SANJEEV AGRAWAL GLOBAL EDUCATIONAL (SAGE) UNIVERSITY, BHOPAL Proposed Scheme & Syllabus for Bachelor of Arts (BA) School of Arts, Humanities and Social Sciences
SANJEEV AGRAWAL GLOBAL EDUCATION UNIVERSITY, BHOPALProposed Scheme
& Syllabus
Annexure - 3.1
Bachelor of Arts (B.A.)
3 Years Degree Program
Program Educational Objectives (PEOs)
The Program Bachelor of Arts will be developed and ability to
identify and solve the real-world problems
related to various areas of society. It also develops an aptitude
to apply principle of social sciences to
articulate and in-depth knowledge of various fields of social
sciences. The course will be:
PEO 1 Provide value based and ethical leadership in the
professional and social life.
PEO2 Provide the professional consultancy and research support for
the relevant organization in the
specialized area.
PEO 3 Provide skills of observations and drawing logical inferences
from the scientific knowledge.
PEO 4 Provide knowledge of various subjects of social science
through theory and field orientation.
PEO 5 Provide insight of the value-based knowledge of different
discipline of social sciences.
Program Objectives (POs):
A graduate who is conferred a B.A. Degree is expected to have
acquired the basics of theoretical
and practical aspects of Social Sciences. He/ she should be able
to:
PO 1 Solve the problem and also think methodically, independently
and draw a logical
conclusion.
PO 2 Demonstrate skills and competencies to conduct wide range of
scientific knowledge.
PO 3 Employ critical thinking and the scientific knowledge to
design, carryout, record and
perform quantitative/quantitative analysis of social
problems.
PO 4 Select higher education comparable to the best available in
the world class institutions
elsewhere.
PO 5 Develop a comprehensive understanding of the theories and
practice of concerned
subjects.
PO 6 Paraphrase advanced critical thinking skills, inclusive of
information literacy.
PO 7 Translate to diverse audiences in a variety of contexts and
genres.
PO 8 Report a wide range of writing related careers.
PO 9 Experiment to use, analyze and learn communication
technologies like textual, visual,
and verbal communication abilities.
PO 10 Assemble social, political and administrative knowledge in
their professional as well as
personal lives.
Components Credits
Program Electives (Discipline Specific Electives) (06Courses)
24
Generic Electives (04 Courses) 08
Ability & Skill Development (Ability Enhancement Courses) (04
Courses) 10
Ability & Skill Development (Skill Enhancement Courses) (06
Courses) 12
Project Based Learning (PBL)/MOOCs (04 courses) 08
Project (02 Courses) 10
Green Credit (06 Courses)* -
UC20B101 Environment Studies and
Disaster Management 2 - - 2 3 30 05 05 10 50 50 100 - - - 100
UC20B102 Communication Skills 2 - - 2 3 30 05 05 10 50 50 100 - - -
100
AH20B101 History of India from the
Earliest Times to 1200 AD 4 - - 4 3 30 05 05 10 50 50 100 - - -
100
AH20B102 Basic Principles of Political
Sciences 4 - - 4 3 30 05 05 10 50 50 100 - - - 100
AH20B103 Basic Concept of Sociology 4 - - 4 3 30 05 05 10 50 50 100
- - - 100
Refer Table 1 DSE – I 4 - - 4 3 30 05 05 10 50 50 100 - - -
100
PB20B101 Project Based Learning –I - - 4 2 2 - - - - - - - 50 50
100 100
IY20B 101 Yoga and Meditation-I* - - 2 - - - - - - - - - 50 - 50
50
GC20B101 Green Credit-I* - - 2 - - - - - - - - - 50 - 50 50
Total 22 800
* Mandatory Non-Credit Course ^ 02 assessments by panel of
Experts
L- Lecture, T- Tutorial, P- Practical, ESE- End Semester Exam, MSE-
Mid Semester Exam, ASG- Assignment, TA- Teacher’s Assessment,
ATTD-Attendance, ToT- Total, CE- Continuous Evaluation, GT- Grand
Total
Second Semester
MSE ASG TA ATTD ToT
UC20B201 Computer
Application-I 3 - - 3 3 30 05 05 10 50 50 100 - - - 100
UC20B202 Entrepreneurship
Development 2 - - 2 3 30 05 05 10 50 50 100 - - - 100
AH20B201 Western World (Mid
15 th
Century to 1870) 4 - - 4 3 30 05 05 10 50 50 100 - - - 100
AH20B202 Indian Government
Science
4 - - 4 3 30 05 05 10 50 50 100 - - - 100
AH20B203 Indian Society 4 - - 4 3 30 05 05 10 50 50 100 - - -
100
Refer Table 1 DSE – II 4 - 4 3 30 05 05 10 50 50 100 - - -
100
PB20B201 Project Based
Total 23 800
* Mandatory Non-Credit Course ^ 02 assessments by panel of
Experts
L- Lecture, T- Tutorial, P- Practical, ESE- End Semester Exam, MSE-
Mid Semester Exam, ASG- Assignment, TA- Teacher’s Assessment,
ATTD-Attendance, ToT- Total, CE- Continuous Evaluation, GT- Grand
Total
Third Semester
UC20B301 Computer
Application-II 3 - - 3 3 30 05 05 10 50 50 100 - - - 100
UC20B302 Quantitative
Aptitude - I 2 - - 2 3 30 05 05 10 50 50 100 - - - 100
AH20B301 History of India
(1200 to 1739AD) 4 - 4 3 30 05 05 10 50 50 100 - - - 100
AH20B302 Representative
Political Thinker 4 - - 4 3 30 05 05 10 50 50 100 - - - 100
AH20B303 Social Problems in
India 4 - 4 3 30 05 05 10 50 50 100 - - - 100
Refer Table 1 DSE – III 4 - 4 3 30 05 05 10 50 50 100 - - -
100
Refer Table 2 Generic Elective–I 2 - - 2 2 30 05 05 10 50 50 100 -
- - 100
PB20B301 Project Based
- - - 50 50 100 100
Total 25 900
* Mandatory Non-Credit Course ^ 02 assessments by panel of
Experts
L- Lecture, T- Tutorial, P- Practical, ESE- End Semester Exam, MSE-
Mid Semester Exam, ASG- Assignment, TA- Teacher’s Assessment,
ATTD-Attendance, ToT- Total, CE- Continuous Evaluation, GT- Grand
Total
Fourth Semester
ESE ToT CE^ ESE ToT
MSE ASG TA ATTD ToT
UC20B401 Design Thinking 2 - - 2 3 30 05 05 10 50 50 100 - - -
100
UC20B402 Quantitative Aptitude - II 2 - - 2 3 30 05 05 10 50 50 100
- - - 100
AH20B401 Main Currents of World
History (from 1871to
2001AD)
4 - - 4 3 30 05 05 10 50 50 100 - - - 100
AH20B402 Constitution of Major
Country 4 - - 4 3 30 05 05 10 50 50 100 - - - 100
AH20B403 Social Change and Social
Control 4 - 4 3 30 05 05 10 50 50 100 - - - 100
Refer Table 1 DSE – IV 4 - 4 3 30 05 05 10 50 50 100 - - -
100
Refer Table 2 Generic Elective –II 2 - - 2 3 30 05 05 10 50 50 100
- - - 100
PB20B401 Project Based Learning-IV - - 4 2 2 - - - - - - - 50 50
100 100
IY20B401 Yoga and Meditation-IV* - - 2 - - - - - - - - - 50 - 50
50
GC20B401 Green Credit-IV* - - 2 - - - - - - - - - 50 - 50 50
Total 24 900
* Mandatory Non-Credit Course ^ 02 assessments by panel of
Experts
L- Lecture, T- Tutorial, P- Practical, ESE- End Semester Exam, MSE-
Mid Semester Exam, ASG- Assignment, TA- Teacher’s Assessment,
ATTD-Attendance, ToT- Total, CE- Continuous Evaluation, GT- Grand
Total
Fifth Semester
UC20B501 Introduction to
Leadership
2 - - 2 2 30 05 05 10 50 50 100 - - - 100
AH20B501 History of India
from 1740 to 1857 AD 4 - - 4 3 30 05 05 10 50 50 100 - - -
100
AH20B502 Indian Foreign Policy 4 - 4 3 30 05 05 10 50 50 100 - - -
100
AH20B503 Sociological Thinkers 4 - 4 3 30 05 05 10 50 50 100 - - -
100
Refer Table 1 DSE – V 4 - 4 3 30 05 05 10 50 50 100 - - - 100
Refer Table 2 Generic Elective – III 2 - - 2 2 30 05 05 10 50 50
100 - - - 100
PB20B501 Minor Project - - 8 4 2 - - - - - - - 100 100 200
200
IY20B501 Yoga and Meditation-V* - - 2 - - - - - - - - - 50 - 50
50
GC20B501 Green Credit-V* - - 2 - - - - - - - - - 50 - 50 50
Total 24 900
* Mandatory Non-Credit Course ^ 02 assessments by panel of
Experts
L- Lecture, T- Tutorial, P- Practical, ESE- End Semester Exam, MSE-
Mid Semester Exam, ASG- Assignment, TA- Teacher’s Assessment,
ATTD-Attendance, ToT- Total, CE- Continuous Evaluation, GT- Grand
Total
Sixth Semester
UC20B601 Social and Professional
Ethics 2 - - 2 3 30 05 05 10 50 50 100 - - - 100
AH20B601 History of India from
1858 to 1950 AD 4 - - 4 3 30 05 05 10 50 50 100 - - - 100
AH20B602 Local Self Government
Administration
4 - - 4 3 30 05 05 10 50 50 100 - - - 100
AH20B603 Method of Social
Research 4 - - 4 3 30 05 05 10 50 50 100 - - - 100
DSE – VI 4 - - 4 3 30 05 05 10 50 50 100 - - - 100
Generic Elective – IV 2 - - 2 2 30 05 05 10 50 50 100 - - -
100
PB20B 601 Major Project - - 12 6 2 - - - - - - - 150 150 300
300
IY20B 601 Green Credit-VI* - - 2 - - - - - - - - - 50 - 50 50
Total 26 950
* Mandatory Non-Credit Course ^ 02 assessments by panel of
Experts
L- Lecture, T- Tutorial, P- Practical, ESE- End Semester Exam, MSE-
Mid Semester Exam, ASG- Assignment, TA- Teacher’s Assessment,
ATTD-Attendance, ToT- Total, CE- Continuous Evaluation, GT- Grand
Total
Distribution of credits across all components
SEM.
