Syllabus of du sol

Scheme of Examination and Courses
of Reading for B.A. (Programme)
SEMESTER-VI
SCHOOL OF OPEN LEARNING

University of Delhi
Syllabus Applicable for the students seeking admission to

B.A.(Programme) Course from 2019-20 onwards
B.A. (PROGRAMME) SEMESTER-VI
DISCIPLINE SPECIFIC ELECTIVE (DSE)
1. Economics - Economic Development and Policy in India-II

2. Education - Education in India : Policy and Practice
3. English - World Literatures
4. Hindi-Vishesh Adhyayan : Ek Pramukh Sahityakar-Kabir
5. History - Issues in Twentieth Century World History II
6. Mathematics (Any One) - Numerical Methods OR Differential Equations
7. NHE - Entrepreneurship for Small Catering Units
8. Political Science - Understanding Globalization
9. Sanskrit - Mathematical Tradition in Sanskrit
SKILL ENHANCEMENT COURSE (SEC) (Any One)
1. Economics - Basic Computational Techniques for Data Analysis

2. Education - Media in Education
3. History - Radio and Cinema in India : A Social History
4. Political Science - Conflict and Peace Building
5. Sanskrit - Basic Elements of Jyotisha
GENERIC ELECTIVE (GE) (Any One)
1. Economics - Principles of Macroeconomics

2. English - Media and Communication Skills
3. Hindi - Hindi Cinema aur Uska Adhyayan
4. History - Delhi Through the Ages
5. Political Science - Human Rights, Gender and Environment
6. Sanskrit - Political Thought in Sanskrit
7. Commerce - Business Management
Discipline Specific Course (DSC)
Economics : Economic Development and Policy in India II (PDE62)
Credit : 6
Course Objective
The course seeks to equip students with sector-specific knowledge and skills to
analyse key economic issues and policy documents. It will also enable them to relate
theoretical frameworks of macroeconomics and microeconomics to the Indian
context.
Course Learning Outcomes

Students will have capability to understand government policies and will enable
informed participation in economic decision making, thus improving their
employment prospects and career advancement.
Unit 1
Macroeconomic policies and their impact: fiscal policy; financial and monetary
policies.
Unit 2
Agriculture: policies and performance; production and productivity; credit; labour
markets and pricing; land reforms; regional variations.
Unit 3
Industry: policies and performance; production trends; small scale industries; public
sector; foreign investment, labour regulation
Unit 4
Services and trade: trends and performance, trade and investment policy
References
Given the nature of the course, readings will be updated every year.
1. Anant, T. (2006). Institutional reforms for agriculture growth. In N.
Majumdar, U. Kapila (eds.): Indian agriculture in the new millennium:
Changi
Changing perceptions evelopment policy, Vol. 2. Academic Foundation.
2. Balakrishnan, P. (2014). The great reversal: A macro story. Economic and
Political Weekly, 49 (21), 29-34.
3. Bhaduri, A. (2012). Productivity and production relations: The case of Indian
agriculture. In A. Bhaduri (ed.): Employment and development. Oxford
University Press.
4. Bhagwati, J., Panagariya, A. (2012). A multitude of labor laws and
their reforms. In India's tryst with destiny. Collins Business.
5. Chanda, R. (2012). Services led growth. In K. Basu, A. Maertens (eds.): New
Oxford companion to economics in India. Oxford University Press.
6. De, S. (2012). Fiscal policy in India: Trends and trajectory. Ministry of
Finance Working Paper.
7. Dev, M. (2012). Agricultural development. In K. Basu, A. Maertens
(eds.): New Oxford companion to economics in India. Oxford Unversity Press.
8. Dev, S., Rao, N. (2010). Agricultural price policy, farm profitability and food
security. Economic and Political Weekly, 45 (26-27), 174-181.
1
9. Dhar, B. (2015). India's new foreign trade policy. Economic and Political
Weekly, 50(16), 14-16.
10. Ghatak, M. (2012). Land reforms. In K. Basu, A. Maertens (eds.): New
11. Gulati, A., Saini, S. (2017) 25 years of policy tinkering in agriculture. In R.
Mohan (ed.): India transformed: 25 years of economic reforms. Penguin.
12. Kanagasabapathy, K., Tilak, V., Krishnaswamy, R. (2013). A rethink on
India’s foreign trade policy. Economic and Political Weekly, 48 (31),137-139.
13. Kumar, N. (2015). FDI and portfolio investment flows and development: A
perspective on Indian experience. In U. Kapila (ed.): Indian economy since
independence, 26th ed. Academic Foundation.
14. Ministry of Finance. Clothes and shoes: Can India reclaim small scale
manufacturing? Economic Survey, 2016-17, 1.
15. Nagaraj, R. (2017). Economic reforms and manufacturing sector
growth. Economic and Political Weekly, 52(2), 61-68.
16. Nayak, P. (2012). Privatization. In K. Basu, A. Maertens (eds.): New Oxford
companion to economics in India. Oxford University Press.
17. Panda, M. (2017). Macroeconomic scenario and policy options. In M. Dev
(ed.): India development report 2017. Oxford University Press.
18. Vaidyanathan, A. (2012). Irrigation. In K. Basu, A. Maertens (eds): New
Keywords
Indian economic development, government policy
2
Discipline Specific Elective
Education - Education In India: Policy And Practice

Credits: 6
COURSE OBJECTIVES
This course provides an overview of educational policy and practices that have influenced
development of school and higher education in India. It introduces learners to
significant perspectives and processes of educational policy making and planning in the country.
Learners are introduced to institutions of school education and higher education in India
and also to the programmes and schemes that have influenced educational access and
opportunities.
LEARNING OUTCOMES
On completion of this course, learners are expected to:
 Build a critical understanding about major policies of education in India.

 Develop familiarity with indicators of educational development.
 Describe different educational systems at the school and higher education level.
 Identify problems, challenges and issues at different levels of education.
 Understand the role of regulatory bodies at different levels of education.
 Understand global changes that impact education.
UNIT I: UNDERSTANDING EDUCATIONAL POLICY IN INDIA
 Policy and its influence on the educational system

 Overview of policies in India; National Policy of Education 1968, National Policy of
Education 1986, Programme of Action 1992
 International goals and Policy formulation in India: Millennium Development Goals
(MDGs) and Sustainable Development Goals (SDGs)
 Educational planning in India and Financing: Indicators of education - GER, NER, pupil-
teacher ratio
UNIT II: SCHOOL EDUCATION IN INDIA
 Common School System: Kothari Commission Report and vision of Common Schooling
 Systems of Schools: types and affiliation, public, private, central, state government,
aided and schools run by autonomous bodies
 The role of various national, state and local level bodies in school education in the
area of curriculum and assessment , suc h a s National Council for Educational
Research and Training (NCERT), State Council of Educational Research and Training
(SCERT), District Institute for Education and Training (DIETs), National Institute of
Open Schooling (NIOS); Boards of Education: National, International and State Boards
3
 Important government initiatives: Sarva Shiksha Abhiyan (SSA), Rashatriya
Madhyamik Shiksha Abhiyan (RMSA), Samagra Shiksha, Mid-day Meal Program
UNIT III: HIGHER EDUCATION IN INDIA
 Issues in higher education: access, equity, relevance, quality, Rashtriya Uchchatar

Shiksha Abhiyan (RUSA)
 Challenges of quality and regulations in higher education Role of University Grants
Commission (UGC) and National Assessment and Accreditation Council (NAAC)
 Types of universities: central, state, private, open and deemed
 Contemporary issues: r o l e of the global market; GATS in education
SUGGESTED PROJECTS / ASSIGNMENTS

Learners are expected to engage with any two of the following or such similar activities:
 Build a perspective from data on education of specific social groups (girls, Dalits, tribals,
disabled) from Census, DISE, Select Education Statistics, and All India Education Survey
Report (NCERT) regarding access to education, enrolment - retention at various levels of
education and achievement of students.
 Detailed Study of midday meal scheme (www.righttofoodindia.org) or any other school
linked schemes of the Central Government.
 Examine any course offered to students through franchising or joint ventures of
transnational institutions.
 Prepare a report on schemes that are currently operational in government schools
introduced for welfare of children in last five years.
READINGS
ESSENTIAL READINGS
 Juneja, Nalini, 2003, Constitutional Amendment to Make Education a Fundamental Right,

Occasional Paper, New Delhi: NUEPA pp6-13 http://www.nuepa.org/ Download/
Publications/Occasional%20Paper-33njuneja.pdf
 Apple, M. W. (2008). Can schooling contribute to a more just society? Education,
Citizenship and Social Justice, 3(3), 239–261.
 GOI. (1966). Report of the Education Commission: Education and National Development,
New Delhi: Ministry of Education.
 Sinha, Shanta and Reddy, A. (2011), School Drop Outs or Push outs, in R. Govinda (ed.)
Who goes to school? Exploring Exclusion in Indian Education. Oxford University Press.
India. (Chapter 4)
 Public Report on Basic Education (1999) New Delhi: Oxford University Press (also in
Hindi)
 Sadgopal, Anil. (2008). Samaan School Pranaliyon ki Zarurat. Aaj ka Savaal. In Shiksha
Aur Bhoomandalikaran. India: Shabd Sansadhan Prakashan.
4
 Saxena, S. (2012, Dec. 8). Is equality an outdated concern in education? Political and
Economic Weekly 47(49), 61-68.
 Tilak J.B.G. (2004) Higher Education between State and the Market presented in
UNESCO Forum on Higher Education available at portal.unesco.org/
education/tilak/colloquium.
 Bhushan, Sudhanshu, 2009, Foreign Universities in India (Chapter 5), in Restructuring
higher Education in India, Rawat Publication: Jaipur
 Gupta, A. (2011). Kya Nijikaran Sahayak ho Sakta Hai in Ucchtar Shiksha ke Badalte
Ayaam. Hindi Karyanvya Nideshalaya. Delhi University. (Ch. 5 p. 196- 2
INTERNET RESOURCE
 National Council for Educational Research and Training (NCERT- www.ncert.nic.in),

 State Council of Educational Research and Training (SCERT), DIETs, Block Resource
Centres (BRC) etc delhi.gov.in/wps/wpm/connect/ doit/scert/Scert+Delhi/home/
 Samagra Shiksha from samagra.mhrd.gov.in
 SSA from https://mhrd.gov.in>ssa-o
 RMSA from rmsaindia.gov.in
 RUSA from http://mhrd.gov.in>rusa
 Mid day meal http://mhrd.gov.in>mid-day-meal
 Millennium Development Goals (MDGs) www.who.int./topics/millennium-development-
goals/about/about/en/
 Sustainable Development Goal 4: Quality Education in.one.un.org/page/sustainable-
development-goals/sdg-4
 Education for Sustainable Development https;//en.unesco.orh/themes/education-
sustainable-development
 Quality Education: Why It Matters www.un.org/sustainable-development/wp-
content/uploads/2018/09/goal-4.pdf
 Deaton, Angus and Jean Dreze, 2009, Food and Nutrition in India: Facts and
Interpretations, Economic and Political Weekly, Vol 44, Issue No. 07
https://www.eklavya.in/magazine-activity/sandarbh-magazines/200-sandarbh-from-
issue-81-to-90/sandarbh-issue-85/584-multilingualism-a-classroom-resource-by-
rama-kant-agnihotri
ADDITIONAL READINGS
 Naik, J.P., 1979, Equality, Quality and Quantity: The Elusive Triangle in Indian
Education , International Review of Education , Vol. 25, No. 2/3, Jubilee Number (1979),
pp. 167-1
 Subimal Sen Democracy, Decentralized Planning and Devolution of Power in Education
in K N Panikkar and M Bhaskaran Nair (eds.) Emerging Trends in Higher Education in
India: Concepts and Practices (New Delhi: Pearson Education India, 2011).
 Naik, JP, The Role of Government of India In Education, Ministry of Education,
Government of India
 Powar, K. B. (2011). Indian Higher Education Revisited. Continuing Concerns and
Emerging Issues. Vikas Publishing House, Delhi. [Ch. 3 (pp. 62- 79)
KEY WORDS
Education, India, Policy
5
Discipline Specific Elective (DSE)
English : World Literatures
a. Valmiki: Joothan
b. Chinua Achebe: Things Fall Apart
Stories from Living Literatures
c. Marquez, ‘Balthasar’s Marvellous Afternoon’ Paz, ‘The Blue Bouquet’
d. Essay from Living Literatures
Ngugi waThiongo, From ‘Decolonising the Mind’
e. Poetry:
Neruda: Fable of the Mermaid and the Drunks Walcott: Names
Keywords: Nation, Colony and Empire, History and Memory, Gender and Representation,
Race and Class
Essential Readings
Note: This is a literature-based programme, and students will be examined on all the
prescribed readings in various sections of the syllabus. Therefore, all those texts are to be
considered essential reading.
Suggested Readings
These prescribed texts are meant to be read in the context of their particular times of
composition. The key words at the end of each paper indicate the issues and motifs that may
interest the student to read about a particular writer or her time. Therefore no suggested
readings have been offered, so that these papers do not become burdensome for students
opting for English under the BA Programme.
6
�हंद�- वशेष अ ययन : एक मुख सा ह यकार- कबीर
(BAPHDSE06)
Credit:6
Course Objective(2-3)
ह द सा ह य के भ काल, िनगुण का यधारा, संत का य-धारा से अवगत करवाना.

