Scheme of Examination and

Courses of Reading for B.A. (Programme)

SEMESTER-I

SCHOOL OFOPEN LEARNING

University of Delhi

Syllabus Applicable for the students seeking admission to

B.A. (Programme) Course from 2020-21 onwards
 B.A. PROGRAMME SEMESTER – I

DISCIPLINE SPECIFIC CORE-COURSE (DSC)

1. Economics – (Principles of Microeconomics I)
2. Education (Basic Concepts and Ideas in Education)
3. English (Individual and Society)
4. Hindi (Hindi Bhasha aur Sahitya ka Itihas)
5. History (History of India from Earliest Times to 300 CE)
6. Mathematics (Calculus)
7. NHE (Fundamentals of Nutrition and Food Science)
8. Political Science – (Introduction to Political Theory)
9. Sanskrit – (Sanskrit Poetry)
10. Commerce (Any one) :
(i) Group : Human Resource Management - Human Resource Management
(ii) Group : Business Laws : Mercantile Law
Choose any Two
ABILITY ENHANCEMENT COMPULSORY COURSE (AECC)
Environmental Science OR OR
Communication / (Any one out of the four given below)
English A/B/C
Hindi
Tamil A/B
Urdu A/B/C
ENGLISH / MIL
English Language Through Literature
80% & above in class XII
English Fluency
- 60%-79% in class XII
English Proficiency
Below 60% in class XII
In case student has not studied English in Class XII, following
criteria is to be followed:
Up to Class X – Eng. Fluency
Up to Class VIII – Eng. Proficiency
10% relaxation in English marks for students who have English as
elective subject in class XII
A- for students who studied subject upto XII
B- for students who studied subject upto X
C- for students who studied subject upto VIII
Hindi: A/B/C
Hindi A: Aadhunik Bharatiya Bhasha - Hindi: Bhasha Aur Sahitya
Hindi B: Aadhunik Bharatiya Bhasha - Hindi: Bhasha Aur Sahitya
Hindi C: Aadhunik Bharatiya Bhasha - Hindi: Bhasha Aur Sahitya
Punjabi: A/B/C
Punjabi A: Punjabi Novel, Drama, and Functional Punjabi
Punjabi B: Modern Punjabi Prose and Functional Punjabi
Punjabi C: Punjabi Folk-Drama and Functional Punjabi

1
Tamil: A/B
Tamil A: History of Indian Language (Tamil)
Tamil B: Functional Grammar of the Language
Urdu: A/B/C
Urdu A: Study of Modern Urdu Prose and Poetry – I
Urdu B: Study of Modern Urdu Prose and Poetry – II
Urdu C: Urdu Nisab - I

Subjects in Lieu of MIL (Choose any one)

1. Economics: Principles of Microeconomics – I
(Not for students taking the same paper as DSC)
2. Political Science: Globalising World

2
 B.A. PROGRAMME SEMESTER – I
DSC
1. Economics – (Principles of Microeconomics I)

3
Unit2
Consumer Theory

Budget constraint, concept of utility, diminishing marginal utility, Diamond-water

paradox, income and substitution effects; consumer choice: indifference curves,
derivation of demand curve from in.difference curve and budget constraint.

Unit 3
Production and Costs

Production: behaviour of profit maximising firms, production process, production

functions, law of variable proportions, choice of technology, isoquant and isocost
lines, cost minimizing equilibrimn condition

Costs: costs in the short nm, costs in the long run, revenue and profit maximization,
minimizing losses, shon run industry supply curve, economies and diseconomies of
scale, long run adjustments
Unit 4
Perfect Competition

Assumptions: theory of a firm under perfect competition, demand and revenue;

equilibrium of the firm in the short nm and long run; long nm industry supply curve:
increasing, decreasing and constant cost industries.

Welfare: allocative efficiency under perfect competition.

References

1. Bernheim, B., Wbinston, M. (2009). Microeconomics. Tata McGraw-Hill.

2. Case, K., Fair, R. (2007). Principles of economics, 8th ed. Pearson Education.
3. Mankiw, N. (2007). Economics: Principles and applications, 4th ed. South
Western.

Keywords
Supply, demand, elasticity, consumer behaviour, firm behaviour, perfect
competition, efficiency, welfare

4
 2. Education (Basic Concepts and Ideas in Education)

COURSE OBJECTIVES
This is a discipline course in education, which aims to provide the basics of education and nature of
education. It establishes the interdisciplinary nature of education by acquainting the student with its
linkages with other disciplines: philosophy, psychology, sociology, economics and polity. It intends
to clarify the major concepts in education. The students will be able to know and understand how
educational aims are framed. The students will be able to comprehend the linkages between social
institutions and education. Social change and its relationship with education will be understood. This
paper will help develop analytical and critical thinking based on the themes and issues in education
in philosophical and social context.

LEARNING OUTCOMES
On completion of this course, learners are expected to:

 Understand the field and discipline of education and its interdisciplinary nature through
its linkages with other disciplines.
 Understand how the aims of education are influenced by the philosophical, sociological,
psychological, historical, economic and political forces/ aspects of human life.
 Develop critical thinking and analytical ability to evaluate written texts and to formulate
their own response to reality.
 Understand the foundations of ethics and values

UNIT 1 : BASIC IDEAS IN EDUCATION

 Education: Its meaning, processes, purpose and aims; its interdisciplinary nature
 Concepts of Education: Teaching, Training, Learning, Indoctrination, Schooling, and
Education.
 Epistemological Basis of Education: Knowledge, Belief, Inquiry and Reason
 Ethics, Values, and Ideals: Their meaning, nature, and development

UNIT 2 : UNDERSTANDING EDUCATION AND SOCIETY

 Education and Socialisation: Agencies of Socialisation- Home, Family, Community,

School and Media.
 Culture and Education: role of education in preservation, transformation, and
promotion of Culture; Culture and ideology.

5
  Constitutional Values: Equality, Freedom, Justice, Secularism, Human Rights
 Bases for formulating Aims of Education in the context of a developing and
democratic society.

UNIT 3: ANALYTICAL STUDY OF EDUCATIONAL THINKERS

Each thinker is to be studied with reference to their perspectives on education

 J. Krishnamurti
 John Dewey
 J.J. Rousseau
 Paulo Freire

SUGGESTED PROJECTS / ASSIGNMENTS

Learners are expected to engage with any two of the following or such similar activities:

 Read the Position Paper titled ‘Aims of Education’ (NCF 2005) and present your
understanding of it.
 Read the Preamble of the Constitution of India, focus on the ideas of Justice, Liberty,
Equality, Secularism and present your understanding of these concepts.
 Identify one aim of education and study the practices of any one school to
understand how this aim is being realized.
 A detailed study of one educational thinker with respect to his ideas on nature of the
child, teacher, school in the contemporary context.
 Reflective essay on one’s own socialization with reference to home, school,
community and media
 Interview a Teacher of a school and assess his/ her understanding about the
meaning of education.

Note:
On the basis of the above, the teacher may design his/her own relevant projects/ assignments

READINGS

ESSENTIAL READINGS

 Barrow, R., & Milburn, G. (1986). A critical dictionary of educational concepts: An appraisal
of selected ideas and issues in educational theory and practice. New York: St. (For Library)
 Brubacher, J. S. (1939). Modern philosophies of education. (4 ed.). New York; McGraw Hill.
Ch -1 pp.7-9; Ch 5 pp.95-107; Ch 6 pp.109-130; Ch 11 pp.221-245; Ch 13 pp.278- 281; Ch
14 pp.297-305; Ch 16 pp.362-364.
 Gore, M. S., Desai, I. P., & Chitnis, S. (Eds.). (1967). Papers in the Sociology of Education in
India. New Delhi: National Council of Educational Research and Training. Ch 1 pp.1-18; Ch
2 pp.33-51; Ch 3 pp.52-74; Ch 5 pp.91-106,111-126; Ch 6 pp.133-141.
 Jarvis, P. (Ed.). (2006). The theory and practice of teaching. New York; Routledge. Ch 4
pp.39-51; Ch 17 pp.237-247.