III. 12 4 2 3 2 2 - - - 25
IV. 12 4 2 2 2 2 - - - 24
V. 12 4 2 - 2 - 4 - - 24
VI. 12 4 2 - 2 - 6 - - 26
Total 72 24 08 10 12 08 10 - - 144
* Mandatory Non-Credit Course
#
1 AH20B104 Introduction to Public Administration
2 CM20B107 Micro Economics I
3 LC21B105 Conceptual Study – Literary terms, Trends and
Movements
First Year – Semester Second
1 AH20B204 Indian Constitution and Government
2 CM20B207 Micro Economics II
3 LC21B205 The Nineteenth Century Novel
Second Year – Semester Third
3 LC21B305 Popular Literature
Second Year – Semester Fourth
3 LC21B405 Travel Writing
Third Year – Semester Five
1 AH20B504 Development Administration
3 LC21B505 Literature and Cinema
Third Year – Semester Sixth
2 CM20B607 International Economics
3 LC21B605 War Literature
2
Generic Electives
Students of all Undergraduate programs are required to study 1
generic elective in each of the semesters from
3 rd
to 6 th
. They may choose any one of the following courses (excluding the
courses offered by the parent
departments, if not stated otherwise).
Table 2: List of Generic Electives
Third Semester
1. GE20B302 Introductory Biology School of Sciences
2 GE20B303 Basic Analytical Chemistry School of Sciences
3 GE20B304 Basic Instrumentation School of Sciences
4 GE20B305 Elementary Number Theory School of Sciences
5 GE20B306 Production Technology for Vegetable and
Spices School of Agriculture
6 GE20B301 General Studies - I School of Arts, Humanities and
Social Sciences
8 GE20B308 C++ Programming School of Advances Computing
9 GE20B309 Photography School of Design
10 GE20B310 Introduction to Retail Chain System School of
Commerce
Fourth Semester
Chemistry School of Sciences
4. GE20B404 Introduction to statistical methods and
probability School of Sciences
6. GE20B406 General Studies – II School of Arts, Humanities
and
Social Sciences
9. GE20B409 Typography School of Design
3
Fifth Semester
1. GE20B501 Biotechnology School of Sciences
2. GE20B502 Pharmaceutical Chemistry School of Sciences
3. GE20B503 Digital, Analog and Instrumentation School of
Sciences
4. GE20B504 Applications of Mathematic in Finance
and Insurance School of Sciences
5. GE20B505 Crop Improvement-I School of Agriculture
6. GE20B506 Civil Services Aptitude Test – I School of Arts,
Humanities and
Social Sciences
8. GE20B508 Web designing School of Advances Computing
9. GE20B509 Fine Arts School of Design
10. GE20B510 Resolving Conflicts and Negotiation
Skills School of Commerce
1. GE20B601 Bioinformatics and Systems Biology School of
Sciences
2. GE20B602 Pesticide Chemistry School of Sciences
3. GE20B603 Elements of Modern Physics School of Sciences
4. GE20B604 Mathematical Modeling School of Sciences
5. GE20B605 Post Harvest Management and Value
Addition of Fruits and Vegetables
School of Agriculture
6. GE20B606 Civil Services Aptitude Test – II School of Arts,
Humanities and
Social Sciences
Body nuances)
4
Tutorial: 15
:
The purpose of this course is to introduce students to the theory,
fundamentals and tools
of communication and to develop in them vital communication skills
which should be
integral to personal, social and professional interactions. Along
with the above mentioned,
care has been taken to enhance the grammatical skills of the
students with sufficient
practical purposes.
The recommended readings given at the end are only suggestive; the
students and
teachers have the freedom to consult other materials on various
units/topics given below.
Similarly, the questions in the examination will be aimed towards
assessing the skills
learnt by the students rather than the textual content of the
recommended books. The
students are advised to arrange the prescribed texts well before
beginning the classes.
The course provides good introduction and understanding about the
following:
The concept and understanding of different types of
Communication
Introduce different tools of communication that are useful in
various techniques
of problems solving.
The Grammatical knowledge of Language learning with the enhancement
of
word power.
To introduce the tricks and methods of official and Technical
writing.
UNIT CONTENT HOURS
3
II Professional Skills:
Social skills - Small talks and leading the Conversation,
conducting Debate and
Discussions, Public Speaking,Public Speech, Presentation skills and
Meeting
etiquettes, Business Communication, GD and Interview Skills,
Critical
Conversations
3
III Cross Cultural Communication:
Contextual Conversation, dos and donts of Cross Cultural
Communication,
Verbal and Non Verbal Communication, Bias and Prejudice, Body
Language.
3
Writing, Writing Letters, Formal & Informal.
Self profiling - Making Job Resume/CV, Elevator Pitch (3 minutes
self-
introduction during interviews), Twitter/Facebook bio.
3
The Portrait of a Lady: Khushwant Singh
On the Rule of the Road: AG Gardiner
Cherry Tree: Ruskin Bond
3
5
Summary
Course Outcomes (As per Bloom’s Taxonomy)
At the end of the course the students will be able to:
CO 1 Students will apply 1 correct usage of English grammar in
writing and speaking.
CO 2 Students will analyze 4 and improve their speaking ability in
English both in terms of
fluency and comprehensibility
CO 3 Students will evaluate 3 themselves by giving oral
presentations and will receive
feedback on their performances.
CO 4 Students will develop 2 their reading speed and comprehension
of academic articles
CO 5 Students will compare 3 their reading fluency skills.
Text
Books:
Business English, Pearson, 2008.
Reference
Books:
Warriner’s English Grammar and Composition: Complete Course - John
E. Warriner,
Harcourt, Brace, Jovanovich (1973)
interview skills, critical conversations
UC20B101 2-0-0-2
Learning
Objectives:
The course prepares students for careers as leaders in
understanding and addressing
complex environmental issues from a problem-oriented,
interdisciplinary perspective.
Students:
Understand the transnational character of environmental problems
and ways of
addressing them, including interactions across local to global
scales.
Apply systems concepts and methodologies to analyze and
understand
interactions between social and environmental processes.
Reflect critically about their roles and identities as citizens,
consumers and
environmental actors in a complex, interconnected world.
UNIT CONTENT HOURS
the environment, Environmental Degradation, Sustainable
Development,
Environmental Education.
ecosystem- structure & function of ecosystem, Components of
ecosystem-
Producers, Consumers, Decomposers, Energy flow in the ecosystem
-
Ecological succession, Food chains, food webs and ecological
pyramids,
Forest ecosystem, Grassland ecosystem, Desert ecosystem,
Aquatic
ecosystems and its types, Bio- Geo- Chemical Cycles -
Hydrological
Cycle, Carbon cycle, Oxygen Cycle, Nitrogen Cycle, Sulfur
Cycle.
7
III Composition of air, Structure of atmosphere, Ambient Air
Quality
Standards, Classification of air pollutants, Sources of common
air
pollutants like SPM, SO2, NOX , Natural & Anthropogenic
Sources,
Effects of common air pollutants, Air Pollution Episodes, Sound
and
Noise measurements, Sources of Noise Pollution, Ambient noise
levels,
Effects of noise pollution, Noise pollution control measures,
Water
Quality Standards, Sources of Water Pollution, Classification of
water
pollutants, Effects of water pollutants, Eutrophication, Water
Pollution
Episodes, Global Warming and Green Houses Effect, Acid Rain,
Depletion of Ozone Layer.
Nonrenewable Resources, Indian Scenario, Conventional Energy
Sources
& its problems, non-conventional energy sources- Advantages and
its
Limitations
4
V Natural Disasters and its types, Accidental Disasters, Impact of
Disasters
on Trade and International Trade, Introduction, Natural disasters
,
Earthquakes, Hurricanes, Tornadoes, Floods, Drought, Tsunami,
Volcanoes, Cyclones and Storms, Forest Fires, Severe Heat
Waves,
Landslides and Avalanches, Epidemics and Insect Infestations,
Technological and Social Disasters Types of Technological
Hazards,
Social Disasters, Political and Crowd Disasters, War and
Terrorism,
Components of Disaster Management, Governments Role in
Disaster
7
7
Management, Organizing Relief measures at National and Local
Level,
Psychological Issues, Carrying Out Rehabilitation Work,
Government
Response in Disaster.
Course Outcomes (As per Bloom’s Taxonomy)
CO1 Students will understand 1 the natural environment and its
relationships with human
activities.
4 human impacts on the environment
CO3 They will learn to Integrate facts, concepts, and methods from
multiple disciplines
and apply 3 to environmental problems.
CO4 They will have capacity to integrate knowledge and to analyses
4 , evaluate
3 and
manage the different public health aspects of disaster events at
local and global
levels.
CO5 They will also have capacity to obtain, analyse 4 , and
communicate information on
risks, relief needs and lessons learned from earlier disasters in
order to formulate
strategies for mitigation in future scenarios
Text
Books:
Dr. N. S. Varandani, Basics of Environmental Studies, Books India
Publications
Mukesh Dhunna, Disaster Management, Vayu Education of India,
Delhi
Publication
Reference
Books: R. Rajagopalan, Environmental Studies, Oxford University
Press
Richard T Wright & Bernard J Nebel, Environmental Science,
Prentice Hall India
Publication
Daniel B Botkin & Edward A Keller, Environmental Science, Wiley
Publications.
8
TO 1200 AD
Learning
Objectives: The objective of the course is to provide a
comprehensive knowledge of the initial
phase of the history of India.