कबीर-का य क कृ ित और संरचना क समझ वकिसत करना.
पा य म म िनधा रत दोह और पद के मा यम से जीवन और समाज के विभ न मु क समझ और सुिचंितत दशा खोजने का यास करना.
इस पा य म के अ ययन से व याथ -
भ काल क राजनीितक-सामा जक-सां कृ ितक-धािमक थितय को समझ पायगे.

कबीर-का य क सामा जक चेतना के मा यम से व ाथ म सामा जक समरसता का वकास होगा.
मानवीय और नैितक मू य का वकास होगा.
Unit 1
कबीर का सा ह यक प रचय
संतका य क वशेषताएँ
Unit 2
कबीर क सा खयाँ (कुल 12)

गु दे व कौ अंग- 3,7,11
सुिमरण कौ अंग – 4,9,32
वरह कौ अंग – 18,22
चेतावणी कौ अंग – 13,14
साध साषीभूत कौ अंग – 2
उपदे स कौ अंग – 9
7
(कबीर – यामसंद
ु र दास)
Unit 3
कबीर के पद (कुल 6)
राग गौड़ (पद सं. 3,6,89,111,114,117)
(कबीर- यामसंद
ु र दास)
Unit 4
कबीर क सामा जक चेतना

कबीर क भ भावना
कबीर का रह यवाद
कबीर क भाषा
कबीर क दाशिनक चेतना
References
कबीर- यामसुंदर दास

कबीर- हजार साद वेद
िनगुण का य म नार - अिनल राय
Additional Resources:
भ आ दोलन के सामा जक आधार-गोपे र िसंह

कबीर - वजये नातक
भ का स दभ-दे वीशंकर अव थी
कबीर क िचंता - बलदे व वंशी
भ का य का समाज दशन- ेमशंकर
Keywords
तीक
उलटबासी
रह यवाद
माया
राम
कंुडिलनी
इं गला- पंगला-सु मुना
िस -नाथ
भ
परमा मा-जीवा मा
8
Discipline Specific Elective
History - Issues in Twentieth Century Century World History-II
Course Objectives:
This course aims to provide an understanding of 20th century world history not as history of
parts, individual nations but as interconnected world history. Through events focus is on
how the world evolved from the Wars of Nations to new radical and social movements.
World ridden with conflict and violence also witness growing desires for Peace by forming
United Nations. The emphasis is on taking up case studies to illustrate the processes and
trends in society and culture.
Learning Outcomes:
Define world history.

• Discuss and explain the evolving polities, economies and cultures of the twentieth
century world.
• Analyze the interconnectedness in world history.
• Demonstrate critical skills to discuss diverse social movements and cultural trends.
Course Content:
Unit I: The World Divided: The Cold War-case studies, Korea/Vietnam

Unit II: Decolonization and the long shadow of colonial exploitation: Ghana/Algeria
Unit III: Popular Movements:
1. Environmental Struggles: Chipko Movement; Struggles for the Amazon; Bhopal

2. Student Movements: Paris 1968
9
3. Anti-apartheid movements in S. Africa and Civil Rights Movement USA
4. Women's Movements: Issues and Debates/Women and Work Place-
Vishakha Guidelines
Unit IV: Leisure and Entertainment
1. Spectator Sports (football/O !ympics)
2. Cinema (James Bond films in the context of the Cold War, Satyajit Ray's films and
Bicycle Thief 111 the context of the Depression)
ESSENTIAL READINGS AND UNIT-WISE TEACHING OUTCOMES:
Unit I: This Unit shall discuss the global impact of the Cold War though specified
case studies. (Teaching Time: 3 weeks approx.)
• Dickinson, Edward Ross. (2018). The World in the Long Twentieth-Century, An

Interpretive History. USA: University of California Press.
• Lightbody, Bradley. (1999). The Cold War. New York and London: Routledge.
• McMahon, Robert. (2003). Cold War-A very Short Introduction. USA: Oxford
University Press.
• Lee, Stephen J. (1982). Aspects of European History 1789-1980. London, New York:
Routledge (Ch.31).
• Anderson, David L. (2005). The Vietnam War. New York: Palgrave Macmillan.
• Stueck, W. (2010). "The Korean War." in M.P. Leffler and O.A. Westad, (Eds.). The
Cambridge History of the Cold War. Volume 1. Cambridge: Cambridge University Press.
Unit II: This Unit shall familiarize the students with the decolonization process and
with the politics of persisting colonial interests through a prescribed case study from
the African/South American region. (Teaching Time: 3 weeks approx.)
10
• Lee, Stephen J. ( 1982). Aspects of European History 1789-1980. London, New York:
Routledge (Ch.36).
• Whitfield, Lindsay. (2018). Economics after Colonialism: Ghana and the Struggle for
Power. Cambridge: Cambridge University Press, pp. I 33-177.
• Choi, Sung-Eun. (2016). Decolonization and the French of Algeria: Bringing the Settler
Colony Home. New York: Springer (Introduction).
• Findley, Carter V. and John Rothey. (2011). Twentieth-Century World.
USA: Wadsworth Publishing.
Duikar, William J. (2005) Twentieth-Century World History. USA: Wadsworth
Cengage Learning.
• Roberts, J.M. (1999). Twentieth-Century, the History of the World, 1901-2000. New
York: Viking.
l-l'Ql'11'1, �- (�o��). &cfi!?ldl�<lcfilfcl"d�fcl'Qlfl: Q_cfi\n�cfi (m<r--=O. �
: ��47 5Ff'iI!?frf.
Unit III: This Unit shall provide an outline of important case studies of popular
movements that emerged in the latter half of the twentieth century. (Teaching Time: 6
weeks approx.)
• Findley, Carter V. and John Rothey. (2011). Twentieth-Century World .

• Duikar, William J. (2005) Twentieth-Century World History. USA: Wadsworth
Cengage Learning.
Burkett, Elinor. (YEAR). "Women's Rights Movement - Political and Social Movement."
Encyclopaedia Britannica (https://www.britannica.com/topic/womens-movement).
Flavia Agnes. (2001). Law and Gender Equality: The Politics of Women's Rights in
lndia. Delhi: Oxford University Press (relevant sections in Part-II).
11
• Joan Martine:;.-Alicr. (201'.?.). "The Gnvironrncntalism oi' the Poor: Its Origins and
Spread" in;\ Companion to Global Environmental History, Eds. J. R. McNeill and Erin
Stewart Mauldin, West Sussex: Wiley-Blackwell. pp. 455-73.
• Nagraj. Yijay K. & Nithya V Raman (2006). ''Arc we Prepared for Another Bhopal."
in Environmental Issues in India, ed. Mahesh Rangarajan, Delhi: Pearson. (Available in
Tlindi also)
• McNciJI, J. R. ('.?.001). Something New Under the Sun: i\n Environmental History of
Twentieth-Century World. New York & London: W.W. Norton & Company. (Especially
Introduction)
• Mitchell. Timothy. (2013 ). Carbon Democracy: Political Power in the age of Oil. London
& New York: Verso (Introduction).
• Skinner. R. (2017). Modern South Africa 111 World History: Beyond Imperialism.
London: Bloomsbury (Ch.6 and Ch.7) .
•
Unit IV: This Unit shall discuss important trends in the realm of spectator sports and
in cinema. The focus shall be on specified case studies. (Teaching Time: 4 weeks
approx.)
• Findley, Carter V. and John Rothey. (2011). Twentieth-Century World.

Hobsbawm, E.J. (1996). The Age of Extremes. 1914-1991. New York: Vintage.
Hobsbawm, E.J. (2009). The Age Of Extremes, translated into Hindi : 6lf"a"lctili:fil�◄I
4h1,ff�Fflcf>1�fa�Wl: 1914-1991; 31-j,cll�cfi, 'SfcFT��; �: ficll�Sli:fil�R
• Duikar, William J. (2005) Twentieth-Century World History. USA: Wadsworth
Cengage Learning.
12
Leab, D.L. (1998). "Introduction: The Cold War and the Movies." Film History vol. I 0
no.3, pp. 251-53.
• l-tQ_IJlrl, �-(�oz�)- ��1a1�iftcti1Fclya�faQ1fl: (Zcfi$i�cfi ('+TT<T-�)- R�<:-A��41Slcfili?R.
• ��, �- (�o Z't). fcl-"d�faQlfl4iSllj,€PJ,�.st��a�. �:
R�<:-AFclYdFcliiiI�llSIcpI �R
Suggested Readings:
• Chapman, James. (2005). Cinemas of the World--Film and Society from 1895 to the
Present. London: Reation Books.
• Cumings, Bruce. (2010). The Korean War: A History. New York: Modern Library.
• Faiola, Toyin and Achberger, Jessica. (Eds). (2012). The Political Economy of
Development and Underdevelopment in Africa. New York and London: Routledge.
• Forbes, Geraldine. (I999). Women in Modern India. The New Cambridge History of
India- Volume 4. Cambridge: Cambridge University Press (Chs.7-8).
• Grosfoguel, Ramonand Cervantes-Rodriguez, Ana Magarita (Eds.). (2002). The
Modern/Colonial/Capitalist World-System in the Twentieth Century: Global Processes,
Antisystemic Movements, and the Geopolitics of Knowledge. USA: Greenwood Press.
• Guelke, Adrian. (2005). Rethinking the Rise and fall of Apartheid-South Africa and
World Politics. New York: Palgrave Macmillan.
• Guttmann, A. (1986). Sports Spectators. New York: Columbia University Press (Chs.4-
6).
• John, M. (2014). "Fears and Furies of Sexual Harassment." The Economic and Political
Weekly vol. 49 no.IS, 29-32.
13
• Klimke, M. and J. Scharloth. (Eds.). (2008). 1968 in Europe: A History of Protest and
Activism 1956-1977. Basingstoke: Palgrave Macmillan.
• Kumar, Radha. (1993). The History of Doing. Delhi: Zubaan (Chs.6-12).
• McNeil!. J. R. and Erin Stewart Mauldin (Eds.). (2012). A Companion to Global
Environmental History. West Sussex: Wiley-Blackwell.
• Moore, Jason W. (2015). Capitalism in the Web or Life: Ecology and the Accumulation
or Capital. London & New York: V crso.
• Rajadhyaksha, Ashish. (2016). Indian Cinema: A Very Short Introduction. Delhi: Oxford
University Press.
• Rathbone, Richard. (2000). Nkrumah and the Chiefs: The politics of Chieftaincy in
Ghana 1951-60. Athens: Ohio University Press, pp 1-28, 89-150.
• Schofield, John, Johnson, William Gray and Beek, Colleen M. (Eds.). (2002). Material
Culture-the Archaeology of Twentieth Century Conflict. New York and
London: Routledge.
• Sen, Samita. (2000). "Toward a Feminist Politics? The Indian Women's Movement in
Historical Perspective." Policy Research Report on Gender and Development Working
Paper Series No. 9. (World Bank), pp. 20-46.
• Sorlin, Pierre. (1998). "The Cinema: The American Weapon for the Cold War." Film
History vol. no.3, pp. 375-381.
Keywords:
Cold war, Decolonisation, Vietnam War, Anti-apartheid movement, students'

movement: Paris 1968, Chipko Movement, Bhopal gas tragedy, Vishakha Guidelines,
sports, cinema
14
Mathematics
DSE-2 (i) : Numerical Methods
Credits: 6 (5+1)
Course Objectives: The goal of this paper is to acquaint students for the study of certain
algorithms that uses numerical approximation for the problems of solving polynomial equations,
transcendental equations, linear system of equations, interpolation, and problems of ordinary
differential equations.
Course Learning Outcomes: After completion of this course, students will be able to:
i) Find the consequences of finite precision and the inherent limits of numerical methods.
ii) Appropriate numerical methods to solve algebraic and transcendental equations.
iii) Solve first order initial value problems of ordinary differential equations numerically
using Euler methods.
Unit 1: Errors and Roots of Transcendental and Polynomial Equations

Floating point representation and computer arithmetic, Significant digits; Errors: Roundoff error,
Local truncation error, Global truncation error, Order of a method, Convergence and terminal
conditions; Bisection method, Secant method, Regula−Falsi method, Newton−Raphson method.
Unit 2: Algebraic Linear Systems and Interpolation

Gaussian elimination method (with row pivoting), Gauss−Jordan method; Iterative methods:
Jacobi method, Gauss−Seidel method; Interpolation: Lagrange form, Newton form, Finite
difference operators, Gregory−Newton forward and backward difference interpolations,
Piecewise polynomial interpolation (Linear and quadratic).
Unit 3: umerical Differentiation, Integration and ODE

