Thenew keynesian economics with reference to the basic features of real businesscycle models, the sticky price model

Readings

1. N. Gregory Mankiw (2010) : macroeconomics, 7th edition, Cengage LearningIndian private limited, New Delhi

2. Richard T. Froyen (2005) : Macroeconomics, 2nd ed., Pearson EducationAsia, New Delhi

3. Errol D’Souza (2009) : Macroeconomics, pearson Education Asia, New Delhi

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Public Economics

Course Description

Public economics is the study of government policy from the points of view ofeconomic effciency and equity. The paper deals with the nature of governmentintervention and its implications for allocation, distribution and stabilization.Inherently, this study involves a formal analysis of government taxation andexpenditures. The subject encompasses a host of topics including public goods,market failures and externalities. The paper is divided into two sections, one dealingwith the theory of public economics and the other with the Indian public finances.

Unit-I: Introduction to public finance

Public finance : meaning and scope, distinction between public and private finance;public good verses private good; principle of maximum social advantage; marketfailure and role of government

Unit-II: Public Expenditure

Meaning, classification, principles, cannons and effects, causes of growth of publicexpenditure, wagner’s law of increasing state activities, Peacock-Wisemanhypotheses

Unit-III: Public REvenue

Sources of Public revenue; taxation - meaning, cannons and classification of taxes,impact and incidence of taxes, division of tax burden, the benefit and ability to payapproaches, taxable capacity, effects of taxation, characteristics of a good taxsystem, major trends in tax revenue of central and state governments in India.

Unit-IV: Public Budget

Public Budget : Kinds of budget, economic and functional classification of thebudget; balanced and unbalanced budget; Balanced budget multiplier; Budget asan instrument of economic policy

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Unit-V: Public Debt

Sources, effects, debt burden - classical, Ricardian and others views, shifting -intergenerational equity, methods of debt redemption, debt management, tax versesdebt;

Readings

1. J. Hindriksand G. Myles (2006) : Intermediate Public Economics, MIT press2. R. A. Musgrave and P. B. Musgave (1989) : Public Finance in theory and

Practices, McGraw Hill3. B. P. Herber (1975) : Modern Public Finance4. B. Mishra (19978) : Public Finance, Macmillan India limited


Indian Economy - I

Course Description

Using appropriate analytical frameworks, this course reviews major trends ineconomic indicators and policy debates in India in the post independence period,with particularemphasis on paradigm shifts and turning points. Given the rapidchanges taking place in India, the reading list will have to be updated annually.

Unit-I: Introduction to Indian Economy

British Rule : exploitation and under development in India; features of Indianeconomy - natural resources, infrastructure, population;

Unit-II: Population and Human Development

Demographic trends and issues; education; health and malnutrition

Unit-III: National Income in India

National income : tends, sectoral composition

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Unit-IV: Economic Planning in India

Economic planning : Planning Commission and its functions, Planning exercisesin India, Objectives, Strategies and achievements.

Unit-V: Current Challenges

Poverty: definition and estimate, poverty line, poverty alleviation programs; Inequality:income and regional inequality - causes and corrective measures; Unemployment:concepts, measurements, types, causes and remedies; Environmental challenges:Land, water and air

Readings

1. U. Kapila (2010) : Indian economy since Independence. Academic Foundation,New Delhi

2. S.K. Misra and V.K. Puri (Latest Year) : Indian Economy - Its developmentExperience, Himalaya publishing house, Mumbai

3. S. Chakraborty () : Development Planning : The indian experience. ClarendonPress.

4. R. Dutt and K.P.M. Sundharam (Latest Year) : Indian economy, S. Chand &Company Ltd., New Delhi

5. A. Panagariya (2008) : India : the Emerging Giant, Oxford University Press,New York

6. S. Acharya and R. Mohan (eds.) (2010) : India’s economy : Performance andchallenges, Oxford University Press, New Delhi.

7. I. J. Ahluwalia and I.M.D. Little (eds.) (1998) : India’s economic reforms anddevelopment : Essays for Manmohan Singh, Oxford University Press, NewDelhi.

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Development Economics - I

Course Description

This is the first part of a two-part course on economic development. The coursebegins with a dis cussion of alternative conceptions of development and theirjustification. Itthen proceeds to aggregate models of growth and cross-nationalcomparisons of the growth experience that cna help evaluate these models. Theaxiomatic basis for inequality measurement is used to develop measures ofinequality and connections between growth and inequality are explored. The courseends by linking political institutions to growth and inequality by siscussing the roleof the state in economic development and the informational and incentive problemsthat affect state governance.

Unit-I: Conceptions of Development

Economic development, economic growth and development, factors affectingeconomic development, obstacles to economic development, indicators ofeconomic development - National income, per capita income; basic needsapproach, PQLI, HDI, GDI, Capital formation and economic development, viciouscircle of poverty, circular causation. Alternative measures of development,documenting the international variation in these measures, comparing developmenttrajectories across nations and within them.

Unit-II: Theories of Economic Development & Growth

Classical theory, Marxian theory of capitallist development, Schumpeterian theoryof capitalist development, Harrod-Domar model of steady growth, Neo-classicalgrowth Model-Solow, Rostow’s stages of economic growth

Unit-III: Growth Models and Empirics

The endogenous growth models, (Romar & Lucas) Human capital & Growth.Evidence on the determinants of growth, patterns of economic growth, Geographyvs institution Debate

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Unit-IV: Poverty and Inequality : Definitions, Measures and Mechanisms

Understanding prosperity and poverty : Geography, institutions, and the reversalof fortune, measuring poverty, inequality axioms; a comparison of commonly usedinequality measures; connections between inequality and development; povertymeasurement; characteristics of the poor; mechanisms that generate poverty trapsand path dependence of growth processes.

Unit-V: Political Institutions and the Functioning of the State

Public Goods and Economic Development, stae ownership and regulation,government failures, corruption and development, the determinants of democracy;alternative institutional trajectories and their relationship with economicperformance; within country differences in the functioning of state institutions.

Readings

1. Debraj Ray (2009) : Development Economics, Oxford University Press.2. Partha Dasgupta (2007) : Economics, A very short introduction, Oxford

University Press.3. Abhijit Banerjee, Roland Benabou and Dilip Mookerjee (2006) : Understanding

Poverty, Oxford University Press.4. Amartya Sen (2000) : Development as Freedom, OUP5. Daron Acemoglu and James Robinson (2006) : Economic Origins of

Dictatorship and Democracy, Cambridge University Press.6. Robert Putnam (1914) : Making Democracy Work : Civic Traditions in Modern

Italy, princeton University Pess.

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Indian Economy - II

Course Description

This course examines sector-specific polices and their impact in shaping trendsin key economic indicators in India. It highlights major policy debates and evaluatesthe Indian empirical evidence. Given the rapid changes taking place in the country,the reading list will have to be updated annually.

Unit-I: Agricultural Development in India

India Agriculture : nature, importance, trends in agricultural production andproductivity, factors determining production, land reforms, new agricultural strategiesand green revolution, rural credit; Agricultural marketing and warehousing.

Unit-II: Industrial Development in India

Trends in industrial oupput and productivities; Industrial policies of 1948, 1956,1977 and 1991; Industrial licensing policies - MRTP Act, FERA and FEMA; Grwothand problems of SSIs, Industrial sickness; Industrial finance; Industrial labour.

Unit-III: Tertiary Sector and HRD

Tertiary Sector : growth and contribution of service sector to GDP of India, shareof services in employment; Human development - concept, evolution,measurement; HRD : indication, importance, education in India, Indian educationalpolicy; Health and Nutrition.

Unit-IV: External Sector

Foreign Trade : role, composition and direction of India’s foreign trade, trends ofexport and import in India, export promotion verses import substitution; Balance ofPayments of India; India’s Trade Policies; Foreign Capital - FDI, Aid and MNCs.

Readings

1. U. Kapila (2010) : Indian economy since Independence. Academic Foundation,New Delhi

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2. S.K. Misra and V.K. Puri (Latest Year) : Indian Economy - Its developmentExperience, Himalaya publishing house, Mumbai

3. S. Chakraborty () : Development Planning : The indian experience. ClarendonPress.

4. R. Dutt and K.P.M. Sundharam (Latest Year) : Indian economy, S. Chand &Company Ltd., New Delhi

5. A. Panagariya (2008) : India : the Emerging Giant, Oxford University Press,New York

6. S. Acharya and R. Mohan (eds.) (2010) : India’s economy : Performance andchallenges, Oxford University Press, New Delhi.

7. I. J. Ahluwalia and I.M.D. Little (eds.) (1998) : India’s economic reforms anddevelopment : Essays for Manmohan Singh, Oxford University Press, NewDelhi.


Development Economics - II

Course Description

This is the second module of the economic development sequence. It begins withbasic demographic concepts and their evolution during the process of development.The structure of markets and contracts is linked to the particular problems ofenforcement experienced in poor countries. The governance of communities andorganizations is studied and this is then linked to questions of sustainable growth.The course ends with reflections on the role of globalization andincreasedinternational dependence on the process of development.

Unit-I: Demography and Development

Demographic concepts; birth and death rates, age structure, fertility and mortality;demographic transitions during the process of development; gender bias inpreferences and outcomes and evidence on unequal treatment within households;connections between income, mortality, fertility choices and human capitalaccumulation; migration.

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Unit-II: Land, Labor and Credit Markets

The role of agriculture in development, the distribution of land owner ship; landreform and its effects on productivity; contractual relationships between tenantsand landlords; land acquisition; nutrition and labor productivity; informationalproblems and credit contracts; microfinance; interlinkages between rural factormarkets. Credit, intermediation and poverty reduction, risk faced by poor

Unit-III: Individuals, Communities and Collective Outcomes

Individual behavior in social environments, multiple social equilibria; governancein organizations and in communities; individual responses to organizationalinefficiency.

Unit-IV: Environment and Sustainable Development

Defining sustainability for renewable resources; a brief history of environmentalchange; common-pool resources; environmental externalities and state regulationof the environment; economic activity and climate change

Unit-V: Globalization

Globalization in historical perspective; the economics and politics of multilateralagreements; trade, production patterns and world inequality; financial instability ina globalized world, political economy of foreign aid & development

Readings

1. Debraj Ray (2009) : Development Economics, Oxford University Press.2. Partha Dasgupta (2007) : Economics, A very short introduction, Oxford

University Press.3. Abhijit Banerjee, Roland Benabou and Dilip Mookerjee (2006) : Understanding

Poverty, Oxford University Press.4. Thomas Schelling (19978) : Micromotives and Macrobehavior, W.W. Norton5. Albert O. Hirschman (1970) : Exit, Voice and Loyalty : Responses to Decline

in Firms, Organizations and States, Harvard University Press.6. Elinor Ostrom (1990) : Governing the Commons : The Evolution of Institutions

for Collective Action, Cambridge University Press.7. Dani Rodrik (2011) : The Globalization Paradox : Why Global Markets, States

and Democracy Can’t Coexist, Oxford University Press.8. Michael D. Bordo, Alan M. Taylor and Jeffrey G. Williamson (ed.) (2003) :

Globalization in Historical Perspective, University of Chicago Press.

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Paper-IBASIC ECONOMETRICS

Unit-I: Probability Distributions:

Probability Distributions: Concept of a random variable, Discrete and continuousrandom variable, Probability density function, Mathematical expectation and itsproperties, Sampling distribution of Sample mean and Sample variance.

Unit-II: Theoretical Distribution & Estimation:

Theoretical Distribution: Binomial distribution, Poisson distribution and Normaldistribution – their properties, Central Limit theorem.Estimation: Parameter and statistic, estimates and estimators, Point estimator andinterval estimator. Properties of a good estimator

Unit-III: Hypothesis Testing:

Defining statistical hypotheses, Null and alternate hypotheses, Type I and Type IIerrors: Power of a test; Concept of degrees of freedom; Testing of hypotheses relatingto population parameters based on z, t and x2 tests.

Unit-IV: Regression Models:

Two variable linear regression model, Assumptions, OLS method of estimation,Importance of stochastic error term, Gauss-Markov theorem, Standard errors ofregression coefficients, Concepts and derivation of R2 and adjusted R2 , ANOVA,Normality assumptions, Maximum likelihood estimation, K-variable linear regressionmodel, Estimation of the model

Unit-V: Violation of Classical Assumptions:

Violation of Classical Assumptions – Consequences, Detection and Remedies.Hetroscedasticity, Multicollinearity, Auto-correlation.

Readings:1. Jay L. Devore, Probability and Statistics for Engineers, Cengage Learning, 2010.2. John E. Freund, Mathematical Statistics, Prentice Hall, 1992.

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Paper-II

THE ECONOMY OF ODISHA

Unit-I: Odisha Economy:

Basic Characteristics, Structural Change and Occupational structure sinceindependence. Demographic Features of Odisha, Causes and effects of high growthrate of population, Measures to control population. Human Development in Odisha

Unit-II: Agriculture in Odisha:

Importance of Agriculture in Odisha’s Economy, Cropping pattern, Causes of lowproductivity, Measures to increase Agricultural productivity, Agriculture Subsidy inOdisha, The State Agriculture

Unit-III: Industrial Development in Odisha:

Importance of Industrialization in Odisha’s Economy, Industrial Structure in Odisha:Base and Composition, Performance Public Sector Enterprises (PSE) in Odisha,Odisha Industrial Policy Resolutions, 2001, 2007 & 2015. Policy for Special EconomicZones-2015

3. Richard J. Larsen and Morris L. Marx, An Introduction to Mathematical Statisticsand its Applications, Prentice Hall, 2011.

4. D. N. Gujarati and D.C. Porter, Essentials of Econometrics, McGraw Hill, 4 thedition, International

5. Christopher Dougherty, Introduction to Econometrics, Oxford University Press,3 rd edition, Indian

6. Jan Kmenta, Elements of Econometrics, Indian Reprint, Khosla Publishing House,2nd edition,

7. William G. Cochran, Sampling Techniques, John Wiley, 2007.

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Paper-III

ENVIRONMENTAL ECONOMICS

Unit-I: Introduction

What is environmental economics; Distinction between environmental Economicsand natural resource economic, Issues of Environmental economics, Review ofmicroeconomics and welfare

Unit-II: The Theory of Externalities:

Pareto optimality and market failure in the presence of externalities; Property Rightsand the Coasian Approach: Bargain Solution.

Unit-III: The Design and Implementation of Environmental Policy:

Overview; Pigouvian taxes and effluent fees; tradable permits; choice between taxesand quotas under uncertainty; Implementation of environmental policy.

Unit-IV: International Environmental Problems:

Trans-boundary environmental problems; economics of climate change; trade andenvironment.

Unit-IV: The State Domestic Product of Odisha:

State Domestic Product: Components and Trends, Fiscal Situation of Odisha: Trendsin Revenue Receipts and Revenue Expenditure, Underlying causes of FiscalImbalances, Period of Fiscal upturn after 2004-05, Salient features of Orissa FiscalResponsibility & Budget Management Act, 2005

Unit-V: Social Sector Development (Health & Education) in Odisha:

Development of Health and Education Sectors in Odisha. Development Scenario:Odisha vis-à-vis India and other major States.Areas of Concern: Unemployment and Poverty, Development & Displacement inOdisha, Inter-State migration from Odisha – Causes and remedies.

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DISCIPLINE SPECIFIC ELECTIVE-IV (DSE-IV)Semester - VI

Paper-IV

DISSERTATION/PROJECT

Unit-V: Measuring the Benefits of Environmental Improvements:

Non-Market values and measurement methods; risk assessment and perception. .Sustainable Development: Concepts & measurement.

Readings:

1. Charles Kolstad, Intermediate Environmental Economics, Oxford UniversityPress, 2nd edition,

2. Robert N. Stavins (ed.), Economics of the Environment: Selected Readings,W.W. Norton, 5th

3. Roger Perman, Yue Ma, James McGilvray and Michael Common, NaturalResource and Environmental Economics, Pearson Education/AddisonWesley, 3rd edition, 2003.

4. Maureen L. Cropper and Wallace E. Oates, 1992, ―EnvironmentalEconomics: A Survey, Journal of Economic Literature, Volume 30:675-740.

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EDUCATIONSemester - I/III


Vision of Education in India : Issues and Concerns

IntroductionEducation is essentially a normative endeavour, hence is intertional. It intends,

rather deliberately, to socialize children in to a value frame of normative structure.That is why hisotry reveals that every education system, at different historicalperiods, had been guided by certatin value concerns. In contemporary times, theeducation system in India derives its values from the Constitution of India. Whilesocializing children education has to negotiate within the frame of Constitutionalvalues. Indian Constitution envisioned a humane society based on freedom, equalityand jusitce, and this led to evolving many institutions to realize the vision. In thisregard, education has been considered as an agency of social transformation andclassroom as the shaper of the envisioned destiny. Since teachers ought to playcrucial role in realizing the vision, they are to be informed the Constitutional visionso as to develop normative perspectives regarding education and thereby emergingconcerns and issues. This normative perspective a teacher holds in turn guideshis/her actions ad acquires a meaning to action.

Education being an operational area, every citizen perceives several issuesrelated to is through personal experience. The student-teacher need to understandthe main issues that touch their functioning as also situate themselves in context.Such an understanding on at least a few issues and concerns will equip studentteachers to be ready for dealing with other issues and concerns in the field. This isvery relevant as it may not be possible to bring under scrutiny all issues andconcerns.

Since, concerns and issues cannot and should not be ‘informed’ like ‘ready tocook facts’, the course is designed in such a fashion that prospective teacherswould be encouraged to come to terms with concerns and issues that wouldemerge out of their reasoned engagement with contemporary educational realityin the light of professed humanistic values.

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Course ObjectivesOn completion of the course, the students shall be able to : explain normative vision of Indian Society explain the view points of Indian thinkers on Education elaborate the contemporary issues like universalisation of school education,

RTE act-2009 and Rastriya Madhyamika Sikshya Abhiyan identify importanceof common school system

establish relationship between teaching andn learning list out different approaches and methods of teaching

Unit-I: Normative vision of Indian Education Normative orientation of Indian Education : A historical enquiry. Constitutional provisions on education that reflect national ideas : Democracy,

Equity, Liberty, Secularism and social justice India as an evolving nation state : vision, nature and salient feature - Democratic

and secular polity, federal structure : Implications for educational system Aims and purposes of education drawn from the normative vision

Unit-II: Vision of Indian Education : Four Indian thinkers An overview of salient features of the ‘Philosophy and Practice’ of education

advocated by these thinkers.Rabindranath Tagore : Liberationist pedagogyM.K. Gandhi : Basic EducationJiddu Krishnamurty : Education for Individual and socialTransformationSir Aurobindo : integral Education

Unit-III: Concern for Equality in Education : Concerns and Issues Universalisation of school education(i) Issues of (a) Universal enrollment

(b) Universal Retention (c) Universal success

(ii) Issues of quality and equity

Unit-IV: Concern for Equality in Education Equality of Educational opportunity Prevailing nature and forms of inequality including Dominant and Minor groups

and the related issues.

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Inequality in schooling : Public-private schools, Rural-urban schools, singleteachers schools and many other forms of inequalities in school systems andthe process leading to disparity.

Idea of common school system

Unit-V: Education and Development - an interface Education for National Development : Education Commission (1964-66) Emerging trends in the interface between

Political process and educationEconomic Development and EducationSocial culturla - changes in Education

References1. Aggarwal J.C & Agrawal S.P. (1992) Role of UNESCO in Educational, Vikas

Publishing House, Delhi2. Anand, C.L. et.al. (1983). Teacher and Education in Emerging in Indian Society,

NCERT, New Delhi.3. Govt. of India (1986). National Policy on Education, Min. of HRD, New Delhi.4. Govt. of India (1992). Programme of Action (NPE). Min of HRD5. Mani, R.S. (1964). Educational Ideas and Ideals of Gandhi and Tagore, New

Book Society, New Delhi.6. Manoj Das (1999). Sri Aurobindo on Education, National Council for Teacher

Education, New Delhi.7. Mistry, S.P. (1986). Non-formal Education - An Approach to Education for all,

Publication, New Delhi.8. Mohanty, J., (1986), School Education in Emerging Society, sterling Publishers.9. Mukherji, S.M. (1966). History of Education in India, Acharya Book Depot,

Baroda.10. Naik, J.P. & Syed, N., (1974). A Student’s History of Education in India,

MacMillan, New Delhi.11. NCERT (1986). School Education in India - Present Status and Future Needs,

New Delhi.12. Ozial, A.O. ‘Hand Book of School Administration and Management’, London,

Macmillan.13. Radha Kumud Mookerji. Ancient Indian Education (Brahmanical and Buddhist),

Cosmo Publications, New Delhi - 1999

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14. Sainath P. (1996). Every body loves a good drought. Penguin Books NewDelhi.

15. Salamathullah, (19979). Education in Social context, NCERT, New Delhi.16. Sykes, Marjorie (1988) : The Story of Nai Talim, Naitalim Samiti : Wardha.17. UNESCO; (1997). Learning the Treasure within.18. Dr. Vada Mitra. Education in Ancient India, Arya book Depot, New Delhi-196719. Ministry of Education. ‘Education Comission “Kothari Comission”. 1964-1966.

Education and National Development. Ministry of Education. Government ofIndia 1966.

20. Learning without Burden, Report of the National Advisory Comittee. EducationAct. Ministry of HRD, Department of Education, October, 2004.

21. National Policy on Education. 1986. Ministry of HRD, Department of Education,New Delhi.

22. Seventh All India School Education Survey, NECRT : New Delhi. 200223. UNDPA. Human Development Reports. New Delhi. Oxford : Oxford university

Press.24. UNESCO. (2004) Education for all : The Quality Imperative. EFA Global

Monitoring Report. Paris.25. Varghese, N.V. (1995). School Effects on Achievement : A Study of

Gevernment and Private Aided Schools in Kerala. In kuldip Kumar (Ed.) Schooleffectiveness and learning achievement at primary stage : Internationalperspectives. NCERT. New Delhi.

26. World Bank, (2004). Reaching The Child : An Integrated Approach to ChildDevelopment. Oxford University Press, Delhi.

GE - I PracticalTerm Paper

Each Student is required to prepare a term paper on the educational ideas of anyIndian Thinkers or on any contemporary issues on Education.

Distribtion of Marks.Record 20Viva-voce 05Total 25

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Paper-II

Assessment and Evaluation techniques

IntroductionAssessment is considered to be one of the most crucial aspects of any teaching

learning process, as it helps the teacher to record the growth of their students,planning for instructional strategy and most importantly helps to assess their owngrowth over the years. An effective method of assessment in the classroom helpsto create conducive learning environment and a teacher must have to know differenttechniques of assessment which may improve students’ learning. The key issuesthat involve in assessment are how to assess, when to assess, and what will beits implication on students learning. The paper outlines the above mentionedquestions and different issues that involves in assessment.

Course ObjectivesAfter completion of the course, the students shall be able to : describe the role of assessment in education differentiate measurement, assessment and evaluation establish the relationship among measurement, assessment and evaluation. explain different forms of assessment that aid student learning. use wide range of assessment tools and techniques and nconstruct these

appropriately. classify educational objectives in terms of specific behavioral form prepare a good achievment test on any school subject

Unit-I: The Measurement, Evaluation and Assessment Process Educational Testing and Assessment : Context, Issues and Trends. The Role of Measurement, Evaluation and Assessment in Teaching Instructional Goals and objectives : Foundation for Assessment. Types of Assessment : Placement, Formative, Diagnostic and Summative.

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Unit-II: Classroom tests and Assessment Planning classroom tests and assessment Constructing objective test items : simple forms and multiple choice forms. Constructing Essay type questions : Form and uses; suggestions for scoring

essay questions.

Unit-III: Alternative Techniques of Assessment Observational Technique : Observation schedule, Anecdotal Record, Rating

scales, Checklists Self -reporting Techniques : Interview, portofolio, questionnaire and inventories. Peer-appraisal : “Guess who” technique, sociometric technique

Unit-IV: Processing and Reporting in Assessment Processing qualitative evaluation data : Content Analysis Considerations for reporting the performance Scheme of reporting : criterion - reformed and non reformed interpretation. Combining mark or grades over different subjects and reporting results of

assessment to different users.

Unit-V: Contemporary Trends in Assessment Marks vs Grading system Credit system Concept of Continuous and Comprehensive Evaluation (CCE) Computers in student evaluation

References1. Aggarwal J.C (1997) Essentials of Examination System, Evaluation, Tests

and Measurement. Vikas Publishing House, Delhi2. Banks, S.R. (205). Classroom Assessment : issues and Practices. Boston :

Allyn & Bacon.3. Blooms, B.S. (1956). Taxonomy of Educational Objectives. New York :

longman Green and Company.4. Cooper, D. (2007). Talk About Assessment, Strategy and Tools to Improve

learning. Toronto : Thomson Nelson

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5. Earl, L.M. (2006). Assessment as Learning : Using Classroom Assessmentto Maximize Student Learning. Thousand Oaks. Carifornia : Corwin Press.

6. Gronlund, N.E. (2003). Assessment of student Achievement. Boston : Allyn &Bacon.

7. Kalpan, R.M. & Saccuzao. D.P. (2000). Psychological Testing, principles,Applications & Issues. California : Wordsworth.

8. Linn, R.L. & Gronlund, N.E. (2000). Measurement and Assessment inTeaching London : Merrill Prentice Hall.

GE - II PracticalAchievement Test Construction

Each Student is required to construct 50 objective based objective type test itemsalong with a blue print.


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Basic in Education

IntroductionThe Philosophical foundation is a unique educational charity whose aim is to bringphilosophy to schools and the wider community. Through doing philosophy in theclassoom the primary concern is to improve the educational practices and provideopportunities for the disadvantaged. Philosophical enquiry develops speaking andlistening skills vital for literacy and emotional development, helps children who findit difficult to access other classes, and encourages critical and creative thinkingessential in the 21st Century. And it will prepare students to apply knowledge,sensibility, skills and dispositions of philosophical inquiry, analysis and interpretationto educational practices.

Course Objectivesafter completion of the paper, students shall be able toexplain the concept of education and its relationship with philosophylist areas of philosophy and narrate their educaitonal implications.describe the contribution of philosophy to the field of education.appreciate the contribution of various Indian School of Philosophy to thefield of educationevaluate the impact of Western Philosophies on Indian Educationnarrate the contribution of the Great Indian Thinkers

Unit-I: Basics of Education Meaning, Nature and purpose of Education Aims of Education : Education for individual development and education for

social efficiency Functions of education

Unit-II: Philosophical foundations of Education Concept of Philosophy Inter dependence of philosophy and education Branches of philosophy and their educational implications - Metaphysis,

Epistemology and Axiology.

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Unit-III: Reflections of Indian schools of Philosophy on Education Common characteristics of Indian Philosophy Sankhya and Vedanta as Philosophical Systems Educational implications of Sankhya and Vedanta.

Unit-IV: Western schools of Philosophy and their Educational implication Idealism Naturalism Pragmatism

Unit-V: Doctrines of Great Educators of East and West and their influenceon the practices of school education with special reference to Aims andideals of Education, Curriculum, method of teaching and the role of teacher Gandhi Sri Aurobindo Rousseau Dewey

References1. Agarwal, J.C. (2010), Teacher and Education in a Developing society. Delhi;

Vikash Publishing house.2. Arulsarmy, S (2011), Philosophical and Sociological perspectives on

Education, New Delhi; Neelkamal Publications Pvt. Ltd.3. Bhatia K.K., (2011), Philosophical and sociological foundations of Education,

New Delhi; Kalyani Publishers.4. Bigge, Morris, L. Educaitonal Philosophies for Teachers. Columbus, USA :

Charies5. Boston, USA : Allyn & Bacon.6. Brubacher, John, S. Modern Philosophies of Education, New York, USA :

McGraw7. Butler J. Donald, Four Philosophies and their practices in Education and

Religion.8. Chauhe, S.P. & Chaube, A (2009), Foundation of education, New Delhi; Vikash,

Publishing house Pvt., Ltd.9. Dash B.N. (2011) Foundation of Education, New Delhi; Kalyani Publishers.10. E. Merril Publishing Co.11. Gutek, Gerald L. (2009) New Perspectives on Philosophy andn Education. New

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12. Hill Book Company Inc.13. Janeja, V.R. (2012) Educational Thought and Practice, New Delhi, Sterling

Publishers, Pvt. Ltd.14. Jersey, USA : Pearson15. Kneller, George F. Introduction to Philosophy of Education. New York, USA :

John16. Mishra, Bhawna (2004), Education Evolution Development and Philosophy,

New Delhi; Akanhsa Publishing House.17. Mohanty, Jagannatha (1991), Foundation of Education, Cuttack - 2,

Takshashila.18. Nayak, B.K Text Book of Foundation of Education Cuttack, Odisha : Kitab

Mahal.19. New York, USA : Harper & Row20. Ozman, Howard A., & Craver, Samuel M., Philosophical Foundations of

Education.21. Premnath, Bases of Educations. Delhi, India : S. Chand and Co.22. Publishers23. Ross, James S., Ground Work of Educational Theory. London, U.K : Oxford24. Rusk, Robert R., Philosophical Bases of Education, London, U.K : Oxofrd

University of London Press Ltd.25. Safaya, R.N. & Shaida, B.D. (2010), Modern Theory and Principles of

Education, New Delhi : Dhanpatrai Publishing Company Pvt. Ltd.26. Saiyadain, K.G. Education and social order. Bombay : Asia Publishing House.27. Taneja, V.R. (2000). Educational Thought and practice. New Delhi : Sterling28. University of London press Ltd.29. Wiley and Sons, Inc.30. Wingo G. Max, Philosophies of Education. New Delhi : Sterling Publishers.

C1 PracticalBook Review

Each Student is required to review a Book / Journal / Educational Article and Write areport.


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Education And Society

IntroductionEducation is a sub system of the society. The aims of education are determinedby the aims of the society. The relationships between the two concepts i.e.,education and society are so strong that it is not possible to separate them becausewhat happens to one affects the other. It is impossible to think purposefully aboutmany contemporary problems and issues of education without thinking about thesociety. Educational institutions are micro-societies, which reflect the entire society.The education system in any given society prepares the child for future life andinstils in him those skills that will enable him to live a useful life and contribute tothe development of the society. Education as a social phenomenon does not takeplace in a vacuum of isolation; it takes place in the society. This paper will dealwith the functioning of education vis-a-vis the society. Education as a sub-systemof society and how other sub-systems affect education will be discussed. Variousagencies which are involved towards promotioin of education will be discussed atlength. Special emphasis is placed on issues relating to equality of educationalopportunity with specific reference to the Scheduled Castes / Tribes and women.Special attention is also given how education plays an important role towards socialchange, national integration and international understanding in a diverse socialcontext.

Course Objectivesafter completion of this paper, students shall be able to : Justify education as a social process and explain its function. describe the aims of education from sociological perspective. list various agencies of education and their function. justify education as a sub-system of society and how other sub-systems affect

education. appreciate the importance of education for social change.

Unit-I: Education and society Society : Meaning and characteristics Types of society : Agricultural, Industrial, rural and urban

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Interrelationship between education and society Views of Indian thinkers on Education and Society : Radhakrishnan and Sri

Aurobindo on Educaiton Views of Western Thinkers on Education and Society : Dewey and Illich

Unit-II: Education and culture Meaning and concept of culture Characteristics and types of culture Cultural lag and acculteration Cultural dimensions of Education Inter relationship between education, custom and value system.

Unit-III: Education, Social process and Institution Education and socialization Education and social change Education and social mobility Role of Education for the development of the marginalised Education and Affirmative action

Unit-IV: Education and Globalisation Education, Growth and Development Globalisation and liberalization Educational system in Europe Educational system in SAARC countries Education in Globla context

Unit-V: Education and state Concept of Democracy Education in totalitarian and welfare state Interrelationship of state and education Role of education in Nation building State Control of Education and Autonomy in Education.

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References1. Abraham, M.F. (2008). Contemporary Sociology. New Delhi : Oxford University

Press.2. Anand, C.L. et.al. (Ed.) (1983). Teacher and Education in Emerging in Indian

Society. New Delhi : NCERT3. Dewey, John (1973). The School and Society. Chicago : University of Chicago

Press.4. Mathur, S.S. (1966). A Sociological Approach to Indian Education Vinod Pustak

Mandir, Agra.5. Nayak. B.K. Text Book of Foundation of Education. Cuttack : Kitab Mahal.6. NCERT (1983). Teacher and Education in Emerging Indian Society. New Delhi.7. Ottaway, A.K.C. (1966). Education and Society. London : Routledge and Kegan

Paul.

C2 PracticalField Study

Each Student is required to visit a School observe the school functionaing and preparea report.


101


The Learner and Learning Process

IntroductionEducational Psychology plays a pivotal role in understanding Childs uniquecharacter in teaching learning process. No child is alike from physical,Psychological, and social point of view. So a classroom teacher must understandunique characteristics of children and the factors affecting children’s learning. Thiscourse will enable the learners to understand the Childs innate potentialities andapply educational psychology in teaching learning process.

Course ObjectivesAfter completion of this paper, students shall be able to : establish relationship between education and psychology understand various methods used to study individual behaviour explain the application of educational psychology in teaching learning process understand individual difference from intelligence, creativity and personality

point of view explain the concept of learning and factors affecting learning reflect the contribution of various learning theories in teaching learning process Explain different category of people from different personality type and the

type of adjstment.

Unit-I: Educational Psychology Relationship between education and psychlology Meaning, Nature and scope of educational psychology Relevance of educational psychology for teacher Methods of studying learner behaviour : Survey, Ovservation, case study and experimental

Unit-II: Developmental Psychology Concept Difference between growth and development Principles of development Areas of development : Physical, Social, emotional and intellectual during

childhood and adolescence Piagetian stages of cognitive development

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Unit-III: Intelligence, creativity and individual difference Meaning and nature of intelligence Theories : Uni-factor, two-factor, multiple factor, Gardner’s theory of Multiple

Intelligence Measurement of intelligence : individual and group tests, verbal, non-verbal

and performance test. Individual difference : concept, nature factors and Role of Education Creativity : Meaning, Nature and Stages of creative thinking Assessing and

nurturing creativity.

Unit-IV: Learning and motivation Learning : Meaning nature and factor Theories of learning with experiment and educational implications : Trial and

error with focus on laws of learning classical conditioning, operant conditioningand insightful learning and constructivist approach to learning.

Motivation : concept, types and technique of motivation.

Unit-V: Personality and Mental Health Personality : Meaning and nature Assessment : Subjective, objective and projective techniques. Mental Health : Concept, factor affecting mental health and role of teacher Mental Health of teachers Adjustment mechanism

References1. Aggarwal J.C (2010) Essentials of Educational Psychology, New Deli, Vikas

Publishing House Pvt. Ltd.2. Sharma R.N. (2010) Psychology, Delhi, Surjeet Publications.3. Mangal S.K. (2008) Essentials of Educational psychology, New Delhi, Prentice

Hall of India Private Limited.4. Kuppuswamy B (2013) Advanced Educational psychology, New Delhi, Sterling

Publisers Pvt. Ltd.5. Mathur S.S. (1962) Educational Psychology, Agra, Vinod Pustak Mandir.6. Kulshrshtha S.P. (2013) Educational Psychology, Meerut, R. Lall Book Deport.7. Bhatia & Bhatia (2004) A Text Book of Educational Psychology, Delhi, Doaba

House Book Sellers & Publishers.

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8. Pandey Ram Shakal (2006), Advanced Educationial Psychology, Meerut,R.Lall Book Deopt.

9. Bigge, M.L. Psychological Foundations of Education. Harper and Row, NewYork.

10. Chauhan, S.S. (1998). Advanced Educational Psychology. Vikash PublishingHouse, New Delhi.

11. Choube, S.P. & Choube. (1996). Educational Psychology and Experiments.Himalay Publishing House New Delhi.

12. Mangal S.K. (1997) Advanced Educational Psychology. Presentice Hall of India,New Delhi.

13. Woolfolk, A.E. (2011). Educational psychology. Dearling Kinderslay (India) Pvt.,Ltd.

14. Cronbach, L.J. Essential of Psychological Tesing. Harper Collins Publisher,New York.

15. Dash, U.N & Mohanty, M.M. (1990). Schooling and Cognition. Harper CollinsPublisher, New York.

16. Maslow, A.H. (1970). Motivation and Personality (2nd Ed.) New York : Harper& Row.

C3 PracticalAdministration of Psychological Test

Each Student is to administer a Psychological test (Intelligence / creativity / personalitytest) and interpret the scores and prepare a report.


104


Pedagogical Skills

IntroductionIt is important to note that ‘education’ is not synonymous with ‘school’. It has alwaysbeen the case that a range of activities that are educational in nature can, indeedshould, occur outside the school, even from the earliest age given the educativerole of the parents. The Delors Commission Report on education for the 21stcentury proposed ‘learning to live together’ as one of the four pillars of education.It advocates learning to live together by developing an understanding of other peopleand an appreciation of interdependence - carrying out joint projects and learning tomanage conflicts in a spirit of respect for the values of pluuralism, mutualunderstanding and peace (UNESCO, 1996). The Policy context in India and aroundthe globe is moving towards recognition of the educational value of newer form ofpedagogy in the 21st Century which will enable the children to develop criticalreasoning power, justify their views, independent decision making power,expression of thought, and empathy to others’ feelings. Recently NCERT (2005)and NCTE (2009) have changed their curriculum framework and accordingly revisedtheir text books and teacher orientation process to empower to prospective teachersto cope up with emerging pedagogies and to promote higher order learning of thelearners like, creative expression, authenticity, abstraction of ideas, and multiplethinking, etc. This paper is intended to give insight to the students on importanceof pedagogy in education.

Course ObjectivesAfter completion of the course, the students shall be able to : explain the concept of pedagogy differentiate pedagogy from other allied concepts define different type of task of teaching establish relationship between teaching and learning list out different approaches and methods of teaching

Unit-I: Concept of teaching - learning Meaning and definitions of teaching Characteristics and importance of teaching

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Meaning and definition of learning Relationship between teaching and learning

Unit-II: Task of teaching Meaning and definition of teaching task Variables involved in a teaching task : Independent Dependent and intervening

variable Phases of teaching task : Pre-active, interactive and post active phase Level of teaching task : Memory Understanding and reflective level Lesson plan design : The Herbartian steps, 5E Model ICON Design Model

Unit-III: Theories of teaching Meaning and nature of Theory of teaching Types of Teaching Theories Formal : Communication theory Descriptive : Gagne’s hierarchical theory Normative : Theories of Mitra and Clarke

Unit-IV: Principles and Maxims of Teaching General principles teaching Psychological principles of teaching Maxims of teaching

Unit-V: Approaches and Methods of TeachingInductive - Deductive, Analytic - synthetic, Problem Solving and Project method.Shift in focus from teaching to learning - constructivist approach Activity basedand child centered approach - concept andn elements.

References1. Aggarwal J.C (1995) Essentials of Educational Psychology, New Delhi, Vikas

Publishing House Pvt. Ltd.2. Chauhan, S.S. (1995). Innovation of teaching Learning Process, Vikash

Publishing House, New Delhi.3. Kochar, S.K. (2011) Methods and Techniques of Teaching, Sterling Publisher

Pvt. Ltd., New Delhi4. Mangal S.K. and Mangal, UMA (2010) Essentials of Educational Technology,

New Delhi, Asok Ghosh PHI Learning Pvt. Ltd.

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5. Mangal S.K. (1988) Fundamentals of Educational Technology, EducationalPublishers Ludhiana.

6. Nageswara Rao, S., Sreedhar, P & Bhaskar Rao (2007) Methods andTechniques of Teaching, Sonali Publications, New Delhi.

7. Oliver, R.A. (1963) effective teaching, J.M. Dent & Sons, Toronto8. Pathak, R.P. & Chaudhary J (2012) Educational Technology, Pearson, New

Delhi.9. Rayment, T (1946) Modern Education - - It’s Aims and Methods, Longmans,

Green Co. London.10. Ryburn, W.M. (1955) Principles of Teaching, Geoffrey Cembridge, OUP11. Sampath, K, Pannir Salvam. A., & Santhanam, S. (1981) introduction to

Educational Technology, sterling publishers, New Delhi.12. Sharma, R. A. (1986) Technology of Teaching, International Publishing House,

Meerut.

C4 PracticalPreparation of Lesson Plan

Each Student is to required develop five lesson plans in his / her method subject,(which he / she has to opt in 3rd Semester). The plan will be developed followingHerbatian approach / 5E Model / Icon Design Model.

Distribtion of Marks.Preparation Lesson Plan 20Viva-voce 05Total 25

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TECHNOLOGY AND INNOVATIONS IN EDUCATION

IntroductionEducational technology (ET) is the efficient organization of any learning systemadapting of adopting methods, processes, and products to serve identifiededucational goals (NCERT, 2006). This involves systematic identification of thegoals of education, recognition of the diversity of learners’ needs, the contexts inwhich learning will take place, and the range of provisions needed for each ofthese. Our schools should move from a predetermined set of outcomes and skillsets to one that enables students to develop explanatory reasoning and otherhigher-order skills. Educational technology is a powerful tool towards developingsuch reasoning and skills. It should enable students to access sources ofknowledge, interpret them and create knowledge rather than be passive users. Itshoud enable the teachers to promote flexible models of curriculum transaction. Itshould encourage to use flexible curriculum content and flexible models of evaluationas well. Present paper will give an exposure to students to understand the meaning,nature and scope of educational technology. They will be sufficiently oriented aboutnuances of communication and their implications in educational context. They willunderstand the underlying principles of instructional design. Students will developthe ability to prepare lesson plans based on constructivist approach. They will beoriented about the need and importance distance education in India.

Course ObjectivesOn completion of this course, the students will be able to :* Understand the meaning, nature and scope of educational technology* Explain with examples various approaches to educational technology* Describe system approach and its application in educational context* Explain the concepts, principles, modes, process and barriers of communication

and their implication in educational context* Explain the instructional design and its underlying principles* Describe different models of teaching and their use in effecitve classroom

teachingUnit-I: Educational Technology

Meaning, nature and scopeApproaches to Educational Technology : Hardware, software and systemapproach

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Types of Educational TechnologyImportance of Educational Technology for the teacher and the student.

Unit-II: Communication ProcessMeaning and natureProcess, components and typesBarriers of communicationStudy of Classroom Communication through flander’s interaction analysis.

Unit-III: Innovations in Educational TechnologyProgrammed instruction : Concept Basic principles and applications.Microteaching : Concept assumptions, phases and applications.Simulated teaching : concept, procedure and applicationsPersonalized system of instruction : Concept, objectives, strategies andapplications

Unit-IV: Teaching ModelsConcept attainment modelAdvance organizer modelSynetics modelInductive modelMemory model

(These teaching models are to be discussed with reference to focus, syntax, socialsystem, support system and application)

Unit-V: Classroom instructional AidsProjected and non projected AidsICT - enabled devicesOrganisation of school teaching learningMaterials (TLM) Centre : Objective

ProcedurePlanningApplication

Types of Materials to be procured for teaching different school subjects.

References1. Garg, S., Puranik, C., Venkaiah, V., & Panda, S. (Eds) (2006). Four Decades of

Distance Education in India : Reflections on policy and practice. New Delhi : VivaBooks.

2. Hont, Roger & Shedley, Hoh-Computer and Commonsense.

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3. Kulkarni, S.S. (1996). Introduction to Educational technology. New Delhi : Oxfordand IBH.

4. Kumar, K.L. (2008) : Educational Technology. New Delhi : New Age internationalPvt. Ltd.

5. Mangal, S.K. & Mangal, Uma-(2010), Essential of Educational Technology, NewDelhi, Asoke Ghosh PHI Learning Pvt. Ltd.

6. Mukhopadhyay, M. (2001). Educational Technology : Challenging Issues. NewDelhi : Sterling.

7. Mukhopadhyay, M.(2001). Instructional Science in Indian Schools in Rajput J.S.and others (Eds), Experiences in School Education, NCERT, New Delhi.

8. NCERT(2006). National curriculum Framework 2005 Position Paper NationalFocus Group on Educational Technology. New Delhi : Author.

9. Panda, S. (Ed.) (1999). Open and Distance Education : Policies. practices andquality concerns. New Delhi : ABI. Pearson.

10. Rangrajan V. Fundamentals of Computers.11. Roblyer, M.D. (2008). Integrating educational technology in to teaching. New Delhi.12. Sampath et. al. (1981) : Introduction to Educational Technology. New Delhi :

Sterling Publishers Pvt. Ltd.13. Senapaty. H.K. and Pradhan, N. (2005). Designing Instruction for Constructivist

Learning. Staff and Educational Developmental International. 9 (2 & 3), 93-10214. Sharma R.A., Technological Foundations of Education; Meerut : Lall Book Depot15. Sharma. R.A. (1980) Technology of Teaching., Meerut : International Publishing

House.16. Singh, L.C. (2010). Educational Technology for Teachers and Educators. New

Delhi : Vasunandi Publication.17. Sony & Aggrawal - Computer System and Programming.18. Tarachand - Educational Technology, New Delhi, Anmol Publication.19. Vanaja M., Rajasekhar S. & Arulsamy, S. (2005) Information and Communication

Technology (ICT) in Education. Hyderabad, Neelkamal Publication.20. Venkataiah, N. (1996) : Educational technology. New Delhi : APH Publishing

Corporation.21. Walia, J.S. Essentials of Educational Technology. Jalandhar : Ahim Paul Pub.

PracticalClassroom Interaction Analysis

Each student is to observe one classroom interaction preferably in a schooland prepare and observation matrix and write a report.

Distribution of MarksRecord - 20, Viva-Voce -05, Total =25

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PEDAGOGY OF SCHOOL SUBJECTS(Each student is required to select any one of the following school

subjects)METHODS OF TEACHING ODIA

IntroductionMother tongue plays a significant role in the education of a child. It has a greatimportance in the field of education. Therefore, mother tongue must be given animportant and prominent place in the school curriculum. Method of teaching Odiawill ebable us to preserve and enrich our language and culture forever by developingOdia language skills among learners. The learners will also be equipped with theskills to prepare Odia lesson plans by using constructivist approach.

Learning Objectives and Expected OutcomesOn completion of this course, the students will be able to :* Describe the concept of Mother tongue* Explain the semantic peculiarity of Odia language* Justify the importance and objectives of teaching Mother Tongue (Odia) at

Secondary Stage;* Describe various pedagogical approaches of language teaching.* Prepare subject specific lesson plan for improvement of language skills* Plan and construct test to asses language skills and content areas.

Unit-I: ConceptualImportance of mother tongue in the life and education of the childAims and objectives of teaching mother tongue at school levelPlace of mother tongue in the school curriculum

Unit-II: Methods and ApproachesDirect MethodDiscussion Method

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Discussion cum appreciation methodInductive and deductive method

Unit-III: Techniques of TeachingTeaching of prose and poetryTeaching of GrammarTeaching of Composition

Unit-IV: Teaching Learning Materials for teaching OdiaTeaching learning materials : Purpose, Types and UseLanguage Text Book : Importance, PurposeLanguage Laboratory characteristics application

Unit-V: Development of Lesson PlanPreparation of Lesson Plan : Herbartian approach

5E ModelIcon Design Model

References1. Daswani, C.J. Language Education in Multilingual India. New/Delhi (UNESCO)

http://en.wikipedia.org/wiki/language educationhttp://modersmal.skolverket.se/engelska/index.php/mother-tongue-education

2. Kocchar, S.K. Teaching of Mother Tongue. Sterling Publishers, New Delhi.3. Nayak.B-Matrubhasa Shishyana, Orissa; TextBook Bureau NCERT (2005).

National Curriculum Framework, New Delhi.4. Palmer, H.P. Principles of Language Teaching. George G. Harrep and Co.Ltd.5. Ryburn, W.M. (1926). Suggestions for the Teaching of Mother Tongue. OUP.

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METHOD OF TEACHING ENGLISH

IntroductionLanguage is always regarded as the means of communication. Among all theforeign languages English is worldwide accepted as the international language. Ithas been the window on the world through which we peep into the world to graspinternational information on trade, education, health, politics etc. In this connectionwe need to strengthen our efficiency in English language to present ourselves inthe market of education as a skilled person. Basically, in teaching and learning,English language deals with different modes of transaction, language skills. Itenables a teacher to follow variety of methods of teaching of prose & poetry,grammer; and enables to prepare the lesson plan and schme of lessons. As astudent of education, one needs to learn role and anatomy of English language,methods of teaching and developing language skills, phonetics etc which arereflected in the course contents of this paper.Learning Objectives and Expected OutcomesOn completion of this course, the students will be able to :* State the place of English language in India* Describe English as a second language in the multi lingual syllabus India* List out different techniques of teaching* Discuss different type of teaching learning materials in teaching English* Prepare lesson plan in English

Unit-I: Teaching / Learning English as a Second LanguageImportance of learning English as a second languageAims and objectives of teaching EnglishPlace of English in School curriculum

Unit-II: Methods and approaches

Translation and Direct methodsStructural approach to teaching EnglishCommunicative approach to learning English

Unit-III: Techniques of teachingTeaching prose and poetryTeaching grammarTeaching composition

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Unit-IV: Teaching learning materials for teacing EnglishTeaching Aids : Purpose types and useThe English test book and work bookThe language laboratoryApplication of ICT in teaching English

Unit-V: Developing a lesson plan for teaching EnglishHerbartian approach5 E ModelICON Design Model

References1. agnihotri R.K. and Khanna A.L. (1994). Second Language Acquisition : Socio-

cultural and Linguistic Aspects of English in India. New Delhi : Sage Publications.2. Allen, H.B. (1965). Teaching English as a second language : A book of readings.

New3. Baruah, T.C. (1984) The English Teacher’s Handbook. New Delhi : Sterling

Publishers Pvt.Ltd.4. Billows, F.L. (1975). The Techniques of Language Teaching London : Longman5. Bista, A.R. (1965) Teaching of English Sixth Edn. Agra : Vinod Pustak Mandir6. Catarby, E.V (1986) Teaching English as a Foreign Language in School Curriculum

India, New Delhi : NCERT7. Dash M (2000), Teaching of English as Second Language, Cuttack, Satya Narayan

Book Store.8. Discovery Publishing House Pvt.Ltd.9. Hudelson, Sarah. (1995). English as a Second Language Teacher Resource

Handbook. A Practical Guide for K-12 ESL Programs. California. : Corwin Press,Inc.

10. Jain R.K (1994) Essentials of English Teaching, Agra : Vinod Pustak Mandir.11. Joyce, Bruce and Weil, Marsha (2003). Models of Teaching New Delhi : Prentice

Hall of India Pvt.Ltd.12. Kohli, A.L. (2010) Techniques of Teaching English. New Delhi : Dhanpat Rai

Publishing Company13. Mukalel. Joseph C. (2009). Approaches to English Language Teaching. New Delhi.14. Pahuja Sudha (2007), Teaching of English, Meerut, Vinay Rakheja.15. Pal, H.R and Pal, R(2006) Curriculum - Yesterday Today and Tomorrow, New

Delhi : Shipra Publications.16. Sharma, K.L(1970) Methods of Teaching English in India. Agra : Laxmi Narayan

Agrawal17. Shrivastava, B.D(1968) Structural Approach to the Teaching of English. Agra :

Ramprasad and Sons.

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METHOD OF TEACHING MATHEMATICS

IntroductionMathematics is closely linked not only with the daily life of the human society butalso with scientific and technological world. Therefore, teaching of mathematicsformed, since the advent of education in human history, one of the three ‘R’ s oflearning. To be effective in teaching and creating a constructive learning situation,the teacher should not only have the content knowledge of mathematics, but alsothe pedagogical knowledge and its values in daily life of the human being. Thepedagogical knowledge of mathematics will help the learner to effectively transactthe mathematical concept and apply the effective strategy to assess the learner.

Course ObjectivesOn completion of this course, the students will be able to :* Explain the nature and scope of mathematics* Identify different types of proof in mathematics and their application to solving

mathematical problems* Relate the mathematical concepts with other school subjects* Achieve the mastery over the methods, strategy and approaches for transacting

the hcontents of mathematics* Develop mathematics achievement test and acquire of the scoring procedure* Analyze learners learning difficulties and develop remedial strategies to meets

needs of slow learners and to develop enrichment materials for the advancedlearners.

Unit-I: Importance and values of teaching mathematicsAims and objectives of teaching mathematicsRelationship of mathematics with other school subjects

Unit-II: Mathematics curriculum and its organization at school stagePrinciples of curriculum construcion in MathematicsPrinciples of Arranging / organizing curriculumPedagogical analysis of content in school Mathematics

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Unit-III: Methods of teaching mathematicsAnalytic and synthetic methodsInductive and deductive methodsProject method

Unit-IV: Teaching learning materials in mathematicsTeaching Aids in mathematics : Purpose types and useMathematics text book and work bookThe language laboratoryApplication of ICT in teaching mathematics

Unit-V: Developing a lesson plan for teaching mathematicsHerbartian approach5 E ModelICON Design Model

References1. Cooper, B.(1985). Renegotiating Secondary School Mathematics. The Hamer

Press : East Sussex2. Ediger Marlow & Rao Bhaskar Digumarti (2006) Teaching Mathematics

successfully New Delhi, Discovery Publishing House.3. James, A.(2003). Teaching of mathematics. Neel Kamal Publication : Hyderabad4. Michel.(1982). Teaching Mathematics. Nicholos Publication Co : New York.5. NCERT (2005) Position paper of National Focus Group (NFG) on Examination

Reform. NCERT : New Delhi.6. NCF (2005) National Curriculum Framework. NCERT : New Delhi7. Parida Karunakar (1976) Ganita Skikhyana Paddhati BBSR, Odisa, State Bureau

of Text Book8. Patnaik Beena Kumari (2011) Teaching of Mathematics for beginners, BBSR

Kalyani.9. Scopes, P.G. (1973). Mathematics in Secondary Schools - A Teaching Approach.

Cambridge : Cambridge University Press10. Sidhu, K.S (1985). Teaching of Mathematics. New Delhi : Sterling publication

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METHOD OF TEACHING HISTORY

IntroductionHistory occupies an important place in the school curriculum. Through historystudents will aware about the past events and developments. History createslikagebetween present and past. Through the subject our students will respect our culturetraditions and heritage. History shows path to future.

Course ObjectivesOn completion of this course, the students will be able to :* Explain the meaning and scope of history* Relate History with other school subject* Explain the different approaches to organization of contents in History* Achieve mastery over different methods and approached for curriculum

transaction* List out the different types of teaching learning materials in history and explain

their importance.* Prepare Lesson plan in History

Unit-I: History : Meaning, nature, scope and ImportanceAims and objectives of teaching History at school levelRelationship of history with other school subjects

Unit-II: The history curriculumApproaches to organization of contents in history curriculum : chronological,concentric, topical, regressive.Selection of content of History : Local, national and global perspectives.The history curriculum at school level in Odisha.

Unit-III: Methods of teaching historyLecture, story telling, narration-cum-discussion, dramatization, source methodDevelopment of sense of time and space

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Unit-IV: Teaching learning material (TLM) in historyPurpose, types and useTimelineICT-enabled teaching aids in History

Unit-V: Preparation of Lesson Plan in HistoryHerbartian approach5 E ModelICON Design Model

References1. Bhatia R.L. - Contemporary Teaching of History, Surjeet Publication2. Ghate V.D. - The Teaching of History, Oxford University Press3. Kochhar, S.K. - Teaching of History, Sterling Publisher, New Delhi4. NCERT - A Hand Book of History Teacher : NCERT, New Delhi5. Vajreshwani. R - Hand Book of History : Teachers Allied Publishers, Bombay

METHOD OF TEACHING SCIENCE

IntroductionThe paper is meant for the students joining Masters Level with B.S background.The paper intends to develop an insight among the students regarding science asa dstinct discipline with its characteristics and method of inquiry. The MA (Education)students pursuing science would focus both as physical and biological scienceand acquint themselves with different methods and models of teaching. Themethods, models and materials would be discussed with reference to the contentof course prescribed for H.S.C. examination in science. The students, oncompletion of course, are expected to develop scientific thinking, adapt methodsand materials to the needs of students and conduct assignments in line withconstructivist perspective.

Learning Objectives and Expected OutcomesOn completion of this course, the students will be able to :* Gain insight on the meaning nature, scope and objective of science edcation* Appreciate science as a dynamic body of knowledge* Appreciate the fact that every child possesses curiosity about his natural

surroundings

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* Identify and relate everyday experiences with learning science* Appreciate various approaches of teaching learning of science* Employ various techniques for learning science* Use different activities like demonstration, laboratory experiences,observation,

exploration for learning of science* Facilitate development of scientific attitudes in learner* Construct appropriate assessment tools for evaluation science learning

Unit-I: ConceptualMeaning, nature and scope of General ScienceAims and objectives of teaching science at school levelCorrelation of science with other school subjectsImportance of science in the school curriculum

Unit-II: Methods of approachesObservation methodDemonstration-cum-Discussion methodProject methodHeuristic methodLaboratory method

Unit-III: Science curriculumPrinciples of curriculum construcion in ScienceOrganisation of curriculum in SciencePedagogical analysis of content in Science

Unit-IV: Teaching learning material (TLM) for teaching SciencePurpose, types and useApplication of ICT in teaching scienceThe Science laboratory : Purpose, Importance and utility

Unit-V: Preparation of Lesson Plan in HistoryHerbartian approach5 E ModelICON Design Model

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References1. Clark Julia V. (1996). Redirecting Science Education. CORWIN Press Inc.

California2. MHRD (1986). National Policy on Education. New Delhi : Gol3. Mohan Radha (2010). Innovative Science Teaching Prentice Hall of India, New

Delhi.4. NCERT (2005). National Curriculum Framework - 20055. NCERT (2005). Position paper of NFG on Teaching of Science-20056. NCERT (2005). Position paper of NFG Habitat and Learning-20057. Sutton, CR and Hayson JH. The Art of the Science Teacher, MC Graw Hill Book

Company Ltd. (1974)8. Tony L., Matt C., Bernie K. and Judith T. (2010). Teaching Science. Sage Publication

29 India Pvt. Ltd.

METHOD OF TEACHING GEOGRAPHY

IntroductionGeography as a subject play a vital role in the school curriculum for many peopleGeography means knowing where places are and something of their characteristicsis important for reading or the multiplication of tables for arithmetic, but Geographyinvolves far more. Geography is the study of places on earth their relationship witheach other. Often the study of Geography begins with one’s home community andexpands as person gains greather experience. Thus Geography provides aconceptual link for children between home, school and the world beyond.Geographers study how people enteract with the environment and with each otherfrom place to place and they classify the earth in to regions. It helps us to be bettercitizen.

Course ObjectivesOn completion of this course, the students will be able to :* Explain the meaning and scope of Geography* Relate Geography with other school subjects* Explain the different approaches of curriculum transaction in Geography* List out the different type of Teaching Learning Material (TLM) in Geography

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* Explain the principles of curriculum organization in Geography* Prepare lesson plan in teaching GeographyUnit-I: Conceptual

Meaning, nature and scope of GeographyAims and objectives of teaching Geography at the school levelCorrelation of Geography with other school subjectsPlace of Geography in the school curriculum

Unit-II: Methods and approachesDirect observation and indirect observationDiscussion method / Demonstration-cum-discussion methodProject methodRegional methodHeuristic method

Unit-III: Geography curriculumPrinciples of curriculum construcion in GeographyOrganisation of curriculum in GeographyPedagogical analysis of contents in Geography

Unit-IV: Teaching learning material (TLM) for teaching ScienceTeaching, Learning Materials : Purpose, types and useApplication of ICT in teaching GeographyImportance of Geography Room : Purpose, Importance and utilityGeography Text Book : Importance characteristics purpose and application.

Unit-V: Development of Lesson Plan for teaching GeographyHerbartian approach5 E ModelICON Design Model

References1. Pradhan, A.K. & Pradhan, K. (1991) Content-cum-Methods of teaching Geography,

Cuttack : Books and Books2. Shaida, B.D. Sharma T.C. (2010) Teaching of Geography New Delhi : Dhanpat

Rai Publication Company

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3. Verma, O.P. & Vedanayagam E.G. Geography Teaching New Delhi, India : SterlingPublisher Pvt. Ltd.

4. Verma, O.P. & Vedanayagam E.G. Geography Teaching New Delhi, India : SterlingPublisher Pvt. Ltd.

PracticalSchool Internship

Each student will deliver 5 (five) lesson in his / her method subject opted in the3rd Semester following Herbatian approach / 5E Model / Icon Design Model.

Distribution of MarksDelivery of Lesson Plan - 15Record - 10Total = 25


STATISTICS IN EDUCATION

IntroductionThe fundamental principles and techniques of statistics provide a firm foundationto all those who are pursuing courses in education, psychology and sociology.The role of statistics is essential for collection, analysis, grouping and interpretingthe quantitative data. Research and innovations are very essential in the field ofeducation for enrichment, progress and development of the knowledge society. Alot of surveys and research works are carried out in the field of education. Statisticalmethods help the researchers in carrying out these researches successfully.Therefore, the basic knowledge of statistical method is very vital for conductingany survey, research and project work. Students at undergraduate level must haveto develop the basic knowledge of statistical methods used in education.

Course ObjectivesAfter completion of this course, the students will be able to :* Describe the importance of statistics in field of education

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* Convey the essential characteristics of a set of data by representing in tabularand graphical forms.

* Compute relevant measures of average and measures of variation* Spell out the characteristics of normal probability of distribution* Examine relationship between and among different types of variables of a

research study

Unit-I: Concept of StatisticsMeaning, Definition and characteristics of statisticsKinds of statisticsTypes of DataScales of MeasurementFrequency Distribution

Unit-II: Graphical Representation of DataHistogramFrequency PolygonPie-DiagramCumulative frequency graphCumulative percentage curve/Ogive

Unit-III: Measures of Central Tendency and DispersionMeanMedianModeRangeAverage DeviationQuartile DeviationStandard Deviation

Unit-IV: Measures of CorrelationConcept of CorrelationLinear and Non-linear correlationRank difference method of correlationProduct moment correlational method

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Unit-V: Inferential StatisticsNormal Probability curve - Divergence from NormalityChi-square testt-test

References1. Ferguson, G.A. (1971). Statistical Analysis in Psychology and Education.

Kogakusha.2. Garrett, H.E. (1971). Statistics in Psychology and Education. New Delhi : Paragon3. Guilford, J.P. & Fruchter, B. (1981). Fundametal Statistics in Psychology and4. Hall of India Private Limited5. Mangal, S.K. (2008). Statistics in Education and Psychology. New Delhi : Prentice-6. Nanda G.C. & Khatoi, P.K. (2005), Fundamentals of Educationl Research and

Statistics, Cuttack : Kalyani Publisher7. Rathore. J.M. & Mishra D.C. (2011), Foundations of Statistics in Education,

BBSR :Gyanajuga Publication8. Sharma, R.A. (2000), Advanced Statistics in Education and Psycholog, Meerut :

Surya Publisher9. Swain, S.K. & Pradhan, China & Khatoi, P.K. (2005) : Educational Measurement

Statistics and Guidance, New Delhi : Kalyani Publisher

PracticalStatistical Analysis of Achievement Scores

Each student is required to collect the achievement scores of the students of aclass at least 02 (two) schools and make statistical analysis of the collecteddata and a report.

Distribution of MarksPreparation of Records - 20Viva-Voce - 05Total = 25

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CURRICULUM DEVELOPMENT & EDUCATIONAL GUIDANCE

IntroductionThe organization of schooling and further education has long been associatedwith the idea of a curriculum. But what actually is curriculum, and how might it beconceptualized ? We explore theory and practice of curriculum design and itsrelation to informal education. Curriculum theory and practice to some must soundlike a dull but required course activity. Curriculum theory at its best is a challngingand exciting intellectual puzzle. It is a vibrant field full of contradictions, challenges,uncertainties and directions. Yet it is a critical field, the outcome of which doesmatter. When we teach, whether from preschool to high school; from children toadult, whether educating or training, what we do must make a difference. Wecannot waste our audiences time with training that doesn’t help, with educatingthat doesn’t educate, or teaching that which may be irrelevant or even wrong. If asurgeon makes a mistake, his patient dies. if teachers, educators, professors,trainers make a mistake, we do not readily see the consequences, and indeedmay never see the consequences. Ask yourself : Have you hurt anyone lately bygiving misinformation? Did you really make a difference in your teaching, sayyesterday? How do you know? Does the curriculum that you help design anddeliver really do the job it is supposed to? This course deals with the theory andpractice of curriculum design. Participants will want to ask “How do I do curriculumdesign?” “What are the theoretic underpinnings which inform the practical problemsof making curriculum?” For this course, however, the underlying theoreticalfoundations which inform how and what one does will bias our discussions intoparticular directions. Students need Guidance in different ways and in various formsto solve their problem. Educational guidance is helpful for all categories of learner.There are different services available to provide guidance to students. The presentpaper emphasizes the study of various concepts of guidance and counseling andits importance in teaching learning process.