The following course provides an understanding of the sources of
knowledge
determining ancient history of India.
The course details the eras and their respective developments in
the specific
regions as well as the invasions that change the phases of ancient
and early
medieval history.
The courses emphasizes on the forms of art, architecture and
culture that was
prevalent in particular areas and eras.
The course studies the various dynasties and conquerors of ancient
India that
shape our present.
UNIT CONTENT HOURS
Foreign Accounts: Greek, Chinese & Arabic, Prehistory:
Paleolithic
Cultures: Stone Tools, Rock Art; Mesolithic & Neolithic
Cultures: Food
Production & Habitation, Proto History: The Harappan
Civilization: Origin,
Distribution, Major Sites, Religious Beliefs and Practices, Art
&
Architecture, Script.
12
II The Emergence of Historic India - Early & Later Vedic
Periods, Jainism,
Buddhism & other Systems, Sixteen Mahajanpadas, Mecedonian
Invasion
12
Administration, Art & Architecture, Decline, The Post-Mauryan
Times
(c.200 BC- c.300 AD): Foreign Invasions: Sakas & Kushanas. (a)
The
Sungas & Sangam Age, Architecture & Sculpture, The Age of
the Guptas:
Origin, Chandragupta -I, Chandragupta-II, Samudragupta,
Kumargupta,
Skandagupta, Administration, Gupta Period as the Classical Age of
India.
12
IV Vardhanas, the origin of Rajputs; Chandellas, Parmaras - Polity,
Society,
Economy, Chalukyas, Pallava, Chola, Rashtrakuta, Pala &
Pratihara
Dynasties, Tripartite Struggle.
12
V Arab & Turkish Invasions and their Impact on India, Greater
India: Cultural
& Economic Contacts with South - East & Central Asia.
12
After successful completion of course students will able to:
CO1 Students will be able to demonstrate 3 broad knowledge of
historical events and
periods and their significance.
CO2 Students will be able to explain 2 and critique the historical
schools of thought that
have shaped scholarly understanding of their fields of study.
CO3 Students will be able to deploy 3 skills of critical
analysis:
CO4 Formulating 4 persuasive arguments.
CO5 Evaluating 4 evidence and critiquing claims in the
literature.
9
Text
Books: R.C Mazumdar (2016). An Advanced History of India, TRINITY:
Trinity
R.S Sharma (2006). India’s Ancient Past, Mumbai: Oxford University
Press
VD Mahajan (2011). Ancient India, New Delhi: S. Chand
Reference
Books: P.N.K Banzai (2007). History of Kashmir – Earliest times,
Delhi:
Metropolitan Book Co.
Shyam Radhey (2008). History of Ancient India Earliest Times to
1200 A.D;
New Delhi: Atlantic Publishers & Distributors Pvt Ltd.
10
AH20B102 4– 0 – 0 = 4
Learning
Objectives:
The following course serves as an introduction for the discipline
of political science
The course aims to provide an understanding of the political
functioning of the states
in India
The course explains the fundamental rights and duties of an
individual in the country
The course elaborates the types of government functioning in the
democracy of the
country
The course describes the political parties functioning under the
governance of the
country
I Political Science – Definition, Nature and Scope, Methods:
Traditional and
Modern, Relations with other Social Sciences – Sociology,
History,
Economics, Psychology and Geography.
12
II State – Essential Elements, Functions, Principles of Origin of
State. Theories
of State: Liberal, Marxist Pluralist
12
III Rights and Duties, Liberty and Equality, Justice, Welfare
State, Power and
Authority
12
IV Types of Government – Unitary and Federal, Parliamentary and
Presidential,
Democracy – Definition and Types
Course Outcomes (As per Bloom’s Taxonomy)
At the end of the course the students will be able to:
CO1 To make the students efficient to discuss
2 the theory and apply the methodology of
comparative analysis within the discipline of political
science.
CO2 To analyze
4 contemporary problems in the countries under consideration in
light of the
conceptual frameworks presented in class.
CO3 List
2 the differences between scholarly and popular publications in
Comparative Politics.
CO4 Use library search tools to identify
1 scholarly articles on country-specific government
institutions in a nation state other than the native Country
CO5 Use the Internet and library search tools to find sites on
government, international
humanitarian organizations, and newspapers originating from their
topic country.
Text Books:
Ernest Barker (1976). Principles of Social and Political Theory,
Calcutta: Oxford
University.
Verma S.P. (1983). Modern Political Theory, New Delhi: Vikas.
N. P. Barry (1995). Introduction to Modern Political Theory,
London: Macmillan.
Reference
Books:
R.C Agrawal (2005). Indian National Movement and Indian
Constitution New
Delhi: S Chand & Company Ltd.
Sanjay Singh (2012). Basic Principle of Political Science, Delhi:
Anmol Publisher.
11
AH20B103 4– 0 – 0 = 4 3-0-1-4
Learning
Objectives:
The following course introduces the basic concepts of the
discipline.
The course introduces the concepts of societal groups and their
identifications.
The course defines the problems faced by societal groups in certain
structures.
The course provides a list of changes that the society undergoes
and their
factors.
The course differentiates between various cultural and religious
roles in
different societies.
and other social sciences.
group and pressure group.
IV Social control, values, norms, social stratifications, social
mobility, social
inequality and status group.
progress, revolution.
Course Outcomes (As per Bloom’s Taxonomy)
At the end of the course the students will be able to:
CO1 To list 1 about the sociological perspective.
CO2 To classify 2 different sociological theories, social problems
and issues
CO3 To generalize 3 theoretically-informed recommendations to
address current social
CO4 To demonstrate 3 the utility of the sociological perspective
for their lives.
CO5 They will be able to criticize 4 different sociological
theories
Text
Books: R.G Singh (2018). Introduction to Sociology, Bhopal: MP
Hindi Granth Academy.
M.L Gupta & D.D Sharma (2018). Indian Society, Agra: Sahitya
Bhavan.
John Nagle & Piero (2017). Introducing Sociology: A Graphic
Guide, London:
Icon Books Ltd.
Reference
Books: Bhadoriya and Patil (2018). The Basic Concepts of Sociology,
Bhopal: MP Hindi
Granth Academy
Deborah Carr, Anthony Giddens, Mitchell Duneier, Richard P.
Appelbaum (2018).
Introduction to Sociology, Seagull
AH20B104 4– 0 – 0 = 4 3-0-1-4
Learning
Objectives
The objective of the following course is to introduce the students
to the discipline of
public administration
The following course provides awareness about the evolution and
growth of the
discipline of Public Administration
The course provides a basic learning of basic principles and
approaches of Public
Administration.
The course provides a theoretical clarity of basic concepts and
dynamics (both
ecological and others) relating to Public organizations
The course makes the student understand about the organizational
functioning of
governments, leaders and their relationship
Unit Contents Hours
1 Public Administration as a Discipline: Meaning, Nature, Scope,
Dimensions and
Significance of the discipline and its relations with Political
Science,
Management, Law and Economics,
2 Public and Private Administration, Evolution of Public
Administration, Growth
and Trends in Public Administration: New Public Administration
(NPA), New
Public Management (NPM),
3 Globalization and Public Administration, Paradigm Shift from
Government to
Governance, New Public Service (NPS), Feminist Perspectives
12
4 Organization and its Principles: Organization: Meaning, Basis and
Forms of
Organizations. Principles of Organization: Hierarchy, Unity of
Command, Span
of Control, Coordination, Authority and Responsibility, Supervision
and Control,
Centralization, Decentralization and Delegation
5 Chief Executive, Leadership and Accountability: Chief Executive:
Meaning,
Types, Functions and Role; Line, Staff and Auxiliary Agencies;
Headquarter and
Field relationships; Decision Making; Communication;
Leadership;
Accountability
12
Course Outcomes (As per Bloom’s Taxonomy)
At the end of the course the students will be able to:
CO 1 To make the students efficient 3 in knowledge and methods of
Public Administration analysis
including data analysis
CO 2 To develop 2 the basic professional skills pertaining to
Administrative thoughts , analysis and
assessment including counseling.
CO 3 Ability 3 to use skills in specific areas related to chosen
specialization (e.g. cognitive,
Administrative -organizational, educational and social,
community
CO 4 Ability 3 to relate and connect concepts with personal
experiences and using critical thinking.
13
CO 5 Curiosity and ability to formulate 4 problems related to
Administration and using appropriate
concepts and methods to solve them.
Text Books: Avasthti, A and Maheshwari, S R (2013). Public
Administration. Agra: Lakshmi Narain
Agarwal.
Basu, Rumki (2008). Public Administration: Concepts and Theories.
New Delhi:
Sterling Publishers.
Administration. New Delhi: S. Chand
Reference
Books: Bhambri, C. P. (2010). Public Administration Theory and
Practice Meerut: Educational
Publishers..
Bhattacharaya, Mohit (2008). New Horizons of Public Administration.
New Delhi:
Jawahar Publishers and Distributors.
CM20B107 4– 0 – 0 = 4 3-0-1-4
Learning
Objectives
The aims and objectives of teaching Economics at the Secondary
level are:
Introduce tools and methods of economic analysis that will serve as
the basis for other courses
in economics such as Macroeconomics, Economic Analysis, Managerial
Economics, and
Economic Resources.
Provide non-specialists economics students with a good introduction
to the fundamental
principles of microeconomics.
Familiarize students to use the concepts to which they are
introduced to facilitate analysis of
the functioning of the micro economy
Unit Contents Hours
1 BASIC CONCEPTS
Scarcity and Choice; Production possibility frontier, Positive and
normative
economics; constructing a model, scientific method; concepts of
opportunity
cost, rate of growth, and of total, average and marginal functions.
Demand
and Supply; Market demand, elasticity, shifts and movements,
Applications
of Demand, Supply and elasticity. Revenue and Expenditure,
elasticity and
marginal revenue; income elasticity of demand; consumer
surplus
09
2 CONSUMER CHOICE
Cardinal Theory, derivation of demand in case of one or more goods;
Ordinal
theory: Budget sets and Preferences under different situations.