Numerical differentiation: First and second order derivatives, Richardson extrapolation method;
numerical integration: Trapezoidal rule, Simpson’s rule; Ordinary differential equation: Euler’s
method, Modified Euler’s methods (Heun’s and midpoint).
References:
1. Chapra, Steven C. (2018). Applied !umerical Methods with MATLAB for Engineers and
Scientists (4th ed.). McGraw-Hill Education.
2. Fausett, Laurene V. (2009). Applied !umerical Analysis Using MATLAB. Pearson.
India.
3. Jain, M. K., Iyengar, S. R. K., & Jain R. K. (2012). !umerical Methods for Scientific and
Engineering Computation (6th ed.). New Age International Publishers. Delhi.
Additional Reading:
i. Bradie, Brian (2006). A Friendly Introduction to !umerical Analysis. Pearson Education
India. Dorling Kindersley (India) Pvt. Ltd. Third Impression, 2011.
15
Facilitating the Achievement of Course Learning Outcomes
Unit Course Learning Outcomes Teaching and Learning Assessment Tasks
o. Activity
1. Find the consequences of finite (i) Each topic to be explained • Presentations and
precision and the inherent limits with examples. participation in
of numerical methods. (ii) Students to be involved in discussions.
2. Appropriate numerical methods discussions and encouraged • Assignments and
to solve algebraic and to ask questions. class tests.
transcendental equations. (iii) Students to be given • Mid-term
3. Solve first order initial value homework/assignments. examinations.
problems of ordinary differential (iv) Students to be encouraged • End-term
equations numerically using to give short presentations. examinations.
Euler methods.
Keywords: Bisection method, Euler’s method, Gauss−Jordan method, Gauss−Seidel method,

Jacobi method, Newton−Raphson method, Regula−Falsi method, Richardson extrapolation
method, Secant method and Simpson’s rule.
16
DSE-2 (ii) : Differential Equations
Credits: 6 (5+1)
Course objectives: The course aims at introducing ordinary and partial differential equations to
the students and finding their solutions using various techniques with the tools needed to model
complex real-world situations.
Course learning outcomes: The course will enable the students to:
i) Solve ODE’s and know about Wronskian and its properties.
ii) Method of variation of parameters and total differential equations.
iii) Solve linear PDE’s of first order.
iv) Understand Lagrange’s and Charpit’s methods for solving nonlinear PDE’s of first order.
Unit1: Ordinary Differential Equations

First order exact differential equations including rules for finding integrating factors, First order
higher degree equations solvable for x, y, p and Clairut’s equations; Wronskian and its
properties, Linear homogeneous equations with constant coefficients; The method of variation of
parameters; Euler’s equations; Simultaneous differential equations; Total differential equations.
Unit 2: Linear Partial Differential Equations

Order and degree of partial differential equations, Concept of linear partial differential equations,
Formation of first order partial differential equations, Linear partial differential equations of first
order and their solutions.
Unit 3: on-linear Partial Differential Equations

Concept of non-linear partial differential equations, Lagrange’s method, Charpit’s method,
classification of second order partial differential equations into elliptic, parabolic and hyperbolic
through illustrations only.
References:
1. Ross, Shepley L. (1984). Differential Equations (3rd ed.). John Wiley & Sons, Inc.
2. Sneddon, I. N. (2006). Elements of Partial Differential Equations, Dover Publications.
Indian Reprint.
Additional Readings:
i. Anton, Howard, Bivens, Irl, & Davis, Stephen (2013). Calculus (10th ed.). John Wiley &
Sons Singapore Pvt. Ltd. Reprint (2016) by Wiley India Pvt. Ltd. Delhi.
ii. Brannan, James R., Boyce, William E., & McKibben, Mark A. (2015). Differential
Equations: An Introduction to Modern Methods and Applications (3rd ed.). John Wiley &
Sons, Inc.
17
Unit Course Learning Outcomes Teaching and Learning Activity Assessment Tasks
o.
1. Solve ODE’s and know about (i) Each topic to be explained with • Presentations and
Wronskian and its properties. examples. participation in
Method of variation of (ii) Students to be involved in discussions.
parameters and total discussions and encouraged to • Assignments and
differential equations. ask questions. class tests.
2. Solve linear PDE’s of first (iii) Students to be given • Mid-term
order. homework/assignments. examinations.
3. Understand Lagrange’s and (iv) Students to be encouraged to • End-term
Charpit’s methods for solving give short presentations. examinations.
nonlinear PDE’s of first order.
Keywords: Charpit's method, Clairut’s equations, Euler’s equations, Lagrange’s method,

Wronskian and its properties.
Acknowledgments
The following members were actively involved in drafting the LOCF syllabus of
B.A. (Programme), University of Delhi.
Head
• C.S. Lalitha, Department of Mathematics
Coordinator
• Hemant Kumar Singh, Department of Mathematics
Committee Members
• Sarla Bhardwaj (Dr. Bhim Rao Ambedkar College)
• Anuradha Gupta (Delhi College of Arts and Commerce)
• A.R. Prasannan (Maharaja Agrasen College)
18
NHE : Entrepreneurship for Small Catering Units
CREDITS: 6
COURSE OBJECTIVES:
 To impart concepts of menu planning, purchasing, receiving, storage, food production, space and
equipment.
 To develop concept of financial and personnel management.
 To enable students to develop project plan to open a food service unit.
COURSE LEARNING OUTCOMES: After completing this course, the learner will able to:
 Describe the origin and kinds of food service units.
 Discuss importance and types of menu and factors affecting menu planning.
 Understand basic principles of organization and management.
 Develop insight into food production process, highlighting areas like food purchase, storage, quantity
food production, food service and food hygiene
 Explain the role of space, equipment, budget, costs and personnel in catering business
 Plan for a small food service unit.
 Conduct market survey of foods and food service units and develop checklist for good hygiene
practices.
 Demonstrate skills in standardizing recipes and plan menus for packed meals, tiffins for school/
college canteen.
THEORY:
CONTENTS
UNIT I: Introduction to Food Service Units
Origin of food service units
Kinds of food service units
Sethi Mohini. (2016). Institutional Food Management. 2nd ed. Delhi. New Age International (P) Ltd.
Chapter 1, pg 3-14.
UNIT II: Menu Planning

 Importance of menu
 Factors affecting menu planning
 Types of menu
Chapter 17, pg 264-291.
UNIT III: Organization and Management

 Principles of management
 Functions of manager
Sethi M, Malhan S. (2015). Catering management: An integrated Approach; 3rd ed. Delhi.New
Age International (P) Ltd. Chapter 1, pg 3-21
UNIT IV: Food Production Process

 Food purchasing and receiving
 Storage
 Quantity food production -standardization of recipes, recipe adjustments and portion control,
quantity food production techniques
19
 Food service
 Food hygiene and sanitation
UNIT V: Spaces, Equipment, Financial and Personnel Management

 Space -types of kitchen areas, flow of work and work area relationship
 Equipment- factors affecting selection of equipment
 Importance of financial management
 Budgets and budgeting process
 Cost concepts
 Functions of a personnel manager
 Job description and job specification
Chapter 6, 10, 21,22,25; pg 99-129, 166-176, 371-421, 467-476.
UNIT VI: Planning a Small Food Service Unit

 Preliminary planning, survey of types of units, identifying clientele, menu, operations and delivery
 Planning the set up-identifying resources, developing project plan, determining investments
IGNOU (2017) MFN 007 Enterpreneurship and food service Management, Delhi. Chapter 2-3, pg 45-85.
PRACTICAL:
 Market survey for food items both raw and processed.
 Survey of food service units.
 Standardization of a recipe.
 Preparing quick foods for scaling up for quantity productions.
 Planning menus for the following: packed meals for office employees, nutritious tiffins for school
children, school/college canteen menus.
 Demonstration of a specialized cuisine.
 Develop a checklist for good hygiene practices.
COMPULSORY READINGS :
• IGNOU (2017) MFN 007 Enterpreneurship and food service Management, Delhi.
• Sethi M, Malhan S. (2015). Catering management: An integrated Approach; 3rd ed. Delhi.New
Age International (P) Ltd.
• Sethi Mohini. (2016). Institutional Food Management. 2nd ed. Delhi. New Age International (P) Ltd.
ADDITIONAL RESOURCES:
• Roday S. (2003). Food Hygiene & Sanitation. Noida: Tata Mc Graw Hill Publication Ltd.
• Saxena R.P. (2010). Food Service and Catering Management. Delhi: Anmol Publications Pvt Ltd.
• Taneja S and Gupta S.L. (2001). Entrepreneurship Development. Delhi: Galgotia Publishing.
20
-Internal Assessment: 25 marks (Class test- 10 marks; Assignment- 10 marks; Attendance- 5 marks)
For practical (maximum marks 50):
-End-semester practical exam: 25 marks
-Continuous evaluation of practicals on a predecided key: 25 marks
KEYWORDS:
 Department of Home Science
 Entrepreneurship
 Food service
 Menu planning
Facilitating the achievement of course learning objectives
Unit no. Course learning outcomes Teaching and learning activities Assessment tasks
1 Students will get an overview of Theory class Class test
basic aspects of food service
units
2 Students would get an in-depth Lectures, power point Applicable based short
understanding of the various presentations, discussion and and long answer
dimensions of menu planning visual representation questions
3 Students will get an insight into Discussions with examples Test, mock exercises
the organizational and
managerial aspects of running a
food service unit
4 Students would gain knowledge Theory classes, discussion, Class test, practical
of the various processes market survey application of
involved in food production i.e standardization of
purchase, storage, quantity recipes, portion control
production, food service and etc.
food hygiene
5 Students will understand the role Theory supplemented with case Class test with short
of space, equipment, budget, studies and long answer
costs and personnel in catering questions
management
6 Students will acquire skill in Lecture, discussion Preparation of plan to
developing a plan for a small set up a home based
food service unit catering unit complete
in all respects
*Assessment tasks listed here are indicative and may vary.
21
Discipline Specific Elective - (DSE)
Political Science : Understanding Globalization
(62327601) Credit:6
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.

• The students will learn about meaning and significance of globalization in contemporary
times.
• The course will enhance students’ understanding on economic, political, technological
and cultural dimensions of globalization.
• Understanding the role of global actors in the process of globalization will enhance
students’ knowledge on world actors like United Nations, World Trade Organization and
G-77.
• Students will also learn about contemporary pressing issues like global warming,
poverty& inequality and international terrorism.
Unit 1
Globalization
a) Meaning and Debate
b) Dimensions: Economic, Political, Technological and Cultural
Unit 2
Contemporary World Actors
a) United Nations
b) World Trade Organisation (WTO)
c) BRICS
d) MNCs, TNCs
Unit 3
Contemporary World Issues
a) Global Environmental Issues (Global Warming, Bio-diversity, Resource Scarcities)
b) Global Justice
c) International Terrorism
References
J. Goldstein, (2006) International Relations, New Delhi: Pearson.
David Held and Anthony McGrew, et.al (1999) Global Transformation: Politics, Economy and
Culture, Stanford, Stanford University Press.
David Held and Anthony McGrew (2003), eds., the Global Transformations Reader: An
Introduction to the Globalization Debate, Malden, Polity Press.
22
Andrew Heywood (2011), Global Politics, New York: Palgrave-McMillan.
Lechner, F. J. and Boli, J. (eds.) (2004) The Globalization Reader. 2nd Edition.
Oxford: Blackwell.
J. Baylis, Smith and Owens, eds. (2017) The Globalization of World Politics: An Introduction to
International Relations, New York: Oxford University Press.
Joseph E. Stiglitz (2018), Globalization and Its Discontents Revisited: Anti-Globalization in the
Era of Trump,New York: W.W. Norton & Company.
Jagdish Bhagwati (2007), In Defense of Globalization, Oxford, Oxford University Press.
Manfred B. Steger (2017) Globalization: A Very Short Introduction, New York: Oxford
University Press.
Paul Hirst, G. Thompson and S. Bromley (2009), Globalization in Question, Malden, Polity
Press.
John Clark (ed.), (2003) Globalizing Civic Engagement: Civil Society and Transnational Action,
London, Earthscan.
Sanjeev Khagram, James Riker and Korthrxu Sikkink (ed.) (2002) Restructuring World Politics:
Transnational Social Movements, MN, University of Minnesota Press.
Bernard Hoelkman and Michel Kostecki, the Political Economy of the World Trading System:
From GATT to WTO, New York, OUP
Arjun Appadurai, (1996), Modernity at Large: Cultural Dimensions of Globalisation, University
of Minnesota Press.
Deepak Nayyar (ed.) (2002), Governing Globalization: Issues and Institutions, Oxford
University Press.
Held, David and Anthony Mc grew (ed.), (2003), The Global Transformation Reader: An
introduction to the Globalization Debate, 2nd Cambridge, Polity Press, Blackwell Publishing.
Joseph E Stiglitz, (2002), Globalisation and its Discontents, US, W.W. Norton and Company.
Noreena Hertz, (2000)The silent take over: Global Capitalism and the death of Democracy,
Praeger.
P.S., Chasek, Downie, D.L., and Brown, J.W., Fourth Edition (2006), Global
Environmental Politics , Boulder: West view Press.
Nye Joseph S and John D. Donanu (ed.) (2000) Governance in a Globalizing World, Washington
dc, Brooking Institution Press.
Tyler Cowen, (2000) Creative Destruction: How Globalization is changing the world’s culture,
New Jersey, Princeton University Press.
Held, D., Mc Grew, A. et al. (eds.) (1999) Global Transformations Reader. Politics,
Economics and 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. and Smith, S. (eds.) (2011) The Globalization of World Politics: An Introduction to
International Relations. Fourth Edition. Oxford: Oxford University Press, pp. 312‐329;50‐385;
468‐489.
23
Tickner, J.A. (2008) ‘Gender in World Politics’, in Baylis, J. and Smith, S. (eds.) The
Globalization of World Politics: An Introduction to International Relation. 4th Edition. Oxford:
Oxford University Press.
Taylor, P. and Grom, A.J.R. (eds.) (2000) The United Nations at the Millennium.
London: Continuum. pp. 1‐20.
Classic Readings
Michael Hardt and Antonio Negri( 2001), Empire, USA, Harvard University Press.
Jagdish Bhagwati (2004), In defense of Globalization, New York, Oxford University Press.
Paul Hirst, Graham Thompson and Simon Bromley (1996), Globalization in Question: The
International Economy and the Possibility of Governance, Polity Press.
Additional Readings
Keohane Robert and Joseph S. Nye Jr. (Spring 2002), “Globalization: What is new, what is
not”, Foreign Policy, No.118. pp. 104-119, Washington. Newsweek Interactive, LLC.
Marc Lindenberg and Coralie Bryant, Going Global: Transforming Relief and Development
NGOs, Bloomfield, Kumarian Press.
Sen, A. (2006) Identity and Violence: Illusion and Destiny. London: Penguin/Allen Lane, ch.7,
pp.130-148.
Readings in Hindi
पुष्पेश पन्त (2016), भ मंडलीकरण एवं भारत, दिल्ली: एक्सेस पब्ललशशंग.
Keywords
Globalization, World Actors, Global Warming, Global Justice, Terrorism
24
Sanskrit : Mathematical Tradition in Sanskrit
(52131417) Credits: 60
[A] Course Objectives:

The objective of this course is to introduce the Indian mathematical tradition to the students
throught ancient Sanskrit texts.
[B] Course Learning Outcomes:

This course will enable the students to appreciate the basic concepts of theories of ancient indian
mathematics. This course will make the learner capable to understand and analyzing the Līlavatī,
Āryabhaṭṭīyam with the brief history of mathematics in Sanskrit.
[C] Contents
Unit: I
Indian Mathematics
Lagadh Jyotiṣa (Yajuṣ Jyotiṣa) Verses: 4 and 42, Importance of Science of Mathematics and the
Rule of Three.
Unit: II
Indian Mathematics
Līlavatī of Bhāskarācārya, Verses:1-20.
Unit: III
Indian Mathematics
Vedic Mathematics – First 5 sūtras
Unit: IV
Technical Terms In Mathematics:
Algebra (बीजगन्णत), Calculus (कलन), Numbers (सख्या), Digit (अक), Zero (शूतय), Infinity
(अनतत), Decimal (दशमलव), Square & Square root (वगा एव वगामल
ू ), Cube & Cube root
(घन एव घनमूल).
Unit: V
Āryabhaṭṭīyam of Āryabhaṭṭ
गीन्तकापाद (सबपूण)ा एव गन्णतपाद: 1-5 verses
Unit: VI
Brief History of Mathematics in Sanskrit
Vedic period, medieval Vedic period, Post Vedic Period, Classical Period, Post classical Period.
Important Acharya : Vararuchi, Āryabhaṭṭa –I, Varāhmihira, Brahmgupta, Shrīdhar,
Āryabhaṭṭa –II, Śrīpati, Bhāskarācārya, Ganeshdaivajña, Kamalākar, Jaisingh, Sudhākar
Dwivedī.
25
[D] References:
Compulsory Reading:
1. Krishnaji Shankara Patwardhan, S. A. Naimpally and Shyam Lal Singh, Līlāvatī of

Bhāskarācārya: A Treatise of Mathematics of Vedic Tradition, Motilal Banarsidass Publ., 2001
2. Shankar Keshav Abhyankar (Trans), Bhāskarāchārya's Bījagaṇita and Its English Translation,
Bhāskarāchārya Pratishthana, 1980.
3. Frank J. Swetz and Victor J. Katz, "Mathematical Treasures - Lilavati of Bhaskara," Loci,
2011.
4. K. V. Sarma, Līlāvatī of Bhāskarācārya with Kriyā-kramakarī, Hoshiarpur: VVBIS & IS,
Panjab University
5. भास्कराचाया न्वरन्चत लीलावती, चौखबभा कृ ष्णदास अकादमी, 2001 ।
6. सुरकातत झा, आयाभटीयम् आयाभटन्वरन्चतम्, चौखबभा ।
1. Studies in the History of Science in India (Anthology edited by Debiprasad Chattopadhyaya)

2. A P Juskevic, S S Demidov, F A Medvedev and E I Slavutin: Studies in the history of
mathematics, "Nauka" (Moscow, 1974), 220-222; 302.
[G] Assessment Methods:
I Basic Structure of Question Paper & Division of Marks 75
i. Explanations-4 (Unit-1 to 3, 5) 04 x 08 = 32
ii. Short Notes (Unit 1 to 5) 04 x 05 = 20
iii. Short Notes (Unit 6) 02 x 06 = 12
iv. Questions 01 (Unit 6) 01 x 11 = 11
Internal Assessment (Project/Discussion/Assignment/ paper

II 25
presentation/ Periodic tests etc.)
Total Marks : (I+II) (75+25) = 100

[H] Keywords:
Algebra (बीजगन्णत), Calculus (कलन), Numbers (सख्या), Digit (अक), Zero (शूतय), Infinity
(अनतत), Decimal (दशमलव), Square & Square root (वगा एव वगामल
ू ), Cube & Cube root
(घन एव घनमूल).
Vararuchi, Āryabhaṭṭa –I, Varāhmihira, Brahmgupta, Shrīdhar, Āryabhaṭṭa –II, Śrīpati,
Bhāskarācārya, Ganeshdaivajña, Kamalākar, Jaisingh, Sudhākar Dwivedī.
26
Skill Enhancement Course (SEC)
Economics : Basic Computational Techniques for Data Analysis
27
28
Education : Media in Education

Credits: 4
COURSE OBJECTIVES
The course acquaints students with media and education and aims to create a critical
awareness of media use and its influence. In light of the widespread media culture, the course
seeks to deploy existing competencies to develop skills to probe into the problems,
possibilities and challenges of media use in education. The course presents media as a text for
study and using existing skills for creating alternatives.
LEARNING OUTCOMES
On completion of this course. learners are expected to:
 Demonstrate familiarity with different kinds of media that have been deployed in
education and the functions that they have been deployed towards.
 Show critical awareness of the extent of media use and the nature of its usage.
 Compare and analyse messages communicated through written media, performances and
audio visual media.
 Analyse representations in print and digital media, identify stereotypes and make own
alternative messages.
 Follow methods to distinguish between news and fake news, information and
misinformation.
 Keep learning journals/ blogs on their own media use.
UNIT 1: COMMUNICATION, MEDIA AND EDUCATION
 Forms of communication in education: verbal, non-verbal, written; different learning

arrangements and media use in formal, non-formal and informal settings
 Educational communication through performing art and visual arts
 Mass media in education: role of books, magazines, newspapers, radio, television,
films, internet use
 Digital media for educational activities : types and usage
UNIT 2 : CRITICAL MEDIA AWARENESS
 Understanding the Media Culture: shaping of views, experience, tastes and interactions
 Media as a text and source of education
 Stories and narratives: advertising, historical serials, social films
 Attention, perception and memory in social media
 News and Views: ownership, sponsorship (paid news, advertorials) and interests
covered
29
UNIT 3: ENGAGING WITH MEDIA
To have hands on experience, students are expected to engage with any one the following or
similar kinds of activity:
 Use internet resources for verifying news and fake news.

 Study the representation of women, children, youth or any other social group in mass
and social media
 Survey the extent and nature of media use among peer group.
 Review essay or video essay on any aspect of media culture.
 Critical review of the representation of a social group in a television programme.
 Power point presentation and report on different kinds of social media forwards received
and source checking they have undertaken by students.
 Examining a TV news programme for balanced reporting.
 Make a learning blog on media usage.
READINGS
ESSENTIAL READINGS
 McQuail, Denis , 2010, McQuail's Mass Communication Theory(6th Edition), Chapter

