Program Structure
Semester 1
S.No Course Code
Name of the Course
L T P C
1 BAPY 1008 Bio- Psychology 4 0 0 4
2 BAPY1002 Social Psychology 4 0 0 4
3 BAPY1003 Introduction to Psychology 4 0 0 4
4
CSCL1001 Computer Application
2
0
0
2
5
CSCL1002 Lab Computer Application
0
0
2
1
6
CENG1001 Communicative English- I
3
0
0
3
7
CENG1002 Lab Communicative English-I
0
0
2
1
8 SLFS1001 Foundation of Social Sciences
4
0
0
4
SLPF1001
Popular Fiction
Total 21 0 4 23
Semester II
S.No Course Code
Name of the Course
L T P C
1 BAPY1009 Experimental Psychology 4 0 0 4
2 BAPY1010 Psychology of Motivation and Leadership 4 0 0 4
3 BAPY 1007 Practicum A 0 0 6 3
4 CENG1003 Communicative English -1I 3 0 0 3
5 CENG1004 Lab Communicative English – II 0 0 2 1
6 SLIS1002 Introduction to Statistics
2
0
0
2
7 SLSP1002 Lab Statistical Packages
0
0
2
1
8 JAPA1003/FRE N1003/GREN10 03
Foreign Language -I – French/Japanese/German
3
0
0
3
9 SLCA1002 Indian Constitution and Administration
4
0
0
4
SLIL1002 Indian Literature in Translation
Total 20
0
10
25
Semester III
S.No Course Code
Name of the Course L T P C
1 BAPY 2001 Life Span Development 4 0 0 4
2 BAPY 2002 Research Methods in Psychology
4
0
0
4
3 BAPY 2003 Practicum B 0 0 6 3
4 BAPY2010 Statistics in Psychology 4 0 0 4
5 UHVE1001 UHVE1001
Universal Human value and
Ethics 2 0 0 2
FREN2001/
GERN2001/
JAPA2001
Foreign Lang. – 2
3
0
0
3
7 SLGD2001 SLGD2001
Gender and Development Studies 4 0 0 4
SLSC2001 Startups and Cashless Economy
8 SLPD2001 Personality Development & Stress Management 4 0 0 4
SLFP2001 Indian Foreign Policy
Total 2
5
0 6 28
Semester IV
S.No Course Code
Name of the Course
L T P C
1 BAPY 2004 Fundamentals of Cognitive Psychology
4
0
0
4
2 BAPY2007 Organizational behavior-1 4 0 0 4
BAPY2008
(Elective) Abnormal and clinical psychology
3 BAPY2005 Counselling Psychology
4 0 0 4
4 BAPY 2006 Practicum C 0 0 6 3
5
ENVS1001
Energy and Environmental
Science
3
0
0
3
6 SLSR2001 Social Relations
4
0
0
4
SLGE2001
Global Economic Issues
7 SLAP2001 Academic and Professional Writing
4
0
0
4 SLGC2001 Globalisation and Culture 23 6 26
Semester V
S.No Course Code
Name of the Course
L T P C
1 BAPY3010/ Human Resource Management / Therapeutic intervention (Elective)
4
0
0
4
BAPY3011
2 BAPY 3001 Personality and Self Development
4
0
0
4
3 BAPY3002/ Psychology of Gender/ Education Psychology (Elective)
4
0
0
4
BAPY3012
4 BAPY 3013 Communication Skills 4 0 0 4
5 BAPY3004 Practicum D 0 0 6 3
6 BAPY3014
System and schools of Indian Psychology
4
0
0
4
7 BAPY3033 MOOC Courses 0 0 0 3 Total 20 6 26
Semester VI
S.No Course Code
Name of the Course
L T P C
1 BAPY 3007 Psychological Assessment 4 0 0 4
2 BAPY3008 Leadership Training and Facilitation
4
0
0 4
3 BAPY 3009 Practicum based on intelligence test and performance battery
0
0
8 4
4 BAPY-9999 Major Graduate Thesis 0 2 0 8 Total 8 2 8 20
*The topic of graduate thesis/project for each student shall be decided during semester IV to enable
him/her to effectively utilize the summer vacations for field/library work. Two tutorial will be given
to the course for students for framing the major graduate thesis.
Total Credits-144
List of Electives
ELECTIVE GROUPS:
GENERIC ELECTIVE COURSES
GROUP 1
SLFS1001 Foundation of Social Sciences 4 0 0 0 4
SLPF1001
Popular Fiction 4 0 0 0 4
GROUP 2
SLCA1002 Indian Constitution and Administration 4 0 0 0 4
SLIL1002 Indian Literature in Translation 4 0 0 0 4
GROUP 3
SLGD2001
Gender and Development Studies
4
0
0 0
4
SLSC2001 Startups and Cashless Economy 4 0 0 0 4
GROUP 4
SLPD2001 Personality Development & Stress Management
4
0
0 0
4
SLFP2001 Indian Foreign Policy 4 0 0 0 4
GROUP 5
SLSR2001 Social Relations 4 0 0 0 4
SLGE2001
Global Economic Issues 4 0 0 0 4
GROUP 6
SLAP2001 Academic and Professional Writing 4 0 0 0 4
SLGC2001 Globalisation and Culture 4 0 0 0 4
Name of The Course Bio- Psychology
Course Code BAPY1008
Prerequisite Orientation and understanding of the basics in the discipline of Psychology.
Corequisite
Antirequisite
L T P C
4 0 0 4
Course Objectives: This paper explains how human behaviour is also controlled by neurons, nervous
systems and hormonal secretion governed by nervous system. To understand the interaction between
human nervous system and human behavior.
Course Outcomes:
CO1 Increased understanding of Physiological processes of human behavior
CO2 Be aware of nature and methods of physiological psychology
CO3 Be able to understand nervous system, neuron and application of physiological psychology
CO4 Understand use for general, clinical field or for related professional use.
CO5 Learn the basics techniques/ skills and applications of Psychology in specific situation
CO6 Identify which parts of the brain are responsible for physiological processes related to
attention, behavior, cognition, emotion and memory.
Text Book (s)
• Klein, S. B., McCristian, C. & Thorne, B. M. (2007) SPECIFICATIONS OF BIOLOGICAL PSYCHOLOGY. Worth Pub.
• Carlson, N. R. (2012) Physiology of behaviour 11th Ed. Boston - Allyn & Bacon
• Pinel, J. P. J. (2013) BIO- PSYCHOLOGY. 9th Ed. Pearson Education
Reference Book (s)
• Chamberlain, L. and Broderick, A.J. (2007). The application of physiological observation methods to emotion research. Qualitative Market Research: An International Journal, 10 (2): 199-216.
• Rasch, B. & Born, J. (2013) About sleep’s role in memory. Physiological Reviews, Vol. 93, 681- 766.
Detailed outline of the course
Unit-1 Introduction
The origins and nature of physiological psychology, methods, degeneration techniques, lesion
techniques, chemical methods, stereotaxic surgery, micro-electrode studies, oscilloscope,
polygraph, scanning methods
Unit-2 Neurons
Structure of neurons, types & functions; neural conduction, Synaptic conduction
Unit-3 The structure and functioning of nervous system
Basic features of nervous system, CNS, ANS, PNS
Unit-4 Emotion and behaviour
Physiological correlates of emotion: The role of cortex in emotion, Emotion and endocrine glands
Continuous Assessment Pattern
Internal Assessment (IA)
Mid Term Test (MTE)
End Term Test (ETE)
Total Marks
20 30 50 100
Name of The Course Social Psychology
Course Code BAPY1002
Prerequisite Understanding of basic Psychology and socialization processes.
Corequisite
Antirequisite
L T P C
4 0 0 4
Course Objectives: To facilitate an understanding of various social processes that regulate behaviour
and how societal patterns influence individual psychology.
Course Outcomes:
CO1 Understanding of Social Perception, attributional processes and impression formation
CO2 Group processes and its impact on individual behaviour and decision making
CO3 Understanding of other social factors that influence individual behaviour and preferences
CO4 Learn the basics techniques/ skills and applications of social psychology in specific situation.
CO5 Understanding use for general, or specific professional use.
CO6 Understanding situational factors and internal motivations underlying in the operation of various forms of social influence: conformity, compliance, and obedience.
Text Book (s)
• Baron, R.A., Byrne, D., Brancsombe N. R., & Bhardwaj, G. (2011). Social Psychology. 12thed. Pearson Education: New Delhi.
Reference Book (s)
• Misra, G. (1990). Applied Social Psychology in India: Sage Publications: New Delhi.
• Myers, D. G. (2010). Exploring Social Psychology. New York: McGraw Hill.
• Taylor, S.E; Peplau, L.A. & Sears, O. (2006). Social Psychology. (12th ed). Prentice Hall.
Detailed outline of the course
Unit-1 Introduction
Nature & scope of Social psychology, Social Perception and Attribution, Impression formation and management
Unit-2 Group Behaviour
Nature, types of groups, structure and formation of group, Social facilitation, Social loafing Group Decision making—Group Polarization, Group think; Cooperation vs. Competition
Unit-3 Attitude and Prejudice
Concept, nature and formation of attitudes, Attitude Change: Heider’s theory, Festinger’s theory, Prejudices—Nature and formation of prejudices, Reducing prejudice
Unit-4 Social Influence
Conformity , Compliance, Obedience, Altruism
Continuous Assessment Pattern
Internal Assessment (IA)
Mid Term Test (MTE)
End Term Test (ETE)
Total Marks
20 30 50 100
Name of The Course Introduction to Psychology
Course Code BAPY1003
Prerequisite Understanding of basic Psychology.
Corequisite
Antirequisite
L T P C
4 0 0 4
Course Objectives: To familiarize students with fundamental psychological processes and their
applications.
Course Outcomes:
CO1 Understand the evolution of psychology and the major pioneers in the field
CO2 Identify the various approaches, fields, and subfields of psychology along with their major concepts and important figures
CO3 Know about the different processes of sensation, perception, memory, motivation and
emotion
CO4 Understanding of Learning process and its application
CO5 Understanding and application of different models of Intelligence.
CO6 Growth in overall personality as a factor to motivation and Leadership.
Text Book (s)
• Morgan, C. T., Weisz, R. J., King, R. A. & Schopler, J. INTRODUCTION TO PSYCHOLOGY. 7th Ed. (2001). Tata Mc Graw Hill Pub.
• Baron, R. A. (2002) PSYCHOLOGY, 5th Ed., Dorling Kindersley Pub.
• Fredrickson, B., Loftus, G. &Wagenaar. W. (2010) SPECIFICATIONS OF ATKINSON’S AND HILGARD’S PSYCHOLOGY: AN INTRODUCTION. 1st Ed., Cengage Publications.
Reference Book (s)
• Meyer, G. E. & Cicarelli, S. K. (2008) Specifications Of Psychology: South Asian Edition. Dorling Kindersley Pub.
• Parkins, R. 2012. Gender and emotional expressiveness: An analysis of prosodic features in emotional expression. Griffit working paper in pragmatics intercultural communication 5 (1), pp. 46-54.
• Jarris, P. (2012) Learning from everyday life, HSSRP, Vol. I, No. 1. 1-20
Detailed outline of the course
Unit-1 Introduction
Nature, scope and methods of psychology. Brief history of Psychology in India
Unit-2 Sensory and perceptual processes
Intelligence: nature and models of intelligence: Spearman, Cattell, Guilford, and Sternberg Creativity: Nature and factors, Emotional Intelligence
Unit-3 Learning
Classical and operant conditioning, Basic Processes- Generalization, Discrimination, Spontaneous recovery and Extinction, Transfer of learning, Cognitive learning, Observational Learning
Unit-4 Motivation and Emotion
Motivation: Nature, types, and theories: McDougal, Maslow, McClelland Emotions: Nature and theories: James- Lange, Cannon –Bard, Schachter –Singer,
Continuous Assessment Pattern
Internal Assessment (IA)
Mid Term Test (MTE)
End Term Test (ETE)
Total Marks
20 30 50 100
Programme :B. A (H) ENGLISH/Economics /A.Psychology/Political Science/ Sociology
Batch : 2017-2020
Semester : 1st
Course Title : Communicative English-I
Course Code : CENG 1001
Version :
Credits` : 4
1.0Course Description
Though, we take students of undergraduate courses to be proficient in English language, we have
been proved wrong time and again. The course presented here, is a skill based programme,
where we would try to improve all the four skills of the students i.e. LSRW (Listening, Speaking,
Reading and Writing). The quest is to improve their understanding and expression so that they are
able to do much better in their studies and life as a resultant.
2.0 Course Objectives:
1. To help the students understand and communicate in English as used in day to day
activities.
2. To help the students enhance their competence in the English language.
3.0 Course Outcomes
The students will get the required training in LSRW through the prescribed texts and would be:
1. Able to write simple and meaningful sentences with proper punctuation.
2. Able to understand words, in isolation and in context
3. Able to understand instructions, requests and class lectures.
4. Able to pronounce words correctly in everyday use
Prescribed Texts
1. Go, Kiss the world by Suborto Baghchi
2. Are You an Entrepreneur” by Victor Kim
3. “To Mother” by S. Usha.
5.1 Readings
1. Kaul.Asha. Effective Business Communication.PHI Learning Pvt. Ltd.New Delhi.2011.
2. Murphy, Essential English Grammar, CUP.
3. J S Nesfield, English Grammar: Composition and Usage
6.0 Pedagogy
The course will use the following pedagogical tools –
Lectures and discussions on concepts and issues
Interactive exercises
Assignments/quizzes/reviewing research papers
Time-line for assignment:
In-class written assignments
Individual projects/tasks, Group projects
At the discretion of faculty and as
specified in the course syllabus
7.0 Evaluation Scheme:
Continuous Evaluation (40 Marks)
Assignments, Witten Work 15
Presentation 05
Quizzes (2) 20
Centralized Evaluation (60 Marks)
CAT I & CAT II 20
Semester End Examinations 40
8.0 Detailed Outline of the Course:
Module
Topics
L T P C
Session 3 0 1 5
No Core Reading
Additional
Reference 1 – 4
I
Fundamentals of Communications, Phrase
TEX
T
Kaul.Asha.
and Clauses, Subject-Verb Agreement Effective Texts: Business
5-8
“Girls” by Mrinal Pande and “Hitting Communicatio Dowry for a Six ” by Kalpana Sharma n.PHI Learning
9-11
Pvt. Ltd.New
Topics Covered through the texts: Delhi.2011.
11 – 14
I
15-19
19-223
II
Non-Verbal Communication; Para linguistics Sentence; Adjective, Verb, Adverb
Text
Texts:
“Are You an Entrepreneur” by Victor Kim and “To Mother” by S. Usha
Topics Covered through the texts:
Reading Comprehension
24 – 26
II
Note Making and Taking Paragraph Development- Techniques and Methods; Writing Paragraphs Essay Writing
27 – 30
III
Prepositions, Voice
Texts:
“The Lost Word” by Esther Morgan and
31-33
III
Topics Covered through the texts:
34-35
III Reading Comprehension
Precis writing
“Go, Kiss the World
Programme
B.A. (H) Applied Psychology
Batch 2018 - 2021
Semester 1
Course Title Computer Applications
Course Code CSCL1001
Version 1.01
Credits 2
1.0 Course Description
Consider this sentence: “Computers are everywhere.” Does it sound like an overstatement?
No matter how we perceive the impact of computers, the statement is true. Computers are
everywhere. In fact, we can find them in some pretty unlikely places, including our car, our
home appliances end even in some alarm clocks and other electronic devices we use. In the
past two decades, computers have reBAPYed our lives at home, work or school. The vast
majority of businesses now use computerized equipment in some way and most companies
are networked both internally and externally. Employees who once had little use for
technology now interact with computers almost every minute of the workday. It therefore
becomes essential for all business graduates to understand how this machine works and more
importantly how to use it in their professional lives in the near future. The knowledge and
skills that one gains from the course should pay dividends in the future, as computers become
even more common at home and at work.
The course begins with a basic overview of fundamentals like the many types of computers
in use today and why people use them. As our knowledge grows we shall realize that all
computers are basically similar.
Like any machine, a computer is a collection of parts which are categorized according to the
work they do. We shall learn about these various families of computer components and how
these work together and allow us to interact with the system. We shall discover the importance
of software, without which a computer could do nothing. We shall also realize that the user is
an essential part of a complete computer system.
When PCs first appeared in businesses, programs were designed for a single user. As
computers spread throughout businesses, developers began offering complex software
designed for multiple users. Data communications- the electronic transfer of information
between computers- became a major focus of the computer industry. This demand for
networks has increased as businesses have realized the value of networking. By
interconnecting many individual networks into a massive single network, people around the
world can share information as though they were across the hall from one another. The
Internet is an example of one such network as is possibly the single largest network in
existence today.
We have seen that hardware alone does not do much of anything. The work that hardware or
operating system can do on its own is very limited. Application software specially the office
productivity suite shifts this focus from computer to humans. The course shall focus on trying
to teach some the basic functionalities of the most commonly used productivity software in
business for text and graphics, spreadsheets and presentations.
2.0 Course Objectives
The objectives of the course are:
➢ Facilitate a basic understanding of types of computers & their uses.
➢ Provide a fundamental understanding of computer hardware, software and components.
➢ Familiarize the students with the computer networks and the internet.
➢ Facilitate an understanding of the most commonly used business application softwares.
3.0 Course Pre-requisite : None
4.0 Course Outcomes
At the end of the course, the students should be able to:
➢ Describe how computers are used in various sectors of our society.
➢ Identify the types of computers they see around them and understand the basic
functionalities of each one of them.
➢ Understand the working of different components in a microcomputer and the role played
by each in the overall working of the machine.
➢ Identify the benefits of using computer networks and what they are made up of.
➢ Understand the reasons for creation of the Internet and the major services that one can
access using Internet.
➢ Develop a basic familiarity for working with the most commonly used productivity suites and
apply these skills in business scenarios.
5.0 Prescribed Texts
[1]. Introduction to computers by Peter Norton, 2010, TMH Education
6.0 Additional References
[1]. James A. O’Brian, George M Marakas, Ramesh Behl, Management Information Systems:
McGraw-Hill, Ninth Edition.
[2]. Laudon & Laudon, Management Information System: Managing the Digital Firm,
Pearson Education, Eighth Edition
7.0 [3]. Information Technology for Management by Efraim Turban, Linda Volonino, 2010,
Wiley
8.0 [4]. Microsoft Office Word 2007 by Deborah Hinkle, 2007, Mc-Graw Hill Higher
Education
9.0 [5]. Microsoft Office PowerPoint 2007: Visual Quick Tips by Paul Mcfedries, 2007,
Wiley India Pvt. Ltd
10.0 Pedagogy
The course shall be taught as a mix of traditional classroom teaching for Module 1 to Module
5 except Module 4 which will be taught in the computer Lab to provide hands on exposure to
use the basic application software for text editing and spreadsheet
The course requires an active participation by all the students so as to ensure that the learning
objectives for the course are met successfully.