Indifference
curves: the rate and elasticity of substitution. Consumer
equilibrium effects of
change in prices and income; Engels curve. Derivation of demand
curve.
Income and substitution effects: Hicks and Slutsky. Applications of
indifference
curves to other economic problems Revealed preference theory: WARP,
SARP
and the derivation of demand curve.
09
Single variable - average and marginal product, variable
proportions, stages of
production. Two variables - isoquants, returns to scale and to a
factor; factor
prices; cost minimization and output maximization; Elasticity of
substitution.
Expansion path and the cost function
18
4 COST
Concept of economic cost; Short run and long run cost curves;
increasing and
decreasing cost industries; envelope curve; L-shaped cost curves;
economies of
scale. Prices as parameters: Firm equilibrium and profit; short and
long-run
supply function; taxes and subsidies.
12
Perfect competition: Equilibrium of the market. Long run industry
supply:
producer and consumer surplus. Applications: effects of taxes and
subsidies.
Monopoly: Equilibrium; supply; multipiant firm; monopoly power;
deadweight
loss; price discrimination; bundling; two-part tariffs.
Monopolistic Competition:
Product differentiation; equilibrium of the firm in the
industry-with entry of new
12
15
Course Outcome (As per Bloom’s Taxonomy)
At the end of the course the students will be able to:
CO 1 Define 1 economics theories and concepts in context to
business organizations
CO 2 Demonstrate 3 laws of demand and supply
CO 3 Utilize 3 the knowledge to diagnose and solve organizational
problems and develop optimal
managerial decisions.
CO 4 Illustrate 3 the economic theories in context to business
organizations.
CO 5 Interpret 4 the market situation on the basis of economic
knowledge gained for business organization.
Text Books: Karl E. Case and Ray C. Fair (2007). Principles of
Economics, New Delhi: Pearson
Education Inc.
Joseph E. Stiglitz and Carl E. Walsh (2007). Economics, New York:
W.W. Norton &
Company.
George, M. Kinshi (1995). Basic Concepts of Micro Economics; New
Delhi:
Jawahar Publishers and Distributors
Weidenbaum, L. and Mark Jensen (1899). The Theory of Business
Enterprise, New
Jersey: Transaction Books
N. Gregory Mankiw (2007). Economics: Principles and Applications,
New Delhi:
Cengage Learning India Private Limited.
Veblen, Thorstien (1994). The Theory of the Leisure Class, NY:
Penguin.
16
PB20B101 0– 0 – 4 = 4
Learning Objectives:
Integrating the knowledge and skills of various courses on the
basis of
multidisciplinary projects Develop the skill of critical thinking
and evaluation.
To develop 21st century success skills such as critical thinking,
problem solving,
communication, collaboration and creativity/innovation among the
students.
To enhance deep understanding of academic, personal and social
development in
students.
General Guidelines:
PBL will be an integral part of UG/PG Programs at different
levels.
Each semester offering PBL will provide a separate Course Code, two
credits will be allotted to it.
Faculty will be assigned as mentor to a group of 30 students
minimum by HoS.
Faculty mentor will have 4 hours/week to conduct PBL for assigned
students.
Student will select a topic of their choice from syllabus of any
course offered in respective semester (in-lines with sustainable
development goals).
Student may work as a team maximum 3 or minimum 2 members for
single topic.
For MSE, student’s performance will be assessed by panel of three
experts either from other department/school, or from same
department/school based on chosen topic. This will be comprised of
a presentation by student followed by viva-voce. It will be
evaluated for 30 marks.
20 marks would be allotted for continuous performance assessment by
concerned guide/mentor.
For ESE, student will need to submit a project report in prescribed
format, duly signed by concerned guide/mentor and head of the
school. The report should be comprised of following
components:
1. Introduction 2. Review of literature 3. Methodology 4. Result
and Discussion 5. Conclusion and Project Outcomes 6.
References
Student will need to submit three copies for 1. Concerned School 2.
Central Library 3. Self
The integrity of the report should be maintained by student. Any
malpractice will not be entertained.
Writing Ethics to be followed by student, a limit of 10 %
plagiarism is permissible. Plagiarism report is to be attached
along with the report.
Project could be a case study/ analytical work /field work/
experimental work/ programming or as per the suitability of the
program.
Course Outcomes (As per Bloom’s Taxonomy)
CO1 Apply3 a sound knowledge/skills to select and develop their
topic and project respectively
17
CO2 Develop6 plans and allocate roles with clear lines of
responsibility and accountability.
CO3 Design6 solutions to complex problems following a systematic
approach like problem identification, formulation and
solution.
CO4 Collaborate6 with professionals and the community at large in
written and oral forms.
CO5 Correlate4 the knowledge, skills and attitudes of a
professional.
18
To possess emotional stability.
To integrate moral values.
To attain higher level of consciousness.
It will prepare the students physically and mentally for the
integration of their physical, mental and spiritual
faculties so that the students can become healthier, saner and more
integrated members of the society and of the
nation
Course Outcomes (As per Bloom’s Taxonomy)
CO1 The students will equip their self with basic knowledge about
ones personality
CO2 Students learn to handle oneself well in all life
situations,
CO3 Students learn techniques of gaining good health.
CO4 Students will develop a discriminative mind capable of knowing
the real from the unreal and to
face the dualities of life with equanimity.
CO5
19
Yoga and Meditation helps in self-discipline and self-control,
leading to immense amount of
awareness, concentration and higher level of consciousness. Main
objective are:
To provide the basic practical understanding about
plantation.
To familiarize the various issues related with plantation and
associated problems.
To make a bonding between tree and students.
Preparing basic awareness about the environmental issues confronted
by the humanity in the present global
scenario and to equip the students to understand the environmental
movements and basic of plantations.
Course Outcomes (As per Bloom’s Taxonomy)
CO1 To monitor various stages of tree growth.
CO2 To aware about of issues associate with plantations.
CO3 Understand the environmental issues and goals.
CO4 This allows “forests” to be traded as a commodity.
CO5
20
UC20B201 3-0-0-3
Understand software categories and how to use this software.
Acquire knowledge of Microsoft office suit and have hands on
it.
Understand the usage of internet, its pros and cons.
Acquire knowledge of different types of virus and how to keep your
computer
safe.
Getting familiar with modern technologies like Artificial
Intelligence, Cloud
Computing, Internet of Things, Data science and about Big
Data.
UNIT CONTENT HOURS
computers, Limitations of computers, System Components, Input
devices, Output devices, Computer Memory, Central Processing
Unit,
Mother Board. Computer Generations & Classifications: Evolution
of
computers, Classification of Computers
(ROM), Physical Devices Used to construct Memories, Bus, Bus
Interface, Industry standard architecture (ISA), Micro
Channel
Architecture (MCA), VESA (Video Electronics Standards
Association, Peripheral component Interconnect, Accelerated
graphics Port, FSB, USB, Dual Independent Bus,
Troubleshooting.
Storage Devices: Hard Disk- Construction, IDE drive standard
and
features, Troubleshooting, DVD, Blue-Ray disc, Flash Memory,
Input
Output Devices: Wired and Wireless connectivity, Wired and
Wireless Devices, Input Devices, Touch Screen, Visual Display
Terminal, Troubleshooting
different operating systems, Overview of different
application
software, Overview of proprietary software, Overview of open
source
technology. Software Development, Design and
Testing: Requirement Analysis, Design Process, Models for
System
Development, Software Testing Life Cycle, Software Testing,
Software Paradigms, Programming Methods, Software
Applications.
Operating System Concepts: Operating System Concepts,
Functions
of Operating System, Development of Operating System,
Operating
system virtual memory, Operating System Components, Operating
System Services, Operating System Security.
6
IV Internet and Its Working: History of Internet , Web browsers,
Web
servers, Hypertext Transfer Protocol , Internet Protocols
Addressing,
6
21
System, Cloud Technologies, Cloud Architecture, Cloud
Infrastructure, Cloud Deployment Models.
V Introduction, Types of websites, Components of web site,
Domain
rank, Architecture of Website, Website Designing Basics,
Domain,
Hosting, Difference between dynamic & static website,
Introduction
to SEO, Page Rank, Domain Rank, Google Maps.
6
Course Outcomes (As per Bloom’s Taxonomy)
CO1 Define 1 the need of hardware and software required for a
computation task.
CO2 Demonstrate 3 the working of important application software and
their use to
perform any engineering activity.
CO3 Utilize 2 the operating system commands and shell script.
CO4 Illustrate 2 the typical provisions of cyber law that govern
the proper usage of
internet and computing resources.
CO5 Interpret 3 the emerging trends and applications of Computers
Science and
Engineering, impact of Computer in Science and Engineering.
Text
Books:
Nagpal, DP (2010). Computer Fundamental, New Delhi: S Chand
Publication,
Goel, Anita (2010). Computer Fundamental, Delhi: Pearson
Education
Balagurusamy, E , Fundamental of computers; McGrawHill
Reference
Books: Dubey, Kumar Sanjay (2012). Basic Computer Engineering, New
Delhi: JBC
Publisher and distributers
22
UC20B201 2-0-0-2
To venture into entrepreneurship by giving them baseline
understanding of
the various aspects impacting decision making on various frontiers
as faced
by an enterprise.
UNIT CONTENT HOURS
importance, qualities, nature, types, traits, Goal determination
–
Problems Challenges and solutions. Role of Entrepreneur in
Indian
economy and developing economies with reference to Self-
Employment Development Entrepreneurial Culture.
entrepreneurial process, changing dimensions in entrepreneurship
–
Digital entrepreneurship. Entrepreneur Vs. Intrapreneur,
Entrepreneur Vs. Entrepreneurship, Entrepreneur Vs. Manager;
Role of Regulatory Institutions; Role of Development
Organizations;
Self Employment Oriented Schemes; Various grant schemes.
