Bachelor of Arts (B.A.)

Syllabus Choice Based Credit System (CBCS) 2018-2021

FAKIR MOHAN AUTONOMOUS COLLEGE, BALASORE CONTENTS

Page No Ability Enhancement Compulsory Course (AECC) English 7 Odia 8 Hindi 10 Sanskrit 11 Urdu 12 Environmental Science 13 Skill Enhancement Course (SEC) Economics 15 History 17 Odia 19 Political Science 20 Sanskrit 23 Generic Elective (GE)/ Core Course (CC)/ Discipline Specific Elective (DSE) Anthropology 24 Economics 59 Education 89 English 155 Geography 174 Hindi 201 History 221 Odia 255 Philosophy 271 Political Science 289 Psychology 327 Sanskrit 379 Sociology 400 Statistics 435 Urdu 457 Semester - Wise Distribution of Papers

Semester Core AECC AEEC DSE Generic Course (Comp) Elective Discipline Spective Elective (14) (2) Skill based (2) Elective (4) (4)

I Core I MIL for GE-1 350 Marks Marks 100 Comm Paper-I 4 Papers Core II Eng Marks-100 Marks 100 Odia Hindi Sanskrit Urdu Marks 50 II Core III Env. Sc. GE-1 350 Marks Marks 100 Marks 50 Paper-II 4 Papers Core IV Marks-100 Marks 100

III Core V 100 SEC-I GE-2 450 Marks Core VI 100 Marks 50 Paper-II 5 Papers Core VII 100 Marks-100

IV Core VIII 100 SEC-2 GE-2 450 Marks Core IX 100 Marks 50 Paper-2 5 Papers Core X 100 Marks-100

V Core XI 100 DSE-I 400 Marks Core XII 100 Marks 100 4 Papers DSE-II Marks 100

VI Core XIII 100 DSE-III 400 Marks Core XIV 100 Marks 100 4 Papers DSE-IV Project 100 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 four questions= 25 marks Semester I Ability Enhancement Compulsory Course (AECC-I) ENGLISH (Arts) F.M- 50 (40+10)

This course aims at enhancing the English Language proficiency of undergraduate students in Humanities and preparing them for the academic, social and professional expectations during and after the course. The course will help develop academic and social english competencies in Speaking, Listening, Reading, Writing, Grammar and Usage. 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, Knowledge of Literary Texts. Candidates shall have to attempt one question carrying 7.5 marks from the prescribed Prose text and 3 questions carrying 2.5 marks each from the prescribed 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. Stevenson 3. On the Rule of the Road : A.G. Gardiner 4. 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, Uphill Unit-II: Writing Skill - Writing a Report, Making Notes, Expanding an Idea / Paragraph, CV / Resume, Information Transfer. The candidates shall have to answer 2 questions carrying 7.5 marks each Unit-III: Grammar and Usage : Sentence (Simple, Complex , Compound), Clause (Noun, Adjective, Adverb), Phrasal Verbs, Modals, Preposition, Subject - Verb Agreement, Common Errors. Candidates shall have to answer 10 objective questions carrying 1 mark each.

7 Semester-I Ability Enhancement Compulsory Course (AECC-I) \lZûa¡ðK aû¤ZûcìkK _ûVýKâc MIL Communications - Odia ù~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 50ö iìP^û : Gjò _ûVýKâcUò ùcûU 50 ^é ö @ûbý«eúY cû^ ^ò‰ðd _ûAñ 10 ^é Gaõ ùicòÁûe _eúlû ^òcù« 40 ^é ejòa ö cìfý aòbûR^ _¡Zò : _ûVýKâcUòùe _ûUò GKK / dê^òUþ ejòa ö _â[c GKK / dê^òUþeê ùKak Internal Examinationùe _âgÜ @ûiòa ö @^ý ·eòùMûUò GKKeê ùicòÁûe _eúlûùe _âgÜ @ûia ö Internal Examinationùe \êAùMûUò iõlò¯ _âgÜe Ce ù\aûKê ùja ö 5 ¨2 = 10 ^é ùicòÁûe _eúlû ^òcù« \ßòZúd, ZéZúd, PZê[ð I _c ·eòùMûUò GKK / dê^òUþeê 4Uò _âgÜ @ûiòa ö ùi[ôeê 2Uò \úNð_âgÜ KeòaûKê ùja - 12 ¨ 2 = 24 ^é ö 4Uò iõlò¯ _âgÜ @ûiòa ö ùi[ôeê 2Uò iõlò¯ _âgÜe Ce ù\aûKê ùja ö - 4 ¨2 = 8 ^é ö 12Uò @Zò iõlò¯ _âgÜ @ûiòa ö ùi[ôeê 8Uò @Zò iõlò¯ _âgÜ - 1 ¨ 8 = 8Uò e Ce ù\aûKê ùja

8 iaòùgh _ûVýiìP^û

_ûVý aòhd - ù~ûMûù~ûMe eúZò / bõMú I cû¤c 1c GKK : ÊMZ K[^ I iûõkû_òK bõMú / iûjòZý cû¤c I ù~ûMûù~ûM 2d GKK : \kMZ @ûùfûP^û I ZKð aòZKð 3d GKK : iûlûZKûe 4[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 / Aeù^Uþ) ijûdK Mâ^ÚiìPú : 1. fòL^Kkû I _âùdûMòK aýûKeY - @Rd Kêcûe cògâ, KfýûYú _aäògið - KUK 2. _âûùdûMòK IWÿò@û bûhû - IWÿògû eûRý _ûVý_êÉK _âYd^ I _âKûg^ iõiÚû 3. g±e @ûKûg I \égýe \òMþakd - eaò gZ_[ú, KUK 4. iõù~ûM @^êaò]ô / aýajûeòK IWÿò@û bûhû I _âùdûMûcôK aýûKeY iù«ûh Zòâ_ûVú, ^ûk¦û, KUK 5. iûeÊZ iûlûZþKûe - aòRdû^¦ iòõj, aò\ýû_êeú, KUK 6. i´û\ I iû´û\òKZû - P¦âùgLe cjû_ûZâ ö IWÿògû _ûVý_êÉK _âYd^ I _âKûg^ iõiÚû, bêaù^gße 7. aûYòRòýK _Zâûakú - Ké¾PeY ùaùjeû - ù`âŠiþ _aäògið, KUK 8. IWÿò@û _âKûg^ I _âiûeYe AZòjûi - gâú]e cjû_ûZâ, Mâ^Úc¦òe, KUK

9 Semester - I Ability Enhancement Compulsory Course (AECC-I) MIL-Hindi

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

Unit - I Yee

Unit - II efnvoer keÀer JeCe& J³eJemLee - mJej SJeb J³ebpeve ÒekeÀejYeso mJej - (ÛmJe, oerIe& Deewj meb³egkeÌle) J³ebpeve - (mHeme&, DeblemLe, T

Unit - III efnvoer J³eekeÀjCe Deewj mebcÒes

Unit - IV Meyo Megef×, JeekeÌ³eMegef×, cegneyejs Deewj ueeskeÀesefkele³eeB

Unit - V efnvoer mebcÒes

mene³ekeÀ ûevLe 1. DeeOegefvekeÀ efnvoer J³eekeÀjCe Deewj j®evee - yemegosJe vebove Òemeeo 2. Òe³eesefiekeÀ efnvoer [eb ieg. ce. Keeve - meyevece yegkeÀ äesj, keÀìkeÀ 3. Òe³eespeve cetuekeÀ efnvoer - kewÀueeme ®ebvê Yeeefì³ee

10 Semester - I Ability Enhancement Compulsory Course (AECC-I)

MIL-SANSKRIT

1. M.I.L. Sanskrit 40marks (Term end 40+ 10 mid term) 2. Section “A” Uparishad - Kathaponishad Unit I III Valli 10marks Section “B” Gita Sankhya Joga Unit II Sthita Pranjya Lakshyana 10marks Verse No 53 to72 Section “C” Translation 20marks Unit III Translation from Odia / English to Sanskrit. 4 sentences to be answeredout of 6 asked Unit I Upanished Kathaponishad - 3rd Valli, ‘Kah Atmanah’ Adhikari Long question 1 10marks Books Recommended 1. Kothaponishad - Dr. Niranjana Pati - Viday puri 2. Kothaponishad - Gita Press - Gorakhpur. 3. Kothaponishad - Dr. H.K. Satapathy - Kitab Mahal Unit II Gita Sankhya Yoga Sthita Pranjya Lakshayana (V 53 - to 72) Long question 1 10marks Books Recommended 1. Gita - of Gita Press. Gorakhpur Unit III Translation 20marks Translation from Odia / English to Sanskrit (4 sentences out of six sentences)

11 Semester - I Ability Enhancement Compulsory Course (AECC-I)

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.

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

Unit 1 : Introduction to environmental Studies and Ecosystem Scope and importance of environmental studies. What is ecosystem? Structure and function of ecosystem; Energy flow in an ecosystem : Food Chains, Food websand ecological succession. Study of the ecosystem (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 alternate energy source.

Unit 3 : Biodiversity Conservation and Environmental issues Level 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 of Rajasthan)

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

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

Suggested Readings 1. Sharma, P.D. Ecology & Environmental Biology 2. Dash, M.C. Fundamental of Ecology 3. Rana, S.V.S. Environmental Studies

14 Semester-III Skill Enhancement Compulsory Course (SECC) ECONOMICS Banking and Finance Paper-I F. M.- 50 (40+10)

INTRODUCTION Opening 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 banking sector. Understanding, anticipating and managing risk and being viable have become important, Banks have become aware of each other and the possible impact their actions can have on the market. Need for taking well informed decisions on product pricing 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 of transaction has increased. Banks are able to centralize the documentation and processing of post sanction procedures in credit. Slowly and steadily branches have become 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-I Basic of Banking, Basic of Banking Skills, Basic Principles of Banking, Structure of Indian Banking System. Unit-II Function of Banks: . Indian Banking: Recent Trends . e. banking . KYC norms

15 Unit-III Various types of bank accounts, deposits and products offered by the bank, Procedure for account opening, operation and closing of accounts, various types of customers and operations of their accounts and Loan against deposits. Unit-IV Writing of a cheque, crossing a cheque, Banker’s cheque, Basic information on cheque, Bank Draft with drawal and deposit.

Travelers cheque, transaction through Automated Teller Machine (ATM), Core Banking, Net Banking, RTGS and NEFT. Unit-V Financial System: Meaning, constituents, functions and importance of financial system, money market and capital market, micro finance.

16 Semester III Skill Enhancement Compulsory Course (SECC) HISTORY Understanding Heritage Paper-I F. M.- 50 (40+10)

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

Unit - I : Defining Heritage 1. Meaning of ‘antiquity’ 2. Archaeological sites 3. Tangible heritage 4. Intangible heritage and art treasures Unit - II : Evolution of Heritage - Legislation and the Institutional Framework 1. Conventions and Acts - national and international Heritage 2. Heritage related government departments 3. Museums, regulatory bodies etc. 4. Conservation Initiatives Unit - III : Challenges facing Tangible and Intangible Heritage 1. Development of Heritage Sites 2. Antiquity smuggling 3. Conflicts (to be examined through specific case studies) Unit - IV : Heritage and Travel 1. Viewing Heritage Sites 2. The relationship between cultural heritage, landscape and travel and recent trends 3. Management of Heritage sites

17 Unit - V : World Heritage Monuments 1. Tajmahal 2. Red Fort 3. Golden temple at amritsar 4. Sun temple at Konark

Reading List

1. David Lowenthal, Possessed By the Past : The Heritage Crusade and The Spoils of History, Cambridge, 2010 2. Layton, R.P. Stone and J. Thomas. Destruction and Conservation of Cultural Property. 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 and International Conventions). New Delhi : INTACH, 1999. Acts, Charters and Conventions 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

18 Semester III Skill Enhancement Compulsory Course (SECC) ODIA Paper-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 _ûUò 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 4Uò dê^òUþ aògòÁ ùjûA @^êÂòZ ùja ö _eúlû _~ðýûd Kâc I _ûV ù~ûR^û ZéZúd _~ðýûd : SEC-I _â[c _Zâ : aòmû_^ Kkû I bûhû iûjòZý 1. aòmû_ê iõmû Êeì_ I _eòie 2. aòmû_ê _eµeû I AZòjûi 3. aòmû_ê flý I _âKûe 4. aòmû_ê Kkû I ùKøgk 5. aòmû_ê bûhû I @ûA^MZ \òM PZê[ð _~ðýûd : SEC-2 \ßòZúd _Zâ : i´û\ I iûjòZý, i´û\e bûhû 1. i´û\e _eòbûhû I _eòie 2. i´û\e _âKûe I C_ù~ûMòZû 3. i´û\ iõMâje _¡Zò, _âÉêZò I _eòùahY 4. eì_KûcôK eP^û (`òPe) iûõÄéZòK I iûcûRòK É¸eP^û, iõ_û\Kúd `Ÿð 5. i´û\ I iûjòZý, i´û\e bûhû

19 Semester-III Skill Enhancement Compulsory Course (SECC) POLITICAL SCIENCE Legislative Practices and Procedures Paper-I F. M.- 50 (40+10)

Course Objective: To acquaint the students broadly with the legislative process in India at various levels, introduce them to the requirements of peoples’ representatives and provide elementary skills to be part of a legislative support team and expose them to real life legislations work. These will be to understand complex policy issues, draft new legislative, track and analyse ongoing bills, make speeches and floor statements, write articles and press releases, attend legislative meetings, conduct meetings with various stakeholders, monitor media and public developments, manage constituent relations and handle inter-office communications. It will also deepen their understanding and appreciation of the political process and indicate the possibilities of 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

20 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, Centre for 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 of Accountability’, Democracy, Governance and Human Rights, Programme Paper Number 23, United Nations Research Institute for Social Development, Available at: Http://www.unrisd.org/UNRISD/website/document.nsf/ 240da49ca46a53f80256b4f0052f245/8e6fc72d6b546696c1257123002fcceb/ SFILE/KapMeht.pdf.,Accessed: 19.04.2013. 5. O. Agrawal and T. Somanathan, (2005), ‘Public Policy Making in India: Issues and Remedies’, Available at:

21 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’, Journal of Democracy, Vol. 18(2), pp. 70-83. 7. K. Sanyal, (2011), Strengthening Parliamentary Committees PRS, Centre for Policy 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 Parliamentary Affairs, 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 Rajya Sabha, Available at: http://rajyasabha.nic.in/rsnew/publication_electronic/parl_procedure2009.pdf, Accessed: 19.04.2013.

22 Semester-III Skill Enhancement Compulsory Course (SECC) Sanskrit Paper-I F. M.- 50 (40+10)

Ethics in Sanskrit Literature

Unit-I Short Sanskrit Essay (any one) 10 marks Upamakahidasasya, 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 marks Kalidasa, Bharabi, Bhababhuti, Banavatta, Sriharsha, Panchatantra (On any one topic)

Books Recommended 1. Sanskruta Prabandham- Prof. Gopinath Mohapatra 2. Avigyana Sakuntalam- Prof. Gopinath Mohapatra 3. History of Sanskrit Literature- Prof. Gopinath Mohapatra

23 ANTHROPOLOGY Semester - I Core Course - I Introduction to Biological Anthropology

Unit-I History and development of understanding human variation and evolutionary thought, 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 theory of 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 Biological Anthropology, aim, scope and its relationship with allied disciplines. (relationship with human biology, palaeontology, geology, ecology, ergonomy, sports anthropology 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 evolution 1. Classification and characteristics of living primates- Classification of animal kindgom, characteristics of mammals, characteristics of primates, characteristics of prosimis, tre-shrew, lemur, loris, tarsier. New World Monkeys and Old World Monkeys Anthropoid apes- gibbon, orangutan, chimpanzee and gorilla. 2. Comparative anatomy between man and ape. 3. Social behaviour of non human primates.

24 Unit-IV Great divisions of humanity 1. 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 division 2. Principles in human genetics, Mendel’s Laws of inheritance and its application to man. (Monohybrid and dihybrid cross)

Practical Somatometry 1. Maximum head length 2. Maximum head breadth 3. Minimum frontal breadth 4. Maximum bizygomatic breadth 5. Bigonial breadth 6. Nasal height 7. Nasal length 8. Nasal breadth 9. Physiognomic facial height 10. Morphological facial height 11. Physiognomic upper facial height 12. Morphological upper facial height 13. Head circumference 14. Stature 15. Sitting height 16. Body weight Somatoscopy 1. 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 Physical Anthropology. 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.

25 Semester - I Core Course - II

Introduction to Socio-Cultural Anthropology

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

Unit-II

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

Unit-III

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

Unit-IV

Social organisation (nature, characteristics), Social structure (meaning, definition and elements of social structure), Social function (concept of social function, latent and 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 and historical methods.

26 Practical Methods and Techniques of Social Anthropology : The practical will include the following techniques and methods in collection of data in Social Anthropology 1. Observation 2. Interview 3. Questionnaire and Schdule 4. Case study 5. 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 : Routledge 8. Lang G. (1956). ‘Concept of Status and Role in Anthropology : Their Definitions and Use. The American Catholic Sociological Review. 17(3) : 206-218 9. o’ reilly K. (2012). Enthnographic Methods. Abingdon : Routledge. 10. Parsons T. (19968). The Structure of Social Action. New York : Free Press 11. 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 - II Core 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 and Drawings of the tool Types 1. Core Tool Types 2. Flake Tool Types 3. Blade Tool Types 4. Microlithic Tool Type 5. 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, Humanities Press. 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 - II Core 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 from Asia, Europe and Africa: Distribution, features and their phylogenetic status. Unit-III The origin of Homo sapiens: Fossil evidences of Neanderthals and Archaic Homo sapiens 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, pelvic gridle, vertebral column and foot). Social and behavioural changes.

Practical (any two) 1. Craniometry : Maxmum cranial length Maximum cranial breadth Maximum bizygomatic breadth Maximum frontal breadth Minimum frontal breadth Nasal Height Nasal breadth Bi-mastoid breadth Greatest occipital breadth Upper facial height Craninal index Nasal index 2. Osteometry : Measurements of long bones: lengths, minimum / least circumference and caliber index 3. Indentification of casts of fossils of family hominidae: Drawing and comparison of characteristics.

30 Suggested Readings 1. Buettner-Janusch, J. (1966). Origins of Man : Physical Anthropology. John wiley & 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 Private Limited, New Delhi. 5. Seth P.K. and Seth S. (1986). The Primates. Northern Book Centre, New Delhi. 6. Singh I. P. and Bhasin M.K. (1989). Anthropometry : A Laboratory Manual on Biological Anthropology. Kamla-Raj Enterprises, Chawri Bazar, Delhi. 7. Standford C.; Allen J.S. and Anton S.C. (2012). Biological Anthropology : The Natural History of Mankind. PHI Learning Private Limited, New Delhi. 8. Swindler D.R. (2009). Introduction to the Primates. Overseas Press India Pvt. Ltd., New Delhi.

31 Semester - III Core Course - V

Tribes and Peasants in India

Unit-I Definition and Concept of Tribe, Problems of nomenclature, Distribution and Classificationi; Features of tribes in India. Unit-II Tribes and wider World The history of tribal administraion; Constiturional safeguards; Draft National Tribal Policy. Unit III Issue of acculturation assimilation and integration; Impact of development schemes and programme on tribal life. Unit-IV Anthropological concept of village: The concept of peasantry; Approaches to the study of peasants - economic, political and cultural. Characteristics of Indian village: social organization; economy and changes, Caste system and its changes in the Indian 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 the ethnographies (as listed below) and prepare a report based upon it. The report should clearly link up the study with the concept of tribe and peasantry and delineate clearly 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 - III Core 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 House Effect and Environmental Pollution; Effects of Development Projects and Processes on Environment. Environmental Policy in India. Unit-III Adaptation to various ecological stresses: heat, cold and high altitude; Ecological rules 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-state societies; Hunting and food gathering, Pastoralism, Shifting cultivation and Agriculture and peasantry. Unit-V Ecological themes of state formations: Neolithic revolution, Hydraulic Civilization, Impact of urbanization and industrialization on Man.

Practical Biological Dimensions Size and Shape Measurements 1. Stature 2. Sitting Height 3. Body Weight 4. Total Upper Extermity Length

34 5. Total Lower Extermity Length 6. Nasal Breadth 7. Nasal Height Size and Shape Indices (Any two) 1. Body Mass Index 2. Ponderal Index 3. Relative Sitting Height 4. Relative Upper Extermity Length 5. Relative Total Lower Extremity Lenght 6. Nasal Index Cultural Dimensions 1. 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 and physical 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 - III Core Course - VII

Biological Diversity in Human Populations

Unit-I Concept of Biological Variability; Race, Hardy-Weinberg Law; Sources of Genetic Variation; mutation, genetic drift, parallelism and convergence, adaptive radiation, random mating, Structuring Genetic Variation; gene mutation, chromosomal mutation, delition, duplication, inversion, translocation, ancuploidy and euploidy, Genetic Polymorphism (Serological, ABO, MN, Rh blood groups, Biochemical and DNA Markers). Unit-II Role of Bio-cultural Factors: Human Adaptability Cultural Biology; Bio-cultural factors 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 Demographic Data, 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 urban population, expectation of life, literacy, percapita income, religion profile, language profile, size and growth, Inbreeding and Consanguinity; first cousin marriage, second cousin marriage, result of consanguinity. Biological consequences of inbreeding, Methods of counselling, prescriptive counselling, 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 prints and 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. Himalayan Publishing 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 - IV Core 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 Cultural Tradition.

Unit-III Durkheim and Social integration; Functionalism and Structural-functionalism and British 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 so as 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 research questions and clearly identify the theoretical perspectives from which they are derived. 2. Identification of variables of a study 3. 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 :State University of New York. 2. Barnard A. (2000). History and Theory in Anthropology. Cambridge : Cambridge University. 3. McGee R.J. and Warms R.L.(1996) Anthropological Theories : An Introductory History. 4. Moore M. and Sanders T. (2006). Anthropology in Theory : Issues in Epistemology, Malden, MA : Blackwell Publishing.

39 Semester - IV Core 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 fossil human 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 of growth 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 and under) with special reference to obesity, Kwashiorkor and Marasmus, Assessment of nutritional status.

Unit-V

Human physique and body composition- models and techniques; gender and ethnic differences; 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 arm circumference 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 adiposity indices) and regional adiposity indices (WC, WHR, WHtR) 3. Estimation of body composition (fat percentage and muscle mass) with skinfold thickness 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.) Human Biology of Asian Highland Populations in the global context. 12. Sinha, R and Kapoor S (2009), Obesity: A multidimensional approach to contemporary global issue. Dhanraj Publishers, Delhi.

41 Semester - IV Core 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 and historical methods, techniques of rapport establishment identification of representative 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, data analysis 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 method construction of, Questionnaire, Schedule, Interview, Case study, Life history and Genealogy; data analysis and report writing-Chapterization, preparing a text for submission and publication, concepts of preface, notes (end and foot notes), glossary, prologue and epilogue, appendix, bibliography (annotated) and references cited, 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 of academic fraud and plagiarism, conflicts of interest, authorship and publication. Unit-V: Bio-Statistics Types of variables, presentation and summarization of data (tabulation and illustration). Descriptive statistics- Mesurers of Central Tendency, mean, median mode, Measure of Variation, Skewnessand Kurtosis, Variance and standard deviation. Tests of Inference - Variance ratio test, Student’s ‘t’ tests, Chi-square test, Analysis of variance, correlation, Regretion analysis, Sample size and Power.

42 Practical 1. Construction of Genealogy & Pedigree Analysis. 2. Observation: Direct, Indirect, Participant, Non-participant, Controlled 3. Questionnaire and Schedule, Interview-Unstructured, Structured, Key informant interview, Focussed Group Discussion, and Free listing, pile sorting 4. 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 Medical Ethics 2005; 31 : 419-23. 2. Bernard H.R. Research Methods in Anthropology, Qualitative and Quantitative Approaches. Jaipur : Rawat Publications. 2006. 3. Madrigal L. Statistics for Anthropology. Cambridge : Cambridge University Press. 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 - V Core 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 Kashmir Valley (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, important regions and sites; Tilwara, Bagor, Langhnaj, Bhimbetka, Bdamgarh, Sarai Nahar, Sanganakalu, Teri, chronology with stratigraphic evidences (some important sites of Odisha (Central Odisha, North Odisha) may be discussed on above cultural periods).

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

44 Unit-V Rock art of India Prehistoric Art in India; distribution, reason, location, superimposition, state of preservation, colour and style, dating and significance with special reference to Central India and Odisha.

Practical 1. 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 Readings 1. 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 : Palaka Prakashan. 6. Chakrabarti, D.K. 2001. India : An Archaeological History : Palaeolithic Beginning 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 - V Core Course - XII

Anthropology in Practice

Unit-I: Academic Anthropology Academics and Practitioners: Differences, Structure, Activities, Controversies and Issues: Applied Anthropology, Action Anthropology and Development Anthropology. Unit-II: Role of Anthropology in Development Anthropology and Public Policy, Need Assessment and Community Development, Anthropology of NGO’s, Business Anthropology, Environment and Community Health, Social and economic sustainability, Cultural Resource Management. Unit-III: Future Dynamics in Anthropology Trends in Anthropology; Anthropology of Tourism, Anthropology In Census; Designing And Fashion, Visual Anthropology. Unit-IV: Constitutional prospective of Human Rights Human Rights, Interrelationship of Rights and Duties, Protection and enforcement of Human Rights and Duties, National and Atate Human Rights Commission and other redresal mechanism. Unit-V: Biosocial anthropology in practice Bio-social elements of human development at national and international leel, application of conceptual framework of Forensic Anthropology in judicial settings both criminal and civil, Population Dynamics and relationship between population growth and various aspects of culture such as means of subsistence, kinship, social complexity, social stratification and political organization, Bio-social counselling of an individual or population.

Practical 1. The students will visit a NGO of corporate office or census office in Odisha and its adjoining areas and write principla observations on the same. 2. Write a project on constitutional provisions or evalution of any development project / report.

46 3. Draw a scene of crime and identify the various evidences in a portrayed crime scene. 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 of Chicago Press. 3. Basu, A. and P. Aaby (1998). The Methods and the Uses of Anthropological Demography. 329 pp. Oxford, Claredon Press. 4. Carter A. (1998). Cultural Models and Demographic Behavior. In the Methods and 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 Human Rights. 11 : 150-159. 10. Goodale M. (2009). Human Rights : An Anthropological Reader. Wiley Blackwell. 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 Indian Scenario. Rawat Publications, Jaipur. 14. Kapoor AK (1998). Role of NGO’s in Human Development : A Domain of Anthropology. J Ind Anthrop Soc; 33:283-300. 15. Kapoor AK and Singh D. (1997). Rural Development through NGO’s Rawatm Publications, Jaipur. 16. Klepinger LL (2006). Fundamentals of Forensic Anthropology. Wiley-Liss Publications. 17. Kumar RK and Kapoor AK. (2009). Management of a Primitive Tribe : Role of Development Dynamics. Academic Excellence, Delhi. 18. Mehrotra N and Patnaik SM. (2008). Culture versus Coercion : The Other Side 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 the Academy. Publishing Lynne Reinner. 21. Patnaik SM (1996). Displacement, Rehabilitation & Social Change. Inter India Publications, New Delhi 22. Patnaik SM (2007). Anthropology of Tourism : Insights from Nagaland. The Eastern Anthropologist. 60(3&4):455-470 23. Srivastav OS (1996). Demographic and Population Studies. Vikas Publishing House, India 24. Vidyarthi LP and BN Sahay (2001). Applied Anthropology and Development in India, National Publishing House, New Delhi 25. Vidyarthi LP. (1990). Applied Anthropology in India - Principles, Problems and Case Studies. Kitab Mahal, U.P. 26. Vidyarthi V (1981). Tribal Development and its Administration. Concept Publishing

48 Semester - VI Core Course - XIII

Forensic Anthropology

Unit-I

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

Unit-II

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

Unit-III

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

Unit-IV

Forensic Haemogenetics: Pattern of blood splashes, Identification of blood stains and 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 the Human Skeleton. Columbia : Special Publications Missouri Archaeological Society. 2. Black S. and Ferguson E. (2011). Forensic Anthropology 2000 to 2010. CRc Press, London. 3. Byers, S.N. (2008). Forensic Anthropology. Boston : Pearson Education LTD. 4. Gunn A. (2009) Essential Forensic Biology (2nd ed). Chichester : Wiley - Blackwell 5. 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. Forensic Odontology, 4: 11-15. 9. Wilkinson, C. (2004). Forensic facial reconstruction. Cambridge University Press.

50 Semester - VI Core Course - XIV

Anthropology of India

Unit-I Origin, History and Deveopment of Anthropology in India, Approaches to study Indian Society and Culture - traditional and contemporary Racial and linguistic elements in Indian population Understanding 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 market economy on villages; Tribal situation in India - biogenetic variability, linguistic and socio-economic characteristics; Problems of tribal peoples, land-alienation, indebtedness, lack of educational facilities, shifting-cultivation, migration, forests and tribal unemployment, health and nutrition, tribal movement and quest for identity Unit-III Developmental projects-tribal displacements and rehabilitation problem; Impact of culture-contact, urbanization and industrialization on tribal and rural Population. Unit-IV Basic concepts - Great tradition and little tradition, sacred complex, Universalization and 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 Other Backward Classes. Constirutional Provisions for the Scheduled caste and scheduled tribes, Evaluation and development of Indian Population; Human rights, protection and enforcement of human rights, emerging trends of human rights with respect to terrorism, globalization and environment.

51 Practical 1. Identify various traits/variables which can be used in racial classification and comment 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 minimum of 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 Modern India. 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 - An Investigation of Biological variability in Ecological, Ethno-economic and Linguistic 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 and systems; exercise, respiratory system and haemodynamics (blood pressure, pulse rate, heart rate and oxygen - transporting system, blood flow, Hb, heamatocrit etc).

Unit-II

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

Unit-III

Cardio-vascular and respiratory endurance, physical working capacity and physical fitness-evaluation of response and assessment; relationship of body measurements with cardio-vascular and respiratory functions, aerobic and anaerobic 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-respiratory functions; 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 estimation 4. Step-test 5. 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 and Application to Fitness and Performance. McGraw-Hill. 3. Sherwood L. (2008). Human Physiology : From Cells to Systems. Brooks Cole. 4. Case RM. (1985). Variations in Human Physiology. Manchester University Press. 5. Vander AJ, Sherman JH ad Dorothys L. (1978). Human Physiology : The Mechanisms of Body Functions. Mc Graw-Hill Education. 6. Nageswari KS and Sharma S. (2006). Practical workbook of Human Physiology. Jaypee Brothers, Medical Publisher. 7. Wildmaier EP, Raff H, Strang KT. (2014). Vander’s Human Physiology : The Mechanisms 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 sacrality of ecological adaptation and socialness. Unit-II Economic institutions: Principles of production, distribution and consumption in simple and complex societies; critical examination of relationship between economy and 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 and stateless societies; law and justice in simple and complex societies. Unit-IV The prospects for democracy and tolerance among and within the world’s diverse civilizations; the meanding and sources of identity in complex contemporary societies; the origins of modern politics, its institutions, and cultures, both Western and non-western. Unit V Interrelationship between religion, politics and economy; religious conversion and movements, 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 in religious sociology. New York : Macmillan. 2. Benedict A. (2006). Imagined Communities : Reflections on the Origin and Spread of Nationalism. Verso 3. Gledhill J. (2000). Power and Its Disguises : Anthropoligcal Perspectives on Politics. 2nd ed. London : Pluto Press. 4. Ellis F. (2000). A framework for livelihood analysis. In Rural Livelihoods and Diversity 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 : Behavioral experiments in 15 small-scale societies. Behavior and Brain Science. 28(6) : 795-815; 6. Henrich J. (2002). Decision-making, cultural transmission, and adaptation in economic anthroplogy. In : J. Ensminger (Ed.), Theory in Economic Anthropology (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, environmental effects on physical performance: effect of heat stress, cold stress and high altitude on 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, space and society. an integrated bio-behavioural perspective towards food preference.

Practical (Any two)

1. Each student is to record dietary intake of household members belonging to three households and calculate intake of different nutrients consumed. 2. Nutritional Anthropometry (For assessment of Grade of Malnutrition) (i) Wt for age, (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 Anthropology 21:143-170. 2. Brughart R. (1990). The Cultural Context of Diet, Disease and the Body. In Diet and Disease in Traditional and Developing Societies. GA Harrison and JCWaterlow, eds. P.307-325. Cambridge University Press. Cambridge. 3. Rozin P. (1987). Pssychobiological Perspectives on Food Preferences. In Food 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 Nutritional Anthropology. 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 - VI Paper-IV

PROJECT

58 ECONOMICS Semester - I/III Generic Elective (GE) Paper-I

Introductory Microeconomics

Course Description This course is designed to expose the students to the basic principles of microeconomic theory. The emphasis will be on thinking like an economist and the course will illustrate how microeconomic concepts can be applied to analyze real-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 to distribute 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; how price allocate resources; elesticity and its application; controls on prices; taxes and the costs of taxation; consumer surplus; producer surplus and the efficiency of the markets. Unit-III: The Households The consumption decision - budget constraint, consumption and income / price changes, demand for all other goods and price changes; description of preferences (representing preferences with indifference curves); properties of indifference curves; consumer’s optimum choice; income and substitution effects; labour supply and 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 costs and output decisions; costs and output in the long run; Monopoly and anti-trust policy; government policies towards competition; imperfect competition.

Unit-V: Input Markets Labour and land markets - Basic concepts (derived demand, productivity of an input, 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.

Readings 1. 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/IV Generic Elective (GE) Paper-II Introductory Macroeconomics

Course Description This course aims to introduce the students to the basic concepts of Macroeconomics. Macroeconomics deals with the aggregate economy. This course discusses the preliminary concepts associated with the determination and measurement of aggregate macroeconomic variable like savings, investment, GDP, money and inflation. Unit-I: Basic Concepts Macro vs. Micro Economics; Why Study Macroeconomics ? Concepts of macroeconomics : 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 factor cost; Personal Income and Disposable personal Income; Real and Nominal GDP Unit-II: Measurement of Macroeconomic Variables Output, Income and Expenditure Approaches; Difficulties of Estimating National Income; Circular Flows of Income in 2, 3 and 4-Sector; economies; National Income and Economic Welfare; Green Accounting. Unit-III: Money Functuions of Money, Quantity Theory of Money - Cash Transactions, Cash Balances and Keynesian Approaches, Value of Money and Index Number of Prices, etermination of money supply and demand, Credit creation, Tools of Monetary Policy. Unit-IV: Inflation, Deflation, Depression and Stagflation Infltion - Menaing, Causes, and Anti-Inflationary Measures; Inflation and its social costs, hyperinflation, Classical, Keynesian, Monetarist and Modern Theories of Inflation, 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 and Employment with and without saving and Investment; The Keynesian System - Basics of Aggregates Demand & Aggregate Supply. The Principle of Effective Demand; Income Determination in a Simple 2 - Sector Mode; Consumption, Saving, Investment Functions; The Simple Investment Multiplieer; IS-LM Model; Fiscal and Monetary Multiplier.

Readings 1. 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 Shapiro 5. D N Dwivedi

62 Semester - I Core Course - I Introductory Microeconomics

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 to distribute 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; how price allocate resources; elesticity and its application; controls on prices; taxes and the costs of taxation; consumer surplus; producer surplus and the efficiency of the markets. Unit-III: The Households The consumption decision - budget constraint, consumption and income / price changes, demand for all other goods and price changes; description of preferences (representing preferences with indifference curves); properties of indifference curves; consumer’s optimum choice; income and substitution effects; labour supply and 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 costs and output decisions; costs and output in the long run; Monopoly and anti-trust policy; government policies towards competition; imperfect competition.

63 Unit-V: Input Markets Labour and land markets - Basic concepts (derived demand, productivity of an input, 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.

Semester - I Core Course - II Methematical Methods For Economics I Course Description This is the first of a compulsory two-course sequence. The objective of this sequence is to transmit the body of basic mathematics that enables the sutdy of economic theory at the undergraduate level, specifically the courses on microeconomic theory, macroeconomic theory, statistics and econometrics set out in this syllabus. In this course, particular economic models are not the ends, but the means for illustrating the method of applying mathematical techniques to economic theory in general. The level of sophistication at which the material is to be taught is indicated by the contents of the prescribed text book. Unit-I: Preliminaries Sets and set operations; relations; functions and their properties; Number systems Unit-II: Functions of one real variable Types of functions - constant, polynomial, rational, exponential, logarithmic; Graphs and 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 and differentiability 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 and partial fractions. Define integral & its properties. Economic applications of Integrals Producer’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, solution to 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 Mathematical Economics, McGraw Hill International Edition. 3. T. Yamane (2012) : Mathematics for Economists, Prentice-Hall of India.

65 Semester - II Core Course - III Introductory Macroeconomics

Course Description This course aims to introduce the students to the basic concepts of Macroeconomics. Macroeconomics deals with the aggregate economy. This course discusses the preliminary concepts associated with the determination and measurement of aggregate macroeconomic variable like savings, investment, GDP, money and inflation. Unit-I: Basic Concepts Macro vs. Micro Economics; Why Study Macroeconomics ? Concepts of macroeconomics : 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 factor cost; Personal Income and Disposable personal Income; Real and Nominal GDP Unit-II: Measurement of Macroeconomic Variables Output, Income and Expenditure Approaches; Difficulties of Estimating National Income; Circular Flows of Income in 2, 3 and 4-Sector; economies; National Income and Economic Welfare; Green Accounting. Unit-III: Money Functuions of Money, Quantity Theory of Money- Cash Transactions, Cash Balances and Keynesian Approaches, Value of Money and Index Number of Prices, etermination of money supply and demand, Credit creation, Tools of Monetary Policy. Unit-IV: Inflation, Deflation, Depression and Stagflation Infltion - Menaing, Causes, and Anti-Inflationary Measures; Inflation and its social costs, hyperinflation, Classical, Keynesian, Monetarist and Modern Theories of Inflation, 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 and Employment with and without saving and Investment; The Keynesian System - Basics of Aggregates Demand & Aggregate Supply. The Principle of Effective Demand; Income Determination in a Simple 2 - Sector Mode; Consumption, Saving, Investment Functions; The Simple Investment Multiplieer; IS-LM Model; Fiscal and Monetary Multiplier.

Semester - II Core Course - IV Mathematical Methods For Economics-II Course Description This course is the second part of a compulsory two-course sequence. This part is to be taught in Semester II following the first part in Semester I. The objective of this sequence is to transmit the body of basic mathematics that enables the study of economic theory at the undergraduate level, specifically the course on microeconomic theory, macroeconomic theory, statistics and evonometrics set out in this Syllabus. In this course, particular economic models are not the ends, but the means for illustrating the method of applying mathematical techniques to economic theory in general. The level of sophistication at which the material is to be taught is indicated by the contents of the prescried textbook. Unit-I: Input-Output Analysis & Differential Equation Input-Output Model : Basic concepts and structure of Leontief’s open and static Input-Output model; solution for equillibrium output in a three industry model; The closed model.

67 Differential equation : First order non-linear differential equation - variable separable case, Homogeneous coefficients, Exact differential equation. First order linear differential equation with constant coefficient and constant term, Second order differential equation with constnat coefficient and constant term. Application Domar’s Capital Expansion Model. Unit-II: Second and higher order derivatives Technique of higher order differentiation; Interpretation of second derivative; Second order 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; Total derivatives; Derivatives of implicit functions. Unit-IV: Single and multivariable optimization Optimum values and extreme values; Relative maximum and minimum; Necessary versus sufficient conditions - First and Second derivative tests; Economic applications thereof, First and Second order condition for extremum of multivariable functions; 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; The Bordered Hessian determinant. Differences and Difference Equation, Solution of a difference equation : First order liner difference equation, First order non-liner difference equation, Second order liner difference equation with constant coefficient, Application : Cobweb Model.

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

68 Semester - III Core Course - V Microeconomics - I

Course Description The course is designed to provide a sound training in microeconomic therory to formally analyze the behaviour of individual agents, Since students are already familiar with the quantitative techniques in the previous semesters, mathematical tools are used to facilitate understanding of the basic concepts; this course looks at the behaviour of the consumerand the producer and also covers the behaviour of a competitive firm Unit-I: Consumer Theory I Economic Models : Theoretical Model, Verification of Economic Model, General Feature of Economic Model, Development of Economic Theory of Value, Modern Developments; Perferences and Utility : Axioms of Rational Choice, Utility, Trades and Substitutions, The Mathematics of Indifference Curves, Utility Fucntions for Specific Preferences, The Many-Good case; Utility Maximization and Choice : The two-good case (Graphical Analysis), The n-good case, indirect uitlity function, The lump sum principle, expenditure Minimization, properties of expenditure function. Unit-II : Consumer Theory-II Income and substitution effects : Demand functions, changes in income, changes in a good’s price, the individual’s demand curve, compensated (Hicksian) demand curves and functions, demand elasticities, consumer surplus; demand relationships 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 implicit prices 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 to scale, four simple production functions (linear, fixed proportions, cobb-douglas, CES), Technical progress.

69 Unit-IV: Cost Functions Definition of costs, Cost functions and its properties, shift in cost curves, cost in the short-run and lon-run, long-run versus short-run cost curves, production with two- 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 maximization and input demand-single-input case and two-input case.

Readings 1. 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). The Work book by Varian and Bergstrom may be used for problems.

Semester - III Core Course - VI Macroeconomics - I

Course Description This course introduces the students to formal modelling of a macro-economy in terms of analytical tools. It discusses various alternative theories of output and employment determination in a closed economy in the short run as well as medium run, and the role of policy in this context. It also introduces the students to various theoretical issues related to an open economy. Unit-I: Consumption Function Consumption - Income relationship, propensities of consume and the fundamental psychological law of consumption; implications of keynesian consumption function; factors influencing consumption function; measures to raise consumption function; absolute, relative, permanent and life - cycle hypotheses

70 Unit-II: Investment Function Autonomous and induced investment, residential investment and inventory investment, determinants of business fixed investment, decision to invest and MEC, accelerator and MEI theories of investment.

Unit-III: Demand for and supply of money Demand for money - Classical, Neoclassical and keynesian approaches, the keynesian liquidity trap and its implications, supply of money - classical and keynesian approaches, The theory of money supply determination and money multiplier, measures of money supply in India.

Unit-IV: Aggregate Demand and Aggregate Supply Derivation of Aggregate Demand and Aggregate Supply Curves in the IS-LM Framework; Nature and Shape of IS and LM curves; Interaction is IS and LM curves and determination of Employment, Output, Prices and investment; Changes in IS and 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 run analysis; adaptive and rational expectations; the policy ineffectiveness Debate; Meaning and characteristics of Trade Cycles; Hawtrey’s Monetary Theory, Hayek’s Over-investment theory and keyne’s views on trade cycles

Readings 1. N. Gregory Mankiw (2010) : macroeconomics, 7th edition, Cengage Learning Indian private limited, 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

71 Semester - III Core Course - VII Statistical Methods For Economics

Course Description This is a course on statistical methods for economics. It begins with some basic conceptsand terminology that are fundamental to statistical analysis and inference. It then develops the notion of probability, followed by probability distrubtions of discrete and continuous random variables and of joint distributions. This is followed by a discussion on sampling techniques used to collect survey data. The course introduces the notion of sampling distributions that act as a bridge between probability theory and statistical inference. The semester concludes with some topics 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; Presentation of Data: frequency distribution; cumulative frequency; graphic and diagrammatic representation of data; Measures of central tendency : mean, median, mode, geometric mean, harmonic mean, their relative merits and demerits; measures of Dispersion : absolute and relative- range, mean deviation, standard deviation, coefficient of variation, quartile deviation, their merits and demerits; measures of skewness and kurtosis. Unit-II: Correlation Analysis Correlation: Scatter diagram, simple correlation coefficient - Karl Pearson’s correlation 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 square method) and regression coefficients - their interpretation and properties, standard error of estimate.

72 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 (equations of first and second degree only), measurement of seasonal component; Index numbers : concept, price relative, quantity relative and value relative; Laspeyer’s and Fisher’s index, family budget method, problems in construction and limitations of 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 using area 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, Delhi 3. Murray R. Speigel () : Theory & Problems of Statistics, Schaum’s publishing Series.