11.0 Evaluation Scheme
Type Description Weight age
(Percentage)
Theory
• Quiz (1 & 2) 20%
• CAT 1 * (Written Exam 1.5 Hrs) 15%
• CAT 2 (Written Exam 1.5 Hrs) 15%
• End Term Exam (3 hours) 50%
Lab
• Internal Assessment (Assignment & Project) 25%
• Final Lab Exam 75%
*continuous Assessment Test
12.0 Detailed Outlines of the Course
SESSION WISE INSTRUCTION PLAN
L T P C
2 0 2 3
Session
No Module Topics
Core
Reading
Additional
Reference
1 Introduction to
Basics of
Computers
Applications of Computers in Business and
Economics
1 (Norton) 1 (Turban) 2 Computer organization, Components
3 Classification
4 Capabilities
5 • Characteristics Limitations
6
Essential
Components of
computer
Hardware
CPU
2-5
(Norton)
2-3
(Turban)
7 Memory Hierarchy
8 Input devices: Voice speech devices, MICR,
OMR
9 Bar code reader
10 Output devices - Visual Display Unit,
printers, plotters
11 Storage Devices – Magnetic storage devices
12 Optical storage devices, Flash Memory
13
Essential
Components of
computer
Software
Software: Introduction; Types of
software with examples
6 (Norton) 4-5
(Turban)
14 Introduction to languages, compiler,
interpreter and assembler
15 Operating System: Definition,
Functions, Types and Classification
16 Elements of GUI based operating
system
Session
No Module Topics
Core
Reading
Additional
Reference
17
Computer
Networks
Overview of Computer Network
7-9
(Norton) 6 (Turban)
18 Types of computer networks (LAN, WAN and
MAN)
19 Network Topologies
20 Network Topologies
21
• Components of computer networks (servers,
workstations, network interface cards, hub,
switches, cables, etc...)
22
Internet: Overview of Internet, Architecture
& Functioning of Internet, Basic services
over Internet like WWW, FTP, Telnet,
Gopher etc. 23
IP addresses, ISPs, URL, Domain names,
Web Browsers, Internet Protocols
Department Of Computing Science & Engineering
Session-
Computer Application (CSCL1002) List of Experiments for the Lab
1. Write a procedure to create a resume.
2. Write a procedure to create a cover page of a project report.
3. Write a procedure to create a greeting card
24
Search engines, e-mail, Web browsing,
searching, downloading & uploading from
Internet
25-27
Foundation
of
Information
Systems
• Real world information system
• Components of Information System
• Competing with Information Technology
• Fundamentals of strategic advantage
• Case (Class discussion) : JetBlue & the Veterans
Administration
Case (Self Study): IPL Teams strike gold with
information technology
1-2
(O’Brian) 1 (Laudon)
28
Working
with
Application
Software
• Introduction to Productivity Application Software 10 (Norton) Class
Discussion
29-33
Introduction
to
Spreadsheets
• Introduction to Microsoft Excel
• Structure of an Excel File
• Ranges and range Names
• Entering numbers, text, dates and formulae
• Relative and Absolute Referencing
• User Comments
Walkenbach
34-40
Spreadsheet
Through
Examples
• Wage Computation
• Sales Commission plan comparison
• Investment Analysis
• Shipping costs
• The NPV Question
• Evaluation of job applicants
4. Write a procedure to create personal letter.
5. Write a procedure to create company letter head.
6. Write a procedure to create simple news letter.
7. Write a procedure to create a mail merge letter.
8. Write a procedure to create a Macro and use it in an application
9. Introduction to basic DOS commands
a. Dir b. Md c. Copy d. Del e. Copy con
10. Write a procedure to create a slide show on any subject of your choice using minimum
five slides.
11. Write a procedure to create a simple presentation to list simple dos commands,
hardware, software.
12. Write a procedure to create slideshow in operating sound.
13. Write a procedure to create an animation using group, ungroup, order, textbox image
insert etc.
14. Write a procedure to create a worksheet with 4 columns, enter 10 records and find the
sum of all columns.
15. Write a procedure to create a report containing the pay details of the employee.
16. Write a procedure to create a student result sheet.
17. Write a procedure to create a simple bar chart to high light the sales of a company for 3
different periods.
18. Write a procedure to create a worksheet importing data from database and calculate sum
of all the columns.
Group 1
Name of The Course Foundation of Social Sciences
Course Code SLFS1001
Prerequisite None
Co requisite none
Anti requisite none
L T P C
4 0 0 4
Course Objectives: This course focus on developing understanding, interest and acquaintance
with the nature and scope of important disciplines of social sciences
Course Outcomes
CO1 Develop understanding of social Sciences,humanities and liberal arts
CO2 Develop understanding of sociology, social anthropology and social work as a
separate branches.
CO3 Enable students to understand the role of individuals and states.
CO4 Understand the Indian and western philosophical perspectives
CO5 Understand significance of history and psychology
CO6 Examine the role leaders in the making of modern India.
Text Book (s)
• . Berger, Peter, 1963, Invitation to Sociology, Hamondsworth: Penguin
• Mukherjee Ramkrishna, 1979, Sociology Of Indian Sociology: Allied
Publishers
• Giddens, A. (1999): Sociology. Cambridge: Polity Press
• Politics by Andrew Heywood, Palgrave,1999
• Banarjee, Abhijit and Duflo Esther (2011) Poor Economics: Rethinking Poverty
and the ways to End it,
• -Introduction to Indian Philosophy: H P Sinha,1998
• D. D. Kosambi: An Introduction to the Study of Indian History
• .Introduction to Psychology,Cicerrali & Mayer, Oxford,1997
Reference Book (s)
• Robertson, R Globalization: Social theory and global
culture.London:Sage.Publishers. 1992
• Tomlinson, J. Globalization and Culture. Cambridge: Polity. 1999
• John Storey, ed., Cultural Theory and Popular Culture: A Reader, Fourth
Edition. 2009
• Orwell, George Orwell. Animal Farm: A Fairy Story. UK: Penguin UK, 1945
• Friedman, Thomas L. The World Is Flat: A Brief History of the Twenty-first
Century. Farrar, Straus and Giroux, 2005
Unit-1 Introduction 10 hours
Social Sciences : Meaning, Definition, Nature and Scope, Liberal Arts and Humanities as
distinctive discipline
Sociology: Brief Introduction, Nature and Scope. Sociology as a science, Basic Concepts,
Society, Culture and Civilization, Social structure and Social system, Social Inequalities &
stratification and mobility, Social Change & Social Movements.
Unit-2 10 hours
Social Anthropology: Areas &Scope
Social Work: Methods of Social Work
The Profession, Social Welfare, Social Work Practice. Social Problems
Unit-3 10 hours
Political Science
Meaning , definition, scope and Significance of the Discipline.
Individual and State, Rights and Obedience in the State ,Justice , Power and Authority
Unit-4 10 hours
Central Concepts of Economics
Economics: Meaning, Definitions, Fundamental concepts of Economics
Introduction to Micro and Macro Economics, Introduction to Indian Economy
Features of Indian Economy, India’s economic interaction with world.
Understanding Indian economy in global perspective.
Unit-5 10 hours
Philosophy: Brief introduction to Indian and western philosophical school of thought.
Silent features and importance of Indian Philosophy. Meaning and Scope of History,
Development of Art & Architecture in Ancient and Medieval India. Role of
Leaders/Intellectuals of Modern India
Unit-6 10 hours
Psychology: Meaning, Definition, nature and Scope. Social Psychology, Clinical
Psychology, Psychology in organizational Behaviour
Continuous Assessment Pattern
Internal Assessment
(IA)
Mid Term Test
(MTE)
End Term Test
(ETE)
Total Marks
20 30 50 100
Programme B.A. (Honours) Applied Psychology
Batch 2018 – 2021
Semester I
Course Title Popular Fiction
Course Code SLPF1001
Version 1.02
Credits 4
Course Description
The course attempts to study and analyze popular fiction critically. With the close
reading of the prescribed texts, the course will try to bridge the inherent gap
between canonized/classical texts and popular fiction.
Course Objectives
The objective of the course is to:
1. Acquire an understanding of the difference between popular
and canonical literature.
2. Understand the need and development of popular fiction.
3. Understand major literary trends/genres in popular fiction.
4. Acquire an understanding in analysing a text in its historical,
religious and social context
5. Enable the students to understand the contribution of the
writers in the development of major literary genres
6. Understand various literary devices for a better critical analysis of a text
Course Pre-requisite
• Understanding of the basics of English language and literature
Course Outcomes
On the successful completion of the course, the student would be able to:
7. Understand popular generic conventions
8. Understand the literary text in its social, political and cultural context
9. Critical evaluation and analysis of popular concepts of literature
10. To understand the growth, development and establishment of
different popular genres
11. Understand the contribution of writers in the development of popular literature
12. Understand the nuances of literary language and changes in style
Prescribed Text:
Module 1: Harry Potter and the Sorcerer’s Stone
Module 2: Confessions of a Shopaholic/Bridget Jones’s Diary
Module 3: Select stories from Philip K. Dick
Module 4: The Murder on the Orient’s Express
Reading:
1. Selected Stories of Philip K. Dick By Philip K. Dick
Additional References
1. Popular fiction and social change By Christopher Pawling
2. Reading the Romance: Women, Patriarchy, and Popular Literature
By Janice A. Radway
3. Chick Lit and Postfeminism By Stephanie Harzewski
4. The Gentle Art of Murder: The Detective Fiction of Agatha Christie By Earl F.
Bargainnier
5. Children's Literature: A Reader's History, from Aesop to Harry Potter By Seth Lerer
6. Science Fiction: Its Criticism and Teaching By Patrick Parrinder
7. Adventure, Mystery, and Romance: Formula Stories as Art and Popular
Culture By John G. Cawelti
Pedagogy
The pedagogical approach used in the course will be a combination of
lectures, chalk & talk, problem solving exercises, quizzes and
presentations.
Evaluation Scheme
Description Weight age
(Percentage)
• Internal Assessment 20%
• CAT 1 * 15%
• CAT 2 15%
• End Term Exam (3 hours) 50%
*continuous Assessment Test
Detailed Outlines of Course
SESSION WISE INSTRUCTION PLAN
L T P J C
4 0 0 0 4
Session
No Module Topics
Core
Reading
Additional
Reference
1-10
I
Children’s Fiction- Harry Potter and the
Sorcerer’s Stone
11 – 20
II
Romance- Confessions of a
Shopaholic/Bridget Jones’s Diary
21 – 30 III Sci-fi- Select stories from Philip K. Dick
31 – 40 IV Mystery- The Murder on the Orient’s
Express
Name of The Course Experimental Psychology
Course Code BAPY1009
Prerequisite Understanding of basic psychological processes.
Corequisite
Antirequisite
L T P C
4 0 0 4
Course Objectives: To familiarize students with fundamental psychological processes and their
applications
Course Outcomes:
CO1 Understand the basics concepts of Personality, approaches, traits and related tools and
theories
CO2 Understand basic concepts of emotions and motivation, its relevance in psychology and
its application
CO3 Understand concept of memory and forgetting and its application in the real world.
CO4 Learn the basics of Psychophysics and its theories with its applications CO5 Apply experimental psychology for general, clinical field or for OB related professional
use. CO6 Build up capacity and prevail trust and confidence in the students of psychology so that
they can fit with the clinical and organizational work-settings. Text Book (s)
• Morgan, C. T., Weisz, R. J., King, R. A. & Schopler, J. INTRODUCTION TO
PSYCHOLOGY. 7th Ed. (2001). Tata Mc Graw Hill Pub.
• Baron, R. A. (2002) PSYCHOLOGY, 5th Ed., Dorling Kindersley Pub.
• Fredrickson, B., Loftus, G. &Wagenaar. W. (2010) SPECIFICATIONS OF
ATKINSON’S AND HILGARD’S PSYCHOLOGY: AN INTRODUCTION. 1st Ed.,
Cengage Publications.
• Gescheider G (1997). Psychophysics: the fundamentals. Somatosensory & Motor
Research. 14 (3rd ed.). pp. 181–8. ISBN 978-0-8058-2281-6. PMID 9402648.
Detailed outline of the course
Unit-1 Personality, Approaches, Issues and Controversies.
Concept, Nature and Definition of Personality: Eastern and Western Approach Dynamic Theory of Personality, Humanistic Theories: Personality as the Self, Issues and controversies.
Unit-2 Affective and emotional processes: Nature and components of emotions; Bodily changes and Emotions; Applications: Positive emotions and Well Being; Perspectives on motivation; types of motives
Unit-3 Memory & Forgetting
Memory: Models of memory: Levels of processing, Parallel Distributed Processing model, Information processing, Reconstructive nature of memory; Forgetting, Improving memory
Unit-4 Psychophysics, Theories and Applications
Psychophysics: Nature, Concept, Methods: Methods of Limits, Methods of Adjustments,
Methods of Constant Stimuli
Theories-Signal Detection Theory and its application.
Continuous Assessment Pattern
Internal Assessment (IA)
Mid Term Test (MTE)
End Term Test (ETE)
Total Marks
20 30 50 100
Name of The Course Psychology of motivation and leadership
Course Code BAPY1010
Prerequisite None
Corequisite
Antirequisite
L T P C
4 0 0 4
Course Objectives: Have the ability to think critically about motivation and its application to
personal experiences and the “real world.” and help in developing leadership and high motivation
at work place.
Course Outcomes:
CO1 Compare the application of different theoretical perspectives (e.g., biological, socio
cultural, cognitive) within the field of motivation and leadership. CO2 Critically analyze research that has been conducted in the field of psychology and
discuss the impact on various types of motivational processes CO3 Apply stress reduction techniques through an understanding of the physiological
processes of stress and how it affects behaviour.
CO4 Apply motivation theory to everyday settings (e.g., business, social interactions,
Education) CO5 Recognize and describe the role of leaders in business and other types of organizations.
CO6 Identify and add to his or her own repertory of effective leader behaviors, and to better
articulate a personal leadership development agenda
Text Book (s)
• Petri, H., & Govern, J. (2013). Motivation: Theory, research and application (6th ed.).
Belmont, CA: Cengage Learning. (ISBN: 978-1-111-84109-6)
• Singh,A.K.(2010)Motivation and stress: Advanse general psychology: Motilal
banarsidas, Patna
• Prasad,L.M.(2000)Organigational behaviour,Sultan chand and sons.
• Aamodt, M. G. (2001) Industrial Organizational Psychology. India:
• Cengage Learning Greenberg, J. & Baron, R.A. (2007). Behaviour in Organizations (9th
Ed.). India:
• Dorling Kindersley. Luthans, F. (2009). Organizational behavior. New Delhi: McGraw
Hill.
Reference Book (s)
• Muchinsky, P.(2006). Psychology applied to work: An introduction to industrial and
organizational psychology. NC:
• Hypergraphic Press. Pareek, U.(2010). Understanding organizational behaviour. Oxford:
Oxford University Press.
• Prakash, A. (2011). Organizational behaviour in India: An indigenous perspective. In G.
Misra (Ed.), Handbook of Psychology. New Delhi: Oxford University Press.
• Singh, K. (2010). Organizational Behaviour: Texts & Cases. India: Dorling Kindersley
Detailed outline of the course
Unit-1
Introduction-Basic motivational concept: Need, drive, incentive. motivational cycle. Types of motivation-Inborn and acquired motives. Approach to the study the motivation: Psychoanalytical, cognitive and humanistic approach.
Unit-2
Measurement of motives issues and technique -Projective technique, questionnaire method,
situational test, analysis of historical events. Group dynamics- concept, types and application.
Group Decision Making Unit-3
Basic Approaches to Leadership Defining Leadership, Trait Theories, Behavioural Theories,
Contingency Theories, Inspirational Approaches to Leadership, Challenges to Leadership Unit-4
Selection process; organizational training, performance appraisal, Work Motivation. causes
and consequences of conflicts; methods of conflict resolution
Continuous Assessment Pattern
Internal Assessment (IA)
Mid Term Test (MTE)
End Term Test (ETE)
Total Marks
20 30 50 100
Name of The Course Practicum A
Course Code BAPY1007
Prerequisite Understanding of basic theoretical concepts.
Corequisite
Antirequisite
L T P C
0 0 6 3
Course Objectives: Gaining applied experience of theoretical concepts.
Course Outcomes:
CO1 Primary knowledge of how a research is designed
CO2 Conduct experiments and administer psychological scales to a subject
CO3 How the hypothesis is formulated and along with objectives
CO4 Make interpretations and draw conclusions based on the norms given in the manual
CO5 Write a report which reflects the details of the experiment/ test, the aim, applications, procedure of administration and subject results
CO6 Reading out to the meaningful conclusion and gaining applied experience of theoretical concepts
Text Book (s)
• As recommended by Faculty
Reference Book (s)
• As recommended
Unit-1
• Span of Attention /
• Mirror Drawing
Unit-2
• Muller Lyer Illusion/
• Zeigarnik Effect
Unit-3
• Serial Position effect /
• Sinha’s Anxiety Scale
Continuous Assessment Pattern
Internal Assessment (IA)
Mid Term Test (MTE)
End Term Test (ETE)
Total Marks
50 NA 50 100
Programme : B.A. Hons)
Batch : 2017-2020
Semester : II
Course Title : COMMUNICATIVE ENGLISH II
Course Code : CENG1003
Version : 1.0.0
Credits : 3
1.0 Course Description
This course is designed for undergraduate students to increase their level of proficiency
in English Language. This course, in combination with practical lab activities, is a skill
based program, where all four skills of LSRW (Listening, Speaking, Reading and Writing)
would be continuously enhanced. Through the study of various prescribed texts, students
would be able to enhance their vocabulary, reading skills, etc..
2.0 Course Objectives:
The objective of the course is to:
1. To help the students understand and communicate in English as used in day to day activities.
2. To help the students enhance their competence in the English language.
3.0 Course Pre-requisite –
Basic proficiency of English language.
4.0 Course Outcomes: On the successful completion of the course, the student would be able to:
1. Able to write simple and meaningful sentences with proper punctuation.
2. Able to understand words, in isolation and in context
3. Able to understand instructions, requests and class lectures.
4. Able to pronounce words correctly in everyday use
Prescribed Text:
1. Virginia Woolf’s “Shakespeare’s Sister” 2. W. H. Auden’s “Unknown Citizen”
3. Shakespeare’s Sonnets
4. E. A. Poe’s “The Purloined Letter” 5. Shakespeare’s Hamlet
6. Charles Dickens’s A Christmas Carol
Additional References:
1.