5
III Business Ideation & Business Model Canvas: Meaning
and
Objectives of a Business Plan, Advantages and cost of preparing
a
Business Plan, Elements, Critical Assessment Generating
business
idea – sources of new ideas, methods of generating ideas,
opportunity
recognition. Choice of the organization: Sole Proprietorship,
partnerships, Joint Stock Co., Co-Operatives Family Business
–
meaning, characteristics, importance, types and models.
7
Development Programme. Evaluating entrepreneurial development
programs. Developing support system. Feasibility study –
market
feasibility, technical/operational feasibility, financial
feasibility,
environmental scanning, competitor and industry analysis.
Role of Central Government and State Government in promoting
Entrepreneurship - Introduction to various incentives, subsidies
and
grants.
8
Production Management; Financial Management; Marketing
Management; Consumer Management.
independence and entrepreneurial growth after independence
under
planning system.
Course Outcomes (As per Bloom’s Taxonomy)
At the end of the course student would be able to:
CO1 Managerial qualities and competencies of an entrepreneur
CO2 Himself with the challenges of starting a new venture and the
process of setting up
a business.
CO3 Essential skills and creativity needed to build teams and work
in and with them.
23
CO4 The essential procedure and funding avenues for setting up a
new business.
CO5 The various government initiatives and accordingly plan for his
business.
Text Books Nagarajan, K (2005). Project Management; New Delhi: New
Age
International.
Mumbai: Himalaya Publishing House.
Publishing House
Berger, Brigitte (1991). The Culture of Entrepreneurship; ICS Pvt
Ltd.
Brandt, Steven (1996). Entrepreneurship, Archipelago Pub
Narula, Gurmit (2001). The Entrepreneurial Connection, Mumbai:
Tata
McGraw Hills.
CENTAURY TO 1870) Total Lecture:60
AH20B201 4– 0– 0=4
Learning
Objectives
:
The objective of the course is to provide a comprehensive knowledge
of the
medieval and early modern phase of the history of the western
world.
The following course provides an understanding of the factors
determining
events of the past.
The course details the eras and their respective developments in
the specific
regions as well as the events that change the phases of world
history.
The courses emphasizes on the forms of art, architecture and
culture that was
prevalent in particular areas and eras.
The course studies the movements and unrest that took place in
their point of
time and how they impacted the course of History thereon.
UNIT CONTENT HOURS
I The Beginning of Modern Era – Renaissance, Decline of
Feudalism,
Reformation and Counter Reformation, Economic Revolution of the
Modern
West – Mercantilism and Commercial Revolution, Beginning of
Colonialism
12
II Industrial Revolution, Industrial revolution in England – Causes
and Impact on
Society, Industrialization in other countries – USA, Germany,
Russia, Japan,
Glorious Revolution of 1688 AD
12
III American Revolution (1776 A.D), Causes and Effects, French
Revolution-
Nature, Causes and Effects and its aftermath
12
IV Age of Napoleon Bonaparte – Rise and fall Vienna Congress
(1815), Age of
Metternich, Revolutions of 1830 and 1848 A.D and their impact over
Europe,
Eastern Question up to Crimean war
12
V Liberalism in England –Act of 1832 and Chartist Movement, Act of
1867 A.D,
American Civil War, with reference to Abraham Lincoln and the
abolition of
slavery, Napoleon III, Unification of Germany and Italy
12
Course Outcomes (As per Bloom’s Taxonomy)
At the end of the course the students will be able to:
CO 1 To demonstrate 3 a comprehensive knowledge of the medieval and
early modern phase
of the history of the western world.
CO 2 To comprehend 3 the factors determining events of the
past.
CO 3 To deploy 2 skills of critical analysis to comprehend the
respective developments in the
specific regions as well as the events that change the phases of
world history.
CO 4 To analyze 4 various forms of art, architecture and culture
that was prevalent in
particular areas and eras.
25
CO 5 To understand 1 the movements and unrests that took place in
their point of time and
how they impacted the course of History thereon.
Text
Books: Mason David S (2017). A Concise History of Modern Europe,
Hyderabad:
Orient Blackswan
History Captivating (2019). History of Europe : A Captivating Guide
to
European History, Classical Antiquity, The Middle Ages, The
Renaissance and
Early Modern, UK: Ch Publications
Reference
Books: Eugene Berger, Georgia Gwinnett (2016). World History:
Cultures, States,
and Societies to 1500, Georgia: University of North Georgia
Press.
26
AH20B202 4-0-0-4
Learning
Objectives: To make the student aware of History of Indian National
Movement.
To introduce the constitution and its preamble to the
students.
To provide an understanding of the political functioning of the
constitution.
To make the aware of the three organs of Indian constitution.
To enhance their role as enlightened citizens.
UNIT CONTENT HOURS
I Brief History of Indian National Movement, the Making of
Indian
Constitution and its sources, Preamble and Basic Features
12
II Fundamental Rights and Duties, Directive Principles of State
Policy, Right
to Information
III Union Executive: President, Prime Minister, Council of
Ministers, State
Executive: Governor, Chief Minister, Council of Ministers
12
Legislature: Vidhan Sabha and Vidhan Parishad
12
V Union Judiciary: The Supreme Court, State Judiciary: The High
Court,
Judicial Activism
Course Outcomes (As per Bloom’s Taxonomy)
CO1 The students will be able to understand 1 the working of Indian
Political System.
CO2 The students will be able to analyze 4 the working of Indian
Government.
CO3 The students will be able to recognize 3 themselves with the
current trends in Indian
Political System.
CO4 The students will be able to demonstrate 3 their understanding
regarding the working
of the three organs of Indian Political System.
CO5 The students will be able to deploy 2 the skills of critical
analysis with respect to
Indian political system.
Text
Books:
Rajni Kothari (2009). Caste in Indian Politics, New Delhi: Orient
Blackswan.
Anup Chand Kapur (2010). Principle of Political Science New Delhi:
S. Chand
& Company Ltd.
Books: R.C Agrawal (2005). Indian National Movement and Indian
Constitution
New Delhi: S Chand & company Ltd., 2005
Sanjay Sing (2012). Basic Principle of Political Science, New
Delhi: Anmol
Publisher
J. C. Johri (2019). Principal of Modern Political Science, New
Delhi: Sterling
Publishers Pvt. Ltd.
Learning
Objectives: This course aims at familiarizing students with the
nature of Indian society.
Spread over two units its contents cover important social
institutions of Indian
society such as Family, Kinship, Marriage, Varna and Caste.
This paper aims at acquainting the students with the conceptual
framework of
Indian social system.
It will further enable the students to understand the dynamics of
social
institutions.
Students will have the opportunity to join professional careers in
Sociology and
allied fields.
II Caste, Class, Family, Marriage, Kinship, Lineage & Descent,
Race 12
III Structure of Indian Society, Village, City, Rural;-Urban
Continuum,
diversity of Indian Society-Demographic, Cultural, Religious
and
Linguistic, Civil Society, Minority
IV Family Problems – Dowry, Divorce, Domestic Violence, Problems of
the
Elderly, Youth Tension
Secularism
12
After successful completion of course students will able to:
CO1 To grasp 2 the nature of Indian Society and reflect upon its
various aspects.
CO2 To apply 3 sociological concepts and theories to the real world
and ultimately their
daily lives
CO3 To enlighten 3 with the knowledge of theoretical as well as
methodological
perspectives of studying Indian Society.
CO4 To aware 2 and conscious of positive and negative impact of
society by getting
sociological understanding of the forces through which society
moves from state of
organization to disorganization.
CO5 To provide 3 legal, psychosocial and emotional support to the
innocent persons who are
affected by malicious implication through dowry laws. To provide
legal aid to families
from weaker and needy section of society.
Text
Books: M.L Gupta & D.D Sharma (2018). Indian Society, Agra:
Sahitya Bhavan.
John Nagle & Piero (2017). Introducing Sociology: A Graphic
Guide,
London: Icon Books Ltd.
(2018). Introduction to Sociology, Kolkata: Seagull.
Bhadoriya and Patil (2019). The Basic Concepts of Sociology,
Bhopal: MP
Hindi Granth Academy.
AH20B204 4– 0 – 0 = 4 3-0-1-4
Learning
Objectives:
To demonstrate basic understanding of theories, concepts and
practices relevant to
public administration to the students.
To generate the critical thinking and problem solving skills that
is applied in the
public service realm.
To provide the appropriate skills to the students to make them able
to administer
public programs in their chosen subfield of public
administration.
To help them to access their knowledge and experience of ethics and
integrity in
public service
To reflect on ways to incorporate public service values in
administering agencies,
policies and programs.
UNIT CONTENT HOURS
Parliamentary Government, Fundamental Rights and Duties,
Directive
Principles of State Policy
II Union Executive: President, Prime Minister, Council of Ministers
12
III Judiciary – Supreme Court – Composition, Jurisdiction and
Functions,
Administrative Adjudication
State Public Service Commission
V State Government – Governor, Chief Minister, Council of Ministers
12
Course Outcome (As per Bloom’s Taxonomy)
At the end of the course the students will be able to:
CO1 To assess
1 their knowledge and experience of ethics and integrity in public
service and
reflect on ways to incorporate public service values in
administering agencies, policies and
programs.
3 proficiency in clear oral and written communication by
presenting
succinct, well-organized materials and analysis tailored to the
needs of their audience.
CO3 To demonstrate
operate.
CO4 To provide
2 theoretical as well as practical knowledge on management of
public
organizations, including personnel and financial management that
are necessary for public
officials.
29
Text Books:
Pvt Ltd.
M.V Pylee (2003). Constitutional Government in India, New Delhi: S.
Chand
D.D Basu (2018). Introduction of Indian Constitution, New Delhi:
Lexis Nexis.
Reference
Books:
30
CM20B207 4– 0 – 0 = 4 3-0-1-4
Learning
Objectives:
Introduce tools and methods of economic analysis that will help the
students in doing
advanced economics analysis such as Macroeconomics, Economic
Analysis,
Managerial Economics, and Economic Resources.