6
 Mittal, L. (2019). Shiksha ke Samajshashtriya Adhaar. Delhi: Pearson. Ch 1 P 1-9; Ch 3 P
20-28; Ch 4 P 33-42; Ch 5 P 46-52; Ch 9&10 P 82-91 & 96-111; Ch 11 P 116-119; Ch 14 P
145-151; Ch 18 P 193-199; Ch 19 P ; Ch 20 P 214-224; Ch 23 P 245-254; Ch 24 P 258-282.
 Pandey, R. S. (1978). Shiksha darshan. Agra:Vinod Pustak Mandir. Ch 2 pp.26-34; Ch 3
pp.59-61; Ch 4 pp.75-88; Ch 22 pp.396-424.
 Salamatullah, P. (1979). Education in the social context. New Delhi: NCERT. Ch 1 pp.1- 8;
Ch 2 pp.10-12; Sec. 11- Introduction, Ch 3 pp.30-32, 35-36, 38-40; Ch 4 pp.63-74; Ch 5
pp.83-85; Ch 9 & 10 pp.167-185; Ch 12 pp.194-204.
 Saluja, C. K. (2004). Shiksha- Ek vivechan. Delhi; Ravi Books. (Full Book)
 Schofield, H. (2011). The philosophy of education: An introduction (Vol. 154). Routledge.
Unit -1 The Concept ‘Values’ pp.205-227; The Concept ‘Culture’ pp.107-119.
 Shermis, S. S. (1967). Philosophic foundations of education. Van Nostrand Reinhold. Ch 1
pp.1-21; Ch 2 pp.26-36; Ch 5 pp.111-117; Ch 7 pp.160-161; Ch 9 pp.205-213, pp.222- 225.
 Titus, H. H. (1994). Living issues in philosophy. (9 ed.). USA: OUP. Part 1 pp.25-44, Part 2,
Chapter 6, pp.102-111.
ADDITIONAL READINGS
 Badheka, G., & Pathak, C. (1990). Divaswapna. New Delhi: NBT.
 Brint, S. (2017). Schools and societies. California: Pine Forge Press. (Chapter 1 and 5)
 Cohen, B. (1970). Educational Thought: An Introduction. Britain: MacMillan
 Desai, M. and Chitnis, S. (1975). Papers in the Sociology of Education in India. Delhi:
NCERT
 Dewey, J. (1923). Democracy and education: An introduction to the philosophy of
education. New York: MacMillan.
 Dewey, J. (1915). The school and society. USA: The University of Chicago Press.
 Dhankar, R. (2010). Education in emerging Indian Society. New Delhi: APH Publishing
Corporation.
 Dubey, S.C. (2001). Indian Society. New Delhi: NBT.
 Freire, P., & Freire, A. M. A. (2004). EPZ pedagogy of hope: Reliving pedagogy of the
oppressed. A&C Black.
 Holt, J. (1964). How children fail (Vol. 5). New York: Pitman.
 Krishnamurti, J. (1953). Education and the significance of life. San Francisco, CA: Harper.
 Kumar, K. (1993). Raj, Samaj aur Shiksha. New Delhi: Raj Kamal Prakashan.
 Kuroyanagi, T. (1996). Totto-chan: the little girl at the window. Kodansha International.
 O'Connor, D. J. (2016). An introduction to the philosophy of education. Routledge.
 Rousseau, J. (1984). The origin of inequality. Penguin Books.
 Seetharamu, A. S. (1978). Philosophies of education. APH Publishing.
 Shukla, S., & Kumar, K. (Eds.). (1985). Sociological Perspective in Education: A Reader.
Chanakya publication.
 Snook, I. (1972). Indoctrination and education. Routledge & Kegan Paul
 Turner, B. (1986). Equality. New York: Tavistock Publications.

KEY WORDS
Education, Concepts, Ideas, Foundations of Education

7
 3. English (Individual and Society)

Course Statement

The English Discipline-centric papers are designed to give students a broad yet deep
understanding of English Literatures, both through canonical and translated literary texts and
anthologies. It draws on current issues and ideas to familiarize students of writings in the West
and in the Asian subcontinent. Different genres are introduced to give the students knowledge of
cultural motifs and ideologies that would help in their understanding of the world. Starting with
the ‘Individual and Society’ anthology that introduces them to significant contemporary issues
like Caste and Globalization, the papers move on to texts from the European Renaissance,
Victorian and Modern poetry and ends with some optional papers that a student may choose out
of his/her interest. They include a paper on Modern Drama, Children’s Literature, Postcolonial
Literature and Popular Literature.

Course Objectives

* The course offers the BA Programme student an opportunity to study three years of English
Discipline papers that enable them to go for further studies in English if they so desire
* The course attributes to the students a working knowledge of how to read literary texts and
enables them to use such knowledge to enhance and augment their professional job opportunities
* The course introduces students to contemporary literary ideas and issues in an increasingly
complex world
*The course allows the student a familiarity with literary texts through different genres and time
periods

Course Contents

Semester 1

DSC 1A
Selections from Individual and Society: Essays, Stories and Poems, (Pearson/Longman, 2005)
with the selected chapters as follows: 28 chapters

1. From the section on Caste/Class: Chapters 2, 3, 4, 5, 6

2. From the section on Gender: Chapters 7, 8, 10, 12, 13, 14, 15
3. From the section on Race: Chapters 16, 17, 18, 19
4. From the section on Violence and War: Chapters 22, 23, 24, 25, 26, 27, 28
5. From the section on Globalization: 29, 31, 32, 33, 34.

Keywords: Caste, Class, Gender, Race, Violence and War, Globalization

8
4. Hindi (Hindi Bhasha aur Sahitya ka Itihas)

9
Unit 4

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Keywords

10
5. History (History of India from Earliest Times to 300 CE)

11
12
13
14
 • Kosambi, D. D. (1975). An Introduction to the Study of Indian Hist01y. New Delhi:
Popular Prakashan.
• Ray, H.P. (1986). Monaste,y and Guild: Commerce under the Satavahanas. New Delhi:
Oxford University Press.
• Chalcrabarti, Dilip K. (2006). The Oxford Companion to Indian Archaeology: The
Archaeological Foundations ofAncient India, Stone Age to AD I 3 th Centu1y. New Delhi:
Oxford University Press.
• Lahiri, Nayanjot. (2002). The Decline and Fall of the Indus Civilization. New Delhi:
Permanent Black.
• Ray, Niharranjan. (1975). Maurya and Post-Mawya Art: A Study in Social and Formal
Contrasts. New Delhi: Indian Council of Historical Research.
• Moorti, Udayaravi S. (1994). Megalithic Culture of Southlndia. Varanasi: Ganga Kaveri.
• Gurukkal, Rajan. (1995). "The Beginnings of the Historic Period: The Tamil South" in
Romila Thapar (Ed.), Recent Perspectives of Ear(v Indian History. Bombay: Popular
Prakshan.

Keywords: Prehistory, Chalcolithic, Megalithic, Mahajanapadas, Empire, Dhamma, Tamilakam

15
 6. Mathematics (Calculus)
Course Objectives: Calculus is referred as 'Mathematics of change' and is concerned with
describing the precise way in which changes in one variable relate to the changes in another.
Through this course, students can understand the quantitative change in the behaviour of the
variables and apply them on the problems related to the environment.
Course Learning Outcomes: The students who take this course will be able to:

i) Understand continuity and differentiability in terms of limits.

ii) Describe asymptotic behavior in terms of limits involving infinity.
iii) Use derivatives to explore the behavior of a given function, locating and
classifying its extrema, and graphing the function.
iv) Understand the importance of mean value theorems.
v) Learn about Maclaurin’s series expansion of elementary functions.

Unit 1: Continuity and Differentiability of Functions

Limits and Continuity, Types of discontinuities; Differentiability of functions, Successive
differentiation, Leibnitz theorem; Partial differentiation, Euler’s theorem on homogeneous
functions.

Unit 2: Tracing of Curves

Tangents and normals, Curvature, Singular points, Asymptotes, Tracing of curves.

Unit 3: Mean Value Theorems and its Applications

Rolle’s theorem, Mean value theorems, Applications of mean value theorems to monotonic
functions and inequalities; Taylor’s theorem with Lagrange’s and Cauchy’s forms of
remainder, Taylor’s series, Maclaurin’s series expansion of e s , sin x , cos x , log( 1 + x) and (1
+ x)m; Maxima and minima; Indeterminate forms.

References:

1. Anton, Howard, Bivens, Irl, & Davis, Stephen (2013). Calculus (10th ed.). Wiley
India Pvt. Ltd. New Delhi. International Student Version. Indian Reprint 2016.
2. Prasad, Gorakh (2016). Differential Calculus (19th ed.). Pothishala Pvt. Ltd.
Allahabad.

Additional Reading:
i. Thomas Jr., George B., Weir, Maurice D., & Hass, Joel (2014). Thomas’ Calculus
(13th ed.). Pearson Education, Delhi. Indian Reprint 2017.

16
Facilitating the Achievement of Course Learning Outcomes

Unit Course Learning Outcomes Teaching and Assessment Tasks

No. Learning Activity
1. Understand continuity and differentiability (i) Each topic to be  Presentations and
in terms of limits. explained with class discussions.
2. Describe asymptotic behavior in terms of illustrations.  Assignments and
limits involving infinity. (ii) Students to be class tests.
Use derivatives to explore the behavior of a encouraged to  Student
given function, locating and classifying its discover the presentations.
extrema, and graphing the function. relevant concepts.  Mid-term
3. Understand the importance of mean value (iii) Students to be examinations.
theorems. Learn about Maclaurin’s series given homework/  End-term
expansion of elementary functions. assignments. examinations.
(iv) Discuss and solve
the problems in the
class.

Keywords: Curvature, Euler’s theorem on homogeneous functions, Leibnitz theorem,

Maclaurin's theorem, Mean value theorems, Indeterminate forms Singular points and
asymptotes, Tangents and normals, Taylor’s series.

17
7. NHE (Fundamentals of Nutrition and Food Science)

18
19
COMPULSORY READING:
• Mudambi SR & Rajagopal MV.(2012). Fundamentals offood, nutrition and diet therapy; (6thed).
Del hi: New Age International (P) Ltd.
• Raina U et al.(2010). Basic food preparation-a complete manual. (41hed). Delhi: Orient
Blackswan.
• Rekhi T &Yadav H.(2015). Fundamentals offood and nutrition. Delhi: ELite Publishing House
(P) Ltd.