73 Semester - IV Core Course - VIII Microeconomics - II

Course Description This course is a sequel to Microeconomics 1. The emphais will be on giving conceptual clarity to the student coupled with the use of mathematical tools and reasoning. It covers Market, general equilibrium and welfare, imperfect markets and 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 graphical analysis, mathematical model of market equilibrium, long-run analysis : Long-run equilibrium-constant cost case, shape of the log run supply curve, long run elasticity of supply, comparative statics an analysis of long run equilibrium, producer surplus in the long run, economic efficiency and welfare analysis, price controls and shortages, tax incidence analysis. Unit-II: General Equilibrium and Welfare Perfectly competitive price system, A Graphical model of general equilibrium with two goods, Comparative statics analysis, general equilibrium modelling and factor prices, A methematical model of exchange, A mathematical model of production and exchange, computable general equilibrium models Unit-III: Monopoly Barriers to Entry, profit maximization and output choice, monopoly and resource allocation, monopoly, product quality and durability. price discrimination, second degree 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, capacity constraints, product differentiation, tacit collusion, longer run decisions : investment, entry and exit, strategic entry deterrence, signaling, How many firms Enter? Innovation

74 Unit-V: Labour Markets Allocation of time, A mathematical Analysis of labour supply, market supply curve for labour, labour market equilibrium, Wage variation, monopsony in the labour market, labour union

Semester - IV Core Course - IX Macroeconomics - II

Course Description This course is a sequel to Macroeconomics 1. In this course, the students areintroduced to the long run dynamic issues like growth and technical progress. It also provides the micro-foundations to the various aggregative concepts used in the previous course. Unit-I: Financial Markets and Reforms Features of Financial markets, functions of financial markets, banks and financial markets, adverse selection and moral hazard, risk and supply of credit, the determination of banks Asset portfolio, financial repression and major financial sector reforms in India, Lessons from the Global financial crisis and the policy response in India Unit-II: Open Economy Macroeconomics Balance of payments : concept, equilibrium and disequilibrium, measures to correct disequilibrium, determination of foreign exchange rate - the PPP theory and its implications, fixed vs. flexible exchange rates, The short run open economy model, the basic mundell - fleming model. international financial markets

75 Unit-III: Modelling Economic Growth The Bsic Harrod - Domar Model, Joan Robinson and the Golden Rule of Capital Accumulation, The Basic Solow model, theory of endogenous growth - the rudimentary A-K Model

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

Unit-V: Schools of Macroeconomic Thought and the Fundamentals of Macroeconomic Theory and Policy Classics, Keynes, Monetarists, new classicals and new keynesians : (i) Keynes vs. the classics - Aggregate demand and aggregate supply, underemployment equilibrium and wage price flexibility (ii) Monetarists and friedman’s reformulation of quantity theory, fiscal and monetary plicy : Monetarists vs. keynesians, (iii) The new classical view of macroeconomics and th keynesian countercritique (iv) The new keynesian economics with reference to the basic features of real business cycle models, the sticky price model

76 Semester - IV Core Course - X Public Economics

Course Description Public economics is the study of government policy from the points of view of economic effciency and equity. The paper deals with the nature of government intervention and its implications for allocation, distribution and stabilization. Inherently, this study involves a formal analysis of government taxation and expenditures. The subject encompasses a host of topics including public goods, market failures and externalities. The paper is divided into two sections, one dealing with 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; market failure and role of government Unit-II: Public Expenditure Meaning, classification, principles, cannons and effects, causes of growth of public expenditure, wagner’s law of increasing state activities, Peacock-Wiseman hypotheses 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 pay approaches, taxable capacity, effects of taxation, characteristics of a good tax system, 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 the budget; balanced and unbalanced budget; Balanced budget multiplier; Budget as an instrument of economic policy

77 Unit-V: Public Debt Sources, effects, debt burden - classical, Ricardian and others views, shifting - intergenerational equity, methods of debt redemption, debt management, tax verses debt;

Readings 1. J. Hindriksand G. Myles (2006) : Intermediate Public Economics, MIT press 2. R. A. Musgrave and P. B. Musgave (1989) : Public Finance in theory and Practices, McGraw Hill 3. B. P. Herber (1975) : Modern Public Finance 4. B. Mishra (19978) : Public Finance, Macmillan India limited

Semester - V Core Course - XI Indian Economy - I

Course Description Using appropriate analytical frameworks, this course reviews major trends in economic indicators and policy debates in India in the post independence period, with particularemphasis on paradigm shifts and turning points. Given the rapid changes 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 Indian economy - 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

78 Unit-IV: Economic Planning in India Economic planning : Planning Commission and its functions, Planning exercises in 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 development Experience, Himalaya publishing house, Mumbai 3. S. Chakraborty () : Development Planning : The indian experience. Clarendon Press. 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 and challenges, Oxford University Press, New Delhi. 7. I. J. Ahluwalia and I.M.D. Little (eds.) (1998) : India’s economic reforms and development : Essays for Manmohan Singh, Oxford University Press, New Delhi.

79 Semester - V Core Course - XII Development Economics - I

Course Description This is the first part of a two-part course on economic development. The course begins with a dis cussion of alternative conceptions of development and their justification. Itthen proceeds to aggregate models of growth and cross-national comparisons of the growth experience that cna help evaluate these models. The axiomatic basis for inequality measurement is used to develop measures of inequality and connections between growth and inequality are explored. The course ends by linking political institutions to growth and inequality by siscussing the role of the state in economic development and the informational and incentive problems that affect state governance. Unit-I: Conceptions of Development Economic development, economic growth and development, factors affecting economic development, obstacles to economic development, indicators of economic development - National income, per capita income; basic needs approach, PQLI, HDI, GDI, Capital formation and economic development, vicious circle of poverty, circular causation. Alternative measures of development, documenting the international variation in these measures, comparing development trajectories across nations and within them. Unit-II: Theories of Economic Development & Growth Classical theory, Marxian theory of capitallist development, Schumpeterian theory of capitalist development, Harrod-Domar model of steady growth, Neo-classical growth 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, Geography vs institution Debate

80 Unit-IV: Poverty and Inequality : Definitions, Measures and Mechanisms Understanding prosperity and poverty : Geography, institutions, and the reversal of fortune, measuring poverty, inequality axioms; a comparison of commonly used inequality measures; connections between inequality and development; poverty measurement; characteristics of the poor; mechanisms that generate poverty traps and 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 economic performance; within country differences in the functioning of state institutions.

81 Semester - VI Core Course - XIII Indian Economy - II

Course Description This course examines sector-specific polices and their impact in shaping trends in key economic indicators in India. It highlights major policy debates and evaluates the 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 and productivity, factors determining production, land reforms, new agricultural strategies and 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; Grwoth and 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, share of services in employment; Human development - concept, evolution, measurement; HRD : indication, importance, education in India, Indian educational policy; Health and Nutrition. Unit-IV: External Sector Foreign Trade : role, composition and direction of India’s foreign trade, trends of export and import in India, export promotion verses import substitution; Balance of Payments 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

82 2. S.K. Misra and V.K. Puri (Latest Year) : Indian Economy - Its development Experience, Himalaya publishing house, Mumbai 3. S. Chakraborty () : Development Planning : The indian experience. Clarendon Press. 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 and challenges, Oxford University Press, New Delhi. 7. I. J. Ahluwalia and I.M.D. Little (eds.) (1998) : India’s economic reforms and development : Essays for Manmohan Singh, Oxford University Press, New Delhi.

Semester - VI Core Course - XIV Development Economics - II

Course Description This is the second module of the economic development sequence. It begins with basic demographic concepts and their evolution during the process of development. The structure of markets and contracts is linked to the particular problems of enforcement experienced in poor countries. The governance of communities and organizations is studied and this is then linked to questions of sustainable growth. The course ends with reflections on the role of globalization andincreased international 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 in preferences and outcomes and evidence on unequal treatment within households; connections between income, mortality, fertility choices and human capital accumulation; migration.

83 Unit-II: Land, Labor and Credit Markets The role of agriculture in development, the distribution of land owner ship; land reform and its effects on productivity; contractual relationships between tenants and landlords; land acquisition; nutrition and labor productivity; informational problems and credit contracts; microfinance; interlinkages between rural factor markets. Credit, intermediation and poverty reduction, risk faced by poor Unit-III: Individuals, Communities and Collective Outcomes Individual behavior in social environments, multiple social equilibria; governance in organizations and in communities; individual responses to organizational inefficiency. Unit-IV: Environment and Sustainable Development Defining sustainability for renewable resources; a brief history of environmental change; common-pool resources; environmental externalities and state regulation of the environment; economic activity and climate change Unit-V: Globalization Globalization in historical perspective; the economics and politics of multilateral agreements; trade, production patterns and world inequality; financial instability in a 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. Norton 5. 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.

84 DISCIPLINE SPECIFIC ELECTIVE-I (DSE-I) Semester - V Paper-I BASIC ECONOMETRICS

Unit-I: Probability Distributions: Probability Distributions: Concept of a random variable, Discrete and continuous random variable, Probability density function, Mathematical expectation and its properties, Sampling distribution of Sample mean and Sample variance. Unit-II: Theoretical Distribution & Estimation: Theoretical Distribution: Binomial distribution, Poisson distribution and Normal distribution – their properties, Central Limit theorem. Estimation: Parameter and statistic, estimates and estimators, Point estimator and interval estimator. Properties of a good estimator Unit-III: Hypothesis Testing: Defining statistical hypotheses, Null and alternate hypotheses, Type I and Type II errors: Power of a test; Concept of degrees of freedom; Testing of hypotheses relating to 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 of regression coefficients, Concepts and derivation of R2 and adjusted R2 , ANOVA, Normality assumptions, Maximum likelihood estimation, K-variable linear regression model, 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.

85 3. Richard J. Larsen and Morris L. Marx, An Introduction to Mathematical Statistics and its Applications, Prentice Hall, 2011. 4. D. N. Gujarati and D.C. Porter, Essentials of Econometrics, McGraw Hill, 4 th edition, 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.

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

THE ECONOMY OF ODISHA

Unit-I: Odisha Economy: Basic Characteristics, Structural Change and Occupational structure since independence. Demographic Features of Odisha, Causes and effects of high growth rate 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 low productivity, Measures to increase Agricultural productivity, Agriculture Subsidy in Odisha, 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 Economic Zones-2015

86 Unit-IV: The State Domestic Product of Odisha: State Domestic Product: Components and Trends, Fiscal Situation of Odisha: Trends in Revenue Receipts and Revenue Expenditure, Underlying causes of Fiscal Imbalances, Period of Fiscal upturn after 2004-05, Salient features of Orissa Fiscal Responsibility & 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 in Odisha, Inter-State migration from Odisha – Causes and remedies.

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

ENVIRONMENTAL ECONOMICS

Unit-I: Introduction What is environmental economics; Distinction between environmental Economics and natural resource economic, Issues of Environmental economics, Review of microeconomics and welfare Unit-II: The Theory of Externalities: Pareto optimality and market failure in the presence of externalities; Property Rights and the Coasian Approach: Bargain Solution. Unit-III: The Design and Implementation of Environmental Policy: Overview; Pigouvian taxes and effluent fees; tradable permits; choice between taxes and quotas under uncertainty; Implementation of environmental policy. Unit-IV: International Environmental Problems: Trans-boundary environmental problems; economics of climate change; trade and environment.

87 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 University Press, 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, Natural Resource and Environmental Economics, Pearson Education/Addison Wesley, 3rd edition, 2003. 4. Maureen L. Cropper and Wallace E. Oates, 1992, ―Environmental Economics: A Survey, Journal of Economic Literature, Volume 30:675-740.

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

DISSERTATION/PROJECT

88 EDUCATION Semester - I/III Generic Elective (GE) Paper-I

Vision of Education in India : Issues and Concerns

Introduction Education 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 historical periods, had been guided by certatin value concerns. In contemporary times, the education system in India derives its values from the Constitution of India. While socializing children education has to negotiate within the frame of Constitutional values. Indian Constitution envisioned a humane society based on freedom, equality and jusitce, and this led to evolving many institutions to realize the vision. In this regard, education has been considered as an agency of social transformation and classroom as the shaper of the envisioned destiny. Since teachers ought to play crucial role in realizing the vision, they are to be informed the Constitutional vision so as to develop normative perspectives regarding education and thereby emerging concerns and issues. This normative perspective a teacher holds in turn guides his/her actions ad acquires a meaning to action. Education being an operational area, every citizen perceives several issues related to is through personal experience. The student-teacher need to understand the 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 student teachers to be ready for dealing with other issues and concerns in the field. This is very relevant as it may not be possible to bring under scrutiny all issues and concerns. Since, concerns and issues cannot and should not be ‘informed’ like ‘ready to cook facts’, the course is designed in such a fashion that prospective teachers would be encouraged to come to terms with concerns and issues that would emerge out of their reasoned engagement with contemporary educational reality in the light of professed humanistic values.

89 Course Objectives On 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 importance of 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 pedagogy M.K. Gandhi : Basic Education Jiddu Krishnamurty : Education for Individual and social Transformation Sir 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.

90  Inequality in schooling : Public-private schools, Rural-urban schools, single teachers schools and many other forms of inequalities in school systems and the 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 education Economic Development and Education Social culturla - changes in Education

References 1. Aggarwal J.C & Agrawal S.P. (1992) Role of UNESCO in Educational, Vikas Publishing House, Delhi 2. 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 HRD 5. 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

91 14. Sainath P. (1996). Every body loves a good drought. Penguin Books New Delhi. 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-1967 19. Ministry of Education. ‘Education Comission “Kothari Comission”. 1964-1966. Education and National Development. Ministry of Education. Government of India 1966. 20. Learning without Burden, Report of the National Advisory Comittee. Education Act. 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. 2002 23. 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.) School effectiveness and learning achievement at primary stage : International perspectives. NCERT. New Delhi. 26. World Bank, (2004). Reaching The Child : An Integrated Approach to Child Development. Oxford University Press, Delhi.

GE - I Practical Term Paper Each Student is required to prepare a term paper on the educational ideas of any Indian Thinkers or on any contemporary issues on Education.

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

92 Semester - II/IV Generic Elective (GE) Paper-II

Assessment and Evaluation techniques

Course Objectives After 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.

93 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

References 1. Aggarwal J.C (1997) Essentials of Examination System, Evaluation, Tests and Measurement. Vikas Publishing House, Delhi 2. 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

94 5. Earl, L.M. (2006). Assessment as Learning : Using Classroom Assessment to 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 in Teaching London : Merrill Prentice Hall.

GE - II Practical Achievement Test Construction Each Student is required to construct 50 objective based objective type test items along with a blue print.

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

95 Semester - I Core Course - I Basic in Education

Introduction The Philosophical foundation is a unique educational charity whose aim is to bring philosophy to schools and the wider community. Through doing philosophy in the classoom the primary concern is to improve the educational practices and provide opportunities for the disadvantaged. Philosophical enquiry develops speaking and listening skills vital for literacy and emotional development, helps children who find it difficult to access other classes, and encourages critical and creative thinking essential in the 21st Century. And it will prepare students to apply knowledge, sensibility, skills and dispositions of philosophical inquiry, analysis and interpretation to educational practices.

Course Objectives after completion of the paper, students shall be able to explain the concept of education and its relationship with philosophy list 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 the field of education evaluate the impact of Western Philosophies on Indian Education narrate 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.

96 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 influence on the practices of school education with special reference to Aims and ideals of Education, Curriculum, method of teaching and the role of teacher  Gandhi  Sri Aurobindo  Rousseau  Dewey

References 1. 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 : Charies 5. Boston, USA : Allyn & Bacon. 6. Brubacher, John, S. Modern Philosophies of Education, New York, USA : McGraw 7. 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

97 12. Hill Book Company Inc. 13. Janeja, V.R. (2012) Educational Thought and Practice, New Delhi, Sterling Publishers, Pvt. Ltd. 14. Jersey, USA : Pearson 15. Kneller, George F. Introduction to Philosophy of Education. New York, USA : John 16. 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 & Row 20. Ozman, Howard A., & Craver, Samuel M., Philosophical Foundations of Education. 21. Premnath, Bases of Educations. Delhi, India : S. Chand and Co. 22. Publishers 23. Ross, James S., Ground Work of Educational Theory. London, U.K : Oxford 24. 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 : Sterling 28. University of London press Ltd. 29. Wiley and Sons, Inc. 30. Wingo G. Max, Philosophies of Education. New Delhi : Sterling Publishers.

C1 Practical Book Review Each Student is required to review a Book / Journal / Educational Article and Write a report.

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

98 Semester - I Core Course - II Education And Society

Introduction Education is a sub system of the society. The aims of education are determined by 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 because what happens to one affects the other. It is impossible to think purposefully about many contemporary problems and issues of education without thinking about the society. Educational institutions are micro-societies, which reflect the entire society. The education system in any given society prepares the child for future life and instils in him those skills that will enable him to live a useful life and contribute to the development of the society. Education as a social phenomenon does not take place in a vacuum of isolation; it takes place in the society. This paper will deal with the functioning of education vis-a-vis the society. Education as a sub-system of society and how other sub-systems affect education will be discussed. Various agencies which are involved towards promotioin of education will be discussed at length. Special emphasis is placed on issues relating to equality of educational opportunity with specific reference to the Scheduled Castes / Tribes and women. Special attention is also given how education plays an important role towards social change, national integration and international understanding in a diverse social context.

Course Objectives after 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

99  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.

100 References 1. 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 : NCERT 3. 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 Practical Field Study Each Student is required to visit a School observe the school functionaing and prepare a report.

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

101 Semester - II Core Course - III The Learner and Learning Process

Introduction Educational Psychology plays a pivotal role in understanding Childs unique character in teaching learning process. No child is alike from physical, Psychological, and social point of view. So a classroom teacher must understand unique characteristics of children and the factors affecting children’s learning. This course will enable the learners to understand the Childs innate potentialities and apply educational psychology in teaching learning process. Course Objectives After 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

102 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 conditioning and 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

References 1. 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.

103 8. Pandey Ram Shakal (2006), Advanced Educationial Psychology, Meerut, R.Lall Book Deopt. 9. Bigge, M.L. Psychological Foundations of Education. Harper and Row, New York. 10. Chauhan, S.S. (1998). Advanced Educational Psychology. Vikash Publishing House, 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 Collins Publisher, New York. 16. Maslow, A.H. (1970). Motivation and Personality (2nd Ed.) New York : Harper & Row.

C3 Practical Administration of Psychological Test Each Student is to administer a Psychological test (Intelligence / creativity / personality test) and interpret the scores and prepare a report.

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

104 Semester - II Core Course - IV

Pedagogical Skills

Introduction It is important to note that ‘education’ is not synonymous with ‘school’. It has always been the case that a range of activities that are educational in nature can, indeed should, occur outside the school, even from the earliest age given the educative role of the parents. The Delors Commission Report on education for the 21st century 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 people and an appreciation of interdependence - carrying out joint projects and learning to manage conflicts in a spirit of respect for the values of pluuralism, mutual understanding and peace (UNESCO, 1996). The Policy context in India and around the globe is moving towards recognition of the educational value of newer form of pedagogy in the 21st Century which will enable the children to develop critical reasoning 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 revised their text books and teacher orientation process to empower to prospective teachers to cope up with emerging pedagogies and to promote higher order learning of the learners like, creative expression, authenticity, abstraction of ideas, and multiple thinking, etc. This paper is intended to give insight to the students on importance of pedagogy in education. Course Objectives After 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

105  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 Teaching Inductive - Deductive, Analytic - synthetic, Problem Solving and Project method. Shift in focus from teaching to learning - constructivist approach Activity based and child centered approach - concept andn elements.

References 1. 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 Delhi 4. Mangal S.K. and Mangal, UMA (2010) Essentials of Educational Technology, New Delhi, Asok Ghosh PHI Learning Pvt. Ltd.

106 5. Mangal S.K. (1988) Fundamentals of Educational Technology, Educational Publishers Ludhiana. 6. Nageswara Rao, S., Sreedhar, P & Bhaskar Rao (2007) Methods and Techniques of Teaching, Sonali Publications, New Delhi. 7. Oliver, R.A. (1963) effective teaching, J.M. Dent & Sons, Toronto 8. 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, OUP 11. 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 Practical Preparation 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 following Herbatian approach / 5E Model / Icon Design Model.

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

107 Semester - III Core Course - V

TECHNOLOGY AND INNOVATIONS IN EDUCATION

Introduction Educational technology (ET) is the efficient organization of any learning system adapting of adopting methods, processes, and products to serve identified educational goals (NCERT, 2006). This involves systematic identification of the goals of education, recognition of the diversity of learners’ needs, the contexts in which learning will take place, and the range of provisions needed for each of these. Our schools should move from a predetermined set of outcomes and skill sets to one that enables students to develop explanatory reasoning and other higher-order skills. Educational technology is a powerful tool towards developing such reasoning and skills. It should enable students to access sources of knowledge, interpret them and create knowledge rather than be passive users. It shoud enable the teachers to promote flexible models of curriculum transaction. It should encourage to use flexible curriculum content and flexible models of evaluation as well. Present paper will give an exposure to students to understand the meaning, nature and scope of educational technology. They will be sufficiently oriented about nuances of communication and their implications in educational context. They will understand the underlying principles of instructional design. Students will develop the ability to prepare lesson plans based on constructivist approach. They will be oriented about the need and importance distance education in India. Course Objectives On 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 teaching Unit-I: Educational Technology Meaning, nature and scope Approaches to Educational Technology : Hardware, software and system approach

108 Types of Educational Technology Importance of Educational Technology for the teacher and the student. Unit-II: Communication Process Meaning and nature Process, components and types Barriers of communication Study of Classroom Communication through flander’s interaction analysis. Unit-III: Innovations in Educational Technology Programmed instruction : Concept Basic principles and applications. Microteaching : Concept assumptions, phases and applications. Simulated teaching : concept, procedure and applications Personalized system of instruction : Concept, objectives, strategies and applications Unit-IV: Teaching Models Concept attainment model Advance organizer model Synetics model Inductive model Memory model (These teaching models are to be discussed with reference to focus, syntax, social system, support system and application) Unit-V: Classroom instructional Aids Projected and non projected Aids ICT - enabled devices Organisation of school teaching learning Materials (TLM) Centre : Objective Procedure Planning Application Types of Materials to be procured for teaching different school subjects.

References 1. Garg, S., Puranik, C., Venkaiah, V., & Panda, S. (Eds) (2006). Four Decades of Distance Education in India : Reflections on policy and practice. New Delhi : Viva Books. 2. Hont, Roger & Shedley, Hoh-Computer and Commonsense.

109 3. Kulkarni, S.S. (1996). Introduction to Educational technology. New Delhi : Oxford and IBH. 4. Kumar, K.L. (2008) : Educational Technology. New Delhi : New Age international Pvt. Ltd. 5. Mangal, S.K. & Mangal, Uma-(2010), Essential of Educational Technology, New Delhi, Asoke Ghosh PHI Learning Pvt. Ltd. 6. Mukhopadhyay, M. (2001). Educational Technology : Challenging Issues. New Delhi : 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 National Focus Group on Educational Technology. New Delhi : Author. 9. Panda, S. (Ed.) (1999). Open and Distance Education : Policies. practices and quality 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), 93-102 14. Sharma R.A., Technological Foundations of Education; Meerut : Lall Book Depot 15. 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.

Practical Classroom Interaction Analysis Each student is to observe one classroom interaction preferably in a school and prepare and observation matrix and write a report. Distribution of Marks Record - 20, Viva-Voce -05, Total =25

110 Semester - III Core Course - VI

PEDAGOGY OF SCHOOL SUBJECTS (Each student is required to select any one of the following school subjects) METHODS OF TEACHING ODIA

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

Learning Objectives and Expected Outcomes On 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: Conceptual Importance of mother tongue in the life and education of the child Aims and objectives of teaching mother tongue at school level Place of mother tongue in the school curriculum

Unit-II: Methods and Approaches Direct Method Discussion Method

111 Discussion cum appreciation method Inductive and deductive method

Unit-III: Techniques of Teaching Teaching of prose and poetry Teaching of Grammar Teaching of Composition

Unit-IV: Teaching Learning Materials for teaching Odia Teaching learning materials : Purpose, Types and Use Language Text Book : Importance, Purpose Language Laboratory characteristics application

Unit-V: Development of Lesson Plan Preparation of Lesson Plan : Herbartian approach 5E Model Icon Design Model

References 1. Daswani, C.J. Language Education in Multilingual India. New/Delhi (UNESCO) http://en.wikipedia.org/wiki/language education http://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.

112 METHOD OF TEACHING ENGLISH

Introduction Language is always regarded as the means of communication. Among all the foreign languages English is worldwide accepted as the international language. It has been the window on the world through which we peep into the world to grasp international information on trade, education, health, politics etc. In this connection we need to strengthen our efficiency in English language to present ourselves in the market of education as a skilled person. Basically, in teaching and learning, English language deals with different modes of transaction, language skills. It enables 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 a student of education, one needs to learn role and anatomy of English language, methods of teaching and developing language skills, phonetics etc which are reflected in the course contents of this paper. Learning Objectives and Expected Outcomes On 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 Language Importance of learning English as a second language Aims and objectives of teaching English Place of English in School curriculum Unit-II: Methods and approaches Translation and Direct methods Structural approach to teaching English Communicative approach to learning English Unit-III: Techniques of teaching Teaching prose and poetry Teaching grammar Teaching composition

113 Unit-IV: Teaching learning materials for teacing English Teaching Aids : Purpose types and use The English test book and work book The language laboratory Application of ICT in teaching English Unit-V: Developing a lesson plan for teaching English Herbartian approach 5 E Model ICON Design Model References 1. 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. New 3. 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 : Longman 5. Bista, A.R. (1965) Teaching of English Sixth Edn. Agra : Vinod Pustak Mandir 6. Catarby, E.V (1986) Teaching English as a Foreign Language in School Curriculum India, New Delhi : NCERT 7. 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 Company 13. 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 Agrawal 17. Shrivastava, B.D(1968) Structural Approach to the Teaching of English. Agra : Ramprasad and Sons.

114 METHOD OF TEACHING MATHEMATICS

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

Course Objectives On 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 advanced learners.

Unit-I: Importance and values of teaching mathematics Aims and objectives of teaching mathematics Relationship of mathematics with other school subjects

Unit-II: Mathematics curriculum and its organization at school stage Principles of curriculum construcion in Mathematics Principles of Arranging / organizing curriculum Pedagogical analysis of content in school Mathematics

115 Unit-III: Methods of teaching mathematics Analytic and synthetic methods Inductive and deductive methods Project method

Unit-IV: Teaching learning materials in mathematics Teaching Aids in mathematics : Purpose types and use Mathematics text book and work book The language laboratory Application of ICT in teaching mathematics

Unit-V: Developing a lesson plan for teaching mathematics Herbartian approach 5 E Model ICON Design Model

References 1. Cooper, B.(1985). Renegotiating Secondary School Mathematics. The Hamer Press : East Sussex 2. Ediger Marlow & Rao Bhaskar Digumarti (2006) Teaching Mathematics successfully New Delhi, Discovery Publishing House. 3. James, A.(2003). Teaching of mathematics. Neel Kamal Publication : Hyderabad 4. 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 Delhi 7. Parida Karunakar (1976) Ganita Skikhyana Paddhati BBSR, Odisa, State Bureau of Text Book 8. 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 Press 10. Sidhu, K.S (1985). Teaching of Mathematics. New Delhi : Sterling publication

116 METHOD OF TEACHING HISTORY

Introduction History occupies an important place in the school curriculum. Through history students will aware about the past events and developments. History createslikage between present and past. Through the subject our students will respect our culture traditions and heritage. History shows path to future.

Course Objectives On 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 Importance Aims and objectives of teaching History at school level Relationship of history with other school subjects

Unit-II: The history curriculum Approaches 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 history Lecture, story telling, narration-cum-discussion, dramatization, source method Development of sense of time and space

117 Unit-IV: Teaching learning material (TLM) in history Purpose, types and use Timeline ICT-enabled teaching aids in History Unit-V: Preparation of Lesson Plan in History Herbartian approach 5 E Model ICON Design Model

References 1. Bhatia R.L. - Contemporary Teaching of History, Surjeet Publication 2. Ghate V.D. - The Teaching of History, Oxford University Press 3. Kochhar, S.K. - Teaching of History, Sterling Publisher, New Delhi 4. NCERT - A Hand Book of History Teacher : NCERT, New Delhi 5. Vajreshwani. R - Hand Book of History : Teachers Allied Publishers, Bombay

METHOD OF TEACHING SCIENCE

Introduction The 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 as a dstinct discipline with its characteristics and method of inquiry. The MA (Education) students pursuing science would focus both as physical and biological science and acquint themselves with different methods and models of teaching. The methods, models and materials would be discussed with reference to the content of course prescribed for H.S.C. examination in science. The students, on completion of course, are expected to develop scientific thinking, adapt methods and materials to the needs of students and conduct assignments in line with constructivist perspective. Learning Objectives and Expected Outcomes On 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

118 * 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: Conceptual Meaning, nature and scope of General Science Aims and objectives of teaching science at school level Correlation of science with other school subjects Importance of science in the school curriculum

Unit-II: Methods of approaches Observation method Demonstration-cum-Discussion method Project method Heuristic method Laboratory method

Unit-III: Science curriculum Principles of curriculum construcion in Science Organisation of curriculum in Science Pedagogical analysis of content in Science

Unit-IV: Teaching learning material (TLM) for teaching Science Purpose, types and use Application of ICT in teaching science The Science laboratory : Purpose, Importance and utility

Unit-V: Preparation of Lesson Plan in History Herbartian approach 5 E Model ICON Design Model

119 References 1. Clark Julia V. (1996). Redirecting Science Education. CORWIN Press Inc. California 2. MHRD (1986). National Policy on Education. New Delhi : Gol 3. Mohan Radha (2010). Innovative Science Teaching Prentice Hall of India, New Delhi. 4. NCERT (2005). National Curriculum Framework - 2005 5. NCERT (2005). Position paper of NFG on Teaching of Science-2005 6. NCERT (2005). Position paper of NFG Habitat and Learning-2005 7. 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

Introduction Geography as a subject play a vital role in the school curriculum for many people Geography means knowing where places are and something of their characteristics is important for reading or the multiplication of tables for arithmetic, but Geography involves far more. Geography is the study of places on earth their relationship with each other. Often the study of Geography begins with one’s home community and expands as person gains greather experience. Thus Geography provides a conceptual link for children between home, school and the world beyond. Geographers study how people enteract with the environment and with each other from place to place and they classify the earth in to regions. It helps us to be better citizen.

Course Objectives On 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

120 * Explain the principles of curriculum organization in Geography * Prepare lesson plan in teaching Geography Unit-I: Conceptual Meaning, nature and scope of Geography Aims and objectives of teaching Geography at the school level Correlation of Geography with other school subjects Place of Geography in the school curriculum

Unit-II: Methods and approaches Direct observation and indirect observation Discussion method / Demonstration-cum-discussion method Project method Regional method Heuristic method

Unit-III: Geography curriculum Principles of curriculum construcion in Geography Organisation of curriculum in Geography Pedagogical analysis of contents in Geography

Unit-IV: Teaching learning material (TLM) for teaching Science Teaching, Learning Materials : Purpose, types and use Application of ICT in teaching Geography Importance of Geography Room : Purpose, Importance and utility Geography Text Book : Importance characteristics purpose and application.

Unit-V: Development of Lesson Plan for teaching Geography Herbartian approach 5 E Model ICON Design Model

References 1. Pradhan, A.K. & Pradhan, K. (1991) Content-cum-Methods of teaching Geography, Cuttack : Books and Books 2. Shaida, B.D. Sharma T.C. (2010) Teaching of Geography New Delhi : Dhanpat Rai Publication Company

121 3. Verma, O.P. & Vedanayagam E.G. Geography Teaching New Delhi, India : Sterling Publisher Pvt. Ltd. 4. Verma, O.P. & Vedanayagam E.G. Geography Teaching New Delhi, India : Sterling Publisher Pvt. Ltd.

Practical School Internship Each student will deliver 5 (five) lesson in his / her method subject opted in the 3rd Semester following Herbatian approach / 5E Model / Icon Design Model.

Distribution of Marks Delivery of Lesson Plan - 15 Record - 10 Total = 25

Semester - III Core Course - VII

STATISTICS IN EDUCATION

Introduction The fundamental principles and techniques of statistics provide a firm foundation to all those who are pursuing courses in education, psychology and sociology. The role of statistics is essential for collection, analysis, grouping and interpreting the quantitative data. Research and innovations are very essential in the field of education for enrichment, progress and development of the knowledge society. A lot of surveys and research works are carried out in the field of education. Statistical methods help the researchers in carrying out these researches successfully. Therefore, the basic knowledge of statistical method is very vital for conducting any survey, research and project work. Students at undergraduate level must have to develop the basic knowledge of statistical methods used in education.

Course Objectives After completion of this course, the students will be able to : * Describe the importance of statistics in field of education

122 * Convey the essential characteristics of a set of data by representing in tabular and 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 Statistics Meaning, Definition and characteristics of statistics Kinds of statistics Types of Data Scales of Measurement Frequency Distribution

Unit-II: Graphical Representation of Data Histogram Frequency Polygon Pie-Diagram Cumulative frequency graph Cumulative percentage curve/Ogive

Unit-III: Measures of Central Tendency and Dispersion Mean Median Mode Range Average Deviation Quartile Deviation Standard Deviation

Unit-IV: Measures of Correlation Concept of Correlation Linear and Non-linear correlation Rank difference method of correlation Product moment correlational method

123 Unit-V: Inferential Statistics Normal Probability curve - Divergence from Normality Chi-square test t-test

References 1. Ferguson, G.A. (1971). Statistical Analysis in Psychology and Education. Kogakusha. 2. Garrett, H.E. (1971). Statistics in Psychology and Education. New Delhi : Paragon 3. Guilford, J.P. & Fruchter, B. (1981). Fundametal Statistics in Psychology and 4. Hall of India Private Limited 5. 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 Publisher 7. Rathore. J.M. & Mishra D.C. (2011), Foundations of Statistics in Education, BBSR :Gyanajuga Publication 8. Sharma, R.A. (2000), Advanced Statistics in Education and Psycholog, Meerut : Surya Publisher 9. Swain, S.K. & Pradhan, China & Khatoi, P.K. (2005) : Educational Measurement Statistics and Guidance, New Delhi : Kalyani Publisher

Practical Statistical Analysis of Achievement Scores Each student is required to collect the achievement scores of the students of a class at least 02 (two) schools and make statistical analysis of the collected data and a report.

Distribution of Marks Preparation of Records - 20 Viva-Voce - 05 Total = 25

124 Semester - IV Core Course - VIII

CURRICULUM DEVELOPMENT & EDUCATIONAL GUIDANCE

Introduction The organization of schooling and further education has long been associated with the idea of a curriculum. But what actually is curriculum, and how might it be conceptualized ? We explore theory and practice of curriculum design and its relation to informal education. Curriculum theory and practice to some must sound like a dull but required course activity. Curriculum theory at its best is a challnging and 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 does matter. When we teach, whether from preschool to high school; from children to adult, whether educating or training, what we do must make a difference. We cannot waste our audiences time with training that doesn’t help, with educating that doesn’t educate, or teaching that which may be irrelevant or even wrong. If a surgeon makes a mistake, his patient dies. if teachers, educators, professors, trainers make a mistake, we do not readily see the consequences, and indeed may never see the consequences. Ask yourself : Have you hurt anyone lately by giving misinformation? Did you really make a difference in your teaching, say yesterday? How do you know? Does the curriculum that you help design and deliver really do the job it is supposed to? This course deals with the theory and practice of curriculum design. Participants will want to ask “How do I do curriculum design?” “What are the theoretic underpinnings which inform the practical problems of making curriculum?” For this course, however, the underlying theoretical foundations which inform how and what one does will bias our discussions into particular directions. Students need Guidance in different ways and in various forms to solve their problem. Educational guidance is helpful for all categories of learner. There are different services available to provide guidance to students. The present paper emphasizes the study of various concepts of guidance and counseling and its importance in teaching learning process.

125 Course Objectives On 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: Curriculum Meaning and importance Types of Curriculum : Subject centered, Learner centered, experience centered curriculum, Core curriculum, Local specific curriculum. Components of curriculum : Objectives, Content, Learning experience & Evaluation

Unit-II: Bases of curriculum Philosophical, Sociological & Psychological bases of curriculum Principles of curriculum construction : Principles of Activity centredness, Community centeredness Integration, Relavance, Balance, Flexibility, Variety & Plurality, Forward looking, contextuality, ICT - enabled

Unit-III: National Curricular Framework (NCF) 2005 Guiding Principles Learning & knowledge Curricular areas, School stages & Assement

126 Unit-IV: Guidance and Counseling Guidance : Meaning, Nature and Scope Types of guidance : Educational, Vocational & Personal Counseling : Meaning, Nature & Scope Different types of counseling Techniques of counseling

Unit-V: Organisation of Guidance Services in School Placement Service Occupational information service Pupil inventory service Follow up service Role of teacher in organizing guidance services in school

References 1. 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 Publishers 7. 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 Hill 9. Sharma, R.N. (2006) Guidance and Counselling Delhi, Surjeet Publication 10. 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.

127 12. Tyler, R.W. (1941) Basic Principles and Curriculum and Instruction, University of Chicago Press. 13. Beane, JA, Conrad, E.P. Jr. & Samuel JA, Jr. Curriculum Planning and Development, Allyn & Bacon, Boston, 1986 14. Brady, L. Curriculum Development, Prentice Hall. 1995 15. Doll, R.C. Curriculum Improvement : Decision - Making and Process, Allyn and Bpston, 1996 16. Marsh, C.J. & Willis, G., Curriculum - Alternative Approaches, Ongoing Issues, Merhill / Prentic - Hall, 1999, York, 1992 17. Ornstein, A.C. & Hunkings, E, Curriculum. Foundations, Principles and Issues, Allyn & Bacon, Boston, 1998 18. Pratt, D., Curriculum Design and Development, Mcmillan, New York, 1980 19. 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

Practical Text Book Review Each student will review a school text book and write adetailed report

Distribution of Marks Records - 20 Viva-Voce - 05 Total = 25

128 Semester - IV Core Course - IX

EDUCATIONAL ASSESSMENT & EVALUATION

Introduction Assessment 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 own growth over the years. An effective method of assessment in the classroom helps to create conducive learning environment and a teacher must have to know different techniques of assessment which may improve students learning. The key issues that involve in assessment are how to assess, when to assess, and what will be its implication on students learning. The paper outlines the above mentioned questions and different issues that involves in assessment. Course Objectives After 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 Education Understanding the meaning of Test, Measurement Evaluation and Assessment Scales of Measurement Types of measurement, Norm REferenced and Criterion Referenced Procedure of Evaluation : Placement, Formative, Diagnostic and Summative Concept of continuous and comprehensive evaluation (CCE)

129 Unit-II: Instructional Objectives Taxonomy of Educational objective with special reference to cognitivedomain Methods of stating instructional objectives : General Instructional objective and specific learning outcomes Relationship of Evaluation procedure with objectives Construction of objective based and objective type test items : Essay type, Objective type : principles o construction, Advantages and limitations.

Unit-III: Techniques of Assessment Observation Interview Rating Scale Checklist Project Concept Mapping (Above techniques are to be discussed with reference to purpose, type, procefure of administration and application)

Unit-IV: Test construction Teacher madetest vs. standardization General Principles of Test construction and standardization : Planning, Preparing, Tryingout & Evaluating.

Unit-V: Characteristics of a Good Test Reliability - Concept and method Validity - Concet, type and methods of validation Objectivity - Concept, type and factors Usability - Concept and factors

130 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 5. Earl, L.M. (2006). Assessment as Learning : Using Classroom Assessment to 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 in Teaching London : Merrill Prentice Hall. 9. Ebel, R.L. and Frisbie, D.A. (1991) Essentials of Educational Measurement, New Delhi : Prentice Hall of India Ltd. 10. Lindquist, E.F. (1951) Essential Measurement Washington : American Council on Education 11. Stanley J.C. and Hopkins K.D. (1990) Educational and Psychological measurement and Evaluation (7th Edn.) New Jersey : Prentice Hall of India Ltd. 12. Thorndike, R.L. Hagen, E (1955) Measurement of Evalutation of Psychology and Evaluation. New York : John Willey and sons.

Practical Construction of an achievement test Each student will construct 50 objective based objective type test items along with a blue print.

Distribution of Marks Record - 20 Viva-Voce - 05 Total = 25

131 Semester - IV Core Course - X

INTRODUCTION TO EDUCATIONAL RESEARCH

Introduction Research is a creative work undertaken systematically to increase the stock of knowledge, including knowledge of humanity, culture and society, and the use of this stock of knowledge to devise new applications. It is used to establish or confirm facts, reaffirm the results of previous work, solve new or existing problems, support theorems, or develop new theories. A research project may also be an expansion on past work in the field. The primary purpose of research are documentation, discovery, interpretation, or the research and development of methods and systems for the advancement of human knowledge. Approaches to research depend on epistemologies, which vary considerably both within and between humanities and sciences. In the present paper, students will be given and orientation about the nature, purpose, scope of research in education. A brief overview of different types of research in education will be given to the students. Students will be exposed to different methodology of research in education. Students can use appropriate tools and techniques for the collection of data and understand concept of sampling.

Course Objectives On 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 Research Methods of Acquiring knowledge The nature of science Meaning and characteristics of research Basic, Applied and action research The nature of educational research

132 Unit-II: Types of studies in Educational REsearch Descriptive Research Experimental Research Qualitative Research Philosophical and Historical studies

Unit-III: Research Design Identification of problem and formulation of research question Hypothesis : Meaning and types Sampling : Concept and Purpose Tools of data collection : Questionnaire, Rating scale, Attitude scale and checklist Techniques of data collection : Interview and observation

Unit-IV: Data Analysis and Interpretation Analysis 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-parametric tests) Analysis of Qualitative Data

Unit-V: Research reports and application Writing proposal / synopsis Method of literature survey / Review Research Reports various components or structure Scheme of chapterization and Referencing

References 1. Ary, D., Jacobs, L. (2002) Introduction to Research in Education, Belmont - USA : Wadsworth Thomason Learning 2. 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

133 5. Creswell, J.W. (2007). Qualitative Inquiry and Research Design : Choosing Among Five Approaches. London : SAGE Publication 6. Gay, I.R & Airasian, P. (2000) Educational Research : Competencies for Analysis and application, Macmillian, New York 7. Koul, L (1988) Methodology of Educational research, Vikash Publishing House New Delhi. 8. Momillan, J.H & Schumacher (1989) Research in Education-A Conceptual Introduction, Harper Collins, New York

Practical Preparation of Project Proposal Each student will prepare a project proposal

Distribution of Marks Record - 20 Viva-Voce - 05 Total = 25

134 Semester - V Core Course - XI

HISTORY OF EDUCATION IN INDIA

Introduction In heritage of Indian education, you need to know the key words, Heritage and Education. The Indian heritage witnesses the most fabulous contributions in the field of education. It is belived that in the ancient days, education was imparted orally by the sages and the scholars and the information was passed on from one generation to the other. The Gurukuls were the traditional Hindu residential schools of learning which were typically in the teacher’s house or a monastery. At the Gurukuls, the teacher imparted knowledge on various aspects of the religion, the scriptures, the philosophy, the literature, the warfare, the statecraft, the medicine astrology and the history. As the students of Education, you all need to learn the system of education starting from the ancient India till the today’s globalised knowledge society through the hierarchy of time. The paper will develop a sense of appreciation and pride about the Indian Cultural and Educational heritage.

Course Objectives On 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 India Education during Vedic & Upanishadic period Education during Buddhist period Ancient seats of learning : Nalanda, Taxila & Varanasi Achievements of Ancient India in different fields of knowledge and enlightenment

135 Unit-II: Education in Medival India Islamic Education in India : Aims, structure, curriculum, methods and educational institutions Hindu Education : Aims, structure, curriculum, methods and educational institution Impact of the interaction between the two system of education Evaluation 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 Report Macalay’s Minute and Bentinck’s Resolution. 1835 Wood’s Despatch 1854 Hunter Commission Report 1882

Unit-IV: Education during later British Period (1885-1947) National Education Movement Curzon’s Education policy Calcutta University (Sadler) Commission report (1917) Basic Education 1937

Unit-V: Education in Independent India Report of the University Education Commission 1948 Report of the Secondary Education Commission 1952 Report 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 Education National System of Education Reorganisation of Education at different stages. Report of NKC with regard to school & higher education

136 References 1. 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.

Practical Case Study Each student will make a case study of an educational institution and prepare report.

Distribution of Marks Record - 20 Viva-Voce - 05 Total = 25

137 Semester - V Core Course - XII

COMPARATIVE EDUCATION

Introduction This paper is an introduction to a systematic study of comparative education, the analytical survey of foreign educational systems. Comparative education is relatively a young sub field in the very old discipline of pedagogy. Educational reforms are so intimately connected with politics, with problems of race, nationality, language and religious and social ideals that it becomes rather imperative to have a glimpse over the evolution of educational development of nations. This course is an attempt to combine the two purposes : an academic insight and a general introduction in to comparative education as a study of contemporary solutions to various countries. It is widely recognized that this intending students of education should have some knowledge of foreign educational systems and their comparative merits. This paper also aims at the analytical study of education in all countries with a view to perfecting national systems with modification and changes, which the circumstances and local conditions would demand.

Course Objectives On 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 Education First pioneers of comparative education Other subsequent comparative studies Approaches : statistical, psychological and historical National traditions and the definition of a nation

Unit-II: Theory and Methods fo comparative Education Purpose of comparative education Area studies : Description and interpretation Comparative studies : Juxtaposition and comparison

138 Unit-III: Factors The Racial factor The Linguistic factor Geographic and economic factor Religious 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) China Japan References 1. Attboch, R.G. Arrive, R. & Kelly, G.P. (Ed.) Comparative Education, Macmillan, New York, 1982 2. Bereday, George Z.F (1964) Comparative Method in Education Holt Rinehart and Winston, Inc, New York 3. Biswas, A. & Aggarwal, J.C. Comparative Education, Arya Book Depot, New Delhi, 1972 4. Chaube, S.P. Comparative Education, Ram Prashad & Sons, Agra, 1969 5. Gezi, K.I., Education in Comparative and International Perspective, Holt, Rinehart & Winston, New York 1971 6. Hans, N., comparative Education. Universal Book Stall, New Delhi, 1988 7. Joshi N., Education Elsewhere-and Here, Bharatiya Vidya Bhawan, Bomaby 1979 8. Mukherjee, L, Comparative Education. Allied Publishers, New Delhi, 1975 9. Sodhi, T.S., Comparative Education, Vikas Publishing House Pvt. Ltd., New Delhi, 1993 Practical Case Study Each student is required to prepare a term paper on any topic of comparative education.