Provide economics student with a good understanding of
microeconomics concepts.
Familiarize students to use the concepts to which they are
introduced to facilitate
analysis of the functioning of the micro economy.
Unit Contents Hours
Cournot model and reaction curves; Stackelberg„s model, Bertrand
model;
quantity leadership; price leadership; Non collusive stable
equilibrium;
simultaneous quantity setting; collusion; cartels; Concepts of
Game
Theory: Dominant strategies and Nash Equilibrium; Mixed
strategies;
Prisoner's Dilemma. Specification of oligopoly models in game
theoretic
terms. Repeated Games and Entry Deterrence.
12
2 FACTOR MARKETS
Factor pricing in the case of single and many variable factors;
demand for
labor in a product market with perfect competition and
monopoly.
Monopsony, bilateral monopoly and role of labourunions.Economic
rent
and quasi rent.
3 GENERAL EQUILIBRIUM
Edgeworth box: 2 good, 2 factor, 2 consumer analysis and
Pareto
optimality conditions; market trade; Walras Law; Relative
prices;
Equilibrium and efficiency; Grand Utility possibility frontier.
Implication
of first and second welfare theorem.
12
equity. Arrow's Impossibility Theorem
resources and public goods, Asymmetric Information
and Signaling, Joint production and consumption.
12
Course Outcome (As per Bloom’s Taxonomy)
At the end of the course the students will be able to:
CO 1 Define 1 economics theories and concepts in context to
business organizations
CO 2 Demonstrate 3 factors of market and market behaviour.
CO 3 Utilize3 the knowledge to diagnose and solve organizational
problems and develop optimal
managerial decisions.
31
CO 4 Illustrate 2 general equilibrium theories in context to
business organizations.
CO 5 Interpret 2 the market situation on the basis of economic
knowledge gained for
business organization.
Text Books: Dhingra I.C. and Garg V.K. (2015): Principles of Micro
Economics, New Delhi: Sultan
Chand and Sons.
Hall R.E. and Lieberman M. (2012): Microeconomics- Principles and
Applications,
USA: Cengage Learning
Tools, ( for Application Purposes)
Pindyck R. S. and Rubinfeld Daniel L. (2014): Microeconomics,
32
PB20B201 0– 0 – 4 = 4
Learning Objectives:
Integrating the knowledge and skills of various courses on the
basis of
multidisciplinary projects Develop the skill of critical thinking
and evaluation.
To develop 21st century success skills such as critical thinking,
problem solving,
communication, collaboration and creativity/innovation among the
students.
To enhance deep understanding of academic, personal and social
development in
students.
General Guidelines:
PBL will be an integral part of UG/PG Programs at different
levels.
Each semester offering PBL will provide a separate Course Code, two
credits will be allotted to it.
Faculty will be assigned as mentor to a group of 30 students
minimum by HoS.
Faculty mentor will have 4 hours/week to conduct PBL for assigned
students.
Student will select a topic of their choice from syllabus of any
course offered in respective semester (in-lines with sustainable
development goals).
Student may work as a team maximum 3 or minimum 2 members for
single topic.
For MSE, student’s performance will be assessed by panel of three
experts either from other department/school, or from same
department/school based on chosen topic. This will be comprised of
a presentation by student followed by viva-voce. It will be
evaluated for 30 marks.
20 marks would be allotted for continuous performance assessment by
concerned guide/mentor.
For ESE, student will need to submit a project report in prescribed
format, duly signed by concerned guide/mentor and head of the
school. The report should be comprised of following
components:
1. Introduction 2. Review of literature 3. Methodology 4. Result
and Discussion 5. Conclusion and Project Outcomes 6.
References
Student will need to submit three copies for 1. Concerned School 2.
Central Library 3. Self
The integrity of the report should be maintained by student. Any
malpractice will not be entertained.
Writing Ethics to be followed by student, a limit of 10 %
plagiarism is permissible. Plagiarism report is to be attached
along with the report.
Project could be a case study/ analytical work /field work/
experimental work/ programming or as per the suitability of the
program.
33
Course Outcomes (As per Bloom’s Taxonomy)
CO1 Apply3 a sound knowledge/skills to select and develop their
topic and project respectively
CO2 Develop6 plans and allocate roles with clear lines of
responsibility and accountability.
CO3 Design6 solutions to complex problems following a systematic
approach like problem identification, formulation and
solution.
CO4 Collaborate6 with professionals and the community at large in
written and oral forms.
CO5 Correlate4 the knowledge, skills and attitudes of a
professional.
34
To possess emotional stability.
To integrate moral values.
To attain higher level of consciousness.
It will prepare the students physically and mentally for the
integration of their physical, mental and spiritual
faculties so that the students can become healthier, saner and more
integrated members of the society and of the
nation
Course Outcomes (As per Bloom’s Taxonomy)
CO1 The students will equip their self with basic knowledge about
ones personality
CO2 Students learn to handle oneself well in all life
situations,
CO3 Students learn techniques of gaining good health.
CO4 Students will develop a discriminative mind capable of knowing
the real from the unreal and to
face the dualities of life with equanimity.
35
Green Credit helps in self-discipline and self-control, leading to
immense amount of awareness,
concentration and higher level of consciousness. Main objective
are:
To provide the basic practical understanding about
plantation.
To familiarize the various issues related with plantation and
associated problems.
To make a bonding between tree and students.
Preparing basic awareness about the environmental issues confronted
by the humanity in the present global
scenario and to equip the students to understand the environmental
movements and basic of plantations.
Course Outcomes (As per Bloom’s Taxonomy)
CO1 To monitor various stages of tree growth.
CO2 To aware about of issues associate with plantations.
CO3 Understand the environmental issues and goals.
CO4 This allows “forests” to be traded as a commodity.
36
Learning
Objectives:
The aim of Computer Application is to provide students with an
opportunity to develop
& understanding the latest trends & technologies of
computer system and computer
software. Meanwhile, they also develop the skill of using computer
applications
software for solving problems.
1 Computer Network: Overview, Types (LAN, WAN and MAN), Data
Communication, Topologies.
FTP, Telnet, Gopher etc., Search Engines, E-mail, Web
Browsers.
Internet of Things (IoT): Definition, Sensors, their types and
features,
Smart Cities, Industrial Internet of Things.
9
like Money Laundering, Information Theft, Cyber Pornography,
Email
spoofing, Denial of Service (DoS), Cyber Stalking, Logic Bombs,
Hacking
Spamming, Cyber Defamation , Pharming Security Measures,
Firewall,
Antivirus, Computer Ethics & Good Practices, Introduction of
Cyber Laws
about Internet Fraud, Good Computer Security Habits
9
Data base Management System: Introduction, File oriented approach
and
Database approach, Data Models, Architecture of Database System,
Data
independence, Data dictionary, DBA, Primary Key, Data
definition
language and Manipulation Languages
areas fundamentals of Block Chain. Crypto currencies: Introduction
,
Applications and use cases Cloud Computing: It nature and
benefits,
AWS, Google, Microsoft & IBM Services
9
Reality, Grid computing, Green computing, Big data analytics,
Quantum
Computing and Brain Computer Interface.
9
COURSE OUTCOMES (As per Bloom’s Taxonomy)
At the end of the course the students will be able to:
CO 1 Demonstrate 1
the knowledge of the basic structure, components, features of
computers network.
37
CO 3 Compare
3 and contrast features, functioning & types of operating
system and
DNMS.
CO 4 Demonstrate 3 architecture, functioning & services of the
Internet and basics of
multimedia.
CO 5 Illustrate 3 the emerging trends and technologies in the field
of Information
Technology.
Norton P. (2017): Introduction to Computers, Mumbai: Tata McGraw
Hill
Education.
McGraw Hill
University Press.
the Technologies that Enable it, Mumbai: Penguin
Reference
Books
Malhotra T D (2020): New Trends in Computer Jalandhar:
Evergreen
Publications Pvt. Ltd.
Tata McGraw-Hill
Henry F. Korth (1997): Data Base System Concept, Mumbai:
McGraw-Hill
Education.
38
UC20B302 (LTP=2-0-0=2)
Enable students to manage the placement challenges more
effectively
UNIT Contents Hours
deductive logic, Data Sufficiency, Directional Sense 6
2 Simplification, Square root & Cube root, Average, Problem
on
Numbers & Problem on Ages, Percentage 6
3 Profit & Loss, Ratio & Proportion, Height & Distance,
Partnership,
Chain Rule, Time & Work. 6
4 Deductive Reasoning, Logical Word Sequence, Objective
Reasoning, Selection decision tables, Puzzles 6
5
Pattern Recognition, Coding Pattern Recognition, Number
Series
Pattern Recognition
Course Outcomes (As per Bloom’s Taxonomy)
At the end of the course the students should be able to:
CO1
Draw 1 conclusions and/or make decisions based on analysis and
critique of quantitative
information using proportional reasoning. Students will also
effectively justify and
communicate their conclusions in ways appropriate to the
audience.
CO2 Solve
of ratios (i.e., fractions, decimals, rates, and
percentages).
CO3 Analyze 4 and critique mathematical models and be able to
describe their limitations.
CO4 Apply
3 probabilistic reasoning to draw conclusions, to make decisions,
and to evaluate
outcomes of decisions.
3 between proportional and non proportional situations and, when
appropriate,
apply proportional reasoning.
Aggarwal R S (2018): Quantitative Aptitude for Competitive
Examinations, Delhi: S
Chand.
D P Gupta & Sanjeeta Burnwal (2020): General Quantitative
Aptitude for Competitive
Exams, New Delhi: Disha Publication
Reference
Books
Deepak Agrawal & D P Gupta (2019): Rapid Quantitative Aptitude:
With Shortcuts &
Tricks for Competitive Exams, New Delhi: Disha Publication.
Abhijit Guha (2016): Quantitative Aptitude for All Competitive
Examinations,
Mumbai: Tata McGraw Hill.