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Course ObjectivesOn completion of this course, the students will be able to :* Define and explain the concept of curriculum.* List different types of curriculum with examples* Suggest bases of curriculum such as, philosophical, psychological and

sociological* Describe different considerations for curriculum planning* Elucidate different process of curriculum development* Explain the role of teacher in curriculum development* Identify major issues and trends in curriculum* Explain National curricular Framework (2005)* Explain different type of Guidance & Counselling* List our different type of counseling services and the role of teacher in organizing

those services

Unit-I: CurriculumMeaning and importanceTypes of Curriculum : Subject centered, Learner centered, experience centeredcurriculum, Core curriculum, Local specific curriculum.Components of curriculum : Objectives, Content, Learning experience &Evaluation

Unit-II: Bases of curriculumPhilosophical, Sociological & Psychological bases of curriculumPrinciples of curriculum construction :

Principles of Activity centredness, Community centerednessIntegration, Relavance, Balance, Flexibility, Variety & Plurality, Forward looking,

contextuality, ICT - enabled

Unit-III: National Curricular Framework (NCF) 2005Guiding PrinciplesLearning & knowledgeCurricular areas, School stages & Assement

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Unit-IV: Guidance and CounselingGuidance : Meaning, Nature and ScopeTypes of guidance : Educational, Vocational & PersonalCounseling : Meaning, Nature & ScopeDifferent types of counselingTechniques of counseling

Unit-V: Organisation of Guidance Services in SchoolPlacement ServiceOccupational information servicePupil inventory serviceFollow up serviceRole of teacher in organizing guidance services in school

References1. Bhatanagar, R.P. & Rani Seema (2003) Guidance and counseling in Education

and Psychology, Meerut, Surya Publication.2. Chauhan, S.S. (2009) Principles and Techniques of Guidance, New Delhi, Vikas

Publicashing House Pvt. Ltd.3. Crow, L.D & Crow. A. (1966) Introduction to Guidance, New Delhi : Eurasia

Publishing House.4. Jones, A.J. (1934) Principles of Guidance, New York : McGrowHill Book Co.5. Kochar, S.K. (1987) Education and Vocational Guidance in Secondary Schools,

New Delhi : Sterling Publishers Ltd.6. Krug, E.A. (1956) Curriculum Planning, New York : Harper and Row Publishers7. Myers, G.E. (1941) Principles and Techniques of Vaocational Guidance, New York

: McGraw Hill Book Company, inc.8. Rao, S.N. (2003) Counselling and Guidance New Delhi, Tata Mc Graw Hill9. Sharma, R.N. (2006) Guidance and Counselling Delhi, Surjeet Publication10. Taba, H. (1962) Curriculum Development-Theory and Practice, New York : Harcourt

Brace, Jovanovich.11. Tanner, D. and Taneer, L. (1975) Curriculum Development, Theory and Practice.

New York. Mac Millan Publishing Co.Inc.

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12. Tyler, R.W. (1941) Basic Principles and Curriculum and Instruction, University ofChicago Press.

13. Beane, JA, Conrad, E.P. Jr. & Samuel JA, Jr. Curriculum Planning andDevelopment, Allyn & Bacon, Boston, 1986

14. Brady, L. Curriculum Development, Prentice Hall. 199515. Doll, R.C. Curriculum Improvement : Decision - Making and Process, Allyn and

Bpston, 199616. Marsh, C.J. & Willis, G., Curriculum - Alternative Approaches, Ongoing Issues,

Merhill / Prentic - Hall, 1999, York, 199217. Ornstein, A.C. & Hunkings, E, Curriculum. Foundations, Principles and Issues,

Allyn & Bacon, Boston, 199818. Pratt, D., Curriculum Design and Development, Mcmillan, New York, 198019. Saylor, J.G. Alexander, W.M. & Lewis, A.J. Curriculum planning for Better Teaching

for Beter teaching and learning, Hott, Rinehart & Winston, New York, 1981

PracticalText Book Review

Each student will review a school text book and write adetailed report

Distribution of MarksRecords - 20Viva-Voce - 05Total = 25

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EDUCATIONAL ASSESSMENT & EVALUATION

IntroductionAssessment is considered to be one of the most crucial aspects of any teachinglearning process, as it helps the teacher to record the growth of their students,planning for instructional strategy and most importantly helps to assess their owngrowth over the years. An effective method of assessment in the classroom helpsto create conducive learning environment and a teacher must have to know differenttechniques of assessment which may improve students learning. The key issuesthat involve in assessment are how to assess, when to assess, and what will beits implication on students learning. The paper outlines the above mentionedquestions and different issues that involves in assessment.

Course ObjectivesAfter completion of the course, students shall be able to :* Describe the role of assessment in education* Differentiate measurement in education* Establish the relationship among measurement, assessment and evaluation.* Explain different forms of assessment that aid student learning* Use wide range of assessment tools and techniques and construct these

appropriately.* Classify educational objectives in terms of specific behavioral form* Prepare a good achievement test on any school subject* Explain the characterstics of good measuring instruments* List out different type of assessment techniques

Unit-I: Assessment & Evaluation in EducationUnderstanding the meaning of Test, Measurement Evaluation and AssessmentScales of MeasurementTypes of measurement, Norm REferenced and Criterion ReferencedProcedure of Evaluation : Placement, Formative, Diagnostic and SummativeConcept of continuous and comprehensive evaluation (CCE)

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Unit-II: Instructional ObjectivesTaxonomy of Educational objective with special reference to cognitivedomainMethods of stating instructional objectives : General Instructional objective andspecific learning outcomesRelationship of Evaluation procedure with objectivesConstruction of objective based and objective type test items : Essay type,Objective type : principles o construction, Advantages and limitations.

Unit-III: Techniques of AssessmentObservationInterviewRating ScaleChecklistProjectConcept Mapping(Above techniques are to be discussed with reference to purpose, type,procefure of administration and application)

Unit-IV: Test constructionTeacher madetest vs. standardizationGeneral Principles of Test construction and standardization : Planning, Preparing,Tryingout & Evaluating.

Unit-V: Characteristics of a Good TestReliability - Concept and methodValidity - Concet, type and methods of validationObjectivity - Concept, type and factorsUsability - Concept and factors

References1. Aggarwal J.C (1997) Essentials of Examination System, Evaluation, Tests and

Measurement. Vikas Publishing House, Delhi2. Banks, S.R. (205). Classroom Assessment : issues and Practices. Boston :

Allyn & Bacon.

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3. Blooms, B.S. (1956). Taxonomy of Educational Objectives. New York : longmanGreen and Company.

4. Cooper, D. (2007). Talk About Assessment, Strategy and Tools to Improve learning.Toronto : Thomson Nelson

5. Earl, L.M. (2006). Assessment as Learning : Using Classroom Assessment toMaximize Student Learning. Thousand Oaks. Carifornia : Corwin Press.

6. Gronlund, N.E. (2003). Assessment of student Achievement. Boston : Allyn &Bacon.

7. Kalpan, R.M. & Saccuzao. D.P. (2000). Psychological Testing, principles,Applications & Issues. California : Wordsworth.

8. Linn, R.L. & Gronlund, N.E. (2000). Measurement and Assessment in TeachingLondon : Merrill Prentice Hall.

9. Ebel, R.L. and Frisbie, D.A. (1991) Essentials of Educational Measurement, NewDelhi : Prentice Hall of India Ltd.

10. Lindquist, E.F. (1951) Essential Measurement Washington : American Councilon Education

11. Stanley J.C. and Hopkins K.D. (1990) Educational and Psychologicalmeasurement and Evaluation (7th Edn.) New Jersey : Prentice Hall of India Ltd.

12. Thorndike, R.L. Hagen, E (1955) Measurement of Evalutation of Psychology andEvaluation. New York : John Willey and sons.

PracticalConstruction of an achievement test

Each student will construct 50 objective based objective type test items alongwith a blue print.

Distribution of MarksRecord - 20Viva-Voce - 05Total = 25

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INTRODUCTION TO EDUCATIONAL RESEARCH

IntroductionResearch is a creative work undertaken systematically to increase the stock ofknowledge, including knowledge of humanity, culture and society, and the use ofthis stock of knowledge to devise new applications. It is used to establish or confirmfacts, reaffirm the results of previous work, solve new or existing problems, supporttheorems, or develop new theories. A research project may also be an expansionon past work in the field. The primary purpose of research are documentation,discovery, interpretation, or the research and development of methods and systemsfor the advancement of human knowledge. Approaches to research depend onepistemologies, which vary considerably both within and between humanities andsciences. In the present paper, students will be given and orientation about thenature, purpose, scope of research in education. A brief overview of different typesof research in education will be given to the students. Students will be exposed todifferent methodology of research in education. Students can use appropriate toolsand techniques for the collection of data and understand concept of sampling.

Course ObjectivesOn completion of this course the students shall be able to :* Describe the nature, purpose, scope of research in education* Identify types of research in education* Explain the characteristic of qualitative, quantitative and mixed research* Select and explain an appropriate method for a research study* Select appropriate tools and techniques for the collection of data* Describe the procedure of preparation of research report

Unit-I: Introduction to ResearchMethods of Acquiring knowledgeThe nature of scienceMeaning and characteristics of researchBasic, Applied and action researchThe nature of educational research

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Unit-II: Types of studies in Educational REsearchDescriptive ResearchExperimental ResearchQualitative ResearchPhilosophical and Historical studies

Unit-III: Research DesignIdentification of problem and formulation of research questionHypothesis : Meaning and typesSampling : Concept and PurposeTools of data collection : Questionnaire, Rating scale, Attitude scale and checklistTechniques of data collection : Interview and observation

Unit-IV: Data Analysis and InterpretationAnalysis of Quantitative Data (Descriptive statistical Measure)Analysis of Quantitative Data (inferential statistics based on parametric tests)Analysis of Quantitative Data (inferential statistics based on non-parametrictests)Analysis of Qualitative Data

Unit-V: Research reports and applicationWriting proposal / synopsisMethod of literature survey / ReviewResearch Reports various components or structureScheme of chapterization and Referencing

References1. Ary, D., Jacobs, L. (2002) Introduction to Research in Education, Belmont - USA

: Wadsworth Thomason Learning2. Best J.W. (1986). Research in education. New Delhi : Prentice Hall of India.3. Borg, W.R. & Gall, M.D. (1989). Educational Research : An Introduction. New

York : Longman.4. Corey, S.M. (1953), Action Research to Improve School Practice, New York :

Teachers College Press

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5. Creswell, J.W. (2007). Qualitative Inquiry and Research Design : Choosing AmongFive Approaches. London : SAGE Publication

6. Gay, I.R & Airasian, P. (2000) Educational Research : Competencies for Analysisand application, Macmillian, New York

7. Koul, L (1988) Methodology of Educational research, Vikash Publishing HouseNew Delhi.

8. Momillan, J.H & Schumacher (1989) Research in Education-A ConceptualIntroduction, Harper Collins, New York

PracticalPreparation of Project Proposal

Each student will prepare a project proposal


134


HISTORY OF EDUCATION IN INDIA

IntroductionIn heritage of Indian education, you need to know the key words, Heritage andEducation. The Indian heritage witnesses the most fabulous contributions in thefield of education. It is belived that in the ancient days, education was impartedorally by the sages and the scholars and the information was passed on from onegeneration to the other. The Gurukuls were the traditional Hindu residential schoolsof learning which were typically in the teacher’s house or a monastery. At theGurukuls, the teacher imparted knowledge on various aspects of the religion, thescriptures, the philosophy, the literature, the warfare, the statecraft, the medicineastrology and the history. As the students of Education, you all need to learn thesystem of education starting from the ancient India till the today’s globalisedknowledge society through the hierarchy of time. The paper will develop a senseof appreciation and pride about the Indian Cultural and Educational heritage.

Course ObjectivesOn completion of this course the students shall be able to :* Narrate the concept of education in the context of Indian heritage.* Describe education in ancient India, Particularly, Vedic Education.* Panishadic Education, and the Buddist Education.* Critically examine the education system in Medieval India* Elaborate the role of teacher, school and community in preservation of* Indian heritage and achievement of national goals* Evaluate the education system during British period with special emphasis on

the commissions and committees.* Elaborate the status of education during post-independence period with* Special emphasis on the commissions and committees.

Unit-I: Education in Ancient IndiaEducation during Vedic & Upanishadic periodEducation during Buddhist periodAncient seats of learning : Nalanda, Taxila & VaranasiAchievements of Ancient India in different fields of knowledge and enlightenment

135

Unit-II: Education in Medival IndiaIslamic Education in India : Aims, structure, curriculum, methods and educationalinstitutionsHindu Education : Aims, structure, curriculum, methods and educationalinstitutionImpact of the interaction between the two system of educationEvaluation of state patronage for education during the period

Unit-III: Education during early British period (up to 1885)Educational endeavours during the early British period (up to 1835)Adam’s ReportMacalay’s Minute and Bentinck’s Resolution. 1835Wood’s Despatch 1854Hunter Commission Report 1882

Unit-IV: Education during later British Period (1885-1947)National Education MovementCurzon’s Education policyCalcutta University (Sadler) Commission report (1917)Basic Education 1937

Unit-V: Education in Independent IndiaReport of the University Education Commission 1948Report of the Secondary Education Commission 1952Report of the Indian Education Commission 1966

(Reports of the Commissions to be studied with reference to Aimsm Structure &Curriculum)

NPE 1986 and the Revised NPE 1992.Essence & the Role of EducationNational System of EducationReorganisation of Education at different stages.Report of NKC with regard to school & higher education

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References1. Aggarwal J.C (2010) Landmarks in the History of Moden Indian Education (7th

Ed) New Delhi : Vikash Publishing Pvt. Ltd.2. Das, K.K. (1993). Development of Education in India. New Delhi : Kalyani

Publishers.3. Dash, B.N. (1991) Development of Education in India. New Delhi : Ajanta

Prakashan.4. Keay, F.E. & Mitra, Sukumar (1978). A History of Education in India. New Delhi :

Oxford University Press.5. Mookherjee, R.K. (1988). Ancient Indian Educaiton. New Delhi : Notilal

Banarsidass.6. Mookherjee, R.K. (1989). The Gupta Empire. New Delhi : Motilal Banarsidass.7. Naik, J.P. & Narulla, S. (1996) A Student’s History of Education in India New Delhi

: Mc Millan India Ltd.8. Rawat, P.L. (1989). History of Indian Education New Delhi : Ram Prasad & Sons.

PracticalCase Study

Each student will make a case study of an educational institution and preparereport.


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COMPARATIVE EDUCATION

IntroductionThis paper is an introduction to a systematic study of comparative education, theanalytical survey of foreign educational systems. Comparative education is relativelya young sub field in the very old discipline of pedagogy. Educational reforms areso intimately connected with politics, with problems of race, nationality, languageand religious and social ideals that it becomes rather imperative to have a glimpseover the evolution of educational development of nations. This course is an attemptto combine the two purposes : an academic insight and a general introduction into comparative education as a study of contemporary solutions to various countries.It is widely recognized that this intending students of education should have someknowledge of foreign educational systems and their comparative merits. This paperalso aims at the analytical study of education in all countries with a view to perfectingnational systems with modification and changes, which the circumstances andlocal conditions would demand.

Course ObjectivesOn completion of this course, students shall be able to :* Explain the scope of comparative education* List out the factors of comparative education* Compare the structure, curriculum and evaluation system of India with that of

China, Japan, U.K and U.S.A.

Unit-I: Definition and scope of Comparative EducationFirst pioneers of comparative educationOther subsequent comparative studiesApproaches : statistical, psychological and historicalNational traditions and the definition of a nation

Unit-II: Theory and Methods fo comparative EducationPurpose of comparative educationArea studies : Description and interpretationComparative studies : Juxtaposition and comparison

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Unit-III: FactorsThe Racial factorThe Linguistic factorGeographic and economic factorReligious factor

Unit-IV: System of Education(Characteristic, structure, curriculum and evaluation system)U.K.U.S.A.

Unit-V: System of Education(Characteristic, structure, curriculum and evaluation system)ChinaJapan

References1. Attboch, R.G. Arrive, R. & Kelly, G.P. (Ed.) Comparative Education, Macmillan,

New York, 19822. Bereday, George Z.F (1964) Comparative Method in Education Holt Rinehart and

Winston, Inc, New York3. Biswas, A. & Aggarwal, J.C. Comparative Education, Arya Book Depot, New Delhi,

19724. Chaube, S.P. Comparative Education, Ram Prashad & Sons, Agra, 19695. Gezi, K.I., Education in Comparative and International Perspective, Holt, Rinehart

& Winston, New York 19716. Hans, N., comparative Education. Universal Book Stall, New Delhi, 19887. Joshi N., Education Elsewhere-and Here, Bharatiya Vidya Bhawan, Bomaby 19798. Mukherjee, L, Comparative Education. Allied Publishers, New Delhi, 19759. Sodhi, T.S., Comparative Education, Vikas Publishing House Pvt. Ltd., New Delhi,

1993PracticalCase Study

Each student is required to prepare a term paper on any topic of comparativeeducation.


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EDUCATIONAL PLANNING, ADMINISTRATION AND MANAGEMENT

IntroductionManagement is a universal phenomenon, Knowledge of management isindispensable for successful accomplishment of goals of an organization.Knowledge of management is required to ensure efficiency and better output of anorganization and its functioning. As we know educaiton plays a significant role inthe socioeconomic development of the country, proper management of educationalinstitutions requires managerial skills among all the people entrusted with theresponsibilities of education. The paper deals with various concepts, principlesand functions of educational management. It emphasizes on educational planning,finance and school management and focuses on trends in educationalmanagement. The paper will develop interest towards the educational management.

Course ObjectivesOn completion of this course the students shall be able to :* Explain the concept, nature and scope of education management* Describe the functions of educational management and administration* List down various types of educational administration* Elaborate the principles of educational management* Elaborate the steps in planning* Explain different types of administration* Elaborate functions of state level educational bodies* Describe the sources of financing in education

Unit-I: Educational PlanningMeaning, Nature, Objective and scopeApproaches : Social Demand, Cost benefit analysis and Manpower requirementSteps in Educational Planning : Diagnosis of Educational Development, Planformulation, Plan implementation, Monitoring and EvaluationSchool Development Plan : Concept and Process

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Unit-II: Educational AdministrationConcep, Objectives and scope of educational administrationTypes : Totalitarian and DemocraticBasic Functions of Administration : Planning, Organizing, Directing andControlling.

Unit-III: Educational Administration in the stateAdministration of Education in Odisa : Structure and Functions.Functions of state level educational bodies : SCERT, BSE & OPEPA

Unit-IV: Educational ManagementMeaning, Nature and ScopeTypes : Centralized vs Decentralised Authoritarian vs DemocraticFunctions of Educational Management

Unit-V: Economics of EducationCosts in Education : The current cost and capital cost of education

The Direct and Indirect cost of educationThe Prvate cost, Social cost and unit cost of education

Educationjal Expenditure as investmentFinancing of Educaiton :

Agencies of financing EducationFinancing of education by parentsFinancing of education by Employers

References1. Bhatanagar, R.P. & Agarwal, V. Educational Administration, Meerut, Loyal Book

Depot2. Kochar, S.K. (2002) Secondary School Administration, New Delhi Sterling

Publishers Pvt. Ltd.3. Mishra, P.K. (2008) Rudiments of Guidance and Management in Education, New

Delhi, Kalyani Publishers.4. Naik, J.P. - Educational Planning in India

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5. Shukla, C.S. (2008) Essentials Educational Technology and Management, NewDelhi, Dhanpat Rai Publishing Co. (P) Ltd.

6. Shukla, S.P. - Educational Administration. Agra, Vinod Pustak Mandir7. Bhatnagar, R.P. & Verma, L.B. (1978). Educational Administration. Meerut, India.8. Blaug, M. (Ed), Economics of Education. Vol. 1 & 2 Penguin9. Deshmukh, A.V. and Naik A.P. (2010). Educational Management. Mumbai10. Fadia, B.L. (2010). Public Administraion. New Delhi : PHI11. Himalaya Publishing House. India : Dhanpat Rai & Sons.12. Kochar, S.K. (2011). School Administration and Management. New Delhi : Sterling13. Koul, B.N. (Ed) Economics of Education (Block 1, ES 317), IGNOU, New Delhi,

199314. Rajaiah, B., Economics of Education. Mittal, New Delhi, 198715. Safaya, R & Saida, B.D. (1964). School Administration and Organisation. Jalandhar16. Schultz, T.W., The Economic Value of Education. Columbia University Press,

New York, 196317. Singh, B., Economics of Indian Education, Meenakshi Prakashan, New Delhi,

198318. UNESCO. Readings in the Economics of Education, 196819. Vaizey, J., The Economics of Education. Feber & Feber, 1962

PracticalVisit to Administrative Unit

A visit to educational administrative unit such as DHE, SCERT, RDE, CHSE,University OPEPA interaction with administrator(s) and preparation of a report.


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CONTEMPORARY CONCERNS IN INDIAN EDUCATION

IntroductionTo remain current, to widen understanding levels holistically, and to thoroughlyprepare learner for the world in which they will ultimately live and work, they mutcontinually examine current practices in search of better solutions and neededchange. The intent of this course is to familiarize learner to historical roots ofUniversalisation of Elementary education and initiative so far taken by Govt. tomaterialize this reality. Further, paper generally discusses the effort of Govt. toextend the provision of free and compulsory education at secondary level anddeveloping a sound approach to dealing with the rapid pace of reform and changefrom the teacher’s perspective. Emphasis is placed on examining over variousemerging issues, problems and strategies of current trends relating to peaceeducation, Human Rights education value education, environmental education,Life skills education

Course ObjectivesOn completion of this course the students shall be able to :* Explain the concept of universalization of elementary education* Describe universalization of elementary education and secondary education

implementation strategies* Describe present position of secondary education* Explain the challenges of secondary education* Explain present scenario of higher education and agencies for improvement* Explain the concept of value education, environmental deucation and Life skills

education

Unit-I: Elementary EducationUniversalisation of elementary educationRight of Children to Free and compulsory education (RCFCE) Act 2009Quality concerns in Elementary educationSarva Sikshya Abhiyan (SSA) & District Primary Education Project (DPEP)

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Unit-II: Secondary EducationPresent position of secondary education in IndiaChallenges and problems of secondary educationVocationalisation of secondary educationRashtriya Madhyamik Sikshya Abhiyan (RMSA)

Unit-III: Higher EducationPresent position of Higher Education in IndiaChallenges in higher education : expansion, quality & inclusiveness.RUSA

Unit-IV: Social Commitments in EducationGender issues in Indian educationEqualisation of educational opportunityConstitutional provisions for educationEducation for national integration and internatitonal understanding

Unit-V: Emerging concernsEnvironmental EducationValue education, Peace Education and Human Rights EducationAdolescent EducationLife skills educaiton

References1. Aggarwak, J.C (2010). The progress of Education in free India. New Delhi : Arya

and Rejuvenation of Higher Education. New Delhi : Author2. Bhatnagar, T.N (1995) Teacher Education in India. New Delhi : NCERT. Book

Depot3. Dash, M & Nanda, G.C (1998). Trends and Issues in India Education. Cuttack :

Kochhar, S.K (1989) Pivotal Issues in Indian Education. New Delhi : Sterling4. MHRD, Govt. of India (2008). Report of The Committee to Advise on REnovation5. Mohanty Jagannath (2008) : Modern Trends in Indian Education, New Delhi, Deep

& Deep Publications Pvt. Ltd.

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6. Mohanty, S.B (1996) Education in Changing Indian Society. Cuttack : Vidyapuri7. Nanda, S.K. (1991) Indian Education and its Problems Today. New Delhi : Kalyani

Publishers Publishers Private Ltd.8. Qureshi, M.U. (2000) Problems of Indian Education, New Delhi : Anmol Publications9. Safeya, R.N (1998) Development, planning and problems of Indian education,

Delhi : Dhanpat Rai and Sons.10. Saxena, N.R. Mishra, B.K & Mohanty, R.K. (2005) Teacher Education. Meerut :

Surya Publication.11. Tilak, Jandhyala B.G. (2006) Education : A saga of Spectacular Achievements

and Conspicuous Failures in India : Social Development Report. New Delhi :Oxford University Press.

12. Tilak Jandhyala B.G. (2003) Education, Society and Development. New Delhi :APH Publishing Corporation for NUEPA

13. UGC (2012). Higher education in India at a glance. New Delhi : Author14. Walia, J.S. (2004). Modern Indian Education and Its Problems. Punjab : Paul

Publications.

PracticalEducational Programme Review

Each student is required to collect the perception of students / teachers /community members about the relevance and implementation issues in respectof an educational initiative / programme and prepare a report


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Paper-I

ICT IN EDUCATION

IntroductionInformation and Communication Technology (ICT) now hold great potential forincreasing the access to information as well as a means of promoting learning.ICT has tremendous potentiality in transforming classrooms in to more engaging,collaborative and productive learning environments in which instructions can becustomized to students’ specific needs, interests and learning styles. It is alsoredefining the way educatiors teach as well as the way the students learn. Thepresent paper is based on above assumptions. The paper will orient the learnersabout the need and importance of ICT in education. It will describe about theimportance of open source software in education particularly, in developing countrylike, India. Students will be given and exposure about the various approaches andstages towards the use of ICT in education. Students are expected to developreasonably good ICT skills in terms of use of various computer software and ICTtools.

Course ObjectivesOn completion of this course the students shall be able to :* Explain the concept, nature and scope of ICT in education* Differentiate web. 1.0 andd web 2.0* Describe the importance of open source software in education* List and explain various approaches in adoption and use of ICT in education* List and explain various stages of ICT usages in general and pedagogical* Usages in particular in education* Describe the needed teacher comptencies for ICT usage in the classroom* Demonstrate the use of various computer software such as Word-processing,

Spreadsheets and Presentation.

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Unit-I: Information & Communication Technology : Meaning and importanceThe ICT infrastructure : Computers, telecommunication network, networkingIntroduction to internet, the world wide web, e-mail, and social mediaICT potential for improving access, quality and inclusion in education

Unit-II: E-learning : meaning and importanceE-learning methods and media :

Virtual learning environmentVirtual universitiesMassive Open Online Course (MOOCs)WeblinersSpecial internet forum / discussion groupse-tutorials

Unit-III: ICT ResourcesOpen Educational Resources (OERs) purpose and importancee-Libraries, e-books, e-journals, InflibnetImportant website for education : NCERT, UGC, NCTE, MHRD, DHE, UNESCO,UNICEF, UIS (UNESCO Institute of Statistics) etc.Other liarning resources : Encyclopedia, dictionaries, multimedia etc.

Unit-IV: ICT in class roomPurpose and importance of ICT in class roomICT enabled curriculum : enhancing ICT use in the existing curriculumFull integration of ICT into curriculumDesigning / Developing ICT integrated smart classrooms : hardware andsoftware requirements, utilization proceduresDeveloping multimedia and ICT based lessons.

Unit-V: ICT for scbool improvementICT for competencey standards and professional development of teachersICT for school administrationICT for student support services : admission libraries, guidance, maintenanceof student records etc.ICT enabled assessmentICT for open and distance learningICT for life long learning

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References1. Govt. of India (2012). National Policy on ICT in school Education & Literacy. MHRd,

Govt, of India2. Mongal, S.K. & Mangal, U. (2010) Essentials of educational technology, New Delhi

: PHG PHI learning3. UNESCO (2014) Central Asia symposium on ICT in education 2014 : outcome

document Bangkok : UNESCO Asia Pacific REgional Burreau for Education4. UNESCO (2015) fostering Digital citizenship through safe and responsible use

of ICT : A review of current staturs in Asia and the pacific as of December 2014.Bangkok : UNESCO Asia pacific regional Bureau for education.

5. UNESCO, Bangkok, E-learning series on information communication technology(ICT) in education

6. UNESCO (2002) Information and communication technology in education : Acurriculum for schools and programme of teacher development. Paris : UNESCO

7. UNESCO (2008). Capacity building for ICT integration in education. Retrievedfrom http://portal. unesco.

8. UNESCO (2008). ICT competencey standards for teachers : policy framework9. Tetrieved form http://portal.unesco

PracticalInternet Search for Study Material

Each student is required to search internet, collect study materials related toany educational topic and write a report.


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Paper-II

SPCIAL EDUCATION

IntroductionNature and nature have a substantial role to play in growth and development ofhuman beings. Nature and nurture apart, human organism is susceptible to damgethrough disease and injury. Disease, accident, genetic causes or any other reason,which inflicts the persons, causing loss or want of abilities, may not be equal in allcases. Accordingly th edegree of abilities or lack of abilities varies. Deviationsfrom average of physical and mental ability of human beings beyond limits resultingin substantial and appreciable difficulties in performing a function or in socialadjustment process be perceived as disability. Some of the practioners understndrehabilitation as a graded acquentrial individualized approach in which charity hasgiven way to right so far as the empowerment of persons with disability inconcerned. Education is the means to empower them. It has become a fundamentalright of every child. The evolution of education of persons with disability has ahistory with the starting point in the 10th century in Europe and America. It hasbeen realize that education of the persons with disability is very crucial for thedevelopment and independent leaving as far as possible. Education of the personswith disability has evolved as an essential responsibility of the government notonly because of constitutional provisions but also with the UN mandates.

Course ObjectivesOn completion of this course students shall be able to :* Know about the concept, nature, objectives, types and historical perspective of

special education* Explain the innovations and issues of special education* Elaborate the policies and programmes of special education* Able to identify different type of special category children* Understand various educational interventions meant for special children* Explain the role of resource teacher and special teacher

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Unit-I: conceptualExceptional children : Concept and typesInter relationship between impairment, disability and handicap.Historiical development of special education in India.Issues and innovations in Education of Exceptional children : Mainstreaming,Labeling and De-institutionalisation

Unit-II: Policies and programmes in the Education of Special ChildrenIndian Education Commission (1964-66)National Policy on Education (1986)Report of Rama Murty Committee (1991)Programme of Action (1992)UN Conventions in Human Rights (1994)

Unit-III: Education of the gifted and creative childrenConceptCharacteristicsIdentificationEducational ProvisionsRole of Teacher

Unit-IV: Education of the Educable Mentally RetardedConceptCharacteristicsMethods of identificationEducational ProvisionRole of Teacher

Unit-V: Education of Children with Learning DisabilityConceptCharacteristicsMethods of identificationRole of Special / Resource Teacher

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References1. Blackhurst. A.E. & Berdine, W.H. (Eds) (1981). An introduction to special education,

Little Brown & Co. Boston2. Hallahan, D.P. & Kauffman, I.M. (1990) Exceptional children : Introduction to special

education, Prentice Hall inc, Englewood cliffs, New Jercy.3. Hewatt, F.M. & Forness, S.R. (1974) Education of Exceptional Learners Allyns &

Bacon, Ins, Boston.4. Kirk, S.A. & Lord, F.E. (Ed) 1974), Exceptional children, Educational Resources

and perspective, Houghton, Mittlin Boston.5. Kid, S.A. & Galigher, J.J. (1989), Educationg Exceptional Children, Houghton Miffin

and Co. Boston6. Panda, K.C. (2009) Vikas Publishing House, Pvt. Ltd.7. Telford, C.W. and Sawrey, JM (1977). The exceptional individual. Prentice House,

Inc. Englewood Cliff N.J.8. Yaseldyke, J.E. (1989) Introduction to special Education, Houghton Miffin and Co,

Boston.PracticalInternet Search for Study Material

Each student is required to conduct a case study of a special child and write areport.


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Paper-III

DISTANCE EDUCATION

IntroductionDistance education was an educational mode supplementary, Complementaryand alternative to conventional / traditional system of education depending on thesituation it was practiced. Today it has evolved in to an independent system ofeducation, hanks to the growth of communication Technologies and cognitivesciences which are flexible enough to use the technoloies for pedagogic purposes.It is and educational innovation to meet the ever increasing and diversifiededucational needs and demands of the society which are sequal to changing social,economic and other conditions on one hand and technological developments onthe other. Distance education is innovative in the sense that it sets up its ownnorms, approaches and methodology which are different from the face-to-facesystem of education. It can be non-conformist and non-traditional in nature. It makesadequate provision to impart instruction to learners at a distance by incorporatinga variety of meands for didactic interaction between its students and the teachesand / or the institution. This paper is and attempt to provide the students of educaitonhonours some of the fundamental concepts under the purview of distanceeducation.

Course ObjectivesOn completion of this course students shall be able to :* Explain the importance of Distance education in the present context* Describe the historical perspective of distance education* Elaborate the curricular process of distance education* Understand various modes of student support services* Develop clear idea about different type of Distance education institutions.

Unit-I: Concept of Distance EducationAims and objectives of Distance EducationPurposes and functions served by distance educationTheories of Distance EducationDistance education in India : Historical perspective

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Unit-II: Curricular Process in Distance EducationPreparing and supplying study materialICT support for distance learningPersonal contact programme in distance learningAssignments and projects in distance learning

Unit-III: Development of distance learning material / self-instructionalmaterial (SIM)

Planning for self instructional material : Importance objectives and learningoutcomesPreparation of the materialContext, language and formal editing of self - instructional materialSelf - assessment for self - instructional material

Unit-IV: Distance learnersProfit of distance learnersNeed of distance learnersProblems of distance learnerSteps for facilitating distance learnerStudent support services

Unit-V: Open and distance learning institutionsOpen Universities and open schools : Meaning and NatureIGNOU and NIOSother forms of distance education - Correspondence courses, Radio TVeducationVirtual universities and massive Open online courses.

References1. Holmberg, B (1981) : Status and Trends of Distance Education, Kogan page,

London2. Kegan, D (1986) : The Function of Distance Education, Croom Helm, Longon.3. IGNOU, (1998) Growth and Philosophy of Distance Education (Block, 1,2 & 3)

IGNOU, New Delhi.4. IGNOU (2006), Distance Education (Block 1, 2, 3 & 4) IGNOU, New Delhi5. Parmaji. S (Ed) 1984) : Distance Education, Sterling Publishers, New Delhi

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6. Reddy (1988) Open University - The lvory Towers Thrown Open, SterlingPublishers, New Delhi

7. Staff Training and Research Institute of Distance Educaion (1995), ES-311 Growthand Philosophy of Distance Education (Block 1, 2 & 3), IGNOU, New Delhi

Practical - DSE - 3Preparation of Self instructional materials (SIM)

Each student is required to prepare a self instructional material (SIM) on anytopic


ORCase study distance education study centre

Each student is required to conduct case study of distance education studycentre (IGNOU, NIOS, SOU, etc) and write a report.



Paper-IV

PROJECTEach student is required to prepare a project on educational problem / issueand submit a report. The project shall be evaluated by an external and internalexamination.


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ENGLISHSemester - I/III


Modern Indian LiteratureGeneric Elective in English shall have two papers carrying 100 marks each;

paper - 1 : Modern Indian Literature and paper -2: Media and Communication Skill.Students can opt for the course in consecutive semesters, i.e 1st and 2nd or 3rd and4th semesters. Each GE Paper shall have 5 Units carrying 20 marks each.

The paper aims at introducing students to the richness and diversity of modernIndian Literature written in many languages and translated into English.

Unit-I: Historical Overview: Background, definition of the subject and historicalperspectives (from the formative years to the present) will be covered.

Unit-II: The Modern Indian NovelFakir Mohan Senapati - Six Acres and a Third

Unit-III: The Modern Indian Short StoryPremchand : The ShroudIshmat Chugtai : LihaafMahasweta Devi : StanadayiniManoj Das : The Crocodile’s LadyUnit-IV: The Modern Indian Life - Writing

Excerpts from M.K. Gandhis’s Story of My Experiments with Truth (1st two chapters)Amrita Pritam’s The Revenue Stamp (1st two chapters)Rajendra Prasad : Autobiography (Chapter 6 and 7)

Unit-V: The Modern Indian EssayA.K. Ramanujan : Is there an Indian Way of Thinking ?An Informal Essay (Collected

Essays OUP, 2013)Namwar Singh : Decolonising the Indian Mind (Tr. Harish Trivedi, Indian Literature

Vol. 35, No.5 Sept-Oct Issue, 1992, Pp, 145-156)G.N. Devy’s Introduction to After Amnesia (The G.N. Devy Reader, Pp. 1-5, Orient

Blackswan, 2009)

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Semester - IIGeneric Elective (GE)

Paper-II

Media and Communication Skill

The paper aims at introducing the students to media studies, communication,advertisement ethics, cyber media and social media.

Unit - I: Introduction to Mass communicationMass communication and globalizationForms of Mass-communicationBarriers of Communication

Unit - II : Language of communicationPamphlets, Posters etc.Performing Street playsCreating Jingles and Tag-linesScript writing for TV and Radio

Unit -III : AdvertisementTypes of AdvertisementAdvertisement Ethics, Language of AdvertisementHow to create Advertisements / Story BoardsCreating, Visualizing and enacting an Advertisement

Unit -IV : Media WritingWriting News Reports and EditorialsEditing for Print and Online - MediaHosting Radio Programmes and Panel DiscussionWriting Reviews : Book, Film, TV Programmes

Unit - V : Introduction to Cyber Media and Social MediaTypes of Social Media and their impactIntroduction to Cyber MediaCase studies on Current issues of Indian Journalism

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CORE (HONOURS)

English Core (Hons)There shall be 14 papers in English core (Hons). Paper - 1 & Paper - 2 shall be

taught in first semester, 3 & 4 in 2nd semester, 5, 6 & 7 in 3rd semester, 8, 9 & 10in 4th semester, 11 & 12 in 5th semester & 13 & 14 in 6th semester. A student ofEnglish Hons also has to take four Discipline specific Elective Course (DSC) inthe 3rd year in 5th & 6th semester. DSE Paper - 1 & Paper - 2 shall be taught in 5thsemester & paper - 3 in 6th semester. Students have to submit a project in lieu ofDSE paper - 4 in 6th semester.

Each core paper shall have 5 Units carrying 20 marks each.


British Poetry and Drama - 14th to 17th Century

Mid Sem : 20 marks, End Term : 80 Marks

Unit-I: A historical Overview: The students will be acquainted with thehistorical, social, cultural and political background of the period covering Anglo-Saxon, Renaissance, Reformation, Elizabethan and Jacobean Age etc.

Unit-II: Chaucer: The Wife of Bath (Prologue)Unit-III: Poetry: Thomas Campion : Never Love Unless You Can

Philip Sidney : Sonnet-1 (from Astrophel and Stella)Michael Drayton : Since there is no helpBen Jonson : Song to CeliaShakespeare : Sonnet No - 73, 116, 130Spenser : Sonnet No - 75 (Selections from Amoretti)

Unit-IV: Shakespeare: MacbethUnit-V: Shakespeare: Twelfth Night

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Readings

1. Pico Della Mirandola, excerpts from the Oration on the Dignity of Man, in thePortable Renaissance Reader, ed. James Bruce Ross and Mary MartinMcLaughilin (New York : Penguin Books, 1953) pp.476-9

2. John Calvin, ‘Predestination and Free Will’, in The Portable RenaissanceReader, ed. James Bruce Ross and Maxy Martin McLaughlin (New York :Penguin Books, 1953) pp.704-11

3. Baldassare Castiglione, ‘Longing for Beauty’ and ‘Invocation of Love’, in Book 4of The Courtier, ‘Love and Beauty’, tr.George Bull Cttarmond Worth : Penguin,rpt. 1983) pp.324-8, 330-5

4. Philip Sidney,An Apology for Poetry, ed. Forrest G.Robinson (Indianapolis : BobbsMerrill, 1970) pp.13-18

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British Poetry and Drama - 17th to 18th Century

Mid Sem : 20 marks, End Term : 80 Marks

Unit-I: The students will be taught the historical, social, cultural and politicalbackground of the period covering the rise of Puritanism, 17th century, the periodof Upheaval, Metaphysical Poetry, Cavalier Poetry, Restoration, Comedy of Humors,Age of Queen Anne, Neoclassicism, Heroic Poetry, Restoration Comedy, the riseof Prose and Satire, Age of Dryden and Pope etc.

Unit-II: Milton: LycidasDonne: The Sunne Rising, Batter my HeartMarvel: To his Coy MistressGeorge Herbert: The PulleyUnit-III: Congreve : The Way of the WorldUnit-IV: Pope : The Rape of the LockDryden : Mac - FlecknoeUnit-V: Dryden: All for Love

Readings1. A Short History of English Literature: Edward Albert (OUP)2. A History of English Literature: Traversing the Centuries : Choudhury and

Goswami, Orient Black Swan.3. The Norton Anthology of English Literature, Vol. B : The Sixteenth Century &

The Early Seventeenth century.4. The Seventeenth Century Background: Basil Willey5. The Eighteenth Century Background: Basil Willey

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Paper III British Literature - 18th Century

Unit - I : Historical OverviewRestoration - Glorious Revolution - Neo classicism - Enlightenment,The country and the city, The Novel and the Periodical Press.

Unit - II : Thomas Gray - Elegy written in a country chuchyard

Unit - III : Fiction Daniel Defoe - Robinson Crusoe

Unit - IV : Jonathan Swift - Gulliver’s Travels

Unit - V : Non Fiction Prose - Essays

1. J Addison - Reflections on Westminister Abbey2. R. Steele - Recollections3. O. Goldsmith - Man in Black4. S Johnson - Mischiefs of Good Company5. - Decay of Friendship

Readings1. Jeremy Colliex, A Short view of the Immorality and Profaneness of the English

Stage (London : Routledge, 1996).2. Daniel Defoe, ‘The complete English Tradesman’ (Letter XXII), ‘The Great of

Subordination Considered’ (Letter IV) and ‘Complete English Gentleman’, inLiterature and Social Order in 18th Century England, Stepher Copley (London :Croom Helm, 1984)

3. Samuel Johnson, ‘Essay 156’, in The Rambler, in Selected Writings : SamuelJohnson, ed. Peter Martin (Cambridge : Harvard University Press 2009)

160


British Romantic literature

Unit - I : Historical Overview, Reason and Imagination - Conceptions of NatureLiterature and Revolution - The Gothic - The Romantic Lyric

Unit - II : William Blake - 1. The Tyger 2. The LambRobert Burns - 3. Red Red RoseWilliam Cooper - 4. The CastawayWillam Collins - 5. Ode to Evening

Unit - III : Wordsworth - Tintern AbbeyColeridge - Kubla KhanByron - Childe Harold’s PlgrimageCanto - IV (verses 178-186)(Lines 1594 - 1674)Shelley - Ode to the west windKeats - Ode to the Grecian Urn

Unit - IV : EssaysCharles Lamb - Chimney SweepersDream childrenWilliam Hazlitt - On Familian StyleOn going a journeyT. De Quincey - On knocking at the Gate

Unit - V : Mary Shelley - Frankenstein

Readings1. William Wordsworth, ‘Preface to Lyrical Ballads’, in Romantic Prose and Poetry,

ed. Harold Bloom and Lionel Trilling (New York : OUP, 1973)2. John Keats, ‘Letter to George and Thomas Keats’, 21st Dec 1817, and ‘Letter

to Richard Woodhouse,’ 27th Oct 1818 in Romantic Prose and Poetry, ed HaroldBloom and Lionel Trilling (New York : OUP, 1973)

3. Jean Rousseau, Preface to Emile on Education tr Allan Bloom (H Worth : Penguin1991)

161


British literature 19th Century

Unit - I : Utilitarianism19th Century NovelMarriage and SexualityFaith and DoubtThe Dramatic MonologueThe writer and Society

Unit - II : Texts Jane Austen- Pride and Prejudice

Unit - III : Charlotte Bronte - Jane Eyre

Unit - IV : Charles Dickens - Hard Times

Unit - V : PoemsThe Lady of Shallot - TennysonUllysses - TennysonMy Last Duchess - Robert BrowningFra Lippo Lippi - Robert BrowningThe Goblin Market - G.C. Rossetti

Readings

1. Karl Marx and Friedrich Engels, ‘Mode of production : The Basis of Social life’,‘The Social Nature of consciousness’, and ‘classes and Ideology’, inA Readerin Marxist Philosophy, ed. Howard Selsam and Harry Martel (New York :International Publishers, 19963) pp. 186-8, 190-1, 199-201

2. Charles Darwin, ‘Natural selection and sexual selection’, in The Descent ofMan, in The Norton Anthology of English Literature, 8th edn, Vol.2, ed. StephenGreenblatt (New York : Northon, 2006) pp.1545-9

3. John Stuart Mill, ‘The Subjection of women’ in Norton Anthology of EnglishLiterature, 8th edn, Vol.2, ed. Stephen Greenblatt (New York : Norton, 2006)Chap 1, pp.1061-9

162


British literature - Early 20th Century

Unit - I : Modernism, Post Modernism, Non-EuropeanCultures, The Womens’ Movement in the early 20th C, Psychoanalysisand the stream of consciousness

Unit - II : Joseph Conrad - Heart of Darkness

Unit - III : D.H. Lawrence - Sons and Lovers

Unit - IV : Virginia Woolf - Mrs Dalloway

Unit - V : W.B. Yeats - Leda and the SwanThe Second ComingT.S. Eliot - The Love Song of J. Alfred Prufrock

Readings

1. Sigmund Freud, ‘Theory of Dreams’, ‘Oedipus Complex’, and ‘The structureof the Unconcious’, in The Modern Tradition. ed. Richard Ellman et. al. (Oxford: OUP, 1965) pp. 571, 578-80, 559-63

2. T.S. Eliot, ‘Tradition and the Individual Talent’, in Norton Anthology of EnglishLiterature, 8th edn. Vol.2, ed. Stephen Greenblatt (New York : Norton, 2006)pp 2319-25.

3. Raymond Williams, ‘Introduction’, in the English Novel fron Dickens toLawrence (London : Hogarth Press, 1984) pp. 9-27

163


Popular literature

Unit - I : The Canonical and the Popular-Caste, Gender andIdentity Ethics and Education in Children’s Literature The Graphic Novel

Unit - II : Lewis Carroll - Through the Looking Glass

Unit - III : Agatha Christie - Murder of Roger Ackroyd

Unit - IV : Shyam Selvadurai - Funny Boy

Unit - V : Mahatma Gandhi - My Experiments with Truth

Readings

1. Chelva Kanaganayakam, ‘Dancing in the Rarefied Air : Reading ContemporarySri Lankan Literature’ (ARIEL, Jan. 1998) rpt, Malashri Lal, Alangir Hashmi,and Victor J. Ramraj, eds., Post Independence Voices in South Asian writings(Delhi : Doaba Publications, 2001) pp. 51-65)

2. Sumathi Ramaswamy, ‘Introduction’, in Beyond Appearances! : VisualPractices and Ideologies in Modern India (Sage : Delhi, 2003) pp. xiii - xxix.

3. Leslie Fiedler, ‘Towards a Definition of Popular literature in Super Culture :American Popular Culture and Europe, ed. C.W.E. Bigsby (Ohio : BowlingGreen University Press, 1975) pp. 29-38)

4. Felicity Hughes, ‘Children’s Literature : Theory and Practice’, English LiteraryHistory, Vol.45, 19978, pp.542-61

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Indian Classical literature

Unit - I : The Indian Epic Tradition - Themes and RecensionsClassical Indian Drama: Theory and Practice, Alankara and Rasa,Dharma and the Heroic

Unit - II : Kalidasa - Abhigyana Shakuntalam (Act 1-4)

Unit - III : Vyasa - “The Dicing” and “Sequel to Dicing” - (20 marks)The Book of the Assembly Hall. (The Mahabharata) “The Temptation ofKarna” in The Mahabharata, tr. J.A.B Van Buitenon

Unit - IV : Ramayan - Sudraka - Mrcchakatikam, tr.M.M. Ramachand Kale

Unit - V : LLango Adigal ‘The Book of Banci’ in Cilappatikaram : The Tale of anAnklet tr R Parthasarathy (New Delhi : Penguin, 2004) Book III

Readings

1. Bharata, Natyashastra, tr. Manomohan Ghosh, Vol.1, 2nd edn (Calcutta :Granthalaya, 19967) Chap. 6 : ‘Sentiments’, pp.100-18.

2. Iravati Karve, ‘Draupadi’, in Yuganta : The End of and Epoch (Hyderabad :Disha, 1991) pp.79-105

3. J.A.B. Van Buitenen, ‘Dharma and Moksa’, in Roy W. Perrett, ed., IndianPhilosophy, Vol. V, Theory of Value : A Collection of Readings (New York :Carland, 2000) pp. 33-41)

4. Vinay Dharwadkar, ‘Orientalism and the Study of Indian literature’, inOrientalism and the Postcolonial Predicament : Perspectives on South Asia,ed. Carol A. Breckenridge and Peter van der Veer (New Delhi : OUP, 1994)pp. 158-95

165


Indian Writing in English

Unit - I : Indian English, Literature and its Readership, Themes and Contexts ofthe Indian Eng. Novel, The Aesthetics of Indian English Poetry.Modernism in Indian English Literature

Unit - II : R.K. Narayan - Swami and Friends

Unit - III : Anita Desai - In Custody

Unit - IV : Poems - Henry Derozio - The Orphan GirlKamala Das - My Grand Mother’s HouseNissim Ezekiel - The Night of the ScorpionRobin S Ngargon - A Poem for Mother

Unit - V : Mulk Raj Anand - Two Lady RamsSalman Rushdie - The Free RadioRohinton Mistry - Swimming LessonSashi Deshpande - The Intrusion

Readings

1. Raja Rao, Foreword to Kanthapura (New Delhi OUP, 11989) pp. V-VI2. Salman Rushdie, ‘Common Wealth Literature does not exist’, in Imaginary

Homelands (London : Granta Bo.. 1991) pp.61-703. Meenakshi Mukherjee, “Divided by a Common Language”, in The Perishable

Empire (New Delhi : OUP, 2000) PP 187-2034. Bruce King, “Introduction”, in Modern Indian Poetry in English (New Delhi :

OUP, 2005) pp1-10

166


Women’s Writing

Unit - I : The confessional Mode in Women’s WritingSexual PoliticsRace, Caste and GenderSocial Reforms and Women’s Rigths

Unit - II : Emile Dickinson - Because I could not stop for Death, I Cannot LiveWith YouSylvia Plath - Lady LazarusEurice D Souza - Advice to Women, Bequest

Unit - III : Alice Walker - The Color Purple

Unit - IV : Katherine Mansfield : BlissMahasweta Devi - Draupadi tr Gyatri Chakravarty Spivak

Unit - V : Ramabai Ranade : A testimony of our in exhaustible Treasures (inPandita Ramabai’s Through her Own Words : Selected Works tr MeeraKosambi.Rassa Sundari Debi - Excerpts from Amar Jiban in Susie Tharu and KLalitha eds. Women’s Writing in India Vol-I

Readings

1. Virginia Woolf, A Room of One’s Own (New York : Harcourt 1957) chaps.1 and 6

2. Simone de Beauvoir, ‘Introduction’, in The Second Sex, tr. Constance Bordeand Shiela Malovany - chevallier (London Vintage, 2010) pp. 3-18

3. Kumkum Sangari and Sudesh Vaid, ed., ‘Introduction’, in Recasting Women:Essays in Colonial History (New Delhi : Kalifox women, 1989) pp. 1-25

4. Chandra Talapade Mohanty, ‘Under Western Eyes : Feminist Scholaship andColonial Discourses’, in Contemporary Postcolonial Theory : A Reader, ed.Padmini Mongia (New York : Arnold, 1996) pp. 172-97

167


European Classical Literature

Unit - I : The EpicComedy and Tragedy in Classical DramaCatharsis and MimesisSatireLiterary Cultures in Angustan Rome

Unit - II : Homer - The Illiad

Unit - III : Sophocles - Oedipus the King

Unit - IV : Plautus - Pot of Gold

Unit - V : Ovid - Selections from Metamorphoses

Readings

1. Aristotle, Poetics, translated with and introduction notes by Malcolm Heath,(London : Penguin 1996) Chap - 6-17, 24, 26.

2. Plato, The Republic,Bk-10, tr Desmond Lee (London : Penguin, 2007)3. Horace Ars Poetica tr. H Rushton Fairclough (Cambridge Mass : Harvard

University Press, 2005)

168


Modern European Drama

Unit - I : Politics, Social Changes and The Stage, Text and Performance,European Drama : Realism and Beyond, Tragedy and Heroism inModern European Drama, The Theatre of The Absurd.

Unit - II : Henrik Ibsen-Ghosts

Unit - III : Bertolt Brecht-The Good Woman of Szechuan

Unit - IV : Samuel Beckett-Waiting for Godot

Unit - V : Eugene Ionesco-Rhinoceros

Readings

1. Constantin Stanislavski, An Actor Prepares, Chap. 8, ‘Faith and the Sense ofTruth’, tr. Elizabeth Reynolds Hapgood (Harmondsworth : Penguin, 1967)Sections 1, 2, 7, 8, 9, pp. 121-5, 137-46

2. Bertolt Brecht, ‘The Street Scene’, ‘Theatre for Pleasure or Theatre forInstruction’, and ‘Dramatic Theatre vs Epic Theatre’, in Brecht on Theatre:The Development of an Aesthetic, ed. and tr. John Willet (London : Methuen,1992) (pp. 68-76, 121-8)

3. George Steiner, ‘On Modern Tragedy’, in The Death of Tragedy (London: Faber,1995) pp. 303-24

169


American Literature

Unit - I : American DreamSocial Realism and the American NovelBlack Women’s WritingFolklore and the American NovelQuestions of Form in American Poetry

Unit - II : Tenessee Williams - The Glass Menagerie

Unit - III : Tony Morrison - Beloved

Unit - IV : Edgan Allan Poe: ‘The Purloined Letter’, F Scott Fitzgerald : ‘The Crack- Up’, William Faulkner - ‘Dry September’

Unit - V : Anne Bradstreet : ‘The Prologue’Walt Whitman - O ‘Captain My Captain’ Passage to India (lines 1 to68), Evolution.

Readings

1. Hector St. John Crevecouer, ‘What is an American’, (Letter III) in Letters froman American Farmer (Harmondsworth : Penguin, 1982) pp. 66-105

2. Frederick Douglass, A Narrative of the Life of Frederick Douglass (Harmondsworth : Penguin, 1982) chaps. 1-7, pp. 47-48)

3. Henry David Thoreau, ‘Battle of the Ants’ excerpt from, Brute Neighhours’, inWalden (Oxford : OUP, 1997)

4. Ralph Waldo Emerson, ‘Self Reliance’, in The Selected Writings of RalphWaldo Emerson, ed. with a biographical introduction by Brooks Atkinson (Newwork : The Modern library, 1964)

5. Toni Morrison, ‘Romancing the Shadow’, in Playing in the Dark : Whitenessand Literary Imagination (London Picador, 1993) pp. 29-39

170


Post Colomial Literature

Unit - I : De-ColonisationGlobalisation and LiteratureLiterature and Identity PoliticsRegion, Race and GenderPost - Colonial Literature and Questions of Form

Unit - II : Chinua Achebe - Things Fall Apart

Unit - III : Gabriel Garcia Marquez - Chronicle of a Death Foretold.

Unit - IV : Bessie Head : The Collector of TreasuresAma Ata Aidoo : The Girl who canGrace Ogot : The Green Leaves

Unit - V : Pablo Neruda - Tonight I can WriteDerck Walcott - A Far Cry from AfricaDavid Malouf - Revolving DaysMamang Dai - Small Towns and the River

Readings

1. Franz. Fanon, ‘The Negro and Language’, in Black Skin, White Masks, tr.Charles Lam Markmann (London : Pluto Press, 2008) pp. 8-27.

2. Ngugi Wa Thiong’o, ‘The language of African literature’, in Decolonising theMind (London : James (Curry, 1986) Chap. 1, Sections 4-6

3. Gabriel Garcia Marquez, the Nobel Prize Acceptance Speech, in Gabriel GarciaMarquez : New Readings ed. Bernard McGuirk and Richard Cardwell(Cambridge : Cambridge University Press, 1987)

171


Paper-I

Literature of the Indian Diaspora

Unit- I: The Diaspora, Nostalgia, New Medium, AlienationUnit- II: M.G. Vassanji- The Book of SecretsUnit- III: Rohinton Mistry - A Fine BalanceUnit- IV: Meera Syal - Anita and MeUnit- V: Jhumpa Lahiri - The NamesakeReadings

1. “Introduction : The Diasporic Imaginary” in Mishra, V. (2008 Literature of theIndian Diaspora, London : Routledge.

2. “Cultural Configurations of Diaspora”, in Kalra, V. Kaur, R. and Hutynuk, J.(2005). Diaspora and Hybridity. London : Sage Publications.

3. “The New Empire within Britain”, in Rushdie, S. (1991). Imaginary Homelands.London : Granta Books.


Paper-II

Literary Theory

Unit - I : The East and the West, Questions of Alterity, Power, Language, andRepresentation, The State and culture

Unit - II : Marxismb) Louis Althusser, ‘Ideology and Ideological State Apparatuses’, in Leninand Philosophy and other Essays (New Delhi : Aakar Books, 2006) pp.85-126)

Unit - III : Feminisma) Elaine Showalter, ‘Twenty Years On : A Literature of their OwnRevisited’, in A Literature of their own : British Women Novelists fromBronte to Lessing (1977. Rpt - London : Virago, 2003) pp. xi-xxxiii.

172

Unit - IV : Poststructuralisma) Jacques Derrida, ‘Structure, Sign and Play in the Discourse of theHuman Sciences’, tr. Alan Bass, in Modern Criticism and Theory : AReader, ed. David Lodge (London : Longman, 1988) pp. 108-23.

Unit - V : Postcolonial Studiesb) Edward Said, ‘The Scope of Orientalism’ in Orientalism(Harmondsworth: Penguin, 1978) pp. 29-110c) Aijaz Ahmad, “Indian Literature”, Notes towards the Definition of aCategory’, in In Theory : Classes, Nations, Literatures (London : Verso,1992) pp. 243-285

Readings

1. Terry Eagleton, Literary Theory : An Introduction (Oxford : Blackwell, 2008)2. Peter Barry, Beginning Theory (Manchester : Machester University Press,

2002)


Paper-III

Research Methodology

1. Practial Criticism and writing a Term Paper.2. Conceptualizing and Drafting Research Proposals.3. On style Manuals4. Notes, References, and Bibilography


Paper-IV

DISSERTATION/ PROJECT

173

GEOGRAPHYSemester - I/III


Unit-I:

Definition and scope of Geography, Rotation and Revolution of the Earth, Conceptof latitude & longitude.

Unit-II:

Internal structure of the Earth, Rocks, earthquakes and volcanoes.

Unit-III:

Composition and structure of the atmosphere, elements of the factors of climate,Hydrological cycle, Humidity and types of rainfall.

Unit-IV:

General relief heatura of the Ocean floor, Hypsometric curve, Temperature, Salinity,Ocean currents (Atlantic Ocean).

Unit-V:

Concept of Environment, Environmental Pollution (Air & Water), Global Warming(Cause & Effects), Environmental Management Policy.

174


Paper-II

GEOGRAPHY OF INDIA AND ODISHAUnit-I:Physical Setting: Physiography, Drainage System, Climate, Soils and NaturalVegetation of India.Unit-II:Population size and growth; Age and Sex Structure, Rural-Urban distribution; L- ofIndia.Unit-III:Economy: Agriculture- major crops (rice, wheat, cotton), Mineral and PowerResearch, Iron Ore, Bauxite and Hydroelectricity of India.Unit-IV:Industries- Iron and Steel, Aluminum, Cotton Textiles, Transporation, Roadways,Railways and Air-Routes of India.Unit-V:Odisha: Physiography, Drainage, Climate, Soils and Natural vegetation, Popertydistribution, rice cultivation.Practical:1. Physical Division of India.2. Population distribution of India.3. Major cultivation region of India (Rice, Wheat, Cotton)4. Drainage system of Odisha.5. Practical record and Viva-Voce.

Reading List:1. Hussain, M, 1992: Geography of India, Tata McGraw Hill Education.2. Khullar, D. R. (2010), India: A Comprehensive Geography, New Delhi: Kalyani

Publishers.3. Nag P. and Sengupta S, 1992: Geography of India, Concept Publishing.4. Pichamuthu C. S., 1967: Physical Geography of India, National Book Trust.5. Singh, Gopal, 1976: A Geography of India, Atma Ram.

175

Semester- ICore Course-I

Full Marks- 100 (Th.-(60+15) + Pra.25)

Geomorphology

Unit-IGeomorphology: Nature & Scope, Origin of the Earth (Nebular hypothesis, Tidalhypothesis and Big Bang Theory)

Unit-IIEarth: Internal Structure and Isostasy (Concepts of Airy and Pratt)

Unit-IIIEarth Movements: Continental Drift, Plate Tectonics, Types of folds and faults,Earth quakes and volcanoes.

Unit-IVGeomorphic Processes: Weathering, Mass Wasting, Cycle of Erosion (Davis &Penck)

Unit-VEvolution of Landforms: Fluvial (Waterfalls, Floodplains and Delta), Karst (Cavernsand their deposits), Aeolian (Blowouts and Sand- dunes), Glacial (Cirques andMoraines) and Coastal (Sea cliffs and Beaches).

Books Recommended1. Physical Geography- Savinder Singh2. Geomorphology- Thornbury3. Physical Geography- D. R. Khullar4. A text book of Geology- G. B. Mohapatra5. Progressive Geography- G. C. Roy6. Physical Geography- Majid Hussain7. Physical Geography- Strahler

176

8. Introduction to Physical Geography- Strahler & Strahler9. Rudiments of Physical Geography- D. K. Singh10. Advanced Practical Geography- Saha & Basu11. Elements of Practical Geography- R. L Singh12. Mapwork & Practical Geography- L. R. Singh

PracticalFull Marks - 25

Practical / Lab. work1. Drawing of Profiles2. Slope Analysis- Wentworth’s method3. Interpretation of topographical maps (Relief and drainage)4. Interpretation of Geological Map5. Practical record and viva-voce.

Semester- ICore Course-II

Full Marks- 100 (Th.-(60+15) + Pra.25)

Cartography

Unit-ICartography: History, Nature and Scope, Branches of Cartography.

Unit-IIScales: Concept, Types and Application, Concept of Latitude, Longtitude, GridSystem.

Unit-IIIMaps: Classification and Types, Principles of Map Design and Layout (Point, Line,Area)

177

Unit-IVMap Projection: Necessity, Types, Properties and Uses

Unit-VDiagramatic Data Representation: Line, Bar, Circle, Property, Use and Limitationof Choropleth, Isopleth & Dot Maps

Books Recommended1. Fundamentals of Cartography- R. P. Mishra & A Ramesh2. Cartography- Robinson3. Maps & Diagrams- Monkhouse & Willkinson4. Introduction to Physical Geography- Strahler & Strahler5. Practical Geography- Ashis Sarkar6. Mapwork & Practical Geography- L. R. Singh7. Mapwork & Practical Geography- Gopal Singh8. Elements of Practical Geography- R. L. Singh9. Essentials Practical Geography- D. R. Khullar

Practical

Full Mark - 25Practical / Lab. work1. Drawing of Plain Scale and Diagonal Scale2. Classes and Measurement of Phenomenon3. Enlargment and Reduction of Maps, Measurement of Area and Distance4. Projections- Drawing of Gnomonic, Steregraphic and Orthographic Projection,

Conical Projection with One Standard arallel, Two Standard Parallel, Bonne’s,Polyconic & Mercator’s Projection.

5. Practical record and viva-voce.

178

Semester- IICore Course-III

Full Marks- 100 (Th.-(60+15) + Pra.25)

Climatology

Unit-IAtmosphere: Composition & Structure, Elements and Factors of Weather andClimate.

Unit-IIInsolation and Temperature: Factors and Distribution, Heat Budget, TemperatureInversion.

Unit-IIIAtmospheric Pressure and Winds: Planetary Pressure Belts, Planetary Winds,Forces Affecting Winds, General Circulation, Jet Streams.

Unit-IVAtmospheric Moisture: Evaporation, Humidity, Condensation, Fog & Clouds,Precipitation Types, Stability and Instability.