3(3 Concepts and Models for Mass Communication, ), Chapter 4(Theory of Media and
Society), Chapter 5(Mass Communication and Culture), Sage
 Rosenstone, Robert A. 1995, The Historical Film as Real History, in Film Historia, Vol V,
No. 1, 1995, 5-23.
 Saeed, Saima, 2013, Screening the Public Sphere: Media and Democracy in India,
Routledge, Taylor and Francis Group, Chapter 9 and 15
WEBSITES
BBC videos on Ways of Seeing by John Berger( Episode 1-4)
KEY WORDS
Media, Education
30
History - Radio and Cinema in India : A Social History
Course Objectives:
The course will apprise students with the elementary outlines of the history of radio
and cinema in India from its beginnings till the 1980s. It will familiarize them with the
varied ways in which the Indian state attempted to regulate and conduct radio
broadcasting during and after the colonial period. It will also impart an understanding
of the basic trends in the development of cinema as a narrative medium that drew from
diverse traditions of story-telling already present in the subcontinent. The material as
well as the generic contexts of these developments would also be made
comprehensible to the students.
Learning Outcomes:
Upon successful completion of course students shall be able to:
• Delineate the historical context within which the beginnings of cinema and radio
might be understood.
• Analyse the state's attempt to control and deploy radio as a medium that carried
forward the state agenda.
• Explain how cinema reflected and engaged with the larger ideological and
material tensions of society even as it was also subject to technological
changes that helped mediate these developments.
• Identify how Indian cinema engag ed with social and ideological issues of
its time, especially in the tlu·ee decades after independence.
Course Content:
Unit I: Broadcasting in India (Colonial period)
a. Colonial Foundations in Inter-War Years
b. AIR Programming, Policies and Propaganda
c. Quit India Movement and Congress Radio
31
Unit II: Establishment and Expansion of Akashvani under Keskar
a. Classical vs. Popular
b. 'Ban' on Film Music; Radio Ceylon, VividhBharati
Unit III: Early Years of Indian Cinema
a. Silent era to Talkies: Social, Historical, Mythological and Action
b. Women enter Films
c. Studio Era: AVM and Gemini Studios
d. Colonial Censorship and Patriotic Creativity
Unit IV: Social Films of Nehruvian Era and its Aftermath
a. Angry Young Man, Melodrama
b. Music: song genres
Unit I: At the end of this unit, the students should be able to describe the complex
trajectories of the development of Radio under the colonial government.
• Gupta, Parthasarathi. (2001). "Radio and the Raj."Power, Politics and the People: Studies
in British Imperialism and Indian Nationalism. New Delhi: Permanent Black. Pp. 447-80.
• Lelyveld, David. (1995). "Upon the Subdominant: Administering Music on All India
Radio." Social Text vol. 39, pp. 111-27.
• Pinkerton, Alasdair. (2008). "Radio and the Raj: Broadcasting in British India, 1920-
1940." Journal of the Royal Asiatic Society no. 18 no.2, pp. 167-91.
Unit II: Having completed this unit, the students will be able to demonstrate their
knowledge of how All India Radio's programming policies especially vis-a-vis music
shaped up immediately before and aft er the independence.
32
• Kripalani. Coonoor. (2018). "All India Radio's Glory Days and Its Search for
/\utonorn) :· l�co110111ic C1nd Politiclll 1-Veekly vol. 53 no.37. pp. 42-50.
• Jhingan, Shikha. (2011). "Re-embodying the Classical: The Bombay Film Song in the
1950s." Bioscope vol. 2 no.2, pp. 157-79.
Unit III: After finishing this unit, the learners would be able to trace the development
of Indian cinema in its early years, especially as it advanced from the silent era to
talkies, and as it experimented with different forms and genres.
• Rajadhyaksha, Ashish. (2016). Indian Cinema: A Very Short introduction. Delhi: Oxford
University Press.
• Barnouw, Erik and Subrahmanyam Krishnaswamy. (1963). Indian Film. New York:
Columbia University Press. (The book is more accessible in its many Indian reprints by
Indian publishers.)
• Lakshmi, C.S. (2008). "A Good Woman, A Very Good Woman: Tamil Cinema's
Women." in Selvaraj Velayutham. Tamil Cinema: The Cultural Politics of India's Other
Film industry. Oxford: Routledge, pp. 16-29.
Mohan, Reena and Dibya Choudhuri. (1996). "Of Wayward Girls and Wicket Women:
Women in Indian Silent Feature Films, 1913-1934. "Deepfocus vol. VI, pp. 4-14.
Unit IV: At the end of the unit, the students will be able to demonstrate fair degree of
familiarity with how Indian cinema engaged with social and ideological issues of its
33
time, especially in the three decades after independence.
f
Prasad, Madhava. (1998). "The Aesthetic of Mobilization." The Ideology o the Hindi
Film: A Historical Reconstruction. Delhi: Oxford University Press, pp. 138-159.
• Punathambekar, Aswin. (2010). "From Indiafm.com to Radio Ceylon: New media and
the making of the Hindi film industry. "Media, Culture and Society vol. 32 no.5, pp. 841-
57.
• Doraiswamy, Rashmi. (2008). "The Golden Fifties."Gurudutt: through Light and Shade.
New Delhi: Wisdom Tree, pp. 7-27.
• Griffiths, Alison. (1996). "Discourses of Nationalism in Guru Dutt's Pyaasa."Deepfocus,
vol. 6, pp. 24-31.
Suggested Readings:
f
Mishra, Vijay. (2002). Bollywood Cinema: Temples o Desire. New York: Routledge.
(See especially the chapters entitled "Inventing Bombay Cinema" and "Melodramatic
Staging".)
• Pandian, M.S.S. (2015). The Image Trap: MG Ramachandran in Film and Politics.
Delhi: Sage.
• Pillai, Swarnavel Eswaran. (2015). Madras Studios: Narrative, Genre and Ideology in
Tamil Cinema. Delhi: Sage.
• Raghavendra, M.K. (2016). Bollywood. Delhi: Oxford University Press.
f
• Rajadhyaksha, Ashish and Paul Willemen (Eds.). (1994). Encyclopaedia o Indian
Cinema. Delhi: Oxford University Press.
Keywords:
Radio, Cinema, All India Radio, Akashvani, VividhBharati, Silent Movies, Talkies,
Gemini Studio, Social Films.
34
Political Science : Conflict and Peace Building
(62323601) Credit:4
Course Objective
This course is designed to help build an understanding of a variety of conflict situations among
students in a way that they can relate to them through their lived experiences. It’s an
interdisciplinary course that draws its insights from various branches of social sciences and seeks
to provide a lively learning environment for teaching and training students how to bring about
political and social transformations at the local, national and international levels. The course
encourages the use of new information technologies and innovative ways of understanding these
issues by teaching students skills of managing and resolving conflicts and building peace through
techniques such as role‐play, simulations, street theatre, cinema and music on the one hand and
by undertaking field visits, interacting with different segments of the civil society including those
affected by conflicts as well as diplomats, journalists and experts, on the other.
• The course will enhance students’ understanding on the meaning, nature and significance
of peace, conflict management, conflict resolution and conflict transformation.
• The students will also learn the importance of resource sharing in the conflict zones.
• The paper will develop students’ knowledge on ideological and socio-cultural dimensions
of conflict at local, sub-national and international levels.
• Students will also learn about negotiation and mediation skill for conflict resolution
through active listening, different tracks of diplomacy and Gandhian methods.
Unit 1
Concepts
a. Understanding Conflict
b. Conflict Management, Conflict Resolution and Conflict Transformation
c. Peace Building: Meaning and Concept
Unit 2
Dimensions of Conflict
a. Ideology
b. Economic/Resource Sharing Conflicts
c. Socio‐Cultural Conflicts (Ethnic, Religious, Gender‐based)
Unit 3
Levels of Conflict
a. Local
b. Sub‐National
c. International
Unit 4
Conflict Responses: Skills And Techniques
a. Negotiations: Trust Building
b. Mediation: Skill Building; Active Listening
c. Track I, Track II & Multi Track Diplomacy
d. Gandhian Methods
35
References
O. Ramsbotham, T. Woodhouse and H. Miall, (2011) ‘Understanding Contemporary Conflict’in
Contemporary Conflict Resolution, (Third Edition), Cambridge: Polity Press, pp. 94‐122.
W. Zartman, (1995) ‘Dynamics and Constraints in Negotiations in Internal Conflicts’, in William
Zartman (ed.), Elusive Peace: Negotiating an End to Civil Wars, Washington: The Brookings
Institute, pp. 3‐29.
C. Mitchell, (2002) ‘Beyond Resolution: What Does Conflict Transformation Actually
Transform?’, in Peace and Conflict Studies, 9:1, May, pp.1‐23.
S. Ryan, (1990) ‘Conflict Management and Conflict Resolution’, in Terrorism and Political
Violence, 2:1, pp. 54‐71.
M. Lund, (2001) ‘A Toolbox for Responding to Conflicts and Building Peace’, in L. Reychler
and T. Paffenholz, eds., Peace‐Building: A Field Guide, Boulder: Lynne Rienner, pp. 16‐20.
L. Schirch, (2004) The Little Book Of Strategic Peacebuilding, London: Good Books.
R. Rubenstein, (2003) ‘Sources’, in S. Cheldelin, D. Druckman and L. Fast (eds.) Conflict:
From Analysis to Intervention, London: Continuum, pp.55‐67.
P. Le Billon, (2009) ‘Economic and Resource Causes of Conflicts’, in J. Bercovitch, V.
Kremenyuk and I. Zartman (eds.)The Sage Hand Book of Conflict Resolution, London:
Sage Publications, pp. 210‐224.
S. Ayse Kadayifci‐Orellana, (2009) ‘Ethno‐Religious Conflicts: Exploring the Role of Religion
in Conflict Resolution’, in J. Bercovitch, V. Kremenyuk and I. Zartman (eds.) The Sage Hand
Book of Conflict Resolution, London: Sage Publications, pp. 264‐284.
D. Barash and C. Webel, (2009) Peace and Conflict Studies, London: Sage Publication, pp.
91‐117.
D. Sandole, (2003) ‘Typology’ in S. Cheldelin, D. Druckman and L. Fast (eds.) Conflict: From
Analysis to Intervention, London: Continuum, pp.39‐54.
P. Wallenstein, (2007) Understanding Conflict Resolution (2nd ed.), London: Sage Publications.
H. Saunders, (1999) A Public Peace Process: Sustained Dialogue To Transform Racial and
Ethnic Conflicts, Palgrave Macmillan: New York, pp. 1‐30.
N. Behera, ‘Forging New Solidarities: Non‐official Dialogues’, in M. Mekenkamp, P.Tongeren
and H. van De Veen (eds.), Searching For Peace In Central And South Asia, London: Lynne
Rienner Publishers, pp. 210‐236.
J Bercovitch, V. Kremenyuk, and I. Zartman (eds.), (2009) The Sage Hand Book of Conflict
Resolution, London: Sage Publications.
M. Steger , (2001) ‘Peacebuilding and Non‐Violence: Gandhi’s Perspective on Power’, in D.
Christie, R. Wagner and D. Winter, (eds.), Peace, Conflict, and Violence: Peace Psychology for
the 21st Century Englewood Cliffs, New Jersey: Prentice-Hall.
P. Wallensteen, (2012) ‘Armed Conflicts’, in Understanding Conflict Resolution,
(Third Edition), London: Sage, pp. 13‐28.
36
J. Davies and E. Kaufman (eds.), (2003) Second Track/Citizens' Diplomacy: Concepts and
Techniques for Conflict Transformation, Rowman & Littlefield: Maryland.
C. Webel and J. Galtung (eds.), (2007) The Handbook of Peace and Conflict Studies, London:
Routledge.
J. Lederach, (2003) The Little Book of a Conflict Transformation, London: Good Books.
I. Doucet, (1996)Thinking About Conflict, Resource Pack for Conflict Transformation:
International Alert.
S. Mason and M. Siegfried, (2010) Debriefing Mediators to Learn Their Experiences,
Washington D.C: United States Institute of Peace.
I. Zartman and A. De Soto, (2010) Timing Mediation Initiatives, Washington D.C: United States
Institute of Peace.
H. Burgess and G. Burgess, (2010) Conducting Track II, Washington D.C: United States
Institute of Peace.
John Paul Lederach,The Journey Toward Reconciliation, London: Herald Press, 1999
Charles Lerche, “Peace Building Through Reconciliation,” International Journal of
Peace Studies, Vol. 5. No. 2, 2000. http://www.gmu.edu/programs/icar/ijps/vol5_2/lerche.htm
Classic Readings
Galtung, Johan, The True Worlds: A Transnational Perspective, New York, Free Press, 1980, pp.
107-149.
Galtung, Johan. 1967. “Theories of Peace: A Synthetic Approach to Peace Thinking”.
International Peace Research Institute, Oslo.
Rummel, R.J. 1981. Understanding Conflict and War, Vol:5.Beverly Hills, CA: Sage
Publications.
Gurr, Ted R. (1985), “On the Political Consequences of Scarcity and Economic
Decline”, International Studies Quarterly, 29 (1): 51-75.
Additional Readings
A. Smith and D. Smock, (2010) Managing A Mediation Process, Washington D.C: United States
Institute Of Peace.
Online Resources
Conflict Resolution in Popular Art and Culture: The International Network of Peace Museums, at
www.mueseumsforpeace.org/, contains links to visit the websites of many of the world’s peace
museums.
http://www.peacebuildinginitiative.org
Theatre, peace and conflict at Theatre Without Borders,
www.theatrewithoutborders.com/peacebuilding
37
Global Peace Film Festival, www.peacefilmfest.org/
Football for Peace International, www.football4peace.eu/contact.html
Facilitation: http://www.pgexchange.org/images/toolkits/pgx_facilitation_tool.pdf
http://www.beyondintractability.org/bi‐essay/facilitation
Negotiation:
Roger Fisher et al, Getting to Yes: Negotiating Agreement without Giving In, New York:
Penguin, 1991.
Wadsworth/course_products_wp.pl?fid=M20bI&product_isbn_issn=9781133602101
http://www.cengage.com/cgi wadsworth/course_products_wp.pl?fid=M20bI&product_isbn_issn
=9781111344238
Crossword Puzzle: http://www.cengage.com/cgi
Dialogue: http://www.pgexchange.org/images/toolkits/PGX_D_Sustained%20Dialogue.pdf
Mediation:http://www.initiativeforpeacebuilding.eu/resources/A_guide_to_Mediation_HDC.pdf
http://www.pgexchange.org/images/toolkits/civicus%20mediation%20tool.pdf
http://www.beyondintractability.org/bi‐essay/mediation
Keywords
Conflict, Conflict Management, Peace building, Trust building, Diplomacy
38
Sanskrit : Basic Elements of Jyotiṣa
(62131101)

The objective of this course to introduce basic elements of the Jyotiṣa to the students. The course
covers Origin, Development and Branches of Jyotiṣa and reading of the Jyotiṣachandrikā will
provide elementary knowledge of Jyotiṣa.

This course will enable the students to appreciate the general introduction of Jyotiṣa Shastra – the
traditional Hindu system of astrology based on the text of Jyotiṣachandrikā. The course will make
the learner capable of analysing the different astrological concepts and its utility in the
contemporary life of a human being and to know the planetary influence. It is supposed to create
an awareness about the preparation of a calender (Panchanga system) to determine the date for
auspicious rituals and make major decisions.
[C] Contents Total Credits : 48
Unit: I Credits : 08
Origin, Development and Branches of Jyotiṣa:
Origin and Development of Jyotiṣa
Unit: II Credits : 08
Origin, Development and Branches of Jyotiṣa:
General introduction to following branches of Astrology :
Siddhānta, Saṃhitā, Horā, Tājika, Praśna, Vāstuśāstra and Muhūrtaśāstra.
Unit: III Credits : 08

Jyotiṣa Candrikā: Sañjñā - Prakaraṇam:
Jyotiṣacandrikā- Sañjñā-Prakaraṇam, Verses:1-29
Unit: IV Credits : 08
Jyotiṣa Candrikā: Sañjñā - Prakaraṇam
Jyotiṣacandrikā- Sañjñā-Prakaraṇam, Verses: 30-65
Unit: V Credits : 08
Jyotiṣa Chandrikā: Sañjñā - Prakaraṇam:
Jyotiṣacandrikā - Sañjñā - Prakaraṇam, Verses: 66 – 90.
39
Unit: VI Credits : 08
Jyotiṣa Chandrikā: Sañjñā - Prakaraṇam:
Jyotiṣacandrikā - Sañjñā - Prakaraṇam, Verses: 91-115.
[D] References:
Compulsory Reading:
1. Rewati Raman Sharma, Jyotisa Chandrika.

2. Jha, Aehutanand (Trans.), Brihadsamhita, Chaukhamba Vidyabhavan Varanasi.
3. Shankar Balkrishna Dixit, Shiv Nath, Jharkhandi (Trans.), Bharatiya Jyotisa, Hindi Samiti,
Uttar Pradesh,
4. Shastri, Nemichand, Bharatiya Jyotisa, Bharatiya Gyanpeeth, New Delhi.
5. Bhat, M. Ramakrishna (Trans.), Brhatsamhita, Motilal Banarasidas. Vol-1 & 2, Delhi.
1. Tripathi, Devi Prasad ब्रह्माण्ड एवं सौरपररवार, Delhi.