8. Pedagogy:
The course will use the following pedagogical tools –
1. Lectures and discussions on concepts and issues 2. Interactive exercises
3. Assignments/quizzes/reviewing research papers
Time-line for assignment:
In-class written assignments
Individual projects/tasks, Group projects
At the discretion of faculty and as
specified in the course syllabus
9. Evaluation Scheme:
Continuous Evaluation (50%)
Assignments, Wit ten Work,
Presentation, Quizzes (2)
20%
CAT – 1 15%
CAT – 2 15%
Centralized Evaluation (50%)
End term exams 50%
10. Detailed Outline of the Course:
COMMUNICATIVE ENGLISH – II
L T P C
3 0 0 3
Session
Module
Topics
Core Reading Additional
No Reference
1 – 10
I
Introduction to the Course
Paragraph Writing Précis Writing
1. Woolf
Virginia Woolf’s “Shakespeare’s
Sister” W. H. Auden’s “Unknown
Citizen”
2. Auden
10 – 20
II
Essay Writing
e-Writing 1. Shakespeare
Shakespeare’s Sonnet #130
E. A. Poe’s “The Purloined Letter”
2. Poe
20 – 30
III
Creative Writing
Official Communication
Shakespeare’s Hamlet (“To be or not to
1. Shakespeare
be” soliloquy)
Charles Dickens’s A Christmas Carol
2. Dickens
Programme U.G
Semester 1
Course Title Japanese -I
Course Code JAPA-1003
Version 1.00
Credits 3
13.0 Course Description
This course aims to impart basic communicative and cultural skills to the learners .
Students will learn basic grammatical structures and vocabulary which will enable them
to comprehend and formulate basic sentences. Different aspects of history, culture and
politics of Japan will be introduced in the class so as to impart basic cultural competence
to the students. This will make them aware of the cultural nuances of the language.
14.0 Course Objectives
1. This course attempts to give the students working knowledge of Japanese
Language with emphasis on communicative competence.
2. This course will impart all the four skill viz. reading, writing, listening and speaking.
3. Basic Japanese sentences will be introduced and practiced.
4. Sufficient vocabulary will be given to the students to converse in a given situation
such as, in a Coffee House, at the airport, in a restaurant and in the marketplace.
5. This course aims to give our students an interdisciplinary approach in order to
compete with the globalized world.
6. This course will expose the students to a new culture and promote respect for the
‘others’ and inculcate tolerance.
15.0 Course Pre-requisite : None
16.0 Course Outcomes
1. On completion of the course, the students will be able to speak simple sentences,
and read short sentences and, paragraphs.
2. They will be able to introduce themselves and speak briefly about their family
members, friends etc.
3. They will have a brief understanding of Japanese society and culture.
17.0 Prescribed Texts
1. Shokyuu Nihongo, Japanese Language Center for International Students, Tokyo
University of Foreign Studies, Japan.
2. Minna-no Nihongo-1, 3A Corporation, Japan.
3. Nihongo Shoho, Japan Foundation, Japan.
4. Nihongo Kana nyuumon, Japan Foundation, Japan.
.
18.0 Additional References
1. Random House Japanese-English Dictionary
2. Japanese for Busy people, Video CD, AJALT, Japan.
19.0 Pedagogy
The delivery of course will be a mix of class room instruction, role play and presentations
by students.
20.0 Evaluation Scheme
Weight age (Percentage)
• Assignment & Quiz (1,2 &3) 20%
• CAT 1 * 15%
• CAT 2 15%
• End Term Exam (3 hours) 50%
*Continuous Assessment Test
21.0 Detailed Outline of the Course
SESSION WISE INSTRUCTION PLAN
Japanese-I (JAPA-1003) L T P C
3 0 0 3
Sessio
n No Module Topics
Core
Reading
Additiona
l
Reference
1 – 4 1
Introduction to Japanese syllablary
,Vowels and Consonants
Hiragana, Katakana ,Pronunciation
,Writing practice
Japanese Numerals, Demonstrative
pronoun, Kore, Sore, Are and Dore (This,
That, That over there, which). Kono, sono,
Ano and Dono (this, that, over there, which)
Kochira, Sochira, Achira and Dochira (this
way....) Koko, Soko, Asoko and Doko (Here,
There….location) Greetings, Set phrases
Classification of verbs (be verb desu Present
tense),Parts of body (look and learn)
5-14 2
Basic sentence structure (SOV)
Be- verbs
Particles
15-23 3
Adjectives- I and Na
Classification of verbs,
(Present, Present negative and past
negative),Aru And Iru verbs for living
things and non-living
things.Classification of question words (
Doko, Dore, Dono, Dochira),
expressions of time (Jikan),Number of
hours
Vocabulary and its Meaning,Number of
months, calendar of a month,Audio tape
listening,Class tests
24-31 4
Interrogative words (Dare, Nani, , Itsu,
Doyatte, Doo,dooshite, Ikutsu, Ikura),
Classification of Te forms ,
Class tests
32-40 5
Words of degree,
Adverbs
Name of the things you carry (look and learn)
Relation words (look and learn)
,Visit a office and University,Positions and
Direction,Vocabulary and its Meaning
Audio tape listening,Revision,Test
Programme U.G
Semester II
Course Title German -I
Course Code GERN-1003
Version 1.00
Credits 3
22.0 Course Description
This course aims to impart basic communicative and cultural skills to the learners .
Students will learn basic grammatical structures and vocabulary which will enable them
to comprehend and formulate basic sentences. Different aspects of history, culture and
politics of Germany will be introduced in the class so as to impart basic cultural
competence to the students. This will make them aware of the cultural nuances of the
language.
23.0 Course Objectives
7. This course attempts to give the students working knowledge of German
Language with emphasis on communicative competence.
8. This course will impart all the four skills viz. reading, writing, listening and speaking.
9. Basic German sentences will be introduced and practiced.
10. Sufficient vocabulary will be given to the students to converse in a given situation
such as, in a Coffee House, at the airport, in a restaurant and in the marketplace.
11. This course aims to give our students an interdisciplinary approach in order to
compete with the globalized world.
12. This course will expose the students to a new culture and promote respect for the
‘others’ and inculcate tolerance.
24.0 Course Pre-requisite : None
25.0 Course Outcomes
4. On completion of the course, the students will be able to speak simple sentences,
and read short sentences and, paragraphs.
5. They will be able to introduce themselves and speak briefly about their family
members, friends etc.
6. They will have a brief understanding of German society and culture.
26.0 Prescribed Texts
1.Tangram, Deutsch als Fremdsprache.Berlin: 2005,
.
27.0 Additional References
Gick, Cornelia, Momentmal, Grundstufenlehrwerk Deutsch als Fremdsprache.M: 2003,
2. Maria Dallapiazza, Eduard von Jan, Til Schonherr.Tangram, Deutsch als
Fremdsprache.Berlin: 2005,
3. Netzwerk A1:2015
4. Langenscheidt.
28.0 Pedagogy
The delivery of course will be a mix of class room instruction, role play and presentations
by students.
29.0 Evaluation Scheme
Weight age (Percentage)
• Assignment & Quiz (1,2 &3) 20%
• CAT 1 * 15%
• CAT 2 15%
• End Term Exam (3 hours) 50%
*Continuous Assessment Test
30.0 Detailed Outline of the Course
SESSION WISE INSTRUCTION PLAN
German-I (GERN-1003) L T P C
3 0 0 3
Sessio
n No Module Topics
1 – 4 1
Begrüssung / Greeting,
Sich vorstellen – Introduction
Interviewspiel mit Fragen und Antworten ,
Nummern/numbers
Monate, Wochentage/ Name of months, days
Information zu Lӓndern, Nationalitӓten und ihre
Sprachen/Name of countries, nationalities and
languages.
5-14 2
Farben/ colours
Familiebaum/ Family tree
W-fragen/ Questions
Uhrzeit/ Time telling
Gefallen und Missfallen ӓuβern / Expressing
likes and dislikes
Bestimmter und Unbestimmter Artikeln –
Definite and indefinite Articles
Nominativ Kasus/ Nominative case
Pronomen / pronouns (Nominative)
15-23 3
Regelmӓβige Verben / Regular Verbs
Verbkonjugation/ Verb conjugation (sein und
haben)
Akkusativ Kasus (Einführung )
Personal pronomen /Personal Pronomen
(Akkusative)
Wegbeschreibung/ Directions
Landeskunde /History
Film –Spielzeugland
24-31 4
Possessiv Pronomen/ Possessive pronouns
Gegenteile/ Antonyms
Bestellen/ Situation –in a restaurant
Landeskunde/ Basic geography and History:
Reunification
Film –
32-40 5
Akkusativ/ Accusative case (Cont.)
Verbkonjugation/ Verb conjugation (Cont.)
Tageszeit/ Time telling
Prӓpostionen (Akkusativ: Einführung)/ Accusative
prepositions: Introduction
Course Title French -I
Course Code FREN-1003
Version 1.00
Credits 3
31.0 Course Description
This course aims to impart basic communicative and cultural skills to the learners .
Students will learn basic grammatical structures and vocabulary which will enable them
to comprehend and formulate basic sentences. Different aspects of history, culture and
politics of Japan will be introduced in the class so as to impart basic cultural competence
to the students. This will make them aware of the cultural nuances of the language.
32.0 Course Objectives
13. This course attempts to give the students working knowledge of French Language
with emphasis on communicative competence.
14. This course will impart all the four skill viz. reading, writing, listening and speaking.
15. Basic French sentences will be introduced and practiced.
16. Sufficient vocabulary will be given to the students to converse in a given situation
such as, in a Coffee House, at the airport, in a restaurant and in the marketplace.
17. This course aims to give our students an interdisciplinary approach in order to
compete with the globalized world.
18. This course will expose the students to a new culture and promote respect for the
‘others’ and inculcate tolerance.
33.0 Course Pre-requisite : None
34.0 Course Outcomes
7. On completion of the course, the students will be able to speak simple sentences,
and read short sentences and, paragraphs.
8. They will be able to introduce themselves and speak briefly about their family
members, friends etc.
9. They will have a brief understanding of French society and culture.
35.0 Prescribed Texts
1. M. Denyer, A. Garmendia, C. Royer, Marie–Laure Lions–Olivieri, Version Originale
1 (A1) Livre de l’élève. Paris: Maison des Langues, 2009.
2. M. Denyer, A. Garmendia, C. Royer, Marie–Laure Lions–Olivieri, Version Originale
1 (A1) Cahier d’exercices. Paris: Maison des Langues, 2009
36.0 Additional References
1. Alter Ego 1- méthode de français, Annie Berthet, Catherine Hugot, V. Kizirian, Béatrix
Sampsonis, Monique Waendendries, Hachette.
2. Echo A1, Author:Jacky Girardet ,CLE International
3. Girardeau, Bruno et Nelly Mous. Réussir le DELF A2. Paris: Didier, 2010
4. Pedagogy
The delivery of course will be a mix of class room instruction, role play and presentations
by students.
5. Evaluation Scheme
Weight age (Percentage)
• Assignment & Quiz (1,2 &3) 20%
• CAT 1 * 15%
• CAT 2 15%
• End Term Exam (3 hours) 50%
*Continuous Assessment Test
6. Detailed Outline of the Course
SESSION WISE INSTRUCTION PLAN
French-I (FREN-1003) L T P C
3 0 0 3
Sessio
n No Module Topics
Core
Reading
Additional
Reference
1 – 4 1
Entrer un contact avec quelqu’un, saluer,
salutations formelle et informelle, découvrir
l’alphabet, s’excuser, communiquer avec tu et
vous, masculin/féminin, les nombres 0 à 100
5-14 2
Se présenter, remercier, le genre des noms, les
pronoms sujet et tonique, l’article défini et
indéfini.
15-23 3
Parler de ses gouts et de ses loisirs, poser des
questions, décrire quelqu’un, les verbes au
présent, la négation du verbe, le pluriel des
noms, les adjectives.
24-31 4
Demander/donner des informations sur
une personne, parler de soi, de sa famille,
comprendre et écrire un mail, l’adjectif
possessif, le verbe « aller », l’article
contracte, c’est/ce sont.
32-40 5
Nommer/situer un objet, exprimer la surprise,
demander de faire quelque chose, exprimer une
obligation, l’adjectif interrogatif, les
prépositions de lieu, la négation de l’article
indéfini, il faut…, pouvoir, vouloir.
Demander/dire l’heure, demander pourquoi et
répondre, l’interrogation, faire, connaitre,
l’accord des adjectifs en genre et en nombre, le
pronom “on”
Programme : BA (H)
Batch : 2018 - 21
Semester : II
Course Title : Introduction to Basic Statistics and Statistical Packages
Course Code : SLIS1002
Version : 1.00
Credits : 3
1.0 Course Description
In today’s technological environment, anyone can access vast amount of statistical information.
The most successful decision makers understand the information and compute them
effectively. Students will have the opportunity to learn how to use statistical tools and
techniques to analyze data with the help of various statistical softwares.
2.0 Course Objectives:
The objectives of the course are:
To provide the knowledge to construct and edit a data set.
To acquaint to prepare, present, and analyse the frequency distributions.
To be able to calculate, present, and utilise the measures of central tendencies.
To prepare to compute, present, and discuss the measures of descriptive statistics.
To enable to estimate, demonstrate, and estimate the measures of bivariate analysis.
3.0 Course Pre-requisite:
Knowledge of class X Maths and basic computer
4.0 Course Outcomes:
The students will be able to:
To construct and edit a data set.
To prepare, present, and analyse the frequency distributions.
To calculate, present, and utilise the measures of central tendencies.
To compute, present, and discuss the measures of descriptive statistics.
To estimate, demonstrate, and estimate the measures of bivariate analysis.
Specific Instructional Objectives
Apply concepts of frequency distributions.
To prepare students to know how to calculate, present, and discuss measures of central tendency
To prepare students to know how to calculate, present, and discuss descriptive statistics.
Explain the fundamental principles necessary for bivariate analysis.
5.0 Prescribed Texts:
Carver and Nash (2009). "Data Analysis with SPSS" Cengage Learning
Neil J Salkind (2011), "Excel Statistics A Quick Guide" Sage
Sandeep Rakshit (2017),"R for Biginers" McGraw Hill
Naval Bajpai (2011), "Business Statistics" Pearson.
5.1Additional References:
Jaggia and Kelly (2013), “Business Statistics: Communicating with Numbers” McGraw Hill Education, New Dilhi.
Aggarwal, B,M. (2009), “Statistics for Business and Economics”, 2nd Edition, Ilex Publication, New Delhi.
Derek L. Waller, “Statistics for Business”, Routledge, Taylor and Francis.
David R Anderson, Dennis J Sweeney and Thomas A Williams : Statistics for Business and Economics, 11th Edition, Cengage Learning India.
6.0 Pedagogy:
• The pedagogical approach used in the course will be a combination of lectures, Execl,
SPSS and R through problem solving exercises.
• 7.0 Evaluation Scheme:
Weight age (Percentage) • LAB 20% • CAT 1 * 15% • CAT 2 15% • End Term Exam (3 hours) 50%
*continuous Assessment Test
8.0 Detailed Outline of the Course:
SESSION WISE INSTRUCTION PLAN
Session
No
Module Statistics ECO123 Core Reading Additional
Reference
1 – 10
Introduction
Data – data sets, classification, prepration and
tabulation; Organising Data - Frequency
Distributions - Cumulative, Percentage and
Relative; Data Presentation - Bar, Pie, Histogram,
Line Chart, frequency curve. Introduction of
Carver and
Nash (2009).
"Data Analysis
with SPSS"
Neil J Salkind
(2011), "Excel
Statistics A
Quick Guide"
Sage
Statistical Softwares - Excel, SPSS and R. Data with
statisticals softwares - Entry, Editing, Saving,
Import, Export, Tables and Graphs.
Cengage
Learning
11 – 20 Measures of
Central Tendency
Arithmetic Mean, Geometric Mean, Harmonic
Mean, Median and Mode. Measures of central
tendency and disperson. Computation of
measures of central tendency with their
inferences.
Carver and
Nash (2009).
"Data Analysis
with SPSS"
Cengage
Learning
Neil J Salkind
(2011), "Excel
Statistics A
Quick Guide"
Sage
21 – 30 Descriptive
Statistics
Range, Quartiles, Deciles, Percentiles, Standard
Deviation and Coefficient of Variation.
Measurement of descriptive statistics through
softwares.
Carver and
Nash (2009).
"Data Analysis
with SPSS"
Cengage
Learning
Neil J Salkind
(2011), "Excel
Statistics A
Quick Guide"
Sage
31 – 40 Bivariate Analysis Cross Tabulation, Scatter diagram, Karl Pearson
product movement correlation coefficient,
Spearman’s rank correlation coefficient,
Association of attribute. Computation of Bivariate
Analysis.
Carver and
Nash (2009).
"Data Analysis
with SPSS"
Cengage
Learning
Neil J Salkind
(2011), "Excel
Statistics A
Quick Guide"
Sage
Course Title : Indian Constitution and Administration
Course Code : (SLCA1002)
Program : BA (H) Applied Psychology
Batch : 2018-2021
Semester : 2
Credits : 4
Version : 1.01
Course Description:
This course would Introduce to the constitutional foundations and the working of major
governmental and political institutions in India. It will develop the understanding of the
constitutional matrix as well as the behavioral dynamics of political institutions and
processes in India.
Course Objectives:
• The course seek to analyze and probe the diverse aspects and problems of
contemporary Indian Politics
• It discusses the constitution making process, philosophy of constitution, nature
of Indian state, social structure and democratic process
• Analysis of the governmental institutions: how do they work and what are their
powers
• To study the role of Supreme court of India, nature and scope of judicial review
Course pre-requisites: None
Course Outcomes:
1. It creates an awareness of key concepts of Indian constitution
2. It helps students to develop a better understanding of Indian government
3. It teaches students about the role, powers and functions of the President, the
Prime Minister, the Governor and the Chief Minister.
4. It explicates the role of local, rural and urban governments and their importance.
5. It will help to understand about basic knowledge of administration
6. Students will learn about power, legitimacy and authority.
Prescribed Texts:
• Fadia B. L (2013), Indian Government and Politics, tenth edition, Sahitya
Bhawan, New Delhi.
• Basu D. D (1989), Introduction to the Constitution of India, New Delhi.
• Austin, Granville (1999), The Indian Constitution: Corner stone of a nation,
Oxford University Press, Bombay.
• Singh M.P and Rekha Saxena, Indian Politics: Constitutional Foundations and
Institutional Functioning, Prentice Hall of India, New Delhi.
Additional References:
• Hasan Zoya (2000), Politics and the state in India, Sage publications, New
Delhi.
• Kohli Atul eds.(2011) The Success of India’s Democracy, Cambridge
University Press, India.