Unit-VCyclones: Tropical Cyclones, Extra-tropical Cyclones, Monsoon-Origin &Mechanism.

Books Recommended1. Climatology- D. S. Lal2. Atmosphere, Weather and Climate- K. Siddharth3. Climatology & Oceanography- B. S. Neggy4. Physical Geography- Savinder Singh5. Physical Geography- D. R. Khullar6. Physical Geography- Dasgupta and Kapur7. Physical Geography- R. N. Tikka8. Atmosphere, Weather and Climate- Berry & Chorley

179

9. General Climatology- Critchfield8. Elements of Practical Geography- R. L. Singh9. Essentials Practical Geography- D. R. Khullar10. Map work & Practical Geography- L. R. Singh

PracticalFull Mark - 25

Practical / Lab. work1. Interpretation of Weather Map2. Measurement of Relative Humidity by Dry & Wet Bulb Thermometer3. Wind Rose Diagram4. Construction of Climograph and Hythergraph5. Practical record and viva-voce.

Semester- IICore Course-IV

Full Marks- 100 (Th.-(60+15) + Pra.25)

OceanographyUnit-IOceanography: Definition and Scope, Importance of Oceans, Major branches

Unit-IIMorphology: Bottom relief of oceans, Hypsometric curve, Bottom relief of Pacific,Atlantic and Indian Ocean

Unit-IIITemperature and salinity of ocean water- Factors and Distribution, T-S Diagram

Unit-IVCoral reefs, Marine Deposits, Marine resources

Unit-VDynamics of Ocean Water: Waves, Tides and Currents

180

Books Recommended1. Oceanography- D. S. Lal2. Oceanography for Geographers- Vatal & Sharma3. Climatology & Oceanography- B. S. Neggy4. Physical Geography- Savinder Singh5. Physical Geography- D. R. Khullar6. Physical Geography- Majid Hussain7. Oceanography- K. Siddharth8. Fundamentals of Catography- R. P. Mishra and A. Ramesh9. Maps and Diagrams- Monkhouse8. Elements of Practical Geography- R. L. Singh9. Map work & Practical Geography- Gopal Singh10. Map work & Practical Geography- L. R. Singh

Practical

Full Mark - 25Practical / Lab. work1. Drawing of Hypsometric and Clinographic Curve2. Interpolation of Isobath3. Drawing of T-S Diagram4. Drawing of Ocean Currents (Atlantic & Indian Ocean)5. Practical record and viva-voce.

181

Semester- IIICore Course-V

Full Marks- 100 (Th.-(60+15) + Pra.25)

Environment Geography

Unit-I:

Concept of Environment: Meaning, Concept, Components, Ecology- Meaning,Scope and Concepts. Environmental Controls: Concept of Tolerance, Components-Light, Temperature, Water, Wind, Topography, Edaphic and Biotic

Unit-II:

Ecosystem: Meaning and Concepts, Functions; Classification and componentsof ecosystem; tropic structure, ecological pyramid, energy flow and biogeochemicalcycle (Nitrogen, Hydrogen, Carbon, Oxygen).

Unit-III

Major Biomes of the World: Forested, Savanna, Tundra

Unit-IV

Environmental Problems: Types and causes of environmental degradation;Waste and Pollutants; air pollution and water pollution, Global Ecological Imbalance-(Green House Effect, Global Warming)

Unit-V

Environment Management: Role of Man in Environmental Management;Environmental policies and programmes, The Earth Summit, EIA (EnvironmentImpact Assessment), concept, Goal and Principle, Sustainable Development,Agenda 21, Constitutional Provisions and Laws.

Books Recommended

1. Chandana, R. C.: Environmental Awareness, Kalyani Publishers, New Delhi, 1997.2. Hagget, P.: Geography- A Modern Synthesis, Harper & Row Publication, New

York, 1975.

182

3. Singh, Savindra: Environment Geography, Prayag Publication, Allahabad, 1991.4. Miller, G. T.: Living in the Environment.5. Odum, E. P.: Fundamentals of Environmental Science, Prentice Hall, New York,

1996.


Practical / Lab. work1. Nitrogen Cycle2. Hydrogen Cycle3. Carbon Cycle4. Drawing of Biomes5. Practical record and viva-voce.

Semester- IIICore Course-VI

Full Marks- 100 (Th.-(60+15) + Pra.25)

Economic GeographyUnit-IConcept of Economic Geography: Meaning, Scope, Approaches and RecentDevelopments in Economic Geography, Sectors of Economy, Wrold EconomicDevelopment: Concept of growth and development.

Unit-IIFactor affecting location of economic activity with special reference to Agricultureand industry.

Unit-IIIType of agriculture and World agriculture regions: Production and Distributionof major food crops- rice and wheat, Spatial Patterns of agriculture- Von Thunen’sTheory.

183

Unit-IV

Classification of Industries: Major Industrial region of the world- with specialreference to Asia. Theories of Industrial Location Weber and Smith.

Unit-VMode of Transporation and network system: Transport and EconomicDevelopment, Concept and types of trade, International Trade.

Books Recommended1. Agarwal, A. et. al: The Citizen’s Fifth Report. Centre for Science & Environment,

New Delhi, 1999.2. Alexander, John, W.: Economic Geography, Prentice Hall of India Ltd., New Delhi,

1988.3. Brown, L. R.: In the Human Interest, East-West Press, New Delhi, 1976.4. Chandana, R. C.: Geography of Population: Concepts, Determinants and

Patterns, Kalyani Publishers, New Delhi, 1986.5. Hagget, Peter: Geography- A Modern Synthesis, Harper & Row Publishers, New

York, 1975.6. Janaki, V. A.: Economic Geography, Concept Publishing Co., New Delhi, 1985.7. Leong G. C. and Morgan, G. C.: Human & Economic Geography, Oxford University

Press, London, 1982.8. Reid, D: Sustainable Development, Earthscan Pub. London, 1995.9. Sharma, H. S.: Ravine Erosion in India, Concept, New Delhi, 1980.


Practical / Lab. work1. Industrial location model of Weber and Isodapane2. Ergograph3. Traffic Flow4. Mapping of Agricultural regions of the World5. Practical record and viva-voce.

184

Semester- IIICore Course-VII

Full Marks- 100 (Th.-(60+15) + Pra.25)

Settlement GeographyUnit-INature and Scope of Settlement Geography; Factor affecting the origin and growthof settlements, Concept of rural Settlement, Types and Pattern of rural settlements.

Unit-IIFactor affecting growth and distribution of urban settlement, Recent trend ofUrbanization, Classification of Towns- functional and census.

Unit-IIICity-Region: Umaland, hinterland, urban field. Models of city structure- Concentriczone theory, Sector theory and multiple uncleic theories.

Unit-IVSize and spacing of cities- Rank-size rule, Law of Primate City, Urban Hierachy;Central Place Theory.

Unit-VDelimitation of CBD and determination of centrality of a region, Rural-urban fringe,Urban slum, Jawaharlal Nehru National Renewal Mission.

Books Recommended1. Carter H. (1972), The Study of Urban Geography. London: Edward Arnold

Publication.2. Chisholm, M. (1970), Rural Settlement and Land Use. London: Hutchinson.3. Daniel, P. (2002), Geography of Settlement, New Delhi: Rawat Publications,

Jaipur.4. Dickinson, R. E. (1947), City, Region and Regionalism. London: Kegan Paul,

Trench, Trubner & Co.5. Doxiadis, C. A. Ekistics. (1968), An Introduction of Science of Human Settlements.6. Johnson, J. H. (1967), Urban Geography: An Introductory Analysis, London:

Pergamon Press.7. Kaplan, D. H., Wheeler J. O. and Holloway S. R. (2008), Urban Geography,

John Wiley.

185

Practical

Full Mark - 25Practical / Lab. work1. Analysis the pattern of settlement using nearest neighbour method.2. Interpretation of cultural landscape on toposheet; delimitation of CBD.3. Size and spacing of cities- Rank-size rule.4. Chi-square test5. Practical record and viva-voce.

01. Bhende A. and Kanitkar T., 2000: Principles of Population Studies, HimalayaPublishing House.

2. Chandna, R. C. (2014). Geography of Population, New Delhi: Kalyani Publishers.3. Clarke, J. I., (1965), Population Geography, Pergamon Press, Oxford.4. Garnier, B. J. (1993), (3rd edition), Geography of Population. London: Longman.5. Hassan, M. I. (2005), Population Geography, Rawat Publications.6. Trewartha, G. T. (1985), Geography of Population: World Patterns, New York:

John Wiley and Sons.

Practical

Full Mark - 25Practical / Lab. work1. Showing population distribution (Uniform Dot Method)2. Density of population Using Choropleth Method3. Circle and Sphere Diagram4. Drawing of Age Sex Structure5. Practical record and viva-voce.

186

Semester- IVCore Course-VIII

Full Marks- 100 (Th.-(60+15) + Pra.25)

Population GeographyUnit-IDefining the Field- Nature and Scope; Sources of Data with special reference toIndia (Census, Vital Statistics and National Sample Survey).

Unit-IIPopulation Size, Distribution, Density and Growth- Determinants and Patterns.

Unit-IIIComponents of Population change: Fertility, Mortality and Migration- Measures,Determinants and Implications.

Unit-IVPopulation Composition and Characteristics- Age- Sex Composition; Rural andUrban Composition; Literacy.

Unit-VPopulation Theories: Maltuhsian Theory and Demographic Transition Theory;Population Policies with special refefence to India.

Books Recommended1. Bhende A. and Kanitkar T., 2000: Principles of Population Studies, Himalaya

Publishing House.2. Chandna, R. C. (2014). Geography of Population, New Delhi: Kalyani Publishers.3. Clarke, J. I., (1965), Population Geography, Pergamon Press, Oxford.4. Garnier, B. J. (1993), (3rd edition), Geography of Population. London: Longman.5. Hassan, M. I. (2005), Population Geography, Rawat Publications.6. Trewartha, G. T. (1985), Geography of Population: World Patterns, New York:

John Wiley and Sons.

187

Practical

Full Mark - 25Practical / Lab. work1. Showing population distribution (Uniform Dot Method)2. Density of population Using Choropleth Method3. Circle and Sphere Diagram4. Drawing of Age Sex Structure5. Practical record and viva-voce.

Semester- IVCore Course-IX

Full Marks- 100 (Th.-(60+15) + Pra.25)

Statistical Method in GeographyUnit-ISignificance of Statistical Methods in Geography; Sources of Data- Primary andSecondary; Types of Data, Scales of Measurement (Nominal, Ordinal, Interval,Ratio).

Unit-IITabulation of data: Frequency Distribution; Graphical Representation of data-Histogram, Frequency Polygon, Frequency Curve and Cumulative frequency curveor Ogive.

Unit-IIIMeasurement of Central Tendency, Mean, Median, Mode; Dispersions standarddeviation, coefficient of variation.

Unit-IVSampling Techniques for Geographical Analysis- Types of sampling: Purposive,Random, Systematic and Stratified.

188

Unit-VCorrelation: Scatter Diagram and Concept of empirical Analysis, Karl Pearson’sProduct Moment Correlation coefficient, Spearman’s Rank Correlation, RegressionAnalysis.

Books Recommended

1. Bhagwathi, V. and Pillai, R. S. N. (2003). Practical Statistics, New Delhi: SultanChand and Company.

2. Ebdon, D. (1977). Statistics in Geography: A Practical Approach. Massachusetts:Blackwell Publishers Inc.

3. Gregory, S. (1973), Statistical Methods and the Geographer, London: Longman.4. Gupta, S. P. (1998). Advanced Practical Statistics, New Delhi: Sultan Chand

and Company.5. Hammond, P. and McCullagh, P. S., (1978): Quantitative Techniques in

Geography: An Introduction, Oxford University Press.6. Ishtiaq, A. (2002). Statistical Geography: Methods and Applications, Jaipur: Rawat

Publications.7. Mahmood, A. (1986). Statistical Methods in Geographical Studies, New Delhi:

Rajesh Publications.8. King, L. S. (1969), Statistical Analysis in Geography.


Practical / Lab. work1. Drawing of Histogram, Frequency Polygon and Ogive2. Statistical exercise on: Mean, Median and Mode3. Mean deviation and standard deviation4. Regression and correlation (Drawing of scattered diagram and regression line)5. Practical record and viva-voce.

189

Semester- IVCore Course-X

Full Marks- 100 (Th.-(60+15) + Pra.25)

Human GeographyUnit-IHuman Geography: Definition, Scope, Man and Nature Relationship; Developmentof Human Geography: Environmental determinisn and Possibilism.

Unit-IIOrigin of Man, Races of Mankind with special reference to India, Cultural Realmsof the world.

Unit-IIITribes-Defination and Distribution major tribes of the world (Semang, Bushman,Eskimo, Bhils)

Unit-IVMeaning of Culture, Principal Language of the World with special reference toIndia, Religion-Classification and distribution, caste system in India.

Unit-VSchedule Caste and Schedule Tribe in India (Bhils, Santals, Gondas, Todas).

Books Recommended1. Ahmed, Aijazuddin (1999), Social Geography, New Delhi: Rawat Publications.2. Blij, Harm De (1992), Human and Economic Geography, New York: MacMillan

Publishing Company.3. Chandana, R. C.: Geography of Population: Concepts, Determinants and

Patterns, Kalyani Publishers, New Delhi.4. Ghurey, G. S. (1969), Caste and Race in India, Bombay: Popular Prakashan.5. Hussain, Majid (2002), Human Geography, New Delhi: Rawat Publications.6. Khanna, K. K. and V. K. Gupta (2001), Economic and Commercial Geography,

New Delhi: Sultan Chand & Sons.7. Pubenstein, J. M. (1992), An Introduction to Human Geography, New York:

MacMillan Publishing Company.8. Sukhwal, B. L. (1968), Modern Political Geography of India, New Delhi: Sterling

Publishers.

190

Practical

Full Mark - 25Practical / Lab. work1. Prepare a chart on Races of Mankind2. Cultural Realms3. Distribution of major tribes in India4. Distribution of Schedule Caste in India5. Practical record and viva-voce.

Semester- VCore Course-XI

Full Marks- 100 (Th.-(60+15) + Pra.25)

Geography of IndiaUnit-IPhysical Setting: Physiography, Drainage, Climate, Soils and Natural Vegetation.

Unit-IIPopulation: Size and Growth; age and sex structure; rural-urban distribution;Literacy.

Unit-IIIEconomy: Agriculture- Major crops (rice, wheat, cotton), Mineral and PowerResources- Coal, Iron, Ore, Bauxite and Hydroelectricity.

Unit-IVIndustries: Iron and Steel, Aluminum, Cotton Textiles.

Unit-VTransport: (The Indian Railways, Roads, Inland Waterways, Airways),Communication and Trade.

191

Books Recommended

1. Hussain, M. (1992), Geography of India, Tata McGraw Hill Education.2. Khular, D. R. (2010), India: A Comprehensive Geography, New Delhi: Kalyani

Publishers.3. Nag, P. and Sengupta, S. (1992), Geography of India, Concept Publishing.4. Sharma, T. C. and Coutinho, O., (1997), Economic and Commercial Geography

of India, Vikas Publishing.5. Singh, Gopal (1976), A Geography of India, Atma Ram.6. Sinha, B. N.: Geography of Orissa, National Book Trust, New Delhi.7. Spate, O. H. K. and Learmonth A. T. A., (1967): India and Pakistan: A General

and Regional Geography, Methuen.8. Tiwari, R. C. (2007), Geography of India, Allahabad: Prayag Pustak Bhawan.9. India on the move NCERT Publication.10. General Geography of India NCERT Publication.


Practical / Lab. work

1. Physical Division of India2. Population distribution of India3. Major Cultivation region of India (Rice, Wheat, Cotton)4. Showing the National High ways.5. Practical record and viva-voce.

192

Semester- VCore Course-XII

Full Marks- 100 (Th.-(60+15) + Pra.25)

Geographical ThoughtUnit-IEvolution of Geographical Ideas: Greek contribution to Mathematical andPhysical Geography, Contribution of Romans (Strabo and Ptolemy), AncientIndians.

Unit-IIFounder of Modern Geographical Thought: Alexander von Humboldt, CarlRitter, Ratzel, Vidal de Lablache.

Unit-IIIBritish and American School of Thought: Contributions of H. J. Mackinder,William Morris Davis and E. C. Semple.

Unit-IVDichotomy in Geography: Determinism and Possibilism, General Geographyvs. Regional Geography.

Unit-VModels in Geography: Types and Significance, Modern Themes in GeographicalThought- Functionalism, Idealism, Humanism.

Books Recommended1. Majid Hussain: Geographical Thought.2. R. D. Dikshit: Geographical Thought.3. Dr. Y. K. Sharma: Geographical Thought.


Practical / Lab. work

193

Semester- VICore Course-XIII

Full Marks- 100 (Th.-(60+15) + Pra.25)

Regional Planning

Unit-IRegional Concept in Geography (Space and its Attributes): Definition andCharacteristics of Region; Types of region; Formal and Functional, Uniform andNodal, Single purpose and Composite Region in the context of planning.

Unit-IIRegional Development and Regional Planning: Theories and Models of RegionalPlanning (Friedman, Hirschman, Myrdal and Perroux)

Unit-IIIHierarchy of Regions: Methods of regionalization, Planning Regions- Perspective,Dynamic and Problem Regions.

Unit-IVMajor Planning Regions of India: Agro-Climate Regions of India, River ValleyRegions, Metropolitan Regions, Hilly and Tribal Regions.

Unit-V

Regional Disparities: Causes and Consequences; Regional Development Plansand Policies in India- Integrated Area Development Programme (IADP), IntegratedRural Development Programme (IRDP) and Drought Prone Area Programme(DPAP).

Books Recommended

1. Alden and Morgan R. (1974): Regional Planning: A Comprehensive View, JohnWiley and Sons.

2. Blij, H. J. De, (1971): Geography: Regions and Concepts, John Wiley and Sons.3. Bhatt, L. S. (1972): Regional Planning in India, Statistical Publishing Society,

Calcutta.

194

4. Blunder, J. et. al. (1973): Regional Analysis and Development, Harper & Row,London.

5. Claval, P. I. (1998): An Introduction to Regional Geography, Blackwell Publishers,Oxford and Massachusetts.

6. Chand, M. and V. K. Puri (1985): Regional Planning in India, Allied PublishingPvt. Ltd. New Delhi.

7. Friedmann, J. and Alonso, W. (1975): Regional Policy- Readings in Theory andApplications, MIT Press, Massachusetts.

8. Gore, C. G. (1984): Regions in Question: Space, Development Theory andRegional Policy, Methuen, London.

9. Minshull, R. (1967): Regional Geography: Theory and Practice, AldineTransaction, USA.

10. Misra, R. P. et.at. (eds.) (1974): Regional Development Planning in India, Vikas,New Delhi.

11. Raza, Moonis (1988): Regional Development, Heritage, New Delhi.12. Sundram, K. V. (1977): Urban and Regional Planning in India, Vikas Publishing

House, Pvt. Ltd., New Delhi.


Practical / Lab. work1. Delimitation of C. B. D.2. Delimitation of City Region3. Delimitation of Agricultural Regions4. Delimitation of Planning Regions

195

Semester- VICore Course-XIV

Full Marks- 100 (Th.-(60+15) + Pra.25)

Disaster ManagementUnit-IHazards and Disaster: Concept of Hazards and Disaster and DisasterManagement.

Unit-IIThe Concept of Disaster Management Cycle: Post Disaster Review, Prevention,Mitigation, Preparedness, Impact, Recovery and Development.

Unit-IIITypes occurrence, Characteristics and Management: Flood, Earth quake,Drought, Cyclone.

Unit-IVComponent of Disaster Preparedness Plans: Contingency Planning, NationalPlan, Warming System, Community Participation.

Unit-VPlan and Policies: Role of Government and NGOs in Management Programmeswith special reference to India. (DPAP).


Practical / Lab. work1. Flood2. Drought3. Earthquake4. Cyclone

196


Paper-I

Full Marks- 100 (Th.-(60+15) + Pra.25)

REMOTE SENSING AND GIS

Unit-IRemote Sensing: Historical Development: Sensors (Active and Passive) andPlatforms (Airborne and space borne); Aerial Photographs satellite imageries;Global Positioning System (GPS)- Principle and uses.

Unit-IIPrinciples of Remote Sensing: Electro-magnetic energy, Energy interaction withAtmosphere and Earth Surface features. Concept of Resolution: Spatial, Spectral,Radiometric and Temporal; Visual Interpretation of Satellite images- interpretationkeys.

Unit-IIIGeographic Information System: Basic Concepts; Components of GIS-Computer Hardware and GIS Software.

Unit-IVData in GIS: Types, Sources, Data Models and Data Structures.

Unit-VGIS in Developing Countries: Remote sensing and GIS applications in Landuse and Land cover Mapping.

Books Recommended1. Burrogh, P. A. & McDonell, R. A. (1998). Principles of Geographical Information

Systems, New York, Oxford University Press.2. Chang, Kang-tsung, (2010). Introduction to Geographic Information System, New

Delhi, Tata McGraw Hill.3. Heywood, I., Cornelius, S. & Carver, S. (2000). Geographical Information System,

Longman, New York: (Low Priced Edition).4. Kumar, Meenakshi (2001), Remote Sensing, NCERT, N.

197


Practical / Lab. work1. Lab. Work-I: Aerial Photo Interpretation- object identification and 3D visualization

through Stereoscope; Visual interpretation of satellite imageries.2. Lab. Work-II: Geo-referencing; creating and editing of feature classes; preparation

of map layout.3. GPS4. Interpretation of Aerial Photograph5. Practical record and viva-voce


Paper-II

Full Marks- 100 (Th.-(60+15) + Pra.25)

GEOGRAPHY OF ODISHA

Unit-IPhysical Setting: Physiography, Drainage, Climate, Soils and Natural Vegetation.

Unit-IIPopulation: Size and Growth; age and sex structure; rural-urban distribution;Literacy.

Unit-IIIEconomy: Agriculture- Major crops (rice, wheat, cotton), Mineral and PowerResources- Coal, Iron, Ore, Bauxite and Hydroelectricity.

Unit-IVIndustries: Iron and Steel, Aluminum, Cotton Textiles.

Unit-VTransport: (The Indian Railways, Roads, Inland Waterways, Airways),Communication and Trade.

198

Books Recommended1. B. N. Sinha- Geography of Odisha.2. G. C. Ray- Geography of Odisha.


Practical / Lab. work1. Soil and Vegetation2. Density of Population (Choropleth Method)3. Distribution of Bauxite4. Airways5. Practical record and viva-voce.


Paper-III

Full Marks- 100 (Th.-(60+15) + Pra.25)

NATURAL RESOURCE AND ITS MANAGEMENT

Unit-IResource: Meaning, Nature and Components; Resource and EnvironmentInterface; Classification of Resources- biotic and a-biotic, renewable and non-renewable.

Unit-IIResource Management: Concept and approaches to natural; Problems ofresource utilization, Population pressure, development and resource use.

Unit-IIIResource Distribution and Utilization: Water, mineral and energy resources;their economic and environmental significance and conservation.

199

Unit-IVResource Distribution and Conservation: Soil, Minerals, Forests.

Unit-VResource Crisis: Use and Misuse of Resources: Global and Indian Scenario,Resource Scacrity Hypothesis, Sustainable Resource Development.

Books Recommended1. Borton, I, and R. W. Kate (1984), Reading in Resource Management and

Convservation, University of Chicago Press, Chicago.2. Bruce, Mitchell (1989), Geography and Resource Analysis, John Wiley and Son,

New York.3. Eliot Hurst, M. E. (1972), A Geography of Economic Behaviour: An Introduction,

Duxbury Press, California.4. Guha, J. L. and P. R. Chattroj (1994), Economic Geography- A Study of

Resources, The World Press, Pvt. Ltd., Calcutta.5. Martino, R. L. (1969), Resource Management, Mcgraw Hill Book Co. London.6. Negi, B. S. (2000), Geography of Resources, Kedar Nath and Ram Nath, Meerut.7. Owen, Oliver, S. (1971), Natural Resource Conservation: A Ecological Approach,

McMillion, New Delhi.8. Raja, M. (1989), Renewable Resource Development, Concept Publication, New

Delhi.


Practical / Lab. work1. Dissertation

DISCIPLINE SPECIFIC ELECTIVE-IV (DSE-IV)

Semester - VIPaper-IV

Full Marks- 100PROJECT WORK

SOCIO-ECONOMIC SURVEY REPORT

200

HINDISemester - I/III


Hee½eel³e oeMee|vekeÀ ef®evleve SJeb efnvoer meeefnl³eTotal No. of Credit - 06 F.M. - 100

Unit - IkeÀ) DeefueJ³ebpeveeJeeo, Ke) mJe®ívoleeJeeo

Unit - IIkeÀ) DeefmlelJeJeeo, Ke) ceveesefJeMues<eCe Jeeo

Unit - IIIkeÀ) ceekeÌme&Jeeo, Ke) mebj®eveeJeeo

Unit - IVkeÀ) DeeOegefvekeÀleeJeeo, Ke) GÊej DeeOegefvekeÀkeÀleeJeeo

Unit - VkeÀ) efyecye, ÒeleerkeÀ, efceLekeÀDebkeÀ efJeYeepeve -Unit - I mes Midterm Exam - 20 MarksSkeÀ oerIe& ÒeMeve 12 x 1 = 12oes mebef#eHle ÒeMve 4 x 2 = 08End term Exam Unit - II, III, IV, V mes - 20 MarkskeÀ) Òel³eskeÀ ³egefvej mes SkeÀ SkeÀ oerIe& GÊej cetuekeÀ ÒeMeve Hetís peeSbies 12.5 x 4 = 50Ke) Òel³eskeÀ ³egefvej mes SkeÀ SkeÀ mebef#eHle ÒeMve Hetís peeSbies 7.5 x 4 = 30mene³ekeÀ ûevLe

1. Yeejleer³e Deewj Hee½eel³e keÀeJ³eMeeðe - efnvoer Deeuees®eve - [e@ jece®evê efleJeejer2. efnvoer Deeuees®evee kesÀ yeerpe Meyo - [e@ ye®®eve efmebn

201


Paper-II

mepe&veelcekeÀ uesKeve kesÀ efJeefJeOe #es$eTotal No. of Credit - 06 F.M. - 100

Unit - IkeÀ) efjHeesleepe& - DeLe&, mJeªHe, efjHeesleepe uesKeve - ÒeefJeefOe

Unit - IIkeÀ) efHeÀ®ej uesKeve -efJe<e³e ®e³eve, meeceûeer efveOee&jCe, uesKeve ÒeefJeefOe ~ meeeceefpekeÀ, meebmke=ÀeflekeÀ,

efJe%eeve KesueketÀo mes mecJe× efJe<e³e Hej efHeÀ®ej uesKeve

Unit - IIIkeÀ) mee#eeledkeÀej - GÎsM³e, ÒekeÀej, mee#eeledkeÀej - ÒeefJeefOe, cenlJe, YeWìJeeÊee&

Unit - IVkeÀ) mlebYe uesKeve - mecee®eej He$e kesÀ efJeefJeOe mlebYe, mlebYe uesKeve keÀer efJeMes<eleeSB, mecee®eej

uesKeve

Unit - VkeÀ) He$ekeÀeefjlee - DeeefLe&keÀ, Kesue, ûeeceerCe Deewj efJekeÀeme, HeÀesìes He$ekeÀeefjleeDebkeÀ efJeYeepeve -Unit - I mes Midterm 20 marks12 x 1 = 124 x 2 = 08Unit 2, 3, 4, 5 mes End term Exam 80 marksoerIe& ÒeMve 12.5 x 4 = 50mebef#eHle efìHHeCeer 7.5 x 4 = 30

mene³ekeÀ ûevLe1. ke=À<Ce kegÀceej ieesmJeeceer -Òe³eespevecetuekeÀ efnvoer Deewj keÀe³e&&ue³e efnvoer keÀefuebie ÒekeÀeMeve, veF&efouueer2. [e@ jJeervêveeLe ÞeerJeemleJe - Òe³eespevecetuekeÀ efnvoer, kesÀefvê³e efovoer mebmLeeve, Deeieje

202

HindiSemester- I

Core Course-I

efnvoer meeefnl³e keÀe Fefleneme(jerefle keÀeJ³e lekeÀ) F.M. - 100

Unit - IkeÀ) keÀeue efJeYeepeve Deewj veecekeÀjCeKe) DeeefokeÀeueerve meeefnl³e keÀer He=ÿYetefce

Unit - IIkeÀ) Deeefo keÀeue keÀe meeceev³e Heefj®e³eKe) efme× meeefnl³e, veeLe meeefnl³e, pewve meeefnl³e, jemees meeefnl³e, ueewefkeÀkeÀ meeefnl³e, DeeefokeÀeue keÀer Dev³e

j®eveeSB

Unit - IIIkeÀ) YeefkeÌlekeÀeue - He=ÿYetefce, meeceev³e Heefj®e³e Deewj ÒecegKe ÒeJe=efÊe³eeB

Unit - IVkeÀ) efveie&gCe Deewj meiegCe YeefkeÌleOeeje kesÀ ÒecegKe keÀefJe Deewj keÀeJ³eeW keÀer efJeMes<eleeSB

Unit - VkeÀ) jereflekeÀeJ³e - He=ÿYetefce, meeceev³e Heefj®e³e Deewj ÒecegKe ÒeJe=efÊe³eeBjerefleye×, jerefle efme× Deewj jerefle cegkeÌle keÀeJ³eOeeje kesÀ ÒecegKe keÀefJeDebkeÀ efJeYeepeve -Unit - I mes Midterm Exam - 20 MarksSkeÀ oerIe& ÒeMve - 12 x 1 = 12oes mebef#eHle ÒeMve - 4 x 2 = 08End Semester - Unit 2, 3, 4, 5 mes oerIe& ÒeMve 12.5x4=50End Semester - Unit 2, 3, 4, 5 ®eej mebef#eHle ÒeMve 7.5x4=30

mene³ekeÀ ûevLe1. efnvoer meeefnl³e keÀer YetefcekeÀe - Dee®ee³e& npeejer Òemeeo efÜJesoer, jepekeÀceue, ÒekeÀeMeve, veF& efouueer2. efnvoer meeefnl³e keÀe GoYeJe Deewj efJekeÀemeö Dee®ee³e& npeejer Òemeeo efÜJesoer, jepekeÀceue, ÒekeÀeMeve, veF& efouueer3. efnvoer meeefnl³e keÀe Fefleneme - Dee@ jece®evê MegkeÌue, veeiejer Òe®eeSCeer meYee, keÀeMeer4. efnvoer meeefnl³e keÀe Fefleneme - [e@ veiesvê

203


YeefkeÌle Deewj jereflekeÀeueerve efnvoer keÀefJelee F.M. - 100efnvoer keÀeJ³e mebûen (le=leer³e mebMeesefOele mebmkeÀjCe)mebHeeokeÀ - jeceJeerj efmebn, nscee DeÒesleer, ceerje mejerve, kesÀvêer³e efnvoer mebmLeeve, Deeieje

Unit - IkeÀ) keÀyeerj oeme - Heo ~ mes 5, meeKeer - 1, 2, 5, 6, 9, 10, 14, 15, 19, 20= 10

meeefKe³eeBKe) pee³emeer - veeieceleer efJe³eesie KeC[

Unit - IIkeÀ) megjoeme - efJeve³e kesÀ Heo 1 mes 4, Ye´cejieerle 6 mes 9Ke) leguemeer oeme - efJeve³e Heef$ekeÀe mecHetCe&

Unit - IIIkeÀ) jnerce- oesne - 1, 2, 3, 4, 7, 8, 11, 12, 13, 14, 17, 18, 19, 20, 21= 15Ke) ceerjeyeeF& - Heo 1 mes 4

Unit - IVkeÀ) efyenejer-1, 2, 3, 4, 5, 9, 10, 11, 12, 13, 14, 15, 16, 17, 24, 25, 26, 27,

30, 32 = 20 oesne

Unit - VkeÀ) OeveeJebo - Heo - 1, 3, 4, 7, 9Ke) jmeKeeve - Heo - 3, 4, 5, 6, 10DebkeÀ efJeYeepeve -Unit - I mes Midterm Exam - 20 MarksSkeÀ oerIe& ÒeMve - 12 x 1 = 12oes mebef#eHle ÒeMve - 4 x 2 = 08End Semester - Unit (1,2, 3, 4,5) mesJ³eejJ³ee - 7.5X2=15oerIe& ÒeMve - 12.5 x 4 = 50mebef#eHle ÒeMve - 7.5X2=15mene³ekeÀ ûevLe

1. efnvoer metHeÀer keÀeJ³e keÀer YetefcekeÀe - jepeHetpeve efleJeejer2. efyenejer - [e@ ye®®eve efmebn - meeefnl³e DekeÀeoceer3. jerefle keÀeJ³e - [e@ peieoerMe iegHle - yemegceefle, Fueeneyeeo

=

204


efnvoer meeefnl³e keÀe Fefleneme

DeeOegefvekeÀ keÀeue F.M. - 100

Unit - IkeÀ) DeeOegefvekeÀ keÀeue (efnvoer veJepeeiejCe keÀeue) - jepeveereflekeÀ, meeceeefpekeÀ, meebmke=ÀeflekeÀ He=ÿYetefce

Unit - IIkeÀ) Yeejlesvog ³egie Deewj efÜJesoer ³egie -ieÐe keÀe GoYeJe Deewj efJekeÀeme, ÒecegKe ÒeJe=efÊe³eeB

Unit - IIIkeÀ) íe³eeJeeo Deewj Òe³eesieJeeo - keÀeJ³e ÒeJe=efÊe³eeB

Unit - IVkeÀ) ÒeieefleJeeo, veF@ keÀefJelee Deewj mecekeÀeueerve keÀefJelee - keÀeJ³e ÒeJe=efÊe³eeB

Unit - VkeÀ) efnvoer ieÐe keÀe efJekeÀeme - (veeìkeÀ, GHev³eeme)

mJelev$eleeHetJe& efnvoer ieÐemJeelev$e³eesÊej efnvoer ieÐe

DebkeÀ efJeYeepeve -Unit - I mes Mid term Exam - 20 MarksSkeÀ oerIe& ÒeMve - 12 x 1 = 12oes mebef#eHle ÒeMve - 4 x 2 = 08End term ExamUnit- 1, 2, 3, 4, 5 mes oerIe& ÒeMve 12.5 x 4 = 50Unit- 1, 2, 3, 4, 5 mes ®eej mebef#eHle ÒeMve 7.5X4=30

mene³ekeÀ ûevLe1. efnvoer meeefnl³e keÀe Fefleneme - Òees. ceeOeJe meesveìkeÀkesÀ - efJekeÀeme ÒekeÀeMeve, keÀeveHegj2. efnvoer meeefnl³e keÀe Fefleneme - [e@ efJepe³esvê SveelekeÀ - meeefnl³e DekeÀeosceer3. DeeOegefvekeÀ efnvoer meeefnl³e - [e@ ue#ceermeeiej JeeJCess³e - efnvoer Heefj<eo efJeéeeefJe×eue³e, Òe³eeie

205


DeeOegefvekeÀ efnvoer keÀefJelee, íe³eeJeeo lekeÀF.M. - 100

efnvoer keÀeJ³e mebûen (le=efle³e mebMeesefOele mebmkeÀjCe) meb. jeceJeerj efmebn, nscee DeÒesleer, ceerje mejerve, kesÀvêer³e efnvoermebmLeeve, Deeieje

Unit - I

keÀ) De³ees×eefmebn GHeeO³ee³e nefjDeewOe` efÒe³e ÒeJeeme (HeJeve - oteflekeÀe) - 1 mes 14Ke) cewefLepeer MejCe iegHle - ³eMeesOeje kesÀ efJejn ieerle

meefKe Jemevle mes keÀneB ieS Jes ?js ceve, Deepe Hejer#ee lesjer

Unit - II

keÀ) pe³eMebkeÀj Òemeeoues ®eue cegPes....ceOegce³e osMeDeeBmeg 1 mes 15....

Unit - III

keÀ) met³e&keÀevle ef$eHeeþer efvejeueeefYe#egkeÀ, leesæ[leer HelLej, legce Deewj ceQ

Unit - IV

keÀ) megefce$ee vevove Heble leepe, ÒeLece jefMce, leHejs

206

Unit - VkeÀ) ceneosJeer Jecee&

veerj Yejer ogëKe keÀer yeoueerHebLe nesves oes DeHeefjef®elens ef®ej ceneved!

DebkeÀ efJeYeepeve -Midterm Exam - 20 Marks

Unit - I mes SkeÀ oerIe& ÒeMve - 12 x 1 = 12

Unit - I mes oes mebef#eHle ÒeMve - 4 x 2 = 08

End term Exam 80 marks

Unit 2, 3, 4, 5 mes J³eeK³ee 7.5X2=15

Unit 2, 3, 4, 5 mes oerIe& ÒeMve 12.5 x 4 = 50

Unit 2, 3, 4, 5 mes mebef#eHle ÒeMve 7.5X2=15

mene³ekeÀ ûevLe1. íe³eeJeeo - Òees. veeceJej efmebn2. íe³eeJeeo - Hetvecet&u³eebkeÀve - megefce$eevevove Heble

207

DebkeÀ efJeYeepeveMid Term Exam - (Unit 1 mes) = 20

SkeÀ oerIe& ÒeMve - 12 x 1 = 12oes mebef#eHle ÒeMve - 4 x 2 = 8

End Term Exam (Unit 2,3,4,5 mes ) = 80J³eeK³ee³eW (oes) - 7.5X2=15oerIe& ÒeMve (®eej) - 12.5 x 4= 50mebef#eHle ÒeMve (oes) - 7.5X2=15

mene³ekeÀ ûevLe(1) [e0 veeceJej efmebn - DeeOegefvekeÀ meeefnl³e keÀer Òeye=efÊe³eeB, ueeskeÀYeejleer ÒekeÀeMeve DeeueeneJeeo(2) jeceefJeueeme Mecee& - ceekeÌme&Jeeo Deewj ÒeieefleMeerue meeefnl³e, JeeCeer ÒekeÀeMeve, veF& efouueer(3) [e0 veiesvê - DeeOegefvekeÀ efnvoer keÀefJelee keÀer cegK³e ÒeJe=efÊe³eeB


íe³eeJeoesÊej efnvoer keÀefJeleeefnvoer keÀeJ³e mebûen (New Edition)

kesÀvêer³e efnvoer mebmLeeve, DeeiejeUNIT-I

(i) kesÀoejveeLe DeûeJeeue - yebmeleer nJee (ii) veeieepe&gve - keÀeefueoeme, yengle efoveeW kesÀ yeeoUNIT-II

(i) jeceOeejer efmebn efovekeÀj - peveleb$e keÀe pevce, DeefYeveJe ceveg<³eUNIT-III

(i) meef®eoevebo efnjevebo Jeelmee³eve `De%es³e, - ³en oerHe DekesÀuee, efnjesmeercee~UNIT-IV

(i) YeJeeveer Òemeeo efceÞe - ieerle HeÀjesMe, DeefYeJ³eefkeÌleUNIT-V

(i) jIegJeerj mene³e - OetHe, jeceoeme (ii) efieefjpee kegÀceej ceeLegj - yeg×

208



End Term Exam (Unit 1,2,3,4,5 mes ) = 801,2, 4 & 5 mes oerIe& ÒeMve (oes) - 12.5X4=504 DeuebkeÀejeW kesÀ ue#eCe - GoenjCe - 7.5X2=151,2, 4 & 5 mes mebef#eHle ÒeMve - 7.5X2=15

mene³ekeÀ ûevLe(1) YeieerjLe efceÞe - Yeejleer³e keÀeJ³e Meeðe(2) [e0 veiesvê-Yeejleer³e keÀeJ³eMeeðe keÀer YetefcekeÀe - National Publishing House, Dariaganj,

New Delhi

(3) [e0 jece DeJeOe efÜJesoer - meeefnl³e efme×evle - efyenej jepeYeee Heefj<eo, Heeìvee


Yeejleer³e keÀeJ³eMeeðeUNIT-I

(i) keÀeJ³e ue#eCe DeLeJee HeefjYee<ee, keÀeJ³ensleg SJeb keÀeJ³e Òe³eespeveUNIT-II

(i) jme efme×evle - jme keÀer DeJeOeejCee, jme efve<HeefÊeUNIT-III

(i) DeuebkeÀej - GHecee, ªHekeÀ, DevegÒeeme, GlÒes#ee, Mues<e, Je¬eÀesefkeÌle, DeefleMe³eesefkeÌle (ue#eCe DeewjGoenjCe)

UNIT-IV(i) Meyo-MeefkeÌle - HeefjYee<ee Deewj Yeso

UNIT-V(i) jerefle keÀer DeJeOeejCee, jerefle keÀe JeieeakeÀjCe

209



End Term Exam (Unit 1,2,3,4,5 mes ) = 80oerIe& ÒeMve (®eej) - 12.5 X 4=50mebef#eHle ÒeMve (®eej) - 7.5 X 4=30

mene³ekeÀ ûevLe(1) [e@. efvece&uee pewve - Hee½eel³e meeefnl³e ef®ebleve - jeOeeke=À<Ce ÒeekeÀeMeve, veF& efouueer(2) jece®evê efleJeejer - Yeejleer³e SJeb Hee½eel³e keÀeJ³eMeeðe keÀer ªHejsKee, ueeskeÀYeejleerÒekeÀeMeve, FueeneJeeo(3) YeieerjLe efceÞe - Hee½eel³e keÀeJ³eMeeðe, Fefleneme, efme×eble Deewj Jeeo, efJeMJeefJeÐeeue³e ÒekeÀeMeve,JeejeCemeer

Semester- IIICore Course-VIIHee½eel³e keÀeJ³eMeeðe

UNIT-I(1) keÀeJ³e mecJevOeer ceev³eleeSB - Huesìes (2) Dejmleg - Devegke=Àefle SJeb efJejs®eve efme×eble

UNIT-II(1) ueeWpeeF&veme - keÀeJ³e ceW GoeÊe keÀer DeJeOeejCee (2) Jeæ[meJeLe& keÀefJelee keÌ³ee nw? keÀefJelee keÀemJeªHe

UNIT-III(1) ¬eÀes®es- DeefYeJ³ebpeveeJeeo (2) Fefue³eì - efveJe&³eefkeÌlekeÀlee keÀe efme×evle

UNIT-IV(1) mJe®ívoleeJeeo, ³eLeeLe&Jeeo (2) efj®ee[&me - cetu³e efme×evle

UNIT-V(1) DeeOegefvekeÀlee, GÊej DeeOegefvekeÀlee SJeb DeewHeefveJesefMekeÀlee

210



End Term Exam (Unit 1,2,3,4,5 mes ) = 80oerIe& ÒeMve (®eej) - 12.5 X 4=50mebef#eHle ÒeMve (®eej) - 7.5 X 4=30

mene³ekeÀ ûevLe(1) [e@. YeesueeveeLe efleJeejer - Yee<ee efJe%eeve, efkeÀleeye cenue FueneJeeo(2) [e@. keÀefHeueosJe efÜJesoer - efnvoer Yee<ee Deewj Yee<ee Meeðe(3) [e@. njosJe yenejer - efnvoer GoYeJe, efJekeÀeme Deewj ªHe, efkeÀleeye cenue, FueneJeeo


Yee<ee efJe%eeve Deewj efnvoer Yee<eeUNIT-I

(1) Yee<ee - HeefjYee<ee Deewj mJeªHe, Yee<ee HeefjJeÊe&ve kesÀ keÀejCeUNIT-II

(1) Yee<ee efJe%eeve - HeefjYee<ee, Debie (OJeefve, Meyo, Heo, JeekeÌ³e Deewj Mewueer)UNIT-III

(1) mJeefvece efJe%eeve - mJeve, Jeeieerefvê³eeB, mJeveeW keÀe JeieeakeÀjCe, mLeeve Deewj Òe³elve kesÀ DeeOeej Hej~(2) ªHe efJe%eeve - ªefHece

UNIT-IV(1) JeekeÌ³e efJe%eeve - JeekeÌ³e keÀer HeefjYee<ee, DeefveJee³e& lelJe, JeekeÌ³e kesÀ ÒekeÀej, JeekeÌ³e HeefjJeÊe&ve kesÀkeÀejCe~

UNIT-V(1) DeLe&efJe%eeve - DeLe& HeefjJeÊe&ve kesÀ keÀejCe Deewj efoMeeSB~(2) osJeveeiejer efueefHe keÀer efJeMes<eleeSB SJeb megOeej kesÀ Òe³eeme~

211



End Term Exam (Unit 1,2,3,4,5 mes ) = 80oerIe& ÒeMve (®eej) - 12.5 X 4=50³eeK³eeSB (oes) - 7.5 ie 2=15mebef#eHle ÒeMve (®eej) - 7.5 X 2=15

mene³ekeÀ ûevLe(1) [e@. jece efJeueeme Mecee& - Òesce®evo Deewj GvekeÀe ³egie(2) [e@. jece ojMe efceÞe - efnvoer GHev³eeme SkeÀ Deble&³ee$ee(3) [e@. Heg©<eesÊece mel³eÒesceer - oefuele meeefnl³e me=peve kesÀ mevoYe&(4) [@. ceefnHe efmebn ®ebvokeÀebefle yeebefo yeæ[skeÀj - meeefnl³e Deewj oefuele ®eslevee


efnvoer GHev³eemeUNIT-I

(1) efnvoer GHev³eeme Deewj Òesce®eboUNIT-II

(1) keÀce&Yetefce - Òesce®eboUNIT-III

(1) efnvoer ceefnuee uesKeve Deewj veejer efJeceMe&, (2) efnvoer oefuele meeefnl³e efJeceMe&UNIT-IV

(1) DeeHekeÀe yebìer - ceVet YeC[ejerUNIT-V

(1) Oejleer Oeve ve DeHevee - peieoerMe ®ebê

212



End Term Exam (Unit 1,2,3,4,5 mes ) = 80oerIe& ÒeMve (®eej) - 12.5 x 4=50mebef#eHle ÒeMve (®eej) - 7.5 x 4= 30

mene³ekeÀ ûevLe(1) veecedJej efmebn - keÀneveer veF& keÀneveer(2) jepesvê ³eeoJe - keÀneveer DevegYeJe Deewj DeefYeJ³eefkeÌle(3) meb osJeerMebkeÀj DeJemleer - veF& keÀneveer mevoYe& Deewj Òeke=Àefle - jepekeÀceue ÒekeÀeMeve, veF& efouueer~


efnvoer keÀneveer

UNIT-IGmeves keÀne Lee - ®evêOej Mecee& ieguesjer, keÀ]HeÀve - Òesce®evo

UNIT-IIDeekeÀeMe oerHe - pe³eMebkeÀj Òemeeo, nej keÀer peerle - megoMe&ve

UNIT-IIIHeepesye - pewvesvo, ueeue Heeve keÀer yesiece - HeÀCeerMJej veeLe jsCeg

UNIT-IVceueJes keÀe ceeefuekeÀ - ceesnve jekesÀMe, oesHenj keÀe Yeespeve - DecejkeÀeble

UNIT-VefmekeÌkeÀe yeoue ie³ee - ke=À<Cee meesJeleer, efHelee - %eevejbpeve

213



End Term Exam (Unit 1,2,3,4,5 mes ) = 80oerIe& ÒeMve (®eej) - 12.5 x 4=50J³eeK³eeSB (oes) - 7.5 x 2 =15mebef#eHle ÒeMve (oes) - 7.5 x 2=15

mene³ekeÀ ûevLe(1) [e@. jece efJeueeme Mecee& - Yeejlesvogj nefj½evê - jepekeÀceue ÒekeÀeMeve(2) mel³esvê levespee - Òemeeo keÀe veeìîekeÀce&, mevceeie& ÒekeÀeMeve, veF& efouueer(3) jcesMe ®evê Pee - meceeveeblej - mejmJeleer Òesmed, JeejeCeemeer(4) [e@. Gefce&uee efceÞe - DeeOegefvekeÀlee Deewj ceenve jeskesÀMe - efJeMJeefJeÐeeue³e ÒekeÀeMeve, JeejeCemeer


efnvoer veeìkeÀ SJeb SkeÀebkeÀerUNIT-I

DevOesj veiejer - Yeejlesvog nefj½evêUNIT-II

®evêiegHle - pe³eMebkeÀj ÒemeeoUNIT-III

DeeOes-DeOetjs - ceesnve jekesÀMeUNIT-IV

®eeªefce$ee - jepekegÀceej Jecee& , ³en mJeleb$elee keÀe ³egie - Go³e MebkeÀj YeÆUNIT-V

cee@ - efye<Ceg ÒeYeekeÀj, efJepe³e keÀer yesuee - peieoerMe ®evoj ceeLegj

214



End Term Exam (Unit 1,2,3,4,5 mes ) = 80oerIe& ÒeMve (®eej) - 12.5 x 4=50J³eeK³eeSB (oes) - 7.5 x 2 =15mebef#eHle ÒeMve (oes) - 7.5 x 2=15

mene³ekeÀ ûevLe(1) [e@. jece®evê efleJeejer - efnvoer ieÐe meeefnl³e(2) efJeYetjece efceÞe - ÒeefleefveefOe efnvoer efveyevOekeÀej, ueeskeÀ Yeejleer ÒekeÀeMeve~


efnvoer efveyevOe SJeb Dev³e ieÐe efJeOeeSB

UNIT-Icepeotjer Deewj Òesce - mejoej HetCe& efmebn, F&<³ee& - jece®evê MegkeÌue

UNIT-IIDeMeeskeÀ kesÀ HetÀue - npeejer Òemeeo efÜJesoer, cesjs jece keÀe cegkegÀì Yeerieejne ns - efJeÐeeefveJeeme efceÞe

UNIT-IIIjecee - ceneosJeer Jecee&, jefpe³ee - jeceye=#e yesefveHetjer

UNIT-IVHenuee meHesÀo yeeue - nefjMebkeÀj HejmeeF&, iejerye nesves kesÀ HeÀe³eos - jJeervê veeLe l³eeieer

UNIT-VkeÀceue keÀe efmeHeener - Òesce®ebo (ÒeLece 30 He=ÿ lekeÀ),keÌ³ee YetuetB keÌ³ee ³eeo keÀªB - nefjJebMe je³e ye®®eve (ÒeLece 30 He=ÿ lekeÀ)

215



End Term Exam (Unit 2,3,4,5 mes ) = 80oerIe& ÒeMve (®eej) - 12.5x4=50mebef#eHle ÒeMve (®eej) - 7.5x4=30

mene³ekeÀ ûevLe(1) peve meb®eej ceeO³ece Deewwj He$ekeÀeefjlee - ÒeJeerCe oeref#ele, men³eesie meeefnl³e mebmLeeve, keÀeveHegj(2) efnvoer He$ekeÀeefjlee keÀe Deeuees®eveelcekeÀ Fefleneme - [e@. jcesMe ®evê pewve(3) efnvoer He$ekeÀeefjlee : efJekeÀeme Deewj efJeefJeOe Dee³eece - [e@ megMeeruee peesMeer(4) efnvoer He$ekeÀeefjlee : efJeefJeOe Dee³eece : [e@ JesoÒeleeHe keÀewefMekeÀ(5) efnvoer He$ekeÀeefjlee kesÀ ve³es Òeefleceeve - ye®®eve efmebn, efJeMJeefJeÐeeue³e ÒekeÀeMeve, JeejeCemeer


efnvoer keÀer meeefnefl³ekeÀ He$ekeÀeefjleeUNIT-I

meeefnefl³ekeÀ He$ekeÀeefjlee - DeLe&, DeJeOeejCee Deewj cenlJeUNIT-II

Yeejlesvog ³egieerve meeefnefl³ekeÀ He$ekeÀeefjlee Heefj®e³e Deewj ÒeJe=efÊe³eeB, efÜJesoer ³egieerve meeefnefl³ekeÀ He$ekeÀeefjlee Heefj®e³e DeewjÒeJe=efÊe³eeB

UNIT-IIIÒesce®ebo Deewj íe³eeJeeo³egieerve meeefnefl³ekeÀ He$ekeÀeefjlee - Heefj®e³e Deewj ÒeJe=efÊe³eeB

UNIT-IVmJeelev$³eesÊej meeefnefl³ekeÀ He$ekeÀeefjlee - Heefj®e³e Deewj ÒeJe=efÊe³eeB

UNIT-VmecekeÀeueerve meeefnefl³ekeÀ He$ekeÀeefjlee - Heefj®e³e Deewj ÒeJe=efÊe³eeB, meeefnefl³ekeÀ He$e keÀeefjlee ceW DevegJeeo keÀer YetefcekeÀe

216


Òe³eespevecetuekeÀ efnvoerUNIT-I

efnvoer Yee<ee keÀe efJeefJeOe ªHe, meeceev³e efnvoer, meeefnl³ekeÀ efnvoer, Òe³eespeve cetuekeÀ efnvoerceele=Yee<ee, mecHeke&À Yee<ee, jeä^Yee<ee, jepeYee<ee

UNIT-IIjepeYee<ee efnvoer : meJewOeeefvekeÀ ÒeeJeOeeve, jepeYee<ee, Deäcemet®eerjepeYee<ee DeefOeefve³ece - 1963, jepeYee<ee DeefOeefve³ece - 1976

UNIT-IIIefnvoer keÀer Mewefue³eeB - efnvoer, Got& Deewj efnvogmLeeveerefnvoer Yee<ee keÀe ceevekeÀerkeÀjCe - G®®eejCe kesÀ mlej Hej Deewj JeÊe&veer kesÀ mlej Hej

UNIT-IVmeb®eej ceeO³ece - (ÞeJ³e, ¢M³e Deewj ¢M³e-ÞeJ³e) kesÀ ªHe ceW efnvoer Deewj GmekesÀ ÒecegKe ue#eCe~

UNIT-VefìHHeCe Deewj ÒeeªHe uesKeve - mJeªHe, lew³eej keÀer efJeefOe, uesKeve mebyebOeer cenlJeHetCe& yeeleWefnvoer keÀer HeejerYeeef<ekeÀ MeyoeJeueer (Meyo YeCþej)



End Term Exam (Unit 1,2,3,4,5 mes ) = 80oerIe& ÒeMve (®eej) - 12.5x4=50mebef#eHle ÒeMve (®eej) - 7.5x2=30Deefle mebef#eHle ÒeMve efnvoer mes Debûespeer - 8Deefle mebef#eHle ÒeMve (yeejn) Debûespeer mes efnvoer - 7

mene³ekeÀ ûevLe(1) kewÀueeMe ®evê Yeeefì³ee - Òe³eespevecetuekeÀ efnvoer (2) ÒesceeOeJe meesveìkeÌkesÀ- Òe³eespevecetuekeÀ efnvoer(3) jJeervê ÞeerJeemleJe - Òe³eespeve cetuekeÀ efnvoer

} = 15

217


Paper-I

Deefmlelee cetuekeÀ efJeceMe& Deewj efnvoer meeefnl³eUNIT-I

oefuele efJeceMe& DeJeOeejCee Deewj Deevoesueve, HetÀues Deewj Deecye[keÀjUNIT-II

ðeer efJeceMe& - DeJeOeejCee Deewj cegefkeÌle Deevoesueve, Hee½eel³e Deewj Yeejleer³e meboYe&îeeUNIT-III

DeeefoJeemeer efJeceMe& - DeJeOeejCee Deewj DeevoesueveUNIT-IV

oefuele, veejer Deewj DeeefoJeemeer efJeceMe& keÀer keÀneefve³eeB(1) He®®eerme ®eew keÀe osæ{ meew - Deesce ÒekeÀeMe JeeuceerefkeÀ, (2) Deepeeoer - cecelee keÀeefue,(3) cengDee keÀe HetÀue - cebieue efmebn cegC[e

UNIT-Voefuele, veejer Deewj DeeefoJeemeer efJeceMe& keÀer keÀefJeleeSB(1) megvees ye´eïeCe - ceueKeeve efmebn (2) meele YeeF&³eeW kesÀ yeer®e ®ecHee - keÀel³ee³eveer(3) DeeDees efceuekeÀj ye®eeSB - efvece&uee Heglegue



End Term Exam (Unit 2,3,4,5 mes ) = 80oerIe& ÒeMve (®eej) - 12.5x4=50mebef#eHle ÒeMve (oer) - 7.5 x 2= 15J³eeK³ee - 7.5x2=15

mene³ekeÀ ûevLe(1) ðeer ef®evleve keÀer ®egveewefle³eeB - jsKee keÀmleJeej, jepekeÀceue ÒekeÀeMeve (2) oefuele ®eslevee DeewjmecekeÀeueerve efnvoer GHev³eeme - [e@ cegVee efleJeejer, mebpe³e yegkeÀ mesvìj, JeejeCemeer, (3) ðeerlJe keÀeceeveef®e$e - DeveeefcekeÀe, jepekeÀceue ÒekeÀeMeve, (4) DeeefoJeemeer efJeceMe& - jcesMe ®evê ceerCee

218


Paper-II

íe³eeJeeoUNIT-I

íe³eeJeeo-ÒeJeÊe&ve keÀe ÒeMve, HeefjYee<ee keÀer mecem³ee, íe³eeJeeo Deewj mJe®ívoleeJeeo,íe³eeJeeo Deewj jnm³eJeeo

UNIT-IIpe³eMebkeÀj Òemeeo - (1) keÀecee³eveer Þe×emeie& (2) yeerleer efJeYeeJejer peeiejer

UNIT-IIImet³e&keÀeble ef$eHeeþer efvejeuee - (1) petner keÀer keÀueer (efJepetve Jeve Jeuuejer mes Kesue jbie H³eej mebie

(2) kegÀkegÀj cegÊee (Dee³ee ceewefmece mes ceQ ner ®etvee)UNIT-IV

megefce$ee vebove Heble - (1) ceewve - efvecev$eCe, (2) ieerle efJenieUNIT-V

ceneosJeer Jecee& -(1) yeerve Yeer ntB ceQ legcnejer jeefieveer ntB,(2) ³en cebefoj keÀe oerHe Fmes veerjJe peueves oesDebkeÀ efJeYeepeve

Mid Term Exam - (Unit 1 mes) = 20SkeÀ oerIe& ÒeMve - 12 x 1 = 12oes mebef#eHle ÒeMve - 4 x 2 = 8

End Term Exam (Unit 2,3,4,5 mes ) = 80J³eeK³ee (oer) - 7.5x2=15oerIe& ÒeMve (®eej) - 12.5x4=50mebef#eHle ÒeMve (oer) - 7.5x2=15

mene³ekeÀ ûevLe(1) íe³eeJeeo - veeceJej efmebn, jepekeÀceue ÒekeÀeMeve, (2) íe³eeJeeo kesÀ DeeOeej mlebYe - meb jecepeerHeeC[s³e, efueefHe ÒekeÀeMeve, (3) íe³eeJeeoer keÀeJ³e - [e@ ke=À<Ce ®evê Jecee&, ceO³eÒeosMe efnvoer ûevLeDekeÀeoceer, (4) ceneÒeeCe efvejeuee - iebiee Òemeeo HeeC[s³e, ueeskeÀYeejleer ÒekeÀeMeve, (5) megefce$ee vevoveHevle - [e@. veiesvê - vesMeveue HeefyueefMeb neGme, ve.efouueer, (6) ceneosJeer - meb [e@. Hejceevevo ÞeerJeemleJe,ueeskeÀYeejleer, FueneJeeo, ÒekeÀeMeve, (7) pe³eMebkeÀj Òemeeo - vevoogueejs yeepeHes³eer, Yeejleer YeC[ej,FueeneJeeo

219


Paper-III

Òesce®eboUNIT-I

efnvoer GHev³eeme Deewj Òesce®ebo keÀe ³eesieoeveUNIT-II

GHev³eeme efvece&uee - Òesce®eboUNIT-III

keÀye&uee - veeìkeÀUNIT-IV

efveyevOe - meeefnl³e keÀe GÎsM³eUNIT-V

keÀneefve³eeB - Hetme keÀer jele, Melejbpe kesÀ efKeueeæ[er, Heb®e HejcesMJej



End Term Exam (Unit 2,3,4,5 mes ) = 80J³eeK³ee (oer) - 7.5x2=15oerIe& ÒeMve (®eej) - 12.5x4=50mebef#eHle ÒeMve (oer) - 7.5x2=15

mene³ekeÀ ûevLe(1) Òesce®ebo kesÀ Dee³eece - meb S. DejefJeboe#eve, jeOeeke=À<Ce ÒekeÀeMeve,(2) Òesce®ebo, efJeiele cenÊee Deewj JeÊe&ceeve DeLe&JeÊee, meb. cegjueer ceveesnj Òemeeo efmebn,

(jepekeÀceue ÒekeÀeMeve) jsKee DeJemLeer~

220

CBCS SYLLABUSHISTORY

SEMESTER - ISl. Papers Credit Marks1. C.C.I - History of India-I 6 1002. C.C.II - Social Formations and Cultural patterns of

the Ancient World 6 1003. AECC-I-Environmental Science 2 504. GE-I - Making of Contemporary India 6 100

SEMESTER - IISl. Papers Credit Marks5. C.C.III - History of India-II 6 1006. C.C.IV - Social Formations and Cultural patterns of

the Medieval World 6 1007. AECC-II - English / MIL 2 508. GE-II - Issues in Contemporary World 6 100

SEMESTER - IIISl. Papers Credit Marks9. C.C.V. - History of India - III (c.750-1206) 6 10010. C.C.VI - Rise of Modern West - I 6 10011. C.C.VII - History of India-IV (c.1206-1550) 6 10012. SEC-I- Understanding Heritage 2 5013. GE-III- Making of Contemporary India 6 100

SEMESTER - IVSl. Papers Credit Marks14. C.C.VIII-Rise of Modern West-II 6 10015. C.C.IX - History of IndiaV (c.1550-1605) 6 100

221

16. C.C.X- History of India-VI (c.1605-1750) 6 10017. SEC-II-Understanding Heritage 2 5018. GE-IV-Issues in Contemporary World 6 100

SEMESTER - VSl. Papers Credit Marks19. C.C.XI - History of Modern Europe-I (c.1780-1339) 6 10020. C.C.XII-Historyof India-VII (1750-1857) 6 10021. D.S.E-I- History of United States of America-I (c.1776-1945) 6 10022. DSE-II - History and Culture of Odisha 6 100

SEMESTER - VISl. Papers Credit Marks19. C.C.XIII - History of India-VIII (c.1857-1950)) 6 10020. C.C.XIV-Historyof Modern Europe-II (1780-1939) 6 10021. D.S.E-III- History of United States of America-II (c.1776-1945)6 10022. DSE-IV - Project Report 6 100

TOTAL 140 2400

N.B.Abbreviations UsedC.C: Core Compulsory : 14 Papers @ 100 marks each = 1400

A.E.CC: Ability Enhancement Course Compulsory :02 Papers @ 50 marks each = 100S.E.C : Skill Enhancement Course : 02 Papers @ 50 marks each = 100DSE : Discipline Specific Elective : 04 Papers @ 100 marks each = 400

(including Project)GE : Generic Elective : 04 Papers @ 100 marks each = 400

TOTAL 2400

222

HISTORYSemester - I/III


Making of Contemporary India

I. Towards Independence and emergence of the new StateGovernment of India Act 1935; Election of 1937 and formation of ministries,Cabinet Mission, Mountbatten Plan

II. Making of the RepublicThe constituent Assembly; Drafting of he constitution; Integration of princely states

III. Indian Democracy at work c1950 - 1970s language, RegionElectoral politics and the changing party system; and Non Aligned movement

IV. Economy c190-1970sThe land question, planned economy, Industry and labour

V. Society and culture c1950-1970s -Science and Education, Literature and Media

223


Paper-II

Issues in Contemporary World

I. Colonialism and Nationalism IDefinition, United Nations and UNESCO;origin, organization and functions

II. Colonialism and Nationalism IINAM, Cold war - origin, phases and impact

III. Perspectives on development and under developmentGlobalization - meaning features and impact

IV. Social Movements in the North and the SouthEcological, Feminist, Human Rights

V. Modernity and Cultural transformationEmerging trends in culture, Media and consumption

224

HISTORYSemester- I

Core Course-I

History of India - I

I. Reconstructing Ancient Indian Historya) Meaning and relevanceb) Sources of the study of Ancient Indian History

II. Pre-historic hunter-gatherersa) Paleolithic cultures - sequence and distribution; and technological developmentsb) Mesolithic cultures - regional and chronological distribution; new developments

in technology; economy; and rock art.