2. Tripathi, Devi Prasad, भवु नकोश, Delhi.
[G] Assessment Methods:
i. Explanations-4 (from units-3 to 6) 04 x 08 = 32

ii. Questions -1(from units-3 to 6) 01 x 10 = 10
iii. Questions -2 (Units 1 & 2) 02 x 10 = 20
iv. Short Notes (Units 3 to 6) 02 x 6.5 = 13

II 25
Total Marks : (I+II) (75+25) = 100
[H] Keywords:
Jyotish, Hora, Tajik, Vastu Shastra, Muhurta Shastra
40
Generic Elective (GE)
Economics : Principles of Macroeconomics (PGE61)
Credit : 6
Course Objective
This course introduces students to the basic concepts in Macroeconomics.
Macroeconomics deals with the aggregate economy. In this course the students are
introduced to the definition, measurement of the macroeconomic variables like GDP,
consumption, savings, investment and balance of payments. The course also discusses
various theories of determining GDP in the short run.

This course is useful for understanding various real economic issues and evaluating
policy outcomes.
Unit 1
Introduction: What is macroeconomics? Macroeconomic issues in an economy
Unit 2
National income accounting: Concepts of GDP and National Income; measurement
of national income and related aggregates; nominal and real income; limitations of the
GDP concept
Unit 3
Determination of GDP: Actual and potential GDP; aggregate expenditure;
consumption function; investment function; equilibrium GDP; concepts of MPS,
APS, MPC, APC; autonomous expenditure; Concept of multiplier
Unit 4
National income determination in an open economy with government: Fiscal
Policy: impact of changes in government expenditure and taxes; net exports function;
net exports and equilibrium national income.
Unit 5
Money in a Modern Economy: Concept of money in a modern economy; monetary
aggregates; demand for money; quantity theory of money; liquidity preference and
rate of interest; money supply and credit creation; monetary policy
References
1. Abel, A., Bernanke, B. (2016). Macroeconomics, 9th ed. Pearson Education.

2. Blanchard, O. (2018). Macroeconomics, 7th ed. Pearson Education.
3. Dornbusch, R., Fischer, S., Startz, R. (2018). Macroeconomics, 12th ed.
McGraw-Hill.
4. D’Souza, E. (2009). Macroeconomics. Pearson Education.
5. Froyen, R. (2005). Macroeconomics, 2nd ed. Pearson Education.
6. Mankiw, N. (2016). Macroeconomics, 9th ed. Worth Publishers.
Keywords
National income, aggregate demand, aggregate supply, fiscal policy, monetary policy
41
Generic Elective - (GE)
English : Media and Communication Skills
Course Objectives
This is an introductory course in the role of media today – India and globally. It will equip
students with the basic theories on various aspects of media and impart training in basic
writing skills required in the profession.
Sl. Course Learning Outcomes Teaching and Assessment Tasks

No Learning Activity
1 Understanding concepts Interactive Reading material together in

discussions in small groups initiating
small groups in discussion topics participation in
Tutorial classes discussions
2 Expressing concepts How to think Writing essay length

through writing critically and write assignments
with clarity
3 Demonstrating conceptual Discussing exam Class tests

and textual understanding questions and
in tests and exams answering
techniques
Course Contents
Unit 1
Introduction to Mass Communication
a) Mass Communication and Globalization
b) Forms of Mass Communication
Topics for Student Presentations:
a) Case studies on current issues Indian journalism

b) Performing street plays
c) Writing pamphlets and posters etc.
42
Unit 2
Advertisement
a) Types of advertisements
b) Advertising ethics
c) How to create advertisements/storyboards
a) Creating an advertisement/visualization
b) Enacting an advertisement in a group
c) Creating jingles and taglines
Unit 3
Media Writing
a) Scriptwriting for TV and Radio
b) Writing News Reports and Editorials
c) Editing for Print and Online Media
a) Script writing for a TV news/panel discussion/radio programme/hosting radio

programmes on community radio
b) Writing news reports/book reviews/film reviews/TV program reviews/interviews
c) Editing articles
d) Writing an editorial on a topical subject
Unit 4
Introduction to Cyber Media and Social Media
a) Types of Social Media
b) The Impact of Social Media
c) Introduction to Cyber Media
Essential Reading
Kumar, Keval J. Mass Communication in India. Jaico Publications, 1994.
Suggested Readings
Media and Mass Communication:

Joseph, M. K. Outline of Editing. New Delhi: Anmol Publications, 2002.
Kamath, M. V. Professional Journalism. New Delhi: Vikas Publishing House, 1980.
Macquail, Denis. Mass Communication. New Delhi: Om Books, 2000.
Saxena, Ambrish. Fundamentals of Reporting and Editing. New Delhi: Kanishka
Publishers, 2007.
43
Television Journalism:
Boyd, Andrew. Broadcast Journalism: Techniques of Radio and Television News

2000 Burlington: Focal Press 6 edition, 2009.
Carroll, Brian. Writing for Digital Media. Taylor & Francis, 2010.
Cushion, Stephen. Television Journalism. Sage Publications, 2012.
Feldman, Tony. An Introduction to Digital Media. Taylor & Francis, 2004.
Keywords
Mass media
Globalisation
Development journalism
Print
Audio-visual
Advertising
Social media
Writing skills
44
हंद : हंद सनेमा और उसका अ ययन
(BAPHGE04)
Credit:6
Course Objective(2-3)
िसनेमा के िनमाण और उपभोग या आलोचना क यावहा रक समझ विकसत करना

ह द िसनेमा के वकास का अ ययन
कुछ मुख फ म के मा यम से िसनेमा म आ रहे बदलाव को समझना
िसनेमा क यावहा रक और आलोचना मक समझ विकसत होगी
िसनेमा के वकास के मा यम से भारत के मनोरं जन जगत मे आ रहे बदलाव को समझ सक गे
Unit 1
कला वधा के प म िसनेमा और उसक सै ांितक
Unit 2
हं द िसनेमा : उदभव और वकास
Unit 3
िसनेमा म कम
ै रे क भूिमका
Unit 4
नयी तकनीक और िसनेमा – संभावनाएं और चुनौितयाँ(संदभ – मुगले आज़म, मदर इं डया, द वार ,
पीके)
References
हंद िसनेमा का इितहास – मनमोहन चडढ़ा
िसनेमा, नया िसनेमा - जे र मदान
िसनेमा : कल,आज और कल – वनोद भार ाज

हंद का मौ खक प र य – क णाशंकर उपा याय
हंद का मौ खक प र य – कौशल कम
ु ार गो वामी
13 से 14 स ाह सामू हक चचा, वशेष या यान एवं आंत रक मू यांकन संबंधी िग तिव धयाँ
Keywords
िसनेमाई श दावली
45
History - Delhi Through The Ages
Course Objectives:
The aim of this paper is to acquaint the students with the historical evolution of Delhi.
Students are introduced to significant archaeological sites and cities of Delhi from the
prehistoric to the contemporary period. The paper focuses on how ecological and
historical aspects of Delhi contributed to the gradual growth of the city's hybrid
cultural milieu.
Learning Outcomes�
After the completion of this Course, the students will be able to:
• Analyze the historical contexts of tangible and intangible heritage of Delhi.
• Discuss the Ecology of Delhi and outline changes in it through the ages.
• Describe the archaeological cultures that flourished in and around Delhi.
• Analyze the processes leading to the establishment of urban settlements of Delhi
• Outline the importance of Shahjahanabad and its importance in the development of the
great imperial city of Delhi.
Trace the role of Delhi College in the political and literary culture of Delhi.
• Discuss various aspects of the Revolt of 1857 and its consequences for the future
development of Delhi.
• Delineate the processes leading to the making of the New Imperial Capital under the
British.
• Analyze the impact of Partition on the structure and settlement pattern of Delhi.
• Describe Delhi's importance as economic and cultural centre.
Course Content:
Unit I. Many pasts of Delhi: Ecology, Archaeology and History

Unit II. Cities of Delhi: Urban Settlements from the 13th and 14th centuries -
Focus on any two Mehrauli, Siri, Tughluqabad, Firuzabad
Unit Ill. 18 111 and early 19 th Century Shahjahanabad: Politics, Literary Culture
and Delhi College
Unit IV. Delhi in 1857: Revolt and Re-conquest
Unit V. Making of the New Imperial Capital: Delhi 1911-1930
Unit VI. Delhi in 1947: Partition and After
Unit VII. Delhi as economic and cultural centre: Case study (Any Two)
1. Crafts and artisans

2. Music
46
3. Hazrat-i Dehli
4. Tombs of Delhi
5. Coronation park
Unit I. This section should apprisestudents about the early pasts of Delhi by focussing
on its ecology, archaeology and historical Methodology.
• Singh, Upinder. (Ed.). (2006). Delhi: Ancient Histo ry. New Delhi, Social
Science Press. (see the articles by Grover and Bakliwal; Dilip K. Chakrabarti and
Nayanjot Lahiri; A.K. Sharma; B. R. Mani; and B. D. Chattopadhyaya; pp. 3-25,
36-40, 68-76).
• Singh, Upinder. (Ed.). (2010). Dilli: Prachin ltihas. New Delhi: Orient
Blackswan (above text published in Hindi, refer to same articles).
• Singh, Upinder. (1999). Ancient Delhi. Delhi: Oxford University Press, p.
46-62, 75-87
Unit II. In this section the learning outcomes would focus on the readings and field
trips that students would plan pertaining to 13-14th century settlements in Delhi with
specific focus on any two: Mehrauli, Siri, Tughluqabad, Firuzabad.
• Singh, Upinder. (Ed.). (2006). Delhi: Ancient Hist0ty. New Delhi: Social
Science Press (articles by B. R. Mani and I. D. Dwivedi; pp. I 85-211).
Kumar, Sunil. (2011). "Courts, Capitals and Kingship: Delhi and its Sultans
in the Thirteenth and Fourteenth Centuries CE." in Albrecht Fuess and Jan
Peter Hartung,(eds.). Court Cultures in the Muslim World: Seventh to
Nineteenth Centuries. London: Routledge, pp.
123-48.
47
Unit III. This segment should apprise students about the politics, literary culture and
the role of Delhi College in 18th and early 19th Century Shahjahanabad.
• Farooqui, Amar. (2013). Zafar and the Raj: Anglo-Mughal Delhi,

1800-1850. Delhi: Primus Books. (Ch.6, "The Palace and the City", pp. 106-133).
• Naim, C. M. (2004). "Ghalib's Delhi: A Shamelessly Revisionist Look at Two
Popular Metaphors." in Urdu Texts and Contexts: The S elected Essays of C.
M Naim. Delhi: Permanent Black, pp. 250-79.
• Ataullah. (2006-2007). "Mapping 18th Century Delhi: The Cityscape of a
Pre-Modern Sovereign City." Proceedings of the Indian History Congress.
Session 67, pp. 1042-1057.
Unit IV The unit should familiarise students about the revolt and the process of British
reconquest of Delhi in 1857. It would examinepolitical developments and their legacy
during 1857 and how the rebellion in Delhi influenced the city.
• Gupta, Narayani. (1999). Delhi between the Empires: 1803-1931. Delhi:

Oxford University Press, pp. 20-31, 50-66.
• Lahiri, Nayanjot. (2003). "Commemorating and Remembering 185 7: The Revolt
in Delhi and its Afterlife". World Archaeology vol. 35 no.1, pp. 35-60.
Unit V. This section examines the motivation, planning and the ideological impact that
the British wanted to make through the making of the new Imperial Capital in Delhi.
• Gupta, Narayani. (1999). Delhi between the Empires: 1803-1931. Delhi: Oxford
University Press, pp 160-182.
• Metcalf, Thomas R. (1986). "Architecture and Empire: Sir Herbert Baker and the
Building of New Delhi." in R. E. Frykenberg, (ed.). Delhi through the Ages. Delhi:
Oxford University Press. pp. 391-400.
Unit VI. This section explores and reflects Delhi during and post-Partition.It examines
physical and social transfo1mation of Delhi from the colonial to the contemporary
times.
48
• Pandey, Gyanendra. (2001). Remembering Partition. Cambridge: Cambridge University
Press, pp. 121-51
• Kidwai, Begum Anis. (2011). In Freedom's Shade. (Trans. by Ayesha Kidwai.) New
Delhi: Penguin. (Chapters 3 and 4.)
• Tan, Tai Yong and Gyanesh Kudaisya. The Aftermath ofPartition in South Asia. New
York: Routledge (Ch.7, "Capitol Landscapes", pp. 193-200).
Unit VII. The segment would help students focus on intensive understanding of the
city through the essential and suggested readings and fieldwork on any of the two
mentioned subjects/sites.
Suggested Readings:
• Dalrymple, William. (2004). City of Djinns: A Year in Delhi. New Delhi: Penguin, pp.
27-37.
Koch, Ebba. (2001). "The Mughal Waterfront Garden." Mughal Art and Imperial
Ideology. New Delhi: Oxford University Press, pp. 183-202.
• Lowry, Glenn D. (1987). "Humayun's Tomb: Form, Function, and Meaning in Early
Mughal Architecture." Muqarnas vol. 4, pp. 133-148
Metcalf, Thomas. (1989). Imperial Visions. New Delhi: Oxford University Press, pp.
211-39.
• Pernau, Margrit (Ed.). (2006). The Delhi College. New Delhi: Oxford University Press,
pp. 1-32.
49
• Pinto, Desiderio S.J. (2004). "The Mystery of the Nizamuddin Dargah: the Account of
Pilgrims." in Clu·istian W. Troll, (ed.). Muslim Shrines in India. New Delhi: Oxford
University Press, pp. 112-124.
• Spear, Percival. (2002). Twilight of the Mughals (sic). In The Delhi Omnibus. Delhi:
Oxford University Press. (Chapter IV).
• Tarlo, Emma. (2000). "Welcome to History: A Resettlement Colony in the Making." in
Veronique Dupont et al, (ed.). Delhi: Urban Spaces and Human Destinies. Delhi:
Manohar, pp. 75-94.
Keywords:
Settlements,'Sultanate Delhi, Mughal Delhi, Delhi College, 1857, New Delhi, Partition
50
Political Science : Human Rights, Gender and Environment
(62325602)
Credit:6
Course Objective
This course aims at enabling the students to understand the issues concerning the rights of
citizens in general and the marginalized groups in particular, and assess the institutional and
policy measures which have been taken in response to the demands of various movements.
Conceptual dimensions, international trends and the Indian experience form the contents of the
course.