ADDITIONAL RESOURCES:
• Agarwal A & Udipi SA.(2014).Textbook of human nutrition. Delhi: Jaypee Brothers (P) Ltd.
• Bamji MS, Rao NP, Reddy V.(2017).Textbook of human nutrition. (4thed). Delhi: Oxford and
IBH Publishing co. (P) Ltd.
• Mudambi SR, Rao SM, Rajagopal MV.(2012). Food science.(2nded). Delhi: New Age
International (P) Ltd.
• Sethi P& Lakra P (2015). Aahar vigyan, poshan evam suraksha (Hindi).Delhi: Elite Publishing
House (P) Ltd.
• Srilakshmi B.(2018). Nutrition science.(6tbed). Delhi: New Age International (P) Ltd.
• Srilakshmi B.(2018). Food scie11ce.(7thed). Delhi: New Age International (P) Ltd.
• Wardlaw GM, Hamp! JS.(2019). Perspectives in nutrition.. (11thed). New York, NY: McGraw
Hi.I I.
KEYWORDS:
• rlepartment of Home Science
• Nutrients
• Cooking

Facilitating the achievement of course learning objectives

Unit no. Course learning outcomes Teaching and learning activities Assessment tasks
J Students would understand key Interactive lectures on concepts Short answer questions
terms used in the study of food related to food, nutrition and
and nutrition health
2 Students would have gained Theory classes on the functions Objective questions on
knowledge of nutrients, their of nutrients and other concepts, various c-oncepts related
sources and deficiency states pictorial representation of food to nutrients
sources, deficiency svmotoms
3 Students would have gained a Theory classes and power point Assignment on
comprehensive understanding of presentations describing cooking choosing healthy
the art and science of cooking methods and their impl.ications cooking methods and
and its effect on nutritional value in nutrition describing recipes
of foods based on them along
with the underlying
principles.
* Assessment tasks listed here are indicative and may vary.

20
8. Political Science – (Introduction to Political Theory)

21
22
9. Sanskrit – (Sanskrit Poetry)

23
Unit: VI Credits: JO
History of Sanskrit Poetry:
Asvaghosa, Klilidasa, Bharavi, Magha, Snharsa, Jayadeva, Bhartrhari and their works.
Origin and Development ofDiflerent types of Mahakavya and Giiikavya with special
reference to tbe following Poets and their works.

[DI References:
Compulsory Readings:
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4. �,>fi'ill<f;W (o<11.), 1,-ffitlT �-ixl'11s<IT <!mf, � ¥ .fl@�ld<f;'l,, � � �,
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�.� �o�¥.

6. �l"Jqi<1clll-"IT<!, � f<roN<H, "1UllRTT

7. C.R. Devadhar (Ed.), Raghuvarilsam ofKalidasa, MLBD. Delhi.
8. Gopal Raghunath Nandargikar (Ed.}, Raghuvarilsam ofKalidasa, MLBD, Delhi.
9. M.R. Kale (Ed.}, Nitisatakarn ofBbartrhari, MLBD., Delhi.
10. M.R. Kale (Ed.), Raghuva1hsam ofKalidasa, MLBD, Delhi.

Additional Resources:
I. Keith, A.8., HistOIJ' ofSanskrit Lirera111re, MLBD, Delhi.
2. Krishnamachariar. History of Classical Sanskrit literature. MLBD, Delhi.
3. Gaurinath Shastri, A Concise History ofSanskrit Literature, MLBD, Delhi.
4. Wintemitz. Maurice: !11dia11 Li1era111re (Vol. J-111). also Hindi Translation, MLBD,
Delhi.

[BJ Keywords:
Sanskrit Literature, Mahakavya, GT!ikavya, Raghuvamsam. Nilisatakam, Classical Sanskrit
Literature, Poetry, etc.

24
 Semester I
(i) GROUP : HUMAN RESOURCE MANAGEMENT

10. Commerce : Human Resource Management

Credits: 6

Course Objective
The aim of this course isto make students understand the importance of human resources at the
work place and to familiarize them with different aspects of managing people in organisations
from the stage of acquisition to development and retention.

Course Learning Outcomes

After completing the course, the student shall be able to:

CO1: understand the importance of human resources and their effective management in
organisations.
CO2: analyze the current theory and practice of recruitment and selection.
CO3: realize the importance of the performance management system in enhancing employee
performance.
CO4: recommend actions based on results of the compensation analysis and design compensation
schemes that are cost effective, that increase productivity of the work force, and comply
with the legal framework.
CO5: understand modern HRM practices to meet needs of changing business environment.

Course Contents
Unit I: Introduction

Human resource management- concept, relevance and spectrum; Role and competencies of HR
manager, challenges of HR manager – workforce diversity, empowerment, technological changes,
downsizing, voluntary retirement scheme, work life balance.

Unit II: Acquisition of Human Resources

Human resource planning and job analysis- an overview; Recruitment – concept and sources;
Selection – concept and process; Placement, induction and socialization.

Unit III: Compensation and Maintenance

25
Compensation- concept administration and methods - time and piece wage system; Fringe benefits;
Employee stock option, pay band compensation system; Maintenance- concept and rationale of
employee health, safety, welfare and social security (excluding legal provisions); Grievance
handling procedure.

Unit IV: Training and Development

Training and development- concept and importance; Identifying training and development needs;
Designing training programme; Training methods–apprenticeship, understudy, job rotation,
vestibule training; Development methods – case study, role playing, sensitivity training, in-basket,
management games, conferences and seminars.

Unit V: Performance Management

Performance appraisal system- nature and objectives; Methods of performance appraisal - ranking,
graphic rating scale, checklist, management by objectives, 360 degree appraisal; HRIS-concept,
functioning and application of computerized HRIS.

References

• Awasthappa, K. Human Resource Management. Tata McGraw Hill Education.

• Decenzo, D. A., & Robbins, S. P. (2011). Fundamentals of Human Resource
Management . India: Wiley.
• Dessler, G. (2017). Human Resource Management. Pearson.
• Gupta, C. B. Human Resource Management. Sultan Chand and Sons.
• Rao, V. Human Resource Management: Text and Cases. Excel.
• Rastogi, S. Management Of Human Resources. Sun India.

Keywords
Human resource planning, job analysis, performance appraisal, Management by objectives,
HRIS, Employee counseling

26
 (ii) GROUP : BUSINESS LAWS

Mercantile Law

Credits: 6

Course Objective
To familiarize the students with the understanding and provisions of prominent commercial laws. Case
studies and problems involving issues in business are required to be discussed.

Course Learning Outcomes

After completing the course, the student shall be able to:

CO1: understand basic aspects of contracts for making the agreements and contracts.
CO2: comprehend valid business propositions.
CO3: handle the execution of special contracts used in different types of business.
CO4: equip the students about the legitimate rights and obligations under The Sale of Goods Act.
CO5: understand the concepts and concerns of unpaid sellers and rights available to them.

Course Contents

Unit I: Contracts

Contract – meaning, characteristics and kinds. Essentials of valid contract - Offer and acceptance,
consideration, contractual capacity, free consent, legality of objects. Void agreements

UNIT II: Execution of Contracts

Discharge of contract – modes of discharge including breach and its remedies. Contingent
contracts, Quasi –contracts

Unit III: Special Contracts

Contract of Indemnity and Guarantee, Contract of Bailment, Contract of Agency

Unit IV: The Sale of Goods Act, 1930

Contract of sale, meaning and difference between sale and agreement to sell. Conditions and
warranties. Transfer of ownership in goods including sale by non-owners. Performance of contract
of sale
27
Unit V: Unpaid Seller

Unpaid seller – meaning and rights of an unpaid seller against the goods and the buyer. Auction
Sale

References
• Singh, Avtar.(2018). The Principles of Mercantile Law. Lucknow. Eastern Book
Company.
• Sharma, J.P. and Kanojia S. (2018). Business Laws. New Delhi.Bharat Law House Pvt.
Ltd.
• Tulsian P.C. (2018). Business Law. New Delhi.Tata McGraw Hill.
• Jagota R. (2019). Business Laws. MKM Publishers ScholarTech Press.

Additional Resources
• Information Technology Rules 2000 with Information Technology Act 2000, Taxmann
Publications Pvt. Ltd., New Delhi.
• Kuchhal, M C. (2018). Business Laws. New Delhi. Vikas Publishing House.
• Arora, S. (2015). Business Laws. New Delhi. Taxmann
• Sharma, J.P. and Kanojia S. (2015). Vyavsayik Sanniyam, Delhi University Hindi
Cell.(For Hindi)

Keywords
The Sale of Goods Act, 1930, The Indian Contract Act, 1872

28
 AECC

Environmental Science

Compulsory course on Environmental Studies at UG level (AECC I)

Course Learning Outcomes

The course will empower the undergraduate students by helping them to:
i. Gain in-depth knowledge on natural processes and resources that sustain life and govern
economy.
ii. Understand the consequences of human actions on the web of life, global economy, and
quality of human life.
iii. Develop critical thinking for shaping strategies (scientific, social, economic,
administrative, and legal) for environmental protection, conservation of biodiversity,
environmental equity, and sustainable development.
iv. Acquire values and attitudes towards understanding complex environmental- economic-
social challenges, and active participation in solving current environmental problems and
preventing the future ones.
v. Adopt sustainability as a practice in life, society, and industry.
Unit 1
Introduction to Environmental Studies (2 lectures)
 Multidisciplinary nature of environmental studies; components of environment:
atmosphere, hydrosphere, lithosphere, and biosphere
 Scope and importance; Concept of sustainability and sustainable development; Brief
history of environmentalism

Suggested Readings
1. Raven, P.H, Hassenzahl, D.M., Hager, M.C, Gift, N.Y., and Berg, L.R. (2015). Environment, 8th
Edition. Wiley Publishing, USA. Chapter 1 (Pages: 1-17); Chapter 2 (Pages: 22-23); Chapter
3 (Pages: 40, 41); Chapter 4 (Pages: 64, 66).
2. Singh, J.S., Singh, S.P., and Gupta, S.R. (2017). Ecology, Environmental Science and
Conservation. S. Chand Publishing, New Delhi. Chapter 1 (Page: 3-28).