III. The Advent of food productionUnderstanding the regional and chronological distribution of the Neolithic and

Chalcolithic cultures : subsistence and patterns of exchange.

IV. The Harappan civilizationOrigin; town planning; agrarian base; craft productions and trade; social and political

organization; religious beliefs, practices; art; and decline

V. Cultures in transitiona) Early vedic and later Vedic culture-society, economy; polity and religionb) Tamilakam-Sangam age - literature and art.

225


SOCIAL FORMATION AND CULTURAL PATTERNS OF THEANCIENT WORLD

I. Evolution of the humankind; paleolithic and Mesolithic cultures.

II. Food production : beginnings of agriculture and animal husbandry

III. Bronze age civilizations, Egypt (old kingdom)Society, economy, state and religion.

IV. Normadic groups in central and west AsiaDebate on the advent of iron and its implications.

V. Slave society in ancient GreeceAgrarian economy, urbanization, trade, polity and culture in ancient Greece :Athens and Sparta.

226


History of India - II

I. Economy and society (circa 300 BCE to circa CE300)a) Urban growth : North India, central India and the Deccan; craft production : trade

and trade route; coinageb) Social stratification; class, Varna, jati, untouchability; gender; marriage and

property relations.

II. Changing Political formations (circa 300 BCE to circa CE 300)a) The Mauryan empire : expansion and administrationb) Post - Mauryan politics with special reference to the Kushan - Kaniska-I, and

the Satavahans - Goutamiputra Satkarni.

III. Towards early medieval India (circa CE fouth century to CE 750)a) The problem of urban decline : trade, currency, and urban settlement.b) The nature of polities : the Gupta Empire and vardhanas.

IV. Religion, Philosophy and society (circa 300 BCE-CE 750)a) The Brahmanical tradition : dharma, varnashrama, purushartha, samskaras.b) The theistic cults (from circa second century B.C) : Buddism - Mahayana and

Hinayana

V. Cultural developments (circa 300 BCE to CE 750)a) A brief survey of Sanskrit and Tamil literature.b) Art and architechture; Mauryan - Ashokan pillar; post Mauryan : Gandhar school

of art.Gupta - Evolution of temple architecture.

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Social Formation and Cultural Patterns of the medieval World

I. Roman Republic - Society, economy, trade and commerce.

II. Religion and culture in Ancient Rome and decline of the Roman Empire

III. Economic developments in Europe from 7th to the 14th century(a) Organisation of production, towns and trade.(b) Feudalism - origin, teahives, merits, deminits and decline.

IV. Religion and culture in medieval Europe : Spread of Christianity andpapacy.

V. Religions in central Islamic landsa) Rise of Islam - life and teachings of Prophet Muhammad and spread of Islamb) Religious developments : Shariah and Sufism

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History Of India - III (c.750-1206)Unit - I : Studying Early Medieval India

1. Historical geography2. Sources : texts, epigraphic and numismatic Data3. Debates on Indian feudalism4. Rise of the Rajputs and the nature of the state

Unit - II : Political Structures1. Evolution of Political structures : Rashtrakutas, Palas, Pratihars,Rajputs and Cholas2. Legitimization of kingship; Brahmanas and temples; royal genealogiesand rituals3. Arab conquest of Sindh: nature and impact of the new set-up; Ismailidawah4. Causes and consequences of early Turkish invasions : Mahmud ofGhazni; Shahab-ud-Din of Ghur

Unit - III : Agrarian Structure and Social Change1. Agricultural Expansion; crops2. Landlords and peasants3. Proliferation of castes; status of untouchables4. Tribes as peasants and their place in the Varna order

Unit - IV : Trade and Commerce1. Inter-regional trade2. Maritime trade and forms of exchange3. Process of urbanization4. Merchant guilds of South India

Unit - V : Religious and Cultural Developments1. Bhakti, Tantrism, Puranic traditions; Buddhism and Jainism; Popularreligious cults2. Islamic intellectual traditions: Al-Biruni; Al-Hujwiri3. Regional languages and literature4. Art and architecture : Evolution of regional styles

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Reading List

1. R.S. Sharma, Indian Feudalism (circa 300-1200)2. B.D. Ctattopadhyaya, The Making of Early Medieval India.3. R.S. Sharma and K.M. Shrimali, eds, Comprehensive History of India, Vol. IV (A

& B)4. Mohammad Habib and K.A. Nizami, eds, Comprehensive History of India, Vol.

V, The Delhi Sultanate5. Hermann Kulke, ed., The State in Indian (AD 1000 - AD 1700)6. Dissanayake, W. and K.M. Gokul Singh, Indian Popular Cinema, Trentham Book,

London, 2004 John Storey, Cultural Theory and Popular Culture, London, 2001_ Oberoi, Patricia, Freedom and Destiny : Gender, Family and Popular Culturein India, Delhi 2009 _ Christopher Princy, Camera Indica : The Social Life ofIndian Photographs, Chicago, 1998

7. Pankaj Rag, Dhuno Ke Yatri, Rajkamal, New Delhi, 2006 (Hindi) _Ramanujan,A.K. Folktales from India A Selection of Oral Tales from Twenty-two

8. Languages (Only Introduction). _ Ramaswamy, V. ‘Women and the ‘Domestic’in Tamil Folk Songs’ in Kumkum Sangari and Uma Chakravarti, eds., FromMyths to Markets : Essays on Gender, Shimla, 1999

Singh, Lata (ed.), Theatre in Colonial India : Playhouse of Power, New Delhi, 2009N. Karashima, South Indian History and Society (Studies from Inscriptions, AD 850-

1800Derryl N. Maclean, Religion and Society in Arab Sindh.Irfan Habib, Medieval India : The Study of a Civilization.Richard Davis Lives of Indian Images.Romila Thapar, Somanatha : The Many Voices of a History.John S. Deyell, Living Without Silver : The Monetary Hisotry of Early Medieval Noth

India.Vijay Ramaswamy, Walking Naked : Women, Society, and Spirituality in South India.Burton Stein, Peasant State and Society in Medieval South IndiaR. Champakalakshmi, Trade, ideology and Urbanization : South India, 300 BC to

1300 AD.Al. Beruni’s India, NBT edition.Ali Hujwir, Kashful Mahjoob, tr. R. Nicholson.Sc Mishra, Rise of Muslim Communities in Gujarat.J. Schwartzberg, Historical Atlas of South Asia.

230


Rise Of The Modern West - I

Unit - I : Transition from feudalism to capitalism1. The Problems of Transition.2. The Theories

Unit - II : Early colonial expansion1. Motives, voyages and explorations.2. The conquests of the Americas : Beginning of the era of colonization3. Mining and plantation, The African slaves.

Unit - III : Renaissance1. Its social roots, city-states of Italy.2. Spread of humanism in Europe3. The Art of Renaissance.

Unit - IV : The Reformation1. Origins, course and results.2. Spread of Reformation movements.3. Emergence of European State system : Spain, France, England,Russia

Unit - V : Economic developments of the sixteenth Century1. Shift of economic balance from the Mediterranean to the Atlantic.2. Commercial Revolution3. Influx of American silver and the Price Revolution.

Reading List

1. B.H. Slicher von Bath, The Agrarian History of Western Europe. AD. 500-18502. Charles A. Nauert, Humanism and the Culture of the Renaissance (1996)3. D.H. Pennington, Seventeenth Century Europe.4. F. Rice, The Foundations of Early Modern Europe

231

5. G.R. Elton, Reformation Europe, 1517 u 15596. Harry Miskimin, The Economy of Later Renaissance Europe : 1460 u 16007. J.Lynch, Spain under the Hapsburgs.8. James B. Collins, The State in Early Modern France, New Approaches to

European History9. L.W. Owie, Seventeenth Century Europe10. M.P. Gilmore, The World of Humanism. 1453 u - 151711. M.S. Anderson, Europe in the Eighteenth Century.12. Perry Anderson, The Lineages of the Absolutist State.13. Peter Kriedte, Peasants, Landlords and Merchant Capitalists.14. Peter Mathias, First Industrial Revolution.15. Stuart Andrews, Eighteenth Century Europe.16. The Cambridge Economic History of Europe. Vol. I-VI.17. The New Cambridge Modern History of Europe, Vols. I-VII.


History Of India - IV (c.1206-1550)

Unit - I : Interpreting the Delhi SultanateSurvey of Sources : (a) Persian Tarikh Tradition, (b) Vernacular Histories;(c) Epigraphy

Unit - II : Sultanate Political Structures1. Foundation, expansion and consolidation of the Sultanate of Delhi :The Khaljis and the Tughluqs.2. Theories of kingship : The rulling elites Sufis, Ulama and the imperialmonuments and coinage

Unit - III : Emergence of Regional Identities1. Bahamanis, Vijaynagar, Gujarat, Bengal and Odisha2. Regional Art, Architecture and Literature

232

Unit - IV : Society and Economy1. Iqta and the Revenue-free Grants.2. Agricultural production, Technology3. Changes in Rural Society, Revenue Sysems.4. Monetization, Market Regulations, Growth of Urban Centers.5. Trade and Commerce, Indian Ocean Trade.

Unit - V : Religion, Society and Culture1. Sufi silsilas : Chishtis and Suhrawardis; doctrines and practices,social roles2. Bhakti movements and monotheistic traditions : Kabir, Nanak,Ravidas and sri Chaitanya.3. The Sant tradition and the Bhakti Literature, The Women Bhaktas.4. Sufi literature : Malfuzat, Premakhayans

Reading List

1. K.A. Nizami, Religion and Politics in the Thirteenth Century.2. S.A.A. Rizvi, A History of Sufism in India, Vol. I.3. Satish Chandra, Medieval India I.4. Tapan Raychaudhuri and Ifran Habib, eds, Cambridge Economic History of

India, Vol. I.5. W.H. McLeod, Karine Schomer, et al, Eds, The Sants.6. Burton Stein, New Cambridge History of India : Vijayanagara7. Pushpa Prasad, Sanskrit Inscriptions of the Delhi Sultanate.8. Richard M. Eaton, ed., India’s Islamic Traditions.9. Sheldon Pollock, Languages of the Gods in the World of Men.10. Vijaya Ramaswamy, Walking Naked : Women, Society, and Spirituality in South

India.11. K.C. Panigrahi, History of Orissa, Cuttack, Kitab Mahal, 2008

233


Rise of The Modern West - II

Unit - I : 17th century European crisiseconomic, social and Political dimensions.

Unit - II : The English Revolution and European politics in the 18th century1. Major issues-political and intellectual Currents2. Parliamentary monarchy3. patterns of Absolutism in Europe

Unit - III : Rise of modern science1. Development of Science from Renaissance to the 17th century2. Impact of Modern science on European society

Unit - IV : Mercantilism, European economics and Preludes to the IndustiralRevolution1. Origin and spread of mercantilism2. Impact of Mercantilism on European economy3. Agricultural and Scientific Background to the Industrial Revolution

Unit - V : The American Revolution1. Political currents2. Economic Issues3. Social Significance of the American Revolution

Reading List

1. T.S. Aston and C.H.E. Philpin (eds.), The Brenner Debate.2. H.Butterfield, The Origins of Modern Science.3. Carlo M. Cipolla, Fontana Economic History of Europe, Vols. II and III. Carlo M.

Cipolla, Before the Industrial Revolution, European Society and Economy, 1000-1700. 3rd ed. (19993)

4. D.C. Coleman (ed.), Revisions in Mercantilism.

234

5. Ralph Davis, The Rise of the Atlantic Economics.6. Maurice Dobb, Studies in the Development of Capitalism.7. J.R. Hale, Renaissance Europe.8. R. Hall, From Galileo to Newton.9. Christopher Hill, A Century of Revolutions10. Rodney Hilton, Transition from Feudalism to Capitalism.11. Stephen J. Lee, Aspects of European History, 1494-178912. G. Parker, Europe in Crisis, 1598-164813. G. Parker and L.M. Smith, General Crisis of the Seventeenth Century.14. J.H. Parry, The Age of Reconnaissance.15. Meenaxi Phukan, Rise of the Modern West : Social and Economic History of

Early Modenrm Europe16. V. Poliensiky, War and Society in Europe. 1618-4817. Theodore K. Rabb, The Struggle for stability in Early Modern Europe.18. V. Scammell, The First Imperial Age : European Overseas Expansion, 1400-

171519. Jan de Vries, Economy of Europe in an Age of Crisis 1600-175020. B.V. Rao, World History, New Delhi : Sterling Publishers21. M.S. Anderson, Europe in the Eighteenth Century22. Perry Anderson, The lineages of the Absolutist State23. Stuart Andrews, Eighteenth Century Europe.24. B.H. Slicher Von Bath, The Agrarian History of Western Europe. AD. 500-185025. The Cambridge Economic History of Europe. Vol.I-VI26. James B. Collins, The State in Early Modern France, New Approaches to

European History27. G. R. Elton, Reformation Europe, 1517-155928. M. P. Gilmore, The World of Humanism. 1453 u -151729. Peter Kriedte, Peasants, Landlords and Merchant Capitalists.30. J. Lynch, Spain under the Hapsburgs.31. Peter Mathias, First Industrial revolution.32. Harry Miskimin, The Economy of Later Renaissance Europe : 1460 u 160033. Charles A.Nauert, Humanism and the Culture of the Renaissance (1996)34. The New Cambridge Modern History of Europe, Vols. I-VII35. L.W. Owie, Seventeenth Century Europe.36. D.H. Pennington, Seventeenth Century Europe37. F. Rice, The Foundations of Early Modern Europe

235


History of India V (c.1550-1605)

Unit - I : Sources and Historiography1. Persian literary culture; translations;2. Vernacular literary Traditions;3. Modern Interpretations.

Unit - II : Establishment of Mughal rule1. India on the eve of advent of the Mughals2. Fire arms, military technology and warfare3. Sher Shah : Administrative and Revenue reforms

Unit - III : Consolidation of Mughal rule1. Incorporation of Rajputs and other indigenous groups in Mughalnobility2. Evolution of administrative institutions : zabti, mansab, jagir, madad-i-maash3. Revolts and resistance

Unit - IV : Rural Society and Economy1. Land rights and revenue system; Zamindars and peasants; ruraltensions2. Extension of agriculture; agricultural production; crop patterns3. Trade routes and patterns of internal commerce; overseas trade;rise of Surat

Unit - V : Political and religious ideals1. Inclusive Political ideas : theory and practice2. Religious tolerance and Sulh-i-kul; Sufi mystical and intellectualinterventions3. Pressure from the ulama

236

Reading List

1. M. Athar Ali, The Mughal Nobility under Aurangzeb.2. Muzaffar Alam and Sanjay Subramanian, eds, The Mughal State, 1526-17503. J.F. Richards, The Mughal Empire4. Satish Chandra, Essays on Medieval Indian History5. Irfan Habib, Agrarian System of Mughal India, 1526-17076. S.A.A. Rizvi, Muslim Revivalist Movements in Northern India.7. S. Arsaratnam, Maritime India in teh Seventeenth Century.8. Satish Chandra, parties and Politics at the Mughal Court.9. Andre Wink, Land and Sovereignty in India.10. Harbans Mukhia, The Mughals of India11. Iqbal Husain, Ruhela Cheiftancies in 18th Century India.


History of India VII (c.1605 - 1750s)

Unit - I : Sources : Persian and vernacular literary cultures, histories,memoirs and travelogues

Unit - II : Mughal Political Culture in 17th and early 18th century1. Extension of Mughal rule; changes in mansab and jagir systems;imperial culture2. State and religion under Aurangzeb; issues in the war of succession;policies regarding Religious groups and institutions3. Conquests and limits of expansion4. Beginning of the crisis : contemporary perceptions; agrarian andjagir crises; revolts

Unit - III : Culture : Paintings, Architecture and Religion

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Unit - IV : Patterns of Regional Politics1. Rajput political culture and state formation2. Deccan kingdoms; emergence of the Marathas; Shivaji; expansionunder the Peshwas3. Mughal decline; emergence of successor states4. Interpreting eighteenth century India : recent debates

Unit - V : Trade and Commerce1. Crafts and technologies; Monetary system2. Markets; transportation; urban centres3. Indian Ocean trade network

Reading List

1. M. Athar Ali, The Mughal Nobility under Aurangzeb.2. Muzaffar Alam and Sanjay Subramanian, eds, The Mughal State, 1526-17503. J.F. Richards, The Mughal Empire4. Satish Chandra, Essays on Medieval Indian History5. Irfan Habib, Agrarian System of Mughal India, 1526-17076. Ashin Dasgupta, Indian Merchants and the Decline of Surat, 1700-17507. Stewart Gordon, The Marathas 1600-1818.8. Ebba Koch, Mughal Art and Imperial Ideology9. S.A.A. Rizvi, Muslim Revivalist Movements in Northern India.10. K.R. Qanungo, Dara Shikoh.11. S. Nurul Hasan, REligion, State, and Society in Medieval India12. S. Arsaratnam, Maritime India in teh Seventeenth Century.13. Muzaffar Alam, The Crisis of Empire in Mughal North India14. Catherine Asher, Architecture of Mughal India15. Milo Beach, Mughal and Rajput Paintings.16. Satish Chandra, parties and Politics at the Mughal Court.17. Andre Wink, Land and Sovereignty in India.18. Harbans Mukhia, The Mughals of India

238


History of Modern Europe-I (c. 1780-1939)

Unit - I : The French Revolution1. Crisis of Ancient Regime2. Intellectual currents3. Social classes and emerging gender relations.

Unit - II : Revolution and its European repercussions1. Phases of the French Revolution 1789-992. Art and Culture of French Revolution3. Napoleonic consolidation - reform and empire

Unit - III : Restoration and Revolution : c. 1815-18481. Forces of conservatism & restoration of old hierarchies2. Social, Political and intellectual currents.3. Revolutionary and Radical movements, 1830-1848

Unit - IV : Capitalist Industrialization and Socio-Economic Transformation(Late 18th century to AD 1914)1. Process of capitalist development in industry and agriculture : caseStudies of Britain, France, the German States and Russia2. Evolution and Differentiation of Social classes : Bourgeoisie,Proletariat, land owning classes and peasantry.3. Changing trends in demography and urban patterns.4. Family, gender and process of industrialization.

Unit - V : Varieties of Nationalism and the Remaking of States in the 19thand 20th Centuries.1. Intellectual currents, popular movements and the formation of Nationalidentities in Germany, Italy, Ireland and the Balkans.2. Specificities of economic development, Political and administrativeReorganization Italy; Germany.

Reading List1. C.M. Cipolla : Fontana Economic History of Europe, Volume III : The Industrial

Rvolution.2. Norman Davies, Europe.

239

3. J. Evans : The Foundations of a Modern State in 19th Century Europe.4. T.S. Hamerow : Restoration, Revolution and Reaction : Economics and Politics

in Germany (1815-1871)5. E.J. Hobsbawn : The Age of Revolution6. Lynn Hunt : Politics, Culture and Class in the French Revolution.7. James Joll, Europe Since 18708. George Lefebvre, Coming of the French Revolution.9. George Lichtheim : A Short History of Socialism.10. Alec Nove : An Economic History of the USSR11. Andrew Porter, European Imperialism, 18760-1914 (1994)12. Anthony Wood, History of Europe, 1815 u 1960 (1983)13. Sura Woolf : History of Italy, 1700-186014. G. Barrowclough, An Introduction to Contemporary History15. Fernand Braudel, History and the Social Science in M. Aymard and H. Mukhia

Ed. French Studies in History, Vol. I (1989)16. Maurice Dobb : Soviet Economic Development Since 191717. M. perrot and G. Duby (eds.) : A History of Women in the West, Vol. 4 & 518. H.J. Hanham; Nineteenth Century Constitution, 1815-1914.19. E.J. Hobsbawm, Nations and Nationalism.20. Charles and Barbara Jelavich : Establishment of the Balkan National States,

1840 u 192021. James Joll, Origins of the First World war (1989)22. Jaon B. Landes : Women and nthe Public Sphere in the Age of the French

Revolution.23. Colin Licas : The French Revolution and the Making of Modern Political Culture,24. Nicholas Mansergh : The Irish Question, 1840 u 192125. K.O. Morgan : Oxford Illustrated History of Britain, Vol. 3 (1789-1983)26. R.P. Morgan : German Social Democracy and the First International27. N. V. Riasanovsky : A History of Russia.28. J.M. Robert, Europe 1880 u 198529. J.J. Roth (ed.), World War I : A Turning Point in Modern History.30. Albert Soboul : Histor of the French Revolution (in two vol.)31. Lawrence Stone, History and the Social Sciences in the Twentieth Century The

Past and the Present (1981)32. Dorothy Thompson : Chartists : Popular Politics in the Industrial Revolution33. E.P. Thompson : Making of the English Working Class.34. Michel Vovelle, fall of the French Monarchy (1984)35. H. Seton Watson : The Russian Empire.36. Raymond Williams : Culture and Society.

240


History of India VII (c. 1750 - 1857)

Unit - I : India in the mid 18th Century;Society, Economy, Polity

Unit - II : Expansion and Consolidation of colonial Power1. Mercantilism, foreign trade and early forms of exactions from Bengal.2. Dyanamics of expansion, with special reference to Bengal, Mysore,Western India, A wadh, Punjab and Sindh

Unit - III : Colonial State and Ideology1. Arms of the colonial state : army, police, law2. Ideologies of the Raj and racial attitudes.3. Education : indigenous and modern

Unit - IV : Economy and Society1. Land revenue systems and forest policy2. Commercialization and indebtedness3. Rural Society : change and continuity4. Famines5. Pastoral economy and shifting cultivation6. De industrializationi7. Trade and fiscal policy8. Drain of Wealth9. Growth of modern industry

Unit - V : Popular Resistance1. Santhal uprising (1856-57)2. Indigo rebellion (1860), Pabna agrarian Leagues (1873), Deccanriots (1875)3. Uprising of 1857

241

Reading List

1. C.A. Bayly, Indian Society and the Making of the British Empire, New CambridgeHistory of India.

2. Bipan Chandra, Rise and Growth of Economic Nationalism in India.3. Suhash Chakravarty, The Raj Syndrome : A Study in Imperial Perceptions, 19894. J.S. Grewal, The Skikhas of the Punjab, New Cambridge History of India5. Ranajit Guha, ed., A Subaltern Studies Reader.6. Dharma Kumar and Tapan Raychaudhuri, eds., The Cambridge Economic

History of India, Vol. II.7. P.J. Marshall, Bengal : The British Bridgehead, New Cambridge History of India.8. R.C. Majumdar, ed., History and Culture of Indian People, Vols. IX and X. British

Paramountcy and Indian Renaissance.9. David Arnold and Ramchandra Guha, eds, Nature, Culture and Imperialism10. Amiya Bagchi, Private Investment in India11. Bipan Chandra, K.N. Panikkar, Mridula Mukherjee, Sucheta Mahajan and Aditya

Mukherjee, India’s Struggles for Independence.12. A.R. Desai, Peasant Struggles in India.13. R. P. Dutt, India today.14. M.J. Fisher, ed., Politics of Annexation (Oxford in India Readings).15. Ranajit Guha, Elementary Aspects of Peasant Insurgency in colonial India (1983)16. P.C. Joshi, Rebellion 1857 : A Symposium17. J.Krishnamurti, Women in Colonial India.18. Dadabhai Naroji, Poverty and Un-British Rule in India19. Rajat K. Ray, ed., Entrepreneurship and Industry in India, 1800-1947, Oxford In

India Readings.20. Eric Stokes, English Utlitarians and India

242


History of India VIII (c. 1857-1950)

Unit - I : Cultural changes and Social and Religious Reform Movements1. The advent of printing and its implications2. Reform and Revival : Brahmo Samaj, Arya Samaj, Wahabi, Deoband,Aligarh and Singh Sabha Movements3. Debates around gender4. Caste : Sanskritising and anti-Brahminical trends

Unit - II : Nationalism : Trends up to 19191. Political ideology and organizations, formation of INC2. Moderates and Extremists.3. Swedish Movement4. Revolutionaries

Unit - III : Gandhian nationalism after 1919 : Ideas and Movements1. Mahatma Gandhi : his Perspectives and Methods2. Non-Co-operation, Civil Disobedience, Quit Inda, Left wingmovements and INA3. Princely India : States People movements4. Nationalism and Culture : literature and art5. Nationalism and Social Groups : peasants, Tribal, Dalits and Women

Unit - IV : Communalism and Partition1. Ideologies and practices, RSS, Hindu Maha Sabha, Muslim League2. Partition riots

Unit - V : Emergence of a New State1. Making of the Constitution2. Integration of princely states3. Land reform and beginnings of planning

243

Reading List

1. Judith Brown, Gandhi’s rise to Power, 1915-222. Paul Brass, The Politics of India Since Independence, OUP, 19903. Bipan Chandra, Nationalism and Colonialism in Modern India, 19794. Bipan Chandra, Rise and Growth of Economic Nationalism in India5. Mohandas K. Gandhi, An Autobiography of The Story of My Experiments with

Truth6. Ranajit Guha, ed., A Subaltern Studies Reader7. Peter Hardy, Muslims of British India8. Mushirul Hasan, ed., India’s Partition, Oxford in India Readings.9. D.A. Low, ed., Congress and the Raj10. John r. McLane, Indian Nationalism and the Early Congress. Jawaharlal Nehru,

An Autobiography11. Gyanendra pandey, The Construction of Communalism in colonial north India12. Sumit Sarkar, Modern India, 1885-194713. Anil Seal, Emergence of Indian Nationalism14. Ram Lakhan Shukla (ed.), Adhunik Bharat ka Itihas15. Eleanor Zelliot, From Untouchable to Dalit : Essays on the Ambedkar Movement16. Judith Brown, Gandhi : (et al) A Prisoner of Hope17. Bipan Chandra, Communalism in Modern India, 2nd ed., 198718. Bipan Chandra, K. N. pnikkar, Mridula Mukherjee, Sucheta Mahajan and Aditya

Mukherjee, India’s, Struggles for Independence.19. A.R. Desai, Social Background of Indian Nationalism.20. A. R. Desai, Peasant Struggles in India21. Francine Frankel, India’s Political Economy, 1947-7722. Ranjit Guha, and G. C. Spivak, eds. Select Subaltern Studies23. Charles Heimsath, Indian Nationalism and Hindu Social Reform24. F. Hutchins, Illusion of Permanence25. F. Hutchins, Spontaneous Revolution26. v.C. Joshi (ed.) Rammohan Roy and the process of Modernization in India27. J. Krishnamurti, Women in Colonial India.

244


History of Modern Europe II (c.1780-1939)

Unit - I : Liberal Democeracy, Working Class Movements and Socialism inthe 19th and 20the Centuries1. The struggle for parliamentary democracy and civil liberties in Britain2. Forms of protest during early capitalism : food riots in Francce andEngland : Luddites and Chartism3. Early socialist thought; Marxian Socialism-the First and the SecondInternational4. German Social Democracy, Politics and Culture

Unit - II : The Crisis of Feudalism in Russia and Experiments in Socialism1. Emancipation of serfs.2. Russian Populism and Social Democracy3. Revolutions of 1905; the Bolshevik revolution of 19174. Programme of socialist Construction

Unit - III : Imperialism, war, and Crisis : c. 1880 - 19391. Theories and mechanisms of imperialism; growth of Militarism;Power blocks and alliances : expansion of European empires - FirstWorls War (1914-1918)2. The post 1919 World Order : economic crises, the Great Depressionand Recovery.3. Fascism and Nazism4. The Spanish Civil War5. Origins of the Second World War

Unit - IV : Cultural Transformation since circa 18501. Changing contexts : (i) Notions of Culture (ii) Creation of a NewPublic sphere and mass media2. Creation of new cultural forms : from Romanticism to Abstract Art.3. Culture and the making of ideologies : constructions of Race, Classand Gender, ideologies of Empire

245

Unit - V : Intellectual Developments since circa 1850Major intellectual trends :1. Mass education and extension of literacy2. Institutionalization of disciplines : History, Sociology and Anthropology3. Darwin and Freud

Reading List

1. Gerald Brennan : The Spanish Labyrinth : An Account of the Social and PoliticalBackground of the Civil War

2. C.M. Cipolla : Fontana Economic History of Europe, Vol. II the Present (1981)3. I : The Industrial Revolution.4. Norman Davies, Europe5. J. Evans : The Foundations of a Modern State in 19th Century Europe.6. T.S. Hamerow : Restoration, Revolution and Reaction : Economics and Politics

in Germany (1815-1871)7. E.J. Hobsbawn : The Age of Revolution.8. Lynn Hunt : Politics, Culture and Class in the French Revolution.9. James Joll, Europe Since 187010. David Landes : Promctheus Unbound.11. George Lefebvre, Coming of the French Revolution.12. George Lichtheim : A short History of Socialism13. Peter Mathias, First Industrial Revolution.14. Alec Nove : An Economic History of the USSR.15. Andrew Porter, European Imperialism, 18760-1914 (1994)16. Antbony Wood, History of Europe, 1815 u 1960 (1983)17. Stuart Woolf : History of Italy, 1700 u 186018. G. Barrowclough, An Introduction to Contemporary History19. Fernand Braudel, History and the Social Science in M. Aymard and H. Mukhia

eds. French Studies in History, Vol. I (1989)20. Maurice Dobb : Soviet Economic Development Since 191721. M. Perrot and G. Duby (eds.) : A History of Women in the West, Vol. 4 & 5.

246

22. H.J. Hanham; Nineteenth Century Constitution, 1815 u 191423. E.J. Hobsbawm, Nations and Nationalism.24. Charles and Barbara Jelavich : Establishment of the Balkan National States,

1840 u 192025. James Joll, Origins of the First World war (1989)26. Jaon B. Landes : Women and the Public Sphere in the Age of the French

Revolution.27. David lowenthal, The Past is a Foreign Country28. Colin Licas : The French Revolution and the Making of Medern Political Culture,

Vol.229. Nicholas Mansergh : The Irish Question, 1840-192130. K.O. Morgan : Oxford Illustrated History of Britain, Vol. 3 (1789-1983)31. R.P. Morgan : German Social Democracy and the First International.32. N.V. Riassanovsky : A History of Russia33. J.M. Robert, Europe 1880-198534. J.J. Roth (ed.), World War I : A Turning Point in Moden History.35. Albert Soboul : History of the French Revolution (in two Vol.)

247


Paper-I

History of the United States of America (c. 1776-1945)

Unit - I : The Background1. The land and indigenous people : settlement and colonization byEuropeans2. Early colonial society and politics; indentured labour-White and Black

Unit - II : Making of the Republic1. Revolution Sources of conflict : Revolutionary groups, Ideology2. The War of Independence and its historical interpretations.3. Processes and Features of Constitution making : Debates, Historicalinterpretations.

Unit - III : Evolution of American Democracy1. Federalists : Jeffersonialnism : Jacksonianism, Rise of politicalparties- 1840-1960 Judiciary-role of the Supreme Court2. Expansion of Frontier : Turner’s Theis; Marginalization, displacementand decimation of native Americans; Case histories of Tecumseh;Shawnee Prophet.3. Limits of democracy : Blacks and women

Unit - IV : Early Capitalism1. Beginnings of Industrialization2. Immigrants and changing composition of Labour; Early LabourMovements.

Unit - V : The Agrarian South and Civil War1. Plantation economy2. Slave Society and Culture : Slave resistance3. Abolitionism and Sectionalism : Issues and interpretations4. Rise of Republicanism, Emancipation and Lincoln

248

Reading List

1. Bernard Bailyn, The Great Republic2. Bernard Bailyn, the Ideological Origins of the American Revolution.3. Charles Beard, An Economic Interpretation of the American Constitution4. Peter Carroll and David Boble, Free and Un-free : A New History of the United

States5. David B. Davis, The Problem of Slavery in the Age of Revolution.6. U. Faulkner, American Economic History7. Eric Foner, America’s Black Past8. John Hope Fraklin, From Slavery to Freedom9. Gerald N. Grobb and George A. Billias, Interpretations of American History :

Patterns and Perspectives, 2 Vols.10. David M. Potter, The Impending Crisis.11. J.G. Randall and David Donald, The Civil War and rEconstruction12. Kenneth Stampp, The Peculiar Institution, Slavery in the Antebellum South13. Federick Jackson Turner, The Frontier in American History14. Lee Benson, The Concept of Jackson Democracy15. Ray A. Billington, Westward Expansion.16. Paul Boyer, Harvard Sitkoff, Nancy Woloch, The Enduring Vision : A History of

the American People, Vols. Land 2.17. Thomas Cochran, The Inner Revolution.18. A.O. Craven, The Growth of Southern Nationalism, 1848-186119. Carl N. Degler, At Odds : Women and Family in America from the Revolution to

the Present20. Lewis L. Gould (ed.), The Progressive Era.21. John D. Hicks, The Federal Union : A History of USA Since 186522. R.P. Kaushik, Significant Themes in American History.23. Irving Kristol, Gordon Wood and others, America’s Continuing Revolution24. Richard W. Leopold, The Growth of American Foreign Policy25. Perry Miller, From colony to Province.26. Gary Nash (ed.), Retracing the Past27. Henry Pelling, American Labor28. Edward Pessen, Jacksonian anorama29. Charles Sellers, Henry May and Neil McMillen, A Synopsis of American History;

2 Vols.30. Donald Shihan, The Making of American History : The Emergence of the Nation,

Vols. II & I31. Dwijendra Tripathi and S.C. Tiwari, Themes and Perspectives in American

History.

249


Paper-II

History and Culture of Odisha

Unit - I : Socio-political life of Early and Medieval Odisha1. Kalinga War (261 B.C.) and its significance2. Mahameghavahan Kharavela : His time and achievements3. The Bhauma Karas and The Somavamsis4. The Gangas and The Suryavamsis

Unit - II : Religion, Art and Literature of Early and Medieval Odisha1. Budhism, Janisim and Hinduism in Odisha2. Development of Art and Architecture : Buddhist Art, Temples andJaina Sculptures3. Evolution and Growth of Odia Language4. Development of Odia Literature-Sarala Mohabharata5. Panchasakhas, Sri Chaitanya and Bhakti Movement in Odisha

Unit - III : Political and Economic structure in Medieval Odisha1. Mughal Administration2. Maratha Administration3. Impact on Odisha’s Socio-Economic Condition

Unit - IV : Colonialism in Odisha1. The Early British Administration : Its Socio-economic impact2. The Odia Identity Movement3. Freedom Struggle in Odisha

Unit - V : Socio-cultural Changes in Modern Odisha1. Development of Modern Education2. Social Reform Movements in Odisha3. Modern Odia Literature : Radhanath Roy and Phakir Mohan Senapatiand Gangadhar Meher

250

Reading List

1. A. Easchman et al (eds) The Cult of Jagannath and Regional Tradition of Orissa,Manohar, New Delhi, 1978

2. A. K. Mishra, Intellectual Tradition of Orissa : 20063. B.K. Mllik; Paradigms of Dissent and Protest : Social Movements in Eastern

India (1400-1700 AD Manahar, New Delhi, 20044. J. Dora, Sakta Monuments of Orissa, A Study of Art, architecture and

Iconography, New Delhi, 20105. K.C. Mishra, The Cult Jagannath6. M.N. Das (ed) Sidelights on History and Culture of Orissa, Vidyapuri7. A. C. Pradhan, A Study of History of Orissa, Bhubaneswar, Panchsheel8. K.C. panigrahi, History Of Orissa, Cuttack, Kitab Mahal, First Edtition, 19819. Chittaranjan Das, A Glimpse in to Oriya Literature, Orissa Sahitya Akademi,

Bhubaneswar, 196210. K. B. Tripathi, The Evolution of Oriya Language and Script, Utkal University,

Bhubaneswar11. K.C. Panigrahi, Sarala Das, Sahitya Akademi, New Delhi, 197512. Khageswar Mahapatra, (ed), Charyagitika

251


Paper-III

History of the United States of America-II (c.1776-1945)

Unit - I : Reconstructions : Political changes and Economic transformation1. Conservative and Radical phases2. The New South : participants and Reactions, Carpetbaggers;Scalawags, Blacks, Ku Klux Klan,3. Growth of Capitalism and Big Business4. Business cycles; Depression

Unit - II : Resistance and Reform1. Agrarian crises and populism2. Urban corruption and progressivism3. Labour movements and Unionization4. New Deal

Unit - III : U.S. Imperialism1. Spanish-American War2. Expansion in the Far East and Latin America3. World War I and Fourteen points4. Americans in World War II : Bombing of Hiroshima and Nagasaki

Unit - IV : Afro-American MovementsBlack Movements : Booker T. Washington, W.E.B. Dubois; NAACPand Marcus Garvey

Unit - V : Socio-Cultural, Religious and Intellectual Movements1. Rise of the Lowell Factory System2. Abolitionists, Women’s rights movement and Suffrage3. Afro-American Women4. Religious movements; Early Revivalism; Puritans, Quakers;Mormons; Temperance.5. Mass culture (circa 1900-1945)6. Major literary trends (circa 1900-1945)

252

Reading List

1. Bernard Bailyn, The Great Republic2. Bernard Bailyn, The Ideological Origins of the American Revolution3. Charles Beard, An Economic Interpretation of the American Constitution.4. Dee Brown, Bury My Heart at Wounded Knee, An Indian History of the American

West.5. Peter Carroll and David Noble, Free and Unfree : A New History of the United

States.6. David B. Davis, The Problem of Slavery in the Age of Revolution. 327. U. Faulkner, American Economic History8. Robert Fogel, Railroads and American Economic Growth9. Eric Foner, America’s Black Past10. John Hope Franklin, From Slavery to Freedom.11. Gerald N. Grobb and George A. Billias, Interpretations of American History :

patterns and Perspectives, 2 Vols.12. Richard Hofstadter, The Age of Reform, From Bryan to FDR13. Linda Kerber, Women’s America : Refocusing the Past.14. David M. Potter, The Impending Crisis.15. W. Pratt, A History of the United States Foreign Policy.16. James Randail, Tha Civil War and Reconstruction.17. J. G. Randall and David Donald, The Civil War and Reconstruction.18. Kenneth Stampp, The Peculiar Institution. Slavery in the Antebellum South19. Federick Jackson Turner, The Frontier in American History.20. Robert Wiebe, The Search for Order.21. Lee Benson, The Concept of Jackson Democracy22. Ray A. Billington, Westward Expansion.23. Paul Boyer, Harvard Sitkoff, Nancy Woloch, The Enduring Vision : A History of

the American People. Vols. Land 224. Thomas Cochran, The Inner Revolution.25. A. O. Craven, The Growth of Southern Nationalism, 1848-186126. Lance E. Davis (ed.), American Economic Growth27. Carl N. Degler, At Odds : Women and Family in America from the Revolution to

the Present28. Fogel and Engerman? Time on the Cross29. Lewis L. Gould (ed.), The Progressive Era.

253

30. John D. Hicks, The Federal Union : A History of USA Since 186531. R.P. Kaushik, Significant Themes in American History32. David M. kennedy, Thomas Bailey and Mel Piehl, The Brief American pageant.33. Irving Kristol, Fordon Wood and others, America’s Continuing Revolution.34. Richard W. Leopold, The Growth of American Foreign Policy35. perry Miller, From Colony to Province.36. Gary Nash (ed.), Retracing the Past37. Henry Pelling, American Labor38. Edward Pessen, Jacksonian Panorama.39. Charles Sellers, Henry May and Neil McMillen, A Synopsis of American History;

2 Vols.40. Donald Shihan, The Making of American History : The Emergence of the Nation,

Vols. II & I41. Dwijendra Tripathi and S.C. Tiwari, Themes and Perspectives in American

History42. James Weinstein, The Corporate Ideal in the Liberal state.

254

ODIASemester - I/III


@û«ü icÁò cìkK Azû]ú^ _ûV - IWÿò@û

·eòùMûUò _ZâKê G[ôùe ^ò@û~ûAQò ö _âùZýùK 100 ^é aògòÁ I 3N�û @a]ôe _eúlû@^êÂòZ ùja ö _â[c _~ðýûd (ùicòÁûe)eê @ûe¸ ùjûA PZê[ð _~ðýûdùe ieòa öùicòÁe 1 : _â[c _ZâùicòÁe 2 : \ßòZúd _ZâùicòÁe 3 : ZéZúd _ZâùicòÁe 4 : PZê[ð _Zâ^é aòbûR^ aò]ô :ùcûU ^é - 100@û« _eúlû - 20, cêLý _eúlû - 80_âùZýK _Zâùe 5Uò dê^òUþ ejòa ö _â[cUò @û«ü _eúlû ^òcù« CŸòÁ [ôaûùaùk @^ý 4ùMûUòdê^òUþeê @ûVùMûUò \úNð _âgÜ @ûiòa ö ùi[ôeê 4Uò KeòaûKê _Wÿòa ö G[ô^òcù« cìfý ejòa 15 ö_êYò ùijò dê^òUþeê 3Uò iõlò¯ _âgÜ @ûiò[ôaû iÚùk ùMûUòG KeòaûKê ùja ö cìfý ejòa 5 ö G eìù__âùZýK dê^òUþ (15 + 5) 20 ^é aògòÁ ùja ö

_â[c _Zâ : (bûhû iûjòZý @¤d^ _¡Zò)

dê^òUþ 1 : bûhû I aýûKeY gòlû\û^dê^òUþ 2 : KaòZû _ûV I gòlû\û^dê^òUþ 3 : M\ý _ûV I gòlû\û^dê^òUþ 4 : K[û iûjòZý _ûV I gòlû\û^dê^òUþ 5 : _V^ Kkû I _Vê aòaò]Zû

255


Paper-II

\ßòZúd _Zâ : (iûjòZý @¤d^)dê^òUþ 1 : _âa§ Pd^ (iõ.C}k aògßaò\ýûkd)_ûVý : @^«ù_âc - aògß^û[ Ke

iûekû iûjòZý - aõgú]e cjû«òcêñ iZý]cðû KjêQò - P¦âùgLe e[

dê^òUþ 2 : KaòZû Pd^ (iõ. C}k aògßaò\ýûkd)_ûVý : K�êKúe bûa^û - eû]û^û[ eûd

Zòù^ûUò iùÛþ - cûdû]e cûîòõicê\â I cêñ - ùiøbûMý Kêcûe cògâ

dê^òUþ 3 : (@aùaû] _eúlY)ùMûUòG M\ý _eòùz\ 200 g± c¤ùe @[aû lê\â KaòZûUòG _Wÿòa ö Zjóeê 5Uò_âgÜ @aùaû] _eúlY cìkK C�e _ûAñ @ûMZ ùja ö

dê^òUþ 4 : _âaP^ / iìqò @ûgâòZ iRð^ûcôK fòL^ (ùMûUòG _âaP^ / XM / iìqò @ûMZ Keû~òa öZûe bûaû[ðKê 200Uò g± c¤ùe iõ_âiûeY Keò ùfLôaûKê gòlû \ò@û~òa ö)

dê^òUþ 5 : g± @gê¡ò I Zûjûe gê¡ fòL^ (i§òcìkK @gê¡ò / _âZýd cìkK @gê¡ò / aP^ MZ@gê¡ò / icûi-fòw-a^û^MZ @gê¡ò Gaõ ùiiaêe ^òeûKeY)

ijûdK Mâ^ÚiìPú1. _âûùdûMòK bûhû aòmûê \òM aò\òM : _…^ûdK ùK.aò. IWÿò@û _ûVý_êÉK _âYd^ I _âKûg^

iõiÚû, bêaù^gße2. KaòZûe cû^PòZâ : cjû«ò Rû^Kú afäb,ù`âŠiþ _aäògið, KUK3. ù~ûMûù~ûMe bûhû : cògâ iõaòZ, KfýûYú _aäògið, KUK4. IWÿò@û bûhû aòba : cjû_ûZâ aòRd _âiû\, aò\ýû_êeú, KUK5. g±e @ûKûg \égýe \òMþakd : gZ_[ô eaò, KUK6. aé�ò G ùcû ù_ûùh KêUê´ : cjû«ò _�û^^, bêaù^gße7. iõù~ûM @^êaò]ô : Zòâ_ûVú iù«ûh, ^ûk¦û KUK8. _âûùdûMòK IWÿò@û bûhû : _âKûgK, IWÿògû eûRý _ûVý_êÉK _âYd^ I _âKûg^ iõiÚû, bêaù^gße9. iûjòZýe Wûk_Zâ : W.iêùe¦â Kêcûe cjûeYû, ù`âŠiþ _aäògið, KUK10. iûjòZýe iìPò_Zâ : W.aòbìZò _…^ûdK

256

iaòùgh _ûVýKâc Detail SyllabusIWÿò@û ODIA

_â[c _~ðýûd Semester-1Core Course-I

Paper-I

cìk _ûV : IWÿò@û iûjòZýe AZòjûi

_â]û^ _ûVýûõg -1 Core Course - 1 IWÿò@û iûjòZýe AZòjûi (i¯ceê ùhûWÿg gZû±ú ~ûG)_â[c _Zâ : _ì‰ðiõLýû - 1001c dê^òUþ : _âûKþ iûekû iûjòZý (P~ðýûMúZ, ^û[ iûjòZý2d dê^òUþ : iûekû iûjòZý (iûekû \ûiu eP^û i¸ûe I ùiiaêe iûjòZòýK, iûcûRòK I

iûõÄéZòK ùa÷gòÁý)3d dê^òUþ : _�iLû iûjòZýe _éÂbìcò I ùfLK akeûc \ûi, RM^Üû[ \ûi4[ð dê^òUþ : _�iLû iûjòZýe ùa÷gòÁý5c dê^òUþ : _�iLû iûjòZýe iûcûRòK I iûõÄéZòK @ûùa\^

_â[c _~ðýûd Semester-ICore Course-II

Paper-II

\ßòZúd _Zâ : _ì‰ðiõLýû - 1001c dê^Uþ : c¤~êMúd IWÿò@û iûjòZýe _éÂbìcò I aòKûg]ûeû2d dê^òUþ : c¤~êMúd Kûaý iûjòZý (@ûLýûdòKû Kûaý, _êeûY - @ûgâòZ ùa÷¾a Kûaý)3d dê^òUþ : c¤~êMúd Kûaýe @ûwòK ùa÷PòZâý (@ûuûeòKZû, iûõMúZòKZû, eúZòùa÷PòZâý)4[ð dê^òUþ : c¤~êMúd Kûaýe @ûcôòK ùa÷PòZâý (eiùPZ^û, aòhdaÉê - aò^ýûi, PeòZâ PòZâY)5c dê^òUþ : c¤~êMúd MúZò Kûaý _eµeû (Pµì, PC_\ú, PCZògû)

257

\ßòZúd _~ðýûd Semester-IICore Course-III

Paper-III

_â]û^ _ûVýûõg -3-@û]ê òK IWÿò@û iûjòZýZéZúd _Zâ : _ì‰ðiõLýû - 1001c dêÛþ : @û]ê^òK IWÿò@û iûjòZýe _éÂbìcò I âRûMeYe bìcòKû2d dê^òUþ : _âûKþ @û]ê^òK Kûke IWÿò@û KûaýKaòZû I K[ûiûjòZý3d dê^òUþ : IWÿò@û iûjòZýùe iZýaû\ú ]ûeû4[ð dê^òUþ : IWÿò@û iûjòZýùe iaêR]ûeû5c dê^òUþ : IWÿò@û _âMZòaû\ú I aûÉaaû\ú iûjòZýe ]ûeû

\ßòZúd _~ðýûd Semester-IICore Course-IV

Paper-IV

_â]û^ _ûVýûõg -4-Êû]úù^û�e IWÿò@û iûjòZýPZê[ð _Zâ : _ì‰ðiõLýû - 1001c dêÛþ : Êû]ú^Zû _ea�ðú IWÿò@û KaòZû2d dê^òUþ : Êû]ú^Zû _ea�ðú IWÿò@û C_^ýûi I MÌ3d dê^òUþ : Êû]ú^Zû _ea�ðú IWÿò@û ^ûUK I GKûuòKû4[ð dê^òUþ : Êû]ú^Zû _ea�ðú IWÿò@û M\ý iûjòZý (_âa§ I icûùfûP^û)5c dê^òUþ : Êû]ú^Zû _ea�ðú IWÿò@û iûjòZýùe _Zâ_ZòâKû

258

_â[c _~ðýûd I \ßòZúd _~ðýûde _ûVýûõg ^òcù« ijûdK Mâ^ÚiìPú1. IWÿò@û iûjòZýe @û\ò_að - cjû«ò iêùe¦â, KUK ÁêùW�iþ ùÁûe2. IWÿò@û iûjòZýe c¤_að - cjû«ò iêùe¦â, KUK ÁêùW�iþ ùÁûe3. @û]ê òK IWÿò@û iûjòZýe AZòjûi (1880eê 1920) iûc«eûd Uae, aûYúba^, bêaù^gße4. IWÿò@û iûjòZýe iõlò¯ _eòPd : @û·~ðý aé¦ûa^ P¦â, Mâ^Úc¦òe, KUK5. IWÿò@û iûjòZýe AZòjûi - cû^iòõj cûdû]e, Mâ^Úc¦òe, KUK6. IWÿò@û iûjòZýe AZòjûi - Ke aûCeúa§ê, ù`âŠiþ _aäògið KUK7. IWÿò@û iûjòZýe AZòjûi - _…^ûdK _VûYú, ^ûk¦û, KUK8. @û]ê^òK Kûaý Ròmûiû PòZâKÌ - \ûi \ûge[ô @Mâ\ìZ, KUK9. KaòZûe cû^PòZâ - cjû«ò Rû^Kú afäb, ù`âŠiþ _aäògið, KUK10. @^êaû\ iûjòZýe Z�ß I _âùdûM - _â]û^ cù^ûe¬^, IWÿògû aêKþùÁûe, KUK11. iûjòZýe iìPú_Zâ - _…^ûdK aòbìZò, ^ûk¦û, KUK12. C�e @û]ê^òKZû : Z�ß I _âùdûM - iõ. gZ_[ú ù\aú _âiû\, @Mâ\ìZ, KUK13. @û]ê^òK aû\ I C�e @û]ê^òKaû\ - e[ _â\ú_ Kêcûe, iZý^ûeûdY aêKþùÁûe, KUK14. IWÿò@û KûaýùKøgk - @û·~ðý iê\gð^, aâjà_êe15. iaêReê iûõ_âZòK - gZ_[ú ^òZýû^¦, Mâ^Úc¦òe, KUK16. IWÿò@û iûjòZýùe _âMZòaû\ú ]ûeû - gZ_[ú aòRd Kêcûe, IWÿògû aêKþùÁûe, KUK17. iûekû cjûbûeZ iéÁòe bìcò_að - iûjê C\d ^û[, Pò^àd _âKûg^ KUK18. K[û iûjòZýe K[^òKû - IZû aò¾ê_òâdû, _âûPú iûjòZý _âZòÂû^, KUK19. IWÿò@û C_^ýûi - ùaùjeû Ké¾PeY, RM^Üû[ e[, KUK20. @û]ê^òK IWÿò@û iûjòZýe aòKûg]ûeû - Zòâ_ûVú iù«ûh Kêcûe, aòeRû, iê¦eMWÿ

259

ZéZúd _~ðýûd (Semester - III)Core Course-V

Paper-V

IWÿò@û bûhûe HZòjûiòK aòKûgKâcdê^òUþ 1 : IWÿò@û bûhûe C_ô�ò I KâcaòKûgdê^òUþ 2 : IWÿò@û fò_òe HZòjûiòK aòa�ð^ I flYdê^òUþ 3 : IWÿò@û gòkûùfLe bûhûdê^òUþ 4 : P~ðýû_\ I iûekû iûjòZýe bûhûdê^òUþ 5 : IWÿò@û bûhû ijòZ @^ý bûhûe iµKð (\âûaòWÿ, @ÁòâK, ~ûa^òK, AõeûRú)

ZéZúd _~ðýûd (Semester - III)Core Course-VI

Paper-VI

IWÿò@û bûhûe ùcøkòK Êeì_ I flYdê^òUþ 1 : gûÈúd bûhû, IWÿò@û bûhûe gûÈúd flY, IWÿò@û bûhûe ùcøkòKZû I ùa÷gòÁýdê^òUþ 2 : IWÿògûe J_bûhòKú bûhûùlZâ I IWÿò@û @û�kòK bûhû, C_bûhû ùaûfòdê^òUþ 3 : IWÿò@û cû^K bûhû I K[ôZ bûhûdê^òUþ 4 : IWÿò@û M\ý bûhûe aòa�ð^dê^òUþ 5 : IWÿò@û g± aòba I Gjûe @[ð ^ò¿�ò cìkK ùa÷gòÁý (@bò]ûcìkK, flYû cìkK,

aý¬^û cìkK)

260

ZéZúd _~ðýûd (Semester - III)Core Course-VII

Paper-VII

IWÿò@û bûhûe _âùdûM I aýûajûeòK aýûKeY

dê^òUþ 1 : IWÿò@û iûcûRòK I iûõÄéZòK ]ûeûùe iêbûhY I @_bûhYdê^òUþ 2 : IWÿò@û iûcûRòK ùfûKû·e cìkK g± I Zûe _âùdûMdê^òUþ 3 : @gê¡ a^û^ I bêfþ fòL^e KûeY I Zûe gê¡ ^òeûKeYdê^òUþ 4 : IWÿò@û @le Z�ß I a‰ð aòbûR^dê^òUþ 5 : IWÿò@û aûKýe MXÿY, _âKûe I _âùdûM ·Zêeú, aòeûc PòjÜe aýajûe, cê\âY ZîUò

iõùgû]^ _¡Zò, aòmû_^e bûhû, ùNûhYû Kkû (@ûueòõ @ûUð) I bûhòK C_ûd

PZê[ð _~ðýûd (Semester - IV)Core Course-VIII

Paper-VIIIùfûK]ûeû / IWÿò@û bûhûe ùcøLôK _eµeû

dê^òUþ 1 : ùfûKiõÄéZò I ùfûK iûjòZý - iõmû Êeì_ I _âKûeùb\dê^òUþ 2 : IWÿò@û ùfûKMúZ - Gjûe _âKûeùb\ I ùa÷gòÁýdê^òUþ 3 : IWÿò@û ùfûKKûjûYú I R^gîZòdê^òUþ 4 : IWÿò@û ùfûùKûqò, _âKûeùb\, iûcûRòK iûõÄéZòK @ûùa\^dê^òUþ 5 : ùfûK^ûUK

261

PZê[ð _~ðýûd (Semester - IV)Core Course-IX

Paper-IXiûjòZýe Êeì_ Z�ß I iûjòZòýK g±

dê^òUþ 1 : KaòZû, C_^ýûi, @ûcôRúa^údê^òUþ 2 : @û]ê^òKZû, C_^òùagaû\, eiaû\dê^òUþ 3 : _âûùdûMòK icúlû, ùg÷kú Zû�ßòK icúlûdê^òUþ 4 : Zêk^ûcôK iûjòZýe _eòbûhû I C_ù~ûMòZûdê^òUþ 5 : @^êaû\ Z�ß I @^êaû\e _âKûeùb\

PZê[ð _~ðýûd (Semester - IV)Core Course-X

Paper-XIWÿò@û iûjòZýe iaòùgh @¤d^ - ùfLKúd _ûV

dê^òUþ 1 : RM^Üû[ \ûi, \ú^Ké¾ \ûidê^òUþ 2 : búcùbûA, iyò\û^¦dê^òUþ 3 : MûÌòK `Kúeùcûj^, J_^ýûiòK ùMû_ú^û[dê^òUþ 4 : ^ûUýKûe RMù^àûj^ fûf I eùcg _âiû\ _ûYòMâûjúdê^òUþ 5 : icûùfûPK ^Uae iûc«eûd I _âûa§òK Pò�e¬^ \ûi

262

_�c _~ðýûd (Semester - V)Core Course-XI

Paper-XIIWÿò@û iûjòZýe iaòùgh @¤d^ - Kûaý KaòZû _ûV

dê^òUþ 1 : cjûbûeZ - ÊMðûùeûjY _að, iûekû \ûidê^òUþ 2 : Kòùgûe P¦âû^¦ Pµì (K-N. @^ê_âûi) Kaòiì~ðý akù\a e[dê^òUþ 3 : PòfòKû - eû]û^û[ eûddê^òUþ 4 : _âûPú^ c¤Kûkú^ IWÿò@û KaòZû

aûecûiú ùKûAfò - gue \ûiCVòfê GùWÿ ùaMú - ùMû_ûkKé¾@û\ý cûMðgòe - @PêýZû^¦ \ûic^ùaû] PCZògû - bqPeY

dê^òUþ 5 : @û]ê^òK IWÿò@û KaòZû - iõ iÜûZùKû�e gòlû _eòh\ C}k aògßaò\ýûkd, iê]û_âKûg^ú, KUK@céZcd - MõMû]e ùcùje^cÄûe - cûdû]e cû^iòõjMû§ûeúe @ûgúaðû\ - Kûkò¦ú PeY _ûYòMâûjúIWÿògû - iúZûKû« cjû_ûZâbd - ecûKû« e[

263

_�c _~ðýûd (Semester - V)Core Course-XII

Paper-XIIIWÿò@û iûjòZýe @¤d^ - K[ûiûjòZý / ^ûUý iûjòZý

dê^òUþ 1 : @céZ`k (C_^ýûi) - cù^ûR \ûidê^òUþ 2 : @cûaûiýûe P¦â (C_^ýûi) - ùMûaò¦ \ûidê^òUþ 3 : lê\âMÌ

eûŠò_ê@ @^«û - `Kúeùcûj^^úkcûÁâûYú - ùMû\ûaeúg cjû_ûZâgâúKé¾u ùgh ji - iêùe¦â cjû«òùcûl - _âZòbû eûd

dê^òUþ 4 : @eYý `if (^ûUK) - cù^ûe¬^ \ûidê^òUþ 5 : GKûuòKû _ûV

@ûaòÃûe - _âûYa§ê KeQ\àùagú - aògßRòZ \ûicKŸcû - ùMû_ûk ùQûUeûd

264

hÂ _~ðýûd (Semester - VI)Core Course-XIII

Paper-XIiiIWÿò@û iûjòZý @¤d^ - M\ýiûjòZý

dê^òUþ 1 : ùcû icde IWÿògû - W.Ké¾P¦â _ûYòMâûjú (@ûcôRúa^ú) (30 _éÂû ~ûG _ûVýûõg_V^úd)

dê^òUþ 2 : \êA \òM«e @ûKûg (bâcY KûjûYú) : W.Kê¬aòjûeú \ûg (1c bûMe 4Uò @¤ûd_VòZaý)

dê^òUþ 3 : Kûaý i´û\ (icûùfûP^û) \ûge[ô \ûi (1c I 2d @¤ûd _V^úd)dê^òUþ 4 : e[ i¯K : P¦âùgLe e[ (1c I 2d @¤ûd _V^úd)dê^òUþ 5 : @û]ê^òK IWÿò@û _âa§ - iê]û _âKûg^ú, KUK_ûVý : cjûùiâûZ - aògß^û[ Ke

^òR \ûdòZß - cûdû]e cû^iòõj_âkd iõùKZ - geZ Kêcûe cjû«ò

hÂ _~ðýûd (Semester - VI)Core Course-XIV

Paper-XIVIWÿò@û bûhûe aýûajûeòK _âùdûM

dê^òUþ 1 : aýûajûeòK fòL^ Kkû - _eòbûhû, Êeì_, ùa÷PòZâýdê^òUþ 2 : Kû~ðýûkd fòL^ @^êaò]ô (^[ô _âÉêZò I fòL^ / Uò®Yú fòL^ / _âÉûa fòL^ I

@^êùcû\^ / PòVû _âÉêZò I fòL^ / @]ôiìP^û, aòm¯ò I ùNûhYû fòL^)dê^òUþ 3 : iûjòZý I cê\âòZ MYcû¤c (iûjòZý I iû´û\òKZû / iûjòZý I iµû\Kúd fòL^ ·Zêeú

/ É¸eP^û aû `òPe eP^û / cê\âòZ MYcû¤ce bûhû)dê^òUþ 4 : _êÉK eP^û ùKøgkdê^òUþ 5 : iµû\^û Kkû (_Zâ / _ZâòKû)

265

ZéZúd _~ðýûdeê hÂ _~ðýûd ^òcù« ijûdK Mâ^ÚiìPú1. IWÿò@û bûhûe C_ô�ò I KâcaòKûg : cjû«ò aõgú]e - ù`âŠiþ _aäògið, KUK2. IWÿò@û bûhûe Cù^àh I aòKûg : iûjê aûiêù\a - ù`âŠiþ _aäògið, KUK3. IWÿò@û bûhûZ�ß I fò_òe aòKûg : Zòâ_ûVú Kê¬aòjûeú - eûRý _ûVý_êÉK _âYd^ I _âKûg^

iõiÚû, bêaù^gße4. aé�ò G ùcû ù_ûùh KêUê´ : cjû«ò _�û^^, bêaù^gße5. iûekû cjûbûeZe bûhû Zû�ßòK @^êgúk^ : cjû_ûZâ ]ù^gße - ù`âŠiþ _aäògið, KUK6. IWÿò@û bûhû aòba : cjû_ûZâ aòRd _âiû\ - aò\ýû_êeú, KUK7. aýûajûeòK IWÿò@û bûhû I _âùdûMûcôK aýûKeY : Zòâ_ûVú iù«ûh - ^ûk¦û, KUK8. aýûajûeòK IWÿò@û aýûKeY : cògâ je_âiû\ - _âûPú iûjòZý _âZòÂû^, KUK9. IWÿò@û ùfûKiûjòZý I ùfûK iõÄéZò : _â]û^ Ké¾P¦â - aò\ýû_êeú, KUK10. IWÿò@û ùfûK iûjòZý icúlû : cjû_ûZâ gýûciê¦e - aò\ýû_êeú, KUK11. a‰ð _eòPd : UúKûdZ ùK÷kûi P¦â - iêfb _âKûg^ú, _êeú12. ùfûK^ûUK : \ûi ùjc« Kêcûe - Mâ^Úc¦òe, KUK13. IWÿò@û @ûiûc I awkûe ùfûK^ûUý : iûjê ^ûeûdY - iZý^ûeûdY aêKþùÁûe, KUK14. IWÿò@û ùfûKiõÄéZò I ùfûK iûjòZý : cògâ cùj¦â Kêcûe - Mâ^Úc¦òe, KUK15. IWÿò@û fò_ò I bûhû : cjû_ûZâ LùMgße - Mâ^Úc¦òe, KUK16. _âûùdûMòK bûhû aòmû_^e \òM\òM« : _…^ûdK ùK.aò. - IWÿògû _ûVý_êÉK _âYd^ I

_âKûg^ iõiÚû, bêaù^gße17. aòPòZâ KaòZß : Zòâ_ûVú iù«ûh - ^ûk¦û, KUK18. _âûùdûMòK IWÿò@û bûhû : cògâ @Rd - KûjûYú KUK19. g± MV^ ùKûh : Zòâ_ûVú _â`êfä - bêaù^gße20. @û]ê^òK K[û iûjòZý : _…^ûdK aòbìZò - Mâ^Úc¦òe, KUK21. IWÿò@û _âa§ iûjòZý : Ke aûCeúa§ê - cjûaúe _âKûg^, bêaù^gße22. _âûùdûMòK IWÿò@û bûhû : eûRý _ûVý_êÉK _âYd^ I _âKûg^ iõiÚû, bêaù^gße23. _âPkòZ IWÿò@û bûhûe aýûKeY : cjû_ûZâ aòRd _âiû\ - aò\ýû_êeú, KUK24. IWÿò@û iûjòZý ùKûh : aògßûk aõgú]e - jòcûõgê _âKûg^, KUK25. IWÿò@û iûjòZýe iûcûRòK I iûõÄéZòK AZòjûi : \ûi Pò�e¬^ - eûRý _ûVý_êÉK _âYd^

I _âKûg^ iõiÚû, bêaù^gße26. IWÿò@û bûhû Zû�ßòK _âa§ I @ûùfûP^û : cògâ je_âiû\ - @Mâ\ìZ, KUK27. IWÿò@û ùføKòK _\ (1c / 2d bûM) _âjeûR ùMû_ûk P¦â - KUK ùUâWòõ, KUK28. C}k Mâûcý MúZ I Kkû : cjû_ûZâ PKâ]e - IWÿògû iûjòZý GKûùWcú29. iûjòZýe eì_ùeL : jeòP¦^ ^úkû\òâ bìhY

266

DISCIPLINE SPECIFIC ELECTIVE-I (DSE-I)

gévkû ùK÷¦âòK Azû]ú^ _ûV - IWÿò@û

5c I 6Â ùicòÁeùe Gjû eLû~òa5c ùicòÁeùe _â[c _Zâ I \ßòZúd _Zâ ejòa 100 + 100 = 200 ^é6Â ùicòÁeùe ZéZúd _Zâ ö G[ô ^òcù« 100 ^é6Â ùicòÁeùe _âKÌ _âÉêZò ùja (75ùfLû +25 iûlûZKûe)1c, 2d I 3d _Zâ ^òcù« _âùZýK 20^é ö Gjû PZê[ð _Zâ ùcûU 100

^éùja @û«ü _eúlû Gaõ 80 ^é ùja ùicòÁûe _eúlû ö iaðùcûU 400 ^é

^é aòbûR^_âùZýK _Zâe _âZò _û�Uò GKKeê ùMûUòG ùfLû ùcûU 5Uò _âgÜ _Wÿòa ö aò\ýû[ðúKê 5Uò C�eù\aûKê ùja ö \úNð _âgÜe cìfý 15 I @^ý 5 ^ée iõlò¯ C�e ùfLôaûKê ùja ö _â[cdê^òUþUò @ûbý«eúY cû^ ^ò‰ðd ^òcù« CŸòÁ ö cêLý _eúlû ^òcù« @aùgh 4Uò dê^òUþ ejòa ö_âùZýK 20 ^é aògòÁ ö \úNð _âgÜ ^òcù« 15 ^é I iõlò¯ _âgÜ ^òcù« 5 ^é ejòa ö6Â ùicòÁee PZê[ð _Zâ @û]ûeùe cêLý _eúlû @ûMeê _âKÌ Kû~ðýUòG 50_éÂ c¤ùe _âÉêZKeû~òa ö

267

iaòùgh _ûVý : _�c _~ðýûd / 5th Semester_â[c _Zâ

IWÿò@û Kûaý KaòZû @¤d^dê^òUþ 1 : ÊMðûùeûjY _að : iûekû \ûidê^òUþ 2 : ù_âc iê]û^ò]ô (1c I 14g Q¦) Cù_¦â b¬dê^òUþ 3 : _gê_lúe Kûaý (_â[c Zò^òUò Mû[û KaòZû) eû]ûùcûj^ MWÿ^ûdKdê^òUþ 4 : _âûPú^ c¤Kûkú^ KaòZû : _âûPú iûjòZý _âZòÂû^, KUK_ûVý : bâce PòUûC - \ú^a§ê eûR jeòP¦^

c^ùaû] PCZògû - bqPeY \ûiaûecûiú ùKûAfò - gue \ûiPKû^d^ ùj - cû]aú \ûiú

dê^òUþ 5 : @û]ê^òK KaòZû ö KaòZû Pd^ iõ C}k aògßaò\ýûkd_ûVý : K�êKúe bûa^û - eû]û^û[ eûd

a¦úe iûõ¤ @^êPò«û - ùMû_a§ê \ûi~ûZâû iõMúZ - ùa÷KêY× ^û[ _…^ûdK_âbûZ @aKûg - ^¦Kòùgûe akicê\â I cêñ - ùiøbûMý Kêcûe còg

268

iaòùgh _ûVý : hÂ _~ðýûd / 6th Semester

ZéZúd _ZâIWÿò@û iûjòZýe AZòjûi

dê^òUþ 1 : IWÿò@û iûjòZýe AZòjûi (AZòjûi I iûjòZýe AZòjûi, IWÿò@û iûjòZýe AZòjûieeP^û]ûeû, ~êM aòbûMúKeY)

dê^òUþ 2 : IWÿò@û @^êaû\ iûjòZýe AZòjûidê^òUþ 3 : IWÿò@û _âa§ iûjòZýe AZòjûidê^òUþ 4 : IWÿò@û _\ý iûjòZýe AZòjûidê^òUþ 5 : IWÿò@û K[û iûjòZý I ^ûUý iûjòZýe AZòjûi

iaòùgh _ûVý : _�c _~ðýûd / 5th Semester\ßòZúd _Zâ

M\ý iûjòZý @¤d^

dê^òUþ 1 : cû\kû _û¬ò - ~~ûZò ùKgeú I @^wbúc ù\a_âûPú^ M\ý _\ýû\gð : IWÿògû iûjòZý GKûùWcú

dê^òUþ 2 : IWÿò@û ecýeP^û_ûVý : aUê@û - ùMûaò¦ Zòâ_ûVú

Az«ò \û òùK - ùa÷¾a PeY iûcfbêf - bêaù^gße ùaùjeû

dê^òUþ 3 : Rúa^ iáZò (1eê 20 _éÂû, ^ûeûdY aúeae iûc«, Mâ^Úc¦òe)dê^òUþ 4 : ù\ùgù\ùg (_â[c Zò^òUò _ûV) aûeòÁe ùMûaò¦ \ûidê^òUþ 5 : iRð^gúk _âa§ ö _âa§ Pd^ C}k aògßaò\ýûkd_ûVý : @^« ù_âc - aògß^û[ Ke

aògß bâûZéZß - e^ôûKe _ZòicûRaû\ú cû^aòKZû - eû]û^û[ e[Êû]ú^Zûe ^ìZ^ cìfýùaû] - ùMûfK aòjûeú ]k

269

iaòùgh _ûVý : hÂ _~ðýûd / 6th Semester

PZê[ð _Zâ_âKÌ _âÉêZò (IWÿò@û ùfûK iûjòZý

Gjò _ûVKê @û]ûe Keò Zû’ ijòZ @^ý aò\ýûKê iõù~ûM Keò i¦bð ùfLôaûKê ùja ö ~ûjû 4[ð _Zâbûùa _eòMYòZ ùja ö

ùfûK aò\ýû I ùfûK iûjòZý (iõmû Êeì_, _eòieIWÿò@û ùfûKMúZIWÿò@û ùfûK KûjûYú I R^gîZòIWÿò@û ùfûK^ûUK_âaû\, _âaP^, ^ûñ \ò@û, eìXÿò, ùfûKû·eúd (gKê^ aògßûi)

ijûdK Mâ^ÚiìPú1. IWÿò@û _âa§ iûjòZý : Ke aûCeúa§ê - ù`âŠiþ _aäògið, KUK2. KZû iûjòZý Kkû I KûeòMeú : \ûi Kòùgûeú PeY - AÁ‰ð còWò@û3. Rúa^ú iûjòZýùK @¤d^ : IWÿògû _ûVý_êÉK _âYd^ iõiÚû4. iûjòZýe iìPò_Zâ : _…^ûdK aòbìZò - ^ûk¦û, KUK5. IWÿò@û iûjòZýe AZòjûi : _…^ûdK _VûYú - ^ûk¦û, KUK6. IWÿò@û iûjòZýe @û\ò_að : iêùe¦â cjû«ò7. C}k MâûcýMúZ I Kkû : cjû_ûZâ PKâ]e - IWÿògû iûjòZý GKûùWcú8. IWÿò@û ùføKòK _\ (1c / 2d bûM) _âjeûR ùMû_ûkP¦â - KUK ùUWòõ Kµû^ú9. IWÿò@û ùfûK iûjòZý I iõÄéZò : _â]û^ Ké¾P¦â - aò\ýû_êeú, KUK10. IWÿò@û ùfûKiûjòZý icúlû : cjû_ûZâ gýûciê¦e - aò\ýû_êeú KUK11. IWÿò@û ùfûKiûjòZý I ùfûK iõÄéZò : cògâ cùj¦â Kêcûe - Mâ^Úc¦òe12. IWÿò@û, @ûiûc I awkûe ùfûK^ûUý : iûjê ^ûeûdY - iZý^ûeûdY aêKþùÁûe, KUK

270

PHILOSOPHYSemester - I/III


Logic and Scientific Enquiry

Unit - IProposition and sentence. Deductive and inductive arguments. Truth, Validity and

Principles of Logic.