Lecture: 60
Learning
Objectives:
To understand the structure of early-medieval India.
To recall conquering of the Indian subcontinent by the Turkish
powers.
To recognize how the Sultanate of Delhi was established in the year
1206.
To sketch the changing religious and cultural scenarios.
To examine the impact of Islamic culture on India and the
consequent
transformation of Indian culture, society, religion and agrarian
structures.
UNIT CONTENT HOURS
I Source of Medieval Indian History- Foundation and consolidation
of the
Delhi Sultanate – Qutbuddin Aibak and IItutmish. Razia and
Balban,
Allauddin Khilji his consequences and reforms. The Mongol
invasion.
10
II Mohammad Bin Tughluq and Firoz Shah Tughluq- Disintegration
of
Delhi Sultanate. Vijayanagar and Bahamani Kingdoms. Timurs
invasion
and its impact. Invasion of the Mughals-Babur, Humayun and Sher
Shah
Suri. Role of Rana Kumbha and Rana Sanga in Indian history.
12
III Akbar – Consolidation and territorial expansion of the Mughal
empire,
his religious and Rajput policy. Jahangir, Shahjahan,
Mughal-Sikh
relation. Rise of Marathas. Chhatrapati Shivaji-His conquests
and
administration. Aurangzeb and the decline of the Mughal Empire,
Nadir
Shahs invasion and its impact.
14
IV Socio–Religious life during the Sultanate period, Bhakti and
Sufi
Movements. The Saint tradition during the Sultanate period-
Agriculture
Industry, Trade, Economic and Administrative System
12
Architecture during Mughal period. Role of Rani Durgawati, Jijabai
and
Chand Bibi in history.
After successful completion of course students will able to:
CO1 Understand 1 the foundation of the Delhi sultanate and the
Sultanate administration.
CO2 Recognise 2 the socio-economic and religious conditions under
Vijayanagar Empire.
CO3 Interpret 3 the conditions of India during the Mughal
Empire.
CO4 Compare 3 the administration and art & architecture of
Mughals.
CO5 Analyse 4 the rise of the Marathas and the contribution of
Shivaji.
Text
Books: L P Sharma (2019). Medieval India (1000-1761 AD), Agra:
Laxmi Narain
Agrawal.
Chandra Satish (2019). Medieval India: From Sultanate to the
Mughals Delhi
Sultanate(1526-1748)Part-2, New Delhi: Har Anand Publication Pt.
Ltd.
Habib Irfan (1998). Medieval India I: Researches in the History of
India 1200-
1750, New Delhi: Oxford University Press.
Reference Khurana, K.L. (2015).History of Medieval India, Agra:
Lakshmi Narain Agarwal.
40
Books: Mahajan, V.D. (1991). History of Medieval India, New Delhi:
S. Chand.
Mehta, J.L. (2019). Advanced Study in the History of Medieval India
: Volume
II Mughal Empire (1526-1707), New Delhi: Sterling Publications
Private
Limited.
Sharma, L.P. (2010). History of Medieval India 1000-1740, New
Delhi: Konark
Publishers Pvt. Ltd.
AH20B302 (LTP= 4– 0 – 0 = 4)
Learning
Objectives: To introduce the political ideas of Ancient Indian
thinkers.
To understand the political ideology of Greek thinkers.
To explain the political theories of modern thinkers.
To give opprutinity to gain the knowledge about the development of
nation by
Indian political thinker.
UNIT Contents Hours
I Salient feature of ancient Indian political thought. Manu,
Kautilya and
Buddhist tradition
II Salient feature of western political thoughr Plato, Aristole
10
III Salient feature of Modern political thought Machiavelli,
Hobbes, Locke,
Rousseau, Jeremy Benthon, John S. Mill
14
IV Communist Thinkers; Marks,Lenin and M.N. Roy 10
V Indian Political Thinker : Mahatma Gandhi, Dr B R Ambedkar,
Ram
Manohar Lohiya , Pt Deendayal Upadhaya
14
Course Outcome (As per Bloom’s Taxonomy)
At the end of the course the students will be able to:
CO1 Understand 1 the contribution of political thinkers
CO2 Apply 3 critically examine their ideas of western and modern
thinkers
CO3 To classify 2 the contribution of Indian thinkers to political
thought
CO4 To grasp 1 theoretically rich and empirically grounded
knowledge
CO5 To develop 3 the overall personality of students and prepare
them to compete and
succeed in their endeavors
Textbooks: R.C Gupta (1963). Great Political Thinkers: East and
West, Agra: Lakshmi
Narain Agrawal.
Jones, T. (2012). Modern Political Thinkers and Idea: An
Historical
Introduction. UK: Routledge.
R Jayapalan, N. (2000). Indian Political Thinkers: Modern Indian
Political
Thought. New Delhi: Atlantic Publishers & Dist.
Reference
Books: Lagi, S. (2020). Democracy in Its Essence: Hans Kelsen as a
Political Thinker.
Lexington Books.
Esposito, J. L., & Shahin, E. E. D. (Eds.). (2018). Key Islamic
Political
Thinkers, Oxford: Oxford University Press.
Mukherjee, S. and David Hume (2002). Great Western Political
Thinkers, New
Delhi: Deep and Deep Publications.
42
Total Lecture: 60
Learning
Objectives:
To describe the dynamics of social problems.
To explain the students with the conceptual framework of Indian
social problems.
To interpret important social problems of Indian society such as
Poverty, Rural
Poverty, Unemployment in rural areas, problem related to women and
children,
terrorism etc.
UNIT CONTENT HOURS
I Introduction: The Concept of Social Problem, Characteristics of
Social Problems, Causes
and Types of Social Problems, Social Problems and Social
Disorganization.
12
II Poverty and Unemployment: The Concept- Incidence and Magnitude;
Causes of Rural Poverty- Problem
of the Poor and the Pains of Poverty; Strategies for Alleviating
Poverty.
Present Features of Unemployment in India- Types, Causes and
Consequences.
12
III Problems of Women and Children: Womens Harassment- Nature,
Extent and Characteristics of Violence
Against Women.
Domestic Violence- Female Infanticide, Dowry.
Concept and Types of Child Abuse - Incidence of Child Abuse, Causes
of
Child Abuse, Problem of Child Labour.
12
Terrorist Movement; Mass Support, Support Base.
Terrorism in India
Meaning, Types, Causes, Extent of Crime in India, Penology
and
Rehabilitative Measures.
After successful completion of course students will be able
to:
CO1 Define 1 the nature of Indian social problems and reflect upon
its various aspects.
CO2 Illustrate 3 sociological concepts and theories to the real
world and ultimately their
daily lives.
CO3 Create 2 with the knowledge of theoretical as well as
methodological perspectives of
studying Indian social problems.
CO4 Appraise 3 impact of social problem by getting sociological
understanding of the forces
through which society moves from state induced problems.
43
CO5 Develop 3 legal, psychosocial and emotional support to the
innocent persons who are
affected by malicious implication through social problems.
Textbooks: Bhattacharya, S.K. (1994). Social Problems in India, New
Delhi: Regency
Publications.
Reference
House.
Prasad, Narendra (2001). Population Growth and Child Labour, New
Delhi:
Kanishka Publishers Distributors.
Kattakayam, J.J. and J. Vadackumchery (1999). Crime and Society,
New
Delhi: A.P.H, Publishing Corporation.
Kohli, A.S. and S.R. Sharma (1997). Poverty Alleviation and
Housing
Problem, New Delhi: Anmol Publications, Pvt. Ltd.
Kempe, R.S and Kempe C.H. (1978). Child Abuse, London:
Fontana.
44
AH20B304 (LTP= 4– 0 – 0 = 4)
Learning
Objectives:
This course aims:
To recognize basic understanding of theories, concepts and
practices relevant to
„public personal administration.
To create the critical thinking and problem-solving skills that is
applied in the „public
personnel administration.
To demonstrate the appropriate skills to the students to make them
able to administer
public programs in their chosen subfield of „public personnel
administration.
To use their knowledge and experience of ethics and integrity in
public service.
To develop public service values in administering agencies,
policies and programs.
UNIT CONTENT HOURS
Types of Personnel Systems – Aristocratic, Bureaucratic and
Democratic;
Principles of Personnel System – Merit, Spoils, Career
12
II Recruitment Meaning and Importance, Main Features of the System
of Recruitment in
India, Central and State Services.
Types of Recruitment; Union Public Service Commission and State
Public
Service Commission – Composition, Functions and Role
12
Demerits.
12
IV Conduct and Discipline Meaning and Significance, Conduct Rules,
Disciplinary Procedure, Rights of
Civil Servants.
Retirement Benefits – Pension, Provident Fund and Gratuity.
New Pension Scheme.
Course Outcome (As per Bloom’s Taxonomy)
At the end of the course the students will be able to:
CO1 Assemble
1 their knowledge and experience of ethics and integrity in public
service and
reflect on ways to incorporate public service values in
administering agencies, policies and
programs.
CO2 Illustrate
3 proficiency in clear oral and written skill by presenting
succinct, well-organized
materials and analysis tailored to the needs of their
audience.
CO3 Demonstrate
operate.
45
CO4 Employ
3 theoretical as well as practical knowledge on administration of
public
organization, including „personnel management are necessary for
public officials.
CO5 Develop
Textbooks:
Jain, RB (1994). Aspects of Personnel Administration, New Delhi:
IIPA.
Goel, SL (2003). Public Personnel Administration: Theory and
Practice, New
Delhi: Deep and Deep Publications.
Maheshwari, S R (2004). The Public Service of India: Current Good
Practices
and New Developments in India, New Delhi: Commonwealth
Secretariat.
Reference
Books:
Jha, Rajesh K (2010). Public Personnel Administration, New Delhi:
Pearson.
Maheshwari, SR (2006). Public Administration in India: The Higher
Civil
Service, New Delhi: Oxford University Press.
Procter, Arthur (2010). Principles of Public Personnel
Administration, Delhi:
Nabu Press.