Distribution of Marks Record - 20 Viva-Voce - 05 Total = 25

139 Semester - VI Core Course - XIII

EDUCATIONAL PLANNING, ADMINISTRATION AND MANAGEMENT

Introduction Management is a universal phenomenon, Knowledge of management is indispensable for successful accomplishment of goals of an organization. Knowledge of management is required to ensure efficiency and better output of an organization and its functioning. As we know educaiton plays a significant role in the socioeconomic development of the country, proper management of educational institutions requires managerial skills among all the people entrusted with the responsibilities of education. The paper deals with various concepts, principles and functions of educational management. It emphasizes on educational planning, finance and school management and focuses on trends in educational management. The paper will develop interest towards the educational management.

Course Objectives On 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 Planning Meaning, Nature, Objective and scope Approaches : Social Demand, Cost benefit analysis and Manpower requirement Steps in Educational Planning : Diagnosis of Educational Development, Plan formulation, Plan implementation, Monitoring and Evaluation School Development Plan : Concept and Process

140 Unit-II: Educational Administration Concep, Objectives and scope of educational administration Types : Totalitarian and Democratic Basic Functions of Administration : Planning, Organizing, Directing and Controlling.

Unit-III: Educational Administration in the state Administration of Education in Odisa : Structure and Functions. Functions of state level educational bodies : SCERT, BSE & OPEPA

Unit-IV: Educational Management Meaning, Nature and Scope Types : Centralized vs Decentralised Authoritarian vs Democratic Functions of Educational Management

Unit-V: Economics of Education Costs in Education : The current cost and capital cost of education The Direct and Indirect cost of education The Prvate cost, Social cost and unit cost of education Educationjal Expenditure as investment Financing of Educaiton : Agencies of financing Education Financing of education by parents Financing of education by Employers

References 1. Bhatanagar, R.P. & Agarwal, V. Educational Administration, Meerut, Loyal Book Depot 2. 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

141 5. Shukla, C.S. (2008) Essentials Educational Technology and Management, New Delhi, Dhanpat Rai Publishing Co. (P) Ltd. 6. Shukla, S.P. - Educational Administration. Agra, Vinod Pustak Mandir 7. Bhatnagar, R.P. & Verma, L.B. (1978). Educational Administration. Meerut, India. 8. Blaug, M. (Ed), Economics of Education. Vol. 1 & 2 Penguin 9. Deshmukh, A.V. and Naik A.P. (2010). Educational Management. Mumbai 10. Fadia, B.L. (2010). Public Administraion. New Delhi : PHI 11. Himalaya Publishing House. India : Dhanpat Rai & Sons. 12. Kochar, S.K. (2011). School Administration and Management. New Delhi : Sterling 13. Koul, B.N. (Ed) Economics of Education (Block 1, ES 317), IGNOU, New Delhi, 1993 14. Rajaiah, B., Economics of Education. Mittal, New Delhi, 1987 15. Safaya, R & Saida, B.D. (1964). School Administration and Organisation. Jalandhar 16. Schultz, T.W., The Economic Value of Education. Columbia University Press, New York, 1963 17. Singh, B., Economics of Indian Education, Meenakshi Prakashan, New Delhi, 1983 18. UNESCO. Readings in the Economics of Education, 1968 19. Vaizey, J., The Economics of Education. Feber & Feber, 1962

Practical Visit 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.

Distribution of Marks Record - 20 Viva-Voce - 05 Total = 25

142 Semester - VI Core Course - XIV

CONTEMPORARY CONCERNS IN INDIAN EDUCATION

Introduction To remain current, to widen understanding levels holistically, and to thoroughly prepare learner for the world in which they will ultimately live and work, they mut continually examine current practices in search of better solutions and needed change. The intent of this course is to familiarize learner to historical roots of Universalisation of Elementary education and initiative so far taken by Govt. to materialize this reality. Further, paper generally discusses the effort of Govt. to extend the provision of free and compulsory education at secondary level and developing a sound approach to dealing with the rapid pace of reform and change from the teacher’s perspective. Emphasis is placed on examining over various emerging issues, problems and strategies of current trends relating to peace education, Human Rights education value education, environmental education, Life skills education

Course Objectives On 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 Education Universalisation of elementary education Right of Children to Free and compulsory education (RCFCE) Act 2009 Quality concerns in Elementary education Sarva Sikshya Abhiyan (SSA) & District Primary Education Project (DPEP)

143 Unit-II: Secondary Education Present position of secondary education in India Challenges and problems of secondary education Vocationalisation of secondary education Rashtriya Madhyamik Sikshya Abhiyan (RMSA)

Unit-III: Higher Education Present position of Higher Education in India Challenges in higher education : expansion, quality & inclusiveness. RUSA

Unit-IV: Social Commitments in Education Gender issues in Indian education Equalisation of educational opportunity Constitutional provisions for education Education for national integration and internatitonal understanding

Unit-V: Emerging concerns Environmental Education Value education, Peace Education and Human Rights Education Adolescent Education Life skills educaiton

References 1. Aggarwak, J.C (2010). The progress of Education in free India. New Delhi : Arya and Rejuvenation of Higher Education. New Delhi : Author 2. Bhatnagar, T.N (1995) Teacher Education in India. New Delhi : NCERT. Book Depot 3. Dash, M & Nanda, G.C (1998). Trends and Issues in India Education. Cuttack : Kochhar, S.K (1989) Pivotal Issues in Indian Education. New Delhi : Sterling 4. MHRD, Govt. of India (2008). Report of The Committee to Advise on REnovation 5. Mohanty Jagannath (2008) : Modern Trends in Indian Education, New Delhi, Deep & Deep Publications Pvt. Ltd.

144 6. Mohanty, S.B (1996) Education in Changing Indian Society. Cuttack : Vidyapuri 7. 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 Publications 9. 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 : Author 14. Walia, J.S. (2004). Modern Indian Education and Its Problems. Punjab : Paul Publications.

Practical Educational Programme Review Each student is required to collect the perception of students / teachers / community members about the relevance and implementation issues in respect of an educational initiative / programme and prepare a report

Distribution of Marks Record - 20 Viva-Voce - 05 Total = 25

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

ICT IN EDUCATION

Introduction Information and Communication Technology (ICT) now hold great potential for increasing 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 be customized to students’ specific needs, interests and learning styles. It is also redefining the way educatiors teach as well as the way the students learn. The present paper is based on above assumptions. The paper will orient the learners about the need and importance of ICT in education. It will describe about the importance of open source software in education particularly, in developing country like, India. Students will be given and exposure about the various approaches and stages towards the use of ICT in education. Students are expected to develop reasonably good ICT skills in terms of use of various computer software and ICT tools.

Course Objectives On 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.

146 Unit-I: Information & Communication Technology : Meaning and importance The ICT infrastructure : Computers, telecommunication network, networking Introduction to internet, the world wide web, e-mail, and social media ICT potential for improving access, quality and inclusion in education

Unit-II: E-learning : meaning and importance E-learning methods and media : Virtual learning environment Virtual universities Massive Open Online Course (MOOCs) Webliners Special internet forum / discussion groups e-tutorials

Unit-III: ICT Resources Open Educational Resources (OERs) purpose and importance e-Libraries, e-books, e-journals, Inflibnet Important 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 room Purpose and importance of ICT in class room ICT enabled curriculum : enhancing ICT use in the existing curriculum Full integration of ICT into curriculum Designing / Developing ICT integrated smart classrooms : hardware and software requirements, utilization procedures Developing multimedia and ICT based lessons.

Unit-V: ICT for scbool improvement ICT for competencey standards and professional development of teachers ICT for school administration ICT for student support services : admission libraries, guidance, maintenance of student records etc. ICT enabled assessment ICT for open and distance learning ICT for life long learning

147 References 1. Govt. of India (2012). National Policy on ICT in school Education & Literacy. MHRd, Govt, of India 2. Mongal, S.K. & Mangal, U. (2010) Essentials of educational technology, New Delhi : PHG PHI learning 3. UNESCO (2014) Central Asia symposium on ICT in education 2014 : outcome document Bangkok : UNESCO Asia Pacific REgional Burreau for Education 4. 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 : A curriculum for schools and programme of teacher development. Paris : UNESCO 7. UNESCO (2008). Capacity building for ICT integration in education. Retrieved from http://portal. unesco. 8. UNESCO (2008). ICT competencey standards for teachers : policy framework 9. Tetrieved form http://portal.unesco

Practical Internet Search for Study Material Each student is required to search internet, collect study materials related to any educational topic and write a report.

Distribution of Marks Record - 20 Viva-Voce - 05 Total = 25

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

SPCIAL EDUCATION

Introduction Nature and nature have a substantial role to play in growth and development of human beings. Nature and nurture apart, human organism is susceptible to damge through 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 all cases. Accordingly th edegree of abilities or lack of abilities varies. Deviations from average of physical and mental ability of human beings beyond limits resulting in substantial and appreciable difficulties in performing a function or in social adjustment process be perceived as disability. Some of the practioners understnd rehabilitation as a graded acquentrial individualized approach in which charity has given way to right so far as the empowerment of persons with disability in concerned. Education is the means to empower them. It has become a fundamental right of every child. The evolution of education of persons with disability has a history with the starting point in the 10th century in Europe and America. It has been realize that education of the persons with disability is very crucial for the development and independent leaving as far as possible. Education of the persons with disability has evolved as an essential responsibility of the government not only because of constitutional provisions but also with the UN mandates.

Course Objectives On 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

149 Unit-I: conceptual Exceptional children : Concept and types Inter 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 Children Indian 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 children Concept Characteristics Identification Educational Provisions Role of Teacher

Unit-IV: Education of the Educable Mentally Retarded Concept Characteristics Methods of identification Educational Provision Role of Teacher

Unit-V: Education of Children with Learning Disability Concept Characteristics Methods of identification Role of Special / Resource Teacher

150 References 1. Blackhurst. A.E. & Berdine, W.H. (Eds) (1981). An introduction to special education, Little Brown & Co. Boston 2. 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. Boston 6. 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. Practical Internet Search for Study Material Each student is required to conduct a case study of a special child and write a report.

Distribution of Marks Record - 20 Viva-Voce - 05 Total = 25

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

DISTANCE EDUCATION

Introduction Distance education was an educational mode supplementary, Complementary and alternative to conventional / traditional system of education depending on the situation it was practiced. Today it has evolved in to an independent system of education, hanks to the growth of communication Technologies and cognitive sciences which are flexible enough to use the technoloies for pedagogic purposes. It is and educational innovation to meet the ever increasing and diversified educational needs and demands of the society which are sequal to changing social, economic and other conditions on one hand and technological developments on the other. Distance education is innovative in the sense that it sets up its own norms, approaches and methodology which are different from the face-to-face system of education. It can be non-conformist and non-traditional in nature. It makes adequate provision to impart instruction to learners at a distance by incorporating a variety of meands for didactic interaction between its students and the teaches and / or the institution. This paper is and attempt to provide the students of educaiton honours some of the fundamental concepts under the purview of distance education.

Course Objectives On 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 Education Aims and objectives of Distance Education Purposes and functions served by distance education Theories of Distance Education Distance education in India : Historical perspective

152 Unit-II: Curricular Process in Distance Education Preparing and supplying study material ICT support for distance learning Personal contact programme in distance learning Assignments and projects in distance learning

Unit-III: Development of distance learning material / self-instructional material (SIM) Planning for self instructional material : Importance objectives and learning outcomes Preparation of the material Context, language and formal editing of self - instructional material Self - assessment for self - instructional material

Unit-IV: Distance learners Profit of distance learners Need of distance learners Problems of distance learner Steps for facilitating distance learner Student support services

Unit-V: Open and distance learning institutions Open Universities and open schools : Meaning and Nature IGNOU and NIOS other forms of distance education - Correspondence courses, Radio TV education Virtual universities and massive Open online courses.

References 1. Holmberg, B (1981) : Status and Trends of Distance Education, Kogan page, London 2. 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 Delhi 5. Parmaji. S (Ed) 1984) : Distance Education, Sterling Publishers, New Delhi

153 6. Reddy (1988) Open University - The lvory Towers Thrown Open, Sterling Publishers, New Delhi 7. Staff Training and Research Institute of Distance Educaion (1995), ES-311 Growth and Philosophy of Distance Education (Block 1, 2 & 3), IGNOU, New Delhi Practical - DSE - 3 Preparation of Self instructional materials (SIM) Each student is required to prepare a self instructional material (SIM) on any topic Distribution of Marks Record - 20 Viva-Voce - 05 Total = 25

OR Case study distance education study centre Each student is required to conduct case study of distance education study centre (IGNOU, NIOS, SOU, etc) and write a report. Distribution of Marks Record - 20 Viva-Voce - 05 Total = 25

DISCIPLINE SPECIFIC ELECTIVE-IV (DSE-IV) Semester - VI Paper-IV PROJECT Each student is required to prepare a project on educational problem / issue and submit a report. The project shall be evaluated by an external and internal examination. Distribution of Marks Record - 75 Viva-Voce - 25 Total = 100

154 ENGLISH Semester - I/III Generic Elective (GE) Paper-I

Modern Indian Literature Generic 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 and 4th semesters. Each GE Paper shall have 5 Units carrying 20 marks each.

The paper aims at introducing students to the richness and diversity of modern Indian Literature written in many languages and translated into English.

Unit-I: Historical Overview: Background, definition of the subject and historical perspectives (from the formative years to the present) will be covered. Unit-II: The Modern Indian Novel Fakir Mohan Senapati - Six Acres and a Third Unit-III: The Modern Indian Short Story Premchand : The Shroud Ishmat Chugtai : Lihaaf Mahasweta Devi : Stanadayini Manoj Das : The Crocodile’s Lady Unit-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 Essay A.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)

155 Semester - II Generic 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 communication Mass communication and globalization Forms of Mass-communication Barriers of Communication

Unit - II : Language of communication Pamphlets, Posters etc. Performing Street plays Creating Jingles and Tag-lines Script writing for TV and Radio

Unit -III : Advertisement Types of Advertisement Advertisement Ethics, Language of Advertisement How to create Advertisements / Story Boards Creating, Visualizing and enacting an Advertisement

Unit -IV : Media Writing Writing News Reports and Editorials Editing for Print and Online - Media Hosting Radio Programmes and Panel Discussion Writing Reviews : Book, Film, TV Programmes

Unit - V : Introduction to Cyber Media and Social Media Types of Social Media and their impact Introduction to Cyber Media Case studies on Current issues of Indian Journalism

156 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 & 10 in 4th semester, 11 & 12 in 5th semester & 13 & 14 in 6th semester. A student of English Hons also has to take four Discipline specific Elective Course (DSC) in the 3rd year in 5th & 6th semester. DSE Paper - 1 & Paper - 2 shall be taught in 5th semester & paper - 3 in 6th semester. Students have to submit a project in lieu of DSE paper - 4 in 6th semester. Each core paper shall have 5 Units carrying 20 marks each.

Semester - I Core Course - I

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 the historical, 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 help Ben Jonson : Song to Celia Shakespeare : Sonnet No - 73, 116, 130 Spenser : Sonnet No - 75 (Selections from Amoretti) Unit-IV: Shakespeare: Macbeth Unit-V: Shakespeare: Twelfth Night

157 Readings

1. Pico Della Mirandola, excerpts from the Oration on the Dignity of Man, in the Portable Renaissance Reader, ed. James Bruce Ross and Mary Martin McLaughilin (New York : Penguin Books, 1953) pp.476-9 2. John Calvin, ‘Predestination and Free Will’, in The Portable Renaissance Reader, 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 4 of 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 : Bobbs Merrill, 1970) pp.13-18

158 Semester - I Core Course - II

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 political background of the period covering the rise of Puritanism, 17th century, the period of Upheaval, Metaphysical Poetry, Cavalier Poetry, Restoration, Comedy of Humors, Age of Queen Anne, Neoclassicism, Heroic Poetry, Restoration Comedy, the rise of Prose and Satire, Age of Dryden and Pope etc.

Unit-II: Milton: Lycidas Donne: The Sunne Rising, Batter my Heart Marvel: To his Coy Mistress George Herbert: The Pulley Unit-III: Congreve : The Way of the World Unit-IV: Pope : The Rape of the Lock Dryden : Mac - Flecknoe Unit-V: Dryden: All for Love

Readings 1. 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 Willey 5. The Eighteenth Century Background: Basil Willey

159 Semester - II Core Course - III

Paper III British Literature - 18th Century

Unit - I : Historical Overview Restoration - 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 Abbey 2. R. Steele - Recollections 3. O. Goldsmith - Man in Black 4. S Johnson - Mischiefs of Good Company 5. - Decay of Friendship Readings 1. 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’, in Literature and Social Order in 18th Century England, Stepher Copley (London : Croom Helm, 1984) 3. Samuel Johnson, ‘Essay 156’, in The Rambler, in Selected Writings : Samuel Johnson, ed. Peter Martin (Cambridge : Harvard University Press 2009)

160 Semester - II Core Course - IV

British Romantic literature

Unit - I : Historical Overview, Reason and Imagination - Conceptions of Nature Literature and Revolution - The Gothic - The Romantic Lyric Unit - II : William Blake - 1. The Tyger 2. The Lamb Robert Burns - 3. Red Red Rose William Cooper - 4. The Castaway Willam Collins - 5. Ode to Evening Unit - III : Wordsworth - Tintern Abbey Coleridge - Kubla Khan Byron - Childe Harold’s Plgrimage Canto - IV (verses 178-186) (Lines 1594 - 1674) Shelley - Ode to the west wind Keats - Ode to the Grecian Urn

Unit - IV : Essays Charles Lamb - Chimney Sweepers Dream children William Hazlitt - On Familian Style On going a journey T. De Quincey - On knocking at the Gate

Unit - V : Mary Shelley - Frankenstein

Readings 1. 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 Harold Bloom and Lionel Trilling (New York : OUP, 1973) 3. Jean Rousseau, Preface to Emile on Education tr Allan Bloom (H Worth : Penguin 1991)

161 Semester - III Core Course - V

British literature 19th Century

Unit - I : Utilitarianism 19th Century Novel Marriage and Sexuality Faith and Doubt The Dramatic Monologue The 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 : Poems The Lady of Shallot - Tennyson Ullysses - Tennyson My Last Duchess - Robert Browning Fra Lippo Lippi - Robert Browning The 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’, in A Reader in 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 of Man, in The Norton Anthology of English Literature, 8th edn, Vol.2, ed. Stephen Greenblatt (New York : Northon, 2006) pp.1545-9 3. John Stuart Mill, ‘The Subjection of women’ in Norton Anthology of English Literature, 8th edn, Vol.2, ed. Stephen Greenblatt (New York : Norton, 2006) Chap 1, pp.1061-9

162 Semester - III Core Course - VI

British literature - Early 20th Century

Unit - I : Modernism, Post Modernism, Non-European Cultures, The Womens’ Movement in the early 20th C, Psychoanalysis and 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 Swan The Second Coming T.S. Eliot - The Love Song of J. Alfred Prufrock

Readings

1. Sigmund Freud, ‘Theory of Dreams’, ‘Oedipus Complex’, and ‘The structure of 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 English Literature, 8th edn. Vol.2, ed. Stephen Greenblatt (New York : Norton, 2006) pp 2319-25. 3. Raymond Williams, ‘Introduction’, in the English Novel fron Dickens to Lawrence (London : Hogarth Press, 1984) pp. 9-27

163 Semester - III Core Course - VII

Popular literature

Unit - I : The Canonical and the Popular-Caste, Gender and Identity 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 Contemporary Sri 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! : Visual Practices 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 : Bowling Green University Press, 1975) pp. 29-38) 4. Felicity Hughes, ‘Children’s Literature : Theory and Practice’, English Literary History, Vol.45, 19978, pp.542-61

164 Semester - IV Core Course - VIII

Indian Classical literature

Unit - I : The Indian Epic Tradition - Themes and Recensions Classical 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 of Karna” 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 an Anklet 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., Indian Philosophy, 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’, in Orientalism 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 Semester - IV Core Course - IX

Indian Writing in English

Unit - I : Indian English, Literature and its Readership, Themes and Contexts of the 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 Girl Kamala Das - My Grand Mother’s House Nissim Ezekiel - The Night of the Scorpion Robin S Ngargon - A Poem for Mother

Unit - V : Mulk Raj Anand - Two Lady Rams Salman Rushdie - The Free Radio Rohinton Mistry - Swimming Lesson Sashi Deshpande - The Intrusion

Readings

1. Raja Rao, Foreword to Kanthapura (New Delhi OUP, 11989) pp. V-VI 2. Salman Rushdie, ‘Common Wealth Literature does not exist’, in Imaginary Homelands (London : Granta Bo.. 1991) pp.61-70 3. Meenakshi Mukherjee, “Divided by a Common Language”, in The Perishable Empire (New Delhi : OUP, 2000) PP 187-203 4. Bruce King, “Introduction”, in Modern Indian Poetry in English (New Delhi : OUP, 2005) pp1-10

166 Semester - IV Core Course - X

Women’s Writing

Unit - I : The confessional Mode in Women’s Writing Sexual Politics Race, Caste and Gender Social Reforms and Women’s Rigths Unit - II : Emile Dickinson - Because I could not stop for Death, I Cannot Live With You Sylvia Plath - Lady Lazarus Eurice D Souza - Advice to Women, Bequest

Unit - III : Alice Walker - The Color Purple

Unit - IV : Katherine Mansfield : Bliss Mahasweta Devi - Draupadi tr Gyatri Chakravarty Spivak

Unit - V : Ramabai Ranade : A testimony of our in exhaustible Treasures (in Pandita Ramabai’s Through her Own Words : Selected Works tr Meera Kosambi. Rassa Sundari Debi - Excerpts from Amar Jiban in Susie Tharu and K Lalitha 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 Borde and 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 and Colonial Discourses’, in Contemporary Postcolonial Theory : A Reader, ed. Padmini Mongia (New York : Arnold, 1996) pp. 172-97

167 Semester - V Core Course - XI

European Classical Literature

Unit - I : The Epic Comedy and Tragedy in Classical Drama Catharsis and Mimesis Satire Literary 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 Semester - V Core Course - XII

Modern European Drama

Unit - I : Politics, Social Changes and The Stage, Text and Performance, European Drama : Realism and Beyond, Tragedy and Heroism in Modern 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 of Truth’, 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 for Instruction’, 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 Semester - VI Core Course - XIII

American Literature

Unit - I : American Dream Social Realism and the American Novel Black Women’s Writing Folklore and the American Novel Questions 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 to 68), Evolution.

Readings

1. Hector St. John Crevecouer, ‘What is an American’, (Letter III) in Letters from an American Farmer (Harmondsworth : Penguin, 1982) pp. 66-105 2. Frederick Douglass, A Narrative of the Life of Frederick Douglass (Harmonds worth : Penguin, 1982) chaps. 1-7, pp. 47-48) 3. Henry David Thoreau, ‘Battle of the Ants’ excerpt from, Brute Neighhours’, in Walden (Oxford : OUP, 1997) 4. Ralph Waldo Emerson, ‘Self Reliance’, in The Selected Writings of Ralph Waldo Emerson, ed. with a biographical introduction by Brooks Atkinson (New work : The Modern library, 1964) 5. Toni Morrison, ‘Romancing the Shadow’, in Playing in the Dark : Whiteness and Literary Imagination (London Picador, 1993) pp. 29-39

170 Semester - VI Core Course - XIV

Post Colomial Literature

Unit - I : De-Colonisation Globalisation and Literature Literature and Identity Politics Region, Race and Gender Post - 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 Treasures Ama Ata Aidoo : The Girl who can Grace Ogot : The Green Leaves

Unit - V : Pablo Neruda - Tonight I can Write Derck Walcott - A Far Cry from Africa David Malouf - Revolving Days Mamang 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 the Mind (London : James (Curry, 1986) Chap. 1, Sections 4-6 3. Gabriel Garcia Marquez, the Nobel Prize Acceptance Speech, in Gabriel Garcia Marquez : New Readings ed. Bernard McGuirk and Richard Cardwell (Cambridge : Cambridge University Press, 1987)

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

Literature of the Indian Diaspora

Unit- I: The Diaspora, Nostalgia, New Medium, Alienation Unit- II: M.G. Vassanji- The Book of Secrets Unit- III: Rohinton Mistry - A Fine Balance Unit- IV: Meera Syal - Anita and Me Unit- V: Jhumpa Lahiri - The Namesake Readings 1. “Introduction : The Diasporic Imaginary” in Mishra, V. (2008 Literature of the Indian 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.

DISCIPLINE SPECIFIC ELECTIVE-II (DSE-II) Semester - V Paper-II Literary Theory

Unit - I : The East and the West, Questions of Alterity, Power, Language, and Representation, The State and culture Unit - II : Marxism b) Louis Althusser, ‘Ideology and Ideological State Apparatuses’, in Lenin and Philosophy and other Essays (New Delhi : Aakar Books, 2006) pp. 85-126) Unit - III : Feminism a) Elaine Showalter, ‘Twenty Years On : A Literature of their Own Revisited’, in A Literature of their own : British Women Novelists from Bronte to Lessing (1977. Rpt - London : Virago, 2003) pp. xi-xxxiii.

172 Unit - IV : Poststructuralism a) Jacques Derrida, ‘Structure, Sign and Play in the Discourse of the Human Sciences’, tr. Alan Bass, in Modern Criticism and Theory : A Reader, ed. David Lodge (London : Longman, 1988) pp. 108-23. Unit - V : Postcolonial Studies b) Edward Said, ‘The Scope of Orientalism’ in Orientalism (Harmondsworth: Penguin, 1978) pp. 29-110 c) Aijaz Ahmad, “Indian Literature”, Notes towards the Definition of a Category’, 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)

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

Research Methodology

1. Practial Criticism and writing a Term Paper. 2. Conceptualizing and Drafting Research Proposals. 3. On style Manuals 4. Notes, References, and Bibilography

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

DISSERTATION/ PROJECT

173 GEOGRAPHY Semester - I/III Generic Elective (GE) Paper-I

Unit-I: Definition and scope of Geography, Rotation and Revolution of the Earth, Concept of 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 Semester - II/IV Generic Elective (GE) Paper-II

GEOGRAPHY OF INDIA AND ODISHA

Unit-I: Physical Setting: Physiography, Drainage System, Climate, Soils and Natural Vegetation of India. Unit-II: Population size and growth; Age and Sex Structure, Rural-Urban distribution; L- of India. Unit-III: Economy: Agriculture- major crops (rice, wheat, cotton), Mineral and Power Research, 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, Poperty distribution, 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- I Core Course-I Full Marks- 100 (Th.-(60+15) + Pra.25)

Geomorphology

Unit-I Geomorphology: Nature & Scope, Origin of the Earth (Nebular hypothesis, Tidal hypothesis and Big Bang Theory)

Unit-II Earth: Internal Structure and Isostasy (Concepts of Airy and Pratt)

Unit-III Earth Movements: Continental Drift, Plate Tectonics, Types of folds and faults, Earth quakes and volcanoes.

Unit-IV Geomorphic Processes: Weathering, Mass Wasting, Cycle of Erosion (Davis & Penck)

Unit-V Evolution of Landforms: Fluvial (Waterfalls, Floodplains and Delta), Karst (Caverns and their deposits), Aeolian (Blowouts and Sand- dunes), Glacial (Cirques and Moraines) and Coastal (Sea cliffs and Beaches).

Books Recommended 1. Physical Geography- Savinder Singh 2. Geomorphology- Thornbury 3. Physical Geography- D. R. Khullar 4. A text book of Geology- G. B. Mohapatra 5. Progressive Geography- G. C. Roy 6. Physical Geography- Majid Hussain 7. Physical Geography- Strahler

176 8. Introduction to Physical Geography- Strahler & Strahler 9. Rudiments of Physical Geography- D. K. Singh 10. Advanced Practical Geography- Saha & Basu 11. Elements of Practical Geography- R. L Singh 12. Mapwork & Practical Geography- L. R. Singh

Practical Full Marks - 25 Practical / Lab. work 1. Drawing of Profiles 2. Slope Analysis- Wentworth’s method 3. Interpretation of topographical maps (Relief and drainage) 4. Interpretation of Geological Map 5. Practical record and viva-voce.

Semester- I Core Course-II Full Marks- 100 (Th.-(60+15) + Pra.25)

Cartography

Unit-I Cartography: History, Nature and Scope, Branches of Cartography.

Unit-II Scales: Concept, Types and Application, Concept of Latitude, Longtitude, Grid System.

Unit-III Maps: Classification and Types, Principles of Map Design and Layout (Point, Line, Area)

177 Unit-IV Map Projection: Necessity, Types, Properties and Uses

Unit-V Diagramatic Data Representation: Line, Bar, Circle, Property, Use and Limitation of Choropleth, Isopleth & Dot Maps

Books Recommended 1. Fundamentals of Cartography- R. P. Mishra & A Ramesh 2. Cartography- Robinson 3. Maps & Diagrams- Monkhouse & Willkinson 4. Introduction to Physical Geography- Strahler & Strahler 5. Practical Geography- Ashis Sarkar 6. Mapwork & Practical Geography- L. R. Singh 7. Mapwork & Practical Geography- Gopal Singh 8. Elements of Practical Geography- R. L. Singh 9. Essentials Practical Geography- D. R. Khullar

Practical Full Mark - 25 Practical / Lab. work 1. Drawing of Plain Scale and Diagonal Scale 2. Classes and Measurement of Phenomenon 3. Enlargment and Reduction of Maps, Measurement of Area and Distance 4. 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- II Core Course-III Full Marks- 100 (Th.-(60+15) + Pra.25)

Climatology

Unit-I Atmosphere: Composition & Structure, Elements and Factors of Weather and Climate.

Unit-II Insolation and Temperature: Factors and Distribution, Heat Budget, Temperature Inversion.

Unit-III Atmospheric Pressure and Winds: Planetary Pressure Belts, Planetary Winds, Forces Affecting Winds, General Circulation, Jet Streams.

Unit-IV Atmospheric Moisture: Evaporation, Humidity, Condensation, Fog & Clouds, Precipitation Types, Stability and Instability.

Unit-V Cyclones: Tropical Cyclones, Extra-tropical Cyclones, Monsoon-Origin & Mechanism.

Books Recommended 1. Climatology- D. S. Lal 2. Atmosphere, Weather and Climate- K. Siddharth 3. Climatology & Oceanography- B. S. Neggy 4. Physical Geography- Savinder Singh 5. Physical Geography- D. R. Khullar 6. Physical Geography- Dasgupta and Kapur 7. Physical Geography- R. N. Tikka 8. Atmosphere, Weather and Climate- Berry & Chorley

179 9. General Climatology- Critchfield 8. Elements of Practical Geography- R. L. Singh 9. Essentials Practical Geography- D. R. Khullar 10. Map work & Practical Geography- L. R. Singh

Practical Full Mark - 25 Practical / Lab. work 1. Interpretation of Weather Map 2. Measurement of Relative Humidity by Dry & Wet Bulb Thermometer 3. Wind Rose Diagram 4. Construction of Climograph and Hythergraph 5. Practical record and viva-voce.

Semester- II Core Course-IV Full Marks- 100 (Th.-(60+15) + Pra.25) Oceanography Unit-I Oceanography: Definition and Scope, Importance of Oceans, Major branches Unit-II Morphology: Bottom relief of oceans, Hypsometric curve, Bottom relief of Pacific, Atlantic and Indian Ocean Unit-III Temperature and salinity of ocean water- Factors and Distribution, T-S Diagram Unit-IV Coral reefs, Marine Deposits, Marine resources Unit-V Dynamics of Ocean Water: Waves, Tides and Currents

180 Books Recommended 1. Oceanography- D. S. Lal 2. Oceanography for Geographers- Vatal & Sharma 3. Climatology & Oceanography- B. S. Neggy 4. Physical Geography- Savinder Singh 5. Physical Geography- D. R. Khullar 6. Physical Geography- Majid Hussain 7. Oceanography- K. Siddharth 8. Fundamentals of Catography- R. P. Mishra and A. Ramesh 9. Maps and Diagrams- Monkhouse 8. Elements of Practical Geography- R. L. Singh 9. Map work & Practical Geography- Gopal Singh 10. Map work & Practical Geography- L. R. Singh

Practical Full Mark - 25 Practical / Lab. work 1. Drawing of Hypsometric and Clinographic Curve 2. Interpolation of Isobath 3. Drawing of T-S Diagram 4. Drawing of Ocean Currents (Atlantic & Indian Ocean) 5. Practical record and viva-voce.

181 Semester- III Core 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 components of ecosystem; tropic structure, ecological pyramid, energy flow and biogeochemical cycle (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 (Environment Impact 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 Full Mark - 25

Practical / Lab. work 1. Nitrogen Cycle 2. Hydrogen Cycle 3. Carbon Cycle 4. Drawing of Biomes 5. Practical record and viva-voce.

Semester- III Core Course-VI Full Marks- 100 (Th.-(60+15) + Pra.25) Economic Geography Unit-I Concept of Economic Geography: Meaning, Scope, Approaches and Recent Developments in Economic Geography, Sectors of Economy, Wrold Economic Development: Concept of growth and development. Unit-II Factor affecting location of economic activity with special reference to Agriculture and industry. Unit-III Type of agriculture and World agriculture regions: Production and Distribution of major food crops- rice and wheat, Spatial Patterns of agriculture- Von Thunen’s Theory.

183 Unit-IV

Classification of Industries: Major Industrial region of the world- with special reference to Asia. Theories of Industrial Location Weber and Smith.

Unit-V Mode of Transporation and network system: Transport and Economic Development, Concept and types of trade, International Trade.

Books Recommended 1. 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 Full Mark - 25 Practical / Lab. work 1. Industrial location model of Weber and Isodapane 2. Ergograph 3. Traffic Flow 4. Mapping of Agricultural regions of the World 5. Practical record and viva-voce.

184 Semester- III Core Course-VII Full Marks- 100 (Th.-(60+15) + Pra.25) Settlement Geography Unit-I Nature and Scope of Settlement Geography; Factor affecting the origin and growth of settlements, Concept of rural Settlement, Types and Pattern of rural settlements. Unit-II Factor affecting growth and distribution of urban settlement, Recent trend of Urbanization, Classification of Towns- functional and census. Unit-III City-Region: Umaland, hinterland, urban field. Models of city structure- Concentric zone theory, Sector theory and multiple uncleic theories. Unit-IV Size and spacing of cities- Rank-size rule, Law of Primate City, Urban Hierachy; Central Place Theory. Unit-V Delimitation of CBD and determination of centrality of a region, Rural-urban fringe, Urban slum, Jawaharlal Nehru National Renewal Mission. Books Recommended 1. 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 - 25 Practical / Lab. work 1. 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 test 5. Practical record and viva-voce.

01. 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.

Practical Full Mark - 25 Practical / Lab. work 1. Showing population distribution (Uniform Dot Method) 2. Density of population Using Choropleth Method 3. Circle and Sphere Diagram 4. Drawing of Age Sex Structure 5. Practical record and viva-voce.

186 Semester- IV Core Course-VIII Full Marks- 100 (Th.-(60+15) + Pra.25) Population Geography Unit-I Defining the Field- Nature and Scope; Sources of Data with special reference to India (Census, Vital Statistics and National Sample Survey).

Unit-II Population Size, Distribution, Density and Growth- Determinants and Patterns.

Unit-III Components of Population change: Fertility, Mortality and Migration- Measures, Determinants and Implications.

Unit-IV Population Composition and Characteristics- Age- Sex Composition; Rural and Urban Composition; Literacy.

Unit-V Population Theories: Maltuhsian Theory and Demographic Transition Theory; Population Policies with special refefence to India.

Books Recommended 1. 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 - 25 Practical / Lab. work 1. Showing population distribution (Uniform Dot Method) 2. Density of population Using Choropleth Method 3. Circle and Sphere Diagram 4. Drawing of Age Sex Structure 5. Practical record and viva-voce.

Semester- IV Core Course-IX Full Marks- 100 (Th.-(60+15) + Pra.25) Statistical Method in Geography Unit-I Significance of Statistical Methods in Geography; Sources of Data- Primary and Secondary; Types of Data, Scales of Measurement (Nominal, Ordinal, Interval, Ratio).

Unit-II Tabulation of data: Frequency Distribution; Graphical Representation of data- Histogram, Frequency Polygon, Frequency Curve and Cumulative frequency curve or Ogive.

Unit-III Measurement of Central Tendency, Mean, Median, Mode; Dispersions standard deviation, coefficient of variation.

Unit-IV Sampling Techniques for Geographical Analysis- Types of sampling: Purposive, Random, Systematic and Stratified.

188 Unit-V Correlation: Scatter Diagram and Concept of empirical Analysis, Karl Pearson’s Product Moment Correlation coefficient, Spearman’s Rank Correlation, Regression Analysis. Books Recommended 1. Bhagwathi, V. and Pillai, R. S. N. (2003). Practical Statistics, New Delhi: Sultan Chand 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 Full Mark - 25 Practical / Lab. work 1. Drawing of Histogram, Frequency Polygon and Ogive 2. Statistical exercise on: Mean, Median and Mode 3. Mean deviation and standard deviation 4. Regression and correlation (Drawing of scattered diagram and regression line) 5. Practical record and viva-voce.

189 Semester- IV Core Course-X Full Marks- 100 (Th.-(60+15) + Pra.25) Human Geography Unit-I Human Geography: Definition, Scope, Man and Nature Relationship; Development of Human Geography: Environmental determinisn and Possibilism. Unit-II Origin of Man, Races of Mankind with special reference to India, Cultural Realms of the world. Unit-III Tribes-Defination and Distribution major tribes of the world (Semang, Bushman, Eskimo, Bhils) Unit-IV Meaning of Culture, Principal Language of the World with special reference to India, Religion-Classification and distribution, caste system in India. Unit-V Schedule Caste and Schedule Tribe in India (Bhils, Santals, Gondas, Todas). Books Recommended 1. 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 - 25 Practical / Lab. work 1. Prepare a chart on Races of Mankind 2. Cultural Realms 3. Distribution of major tribes in India 4. Distribution of Schedule Caste in India 5. Practical record and viva-voce.

Semester- V Core Course-XI Full Marks- 100 (Th.-(60+15) + Pra.25) Geography of India Unit-I Physical Setting: Physiography, Drainage, Climate, Soils and Natural Vegetation. Unit-II Population: Size and Growth; age and sex structure; rural-urban distribution; Literacy.

Unit-III Economy: Agriculture- Major crops (rice, wheat, cotton), Mineral and Power Resources- Coal, Iron, Ore, Bauxite and Hydroelectricity.

Unit-IV Industries: Iron and Steel, Aluminum, Cotton Textiles.

Unit-V Transport: (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 Full Mark - 25 Practical / Lab. work 1. Physical Division of India 2. Population distribution of India 3. Major Cultivation region of India (Rice, Wheat, Cotton) 4. Showing the National High ways. 5. Practical record and viva-voce.

192 Semester- V Core Course-XII Full Marks- 100 (Th.-(60+15) + Pra.25) Geographical Thought Unit-I Evolution of Geographical Ideas: Greek contribution to Mathematical and Physical Geography, Contribution of Romans (Strabo and Ptolemy), Ancient Indians.

Unit-II Founder of Modern Geographical Thought: Alexander von Humboldt, Carl Ritter, Ratzel, Vidal de Lablache.

Unit-III British and American School of Thought: Contributions of H. J. Mackinder, William Morris Davis and E. C. Semple.

Unit-IV Dichotomy in Geography: Determinism and Possibilism, General Geography vs. Regional Geography.

Unit-V Models in Geography: Types and Significance, Modern Themes in Geographical Thought- Functionalism, Idealism, Humanism.

Books Recommended 1. Majid Hussain: Geographical Thought. 2. R. D. Dikshit: Geographical Thought. 3. Dr. Y. K. Sharma: Geographical Thought.

Practical Full Mark - 25 Practical / Lab. work

193 Semester- VI Core Course-XIII Full Marks- 100 (Th.-(60+15) + Pra.25) Regional Planning

Unit-I Regional Concept in Geography (Space and its Attributes): Definition and Characteristics of Region; Types of region; Formal and Functional, Uniform and Nodal, Single purpose and Composite Region in the context of planning. Unit-II Regional Development and Regional Planning: Theories and Models of Regional Planning (Friedman, Hirschman, Myrdal and Perroux) Unit-III Hierarchy of Regions: Methods of regionalization, Planning Regions- Perspective, Dynamic and Problem Regions. Unit-IV Major Planning Regions of India: Agro-Climate Regions of India, River Valley Regions, Metropolitan Regions, Hilly and Tribal Regions. Unit-V Regional Disparities: Causes and Consequences; Regional Development Plans and Policies in India- Integrated Area Development Programme (IADP), Integrated Rural Development Programme (IRDP) and Drought Prone Area Programme (DPAP). Books Recommended 1. Alden and Morgan R. (1974): Regional Planning: A Comprehensive View, John Wiley 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 Publishing Pvt. Ltd. New Delhi. 7. Friedmann, J. and Alonso, W. (1975): Regional Policy- Readings in Theory and Applications, MIT Press, Massachusetts. 8. Gore, C. G. (1984): Regions in Question: Space, Development Theory and Regional Policy, Methuen, London. 9. Minshull, R. (1967): Regional Geography: Theory and Practice, Aldine Transaction, 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 Full Mark - 25 Practical / Lab. work 1. Delimitation of C. B. D. 2. Delimitation of City Region 3. Delimitation of Agricultural Regions 4. Delimitation of Planning Regions

195 Semester- VI Core Course-XIV Full Marks- 100 (Th.-(60+15) + Pra.25) Disaster Management Unit-I Hazards and Disaster: Concept of Hazards and Disaster and Disaster Management.

Unit-II The Concept of Disaster Management Cycle: Post Disaster Review, Prevention, Mitigation, Preparedness, Impact, Recovery and Development.

Unit-III Types occurrence, Characteristics and Management: Flood, Earth quake, Drought, Cyclone.

Unit-IV Component of Disaster Preparedness Plans: Contingency Planning, National Plan, Warming System, Community Participation.

Unit-V Plan and Policies: Role of Government and NGOs in Management Programmes with special reference to India. (DPAP).

Practical Full Mark - 25 Practical / Lab. work 1. Flood 2. Drought 3. Earthquake 4. Cyclone

196 DISCIPLINE SPECIFIC ELECTIVE-I (DSE-I) Semester - V Paper-I Full Marks- 100 (Th.-(60+15) + Pra.25)

REMOTE SENSING AND GIS

Unit-I Remote Sensing: Historical Development: Sensors (Active and Passive) and Platforms (Airborne and space borne); Aerial Photographs satellite imageries; Global Positioning System (GPS)- Principle and uses. Unit-II Principles of Remote Sensing: Electro-magnetic energy, Energy interaction with Atmosphere and Earth Surface features. Concept of Resolution: Spatial, Spectral, Radiometric and Temporal; Visual Interpretation of Satellite images- interpretation keys. Unit-III Geographic Information System: Basic Concepts; Components of GIS- Computer Hardware and GIS Software. Unit-IV Data in GIS: Types, Sources, Data Models and Data Structures. Unit-V GIS in Developing Countries: Remote sensing and GIS applications in Land use and Land cover Mapping. Books Recommended 1. 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 Full Mark - 25 Practical / Lab. work 1. 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. GPS 4. Interpretation of Aerial Photograph 5. Practical record and viva-voce

DISCIPLINE SPECIFIC ELECTIVE-II (DSE-II) Semester - V Paper-II Full Marks- 100 (Th.-(60+15) + Pra.25)

GEOGRAPHY OF ODISHA

Unit-I Physical Setting: Physiography, Drainage, Climate, Soils and Natural Vegetation. Unit-II Population: Size and Growth; age and sex structure; rural-urban distribution; Literacy. Unit-III Economy: Agriculture- Major crops (rice, wheat, cotton), Mineral and Power Resources- Coal, Iron, Ore, Bauxite and Hydroelectricity. Unit-IV Industries: Iron and Steel, Aluminum, Cotton Textiles. Unit-V Transport: (The Indian Railways, Roads, Inland Waterways, Airways), Communication and Trade.

198 Books Recommended 1. B. N. Sinha- Geography of Odisha. 2. G. C. Ray- Geography of Odisha.

Practical Full Mark - 25 Practical / Lab. work 1. Soil and Vegetation 2. Density of Population (Choropleth Method) 3. Distribution of Bauxite 4. Airways 5. Practical record and viva-voce.

DISCIPLINE SPECIFIC ELECTIVE-III (DSE-III) Semester - VI Paper-III Full Marks- 100 (Th.-(60+15) + Pra.25)

NATURAL RESOURCE AND ITS MANAGEMENT

Unit-I Resource: Meaning, Nature and Components; Resource and Environment Interface; Classification of Resources- biotic and a-biotic, renewable and non- renewable.

Unit-II Resource Management: Concept and approaches to natural; Problems of resource utilization, Population pressure, development and resource use.

Unit-III Resource Distribution and Utilization: Water, mineral and energy resources; their economic and environmental significance and conservation.