• Weiner, Myron (1989), the Indian Paradox, New Delhi
Pedagogy:
• Lectures
• Class room discussions
• Presentations
Evaluation Scheme:
Assignment & Quiz (1,2 & 3) 20%
CAT 1 15%
CAT 2 15%
End Term Exam (3 hours) 50%
Detailed Outline of the Course:
Session
No. Modules Course Detail Core Reading
Additional
Reference
1-10
Nature of the
Constitution
• Main features of
the Indian
Constitution
• Sovereign,
Secular,
Democratic
Republic
• Parliamentary-
federal
democracy
• Citizenship
• Fundamental
rights and Duties
• Directive
Principles of State
policy
Basu D. D
(1989),
Introduction to
the Constitution
of India, New
Delhi.
Austin,
Granville
(1999), The
Indian
Constitution:
Corner stone
of a nation,
Oxford
University
Press,
Bombay.
11-20
Central
Government
• Powers, function
and role of The
President, Prime
Minister and
Council of
Ministers
• Parliament:
Composition and
functions
• Constitutional
amendments
Fadia B. L
(2013), Indian
Government and
Politics, tenth
edition, Sahitya
Bhawan, New
Delhi.
21-30
The Supreme
Court
• The Supreme
Court of India
• Composition
• Jurisdiction
• Role
• Nature and Scope
of Judicial
Review
Singh M.P and
Rekha Saxena,
Indian Politics:
Constitutional
Foundations and
Institutional
Functioning.
31-40
Public
Administration
• Definition,
Nature and Scope
of Public
Administration.
Bidyut
Chakrabarty,
Reinventing
Public
Importance of
Public
Administration,
Difference
between Private
and Public
Administration.
Growth of the
Study of Public
Administration,
Characteristics of
the New Concept
of Public
Administration.
Meaning and
Growth of Civil
Services in India.
Administration:
The Indian
Experience,
Orient
Longman, New
Delhi, 2007
Programme BA (Hons) Applied Psychology
Batch 2018 – 2021
Semester II
Course Title Indian Literature in Translation
Course Code SLIL1002
Version 1.02
Credits 4
Course Description: This course entails a selective study of some of the translations from
regional Indian languages that challenge the monopolising singularity of hegemonic texts
and dominant literary discourses and specifically serve as counter-narratives of resistance,
thus representing a paradigm for inquest into the given linguistic practices and cultural
productions of the Indian subcontinent.
Course Objectives:
• Through the course, the student should be able to - imbibe ethical, moral,
national and cultural values through various forms of literature.
• During the course, the student should be enabled to write an original, dialogue,
story one-act play, poems etc.
Course pre-requisites: None
Course Outcomes: 1. Know the major genres of the literature.
2. Understand major literary trends over the period
3. Understand the contribution of writers in the development of literature in translation.
4. Understand the impact of various literary and social movements on society and vice versa
5. Understand the literary text in its social, political and cultural context
6. Critical evaluation and analysis of Indian concepts of literature
Prescribed Texts: • Selected songs of Mirabai/ Selected couplets of Kabir
• Godan
• Our Favorite Indian Stories. Khushwant Singh and Neelam Kumar (Eds).
Delhi: Jaico,2002 • Silence! The Court Is in Session/Tughlaq
Additional References: • Devy, G. N. After Amnesia: Tradition and Change in Indian Literary Criticism, 1992.
• Gopal, Priyamvada. Indian English Novel: Nation, History and Narration
• Iyenger, K. R. Srinivasa. Indian Writing in English.
• King, Bruce. Modern Indian Poetry in English.
• Naik, M. K. A History of Indian English Literature.
Pedagogy: Lecture, Discussion & Presentation, Group Discussions, Projects, PPTs, Quiz, Assignment Evaluation Scheme:
Internal Assessment 20%
CAT-1 20% CAT-2 20% End Term Examination (3 hours) 40%
Detailed Outline of the Course:
Session
No. Modules Course Detail Core Reading
Additional
Reference
1-10
I Selected songs of Mirabai • All I Was Doing Was
Breathing
• Limb Just Moved
A Cowherding Girl
Clouds
Mine Is Gopal
11-20 II Godaan Godaan
21-30
III Our Favourite Indian
Stories. Khushwant Singh
and Neelam Kumar (Eds).
Our Favourite Indian
Stories. Khushwant
Singh and Neelam
Kumar
31-40
IV Silence! The Court Is in
Session/Tughlaq
Tughlaq
Name of The Course Life Span Development
Course Code BAPY2001
Prerequisite Understanding of Developmental Psychology
Corequisite
Antirequisite
L T P C
4 0 0 4
Course Objectives: To develop understanding of psychological issues in human development.
Course Outcomes:
CO1 Assess the biological, cognitive, cultural, environmental and social factors that influence
development throughout the lifespan
CO2 Evaluate current and past research in the study of the lifespan guided by theories within
developmental psychology
CO3 Apply developmental psychology principles to daily life throughout the lifespan.
CO4 Detect myths and misconceptions regarding human development throughout the lifespan
CO5 Understand the methodological approaches used to study development
CO6 Evaluate core concepts, strengths, and weaknesses of the major theories of lifespan development
Text Book (s)
• Berk, L. E. (2010). Child Development (8
th Ed.). New Delhi: Prentice Hall.
• Mitchell, P. and Ziegler, F. (2007). Fundamentals of development: The Psychology of Childhood. New York: Psychology Press.
• Misra, G. (2009). Psychology in India, Vol 1: Basic Psychological Processes and Human Development. India: Pearson.
• Papalia, D. E., Olds, S.W. & Feldman, R.D. (2006). Human development (9
th Ed.).
New Delhi: McGraw Hill.
• Santrock, J. W. (2008). Child Development (11
th Ed.). New Delhi: McGraw Hill.
Santrock, J.W. (2006). Adolescence. New Delhi: McGraw Hill.
• Saraswathi, T.S. (2003). Cross-cultural perspectives in Human Development: Theory, Research and Applications. New Delhi: Sage Publications.
Reference Book (s)
• Srivastava, A.K. (1997). Child Development: An Indian Perspective. New Delhi: NCERT.
Detailed outline of the course
Unit-1 Introduction
Nature of Development and related terms, theories ( Frued and Eric Ericson) and themes of Developmental Psychology, Indian context of development
Unit-2 Period of development
Infancy, Childhood, Adolescence, Adulthood, senescent stages
Unit-3 Domains of development
Cognitive development: perspectives of Piaget and Vygotsky, Language development: issues and
debates, Emotional development
Unit-4 Context of development
Contexts for development: Family, peers, media and school contexts
Continuous Assessment Pattern
Internal Assessment (IA)
Mid Term Test (MTE)
End Term Test (ETE)
Total Marks
20 30 50 100
Name of The Course Research Methods in Psychology
Course Code BAPY2002
Prerequisite Understanding of Research Methods
Corequisite
Antirequisite
L T P C
4 0 0 4
Course Objectives: To develop understanding of psychological issues in human development.
Course Outcomes:
CO1 Understand the nature and scope of psychological research in modern times
CO2 Define and distinguish between research method and research methodology with
appropriate use while conceptualizing and conducting research
CO3 Understand the major research designs/ tools being used in respective field of psychology
CO4 Understand the major research issues (sampling, reliability, validity) in the field of psychology with rectification measures being used by psychologist till date.
CO5 Will understand how to conduct good research in different subfield of psychology especially in counseling-clinical psychology and organizational behavior
CO6 Learn to identify the fundamental principles and procedures of psychological research
Text Book (s)
• Dyer, C. (2001) Research in Psychology: A Practical Guide to Research Methodology and
Statistics (2nd Ed.) Oxford: Blackwell Publishers
Reference Book (s)
• Neuman, W.L. (2006). Social Research Methods: Qualitative and Quantitative
Approaches (6th
Ed.) Boston: Pearson Education. Detailed outline of the course
Unit-1 Introduction
Beginning of Psychological Research: Goals of Psychological Research, Formulating a problem and developing a testable hypothesis, null and alternative hypotheses
Unit-2 Types
Quantitative and Qualitative Orientations towards Research, Research Designs
Unit-3 Sampling
Sampling: Probability and non-probability sampling methods, determination of sample size
Unit-4 Data Collection
Data Collection: Experiment, Interview, Observation, survey and testing
Continuous Assessment Pattern
Internal Assessment (IA)
Mid Term Test (MTE)
End Term Test (ETE)
Total Marks
20 30 50 100
Name of The Course Statistics in Psychology
Course Code BAPY2010
Prerequisite Understanding of Basic Statistics
Corequisite
Antirequisite
L T P C
4 0 0 4
Course Objectives:
To develop understanding of various statistical techniques in terms of their assumptions, applications
and limitations, acquire competency for organizing data.
Course Outcomes:
CO1 Understand basic concepts of statistics and their applications
CO2 Learn the basics of assessment related theory
CO3 Understand basic concepts of statistics and its application
CO4 Learn the basic statistical calculation and to describe the generation and applications of it in specific situation.
CO5 Understand the basics of experimental design
CO6 Application of statistical tools in specific real life situations
Text Book (s)
• Garrett, H. E. (2011) STATISTICS IN PSYCHOLOGY AND EDUCATION 6th Ed, Paragon Publishers
• Minium, E. W., King, B. M. & Bear, G. (2009) STATISTICAL REASONING IN PSYCHOLOGY AND EDUCATION. John Wiley & Sons.
• Mangal, S. K. (2013) STATISTICS IN PSYCHOLOGY AND EDUCATION 2nd Ed. PHI Learning Pvt. Ltd.
Reference Book (s)
• Chow, S. L. (2002). STATISTICS AND ITS ROLE IN PSYCHOLOGICAL RESEARCH. In
• Methods in Psychological Research, In Encyclopedia of Life Support Systems (EOLSS), Eolss Publishers, Oxford, UK,
Detailed outline of the course
Unit-1 Introduction
Relevance of Statistics in analyzing Psychological Data, Descriptive Statistics vs Inferential
Statistics, Frequency Distributions. The Cumulative Frequency Distribution Percentiles, and Percentile Rank.
Unit-2 Measures of Central Tendency
Measures of central tendency – mean , median, mode. Measures of variability – range, quartile deviation, standard deviation, coefficient of variation.
Unit-3 Normal distribution curve and linear correlation
Normal Probability curve – properties and applications, Characteristics
Unit-4 Parametric vs non-parametric
Parametric vs non paremetric tests. Parametric tests – t – test, ANOVA-one way. Non parametric
tests - Chi square, Mann – whitney test, Contingency co-efficient
Continuous Assessment Pattern
Internal Assessment (IA)
Mid Term Test (MTE)
End Term Test (ETE)
Total Marks
20 30 50 100
Name of The Course Practicum B
Course Code BAPY2003
Prerequisite Understanding of basic theoretical concepts
Corequisite
Antirequisite
L T P C
0 0 6 3
Course Objectives: Gaining applied experience of theoretical concepts.
Course Outcomes:
CO1 Enable the students to understand the processes and steps involved in conducting
the psychological experiments
CO2 Enable the students to understand the processes and steps involved in administering the
psychological tests
CO3 Clarifies the process of developing an insight into their own and others’ behaviour
CO4 Developing the students ability to apply the key principles of research methods in Psychology
CO5 Imparting the skills in the students necessary for selecting and applying different tests for different purpose such as diagnosing disorder, assessing mental health, learning process, etc
CO6 Developing underlying mental processes by using different psychological assessment tools.
Text Book (s)
As recommended by the concerned teacher
Reference Book (s)
As recommended by the concerned teacher
Unit-1
•
• Physiology: Secondary data/
Perceptual accuracy Unit-2
• Handedness/ • Attitude scale
Unit-3
• Hemispheric Mapping/ • Reaction Time
Continuous Assessment Pattern
Internal Assessment (IA)
Mid Term Test (MTE)
End Term Test (ETE)
Total Marks
50 50 100
Programme U.G Course
Semester 1
Course Title Japanese Language-II
Course Code JAPA-2001
Version 1.00
Credits 3
37.0 Course Description
38.0
The course aims at intermediate written and oral skills (comprehension and expression) in
Japanese corresponding to N5 level of the Japanese Language Proficiency Test (JLPT)
conducted by the Japan Foundation. Along with language teaching, different aspects of
history, culture and politics of Japan will also be introduced in the class. This will make
them aware of the cultural nuances of the language and prepare them better for a inter-
cultural communication. The skills imparted in this course shall help them in dealing with
the delegations from Japan. Also, if they get a chance to go to Japan, they will be in a position
to interact with native speakers. In a globalized world, understanding of other cultures
constitutes an important component of soft skills. This can be enhanced by foreign language
teaching. This will also promote an interdisciplinary approach in students.
39.0 Course Objectives
19. This course attempts to give the students working knowledge of Japanese Language
with emphasis on communicative competence.
20. This course will also open up avenues for our students for higher education in Japan.
21. This course will emphasize on the four Rs viz. reading, writing, listening and speaking.
22. Day to day expressions in Japanese will be introduced and practiced thoroughly.
23. Sufficient vocabulary will be given to the students to converse in a given situation.
24. Brief discussions on cultural, political and historical issues will be part of this course.
25. Through this course, the learners will acquire the required knowledge that can be used in
daily life and work situations.
26. This course aims to give our students an interdisciplinary approach in order to compete
in the globalized world.
40.0 Course Pre-requisite : Japanese-I
41.0 Course Outcomes
10. On completion of the course, the students will be able to carry out simple
conversations, read short paragraphs and simple stories in Japanese.
11. They would be able to give their brief self- introductions and can speak briefly
about their family members and friends verbally.
12. They will acquire proficiency equivalent to N5 level of the Japanese Language
Proficiency Test (JLPT) conducted by the Japan Foundation.
13. They will have an understanding of Japanese society and culture.
42.0 Prescribed Texts
5. Shokyuu Nihongo, Japanese Language Center for International Students, Tokyo
University of foreign Studies, Japan.
6. Minna-no Nihongo-2, 3A Corporation, Japan.
7. Nihongo Shoho –I, published by the Japan Foundation, Japan.
8. Shin Nihongo no k i s o -1, AOTS, 3A Corporation, Japan.
43.0 Additional References
3. Random House Japanese-English Dictionary 4. Japanese for Busy people , Video CD , AJALT, Japan.
44.0 Pedagogy
The delivery of course will be a mix of class room instruction, role play, group discussions
and presentation by the students.
45.0 Evaluation Scheme
Weight age (Percentage)
• Assignment & Quiz (1,2 &3) 20%
• CAT 1 * 15%
• CAT 2 15%
• End Term Exam (3 hours) 50%
*Continuous Assessment Test
46.0 Detailed Outline of the Course
SESSION WISE INSTRUCTION PLAN
Japanese-II JAPA-2001 L T P C
3 0 0 3
Sessio
n No Module Topics
Core
Reading
Addition
al
Referenc
e
1 – 4 1
Review of Basic Japanese syllabus, Transitive and intransitive forms of verbs More Verbs Direct and Indirect object particles Potential verb dekimasu, ~kotoga dekimasu
Give verbs ageru, kureru
Expressions suki desu, kirai desu, hoshii desu,
~ga wakarimasu,
Use of donna+Noun, zenzen~masen
1. Use of ni Arimasu, ni imasu.Practice
with audio track
LESSON
-1&2
5-14 2
Counters in Japanese to count objects, animals and human beings [Conter suffix like: ~ general counting –Hitotsu futatsu. Days of the week, dates in a month How to say time in Japanese Adjectives (Present,Past,Negative and Past negative) Various expressions using the ~te form of teh
verbs
Making comparative sentences (question and
answer)
Introducing Kanji(Japanese Pictorial script) 1-
20 Listening Practice with audio track
Class test.
LESSON
-3,4&5
15-23 3
Introducing superlative degree in Japanese
Expression of desire
Use of particle ~ni for purpose of going /
coming.
~ V-tai desu
Asking permission (~temo iidesuka)
~nagara used for Simultaneous actions
(V-te kara
Direct and indirect speech
(N wa /ga …to iimasu)
Learning Kanji(Japanese Pictorial script)
21-40,
Listening practice with audio track
Class test .
LESSON
6,7&8
24-31 4
Telling what someone thinks (N wa …to
omoimasu)
Calling or naming [(N wa) X to iimasu.]
Volitional form of verbs
Probability, guessing something
(~deshoo), ~kamoshiremasen)
Conversation practice
Passive construction (~reru, ~rareru)
,Causative construction (~seru, ~saseru)
Receiving verbs (moraimasu, itadakimasu)
Patterns using Verb in dictionary form
( tsumori)
Learning Kanji(Japanese Pictorial script) 41-
60.
Listening practice audio track, Class tests
LESSON
-9,10&11
32-40 5
Expression of prohibition (~tewa ikemasen)
Expression of order (~nasai)
Expression of change from one state to
another (V dic. Yoo ni naru)
(Passage reading (Kamakura)
The story behind Kanji (Passage reading), Learning Kanji(Japanese Pictography) 81-100 Robots (Passage reading)The Obon
festival (Passage reading).Letter writing
(A thank you letter).Letter writing (A
request letter).Listening practice audio
track. Revision
LESSON
12&13
Programme U.G Course
Batch 2017 - 2021
Semester 1
Course Title German -II
Course Code GERN-2001
Version 1.00
Credits 3
47.0 Course Description
48.0
The course aims at intermediate written and oral skills (comprehension and expression) in
German corresponding to -- level of the German Language Proficiency Test. Along with
language teaching, different aspects of history, culture and politics of Germany will also be
introduced in the class. This will make them aware of the cultural nuances of the language
and prepare them better for a inter-cultural communication. The skills imparted in this course
shall help them in dealing with the delegations from Germany. Also, if they get a chance to
go to Germany, they will be in a position to interact with native speakers. In a globalized
world, understanding of other cultures constitutes an important component of soft skills. This
can be enhanced by foreign language teaching. This will also promote an interdisciplinary
approach in students.
49.0 Course Objectives
27. This course attempts to give the students working knowledge of German Language
with emphasis on communicative competence.
28. This course will also open up avenues for our students for higher education in Germany.
29. This course will emphasize on the four Rs viz. reading, writing, listening and speaking.
30. Day to day expressions in German will be introduced and practiced thoroughly.
31. Sufficient vocabulary will be given to the students to converse in a given situation.
32. Brief discussions on cultural, political and historical issues will be part of this course.
33. Through this course, the learners will acquire the required knowledge that can be used in
daily life and work situations.
34. This course aims to give our students an interdisciplinary approach in order to compete
in the globalized world.
50.0 Course Pre-requisite : German-I
51.0 Course Outcomes
14. On completion of the course, the students will be able to carry out simple
conversations, read short paragraphs and simple stories in German.
15. They would be able to give their brief self- introductions and can speak briefly
about their family members and friends verbally.