Unit 2
Ecosystems (6 lectures)
 Definition and concept of Ecosystem
 Structure of ecosystem (biotic and abiotic components); Functions of Ecosystem:
Physical (energy flow), Biological (food chains, food web, ecological succession), and
Biogeochemical (nutrient cycling) processes. Concepts of productivity, ecological
pyramids and homeostasis
 Types of Ecosystems: Tundra, Forest, Grassland, Desert, Aquatic (ponds, streams,
lakes, rivers, oceans, estuaries); importance and threats with relevant examples from
India
 Ecosystem services (Provisioning, Regulating, Cultural, and Supporting); Ecosystem
preservation and conservation strategies; Basics of Ecosystem restoration

29
Suggested Readings
1. Odum, E.P., Odum, H.T., and Andrews, J. (1971). Fundamentals of Ecology. Saunders,
Philadelphia, USA. Chapter 1 (Pages: 1-16); Chapter 2 (Pages: 18-76); Chapter 10 (Pages:
414-458).
2. Raven, P.H, Hassenzahl, D.M., Hager, M.C, Gift, N.Y., and Berg, L.R. (2015). Environment, 9th
Edition. Wiley Publishing, USA. Chapter 3 (Pages: 38-52); Chapter 4 (Pages: 53-62); Chapter
5 (Pages: 100-103); Chapter 6 (Pages: 106-128).
3. Singh, J.S., Singh, S.P., and Gupta, S.R. (2017). Ecology, Environmental Science and
Conservation. S. Chand Publishing, New Delhi. Chapter 13 (Pages: 307-323); Chapter 18
(Pages: 420-442); Chapter 28 (Pages: 747-769).

Unit 3
Natural Resources (8 lectures)
 Land resources: Minerals, soil, agricultural crops, natural forest products, medicinal
plants, and forest-based industries and livelihoods; Land cover, land use change, land
degradation, soil erosion, and desertification; Causes of deforestation; Impacts of
mining and dam building on environment, forests, biodiversity, and tribal communities
 Water resources: Natural and man-made sources; Uses of water; Over exploitation
of surface and ground water resources; Floods, droughts, and international &inter-
state conflicts over water
 Energy resources: Renewable and non-renewable energy sources; Use of alternate
energy sources; Growing energy needs; Energy contents of coal, petroleum, natural
gas and bio gas; Agro-residues as a biomass energy source
 Case studies: Contemporary Indian issues related to mining, dams, forests, energy,
etc (e.g., National Solar Mission, Cauvery river water conflict, Sardar Sarovar dam,
Chipko movement, Appiko movement, Tarun Bharat Sangh, etc)

Suggested Readings
1. Gadgil, M. and Guha, R. (1993). This Fissured Land: An Ecological History of India. University
of California Press, Berkeley, USA. (pp. 1-245).
2. McCully, P. (1996). Rivers no more: the environmental effects of dams, In: Silenced Rivers: The
Ecology and Politics of Large Dams, Zed Books, New York, USA. Page. 29-64.
3. Raven, P.H, Hassenzahl, D.M., Hager, M.C, Gift, N.Y. and Berg, L.R. (2015). Environment, 9th
Edition. Wiley Publishing, USA. Chapters 10, 11, 12, 13 (Pages: 180-263); Chapter 14 (Pages:
272-275); Chapter 15 (Pages: 286-289).
4. Singh, J.S., Singh, S.P. and Gupta, S.R. (2017). Ecology, Environmental Science and
Conservation. S. Chand Publishing, New Delhi. Chapter 25 (Pages: 623-663).

Unit 4
Biodiversity and Conservation (8 lectures)
 Definition of Biodiversity; Levels of biological diversity: genetic, species and
ecosystem diversity
 India as a mega-biodiversity nation; Biogeographic zones of India; Biodiversity
hotspots; Endemic and endangered species of India; IUCN Red list criteria and
categories
 Value of biodiversity: Ecological, economic, social, ethical, aesthetic, and
informational values of biodiversity with examples; sacred groves and their
importance with examples

30
  Threats to biodiversity: Habitat loss, degradation, and fragmentation; Poaching of
wildlife; Man-wildlife conflicts; Biological invasion with emphasis on Indian
biodiversity; Current mass extinction crisis
 Biodiversity conservation strategies: in-situ and ex-situ methods of conservation;
National Parks, Wildlife Sanctuaries, and Biosphere reserves; Keystone, Flagship,
Umbrella, and Indicator species; Species reintroduction and translocation
 Case studies: Contemporary Indian wildlife and biodiversity issues, movements, and
projects (e.g., Project Tiger, Project Elephant, Vulture breeding program, Project Great
Indian Bustard, Crocodile conservation project, Silent Valley movement, Save Western
Ghats movement, etc)

Suggested Readings
1. Primack, R.B. (2014). Essentials of Conservation Biology, Oxford University Press, USA. Page.
1-536.
2. Raven, P.H, Hassenzahl, D.M., Hager, M.C, Gift, N.Y. and Berg, L.R. (2015). Environment, 9th
Edition. Wiley Publishing, USA. Chapter 5 (Pages: 97-99); Chapter 16 (Pages: 299-318).
3. Singh, J.S., Singh, S.P. and Gupta, S.R. (2017). Ecology, Environmental Science and
Conservation. S. Chand Publishing, New Delhi. Chapters 24 (Pages: 599-690); Chapter 26
(Pages: 664-714).

Unit 5
Environmental Pollution (8 lectures)
 Environmental pollution (Air, water, soil, thermal, and noise): causes, effects, and
controls; Primary and secondary air pollutants; Air and water quality standards
 Nuclear hazards and human health risks
 Solid waste management: Control measures for various types of urban, industrial
waste, Hazardous waste, E-waste, etc; Waste segregation and disposal
 Pollution case studies: Ganga Action plan (GAP), Delhi air pollution and public health
issues, Plastic waste management rules, Bhopal gas tragedy, etc

Suggested Readings
1. Brusseau, M.L., Pepper, I.L. and Gerba, C.P. (2019). Environmental and Pollution Science, 3rd
Edition. Academic Press, USA. Chapter 16 (Pages: 243-255); Chapter 18 (Pages: 280-305);
Chapter 21 (Pages: 352-358); Chapter 22 (Pages: 365-374); Chapter 23 (Pages: 378-388);
Chapter 25 (Pages: 416-426).
2. Carson, R. (2002). Silent Spring. Houghton Mifflin Harcourt, USA. Pp. 1-264.
3. Raven, P.H, Hassenzahl, D.M., Hager, M.C, Gift, N.Y. and Berg, L.R. (2015). Environment, 9th
Edition. Wiley Publishing, USA. Chapter 19 (Pages: 359-381); Chapter 21 (Pages: 401-421);
Chapter 23 (Pages: 440-453).
4. Singh, J.S., Singh, S.P. and Gupta, S.R. (2017). Ecology, Environmental Science and
Conservation. S. Chand Publishing, New Delhi. Chapters 19, 20, 12 (Pages: 445-535).

Unit 6
Global Environmental Issues and Policies (7 lectures)
 Causes of Climate change, Global warming, Ozone layer depletion, and Acid rain;
Impacts on human communities, biodiversity, global economy, and agriculture

31
  International agreements and programmes: Earth Summit, UNFCCC, Montreal and
Kyoto protocols, Convention on Biological Diversity(CBD), Ramsar convention, The
Chemical Weapons Convention (CWC), UNEP, CITES, etc
 Sustainable Development Goals: India’s National Action Plan on Climate Change and
its major missions

 Environment legislation in India: Wildlife Protection Act, 1972; Water (Prevention and
Control of Pollution) Act, 1974; Forest (Conservation) Act 1980; Air (Prevention &
Control of Pollution) Act, 1981; Environment Protection Act, 1986; Scheduled Tribes
and other Traditional Forest Dwellers (Recognition of Forest Rights) Act, 2006

Suggested Readings
1. Divan, S. and Rosencranz, A. (2002). Environmental Law and Policy in India: Cases, Material &
Statutes, 2nd Edition. Oxford University Press, India. Chapter 2 (Pages: 23-39); Chapter 3
(Pages: 41-86).
2. Raven, P.H, Hassenzahl, D.M., Hager, M.C, Gift, N.Y. and Berg, L.R. (2015). Environment, 9th
Edition. Wiley Publishing, USA. Chapter 19 (Pages: 370-376); Chapter 20 (Pages: 385-399).
3. Singh, J.S., Singh, S.P. and Gupta, S.R. (2017). Ecology, Environmental Science and
Conservation. S. Chand Publishing, New Delhi. Chapter 23 (Pages: 555-598); Chapter 30
(Pages: 801-807).
Unit 7
Human Communities and the Environment (6 lectures)
 Human population growth: Impacts on environment, human health, and welfare;
Carbon foot-print
 Resettlement and rehabilitation of developmental project affected persons and
communities; relevant case studies
 Environmental movements: Chipko movement, Appiko movement, Silent valley
movement, Bishnois of Rajasthan, Narmada Bachao Andolan, etc
 Environmental justice: National Green Tribunal and its importance
 Environmental philosophy: Environmental ethics; Role of various religions and
cultural practices in environmental conservation
 Environmental communication and public awareness: case studies (e.g., CNG
vehicles in Delhi, Swachh Bharat Abhiyan, National Environment Awareness
Campaign (NEAC), National Green Corps (NGC) “Eco-club” programme, etc)
Suggested Readings
1. Divan, S. and Rosencranz, A. (2002). Environmental Law and Policy in India: Cases, Material
& Statutes, 2nd Edition. Oxford University Press, India. Chapter 10 (Pages: 416-473).
2. Raven, P.H, Hassenzahl, D.M., Hager, M.C, Gift, N.Y. and Berg, L.R. (2015). Environment, 9th
Edition. Wiley Publishing, USA. Chapter 2 (Pages: 33-36); Chapter 8 (Pages: 148-162).
3. Singh, J.S., Singh, S.P. and Gupta, S.R. (2017). Ecology, Environmental Science and
Conservation. S. Chand Publishing, New Delhi. Chapter 1 (Pages: 23-26); Chapter 31 (Pages:
826-842).
Field work/ Practicals
(Equal to 5 lectures, including two mandatory field visits)
 Field visit to any of the ecosystems found in Delhi like Delhi Ridge/ Sanjay lake/
Yamuna river and its floodplains etc., or any nearby lake or pond, explaining the
theoretical aspects taught in the class room
 Visit to any biodiversity park/ reserve forest/ protected area/ zoo/ nursery/ natural