199 Unit-IV Resource Distribution and Conservation: Soil, Minerals, Forests. Unit-V Resource Crisis: Use and Misuse of Resources: Global and Indian Scenario, Resource Scacrity Hypothesis, Sustainable Resource Development. Books Recommended 1. 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 Full Mark - 25 Practical / Lab. work 1. Dissertation

DISCIPLINE SPECIFIC ELECTIVE-IV (DSE-IV) Semester - VI Paper-IV Full Marks- 100 PROJECT WORK SOCIO-ECONOMIC SURVEY REPORT

200 HINDI Semester - I/III Generic Elective (GE) Paper-I Hee½eel³e oeMee|vekeÀ ef®evleve SJeb efnvoer meeefnl³e Total No. of Credit - 06 F.M. - 100 Unit - I keÀ) DeefueJ³ebpeveeJeeo, Ke) mJe®ívoleeJeeo

Unit - II keÀ) DeefmlelJeJeeo, Ke) ceveesefJeMues

Unit - III keÀ) ceekeÌme&Jeeo, Ke) mebj®eveeJeeo

Unit - IV keÀ) DeeOegefvekeÀleeJeeo, Ke) GÊej DeeOegefvekeÀkeÀleeJeeo

Unit - V keÀ) efyecye, ÒeleerkeÀ, efceLekeÀ DebkeÀ efJeYeepeve - Unit - I mes Midterm Exam - 20 Marks SkeÀ oerIe& ÒeMeve 12 x 1 = 12 oes mebef#eHle ÒeMve 4 x 2 = 08 End term Exam Unit - II, III, IV, V mes - 20 Marks keÀ) Òel³eskeÀ ³egefvej mes SkeÀ SkeÀ oerIe& GÊej cetuekeÀ ÒeMeve Hetís peeSbies 12.5 x 4 = 50 Ke) Òel³eskeÀ ³egefvej mes SkeÀ SkeÀ mebef#eHle ÒeMve Hetís peeSbies 7.5 x 4 = 30 mene³ekeÀ ûevLe 1. Yeejleer³e Deewj Hee½eel³e keÀeJ³eMeeðe - efnvoer Deeuees®eve - [e@ jece®evê efleJeejer 2. efnvoer Deeuees®evee kesÀ yeerpe Meyo - [e@ ye®®eve efmebn

201 Semester - II/IV Generic Elective (GE) Paper-II mepe&veelcekeÀ uesKeve kesÀ efJeefJeOe #es$e Total No. of Credit - 06 F.M. - 100 Unit - I keÀ) efjHeesleepe& - DeLe&, mJeªHe, efjHeesleepe uesKeve - ÒeefJeefOe

Unit - II keÀ) efHeÀ®ej uesKeve -efJe

Unit - III keÀ) mee#eeledkeÀej - GÎsM³e, ÒekeÀej, mee#eeledkeÀej - ÒeefJeefOe, cenlJe, YeWìJeeÊee&

Unit - IV keÀ) mlebYe uesKeve - mecee®eej He$e kesÀ efJeefJeOe mlebYe, mlebYe uesKeve keÀer efJeMes

Unit - V keÀ) He$ekeÀeefjlee - DeeefLe&keÀ, Kesue, ûeeceerCe Deewj efJekeÀeme, HeÀesìes He$ekeÀeefjlee DebkeÀ efJeYeepeve - Unit - I mes Midterm 20 marks 12 x 1 = 12 4 x 2 = 08 Unit 2, 3, 4, 5 mes End term Exam 80 marks oerIe& ÒeMve 12.5 x 4 = 50 mebef#eHle efìHHeCeer 7.5 x 4 = 30

mene³ekeÀ ûevLe 1. ke=À

202 Hindi Semester- I Core Course-I efnvoer meeefnl³e keÀe Fefleneme

(jerefle keÀeJ³e lekeÀ) F.M. - 100

Unit - I keÀ) keÀeue efJeYeepeve Deewj veecekeÀjCe Ke) DeeefokeÀeueerve meeefnl³e keÀer He=ÿYetefce

Unit - II keÀ) Deeefo keÀeue keÀe meeceev³e Heefj®e³e Ke) efme× meeefnl³e, veeLe meeefnl³e, pewve meeefnl³e, jemees meeefnl³e, ueewefkeÀkeÀ meeefnl³e, DeeefokeÀeue keÀer Dev³e j®eveeSB

Unit - III keÀ) YeefkeÌlekeÀeue - He=ÿYetefce, meeceev³e Heefj®e³e Deewj ÒecegKe ÒeJe=efÊe³eeB

Unit - IV keÀ) efveie&gCe Deewj meiegCe YeefkeÌleOeeje kesÀ ÒecegKe keÀefJe Deewj keÀeJ³eeW keÀer efJeMes

Unit - V keÀ) jereflekeÀeJ³e - He=ÿYetefce, meeceev³e Heefj®e³e Deewj ÒecegKe ÒeJe=efÊe³eeB jerefleye×, jerefle efme× Deewj jerefle cegkeÌle keÀeJ³eOeeje kesÀ ÒecegKe keÀefJe DebkeÀ efJeYeepeve - Unit - I mes Midterm Exam - 20 Marks SkeÀ oerIe& ÒeMve - 12 x 1 = 12 oes mebef#eHle ÒeMve - 4 x 2 = 08 End Semester - Unit 2, 3, 4, 5 mes oerIe& ÒeMve 12.5x4=50 End Semester - Unit 2, 3, 4, 5 ®eej mebef#eHle ÒeMve 7.5x4=30 mene³ekeÀ ûevLe 1. efnvoer meeefnl³e keÀer YetefcekeÀe - Dee®ee³e& npeejer Òemeeo efÜJesoer, jepekeÀceue, ÒekeÀeMeve, veF& efouueer 2. efnvoer meeefnl³e keÀe GoYeJe Deewj efJekeÀemeö Dee®ee³e& npeejer Òemeeo efÜJesoer, jepekeÀceue, ÒekeÀeMeve, veF& efouueer 3. efnvoer meeefnl³e keÀe Fefleneme - Dee@ jece®evê MegkeÌue, veeiejer Òe®eeSCeer meYee, keÀeMeer 4. efnvoer meeefnl³e keÀe Fefleneme - [e@ veiesvê 203 =

Semester- I Core Course-II

YeefkeÌle Deewj jereflekeÀeueerve efnvoer keÀefJelee F.M. - 100 efnvoer keÀeJ³e mebûen (le=leer³e mebMeesefOele mebmkeÀjCe) mebHeeokeÀ - jeceJeerj efmebn, nscee DeÒesleer, ceerje mejerve, kesÀvêer³e efnvoer mebmLeeve, Deeieje

Unit - I keÀ) keÀyeerj oeme - Heo ~ mes 5, meeKeer - 1, 2, 5, 6, 9, 10, 14, 15, 19, 20= 10 meeefKe³eeB Ke) pee³emeer - veeieceleer efJe³eesie KeC[

Unit - II keÀ) megjoeme - efJeve³e kesÀ Heo 1 mes 4, Ye´cejieerle 6 mes 9 Ke) leguemeer oeme - efJeve³e Heef$ekeÀe mecHetCe&

Unit - III keÀ) jnerce- oesne - 1, 2, 3, 4, 7, 8, 11, 12, 13, 14, 17, 18, 19, 20, 21= 15 Ke) ceerjeyeeF& - Heo 1 mes 4

Unit - IV keÀ) efyenejer-1, 2, 3, 4, 5, 9, 10, 11, 12, 13, 14, 15, 16, 17, 24, 25, 26, 27, 30, 32 = 20 oesne

Unit - V keÀ) OeveeJebo - Heo - 1, 3, 4, 7, 9 Ke) jmeKeeve - Heo - 3, 4, 5, 6, 10 DebkeÀ efJeYeepeve - Unit - I mes Midterm Exam - 20 Marks SkeÀ oerIe& ÒeMve - 12 x 1 = 12 oes mebef#eHle ÒeMve - 4 x 2 = 08 End Semester - Unit (1,2, 3, 4,5) mes J³eejJ³ee - 7.5X2=15 oerIe& ÒeMve - 12.5 x 4 = 50 mebef#eHle ÒeMve - 7.5X2=15 mene³ekeÀ ûevLe 1. efnvoer metHeÀer keÀeJ³e keÀer YetefcekeÀe - jepeHetpeve efleJeejer 2. efyenejer - [e@ ye®®eve efmebn - meeefnl³e DekeÀeoceer 3. jerefle keÀeJ³e - [e@ peieoerMe iegHle - yemegceefle, Fueeneyeeo

204 Semester- II Core Course-III efnvoer meeefnl³e keÀe Fefleneme

DeeOegefvekeÀ keÀeue F.M. - 100

Unit - I keÀ) DeeOegefvekeÀ keÀeue (efnvoer veJepeeiejCe keÀeue) - jepeveereflekeÀ, meeceeefpekeÀ, meebmke=ÀeflekeÀ He=ÿYetefce

Unit - II keÀ) Yeejlesvog ³egie Deewj efÜJesoer ³egie -ieÐe keÀe GoYeJe Deewj efJekeÀeme, ÒecegKe ÒeJe=efÊe³eeB

Unit - III keÀ) íe³eeJeeo Deewj Òe³eesieJeeo - keÀeJ³e ÒeJe=efÊe³eeB

Unit - IV keÀ) ÒeieefleJeeo, veF@ keÀefJelee Deewj mecekeÀeueerve keÀefJelee - keÀeJ³e ÒeJe=efÊe³eeB

Unit - V keÀ) efnvoer ieÐe keÀe efJekeÀeme - (veeìkeÀ, GHev³eeme) mJelev$eleeHetJe& efnvoer ieÐe mJeelev$e³eesÊej efnvoer ieÐe DebkeÀ efJeYeepeve - Unit - I mes Mid term Exam - 20 Marks SkeÀ oerIe& ÒeMve - 12 x 1 = 12 oes mebef#eHle ÒeMve - 4 x 2 = 08 End term Exam Unit- 1, 2, 3, 4, 5 mes oerIe& ÒeMve 12.5 x 4 = 50 Unit- 1, 2, 3, 4, 5 mes ®eej mebef#eHle ÒeMve 7.5X4=30

mene³ekeÀ ûevLe 1. efnvoer meeefnl³e keÀe Fefleneme - Òees. ceeOeJe meesveìkeÀkesÀ - efJekeÀeme ÒekeÀeMeve, keÀeveHegj 2. efnvoer meeefnl³e keÀe Fefleneme - [e@ efJepe³esvê SveelekeÀ - meeefnl³e DekeÀeosceer 3. DeeOegefvekeÀ efnvoer meeefnl³e - [e@ ue#ceermeeiej JeeJCess³e - efnvoer Heefj

Unit - I keÀ) De³ees×eefmebn GHeeO³ee³e `nefjDeewOe` efÒe³e ÒeJeeme (HeJeve - oteflekeÀe) - 1 mes 14 Ke) cewefLepeer MejCe iegHle - ³eMeesOeje kesÀ efJejn ieerle meefKe Jemevle mes keÀneB ieS Jes ? js ceve, Deepe Hejer#ee lesjer

Unit - II keÀ) pe³eMebkeÀj Òemeeo ues ®eue cegPes.... ceOegce³e osMe DeeBmeg 1 mes 15....

Unit - III keÀ) met³e&keÀevle ef$eHeeþer efvejeuee efYe#egkeÀ, leesæ[leer HelLej, legce Deewj ceQ

Unit - IV keÀ) megefce$ee vevove Heble leepe, ÒeLece jefMce, leHejs

206 Unit - V keÀ) ceneosJeer Jecee& veerj Yejer ogëKe keÀer yeoueer HebLe nesves oes DeHeefjef®ele ns 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 ûevLe 1. íe³eeJeeo - Òees. veeceJej efmebn 2. íe³eeJeeo - Hetvecet&u³eebkeÀve - megefce$eevevove Heble

207 Semester- III Core Course-V íe³eeJeoesÊej efnvoer keÀefJelee efnvoer keÀeJ³e mebûen (New Edition) kesÀvêer³e efnvoer mebmLeeve, Deeieje UNIT-I (i) kesÀoejveeLe DeûeJeeue - yebmeleer nJee (ii) veeieepe&gve - keÀeefueoeme, yengle efoveeW kesÀ yeeo UNIT-II (i) jeceOeejer efmebn efovekeÀj - peveleb$e keÀe pevce, DeefYeveJe ceveg<³e UNIT-III , (i) meef®eoevebo efnjevebo Jeelmee³eve `De%es³e - ³en oerHe DekesÀuee, efnjesmeercee~ UNIT-IV (i) YeJeeveer Òemeeo efceÞe - ieerle HeÀjesMe, DeefYeJ³eefkeÌle UNIT-V (i) jIegJeerj mene³e - OetHe, jeceoeme (ii) efieefjpee kegÀceej ceeLegj - yeg× DebkeÀ efJeYeepeve Mid Term Exam - (Unit 1 mes) = 20 SkeÀ oerIe& ÒeMve - 12 x 1 = 12 oes mebef#eHle ÒeMve - 4 x 2 = 8 End Term Exam (Unit 2,3,4,5 mes ) = 80 J³eeK³ee³eW (oes) - 7.5X2=15 oerIe& ÒeMve (®eej) - 12.5 x 4= 50 mebef#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

208 Semester- III Core Course-VI Yeejleer³e keÀeJ³eMeeðe UNIT-I (i) keÀeJ³e ue#eCe DeLeJee HeefjYee

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

209 Semester- III Core Course-VII Hee½eel³e 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 keÀe mJeªHe 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 DebkeÀ efJeYeepeve Mid Term Exam - (Unit 1 mes) = 20 SkeÀ oerIe& ÒeMve - 12 x 1 = 12 oes mebef#eHle ÒeMve - 4 x 2 = 8 End Term Exam (Unit 1,2,3,4,5 mes ) = 80 oerIe& ÒeMve (®eej) - 12.5 X 4=50 mebef#eHle ÒeMve (®eej) - 7.5 X 4=30 mene³ekeÀ ûevLe (1) [e@. efvece&uee pewve - Hee½eel³e meeefnl³e ef®ebleve - jeOeeke=À

210 Semester- IV Core Course-VIII Yee

mene³ekeÀ ûevLe (1) [e@. YeesueeveeLe efleJeejer - Yee

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©

212 Semester- IV Core Course-X efnvoer keÀneveer

UNIT-I Gmeves keÀne Lee - ®evêOej Mecee& ieguesjer, keÀ]HeÀve - Òesce®evo UNIT-II DeekeÀeMe oerHe - pe³eMebkeÀj Òemeeo, nej keÀer peerle - megoMe&ve UNIT-III Heepesye - pewvesvo, ueeue Heeve keÀer yesiece - HeÀCeerMJej veeLe jsCeg UNIT-IV ceueJes keÀe ceeefuekeÀ - ceesnve jekesÀMe, oesHenj keÀe Yeespeve - DecejkeÀeble UNIT-V efmekeÌkeÀe yeoue ie³ee - ke=À

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~

213 Semester- V Core Course-XI efnvoer veeìkeÀ SJeb SkeÀebkeÀer UNIT-I DevOesj veiejer - Yeejlesvog nefj½evê UNIT-II ®evêiegHle - pe³eMebkeÀj Òemeeo UNIT-III DeeOes-DeOetjs - ceesnve jekesÀMe UNIT-IV ®eeªefce$ee - jepekegÀceej Jecee& , ³en mJeleb$elee keÀe ³egie - Go³e MebkeÀj YeÆ UNIT-V cee@ - efye

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

214 Semester- V Core Course-XII efnvoer efveyevOe SJeb Dev³e ieÐe efJeOeeSB

UNIT-I cepeotjer Deewj Òesce - mejoej HetCe& efmebn, F&<³ee& - jece®evê MegkeÌue UNIT-II DeMeeskeÀ kesÀ HetÀue - npeejer Òemeeo efÜJesoer, cesjs jece keÀe cegkegÀì Yeerieejne ns - efJeÐeeefveJeeme efceÞe UNIT-III jecee - ceneosJeer Jecee&, jefpe³ee - jeceye=#e yesefveHetjer UNIT-IV Henuee meHesÀo yeeue - nefjMebkeÀj HejmeeF&, iejerye nesves kesÀ HeÀe³eos - jJeervê veeLe l³eeieer UNIT-V keÀceue keÀe efmeHeener - Òesce®ebo (ÒeLece 30 He=ÿ lekeÀ), keÌ³ee YetuetB keÌ³ee ³eeo keÀªB - nefjJebMe je³e ye®®eve (ÒeLece 30 He=ÿ lekeÀ) DebkeÀ efJeYeepeve Mid Term Exam - (Unit 1 mes) = 20 SkeÀ oerIe& ÒeMve - 12 x 1 = 12 oes mebef#eHle ÒeMve - 4 x 2 = 8 End Term Exam (Unit 1,2,3,4,5 mes ) = 80 oerIe& ÒeMve (®eej) - 12.5 x 4=50 J³eeK³eeSB (oes) - 7.5 x 2 =15 mebef#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~

215 Semester- VI Core Course-XIII efnvoer keÀer meeefnefl³ekeÀ He$ekeÀeefjlee UNIT-I meeefnefl³ekeÀ He$ekeÀeefjlee - DeLe&, DeJeOeejCee Deewj cenlJe UNIT-II Yeejlesvog ³egieerve meeefnefl³ekeÀ He$ekeÀeefjlee Heefj®e³e Deewj ÒeJe=efÊe³eeB, efÜJesoer ³egieerve meeefnefl³ekeÀ He$ekeÀeefjlee Heefj®e³e Deewj ÒeJe=efÊe³eeB UNIT-III Òesce®ebo Deewj íe³eeJeeo³egieerve meeefnefl³ekeÀ He$ekeÀeefjlee - Heefj®e³e Deewj ÒeJe=efÊe³eeB UNIT-IV mJeelev$³eesÊej meeefnefl³ekeÀ He$ekeÀeefjlee - Heefj®e³e Deewj ÒeJe=efÊe³eeB UNIT-V mecekeÀeueerve meeefnefl³ekeÀ He$ekeÀeefjlee - Heefj®e³e Deewj ÒeJe=efÊe³eeB, meeefnefl³ekeÀ He$e keÀeefjlee ceW DevegJeeo keÀer YetefcekeÀe DebkeÀ efJeYeepeve Mid Term Exam - (Unit 1 mes) = 20 SkeÀ oerIe& ÒeMve - 12 x 1 = 12 oes mebef#eHle ÒeMve - 4 x 2 = 8 End Term Exam (Unit 2,3,4,5 mes ) = 80 oerIe& ÒeMve (®eej) - 12.5x4=50 mebef#eHle ÒeMve (®eej) - 7.5x4=30 mene³ekeÀ ûevLe (1) peve meb®eej ceeO³ece Deewwj He$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

216 Semester- VI Core Course-XIV Òe³eespevecetuekeÀ efnvoer UNIT-I efnvoer Yee

mene³ekeÀ ûevLe (1) íe³eeJeeo - veeceJej efmebn, jepekeÀceue ÒekeÀeMeve, (2) íe³eeJeeo kesÀ DeeOeej mlebYe - meb jecepeer HeeC[s³e, efueefHe ÒekeÀeMeve, (3) íe³eeJeeoer keÀeJ³e - [e@ ke=À

mene³ekeÀ ûevLe (1) Òesce®ebo kesÀ Dee³eece - meb S. DejefJeboe#eve, jeOeeke=À

220 CBCS SYLLABUS HISTORY

SEMESTER - I Sl. Papers Credit Marks 1. C.C.I - History of India-I 6 100 2. C.C.II - Social Formations and Cultural patterns of the Ancient World 6 100 3. AECC-I-Environmental Science 2 50 4. GE-I - Making of Contemporary India 6 100

SEMESTER - II Sl. Papers Credit Marks 5. C.C.III - History of India-II 6 100 6. C.C.IV - Social Formations and Cultural patterns of the Medieval World 6 100 7. AECC-II - English / MIL 2 50 8. GE-II - Issues in Contemporary World 6 100

SEMESTER - III Sl. Papers Credit Marks 9. C.C.V. - History of India - III (c.750-1206) 6 100 10. C.C.VI - Rise of Modern West - I 6 100 11. C.C.VII - History of India-IV (c.1206-1550) 6 100 12. SEC-I- Understanding Heritage 2 50 13. GE-III- Making of Contemporary India 6 100

SEMESTER - IV Sl. Papers Credit Marks 14. C.C.VIII-Rise of Modern West-II 6 100 15. C.C.IX - History of IndiaV (c.1550-1605) 6 100

221 16. C.C.X- History of India-VI (c.1605-1750) 6 100 17. SEC-II-Understanding Heritage 2 50 18. GE-IV-Issues in Contemporary World 6 100

SEMESTER - V Sl. Papers Credit Marks 19. C.C.XI - History of Modern Europe-I (c.1780-1339) 6 100 20. C.C.XII-Historyof India-VII (1750-1857) 6 100 21. D.S.E-I- History of United States of America-I (c.1776-1945) 6 100 22. DSE-II - History and Culture of Odisha 6 100

SEMESTER - VI Sl. Papers Credit Marks 19. C.C.XIII - History of India-VIII (c.1857-1950)) 6 100 20. C.C.XIV-Historyof Modern Europe-II (1780-1939) 6 100 21. D.S.E-III- History of United States of America-II (c.1776-1945) 6 100 22. DSE-IV - Project Report 6 100 TOTAL 140 2400

N.B. Abbreviations Used C.C: Core Compulsory : 14 Papers @ 100 marks each = 1400

A.E.CC: Ability Enhancement Course Compulsory : 02 Papers @ 50 marks each = 100 S.E.C : Skill Enhancement Course : 02 Papers @ 50 marks each = 100 DSE : Discipline Specific Elective : 04 Papers @ 100 marks each = 400 (including Project) GE : Generic Elective : 04 Papers @ 100 marks each = 400 TOTAL 2400

222 HISTORY Semester - I/III Generic Elective (GE) Paper-I

Making of Contemporary India

I. Towards Independence and emergence of the new State Government of India Act 1935; Election of 1937 and formation of ministries, Cabinet Mission, Mountbatten Plan

II. Making of the Republic The constituent Assembly; Drafting of he constitution; Integration of princely states

III. Indian Democracy at work c1950 - 1970s language, Region Electoral politics and the changing party system; and Non Aligned movement

IV. Economy c190-1970s The land question, planned economy, Industry and labour

V. Society and culture c1950-1970s - Science and Education, Literature and Media

223 Semester - II/IV Generic Elective (GE) Paper-II

Issues in Contemporary World

I. Colonialism and Nationalism I Definition, United Nations and UNESCO;origin, organization and functions

II. Colonialism and Nationalism II NAM, Cold war - origin, phases and impact

III. Perspectives on development and under development Globalization - meaning features and impact

IV. Social Movements in the North and the South Ecological, Feminist, Human Rights

V. Modernity and Cultural transformation Emerging trends in culture, Media and consumption

224 HISTORY Semester- I Core Course-I History of India - I

I. Reconstructing Ancient Indian History a) Meaning and relevance b) Sources of the study of Ancient Indian History

II. Pre-historic hunter-gatherers a) Paleolithic cultures - sequence and distribution; and technological developments b) Mesolithic cultures - regional and chronological distribution; new developments in technology; economy; and rock art.

III. The Advent of food production Understanding the regional and chronological distribution of the Neolithic and Chalcolithic cultures : subsistence and patterns of exchange.

IV. The Harappan civilization Origin; town planning; agrarian base; craft productions and trade; social and political organization; religious beliefs, practices; art; and decline

V. Cultures in transition a) Early vedic and later Vedic culture-society, economy; polity and religion b) Tamilakam-Sangam age - literature and art.

225 Semester- I Core Course-II SOCIAL FORMATION AND CULTURAL PATTERNS OF THE ANCIENT 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 Asia Debate on the advent of iron and its implications.

V. Slave society in ancient Greece Agrarian economy, urbanization, trade, polity and culture in ancient Greece : Athens and Sparta.

226 Semester- II Core Course-III 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; coinage b) 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 administration b) 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.

227 Semester- II Core Course-IV 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 and papacy.

V. Religions in central Islamic lands a) Rise of Islam - life and teachings of Prophet Muhammad and spread of Islam b) Religious developments : Shariah and Sufism

228 Semester- III Core Course-V History Of India - III (c.750-1206) Unit - I : Studying Early Medieval India 1. Historical geography 2. Sources : texts, epigraphic and numismatic Data 3. Debates on Indian feudalism 4. Rise of the Rajputs and the nature of the state

Unit - II : Political Structures 1. Evolution of Political structures : Rashtrakutas, Palas, Pratihars, Rajputs and Cholas 2. Legitimization of kingship; Brahmanas and temples; royal genealogies and rituals 3. Arab conquest of Sindh: nature and impact of the new set-up; Ismaili dawah 4. Causes and consequences of early Turkish invasions : Mahmud of Ghazni; Shahab-ud-Din of Ghur

Unit - III : Agrarian Structure and Social Change 1. Agricultural Expansion; crops 2. Landlords and peasants 3. Proliferation of castes; status of untouchables 4. Tribes as peasants and their place in the Varna order

Unit - IV : Trade and Commerce 1. Inter-regional trade 2. Maritime trade and forms of exchange 3. Process of urbanization 4. Merchant guilds of South India

Unit - V : Religious and Cultural Developments 1. Bhakti, Tantrism, Puranic traditions; Buddhism and Jainism; Popular religious cults 2. Islamic intellectual traditions: Al-Biruni; Al-Hujwiri 3. Regional languages and literature 4. Art and architecture : Evolution of regional styles

229 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 Sultanate 5. 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 Culture in India, Delhi 2009 _ Christopher Princy, Camera Indica : The Social Life of Indian 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., From Myths to Markets : Essays on Gender, Shimla, 1999 Singh, Lata (ed.), Theatre in Colonial India : Playhouse of Power, New Delhi, 2009 N. Karashima, South Indian History and Society (Studies from Inscriptions, AD 850- 1800 Derryl 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 India R. 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 Semester- III Core Course-VI Rise Of The Modern West - I

Unit - I : Transition from feudalism to capitalism 1. The Problems of Transition. 2. The Theories

Unit - II : Early colonial expansion 1. Motives, voyages and explorations. 2. The conquests of the Americas : Beginning of the era of colonization 3. Mining and plantation, The African slaves.

Unit - III : Renaissance 1. Its social roots, city-states of Italy. 2. Spread of humanism in Europe 3. The Art of Renaissance.

Unit - IV : The Reformation 1. 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 Century 1. Shift of economic balance from the Mediterranean to the Atlantic. 2. Commercial Revolution 3. Influx of American silver and the Price Revolution.

Reading List

1. B.H. Slicher von Bath, The Agrarian History of Western Europe. AD. 500-1850 2. 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 1559 6. Harry Miskimin, The Economy of Later Renaissance Europe : 1460 u 1600 7. J.Lynch, Spain under the Hapsburgs. 8. James B. Collins, The State in Early Modern France, New Approaches to European History 9. L.W. Owie, Seventeenth Century Europe 10. M.P. Gilmore, The World of Humanism. 1453 u - 1517 11. 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.

Semester- III Core Course-VII History Of India - IV (c.1206-1550)

Unit - I : Interpreting the Delhi Sultanate Survey of Sources : (a) Persian Tarikh Tradition, (b) Vernacular Histories; (c) Epigraphy

Unit - II : Sultanate Political Structures 1. 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 imperial monuments and coinage

Unit - III : Emergence of Regional Identities 1. Bahamanis, Vijaynagar, Gujarat, Bengal and Odisha 2. Regional Art, Architecture and Literature

232 Unit - IV : Society and Economy 1. Iqta and the Revenue-free Grants. 2. Agricultural production, Technology 3. 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 Culture 1. Sufi silsilas : Chishtis and Suhrawardis; doctrines and practices, social roles 2. 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 : Vijayanagara 7. 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 Semester- IV Core Course-VIII Rise of The Modern West - II

Unit - I : 17th century European crisis economic, social and Political dimensions.

Unit - II : The English Revolution and European politics in the 18th century 1. Major issues-political and intellectual Currents 2. Parliamentary monarchy 3. patterns of Absolutism in Europe

Unit - III : Rise of modern science 1. Development of Science from Renaissance to the 17th century 2. Impact of Modern science on European society

Unit - IV : Mercantilism, European economics and Preludes to the Industiral Revolution 1. Origin and spread of mercantilism 2. Impact of Mercantilism on European economy 3. Agricultural and Scientific Background to the Industrial Revolution

Unit - V : The American Revolution 1. Political currents 2. Economic Issues 3. 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 Revolutions 10. Rodney Hilton, Transition from Feudalism to Capitalism. 11. Stephen J. Lee, Aspects of European History, 1494-1789 12. G. Parker, Europe in Crisis, 1598-1648 13. 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 Europe 16. V. Poliensiky, War and Society in Europe. 1618-48 17. Theodore K. Rabb, The Struggle for stability in Early Modern Europe. 18. V. Scammell, The First Imperial Age : European Overseas Expansion, 1400- 1715 19. Jan de Vries, Economy of Europe in an Age of Crisis 1600-1750 20. B.V. Rao, World History, New Delhi : Sterling Publishers 21. M.S. Anderson, Europe in the Eighteenth Century 22. Perry Anderson, The lineages of the Absolutist State 23. Stuart Andrews, Eighteenth Century Europe. 24. B.H. Slicher Von Bath, The Agrarian History of Western Europe. AD. 500-1850 25. The Cambridge Economic History of Europe. Vol.I-VI 26. James B. Collins, The State in Early Modern France, New Approaches to European History 27. G. R. Elton, Reformation Europe, 1517-1559 28. M. P. Gilmore, The World of Humanism. 1453 u -1517 29. 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 1600 33. Charles A.Nauert, Humanism and the Culture of the Renaissance (1996) 34. The New Cambridge Modern History of Europe, Vols. I-VII 35. L.W. Owie, Seventeenth Century Europe. 36. D.H. Pennington, Seventeenth Century Europe 37. F. Rice, The Foundations of Early Modern Europe

235 Semester- IV Core Course-IX History of India V (c.1550-1605)

Unit - I : Sources and Historiography 1. Persian literary culture; translations; 2. Vernacular literary Traditions; 3. Modern Interpretations.

Unit - II : Establishment of Mughal rule 1. India on the eve of advent of the Mughals 2. Fire arms, military technology and warfare 3. Sher Shah : Administrative and Revenue reforms

Unit - III : Consolidation of Mughal rule 1. Incorporation of Rajputs and other indigenous groups in Mughal nobility 2. Evolution of administrative institutions : zabti, mansab, jagir, madad- i-maash 3. Revolts and resistance

Unit - IV : Rural Society and Economy 1. Land rights and revenue system; Zamindars and peasants; rural tensions 2. Extension of agriculture; agricultural production; crop patterns 3. Trade routes and patterns of internal commerce; overseas trade; rise of Surat

Unit - V : Political and religious ideals 1. Inclusive Political ideas : theory and practice 2. Religious tolerance and Sulh-i-kul; Sufi mystical and intellectual interventions 3. Pressure from the ulama

236 Reading List

Semester- IV Core Course-X 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 century 1. Extension of Mughal rule; changes in mansab and jagir systems; imperial culture 2. State and religion under Aurangzeb; issues in the war of succession; policies regarding Religious groups and institutions 3. Conquests and limits of expansion 4. Beginning of the crisis : contemporary perceptions; agrarian and jagir crises; revolts

Unit - III : Culture : Paintings, Architecture and Religion

237 Unit - IV : Patterns of Regional Politics 1. Rajput political culture and state formation 2. Deccan kingdoms; emergence of the Marathas; Shivaji; expansion under the Peshwas 3. Mughal decline; emergence of successor states 4. Interpreting eighteenth century India : recent debates

Unit - V : Trade and Commerce 1. Crafts and technologies; Monetary system 2. Markets; transportation; urban centres 3. 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, 1526-1750 3. J.F. Richards, The Mughal Empire 4. Satish Chandra, Essays on Medieval Indian History 5. Irfan Habib, Agrarian System of Mughal India, 1526-1707 6. Ashin Dasgupta, Indian Merchants and the Decline of Surat, 1700-1750 7. Stewart Gordon, The Marathas 1600-1818. 8. Ebba Koch, Mughal Art and Imperial Ideology 9. 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 India 12. S. Arsaratnam, Maritime India in teh Seventeenth Century. 13. Muzaffar Alam, The Crisis of Empire in Mughal North India 14. Catherine Asher, Architecture of Mughal India 15. 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 Semester- V Core Course-XI History of Modern Europe-I (c. 1780-1939)

Unit - I : The French Revolution 1. Crisis of Ancient Regime 2. Intellectual currents 3. Social classes and emerging gender relations. Unit - II : Revolution and its European repercussions 1. Phases of the French Revolution 1789-99 2. Art and Culture of French Revolution 3. Napoleonic consolidation - reform and empire Unit - III : Restoration and Revolution : c. 1815-1848 1. Forces of conservatism & restoration of old hierarchies 2. 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 : case Studies of Britain, France, the German States and Russia 2. 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 19th and 20th Centuries. 1. Intellectual currents, popular movements and the formation of National identities in Germany, Italy, Ireland and the Balkans. 2. Specificities of economic development, Political and administrative Reorganization Italy; Germany. Reading List 1. 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 Revolution 6. Lynn Hunt : Politics, Culture and Class in the French Revolution. 7. James Joll, Europe Since 1870 8. George Lefebvre, Coming of the French Revolution. 9. George Lichtheim : A Short History of Socialism. 10. Alec Nove : An Economic History of the USSR 11. Andrew Porter, European Imperialism, 18760-1914 (1994) 12. Anthony Wood, History of Europe, 1815 u 1960 (1983) 13. Sura Woolf : History of Italy, 1700-1860 14. G. Barrowclough, An Introduction to Contemporary History 15. 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 1917 17. M. perrot and G. Duby (eds.) : A History of Women in the West, Vol. 4 & 5 18. 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 1920 21. 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 1921 25. K.O. Morgan : Oxford Illustrated History of Britain, Vol. 3 (1789-1983) 26. R.P. Morgan : German Social Democracy and the First International 27. N. V. Riasanovsky : A History of Russia. 28. J.M. Robert, Europe 1880 u 1985 29. 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 Revolution 33. 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 Semester- V Core Course-XII 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 Power 1. 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 Ideology 1. Arms of the colonial state : army, police, law 2. Ideologies of the Raj and racial attitudes. 3. Education : indigenous and modern

Unit - IV : Economy and Society 1. Land revenue systems and forest policy 2. Commercialization and indebtedness 3. Rural Society : change and continuity 4. Famines 5. Pastoral economy and shifting cultivation 6. De industrializationi 7. Trade and fiscal policy 8. Drain of Wealth 9. Growth of modern industry

Unit - V : Popular Resistance 1. Santhal uprising (1856-57) 2. Indigo rebellion (1860), Pabna agrarian Leagues (1873), Deccan riots (1875) 3. Uprising of 1857

241 Reading List

1. C.A. Bayly, Indian Society and the Making of the British Empire, New Cambridge History of India. 2. Bipan Chandra, Rise and Growth of Economic Nationalism in India. 3. Suhash Chakravarty, The Raj Syndrome : A Study in Imperial Perceptions, 1989 4. J.S. Grewal, The Skikhas of the Punjab, New Cambridge History of India 5. 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 Imperialism 10. Amiya Bagchi, Private Investment in India 11. 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 Symposium 17. J.Krishnamurti, Women in Colonial India. 18. Dadabhai Naroji, Poverty and Un-British Rule in India 19. Rajat K. Ray, ed., Entrepreneurship and Industry in India, 1800-1947, Oxford In India Readings. 20. Eric Stokes, English Utlitarians and India

242 Semester- VI Core Course-XIII History of India VIII (c. 1857-1950)

Unit - I : Cultural changes and Social and Religious Reform Movements 1. The advent of printing and its implications 2. Reform and Revival : Brahmo Samaj, Arya Samaj, Wahabi, Deoband, Aligarh and Singh Sabha Movements 3. Debates around gender 4. Caste : Sanskritising and anti-Brahminical trends

Unit - II : Nationalism : Trends up to 1919 1. Political ideology and organizations, formation of INC 2. Moderates and Extremists. 3. Swedish Movement 4. Revolutionaries

Unit - III : Gandhian nationalism after 1919 : Ideas and Movements 1. Mahatma Gandhi : his Perspectives and Methods 2. Non-Co-operation, Civil Disobedience, Quit Inda, Left wing movements and INA 3. Princely India : States People movements 4. Nationalism and Culture : literature and art 5. Nationalism and Social Groups : peasants, Tribal, Dalits and Women

Unit - IV : Communalism and Partition 1. Ideologies and practices, RSS, Hindu Maha Sabha, Muslim League 2. Partition riots

Unit - V : Emergence of a New State 1. Making of the Constitution 2. Integration of princely states 3. Land reform and beginnings of planning

243 Reading List

1. Judith Brown, Gandhi’s rise to Power, 1915-22 2. Paul Brass, The Politics of India Since Independence, OUP, 1990 3. Bipan Chandra, Nationalism and Colonialism in Modern India, 1979 4. Bipan Chandra, Rise and Growth of Economic Nationalism in India 5. Mohandas K. Gandhi, An Autobiography of The Story of My Experiments with Truth 6. Ranajit Guha, ed., A Subaltern Studies Reader 7. Peter Hardy, Muslims of British India 8. Mushirul Hasan, ed., India’s Partition, Oxford in India Readings. 9. D.A. Low, ed., Congress and the Raj 10. John r. McLane, Indian Nationalism and the Early Congress. Jawaharlal Nehru, An Autobiography 11. Gyanendra pandey, The Construction of Communalism in colonial north India 12. Sumit Sarkar, Modern India, 1885-1947 13. Anil Seal, Emergence of Indian Nationalism 14. Ram Lakhan Shukla (ed.), Adhunik Bharat ka Itihas 15. Eleanor Zelliot, From Untouchable to Dalit : Essays on the Ambedkar Movement 16. Judith Brown, Gandhi : (et al) A Prisoner of Hope 17. Bipan Chandra, Communalism in Modern India, 2nd ed., 1987 18. 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 India 21. Francine Frankel, India’s Political Economy, 1947-77 22. Ranjit Guha, and G. C. Spivak, eds. Select Subaltern Studies 23. Charles Heimsath, Indian Nationalism and Hindu Social Reform 24. F. Hutchins, Illusion of Permanence 25. F. Hutchins, Spontaneous Revolution 26. v.C. Joshi (ed.) Rammohan Roy and the process of Modernization in India 27. J. Krishnamurti, Women in Colonial India.

244 Semester- VI Core Course-XIV History of Modern Europe II (c.1780-1939)

Unit - I : Liberal Democeracy, Working Class Movements and Socialism in the 19th and 20the Centuries 1. The struggle for parliamentary democracy and civil liberties in Britain 2. Forms of protest during early capitalism : food riots in Francce and England : Luddites and Chartism 3. Early socialist thought; Marxian Socialism-the First and the Second International 4. German Social Democracy, Politics and Culture Unit - II : The Crisis of Feudalism in Russia and Experiments in Socialism 1. Emancipation of serfs. 2. Russian Populism and Social Democracy 3. Revolutions of 1905; the Bolshevik revolution of 1917 4. Programme of socialist Construction Unit - III : Imperialism, war, and Crisis : c. 1880 - 1939 1. Theories and mechanisms of imperialism; growth of Militarism; Power blocks and alliances : expansion of European empires - First Worls War (1914-1918) 2. The post 1919 World Order : economic crises, the Great Depression and Recovery. 3. Fascism and Nazism 4. The Spanish Civil War 5. Origins of the Second World War Unit - IV : Cultural Transformation since circa 1850 1. Changing contexts : (i) Notions of Culture (ii) Creation of a New Public sphere and mass media 2. Creation of new cultural forms : from Romanticism to Abstract Art. 3. Culture and the making of ideologies : constructions of Race, Class and Gender, ideologies of Empire

245 Unit - V : Intellectual Developments since circa 1850 Major intellectual trends : 1. Mass education and extension of literacy 2. Institutionalization of disciplines : History, Sociology and Anthropology 3. Darwin and Freud

Reading List

1. Gerald Brennan : The Spanish Labyrinth : An Account of the Social and Political Background 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, Europe 5. 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 1870 10. David Landes : Promctheus Unbound. 11. George Lefebvre, Coming of the French Revolution. 12. George Lichtheim : A short History of Socialism 13. 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 1860 18. G. Barrowclough, An Introduction to Contemporary History 19. 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 1917 21. 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 1914 23. E.J. Hobsbawm, Nations and Nationalism. 24. Charles and Barbara Jelavich : Establishment of the Balkan National States, 1840 u 1920 25. 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 Country 28. Colin Licas : The French Revolution and the Making of Medern Political Culture, Vol.2 29. Nicholas Mansergh : The Irish Question, 1840-1921 30. 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 Russia 33. J.M. Robert, Europe 1880-1985 34. 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 DISCIPLINE SPECIFIC ELECTIVE-I (DSE-I) Semester - V Paper-I

History of the United States of America (c. 1776-1945)

Unit - I : The Background 1. The land and indigenous people : settlement and colonization by Europeans 2. Early colonial society and politics; indentured labour-White and Black

Unit - II : Making of the Republic 1. Revolution Sources of conflict : Revolutionary groups, Ideology 2. The War of Independence and its historical interpretations. 3. Processes and Features of Constitution making : Debates, Historical interpretations.

Unit - III : Evolution of American Democracy 1. Federalists : Jeffersonialnism : Jacksonianism, Rise of politicalparties - 1840-1960 Judiciary-role of the Supreme Court 2. Expansion of Frontier : Turner’s Theis; Marginalization, displacement and decimation of native Americans; Case histories of Tecumseh; Shawnee Prophet. 3. Limits of democracy : Blacks and women

Unit - IV : Early Capitalism 1. Beginnings of Industrialization 2. Immigrants and changing composition of Labour; Early Labour Movements.

Unit - V : The Agrarian South and Civil War 1. Plantation economy 2. Slave Society and Culture : Slave resistance 3. Abolitionism and Sectionalism : Issues and interpretations 4. Rise of Republicanism, Emancipation and Lincoln

248 Reading List

1. Bernard Bailyn, The Great Republic 2. Bernard Bailyn, the Ideological Origins of the American Revolution. 3. Charles Beard, An Economic Interpretation of the American Constitution 4. Peter Carroll and David Boble, Free and Un-free : A New History of the United States 5. David B. Davis, The Problem of Slavery in the Age of Revolution. 6. U. Faulkner, American Economic History 7. Eric Foner, America’s Black Past 8. John Hope Fraklin, From Slavery to Freedom 9. 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 rEconstruction 12. Kenneth Stampp, The Peculiar Institution, Slavery in the Antebellum South 13. Federick Jackson Turner, The Frontier in American History 14. Lee Benson, The Concept of Jackson Democracy 15. 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, 1848-1861 19. Carl N. Degler, At Odds : Women and Family in America from the Revolution to the Present 20. Lewis L. Gould (ed.), The Progressive Era. 21. John D. Hicks, The Federal Union : A History of USA Since 1865 22. R.P. Kaushik, Significant Themes in American History. 23. Irving Kristol, Gordon Wood and others, America’s Continuing Revolution 24. Richard W. Leopold, The Growth of American Foreign Policy 25. Perry Miller, From colony to Province. 26. Gary Nash (ed.), Retracing the Past 27. Henry Pelling, American Labor 28. Edward Pessen, Jacksonian anorama 29. 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 & I 31. Dwijendra Tripathi and S.C. Tiwari, Themes and Perspectives in American History.

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

History and Culture of Odisha

Unit - I : Socio-political life of Early and Medieval Odisha 1. Kalinga War (261 B.C.) and its significance 2. Mahameghavahan Kharavela : His time and achievements 3. The Bhauma Karas and The Somavamsis 4. The Gangas and The Suryavamsis

Unit - II : Religion, Art and Literature of Early and Medieval Odisha 1. Budhism, Janisim and Hinduism in Odisha 2. Development of Art and Architecture : Buddhist Art, Temples and Jaina Sculptures 3. Evolution and Growth of Odia Language 4. Development of Odia Literature-Sarala Mohabharata 5. Panchasakhas, Sri Chaitanya and Bhakti Movement in Odisha

Unit - III : Political and Economic structure in Medieval Odisha 1. Mughal Administration 2. Maratha Administration 3. Impact on Odisha’s Socio-Economic Condition

Unit - IV : Colonialism in Odisha 1. The Early British Administration : Its Socio-economic impact 2. The Odia Identity Movement 3. Freedom Struggle in Odisha

Unit - V : Socio-cultural Changes in Modern Odisha 1. Development of Modern Education 2. Social Reform Movements in Odisha 3. Modern Odia Literature : Radhanath Roy and Phakir Mohan Senapati and 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 : 2006 3. B.K. Mllik; Paradigms of Dissent and Protest : Social Movements in Eastern India (1400-1700 AD Manahar, New Delhi, 2004 4. J. Dora, Sakta Monuments of Orissa, A Study of Art, architecture and Iconography, New Delhi, 2010 5. K.C. Mishra, The Cult Jagannath 6. M.N. Das (ed) Sidelights on History and Culture of Orissa, Vidyapuri 7. A. C. Pradhan, A Study of History of Orissa, Bhubaneswar, Panchsheel 8. K.C. panigrahi, History Of Orissa, Cuttack, Kitab Mahal, First Edtition, 1981 9. Chittaranjan Das, A Glimpse in to Oriya Literature, Orissa Sahitya Akademi, Bhubaneswar, 1962 10. K. B. Tripathi, The Evolution of Oriya Language and Script, Utkal University, Bhubaneswar 11. K.C. Panigrahi, Sarala Das, Sahitya Akademi, New Delhi, 1975 12. Khageswar Mahapatra, (ed), Charyagitika

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

History of the United States of America-II (c.1776-1945)

Unit - I : Reconstructions : Political changes and Economic transformation 1. Conservative and Radical phases 2. The New South : participants and Reactions, Carpetbaggers; Scalawags, Blacks, Ku Klux Klan, 3. Growth of Capitalism and Big Business 4. Business cycles; Depression

Unit - II : Resistance and Reform 1. Agrarian crises and populism 2. Urban corruption and progressivism 3. Labour movements and Unionization 4. New Deal

Unit - III : U.S. Imperialism 1. Spanish-American War 2. Expansion in the Far East and Latin America 3. World War I and Fourteen points 4. Americans in World War II : Bombing of Hiroshima and Nagasaki

Unit - IV : Afro-American Movements Black Movements : Booker T. Washington, W.E.B. Dubois; NAACP and Marcus Garvey

Unit - V : Socio-Cultural, Religious and Intellectual Movements 1. Rise of the Lowell Factory System 2. Abolitionists, Women’s rights movement and Suffrage 3. Afro-American Women 4. 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 Republic 2. Bernard Bailyn, The Ideological Origins of the American Revolution 3. 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. 32 7. U. Faulkner, American Economic History 8. Robert Fogel, Railroads and American Economic Growth 9. Eric Foner, America’s Black Past 10. 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 FDR 13. 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 South 19. Federick Jackson Turner, The Frontier in American History. 20. Robert Wiebe, The Search for Order. 21. Lee Benson, The Concept of Jackson Democracy 22. Ray A. Billington, Westward Expansion. 23. Paul Boyer, Harvard Sitkoff, Nancy Woloch, The Enduring Vision : A History of the American People. Vols. Land 2 24. Thomas Cochran, The Inner Revolution. 25. A. O. Craven, The Growth of Southern Nationalism, 1848-1861 26. Lance E. Davis (ed.), American Economic Growth 27. Carl N. Degler, At Odds : Women and Family in America from the Revolution to the Present 28. Fogel and Engerman? Time on the Cross 29. Lewis L. Gould (ed.), The Progressive Era.