16. They will have an understanding of German society and culture.
52.0 Prescribed Texts
Hieber, Wolfgang. Lernziel Deutsch. München: 2005
53.0 Additional References
1, Gick, Cornelia, Momentmal, Grundstufenlehrwerk Deutsch als Fremdsprache.M: 2003
2. Maria Dallapiazza, Eduard von Jan, Til Schonherr.Tangram, Deutsch als
Fremdsprache.Berlin: 2005
3. Griesbach, Schulz. Deutsche Sprachlehre für Ausländer. München: 2005.
4. They will acquire proficiency equivalent to A1 level of the French Language Proficiency Test.
54.0 Pedagogy
The delivery of course will be a mix of class room instruction, role play, group discussions
and presentation by the students.
55.0 Evaluation Scheme
Weight age (Percentage)
• Assignment & Quiz (1,2 &3) 20%
• CAT 1 * 15%
• CAT 2 15%
• End Term Exam (3 hours) 50%
*Continuous Assessment Test
56.0 Detailed Outline of the Course
SESSION WISE INSTRUCTION PLAN
Foreign Language(German) GERN-2001 L T P C
3 0 0 3
Sessio
n No Module Topics
1 – 4 1
Advanced Grammar:-Tenses – Present Perfect,
Past Perfect, Past Tense, Future I and Future II,
Adjective Declination, Passive Voice,
Subordinate Clauses, Konjunktiv I und II
5-14 2 Context based Dialogues: University, Airport,
Embassy, Supermarket, Transport etc.-
15-23 3
Translation, -Vocabulary, History and
Political system, Provinces and
Administration.
24-31 4 Translation, -Vocabulary, History and Political
system, Provinces and Administration.
32-40 5 Essaz Writing, Cultural compounds,
Festivals etc.
Selected Short stories
Programme U.G Course
Semester 1
Course Title French-II
Course Code FREN-2001
Version 1.00
Credits 3
57.0 Course Description
The course aims at intermediate written and oral skills (comprehension and expression) in
French corresponding to A1 level of the French Language Proficiency Test . Along with
language teaching, different aspects of history, culture and politics of France will also be
introduced in the class. This will make them aware of the cultural nuances of the language
and prepare them better for a inter-cultural communication. The skills imparted in this course
shall help them in dealing with the delegations from France. Also, if they get a chance to go
to France, they will be in a position to interact with native speakers. In a globalized world,
understanding of other cultures constitutes an important component of soft skills. This can be
enhanced by foreign language teaching. This will also promote an interdisciplinary approach in
students.
58.0 Course Objectives
35. This course attempts to give the students working knowledge of French Language
with emphasis on communicative competence.
36. This course will also open up avenues for our students for higher education in France.
37. This course will emphasize on the four Rs viz. reading, writing, listening and speaking.
38. Day to day expressions in French will be introduced and practiced thoroughly.
39. Sufficient vocabulary will be given to the students to converse in a given situation.
40. Brief discussions on cultural, political and historical issues will be part of this course.
41. Through this course, the learners will acquire the required knowledge that can be used in
daily life and work situations.
42. This course aims to give our students an interdisciplinary approach in order to compete
in the globalized world.
59.0 Course Pre-requisite : French-I
60.0 Course Outcomes
17. On completion of the course, the students will be able to carry out simple
conversations, read short paragraphs and simple stories in French.
18. They would be able to give their brief self- introductions and can speak briefly
about their family members and friends verbally.
19. They will acquire proficiency equivalent to A1 level of the French Language Proficiency
Test.
20. They will have an understanding of French society and culture.
61.0 Prescribed Texts
1. M. Denyer, A. Garmendia, C. Royer, Marie–Laure Lions–Olivieri, Version Originale 1 (A1)
Livre de l’élève. Paris: Maison des Langues, 2009.
2. M. Denyer, A. Garmendia, C. Royer, Marie–Laure Lions–Olivieri, Version Originale 1 (A1)
Cahier d’exercices. Paris: Maison des Langues, 2009
3. Additional References
1. Alter Ego 1- méthode de français, Annie Berthet, Catherine Hugot, V. Kizirian, Béatrix
Sampsonis, Monique Waendendries, Hachette.
2. Echo A1, Author:Jacky Girardet ,CLE International
3. Girardeau, Bruno et Nelly Mous. Réussir le DELF A2. Paris: Didier, 2010
4. Pedagogy
The delivery of course will be a mix of class room instruction, role play, group discussions
and presentation by the students.
5. Evaluation Scheme
Weight age (Percentage)
• Assignment & Quiz (1,2 &3) 20%
• CAT 1 * 15%
• CAT 2 15%
• End Term Exam (3 hours) 50%
*Continuous Assessment Test
6. Detailed Outline of the Course
SESSION WISE INSTRUCTION PLAN
French-II (FREN-2001) L T P C
3 0 0 3
Sessio
n No Module Topics
1 – 4 1
Parler de sa relation avec les langues, exprimer son
point de vue (1), exprimer des difficultés et des
émotions, parler de faits passés, exprimer une
motivation
5-14 2
Présenter les personnages d’un film, raconter l
synopsis d’un film, exprimer son avis, justifier son
opinion
Décrire un logement et des objets, localiser, faire des
comparaisons, exprimer des préférences, nommez
ses activités quotidiennes
15-23 3
Les film français, Parler de sa sante, décrire des
douleurs et des symptômes, demander et donner
des conseils, donner des instructions, exprimer
son point de vue (2)
24-31 4
Situer dans le passé, décrire des situations du passé et
du présent .
Poser des questions sur un parcours de vie, décrire et
rapporter des faits et des situations du passé, raconter
des anecdotes, situer des événements dans le passé,
demander des informations .
32-40 5
Faire des prévisions, parler de l’avenir,
parler de condition et de conséquences,
exprimer différent degrés de certitude,
parler du temps
Course Objectives:
• To help students distinguish between values and skills, and understand the need, basic
guidelines, content and process of value education.
• To help students initiate a process of dialog within themselves to know what they
‘really want to be’ in their life and profession
• To help students understand the meaning of happiness and prosperity for a human
being.
• To facilitate the students to understand harmony at all the levels of human living, and
live accordingly.
• To facilitate the students in applying the understanding of harmony in existence in
their profession and lead an ethical life
Course Outcomes: On successful completion of this course students will be able to-
CO1 Understand the significance of value inputs in a classroom, distinguish between
values and skills, understand the need, basic guidelines, content and process of value
education,
CO2 Explore the meaning of happiness and prosperity and do a correct appraisal of the
current scenario in the society
CO3 Distinguish between the Self and the Body; understand the meaning of Harmony in
the Self the Co-existence of Self and Body.
CO4 Understand the value of harmonious relationship based on trust, respect and other
naturally acceptable feelings in human-human relationships and explore their role in
ensuring a harmonious society
CO5 Understand the harmony in nature and existence, and work out their mutually
fulfilling participation in the nature.
CO6 Distinguish between ethical and unethical practices, and start working out the
strategy to actualize a harmonious environment wherever they work.
Text Book (s) R R Gaur, R Sangal, G P Bagaria, 2009, A Foundation Course in Human Values
and Professional Ethics
.
Reference Book (s) Ivan Illich, 1974, Energy & Equity, The Trinity Press, Worcester, and Harper
Collins, USA
Name of The Course Universal Human Values and Ethics
Course Code UHVE1001
Pre requisite None
Co requisite None
Anti requisite None
L T P C
0 0 4 2
1. E. F. Schumacher, 1973, Small is Beautiful: a study of economics as if people mattered,
Blond & Briggs, Britain.
2. Sussan George, 1976, How the Other Half Dies, Penguin Press. Reprinted 1986, 1991
3. Donella H. Meadows, Dennis L. Meadows, Jorgen Randers, William W. Behrens III, 1972,
Limits to Growth – Club of Rome’s report, Universe Books.
4. A Nagraj, 1998, Jeevan Vidya Ek Parichay, Divya Path Sansthan, Amarkantak.
5. P L Dhar, RR Gaur, 1990, Science and Humanism, Commonwealth Publishers.
6. A N Tripathy, 2003, Human Values, New Age International Publishers.
7. SubhasPalekar, 2000, How to practice Natural Farming, Pracheen (Vaidik)
KrishiTantraShodh, Amravati.
8. E G Seebauer & Robert L. Berry, 2000, Fundamentals of Ethics for Scientists & Engineers ,
Oxford University Press
9. M Govindrajran, S Natrajan & V.S. Senthil Kumar, Engineering Ethics (including Human
Values), Eastern Economy Edition, Prentice Hall of India Ltd.
10. B P Banerjee, 2005, Foundations of Ethics and Management, Excel Books.
11. B L Bajpai, 2004, Indian Ethos and Modern Management, New Royal Book Co.,
Lucknow. Reprinted 2008
Unit-1 7 hours
Course Introduction - Need, Basic Guidelines, Content and Process for Value Education
1. Understanding the need, basic guidelines, content and process for Value Education
2. Self Exploration–what is it? - its content and process; ‘Natural Acceptance’ and Experiential
Validation- as the mechanism for self exploration
3. Continuous Happiness and Prosperity- A look at basic Human Aspirations
4. Right understanding, Relationship and Physical Facilities- the basic requirements for
fulfillment of aspirations of every human being with their correct priority
5. Understanding Happiness and Prosperity correctly- A critical appraisal of the current
scenario
6. Method to fulfill the above human aspirations: understanding and living in harmony at
various levels
Unit 2 7 hours
Understanding Harmony in the Human Being - Harmony in Myself
7. Understanding human being as a co-existence of the sentient ‘I’ and the material ‘Body’
8. Understanding the needs of Self (‘I’) and ‘Body’ - Sukh and Suvidha
9. Understanding the Body as an instrument of ‘I’ (I being the doer, seer and enjoyer)
10. Understanding the characteristics and activities of ‘I’ and harmony in ‘I’
11. Understanding the harmony of I with the Body: Sanyam and Swasthya; correct appraisal of
Physical needs, meaning of Prosperity in detail
12. Programs to ensure Sanyam and Swasthya
Unit 3 7 hours
Understanding Harmony in the Family and Society- Harmony in Human-Human
Relationship
Understanding harmony in the Family- the basic unit of human interaction
14. Understanding values in human-human relationship; meaning of Nyaya and program for its
fulfillment to ensure Ubhay-tripti;
Trust (Vishwas) and Respect (Samman) as the foundational values of relationship
15. Understanding the meaning of Vishwas; Difference between intention and competence
16. Understanding the meaning of Samman, Difference between respect and differentiation; the
other salient values in relationship
17. Understanding the harmony in the society (society being an extension of family): Samadhan,
Samridhi, Abhay, Sah-astitva as comprehensive Human Goals
18. Visualizing a universal harmonious order in society- Undivided Society (AkhandSamaj),
Universal Order (SarvabhaumVyawastha )- from family to world family!
Unit-4 7 hours
Understanding Harmony in the Nature and Existence - Whole existence as Co-existence
Understanding the harmony in the Nature
20. Interconnectedness and mutual fulfillment among the four orders of nature- recyclability and
self-regulation in nature
21. Understanding Existence as Co-existence (Sah-astitva) of mutually interacting units in all-
pervasive space
22. Holistic perception of harmony at all levels of existence
Unit 5 5 hours
Implications of the above Holistic Understanding of Harmony on Professional Ethics
23. Natural acceptance of human values
24. Definitiveness of Ethical Human Conduct
25. Basis for Humanistic Education, Humanistic Constitution and Humanistic Universal Order
26. Competence in Professional Ethics:
Unit 6 5 hours
a) Ability to utilize the professional competence for augmenting universal human order,
b) Ability to identify the scope and characteristics of people-friendly and eco-friendly production
systems, technologies and management models
27. Case studies of typical holistic technologies, management models and production systems
28. Strategy for transition from the present state to Universal Human Order:
a) At the level of individual: as socially and ecologically responsible engineers, technologists and
managers
b) At the level of society: as mutually enriching institutions and organizations
Continuous Assessment Pattern
Internal Assessment
(IA)
Mid Term Test
(MTE)
End Term Test
(ETE)
Total Marks
50 0 50 100
Course Name- Gender and Development Studies
Course Code- SLGD2001
L T P C
School SLA 4 0 0 4
L 60 T 0 P 0
1
2
3
4
5
6
1
2
3
4
1
2
3
4
CO
1
CO
2
CO
3
CO 4, CO6
Role of NGO's - Development initiatives, role of women's organizations, grass root initiatives Sen G. & Caren G. (1985) Development crisis and
Instructional Plan
Un
it 4
Topics to be discussed Pedagogy Approach Readings Activities
Gender development: Role of non state actors Lecture, Group DiscusionsDreze J & Sen A (2002) India economic development and social opportunity. New Delhi: OUP Asignments, Quiz
Feminist standpoint of development policy, gender analysis of development policy, engendering development policies, women development programs
Instructional Plan
Un
it 3
Topics to be discussed Pedagogy Approach Readings Activities
Gender Development: National policies Lecture, Group DiscusionsVishwanthan N. Ed (2006) The women gender and development reader. New Delhi: Zubaan Asignments, Quiz
Gender Development: International initiatives Lecture, Group DiscusionsSchechtester M G (2005) United Nations Global Conferences Newyork: Routledge Presentations and Quiz
Mexico conference, Nairobi conference, copenhagen conference and beijing conference.
Instructional Plan
Un
it 2
Topics to be discussed Pedagogy Approach Readings Activities
Approaches to gender development Lecture, Group Discussions Jain Devaki (2005) Women development and the PPT'S , Quiz
Women in Development, Women and Momsen J. H. (2010) Gender and development, 2nd edition, New York: Routledge
Instructional Plan
Un
it 1
Topics to be discussed Pedagogy Approach Readings Activities
Unit 4Gender development: Role of non state actors Number of Lecture Hours 10
Role of NGO's - Development initiatives, role of women's organizations, grass root initiatives
Pedagogy toolsSelf Learning Blended Learning
Unit 3Gender Development: National policies and programs Number of Lecture Hours 10
Feminist standpoint of development policy, gender analysis of development policy, engendering development policies, women development programs in India.
Pedagogy toolsSelf Learning Blended Learning
Unit 2Gender Development: International initiatives Number of Lecture Hours 10
Mexico conference, Nairobi conference, copenhagen conference and beijing conference.
Pedagogy toolsSelf Learning Blended Learning
Unit 1Approaches to gender development Number of Lecture Hours 10
Women in Development, Women and Development, Gender and Development, women empowermnet.
Pedagogy toolsSelf Learning Blended Learning
Text Books
Momsen J. H. (2010) Gender and development, 2nd edition, New York: RoutledgeSchechtester M G (2005) United Nations Global Conferences Newyork: Routledge
Vishwanthan N. Ed (2006) The women gender and development reader. New Delhi: Zubaan
Reference Books
Dreze J & Sen A (2002) India economic development and social opportunity. New Delhi: OUP
Gupta A. S. et. Al (eds) (2005) Reflections of the right to development, centre for development and human rights. New Delhi: Sage Publication
Sen M. and Sivakumar A. K (2002) women in India How free, How equal. New Delhi: UNDP India
Catalog Description
Course Outcomes
Examine the different approaches of gender and development
Examine the various international initiatives taken for gender and development
Examine the various national agencies and policies for gender and development
Examine the various non state actors in gender and development.
Develop an understanding to the basic concepts relating to gender and provide logical understandings to gender roles
Enable to critically understand relationship of gender and power and authority
Alternate Exposure <Text>
Co-requisites
Total Number of Contact Hours
Pre-requisites
Gender and Development
Version Date of Approval 27-Jul-18
Course Name- Startups and Cashless Economy
Course Code- SLSC2001
L T P C
Version School
SHSS Date of Approval
4 0 0 4
Total Number of Contact Hours L 60
T 0 P 0
Pre-requisites None
Alternate Exposure
NA
Co-requisites
Course Outcomes
1 To gain a basic knowledge of startups
2 To know about the strategies for startups
3 To know the ways of financing your business
4 To know the merits and demerits of cashless economy
5 To know about the pros and concerns of Digital payments.
Catalog Description
This course “Modern startup strategies and Cashless economy” would provide students an understanding of the business startups their strategies regarding market and other aspects. This course will help the students in understanding the structure of the cashless economy.The modules incorporated in this course provide an analysis of issues at the theoretical level and also with regard to specificity of issues prevailing in the Indian context.
Text Books
1 The Start-up of You: Adapt to the Future, Invest in Yourself, and Transform Your Career [Kindle Edition] Reid Hoffman (Author), Ben Casnocha (Author)
2 the Dynamics of entrepreneurial development and management- Desai,vasant Himalaya publishing house ,delhi
3 Cases in Entrepreneurship- Morse and Mitchell-Sage Ssouth Asia Edition
4 Prasad, Rohit (2013), Start-up sutra: what the angels won’t tell you about business and life, Hachette India.
Reference Books
1 The Startup equation: a visual guidebook to building your startup-Steve fisher,Ja-Nae-MGH
2 Innovation and entrepreurship by Peter F.Drucker,HarperCollins Publishers Inc
Unit 1 Introduction to Startups Number of Lecture Hours 11
Introduction to startups, merit and demerits of startups, startup & standup India, make in India and its impact on startups, global scenario of startups, opportunity and risk analysis, state policies and startups, institutions promoting startups
Pedagogy tools
Scaleup Lecture
Unit 2 Strategies for Startups Number of Lecture Hours 12
Marketing strategies to make your startup a success, startup financing, innovation and startups, reasons for the failure of startups
Pedagogy tools
Scaleup Lecture
Unit 3 Concepts of cashless economy Number of Lecture Hours 10
Definition cashless economy, merits and demerits of cashless economy, cashless economy and corruption, concerns in cashless economy, infrastructure for cashless economy, role of public and private institutions in cashless economy
Pedagogy tools
Scaleup Lecture
Unit 4 Instruments of cashless economy Number of Lecture Hours 12
Overview of digital payment, Evolution of digital payment, global scenario of cashless payments, overview of mobile wallet market in India, effect of demonetization on the industry, future outlook and key challenges
Name of The Course Fundamentals of Cognitive Psychology
Course Code BAPY2004
Prerequisite Orientation and understanding of the basics in the discipline of psychology
Corequisite
Antirequisite
L T P C
4 0 0 4
Course Objectives:
• To acquaint students with the concept of cognition and cognitive processes.
• To enrich their understanding of major concepts, theoretical perspectives, and research
findings in cognitive psychology.
• To enable students to develop insight into their own as well as others’ behaviour and
underlying mental processes.
Course Outcomes:
CO1 Familiarize with the Concept of cognition in psychology and various cognitive processes.
CO2 Differentiate the essence of different approaches to the study of Cognitive Psychology.
CO3 Apply Concept of attention and perception in psychology, theories.
CO4 Students can compare effectively of various laws of form and depth perception and plasticity in perception.
CO5 Analyse the Concept of thinking & cognitive approaches to problem solving, Reasoning and decision making.
CO6 Compare Concept and theories of memory, types of memory processes and ways of improving memory.