32
 history museum in and around Delhi, such as Okhla bird sanctuary/ Asola Bhatti
Wildlife Sanctuary/ Yamuna Biodiversity Park/ Sultanpur National Park, explaining the
theoretical aspects taught in the classroom
 Visit to a local polluted site (urban/rural/industrial/agricultural), wastewater treatment
plants, or landfill sites, etc
 Study of common plants and animals; basic principles of identification
 Organize a seminar/ conference/ workshop/ panel discussion on relevant topics for
enhancing awareness, capacity building, and critical reasoning among students

Essential Readings
1. Brusseau, M.L., Pepper, I.L., and Gerba, C.P. (2019). Environmental and Pollution
Science, 3rd Edition. Academic Press, USA. (pp. 1-520).
2. Divan, S. and Rosencranz, A. (2002). Environmental Law and Policy in India: Cases,
Material & Statutes, 2nd Edition. Oxford University Press, India. (pp. 1-837).
3. Gadgil, M., and Guha, R. (1993). This Fissured Land: An Ecological History of India.
University of California Press, Berkeley, USA. (pp. 1-245).
4. Raven, P.H, Hassenzahl, D.M., Hager, M.C, Gift, N.Y., and Berg, L.R. (2015).
Environment, 8th Edition. Wiley Publishing, USA. (pp. 1-472).
5. Singh, J.S., Singh, S.P., and Gupta, S.R. (2017). Ecology, Environmental Science and
Conservation. S. Chand Publishing, New Delhi. (pp.1-842).

Weekly Lesson Plan

Week 1
Multidisciplinary nature of environmental studies; components of environment: atmosphere,
hydrosphere, lithosphere, and biosphere
Scope and importance; Concept of sustainability and sustainable development; Brief history of
environmentalism

Week 2
Definition and concept of Ecosystem: Structure of ecosystem (biotic and abiotic components); Functions
of Ecosystem: Physical (energy flow), Biological (food chains, food web, ecological succession), and
Biogeochemical (nutrient cycling) processes. Concepts of productivity, ecological pyramids and
homeostasis

Week 3
Types of Ecosystems: Tundra, Forest, Grassland, Desert, Aquatic (ponds, streams, lakes, rivers,
oceans, estuaries); importance and threats with relevant examples from India
Ecosystem services (Provisioning, Regulating, Cultural, and Supporting); Ecosystem preservation
and conservation strategies; Basics of Ecosystem restoration

Week 4
Land cover, land use change, land degradation, soil erosion, and desertification; Causes of
deforestation; Impacts of mining and dam building on environment, forests, biodiversity, and tribal
communities
Natural and man-made sources of water; Uses of water; Over exploitation of surface and ground
water resources; Floods, droughts, and international & inter-state conflicts over water

33
Week 5
Renewable and non-renewable energy sources; Use of alternate energy sources; Growing energy
needs; Energy contents of coal, petroleum, natural gas and bio gas; Agro-residues as a biomass
energy source
Case studies: Contemporary Indian issues related to mining, dams, forests, energy, etc (e.g., National
Solar Mission, Cauvery river water conflict, Sardar Sarovar dam, Chipko movement, Appiko
movement, Tarun Bharat Sangh, etc).

Week 6
Definition of Biodiversity; Levels of biological diversity; India as a mega-biodiversity nation;
Biogeographic zones of India; Biodiversity hotspots; Endemic and endangered species of India; IUCN
Red list criteria and categories
Value of biodiversity: Ecological, economic, social, ethical, aesthetic, and informational values of
biodiversity with examples; sacred groves and their importance with examples

Week 7-8
Threats to biodiversity: Habitat loss, degradation, and fragmentation; Poaching of wildlife; Man-wildlife
conflicts; Biological invasion with emphasis on Indian biodiversity; Current mass extinction crisis;
Biodiversity conservation strategies: in-situ and ex-situ methods of conservation; National Parks,
Wildlife Sanctuaries, and Biosphere reserves; Keystone, Flagship, Umbrella, and Indicator species;
Species reintroduction and translocation

Case studies: Contemporary Indian wildlife and biodiversity issues, movements, and projects (e.g.,
Project Tiger, Project Elephant, Vulture breeding program, Project Great Indian Bustard, Crocodile
conservation project, Silent Valley movement, Save Western Ghats movement, etc)

Week 9
Environmental pollution (Air, water, soil, thermal, and noise): causes, effects, and controls; Primary
and secondary air pollutants; Air and water quality standards
Related case studies

Week 10
Nuclear hazards and human health risks; Control measures for various types of urban, industrial
waste, Hazardous waste, E-waste, etc; Waste segregation and disposal
Related case studies

Week 11
Causes of Climate change, Global warming, Ozone layer depletion, and Acid rain; Impacts on human
communities, biodiversity, global economy, and agriculture
International agreements and programmes: Earth Summit, UNFCCC, Montreal and Kyoto protocols,
Convention on Biological Diversity(CBD), Ramsar convention, The Chemical Weapons Convention
(CWC), UNEP, CITES, etc

Week 12
Sustainable Development Goals: India’s National Action Plan on Climate Change and its major
missions
Wildlife Protection Act, 1972; Water (Prevention and Control of Pollution) Act, 1974; Forest
(Conservation) Act 1980; Air (Prevention & Control of Pollution) Act, 1981; Environment Protection
Act, 1986; Scheduled Tribes and other Traditional Forest Dwellers (Recognition of Forest Rights) Act,
2006

Week 13
Human population growth: Impacts on environment, human health, and welfare; Carbon foot-print;
Resettlement and rehabilitation of developmental project affected persons and communities; relevant
case studies; Environmental movements: Chipko movement, Appiko movement, Silent valley
movement, Bishnois of Rajasthan, Narmada Bachao Andolan, etc; Environmental justice: National
Green Tribunal and its importance

34
Week 14
Environmental philosophy: Environmental ethics; Role of various religions and cultural practices in
environmental conservation
Environmental communication and public awareness: case studies (e.g., CNG vehicles in Delhi,
Swachh Bharat Abhiyan, National Environment Awareness Campaign (NEAC), National Green Corps
(NGC) “Eco-club” programme, etc)

Week 15-16
Practical/project
 Field visit to any of the ecosystems found in Delhi like Delhi Ridge/ Sanjay lake/ Yamuna river
and its floodplains etc., or any nearby lake or pond, explaining the theoretical aspects taught in
the class room

 Visit to any biodiversity park/ reserve forest/ protected area/ zoo/ nursery/ natural history
museum in and around Delhi, such as Okhla bird sanctuary/ Asola Bhatti Wildlife Sanctuary/
Yamuna Biodiversity Park/ Sultanpur National Park, explaining the theoretical aspects taught
in the classroom

 Visit to a local polluted site (urban/rural/industrial/agricultural), wastewater treatment plants,

or landfill sites, etc

 Organize a seminar/ conference/ workshop/ panel discussion on relevant topics for enhancing
awareness, capacity building, and critical reasoning among students

 Basic exercise to Calculate and Assess carbon footprint/ Solid waste generation/ water
consumption for a specific duration at individual/ family/ college/ locality level.

Keywords
Environment, Ecosystem, Biodiversity, Conservation, Pollution, Natural Resources,
Environmental Degradation, Protection, Sustainable Development, Climate Change,
Environmental Justice, Environmental Ethics, Environmental Communication

35
 Ability Enhancement Compulsory Course (AECC )
Communication
ENGLISH – A/B/C
Course Objectives
Effective communication is an essential skill for success in any sphere of activity, from
leadership responsibilities, teamwork, interviews, presentations, and inter-personal
relations. This is a skill that needs to be taught in a systematic manner so that students
imbibe the fundamentals of communication. The art of persuasive speaking and writing
depends crucially on clarity of thought and contextual understanding expressed through
appropriate vocabulary.
The ability to think critically is crucial for a good communicator and involves an
understanding of the communicative process. Therefore, we need to study every stage of
this process systematically in order to be much more effective at communicating
successfully – in interviews, public speaking, letter writing, report writing, presentations,
and inter-personal debates and conversations.
Learning Outcomes
o Students will master the art of persuasive speech and writing.
o Students will master the art of listening, reading, and analyzing. Students will
spend the bulk of their time in class in practical exercises of reading and
writing.
o Students will develop critical thinking skills.
o They will be introduced to established principles of academic reading and
writing.