253 30. John D. Hicks, The Federal Union : A History of USA Since 1865 31. R.P. Kaushik, Significant Themes in American History 32. 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 Policy 35. perry Miller, From Colony to Province. 36. Gary Nash (ed.), Retracing the Past 37. Henry Pelling, American Labor 38. 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 & I 41. Dwijendra Tripathi and S.C. Tiwari, Themes and Perspectives in American History 42. James Weinstein, The Corporate Ideal in the Liberal state.

254 ODIA Semester - I/III Generic Elective (GE) Paper-I

@û«ü icÁò cìkK Azû]ú^ _ûV - IWÿò@û

·eòùMûUò _ZâKê G[ôùe ^ò@û~ûAQò ö _âùZýùK 100 ^é aògòÁ I 3Nû @a]ôe _eúlû @^êÂòZ ùja ö _â[c _~ðýûd (ùicòÁûe)eê @ûe¸ ùjûA PZê[ð _~ðýûdùe ieòa ö ùicòÁe 1 : _â[c _Zâ ùicòÁe 2 : \ßòZúd _Zâ ùicòÁe 3 : ZéZúd _Zâ ùicòÁe 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 4ùMûUò dê^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 _V^e aòaò]Zû

255 Semester - II/IV Generic Elective (GE) 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«ò cêñ iZý]cðû KjêQò - P¦âùgLe e[ dê^òUþ 2 : KaòZû Pd^ (iõ. C}k aògßaò\ýûkd) _ûVý : KêKúe bûa^û - eû]û^û[ eûd Zòù^ûUò iùÛþ - cûdû]e cûîòõ icê\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 Ce _ûAñ @ûMZ ùja ö dê^òUþ 4 : _âaP^ / iìqò @ûgâòZ iRð^ûcôK fòL^ (ùMûUòG _âaP^ / XM / iìqò @ûMZ Keû~òa ö Zûe 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^ÚiìPú 1. _âûùdûMòK bûhû aòmûê \òM aò\òM : _…^ûdK ùK.aò. IWÿò@û _ûVý_êÉK _âYd^ I _âKûg^ iõiÚû, bêaù^gße 2. KaòZûe cû^PòZâ : cjû«ò Rû^Kú afäb,ù`âŠiþ _aäògið, KUK 3. ù~ûMûù~ûMe bûhû : cògâ iõaòZ, KfýûYú _aäògið, KUK 4. IWÿò@û bûhû aòba : cjû_ûZâ aòRd _âiû\, aò\ýû_êeú, KUK 5. g±e @ûKûg \égýe \òMþakd : gZ_[ô eaò, KUK 6. aéò G ùcû ù_ûùh KêUê´ : cjû«ò _û^^, bêaù^gße 7. iõù~ûM @^êaò]ô : Zòâ_ûVú iù«ûh, ^ûk¦û KUK 8. _âûùdûMòK IWÿò@û bûhû : _âKûgK, IWÿògû eûRý _ûVý_êÉK _âYd^ I _âKûg^ iõiÚû, bêaù^gße 9. iûjòZýe Wûk_Zâ : W.iêùe¦â Kêcûe cjûeYû, ù`âŠiþ _aäògið, KUK 10. iûjòZýe iìPò_Zâ : W.aòbìZò _…^ûdK 256 iaòùgh _ûVýKâc Detail Syllabus IWÿò@û ODIA _â[c _~ðýûd Semester-1 Core 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 - 100 1c dê^òUþ : _âûKþ iûekû iûjòZý (P~ðýûMúZ, ^û[ iûjòZý 2d 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[ \ûi 4[ð dê^òUþ : _iLû iûjòZýe ùa÷gòÁý 5c dê^òUþ : _iLû iûjòZýe iûcûRòK I iûõÄéZòK @ûùa\^

_â[c _~ðýûd Semester-I Core Course-II Paper-II

\ßòZúd _Zâ : _ì‰ðiõLýû - 100 1c dê^Uþ : c¤~êMúd IWÿò@û iûjòZýe _éÂbìcò I aòKûg]ûeû 2d 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-II Core Course-III Paper-III

_â]û^ _ûVýûõg -3-@û]ê^òK IWÿò@û iûjòZý ZéZúd _Zâ : _ì‰ðiõLýû - 100 1c dê^Uþ : @û]ê^òK IWÿò@û iûjòZýe _éÂbìcò I ^aRûMeYe bìcòKû 2d dê^òUþ : _âûKþ @û]ê^òK Kûke IWÿò@û KûaýKaòZû I K[ûiûjòZý 3d dê^òUþ : IWÿò@û iûjòZýùe iZýaû\ú ]ûeû 4[ð dê^òUþ : IWÿò@û iûjòZýùe iaêR]ûeû 5c dê^òUþ : IWÿò@û _âMZòaû\ú I aûÉaaû\ú iûjòZýe ]ûeû

\ßòZúd _~ðýûd Semester-II Core Course-IV Paper-IV _â]û^ _ûVýûõg -4-Êû]úù^ûe IWÿò@û iûjòZý PZê[ð _Zâ : _ì‰ðiõLýû - 100 1c dê^Uþ : Êû]ú^Zû _eaðú IWÿò@û KaòZû 2d dê^òUþ : Êû]ú^Zû _eaðú IWÿò@û C_^ýûi I MÌ 3d dê^òUþ : Êû]ú^Zû _eaðú IWÿò@û ^ûUK I GKûuòKû 4[ð dê^òUþ : Êû]ú^Zû _eaðú IWÿò@û M\ý iûjòZý (_âa§ I icûùfûP^û) 5c dê^òUþ : Êû]ú^Zû _eaðú IWÿò@û iûjòZýùe _Zâ_ZòâKû

258 _â[c _~ðýûd I \ßòZúd _~ðýûde _ûVýûõg ^òcù« ijûdK Mâ^ÚiìPú 1. IWÿò@û iûjòZýe @û\ò_að - cjû«ò iêùe¦â, KUK ÁêùWiþ ùÁûe 2. IWÿò@û iûjòZýe c¤_að - cjû«ò iêùe¦â, KUK ÁêùWiþ ùÁûe 3. @û]ê^òK IWÿò@û iûjòZýe AZòjûi (1880eê 1920) iûc«eûd ^Uae, aûYúba^, bêaù^gße 4. IWÿò@û iûjòZýe iõlò¯ _eòPd : @û·~ðý aé¦ûa^ P¦â, Mâ^Úc¦òe, KUK 5. IWÿò@û iûjòZýe AZòjûi - cû^iòõj cûdû]e, Mâ^Úc¦òe, KUK 6. IWÿò@û iûjòZýe AZòjûi - Ke aûCeúa§ê, ù`âŠiþ _aäògið KUK 7. IWÿò@û iûjòZýe AZòjûi - _…^ûdK _VûYú, ^ûk¦û, KUK 8. @û]ê^òK Kûaý Ròmûiû PòZâKÌ - \ûi \ûge[ô @Mâ\ìZ, KUK 9. KaòZûe cû^PòZâ - cjû«ò Rû^Kú afäb, ù`âŠiþ _aäògið, KUK 10. @^êaû\ iûjòZýe Zß I _âùdûM - _â]û^ cù^ûe¬^, IWÿògû aêKþùÁûe, KUK 11. iûjòZýe iìPú_Zâ - _…^ûdK aòbìZò, ^ûk¦û, KUK 12. Ce @û]ê^òKZû : Zß I _âùdûM - iõ. gZ_[ú ù\aú _âiû\, @Mâ\ìZ, KUK 13. @û]ê^òK aû\ I Ce @û]ê^òKaû\ - e[ _â\ú_ Kêcûe, iZý^ûeûdY aêKþùÁûe, KUK 14. IWÿò@û KûaýùKøgk - @û·~ðý iê\gð^, aâjà_êe 15. iaêReê iûõ_âZòK - gZ_[ú ^òZýû^¦, Mâ^Úc¦òe, KUK 16. IWÿò@û iûjòZýùe _âMZòaû\ú ]ûeû - gZ_[ú aòRd Kêcûe, IWÿògû aêKþùÁûe, KUK 17. iûekû cjûbûeZ iéÁòe bìcò_að - iûjê C\d ^û[, Pò^àd _âKûg^ KUK 18. K[û iûjòZýe K[^òKû - IZû aò¾ê_òâdû, _âûPú iûjòZý _âZòÂû^, KUK 19. IWÿò@û C_^ýûi - ùaùjeû Ké¾PeY, RM^Üû[ e[, KUK 20. @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 aòKûgKâc dê^òUþ 1 : IWÿò@û bûhûe C_ôò I KâcaòKûg dê^òUþ 2 : IWÿò@û fò_òe HZòjûiòK aòað^ I flY dê^òUþ 3 : IWÿò@û gòkûùfLe bûhû dê^òUþ 4 : P~ðýû_\ I iûekû iûjòZýe bûhû dê^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 flY dê^òUþ 1 : gûÈúd bûhû, IWÿò@û bûhûe gûÈúd flY, IWÿò@û bûhûe ùcøkòKZû I ùa÷gòÁý dê^òUþ 2 : IWÿògûe J_bûhòKú bûhûùlZâ I IWÿò@û @ûkòK bûhû, C_bûhû ùaûfò dê^òUþ 3 : IWÿò@û cû^K bûhû I K[ôZ bûhû dê^òUþ 4 : IWÿò@û M\ý bûhûe aòað^ 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 @_bûhY dê^òUþ 2 : IWÿò@û iûcûRòK ùfûKû·e cìkK g± I Zûe _âùdûM dê^òUþ 3 : @gê¡ a^û^ I bêfþ fòL^e KûeY I Zûe gê¡ ^òeûKeY dê^òUþ 4 : IWÿò@û @le Zß 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-VIII ùfûK]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÷gòÁý dê^òUþ 3 : IWÿò@û ùfûKKûjûYú I R^gîZò dê^òUþ 4 : IWÿò@û ùfûùKûqò, _âKûeùb\, iûcûRòK iûõÄéZòK @ûùa\^ dê^òUþ 5 : ùfûK^ûUK

261 PZê[ð _~ðýûd (Semester - IV) Core Course-IX Paper-IX iûjòZýe Êeì_ Zß I iûjòZòýK g± dê^òUþ 1 : KaòZû, C_^ýûi, @ûcôRúa^ú dê^òUþ 2 : @û]ê^òKZû, C_^òùagaû\, eiaû\ dê^òUþ 3 : _âûùdûMòK icúlû, ùg÷kú ZûßòK icúlû dê^òUþ 4 : Zêk^ûcôK iûjòZýe _eòbûhû I C_ù~ûMòZû dê^òUþ 5 : @^êaû\ Zß I @^êaû\e _âKûeùb\

PZê[ð _~ðýûd (Semester - IV) Core Course-X Paper-X IWÿò@û iûjòZýe iaòùgh @¤d^ - ùfLKúd _ûV dê^òUþ 1 : RM^Üû[ \ûi, \ú^Ké¾ \ûi dê^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\ _ûYòMâûjú dê^òUþ 5 : icûùfûPK ^Uae iûc«eûd I _âûa§òK Pòe¬^ \ûi

262 _c _~ðýûd (Semester - V) Core Course-XI Paper-XI IWÿò@û iûjòZýe iaòùgh @¤d^ - Kûaý KaòZû _ûV dê^òUþ 1 : cjûbûeZ - ÊMðûùeûjY _að, iûekû \ûi dê^òUþ 2 : Kòùgûe P¦âû^¦ Pµì (K-N. @^ê_âûi) Kaòiì~ðý akù\a e[ dê^òUþ 3 : PòfòKû - eû]û^û[ eûd dê^òUþ 4 : _âûPú^ c¤Kûkú^ IWÿò@û KaòZû aûecûiú ùKûAfò - gue \ûi CVòfê GùWÿ ùaMú - ùMû_ûkKé¾ @û\ý cûMðgòe - @PêýZû^¦ \ûi c^ùaû] PCZògû - bqPeY dê^òUþ 5 : @û]ê^òK IWÿò@û KaòZû - iõ iÜûZùKûe gòlû _eòh\ C}k aògßaò\ýûkd, iê]û _âKûg^ú, KUK @céZcd - MõMû]e ùcùje ^cÄûe - cûdû]e cû^iòõj Mû§ûeúe @ûgúaðû\ - Kûkò¦ú PeY _ûYòMâûjú IWÿògû - iúZûKû« cjû_ûZâ bd - ecûKû« e[

263 _c _~ðýûd (Semester - V) Core Course-XII Paper-XII IWÿò@û iûjòZýe @¤d^ - K[ûiûjòZý / ^ûUý iûjòZý dê^òUþ 1 : @céZ`k (C_^ýûi) - cù^ûR \ûi dê^òUþ 2 : @cûaûiýûe P¦â (C_^ýûi) - ùMûaò¦ \ûi dê^òUþ 3 : lê\âMÌ eûŠò_ê@ @^«û - `Kúeùcûj^ ^úkcûÁâûYú - ùMû\ûaeúg cjû_ûZâ gâúKé¾u ùgh ji - iêùe¦â cjû«ò ùcûl - _âZòbû eûd dê^òUþ 4 : @eYý `if (^ûUK) - cù^ûe¬^ \ûi dê^òUþ 5 : GKûuòKû _ûV @ûaòÃûe - _âûYa§ê Ke Q\àùagú - aògßRòZ \ûi cKŸcû - ùMû_ûk ùQûUeûd

264 hÂ _~ðýûd (Semester - VI) Core Course-XIII Paper-XIii IWÿò@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-XIV IWÿò@û bûhûe aýûajûeòK _âùdûM dê^òUþ 1 : aýûajûeòK fòL^ Kkû - _eòbûhû, Êeì_, ùa÷PòZâý dê^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 ùKøgk dê^òUþ 5 : iµû\^û Kkû (_Zâ / _ZâòKû) 265 ZéZúd _~ðýûdeê hÂ _~ðýûd ^òcù« ijûdK Mâ^ÚiìPú 1. IWÿò@û bûhûe C_ôò I KâcaòKûg : cjû«ò aõgú]e - ù`âŠiþ _aäògið, KUK 2. IWÿò@û bûhûe Cù^àh I aòKûg : iûjê aûiêù\a - ù`âŠiþ _aäògið, KUK 3. IWÿò@û bûhûZß I fò_òe aòKûg : Zòâ_ûVú Kê¬aòjûeú - eûRý _ûVý_êÉK _âYd^ I _âKûg^ iõiÚû, bêaù^gße 4. aéò G ùcû ù_ûùh KêUê´ : cjû«ò _û^^, bêaù^gße 5. iûekû cjûbûeZe bûhû ZûßòK @^êgúk^ : cjû_ûZâ ]ù^gße - ù`âŠiþ _aäògið, KUK 6. IWÿò@û bûhû aòba : cjû_ûZâ aòRd _âiû\ - aò\ýû_êeú, KUK 7. aýûajûeòK IWÿò@û bûhû I _âùdûMûcôK aýûKeY : Zòâ_ûVú iù«ûh - ^ûk¦û, KUK 8. aýûajûeòK IWÿò@û aýûKeY : cògâ je_âiû\ - _âûPú iûjòZý _âZòÂû^, KUK 9. IWÿò@û ùfûKiûjòZý I ùfûK iõÄéZò : _â]û^ Ké¾P¦â - aò\ýû_êeú, KUK 10. IWÿò@û ùfûK iûjòZý icúlû : cjû_ûZâ gýûciê¦e - aò\ýû_êeú, KUK 11. a‰ð _eòPd : UúKûdZ ùK÷kûi P¦â - iêfb _âKûg^ú, _êeú 12. ùfûK^ûUK : \ûi ùjc« Kêcûe - Mâ^Úc¦òe, KUK 13. IWÿò@û @ûiûc I awkûe ùfûK^ûUý : iûjê ^ûeûdY - iZý^ûeûdY aêKþùÁûe, KUK 14. IWÿò@û ùfûKiõÄéZò I ùfûK iûjòZý : cògâ cùj¦â Kêcûe - Mâ^Úc¦òe, KUK 15. IWÿò@û fò_ò I bûhû : cjû_ûZâ LùMgße - Mâ^Úc¦òe, KUK 16. _âûùdûMòK bûhû aòmû_^e \òM\òM« : _…^ûdK ùK.aò. - IWÿògû _ûVý_êÉK _âYd^ I _âKûg^ iõiÚû, bêaù^gße 17. aòPòZâ KaòZß : Zòâ_ûVú iù«ûh - ^ûk¦û, KUK 18. _âûùdûMòK IWÿò@û bûhû : cògâ @Rd - KûjûYú KUK 19. g± MV^ ùKûh : Zòâ_ûVú _â`êfä - bêaù^gße 20. @û]ê^òK K[û iûjòZý : _…^ûdK aòbìZò - Mâ^Úc¦òe, KUK 21. IWÿò@û _âa§ iûjòZý : Ke aûCeúa§ê - cjûaúe _âKûg^, bêaù^gße 22. _âûùdûMòK IWÿò@û bûhû : eûRý _ûVý_êÉK _âYd^ I _âKûg^ iõiÚû, bêaù^gße 23. _âPkòZ IWÿò@û bûhûe aýûKeY : cjû_ûZâ aòRd _âiû\ - aò\ýû_êeú, KUK 24. IWÿò@û iûjòZý ùKûh : aògßûk aõgú]e - jòcûõgê _âKûg^, KUK 25. IWÿò@û iûjòZýe iûcûRòK I iûõÄéZòK AZòjûi : \ûi Pòe¬^ - eûRý _ûVý_êÉK _âYd^ I _âKûg^ iõiÚû, bêaù^gße 26. IWÿò@û bûhû ZûßòK _âa§ I @ûùfûP^û : cògâ je_âiû\ - @Mâ\ìZ, KUK 27. IWÿò@û ùføKòK _\ (1c / 2d bûM) _âjeûR ùMû_ûk P¦â - KUK ùUâWòõ, KUK 28. C}k Mâûcý MúZ I Kkû : cjû_ûZâ PKâ]e - IWÿògû iûjòZý GKûùWcú 29. 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~òa 5c ùicòÁeùe _â[c _Zâ I \ßòZúd _Zâ ejòa 100 + 100 = 200 ^é 6Â ùicòÁeùe ZéZúd _Zâ ö G[ô ^òcù« 100 ^é 6Â ùicòÁeùe _âKÌ _âÉêZò ùja (75ùfLû +25 iûlûZKûe) 1c, 2d I 3d _Zâ ^òcù« _âùZýK 20^é ö Gjû PZê[ð _Zâ ùcûU 100 ^é ùja @û«ü _eúlû Gaõ 80 ^é ùja ùicòÁûe _eúlû ö iaðùcûU 400 ^é

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267 iaòùgh _ûVý : _c _~ðýûd / 5th Semester _â[c _Zâ IWÿò@û Kûaý KaòZû @¤d^ dê^òUþ 1 : ÊMðûùeûjY _að : iûekû \ûi dê^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^ûdK dê^òUþ 4 : _âûPú^ c¤Kûkú^ KaòZû : _âûPú iûjòZý _âZòÂû^, KUK _ûVý : bâce PòUûC - \ú^a§ê eûR jeòP¦^ c^ùaû] PCZògû - bqPeY \ûi aûecûiú ùKûAfò - gue \ûi PKû^d^ ùj - cû]aú \ûiú dê^òUþ 5 : @û]ê^òK KaòZû ö KaòZû Pd^ iõ C}k aògßaò\ýûkd _ûVý : KêKúe bûa^û - eû]û^û[ eûd a¦úe iûõ¤ @^êPò«û - ùMû_a§ê \ûi ~ûZâû iõMúZ - ùa÷KêY× ^û[ _…^ûdK _âbûZ @aKûg - ^¦Kòùgûe ak icê\â I cêñ - ùiøbûMý Kêcûe còg

268 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 iûcf bêf - 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¦ \ûi dê^òUþ 5 : iRð^gúk _âa§ ö _âa§ Pd^ C}k aògßaò\ýûkd _ûVý : @^« ù_âc - aògß^û[ Ke aògß bâûZéZß - e^ôûKe _Zò icûRaû\ú cû^aòKZû - eû]û^û[ e[ Êû]ú^Zûe ^ìZ^ cìfýùaû] - ùMûfK aòjûeú ]k

iaòùgh _ûVý : hÂ _~ðýûd / 6th Semester ZéZúd _Zâ IWÿò@û iûjòZýe AZòjûi dê^òUþ 1 : IWÿò@û iûjòZýe AZòjûi (AZòjûi I iûjòZýe AZòjûi, IWÿò@û iûjòZýe AZòjûie eP^û]ûeû, ~êM aòbûMúKeY) dê^òUþ 2 : IWÿò@û @^êaû\ iûjòZýe AZòjûi dê^òUþ 3 : IWÿò@û _âa§ iûjòZýe AZòjûi dê^òUþ 4 : IWÿò@û _\ý iûjòZýe AZòjûi dê^òUþ 5 : IWÿò@û K[û iûjòZý I ^ûUý iûjòZýe AZòjûi 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 _Zâ bûùa _eòMYòZ ùja ö ùfûK aò\ýû I ùfûK iûjòZý (iõmû Êeì_, _eòie IWÿò@û ùfûKMúZ IWÿò@û ùfûK KûjûYú I R^gîZò IWÿò@û ùfûK^ûUK _âaû\, _âaP^, ^ûñ \ò@û, eìXÿò, ùfûKû·eúd (gKê^ aògßûi)

ijûdK Mâ^ÚiìPú 1. IWÿò@û _âa§ iûjòZý : Ke aûCeúa§ê - ù`âŠiþ _aäògið, KUK 2. KZû iûjòZý Kkû I KûeòMeú : \ûi Kòùgûeú PeY - AÁ‰ð còWò@û 3. Rúa^ú iûjòZýùK @¤d^ : IWÿògû _ûVý_êÉK _âYd^ iõiÚû 4. iûjòZýe iìPò_Zâ : _…^ûdK aòbìZò - ^ûk¦û, KUK 5. IWÿò@û iûjòZýe AZòjûi : _…^ûdK _VûYú - ^ûk¦û, KUK 6. IWÿò@û iûjòZýe @û\ò_að : iêùe¦â cjû«ò 7. C}k MâûcýMúZ I Kkû : cjû_ûZâ PKâ]e - IWÿògû iûjòZý GKûùWcú 8. IWÿò@û ùføKòK _\ (1c / 2d bûM) _âjeûR ùMû_ûkP¦â - KUK ùUWòõ Kµû^ú 9. IWÿò@û ùfûK iûjòZý I iõÄéZò : _â]û^ Ké¾P¦â - aò\ýû_êeú, KUK 10. IWÿò@û ùfûKiûjòZý icúlû : cjû_ûZâ gýûciê¦e - aò\ýû_êeú KUK 11. IWÿò@û ùfûKiûjòZý I ùfûK iõÄéZò : cògâ cùj¦â Kêcûe - Mâ^Úc¦òe 12. IWÿò@û, @ûiûc I awkûe ùfûK^ûUý : iûjê ^ûeûdY - iZý^ûeûdY aêKþùÁûe, KUK

270 PHILOSOPHY Semester - I/III Generic Elective (GE) Paper-I

Logic and Scientific Enquiry

Unit - I Proposition and sentence. Deductive and inductive arguments. Truth, Validity and Principles of Logic.

Unit - II Terms and Distribution of Terms. Categorical propositions, seven fold relation of proposition, traditional square of proposition.

Unit - III Immediate Inference : Conversion, Obversion, contraposition. Categorical syllogism: Structure, Figure and mood. Syllogistic rules and fallacies.

Unit - IV Determination of valid moods. Direct and indirect reduction.

Unit - V Hypothesis : 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 Logic 3. L.S. Stabbing - A Modern introduction to Logic 4. G. Mishra - Basic Principles of Inductive Logic 5. G. Dash & N.Mohanty . A mannual of Logic

271 Semester - II/IV Generic Elective (GE) Paper-Ii

Symbolic Logic

Text Book : An Introduction to Symbolic Logic : Bassoon & “O” Conner Unit - 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 Tables Unit - 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 & Universal Qunantifier, free and bound variables, the classical syllogism. Unit - V Appendix

Basic Study Materials : 1. An Introduction to symbolic logic : Bassoon ‘O’ Conner 2. Introduction to logic I.M Copi

272 PHILOSOPHY Semester- 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 and Accompanying Characteristics, Stipulative and Reprtive definition, Causal, Persuasive, Ostensive definition Unit - III Views of meaning : Ideational, Behavioural, Referential, Use Sentence-meaning : Criteria of sentence-meaning Unit - IV Use of Language : Informative, Emotive, Directive Proposition : Sentence and proposition, Analysis of logical proposition, Analytic and synthetic proposition Unit - V Laws of thought : Identity, Contradiction and excluded Middle Deductive reasoning : Nature and characteristics Inductive reasoning : Nature and characteristics

Basic Study Materials : 1. John Hospers, An Introduction to Philosophical Analysis 2. L.S. Stebbing, A Modern Introduction to Logic 3. N. Durzie, Text book of Deductive Logic 4. G. Mishra, Basic Principles of Inductive Logic 5. G. Dash & N.Mohanty . A mannual of Logic P-I

273 Semester- I Core Course-II Indian Philosophy

Unit - I Common and distinct characteristics of Indian Philosophy Jainism : 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, Purusa Sankara Vedanta : Brahman, Atman

Basic Study Materials : 1. C.D. Sharma, A Critical Survey of Indian Philosophy 2. R. Puligandla, Fundamentals of Indian Philosophy 3. S.C. Chatterjee & D.M. Datta, An Introduction to Indian Philosophy 4. M. Hiriyana, Outlines of Indian Philosophy 5. S.Radhakrushnan, Indian philosophy (Vol. I and II)

274 Semester- II Core Course-III Contemporary Indian Philosophy

Unit - I Swami Vivekananda : Practical Vedanta, Universal religion, Man and his destiny Unit - II R.N. Tagore : God as reality, Nature of religion, Man Unit - III Sri Aurovindo : Saccidananda, Mind and Supermind, Integral yoga, Creation Unit - IV M.K. Gandhi : Truth and God, Ahimsa, Satyagraha. Sarvodaya Unit - V S.Radhakrushnan : God and Absolute, Intellect and Intuition, The idealist view of life

Basic Study Materials : 1. B.K. Lal, Contemporary Indian Philosophy 2. T.M.P. Mahadevan & G.V. Saroja, Contemporary Indian Philosophy 3. R. Puligandla, Fundamentals of Indian Philosophy Semester- II Core Course-IV Study of Indian Ethics

Unit - I Purusarth : Artha, Kama, Dharma, Moksa Carvaka : Hedonistic ethics Unit - II Jaina : Triratna (Samyak jyana, Samyak darshana, Samyak caritra) Five Great Vows (Mahabrata, Anubrata) Unit - III Buddhism : Four Nobel Turths, Eight-fold-path, Dependent Origination, Non-soul, Liberation Unit - IV Bhagabadgita : Karma, Akarma, Vikarma, Niskama Karma Unit - 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 Philosophy 2. C.D. Sharma, A Critical Survey of Indian Philosophy 3. B.K. Lal, Contemporary Indian Philosophy 4. R. Prasad, Karma, Causation and Retributive Morality

275 Semester- III Core Course-V Logic and Scientific enquiry

Unit - I Proposition and sentence Deductive and inductive argements. Turth, validity and principles of logic.

Unit - II Terms and distribution of terms. categorical propositions, seven fold relation of propositions, traditional square of opposition.

Unit - III Immediate inference : conversion, obversion and contraposition. Categorical syllogism : structure, figure and mood, Syllogislic rules and falla cies.

Unit - IV Determination of valid moods. Direct and Indirect reduction.

Unit - V Hypothesis : Its nature and scientic enquirey, kinds of hypothesis, proof of hypothesis, Conditions of legitimate hypotheiss.

Basic Study materials 1. I.M. copy (2010). Introdution to ligic (14th ed) 2. N. Durzie - Text book of deductive logic 3. 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 Semester- III Core Course-VI General Philosophy

Unit - I Definition, Nature and Function of Philosophy : Its relation with other modes of thinking

Unit - II Problems of Being : monism, Dualism and pluralism : Idealism and Realism.

Unit - III Problems of knowledge : Rationalism, Empiricism and criticism

Unit - IV Problems of value : Fact and value; Good and evil, beautiful and ugly; objectivity of values.

Unit - V Problems of philosophy : substance : universals; causality, freewill.

Basic Study materials 1. John Hospers - An introduction to philosophical analysis. 2. G.T.W. Patrik - Introduction to philosophy 3. G.W. cunningham. Problems of philosophy 4. Bertrand Russell. Problems of Philosophy 5. Richard Taylor - methphysics 6. D.W. Hamlyn - metaphysics.

277 Semester- III Core Course-VII Modern European Philosophy

Unit - I Bacon : Method of Induction, Idola. Descartes : method, substance, cogito ergo sum, mind body dualism

Unit - II Spinoza : concepts of substance, attributes and modes. Leibnitz : Theory of monads, pre-established harmony.

Unit - III John Locke : Theory of knowledge, primary and secondary qualities. simple and complex ideas, refutation of Innate ideas.

Unit - IV Berkeley : sujective idealism, refutation of primary and secondary qualities. Hume : Theory of causation, scepticism.

Unit - V Kant : Review of the claims of rationalism and empiricism, possibility of synthetic apriori, space and time, categories of understanding.

Basic Study materials 1. History of modern european philosophy Ratnakar Pati. 2. Critical History of Western philosophy Y. Masih. 3. History of philosophy - Frank Thilly 4. History of Modern philosophy - Richard Falkenberg. 5. Meditations concerning first philosophy - R. Descartes

278 Semester- IV Core Course-VIII Symbolic Logic

Text Book : An introduction to symbolic logic basson & “a” conner. Unit - 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 tables

Unit - II Chapter - II : (Sec - 4 and 5) Chapter - III : (up to Sec - 5)

Unit - III Chapter - II : (Sec - 6 and 9)

Unit - IV Chapter - V : (Singular propositions, predicate calculus, particular and universal quantifier, free and bound variables, the classical syllogism)

Unit - V : Appendix

Basic Study materials 1. An introduction to symbolic logic : Basson ‘O’ conner 2. Introduction to logic. I.M. Copi

279 Semester- IV Core Course-IX Traditional Ethics and Applied Ethics

Unit - I Definition, Nature and scope of ethics, relation of ethics to politics, sociology & Religion.

Unit - II Moral and non-moral actions, voluntary action, desire, motive and Intention, factual and moral judgements.

Unit - III Telcological Ethics : Hedonism, J.S. will (utili tarianism) Deontological ethics : Immanual kant (Duty, categorical Imperative and Good will)

Unit - IV Individual and society : Relation of individual to society, Theories of punishment, Deterent, Retributive, Reformative

Unit - V Environmental Ethics : use and exploitation of nature; Animal killing and Animal rights.

Basic Study materials 1. Ethics : William Lillie 2. Manual of Ethics - J.N. Sinha 3. Basic Principles of Ethics - N.C. Padhi & S.C. Panigrahi. 4. Practical Ethics - Peter Singer. 5. Ethics : Theory and practice - Jacques P. Thiroux

280 Semester- IV Core Course-X Study of the Bhagavad Gita

Unit - I The Bhagavad Gita : conception of yoga; conceptions of life and Death.

Unit - II The Bhagavad Gita : Karma and Karmaphala; Akarma and Vikarma

Unit - III The Bhagavad Gita : Jnana and Vijnana; Ksara, Aksara and Uttama Purusa.

Unit - IV Chapter XVIII. Verses 1 to 18 with Sankara’s commentary.

Unit - V Chapter XVIII. Verses 19 to 36 with Sanka’s Commentary.

Basic Study materials 1. (Tr. & Ed.) S. Radhakrishnan, The Bhagavad Gita 2. (Tr. & Ed.) V. Panoli, Gita in Sankara’s own word, I & II 3. (Tr.) A. G.K. Warrior, Srimadbhagavad Gita Bhasya of Sri Samkaracharya 4. P.N. SriNivasachari, The Ethical Philosophy of the Gita 5. K.M. Munshi and R. R. Diwqkar, Bhagavad Gita and Modern life 6. S.C. Panigrahi, Concept of Yoga in the Gita.

281 Semester- V Core Course-XI Study of a western classic : Rene Descartes Meditations on first philosophy

Unit - I Meditation 1 : Sceptical doubts. Meditation II : Cotito ergo sum and sum res cogitans. The Wax Argument.

Unit - II Meditation III : Clear and distinct perceptions, Theory of Ideas, Existence of God.

Unit - III Meditation IV : God is no Deceiver, will, Intellect and possiblility of Error.

Unit - IV Meditation V : Essence of Material things, Existence of God

Unit - V Meditation VI : Mind-body Dualism, Primary and Secondary qualities.

Basic Study materials 1. Rene Descartes, Meditation on First Philosophy 2. Rae Langton, A Study Guide to Descartes Meditions. 3. Ameli Rorty, Essays on Descarties meditation.

282 Semester- V Core Course-XII

Study of Indian classic : The I s a upanisad with Samkara’s Commentery.

Unit - I What are upanisads, place of upanisads in Indian Philosophy and culture, The I s a upanisad.

Unit - II Mantras 1 to 4

Unit - III Mantras 5 to 9

Unit - IV Mantras 10 to 14

Unit - V Mantras 15 to 18

Basic Study materials 1. The Isa Upanisad with Samkara’s commentrary (Various editions) 2. S. Radhakrishnan, The Principal upanisads. 3. Satyabadi mishra, Central Philosophy of the upanisads.

283 Semester- VI Core Course-XIII Philosophy of Religion

Unit - I Nature of Philosophy of religion, metaphysical theories of religion, atheism, theism, deism, pantheism and monotheism. Atlributes of judaic charistian concept of God.

Unit - II Proof for the existance of God : Cosmological argument, on to logical argument, Teleological argument, Moral argument.

Unit - III Proofs for disbelief in God : The sociological theory, the freudian theory, the challenge of modern science.

Unit - IV The Problem of evil. The augustian theodicy the irenaean theodicy the process theodicy

Unit - V Human destiny Immortality and resurrection Karma and reincarnation

Basic Study materials 1. Philosophy of religion - John Hick 2. Introduction to religious philosophy - Y. Mashi 3. Philosophy of religion - A. R. Mohapatra 4. Dharma - A. K. Mohanty

284 Semester- VI Core Course-XIV Social and Political Philosophy

Unit - I Sociality, social science and social laws, philosophy of social science

Unit - II The Exlanation of Human action : Resons and causes.

Unit - III What is political philosophy? liberty, authority and justice

Unit - IV Democratic Ideals; Democratic government, Human rights.

Unit - V Power and authority; Grounds of political obligation

Basic Study materials 1. Scott Gordon, The History and Philosophy of social science, chapters 1, 3, 4, 14, 15 & 17 2. Alexander rosenbern, Philosophy of Social Science, chapeter 1 an 2 3. D.D. Raphael, Problems of political philosophy

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

Gandhian Ethics

Unit - I Political thought of Gandhi : Gandhi’s concept of politics - goals and methods of action; concept and claim of spiritualising politics.

Unit - II Economic 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 - III Social thought of Gandhi and social work; philosophy and sociology of sarvodaya concept of Gramswaraj, varashram system and its distinction from caste systetm. Eradicationi of social evils with special reference to Gandhi’s drive against alcoholism / drug addiation, untouchability and the method of struggle against it.

Unit - IV Education - meaning and aim of education, Gandhi’s experiment in education at satyagraha ashram, ahmedabad; at sevagram ashram; basic education; duties of student, parents and teachers in education and their interretionship; sex education; formal, non-formal and informal education.

Unit - V Gandhi’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 materials 1. Mahatma Gandhi, Autobiography 2. Mahatma Gandhi, Hind Swaraj 3. Mahatma Gandhi, Towards non-violence socialism. 4. Mahatma Gandhi, Towards new education, http://www.mkgandhi.org/ebks/ new edu.pdf.

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

Study of Major Religions of the World

Unit - I Jainism : Basic principles of jainism - schools of Jainism. Ethics liberation and theory of knowledge. A religion without God.

Unit - II Buddhism : Three practices : Sila, samadhi & prajna. four noble truths, five precepts, eight - fold path. Buddhism as a religious movement.

Unit - III Hinduism : Sanatana Dharma; its basic features and religious aspects. The concept of man (amrtasya putra). His pursuits (dharma, artha, kama & moksa). Ways of conduct (margas) : Jhana, karma & bhakti.

Unit - IV Judaism and Christianity : Characters and distinctive features. God as trinity; Grace, justice, peace, service, salvation

Unit - V Religious knowledge and language : On to logical atheism with special reference to A flew, basil mitchell. John Hicks, Braith waites, R.M. Hare etc.

Basic Study materials 1. Religious Philosophy - Y. Masihi 2. Philosophy of Religion - A.R. Mohapatra. 3. Major world Religions - L loyd Ridgeon 4. Philosophy of Religion - R.N. Sharma 5. Religion of India - W. Hoppkins.

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

Metaphysics : Indian and Western

Unit - I Development of philosophical thought in the upanishads - Brahman, Atman and the doctrine of karma. Theory of causation in Buddhism, Nyaya, Sankhya and Advaita Vedanta.

Unit - II The concept of reality in Jainism, Buddhism, Nyaya-vaisesika, samkhya, samkaria and Ramanuja

Unit - III The concepts of self and liberationi in Buddhism, Nyaya-Vaisesika, Samkhya, Sankara and Ramanuja

Unit - IV Substance : Theory of Ideas, form & matter, interactionism, Dualism, Parallelism, pre-established Harmony

Unit - V Problem of universal : Realism nominalism, conceptealism, the doetrine of family resemblace.

Basic Study materials 1. History of Indian Philosophy - Vol. 1 . S.N. Dasgupta 2. Indian philosophy - vol. I & II - S. Radhakrishnan 3. Outlines of Indian Philosophy - M. Hiriyana. 4. Metaphysics - Richard Taylor 5. An Introduction to Philosophical Analysis - John Hospers 6. Metaphysics - Hamlyn 7. Metaphysics : Contemporary Readings - David Hales (ed.)

288 POLITICAL SCIENCE Semester - I/III Generic Elective (GE) Paper-I

F.M-100 Marks (80+20)

Governance Issues and Challenges

Course Objective This Paper deals with concepts and different dimensions of governance highlighting the major debates in the contemporary times. There is a need to understand the importance of the concept of governance in the context of a globalising world, environment, administration, development. The essence of governance is explored through the various good governance initiatives introduced in India.

Unit - I government and Governance : Concepts Government, Governance and Good Governance Impact of Globalization on State and Administration State, Market and Civil Society Interface in the Era of Globalization

Unit - II Governance of Development Good Governance : Significance and Characteristics Changing Dimensions of Development Strengthening Democracy through Good Governance

Unit - III Environmental Governance Human Environment Interaction Environmental Dimensions of Globalization Sustainable Human Development : Issues and Challenges

289 Unit - IV Local Governance Democratic Decentralization :Concept, Evolution and Significance People’s Participation in Governance Challenges to Decentralized Governance Unit - V Good Governance Initiatives in India : Best Practices Public Service Guarntee Act Electronic Governance Citizen’s Charter and Right to Information Corporate Social Responsibility

Reading List 1. 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. 218-240 4. Smita Mishra panda, Engendering Governance Institutions : State, Market and Civil Society, Sage Publications, 2008 5. Neera Chandhoke, State and Civil Society Explorations in Political Theory, Sage Publishers, 1995 6. Niraja Gopal Jayla (ed.) Democracy in India, Oxford University Press, 2007. 7. J.P. Evans, Environmental Governance, Routledge, 2012 8. 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, 1999 11. Jean Dreze and Amartya Sen, An Uncertain Glory : India and its Contradictions, princeton University Press. 2013 12. Sanjay K. Agarwal, Corporate Social Responsibility, Deep and Deep Publishers, 2008

290 Semester - II/IV Generic Elective (GE) Paper-II

F.M-100 Marks (80+20)

United Nations and Global Conflicts

Course Objective This Course provides a comprehensive introduction to the most important multilateral political organization in international relations. It provides a detailed account of the organizational structure and the political processes of the U.N. and how it has evolved since 1945, especially in terms of dealing with the major global conflicts. The course imparts a critical undersanding of th UN’s performance until now and the imperatives as well as processes of reforming the organization in the context of the contemporary global system.

Unit - I The United Nations and its Principal Organs United Nations : A Historical overview Principles and Objectives of the United Nations. Structure and Function of the principal organs General Assembly Security Council Economic and Social Council International Court of Justice

Unit - II The Specialized Agencies : Structure and Function International labour Organisation (ILO) United Nations Educational, Social and Cultural Organisation (UNESCO) World Health Organisation (WHO)

291 Unit - III UN 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 - IV The UN and Global Peace Peace Keeping, Peace Making and Peace Enforcement Peace building and responsibility to protect Millennium Development Goals

Unit - V UN Interaction in Major Global Conflicts Korean War Vietnam War Afghanistan War Balkans : Serbia and Bosnia An Assessment of the United Nations and Imperatives and Process of Reforms

Reading List 1. 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. 1-40 3. Thakur, R. (1998) ‘Introduction’, in Thakur, R. (eds.) Past imperfect, future uncertain : The UN at Fifty. London : Macmillan, pp. 1-14 4. Moore, J. A. Jr. and Pubantz, J. (2008) The New United Nations, Delhi : pearson Education, pp. 119-135 5. 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 new world 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 : pearson Education, 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 : pearson Education, pp. 24-27 15. Robert, A. and Kingsbury, B. (eds.) (1994) United Nations, Divided World. 2nd edn. 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 Introduction Basingstoke : Palgrave, pp. 214-242. 18. Moore, J. A. Jr. and Pubantz, J. (2008) The New United Nations, Delhi : pearson Education, pp. 91-112

293 POLITICAL SCIENCE Semester- I Core Course-I

F.M-100 Marks (80+20)

Understanding Political Theory

Course Objective This 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 - I Introducing Political Theory Meaning, Scope and Significance of Political Theory What is politics - General Characteristics of Politics Theorizing the ‘Political’ The Liberal view The Marxian View

Unit - II Approaches to the study of Political Theory Normative Historical Empirical Marxian

Unit - III Traditional Perspectives in Political Theory Liberal Marxist Anarchist Conservative

294 Unit - IV Critical Perspectives in Political Theory Feminis Post Modernism

Unit - V Participation and Representation Democracy : The History of an Idea Procedural and Substantive Democracy Electoral System: Types of Electoral System Methods of Minority Representation

Reading List 1. Bhargava, R. (2008) ‘What is Political Theory’ in Bhargave, R and Acharya, A. (leds). Political Theory : An Introduction. New Delhi : Pearson Longman, pp. 2-16 2. Bellamy, R (1993) Introduction : The Demise and Rise of Political Theory, in Bellamy, R (ed.) Theories and Concepts of Politics. New York : Manchester University Press, pp 1-14 3. Glaser, D. (1995) Normative Theory, in Marsh, D. and Stoker, G. (eds) Theory and 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 University Press, 2004, pp 19-80. 6. Srinivasan, J. (2008) Democracy in Bhargava R and Acharya A. (eds.) Political Theory : 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 Semester- I Core Course-II

F.M-100 Marks (80+20)

Constitutional Government and Democracy in India

Course Objective This course acquaints students with the constritutional design of state structures and institutions and their actual working over time. The Indian Constitution accommodates conflicting impulses (of liberty and justice, territorial decentralization and a strong union, for instance) within itself. The course traces the embodiment of some of these conflicts in constitutional provisions, and shows how these have played out in political practice. It further encourages a study of state institutions in their mutual interaction, and in interaction with the larger extra-constitutional enviorment.