Text Book (s)
• Ciccarelli, S.K. & Meyer, G.E. (2008). Psychology: South Asian Edition. New Delhi: Pearson India.
• Morgan, C., King R., Weisz J. & Schopler, J. (2004). Introduction to Psychology, 7th Edition. Tata McGraw Hill Education.
Reference Book (s)
• Galloti, K. M. (2004). Cognitive Psychology: In and Out of the Laboratory (3rd ed).
Delhi: Wadsworth, Cengage Learning.
• Kellogg, R.T. (2007). Fundamentals of Cognitive Psychology. New Delhi: Sage Publications.
• Mattlin, M.W. (1995). Cognition (3rd ed). Bangalore: Prism Books
Detailed outline of the course
Unit-1 Introduction
Meaning and nature of cognition, Information processing approach, Connectionist
approach, Ecological approach
Unit-2 Perception and Attention
Attention--Definition, Factors influencing attention, Selective & divided attention, Filter theory of attention, Attenuation model of attention, Parallel processing theory, Perception— Bottom-up and Top-down approaches, Perceptual constancies: size, shape, brightness, Depth perception, Form Perception, Movement Perception, Perceptual Illusions
Unit-3 Thinking and Problem Solving
Thinking—mental imagery, concepts, prototypes in thinking, Role of language in thinking,
Problem Solving—concept and approaches —Trial & Error, Algorithms, Heuristics, Insight
problem solving, Barriers in problem solving, Reasoning & Decision Making
Creativity—stages of creative thinking, ways of enhancing creativity
Unit-4 Memory
Memory—Definition, Atkinson Schiffrin’s model —Sensory register, STM & LTM; Levels of
Processing theory Tulving’s concept of LTM—Semantic & autobiographical memory, Procedural memory; Other Types -iconic & echoic memory, implicit & explicit memory, flash bulb memory, eye-witness testimony, Schema in memory, script memory
Continuous Assessment Pattern
Internal Assessment (IA)
Mid Term Test (MTE)
End Term Test (ETE)
Total Marks
20 30 50 100
Name of The Course Counselling Psychology
Course Code BAPY2005
Prerequisite Basic understanding of Counselling Psychology
Corequisite
Antirequisite
L T P C
4 0 0 4
Course Objectives: To develop understanding of basics of psychology and counseling techniques
Course Outcomes:
CO1 Students will demonstrate understanding of the principles and elements of the counselling and guidance.
CO2 Students will be familiar with a variety of ethical dilemmas that could arise, and understand the ways in which to navigate and select the best course of action.
CO3 Students will be able to learn different techniques of counselling psychology
CO4 Students will be able to identify the most useful technique for certain conditions
CO5 Students will be familiar with the major counseling approaches categorized as humanistic, experiential, cognitive, and behavioral
CO6 Students will be able to understand the use of counselling psychology for employees and the importance of e Counselling to help people from distance
Text Book (s)
1. Feltham C. & Horton, I. (2000). Handbook of Counseling and Psychotherapy. 2. Kohler, J. A. & Shepard, D. S. (2008). Counseling: Theories and Practice. US: Broobs/ Cole- Cengage Learning. 3. McLeod, J. (2003).An Introduction to Counseling. 4. Patterson, J. V. &Nisenholz, B. (1999). Orientation to counseling (4th edition). USA: Allyn and
Bacon. 5. Welfel, E.R & Patterson, L.E. (2005). The Counseling Process – A Multitheoretical integrative approach. N.Delhi: Cengage Learning India Pvt. Ltd. (6th edition). 6. Wolfe, R. and Dryden, W. (1998). Handbook of Counseling Psychology.
Detailed outline of the course
Unit-1 Introduction
Concept, history and recent trends in counselling, Distinction between guidance & counselling, Ethical and legal aspects of counseling
Unit-2 Counseling with Diverse Populations
Counseling children and adolescents, Counseling the aged, Gender based counselling, Work place counseling
Unit-3 Approaches to counseling
Various areas of counselling - Existential analytical approach, Humanistic approach, Cognitive, Behaviouristic
Unit-4 Applications
Substance abuse counselling, Counseling the disabled, Rehabilitation counselling, e- counselling
Continuous Assessment Pattern
Internal Assessment (IA)
Mid Term Test (MTE)
End Term Test (ETE)
Total Marks
20 30 50 100
Name of The Course Oragnisational Behaviour-I
Course Code BAPY2007
Prerequisite None
Corequisite
Antirequisite
L T P C
4 0 0 4
Course Objectives: At the conclusion of the course it is expected that students will demonstrate
knowledge and skills in several core areas. Specifically, students should be able to:
• Identify key theoretical aspects and practical applications of organizational behavior.
• Apply OB concepts and theories to analyze and improve work situations.
• Understand and leverage your own traits and OB competencies in the workplace for professional
success and as a potential organizational leader.
Course Outcomes:
CO1 Understand how organizations work and why people behave as they do in work settings.
CO2 Better understand your own OB related traits and perspectives
CO3 Improve your ability to analyze and understand organizational situations in terms of OB
theories and concepts
CO4 Improve your skills in reacting appropriately to organizational situations using OB concepts
CO5 Analyze the complexities associated with management of the group behavior in the
organization.
CO6 Demonstrate how the organizational behavior can integrate in understanding the motivation
(why) behind behavior of people in the organization.
Text Book (s)
• Organization Theory: From Chester Barnard to the Present and BeyondBy Oliver E. Williamson Oxford University Press, 1995 (Expanded edition)
• Organizational Behavior: Foundations, Theories, and AnalysesBy John B. Miner Oxford University Press, 2002
• Organizational Behaviour: Performance Management in PracticeBy Richard Pettinger Routledge, 2010
Detailed outline of the course
Unit-1 Introduction
What is Organizational Behavior; Context Introductions and Orientation
Unit-2 Individual Effectiveness
Personality, values, attitudes, emotional intelligence
Unit-3 Social Interactions
Groups, Teams, and Leadership, Group Behavior and Teams Communication & Social Networks
Unit-4 Understanding Job Satisfaction & Motivation
Theories of Motivation, Applying Motivation related Concepts - Case Discussion
Continuous Assessment Pattern
Internal Assessment (IA)
Mid Term Test (MTE)
End Term Test (ETE)
Total Marks
20 30 50 100
Name of The Course Abnormal and Clinical Psychology
Course Code BAPY2008
Prerequisite Knowledge of psychological Assessments in the context of clinical setting
Corequisite
Antirequisite
L T P C
4 0 0 4
Course Objectives:
Main objectives of this course are:
• To train the students to carry our projects in the different areas of clinical psychology.
• To make the students familiar with the psychological tests used for clinical purposes.
• To impart the knowledge and skills for administering tests and writing their reports.
• To enrich their understanding of major concepts, theoretical perspectives, and research
findings in cognitive psychology.
• To enable students to develop insight into their own as well as others’ behaviour and
underlying mental processes.
Course Outcomes:
CO1 Knowledge of the psychological theories and models for the field of abnormal psychology.
CO2 Understand the perceived causes and treatments of psychological disorder prior to the twentieth century
CO3 Understanding of assessment, etiology, symptoms, and treatments of the major psychological disorders.
CO4 Familiarity with research methods and ethical considerations appropriate for the study of abnormal psychology.
CO5 Learn clinical assessment techniques including unstructured and structured interviews, psychological inventories, projective tests, intelligence tests, neuropsychological assessments, psychophysiological assessments, behavioural assessments
CO6 Apply, to selected case examples, learned conceptualization, causation, and treatment of mental disorders.
Text Book (s)
• Hecker, Jeffrey E. and Thope, Geoffrey L. (2005) : "Introduction to Clinical
Psychology",Pearson Education Inc.
• Hersen, M., Kazdin, A. E., & Bellack, A. S. (1991) The Clinical Psychology Handbook
Pergamon. New York
• Sweet, J. J. , Rozensky, A. & Tovian, S. M. (1991) Handbook of Clinical Psychology in
ClinicalPractice. New York: Plenum.
• Walker, C. E. (2001) Handbook of Child Clinical Psychology. New York: John Wiley &
Sons.
Reference Book (s)
• Mathur, S. S. (1985) : "Clinical Psychology", Vinod Pustak Mandir, Agra.
• Neiszal, M. T., Bernsten (1995) : “Introduction to Clinical Psychology”, 2nd Ed.
• Walker, C. E. (Ed.) : “Clinical Practice of Psychology”, Pregman Press, New York.
• Weiner, B. (1983) : "Clinical Methods in Psychology", N. Y., John-Wiley and Sons.
• Wolman, Benjamine, B. : “Handbook of Clinical Psychology”, McGraw Hill Company.
• Korchin, S.J. (1979) Modem Clinical Psychology (Harper).
• Garfield & Bergin, (1978) Handbook of Psychotherapy and Behavior change, New York:
Wiley.
• Woleman, B.B. (1984) Handbook of Clinical Psychology, New York: Wiley
Unit-1 Introduction 8 hours
Clinical psychology concept and definitions
Brief history of clinical psychology
Activities of clinical psychologist: teaching, research assessment and therapy,Professional
responsibilities
Unit-2 Childhood Disorders
Childhood Disorders
classification of childhood disorders Mental retardation Autistic spectrum disorders Learning Disabilities
Unit-3 Adult Disorders
Adult Disorders: Dissociative and Somatoform Disorders
Personality Disorders Other psychological disorders like substance abuse, sexual disorders, abuse and neglect
Unit-4 Diagnostic Techniques
Clinical interviewing
Case study in detail Ethical and Professional issues
Continuous Assessment Pattern
Internal Assessment (IA)
Mid Term Test (MTE)
End Term Test (ETE)
Total Marks
20 30 50 100
Name of The Course Practicum C
Course Code BAPY2006
Prerequisite Understanding of basic theoretical concepts
Corequisite
Antirequisite
L T P C
0 0 6 3
Course Objectives: Gaining applied experience of theoretical concepts
Course Outcomes:
CO1 Enable the students to understand the processes and steps involved in conducting
the psychological experiments
CO2 Enable the students to understand the processes and steps involved in administering the
psychological tests
CO3 Clarifies the process of developing an insight into their own and others’ behaviour
CO4 Developing the students ability to apply the key principles of research methods in psychology
CO5 Imparting the skills in the students necessary for selecting and applying different tests for different purpose such as diagnosing disorder, assessing mental health, learning process, etc
CO6 Developing underlying mental processes by using different psychological assessment tools.
Text Book (s)
As recommended by the concerned teacher
Reference Book (s)
As recommended by the concerned teacher
Unit 1
• Aptitude test/ • 16 P.F.( Personality Factor)
Unit-2
• Tactile Perception/
• Stress Management
Unit-3
•
•
IPAT Anxiety Test/
Emotions
Continuous Assessment Pattern
Internal Assessment (IA)
Mid Term Test (MTE)
End Term Test (ETE)
Total Marks
50 00 50 100
Course Code Course Name L T P C
ENVS1001
ENERGY AND ENVIRONMENTAL SCIENCES
3 0 0 3
Course Content Unit I: Environment and Natural Resources 10 Lectures Definition, scope, importance, need for public awareness, Environmental Management Systems its objectives, components, EIA, Natural Resources – forest resources – use, exploitation, deforestation, construction of multipurpose dams – effect on forests, Water resources – use of surface and subsurface water; effect of floods, drought, water conflicts, Mineral resources –Use and exploitation, environmental effects of extracting and using mineral resources, Food resources – food problems, advantage and disadvantage of fertilizers & pesticides, effect on environment, Energy resources – need to develop renewable energy, land resources – Land degradation, landslides, soil erosion, desertification & case studies. Unit II: Chemical Toxicology 7 Lectures Toxic chemicals in the environment, Impact of toxic chemicals on enzymes, biochemical effects of arsenic, cadmium, lead, chromium, mercury, biochemical effects of pesticides Unit III: Environmental Pollution 10 Lectures Definition – Causes, pollution effects and control measures of Air, Water, Soil, Marine, Noise, Thermal, Nuclear hazards. Solid waste management: causes, effects and control measures of urban and industrial wastes, pollution measures, case studies, Disaster management: floods, earthquake, cyclone and landslides. Unit IV: Social Issues, Human Population and the Environment 10 Lectures Urban problems related to energy & sustainable development, water conservation, problems related to rehabilitation – case studies, Consumerism and waste products - Environment Protection Act, Air, Water, Wildlife, Forest Conservation Act, Environmental legislation and public awareness. Population growth, variation among nations, Population explosion, Environment and human health, Value Education, Women and Child Welfare, Role of Information Technology – Visit to local polluted site /Case Studies. Unit V: Green Chemistry 4 Lectures Introduction, Basic principles of green technology, concept of Atom economy, Tools of Green technology, zero waste technology. Text Books T1. Environmental Studies, Anubha Kaushik, C P Kaushik, New Age International Publishers, 2008, ISBN:978-81-224-2159-0. T2. Environmental Studies, Suresh K. Dhameja, S.K. Kataria and Sons , 2008, ISBN: 81-88458-77-5 T3. Text Book of Environmental Studies, Erach Bharucha, University Press (India) Private Limited, 2005, ISBN: 978 81 7371 540 2 T4. Environmental Studies (From Crisis to Cure) Second Edition. , R. Rajagopalan, Oxford University Press, 2012, ISBN 0-19-807208-2. T5. Environmental Studies, Ranu Gadi, Sunitta Rattan, Sushmita Mohapatra, S.K. Kataria and Sons, 2008, ISBN: 81-89757-98-9. Reference Books/ Other Study material R1. Environmental Studies , Benny Joseph , Tata McGraw Hill Education Private Limited, 2009, ISBN: 987-0-07-064813-5. R2. Environmental Studies, Anindita Basak, Pearson Education, 2009, ISBN: 978-81-317-2118-6. R3. Principles of Environmental Science (Inquiry and Applications), William P. Cunningham & Mary Ann Cunningham, Tata McGraw Hill Education Private Limited, 2007, ISBN: 987-0-07-064772-0. Mode of Evaluation Quiz, Assignment, Seminar and Written Examination Course Outcomes At the end of the course, the student will be able to:
1. Identify the scope and importance of studying the environment and analyze the
problems associated with various natural resources. (K4)
2. Determine the harmful effects of toxic chemicals on living beings and environment.
(K2) 3. Identify the harmful effects of environmental pollution and apply suitable control
methods. (K4) 4. Analyze the different social issues affecting the society and environment. (K4) 5. Interpret and utilize the different tools of Green Chemistry towards generating a zero
waste environment (K3)
Course Title: Personality Development and Stress Management
Course Code: SLPD2001
Course Description- Understanding of various sources of stress, stressor and personality
development of an individual using suitable Psychological tool.
Course Objectives- It would inculcate understanding of various stress management tool
and personality development technique available in psychology.
Course Outcome:
After completing the course, the students are expected to know the following: Students will
be able to understand the issues and themes causes stress. Nature and scope of personality
development of an individual and its practical implication. Different approaches towards
personality and other developmental process- Psychoanalytic, Social Learning and
Humanistic existential. Understanding technique of various stress management technique
and appropriate use of it in different conditions.
Sample Reading- Barun, K. Mitra (2012). Personality Development and Soft Skills. Oxford
University Press.
Ghanekar, Anjali. (2018). Managing Stress, Best Practices. Everest Publishing House.
Misra, G. (2009). Psychology in India, Vol 1: Basic Psychological Processes and Human
Development. India: Pearson.
Module1- Learning about sources of stress and its symptoms- Nature of stress: various
sources of stress -environmental, social, physiological and psychological; Symptoms of stress
- emotional response, physiological & behavioral.
Module 2- Learning to manage stress effectively- Methods - yoga, meditation, Vipassana,
relaxation techniques, clarifying problem, alternate actions, support (Problem focused)
emotion focused constructive approach.
Module 3- Personality, personality types and factors affecting personality development-
Personality – An Explanation; Categories of Personality; Importance of Self Image; How to
Identify the Personality Type; Factors Affecting Personality Development; The Role of These
Factors in Contributing to Personality Development.
Module 4- Soft Skills Development- Interpersonal Relationship: Understand Self – Different
Categories, Effect of Interpersonal Behavior of Interpersonal Relationship. Communication
Skills: Types of communications, communication barriers, strategies for good communication
skills.
Course Title : INDIAN FOREIGN POLICY
Course Code : SLFP2001
Program : BA (H) Applied Psychology
Semester : 3
Credits : 4
Version : 1.01
1.0 Course Description:
Introduction of Indian foreign policy is the prime moto of this course. Decision making process
at the apex level in the matter of external affairs of India is a very important process. This course
is made with the core intention to make acquainted the students with this. India’s role and its
standing in the International arena is another area which is significant and this course deals it
with ample base.
1.1 Course Objectives:
● To introduce the salient features of Indian Foreign Policy.
● To make able to understand the complicacies Indian Foreign Policy.
2. Course Pre-Requisites: None
3. Course Outcomes:
● Knowledge of salient features of Indian Foreign policy.
● Understanding of role of India in world politics and South Asian politics.
4. Prescribed Texts:
● Appadorai and M. S. Rajan eds. (1985) India’s Foreign Policy and relations, South Asian
Publishers, New Delhi.
● Sumit Ganguli eds (2009) India’s Foreign policy: Retrospect and Prospect, Oxford
University Press, New Delhi.
● Ghosh Peu, (2013), International Relations, third edition, Phi Publication.
4.1 Additional References:
● Khanna, V. N (2012), International Relations, third edition, Vikas Publication
House, New Delhi.
5. Pedagogy:
Various learning methods will be used to emphasize a cooperative learning format. Student led
Discussions and presentations will be combined with instructor facilitated experiences and
lectures.
Specific methods include:
● Lectures
● Class room discussions
● Projects and their presentations
6. Evaluation Scheme:
Assignment & Quiz (1,2 & 3) 20%
CAT 1 15%
CAT 2 15%
End Term Exam (3 hours) 50%
7. Detailed Outline of the Course:
1-
10
Foreign
Policy:
Meaning,
Scope and
Significance
● Nation-State and its
National Interest in the
Anarchic World System
● Principle of Continuity
and Change
M.Barnett. (2012).
Foreign Policy: Theories,
Actors, Cases. In Foreign
Policy: Theories, Actors,
Cases (p. 576). Retrieved
from
http://books.google.com/
books?id=niSmwgGX5V
8C&pgis=1
11-
20
Determinants
of Foreign
Policy and
India
● Salient Features of India’s
Foreign Policy: Historical
Background, Geopolitical
Status of the Country,
Social & Cultural
Determinants, Political
System and Decision
Making Process in India,
● Personality Factors: J L
Nehru, Lal Bahadur
Shastri, Indira Gandhi,
Rajiv Gandhi, P V
Narsimha Rao, I K Gujral,
Atal Behari Vajpaayi,
Manmohan Singh,
Narendra Modi
Rose, G. (1998).