Facilitating the Achievement of Course Learning Outcomes

Unit Course Learning Outcomes Teaching and Learning Assessment Tasks
No. Activity
1. Understanding concepts Interactive discussions Reading material together
in small groups in in small groups initiating
Tutorial classes discussion topics
participation in
discussions

36
2. Expressing concepts How to think critically Writing essay length
through writing and write with clarity assignments
3. Demonstrating conceptual Discussing exam Class tests
and textual understanding questions and
in tests and exams answering techniques

Course Content
Unit 1
Introduction
Theory of communication, types and modes of communication (Introductions to all five
sections)
Unit 2
Language of Communication
Verbal and non-verbal, spoken and written
Personal communication
Social communication
Business communication
Barriers and Strategies
Intra-personal Communication
Inter-personal Communication
Group communication
Unit 3
Speaking Skills
Monologue
Dialogue
Group Discussion
Effective Communication
Mis-Communication
Interview
Public Speech

37
Unit 4
Reading and Understanding
Close Reading
Comprehension
Summary
Paraphrasing
Analysis
Interpretation
Translation from Indian languages to English and vice versa
Literary/Knowledge, Texts
Unit 5
Writing Skills
Documenting
Report writing
Making notes
Letter writing
Keywords
Critical reading
Comprehension
Summary
Paraphrase
Translation
Context
Argumentation
Perspective
Reception
Audience
Evaluation
Synthesis
Verbal communication

38
Non-verbal communication
Personal communication
Social communication
Barriers to communication
Intra-personal communication
Inter-personal communication
Group discussion
Miscommunication
Public speech
Literary knowledge
Writing skills
Documentation
Report writing
Note taking
Letter writing

39
 (BAPAECC01) (AECC)

• Hkkf"kd lEizs"k.k ds Lo:i ,oa fl)karksa ls fo|kFkhZ dk ifjp;

• fofHkUu ekè;eksa dh tkudkjh
• izHkkoh lEizs"k.k dk egÙo
• jkstxkj lEcU/kh {ks=ksa ds fy, rS;kj djuk

Lukrd Lrj ds Nk=ksa dks Hkk"kk;h laisz"k.k dh le> vkSj laHkk"k.k ls lacaf/kr fofHkUu i{kksa ls
voxr djok;k tk,xkA Hkk"kk ds 'kq) mPpkj.k] lkekU; ys[ku] jpukRed ys[ku rFkk rduhdh
'kCnksa ls voxr gks ldsxa As Hkk"kk dh le`f) ds fy, okrkZyki] Hkk"k.k] mlds iYyou]
iqLrd&leh{kk] fQYe&leh{kk dk Hkh vè;;u dj ldsx a As

1- lEizs"k.k dh vo/kkj.kk vkSj egRo

2- lEizs"k.k dh izfØ;k
3- lEizs"k.k ds fofHkUu ekWMy
4- vHkkf"kd laizs"k.k

1- ekSf[kd vkSj fyf[kr

2- oS;fDrd] lkekftd vkSj O;kolkf;d
3- Hkzked lEizs"k.k (miscommunication) vkSj izHkkoh laizs"k.k esa varj
4- lEizs"k.k esa pqukSfr;k¡ ,oa laHkkouk,a

1- ,dkyki
2- laokn
3- lkewfgd ppkZ
4- tu lapkj ekè;eksa ij laizs"k.k % daI;wVj&baVjusV] bZ&esy] CykWx] osclkbV

1- O;fDrRo vkSj Hkkf"kd vfLerk&vk;q] fyax] oxZ] f'k{kk

2- izHkkoh lEizs"k.k ds xq.k&'kq) mPpkj.k] Hkkf"kd lajpuk dh le>] Hkk"kk O;ogkj] 'kCn lkeF;Z]
'kSyh&lqj&ygj] vuqrku] cyk?kkr
3- izHkkoh O;fDrRo ds fuekZ.k esa lEizs"k.k dh Hkwfedk

40
References
• fgUnh dk lkekftd lanHkZ&johUnzukFk JhokLro
• laizs"k.k&ijd O;kdj.k% fl)kar vkSj Lo:i&lqjs'k dqekj
• iz;ksx vkSj iz;ksx & oh-vkj-txUukFk
• Hkkjrh; Hkk"kk fparu dh ihfBdk&fo|kfuokl feJ

Additional Resources:
• dqN iwoZxzg&v'kksd oktis;h
• Hkk"kkbZ vfLerk vkSj fgUnh&johUnzukFk JhokLro
• jpuk dk ljksdkj&fo'oukFk izlkn frokjh
• laizs"k.k% fparu vkSj n{krk& MkW- eatq eqdqy

41
 Tamil Communication
Tamil - A/B/C

Course objectives:
The course is designed to bring to the students the joy of learning Tamil language with
utmost ease and productivity. The carefully selected lessons lead them step by step,
giving such information only as is positively required, at the stage at which they have
arrived. It presents English speaking students with a few lessons in which they may
commence Tamil, and gradually acquire a thorough knowledge of the colloquial dialect,
and afterwards an introductory knowledge of the grammatical dialect. The aim of the
course is to enable the students to improve their communication skills in various practical
day-today life situations and in their interactions with others.
Course learning outcomes:
The course will highlight the theories of communication, types of communication and
language of communication so that they can avoid distortion in their communications and
express clearly what they intend to convey.

42
Note :
• For Student’s who have studied Tamil in class VIII or Above.
• For Student’s who have not studied Tamil in any-level/Non-Tamil students.

43
Urdu A (AECC)

44
45
Urdu-B - (AECC)

46
47
Urdu-C – (AECC)

48
49
 Core English Language
English Language through Literature

COURSE CONTENT FOR SEMESTERS I / II

Unit 1
Understanding Everyday Texts
This unit aims to help students understand that we are surrounded by texts So thinking
about texts reading writing and comprehension are necessary life skills not merely
language skills
Reading: Texts may include reportage open letters campaigns social reports etc Students
will practice skimming scanning analysing interpreting
Writing: Descriptive passage making notes drafting points creating a program sheet
paragraphs outlines drafts etc
Speaking: Make short presentations 2-3 minutes long showcasing their understanding of
any topical issues

50
Listening and responding to short presentations
Grammar/Vocabulary: Tenses -- verb tenses and the ability to use them in a variety of
contexts
Suggested Readings:
Edwards, Adrian ‘Forced displacement worldwide at its highest in decades’
UNHCRorgUNHCRhttp://wwwunhcrorg/afr/news/stories/2017/6/5941561f4/forced-
displacement-worldwide-its-highest-decadeshtml#Accessed 1 June 2018
Jadhav, Radheshyam ‘Groom wanted: Trader peon…anyone but a farmer’ Times News
Network
1 Jan 2018 https://timesofindiaindiatimescom/city/chandigarh/groom-wanted- trader-
peonanyone-but-a-farmer/articleshow/62321832cmsAccessed 1 June2018
Knapton, Sarah ‘Selfitis’ -- the obsessive need to post selfies-- is a genuine mental
Disorder say psychologists’ The Telegraph15 December 2017
https://wwwtelegraphcouk/science/2017/12/15/selfitis-obsessive-need-post-selfies-genuine-
mental-disorder/Accessed 1 June 2018
‘13 letters every parent every child should read on Children’s Day’ The Indian Express
10 November 2014
http://indianexpresscom/article/lifestyle/feelings/12-letters-every-parent-every-child-should-
read-on-childrens-day/Accessed 1 June 2018
Unit 2
Understanding Drama
This unit focuses on dramatic texts centre human communication; the focus will be to see
how speech is connected to character and situation
Reading one-act/short plays to identify different elements of drama characterization/
conflict/ plot etc
Writing: Rewriting dialogue for a character; writing an alternative playscript for a scene
with stage directions; practicing expository writing; writing analytical pieces about the
plays Speaking: Learning to use one’s voice and body to perform/enact a character
Listening: Watching plays live or recorded; studying why actors perform the way they do
Grammar/Vocabulary: Observing and learning the us of the first person/second
person/third person address

51
Suggested Readings:
Lakshmi CS ‘Ambai’ ‘Crossing the River’ Staging Resistance: Plays by Women in
Translation edited by Tutun Mukherjee Oxford: Oxford University Press 2005

52
Kumar E Santhosh ‘Three Blind Men describe an Elephant’ Indian Review
http://indianreviewin/fiction/malayalam-short-stories-three-blind-men-describe-an-elephant-
by-e-santhosh-kumar/Accessed 1 June 2018
Mistry Rohinton ‘The Ghost of FirozshaBaag’ Tales from FirozshaBaghMcClelland &
Stewart 1992
Joshi Umashankar ‘The Last Dung Cake’ The Quilt from the Flea-market and Other
Stories Delhi: National Book Trust 2017

53
Grammar/Vocabulary: Register tone word choice
Suggested Readings:
https://www.wired.com/story/wikipedias-fate-shows-how-the-web-endangers-
knowledge/Accessed 18 July 2019
Khanna Twinkle ‘Lesson from Frida: Backbone can win over broken spine’ in ‘Mrs.
Funnybones’ The Times of India 16 September 2018
https://timesofindia.indiatimes.com/blogs/mrsfunnybones/ lesson-from-frida-backbone-can-
win-over-broken-spine/Accessed 13 June 2018
Keywords
Language through literature Verbal and written texts Social and ethical frameworks
Listening and reading comprehension
Argumentative descriptive and narrative writing styles Confident self-expression

54
 English Fluency
Course Objectives
This course is intended for students who possess basic grammatical and vocabulary skills
in English but may not be able to effectively communicate in their everyday contexts The
course aims to equip them with skills that will help them interact with people around their
personal institutional and social spaces The course will help students to
• describe or express their opinions on topics of personal interest such as their
experiences of events, their hopes and ambitions
• read and understand information on topical matters and explain the advantages
and disadvantages of a situation
• write formal letters, personal notes, blogs, reports, and texts on familiar matters
• comprehend and analyse texts in English
• organise and write paragraphs and a short essays in a variety of rhetorical styles
COURSE CONTENTS FOR SEMESTERS I / II
Unit 1
In the University
Introducing oneself -- Note-making
Pronunciation Intonation – Nouns, Verbs, Articles
o Introduce yourselves as individuals and as groups -- group discussion exercise
Take notes on your fellow students' introductions
o Introduce characters from the text you are reading via posters
Suggested Readings:
Tales of Historic Delhi by Premola Ghose Zubaan. 2011
Unit 2
In the domestic sphere
Diary/ Blog writing
Modifiers, Prepositions, Conjunctions
o Write a diary entry and convert it into a blogpost
o Convert a transcript/ script/ piece of dialogue into a diary entry/ blogpost
Suggested Readings:
‘The Lost Word’ by Esther Morgan From New Writing, ed. Penelope Lively and George