Unit - I Constitutional Development of India Historical Milestones Government of India Act : 1935 Cabinet - Mission Plan, 1946 Indian Independence Act, 1947 Composition and working of the Constituent Assembly of India

Unit - II Basics of the Constitution Philosophy of the Constitution The Preamble Basic Features of the Constitution Fundamental Rights Directive Principles of State Policy

Unit - III Organs of Government The Parliament Lok Sabha : Composition and Function

296 Rajya Sabha : Composition and Function The President: Election Procedure, Powers and Position The Prime Minister : Powers and Position The Supreme Court : Composition and Jurisdiction

Unit - IV Nature and Dynamics of Indian Federalism Center State Relations Legislative Administrative Financial Issues of Contention between Center and States Working of Cooperative Federalism

Unit - V Decentralization and Local Governance Evolution of Local Governance (Before 73rd and 74th Amedment Act) Features of 73rd and 74th Constitution Amendment Acts Organisational Structure of Rural Local Bodies Organisational Structure of Urban Local Bodies

Reading List 1. 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 Indian Constitution’, 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 Indian Politics : Constitutional Foundations and Institutional Functioning, Delhi : PHI Learning 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 Indian Experience, Orient Black Swan, New Delhi. 10. Baviskar, B.S. and George Mathew (eds.) 2009 Inclusion and Exclusion in local governance : Field studies from Rural India, New Delhi, Sage

298 Semester- II Core Course-III F.M-100 Marks (80+20)

Political Theory : Concepts and Debates Course Objective This course intends to familiarize the students with the basic normative concepts of political theory. Each concept is related to a crucial political issue that requires analysis with the aid of our conceptual understanding. This excersie is designed to encourage critical and reflective analysis and interpretation of social practice through the relevant conceptual toolkit. It also introduces the students to the important debates in the subject. These debates prompt us to consider that there is no settled way of understanding concepts and that in the light of new insights and challenges, besides newer ways of perceiving and interpreting the world around us, we inaugurate new modes of political debates. Unit - I Importance of Freedom Concepts of Freedom and Liberty Negative and positive Freedom Freedom as Emancipation and Development Freedom of Belief, Expression and Dissent Unit - II Significance of Equality Meaning of Equality Dimensions of Equality: Formal and substantive Legal Political Socio-Economic Egalitarianism : Rational Grounds of Discrimination and Affirmative Action Unit - III Indispensability of Justice Meaning of Justice Procedural and Substantive Justice Retributive and Distributive Justice with Reference to John Rawl’s Theory of Justice Global Justice

299 Unit - IV Universality of Rights Meaning of Rights Theories of Rights Natural Theory Moral Theory Legal Theory Three Generations of Rights Rights of the Girl Child

Unit - V Major Debates Rights and obligation : Issues of Political Obligation and Civil Deisobedience Universality of Human Rights and Issue of Cultural Relativism Diversity in Plural Society : Issues of Multiculturalism and Toleration Debate on Capital Punishment

Reading List 1. Riley, Jonathan, (2008) ‘Liberty’ in Mckinnon, Catriona (ed.) Issues in Political Theory, New York : Oxford University Press, pp. 103-109 2. Knowles, Dudley. (2001) Political Philosophy. London : Routledge, pp. 69-132 3. Swift, Adam. (2001) Political Philosophy : A Beginners Guide for Student’s and Politicians. Cambridge : Polity Press, pp.51-88 4. 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 and Politicians. Cambridge : Polity Press, pp 9-48 7. Knowles, Dudley. (2001) Political Philosophy. London : Routledge, pp. 177-238 8. Tulkdar, P.S. (2008) ‘Rights’ in Bhargava, Rajeev and Acharya, Ashok. (eds) Political Theory : An Introduction. New Delhi : pearson Longman, pp. 88-104 9. Campbell, Tom. (2008) ‘Human Rights’ in Mckinnon, Catriona, (ed) Issues in Political Theory. New York : Oxford University Press, pp. 194-210 10. Mookherjee, Monica, ‘Multiculturalism’, in Mckinnon Catriona, (ed.) Issues in Political Theory. New York : Oxford university Press, pp. 218-234

300 Semester- II Core Course-IV F.M-100 Marks (80+20) Political Process in India

Course Objective Actual Politics in India diverges quite significantly from constitutional legal rules. An understanding of the political process thus calls for a different mode of analysis that offered by political sociology. This Course maps the working of ‘modern’ institutions, premised on the existence of an individuated society, in a context marked by communitarian solidarities, and their mutual transformation thereby. It also familiarizes students with the working of the Indian state, paying attention to the contradictory dynamics of modern state power. Unit - I Democracy in Action : Political Parties and Voting Behaviour Evolution of India’s Party System : From Congress system to multi party coalition. Determinants of Voting Behaviour : Caste, Class, Gender and Religion Unit - II Region in Indian Politics Regionlalism : Meaning and Factors of Growth Forms of Regional Aspiration: Demand for secession Demand for Statehood Issues of Accommodating Regional Aspiration with National Unity Unit - III Religion and Caste in Indian Politics Debates on Secularism: Negative and Positive Secularism Hindu Rashtra and Secular India Communalism : Minority and Majority Communalism ‘Casteization’ of Politics and Politicization of Caste Unit - IV Affairamative Action Policies Meaning of and Need for Affirmative Action Affirmative Action Relating to:

301 Women Caste Class

Unit - V Changing Nature of Indian State Strategies of Development in Post Independent India Welfarism : Impact of Globalisation on Welfare Administration Coercive Dimensions of Indian State

Reading List 1. R. Kothari, (2002) ‘The Congress System’, in Z. Hasan (ed.) Patries and Party Politics in India, New Delhi : Oxford University Press, pp 39-55 2. E. Sridharan, (2012) ‘Introduction : The orizing Democratic Consolidation, Parties and Coalitions’, in Coalition Politics and Democratic Consolidation in Asia, New Delhi : Oxford University Press. 3. Y. Yadav and S. Palshikar, (2006) ‘Party System and Electoral Politics in the Indian States, 1952-2002 : From Hegemony to Convergence’, in P. desouza and E. 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 political Dynamics in Democracy, New Delhi : Oxford University Press, pp 120-145 5. R. Deshpande, (2004) ‘How Gendered was Women’s Participation in elections 2004 ?’ 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 Recent Critics’, in R. Vora and S. palshikar (eds.) Indian Democracy : Meaning and Practices, New Delhi : Sage, pp. 235-256. 8. N. Menon and A. Nigam, (2007) ‘Politics of Hindutva and the Minorities’, in Power and Contestation : India Since 1989, London : Fernwood Publishing, Halifax and Zed 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 University Press, pp 143-163

302 Semester- III Core Course-V F.M-100 Marks (80+20) Introduction to Comparative Government and Politics Course Objective This is a foundational course in comparative politics. The purpose is to familiarize students with the basic concepts and approaches to the study of comparative politics. More specifically the course will focus on examining politics in a historical framework while engaging with various themes of comparative analysis in developed and developing countries. I. Understanding Comparative Politics a. Natre and Scope b. Going beyond Eurocentrism II. Historical context of modern government a. Capitalism : meaning and development : globalization b. Socialism : meaning, growth and development c. Colonialism and decolonization : meaning, context, forms of colonialism; anti- colonialism struggles and process of decolonization III. Themes for comparative analysis A comparative study of constitutional developments and political economy in the following countries : Britain, Brazil, Nigeria and China.

Readings 1. M. Mohanty, (1975) ‘Comparative Political Theory and Third World Sensitivity’, in Teaching Politics, Nos, 1 and 2, pp. 22-38 2. N. Chandhoke, (1996) ‘Limits of Comparative Political Analysis’, in Economic and Political Weekly, Vol. 31 (4), January 27, pp. PE 2-PE2-PE8 3. A. Hoogvelt, (2002) ‘History of Capitalism Expansion’, in Globalization and Third World Politics. London : Palgrave, pp. 14-28 4. A Brown, (2009) ‘The Idea of Communism’, in Rise and Fall of Communism, Harpercollins (e-book), pp. 1-25; 587-601 5. P. Duara, (2004) ‘Introduction : The Decolonization of Asia and Africa in the Twentieth Century’, in P. Duara, (ed), Decolonization : Perspective From Now and 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 Semester- III Core Course-VI F.M-100 Marks (80+20) Perspectives On Public Administration

Course Objective The course provides an introduction to the discipline of public administration. This paper encompasses public administration in its historical context with and emphasis on the various classical and contemporary administrative theories. The course also explores some of the recent trends, including feminism and ecological conservation and how the call for greater democratization is restructuring public administration. The course will also attempt to provide the students a comprehensive understatnding on contemporary administrative developments.

I. Public administration as a discipline a. Meaning, Dimensions and Significance of the Discipline b. Public and private administration c. Evolution of pubic administration

II. Theoretical Perspectives Classical Theories a. Scientific Management (F.W. Taylor) b. Administrative Management (Gullick, Urwick and Fayol) c. Ideal-type Bureaucracy (Max Weber)

Neo - Classical Theories a. Human Relations Theory (Elton Mayo) b. Rational Decision - Making (Herbert Simon)

Contemporary Theories a. Ecological Approach (Fred Riggs) b. Innovation and Entrepreneurship (Peter Drucker)

304 III. Public Policy a. Concept, relevance and approaches b. Formulation, implementation and evaluation

IV. Major approaches in public administration a. New Public Administration b. New Public Management c. New Public Service Approach d. Good Governance e. Feminist Perspectives

Readings 1. 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, 2009 7. A. Singh, Public Administration : Roots and Wings. New Delhi : Galgotia Publishing Company, 2002 8. Prabir Kumar De, Public Policy and System, Pearson Education, 2012 9. R.v. Vaidyanata Ayyar, Public Policy Making in India, Pearson, 2009 10. U. Medury, Public administration in the Globalization Era, New Delhi : Orient Black Swan, 2010 11. Camila Stivers, Gender Images in Public Administration, California : Sage Publishers, 2002 12. Simone De Beauvoir, The Second Sex, London : Picador, 1988

305 Semester- III Core Course-VII F.M-100 Marks (80+20) Perspectives On International Relations And World History

Course Objective This paper seeks to equip students with the basic intellectual tools for understanding international relations. It introduces students to some of the most important theoretical approaches for studying international relations. The course begins by historically contextualizing the evolution of the international state system before discussing the agency-structure problem through the levels-of-analysis approach. After having set the parameters of the debate, students are introduced to different theories in international relations. It provides a fairly comprehensive overview of the major political developments and events starting from the twentieth century. Students are expected to learn about the key milestones in world history and equip them 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 perspectives from the Global South.

I. Studying International Relations a. How do you understand international relations : Levels of Analysis b. History and IR : Emergence of the International State System c. Pre-Westphalia and Westphalia d. Post-Westphalia

II. Theoretical Perspectives a. Classical Realism & Neo-Realism b. Liberalism & Neoliberalism c. Marxist Approaches d. Feminist Perspectives e. Eurocentricism and Perspectives from the Global South

306 III. An Overview of Twentieth Century IR History a. World War I : Causes and Consequences b. Significance of the Bolshevik Revolution c. Rise of Fascism / Nazism d. World War II : Causes and Consequences e. Emergence of the Third World f. Collapse of the USSR and the End of the Cold War g. Post Cold War Developments and Emergence of Other Power Centers

Readings 1. M. Nicholson, (2002) International Relations : A Concise introduction, New York : Palgrave, pp. 14 2. R. Jackson and G. Sorensen, (2007) Introduction to international relations : Theories and approches, 3rd Edition, Oxford : Oxford University Press, pp. 2-7 3. S. Joshua. Glodstein and J. Pevehouse, (2007) International Relations, New York : Pearson Longaman, 2007, pp. 29-35 4. Rumki Basu, (ed) (2012) International Politics : Concepts, Theories and issues New Delhi, Sage. 5. P.Viotti and M. Kauppi (2007), International Relations and World 6. Taylor, A.J.P. (1961) The Origins of the Second World War. Harmondsworth : Penguin, pp. 29-65 7. Carrtuthers, S.L. (2005) ‘International History, 1900-1945’ in Baylis, J. and Smith, S. (eds.) (2008)

307 Semester- IV Core Course-VIII F.M-100 Marks (80+20) Political Processes and Institutions in Comparative Perspective

Course Objective In this course students will be trained in the aplication of comparative methods to the study of politics. The course is comparative in both what we study and how we study. In the process the course aims to introduce undergraduate students to some of the range of issues, literature, and methods that cover comparative political.

I. Approaches to Studying Comparative Politics a. Political Culture b. New Institutionalism

II. Electoral System Definition and procedures : Types of election system (First Past the Post, Proportional Representation, Mixed Representation)

III. Party System Historical contexts of emergence of the party system and types of parties

IV. Nation-state What is nation-state? Historical evolution in Western Europe and postocolonial contexts, ‘Nation’ and ‘State’ : debates

V. Democratization Process of democratization in postcolonial, post-authoritarian and post-communist countries

VI. Federalism Historical context Federation and Confederation : debates around territorial division of Power.

308 Readings 1. B. Rosamond, (2005) ‘Political Culture’, in B.Axford, et al. Politics, London : Routledge, pp. 57-81 2. A. Heywood, (2002) ‘Parties and Party System’, in Politics. New York : palgrave, pp. 247-268 3. B. Criddle, (2003) ‘Parties and Party System’, in R. Axtmann, (ed.) Understanding Democratic Politics : An Introduction. London : Sage Publications, pp. 134-142 4. A Heywood, (2002), ‘The State’, in Politics, New York : Palgrave, pp. 85-102 5. M. Burgess, (2006) Comparative Federalism : Theory and Practice. London : Routledge, pp. 135-161 6. R. Saxena, (2011) ‘Introduction’, in Saxena, R (eds.) Varieties of Federal Governance : Major Contemporary Models. New Dehli : Cambridge University press, pp. XII-XI

Semester- IV Core Course-IX F.M-100 Marks (80+20) Public Policy and Administration in India

Course Objective The paper seeks to provide an introduction to the interface between public policy and administration in India. The essence of public policy lies in its effectiveness in translating the governing philosophy into programs and policies and making it a part of the community living. It deals with issues of decentralization, financial management, citizens and administration and social welfare from a non-western perspective.

I. Public Policy a. Definition, Characteristics and models b. Public Policy Process in India

II. Decentralization a. Meaning, significance, approaches and types b. Local Self Governance : Rural and Urban

309 III. Budget a. Concept and significance of Budget b. Budget Cycle in India c. Various Approaches and Types of Budgeting

IV. Citizen and Administration Interface a. Public Service Delivery b. Redressal of Public Grievances : RTI, Lokpal, Citizens’ Charter and E- Governance

V. Social Welfare Administration a. Concept and Approaches of Social Welfare b. Social Welfare Policies : Education : Right to Education Health : National Health Mission Food : Right to Food Security Employment : MNREGA

Readings 1. T. Dye, (1984) Understanding Public Policy, 5th Edn. U.S.A. : Prentice Hall 2. J. Anderson, (1975) Public Policy Making. New York : Thoman Nelson and sons Ltd. 3. T. Dye, (2002) Understanding Public Policy, New Delhi : Pearson 4. Y. Dror, (1989) Public Policy Making Reexamined. Oxford : Transaction Publication 5. Bidyut Chakrabarty, Reinventing Public Administration : The Indian Experience, Orient Longman, 2007 6. Pankaj Sharma, E-Governance : The New Age Goverance, APH Publishers, 2004 7. Basu Rumki (2015) Public Administration in India Mandates, Performance and Future Perspectives, New Delhi, Sterling Publishers

310 Semester- IV Core Course-X F.M-100 Marks (80+20) Paper X-Global Politics

Course Objective This course introduces students to the key debates on the maening and nature of globalization by addressng its political, economic, social, cultureal and technological dimensions. In keeping with the most important debates within the globalization discourse, it imparts an understanding of the working of the world economy, its anchors and resistances offered by global social movements while analyzing the chaning nature of relationship between the stae and trans-national actors and networks. The course also offers insights into key contemporary global issues such as the proliferation of nuclear weapons, ecological issues, international terrorism, and human security before consluding with a debate on the phenomenon of global governance. I. Globalization : Conceptions and Perspectives a. 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 Issues a. Ecological Issues : Historical Overview of International Environmental Agreements, Climate change, Global Commons Debate (7 lectures) b. Proliferation of Nuclear Weapons (3 lectures) c. International Terrorism : Non-State Actors and State Terrorism; Post 9/11 developments (4 lectures) d. Migration ( 3 lectures) e. Human Security (3 lectures) III. Global Shifts : Power and Governance

311 Readings 1. G. Ritzer, (2010) Globalization : A Basic Text, Sussex : Wiley-Blackwell, pp.33-62 2. A. Heywood, (2011) Global Politics, New York : palgrave, McMillan, pp. 1-24 3. 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.1-19 5. 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 World Economy, New York : The Guilford Press.

Semester- V Core Course-XI F.M-100 Marks (80+20) Classical Political Philosophy

Course Objective This course goes back to Greek antiquity and familiarizes students with the manner in which the political questions werer first posed. Machiavelli comes as an interlude inaugurating modern politics follwed by Hobbes and Locke. This is a basic foundation course for students.

I. Text and Interpretation

II. Antiquity Plato Philosophy and Politics, Theory of Forms, Justice, Philosopher King / Queen, Communism Presentation theme : Critique of Democracy; Women and Guardianship, Censorship

312 Aristotle Forms, Virtue, Citizenship, Justice, State and Household Presentation themes : Classification of governments; man as zoon politikon

III. Interlude : Machiavelli Virtue, Religion, Republicanism Presentation themes : Morality and statecraft ; vice and virtue

IV. Possessive Individualism Hobbes Human nature, State of Nature, Social Contract, State Presentation themes : State of Nature; Social contract; Leviathan; atomistic individuals.

Locke Laws of Nature, Natural Rights, Property, presentation themes : Natural rights; right to dissent; justification of property

Readings 1. R. Kraut, (1996) ‘Introduction to the study of Plato’, in R. Kraut (ed.) The Cambridge Comaanion to Plato. Cambridge : Cambridge University Press, pp. 1-50 2. D. Hutchinson, (1995) ‘Ethics’, in J. Barnes, (ed.), The Cambridge Comanion to Aristotle Cambridge : Cambridge University Press, pp. 195-232 3. A. Skoble and T. Machan, (2007) Political Philosophy : Essential Selections. New Delhi : Pearson Education, pp. 124-130 4. J. Femia, (2009) ‘Machiavlli’, in d. Boucher, and P. kelly, (eds) Political Thinkers : From Socrates to the present. Oxford : Oxford University Press, pp. 163-184 5. C. Macpherson (1962) The Political Theory of Possessive Individualism : Hobbes to Locke. Oxford University Press, Ontario, pp, 17-29 6. I. Hampsher-Monk, (2001) A History of Modern Political Thought : Major Political Thinkers from Hobbes to Marx, Oxford : Blackwell Publishers, pp. 69-116

313 Semester- V Core Course-XII F.M-100 Marks (80+20) Indian Political Thought-1

Course Objective This course introduces the specific elements of Indian Political Thought spanning over two millennia. The basic focus of study is on individual thinkers whose ideas are however framed by specific themes. The course as a whole is meant to provide a sense of the broad streams of Indian thought while encourging a specific knowledge of individual thinkers and texts. Selected extracts from some original texts are also given to discuss in class. The list of additional readings is meant for teachers as well as the more interested students.

I. Traditions of Pre-colonial Indian Political Thought a. Brahmanic and Shramanic b. 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

314 Readings 1. A. Altekar, (1958) ‘The Kingship’, in State and Government in Ancient India, 3rd edition, Delhi : Motilal banarsidass, pp. 75-108 2. 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 Metaphysical Foundations, Delhi : Motilal Banarsidass, pp. 211-230 4. B. Chaturvedi, (2006) ‘Dharma-The Foundation of Raja-Dharma, Law and Governance’, 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 Political Thought, Delhi : manohar, pp. 23-39 6. V. Mehta, (1992) ‘The Pragmatic Vision : Kautilya and His Successor’, in Foundations 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 Indian Political Thought, Delhi : Manohar, pp. 134-156

315 Semester- VI Core Course-XIII F.M-100 Marks (80+20) Modern Political Philosophy

Course Objective Philosophy and Politics are closely intertwined. We explore this convergence by identifying four main tendencies here. Students will be exposed to the manner in which the questions of politics havebeen posed in terms that have implications for larger questions of thought and existence.

I. Modernity and its discourses This section will introduce students to the idea of modernity and the discourses around modernity. Two essential readings have been prescribed.

II. Romantics a. Jean Jacques Rousseaus Presentation themes : General Will; local on direct democracy; self -government; origin of inequality. b. Mary Wollstonecraft Presentation themes : Women and paternalism; critique of Rousseau’s idea of education; legal rights

III. Liberal Socialist a. John Stuart Mill Presentation themes : Liberty, suffrage and subjection of women, right of minorities; utility principle.

IV. Radicals a. Karl Marx presentation themes : Alienation; difference with other kinds of materialism; class struggle b. Alexandra Kollontai Presentation themes : Winged and wingless Eros; Proletarian woman; socialization of housework; disagreement with Lenin

316 Readings 1. B. Nelson, (2008) Western Political Thought. New York : Pearson Longman, pp. 221-255 2. 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) Political Thinkers : From Socrates to the Present. New York : Oxford University Press, pp. 324-359 4. B. Ollman (1991) Marxism : An Uncommon Introduction, New Delhi : Sterling Publishers. 5. A. Skoble, and T. Machan, (2007) Political Philosophy : Essential Selections, New Delhi : Pearson Education, pp. 286-327 6. C. Porter, (1980) Alexandra Kollontai : The Lonely Strugle of the Woman who defied Lenin, New York : Dutton Children’s Books.

Semester- VI Core Course-XIV F.M-100 Marks (80+20) Indian Political Thought - 2

Course Objective Based on the study of individual thinkers, the course introduces a wide span of thinkers and themes that defines the modernity of Indian Political thought. The objective is to study general themes that have been produced by thinkers from varied social and temporal contexts. Selected extracts from original texts are also given to discuss in the class. The list of additional readings in meant for teachers as 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

317 V. Gandhi : Swaraj VI. Ambedakr : Social Justice VII. Tagore : Critique of Nationalism VIII. Iqbal : Community IX. Savarkar : Hindutva X. Nehru : Secularism X. Lohia : Socialism

Readings 1. V. Mehta and T. Pantham (eds.) (2006) ‘A thematic Introduction to Political Ideas in Modern India : thematic Explorations, History of Science, Philosophy and culuture 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 : Political Thought of Swami Vivekananda, Aurobindo Ghose, Rabindranath Tagore and mahatma 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 Swami Vivekananda, 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, Rammanohar Lohia Smarak Smriti.

318 DISCIPLINE SPECIFIC ELECTIVE-I (DSE-I) Semester - V Paper-I F.M-100 Marks (80+20)

Human Rights in a Comparative Perspective

Course Objective This course attempts to build an understanding of human rights among students through a study of specific issues in a comparative perspective. It is important for students to see how debates on human rights have taken distinct forms historically and in the contemporary world. The course seeks to anchor all issues in the Indian context, and pulls out another country to form a broader comparative frame. Students will be expected to use a range of resouces, including films, biographies, and official documents to study each theme. Thematic discussion of sub-topics in the second and third sections should include state response to issues and structural violence questions.

I. Human Rights : Theory and Institutionalization a. Understanding Human Rights : three Generations of Rights b. Institutionalization : Universal Declaration of Human Rights c. Rights in National Constitutions : South Africa and India

II. Issues a. Torture : USA and India b. Surveillance and Censorship : China and India c. Terrorism and Insecurity of Monorities : USA and India

III. Structural Violence a. Caste and Race : South Africa and India b. Gender and Violence : India and Pakistan c. Adivasis / Aboriginals and the Land Question : Australia and India

319 Readings 1. J. Hoffman and P. Graham, (2006) ‘Human Rights’; Introduction to Political Theory, Delhi, Pearson, pp. 436-458 2. SAHRDC (2006) ‘Introduction to Human Rights’; ‘Classification of Human Rights : An Overview of the first, second and third generational rights, in Introducing Human 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 conference on states of Surveillance : Counter - Terrorism and Comparative Constitutionalism, 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 : An approach to the Topics’, in R. Goodin and P. Pettit, Contemporary Political Philosophy : an Anthology, Oxford : Blackwell, pp. 549-574 8. J. Nickel, (1987) Making Sense of Humaj Rights : Philosophical Reflections on the Universal Declaration of Human Rights, Berkeley : University of California Press. 9. M. Cranston, (1973) What are Human Rights? New York : Taplinger

320 DISCIPLINE SPECIFIC ELECTIVE-II (DSE-II) Semester - V Paper-II F.M-100 Marks (80+20)

India’s Foreign Policy in a Globalizing World

Course Objective This course’s objective is to teach students the domestic sources and the structural constraints on the genesis, evolution and practice of India’s foreign Policy. The endeavour is to highlight integral linkages between the ‘domestic’ and the ‘international’ aspects of india’s foreign policy by stressing on the shifts in its domestic identity and the correspondingn changes at the international level. Students will beb instructed on India’s shifting identity as a postcolonial state to the contemporary dynamics of India attempting to carve its identity as an ‘aspiring power’. India’s evolving relations with the superpowers during the Cold War and after, bargaining strategy and positioning in international climate change negotiations, international economic governance, international terrorism and the united Nations facilitate and understanding of the changing positions and development of India’s role as a global player since independence.

I. India’s Foreign Policy : From a postcolonial State to an Aspiring Global Power

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 Security Regimes VI. India in the Contemporary Multipolar World

321 Readings 1. S. Ganguly and M. Pardesi, (2009) ‘Explaining Sixty Years of India’s Foreign Policy’, in India Review. Vol. 8 (1), pp. 4-19 2. W. Anderson, (2011) ‘Domestic Roots of Indan Foreign Policy’, in W. Anderson, Trysts with Democracy : Political Practice in South Asia, Anthem Press : University Publishing 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 Relations with the Superpowers in the 1970s, Dhaka, University Press. 5. Contemporary Debates in Indian Foreign and Security Policy : India Negotiates its Rise in the International System, Palgrave Macmillan : London. 6. Crux of Asia : China, India, and the Emerging Global Order, Carnegie Endowment for 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, Carnegie Endowment for International Peace : Washington.

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

F.M-100 Marks (80+20) Women, Power and Politics

Course Objective This Course opens up the question of Women’s agency, taking it beyond ‘women’s empowerment’ and focusing on women as radical social agents. It attempts to quesion the complicity of social structures and relations in gender inequality. This is extended to cover new forms of precarious work and labour under the new economy. 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. Groundings 1. Patriarchy a. Sex-Gender Debates b. Public and private c. Power

2. Feminism

3. Family, Community, State a. Family b. Community c. State

II. Movements and Issues 1. History of the Women’s Movement in India 2. Violence against women

323 3. Work and Labour a. Visible and invisible work b. Reproductive and care work c. Sex Work

Readings 1. M. Kosambi, (2007) Crossing the Threshold, New Delhi, Permanent Black, pp. 3-10; 40-46 c. Power 2. N. Menon, (2008) ‘Power’, in R. Bhargava and A. acharya (eds.) Political Theory : An Introduction, Delhi : pearson, pp. 148-157 3. 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. 27-37 5. N. Menon, (2008) ‘Gender’, in R. Bhargava and A. acharya (eds.) Political Theory : An Introduction, New Delhi : pearson, pp. 224-233 6. N. Menon, (2004) ‘Sexual Violence : Escaping the Body’, in Recovering Subversion, New Delhi : Permanent Black, pp. 106-165 7. N. Jameela, (2011) ‘Autobiography of a Sex Worker’, in P. Kotiswaran, Sex Work, New Delhi : Women Unlimited, pp. 225-241 8. N. Gandhi and N. Shah, (1992) Issues at Stake - Theory and Practice in teh Women’s Movement, New Delhi : Kali for Women 9. V. Bryson, (1992) Feminist Political Theory, London : Palgrave - MacMillan, pp. 175-180; 196-200

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

F.M-100 Marks (80+20)

Development Process and Social Movements in Contemporary India (Project)

Course Objective Under the influence of globalization, development processes in India have undergone transformation to produce spaces of advantage and disadvantage and new geographies of power. The high social reproduction costs and dispossession of vulnerable social groups involved in such a development strategy condition new theatres of contestation and struggles. A variety of protest movements emerged to interrogate and challenge this development paradigm that evidently also weakens the democratic space so very vital to the formulation of critical consensus. This course proposes to introduce students to the conditions, contexts and forms of political contestation over development paradigms and their bearing on the retrieval of democratic voice of citizens.

I. Development Process Since Independence a. State and Planning b. Liberalization and reforms

II. Industrial Development Strategy and its Impact on the social structure a. Mixed economy, privatization, the impact on organized and unorganized labour b. Emergence of the new middle class

III. Agrarian Development Strategy and its Impact on the Social Structure a. Land Reforms, Green Revolution b. Agrarian Crisis since the 1990s and its impact on farmers

325 IV. Social Movements a. Tribal, Peasant, Dalit and Women’s Movements b. Maoist Challenge c. Civil Rights Movements

Readings 1. A. Varshney, (2010) ‘Mass Politics of Elite Politics? Understanding the Politics of India’s Economic Reforms’ in R. Mukherji (ed.) India’s Economic Transition : The Politics 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 of Economic Reform, Delhi : Oxford University Press. 4. A. Desai, (ed.) (1986) Agrarian Struggles in India After independence, Delhi : Oxford University Press, pp. xi-xxxvi 5. P. Sainath, (2010) ‘Agrarian Crisis and Farmers’, Suicide’, Occasional Publication 22, New Delhi : Indian International Centre (IIC) 6. B. Nayar (ed.) (2007) Globalization and Politics in India. Delhi :Oxford University press. 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.

326 PSYCHOLOGY Semester - I/III Generic Elective (GE) Paper-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 psychology of 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 of modem scientific psychology.

• To help the students to develop a scientific temperament in studying and understanding 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 which psychological data are gathered and evaluated / interpreted.

• Identify & and compare the major perspectives in psychology: Recognize how each 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.

327 (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 endocrine glands.

(ii) Structure and functions of the Central nervous system and Autonomic nervous system

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 volar surface 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 your subject 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). Practical Exercises 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 Nature and Strength: Practicals in Psychology, Divya Prakashani, Samantarapur, Bhubaneswar. • Morgan, C.T., King, R.A., Weisz, J.R., &Schopler, 1. (2008). Introduction to psychology (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 and Behaviour (3M Ed.). New Delhi: Tata McGraw-Hill • Zimbardo, P.O. & Weber, A.L. (1997 Ed.)- Psychology- New York, Harper Collins College Publishers

329 Semester - II Generic 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 the psychological processes from sensation to thought and communication. The student will be given exposure to the concepts, terminology, principles, and theories relating each of the mental processes that constitute human psychology. Learning Objectives: • To help the students to understand the mental processes to begin with sensation and perception up to how it results in thoughts and communication.

• To help the students gather knowledge about the structural and functional dynamics of each of the mental processes and their interconnectedness. Expected outcomes: Students will be able to • Understand the bases sensory actions and the processes of integration of sensory actions in creating and interpreting perceptual events.

• Gain knowledge of the important processes and principles of human learning as well as the structural functional attributes of human memory to help conserve the learning outcomes.

• Understand the structural and functional properties of language and the way it helps thought, communication, problem solving and decision making through development 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, semantic and procedural; Causes of Forgetting- interference, repression, and amnesia UNIT—Ill Language and Communication (i) Properties and structure of language. Language acquisition, Nature of effective communication (ii) Stages of language development; critical period controversy; speech error and its implications UNIT IV Thinking and Reasoning (i) Thinking process; concepts, categories, Decision making and factors of influencing decision making. (ii) Inductive and deductive reasoning; Problem solving approaches; Steps in problem solving Practical (i) Learning Curve: To demonstrate the Learning Curve as a function of Learning trials using Non-sense Syllables.

(ii) Serial Position Effect: To demonstrate the serial position effect on memory in learning a list of nonsense syllables.

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). Practical Exercises in Psychology: Learning about Yourself and Others. Panchasila, Bhubaneswar • Feldman, R.S. (2004). Understanding Psychology (6th Edition), New Delhi, Tata Mc. 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. • Mohanty, N., Varadwaj, K. & Mishra, H.C. (2014). Explorations of Human Nature and Strength: Practicals in Psychology, Divya Prakashani, Samantarapur, Bhubaneswar. • Morgan, C.T., King, R.A., Weisz, J.R., & Schopler, J. (2008). Introduction to psychology (7th edition) Bombay: Tata-McGraw Hill. • Passer, M.W. & Smith, R.E. (2007). Psychology: The Science of Mind and Behavior (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 Collins College Publishers

332 PSYCHOLOGY Semester- 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 psychology of 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 of modem scientific psychology.

• To help the students to develop a scientific temperament in studying and understanding 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 which psychological data are gathered and evaluated / interpreted. • Identify and compare the major perspectives in psychology: Recognize how each 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. (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 endocrine glands. (ii) Structure and functions of the Central nervous system and Autonomic nervous system 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 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 your subject 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, FLC., Nanda, G.K. & Jena, N. (2004). Practical Exercises 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, Thomson Learning Inc. • Mohanty, N., Varadwaj, K. & Mishra, H.C. (2014). Explorations of Human Nature and Strength: Practicals in Psychology, Divya Prakasbani, Samantarapur, Bhubaneswar. • Morgan, C.T., King, R.A., Weisz, 3.R., & Schopler, 3. (2008). Introduction to psychology (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 and Behaviour (3rd Ed.) New Delhi: Tata McGraw-Hill • Zimbardo, P.G. & Weber, A.L. (1997 Ed.)- Psychology- New York, Harper Collins College Publishers

335 Semester- I Core Course-II Full Marks- 100 (Th.-(60+15) + Pra.25)

BASIC DEVELOPMENTAL PROCESSES

Introduction: The course is designed to expose students to a basic understanding about the fundamental concerns of developmental psychology and provide examples of the following three dimensions of development: growth, differentiation, and orderly progression. Learning Objectives: · To help students gain some key ideas about human development and the perspectives to understand and explain such developments. · To help the students to understand the significance of prenatal period for human development. · To help the students to understand the developmental preparations of the childhood and the implications of developmental milestones for the normal human development. Expected outcomes: Students will be able to · 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; Factors influencing development (ii) Perspectives of development- Psychoanalytic; Organismic; Humanistic

336 UNIT- II Life in formation (i) Fertilization, determination of sex, multiple birth; Prenatal development- germinal stage, embryonic stage, fetal stage; Factors influencing prenatal development (ii) Physical and motor developments, Social and emotional developments during childhood. UNIT-III Life In preparation (i) Physical and motor developments, Social and emotional developments during adolescence. (ii) Piaget’s stage of cognitive development; Kohlberg’s stages of moral development 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 gender roles Practical (i) Locus of Control: To assess the Locus of Control of four college students by using Rotter’s Locus of Control Scale. (ii) Emotional Intelligence: To measure the emotional intelligence of four college students by using the Schuttle’s Emotional Intelligence Scale Recommended 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 Semester- II Core Course-III Full Marks- 100 (Th.-(60+15) + Pra.25)

BASIC PSYCHOLOGICAL PROCESSES Introduction: The course is designed to provide the student a basic understanding of the psychological processes from sensation to thought and communication. The student will be given exposure to the concepts, terminology, principles, and theories relating to each of the mental processes that constitute human psychology. Learning Objectives: • To help the students to understand the mental processes to begin with sensation and perception up to how it results in thoughts and communication. • To help the students gather knowledge about the structural and functional dynamics of each of the mental processes and their interconnectedness. Expected outcomes: Students will be able to • Understand the bases sensory actions and the processes of integration of sensory actions in creating and interpreting perceptual events. • Gain knowledge of the important processes and principles of human learning as well as the structural functional attributes of human memory to help conserve the learning outcomes. • Understand the structural and functional properties of language and the way it helps thought, communication, problem solving and decision making through development 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, and amnesia

UNIT —III Language and Communication (i) Properties and structure of language, Language acquisition, Nature of effective communication (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 of influencing decision making. (ii) Inductive and deductive reasoning; Problem solving approaches; Steps in problem solving

Practical (i) Learning Curve: To demonstrate the Learning Curve as a function of Learning trials using Non-sense Syllables.

(ii)Serial Position Effect: To demonstrate the serial position effect on memory in learning a list of nonsense syllables.

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). Practical Exercises in Psychology: Learning about Yourself and Others. Panchasila, Bhubaneswar • 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, Thomson Learning Inc. • Mohanty, N., Varadwaj, K. & Mishra, H.C. (2014). Explorations of Human Nature and Strength: Practicals in Psychology, Divya Prakashani, Samantarapur, Bhubaneswar. • Morgan, C.T., King, R.A., Weisz, J.R., & Schopler, 3. (2008). Introduction to psychology (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 and Behaviour (3rd Ed.) New Delhi: Tata McGraw-Hill • Zimbardo, P.G. & Weber, A.L. (1997 Ed.). Psychology- New York, Harper Collins College Publishers

340 Semester- II Core Course-IV Full Marks- 100 (Th.-(60+15) + Pra.25)

PROCESSES OF HUMAN EMPOWERMENT Introduction: Human empowerment is ultimately an individual condition of gaining the power to control and modulate changes in one’s own life those are considered important to one’s identity and adjustment. The purpose of the course is to introduce students to the basics of human empowerment and how the empowerment processes arc strengthened and improved.

Learning Objectives: • To help students gain ideas about intelligence and personality as foundations of human empowerment. • To make students understand how motivation and emotion are empowering processes to human development. To help students gain insight into human behaviour as products of empowerment.

Expected outcomes: Students will be able to • Know the structural components and functional dynamics of both intelligence and 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, and intelligence (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 social cognition 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 students using Raven’s Standard Progressive Matrices

(ii) Personality Type- To assess the personality type of a student obtaining responses from the student and two other significant persons in his/her life by using 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 Education Company of India Pvt. Ltd.

• Dash, U.N., Dash, A.S., Mishra, H.C., Nanda, G.K. & Jena, N. (2004). Practical Exercises 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 Thomson Learning Inc. • Misra, G. (2009). Psychology in India, Vol 1: Basic Psychological Processes and Human Development. India: Pearson • Mohanty, N., Varadwaj, K. & Mishra, H.C. (2014). Explorations of Human Nature and 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: Oxford University Press.

343 Semester- III Core Course-V

Full Marks- 100 (Th.-(60+15) + Pra.25)

PSYCHOLOGICAL STATISTICS Introduction: The course designed to equip students with knowledge in the fundamentals of statistics and research methods so that they understand the application of statistics to different research problems in psychology. Learning Objectives: • To help students develop knowledge and understanding of the application of Statistics within Psychology • To help students develop Critical Thinking for application of appropriate statistical analysis in Psychological research Expected outcomes: Students will be able to understand • The nature psychological variables and how to measure them with appropriate scale. • The processes of describing and reporting statistical data. • The methods of drawing inferences and conclusions for hypothesis testing by using 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 deviation and variance, Average deviation and Quartile deviation.

UNIT Ill Sources and Applications (i) Concept of Probability; Characteristics of Normal Probability curve, Applications of NPC, Deviation from NPC- Skewness and Kurtosis (ii) Concept of correlation, Product-moment correlation (ungrouped data), Rank order correlation.

UNIT -IV Hypothesis Testing (i) Level of significance; Type I and Type II error; Computation of ‘t’ for independent and 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 and to report by descriptive statistical analyses.

(ii) Computer Awareness: To be familiar with software packages of statistics and their applications.

Recommended Books • Aron, A., Aron, E.N., & Coups, El (2007). Statistics for Psychology. (4th Ed.) India: Pearson Education, 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 • 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. • Mohanty, N., Varadwaj, K. & Mishra, H.C. (2014). Explorations of Human Nature and Strength: Practicals in Psychology, Divya Prakashani, Samantarapur, Bhubaneswar. • Siegal, S. (1994). Nonparametric Statistics. McGraw Hill, New Delhi • Singh, A.K. (1986). Tests, Measurements, & Research Methods in Behavioral Sciences, Tata McGraw Hill Publishing Company, New Delhi • Walaram, G. Statistics for Behavioral Sciences

Semester- III Core Course-VI

Full Marks- 100 (Th.-(60+15) + Pra.25)

SOCIAL PSYCHOLOGY Introduction: Social psychology is the scientific study of the nature and causes of human behaviour in a social context, This course is designed to introduce the students to the field of social psychology, to explain how social ‘psychologists think about and study human behaviour; to introduce the body of knowledge and underlying principles that currently exist in the field and to encourage reflection about the implications of social psychology for the situations we encounter in everyday life. Learning Objectives: • To help students develop awareness of the concepts, problems and issues in the discipline of social psychology • To make students understand the individuals and groups in respect to patterns of social behavior and attitudes • To help students gain insight into the dynamics of intergroup relationships, conflict, prejudice and cooperation.

346 Expected outcomes: Students will be able to • Know the scope of studying social psychology and the methods to gather data in the social context to explain them. • Understand the significance of social cognition, attitudes, stereotypes and prejudices in explaining human behavior in the social contexts. • Understand the significant aspects group behavior and social influence that constitute 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 self expression; 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, Social loafing; Conformity, Obedience and social modelling. (ii) Leadership- Definitions and functions and contingency approaches to leadership; Leadership. The charismatic leadership, Role of Leader, Characteristics of a Leader. 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 and control of aggression.

347 Practical (i) Ethical Values: To assess the ethical values of five adolescents by using Donelson’s Ethical Position Questionnaire (EPQ) (ii) Attitude towards Women: To measure the attitude of three boys and three girls towards Women by using Spence, Helmrich & Stapps’ Attitude towards Women scale . 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). New Delhi: Pearson • 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 • 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 Nature and 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 Semester- III Core Course-VII Full Marks- 100 (Th.-(60+15) + Pra.25)

ENVIRONMENTAL PSYCHOLOGY Introduction: Environmental psychology is an interdisciplinary field focused on the interplay between individuals and their surroundings. The field defines the term environment broadly, encompassing natural environments, social settings, built environments, learning environments, and informational environments. The course is designed to introduce to the students about all these aspects of environment. Learning Objectives: • 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 enhanced awareness programs Expected outcomes: Students will be able to • understand the interactional relationships between environment and behaviour • understand the problems occurring to ecology and environment at the present time • understand different psychological approaches to the study of man-environment relationship.

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 and population 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; Environmental deprivation-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’s Environment literacy and awareness survey questionnaire. (iii) To assess the environmental attitude, concern and sensitivity of 4 college students using 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). Practical Exercises 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 • Mohanty, N., Varadwaj, K. & Mishra, H.C. (2014). Explorations of Human Nature and Strength: Practicals in Psychology, Divya Prakashani, Samantarapur, Bhubaneswar.

350 Semester- IV Core Course-VIII

Full Marks- 100 (Th.-(60+15) + Pra.25)

PSYCHOPATHOLOGY Introduction: Psychopathology refers to the study of mental illness. This course is designed to expose students to the key concepts in psychopathology as well as the major theories associated with the etiology and treatment of psychological disorders and disabilities. Students will be able to understand the distinction between normal and abnormal and the qualities that are used to differentiate what is typical versus atypical through citations of different disorders.

Learning Objectives: 1. To help students define and understand the basic concepts underlying psychopathology and the perspectives which contributed to the development of modern psychopathology.

2. To help students understand the assessment techniques for identifying and classifying maladaptive behavior and mental disorders.

3. To guide students to gain specific knowledge about different types of mental disorders.

Expected outcomes: Students will be able to 4. Understand the differences between normality and abnormality along with the perspectives explaining them.

5. Know the importance and the use of assessment techniques in identifying different forms of maladaptive behavior.

6. Learn the symptoms, causes and treatment of anxiety disorders, mood disorders and 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, Phobic disorder, Obsessive- Compulsive disorder (ii) Depressive disorder —Symptoms, causes and treatment of Bipolar affective disorder. 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’s Depression 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 Integrated Approach (4th Ed.).Wadsworth: New York. • Baron, R.A. (1995 Edition)-Psychology- The Essential Science, Pearson Education Company of India Pvt. Ltd.

352 • Carson R.C., Butcher J.N., Mirieka, S., & Hooley J.M. (2007). Abnormal Psychology (13th Ed.).ND: Pearson Education. • Dash, U.N., Dash, AS., Mishra, H.C., Nanda, G.K. & Jena, N, (2004). Practical Exercises 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). Abnormal Psychology (11th Ed.).NY: John Wiley • Mohanty, N. (2008). Psychological Disorders: Text and Cases. New Delhi: Neelkamal Publications Pvt. Ltd. • Mohanty, N., Varadwaj, K. & Mishra, H.C. (2014). Explorations of Human Nature and Strength: Practicals in Psychology, Divya Prakashani, Samantarapur, Bhubaneswar.

353 Semester- IV Core Course-IX Full Marks- 100 (Th.-(60+15) + Pra.25)

EDUCATIONAL PSYCHOLOGY Introduction: This course provides an introduction to concepts, theories, and research in educational psychology. The topics covered include cognitive development during the school years, classroom management, instructional approaches, motivation, assessment, and individual differences. Learning Objectives: • To provide students with an overview of the purposes and uses of educational psychology. • To help students understand human development focusing mainly on the years of formal education including those with ability differences • To make students understand the ways that educators motivate their students to learn and strive for excellence • To make students explore the ways that educators manage learning environments to maximize learning and social cohesion Expected outcomes: Students will be able to • Define educational psychology and give examples of the different topics educational 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, and use in school settings.

354 UNIT-I Foundations of Educational Psychology

(i) Concepts and principles of educational psychology, Goals of teaching and objectives 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 techniques in 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, Advantages and limitations of standardized test.

Practical

(i) Academic Behavior: To assess the academic attitude and behavior of college students by using Sia’s Academic Behavior Scale

(ii) Academic Stress: To assess the academic stress of two higher Secondary students using Rao’s Academic Stress Scale.