Neoclassical Realism and
Theories of Foreign
Policy. World Politics,
51(1), 144–172.
https://doi.org/10.1017/S
0043887100007814
21-
30
India & The
World
• NAM
• India and UNSC Reforms
• India as a responsible
Nuclear State
• GeoEconomics and
Geopolitics
• India’s Relation with
USA, Russia and China
A. Appadorai and M. S.
Rajan eds. (1985) India’s
Foreign Policy and
relations, South Asian
Publishers, New Delhi.
31-
40
India and
South Asia
● India’s relations with its
Neighbours
● India and Indian Ocean
● Global Terrorism and
South Asia
Zurick, D. (1999). Lands
of conflict in South Asia.
Focus, 45(3), 33–37.
https://doi.org/10.1111/j.
1949-
8535.1999.tb00120.x
Name of The Course Personality and Self Development
Course Code BAPY3001
Prerequisite Understanding of self in real life
Corequisite
Antirequisite
L T P C
4 0 0 4
Course Objectives: The course material is intended to provide students’ with an understanding of
personal development. To know the different psychodynamic and psychosocial approaches of
personality. Understanding of self as per Indian and western view.
Course Outcomes:
CO1 Explain personality-related processes that underlie individual differences in behavior
CO2 Student will be equipped with understanding of Personality types and theories
CO3 Students will be able to make connections across various theoretical perspectives to see how they each can contribute to a more complete understanding of human behavior.
CO4 To be aware from Indian and western philosophy about self
CO5 Awareness about yoga therapy, Buddhism, Jainism and ancient Indian approaches
CO6 Students will be able to apply course concepts to their understanding and interpretation of real life situations.
Text Book (s)
• Albert Ellis, Mike Abrams & Lidia Abrams (2009) Personality Theories: Critical Perspectives. SAGE Publications, Inc.
th
• Hall, G.C., Lindzey, G., & Campbell, J.C. (1998). Theories of personality, (4 York: Wiley.
ed.). New
• Hjelle, L.A. & Zeigler, D.J. (1991). Personality theories : Basic assumptions, research and nd
applications. (2 ed.) New York: McGraw Hill.
• Mischel, W. (1976). Introduction to personality. New York : Holt Reinhart & Winston.
• Pervin, A. (1984). Personality: Theory and research. New York: John Wiley & Sons.
Reference Book (s)
• Friedman, H.S. & Schustack, M.W. (2003). Personality; Classic theory and modern research nd
(2 ed.) Singapore: Pearson Education
• Herlock, E.B.C.( ) Personality Development New York: Mc Ghram Hill
Detailed outline of the course
Unit-1 Introduction
Definition, nature and scope of personality
Determinants of Personality: Biological, environmental, social and family
Unit-2 Psychodynamic & Behaviouristic
Psychodynamic and psychosocial approaches : Freud and Erikson
Behaviouristic and social learning approaches: Skinner, Bandura and Mischel.
Unit-3 Humanistic and existential approaches
Humanistic and phenomenological approaches: Rogers and Kelly.
Existential approaches: Rollo May, Victor Frankl
Unit-4 Self
Self: Concept & identity, Indian and western view of self
Indian views: Yoga, Budhism & Sufism
Continuous Assessment Pattern
Internal Assessment (IA)
Mid Term Test (MTE)
End Term Test (ETE)
Total Marks
20 30 50 100
Name of The Course Psychology of Gender
Course Code BAPY3002
Prerequisite Understanding of basic human Psychology
Corequisite
Antirequisite
L T P C
4 0 0 4
Course Objectives: To develop understanding of psychological issues related to gender
Course Outcomes:
CO1 Expand upon the binary conceptualizations of both sex and gender by differentiating the
biological concept of sex as manifested in maleness and femaleness, from the cultural concept
of gender, as manifested in masculinity and femininity.
CO2 Identify and describe gender stereotypes and their role in one’s gender identity
CO3 Learn the biological (nature) theory of gender development throughout the life span outline various dimensions, factors, and processes of the construction of gender.
CO4 Learn the social psychological (nurture) theory of gender development throughout the life span outline various dimensions, factors, and processes of the construction of gender.
CO5 Recognize the role of gender in relationships, the family, education/work/career
CO6 Describe in detail traditional and contemporary approaches to gender in psychology.
Text Book (s)
• The psychology of gender and sexuality:An introduction. Wendy Stainton Rogers And Rex Stainton Rogers
• Femininity/Masculinity Jan E. Stets and Peter J. Burke Department of Sociology, washington
State University. Pp. 997-1005 in Edgar F. Borgatta and Rhonda J. V. Montgomery (Eds.),
Encyclopedia of Sociology, Revised Edition. New York: Macmillan
Detailed outline of the course
Unit-1 Understanding of Gender
Gender: biological theory, Gender roles, Gender stereotypes during adolescence, social construction
Unit-2 Femininity/masculinity
Femininity/masculinity: The Roots of Femininity/Masculinity The Development of Femininity and Masculinity, gender identity Gender Theories: Simone de Beauvoir, Betty Friedan
Unit-3 Gender Issues
Feminist challenges, New men, new women, new relationships? Changes in values , women labor force, Participation
Unit-4 Women In India
Women in India, work of Uma chakarborty, Madhu keshvar and others. Gender Sensitization and education by Surchi bhattia.
Continuous Assessment Pattern
Internal Assessment (IA)
Mid Term Test (MTE)
End Term Test (ETE)
Total Marks
20 30 50 100
Programme : B.A.(H) Applied Psychology
Batch : 2018-2021
Semester : I
Course Title : Educational Psychology
Course Code : BAPY3012
Version : 1.01
Credits : 4
1.0 Course Description
Develop understanding of the nature and significance of educational psychology and highlight the importance of social
and psychological perspectives. Critical understanding of holistic approach to education.
2.0 Course Objectives:
To understand psychology of health, Management of stress and healthy life style.
3.0 Course Pre requisite: Understating General Psychology
4.0 Course Outcome:
1- To understand the applications of psychology in the area of education.
2- demonstrate the knowledge and ability to think critically about educational psychology theory.
3- apply theories of educational psychology to the interpretation of classroom practices and student behavior.
4- describe the basic principles of child and adolescent development and apply them to the classroom.
5- Students will be able to assist children with special needs and guide their parents and teachers.
5.0 Prescribed Text:
• Santrock John W. (2010) Educational Psychology, Inwin Professional Publishers, Delhi.
• Slavin, R. (2008). Educational psychology: Theory into practice, (9th ed.). Boston: Allyn and Bacon.
• Woolfolk Anita (2004) Educational Psychology, 9th Edition, Alyyn and Bacon, Boston.
• Woolfolk Anita &Woolfolk Hoy Anita (2008) Educational Psychology, Pearson, New Delhi
6.0 Pedagogy
The delivery of course will be a mix of lectures, and group discussion and presentations, practicals and reflective
exercises
7 .0 Evaluation Scheme:
Weight age (Percentage)
• Assignment , Quizzes & Practical’s 20%
• CAT 1 * 15%
• CAT 2 15%
• End Term Exam (3 hours) 50%
*continuous Assessment Test 8.0 Detailed Outline of the course:
Session
No. Module Course Details
L T P C
4 0 0 4
Core
Reading
1-10 Module I
Introduction
Introduction to Educational
Psychology: Nature, scope & relevance
of Educational Psychology; Conceptual
and Theoretical Perspectives in
Educational Psychology: Behaviouristic
and Social Learning, Cognitive &
Humanistic Perspectives,
Constructivism
Given in the
text book
11-20
Module II
Human Diversity
Human Diversity and Education:
Differences in Cognitive Styles &
Learning Strategies, Readiness for
Learning & Classroom Achievement,
Intelligence, Creativity & Personality;
Socio-cultural, Differences: Gender,
Socio-Economic Status, Regional,
Ethnic & Linguistic Diversity
Given in the
text book
21-30 Module III
Effective Teaching
Effective Teaching and Classroom
Management: Characteristics of
Effective Teachers; Teaching Methods
& Issues related to Technological
Advances; Classroom Management
Given in the
text book
30-40
Module IV
Exceptionality and
Special Education
Conceptualizing Exceptionality:
Categorization, Labelling and its
educational implications;
Responsibilities of Teachers towards
learners with Special Needs
Given in the
text book
Name of The Course Communication Skills
Course Code BAPY3013
Prerequisite Understanding of Psychology of communication
Corequisite
Antirequisite
L T P C
4 0 0 4
Course Objectives: To develop understanding of theories of communication and application of
findings in our personal and professional life
Course Outcomes:
CO1 Students will recognize the nature of communication, its process and its impact on interpersonal relationships and on work productivity in the organizations.
CO2 Students will develop understanding with a number of interpersonal and organizational communication channels in dealing with organisational issues or problems.
CO3 Students will develop skills for diagnosing communication problems and using concrete methods to manage communication in organizations.
CO4 Students will effectively utilize conflict intervention strategies and negotiation skills in the resolution of conflict.
CO5 Students will integrate and appropriately apply scientifically proven communication techniques in analyzing, managing and resolving various organizational problems
CO6 Students will get knowledge about recent advancement in the communication field.
Text Book (s)
th
• Adler, R.B & Rooman, G. (2006). Understanding Human Communication, 9 Oxford University Press.
Ed. Oxford:
• Corcoran, N. (Ed) (2007). Communicating Health-Strategic for Health Promotion.
New Delhi: Sage.
• Fisher, D. (2006). Communication in Organizations. New Delhi: Jaico Publishing House.
Reference Book (s)
• Trenholm, S. & Jensen, A. (2008). Interpersonal Communication, 6th Ed. New
York: Oxford University Press
Detailed outline of the course
Unit-1 Interpersonal communication
Definition of Interpersonal Communication, General Characteristics, Process- linear view, Concept of Communicative Competence and skills
Unit-2 Communication Skill
Characteristics of Effective Communicator; Types of Interpersonal Communication Skills:- Verbal skills and non-Verbal Communication Skills – General Characteristics.
Unit-3 Barriers in communication and conflict management
Psychological barriers in communication: Defensiveness, self preoccupation, cultural barriers. Game theory, Conflict management: overcoming communication barriers. Negotiation
Unit-4 Application areas of Communication
Significance of communication skills in interpersonal relationships, group performance, media, health promotion etc
Continuous Assessment Pattern
Internal Assessment (IA)
Mid Term Test (MTE)
End Term Test (ETE)
Total Marks
20 30 50 100
Name of The Course Human Resource Management
Course Code BAPY3010
Prerequisite Understanding general psychology
Corequisite
Antirequisite
L T P C
4 0 0 4
Course Objectives: The field of organizational behavior (OB) is about understanding how people and
groups in organizations behave, react, and interpret events. It also describes the role of
organizational systems, structures, and processes in studying behavior, and explains how organizations
really work.
Course Outcomes:
CO1 Identify key theoretical aspects and practical applications of organizational behavior
CO2 Apply OB concepts and theories to analyze and improve work situations
CO3 Understand and leverage your own traits and OB competencies in the workplace for professional success and as a potential organizational leader
CO4 Improve your skills in reacting appropriately to organizational situations using OB concepts
CO5 Improve your ability to create and maintain healthy and productive work environments
Text Book (s)
• Organization Theory: From Chester Barnard to the Present and BeyondBy Oliver E. Williamson Oxford University Press, 1995 (Expanded edition)
• Organizational Behavior: Foundations, Theories, and AnalysesBy John B. Miner Oxford University Press, 2002
• Organizational Behaviour: Performance Management in PracticeBy Richard Pettinger Routledge, 2010
Reference Book (s)
Detailed outline of the course
Unit-1 Communication
Exploring communication in organizations , meaning and function. Effective communication.
Unit-2 Decision making
Understanding decision making as a process. Modules of decision making.
Unit-3 Power and Conflict
Understanding power and organizational politics, nature of power , basis of power.
Unit-4 Organisational Effectiveness
Understanding organizational effectiveness and organizational culture. Models of effectiveness , organizational culture, meaning and definition.
Continuous Assessment Pattern
Internal Assessment (IA)
Mid Term Test (MTE)
End Term Test (ETE)
Total Marks
20 30 50 100
Name of The Course Therapeutic Intervention
Course Code BAPY3011
Prerequisite Basic understanding of clinical psychology
Corequisite
Antirequisite
L T P C
4 0 0 4
Course Objectives: To acquaint the students with -
1) current systems of classification of mental disorders.
2) current paradigms in psychopathology.
3) the symptomatology of different psychological disorders.
4) the etiology and therapies of the disorders with respect to theoretical approaches.
Course Outcomes:
CO1 Understanding the procedures of different behaviour and cognitive therapies used in clinical psychology
CO2 Learning humanistic and existential therapeutic techniques
CO3 Understanding the role of religious and spiritual practices in clinical intervention.
CO4 Ability to effectively use yoga as a therapeutic modality through the integration of diverse approaches.
CO5 Developing skills for relaxation techniques and biofeedback machines
CO6 Gain a working understanding of the application of clinical intervention modalities for specific, common clinical conditions.
Text Book (s)
• Korchin, S.J. (1979) Modem Clinical Psychology (Harper).
• Garfield & Bergin, (1978) Handbook of Psychotherapy and Behavior change, New York:
Wiley.
• Woleman, B.B. (1984) Handbook of Clinical Psychology, New York: Wiley.
• Wolpe and Lazaras (1978): Behavior Therapy Techniques, New York: Elmsford.
• Phil Yalom, I.D. (1975). The Theory and Practice of Group Psychotherapy. New
York.:Basic Books.
• Kendall & Butcher (1982). Hand Book of Research Methods in Clinical Psychology , New
York.: Wiley.
• Semenoff, B. (1976) Projective Techniques, London: Wiley.
• Weiner, J. (1979): Clinical Methods, New York: Wiley.
Reference Book (s)
• Garfield, S. L. (1974) : “Clinical Psychology : The Study of Personality and Behaviour”.
• Garfield S. L. : “Introduction to Clinical Psychology” The McMillan Company, New York.
• Mathur, S. S. (1985) : "Clinical Psychology", Vinod Pustak Mandir, Agra.
• Neiszal, M. T., Bernsten (1995) : “Introduction to Clinical Psychology”, 2nd Ed.
• Walker, C. E. (Ed.) : “Clinical Practice of Psychology”, Pregman Press, New York.
• Weiner, B. (1983) : "Clinical Methods in Psychology", N. Y., John-Wiley and Sons.
• Wolman, Benjamine, B. : “Handbook of Clinical Psychology”, McGraw Hill Company.
• Korchin, S.J. (1979) Modem Clinical Psychology (Harper).
• Garfield & Bergin, (1978) Handbook of Psychotherapy and Behavior change, New York:
Wiley.
• Wolpe and Lazaras (1978): Behavior Therapy Techniques, New York: Elmsford.
• Phil Yalom, I.D. (1975). The Theory and Practice of Group Psychotherapy. New
York.:Basic Books.
Unit-1 Behavioural and Cognitive behavioural
Systematic desensitization
Token economy Beck’s cognitive therapy Ellis’s rational emotive behavior therapy
Unit-2 Humanistic and Existential
Client centered therapy Logo therapy Existential therapy
Unit-3 Religions and spiritual
Holistic: Meditation,
clinically standardized meditation
Religions: Prayer, reading, scripture
Yoga therapy
Unit-4 Relaxation training and bio medical therapies
Concept of relaxation and purpose of relaxation training Bio-feedback relaxation
Jacobson muscular relaxation, Benson’s relaxation training
Continuous Assessment Pattern
Internal Assessment (IA)
Mid Term Test (MTE)
End Term Test (ETE)
Total Marks
20 30 50 100
Name of The Course Systems and Schools of Indian Psychology
Course Code BAPY3014
Prerequisite Basic understanding of psychology
Corequisite
Antirequisite
L T P C
4 0 0 4
Course Objectives: To acquaint the students with –different school of thoughts
Course Outcomes:
CO1 Current systems of psychological thoughts in India.
CO2 Current paradigms in psychopathology.
CO3 Distinct features of different psychological thoughts.
CO4 Advantages with respect to theoretical approaches
CO5 Learning humanistic existential therapeutic techniques
CO6 Understanding the role of religious and spiritual practices in clinical intervention
Text Book (s)
• Rao, K. R., Paranjpe, A. C., & Dalal, A. K. (Eds.) (2008). Handbook of Indian Psychology. New Delhi: Foundation Books.
Detailed Outline of the Course
Unit-1 Indian Thought and Tradition
Characteristics of Indian Psyche;Origins of Psychological Thought in Ancient India: Muni-Yati and Rsi Traditions, Sruti and Smrti, Vedic, Post-Vedic, Neo-Vedic and Sophistic Philosophies; Notions about Psyche, Mind and Mental Functions.
Unit-2 Yoga Psychology
Yoga Theory, Definitions of Yoga, Psychological Assumptions, States of the Mind, Yoga Practice, Applied aspect of Yoga Psychology, Comparison between Samkhya and Vedanta perspectives on Yoga
Unit-3 Buddhist Psychology
Foundations of Early Buddhist Psychology: Thought, Mind, Consciousness; Basic Constructs of Buddhist Psychology: Buddhist theory of Unconscious Mind, The Indian Buddhist Conception of Persons.
Unit-4 Jaina Psychology
Consciousness and Conscious Attentiveness (Upayoga), Evolvent Nature of Conscious Reality,Jaina Concept of Self, Jaina Concept of Cognition and Mind, Mind and Body Interaction.
Continuous Assessment Pattern
Internal Assessment (IA)
Mid Term Test (MTE)
End Term Test (ETE)
Total Marks
20 30 50 100
Name of The Course Practicum D
Course Code BAPY3004
Prerequisite Basic understanding of theories of Psychology
Corequisite
Antirequisite
L T P C
0 0 6 3
Course Objectives:
• Primary knowledge of how a research is designed.
• How the hypothesis is formulated and along with objective, data analysis, interpretation and conclusion.
• Reading out to the meaningful conclusion. Practical File: The major outcome of this course is a document containing the description from planning, organising the issue practices related to research questions, procedure to data collection, data analysis and report to be submitted in the lab.
Course Outcomes:
CO1 Enable the students to understand the processes and steps involved in conducting
the psychological experiments
CO2 Enable the students to understand the processes and steps involved in administering the
psychological tests
CO3 Clarifies the process of developing an insight into their own and others’ behaviour
CO4 Developing the students ability to apply the key principles of research methods in psychology
CO5 Imparting the skills in the students necessary for selecting and applying different tests for different purpose such as diagnosing disorder, assessing mental health, learning process, etc
CO6 Developing underlying mental processes by using different psychological assessment tools.