55
Szirtes, Picador India, New Delhi, 2001.
Squiggle Gets Stuck: All About Muddled Sentences: Natasha Sharma. Puffin Young
Zubaan. 2016.
Unit 3
In public places
CV Job applications Tenses and concord

o Write the CV of a fictional character

o Write the perfect job application for your dream job

Suggested Readings:
‘Amalkanti’ by Nirendranath Chakrabarti From Oxford Anthology of Modern Indian
Poetry, ed. Vinay Dharwadkar and A.K. Ramanujan, OUP, New Delhi, 1994, pp 52-3.
Extract from Bhimayana Srividya Natarajan and S. Anand. Navayana Publications. pp
60-71.
Unit 4
In the State
Research -- Filing an FIR, making an RTI request, submitting a consumer complaint
Active & Passive voice; idioms

o Find out what the procedure is for making a complaint about trees being cut in
your neighbourhood
o Draft a formal letter requesting information about the disbursal of funds
collected by a residents' welfare association

Suggested Readings:
Where the Wild Things Are by Maurice Sendak Random House UK, 2000.
rtionline.gov.in/index.php
consumerhelpline.gov.in/consumer-rights.phpwww.jaagore.com/know-your-
police/procedure-of-filing-firwww.consumercomplaints.in/municipal-corporation-of-delhi-
b100274
Unit 5
Interface with Technology
Book/film reviews Punctuation
o Write a review of a text you have read in class

56
o Record a collaborative spoken-word review of the latest film your group have all
seen
Suggested Readings:
Priya’s Shakti: Ram Devineni, Lina Srivastava and Dan Goldman. Rattapallax, 2014.
wwwpriyashakticom/priyas_shakti/
Kennedy, Elizabeth. "Breakdown and Review of 'Where the Wild Things Are'."
ThoughtCo, Jul. 3, 2019, thoughtco.com/where-the-wild-things-are-maurice-sendak-
626391.
Keywords
Effective communication Listening
Speaking
Reading and writing Communicative tasks and activities Familiar contexts
Professional contexts Social contexts

57
 English Proficiency

COURSE CONTENTS FOR SEMESTER I / II

Unit 1
Reading and Comprehension - I
Note: The unit names are indicative only and identify core language areas that are
targeted through the course. The learning of various language skills needs to happen in
an integrated fashion. It is therefore imperative that for every unit learners should work
through the whole range of tasks in the prescribed readings irrespective of the title of the
unit.
o Short and simple passages from the prescribed books
o These texts are to be used to enhance reading and comprehension skills of
learners through various textual tasks such as reading aloud, sentence
completion, true / false activities, re-ordering jumbled sentences, identifying
central ideas, supplying alternative titles, attempting short comprehension
questions, etc.
o Learners are encouraged to exploit the recommended books beyond the
prescribed sections
o The end-semester examination will include the testing of the comprehension of
an unseen passage of an equivalent level

58
Suggested Readings:
A Foundation English Course for Undergraduates: Reader I, Delhi: Oxford University
Press, 1991, pp. 1 - 36 Units 1 - 6
Everyday English Delhi: Pearson, 2005, pp. 1 - 15 Units 1 - 3 & 21 - 31 Units 5 - 6
Unit 2
Learning about words
Students cultivate the habit of using a dictionary to learn about words - their spelling,
pronunciation, meaning, grammatical forms, usage, etc. Students are introduced to word
associations, the relationships between words – synonyms, antonyms, homonyms,
homophones. They learn the use of prefixes and suffixes; commonly confused words;
phrasal verbs and idioms
The specific reading prescribed for this unit is to be used in conjunction with the
vocabulary sections in the other recommended course texts, where activities like
matching, sorting, and fill- in-the-blanks are used to engage the learners with words.
As a semester-long project the learners could be required to prepare 'mini-dictionaries' of
their own, consisting of unfamiliar words they come across on a daily basis
Suggested Readings:
Everyday English Delhi: Pearson, 2005, pp. 36 - 43 Unit 8
Unit 3
Basic Grammar Rules - I
Subject-verb agreement; tenses; modals; articles; prepositions; conjunctions
The prescribed reading for this unit is to be supplemented by the grammar tasks contained
in the other recommended course books to provide intensive practice to learners
Suggested Readings:
Developing Language Skills I, Delhi: Manohar, 1997, pp. 186 - 195 & 206 - 209 Units 2
3 & 5 of the 'Grammar' section
Unit 4
Writing Skills - I
This section will introduce students to the structure of a paragraph; they will write a short
guided composition of up to 100 words. These skill is to be practised through activities
such as supplying topic sentences to given paragraphs, completing given paragraphs,

59
expressing given facts or information from tables and expressing it in paragraphs, re-
ordering jumbled sentences, and then re-writing them as connected paragraphs, using
suitable linking devices etc.
Relevant sections from the other recommended course books are to be used for this
purpose in addition to the prescribed reading for this section
Suggested Readings:
Everyday English, Delhi: Pearson, 2005, pp. 21 - 31 Units 5 - 6
A Foundation English Course for Undergraduates: Workbook I, Delhi: Oxford
University Press, 1919, pp. 1 - 31 Units I - V
Unit 5 Conversing- I
Students will learn to listen to the sounds of English; the essentials of English
pronunciation; conversational formulae used for greetings. After introducing themselves
and others, students will learn correct modes of thanking, wishing well, apologizing,
excusing oneself, asking for and giving information, making offers and requests, and
giving orders.
In addition to the prescribed reading for this unit, the 'Speaking' sections at the end of the
first five units of the Everyday English text should be used
Suggested Readings:
Developing Language Skills I, Delhi: Manohar, 1997, pp. 8 - 26 Units 1 - 5 of 'Oral
Communication: Speech Patterns'
Note: The entire course is practical in nature The prescribed readings are rich in tasks and
activities that aim at developing essential language skills. Working their way through
these tasks will give the learners hands-on practice in the use of these skills.
References
A Foundation English Course for Undergraduates: Reader I, Delhi: Oxford University
Press,1991
A Foundation English Course for Undergraduates: Workbook I, Delhi: Oxford
University Press,1991
Everyday English, Delhi: Pearson, 2005
Developing Language Skills I, Delhi: Manohar, 1997
Additional Resources:
English at the Workplace, Delhi: Macmillan, 2006

60
o Reading Comprehension - 25marks
o Vocabulary - 15marks
o Grammar - 15marks
o Written composition - 10marks
o Oral communication - 10marks
Keywords
English proficiency Reading
Writing Speaking Listening Pronunciation Comprehension Vocabulary Syntax Grammar
Composition Conversation

61
 MIL
Hindi (A/B/C)

62
63
Additional Resources:

,:,.,,-a,-u �- � � .� � <liT flnlm:r

3ITTl1>t f<t� � �.!!- � -0?11<l<4'1

64
65
66
67
Unit 3

(cli) �:

• MWTmm�...
• � �B � �--·
• �t'I'��---
• � cico � ftlr.;m.. '

• Jffa��qiT11Wf __ _
• Ucl"t��frfa�...

Unit4

� -4 :� � � .:,

• �RUT 'Pf - en�" f.tmr <1m...

• �IJl:lici�oi � - �! � f<nncTT � i...

References

1. w.frr - µrt'r i;mg �

2.���-��
3. ��<);����-gt.n:m;rfm:
4. ��<of mc:r � - f<t� ftqra't

Additional Resources:

1. � cf:I" mfm�-f<r!lrcml' � �})[

2. ��<nf�-��

Keywords

68
Punjabi

69
70
71
72
73
74
75
76
77
 History of Indian Language (Tamil-A)

Unit of the course

l. Dravidian Languages and Tami]

2. History of Tamil Script

3. Sources of Tamil Language History

4. Phonological, Morphological, and syntactic changes

5. Semantic changes &Dialects of Tamil

78
References:

Compulsory Readings:

I. Suyambu, P., 2005, Moli Varala.rril Tamil, Chennai: Visalakshi Nilaiyam.

2. Meenakshisundaram, T.P., (Trans. S. Jeyaprakasarn), 1982, Tamil Moli Vara/arr:, Madurai:

Sarvodaya Ilakkiyappannai.

Addition! Resources:

I. Sastri, Suriya Narayana, 2003, Tamilmol�Yi!! Vara/arr,, Cbennai: International Institute of Tamil
Studies.

2. Saktivel, S., 1991 (2nd Ed.), TamijmoJi Varala[11, Cbennai: Manivasagar Nulagam.

3. Rajendran. M., (Ed.), Tamijmoli Varaliirr1, Chennai: Directorate of Tamil Development.

Keywords: Dravidian lang11agef- Tamil la11guage- Dialects of Tamil

79
 Functional Grammar of the Language (Tamil-B)

2. Alavaua Uakkaoam

3. E!uttiyal

4. CoUiyal

5. Todariyal

80
Referenc-es:

Compulsory Readings:

I. Arangarasan, Marudur, 2007, Tavari!J[if Tamil £Juda, Chennai: Aintinaip Padippagam.

2. Nuhman, M.A., 2010, Arjippar,lait Tamil flakka1wm, Puthanatham: Adaiyalam Publications.

3. Subramanian, P. R., & V. Gnanasundaram, (Eds.), 2009, Tamil Nar,laik Kaiyer,/11, Puthanalham:
Adaiyalam Publications.

Additional Resources:

I. Nataraja Pillai, N., 1986, A Guide.for Advanced Learners of Tamil, Mysore: CUL.

2. Athithan, A., 2013, Tamil llakka1w !ya/, Chennai: NCBH.

3. Tamilannal, 1989, Unga{ Tamilai Terinduko{!ungaf, Madurai: Meenakshi Putlaga Nilaiyam.

Key words: Tamil Grammar- Mo,phology- phrase and word struc/llre- Symax.