Recommended Books

• Agrawal, J.C. (2009). Essentials of Educational Psychology (2"Edn.) Vikas Publishing House, New Delhi

355 • Dash, U.N., Dash, A.S., Mishra, H.C., Nanda, G.K. & Jena, N. (2004), Practical Exercises 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 Learning Pvt, Ltd New Delhi • Mohanty, N., Varadwaj, K. & Mishra, H.C. (2014). Explorations of Human Nature am 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 Semester- IV Core Course-X Full Marks- 100 (Th.-(60+15) + Pra.25)

PSYCHOLOGICAL ASSESSMENT Introduction: The course is designed to expose students to a basic understanding about approaches to psychological assessment and develop skill in the administration and interpretation of psychological tests. Learning Objectives: • To train students in various psychological assessment techniques • To impart skills necessary for selecting and applying different tests for different purposes such as evaluation, training, rehabilitation etc. Expected outcomes: Students will be able to • 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, validity and 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, projective and non-projective tests

357 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 using Spreng’s Empathy questionnaire. -

(ii) Sense of Humor: To assess the Sense of Humor of 4 College Students Using McGhee’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 7th Edition, 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 Using Psychological 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, Aph Publishing Corporation, New Delhi

358 Semester- V Core Course-XI Full Marks- 100 (Th.-(60+15) + Pra.25)

ORGANIZATIONAL BEHAVIOR Introduction: The course provides an overview of the main fields of organizational and personnel psychology. It focuses on topics such as organizational system; work behavior, attitudes and motivation as related to organizational set up; management of power and politics in the organizations; and finally development and evaluation of human resources for sustainable growth of an organizations. Learning Objectives: • To help students able to understand the structure, functions, and designs of different organizations. • To make students understand the processes of group decision making and leadership functions in different organizations. • To make students understand the theories of work motivation and related issues of 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. Expected outcomes: Students will be able to • Understand different concepts and dynamics related to organizational system, behavior, and management. • Identify steps managers can take to motivate employees in the perspectives of the theories of work motivation. • Understand the tricks of power and politics management in the organizations. • Understand significance of human resource development, evaluation and management for the interest and benefit of the organization.

359 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). Practical Exercises 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. • Mohanty, N., Varadwaj, K. & Mishra, H.C. (2014). Explorations of Human Nature and Strength: Practicals in Psychology, Divya Prakashani, Samantarapur, Bhubaneswar. • Pareek, U.(20 10). Understanding organizational behaviour. Oxford: Oxford University Press. • Robbins, S.P.; Timothy, A.J. & Vohra, N. (2012). Organizational Behavior, 15th Edn. Pearson Education: New Delhi • Schultz, D. and Schultz, S.E. (2004). Psychology and Work Today. Delhi: Pearson Inc. • Singh, K. (2010). Organizational Behaviour: Texts & Cases. India: Dorling Kindersley

361 Semester- V Core Course-XII Full Marks- 100 (Th.-(60+15) + Pra.25)

HEALTH PSYCHOLOGY Introduction: Health psychology is a specialty area that focuses on how biology, psychology, behavior and social factors influence health and illness. This course is designed to provide an introduction to the area of health psychology to help students understand how Health Psychology as a specialty within psychology addresses the role of behavioral factors in health and illness. Basic theories, models and applications are also included. Learning Objectives: • To help the students understand the issues of Health Psychology and how to address them by the bio-psychosocial model of health and illness. • To help the students to describe behavioral factors that influence health and illness. • To guide the students understand about health enhancing behaviors including coping with illness. Expected outcomes: Students will be able to • Know the basics of health and illness from the Bio-psychosocial perspectives. • Understand the significance of behavioral and psychological correlates of health and illness. • Understand the significant aspects coping and importance of health enhancing behavior. 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 promoting wellness. (ii) Models of health- The cognition models- The health belief model, The protection motivation 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 Pittsburgh Sleep Quality Index (PSQI)

(ii) Coping Strategies: To assess of the Coping Strategies of 4 college students by Tobin’s Coping Strategy Inventory (TCSI)

Recommended Books • Baron, LA. (1995 Edition)-Psychology- The Essential Science, Pearson Education Company of India Pvt. Ltd. • Brannon and Feist. Health Psychology. • Carr, A. (2004). Positive Psychology: The science of happiness and human strength.UK: Routledge. • 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

363 • Edward P.Sarafino (1994). Health Psychology. Joha Wiley and Sons • Khatoon, N. (2012). Health Psychology, Dorling Kindersley (India) Pvt. Ltd. New Delhi • Mohanty, N., Varadwaj, K. & Mishra, H.C. (2014). Explorations of Human Nature and Strength: Practicals in Psychology, Divya Prakashani, Samantarapur, Bhubaneswar. • Saraflno, E.P. (2002). Health psychology: Bio psychosocial interactions (4th Ed.).NY: Wiley. • Snyder, C.R., & Lopez, S.J. (2007).Positive psychology :The scientific and practical explorations of human strengths. Thousand Oaks, CA: Sage. • Taylor, SE. (2006). Health Psychology (6th Ed.). New York: Tata McGraw Hill.

Semester- VI Core Course-XIII Full Marks- 100 (Th.-(60+15) + Pra.25)

COUNSELING PSYCHOLOGY Introduction: The course is designed to develop entry level counselling psychologists who will be capable of understanding and ; demonstrating behavior and attitudes in the basic areas of professional counseling.

Learning Objectives: • To help students able to understand and integrate current scientific knowledge and 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 counselling practice.

364 • To help students demonstrate professional behavior in their various roles as counselling psychologists. Expected outcomes: Students will be able to • Understand the purpose of counselling and practice counselling ethically following different approaches. • Understand the basics of counselling process and use them for counselling students, families, couples, distressed, and handicaps. UNIT-I Basics of Counselling (i) Meaning, scope and purpose of counselling; The counselling process, counselling relationship, 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; Behavioural approach- 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 college counselor.– 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 using Lerner’s Couple’s adjustment scale (ii) Case Reporting: To complete four case studies of high school students with problem behavior in’ the appropriate case report proforma

365 Recommended Books • Bumard Philip. (1995). Counselling Skills Training — A sourcebook of Activities. New Delhi: Viva Books Private Limited. • 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 • 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.). New Delhi: Pearson India • Mishra, H.C. & Varadwaj, K. (2009). Counselling Psychology: Theories, Issues and Applications, Divya Prakashini, Samantarapur, Bhubaneswar, Odisha • Misra, G. (Ed) (2010). Psychology in India, Volume 3: Clinical and Health Psychology. New Delhi: Pearson India. • Mohanty, N., Varadwaj, K. & Mishra, H.C. (2014). Explorations of Human Nature and Strength: Practicals in Psychology, Divya Prakashani, Samantarapur, Bhubaneswar. • 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 Semester- VI Core Course-XIV 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 understand 1. 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.

367 UNIT-I Foundations Historical roots and goals of positive psychology, Positive emotions, Positive Individual traits, Contribution of Martin Seligman, Albert Bandura, Carol Dweck and Abraham Maslow to positive psychology UNIT- II Flow and Happiness Components of flow, Conditions and mechanisms of flow, Positive and negative consequences of flow experience Meaning and nature of happiness, Sources of happiness, Theories of happiness- Set-point theory, Life satisfaction theories. UNIT -III Precursors to Positive Psychology Character strength, Altruism, Hope and Optimism, Positive thinking, Psychology of well-being: Meaning of well-being, Factors affecting well- being, Promoting well-being among people UNIT 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 development of 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 Intelligence Questionnaire.

Recommended Books • Carr, A. (2004), Positive Psychology: The science of happiness and human strength.UK: Routledge. • 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

368 • Mohanty, N., Varadwaj, K. & Mishra, H.C. (2014). Explorations of Human Nature and Strength: Practicals in Psychology, Divya Prakashani, Samantarapur, Bhubaneswar. • Peterson, C. (2006). A Primer in Positive Psychology; Oxford University Press • Seligman, M.E. (2002).Authentic Happiness: Using the New Positive Psychology to Realize Your Potential for Lasting Fulfilment: Oxford University Press • Seligman, M.E. (2012). Flourish: A Visionary New Understanding of Happiness and Well-being. Oxford University Press • Snyder, C.R. & Shane, J.L. (2005). Handbook of Positive Psychology. .Oxford University Press • Snyder, C.R., & Lopez, S.J.(2007).Positive psychology : The scientific and practical explorations of human strengths. Thousand Oaks, CA: Sage. Practical

369 DISCIPLINE SPECIFIC ELECTIVE-I (DSE-I) Semester - V Paper-I Full Marks- 100 (Th.-(60+15) + Pra.25)

Psychological Research and Measurement Introduction: The research methods course is among the most frequently required in the psychology and with good reason. It helps the students know about the difference between an experiment and a correlational study, the function of independent and dependent variables, the importance of reliability and validity in psychological measurement, and the need for replication in psychological research. In other words, psychologists’ research methods are at the very core of their discipline. The course is designed to train the students in psychological research and measurement. Learning Objectives: • To provide an overview of scientific approaches to psychological research in term of sampling techniques, scientific method, and experimental designs. • To acquaint the students with respect to psychometric, projective techniques and non-testing approaches like interview. Expected outcomes: Students will be able to • understand the nature of psychological research and how to conduct scientific research in psychological themes. • develop the skill for test construction and use of psychological tests for measurement of personality and other attributes of people. UNIT-I Psychological Research (i) Characteristics of scientific methods, Psychological research: Correlational and experimental (ii) Sampling frame: probability and non-probability samples, sample size, sampling error

370 UNIT- II Psychological Scaling and Construction of test (i) Purpose of scaling Psychological scaling methods: Familiarity with Thurstone and 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, motivating respondents, training of interviewers. Practical (i) Rorschach Ink Blot test: To administer the RIT on a subject and give summary report (ii) Word Association test: To administer the Jung / Kent-Rosanoff list of WAT on a subject 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 Psychology and Education. New York: John Willey • Kerlinger, F.N. (1983). Foundations of Behavioral Research. New York: Suijeet Publications • 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 social problems. Psychology brings two important qualities to the study of social problems: attention to psychological process and rigorous methodology. The key task in the designed course is to define social problems in part as psychological problems. Learning Objectives: • The course will provide social psychological analysis of some major social issues in India. • The students will be able to understand the perspectives of psychology in dealing with and resolving those issues. Expected outcomes: Students will be able to • grasp the implications of various social issues and problems concerning our country. • appreciate the perspectives that psychology can contribute to resolve or reduce the problems. UNIT-I Understanding Social Systems (i) Indian Family System; Social stratification; caste, class, power, Poverty and Deprivation – (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 and social 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 and prejudices; Psychological strategies for handling the conflicts and prejudices. (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 Center Family Quality of Life Scale (ii) To assess the community integration of a village by using Community integration questionnaire (CIQ) of Barry Willer Recommended Books • Banerjee, D. (1998). Poverty, class and health culture in India, Vol. I, Delhi Prachi Prakashan • 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 and Disadvantage. New Delhi: Concept • Sen, A & Sen A K (Eds) (1998) Challenges of contemporary Realities A psychological Perspective. New Delhi: New Age International • Srinivas, M.N. (1966). Social change in modern India, Bombay: Allied

373 DISCIPLINE SPECIFIC ELECTIVE-III (DSE-III) Semester - VI 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 psychology as can be seen from the areas contemporary psychologists concern themselves with. Arising from the slogan ‘Psychology goes to work’ Contemporary Applied psychologists venture into new areas of human behavior and relationships with an interdisciplinary perspective. The significant areas of their concern are community psychology, psychology of the disadvantaged and rehabilitation psychology, Psychology of IT, economic development, gender, defense etc. The present course is designed acquaint the students with this new endeavor of psychology. Learning Objectives: • To help the students understand the role of psychologists in community services including helping the disadvantaged and otherwise challenged groups. • To help the students appreciate the importance of psychology in fields of human concern like IT, economic development, gender and population issues. • To help students understand about how psychology is useful in the field of defense. Expected outcomes: Students will be able to • appreciate the role of psychologists in community service including their importance in helping and rehabilitation activities. • perceive the intricacies of relationships between human behavior and economic development, 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 social action, 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 entrepreneurial behavior, Consumer rights and awareness

(ii) Population psychology: Psychological consequences of population explosion and high population density; Psychosocial effects of crowding; motivating for small 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; Promoting positive mental health of defense personnel.

Practical

Recommended Books • Banerjee, D. (1998), Poverty, class and health culture in India, Vol. I, Delhi Prachi Prakashan

• Dalton, J.H. (2006). Community Psychology: Linking Individuals and Communities: : 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 Applied Psychology, 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 and Disadvantage. New Delhi: Concept • Sen, A. & Sen A.K. (Eds.). (1998). Challenges of contemporary Realities: A psychological Perspective. New Delhi: New Age International • Srinivas, M.N. (1966). Social change in modern India. Bombay: Allied • Swain, S. Applied Psychology

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

(Project-75 + Viva-25) RESEARCH PROJECT Introduction: The research experience of students is greatly enriched by early exposure to conducting research, There are numerous benefits of undergraduate students who get involved in research. They are better off in understanding published works, determine an area of interest, can discover their passion for research and may start their career as a researcher. Further students will be able develop ability for scientific inquiry and critical thinking, ability in the knowledge base and communication of psychology. This course is included to promote above mentioned abilities among the students. Learning Objectives: • To help students to learn how to develop scientific research designs in the study of psychology. • To guide students to understand the previous research in their field of interest and review them to arrive at a research problem • To encourage the students to learn ways to describe and measure human behavior. • To help students understand the logic of hypothesis testing and application of appropriate statistical analysis. • To make students to learn the methods of writing a research report. Expected outcomes: Students will be able to • Independently prepare a research design to carry out a research project • Review the related research papers to find out a research problem and relevant hypotheses • Understand the administration, scoring and interpretation of the appropriate instrument 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 under the guidance and supervision of a teacher. In order to do so s/he must have the knowledge in research methodology and of steps in planning and conducting a research. The supervisors may help the students to go on field study / study tour relevant to their work. Thirty hours of class may be arranged in the routine to help students understand research methodology, and planning, conduction and reporting on the research. An external examiner with the supervisor as the internal examiner will evaluate the research project on the basis of scientific methodology in writing the report, 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 for the present research Ø Review- Explaining current knowledge including substantive findings and theoretical and methodological contributions to the topic, objectives and hypotheses of the present research Ø Method — Design, Sample, Measures, Procedure Ø Results - Quantitative analysis of group data - (Raw data should not be attached in Appendix) Graphical representation of data wherever required. — Qualitative analysis 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 14 letter size with 1.5 spacing on one sides of the paper. Total text should not exceed 50 pages (References & Appendices extra). • Two copies of the project should be submitted to the College. • Project - American Psychological Association (APA) — Publication Manual 2006 to be followed for project writing.

378 SANSKRIT Semester - I/III Generic Elective (GE) Paper-I 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 Mohabharat Aranyaka Parva - Chaper 297 - 30 marks. 3. Sabda Rupa & Dhatu rupa - 20 marks

UNIT-I & II - Hitopadesha (From Katha mukha to grudhrabidalakatha)-30 marks Long question I 15 marks Short questions 3 5x3 = 15 marks

UNIT-III & IV Yaksaprasna of Mahabharat 30 marks Long question 1 15 marks Explanation 1 8 marks Textual Translation of Virse 1 7 makrks

UNIT-V Sabdarupa & Dhaturupa 20 marks Sabdarupa - 5 2x5=10 marks Dhaturupa - 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 - Verraooshi 2. Hitopadesha (Mitralabha (Ed) N.P. Dash & N.S. Mishra, Kalyani Publiher Newdelhi 3. Vyakarana Darpana, The Odisha State of Bureau of Text Book 4. Critical Edition of the Mahabharata (Ed) V.S. Suktintapar Bori Pune 5. Mohabharata Life Prose Gorakhpur

379 Semester - II/IV Generic Elective (GE) 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 marks UNIT-I Long question 1 15 makrsk 1 UNIT-II Shortquestion 2 7 /2 x 2 = 15 marks UNIT-III (i) Explanation of I Verse 12 marks (ii) Translation of I Verse 08 marks

2. History of Sanskrit Literature II 30 marks UNIT-IV Gitikavya & Khandakavya Long question I 10 marks Short question I 05 marks

UNIT-V Gadyakavya & Kathasahitya Long question I 10 marks Short 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 Delhi 3. Meghaduttam (Eal B.S. Mishra Vidyapuri, Cuttack 4. History of Skt Literatur Baldev Upadhyaya Chaukhamba - Varanashi 5. History of Skt Literature H, M. Satapahy Kitabmohal, Cuttack

380 SANSKRIT Semester- I Core Course-I Full Marks- 100 (80+20)

MORAL TEACHINGS AND BASICS OF SANSKRIT Unit - I 1. Hitopadesa (From Kathamukha to Grdhravidalakatha) 30 marks 2. Yaksaprasna of Mohabharata (Aranyakaparva, Ch 297) 30 marks 3. 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 or udhayapada whichever is applicable (Dhaturupas)

Unit -I & II Hitopadesa (From kathamukha to Grdhravidalakatha) 30 marks Long question - I 15 marks Short question - 3 5x3 = 15 marks

Unit - III & IV Yaksaprasna of Mohabharata 30 marks Long question - I 15 marks Explanation - I 8 marks

Textual Translation of verse 7 marks Unit-V Sabdarupa & Dhaturupa 20 marks Sabdarupa 5 2x5 10 marks Dhaturupa - 5 2x5 = 10 marks

Books For Referene : 1. Hitopadesha (Mitralabhah) (Ed) Kapildev Giri, Chaukhamba Publications, Varanasi 2. Hitopadesha (Mitralabhah) (Ed) N.P. Dash and N.S. Mishra Kalyani Publish- ers, New Delhi 3. Vyakarana darpana, The Odisha State Bureou of Text Book Preparation and Production, Bhubaneswar-2013 4. Criticl Edition of the Mohabharata (Ed) V.S. Sukthankar BORI, Pune 5. Mohabharata, Gitapress, Gorakhpur

381 Semester- I Core Course-II Full Marks- 100 (80+20)

DRAMA - I & HISTORY OF SANSKRIT LITERATURE - I 1. Abhijnanasakuntalam (Act-I-IV) 50 marks 2. 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 marks Unit - II Short Question -2 7x2=14 marks Explanation of Verse-I 8 marks Unit-III Textual Grammar 14 marks i) Sandhi 1x2 = 2 marks ii) Prakrti Pratyaya 2x2=4 marks iii) Karaka & Vibhakti 2x2=4 marks iv) Samasa 2x2= 4 marks 2. History of Sanskrit Literature - I 10 marks Unit - IV Ramayana & Mohabharata Long Question - I 10 marks Short Question - I 05 marks 3. General Outlines of puranas and Sanskrit Drama Unit-V General outlines of puranas and Sanskrit Drama (Bhasa, Kalidasa, Sudraka, Visakhadatta, Bhavabhuti, Bhattanarayana) Long Question - I 10 marks Short Question - I 05 marks Books for Reference :

1. Abhijananasakuntalam (Ed) R. M. Bose, Modern Book Dep. Agency Pvt. Ltd. 10 book 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, Cuttack 4. Abhijananasakuntalam (Ed) H.K. Satapathy, Students Store, Cuttack 5. History of Sanskrit literuture, Baladev Upadhyay, Chaukhamba Publications Varanasi 6. 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 Semester- II Core Course-III Full Marks- 100 (80+20)

DRAMA - II & DRAMATURGY

1. Abhijananasakuntalam (Acts V- VII) 50 marks 2. 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 marks Unit-II Short Question - 2 8x2=16 marks Unit-III i) Explanation of Verse -I 8 marks ii) Verse / Dialogue Translation-I 7 marks iii) Translation from prakrit to Sanskrit 5 marks 2. Dramaturgy (Sahityadarpana, Chapter - VI) 30 marks Unit-IV Notes on Nandi, Prastavana, Purvaranga, Nataka, Prakarana, Anka (any three) 5x3=15 Unit-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 SahityaAcademy, Bhubaneswar 4. Sahitya Darpana with Laksmi Tika (Sanskrit) and Vimal Tika, (Hindi) (Ed) K.M. Sastri, Chaukhamba Publication, Varanasi 5. Sahityadarpana evan Chhanda (Ed) Braja Sundar Mishra, Satyanarayana Book Store, Cuttack

383 Semester- II Core Course-IV Full Marks- 100 (80+20)

AN INTRODUCTION TO THE TECHNIQUE OF PANINIAN GRAMMAR & PROSODY

1. Vocabulary relevant of Sanskrit Grammar and Arrangement of Paninian Grammar 15 marks

2. Samjna - Prakaranan 45 marks 3. Chhanda 20 marks

1. Vocabulary relevant to Sanskrit Grammar and Arrangement 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 marks 2. 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 marks Definition and Examples of 4 chandas - 5x4 = 20 marks Arya, 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) Giridhara Sharma Chaturoveda, Motilal Bansarisidass. 2. Siddhanta Kaumudi with mitabhasini Com (Ed) S.R. Ray, Sanskrit Pustak bhandar, 38 Cmwallis St. Calcutta. 3. Siddhanta - Kaumudi with Eng.Tr (Ed), S.C. Basu, Motilal Banaridass, New Delhi-110007, RPT - 1995 4. Vaiyakarana Siddhasta Kaumudi (Ed) M.V. Mahashabde Poona 5. Siddhanta Kaumudi (Ed) Prof. G. K. Dash & Dr. (Mrs.) K. Dash with navanitatika. 6. Siddhanta Kaumudi (Ed) Minati Mishra, Vidyapuri, Cuttack 7. Siddhanta Kaumudi (Ed) Dr. Nimjan Pati, Kalyani Publishers, New Delhi 8. Siddhanta Kaumudi (Ed) P. R. Ray, Silabala Women’s College (Skt. Deptt) Cuttack.

385 Semester- III Core Course-V Full Marks- 100 (80+20)

Poetry & History of Sanskrit Literature - II

1. Meghaduttam (Purvamegha) 50 marks 2. History of Sanskrit Literature - II 30 marks (Gitikavyas, Khandakavyas, Gadyakavyas and Kathasahitya)

1. Meghaduttam (Purvamegha) 50 marks Unit - I Long Question - 1 15 marks 1 Unit - II Short Question-2 7 /2 x 2 = 15 marks Unit-III (i) Exptanation of one verse 12 marks (ii) Translation of one verse 8 marks

2. History of Sanskrit Literature - II 30 marks Unit - IV (Gitikavyas and Khandakavyas) Long Question - I 10 marks Short Question - II 05 marks Unit - V (Gadyakavyas, Kathasahitya) Long Question - I 10 marks Short Question -I 05 marks Books for Reference :

1. Meghaduttam (Ed) S.R. Ray, Sanskrit Pustak, Bhandar, 38 Comwullis St, Cuttack 2. Meghaduttam (Ed) M.R. Kale, Motilal Banarisdass, Delhi 3. 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 Varanasi 6. Samsukrta Sahitya ka Ruparekha, Vacaspati Goneila, Choukhamba, Vidyabhavan, Varanasi 7. Sanskrta Sahityara, Itihas, H.K. Satapathy, Kitab Mahal, Cuttack

386 Semester- III Core Course-VI Full Marks- 100 (80+20)

META - RULES OF PANINIAN GRAMMAR, POETICS & FIGURES OF SPEECH

1. Parivasaprakaranam of Sidhantakaumudi 30 marks 2. Sahityadarpanah (Ch. I, II & III) 30 marks 3. Sahityadarpanah (Alamkaras) 20 marks

1. Paribhasaprakaranam 30 marks 1 Unit - I four Questions to be explained 7 /2 x 4 = 30 marks

2. Poetics Unit - II Sahityadarpana (Chaps I & III) (Kavya - Prayojana), Kavya Laksana, Kavya bheda and Kavyahetus 15 marks Long Question - I 10 marks Short Question - I 05 marks

Unit - IIISahityadarpana (Chap III) (Abhidha, laksana Vyanjana) 15 marks Long Question - I 10 marks Short Question -I 05 marks

3. Figures of Speech 20 marks Unit - IV Sahityadarpana (ch.x) 4x5=20 marks Definition and Examples of four Alankaras ‘Figures of Speech’ out of Ten Alankaras 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-4 2. For Sahityadarpana - Please refere to CC-3

387 Semester- III Core Course-VII Full Marks- 100 (80+20)

CASES AND CASE ENDINGS IN PANINIAN GRAMMAR & TRANSLATION - I

1. Siddhantakaumudi (Karaka - Vibhakti I - IV) 50 marks 2. 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 marks One 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 Book Preparation and Production Bhubaneswar - 2013. 2. A Guide to Sanskrit Composition and Translation, M.R.Kale, Motilal Banarsidass, New Delhi.

388 Semester- IV Core Course-VIII Full Marks- 100 (80+20)

INSCRIPTIONS, UPANISAD & BHAGAVADGITA 1. Inscription 30 marks 2. Kathopanisad (Vallis - I , II & III) 30 marks 3. Bhagavadgita (Chap XV) 20 marks

1. Inscription (Girnar inscription of Rudradaman, Allahabad Stone Pilar inscription of Samudragupta and Mandasore Inscription of Yasovarman) Unti - I Long Question - 1 15 marks Unit-II Short Question - 3 5x3=15 marks

2. Kathopanisad (Adhyaya I, Vallis - I, II, III) 30 marks Unit - III Long question - I 15 marks Unit-IV (i) Explanation - Mantra 08 marks (ii) Translation - I Mantra 07 marks

3. Bhagavadgita (Ch. XV) 20 marks Long Question - I 12 marks Translation - I verse 08 marks Books For Reference : 1. Slected Sanskrit Inscription (Ed) D.B. Pusalkar, Classical Publishers, New Delhi 2. Abhilekhamala (Ed) Sarojini Bhuyan, Cuttack 3. Abhilekhamala (Ed) Sujata Dash, Cuttack 4. Abhilekha Cayana (Ed) Jayanta Tripathy, Vidyapuri Cuttack 5. Isadi Nav Upanisad with Sankarbhasya - Gita Press, Gorakhpur 6. Kathopanisad with Sankarbhasya (Ed) V.K. Sharma, Sahitya Bhandar, Subhas Bazar, Meerut 7. The Message of the upanisad, Swani Ranganatha nanda, Bharuliya Vidya Bhabas, K.M. Manisi Marg, Mumbai 8. Shrimad - bhagavad gita (Ed) S. Radhakrishnan 9. Shrimad - bhagavad gita (Ed) Ganbhirananda, Ramakrishna, Mission 10. Shrimad bhagavad gita, Gita Press, Gorakhpur

389 Semester- IV Core Course-IX Full Marks- 100 (80+20)

Case and case endings of paninian grammar, translation - II and lextcon

1. Sidhantakaumudi (Karaka - Vibhakti V-VII) 40 marks 2. Translation of an unseen Odia / English Passage in to Sanskrit 30 marks 3. Amarakosa 10 marks

1. Siddhantakaumudi (Karaka - Vibhakti V-VII) Unit-I (CASE-V) Answer any two question 5x2=10 marks Unit-II (CASE-VI) Answer any four question 5x4=20 marks Unit-III (CASE-VII) Answer any Two question 5x2=10 marks

2. Translation - II 30 marks Unit - IV 30 marks One unseen passage of Odia is to be translated into Sanskrit (At least Ten Sentences)

Unit-V Amarkosa (Devata, Svarga, Visnu, Laksmi, Durga, Surya, Brahma, Kartikeya, Ganesa, Sarsvati, from Suargavarga) Answer any two questions 5x2=10 marks

Books for Reference :

1. For Sidhantakaumudi - Please refer to CC-7 2. For Translation Please refer to CC-7 3. Namalinganuasanan (Amarakosa) .D.G. Padhye et al Chaukhamba Sanskrit series New Delhi

390 Semester- IV Core Course-X Full Marks- 100 (80+20)

CC-10 ORNATE PROSE & PROSE WRITING

1. Dasakumaracaritam (Purvapithika, Prathama Ucchvasa) 30 marks 2. Sukanasopadesa 20 marks 3. Essay in Sanskrit 20 marks 4. Expansion of Idea in Sanskrit 10 marks

1. Dasakumaracaritam (Purvapithika Prathama Ucchvasa) 30 marks Unit-I Long question - I 10 marks Explanation - I 08 marks Unit-II Short question - 2 6x2=12 marks 2. Sukanasopadesa 20 marks Unit -III one long question 12 marks Translation of a sentence of part of it 08 marks 3. Essay in Sanskrit 20 marks Unit-IV Essay in Sanskrit (One) 20 marks 4. Expansion of Idea in Sanskrit 10 marks

Unit - V Expansion of Idea in Sanskrit one 10 marks

Books for Reference : 1. Dasakumaracarita (Ed) M.R. Kale, Motilal Banarsidass, Delhi 2. Dusakumaracarita, Chaukhamba Publication, Varanasi 3. Nibandhamala, A.T. Sharma 4. Samskrta -nibandha shatakam Kapiladev Dvitedi 5. Brhat Anuvada Shiksu Chakradhara Hansa Nuutiyal MLBD, Delhi 6. Sanskrta nibandhadarshah, Ramamurit Sharma, Sahitya Niketan Kanpur 7. Sukanasopadesa, (Ed.) Ramakanta Jha, Choukhamba Vidyabhavan, Varanasi 8. Sukanusopadesa (Ed) Nirmal Sundar Mishra, Kalyani Publishers, New Delhi 9. Kadambani (Purvardham) with the con. of Bhanuchandra Siddhanjani, MLBD, New, Delhi

391 Semester- V Core Course-XI Full Marks- 100 (80+20)

Ornate poetry in sanskrit & History of Skt Literature - III

1. Sisupalabadham (Conto-I Verses 01-48) 30 marks 2. Kiratarguniyam (Conto-I) 30 marks 3. History of Sanskrit Literature - III (Mahakavya and Compu) 20 marks Mahakavya & Champu Kavya

1. Sisupalabadham (Conto - I Verses 01-48) 30 marks Unit-I Long Question - I 15 marks Unit-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 marks ii) Short Notes -2 4x8=08 marks

Books For Referene :

1. Sisupalabadham (Ed) S.R. Ray Vallabhatika, Bharatiya Vidya Prakashan, New Delhi 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 Delhi 5. History of Indian Literature (Vol. I&II) M.Winternitz, MotilalBanarsidass Pub- lishers Pvt. Ltd.

392 Semester- V Core Course-XII Full Marks- 100 (80+20)

VEDA, VEDIC GRAMMAR & HISTORY OF VEDIC LITERATURE

1. Vaidika Suktas 30 marks 2. Vedic Grammar 20 marks 3. History of Vedic Literature 30 marks 1. 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 marks ii) Explanation -1 mantra 08 marks

Unit II i) Translation - 1 mantra 05 marks 1 ii) Grammar from the text - 2 questions 2 /2x2=05marks

2. Vedic Grammar 20 marks The 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 padesu Sa uttamusya, Atahai, Vaito nyatra, vyatyayo bahulam Hr-grahor bhaschandasi,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 suluk purva -savarnac che-ya-da-yaj-alah, Idanto masi, ajjaserasuk, Dirghadati Samanapade.

393 Unit - IIILong Question - One 10 marks Short Question - Two 5x2=10 marks 3. History of vedic Literature 30 marks (Samhita, Brahamana, Aranyaka, Upanisad)

Unit - IV Long Question - 1 15 marks 1 Unit-V Short Question - 2 7 /2x2=15 marks

Books for Reference :

1. New Vedic Selection (Part-I) (Ed) Telang and Chaubey, Bharatiya Vidya Prakashan, New Delhi 2. Veda O Vaidika Prakarana (Ed) Niranjan Pati, Vidyapuri, Cuttack 3. History of Indian Literature Vol I, M. Winternitz, MLBD, New Delhi 4. Vaidika Sahitya our Samskriti, Baladeva Upadhyaya, Chaukhamba, Varanasi. 5. Vaidika Sahitya O Samskriti, A.C. Das, Grantha, Mandira Cuttack

394 Semester- VI Core Course-XIII Full Marks- 100 (80+20)

ARTHASASTRA, DHARMASASTRA AND AYURVEDA

1. Arthasastra (Adhikarana 1.14) 30 marks 2. Manusmrti (Chap-II verses from 1 to 52 30 marks 3. Ayurveda (Carakasamhita, Dirghajivi tiyadhayaya - verses 53-103) 30 marks

1. Arthasastra (Adhikarana I 1-4) 30 marks Unit - I & Unit - II Arthasastra from the beginning upto vinayadhikarana, Adhikaranai - 1-4 1 Short Notes - 4 7 /2x4=3 marks 2. Manusmrti (Chap-II Versses from 1 to 52) 30 marks Unit - III & IV Manusmrti chap II verses 1-52 1 Short Notes - 4 7 /2x4=30 marks 3. Ayurveda (Carakasamhita, Dirghajivi tiyadhyaya - verses 53-103 20 marks Unit-V Long Question -1 10 marks Short Question - 2 5x2=10 marks

Books for Reference :

1. Kautilya Arthoshastra, (Ed. & Trans) R.P. Kangle, 3 vols Motilal Banarsidass New Delhi 2. TheArthashastra (Ed & Trans) L.N. Rangarajan, Penguin Classics, Indian 1992. 3. The Arthashastra (Ed) N.P. Unni, Bharatiya Vidya Prakashan, New Delhi 4. 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 Books Centre Delhi - 81 9. Caraka - Samhita : Agnivesas Treatise Refined and annotated by caraka and Redacted by Drdhabala (text with english translation), sharma, P.V. Chaukhamba Orientalia 1981, 1994. 10. Agnivesas Caraka Samhita (Text with English Translation & Critical exposition Based on cakrapani Datta’s Ayurveda Dipika) R.K. Shama & Bhaywan Dash, Chowkhamba Sanskrit Series office, 1976-2002. Anather good En- glish translation of the whole text with paraghrases of the commentary of Cakrapanidatta.

Semester- VI Core Course-XIV 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=40marks 2. Vastu Unit IV & V Four Questions 10x4=40marks

Books for Reference :

1. Jyotihsara - ratnavali (Past-I) (Ed) Pandit Baikali Mohapatra, Radhakrishna Pustakalaya Satyanarayan Temple Road, Berhampur, Ganjam, Odisha 2. Vasturatnakar (Ed) Vindhyeshwari Prasad Dwivedi, Chowkhamba Krishnadas Academy, Varanasi

396 DISCIPLINE SPECIFIC ELECTIVE-I (DSE-I) Semester - V 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 marks UNIT I, II, & III (Five Questions 10x5=50 marks 2. Vrksayurved in Brhat Samhita (Ch54) 30 marks UNIT IV & V (Three Question) 10x3=30 marks

Books for References 1. Brhatsamihita of Varahamihir (Ed) N. Chidambaram 1 Year Divine Books New Delhi 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 Gopal Sandeep prakasana New Delhi. 5. Vrkhayurvada of Brhat samihita (Ed) N.P. Dash Vidyapuri Cuttack

397 DISCIPLINE SPECIFIC ELECTIVE-II (DSE-II) Semester - V 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 marks Sanskrit to Odia

Books References 1. Yajna Valkya Smrti (Ed) M.N. Dutta, Parimal Publication New Delhi 2. Yajnavalkya Smriti (Vyavaharadhyaya) Ed Kishore Ch. Mohapatra, Jaseswari Lane 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 DISCIPLINE SPECIFIC ELECTIVE-III (DSE-III) Semester - VI Paper-III Full Marks- 100 (80+20)

VEDIC SEERS, METERS AND DEITIES Unit I Vedic Seers (Grtsamada Visvamitra Gotam Atri, Bharadvaja, Vasistha and Kanva Notes on Three Seers 8x3=24 marks Unit-II Vedic meters (Gayatri Usnik Arustup, Brhati Pankti, Tristup & Jagati) 8x3=24 marks Unit-III Bhusthaniya Detties (Agni, Yama, Soma and Varuna) one long question 10 marks Nnit-IV Antarihsasthaniya deities (Rudra, Indra, Ganapati) One long question 10 marks Unit-V Dyautr sthaniya Fernale deities (Aditya, Vak, Visnu, Usas) 10 marks One long question 10 marks 10 marks Etymolosy of one name of the deities fromthsabove units 2 marks Books for References : 1. The seers of Rgveda, V.G. Rahurkar, Poora University 2. Vaidika Rsi Ed parisilana (Hons) Kapil deva Sastri Kurukhetra University Kurukhetra 3. Vedic Mytholosy. A.A. Macdonel MLBD, New Delhi 4. Sri Auravinda on vedic deities R.R. Mukharjee Rastriya Sanskrit Samisthana, New Delhi 5. Vaidika Sahitya O Samiskriti (A.C. Dash, Granthamandir Cuttack) 6. Veda Pravesikc Jagabandhu Purdhi Cuttack Students store Cuttack 7. Vadika Devati Udvab aur vikhash (Hindi) G.C. Tripathy,Bharatiya Vidya Prakasana Varanasi (UP)

DISCIPLINE SPECIFIC ELECTIVE-IV (DSE-IV) Semester - VI Paper-IV Project or Dissertation - 80 marks/ Midterm- 20 related to Sanskrit Literature Vedic literature, Grammar Moral Values Ancient Epics.

399 SOCIOLOGY Semester - I/III Generic Elective (GE) Paper-I Full Marks- 100 (80+20) Introduction to Sociology

This introductory paper intends to acquaint the students with Sociology as a Social Science and the Basic Concepts used in the discipline. It also focuses on the social processes and the social institutions that man encounters as a member of the 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 the discipline 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’s notion about the subject, the basic concepts used and some universal societal processes. This will provide whole some picture about what the subject is all about.

Unit 1 : Sociology : Definition and subject matter, Nature and Scope, Emergence of 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 and agencies of Socialization, Development of Self-Contributions of George Herbert Mead, 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 Readings 1. 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.

401 Semester - II/IV Generic Elective (GE) Paper-II Full Marks- 100 (80+20) Indian Society

Every society has its own peculiar structure. There are some institutions universal to every society, but with their unique manifestations in each society. There are some change agents and initiatives that enable the society to change with the passage 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 student about Indian society. It will present a comprehensive, integrated an empirically - based profile of Indian society. It is hoped that the structure and processes operative in the society, the change agents operating in Indian society presented in this course will also enable students to gain a better understanding of their society.

Unit 1 : Composition of Indian Society : Religious composition, ethnic composition, caste composition Unity in Diversity. Threats to National Integration : Communalism, Castesim, Linguism and Regionalism.

Unit 2 : Historical Mooring : Bases of Hindu Social Organization, Varna, Ashrama and Purushartha. Doctrine of Karma.

Unit 3 : Marriage and Family in India : Hindu marriage as sacrament, forms of Hindu 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 and Class, the Dominant Caste, Changes in Caste System, Constitutional and legal provisions for the scheduled castes, scheduled Tribe.

Unit 5 : Social Change in Modern India : Sanskritization, Westernization, Secularization and Modernization.

Essential Readings 1. Bose, N.K. 1967, Culture and Society in India. Bombay : Asia Publishing House 2. Bose, N.K. 1975, Structure of Hindu Society. New Delhi 3. 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 SOCIOLOGY Semester- I Core Course-I Full Marks- 100 (80+20) Introduction to Sociology

Unit 1 : Sociology : Definition and subject matter, Nature and Scope, Emergence of 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 and agencies of Socialization, Development of Self-Contributions of George Herbert Mead, 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 Readings 1. 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 Semester- I Core Course-II Full Marks- 100 (80+20) Indian Society

Unit 2 : Historical Mooring : Bases of Hindu Social Organization, Varna, Ashrama and Purushartha. Doctrine of Karma.

406 Unit 4 : The Caste System in India : Origin, Features and Functions. Caste and Class, the Dominant Caste, Changes in Caste System, Constitutional and legal provisions for the scheduled castes, scheduled Tribe.

Unit 5 : Social Change in Modern India : Sanskritization, Westernization, Secularization and Modernization.

407 Semester- II Core Course-III Full Marks- 100 (80+20) Sociological Thought

Sociology originated as an intellectual response to the crisis confronting the mid nineteenth century European soceity. Its development over two centuries has been influenced by as variety of socio-economic and political conditions. It is now established as a multi paradigmatic academic discipline, with its body of theoretical knowledge enriched and its methodological techniques and procedures systemized. This paper is intended to familiarize the students with the social, political, economic and intellectual contexts in which sociology emerged as a distinctive discipline. It reflects the philosophical contributions to the founders who gave 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’s knowledge about the theoretical and methodological contributions of the classical contributors 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, Sociology of Capitalism.

408 Unit 4 : Emile Durkheim : Division of Labour in Society, Rules of Sociological Method, Theory of Suicide.

Unit 5 : Max Weber : Social Action, Protestant ethic and the spirit of capitalism, Bureaucracy, Authority.

Essential Readings 1. Aron, Romond. 1967 (1982 reprint). Main Currents in sociological thoughts (2 vol.). Harmondsworth, Middlesex. Penguin Books 2. 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-Rawat 5. 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 Semester- II Core Course-IV Full Marks- 100 (80+20) Social Change and Development

Change is the law of nature and every society is subject to change. Social Change has always been a central concern of Sociological Study. Change taken different forms. Change has its pattern which is spelt out by various theories. Change is often propelled by various factors. This paper is designed to provide some ideas to 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 the students about the process of social change. They can relate their experience with the theoretical explanations. Unit 1 : Social Change : Meaning and nature, Social Progress, Evolution and Development Unit 2 : Theories of Social Change : Evolutionary Theory, Cyclical Theory, conflict Theory, Functionalist Theory Unit 3 : Factors of Social Change : Cultural, Economic, Technological, Ideological, Demographic. Unit 4 : Economic Growth and Social Development : Indicators of Social Development, 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 Readings 1. Moore, W.E. 1965 Social Change, Prentice-Hall of India. New Delhi. 2. Gandhi M.K., Hindi Swaraj 3. Schumacher, E.F., Small is Beautiful 4. Narain, Shreeman, Principals of Gandhian Planning 5. Mishra, B., Capitalism, Socialism and Planning 6. UNDP, Human Development Report

410 Semester- III Core Course-V Full Marks- 100 (80+20) Research Methodology

Since the days of August Comte, a debate and a deliberate attempt has been initaiated to provide a scientific character to social sciences. In this attempt empirical research has been introduced as an integral part of observing social reality and generalising it objectively without any subjective predisposition. Gradually, research methods have been developed and introduced in social sciences to bring it in par with scientific observations. The essence of this paper lies in introducing the students with these methods of research to ensure objectivity as far as practicable in 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 the scientific ways of studying social phenomena. This provides them with a research insight that will enable them to capture the most relevant data in an objective manner. The market demand of this paper will be very high as the students well versed with this paper will be highly demanded in academics, fundamental research, and policy research undertaken both by Government and Non- Government agencies.

Unit 1 : Meaning, Scope and Significance of Social Research : Nature of scientific 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-Probability sampling. 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 Readings 1. 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, Madras 5. 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, London 8. Young, P.V. 1988 Scientific social survey and rearch prentice hall, New Delhi.

412 Semester- III Core Course-VI Full Marks- 100 (80+20) Gender and Society

The biological basis to the differences between the sexes does not explain the inequalities faced by the sex groups in the society. In the society variations are marked in the roles, responsibilities, rights of and relations between sex groups depending on the social prescriptions relating to sex affiliations. The differences, inequalities and the division of labour between men and women are often simply treated as consequences of ‘natural’ differences between male and female humans. But, in reality the social norms, institutions, societal expectations play a significant role in deciding and dictating the behavior of each sex group. This is the crux of the study 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 sensitivity about gender in a student which he / she can put in to practice in daily. This will lead to change the prevalent biases and gender practices and create a gender neutral social world where both men and women can enjoy their basic rights and cherish to achieve their dreams.

Unit 1 : Social Construction of Gender : Sex and Gender, Gender stereotyping and socialization, gender role an didentity, gender stratification and inequality, gender discrimination and patriarchy.

413 Unit 2 : Feminism : Meaning, origin and growth of feminist theories, theories of feminism : Liberal, radical, socialist and Eco-feminism.

Unit 3 : Gender and Development : History and Approaches, WID, WAD and GAD. Women Empowerment : Meaning and dimensions. World conferences on women : Mexico, copenhagen, Nairobi and Beijing. Gender - Related development index (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, Women in independent India.

Unit 5 : Major Challenges and Issues Affecting Women in India : Women and Education, Women and Health, Women and Work. Policy provisions for improvement of women in these spheres.

Essential Readings 1. 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. 1 10. Cahwala, Monioca 2006. Gender Justice : Women and Law in India, Deep and Deep publications.

414 Semester- III Core Course-VII Full Marks- 100 (80+20) Rural Sociology

Rural Sociology is a specialized branch of sociology describing the society of village and rural areas. As the rural areas of the villages mark the beginning of human civilization, this paper is designed to bring out the distinct features of the rural society with their typologies and typicalities. In the present paper an attempt is made to introduce the student with the development of this branch overtime with its focus on the typicality of Indian villages, their structures, changing features and 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 enable the student to understand the society in a better manner, to note the heterogeneities in culture, institutions and their functions, changes, the contrasts found between the rural urban societies and the problems faced by the people.

Unit 1 : Rural Sociology : Origin and scope, nature, importance of rural sociology in the global context and the Indian context.

415 Unit 2 : Rural Social Structure : Village Community, Agrarian Economy, Caste System, 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, Land reforms, Green revolution, Cooperative movement. Rural governance and democratic decentralization, Panchayati Raj Institutions, Constitutional Provisions and structure, Role of panchayats in develoment, functions and problems.

Unit 5 : Rural Development Programmes : MGNREGA, SGSY, Indira Awas Yojana, Livelihood mission, National rural health mission

Essential Readings 1. Doshi S.L. & P.C. Jain 2002. Rural sociology, Jaipur, Rawat 2. 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 electives mentioned in the course.