Das, SK (2013). The Civil Services in India, New Delhi: Oxford
University Press.
Stahl, Glenn O (1975). Public Personnel Administration, New Delhi:
Oxford and
IBH Publishing Co.
PB20B301 0– 0 – 4 = 4
Learning Objectives:
Integrating the knowledge and skills of various courses on the
basis of
multidisciplinary projects Develop the skill of critical thinking
and evaluation.
To develop 21st century success skills such as critical thinking,
problem solving,
communication, collaboration and creativity/innovation among the
students.
To enhance deep understanding of academic, personal and social
development in
students.
General Guidelines:
PBL will be an integral part of UG/PG Programs at different
levels.
Each semester offering PBL will provide a separate Course Code, two
credits will be allotted to it.
Faculty will be assigned as mentor to a group of 30 students
minimum by HoS.
Faculty mentor will have 4 hours/week to conduct PBL for assigned
students.
Student will select a topic of their choice from syllabus of any
course offered in respective semester (in-lines with sustainable
development goals).
Student may work as a team maximum 3 or minimum 2 members for
single topic.
For MSE, student’s performance will be assessed by panel of three
experts either from other department/school, or from same
department/school based on chosen topic. This will be comprised of
a presentation by student followed by viva-voce. It will be
evaluated for 30 marks.
20 marks would be allotted for continuous performance assessment by
concerned guide/mentor.
For ESE, student will need to submit a project report in prescribed
format, duly signed by concerned guide/mentor and head of the
school. The report should be comprised of following
components:
1. Introduction 2. Review of literature 3. Methodology 4. Result
and Discussion 5. Conclusion and Project Outcomes 6.
References
Student will need to submit three copies for 1. Concerned School 2.
Central Library 3. Self
The integrity of the report should be maintained by student. Any
malpractice will not be entertained.
Writing Ethics to be followed by student, a limit of 10 %
plagiarism is permissible. Plagiarism report is to be attached
along with the report.
Project could be a case study/ analytical work /field work/
experimental work/ programming or as per the suitability of the
program.
47
Course Outcomes (As per Bloom’s Taxonomy)
CO1 Apply3 a sound knowledge/skills to select and develop their
topic and project respectively
CO2 Develop6 plans and allocate roles with clear lines of
responsibility and accountability.
CO3 Design6 solutions to complex problems following a systematic
approach like problem identification, formulation and
solution.
CO4 Collaborate6 with professionals and the community at large in
written and oral forms.
CO5 Correlate4 the knowledge, skills and attitudes of a
professional.
48
To possess emotional stability.
To integrate moral values.
To attain higher level of consciousness.
It will prepare the students physically and mentally for the
integration of their physical, mental and spiritual
faculties so that the students can become healthier, saner and more
integrated members of the society and of the
nation
Course Outcomes (As per Bloom’s Taxonomy)
CO1 The students will equip their self with basic knowledge about
ones personality
CO2 Students learn to handle oneself well in all life
situations,
CO3 Students learn techniques of gaining good health.
CO4 Students will develop a discriminative mind capable of knowing
the real from the unreal and to
face the dualities of life with equanimity.
CO5
49
Green Credits helps in self-discipline and self-control, leading to
immense amount of awareness,
concentration and higher level of consciousness. Main objective
are:
To provide the basic practical understanding about
plantation.
To familiarize the various issues related with plantation and
associated problems.
To make a bonding between tree and students.
Pre-
requisites:
None
Preparing basic awareness about the environmental issues confronted
by the humanity in the present global
scenario and to equip the students to understand the environmental
movements and basic of plantations.
Course Outcomes (As per Bloom’s Taxonomy)
CO1 To monitor various stages of tree growth.
CO2 To aware about of issues associate with plantations.
CO3 Understand the environmental issues and goals.
CO4 This allows “forests” to be traded as a commodity.
CO5
50
GE20B306 (LTP= 2– 0 – 0 = 2)
Learning
Objectives: The purpose of orienting students to General Studies is
to develop in them an
appreciation for the holistic nature of knowledge
In contemporary times, familiarity with General Studies is
indispensable
because at the senior learning stage there is an element of
specialization due
to which the students do not get exposed to some vital
disciplines/areas of
study that are not covered in their specialized field.
The whole course of General Studies is, therefore, focused on
proper
development of the „affective domain by exposing the students to
varied
domains of study.
To provide all the knowledge and life skills that is necessary to
help build
their confidence and skills.
To help the students to form an identity during the graduation
stage, that will
help them in making their own opinion about the world.
UNIT CONTENT HOURS
I Modern Indian History Modern Indian history from about the middle
of the eighteenth
century until the present- significant events, personalities,
issues
The Freedom Struggle - its various stages and important
contributors
/contributions from different parts of the country
06
3. CAG and related articles
4. Cyber laws
06
3. Election Commission
5. Special Acts of law for minorities
06
1. Rural versus Urban
Communalism.
06
V Human Rights
1. Introduction of Human Rights, Protection of Human Rights Act,
State
Human Rights Commission, National Human Rights Commission
06
51
Course Outcome (As per Bloom’s Taxonomy)
At the end of the course the students will be able to:
CO 1 To recall 1 the history of India
CO 2 To state 2 the knowledge of Indian political system.
CO 3 To develop 3 skill of responsible citizens.
CO 4 To organize 3 contemporary issues in the democratic way
CO 5 To analyze 4 effectively planning their future.
Text
Reference
Books: Ahir, Rajiv (2019). Modern Indian History, New Delhi:
Spectrum.
Gautam Rakesh (2015). Madhya Pradesh Ek Parichaya, New Delhi:
McGraw-Hill.
52
Objectives To familiarize students with design thinking concepts
and principles
To ensure students can practices the methods, processes and tools
of design thinking.
To ensure students can apply the design thinking approach and have
ability to model
real world situations.
To enable students to analyse primary and secondary research in the
introduction to
design thinking and develop ideas.
To develop an advance innovation and growth mindset form of problem
identification
and reframing, foresight, hindsight and insight generation.
UNIT CONTENT HOURS
Introduction to Design Thinking, History of Design Thinking,
Understand what
came before Design Thinking, Design Making: Concepts and
Prototyping;
Identifying and using Design Principles; Need of Design Thinking;
An approach to
Design Thinking, Design Thinking Process, Enterprise Design
Thinking,
Understand the Principles, Loop, and Keys.
9
2 ENTERPRISE DESIGN THINKING – 7 KEY HABITS, THE LOOP, USER
RESEARCH
7 key habits of effective Design Thinkers, Iteration: Understand
the Importance;
Learn how to Observe, Reflect, & make. An Overview on Loop: Its
Principles and
Keys. User Research its Importance, Empathy through
Listening.
9
3 THE LOOP – MAKE, USER FEEDBACK
Understand how make fits into the Loop, Learn how to leverage
Observe
information, Learn Ideation, Storyboarding, & Prototyping.
Understand user
feedback and the Loop, Learn the different types of user
feedback.
9
Create Thinking, Generating Design Ideas, Lateral Thinking,
Analogies,
Brainstorming, Mind mapping, National Group Technique,
Synectics,
Development of work, Analytical Thinking, Group Activities
Recommended
9
Steps; Reverse Engineering Leads to New Understanding about
Products; Reasons
for Reverse Engineering - Reverse Engineering Process - Step by
Step - Case Study.
9
Course Outcomes (as per Bloom’s Taxonomy)
At the end of the course the students will be able to:
CO 1 Examine 3 Design Thinking concepts and principles
CO 2 Understand 2 and apply enterprise Design thinking
53
CO 3 Practicing and experimenting 5 the methods, processes, and
tools of Design Thinking
CO 4 Apply 3 the Design Thinking approach and model to real world
situations
CO 5 Apply 3 and Understand Reverse and Forward Engineering
Text
Books: Emrah Yayici (2017). Design Thinking Methodology, US &
UK: Arts BizTech.
Daniel Ling (2016). Complete Design Thinking Guide, US: Createspace
Independent
Publishing.
Referenc
e Books: David West, Rebecca Rikner (2017). Design Thinking: The
Key to Enterprise Agility,
Innovation, and Sustainability, US: Davidwest.
Raja and Fernandes (2008). Reverse Engineering: An Industrial
Perspective, London:
Springer Verlag.
UC20B402 (LTP=2-0-0=2)
1. To enhance the problem solving skills
2. To improve the basic mathematical skills.
3. Enable students to manage the placement challenges more
effectively
UNIT Contents Hours
Simple Interest, Compound Interest, Stocks & Shares, True
Discount 6
2 Area, Volume & Surface Area, Permutation &
Combination,
Race & Game of Skill, Calendar, Clock, Probability 6
3
Information Ordering, Information Processing
Probability
6
survey and Presentation of data, Statistical Inference
6
5 Correlation, Formulating Null & Alternate Hypothesis, Type I
and Type II
errors Regression, z-test/t-test, p-value 6
Course Outcomes (as per Bloom’s Taxonomy)
At the end of the course the students should be able to:
CO1 Draw conclusions and/or make decisions
4 based on analysis and critique of quantitative
information using proportional reasoning. Students will also
effectively justify and
communicate their conclusions in ways appropriate to the
audience.
CO2 Solve
of ratios (i.e., fractions, decimals, rates, and
percentages).
CO3 Analyze 4 and critique mathematical models and be able to
describe their limitations.
CO4 Students will apply
3 probabilistic reasoning to draw conclusions, to make decisions,
and to
evaluate outcomes of decisions.
4 between proportional and non proportional situations and, when
appropriate,
apply proportional reasoning.
Aggarwal R S (2018): Quantitative Aptitude for Competitive
Examinations, Delhi: S
Chand.
D P Gupta & Sanjeeta Burnwal (2020): General Quantitative
Aptitude for
Competitive Exams, New Delhi: Disha Publication
Reference Books
Deepak Agrawal & D P Gupta (2019): Rapid Quantitative Aptitude:
With Shortcuts