• The study of the course will equip the students with theoretical and conceptual
understanding of caste, gender, ethnicity and class as distinct categories and their
interconnections.
• The course will further analyse socio-economic and political problems of marginalised
groups in society such as women, Dalits, minorities and adivasis and repercussions of
globalisation on them.
• The paper will enhance understanding on the meaning of human rights, universalization
of human rights and human rights institutions in India.
• The course will equip students with a conceptual understanding of gender and patriarchy,
and issues of women’s political participation and rights in India.
• The paper will enhance knowledge on the concept of sustainable development, and
national and international programmes and policies on environment.
Unit 1
Understanding Social Inequality
a) Caste, Gender, Ethnicity and Class as distinct categories and their interconnection
b) Globalisation and its impact on workers, peasants, Dalits, Adivasis and women
Unit 2
Human Rights
a) Human Rights: Meaning and Evolution
b) UN Declarations and Covenants
c) Human Rights and Citizenship Rights
d) Human Rights and the Indian Constitution
e) Human Rights, Laws and Institutions in India; the role of the National Human Rights
Commission.
f) Human Rights of Marginalized Groups: Dalits, Adivasis, Women, Minorities and
Unorganized Workers.
g) Consumer Rights: The Consumer Protection Act and grievance redressal mechanisms.
h) Human Rights Movement in India.
51
Unit 3
Gender
a) Analysing Structures of Patriarchy
b) Gender, Culture and History
c) Economic Development and Women
d) The issue of Women’s Political Participation and Representation in India
e) Laws, Institutions and Women’s Rights in India
f) Women’s Movements in India
Unit 4
Environment
a) Environmental and Sustainable Development
b) UN Environment Programme: Rio, Johannesburg and after.
c) Issues of Industrial Pollution, Global Warming and threats to Bio – diversity
d) Environment Policy in India
e) Environmental Movement in India
References
Tripathy, Radhanath (ed.) (2019) Human Rights, Gender and the Environment, New Delhi:
Scholartech Press.
Priyam, Manisha; Banerjee, Madhulika and Menon, Krishna (2009) Human Rights, Gender and
the Environment, New Delhi: Pearson.
Motilal, Shashi and Nanda, Bijayalaxmi (2006) Human Rights, Gender and the Environment,
New Delhi: Allied Publishers.
G. Omvedt, (2002) ‘Ambedkar and After: The Dalit Movement in India’, in G. Shah (ed.) Social
Movements and the State, New Delhi: Sage Publications, pp. 293-309.
G. Omvedt, (2012) ‘The Anti-caste Movement and the Discourse of Power’, in N. Jayal (ed.)
Democracy in India, New Delhi: Oxford India Paperbacks, sixth impression, pp.481-508.
A. Roy, (2010) ‘The Women’s Movement’, in N.Jayal and P. Mehta (eds.) The Oxford
Companion to Politics in India, New Delhi: Oxford University Press, pp.409-422.
Baxi, Upendra (2002), The Future of Human Rights, Oxford University Press, Delhi.
Beteille, Andre (2003), Antinomies of Society: Essays on Ideology and Institutions, Oxford
University Press, Delhi.
Haragopal, G. (1997) The Political Economy of Human Rights, Himachal Publishing House,
Mumbai.
J. Hoffman and P. Graham, (2006) ‘Human Rights’, Introduction to Political Theory, Delhi,
Pearson, pp. 436-458.
D. O’Byrne, (2007) ‘Theorizing Human Rights’, in Human Rights: An Introduction,Delhi,
Pearson, pp.26-70.
52
J. Morsink, (1999) The Universal Declaration of Human Rights: Origins, Drafting and Intent,
Philadelphia: University of Pensylvania Press, pp. Ix-xiv
M. Mohanty, (2002) ‘The Changing Definition of Rights in India’, in S. Patel, J. Bagchi, and K.
Raj (eds.) Thinking Social Sciences in India: Essays in Honour of Alice Thorner Patel, New
Delhi: Sage.
D. O’Byrne, (2007) ‘Apartheid’, in Human Rights: An Introduction, Delhi: Pearson, pp. 241-
262.
R. Wasserstorm, (2006), ‘Racism, Sexism, and Preferential Treatment: An approach to the
Topics’, in R. Goodin and P. Pettit, Contemporary Political Philosophy: An Anthology, Oxford:
Blackwell, pp-549-574
R. Wolfrum, (1998) ‘Discrimination, Xenophobia and Racism’ in J. Symonides, Human Rights:
New Dimensions and Challenges, Aldershot, Ashgate/UNESCO, pp.181-198.
Geetha, V. (2002) Gender. Calcutta: Stree.
Menon, Nivedita (ed) (2000) Gender and Politics in India, Oxford University Press, Delhi. Patel,
Sujata et al (eds) (2003) Gender and Caste: Issues in Contemporary Indian Feminism, Kali for
Women, Delhi.
Shah, Nandita and Nandita Gandhi (1992) Issues at Stake: Theory and Practice in the
Contemporary Women’s Movement in India, Kali for Women, Delhi.
O. Kosambi, (2007) Crossing the Threshold, New Delhi: Permanent Black, pp. 3-10.
Menon, P. (2008) ‘Power’, in R. Bhargava and A. Acharya (eds), Political Theory: An
Introduction, Delhi: Pearson.
Palriwala, R. (2008) ‘Economics and Patriliny: Consumption and Authority within the
Household’ in M. John. (ed) Women's Studies in India, New Delhi: Penguin, pp. 414-423.
Chakravarti, U. (2003) Gendering Caste through a Feminist Len, Kolkata, Stree.
K. Kannabiran (2012) ‘Rethinking the Constitutional Category of Sex’, in Tools of Justice: Non-
Discrimination and the Indian Constitution, New Delhi, Routledge, pp.425-443
N. Menon (2012) ‘Desire’, Seeing Like a Feminist, New Delhi: Zubaan/Penguin, pp. 91-146
MacKinnon, C. The Liberal State’ from Towards a Feminist Theory of State, Available at
http://fair-use.org/catharine-mackinnon/toward-a-feminist-theory-of-the-state/chapter-8
N. Menon (2008) ‘Gender’, in R. Bhargava and A. Acharya (eds), Political Theory: An
Introduction, New Delhi: Pearson, pp. 224-233
T. Hussain, (1988) ‘Sultana’s Dream’, in Sultana’s Dream and Selections from the Secluded
Ones – translated by Roushan Jahan, New York: The Feminist Press
Saheli Women’s Centre, (2007) Talking Marriage, Caste and Community: Women’s Voices
from Within, New Delhi: monograph 114
Rowbotham, Shiela (1993) Women in Movements. New York and London: Routledge, Section I,
pp. 27-74 and 178-218.
Agarwal, Anil and Sunita Narain (1991), Global Warming and Unequal World: A Case of
Environmental Colonialism, Centre for Science and Environment, Delhi.
53
Ghanshyam Shah, (1991) Social Movements in India, Sage Publications, Delhi.
Guha, Ramachandra and Madhav Gadgil, (1993) Environmental History of India, University of
California Press, Berkeley.
J. Volger, (2011) ‘Environmental Issues’, in J. Baylis, S. Smith and P. Owens (eds.)
Globalization of World Politics, New York: Oxford University Press, pp. 348-362.
Kothari, Ashish, “Development and Ecological Sustainability in India: Possibilities for the Post-
2015 Framework” July 27, 2013 vol xlvii, no. 30. Economic & Political Weekly
Heywood, Andrew (2011) “Global Environmental Issues” in Andrew Heywood Global
Politics,New York: Palgrave, pp 383 - 411
SAHRDC (2006) ‘Introduction to Human Rights’; ‘Classification of Human Rights: An
Overview of the First, Second, and Third Generational Rights’, in Introducing Human Rights,
New Delhi: Oxford University Press.
P. Bidwai, (2011) ‘Durban: Road to Nowhere’, in Economic and Political Weekly, Vol.46, No.
53, December, pp. 10-12.
Gadgil, Madhav and Guha, Ramachandra, “Ecological Conflicts and the Environmental
Movement in India, Development and Change, Vol. 25 (1994), pp. 101-136.
Ray, U. (2013) ‘Understanding Patriarchy’, Available at
http://www.du.ac.in/fileadmin/DU/Academics/course_material/hrge_06.pdf
Keywords
Human Rights, Gender, Environment
54
Sanskrit : Political Thought in Sanskrit
(62131101)
Fundamental Concepts of Indian Political thought have been discussed in Dharma-śāstra literature
as the scientific branches of knowledge in ancient India. The aim of this course is to make the
students acquainted with various aspects of Indian Political Thought and institutions of Polity as
propounded in the ancient Sanskrit texts such as Vedic Samhitas, Mahābhārata, Purāṇas, Kauṭilya's
Arthaśāstra and other works known as Nītiśāstra.

This course will enable the students to appreciate the fundamental concepts of indina political
thoughts discussed in ancient Sanskrit texts such as Vedic Samhitas, Mahābhārata, Purāṇas,
Kauṭilya's Arthaśāstra and other works known as Nītiśāstra. It is supposed to create an awareness
of the various aspects of Indian political thoughts and institutions of polity and at the same time
make the people politically conscious from time to time.
[C] Contents Total Credits: 60
Unit: I Credits: 10
Basic Features of Ancient Indian Political Thought: Part - I
Name, Scope and Sources of Ancient Indian Political Thought:
Name of the Science: ‘Danḍanīti’, ‘Dharmaśāstra’, ‘Nītiśāstra’. Scope of Indian Political
Thought: relation with Dharma, Artha and Nīti; Sources of Ancient Indian Political
Thought: Vedic Literature, Purāṇa, Rāmāyaṇa, Mahābhārata, Dharmaśāstra, Nītiśāstra
Kautilya’s Arthaśāstra and Rajaśāsana (Inscriptions).
Unit: II Credits: 10
Basic Features of Ancient Indian Political Thought: Part - II
Nature, Types and Theories of the State:
Nature of the State in Arthaśāstra (6.1) and Manusmṛti (9.294) with Special reference to
Saptāṅga-Theory: Svāmi, Amātya, Janapada, Pura, Kośa, Daṇḍa and Mitra.
Types of the State: Rājya, Svarājya, Bhojya, Vairājya, Mahārājya, Sāmarājya (Aitreya
Brāhmaṇa, 8.3.13-14; 8.4.15-16).
Unit: III Credits: 10

Ancient Indian Political Thought: Origin and Development: Part - I
Indian Political Thought from Vedic Period to Buddhist Period:
55
Election of King by the People’ Visas ‘in Vedic period: (Ṛgveda,10.173;10.174,
Atharvaveda, 3.4.2; 6.87.1-2), Parliamentary Institutions: ‘Sabhā, ‘Samiti’ and ‘Vidatha’
Ṛgveda, 10.85.26), King-maker Council:
‘Rajakartarah ‘and Ratnis’ in Vedic period (Atharvaveda, 3.5.6-7 and
Śatapathabrāhmaṇa, 5.2.5.1); Coronation Ceremony of the King ‘Samrāṭa’
-13; 9.4.1.1-5) Republics in the Buddhist Period
(Diggnikāya, Mahāparinibbāṇa Sūtta, Anguttaranikāya, 1.213;4.252,256)
Unit: IV Credits: 10
Ancient Indian Political Thought: Origin and Development: Part - II
Indian Political Thought from Kauṭilya to Mahatma Gandhi:

Kauṭilya’s concept of Welfare State (Arthaśāstra, 1.13); Essential Qualities of King
(Arthaśāstra, 6.1.16-18); Duties of King and State ‘Rajadharma’ (Mahābhārata,
Śāntiparva, 120.1-15; Manusmṛti, 7.1-15; Śukranīti,1.1-15) Constituent Elements of Jain
political thought (Somadeva’s Nītivākyāmṛta, 9.1.18 and, 19.1.10); Relevance of
Gandhian political thoughts in modern period (Gandhi Gītā of Prof. Indra, 5.1-25)
Unit: V Credits: 10
Cardinal Theories
Cardinal Theories of Indian Political Science:
‘Saptāṅga’ Theory of State: Svāmī, Amātya, Janapada, Pura, Kośa, Daṇḍa and Mitra
(Arthaśāstra-6.1, Mahābhārata-Śantiparva-56.5, Śukranīti, 1.61-62).
‘Manḍala ‘Theory of Inter-State Relations: ‘Sadguṇya’ Policy of War and Peace
Diplomacy: Sandhi, Vigraha, Yāna, Āsana, Sanśraya and Dvaidhībhāva.
‘Caturvidha Upāya’ for balancing the power of State: Śāma, Dāma, Daṇḍa, Bheda.
Three types of State power’ ‘Śakti’: Prabhu Śakti, Mantra Śakti, Utsāha Śakti..
Unit: VI Credits: 10
Ancient Indian Political Thinkers
Prominent Indian Political Thinkers:
Manu, Śukrācārya, Kauṭilya, Kāmandaka, Somadeva Suri and Mahatma Gandhi..
[D] References:
Compulsory Reading:
1. R.P Kangale (ed.) Arthashastra of Kautilya, Motilal Banarasidas, Delhi, 1965.