416 Semester- IV Core Course-VIII 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 new coinage for an old process. It has its own dimensions, distinct features and impacts on society. It has given birth to new role players. All these are the focal points of discussion 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 on going social process bringing tremendous changes in the nations. Unit 1 : Globalization : Meaning and characteristics of Globalization, Historical context : 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 of liberalization, privatization and globalization in the Indian context; Growth of information technology and communication and its impact manifested in everyday life. Unit 5 : Impact of Globalization Indian Society : Religion, Culture, Education, Social Institutions, Women, Tribal

417 Essential Readings 1. 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.9 7. Giddens, Anthony, 2000, Runaway World : How globalization is reshaping our lives, Routledge, New York 8. Jha, Avinash, 2000, Background to Globalization, Centre for education and documentation, Mumbai 9. Chander Sekhran Bal Krishnana - Impact of Globalization on developing countries and India. 10. C.Rangarajan, Globalization and its impact, 2002

418 Semester- IV Core Course-IX Full Marks- 100 (80+20) Marriage, Family and Kinship

By teaching these major social institutions - Family, Marriage and kinship we can introduce the students to the primary organization of the societies at large. The course 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 of marriage : 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 and clan, types. Clan, lineage, totemism and taboos, kinship terminology. Unit 4 : Kinship Organization in India : Genealogical methods, regional variation of kinship organization-North and South, Complementary filiations Unit 5 : Changes in Marriage and Family : Changes in the features of joint family, factors affecting the institutions - Marriage and family, divorce and family disintegration.

419 Essential Readings 1. 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. Prakashan 3. Dumont, L.1983. Affinity as Value : Marriage Alliance in South India with Comparative 4. Fortes, M.19969, Kinship and Social Order, Chicago : Aldine 5. Fox, Robin. 196. Kinship and Marriage. Hammonds Worth : penguin Books. 6. Goody, Jack and S.J. Tambiah. 1973 Bride wealth and Dowry, Cambridge : CUP 7. Johnson, H.M., 1995, Sociology : A Systematic Introduction, New Delhi : Allied 8. Kapadia, K.M. 1958 - Marriage and family in India, Oxford University Press, Bombay 9. Karve, Iravati, 1961, Hindu Society : An Interpretation, Pune Daccan College 10. Mandelbaum, D.G. 1972, Society in India, Bombay : Popular Prakashan. 11. Parkin, Robert, 1997. Kinship : An introduction to basic concepts. U.K : Blackwell publications 12. 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

Semester- IV Core Course-X Full Marks- 100 (80+20) Social Disorganization and Deviance

No society is fully organized in character. Disorganization is apt to occur from time to time. Disorganization is a manifestation of the deviant behavior found among some individuals. This deviance occurs when the individuals feel that the normative order of the society and its institutions are not need fulfilling in character. This present paper makes and attempt to provide an impression about the scenario of disorganization, its forms, causes and consequences with the theories explaining the 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 the concept of deviant behavior leading to social disorganization, forms, theoretical foundations and criminal activities which he encounters in real life situations. Unit 1 : Social Disorganization : Meaning and Nature, Family Disorganization and 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. Causes and 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 Semester- V Core Course-XI Full Marks- 100 (80+20) Sociology of Envioronment

Environment and society are in constant interaction with each other. It is the enviornment which sustains life in society and it is the society that is responsible for the preservation and the degradation of the enviornment. In the recent years environmental challenges have posed a threat to the lives on the planet. Keeping this in view, the present paper tries to create awareness among the students about 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 knowledge about the significance of environment for society, to change the practices that can protect and preserve the environment and to make the students participate in the mission to reserve, protect and promote the cause of environment.

Unit 1 : Environment and its Concepts : Ecology, Eco-system, environment and society - their inter - relations; Eco-feminism

Unit 2 : Environmental Issues : Sustainable development, industrialization and development, urbanization and development, environmental degradation

Unit 3 : Environmental Movements : Chipko movements, Narmada bachao Andolan, 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 level in India.

Essential Readings 1. 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 : OUP 3. 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 : OUP 8. 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 : Delhi 11. 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 Semester- V Core Course-XII 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. Movements bring social change and transformation. It is a collective effort that is driven by particular issues and brings forth changes. The present paper tries to provide a rudimentary impression to the students about the concept, nature and types of movements 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 knowledge about the concept of social movements and its process and change making role in the society

Unit 1 : Social Movements : Nature, definitions, characteristics of social movement, types : revolutionary, reform, revival, Counter movements, basis of social movements : leadership, ideology, Resource

Unit 2 : Religious Movements in India : The SNDP Movements in Kerala, The Brahmo Samaj and the Arya Samaj

Unit 3 : Peasants Movements in India : The champaran satyagraha (1917), the kheda peasant struggle, the bardoli movement in Gujarat, The peasant Revolt in telangana,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 the post independence period

Essential Readings 1. 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, New Delhi. 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 Semester- VI Core Course-XIII Full Marks- 100 (80+20) Urban Sociology

Urbanisation is an important social process that changed the face of human civilization. It was initiated with the process of modernization, transport revolution, coming up of river valley civilizations, establishment of trade links and industrial revolution. Urbanisation has brought both prosperity and problems. It is one of the earnest tasks of sociology to trace out the evolution of the process, social; problems associated with it and policy planning and measures undertaken to overcome these 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 with the process of urbanization, to give an impression about the pattern of evolution of cities, urban institutions, their contrasts with rural institutions, urban problems and the responses developed to arrest them.

Unit 1 : Urban Sociology : Meaning, Nature, scope and importance of urban sociology, Rural urban differences: Specific traits of rural world vs. urban world socio cultural differences, socio - psychological differences, rurbanization, urbanism as a way of life.

Unit 2 : Theories of patterns of city growth : Concentric zone theory - sector model, multiple nuclei theory

Unit 3 : Social Institutions of Indian Urban communities : Family, marriage and kinship in urban India, caste in urban India, Urban politics and urban economy

426 Unit 4 : Urban social problems : Crime and Juvenile delinquency, Slums, Beggary prostitution

Unit 5 : Urban development in India : Plans, Urban development programmes, slum development programmes, Urban basic service.

Essential Readings 1. Lin, Jan and mele Christipher (edt.) 2012. The Urban Sociology Reader, Routledge 2. Flanagan, W., 1993. Contemporary Urban Sociology Cambridge : University of Cambridge 3. Patel Sujata and Deb, Kushal (edt.) Urban Studies 4. Rao, M.S.A. 1992. Urban sociology in India. 5. Ramachandran, R 19997. Oxford University Press 6. Jayapalan, N 2002. Urban sociology, Atlantic publishers 7. Wilson, Robert, A Schultz, David, A, 1978. Urban Sociology, prenntice Hall.

Semester- VI Core Course-XIV Full Marks- 100 (80+20) Population Studies Demography is both and index and instrument of development and change. India as a country is plagued by population explosiion which retards, the economy and blocks social progress. Irrespective of several positive attempts undertaken by the government, India has failed to control its population problem. This paper is designed to provide and idea to the students about population dynamics and its impact 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 with a perennial problem of the Indian society that is populatio growth and the measures introdced to control it. Unit 1 : Population Studies : Scope and significance; demographic processes : fertility, morality and migration Unit 2 : Population Theories : Mathusian, Demographic Transition and optimum population theory Unit 3 : Population Composition in India : Age structure, sex ratio, rural urban composition, Literacy in India. Unit 4 : Population Planning and Policies : Needs and objectives; population policy of India, National rural Health mission. Unit 5 : Population Control : Role of technology, Women’s empowerment, voluntary organisations. Essential Readings 1. 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 electives in 5th semester and one from group-2 in 6th semester. Project report is a compulsory discipline specific elective for the students of sociology

Group - 1 Sociology of Social Institutions Sociology of Education

Group - 2 Industrial Sociology Sociology of Health

DISCIPLINE SPECIFIC ELECTIVE-I (DSE-I) Semester - V Paper-I Full Marks- 100 (80+20)

Sociology of social Institutions

Social institutions play a significant role in the functioning of a society by regulating the activities of the individuals and fulfilling their needs. Though they are universal to every society, they are not uniform in their characteristics and in terms of the norms they prescribe. They vary from society to society and across cultures. The present paper is designed to introduce to the sutdents the basic social institutions which are fundamental to the lives of the people and significant to the functioning of 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 students the vital role played by the institutions in social life, their typologies and changing features and functions.

Unit 1 : Major institutions of society : Community, groups, institutions and organizations.

Unit 2 : Family, Marriage and Kinship : Key concepts; different forms of family and 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 the education system; Education and ethnicity; theories of schooling; Education and cultural reproduction; Education and inequality Unit 5 : Economy : Importance of work; organisation of work; fordism and postfordism; work and technology; feature of work; market and society.

Polity : Modern state; concepts of power and nauthority; forms of social distribution of power : Marxist, Elitist, Pluralist and Neo-Pluralist. Module

Essential Readings 1. Ken Browne : An Introduction to sociology (Polity, 3rd ed) 2. Anthony Giddens : Sociology (4th ed) : Human societies 3. Bilton and others : Introductory sociology (acmillan) 4. G. Rocher : A General Introduction to sociology 5. P. Worsely : New Introducting sociology 6. Smelser : Sociology 7. S.K. Pramanik & R. ganguly (eds) : Globalization in India (PHI Learning)

430 DISCIPLINE SPECIFIC ELECTIVE-II (DSE-II) Semester - V Paper-II Full Marks- 100 (80+20)

Sociology of Education

Education is a prominent social institution of every society. It plays a significant role in socialization, social change and in bringing social mobility. Nation building in unthinkable without the institution of education. Individual empowerment takes place through education. Finally, education is a great equalizer. Keeping such vital role of eduatioin in view, this paper intends to bring out the basic theoretical ideas on education, its role in society, problems of educational inequalities and provisions to 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 students the vital role played by the institutions of education in the society and to detect the paralyzing forces and to get well versed with the provisions and programmes launched to increase access to quality education.

Unit 1 : Education : The concept, the theoretical explanations on education : the functionalist theory, theh conflict theory, the interactionist theory

Unit 2 : The role of Education in Society : Education and socalization, education and social change, Education and social mobility, Role of education in social and Human 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 educational opportunities : causes, neglected groups : Women, religious minorities, weaker sections and backward castes and groups.

Unit 4 : Educational Reforms : Pre independence ventures : Efforts of refomists and the British Govt. measures. Post independence attempts : the constitution, committees on education, the national policy on education and the programme of action.

Unit 5 : Education in Indian Plans and Programmes : India’s five years plans and education. Flagship educational programmes of the Govt. of India for ensuring uniersalisation of education.

Essential Readings 1. 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 Press 4. 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 DISCIPLINE SPECIFIC ELECTIVE-III (DSE-III) Semester - VI Paper-III Full Marks- 100 (80+20)

Industrial Sociology

Industiralisation as a soical process has changed the face of humanity over the years. Industrialisation in its wake has brought several social problems and changes in social institutions, practices. The aim of this paper is to analyse the structure and process of industrial organisations from the sociological perspective. It also deals with the social effects of industrialization on Indian social systems and institutions.

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 students of sociology the role they can play in creating effective industrial relations with their knowledge of sociology.

Unit 1 : Introduction : Meaning and definition of Industrial sociology. Nature and scope 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 function of 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 Democracy Levels of participation of WPM : Objectives, WPM Models in India.

Essential Readings 1. Gisbert, Pascal, Fundamentals of Industrial Sociology, New Delhi, Tata Mcgraw Hill 1972 2. Davis, Keith Human behaviour at work, New Delhi, Mcgraw Hill 1984 3. Ramaswamy, E.A. Industrial relations in India, Delhi, MacMillan, 1978 4. Schneider, Eugene Industrial Sociology, Mcgraw Hill - London, 1971

DISCIPLINE SPECIFIC ELECTIVE-IV (DSE-IV) Semester - VI Paper-IV Full Marks- 100 (80+20)

PROJECT WORK

434 STATISTICS Semester - I/III Generic Elective (GE) Paper-I

Full Marks- 100 (Th.-(60+15) + Pra.25)

Statistical Methods

Unit-I Ideas about types of data, collection, classification and tabulation of data. Frequency distributions, graphic and diagrammatic representation of data.

Unit-II Measures of central tendency : arithmetic mean, Geometric mean & harmonic mean their properties & application. Median & mode & other partition values : quartiles, deciles, percentiles and graphic presentation.

Unit-III Measures of dispersion : range, quartile deviation, mean deviation standard deviation & variance, coefficient of variance. Moments, Skewness and Kurtosis.

Unit-IV Bivariate data : scatter diagram, curve fitting by method of least squares (straight line and second degree), product moment correlation coefficient and its properties, coefficient of rank correlation.

Unit-V Concept of regression, fitting of regression lines, regression coefficients, their properties, angle between two regression lines.

Books Recommended 1. 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 Full Mark - 25

Practical / Lab. work 1. 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.

Semester - II/IV Generic Elective (GE) Paper-II

Full Marks- 100 (Th.-(60+15) + Pra.25)

Probability and Probability Distributions

Unit-I Random experiment : trials, sample point and sample space, event, operations of sets and events, concepts of mutually exclusive and exhaustive events. Definition of Probability : classical, relative frequency and axiomatic approach and illustrations.

Unit-II Discrete and continuous probability space, addition law of probability, conditional probability and independence of events, multiplication laws of probability.

Unit-III Random variable; probability mass function, probabiltiy density function; distribution function, joint, marginal and conditional distributions, Mathematical Expectation of a random variable and its properties.

436 Unit-IV Discrete probability distributions : Uniform, Bernoulli, Binomial, Poisson and their mean and variance only.

Unit-V Continuous probability distributions : Uniform and Normal with its properties.

Books Recommended 1. 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 Full Mark - 25

Practical / Lab. work 1. 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 STATISTICS Semester- I Core Course-I Full Marks- 100 (Th.-(60+15) + Pra.25)

Mathematical Methods - I & Basics of Computer

Unit-I Permutation & Combination, Binomial Theorem, Logarithmic & Exponetial Series, Determinant.

Unit-II Matrices : types of matrices (orthogonal matrix and idempotent matrix); operation on matrices (including inverse); partitioned matrices; singular and non-singular matrices.

Unit-III Rank of a matrix : row-rank and column-rank; properties of rank; rank of sum and product of matrices. Linear equations : homogeneous and non-homogeneous equations. Solution space : consistency and general solution.

Unit-IV Introduction of world of computer, The system unit : Processing & Memory - System Unit, CPU, Storage - Storage Systems : Magnetic and Optical Disks, Input and Output, Key board, Pointing Devices, Scanners, Audio Inputs & Output, Display Devices. Operating Systems : Desktop, PC, Servers and Others Devices.

Unit-V Application Software : Concept of Word Processing, Use of MS-Word, Basic of Word Processing, printing of Documents, MS-EXCEL & MS-Power Point. Internet: WWW & Web Browsers, Search Engines & Email. Computer Virus.

438 Books Recommended 1. Intermediate Algebra by Ghanshyam Samal, Vidyapuri Publication, 2007 2. A text book of matrices by Shanti Narayan, S.Chand, 1962 3. 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 Full Mark - 25 Practical / Lab. work 1. Graphical Representation of Data 2. 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.

Semester- I Core Course-II Full Marks- 100 (Th.-(60+15) + Pra.25)

Statistical Methods

Unit-I Ideas about types of data, collection, classification and tabulation of data. Frequency distributions, graphic and diagrammatic representation of data.

Unit-II Analysis of Quantitative Data : Concepts of central tendency, dispersion and relative dispersion; moments, skewness and kurtosis and their measures including those based on quantiles and moments.

439 Unit-III Bivariate Data : Scatter diagram, curve fitting by the method of least squares (linear and quadratic), fitting or curves reducible to polynomials by log and inverse transformation.

Unit-IV Correlation Coefficient : Product moment correlation coefficient and its properties, coefficient of determination, correlation ratio, rank correlation, intraclass correlation.

Unit-V Regression Analysis : Concept of regression, fitting of regression lines, regression coefficients and their properties.

Books Recommended 1. 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 Full Mark - 25

Practical / Lab. work 1. 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 Semester- II Core Course-III Full Marks- 100 (Th.-(60+15) + Pra.25) Mathematical Methods - II & Numerical Analysis Unit-I Function of one variable; limit, continuity and differentiability; successive differentiation; mean value theorem (statement only); maxima and minima. Function of Several Variables : Partial derivatives, transformations and Jacobians. Unit-II Integration : Methods of integration : integration by parts. Unit-III Sequence and series of real numbers : limits of sequence and convergence of infinite series. Unit-IV Difference table. Methods of interpolation : Newton’s forward and backward interpolation formulae. Newton’s divided difference formula, Lagrange’s interpolation formulae, inverse interpolation. Unit-V Numerical differentiation and integration : Trapezoidal, Simpson’s one-third, three- eight rules. Books Recommended 1. 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, 2008 Practical Full Mark - 25 Practical / Lab. work 1. 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 Semester- II Core Course-IV Full Marks- 100 (Th.-(60+15) + Pra.25)

Probability - I

Unit-I Random experiment : trials, sample point and samples space, event, operations of 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-II Multiplication law of probability, conditional probability and independence of event, Bayes’ theorem and its applications.

Unit-III Random variables : Definition, properties, probability mass function, probability density function; distribution function, joint, marginal and conditional distributions.

Unit-IV Mathematical expectation of a random variable and its properties, moment generating function, cumulant generating function and probability generating function.

Unit-V Discrete probability distributions : Uniform, Bernoulli, Binomial, Poisson, Negative Binomial, Geometric.

Books Recommended 1. 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 Publisher 4. A first course in Statistics with application, A.K.P.C. Swain, Kalyani Publisher.

Practical Full Mark - 25 Practical / Lab. work 1. 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 Semester- III Core Course-V Full Marks- 100 (Th.-(60+15) + Pra.25)

Probability - II

Unit-I Continuous probability distributions : Uniform, Normal, Beta, Gamma, Exponential.

Unit-II Exact sampling distributions : Chi-square, Students ‘t’ and Snedeckor’s ‘F’.

Unit-III Characteristic function (Simple applications), convergence in probability, almost sure convergence, convergence in disribution, convergence in rth mean

Unit-IV Weak law of large numbers : Bernoulli’s WLLN, Chebyshev’s inequality, Chebychev’s WLLN, Poisson’s WLLN and applications.

Unit-V Strong law of large numbers, kolmogorov’s SLLN (Statement only). Central limit theorem, lindeberg-Levy theorem and applications.

Books Recommended 1. Fundamentals of Mathematical Statistics by S.C. Gupta & V.K. Kapoor, Sultan 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 Semester- III Core Course-VI Full Marks- 100 (Th.-(60+15) + Pra.25)

Statistical Methods - II

Unit-I Multivariate Data : Multiple and Partial correlations and plane of regression (three variables only)

Unit-II Analysis of categorical Data : Consistency of categorical data, independence and association of attributes.

Unit-III Concept of population, smaple, parameter, statistic and sampling distribution; statndard error of moments, distribution of sample mean and variance from normal distribution.

Unit-IV Tests of significance based on large sample : the normal test of significance (Z- test) for both one-sample and two-sample problems.

Unit-V Tests of significance based on exact sampling distributions, i.e.X2, t and F distributions.

Books Recommended 1. Fundamentals of Mathematical Statistics by S.C. Gupta & V.K. Kapoor, Sultan 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 Semester- III Core Course-VII Full Marks- 100 (Th.-(60+15) + Pra.25)

Statistical Inference - I

Unit-I Point Estimation : Introduction, Properties of Estimator : unbiasedness, constistency, efficiency and sufficiency.

Unit-II Minimum variance unbiased estimation, Rao-Cramer inequality, Rao-Blackwell theorem and applications.

Unit-III Methods of estimation : method of maximum likelihood, method of moments, properties of MLE.

Unit-IV Interval Estimation : Concepts of confidence interval and confidence coefficient, confidence intervals for the parameters of univariate normal distribution.

Unit-V Confidence belt, shortest confidence intervals, idea of condifence sets.

446 Semester- IV Core Course-VIII Full Marks- 100 (Th.-(60+15) + Pra.25)

Statistical Inference - II

Unit-I Statistical 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-II Neyman-Pearson lemma and its applications in testing of hypotheses based on Binomial, Poisson and Normal distributions.

Unit-III Tests of composite hypothesis : Construction of similar region, likelihood ratio test and problems based on LR test.

Unit-IV Non-parametric inference : Introduction, One-Sample test : Kolmogorov-Smirnov one-sample test. One sample and paired sample problems : The ordinary sign test, paired sample sign test. Wilcoxon signed-rank test. Wilcoxon paired-sample signed-rank test.

Unit-V Non-parametric inference : Two-sample problems : Wald-Wolfowitz runs test, Kolmogorov-Smirnov two-sample test, U-Statistics, Mann-Whitney U-test.

Books Recommended 1. Fundamentals of Mathematical Statistics by S.C. Gupta & V.K. Kapoor, Sultan 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 Semester- IV Core Course-IX Full Marks- 100 (Th.-(60+15) + Pra.25) Sampling Theory

Unit-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-II Simple Random Sampling : Drawing of random sample by different methods, SRSWR & SRSWOR, estimation of mean and variance. Stratified random sampling : Advantages & disadvantages, uses, allocation of sample sizes into various strata : proportional and optimum, estimation of mean and variance. Unit-III Systematic sampling : Advantages and disadvantages, uses, drawing of systematic samples, estimation of mean and variance. Systematic sampling versus stratified random sampling, systematic sampling when the population consists of a lineartrend. Unit-IV Ratio, product and regression methods of estimation, estimation of mean and variance, comparison of efficiencies. Unit-V Cluster sampling : Introduction, two-stage sampling with equal first stage units, estimation of population mean and variance. Books Recommended 1. 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 Semester- IV Core Course-X Full Marks- 100 (Th.-(60+15) + Pra.25)

Time Series & Index Numbers

Unit-I Time Series : Introduction, components of time series, methods of measuring trend : graphic, semi-average, moving average and curve fitting by least squares.

Unit-II Measurement of seasonal fluctuations : Simple average, Ratio-to-trend, Ratio-to- moving average & Link relatives method.

Unit-III Measurement Cyclic component : Harmonic analysis, measurement of irregular variation (variate difference method).

Unit-IV Index numbers : Introduction, problems involved in construction, unweighted & weighted index numbers (Laspere’s, Paasche’s, Drobish-Bowley, Fisher’s ideal)

Unit-V Criteria of good index number : Unit, Time Reversal, Factor reversal & Circular tests, cost of living index number, its construction : Aggregate Expenditure & Family Budget, uses. Base Shifting, Splicing and deflating of index numbers.

Books Recommended 1. 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 Semester- V Core Course-XI Full Marks- 100 (Th.-(60+15) + Pra.25) Statistical Quality Control & Official Statistics Unit-I Meaning and uses of Statistical Quality Control (SQC), Control Chart Variables, Process and Product Control, Chance and assignable causes of variation, 3- sigma control limits, R and charts, Control chart for attributes, p-chart, d-chart, c-chart and their interpretations. Unit-II Natural tolerance limit and specification limit, acceptance sampling by attributes, AQL, LTPD, AOQL & ASN consumers risk and producers risk, O. C. curve. Idea about single and double sampling plans. Unit-III Present official Statistical System in India. Methods of collection of official statistics, their reliability and limitations. Unit-IV Central Statistical Organization- CSO & NSSO: their functions and publications. State Statistical Organizations: functions and publications. Idia about population statistics, Agricultural, Yield and Area statistics. Unit-V Population census, Introductory ideas about National level surveys viz. NFHS, DLHS, AIS. Books Recommended 1. Fundamentals of Applied Statistics - S.C. Gupta & V.K. Kapoor, Sultan Chand, 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. Practical 1. Computation of -Chart, R Chart and - charts. 2. Computation of p-chart.

450 Semester- V Core Course-XII Full Marks- 100 (Th.-(60+15) + Pra.25) Vital Statistics Unit-I Introduction to Vital Statistics, Different Vital events, rates and ratio of vital events, Vital Statistics in the study of population trend, Uses of Vital statistics, Measurement of mortality: Crude death rate, age- specific death rates, IMR, standardized death rate, Direct and indirect method of standardization and uses. Unit-II Mortality table or Life table, its uses, columns of life table, assumptions and construction of life table, Abridged life table (Reed Merell). Unit-III Measurement of fertility: crude birth rate, general fertility rate, age-specific birth rate, total fertility rate, gross reproduction rate, net reproduction rate. Unit-IV Population Census, Methods of census, salient features, its uses and problems, registration method, sample surveys, sources of demographic data. Unit-V Population Estimation and projection, need and uses, methods of population estimation & projection. Books Recommended 1. Fundamentals of Applied Statistics - S.C. Gupta & V.K. Kapoor, Sultan Chand, 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. Practical 1. Calculation of different measures of mortality and fertility. 2. Construction of Life table.

451 Semester- VI Core Course-XIII Full Marks- 100 (Th.-(60+15) + Pra.25) Design of Experiments Unit-I Analysis 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-II Completely 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 to CRD, Advantages and uses. Unit-III Latin square Design, and its analysis Estimation of missing value in LSD and analysis. Comparison of efficiency with RBD and CRD. Unit-IV Factorial Experiments: Introduction, advantages & disadvantages, main and interaction effects, Yates method of computing factorial effect totals. Analysis of 22 and 24 factorial design. Unit-V Confounding in factorial experiments: Total and partial confounding in 23 and 24 factorial experiments. Books Recommended 1. 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. Practical 1. 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 Semester- VI Core Course-XIV Full Marks- 100 (Th.-(60+15) + Pra.25) Statistics for Public Policy

Unit-I Statistics in Psychology and Education: Scaling procedure. Unit-II Reliability and validity of test scores, Intelligence test and Intelligence Quotient. Unit-III Demand analysis: laws of demand and supply, price elasticity of demand and supply, partial and cross elasticity of demand. Unit-IV Estimating Elasticity: Types of data, required, Leontief and Pigue method, Engels law and Engels curve, Pareto law of income distribution. Unit-V Concept of national income and social accounting- measurement of national income, circular flow of income in two, three and far-factor economy, different forms of national income accounting. Books Recommended 1. Macroeconomics: Theory and Policy, H. L. Ahuja, S. Chand Publications. 2. Fundamentals of Mathematical Statistics - S.C. Gupta & V.K. Kapoor, Sultan Chand, 2014. Practical 1. 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 DISCIPLINE SPECIFIC ELECTIVE-I (DSE-I) Semester - V Paper-I Full Marks- 100 (Th.-(60+15) + Pra.25)

Time Series Analysis

Unit-I Time 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-II Estimating trend by lterated average and Spencers 15-point and 21-point formula. Measurement of trend by least squares method: by fitting polynomials of Ist & 2nd Degree, exponential, modified exponential, logistic, Gompertz curve. Unit-III Measurement of seasonal fluctuations: Simple average, Ratio-to-trend, Ratio-to- moving average & Link relatives method. Unit-IV Measurement of cyclic component: Harmonic analysis. Measurement of irregular variation (variate difference method), effect of moving average on cyclical and random components of a time series. Unit-V Different schemes which account for oscillations in a stationary time series. Auto regressive series of first and second order, Serial correlation and correlogram, lag correlation. Books Recommended 1. Fundamentals of Applied Statistics - S.C. Gupta & V.K. Kapoor, Sultan Chand, 2013. 2. Fundamentals of Statistics (Vol-II)-Goon, Gupta and Dasgupta, World Press, 2007. Practical 1. Measurement of Trend and seasonal fluctuations. 2. Problems of Spencers 15-point and 21-point formula.

454 DISCIPLINE SPECIFIC ELECTIVE-II (DSE-II) Semester - V Paper-II Full Marks- 100 (Th.-(60+15) + Pra.25) Population Studies Unit-I Measurement of Population Change and Distribution: Introduction, rate of population change, doubling time for a population; population distribution: Population density, percentage distribution by rural-urban category, Lorenz curve and Gini concentration ratio. Unit-II Analysis 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-III Quality of Population Data: Introduction, Whipples Index, Myers Blended Index, UN Joint Index. Unit-IV The 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-V Theory of Demographic Transition: Introduction, explanation, its criticisms. Nature of information collected in 1971, 1981, 1991 and 2001 census in India. National Family Health Surveys (NFHS-1 & NFHS-2) and Household Economic Behaviour. Books Recommended 1. 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. Practical 1. Measurement of population concentration by Gini concentration ratio. 2. Construction of population pyramid. 3. Computation of Whipples index and Myres Blended index.

455 DISCIPLINE SPECIFIC ELECTIVE-III (DSE-III) Semester - VI Paper-III Full Marks- 100 (Th.-(60+15) + Pra.25) Operations Research Unit-I Solution to Linear Programming Problems by simplex method, Big M-Method, Two- phase simplex method. Unit-II Duality: Introduction, formulation, determination of dual, Primal to dual and vice-versa. Unit-III Transportation Problems: Introduction and mathematical formulation definition of important terms initial basic feasible solution by north-west corner rule, least cost method and Vogels approximation method. Unit-IV Networking: Introduction, basic terms, rules of network construction, numbering the events, forward pass and backward pass computations, Critical Path Method (CPM), Floats & Slacks. Unit-V Simulation: Types of simulation generation of random numbers by mid-square and congruential methods, Monte-Carlo simulation. Books Recommended 1. 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. Practical 1. 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.

DISCIPLINE SPECIFIC ELECTIVE-IV (DSE-IV) Semester - VI Paper-IV Full Marks- 100 (80+20) PROJECT WORK

456 URDU Semester - I/III Generic Elective (GE) Paper-I

Full Marks- 100 (80+20)

Study of Modern Urdu Poetry

Unit-I: Bang-e-dara by Mohammed Iqbal 1. Himala 2. Mirza Ghalib 3. Sada-d-dard 4. Naya Shiwala Unit-II: Majmua-e-Nazme-Hali by Altaf Husain Hali 1. Jawan mardi ka kaam 2. Barkha rut 3. Nishat-e- Ummeed 4. Hubbe-watan Unit-III: Ashar-e-Akbar by Akbar Allahabadi 1. Barq-e-Kalisa 2. Taleem-e-Niswan 3. Mate-e-Qaumi 4. Qadeem-o-Jadeed Unit-IV: 1. 1 to 5 Ghazaliyat from Bal-e-Jibreel 2. 1 to 5 Ghazaliyat from Dewaan-e-Ghalib Unit-V: 1. Mirza Ghalib 2. Altaf Husain Hali 3. Mohammed Iqbal 4. Akbar Allahabadi

457 Semester - II/IV Generic Elective (GE) 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 Chand 2. Nanhi ki nani- Ismat Chughtai 3. Naya Qanoon- Sadat Hasan Mantoo

Unit-III: Ifadat-e-Salim- Wahiuddin Salim 1. Hindustan ki Aam Zuban 2. Meer ki Shaeri 3. Sauda ki Hajwia Nazmen

Unit-IV: Intekhabe-Rasael-e-Shibli: Shibli Noumani 1. Islami Shefa Khana 2. Islami Kutub Khane 3. IIjziya

Unit-V: There shall be 4 short questions covering all the texts prescribed above with alternative carring 4 marks each.

458 URDU Semester- 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 alternative carriy 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 alternative carrying 16 marks. UNIT-III Novel ki tareef our uska fan. There shall be one long question with alternative carrying 16 marks. UNIT-IV Umra-o-Jaan-adaa (Mirza Hadi Ruswa) Shikast (Krishn Chandar) There shall be one long question with alternative careying 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 Semester- I Core Course-II 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 alternative carriy 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 alternative carrying 16 marks. UNIT-III 1. Diasilai (Khuaja Hush Nizami) 2. Charpai (Rashid Ahmed Siddiqui) There shall be one long question with alternative carrying 16 marks. UNIT-IV 1. Nazir Ahmed ki Kahani (Mirza Fahatullah Beg) 2. Hali (Abdul Haq) There shall be one long question with alternative careying 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 Semester- II Core Course-III Full Marks- 100 (80+20)

Study of Modern Urdu Nazm

Unit-I: Iqbal ki Nazm Goi 1. Khirre-Rah 2. Saqi nama

Unit-II: Faiz Ahmed Faiz ki Nazm Goi 1. Do Ishq 2. Hm jo tareekh-e-rahon me mar gye

Unit-III: Josh Maleh abadi ki Nazm Goi 1. Kisan 2. Shikast-e-Nindan ka Khwab

Unit-IV: Makhdoom Mohiuddin ki Nazm Goi 1. Chand taron ki ban 2. 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 Semester- II Core Course-IV 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 kro 2. 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 Semester- III Core Course-V Full Marks- 100 (80+20)

There shall be one paper carying 80 marks containing 5 units. Internal assessment 20 marks. Study of prose writer - Shibli

UNIT- I Shibli - Sawaneh aur shakhsiyat. There shall be one long question with an alternative carriy 16 marks. UNIT - II Shibli ki Tanquid nigari There shall be one long question with alternative carrying 16 marks. UNIT-III Shibli ki Tareekhnigari There shall be one long question with alternative carrying 16 marks. UNIT-IV Shibli ki Sawaneh nigari There shall be one long question with alternative careying 16 marks. UNIT-V Shibli ka Nazriyae sheri (Sherul Ajam Part - IV ki roshni main) There shall be one long question with alternative carrying 16 marks.

Suggested Readings 1. Hayat-e Shibli - Sayed Suleman Nadwi 2. Maulana Shibli Nomani - EK Mutala - Maftoon Ahmed. 3. Shiblinama - Shaikh Mohammed Ikram. 4. Shibli ek Dabistan - Aftal Ahmed Siddiqi 5. Maulana Shibli Namani - Per ek Nazar - Sayed Sabahuddin Abdur Rehman 6. Maqalate yome shibli - Khan ubedulla Khan 7. Muazan-e Anees -o- Dabeer - shibli Nomani 8. Shibli Muanidana Tanqid ki - Roshni Main - Sayed Shahabuddin Dasnawi

463 Semester- III Core Course-VI Full Marks- 100 (80+20)

There shall be one paper carying 80 marks containing 5 units. Internal assessment 20 marks. Special Study of Hali

UNIT- I Hali - Sawaneh aur Shakhsiyat There shall be one long question with altenative carrying 16 marks.

UNIT-II Hali ki Sawaneh nigari Yadgar-e- ghalib Thereshall be one long question with alternative carrying 16 marks.

UNIT-III Hali ki Nazmgoi One long question with altenative carrying 16 marks

UNIT-IV Hali ki Tanqid nigari Muqaddama-e- sher - o - shaeri ki Roshnimain. one long question with alternative carrying 16 marks

UNIT-V Musaddas-e- Hali One long question with alternative carrying 16 marks.

Suggested Readings

1. Yadgar-e-Hali - Swaleha Abid Husain 2. Sir Sayed aur unke Namwar Rufaqa - Sayed Abdullah 3. Hali aur Naya Tanqidi Saoor - Akhter Ansari 4. Naqs-e- Hali - Sayed Ehtesham Husain 5. Urdu Nasr ka fanni irteqa - Dr. Farman Fatehpuri 6. Hali ka siyasi saoor - Moin Ahsan Jazbi

464 Semester- III Core Course-VII Full Marks- 100 (80+20)

There shall be one paper carying 80 marks containing 5 units. Internal assessment 20 marks. Study of Classical Ghazal

UNIT- I Wali Dakani ki Ghazalgoi 1. Kia mujh lsqne zalim kharab Ahista Ahista 2. Wo Sanam Jab se basa dida-e-hairan me aa 3. 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 goi 1. Gul phenke he-auron ki taraf balke samarbhi 2. Nasim bhi tere kuche main aur saba bhi hai 3. 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 goi 1. Arz-o-sama kahan teri usat ko pa sake 2. Ham tujh se kahan hawas ki falak justaju karen 3. Tohmaten chand opne Zimme dhar chale. (Matn ki Trdress)

UNIT-IV Meer Taqi Meer ki ghazal goi 1. Jis sar ko guroor aaj hai yan tajwarika 2. Tha mustaar husn se uske jo noor tha 3. 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 from the gazals above with alternatives carrying 4 marks each Suggested Readings

1. Urdu Shaeri ka phanni irtequa - Dr. Pharman Fatehpuri 2. Muasir Adab ke peshro - Dr. Mohammed Hasan 3. Ghazal aur Mutagazzaleen - Abul Lais Siddiqi 4. Urdu Ghazal - Kamil Qureshi 5. Urdu Ghazal - Yusuf Husain Khan 6. Ghazal ki sarguzast - Akhter Ansari 7. Wali se Iqbal tak - Sayed Abdullah

466 Semester- IV Core Course-VIII Full Marks- 100 (80+20)

There shall be one paper carying 80 marks containing 5 units. Internal assessment 20 marks. Study of Classical Prose

UNIT- I Urdu Nasr ke ibtedai Nuqoosh There shall be one long question with alternative carrying 16 mrks.

UNIT-II Urudu Nasr ka irtequa One 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 with alternative.

UNIT-V Ghalib ki khutut nigari (Intekhab-e-khutoote-ghalib, edited khaleq Anjum First 20 letters) (Matn ki Tadrees) There shall be one long questine with altanative carrying 16 marks. UNIT-IV Rajab Ali Beg suroor ki Nasr nigari (Fasana-e-ajaeb ; - Aghaz-e-dastan se Anjuman Ara ki Shadi tak) Matn ki tadrees. There shall be one long question with altenative carrying 16 marks. Suggested Reading 1. Tareekh-e-Adabe-Urdu - Jamil Jalibi 2. Dakan me Urdu - Nasiruddin Hashmi 3. Dastan-e Tareekh-e Urdu - Hamid Hasan Quadri 4. Urdu ki Nasri Dastane - Gyanchand Jain 5. Dastan - se Novel tak - lbn-e-kanwal 6. Khutoot-eGhalib - Muqaddama Gulam Rasul Mehr

467 Semester- IV Core Course-IX Full Marks- 100 (80+20)

There shall be one paper carying 80 marks containing 5 units. Internal assessment 20 marks. Urdu Tanz-O-Mizah

UNIT- I Mafhum aur Ahmiyat Urdu Adab Main TanZ-0 Mizah ki Riwayat One long question with alternative carrying 16 marks.

UNIT-II Pitras ki Tanz-0 Mizah nigari Kutte, 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 Nigari Haweli - Matn ki tadrees One long question with altanative carring 16 marks Suggested Readings 1. Urdu Adab me tanz-o-Mizah ki Rewayat aur hamasar Rujhanat - Qamar Raees 2. Urdu adab Me Tanz-o-Mizah - Wazir Agha 3. Tanziyat-o-Mazhakat - Rashid Ahmed Siddiqi 4. 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 Ahmed 7. Azadi ke-baad Urdu Nasr main Tanz-o-Mizah - Naami Ansari

468 Semester- IV Core Course-X Full Marks- 100 (80+20)

There shall be one paper carying 80 marks containing 5 units. Internal assessment 20 marks.

Study of Qasida, Marsia and Masnawi

UNIT- I Qasidey ka Fan - Ajza-e-Tarkeebi Aghaz-o-irtequa One long question with altanative carrying 16 marks UNIT-II Sauda ki Qasida nigari Tazheek-e-Rozgar - Ab Samne Mere jo koi 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-irteqa One long question with altanative carrying 16 marks. UNIT-IV Anees ki Marsiagoi Namak 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 gayeb hone tak. Matn ki tadrees. One long question with altanative carrying 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 Zaman 4. Muazana - e-Anis-o Dabir - Shibli Nomani 5. Shimali Hind me Urdu Masnawi - Gyan chand Jain 6. Masnawi Sehrul Bayan - Zahir Ahmed Siddiqi 7. Urdu Qasida nigari ka Tanqidi Jaeza - Mehmud Ilahi.

469 Semester- V Core Course-XI Full Marks- 100 (80+20)

There shall be one paper carying 80 marks containing 5 units. Internal assessment 20 marks.

Study of Poet Mirza Ghalib

UNIT- I Ghalib, Sawaneh our shakhsiyat One long question with alternative carrying 16 marks

UNIT-II Ghalib ki ghazal goi Diwan-e ghalib Radeef Alif and ya Matn ki Tadrees One long question with altanative carrying 16 marks

UNIT-III Ghalib ki Qasida goi 1 One long question with altnative carrying 16 marks

UNIT-IV Ghahib ke Sheri Asloob aur inferadiyat one long question with altenative carrying 16 marks.

UNIT-V Four explanatians from ghazliyate ghalib with altanatives carrying 4 marks each.

Suggested Readings

1. Yadgar-e-ghalib - Altaf Husain Hali 2. Zikr-e-ghalib - Malik Raam 3. Ghalib Shakhs aur shaeri - Rashid Ahmed Siddiqi 4. Irfan-e Ghalib - Al Ahmed Suroor 5. Muhasin-e kalame ghalib - Abdur Rehman Bijnori 6. Atraf-e-Ghalib - Sayed Abdulla 7. Ghalib Nama - Shaikh Mohammed Ikram

470 Semester- V Core Course-XII Full Marks- 100 (80+20)

There shall be one paper carying 80 marks containing 5 units. Internal assessment 20 marks.

Study of Literary movements

UNIT- I Urdu main Adabi Tehrikat ki Riwayat one long question with altanative carrying 16 marks.

UNIT-II Sir sayed Tehrik One long question with altanative carrying 16 marks

UNIT-III Rumanawi Tehrik One long question with altanative carrying 16 marks.

UNIT-IV Tarakki Pasand Tehrik One long question with altenative carrying 16 marks.

UNIT-V Halqa-e-Arbab-e- Zauq One long question with altanative carrying 16 marks.

Suggested Readings

1. Aligarh Tehrik ka pasmanzar - khaleeq Ahmed Nizami 2. Urdu Adab main Rumanawi Tehrik - Mohammed Hasan. 3. Urdu main Tarakki pasand Adabi tehrik Khalilur Rehman Azmi 4. Halka-e-Arba-b-e-zauq - Yunus Javed. 5. Adab Tehriken - Anwar Sadid 6. Adabi Tehrikat our Rujhanat - Anwar pasha. 7. Tarakki Pasand Adab - Ali Sardar Jafri 8. Tarakki Pasand Adab - Aziz Ahmed. 9. Urdu Adab ke irteqa me Tehrikon aur Rujhanon ka Hissa - Manzar Azmi

471 Semester- VI Core Course-XIII Full Marks- 100 (80+20)

There shall be one paper carying 80 marks containing 5 units. Internal assessment 20 marks. History of Urdu Language and Literature

UNIT- I Urdu Zaban : Aghaz-o-irteqa I bteda se mutaliq Nazariyat One long question with altanative carrying 16 marks.

UNIT-II Urdu ki ibtedai Nash-o-Numa main Sufia-e-kiram ka Hissa One long question with altanative carrying 16 marks.

UNIT-III Dakan aur Shimali Hind Main Urdu Adab ke Awwaleen nuqush. One long question with altanative carrying 16 marks

UNIT-IV Dabistan-e Delhi our Dabistan-e Lucknow One long question with altarnative carrying 16 marks

UNIT-V Fort william college our Delhi College ki Adabi Khidmaat One long question with alternative carrying 16 marks.

Suggested Readings 1. Tareekh-e-Adabe Urdu - Jamil Jalibi 2. Muqaddama Tareekh-e Zabane - Urdu - Masud Husain Khan 3. Punjab main Urdu - Mehmud Shirani 4. Dakan main Urdu - Nasiruddin Hashmi 5. Do Adabi School - Ali Jawwad Zaidi 6. Delhi Ka Dabistane Shaeri - Nurul Hasan Hashmi 7. Lucknow Ka Dabisan-e shaeri - Abul Lais siddiqi 8. Marhum Delhi College-Moulvi Abdul Haq 9. Fort william college ki Adbi khidmat - Ubeda Begun 10. Urdu ke ibtedai Nash-o Numa main Sufia-e-kiram ka Hissa - Moulvi Abdul Haq

472 Semester- VI Core Course-XIV Full Marks- 100 (80+20)

There shall be one paper carying 80 marks containing 5 units. Internal assessment 20 marks. Study of Poet Iqbal

UNIT- I Iqbal Sawaneh our Shakhsiyat One 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 Hujoor main, Farishton ka geet, zaug-o Sonq, Saqi nama) One long question with altanative carrying 16 marks

UNIT-III Iqbal our Hubbul Watani One long question with altanative carrying 16 marks.

UNIT-IV Iqbal ki inferadiyat our shaeri ke imteyazat one long question with 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 Chisti 2. Shareh Bal-e- Jibril - -do- 3. Ruya-e - Iqbal - Yusuf Husain Khan 4. Iqbal aur Iqbaliyat - Abdul Haq 5. I qbal ki Tera Nazmain - asloob Ahmed Ansari 6. Fikr-e Iqbal - Khalifa Abdul Hakim 7. Zikr-e - Iqbal - Abdul Majeed Salik

473 DISCIPLINE SPECIFIC ELECTIVE-I (DSE-I) Semester - V Paper-I Full Marks- 100 (80+20)

There shall be one paper carying 80 marks containing 5 units. Internal assessment 20 marks.

Study of Urdu Novel

UNIT- I Urdu Novel per magribi Asarat One long question with altanative carrying 16 marks.

UNIT-II Taraqqi Pasnad Novel One long question with altanative carrying 16 marks

UNIT-III Taksim-e- Hind our Urdu Navel One long question with altanative carringh 16 marks.

UNIT-IV Premchand ki Novel Nigari Godan, Matn ka Mutala One long question with altanative carrying 16 marks.

UNIT-V Rajindu Singh Bedi ki Novel Nigari Ek chadar Meli si - Matn ka Mutala One long question with altnative carrying 16 marks