Unit - IITerms and Distribution of Terms. Categorical propositions, seven fold relation of

proposition, traditional square of proposition.

Unit - IIIImmediate Inference : Conversion, Obversion, contraposition. Categorical syllogism:

Structure, Figure and mood. Syllogistic rules and fallacies.

Unit - IVDetermination of valid moods. Direct and indirect reduction.

Unit - VHypothesis : Its nature and scientific enquiry, kinds of hypothesis, proof of hypothesis,

conditions of legitimate hypothesis.

Basic Study Materials :1. I.M Copy (2010). Introduction to Logic (14th edition)2. N.Durzie - Text Book of Deductive Logic3. L.S. Stabbing - A Modern introduction to Logic4. G. Mishra - Basic Principles of Inductive Logic5. G. Dash & N.Mohanty . A mannual of Logic

271


Paper-Ii

Symbolic Logic

Text Book : An Introduction to Symbolic Logic : Bassoon & “O” ConnerUnit - I Chapter - 1 (Symbolic logic and classical logic, use of symbols, logical form,

Inference and Implication)Chapter - II : (Up to Sec - 3) Truth Functions Truth TablesUnit - II : Chapter - II (Sec 4 and 5)

Chapter - III (up to Sec - 5)Unit - III Chapter - II (Sec 6 to 9)Unit - IV Chapter - V (Singular Propositions, Predicate Calculus, Particular & UniversalQunantifier, free and bound variables, the classical syllogism.Unit - V Appendix

Basic Study Materials :1. An Introduction to symbolic logic : Bassoon ‘O’ Conner2. Introduction to logic I.M Copi

272

PHILOSOPHYSemester- I

Core Course-I

Nature of Language and Reasoning

Unit - I Word meaning : Words as signs, Meaning of the word “meaning”,Ambiguity, Vagueness

Unit - II Definition : Nature and scope of definition, Defining andAccompanying Characteristics, Stipulative andReprtive definition, Causal, Persuasive, Ostensivedefinition

Unit - III Views of meaning : Ideational, Behavioural, Referential, UseSentence-meaning : Criteria of sentence-meaning

Unit - IV Use of Language : Informative, Emotive, DirectiveProposition : Sentence and proposition, Analysis of logical

proposition, Analytic and synthetic propositionUnit - V Laws of thought : Identity, Contradiction and excluded Middle

Deductive reasoning : Nature and characteristicsInductive reasoning : Nature and characteristics

Basic Study Materials :1. John Hospers, An Introduction to Philosophical Analysis2. L.S. Stebbing, A Modern Introduction to Logic3. N. Durzie, Text book of Deductive Logic4. G. Mishra, Basic Principles of Inductive Logic5. G. Dash & N.Mohanty . A mannual of Logic P-I

273


Indian Philosophy

Unit - I Common and distinct characteristics of Indian PhilosophyJainism : Anekantavada, Syadvada

Unit - II Buddhism : Catvari arya satyani, Pratiya Samudpada,Ksanabhangavada, Anatmavada, Nirvana

Unit - III Nyaya : Pramanas (Pratyaksa, Anumana, Upamana, Sabda)Carvaka : Pramana

Unit - IV Vaisesika : Padarthas (Dravya, Guna, Karma, Samanya, Vishesa,Samavaya and Abhava)

Unit - V Samkhya : Prakrti, PurusaSankara Vedanta : Brahman, Atman

Basic Study Materials :1. C.D. Sharma, A Critical Survey of Indian Philosophy2. R. Puligandla, Fundamentals of Indian Philosophy3. S.C. Chatterjee & D.M. Datta, An Introduction to Indian Philosophy4. M. Hiriyana, Outlines of Indian Philosophy5. S.Radhakrushnan, Indian philosophy (Vol. I and II)

274


Contemporary Indian Philosophy

Unit - I Swami Vivekananda : Practical Vedanta, Universal religion, Man and hisdestiny

Unit - II R.N. Tagore : God as reality, Nature of religion, ManUnit - III Sri Aurovindo : Saccidananda, Mind and Supermind, Integral yoga,

CreationUnit - IV M.K. Gandhi : Truth and God, Ahimsa, Satyagraha. SarvodayaUnit - V S.Radhakrushnan : God and Absolute, Intellect and Intuition, The idealist

view of life

Basic Study Materials :1. B.K. Lal, Contemporary Indian Philosophy2. T.M.P. Mahadevan & G.V. Saroja, Contemporary Indian Philosophy3. R. Puligandla, Fundamentals of Indian Philosophy


Study of Indian Ethics

Unit - I Purusarth : Artha, Kama, Dharma, MoksaCarvaka : Hedonistic ethics

Unit - II Jaina : Triratna (Samyak jyana, Samyak darshana, Samyakcaritra) Five Great Vows (Mahabrata, Anubrata)

Unit - III Buddhism : Four Nobel Turths, Eight-fold-path, DependentOrigination, Non-soul, Liberation

Unit - IV Bhagabadgita : Karma, Akarma, Vikarma, Niskama KarmaUnit - V Gandhian Ethics : Truth and God, Non-violence, Means and End

Basic Study Materials :1. S.C. Chaatterjee & D.M. Datta, An Introduction to Indian Philosophy2. C.D. Sharma, A Critical Survey of Indian Philosophy3. B.K. Lal, Contemporary Indian Philosophy4. R. Prasad, Karma, Causation and Retributive Morality

275


Logic and Scientific enquiry

Unit - IProposition and sentence Deductive and inductive argements. Turth, validity andprinciples of logic.

Unit - IITerms and distribution of terms. categorical propositions, seven fold relation ofpropositions, traditional square of opposition.

Unit - IIIImmediate inference : conversion, obversion and contraposition. Categoricalsyllogism : structure, figure and mood, Syllogislic rules and falla cies.

Unit - IVDetermination of valid moods. Direct and Indirect reduction.

Unit - VHypothesis : Its nature and scientic enquirey, kinds of hypothesis, proof ofhypothesis, Conditions of legitimate hypotheiss.

Basic Study materials1. I.M. copy (2010). Introdution to ligic (14th ed)2. N. Durzie - Text book of deductive logic3. L.S. Stebbing. A modern introduction to logic.4. G. Mishra. Basic principles of inductive logic.5. G. Dash & N. Mohanty. A mannual of logic

276


General Philosophy

Unit - IDefinition, Nature and Function of Philosophy : Its relation with other modes ofthinking

Unit - IIProblems of Being : monism, Dualism and pluralism : Idealism and Realism.

Unit - IIIProblems of knowledge : Rationalism, Empiricism and criticism

Unit - IVProblems of value : Fact and value; Good and evil, beautiful and ugly; objectivity ofvalues.

Unit - VProblems of philosophy : substance : universals; causality, freewill.

Basic Study materials1. John Hospers - An introduction to philosophical analysis.2. G.T.W. Patrik - Introduction to philosophy3. G.W. cunningham. Problems of philosophy4. Bertrand Russell. Problems of Philosophy5. Richard Taylor - methphysics6. D.W. Hamlyn - metaphysics.

277


Modern European Philosophy

Unit - IBacon : Method of Induction, Idola.Descartes : method, substance, cogito ergo sum, mind body dualism

Unit - IISpinoza : concepts of substance, attributes and modes.Leibnitz : Theory of monads, pre-established harmony.

Unit - IIIJohn Locke : Theory of knowledge, primary and secondary qualities. simple andcomplex ideas, refutation of Innate ideas.

Unit - IVBerkeley : sujective idealism, refutation of primary and secondary qualities.Hume : Theory of causation, scepticism.

Unit - VKant : Review of the claims of rationalism and empiricism, possibility of syntheticapriori, space and time, categories of understanding.

Basic Study materials1. History of modern european philosophy Ratnakar Pati.2. Critical History of Western philosophy Y. Masih.3. History of philosophy - Frank Thilly4. History of Modern philosophy - Richard Falkenberg.5. Meditations concerning first philosophy - R. Descartes

278


Symbolic Logic

Text Book : An introduction to symbolic logic basson & “a” conner.Unit - I : Chapter - 1Symbolic logic and classical logic, use of symbols, logical form, Inference andImplicationChapter - II(Up to Sec - 3) Truth Functions, Truth tables

Unit - IIChapter - II : (Sec - 4 and 5)Chapter - III : (up to Sec - 5)

Unit - IIIChapter - II : (Sec - 6 and 9)

Unit - IVChapter - V : (Singular propositions, predicate calculus, particular and universalquantifier, free and bound variables, the classical syllogism)

Unit - V : Appendix

Basic Study materials1. An introduction to symbolic logic : Basson ‘O’ conner2. Introduction to logic. I.M. Copi

279


Traditional Ethics and Applied Ethics

Unit - IDefinition, Nature and scope of ethics, relation of ethics to politics, sociology &Religion.

Unit - IIMoral and non-moral actions, voluntary action, desire, motive and Intention, factualand moral judgements.

Unit - IIITelcological Ethics : Hedonism, J.S. will (utili tarianism) Deontological ethics :Immanual kant (Duty, categorical Imperative and Good will)

Unit - IVIndividual and society : Relation of individual to society, Theories of punishment,Deterent, Retributive, Reformative

Unit - VEnvironmental Ethics : use and exploitation of nature; Animal killing and Animalrights.

Basic Study materials1. Ethics : William Lillie2. Manual of Ethics - J.N. Sinha3. Basic Principles of Ethics - N.C. Padhi & S.C. Panigrahi.4. Practical Ethics - Peter Singer.5. Ethics : Theory and practice - Jacques P. Thiroux

280


Study of the Bhagavad Gita

Unit - IThe Bhagavad Gita : conception of yoga; conceptions of life and Death.

Unit - IIThe Bhagavad Gita : Karma and Karmaphala; Akarma and Vikarma

Unit - IIIThe Bhagavad Gita : Jnana and Vijnana; Ksara, Aksara and Uttama Purusa.

Unit - IVChapter XVIII. Verses 1 to 18 with Sankara’s commentary.

Unit - VChapter XVIII. Verses 19 to 36 with Sanka’s Commentary.

Basic Study materials1. (Tr. & Ed.) S. Radhakrishnan, The Bhagavad Gita2. (Tr. & Ed.) V. Panoli, Gita in Sankara’s own word, I & II3. (Tr.) A. G.K. Warrior, Srimadbhagavad Gita Bhasya of Sri Samkaracharya4. P.N. SriNivasachari, The Ethical Philosophy of the Gita5. K.M. Munshi and R. R. Diwqkar, Bhagavad Gita and Modern life6. S.C. Panigrahi, Concept of Yoga in the Gita.

281


Study of a western classic : Rene Descartes Meditationson first philosophy

Unit - IMeditation 1 : Sceptical doubts.Meditation II : Cotito ergo sum and sum res cogitans. The Wax Argument.

Unit - IIMeditation III : Clear and distinct perceptions, Theory of Ideas, Existence of God.

Unit - IIIMeditation IV : God is no Deceiver, will, Intellect and possiblility of Error.

Unit - IVMeditation V : Essence of Material things, Existence of God

Unit - VMeditation VI : Mind-body Dualism, Primary and Secondary qualities.

Basic Study materials1. Rene Descartes, Meditation on First Philosophy2. Rae Langton, A Study Guide to Descartes Meditions.3. Ameli Rorty, Essays on Descarties meditation.

282


Study of Indian classic : The I s a upanisad withSamkara’s Commentery.

Unit - IWhat are upanisads, place of upanisads in Indian Philosophy and culture, The

I s a upanisad.

Unit - IIMantras 1 to 4

Unit - IIIMantras 5 to 9

Unit - IVMantras 10 to 14

Unit - VMantras 15 to 18

Basic Study materials1. The Isa Upanisad with Samkara’s commentrary (Various editions)2. S. Radhakrishnan, The Principal upanisads.3. Satyabadi mishra, Central Philosophy of the upanisads.

283


Philosophy of Religion

Unit - INature of Philosophy of religion, metaphysical theories of religion, atheism, theism,deism, pantheism and monotheism. Atlributes of judaic charistian concept of God.

Unit - IIProof for the existance of God : Cosmological argument, on to logical argument,Teleological argument, Moral argument.

Unit - IIIProofs for disbelief in God : The sociological theory, the freudian theory, the challengeof modern science.

Unit - IVThe Problem of evil. The augustian theodicy the irenaean theodicy the processtheodicy

Unit - VHuman destinyImmortality and resurrectionKarma and reincarnation

Basic Study materials1. Philosophy of religion - John Hick2. Introduction to religious philosophy - Y. Mashi3. Philosophy of religion - A. R. Mohapatra4. Dharma - A. K. Mohanty

284


Social and Political Philosophy

Unit - ISociality, social science and social laws, philosophy of social science

Unit - IIThe Exlanation of Human action : Resons and causes.

Unit - IIIWhat is political philosophy? liberty, authority and justice

Unit - IVDemocratic Ideals; Democratic government, Human rights.

Unit - VPower and authority; Grounds of political obligation

Basic Study materials1. Scott Gordon, The History and Philosophy of social science, chapters 1, 3, 4,

14, 15 & 172. Alexander rosenbern, Philosophy of Social Science, chapeter 1 an 23. D.D. Raphael, Problems of political philosophy

285


Paper-I

Gandhian Ethics

Unit - IPolitical thought of Gandhi : Gandhi’s concept of politics - goals and methods ofaction; concept and claim of spiritualising politics.

Unit - IIEconomic Thought of Gandhi : Gandhi’s ideas and efforts in the field of economics,Gandhi’s critique of Industrialism - Evils and consequences; Philosophy of work :Employment - Yajna, Need Vs Greed (and wants)

Unit - IIISocial thought of Gandhi and social work; philosophy and sociology of sarvodayaconcept of Gramswaraj, varashram system and its distinction from caste systetm.Eradicationi of social evils with special reference to Gandhi’s drive againstalcoholism / drug addiation, untouchability and the method of struggle against it.

Unit - IVEducation - meaning and aim of education, Gandhi’s experiment in education atsatyagraha ashram, ahmedabad; at sevagram ashram; basic education; dutiesof student, parents and teachers in education and their interretionship; sexeducation; formal, non-formal and informal education.

Unit - VGandhi’s Idea of peace; meaning of peace and violence; peace and disarmament;non-violent way to world peace; combating terrorism through non-violence;Gandhian approach to conflict resolution - shanti sena

Basic Study materials1. Mahatma Gandhi, Autobiography2. Mahatma Gandhi, Hind Swaraj3. Mahatma Gandhi, Towards non-violence socialism.4. Mahatma Gandhi, Towards new education, http://www.mkgandhi.org/ebks/

new edu.pdf.

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Paper-II

Study of Major Religions of the World

Unit - IJainism : Basic principles of jainism - schools of Jainism. Ethics liberation andtheory of knowledge. A religion without God.

Unit - IIBuddhism : Three practices : Sila, samadhi & prajna. four noble truths, fiveprecepts, eight - fold path. Buddhism as a religious movement.

Unit - IIIHinduism : Sanatana Dharma; its basic features and religious aspects. Theconcept of man (amrtasya putra). His pursuits (dharma, artha, kama & moksa).Ways of conduct (margas) : Jhana, karma & bhakti.

Unit - IVJudaism and Christianity : Characters and distinctive features. God as trinity;Grace, justice, peace, service, salvation

Unit - VReligious knowledge and language : On to logical atheism with special referenceto A flew, basil mitchell. John Hicks, Braith waites, R.M. Hare etc.

Basic Study materials1. Religious Philosophy - Y. Masihi2. Philosophy of Religion - A.R. Mohapatra.3. Major world Religions - L loyd Ridgeon4. Philosophy of Religion - R.N. Sharma5. Religion of India - W. Hoppkins.

287


Paper-III

Metaphysics : Indian and Western

Unit - IDevelopment of philosophical thought in the upanishads - Brahman, Atman andthe doctrine of karma. Theory of causation in Buddhism, Nyaya, Sankhya andAdvaita Vedanta.

Unit - IIThe concept of reality in Jainism, Buddhism, Nyaya-vaisesika, samkhya, samkariaand Ramanuja

Unit - IIIThe concepts of self and liberationi in Buddhism, Nyaya-Vaisesika, Samkhya,Sankara and Ramanuja

Unit - IVSubstance : Theory of Ideas, form & matter, interactionism, Dualism, Parallelism,pre-established Harmony

Unit - VProblem of universal : Realism nominalism, conceptealism, the doetrine of familyresemblace.

Basic Study materials1. History of Indian Philosophy - Vol. 1 . S.N. Dasgupta2. Indian philosophy - vol. I & II - S. Radhakrishnan3. Outlines of Indian Philosophy - M. Hiriyana.4. Metaphysics - Richard Taylor5. An Introduction to Philosophical Analysis - John Hospers6. Metaphysics - Hamlyn7. Metaphysics : Contemporary Readings - David Hales (ed.)

288

POLITICAL SCIENCESemester - I/III


F.M-100 Marks (80+20)

Governance Issues and Challenges

Course ObjectiveThis Paper deals with concepts and different dimensions of governance

highlighting the major debates in the contemporary times. There is a need tounderstand the importance of the concept of governance in the context of a globalisingworld, environment, administration, development. The essence of governance isexplored through the various good governance initiatives introduced in India.

Unit - Igovernment and Governance : Concepts

Government, Governance and Good GovernanceImpact of Globalization on State and AdministrationState, Market and Civil Society Interface in the Era of Globalization

Unit - IIGovernance of Development

Good Governance : Significance and CharacteristicsChanging Dimensions of DevelopmentStrengthening Democracy through Good Governance

Unit - IIIEnvironmental Governance

Human Environment InteractionEnvironmental Dimensions of GlobalizationSustainable Human Development : Issues and Challenges

289

Unit - IVLocal Governance

Democratic Decentralization :Concept, Evolution and SignificancePeople’s Participation in GovernanceChallenges to Decentralized Governance

Unit - VGood Governance Initiatives in India : Best Practices

Public Service Guarntee ActElectronic GovernanceCitizen’s Charter and Right to InformationCorporate Social Responsibility

Reading List1. B. Chakrabraty and M. Bhattacharya, (eds.) The Governance Discourse, New

Delhi : Oxford University Press, 1998.2. Surendra Munshi and Biju Paul Abraham (eds.) Good governance, Democratic

Societies and Globalisation, Sage Publisers, 2004.3. B. Nayar (ed.) Globalization and Politics in India, Delhi : Oxford University Press.

2007, pp. 218-2404. Smita Mishra panda, Engendering Governance Institutions : State, Market and

Civil Society, Sage Publications, 20085. Neera Chandhoke, State and Civil Society Explorations in Political Theory, Sage

Publishers, 19956. Niraja Gopal Jayla (ed.) Democracy in India, Oxford University Press, 2007.7. J.P. Evans, Environmental Governance, Routledge, 20128. Bina Agarwal, Gender and Green Governance, Oxford University press, Oxford,

2013.9. Pardeep Sachdeva, Local Goverment in India, pearson Publishers, 2011.10. Niraj Gopal Jayal, Democracy and the State : Welfare, Seculrism, and

Development in Contemporary India, Oxford University Press, 199911. Jean Dreze and Amartya Sen, An Uncertain Glory : India and its Contradictions,

princeton University Press. 201312. Sanjay K. Agarwal, Corporate Social Responsibility, Deep and Deep Publishers,

2008

290


Paper-II

F.M-100 Marks (80+20)

United Nations and Global Conflicts

Course ObjectiveThis Course provides a comprehensive introduction to the most important

multilateral political organization in international relations. It provides a detailed accountof the organizational structure and the political processes of the U.N. and how it hasevolved since 1945, especially in terms of dealing with the major global conflicts. Thecourse imparts a critical undersanding of th UN’s performance until now and theimperatives as well as processes of reforming the organization in the context of thecontemporary global system.

Unit - IThe United Nations and its Principal Organs

United Nations : A Historical overviewPrinciples and Objectives of the United Nations.Structure and Function of the principal organs

General AssemblySecurity CouncilEconomic and Social CouncilInternational Court of Justice

Unit - IIThe Specialized Agencies : Structure and Function

International labour Organisation (ILO)United Nations Educational, Social and Cultural Organisation (UNESCO)World Health Organisation (WHO)

291

Unit - IIIUN Programmes and Funds : Structure and Function

United Nation’s Children’s Funds (UNICEF)United Nation’s Development Programmes (UNDP)United Nation’s Environment Programme (UNEP)United Nation’s High Commissioner for Refugees (UNHCR)

Unit - IVThe UN and Global Peace

Peace Keeping, Peace Making and Peace EnforcementPeace building and responsibility to protectMillennium Development Goals

Unit - VUN Interaction in Major Global Conflicts

Korean WarVietnam WarAfghanistan WarBalkans : Serbia and BosniaAn Assessment of the United Nations and Imperatives and Process of Reforms

Reading List1. Moore, J. A. Jr. and Pubantz, J. (2008) The New United Nations, Delhi : pearson

Education, pp. 39-62.2. Gareis, S. B. and Varwick, J. (2005) The United Nations : An introduction.

Basingstoke : Palgrave, pp. 1-403. Thakur, R. (1998) ‘Introduction’, in Thakur, R. (eds.) Past imperfect, future

uncertain : The UN at Fifty. London : Macmillan, pp. 1-144. Moore, J. A. Jr. and Pubantz, J. (2008) The New United Nations, Delhi : pearson

Education, pp. 119-1355. Nambiar, S. (1995) ‘UN peace-keeping operations’, in Kumar, S. (eds.) The United

Nations at fifty. New Delhi, UBS, pp. 77-94.6. Ghali, B. B. (1995) An agenda for peace. New York : UN, pp. 5-38,7. Calvocoressi, P. (2001) World Politics : 1945-2000, 3rd edn. Harlow : pearson

Education, pp. 116-124.

292

8. Achcar, G. (2004) Eastern cauldron. New York : Monthly Review Press, pp. 29-45 and 234-241

9. Achcar, G. (2003) The clash of barbarisms : Sept. 11 and the making of the newworld disorder. Kolkata : K. P. Bachi & Co., pp. 76-81.

10. Prashad, V. (2002) War against the planet. New Delhi : Leftword pp. 1-6. Ali, T.(ed.) (2000) Masters of the Universe. London : Verso, pp. 203-216

11. Calvocoressi, P. (2001) World Politics : 1045-2000. 3rd edn. Harlow : pearsonEducation, pp. 570-576.

12. Balkans : Serbia and Bosnia Ali, T. (ed.) (2000) Masters of the Universe. London:Verso, pp. 230-245 and 271-284

13. Goldstein, J.S. (2003) International Relations. 3rd. edn. Delhi : pearson Education,pp. 43-51

14. Moore, J. A. Jr. and Pubantz, J. (2008) The New United Nations, Delhi : pearsonEducation, pp. 24-27

15. Robert, A. and Kingsbury, B. (eds.) (1994) United Nations, Divided World. 2ndedn. Oxford : Clarendon Press, pp. 420-436

16. Taylor, P. and Groom, A.J.R (eds) (2000) The United Nations at the Millennium.London : continuum, pp. 196-223 and 295-326

17. Gareis, S.B. and Varwick, J. (2005) The United Nations : An IntroductionBasingstoke : Palgrave, pp. 214-242.

18. Moore, J. A. Jr. and Pubantz, J. (2008) The New United Nations, Delhi : pearsonEducation, pp. 91-112

293

POLITICAL SCIENCESemester- I

Core Course-I

F.M-100 Marks (80+20)

Understanding Political Theory

Course ObjectiveThis course is divided into five Units. It introduces students to the meaning

and approaches to Political Theory as well as to traditional and contemporary ideas,concepts and trends in political theory as these have evolved through ages.

Unit - IIntroducing Political Theory

Meaning, Scope and Significance of Political TheoryWhat is politics - General Characteristics of PoliticsTheorizing the ‘Political’

The Liberal viewThe Marxian View

Unit - IIApproaches to the study of Political Theory

NormativeHistoricalEmpiricalMarxian

Unit - IIITraditional Perspectives in Political Theory

LiberalMarxistAnarchistConservative

294

Unit - IVCritical Perspectives in Political Theory

FeminisPost Modernism

Unit - VParticipation and Representation

Democracy : The History of an IdeaProcedural and Substantive DemocracyElectoral System:

Types of Electoral SystemMethods of Minority Representation

Reading List1. Bhargava, R. (2008) ‘What is Political Theory’ in Bhargave, R and Acharya, A.

(leds). Political Theory : An Introduction. New Delhi : Pearson Longman, pp. 2-162. Bellamy, R (1993) Introduction : The Demise and Rise of Political Theory, in

Bellamy, R (ed.) Theories and Concepts of Politics. New York : ManchesterUniversity Press, pp 1-14

3. Glaser, D. (1995) Normative Theory, in Marsh, D. and Stoker, G. (eds) Theoryand Sanders, D. (1995) Behavioral Analysis, in Marsh, D. and Stoker, G. (eds)Theory and Methods in Political Science. London : Macmillan, pp 58-75.

4. Bannett, J (2004) Postmodern Approach to Political Theory in Kukathas, Ch.and Gaus, G.F (eds.) Handbook of Political Theory, New Delhi : Sage, pp. 46-54

5. Vincent, A. (2004) The Nature of Political Theory. New York : Oxford UniversityPress, 2004, pp 19-80.

6. Srinivasan, J. (2008) Democracy in Bhargava R and Acharya A. (eds.) PoliticalTheory : An Introduction New Delhi : Pearson Longman pp 106-128

7. Christiano, Th. (2008) Democracy in Mckinnon, C.(ed) Issues in Political Theory,New York : Oxford University Press, pp. 80-96

295


F.M-100 Marks (80+20)

Constitutional Government and Democracy in India

Course ObjectiveThis course acquaints students with the constritutional design of state

structures and institutions and their actual working over time. The Indian Constitutionaccommodates conflicting impulses (of liberty and justice, territorial decentralizationand a strong union, for instance) within itself. The course traces the embodiment ofsome of these conflicts in constitutional provisions, and shows how these have playedout in political practice. It further encourages a study of state institutions in their mutualinteraction, and in interaction with the larger extra-constitutional enviorment.

Unit - IConstitutional Development of India

Historical MilestonesGovernment of India Act : 1935Cabinet - Mission Plan, 1946Indian Independence Act, 1947

Composition and working of the Constituent Assembly of India

Unit - IIBasics of the Constitution

Philosophy of the ConstitutionThe PreambleBasic Features of the ConstitutionFundamental RightsDirective Principles of State Policy

Unit - IIIOrgans of Government

The ParliamentLok Sabha : Composition and Function

296

Rajya Sabha : Composition and FunctionThe President: Election Procedure, Powers and PositionThe Prime Minister : Powers and PositionThe Supreme Court : Composition and Jurisdiction

Unit - IVNature and Dynamics of Indian Federalism

Center State RelationsLegislativeAdministrativeFinancial

Issues of Contention between Center and StatesWorking of Cooperative Federalism

Unit - VDecentralization and Local Governance

Evolution of Local Governance (Before 73rd and 74th Amedment Act)Features of 73rd and 74th Constitution Amendment ActsOrganisational Structure of Rural Local BodiesOrganisational Structure of Urban Local Bodies

Reading List1. G. Austin, (2010) ‘The Constituent Assembly : Microcosm in Action’, in the Indian

Constitution : Cornerstone of a Nation, New Delhi : Oxford University Press,15th print, pp. 1-25

2. R. Bhargava, (2008) ‘Introduction : Outline of a Political Theory of the IndianConstitution’, in R. Bhargava (ed.) Politics and Ethics of the Indian Constitution,New Delhi : Oxford University Press, pp. 1-40

3. D. Basu, (2012) Introduction to the Constitution of India, New Delhi : Lexis Nexis.S. Chaube, (2009) The Making and Working of the Indian Constitution, Delhi :National Book Trust.

297

4. B. Shankar and V. Rodrigues, (2011) The Charging Conception of REpresentation:Issues, Concerns and Institutions, in the Indian Parliment : A Democracy at Work,New Delhi : Oxford University Press, pp. 105-173

5. J. Manor, (1994) ‘The Prime Minister and the President’, in B. Dua and J. Namor(eds.) Nehru to the Nineties : The Changing Office of the Prime Minister in India,Vancouver : University of British Columbia Press, pp. 20-47.

6. U.Baxi, (2010) ‘The Judiciary as a Resource for Indian Democracy’, Seminar,Issues 615, pp. 61-67

7. M. Singh, and R. Saxena (eds.) (2011) ‘Towards Greater Federalization’, in IndianPolitics : Constitutional Foundations and Institutional Functioning, Delhi : PHILearning Pvt. Ltd. pp. 166-195

8. R. Manchanda, (2009) The No Nonsense Guide to Minority Rights in South Asia,Delhi : Sage Publications, pp 105-109

9. Raghunandan, J.R. (2012) Decentralization and Local Government : The IndianExperience, Orient Black Swan, New Delhi.

10. Baviskar, B.S. and George Mathew (eds.) 2009 Inclusion and Exclusion in localgovernance : Field studies from Rural India, New Delhi, Sage

298


F.M-100 Marks (80+20)

Political Theory : Concepts and DebatesCourse Objective

This course intends to familiarize the students with the basic normativeconcepts of political theory. Each concept is related to a crucial political issue thatrequires analysis with the aid of our conceptual understanding. This excersie isdesigned to encourage critical and reflective analysis and interpretation of socialpractice through the relevant conceptual toolkit. It also introduces the students to theimportant debates in the subject. These debates prompt us to consider that there isno settled way of understanding concepts and that in the light of new insights andchallenges, besides newer ways of perceiving and interpreting the world around us,we inaugurate new modes of political debates.

Unit - IImportance of Freedom

Concepts of Freedom and LibertyNegative and positive FreedomFreedom as Emancipation and DevelopmentFreedom of Belief, Expression and Dissent

Unit - IISignificance of Equality

Meaning of EqualityDimensions of Equality:

Formal and substantiveLegalPoliticalSocio-Economic

Egalitarianism : Rational Grounds of Discrimination and Affirmative Action

Unit - IIIIndispensability of Justice

Meaning of JusticeProcedural and Substantive JusticeRetributive and Distributive Justice with Reference to John Rawl’s Theory of

JusticeGlobal Justice

299

Unit - IVUniversality of Rights

Meaning of RightsTheories of Rights

Natural TheoryMoral TheoryLegal Theory

Three Generations of RightsRights of the Girl Child

Unit - VMajor Debates

Rights and obligation : Issues of Political Obligation and Civil DeisobedienceUniversality of Human Rights and Issue of Cultural RelativismDiversity in Plural Society : Issues of Multiculturalism and TolerationDebate on Capital Punishment

Reading List1. Riley, Jonathan, (2008) ‘Liberty’ in Mckinnon, Catriona (ed.) Issues in Political

Theory, New York : Oxford University Press, pp. 103-1092. Knowles, Dudley. (2001) Political Philosophy. London : Routledge, pp. 69-1323. Swift, Adam. (2001) Political Philosophy : A Beginners Guide for Student’s and

Politicians. Cambridge : Polity Press, pp.51-884. Acharya, Ashok. (2008) ‘Affirmative Action’, in Bhargava, Rajeev and Acharya,

Ashok, (eds) Political Theory : An Introduction, New Delhi : Pearson Longman,pp. 298-307

5. Menon, Krishna. (2008) ‘Justice’, In Bhargava, Rajeev and Acharya, Ashok, (eds)Political Theory : An Introduction. New Delhi : Pearson Longman, pp. 74-86

6. Swift, Adam. (2001) Political Philosophy : A Beginners Guide for Student’s andPoliticians. Cambridge : Polity Press, pp 9-48

7. Knowles, Dudley. (2001) Political Philosophy. London : Routledge, pp. 177-2388. Tulkdar, P.S. (2008) ‘Rights’ in Bhargava, Rajeev and Acharya, Ashok. (eds)

Political Theory : An Introduction. New Delhi : pearson Longman, pp. 88-1049. Campbell, Tom. (2008) ‘Human Rights’ in Mckinnon, Catriona, (ed) Issues in

Political Theory. New York : Oxford University Press, pp. 194-21010. Mookherjee, Monica, ‘Multiculturalism’, in Mckinnon Catriona, (ed.) Issues in

Political Theory. New York : Oxford university Press, pp. 218-234

300


F.M-100 Marks (80+20)

Political Process in India

Course ObjectiveActual Politics in India diverges quite significantly from constitutional legal rules.

An understanding of the political process thus calls for a different mode of analysisthat offered by political sociology. This Course maps the working of ‘modern’institutions, premised on the existence of an individuated society, in a context markedby communitarian solidarities, and their mutual transformation thereby. It alsofamiliarizes students with the working of the Indian state, paying attention to thecontradictory dynamics of modern state power.

Unit - IDemocracy in Action : Political Parties and Voting Behaviour

Evolution of India’s Party System : From Congress system to multi partycoalition.

Determinants of Voting Behaviour : Caste, Class, Gender and Religion

Unit - IIRegion in Indian Politics

Regionlalism : Meaning and Factors of GrowthForms of Regional Aspiration:

Demand for secessionDemand for Statehood

Issues of Accommodating Regional Aspiration with National Unity

Unit - IIIReligion and Caste in Indian Politics

Debates on Secularism:Negative and Positive SecularismHindu Rashtra and Secular India

Communalism : Minority and Majority Communalism‘Casteization’ of Politics and Politicization of Caste

Unit - IVAffairamative Action Policies

Meaning of and Need for Affirmative ActionAffirmative Action Relating to:

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WomenCasteClass

Unit - VChanging Nature of Indian State

Strategies of Development in Post Independent IndiaWelfarism : Impact of Globalisation on Welfare AdministrationCoercive Dimensions of Indian State

Reading List1. R. Kothari, (2002) ‘The Congress System’, in Z. Hasan (ed.) Patries and Party

Politics in India, New Delhi : Oxford University Press, pp 39-552. E. Sridharan, (2012) ‘Introduction : The orizing Democratic Consolidation, Parties

and Coalitions’, in Coalition Politics and Democratic Consolidation in Asia, NewDelhi : Oxford University Press.

3. Y. Yadav and S. Palshikar, (2006) ‘Party System and Electoral Politics in theIndian States, 1952-2002 : From Hegemony to Convergence’, in P. desouza andE. Sridharan (eds.) India’s Political Parties, New Delhi : Sage Publicaitons. pp.73-115

4. Y. Yadav (2000) ‘Understanding thd Second Democratic Upsurge’, in F. Frankel.Z. Hasan, and R. Bhargava (eds.) Transforming india : Social and politicalDynamics in Democracy, New Delhi : Oxford University Press, pp 120-145

5. R. Deshpande, (2004) ‘How Gendered was Women’s Participation in elections2004 ?’ Economics and Political Weekly, Vol. 39, No. 51, pp. 5431-5436.

6. M. Chadda, (2010) ‘Integration through Internal Reorganisation’, in S. Baruah(ed.) Ethnonationalism in India : A Reader, New Delhi, Oxford University Press,pp. 379-402.

7. T. Pantham, (2004) ‘Understanding Indian Secularism : Learning from its RecentCritics’, in R. Vora and S. palshikar (eds.) Indian Democracy : Meaning andPractices, New Delhi : Sage, pp. 235-256.

8. N. Menon and A. Nigam, (2007) ‘Politics of Hindutva and the Minorities’, in Powerand Contestation : India Since 1989, London : Fernwood Publishing, Halifax andZed Books, pp. 36-60.

9. R. Surdarshan (eds) India’s Living Constitution : Ideas, Pracitces, Controversies,New Delhi : Permanent Black, pp. 306-318

10. S. Palshikar, (2008) ‘The Indian State : Constitution and Beyond’, in R. Bhargava(ed.) Politics and Ethics of the Indian Constitution, New Delhi : Oxford UniversityPress, pp 143-163

302


F.M-100 Marks (80+20)

Introduction to Comparative Government and PoliticsCourse ObjectiveThis is a foundational course in comparative politics. The purpose is to familiarizestudents with the basic concepts and approaches to the study of comparativepolitics. More specifically the course will focus on examining politics in a historicalframework while engaging with various themes of comparative analysis indeveloped and developing countries.

I. Understanding Comparative Politicsa. Natre and Scopeb. Going beyond Eurocentrism

II. Historical context of modern governmenta. Capitalism : meaning and development : globalizationb. Socialism : meaning, growth and developmentc. Colonialism and decolonization : meaning, context, forms of colonialism; anti-colonialism struggles and process of decolonization

III. Themes for comparative analysisA comparative study of constitutional developments and political economy in thefollowing countries : Britain, Brazil, Nigeria and China.

Readings1. M. Mohanty, (1975) ‘Comparative Political Theory and Third World Sensitivity’, in

Teaching Politics, Nos, 1 and 2, pp. 22-382. N. Chandhoke, (1996) ‘Limits of Comparative Political Analysis’, in Economic

and Political Weekly, Vol. 31 (4), January 27, pp. PE 2-PE2-PE83. A. Hoogvelt, (2002) ‘History of Capitalism Expansion’, in Globalization and Third

World Politics. London : Palgrave, pp. 14-284. A Brown, (2009) ‘The Idea of Communism’, in Rise and Fall of Communism,

Harpercollins (e-book), pp. 1-25; 587-6015. P. Duara, (2004) ‘Introduction : The Decolonization of Asia and Africa in the

Twentieth Century’, in P. Duara, (ed), Decolonization : Perspective From Nowand Then. London : Roultedge, pp. 1-18

6. L. Barrington et. al (2010) Comparative Politics - Structures & Choices, Boston,Wadsworth, pp. 212-13; 71-76; 84-89

303


F.M-100 Marks (80+20)

Perspectives On Public Administration

Course ObjectiveThe course provides an introduction to the discipline of public administration. Thispaper encompasses public administration in its historical context with andemphasis on the various classical and contemporary administrative theories. Thecourse also explores some of the recent trends, including feminism and ecologicalconservation and how the call for greater democratization is restructuring publicadministration. The course will also attempt to provide the students acomprehensive understatnding on contemporary administrative developments.

I. Public administration as a disciplinea. Meaning, Dimensions and Significance of the Disciplineb. Public and private administrationc. Evolution of pubic administration

II. Theoretical PerspectivesClassical Theoriesa. Scientific Management (F.W. Taylor)b. Administrative Management (Gullick, Urwick and Fayol)c. Ideal-type Bureaucracy (Max Weber)

Neo - Classical Theoriesa. Human Relations Theory (Elton Mayo)b. Rational Decision - Making (Herbert Simon)

Contemporary Theoriesa. Ecological Approach (Fred Riggs)b. Innovation and Entrepreneurship (Peter Drucker)

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III. Public Policya. Concept, relevance and approachesb. Formulation, implementation and evaluation

IV. Major approaches in public administrationa. New Public Administrationb. New Public Managementc. New Public Service Approachd. Good Governancee. Feminist Perspectives

Readings1. W. Wilson, (2004) ‘The study of Administration’, in B. Chakrabarty and M.

Bhattacharya (eds), Administrative Change and Innovation : a Reader, New Delhi: Oxford University Press, pp. 85-101

2. M. Bhattacharya, (2008) New Horizons of Public Administration, 5th Revised Edn.New Delhi : Jawahar Publishers, pp.37-44

3. M. Bhattacharya, Restructuring Public Administration : A New Look, New Delhi :Jawahar Publishers, 2012

4. Basu, Rumki, Public Administration : Concepts and Theories Sterling Publishers,New Delhi 2014

5. D. Ravindra Prasad, Y. Pardhasaradhi, V.S. Prasad and P. Satyrnarayana, (eds)Administrative Thinkers, Sterling Publishers, 2010

6. Mahheshwari, Administrative Thinkers, New Delhi : Macmillan, 20097. A. Singh, Public Administration : Roots and Wings. New Delhi : Galgotia Publishing

Company, 20028. Prabir Kumar De, Public Policy and System, Pearson Education, 20129. R.v. Vaidyanata Ayyar, Public Policy Making in India, Pearson, 200910. U. Medury, Public administration in the Globalization Era, New Delhi : Orient Black

Swan, 201011. Camila Stivers, Gender Images in Public Administration, California : Sage

Publishers, 200212. Simone De Beauvoir, The Second Sex, London : Picador, 1988

305


F.M-100 Marks (80+20)

Perspectives On International Relations And World History

Course ObjectiveThis paper seeks to equip students with the basic intellectual tools for understandinginternational relations. It introduces students to some of the most importanttheoretical approaches for studying international relations. The course begins byhistorically contextualizing the evolution of the international state system beforediscussing the agency-structure problem through the levels-of-analysis approach.After having set the parameters of the debate, students are introduced to differenttheories in international relations. It provides a fairly comprehensive overview ofthe major political developments and events starting from the twentieth century.Students are expected to learn about the key milestones in world history and equipthem with the tools to understand and analyze the same from different perspectives.A key objective of the course is to make students aware of the implicit Euro-centricism of international relations by highlighting certain specific perspectivesfrom the Global South.

I. Studying International Relationsa. How do you understand international relations : Levels of Analysisb. History and IR : Emergence of the International State Systemc. Pre-Westphalia and Westphaliad. Post-Westphalia

II. Theoretical Perspectivesa. Classical Realism & Neo-Realismb. Liberalism & Neoliberalismc. Marxist Approachesd. Feminist Perspectivese. Eurocentricism and Perspectives from the Global South

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III. An Overview of Twentieth Century IR Historya. World War I : Causes and Consequencesb. Significance of the Bolshevik Revolutionc. Rise of Fascism / Nazismd. World War II : Causes and Consequencese. Emergence of the Third Worldf. Collapse of the USSR and the End of the Cold Warg. Post Cold War Developments and Emergence of Other Power Centers

Readings1. M. Nicholson, (2002) International Relations : A Concise introduction, New York :

Palgrave, pp. 142. R. Jackson and G. Sorensen, (2007) Introduction to international relations :

Theories and approches, 3rd Edition, Oxford : Oxford University Press, pp. 2-73. S. Joshua. Glodstein and J. Pevehouse, (2007) International Relations, New York

: Pearson Longaman, 2007, pp. 29-354. Rumki Basu, (ed) (2012) International Politics : Concepts, Theories and issues

New Delhi, Sage.5. P.Viotti and M. Kauppi (2007), International Relations and World6. Taylor, A.J.P. (1961) The Origins of the Second World War. Harmondsworth :

Penguin, pp. 29-657. Carrtuthers, S.L. (2005) ‘International History, 1900-1945’ in Baylis, J. and Smith,

S. (eds.) (2008)

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F.M-100 Marks (80+20)

Political Processes and Institutions in Comparative Perspective

Course ObjectiveIn this course students will be trained in the aplication of comparative methods tothe study of politics. The course is comparative in both what we study and how westudy. In the process the course aims to introduce undergraduate students tosome of the range of issues, literature, and methods that cover comparativepolitical.

I. Approaches to Studying Comparative Politicsa. Political Cultureb. New Institutionalism

II. Electoral SystemDefinition and procedures : Types of election system (First Past the Post,Proportional Representation, Mixed Representation)

III. Party SystemHistorical contexts of emergence of the party system and types of parties

IV. Nation-stateWhat is nation-state? Historical evolution in Western Europe and postocolonialcontexts, ‘Nation’ and ‘State’ : debates

V. DemocratizationProcess of democratization in postcolonial, post-authoritarian and post-communistcountries

VI. FederalismHistorical context Federation and Confederation : debates around territorial divisionof Power.

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Readings1. B. Rosamond, (2005) ‘Political Culture’, in B.Axford, et al. Politics, London :

Routledge, pp. 57-812. A. Heywood, (2002) ‘Parties and Party System’, in Politics. New York : palgrave,

pp. 247-2683. B. Criddle, (2003) ‘Parties and Party System’, in R. Axtmann, (ed.) Understanding

Democratic Politics : An Introduction. London : Sage Publications, pp. 134-1424. A Heywood, (2002), ‘The State’, in Politics, New York : Palgrave, pp. 85-1025. M. Burgess, (2006) Comparative Federalism : Theory and Practice. London :

Routledge, pp. 135-1616. R. Saxena, (2011) ‘Introduction’, in Saxena, R (eds.) Varieties of Federal

Governance : Major Contemporary Models. New Dehli : Cambridge Universitypress, pp. XII-XI


F.M-100 Marks (80+20)

Public Policy and Administration in India

Course ObjectiveThe paper seeks to provide an introduction to the interface between public policyand administration in India. The essence of public policy lies in its effectiveness intranslating the governing philosophy into programs and policies and making it apart of the community living. It deals with issues of decentralization, financialmanagement, citizens and administration and social welfare from a non-westernperspective.

I. Public Policya. Definition, Characteristics and modelsb. Public Policy Process in India

II. Decentralizationa. Meaning, significance, approaches and typesb. Local Self Governance : Rural and Urban

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III. Budgeta. Concept and significance of Budgetb. Budget Cycle in Indiac. Various Approaches and Types of Budgeting

IV. Citizen and Administration Interfacea. Public Service Deliveryb. Redressal of Public Grievances : RTI, Lokpal, Citizens’ Charter and E-Governance

V. Social Welfare Administrationa. Concept and Approaches of Social Welfareb. Social Welfare Policies :

Education : Right to EducationHealth : National Health MissionFood : Right to Food SecurityEmployment : MNREGA

Readings1. T. Dye, (1984) Understanding Public Policy, 5th Edn. U.S.A. : Prentice Hall2. J. Anderson, (1975) Public Policy Making. New York : Thoman Nelson and sons

Ltd.3. T. Dye, (2002) Understanding Public Policy, New Delhi : Pearson4. Y. Dror, (1989) Public Policy Making Reexamined. Oxford : Transaction Publication5. Bidyut Chakrabarty, Reinventing Public Administration : The Indian Experience,

Orient Longman, 20076. Pankaj Sharma, E-Governance : The New Age Goverance, APH Publishers, 20047. Basu Rumki (2015) Public Administration in India Mandates, Performance and

Future Perspectives, New Delhi, Sterling Publishers

310


F.M-100 Marks (80+20)

Paper X-Global PoliticsCourse ObjectiveThis course introduces students to the key debates on the maening and nature ofglobalization by addressng its political, economic, social, cultureal and technologicaldimensions. In keeping with the most important debates within the globalizationdiscourse, it imparts an understanding of the working of the world economy, itsanchors and resistances offered by global social movements while analyzing thechaning nature of relationship between the stae and trans-national actors andnetworks. The course also offers insights into key contemporary global issuessuch as the proliferation of nuclear weapons, ecological issues, internationalterrorism, and human security before consluding with a debate on the phenomenonof global governance.

I. Globalization : Conceptions and Perspectivesa. Understanding Globalization and its Alternative perspectives (6 lectures)b. Political : Debates on Sovereignty and Territoriality (3 lectures)c. Global Economy: Its Significance and Anchors of Global Political Economy:I M F,d. World Bank, WTO, TNCs (8 lectures)e. Cultural and Technological Dimension (3 lectures)f. Global Resistances (Global Social Movements and NGOs) (3 lectures)

II. Contemporaty Global Issuesa. Ecological Issues : Historical Overview of International EnvironmentalAgreements, Climate change, Global Commons Debate (7 lectures)b. Proliferation of Nuclear Weapons (3 lectures)c. International Terrorism : Non-State Actors and State Terrorism; Post 9/11developments (4 lectures)d. Migration ( 3 lectures)e. Human Security (3 lectures)III. Global Shifts : Power and Governance

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Readings1. G. Ritzer, (2010) Globalization : A Basic Text, Sussex : Wiley-Blackwell, pp.33-622. A. Heywood, (2011) Global Politics, New York : palgrave, McMillan, pp. 1-243. T.Cohn, (2009) Global Political Economy : theorry and practice, pp. 130-140 (IMF),

208-218 (WTO)4. A. Appadurai, (2000) ‘Grassroots Globalization and the Research Imagination’, in

Public Culture, Vol.12(1), pp.1-195. S.Castles, (2012) ‘Global Migration’, in B. Chimni and S. Mallavarapu (eds.)

International Relations : Perspectives For the Global South, New Delhi : Pearson,pp.272-285

6. A. Kumar and D. Messner (eds), (2010) Power Shifts and Global Governance :Challenges from South and North, London : Anthem Press.

7. P. Dicken, (2007) Global Shift : Mapping the Changing Contours of the WorldEconomy, New York : The Guilford Press.


F.M-100 Marks (80+20)

Classical Political Philosophy

Course ObjectiveThis course goes back to Greek antiquity and familiarizes students with the mannerin which the political questions werer first posed. Machiavelli comes as an interludeinaugurating modern politics follwed by Hobbes and Locke. This is a basicfoundation course for students.

I. Text and Interpretation

II. Antiquity PlatoPhilosophy and Politics, Theory of Forms, Justice, Philosopher King / Queen,Communism Presentation theme : Critique of Democracy; Women andGuardianship, Censorship

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AristotleForms, Virtue, Citizenship, Justice, State and Household Presentation themes :Classification of governments; man as zoon politikon

III. Interlude : MachiavelliVirtue, Religion, RepublicanismPresentation themes : Morality and statecraft ; vice and virtue

IV. Possessive Individualism HobbesHuman nature, State of Nature, Social Contract, StatePresentation themes : State of Nature; Social contract; Leviathan; atomisticindividuals.

LockeLaws of Nature, Natural Rights, Property,presentation themes : Natural rights; right to dissent; justification of property

Readings1. R. Kraut, (1996) ‘Introduction to the study of Plato’, in R. Kraut (ed.) The Cambridge

Comaanion to Plato. Cambridge : Cambridge University Press, pp. 1-502. D. Hutchinson, (1995) ‘Ethics’, in J. Barnes, (ed.), The Cambridge Comanion to

Aristotle Cambridge : Cambridge University Press, pp. 195-2323. A. Skoble and T. Machan, (2007) Political Philosophy : Essential Selections. New

Delhi : Pearson Education, pp. 124-1304. J. Femia, (2009) ‘Machiavlli’, in d. Boucher, and P. kelly, (eds) Political Thinkers :

From Socrates to the present. Oxford : Oxford University Press, pp. 163-1845. C. Macpherson (1962) The Political Theory of Possessive Individualism : Hobbes

to Locke. Oxford University Press, Ontario, pp, 17-296. I. Hampsher-Monk, (2001) A History of Modern Political Thought : Major Political

Thinkers from Hobbes to Marx, Oxford : Blackwell Publishers, pp. 69-116

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F.M-100 Marks (80+20)

Indian Political Thought-1

Course ObjectiveThis course introduces the specific elements of Indian Political Thought spanningover two millennia. The basic focus of study is on individual thinkers whose ideasare however framed by specific themes. The course as a whole is meant to providea sense of the broad streams of Indian thought while encourging a specificknowledge of individual thinkers and texts. Selected extracts from some originaltexts are also given to discuss in class. The list of additional readings is meant forteachers as well as the more interested students.

I. Traditions of Pre-colonial Indian Political Thoughta. Brahmanic and Shramanicb. Islamic and Syncretic.

II. Ved Vyasa (Shantiparva) : Rajadharma

III. Manu : Social Laws

IV. Kautilya : Theory of State

V. Aggannasutta (Digha Nikaya) : Theory of Kingship

VI. Barani : Ideal Polity

VII. Abul Fazal : Monarchy

VIII. Kabir : Syncretism

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Readings1. A. Altekar, (1958) ‘The Kingship’, in State and Government in Ancient India, 3rd

edition, Delhi : Motilal banarsidass, pp. 75-1082. M. Shakir, (1986) ‘Dynamics of Muslim Political Thought’, in T. Pantham, and K.

Deutsch (eds.) Political Thought in Modern India, New Delhi : Sage Publications,pp.142-160

3. V. Varma, (1974) Studies in Hindu Political Thought and its MetaphysicalFoundations, Delhi : Motilal Banarsidass, pp. 211-230

4. B. Chaturvedi, (2006) ‘Dharma-The Foundation of Raja-Dharma, Law andGovernance’, in The Mahabharata : An Inquiry in the Human Condition, Delhi :Orient Longman, pp.418-464

5. V. Mehta, (1992) ‘The Cosmic Vision : Manu’, in Foundations of Indian PoliticalThought, Delhi : manohar, pp. 23-39

6. V. Mehta, (1992) ‘The Pragmatic Vision : Kautilya and His Successor’, inFoundations of Indian Political Thought, Delhi : Manohar, pp. 88-109

7. L. Jayasurya, ‘Budhism, Politics and Statecraft’, Available at ftp.budhism.org/publications/..../voll1_03_Laksiri%20jayasuriya.pdf,Accessed : 10.4.2013

8. I. Habib, (1998) ‘Ziya Barni’s Vision of the State’, in the Medieval History Journal,Vol. 2 (1), pp. 19-36

9. V. Mehta, (1992) ‘The Imperial Vision : Barni and Fazal’, in foundations of IndianPolitical Thought, Delhi : Manohar, pp. 134-156

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F.M-100 Marks (80+20)

Modern Political Philosophy

Course ObjectivePhilosophy and Politics are closely intertwined. We explore this convergence byidentifying four main tendencies here. Students will be exposed to the manner inwhich the questions of politics havebeen posed in terms that have implications forlarger questions of thought and existence.

I. Modernity and its discoursesThis section will introduce students to the idea of modernity and the discoursesaround modernity. Two essential readings have been prescribed.

II. Romanticsa. Jean Jacques RousseausPresentation themes : General Will; local on direct democracy; self -government;origin of inequality.b. Mary WollstonecraftPresentation themes : Women and paternalism; critique of Rousseau’s idea ofeducation; legal rights

III. Liberal Socialista. John Stuart MillPresentation themes : Liberty, suffrage and subjection of women, right of minorities;utility principle.

IV. Radicalsa. Karl Marxpresentation themes : Alienation; difference with other kinds of materialism; classstruggleb. Alexandra KollontaiPresentation themes : Winged and wingless Eros; Proletarian woman; socializationof housework; disagreement with Lenin

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Readings1. B. Nelson, (2008) Western Political Thought. New York : Pearson Longman, pp.

221-2552. C. Jones, (2002) ‘Mary Wollstonecraft’s Vindications and their Political Tradition’

in C. Johnson, (ed.) The Cambridge Companion to Mary Wollstonecraft,Cambridge : Cambridge University Press, pp. 42-58

3. P. Kelly, (2003) ‘J.S. Mill on Liberty’, in D. Boucher, and P. kelly, (eds) PoliticalThinkers : From Socrates to the Present. New York : Oxford University Press,pp. 324-359

4. B. Ollman (1991) Marxism : An Uncommon Introduction, New Delhi : SterlingPublishers.

5. A. Skoble, and T. Machan, (2007) Political Philosophy : Essential Selections, NewDelhi : Pearson Education, pp. 286-327

6. C. Porter, (1980) Alexandra Kollontai : The Lonely Strugle of the Woman whodefied Lenin, New York : Dutton Children’s Books.


F.M-100 Marks (80+20)

Indian Political Thought - 2

Course ObjectiveBased on the study of individual thinkers, the course introduces a wide span ofthinkers and themes that defines the modernity of Indian Political thought. Theobjective is to study general themes that have been produced by thinkers fromvaried social and temporal contexts. Selected extracts from original texts are alsogiven to discuss in the class. The list of additional readings in meant for teachersas well as the more interested students.