2. R.T.H. Griffith (Trans.), Atharvaveda Samhita, 1896-97, rept. (2 Vols) 1968.
3. H.P. Shastri, Mahabharata (7 Vols), London, 1952-59.
4. P. Olivelle (ed. & trans.), Manu’s Code of Law: A Critical Edition and Translation of the
Manava- Dharamashastra, OUP, New Delhi, 2006.
5. H.P. Shastri (trans), Ramayana of Valmiki (3 Vols), London, 1952-59.
6. H.H. Wilson (trans.), Ṛgveda samhitā (6 Vols), Bangalore Printing & Publishing Co.,
Bangalore, 1946.
7. Jeet Ram Bhatt (ed.), Satapatha Brahmana (3 Vols), EBL, Delhi, 2009.
56
8. A.S. Altekar, State and Government in Ancient India, Motilal Banarsidas, Delhi, 2001.
9. S.K. Belvalkar, Mahabharata: Santi Parvam, 1954.
10. D.R. Bhandarkar, Some Aspects of Ancient Indian Hindu Polity, Banaras Hindu University.
11. J.R. Gharpure, Teaching of Dharmashastra, Lucknow University, 1956.
12. U.N. Ghosal, A History of Indian Political Ideas, Bombay, 1959.
13. K.P. Jayaswal, Hindu Polity, Bangalore, 1967.
14. N. S Law, Aspect of Ancient Indian Polity, Calcutta, 1960.
15. S.R. Maheshwari, Local Government in India, Orient Longman, New Delhi,
1. Beni Prasad, Theory of Government in Ancient India, Allahabad, 1968.

2. B.A. Saletore, Ancient Indian Political Thought and Institutions, Bombay, 1963.
3. R. S. Sharma, Aspects of Political Ideas and Institutions in Ancient India, Delhi, 1996.
4. K.N. Sinha, Sovernity in Ancient Indian Polity, London,1938.
5. V.P. Verma, Studies in Hindu Political Thought and its Metaphysical Foundations, Delhi,
1954.
6. उदयवीर शास्त्री (अनुवा.), कौरटल्यीय अथाशास्त्र, मेहरचतद लक्ष्मनदास, ददल्ली, 1968
7. रामनारायण दत्त शास्त्री पाण्डेय (अनु.), महाभारत (1-6 भाग) न्हतदी अनुवाद सन्हत, गीताप्रेस, गोरखपुर ।
8. शतपथब्राह्मण (1-5 भाग) माध्यन्तदनीय शाखा, सायणाचाया एव हररस्वामी टीकासन्हत, ददल्ली ।

9. ब्रह्मशकर न्मश्र, शुक्रनीन्त न्हतदी अनुवाद, चौखबभा सस्कृ त सीरीज, वाराणसी, 1968
10. जानकीनाथ शमाा (सपा), श्रीमिाल्मीदकरामायणम् (1-2 भाग) न्हतदी अनुवाद सन्हत, गीताप्रेस गोरखपुर ।
11. शन्श न्तवारी, सस्कृ त सान्हत्य में राष्ट्रवाद एव भारतीय राजशास्त्र, न्वद्यान्नन्ध प्रकाशन ददल्ली, 2013 ।
12. जे. कश्यप, दीघान्नकाय (1-2 भाग), न्बहार ।
13. उर्माला रुस्तगी (सबपा.), मनुस्मृन्त (1-13 भाग), जे.पी पन्ललसशग हाउस, ददल्ली ।
14. अजुान कश्यप चौबे (अनु.) पी.वी. काणे, धमाशास्त्र का इन्तहास (1-4 भाग), न्हतदी सन्मन्त लखनऊ, 1966 ।
15. रामनारायण यादवेतदु (अनु.) जे.डललू गानार, राज्यन्वज्ञान और शासन, आगरा, 1972
16. प्रेमकु मारी दीन्क्षत, प्राचीन भारत में अततराष्ट्रीय सबबतध, उत्तर प्रदेश न्हतदी ग्रतथ अकादमी, लखनऊ, 1977
17. प्रकाश नारायण नाटाणी, प्राचीन भारत में राजनीन्तक न्वचारक, पोइतटर पन्ललशसा जयपुर, 2002
18. मोहनचतद, जैन महाकाव्यों में भारतीय समाज,ईस्टना बुक सलकसा, ददल्ली, 1989
19. अन्बबका प्रसाद वाजपेयी, न्हतदू राज्यशास्त्र, प्रयाग, 2006
20. सत्यके तु न्वद्यालकार, प्राचीन भारतीय शासन व्यवस्था एव राजशास्त्र, सरस्वती सदन, मसूरी, 1968
21. न्वनोद न्सतहा एव रे खा न्सतहा, प्राचीन भारतीय इन्तहास एव राजनैन्तक न्चततन, राधा पन्ललके शन, ददल्ली,
1989
57
[E] Assessment Methods:
i. Questions 5 (Unit 1 to 6)* 05 x 12 = 60

ii. Short Notes 3 (Units 1 to 6)* 03 x 05 = 15
*(It may be ensured that questions will be asked from every units.)
iii. 25
iv. Total Marks : (I+II) (75+25) = 100
[F] Keywords:
Manu, Śukrācārya, Kauṭilya, Kāmandaka, Somadeva Suri and Mahatma Gandhi
58
Commerce : Business Management
Credits: 6
Course Objective
The course aims to equip learners with essential management related knowledge and skills and
their applicability in real world.
After completing the course, the student shall be able to:
CO1: understand the evolution of management and its significance
CO2: comprehend management's four functions: planning, organizing, leading, and controlling
CO3: understand the role of motivation in business
CO4: appreciate the changing dynamics of management practice
CO5: understand the controlling and contemporary issues in management
Course Contents
Unit I: Introduction to Management
Evolution of management; Principles of management - concept, nature and significance; Fayol’s
principles of management; Taylor’s scientific management- principles and techniques; Role
of management in our lives; Functional areas of management – an overview.
Unit II: Functions of Management
Management functions- planning, organizing, staffing, directing and controlling; Coordination
- concept, characteristics and importance; Relationship between planning, organizing, directing
and controlling
Unit III: Planning and Organizing
Planning- meaning, strategic and operations planning; Decision-making; Organizing- orderly
division of labor & specialization; Organisational structures; Factors affecting
organisational design.
Unit IV: Directing and Staffing
Directing- concept and importance; Motivation- needs, incentives & rewards; Leadership-
meaning and importance; Communication- meaning and importance; Staffing- concept importance
and process; Recruitment – meaning and sources; Selection – concept and process
Unit V:Controlling and Contemporary Issues in Management
Principles of Controlling, performing controlling function; Management challenges of the 21st

Century; Century; Factors reshaping and redesigning management purpose, performance and
reward perceptions- internationalization; Digitalization; Entrepreneurship & innovation;
Workplace Diversity
59
References
• Barry, J., Chandler, J., Clark, H., Johnston, R., & Needle, D. (1999). Organisation and
Management: A Critical Text . Cengage Learning.
• Basu, C. (2017). Business Organisation and Management. McGraw Hill Education.
• Drucker, P. F. (1999). Management Challenges for the 21st Century. HarperCollins
Publishers Inc.
• Drucker, P. F. (1954). The practice of management. Newyork: Harper & Row.
• Kaul, V. K. (2012). Business Organisation Management. Pearson Education .
• Koontz, H., & Weihrich, H. (2012). Essentials of Management: An International and
Leadership Perspective. Paperback.
• Singh, B. P., & Singh, A. K. Essentials of Management. New Delhi. Excel Books Pvt. Ltd.
• Chhabra, T. N. Business Organisation and Management. Sun India Publications. New Delhi.
• Gupta C. B. Modern Business Organisation. New Delhi. Mayur Paperbacks.

• Buskirk, R.H., et al. Concepts of Business: An Introduction to Business System. New York.
Dryden Press.
• Burton G. and Thakur, M. Management Today: Principles and Practice. New Delhi. Tata
McGraw Hill.
• Griffin. Management Principles and Application. Cengage Learning.
Keywords
Planning, Organizing, Directing, Decision-making, Controlling, Motivation, Recruitment
and Selection
60

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Scheme of Examination and Courses

of Reading for B.A. (Programme)

SCHOOL OF OPEN LEARNING

Syllabus Applicable for the students seeking admission to

DISCIPLINE SPECIFIC ELECTIVE (DSE)

1. Economics - Economic Development and Policy in India-II

SKILL ENHANCEMENT COURSE (SEC) (Any One)

1. Economics - Basic Computational Techniques for Data Analysis

1. Economics - Principles of Macroeconomics

Course Learning Outcomes

Education - Education In India: Policy And Practice

 Build a critical understanding about major policies of education in India.

UNIT I: UNDERSTANDING EDUCATIONAL POLICY IN INDIA

 Policy and its influence on the educational system

UNIT II: SCHOOL EDUCATION IN INDIA

UNIT III: HIGHER EDUCATION IN INDIA

 Issues in higher education: access, equity, relevance, quality, Rashtriya Uchchatar

SUGGESTED PROJECTS / ASSIGNMENTS

 Juneja, Nalini, 2003, Constitutional Amendment to Make Education a Fundamental Right,

 National Council for Educational Research and Training (NCERT- www.ncert.nic.in),

English : World Literatures

ह द सा ह य के भ काल, िनगुण का यधारा, संत का य-धारा से अवगत करवाना.

Course Learning Outcomes

भ काल क राजनीितक-सामा जक-सां कृ ितक-धािमक थितय को समझ पायगे.

कबीर क सा खयाँ (कुल 12)

कबीर क सामा जक चेतना

कबीर- यामसुंदर दास

भ आ दोलन के सामा जक आधार-गोपे र िसंह

Define world history.

Unit I: The World Divided: The Cold War-case studies, Korea/Vietnam

1. Environmental Struggles: Chipko Movement; Struggles for the Amazon; Bhopal

ESSENTIAL READINGS AND UNIT-WISE TEACHING OUTCOMES:

• Dickinson, Edward Ross. (2018). The World in the Long Twentieth-Century, An

• Findley, Carter V. and John Rothey. (2011). Twentieth-Century World .

• Findley, Carter V. and John Rothey. (2011). Twentieth-Century World.

Cold war, Decolonisation, Vietnam War, Anti-apartheid movement, students'

Unit 1: Errors and Roots of Transcendental and Polynomial Equations

Unit 2: Algebraic Linear Systems and Interpolation

Unit 3: umerical Differentiation, Integration and ODE

Keywords: Bisection method, Euler’s method, Gauss−Jordan method, Gauss−Seidel method,

Unit1: Ordinary Differential Equations

Unit 2: Linear Partial Differential Equations

Unit 3: on-linear Partial Differential Equations

Keywords: Charpit's method, Clairut’s equations, Euler’s equations, Lagrange’s method,

UNIT II: Menu Planning

UNIT III: Organization and Management

UNIT IV: Food Production Process

UNIT V: Spaces, Equipment, Financial and Personnel Management

UNIT VI: Planning a Small Food Service Unit

Facilitating the achievement of course learning objectives

Course Learning Outcomes

[A] Course Objectives:

[B] Course Learning Outcomes:

1. Krishnaji Shankara Patwardhan, S. A. Naimpally and Shyam Lal Singh, Līlāvatī of

6. सुरकातत झा, आयाभटीयम् आयाभटन्वरन्चतम्, चौखबभा ।

1. Studies in the History of Science in India (Anthology edited by Debiprasad Chattopadhyaya)

Internal Assessment (Project/Discussion/Assignment/ paper

Total Marks : (I+II) (75+25) = 100

Economics : Basic Computational Techniques for Data Analysis

Education : Media in Education

UNIT 1: COMMUNICATION, MEDIA AND EDUCATION

 Forms of communication in education: verbal, non-verbal, written; different learning

UNIT 2 : CRITICAL MEDIA AWARENESS

 Use internet resources for verifying news and fake news.