Text Book (s)
As recommended by the concerned teacher
Unit-1
• Stroop effect/ • Memory test
Unit-2
• Interest Test/ • Organisation of Memory
Unit-3
• Case study/ • Leadership Style
Continuous Assessment Pattern
Internal Assessment (IA)
Mid Term Test (MTE)
End Term Test (ETE)
Total Marks
50 00 50 100
Name of The Course Social Relations
Course Code SLSR2001
Prerequisite None
Corequisite None
Antirequisite None
L T P C
4 0 0 4
Course Objectives:
• Understand the history and nature and scope of the Introduction to Psychology as
a fields of study
• Introduce you to major concepts and frameworks of psychological concepts such
as Sensory and Perceptual Processes, Intelligence and Creativity.
• Introduce you to major theoretical concepts of Learning for e.g., Classical,
Operant, Cognitive and Observational Learning
• Majorly acquainted with the Motivation part of Experimental Psychology with
their theories such as Nature, types, and theories: McDougal, Maslow, McClelland
• The course will also familiarizes the students about the Emotions- Nature and
theories: James- Lange, Cannon –Bard
Course Outcomes: On successful completion of this course students will be able to-
CO1 To develop an understanding of the basic characteristics of social relations and
their significance for society and culture
CO2 To understand cultural variations in social relations
CO3 To understand different types of social relations and kinship Organizations in
the social domain
CO4 To understand the impact of social relations on the individual
CO5 To have the ability to rethink some of their cultural assumptions about social
relations
CO6 To examine impact of Industrialization on social relations
Text Book (s)
• Reading-1 J. C Alexander.1990 Culture and Society: Contemporary Debates,
USA: Cambridge University Press.
• Reading-2 Bose, N.K. 1967, Culture and Society in India. Bombay : Asia
Publishing House
Reference Book (s)
Unit-1
15 hours
Introduction: Meaning of Social relations, society and culture , Social relations as
Social capital, Gift Exchange, gender
Unit-2
10 hours
Kinship and social relations, kinship as basic social ties
Unit-3
10 hours
Marriage, Different types of Social relations: Joking, avoidance
Unit-4
10 hours
Incest, Incest taboo, friends,
Unit 5
alliance, acquaintance
Unit -6 Customs ,Traditions, rituals and Ceremonies
Continuous Assessment Pattern
Internal Assessment
(IA)
Mid Term Test
(MTE)
End Term Test
(ETE)
Total Marks
20 30 50 100
Course Name: Global Economic Issues
Course Code: SLGE2001
L T P C
School SHSS 3 0 10 8
L 45 T 0 P 150
1
2
3
4
5
1
2
3
4
1
2
3
4
1
2
3
4
Unit 4
The Economics of Climate Change
Climate Change and the Economy: Finance & Development
How Climate and Competitiveness Fit Together: from Leveling the Carbon Playing Field
Global Warming and Agriculture: Finance and Development
emissions and its solution through green tax, low emission technology
Date of Approval
Pedagogy toolsScaleup Lecture
Unit 3
Pedagogy toolsScaleup Lecture
Scaleup Lecture
Unit 2
Version
Alternate Exposure
Pre-requisites
Global coopration
Unit 1
Growing Income Inequality
Co-requisites
Course
Outcomes
Specific
Instructional
Objectives
Text Books
Reference Books
Pedagogy tools
Catalog
Description
Poverty
<Text>
The Rise of the BRICs and Frontier Economies
Emerging at Last: Economist
The Rise of Africa’s “Frontier” Markets: Finance and Development
Testimony to U.S. House Committee on Ways and Means: China
The Outsourcing Bogeyman: Foreign Affairs
Economics Focus: A Tale of Two Worlds: Economist
EMs Try a Different Sort of Medicine: But Will it Work?: Global Economics Weekly
Lomborg, Bjorn, ed. 2004. Global Crises, Global Solutions. Cambridge, United Kingdom: Cambridge
University Press.
Joseph P. Daniels , David D. VanHoose, Global Economic Issues and Policies ; Routledge N. Y.
Sachs, Jeffrey D. 2005. The End of Poverty: Economic Possibilities for Our Time. NewYork: Penguin Press. (See
especially Chapter 1.
Stiglitz, Joseph E. 2003. Globalization and Its Discontents. New York: Norton. ( Chapter 2.)
Apply concepts global enironment/emissions on production
To prepare students to know the problems generated through inequalities of income
Apply fundamentals of poverty to increase world's production and consumption.
Explain the fundamental principles global economic cooperation to benefit each other.
Total Number of Contact Hours
21-May-11
School of Libral Arts
Analyse the impact of high emissions on production.
Understand the problem of poverty and on global economy.
Understand the global economic concerns of migration
Analyse the impact of income inequalities
Number of Lecture Hours 10
Number of Lecture Hours 10
Income Inequality Paradox ; income polarization;
low inflation and low levels of wage growth;
and the continuing need for global cooperation.Technology Driving Change in Job.
Number of Lecture Hours 10 Poverty: What Matters and What Can We Do?
The World’s Silver Lining: Economist
Asia’s Rich and Poor: Economist
Economics Focus: Cheap and Cheerful: Economist
Economics Focus: Krugman’s Conundrum: Economist
Number of Lecture Hours 10
Name of The Course Psychological assessment
Course Code BAPY3007
Prerequisite Understanding of General Psychology
Corequisite
Antirequisite
L T P C
4 0 0 4
Course Objectives:
The focus of this paper is to increase students awareness about different method of personality
assessment.
Course Outcomes:
CO1 Demonstrate competence in the selection, administration, and scoring of assessment measures
CO2 Different technique of personality assessment and identifify the most useful technique for certain condition
CO3 Knowledge of application of Psychological testing
CO4 Understanding of Behavioural assessment and testing
CO5 Demonstrate knowledge and understanding of basic psychometric principles and their relevance to psychological testing and assessment..
CO6 Demonstrate knowledge and understanding of the impact of contextual factors on test interpretation and the related distinction between ‘testing’ and ‘assessment’.
Text Book (s)
• Ben‐Porath, Y. S. (2003). Assessing personality and psychopathology with self‐report inventories. In J.R. Graham & J.A. Naglieri (Eds.), Handbook of Psychology , (Vol. 10, pp. 553‐578).
• Hoboken, NJ: John Wiley & Sons, IncHelmes, E., & Reddon, J.R. (1993). A perspective on
developments in assessing psychopathology: A critical review of the MMPI and MMPI.
• Hibbard, S. (2003). A critique of Lilienfeld et al.’s (2000) “The scientific status of projective
techniques.” Journal of Personality Assessment, 80, 260‐2712. Psychological Bulletin,113, 45
3‐471
Reference Book (s)
• Society for Personality Assessment (2005). The Status of the Rorschach in Clinical and Foren sic Practice: An Official Statement by the Board of Hasan,Q.(199). Personality Assessment. New Delhi: Gyan Publishing House.
Detailed outline of the course
Unit-1 Introduction
Personality Assessment, Different technique of personality assessment. Concept and delimits,
Approaches to personality assessment: ideographic and nomothetic, Distinction between
assessment and test , assessment and measurement
Unit-2 Behavioral assessment
Self monitoring, observation, features of behavioral assessment
Unit-3 Projective techniques
Unstructured : Rorschach, Semi structured: Rosenweig picture frustration test and sentence completion test
Unit-4 Testing
Types of personality tests, application of psychological testing, report writing
Continuous Assessment Pattern
Internal Assessment (IA)
Mid Term Test (MTE)
End Term Test (ETE)
Total Marks
20 30 50 100
Unit-1 Introduction
Concept of Leadership, Why Do We Need To Understand Leadership,
Need for Organizational Leadership: A Historical Perspective
Unit-2 Leadership in Global Context
Understanding The Globalization And Organizational Leadership Requirements, Global Leadership And Competency, Why We Need To Understand The Global Leadership
Unit-3 Ethics and Leadership
Meaning And Importance, Ethical Justifications Of Leader Behaviour, What Leaders Can Do Prepare themselves to Work As Ethical Leaders.
Unit-4 Leadership Styles
Different styles and models of leadership, Environment, Culture And Leadership: Implications For Today’s Leaders, Leadership Typology and theoretical assumptions
Name of The Course Leadership Training and Facilitation
Course Code BAPY3008
Prerequisite Basic knowledge of inter personal skill and social psychology
Corequisite
Antirequisite
L T P C
4 0 0 4
Course Objectives: Studying leadership becomes not only a necessity but compulsion for growth
and development.
Course Outcomes:
CO1 This paper will be making the students learn and practice the essence of leadership in their personal and work lives
CO2 Assessing the value of key psychological approaches for understanding leadership
CO3 Understanding the principles of how behaviour relates to organisational performance
CO4 Students examine the theory and research of the contingent and dynamic process of leadership
CO5 Students refine and further develop their understanding of personal strengths, values, and growth opportunities in the context of team, group, and organizational leadership, as well as through the creation of a leadership vision and professional development plan
CO6 Understanding psychological, cognitive, and social issues in leadership that will introduce students to the basic principles of operating as an ethical leader in organizations
Text Book (s)
• The New Leader: Transforming the Art of Leadership to the Science of Success; Daniel Goleman, Richard Boyatzis & Annie McKee, Little, Brown, 2002
• Leadership: Limits and Possibilities ;Keith Grint, , Palgrave MacMillan, 2005.
Reference Book (s)
• The Power of Collective Wisdom: and the Trap of Collective Folly ,Alan Briskin, Sheryl Erickson,John Ott & Tom Callanan, , Berrett-Koehler, 2009.
• Leadership: A Critical Text, Simon Western, Sage, 2008
Detailed outline of the course
T
Continuous Assessment Pattern
Internal Assessment (IA)
Mid Term Test (MTE)
End Term Test (ETE)
Total Marks
20 30 50 100
Name of The Course Practicum based on intelligence test and performance battery
Course Code BAPY3009
Prerequisite Basic understanding of theories of Psychology
Corequisite
Antirequisite
L T P C
0 0 6 3
Course Objectives: Gaining applied experience of theoretical concepts
• Primary knowledge of how a research is designed.
• How the hypothesis is formulated and along with objective, data analysis, interpretation and conclusion.
• Reading out to the meaningful conclusion.
Practical File: The major outcome of this course is a document containing the description from planning, organising the issue practices related to research questions, procedure to data collection, data analysis and report to be submitted in the lab.
Course Outcomes:
CO1 Enable the students to understand the processes and steps involved in conducting
the psychological experiments
CO2 Enable the students to understand the processes and steps involved in administering the
psychological tests
CO3 Clarifies the process of developing an insight into their own and others’ behaviour
CO4 Developing the students ability to apply the key principles of research methods in psychology
CO5 Imparting the skills in the students necessary for selecting and applying different tests for different purpose such as diagnosing disorder, assessing mental health, learning process, etc
CO6 Developing underlying mental processes by using different psychological assessment tools.
Text Book (s)
As recommended by the concerned teacher
Reference Book (s)
As recommended by the concerned teacher
Unit-1
•
• Semi projective test/
Specific Disability Test
Unit-2
• Intelligence test/ • Personality Test
Unit-3
• Clinical Case study/
• Leadership Style
Unit-4 • Content analysis
• Mini Mental status Examination
Continuous Assessment Pattern
Internal Assessment (IA)
Mid Term Test (MTE)
End Term Test (ETE)
Total Marks
50 00 50 100
Name of The Course Major Graduate Thesis
Course Code BAPY9999
Prerequisite Understanding of research work
Corequisite
Antirequisite
L T P C
0 2 0 8
Course Outcomes CO1 Validate their logic clearly and comprehensively in writing and orally
CO2 Examine literature and literature review from various publications
CO3 Develop research skills to expand their arguments from various perspective
CO4 Evaluate and formulate hypothesis for required problems and theories
CO5 Create research questions and apply relevant methods for data analysis
CO6 Apply their knowledge of academic writing in creating the thesis
Text Book (s) As prescribed by the supervisor
Reference Book (s) As prescribed by the supervisor
Continuous Assessment Pattern
Internal Assessment
(IA)
Mid Term Test
(MTE)
End Term Test
(ETE)
Total Marks
50 00 50 100
Name of The Course Globalization and Culture
Course Code SLGC2001
Prerequisite None
Co requisite None
Anti requisite None
L T P C
4 0 0 4
Course Objectives: This course aims to , we will study the different ways in which we can understand the ever-
changing, interactive relationships between local and global cultural settings. We will discuss different themes,
concepts and theories that address the relations between the global and the local, to identity formation, modernity,
cyber-culture, and intercultural issues
Course Outcomes: On successful completion of this course students will be able to-
CO1 Enable students to understand the concept of Culture & Globalization
CO2 Explore the effects of globalization on culture
CO3 Examine the economic, political, social, cultural issues related to the process of globalization.
CO4 Debate on various aspects of globalization and their impact on developing countries.
CO5 Conduct a critical study on globalization in post modern era.
CO6 Demonstrate the impact of global culture on various aspects of social Life.
Text Book (s)
• Nederveen Pieterse, Jan. Globalization & Culture. Lanham, Maryland: Rowman & Littlefield, 2009
• Parekh, Bikhu. Rethinking Multiculturalism: Cultural Diversity and Political Theory. New York:
Palgrave MacMillan, 2006.
• Eriksen, Thomas Hylland. Globalization. Edition 2. The Key Concepts. New York: Berg, 2014.
• Robertson, R. Globalization: Social theory and global culture. London: Sage. Publishers. 1992
• Tomlinson, J. Cultural Imperialism: A Critical Introduction. London: Pinter. 1991
• Tomlinson, J. Globalization and Culture. Cambridge: Polity. 1999
• John Storey, ed., Cultural Theory and Popular Culture: A Reader, Fourth Edition. 2009
• Jenkins, Henry. Convergence Culture: Where Old and New Media Collide, New York: New York
University Press, 2006
Reference Book (s)
• Tomlinson, J. Globalization and Culture. Cambridge: Polity. 1999
• Orwell, George Orwell. Animal Farm: A Fairy Story. UK: Penguin UK, 1945
• Friedman, Thomas L. The World Is Flat: A Brief History of the Twenty-first Century. Farrar, Straus
and Giroux, 2005
• Said W. Edward. Orientalism: Western Conceptions of the Orient.UK: Penguin, 197
Unit-1 15 hours
Meaning of Culture & civilization Globalization, Global cultures, Local cultures, The Integration of
Cultures like food, attires, Hollywood movies, common language, changes in family structures,
norms and values etc.
Unit-2 10 hours
The Global Village, Pop Culture, the concept of world is flat, Migration, Cyber-culture, Multi-
culture or Multiculturalism
Unit-3 10 hours
Ethno centrism, common means of communications such as social websites, Global Mono-cultural
Invasion: Myth or Reality
Unit-4 10 hours
Global values vs. Local values, and issue of common Identity, Globalization and Resistance, A
Clash of civilizations, Western Values vs. Islam, Global terrorism, Challenges
Unit-5 10 hours
Protecting Languages, Culture and Values, Reaffirmation of local Culture
A critical study of Globalization and post modernity.
Unit-6 10 hours
Impact of science, technology, media, internet on culture and ideology in developing nations.
Continuous Assessment Pattern
Internal Assessment
(IA)
Mid Term Test
(MTE)
End Term Test
(ETE)
Total Marks
20 30 50 100
Programme B.A. (H) Applied Psychology
Batch 2018 – 21
Semester IV
Course Title ACADEMIC AND PROFESSIONAL WRITING
Course Code SLAP2001
Version 1.00
Credits 3
Course Description
The course helps students learn fundamental concepts of academic writing so as to improve their
skills in academic writing. The course prepares students to face the challenges of their academic
and post-academic career and become a successful writer.
Course Objectives The objective of the course is to:
1. Develop an understanding of audience and its role in writing
2. Develop an understanding of issues of clarity, correctness, style, and readability
3. Practice writing academic prose that is clear, correct, and effective
4. Develop an understanding of MLA style to write a research paper 5. Know the structure of various forms of academic writing 6. Develop an understanding of the discipline through academic writing
Course Pre-requisite
• Understanding of English language
Course Outcomes
On the successful completion of the course, the student would be able to:
7. Recognize various problems of academic writing 8. Present a critical analysis of a problem 9. Know the logical structure and flow 10. Know the basics of MLA Style of writing research papers 11. Write various academic and research paper
12. Write a document as per need of the reader
Prescribed Topics:
Module 1: General Writing Rules: Audience (Reader-oriented writing, register, tone,
precision, clarity, grammar), Purpose/Strategy & Organization, Style & Flow (Inductive
and Deductive Methods, Problem and Solution Text)
Module 2: Punctuation, Articles, Voice, Register, Narrative
Module 3: Critical Reading and Writing, Analysis and Discussion
Module 4: Plagiarism, Avoiding Plagiarism: Quoting and Citations (MLA Style)
Module 5: Research Papers: Formats and Methods, Results, Discussion, Conclusions,
Abstracts and Acknowledgments (Peer Review Discussions and Arguments of two term papers)
Module 6: Thesis and Dissertation: Formats and Methods
*At the end of the semester the students will have to produce two term papers for evaluation
Prescribed Reading:
• Academic Writing for Graduate Students - Essential Tasks and Skills. Second Edition. John M. Swales and Christine B. Feak. The U. of Michigan Press, 2004.
• MLA Handbook for Writers of Research Paper 8th Edition. Modern Language
Association of America, New York, 2016.
• The Elements of International English Style. Fourth Edition. Edmond H. Weiss. M. E.
Sharp Inc., New York 2005.
Pedagogy
• The course will use the following pedagogical tools –
Lectures and discussions on concepts and
issues Interactive exercises
Paper writing/term papers
peer-review/group
discussion Paper
presentations
Evaluation Scheme
Description Weight age
(Percentage)
• Internal Assessment 20%
• CAT 1 * 15%
• CAT 2 15%
• End Term Exam (3 hours) 50%
*Continuous Assessment Test
Detailed Outlines of Course
SESSION WISE INSTRUCTION PLAN
Sessio
n
No
Modul
e
Topics
L T P J C
3 0 0 0 3
Core Reading
Additiona
l
Referenc
e
1-10 1 General Writing Rules: Audience
(Reader- oriented writing, register,
tone, precision, clarity, grammar),
Purpose/Strategy & Organization,
Style & Flow (Inductive and
Deductive Methods, Problem and
Solution Text), Punctuation, Articles, Voice
Academic Writing for
Graduate Students -
Essential Tasks and
Skills.
– John M. Swales
11-20 2 Plagiarism, Avoiding Plagiarism:
Quoting and Citations (MLA Style)
MLA Handbook for
Writers of Research
Paper 8th Edition
21-30 3 Research Papers: Formats and Methods, Results, Discussion, Conclusions, Abstracts and Acknowledgments (Peer Review Discussions and Arguments of two term papers)
Academic Writing for
Graduate Students -
Essential Tasks and
Skills.
– John M. Swales
and Christine B.
Feak
31-40 4 Thesis and Dissertation: Formats and Methods
Academic Writing for
Graduate Students -
Essential Tasks and
Skills.
– John M. Swales
and Christine B.
Feak