I. Introduction to modern Indian Political Thought

II. Rammohan Roy : Rights

III. Panita Ramabai : Gender

IV. Vivekananda : Ideal Society

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V. Gandhi : Swaraj

VI. Ambedakr : Social Justice

VII. Tagore : Critique of Nationalism

VIII. Iqbal : Community

IX. Savarkar : Hindutva

X. Nehru : Secularism

X. Lohia : Socialism

Readings1. V. Mehta and T. Pantham (eds.) (2006) ‘A thematic Introduction to Political Ideas

in Modern India : thematic Explorations, History of Science, Philosophy andculuture in Indian civilization’ Vol. 10, Part : 7, New Delhi : Sage, pp. xxvii-ixi

2. D. Dalton, (1982) ‘Continuity of Innovation’, in Indian Idea of freedom : PoliticalThought of Swami Vivekananda, Aurobindo Ghose, Rabindranath Tagore andmahatma Gandhi, Academic Press : Gurgaon, pp. 1-28

3. T. Pantham, (1986) ‘The Socio-Religious Thought of Rammohan Roy’, in Th.Panthom and K. Deutsch, (eds) Political Thought in Modern India, New Delhi :Sage, pp. 32-52

4. P. Ramabai, (2000) ‘Woman’s Place in Religion and Society’, in M. Kosambi(ed.), Pandita Ramabai Through her Own Words : Selected Works, New Delhi :Oxford University Press, pp. 150-155

5. A. Sen, (2003) ‘Swami Vivekananda on History and Society’, in SwamiVivekananda, Delhi : Oxford University Press, pp. 62-79

6. A. Parel, (ed.) (2002) ‘Introduction’, in Gandhi, freedom and self Rule, Delhi :Vistaar Publication.

7. B. Mungekar, (2007) ‘Quest for Democratic Socialism’, in S. Thorat, and Aryana(eds.), Ambedkar in Retrospect - Essays on Economics, Politics and Soceity,Jaipur : IIDS and Rawat Publications. pp.121-142

8. Madani, (2005) Composite Nationalism and Islam, New Delhi : Manohar, pp. 66-91

9. R. Pillai, (1986) ‘Political thought of Jawaharlal Nehru’, in Th. Pantham, and K.Deutsch (eds.) Political Thought in Modern India, New Delhi : Sage, pp. 260-274

10. M. Anees and V. Dixit (eds.) (1984) Lohia : Many Faceted personality, RammanoharLohia Smarak Smriti.

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Paper-IF.M-100 Marks (80+20)

Human Rights in a Comparative Perspective

Course ObjectiveThis course attempts to build an understanding of human rights among studentsthrough a study of specific issues in a comparative perspective. It is important forstudents to see how debates on human rights have taken distinct forms historicallyand in the contemporary world. The course seeks to anchor all issues in the Indiancontext, and pulls out another country to form a broader comparative frame. Studentswill be expected to use a range of resouces, including films, biographies, andofficial documents to study each theme. Thematic discussion of sub-topics in thesecond and third sections should include state response to issues and structuralviolence questions.

I. Human Rights : Theory and Institutionalizationa. Understanding Human Rights : three Generations of Rightsb. Institutionalization : Universal Declaration of Human Rightsc. Rights in National Constitutions : South Africa and India

II. Issuesa. Torture : USA and Indiab. Surveillance and Censorship : China and Indiac. Terrorism and Insecurity of Monorities : USA and India

III. Structural Violencea. Caste and Race : South Africa and Indiab. Gender and Violence : India and Pakistanc. Adivasis / Aboriginals and the Land Question : Australia and India

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Readings1. J. Hoffman and P. Graham, (2006) ‘Human Rights’; Introduction to Political Theory,

Delhi, Pearson, pp. 436-4582. SAHRDC (2006) ‘Introduction to Human Rights’; ‘Classification of Human Rights

: An Overview of the first, second and third generational rights, in IntroducingHuman rights, New Delhi : Oxford University Press.

3. D. O’Byrne, (2007) ‘Torture’, in Human Rights : An Introduction, Delhi : pearson,pp.164-197

4. U. Singh, (2012) ‘Surveillance Regimes in India’, paper presented at a conferenceon states of Surveillance : Counter - Terrorism and ComparativeConstitutionalism, at the University of New South Wales, Sydney, 13-14 December.

5. E. Scarry, (2010) ‘Resolving to Resist’, in Rule of Law, Misrule of Men, Cambridge: Boston Review Books, MIT, pp. 1-53

6. D. O’Byrne, (2007) ‘Apartheid’, in Human Rights : An Introduction, Delhi : Pearson,pp. 241-262

7. R. Wasserstorm, (2006), ‘Racism, Sexism, and Preferential Treatment : Anapproach to the Topics’, in R. Goodin and P. Pettit, Contemporary PoliticalPhilosophy : an Anthology, Oxford : Blackwell, pp. 549-574

8. J. Nickel, (1987) Making Sense of Humaj Rights : Philosophical Reflections onthe Universal Declaration of Human Rights, Berkeley : University of CaliforniaPress.

9. M. Cranston, (1973) What are Human Rights? New York : Taplinger

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Paper-II

F.M-100 Marks (80+20)

India’s Foreign Policy in a Globalizing World

Course ObjectiveThis course’s objective is to teach students the domestic sources and the structuralconstraints on the genesis, evolution and practice of India’s foreign Policy. Theendeavour is to highlight integral linkages between the ‘domestic’ and the‘international’ aspects of india’s foreign policy by stressing on the shifts in itsdomestic identity and the correspondingn changes at the international level.Students will beb instructed on India’s shifting identity as a postcolonial state to thecontemporary dynamics of India attempting to carve its identity as an ‘aspiringpower’. India’s evolving relations with the superpowers during the Cold War andafter, bargaining strategy and positioning in international climate changenegotiations, international economic governance, international terrorism and theunited Nations facilitate and understanding of the changing positions anddevelopment of India’s role as a global player since independence.

I. India’s Foreign Policy : From a postcolonial State to an Aspiring GlobalPower

II. India’s Relations with the USA and USSR / Russia

III. India’s Engagements with China

IV. India in South Asia : Debating Regional Strategies

V. India’s Negotiating Style and Strategies : Trade, Environment and SecurityRegimes

VI. India in the Contemporary Multipolar World

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Readings1. S. Ganguly and M. Pardesi, (2009) ‘Explaining Sixty Years of India’s Foreign Policy’,

in India Review. Vol. 8 (1), pp. 4-192. W. Anderson, (2011) ‘Domestic Roots of Indan Foreign Policy’, in W. Anderson,

Trysts with Democracy : Political Practice in South Asia, Anthem Press : UniversityPublishing Online.

3. R. Hathaway, (2003) ‘The Us-India Courship : From Clinton to Bush’, in S. ganguly(ed.), Indian as an Emerging Power, Frank Cass : Portland.

4. M. Zafar, (1984), ‘Ch.1’, in India and the Superpowers : India’s Political Relationswith the Superpowers in the 1970s, Dhaka, University Press.

5. Contemporary Debates in Indian Foreign and Security Policy : India Negotiatesits Rise in the International System, Palgrave Macmillan : London.

6. Crux of Asia : China, India, and the Emerging Global Order, Carnegie Endowmentfor International Peace : Washington.

7. C. Mohan, (2013) ‘Changing Global Order : India’s Perspective’, in A. Tellis and S.Mirski (eds.) Crux of Asia : China, India, and the Emerging Flobal Order, CarnegieEndowment for International Peace : Washington.

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Paper-III

F.M-100 Marks (80+20)Women, Power and Politics

Course ObjectiveThis Course opens up the question of Women’s agency, taking it beyond ‘women’sempowerment’ and focusing on women as radical social agents. It attempts toquesion the complicity of social structures and relations in gender inequality. Thisis extended to cover new forms of precarious work and labour under the neweconomy. Spceial attention will be paid to feminism as an approach and outlook.The course is divided into broad units, each of which is divided into three sub-units.

I. Groundings1. Patriarchya. Sex-Gender Debatesb. Public and privatec. Power

2. Feminism

3. Family, Community, Statea. Familyb. Communityc. State

II. Movements and Issues1. History of the Women’s Movement in India2. Violence against women

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3. Work and Laboura. Visible and invisible workb. Reproductive and care workc. Sex Work

Readings1. M. Kosambi, (2007) Crossing the Threshold, New Delhi, Permanent Black, pp.

3-10; 40-46 c. Power2. N. Menon, (2008) ‘Power’, in R. Bhargava and A. acharya (eds.) Political Theory

: An Introduction, Delhi : pearson, pp. 148-1573. B. Hooks, (2010) ‘Feminism : A Movement to End Sexism’, in C. Mc Cann and S.

Kim (eds),4. R. Delmar, (2005) ‘What is Feminism?;, in W. Kolmar & F. Bartkowski (eds)

Feminist Theory : A Reader, pp. 27-375. N. Menon, (2008) ‘Gender’, in R. Bhargava and A. acharya (eds.) Political Theory

: An Introduction, New Delhi : pearson, pp. 224-2336. N. Menon, (2004) ‘Sexual Violence : Escaping the Body’, in Recovering Subversion,

New Delhi : Permanent Black, pp. 106-1657. N. Jameela, (2011) ‘Autobiography of a Sex Worker’, in P. Kotiswaran, Sex Work,

New Delhi : Women Unlimited, pp. 225-2418. N. Gandhi and N. Shah, (1992) Issues at Stake - Theory and Practice in teh

Women’s Movement, New Delhi : Kali for Women9. V. Bryson, (1992) Feminist Political Theory, London : Palgrave - MacMillan, pp.

175-180; 196-200

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Paper-IV

F.M-100 Marks (80+20)

Development Process and Social Movements inContemporary India

(Project)

Course ObjectiveUnder the influence of globalization, development processes in India haveundergone transformation to produce spaces of advantage and disadvantage andnew geographies of power. The high social reproduction costs and dispossessionof vulnerable social groups involved in such a development strategy condition newtheatres of contestation and struggles. A variety of protest movements emergedto interrogate and challenge this development paradigm that evidently also weakensthe democratic space so very vital to the formulation of critical consensus. Thiscourse proposes to introduce students to the conditions, contexts and forms ofpolitical contestation over development paradigms and their bearing on the retrievalof democratic voice of citizens.

I. Development Process Since Independencea. State and Planningb. Liberalization and reforms

II. Industrial Development Strategy and its Impact on the social structurea. Mixed economy, privatization, the impact on organized and unorganized labourb. Emergence of the new middle class

III. Agrarian Development Strategy and its Impact on the Social Structurea. Land Reforms, Green Revolutionb. Agrarian Crisis since the 1990s and its impact on farmers

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IV. Social Movementsa. Tribal, Peasant, Dalit and Women’s Movementsb. Maoist Challengec. Civil Rights Movements

Readings1. A. Varshney, (2010) ‘Mass Politics of Elite Politics? Understanding the Politics of

India’s Economic Reforms’ in R. Mukherji (ed.) India’s Economic Transition : ThePolitics of Reforms, Delhi : Oxford University Press, pp. 146-169

2. B. Nayar (1989) India’s Mixed Economy : The Role of Ideology and its Development,Bombay : Popular Prakashan.

3. L. Fernades, (2007) India’s New Middle Class : Democratic Politics in an Era ofEconomic Reform, Delhi : Oxford University Press.

4. A. Desai, (ed.) (1986) Agrarian Struggles in India After independence, Delhi : OxfordUniversity Press, pp. xi-xxxvi

5. P. Sainath, (2010) ‘Agrarian Crisis and Farmers’, Suicide’, Occasional Publication22, New Delhi : Indian International Centre (IIC)

6. B. Nayar (ed.) (2007) Globalization and Politics in India. Delhi :Oxford Universitypress. S. Roy and K. Debal, (2004) Peasant Movements in Post - Colonial India: Dyanamics of Mobilization and Identity, Delhi : Sage.

7. G. Shah, (ed.), (2002) Social Movements and the State. New Delhi : Sage.

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PSYCHOLOGYSemester - I/III


Full Marks- 100 (Th.-(60+15) + Pra.25)

INTRODUCTORY PSYCHOLOGYIntroduction:

The course is designed to give the student a basic understanding of the psychologyof human behavior. The students will be given exposure to concepts, terminology,principles, and theories that comprise an introductory course in psychology.

Learning Objectives:

• To help the students to know the sources and processes of development ofmodem scientific psychology.

• To help the students to develop a scientific temperament in studying andunderstanding human behavior.

Expected outcomes: Students will be able to

• Define the term psychology and demonstrate command of the basic terminology,concepts, and principles of the discipline.

• Gain knowledge of scientific methodology—the variety of ways in whichpsychological data are gathered and evaluated / interpreted.

• Identify & and compare the major perspectives in psychology: Recognize howeach approach views human thought and behaviour.

• Understand the physiological and biochemical links of human behavior.

UNIT-I Introducing Psychology

(i) Concept and definition of psychology, Psychology as a scientific discipline.

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(ii) Key Perspectives in Psychology- Behavioral, Cognitive, Humanistic,Psychodynamic.

UNIT- II Methods in Psychology

(i) Natural Observation, Survey, Nature, advantages and limitations.

(ii) Experimental and Correlational methods-Nature, advantages and limitations.

UNIT-III Biological Bases of Behavior

(i) Structure and fbnctions of the neurons, Chemical regulation of the endocrineglands.

(ii) Structure and functions of the Central nervous system and Autonomic nervoussystem

UNIT-IV States of Mind(iii) Nature of consciousness; changes in consciousness- sleep-wake schedules(iv) Extended states of Consciousness- Hypnosis, Meditation and Hallucinations

Practical

(i) R.L. by Method of Limits: Students are required to find out the K. L. of volarsurface of the right arm of a subject by method of limits

(ii) D.L. by Method of Constant Stimuli: To find out the D.L. for lifted weight of yoursubject by method of constant stimuli.

Recommended Books

• Baron, R. A. (2002). Psychology (5th Edition), New Delhi: Pearson Education.

• Dash, U.N., Dash, A.S., Mishra, H.C., Nanda, G.K. & Jena, N. (2004). PracticalExercises in Psychology: Learning about Yourself and Others. Panchasila,Bhubaneswar

• Feldman, R.S. (2004). Understanding Psychology (6th Edition), New Delhi, Tata-McGraw Hill.

328

• Gerrig, R.J. & Zimbardo, P.O. (2010). Psychology and Life (19th Ed.). Delhi:Allyn & Bacon.

• Hilgard& Atkinson- Introduction to Psychology (2003) l4 Edition, Thomson Learning Inc.

• Mohanty, N., Varadwaj, K. & Mishra, H.C. (2014). Explorations of Human Natureand Strength: Practicals in Psychology, Divya Prakashani, Samantarapur,Bhubaneswar.

• Morgan, C.T., King, R.A., Weisz, J.R., &Schopler, 1. (2008). Introduction topsychology (7th edition) Bombay: Tata-McGraw Hill.

• Morris, C. G. (1990). Psychology: An Introduction. New Delhi: Prentice Hall.

• Passer, M.W. & Smith, R.E. (2007). Psychology: The Science of Mind andBehaviour (3M Ed.). New Delhi: Tata McGraw-Hill

• Zimbardo, P.O. & Weber, A.L. (1997 Ed.)- Psychology- New York, Harper CollinsCollege Publishers

329

Semester - IIGeneric Elective (GE)

Paper-II/IV

Full Marks- 100 (Th.-(60+15) + Pra.25)

BASIC PSYCHOLOGICAL PROCESSES

Introduction:

The course is designed to provide the student a basic understanding of thepsychological processes from sensation to thought and communication. The studentwill be given exposure to the concepts, terminology, principles, and theories relatingeach of the mental processes that constitute human psychology.Learning Objectives:

• To help the students to understand the mental processes to begin with sensationand perception up to how it results in thoughts and communication.

• To help the students gather knowledge about the structural and functionaldynamics of each of the mental processes and their interconnectedness.


• Understand the bases sensory actions and the processes of integration ofsensory actions in creating and interpreting perceptual events.

• Gain knowledge of the important processes and principles of human learning aswell as the structural functional attributes of human memory to help conservethe learning outcomes.

• Understand the structural and functional properties of language and the way ithelps thought, communication, problem solving and decision making throughdevelopment of concepts) ideas, images, and so on.

UNIT-I Sensation and Perception

(i) Basics of sensation- Sensory receptors (eye and ear).

330

(ii) Nature of perceptual process- Figure and ground, Grouping (Gestalt laws),Perceptual constancies, and illusions and Hallucination.

UNIT- 11 Learning and Memory

(i) Nature and principles of Classical conditioning, Operant conditioning.

(ii) The Atkinson and Shifflin Model of Memory; Types of Memory- episodic, semanticand procedural; Causes of Forgetting- interference, repression, and amnesia

UNIT—Ill Language and Communication

(i) Properties and structure of language. Language acquisition, Nature of effectivecommunication

(ii) Stages of language development; critical period controversy; speech error andits implications

UNIT IV Thinking and Reasoning

(i) Thinking process; concepts, categories, Decision making and factors ofinfluencing decision making.

(ii) Inductive and deductive reasoning; Problem solving approaches; Steps in problemsolving

Practical

(i) Learning Curve: To demonstrate the Learning Curve as a function of Learningtrials using Non-sense Syllables.

(ii) Serial Position Effect: To demonstrate the serial position effect on memory inlearning a list of nonsense syllables.

Recommended Books

• Baron, R. A. (2002). Psychology (5th Edition), New Delhi, Pearson Education.


• Feldman, R.S. (2004). Understanding Psychology (6th Edition), New Delhi, TataMc. Graw Hill.

331

• Gallotti, K.M.: Cognitive Psychology — In and Out of the Laboratory. 3rd Ed, Int.Thomson Pub. Co. Bangalore, 2004

• Gerrig, Ri. & Zimbardo, P.O. (2010). Psychology and Life (19th Ed.). Delhi: Allyn& Bacon.


• Morgan, C.T., King, R.A., Weisz, J.R., & Schopler, J. (2008). Introduction topsychology (7th edition) Bombay: Tata-McGraw Hill.

• Passer, M.W. & Smith, R.E. (2007). Psychology: The Science of Mind andBehavior (3rd Ed.), New Delhi: Tata McGraw-Hill

• Solso, R.L. (2000). Cognitive Psychology (6th Edition), USA, Allyn Bacon.

• Zimbardo, P.O. & Weber, A.L. (1997 Ed.)- Psychology- New York, Harper CollinsCollege Publishers

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PSYCHOLOGYSemester- I

Core Course-I

Full Marks- 100 (Th.-(60+15) + Pra.25)

INTRODUCTORY PSYCHOLOGY

Introduction:The course is designed to give the student a basic understanding of the psychologyof human behavior. The students will be given exposure to concepts, terminology,principles, and theories that comprise an introductory course in psychology.Learning Objectives:

• To help the students to know the sources and processes of development ofmodem scientific psychology.

• To help the students to develop a scientific temperament in studying andunderstanding human behavior.


• Define the term psychology and demonstrate command of the basic terminology,concepts, and principles of the discipline.

• Gain knowledge of scientific methodology—the variety of ways in whichpsychological data are gathered and evaluated / interpreted.

• Identify and compare the major perspectives in psychology: Recognize how eachapproach views human thought and behaviour.

• Understand the physiological and biochemical links of human behavior.

UNIT-I

Introducing Psychology

(i) Concept and definition of psychology, Psychology as a scientific discipline.

(ii) Key Perspectives in Psychology- Behavioral, Cognitive, Humanistic,Psychodynamic.

333

UNIT- II

Methods in Psychology

(i) Natural Observation and Survey, Nature, advantages and limitations.

(ii) Experimental and Correlation methods-Nature, advantages and limitations.

UNIT —Ill

Biological Bases of Behavior

(i) Structure and functions of the neurons, Chemical regulation of the endocrineglands.

(ii) Structure and functions of the Central nervous system and Autonomic nervoussystem

UNIT-IV

States of Mind

(i) Nature of consciousness; changes in consciousness- sleep-wake schedules

(ii) Extended states of Consciousness- Hypnosis, Meditation and Hallucinations

Practical

(i) RI. by Method of Limits: To find out the R. L. of volar surface of the right arm ofa subject by method of limits

(ii) D.L. by Method of Constant Stimuli: To find out the D.L. for lifted weight ofyour subject by method of constant stimuli.

Recommended Books


• Dash, U.N., Dash, A.S., Mishra, FLC., Nanda, G.K. & Jena, N. (2004). PracticalExercises in Psychology: Learning about Yourself and Others. Panchasila,Bhubaneswar

• Feldman, R.S. (2004). Understanding Psychology (6th Edition), New Delhi, Tata-McGraw Hill.

334

• Gerrig, R.J. & Zimbardo, P.G. (2010). Psychology and Life (19th Ed.). Delhi: Allyn& Bacon.

• Hilgard& Atkinson- Introduction to Psychology (2003) 14th Edition, ThomsonLearning Inc.

• Mohanty, N., Varadwaj, K. & Mishra, H.C. (2014). Explorations of Human Natureand Strength: Practicals in Psychology, Divya Prakasbani, Samantarapur,Bhubaneswar.

• Morgan, C.T., King, R.A., Weisz, 3.R., & Schopler, 3. (2008). Introduction topsychology (7th edition) Bombay: Tata-McGraw Hill.

• Morris, C. G. (1990). Psychology: An Introduction. New Delhi: Prentice Hall.

• Passer, M.W. & Smith, R.E. (2007). Psychology: The Science of Mind andBehaviour (3rd Ed.) New Delhi: Tata McGraw-Hill

• Zimbardo, P.G. & Weber, A.L. (1997 Ed.)- Psychology- New York, Harper CollinsCollege Publishers

335


Full Marks- 100 (Th.-(60+15) + Pra.25)

BASIC DEVELOPMENTAL PROCESSES

Introduction:

The course is designed to expose students to a basic understanding about thefundamental concerns of developmental psychology and provide examples of thefollowing three dimensions of development: growth, differentiation, and orderlyprogression.


· To help students gain some key ideas about human development and theperspectives to understand and explain such developments.

· To help the students to understand the significance of prenatal period forhuman development.

· To help the students to understand the developmental preparations of thechildhood and the implications of developmental milestones for the normalhuman development.


· Understand the nature, types, and principle of development.

· Understand the processes of formation of life and development during pre-and post-natal periods.

· Understand about the different aspects of preparation for future life.

UNIT-I Basics of development

(i) Meaning, nature, and types of development; Principles of development; Factorsinfluencing development

(ii) Perspectives of development- Psychoanalytic; Organismic; Humanistic

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UNIT- II Life in formation

(i) Fertilization, determination of sex, multiple birth; Prenatal development-germinal stage, embryonic stage, fetal stage; Factors influencing prenataldevelopment

(ii) Physical and motor developments, Social and emotional developments duringchildhood.

UNIT-III Life In preparation

(i) Physical and motor developments, Social and emotional developments duringadolescence.

(ii) Piaget’s stage of cognitive development; Kohlberg’s stages of moraldevelopment

Unit IV Self and Identity

(i) Emergence of self; Structure of the self; Development of personal identity

(ii) Development of self control; Development of gender differences and genderroles

Practical (i) Locus of Control: To assess the Locus of Control of four collegestudents by using Rotter’s Locus of Control Scale.

(ii) Emotional Intelligence: To measure the emotional intelligence of four collegestudents by using the Schuttle’s Emotional Intelligence ScaleRecommended Books• Baron, R. A. (2002). Psychology (5th Edition), New Delhi, Pearson Education.• Berk, L. E. (2010). Child Development (8th Ed.). New Delhi: Prentice Hall.• Dash, U.N., Dash, A.S., Mishra, H.C., Nanda, G.K. & Jena, N. (2004). Practical

Exercises in Psychology: Learning about Yourself and Others. Panchasila,Bhubaneswar

• Hurlock, E. Developmental Psychology (1995). IV Edition. New Delhi: Tata McGraw Hill.• Mohanty, N., Varadwaj, K. & Mishra, H.C. (2014). Explorations of Human Nature

and Strength: Practicals in Psychology, DivyaPrakashani, Samantarapur,Bhubaneswar.

• Papilia, Diane E., Sally Wendos Olds (2006). Human Development. 9th Edition.New Delhi: Tata McGraw Hill

• Santrock, J. W. (2008). Child Development (11th Ed.). New Delhi: Tata McGraw Hill.• Sigelman, O.K. & Schaffer, D.R. (l995). Life-span Human Development, Brooks

/ Cole Publishing Co. Pacific Grove, California

337


Full Marks- 100 (Th.-(60+15) + Pra.25)

BASIC PSYCHOLOGICAL PROCESSESIntroduction:

The course is designed to provide the student a basic understanding of thepsychological processes from sensation to thought and communication. The studentwill be given exposure to the concepts, terminology, principles, and theories relatingto each of the mental processes that constitute human psychology.


• To help the students to understand the mental processes to begin with sensationand perception up to how it results in thoughts and communication.

• To help the students gather knowledge about the structural and functionaldynamics of each of the mental processes and their interconnectedness.


• Understand the bases sensory actions and the processes of integration ofsensory actions in creating and interpreting perceptual events.

• Gain knowledge of the important processes and principles of human learning aswell as the structural functional attributes of human memory to help conservethe learning outcomes.

• Understand the structural and functional properties of language and the way ithelps thought, communication, problem solving and decision making throughdevelopment of concepts, ideas, images, and so on.

UNIT-I Sensation and Perception

(i) Basics of sensation- Sensory receptors (eye and ear).

(ii) Nature of perceptual process- Figure and ground, Grouping (Gestalt laws),Perceptual constancies, and illusions.

338

UNIT- II Learning and Memory

(i) Nature and principles of Classical conditioning, Operant conditioning.

(ii) The Atkinson and Shiffrin Model of Memory; Types of Memory- episodic,semantic and procedural; Causes of Forgetting- interference, repression, andamnesia

UNIT —III Language and Communication

(i) Properties and structure of language, Language acquisition, Nature of effectivecommunication

(ii) Stages of language development; speech error and its implications

UNIT IV Thinking and Reasoning

(i) Thinking process; concepts and categories, Decision making and factors ofinfluencing decision making.

(ii) Inductive and deductive reasoning; Problem solving approaches; Steps inproblem solving

Practical

(i) Learning Curve: To demonstrate the Learning Curve as a function of Learningtrials using Non-sense Syllables.

(ii)Serial Position Effect: To demonstrate the serial position effect on memoryin learning a list of nonsense syllables.

Recommended Books



• Feldman, R.S. (2004). Understanding Psychology (6th Edition), New Delhi, Tata-MeGraw Hill

339

• Gerrig, R.J. & Zimbardo, P.O. (2010). Psychology and Life (19th Ed.). Delhi: Allyn& Bacon.

• Hilgard& Atkinson- Introduction to Psychology (2003) 14th Edition, ThomsonLearning Inc.


• Morgan, C.T., King, R.A., Weisz, J.R., & Schopler, 3. (2008). Introduction topsychology (7th edition) Bombay: Tata-McGraw Hill.

• Morris, C. G. (I99l. Psychology: An Introduction. New Delhi: Prentice Hall.

• Passer, M.W. & Smith, R.E. (2007). Psychology: The Science of Mind andBehaviour (3rd Ed.) New Delhi: Tata McGraw-Hill

• Zimbardo, P.G. & Weber, A.L. (1997 Ed.). Psychology- New York, Harper CollinsCollege Publishers

340


Full Marks- 100 (Th.-(60+15) + Pra.25)

PROCESSES OF HUMAN EMPOWERMENTIntroduction:

Human empowerment is ultimately an individual condition of gaining the power tocontrol and modulate changes in one’s own life those are considered important toone’s identity and adjustment. The purpose of the course is to introduce students tothe basics of human empowerment and how the empowerment processes arcstrengthened and improved.


• To help students gain ideas about intelligence and personality as foundations ofhuman empowerment.

• To make students understand how motivation and emotion are empoweringprocesses to human development. To help students gain insight into humanbehaviour as products of empowerment.


• Know the structural components and functional dynamics of both intelligenceand personality.

• Understand the significance of emotion and motivation in behaviour management.

• Understand significant aspects of social behaviour as resulting in happiness,well-being and personal growth.

UNIT-I Basics of empowerment

(i) Intelligence- Theories of Gardner, and Stenberg; Heredity, environment, andintelligence

(ii) Measuring Intelligence: intelligence tests; Interpretation of test score.

341

UNIT- II Sources of Power (1)

(i) Personality- Freud’s theory and Social cognitive theory

(ii) Personality-Trait and type approach, Psychometric and projective assessment.

UNIT III Sources of Power(2)

(i) Motivation-Drive theory, Arousal theory, Maslow’s need hierarchy

(ii) Emotion-Theories of James-Lange, Cannon-Bard.

UNIT-IV Proving empowered

(i) Social behavior- Meaning of attribution and errors in attribution, Meaning of socialcognition and processing of social information

(ii) Positive Psychology-Scope and aims, Nature and characteristics of happiness,Subjective wellbeing and personal growth

Practical

(i) Intelligence test- To test the non-verbal intelligence of two college studentsusing Raven’s Standard Progressive Matrices

(ii) Personality Type- To assess the personality type of a student obtainingresponses from the student and two other significant persons in his/her life byusing Glazer’s test of Personality Type

Recommended Books

• Baron, R. A. & Byrne, D. (2003). Social Psychology, 10th Edition, Prentice Hall

• Baron, R.A. (1 995).Psychology- The Essential Science, Pearson EducationCompany of India Pvt. Ltd.

• Dash, U.N., Dash, A.S., Mishra, H.C., Nanda, G.K. & Jena, N. (2004). PracticalExercises in Psychology: Learning about Yourself and Others. Pancthasila,Bhubaneswar

• Gerrig, R.J. & Zimbardo, P.G. (2010). Psychology and Life (19th Ed.). Delhi: Allyn& Bacon

342

• Hilgard & Atkinson. Introduction to Psychology (2003). 14th Edition ThomsonLearning Inc.

• Misra, G. (2009). Psychology in India, Vol 1: Basic Psychological Processes andHuman Development. India: Pearson

• Mohanty, N., Varadwaj, K. & Mishra, H.C. (2014). Explorations of Human Natureand Strength: Practicals in Psychology, DivyaPrakashani, Samantarapur,Bhubaneswar.

• Sigelman, G.K. & Schaffer, D.R. (1995 Eds.) Lifespan Human Development,Brooks/ Cole Publishing Co., Pacific Group

• Snyder, C.R. & Shane, J.L. (2005) Handbook of Positive Psychology: OxfordUniversity Press.

343


Full Marks- 100 (Th.-(60+15) + Pra.25)

PSYCHOLOGICAL STATISTICSIntroduction:

The course designed to equip students with knowledge in the fundamentals ofstatistics and research methods so that they understand the application of statisticsto different research problems in psychology.


• To help students develop knowledge and understanding of the application ofStatistics within Psychology

• To help students develop Critical Thinking for application of appropriate statisticalanalysis in Psychological research

Expected outcomes: Students will be able to understand

• The nature psychological variables and how to measure them with appropriatescale.

• The processes of describing and reporting statistical data.

• The methods of drawing inferences and conclusions for hypothesis testing byusing appropriate statistical analysis.

UNIT-I Fundamentals of statistics

(i) Meaning and scope of statistics, Nature of variables- Categorical and Continuous,Levels of Measurement- Nominal, Ordinal, Interval, and Ratio

(ii) Drawing frequency distribution; Graphical representation of grouped data-Polygon, Histogram, Ogive.

UNIT- II Measures of Statistics

(i) Measures of Central Tendency- Characteristics of mean, median and mode;Computation of mean, median, and mode

344

(ii) Measures of Variability- Concept of variability, computation of Standard deviationand variance, Average deviation and Quartile deviation.

UNIT Ill Sources and Applications

(i) Concept of Probability; Characteristics of Normal Probability curve, Applicationsof NPC, Deviation from NPC- Skewness and Kurtosis

(ii) Concept of correlation, Product-moment correlation (ungrouped data), Rank ordercorrelation.

UNIT -IV Hypothesis Testing

(i) Level of significance; Type I and Type II error; Computation of ‘t’ for independentand dependent samples, Chi Square Test.

(ii) Purpose and assumptions of ANOVA; One-way and two-way ANOVA.

Practical

(i) Reporting of Statistical Results: To collect data of 60 (30 boys and 30 girls)High School students about their Annual examination marks in four subjects andto report by descriptive statistical analyses.

(ii) Computer Awareness: To be familiar with software packages of statistics andtheir applications.

Recommended Books

• Aron, A., Aron, E.N., & Coups, El (2007). Statistics for Psychology. (4th Ed.) India:Pearson Education, Prentice Hall.


• Ferguson, G.A. & Takane, Y. (1989). Statistical Analysis in Psychology &Education, Tata McGraw Hill Publishing Company, New Delhi

• Garrett, H. E. & Woodworth, R.S. (1985). Psychology in Statistics and Education,Vakils, Feffer & Simons Ltd. Mumbai

345

• Mangal, S.K. (2002) Statistics in Psychology and Education. (2edt). New Delhi:Prentice - Hall of India.


• Siegal, S. (1994). Nonparametric Statistics. McGraw Hill, New Delhi

• Singh, A.K. (1986). Tests, Measurements, & Research Methods in BehavioralSciences, Tata McGraw Hill Publishing Company, New Delhi

• Walaram, G. Statistics for Behavioral Sciences


Full Marks- 100 (Th.-(60+15) + Pra.25)

SOCIAL PSYCHOLOGYIntroduction:

Social psychology is the scientific study of the nature and causes of human behaviourin a social context, This course is designed to introduce the students to the field ofsocial psychology, to explain how social ‘psychologists think about and study humanbehaviour; to introduce the body of knowledge and underlying principles that currentlyexist in the field and to encourage reflection about the implications of social psychologyfor the situations we encounter in everyday life.


• To help students develop awareness of the concepts, problems and issues inthe discipline of social psychology

• To make students understand the individuals and groups in respect to patternsof social behavior and attitudes

• To help students gain insight into the dynamics of intergroup relationships, conflict,prejudice and cooperation.

346


• Know the scope of studying social psychology and the methods to gather data inthe social context to explain them.

• Understand the significance of social cognition, attitudes, stereotypes andprejudices in explaining human behavior in the social contexts.

• Understand the significant aspects group behavior and social influence thatconstitute the core of human relationships.

UNIT-I Introduction

(i) Nature, and scope of Social Psychology; Methods of Social Psychology-Observation; Questionnaire, Interview.

(ii) Social Cognition- Perceiving ourselves: self-concept, self-esteem and selfexpression; Perceiving others and forming impressions .

UNIT-II Attitude, Prejudice and Stereotypes

(i) Attitudes- Nature, characteristics of attitude; Attitude formation and change;Attitude measurement

(ii) Prejudice and Nature and components of prejudice, Acquisition of prejudice,Reduction of prejudice

UNIT -III Group and Leadership

(i) Group- Group structure and function, Task performance: Social facilitation, Socialloafing; Conformity, Obedience and social modelling.

(ii) Leadership- Definitions and functions and contingency approaches to leadership;Leadership. The charismatic leadership, Role of Leader, Characteristics of aLeader.

UNIT IV Social Behavior

(i) Prosocial behavior-Cooperation and helping, personal, situational. and socio-cultural determinants.

(ii) Aggression- social and personal determinants of aggression, prevention andcontrol of aggression.

347

Practical

(i) Ethical Values: To assess the ethical values of five adolescents by usingDonelson’s Ethical Position Questionnaire (EPQ)

(ii) Attitude towards Women: To measure the attitude of three boys and three girlstowards Women by using Spence, Helmrich & Stapps’ Attitude towards Womenscale .

Recommended Books

• Baron TI. A & Byrne. D. (2003). Social Psychology. 10th Edition; Prentice Hall

• Baron. R.A., Byrne, D. & Bhardwaj. G (2010).Social Psychology (12th Ed). NewDelhi: Pearson

• Dash, U.N., Dash, A.S, Mishra, H.C., Nanda, G.K. & Jena, N, (2004). PracticalExercises in Psychology: Learning about Yourself and Others. Panchasila,Bhubaneswar

• Developments (ICSSR survey of advances in research). New Delhi: Pearson.

• Misra, G. (1990) .Applied Social Psychology. New Delhi: Sage.

• Misra, G. (2009). Psychology in India, Volume 4: Theoretical and Methodological

• Mohanty, N., Varadwaj, K. & Mishra, H.C. (2014). Exploration of Human Natureand Strength: Practicals in Psychology, Divya Prakashani, Samantarapur,Bhubaneswar.

• Myers, David 0. (2002). Social Psychology. 7th Edition, McGraw Hill Book Co.

• Taylor, S.E., Peplau,L.A. & Sears, D.O. (2006). Social Psychology’ (l2th Ed).New Delhi: Pearson

348


Full Marks- 100 (Th.-(60+15) + Pra.25)

ENVIRONMENTAL PSYCHOLOGYIntroduction:

Environmental psychology is an interdisciplinary field focused on the interplay betweenindividuals and their surroundings. The field defines the term environment broadly,encompassing natural environments, social settings, built environments, learningenvironments, and informational environments. The course is designed to introduceto the students about all these aspects of environment.


• To highlight the simultaneous mutual interaction of environment and behavior.

• To delineate psychological approaches to the study of environment.

• To discuss the impact of ecological degradation and the need for enhancedawareness programs


• understand the interactional relationships between environment and behaviour

• understand the problems occurring to ecology and environment at the presenttime

• understand different psychological approaches to the study of man-environmentrelationship.

UNIT I Environment and Behavior

(i) Earth as a living system: Deep ecology; Man-environment relationship physical,social, cultural, orientation and product.

(ii) Effects of Environment on behavior: Noise pollution, Air pollution, Crowding andpopulation explosion.

349

UNIT II Ecology and Development

(i) Human behavior Environmental Problems: Global warming, Greenhouse effect,Pro-environmental behaviours.

(ii) Ecosystem and their components; Sustainable development; Ecology:Acculturation and psychological adaptation

UNIT III Psychological Approaches to environment

(i) Field theory approach; Eco-cultural Psychology (Berry); Biosocial Psychology(Dawson);

(ii) Person environment transaction (Sokols & Ittelson); Ecological system approach(Bronfenbrenner)

UNIT IV Environmental Assessment

(i) Socio-psychological dimensions of environmental impact; Environmentaldeprivation-nature and consequences.

(ii) Creating environmental awareness; Social movements- Chipko, Narmada.

Practical

(i) To assess the environmental literacy of 4 college students using Bob Simpson’sEnvironment literacy and awareness survey questionnaire.

(iii) To assess the environmental attitude, concern and sensitivity of 4 college studentsusing Bob’ Simpson’s Environment literacy and awareness survey questionnaire.

Recommended Books

• Dash, U.N., Dash, A.S., Mishra, B.C., Nanda, G.K. & Jena, N. (2004). PracticalExercises Psychology: Learning about Yourself and Others. Panchasila,Bhubaneswar

• Dreze, J. and Sen. A. (1992). Indian Development Delhi: Oxford University Press.

• Gadgil, M. and Guha. R. (1995). Ecology and Equity. New Delhi, Penguine Books

• Goldsmith, E. (1991). The way: The ecological World View. Boston: Shambhala


350


Full Marks- 100 (Th.-(60+15) + Pra.25)

PSYCHOPATHOLOGYIntroduction:

Psychopathology refers to the study of mental illness. This course is designed toexpose students to the key concepts in psychopathology as well as the major theoriesassociated with the etiology and treatment of psychological disorders and disabilities.Students will be able to understand the distinction between normal and abnormaland the qualities that are used to differentiate what is typical versus atypical throughcitations of different disorders.


1. To help students define and understand the basic concepts underlyingpsychopathology and the perspectives which contributed to the development ofmodern psychopathology.

2. To help students understand the assessment techniques for identifying andclassifying maladaptive behavior and mental disorders.

3. To guide students to gain specific knowledge about different types of mentaldisorders.


4. Understand the differences between normality and abnormality along with theperspectives explaining them.

5. Know the importance and the use of assessment techniques in identifying differentforms of maladaptive behavior.

6. Learn the symptoms, causes and treatment of anxiety disorders, mood disordersand schizophrenia.

351

UNIT-I Basics of Pathology

(i) Concept of abnormality; Perspectives of abnormal behavior- Psychodynamic,Behavioral, Cognitive.

(ii) Classification of maladaptive behavior-DSM-IV; Assessment techniques-Diagnostic tests, Rating scales, History taking interview, Projective tests

UNIT- II Anxiety and Mood disorder

(i) Symptoms, causes and treatment of Generalized anxiety disorder, Phobicdisorder, Obsessive- Compulsive disorder

(ii) Depressive disorder —Symptoms, causes and treatment of Bipolar affectivedisorder.

UNIT III Personality Disorders

(i) Paranoid, Schizoid, Dissociative, Impulsive

(ii) Borderline, Anxious, Avoidance, Dependent personality

UNIT -IV Schizophrenia and Therapies

(i) Characteristics, Major subtypes, Causes and treatment of Schizophrenia

(ii) Psychodynamic, and Cognitive Behavior therapy.

Practical

(i) Anxiety: Assessment of Anxiety of a subject by Hamilton Anxiety Rating Scale(HARS)

(ii) Depression: Assessment of Depression Profile of a subject by Beck’sDepression Inventory (BDI)

Recommended Books

• Ahuja N. (2011). A Short Textbook of Psychiatry (7th Ed). New Delhi: Jaypee

• Barlow D.H, and Durand V.M. (2005). Abnormal Psychology: An IntegratedApproach (4th Ed.).Wadsworth: New York.

• Baron, R.A. (1995 Edition)-Psychology- The Essential Science, PearsonEducation Company of India Pvt. Ltd.

352

• Carson R.C., Butcher J.N., Mirieka, S., & Hooley J.M. (2007). AbnormalPsychology (13th Ed.).ND: Pearson Education.

• Dash, U.N., Dash, AS., Mishra, H.C., Nanda, G.K. & Jena, N, (2004). PracticalExercises in Psychology: Learning about Yourself and Others. Panchasila,Bhubaneswar

• Irwin G. Sarason, Barbara Sarason (2005). Abnormal Psychology. New Delhi:Prentice Hall Publication

• James C. Coleman (1981). Abnormal Psychology and Modern Life, D.B.Taraporevala with Scott, Foresman and Company, Mumbai

• Kring, A.M., Johnson, S.L., Davison G.C. & Neale J.M. (2010). AbnormalPsychology (11th Ed.).NY: John Wiley

• Mohanty, N. (2008). Psychological Disorders: Text and Cases. New Delhi:Neelkamal Publications Pvt. Ltd.


353


Full Marks- 100 (Th.-(60+15) + Pra.25)

EDUCATIONAL PSYCHOLOGYIntroduction:

This course provides an introduction to concepts, theories, and research ineducational psychology. The topics covered include cognitive development duringthe school years, classroom management, instructional approaches, motivation,assessment, and individual differences.


• To provide students with an overview of the purposes and uses of educationalpsychology.

• To help students understand human development focusing mainly on the yearsof formal education including those with ability differences

• To make students understand the ways that educators motivate their studentsto learn and strive for excellence

• To make students explore the ways that educators manage learning environmentsto maximize learning and social cohesion


• Define educational psychology and give examples of the different topicseducational psychologists study.

• Describe the developmental issues faced by school age children.

• Describe the challenges presented by children with ability differences.

• Explain the role of motivation on learning and classroom behavior.

• Describe classroom management techniques.

• Identify commonly used standardized tests, their strengths and limitations, anduse in school settings.

354

UNIT-I Foundations of Educational Psychology

(i) Concepts and principles of educational psychology, Goals of teaching andobjectives for learning

(ii) Theories of cognitive development-Piaget and Vygotsky.

UNIT- II Motivation and Classroom Management

(i) Meaning of motivation, Intrinsic and extrinsic motivation, Motivational techniquesin classroom teaching

(ii) The goals of classroom management, Creating a positive learning environment,Characteristics of an effective teacher.

UNIT III Creativity and Aptitude

(i) Nature and characteristics of creativity; Fostering creativity among children

(ii) Nature and characteristics of aptitude; Types of aptitude; Measurement of aptitude.

UNIT -IV Dealing with ability differences and Testing

(i) Teaching children learning disability and attention deficit Hyperactive disorder.

(ii) Types of standardized tests- Achievement test, and aptitude tests, Advantagesand limitations of standardized test.

Practical

(i) Academic Behavior: To assess the academic attitude and behavior of collegestudents by using Sia’s Academic Behavior Scale

(ii) Academic Stress: To assess the academic stress of two higher Secondarystudents using Rao’s Academic Stress Scale.

Recommended Books

• Agrawal, J.C. (2009). Essentials of Educational Psychology (2"Edn.) VikasPublishing House, New Delhi

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• Dash, U.N., Dash, A.S., Mishra, H.C., Nanda, G.K. & Jena, N. (2004), PracticalExercises ii Psychology: Learning about Yourself and Others. Panchasila,Bhubaneswar

• Gage, N. L., & Berliner, D. C. (2009) Education1 psychology (5th ed.). Boston,MA Houghton Mifflin.

• Mangal, S.K. (2013). Advanced Educational Psychology (2Edn.) PHI LearningPvt, Ltd New Delhi

• Mohanty, N., Varadwaj, K. & Mishra, H.C. (2014). Explorations of Human Natuream Strength: Practicals in Psychology, Divya Prakashani, Samantarapur,Bhubaneswar.

• Siavin, Robert E. (2012). Educational Psychology: Theory and Practice. Delhi,Pearson,

• Woolfolk, A.E, (2004). Educational Psychology (9th Ed.), Allyn & Bacon, London/ Boston

356


Full Marks- 100 (Th.-(60+15) + Pra.25)

PSYCHOLOGICAL ASSESSMENTIntroduction:

The course is designed to expose students to a basic understanding aboutapproaches to psychological assessment and develop skill in the administration andinterpretation of psychological tests.


• To train students in various psychological assessment techniques

• To impart skills necessary for selecting and applying different tests for differentpurposes such as evaluation, training, rehabilitation etc.


• Understand the basic facts about psychological assessment.

• Understand the processes of test construction and standardization.

• Understand about the assessment of different types of skills and abilities.

UNIT-I Introduction

(i) Nature and Scope of human assessment.

(ii) Psychological scaling, Methods of scaling

UNIT- II Psychological Tests

(i) Principles of test construction and standardization- Item analysis, reliability, validityand development of norms

(ii) Types of psychological tests- Individual, group, performance, verbal, nonverbal

UNIT-III: Assessment of Ability

(i) Assessment of general abilities- Intelligence, interest, interpersonal interaction

(ii) Assessment of personality- Use of self report inventories, interview, projectiveand non-projective tests

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UNIT IV Classroom Assessment

(i) Classroom as assessment context, Traditional tests, Alternative assessment((ii) Grading and reporting of performance.

Practical

(i) Empathy: To assess the empathy behavior of Five college students usingSpreng’s Empathy questionnaire. -

(ii) Sense of Humor: To assess the Sense of Humor of 4 College Students UsingMcGhee’s Scale of Sense of Humor (MSSH)

Recommended Books:

• Anastasi, A. (1988). Psychological Testing 6th Edition, Macmillan, New York

• Cohen, 3. P.. (2009). Exercises in Psychological Testing and Assessment 7thEdition, McGraw-Hill

• Gregory, R.J. (2003). Psychological Testing: History, Principles, and Applications,4th Edition, Pearsons Education, New Delhi

• Kaplan, R. M. (2013). Ps1chological Assessment and Theory: Creating and UsingPsychological Tests, 8 Edition ( Paperback), Cengage Publication, Delhi

• Kaplan, R.M. & Saccuzzo, D.P. (2009), Psychological Testing: Principles,Applications, and Issues, (6th Edition), Wadsworth Publishing; Belmont-California

• Marnat, G. 0. (2009). Handbook of Psychological Assessment, 5th Edition, NY:John Wiley

• Urbina, S. (2004). Essentials of Psychological Testing 1st Edition, NY: John Wiley

• Vyas, K.B. (2012). Psychological Testing and Assessment (Paperback, AphPublishing Corporation, New Delhi

358


Full Marks- 100 (Th.-(60+15) + Pra.25)

ORGANIZATIONAL BEHAVIORIntroduction:

The course provides an overview of the main fields of organizational and personnelpsychology. It focuses on topics such as organizational system; work behavior,attitudes and motivation as related to organizational set up; management of powerand politics in the organizations; and finally development and evaluation of humanresources for sustainable growth of an organizations.


• To help students able to understand the structure, functions, and designs ofdifferent organizations.

• To make students understand the processes of group decision making andleadership functions in different organizations.

• To make students understand the theories of work motivation and related issuesof power and politics in the organizational set up.

• To help students demonstrate professional skills in the evaluation, management,and development of human resources in the organizations.


• Understand different concepts and dynamics related to organizational system,behavior, and management.

• Identify steps managers can take to motivate employees in the perspectives ofthe theories of work motivation.

• Understand the tricks of power and politics management in the organizations.

• Understand significance of human resource development, evaluation andmanagement for the interest and benefit of the organization.

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UNIT I Historical context of organizational behavior

(i) Contributions of Taylor, Weber; Challenges, Scope and opportunities for OS

(ii) OS perspectives-Open system approach, Human relations perspective, Socio-

technical approach.

UNIT-II Organiation System

(i) Structure and functions of organization, Common organizational designs,

Management roles.

(ii) Group decision making processes in organizations, Organizational leadership

and types of leadership in organizations

UNIT- III Work, Power and Politics

(i) Contemporary theories of work motivation- McClelland’s theory of needs, Goal-

setting theory, Reinforcement theory

(ii) Defining power in organization, Power tactics, Nature of organizational politics,

Impression management, and defensive behavior

UNIT -IV Human resource development and Evaluation

(i) Human Skills and Abilities, Optimal Use of Human Resources; Training Programs

for the Development of Human Resources

(ii) Performance Evaluation- Purpose, Methods.

Practical

(i) Leadership Style: To measure his basic leadership style of 4 college students

by using Greenberg Basic Leadership Style scale

(ii) Conflict-Handling: To measure the conflict-handling style of 4 college students

by using Rahim’s scale to identify their conflict handling style.

360

Recommended Books

• Dash, U.N., Dash, A,S., Mishra, H,C., Nanda, O.K. & Jena, N. (2004). PracticalExercises in Psychology: Learning about Yourself and Others. Panchasila,Bhubaneswar

• Greenberg, S. & Baron, R.A. (2007). Behaviour in Organizations (9th Ed.). India:Dorlin Kindersley.

• Luthans, F. (2009). Organizational behavior. New Delhi: McGraw Hill.


• Pareek, U.(20 10). Understanding organizational behaviour. Oxford: OxfordUniversity Press.

• Robbins, S.P.; Timothy, A.J. & Vohra, N. (2012). Organizational Behavior, 15thEdn. Pearson Education: New Delhi

• Schultz, D. and Schultz, S.E. (2004). Psychology and Work Today. Delhi: PearsonInc.

• Singh, K. (2010). Organizational Behaviour: Texts & Cases. India: DorlingKindersley

361


Full Marks- 100 (Th.-(60+15) + Pra.25)

HEALTH PSYCHOLOGYIntroduction:

Health psychology is a specialty area that focuses on how biology, psychology,behavior and social factors influence health and illness. This course is designed toprovide an introduction to the area of health psychology to help students understandhow Health Psychology as a specialty within psychology addresses the role ofbehavioral factors in health and illness. Basic theories, models and applications arealso included.


• To help the students understand the issues of Health Psychology and how toaddress them by the bio-psychosocial model of health and illness.

• To help the students to describe behavioral factors that influence health andillness.

• To guide the students understand about health enhancing behaviors includingcoping with illness.


• Know the basics of health and illness from the Bio-psychosocial perspectives.

• Understand the significance of behavioral and psychological correlates of healthand illness.

• Understand the significant aspects coping and importance of health enhancingbehavior.

UNIT-I Introduction

(i) Goals of Health Psychology, , Biopsychosocial model of health and illness

(ii) Basic nature of stress, Some major causes of stress, Management of stress

362

UNIT- II Health and Illness

(i) Behavioral and psychological correlates of illness, Approaches to promotingwellness.

(ii) Models of health- The cognition models- The health belief model, The protectionmotivation model.

UNIT -Ill Health and Coping

(i) Coping with the crises of illness; Compliance behavior and improving compliance.

(ii) Health enhancing behavior- Diet management, Yoga and Exercise

UNIT IV Health Issues

(i) Children health issues- Malnutrition, Autism, ADHD

(ii) Health issues of women and elderly: Diabetes, Alzheimer’s Disease, Depression

Practical

(i) Sleep Quality: To assess the Sleep quality of 4 college students The PittsburghSleep Quality Index (PSQI)

(ii) Coping Strategies: To assess of the Coping Strategies of 4 college studentsby Tobin’s Coping Strategy Inventory (TCSI)

Recommended Books

• Baron, LA. (1995 Edition)-Psychology- The Essential Science, Pearson EducationCompany of India Pvt. Ltd.

• Brannon and Feist. Health Psychology.

• Carr, A. (2004). Positive Psychology: The science of happiness and humanstrength.UK: Routledge.


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• Edward P.Sarafino (1994). Health Psychology. Joha Wiley and Sons

• Khatoon, N. (2012). Health Psychology, Dorling Kindersley (India) Pvt. Ltd. NewDelhi


• Saraflno, E.P. (2002). Health psychology: Bio psychosocial interactions (4thEd.).NY: Wiley.

• Snyder, C.R., & Lopez, S.J. (2007).Positive psychology :The scientific andpractical explorations of human strengths. Thousand Oaks, CA: Sage.

• Taylor, SE. (2006). Health Psychology (6th Ed.). New York: Tata McGraw Hill.


Full Marks- 100 (Th.-(60+15) + Pra.25)

COUNSELING PSYCHOLOGYIntroduction:

The course is designed to develop entry level counselling psychologists who will becapable of understanding and ; demonstrating behavior and attitudes in the basicareas of professional counseling.


• To help students able to understand and integrate current scientific knowledgeand theory into counselling practice.

• To make students learn the history and professional issues related to counselling-psychology.

• To help students integrate and convey information in the core areas of counsellingpractice.

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• To help students demonstrate professional behavior in their various roles ascounselling psychologists.


• Understand the purpose of counselling and practice counselling ethically followingdifferent approaches.

• Understand the basics of counselling process and use them for counsellingstudents, families, couples, distressed, and handicaps.

UNIT-I Basics of Counselling

(i) Meaning, scope and purpose of counselling; The counselling process, counsellingrelationship, counselling interview

(ii) Characteristics of a good counsellor, Education and training of the counsellor

UNIT II Theories and Techniques of Counselling

(i) Psychodynamic approach- Freud and Neo Freudians; Humanistic approach-Existential.

(ii) Cognitive approach- Rational-emotive and transaction analysis; Behaviouralapproach- Behaviour modification.

UNIT- III Counselling Programs

(i) Working in a counselling relationship, transference and counter transference,termination of counselling relationship, Factors influencing counselling

(ii) Student counselling, Emphases, roles and activities of the school, and collegecounselor.–

UNIT -IV Counseling application

(i) Family and Marriage Counselling, Models and methods of family counselling

(ii) Alcohol and drug abuse counselling; and Victims of Harassment and Violence

Practical

(i) Marital Relationship- To assess the marital relationship of 2 couples usingLerner’s Couple’s adjustment scale

(ii) Case Reporting: To complete four case studies of high school students withproblem behavior in’ the appropriate case report proforma

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Recommended Books

• Bumard Philip. (1995). Counselling Skills Training — A sourcebook of Activities.New Delhi: Viva Books Private Limited.


• Feitham, C and Horton, I. (2000). Handbook of Counselling and Psychotherapy.London: Sage.

• Gibson, R.L & Mitchell M.H. (2003). Introduction to counselling and Guidance.6thedn. Delhi: Pearson Education

• Gladding, S.T. (2009). Counselling: A comprehensive profession (6th Ed.). NewDelhi: Pearson India

• Mishra, H.C. & Varadwaj, K. (2009). Counselling Psychology: Theories, Issuesand Applications, Divya Prakashini, Samantarapur, Bhubaneswar, Odisha

• Misra, G. (Ed) (2010). Psychology in India, Volume 3: Clinical and HealthPsychology. New Delhi: Pearson India.


• Nelson-Jones. (1995). The theory and practice of counselling. 2nd Edn. London:Holt, Rinehart and Winston Ltd

• Rao, 5. (2002). Counselling and Guidance (2nd Ed.). New Delhi: McGraw Hill.

366


Full Marks- 100 (Th.-(60+15) + Pra.25)

POSITIVE PSYCHOLOGY

Introduction:Positive psychology is the scientific study of optimal human functioning to help people

flourish. This is a foundation course in positive psychology to help students not only

to understand the core themes of positive psychology, but also to equip them with

the helpful positive interventions in various areas of professional psychology, such

as clinical, health, education, organization and community.

Learning Objectives:1. To help students to understand the rationale behind positive psychology.

2. To guide students to identify and analyze the key conceptual and theoretical

frameworks underpinning positive psychology.

3. To encourage students to appreciate the contributions of scholars from a range

of disciplines and their influence on developing a positive approach to mental

health.

4. To make students understand and apply a strengths-based approach to mental

health issues.

Expected outcomes: Students will be able to understand1. The goal of positive psychology and the basic behavior patterns that result in

positive human growth from the point of view of leading positive psychologists.

2. The concepts of flow and happiness and the related theories and models

explaining happiness behavior and its consequences.

3. All the precursors to positive psychology from character strength and altruism

to resilience.

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UNIT-I FoundationsHistorical roots and goals of positive psychology, Positive emotions, Positive Individualtraits, Contribution of Martin Seligman, Albert Bandura, Carol Dweck and AbrahamMaslow to positive psychologyUNIT- II Flow and HappinessComponents of flow, Conditions and mechanisms of flow, Positive and negativeconsequences of flow experienceMeaning and nature of happiness, Sources of happiness, Theories of happiness-Set-point theory, Life satisfaction theories.UNIT -III Precursors to Positive PsychologyCharacter strength, Altruism, Hope and Optimism, Positive thinking,Psychology of well-being: Meaning of well-being, Factors affecting well- being,Promoting well-being among peopleUNIT IV Ways to Positive Psychology

(i) Discovering strength, Increasing optimism, Self-direction, Purpose, gratitude,Mindfulness, and Activities and experience

(ii) Effects of exercise, Yoga, meditation and spiritual intelligence on developmentof positive psychology; Positive psychology in building relationship.

Practical

(i) To measure the happiness of 4 adults using Oxford Happiness questionnaire

(iii) To measure the spiritual intelligence of 4 adults using King’s Spiritual IntelligenceQuestionnaire.

Recommended Books

• Carr, A. (2004), Positive Psychology: The science of happiness and humanstrength.UK: Routledge.


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• Peterson, C. (2006). A Primer in Positive Psychology; Oxford University Press

• Seligman, M.E. (2002).Authentic Happiness: Using the New Positive Psychologyto Realize Your Potential for Lasting Fulfilment: Oxford University Press

• Seligman, M.E. (2012). Flourish: A Visionary New Understanding of Happinessand Well-being. Oxford University Press

• Snyder, C.R. & Shane, J.L. (2005). Handbook of Positive Psychology. .OxfordUniversity Press

• Snyder, C.R., & Lopez, S.J.(2007).Positive psychology : The scientific andpractical explorations of human strengths. Thousand Oaks, CA: Sage. Practical

369


Paper-I

Full Marks- 100 (Th.-(60+15) + Pra.25)

Psychological Research and MeasurementIntroduction:

The research methods course is among the most frequently required in thepsychology and with good reason. It helps the students know about the differencebetween an experiment and a correlational study, the function of independent anddependent variables, the importance of reliability and validity in psychologicalmeasurement, and the need for replication in psychological research. In other words,psychologists’ research methods are at the very core of their discipline. The courseis designed to train the students in psychological research and measurement.


• To provide an overview of scientific approaches to psychological research interm of sampling techniques, scientific method, and experimental designs.

• To acquaint the students with respect to psychometric, projective techniquesand non-testing approaches like interview.


• understand the nature of psychological research and how to conduct scientificresearch in psychological themes.

• develop the skill for test construction and use of psychological tests formeasurement of personality and other attributes of people.

UNIT-I Psychological Research

(i) Characteristics of scientific methods, Psychological research: Correlational andexperimental

(ii) Sampling frame: probability and non-probability samples, sample size, samplingerror

370

UNIT- II Psychological Scaling and Construction of test

(i) Purpose of scaling Psychological scaling methods: Familiarity with Thurstoneand Likert scale

(ii) Construction of test: Operationalizing a concept, Generating items, Item analysis.

UNIT-III Experimental Designs

(i) Pretest. post-test design, Factorial designs, Randomized Block design.

(ii) Reliability and validity of tests, Development of norms and interpreting test scores

UNIT IV Assessment of Personality

(i) Psychometric and projective techniques, Familiarity with MMPI, Rorachsch, WAT.

(ii) Principles and procedures of interviewing, gaining cooperation, motivatingrespondents, training of interviewers.

Practical

(i) Rorschach Ink Blot test: To administer the RIT on a subject and give summaryreport

(ii) Word Association test: To administer the Jung / Kent-Rosanoff list of WAT on asubject and report on his areas of emotional difficulties

Recommended Books

• Anastasi, A. (1988). Psychological Testing. New York: MacMillan

• Minium, E.W., King, B.M. & Bear, G. (1993). Statistical Reasoning in Psychologyand Education. New York: John Willey

• Kerlinger, F.N. (1983). Foundations of Behavioral Research. New York: SuijeetPublications

• Freeman, F.S. (1972). Theory and Practice of Psychological Testing. New Delhi:Oxford & IBM

371

DISCIPLINE SPECIFIC ELECTIVE-Ii (DSE-II)Semester - V

Paper-II

Full Marks- 100 (Th.-(60+15) + Pra.25)

Psychology and Social Issues

Introduction: Psychologists can play a larger role in the solution of important socialproblems. Psychology brings two important qualities to the study of social problems:attention to psychological process and rigorous methodology. The key task in thedesigned course is to define social problems in part as psychological problems.


• The course will provide social psychological analysis of some major social issuesin India.

• The students will be able to understand the perspectives of psychology in dealingwith and resolving those issues. Expected outcomes: Students will be able to

• grasp the implications of various social issues and problems concerning ourcountry.

• appreciate the perspectives that psychology can contribute to resolve or reducethe problems.

UNIT-I Understanding Social Systems

(i) Indian Family System; Social stratification; caste, class, power, Poverty andDeprivation –

(ii) Concomitants of poverty, Sources of deprivation, inequality and social justice.

UNIT- II Health and wellbeing

(i) Role of behavior in health problems, Short comings of the biomedical model,Behavioral sciences in disease prevention and control.

Political Behavior

(ii) Development of ideology, Use of small groups in politics, Issues of human andsocial development.

372

UNIT-III: Antisocial Behavior

(i) Juvenile delinquency, Crime and criminal behavior, Alcoholism and drug abuse

(ii) Crime and criminal behavior, Alcoholism and drug abuse, Psychopath

UNIT- IV Social integration

(i) The concept of social integration; Causal factors of social conflicts andprejudices; Psychological strategies for handling the conflicts andprejudices.

(ii) Nature and categories of violence, violence in family and marriage, rape,Collective violence for social change

Practical (i) To assess the quality of life family of 4 families using Beach CenterFamily Quality of Life Scale

(ii) To assess the community integration of a village by using Community integrationquestionnaire (CIQ) of Barry Willer

Recommended Books

• Banerjee, D. (1998). Poverty, class and health culture in India, Vol. I, Delhi PrachiPrakashan

• Dube, S.C. (1987) Modernization and Development. ND: Sage

• Fonsea, M. (1998). Family and Marriage in India. Jaipur: Sachin

• Mishra, g. (1990). Applied Social Psychology in India. ND: Sage

• Mishra, G. (1999). Psychological perspectives on stress and Health. New Delhi:Concept

• Mishra, H,C. and Misra, 5. (2009). Psychology of Deviants, Divya Praka.shani,Bhubaneswar

• Mohanty, A .K. and Mishra, g. (Eds.) (2000). Psychology of Poverty andDisadvantage. New Delhi: Concept

• Sen, A & Sen A K (Eds) (1998) Challenges of contemporary Realities Apsychological Perspective. New Delhi: New Age International

• Srinivas, M.N. (1966). Social change in modern India, Bombay: Allied

373


Paper-III

Full Marks- 100 (Th.-(60+15) + Pra.25)

CONTEMPORARY APPLIED PSYCHOLOGY

Introduction: Recent years have seen a rise in the significance of applied psychologyas can be seen from the areas contemporary psychologists concern themselveswith. Arising from the slogan ‘Psychology goes to work’ Contemporary Appliedpsychologists venture into new areas of human behavior and relationships with aninterdisciplinary perspective. The significant areas of their concern are communitypsychology, psychology of the disadvantaged and rehabilitation psychology,Psychology of IT, economic development, gender, defense etc. The present courseis designed acquaint the students with this new endeavor of psychology.


• To help the students understand the role of psychologists in community servicesincluding helping the disadvantaged and otherwise challenged groups.

• To help the students appreciate the importance of psychology in fields of humanconcern like IT, economic development, gender and population issues.

• To help students understand about how psychology is useful in the field of defense.


• appreciate the role of psychologists in community service including theirimportance in helping and rehabilitation activities.

• perceive the intricacies of relationships between human behavior and economicdevelopment, information technology, population and gender issues.

• know the aspects of defense where psychology plays a role.

UNIT I Community Psychology:

(i) Definition and concept of Community Psychology; Use of small groups in socialaction, Effective strategies for social change

374

(ii) Rehabilitation Psychology: Primary, secondary, tertiary rehabilitation programs,Rehabilitation of physically, mentally and socially challenged persons.

UNIT-II

(i) Helping the disadvantaged: Concept of disadvantaged and deprivation, social,physical, cultural and economic consequences of disadvantaged groups.