81
82
83
84
85
 Urdu Nisab -I (Urdu-C)
(62141117)

Credit:6

Course Objective(2-3)

To Give Glimpses of Modern Urdu Prose and poetry to the students who have studied Urdu
upto Class VIII.
To inculcate best human values and give a outlook of secular and diverse India

Course Learning Outcomes

To Give Glimpses of Modern Urdu Prose and poetry to the students who have studied Urdu upto Class
VIII and also to inculcate best human values and give a outlook of secular and diverse India

Unit 1

(For those who have studied Urdu upto class VIII)

:‫ﺣﺻہ ﻧﺛر‬

(‫)ﺳرﺳﯾد اﺣﻣد ﺧﺎں‬ ‫رﺳم و رواج‬ ‫۔‬1

(‫)ذﮐﺎء ﷲ دﮨﻠوی‬ ‫زﻣﯾن ﮐﯽ ﺣﮑﺎﯾت‬ ‫۔‬2

(‫)ﺟواﮨر ﻟﻌل ﻧﮩرو‬ ‫اﯾﮏ ﯾﺎدﮔﺎر وﺻﯾت‬ ‫۔‬3

(‫)ﺧواﺟہ ﺣﺳن ﻧظﺎﻣﯽ‬ ‫ﻣﭼﮭر‬ ‫۔‬4

(‫)ڈاﮐﭨر ذاﮐر ﺣﺳﯾن‬ ‫آﺧری ﻗدم‬ ‫۔‬5

Unit 2

:‫ﺣﺻۂ ﻧظم‬

(‫)ﺟوش ﻣﻠﯾﺢ آﺑﺎدی‬ ‫ﺑدﻟﯽ ﮐﺎ ﭼﺎﻧد‬ ‫۔‬1

(‫)اﺧﺗر ﺷﯾراﻧﯽ‬ ‫او دﯾس ﺳﮯ آﻧﮯ واﻟﮯ ﺑﺗﺎ‬ ‫۔‬2

86
 ‫‪Unit 3‬‬

‫ﻏزﻟﯾﺎت‪:‬‬

‫ﮐش دوا ﻧہ ﮨوا‬

‫تِ‬ ‫ِّ‬
‫درد ﻣﻧ‬ ‫ﻏﺎﻟب ‪:‬‬
‫ﻣرزا اﺳد ﷲ ﺧﺎں ؔ‬ ‫)‪(1‬‬

‫دل ﮨﯽ ﺗو ﮨﮯ ﻧہ ﺳﻧﮓ و ﺧﺷت‪ ،‬درد ﺳﮯ ﺑﮭر ﻧہ آﺋﮯ ﮐﯾوں‬

‫ﻻﺋﯽ ﺣﯾﺎت آﺋﮯ‪ ،‬ﻗﺿﺎ ﻟﮯ ﭼﻠﯽ ﭼﻠﮯ‬ ‫‪:‬‬ ‫ﺷﯾﺦ اﺑراﮨﯾم ذوق‬ ‫)‪(2‬‬

‫اب ﺗو ﮔﮭﺑرا ﮐﮯ ﯾہ ﮐﮩﺗﮯ ﮨﯾں ﮐہ ﻣر ﺟﺎﺋﯾں ﮔﮯ‬

‫ﺗﺎر ﻧﮕہ ﮐﺎ ﺳﻠﺳﻠہ ﺟﺎﺗﺎ رﮨﺎ‬

‫ﺗوڑ ﮐر ِ‬ ‫‪:‬‬ ‫ﺧواﺟہ ﺣﯾدر ﻋﻠﯽ آﺗش‬ ‫)‪(3‬‬

‫ﯾہ آرزو ﺗﮭﯽ ﺗﺟﮭﮯ ﮔل ﮐﮯ روﺑرو ﮐرﺗﮯ‬

‫‪References‬‬

‫ﻧﺻﺎﺑﯽ ﮐﺗﺎب‪:‬‬

‫ﻧﺋﯽ درﺳﯽ ﮐﺗﺎب )ﺣﺻہ دوم( ‪ ،‬ﮐﺗﺎﺑﯽ دﻧﯾﺎ‪ ،‬ﻧﺋﯽ دﮨﻠﯽ‬

‫‪Keywords‬‬

‫‪Urdu Nasr‬‬

‫‪Urdu Shayari- Josh Malihabadi, Akhtar Shirani‬‬

‫‪Urdu Ghazal- Ghalib, Zauq, Aatish‬‬

‫‪87‬‬
 Subjects in Lieu of MIL
1. Economics – (Principles of Microeconomics I)

88
Unit2
Consumer Theory

Budget constraint, concept of utility, diminishing marginal utility, Diamond-water

paradox, income and substitution effects; consumer choice: indifference curves,
derivation of demand curve from indifference curve and budget constraint.

Unit 3
Production and Costs

Production: behaviour of profit maximising firms, production process, production

functions, law of variable proportions, choice of technology, isoquant and isocost
lines, cost minimizing equilibrimn condition

Costs: costs in the short nm, costs in the long run, revenue and profit maximization,
minimizing losses, shon run industry supply curve, economies and diseconomies of
scale, long run adjustments
Unit 4
Perfect Competition

Assumptions: theory of a firm under perfect competlt1on, demand and revenue;

equilibrium of the firm in the short run and long run; long run industry supply curve:
increasing, decreasing and constant cost industries.

Welfare: allocative efficiency under perfect competition.

References

l. Bernheim, B., Whinston, M. (2009). Microeconomics.

f
Tata McGraw-Hill.
2. Case, K., Fair, R. (2007). Principles o economics, 8th ed. Pearson Education.
3. Mankiw, N. (2007). Economics: Principles and applications, 4th ed. South
Western.

K.:ywv11.b
Supply, demand, elasticity, consumer behaviour, firm behaviour, perfect competition,
efficiency, welfare

89
 In Lieu of MIL (Political Science)
A Globalizing World

Course Objective: the Purpose of this course is to give students a basic understanding of what is
meant by the phenomenon of globalization, its source and forms. In addition, students will obtain
a familiarity with both key global actors and certain urgent problems that requires solutions and
global level.

1. Globalization
a) What is it?
b) Economic, Political, Technological and Cultural Dimensions

2. Contemporary World Actors

a) United Nations
b) World Trade Organisation (WTO)
c) Group of 77 Countries (G 77)

3. Contemporary World Issues

a) Global Environmental Issues (Global Warming, Bio-diversity, Resource Scarcities)
b) Poverty and Inequality
c) International Terrorism

Essential Readings
Lechner, F. J. and Boli, J. (eds.) (2004) The Globalization Reader. 2nd Ed. Oxford: Blackwell.
Held, D., Mc Grew, A. et al. (eds.) (1999) Global Transformations Reader. Politics, Economics a
nd Culture, Stanford: Stanford University Press, pp. 1-50.
Viotti, P. R. and Kauppi, M. V. (2007) International Relations and World Politics-Security,
Economy, Identity. Third Edition. Delhi: Pearson Education, pp. 430-450.
Baylis, J. & Smith, S. (eds.) (2011) The Globalization of World Politics: An Introduction to
International Relations. Fourth Edition. Oxford: OUP, pp. 312-329; 350-385; 468-489.
Tickner, J.A. (2008) ‘Gender in World Politics’, in Baylis, J. and Smith, S. (eds.) The Globalizati
on of World Politics: An Introduction to International Relation. 4th Edition. Oxford: OUP.
Taylor, P. and Grom, A.J.R. (eds.) (2000) The United Nations at the Millennium. London: Conti
nuum. pp. 1-20.
Ravenhill, J. (2008) ‘The Study of Global Political Economy’, in Ravenhill, John (ed.) Global
Political Economy. Second Edition. New York: Oxford University Press, pp. 18-24.
Sauvant, K. (1981) Group of 77: Evolution, Structure and Organisation, New York: Oceana
Publications.
Chasek, P. S., Downie, D. L. and Brown, J. W. (eds.) Global Environmental Politics. Fourth Edit
ion. Boulder: Colorado: Westview Press.
Roberts, J.M. (1999) The Penguin History of the 20th Century. London: Penguin.
Smith, M., Little, R. and Shackleton, M. (eds.) (1981) Perspectives on World Politics. London: C
room Helm.

90
White, B. et al. (eds.) (2005) Issues in World Politics. Third Edition, New York: Macmillan, pp.
74-92; 191-211.
Halliday, F. (2004) ‘Terrorism in Historical Perspective’, Open Democracy. 22 April, available a
t: http://www.opendemocracy.net/conflict/article_1865.jsp
Thomas, C. (2005) ‘Poverty, Development, and Hunger’, in Baylis, J. and Smith, S. (eds.) The
Globalization of World Politics. Third Edition. New Delhi: Oxford University Press, pp. 645-
668.
Vanaik, A. (2007) ‘Political Terrorism and the US Imperial Project’, in Masks of Empire. New
Delhi: Tulika Books, pp. 103-128.
Art, R.J. and Jervis, R. (eds.) (1999) International Politics: Enduring Concepts and Contemporar
y Issues. 5th Edition. New York: Longman, pp. 495-500; pp.508-516.

91