(ii) Psychology and IT: Psychological consequences of the developments in IT;Role of psychologists in the present scenario of IT

UNIT- III

(i) Psychology in economic development: Characteristics of entrepreneurialbehavior, Consumer rights and awareness

(ii) Population psychology: Psychological consequences of population explosionand high population density; Psychosocial effects of crowding; motivating forsmall family norms

UNIT -IV

(i) Psychology of Gender: Issues of discrimination; Glass ceiling effect, Self-fulfilling prophecy.

(ii) Defense psychology: Psychological tests for defense personnel; Promotingpositive mental health of defense personnel.

Practical

Recommended Books

• Banerjee, D. (1998), Poverty, class and health culture in India, Vol. I, Delhi PrachiPrakashan

• Dalton, J.H. (2006). Community Psychology: Linking Individuals andCommunities: : Oxford University Press

• Dube, S.C. (1987) Modernization and Development. ND: Sage

• Fonsea, M. (1998). Family and Marriage in India. Jaipur; Sachin

375

• Mishra, G. (1990). Applied Social Psychology in India. ND; Sage

• Mishra, G. (1999). Psychological perspectives on stress and Health. New Delhi;Concept

• Mishra, H.C. , Mishra, G.C. & Varadwaj , K. (2014). Fundamentals of AppliedPsychology, Divya Prakashani, Bhubaneswar

• Mishra, H.C. and Misra, S. (2009). Psychology of Deviants, Divya Prakashani,Bhubaneswar

• Mohanty, A .K. and Mishra, G. (Eds.) (2000). Psychology of Poverty andDisadvantage. New Delhi: Concept

• Sen, A. & Sen A.K. (Eds.). (1998). Challenges of contemporary Realities: Apsychological Perspective. New Delhi: New Age International

• Srinivas, M.N. (1966). Social change in modern India. Bombay: Allied

• Swain, S. Applied Psychology

376


Paper-IV

(Project-75 + Viva-25)

RESEARCH PROJECTIntroduction:

The research experience of students is greatly enriched by early exposure toconducting research, There are numerous benefits of undergraduate students whoget involved in research. They are better off in understanding published works,determine an area of interest, can discover their passion for research and may starttheir career as a researcher. Further students will be able develop ability for scientificinquiry and critical thinking, ability in the knowledge base and communication ofpsychology. This course is included to promote above mentioned abilities amongthe students.


• To help students to learn how to develop scientific research designs in the studyof psychology.

• To guide students to understand the previous research in their field of interestand review them to arrive at a research problem

• To encourage the students to learn ways to describe and measure humanbehavior.

• To help students understand the logic of hypothesis testing and application ofappropriate statistical analysis.

• To make students to learn the methods of writing a research report.


• Independently prepare a research design to carry out a research project

• Review the related research papers to find out a research problem and relevanthypotheses

• Understand the administration, scoring and interpretation of the appropriateinstrument for measurement of desired behavior

377

• Learn the use of statistical techniques for interpretation of data.

• Learn the APA style of reporting a research project.

Unit I

A student is required to carry out a project on an issue of interest to him / her underthe guidance and supervision of a teacher. In order to do so s/he must have theknowledge in research methodology and of steps in planning and conducting aresearch. The supervisors may help the students to go on field study / study tourrelevant to their work. Thirty hours of class may be arranged in the routine to helpstudents understand research methodology, and planning, conduction and reportingon the research. An external examiner with the supervisor as the internal examinerwill evaluate the research project on the basis of scientific methodology in writing thereport, and presentation skill and performance in the viva.

· Format

Ø Abstract — 150 words including problem, method and results.

Ø Introduction —Theoretical considerations leading to the logic and rationale forthe present research

Ø Review- Explaining current knowledge including substantive findings andtheoretical and methodological contributions to the topic, objectives andhypotheses of the present research

Ø Method — Design, Sample, Measures, Procedure

Ø Results - Quantitative analysis of group data - (Raw data should not be attachedin Appendix) Graphical representation of data wherever required. — Qualitativeanalysis wherever done should indicate the method of —, qualitative analysis.

Ø Discussion

Ø References (APA Style) & Appendices

• Project should be in Soft binding. It should be typed in Times New Roman 14letter size with 1.5 spacing on one sides of the paper. Total text should not exceed50 pages (References & Appendices extra).

• Two copies of the project should be submitted to the College.

• Project - American Psychological Association (APA) — Publication Manual2006 to be followed for project writing.

378

SANSKRITSemester - I/III


Moral Teachings and basics of Sanskrit

1. Moral Teachings and basis of Sanskrit (Term-end 80+Mid-term 20)Hitopadesha ------- - 30 marks

2. Yaksaprasna of MohabharatAranyaka Parva - Chaper 297 - 30 marks.

3. Sabda Rupa & Dhatu rupa - 20 marks

UNIT-I & II - Hitopadesha (From Katha mukha to grudhrabidalakatha)-30 marksLong question I 15 marksShort questions 3 5x3 = 15 marks

UNIT-III & IV Yaksaprasna of Mahabharat 30 marksLong question 1 15 marksExplanation 1 8 marksTextual Translation of Virse 1 7 makrks

UNIT-V Sabdarupa & Dhaturupa 20 marksSabdarupa - 5 2x5=10 marksDhaturupa - 5 2x5=10 marks(Matra, Pitr, Asmad, Yusmad, tad, (Sabdarupa)

Dhaturupa - Kr, Sev, Han, Pa, da, sru,Si and Krin in the form of Atmanaipada,Paravmeiada

Books for reference

1. Hitopadesha, (Mitralabha (Ed) Kapildev Liri Chaukhamba - Verraooshi2. Hitopadesha (Mitralabha (Ed) N.P. Dash & N.S. Mishra, Kalyani Publiher

Newdelhi3. Vyakarana Darpana, The Odisha State of Bureau of Text Book4. Critical Edition of the Mahabharata (Ed) V.S. Suktintapar Bori Pune5. Mohabharata Life Prose Gorakhpur

379


Paper-II

Poetry and History of Sanskrit Literature II

1. Meghaduttam (Purvamegha - 50 marks)2. History of Sanskrit Literature - 30 marks

Giti Kavya, Khanda kavya, Gadyakavya and kathasahitya

Meghaduttam Purva megha -50 marksUNIT-I Long question 1 15 makrskUNIT-II Shortquestion 2 71/2 x 2 = 15 marksUNIT-III (i) Explanation of I Verse 12 marks

(ii) Translation of I Verse 08 marks

2. History of Sanskrit Literature II 30 marksUNIT-IV Gitikavya & Khandakavya

Long question I 10 marksShort question I 05 marks

UNIT-V Gadyakavya & KathasahityaLong question I 10 marksShort question I 05 marks

Books for reference

1. Meghaduttam (Eal) S.R. Roy Sanskrit Pustaka Bhore 38, Cornawalis St,Calcutta

2. Meghaduttam (Eal) M.R. Motilal bonarosi Delhi3. Meghaduttam (Eal B.S. Mishra Vidyapuri, Cuttack4. History of Skt Literatur Baldev Upadhyaya Chaukhamba - Varanashi5. History of Skt Literature H, M. Satapahy Kitabmohal, Cuttack

380

SANSKRITSemester- I

Core Course-I

Full Marks- 100 (80+20)

MORAL TEACHINGS AND BASICS OF SANSKRITUnit - I1. Hitopadesa (From Kathamukha to Grdhravidalakatha) 30 marks2. Yaksaprasna of Mohabharata (Aranyakaparva, Ch 297) 30 marks3. Sabdarupa & Dhaturupa

(‘a’ karana, ‘i’ karanta, ‘I’ karanta, ‘u’ karanta, ‘u’ karanta, ‘in’ bhaganta, matr,pitr, Asmad, Yusmad, Tad (Sabdarupas) lat, lan, vidhilin, lrt, lot and litlakaras of path,ni, kr, sev, hon, pa, da, sru, si and krin in the form of Atmanepada, parasmaipada orudhayapada whichever is applicable (Dhaturupas)

Unit -I & II Hitopadesa (From kathamukha to Grdhravidalakatha) 30 marksLong question - I 15 marksShort question - 3 5x3 = 15 marks

Unit - III & IV Yaksaprasna of Mohabharata 30 marksLong question - I 15 marksExplanation - I 8 marks

Textual Translation of verse 7 marksUnit-V Sabdarupa & Dhaturupa 20 marks

Sabdarupa 5 2x5 10 marksDhaturupa - 5 2x5 = 10 marks

Books For Referene :1. Hitopadesha (Mitralabhah) (Ed) Kapildev Giri, Chaukhamba Publications,

Varanasi2. Hitopadesha (Mitralabhah) (Ed) N.P. Dash and N.S. Mishra Kalyani Publish-

ers, New Delhi3. Vyakarana darpana, The Odisha State Bureou of Text Book Preparation and

Production, Bhubaneswar-20134. Criticl Edition of the Mohabharata (Ed) V.S. Sukthankar BORI, Pune5. Mohabharata, Gitapress, Gorakhpur

381


Full Marks- 100 (80+20)

DRAMA - I & HISTORY OF SANSKRIT LITERATURE - I1. Abhijnanasakuntalam (Act-I-IV) 50 marks2. History of Sanskrit Literature - I 30 marks

(Ramayana, Mohabharata General out lines of Puranas and Sanskrit Drama)1. Abhijnanasakuntalam (Act I- IV)

Unit - I Long Question - I 14 marksUnit - II Short Question -2 7x2=14 marks

Explanation of Verse-I 8 marksUnit-III Textual Grammar 14 marks

i) Sandhi 1x2 = 2 marksii) Prakrti Pratyaya 2x2=4 marksiii) Karaka & Vibhakti 2x2=4 marksiv) Samasa 2x2= 4 marks

2. History of Sanskrit Literature - I 10 marksUnit - IV Ramayana & Mohabharata

Long Question - I 10 marksShort Question - I 05 marks

3. General Outlines of puranas and Sanskrit DramaUnit-V General outlines of puranas and Sanskrit Drama(Bhasa, Kalidasa, Sudraka, Visakhadatta, Bhavabhuti, Bhattanarayana)

Long Question - I 10 marksShort Question - I 05 marks

Books for Reference :

1. Abhijananasakuntalam (Ed) R. M. Bose, Modern Book Dep. Agency Pvt. Ltd. 10book in Chatterjee Street Calcutta

2. Abhijananasakuntalam (Ed) M.R. Kale, Motilal Banarsidass Publishers Pvt. Ltd.New Delhi-11007, 8th Reprint-2010

3. Abhijananasakuntalam (Ed) R. M. Mohapatra, Books & Books, Cuttack4. Abhijananasakuntalam (Ed) H.K. Satapathy, Students Store, Cuttack5. History of Sanskrit literuture, Baladev Upadhyay, Chaukhamba Publications

Varanasi6. History of Sanskrit Literature, A.B. Keith (Trans. Into Odia) Bhubaneswar

Kar, Text Book Bureau, Govt. of Odisha, Bhubaneswar.7. Sanskrit Sahityara Itihas, (Odia) H.K. Satapathy, Kitab Mahal, Cuttack-753003

382


Full Marks- 100 (80+20)

DRAMA - II & DRAMATURGY

1. Abhijananasakuntalam (Acts V- VII) 50 marks2. Dramaturgy 30 marks

(Nandi, Prastavana, Purvaranga, Panchavastha, Pancha - arthaprakrti,Panchasandhi, Pancha, -artho peksepaka, Nataka, prakarana, Anka)

1. Abhijananasakuntalam (Acts V - VII)Unit - I Long Question - I 14 marksUnit-II Short Question - 2 8x2=16 marksUnit-III i) Explanation of Verse -I 8 marks

ii) Verse / Dialogue Translation-I 7 marksiii) Translation from prakrit to Sanskrit 5 marks

2. Dramaturgy (Sahityadarpana, Chapter - VI) 30 marksUnit-IV Notes on Nandi, Prastavana, Purvaranga, Nataka, Prakarana,Anka (any three) 5x3=15Unit-V Notes on pancha - arthaprakrti, Pancha Avastha,Panchasandhi, Panchaarthopaksepaka (any three) 5x3=15

Books For Reference :1. (For Abhijananasakuntalam as it was in cc-2)2. For Dramaturgy - Sahitya Darpana (Ed) P.V. Kane, Motilal Banarsidass Pub-

lishers Pvt. Ltd. New Delhi.3. Odia Translation by Narayana Mohapatra, Odisha S a h i t y a A c a d e m y,

Bhubaneswar4. Sahitya Darpana with Laksmi Tika (Sanskrit) and Vimal Tika, (Hindi)

(Ed) K.M. Sastri, Chaukhamba Publication, Varanasi5. Sahityadarpana evan Chhanda (Ed) Braja Sundar Mishra, Satyanarayana Book

Store, Cuttack

383


Full Marks- 100 (80+20)

AN INTRODUCTION TO THE TECHNIQUE OF PANINIANGRAMMAR & PROSODY

1. Vocabulary relevant of Sanskrit Grammar and Arrangement ofPaninian Grammar 15 marks

2. Samjna - Prakaranan 45 marks3. Chhanda 20 marks

1. Vocabulary relevant to Sanskrit Grammar andArrangement of Paninian Grammar 15 marks(Astadhyayi, Siddhantakaumudi, Ganpatha, Dhaturupa, Pancangavyakarana,

Kriya, Atidesa, Adhikarana, Antaranga, Bahiranga, Apavada, Agama, Adesa, Nadi,Nistha, Krudanta, Taddhita, Tinanta, Nijanta, Sananta, yananta, Namadhatu, Pragrhya,Vikarana, Luk, Lopa, Set, Mandukapluti, Sarvadhatuka, Ardhadhatuka = 30 )

Unit - I Short Notes on any - 5 3x5=15 marks2. Sanjnaprakaranam 45 marks

Unit - II Twe Questions out of 1st 10 sutras(Upto tulyasyaprayatnamsavarnan)

To be explained 71/2 x 2 = 15 marks

Unit - IV Two Questions out of rest sutras(From pradayah upto digrham (a) To be explained

71/2 x 2 = 15 marks

3. Chanda (Prosody) - Srutabhodha 20 marksDefinition and Examples of 4 chandas - 5x4 = 20 marksArya, Anustubh, Indravajra, Upesdravajra, Upajati, Vamsastha, Vasantatilaka,Mandakrasta, Malini, Shikharini, Shardula, Vikridita, Sragdhara

384

Book For Reference

1. Sidhanta - Kaumudi with Balamanorama and Tahvabodhini, Vol - I (Ed) GiridharaSharma Chaturoveda, Motilal Bansarisidass.

2. Siddhanta Kaumudi with mitabhasini Com (Ed) S.R. Ray, Sanskrit Pustakbhandar, 38 Cmwallis St. Calcutta.

3. Siddhanta - Kaumudi with Eng.Tr (Ed), S.C. Basu, Motilal Banaridass, NewDelhi-110007, RPT - 1995

4. Vaiyakarana Siddhasta Kaumudi (Ed) M.V. Mahashabde Poona5. Siddhanta Kaumudi (Ed) Prof. G. K. Dash & Dr. (Mrs.) K. Dash with

navanitatika.6. Siddhanta Kaumudi (Ed) Minati Mishra, Vidyapuri, Cuttack7. Siddhanta Kaumudi (Ed) Dr. Nimjan Pati, Kalyani Publishers, New Delhi8. Siddhanta Kaumudi (Ed) P. R. Ray, Silabala Women’s College (Skt. Deptt)

Cuttack.

385


Full Marks- 100 (80+20)

Poetry & History of Sanskrit Literature - II

1. Meghaduttam (Purvamegha) 50 marks2. History of Sanskrit Literature - II 30 marks

(Gitikavyas, Khandakavyas, Gadyakavyas and Kathasahitya)

1. Meghaduttam (Purvamegha) 50 marksUnit - I Long Question - 1 15 marksUnit - II Short Question-2 71/2 x 2 = 15 marksUnit-III (i) Exptanation of one verse 12 marks

(ii) Translation of one verse 8 marks

2. History of Sanskrit Literature - II 30 marksUnit - IV (Gitikavyas and Khandakavyas)

Long Question - I 10 marksShort Question - II 05 marksUnit - V (Gadyakavyas, Kathasahitya)

Long Question - I 10 marksShort Question -I 05 marks


1. Meghaduttam (Ed) S.R. Ray, Sanskrit Pustak, Bhandar, 38 Comwullis St, Cuttack2. Meghaduttam (Ed) M.R. Kale, Motilal Banarisdass, Delhi3. Meghaduttam (Ed) Radhamohan Mahapatra, Books and Books,

Vinodvihari, Cuttack, 1948.4. Meghaduttam (Ed) B.S. Mishra, Vidyapuri, Cuttack, 1st Edn 1999.5. Sanskrit Sahitya ka Itihas, Baladev Upadhaya, Choukhamba Varanasi6. Samsukrta Sahitya ka Ruparekha, Vacaspati Goneila, Choukhamba,

Vidyabhavan, Varanasi7. Sanskrta Sahityara, Itihas, H.K. Satapathy, Kitab Mahal, Cuttack

386


Full Marks- 100 (80+20)

META - RULES OF PANINIAN GRAMMAR, POETICS &FIGURES OF SPEECH

1. Parivasaprakaranam of Sidhantakaumudi 30 marks2. Sahityadarpanah (Ch. I, II & III) 30 marks3. Sahityadarpanah (Alamkaras) 20 marks

1. Paribhasaprakaranam 30 marksUnit - I four Questions to be explained 71/2 x 4 = 30 marks

2. PoeticsUnit - II Sahityadarpana (Chaps I & III) (Kavya - Prayojana),

Kavya Laksana, Kavya bheda and Kavyahetus 15 marksLong Question - I 10 marksShort Question - I 05 marks

Unit - IIISahityadarpana (Chap III) (Abhidha, laksana Vyanjana)15 marks

Long Question - I 10 marksShort Question -I 05 marks

3. Figures of Speech 20 marksUnit - IV Sahityadarpana (ch.x) 4x5=20 marks

Definition and Examples of four Alankaras ‘Figures of Speech’ out of TenAlankaras such as Anuprasa, Yamaka, Slesa, Upama, Rupaka, Utpreksa,Bhrantiman, Nidarsana, Arthantaranyasa, Aprastuta Prusansa, Apahnuti, Vyatireka, Vibhabana, Visesokti, Samasokti, Svabhavokti.

Books for Refeence :1. For Siddhantakaumudi - Please refere to CC-42. For Sahityadarpana - Please refere to CC-3

387


Full Marks- 100 (80+20)

CASES AND CASE ENDINGS IN PANINIAN GRAMMAR& TRANSLATION - I

1. Siddhantakaumudi (Karaka - Vibhakti I - IV) 50 marks2. Translation from Sanskrit unseen passage to

Odia / English 30 marks

1. Siddhantakaumudi (Karaka - Vibhakti I - IV) 50 marks

Unit - I (Prathama & Dvitiya)For questions to be explained 5x4 = 20 marks

Unit - II (Trtiya)Two questions to be explained 5x2=10 marks

Unit-III (Chaturthi)Four questions to be explained 5x4=20 marks

2. Translation from Sanskrit unseen passage into Odia / English 30 marksOne unseen Sanskrit passage is to be given for Translation into Odia/English(At least 10 sentences) 10x3=30 marks

Books For Reference :

1. For Siddhantakaumudi - As indicated eanlier exeept the book of P.R. Roay(The book contains only sanjna & paribhasa)

2. For Translation - I Vyakaranadarpana, The Odisha State Bureau of Text BookPreparation and Production Bhubaneswar - 2013.

2. A Guide to Sanskrit Composition and Translation, M.R.Kale, MotilalBanarsidass, New Delhi.

388


Full Marks- 100 (80+20)

INSCRIPTIONS, UPANISAD & BHAGAVADGITA1. Inscription 30 marks2. Kathopanisad (Vallis - I , II & III) 30 marks3. Bhagavadgita (Chap XV) 20 marks

1. Inscription(Girnar inscription of Rudradaman, Allahabad Stone Pilar inscription ofSamudragupta and Mandasore Inscription of Yasovarman)Unti - I Long Question - 1 15 marksUnit-II Short Question - 3 5x3=15 marks

2. Kathopanisad (Adhyaya I, Vallis - I, II, III) 30 marksUnit - III Long question - I 15 marksUnit-IV (i) Explanation - Mantra 08 marks

(ii) Translation - I Mantra 07 marks

3. Bhagavadgita (Ch. XV) 20 marksLong Question - I 12 marksTranslation - I verse 08 marks

Books For Reference :1. Slected Sanskrit Inscription (Ed) D.B. Pusalkar, Classical Publishers, New

Delhi2. Abhilekhamala (Ed) Sarojini Bhuyan, Cuttack3. Abhilekhamala (Ed) Sujata Dash, Cuttack4. Abhilekha Cayana (Ed) Jayanta Tripathy, Vidyapuri Cuttack5. Isadi Nav Upanisad with Sankarbhasya - Gita Press, Gorakhpur6. Kathopanisad with Sankarbhasya (Ed) V.K. Sharma, Sahitya Bhandar, Subhas

Bazar, Meerut7. The Message of the upanisad, Swani Ranganatha nanda, Bharuliya Vidya

Bhabas, K.M. Manisi Marg, Mumbai8. Shrimad - bhagavad gita (Ed) S. Radhakrishnan9. Shrimad - bhagavad gita (Ed) Ganbhirananda, Ramakrishna, Mission10. Shrimad bhagavad gita, Gita Press, Gorakhpur

389


Full Marks- 100 (80+20)

Case and case endings of paninian grammar,translation - II and lextcon

1. Sidhantakaumudi (Karaka - Vibhakti V-VII) 40 marks2. Translation of an unseen Odia / English Passage

in to Sanskrit 30 marks3. Amarakosa 10 marks

1. Siddhantakaumudi (Karaka - Vibhakti V-VII)Unit-I (CASE-V) Answer any two question 5x2=10 marksUnit-II (CASE-VI) Answer any four question 5x4=20 marksUnit-III (CASE-VII) Answer any Two question 5x2=10 marks

2. Translation - II 30 marksUnit - IV 30 marksOne unseen passage of Odia is to be translated into Sanskrit(At least Ten Sentences)

Unit-VAmarkosa (Devata, Svarga, Visnu, Laksmi, Durga, Surya, Brahma,Kartikeya, Ganesa, Sarsvati, from Suargavarga)Answer any two questions 5x2=10 marks


1. For Sidhantakaumudi - Please refer to CC-72. For Translation Please refer to CC-73. Namalinganuasanan (Amarakosa) .D.G. Padhye et al Chaukhamba Sanskrit

series New Delhi

390


Full Marks- 100 (80+20)

CC-10 ORNATE PROSE & PROSE WRITING

1. Dasakumaracaritam (Purvapithika, Prathama Ucchvasa) 30 marks2. Sukanasopadesa 20 marks3. Essay in Sanskrit 20 marks4. Expansion of Idea in Sanskrit 10 marks

1. Dasakumaracaritam (Purvapithika Prathama Ucchvasa) 30 marksUnit-I Long question - I 10 marksExplanation - I 08 marksUnit-II Short question - 2 6x2=12 marks

2. Sukanasopadesa 20 marksUnit -III one long question 12 marksTranslation of a sentence of part of it 08 marks

3. Essay in Sanskrit 20 marksUnit-IV Essay in Sanskrit (One) 20 marks

4. Expansion of Idea in Sanskrit 10 marks

Unit - VExpansion of Idea in Sanskrit one 10 marks

Books for Reference :1. Dasakumaracarita (Ed) M.R. Kale, Motilal Banarsidass, Delhi2. Dusakumaracarita, Chaukhamba Publication, Varanasi3. Nibandhamala, A.T. Sharma4. Samskrta -nibandha shatakam Kapiladev Dvitedi5. Brhat Anuvada Shiksu Chakradhara Hansa Nuutiyal MLBD, Delhi6. Sanskrta nibandhadarshah, Ramamurit Sharma, Sahitya Niketan Kanpur7. Sukanasopadesa, (Ed.) Ramakanta Jha, Choukhamba Vidyabhavan,

Varanasi8. Sukanusopadesa (Ed) Nirmal Sundar Mishra, Kalyani Publishers, New

Delhi9. Kadambani (Purvardham) with the con. of Bhanuchandra Siddhanjani,

MLBD, New, Delhi

391


Full Marks- 100 (80+20)

Ornate poetry in sanskrit & History of Skt Literature - III

1. Sisupalabadham (Conto-I Verses 01-48) 30 marks2. Kiratarguniyam (Conto-I) 30 marks3. History of Sanskrit Literature - III (Mahakavya and Compu) 20 marks

Mahakavya & Champu Kavya

1. Sisupalabadham (Conto - I Verses 01-48) 30 marksUnit-I Long Question - I 15 marksUnit-II i) Explanation of one verse 10 marks

ii) Translation of one verse 05 marks

3. History of Sanskrit Literature - III(Mahakavya and Campu) 20 marks

Unit-V i) Long Question - one 12 marksii) Short Notes -2 4x8=08 marks

Books For Referene :

1. Sisupalabadham (Ed) S.R. Ray Vallabhatika, Bharatiya Vidya Prakashan, NewDelhi

2. Sisupalabadham - (anto-I (Ed), Devanarayana Mishra, (With Sarvankasa -tika of Malliratha) Sahitya Bhandar, Meerut

3. Kiratarajuniyam (Cantos I - III) (Ed) M.R. Kale, Motilal Banarsidass Pub lishers,Pvt Ltd Delhi, 4th Edn - 1966,Rpt - 1993.

4. History of Sanskrit Literature, H.R. Agarwa, Mohanlal Munisranm Delhi5. History of Indian Literature (Vol. I&II) M.Winternitz, MotilalBanarsidass Pub-

lishers Pvt. Ltd.

392


Full Marks- 100 (80+20)

VEDA, VEDIC GRAMMAR & HISTORY OF VEDIC LITERATURE

1. Vaidika Suktas 30 marks2. Vedic Grammar 20 marks3. History of Vedic Literature 30 marks1. Veda 30 marks

Vedic Suktas from different Samhitas

Agni (RV-I.I), Indra (RV-II.12), Savitr (RV-I-35)Usas (RV-I.48), Purusa Sukta (YV XXXI.1.16), Siva - Som Kalpa(YV-XXX.16) Samjnana (RVX.191), Vak (RVX 125)

Unit-I i) Long Question - I 12 marksii) Explanation -1 mantra 08 marks

Unit II i) Translation - 1 mantra 05 marksii) Grammar from the text - 2 questions 21/2x2=05marks

2. Vedic Grammar 20 marksThe following sutrus one to be taught :Chandasi Pare pi, Vyavahitasca, Chaturthyarthe bahulam Chandasi, Chandasi

lun lan litah, Linarthe let, Leto, data,Sibbahulan leti, Itasaca lopah parasmai padesuSa uttamusya, Atahai, Vaito nyatra, vyatyayo bahulam Hr-grahorbhaschandasi,Chandasi, Ubhuyatha, Tumarthe, se-sen-ase-asen-kse-kasen-adhyai-adhyain-kadhyai-kadhyain-shadhyai - shadhyain - tavai -taven - tavenah, va- chandasi,shesha chandasi bahulam, prakrtya natupadam avyapare, Nipatasay ca, supam sulukpurva -savarnac che-ya-da-yaj-alah, Idanto masi, ajjaserasuk, DirghadatiSamanapade.

393

Unit - IIILong Question - One 10 marksShort Question - Two 5x2=10 marks

3. History of vedic Literature 30 marks(Samhita, Brahamana, Aranyaka, Upanisad)

Unit - IV Long Question - 1 15 marksUnit-V Short Question - 2 71/2x2=15 marks


1. New Vedic Selection (Part-I) (Ed) Telang and Chaubey, Bharatiya VidyaPrakashan, New Delhi

2. Veda O Vaidika Prakarana (Ed) Niranjan Pati, Vidyapuri, Cuttack3. History of Indian Literature Vol I, M. Winternitz, MLBD, New Delhi4. Vaidika Sahitya our Samskriti, Baladeva Upadhyaya, Chaukhamba, Varanasi.5. Vaidika Sahitya O Samskriti, A.C. Das, Grantha, Mandira Cuttack

394


Full Marks- 100 (80+20)

ARTHASASTRA, DHARMASASTRA AND AYURVEDA

1. Arthasastra (Adhikarana 1.14) 30 marks2. Manusmrti (Chap-II verses from 1 to 52 30 marks3. Ayurveda (Carakasamhita, Dirghajivi tiyadhayaya - verses 53-103)

30 marks

1. Arthasastra (Adhikarana I 1-4) 30 marksUnit - I & Unit - II Arthasastra from the beginning upto vinayadhikarana, Adhikaranai - 1-4Short Notes - 4 71/2x4=3 marks

2. Manusmrti (Chap-II Versses from 1 to 52) 30 marksUnit - III & IV Manusmrti chap II verses 1-52Short Notes - 4 71/2x4=30 marks

3. Ayurveda (Carakasamhita, Dirghajivi tiyadhyaya - verses 53-103 20 marksUnit-V Long Question -1 10 marks

Short Question - 2 5x2=10 marks


1. Kautilya Arthoshastra, (Ed. & Trans) R.P. Kangle, 3 vols Motilal BanarsidassNew Delhi

2. TheArthashastra (Ed & Trans) L.N. Rangarajan, Penguin Classics, Indian1992.

3. The Arthashastra (Ed) N.P. Unni, Bharatiya Vidya Prakashan, New Delhi4. Arthashastra (Odia Trans) Anantarama Kar, Odisha Sahitya Academy

Bhubaneswar.5. Manu’s Code of Law : A Critical Edition and Translation of the manava

Dharamasastra (Ed. Dlivelle, Patrick, Oxford : Oxford University Press.6. Kautilya Arthashastra, (Ed) Vachaspati, Gairala, Chaukhamba Publications,

Varanasi

395

7. Manusmrti, (Ed) Braja Kishore Swain, Sadgrantha Niketan, Srimandira, Puri.8. The Charaka Samhita, (Trans) A.C. Kaviratna and P.Sharma, 5 Vols, Indian

Medical Science Series, Sri Sadguru Publications, a division of Indian BooksCentre Delhi - 81

9. Caraka - Samhita : Agnivesas Treatise Refined and annotated by caraka andRedacted by Drdhabala (text with english translation), sharma, P.V.Chaukhamba Orientalia 1981, 1994.

10. Agnivesas Caraka Samhita (Text with English Translation & Critical exposi-tion Based on cakrapani Datta’s Ayurveda Dipika) R.K. Shama & BhaywanDash, Chowkhamba Sanskrit Series office, 1976-2002. Anather good En-glish translation of the whole text with paraghrases of the commentary ofCakrapanidatta.


Full Marks- 100 (80+20)

TECHNICAL LITERATURE IN SANSKRIT (JYOTISHA & VASTU)

1. Jyotisa (Jyotihsara ratnavali chap-I) 40 marks(Graha - naksatra paricaya prakaranam)

2. Vastu Ratnakara (Vasturatnakara,Chap-I) 40 marks(Bhupanigraha - Prakaranan)1. Jyotisha 40 marks

Unit I, II, & IV Four Questions 10x4=40marks2. Vastu

Unit IV & V Four Questions 10x4=40marks


1. Jyotihsara - ratnavali (Past-I) (Ed) Pandit Baikali Mohapatra, RadhakrishnaPustakalaya Satyanarayan Temple Road, Berhampur, Ganjam, Odisha

2. Vasturatnakar (Ed) Vindhyeshwari Prasad Dwivedi, Chowkhamba KrishnadasAcademy, Varanasi

396


Paper-I

Full Marks- 100 (80+20)

THE SCIENCE OF VASTU AND VRKSA

1. Vastuvidya in Brhatsamhita (Chap 53) 50 marks

2. Vrksayurveda in Brhatsamhita (Ch.54) 30 marks

1. Vastuvidya in Brhatsmhita 50 marksUNIT I, II, & III (Five Questions 10x5=50 marks

2. Vrksayurved in Brhat Samhita (Ch54) 30 marksUNIT IV & V (Three Question) 10x3=30 marks

Books for References

1. Brhatsamihita of Varahamihir (Ed) N. Chidambaram 1 Year Divine Books NewDelhi

2. Brhat Samhita with Vattapaliya Viviti Ed Sudhakar Diwivedi and (re edited by)Krushna Chandra Diwibadi Sampurnanand Skt Visvavidalaya Vararasi

3. Brhat Samihita (Hirdi Trous) by Acyutanand Jha Chourkhomba Prakasana,Varanasi

4. Vrkhayurvada Ancient India (with original Text and Translation Lallarji GopalSandeep prakasana New Delhi.

5. Vrkhayurvada of Brhat samihita (Ed) N.P. Dash Vidyapuri Cuttack

397


Paper-II

Full Marks- 100 (80+20)

SOCIO-POLITICAL THOUGHT IN ANCIENT INDIA

1. Yajnavalkya Smrti (Vyabaharadhyaya Verse 1-65) 40 marks

2. Manusmrti (Chapter VII (1-60) 40 marks

UNITS- I & II (Yajnavalkyasmriti Five Short Question 7x5=35 marks

UNIT III & IV Manusmrti Five Short questions 7x5=35 marks

UNIT V Translation of tero verses from the above units 5x2=10 marksSanskrit to Odia

Books References

1. Yajna Valkya Smrti (Ed) M.N. Dutta, Parimal Publication New Delhi

2. Yajnavalkya Smriti (Vyavaharadhyaya) Ed Kishore Ch. Mohapatra, JaseswariLane Balighat Puri

3. Manusmrti (Ed) Brajakishore Swain Sadgrantha Niketana, Puri

4. Manus Code of Law, A critical Edition and Translation of the Manava Dhramasastra(Ed.) Olivele Patrik Oxford University Press.

398


Paper-IIIFull Marks- 100 (80+20)

VEDIC SEERS, METERS AND DEITIESUnit I Vedic Seers (Grtsamada Visvamitra Gotam Atri, Bharadvaja,

Vasistha and Kanva Notes on Three Seers 8x3=24 marksUnit-II Vedic meters (Gayatri Usnik Arustup, Brhati Pankti, Tristup & Jagati)

8x3=24 marksUnit-III Bhusthaniya Detties (Agni, Yama, Soma and Varuna)

one long question 10 marksNnit-IV Antarihsasthaniya deities (Rudra, Indra, Ganapati)

One long question 10 marksUnit-V Dyautr sthaniya Fernale deities

(Aditya, Vak, Visnu, Usas) 10 marksOne long question 10 marks 10 marksEtymolosy of one name of the deities fromthsabove units 2 marks

Books for References :1. The seers of Rgveda, V.G. Rahurkar, Poora University2. Vaidika Rsi Ed parisilana (Hons) Kapil deva Sastri Kurukhetra University

Kurukhetra3. Vedic Mytholosy. A.A. Macdonel MLBD, New Delhi4. Sri Auravinda on vedic deities R.R. Mukharjee Rastriya Sanskrit Samisthana,

New Delhi5. Vaidika Sahitya O Samiskriti (A.C. Dash, Granthamandir Cuttack)6. Veda Pravesikc Jagabandhu Purdhi Cuttack Students store Cuttack7. Vadika Devati Udvab aur vikhash (Hindi) G.C. Tripathy,Bharatiya Vidya

Prakasana Varanasi (UP)


Paper-IVProject or Dissertation - 80 marks/ Midterm- 20

related to Sanskrit Literature Vedic literature, Grammar Moral Values AncientEpics.

399

SOCIOLOGYSemester - I/III


Full Marks- 100 (80+20)

Introduction to SociologyThis introductory paper intends to acquaint the students with Sociology as a SocialScience and the Basic Concepts used in the discipline. It also focuses on thesocial processes and the social institutions that man encounters as a member ofthe society.

Objectives : After studying this paper, the student can* Get to know the convergence and divergence of Sociology with other social

science disciplines in terms of the subjcet matter, nature and scope of thediscipline and its approach.

* Develop knowledge about its historicity.* Get acquainted with the basic concepts used in the subject.* Generate ideas about the social processes and social institutions man

encounters as a member of the society.

Learning Outcomes : This paper is expected to clarify and broaden the student’snotion about the subject, the basic concepts used and some universal societalprocesses. This will provide whole some picture about what the subject is allabout.

Unit 1 : Sociology : Definition and subject matter, Nature and Scope, Emergenceof Sociology, Sociology and its relationship with Anthropology, Political Science,Economics and History.

Unit 2 : Basic Concepts : Society, Culture, Community, Institutions, Association,Soical Structure, Status and Role, Norms and values, Folkways and mores.

499

Unit 3 : Individual and Society : Individual and Society, Socialization, Stages andagencies of Socialization, Development of Self-Contributions of George HerbertMead, C.H. Cooley’s Looking Glass Self. The Concept of Group : Types of Groups -Primary and Secondary groups, in-Group and Out-Group, Reference Group.

Unit 4 : Social Stratification : Caste, Class, Power. Theories of Stratification -Functionalist, Marxist, Weberian. Social Mobility and its determinants.

Unit 5 : Social Control : Meaning and types, Formal and Informal Social Control.Agencies of Social Control.

Social Processes : Associative and Dissociative processes - Cooperation,Assimilation, Accommodation, Competition and Conflict.

Essential Readings1. Bottom more. T.B. 1972, Sociology : A guide to problems and literature. Bombay :

George Allen and Unwin (India)2. Harlambos, M. 1998. Sociology : Themes and perspectives. New Delhi Oxford

University Press.3. Inkeles, Alex, 1987. What is Sociology? New Delhi : Prentice-Hall of India.4. Jaiaram, 1988. What is Sociology. Madras : Macmillan, India.5. Johnson, Harry M. 1995. Sociology : A Systematic Introduction. New Delhi, Allied

Publishers.6. Schaefer, Richard T. and Robert P. Lamm. 1999 Sociology. Tata-Ma Grew Hill,

New Delhi.

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Paper-IIFull Marks- 100 (80+20)

Indian Society

Every society has its own peculiar structure. There are some institutions universalto every society, but with their unique manifestations in each society. There aresome change agents and initiatives that enable the society to change with thepassage of the Indian society, its institutions and the change agents.

Objectives : After studying this paper on Indian society, the student can* Get an impression about the basic compositioin of Indian society, its historical

moorings, basic philosophical foundations and the institutions.* Learn about the changing institutions, the processes, the agents that bring

about change in the Indian society.

Learning Outcomes : This paper is expected to bring familiarity in a studentabout Indian society. It will present a comprehensive, integrated an empirically -based profile of Indian society. It is hoped that the structure and processes operativein the society, the change agents operating in Indian society presented in thiscourse will also enable students to gain a better understanding of their society.

Unit 1 : Composition of Indian Society : Religious composition, ethniccomposition, caste composition Unity in Diversity. Threats to National Integration :Communalism, Castesim, Linguism and Regionalism.

Unit 2 : Historical Mooring : Bases of Hindu Social Organization, Varna, Ashramaand Purushartha. Doctrine of Karma.

Unit 3 : Marriage and Family in India : Hindu marriage as sacrament, forms ofHindu marriage. The Hindu joint family : Patriarchal and Matriarchal systems.Marriage and family among the Muslims. Changes in Marriage and family.

402

Unit 4 : The Caste System in India : Origin, Features and Functions. Caste andClass, the Dominant Caste, Changes in Caste System, Constitutional and legalprovisions for the scheduled castes, scheduled Tribe.

Unit 5 : Social Change in Modern India : Sanskritization, Westernization,Secularization and Modernization.

Essential Readings1. Bose, N.K. 1967, Culture and Society in India. Bombay : Asia Publishing House2. Bose, N.K. 1975, Structure of Hindu Society. New Delhi3. Dube, S.C. 1990, Society in India. (New Delhi : National Book Trust.)4. Dube, S.C. 1995, India Village (London : Routledge)5. Dube, S.C. 1958, India’s Changing Village (London : Routledge and Kegan Paul)6. Karve, Lrawati, 1961, Hindu Society : An interpretation (Poona : Deccan -

College) : Lannoy.7. Mandelbaum, D.G. 1970 : Society in India (Bombay : Popular Prakashan)8. Srinivas, M.N. 1980 : India Social Structure (New Delhi : Hindustan Publishing

Corporation.)9. Srinivas, M.N. 1963 : Social Change in Modern India (Californic, Berkelay :

University of California Press)10. Singh, Yogendra, 1973 : Modernization of Indian Tradition (Delhi : Thomson Press)

403

SOCIOLOGYSemester- I

Core Course-I

Full Marks- 100 (80+20)

Introduction to Sociology

This introductory paper intends to acquaint the students with Sociology as a SocialScience and the Basic Concepts used in the discipline. It also focuses on thesocial processes and the social institutions that man encounters as a member ofthe society.

Objectives : After studying this paper, the student can* Get to know the convergence and divergence of Sociology with other social

science disciplines in terms of the subjcet matter, nature and scope of thediscipline and its approach.

* Develop knowledge about its historicity.* Get acquainted with the basic concepts used in the subject.* Generate ideas about the social processes and social institutions man

encounters as a member of the society.

Learning Outcomes : This paper is expected to clarify and broaden the student’snotion about the subject, the basic concepts used and some universal societalprocesses. This will provide whole some picture about what the subject is allabout.

Unit 1 : Sociology : Definition and subject matter, Nature and Scope, Emergenceof Sociology, Sociology and its relationship with Anthropology, Political Science,Economics and History.

Unit 2 : Basic Concepts : Society, Culture, Community, Institutions, Association,Soical Structure, Status and Role, Norms and values, Folkways and mores.

404

Unit 3 : Individual and Society : Individual and Society, Socialization, Stages andagencies of Socialization, Development of Self-Contributions of George HerbertMead, C.H. Cooley’s Looking Glass Self. The Concept of Group : Types of Groups -Primary and Secondary groups, in-Group and Out-Group, Reference Group.

Unit 4 : Social Stratification : Caste, Class, Power. Theories of Stratification -Functionalist, Marxist, Weberian. Social Mobility and its determinants.

Unit 5 : Social Control : Meaning and types, Formal and Informal Social Control.Agencies of Social Control.

Social Processes : Associative and Dissociative processes - Cooperation,Assimilation, Accommodation, Competition and Conflict.

Essential Readings1. Bottom ore. T.B. 1972, Sociology : A guide to problems and literature. Bombay :

George Allen and Unwin (India)2. Harlambos, M. 1998. Sociology : Themes and perspectives. New Delhi Oxford

University Press.3. Inkeles, Alex, 1987. What is Sociology? New Delhi : Prentice-Hall of India.4. Jaiaram, 1988. What is Sociology. Madras : Macmillan, India.5. Johnson, Harry M. 1995. Sociology : A Systematic Introduction. New Delhi, Allied

Publishers.6. Schaefer, Richard T. and Robert P. Lamm. 1999 Sociology. Tata-Ma Grew Hill,

New Delhi.

405


Full Marks- 100 (80+20)Indian Society

Every society has its own peculiar structure. There are some institutions universalto every society, but with their unique manifestations in each society. There aresome change agents and initiatives that enable the society to change with thepassage of the Indian society, its institutions and the change agents.

Objectives : After studying this paper on Indian society, the student can* Get an impression about the basic compositioin of Indian society, its historical

moorings, basic philosophical foundations and the institutions.* Learn about the changing institutions, the processes, the agents that bring

about change in the Indian society.

Learning Outcomes : This paper is expected to bring familiarity in a studentabout Indian society. It will present a comprehensive, integrated an empirically -based profile of Indian society. It is hoped that the structure and processes operativein the society, the change agents operating in Indian society presented in thiscourse will also enable students to gain a better understanding of their society.

Unit 1 : Composition of Indian Society : Religious composition, ethniccomposition, caste composition Unity in Diversity. Threats to National Integration :Communalism, Castesim, Linguism and Regionalism.

Unit 2 : Historical Mooring : Bases of Hindu Social Organization, Varna, Ashramaand Purushartha. Doctrine of Karma.

Unit 3 : Marriage and Family in India : Hindu marriage as sacrament, forms ofHindu marriage. The Hindu joint family : Patriarchal and Matriarchal systems.Marriage and family among the Muslims. Changes in Marriage and family.

406

Unit 4 : The Caste System in India : Origin, Features and Functions. Caste andClass, the Dominant Caste, Changes in Caste System, Constitutional and legalprovisions for the scheduled castes, scheduled Tribe.

Unit 5 : Social Change in Modern India : Sanskritization, Westernization,Secularization and Modernization.

Essential Readings1. Bose, N.K. 1967, Culture and Society in India. Bombay : Asia Publishing House2. Bose, N.K. 1975, Structure of Hindu Society. New Delhi3. Dube, S.C. 1990, Society in India. (New Delhi : National Book Trust.)4. Dube, S.C. 1995, India Village (London : Routledge)5. Dube, S.C. 1958, India’s Changing Village (London : Routledge and Kegan Paul)6. Karve, Lrawati, 1961, Hindu Society : An interpretation (Poona : Deccan -

College) : Lannoy.7. Mandelbaum, D.G. 1970 : Society in India (Bombay : Popular Prakashan)8. Srinivas, M.N. 1980 : India Social Structure (New Delhi : Hindustan Publishing

Corporation.)9. Srinivas, M.N. 1963 : Social Change in Modern India (Californic, Berkelay :

University of California Press)10. Singh, Yogendra, 1973 : Modernization of Indian Tradition (Delhi : Thomson Press)

407


Full Marks- 100 (80+20)Sociological Thought

Sociology originated as an intellectual response to the crisis confronting the midnineteenth century European soceity. Its development over two centuries has beeninfluenced by as variety of socio-economic and political conditions. It is nowestablished as a multi paradigmatic academic discipline, with its body of theoreticalknowledge enriched and its methodological techniques and proceduressystemized. This paper is intended to familiarize the students with the social,political, economic and intellectual contexts in which sociology emerged as adistinctive discipline. It reflects the philosophical contributions to the founders whogave a systematic shape to the subject.

Objectives : After going through this paper the student can* Gain an understanding of some of the classical contributions in sociology and

their contemporary relevance.* Learn about the methodological shift in the discipline over the years.

Learning Outcomes : This paper is expected to clarify and broaden the student’sknowledge about the theoretical and methodological contributions of the classicalcontributors to the subject and the contemporary relevance of these theories.

Unit 1 : Auguste Comte : Law of the three stages, Hierarchy of Sciences,Positivism.

Unit 2 : Herbert Spencer : Organismic Analogy, Theory of Social Evolution

Unit 3 : Karl Marx : Dialectical Materialism, Class Struggle, Alienation, Sociologyof Capitalism.

408

Unit 4 : Emile Durkheim : Division of Labour in Society, Rules of SociologicalMethod, Theory of Suicide.

Unit 5 : Max Weber : Social Action, Protestant ethic and the spirit of capitalism,Bureaucracy, Authority.

Essential Readings1. Aron, Romond. 1967 (1982 reprint). Main Currents in sociological thoughts (2

vol.). Harmondsworth, Middlesex. Penguin Books2. Barnes. H.E. 1959. Introduction to the history to the sociology the University of

Chicago Press.3. Coser, Lewis A. 1979. Masters of Sociological Thought. New York : Harcourt

Brance Jovanovich.4. Fletcher, Ronald. 1994. The making of Sociology (2Vol.) Jaipur-Rawat5. Morrison, Ken. 1995 Marx, Durkheim, Weber : Formation of Modern Social

Thought. London; Vistaar.6. Ritzer. Geoge. 1996. Sociological Theory. New Delhi. Tata-McGraw Hill.7. Singh, Yogendra. 1986 Indian Sociology : Social Conditioning and emerging

Trends. New Delhi : Vistaar.8. Zeitlin, Irving. 1998 (Indian Edition). Rethinking Sociology : A Critique of

Contemporary Theory. Jiapur : Rawat

409


Full Marks- 100 (80+20)Social Change and Development

Change is the law of nature and every society is subject to change. Social Changehas always been a central concern of Sociological Study. Change taken differentforms. Change has its pattern which is spelt out by various theories. Change isoften propelled by various factors. This paper is designed to provide some ideasto the students about such process, theories and factors.Objectives : After going through this paper the student can* Derive knowledge about the meaning, nature, forms and patterns of change.* Get an idea about the theories that explain change and their adequacy in

explaining so.* Get an impression about the factors that propel change in the society.Learning Outcomes : This paper is expected to provide a wholesome idea to thestudents about the process of social change. They can relate their experiencewith the theoretical explanations.Unit 1 : Social Change : Meaning and nature, Social Progress, Evolution andDevelopmentUnit 2 : Theories of Social Change : Evolutionary Theory, Cyclical Theory, conflictTheory, Functionalist TheoryUnit 3 : Factors of Social Change : Cultural, Economic, Technological, Ideological,Demographic.Unit 4 : Economic Growth and Social Development : Indicators of SocialDevelopment, Human Development Index, Economic Growth : Meaning, Theories,Factors Accelerating Economic growth and factors preventing economic growth.Unit 5 : Models of Development : Capitalist, Socialist and Gandhian.

Essential Readings1. Moore, W.E. 1965 Social Change, Prentice-Hall of India. New Delhi.2. Gandhi M.K., Hindi Swaraj3. Schumacher, E.F., Small is Beautiful4. Narain, Shreeman, Principals of Gandhian Planning5. Mishra, B., Capitalism, Socialism and Planning6. UNDP, Human Development Report

410


Full Marks- 100 (80+20)Research Methodology

Since the days of August Comte, a debate and a deliberate attempt has beeninitaiated to provide a scientific character to social sciences. In this attempt empiricalresearch has been introduced as an integral part of observing social reality andgeneralising it objectively without any subjective predisposition. Gradually, researchmethods have been developed and introduced in social sciences to bring it in parwith scientific observations. The essence of this paper lies in introducing thestudents with these methods of research to ensure objectivity as far as practicablein social research.

Objectives : By going through this paper the student can* Get an understanding of the nature of scientific methods, nature of social

phenomena and the way of attaining value neutrality.* Have a grip over the basic steps involved in social research and the types of

social research with their applicability.* Develop an insight in to the need and types of research design and the use of

sampling method for attending objectivity.

Learning Outcomes : This paper is designed to acquaint the students with thescientific ways of studying social phenomena. This provides them with a researchinsight that will enable them to capture the most relevant data in an objectivemanner. The market demand of this paper will be very high as the students wellversed with this paper will be highly demanded in academics, fundamentalresearch, and policy research undertaken both by Government and Non-Government agencies.

Unit 1 : Meaning, Scope and Significance of Social Research : Nature ofscientific method, applicability of scientific method to the study of social phenomena.Major steps in social research, objectivity and value neutrality.

411

Unit 2 : Research Design : Meaning, need, Types of research design : Exploratory,diagnostic, descriptive and experimental research design.

Unit 3 : Hypothesis : Meaning, characteristics, types and sources of hypothesis,role of hypothesis in social research

Sampling : Meaning and characteristics. Types : Probability and Non-Probabilitysampling. Role of sampling in Social research

Unit 4 : Qualitative methods in social research : Observation, case study,content analysis

Unit 5 : Quantitative methods in social research : Survey research,Questionnaires, interview. Measures of central tendency : Mean, Median, Mode.

Essential Readings1. Bajaj and Gupta. 19972 Elements of statistics. New Delhi : R. Chand and Co.,

New Delhi.2. Beteille, A. and Madan, T.N. 19975 Encounter and experience : Personal accounts

of fieldwork. Vikas publishing house, New Delhi.3. Bryman, Alan. 1988 Quality and Quantity in social research Unwin Hyman, London.4. Jayram, N. 1989. Sociology : Methods and theory. Madras : Mac Millan, Madras5. Kothari, C.R. Research Methodology : Methods and techniques, Bangalore, Wiley

Eastern.6. Punch, Keith. 1996. Introduction to social research, Sage, London.7. Shipmen, Martin. 1988 The limitations of social research, Sage, London8. Young, P.V. 1988 Scientific social survey and rearch prentice hall, New Delhi.

412


Full Marks- 100 (80+20)Gender and Society

The biological basis to the differences between the sexes does not explain theinequalities faced by the sex groups in the society. In the society variations aremarked in the roles, responsibilities, rights of and relations between sex groupsdepending on the social prescriptions relating to sex affiliations. The differences,inequalities and the division of labour between men and women are often simplytreated as consequences of ‘natural’ differences between male and female humans.But, in reality the social norms, institutions, societal expectations play a significantrole in deciding and dictating the behavior of each sex group. This is the crux of thestudy of gender and society.

Objectives : After studying this paper the student can* Conceptualize what is ‘Gender’ and what is ‘sex’ and draw a line of distinction

between the two.* Note the difference in gender roles, responsibilities, rights and relations.* Trace out the evolution and institutionalization of the institution of ‘Patriarchy’.* Get to know the theories of Feminism that brought women issues and demands

to the fore front.* Assess the initiatives undertaken for gender development with the paradigm

shift from time to time.

Learning Outcomes : This paper is expected to generate ideas and sensitivityabout gender in a student which he / she can put in to practice in daily. This willlead to change the prevalent biases and gender practices and create a genderneutral social world where both men and women can enjoy their basic rights andcherish to achieve their dreams.

Unit 1 : Social Construction of Gender : Sex and Gender, Gender stereotypingand socialization, gender role an didentity, gender stratification and inequality, genderdiscrimination and patriarchy.

413

Unit 2 : Feminism : Meaning, origin and growth of feminist theories, theories offeminism : Liberal, radical, socialist and Eco-feminism.

Unit 3 : Gender and Development : History and Approaches, WID, WAD andGAD. Women Empowerment : Meaning and dimensions. World conferences onwomen : Mexico, copenhagen, Nairobi and Beijing. Gender - Related developmentindex (GDI) and Gender Empowerment Index (GEI)

Unit 4 : Status of Women in India : Ancient and Medieval period, Women in pre-independence India, Social reform movements, The Nationalist movement, Womenin independent India.

Unit 5 : Major Challenges and Issues Affecting Women in India : Women andEducation, Women and Health, Women and Work. Policy provisions forimprovement of women in these spheres.

Essential Readings1. Bhasin, Kamla, 2003. Understanding Gender, Kali for women.2. Bhasin, Kamala, Khanv, said Nighat 1986. Some Questions on Feminism and

its relevance in South Asia, kali for women, New Delhi.3. Chaudhuri, Maitrayee 2004. Feminism in India : Issues in Contemporary Indian

Feminism kali for women, New Delhi.4. Kabeer, Naila 1994. Reversed Realities : Gender Hierarchies in development

thought : Gender Hierarchies in development.5. Srivastava Gouri. 2005. Women education in India : Issues and dimensions,

academic Excellence Publishers & Distributors.6. Agarwal, S.P 2001. Women’s Education in India. Concept Publishing Company.7. Satia, J. Misra, M. Arora, R. Neogi, S.edt. Innovations in maternal Health Case

studies form India. New Delhi, India : SAGE Publication Ptv. Ltd.8. Dube, Leela 1990. Structures and Strategies - Women, Work and Family, SAGE

Publication, New Delhi.9. Kalia, Anil - 1998. “Women Workers : Invisible and Unprotected” Social Welfare,

Vol. 45, No. 110. Cahwala, Monioca 2006. Gender Justice : Women and Law in India, Deep and

Deep publications.

414


Full Marks- 100 (80+20)Rural Sociology

Rural Sociology is a specialized branch of sociology describing the society ofvillage and rural areas. As the rural areas of the villages mark the beginning ofhuman civilization, this paper is designed to bring out the distinct features of therural society with their typologies and typicalities. In the present paper an attemptis made to introduce the student with the development of this branch overtimewith its focus on the typicality of Indian villages, their structures, changing featuresand social problems faced by the rural people.

Objectives : After studying this paper the student can* Get an impression about the emergence of the sub discipline rural sociology

and the forces contributing for its origin* Learn about the nature of this branch of knowledge, its subject matter and

significance.* Collect information and knowledge about the mooring of the sub discipline in

the Indian context.* Generate an idea about the typicalities of the rural society and the institutions

operating therein and their dynamics.* Derive ideas about rural social problems of the country.

Learning Outcomes : India thrives in her villages. By going through this paper,theh student can have a grip on the grass roots of Indian society. This will enablethe student to understand the society in a better manner, to note the heterogeneitiesin culture, institutions and their functions, changes, the contrasts found betweenthe rural urban societies and the problems faced by the people.

Unit 1 : Rural Sociology : Origin and scope, nature, importance of rural sociologyin the global context and the Indian context.

415

Unit 2 : Rural Social Structure : Village Community, Agrarian Economy, CasteSystem, Mobility and Migration. Rural-Urban Contrast and Continuum.

Unit 3 : Rural Social Problems : Poverty, Unemployment, Food Insecurity,Landlessness, Indebtedness, Health care and Sanitation

Unit 4 : History and Evolution : Community Development programme, Landreforms, Green revolution, Cooperative movement. Rural governance anddemocratic decentralization, Panchayati Raj Institutions, Constitutional Provisionsand structure, Role of panchayats in develoment, functions and problems.

Unit 5 : Rural Development Programmes : MGNREGA, SGSY, Indira AwasYojana, Livelihood mission, National rural health mission

Essential Readings1. Doshi S.L. & P.C. Jain 2002. Rural sociology, Jaipur, Rawat2. Desai A.R. 1997. Rural Sociology in India - Bombay Popular Prakasan.3. Dhanagare D.N. 19988. Peasant movements in India, New Delhi, Oxford.

Note : In 5th and 6th semester, the student has to opt for one of the electivesmentioned in the course.

416


Full Marks- 100 (80+20)Sociology of Globalization

Globalisation is the dominant process of social change in the contemporary world.It has resulted in the sinking of time and space and collapse of borders. It is a newcoinage for an old process. It has its own dimensions, distinct features and impactson society. It has given birth to new role players. All these are the focal points ofdiscussion of this paper.

Objectives : By going through this paper the student can* Collect information about the meaning and nature of this process, its historical

mooring.* Amass knowledge about its dimensions and impacts, both positive and

negative.* Get introduced to the agencies that manage the process.

Learning Outcomes : This paper is expected to acquaint the student with an ongoing social process bringing tremendous changes in the nations.

Unit 1 : Globalization : Meaning and characteristics of Globalization, Historicalcontext : liberalization, privatization and globalization

Unit 2 : Dimensions of Contemporary Globalization : Economic, Technologial,Political and Cultural

Unit 3 : Consequences of Globalization : Rising inequality, Environmental impact,consumerism, Health and Security, Emergence of Anti-Globalization movements.

Unit 4 : Globalization and Indian Society : Understanding the concepts ofliberalization, privatization and globalization in the Indian context; Growth ofinformation technology and communication and its impact manifested in everydaylife.

Unit 5 : Impact of Globalization Indian Society : Religion, Culture, Education,Social Institutions, Women, Tribal

417

Essential Readings1. Appaduraj, Arjun 1996, Modernity at large, University of Minnesota Press.2. Applebaum, R. and Robinson, W., 2005, Critical Global Studies, Routledge, New

York. 3. Bremen, Yan, 1993, Footlose Labour, Cambridge University Press.Cambridge.

4. Browing, Halcli, Webster (ed), 1996, Understanding contemporary society :Theories of the present, SAGE Publications, London

5. Cohen Robin and Shirin M.(ed), Global Social Movements, The Athlone Press,London

6. Dubhashi P.R., 2002, Peoples Movement against Global Capitalism : EPW Feb.97. Giddens, Anthony, 2000, Runaway World : How globalization is reshaping our

lives, Routledge, New York8. Jha, Avinash, 2000, Background to Globalization, Centre for education and

documentation, Mumbai9. Chander Sekhran Bal Krishnana - Impact of Globalization on developing countries

and India.10. C.Rangarajan, Globalization and its impact, 2002

418


Full Marks- 100 (80+20)Marriage, Family and Kinship

By teaching these major social institutions - Family, Marriage and kinship we canintroduce the students to the primary organization of the societies at large. Thecourse aims to acquaint the students with the basic concepts related to family,marriage and kinship studies on Indian societies.

Objectives* To demonstrate how structural principles of family, marriage and kinship used

to organize groups and categories in the Indian societies.* Aims at realizing the students the signigicane of marriage, family and kinship* To infuse the students with the cultural and institutional patterns.

Learning Outcomes* The student will come to know the meaning and concepts of the basic

institutions* The student will reaize the importance of social integration, social reproduction

and social continuity through these basic institutions.

Unit 1 : Marriage : Marriage as a social institution, functions of marriage. Rules ofmarriage : Endogamy, Exogamy; Monogamy and Polygamy; Levirate and Sororate;Hypogamy and Hypergamy, Dowry and Bride Price

Unit 2 : The Family : Meaning and definition, characteristics, types of Family,rules of authority, descent and residence, fucntions of family.

Unit 3 : The Kinship and Clan System : Meaning and definition of kinship andclan, types. Clan, lineage, totemism and taboos, kinship terminology.

Unit 4 : Kinship Organization in India : Genealogical methods, regional variationof kinship organization-North and South, Complementary filiations

Unit 5 : Changes in Marriage and Family : Changes in the features of jointfamily, factors affecting the institutions - Marriage and family, divorce and familydisintegration.

419

Essential Readings1. Ahuja, Ram, 2000, Social Problems in India, New Delhi : Rawat Publications.2. Dube, L. 1974, Sociology of Kinship : An Analytical Survey of Literature, Bombay

: P. Prakashan3. Dumont, L.1983. Affinity as Value : Marriage Alliance in South India with

Comparative4. Fortes, M.19969, Kinship and Social Order, Chicago : Aldine5. Fox, Robin. 196. Kinship and Marriage. Hammonds Worth : penguin Books.6. Goody, Jack and S.J. Tambiah. 1973 Bride wealth and Dowry, Cambridge : CUP7. Johnson, H.M., 1995, Sociology : A Systematic Introduction, New Delhi : Allied8. Kapadia, K.M. 1958 - Marriage and family in India, Oxford University Press, Bombay9. Karve, Iravati, 1961, Hindu Society : An Interpretation, Pune Daccan College10. Mandelbaum, D.G. 1972, Society in India, Bombay : Popular Prakashan.11. Parkin, Robert, 1997. Kinship : An introduction to basic concepts. U.K : Blackwell

publications12. Prabhu, P.N. 1963, Hindu Social Oraganistion, Bombay : Popular Prakashan.

Publishers.13. Singh, Y., 1983, Modernisation of Indian Tradition. Jaipur : Rawat Publications.14. Uberoi, Patricia (ed.) 1993. Family, kinship & Marriage in India. New Delhi : OUP


Full Marks- 100 (80+20)Social Disorganization and Deviance

No society is fully organized in character. Disorganization is apt to occur fromtime to time. Disorganization is a manifestation of the deviant behavior found amongsome individuals. This deviance occurs when the individuals feel that the normativeorder of the society and its institutions are not need fulfilling in character. Thispresent paper makes and attempt to provide an impression about the scenario ofdisorganization, its forms, causes and consequences with the theories explainingthe situation.

420

Objectives : After going through this paper, the student can* Understand the meaning, causes, consequences and forms of social

disorganization.* Learn about the theories explaining the disorganization situations.* Comprehend the concept of crime and the existing theories of punishment.

Learning Outcomes : This paper is designed to impress upon a student theconcept of deviant behavior leading to social disorganization, forms, theoreticalfoundations and criminal activities which he encounters in real life situations.

Unit 1 : Social Disorganization : Meaning and Nature, Family Disorganizationand personality disorganization, causes and consequences.

Unit 2 : Theories of Deviant Behaviour : Contributions of Durkheim and Merton.Ecological theory, Delinquent sub-culture theory, Differential association theory,Differential opportunity theory.

Unit 3 : Crime and Punishment : Concepts of Crime and delinquency. Causesand consequences. Theories of punishment : Retributive, Deterrant, Reformative.

Unit 4 : Social Problems : Poverty, Unemployment, Alcholism, Indebtedness,and Terrorism

Unit 5 : Atrocities Against Women : Domestic violene, Dowry, Divorce,Trafficking,Sexual Violence.

Essential Readings

1. Ahuja, Ram, 2000, Criminology. New Delhi : Rawat Publications.2. Bajapai, Anju and Bajpai, P.K. 2000. Female Criminality in India. New Delhi :

Rawat Publications.3. Sharma P.D. Criminal Justice Administration : The relay race for criminal justice.

1998. New Delhi : Rawat Publications.4. Ahuja, Ram, 2000, Social Problems in India. New Delhi : Rawat Publications.

421


Full Marks- 100 (80+20)Sociology of Envioronment

Environment and society are in constant interaction with each other. It is theenviornment which sustains life in society and it is the society that is responsiblefor the preservation and the degradation of the enviornment. In the recent yearsenvironmental challenges have posed a threat to the lives on the planet. Keepingthis in view, the present paper tries to create awareness among the studentsabout the major environmental issues and the efforts geared to tackle them.

Objectives : After going through this paper on Indian society, the student can* Derive knowledge about the close interaction between society and

environment.* Gain substantial idea abuot the environmental issues and their repercussions

on humanity.* Accumulate ideas about the ideological currents, issues that drive environment

movemnts.* Get aware about the global and national efforts to conserve environment.

Learning Outcomes : They very aim of this paper is to disseminate knowledgeabout the significance of environment for society, to change the practices that canprotect and preserve the environment and to make the students participate in themission to reserve, protect and promote the cause of environment.

Unit 1 : Environment and its Concepts : Ecology, Eco-system, environmentand society - their inter - relations; Eco-feminism

Unit 2 : Environmental Issues : Sustainable development, industrialization anddevelopment, urbanization and development, environmental degradation

Unit 3 : Environmental Movements : Chipko movements, Narmada bachaoAndolan, Ganga bacho abhiyan; the silent valley movement, forest rights.

422

Unit 4 : Contemporary Environmental Problems : Problems of water,Deforestation, Urban waste, Slums, Global - warming and climate change.Unit 5 : Environment Protection : Efforts at the global level and the national levelin India.

Essential Readings1. Albrow, Martin & Elizabeth King (ed.), 1990. Globalisation, knowledge and society,

Sage : London.2. Baviskar, Amita (1995), In the Belly of the river : Tribal Conflict over development

in the Narmada Valley, Delhi : OUP3. Bhatt, Anil (19989) development and social justice : Micro Action by Weaker

section, Sage : New Delhi.4. Chauhan, I.S (1998), Environmental degradation, Delhi : Rawat Publications.5. Desh Bandhu and Garg, R.K. (eds.) 1986. Social forestry and tribal development,

dehradun : Natraj Publisher.6. Dubey, S.M. and Mrudia, Ratno (ed) 1980. Land alienation and restoration in

tribal communities in India, Bombay : Himalaya Publishing House.7. Gadgil, Madhav & Ram Chandra. Guha (1996), Ecology and Equity : The use

and abuse of nature in contemporary India : New Delhi : OUP8. Ghai, Dharam (ed) (1994), development and environment : Sustaining people

and nature. UNRISD : Black well Publication.9. Giddens, Anthony (1996), “Global Problems and Ecological Crisis”, 2nd (eds)

New York : W.W. Norton and Co.10. Guha, Ramchandra (1995) The Unquiet Woods : Ecological change and Peasant

Resistance in the Himalaya, OUP : Delhi11. Mehta S.R. (ed) 1997, poverty, population and sustainable development, New

Delhi : Rawat Publications.12. Plumwood, Val (1992), Gender and ecology : feminism and Making of nature,

London : Routledge.

423


Full Marks- 100 (80+20)Sociology of Movements

Movements reflect the voices raised against the prevailing practices of a socitey.Every society witnesses social movement in some form or the other. Movementsbring social change and transformation. It is a collective effort that is driven byparticular issues and brings forth changes. The present paper tries to provide arudimentary impression to the students about the concept, nature and types ofmovements with a thrust on the movements withnessed by Indian society.

Objectives* To introduce to the students with the concept of social movements and their

dynamics.* To introduce the students to the role of social movements in social

transformation.* To help them understand the various approaches to the study of social

movements.

Learning Outcomes : The very aim of this paper is to disseminate knowledgeabout the concept of social movements and its process and change making rolein the society

Unit 1 : Social Movements : Nature, definitions, characteristics of socialmovement, types : revolutionary, reform, revival, Counter movements, basis ofsocial movements : leadership, ideology, Resource

Unit 2 : Religious Movements in India : The SNDP Movements in Kerala, TheBrahmo Samaj and the Arya Samaj

Unit 3 : Peasants Movements in India : The champaran satyagraha (1917), thekheda peasant struggle, the bardoli movement in Gujarat, The peasant Revolt intelangana,The Tebhaga movement in Bengal.

424

Unit 4 : Backward Class Movements in India : Mahar movement in maharastra,Dalit movement in Tamilndau, The non brahmin movement in Tamilnadu.

Unit 5 : Women’s Movements in India : In the pre independence era and thepost independence period

Essential Readings1. Fowerakdr Joe, 1995. Theorising social movements, Pluto Press, London.2. Buechler, S. ‘New social movement theories’ in Buechler, S. and Cylke, F.K., Jr.

(eds.) 1997. Social movements : Perspectives and Issues. Mountain view :Mayfield publishing company.

3. Rao, M.S.A. edt. 1979. Social movements in India Vol. 1 and 2 Manohar, NewDelhi.

4. Rao, M.S.A. edt. 1979. Social movements and social transformation, Manohar,New Delhi.

5. Dhanagare, D.N. 1983. Peasant movements in India 1920-1950, OUP, Delhi.6. Kaur, Manmohan, 1968, ‘Role of Women in the Freedom Movement 1857-1947’,

sterling, New Delhi.7. Basu, Aparna, ‘Role of Women in the Freedom Movement’, in B.R. Nanda, ed.

1976. Indian Women from Purdah to Modernity, Vikas, Delhi.8. Chattopadhyaya, Kamaladevi, 1983, “Indian Women’s Battle for Freedom”,

Abhinav Publications, New Delhi.

425


Full Marks- 100 (80+20)Urban Sociology

Urbanisation is an important social process that changed the face of humancivilization. It was initiated with the process of modernization, transport revolution,coming up of river valley civilizations, establishment of trade links and industrialrevolution. Urbanisation has brought both prosperity and problems. It is one of theearnest tasks of sociology to trace out the evolution of the process, social; problemsassociated with it and policy planning and measures undertaken to overcomethese challenges. This paper Urban Sociology concentrates upon these tasks.

Objectives : After going through this paper the student can* Understand the specific traits of urban areas, its historical patterns of growth* Develop knowledge about urban social institutions and problems.* Gain insight into urban development plans, programmes and efforts.

Learning Outcomes : The very aim of this paper is to acquaint the students withthe process of urbanization, to give an impression about the pattern of evolution ofcities, urban institutions, their contrasts with rural institutions, urban problems andthe responses developed to arrest them.

Unit 1 : Urban Sociology : Meaning, Nature, scope and importance of urbansociology, Rural urban differences: Specific traits of rural world vs. urban worldsocio cultural differences, socio - psychological differences, rurbanization,urbanism as a way of life.

Unit 2 : Theories of patterns of city growth : Concentric zone theory - sectormodel, multiple nuclei theory

Unit 3 : Social Institutions of Indian Urban communities : Family, marriageand kinship in urban India, caste in urban India, Urban politics and urban economy

426

Unit 4 : Urban social problems : Crime and Juvenile delinquency, Slums, Beggaryprostitution

Unit 5 : Urban development in India : Plans, Urban development programmes,slum development programmes, Urban basic service.

Essential Readings1. Lin, Jan and mele Christipher (edt.) 2012. The Urban Sociology Reader,

Routledge2. Flanagan, W., 1993. Contemporary Urban Sociology Cambridge : University of

Cambridge3. Patel Sujata and Deb, Kushal (edt.) Urban Studies4. Rao, M.S.A. 1992. Urban sociology in India.5. Ramachandran, R 19997. Oxford University Press6. Jayapalan, N 2002. Urban sociology, Atlantic publishers7. Wilson, Robert, A Schultz, David, A, 1978. Urban Sociology, prenntice Hall.


Full Marks- 100 (80+20) Population Studies

Demography is both and index and instrument of development and change. Indiaas a country is plagued by population explosiion which retards, the economy andblocks social progress. Irrespective of several positive attempts undertaken bythe government, India has failed to control its population problem. This paper isdesigned to provide and idea to the students about population dynamics and itsimpact on society.

Objectives : After going through this paper the student can* Understand the various facets of population studies and the theories that depict

pollution change.* Develop specific idea on Indian Population structure, policies adopted and

programmes launched in the country to check population.* Assess the role of various agencies in population control.

427

Learning Outcomes : The very aim of this paper is to acquaint the students witha perennial problem of the Indian society that is populatio growth and the measuresintrodced to control it.

Unit 1 : Population Studies : Scope and significance; demographic processes :fertility, morality and migration

Unit 2 : Population Theories : Mathusian, Demographic Transition and optimumpopulation theory

Unit 3 : Population Composition in India : Age structure, sex ratio, rural urbancomposition, Literacy in India.

Unit 4 : Population Planning and Policies : Needs and objectives; populationpolicy of India, National rural Health mission.

Unit 5 : Population Control : Role of technology, Women’s empowerment,voluntary organisations.

Essential Readings1. Agarwal, S.N. 1989 : Population studies with special reference to India, New

Delhi : Lok Surjeet Publication.2. Bose, Ashish 1991 : Demographic Deiversity in India, Delhi : B.R. Publishing

Corporation.3. Banarjee, D. 1985 : Health and family planning services in India, New Delhi : Lok

Parkshan.4. Chandrasekhar, S. (ed.) 19974 : Infant Mortality, Population Growth and Family

Planning in India, London : George Alen and Unwin Ltd.5. Dubey, Surendra Nath 2001 : Population of India, Delhi : Authors Press.6. Kohli, S. 1977 : Family planning in India, New Delhi.7. Malthus, T.R. (1986) : An Essay on the principle of population, London : William

Pickering.8. Premi, M.K. 2004 : Social Demography, Delhi : Jawahar Publishers and

Distributors.9. Sharma, Rajendra 1997 : Demography and population problems, New Delhi :

Atlantic publishers.10. Srivastava, O.S. 1998 : Demography and population studies, New Delhi : Vikas

Publishing House.11. National Rural Health Mission 2006, Govt. of India, New Delhi.

428

Discipline Specific Electives

The students is expected to choose two from Group-1 as disciplin specific electivesin 5th semester and one from group-2 in 6th semester. Project report is a compulsorydiscipline specific elective for the students of sociology

Group - 1Sociology of Social InstitutionsSociology of Education

Group - 2Industrial SociologySociology of Health


Paper-I

Full Marks- 100 (80+20)

Sociology of social Institutions

Social institutions play a significant role in the functioning of a society by regulatingthe activities of the individuals and fulfilling their needs. Though they are universalto every society, they are not uniform in their characteristics and in terms of thenorms they prescribe. They vary from society to society and across cultures. Thepresent paper is designed to introduce to the sutdents the basic social institutionswhich are fundamental to the lives of the people and significant to the functioningof the society.

Objectives : After going through this paper the student can* Understnad the basic institutions which are vital to the functionsing of the

society.* Learn the variations in the structure and functioning of these institutions across

time and societies.* Get an idea about the emerging features of these institutions.

429

Learning Outcomes : They very aim of this paper is to impress upon the studentsthe vital role played by the institutions in social life, their typologies and changingfeatures and functions.

Unit 1 : Major institutions of society : Community, groups, institutions andorganizations.

Unit 2 : Family, Marriage and Kinship : Key concepts; different forms of familyand marriage; changes in family pattern worldwide; importance of kinship.

Unit 3 : Religion : Defining religion; varieties of religion; theories of religion.Unit 4 : Education : The development of literacy and schooling; Gender and theeducation system; Education and ethnicity; theories of schooling; Education andcultural reproduction; Education and inequalityUnit 5 : Economy : Importance of work; organisation of work; fordism andpostfordism; work and technology; feature of work; market and society.

Polity : Modern state; concepts of power and nauthority; forms of social distributionof power : Marxist, Elitist, Pluralist and Neo-Pluralist. Module

Essential Readings1. Ken Browne : An Introduction to sociology (Polity, 3rd ed)2. Anthony Giddens : Sociology (4th ed) : Human societies3. Bilton and others : Introductory sociology (acmillan)4. G. Rocher : A General Introduction to sociology5. P. Worsely : New Introducting sociology6. Smelser : Sociology7. S.K. Pramanik & R. ganguly (eds) : Globalization in India (PHI Learning)

430


Paper-II

Full Marks- 100 (80+20)

Sociology of Education

Education is a prominent social institution of every society. It plays a significantrole in socialization, social change and in bringing social mobility. Nation buildingin unthinkable without the institution of education. Individual empowerment takesplace through education. Finally, education is a great equalizer. Keeping such vitalrole of eduatioin in view, this paper intends to bring out the basic theoretical ideason education, its role in society, problems of educational inequalities and provisionsto universalize education.

Objectives : After going through this paper the student can* Understnad the concept and the theoretical foundations of education.* Develop an insight in to the role played by education in the society.* The issues affecting education and the efforts geared to overcome them.

Learning Outcomes : They very aim of this paper is to impress upon the studentsthe vital role played by the institutions of education in the society and to detect theparalyzing forces and to get well versed with the provisions and programmeslaunched to increase access to quality education.

Unit 1 : Education : The concept, the theoretical explanations on education : thefunctionalist theory, theh conflict theory, the interactionist theory

Unit 2 : The role of Education in Society : Education and socalization, educationand social change, Education and social mobility, Role of education in social andHuman development, role of education for empowerment of the marginalized

431

Unit 3 : Issues faced by Indian Education : Educational scenario in India : Primary,Secondary, higher and professional education, inequalities in educationalopportunities : causes, neglected groups : Women, religious minorities, weakersections and backward castes and groups.

Unit 4 : Educational Reforms : Pre independence ventures : Efforts of refomistsand the British Govt. measures. Post independence attempts : the constitution,committees on education, the national policy on education and the programme ofaction.

Unit 5 : Education in Indian Plans and Programmes : India’s five years plansand education. Flagship educational programmes of the Govt. of India for ensuringuniersalisation of education.

Essential Readings1. Butin, Dan W. 2005 Teaching Social Foundations of Education : Context, Theories

and Issues, lawrence Erlbaum Associates.2. Rury, John L 2002 Education and Social Change : Themes in the History of

American Schooling, Lawrence Erlbaum Associates.3. Nambissan, Geetha B., Rao Srinivas, S. 2012 sociology of education in India :

Changing Contours and Emerging Concerns, Oxford University Press4. Sharma Rajesh R. 2012 Philosophical and Sociological foundation of education,

APH Publishiing Corporation.5. Mathur, S.S. 1996 A Sociological Approach to Indian Education, Vinod Pustak

mandir, Agra.

432


Paper-III

Full Marks- 100 (80+20)

Industrial Sociology

Industiralisation as a soical process has changed the face of humanity over theyears. Industrialisation in its wake has brought several social problems and changesin social institutions, practices. The aim of this paper is to analyse the structureand process of industrial organisations from the sociological perspective. It alsodeals with the social effects of industrialization on Indian social systems andinstitutions.

Objectives : After going through this paper the student can* Understnad the nature and scope of industrial sociology as branch of sociology.* The developmental stages of industry* The organizational structure of industries and employee and emplyer relations

in the industry.

Learning Outcomes : The very aim of this paper is to impress upon the studentsof sociology the role they can play in creating effective industrial relations with theirknowledge of sociology.

Unit 1 : Introduction : Meaning and definition of Industrial sociology. Nature andscope of Industrial sociology. Significance of industrial sociology in India.

Unit 2 : Social - Industrial Thought* A Classical Theories : Adam Smith, Karl Marx, Max Weber, Durkheim and

Mayo* Sociological Theories : Likert, Herzberg, Maslow, Mclelland.

Unit 3 : The Development of Industry : The Manorial system, the guild system,domestic system, the factory system. Industrial evoluation in India.

433

Unit 4 : Industrial Organisation : Formal organisation : Its nature and features,problems build-in in the formal organization informal organisation : Originand functionof informal organization. Informal organisation of Management.

Unit 5 : Industrial and Labour Relations :Industiral realtions, International Labour Organisation, Labour Legislation,Industrial Relations in India. Industrial Disputes / conflicts.Workers’ participation in Management (WPM) : Industrial DemocracyLevels of participation of WPM : Objectives, WPM Models in India.

Essential Readings1. Gisbert, Pascal, Fundamentals of Industrial Sociology, New Delhi, Tata Mcgraw

Hill 19722. Davis, Keith Human behaviour at work, New Delhi, Mcgraw Hill 19843. Ramaswamy, E.A. Industrial relations in India, Delhi, MacMillan, 19784. Schneider, Eugene Industrial Sociology, Mcgraw Hill - London, 1971


Paper-IV

Full Marks- 100 (80+20)

PROJECT WORK

434

STATISTICSSemester - I/III


Full Marks- 100 (Th.-(60+15) + Pra.25)

Statistical Methods

Unit-IIdeas about types of data, collection, classification and tabulation of data. Frequencydistributions, graphic and diagrammatic representation of data.

Unit-IIMeasures of central tendency : arithmetic mean, Geometric mean & harmonicmean their properties & application. Median & mode & other partition values :quartiles, deciles, percentiles and graphic presentation.

Unit-IIIMeasures of dispersion : range, quartile deviation, mean deviation standard deviation& variance, coefficient of variance. Moments, Skewness and Kurtosis.

Unit-IVBivariate data : scatter diagram, curve fitting by method of least squares (straightline and second degree), product moment correlation coefficient and its properties,coefficient of rank correlation.

Unit-VConcept of regression, fitting of regression lines, regression coefficients, theirproperties, angle between two regression lines.

Books Recommended1. Fundamentals of Statistics by S.C. Gupta, Himalayan Publishing House, 2014.2. Fundamentals of Statistics by S.C. Gupta & V.K. Kapoor, Sultan Chand, 2013.3. A first course in Statistics with application, A.K.P.C. Swain, Kalyani Publisher.

435


Practical / Lab. work1. Different measures of central tendency and dispersion, their computation and

interpretation.2. Problems based on moments, Skewness and Kurtosis.3. Fitting of curves by first and second degree polynomial.4. Problems based on product moment correlation coefficient.5. Computation of Rank correlation with and without ties.6. Computation of regression lines.


Paper-II

Full Marks- 100 (Th.-(60+15) + Pra.25)

Probability and Probability Distributions

Unit-IRandom experiment : trials, sample point and sample space, event, operations ofsets and events, concepts of mutually exclusive and exhaustive events. Definitionof Probability : classical, relative frequency and axiomatic approach and illustrations.

Unit-IIDiscrete and continuous probability space, addition law of probability, conditionalprobability and independence of events, multiplication laws of probability.

Unit-IIIRandom variable; probability mass function, probabiltiy density function; distributionfunction, joint, marginal and conditional distributions, Mathematical Expectation ofa random variable and its properties.

436

Unit-IVDiscrete probability distributions : Uniform, Bernoulli, Binomial, Poisson and theirmean and variance only.

Unit-VContinuous probability distributions : Uniform and Normal with its properties.

Books Recommended1. Fundamentals of Statistics by S.C. Gupta & V.K. Kapoor, Sultan Chand, 2012.2. Fundamentals of Statistics by S.C. Gupta, Himalayan Publishing House, 2014.3. Probability and statistics for computer science and engineers by A.K.P.C. Swain,

Kalyani publisher.4. A first course in statistics with application, A.K.P.C. Swain, Kalyani Publisher.


Practical / Lab. work1. Fitting of Binomial Distribution for given n and p.2. Fitting of Binomial distribution after computing mean and variance.3. Fitting of poisson distribution for given value of its parameter.4. Fitting of poisson distribution after computing its mean.5. Application problems based on Binomial and Poisson distribution.6. Fitting of Normal distribution.7. Problems based on area property of Normal distribution.

437

STATISTICSSemester- I

Core Course-I

Full Marks- 100 (Th.-(60+15) + Pra.25)

Mathematical Methods - I & Basics of Computer

Unit-IPermutation & Combination, Binomial Theorem, Logarithmic & Exponetial Series,Determinant.

Unit-IIMatrices : types of matrices (orthogonal matrix and idempotent matrix); operationon matrices (including inverse); partitioned matrices; singular and non-singularmatrices.

Unit-IIIRank of a matrix : row-rank and column-rank; properties of rank; rank of sum andproduct of matrices. Linear equations : homogeneous and non-homogeneousequations. Solution space : consistency and general solution.

Unit-IVIntroduction of world of computer, The system unit : Processing & Memory - SystemUnit, CPU, Storage - Storage Systems : Magnetic and Optical Disks, Input andOutput, Key board, Pointing Devices, Scanners, Audio Inputs & Output, DisplayDevices. Operating Systems : Desktop, PC, Servers and Others Devices.

Unit-VApplication Software : Concept of Word Processing, Use of MS-Word, Basic ofWord Processing, printing of Documents, MS-EXCEL & MS-Power Point. Internet:WWW & Web Browsers, Search Engines & Email. Computer Virus.

438

Books Recommended1. Intermediate Algebra by Ghanshyam Samal, Vidyapuri Publication, 20072. A text book of matrices by Shanti Narayan, S.Chand, 19623. Fundamentals of Computers by Morles & Parker, Cengage publication, 2013.4. Computer Fundamentals and office by Sanjay Saxena and Rajneesh Agrawal,

Vikas Publication, 2014.5. Fundamentals of Statistics by S.C. Gupta, Himalayan Publishing House, 2014.6. Fundamentals of Mathematical Statistics by S.C. Gupta & V.K. Kapoor, Sultan

Chand, 2013


Practical / Lab. work1. Graphical Representation of Data2. Problems based on Measures of Central tendency.3. Problems based on Measures of dispersion.4. Problems based on combined mean and variance and coefficient of variation.5. Problems based on moments, skewness and kurtosis.


Full Marks- 100 (Th.-(60+15) + Pra.25)

Statistical Methods

Unit-IIdeas about types of data, collection, classification and tabulation of data. Frequencydistributions, graphic and diagrammatic representation of data.

Unit-IIAnalysis of Quantitative Data : Concepts of central tendency, dispersion and relativedispersion; moments, skewness and kurtosis and their measures including thosebased on quantiles and moments.

439

Unit-IIIBivariate Data : Scatter diagram, curve fitting by the method of least squares (linearand quadratic), fitting or curves reducible to polynomials by log and inversetransformation.

Unit-IVCorrelation Coefficient : Product moment correlation coefficient and its properties,coefficient of determination, correlation ratio, rank correlation, intraclass correlation.

Unit-VRegression Analysis : Concept of regression, fitting of regression lines, regressioncoefficients and their properties.

Books Recommended1. Fundamentals of Statistics by S.C. Gupta, Himalayan Publishing House, 2014.2. Fundamentals of Statistics by S.C. Gupta & V.K. Kapoor, Sultan Chand, 2013.3. Statistical Methods by P.N. Arora, s. Arora & S. Arora, S. Chand, 2014.4. A first course in Statistics with application, A.K.P.C. Swain, Kalyani Publisher.


Practical / Lab. work1. Fitting of first, second and third degree polynomial and exponential curves.2. Karl Pearson Correlation Coefficient.3. Correlation coefficient for a bivariate frequency table.4. Lines of regression, angle between lines and estimated values of variables.5. Rank correlation with and without ties.

440


Full Marks- 100 (Th.-(60+15) + Pra.25)Mathematical Methods - II & Numerical Analysis

Unit-IFunction of one variable; limit, continuity and differentiability; successivedifferentiation; mean value theorem (statement only); maxima and minima. Functionof Several Variables : Partial derivatives, transformations and Jacobians.

Unit-IIIntegration : Methods of integration : integration by parts.

Unit-IIISequence and series of real numbers : limits of sequence and convergence ofinfinite series.

Unit-IVDifference table. Methods of interpolation : Newton’s forward and backwardinterpolation formulae. Newton’s divided difference formula, Lagrange’s interpolationformulae, inverse interpolation.

Unit-VNumerical differentiation and integration : Trapezoidal, Simpson’s one-third, three-eight rules.

Books Recommended1. Differential calculus by Das & Mukherjee, U.N. Dhar Publication, Kolkatta, 2010.2. Integral Calculus by Das & Mukherjee, U.N. Dhar, Kolkatta, 2010.3. Numerical Methods by P.Kandasamy, K. Thilagavathy & K. Gunavathi, S. Chand, 2012.4. Numerical Methods & Applications by E. Ward Cheney & David R. Kincaid,

Cengage Publication, 2010.5. Numerical Analysis by Goel and Mittal, Pragati prakashan, ND, 2008Practical

Full Mark - 25Practical / Lab. work1. Interpolation with equal and unequal intervals using Newton’s formula, Divided

difference formula and lagrange’s formula.2. Numerical integration - Application of Simpsons 1/3 rd, 3/8 th rule and Trapezoidal

rule.

441


Full Marks- 100 (Th.-(60+15) + Pra.25)

Probability - I

Unit-IRandom experiment : trials, sample point and samples space, event, operationsof events, concepts of mutually exclusive and exhaustive events.Definition of Probability : Classical, relative frequency and axiomatic approach;discrete and continuous probability space, addition law of probability.

Unit-IIMultiplication law of probability, conditional probability and independence of event,Bayes’ theorem and its applications.

Unit-IIIRandom variables : Definition, properties, probability mass function, probabilitydensity function; distribution function, joint, marginal and conditional distributions.

Unit-IVMathematical expectation of a random variable and its properties, momentgenerating function, cumulant generating function and probability generatingfunction.

Unit-VDiscrete probability distributions : Uniform, Bernoulli, Binomial, Poisson, NegativeBinomial, Geometric.

Books Recommended1. Fundamentals of Mathematical Statistics by S.C. Gupta & V.K. Kapoor, Sultan

Chand, 2012.

442

2. Mathematical Statistics by J.N. Kapoor & H.C. Saxena, S. Chand, 2011.3. An Outline of Statistical Theory, Vol-1, Gun, Gupta & Dasgupta, 4th Edn., World

Press, 2003.4. Probbility and statistics for computer science and engineers by A.K.P.C. Swain,

Kalyani Publisher4. A first course in Statistics with application, A.K.P.C. Swain, Kalyani Publisher.


Practical / Lab. work1. Fitting of Binomial Distribution for given n and p.2. Fitting of Binomial distribution after computing mean and variance.3. Fitting of poisson distribution for given value of its parameter.4. Fitting of poisson distribution after computing its mean.5. Application problems based on Binomial and Poisson distribution.6. Fitting of Normal distribution.7. Application Problems based on Negative Binomial distribution.

443


Full Marks- 100 (Th.-(60+15) + Pra.25)

Probability - II

Unit-IContinuous probability distributions : Uniform, Normal, Beta, Gamma, Exponential.

Unit-IIExact sampling distributions : Chi-square, Students ‘t’ and Snedeckor’s ‘F’.

Unit-IIICharacteristic function (Simple applications), convergence in probability, almostsure convergence, convergence in disribution, convergence in rth mean

Unit-IVWeak law of large numbers : Bernoulli’s WLLN, Chebyshev’s inequality,Chebychev’s WLLN, Poisson’s WLLN and applications.

Unit-VStrong law of large numbers, kolmogorov’s SLLN (Statement only). Central limittheorem, lindeberg-Levy theorem and applications.


Chand, 2013.2. An outline of statistical theory, Vol-I, Gun, Gupta & Dasgupta, 4th Edn., World

Press, 2003.3. Elements of probability theory, D. Pratihari, S.P. Mohanty, Kalyani Publishers.

444


Full Marks- 100 (Th.-(60+15) + Pra.25)

Statistical Methods - II

Unit-IMultivariate Data : Multiple and Partial correlations and plane of regression (threevariables only)

Unit-IIAnalysis of categorical Data : Consistency of categorical data, independence andassociation of attributes.

Unit-IIIConcept of population, smaple, parameter, statistic and sampling distribution;statndard error of moments, distribution of sample mean and variance from normaldistribution.

Unit-IVTests of significance based on large sample : the normal test of significance (Z-test) for both one-sample and two-sample problems.

Unit-VTests of significance based on exact sampling distributions, i.e.X2, t and Fdistributions.


Chand, 2013.2. Statistical Methods - P.N. Arora, S. Arora & S. Arora, S. Chand, 2014.3. Statistical methods by S.P. Gupta, Himalayan Publication, Mumbai, 2013.

445


Full Marks- 100 (Th.-(60+15) + Pra.25)

Statistical Inference - I

Unit-IPoint Estimation : Introduction, Properties of Estimator : unbiasedness,constistency, efficiency and sufficiency.

Unit-IIMinimum variance unbiased estimation, Rao-Cramer inequality, Rao-Blackwelltheorem and applications.

Unit-IIIMethods of estimation : method of maximum likelihood, method of moments,properties of MLE.

Unit-IVInterval Estimation : Concepts of confidence interval and confidence coefficient,confidence intervals for the parameters of univariate normal distribution.

Unit-VConfidence belt, shortest confidence intervals, idea of condifence sets.


Chand, 2013.2. An outline of statistical theory, Vol-I, Gun, Gupta & Dasgupta, 4th Edn., World

Press, 2003.

446


Full Marks- 100 (Th.-(60+15) + Pra.25)

Statistical Inference - II

Unit-IStatistical Hypotheses : Simple and composite, statistical tests, critical region,type-I and type-II error, size and power of a test, definition of Most Powerful (MP),Uniformly most powerful (UMP) and uniformly most powerful unbiased (UMPU)tests, type A and type A1 critical regions.

Unit-IINeyman-Pearson lemma and its applications in testing of hypotheses based onBinomial, Poisson and Normal distributions.

Unit-IIITests of composite hypothesis : Construction of similar region, likelihood ratio testand problems based on LR test.

Unit-IVNon-parametric inference : Introduction, One-Sample test : Kolmogorov-Smirnovone-sample test. One sample and paired sample problems : The ordinary signtest, paired sample sign test. Wilcoxon signed-rank test. Wilcoxon paired-samplesigned-rank test.

Unit-VNon-parametric inference : Two-sample problems : Wald-Wolfowitz runs test,Kolmogorov-Smirnov two-sample test, U-Statistics, Mann-Whitney U-test.


Chand, 2012.2. Outline of statistical theory, Vol-II, Goon, Gupta & Dasgupta, World Press, 2008.3. Statistical Inference : Testing of Hypothesis by Srivastava & Srivastava, Oscar,

2009

447


Full Marks- 100 (Th.-(60+15) + Pra.25)

Sampling TheoryUnit-I

Population and sample, sampling versus census, steps involved in sample surveys,principles of sample survey, random sampling versus non-random sampling,sampling and non-sampling errors.

Unit-IISimple Random Sampling : Drawing of random sample by different methods,SRSWR & SRSWOR, estimation of mean and variance. Stratified randomsampling : Advantages & disadvantages, uses, allocation of sample sizes intovarious strata : proportional and optimum, estimation of mean and variance.

Unit-IIISystematic sampling : Advantages and disadvantages, uses, drawing of systematicsamples, estimation of mean and variance. Systematic sampling versus stratifiedrandom sampling, systematic sampling when the population consists of alineartrend.

Unit-IVRatio, product and regression methods of estimation, estimation of mean andvariance, comparison of efficiencies.

Unit-VCluster sampling : Introduction, two-stage sampling with equal first stage units,estimation of population mean and variance.

Books Recommended1. Fundamentals of Applied Statistics - S.C. Gupta & V.K. Kapoor, Sultan Chand,

2013.2. Sampling Techniques - W.G. Cochran, Wiley & Sons, 2007.3. Sampling Theory of Survey with Applications by P.V. Sukhatme, B.V. Sukhatme,

S.Sukhatme and C.Asok, ISAS, New Delhi, 1984

448


Full Marks- 100 (Th.-(60+15) + Pra.25)

Time Series & Index Numbers

Unit-ITime Series : Introduction, components of time series, methods of measuringtrend : graphic, semi-average, moving average and curve fitting by least squares.

Unit-IIMeasurement of seasonal fluctuations : Simple average, Ratio-to-trend, Ratio-to-moving average & Link relatives method.

Unit-IIIMeasurement Cyclic component : Harmonic analysis, measurement of irregularvariation (variate difference method).

Unit-IVIndex numbers : Introduction, problems involved in construction, unweighted &weighted index numbers (Laspere’s, Paasche’s, Drobish-Bowley, Fisher’s ideal)

Unit-VCriteria of good index number : Unit, Time Reversal, Factor reversal & Circulartests, cost of living index number, its construction : Aggregate Expenditure & FamilyBudget, uses. Base Shifting, Splicing and deflating of index numbers.

Books Recommended1. Fundamentals of Applied Statistics by S.C. Gupta & V.K. Kapoor, Sultan Chand,

2012.2. Fundamentals of Statistics, Vol-II, Gun, Gupta & Dasgupta, World Press, 2007.

449


Full Marks- 100 (Th.-(60+15) + Pra.25)

Statistical Quality Control & Official StatisticsUnit-IMeaning and uses of Statistical Quality Control (SQC), Control Chart Variables,Process and Product Control, Chance and assignable causes of variation, 3- sigmacontrol limits, R and charts, Control chart for attributes, p-chart, d-chart,c-chart and their interpretations.

Unit-IINatural tolerance limit and specification limit, acceptance sampling by attributes,AQL, LTPD, AOQL & ASN consumers risk and producers risk, O. C. curve. Ideaabout single and double sampling plans.

Unit-IIIPresent official Statistical System in India. Methods of collection of official statistics,their reliability and limitations.

Unit-IVCentral Statistical Organization- CSO & NSSO: their functions and publications.State Statistical Organizations: functions and publications. Idia about populationstatistics, Agricultural, Yield and Area statistics.

Unit-VPopulation census, Introductory ideas about National level surveys viz. NFHS,DLHS, AIS.


2013.2. Fundamentals of Statistics (Vol-II)-Goon, Gupta and Dasgupta, World Press,

2007.3. Indian Official Statistics System: M. R. Saluja, Publication Society, 2006.Practical1. Computation of -Chart, R Chart and - charts.2. Computation of p-chart.

450


Full Marks- 100 (Th.-(60+15) + Pra.25)

Vital StatisticsUnit-IIntroduction to Vital Statistics, Different Vital events, rates and ratio of vital events,Vital Statistics in the study of population trend, Uses of Vital statistics, Measurementof mortality: Crude death rate, age- specific death rates, IMR, standardized deathrate, Direct and indirect method of standardization and uses.

Unit-IIMortality table or Life table, its uses, columns of life table, assumptions andconstruction of life table, Abridged life table (Reed Merell).

Unit-IIIMeasurement of fertility: crude birth rate, general fertility rate, age-specific birthrate, total fertility rate, gross reproduction rate, net reproduction rate.

Unit-IVPopulation Census, Methods of census, salient features, its uses and problems,registration method, sample surveys, sources of demographic data.

Unit-VPopulation Estimation and projection, need and uses, methods of populationestimation & projection.


2013.2. Indian Official Statistics System: M. R. Saluja, Publication Society, 2006.3. Statistical System in India: Asthna & Srivastav, S. Chand, 2009.4. Techniques of Demographic Analysis, K. B. Pathak and F. Ram, Himalaya

publication.Practical1. Calculation of different measures of mortality and fertility.2. Construction of Life table.

451


Full Marks- 100 (Th.-(60+15) + Pra.25)

Design of ExperimentsUnit-IAnalysis of variance: one way and two way classified data, Design of Experiments:Introduction, Experimental units and errors, unifromity trial, Efficiency of design.Basic principles of a design, Randomization, Replication and local control.Unit-IICompletely Randomised Design, Layout and complete analysis of CRD.Advantages and uses. Randomized Block Design, Layout and complete analysis,Missing plot technique in RBD with analysis. Efficiency of RBD, with respect toCRD, Advantages and uses.Unit-IIILatin square Design, and its analysis Estimation of missing value in LSD andanalysis. Comparison of efficiency with RBD and CRD.Unit-IVFactorial Experiments: Introduction, advantages & disadvantages, main andinteraction effects, Yates method of computing factorial effect totals. Analysis of 22

and 24 factorial design.Unit-VConfounding in factorial experiments: Total and partial confounding in 23 and 24

factorial experiments.Books Recommended1. Fundamentals of Applied Statistics - S.C. Gupta & V.K. Kapoor, Sultan Chand,

2013.2. Design and Analysis of Experiments by Das and Giri, Wiley Eastern, ND, 200.3. Fundamentals of Statistics (Vol-II)-Goon, Gupta and Dasgupta, World Press, 2007.Practical1. Analysis of CRD, RBD and LSD.2. One Missing plot technique in RBD, LSD with analysis.3. Analysis of 22 and 23 factorial experiments.4. Confounding in 23 and 24 factorial experiment.

452


Full Marks- 100 (Th.-(60+15) + Pra.25)

Statistics for Public PolicyUnit-IStatistics in Psychology and Education: Scaling procedure.

Unit-IIReliability and validity of test scores, Intelligence test and Intelligence Quotient.

Unit-IIIDemand analysis: laws of demand and supply, price elasticity of demand andsupply, partial and cross elasticity of demand.

Unit-IVEstimating Elasticity: Types of data, required, Leontief and Pigue method, Engelslaw and Engels curve, Pareto law of income distribution.

Unit-VConcept of national income and social accounting- measurement of nationalincome, circular flow of income in two, three and far-factor economy, differentforms of national income accounting.

Books Recommended1. Macroeconomics: Theory and Policy, H. L. Ahuja, S. Chand Publications.2. Fundamentals of Mathematical Statistics - S.C. Gupta & V.K. Kapoor, Sultan

Chand, 2014.

Practical1. Calculation of Reliability and Validity Scores.2. Practical based an demand analysis (demand elasticity).3. Estimation of elasticity.4. Engels curve.5. Pareto curve.

453


Paper-I

Full Marks- 100 (Th.-(60+15) + Pra.25)

Time Series AnalysisUnit-ITime Series: Introduction to time series data and application in various fields,Components of time series, Methods of measuring secular trend: graphic, semi-average, moving average method.

Unit-IIEstimating trend by lterated average and Spencers 15-point and 21-point formula.Measurement of trend by least squares method: by fitting polynomials of Ist & 2ndDegree, exponential, modified exponential, logistic, Gompertz curve.

Unit-IIIMeasurement of seasonal fluctuations: Simple average, Ratio-to-trend, Ratio-to-moving average & Link relatives method.

Unit-IVMeasurement of cyclic component: Harmonic analysis. Measurement of irregularvariation (variate difference method), effect of moving average on cyclical andrandom components of a time series.

Unit-VDifferent schemes which account for oscillations in a stationary time series. Autoregressive series of first and second order, Serial correlation and correlogram, lagcorrelation.


2013.2. Fundamentals of Statistics (Vol-II)-Goon, Gupta and Dasgupta, World Press, 2007.

Practical1. Measurement of Trend and seasonal fluctuations.2. Problems of Spencers 15-point and 21-point formula.

454


Paper-II

Full Marks- 100 (Th.-(60+15) + Pra.25)Population Studies

Unit-IMeasurement of Population Change and Distribution: Introduction, rate ofpopulation change, doubling time for a population; population distribution: Populationdensity, percentage distribution by rural-urban category, Lorenz curve and Giniconcentration ratio.Unit-IIAnalysis of Age Distribution: Percent distribution and percent change in distribution,index of relative difference and dissimilarity; Graphic representation of age data:Time series chart and population pyramid, measurement of ageing of population.Unit-IIIQuality of Population Data: Introduction, Whipples Index, Myers Blended Index,UN Joint Index.Unit-IVThe Malthusion Theory of Population: The theory, criticism, applicability, Neo-Malthusion theory, Optimum Theory of Population: Introduction, definition,assumptions, the theory, its superiority over the Malthusion theory its criticisms.Unit-VTheory of Demographic Transition: Introduction, explanation, its criticisms. Natureof information collected in 1971, 1981, 1991 and 2001 census in India. NationalFamily Health Surveys (NFHS-1 & NFHS-2) and Household Economic Behaviour.

Books Recommended1. Techniques of Demographic Analysis, K. B. Pathak and F. Ram, Himalaya

publishing House, 2013.2. Basic Demographic Techniques and Application by K. Srinivasan, Sage Publication.3. Demography by M. L. Thingan, B. K. Bhatta and J. N. Desai, Vrinda Publications (P).

Ltd. 2011.Practical1. Measurement of population concentration by Gini concentration ratio.2. Construction of population pyramid.3. Computation of Whipples index and Myres Blended index.

455


Paper-III

Full Marks- 100 (Th.-(60+15) + Pra.25)Operations Research

Unit-ISolution to Linear Programming Problems by simplex method, Big M-Method, Two-phase simplex method.Unit-IIDuality: Introduction, formulation, determination of dual, Primal to dual and vice-versa.Unit-IIITransportation Problems: Introduction and mathematical formulation definition ofimportant terms initial basic feasible solution by north-west corner rule, least costmethod and Vogels approximation method.Unit-IVNetworking: Introduction, basic terms, rules of network construction, numberingthe events, forward pass and backward pass computations, Critical Path Method(CPM), Floats & Slacks.Unit-VSimulation: Types of simulation generation of random numbers by mid-squareand congruential methods, Monte-Carlo simulation.

Books Recommended1. Operations Research by S. Kalavathy, Vikas Publication, 2013.2. Operations Research by Pradip Kumar Tripathy, Kalyani Publisher, 2013.3. Operations Research by Prem Kumar Gupta and D. S. Hira, S. Chand, 2014.Practical1. Solution of LPP by simplex method, Big-M Method and two-phase method.2. Finding out dual from primal and vice-versa.3. Computation of initial basic feasible solution to a transportation problem by north-

west corner rule, least cost and Vogels approximation method.


Paper-IVFull Marks- 100 (80+20)

PROJECT WORK

456

URDUSemester - I/III


Full Marks- 100 (80+20)

Study of Modern Urdu Poetry

Unit-I: Bang-e-dara by Mohammed Iqbal

1. Himala2. Mirza Ghalib3. Sada-d-dard4. Naya Shiwala

Unit-II: Majmua-e-Nazme-Hali by Altaf Husain Hali

1. Jawan mardi ka kaam2. Barkha rut3. Nishat-e- Ummeed4. Hubbe-watan

Unit-III: Ashar-e-Akbar by Akbar Allahabadi

1. Barq-e-Kalisa2. Taleem-e-Niswan3. Mate-e-Qaumi4. Qadeem-o-Jadeed

Unit-IV:

1. 1 to 5 Ghazaliyat from Bal-e-Jibreel2. 1 to 5 Ghazaliyat from Dewaan-e-Ghalib

Unit-V:

1. Mirza Ghalib2. Altaf Husain Hali3. Mohammed Iqbal4. Akbar Allahabadi

457


Paper-II

Full Marks- 100 (80+20)

Study of Modern Urdu Prose

Unit-I:

1. Taubatan- Nasuh: Nazir Ahmed

Unit-II:

1. Poos ki raat- Prem Chand2. Nanhi ki nani- Ismat Chughtai3. Naya Qanoon- Sadat Hasan Mantoo

Unit-III: Ifadat-e-Salim- Wahiuddin Salim

1. Hindustan ki Aam Zuban2. Meer ki Shaeri3. Sauda ki Hajwia Nazmen

Unit-IV: Intekhabe-Rasael-e-Shibli: Shibli Noumani

1. Islami Shefa Khana2. Islami Kutub Khane3. IIjziya

Unit-V:

There shall be 4 short questions covering all the texts prescribed above withalternative carring 4 marks each.

458

URDUSemester- I

Core Course-I

Full Marks- 100 (80+20)

Study of Afsana and Novel

UNIT- I Afasna ki tareef our uska fan.There shall be one long question with an alternativecarriy 16 marks.

UNIT - II 1. Poos ki raat (Prem Chand)2. Lajwanti (Rajendra Singh Bedi)3. Naya Qanoon (Sadat Hasan Mantu)There shall be one long question with alternativecarrying 16 marks.

UNIT-III Novel ki tareef our uska fan.There shall be one long question with alternativecarrying 16 marks.

UNIT-IV Umra-o-Jaan-adaa (Mirza Hadi Ruswa)Shikast (Krishn Chandar)There shall be one long question with alternativecareying 16 marks.

Suggested Readings

1. Naya Afasana- Wagar Azim.2. Prem Chand Ke Numainda Afsana- Qamar Rais.3. Biswin Sadi me Urdu Novel- Dr. Yousuf Sarmast.4. Novel Kya Hai- Dr. Mohammed Ahseen Faruqui.5. Dastan Se Afsana tk- Waqar Azim.6. Umra-o-Jaan-Adaa- Mirza Hadi Ruswa.7. Shikast- Krishn Chandar

459


Full Marks- 100 (80+20)

Study of Mazmoon, Inshaiya and Khake

UNIT- I 1. Mazoom ki tareef our uska fan.2. Inshaiya ki tareef our uska fan.3. Khaka ki tareef our uska fan.There shall be one long question with an alternativecarriy 16 marks.

UNIT - II 1. Zaban-e- Goya (Hali)2. Sach our Jhut ka razm nama (Mohammed Husain Azad)There shall be one long question with alternativecarrying 16 marks.

UNIT-III 1. Diasilai (Khuaja Hush Nizami)2. Charpai (Rashid Ahmed Siddiqui)There shall be one long question with alternativecarrying 16 marks.

UNIT-IV 1. Nazir Ahmed ki Kahani (Mirza Fahatullah Beg)2. Hali (Abdul Haq)There shall be one long question with alternativecareying 16 marks.

Suggested Readings

1. Urdu essay- Sayed Zahiruddin Madri.2. Narange- Khayal- Mohammed Husain Azad.3. Inshaiya our Inshaiye- Sayed Mohammed Husain.4. Urdu me Khaka Nigari- Sabira Sayed.

460


Full Marks- 100 (80+20)

Study of Modern Urdu Nazm

Unit-I: Iqbal ki Nazm Goi

1. Khirre-Rah2. Saqi nama

Unit-II: Faiz Ahmed Faiz ki Nazm Goi

1. Do Ishq2. Hm jo tareekh-e-rahon me mar gye

Unit-III: Josh Maleh abadi ki Nazm Goi

1. Kisan2. Shikast-e-Nindan ka Khwab

Unit-IV: Makhdoom Mohiuddin ki Nazm Goi

1. Chand taron ki ban2. Charagar

Unit-V: Majaz ki Nazm Goi

1. Awara

Suggested Readings

1. Bang-e-Draa: Mohammed Iqbal.2. Bal-e-Jiblail: Mohammed Iqbal.3. Jadeed Urdu Shayeri: Abdul Qadri Sawari.4. Nai Nazm ka Safar: Khalilur Rehman Azmi.

461


Full Marks- 100 (80+20)

Study of Ghazals

Unit-I:

Ghazal ki tareef, Uskafan, Ibteda o Irteqa.

Unit-II: Iqbal ki Ghazal Goi

1. Ye payam de gyi hai mujhe bad-e- subha.2. Jb Ishq Sikhata hai Adab-e-Khuda Gahi.3. Sitaron k aage jahan our v hain.

Unit-III: Hasrat Mohani ki Ghazal Goi

1. Apna sa Shouq auron me laye kahan se hm.2. Hush beparwa ko khud been o khudara krdiya.

Unit-IV: Firaq Gorakhpuri ki Ghazal Goi

1. Sham-e-Gham kuch us nigah-e-raaz ki batein kro2. Khud ko khoya bhi kahan Ishq ko paya bhi kahan.

Suggested Readings

1. Ghazal Matala’-e Ghazal: Dr. Ibqdat Barelwi.2. Urdu Shayeri ka Mijaz: Dr. Wazir Agha.3. Adab ka Mutala’: Athar Parwez

462


Full Marks- 100 (80+20)

There shall be one paper carying 80 marks containing 5 units. Internalassessment 20 marks.

Study of prose writer - Shibli

UNIT- I Shibli - Sawaneh aur shakhsiyat.There shall be one long question with an alternativecarriy 16 marks.

UNIT - II Shibli ki Tanquid nigariThere shall be one long question with alternativecarrying 16 marks.

UNIT-III Shibli ki TareekhnigariThere shall be one long question with alternativecarrying 16 marks.

UNIT-IV Shibli ki Sawaneh nigariThere shall be one long question with alternativecareying 16 marks.

UNIT-V Shibli ka Nazriyae sheri(Sherul Ajam Part - IV ki roshni main)There shall be one long question with alternative carrying16 marks.

Suggested Readings1. Hayat-e Shibli - Sayed Suleman Nadwi2. Maulana Shibli Nomani - EK Mutala - Maftoon Ahmed.3. Shiblinama - Shaikh Mohammed Ikram.4. Shibli ek Dabistan - Aftal Ahmed Siddiqi5. Maulana Shibli Namani - Per ek Nazar - Sayed Sabahuddin Abdur Rehman6. Maqalate yome shibli - Khan ubedulla Khan7. Muazan-e Anees -o- Dabeer - shibli Nomani8. Shibli Muanidana Tanqid ki - Roshni Main - Sayed Shahabuddin Dasnawi

463


Full Marks- 100 (80+20)

There shall be one paper carying 80 marks containing 5 units. Internal as-sessment 20 marks.

Special Study of Hali

UNIT- I Hali - Sawaneh aur ShakhsiyatThere shall be one long question with altenativecarrying 16 marks.

UNIT-II Hali ki Sawaneh nigariYadgar-e- ghalibThereshall be one long question with alternativecarrying 16 marks.

UNIT-III Hali ki NazmgoiOne long question with altenative carrying 16 marks

UNIT-IV Hali ki Tanqid nigariMuqaddama-e- sher - o - shaeri ki Roshnimain.one long question with alternative carrying 16 marks

UNIT-V Musaddas-e- HaliOne long question with alternative carrying 16 marks.

Suggested Readings

1. Yadgar-e-Hali - Swaleha Abid Husain2. Sir Sayed aur unke Namwar Rufaqa - Sayed Abdullah3. Hali aur Naya Tanqidi Saoor - Akhter Ansari4. Naqs-e- Hali - Sayed Ehtesham Husain5. Urdu Nasr ka fanni irteqa - Dr. Farman Fatehpuri6. Hali ka siyasi saoor - Moin Ahsan Jazbi

464


Full Marks- 100 (80+20)

There shall be one paper carying 80 marks containing 5 units. Internal as-sessment 20 marks.

Study of Classical Ghazal

UNIT- I Wali Dakani ki Ghazalgoi1. Kia mujh lsqne zalim kharab Ahista Ahista2. Wo Sanam Jab se basa dida-e-hairan me aa3. Tujh lab ki sifat lal-e-badakhshan son ka hunga

(Matn ki Trdrees)There shall be one long question with alternative carrying 16 marks

UNIT-II Sauda ki ghazal goi1. Gul phenke he-auron ki taraf balke samarbhi2. Nasim bhi tere kuche main aur saba bhi hai3. Jo guzri mujh pe us se kaho hua so hua

(Matn ki Tadrees)There shall be one long question with alternative carrying 16 marks

UNIT-III Khwaja Mir Dard ki ghazal goi1. Arz-o-sama kahan teri usat ko pa sake2. Ham tujh se kahan hawas ki falak justaju karen3. Tohmaten chand opne Zimme dhar chale.

(Matn ki Trdress)

UNIT-IV Meer Taqi Meer ki ghazal goi1. Jis sar ko guroor aaj hai yan tajwarika2. Tha mustaar husn se uske jo noor tha3. Ranj khenche the dagh khae the

(Matn ki Tadress)There shall be one long quesion with attanative carryaj 16 marks.

465

UNIT-V There shall be four explanations fromthe gazals above with alternatives carrying 4 marks each

Suggested Readings

1. Urdu Shaeri ka phanni irtequa - Dr. Pharman Fatehpuri2. Muasir Adab ke peshro - Dr. Mohammed Hasan3. Ghazal aur Mutagazzaleen - Abul Lais Siddiqi4. Urdu Ghazal - Kamil Qureshi5. Urdu Ghazal - Yusuf Husain Khan6. Ghazal ki sarguzast - Akhter Ansari7. Wali se Iqbal tak - Sayed Abdullah

466


Full Marks- 100 (80+20)


Study of Classical Prose

UNIT- I Urdu Nasr ke ibtedai NuqooshThere shall be one long question with alternativecarrying 16 mrks.

UNIT-II Urudu Nasr ka irtequaOne long question with altunative carrying 16 marks

UNIT-III Mir Ammam ki nasr Nigari(Bagh - O - Bahar, sair pehle darwesh ki, Matn ki tadrees)There shall be one long question carrying 16 marks withalternative.

UNIT-V Ghalib ki khutut nigari(Intekhab-e-khutoote-ghalib, edited khaleq Anjum First 20letters) (Matn ki Tadrees)There shall be one long questine with altanative carrying16 marks.

UNIT-IV Rajab Ali Beg suroor ki Nasr nigari(Fasana-e-ajaeb ; - Aghaz-e-dastan se Anjuman Ara ki Shadi tak) Matnki tadrees.There shall be one long question with altenative carrying 16 marks.

Suggested Reading

1. Tareekh-e-Adabe-Urdu - Jamil Jalibi2. Dakan me Urdu - Nasiruddin Hashmi3. Dastan-e Tareekh-e Urdu - Hamid Hasan Quadri4. Urdu ki Nasri Dastane - Gyanchand Jain5. Dastan - se Novel tak - lbn-e-kanwal6. Khutoot-eGhalib - Muqaddama Gulam Rasul Mehr

467


Full Marks- 100 (80+20)


Urdu Tanz-O-Mizah

UNIT- I Mafhum aur Ahmiyat Urdu Adab Main TanZ-0 Mizah ki RiwayatOne long question with alternative carrying 16 marks.

UNIT-II Pitras ki Tanz-0 Mizah nigariKutte, Sawere jo kal ankh meri khuli,

(Matn ki Tadrees)One long question with alternative carrying 16 marks

UNIT-III Rashid Ahmed Siddiqi ki Tanzo-O-Mizah Nigari(Charpai, Murshid, Matn ki tadrees)There shall be one long question with altnative carrying 16 marks

UNIT-IV Akber ilahabadi ki Mizah Nigari(Intekhab-e-Akbarilahbadi edited - Siddiqur Rehman Qidwai

(Matn ki tadress)One long question with altrranative carrying 16 marks

UNIT-V Mustaq Ahmed Yusufi ki Mizah NigariHaweli - Matn ki tadreesOne long question with altanative carring 16 marks

Suggested Readings1. Urdu Adab me tanz-o-Mizah ki Rewayat aur hamasar Rujhanat - Qamar Raees2. Urdu adab Me Tanz-o-Mizah - Wazir Agha3. Tanziyat-o-Mazhakat - Rashid Ahmed Siddiqi4. Urdu Adab me tanz-o-Mizah - Furkat kakori -5. Urdu Adab me tanz-o-Mizah - edited khalid Mehmood.6. Saheb-e-tarz Zarafat nigar, Musta Ahmed Yusfi - edited Mazher Ahmed7. Azadi ke-baad Urdu Nasr main Tanz-o-Mizah - Naami Ansari

468


Full Marks- 100 (80+20)


Study of Qasida, Marsia and Masnawi

UNIT- I Qasidey ka Fan - Ajza-e-TarkeebiAghaz-o-irtequaOne long question with altanative carrying 16 marks

UNIT-II Sauda ki Qasida nigariTazheek-e-Rozgar - Ab Samne Mere jokoi peer -o - Jawan hai - Matn ki tadrees.One lang question with alternative carrying 16 marks.

UNIT-III Marsiye ka fan - Ajza-e-tarkibi Aghaz-o-irteqaOne long question with altanative carrying 16 marks.

UNIT-IV Anees ki MarsiagoiNamak Khan-e takallum hai fasahat meri - first 25 stanzas

(Matn ki tadrees)One long question with alternative carrying 16 marks

UNIT-V Masnawi ka fan - Ajza-e-tarkibi Aghaz-o irtequa.Sehrul Bayan - Aghaz-e-dastan se shahzade ke gayebhone tak. Matn ki tadrees. One long question with altanativecarrying 16 marks.

Suggested Readings

1. Urdu Main Qasida ki Riwayat - Umme hani Ashraf.2. Urdu Main Qasida Nigari - Abu Muhammed.3. Urdu Marsiya ka irtequa - Masihuz Zaman4. Muazana - e-Anis-o Dabir - Shibli Nomani5. Shimali Hind me Urdu Masnawi - Gyan chand Jain6. Masnawi Sehrul Bayan - Zahir Ahmed Siddiqi7. Urdu Qasida nigari ka Tanqidi Jaeza - Mehmud Ilahi.

469


Full Marks- 100 (80+20)


Study of Poet Mirza Ghalib

UNIT- I Ghalib, Sawaneh our shakhsiyatOne long question with alternative carrying 16 marks

UNIT-II Ghalib ki ghazal goiDiwan-e ghalib Radeef Alif and ya Matn ki TadreesOne long question with altanative carrying 16 marks

UNIT-III Ghalib ki Qasida goi 1One long question with altnative carrying 16 marks

UNIT-IV Ghahib ke Sheri Asloob aur inferadiyat one longquestion with altenative carrying 16 marks.

UNIT-V Four explanatians from ghazliyate ghalib with altanativescarrying 4 marks each.

Suggested Readings

1. Yadgar-e-ghalib - Altaf Husain Hali2. Zikr-e-ghalib - Malik Raam3. Ghalib Shakhs aur shaeri - Rashid Ahmed Siddiqi4. Irfan-e Ghalib - Al Ahmed Suroor5. Muhasin-e kalame ghalib - Abdur Rehman Bijnori6. Atraf-e-Ghalib - Sayed Abdulla7. Ghalib Nama - Shaikh Mohammed Ikram

470


Full Marks- 100 (80+20)


Study of Literary movements

UNIT- I Urdu main Adabi Tehrikat ki Riwayatone long question with altanative carrying 16 marks.

UNIT-II Sir sayed TehrikOne long question with altanative carrying 16 marks

UNIT-III Rumanawi TehrikOne long question with altanative carrying 16 marks.

UNIT-IV Tarakki Pasand TehrikOne long question with altenative carrying 16 marks.

UNIT-V Halqa-e-Arbab-e- ZauqOne long question with altanative carrying 16 marks.

Suggested Readings

1. Aligarh Tehrik ka pasmanzar - khaleeq Ahmed Nizami2. Urdu Adab main Rumanawi Tehrik - Mohammed Hasan.3. Urdu main Tarakki pasand Adabi tehrik Khalilur Rehman Azmi4. Halka-e-Arba-b-e-zauq - Yunus Javed.5. Adab Tehriken - Anwar Sadid6. Adabi Tehrikat our Rujhanat - Anwar pasha.7. Tarakki Pasand Adab - Ali Sardar Jafri8. Tarakki Pasand Adab - Aziz Ahmed.9. Urdu Adab ke irteqa me Tehrikon aur Rujhanon ka Hissa - Manzar Azmi

471


Full Marks- 100 (80+20)


History of Urdu Language and Literature

UNIT- I Urdu Zaban : Aghaz-o-irteqaI bteda se mutaliq NazariyatOne long question with altanative carrying 16 marks.

UNIT-II Urdu ki ibtedai Nash-o-Numa mainSufia-e-kiram ka HissaOne long question with altanative carrying 16 marks.

UNIT-III Dakan aur Shimali Hind Main UrduAdab ke Awwaleen nuqush.One long question with altanative carrying 16 marks

UNIT-IV Dabistan-e Delhi our Dabistan-e LucknowOne long question with altarnative carrying 16 marks

UNIT-V Fort william college our Delhi College ki Adabi KhidmaatOne long question with alternative carrying 16 marks.

Suggested Readings1. Tareekh-e-Adabe Urdu - Jamil Jalibi2. Muqaddama Tareekh-e Zabane - Urdu - Masud Husain Khan3. Punjab main Urdu - Mehmud Shirani4. Dakan main Urdu - Nasiruddin Hashmi5. Do Adabi School - Ali Jawwad Zaidi6. Delhi Ka Dabistane Shaeri - Nurul Hasan Hashmi7. Lucknow Ka Dabisan-e shaeri - Abul Lais siddiqi8. Marhum Delhi College-Moulvi Abdul Haq9. Fort william college ki Adbi khidmat - Ubeda Begun10. Urdu ke ibtedai Nash-o Numa main Sufia-e-kiram ka Hissa - Moulvi Abdul Haq

472


Full Marks- 100 (80+20)


Study of Poet Iqbal

UNIT- I Iqbal Sawaneh our ShakhsiyatOne long question with altanative carrying 16 marks.

UNIT-II Iqbal ki Nazm goi(Selected poem - Himala, Tasweer-e Dard, Shikwa,Jawab-e Shikwa, Masjid-e Qartaba, Lenin Khuda ke Hujoormain, Farishton ka geet, zaug-o Sonq, Saqi nama)One long question with altanative carrying 16 marks

UNIT-III Iqbal our Hubbul WataniOne long question with altanative carrying 16 marks.

UNIT-IV Iqbal ki inferadiyat our shaeri ke imteyazat one long questionwith altanative carrying 16 marks.

UNIV-V 4 explanations from ghazals of Bal-e Jibrul.(First 10 ghazals of Bal-e- Jibrul) 4x4=16

Suggested Readings

1. Sharah Bange - Dara - Yusuf Saleem Chisti2. Shareh Bal-e- Jibril - -do-3. Ruya-e - Iqbal - Yusuf Husain Khan4. Iqbal aur Iqbaliyat - Abdul Haq5. I qbal ki Tera Nazmain - asloob Ahmed Ansari6. Fikr-e Iqbal - Khalifa Abdul Hakim7. Zikr-e - Iqbal - Abdul Majeed Salik

473


Paper-I

Full Marks- 100 (80+20)


Study of Urdu Novel

UNIT- I Urdu Novel per magribi AsaratOne long question with altanative carrying 16 marks.

UNIT-II Taraqqi Pasnad NovelOne long question with altanative carrying 16 marks

UNIT-III Taksim-e- Hind our Urdu NavelOne long question with altanative carringh 16 marks.

UNIT-IV Premchand ki Novel NigariGodan, Matn ka MutalaOne long question with altanative carrying 16 marks.

UNIT-V Rajindu Singh Bedi ki Novel NigariEk chadar Meli si - Matn ka MutalaOne long question with altnative carrying 16 marks

Suggested Reading

1. Biswin Sadi Main Urdu Novel - Yusuf Sarmast.2. Urdu Fiction - Al Ahmed suroor3. Novel ki Tanqidi Tareekh - Mohammed Ahsan Faruqi4. Taraqi Pasand Adab - Aziz Ahmed5. Rajinder Singh Bedi - Ek Mutala - Waris Alwi6. Barr-e-Sagir main Urdu Novel - Anwar Pasha7. Premchand ka Tanqidi Mutala - Qamar Raees.

474


Paper-II

Full Marks- 100 (80+20)


Study of Urdu Short Story

UNIT- I Afsane ke Mukhtalif RujhanaatOne long question with altnative carrying 16 marks

UNIT-II Rumanaw AfsanaOne long question with altanative carrying 16 marks

UNIT-III Taraqqi Pasand AfsanaOne long question with alternative carrying 16 marks

UNIT-IV Azadi ke baad Urdu AfsanaOne long question with altenative carrying 16 marks.

UNIT-V 1. Kafan, Premchand2. Mahalaxmi ka Pul - Krishn Chander3. Chothi ka Joda - Ismat Chugtai4. Anandi - gulam AbbasOne long question with altanative carrying 16 marks

Suggested Reading

1. Urdu Fiction - Al Ahmed Suroor2. Kahani ke Panch Rang - Shamim Hanafi3. Naya Afsana - Waqar Azim4. Fan-e- Afsana Nigari - Waqar Azim5. Urdu Afsana, Riwayat our Masail. Gopi Chand Narang6. Afsan-e-ki Himayat Main Shamsur Rehman Faruqi

475


Paper-IV

These shall be one Dissestation or Project work carrying 100 marks.


Paper-III

Full Marks- 100 (80+20)


Study of Urdu DramaUNIT- I Dram-e ka fan aur Iqsaam

Urdu main Drame ka Agaz -o-irteqa one long question withalternative carrying 16 marks.

UNIT-II Khana Jangi - Prof. Mohammed MujibOne long question with altanative carrying 16 marks.

UNIT-III Silver King - Aga Hasr Kashmiri one long question withalternative carrying 16 marks.

UNIT-IV Anar Kali - Imtiyaz Ali Tajlong question with alternative carrying 16 marks.

UNIT-V Kuhre-ka-chand - Mohammed HasanOne long question with alternative carrying 16 marks

Suggested Reading

1. Urdu Drama - Ishrat Rehmani2. Drama Fan aur Riwayat - Mohammed Shahid Husain3. Drama Riwayat aur Fan - Atya Nishat.4. Lucknow ka Awami Stage - Masood Hasan Rizwi Adeeb5. Lucknow ka shahi stage - Masood Hasan Rizwi Adeeb

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